Lesson Plan Template

Teacher Candidate: ______Autumn Marie Love_______________

School: ______Currently N/A________ Subject:

Spanish

Date: __3/24/14___
Grade Level: 9-12 (Checkpoint B)

Unit/Lesson Title/Number:
Meal-Taking/ Formal Commands/ Lesson 6
(Mini-Unit = Etapa 2)
Context and Class Profile
Context:
This lesson is 6 of 11 lessons in the Meal-Taking Unit as well as the third lesson in the mini-unit (etapa 2).
In this lesson students will be learning how to use formal commands in the Spanish language. This grammar
topic will be connected to the prior lessons by using the vocabulary we have learned in order for students to
negotiate meaning using the command forms to create a traditional Spanish dish known as Paella. There will
be a slight cultural component to this class in addition to the grammar focus. The culture piece will be
expanded upon in lesson 7 of this unit. As with the previous lessons, this lesson uses spiraling information
from all prior lessons, allowing for repetition of vocabulary content previously taught in order to aide in the
retention of the new vocabulary. This information will be tied directly into the new content for todays
lesson addressing the composition and use of formal commands. The prior knowledge used for this lesson
will consist largely of vocabulary from the previous lessons along with sentence structure and verb
conjugations in present, past, and imperfect past tenses. This lesson will assess students application of the
new grammar content along with the spiraling vocab and grammar of this unit, as well as focusing on
literacy and 21st century skills.
Class Profile:
(Currently N/A)

National (LOTE)
Standards

ASSESSED:
Standard 1.1 (Communication- Interpersonal): Students engage in
conversations, provide and obtain information, express feelings and emotions,
and exchange opinions
Standard 1.2 (Communication- Interpretive): Students understand and interpret
written and spoken language on a variety of topics
PRACTICED:
Standard 1.3 (Communication- Presentational): Students present information,
concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 4.1 (Comparisons) Students demonstrate understanding of the nature
of language through comparisons of the language studied and their own
Standard 4.2 (Comparisons) Students demonstrate understanding of the concept
of culture through comparisons of the cultures studied and their own.

Interdisciplinary
Connections

Global Awareness
Understanding other nations and cultures, including the use of non-English
languages

21st Century Skills

ex: (Skill #_)

CRITICAL THINKING AND PROBLEM SOLVING

Make Judgments and Decisions
1. Interpret information and draw conclusions based on the best analysis
COMMUNICATION AND COLLABORATION
Communicate Clearly
2. Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts

Lesson Objectives

1) Students will be able to recognize and use both the affirmative and
negative commands forms for the formal Ud. and Uds. forms.
(Knowledge & Application)

Label :
(Blooms Taxonomy)

Must be numbered

2) Students will be able to negotiate meaning in order to construct and

follow a finalized recipe. (Evaluation)
3) Students will be able to generate directions using formal commands.
(Synthesis)

Acceptable
Evidence
*Could be collected for
accountability
and/or auditing
purposes.

*Caliente Su Mente*
(This assessment is for the prior lessons material which will be spiraling through the
rest of the unit. It was listed as evidence in the prior lesson plan and therefore wont be
duplicated in this lesson as it does not provide evidence of the specific objectives laid
out for this lesson plan.)
1
1
1, 2, & 3
1&2

Pop-sickle Sticks
Grammar Notes Journal (Cliff Notes Jr.)
Independent Practice Worksheets
Negotiation of Meaning

