IUTPA: Task 1

Brandon Kinnaird

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Brandon Kinnaird

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Table of Contents
Context for Learning

Lesson Plans
Materials
Planning Commentary

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Context for Learning

1. Community
a) Describe the community in which the school is located,
including its population and social/economic diversity.
Center Grove Middle School Central, with a student population
of 954 students, is located in Greenwood, IN with a population
of 53,665, according to the 2013 United States Census. This
number has continued to increase and is expected to have a
larger population this year than that of the 2013 census.
This population contains many schools and more than one
school district. Center Grove Middle School Central is only one
of two middle schools in the Center Grove School District, the
other being Center Grove Middle School North. Center Grove
Middle School Central is located in a predominately white
community where a majority of the families come from the
middle to upper-middle class.
b) Describe community resources available to complement
curriculum, e.g., museums, local businesses.
Community resources for the Spanish classroom are not very
much available. With a predominately white population, White
River Township lacks in resources for the Spanish community.
However, there are a number of Hispanic restaurants in the
area that complement the curriculum. Families attend these
restaurants on a consistent basis and they are a great way for
students to receive Spanish input outside of the classroom.
Students have also been known to order food in Spanish in
the past.
c) Describe the extra-curricular resources in which students
may be involved.
CGMSC has many offerings for students in the extra-curricular
department. Students have a science fair coming up near the
end of the semester as well as various academic bowls and
athletic competitions. Athletics are a big part of the Center
Grove community.
The high school football team won the state championship
this past year so spirits are high in all sports. Several students
in the Spanish classes participate in these sports.
Some students even participate in more than one at a time.
For example, I know of one student that is doing both
wrestling and swimming right now. Students are even required
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to dress formally on game days depending on their sport. If

not formally, then they are required to wear their teams
uniform.
d) Describe the level of parental involvement in the school.
Parents play a large role in the school. They are involved in
the traditional sense of school chaperones and donators but
also in their students academics. The school uses an online
system called Skyward to keep record of grades and
attendance. They also use a classroom management system
called Canvas to display calendars, resources, give quizzes,
and occasionally hand out homework. Parents have access to
both of these sites through their childs accounts. If a parent
has an issue with anything then they have the ability to
contact the teacher to discuss it.
I have already been in contact with one students mother
about an assignment that he was missing. She emailed me
because she saw that the assignment was missing on
Skyward and we resolved the issue together.
2. School
a) Type of school elementary, middle, high or other
configuration
Middle school
o 6-8th grade
b) Identify special features of your school or classroom
setting (e.g., themed magnet, classroom aide, bilingual,
team taught with a special education teacher, remedial
class, honors/AP course) that will affect your teaching in
this learning segment.
Center Grove is a 1-1 school district. This means that they
have one piece of technology for each student. In the case
of CGMSC, every student has an iPad. This affects the
school by a large amount. Teachers are using more
technology in their classrooms and students are very
engaged.
CGMSC is also an inclusive school. There are two classes in
particular that have aides in them due to more than one
student in the class having special needs.
There are also a number of classes that the school offers
for high school credit. The second and third period Spanish
classes are both Spanish 1 classes for high school credit.
These classes tend to contain students of a higher
achieving nature.
c) Describe any district, school, or supervising teacher
requirements or expectations that might affect your
planning or delivery of instruction, such as required
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curricula, pacing plan, use of specific instructional

strategies, or standardized tests.
CGMSC requires teachers to collaborate in their departments
to come up with unit plans and lesson plans together. They
would like all of the teachers in the department that teach the
same classes to be on the same page and teaching the same
unit. This hinders my teaching because I will be required to
follow the unit plan that the other 7th grade Spanish teacher
developed with my cooperating teacher.
3. Class
a) What is the name of this course?
7th Grade Spanish Language & Culture
b) What is the length of this course?
9 weeks
c) What is the class schedule (e.g. 50 minutes every day, 90
minutes every other day)?
48 minutes every day but Wednesday (40 minutes)
d) Is there any ability grouping or tracking in your content
area? If so, please describe how it affects your class.
According to one of the guidance counselors, the school does
a wide variety of tracking with the students. They use
numerous amounts of data when deciding how and where to
place students in classes, including ISTEP scores, past grades,
and teacher recommendations. This affects my content area
because it determines who will be in the Spanish 1 classes
and who will be in the 8th Grade Spanish Language & Culture
classes.
e) Identify any textbook or instructional program you primarily
use for this class. If a textbook, please provide the title,
publisher, and date of publication.
There is no textbook for this class. The teachers simply create
their own materials for each unit.
f) List technology resources (e.g. SmartBoard, manipulatives,
resource library in the classroom, on-line resources, etc.)
available for instruction and/or students activities or
demonstration of learning.
Every student in the school has an iPad. This greatly improves
the amount of activities and type of instruction that can be
done with the students. They are required to bring their iPad
to school every day and to have it charged at the minimum of
50%. Students signed a contract at the beginning of the year
stating that they would follow these guidelines as well as
other rules.
o Each iPad contains a variety of educational apps for the
students to use. Students do not have access to the
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regular App Store but instead have apps pushed to their

