Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Date
Grace Kim
11/10/2015
Subject/ Topic/ Theme
Spanish
Grade__5__
I. Objectives
How does this lesson connect to the unit plan?
In continuation from the last lesson (pre-assessment), students will review the assessment materials and learn the contents together.
Reviewing the materials on the day right after taking it can help the students to learn it since it may still be fresh in their minds.
cognitiveR U Ap An E C*
Learners will be able to:
R U Ap
R U Ap
An C
Gesture the words from Mini-cuento 1 and translate the word into English
Translate Mini-cuento 1 into English
Identify the word parts from the passage Mini-cuento 1
Spell the words correctly from the vocabulary list of Mini-cuento 2
Read aloud the story that they wrote in Spanish
R U Ap E
R U Ap C
R U Ap
physical
development
socioemotional
PD
Socio
Common Core standards (or GLCEs if not available in Common Core) addressed:
Standards for Foreign Language Learning
Communication
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
Connections
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Comparisons
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language 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
knowledge and skills.
Remember the parts of the speech.
Know how to read in Spanish.
Pre-assessment (for learning): The pre-assessment materials from the last lesson (Lesson 2) will serve for this
component.
Outline assessment
activities
(applicable to this lesson)
Formative (for learning): Define the parts of the speech.
Formative (as learning): Gesturing of the words and say the meaning in English.
Summative (of learning): Translate Mini-cuento 1 in English.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Provide Multiple Means of
Action and Expression
Provide options for physical actionincrease options for interaction
What barriers might this
lesson present?
The information will be given in
oral and written forms, as well as in
image and powerpoint.
Students will gesture the words in
the vocabulary list.
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and
communication- increase medium
of expression
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Students will have an
opportunity to communicate via
various means of presentation.
Students will express through
gestures, speaking, and writing.
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
This lesson will incorporate
assessments as well as activities in
various forms in order to meet the
interest of the students.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
The level of activities will
gradually become more
challenging. Students will also
collaborate with their
classmates and share feedback.
Provide options for comprehensionactivate, apply & highlight
Students will be able to express
their knowledge by writing a
story and then express their
comprehension through
speaking and listening.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom
be set up for this lesson?
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
At the beginning of each lesson,
the students will be reminded of This lesson will be a selfthe goals. Students will also be
assessment as well as a
reminded of the goals for each
reflection from the last class.
activity.
Two handouts from L1the NEW Cuntame Ms! Student Textbook:
[Gaab, C. & Placido, K. (2015). L1the NEW Cuntame Ms! Student Textbook, TPRS Publishing,
Inc. Retrieved from https://tprstorytelling.com/download/l1-the-new-cuentame-mas-student-textbook/]
- Mini-cuento 1 (p. 2)
+ Answer Key handout for the teacher
- El muchacho pastor (p. 6-7)
(Hand them in, and each student can make the corrections on their passage.)
- Captulo uno: El muchacho pastor (p.1) Copies enough for each student.
Hand in the dictation paper with the right answers written on them
Hand in the stories that each student wrote
Pencils and Erasers.
Computer, projector, and PPT Parts of the Speech
Document camera
Be in groups of 4 students per table.
III. The Plan
Time
Components
1 min
1 min
3 min
Motivation
(opening/
introduction/
engagement)
5 min
2 min
2 min
1 min
2 min
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Development
(the largest
component or
main body of
the lesson)
Describe teacher activities
AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Greeting
Say hello in Spanish Hola! to the friends in
the same table.
Intro on class plan and the objectives
-Review from the last class
Go over the pre-assessment materials
Gesture the words from Mini-cuento 1
Understand and translate Mini-cuento 1
Sharing time: Why do I want to learn Spanish?
What are some of the advantages/benefits of learning
Spanish?
Give handout Mini-cuento 1 (p. 2)
Tell the students to take a look at the handout. Ask what
they had to do in the last class.
Students raise up their hands and share.
Review the parts of the speech: PPT
Ask the students to define each (noun, verbs, adjective,
and articles)
Define the parts of the speech
Students can speak up and share what they
know.
Students raise up their hands and answer.
Questions?
Now the teacher will read the passage.
The teacher reads the passage. Put the passage under the
doc camera. The teacher may use a pen (or anything
similar) and point out the word as he/she reads, so that
the students can follow.
Students follow along with their eyes.
3 min
Now identify the parts of the speech for each word. The
teacher can ask the students to answer. Each student can
answer one (maybe going around in a circlethe
teacher can decide the direction). Write down the
answer with a pen (the handout is under the doc camera,
projected)
-Instruct the students to check their own and correct
their responses if it is wrong.
2 min
Ask if there is any word that they do not know.
2 min
Tell the meaning of the words that are not underlined.
2 min
Handout the dictation paper.
Tell them to take a look at the correction.
The grade will be number of correct/total number
-Then hand out Captulo uno: El muchacho pastor
(p.1). Tell the students to look at Mini-cuento 2
2 min
Tell the students to read the words chorally with the
teacher.
Point out some of the common mistakes that the students
made (if needed).
Each student identifies the part of the speech
for the word given when it is his or her turn.
Students will need to keep checking their own
and write down the correct answer.
Students will receive their papers back, as
well as the answer sheet.
Students can take a look at Mini-cuento 2
list.
Students read together.
2 min
Review the meaning of each word.
1 min
Then tell the students to look at the list Mini-cuento 1.
1 min
Read the words chorally with the teacher.
2 min
Review the gesture together. Show the gestures.
Students can follow along with the teacher.
1 min
Tell the students that now the teacher will only say the
words, and they should gesture them.
Students gesture each word.
1 min
Hand out the handout #2 El muchacho pastor and the
story that they wrote.
5 min
Get into across-the-table partner and read the story to
each other.
1 min
2 min
1 min
Students should look at the list
Mini-cuento 1
Students get into the partners and read the
story to each other.
Distribute the binder.
Closure
(conclusion,
culmination,
wrap-up)
3 min
Students put their materials in the binder.
Line up and exit.
Chili pepper?
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.)
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