STEPP Lesson Plan Form

Teacher: Kelley Parkhurst

School:

Thompson Valley High School

Date: 3/5/2015
Grade Level: Spanish II

Title: Reciprocals

Content Standard(s) addressed by this lesson:

Content Area:

Spanish

Lesson #:__1 of 1__

(Write Content Standards directly from the standard)

ACTFL Standards
Communication
Interpersonal Communication- students engage in a conversation using reciprocals
Interpretive- students read a passage, analyze it, and answer questions
Comparisons
Comparing how reciprocal verbs in Spanish are different from English. Syntax difference

Understandings: (Big Ideas)

Students can use reciprocal verbs in their Spanish conversations and writing. They understand how to form a
sentence that means to do to each other (ex. To hug each other)

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable
questions from standard)
How do we formulate a sentence using se and nos to create a reciprocal sentence? Why are these sentences useful
in talking about our childhood?
Evidence Outcomes: (Learning Targets)
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Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format,
using student voice)
Given the formula on how to create reciprocal sentences, students will be able to generate their own reciprocal
sentences so that they can use them in their every-day Spanish speaking and writing.
This means: Students can make sentences that mean to each other" with little or few errors.

List of Assessments: (Write the number of the learning target associated with each assessment)
Students will be able to speak to each other using reciprocal verbs in the present and imperfect tense. I will be
listening to see if students use the correct pronoun and the right word ending.
Students will be able to write about their childhood using reciprocal verbs in the present and imperfect tense. I will
be looking to see if students can create a very simple reciprocal sentences using the correct pronoun, subject, word
ending, and the two different tenses of imperfect and indicative.

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the

Creating reciprocal sentences in Spanish in the present and imperfect

tense using nos and se

47 minutes, projector, sheet with reciprocals, powerpoint, and textbook

Students need to independently read a passage from the textbook
about a daycare and answering questions about that passage in
Spanish. After 7 minutes, we will discuss the passage and share
answers

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students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Bell ring (8:00)- I go to the front of the class and get the students
attention. I will explain the BOP and tell students to get their textbooks
and their hojas de BOP
8:10- ask students to share their answers with the classroom
QUESTION: How are reciprocal sentences different than the
previous sentences that we have used?
8:15- transition into teaching reciprocals. I will go to the board and
explain what they are, how to create them, and what they are used for.
We do some examples together
8:25- Students then work with their partner to translate the English
sentence into Spanish
8:27- We go over the answers together with student volunteers
8:30- Reciprocal game . I will pass out a sheet with different reciprocal
sentences. Students need to find a partner with the same color shirt
on. Then I will show images on the board and students need to touch
with their finger the corresponding sentence on their paper. The first
person to touch the correct sentence wins.
8:37- Writing Activity. I will tell students to take out a piece of paper.
Then I will tell them that they have 8 minutes to write a paragraph
about what they used to do as a kid. They need to use 3 reciprocal
verbs.. I will write some examples of these verbs on the board.
QUESTION: Think about the two different tenses we are using
for this lesson. When might you use the past tense of this
sentence in a family/childhood context?

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Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

One minute before the bell rings I will get the students attention and
tell them thanks for their time and I cant wait to see them next week
On their way out students will pass me their paragraph

I will apply differentiation in a number of ways. For the BOP we will go

over what the meaning of the questions are and go over tough
vocabulary. Ill also ask them to circle all the cognates. If a student
doesnt answer a question correctly or doesnt know how to instead of
asking a new student we will work through the problem together.
During the partner activity I will walk around and help the students that
are struggling. For the writing activity, I will write some useful verbs for
them.
For extending the learning for students that are exceeding my
expectations, I will challenge them to create more complex reciprocal
sentences. I will say to the class, if you feel that you understand this
concept fairy well then I challenge you to create a sentence that
doesnt just include the 3 main components (Pronoun, subject, verb)
but to add on to that sentence to make it provide more information. An
example might be: ellos se besaron porque ellos se aman mucho.

Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each

The first assessment is asking students to answer the warmup

questions. I am looking for comprehension. The second assessment is
the writing assessment. I am looking to see if students are able to

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assessment.

formulate a reciprocal sentence in the imperfect.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
I feel like the students now have a very good idea of how to formulate a
sentence in Spanish using reciprocal verbs in the imperfect and present
tense. I read over the paragraphs they wrote and all the levels were very
different. In the pre-ap class, most of the students had at least one or two
sentences that were correct in the imperfect tense. Most students had one
or two little errors. About 8 or 9 students out of the 30 didnt have a single
correct conjugation of the reciprocal verbs. The Spanish II class had a harder
time understanding the grammar rule. Many of them were not paying
attention and trying to look at their phones. For their writing assignments,
many more the students did not do as well as the pre-ap students. There
were 8 students that had at least 2 conjugations right. The rest of the
students struggled and wrote strange verb conjugations. There were 13
students that did not get any conjugations in the imperfect correct.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
If I could change something about my lesson, it would be my ability to
multitask; teaching my lesson, while managing the class. It was very difficult
for me to focus on how I was teaching my lesson while keeping students off
their phones and paying attention. Fortunately, Ms. Parkhurst was helping
me manage the classroom. If I could leave out something, it would have
been the game. The game was very chaotic and I need to learn better
management before we play a game like that one. If I could add something
to my lesson, it would have been more examples of reciprocal verbs in the
imperfect tense. They needed to see more examples.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
For my next lesson, I am going to be teaching a grammar lesson regarding
the outdoors and disasters. I am not sure which grammar rule I will be
teaching yet. I would like to have a similar setup as this previous lesson. I
feel like I had many important components in my lesson like a game,
warmup, writing, partner communication, and individual work. I will try to
follow the same layout but I want to perfect the lesson and sort out all of the
kinks.

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