Professional Documents
Culture Documents
Brandon Kinnaird
Page | 1
Brandon Kinnaird
TPA Task 1
Table of Contents
Context for Learning
Lesson Plans
Materials
Planning Commentary
8
16
22
Page | 2
Brandon Kinnaird
TPA Task 1
Brandon Kinnaird
TPA Task 1
Brandon Kinnaird
TPA Task 1
Brandon Kinnaird
TPA Task 1
Brandon Kinnaird
TPA Task 1
lives only with his mother. They are very close and
she is very special to him. These home relationships
would be a good thing to build upon by sending
letters home to parents detailing how their students
are doing.
2) Physical, language, reading level and social differences
among the students
Most of the students in this class are friends. Students all
talk to each other and know each others names. However,
there are a few outliers. One student tries to keep to
himself and does not talk to many of the other students.
Socially, this class is very close and care for each other.
As far as physical differences, the students are all about
the same when it comes to height and weight. There are
not many outliers in this category. There are 2 black
students in the class and that is the only notable difference
in physical characteristics among the students.
The students seem to be on the same reading level for the
most part. The only student that struggles with reading
when we read out loud does so because he has vision
problems. I asked him if he needs extra help and he simply
told me that he needs glasses.
3) Informal and formal assessment information/resources
about the students
Students in this class are assessed every week through
either a quiz or another form of summative assessment.
They learn a new concept each week so I assess how much
they have picked up on by the end of the week after
extensive practice.
Students are assessed formally through the use of a variety
of methods. One method uses Kahoot, an online quiz game
that the students play in multiple classes. The students
view it as a fun game that uses their new material but for
the teacher, it is a quick and easy way to assess where the
students are at in their learning.
4) Varied learning needs among the students
Students in this class are, for the most part, very eager to
learn and are excited to discover a new language. There
are only 2-3 students in the class that are really struggling
and there are no students with IEPs in the class. The
students that are struggling have had extra attention
placed on them by me. I ask them specific questions at the
beginning of class that focuses on areas that they are
struggling in.
Page | 7
Brandon Kinnaird
TPA Task 1
Lesson Plans
Day 1
Objectives:
1. Students will be able to identify weather and seasons in Spanish.
2. Students will be able to tell another person what the weather is like
outside.
3. Students will be able to match types of weather to the seasons in
which they occur in Spanish.
Standards Addressed:
Indiana Academic Standards
o Communication: Present information in a language other than
English.
1.1.1: Share information about self and others in simple
terms.
1.2.1: Understand and respond to basic greetings,
requests, commands, and directions.
1.3.1: Speak in simple, complete sentences to describe
objects, self, and others.
Materials: Students will need their iPads, vocabulary sheets (they already
have these), and paper/pencil for this class.
Procedures:
1. Warm-up (5 minutes)
a. Students will be asked various questions including, Cmo
ests? and Cmo te llamas? They will be chosen at random by
using the popsicle sticks at the front of the class. They will also
be expected to use their recent emotions vocabulary when
answering questions.
b. The teacher should inform the students that they will be having a
quiz over the new vocabulary that they will be learning today on
Friday.
2. Vocabulary Introduction (10 minutes)
a. Students should already have these vocabulary sheets because
they were handed out at the beginning of the 9-weeks. They
should have been reminded to bring them in the prior class.
b. The teacher will read through the vocabulary with the students,
providing the correct pronunciation. The students should be
repeating the vocabulary with the teacher. After each word, the
teacher should be providing the students with the correct English
Page | 8
Brandon Kinnaird
TPA Task 1
Brandon Kinnaird
TPA Task 1
Page | 10
Brandon Kinnaird
TPA Task 1
Day 2
Objectives:
1. Students will be able to identify weather and seasons in Spanish.
2. Students will be able to tell another person what the weather is like
outside.
3. Students will be able to match types of weather to the seasons in
which they occur in Spanish.
4. Students will be able to quickly say the English/Spanish version of the
vocabulary provided.
