LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher:
AnnieBultman
Date:
November18,2015
Theme
:Lasmanosylospiesdedios
Topic:
ElCuerpo
Subject:
SpanishII
Grade:
9th
12th

I.Objectives
Howdoesthislessonconnecttotheunitplan?
Withinthissecondlesson,studentswillbothreviewthegrammaticalandvocabularyconceptsbycontinuingthestudythestoryofNick
Vujicic.Thelessonwillalsoprovidepracticeforthestudentsastheypreparetomasterexpressionsoftimeanareainwhichtheywillbe
testedwithinthesummativeassessment.Furthermore,theywillexpanduponthegrammaticalprincipletheylearnedinthefirstlessonby
learningaboutthehace+queforminthe
past
tenseaswellasthepresent.Ultimately,thislessonwillexpanduponpreviouslylearned
materialandprovidemultiplefacetsforpracticeandimplementationastheypreparefortheLesson3squiz.Thisknowledgewillbe
constructedwithinacontextofmeaningbyexamininganddiscussingthestoryofNick.Differentiationwillbeaccountedforthroughthe
variousopportunitiesforrepresentation(visual,physicalmanipulatives,audio,social,gamesetting,etc.)andexpression(written,aural,
conversational,social,gamesetting,storysetting,etc.)Furthermore,studentswillbeabletoassessandmonitortheirgoalsfortheunitby
evaluatingtheunitrubric.

Learnerswillbeableto:(SpecificLessonGoals)

cognitive
RUApAnE
C*

physical
socioem
developmen otional
t

*Demonstratemasteryofvocabularysection3byrememberingandtranslatingthesewordsintheactivity,
RepasoRpidoSection3.
(Socioemotional:workingwithpeerstoquizoneanother).

R,U,
Ap

*ConnectthethemeofthehandsandthefeetofGodtoapersonintheircommunitywhopersonally
representsthisChristianattitudeandthankGodforthispersoninSpanish.
(Socioemotional:Connectsthethemeofserviceandministrytoapersonintheirlives).

Ap,E

*Reviewtheorderofthedayinordertoestablishlearninggoalsfortheday.
(Socioemotional:Studentsidentifyandmanagetheirlearninggoals).

*Solidifytheirlearningofthehace+quepresenttensegrammaticalformbycreatingsentencesandsong
lyricsthatimplementthisform.

*Identify,understand,produce,andcreatesentencesusingthegrammaticalstructurehace+queinthepast
tense.

*ComparethelinguisticfunctionoftellingtimeinEnglishcomparedtothatofSpanish.

*PerformaninformationgapactivitybyunscramblingSpanishsentencephrasesandorganizingthemto
produceasentencethatcorrectlyimplementsthehace+quepastformandvocabularywordsfromsection3
(Lotenemos).
(Socioemotional:Collaberatingandcommunicatingwithpeerstoaccomplishataskinthetargetlanguage)
(Physical:Workingwithphysicalflashcardsandorganizingthemonthetable)

*Identify,understand,translate,andcreatesentencesusingvocabularyfromsection3.

*PredictandproduceLaHistoriadeNickDa2byrecordingtargetphrasesusingvisualcuesandthetarget
vocabulary.
(Socioemotional:Learningaboutthestoryofanotherindividual).

*Identifydescriptions,analyzeanddifferentiatebetweenpotentialanswers,andpracticewritingthetarget
vocabulary(vocabularysection3)aswellasthetargetgrammaticalconcepts(hace+quepastandpresent
tense)throughtheuseofKahoots.
(Socioemotional:Interpretingperformancesanddescriptionsofpeers)

An

R,U,
Ap,C

R,U,
Ap,C_
______
E
______
R,U,
Ap,C

______
R,U,
Ap,C
______
R,U,
Ap,E

______
R,U,
Ap,
An,E

______

______
X

______

______

______
X

___

___
X

___

___
X

___
X

(Physical:StudentshurrytopasstheAtrapalafrasephrases(iphone/ipad)aroundthetablethroughoutthe
game.)

*PracticetechnologyskillsbyusingaccessingaforumandplayingmultiplechoicegamesonKahootsan
onlineformatforpracticequizzes.
(Socioemotional:Studentsinteractwithoneanotherusinganonlineportalandgame
).

