Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Benjamin Veenstra

Date Nov. 3 Subject/ Topic/ Theme Ladrones Day 2 Grade Spanish 2_____________________

I. Objectives
How does this lesson connect to the unit plan?
Lot of practice of the key vocab words/phrases. Builds upon the song heard yesterday.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Apply key vocab in sentences through writing. Ap, C X
Apply key vocab in sentences through speaking. Ap, C
Remember key vocab and motions R X
Use vocab in real life situations E, Ap, An 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 unless
knowledge and skills. otherwise noted by teacher or on instructions.

Pre-assessment (for learning): Students demonstrate motions/vocab from yesterday

Formative (for learning): X

Outline assessment
activities Formative (as learning): Class discussion of written answers, plus discussion questions themselves.
(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 options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Different opportunities throughout
the class to use different styles of
learning with either reading,
writing, listening, or speaking.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students respond to prompts in
ways personal to themselves.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Students can read the lyrics, while
listening to the music, and watching
the video for the song.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for perception-
making information perceptible
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Provide options for expression and
communication- increase medium
of expression
Provide options for physical action-
increase options for interaction
Using motions for vocab words.

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Materials-what materials Vocab questions on Google Classroom
(books, handouts, etc) do Te dej wkst
you need for this lesson
and are they ready to
use?

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.
10 Canta viernes, [sing Friday] Padre te adoro, Sofia Students sing along to the songs.
min Motivation [Father I adore you] on youtube
(opening/ - Gets students in the Spanish atmosphere
introduction/
engagement)

15 Practica de vocabulario wkst with PP in Google

min classroom
- PP is on board while students go into
Google classroom to answer the questions.
This allows them to see things on the
board with some pictures as well as see
them on their computer right in front of
them.
10 Development - First go over motions to vocab from the Students do the motions to vocab
min (the largest day before
component or - Then explain assignment Students write out answers to the questions
main body of - Get a few responses from class
7 min the lesson) Students share their responses with class
Te dej song play song
- Worksheet-paraphrase fill in the blanks Students listen to song again, underlining verbs
with pronouns.
PQA (personal question/answer) Students fill in blanks on worksheet.
- Ask questions on the slides
Students respond to the questions

1 min Have students count up puntos for the week and Count puntos and hand them in.
write them down on their cards.
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.)

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Today went alright, I definitely think it was better than yesterday. It is similar to the first day where we are still focusing a lot on
repetition of the target vocab words. I do like to start off the day with songs because it immerses the students a bit of Hispanic culture
as well as get the students talking (signing) in Spanish right off the bat. Sometimes the students dont sing along a lot, but most of
them seemed to do so today. I liked the questions we used in class because they offered a lot of different ways that the students could
understand and then respond to them, specifically with both writing and speaking. Today one point of major confusion happened as I
tried to explain that dejar can mean both to leave, the definition we learned yesterday, and also to allow. I think it would honestly be
best to not explain that it can also mean to allow because we never went over this other meaning again. Other than that, I dont
think that I would do a lot differently. I might focus less on the song again today, because we had already done a bit with it the day
before, and just encourage more speaking repetition of the key target vocab at the end with more PQA.

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