Teachers: Sasha Sproge

Inquiry (5E) Lesson Plan Template

Subject: Spanish I

Grade: 9

Standard:
6FL-F1. Identify and compare (in English, if necessary) cultural perspectives of people
in both their own culture and the culture being studied relating to family, school, work and play.
1FL-F2. Comprehend brief written messages and short personal notes.
Objective (Explicit):
Students will be able to comprehend a short reading that gives insights into aspects of school life in
Spain.
Students will be able to identify and compare between schools in Latin America and Spain and those
in the United States.
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
Students will be able to comprehend the reading with 80% accuracy.
Students will be able to read with 80% accuracy.
Students will answers comprehension questions in complete sentences in Spanish with 90% accuracy.
Students will discuss and debate their opinions on school uniforms in English and Spanish with 90%
accuracy.
Sub-objectives, SWBAT (knowledge, skill, purpose):
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?
Students will be able to compare and contrast their school life to those of Spanish speaking countries.
Students will be able to recognize vocabulary words from previous lessons.
Students will learn and apply a reading strategy using pictures and photographs.
Key vocabulary:
Materials:
apertura de clases- opening of school
Textbook (pg. 90-91)
a fines de- at the end of
PowerPoint Presentation
algunas- some
College ruled paper
a veces- sometimes
Ball
alumno- male student
un liceo/colegio- high school
materiales escolares- academic/school materials
papelera- stationary shop
bolgrafo- ball point pen
lpices- pencils
cuadernos- notebooks
disquete- disc
ropa- clothes
uniforme- uniform
obligatorio- mandatory
chaqueta- jacket
corbata- tie
falda- skirt
blusa- blouse
llevar- to wear
Engage
How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will:
Students Will:
Teacher will begin class by having students complete
Students will complete their bell work.
bell work. (5 minutes)
Students will find their partners.
Teacher will ask students what they have been learning Students will listen and follow the instructions
the past week. (La ropa).
given by the teacher and what is written on the
Teacher will ask students to get into get with their
board.
partners and complete a written activity presented on
Students will write down 1-3 sentences that
the PowerPoint Presentation. (See attached La Ropa
describe the clothes using adjectives that agree
Activity).
with them.
Teacher will ask students to write a complete 1-3
complete sentences describing each clothing including
the color making sure that the adjectives agree with the
item. (5-7 minutes).
Teacher will model an example of what is expected.
Explore
How will you model your performance expectations? (remember you are not modeling what you
want students to discover but need to model expected behavior or required procedures).
How will students take the lead and actively use materials to discover information that will help them
answer the question posed in the Engage?
What questions or prompts will you be prepared to use with students while they are exploring?
Teacher Will:
Students Will:
Teacher will explore the cultural differences between
Students will listen and look at pictures on a
the American school system and the Spanish school
slideshow.
systems.
Students will learn the strategy Picture Walk.
Before reading a section in the textbook, the teacher
Students will compare their life to the lives of
will use a pre-reading strategy called Picture Walk.
Spanish speaking countries.
Teacher will present a PowerPoint Presentation that
Students will discuss what they found to be
introduces students to what it is like in a Spanish
interesting.
classroom in Madrid using pictures. (See attached
PowerPoint Presentation).
Teacher will have students go through images of the
text to familiarize the students with the context of the
reading.
Teacher will ask students what they found interesting.
(5 minutes).
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement? Another teacher will
maintain classroom management to ensure learning in the classroom. They will help with any student
disruptions during the presentation.
Differentiation Strategy
What accommodations/modifications will you provide for specific students? Students with ADHD
will be asked to pass out the college ruled paper. Students with poor eyesight will sit in the front of
class. Students who need help with staying on task and following directions will have it easily
assessable on the board in large print. They will be asked to reiterate the directions to the teacher.
How will you anticipate students that need an additional challenge? Gifted students will be asked to
complete compound sentences or sentences in Spanish rather than in English.

Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives
by answering the question from the Engage before moving on?