*Developsentencestructureskillsbyimplementingthehace+queformwithinthehace+quepasttense
worksheetandlotenemos.

*Describeemotional/phsyicalstatesofbeingaswellasinquireafteremotional/physicalstatesofbeinginthe
targetlanguage.
(Socioemotional:Studentslearningtoexpressemotion,empathy,andconcernforoneanother).

______

U,Ap

______
U,Ap

______
R,U,
Ap

______

______

______

___

___

___
X

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:
AllCommonCorestandardshavebeenattachedtothecorrespondingcourseobjectives.
ConnectiontoBroaderUnitObjectives:
InterpersonalCommunicationObjectives:
1.Askquestions,createsentences,andexchangeinformationusingtheTLvocabularylistedinSections3ofChapter3.
A.MichiganWorldLanguageStandards
1.1:InterpersonalCommunication:Studentsengageinconversations,provideandobtaininformation,expressfeelingsandemotions,and
exchangeopinions.
1.2:InterpretiveCommunication:Studentsunderstandandinterpretwrittenandspokenlanguageonavarietyoftopics.
1.3.PresentationalCommunication:Studentspresentinformation,concepts,andideastoanaudienceoflistenersorreadersonavariety
oftopics.
B.(R,U,A,C)
C.socioemotionalcommunitydriven(conversation)
2.InquireandexchangeinformationconcerningemotionalandphysicalstatesofbeingintheTLbyusingthetargetvocabulary.
A.MichiganWorldLanguageStandards
1.1.N.RW.bExchangeinformationbyaskingandansweringbasicquestionsinwritingabouttheweather,health/physicalconditions,self,
family,andfriends
1.1.N.SL.fAskquestionsaboutfeelings,emotionsandhealthoffriends,family,classmatesandanswerusingalistoftraits
B.(Ap,An,C)
C.SocioemotionalInquireaftertheemotionalandphysicalstatesofotherstobuildcommunity
5.Expressfeelingsofpain,emotion,orphysicalstatesofbeing.
A.MichiganWorldLanguageStandards
1.1.N.SL.fAskquestionsaboutfeelings,emotionsandhealthoffriends,family,classmatesandanswerusingalistoftraits
1.1.N.RW.bExchangeinformationbyaskingandansweringbasicquestionsinwritingabouttheweather,health/physicalconditions,self,
family,andfriends
B.(Ap)
C.SocioemotionalExpressfeelings
6.AskquestionsaboutandexplainthestoryofNickVujicicintheTLbyimplementingthepastandpresenttenseofhace+questructure
aswellastargetvocabulary.
A.MichiganWorldLanguageStandards
4.1.N.bIdentifybasicdifferencesandsimilaritiesingrammaticalstructuresbetweenonesownlanguageandthetarget
1.1.M.SL.dShareadetaileddescriptionaboutphysicalappearance,characterandpersonalitytraitsofcontemporaryfiguresintheirown
andthetargetculture
B.(Ap)
C.SocioemotionalEmpathizewiththestoryofNick

InterpretiveCommunicationObjectives:
1.Listento,read,comprehend,anddirectlytranslatetheTLvocabularylistedinSections3ofChapter3fromSpanishtoEnglishand
EnglishtoSpanish.
A.MichiganWorldLanguageStandards
1.2.M.L.bUnderstandinterpersonalcommunication,spokenmessages,andgroupdiscussionsinthetargetlanguageonfamiliartopics
relatedtofamily,school,andcommunity
1.2.N.L.dUnderstandmainideaofanaudiopresentation(CD,lecture,radio,podcast,songs/music)
B.(U,E)

PresentationalCommunicationObjectives:
4.SingandcreateversesforaSpanishsongthatincorporatestheuseofhace+que.
A.MichiganWorldLanguageStandards
1.3.N.S.aPresentsongs,poemsorstoriesinthetargetlanguage
B.(R,Ap)

