Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie Pals

Date

4/10/15

Subject/ Topic/ Theme

Spanish/Preterite/ Las Fallas

Grade _____8___

I. Objectives
How does this lesson connect to the unit plan?
This is the introductory lesson to the past tense and to the theme of the Las Fallas festival in Valencia, Spain that takes place every spring.
cognitiveR U Ap An E C*

Learners will be able to:

Compare (in Spanish) their own experiences of holidays to the Las Fallas festival in Spain
Explain the basics of Las Fallas festival in Spanish
Recall Spanish vocabulary words from previous units
Accurately define and repeat new Spanish vocabulary words
Create a question about Las Fallas to discuss with family members

physical
development

socioemotional

U, Ap

R, Ap, C
R
R, U, Ap
C

X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:

ACTFL Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
ACTFL Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
ACTFL Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Michigan History Standard 7-H1.4.1: Describe and use cultural institutions to study a region (political, economic, religion/belief, science/technology,
written language, education, family)

(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.

Students are able to conjugate present tense verbs (mainly regular ar, -er, and ir verbs). Students
remember meanings of infinitive verbs used throughout the year.
Pre-assessment (for learning): In the vocabulary portion of this lesson, students will mark the words that they
are familiar with or remember from previous units this year.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Observing and making a checklist of student vocabulary comprehension and
responses to pair work at the end of lesson.
Formative (as learning): Journal (students apply unit theme to own life).
Summative (of learning):

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

Representation
Provide options for perceptionmaking information perceptible
-Students will be able to listen and
watch the video.
-Students will see, hear, repeat and
act out the vocabulary words

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

-Students hear the information

about the theme from the
video, the instructor and their
peers

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Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
-Students listen, hear, and act out
motions when going through new
vocabulary
-Students have opportunity to
move around their tables when
working with partner
Provide options for expression and
communication- increase medium
of expression

-Students can write or type

their answers on worksheet,
Power Point, email or Google
doc

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-To show relevance of Las Fallas,
students choose to share about
their own favorite festival.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

-Students have opportunities

for challenge to share in
Spanish in their group activity
and closure activity.

Provide options for

comprehension- activate, apply &
highlight

-Students apply their own life

experiences with their
traditions to the Las Fallas
festival.
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

Students recall knowledge of

Self-reflection opportunities
vocabulary from past lessons.
present in warm-up, partner
Lesson provides opportunities
activity and closure.
for observation and checking.
Las Fallas video (https://www.youtube.com/watch?v=Qb7g-eqeDLg) (Watch 8 minutes total. Skip
minute 7-9 and min. 10-15), Lesson 1 PowerPoint slides, Vocabulary Worksheet.

The classroom will be set up with the tables dispersed throughout the room so that group work is
possible and focused will be maintained.

III. The Plan

8 min.

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Show PowerPoint slide from Las Fallas
In Warm-Up section of binder, write response to
Presentation with the following questions and
the questions:
possible responses on the board for the student
1. Cul es tu fiesta (holiday/festival) favorita?
warm-up activity. Read through the prompt
2. Cmo celebras tu fiesta favorita?/How do you
together as a class to check for student
celebrate this festival?
comprehension. Select students to share responses Create answers using the provided possible
orally with the class once finished writing.
responses/respuestas posibles prompts. Share
Observe and check answers as students work on
answers with the class.
this activity. Optional: Collect answers for further
review.
Prompt: In the warm-up section of your notebook
please answer the following question in espaol in
complete sentences:
1. Cul es tu fiesta (holiday/festival) favorita?
2. Cmo celebras tu fiesta favorita?
Respuestas Posibles:
Yo como
Yo voy (a)
Yo veo
Yo visito
-Introduce Las Fallas Preterite Tense Unit and
-Students listen to introduction of Unit and Video
introduce Las Fallas video.
-Relate the students responses about their favorite
festivals to the Las Fallas celebration in Spain (i.e.
Ustedes celebran muchas fiestas en los EEUU.
Hoy vamos a aprender de una fiesta de Valencia,
Spain que se llama Las Fallas. Las Fallas en
ingls significa fire torch. One explanation of its
origin is St. Josephs Day. You will see more
explanations in the video we will watch now about
Las Fallas.
-Watch Video (See materials. Omit designated
-Students watch and listen to video.
sections to total 8 minutes of viewing.)

12 min.

-In pairs, explain that students will answer

questions about the video (see video response

Time
7
minutes

1 min.
1 min.

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Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

-In pairs, students read questions, recall

information from video, summarize Las Fallas

2 min.

12 min.

worksheet). Students may respond on worksheet,

laptops, PowerPoint, email or Google Doc.

and create new questions. Students watch sections

of video again on their laptops if necessary.

-Pass out Las Fallas Unit vocabulary worksheet.

and explain instructions. Instruct students to star
and define the vocabulary terms that they
remember from previous units.

-Students listen to instructions and read

instructions on vocabulary sheet. Students star
items on the vocabulary sheet that they remember.

-Using the PowerPoint slides as a guide, teacher

reads and shows the vocabulary words. Teacher
instructs students to repeat pronunciation and
motions for each vocabulary word.

4 min.
Closure
(conclusion,
culmination,
wrap-up)

In the last minutes of class, teacher shows

corresponding PowerPoint slide and asks students
to write on a lined sheet of paper their response to
the question: Escribe una cosa que aprendiste de
Las Fallas.
Teacher explains that students are to share their
response IN SPANISH and English with a family
member and bring in their signed response next
class.

-Students read, listen, and repeat the vocabulary

words. Students act out the teachers motions that
accompany each word. Students write the English
vocabulary word translations on their vocabulary
sheets.

Using the respuestas posibles as guides,

students respond with Yo aprend. Students
share this response with a family member at home
and ask for a family member signature to show
the teacher next class.

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.)
Students found the Las Fallas video very engaging. There were many questions which made me think that allowing more time to
respond to these questions or have the students research Las Fallas on their own might have been a good addition to the lesson.
Students responses varied in the amount that they remembered from past vocabulary lessons. I asked students to look back at their
past notes which helped this activity.

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