iPads when needed.
Each classroom also has a projector and a document camera.
This enhances the teachers ability to display resources to the
students as well as enhance instruction through technology.
g) Identify instructional resources available to assist students,
i.e., teacher aides, resource teachers.
Students with IEPs have classroom aides in their classes.
There are currently two Spanish classes that contain aides.
4. Students
a) Grade level(s)
7th grade.
b) Number of students in the class: 25
c) Males: 12 Females: 13
d) English language learners: 0
e) Students with Individualized Education Programs (IEPs) or
504 plans: 0
f) More detailed knowledge about students backgrounds,
interests and learning needs.
1) Personal/community/cultural assets
All of the students in the class get along very well. They
communicate with each other both in class and out of class
because from what I have gathered from other teachers,
these 7th graders are a close group of students. They are
curious when I am teaching and are constantly asking me
how to say different phrases or words in Spanish that they
have not learned.
o I had a conversation with one student last week
about Spanish music. She wanted to know how to
say certain song lyrics in Spanish from her favorite
songs. This curiosity was very exciting for me as a
teacher to see because I then knew that my students
were not just in class to go through the motions.
These students are very involved in the community and
with their families as well. Many students in the class are
involved with some sort of extracurricular activity. Band
and choir are a big part of the school and I know that some
of the students are involved with one of those. There are
also multiple students in the class that play sports. They
come to class in their uniforms often.
o As stated previously, I have already spoken with one
students mother because she wants to make sure
her son is on track and not forgetting to do his
assignments. I have another student in the class who
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lives only with his mother. They are very close and
she is very special to him. These home relationships
would be a good thing to build upon by sending
letters home to parents detailing how their students
are doing.
2) Physical, language, reading level and social differences
among the students
Most of the students in this class are friends. Students all
talk to each other and know each others names. However,
there are a few outliers. One student tries to keep to
himself and does not talk to many of the other students.
Socially, this class is very close and care for each other.
As far as physical differences, the students are all about
the same when it comes to height and weight. There are
not many outliers in this category. There are 2 black
students in the class and that is the only notable difference
in physical characteristics among the students.
The students seem to be on the same reading level for the
most part. The only student that struggles with reading
when we read out loud does so because he has vision
problems. I asked him if he needs extra help and he simply
told me that he needs glasses.
3) Informal and formal assessment information/resources
about the students
Students in this class are assessed every week through
either a quiz or another form of summative assessment.
They learn a new concept each week so I assess how much
they have picked up on by the end of the week after
extensive practice.
Students are assessed formally through the use of a variety
of methods. One method uses Kahoot, an online quiz game
that the students play in multiple classes. The students
view it as a fun game that uses their new material but for
the teacher, it is a quick and easy way to assess where the
students are at in their learning.
4) Varied learning needs among the students
Students in this class are, for the most part, very eager to
learn and are excited to discover a new language. There
are only 2-3 students in the class that are really struggling
and there are no students with IEPs in the class. The
students that are struggling have had extra attention
placed on them by me. I ask them specific questions at the
beginning of class that focuses on areas that they are
struggling in.
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Lesson Plans
Day 1
Objectives:
1. Students will be able to identify weather and seasons in Spanish.
2. Students will be able to tell another person what the weather is like
outside.
3. Students will be able to match types of weather to the seasons in
which they occur in Spanish.
Standards Addressed:
Indiana Academic Standards
o Communication: Present information in a language other than
English.
1.1.1: Share information about self and others in simple
terms.
1.2.1: Understand and respond to basic greetings,
requests, commands, and directions.
1.3.1: Speak in simple, complete sentences to describe
objects, self, and others.
Materials: Students will need their iPads, vocabulary sheets (they already
have these), and paper/pencil for this class.
Procedures:
1. Warm-up (5 minutes)
a. Students will be asked various questions including, Cmo
ests? and Cmo te llamas? They will be chosen at random by
using the popsicle sticks at the front of the class. They will also
be expected to use their recent emotions vocabulary when
answering questions.
b. The teacher should inform the students that they will be having a
quiz over the new vocabulary that they will be learning today on
Friday.
2. Vocabulary Introduction (10 minutes)
a. Students should already have these vocabulary sheets because
they were handed out at the beginning of the 9-weeks. They
should have been reminded to bring them in the prior class.
b. The teacher will read through the vocabulary with the students,
providing the correct pronunciation. The students should be
repeating the vocabulary with the teacher. After each word, the
teacher should be providing the students with the correct English
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translation after giving the students the chance to guess. The

