STEPP Lesson Plan Form: Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form
The Lessons
Teacher: Stephanie Carson
School: Rocky Mountain High School
Date: 10/08/2015
Grade Level: 9-12
Title: Prepositions of Place
Content Area: Spanish

Lesson #:_1_ of _2_
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
1. 1. Learn, understand, and communicate familiar topics using isolated words and high frequency
phrases.
Understandings: (Big Ideas)
Students will understand to: recognize that the verb estar belongs to more than one category (well-being
and location).
Students will understand to: recognize when to use the different forms of estar and tell where things are
located.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
Can I recognize the verb to be in Spanish?
Can I conjugate the verb to be when referring to location?
Can I say where things are located using the verb to be?
Evidence Outcomes: (Learning Targets)
I can: identify the verb estar.
I can: conjugate and use the verb estar.
I can: match the correct form of estar (singular form or plural form) to the appropriate preposition.
This means: I understand and can communicate familiar topics (written/oral) using isolated words and
high frequency phrases.
List of Assessments: (Write the number of the learning target associated with each assessment)
Students will be able to: identify the verb estar.
Students will be able to: conjugate and use the verb estar.
Students will be able to: match the correct form of estar (singular form or plural form) to the appropriate
preposition.
Students will be able to: tell where things are located using estar.
Colorado State University College of Health and Human Sciences
Page 1
Page 2

Planned Lesson Activities
Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Present Tense of Estar and Prepositions of Place
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set?
In order to grab students attention I will have a desk in front of me but with a variety of
objects. Since I dont normally have this desk, students will be perplexed but as I
introduce the lesson, it will help grab their attention and keep them entertained.
Overall, I expect the whole lesson to last about 45 minutes.

I need the white board, SMART board, and the Spanish Level 1 book.
The strategy I intend to use is the I Do-You Do. I am using this strategy so that students
see what the concept entails, how it works, and so that they can put it into practice on their
own.
Why are you using it at this point in your lesson?

Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the length
of each segment of the lesson. List actual minutes.)
Indicate whether each is:
-teacher input
10 min. Homeroom
10 min. Video announcements
10 min. Play 10 minute Bingo with vocab. words.
Page 3

-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
20 min. Introduction to Lesson

1. Introduce myself.
2. Tell them that they are going to learn more about the verb estar.
3. Background knowledge: know the use of estar when talking about well-being:
Hola, cmo estas?
Hola, estoy bien, y t?
4. New knowledge: learn the use of estar when talking about location.
5. Ask guiding questions.
6. Provide an easy way to remember when to use the verb estar is saying to yourself the
following catchy phrase: How you feel and Where you are is when you use the verb
estar.
15 min. Examples I Do-You Dos
7. Show examples.
8. White board and guided learning; ask what estar ends in, remind them that, although
estar ends in ar it does not follow the pattern of regular ar verbs, the yo form = estoy is
irregular.
15 min. Practice
9. Conjugation time! (POSSIBLY HAVE A STUDENT COME UP AND WRITE IT)
10. Lastly, explain that the verb estar is often used with a certain preposition to describe
the location of a person or object.
11. (Ask Questions/Guided Practice)
12. Ask students to grab Leccin 2 packet and look at the Prepositions.
Page 4

