Day 1

Learning Plan

Day 2
Learning Plan

Day 3
Learning Plan

Day 4
Learning Plan

Day 5
Learning Plan

Learn the important

dates associated
with Mexico: I will
start with Mexico
because most
students will have
been exposed to
some important
Mexican dates due to
our geographical
location. .
Additionally, I
wanted to chose one
country from each
section, Mexico
would be from North
America.

Learn the important

dates associated with
Uruguay: I will follow
with Uruguay because
it is a country that is
not very well known
and it will expose
them to new
information.
Additionally, I wanted
to chose one country
from each section,
Uruguay would be
from South America.

Learn the important

dates associated with
Costa Rica: I will
follow then with Costa
Rica because it will
expose them to some
things that are
common in Central
America.

Learn the important

dates associated
with Puerto Rico: I
will close the
informative section
of the week with
Puerto Rico, in
order to inform the
students that
although Puerto
Rico is a US
territory it still
observes its own
special days due to
its culture and
history.

Compare the
important dates of
the previous
mentioned countries
to another Spanish
speaking country of
their choice, through
the use of a venn
diagram.: I will close
with the students
comparing one of
the previous
countries to one of
their choosing
because it will allow
them to see the
similarities and
differences from
country to country
regardless of them
having the same
language. I also
believe that having
the students be able
to chose something
when it comes to
their education, gets

Standards
Content 1.1j:
Students address
discrete elements of
daily life, including:
important dates in
the target culture.
Cultures 1.1:
Associate products,
practices, and
perspectives with the
target culture.
Cultures 1.2:
Recognize
similarities and
differences in the
target cultures and
between students
own cultures.

Standards
Content 1.1j:
Students address
discrete elements of
daily life, including:
important dates in the
target culture.
Cultures 1.1:
Associate products,
practices, and
perspectives with the
target culture.
Cultures 1.2:
Recognize similarities
and differences in the
target cultures and
between students
own cultures.

Standards
Content 1.1j:
Students address
discrete elements of
daily life, including:
important dates in the
target culture.
Cultures 1.1:
Associate products,
practices, and
perspectives with the
target culture.
Cultures 1.2:
Recognize similarities
and differences in the
target cultures and
between students
own cultures.

Standards
Content 1.1j:
Students address
discrete elements
of daily life,
including:
important dates in
the target culture.
Cultures 1.1:
Associate products,
practices, and
perspectives with
the target culture.
Cultures 1.2:
Recognize
similarities and
differences in the
target cultures and
between students
own cultures.

Learner Outcomes
Students will be able
to describe at least 3
important dates for
Mexico.

Learner Outcomes
Students will be able
to memorize at least 3
important dates for
Uruguay.

Learner Outcomes
Students will be able
to identify at least 3
important dates for
Costa Rica.

Learner Outcomes
Students will be
able to list at least
3 important dates
for Puerto Rico.

them more excited

and eager to learn.
Standards
Communication
1.1: Engage in oral,
written, or signed
(ASL) conversation
Communication
1.3: Present to an
audience of
listeners, readers, or
ASL viewers.
Structure 1.1: Use
orthography,
phonology to
produce words and
phrases in context.
Settings 1.0:
Students use
language in highly
predictable common
daily settings.
Learner Outcomes
Students will be able
to construct a venn
diagram for a
country of their
choice and a country

Students will be able

to demonstrate how
Mexico celebrates at
least 3 important
dates.
Students will be able
to compare these
dates to similar ones
within their culture.

Pre-Assessment
I will have my
students number as
many important
dates associated
with Mexico as they
know. (5-min)
Learning Activities
I will provide a note
print out of the
PowerPoint
presentation I will
give them. The
students will have to
write down at least
one additional thing

Students will be able

Students will be able
to explain why these 3 to classify these 3
dates are important.
dates by importance.
Students will be able
to compare these
dates to similar ones
within their culture.

Pre-Assessment
I will have my
students fill out a
cluster diagram about
the important
Uruguayan dates they
know about. (7-10
min)
Learning Activities
I will show my
students a quick video
about Uruguay.
https://www.youtube.c
om/
watch?v=Br4vTypFlcg
(
I will then start the

Students will be able

to compare these
dates to similar ones
within their culture.

Pre-Assessment
My students will list
as many important
dates as they know
from Costa Rica. (5
min)

Students will be
able to paraphrase
each important
date.
Students will be
able to compare
these dates to
similar ones within
their culture.

