Lesson Plan 3

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Brubaker, Josh
Date April 16, 2017 Subject/ Topic/ Theme Reading, Time Grade _Spanish 1______
I. Objectives
How does this lesson connect to the unit plan?
Students will learn how to correctly tell time in class, and then do an activity based on this. Students will need this as telling time is useful within the novel
cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Tell time correctly, using phrases such as y media, hora menos
Do a time-telling activity in pairs
Read a chapter of El Nuevo Houdini in pairs

Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite Spanish Numbers, simple future tense
knowledge and skills.
Pre-assessment (for learning):

Diario and discussion
Formative (for learning):
Outline assessment Teacher observation during the powerpoint, routinely asking if anyone has questions
activities Formative (as learning):
(applicable to this lesson) Pacing around during reading
Summative (of learning):
Next lesson, kahoot quiz review as well as quiz
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
Hearing the story read aloud as Students will be writing the main authenticity, minimize threats
well as reading it via text. If people points on time down while listening Reading an engaging story with
do not feel comfortable working in to it. Students will read with each group partners, doing new material
What barriers might this groups, headphones and an audio other, they will tell time to one with a partner of their choice
lesson present? recording can be provided another
Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
What will it take
language Students will do a combination oriented feedback
neurodevelopmentally,
Reading the text as well as of reading, writing, listening, Variety of activities during the
experientially,
having a dictionary in the and speaking throughout the lessons, prevent student
emotionally, etc., for your
middle of the book lesson burnout
students to do this lesson?
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
Reading the text as well as term goals, monitor progress, and strategies, self-assessment &
having a dictionary in the modify strategies reflection
middle of the book. Time The activity provided allows for Variety of activities during the
worksheet for notes and teacher formative assessment and lessons, prevent student
speaking feedback burnout
Materials-what materials El Nuevo Houdini book
(books, handouts, etc) do Time worksheet and powerpoint
you need for this lesson Diario warmup
and are they ready to
use?
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Pods of 4, allowing students to sit by one another for the activity
How will your classroom
be set up for this lesson?
III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher will begin by reviewing the diario, using Students will fill out the frayer models for the
Motivation the Frayer model for vocab: enfrente de, llegar vocab
(opening/
introduction/ Teacher will review this quickly, asking for 2 Students will look at the projection of the
engagement) volunteers to use their Frayer models worksheets, following along and filling in
corrections
Teacher will explain that class will be learning Students will receive their notes, adding their name
about telling time in Spanish correctly, and will to it. Students will listen
receive a worksheet to keep for notes
Teacher will go through the powerpoint, asking Students will listen and respond to questions when
questions to students and giving examples when asked. If a student has a question, they will raise
Development
possible their hand to ask it
(the largest
component or
Teacher will go over the partnered time activity,
main body of
having students ask each other what time it is, and Students will talk with one another and do the
the lesson)
then having the students choose from a bank of activity. This promotes reading, speaking, and
answers. The student who asked the question will listening within the target language
then write a number by the correct clock at the
bottom of the page
Teacher will tell pairs that when they are done, they Students will read chapter 6 to one another and
Closure can begin reading to one another from the El listen while their partner speaks.
(conclusion, Nuevo Houdini books, beginning Chapter 6.
culmination,
wrap-up) Approximately 5 minutes before class ends, teacher Students will listen to the teacher and ask any
will ask for everyones attention, seeing if there are remaining questions they have
any final questions
Teacher will tell the class that theyll begin Students will listen and leave the class
tomorrow by finishing Chapter 6
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
9-15-14

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Brubaker, Josh

cognitive- physical socio-

II. Before you start

Pre-assessment (for learning):

III. The Plan

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