Lesson Plan: Implementing Backward Design

I am very excited about this particular lesson plan using backward design. Typically, as
most teachers do, I have started out with a vocabulary lesson, taught a grammatical point and
used practice activities afterward (bottom-up approach). This lesson has truly challenged my
thought process in the classroom, but the change to more of a backward design approach has
worked very well. Students attentions were grabbed right at the beginning of class because I used
authentic materials that interested them. Students were engaged the entire throughout the entire
class and homework assignments were completed with more care than when using a bottom-up
approach where homework seems disconnected. While this plan took a very long time to
complete, it was worth seeing some change in student outcome and I hope to incorporate even
more backward design in my lessons for the future.

Lesson Plan: Spanish III

TEACHER: Evan McDonald
SCHOOL:
SUBJECT: Spanish III
GRADE: 11
UNIT: Las diversiones y tiempo libre
PERIOD: 2
(fun activities and free time)
DATE: 10/22/13
DURATION OF LESSON: 50 minutes
TEXTBOOK: Descubre III Media Edit. (Jos Blanco)
I. ANTICIPATORY SET
REVIEW: For a review, students will enter the classroom and see the review assignment
posted on the SmartBoard. Directions will state that students are to look at the photos and
interpret what the people like to do for fun. Gambits will be used to remind students of
the structure of the verb gustar and similar verbs. Also, pictures will be of people from
Puerto Rico in order for students to use interpretive communication to discuss
similarities/differences between Puerto Rican culture and their own culture into todays
lesson (see attached PowerPoint Slides). Students will discuss their thoughts
interpersonally through partner sharing followed by presentational with the class. Finally,
students will discuss (interpersonally and presentational) any similarities and differences
between Puerto Rican and their own views of things that are fun to do. (length: 10
minutes)
AFFECTIVE HOOK:
1.1 The teacher will have students think about their perfect day of fun. Through
steering, the teacher will encourage the students to think about their day of fun from
the moment they wake up until the moment they go to bed and then will transition into
how the singer of The Gran Combo describes his day.
Standards:
- Communication Standard 1.1: Students engage in conversations, provide and
obtain information, express feelings and emotions, and exchange opinions.
- Communication Standard 1.2: Students understand and interpret written and
spoken language on a variety of topics.
- Communication 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 cultures
- Comparison Standard 4.2: Students demonstrate understanding of the concept of
culture through comparisons of the cultures studied and their own.

Lesson Plan Espaol III 10/22/13

II. PURPOSE:
IMPORTANCE/RELEVANCE OF LESSON:
2.1
This is an important lesson as students will be learning about (or reviewing from the
previous year) reflexive verbs which are a foundation to their next lesson of reciprocal
reflexives.
In this lesson, the teacher wants to know that students are able to:
- Compare the ideas of fun/relaxing days between Puerto Rican culture and
students own culture
- Compare the view of women/wives in the Hispanic culture with students own
culture
- Identify reflexive verbs both aurally and through written material
- Utilize reflexive verbs to describe their view of a fun day (and how to get ready
for the fun day) as well as the views of another person
o This lesson is very relevant to students as they will be able to describe their day
and what they like to do using the necessary grammar (reflexive verbs) in the
Target Language. It is culturally relevant as they listen to music from Gran
Combo, one of the most famous Salsa orchestras that exist (and continues to
exist after fifty years).
III. THREE ACTIVITIES
3.1 Objective: At the completion of this activity, students will be able to:
- Compare the ideas of fun/relaxing days between another culture and students
own culture
- Compare the view of women/wives in the Hispanic culture with students own
culture
3.1 Standards:
- Communication Standard 1.1: Students engage in conversations, provide and
obtain information, express feelings and emotions, and exchange opinions.
- Communication 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.
- Cultures Standard 2.2: Students demonstrate an understanding of the relationship
between the products 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
cultures
- Comparison Standard 4.2: Students demonstrate understanding of the concept of
culture through comparisons of the cultures studied and their own.

