Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Griselda Bello

Date

Subject/ Topic/ Theme

Spanish 1 / Music

Grade ____9-12_____

I. Objectives
How does this lesson connect to the unit plan?
We will see a couple of Christian songs related to the Holy Week, specifically of Jesus sacrifice.
cognitiveR U Ap An E C*

Learners will be able to:

Recognized and use new vocabulary related to Jesus sacrifice

Know two of the most famous Hispanic Christian singers

RUA

Conjugated verbs in preterit and imperfect

Collaborate and work with groups
Listen and understand the two songs

RU ApA

physical
development

socioemotional

U ApAn

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.2 We will read together as a class written material, and they will participate answering questions.
2.1 They will be able to demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied by looking at their music.
4.1 Students will compare new Spanish vocabulary with words in English. They may find some cognates.
5.1 The students will learn vocabulary related to Jesus sacrifice. They may use it with Spanish speakers, and if they travel to some of this countries.
5.2 They will be engaged and interested to use the language for personal enjoyment and enrichment.
(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.

They may need previous knowledge of basic Spanish vocabulary.

They need previous knowledge in conjugating Spanish verbs.

Pre-assessment (for learning):

An informal assessment, ask them if they have conjugated verbs before.

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

We will review the vocabulary first, and rules to distinguish between preterit and imperfect.

What barriers might this

lesson present?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Students may have problems
distinguishing when to use preterit
or imperfect. I will give them a
page with the rules, explain it, and
practice.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (as learning):

Students will do an activity to practice their comprehension, and will fill the blanks with correct
conjugation.
Summative (of learning):
We will go over the answer together for review, and will listen to the songs

I will be give them a vocabulary

first, then I will be walking
around while they work, to give
feedback and answer their
questions.

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will work in small groups
to do a small activity. Also, they
will work with partners.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
I will show pictures of the singers a
video of the songs.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

They will be able to read the

songs, do and activity, and also
listen to them.

The activities will test students

understanding, and they will
have to collaborated to each
other by working in small
groups.

Provide options for comprehensionactivate, apply & highlight

I will give them the vocabulary,

rules to conjugated and
examples.

Classroom can be set up any way students can clearly see the projection.

How will your classroom

be set up for this lesson?

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

I will give clear instructions of

They will self-assess by seeing
what is expected from them on
how much they understand
each activity, and I will be
while doing the activities.
walking around monitoring
their work.
A projector to show the pictures of the singers, their information, and the songs. Also show
the rules when to use preterit or imperfect.
Internet access
A copy machine, scissors
All the material needed is a document word attached
Page divided in ten, and sentences previously cut
We need a copy for each student of the vocabulary page, the two songs, and rules for preterit
and imperfect.
The power pint with the singers pictures, information, and link to the videos songs.

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

III. The Plan

Time
3

3
10
7
9
5
7

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Components
Motivation
(opening/
introduction/
engagement)

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. I will greet the students an introduce the
1. Students will listen and tell to the class a
vocabulary. I will give them a copy to
translation if they know it.
each student and then translate them
together.

2.

I will give them instructions for the

activity. I will divide the class in ten
groups, and give them one of the 10
different phrases in Spanish and one of the
rectangles of the first page previously cut.
Each group will write a picture of the
phrase in the bigger rectangle and live the
small one blank. They are allowed to use
word reference. When they are done they
will change their drawing with other
group. I will give them the song, and they
have to figure out what sentence of the
song is the drawing about, and write it in
the smaller rectangle.

2.

Students will be listening to the

instructions and ask any questions.

3.

Students will be doing the activity.

3.
4.

5.
6.

7.

Closure
(conclusion,
culmination,
wrap-up)

8.

I will be walking around to monitor their

work and answer any question.
After they are done, I will project the first
singer information, read it and then show
the video of the song, and ask them to
sing.
Then, I will give them the sheet with the
rules to use preterit and imperfect, and
explain it.
I will give them the second song to fill in
the blanks. They have to change the verb
in the parenthesis to preterit or imperfect.
They can work with partners. Then we
will go over it together.
Then, I will project the information of the
second singer, his picture, and show the
video of the song. I will ask them to sing
as well.

I will only them that it was all for the day

and I will see them tomorrow.

4.

Students will listen and sing.

5.

Students will listen and ask questions.

6.

Students will listen to the instructions,

then work with their partners and ask
questions. Then, they will give the
answers when the teacher asks them.

7.

Students will listen and sing.

9.

Students will listen and prepare to go.

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.)
I did not have a change to teach this lesson, but I am just concern about the time. I am not sure if the time given is enough
for each activity. It will depend on the students also. There is a probability that I may have to adjust the lesson.

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