Lesson Plan Template

Teacher Candidate: ______Autumn Marie Love_______________

School: ______Currently N/A________ Subject:

Spanish

Date: __3/6/14___
Grade Level: 9-12 (Checkpoint B)

Unit/Lesson Title/Number:
Meal-Taking/ Food Preparation/ Lesson 4
(Mini-Unit = Etapa 2)
Context and Class Profile
Context:
This lesson is 4 of 11 lessons in the Meal-Taking Unit as well as the first lesson in the second of three minilessons within this unit. For this particular lesson, students will be introduced to new key vocabulary used
throughout and built upon during the entire unit. The vocabulary learned will help prepare students for the
upcoming lessons where they will be discussing food recipes, describing the food, and discussing their
preparation. The main focus of this lesson will be activities that focus on the repetition and constant use of
the new vocabulary in order to aid in vocab retention. The prior knowledge used for this lesson will consist
largely of sentence structure and verb conjugation in present, past, and imperfect past tenses. This lesson
will assess students application of prior knowledge with the inclusion of new vocabulary.
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.

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

Reason Effectively
1. Use various types of reasoning (inductive, deductive, etc.) as appropriate to
the situation
Make Judgments and Decisions
2. Interpret information and draw conclusions based on the best analysis
COMMUNICATION AND COLLABORATION
Communicate Clearly
3. Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts
Collaborate with Others
4. Demonstrate ability to work effectively and respectfully with diverse teams
INFORMATION LITERACY
Access and Evaluate Information
5. Access information efficiently (time) and effectively (sources)

Lesson Objectives

1) Students will be able to use food preparation vocabulary and construct

full comprehensive sentences both orally (a) and written (b). (Application)

Label :
(Blooms Taxonomy)

Must be numbered

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

2) Students will be able to define and identify vocabulary used to describe

food and its preparation. (Knowledge and Comprehension)

1&2
Vocab Journals
2
Find that Word Graphic Organizer
1(b) & 2 Short Essay
1(a)
Turn & Talk
2
Closure/ Element of Surprise

Procedure
Teacher input,
development,
instructional
method(s), modeling,
guided practice,
independent practice,
and/or activities

Day 1 45 minute period

1. HOOK: Teacher will be wearing a chef hat and running around the room
collecting items (precut veggies) and simulating the cutting process, speaking
in Spanish as he/she hustles around finding and preparing the ingredients.
Ultimately all the veggies and oil go into a big, clear pitcher and is liquefied
using a handheld, shake mixer. The teacher will then notice the students and
politely ask if they would like to try his/her masterpiece (visual, audio).
TRANSITION: The teacher will have students start on their bell ringer as the teacher
distributes little taste tests of his/her masterpiece (called Gazpacho).
2. Caliente Su Mente (Bellringer): Instructions on the board- As you sit down
Label: Bell Ringer
to your desks, you will see there are 1-2 cards in front of you, containing a
Also may be called:
set induction,
Spanish word on one side and Velcro on the other. 1) You will need to use your
anticipatory set,
resources in order to define each word. Keep it hush though! They are your
introduction/review,
secret words! 2) Write the definition on the BACK SIDE of the card (the side
Do Now, Write Now,
that has the Velcro on it.) 3) Bring your cards and come join me at the front of
Silent Starter
the class when you are done. Hurry so we can start our game!
a. The teacher will ask 2 students to restate/summarize the directions in
their own words (auditory, CFU- directions).
Label: Transitions
b. The students will use their dictionaries, computers (if available in the
room) or textbooks in order to define each term correctly, placing it on
the reverse side of the card (with the Velcro strip). (visual, kinesthetic,
Label:
CSE, Skill #5)
visual, auditory, and
kinesthetic
TRANSITION: When completing the prior activity, students will come to the front of
Accommodations for the room bringing their cards, themselves and a whiteboard with a marker. These
learning modalities
directions will be listed on the board and read aloud by the teacher (auditory,
kinesthetic). Teacher will ask two students to clarify the procedures (CFU- procedures).
The teacher should have students transitioning roughly 10 minutes into the period.
3. Charades
Label:
a. The teacher will introduce the next activity by explaining and modeling
Checks for
the rules of the game charades (explanation made in TL). These rules
Understanding:
will also be displayed on the overhead projector screen in TL for clarity
directions,
(auditory, visual).
procedures/routines,
b. The teacher will ask two students to, in their own words, restate the
and/or content
(formative)
directions in Spanish to the best of their abilities (auditory, CFUdirections/procedures).
Ex. (CFU
c. The students take turns verbalizing the Spanish word on their card and
directions)
then proceed to act out the meaning of the word using the rules for the
game Charades while the other students actively participate in guessing
the English equivalent. Students will guess by using whiteboards
instead of yelling out words. This creates and environment where the
Label:
teacher can assess whether or not students are engaged and also
Evidence of
provides a classroom management feature (auditory, visual, kinesthetic,
Cognitive Student
CSE, Skills #1&2). Refer to directions for more information.
Engagement (CSE)
i. Once a student guesses the English equivalent of the word in
Label:
question, the teacher will have the students repeat the word in
21st Century Evidence
Spanish and English while simultaneously doing the action
(Skills #_)
(auditory, visual, kinesthetic, CFU-informal).
ii. Students are required to take notes in their vocab journals (CFUcontent, Skill #3) during this activity. (These include definitions
Label:
and the vocab used in a complete sentence; students will have to
Closure
turn these journals in first thing during our next class. This
means homework for those who do not finish in class.)