Lesson Plan Espaol III 10/22/13

3.1 Procedure:
- Teacher will play the YouTube video Y NO HAGO MAS NA - - GRAN
COMBO with no sound and ask students to write down activities that the man
does during his free day. Students will separate activities in the morning and
afternoon (as is on the handout)
- After the video, students will discuss and compare, in table groups, their lists of
activities that the man does (interpersonal communication)
- Teacher will call on various students to share activities that the man does
- Teacher will ask students if the man liked to include his wife (mujer) in his free
day of fun and relaxation and encourage classroom discussion
- Teacher will put discussion questions on the SmartBoard for students to answer
o Does the man like to include his wife on his free day and fun morning
afternoon?
How is his wife included in the mans day?
- Students will discuss questions interpersonally followed by presentational
communication with the whole class
(Length: 12 minutes)
3.1 Materials:
- SmartBoard and Computer
- YouTube (video) http://www.youtube.com/watch?v=faDefHW7C44
- Handout
3.1 Assessment:
- Assessment will take place through oral responses given by students as well as
written responses given in the handout that the teacher will collect (to track
student progress)
3.2 Objective: At the completion of this activity, students will be able to:
- Acquire/Review vocabulary (from last year) related to daily routines and fun
activities
- Identify reflexive verbs aurally and in written text
- Identify the Puerto Rican Salsa Orchestra Gran Combo
3.2 Standards:
- Communication Standard 1.1: Students engage in conversations, provide and
obtain information, express feelings and emotions, and exchange opinions.
- Communication Standard 1.2: Students understand and interpret written and
spoken language on a variety of topics.
- Communication Standard 1.3: Students present information, concepts, and ideas
to an audience of listeners or readers on a variety of topics.
- Cultures Standard 2.2: Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied.
- Connection Standard 3.2: Students acquire information and recognize the
distinctive viewpoints that are only available through the foreign language and its
culture.

Lesson Plan Espaol III 10/22/13

3.2 Procedure:
- Students will receive the lyrics of No hago ms na by the Gran Combo with
blanks where reflexive verbs are
- Teacher will replay the YouTube video (this time with sound) and ask students to
fill in the blanks of the song (reflexive verbs) as they hear the missing lyrics
- Students will fill in the missing lyrics and then discuss their answers
interpersonally with a partner followed by dialogue with the teacher
- Teacher will have students discuss again the activities that the man SAYS does
o Making sure that students switch from yo (I) form to l (he).
o Discussion first with the teacher followed by interpersonal communication
with peers
- Teacher will ask students why each blank had two words and steer students
towards reflexive verbs (review from Spanish II)
- Teacher will put the lyrics on the SmartBoard and students will fill in the missing
lyrics as a class (to assess student comprehension)
3.2 Materials:
- Handout of lyrics, No hago ms na, Gran Combo
- Projector (SmartBoard) and computer,
- YouTube (video) http://www.youtube.com/watch?v=faDefHW7C44
- Lyrics to song: http://www.colby.edu/~bknelson/SLC/reflexives_combo.php
3.2 Assessment:
- Assessment will take place through student discussion with teacher as well as
student participation in filling in the blanks of the lyrics on the SmartBoard as a
class.
(Length: 15 minutes)
3.3 Objective: At the completion of this activity, students will be able to:
- analyze authentic pictures of Puerto Rican daily routines
- compare the similarities/differences of Puerto Rican daily routines with students
own culture
- compare Spanish reflexive verbs to their English equivalents
- utilize reflexive verbs to describe someone elses daily routine in the morning
3.3 Standards:
- Communication Standard 1.1: Students engage in conversations, provide and
obtain information, express feelings and emotions, and exchange opinions.
- Communication 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 3.1: Students reinforce and further their knowledge of other
disciplines through the foreign language.

Lesson Plan Espaol III 10/22/13

Comparisons Standard 4.1: Students demonstrate understanding of the nature of

language through comparisons of the language studied and their own.
Comparison Standard 4.2: Students demonstrate understanding of the concept of
culture through comparisons of the cultures studied and their own.