teacher be making some sort of gesture to signify the meaning of
the word. This will give the students the opportunity to guess the
meaning of the word instead of just being told the answer.
3. Weather PowerPoint (10 minutes)
a. The teacher will now pull up the PowerPoint on the projector.
Students will need paper and a pencil to take notes for this
section. The students will be learning about the uses and
meaning of mucho in terms of weather.
b. The teacher will now teach the students mucho in terms of
weather. Students will be expected to be listening as well as
taking notes. The teacher should give examples by
demonstrating various gestures for the weather with increasing
severity to show the mucho factor.
c. The second part of the PowerPoint has a picture on each slide of
a different weather or season that the students just learned. The
teacher will ask the students what the weather is and how to say
the full sentence in Spanish.
4. Weather Song (5 minutes)
a. The teacher will now pass around a handout with lyrics for a
weather song using the vocabulary that they just learned. The
teacher will play the instrumental of the song Boom Boom Pow
by The Black Eyed Peas and proceed to demonstrate how the
song goes with the weather lyrics. After the teacher finishes, the
students will sing it with the teacher and then one more time on
their own.
b. These students respond very well to song so this song should
help them to remember the new vocabulary very well.
5. Weather Kahoot (15 minutes)
a. The teacher will now pull up the weather Kahoot that includes
the new vocabulary that they just learned. The students will need
to put away their vocabulary sheets and pull out their iPads. The
students will play the game twice. The second time they will play
against their previous scores in order to see if they have
improved.
Evaluation:
1. Formative Assessment
a. Students will be assessed at the beginning of the class through
their ability to answer simple questions based on topics that
have already been discussed in class. The teacher should be
paying attention to the speed at which the students are
responding to the questions. This should give the teacher a good
idea as to where each student is at in their learning.
b. Students will also be assessed in their ability to correctly answer
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questions during the PowerPoint and the Kahoot. The questions

will be similar in both segments. The students will not be
expected to get all of them right based on just having learned
the material but the teacher should get a good idea as to how
quickly the students are learning the material based on these
two assessments.
2. Summative Assessment
a. Students will not be formally assessed in this class but will on
day 3. This class should be used to prepare the students for their
upcoming formal assessment. The teacher should also tell the
students about the formal assessment so that they can prepare
ahead of time.

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Day 2

Objectives:
1. Students will be able to identify weather and seasons in Spanish.
2. Students will be able to tell another person what the weather is like
outside.
3. Students will be able to match types of weather to the seasons in
which they occur in Spanish.
4. Students will be able to quickly say the English/Spanish version of the
vocabulary provided.
Standards Addressed:
Indiana Academic Standards
o Communication: Present information in a language other than
English.
1.1.1: Share information about self and others in simple
terms.
1.2.1: Understand and respond to basic greetings,
requests, commands, and directions.
1.3.1: Speak in simple, complete sentences to describe
objects, self, and others.
Materials: Students will need their iPads, vocabulary sheets, weather song
lyrics, and paper/pencil for this class. The teacher will provide the dice for
the game that will be played.
Procedures:
1. Warm-up (5 minutes)
a. Students will be asked various questions including, Cmo
ests? and Cmo te llamas? They will be chosen at random by
using the popsicle sticks at the front of the class. They will also
be expected to use their recent emotions vocabulary and
weather vocabulary when answering questions.
b. The teacher should remind the students that they will be having
a quiz over the new vocabulary on Friday.
2. Vocabulary Repetition (5 minutes)
a. The teacher will read through the vocabulary list in Spanish with
the students. Students will be expected to say the words back to
the teacher together as a class.
b. This helps the students with pronunciation because they are
hearing how the teacher says the Spanish words and repeating
as such. This also helps the students with recognition because
they are seeing these words on a daily basis.
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3. Weather Review with iPads (10 minutes)

