Topic - La Salud Mental y Subjuntivo

Unit - El Tiempo y los Valores

Espanol 2/HS Spanish English

Novice Level 50’

Rationale This lesson comes at the end of the unit plan after students have
spent time learning, discussing, and reflecting on various
practices in the Spanish culture and what values they reflect. This
lesson ties these practices together with a common theme of
mental health and encourages students' reflection on how
practices and time management support (or do not support) self
care and positive mental health. The topic of mental health and
slowing down lends itself to the subjunctive mood in Spanish in
the category of recommendations. Subjunctive is a very difficult,
complex, and time consuming grammar point to teach and to
learn. For this reason, the subjunctive is presented in pieces
starting with recommendations and suggestions. There are various
different contexts and uses of the subjunctive, and I believe this
type is a good starting point because there are clear ‘markers’ that
make a sentence warrant the subjunctive. This way students have
learned and are practicing the conjugation and uses of
subjunctive, and are now able to apply it in a realistic, relatable,
and useful way with recommendations and suggestions. This
lesson also maintains cultural authenticity with the use of
infographics, videos, and activities in the target language that
students will engage with in reading, writing, listening, and
speaking activities. I believe having this lesson dedicated to
mental health is very important because oftentimes I don’t think
 enough time is set aside for these conversations. Adolescents are
going through a lot of changes at this time in their lives and I
believe it is important that the classroom is a safe and comfortable
place for them where students can learn Spanish but also learn the
importance of self-care and healthy habits. This lesson serves as a
step in creating the welcoming, kind, and supportive classroom
environment that I believe warrants meaningful learning for
students.

Objetivos 1. Puedo expresar mis emociones y sentimientos en Español.
2. Puedo hacer recomendaciones para una buena salud y
autocuidado usando el subjuntivo.
3. Puedo conjugar en el subjuntivo.
4. Puedo apoyarme a mi mismo y a mis compañeros en
momentos difíciles con estrategias y recursos.
5. Puedo interpretar infografías en Español.
1. I can express my emotions and feelings in
Spanish.
2. I can make recommendations for good health and
self-care using subjunctive.
3. I can conjugate in the subjunctive.
4. I can support myself and my classmates in
difficult moments with strategies and resources.
5. I can interpret infographics in Spanish.

Materiales - Lapiz/Boli - Pencil/Pen

- Hoja Como Estas Hoy - Sheet - How are you today
- Enlace - Buena Salud - Link - Buena Salud
- Paquete - Subjuntivo - Packet - Subjunctive
- Prueba - Quiz

Standards ● Standard 1.1 Communication - Interpersonal Mode

○ Students engage in conversations, provide and
obtain information,express feelings and emotions,
and exchange opinions.
○ Artículo y Preguntas, Mock Sobremesa
● Standard 1.2 Communication - Interpretive Mode
 ○ Students understand and interpret written and
spoken language on a variety of topics.
○ Artículo y Preguntas, Brain Break
● Standard 1.3 Communication - Presentational Mode
○ Students present information, concepts, and ideas
to an audience of listeners or readers on a variety
of topics.
● Standard 5.2 Communities - Students show evidence of
becoming life-long learners by using the language for
personal enjoyment and enrichment.

La Agenda 1. Bienvenidos - Frases de Puedo y Agenda 1. Welcome - Can-Do Statements & Agenda
2. Como Estas Hoy 2. How are you today
3. Video - Una Buena Salud 3. Video - Una Buena Salud
4. Subjuntivo Practica/Repaso 4. Subjunctive Practice/Review
5. Quiz #1 Subjunctive
5. Prueba #1 Subjuntivo 6. Homework
6. Tarea

Key Script Spanish, ​Script English, ​Transition, ​Timing, Teacher Thinking/Action

