Direct Instruction Lesson Plan Template

Teachers: Subject:
Fernanda Balderrama Spanish 3-4
Topic: Vacation
Common Core State Standards:
 Interpersonal Communication (IC) Intermediate low (IL) 1-Participate in conversations on familiar topics by
using simple sentences.
 Interpretive Listening (IL) Intermediate Low (IL) 1-Understand the main idea in short, simple messages,
presentations, and overheard conversations on familiar topics.
 Interpretive Reading (IR) Intermediate Low 1-Undertsand the main idea of short and simple texts when the
topic is familiar.
 Presentational Speaking (PS) Intermediate Low intermediate (IL) 1-Present information on familiar topics by
using a series of simple sentences.
 Presentational Writing (PW) Novice High (NH) 1- Write short messages and notes using phrases and simple
sentences on topics related to everyday life.

Objective (Explicit):

Students will relate to an assigned role by incorporating their own experiences into their writing and
conversations. Students will then apply previously learned vocabulary through writing and speaking.
Lastly, students will listen and respond to one another based on their prompts and written work to
construct a scrip that will be performed in front of the class next week.

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.

Summative: Students within their groups will present their script to the front of the class. Each student will
have to speak a total of four lines. All of the script must be written and spoken in Spanish. The entire script
should revolve around the unit of vacation and must include all of the roles. All the vocabulary words must be
used properly in the script. Students should refrain from reading the script and should use it only to remember
their lines. The conversation should flow between group members and sound like a day-to-day conversations.
The lines should be relevant to each other.

Example script: (marido, esposa, el taxista, auxiliar de vuelo)

Marido: Hola Amor, ya estoy cansado de trabajar. Vámonos de viaje al estado de California.
Esposa: Ay Amor, de verdad. Que emoción. ¿Cuándo nos vamos?
Marido: Ya compré los boletos aéreos para llegar a la ciudad de Anaheim. Nos quedaremos en el hotel
por quetro noches.
Esposa: Vamos a tener mucho tiempo para ver muchas atracciones.
Marido: Una de las atracciones que vamos a ver es el parque de diversión, Disney Landa.
Esposa: Mi favorito lugar. Voy a empacar la maleta.

Secunda escena

Marido: Ya llego el taxi. Tenemos que llegar al aeropuerto a las tres de la tarde.
Esposa: Ya voy. Estaba buscando las direcciones para legar al aeropuerto. Necesitamos pasar el
monumento de oro.

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 El taxista: ¿Hola, a donde los llevo?
Esposa: Vamos al aeropuerto
El taxista: Yo los levó ahí.
Marido: ¿Cuanto va a costar?
El taxista: Va a costar quince dólares el viaje.
Marido: O que económico.
El taxista: Si, yo tengo los mejores precios.

Tercera escena
Marido: Que bueno que ya bordamos el avión.
Auxiliar de vuelo: ¿Todo bien?
Marido: Si, pero estoy un poco nervioso porque es la primer ves que viajo en avión.
Auxiliar de vuelo: No tenga nervios, nuestros aviones son muy seguros.
Marido: Bueno, si usted me lo asegura es porque sabe.
Auxiliar de vuelo: Si. Yo he trabajado con esta aerolínea por cinco años y nada peligros ha pasado.
Marido: Gracias por decirme. Me siento mejor.
Auxiliar de vuelo: De nada. Aquí estoy para ayudar.

Rationale:

Upon successful completion of the summative assessment, students will incorporate their own experiences that
may be reflected in their script. Also, students will be able to demonstrate their understanding of the vacation
vocabulary unit by applying these words in their script. Lastly, students will be able to effectively communicate with
one another in written and verbal form in Spanish.

Mastery of the objectives are demonstrated by the students’ ability to understand and apply key words to their
written and verbal sentences. Also, sentence fluency and pronunciation of key words will demonstrate the students
understanding of the key vocabulary words. Furthermore, students will enhance their speaking and listening skills
in Spanish by performing the script.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 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?

I will review the vocabulary words with the entire class before starting the new lesson. I will read off the vocabulary words and I will call on students to translate the
words in English and to give me the definition and an example of the vocabulary word. Reading, writing, speaking, listening are the skills necessary to achieve the
lesson. The students must know how to formulate basic day to day conversations with classmates in Spanish while also, implementing vocabulary words on the unit
which is on vacation. The topic is relevant because students will be able to learn and reinforce their knowledge and practice of the Spanish language. They will be
able to use this knowledge outside of the classroom to speak to Spanish speakers.
Key vocabulary: Materials:
El aeropuerto
el viaje Vocabulary worksheet
la atracción Plain notebook paper
Audio/video
la ciudad
el estadio
el lago
el hotel
el monumento
el parque de diversiones
el parque nacional
el centro comercial
comprar boleto aereo
hacer maleta
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el taxi
las direcciones
el avion
bordar

Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?

