STEPP Lesson Plan Form

Teacher: Petr Holubar

School: RMHS
Content Area: Spanish

Date: 3/31/2016
Grade Level: Spanish 3

Title: FREEZE FROZE FROZEN

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson:

the standard)

(Write Content Standards directly from

1. Communication in language other than English

2. Knowledge and understanding of other cultures
3. Connections with other disciplines and information acquisition.

Understandings: (Big Ideas)

Past Participle of a verb can be used as an adjective.
This tense is easy to form, very common in real world language.
It is possible (and simple) to enrich our vocabulary by being able to form adjectives from
verbs.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
How does a context (people, place, purpose) affect how people engage in conversations with
those who speak another language?
How do particular words and phrases help to start, maintain, and end conversations more
effectively?
What is the connection between the study of another language and the content areas?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow
the ABCD format, using student voice)
My Spanish 3 students will be able to:
Demonstrate knowledge of participio pasado and its use as adjective in English and
compare it to its use in Spanish.
Make the connection that these adjectives and the rules of concordance of gender and
number.
Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Form regular verb forms of all 3 categories (-ar, -er, -ir) and use them in a logical context.
Use and retain several irregular forms of participio pasado.

This means:
They will be able to have an educated opinion and a group discussion comparing verb
tense in English and Spanish
They will be able to fill in the blanks in at the song I wrote.
They will enrich their morphological capabilities (forming adjectives from verbs).
Have fun doing it.

List of Assessments: (Write the number of the learning target associated with each
assessment)
Pre test - at the beginning of lesson, students will be asked to scan the topic in their packets
(timed) and subsequently answer short answer questions.
Exit test - Use participio pasado in a context
Fill -in blank song lyrics - traducciones (comprehension)

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

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.

FREEZE FROZE FROZEN

Approx. Time and Materials

How long do you expect the
activity to last and what
materials will you need?

90 mins. Lyrics handout, grammar packets, iPad with

DVI connector, power point, projector, smart board

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.

HOOK - FORM SEVERAL SENTENCES WITHOUT ADJECTIVES

- The day is. I feel. Yesterday was. This chair is. You
are.
ADJECTIVES are the spices in your life. Today, we will
learn a new way of blending spices to get new flavors.
We will make adjectives appear out of (almost) nothing,
we will be able to produce new words. From verb to
adjective using a simple formula.

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
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

1. Plan del da (5 min)

2. Introduccin del tema (5 min)
3. Pre test - 2 min to scan material, 8 minutes to answer
questions.
4. What is Past participle in English? (10 mins)
5. What is it in Spanish (main lecture) 15 mins
6. Fill in song lyrics (10 mins)
7. Sing the song! (10 mins)
8. Story time (Ricitos de Oro) (10 mins)
9. Traducciones (15 mins)

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

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.

There are many verbs in our current vocabulary that can

be transformed into adjectives, using their participio
pasado forms.
How does this process look like?
Does the process look similar in English or are there big
differences?
Have we been using these already without really
knowing their origin?
What new vocabulary have we learned?

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?

There are several layers to this grammar. Although we

are only learning the past participle use as an adjective,
it is primarily used as plusquampserfect tense. I will
assess depth of understanding and can utilize group
work time to differentiate. I also have several tables
where a peer tutor is available, I can use those to teach
others. I will know differentiation is needed when:
concept of past participle is not clear even in English
concept of an adjective and its function is not clear
(plenty of time to check for understanding throughout
the class)
Forming regular and irregular forms is confusing - fill in
the blank.

Assessment
How will you know if students
met the learning targets? Write a
description of what you were
looking for in each assessment.

Pre test - short answer test, base data for analysis.

Traducciones (fill in the blank) - practice new skill
Exit ticket - test for understanding, result data for
analysis.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to
justify your level of achievement)
Judging by the auto-corrected quiz, my students really retained the grammar portion
of todays lesson - the final versions of their quizzes were overwhelmingly accurate. I
really like this format - to revisit what we thought we knew at the beginning of the
lesson, and correct it ourselves at the end - being forced so to speak to take a look at
our initial misgivings.
Another positive aspect was the overall engagement of the class - the students were
participating enthusiastically, they were even willing to tolerate my banjo tune and
the silly song we sang.
I think the bridging between English and Spanish when it came to the grammar
lecture was key to the success of this lesson - after the students made the connection
in their minds, it was very easy to introduce the Spanish equivalent.

2. What changes, omissions, or additions to the lesson would you make if you
were to teach again?
I should have anticipated some of the grammar that would come up - mainly the use
of SER versus ESTAR, since we were talking about adjectives - there are some
shortcuts language teachers take at the beginning levels to introduce ser y estar - and
the main one is that ser is used for permanent qualities and estar is used for
temporary qualities. Its only true to some extent and because it had been cemented
in their brains since Spanish 1, its hard to change. This would have been a great
opportunity to do just that, but I wasnt prepared for a ser/estar lesson, I was only
prepared for the participio pasado lesson. In the end, I gave them a watered down
version of the true uses of these two verbs, mainly because, well, I panicked I
talked to my cooperating teacher about it afterwards and he agreed - the revisions of
previously learned grammar are simply constant and I need to have a repertoire of
mini lessons available at the ready.
Another thing I would change is my own use of the target language - I could have
spent a larger portion of the class using strictly Spanish instead of giving directions
and instructions in English.

3. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)
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STEPP Lesson Plan Form

I envision taking full advantage of our relationship, which at this point creates
a safe environment in which it is OK to make mistakes. I want those kids to
speak more, they know so much, but they do have a difficulty using their
knowledge in practice.
Since it is nearing the end of my practicum with this class, I also want to make
sure they know the opportunities that are available to speakers of two or
more languages, I want to take a look at the CSU curriculum and give them
some ideas about the future use of Spanish.

Colorado State University College of Applied Human Sciences

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