College of Saint Mary Lesson Plan Format With Evidence of Student Learning Analysis

College of Saint Mary
Lesson Plan Format with Evidence of Student Learning

Analysis
LESSON/ACTIVITY INFORMATION
Title: Traditional Events
Your name:
Age or Grade
Janeth Cano
Level:
High School
Spanish Level
III
Integrated
Disciplines/Su
bjects:
Spanish
Literature
Culture
Time frame
for Lesson:
90-minute
period
STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Standards:
Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between
the practices and perspectives of the culture studied.
Connections
Standard 3.2: Students acquire information and recognize the distinctive viewpoints
that are only available through the foreign language and its cultures
Comparisons
Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
Objectives: By the end of the lesson, students will be able to describe

similarities and differences between the Hispanic culture and their own by
analyzing aspects of a traditional Hispanic celebration and comparing these
aspects to a celebration of their own tradition.
Assessment: Student will create a PowerPoint or Prezi to present at least 3

similarities and 3 differences between both celebrations chosen and the
impact these aspects have.
Materials:
Computer with internet access and PowerPoint software
Teacher-made sample of presentation
Compare and Contrast Matrix Handout

Pictures of traditional Hispanic celebrations
LESSON PROCEDURES
Anticipatory Set:
Show students pictures of traditional Hispanic celebrations and have students
share what they see.
Input/Modeling/Guided Practice/Check for Understanding:

Teacher will do:
Preparation:
Teacher will print out or find
enough pictures of traditional
Hispanic celebrations for
students to analyze in pairs
for anticipatory set.
Lesson Steps:
Teacher will hand out pictures
to students in pairs
Teacher will lead class
discussion about what
cultural aspects can be seen
or insinuated form the
pictures
Teacher will present the
sample presentation,
describing each step used to
create presentation and
explaining how to use the
compare and contrast matrix
Teacher will hand out
to students
Teacher will answer questions
students may have about the
project
Teacher will give students 3040 minutes to use the
computers/internet to fill out
Student will do:
Students will participate in

anticipatory set by identifying
cultural aspects in the picture
they received with their partner
and adding to class discussion
Students will observe teachers
sample presentation and take
notes on steps needed/
procedure that the teacher points
out
Students will ask questions to
clarify as needed to the teacher
Students will receive compare
and contrast matrix and use 3040 minutes to use the
computer/internet to find a
traditional Hispanic event and a
traditional event of their own
culture to fill out the matrix
Students will ask questions as
need to the teacher
Once matrix is filled out, students
will use 20-30 minutes to create
PowerPoint/ Prezi presentation
using the filled out matrix
Students will turn in compare and
contrast matrix to teacher and
present their PowerPoint/ Prezi

Teacher will walk around
making sure students are on
task and helping guide/
answer questions
Teacher will give students 2030 minutes to create
PowerPoint/ Prezi
presentation
Teacher will walk around to
ensure students matrix is
filled out and that students
are on-task creating
presentations.
Teacher will collect students
and set-up projector for
students presentations
presentation to class
Closure:
Graffiti culture wall
Each student receives two sticky notes. On one sticky note students
will write one aspect of culture they found to be similar between both
cultures, on the other students will write one aspect they found to be
different. Students will place sticky notes on wall or chalk board to
create a visual representation of what they discovered throughout the
lesson.
Differentiation:
For students who need more hands-on activities; students will have the
option to create a poster instead of a PowerPoint/Prezi presentation.
For students with writing IEP, the option will be given to draw pictures to
go along with the comparing and contrasting matrix
References:
LESSON CONTENT AND STRATEGIES

Review all of the previous sections of your lesson plan and
complete items in the following section prior to teaching your lesson.
Content Knowledge:
Students understand aspects from a culture different from their own
Students compare and contrast aspects of their own culture with aspects of a
different culture
Students analyze two cultures to find similarities and differences between them
Teaching Methods/Strategies:
Individual learning: Allows students to incorporate their own thoughts and
values to their presentation and guide their own learning
REFLECTION
After presenting the lesson, I would definitely increase the time frame
by another 45-minutes. This would allow for more time to answer
questions and students would be able to have their compare and
contrast matrix revised by the teacher or peer-edited before moving on
to the presentation. Students could also use about 20 extra minutes on
the computer to research the cultural event or finish their presentation.
A list of cultural aspects that students may see would be helpful so
students know what they are looking for. This list can be done as a
class lead by the teacher before the students split up into their
individual research.

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College of Saint Mary

Lesson Plan Format with Evidence of Student Learning

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Objectives: By the end of the lesson, students will be able to describe

Assessment: Student will create a PowerPoint or Prezi to present at least 3

Compare and Contrast Matrix Handout

Input/Modeling/Guided Practice/Check for Understanding:

Student will do:

Students will participate in

compare and contrast matrix

LESSON CONTENT AND STRATEGIES

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