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Fallas Lesson 5 Final

This lesson plan summary focuses on a Spanish lesson about the Preterite tense and the Fallas festival for 8th grade students. The objectives are for students to recall and translate Preterite verb conjugations, understand aspects of the Fallas festival, and apply their knowledge to write a letter in Spanish. Materials include vocabulary lists, notes, and student-created assessments. The plan has three parts: a 5-minute review, a 10-minute assessment exchange, and a 30-minute quiz and homework assignment. Students will review individually or with partners, check peer-created assessments, take a quiz on Fallas and Preterite verbs, and begin a homework assignment writing a letter. The teacher reflects that

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94 views

Fallas Lesson 5 Final

This lesson plan summary focuses on a Spanish lesson about the Preterite tense and the Fallas festival for 8th grade students. The objectives are for students to recall and translate Preterite verb conjugations, understand aspects of the Fallas festival, and apply their knowledge to write a letter in Spanish. Materials include vocabulary lists, notes, and student-created assessments. The plan has three parts: a 5-minute review, a 10-minute assessment exchange, and a 30-minute quiz and homework assignment. Students will review individually or with partners, check peer-created assessments, take a quiz on Fallas and Preterite verbs, and begin a homework assignment writing a letter. The teacher reflects that

Uploaded by

api-284251745
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Katie Pals
4/22

Subject/ Topic/ Theme

Spanish/Preterite/Fallas

Grade ___8_____________

I. Objectives
How does this lesson connect to the unit plan?
This is the fifth lesson in the unit. Students integrate their knowledge of the past tense and Las Fallas as they create a written piece that reflects on the festival.
cognitiveR U Ap An E C*

Learners will be able to:

Recall and translate preterite ar, -er, -ir verb conjucations


Recall, understand and apply important aspects of the Las Fallas Festival
Apply Las Fallas knowledge and past tense verb conjugation knowledge to write letter to Spanish speaker

physical
development

R, U
R, U, A
R, C, A

socioemotional

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
1

ACTFL Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange
opinions
ACTFL Standard 1.2: Students understand and interpret written and spoken language on a variety of topic
ACTFL Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
ACTFL Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
ACTFL Standard 5.1: Students use the language both within and beyond the school setting

(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.

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?

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Students are able to summarize the Fallas festival. Students are able to conjugate present tense verbs
(mainly regular ar, -er, and ir verbs). Students remember meanings of infinitive verbs used
throughout the year.
Pre-assessment (for learning): Ask, Before we take the quiz, what are some remaining questions about Las
Fallas and the past tense that you have?
Formative (for learning): Teacher checks for student accuracy in verb conjugations in assessments and in
classwork
Formative (as learning): Students take peer-created assessments
Summative (of learning): Students take in-class quiz and take final graded assignment home for homework
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students see, hear, and create
language through multiple means
of respresentation.

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction
Students can move around the
classroom during this lessons
group work.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Choice in where they sit and in
their partner.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language
Lesson provides visual, oral
representation. Quiz and writing
homework allow for varied
responses (multiple choice, fill in
the blank, etc.)

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

Assessments provide
opportunities for kinesthetic
expression.

Students work together in verb


conjugation activity. Extra
credit options provided on
homework and quiz.

Provide options for comprehensionactivate, apply & highlight

Students are encouraged to


work together and to design
certain aspects of the lesson.

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

Lesson provides opportunities


Students create assessments for
for formative and summative
their classmates and take their
assessment. Students use
classmates assessments.
resources created in prior
lessons.
Vocabulary list, notes from previous classes, supplies to take notes (i.e. their computers or notebook
paper), student-created assessments from lesson 3

The classroom will be set up the usual way (with the tables dispersed throughout the room so that
group work is possible and focused will be maintained).

III. The Plan


Time
5
min.

Components
Motivation
(opening/
introduction/
engagement)

10
min.

30
min.

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.
Tell students that they may review for the first 5
Students review Las Fallas unit individually or with
minutes of class individually or with a partner.
partner.

As a review for the quiz, instruct students to


exchange assessments with a member at their table.
Encourage students to check assessments for any
errors in the assessment.

Students perform assessments. Students check


assessments for errors.

Teacher observes and checks for comprehension.

Students listen to instructions, divide into groups,


assign roles, choose conjugations and play game
according to rules.

Pass out Las Fallas quiz and homework


assignment. Read instructions aloud for both quiz
and homework as students follow along with their
copies

Students read instructions silently. Students take


Las Fallas quiz.
Students begin homework.

Instruct students to begin homework once quiz is


completed. Project homework instructions on the
board.

2
min.

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Closure

Review due dates and any remaining questions


about homework.

Ask any remaining question about homework.

(conclusion,
culmination,
wrap-up)

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.)
Overall, the students did very well with this lesson. Using the first half of the class to review for comprehension helped the students
have time to ask me questions and study with each other. 18 out of 22 students received a score that was higher than 80%. Six
students received 100%. The students went through the quiz very quickly. Next time I may add a writing component to the quiz.
Students have not turned in their completed messages yet.

9-15-14

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