Standard Met,

Actividad 1 - 6 Minutes
Bienvenidos - Frases de ¡Buenos dias! Feliz (día) estudiantes!! Hemos pasado unos días
Puedo y Agenda hablando de cómo las personas en España pasan su tiempo con
una variedad de prácticas y tradiciones. ​También, hemos
Reading, listening, comparado estas cosas con nuestras prácticas y nuestro tiempo
speaking para inspirarnos a hacer una reflexión en que nos gusta y que
queremos cambiar. Un tema sobre toda esta exploración de las
prácticas Españolas es el aprecio por la vida y un enfoque en la
-Play music as students enter - turn it off to signal class
beginning
-Speak with students as they enter, walk around the
room. Make sure everything is set before passing time so
you have this freedom.
cuidar sí mismo y calmarse. Hoy vamos a explorar más el tema de
la salud mental y cómo nuestras vidas apoyan, o no apoyan, una
buena salud mental.
- Good morning! Happy (day of the week) students! We
have spent time talking about how people spend their time
in Spain through a variety of practices and traditions. In
this we have compared them to how we spend our own
time to inspire us to make reflections one what we like
and what we'd like to change. An overarching theme in
our exploration of spanish practices is a zest for life and a
focus on self-care & slowing down. Today we will dive
further into the topic of mental health and how our
lifestyles do or don't support mental health.
Vamos a empezar con un check in personal, pero primero,
repasamos los objetivos del día. Lean los objetivos, y con la
pareja a tu lado discuten qué significan. Después quiero unos
voluntarios para describirlos a la clase.
- We are going to start with a personal check in, but first,
let’s review the objectives for today. Read the objectives,
and with your partner next to you discuss what they mean.
After, I need a couple volunteers to describe them to the
class.
Tienen 3 minutos, a mi señal… vamos
- You have three minutes, on my mark…. Lets go
Perfecto que buena discusión. Ahora, un voluntario. Le el primer
objetivo y explicarlo a la clase.
-This is an important intro so students understand the
relevance of this conversation - it primes them to be
thinking about all the practices and celebrations we've
learned about and now think of them in the context of
mental health
-Clue them in to what we are going to be doing and that
they can expect a check in - maybe students begin
thinking about this on their own
-Let them know you will need volunteers before they
pair off to ensure they actually discuss them well enough
to feel comfortable explaining them to the entire class -
motivate accountability and staying on task
-always tell them exact timing
-Walk around as students converse - pay attention to who
has a good grasp on these in case you have to cold call
you want to call someone that you know understand and
is ready to present it
 - Perfect, what great discussion I was hearing! Now, a
volunteer. Read the first objective and explain it to the
class.
Por favor, un voluntario. Si no, ¡yo puedo escoger!
- A volunteer please! If not, I can choose.
Fantástica descripción muchas gracias (student name). Ahora, por
favor escoge un amigo para la próxima.
- Fantastic description, thank you (student name). Now,
please pick a friend for the next one.
¡Son maravillosas gracias por ser atrevidos!
- You are marvelous, thank you for being brave.
-Let them know they can pick, or you can pick. This may
inspire bravery.
-Only have students describe 2 of the objectives, and
then explain the rest for sake of time - having students do
them all and waiting for response time will take too long
and defeats the purpose here. Two students sharing here
serves as an understanding check.
-Enthusiasm as you thank students, participating is not a
small feat in front of all your classmates especially at a
low level

