LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher:
AnnieBultman
Date:
November19,2015
Theme
:Lasmanosylospiesdedios
Topic:
ElCuerpo
Subject:
SpanishII
Grade:
9th
12th

I.Objectives
Howdoesthislessonconnecttotheunitplan?
Withinthislesson,studentswillparticipateintheirfirstsummativeassessmentavocabularyquiz.Thiswillserveasahalfway
markerforassessmentandallowthestudentstoregulatetheirprogress.Furthermore,thelessonwillserveasacontinuationofformer
materialbyreviewingtheprevioussectionsoflahistoriadeNick.Thiscontentwillbeexpandedbyexploringthecontentofthe
secondhalfoftheunit:vocabularysections4and5.Additionally,thestudentswillprogressfromidentifyingandunderstanding
vocabularytosynthesizingandcreatingwholesentencesusingthevocabulary.Thisprogressionwillbeimplementedthroughtasks
thatfocuson
conversation
and
situationalroleplay.
Thispracticewithsituationaldialoguewillpreparethestudentsfortheirfinal
summativeexamonday9oftheunit.

Learnerswillbeableto:(SpecificLessonGoals)

cognitive
RUApAn
EC*

physical
socioemotio
development
nal

DiscussthemeaningofbeingamemberofthebodyofChrist.
(Socioemotional:discussingwithpeerspersonalapplication)

Demonstratemasteryofvocabularysection3byrememberingandtranslatingthesewordsinthe
activity,RepasoRpidoSection3.
(Socioemotional:workingwithpeerstoquizoneanother).

R,U,
Ap,

Remember,apply,anddemonstratemasteryofvocabularysection3andthegrammatical
functionofhace+que(presenttense)byperformingavocabularyquiz.

WriteandpresentlyricsforthesongHace+Quethatimplementthegrammaticaluseof
hace+queinthepastandpresenttense.
(Socioemotional:workingwithpeerstocreatelyrics)

Interpret,understandandpracticevocabularysection4and5bycreatingperformancesto
demonstratethesetermstotheirpeers(charadas).
(Socioemotional:performingforpeers)
(PhysicalDevelopment:usingbodylanguagetodemonstrateavocabularyterm)

Verballyidentifyandpracticesection4and5vocabularybyinterpretingtheactionsand
descriptionsoftheirpeers(Charadas)
(Socioemotional:Interpretingperformancesanddescriptionsofpeers)
(PhysicalDevelopment:usingbodylanguagetodemonstrateavocabularyterm)

*PredictandproduceLaHistoriadeNickDa2byrecordingtargetphrasesusingvisualcues
andthetargetvocabulary.
(Socioemotional:RelatingwithandempathizingwithNicksstory)

*RetellthestoryofNickinSpanishtotheircompaerosdeclase
(Socioemotional:Sharingthestoryofanotherindividualwithotherpeople)

*Analyzeandinterpretconversationalscenariosinordertogiveadviceandexpressconcerninthe
targetlanguage(Aydame!)
(Socioemotional:Providingadviceandconcernthroughtargetlanguage).

R,U,
Ap,E

R,Ap,C

R.Ap,C

_______
R,Ap,
An,E

_______

R,U,E

_______

R,Ap,

_______

An,E

______
X

______

______

______

____
X

____

____

____


*Producesection4vocabularythroughpresentationalwriting(Aydamehomework)

