Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Benjamin Veenstra

Date Nov. 2 Subject/ Topic/ Theme Ladrones Day 1 Grade Spanish 2_______________

I. Objectives
How does this lesson connect to the unit plan?
Introduction day, new set of vocab.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

Understand the new vocab terms.

U

Use vocab in real life situations

E, C, An X
Create motions for each vocab term C X
Common Core standards (or GLCEs if not available in Common Core) addressed:

1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of
topics.
1.3 Presentational Communication: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students have basic level (Span 2) Spanish skills. Everything in class should be done in Spanish
knowledge and skills. unless otherwise noted by teacher or on instructions.

Pre-assessment (for learning): Go over homework from the day before

Formative (for learning): Students are able to unscramble the song in the right order
Outline assessment
activities Formative (as learning): Correct small mistakes in students answers to discussion.
(applicable to this lesson)
Summative (of learning): X

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of Engagement Provide Multiple Means of Provide Multiple Means
Representation of Action and Expression
Provide options for self-regulation- Provide options for Provide options for
expectations, personal skills and strategies, comprehension- activate, apply & executive functions-
self-assessment & reflection highlight coordinate short & long-
Different opportunities throughout the class Students can read the lyrics, while term goals, monitor
to use different styles of learning with listening to the music, and progress, and modify
either reading, writing, listening, or watching the video for the song. strategies
speaking.
Provide options for sustaining effort and Provide options for language, Provide options for
persistence- optimize challenge, mathematical expressions, and expression and
collaboration, mastery-oriented feedback symbols- clarify & connect communication- increase
language medium of expression
Students say and act out
the new target.

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 Provide options for recruiting interest- Provide options for perception- Provide options for
choice, relevance, value, authenticity, making information perceptible physical action- increase
minimize threats options for interaction

Students respond to prompts in ways Using motions for

personal to themselves. vocab words.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
Vocab sheet
Whiteboards/markers/erasers
Te dej unscramble wkst
Unit Slideshow

Set up in table groups, four students at each table. Five table groups in all.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
2 Talk with class for a bit in Spanish just to get them used to Students respond and engage in
min Motivation talking in Spanish. conversation.
(opening/
introduction/ Go over homework from the day before. Write down any names
3
engagement) of those who didnt finish. Students give their responses for
min
puntos.

10 Development Quizlet Live - Irregular Yo Verbs - Students practice the yo form by using
min (the largest https://quizlet.com/178888203/irregular-yo-verbs-flash-cards/ Quizlet live
component or - Set up teams and run the game
main body of
7 the lesson) Campanada [bellringer] slide 2 Students correct errors on the slide and
min Corrige los errores [correct the errors] (Hay siete (7)): write down answers in their
Cuando Biblioburro vengo a pueblo, toda la gentes lee las libros campanada [bellringer] in google
que Luis Soriano ponen encima sus burros, Alfa o Beto. classroom

Correct:
Cuando Biblioburro viene a un pueblo, toda la gente lee los
libros que Luis Soriano pone encima de sus burros, Alfa y Beto.

(Copyright 2015 Martina Bex www.martinabex.com The

Comprehensible Classroom)
15
min

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 Intro vocab
Practice sentences with whiteboards (slides 5-16)
Te dej song Students use motions to understand
https://www.youtube.com/watch?v=xZ1ibVr79mU vocab
5 Students translate Spanish sentences to
min Unscramble verses of song walk around classroom to make English
sure students are discussing Students read off sentences in Spanish
and in English
Before second time through song, instruct students to keep an
eye out for phrases that follow the te dej structure. Reference Listen to song twice, unscramble the
back to back lesson with le de and such. No need to explain that verses of the song
they are pronouns yet, just get them looking/listening for them.

1 Go over answers to te dej and let them know we are looking One student shares answer
min into it more the next day
Closure
(conclusion,
culmination,
wrap-up)

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.)
I think this lesson went alright, but it is already hard to tell this first day. The intro day is basically just trying to get the students to
hear, see, and say the vocab as many times as possible. This is a start in the right direction but it honestly felt super rough. The first
hour I forgot to go over the homework at the start of the class, and instead started with the campanada, which is how class normally
starts most days. At the end of class, I tried to go over it but ran out of time and so I ended up having to collect them in order to check
which students needed help on it yet. Thankfully I was able to fix my mistake in the second hour and was able to avoid needing to
collect the worksheets as I could walk around the class to see who had finished the work and who hadnt. The students always love
playing Quizlet live so I think that went well because for it to work well, the game needs to be played multiple times and they are
always wanting to play it more and more. When it came to the song, it was a little harder to get them to actively participate, and a
few students looked like they were zoning out, but some students did follow my instructions to underline the pronouns/verbs. In the
second hour I ran out of time at the end with the song because I had gone over the homework paper earlier on, but I think that was
better because we cover the song again tomorrow. Im not totally sure what I would do differently next time, maybe change the song
a bit, and make some way for it to be a little bit more active for the students. Overall, the class went well and offered lots of
repetition of the different target vocab. This lesson could be hypothetically done in many different ways, but I decided to keep the
general structure given by Martina Bex because it works just fine to get that repetition of the words.

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