a. The teacher will instruct students to pull out their iPads and to
open a whiteboard app. The teacher will now say a word in
English or make a gesture from a type of weather from the
students new vocabulary. The students will have to write down
the correct Spanish word on their iPads and show the teacher.
The teacher should tell the students to turn their iPads around
and to hold them under their chins when they think they have
the right answer.
4. Weather Song (5 minutes)
a. The students will now pull out their lyric sheet for the weather
song that they learned yesterday (See Day 1). The teacher will
play the instrumental of the song and the students will sing
along. The song will be played twice before moving on to the
next activity.
5. Tira el dado! (20 minutes)
a. The teacher will now pull up the game Tira el dado! on the
projector. The teacher will inform students to take everything off
of their desks except for a pencil and a blank sheet of paper. The
teacher will now randomly assign partners so that the students
have a chance to work with someone other than the person they
worked with earlier in class. Once partners are assigned and
students are in desks, the teacher will explain the roles as he is
passing around a dice to each group.
b. Rules: Students will be tasked with providing either the English or
Spanish version of the word on the board. There is one word for
each number on the dice. One student will be rolling the dice
while the other is keeping track of that students score and
correctness. The student that is rolling the dice will roll and
provide the translation of the word that corresponds with the
number on their dice. If they get it right, the student gets a point.
If they get it wrong, they lose a point.
c. The goal is to get as many points as possible in 2 minutes. Once
the time is up the teacher will yell for the students to drop the
dice and stop. The students will now switch roles. Students will
be on a team and not competing against each other. The top 3
teams will receive Champ Cards.
d. In order to keep students under control while the game is not
being played, the teacher will tell the students that there are two
other ways of losing points. Students must not touch the dice
unless the game is being played. If they do touch the dice, they
will lose points. The students must also not talk unless the game
is being played. If they talk, then they will lose points. The
amount of points lost will be up to the teacher and will be a
random number.
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Evaluation:
1. Formative Assessment
a. Students will be assessed at the beginning of the class through
their ability to answer simple questions based on topics that
have already been discussed in class. The teacher should be
paying attention to the speed at which the students are
responding to the questions. This should give the teacher a good
idea as to where each student is at in their learning. Students will
also be asked questions based on their new content. The teacher
should use the information from these questions to assess where
the students are at in their learning.
b. Students will also be assessed through their ability to provide the
correct vocabulary during the iPad activity. The teacher should be
paying attention to whether the students are giving the correct
answers and the amount of time they are taking to provide the
answer. If a student is having to think about their answers for
more than 20 seconds, that student should have extra attention
paid to him/her.
i. This extra attention should be through either that student
being asked weather questions during warm-up and/or the
teacher working more closely with that student during
activities.
c. The teacher should also be paying attention to students during
Tira el dado! Attention should especially be paid to students that
the teacher has found to be struggling during formal
assessments. The teacher should be looking at the amount of
words the student gets correct compared to his/her partner, as
well as the speed in which he/she is answering them.
2. Summative Assessment
a. Students will not be formally assessed during this class but they
will be during the following class. For this reason, the teacher
should be keeping a close eye on the students that he finds need
the most help.
b. The formal assessment will contain Spanish-to-English translation
and questions about the weather in specific seasons that the
students must answer in full sentences. For this reason, the
teacher should be asking similar questions to those on the formal
assessment during class.

