SP 1 week 7 - fri

Student Teachers Name: Kelsey Konecky

Date: 10/2/15 (Fri)
Lesson Title: Personality Traits Portrait descriptions
Subject: Spanish I
Instruction time: 45 minutes
Students level by grade: 9th grade
Standard(s) to be addressed:
ACTFL standards
Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written
conversations to share information, reactions, feelings, and opinions.
Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed
on a variety of topics.
Presentational Communication: Learners present information, concepts and ideas to inform, explain,
persuade, and narrate on a variety of topic using appropriate media and adapting to various audiences of
listeners, readers, and viewers.
Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy):

I can write a detailed description of my personality according to others and myself.

Identified student needs and plans for differentiation:

Some students in this class have never taken Spanish before, some took Spanish I in 7 th and 8th grade
Partner work & peer editing
modeling procedure & final product
Use of vocab sheet for help with new vocab and spelling
8th period specifically:
Students I know to be struggling/have never taken Spanish before/are very shy or quiet in class:
Ive put students who have never taken Spanish before, who have taken a year or two off, or who struggle
to keep up next to peers in the seating chart who are high achieving, currently doing very well in Spanish,
and usually has taken Spanish before (many of them have). A few students I know of are very shy and
Ive made sure to put them with a partner who is consistently on task during partner work.
Student with a 504 plan:
One student who has trouble focusing, and hearing is placed in the front row near the teachers desk and
is surrounded by a couple of peers who consistently stay on task and do well in Spanish.
Student who is absent a lot: (has missed 10 of the 25 total class periods so far this year)
He hasnt been here all week so far but Ive filled out his vocab sheet to keep up with the notes others
have taken and if he is here today I plan to explain a few things to him individually, and check in
frequently. His seat partner is also a student who does very well in Spanish.
Specific resources needed for this lesson:
Computer, projector, student vocab sheets, Writing Profile handout (1 per student), Paper, markers,

student phones (with flashlights), example of completed shadow profile from last year

Instructional method(s) used in this lesson:

Modeling, peer editing, independent/group work

Lesson Sequence:
Hand back Graded Speaking assessment:

T: handout graded rubrics, show ss the website/show retake process

Warm-up: questions on screen, ss talk with their compaero

Shadow Profile:

T: explain writing, peer editing, shadow profile process.

T: Show example from past years

Handout/Rough Draft:

Ss: work at own pace writing profile descriptions (alone)

When ready, ss begin peer editing with partner

Profiles:

When ss have finished writing & peer editing they will create their profile and add their corrected
writing to the profile paper.

Note: These profiles will be used in later lessons for students to practice reading and answering
comprehension questions before a similarly formatted Interpretive Reading Assessment.