Name: Melinda Selleck

Date: 02/25/2016
Placement School: Lowell High School
Course (Spanish 2a) & Approximate Proficiency (Beginner)
Grades/Ages of students: 9th-10th
Mentor Teacher: Sarah Ellis
Lesson Topic: Introduction of R.A.F.T project
****At the beginning of fifth hour, we hear announcements and do
the pledge of the allegiance in Spanish.
A Brief Overview of the Lesson
This lesson includes TPR practice with all previous vocabulary terms and
introduction of new vocabulary terms.
There is a brief review presentation of everything covered so far in the trimester.
There is an introduction to a new R.A.F.T project
There is project time for students to work on project
Learning Objectives
After this lesson, students will be able to:
Students will be able to respond with the appropriate action when given a
command.
Students will be able to match the English word with the appropriate Spanish
word, using their dominoes.
Students will be able to identify all of the new & previous vocabulary terms in
writing and orally.

Students will be able to conjugate verbs in the preterite, reflexive and present
tense.
Students will be able to describe things they have done in the past, the weather,
people and things in their environment, their daily routine, their chores, and many
more. *Each group of students has different learning obejctives and there are 12
groups.
Standards
Previous Related Learning

L.1.2.a. follow simple three or four-step oral

Students are familiar with
directions to complete a classroom task.
the routine of introducing

L.2.2.a. Understand simple speech produced by

new vocabulary with TPR.
peers and adults on familiar topics with repetition

Students are familiar with

and rephrasing.
the routine to complete their

S.2.2.a Participate in social conversations with

domino activity.
peers and adults on a familiar topic by asking and
answering questions and requesting information.
Students are familiar with

S.4.2.a Ask and respond to questions using phrases

the vocabulary from todays
or simple sentences.
lesson (its been introduced

S.6.3.a. Speak clearly and comprehensibly by using

through TPR).
Standard grammatical forms and pronunciation,

Students are familiar with

phrasing and intonation.
completing round robin

S.7.1.a. Describe a concept with prepared text.

R.2.1.f. Use decoding skills to read known and

cards.
unfamiliar words.
Students have learned all of

R.2.1.g. Match oral words to written words

the different topics covered

R.3.2.a. Use context clues as a strategy to figure

throughout the trimester.

out meaning of unfamiliar words and phrases.

W.1.2.c. Write simple sentences using key words
available in the classroom environment.
W.1.3.a. Write with consistent use of spelling
patterns and rules

Activity 1 (Time: 10 mins)

Rationales:
This activity engages students to begin the class thinking in Spanish. They will get
in the habit of completing these activities each day. Even though the task may
vary, they are always required to write it in their notebooks and to date it. It has
been noticed that students werent being held accountable for the work they
contribute in their notebooks, which should be diffused when the teacher reminds
students that the work they put in their notebook will be part of their grade. The
dominoes contain the new and old vocabulary words and provide students with
additional practice.
Modes of Communication and Skills Incorporated in this
Participation
Activity (circle all that apply):
Structures:
(e.g., Individual work,
Interpersonal Mode, Interpretive Mode, Presentational
pair work, group work,
Mode
team work, whole
Listening, Speaking, Reading, Writing, Grammar(ing),
class, etc.)
Culture(s)

Materials /
First the teacher will great the class and direct their
Resources Needed
attention to the white board. The teacher will remind
White board,
students to write the new vocabulary in their notebook.
white board
The teacher will then say levanta la mano and will read
markers,
the new vocabulary terms (lavar la ropa, hacer la maleta,
notebook,
todavia no, vivir) in Spanish and students will repeat
pencils, paper
each word.
dominos,
The teacher will ask if anyone knows what the word
youtube,
means.
projector,
The teacher will state the English translation for the
internet
word.
Students will write the English in their notebooks next to
the Spanish.
The teacher will show the action for the word.
The last four steps will be repeated for each word.
The teacher will then say levantense. Students will
stand up.
The teacher will say a vocabulary word and students will
respond with the appropriate action.
The teacher will use new and old vocabulary terms.
The teacher will tell students sientense and cierran
los ojos. Students will sit and close their eyes to quiz
themselves on the commands. The teacher will give the
commands and the students will show the commands.
The teacher will then say abren los ojos and the
teacher will then tell students to get out their dominos
and will give students two minutes to practice. (CAN
HAVE STUDENTS WRITE SENTENCES WITH THEIR TPR
WORDS or QUIZ EACH OTHER ON TPR)
How will you check for your students understanding during this activity? In
other words, how will you know if students have met the learning objectives of
this activity?
Based on the responses they give in the class discussion. Teacher will determine if
they understand the vocabulary if they can put their dominoes together, if they
are able to give the actions of the commands. When we look over the notebooks,