_______
Ap

______

____

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:
(ConnectiontoBroadUnitGoals)
InterpersonalCommunicationObjectives:
1.Askquestions,createsentences,andexchangeinformationusingtheTLvocabularylistedinSections3,4,and5ofChapter3.
A.MichiganWorldLanguageStandards
1.1:InterpersonalCommunication:Studentsengageinconversations,provideandobtaininformation,expressfeelingsandemotions,
andexchangeopinions.
1.2:InterpretiveCommunication:Studentsunderstandandinterpretwrittenandspokenlanguageonavarietyoftopics.
1.3.PresentationalCommunication:Studentspresentinformation,concepts,andideastoanaudienceoflistenersorreadersona
varietyoftopics.
B.(R,U,A,C)
C.socioemotionalcommunitydriven(conversation)
2.InquireandexchangeinformationconcerningemotionalandphysicalstatesofbeingintheTLbyusingthetargetvocabulary.
A.MichiganWorldLanguageStandards
1.1.N.RW.bExchangeinformationbyaskingandansweringbasicquestionsinwritingabouttheweather,health/physicalconditions,
self,family,andfriends
1.1.N.SL.fAskquestionsaboutfeelings,emotionsandhealthoffriends,family,classmatesandanswerusingalistoftraits
B.(Ap,An,C)
C.SocioemotionalInquireaftertheemotionalandphysicalstatesofotherstobuildcommunity
3.AskforhelpandgiveadviceandexpressempathyandconcernwithintheTL.
A.MichiganWorldLanguageStandards
1.1.N.SL.fAskquestionsaboutfeelings,emotionsandhealthoffriends,family,classmatesandanswerusingalistoftraits
B.(Ap,An,E,C)
C.SocioemotionalExpressconcernforothersandgiveadvice
4.InterpretdescriptionsofpainandsicknessandprovidediagnosisinTL.
A.MichiganWorldLanguageStandards
1.1.N.RW.bExchangeinformationbyaskingandansweringbasicquestionsinwritingabouttheweather,health/physicalconditions,
self,family,andfriends
B.(An,E)
5.Expressfeelingsofpain,emotion,orphysicalstatesofbeing.
A.MichiganWorldLanguageStandards
1.1.N.SL.fAskquestionsaboutfeelings,emotionsandhealthoffriends,family,classmatesandanswerusingalistoftraits
1.1.N.RW.bExchangeinformationbyaskingandansweringbasicquestionsinwritingabouttheweather,health/physicalconditions,
self,family,andfriends
B.(Ap)
C.SocioemotionalExpressfeelings
6.AskquestionsaboutandexplainthestoryofNickVujicicintheTLbyimplementingthepasttense,hace+questructure,andtarget
vocabulary.

A.MichiganWorldLanguageStandards
4.1.N.bIdentifybasicdifferencesandsimilaritiesingrammaticalstructuresbetweenonesownlanguageandthetarget

1.1.M.SL.dShareadetaileddescriptionaboutphysicalappearance,characterandpersonalitytraitsofcontemporaryfiguresintheir
ownandthetargetculture
B.(Ap)
C.SocioemotionalEmpathizewiththestoryofNick

7.Exchangeinformationusingthetargetvocabularyandgrammaticalstructureswithinroleplaysituationsofpatientdoctorscenarios.
A.MichiganWorldLanguageStandards
4.1.N.bIdentifybasicdifferencesandsimilaritiesingrammaticalstructuresbetweenonesownlanguageandthetarget

1.1.N.SL.fAskquestionsaboutfeelings,emotionsandhealthoffriends,family,classmatesandanswerusingalistoftraits
1.1.N.SL.eAskquestionsaboutphysicalappearance,characterandpersonalitytraitsoffriends,family,classmatesandanswerusinga
listoftraits
8.Askquestions,createsentences,andexchangeinformationintheTLusingexpressionsoftimethroughthehace+quegrammatical
structure.
A.MichiganWorldLanguageStandards

4.1.N.bIdentifybasicdifferencesandsimilaritiesingrammaticalstructuresbetweenonesownlanguageandthetarget
B.(Ap,U,C)