Transition: Upon completion of the Charades activity, the teacher will instruct the
students to place their words on the word wall poster created for this unit (we will have
a word wall for each unit) according to the letter the word starts with (auditory).
Immediately thereafter, the students will return to their seats. The teacher will ask two
students to restate the directions in their own words (CFU- directions).
4. Find that Word
a. The teacher will pass out pre-made graphic organizers that contain a list
of the vocabulary from this lesson.
b. The teacher will concurrently explain that the organizers will be used to
record authentic examples of how these words are used by doing a
walk-about (set up around the room before class started). The
directions will also be displayed on the overhead in the pre-made
directions document in addition to having two students repeat the
directions in their own words (visual, auditory, CFU-directions).
c. The students will walk around the room from station to station (each
consisting of authentic materials such as menus, frozen dinner boxes,
and recipes) in order to find examples to document on their organizer.
This can be done in groups of 2 or 3 people as long as each student
makes their own documentations (auditory- when working in groups,
visual, kinesthetic, CSE, Skill #4).
Transition: After allowing an ample amount of time, the teacher will end this activity
by assigning the rest of the examples to be done at home in order to demonstrate the
prominence of the Spanish language on many local food products. (The students will
be expected to bring in the completed graphic organizer (CFU- content) the following
day as a formative assessment of their interpretive reading skills.) The teacher will
direct students back to their seats for the final activities (auditory).
5. Short Essay
a. The teacher will instruct students to think of one of their favorite meals
and write a short essay explaining, in past tense (spiraling topic), how
they have prepared this dish, using a minimum of 5 vocabulary words
from this lesson. The directions will be given orally and also presented
on the overhead simultaneously in the TL (auditory). The teacher will
ask two students to restate the directions (CFU- directions/procedures).
b. The students will spend the next 5-7 minutes writing a short essay
(CFU- content) following the instructions previously given (kinesthetic,
CSE, Skill #3).
Transition: smooth transition directly into next activity.
6. Nos Hablamos (Turn & Talk)
a. The teacher will instruct students to turn to a neighbor and discuss what
they have written while the teacher collects their work. Two students
will be asked to repeat the directions (auditory, CFU-directions).
b. The students will actively discuss their work in the TL, using the new
vocabulary to explain its preparation. Students are encouraged to use the
body language from the Charades exercise in order to help the
interpersonal communication comprehension during the turn and talk
(auditory, visual, kinesthetic, CSE, CFU- informal, Skill #3).
Transition: Students will be given a 2 minute warning prior to closure.
7. Closure (Element of Surprise)
a. Teacher will hand out envelopes containing individual cards, each with
a different food item. Instructions will be given orally as well as being
printed on the card they receive (auditory).
b. Students will follow the directions given by listing as many vocabulary

words as possible from the lesson that could be applied to the particular
food listed on their card. When finished, students will put their card
back in the envelope, put their name on the outside of the envelope, and
hand it to the teacher before exiting the classroom. (CSE, CFU- content)
c. Teacher will remind students, as they are filling out their cards, about
their homework assignment to finish the graphic organizers and return
to the following class with them completed. The graphic organizers will
be collected at the beginning of the next class. It will also be listed on
the whiteboard/chalkboard (auditory).

