Name: Madison Verschoor Date lesson taught: February 7, 2019- 9:30am

Content Area: Spanish

Course Title & Grade Level: Spanish 1B- mostly sophomores

Standards:
IAWL.1.IPL1.I1
Presentational Communication Competency World Languages Level 2 Course- Culture-
 I can discuss some cultural facts of target language countries.
 I can make connections between the target language and my own.

Objectives:

Content— Students will be able to discuss cultural facts about the target language countries, as well as make
connections between their own culture and that of the target language countries.

Language— Students will demonstrate their learning by reading an article about La Quinceañera and writing
about connections/questions/confusions they have with the article. We will also demonstrate learning by
individually completing an exit ticket in writing with at least 3 traditions of the Quinceañera and explain
which countries celebrate the Quinceañera.

Student-friendly— Today, I am learning about the tradition of La Quinceañera, so that I can discuss some
cultural facts and make connections with Spanish-speaking countries. I will know I have go it when I can
individually describe 3 traditions of the Quinceañera and explain which countries celebrate the Quinceañera
in writing.

Assessment: Exit Slip (What countries celebrate Quinceañeras? What are traditions of Quinceañeras? Would
you want/ have wanted a Quinceañera?), Star Comprehension (Check a 1-5 off on the Star Chart about how
you feel about the material covered, then explain your rating/ask questions)

Proactive Management: Our expectations during the Google Slide presentation are that voices are off and
notes are being taken in an unstructured format. We will first popcorn read the article as a whole class and
during this voices will be off unless the student is reading. We will pair the students using celebrity couples.
(Each student will draw a celebrity out of a basket and their spouse is their partner!) During partner work the
students are expected to be on task and have lower voice levels. During this time phones and laptops are okay
to use for references.

Instructional Strategies: Exit Ticket, Provocative Picture, Graphic Organizer, Making Connections, Music,
Nonlinguistic Representation

Note Taking Strategy: The students will take unstructured notes during the Slides as they will get more
information from their readings. The Connectors will be used as notes for the reading.

Questions:
 What tradition do we have in the U.S. that is similar to the Quinceañera? (Slide 4) Application level of
Bloom’s- Divergent
 What tools can we us to help us while reading? (Slide 8) Comprehension level of Bloom’s- Divergent
 What countries celebrate Quinceañeras? (Exit Slip) Knowledge level of Bloom’s- Convergent
 What are traditions of Quinceañeras? (Exit Slip) Knowledge level of Bloom’s- Divergent
  Would you want/ have wanted a Quinceañera? (Exit Slip) Evaluation level of Bloom’s- Divergent
 What does this photo make you think of? Why? (Provocative Photo) Evaluation level of Bloom’s- Divergent

Anticipatory Set: Provocative Photo- What does this photo make you think of? Why?- Discuss whole group.

The Lesson:
1. Provocative Photo (Whole class discussion of what the photo on Slide 1 makes us think of and why?)
2. Google Slide Presentation (Voices are off, unstructured notes, overview of la Quinceañera)
3. Popcorn Reading (I will demonstrate first two lines, then the whole class will go line by line reading the article
together, to practice speaking)
4. Reading Strategies (As a class come up with ways to help when we get stuck while reading)
5. Break into partners (Celebrity partners!)
6. La Quinceañera Connector (Fill out connector with partner, use acceptable resources to help with unknown
vocabulary)
7. Exit Slip (We will demonstrate learning by individually completing an exit ticket in writing with at least 3
traditions of the Quinceañera and explain which countries celebrate the Quinceañera.)

Closure:
Procedural— Turn in exit slip and pack up for the day.
Content Summary— Today we learned about the Quinceañera and now we can discuss this cultural event, as
well as make connections between this tradition and U.S. traditions. Have a wonderful day and be kind to one
another.
References: Made Connector and Exit Slip on Canva.com, Made Google Slides, YouTube for 3 music videos

Lesson Plan Reflection (required):

1. Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How
did you demonstrate high expectations, make learning relevant, and motivate students?

The Quinceañera itself is a very cultural tradition, but to make this more relevant to our students we added examples of music
played at Quinceañeras. We also chose to put the students in partners using celebrity couples to make this fun and exciting,
but still have random partners. Finally we asked the students questions that allow them to make connections between the
culture of Spanish-speaking countries and their own and inspire deeper thinking.

2. Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation,
action & expression, engagement) of your lesson. How did you differentiate to meet the needs of ALL learners?

The material is being presented to the students at least three times in three different ways. First they will see a Google
presentation with the information that includes visual aids, music and written information. Then they will read the article
using popcorn style allowing them to speak and listen to the information. Finally they will be put into partners and read the
article in-depth making connections, asking questions and identifying any confusions.