1&3
Closure- Explain a Procedure
Procedure
Day 1 45 minute period
Teacher input,
1. Caliente Su Mente (Bellringer): This activity will be used for students to
development,
finish compiling their recipe translations done in groups from the prior lesson.
instructional
a. The teacher will provide the directions on the overhead as well as repeat
method(s), modeling,
them once the bell has rung (audio).
guided practice,
b.
The students will have 5-7 minutes to consolidate their translations into
independent practice,
a final draft that the teacher will collect at the end of the bell ringer
and/or activities
(CSE, CFU-content [from previous lesson], Skill #2).
TRANSITION: The teacher will instruct students to take out their grammar journals in
order to contribute to their Cliff Notes Jr. These instructions will be presented on the
Label: Bell Ringer
overhead as the final step to the bell ringer.
Also may be called:
2. Direct Instruction: Formal Commands, Regular Conjugations
set induction,
a. The teacher will engage in a short explanation of mandatos and their
anticipatory set,
introduction/review,
proper conjugation in the formal Ud. Uds. forms (auditory).
Do Now, Write Now,
b. The students will take Cliff Notes Jr. in their grammar journals.
Silent Starter
TRANSITION:
The teacher will play the following YouTube video
(https://www.youtube.com/watch?v=pQREP5KYrAg) which will restate what
Label: Transitions
the teacher just presented and introduce the next part of the direct instruction
(irregular conjugations) (auditory, visual).
The student will compare their notes against the information presented in the
Label:
short YouTube video as well as notate any new information they may find
visual, auditory, and
helpful. The students will be required to engage with the video and critically
kinesthetic
think about how one could connect the information from the video to the lesson
Accommodations for
learning modalities
at hand.
3. Direct Instruction: Formal Commands, Irregular Conjugations
a. The teacher will stress the importance of the first step in the conjugation
process due to verbs that are irregular in their present yo form, such as
Label:
tener=tengo=tenga (auditory).
Checks for
b. The teacher will then introduce the exceptions to the conjugation
Understanding:
procedure. After introducing these exceptions, the teacher will play a
directions,
second video: https://www.youtube.com/watch?v=S7PewAaO1tA
procedures/routines,
(auditory, visual).
and/or content
c. The students will join in during the second time through the previously
(formative)
viewed movie by standing up, marching to the beat of the song, and
reciting the handful of irregular verbs in their formal command forms
Ex. (CFU
(auditory, visual, kinesthetic, CSE).
directions)
TRANSITION: The teacher will instruct students to return to their seats while he/she
distributes the guided practice worksheets (auditory).
4. Guided Practice:
a. The teacher will display the worksheet on the smart board or overhead
Label:
while simultaneously walking through each question with the students
Evidence of
Cognitive Student
(auditory).
Engagement (CSE)
b. The students will simultaneously work on the worksheet with the
instructor. These worksheets will be used as a guide for the Independent
Label:
Practice worksheets (CSE, CFU-informal).
21st Century Evidence
c. The teacher will engage students in a formal assessment using pop-sicle
(Skills #_)
sticks with the subjunctive verb endings.
d. The students will participate by raising the correct pop-sickle stick
correlating with the subject and verb the teacher provides (CSE, CFULabel:

Closure

content, kinesthetic, Skill #1).

TRANSITION: The teacher will use her cell phone in order to pair students up for the
independent practice using the Team Shake grouping app.
5. Independent Practice (will be used as individual homework if time is an
issue):
a. The teacher will explain the instructions for the independent practice as
well as list them on the overhead. The teacher will ask two students to
restate the directions for the independent practice as well as request
them to distribute the worksheets (auditory, informal CFU- directions)
b. The students will, in pairs, complete their worksheets while helping
each other further their comprehension of the content learned in the
lesson. These worksheets will be collected (CSE, CFU- content, Skill
#2).
TRANSITION: The teacher will collect the worksheets while instructing the students
to stay with their partner for the next in-class activity.
6. Negotiation of Meaning Activity:
a. The teacher will explain the instructions for the following activity. The
teacher will ask two students to restate the directions in their own words
(auditory). The teacher will also model an example of the activity.
b. The students, using the formal command conjugations, will help their
partner fill in their worksheets with the missing information that their
partner has in order to complete the Paella recipe. Students will
follow the instructions on the worksheet, cutting out the pieces of food
and gluing them either inside or outside of the paellera according to
their partners commands (kinesthetic, visual, auditory, CSE, CFUcontent, Skill #1 and 2). The teacher will also CFU-instructions from
two students after explaining the instructions as well. These worksheets
will be collected.
TRANSITION: The teacher will provide a 2 minute warning to end the previous
activity before the closure (auditory).
7. Closure- Explain a Procedure:
a. The teacher will hand out the Explain a Procedure handouts and
explain the closure activity as well as have it on the overhead. The
teacher will also ask two students to restate the directions in their own
words. Visual and kinesthetic learners are encouraged to possibly create
an artistic representation of the procedures (auditory, CFU-directions).
b. The students will use the handout in order to jot down the procedures
learned in order to create formal commands in Spanish. Artistic
representations of this procedure are encouraged and welcomed as well
as the traditional jotting down of the procedure. Students will not be
allowed to use notes in order to complete the handout in order for the
teacher to see how well the students understood and retained the
information (kinesthetic (option), CFU- content, CSE, Skill #2)

