Rosa Galindo

EDUC 450
11/17/2015
Lesson Plan #2
Language
Level
Instructor
Theme
Grammatical Focus
Standards
Essential Questions
Objectives

Assessment

Differentiation

Materials
Limitations

Activity
B.O.P.

Description
Students will do a five minute
warm-up activity where they
are required to translate

Spanish
Spanish 1
Galindo-Waltman
School
Prepocisiones Locativas
1.2- Interpretive Communication
1.3- Presentational Communication
What significance does a preposition hold in a
sentence or phrase?
The students will be able to demonstrate their
understanding of prepositions by correctly
labeling images with their corresponding
prepositions with 80% accuracy.
When provided 9 written descriptions using
prepositions of location and unit vocabulary, the
students will be able to illustrate the described
image with 90% accuracy.
informal formative assessment- asking students
to provide their answers to the preposition wordmatch activity, as well as the reading activity, did
not have enough time to review the reading
activity with enough detail
For students who are more advanced in
vocabulary and reading comprehension, I will
challenge them by asking that they attempt to
complete the entire day's activities without their
vocabulary notes so that they are forced to recall
the information and rely on contextual clues.
images for preposition word-match, reading
exercise, pencil ,and paper
Students might not have the vocabulary to
comprehend every word of the reading activity reading activity could have been more
challenging by including different target language
such as time on clock, and including more
vocabulary nouns
Interactions Std
S-Individual 1.2

Time
5 min

Rationale
Students are able to
quietly practice
translating Spanish

Review

sentences from Spanish into

English
Students had no difficulty
with the warm up- to add
more challenge, ask that they
complete the BOP without
their vocab list, to see how
well they know the
vocabulary without assistance
I will take this time to ask
students to share their
translations with the class- if
no volunteers, then I will pick
at random and walk student
through translation Plenty of
volunteers, but perhaps ask
students without hands raised
to contribute their answers

sentences into
English while
reviewing their unit
vocabulary

S-T

5 min
only
used 2
mins
for
review

2-3
min
2 min

Activity
directions

I will spend no more than 5

mins to give the class
instructions on the next
activity about prepositions

Tdirections

Preposition
Word-Match
Activity

students will have several

minutes to place the correct
image with each preposition.
Next time have better images
of prepositions, some where
difficult to interpret

S- individual

1.3

5-7
min
used
less
time:
know
their
preps
well!

Make sure that

students are familiar
with the vocabulary
and prepositions.
Also, allows me to
check their current
levels of
understanding
students understood
their prepositions,
and translationsmaybe use the extra
time to throw a few
challenging phrases
at them
spontaneously to
get them thinking on
their feet in the
target languageThis is so I can
distribute the
papers and also
prepare the
students for the
activity.
Copies were not
made, used the
projection on boredworked well
This is so the
students can create
word associations
with images to
further solidify their
vocabulary
Students did not
need to review their
prepositions, but the
activity allowed

Check-in

Quickly, I will ask the class

what their responses are for
each image
Because students knew their
prepositions, and were eager
to provide their answers, I
asked them to think about
what other prepositions can
be used to describe the same
image

S-T

Activity
Instructions

Provide instructions for the

following activity

T-directions

Reading
In pairs, students are required
Comprehension to read a paragraph, and
Activity
based on what they've read,
they will have to draw a
picture depicting the location
of the items mentioned.

S-S

1.3

3 min

2-5
min

1.2

10-12
min
Be
sure
to
stick
to

students to think
about what other
prepositions can be
used for the same
image
Time spent
checking-in with the
students helps me
gage the student's
level, and clarify and
misconceptions or
confusions they
might have about
the vocabulary- help
students to correct
any mistakes they
might have made on
the activity
Students seemed to
enjoy thinking of
other prepositions,
and eager to come
up with a different
answer
Thoroughly explain
the activity to the
students so that
there isn't confusion
as to what is
expected from them
asked students to
take out the
necessary materials
that they would
need to complete
the reading activity.
students were quick
to find their
partners- I did not
need to spend time
pairing them
This is so I can
differentiate my
teaching- students
who prefer to
visualize an idea can
do so by applying
their reading

Wrap-it-up

Misc

Total

I will ask for students to

volunteer drawing part of
their pictures on the board to
show the class what they
understood from the readingOR, ask students to explain
what they drew, in English to
communicate their reading
comprehension
Able to have 2 students draw
their pictures- great job! but
need more time to wrap it up
by having entire class'
attention with more time

S-T

1.2
1.3

this,
most
did
not
need
the 18
mins I
gave
them
5 min
Need
to
keep
this in
mind!

2-3
min
no
extra
time
~45 m

comprehension skills
with self-created
visual aids. This
further prepares
students for their
reading
comprehension
exam this week
During this time I
can further gage
students' reading
comprehension
levels as well as
vocabulary
Got caught up
helping students
who were struggling
that I did not have
enough time to
properly conclude
the activity. Next
time: be more
aware of the time so
I can conclude
strong
If time remains, then
allow for exam
reminders or
announcements