InterpretiveCommunicationObjectives:
1.Listento,read,comprehend,anddirectlytranslatetheTLvocabularylistedinSections3,4,and5ofChapter3fromSpanishto
EnglishandEnglishtoSpanish.
A.MichiganWorldLanguageStandards
1.2.M.L.bUnderstandinterpersonalcommunication,spokenmessages,andgroupdiscussionsinthetargetlanguageonfamiliartopics
relatedtofamily,school,andcommunity
1.2.N.L.dUnderstandmainideaofanaudiopresentation(CD,lecture,radio,podcast,songs/music)
B.(U,E)
2.Listento,read,andinterpretdescriptionsofsicknessinordertodevelopadiagnosisorpieceofadvice
A.MichiganWorldLanguageStandards
1.2.M.L.bUnderstandinterpersonalcommunication,spokenmessages,andgroupdiscussionsinthetargetlanguageonfamiliartopics
relatedtofamily,school,andcommunity
1.2.N.R.cUnderstandwritteninterpersonalcommunicationontopicsofpersonalinterestsuchaspreferences,familylife,friends,
leisureandschoolactivities,andeverydayoccurrences(email,letters,messages,notes,andtextmessages)
B.(U,E)
3.Analyzeplaysperformedbytheirpeersandidentifythemainvocabularyandgrammaticalgoalsthatwereimplementedwithinit.
A.MichiganWorldLanguageStandards
1.2.M.L.cUnderstandmainideaandsupportingdetail,andsummarizeavisualmediaorlivepresentation(film/DVD,TVshowsand
commercials,theatreandmusicalproduction)
1.2.M.L.dUnderstandmainideaandsupportingdetail,andsummarizeanaudiopresentation(CD,lecture,radio,podcast,
songs/music)
B.(U,An)
C.SocioemotionalStudentsWorkinginGroups

PresentationalCommunicationObjectives:
4.SingandcreateversesforaSpanishsongthatincorporatestheuseofhace+que.
A.MichiganWorldLanguageStandards
1.3.N.S.aPresentsongs,poemsorstoriesinthetargetlanguage
B.(R,Ap)

SpiritualObjectives:
1.UseSpanishasameanstoexpressempathyandconcernforothers.
B.(R,U,Ap)
C.SocioemotionalCreatesconnectionsandrelationships

ContentandConnectionsObjectives:
1.UsetechnologyasamediumforvocabularyandgrammaticalpracticethroughavenueslikeQuizletandKahoots.
A.MichiganEducationalTechnologyStandardsforStudents
912.CC.3.collaborateincontentrelatedprojectsthatintegrateavarietyofmedia(e.g.,print,audio,video,graphic,simulations,and
models)
4.Read,interpret,andsummarizethestoryofNickVujicicintheTLthroughwrittenandoralcommunication.
A.MichiganCommonCoreStateStandardsLiteracy
CE1.3.1Composewritten,spoken,and/ormultimediacompositionsinarangeofgenres(e.g.,personalnarrative,biography,poem,
fiction,drama,creativenonfiction,summary,literaryanalysisessay,researchreport,orworkrelatedtext):piecesthatserveavariety
ofpurposes(e.g.,expressive,informative,creative,andpersuasive)andthatuseavarietyoforganizationalpatterns(e.g.,
autobiography,freeverse,dialogue,comparison/contrast,definition,orcauseandeffect).
WorldLanguageStandards
1.3.M.S.bRetellastorytoanaudienceinthetargetlanguage
B.(U,Ap)
(Note
:
Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.If
anobjectiveappliestoparticularlearnerswritethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart

Identifyprerequisite
knowledgeandskills.
PLEASENOTE:
Red=Materials
Blue=Transition

*Demonstratemasteryofvocabularysection3byrememberingandtranslatingthesewordsinthe
activity,RepasoRpidoSection3.
A.MichiganWorldLanguageStandards
1.1:InterpersonalCommunication:Studentsengageinconversations,provideandobtaininformation,
expressfeelingsandemotions,andexchangeopinions.
1.2:InterpretiveCommunication:Studentsunderstandandinterpretwrittenandspokenlanguageon
avarietyoftopics.
B.(R,U,A,C)
C.(Socioemotional:workingwithpeerstoquizoneanother)