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Day 3
Objectives:
1. Students will be able to identify weather and seasons in Spanish.
2. Students will be able to ask/tell another person what the weather is like
outside.
3. Students will be able to match types of weather to the seasons in
which they occur in Spanish.
Standards Addressed:
Indiana Academic Standards
o Communication: Present information in a language other than
English.
1.1.1: Share information about self and others in simple
terms.
1.1.2: Make basic requests and ask simple questions.
1.2.1: Understand and respond to basic greetings,
requests, commands, and directions.
1.3.1: Speak in simple, complete sentences to describe
objects, self, and others.
Materials: Students will need their iPads, vocabulary sheets, weather song
lyrics, and paper/pencil for this class. The teacher will provide the handout
for the new activity for this lesson.
Procedures:
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1. Warm-up (5 minutes)
a. Students will be asked various questions including, Cmo
ests? and Cmo te llamas? They will be chosen at random by
using the popsicle sticks at the front of the class. They will also
be expected to use their recent emotions vocabulary and
weather vocabulary when answering questions.
b. The teacher should remind the students that they will be having
a quiz over the new vocabulary at the end of the class.
2. Vocabulary Repetition (5 minutes)
a. The teacher will read through the vocabulary list in Spanish with
the students. Students will be expected to say the words back to
the teacher together as a class.
b. This helps the students with pronunciation because they are
hearing how the teacher says the Spanish words and repeating
as such. This also helps the students with recognition because
they are seeing these words on a daily basis.
3. Weather Song (5 minutes)
a. The students will now pull out their lyric sheet for the weather
song that they learned yesterday (See Day 1). The teacher will
play the instrumental of the song and the students will sing
along. The song will be played twice before moving on to the
next activity.
4. Weather Kahoot (10 minutes)
a. The teacher will now pull up the weather Kahoot that includes
the vocabulary that they have been learning. The students will
need to put away their vocabulary sheets and pull out their
iPads. This will serve as a form of review so both the students
and the teacher can see where the students are at before they
take the quiz. This will only be played once.
5. Weather Speaking Activity (10 minutes)
a. The teacher should hand out the handout for this activity at this
point. Students will be put with a partner for this activity.
Students will pair with the person sitting next to them but this
time the partners will start on the right side of the room and the
far left row will partner up with the person in front of/behind
them. If there is an odd number, the odd person will partner with
the teacher.
b. In this activity, one student of the pair will be traveling to Spain
and the other to Cuba. Each student has the answer to the
questions that the other student will ask. Students will take turns
asking each other what the weather is like on a particular day in
that country. The other student has the response and will tell the
opposite student the answer in Spanish. Students will continue
this until the sheet is completely filled out. Once everyone is
done, papers will be collected and graded for completion.
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6. Weather Quiz (10 minutes)

a. Students will now take their quiz over the vocabulary that they
learned this past week. The quiz is two sections. The first section
requires the students to translate the Spanish vocabulary words
to English. The second section has four questions in Spanish
about the weather that students must respond to in Spanish.
b. Students must have everything off of their desks for this quiz
except for a pencil. When a student is finished, he/she must turn
the paper over in order to signal to the teacher that he/she is
done. Once everyone is finished, students must pass their quiz to
the front with each quiz facing the same direction.
Evaluation:
1. Formative Assessment
a. Students will be assessed at the beginning of the class through
their ability to answer simple questions based on topics that
have already been discussed in class. The teacher should be
paying attention to the speed at which the students are
responding to the questions. This should give the teacher a good
idea as to where each student is at in their learning. Students will
also be asked questions based on their new content. The teacher
should use the information from these questions to assess
whether the students have learned the material.
b. Students will also be assessed during the Kahoot. The teacher
should be paying attention to whether or not the students have
learned the material based on how many questions the students
answer correctly.
2. Summative Assessment
a. This class will contain a summative assessment based on the
students weather vocabulary. Students will be assessed on their
knowledge of the words in both Spanish and English as well as
their ability to answer questions based on weather in certain
seasons.
b. This assessment connects back to the standards presented
previously by assessing the students abilities to answer simple
questions both in warm-up and in the formal assessment and
through their ability to share information based on what they
know.

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Materials
Day 1
Weather Song Handout

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PowerPoint

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Weather Kahoot
(Courtesy of Laura Gunderson, Center Grove Middle School Central Spanish
Teacher)
https://goo.gl/yJHAZk

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Day 2
Tira el dado!

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Day 3
Weather Speaking Activity

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Weather Quiz

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Planning Commentary
1. Central Focus
a. The central focus of this segment will be on the ability to tell
another person what the weather outside is like in Spanish.
Students will need to know this material because it is important in
order to be able to sustain a casual conversation with another
person in Spanish. People bring up the weather on a regular basis
in casual conversation so in order to discuss this topic with
another person, the students will need to know the correct
vocabulary and structure when talking about weather.
b. The standards in this segment reflect this intention. They all focus
on a persons ability to have and hold a casual conversation,
whether it be responding to simple requests, describing, or sharing
information.
c. Each plan builds off of the last by using the data gathered in the
formative assessments to conclude how far along the students are
with the material.
1. The first lesson is all about introducing the material and
assessing whether or not the students have picked up on any
of it by the end of the class.
2. The second lesson focuses on deepening their understanding
of the material through repeated practice and quick responses
to questions related to the weather.
3. The final lesson focuses on solidifying their understanding of
the content by allowing the students to ask each other
questions about the weather in other countries as if they were
having a casual conversation and then formally assessing
them on how much they learned over the course of the
segment.
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about
your students with respect to the central focus of the learning
segment. Describe what assessment information upon which you are
building to plan this learning segment. Remember to consider the
variety of learners in your class who require different
strategies/supports (e.g., students with IEPs, behavior needs, English

