Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Melissa Rivera
Date
10/26/15 ________

Subject/ Topic/ Theme

Spanish/Cumpleaos y Fechas

Lesson __1_______
Grade ___9th_____

I. Objectives
How does this lesson connect to the unit plan?
Students learn how to say their birthdays and other vocab related to el Calendario. This also incorporates the organization/framework of the
Spanish calendar, pronunciation, and Spanish holidays.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional
R, C
*
*
1. Say their own birthday in Spanish
R, U, An,
2. Understand that the date in Spanish is in a different order than English. (day, month, year
E
vs. month, day, year)
R, U, An
3. Identify the days and months of the year in Spanish
R, U, E
4. Acquire knowledge about the Spanish and American calendars (Monday as the 1st day of
the week vs. Sunday)
Common Core standards (or GLCEs if not available in Common Core) addressed: https://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
1. 1.1.N.SL.h Exchange information in the target language on familiar topics such as personal interests, memorable
experiences, school activities, and family life
2. 4.2.N.a Identify basic target culture practices and compare them to ones own
3. 4.1.N.a Identify basic differences and similarities in vocabulary between ones own language and the target language
(cognates and borrowed words)
4. 3.1.M.a Acquire new content knowledge about familiar topics through the target language

(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.

They have knowledge of the date from reading different readings. There is also a Spanish
calendar in classrooms that they may have observed.
They students know the general idea of how to form Spanish words and sentences.

Pre-assessment (for learning):

Ask the students, qu da es hoy? Qu es la fecha hoy? Cuntos aos tienes? to get a feel for their
understanding of Spanish, then explain that sentence based on their responses.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?

9-15-14

Have students take notes on the days, months, and other terms related to the Calendario, asking them
to take a guess as they take the notes.
Formative (as learning):

Have the students do a birthday activity where they ask each other Cundo es tu cumpleaos? this
will test their understanding.
Summative (of learning):
Will come later in the lesson.
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

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

The students might experience

difficulty remembering the vocab
because learners often struggle to
memorize in a foreign language.
Thus, I will write and say the vocab
then have students repeat.

Have students sing songs and

dance for memorization and action.
Then, they will create flash cards to
play bingo with after they take note
of vocab terms. They will need to
repeat words.

If the students have time to practice

the vocab in a large group game, I
will allow students to choose to
play memoria or cucharas to
continue practicing. This will
provide an option and engagement
initiated by the students.

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

Give students the vocab

verbally and orthographically
in context of our lesson so that
they can make connections.
Provide options for comprehensionactivate, apply & highlight

Ask students where they might

have heard or will use the
language at hand.

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 expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will go through a

birthday worksheet activity
between partners to practice
speech and grammar in
different way.

The students will practice

speaking in Spanish, providing
a challenge and collaboration
between peers with feedback.

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

Give the students a worksheet

on goals for the unit.

Students will have given

worksheets and flash cards they
made so that they can go
through them and self-assess.

Vocab note sheet, dry erase markers, paper, markers/pens, scissors, overhead projection/document
camera, & internet access and projector for YouTube videos.

The classroom can be set up in groups or rows that can be split into two large groups for games later
on (if time allows).

III. The Plan

Time

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Components

80 min
2
1
2
8

Motivation
(opening/
introduction/
engagement)

1.

2.

3.

20
9-15-14

Development

Welcome the class in Spanish. Begin by

saying the date(, praying,) and asking basic
questions for the unit to get a feel for their
understanding of Spanish, then explain that
sentence based on their responses.
- Qu da es hoy?
- Qu es la fecha hoy?
- Cuntos aos tienes?
- Cundo es tu cumpleaos?
Introduce students to the importance of the
unit and key ideas through a worksheet
with unit learning goals.
- I know the days of the week
months of the year I can say, hear,
and write the date
- I know the differences between the
American calendar and the calendar
used in Spanish-speaking countries.
- I understand the significance of the
Aztec Calendar.
Play YouTube canciones (months & days)
to engage/expose students to the unit.

1.

Pay attention and respond as best as possible to

any questions.
- maybe they have been exposed this vocab
somewhere (Dora or family)

2.

Listen (make connections).

- Look over goals and begin to make
connections between prior and future
knowledge.
- What do I know? What do I not know or
want to know?

3.

Participate: sing songs and dance (get moving

& engaged)

30

(the largest
component or
main body of
the lesson)

4.

5.

Handout Calendario vocab notes sheet,

4.
then guide class through vocab projected
on a screen so that the students can write
down the vocab for the unit.
- Do this by using a document camera or
overhead to write down words with the
students, making sure students are
engaged by discussing with them as
your write.
- Make sure to explain the difference
between the Hispanic and American
5.
calendars (Monday is the 1st day of the
week, not Sunday).

Receive and fill out vocab notes for the unit on

the given handout and ask questions if
necessary.

Use materials to make flashcards (building

knowledge of the vocab as they work).

Provide students with materials (paper,

scissors, and markers) to make flash cards.
- Teacher walks around to make sure
students are on task and helps them as
necessary.
- If students finish before the end of the
30 minutes, move on to the next
activity below.

10
6.

Hand students a birthday activity

worksheet.
- In the activity, students go around the
room asking each other what their
birthdays are in Spanish. (This allows
them to get moving, get to know each
other, practice the grammar/vocab,
and they practice their speech.)
- Observe and make sure they are using
Spanish.
- Guide or answer questions.

7.

If for some reason, students didnt finish

7.
flash cards, they must finish them for
homework. Make sure students clean up
any trash from making flash cards.
- If the opposite happens and there is
too much time, the end of class can be
used to practice going through their
flash cards together to start
memorizing vocab.
- They may do this with a partner or
individually.
- We will play a game with the cards
during the next lesson.

Closure
(conclusion,
culmination,
wrap-up)

8.

6.

Students engage in the activity where they go

around the room asking each other what their
birthdays are in Spanish. (This allows them to
get moving, get to know each other, practice
the grammar/vocab, and they practice their
speech.)

Students listen and clean up.

- If there is enough time, go through flash cards
with a partner or individually to practice vocab.

As the class comes to an end and there 8. Engage, listen, and contemplate the different
is down time, the teacher may point to
holidays around the world, specifically in
the calendar to point out any Hispanic
Spanish-speaking countries.
holidays (Dia de los muertos, Navidad,
Ao Nuevo, etc.). This will give the
students a preview of the cultural
lessons to come.
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.)

9-15-14

The students have many opportunities to be engaged and make connections in this lesson. There may be too much of an
emphasis on students making their own connections which will look differently in different classrooms. If this is indeed a 9 th
grade classroom, hopefully the students will be mature enough to handle working individually and in partners.
Anticipate questions students might have: what is the best method to make flashcards/banco cards? How will the lesson today
connect with future lessons?

9-15-14