Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher : Carmen DeBoer

Date: 11/03/14

Subject/ Topic/ Theme: Chapter 2, Story B.1

Grade : 8th

I. Objectives
How does this lesson connect to the unit plan?
This lesson presents three essential structures for the unit.
cognitiveR U Ap An E C*

Learners will be able to:

Accurately use and translate the vocabulary word ver in the yo, el/ella, tu form
Accurately use and translate the vocabulary word buscar in the yo, el/ella, and tu form
Accurately use and translate the vocabulary word todava
Growth in comprehension through correct interpretation of the story
Repeat the story and use the vocab words in this context

Ap
Ap
Ap
U
U, AP

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite knowledge
and skills.

Outline assessment activities

(applicable to this lesson)

Former structures (quiera, viene, va a etc.)

Former vocabulary (enojado, feroz, feliz, triste, lobo etc.)
Pre-assessment (for learning):
Formative (for learning): Personalized question+answer (*PQA* from here on)
Formative (as learning): Verbal review of structures with motions
Verbal review of new vocabulary with pictures
(on PQA powerpoint)

Summative (of learning): tell story to a partner

What barriers might this lesson

present?
What will it take
neurodevelopmentally,
experientially, emotionally, etc.,
for your students to do this
lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
-powerpoint with pictures, and
words written out.
-paper picture of their bird cut out

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
-practice of buscar with papers
of birds is interaction

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression

and communication- increase
medium of expression

-converse with partner,

practice buscar
-practice reviewing story
with partner
Provide options for
comprehension- activate, apply &
highlight

-using the pictures to practice

ver
-using the paper pieces to
practice buscar
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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance,
value, authenticity, minimize
threats
-PQ is relevant and engaging
-safe environment because lots
of scaffolding with the
powerpoint
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies

Provide options for selfregulation- expectations,

personal skills and strategies,
self-assessment & reflection

-check with powerpoint for

correct forms

Materials-what materials
(books, handouts, etc) do you
need for this lesson and are they
ready to use?

-Projector/screen
-Diario document
-PQ (personalized questions) powerpoint
-small bird papers
-Story powerpoint
-Story script (printed)
-exclamation cards in middle of table groups
-Seor Wooly youtube video
-Ch. 2 B.1 and B.2 structure and additional vocab sheet
- 5 table groups (two partner tables in each ex. 4 students/table group)

How will your classroom be set

up for this lesson?
III. The Plan
Time

Components

10 min.

Motivation
(opening/
introduction/
engagement)

5 min.

5 min.
2 min.

Development
(the largest
component or
main body of
the lesson)
8 min.

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3. Pass out Structure and vocabulary sheet for Ch.

2 B.1 & B.2

3. Put away sheet of Ch. 2 B.1 &B.2

vocabulary/structures sheet

1. PQA- pictures for ver

Que ves en esta foto?
Take multiple answers as students raise their
hands. Enforce Spanish answers.
2. PQA- for todava

1. Verbally participate in answering

questions with correct Spanish form

3. PQA-review questions and conversation for

buscar (put up slide, to fill slot with example
descriptor)
Give two or three examples
eg. Busco un pajro gordo Algien tiene un
pajro gordo?- call on student with a fat bird to
answer, S, tengo un pjaro gordo or S, lo
tengo

3. Listen to example, respond correctly if

have the bird that teacher looks for

4. Give instruction for students to converse with

bird slips:
-Now find some one with your same bird IN
SPANISH ask for your bird type,
Eg. Busco un pajro feroz

4. Speak with partner in conversation, answer

final busca questions.

Finish PQA with the last slide asking busca

questions.
5. Tell story with powerpoint and printed script

10 min.
5 min.

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Introduce Diario (put document up on screen
1. Complete Diario individually or with
for class to see)
partner/table
-Hola clase, hoy es_____ (say date)
-read instructions
-circulate the room to answer questions as
they work
2. Review Diario
2. Verbally participate in Diario review (raise
-ask for answers for each question eg. Quien
hands to share answers)
sabe la respuesta para #1?

Closure
(conclusion,
culmination,
wrap-up)

6. Direct students to retell story to partner

-in English, then in Spanish

2. Accurately answering the questions-verbal

5. Listen, participate with exclamation

cards
6. Remember story, listen to partner, tell
story

3 min.

7. IF extra time, watch Seor Wooly video

Fun ending

7. Listen, watch

https://www.youtube.com/watch?v=34FxtEyRgIw

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Overall, the lesson went well. The warm-up (Diario) was a little too difficult for the students. The topic of yo-go verbs was
too advanced to be covered in such a short activity. I think it would have been a better activity if a more substantial part of
the lesson. Unfortunately, time is always a factor and doesnt always allow for such luxuries. Although, after the Diario, all
other material was well received and seemed to accomplish the task at hand. The ver slides were a hit, and the students
loved hearing what they others saw in the pictures. I was glad for the chance to explain how each person is different and sees
something different in the inkblot pictures. Making sure that the dialogue was in Spanish was a bit of a challenge, but giving
them the tools to communicate in Spanish really helped. Students genuinely seemed to enjoy the bird exercise. All who had the
chance to speak seemed to master the phrase and as I walked around during the large group activity, I didnt sense any large
difficulty among the others. The story was well received and accomplished the task of growth in comprehension as well as a
basis to remember the structures. Unfortunately, there wasnt time for the Seor Wooly video. Although this means there was
lots of time for retelling of the story which is more important. In all, I would say it was a lesson that successfully accomplished
the desired goals.

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