13. 10 min. Power Point
14. Put the PowerPoint and PRACTICE!
10 min. Song
15. Teach them song with gestures.
16.
17. 5 min. Activity
18.
Activity
GET WITH A PARTNER AND PICK LOCATIONS CLOSE TO ONE ANOTHER
AROUND THE CLASSROOM. USE VARIOUS SENTENCES TO DESCRIBES
WHERE YOU ARE AND WHERE YOUR PARTNER IS.
1-HAVE TO USE THE VERB ESTAR (ESTOY, ESTAS, ESTA) AND
2-HAVE TO USE PREPOSITIONS
--BRING ONE OBJECT WITH YOU (PENCIL CASE, WATER BOTTLE)
Say Ms. Carson is my partner; I would tell Ms. Carson where she is (ESTAS) and
then tell her what is either infornt of her, below, (PREPOSITIONS) etc.
SENORA CARSON ESTAS EN TU ESCRITORIO
LA BOTELLA DE AGUA ESTA A LA IZQUIERDA DE SENORA CARSON
ESTOY EN EL FRENTE DE LA SALON DE CLASE
ONLY ONE BRINGS THE PACKET
10 min. Closure
Have them repeat the conjugations of estar, the song, and as en exit ticket, have them tell
me where they are.
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thinking during the PROCEDURE?
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense out
of what has just been taught. Any Questions? No.
OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
thinking during CLOSURE?
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning
targets? Write a description of what you were looking
for in each assessment.
The strategy I intend to use is Cold Call and I Do-You Do. I am using these strategies to
keep students on their tows and because I want them to be able to see how the concept
being taught works. Additionally, I dont want them to be intimidated by it or feel like
they cant do it. Therefore, I think it is a good idea that I explain, model, and then
encourage them to try it out on their own.
In order to bring the lesson presentation to an appropriate conclusion, I will tell the
students that it is time to put it all together and then have them repeat the conjugations of
estar, the song, and as en exit ticket, have them tell me where they are.
The strategy I intend to use is Exit Ticket and Individual Practice.
If it is too advanced I will give them less examples or activities and break the explanation
down furthermore. I will also try to give them concepts in English that they can easily
identify or relate to so that I can use it as a comparison to Spanish and help them
understand more.
If is too easy I will give them more challenging activities or examples.
I will know if students met the learning targets by guided questions, group activities, and
exit tickets. I am not expecting a particular thing from each assessment. I am more
interested in them learning and understanding the overall concept of prepositions of place
and what the use of estar encompasses.
Page 6

Post Lesson Reflection
1.
To what extent were lesson objectives achieved? (Utilize assessment data to justify your level
of achievement)
I think that the main lesson objective that was achieved was: students can tell where
things are located. The purpose of my lesson was for students to understand the concept of
location of estar and be able to use it. This purpose was definitely achieved so, I would say that
the lesson objectives where achieved to a full extent.
2.
What changes, omissions, or additions to the lesson would you make if you were to teach
again?
If I were to teach again, I would begin my lesson differently. This means that I would
start y lesson with a hook rather than with a traditional start in which the teacher says what
students are going to learn. Moreover, I would make the lesson more deductive for students so
that their understanding is guided all throughout the lesson and so that they take ownership of
their learning. Additionally, I would incorporate about four more interactive activities or quick
transitions. I would focus a lot on having quick transitions for students so that they are able to put
into practice what was recently introduced or explained and so that when I do Cold Call, they feel
much more confident in participating. Lastly, I would try to make the lesson more studentcentered vs. teacher-centered. It was very easy for me to lecture and have a few exercises for
students but I have to keep in mind that if I can barely sit for a half an hour of lecture, high
schoolers will have an even harder time. Overall, I think my lesson was good but there is
definitely room for improvement and incorporating the aforementioned changes, omissions, and
additions, could strengthen the lesson.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson I envision much smoother transitions and more activities in which
students get to practice their presentational skills. It is key that, no matter the lesson or day, I plan
for students to have at least 10 minutes for them to practice their presentational and overall
communicational skills in the language of Spanish.
Page 7

Teacher: Stephanie Carson
School: Rocky Mountain High School
Date: 11/10/2015
Grade Level: 9-12
Title: Noun/Adjective Agreement
Content Area: Spanish

Lesson #:_2_ of _2_
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
1. 1. Learn, understand, and communicate familiar topics using isolated words and high frequency
phrases.
Understandings: (Big Ideas)
Students will understand to: describe various things and people using descriptive adjectives.
Students will understand to: complete activities pertaining to learned vocabulary and noun/adjective
agreement.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
Can I recognize nouns and adjectives in Spanish?
Can I describe things and people using nouns and adjectives?
Evidence Outcomes: (Learning Targets)
I can: identify nouns and adjectives.
I can: describe things and people using nouns and adjectives.
I can: describe things and people using adjectives that match in gender and number.
This means: I understand and can communicate familiar topics (written/oral) using isolated words and
high frequency phrases.
List of Assessments: (Write the number of the learning target associated with each assessment)
Students will be able to: list as many descriptive adjectives as they can (informal).
Students will be able to: answer questions regarding adjective and noun agreement, as well as
grammatical structures and compare those of Spanish and English (informal).
Students will be able to: translate sentences from English to Spanish (informal).
Students will be able to: complete a worksheet regarding descriptive adjectives (formal).
Students will be able to: describe two characters from the cartoon Charlie Brown using the yo form
(informal).
Students will be able to: describe an assigned character using ser, llevar, and tener. They will also
describe their characters hair and eye color, as well as three other characteristics (formal).
Page 8
Page 9

Planned Lesson Activities
Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Noun/Adjective Agreement
Overall, I expect the whole lesson to last about 70-75 minutes.

