UH Lesson Plan Template [To be completed by Student Teacher]

Note: Instructional suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

First and Last Name ​Guadalupe Rodriguez

Lesson Overview
Lesson Title Why is Coco Orange? - Air pollution and its effect
Lesson Description In this lesson, students will read a story as a class in order to find out what air pollution is and the effect it has on
individuals with asthma. We will also discuss some solutions that are mentioned in the story and will come up with
some solutions of our own. At the end of the lesson, students are expected to be able to tell what air pollution is, what
some effects of it are, and solutions in order to reduce air pollution.
Unit Title Our Planet, Our Future - Pollution

Real world In order to connect this activity to the students’ personal lives, I plan to ask the students questions about how air pollution has
applications/ affected their lives or the lives of people they know. I will ask them to think about if they know anyone with asthma and how
connections that person feels when the air pollution is bad. If no one has answers to these questions, I will ask them to think about how
they feel when certain events/phenomenons happen that are detrimental to them.
Content Area §114.41. Level III, Intermediate Low to Intermediate Mid Proficiency (One Credit), Adopted 2014.
Standards (1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written
Alignment exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture
of short statements, sentences, and strings of sentences with appropriate and applicable grammar structures and
processes at the specified proficiency levels. The student is expected to:
(A) ask and respond to questions about and beyond the scope of everyday life with simple elaboration in spoken and
written conversation;
Technology This lesson does not include Technology TEKS.
Standards
Alignment

Objectives TSW be able to tell what air pollution is, the effects of it, and one solution to reduce air pollution by using simple sentences

This activity is intended for a Spanish III K class, where students range between the 9th - 12th grade and
Grade Level
14 - 18 years of age. This activity is developmentally appropriate because at this level students are
expected to read, write, speak, and listen with an intermediate low to intermediate mid proficiency of the
target language.
Estimated One 45-minute class period
Time Needed
for this Lesson

Resources/Materials/Tools
El polvo
Terms/Vocabulary
Las fábricas
Ataques de asma
Respirar
El humo
La contaminación
Contaminar
Cambiar
El medio ambiente
Dice que
La atmósfera
El ozono
Es un problema grave
En mi opinión

Technology resources
(hardware, software, websites,
Technology- Enhanced Lesson
Supports), and rationale for
why each is vital for
instruction:
Non-Technology resources
and rationale for why each is
vital for instruction:
In this lesson, we will be using the Promethean board. This technology is essential to this lesson as it will be
displaying the story of Coco and will also contain other images that students will use as context clues (air
pollution slide, chameleon slide). I will be using Google Slides in place of Microsoft PowerPoint. Using this
program, I have created a slide show that contains the story as well as the other slides that will be used for this
presentation. I will be using a clicker in order to move from slide to slide. By using a clicker, I will ensure that
I am not behind the desk, but am instead with the students.
In this lesson, students will be using a pen/pencil in order to write down the information that is asked of them.
They will be needing their pollution book in order to write in their information. This book contains the three
types of pollution that will be discussed throughout the week and will serve as a place to write down important
vocabulary as well as the notes that they are expected to write during class.

