Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Benjamin Veenstra

Date Nov. 10 Subject/ Topic/ Theme Ladrones day 6 Grade Spanish 2_____________

I. Objectives
How does this lesson connect to the unit plan?
Final day of the unit, the main assessment for the unit is today, a speaking assessment. Also a writing formative assessment, only given a participation grade and
selected for the students the ACTFL level they are at.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

Remember the class story they talked about

R

Retell the class story in Spanish using the target vocab

C, Ap, U,
R
Free write about on a topic using the target vocab
C, Ap, U,
R
X X

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of
topics.
1.3 Presentational Communication: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
2.1 Practices and Perspectives: Understanding education, employment, and the economy in the target cultures
4.2 Comparing Cultures: Students demonstrate understanding of the concept of culture through comparisons of
the cultures studied and their own.
(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 Students have basic level (Span 2) Spanish skills. Everything in class should be done in Spanish unless
knowledge and skills. otherwise noted by teacher or on instructions.

Pre-assessment (for learning): X

Formative (for learning): Free write

Outline assessment
activities Formative (as learning): Comprehension questions while finish El Chapo
(applicable to this lesson)
Summative (of learning): Speaking assessment

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Singing in Spanish gives a more
memorable way for music loving
learners to engage
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Provide options for expression and
communication- increase medium
of expression
Students can talk directly with
teacher if needed instead of
calling on phone

1-19-13
 Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students are able to make up
their own story under a topic
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
Teacher reads off of screen,
letting students hear and see
what is being talked about.

Materials-what materials El Chapo presentation

(books, handouts, etc) do Free write worksheet
you need for this lesson Students phones
and are they ready to Google voice account
use?

5 tables, 4 students at each table.

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.
10 Canta Viernes Singing with class/other classes Students sing the songs
Motivation
(opening/
introduction/
engagement)

10 Speaking Assessment explain what they should Students go into the hall and call the Google voice
do. Remind them what they are looking for and number and speak for three minutes, retelling the
show them the rubric before they start. class story. They use their pictures they drew of the
story from before. If needed, students can tell story
directly to teacher. If many students choose this,
they will have to set up a time outside of class to do
Development so.
12 (the largest
component or Free Write cant use any outside help, just write Students write for ten minutes about El Chapo,
main body of out of their heads trying to use the key vocab structures.
10 the lesson)
El Chapo (slides 5-10) Hero or Villain. Read Answer comprehension questions as teacher reads.
through slides, asking comprehension questions
after every little chunk.

Have students talk in table groups about questions Students talk with table groups then share out to
before having them share out to whole class. class.

5 Ending discussion with talking about how crime Students share with class their thoughts on
Closure
can sometimes be subjective, not as objective as we criminality
(conclusion,
often think.
culmination,
wrap-up)
Collect puntos Hand in puntos

As
bell
rings
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.)
1-19-13
This lesson was modified pretty short notice because I hadnt gotten to as much as I had wanted to the day before. Also, when I
actually taught this, the chapel that day went long so the first and second hour classes were both shortened a bit, which ended up
giving me some problems again with timing. Also, when teaching this, my mentor told the students that the free-write was going to
be graded as an assessment, something I wasnt aware of or that I really agreed with. I especially would not do this if I would be able
to assign the writing assignment I talked about in my reflection for yesterday. I would grade that assignment because they would
have more time to review what they were actually writing. Then, I would be able to compare the free-write to their writing
assignment. I also think this makes the assessments more authentic because in my experience, anything more important that I write in
Spanish I am able to use resources like Spanish-English dictionaries. On the contrary, if I am writing in Spanish for a less important
thing I often wont have time to look up grammar/vocabulary, and as long as it makes general sense that is okay. The speaking
assessment I also think is a good one because all we are trying to figure out is if the students can speak well, not remember
something well. I talk more about this in the Assessment section. Overall, I think this lesson was good, and would have gone a little
better if I had just had more time; it was really a bit of a bummer the class period was cut short.

1-19-13