SpiritualObjectives:
2.IdentifysomeoneintheirlifewhorepresentslasmanosylospiesdeDios(ThehandsandfeetofGod).
A.WorldLanguageStandards
1.3.N.W.cWritebriefpersonaldescriptionsonfamiliartopicsinthetargetlanguagesuchasself,friends,family,home,andschool
B.(C)
C.SocioemotionalAllowsthemtoidentifyheroesintheircommunity

4.AssessthemeaningofbeingthehandsandfeetofGodthroughanalyzingthelifeandministryofNickVujicic.
A.WorldLanguageStandards
1.2.N.L.dUnderstandmainideaofanaudiopresentation(CD,lecture,radio,podcast,songs/music)
B.(E,An)
C.Socioemotional:Challengesthestudentstoredefinetheconceptsofhonorandheroism

CulturalObjectives
:
1.CompareandcontrastthelinguisticstructureofexpressionsoftimebetweenEnglishandSpanish.
A.MichiganWorldLanguageStandards
4.1.N.bIdentifybasicdifferencesandsimilaritiesingrammaticalstructuresbetweenonesownlanguageandthetarget
B.(An,E)

ContentandConnectionsObjectives:
1.UsetechnologyasamediumforvocabularyandgrammaticalpracticethroughavenueslikeQuizletandKahoots.
A.MichiganEducationalTechnologyStandardsforStudents
912.CC.3.collaborateincontentrelatedprojectsthatintegrateavarietyofmedia(e.g.,print,audio,video,graphic,simulations,and
models)

3.Read,interpret,andsummarizethestoryofNickVujicicinthetargetlanguage(TL)throughwrittenandoralcommunication.
A.MichiganCommonCoreStateStandardsLiteracy
CE1.3.1Composewritten,spoken,and/ormultimediacompositionsinarangeofgenres(e.g.,personalnarrative,biography,poem,
fiction,drama,creativenonfiction,summary,literaryanalysisessay,researchreport,orworkrelatedtext):piecesthatserveavarietyof
purposes(e.g.,expressive,informative,creative,andpersuasive)andthatuseavarietyoforganizationalpatterns(e.g.,autobiography,
freeverse,dialogue,comparison/contrast,definition,orcauseandeffect).
WorldLanguageStandards
1.3.M.S.bRetellastorytoanaudienceinthetargetlanguage
B.(U,Ap)

II.Beforeyoustart

Identifyprerequisite
knowledgeandskills.

PLEASENOTE:
Red=Materials
Blue=Transition

Studentswillbeableto:
*Identify,understand,produce,andcreatesentencesusingthegrammaticalstructurehace+que
inthepresenttense.
A.MichiganWorldLanguageStandards
1.1:InterpersonalCommunication:Studentsengageinconversations,provideandobtain
information,expressfeelingsandemotions,andexchangeopinions.
1.2:InterpretiveCommunication:Studentsunderstandandinterpretwrittenandspoken
languageonavarietyoftopics.
B.(R,U,A,C)
C.Socioemotionalcommunitydriven(conversation)

*Demonstratemasteryofvocabularysection1and2byrememberingandtranslatingthese
wordsthroughoutthehace+queworksheetactivities,lotenemos,andKahoots.

A.MichiganWorldLanguageStandards
1.1:InterpersonalCommunication:Studentsengageinconversations,provideandobtain
information,expressfeelingsandemotions,andexchangeopinions.
1.2:InterpretiveCommunication:Studentsunderstandandinterpretwrittenandspoken
languageonavarietyoftopics.
B.(R,U,A,C)
C.(Socioemotional:workingwithpeerstoquizoneanother)

*PredictandproduceLaHistoriadeNickDa1byrecordingtargetphrasesusingvisualcues
andthetargetvocabulary.
A.WorldLanguageStandards
1.2.N.L.dUnderstandmainideaofanaudiopresentation(CD,lecture,radio,podcast,
songs/music)
B.(E,An)
A.MichiganCommonCoreStateStandardsLiteracy
1.3.M.S.bRetellastorytoanaudienceinthetargetlanguage
B.(U,Ap)
(Socioemotional:Learningaboutthestoryofanotherindividual).