Students will need their vocabulary guide, computers, and access to PearDeck website,
which is given by the teacher. They will also need their notebooks and writing utensils (in
case Internet and/or interactive website doesnt work).
I will need the SMART Board, my PowerPoint Presentation (in case the Internet doesnt
work), and the Descriptive Adjectives worksheet to hand out to the students.
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
thinking during the Anticipatory Set?
Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the length
In order to grab students attention I will have the PearDeck website running up on the
SMART Board and have them list as many adjectives as they can.
I will use the Do-Now strategy. The purpose of this is to get students immediate focus
and also, for them to practice and expand their adjective vocabulary.
It is important to point out that the following instructional sequence is dependent upon the
use of Pear Deck. Pear Deck is an interactive website that helps teachers understand
student progress. Through Pear Deck teachers create a presentation, post questions, and
exercises that students are able to answer while the teacher monitors both individual and
Page 10

of each segment of the lesson. List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
class progress. Such design and allows for teachers to regularly check for student
understanding and progress. When question slides display on the screen, students can
answer the question individually on their devices, before the teacher reveals the answers.
Therefore, you will find various check-ins on the instructional sequence of this lesson.
3 min. - Warm Up - Have students list as many Spanish adjectives as they can. Unguided
individual practice. - Rationale: Get students to practice and expand their adjective
vocabulary.
3 min. Check - Circulate around the class and call on about 5 volunteers to see what they
wrote down. Guided whole-class practice. - Rationale: Review the articles and genders
for singular and plural adjectives.
1 min. Activity - Have students fill in the blank with the correct adjective. Unguided
individual practice. - Rationale: Activate students thinking regarding sentence structure
and gender agreement.
4 min. Intro. to Topic - Explain that, in Spanish, adjectives must match the gender and
number of the noun that they modify. Teacher input. - Rationale: Motivate students to
draw comparisons between the language of English and Spanish.
2 min. Check - Have students fill in 2 blanks and form 2 sentences regarding adjective
agreement. Unguided individual practice. - Rationale: Assess for students understanding
of adjectives, gender and noun agreement.
2 min. Continuation of Topic - Explain the exceptional e. Teacher input. - Rationale:
Help students understand that adjectives that end in /e/ do not change to match the gender,
only the number.
1 min. Check - Have students fill in a few blanks regarding the exceptional e.
Unguided individual practice. - Rationale: Assess for students understanding of the
exceptional e. Make sure they are paying attention and following along.
3 min. Continuation of Topic Explain consonant endings. Teacher input. - Rationale:
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Help students understand that adjectives that end in a consonant do not change to match
the gender. They only change to match the number.
2 min. Check Have students change a few given sentences in the singular form to the
plural form. Unguided individual practice. - Rationale: Encourage students to create
sentences based on what they are learning and also activate their prior knowledge.
3 min. Continuation of Topic Explain adjective placement. Teacher input. -Rationale:
Get students to draw comparisons between English and Spanish. Help them see that in
English, adjectives almost always come before the noun, but in Spanish, adjectives usually
come after the noun.
2 min. Check - Have students translate a few sentences from English to Spanish.
Unguided individual practice. - Rationale: Encourage their bilingualism skills. Activate
previous knowledge.
7 min. Continuation of Topic - Explain how to join adjectives. Explain possible uses of
ser, tener, and llevar. Teacher input. - Rationale: Provide them visuals for possible uses
of the verbs. Remind students about each verbs conjugation.
9 min. Formal Assessment - Hand out Descriptive Adjective worksheet, allow students
to use their vocabulary guide. Unguided individual practice. - Rationale: Get students to
put into practice what they just learned. Assess their comprehension and written
skills/abilities.
4 min. Check - Go over worksheet in class. Guided whole-class. - Rationale: Make
sure students are following along and that they have acquired a general sense of
understanding.
5 min. Activity - Split up the class into boys and girls. Have boys describe
characteristics of Charlie Brown using the yo form. Have girls describe characteristics
of Lucy using the ella form. Unguided group practice. - Rationale: Activate students
thinking, writing, and comprehension skills. Encourage collaborative learning. Emphasize
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verb conjugation and adjective use.
4 min. Check - Teacher writes on the board the adjectives that the boys used to describe
Charlie and the adjectives that the girls used to describe Lucy. Guided whole-class
practice. Rationale: Check for students understanding of verb conjugation, and adjective
and gender agreement.
5 min. Informal Assessment - Assign each student a character from Guess Who and
have them describe their character using ser, tener, and llevar. They will also have to
describe their characters hair and eye-color, as well as three other characteristics.
Students can use their vocabulary guide. Unguided individual practice. - Rationale: Get
students to use the different forms of ser, tener and llevar, as well as use adjectives,
gender and number, the exceptional e, consonant endings, and adjective placement
correctly.
5 min. Check - Call on 5 volunteers to read the adjectives they used to describe their
character and as a class, we will guess the character that they are describing. Guided
whole-class. Rationale: Encourage oral and presentational skills. Check for correct use of
adjectives and sentence formation.
5 min Wrap-up - Briefly sum up what has been covered in class, using the students to do
the summary. Refer back to the questions asked for checking for understanding and show
that they now can easily answer the questions. Assign homework. Guided whole-class. Rationale: Assess for students understanding. Check to see if I need to modify the next
lesson plan due to a lack of understanding from students.
thinking during the PROCEDURE?
The strategies that I intend to use are: Do Now, Check for Understanding and I DoYou Do. I am using Do Now to keep students focused and engaged on the lesson. I find
that students remain more actively engaged when you effectively incorporate technology
into their learning. Students will enjoy using PearDeck, the interactive website, as they get
a chance to use their computers, write down what they think is the correct answer, and
then, when we check for understanding, see whether or not they got the answer right. I use
the Check for Understanding strategy a lot because this lesson is on the go, which
means that we are constantly learning material pertaining to the lesson and then switching
to the next slide/concept. I believe that, because it is on the go, it is essential that I stop
Page 13

