Seton Hall University

College of Education & Human Services

Educational Studies Department
Competence Social Consciousness Reflection

Lesson Plan Number 6 of 8 (edTPA)

Name: Eric Lavin

Date: Friday March 30, 2017

School: North Arlington High School

Setting/Grade Level: Honors Junior Spanish III Period 9

Subject(s) (List any interdisciplinary or cross-curricular connections): Music-Preforming Arts

Lesson Topic/Title: El Imperfecto

Days: 1 Time (allocated for the lesson): 40 Minutes Lesson Schedule:

Composition of Class:

Male: 10 of these 5 speak Spanish at home, 2 have a Hispanic-Luso background but only speak English at home,
1 speaks Portuguese at home, and 2 are non-native speakers.
Female : 18- of these 4 speak Spanish at home, 4 speak Portuguese at home, 1 student speaks Russian, Arabic and
Polish at home. 2 students have a Hispanic-Luso background and speak only English at home, 1 has a Filipino
background with no Spanish spoken, and 2 students are non-native speakers.
My students trace their heritage from the following nations:
Nation Frequency
Portugal 7 students 2 male-5 female
Peru 3 males
Puerto Rico 2 females
Ecuador 2 females
Colombia 2 males
Mexico 1 male
Phillipines 1 female
Egypt 1 female
Cuba &Honduras 1 female J.G.
Venezuela& Colombia 1 female A.A.
Mixed Eastern-Western European 7 2 male- 5 female

My students trace their heritage from the above mentioned nations.

To differentiate this lesson there is a section ESL 0 IEP 0 504 0

Inclusion Class: Yes No

For more information about classifications, click here: Individuals with Disabilities Education Act (IDEA): Section 504
http://www.cleweb.org/Disabilities/overviewIDEA504-799.htm

Standards (Complete the following four questions):

World Languages: All students will be able to use a world language in addition to English to engage in
meaningful conversation, to understand and interpret spoken and written language, and to present information,
concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studied
with their own, and participate in home and global communities.
http://www.nj.gov/education/cccs/2014/wl/WL-1-NH.pdf

1. Objectives: Student Knowledge, Skills and Enduring Understandings

The student will be able to (SWBAT):
1. Describe /IdentifyThe imperfect tense in Spanish using culturally authentic materials.
2. Compare the imperfect tense versus other grammar constructs in the lyrics to infer the meaning.
3. Write and create a poem or song based on any verbs conjugated in the imperfect tense.
Use active verbs that describe what you expect your learners to be able to do after they complete this lesson.

2. NJ Core Curriculum Content Standards (NJCCS)

7.1.IL.A.1 Identify the main idea and most supporting details contained in
culturally authentic materials using electronic information and
other sources related to targeted themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions
connected to daily activities through appropriate responses.
7.1.IL.A.4 Use the target language to describe people, places, objects, and
daily activities learned about through oral or written
descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written
information on a variety of topics.
7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new
contexts.
7.1.IL.C.2 Present student-created and/or authentic short plays, skits,
poems, songs, stories, or reports.
NJ Core Curriculum Content Technology Standards
No Standards used today.

21st Century Themes (Circle all that apply):

Global Awareness Civic Literacy Health Literacy

Financial, Economic, Business and Entrepreneurial Literacy

21st Century Skills (Circle all that apply):

Creativity and Innovation Critical Thinking and Problem Solving Media Literacy ICT Literacy

Information Literacy Life and Career Skills Communication and Collaboration

Rationale for selected 21st Century Themes/Skills

Interdisciplinary connections:

Methodology (Choose from the list below and add as necessary):

What instructional strategies will you use? (Leave all that apply delete others. You may add to this list.)
For each strategy selected, describe your rationale for selection of each strategy.

Reading for Meaning Problem Solving Do You Hear What I Hear

Compare Contrast Group Discussion Writing Process
Graduated Levels Windows Notes View/Listen/Answer
New American Lecture Lecture Think-Pair-Share
Inquiry Project-Based Learning Technology delivery
Jigsaw Role Playing Laboratory
Reciprocal Teaching Drill/Practice Drill/Practice
Reciprocal Learning Literature Circles Other:

Rationale for strategy (strategies) selected.

The rationales for the strategies used are as follows, for the Reading for Meaning they will read the lyrics of the Julio
Iglesias song and infer the meaning of the lyrics. For View Listen Share, the students will view the song once with me,
listen to the lyrics and answer the question posed, what are the verbs in the infinitive? What do they translate to in
English? For Think Pair Share, they will be working with predetermined partners in order to translate the lyrics and create
their own song or poem.

