Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Grace Liao

Date April 20, 21 (60 minute class) Subject/ Topic/ Theme El nuevo Houdini

Grade 9-12 (Spanish II)

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the fourth lesson of the unit plan. From the third lesson, we already read up to chapter 5 and students were assigned chapter 6 to read as homework. So,
they should have read chapter 1-6 by this lesson. This fourth lesson will thus be focused on chapter 7 of El nuevo Houdini and we will be using the CDs and our books
in order to read.
cognitiveR U Ap An E C*

Learners will be able to:

Identify and explain the main events of chapter 7 using correct grammar and vocabulary
Translate key sentences from Spanish to English
Define ponerse + adjective when it is used

physical
development

socioemotional

R/U/An
R/U
U

Common Core standards (or GLCEs if not available in Common Core) addressed:
Michigan World Language Standards
1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions.
Exchange information in the target language on familiar topics such as personal interests,
memorable experiences, school activities, and family life
Share opinions and preferences in the target language with their classmates
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)
Understand main idea of simple accessible written materials in the target language such as,
textbook passages, age-appropriate magazine and newspaper articles/ads, websites/ internet,
poetry or stories
(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.

Students should know the characters and the main events of the story in the previous chapters (1-6).
They should possess and continue developing reading and listening comprehension skills.

Outline assessment
activities
(applicable to this lesson)

Pre-assessment (for learning): I will assess the students on how well they know chapters 5 and 6 by giving them
a quiz on those two chapters in the beginning of the class.
Formative (for learning): I will ask the students comprehension questions throughout our reading.
Formative (as learning):
Summative (of learning):

What barriers might this

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

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Students will be presented with
both visual and auditory
information, as they read the book
and listen to the recording.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
There will not be physical action.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
I will clarify the new vocabulary by
introducing and describing them
before we read the chapter.

Provide options for expression and

communication- increase medium
of expression
Students will construct knowledge
by answering questions or by
writing their summaries (verbal and
written).

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
In order to relate the book to the
students, students will be asked
questions that relate to their lives
such as to reflect upon what
happens when we say a lie and to
give an example from their life or
someone elses life.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
I will provide appropriate feedback
when students answer
comprehension questions.

Provide options for comprehensionactivate, apply & highlight

I will activate prior knowledge of
chapter 6 to connect it with chapter
7. I will also highlight key
sentences in the chapter by asking
students to translate them into
English to ensure that they
understand.

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

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
I will monitor the students
progress with summaries, quizzes,
and comprehension questions and
adjust accordingly.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Students will write a summary on
chapters 7 and 8 for homework, so
they can use them to assess whether
or not they understood the chapter.

Ch. 5 and 6 quiz

Books
Vocabulary and summaries handout
El nuevo Houdini CD

The classroom will be set up as it is usually is.

How will your classroom
be set up for this lesson?
III. The Plan

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Teacher passes out the quiz on chapters 5 and 6.
1. Students take the quiz on chapters 5 and 6.
2. Students listen to the teacher go over the quiz.

2. Teacher goes over the answers of the quiz

briefly.
3. Teacher projects question: Qu pasa
normalmente despus de decirle una mentira a
alguien? Da un ejemplo de tu vida o la vida de otra
personas sin decir nombres. Then, teacher checks if
students did the homework or not.

3. Students discuss what happens normally after we

lie to someone and give an example from their life
or someone elses life without saying names. This
should be in Spanish.

4. Teacher goes over chapter 6 homework and asks

students to provide their translations.
1. Teacher fills out a blank character chart and asks
students what they have written.

4. Students volunteer and say their translations for

ch. 6 homework.
1. Students report what they have written on their
character chart.

2. Teacher introduces the vocabulary for chapters 7

and 8 by circling (using the words in sentences and
students guess the meaning).

2. Students guess the meanings of the words and

write down the English translations.

3. Teacher activates knowledge from chapter 6 and

asks students: El T-bird tiene un rasguo. Qu
debe hacer Brandon? Cmo va a repararlo?

3. Students discuss in Spanish what Brandon

should do and how he should repair the car.

4. Teacher plays the CD and asks comprehension

questions throughout the reading.
Pg. 37 Estaba Jake en la escuela?
Pg. 38 Qu hizo Jake? Cunto cuesta reparar un
rasguo en Reparadores Expertas?
Pg. 39 Cunto cuesta reparar un rasguo en
Pintura Perfecta? Qu tiene que hacer el reparador
de Hermanos Reparadores?
Pg. 40Cunto cuesta reparar un rasguo en
Hermanos Reparadores? De qu hablaron
Brandon y Jake?

4. Students read the book while they listen to the

recording. They also answer the questions.

Time

Components

Motivation
(opening/
introduction/
engagement)

5
10
5

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

15

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5
8

Closure
(conclusion,
culmination,
wrap-up)

Pg. 42 Por qu no tena hambre Brandon?

Cundo ustedes estn preocupados, no tienen
mucha hambre tampoco?
Pg. 43 Qu necesitaba Brandon?
Stop after l se puso frentico and connect to the
vocabulary ponerse + adjetivo. Have students
translate the two sentences with se puso.
Pg. 44 Qu iban a hacer Brandon y Jake con la
pintura? Qu piensan uds.?
Pg. 45 What did they do? (last sentence is key
sentence so ask them to translate into English)
1. Teacher tells students to write their summaries
with a partner.
2. Tell students their homework: write summaries
for chapters 7 and 8, read chapter 8 and do the
second page of Tarea #3.

1. Students write ch. 7 summary with a partner.

2. Students work on homework.

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.)
The lesson went okay, and I say that because we spent much more time on the character chart than I expected or intended. My
cooperating teacher suggested that instead of asking them broad questions such as what did the characters do or how are they, I
should be more specific such as where did this character go or did he disconnect the cable in the T-bird or the Buick. I thought that
since the students should have already filled out the character chart that they would be quick to respond to my questions about the
characters and I wanted to give them room to say what stood out to them, but that did not work very well. Therefore, if I could do
this again, I would have updated the character chart in the earlier lessons for a few minutes each lesson so that we could build on that
and see all of the main events that the character says or does. I realize that I did not use the character chart very well, nor did I think
about its purpose very well. So, if I were to do it again, I would use it for the students to keep track of the characters and to use it as
reference to remember each character individually.
Also, I have been trying to incorporate higher order thinking questions but I am not sure that I am able to do so since the level of
Spanish of my students may not be able to reach that level just yet. Mr. Mockabee suggested that instead of asking broader questions,
I should ask questions that only require a word or a phrase from them, and although that can check for comprehension, I do not think
that we will be able to do higher order thinking questions in Spanish with my students yet. It may still be too challenging for them.
However, students were able to answer the comprehension questions that I gave when we read. Another concern that I have is that
students are bored with the book and with the class, but at this point, there are only two chapters left before we have discussion and a
Readers Theater project so hopefully these will engage the students more than reading a book does.

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