Lesson Plan 2

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Grace Liao

Date April 17 (40 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 third lesson of the unit plan, and we have already read chapters 1-4. This lesson will thus be focused on chapter 5 of El nuevo Houdini, and while we
read this chapter, three students will be acting it out.
cognitiveR U Ap An E C*
Learners will be able to:
Summarize chapters 3 and 4 using correct grammar and vocabulary
U/Ap
Identify and explain the main events of chapter 5 using correct grammar and vocabulary
R/U/An
Translate key sentences from Spanish to English
R/U
Use the props given to act out what their character does in the story (for the actors)
physical
development
socioemotional
Common Core standards (or GLCEs if not available in Common Core) addressed:
Michigan World Language Standards
1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions.
Exchange information in the target language on familiar topics such as personal interests,
memorable experiences, school activities, and family life
Share opinions and preferences in the target language with their classmates
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, age-appropriate 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?
9-15-14
Students should know the characters and the main events of the story in the previous chapters (1-4).
They should possess and continue developing reading and listening comprehension skills.
Pre-assessment (for learning): I will assess the students on how well they know chapter 4 by having them write a
summary in partners in the beginning. If they do not know chapter 4 well yet, we will not continue with chapter 5
immediately.
Formative (for learning): I will ask comprehension questions to the students throughout our reading.
Formative (as learning): For the students who are acting out chapter 5, their participation in acting out the
chapter is an educational activity that will help them remember the main events of the chapter.
Summative (of learning): On day 5, students will be quizzed on chapters 5 and 6.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students will read chapter 5 aloud,
so they will have auditory and
visual information. Additionally,
four students will use props and act
it out so other students will also see
the events of the story.
Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
The students who will act out the
scene for us will use the props
given to act out the story.
Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
In order to make the story more
authentic, student volunteers will
act out this chapter. In order to
minimize distractions from
movement, actors will be seated at
the same table and move props
around.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
I will clarify the new vocabulary by
introducing and describing them
before we read the chapter.
Provide options for expression and

communication- increase medium
of expression
Props will be used to help students
construct an idea of the events of
the story.
Provide options for comprehensionactivate, apply & highlight

I will highlight key sentences in the
chapter by asking students to
translate them into English to
ensure that they understand.
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
I will monitor the students progress
with summaries and comprehension
questions and adjust accordingly.
Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
The class will collaborate with the
actors so that they act according to
the story. I will also encourage the
actors as they act for the class.
Additionally, I will provide
feedback to the actors and the rest
of the class.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Students will write a summary on
chapter 5 for homework, so that is a
way for them to assess whether or
not they understood the chapter.
Books
Vocabulary and summaries handout
Sponge
Bottle of vinegar (we will use water)
Cell phones
Monopoly money
The classroom will be set up as it is usually is. Students who volunteer to be actors will be seated at
the table in the middle of the classroom so that all students are able to see them.
How will your classroom

be set up for this lesson?
III. The Plan
Time
Components
Motivation
(opening/
introduction/
engagement)
10
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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. Write chapter 3 summary as a class.
1. Students follow along and write a summary of
chapter 3.
2. Show homework answers for chapter 4 while
checking homework. Then, go over chapter 4
homework and ask students questions from the
homework.
2. Students check their answers while teacher

checks homework. Students listen and respond as
teacher goes over the homework and asks
questions.
3. Write chapter 4 summary as a class.
3. Students follow along and write a summary of

chapter 4.
1. Introduce the vocabulary of chapter 4, 5, and 6

by circling (describing the word with examples in
Spanish so that the student can guess the meaning
of the word).
1. Students write the translations of the Spanish

words on their vocabulary sheets.
2. Ask for student volunteers to say and act out the

lines for Brandon, Jake, abuelita and representante
de Carros Limpios. Have them sit at the table in the
middle and give each one their respective props:
2. Students volunteer to say the lines for Brandon,

Jake, abuelita, and representante de Carros Limpios
and to use the props.
Brandon cell phone, sponge, monopoly money

Jake cell phone
Abuelita bottle of vinegar (water)
Representante doesnt need anything
10
1
2
Closure
(conclusion,
culmination,
wrap-up)
3. Teacher acts as narrator and reads the story

aloud. As the story is read aloud and acted out,
teacher asks comprehension questions (some
examples):
pg. 26: Por qu estaba enojado Jake? (recalling
information from last chapter)
pg. 27: Qu quera hacer Brandon? Cmo se dice
El vinagre es bueno para limpiar la salsa de
tomate en ingls? (translating key sentences from
Spanish to English)
pg. 28: Encontr Brandon el vinagre? Qu le dijo
a su abuela sobre el uso del vinagre?
pg. 29: Qu hizo Brandon con la esponja y el
vinagre? Tuvo xito?
pg. 31: Adnde fueron Jake y Brandon despus de
la escuela?
1. Announce quiz on chapter 5 and 6.
3. Students who play the role of Jake, Brandon,

abuelita, and representante say their lines at
appropriate times. Other students answer the
questions that the teacher asks.
2. Tell students their homework: write summaries

for chapters 5 and 6, read chapter 6 and do the first
page of Tarea #3. Pass out Tarea #3.
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.)
Overall, the lesson went well. Since it was a short class period of 40 minutes, we had to power through all of the learning activities
but the class did well with understanding the main events of the chapter that had been assigned the day before and moving on to
chapter 5. Students who participated with the props seemed to also enjoy playing the parts. Mr. Mockabee and I thought that we may
have had to take on roles, but once we said that we would give candy to students who volunteered, people immediately raised their
hands, although there were students who did not need that incentive and who were willing to read aloud for the class. I think that was
a great way for them to read Spanish aloud and for them to become comfortable with the language. Sometimes, they did not know
how to pronounce certain words so we could lead them by saying it correctly. Students also did a great job at translating key
sentences, which shows me that although they may not yet be at the stage at which they are able to communicate about the book in
Spanish, they are understanding the book and thus are developing reading comprehension skills. I am not sure how much the use of
props contributed to their understanding, but it helped the actors to know what their character was doing and served as a visual for
the entire class.
One way that we could improve is that we forgot about introducing chapter 4 vocabulary to the students before we assigned it to
them to read, so we will try not to do that from now on. I also realize that many of my questions are comprehension questions and
that I should try incorporating higher order thinking questions and try to get students to think beyond the story and relate it to their
own lives, so I will try to do that more in the upcoming lessons.
9-15-14

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Grace Liao

Subject/ Topic/ Theme El nuevo Houdini

Grade 9-12 (Spanish II)

Learners will be able to:

Summarize chapters 3 and 4 using correct grammar and vocabulary

Translate key sentences from Spanish to English

II. Before you start

What barriers might this

Provide Multiple Means of Action

Provide Multiple Means of

Provide options for language,

Provide options for expression and

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

Provide options for sustaining effort

How will your classroom

Describe teacher activities

2. Students check their answers while teacher

3. Write chapter 4 summary as a class.

3. Students follow along and write a summary of

1. Introduce the vocabulary of chapter 4, 5, and 6

1. Students write the translations of the Spanish

2. Ask for student volunteers to say and act out the

2. Students volunteer to say the lines for Brandon,

Brandon cell phone, sponge, monopoly money

3. Teacher acts as narrator and reads the story

3. Students who play the role of Jake, Brandon,

2. Tell students their homework: write summaries

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