Name: Ivan Moya Cano Grade/Subject: Spanish 9th Date: 01/05/2024

1. Texas Essential Knowledge and Skills (TEKS): (C2)

117.52.b.3.C: Comprehend and interpret spoken and written language, texts, and sign language on familiar topics
presented through a variety of media in the target language.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
117: Indicates the course, which is Spanish Language Arts and Reading.
52: Represents the strand or domain within the course, possibly related to comprehension or interpretation.
b: Likely signifies a sub-strand or specific area within the strand.
3: Indicates the specific standard or expectation within the sub-strand.
C: Could represent a particular part or focus within the standard.
3. SMART TEK 117.52.b.3.C could be: "Students will be able to summarize a 5-minute Spanish news
Objective(s): (C3) segment on a familiar topic with at least 80% accuracy." This objective is specific in the required
action, measurable in terms of accuracy, achievable within a timeframe, and relevant to
comprehending spoken language in Spanish.
Essential Question:

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn
and use to engage in the
content area in
meaningful ways.
There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Central Focus: Understanding the main idea and key details in a spoken Spanish news segment.
Learning Targets:
Identify the main idea of the news segment.
Determine key details that support the main idea.
Summarize the news segment in their own words, focusing on the main points.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
he language function of the lesson is "summarize," which aligns with the verb "comprehend and
interpret" from the TEK.
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Words: noticias (news), segmento (segment), tema familiar (familiar topic), precisión
(accuracy).
Phrases: resumir (to summarize), en sus propias palabras (in their own words), puntos
principales (main points).
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Students will engage in discussion and writing activities to summarize the news segment. They
will share their summaries with peers, discuss the main ideas, and provide feedback on each
other's summaries.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
The lesson will focus on sentence structures and language patterns used in summarizing
information, such as using introductory phrases to introduce the main idea and supporting
details, and using cohesive devices to connect ideas within the summary.
 6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) The language function is "summarize." To assist students in demonstrating this function, I will
The resources, provide them with a graphic organizer specifically designed for summarization. This will help
representations, and them organize their thoughts and key points before writing or speaking.
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and Strategy 1: Frayer Model: Students will complete a Frayer Model for key vocabulary words
practice the concepts and related to the news segment. This will help them understand the words' meaning, use, and
language they need to context.
learn within the Strategy 2: Contextualization: I will provide students with sentences or short paragraphs where
discipline the vocabulary words are used in context. This will help them understand how the words are
used in real-life situations.
Site the researcher’s
name as you refer to the Discourse strategies - (GO TO Page)
strategy.
Strategy 1: Think-Pair-Share: Students will think about a question related to the news segment,
discuss it with a partner, and then share their ideas with the class. This will encourage active
participation and discussion.

Strategy 2: Socratic Seminars: Students will engage in a structured discussion about the news
segment, focusing on asking and answering open-ended questions. This will encourage critical
thinking and deeper understanding of the content.

Syntax - (GO TO Page)

Strategy 1: Sentence Combining: Students will practice combining simple sentences into more
complex sentences, mimicking the syntax used in the news segment summaries. This will help
them understand sentence structure and improve their writing skills.
Strategy 2: Modeling: I will model how to structure a summary using appropriate syntax,
highlighting key elements such as main ideas, supporting details, and transitions. This will
provide students with a clear example to follow.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be Think-Pair-Share: During the lesson, students will engage in a Think-Pair-Share activity
aligned to the TEKS, where they will think about a question related to the news segment, discuss it with a
and objectives. partner, and then share their ideas with the class. This will allow me to formatively assess
their understanding of the main ideas and key details as they discuss and share their
summaries with their peers.

Summative:
Written Summary: At the end of the lesson, students will write a summary of the news
segment in their own words. This will be a summative assessment of their ability to
comprehend and interpret spoken language, as well as to summarize information
accurately.

8. Hook (C7) Hook activity (make connections to prior learning)

For the hook activity, students will participate in a "Quick Search" activity where they use the
 internet to find answers to three questions about a future topic related to instructional hooks and
Closure (C7) lesson closure. This activity will engage students by tapping into their curiosity and prior
knowledge, as well as provide a meaningful connection to the upcoming lesson content.

Closure Activity: (make connections to prior learning)

Student Assets (C7) For the closure activity, students will engage in a "Whip Around" activity where they quickly
share one thing they learned about instructional hooks and lesson closure. This activity will
allow students to reflect on their learning and make connections to their prior knowledge,
reinforcing key concepts and providing closure to the lesson.

