Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Micah Warners

Date 04/20/15
Subject/ Topic/ Theme The Regular Imperfect Tense with Chapter 4 Vocabulary (Lesson Plan 4)
Grade High School Sophomores
I. Objectives
How does this lesson connect to the unit plan?
The fourth lesson plan of the Imperfect lesson plan, this lesson allows students to apply the imperfect tense while also using new vocabulary that they have learned.
cognitiveR U Ap An E C*

Learners will be able to:

Act out and guess words in the game Pictionary using the new vocabulary

Describe their childhood using the imperfect and the new vocabulary

R, C

physical
development

socioemotional

R, U, Ap,
E

Michigan World Language Standards addressed:

1.2: InterpretiveCommunication:Studentsunderstandandinterpretwrittenandspokenlanguageonavarietyoftopics.
5.2:UseofLanguage:Studentsusethelanguagebothwithinandbeyondtheschoolsetting.
(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 learned the formation of the imperfect tense. They should be able to conjugate any verb
into the imperfect tense, and should be able to understand the meaning of verbs in the imperfect tense
as well.
Pre-assessment (for learning): Students write down English translations to any Spanish words they already know
on the vocabulary sheet.
Formative (for learning): Students participate in translation quiz using Kahoot!

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?

Formative (as learning): Students play Pictionary with each other, practicing the vocabulary.
Summative (of learning): Students fill out the Nuestra Infancia worksheet, having to use both the imperfect and
the new vocabulary to answer the prompts.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Vocabulary words are not only

written out on PowerPoint and
the students vocabulary list, but
a picture is also given. Students
write down English translation
or draw a picture on their
vocabulary list.

4-22-15

Provide Multiple Means of Action

and Expression: More action and
expression
Provide options for physical actionincrease options for interaction
Students act out the new vocabulary
in the game Pictionary

Provide options for expression and

communication- increase medium
of expression

Students can act out vocabulary

words in Pictionary, write
about their childhood in the
worksheet Nuestra Infancia,
use their
smartphones/computers in
Kahoot

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Kahoot is a fun, interactive game
that may provide recruiting interest,
Pictionary as well is a fun game that
may provide recruiting interest
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students compete against each

other in both Kahoot and
Pictionary, but also have to
work together in Pictionary

Provide options for comprehensionactivate, apply & highlight

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

How will your classroom

be set up for this lesson?

Provide options for executive

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

Students apply the vocabulary

and the imperfect tense to the
Nuestra Infancia worksheet,
forming sentences that describe
their past
1. Vocabulary List (20)
2. Kahoot game, students need smartphones or laptop computers
3. Pictionary PowerPoint
4. Nuestra Infancia Worksheet

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

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

III. The Plan

Time
0:00

Components
Motivation
(opening/
introduction/
engagement)

0:03

0:10

0:12

0:22

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

0:23

0:24

0:37

4-22-15

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 will be learning
1. Students hear from teacher that they will be
new vocabulary and that we will use it to continue
learning new vocabulary and that they will use it to
practicing the imperfect. Teacher hands out the
continue practicing the imperfect. Students receive
vocabulary list (4a vocabulary list). Teacher asks
the vocabulary list from the teacher. Students write
the students to write down English translations to
down English translations to any words that they
any words that they already know.
already know.
2. Teacher goes through vocabulary PowerPoint,
2. Students watch and listen as teacher goes
encouraging students to write down the English
through vocabulary PowerPoint. Students write
translations or a picture of what the word means on down the English translations or a picture of what
their vocabulary list.
the word means on their vocabulary list.
3. Teacher explains that students will be practicing
3. Students listen as the teacher explains the
the vocabulary using Kahoot. Teacher brings up the activity. Students to get out their smartphone or
Kahoot on their computer and the projector.
laptop computer and type in the game code given
Teacher asks the students to get out their
on the screen at Kahoot.it.
smartphone or laptop computer and type in the
game code at Kahoot.it.
4. Teacher explains that students need to answer the 4. Students listen to the rules as given by the
English translation of the Spanish word or the
teacher. Students compete each other, writing
picture shown on Kahoot. The student who answers English translations to the vocabulary words on the
the Kahoot correctly the most quickly wins the
PowerPoint on their personal whiteboards.
most points Teacher goes through PowerPoint as
the students compete against each other.
5. Teacher explains that students will be playing
5. Students listen as the teacher explains the new
Pictionary to practice the new vocabulary.
activity, are placed into a different group of three.
Teacher places the students in a different group of
three.
6. Teacher explains the activity: Students must take 6. Students listen as the teacher explains Pictionary.
turns drawing (on blank piece of paper) one of the
vocabulary words on the PowerPoint. The other
two students receive points for guessing the correct
word in Spanish.
7. Teacher runs through the PowerPoint as students 7. Students compete against each other in
compete against each other.
Pictionary.
8. Teacher tells the students to fill in the yo
column of the worksheet Nuestra Infancia,

8. Students fill out the yo column of the

worksheet Nuestra Infancia, describing their

(conclusion,
culmination,
wrap-up)

describing their childhood using the imperfect

tense and the new vocabulary. Teacher collects this
worksheet and analyze it later to informally assess
how the students are doing.

childhood using the imperfect tense and the new

vocabulary. Students turn in this worksheet to the
teacher.

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 did not have the opportunity to teach this lesson. Therefore, I will be reflecting more on the preparation of the lesson. It is always
fun to prepare activities that review material that has already been taught. These activities can be more in-depth and deeper than
preliminary activities and practice, and these can be fun, interactive activities as well. I like bringing games that students may play in
their free time into the classroom like Pictionary. While this could get the focus off of the learning and more on the game itself, it
also can be a great way to engage students in the classroom. I also loved including the Nuestra Infancia worksheet in my lesson
plan, as it is really fun for students to think and talk about their childhoods.

4-22-15