and check for understanding. This helps me see where students are at and whether or not
they are paying attention, following along, and grasping the concept being taught. If I see
that none of the students got the answer right, then it allows me to stop and teach the
concept in a different way or go over it one more time and then check for understanding.
Additionally, when checking for understanding with PearDeck, which shows up on the
SMART board, students like that their names dont appear on the screen because it helps
avoid shame and/or embarrassment if they got the answer wrong. Lastly, I like using the I
Do-You Do strategy because I think it appeals to auditory and visual learners. I think it is
very helpful that I explain, model, and then encourage students to try out the exercise on
their own. It gives them time to see, take notes, and then perform.
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense out
of what has just been taught. Any Questions? No.
OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
thinking during CLOSURE?
In order to bring the lesson presentation to an appropriate conclusion, I will briefly sum up
what has been covered in class, using the students to do the summary. I will also refer
back to the questions asked for checking for understanding and show that they now can
easily answer the questions. Assign homework.
Differentiation
To modify: If the activity is too advanced for a child,
If it is too advanced I will give students less examples or activities and break the
explanation down furthermore. I will also try to give them concepts in English that they
I intend to engage my students during closure through a summary that they will have to
give to the class. This summary will be one that the whole class contributes to. I will ask
students to name at least three things that they learned and, together, students will
construct an oral summary. I will also engage students through questions; these questions
will be the ones used during checking for understanding and I will show them that that
they now can easily answer the questions. I will use such engaging strategies to check for
understanding and also, to see if I need to explain the concept further during our next
session.
Page 14

