Teachers:

Senor Rush
Standard:

Inquiry (5E) Lesson Plan Template

Subject: Spanish

Grade: 9

1FL-R1. Respond to simple commands

2FL-E1. Interpret gestures, intonation and other visual or auditory cues
1FL-F4. Follow simple written instructions

Objective (Explicit):
Students will demonstrate mastery of informal commands by identifying the formation of the
informal commands for all verbs, and correctly writing and reading them.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Students will turn in an exit ticket with three informal commands in the target language. (One negative
and two positive)
Sub-objectives, SWBAT (knowledge, skill, purpose):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

Students will be able to create sentences giving commands to their classmates.

Students will be able to identify the correct formation of informal commands.
Students will be able to identify uses of informal commands.

Key vocabulary: subject pronoun, irregular,

infinitive, conjugation, tense, command, modelo

Materials: Powerpoint, guided notes, note

paper,

Engage
How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: Students will view a short

commercial in Spanish for Snickers candy. They
will be asked to identify what the command is in the
video. (Comete un Snickers) Students will be asked
to figure out how to form commands based on what
patterns they can find in the following
demonstration of informal commands.
Explore

Students Will: Watch the video and identify

the command in the commercial.

How will you model your performance expectations? (remember you are not modeling what you want students
to discover but need to model expected behavior or required procedures).
How will students take the lead and actively use materials to discover information that will help them answer
the question posed in the Engage?
What questions or prompts will you be prepared to use with students while they are exploring?

Teacher Will: Explain that students are to view each

of the twenty five slides with picture and text
examples of either positive or negative commands.
Each command will be read aloud. After the first
example a sample answer will be shown on the
projector with the answer in the appropriate column.

Students Will: Write down all examples of

command form verbs in the proper column of the
worksheet/guided notes, either positive or
negative and identify patterns that they see in the
formation of the informal command.

Differentiation Strategy

Each slide will be read aloud, and font will be extra-large for all students to view.
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by
answering the question from the Engage before moving on?
Teacher Will: Ask the students to look at the chart on
Students Will: Provide patterns they see
their notes and share what patterns they see
for forming both positive and negative
concerning how to form informal commands.
informal commands. Once the class
Responses will be written on the board.

dicovers the correct patterns, the patterns

will be written down in the guided notes.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
Instructions will be read aloud and written on the powerpoint. Guided notes are available. Correct answers
will be written on the whiteboard.

Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a
particular aspect of this learning at a deep level?
How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a
What If? Question)?
How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Instuct students to take out a

half sheet of paper and have the students
write three commands for their imaginary pet
dog in pairs.
Teacher will call on students to share their
answers.

Students Will: Use the patterns theyve

learned in order to form three informal
commands for their imaginary dog.
Students will share answers when called
upon.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
Advanced students will be asked individually to use irregular verbs. Students who need more help will have
help from their partner.
Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the
elaborate content)?
How will students have an opportunity to summarize the big concepts they learned (separate from the
assessment)?

Teacher Will: Instruct students to create an

Students Will:
exit ticket with one positive and two negative
commands that they would give a sibling or
Create an exit ticket.
classmate. Exit tickets will be collected on
the way out the door.