Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Melissa Rivera
Date
11/4/15

Subject/ Topic/ Theme

Spanish/Cultura__________

Lesson __4_______
Grade ___9th______

I. Objectives
How does this lesson connect to the unit plan?
Students expand on their Aztec culture knowledge as well as becoming familiar with holidays as they relate to the unit el Calendario. This
incorporates the organization/framework of the Spanish calendar modern and ancient.
cognitiveR U Ap An E C*

Learners will be able to:

1.
2.
3.

Distinguish Spanish holidays and traditions that are similar and different than Americas
and they vary by country
Identify the importance and practices of Da de los Muertos as a significant holiday that
originated in Mexico and is now celebrated around the world
Spanish holidays and traditions vary by country and are different than Americas

physical
development

socioemotional

R, U, An, E

R, U

R, U, An

Common Core standards (or GLCEs if not available in Common Core) addressed: https://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
1. 2.1.M.F.e Compare the practices and significance of an important: - civil or religious holiday or celebration AND regional holiday or celebration AND - personal or family holiday or celebration across multiple communities or
cultures in which the target language is spoken
2. 4.2.N.a Identify basic target culture practices and compare them to ones own
3. 4.1.N.a Identify basic differences and similarities in vocabulary between ones own language and the target language
(cognates and borrowed words)
(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.

They have knowledge of the date from reading different readings. There is also a Spanish
calendar in classrooms that they may have observed.
They students know the general idea of how to form Spanish words and sentences.

Pre-assessment (for learning):

Previous lessons goals and targets: 1) Explain the what the Aztec calendar is and why it is significant,
2) Distinguish how indigenous people from Hispanic countries had unique and well-known beliefs
that have a great impact on Spanish culture today, and 3) Deepen knowledge about the Spanish and
American calendars as it pertains to holidays, traditions, and other aspects of culture.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Have students take notes on the culture and other terms related to the Calendario, asking them to
take a guess as they take the notes.
Formative (as learning):

Students will walk through a worksheet together that further explains the Aztec Calendar and
culture. Later, the teacher will read from a book about Day of the Dead.
Summative (of learning):
Will come later in the lesson.
Provide Multiple Means of
Representation

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Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

What barriers might this

lesson present?

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

The students might experience

difficulty remembering the
concepts because learners often
struggle to memorize in a foreign
language. Thus, I will write and say
the concepts then have students
repeat.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Give students the concepts

verbally and orthographically in
context of our lesson so that
they can make connections.
Provide options for
comprehension- activate, apply &
highlight

Ask students where they might

have heard or will use the
language at hand.

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 physical actionincrease options for interaction

Have students repeat words and

provide feedback.

Provide options for expression and

communication- increase medium
of expression

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
If the students have time to
practice the vocab in a large group
game, I will allow students to
choose to play memoria or
cucharas to continue practicing.
This will provide an option and
engagement initiated by the
students.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will go through a

birthday worksheet activity
between partners to practice
speech and grammar in
different way.

The students will practice

speaking in Spanish, providing a
challenge and collaboration
between peers with feedback.

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

Give the students a worksheet

on goals for the unit.

Students will have given

worksheets and flash cards they
made so that they can go
through them and self-assess.

Aztec info sheet, Day of the Dead picture book, Pan de los muertos, MacBook, dry erase markers,
paper, markers/pens, overhead projection/document camera, & internet access and projector for
YouTube videos.

The classroom can be set up in groups or rows that can be split into two large groups for games later
on (if time allows).

III. The Plan

Time

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Components

80 min
5
4
3
8

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Motivation
(opening/
introduction/
engagement)

1.

Welcome the class in Spanish. Begin by

saying the date(, praying,) and asking basic
questions for the unit to get a feel for their

1.

Pay attention and respond to any questions.

- Maybe they have been exposed this vocab
somewhere (Dora or family)

2.
3.

4.

10
15
15

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2.
3.

4.

5.

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

10

understanding of Spanish, then explain

that sentence based on their responses.
- Qu da es hoy?
- Qu es la fecha hoy?
- Cuntos aos tienes?
- Cundo es tu cumpleaos?
Play YouTube canciones (months & days)
to engage/expose students to the unit.
Preface: Today well discuss other ancient
cultures and the practice of Day of the
Dead. In our next class period we will have
our unit quiz. Make sure to study and ask
questions if you have them.
Review by checking everyones Aztec
calendars and hanging them around the
room, counting them for points

Closure
(conclusion,
culmination,
wrap-up)

Participate: sing songs and dance (get moving

& engaged)
Listen and ask questions.

Take out and hang up a colored/decorated

Aztec Calendars

Handout Aztec and other civilization

5.
culture info sheet, then guide class
through ideas, presenting on a screen so
that the students can write down the
vocab for the unit.
- Use a document camera or overhead
- Make sure to explain the difference
between the Hispanic and American
calendars (Monday is the 1st day of
the week, not Sunday).
6. Read Day of the Dead picture book to the 6.
class to teach them about this holiday in
the format of a story.
- Students stay seated while teacher reads
aloud and shows pictures.
- Teacher then hands out Pan de los
muertos.
7.
7. Later tell students to: conduct research on
Dia de los muertos and to be ready to
present research & findings

Receive and read notes for the unit on the

given handout and ask questions if necessary.

8.

Students engage in the activity where they go

around the room asking each other what their
birthdays are in Spanish. (This allows them to
get moving, get to know each other, practice

Facilitate a game of Kahoot (online trivia

website commonly used by teachers)

8.

Listen intently to story

- Use MacBook to research Day of the Dead.
- Try Pan de los muertos

Conduct research on Dia de los muertos and to

be ready to present research & findings

9.
-

In the wrap-up activity, the teacher

observes and makes sure students
are on task and engaged in the trivia.
Click onto the next questions
If there is an answer that is missed by
most students, guide a follow-up
discussion to clear up
misconceptions.
Give the winner a treat/sticker/extra
credit

the grammar/vocab, and they practice their

speech.)

Hand out practice quiz as homework. 9.

If there happens to be down time, tell
the students to review for the unit
quiz during the following lesson. I
will post the answers to the practice
quiz on Moodle. There will be some
review before the quiz.

Students receive practice quiz, listen, and tidy

their workspace.
- If there is enough time, go over notes with a
partner or individually to practice vocab.

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.)
This lesson has a lot incorporated into it, so there is a good amount to prepare for. However, it is the final lesson of instruction
in the unit as well as a lesson that incorporates some review. The students have several opportunities to be engaged and make
connections in this lesson. I wonder if I should have students work in pairs more, or groups, when they are doing research and
similar activities. I think my students might be able to handle, but they have their off-task days. I believe the students will be
able handle such pairings or groupings.

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