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Lesson Plan Design
Subject:

Spanish 2

Candidates Name:
Site Support Provider:

Grade:

9th 10th 11th Lesson Topic: Vocabulary on Clothing

Rafael Miravete
Amy Conforth

ID #

022680809

NU Site Support Provider: __Joe Maruca_

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus
learner, create bridges from past learning, behavior expectations)
.
Content Standards

1.2, 2.1, 2.2, 3.1, 4.1

I am teaching a mix of 9th through 11th grade

students within a public school district for students
that are on their 2nd year of Spanish. There are a
total of 13 students, 6 boys and 7 girls.
The students do not have an I.E.P. and thus
represent the majority of the classroom learning
environment.
I will create bridges between both languages in the
way that they can associate the new language and
culture to that of their own.

Rationale:
Stage 1
Interpret written, spoken, or signed
(ASL) language.
Stage 2
Engage in oral, written, or signed
(ASL) conversations.
Interpret written, spoken, or signed
(ASL) language.
Stage 3
Engage in oral, written, or signed
(ASL) conversations.
Stage 4
Engage in oral, written, or signed
(ASL) conversations.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will
you measure mastery of the outcome?)
Rationale:
Students will read, listen to and understand
information about different clothing articles.

To extend the presentation of

contextualized vocabulary and
grammar.

Students will respond in writing following a

modeled structured example. Spoken responses
will also be encouraged for a participation grade.

Collecting this evidence allows me to

monitor the student's learning and to
check his progress.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Rationale:
Start with completing sentences as part of the daily
warm up. Students will engage together to build a
stronger understanding of the material. Questions
about the previous lesson will be asked and
students will be asked to respond verbally.
Students will have comprehend the different items
of clothing and what is used at different occasions.

Students continue to learn about the

culture of Spanish speaking countries
contrasted and compared with their
own culture. They continue to develop
their communication skills. Cultural
awareness and communication skills
form the bases of all past and future
learning.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the preassessments, modify Learning Activities based on learner characteristics to meet the needs of
ELL & special needs students, highly achieving students and low achieving students)
Rationale:
Advanced learners:
Students can provide more in depth content about
specific items of clothing that they have or used:
(brands, styles).
Students with learning difficulties:
To help students acquire the connection, students
may use their notes, index, fellow student, or listen
as the activities are modeled.

Advanced Learners:
This will help students expand their
thinking skills on the sports provided as
well as be a resource for other students
as they see models with more
descriptions.
Students with learning difficulties:
This will help them prepare for the
knowledge acquirement needed for the
chapter.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill
level)

Realidades Capitulo 2A
Pictures
Audio

Rationale:
Students learn through different means,
thus, the more external sources, the
better it is for the students to
comprehend the material.

PowerPoint

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check

for Understanding)
Students will walk in and begin working on a
journal topic. The prompt will be in English, and
their response shall be in Spanish. They will have
5 minutes or less depending if they finish before
the time is up.

Rationale:

I will ask students questions such as What is the

day today? What number of the day into the month
are we in? What Month are we in? What year are
we in? I will then ask students to provide their
answer to their journal question/translation. This
will be to set the mood for the structure and the
lesson for the day. It also provides information for
students that are struggling in understanding the
concept.

material.

I will provide the students with a PowerPoint

presentation. The first slide will contain
information that sets the setting of the activity.
The first slide will contain vocabulary words that
describe different articles of clothing and on what
part of the body they go. I will provide pictures to
match the vocabulary so students can associate the
word with the picture. I expect students to write
down the vocabulary into their notes for
comprehension. After reviewing the vocabulary, I
will ask students to participate in an Actividad;
Que llevas? (What are you wearing?) . I will
model an example of how to use the vocabulary

This will be the basis and foundation

for the student understanding of the

when going to different locations. I will also

provide the conjugation form of the verb llevar
which means; to wear/to take. I will also provide
an example of using the verb llevar to take
appropriately. I will ask students to work on 6
sentences by themselves. After they have come up
with their answers, I will ask for volunteers to
provide their answers on the board. I will go over
their answers as a class activity. To continue to
comprehend the material, I will make a Simon says
game that focuses on the clothing vocabulary. We
will play 2 games if the time allows for it.
After the Simon says game, I will give the students
an exit question that they must reply to; Que
llevas cuando vienes a la escuela?