we will also know if they are staying on task by what they are writing in it.
Transition: The teacher open the RAFT word document and project on the
white board.

Activity 2 (Time: 20 mins)

Rationale: This R.A.F.T activity was created to provide students with different
authentic ways to practice what they have learned throughout the trimester.
The R.A.F.T project is group work and the groups have been predetermined by
the teacher. Each group has been specifically designed with an advanced
student and a less advanced student (after doing research on group work, this
was the most highly suggested). There is also a significant amount of time in
the trimester after all material has been taught, so this project is designed for
students to review each chapter and further practice the language objectives
from each section in the book in an authentic manner. The teacher sits in for 5
minutes with each group each day that we work on the project in class. This is
so the teacher can hold students accountable for their work and also make sure
they are on the right track. The teacher asks students to have their rubrics out
while they are working in class because if they are not working wisely in class,
they will get points deducted. Also, if they are not contributing to their group,
points will be deducted.
Modes of Communication and Skills Incorporated in this
Participation
Activity (circle all that apply):
Structures:
(e.g., Individual work,
Interpersonal Mode, Interpretive Mode, Presentational
pair work, group work,
Mode
team work, whole
Listening, Speaking, Reading, Writing, Grammar(ing),
class, etc.)
Culture(s)
.
The teacher will pull up the PowerPoint document to
Raft rubric, raft
review the topics we have covered throughout the
trimester. The teacher will explain that we will need to
handout, word
review these topics in order to complete the next
document with
activity.
groups,
computer,
Go through each powerpoint slide & provide
projector
explanations.
After the powerpoint the teacher will ask students if
anything is still not clear?
The teacher will then pull up the word document on the
projector that explains the R.A.F.T project. The teacher
will explain raft and what each letter stands for.
The teacher will read through each section and provide
students with example/ a model.
The teacher will then pass out the rubrics for the project
and explain. Be sure to highlight the proper use of in
class work time. Also, that they will have a lot of time in
class to work and so the final product needs to be really
well done.
The teacher will then pull up the document to show
students which group they are in. The teacher will ask
students to get into their groups.
The teacher will pass out one RAFT packet to each
group.
The teacher will ask students to choose three of the
sections that they would be interested to work on as a
group. In 5 minutes we will sign up!

After 5 minutes has passed the teacher will ask the two
person groups to choose first, it must be a two person
section!
The teacher will continue to call on random students
until each group has a section to work on.
The teacher will tell students that these project are due
on Monday, march 4th!.
Questions?
How will you check for student understanding?
Have students show me a thumbs up, sideways or down with how they
are comprehending the new material.
Transition: The teacher will ask students to keep out their rubrics as they work.

Activity 3 (Time: 20 mins)

Modes of Communication and Skills Incorporated in this
Activity (circle all that apply):
Interpersonal Mode, Interpretive Mode, Presentational
Mode
Listening, Speaking, Reading, Writing, Grammar(ing),
Culture(s)

Participation
Structures:
(e.g., Individual work,
pair work, group work,
team work, whole
class, etc.)

The teacher will remind students to have their rubrics

Raft rubric, raft
out while they are working in their groups.
handout,
The teacher will tell students to use this time to
brainstorm different ideas for their project.
Students will have the rest of the hour to work on the
project.
The teacher will be sure to check in with each group
throughout the rest of the hour.
How will you check for student understanding?
I will know if they have met the objective by the sentences they share in
class.
I will know if students are on track by their ability to complete round
robin.