Lesson Plan for November 13th, 2014 (Final Observation)

1. Demographics:
Student Teacher: Amy ONeill with Cooperating teacher Stephanie Peltier
Grade: 7th Grade- Spanish I
Date: November 13th, 2014
Topic: Chapter 2 (Vocabulary and Grammar Point)
2. Rationale: Spanish I students will practice with their new Chapter two, part two vocabulary.
They will also learn about the grammar point- The verb Gustar. This verb ties in with saying
what people like to do which correlates to the vocabulary. Students will be able to use their
new vocabulary and ask and answer questions about what they do and do not like to do for
entertainment.
3. Outcomes/ Standards:
Students will be able to recite the Spanish translation for an English entertainment words and
also say what they like or dont like to do.
Ex. Me gustan las frutas.
Students will be able to expand their vocabulary with entertainment/hobby words and phrases.
Students will be expressing their likes and dislikes using vocabulary and grammar.
Communication 1.1- interpersonal communication- students can engage in conversations,
provide and obtain information, express feelings and emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics.
Comparisons 4.1- comparing language- students are able to demonstrate understanding of the
concepts of language through comparisons of the language studied and their own.
4. Assessment/ Evaluation:
A. I will assess students by oral, written and speaking assessments that will be on going during
the lesson. Students will be practicing with the 2-2 vocabulary. They will then be learning and

practicing with a new grammar point. Throughout the class, I will be asking questions to check
for understanding, listening to their partner activity and giving an exit slip.
B. The assessments will be evidenced by the assignments that they complete their partner
activity, an exit slip and overall class participation.
5. Materials:
PowerPoint presentation with Chapter 2-2 vocabulary
Pencil/Pen
Notebook/paper
Textbook
Video for chapter 2-2
Handouts/worksheets provided by teacher (Note packets (hot pink), see, think and wonder
visible thinking handout, exit slip, and homework unscramble puzzle)
6. Teacher procedure:
A. Introduction: I will start by using PowerPoint presentation with the Spanish Vocabulary from
2-2 to help review the vocabulary. I will then pass out the handouts and explain the task that
they are to complete. When they finish with the activities, they have a puzzle to work onhomework if not completed in class.
B. Methods/Procedures: Teaching strategy includes class discussion of varied forms. Students
will work both individually, with a partner/group and listening to a short video that goes with
the grammar point. I will use a varied approach of both direct and indirect teaching. As a class
students will say the meaning of the Spanish vocabulary item in the power point presentation.
Students will then watch a short video and complete a writing assignment. Students will learn
about the verb gustar, complete a visible thinking activity, do partner interviews and then have
an exit slip. Homework will be words unscramble puzzle to help with vocabulary.
Essential Questions- What are Chapter 2-2 vocabulary words? How do I say what I like and
dislike to do?
Today in class, students will:

Review their vocabulary words via PowerPoint presentation

Go over el, la, los, las
Watch a short video about el, la, los, las

Students will complete a smart board activity over this

Students will start with the grammar point of Gustar
Students will complete a See, Think and Wonder visible thinking activity before I explain
the concept.
I will complete the verb Gustar notes with them
They will do practice with their vocabulary words interviewing their partner using the
grammar point- they will ask and answer do you like to____? in Spanish.
Students will then complete an exit slip
Students will be given a word unscramble puzzle to help reinforce their vocabulary
words.

C. Closure: Students will have to complete their exit slip which asks about the grammar point
and some vocabulary. It also asks for self-evaluation for how comfortable they are with the
vocabulary and for their opinion
7. Technology Use
I used power point in the creation of the vocabulary words. I used Microsoft word to create
the activity. I used the video that comes with the textbook to explain the grammar point. I used
puzzle maker to create the vocabulary word unscramble. Both in creating and presenting the
topic allowed students to be engaged both physically and mentally.
8. Accommodations/ Adaptations
First I will look at the IEP of students and see what special needs are to be given. 504 will also
be reviewed. A few students must sit in the front row to help learn material (ADD/ADHD) I will
use group and individual work time, allow extra time to work and ask questions. Seat changes
may be made. There are only a few concerns, the students with ADD or ADHD and one diabetic
student. I use a variety of accommodations such as grouping kids so that high students can help
low students, seating students in the front, allowing extra time and monitoring student diabetic
state.
9. Teacher Reflection (To be completed after lesson is taught.)