Lesson Procedures
Resource
Stage of Lesson Step-by-Step Lesson Sequence Lesson Management
Management
This template is A step-by-step description of the scope and sequence of lesson activities, Describe how each stage Cite specifically
built on the with estimated time on task noted in parentheses for each step. In other of the lesson will be what resources
traditional words, completely describe the flow of the lesson, the content to be managed, including role for this activity
“Madeline Hunter” presented, and the strategies to be used. The more detailed you make this of teacher and learners (non-technology
type of lesson description, the more likelihood you will anticipate any challenges or (who is doing what at and technology)
structure. The teachable moments that might occur. Include actual words you will use and each point), location will be used, and
format can also be questions you will ask students. Consider items such as: parts of the lesson (e.g., classroom, describe in detail
used with 5 E . . . that might be difficult, and how you will know whether you can go on; how computer lab, outside), how they will be
or another lesson to ensure that students completely understand and any special used.
plan scheme . . directions before releasing them to work independently; and what students considerations, such as Note who will be
.this is where you will do if they finish their work early. for differentiated using the tool and
can customize to instruction. in what ways.
fit your purpose. Note any safety
considerations
needed.
Focus/ 1. In order to start the lesson, the students will come in and start their This lesson will be In this section,
Anticipatory warm-up, which will be displayed on the board. Students are expected to conducted in the regular students will be
Set start their warm-up as soon as the bell rings. classroom. In this section, using a pencil and a
(motivational hook) 2. I will greet students and remind them that they should be doing their students will start out by warm-up sheet to
warm-up. I will also remind them that they need to put their phones in taking out their warm-up answer the warm-up
their backpack, otherwise they will be placed the phone box. sheet and working on their that will be displayed
3. I will give students about 2-3 minutes to do their warm-up. In that time, warm-up that will be on the Promethean
I will make sure to take attendance, walk around answering questions and displayed on the board.
monitoring behavior. During this time, I will also note who has done Promethean board. They
their warm-up and who has not. I will remind those that have not done are expected to be sitting
the warm-up yet that they should not be waiting for the answers. and working when the bell
4. Once 2-3 minutes have passed, I will go over the warm-up with the class. rings. They are allowed to
I will first read the directions and then proceed to go over each one. My talk to one another but must
plan is to ask different students to answer each question instead of asking have done their work.
everyone for the answer. I plan to target those students who I know have Some of them sometimes
not done their warm-up. chose to not do their
5. I will transition into the next step by telling them to put their warm-up warm-up, so I will remind
sheet in a safe place. them that they need work on
The section will take no more than 5 minutes. it. Those students that do
not work on their warm-up
will be the ones that are
called on to answer the
warm-up questions when
we go over the answers. I
will be walking around the
class monitoring the
students and answering any
questions that they may
have.
Content ​Input 1. At this point, I will prompt the students to recall that in a previous In this section, students are In this section,
(could include session we learned about water pollution, its effects, and ways to reduce expected to still be sitting students will be a
content outline, it. I will then tell them that we are learning about another type of down and paying attention. using a pen/pencil
presentation pollution today and will then proceed to state the objective. They are expected to and their pollution
format, 2. I will then ask them to take out their pollution booklet, which had been answer in the target booklet in order to
questioning, created in the previous class session. I will then ask them to tell me what language to the best of their answer the questions
modeling, vocabulary they have written down for air pollution and I will proceed to abilities when called. I will that I will be asking.
examples) go over the vocabulary with them (asking for the English meaning). be conducting class from all On the Promethean
3. Next, I will ask them ‘‘What do we already know about air pollution?’’ around the room - I do not board, I will also be
At this point, I will display and image of air pollution, so that all students plan to stand in one place, displaying a picture
have an idea of what I am talking about. Since students have not but instead move around the of air pollution, so
previously learned about air pollution in the target language, I will accept room, making sure that that those students
answer in English. I will allow about 2-3 students to answer the question students are not on their cell that are lost but do
and will then transition. phones, talking to their not want to speak up,
4. I will ask them if they personally know anyone who is affected by air classmates, asleep, or being will have context
pollution or if they can think of someone specifically who is affected by unruly. If a student is clues in order to
air pollution. I will ask them how they think that that makes that person misbehaving, I will address figure out what is
feel or how they would feel if they were affected by air pollution. I will them with one of the being discussed in
use this to segway into the next section. nonverbal cues that we have class.
This section will take no more than 5 minutes. established in class. If need
be, I will use a verbal cue.
When students are
answering questions, I do
not necessarily expect them
to raise their hand - they
may call out the answer.
However, in order to
formatively assess
everyone, I will call on
students.
Guided Practice 1. Next, I will reiterate to them that we are going to be learning about air In this section, students are In this section,
pollution, its effects, and will come up with some solutions to reduce it. I expected to be sitting down. students will be
(identify will then introduce to them the story of ‘‘Coco, the Chameleon’’. I will They are expected to using a pen/pencil to