Pre-Assessment
My students will
take a short answer
and fill in the blank
pre-test about
important Puerto
Rican dates. (10
min)
Learning Activities
Learning Activities
I will show my
I will give my
students a quick 5
students the lesson
minute introductory
on Puerto Rican
video of Costa Rica.
dates. They will be
https://www.youtube.c taking notes as I
om/
talk. (20 min) Once
watch?v=92ri5ioja_s
the lecture is done
(6 min)
they will look over

previously talked
about during the
week.
Students will be able
to compare and
contrast these two
countries on their
venn diagrams.
Students will be able
to explain their venn
diagram to the class.
Pre-Assessment
Students will fill out
a 4-way venn
diagram to compare
the countries we
talked about the
entire week. (20
min)
Learning Activities
The students will
mostly be doing
individual research
on their
chromebooks. They
will chose one of the
4 countries we
talked about and

that I said that was

not on the
PowerPoint for each
slide. (30 min)
Students will then
get into pairs and
share what they
have written for each
slide. They will then
pick the extra
information that they
both had and share it
with the class. (15
min)

lesson about
important dates. (20
min) After the lesson,
the students will pick
their favorite date and
on a piece of printer
paper will draw a
poster about this date
to present to the
class. (20 min)

I will then give the

lesson on the
important dates for
Costa Rica. (20 min)
The students will then
complete a fill in the
bank paper (like mad
libs but while reading
it, so it wont be
funny) about the
dates I talked about.
(15 min) The students
will then switch
papers and we will
grade them as a
class. (10 min)

Monitoring Learning
Activities
Students turning in
notes about
PowerPoint. This
allows me to see if
they were paying
attention and
retained extra
information not in
the PowerPoint

Monitoring Learning
Activities
Since this is more of a
less structured
learning activity, I will
just walk around and
make sure that the
information that they
are putting on their
poster is accurate.

Monitoring Learning
Activities
I will walk around the
classroom and
observe the students
answers on the fill in
the blanks. If I notice
that a majority are
have a difficult time
with one or two, I can
stop what they are

their notes and

write a rough draft
paragraph
summary about
their favorite or
most intriguing
date. (10 min)
They will switch
rough drafts with a
partner for editing.
(10- 15 min) When
they get their
original work back
they will then edit
and revise it and
turn in a final
electronic copy via
Google classroom
for homework.
Monitoring Learning
Activities
I will walk around
the classroom and
read the rough
drafts of every
student, which
shouldnt take up a
lot of time since it
is only 1 paragraph.
This will give me an

compare it to
another country
whos official
language is Spanish.
They will research
important dates and
general information.
(20 min) They will
then complete a
venn diagram with
the information they
collected and turn it
in via Google
classrooms. (15 min)

Monitoring Learning
Activities
I will walk around
and glance at their
venn diagrams. I will
answer any question
they have and
provide support for
finding information
on another country
using the computer.

presentation. I will
also be walking
around while the
students are in pair
to make sure they
are on task. I will
also be able to join in
on their
conversations and
answer any
questions they might
have.
Ongoing Assessment
e.g., Check for
Understanding
Students will
complete an exit
slip comparing one
important Mexican
date to an important
date from their own
culture.
Modifying
Learning Plan
For the ELLs that
were native
Spanish speakers
and of Mexican
descent I would

doing and do a quick

review on that one
portion that they are
not understanding.

inside look into

their learning
process and the
information they
have retained from
the lesson and note
taking.

Ongoing Assessment
Students will use
white boards to
answer 3 simple
questions about the
important Uruguayan
dates they learned
about.

Ongoing Assessment
Students will chose
the most interesting
date for them and
write a few sentences
about it

Ongoing
Assessment
I will hand my
students a paper
and they will match
the important dates
to their description.

Ongoing Assessment
Students will
complete an exit
slip in which they
will tell me the most
important important
date for each of the
countries we talked
about during the
week.

For the
overachieving
students I would
have them write an
additional
paragraph behind
their poster

For Special Ed
students I would
just have them get
into groups and
talk about what
they found
interesting. I would

For my average
students I would
have them write
a more detailed
and even longer
paper analyzing
the events as

For Special Ed
students I would
just have them
write out a
comparison with
very basic
sentences instead

expect them to be
more
knowledgeable
about these
important dates.
Therefore, I would
want them to be
paired with
students not of
Mexican descent
in order to help
provide additional
information, and
even their
experience with
these events.

explaining why they

chose the date they
chose and compare
that date to a date
we learned the day
before from Mexico.

stand by their
group and observe
their conversation
in order to do a
check for
understanding.

well.

of having to fill
out the venn
diagram.