Check for Understanding:

I will use class discussions, responses to questions,
written outcome of group/individual work, and
student homework to monitor student progress.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Students will walk in and begin working on a
journal topic. The prompt will be in English, and
their response will be in Spanish. They will have 5
minutes or less depending if they finish before the
time is up.
Students will answer questions such as What is
the day today? What number of the day into the
month are we in? What Month are we in? What
year are we in? I will then ask students to provide
their answer to their journal question/translation.
This will be to set the mood for the structure and
the lesson for the day. It also provides information
for students that are struggling in understanding
the concept.

Rationale:
Following a guided practice will
provide understanding of the new
material being learned.

This will be to set the mood for the structure and

the lesson for the day. Students will review
vocabulary needed to comprehend the chapter on
powerpoint slides. Pictures will be provided for
better understanding of the vocabulary. Following,
students will receive a structure to complete a
sentence using the vocabulary learned. Students
are expected to comprehend the structure that tells
them a location, to which they must decide what
article of clothing they should wear. The verb
llevar will be introduced. Students will then play
a game of Simon says that correlates with the
vocabulary in Espanol. After a game or two,
depending on the time, students will receive a
worksheet that goes with the vocabulary learned.
Students will show comprehension when doing the
worksheet. After the worksheet, students will do an
exit ticket that asks them a question in the structure
previously learned. This goes along with the
structure of what they would wear in a specific
scenario.

Check for Understanding:

I will use class discussions, responses to questions,
written outcome of group/individual work, and
student homework to monitor student progress.

8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well enough
to work on their own.)
Rationale:
Students will do an actividad called Que
llevas?/What are you wearing? Students will need
to respond to 6 questions using vocabulary
learned.
Check for Understanding:

To monitor student progress and to see

if students have understood the
concept well enough

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)
Rationale:
1) Throughout the unit, I will conduct verbal
checks of vocabulary and of essential subject
matter. The students must answer the question
correctly no matter the method (ex. book,
repeating a classmate, etc.) Students, unless there
are unforeseen circumstances, will receive a full
participation score.
2) Not until the class has a strong understanding
verbally of a concept, will I continue to the next
lesson or activity.
3) There is a strong emphasis on writing
throughout this unit.
4) Throughout the unit there will be class
discussions, oral reading, and verbal checks for
understanding.
5) There will be a Student notebook of notes and
vocabulary needed for understanding.
6) There will be a group activity to reinforce
learning.
7) Students will be seated in groups of four
throughout the unit.
8) Textbook

1) Constant verbal checks for

understanding allow students to learn a
lesson properly until mastered. The
rationale behind allowing students to
answer using any method is so that a
student understands that she/he must
answer the question correctly. A student
repeating a classmate's answer is no
different than repeating a teacher. After
a number of repeats, the student will
begin to comprehend.
2) Continuing onto the next topic
without a student being able to answer
basic questions verbally is folly. Before
a student writes or performs a formal
assessment, that student must be able to
complete an informal assessment.
3) The writing covers essential
standards. Incorporating writing into
Spanish provides students an
opportunity to display true mastery and
understanding.
4) Students must be able to excel in
informal assessments before they
continue to formal assessments.
5) Students will have a notebook of
accumulated notes that visually they
will be able to refer to.
6) The group activity allows them to
role-play the needed Spanish skills. The
role-play will allow them to work on
their speaking skills.
7) Students are allowed to help their
neighbors throughout informal
assessments.

8) The textbook is the base of the unit

of study. The workbook provides all of
the extra assessment for the student
comprehension.

10. Closure: (Describe how students will reflect on what they have learned.)
Rationale:
Students will answer Que llevas cuando vienes a
la escuela? What do you wear when coming to
school?

To have students reflect on what they

have just learned in a form of a
closure activity.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went
well? What needs to be changed? Were learning outcomes met? What activities will you add,
change, modify in the future? What can be done to follow up on the learning from this lesson?
Who needs additional help? Who needs enrichment or higher level work?)