*Befamiliarwiththetechnologicalskills(accessingaforum,participatinginanonlinegame)
necessarytoplayKahoots.
A.MichiganEducationalTechnologyStandardsforStudents
912.CC.3.collaborateincontentrelatedprojectsthatintegrateavarietyofmedia(e.g.,
print,audio,video,graphic,simulations,andmodels)
,andideastoanaudienceoflistenersorreadersonavarietyoftopics.

Outlineassessment
activities
(applicabletothislesson)

Preassessment(forlearning):
1.RepasoRpidoSeccin3Activity
2.LahistoriadeNickVocabularyfrompreviousday
3.Hace+quepresentetareareview

Formative(forlearning):
1.Hace+quehomework
2.Lotenemosactivity
3.KahootsGame

Formative(aslearning):
1.PredictingNicksstorythroughoutpowerpoint
2.Hace+queworksheet
3.LahistoriadeNickworksheet

Summative(oflearning
):
Nosummativeassessmentthroughoutthislesson

Whatbarriersmightthis
lessonpresent?

Whatwillittake
neurodevelopmentally,
experientially,emotionally,
etc.,foryourstudentstodo
thislesson?

ProvideMultipleMeansof
Representation

ProvideMultipleMeans
ofActionandExpression

ProvideMultiple
Meansof
Engagement

Provideoptionsforperception
makinginformationperceptible
Studentswillbeexposedtothe
newvocabularyand
grammaticalstructuresthrough
bothauditoryrepresentation
(repasorpido),visual
representation(picturesand3x5
cards),andwritten
representation(worksheets,
powerpoint).Furthermore,

Provideoptionsforphysical
actionincreaseoptionsfor
interaction
.
Studentswillparticipatein
physicalactionby
unscrambling3x5cardsas
quicklyaspossibleinthe
activity,Lotenemos.

Provideoptionsfor
recruitinginterest
choice,relevance,
value,authenticity,
minimizethreats
Thenewvocabulary
andgrammatical
contentwillbe
saturatedwithinan
authentic,compelling
story.Predictionand

variouscontextsforlearning
willbeprovidedgameformat
(Kahoots),quizformat,story
format.

Provideoptionsforlanguage,
mathematicalexpressions,and
symbolsclarify&connect
language
Studentswillbepresentedwith
multipleavenuesfor
representationthroughvisuals
(pictures),writtenactivities
(powerpointandworksheets),
manipulatives(3x5cards),
auditoryinput(repasorpido),
andconversational
interpretationandparticipation
(lotenemosandKahoots
)

Provideoptionsforexpression
andcommunicationincrease
mediumofexpression
Studentswillbeprovided
withmultipleoptionsfor
expressionandcommunication
byperforminginformationgap
activitiesthatrequirethemto
communicateandconverse
amongstpeers(lotenemos)
answeringquestionswithina
competitivegame(Kahoots),
writingideasand
brainstorming(powerpoint)
interpretingandresponding
(repasorpido)writingand
practicing(worksheets).

Provideoptionsfor
sustainingeffortand
persistenceoptimize
challenge,
collaboration,
masteryoriented
feedback
Studentswillbe
presentedwith
challengeswithinthe
storythattheycanonly
solvebyengagingwith
thenewvocabularyand
grammarcontent.After
learningthese
principles,wewillloop
backtothestoryof
Nickinordertoprovide
answersforthese
challengesusingthe
newcontentmaterial.
Thiswillalsoprovide
feedbackforthe
studentsandasenseof
selfregulation.

Provideoptionsfor
comprehensionactivate,apply
&highlight
Everynewpieceofmaterial
(grammaticalorvocabulary
concept)willbetaughtusing
multipleavenuesofexpression
andrepresentation.
Furthermore,thenewmaterial
willbetaughtwithinan
authenticcontextofmeaning(la
historiadeNick)inwhichthe
studentsareconstructingthe
storybasedontheir
comprehensionofthenew
material.Thiscomprehension
willbesupportedthrough
activitiesandpractice
opportunitiesthatwillbe
implementedthroughoutthe
lessonandwillprovidefeedback
andformativeassessment.

