Lesson Plan Template: Hackett 2014

Teacher Candidate: Bridget OLeary Date: 10/23/14

School: _________________________ Subject: Spanish Grade Level: 8

Unit/Lesson Title/Number: The Physical Environment/Lesson 2


Lesson Context and Central Focus: Include authentic connection(s)

This lesson is 2 of 3 in the Physical Environment Unit. This lesson will give students the information to learn
the use of the verb hacer in relation to the physical environment. This lesson will give students the
information to learn the use of the verb hacer in relation to everyday language use. This lesson comes after
the lesson on useful vocabulary with regard to the physical environment. This lesson comes before the lesson
on geography and physical environment of various Spanish speaking countries. Students can use this
knowledge toward their ability to communicate effectively in another language.







Class Profile:
Consider what students know (prior knowledge), what they can already do, what they are learning to do,
what you know about their experiences, cultural backgrounds, and interests.





State-adopted
content standards
and/or
Common Core
Standards







Assessed:

1. Listening and speaking are primary communicative goals in modern language
learning. These skills are used for the purposes of socializing, providing and acquiring
information, expressing personal feelings and opinions, and getting others to adopt a
course of action.
Students can:
comprehend language consisting of simple vocabulary and structures in face-to-face
conversation with peers and familiar adults
comprehend the main idea of more extended conversations with some unfamiliar
Lesson Plan Template: Hackett 2014













(Include CC
Literacy
Standards)











Interdisciplinary
Connections




21
st
Century Skills
vocabulary and structures as well as cognates of English words
call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning
from a language other than English

2. Reading and writing are used in languages other than English for the purposes of
socializing, providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
Students can:
compose short, informal notes and messages to exchange information with members
of the target culture.


CCSS.ELA-Literacy.W.8.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-Literacy.W.8.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)

CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others' ideas and expressing their own clearly.







Work Creatively with Others
-Develop, implement and communicate new ideas to others effectively

Communicate Clearly
-Communicate effectively in diverse environments (including multi-lingual)

Work Independently
-Monitor, define, prioritize and complete tasks without direct oversight


Lesson
Objectives/Targets

Label :
(Blooms
Taxonomy)


1. Students will be able to apply and identify the use of the verb hacer and
weather when speaking in Spanish, and listening to spoken Spanish.
2. Students will be able to apply and identify the use of the verb hacer and
weather when writing in Spanish, and reading Spanish.



Lesson Plan Template: Hackett 2014

Must be numbered


Acceptable
Evidence

*Could be collected
for accountability
and/or auditing
purposes.





1. Verb ladders
2. Short stories with highlighted information
3. Journals
4. Weather pictures
5. Worksheet on hacer
6. Skits
Language
Function



Procedure
Teacher input,
development,
instructional
method(s),
modeling, guided
practice,
independent
practice, and/or
activities


Label: Bell Ringer
Also may be called:
set induction,
anticipatory set,
introduction/review,
Do Now, Write
Now, Silent Starter


Label: Transitions


Label:
visual, auditory,
and kinesthetic
Accommodations
for learning
modalities



Label:

Day 1 40 minute block
1. Do Now:
a. Hook: Teacher will show 44 second clip from Anchorman to introduce
the topic of forecasting weather with the use of hacer. (visual)
http://www.youtube.com/watch?v=d9_mnLfdLlo
b. Teacher will ask students to write down 4 sentences in English that they
would expect to hear on the weather report. Students have 3 minutes.
(checking for understanding directions)
Do Now Share
c. The teacher will ask students to share a few things they wrote with their
neighbor. Students will be asked to volunteer to share some ideas with
the class and the teacher. (checking for understanding directions)
2. Instruction
a. The teacher will introduce the verb hacer by explaining to the students
that in Spanish the verb hacer has many meanings. One of which is
used to tell what the weather is. The teacher will pass out a reference
sheet listing the ways in which hacer is used in the Spanish language.
Students will spend 2 minutes reviewing this sheet while the teacher
passes out verb ladder worksheets.
b. Teacher will spend 5-7 minutes explaining to students how the verb
hacer is conjugated in Spanish. Teacher will ask students to fill out
verb ladders while explaining the conjugations out loud. Teacher will
then put the chart up on the projector screen. (checking for
understanding content)
c. Teacher will collect the verb ladders at the end of the lesson to review,
and provide feedback. Will be handed back at the next class.
3. Practice
a. Students will group up using famous pairs (students will each be given
a piece of paper with a conjugation on hacer, they must find the
student who has the English translation of their conjugation).
(kinesthetic) The teacher will walk around and check to make sure
everyone has found the correct partner. (checking for understanding
directions) Once settled, the teacher will hand students short stories to
Lesson Plan Template: Hackett 2014

