Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Grace Kim
11/17/2015

Subject/ Topic/ Theme

Spanish

Grade ______5th__________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will focus on writing a paragraph of introducing oneself using the verbs ser and tener, the numbers in Spanish, the verb gustar, and some adjectives
from the vocabulary list. This will be one of the assessments as learning (for students to use). After writing the paragraph, the teacher will collect and make some
corrections in their grammar usage. Students will use the second (and final) draft for the video recording.
cognitiveR U Ap An E C*

Learners will be able to:

Say their names and where they are from using the verb ser. Say their age and the family members using the verb
tener
Say what they like using the gustar verb
Remember the numbers up to 20 in Spanish
Know the word order in Spanish sentences and write sentences in Spanish.
Write a paragraph in Spanish introducing oneself

physical
development

socioemotional

R U Ap C
R U Ap C
RU
R U Ap
An C
R U Ap C

SE

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standards for Foreign Language Learning
Communication
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
Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Connections
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.
Comparisons
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
(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.

Remember the phrases from the past classes. Say the name in Spanish.
Remember the pronouns in Spanish and conjugate the verb ser and tener in yo and t forms.
Students should also remember how to use gustar form.
Pre-assessment (for learning):

Go around the tables and number off the students. No. 1 will say their names in Spanish. No. 2 will
say their age in Spanish. No. 3 will say their hometown. No. 4 will say what they like using gustar
form.
Formative (for learning):

Ask the writing conventions.

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Formative (as learning):

Students need to write six sentences in the paragraph.

(Name, Age, Where they are from, Family, What they like gustar, and a descriptive sentence using
one of the adjectives)
When they write the first three, the students will have to exchange their paragraph with each other and
give some feedback.
Then write three more and exchange with another student.
Summative (of learning):
Hand in the paragraph to the teacher.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

The powerpoint and the whiteboard

will be used (visual) as well as the
oral form.

Students will stand up when they

say the sentence.
They will also do an activity of
interacting with the partner.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
By making the assignment more
personal, this lesson can enhance
the authenticity of the class
material.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

The numbers will be expressed

in both numerals and letters.

Provide options for comprehensionactivate, apply & highlight

This lesson will provide various

activities so that students can
apply their learning. Most
importantly, the students will be
practicing the materials by
describing about themselves.

Provide options for expression and

communication- increase medium
of expression

Students will practice both oral

and written component, as well
as listening to each other.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

This lesson provides

opportunity of listening to each
other as a community through
large group interaction at the
beginning. Students will also do
the partner / peer editing with
their classmates.

Provide options for executive

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

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

The objective of the lesson is

stated at the beginning, and this
can focus the students to the
goal of this unit by preparing
for the project of the unit. The
short term goals will be
mentioned before each section.

Students will be able to do some

self-assessment in this lesson,
since it includes the materials
from the past classes.

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

Papers and pencils for each student

Index cards
Powerpoint, Computer, Projector
Handout Vocabulary List (Adj & #2)
Video: https://www.youtube.com/watch?v=r88y7xCRe7g

How will your classroom

be set up for this lesson?

Students will sit in groups of 4 in a table, and the tables will be arranged in a U-shape.

III. The Plan

Time

Components

1 min
1 min

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Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Greeting
Students will go to their seats.
PPT 2
Introduce todays schedule and tell them the goals:
-Be able to write a paragraph of describing oneself
in Spanish using the verbs ser, tener, and
gustar
-Be able to say in Spanish what they like

Tell them that this will be used for their video

recording
PPT 3
Sharing Time: Fun Fact about Me!
Instructions: Write one fun fact about yourself. The
teacher will collect, shuffle, and say it to the class.
Whoever guesses correctly who that is will get a
candy!

1 min

1 min
2 min

Students will write one fun fact about themselves

in an index card.
10 min

The teacher collects and shuffles the card, choose

one, and read the fact. Students need to figure out
who that is.
Students guess and, if correct, get a candy!

4 min

2 min

5 min

1 min
2 min

2 min

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

Review the past lessons [PPT 4]

- The conjugation of the ser verb [PPT 5]
- The use of tener [PPT 6]
- Mi nombre es [PPT 7]
- Numbers 0-20 [video & PPT 8-10] video
- Gustar verbs [PPT 11]
The teacher can call out the names of each student
and ask them to answer.
PPT 12
Intro to the new activity: Students will be
numbered, and each number has a thing to say.
No. 1 will say their names in Spanish. No. 2 will
say their age in Spanish. No. 3 will say their
hometown. No. 4 will say what they like using
gustar form.

Students can also raise up their hands and answer

the questions.

After listening to the instruction, students will

begin to number off.

Go around the room and say the sentence.

Students will need to stand up when it is their turn.

Pass out the handouts. (This is the resource!)

Tell them to take a look and mark the ones that
they do not know.
Go around the room to get a sense of the students.

Mark the words that they do not know.

Read the words to the students.

Repeat after the teacher.

1 min

Give them paper & pencils.

3 min

PPT 13
Give instructions on what to write. (6 sentences)
Give some examples. Questions?

Students can ask the questions.

3 min

Write the first three sentences of the introductory

paragraph.

Start writing the paragraph!

3 min

Get into the across-the-table partner. Read what

you wrote. Give a feedback to each other. Make
some corrections if needed.

Find a partner and exchange.

3 min

Write the next three sentences.

Go back and write three more sentences.

3 min

Get into the partner again and read the next three
sentences. Give feedback to each other.

Get into the partners, read, listen, and give

feedback!

1 min

Closure
(conclusion,
culmination,
wrap-up)
2 min

1 min

Tell them the plans for the next class:

The teacher will read, edit, and hand it. Then the
students can rewrite and use that for the video
recording.
Collect the papers.

Hand in the paragraph and line up!

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.)

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