PostAssessment/Closure
(Can be Summative
Assessment)
I will use a fill in the
blank question test in
order to see how their
knowledge has grown on
important Mexican
dates. (10 min)

PostAssessment/Closure
(Can be Summative
Assessment)
I will use a short answer
test in order to see how
their knowledge has
grown on special
Uruguayan dates. (10 min)

PostAssessment/Closure
(Can be Summative
Assessment)
Students will provide me
a 1-sentence summary
about each important
date. (5 min)

PostAssessment/Closur
e
(Can be Summative
Assessment)
I will grade the
electronic papers that
the students submitted
to know what their
knowledge is on the
subject of important
dates for Puerto Rico.
They must touch basis

PostAssessment/Closure
(Can be Summative
Assessment)
I will use a summative
assessment to grade the
4-way venn diagram that
the students turned in.

on all the points that I

will make them write
about.
Materials
Pencil
Lined paper
PowerPoint Software
Computer projector
and screen
Printed Note format
of PowerPoint
presentation

Materials
Pencil
Printout of Cluster
Diagram
Computer projector
and screen
Internet
Printer Paper
Coloring materials
(crayons, colored
pencils, markers)
Rulers
Grading Measures for Grading Measures for
Assessments
Assessments
Pre-assessment:
Pre-assessment: This
This will not be given will not be given a
a grade. This is
grade. This is rather
rather for me to
for me to know how
know how much
much background
background
information they have
information they
on the subject.
have on the subject. Ongoing Assessment:
Ongoing
When they raise their
Assessment: This will white boards with the
be graded on a
answers I will see who
simple scale. If the
has a right and who
are able to compare
has a wrong answer

Materials
Pencil
Lined paper
Computer projector
and screen
Internet

Materials
Pencil
Lined paper
Chromebooks
Word processing
software

Materials
Chromebooks
Internet

Grading Measures for

Assessments
Pre-assessment: This
will not be given a
grade. This is rather
for me to know how
much background
information they have
on the subject.
Ongoing Assessment:
They will have 3
sentences each worth
1 point. They will
include important
people (1 point) ,

Grading Measures
for Assessments
Pre-assessment:
This will not be
given a grade. This
is rather for me to
know how much
background
information they
have on the
subject. However, I
will score it and
give it back to
them, but they
will all get full

Grading Measures
for Assessments
Pre-assessment
activity is used as a
post-assessment:
They will need at
least 3 things in each
circle for a total
possible points of 39
points and each
student will get an
extra point for trying
for a total of 40
possible points. I will
use a 40 point scale.

two important days

with a simple
explanation they will
get 5 points. If they
just compare two
dates without
explanation they get
2 points and if they
dont do it they get 0
points.
Post-Assessment:
Each answer is worth
1 point. I will use a
100% scale to give
them a letter grade.
90-100%=A
80-89=B
70-79=C
60-69=D
59 and bellow=F

and give 2 points for

every right answer.
They will also get 1
participation point for
each answer as well
for a total of 9 points.
I will use the seating
chart as a way to
mark minus points.
8-9=A
7=B
6=C
5=D
4 and bellow=F
Post-Assessment:
There will be a total of
10 questions each
worth 10 points for a
total of 100 points.
Each answer will
consist of important
people associated
with the date (2
points),
celebrations/traditions
to do on that date (2
points), how that
important date came
to be (4 points) and
the actual date

what the holiday

represents (1 point)
and traditions for that
date (1 point).
3 points=A
2 points=C
1 point and bellow=F
Post Assessment: If all
goes according to
plan and I am able to
keep on my time line
we should cover 5
important dates.
Therefore they will
have 5 sentences
each worth 2 points
where they will tell
me what each day is.
10 points= A
8 points= B
6 points= C
4 points and bellow=
F

credit points for

participation. I
will use a 10 point
scale since there
will be 10 questions
just so they know
how much
knowledge they are
coming in with.
9-10 points= A
8 points=B
7 points= C
6 points= D
5 points and
bellow= F
Ongoing
Assessment:
10 questions each
number matched to
a definition. They
will write the letter
of the definition
that corresponds
next to each
number. I will use a
10 points scale to
keep the same
grading process the
same for this
lesson.

36-40 points= A
32-35 points= B
28-31 points= c
24-27 points= D
23 points and
bellow= F
Ongoing
Assessment: During
each lesson I will
emphasize which
date is the most
important for each
country. They will
have to just write
which date for all 4
countries. Each
answer is worth 1
point.
4 points=A
3 Points=C
2 Points and bellow=
F
Post-Assessment:
Each student will
need at least 5
things in each
circle/overlapping
area

(month and date and

first year it was
celebrated) (2 points).
I will use a 100% scale
to give official grades.
90-100%=A
80-89=B
70-79=C
60-69=D
59 and bellow=F

9-10 points= A
8 points=B
7 points= C
6 points= D
5 points and
bellow= F
Post-Assessment: In
their paragraph
they will have to
include the date,
people associated
with the date,
history of the
event, traditions
taken place on that
date and why they
chose that date.
Each point that
they addressed is
worth 2 points. So I
will use a 10 point
scale.
9-10 points= A
8 points=B
7 points= C
6 points= D
5 points and
bellow= F