Checks for
Understanding:
directions,
procedures/routine
s, and/or content
(formative) Ex.
(CFU directions)


Label: Evidence of
21
st
Century Skills
(21
st
)


Label:
Evidence of
Cognitive Student
Engagement (CSE)



Label:
Closure
read in their small groups. (21
st
) Short stories will have both written
words, and pictures to accompany the story. (visual)
b. While they are reading their short stories out loud (auditory), students
will be asked to highlight whenever they see the verb hacer
conjugated, or not, within the story. They must also identify the subject
related to the verb with a different colored marker. (visual) Groups will
hand in their short stories, with the markings on them. (checking for
understanding procedures/routines) (CSE)
c. After 15 minutes, the teacher will call students back to the group to
discuss the short story and the findings of the verb hacer. The teacher
will ask students to share what they have found, making sure a wide
variety of students are given the opportunity to share using fair sticks
(popsicle sticks with names on them).
4. Closure:
a. Students will create a cheat sheet using todays lesson content that
they would use if they had a quiz the next day on what we learned
today. (checking for understanding content) Collect cheat sheets, and
verb ladders before students leave.

Day 2
5. Do Now: Think write/pair write/share write
a. Review: The teacher will ask students to turn to a neighbor and Think
write/pair write/share write. Using this strategy, students will review the
conjugated form of hacer. Think: what are the forms (write), Pair:
what did your neighbor write down? (write) Share: Share answers with
class (write down new information). (checking for understanding
directions)
6. Instruction
a. Teacher will provide guided notes sheet to students before beginning
instruction. Teacher will take 5-7 minutes to explain to students how
you can use the verb hacer to tell what the weather is. Teacher will
use the projector with images that correlate to the explanation. (visual)
(checking for understanding procedures/routines)
7. Practice
a. Teacher will play a series of videos in which students are using the verb
hacer. Students must draw pictures that show the weather being told
in the video. After each video, students will share their pictures with the
class if they choose. Teacher will guide students by asking questions
such as how did you determine that was the weather being described?
what word(s) did you hear that lead you in that direction? (visual)
(auditory) (checking for understanding directions) (checking for
understanding content)
b. Using the pictures that the students drew during the video. They will
find a partner and verbally ask what the weather is, and then describe
the weather represented in the picture to their partner. (auditory)
Teacher will walk around assessing how students are doing and collect
evidence informally. (checking for understanding directions)
(checking for understanding procedures/routines) (21
st
)
c. Teacher will use any remaining class time to bring the group together,
and ask students what they weather is, students will answer in Spanish
Lesson Plan Template: Hackett 2014

according to one of the pictures they drew from the video.
d. Homework: Students are asked to use their journals to collect samples
of times during the day when they found themselves discussing the
weather. Students will write in their journals how they would have
communicated this in Spanish. Students are encouraged to include
pictures, and may accompany their writing with recordings. (visual)
(auditory) To be collected in two days. (checking for understanding
directions) (journals were introduced at the beginning of the school
year)
8. Closure
a. Students will be given an index card. They are asked to write a postcard
to a friend detailing what they learned in class today. May use words
and pictures, or just words. (visual) Will be collected. (checking for
understanding directions)
Day 3