students who give them a quick backstory (Coco is a chameleon who has been having participate in the read-aloud write down their
failed to master problems with his asthma because of the amount of air pollution in the as well as in answering any facts in their
lesson air) and explain to them that we will learn how air pollution has affected questions that I may ask pollution booklet. I
objectives) Coco. During this time, I will be displaying a picture of a chameleon, so them, either directly to them will employ the
that they know exactly what animal I am talking about. or to the whole class. They Promethean board in
2. Next, I will prompt students to go to the notes section of their booklet. I are expected to write down order to display a
will tell them that while we are reading the story, I need them to write at least five facts that they picture of a
down at least five things that they learn about air pollution. They do not learn about air pollution chameleon (so that
have to write them down in complete sentences but they must be in the through the read-aloud. students know what I
target language. I will also tell them that they need to pay attention During the mini-class am referring to when
because I will be picking on some of them to help me read the story. discussion after the I say ​camaleón​) and
3. Next, I will start reading the story. I will read the first couple of slides read-aloud, students are to display the story.
and will then ask students to read (testing their reading comprehension). expected to answer in the
I will either let the students popcorn read or will pick the students to target language. If a student
read, depending on how the class is that particular day. Throughout the does not answer in the
story, I will ask questions that will test whether or not the students are target language, I will
understanding the story. These questions include, but are not limited to: prompt them to tell me in
a. What did Coco and his friends learn in school? the target language after
b. Why did they change colors? What is that called? they have developed their
c. What does Coco have that makes his chest hurt? thought in English. I will
d. What is an effect of asthma? be conducting class from
e. What does the flag’s color signify? the back of the classroom in
f. What does an orange flag signify? order to be able to see
g. What affects asthma? everything that students are
h. What causes ozone/air pollution? doing and in order to give
i. What solutions to reducing air pollution do the chameleons students a clear view of the
give? story. However, if need be,
j. If the air looks clean, does that mean that it is? I will move around the
 k. Is contaminated air good or bad? classroom to manage
l. Why was Coco orange? misbehavior - I will give
4. After we have finished reading the story, I will then ask the students these students either
what they learned about Coco and his friends. I will ask them what non-verbal or verbal cues.
effects air pollution has as well as what they believe air pollution to
be. I will also ask them to tell me why they believe air pollution is
bad for the environment. Lastly, I will ask them what ways they can
reduce air pollution. I will pick 1-2 students to answer each question.
I will want students to express their ideas as much as possible in the
target language. However, I will allow them to use English
whenever they absolutely cannot respond in the target language.
This section will take approximately 20-25 minutes
Independ 1. Next, I will pass out the exit ticket which contains the questions that In this section, students are In this section,
ent discussed in the previous section. I will explain to them that I need still expected to be sitting students will be
Practice to respond in complete sentences. I will explain to them that they do down and paying attention using a pen/pencil in
(vertical not need to respond in extremely complex sentences but instead need while I am giving directions order to answer the
expansions of them to respond in short, simple sentences. I will model how I want for the independent questions on their
lessons; re- the answers to look (they should be using phrases such as ​es practice. They are to ask exit ticket. They
teaching and necesario​, ​debemos de​, etc. and ​según​, ​dice que​, ​ilustra​, etc. to cite). any questions if they have may only use the
enrichment) I will also prompt them to remember the exit ticket from the previous any. I will allow them to classroom
class session, as they were required to answer in the same way. use English to ask these dictionaries, if they
2. I will give them the remaining of the period to answer the three questions. They are need to - no online
questions on their paper. I will walk around and monitor and answer expected to be sitting down dictionaries.
any questions that students may have. I will not allow students to use in their seats for the
their cell phones for any dictionaries. They may only use the independent practice. They
classroom dictionaries. When, they are done, they will turn in their will not be allowed to use
paper. their cell phones until
This section will take approximately 10-15 minutes everyone in the class has
finished their exit ticket.
After they have finished,
they are to go back to their
desks and wait patiently
until everyone is done.
1. To end class, students are expected to continue to work on their In this section, students will In this section, the
Closure
independent practice. I will continue to monitor the class by walking be expected to be in their students will
around and I will also answer any student question. I will also begin seats. They are also continue to use their
to look at the responses that students have turned in and I will ask expected to answer exit ticket and
any questions to particular students if need be. questions when called. At pen/pencil in order to
2. Once everyone is done, I will briefly go over air pollution one more the very end of class, those answer the questions.
time, asking them what it is, some of their effects, and asking what whose phones were taken
solution they have come up with/what they plan to do in order to up will be allowed to pick
reduce it. In the case that not everyone is done, I will start asking them up. Once class is
these questions the last five minutes of class. I will allow for anyone officially over, they are to
to answer these questions (they do not have to raise their hands). remain in their seats,
This section will take no more than 5 minutes. however a minute before
the bell rings, they are
allowed to stand behind a
yellow line that is situated
by the door until the bell
rings.