*Identify,understand,produce,andcreatesentencesusingthegrammaticalstructurehace+queinthe
pastandpresenttense.
A.MichiganWorldLanguageStandards
1.1:InterpersonalCommunication:Studentsengageinconversations,provideandobtaininformation,
expressfeelingsandemotions,andexchangeopinions.
1.2:InterpretiveCommunication:Studentsunderstandandinterpretwrittenandspokenlanguageon
avarietyoftopics.
B.(R,U,A,C)
C.Socioemotionalcommunitydriven(conversation)

*PredictandproduceLaHistoriadeNickDa1and2byrecordingtargetphrasesusingvisualcues
andthetargetvocabulary.
A.WorldLanguageStandards
1.2.N.L.dUnderstandmainideaofanaudiopresentation(CD,lecture,radio,podcast,songs/music)
B.(E,An)
A.MichiganCommonCoreStateStandardsLiteracy
1.3.M.S.bRetellastorytoanaudienceinthetargetlanguage
B.(U,Ap)
(Socioemotional:Learningaboutthestoryofanotherindividual).

Outlineassessment
activities
(applicableto
thislesson)

Preassessment(forlearning):

1.Studentswillperformrepasorpidoandquizoneanotherinpreparation
forthevocabularyquiz
2.StudentswillhaveopportunitiestopracticeonlineusingQuizletbefore
thevocabularyquiz.
3.LahistoriadeNickStudentswillpracticetheirvocabularyandhace+que
pasttenseformbyrecitingandwritingLaHistoriadeNickfromda1and
da2.
Formative(forlearning):

1.LahistoriadeNickretellingofthestory
2.Aydame!worksheetandhomework

Formative(aslearning):

1.PredictingNicksstoryusingtargetvocabularyandgrammarfunctions
throughoutpowerpoint
2.Charadas
3.LahistoriadeNickworksheet

Summative(oflearning
):

1.Studentswillperformavocabularyandgrammarquizthatassessestheir
abilitytointerpretandproducevocabularyfromsection3andthe
grammaticalconceptofhace+queinthepresentform.
Whatbarriersmight
thislessonpresent?

Whatwillittake
neurodevelopmentally,
experientially,
emotionally,etc.,
foryourstudent
stodothislesson?

ProvideMultipleMeans
ofRepresentation

ProvideMultipleMeans
ofActionand
Expression

ProvideMultipleMeans
ofEngagement

Provideoptionsforperception
makinginformation
perceptible
Studentswillbeexposedto
thenewvocabularyand
grammaticalstructures
throughbothauditory
representation(repaso
rpido),visualrepresentation
(picturesandbodylanguage),
andwrittenrepresentation
(worksheets,powerpoint).
Furthermore,variouscontexts
forlearningwillbe
providedgameformat
(charadas,tiralafrase),quiz
format,storyformat.

Provideoptionsforphysical
actionincreaseoptionsfor
interaction
Studentswillparticipatein
physicalactionbyperforming
charades(charadas)to
describetargetvocabulary.

Provideoptionsforrecruiting
interestchoice,relevance,
value,authenticity,minimize
threats
Thenewvocabularywillbe
saturatedwithinanauthentic,
compellingstory.Prediction
andanalysiswillbeused
throughoutthepresentationof
thisstory(lahistoriadeNick)
toincreaseinterest.

Provideoptionsforlanguage,
mathematicalexpressions,and
symbolsclarify&connect
language
Studentswillbepresented
withmultipleavenuesfor
representationthroughvisuals
(pictures),writtenactivities
(powerpointandworksheets),
bodylanguage(chiradas),
descriptions(tiralafrase),
auditoryinput(repasorpido),
andconversational
interpretationand
participation(aydame!)

Provideoptionsforexpression
andcommunicationincrease
mediumofexpression
Studentswillbeprovidedwith
multipleoptionsforexpression
andcommunicationby
performinginformationgap
activitiesthatrequirethemto
communicateandconverse
amongstpeers(tiralafrase,
chiradas)writingideasand
brainstorming(powerpoint,
devotionaldiscussion)
interpretingandresponding
(repasorpido)writingand
practicing(worksheets).