3.3 Procedure:
- The teacher will have students number off from 1-4 and separate students into
four new groups so that students have a chance to converse with others and move
about the classroom.
- The teacher will pass out a handout with pictures (authentic) of what people are
doing BEFORE they start their ideal day of diversiones (fun).
- The teacher will have students work in groups to interpret and discuss
interpersonally the handout of daily routines.
o making sure to walk around the room receiving feedback from students
o encouraging students to stick to the target language (TL)
- Students may use the textbook to assist them with vocabulary (page 62)
o Assignment will be do at the beginning of the next class and will count for
homework credit
3.3 Materials:
- Handouts
- Textbook (Descubre III, page 62)
3.3 Assessment:
- Assessment will take place as the teacher walks around the room checking on
each group. Students will also turn this assignment in for the teacher to assess
comprehension of reflexive verbs
(Length: 10 minutes)
IV. ACCOMMODATIONS/REMEDIAL OR EARLY FINISHER
4.1 Objective:
Accommodations: At the completion of this activity, students will be able to
perform the same activities as all of the students but with aid and repeated
directions (possibly in English native language if communication barrier is
broken).
Early Finisher: At the completion of this activity, students who finish early on a
task will be able to identify key characteristics of the group Gran Combo in the
target language.
4.1 Procedure:
Accommodations: Teacher will provide students with accommodations separate
handouts with multiple-choice selections or word-banks . The teacher will make
sure to focus on students with accommodations and repeat instruction if
necessary.

Lesson Plan Espaol III 10/22/13

Early Finisher: Teacher will provide the early finisher with a biography of the
musical group Gran Combo in the TL as well as comprehension questions for
the student to assess understanding of the material
4.1 Materials:
- Handouts with Accommodations
- Biography handout with comprehension questions (for early finisher)
4.1 Assessment:
- Teacher will assess student progress (with accommodation) through the students
participation in the lesson.
- Teacher will assess written work of students with accommodations during the
lesson (to know if student needs repeated instruction)
- Teacher will assess and give feedback to early finishers on the comprehension of
the biography Gran Combo
V. CLOSURE
5.1
- Teacher will ask students for a self-assessment of the comparison of Puerto Rican
culture and students own culture regarding diversiones (fun) and daily
activities.
- Teacher will ask students for a self-assessment of the comprehension of reflexive
verbs
- Teacher will give students the homework assignments for the next class
*Also written on the whiteboard
o Call a friend from this class and ask them to explain their ideal day of fun
starting with the time they wake up until the time they go to sleep and
write two paragraphs explaining your friends ideal day (at least eight
sentences).
o Adding in Standard 5.1: Students use the language both within and
beyond the school setting.
o **Formative Assessment
o Finish the handout in class on Qu hacen? with the pictures
o Quiz on reflexive verbs at the beginning of next class
o **Summative Assessment
(Length: 3 minutes)

Lesson Plan Espaol III 10/22/13

Warm-up Slides:

Explica, qu les gusta hacer a

los puertorriqueos?
! Termina la oracin de cada imagen.

A ellos les interesa __________________.

Tambin les gusta __________________.
__________________ la msica salsa.

Lesson Plan Espaol III 10/22/13

! Nos gusta comer? La misma comida?

! Nos interesa bailar? Nos fascina la salsa?

! Nos importa la msica? Qu tipo de msica nos gusta?

Lesson Plan Espaol III 10/22/13

Video Link: El Gran Combo No hago ms na

http://www.youtube.com/watch?v=faDefHW7C44

Preguntas para discutir

! El hombre incluye a su mujer en su da?

! Qu hace la mujer durante el da?
! Los hombres estadounidenses incluyen a su mujer durante

sus das de diversin? Cmo as?

Lesson Plan Espaol III 10/22/13

Nombre:____________________
Hora:_______________________
Fecha:______________________
El Gran Combo
No hago ms na
Cmo se ve un da de diversin (da relajante) del muchacho en el video?
Escribe las cosas que hace el hombre:
Por la maana:
Por la maana, el hombre se despierta.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Por la tarde:
Por la tarde, el hombre se toma un buen caf.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Lesson Plan Espaol III 10/22/13

