Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Micah Warners

Date 04/15/15

Subject/ Topic/ Theme Introduction to the Imperfect Tense (Lesson 1) Grade High School Sophomores

I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson as part of the Imperfect Unit Plan. This lesson is an introduction to the imperfect tense, which is the main goal of the unit plan.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R, U
Ap

Recognize the imperfect tense with its regular endings

Conjugate verbs in the imperfect tense

Michigan World Language Standards addressed:

1.1: InterpersonalCommunication:Studentsengageinconversations,provideandobtaininformation,expressfeelingsandemotions,
andexchangeopinions.
4.1: ComparingLanguages:Studentsdemonstrateunderstandingofthenatureoflanguagethroughcomparisonsofthelanguage
studiedandtheirown.
(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.

Students have general skills in Spanish that include a general vocabulary, present and preterit past
tense, and a general speaking ability. Students have recently learned the preterit past tense. It is
important to note that students are at different levels in their Spanish.
Pre-assessment (for learning): Students talk in small groups about their weekends, using the past tense
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Students help complete verb chart, teacher working through the note packet with the
students
Summative (of learning): Students conjugate verbs on personal whiteboards according to PowerPoint

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Use of both video and teacher
explanation, clear note sheet,
opportunity for questions

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Note sheet clarifies verb

endings, usage
Clarifying words/vocabulary
that students do not know

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Provide Multiple Means of Action

and Expression: More action and
expression
Provide options for physical actionincrease options for interaction

Provide options for expression and

communication- increase medium
of expression
Use of whiteboards and markers,
video

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Video is recruiting interest
Whiteboards are threatlesss
Fill out chart with teacher
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Teacher challenges students to

get at least 50% of verbs correct
in verb activity.

Provide options for comprehensionactivate, apply & highlight

Provide examples after going

through the notes

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Note packets are used in the

future for studying, reference

1. 20 Chapter 4 note packets for students

2. The Imperfect PowerPoint
3. 20 personal white boards, dry erase markers, and erasers

Traditional seating with students easily able to form groups of 2 to 3.

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components

0:00

0:04

Motivation
(opening/
introduction/
engagement)

0:06

0:10
0:12

0:20

Development
(the largest
component or
main body of
the lesson)

0:35

0:37

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Closure

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Teacher explains that students are going to speak 1. Students speak in groups of 2-3 about what they
in groups of 2-3 about their weekend in Spanish.
did the past weekend. Also, what did they do on
What did you do? What kinds of things did you do
weekends as child?
on weekends as a child? Teacher informally
assesses the students for usage in the imperfect
tense as well as their ability to speak the preterit.
2. Teacher explains that each group now will shares 2. Each group now shares one thing with the class
with the whole class one thing that someone in the
that someone in the group did this past weekend.
group did this past weekend. Did you do this as a
Did you do this as a kid?
kid?
3. Teacher then explains that students will be
3. Students then discuss the important of the passed
discussing the important of the passed using
using content learned about in other subjects
content learned about in other subjects (mainly
(mainly History and English). Why is the past
History and English). Why is the past important?
important? What are examples of ways we are
What are examples of ways we are failing today
failing today that we could have learned from in the
that we could have learned from in the past?
past?
4. Teacher has each group share one idea with the
4. Each group of students shares one idea they had
whole class.
with the whole class.
3. Teacher explains that this weeks goal is to
3. Students watch the video from YouTube:
master the usage of the imperfect tense. Teacher
Introduction to the Imperfect.
shows the video from YouTube: Introduction to the
Imperfect.
(http://www.youtube.com/watch?v=yZhe_Yf3_bs)
4. Teacher works through parts A and B of the
4. Students take notes on their own note sheet.
notes The Imperfect with the students. Teacher
Students participate in class.
asks if there are any questions periodically
throughout the lesson. Teacher answers questions
as they come.
5. Using the students help, teacher completes the
5. Students assist teacher in completing the verb
verb chart on the board showing the imperfect verb chart on the board showing the imperfect verb
endings.
endings.
6. Teacher asks students to grab a small whiteboard
and dry-erase marker from the front of the room.
Teacher shows PowerPoint including two verbs,

6. Students obtain a small whiteboard and dry-erase

marker from the front of the room. Students watch

0:42

(conclusion,
culmination,
wrap-up)

one in the imperfect and one in another tense.

Teacher asks students to write on whiteboard the
word which is the imperfect.
7.Teacher shows sentences on PowerPoint that
include a verb to conjugate in the imperfect.
Teacher instructs students to write verb in the
imperfect. Teacher challenges the students to get at
least 50% of the verbs correct. Teacher monitors
the students progress as the activity progresses.

PowerPoint and write down the verb that is in the

imperfect.
7. Students conjugate verb into the imperfect tense
from sentences shown on the PowerPoint. Students
monitor their own progress as the activity
progresses.

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.)
I had the opportunity to teach this lesson. I ended up not using the video, as I felt like I could explain the imperfect better myself. But
I stuck pretty much otherwise to the lesson plan. It was my first day teaching, but I really enjoyed it. Students seemed to respond
fairly well to me, and it was fun to teach them something new. I watched the students participate in the white board activity, and it
was awesome to see them write verbs correctly in the imperfect. While they did not get them all correct, this was definitely evidence
of student learning. Students seemed engaged and excited to learn, all participating in the whiteboard activity. If I taught this lesson
again, I would like to find a different video that could give an introduction to the imperfect. The one that I was going to use was too
long and not interactive enough, but I would still like some sort of media to better engage the students in the teaching of the
imperfect.

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