Provideoptionsforsustaining
effortandpersistenceoptimize
challenge,collaboration,
masteryorientedfeedback
Studentswillbepresented
withchallengeswithinthestory
thattheycanonlysolveby
engagingwiththenew
vocabularyandgrammar
content.Afterlearningthese
principles,wewillloopbackto
thestoryofNickinorderto
provideanswersforthese
challengesusingthenew
contentmaterial.Thiswillalso
providefeedbackforthe
studentsandasenseof
selfregulation

Provideoptionsfor
comprehensionactivate,apply
&highlight
Everynewpieceofmaterial
willbetaughtusingmultiple
avenuesofexpressionand
representation.Furthermore,
thenewmaterialwillbetaught
withinanauthenticcontextof
meaning(lahistoriadeNick)

Provideoptionsforexecutive
functionscoordinateshort&
longtermgoals,monitor
progress,andmodifystrategies
Studentswillbeabletomonitor
theirlongtermgoalsby
assessingthestudentrubric.
Theirshorttermgoalswillbe
monitoredbyexaminingthe
keyphrasesoftheday.These

Provideoptionsfor
selfregulationexpectations,
personalskillsandstrategies,
selfassessment&reflection
Thestudentswillneedtoread
andsigntheirnamein
agreementwithastudent
rubric.Theywillkeepthis
rubricthroughouttheunitto
assesstheirprogressin

inwhichthestudentsare
constructingthestorybasedon
theircomprehensionofthe
newmaterial.This
comprehensionwillbe
supportedthroughactivities
andpracticeopportunitiesthat
willbeimplemented
throughoutthelessonandwill
providefeedbackand
formativeassessment.

Materials
whatmaterials
(books,handouts,
etc)doyou
needforthis
lessonand
arethey
readytouse?

phraseshighlightthenew
materiallearnedthatday
withinacontextof
meaningNicksstory.
Furthermore,theywillbeable
toperformselfassessmentby
judgingtheirabilitiesto
performtheactivitiesstrung
throughoutthelessons(i.e.
repasorpido,predictionin
powerpoint,Quizlet,etc.)

attainingtheirgoals.
Furthermore,theywillbe
placedwithcompaeros
(partners)andtablegroupsto
enablefurtheraccountability
andselfregulationthrough
repasorpidoactivitiesand
worksheets.Additionally,they
willbeabletoselfassess
throughtheoutcomeofthefirst
vocabularyquizandpractice
sessionsonQuizlet.

*Computerthatcanprojectontoscreen
*Projector
*Whiteboardandmarkers
*Day3Devotionslink:
http://today.reframemedia.com/devotionals/onebodymanyparts20070613
*LahistoriadeNickworksheet3
*VocabularyQuiz
*Lesson3Powerpoint
*Vocabularypowerpoint
*Vocabularyworksheet
*CharadasAnswerKey
*Quizletlink(forpracticeathome)
https://quizlet.com/_1rl9r4
*Aydameworksheet
*Aydame!AnswerKey

WorksCited:
Avila,K.(2015).
SpanishIIChapter3Unit
(Master'sthesis).November.

Dykstra,J.(2007,June13).OneBody,ManyParts.In

TodayReframeMedia
.Retrieved
November10,2015,from
http://today.reframemedia.com/devotionals/onebodymanyparts20070613

Vujicic,N.(Actor).Greenway,N.(Producer).(2013).
60Minutes:NoLimbsNoLimits
[Online
video].America:CBSNews.