Actividad 2 - Cómo 10 Minutos (minutes) -Point to sheet as you give directions but don't pass it out
Estás Hoy Ahora vamos a hacer un check in personal. Quiero que todos until you are done will instructions - students will check
piensen en como estas, realmente. Van a contestar estas preguntas out and begin reading once you hand it out
en la hoja en cualquiera manera que quieran. Se honesto y
cómodo, estamos en un espacio seguro y de respeto.
*Instructions given in - Now, we are going to start by doing a personal check in. I
Spanish want everyone to think about how you are doing, really.
You are going to answer the questions on this sheet
*Standard 1.1 however you see fit. Be honest and comfortable, we are in -Let them know they will use this later - reminder to not
Interpersonal a respectful and safe place. slack off during work time because it needs to be
complete in order to be used later as well - be thoughtful
Solo yo los voy a leer, y van a usarlos para una actividad en el
*Reading, writing now
futuro así que es importante pensar y escribir. Por favor, escriban
en español y si tienen preguntas de cómo decir algo,preguntenme.
Vamos a hacer esto por 10 minutos.
 - Only I will be reading these and you are going to use them
for a future activity so it is important that you think and
write as much as you can. Please, write in spanish and if
you have questions on how to say something, ask me. We
are going to be doing this for 10 minutes.
¿Quién tiene una pregunta o una recomendación para esta
actividad para hacerla más positiva para ti?
- Who has a question or a recommendation for this activity
in order to make it more positive for you?
Yo estoy aquí para cualquier pregunta, puedo poner música si
quieren. 10 minutos y terminamos a la (end time). A mi señal…
vamos!
- I am here for any questions, I can play music if you'd like.
10 minutes and we will finish at (end time) On my
signal… lets go!
-Play music if students want to feel more
energized/positive while working
-Ensure them only you will read them, may inspire them
to share differently
-Ask who has a question or also a recommendation for
how to make this activity more positive for them-
students have input and choice here - a student may have
an idea you did not think of so be open to adjusting here
-Also give exact end time so students can refer to clock
because they may not remember what time they started
-I hope students will engage with this activity and be
willing to share because it is a great opportunity to
check-in with them and be informed about a variety of
things going on in their lives to better inform my
classroom management and instruction
Actividad 3- 10 Minutos (minutos) -Here the hope is students recall the subjunctive mood
Una Buena Salud Buen trabajo estudiantes. Continuamos con un video sobre la and realize its connection
buena salud. ​Este video tiene algunas recomendaciones para tener -Scaffold with these probing questions to guide them
*Instructions given in buena salud. ¿Qué sabemos sobre las recomendaciones? ¿Cómo
Spanish
lo hacemos en español? ¿Qué forma de habla usamos?
- Good work students. Let's continue with a video about
*Standard 1.2 good health. This video contains some recommendations
Interpretive, Standard in order to maintain good health and self-care. What do
1.3 we know about recommendations? How do we make them
in Spanish? What form do we use?
*listening, writing, -Show relevance to students lives, meaningful learning
Gracias (student name) Sí! ¡El subjuntivo! Hemos practicado el
speaking occurs when students place value on what they are
subjuntivo para las recomendaciones por algunos días. Ahora lo learning and see its relevance/use in their own lives
vamos a usar en el contexto de la salud mental y vamos a ver
como se usa para hacer unas recomendaciones reales y relevantes. -Connecting this grammar point with the theme and
- Thank you (student name) Yes! The subjunctive! We have cultural input of this unit
practiced the subjunctive for recommendations for some
days now. Now we are going to use the context of mental
health and we are going to see how we can use what we've -Explain task before video beings - if you ask for these
learned to make real & relevant recommendations. phrases after the video students may not have been
Sacan una hoja de papel. Mientras vean el video, escriban 2 de las paying attention and even if they were likely can not
recomendaciones que se presentan en el video. El video hace recall this exact info because they didn't know what they
varias recomendaciones con él subjuntivo, noten 2 con la frase were looking for
que señala el subjuntivo y también el verbo conjugado.
- Take out a sheet of paper. While you watch the video,
write 2 of the recommendations presented. THe video will
make various recommendations with the subjunctive, note
2 with the phrase that signals the subjunctive as well as
the conjugated verb.
 Por ejemplo, si la frase es ‘es importante que tengas….’ escriben
él senal ‘es importante que’ y él verbo conjugado ‘tengas’.
- For example, if the phrase is “...” write the signal “...” and
the conjugated verb “...”
Preguntas? Todos tienen un papel y un lápiz? Vamos a empezar.
- Questions? Does everyone have paper and a pencil? Lets
begin
Bueno clase, quién puede decirme algo que recomendaron en él
video?
- Okay class, who can tell me something they recommended
in the video.
Actividad 4- Subjuntivo 15 Minutos(Minutes)
Practica/Repaso Entonces, él video presenta varias recomendaciones para una
buena salud física y mental. Ahora, vamos a practicar más con él
*Standard 1.1 subjuntivo para crear nuestras propias recomendaciones y
Interpersonal, Standard
1.2 Interpretive, consejos.
Standard 1.3 - So, the video presents various recommendations for good
Presentational, Standard physical and mental health. Now, we are going to practice
5.1 Communities more with the subjunctive to create our own
recommendations and advice.
*Instructions given in Vamos a estar en grupos de 3. Busca tu grupo ahora y pon los
Spanish
escritorios juntos. Rapido por favor!!
*reading, writing, - We are going to be in groups of 3. Find your group now
speaking and put your desks together. Quickly please!
-Give example of what they need to note so they have a
template of what to write down
-ensure everyone has materials to avoid ‘i didn't have
any paper’ when you ask for participation later
-Repeat students' responses and elaborate freely. Ask if
