LESSON PLAN Template

Grade level/Course: Spanish Language Arts 3

Date: 5 40 minute classes

Big idea: Spring is a time for growing, refreshing and expanding

Essential Question: What is Spring to you?
Meaningful language learning task: Students will need to write a paragraph on the computer about
what Spring is to them, much like a blogger and then illustrate that paragraph. This blog post will
then be shared with the class, teacher and parents. This activity can be done alone or in partners if
students prefer to split the workload. Teacher is to pick the partners from students that would like to
be in partners.
Learning Objectives (Alberta Program of Studies): General Outcome #2: Students will listen, speak,
read, write, view and represent in Spanish to comprehend and respond personally and critically to
oral, print, visual and multimedia texts.
Specific Outcome # 1: Make connections among texts, prior knowledge and personal experiences.
Specific Outcome # 2: Use morphological, syntactic, semantic, graphophonic and phonological cues
to construct and confirm word meaning in context.
Materials/Technology: Picture books,
Differentiation by: Content and process
computers/iPads, picture books about spring (dual
language) paper, pens, pencils, personal whiteboards,
dictionaries and art supplies.

Learning Plan:
Time
Day 1
15 mins

5 mins

Instructor Activities

Learner Activities

Formative Assessment

Teacher will facilitate with

the students a brainstorm
of all the words that relate
to spring that we can think
of, which will be written on
the board for students to
reference later on,
although they should also
be copying down the same
words in their notebooks.

Students need to copy

down the words from the
board that are related to
spring.

Making sure that all students

are contributing to the
Spring word bank by
instructing the students to
come up with a minimum of
one word each, then they
select a partner near them to
share with, combine their
lists and then each student
will be asked to share one of
their words until each
student has had a chance to
contribute at least once.

Teacher will describe

illustrative blogging activity
to students and make them
aware that they have 2
more classes to work on
their assignment until peer
assessment, when peers

will assess rough drafts.

The 5th day of the project
will be the time to work on
final drafts after peer
assessment and any
remainder will be
homework.
20 mins

Day 2
5mins

Rubric for blog and

image(s) created
cooperatively by the
teacher and students.
Teacher needs to assign
partners to those that want
to work in partners.

Students will need to

contribute to rubrics in
order to have guidance
when working on
assignments. At this time
they will also need to
decide if they want to
work alone or in partners.

Asking if there are any

questions regarding the
rubric or clarification that is
needed in the moment.

Teacher should read one

dual language book to the
class aloud to prompt
excitement about reading
on their own or in their
partner groups.

15 mins

Then let students read on

their own/in partners
according to how they are
working on their project.

They will then read/look

at some dual language
Spanish-English picture
books about spring to
prompt image design and
description paragraph for
blog regarding what
Spring is to them.

Check that students are

sounding out words in
Spanish that they dont know
and using a dictionary to find
the word meaning. Monitor
which students reach for the
dictionary and record the
frequency.

20 mins

Teacher is to supervise
activities, monitor progress
and guide as necessary.

Students will need to

work either in their paired
groups or on their own
for the remainder of the
class.

Providing oral feedback to

students on their projects
during this time and making
sure that all students
understand the co-created
rubric and their
requirements/expectations.

Work period. Teacher is to

supervise activities,
monitor progress and
guide as necessary.

Students will need to

work either in their paired
groups or on their own
for the entire class.
Paired groups will need
to have their spring blog
post draft and drawing
draft done for the next
class and peer
evaluation. Students

Providing oral feedback to

students on their projects
during this time and making
sure that all students
understand the co-created
rubric and their
requirements/expectations.

Day 3

working on their own

need to have either their
image(s) or blog post
draft completed for the
next class with two
printed copies.
Day 4
5 mins

Teacher will need to make

sure that students each
have a copy of the rubric, 2
assignments for
assessment, as well as
understand the 2 stars
and a wish system of
assessment.

20 mins

Teacher will facilitate the

pairing of individuals and
pairs for peer assessment.

Students will work with

one another to peerassess their classmates
assignments, each
partner individual will
need to complete the
assessment of 2 other
assignments based upon
the 2 stars and a wish
system

Watching students provide

feedback and making sure
that they are giving providing
2 stars and 1 wish per
assignment they are given.

10 mins

Show students the blogger

website where their
creations are to be posted
and shared with the class.
The remainder will be to
allow students time to start
working on final drafts of
blog post and image(s)
creation.

Students will work on

their final drafts using
peer feedback as
guidelines for their final
project.

Verify that students read the

feedback that was given to
them and ask specific groups
for clarification if necessary.

Day 5
10 mins

30 mins

Review once more that

students know how and
where to create their blogs
and help students upload
images to their blog if
necessary. If images are
incomplete they can be
handed in in person next
class.
Teacher will allow time
allotment to work on final
drafts and make sure that
all final questions are

Any remaining questions for

the teacher should be
clarified in this time before
handing the assignment in.

Students will work in their

partnership or
individually as they have
been, to make final

Ensure that students have

enough feedback and
direction to finish their
assignment whether it is in

answered prior to handing

in the assignment.
Any incomplete blogs or
images will need to be
completed as homework.

class or at home. If some

groups or students didnt get
great responses in their 2
stars, 1 wish feedback
teacher can provide their
own for students to work on.
Summative assessment: Students will hand-in their completed blog post and image(s) that
accompany this blog post. The students will be graded on their representation of a cohesive unit and
the co-created rubric made on the first day of the assignment.
What worked well/what needs revision:

adjustments to their
rough drafts and make
sure that their blog posts
are in their blog with their
image(s).