Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Carmen DeBoer

Date: 11/08/14

Subject/ Topic/ Theme : Ch. 2 Story B.2

Grade: 8th Grade

I. Objectives
How does this lesson connect to the unit plan?
This lesson presents three essential structures for the unit.
cognitiveR U Ap An E C*

Learners will be able to:

Accurately use and translate the vocabulary word prefiere in the yo, el/ella, tu form
Accurately use and translate the vocabulary word deja in the yo, el/ella, and tu form
Accurately use and translate the vocabulary word le ofrece
Recognize the translation of it/Direct Object Pronouns (*DOP from now on), its usage and location

U,Ap
U,Ap
U,Ap
U,R, AP, C

physical
developm
ent

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange
opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

-Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their
own
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Former structures (eg. tener, se esconde, quiere etc.)

Former vocabulary (eg. dulces, feliz, contenta etc.)

Pre-assessment (for learning):

-Review meaning of items to be used in object activity (mascara, foto, gafas del sol etc.)
Formative (for learning):

- motions for new structures

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (as learning):

-Personalized QA (PQA)
Summative (of learning):
-Answers to questioning with objects (responses such as: la tengo)
-Review of story at end (summative questions)
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
-written notes, verbal explanation,
examples, powerpoint

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
-writing, interactive DOP practice

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-using personal items for activity,
examples that engage students,
PQA, story with current celebrities,
powerpoint with possible answers

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

-explain DOPs in light of

English usage.

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-verbal, written

Provide options for comprehensionactivate, apply & highlight

-multiple practice points (story,

passing of objects, written
examples)

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-Summative questions at end of

story, practice examples in
notes, verbally answering
questions

-Diario document
-PQ (personalized questions) powerpoint
-Student Copy DOP notes
-Key of DOP notes
-Objects to practice DOP (mask, stuffed animal, stuffed cow, sun glasses, picture, sombrero, rock)
-Story powerpoint
-Story script (printed)
-Exclamation cards in middle of table groups
-Projector/Screen
-Whiteboard with markers
- 5 table groups (two partner tables in each ex. 4 students/table group)

III. The Plan

Time

Components

5
min.

3
min.

Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

10
min.

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Introduce Diario (put document up on screen
1. Complete Diario individually or with
for class to see)
partner/table
-Hola clase, hoy es_____ (say date)
-read instructions
-circulate the room to answer questions as they
work
2. Review Diario
-ask for answers for each question eg. Quien
tiene la respuesta para #1?

1. Explanation of DOP notes

Were going to talk about the word it today.
Give English examples:
Did you like the movie? Yes, I loved it!
Do you have the book? Yep, I got it.
Etc.
*Pass out note sheet.
In Spanish, we use lo or la to say it.
*Explain distinction between use of La/Lo as the
*Describe how lo/la is chosen to be used
(masculine/feminine word) Fill in blanks of note
sheet on white board
2. Do example 1 together in class, then. Work
with a partner to complete the next three examples
3. Go over examples asking for student volunteers
to give their answers. Fill in answers on white
board

2. Verbally participate in Diario review (raise

hands to share answers)

1. Receive note sheet. Write down notes by filling

in the blanks on the note sheet, Listen

2. Do examples with table/partner

3. Raise hand and give answers to examples

4. Explain lo/la used for him/her

Lo/la can also be used to say him/her. The same
rules apply, it just has a different meaning because
we are referring to something that has a gender.
Eg. A name/person, or an animal possibly.
So instead of saying she takes care of her brother
we might say she takes care of him (lo cuida).
5. Direct the students to do the practice examples in
groups
6. Go over examples and ask students to share their
answers. Fill in the blanks on the white board.
7. Explaining placement of DOPs.
Most of the time, we find them BEFORE the verb,
but this is because most of the time, the verb is
conjugated. When the verb is not conjugated, rather
in the infinitive form, then it can attach to the end
of the verb.
Show with example on note sheet.
8. Great, now that we have the basic idea, we are
going to practice it verbally
*Put up slide of object names (on PQA ppt) as well
as responses
*Explain that they are going to respond with I
have it/Lo tengo when you ask Quien tiene.
*Give objects to one student to pass out. Count to
10 (in Spanish) with eyes closed while objects are
being passed out.
9. Turn around and ask about each object until you
again have all of them. Quien tiene
10. Then pass out one object to each table and have
them practice saying, Name, lo tiene.
*Ask one or two persons at each table, Quien
tiene.. Student responses should be, Name, lo
tiene eg. Sam lo tiene.
11. Continue in the PQA ppt
*Review 3 structures by giving each a motion
*Ask dejar questions
*Ask le ofrece questions
---call on students who have not spoken yet to
respond to each question
12. Switch to Story powerpoint, tell Story

5
min.

5
min.

10
min.

5
min.
2
min.

Closure
(conclusion,
culmination,
wrap-up)

13. Review story with summative questions on last

slide

4. Fill in notes, Listen

5. Do examples with table/partner

6. Raise hand and give answers to examples
7. Fill in notes, Listen

8. Pass out, receive object, or watch

9. Respond to question, or listen

10.
Practice with table how to say . Lo tiene
Answer correctly when asked Quien tiene .
11.
Participate in motion review of structures
Answer dejar and le ofrece questions if asked

12. Listen, respond with exclamation cards

13. Raise hand with answers to summative

questions

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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I thought I was going to be rushed for time by including a short grammar lesson as well as the story. Fortunately, I was
wrong and there was plenty of time. At the end of the lesson, the students could recognize a DOP, although, I am not sure
they could produce it. I think this is fine as it was their first exposure to DOPs and they served our purpose to be used in
learning the structures as well. I am glad that I took extra time to switch around the objects because if I didnt, then I dont
think it would have been an effective activity. PQA was a little shorter than normal due to the DOP grammar lesson and the
lo tengo object activity, but I think this was fine. The story enforced the enough for the students to remember them for
tomorrow. The story was well received and they really seemed to enjoy seeing real people up in the story. Even though the
story still fit TPRS criteria of being bizarre and memorable, having it about real people gave it a weight and relate-ability
that others havent had in the past. Students easily answered the summative questions and I count this as a sign of easy
comprehension of the stories. I am glad that they are leaving Spanish class confident in their ability to understand.

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