Plans for Differentiated Instruction/Accommodations

Special Education Students
In order to accomodate my special education students (SPED students), I plan to follow their IEP/504 plans.
Currently, their plans call for me to give them extra time to complete their assignments. I am including this in
my lesson by employing wait time when students are answering the questions. I will not demand that any
student answer the questions immediately but will give them about 30 second to formulate an answer and then
respond. I will let them fully explain their thought and will not correct their grammar as this can distract them
from saying their answer. I also plan on giving them extra time to read their story slide and will help them
 with pronunciation when they cannot pronounce something.
In addition to giving extra time, I will also be checking for understanding, as that is outlined in my SPED
students’ plans. I will do this by making sure that I ask my SPED students questions about the story
throughout the class period. If they do not understand something, I will make sure that I explain it to them in
different ways until they understand the concept.
In my class, I do not currently have any English language learners (ELLs), however if I did have any, one of
English Language the accommodations that I would employ would be to give them extra time to process the information. I
Learners realize that when learning a new language it takes some time to process the information that is being given
and then, depending on the child’s abilities, may take more time to formulate a response. By giving them
extra time on their assignment and to respond, I am acknowledging this fact. For example, I would ask my
ELL student the question and instead of immediately asking for an answer, I would give him/her some time
to think about it and respond. I might also ask the question in general, have it up on the board for referral,
and then ask a couple of other students before I ask my ELLs the same question. This will have given them
some time to think about the question and to formulate an answer.
In addition to providing extra time, I would also allow my ELL students to show their mastery in different
ways. I know that English is a very complicated language to read and write because different letter
combinations form different sounds and depending on the word, that sound may be different from them
norm. For some individuals it is easier to speak the language. Taking that into consideration, I would allow
my ELL students to orally show their mastery. Instead of giving them a written assignment, I would allow
them to tell me the answers.
Also, I would employ the buddy-system/peer-tutoring, where I would pair my ELL students with a native
English speaker to help him/her with the assignment. I would make sure that they both know that the
purpose of this is to help each other out, not for one to copy the other. This will be beneficial for the ELL
student because they will have someone who they can ask questions if they are confused.
I currently do not have any gifted and talented students (GT students) but if I did I would ask them higher order
​Gifted and Talented Students thinking questions. For example, I would ask them to create an alternative ending for the story, one that could
include the characters employing any of their solutions to decrease air pollution and what effect that had on the
health of Coco. This would require them to create more complex sentences with variety of grammar (present,
preterite, imperfect, and present subjunctive tenses).

Rarely do lessons go exactly as planned. Think through the challenges you might face in this particular lesson (e.g.,
students not understanding, materials not working, the pace being too quick or too slow), and then propose several “Plan
B” scenarios so you can be as prepared as possible.

One of the main challenges that I foresee in my lesson is students not wanting to read. In previous classes, they have told me that they ‘‘cannot read
or speak in Spanish’’ even though I know that they can. In order to combat this, I plan to encourage them and letting them know that I will help them
when necessary - all they have to do is ask. I also foresee them not comprehending the story or them saying that they do not know some words
therefore they do not understand. In order to combat this, I plan to a) let them know when a word is a cognate by saying ‘‘what does that word look
like?’’ and b) if the word is not a cognate, telling them what the word means. My goal, as well as the district’s goal, is for them to try to understand
for themselves and to try to discover the meaning behind texts, therefore I want them to try to decipher more.
I also foresee some students, especially the soccer players, falling asleep. They use various excuses, such as practice running late. I plan to combat
this by reminding them nicely that if they fall asleep, they get no grade, and without a grade, they do not get to play. I will also allow those students
to go and get some water in order to freshen up. I also foresee some students talking too much. I have already made it clear to those students that I
will not refrain from calling their parents if I have to (something they do not want), so I will remind them of this. If they continue, I will simply ask
them to step outside so that I can discuss their behavior with them.
One last challenge that I foresee is students forgetting their pollution booklet at home/somewhere else. If this is the case, I plan to have them write
down the information on a sheet of paper and will tell them to transfer it to their booklet when they get the chance.

A description of the assessments you will use throughout and after the lesson to ensure that students have learned,
including the context and specific procedures for evaluating student learning. Based on the learning objectives,
assessment can occur through interview, observation, journals, essays, quizzes, tests, final products, and lots of other
ways. Assessments can be conducted by the teacher, peers, and/or the students themselves. If you have a specific rubric,
link it or paste it.

There is no rubric available for this activity. Students are to complete the activity in the target language.

There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are free to use
whatever information you find to inspire your lesson planning, provided:
● You properly cite your sources;
● You fit the information into this required lesson format, meaning you will need to add additional information to
complete the lesson; and
● You modify the lesson to fit your objectives and student needs (You will almost never teach any lesson as is – even
those found in your teacher’s guides. You will always know best what the individual learners in your classroom will
respond to.)

The original story was provided by the United States Environmental Protection Agency on the following website:
https://www3.epa.gov/airnow/picturebook/cocos-orange-day-web.pdf
I translated the story into the target language.