Provideoptionsforexecutive
functionscoordinateshort&
longtermgoals,monitor
progress,andmodify
strategies
Studentswillbeableto
monitortheirlongtermgoals
byassessingthestudent
rubric.Theirshorttermgoals
willbemonitoredby
examiningthekeyphrasesof
theday.Thesephrases
highlightthenewmaterial
learnedthatdaywithina
contextofmeaningNicks
story.Furthermore,theywill
beabletoperformself
assessmentbyjudgingtheir
abilitiestoperformthe
activitiesstrungthroughout
thelessons(i.e.repasorpido,
predictioninpowerpoint,
Kahoots,etc.)

Provideoptionsfor
selfregulation
expectations,personal
skillsandstrategies,
selfassessment&
reflection
Studentscanassess
shorttermgoalsby
analyzingtheplandel
da.Theycanassess
theirlongtermgoalsby
checkingthestudent
rubricfortheunitthat
theyanalyzedin
yesterdaysclass.
Furthermore,theywill
beplacedwith
compaeros(partners)
andtablegroupsto
enablefurther
accountabilityandself
regulationthrough
repasorpidoactivities

analysiswillbeused
throughoutthe
presentationofthis
story(lahistoriade
Nick)toincrease
interest.

Materialswhatmaterials
(books,handouts,etc)do
youneedforthislesson
andaretheyreadytouse?

andworksheets.
Additionally,theywill
beabletoselfassess
throughtheKahoots
gameandQuizlet
opportunitiesonline.

*Computerthatcanprojectontoscreen
*Projector
*Whiteboardandmarkers
*Day2DevotionsDocument
*RepasoRpido3worksheet
*LahistoriadeNickworksheet2
*Lesson2Powerpoint
*Hace+queworksheet(pasttense)
*Hace+quetarea(pasttense)
*Lotenemos(pasttense)worksheet
*Lotenemos3x5cards
*Lotenemosanswerkey
*KahootsGameLinkTeacherLink:
https://create.kahoot.it/#quiz/4c4b1da0eb284e0b91332449b326d2f0/done
StudentLink:

https://kahoot.it/#/
Code:969466
*Quizletlink

https://quizlet.com/_1rgfe6
WorksCited:
Avila,K.(2015).
SpanishIIChapter3Unit
(Master'sthesis).November.

Vujicic,N.(Actor).Greenway,N.(Producer).(2013).
60Minutes:NoLimbsNoLimits
[Onlinevideo].America:CBSNews.

Waldorp,M.(2009,July2).Manwithnoarmsorlegscanplayfootball,surf,and
swim.
TheTelegraph.
Retrievedfrom
http://www.telegraph.co.uk/news/newstopics/howaboutthat/5716185/Manwithnoarm
sorlegscanplayfootballswimandsurf.html

Howwillyourclassroom
besetupforthislesson?

III.ThePlan

Theclassroomwillnotrequireanyspecialsetupotherthanpreparingtheonlinepowerpoints,
uploadingtheKahootsgameontothecomputer,andassemblingtheworksheetsonthe
planningtableclosetothecomputer.Theclassroomwillbearrangedinitsusualposition.
Thus,studentswillbedividedwithingroupsof35amongst5roundtablesthataresituatedin
acirclewithtablesangledtowardthecenteroftheroom.Theteacherstablewillbeincluded
inthiscircle.Therewillbetwolargescreensthatprojectonbothsidesoftheroom.
Furthermore,allstudentswillbeexpectedtousetheirlaptopsoriphoneswithintheKahoots
game.

Components

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorder
thinkingquestionsand/orprompts.
Part1:Devotions(8:008:05)
Lesson2Powerpoint
A.Introduction
Holaclase,hoyvamosacontinuarlahistoriadeNick.We
willbeespeciallyfocusingontheideaofwhatitmeansto
careforotherstoday.Wewillbelearninghowtoexpress
thiscareinSpanish.