I will ask students to think about a time when they went on vacation and to list a few vacation items that
were used when they were on vacation. I will then ask students to share with the person next to them
their experiences and the items they listed. After a few minutes, I will have a few students share their
experiences with the entire class. All conversations will be spoken in Spanish.

Teacher Will: Student Will:

Instructional Inputinsirfjf

 How will you model/explain/demonstrate all  What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could teach it?

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Activity 1:
I will review the vocabulary words, el viaje and hacer
maleta by stating the word in Spanish and then in
English. Then I will mention the definition and use the
word in a sentence orally.
El viaje: The trip- a journey taken away from home
Hacer maleta: to pack the suit case- the action of placing
items in a suit case
I will have students repeat the vocabulary word, the
definition, and the sentence I use.
The students will have a list of vocabulary words. They
will write down the English translation as well as the
definition. Students will write down the sentence I
provide and will underline the vocabulary words in the
sentences.

Example sentences: Me voy de viaje en mayo. I will have one student summarize to the class the
Tengo que hacer mi maleta antes de salir. – addition of procedures so that we can do the same activity as a
“mi” because I am stating that “I” am doing the action. class.
“Hacer maleta”- is a general statement of the action.
The students will answer the essential questions orally.
I will have a list of the vocabulary words on the SMART
board. Each word will have an image next to it so that
students may recall the word. After orally expressing my
sentence, I will write the sentence on the board and I will
underline the vocabulary word.

If students are confused I will repeat my procedure and I

will address their questions.

To check for understanding, I will have one student

summarize to the class my procedures so that we can
do the same activity as a class.

Question: How do you translate “viaje” in English?

Rationale: I want students to understand the meaning of

the word that I just used so that they can use in their
own sentences and conversations.

Question: Why does “Hacer maleta” change to “hacer

mi maleta” in the sentence that I provided?

Rationale: Students must understand that a possessive

adjective is needed in between “hacer” and “maleta”
when a person is included. There has to be someone
doing the action and the designated possessive
adjective is essential when using the phrase “hacer
maleta”

Activity 2:
Activity 2:

Students will take notes of the items, events, and actions that
I will model what I expect my students to discuss by
I mention on their worksheet.
providing my own experience while on vacation:

Cuando yo fui de vacaciones a espana, compre un

boleto aéreo por el internet. Al llegar a espana, me llovo
un taxi al hotel. Vi muchas atraciones en espana, como
el museo y las iglesias. Visite a tres diferentes ciudades.
Mi experiencia fue de lo mejor.

Activity 3: Activity 3:

I will count the students off to form groups of five. Each Students will listen to my ideas and watch how I organize my
student will be assigned a selected role that they will thoughts.
eventually play in the class. The roles consist of a father,
mother, a maid, a flight attendant (marido, esposa,
criada, auxiliar de vuelo)

I want students to discuss and share ideas of what

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 they will each say/act out for their role to later
construct a script.

I will model by taking on a role:

As a wife/esposa on vaction: Ideas

 Comprar boleto aéreo
 Dejar de limpiar la casa
 Descansar
 Ir a un museo
 Ir de compras
 Ir al museo
 Visitar a a familia

Students should think of what would the assigned role

do on vaction. For instance, I came up with my ideas
based on what a wife would do on vacation. Activity 4:
Activity 4: Students will pay attention to the format of the script.
I will provide an audio/video example of a script
with the roles above. The audio will include ten of
the vocabulary words used. Each of the roles will
are expected to speak for a total of four lines.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Teacher Will: Student Will:

 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
Guided Practice

 What types of questions can you ask students as
you are observing them practice?
 How/when will you check for understanding?
 How will you provide guidance to all students as
they practice?
 How will you explain and model behavioral
expectations?
continue to internalize the sub-objectives?
 How will students be engaged?
 How will you elicit student-to-student interaction?
 How are students practicing in ways that align to
independent practice?

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  Is there enough detail in this section so that
another person could facilitate this practice?

Activity 1: They will write down the English translation as well as

the definition. Students will write down the sentence I
As a class, we will say all of the vocabulary words provide and will underline the vocabulary words in the
together. I will first say the word and then the entire sentences.
class will repeat after me.
They will answer the essential questions orally.
I will call on two students to select one word (ciudad
and el hotel), provide the English translation, a brief
definition, and an oral sentence with the use of the
word.

I will have the entire class repeat the selected word,

with the English translation, the definition mentioned,
and an oral sentence that the student used.

