Preston R.

Hill November 4, 2013 SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

TITLE OF LESSON Spanish Reading Comprehension-In the Restaurant

CURRICULUM AREA & GRADE LEVEL Spanish II-San Pasqual High School 1 Lesson of two week unit Textbook - Buen Viaje! Chapter 3
st

DATE OF LESSON 10/08/2013

CA CONTENT STANDARD(S) ADDRESSED Stage II 2.1 Students address topics related to self and the immediate environment, including: l. Cuisine and recipes

CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in Meaningful Ways, Emerging 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence-based argument) based on close reading of a variety of gradeappropriate texts, presented in various print and multimedia formats, using short sentences and a select set of general academic and domain specific words

BIG IDEA ADDRESSED Reading comprehension is essential for learning Spanish

ESSENTIAL QUESTIONS ADDRESSED Why is Spanish reading comprehension important? What are the benefits of learning another language? Whys is it important to be able to read and identify cuisines, recipes, and the cultural experience in a Spanish restaurant?

OBJECTIVE(S) OR LEARNING GOAL(S) Students will be able to identify Spanish vocabulary related to recipes and cultural cuisine through reading, role playing, and answering related questions to the material with their Spanish partner. Cognitive Language Development Visual

ASSESSMENT(S) Formative (progress-monitoring)

1.

Think-pair-share technique - Students will collaborate with their Spanish partner and share the Spanish Reading Sharing partners technique - Each student will takes turns reading each paragraph out loud in Spanish.

2.

Summative (evaluative) 1. Classroom work activity After the teacher reviews all the answers of the cultural reading, the students are responsible to turn in the answers to the Spanish questions and receive a grade.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL

I predict students will struggle with this lesson because the reading is from a Spanish III level and a lot of the vocabulary in the reading will be new to them. However, that being said, students should have some sort of understanding to the material has they have been involved in six classroom lessons regarding the theme In the Restaurant

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set Set the objective Teacher sets the objective by asking the students if they remember our last lesson on Spanish vocabulary and cultural cuisine in the restaurant. Teacher was dressed as a waiter and prepared a table in Spanish during his last lecture. Teacher explains that students will be participating in a reading with their Spanish partner on cultural cuisine in Spain. The purpose of the reading is for students to learn additional vocabulary, grammar, and the culture in Spain. (10 min.) Memory Mindset-Teach growth mindset & Teach awareness of planning and strategies Instruction Teacher explains the directions of the Spanish reading. Students will collaborate with their Spanish partner and share the Spanish Reading assignment La Especialidad de la Casa (The Specialty of the House). During the Spanish reading, one student will read the role of the waiter and the other student will read the role of the restaurant customer. Each student will takes turns reading each paragraph out loud in Spanish. After the teacher reviews all the answers of the cultural reading, the students are responsible to turn in the answers to the Spanish questions and receive a grade. (5 minutes) Memory Mindset-Learning with Peers, e.g.

Visual

Increase the success of student engagement

Anticipatory Set Students observe and listen to the teacher set the objective. (10 min.)

Visual

Students dont feel pressured an are very observant

Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher

Instruction Students listen to the instructions by the teacher. (5 minutes)

Language Developm ent

Students continue to focus on the teacher.

cooperative learning, peerteaching Guided Practice After finishing the Spanish reading, teacher and students will review the questions together on the whiteboard in front of the classroom. Teacher models the first question with the Students and then he assesses to see if the students know any of the answers to the other questions before writing the full sentence answers on the white board in Spanish. (20 minutes) Memory Mindset-Daily repetition of important information Independent Practice Teacher walks around the room and monitors the students while they participate in the reading, interact, and role play with their Spanish partner. (20 minutes) Memory Mindset-Multiple Intelligences Closure Teacher reviews some of the main ideas and vocabulary words of Spanish Cuisine with the students from the Spanish reading. (5 minutes) Memory Mindset-Teacher awareness of planning and strategies Transfer Teacher reminds the students that there is a lot of quality information from the reading that they may implement when their Spanish partner conversations and compositions begin in another week. (5 minutes) Memory Mindset-Teach growth mindset Cognitive Increased probability that students begin focusing on the learning at the same time as the teacher. Transfer Students think about possible ideas to use for their future Spanish partner conversations and compositions that they are graded in toward the end of each unit. (5 minutes) Cognitive Increase the success of student engagement. Cognitive Increased probability that students begin focusing on the learning at the same time as the teacher. Closure Students listen to some of the key ideas and vocabulary words the teacher addresses while summarizing the Spanish reading. (5 minutes) Language Developm ent Increase the success of student engagement. Cognitive Language Developm ent Increased probability of success in the students academic social development. Independent Practice Students take turns reading depending on their role as the waiter or client and answer some questions. (20 minutes) Language Developm ent Students collaborate with their Spanish partner to increase their academic social needs. Language Developm ent Increased probability that students begin focusing on the learning at the same time as the teacher. Guided Practice Students participate in answering the questions from the reading with the teacher in front of the whiteboard. (20 minutes) Language Developm ent Students need to be organized in order to begin their classroom work.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Angel Garcia Avila is the only English learner that I have in my Spanish II foreign language class. Angel is shy and rarely participates during the Spanish class discussions. I need to get to know Angel better so I can try to relate my past experiences with him and help him learn to like education and know the importance of going to college. Angel student profile is as follows: Race: Hispanic/Latino Primary Language: Spanish Language fluency: English Learner th Grade Level-11 grade 2012-2013 CST-California Standardized Testing Grade 10 ELA 3 Basic Geometry 1 Far Below Basic CAHSEE Overall Pass CELDT 2012-2013 Results CELDT PL Overall Text Early Advanced CELDT PL Overall 4 CELDT PL Listen 5 CELDT PL Speak 4 CELDT PL Read 5 CELDT PL Write 4

