Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Amanda Ufer Lesson 5_

Date 5/2/17 Subject/ Topic/ Theme Spanish 3- Futuro Grade ____9-12____

I. Objectives
How does this lesson connect to the unit plan?
Continues practice with the future tense conjugations and introduces the irregular verbs in future tense.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Conjugate verbs in future tense in context R, U, Ap,
An
Conjugate irregular verbs in future tense R, U, Ap
Apply what theyre learning to a game R, U, Ap

Common Core standards (or GLCEs if not available in Common Core) addressed: https://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
1.1.N.SL.h Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family
life
3.1.M.a Acquire new content knowledge about familiar topics through the target language
3.1.N.a Reinforce previously learned content knowledge through the target language

(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 Recall their vocab. Recall the regular pattern for future. Be able to choose a verb based on context.
knowledge and skills.

Pre-assessment (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?
N/A
Formative (for learning):
Ask specific questions for understanding. Thumbs up/down.
Formative (as learning):
Play game to check for understanding/self evaluate.
Summative (of learning):
N/A
Provide Multiple Means of
Representation
Provide options for perception-
making information perceptible
Theyll write along with me so they
read it, hear it, and write it. Theyll
play a game where they write the
words.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Use games to apply what
theyre learning in a much
faster pace. Have them give me
answers as we go through
conjugations.
Provide Multiple Means of Action
and Expression
Provide options for physical action-
increase options for interaction
Theyll be up moving around
during fly swatter game, passing a
white board with their team.
Provide options for expression and
communication- increase medium
of expression
N/A
up/down. Have them give
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
N/A
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Competitive games. Thumbs
answers rather than me.

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 Provide options for comprehension-
activate, apply & highlight
Apply knowledge to fast paced
games. Ill highlight important
info by asking them questions
for understanding.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Short term- successfully
conjugate verbs in a
competition, get an idea of the
irregulars, understand the
regulars and adjust lesson if
they arent ready to move to the
irregulars.
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
See if they hit their learning
target. Use games to monitor
their progress. Also ask them
specific questions as we work
on conjugations to check for
understanding. Thumbs
up/down.

Materials-what materials Students need:

(books, handouts, etc) do Notes packet, white board and markers, writing utensil.
you need for this lesson
and are they ready to I need:
use? Notes packet, doc cam/iPad.

The tables and chairs will be in their usual set up, which is two U-shaped rows one inside the other.
How will your classroom For the fly swatter game, the tables and chairs will be moved to the walls so we have lots of room in
be set up for this lesson? the middle of the classroom.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
11:00 Buenas noticias- Ill call on a few students to give Students should have phones, hw, food, backpacks,
Motivation some good news going on in their lives. etc. all put away and be listening to whoever is
(opening/ Agenda-Ill have a student read through the agenda speaking.
introduction/ for the day.
engagement)
1. El futuro p. 15 * Students write down learning target (Feel
2. Conjugation game w/ white boards (Carrera de confident about regular future conjugations.)
vocab)
3. El future-irregulares p. 16
4. Matamoscas

* Give them their daily learning target (Feel

confident about regular future conjugations.)
11:05 Development 1. Have them turn to page 15 in their notes packets, 1. Students will turn to page 15 in their notes
(the largest and call on students to pick the verb in context and packets and answer when called on. Ask questions
component or then conjugate it. Ask questions for understanding. if they have any and give a thumbs up/down.
main body of Have them give a thumbs up/down to see how they
the lesson) feel.

11:15 2. Explain the white board game and have them get 2. Listen to instructions, get in their teams, have
set up in their teams and hand out materials. Play materials ready, notes put away.
the game.

11:25 3. Have them turn to page 16 in their notes packets 3. Students will turn to page 16 in notes packets,
and Ill go through the first few and then have theyll follow along and write on worksheet, give
volunteers go through the rest. Ask them questions answers and let me know if they have questions.
to check for understanding.

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11:40 4. Have them help move the tables and chairs so
we can play the fly swatter game. Theyll get in
two lines and race two at a time to select the correct
vocab word on the board. First one to hit it wins a
point for their team.
4. Help move tables and chairs to set up for the
game. Theyll get in the two rows and play the
game.

11:50 Sum up- Remind them of their learning target and Tell me if they think they hit their learning target or
Closure
ask if they feel like they hit it or not. Remind them not. Ask any questions they have. Write down their
(conclusion,
of their hw for tomorrow (9A-5). Say their hw (9A-5). Say their tabalenguas if they want to.
culmination,
trabalenguas sometime before Friday.
wrap-up)

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.)
I think today went pretty well. I tried to focus on weaving a thread today and keep the activities connected. We started with our
buenas and agenda for the day. After going through the worksheet activity, I explained that well continue practicing the regular
future conjugations by playing the white board game (carreras de vocab) and they got really into that. They did well with it and
seemed to have a decent understanding of the conjugations. Then we went through a worksheet together that introduced them to the
irregular verb conjugations. They picked it up pretty quickly. We ran out of time to play the matamoscas game but the students
wanted to so well play it tmrw. They had the last few minutes to work on hw or say their trabalenguas. I think maybe next time I
would actually have them all take out their hw and maybe go over the first one together since we had time and that might help them
stay focused for those last few minutes and then if they are working in class they can ask questions if they have them.

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