Waldorp,M.(2009,July2).Manwithnoarmsorlegscanplayfootball,surf,andswim.
The
Telegraph.
Retrievedfrom
http://www.telegraph.co.uk/news/newstopics/howaboutthat/5716185/Manwithnoarmsorle
gscanplayfootballswimandsurf.html

Howwillyour
classroombesetup
for
thislesson?
PLEASENOTE:
Red=Materials
Blue=Transition

Theclassroomwillnotrequireanyspecialsetupotherthanpreparingtheonlinepowerpointsand
assemblingtheworksheetsontheplanningtableclosetothecomputer.Theclassroomwillbe
arrangedinitsusualposition.Studentswillbedividedwithingroupsof35amongst5roundtables.
Therewillbetwolargescreensthatprojectonbothsidesoftheroom.Furthermore,duringthe
charadasgame,Iwillbeseatedinthemiddleofthecircularformationoftablesothatstudentscanrun
tometogaintheirpromptsaswellasreturntheirwrittensentencesforeachround.

III.ThePlan

Components

Motivation
opening/
introduction/
engagement

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestions
and/orprompts.
Part1:Devotions(8:008:05)
Lesson3Powerpoint
A.Introduction(8:008:01)

Togetusstartedtoday,Iwantyoutofirstthinkofourprayer
fortheweekinyourhead.
(pauseandthink)
Andnow,letssayittogetheroutloudtwice.
(sayitoutloudtwice)

B.Discussion
(8:018:04)
Holaclase,hoyvamosacontinuarlahistoriadeNick.Withthis
themethatwekeeprepeatingthisideaoflasmanosylospies
deDios,Iwanttostartourclasswithadevotionalaboutwhatit
meanstobepartofthebodyofChrist.

So,withthisinmind,inyoursmallgroup,Iwantyoutotryto
comeupwithadefinitionforwhatitmeanstobepartofthe
bodyofChrist
(Discussion)

MylifereallychangedwhenIstartedviewingmyselfand
othersasmembersofGodskingdomasmembersofHisbody.
MylifechangedwhenIstartedviewingmyselfassomeonewho
wascreatedwithspecialgifts,interests,andcircumstancesto
serveHisKingdomandshareHislove.
(Shareanyideas?)

C.DevotionReading
(8:048:08)
Readdevotional
http://today.reframemedia.com/devotionals/onebodymanypart
s20070613
Prayoverclass

Part2:Introduction/WarmUp(8:088:12)
1.Gothroughorderoftheday

Transition:

InordertolearnmoreaboutNicksstory,youguys
aregoingtodorepasorpidoforvocab3.Pleasenotetherewill
beabriefquizonthissectionofvocabularytomorrow.
2.RepasoRpido
RepasorpidoSection3(1:20minutepercompaero)
Prepareonlinetimer
Duringthisactivity,walkaroundtheroomandchecktoseethat
everystudenthascompletedtheirhomework.Writeacheck
markoneachcompletedsheet.Theywillhandthisinattheend

Studentsrecitetheoracionesfromtheir
oracionesworksheetwiththeircompaeros

Studentsdiscussintheirsmallgroupsthe
definition.

Studentssharedefinitionswithclass.

Withinthisactivity,studentsworkwiththeir
compaero(partner)andquizoneanotheroff
thelistofvocabularyfromtheirRepasoRpido
(QuickReview)sheets.Theyhavethechoiceof
whethertheywanttotranslatefrom

Development
(thelargest
component

ormain
bodyofthelesson)

oftheunitanditwillcounttowardtheircompletionofpartof
therubric.

SpanishEnglishorEnglishtoSpanish.Each
partnerwillget1:20minutestobequizzed
.

