Rationale: (A complete Short story about your favorite day ever!

sentence stating the purpose of

the lesson.)
The student expands his/her
native language skills by
mastering the placement of
orthographic accents to write
and pronounce words with
accents correctly and to learn
to distinguish words.

TEKS Achieved: (Include Submitted by: April E. Galvan

TEKS labeled, numbered, and Course #: EDUC 1301 P01 Grade Level: Grade 3 Subject: Spanish Language Arts and
written)
Reading
SS128.14 (b) (24) (E) (i) (ii) Objectives: (Statements about what the students will do, written out as “the student will.” Include one
objective for your chosen content area(s). Refer to the TEKS.)
(b) Knowledge and skills.
The student will use his/her knowledge on prosodic and orthographic
(24) Oral and Written
Conversations/Spelling. accents to properly write a short story in Spanish.
Students spell correctly.
Students are expected to:

(E) write with increased

accuracy using accent marks,
including:

(i) words that have a prosodic

or orthographic accent on the
last syllable (palabras agudas)
(e.g., feliz, canción); and
(ii) words that have a prosodic
or orthographic accent on the
second-to-last syllable
(palabras graves) (e.g., casa,
árbol);

Bloom’s Taxonomy: Lesson Plan Process: (Plan how you will teach the lesson. Break the material into very small steps and
(Choose ONE level that best write out each step. In parentheses, next to each step indicate the approximate time it takes to complete the
represents the LO and the step.)
TEKS)
Remember Day 1:
Understand Introduction (10 minutes)
Apply Learning style: kinesthetic, interpersonal.
Analyze Classroom strategies: Discussion, cooperative learning.
Evaluate
Create Today and tomorrow, students will be writing a short story about the best day they’ve ever
Learning Styles: had to practice writing accents in Spanish words properly. They will discuss their favorite
(In the process section, days with one another at the beginning of class. They will each be given a worksheet on
indicate where the Learning prosodic and orthographic accents to refresh their memories and practice what they have
Style is represented. Put the
learning style in a different
already learned. They will then create a web diagram in their notebooks and write about any
color after the time.) detail they can remember of their favorite day. After that, they will draw 3 scenes about
Visual / Spatial their favorite day on a worksheet to help them understand and remember their day a little
Logical / Mathematical better. Finally, students will write their short stories keeping in mind what they have
Verbal / Linguistic learned about accents in Spanish words by using their worksheets as reference guides as
Interpersonal they write their stories.
Intrapersonal
Kinesthetic 1. To begin class, have students gather and sit in a circle at the rug in the front of the
Musical class.
Naturalistic 2. Ask the class if they’ve had a favorite day when they felt their happiest.
3. I share my own favorite day ever with my students.
4. Go around the circle to each student and ask each of them to share a little bit
about their favorite day ever.
5. Tell the students that today they will be practicing their prosodic and orthographic
accents by writing a short story (two paragraphs) about their favorite day ever!
6. Ask students to head to their seats and tell them that before they begin they will
be practicing their accents on a worksheet to refresh their memories.

Remembering and practicing (10 minutes)

Learning style: Verbal/Linguistic, Intrapersonal.
1. Pass out an accents worksheet for students to practice their prosodic and
orthographic accents.
2. Once done, collect them and grade them while students work on their short stories
(worksheets are to be passed out later for reference during their short stories).

Instruction (10 minutes)

Learning style: Visual/Spatial, Verbal/Linguistic.
Classroom strategy: Technology Integration (ELMO overhead).
1. On the overhead, show the class the web diagram they will be using and instruct
them to write their favorite day in the center of the web, and details about their
favorite day in the other circles connected to the center circle of the web diagram.
2. Pass out the web diagram worksheet.
3. On the overhead again, show the class the worksheet that they will be using to draw
3 scenes about their best day ever to help them be more creative with their writing
and to help them remember their favorite day with detail.
4. Pass out the 3-scenes drawing worksheet.
5. Tell students that they will use these worksheets for their short stories.
6. Ask students to begin working on their web diagram, then on their 3 scenes work
sheet and bring them to me when they’re done so I can revise them and give them
the “go” on writing their short stories.

Independent work time (30 minutes)

Learning style: Intrapersonal, Verbal/Linguistic, Visual/Spatial.
Classroom strategy: Graphic Organizers
1. Ask students to begin on their web diagrams and their 3-scenes worksheet.
2. Walk around the class to see student progress.
3. Begin checking student worksheets when done.
4. Once checked, hand worksheets back to students and tell them to begin their short
story.
5. Walk around the class again to see where students are.
6. Give students advice on their writing and their worksheets – for those still working
on them.
7. End the class by asking students to stop where they are and that they will be
finishing this assignment tomorrow, but they have the option to work on it at home
if they think they need more time.

