Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Grace Liao

Date April 29, 30 (80 minute class)

Subject/ Topic/ Theme El nuevo Houdini

Grade 9-12 (Spanish II)

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the last lesson of the unit plan. The students have already finished reading the entire book, have received the Readers Theater assignment, and have
worked on it on Friday and Monday in class. During this lesson, they will perform their skits and then take their final quiz on El nuevo Houdini.
cognitiveR U Ap An E C*

Learners will be able to:

Describe the main events of the book

Apply grammar and vocabulary to perform their lines for their characters
Create and perform a short skit based on the two chapters that they were assigned
Use appropriate props to enhance their skits

U
Ap
C

physical
development

socioemotional

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
Michigan World Language Standards
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
Understand main idea of simple accessible written materials in the target language such as, textbook passages, ageappropriate magazine and newspaper articles/ads, websites/ internet, poetry or stories
1.3 Presentational Communication: Students present information, concepts, and ideas to an audience of listeners or readers on a
variety of topics
Present songs, poems or stories in the target language
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Students should know all of the main events of the story and should be prepared to act out the main
events of the two chapters that they were assigned to in groups.
Pre-assessment (for learning):
Formative (for learning):
Formative (as learning):
Summative (of learning): Students will be assessed on comprehension of the main events of the story, grammar,
and vocabulary as they act out their two chapters with the Readers Theater project. Students will also have a final
quiz that covers the entire book.
Provide Multiple Means of
Provide Multiple Means of Action
Provide Multiple Means of
Representation
and Expression
Engagement
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
Students will perceive visual and
Students will act out the two
authenticity, minimize threats
auditory information from watching chapters that they were assigned, so In order to help students transition
and listening to the skits.
they will be moving around and
from performing to taking a quiz, I
doing the actions that their
will give them a short break. Maybe
character(s) does.
ask students why they think I had
them do this and tell them that it is
to help them speak Spanish.
Provide options for language,
Provide options for expression and Provide options for sustaining effort
mathematical expressions, and
communication- increase medium
and persistence- optimize
symbols- clarify & connect
of expression
challenge, collaboration, masterylanguage
Props will be used to help students
oriented feedback
Students should not have to use
construct an idea of the events of
Groups have and will collaborate in
words that I will need to clarify but
the story.
order to perform the skits well. I
in case they do, I will translate the
have already provided them with a
word for the class.
rubric in order to guide them with
group work.

Provide options for comprehensionactivate, apply & highlight

Students will be reminded of the
main events of the story by
watching their peers perform.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
I provided a rubric beforehand so
students knew what was expected
of them for the skits. Progress was
also monitored on Monday when
students had to turn in a script so
that we could check them before
they practiced it.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Rubric
Final quizzes

We will move tables and chairs around so that all of the chairs face toward the teachers desk and so
that two people can sit at each table. Space will be made in the front so that the skits can be performed.
How will your classroom
be set up for this lesson?
III. The Plan
Time

Components

Motivation
(opening/
introduction/
engagement)

35

Development
(the largest
component or
main body of
the lesson)

40

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Teacher encourages students before they start the 1. Students listen to teacher.
skits. Example: I recognize that this is your first
time performing a skit all in Spanish, but dont
worry. As long as you followed my instructions,
which I am sure you did, it will be okay. The whole
class is working together to make this possible, so
enjoy acting and enjoy watching others act, too!

1. Teacher asks groups to perform their skits.

Teacher grades performance and writes down
comments while or after students perform.

1. Students perform skits.

2. Teacher gives feedback on the skits and

encourages students (draw on strengths). Teacher
gives students a 2 minute break.

2. Students listen to the teacher and take a 2 minute

break.

3. Teacher passes out final quiz to the students.

3. Students take final quiz.

Closure
(conclusion,
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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Preparing this lesson was not difficult, since everything was already in place. For the Readers Theater project, I had already given
students instructions, a rubric, main events, and time in class to work on their scripts and to practice their skits. So, this lesson is
focused on students giving presentations and then taking the final quiz, which also did not require much for me in terms of preparing
the lesson, especially since we are using the same final quiz that Mr. Mockabee used previous years. In short, this lesson is mostly
student-guided and does not require much on the part of the teacher. However, after this lesson, I would be able to know the students
understanding and acquisition of skills from these two summative assessments.

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