B.Oracin
(8:008:01)
Transition:Inkeepingwithourprayerofthankfulness,to
beginourdevotionstoday,Iwantyoutothinkofsomeone
forwhomyouaregratefulsomeonewhotrulybuildsyou
upandmakesyoufeelworthyandloved.Someonewho
representsthehandsandfeetofGodinyourlife.
Hoy:GraciasporlavidadeFulano/aysuexperiencia

C.DevotionReading
(8:018:05)
Transition:Inkeepingofthisideaofgratefulness,Ijust
wantedustopauseandconsiderthisverse:

https://www.biblegateway.com/passage/?search=Matthew%
2025:3540

Sooftenwearethankfulforthepeopleinourlifewho
treatuswiththedignityandlovethatwedeserveas
childrenofGod.Buthowoftendowelookatothersinthat
way?Howoftendowelookatourselves?
ReadDevotionsDa2

Askstudentstosharewithoneanotherwithintheirsmall
groupsthepersonforwhomtheyaregratefulandexplain
whytheyaregratefulforthatperson.

Askforpeticionesandprayoverclas

Part2:Introduction/WarmUp(8:058:09)
1.Gothroughorderoftheday

Transition:

InordertolearnmoreaboutNicksstory,you
guysaregoingtodorepasorpidoforvocab3.Please
notetherewillbeabriefquizonthissectionofvocabulary
tomorrow.
2.RepasoRpido
RepasorpidoSection3(1:20minutepercompaero)
Prepareonlinetimer

Duringthisactivity,walkaroundtheroomandcheckto
seethateverystudenthascompletedtheirhomework.Write
acheckmarkoneachcompletedsheet.Theywillhand

Studentsthinkofapersonintheir
lifewhorepresentsthehandsandfeet
ofGod..

Studentsrecitetheoracionesfrom
theiroracionesworksheetwiththeir
compaeros.

Studentssharewithoneanotherwithin
theirsmallgroupsthepersonfor
whomtheyaregratefulandexplain
whytheyaregratefulforthatperson.

Studentssharepeticiones

Withinthisactivity,studentsworkwith
theircompaero(partner)andquiz
oneanotheroffthelistofvocabulary
fromtheirRepasoRpido(Quick
Review)sheets.Theyhavethechoice
ofwhethertheywanttotranslatefrom

Development

(thelargest
componentor
mainbodyofthe
lesson)

thisinattheendoftheunitanditwillcounttowardtheir
completionofpartoftherubric.

SpanishEnglishorEnglishtoSpanish.
Eachpartnerwillget1:20minutesto
bequizzed
.

PartII.Body
A.Song(8:098:12)
Transition:Togetusstartedtoday,wewillbelearninga
songcalled,Cuntotiempohaceque.Itissungtothe
tuneofYankeeDoodle.Imhopingthatitwillhelpyou
rememberthe
orderofwords.
ProjectTheSongDocumentontothescreen

1.
English/Spanishcomparison:(8:098:10)
Comparethewordorderingofthesetwophrases(thetwo
phrasesusedinthesong)andtheirliteraltranslations.
Havestudentspredictliteraltranslationandcomparethe
twophrases.
Typeintheboldedphrasesonthepowerpointafterthey
predict.

English:Howlonghaveyoubeensurfing?
Spanish:Cuntotiempohacequehacessurf?
>>How
muchtimedoesitmakesinceyouvebeensurfing

English:Ivebeensurfingforalongtime.
Spanish:Hacemuchotiempoquehagosurf>>
Itmakes
alotoftimethatIlivehere.

2.SongCuntohacetiempoquetbailasenlafiesta?
(YankeeDoodlebackground)(8:108:12)

B.NicksStory8:108:13
1.QusabemosdeNick?
Withoutlookingattheirsheets,studentsneedtoidentify
intheTLwiththeirsmallgroupwhattheyalreadyknowof
Nick
PowerpointslideofLaHistoriadeNickDa1
Afterward,revealthe5frasesfromyesterdayandhave
studentsverifybylookingattheirlahistoriadeNick
sheets

C.HomeworkReview8:138:17
1.Nickpresenttensereview
PowerpointslideofLaHistoriadeNick
Havestudentswritedownthetranslationsintheirsmall
groupbeforeplacingtheanswersonthescreen
Revealtheanswers
Havestudentschecktheirwrittenanswerswiththeanswer
boardforclarification

Transition:Letsreviewthehomeworksheetandseehow
yourecomingalong.Remember,thatwewillbequizzed
onthisconcepttomorrow.

2.Reviewhomework
Uploadcompletedhace+quepresentetareaonprojector

Studentspredictliteraltranslationof2
phrases.

