Single Subject Lesson Plan Template

Lesson Title/Subject: Una Postal sobre el Dia de los Muertos

Standards (identify the content standards, or parts of them, that this lesson will
cover)

Purpose/Rationale (what do you want students to get from this lesson; why is
this lesson relevant to the students and their lives?)
El Dia de los Muertos is a major holiday celebrated in Mexico, and students should
not only be familiar with it but be able to write about it in Spanish.

Background Knowledge (How will you tap into the students prior knowledge,
experiences and prior learning?)
Students have studied interrogative words over several different lessons. They
already know: Cmo, cul, cuntos, cundo, dnde. They have already learned how
to form and write simple sentences in Spanish. They watched a video describing
DDLM, and the day before this lesson they have a reading in English that describes
the holiday in detail. They have to demonstrate their knowledge of the document by
answering Level 2 questions after the reading.

*Instructional Objectives: Must be

written in ABCD format observable and
measurable

Assessment (formal/informal)
HOW you will assess: WHAT you
will be looking for: Must align with
objective to the left

SWBAT compose a postcard with

five complete sentences in Spanish
describing DDLM.

I will collect the postcards at the end

of the class period and will check to
see if they have the five sentences
and if they answered the
interrogative words correctly.

*Language Objectives:

Think
about the language demands of the
lesson to determine the language
objectives. Each lesson must have at
least two academic language objectives.
The students will

Assessment (formal/informal)
HOW you will assess: WHAT you
will be looking for:

Students are practicing the present

tense in Spanish.

I will check to see if they used the

correct form of the present tense and
have complete sentences.

*Multicultural Objectives:
** How will the lesson address social

Assessment (formal/informal)HOW you will assess: WHAT you

will be looking for:

issues that relate to their life

experiences, communities, etc.

While Mexico is predominantly

Catholic, this holiday is a blend of

Must align with objective to the left

Catholicism and indigenous religion

in Mexico, so students need to learn
about the hybridity of modern-day
Mexican culture and how it is
influenced by older traditions.
*Expand table as necessary.
**Will be required by Week 8 of the semester

Materials and Safety Precautions (if applicable) (List all materials and
resources to carry out this lesson. Then talk about potential safety issues and how
you will assure necessary precautions are followed)

Accommodations for special needs, advanced and English language

learners (What specific accommodations, scaffolds or strategies will you use to
help the identified students? How will instruction be differentiated to meet the needs
of all students, including advanced learners? This should be different for each lesson
and tailored to the content and learning activities planned.)

Procedures (There are four sub-subsections based on the Gradual Release model
of instruction focus lesson, guided instruction, collaborative learning, independent
learning. Outline the steps for what will happen first, second and so on to teach what
you expect the students to learn. [NOTE: all four subsections will not necessarily be
covered in every lesson. What you include and emphasize depends on where you
are in the overall sequence of teaching your content.]
However, procedures should be the longest section and should be very specific and
detailed. For example, it MUST include key questions think Blooms taxonomy you
plan to pose to your students during the lesson especially open-ended questions,
detailed descriptions of the different activities your students will do, directions you
plan to give the students, teaching models/strategies you plan to use during the
lesson, etc. BE SURE TO INCLUDE MANAGEMENT ISSUES SUCH AS TRANSITIONS,
ROOM ARRANGEMENTS, AND STUDENT GROUPINGS)

Focus Lesson (Teacher does): Consider the following questions as

you detail what you will do during the opening activities -- How will you
begin the main part of your lesson? How will you introduce the big
idea of the lesson? How will you motivate the students to want to
learn the content for the day? What interesting questions will you ask
to pique their curiosity? How will you link this lesson to the students
prior knowledge, including life experiences/
lessons/content/ideas/concepts?

StudentswillstarttheclasswiththeirParaEmpezar.Theirpromptwillbetowrite
downfiveinterrogativewordsusedtoformquestionsinSpanish.Afterwehavereviewed
thewarmupandwhatthedifferentwordsmean,wewilljumpintothefocuslesson.
Studentswillbepromptedtothinkbacktothelasttwodaysandwhattheylearnedabout
DDLM.Iwillexplainthattoday,theywillpracticetakingwhattheylearnedto
communicateinwrittensentencesinSpanishintheformofapostcard.

Iwillposethequestion:whyisitimportanttoknowhowtowriteaboutaholiday?
Writinghelpscommitsomethingtomemory,andsomedaytheymighthavesomeoneask
themaboutDDLMandtheywillbeabletoanswer.
Lastweekwasaboutusingcomputersforresearchandwriting,thisweekwegobackto
themostnaturalformofwriting:puttingtogetherthoughtsinourheadincomplete
sentencesandcommunicatingthemcorrectlyinSpanish.

Modeling: Part of the focus lesson. Name the strategy, skill, task
and/or concept that is the focus of the lesson. Explain and show its
purpose. Demonstrate the skill, strategy or task. Use analogies or
other concrete examples to explain concepts.

Atthispoint,myCTandImodelforthemwhattheiroutcomewilllooklikeandhowto
getthere.IwillshowthemtheexampleofthepostcardaboutHalloweensotheyhavean
ideaofwhattheirsshouldlooklike.Beforewegooverthat,welltakeastepbackand
askeachotherquestionsinadialoguetotheclass.
A:QuesHalloween?
D:Halloweenesunafiestacondulcesydisfraces.
A:DndecelebranHalloween?
D:EnlosEstadosUnidos,perotambinenCanadaeInglaterra.
A:QuinfestejaHalloween?
D:LamayoriadelosquefestejanHalloweensonlosjvenes.
A:CmofestejanHalloween?
D:Losniosyniassellevandisfracesyandantocandoenlaspuertasdelbarrio
pidiendodulcesydeciendotrickortreat.
A:CandocelebranHalloween?
D:El31deoctubre.
Guided Instruction (Teacher and Students do together):
Consider the following questions as you detail what you will do during
these main activities -- What will you do/say during each learning
activity? What will the students do? How will the students be
organized? What will they do? What key questions will you ask to
facilitate learning?

Nowwecangobacktothepowerpointslidethathasthewrittenmodel.Iwillaskfor
volunteerstotaketurnsreadingthesentencesaloudtoeachother.Intheirtablegroups,
theywillhavetwominutestofigureoutwhichpartsofthepostcardareansweredby
whichinterrogativeword.

Thenwewillgooverthepartsofthesamplepostcardtogetherdeterminingwhereeach
questionisanswered.

Collaborative Learning (Students do it together): What activity

will you include so that students have an opportunity to consolidate
their understanding, negotiate understandings with peers, engage in
inquiry, apply acquired knowledge to novel situations.
Independent Learning (Students do it alone): Consider the
following questions as you detail what you will do during these closing
activities -- How will you end the lesson to solidify learning? How will
strategies, skills, tasks and concepts for the day be summarized? How
will you extend learning (homework) to possibly include fluency
building, new application and/or spiral review of the strategies, skills
tasks and concepts taught/learned in this lesson?

Reflection (What worked? Did not work? Why? What did the students learn? How
do you know? What would you do differently next time? How will this inform the
next lesson?)

Hola Mam,
En los Estados Unidos, los jvenes celebran el Halloween.
Ellos celebran el Halloween el 31 de octubre.
Se llevan disfraces como brujas, fantasmas, caricaturas,
o personas famosas.
Pero en realidad, pueden llevar lo que quieren.
Los jvenes salen por la noche para pedir dulces
en el vecindario,
diciendo trick or treat.

Hasta pronto,
Alissa