Lesson Plan
Date: 2/4/16
Period 1B
Grade and Period:
Strengths of the Class: This class very rarely has any behavior issues.
They are generally respectful and on task.
Unique Needs of the Class: This class has a hard time participating as a
group. They are hesitant to interact.
Subject: Spanish level 3
Curriculum Standards:
USOE World Language Core Standard:
AM.IC (Advanced Mid, Interpersonal Communication) I can discuss future
plans, such as where I want to settle down or what I will be doing in the next
few years.
IH.IC (Intermediate High, Interpersonal Communication) I can talk about
jobs and career plans.
IH.PW.2 (Intermediate High, Presentation Writing) I can write about work
and career topics.
Lesson topic: Review professions vocabulary and verbs associated with
professions. Write short answers regarding future education and career
plans.
Content Objectives for the Lesson: Students will be able to research
requirements for their future professions, write this information in the form of
a short answer, and write an essay in paragraph form using this information.
Measurement of content objectives: students will be able to include
information from at least 8 of the 9 questions (90% accuracy).
Learning Objectives for the Lesson: Students will be able to identify the
requirements they need to fulfill in order to enter their chosen career.
Students will be able to incorporate the verbs and profession-related
vocabulary reviewed in the lesson in their essays. Measurement of learning
objectives: students will use at least 10 of the verbs in their essays with at
least 90% accuracy.
Language Objectives for the Lesson:
Listening: Students will be able to listen to the description of a
profession and
correctly guess the name of the profession.
Reading: Students will be able to read a list of verbs and a list of
professions in order match a verb with a corresponding profession.
Speaking: Students will be able to share their short answers regarding
their professions requirements to a partner.
Writing: Students will be able to write an essay using the information
they gathered regarding their future profession. Students will be able
to use the future tense in their essay to describe future plans.
Starter: (5 minutes) Students will answer translate 5 verbs on the board.
We will review this as a class.
Class Procedures:
Review of prior learning about professions, and verbs associated with them
(reading activity). (5 minutes) to match verbs with a profession. Check for
understanding by checking each groups list. Review professions
vocabulary (listening activity). Explain the review game. Model game with
an example of a description of a profession (5-7 minutes). Explain
summative assessment requirements, backwards design of the project.
Explain the research/writing activity. Model each research question and
answer. Independent practice of looking up the answers to the questions
and writing them down (intervals of 4-5 minutes per question). Extended
practice of sharing their short answer with a partner (intervals of 1-2
minutes to share per question). Formative assessment: watch students
readiness, on task behaviors. Check for use of the target language. Random
assessment: call on one student for to share responses with the class for a
few of the questions. If answers evidence the students participation/on task
behavior, move on. If not, review instructions for activity. Summative
assessment: Students hand in their work to the basket if complete. If not,
time will be given in the following class to complete it.
Assessment: See above.
Homework: None
Wrap up: (5 minutes) Review behavior performance, assess and assign
reward/consequence.
Plans for enrichment: Top performing students who finish early will be
required to compare and contrast requirements for their profession in the US
to the requirements of to become this profession in a Spanish speaking
country. They must compare and contrast at least 3 questions/areas. When
finished, students will write a paragraph discussing what political or
economic situations dictate the differences in requirements in each country.
Plans for remediation: Reminders, prompts about what to look for and
how to search for answer on the internet. Those needing remediation are
given sentence starters for each question.
Plans for English Language Learners: Although none are in the class,
there are Spanish heritage speakers strategically placed at each table to help
native English speakers with language acquisition/answer questions about
vocabulary, grammar.
Reflection: For the most part, this lesson went well. The goals of the lesson
were met and I felt like I did a good job of diversifying the lesson to keep
students engaged, despite the nature of the class being somewhat detached,
or hesitant to participate. The lesson also followed a logical scaffolding that
provided for review and prepared students for their upcoming
project/summative assessment, which will also prepare them for their
benchmark testing.
As for the areas for improvement in this lesson, I felt that I was
somewhat disorganized. I had made a mistake in the previous class by not
writing down the professions that each student had picked, and for this
reason, I had to stand in the hall write down their professions as they came
in. I felt like too much class time was spent was on reminding students of
which profession they had, writing them down, and negotiating a switch with
a couple students. In the future, better organization will help me optimize
instructional time.
I was also more nervous than usual, due to some difficulties I
experienced in getting the laptops from another teacher. We were supposed
to use them in class that day, but the teacher who had the laptops called out
sick the previous day, so I couldnt confirm that we would be able to use
them. The morning of the observation, Kylee went to pick up the laptops and
the teacher said she planned on using them that day for an activity as well,
so we had to split them. While it turned out just fine, this caused me some
stress, which I felt elevated my nerves. Because of my nervousness, I failed
to speak as much Spanish as usual. I typically stay in the target language for
about 80%- 90% of class time and this class I hardly used the target
language at all. Sorry for the convoluted explanation, but these were the
reasons why I felt the lesson was not as good as it could have been.