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

Vocab Journals formative assessment which will be used to assess students

active participation in learning the unit vocab. The journals will be graded
holistically- complete (good), partial (fair), uncompleted (poor). The feedback
will be given directly in the journals to help clarify any misunderstandings
about the vocab content.
Find the Word Graphic Organizer formative assessment which will be
used to collect authentic examples of the uses of the new vocabulary. These
will be used to demonstrate the growth of cultural awareness by recognizing the
prominent use of Spanish even here in an English-speaking culture. The
organizer will be graded as part of the students participation grade for the day.
They will receive full points if filled out completely and points if only
partially completed. Feedback will be written on each organizer and returned
to students promptly.
Short Essay formative assessment which will be used to assess students
abilities to create complete, comprehensive sentences using a variety of the new
vocab from this unit along with the spiraling topic of verbs conjugated in the
past tense. This essay will help inform the teacher on whether or not students
are retaining the previous information learned as well as correctly using the
new vocab. Feedback will be written directly on the students work, and
grading will go towards participation points.
Turn & Talk formative assessment in which the teacher will be able to listen
in on conversations, assessing informally, whether students are able to use the
new vocabulary correctly and comprehensively. This assessment will provide
feedback for the teacher in order to determine the extent of confidence students
are demonstrating with the new vocab. This will help determine how much
focus needs to be put more directly on this vocab in the upcoming classes. Any
feedback for students will be given orally in passing. Grading will be done
informally and used again towards participation points.
Closure/Element of Surprise formative assessment used to assess what
words were the most easily retained from the lesson. This allows the teacher to
determine which words need to have the most exposure in the upcoming
classes. Feedback will be given during the next class as the teacher will point
point out a bunch of words on the word wall that students should take head of.
The teacher will focus on using these words more often than the words students
repeatedly listed from one index card to the next. Grading will be applied to
participation as long as students completed the exercise regardless of their
comprehension level.

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

If computers are available, students will use them during the bellringer, otherwise
students will be referring to their dictionaries or textbooks to define the new
vocabulary words they receive.
The teacher will be using an overhead in order to display instructions to the activities.
If these pieces of equipment are unavailable or un-operational, the teacher will resort to
printing instructions out and/or writing them on the board. (The teacher could have the
option of having a student write the directions for them as a CFU-directions as well.)
The use of a stop watch will be used either via the computer, watch, or phone during
the Charades game.

Academic
Language
required for the
lesson

agregar, aadir (to add); asar (to roast); frer [i, i] (to fry); cocinar, cocer [ue] (to cook);
hornear (to bake); medir [i, i] (to measure); mezclar (to mix); moler [ue] (to grind);
picar (to chop/dice); probar [ue] (to taste); sazonar (to season); adobar (to marinate);
remover (to stir); cortar (to cut); tapar (to cover); los trocitos (pieces); las rebanadas
(slices); enlatar (to can); embotellar (to bottle); hervir [ie, i] (to boil); pelar (to peel);
echar a perder (to spoilfood); descongelar (to defrost); congelar (to freeze); rallar (to
grate); ingerir [ie, i] (to ingest); calentar (to heat up); reducer (to reduce)
____________________________________________________________________
* Students will be taught the vocabulary through constant exposure to the vocab in
both authentic situations and activities designed with repetition in mind. They will be
required to comprehend all of these words when used in class and all future formative
assessments within 95% accuracy. They will also be required to use a minimum of 5
words from this list during their summative assessment with 100% accuracy.

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

Resources/
Materials

Time Required

Gazpacho ingredients and Chef hat

Computer
Overhead Projector
Whiteboard/Chalkboard and appropriate writing utensils
Stop watch (cell phone or computer)
Cards for Charades game
Word Wall
Dictionaries
Find that Word Graphic Organizers
Vocab Journal
Authentic materials such as menus, frozen dinner boxes, and recipes
Envelopes with a paper on the inside listing closure instructions and 1 food word
Directions Document: Charades Game Rules; Find that Word procedures; Short
Essay Directions; Element of Surprise directions
(1-2 days maximum) 45 minute periods