Learning Experience Plan

Subject: Spanish Grade level: 10

Unit: Oral Expression Length of LEP (days/periods/minutes):
Topic: Reading Information Text
Content Standards: (include only standards addressed in this LEP)
Read and comprehend materials written for native speakers when the topic
and language are familiar
Use cognates and contextual and visual cues to derive meaning from texts
that contain unfamiliar words, expressions, and structures
Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes
(knowledge/skills)
Students will: Effectively use an
anticipation guide to practice reading
comprehension of informational text
Learning Experience Assessments
A worksheet with a short informational
text and questions, with two columns like
the anticipation guide.
Differentiation (What will you do to meet the needs of students at these different
levels?)
Approaching On-level Beyond

Curriculum Integration (Does this lesson correlate with any other content area?
Describe.)
Social Studies: Traveling relates to social studies and how people of different
cultures connect with each other and learn about each others values and customs
Material
s
Procedures/Strategies
Smartbo
ard
Link to
text:
http://w
ww.span
ish.cl/Vo
cabulary
/Notes/V
iajes.htm
Day 1 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to
get them into the mindset of the concept involved)
Brainstorm a list of steps you must take while taking a trip to a different
country
Anticipatory Set (focus question/s that will be used to get students
thinking about the days lesson)
Anticipation Guide: Multiple questions given about the text. The
questions will be general questions about travelling whose answers are
given in the text. There will be two columns, one for before the lesson
and one for after. The before column will be filled out now. I will explain
the purpose of using an anticipation/reaction guide stating that it is good
for getting into the mindset of what youre going to be learning and think
critically about the situation first before being spoonfed the information
via article.
Activating Prior Knowledge (what information will be shared with/among
students to connect to prior knowledge/experience)
Briefly review some travel vocab orally as a class
Direct Instruction (input, modeling, check for understanding)
Show text about travelling on the smartboard. Students will read a
couple of sentences each until finished with the text. Then, we will go
through and identify any vocab words we already have learned. Then, I
will ask if there are any words they dont know.
Guided Practice (how students will demonstrate their grasp of new
learning)
We will go through the questions on the anticipation/reaction guide and
go over the correct answers/what they should have put.
Closure (action/statement by teacher designed to bring lesson
presentation to an appropriate close)
I will collect the anticipation/reaction guide as an exit slip.
Independent Practice (what students will do to reinforce learning of the
lesson)
Handout with another informational text and set of anticipation/reaction
questions.