Lylia Schoepp

Lesson 6
*I am basing this lesson off of lesson I observed from my day at my old high school where I

observed my old teachers. The lesson is described in observation reflection 10 (it is the one

taken from his Spanish 2 class).

Context for Learning Attention to students backgrounds, interests, and needs

Students are currently learning past tense verbs and their use in stories. This lesson appeals to different
learning styles, so students can learn in many different ways.

Lesson Rationale
This lesson helps students use the language in the presentational mode, interpersonal mode and interpretive
mode of communication. Students will be using the grammar forms they learned in context and will get to
practice using the language as well.

Content Standard(s)
Standard: Presentational Communication
Learning Objectives: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Standard: Interpretive Communication

Learning Objective: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of
topics.

Formative/Summative Assessment (Process)

Title and description of assessment activity: Students will be acting out their stories, to show that they know how
to use the different grammar forms in context.
Evaluative criteria: I would listen for how they used the grammar forms and also be watching for active
participation in the acting out of the story.
What the assessment is designed to assess (tie to learning objective): Students will demonstrate when to use the
preterit or imperfect grammar forms in stories.
Feedback to students: They would receive feedback from me later on their use of the language and grammar forms.

(Important Spanish Vocabulary)

Students will have the vocabulary from the chapter on their own vocabulary lists. This vocab includes fairy
tale words and any other vocab that they have come across in the unit that they thought was important enough to add
to their personal vocabulary lists (they previously would be taught on how to create and self-monitor in their
creation of their own vocab lists).

Integration
Grammar integration, vocabulary integration, as well as presentational speaking and writing, but in a less
formal way.

Materials
Different prompts for writing the short stories
Some props that I have collected that would go along with some of the stories students create
Rubric for students on the informal acting out of their stories
Rubric for students on the writing of their story
Materials for Team Quiz Hustle

Instructional Strategies and Learning Tasks to Support Learning

Lylia Schoepp
Lesson 6
Time & Materials Learning Activities (Procedure) Purpose (Objective)
Orientation/Engagement/Motivation/Hook
7 minutes Video of Cenicienta Students will use their interpretive
communication skills to listen for
the use of past grammar forms in
context.
Content Choose all that apply (Can repeat and add rows): Presentation/Explicit Instruction, Structured
Practice/Exploration, Guided Practice/Feedback, Independent Practice/ Application, Formative Assessment,
3 minutes Quick whole class review of the use of the past grammar Students will demonstrate when
forms in stories. to use the preterit or imperfect
grammar forms in stories.
10 minutes Brain Break: Team Quiz Hustle with different sentences Students will demonstrate when
with the grammar forms. They must correct the to use the preterit or imperfect
sentence or form the next sentence in the story grammar forms in stories.

How it Works: Can be made for any subject. Have 4

quiz and physical activity cards (one per category per
station). Place the quiz question face down and the
activty face up. The team performs the physical
activity and turns over the quiz question. One student
from the group goes to the board and writes down
their answer to the question. If it's correct they go the
next station, if they are incorrect they must redo the
physical activity and try again. First group to finish
all the stations first wins.

Materials: Quiz cards, physical activity cards,

whiteboard.

40 minutes Students will be given a sheet of different stories Students will demonstrate when
prompts at their tables. They will select a prompt and to use the preterit or imperfect
write a short story that continues from the prompt, being grammar forms in stories.
sure to use the correct grammar forms. Students will be
given a rubric for writing out the story, and a rubric for
acting out the story.
1 minute Brain Break: Warrior Pose
Closure
25 minutes Students will act out the stories they created in front of Students will demonstrate when
the class. to use the preterit or imperfect
grammar forms in stories.
Extension/Lesson Builder
These stories could later be turned into storybooks or
be corrected and rewritten by students to be more
formal.

Modifications, Management, and/or Safety Issues

Issue: A student is very shy, and will not want to get up to act out the story.
Modification: I could have this student later come read me the story, so that they still have to use the language
presentationally.
Issue: A student has ADHD and struggles with sitting for a 90-minute block class.
Lylia Schoepp
Lesson 6
Modification: I have added two brain breaks to my lesson so that the student will get to move around instead of just
sitting for 90 minutes. The students will also be acting out their stories, so the student will get to move during this
part of the lesson.

Content Information (Resources)

Youtube video of Cenicienta.