Studentssingalongtosong

StudentsmustidentifyinTL(target
language)whattheyknowofNickin
theirsmallgroup.

Studentsmustverifyandcorrecttheir
frasesfromtheirhistoriadeNick
sheets.

Studentspredictandwritedown
translationsintheirsmallgroupsona
blanksheetofpaper.

Studentscheckandassesstheir
answers.

Havestudentspredictanswersbeforerevealingthem
basedonwhattheywroteonthehomeworksheet
Revealtheanswerkeyquestionbyquestionasstudents
verifyorcorrecttheirownhomeworkpages.

Transition:Now,weknowhowtosay
howlongsomething
hasbeengoingon,
butwhatifwewantedtoknow
howlong
agosomethinghappened?
Acompletedaction?
i.e.)Howlonghaveyoubeensurfing?Ivebeensurfingfor
(thismany)years
i.e.)Howlongagodidyou
learn
howtosurf?I
learned
to
surf(thismany)yearsago.

D.Hace+quepasttense8:178:22
Transition:InordertolearnmoreaboutNicksstory,we
needtoknowhowtoaskhowlongagosomething
happened...thehace+quepasttenseform.

1.Useprepquestionsonpowerpoint
PowerpointHace+queprepquestions
Seeifstudentscantranslatemeaning
Havestudentsdiscusswiththeirpartnerwhattheythinkit
means

2.Hace+queworksheet
Handoutworksheets
Uploadworksheetandprojectonscreen

Walkthroughworksheetandfillitouttogetherasaclass.
Whenencounteringablankexample,havethestudents
workintheirsmallgroupsandthenfilloutthecorrect
answerforclarificationandassessment

3.Lotenemospresent/past(differentiation)8:228:30
HandLotenemossheets
Handoutcorresponding3x5wordcards
AnswerKeyprojectedonscreenafterthecompletionof
eachdialoguesequence.

Withinthisactivity,youwillrevealtheanswerquestionby
questionandallowforthestudentstocorrecttheirsentences
oncethefirsttwogroupshaveyelledLotenemos.This
providesopportunityforformativeassessment.

Studentspredictanswers

Studentscorrectorverifytheir
homework

Studentstrytotranslatemeaningwith
partnerbyspeakingittotheirpartner
studentsmakepredictionsofmeaning
(deduction).

Studentsfilloutworksheetaccording
topowerpoint

Studentsworktogetherinsmallgroups
tofilloutthecorrectanswerfor
clarificationandass
essment.

Withinthisactivity,studentswill
competeamongstthegrouptables.
Eachtableshouldhave45players.
oftheplayerswillreceiveParteA
sheetlaspreguntas(thequestions).
Theotherofthetablewillreceive
ParteBsheetlasrespuestas.Firstly,
withtheircompaero(partner),they
musttranslatetheirsentenceasfastas
theycanbyassemblingthe
corresponding3x5cardsintoa
sentence.Secondly,theymustcombine
thissentencewiththesentenceofthe
othermembersattheirtableinorder
toformacompletedialogue.Thirdly,
theymustidentifywhetherthesentence
isinthepresenttenseformof
hace+queorthepasttenseform
(differentiation).Oncetheyhave
assembledalloftheir3x5cardsto
makeacompletepregunta/respuesta
dialogue,thetablemustyellLo

Closure
(conclusion,
culmination,
wrapup)

8.GobacktoNick(answerquestions)
PowerpointSlideLaHistoriadeNickanswers
Havestudentspredictandtrytotranslateoriginal
hace+quequestions
Revealanswers

Transition:Sotoreviewallofwhatwehavelearnedandto
prepareourselvesforthequiztomorrow,itstimetodo
someKahoots!Getoutyouriphonesoryourlaptopsand
login!

E.KahootsorJeopardy(practicevocab3)8:308:46
Accessthegameandprojectitontoscreen
*KahootsGameLinkTeacherLink:
https://create.kahoot.it/#quiz/4c4b1da0eb284e0b913324
49b326d2f0/done
StudentLink:

https://kahoot.it/#/
Studentsgetoutlaptopsandiphones
Projectcodeontoscreen

Duringthisgame,youwillexplainconceptsthatneedtobe
clarifiedbasedonthequestionsthatthestudentsare
generallygettingwrong.

tenemos.Thefirsttabletomakea
correctandcompletedialogueearns2
points.Thesecondtabletomakea
correctandcompletedialogueearns1
point.Eachquestionwillbeverified
withtheanswerkeyprojectedonthe
screen.

