WORLD LANGUAGES LOTE LESSON PLAN TEMPLATE #1

LESSON TITLE: La encuesta de la clase

GENERAL GOAL: Students will be able to use vocabulary and structures learned to learn
about their classmates by conducting a “survey”.

STUDENT OUTCOMES: Students will recognize the different stem changes in the “boot”
verbs discussed in class.

CALIFORNIA STATE STANDARDS ADDRESSED:

Content Stage I:
1.1 Students address discrete elements of daily life, including:
g. Leisure, hobbies and activities, songs, toys and games, sports

Communication Stage I:
1.0 Students use formulaic language (learned words, signs [ASL], and phrases).
1.1 Engage in oral, written, or signed (ASL) conversations.
1.2 Interpret written, spoken, or signed (ASL) language.
1.3 Present to an audience of listeners, readers, or ASL viewers.

Functions
1.5 Identify learned words, signs (ASL), and phrases in authentic texts.

WHAT ACADEMIC AND CONTENT SPECIFIC VOCABULARY WILL BE INTRODUCED?

Stem-Changing Verbs: Empezar, Mover, Poder, Pensar, Perder, Dormir, Preferir, Despertar,
Sentir, Volver, Contar, Recordar, Encontrar, Llover.

HOW WILL YOU ASSESS STUDENT LEARNING OF SKILLLS, CONTENT AND

CONCEPTS TAUGHT IN THIS LESSON?

I will assess student learning by how they answer survey questions that I am modeling, and by
doing checks for understanding of certain vocabulary that they are currently learning. Also,
while they are conducting their surveys, I will be walking around to see that students
understand the answers and are able to answer. I will also be assessing student learning by
doing a TOD.

Warm-up *quick activity to engage students during teacher housekeeping:

1. Anticipatory Set *activity or question to open lesson and focus student interest: 10 minutes

As students are walking in, their warm-up will be projected. They have a warm-up every day,
students know they are expected to write their warm-ups down. Warm-up includes vocabulary
we will learn/have learned, and it is usually underlined. Warm-up will be the following:
Hoy es miércoles 7 de marzo del 2018
1.Es el día ciento y catorce (114).
CSULB, WL LOTE Lesson Template, 2017
 2.Quedan sesenta y seis (66) días hasta el verano.
3. ¿Cuando hay una tormenta (storm) tienes miedo?
4. ¿Qué oyes cuando caminas por el pasillo (hallway)?
5. Cuando estás cansado/a prefieres dormir en una cama, un sofá, o el suelo?

Call out on students to answer for their interpersonal speaking grade for the week.
Sometimes, I’ll choose higher achieving students to answer first to serve as a model or I will
model.

2. Comprehensible Input *Teacher-centered instruction of new material. 15 minutes

Will briefly introduce -ing verbs. Will project 4 questions/phrases on Powerpoint. Students are
to match a sentence to the correct picture. Will do number one with the students as a model.
Students do the remaining three individually. Will then call on students to answer fill in the
blank question. Will then write on the verb and point out how the verbs end in -endo, -ando.
After students have noticed this, will ask one student to translate. These are the 4 sentences
the students are going to match to pictures:
1.____El chico está corriendo con un libro.
2.____ El chico está abrazando un libro.
3.____ El chico está leyendo un libro.
4.____ El chico está escribiendo un libro.

I will be modeling how to ask survey questions. I will have the survey questions projected on
PowerPoint. Students will also have a handout with the survey questions. Will use popsicle
sticks to fill out my survey. Plan on doing this a game. For example, asking one student the
question and having him write the answer down in a piece of paper and to fold it and give it to
me, or to whisper it to me. Will then ask class, do you think “Brian” prefers option A or option
B. Survey questions will include the stem changing verbs we have been learning this week.
For example, “¿Prefieres viajar a España o Alemania?” Prefiero is a stem changing
verb/vocabulary term. Plan on modeling about 5 questions.

3. Guided Practice *practice activities that allow students to use, recombine and manipulate
new target words/structures. 15 minutes

Students will conduct survey. Students will be provided with survey questions and space/s to
put the person’s name and their answers. Students will walk around and talk to different
classmates. (More than likely, will do this as a conversation carousel so that it doesn’t become
too hectic, I was also thinking that if I let them walk around freely, they might be able to ask
more people more questions, but it is not very controlled)

Behind the survey, students will have questions that they will answer. Questions will be based
on the survey they conducted.

For example: ¿Quién en la clase prefiere viajar a España?/ ¿Quién en la clase prefiere viajar
a Alemania?

CSULB, WL LOTE Lesson Template, 2017

4. Independent Practice *student-centered reinforcement activities that allow students to use
what they have learned to generate their own language.

Students will complete a Ticket out the Door. TOD will be: Escribe algo que aprendiste de un
compañero hoy. (Write something you learned about a classmate today).

5. Evaluation/Closure * students demonstrate learning

How will you check for comprehension?

I will check for comprehension with PQA questions throughout and for comprehension checks
on vocabulary.

What higher-order thinking questions will you ask to engage students in analysis and
discussion?

How will I DIFFERENTIATE INSTRUCTION with MULTIPLE for diverse learners?

I will be modeling the survey the students will be doing. I will be providing students with the
survey questions and I will also be them projecting them on PowerPoint for the visual learners.

Extension Activity *in class or assigned homework to reinforce the lesson and/or
prepare them for the next lesson.

Required materials: PowerPoint, Survey Questions

CSULB, WL LOTE Lesson Template, 2017