B.Body
A.VocabularyQuiz1(8:128:16)
1.Practice3examplesasaclass(hace+que)?
Projectthevocabularytestwordsonthemainscreen
Passoutblankpaperforstudentstowritetheiranswerson
(note:blankpaperisavailableintheSouthChristianteachers
lounge).
2.Dothequiz(writtentranslation)

A.Song(8:168:20)
Projectsonglyricsonscreenandtypethenewlyricsintothe
powerpoint
1.Singthroughtwoverses
2.Havestudentsinsmallgroupscomeupwithathirdverse
(pasttense)
3.Projectpossibleideasontotheboard
4.Studentsvotefortheotherverse
5.Singthefinalverse

B.NicksStory(8:208:22)
1.Reviewwhatwealreadyknow
Da1
Da2(predictionandpracticeandreviewwithhace+que)
Da3(introducetheideaandseeiftheycanpredictoridentify)

C.Vocabularypowerpoint(8:228:32)
Handoutvocabularyworksheet
Vocabularypowerpoint(assemble)
Runthroughvocabularypowerpointasstudentsfilloutthe
vocabularysheets
Providecuesformemoryandaliterationstohelpthem
rememberthesenewwords
Every7phrasespracticepronunciation(youpronounceand
theyrepeat)andhavestudentscreateasentenceusing3ofthe
words.

D.ReturntoNicksstories
ReturntoLaHistoriadeNickpowerpoint
Havestudentspredictanswers(smallgroupfirstandthenlarge
group)
Havestudentswritedowntheanswersoncerevealed.

E.Charadas(8:328:42)
CharadasAnswerKey
1.Havestudentsgetoutblankpieceofpaper
2.Introduceandexplaingame
3.Givestudents2minutestoestablishmotionsforthegame:

Inthisparticulargame,studentswillneedtocomeupwith
motionstoidentifywhetheraverbispast/presenttenseaswell
asasymboltorepresentmorecomplicatedwords/phraseslike
hace+queorcuntotiempo.Thestudentswillbegiven
timetocreatesymbolsforthesephrasesbeforethegamebegins.

Studentspracticewithoneanotherusingrepaso
rpidosheetstoreviewbeforethequiz
Studentstakethequiz.

Studentscreatesonglyricsinsmallgroups
Studentsvoteonsonglyrics
Studentssingthesong

Studentsrecitefrommemorythephrasesof
day1andday2
Studentsmakepredictionsandtrytointerpret
thenewphrasesoftheday

Studentsfilloutvocabularysheets
Studentspracticepronunciation
Studentscreatesentencesthatincorporateat
least3ofthevocabularywordsinsmallgroups.

Studentstrytopredictanswerstophrasesof
thedayinsmallgroupsandthensharewithrest
oftheclass
Studentsrecordcorrectanswersintheir
HistoriadeNickworksheet.

Withinthisgame,studentswillcompetewithone
anotheraccordingtotheirtableskating
assignments.Eachtableshouldhavebetween
34people.Everystudentwillhavethe
opportunitytobetheperformeratleast3
times.Theteacherwillsitinthemiddleofthe
circularformationoftableswithapieceofpaper
inhis/herhands.Thepaperwillhave12phrases
ormorethatusethetarget
vocabulary/grammaticalsequence.Foreach


Closure
(conclusion,
culmination,
wrapup)

F.Aydame!Worksheet(8:428:47)
Transition:Duringthefinalexamforthisunit,youwillneedto
beabletowritedownadiagnosisforapatientaswellasgive
adviceandexpresssympathy.
Inordertoprepareourselvesforthis,wearegoingtobecome
doctors.

Handoutsheets
Performfirstsentencewithclass(powerpoint)
Explainthatthesetypesofsituationswillbeonthetest

Havestudentsdofirstthreewithcompaero
Reviewtheprocessandanswersforthefirst23dialoguesin
smallgroups
Revealtheanswersforthefirst23dialoguesonpowerpoint.
Identifyanypotentialmistakesorconfusionsbeforethey
completetheassignmentindependentlyathome.