students agree, ask if they practice this, what they would
change etc., this is a oral participation from students -
keep going until you have at least 8 or 9 oral participants
- the video has enough examples for this - be firm until
you reach this number
-let students know how many more volunteers you need
before moving on to move it along if participation slows
- The video is an exact example of what students
are now tasked with doing
- Serves as a reminder, brings these skills back to
the forefront before doing it themselves
- Let students group together themselves, allow
choice, as long as they stay on task in the group.
Monitor this as the activity goes on by walking
around
- If they take too long to move, bring them back in,
raise your voice above their chatter, demand
silence for instructions
Bueno, voy a pasar estos paquetes. Los paquetes tienen 4
diferentes infografías. Cada fotografía está relacionada con la - Point as you explain
salud mental, buenos hábitos etc. Debajo de cada infografía, hay 3
líneas. En cada línea, necesitas escribir una oración usando el
- Students will have notes from previous days with
subjuntivo con un consejo o recomendación que está presente en the phrases that signal subjunctive that they can
la infografía. use to begin their sentences - remind them of this
- Okay I am going to pass out these packets. The packets resource - holds them accountable for keeping
contain 4 different infographics. Each photo is related to their things organized and on hand this is why the
mental health, good habits, positivity etc. Under each sentence starters aren't in the packet
infographic, there are three lines. In each line, you need to
write a sentence using the subjunctive with advice or a
recommendation that is present in the infographic. -make requirements clear here with numbers
Necesitan 3 frases por cada infografía. Al final, van a tener 12
frases en total. Si tienen preguntas mientras trabajan, ahora es el
tiempo de preguntarnos porque tienen una prueba del subjuntivo
después de esto.
- You need 3 phrases for each infographic. At the end, you
will have 12 phrases total. If you have questions while you - give example of how to convert what the infographic
work, now is the time to ask them because you have a says into a phrase
subjunctive quiz after this.
Por ejemplo, si la foto dice ‘escuchar música’ puedes decir, ‘es
importante que escuches música para bajar el estrés’. Tienen 13
minutos para terminar este paquete. Si no lo terminan, es para
tarea. A mi señal… vamos! -give exact end time
- For example, if the photo says ‘listen to music’ you could
say ‘it's important that you listen to music to lower stress’.
You have 13 minutes to finish this packet. If you don't
finish, it will be for homework. On my signal… lets go!
Actividad 5 - Prueba 10 Minutes.
Ahora buenos estudiantes, es hora para la prueba. No se
*Standard 1.1 preocupen, lo hemos practicado por algunos días ahora y pueden
Interpersonal, Standard hacerlo​. ​Lean las direcciones con cuidado, tomen su tiempo,
1.2 Interpretive
preguntenme si necesiten.
- Okay students, it's time for the quiz. Don't worry, we have
*reading, writing practiced for some days and you can do it. Read the
directions carefully, take your time, and ask me questions
if you need to.
*Instructions in English En la prueba hay ocho (8) frases. Cada frase presenta una
situación. En la línea, necesitan crear una frase usando el
subjuntivo que responde a la situación. Recomiendo que hagan
recomendaciones, consejos, etc. Cada frase necesita tener el
subjuntivo, los voy a corregir por precisión y conjugación
correcta, la idea de la frase necesita tener sentido pero no importa
si es bueno consejo o no.
- On the quiz there are 8 phrases. Each phrase presents a
situation. On the line, you need to create a phrase using
the subjunctive that responds to the situation. I
recommend that you make recommendations, give advice,
etc. Each phrase must have the subjunctive, and I am
going to grade these for precision and correct conjugation.
The idea of your phrase needs to make sense but don't
worry about vocabulary as much as grammar.
Tienen hasta el final de clase. Lean las direcciones y chequen su
trabajo antes de terminar, 2 veces si tienen tiempo. Buena
suerte… A mi señal… vamos.
-remind them to read directions. Explain them a bit,
but you want to teach responsibility and
accountability to get students used to paying
attention to these things
-use a subjunctive phrase in your directions, some
student that are paying attention will be treated
with some guidance here
-pass out after done talking
-walk around while they work to pay attention to
students' eyes, things they have out, cell phones
etc.
-Instructions in English to ensure no confusion on a
quiz
-The quiz is a more open ended format where
students are given a situation and must respond
with recommendations or advice to help better
that situation. I used this format so there is a
choice for students to use subjunctive signals and
verbs they are comfortable with. This also allows
for me to assess how well students are
understanding the use of subjunctive and how it
is used in daily conversation. In addition, they
have practiced using it in this way throughout
class today and the quiz is not meant to trick
them, it is a way to see if my instruction and
activities are effective in my desired outcomes
 - You have until the end of class. Read the directions and and learning targets
check your work before you turn it in, twice if you have
time. Good luck.. On my signal.. Lets go..
Clase, no tienen tarea hoy (woohoo) solo termine el paquete si no -make sure they know the packet will be relevant
tomorrow so they are incentivized and motivated
tenían tiempo. El paquete con las infografías. Vamos a compartir to complete it
las ideas mañana. Usen el tiempo libre para tomar su propio
consejo y hacer algo para cuidarte. Hasta manana!
- Class you don't have homework today (woohoo) just - I would consider having this quiz be a listening
finish the packet if you didn't have time. The packet is activity if appropriate for the class. I would read
with the infographics. We will share those ideas the statement aloud 2-3 times and students would
write a phrase on a corresponding numbered line.
tomorrow. Use your free time to take your own advice and
do something to take care of yourselves. See you
tomorrow!