INFO ABOUT STUDENTS W/ SPECIAL NEEDS Jose Sarabia is a student in my Spanish II foreign language class and his specific learning disability is in the area of auditory memory. There are various ways that I accommodate Jose such as allow additional time for him to complete assignments (up to three days) without penalty to his grade. His IEP goal for the year is for Jose to research two colleges or universities that he would be interested in attending and what majors to those specific schools offer. Jose is in all general education classes and his six week progress report shows that he is doing well. World History = BAlgebra II = C+ English 10 = B (Pleasure to have in class) Spanish II = A- (Pleasure to have in class) AVID II = A PE 10 = B (Pleasure to have in class)

Joses student profile is as follows: Race: Primary Language: English Language fluency: English Only Special Education: Yes th Grade Level-10 grade 2012-2013 CST-California Standardized Testing Grade 9 ELA 4 Proficient Geometry 3 Basic CAHSEE Overall - Fail My experience with Jose has been a pleasure because he is always well behaved and prepared to learn everyday. However, I would like to see Jose develop his academic writing and social skills more. Jose has attended a total of three schools in his life. His early memories of learning how to read and write are from the dialect of a video game called the Legend of Zelda. Some other aspirations of Jose are to go to college and to be some sort of designer some day. Jose enjoys videos games, the history, and the science channel. Jose considers the best conditions for him to learn in are a low stress environment when and especially when the lesson is amusing or funny to him. Joses biggest influence in his life has been his grandfather.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS Angel followed this lesson very well but his participation is never at a high. Provided a Document Camera for enhancing visual aids

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS Jose did well in these series of activities. l consistently checked in on him and gave him additional time to complete the activities. Provided a Document Camera for enhancing visual aids REFLECTION I lead in this lesson and at times I thought I did a great job such as introducing and getting the class excited for the day. I felt like I spent too much time going through the reading questions in Spanish with the students. I look forward to improving on the lesson next time as I will present to a period 4 Spanish II class on block day.

RESOURCES White Board, Dry erase markers, Document Camera,

Single Subject Lesson Design Rubric Name Preston R. Hill Lesson Title Literacy Lesson Design Date 10/20/2013 See Lesson Design Resources Website for more details: https://sites.google.com/site/lessondesignresources/home Design Component Approaching Meets Exceeds Peer comments or & Criteria self-assessment (includes the criteria for (includes the criteria for Approaching) Approaching & Meets) Title, Curriculum Area, Provides a title that is & describes where it & addresses the unit it Grade Level & Date fits within a unit plan, related to the lesson belongs to and in what i.e. Third lesson in a 4activity curriculum area and week unit on grade Colonization. Rationale: Big Idea & & explains how the Describes the rationale & addresses how the Essential Questions assessment is a valid for teaching this lesson instructional strategies (big ideas, enduring and the student activities (authentic) and reliable (consistent) understandings, are suited to meet the way to assess student essential questions) standard and objective learning. of the lesson Standards, Objectives Both CA Content and & expectations are & each objective is & Assessment clearly communicated ELD Standards are labeled by the type to students (rubric, (cognitive, affective, identified and each is model or student psychomotor or addressed in an work) language) and the objective that contains a condition, verb, and number of the standard it criteria and is assessed addresses and the type of assessment is labeled (diagnostic, formative or summative) Predication of Likely & the instructional Possible misconceptions & the misconception or Difficulties strategies, student or assumption are assumptions are activities &/or the identified identified as being in the differentiation content, process or strategies work to product of the lesson avoid these misconceptions or assumptions Instructional & provides a written Provides an into, through & describes in detail the Strategies script for teacher and and a beyond activity for steps the teacher will times for each activity. lesson take to implement the lesson and instructional materials (i.e. graphic organizer, ppt, model, rubric) Student Activities Describes what the & each activity is student & provides times for each activity. students will do during centered with multiple the into, through and opportunities for the beyond activity of the instructor to check for lesson understanding Student Information Identify the names of the & describe each of the & includes prior students readiness students that need successful level, learning profile differentiation (both ELL differentiation strategies and interests & Students w/ Sp Ed for each student. needs) Differentiation & provides how the Describes the & labels the strategy strategy will be (content, process or differentiation strategy assessed for product) and the way it for the ELL and the effectiveness and students with special addresses the students altered if needed. education needs identity and developmental needs (readiness, interest or learning profile) Resources All instructional materials All instructional materials & all materials listed for the unit are listed needed to implement the that are needed to and provided, such as lesson are listed. implement the lesson power point, graphic listed and described. organizer, sample student work, assignment rubric, quiz...

Reflection

Reflection is provided on the strengths, limitations, assessment and differentiation plan.

Self-Evaluation (10% will be deducted if not included)

Provides a copy of the rubric with the lesson plan

The reflection addresses all prompts and identifies what would be done next based on this reflection. & highlights or circles the evaluated criteria for each lesson component

Reflection is complete and a new lesson is provided to address the concerns in the reflection. & provides evidence for each criteria marked.

Please see bold font for self-assessment on the rubric

Preston R. Hill