Homework/Practice:
Learning style: Visual/Spatial, Intrapersonal.
1. Finish web diagrams and the 3-sheets worksheet at home.
 2. For those who are done with both worksheets get started on the short story and
have a parent or guardian help and revise it.
3. For those who started on the short story, continue writing it and ask a parent or
guardian to help and revise it for any errors.

Day 2:
Introduction (15 minutes)
Learning Style: Kinesthetic, Interpersonal.
Classroom strategies: Discussion, cooperative learning.
For today’s class, students will finish their short stories about their favorite day
ever.
1. To begin class, have students gather and sit in a circle at the rug in the front of the
class.
2. Ask students to share what it is that they like about writing about their favorite
day ever.
3. Ask students what it is that they’re struggling with on this assignment.
4. Ask students if they are having any trouble with Spanish words and with prosodic
and orthographic accents.
5. Answer student questions.
6. Tell students that today we will be finishing our short stories and that they will
have the entire class period to finish.

Instruction (5 minutes)
Learning Style: Verbal/Linguistic.
1. Remind students to use their web diagram and drawings as references to work on
their short stories.
2. Tell students to start on their short stories if they haven’t yet.
3. Tell students who have started their short stories to continue and to reread and
check for any errors and make corrections.
4. Announce to students that I will also be calling them one by one during the class
period, and to bring with them their assignment so that we can work on it together
and I can help them if they are having any trouble, especially with their prosodic
and orthographic accents.

Independent work time (40 minutes)

Learning Style: Intrapersonal, Verbal/Linguistic, Visual Spatial.
Classroom strategy: Graphic Organizers, Centers/Stations
1. Walk around the classroom to check student progress and answer any questions
students may have.
2. Help students who might be struggling.
3. Call up each student, one by one, to the teacher’s desk to talk to him/her about
their assignment and ask what they need help in.
4. Help students as much as possible during one-on-one meetings.
5. The rest of the students are quietly working on their own short stories.
6. Once done with one-on-one meetings, walk around the classroom again to see
student progress.
7. If students finish their short stories early, give them a worksheet on prosodic and
orthographic accents for them to practice until the end of class while the rest of
the students finish.

Closing of lesson (if students finish before the class ends 5 minutes)
 Learning Style: Interpersonal, Verbal/Linguistic.
Classroom Strategy: Cooperative Learning, Discussion.
1. Gather around in a circle in front of the class on the rug to discuss any thoughts
and comments about their short stories, favorite day ever, or Spanish accents.
2. Tell students that tomorrow they will share/present their stories at the beginning
of class before they begin a new lesson.

Classroom Strategies: Accommodations: (Look back to your process. Pick the step that you will accommodate for the learner. In this
(Refer to Canvas for section, write down the step and the detailed way you will accommodate. See lesson plan instructions and Canvas for
instructions) more details.)

Centers / Stations
Independent work time – support for students with Attention Deficit Disorder (ADD):
Cooperative Learning
 Because independent work time is long (30-40) minutes, students with ADD can easily
Discussion
get bored or distracted.
Graphic Organizers
 While the rest of the students are independently working on their worksheets and
Manipulatives
short stories, I will help my student with ADD through the assignments by conversing
Technology Integration
with him/her about his/her favorite day ever. As the student shares this information
with me, I will tell the student to write each idea down because we will use it later for
the final draft of the short story.
 I will use this strategy with each step of the process of creating his/her short story
until the student has a reasonable amount of information available to receive a full
grade.
 If the student needs more time to finish his/her work, I will explain how to work on it
at home and I will make sure to send a message to the student’s parents/guardians
with the information necessary to help the student at home.

Assessment / Evaluation: (State your method of evaluating how the students learned the concepts or skills listed in your objectives above.
State WHAT you will assess and HOW you will assess.)

I will assess and evaluate the use of accents in students’ stories, and the use of creativity and imagination:
 To assess and evaluate their creativity and imagination, students will present their stories to the class while
displaying their 3-scenes work-sheet on the ELMO overhead, and I will grade their presentation.
 To assess and evaluate their use of accents I will collect their short stories after their presentation and check
and grade them. Once graded, I will return these to my students with notes and corrections, so students can
refer back to them and use them for future-reference.

References / Resources in APA Formatting

19 TAC Chapter 128, Subchapter A. (2018). Retrieved from

http://ritter.tea.state.tx.us/rules/tac/chapter128/ch128a.html