Actividad 6 - Tarea As students leave or while they work tell them there is no
homework unless they did not finish their packet. Since today was
a quiz day and they have had homework most previous days as
well as a grammar dense​ ​lesson. Today I want students to have
free time possibly to take some of their own advice practiced over
the past few days.

Back Pocket 1 - A letter to yourself -

Have students write a letter to themselves. Depending on where
you are level, grammar, and vocabulary wise; feel free to include
requirements in that area and adjust accordingly. For example, in
this lesson I would have students give themselves advice and
require 5-6 uses of subjunctive, underlined. Also adjust
 requirements based on time available for this activity. At a higher
level students could write to their future selves, or at a mid level
students could speak to their past selves etc.

Back Pocket 2 - Catch Phrase

Students will always have a vocabulary list relevant to their
current work. Have students write their vocab words on scrap
pieces of paper, and put them in a pile/bowl in the middle of their
group like they are playing charades. Students will be in groups of
4. Your partner is the person across from you. Catch phrase is like
a hot potato with words, you don't want the timer to stop when it's
your turn. When it's your turn pick up a vocab word and describe
it to your partner. You can say or do anything to get your partner
to say the word, but no english, no rhyming, spelling, or saying
the word. When you get the word, move on to the next player.
Teacher set a timer for each round for 1:30-2:00. At the end of the
round, the team who ISNT playing gets a point. AKA if it's your
turn when the timer ends, you lose the round. Move fast, think
fast, and keep speaking! The more you say, the more your partner
has to go off of. First to 6 points wins, offer extra credit points or
a snack.