Lesson Reflection
The enthusiasm and participation during this lesson could not have more different than the first
lesson I delivered. I am used to seeing these students be mundane and uninterested in learning,
and every time I have lead a warm-up activity, these students are hesitant to cooperate.
Typically, students need to be called on because there are no volunteers, and even still, the
instructor needs to guide them to the answers, or ask other students for further assistance.
Because I am used to this environment, I planned accordingly. I planned this lesson with the
hopes to get the students moving and engaged, but I still anticipated the usual mood of
reluctance. Therefore, I went into this lesson fearful about not having enough time to fit my
lesson into a true 45 minute class period. To my surprise, I was underprepared since we moved
through activities more quickly than I expected.
Classroom Atmosphere
Before class started, I reviewed all the tips and advice that Miss Bollinger gave me after
the first lesson I delivered. I knew I wanted to keep to my designated time limitations, and to
keep the class moving at a consistent pace that way I would not have to worry about students
becoming bored and getting off-task during a long activity, also it would help me ensure that I
cover everything I planned for the day. As it turned out, students were motivated, engaged, and
ready to participate. I never realized how much this can impact a lesson. At exactly 5 minutes
after class started, I asked students to share their responses for the BOP exercise. I had at least
five hands raised in the air, which is four more than a typical "good day." Not only were
students eager to share their answers, they all had the correct English translations, therefore
we finished reviewing the BOP faster than has ever been done in class, especially since the
students did not have a single question about the prepositions, vocabulary, or syntax. Because
this was such a rare occasion, I had to ask the class if my BOP was too easy. Not a single person
claimed that to be the case. So, naturally, I thanked them for their participation and then asked
if they felt the need to review the prepositions. Most of the class claimed that they didn't need
to, but because I noticed myself fearing that I was underprepared, I decided to go over the
preposition visuals and make slight adjustments.
In addition to asking students to identify which preposition is depicted in each picture, I
challenged the students to think of other prepositions that can also be applied to the same
image. I did this so I could actually stretch time. Plus, I thought it would be a good idea for
students to push themselves beyond their comfort zones of having one "right" answer. This
improvisation seemed to be a success. One student would provide an answer, and then I would
ask that same student to provide me with another prepositional phrase that could also fit the
image. For the students who volunteered their initial answer, but could not come up with an
additional response, I gaged the situation and either led them to another phrase, or asked for

another volunteer to give a different phrase. Informing students that there could be several
responses per image made the students think about the prepositional phrases to see how some
could be similar to each other given various circumstances, which I explained. Again, the
participation was spectacular. Students who never volunteer or participate were engaged and
insistent to provide their responses, including one IEP student who never participates in class
discussions. For me, this was extremely motivating as a future teacher. I do not know where to
place the credit for these students being so animated and engaged, but it was a wonderful
feeling knowing that these students respected me as an instructor and wanted to be an active
participant in the class activities.

What Went Well?

Awareness of my Surroundings
I feel that the advice given to me the lesson before about being aware of how I am
positioned when talking with a group of students worked amazingly well. Because I was
conscious about how I positioned myself while checking in with students during an activity, I
noticed that I was not only able to touch base with every student that had a question about the
activity, but also, these students would not waste their time spent waiting on me. When I had
to meet with another student before I could make my way over to a student who I already
acknowledged, they would put their hand down and continue to work on another part of the
assignment. By acknowledging these students, they continued with their work until I met up
with them versus wasting their time with a raised hand and not working on the assignment.

What Are My Areas of Improvement?

Preparedness
The one lesson I learned from teaching this lesson plan is that I should always plan more
than what I expect to cover in the lesson. Had I done this, I feel like I could have been more
efficient in the reading comprehension activity and not stretch it beyond necessary.
Unfortunately, I panicked. I did not know what to do with my remaining time and so I extended
the time on the reading comprehension activity. Looking back, I realize I should have kept to
the original 10-12 minutes that I planned for the reading comprehension activity, and I should
have dedicate the rest of the class time to doing a comprehensive conclusion to the lesson. I
could have spent the extra time asking students about their comfort levels on any of the
material that has been covered throughout this current unit. This would have been a better use
of time considering the students have a quiz on Friday the 20th.
Time Management
Even though the students were highly motivated to participate in the lesson's activities,
I still needed to keep better track of my time. During the reading activity, I extended the time I
originally planned for it, and got caught up working with students who seemed to be struggling
with their reading comprehension skills. I got so involved with helping certain students with the

assignment that I lost track of time. I ended up not having as much time at the end of class to
conclude the activity as I intended. Instead, I quickly asked for volunteers to draw their results
on the whiteboard so the class could determine whether or not it coincided with their
depictions. As these students were at the whiteboard, I asked the rest of the class if the
drawings accurately illustrated the descriptions in the reading, why or why not? As there was
hardly any time remaining, only a few students gave me their responses, and then time was out
and the bell rang. Reflecting back on my lesson, I feel badly for not having paid more attention
to the time, especially since I was originally ahead of schedule.

In conclusion, I feel that this lesson went better than my first lesson, mostly because of the
students' attitude towards learning and their eagerness in participation. Just like I should take
their tendency to not want to participate into consideration when creating a lesson, I have
learned that I need to consider the opposite: I must plan for more than what might actually be
covered. This lesson made me realize that I do not improvise as well as I should, and I need to
start extending my planning so that I always have another activity to do in case I have extra
time at the end of class. Also, this lesson made me fully aware of how much I need to practice
managing time in the classroom.
Time management skills seem to be my biggest problem area. I think that this will only improve
with experience. Because I do not have much experience teaching a class, I have yet to develop
my management skills. I become so involved with student learning that I want to talk with each
student until they understand. This results in talking too much time with a particular student,
and before I realize it, time slips past me. In order to address this, I think I will need to be more
aware of how much time I spend with each student. Instead of staying with the students until
they have solved their issue, I should try giving them a guiding question or lead, and let them
know I will return to see if they have answered their own question. By doing this, I think I can
force myself to be more aware of time since I will prevent myself from spending minutes with a
student without realizing it. Plus, it frees up more time to better conclude the lesson or review
any material from previous lessons that might need to be reviewed. Time should never be
wasted, instead time should be maximized; a lesson I have learned and will apply to future
lessons.