Standards Addressed:
Indiana Academic Standards
o Communication: Present information in a language other than
English.
1.1.1: Share information about self and others in simple
terms.
1.2.1: Understand and respond to basic greetings,
requests, commands, and directions.
1.3.1: Speak in simple, complete sentences to describe
objects, self, and others.
Materials: Students will need their iPads, vocabulary sheets, weather song
lyrics, and paper/pencil for this class. The teacher will provide the dice for
the game that will be played.
Procedures:
1. Warm-up (5 minutes)
a. Students will be asked various questions including, Cmo
ests? and Cmo te llamas? They will be chosen at random by
using the popsicle sticks at the front of the class. They will also
be expected to use their recent emotions vocabulary and
weather vocabulary when answering questions.
b. The teacher should remind the students that they will be having
a quiz over the new vocabulary on Friday.
2. Vocabulary Repetition (5 minutes)
a. The teacher will read through the vocabulary list in Spanish with
the students. Students will be expected to say the words back to
the teacher together as a class.
b. This helps the students with pronunciation because they are
hearing how the teacher says the Spanish words and repeating
as such. This also helps the students with recognition because
they are seeing these words on a daily basis.
Page | 11
Brandon Kinnaird
TPA Task 1
Brandon Kinnaird
TPA Task 1
Evaluation:
1. Formative Assessment
a. Students will be assessed at the beginning of the class through
their ability to answer simple questions based on topics that
have already been discussed in class. The teacher should be
paying attention to the speed at which the students are
responding to the questions. This should give the teacher a good
idea as to where each student is at in their learning. Students will
also be asked questions based on their new content. The teacher
should use the information from these questions to assess where
the students are at in their learning.
b. Students will also be assessed through their ability to provide the
correct vocabulary during the iPad activity. The teacher should be
paying attention to whether the students are giving the correct
answers and the amount of time they are taking to provide the
answer. If a student is having to think about their answers for
more than 20 seconds, that student should have extra attention
paid to him/her.
i. This extra attention should be through either that student
being asked weather questions during warm-up and/or the
teacher working more closely with that student during
activities.
c. The teacher should also be paying attention to students during
Tira el dado! Attention should especially be paid to students that
the teacher has found to be struggling during formal
assessments. The teacher should be looking at the amount of
words the student gets correct compared to his/her partner, as
well as the speed in which he/she is answering them.
2. Summative Assessment
a. Students will not be formally assessed during this class but they
will be during the following class. For this reason, the teacher
should be keeping a close eye on the students that he finds need
the most help.
b. The formal assessment will contain Spanish-to-English translation
and questions about the weather in specific seasons that the
students must answer in full sentences. For this reason, the
teacher should be asking similar questions to those on the formal
assessment during class.
Page | 13
Brandon Kinnaird
TPA Task 1
Day 3
Objectives:
1. Students will be able to identify weather and seasons in Spanish.
2. Students will be able to ask/tell another person what the weather is like
outside.
3. Students will be able to match types of weather to the seasons in
which they occur in Spanish.
Standards Addressed:
Indiana Academic Standards
o Communication: Present information in a language other than
English.
1.1.1: Share information about self and others in simple
terms.
1.1.2: Make basic requests and ask simple questions.
1.2.1: Understand and respond to basic greetings,
requests, commands, and directions.
1.3.1: Speak in simple, complete sentences to describe
objects, self, and others.
Materials: Students will need their iPads, vocabulary sheets, weather song
lyrics, and paper/pencil for this class. The teacher will provide the handout
for the new activity for this lesson.
Procedures:
Page | 14
Brandon Kinnaird
TPA Task 1
1. Warm-up (5 minutes)
a. Students will be asked various questions including, Cmo
ests? and Cmo te llamas? They will be chosen at random by
using the popsicle sticks at the front of the class. They will also
be expected to use their recent emotions vocabulary and
weather vocabulary when answering questions.
b. The teacher should remind the students that they will be having
a quiz over the new vocabulary at the end of the class.