Teacher Will:
Students Will:
Teacher will have students open their textbooks to page Students will look at the pictures on page 90.
90. (See attached reading selection).
Students will think about what they will learn from
Before asking students to read from the textbook, ask
the reading using the pictures as a guide.
students to look at the pictures in the textbook and
Students will discuss with the teacher what they
think about what the reading selection is about.
think they will be reading about.
Let the students know that this is a reading strategy that Students will get into groups and write down all
allows them to get an idea for what the reading
the vocabulary words they can find.
selection is about before actually reading it.
Student will learn the reading strategy Word
Let students know that this reading strategy is
Sorts.
important, especially for foreign language learners,
Students will refer to page 80 if they need help.
because it helps them comprehend the reading much
Students will discuss their findings with their
easier.
teacher.
Have students get into their groups and complete
Students will identify the meanings of the words.
another reading strategy called Word Sorts.
Students will re-clarify the topic of the reading.
Instruct students to write down all the vocabulary
words that they know or do not know from the reading
passage.
Provide students with a reference if they need help find
vocabulary words on page 80. (See attached reference
page).
Let students know that this will help them to clarify the
reading.
After 5-7 minutes, have students write down what they
now think the reading is about.
Ask students which words they found.
Ask a student to write them on the whiteboard.
Ask students for the meanings of the vocabulary words.
Question students as to what they now think the
reading is about. (1 minute).
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement? While students are in
groups, the teacher can go around the classroom and help students with finding vocabulary words.
They will hint to students that page 80 has all the vocabulary words. They will also monitor student
behavior.
Differentiation Strategy
What accommodations/modifications will you provide for specific students? For students with
ADHD or who need to move around, they will write the vocabulary words on the whiteboard.
Students with learning disabilities will receive direct instruction by the teacher. They will be grouped
with students at a better level of understanding so that they can assist them as well. I will modify the
layout of the classroom for students with physical disabilities. I will provide clear and simple
directions on the board for students to refer to if needed.
How will you anticipate students that need an additional challenge? Students who are done quickly
with finding vocabulary words will work on reading the selection in the textbook independently.
Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or
explore a particular aspect of this learning at a deep level?
How will students use higher order thinking at this stage (e.g. A common practice in this section is to
pose a What If? Question)?
How will all students articulate how their understanding has changed or been solidified?

Teacher Will:
Students Will:
Teacher will provide clear and detailed instructions, as Students will read from their textbooks on page
well as safety instruction, as to how to Popcorn
90.
Reading. Instruct students to read one sentence. After Students will listen to the directions about
reading, have students pass a soft ball to another
Popcorn Reading.
student of their choosing. That student will then read
Students will read a sentence and then pass a ball
the following sentences and then pass the ball to
to another student.
another student until all sentences have been read.
Students will think about whether it is a good idea
Model this activity for students. (5-10 minutes).
to wear school uniforms.
After the reading, have students discuss the reading.
Students will create one complete paragraph in
For example what it is about and what they found
English while incorporating at least three
interesting.
vocabulary words written in Spanish.
Have the students use higher order thinking and ask
Students will turn in their assignments in their
them what their opinions are on whether it is a good
class bins at the end of class.
idea to wear uniforms in school.
Students will discuss and share their opinions
Have students write one complete paragraph. (5-10
about school uniforms.
minutes).
Emphasize that a paragraph contains 4-5 complete
sentences.
Instruct students that they must use at least three of the
vocabulary words discussed in class.
Inform students that they may use English, but their
vocabulary words must be in Spanish.
Inform students that when they complete the
assignment to place it in their class bins at the end of
class.
Teacher will have a short class discussion about
whether it is a good idea to wear school uniforms in
school. (5 minutes).
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement? Teacher will monitor
student behavior. Teacher will help students with reading. Teacher will guide students who need help
with creating paragraphs.
Differentiation Strategy
What accommodations/modifications will you provide for specific students? Students with ADHD
can throw the ball to another student. Students with learning disabilities will be provided with more
time. Students with physical disabilities can give the ball to a partner or select another student instead
of throwing it.
How will you anticipate students that need an additional challenge? Students who complete the
reading assignment ahead of time will be allowed to work on the written assignment. They will be
asked to complete a total of three paragraphs. If they would like, they can write a persuasive essay.
Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the
elaborate content)?
How will students have an opportunity to summarize the big concepts they learned (separate from the
assessment)?
Teacher Will:
Students Will:
Teacher will assess their students comprehension of Students will complete Section A on page 91 for
the lesson by having them answering eight questions homework.
found on page 91 for homework. (See attached
Students will write their answers in complete
Assessment).
sentences in Spanish.
Instruct students to complete section A in complete
sentences in Spanish.

Let students know that Section B will help guide

them to the information in the reading.

La Ropa Activity

PowerPoint Presentation & Picture Wall Reading Strategy

Reading Selection for Word Sorts Strategy

Reference Page (if needed)

Assessment