Prior Knowledge/
Anticipated problems
-Students will need prior knowledge of grammar and
vocabulary to engage with the video and infographics
-Students will use prior knowledge and interpretive
strategies as well as knowledge of the subjunctive mood
and how to properly conjugate in order to complete the
subjunctive practice activity using infographics
 -The grouping process may take too much time, in this
case I will assign groups
-Students will have prior knowledge from this unit on
practices, celebrations, pastimes, and time management
-Students possess basic spanish language knowledge
necessary to complete tasks, communicate ideas
effectively and understand directions

Critical Questions/ -The ‘how are you really’ activity may be difficult for student to
Preguntas complete in Spanish because vocabulary and grammar that they
need to say the things they want to say could be all over the board
and for this reason I would consider allowing them to not use full
sentences and just bullet thoughts, or even answer in English
while keeping the questions in Spanish in order to better serve the
purpose of the activity which is to explore and share how they are
really doing - since this isn't meant to be a language building
lesson but rather a relationship/classroom/wellbeing activity, it
may be worth adjusting to be effective in these ways.
-How do I get students to share their personal lives with me if
they don’t feel comfortable? This isn't something that can be
forced, nor would I feel comfortable doing so. I can only do so
much in welcoming and supporting this from students and if they
do not respond well to it I worry that my ability to engage with
them and personalize my classroom management, instruction, and
activities to best support their learning will be limited.
-How much time is necessary for these activities? Especially the
quiz. I don't know how much time is appropriate for how much
work.
-How do I know instructions are comprehensible? Using a lot of
cognates and gestures, but how do I make instructions exhaustive
while still comprehensible in the target language when students
are novice learners?
Cómo Estás Hoy?
Como estas hoy?

Algo difícil esta semana...

Algo emocionante esta semana...

Algo que te quita la energía...

Algo que te restablece la energía...

Algo que haces para relajarte...

Algo que haces para reirse...

Algo que quieres usar el tiempo para hacer esta semana...

Cuando vas a tomar el tiempo esta semana para cuidarte - escribe la fecha y la hora
El Subjuntivo - Los Consejos y Las Recomendaciones
Usando estrategias interpretativas, lean la infografía, vean las fotos, y crean 3 recomendaciones con él subjuntivo en las líneas abajo.
Van a usar las fotos para inspirar sus frases. ¿Qué dice la infografía? ¿Qué estrategias comparte y porque? ¿Cuál es la meta de esta
infografía? Esta actividad es una oportunidad para practicar el subjuntivo y ser creativo.

1. __________________________________

______________________________________

2. __________________________________

_______________________________________

3. ___________________________________

_______________________________________
 1. ________________________________

___________________________________

2. ________________________________

____________________________________

3. ________________________________

____________________________________
 1. ____________________________________

_______________________________________

2. ____________________________________

_______________________________________

3. ____________________________________

________________________________________________
1. ________________________________

___________________________________

2. ________________________________

___________________________________

3. ________________________________

___________________________________________
 Prueba #1 El Subjuntivo
Direcciones - Lea cada frase con cuidado para entender la situación. Después, escribe una frase en el subjuntivo
para responder a la situación presentada. Esta frase necesita tener un verbo conjugado en él subjuntivo. Usa las
frases que señalan el subjuntivo para empezar cada oración. Repasa sus respuestas antes de entregar, conjugación y
ortografía correcta importa.

Nombre _____________ Hora __________

1. Su amiga Cristina hace su tarea muy tarde por la noche y siempre llega a la escuela muy
cansada.
______________________________________________________________________
______________________________________________________________________
2. Cada día Mario regresa de la escuela y pasa todo su tiempo sentado jugando videojuegos.
______________________________________________________________________
______________________________________________________________________
3. Invitas a su amiga Sofia al cine, pero ella dice que no puede porque solo ha pasado 5 horas
estudiando hoy y necesita continuar su tarea.
______________________________________________________________________
______________________________________________________________________
4. Puedes ver que Tony no está prestando atención porque está pensando en algo diferente.
Cuando le preguntas a Tony que está pasando, le dice que ‘nada’.
______________________________________________________________________
______________________________________________________________________
5. Tienes una cita con una terapeuta en la escuela pero no vas porque tienes miedo.
______________________________________________________________________
______________________________________________________________________