Nombre:____________________
Hora:_______________________
Fecha:______________________
El Gran Combo
No hago ms na
Cmo se ve un da de diversin (da relajante) del muchacho en el video?
Escribe las cosas que hace el hombre:
Por la maana:
Banco de palabras [se levanta, se toma una siesta, se come un desayuno, se fuma un
cigarrillo, se baa, lee el peridico, ve la televisin,
Por la maana, el hombre se despierta.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Por la tarde:
Banco de palabras[se siente en una silla, se va al balcn, toca la guitarra, se come un
almuerzo]
Por la tarde, el hombre se toma un buen caf.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Lesson Plan Espaol III 10/22/13

Nombre:____________________
Hora:_______________________
Fecha:______________________
El Gran Combo
No hago ms na
Yo ___________ por la maana,
___________ un bao y ___________,
___________ un buen desayuno
y no hago mas na', mas na'.
Despus yo leo la prensa,
yo leo hasta las esquelas,
o ___________ a ver novelas
y no hago mas na', mas na'.
A la hora de las doce
yo ___________ un buen almuerzo
de arroz con habichuelas (beans)
y carne guisada, y no hago mas na'.
Despus ___________ a la hamaca
a dormir una siestita;
y a veces duermo dos horas
y a veces mas, y no hago mas na'.
Y ___________ como a las tres,
y ___________ un buen caf,
___________ un cigarillito con mi guitarra
y ___________ a cantar.
A la la, a la la, a la la lara la lara
Y a la hora de la comida
me prepara mi mujer
un bifstec con papas fritas
con ensalada y mil cosas mas.
___________ y no hago mas na'.
Luego ___________ al balcn,
cual si fuera un gran seor,
a ___________ en el silln,
Con mi mujer a platicar.
A larara la la.
Ay!, cuando se me pega el sueo
enseguidita ___________ a acostar,
y duermo hasta por la maana
y no hago mas na', mas na'.

Lesson Plan Espaol III 10/22/13

Nombre:____________________
Hora:_______________________
Fecha:______________________
El Gran Combo
No hago ms na
Yo ___________ (me levanto, se levanta, te levantas) por la maana,
___________ (te das, se da, me doy) un bao y ___________(te perfumo, me perfumo, nos perfumo)
___________ (me como, te comas, te comes) un buen desayuno
y no hago mas na', mas na'.
Despus yo leo la prensa,
yo leo hasta las esquelas,
o ___________(me pongo, te pones, se pone) a ver novelas
y no hago mas na', mas na'.
A la hora de las doce
yo ___________(me comes, me como, te comas) un
buen almuerzo
de arroz con habichuelas (beans)
y carne guisada, y no hago mas na'.
Despus ___________(me voy, te vas, se va) a la hamaca
a dormir una siestita;
y a veces duermo dos horas
y a veces mas, y no hago mas na'.
Y ___________(te levantas, me levanto, se levantan)
como a las tres,
y ___________(me tomo, se come, se toman) un buen
caf,
___________(te fumas, se fuman, me fumo) un cigarillito con mi guitarra
y ___________(se ponen, me pongo, te pones) a cantar.
A la la, a la la, a la la lara la lara
Y a la hora de la comida
me prepara mi mujer
un bifstec con papas fritas
con ensalada y mil cosas mas.
_______________(me lo mando, te lo mandas, se lo manda) y no hago mas na'.
Luego ___________ (me voy, te vas, se va) al balcn,
cual si fuera un gran seor,
a ___________(me merezco, mecerme, te mereces) en el silln,
Con mi mujer a platicar.
A larara la la.
Ay!, cuando se me pega el sueo
enseguidita ___________ (me voy, te vas, se va) a acostar,
y duermo hasta por la maana
y no hago mas na', mas na'.