Puedes subrayar y identificar los verbos en el imperfecto?

Qu son estos verbos en el infinitivo?
Hay algn verbo en el imperfecto irregular?
Cules son estos verbos en ingls?
Puedes traducir la letra en ingles?

Materials, Resources & Web Resources:

Visuals Reading Materials

Games Maps
Flat Pictures Objects/Artifacts
Manipulatives Guest Speakers
x Handouts List Others: Poster Paper

Technology Integration (Briefly Describe):

Technology Used:

Audio CDs/Cassette Tapes PowerPoint/Prezi

Overhead Transparencies Commercial Software (e.g. Inspiration)
Tape Record/CD Player/MP3 Blog, Wiki, other Web-based communication
VCR/TV/DVD Digital Storytelling
Assistive Technology Devices (Type) Podcast
x Smart Board Other not listed
Computers/Printers Internet/Websites (type in URLs)
Basic software tools (Excel, Word, Access)

Procedure

Step 1: Essential Questions What provocative questions will foster inquiry, understanding (make connections between
students past experiences and new knowledge) and transfer of learning?
Qu vamos a aprender hoy?
Cal es la fecha de hoy?
Qu tiempo hace afuera?
Qu recordamos del imperfecto?
Step 2: Introduction How will you get started? What content or skills do you need to review prior to starting the
lesson? What is your hook to draw students into the lesson?
As a hook to my lesson, I will have a Socrative Activity as a Do Now that will ask students what sports or activities that
they used to do as children. This will get the students thinking about some key words in the imperfect (On going actions in
the past). The lesson will then go to a demonstration of a culturally authentic song from Julio Iglesias De nia a mujer
1984. We will listen to the song once as a class, then I will pass out the lyrics and have them highlight the lyrics that have
imperfect tense (approximately 16 verbs). I will then put them into predetermined groups where they will translate the
lyrics of the song and then create a poem or song of their own to be presented in class.

Step 3: Closure and Assessment(s) How will you review, reinforce, and wrap-up the lesson? How will you involve
students in summarizing main points? If students are presenting a work product indicate requirements for presentation.
List questions you will ask students.

At the end of the lesson, I will pass to them a post-it note and they will leave it stuck to the door with something they
learned or are confused on. I will then also clarify any questions, comments that they may have.

Formal formative assessment on previous knowledge on imperfect through Socrative, Informal formative assessment by
walking around. Informal formative assessment with post-it note exit ticket at the end of class. Summative formal
assessment with finished product (poem or song) the following day.
The standards are observable and measurable in the following ways :
Standard 1, Identifying main idea and supporting materials in culturally authentic materials will be done when translating
and highlighting the verbs in the Julio Iglesias song.
Standard 2, is observable and measurable when the instructions are given in the target language and an appropriate
responses are shown by a physical response in doing the tasks (Total Physical Response).
Standard 4, is observable when students use the target language to explain the meaning to their peers of the lyrics and then
use the target language to describe themselves people, places, objects, and daily activities while creating their own poem
and dialogue.
Standard 5, is observable through comprehension of conversations and written information on formative and summative
assessments and other finished products of the schools. Also observable by instructor informally while walking around.
Standard 7, is observable through using context clues to infer the meaning of the lyrics to some words or phrases that are
unfamiliar. Students will have dictionaries in which they can look up what words mean if needed or are paired with
heritage speakers who can help them infer the meaning.

Accommodations/Differentiation Strategies and Techniques

How did you differentiate the lesson to accommodate students with various needs and differences in preferences, learning
styles and intelligences in your class? If you prepared materials on different levels, describe and attach sample materials.

For my students that are non-native speakers they will be paired with someone who they can rely on for help.
Mark box(es) next to accommodations selected for the lesson
Rephrase question Give clue
Additional Examples x Pair students
x Cooperative Learning: Heterogeneous Groups, Pairs Reteach concept
Change size, format, requirements of assignment Tutor after class
Enrichment Specialized reading material
Extend Time Other not listed

Explain reasons for choosing these accommodations:

Putting the students in pairs will help them ask questions from their peers. I will also be monitoring the class and working with
each student individually and as a pair. I will pair heritage speakers with non-native speakers, or students who need some help
understanding vocabulary and other grammar with other students who can understand well.
Assignment: Suggest an assignment that would be a useful follow-up to this lesson:

An assignment to follow up to this would be for them to find a song of their choosing and highlight the imperfect and then
present it to the class.