Remindthem:
Dontforgettofinishthissheetathomeandbringitintoclass
ashomework.
Also,paycloseattentiontothesedialoguesbecauseinclass
tomorrow,wewillbecreatingourowndialoguesand
performingtheminfrontofourpeersinminiobritas(little
plays).

phrase(orround),aperformerfromeachtable
willapproachtheteacherandhe/shewillshow
themthewrittenphrase.Theperformermust
rememberandunderstandthisphraseandreturn
backtotheirgroup.Onceallperformersare
ready,theteacherwillsay,uno,dos,TRES!
Ontres,theactivitywillbeginandthe
performerswillneedtousemotionsandbody
languagetoindicatethetargetphrasetotheir
tablepartners.Absolutelynowordsorsound
effectsareallowed.Thegamefollowsthebasic
rulesofcharades.Oncetheteamhascorrectly
guessedandwrittendownthephrase,the
representativemustbringthewrittenphraseto
theteacherasquicklyaspossible.Thefirsttable
tointerpretandwritedownthephrasegains2
points.Thesecondteamgains1point.

Studentsdofirstthreesentenceswiththeir
compaeroandthenverifywhentheanswersare
revealed

C.WrapUp(8:478:51)
1.Qusabemos?
ReturntoLaHistoriadeNickpowerpoint
HavestudentsfilloutwhattheylearnedaboutNickontheir
HistoriadeNicksheets
HavestudentspracticetellingthestoryofNicktooneanother
inTL

2.Ojo!
Remindstudents:
QuizletPractice
https://quizlet.com/_1rl9r4
Vocabtestonda5(hace+quepasttenseandvocabulary4&
5)
Warnofturninginthehomeworkfortomorrow

StudentsfilloutwhattheylearnedaboutNick
ontheirHistoriadeNicksheets
HavestudentspracticestoryofNicktoone
anotherinTL

Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,as

wellasideasforimprovementfornexttime.
(Writethisafterteachingthelesson,ifyouhadachanceto
teachit.Ifyoudidnotteachthislesson,focusontheprocessofpreparingthelesson.)
Whilepreparingforthislesson,Iwantedtoprovideasmanydifferentiatedopportunitiesforexpressionaspossible.Atthispoint,
thestudentswouldberesponsiblenotonlyforproducingvocabularysection3andthehace+queforms,buttheyalsowouldbe
exposedtothenewcontentvocabularysections4&5.Thus,withsuchacombinationofoldandnewcontent,Itriedtofind
creativewaysforthestudentstosynthesizewhattheyhadlearned.Thus,IstructuredthelessononceagainuponthestoryofNick
inordertoprovideanauthenticcontextofmeaning.Secondly,Icreatedtwodistinctchallengesforthestudentsthroughoutthe
lessoninordertomasterthematerials.Firstly,throughCharadas,Icreatedanopportunityforstudentstopredictandinterpretthe
materialaswellasexpressitverbally,physically,andsocially.Secondly,throughtheworksheet,Aydame!,Icreated
opportunitiesforstudentstoproblemsolve,roleplay,andpracticetheirwritingandreadingskillsinthetargetlanguage.Thus,I
soughttoprovideasmanyvariedopportunitiesforexpressionaspossibleforthestudents.Apotentialbarrierwithinthislesson,
however,wouldbethesheeramountofvocabularyandgrammaticalskillsnecessaryforcompletingeachactivity.However,in
ordertoavoidthisbarrier,IstructuredbothtasksCharadasandAydame!withingroupandcompaerocontexts.Inother
words,studentscouldworktogetherinordertoproblemsolve,completetheactivity,etc.Thus,studentswouldbeabletopractice
togetherbeforemovingontowardtheindividualizedhomework.Asafutureteacher,thislessonforcedmetothinkcriticallyabout
theimportanceofsynthesizingandsolidifyingcontentbeforemovingontowardassessment.Italsoencouragedmetothink
strategicallyaboutthe
variety
amongstthe
types
ofpracticeopportunitiesIwasgivingmystudents.Itforcedmetotrytocreate
distinctpracticeactivitiesthattargetedavarietyofskillswhilestillreviewingthesametopic.Intheend,thisallowedmetogrow
notonlyinmycriticalthinkingskillsbutwithinmycreativeskillsaswell.