2. Vocabulary Repetition (5 minutes)
a. The teacher will read through the vocabulary list in Spanish with
the students. Students will be expected to say the words back to
the teacher together as a class.
b. This helps the students with pronunciation because they are
hearing how the teacher says the Spanish words and repeating
as such. This also helps the students with recognition because
they are seeing these words on a daily basis.
3. Weather Song (5 minutes)
a. The students will now pull out their lyric sheet for the weather
song that they learned yesterday (See Day 1). The teacher will
play the instrumental of the song and the students will sing
along. The song will be played twice before moving on to the
next activity.
4. Weather Kahoot (10 minutes)
a. The teacher will now pull up the weather Kahoot that includes
the vocabulary that they have been learning. The students will
need to put away their vocabulary sheets and pull out their
iPads. This will serve as a form of review so both the students
and the teacher can see where the students are at before they
take the quiz. This will only be played once.
5. Weather Speaking Activity (10 minutes)
a. The teacher should hand out the handout for this activity at this
point. Students will be put with a partner for this activity.
Students will pair with the person sitting next to them but this
time the partners will start on the right side of the room and the
far left row will partner up with the person in front of/behind
them. If there is an odd number, the odd person will partner with
the teacher.
b. In this activity, one student of the pair will be traveling to Spain
and the other to Cuba. Each student has the answer to the
questions that the other student will ask. Students will take turns
asking each other what the weather is like on a particular day in
that country. The other student has the response and will tell the
opposite student the answer in Spanish. Students will continue
this until the sheet is completely filled out. Once everyone is
done, papers will be collected and graded for completion.
Page | 15
Brandon Kinnaird
TPA Task 1
Page | 16
Brandon Kinnaird
TPA Task 1
Materials
Day 1
Weather Song Handout
Page | 17
Brandon Kinnaird
TPA Task 1
PowerPoint
Page | 18
Brandon Kinnaird
TPA Task 1
Weather Kahoot
(Courtesy of Laura Gunderson, Center Grove Middle School Central Spanish
Teacher)
https://goo.gl/yJHAZk
Page | 19
Brandon Kinnaird
TPA Task 1
Day 2
Tira el dado!
Page | 20
Brandon Kinnaird
TPA Task 1
Day 3
Weather Speaking Activity
Page | 21
Brandon Kinnaird
TPA Task 1
Weather Quiz
Page | 22
Brandon Kinnaird
TPA Task 1
Planning Commentary
1. Central Focus
a. The central focus of this segment will be on the ability to tell
another person what the weather outside is like in Spanish.
Students will need to know this material because it is important in
order to be able to sustain a casual conversation with another
person in Spanish. People bring up the weather on a regular basis
in casual conversation so in order to discuss this topic with
another person, the students will need to know the correct
vocabulary and structure when talking about weather.
b. The standards in this segment reflect this intention. They all focus
on a persons ability to have and hold a casual conversation,
whether it be responding to simple requests, describing, or sharing
information.
c. Each plan builds off of the last by using the data gathered in the
formative assessments to conclude how far along the students are
with the material.
1. The first lesson is all about introducing the material and
assessing whether or not the students have picked up on any
of it by the end of the class.
2. The second lesson focuses on deepening their understanding
of the material through repeated practice and quick responses
to questions related to the weather.
3. The final lesson focuses on solidifying their understanding of
the content by allowing the students to ask each other
questions about the weather in other countries as if they were
having a casual conversation and then formally assessing
them on how much they learned over the course of the
segment.
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about
your students with respect to the central focus of the learning
segment. Describe what assessment information upon which you are
building to plan this learning segment. Remember to consider the
variety of learners in your class who require different
strategies/supports (e.g., students with IEPs, behavior needs, English
Page | 23
Brandon Kinnaird
TPA Task 1
Brandon Kinnaird
TPA Task 1
Page | 25
Brandon Kinnaird
TPA Task 1
Page | 26