6. Isabella dice que quiere ayuda con algunas cosas en su vida, pero no conoce los servicios o
recursos que están presentes en la escuela.
______________________________________________________________________
______________________________________________________________________
7. Su padre pasa todo el día en el trabajo y cuando regresa a casa todavía está respondiendo a
mensajes y llamadas.
______________________________________________________________________
______________________________________________________________________
8. Su hermana le dice que tiene mucho estrés y no sabe qué hacer para reducirlo.
______________________________________________________________________
______________________________________________________________________
​Lesson Plan Rubric
Please complete this rubric every time you write a lesson plan for methods

4- Exceeds 3- Meets 2- Approaching 1- Below Standard

Standard Standard Standard

Format/ Lesson plan Lesson plan Lesson plan makes Lesson plan has no
Organization makes use of a makes use of a use of a ​format that consistent format or is
clear, efficient, clear format,​ but is comprehensible difficult to read.
and consistent is not always but inconsistent and
format and is consistent and not always
well organized​. organized. organized.
*Consistent,
well organized,
color-coded
template with
titles, labels,
and timing

Requirement Lesson plan Lesson plan Lesson plan Lesson plan is missing
s for All EDU contains ​all contains ​most contains ​most many required elements.
420 LPs required required required elements
(see syllabus elements elements but they are not
for these) (materials, presented clearly. always presented
standards, clearly.
teacher
thinking, etc)
presented
clearly.
 *All elements
present and
clearly labeled

Steps for the General activity General activity General activity General activity does not
Specific reflects​ reading somewhat vaguely reflects reflect reading and
Model of and class reflects ​reading reading and discussion on topic. It
Teaching discussion on and class discussion on the does not effectively
Reflected in the topic discussion on the topic. It ​sometimes promote cooperation and
This LP throughout.​ It is topic.​ It promotes promotes learning, and lacks clarity
(cooperative clear, specific, cooperation and cooperation and and specificity.
learning is and promotes learning, ​but is learning,​ and lacks
given as the interpretive somewhat lacking clarity and
example here; skills and in clarity and specificity.
please note meaningful, specificity.
that the collaborative
specific model learning among
of teaching students.
may be
anything from
“generic” to
“direct
Instruction”,
“cooperative
learning” or
another
specific
model,​ and
you must
adjust the
rubric
language in
this row to
 reflect that
model)

Supplementa All All​ supplementary Most Few supplementary

ry Materials: supplementary materials have supplementary materials have been
Quizzes, materials have been included, materials have included, or most are
Homework, been included, but some are been included, poorly, hastily, or
In-class and ​show poorly, hastily, or some are poorly, insufficiently done.
Activities, evidence of insufficiently hastily, or
etc.) thoughtful done. insufficiently done.
preparation.
*Clearly
labeled
materials list,
and included at
end of
document

Content Instruction and Instruction and Some​ instruction Instruction and activities
activities​ reflect activities ​mostly and activities reflect only vaguely reflect
the lesson reflect ​lesson the lesson lesson objectives, show
objectives, objectives, ​show objectives, but little evidence of careful
show evidence some evidence​ of show minimal thought, and are not
of careful careful thought evidence ​of careful effective or engaging for
thought and and planning, but thought and students.
planning, and may not be planning, and may
are effective effective and not be effective or
and engaging engaging for engaging for
for students. students. students.

*Activities
clearly align
with
objectives/can
 do statements
and engage
students in
individual and
group settings.

Philosophy PTL is The PTL is The PTL is The PTL is not really
of Teaching evidenced ​in clearly evident somewhat evident evident
and Learning the entire but not in the but only
lesson design entirety​ of the sporadically and not
and the document and/or deeply
activities and not at a deep and
the flow reflect consistent level
the PTL

*Each activity
labeled with
teacher
thinking and
purpose