Studentspredictandtrytotranslate
originalhace+quequestionsbasedon
theirnewcomprehensionofhace+que
inthepastandthevocabularysection
3.

Withinthisactivity,studentswill
accessanonlineportalinorderto
playagamethatwillbeprojectedon
thescreen.Withinthisgame,students
willbegiventimedmultiplechoice
questionsthattheywillhavetoanswer
asquicklyaspossible.Onceallthe
answersaresubmitted,the
percentageschosenforeachanswer
willberevealedincludingthecorrect
answer.Thus,thegameprovides
instantfeedbackforthestudentswhile
preservingtheirprivacy(allplayer
feedbackisanonymous).Furthermore,
ithighlightstheareasinwhichthe
studentsarestrugglingorconcepts
thattheyneedtoreview(formative
assessment).

WrapUp:8:468:50
BacktoLesson2Powerpoint
HavestudentsgetouttheirHistoriadeNicksheets

1.QusabemosdeNickhoy?
Havethemwritedownthe2targetlessonswelearned
aboutNickintheirHistoriadeNicksheets
Hacemuchosaosqueyoaprendaescribirconmiboca.
Hace5aosqueescribmiprimerlibro.

2.Remindthemthattheywillbequizzedonhace+queand
vocabularytomorrowandthattheycanuseQuizletto
practice:
https://quizlet.com/_1rgfe6

Studentswritedownthe2main
frasesofthelessonandstoreitalong
withtheirotherHistoriadeNicksheet.

Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,as
wellasideasforimprovementfornexttime.
(Writethisafterteachingthelesson,ifyouhadachance
toteachit.Ifyoudidnotteachthislesson,focusontheprocessofpreparingthelesson.)

Whilepreparingforthislesson,Ihadtofindabalancebetweenestablishingaroutineandreviewingthepriormaterialaswell
asintroducingthenewgrammaticalconcepthace+queinthe
past
tense.Inordertoexpandupontheirpriorschemaof
knowledge,IdecidedtouseRepasoRpidoinordertoreviewSection3vocabulary.Furthermore,Idecidedtobreakdownthe
previouslessonsconceptofhace+queinthe
present
tensebyreviewingthestudent'shomeworkinclasstogether.Thus,
studentscouldselfmonitortheirownprogressbycorrecting

theirownhomework.Inordertomaintainaroutineoflearning,I
wantedtocontinuethestoryofNickfirstthroughreviewandimplementationofthepriormaterial,andsecondly,throughthe
introductionandpredictionofthenewmaterial.Bycentralizingthenewmaterial(thenewgrammaticalform)withinan
authenticstory,IwantedstudentstobeabletopredicttheanswersforNicksphrasesofthedaybeforetheyevenlearned
thenewgrammaticalform.Thus,inordertoanswerthesephrasesandrecordthemintotheirLaHistoriadeNicksheets,I
wantedthemtobemotivatedtolearnthenewgrammaticalformandcompletetherestoftheclassactivities.Afterexplaining
thenewconceptthroughworksheetsandstrongexamples,Iwantedtoprovidemultiplefacetsforthestudentstoimplement
theirnewknowledgethusIcreateddifferentiatedformsofexpressionsthroughactivitieslikeLoTenemos,thehace+que
song,andtheKahootsgame.Potentialbarrierstothislessonwouldbemovingtooquicklytothenewmaterial(thepasttense
ofhace+que)beforeestablishingastrongsenseoftheoldmaterial(thepresenttenseofhace+que).Thus,inordertoavoidthis
complication,Ifocusedthefirstpartofthelessonentirelyonreviewandimplementation.Furthermore,Isynthesizedboththe
presentandthepasttensematerialsandthenewvocabularywithinaKahootsgamenotonlysoIcouldverifythe
comprehensionofmystudents,butalsosothattheycouldkeeptrackoftheirownprogress.