Assessment/
Evaluation
Label formative or
summative, describe
purpose, and provide
grading/feedback
method.

Technology
Describe type and
purpose. Include a
back-up plan.

Pop-sickle Sticks formative assessment will be used as means for the

teacher to judge the students comprehension of the conjugation of formal
commands. Feedback will be given verbally, addressing issues seen without
singling out individual students. The grade will be part of the participation
points for the day.
Grammar Notes Journal (Cliff Notes Jr.) formative assessment that will be
collected at random (same as the vocab journals) in order to assess students
engagement in learning the procedures developed through classroom
instruction. (These journals will be handwritten in Composition Notebooks.)
Feedback will be given in written format within the journal. The grade will be
reflected in the Journal section of the overall course grade.
Independent Practice Worksheets formative assessment will be used as
another form of assessment with the application of the grammar conjugation in
actual sentences. Feedback will be in written form and the grade will be
applied to the participation points.
Negotiation of Meaning formative assessment used to develop the verbal
interpersonal and interpretive skills in relation to the formal command
conjugations. These worksheets will be collected as part of the participation
grade but the focus of assessment will be on the active use of the Spanish
language to negotiate meanings and form commands. Feedback will be mainly
provided by the teacher as he/she roams from group to group assessing each
students oral work. There will also be opportunity to additionally add written
feedback on worksheets as well.
Closure- Explain a Procedure formative assessment used to assess the
retention of the formula presented in this lesson. No notes will be allowed for
this final exit procedure. This assessment will not be used for grading
purposes but solely to help the teacher understand whether the instructional
methods were effective or not. Feedback will be provided to the class as a
whole during the next lesson, commending them or correcting any common
misconceptions/errors. If any artistic representations are made, the teacher
would ask the students permission to share it with the class as a possible way to
better remember and retain the formal command conjugation procedure.

Computer use will be needed for the display via projector of all directions. In the case
that a computer isnt available, the teacher will print out the instructions for students
and/or write them on the board. Smartboard would be preferred for this lesson
although an overhead or whiteboard/black.
Students will be using dictionaries in order to do their recipe translation project. This
can be done with the use of computers if multiple computers are available, or we can
simply use actual dictionaries.
Cell phone or tablet in order to use the Team Shake app. I can also access this app via
the computer/web; but as a backup plan, students will be able to pick their own
partners.

Paella, Paellera, Mandatos Formales

Academic
Language
required for the
lesson

____________________________________________________________________
* Students will be taught the vocabulary through direct instruction. These terms will
be the focal point of the lesson. They will be required to comprehend all of these words
when used in class and all future formative assessments with 100% accuracy.

Accommodations,
Student Supports,
and/or Interactions
with Co-Teachers
and/or Support Staff

Resources/
Materials

Time Required

Whiteboard/Chalkboard and appropriate writing utensils

Word Wall AND Vocab with Velcro strips
Dictionaries
Authentic recipes (and copies)
Directions Document (including Bell Ringer and Explain a Procedure
Guided Practice documents printed for the whole class
Independent Practice documents printed for the whole class
Closure-Explain a Procedure documents printed for the whole class
https://www.youtube.com/watch?v=pQREP5KYrAg instructional video
https://www.youtube.com/watch?v=S7PewAaO1tA Irregular verbs songs set to when
the saints go marching in
https://play.google.com/store/apps/details?id=com.rhineo.teamshake Team Shake
grouping App
direct instruction back up: http://slideplayer.us/slide/156257/
(1-2 days maximum) 45 minute period