how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning
targets? Write a description of what you were looking
for in each assessment.
can easily identify or relate to so that I can use it as a comparison to Spanish and help
them understand more. If is too easy I will give students more challenging activities or
examples. However, it is important to point out that, because the activity or example is too
easy, I will not give students more exercises. That doesnt help students in any way but
rather bores them. As aforementioned, I will make the activity or example more
challenging and, I think students like being challenged. It makes their learning more
exciting and it also boosts their self-confidence.
I will know if students met the learning targets through the informal and formal
assessments that I will provide to them. Specifically, I will know if students successfully
met the learning targets through the Descriptive Adjectives worksheet that they
complete, through the description of the Guess Who character that I assign to them, and
through the characters from Charlie Brown that they provide. The worksheet is one of
two formal assessments that I have for this lesson. Such worksheet will allow me to see if
students grasped the overall concept of the lesson. Furthermore, it will allow me to see if
they understood descriptive adjectives through matching of antonyms, writing of phrases
that match in gender and number, correction of phrases that do not agree in gender and
number, writing of adjectives and opposites, connection of adjectives to the noun that they
modify, and through a description of themselves. If they got most of the exercises on the
worksheet correct, I will know that students successfully met the learning targets.
Specifically, I will know that they learned how to use descriptive adjectives in Spanish.
The second formal assessment that I have for this lesson consists of students describing an
assigned character from Guess Who. The instructions for this assignment ask that they
describe their character using ser, llevar, and tener. Additionally, they also have to
describe their characters hair and eye color, as well as three other characteristics. If they
write a description that uses appropriate adjectives, and that matches in gender and
number, I will know that students met the learning targets of this lesson. I understand that
they might not get the conjugation of ser, llevar, and tener 100% correct but the important
thing is that they successfully use adjectives to describe their character. Lastly, the main
informal assessment that I have for this lesson consists of students describing two
characters from Charlie Brown using the yo form. I will know if students met the
learning targets through the description that they provide for each character. If they use
appropriate adjectives to describe their character, at least one of the learning targets of this
lesson will be met. If they give me a description that matches in gender and number then it
will show me that students truly grasped the concept of descriptive adjectives.
Page 15

Post Lesson Reflection
1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of
achievement)
I think that the main lesson objective that was achieved was: students can describe things and
people using nouns and adjectives. The purpose of my lesson was for students to understand the concept
of descriptive adjectives and be able to describe various things and people using descriptive adjectives.
Through the interactive website that I used and through the descriptions that I made them do, the purpose
of this lesson was definitely achieved. Moreover, it surprised me that students grasped the whole concept
of descriptive adjectives; this being that they have to match in gender and number. It was very gratifying
to see how students understood the concept and how much they enjoyed the lesson. I tend to think that
some concepts are too difficult for students to understand in one lesson but it always amazes me how
much potential students have and how much they can achieve.
2.
What changes, omissions, or additions to the lesson would you make if you were to teach
again?
Compared to the first lesson that I taught, I think that this lesson went much better. Unlike before,
I didnt bore or drill students with exercises. Instead, I designed an interactive lesson that was cognitively
challenging and that encouraged students to participate. I incorporated a lot of technology, something I
had been too afraid to do before. Not only did I use Pear Deck but I also used the SMART Board and I
allowed students to have their computers out during the entire lesson. Having their laptops out was a must
in order to be able to participate in the lesson but, prior to carrying out the lesson, the idea of technology
frightened me. I am used to and most comfortable with using the White Board and having a Power Point
as I teach a lesson. Therefore, relying on technology was frightening. However, I am very glad to have
incorporated technology as much as I did because students truly enjoyed learning through it. It was
unbelievable to see how smoothly the lesson went with the use of Pear Deck, as well as the SMART
Board, and how excited students were to participate. They were motivated to complete the exercises that
appeared on Pear Deck and they were very involved in the classroom.
However, if I were to teach this lesson again, I would make sure to become even more familiar
with the technology in the classroom, especially the SMART Board. Sometimes it was really hard to
switch to the next slide and scroll down through the slide to view students responses. This took some
time away from the lesson but not too much. Additionally, I would have the students that I know tend to
get distracted when using their laptops, to sit at the front of the classroom. I know that about five students
had other tabs opened on their computer. Also, I didnt get a chance to hand out the worksheet that I
wanted to formally assess them with. This was because my cooperating teacher took them to the language
lab. Nonetheless, through Pear Deck and the descriptions students were to complete for Charlie Brown
and Guess Who, I was still able to assess students progress.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson I envision continued practice with the SMART Board, more time for students
to complete the planned activities, and more careful attention to those students who easily get distracted
when using their laptops.
Page 16

STEPP Lesson Plan Form: Colorado State University College of Health and Human Sciences

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STEPP Lesson Plan Form

Title: Prepositions of Place

Content Area: Spanish

Colorado State University College of Health and Human Sciences