Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Griselda Bello

Date

Subject/ Topic/ Theme

Spanish 1 / Poems

Grade ____9-12_________

I. Objectives
How does this lesson connect to the unit plan?
The poems are related to Jesus sacrifice.
cognitiveR U Ap An E C*

Learners will be able to:

Know a couple of the most famous poets in Latin-American.

Collaborate to each other learning.

To read, understand and analyzed two poems in Spanish.

Practice their hearing in Spanish.
Compare poetry of both languages.

physical
development

socioemotional

U ApAnE
R An E
An E

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.1 Students will engage in conversations provide and obtain information. They will work in groups and have to share collaborate to each other.
1.2 We will read together as a class written material, and they will participate answering comprehension questions.
2.1 They will be able to demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied by looking at their poetry.
3.1 Students will use their skills in critical thinking. Also they will use their knowledge in literature to analyze poems in Spanish.
4.1 Students will compare new Spanish vocabulary with words in English. They will find some cognates.
5.1 The students will learn vocabulary related to these countries. They may use it with Spanish speakers, and if they travel to some of this countries.
5.2 They will be engaged and interested to use the language for personal enjoyment and enrichment.
(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 need previous knowledge of basic Spanish vocabulary

They need to have an idea on analyzing poems.

Pre-assessment (for learning):

It will be an informal assessment; I will ask them how familiar they are with poetry.
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 (for learning):

I will read the poems and translate some words for their better understanding.
Formative (as learning):

They will work in partners to translate the poems. They will listen to fill the blanks of the song
Summative (of learning):
None for this lesson
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
They may get confuse with the
poetry style. I will help them as
much as possible, so they
understand.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

They will write on the board

words that do not understand,
and I will write the translation.

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
They will work with a partner to
talk translate the poems.

Provide options for expression and

communication- increase medium
of expression

They will listen to me reading

the poem, and they will read it
themselves.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
I will give them a small biography
of the authors.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

They will collaborate to each

other in the understanding of the
poems.

Provide options for comprehensionactivate, apply & highlight

I will provide the translation for

hard words.

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

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

They will be given clear

They will self-assess by seeing
instructions, and I will be
how much they understand
walking around to give
trying to translate the poems
feedback and answer any
themselves.
questions.
Projector, and internet access.
The power point with the poets biographies.
A copy of the two poems for each student.
A copy of the song with the fill in the blanks spaces for each student.

The classroom can be set up any way.

III. The Plan

Time
1

3
15
3
15

Components
Motivation
(opening/
introduction/
engagement)

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

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. I will greet the students and tell them that
1. Students will greet and listen.
we will be see two poems in Spanish.

2.

3.

4.

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I will project the information of the first

poet, and read her biography. I will
translate whatever is necessary so they can
understand.
I will give them the poem and read it for
them. Then, I will translate the first lines
with them, and then told them to read it
and translate it with a partner. They will
write in the board any word they do not
understand, and I will translate it. When
they are done, we will go over it together
to make sure they understood.
I will project the information of the first
poet, and read her biography. I will

2.

Students will listen, and ask questions if

they have any.

3.

Students will listen to the instructions,

work with me with the first lines, and then
with their partners. They will write words
they do not understand on the board, and
then help with the translation with the
whole class.

4.

Students will listen, and ask questions if

they have any.

5.

6
2

Closure
(conclusion,
culmination,
wrap-up)

6.

7.

translate whatever is necessary so they can

understand.
I will give them the poem and read it for
them. Then, I will translate the first lines
with them, and then told them to read it
and translate it with a partner. They will
write in the board any word they do not
understand, and I will translate it. When
they are done, we will go over it together
to make sure they understood.

5.

Students will listen to the instructions,

work with me with the first lines, and then
with their partners. They will write words
they do not understand on the board, and
then help with the translation with the
whole class.

I will give them the song with the fill in

the blanks, and I will put the video on the
screen. I will tell them that they have to
listen to the song to fill in the blanks.
I will say it was it for today. I tell them to
prepare for the oral quiz the following
class.

6.

Students will listen to the instructions first.

Then, they will listen to the song and fill
in the blanks.

7.

Student will listen and prepare for the

quiz.

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, and my main concern is, if the students will get confuse with the poetry
style in Spanish. These poems are not difficult but I do not know how good they will be with this type of writing, because it is
different than the one they have been using.

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