Lesson Plan Guide

Teacher Candidate:

Donna C. Allen

Date: 10/16/14

Grade and Topic:

Spanish I 9th-12th

Length of Lesson:

Mentor Teacher:

Marla Phillips

School:

50min

Kirby High

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

Unit 2 Who am I? Interpersonal Learning Target:

I can ask questions to find out basic information about someone else.

LESSON OBJECTIVE:
I can ask and answer questions describing which periods my classmates and I take different class
subjects.
I can organize the information gathered in the interviews into a comparison chart (using an Excel
Spreadsheet) to determine how many students take each subject and when.
STANDARDS ADDRESSED:
Interpersonal Communication National & TN Standard 1.1: In the target language, engage in conversations, provide and
obtain information, express feelings and emotions, and exchange opinions. Interpretative Communication National & TN
Standard 1.2: Understand and interpret both written and spoken forms of the target language on a variety of topics.
Presentational Communication National & TN Standard 1.3: Present information, concepts, and ideas to an audience
of listeners or readers on a variety of topics.

ISTE standards: 2. Design and develop digital age learning experiences and assessments Teachers
design, develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes identified in the Standards.
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
MATERIALS:
Instruction and data collection worksheet. Textbook or dictionary as reference for subject names.
Pencils. 15 computers with excel spreadsheet program.
Technology will be integrated as a way of organizing and comparing information gathered in oral
interviews between students in the target language.
(sample of the student product included)

BACKGROUND and RATIONALE:

The key concept of this lesson is obtaining and organizing basic information using simple questions and
answers in the target language. Students will interview each of the other students in the class to create a
tally of what time each student takes each of the subjects we have learned to say in class. This will help
them gain confidence and feel successful communicating in the target language and will also make the
language practice relevant and meaningful to their daily lives.
Critical academic language: Identifying school subjects, ordinal numbers, the verb to have, which.

Builds on previous vocabulary and practice with first, second, and third person conjugations of the verb
to have.
In a subsequent lesson we will discuss the popularity of the different subjects using the phrases I like..
and I dont like... (objectives for unit 3). Students will interview each other to discover their
classmates favorite classes. They will complete similar activity charting popularity of different subjects
and will analyze the information from the two activities to make conclusions about which is the most
popular class period.
I will plan for differentiation because some students have difficulty with pronunciation due to speaking
impairments. These students can partner with other students who are conducting the interview and can
record answers with them.
PROCEDURES AND TIMELINE:
Introduction: Look around you at the different people in your class and image how their academic day
might go. We all go to the same school, but does everyone at the school take the same classes? What
subject do all students at Kirby High School take and what subjects are unique to some students? How
does your schedule compare to that of other students in our class?
Procedures:
+Students come in and are seated and engaged in their bell work when the bell rings. Bell work
involves changing numbers 1-7 from cardinal numbers to ordinal numbers and listing the classes
you take for each period next to the corresponding ordinal number. (5min)
+The teacher transitions from bell work to problem statement and calls on a student to read the
days objective and guiding question. Next, a worksheet containing basic steps and procedures
for the activity is distributed while teacher explains interview and spreadsheet product
procedures using a power point presentation on the smart board. (5min)
+Teacher leads a listen and repeat (call and response) review of the words and phrases students
will need to comprehensible pronounce and understand in order to complete their data collection
sheet. Checks for understanding by asking someone to explain what they are about to do as a
class. (Most important rule during the interview process: No English!) (5min)
+Students conduct interviews with other students to get a tally which student take each subject at
+ Describe how you will differentiate for students with different learning needs or backgrounds.
If technology is being used, identify a rotation plan and supporting activities. (10min)
+After completing their interviews students will go to the computers to begin by opening the
excel program and saving their spreadsheet. They will follow the instructions provided in the I
do and on the worksheet. After completing the spreadsheet and tallying the number of students
who take each subject using the AutoSum button, students will email the completed product to
their teacher. After completing their assignment, students will return to their seat with their
worksheet. (20min)
Closure and closing procedures (5min)

Closure: After student have completed and submitted their assignment, they will return to their assigned
seats with their datasheets in hand. We will discuss our individual finding to answer the following
questions in the target language: 1) Were there any subjects that all students in our class take? Which
ones? 2) Where there any subjects that no students in our class take? Which ones? 3) What do you think
is the most popular subject among the students in our class?
After we answer these questions in open discussion, we will complete our closing procedures in the
target language and students will hand the completed worksheet to the teacher as their exit-ticket.

ASSESSMENT EVIDENCE:
Assessment Rubric:
1pts
Student worked productively with classmates in the target language and without causing disruptions.
2pts
Student completed interviews with all other students in the class as well as including their own information.
4pts
Student accurately completed the spreadsheet project and included all components modeled in the sample product.
3pts
Student accurately completed data collection worksheet, including appropriate answers to the three discussion
questions in the target language.
Total: 10pts

MODIFICATIONS:
Students who have learning disabilities or speaking impairment will be partnered with another student
and/or given more time to complete their assignment (such as the option of completing the spreadsheet
for homework).
Students who finish early or who find the activity overly simple can assist as peer tutors for struggling
students and/or can ask students what lunches they take (A,B, or C lunch).