Lesson Plan Espaol III 10/22/13

Lyrics that will be put up on the board are from the following:
http://www.colby.edu/~bknelson/SLC/reflexives_combo.php

Lesson Plan Espaol III 10/22/13

Nombre:_________________
Clase:___________________
Fecha:___________________
Qu hacen?
Escribe lo que hace cada persona antes de empezar su da de diversin!
1

3
1

2
1

1. ______________________________
2. ______________________________
3. ______________________________

4
1

6
1

5
1

4. ______________________________
5. ______________________________
6. ______________________________
7
5

8
7

7. ______________________________
8. ______________________________

Lesson Plan Espaol III 10/22/13

Nombre:_________________
Clase:___________________
Fecha:___________________
Qu hacen?
Escribe lo que hace cada persona antes de empezar su da de diversin!
1

3
1

2
1

1. ______________________________ (se despierta, se maquilla, se ducha)

2. ______________________________ (se cepilla, se levanta, se seca)
3. ______________________________ (se despierta, se maquilla, se baa)

4
1

6
1

5
1

4. ______________________________ (se cepilla, se seca, se pone ropa)

5. _____________________________ (se cepilla los dientes, se ducha, se baa)
6. ______________________________ (se peina, se seca, se levanta)
7
5

8
7

7. ______________________________ (se seca, se maquilla, se levanta)

8. ______________________________ (se despierta, se baa, se pone la ropa)

Lesson Plan Espaol III 10/22/13

Nombre:______________________
Clase:________________________
Fecha:_______________________
Biografa de El Gran Combo
El Gran Combo de Puerto Rico, comnmente conocido como El Gran Combo, es una agrupacin
musical de salsa de Puerto Rico. Es considerado el grupo ms exitoso de esa nacin y uno de los grupos de
salsa ms conocidos en toda Amrica Latina. Muchos de los cantantes legendarios de la salsa han sido
miembros en algn momento de la orquesta, por ello se le ha asignado el nombre de La Universidad de la
Salsa, apodo que les dio el periodista colombiano Ley Martin.
El Gran Combo fue fundado por Rafael Ithier en mayo de 1962. Ithier sigue siendo todava el pianista de la
orquesta y su director musical. El grupo es conocido por temas como "Falsaria", "Un verano en Nueva
York", "Eliminacin de Feos", "Gotas de lluvia", "La muerte", "Azuquita pa el caf", "La fiesta de pilito",
"No hay cama patanta gente", "Me liber", entre otras. El grupo se encuentra promoviendo su lbum ms
reciente Sin Salsa No Hay Paraso en giras que los llevan alrededor del mundo.
El grupo naci como resultado de la ruptura de Rafael Cortijo y su Combo en 1962, agrupacin de la que
era parte Rafael Ithier. Para ese entonces algunos miembros del ya desintegrado grupo se reunieron para la
grabacin de una placa discogrfica junto con el cantante dominicano Joseto Mateo en uno de sus lbumes
de su compaa disquera Gema Records, resultando en el lanzamiento de Meneame los Mangos. El grupo
fue llamado El Gran Combo por el empresario Guillermo lvarez guedes, quien fuera el arreglista musical
en la produccin del disco. Los miembros iniciales eran Rafael Ithier, Eddie Prez, Hctor Santos, Rogelio
"Kito" Vlez, Vctor Prez, Martn Quiones, Miguel Cruz, Milton Correa y Roberto Roena.
El grupo se encontr nuevamente para definir los fundamentos de la orquesta y escogieron a los cantantes:
Daniel Vzquez, Pelln Rodrguez y Chiqui Garca. En 21 de mayo de 1962, El Gran Combo se escuch
por primera vez en la radio puertorriquea. Ms tarde, se convirtieron en los msicos del estudio para el
programa de televisin "La Taberna India", producido por Cerveza India.
Luego de su debut en vivo en Hotel La Concha en San Juan, Puerto Rico, Chiqui Garca abandon la
orquesta. Sammy Ayala, quien haba tocado con Ithier en la orquesta Cortijo, recomend el reclutamiento
de Junior Montaez. Al poco tiempo, ste cambi su nombre por Andy.

Qu aprendiste? Contesta las preguntas en oraciones completas.

1. Qu tipo de msica canta El Gran Combo?
____________________________________________________________
2. Cmo es conocido el grupo msical?
____________________________________________________________
3. Quin fund El Gran Combo?
____________________________________________________________
4. Cmo se llama una de las canciones ms famosas del grupo este?
____________________________________________________________
5. Cundo se fund el grupo?
____________________________________________________________
6. Dnde fue el debut en vivo del grupo?
____________________________________________________________