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language learners, struggling readers, underperforming students or

those with gaps in academic knowledge, and/or gifted students).
a. The students are currently at a very basic level of Spanish. This is
due to the fact that this is only their second class and their
previous class was a 9 weeks class that took place over a
semester ago. The class is also focused heavily on culture.
Students must learn two different South American countries per
week so two days out of each week are spent primarily on those
countries.
b. With that being said, the students have been picking up on
content at a fairly quick rate. They have learned how to respond to
simply questions and requests in Spanish as well as how to say the
date and give time in Spanish. I believe that these students are
going at a very nice pace based on their prior knowledge and they
should be able to pick up on the new concept very quickly.
c. One thing that I am trying to do with my lesson segment is to
increase the use of technology and interaction with the students.
This segment has a large focus on iPad use and peer-to-peer
interaction. I stated in the Context for Learning that the students
are very close with one another and I tried to use that knowledge
to my advantage with this segment.
d. Whether it is through communication or playing a game, the
students will be working together at the minimum of once per
class. I want them to not only communicate but to also be able to
teach each other if one of them is struggling.
3. Supporting Students Content Area Learning
Respond to prompts 3ac below. As needed, refer to the instructional
materials and lesson plans you have included to support your
explanations. Use principles from research and/or theory to
support your explanations.
a. My students past knowledge drove me to want to teach them this
content. They currently have a basic understanding of how to hold
a conversation in Spanish by using greetings and simple
questions, such as asking a persons name, their phone number,
or where they are from. Now that they know how to exchange
basic info about themselves, I thought it would be the perfect time
for them to start talking about what is going on around them and
one conversation that is both easy and comes up a lot is the
weather.
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TPA Task 1

b. My instructional strategies are easily accessible for everyone in

the class. They are not too difficult to the point that students will
not comprehend what is going on, because they have not learned
enough to be doing too advanced tasks, but they are not too
simple to where the students will be bored or not motivated to
learn. They also provide everyone with equal opportunities for
learning because no student will be left out. This means that about
half of the activities involve partners and each student will be
partnered with a student that they are comfortable with. They
work with these partners all of the time so they will be ready and
willing to work when the time arrives.
c. One very common student error in this segment is to use the
wrong verb when talking about the weather. When we speak of
weather in English, we say, It is warm. The students have
already learned how to describe something using It is but with
weather, we use a different verb. We use the verb hacer in
Spanish to talk about weather so to say. It is warm in Spanish,
we would say, Hace calor. This does not translate well from
Spanish to English so students might confuse themselves and say
things like, Es calor.
4. Monitoring Student Learning
Refer to the assessments you will submit as part of the materials for Task
1.
a. The informal assessments that I have planned focus directly on
how well the students have picked up the new vocabulary through
the use of a variety of methods. As the days go on, the
assessments get more challenging for the students.
1. On the second day, they will be providing the correct
Spanish/English version of a vocabulary word in quick
succession, allowing little time to sit there and ponder.
2. On the third day, the students will be communicating with
each other in Spanish and working on asking questions about
the weather as well as how to answer them. The informal
assessment that I will be examining will be the Kahoot that
the students will be playing on multiple instances. I will be
comparing the data from their first time playing the Kahoot
with their second time playing it to see how much/if they
improved.

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Brandon Kinnaird

TPA Task 1

b. The formal assessment that I have planned accumulates

everything that they have learned into the form of a simple quiz.
The students will need to provide the English translations of nine
vocabulary words/phrases and then answer four questions in
Spanish. This will tell me what the students have learned based on
our consistent use of their new vocabulary, as well as if they have
been paying attention to how to properly respond to questions in
Spanish related to the content. This assessment will tell me if the
students learned the material effectively throughout the segment.
I will be examining these quizzes as a part of TPA Task 3.
c. Students with specific needs will have an easy time with these
assessments. The only student that has specific needs has a
problem with vision. I have thought about him and have already
moved him to the front of the class when I remade their seating
charts. He should not have any problems seeing the board when
we do the PowerPoint activity or when we play Tira el dado!

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