Question: Why is knowing the words ciudad and el

hotel important when traveling?

Rationale: I want students to understand that these key

words are essential when traveling to a Spanish
speaking country.

Activity 2:

I will call on certain students so that they may share the

items, events, and actions that they noted down from my
vacation experience.

Activity 3: Activity 3:

I will call on specific students to share their ideas and Students will listen to the ideas shared by their peers.
how they plan to organize their thoughts. Student can
use bullet points, charts, graphs, webs, etc.

Activity 4:

I will call on a student to summarize the expectations

for the script in front of the class.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?

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 Teacher Will:
 How will you plan to coach and correct during this
practice?
 How will you provide opportunities for remediation and
extension?
 How will you clearly state and model academic and
behavioral expectations?
 Did you provide enough detail so that another person
could facilitate the practice?
Activity 1:
During class, I will walk around to see if students need
help.
I will give students cues so that they may recall the
vocabulary words on their own.
I will emphasis that this work needs to be completed
independently and within five minutes.
Activity 2:
I will monitor students’ conversations and direct them
back to the purpose of focusing which items, events,
Independent Practice
and actions are used when on vacation.
Activity 3:
I will monitor students’ discussions and direct them to
focus on planning their script.
Activity 4:
Students will construct a script with each of the
assigned roles. Each student will speak for at least four
lines. Overall the script should include ten vocabulary
words from the unit.
I will monitor and guide students to formulate their
script. I will answer and questions they have and repeat/
clarify instructions if need be.
Question: How do you apply the designated vocabulary
words in a sentence?
Rationale: Students must be able to formulate their
own sentences based on the new words that they learn.
They must be able to expand their vocabulary to be able
to communicate in Spanish.
Student Will:
 How will students independently practice the knowledge and
skills required by the objective?
 How will students be engaged?
 How are students practicing in ways that align to
assessment?
 How are students using self-assessment to guide their own
learning?
 How are you supporting students giving feedback to one
another?
Activity 1:
Students will provide the English translation, a brief
definition, a sentence with the use of the remaining
vocabulary words on their worksheet.
Activity 2:
I want students to first speak in Spanish about their
personal experience when they go on vacation. I want
them to focus on the items, events, and actions that
occur when on vacation. Each student in the group will
share their experience. Students have seven minutes’
total to discuss.
Activity 3:
Students will discuss ideas of their roles to further construct
a script. In which each group will perform in front of the
class.
The discussions should be based on what the assigned role
would do in a vacation situation. The students must utilize
all of the vocabulary words from this unit. The script should
be clear and flow from one person to another as a day to day
conversation would occur in real life. The script should be
written in Spanish.
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 Question: How do you respond to a peer’s
question/how do you keep a conversation flowing in
Spanish?

Rationale: Students must be able to share their thoughts

in a natural manner in Spanish.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?

Formative Assessment
Within the last seven minutes of class, students will hand in to me a short response regarding this question. We will
discuss their responses anonymously with the entire class. I will ask students the questions that they have written down
and have them, among peers, answer their own questions. I will monitor and address the question if need be. I want
students to learn from one another and I have the opportunity to see what they know when they answer other students’
questions.

Other than the vocabulary words, what category of words do you need to have a full understanding of to be able to
formulate sentence in Spanish in written and verbal form? Give me examples of those categories. Also, write down at
least one question you have about formulating a sentence. It can be based on the order or the words, masculine or
feminine association, knowing when to use plural or singular nouns, etc.

Exemplary response: To formulate a sentence in Spanish, I need to have a full understanding of subject pronouns, Object
pronouns, object of preposition, verbs and nouns.
Some examples are:
Subject pronouns- Yo, Tú, él/ella/Usted, Nosotros, Ellos/Ustedes
Object pronouns-Me, te, le/lo/la, nos, les, lo/las
Object of preposition- mí, ti, él/ella/ usted, nosotros, ellos/ustedes
Verbs- comprar, caminar, ir, volar
Nouns- avión, boleto, hotel, aeropuerto, maleta

Question: Do I use a plural or singular noun in this sentence? Compre dos recuerdos. Is it recuerdo or recuerdos?

Proficient response: I need to have a full understanding of verbs, nouns, pronouns, and object preposition
Verbs- ir, comprar
Nouns- boleto, museo
Pronouns- Yo, nosotros, me te
Object preposition- mí, ti, él/ella

Question: If I have a feminine object is the object pronoun feminine as well?

Unsatisfactory response:

I need to understand verbs and nouns.

Verb- comprar
Noun-hotel

Question: I don’t understand how to write a sentence in Spanish.