9. Do Now:
a. Students will be given 7 different sentences. Students will be asked to
walk around to all the pictures taped on the wall around the room, and
tape underneath the correct sentence that corresponds to the pictures.
(checking for understanding directions) (visual) (kinesthetic)
10. Instruction
a. Teacher will spend 5-7 minutes reviewing ways to use hacer to tell
the weather. Using fair sticks, the teacher will call on students to answer
questions. Students may pass, but will be asked to answer different
questions later on.
b. After students have completed the worksheet on hacer, the teacher
will explain the skit assignment to students. Students will be asked to
create a skit in groups pretending to be weathermen or women telling
the weather of the day. Students are encouraged to be funny, creative,
wear costumes etc. Teacher will hand out assignment sheet, and rubric
to students after explanation. (checking for understanding directions)
11. Practice
a. Teacher will hand out a worksheet to practice the conjugation of the
verb hacer, and when to use it to tell weather. Students are to work on
this individually. (checking for understanding directions) (checking
for understanding content) (21
st
) (CSE)
b. Students will be given 20 minutes of class time to prepare their skits, to
ask questions of the teacher, and review the rubric. The teacher will
make sure to listen in to each group for at least 5 minutes to make sure
everyone understands, and to guide students. (checking for
understanding content) (21
st
) (CSE)
c. Homework: (this class is on a Friday and homework is due on Monday)
Students are asked to finish and have their short 3-7 minute skits
prepared and ready to share during the next class. Students must have a
written copy of their skit. (checking for understanding directions)
12. Closure
a. Before students can leave, they must stop at the door and tell the teacher
what the weather is like today. What the weather was like yesterday, or
Lesson Plan Template: Hackett 2014

what they weather will be like tomorrow (they can use present tense for
all). If they are stuck, they can listen to 2-3 of their friends answer, and
then try again. (checking for understanding directions) (auditory)
(kinesthetic)
Day 4

13. Do Now:
a. Students will be given 5-7 minutes to get in their groups, and practice
their skit one last time. They may use this time for any remaining
questions they may have for the teacher. (checking for understanding
directions)
14. Practice:
a. Students will act out skits to the class. The teacher will use a rubric to
grade students on the skits. (checking for understanding content)
(21
st
) (visual) (kinesthetic) (auditory) While groups are acting their
skits, students will be asked to peer review their classmates.


Assessment/
Evaluation

Label formative or
summative, describe
purpose, and
provide
grading/feedback
method.
7. Verb ladders:
a. Teacher will collect verb ladders that students created as an in-class,
structured activity. This evidence will be used as a way to check on
students understanding, to make sure everyone was able to understand
what was taught in case the teacher was unable to catch this during class
time. This is a formative assessment. This will not be graded, but if
there seems to be a problem, the teacher will identify the student, and
provide assistance during the next class, and perhaps in an extra study
session.
8. Short stories with highlighted information
The teacher will collect the highlighted short stories to make sure students
understood the way verb are conjugated. This evidence is a formative
assessment. Students will be graded on this assignment, they will be graded
on how many forms of hacer they were able to properly identify and
highlight, as well as if they were able to match the correct subject to the
verb.
9. Journals
a. Journals will be collected a graded as a participation grade (did the
student do the assignment? Was there creativity and effort put into the
assignment?). Feedback will be given on the journal entries. The teacher
will use the evidence to identify any students who may still be
struggling with the lesson. This evidence is a formative assessment.
10. Weather pictures
a. These will be collected and graded based on the accuracy of the pictures
in reference to the video they correlate to. If students are not
comfortable with their drawings they are encouraged to write a
description beneath the picture. This is a formative assessment.
11. Worksheet on hacer
a. These will be collected to individually assess students understanding at
the end of the lesson on the verb hacer. These will be graded based on
the number of correct answers. Feedback will be given. This will serve
as the last chance for teacher intervention. This is a summative
Lesson Plan Template: Hackett 2014

assessment.
12. Skits
a. The skits will be graded based on a rubric created by the teacher. The
students will be graded on creativity, accuracy of hacer, grammar, and
comprehension of the assignment. This is a summative assessment. The
purpose of this assessment is to assess students performance based on
the objectives, reading, writing, speaking, and listening in Spanish with
a correlation to the verb hacer.

Technology

Describe type and
purpose. Include a
back-up plan.

Type:


Purpose:


Back-up Plan:




Academic
Language
required for the
lesson

How will the
language be
introduced,
practiced, &
assessed?
Academic Language:


Introduced:


Practiced:


Assessed:




Accommodations,
Student Supports,
and/or
Interactions with
Co-Teachers
and/or Support
Staff


ELL considerations:



Accommodations for students with IEPS and/or 504s:




Colleague Collaboration:



Resources/
Materials

Verb ladders, worksheets, rubrics, projector, video for hook, videos for listening
activity.
Time Required 3-40 minute classes, and 1-20 minute class.

Include key instructional materials and written assessments. Provide citations for materials that
you did not create
Lesson Plan Template: Hackett 2014