Personal assets: Personal assets that could be leveraged in this context include students' prior
experiences with engaging learning activities, their creativity in thinking of new ways to
approach learning, and their ability to reflect on their own learning process.
Cultural assets: Cultural assets that could be leveraged include cultural stories or traditions
related to storytelling or engaging presentations, which could be incorporated into the lesson to
make it more culturally relevant and engaging for students.
Community assets: Community assets that could be leveraged include community resources
such as local experts or organizations that could provide insights or examples related to
effective instructional hooks and lesson closure. Inviting guest speakers or arranging field trips
could provide students with real-world examples and connections to their community.
9. Body of Lesson/ I Do: Present a current example of evolution in the Spanish-speaking world, such as the case of
Teaching Strategies and HIV, using specific vocabulary both in oral presentation and in writing. Students could write
Learning Task(s) down the new vocabulary as they are exposed to it.
(C9)
We Do: Students will work on creating reference posters to summarize the main points of the
Be sure to include: lesson and practice their vocabulary, having to explain the concept of evolution in scientific
How will students learn terms.
and use academic
language? You Do: Students will practice independently by answering an essential question presented at
the beginning of the class, such as "Could climate change impact evolution?"

Three higher order Differentiation:

thinking questions.
For second language learners and cultural diversity, present the vocabulary in both English and
the second language, and model with think-alouds.
Marzano Strategy For gifted or advanced learners, use graphic organizers (such as a T-Chart) and reference
posters.

Technology:

Use internet search engines to provide visuals and examples that complement the class material.
Engage in online discussions on the topic.

10. Resources and Internet, online resources, lesson notes for students
materials needed (C9) (How might you differentiate materials and resources for learners with various needs?) With
this lesson, every student will be presented with a paper and digital copy of lesson notes. Should
(E7) any research papers be assigned, students will be presented in class time to use school resources
(ex.print outs of research articles
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
1. Transition Signals: Use auditory or visual signals to indicate transitions between activities.
This can be a bell, a chime, or a visual timer to help students prepare mentally for the upcoming
change.
2. Behavior Expectations Chart: Create a chart outlining behavior expectations for different
areas of the classroom or activities. Review and discuss this chart regularly with students to
reinforce positive behavior.

Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
3. Engagement Strategies: Incorporate interactive and engaging activities into lessons to keep
students focused and motivated. Use a variety of teaching methods such as group work,
discussions, and hands-on activities to cater to different learning styles.
Acomodación(es)
1. Proporcionar instrucción diferenciada que se adapte a los estilos de aprendizaje individuales.
2. Utilizar materiales de lectura y recursos adaptados al nivel de habilidad del estudiante.
3. Proporcionar tiempo adicional para completar tareas o evaluaciones.
Modificación(es)
1. Reducir la cantidad de preguntas o problemas en una tarea.
2. Simplificar las instrucciones para que sean más fáciles de entender.
3. Adaptar el formato de las evaluaciones para que se ajusten a las necesidades del estudiante.

Estrategias para ELLs

1. Integrar el idioma inglés de manera contextualizada en todas las áreas de estudio.
2. Utilizar actividades interactivas que fomenten la práctica del idioma.
3. Proporcionar materiales de lectura y recursos en inglés que sean accesibles para los
estudiantes de ELL.
(E11)
4. Fomentar la colaboración entre pares para practicar habilidades lingüísticas.
5. Utilizar estrategias visuales y gestuales para apoyar la comprensión del idioma.

DELIVERY PLAN
1. Objective (Rigor) - SMART and should be visible on your board daily.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in the content?
 How will you help students make connections to prior knowledge?
 How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
 How will you identify / teach / assess language demands?
  How will you introduce language supports?

 Is your opening congruent to the objective?

3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable steps).
How will you use strategies, technology, learning styles? What vocabulary and skills do the students need to
master the material? Are the strategies you plan to use congruent to the objective?

 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language supports needed.

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as needed. “Praise,
prompt, and leave” is an excellent strategy to use. Outline your WE DO activities. Be sure to incorporate strategies and
academic language supports that are needed.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent application of a

new skill. Outline your YOU DO activities. Students demonstrate an independent application of new skill. Be
sure to praise and assess strategies and academic language supports that are being used.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes permanent. So,
make sure the students understand how to proceed before moving to the practice phase of the lesson. You may
need to stop and reteach, so students practice correctly. How do you plan to assess understanding? What
HOTQs will you ask? List at least 3

 How will you check for understanding or reteach?

4. Assessment – How will we know that the students have individually mastered the objective? What
evidence will be collected? What will be an acceptable score? What evidence will be collected to demonstrate
mastery of language demands?

5. Resources - What materials will you need for a successful lesson?

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?

NOTES: