Concordia University Chicago College of Education Lesson Plan Design 2013 1

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.


Teacher Candidate: Zuleima Nolasco Date: April 22, 2014
Course for which the Lesson is developed: EDUC 1070
Subject:Spanish
Central Focus: (Content of the lesson): Base of the Spanish Language
Grade Level(s) 9
th
grade

Classroom Teacher:
Time allotted:
Theoretical Principles and/or ResearchBased Best Practices in this Lesson
Students prior knowledge of common English words can help or hinder learning of words in Spanish. In this lesson students organize knowledge of every day things
such as greeting people and introducing themselves to introducing and naming everyday things in Spanish. Students then have a conversation. To learn a language
repeated is important and in this lesson they repeat the same thing. They repeat after me, then tell each other then see pictures and say how they would introduce
themselves.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson


Common error with this lesson is pronounciation I will give students as many opportunities to practice to help them with fluency.


Concordia University Chicago College of Education Lesson Plan Design 2013 2
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.


Standard(s)/Benchmark(s) to be met in the
Lesson: (ILS, Common Core, or Professional
Learning Standards)
1.A.4b
Identify and analyze Spanish word
origins and derivations and use idioms,
analogies, metaphors and similes to
extend vocabulary development.
1.A.4c
Evaluate the choice of words,
expressions, and style considering the
purpose and context of a communication

Learning Objective(s):
1. Students will identify formal and informal
ways to greet each other in Spanish.
2. Students will locate and name common
classroom objects in Spanish.
3. Students will demonstrate in a skit the
names of food and price in Spanish.
Assessment Tool(s) and Procedures:
1. Students will late as a formative
assessment a multiple choice quizzes
after each lesson.
2. As a summit assessment students will
create a skit on the chapter to
demonstrate that they have an
understanding of the concepts.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pr-Assessment may be included here.)
First I will guide the students through the first chapter
I will greet each student and have them repeat after me
I will ask them to tell me the a number in Spanish
I will show them the names of certain common classroom as items


B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment):
The next chapter is based on the previous and as we progress I will be sure to ask at least 3 questions incorporating the previous chapter


C. Instructional Sequence:
1. I will first lecture
2. Have students have conversations on the topic
3. Then they will have a small quiz


D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?)
I will walk around the room and listen to their conversations
I will ask them about their classmates
The skit will show me their understanding

E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
groups?)

Concordia University Chicago College of Education Lesson Plan Design 2013 3
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
the skit will show me how comfortable people are with Spanish
I will try to put the groups with a variety of students
this will be the first lesson so perfection is not the goal, I want to see at what level each student is in
Students will be required to use their iPads to create a video and will be asked to turn in their skit as a video



F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment)
Quizes will be short and multiple choice
Skit will show understanding of the lesson


Instructional Materials:

Glencoe Spanish I Bienvenidos

Use of Technology:

Students will use IPads to film their skits.
Safety in the Physical Environment:


Academic Language
List the Academic Language used in the Lesson.
Most academic language is tier 1 since it is an
introduction lesson and class
Seor
Seorita
Seora
Cuaderno
bolgrafo






Explain how the Academic Language is
scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.
The language in this lesson is very basic, it is
mostly giving the students and idea of how to
translate certain words.
Describe the Evidence that Students know and
use Academic Language appropriately:
I will address students in Spanish and will make
sure that they can keep a Spanish conversation
with me.
Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidencethat students will meet the objective(s). At least one type of assessment is
required in a lesson plan.)

Concordia University Chicago College of Education Lesson Plan Design 2013 4
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Diagnostic (Pre-): (Formal or Informal) Informal- While each student comes in I will great them and see who knows the basic response.

Formative: (Formal or Informal) Formal will be the quizzes.

Reflective: (Formal or Informal) informal will be their demonstration of vocabulary when they hold conversations between each other.

Summative: (Formal or Informal)
Informal assessment will be their skit in which they will demonstrate everything that they have learned.


Differentiating Instruction
Identify the Element(s) of the Lesson that is Differentiated: Content Process Product
In this lesson the differentiation will be in the product because the outcomes of their skit will be dependent on how much the student has learned,

Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile
I will use student readiness to differentiate the students and what I expect from each.


Analyzing Teaching (Reflection):
To be completed after the lesson is taught
A. Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example)






B. If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the
learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and
other aspects of planning, instruction, and/or assessment.

Clearly state each changeyou would make.

Explain why and howyou would change it.

Explain the difference it would make in
student learning. Give evidence from your
experience in teaching the lesson.







Concordia University Chicago College of Education Lesson Plan Design 2013 5
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.