Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Katie Pals
4/15

Subject/ Topic/ Theme

Spanish/Preterite/Fallas

Grade ___8_____________

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in the unit.
cognitiveR U Ap An E C*

Learners will be able to:

Recite preterite ar, -er, -ir verb endings

Recall important aspects of the Las Fallas Festival
Read, listen to and understand a story containing unit vocabulary and Spanish preterite tense words

R, U, A
R, U
U, A

physical
development

socioemotional

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
1
1

ACTFL Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange
opinions
ACTFL Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
ACTFL Standard 5.1: Students use the language both within and beyond the school setting
Michigan History GLCE Standard 7-H1.4.1: Describe and use cultural institutions to study a region (political, economic, religion/belief,
science/technology, written language, education, family)

1
(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 are able to summarize the Fallas festival, have a knowledge of dates, seasons, numbers, and
of kahoot. Students are able to conjugate present tense verbs (mainly regular ar, -er, and ir verbs).
Students remember meanings of infinitive verbs used throughout the year.
Pre-assessment (for learning): Ask: What are the motions for our vocabulary words from our last lesson?
(review words and motions)
Formative (for learning):

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?

Teacher checks for accuracy of responses to cultural Kahoot activity and accuracy of verb ending
recognition in individual activity.
Formative (as learning):

Students write connections between English and Spanish Present/Past tenses.

Summative (of learning):
Teacher evaluates student worksheet after class.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students will read story, hear story
read aloud, and have the opportunity
to read story aloud.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect language

Students hear video and see

images.

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students interact with members at
their table. Students have
opportunities for physical action
while playing Kahoot.

Provide options for expression and

communication- increase medium of
expression
Lesson includes technology, games,
trivia, reading, writing, and video
components.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance,
value, authenticity, minimize
threats
Students describe their
experiences sharing what they
learned with their families.
Student have choice with their
Kahoot names.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback

Opportunities for extra credit

provided in worksheet

Provide options for comprehensionactivate, apply & highlight

Students apply what they learned

in past lesson and earlier in this
lesson to comprehend the story

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

Lesson provides opportunities

for formative assessment.

Provide options for selfregulation- expectations,

personal skills and strategies,
self-assessment & reflection

Students share what they

have learned.

Vocabulary list, students will need their computers, Fallas PowerPoint, Las Fallas Activity 1, Las
Fallas video clip (http://latino.foxnews.com/latino/lifestyle/2013/03/15/las-fallas-festival-kicks-off-inspain/)

The classroom will be set up the usual way (with the tables dispersed throughout the room so that
group work is possible and focused will be maintained).

III. The Plan

Time

Components

5
min.
Motivation
(opening/
introduction/
engagement)

5
min.

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Video: Start class by checking for parent signatures on
homework while students watch Las Fallas video clip
and boot up computers. Instruct students to look for 2-3
similarities and differences between this clip and the
video from last class. (Optional: have students write
down the similarities and differences that they see/hear.)
Video Clip:
http://latino.foxnews.com/latino/lifestyle/2013/03/15/lasfallas-festival-kicks-off-in-spain/
Engagement activity: Instruct students After watching
this clip, the video last class and doing your homework,
ask a peer at your table Qu aprendiste de Las
Fallas?
Project corresponding slide that provides this question
and possible answer structure (Yo aprend). Teacher
observes oral proficiency with this phrase and guides
student pronunciation.

Students show completed homework

assignment. Students watch and listen to video
observing similarities and differences. Once
video has finished, they boot up their
computers and wait for instructions.

Students ask a friend at their table Qu

aprendiste de Las Fallas? and answer Yo
aprend

Selected students share in Spanish what they

learned about the Las Fallas with the class.

Ask four students to share in Spanish what they learned

with the class.
15
min.

15
min
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Development
(the largest
component or
main body of
the lesson)

Kahoot Fallas/Vocabulary Activity: Log into teacher

portal of Kahoot (getakahoot.com) and go to following
link: http://bit.ly/1aIze8s. Instruct students to log in,
enter game pin. Students may use vocabulary if needed.
Facilitate game.

Students log into Kahoot and enter game pin.

Teacher checks for correct identification of verbs.

Students respond to questions about Las

Fallas.

Instruct students to close computers and take out

vocabulary sheet if they have not already. Pass out the
Las Fallas Reading Activity 1 worksheet. Present an
overview of the activity and instruct students to read
through the instructions individually and then together as

Students listen to instructions and follow

along with their worksheet. Students read
instructions silently to themselves.

a class. Students may work individually or with a

partner.
Teacher observes student progress, answers student
questions, checks for correct identification of verbs.

5
min.

2
min.

Teacher projects copy of the story on the board and reads

the story aloud. Teacher calls on students to read aloud
to the class. Collect worksheet.

Closure
(conclusion,
culmination,
wrap-up)

Instruct students to respond to the question, What

patterns did you see with the past tense first person
(yo) verbs in the reading? Ask students to keep this
response in their Las Fallas Unit section for next class
warm-up.

Students: 1) read Las Fallas story, 2) mark

(star, underline, etc.) verbs, 3) circle the
vocabulary words, 4) translate any unknown
words using a dictionary. When finished, write
3-5 sentences to summarize the reading in
English. For extra challenge, translate the
entire story into English.
Students follow along with their copy or the
copy on the board. Students read aloud when
called on.

Respond to the question, What patterns did

you see with the past tense first person (yo)
verbs in the reading?

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.)
After looking at the class dynamic, I revised Fallas Activity 1 to allow students to work with partners or individually based on
preference. The energy of the class dynamic is high, so working with a partner in certain activities improves collaborative learning.
Students lost focus during the first activity though with asking a friend what they learned last class. Perhaps moving quickly through
this part of the lesson or asking students to write down their answer would aid focus. The Kahoot activity and remaining sections of
the lesson went well. Kahoot allowed me to see most responses and stop to discuss any answers that the majority of the class
answered incorrectly.

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