Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Katie Pals
4/17

Subject/ Topic/ Theme

Spanish/Preterite/Fallas

Grade ___8_____________

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in the unit.
cognitiveR U Ap An E C*

Learners will be able to:

Remember preterite ar, -er, -ir verb endings

Remember important aspects of the Las Fallas Festival and Past Tense Yo form conjugations
Read and listen to a dialogue with key Spanish words in the past tense
Create an assessment tool that integrates the vocabulary and past tense verb conjugations

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

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
5
5

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 topics
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)

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): Looking at closing activity from last class, ask What patterns did you see with
the past tense first person (yo) verbs in the reading? Teacher checks for student comprehension of past vs.
present tense in English, yo pronoun and comprehension of verb ending changes according to subject.
Formative (for learning): Teacher checks for verb comprehension and accuracy in classwork.
Formative (as learning): Students share their understanding of Spanish past tense and English past tense.
Students look for patterns in Spanish past tense verbs.
Summative (of learning): Teacher grades worksheet for accuracy.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction

Students see information on

handout, PowerPoint and hear
information communicated by
teacher.

Students can move around the

classroom during this lessons
group work.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Students make own

connections between English
and Spanish. Teacher guides
these conversations.

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Provide options for expression and

communication- increase medium
of expression
Students may choose how to take
notes and how to create their
assessment.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students relate the past and present
tense in English to the past and
present tenses in Spanish.
Choice in where they sit and in
their partner.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students work together during

this class, students have extra
credit opportunities

Provide options for

comprehension- activate, apply &
highlight

Students apply what they

learned to the creation of an
assessment activity.
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

for formative assessment.

Lesson builds upon past lesson,

giving the reasoning behind
observed patterns.

Vocabulary list, notes from previous classes, supplies to take notes (i.e. their computers or notebook
paper), Fallas PowerPoint, Fallas Activity 1 worksheet, Fallas Activity 2 worksheet, and Create Your
Own Assessment Assignment Worksheet.

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)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Instruct students to take out their closing activity
Students take out their homework. Students
from last time (What patterns did you see with
respond to their warm-up questions on a separate
the past tense first person (yo) verbs in the
sheet of paper to go into their Las Fallas section of
reading?) and respond to the warm-up questions: their binders.
1. What is the difference between the
past and present tenses in English?
Explain in your own words.
2. Give 1-2 examples of sentences
in both the past and present tenses.
Indicate which of your example
sentences are in the past and which
are in the present.
Instruct students to discuss their responses to last
classs closing activity and this classs warm-up.
Ask students to come up with one response to
each question that they will write on the
whiteboard and share with the class.

Students listen to instructions and work with peers

at table to formulate responses.

4 min.

Facilitate discussion going through student written

responses on the board. Discuss responses; look
for patterns as a group.

Students share their group responses in a way of

their choice (i.e. come up to the front of the room
or stay at their tables).

16
minutes

Using the warm-up activity and Fallas Activity 1

from last class as a foundation, transition to notes
on preterite tense (see PowerPoint). Instruct
students to take out lined paper for notes and their
activity from last class (Fallas Activity 1).

Students take notes in way of their choice (word,

google doc., paper), watch PowerPoint
presentation, listen to preterite tense explanations,
and write/verbalize answers where appropriate.

Introduce Fallas Activity 2 worksheet to the class.

Instruct students to read to themselves as teacher
reads directions aloud.

Students choose a partner and choose to read for

the part of either Morgan or Tracy and then follow
the instructions on worksheet. Then, students
mark the verbs that they see that are in the past

5 min.

13 min.

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

Teacher checks and guides pronunciation, checks

for accuracy with past tense verb identification.

4 min.
Closure
(conclusion,
culmination,
wrap-up)

Pass out homework and discuss homework to

create an assessment tool for your classmates.

tense. Students translate the verbs into English.

For extra credit, students may translate additional
sentences.

Students read directions silently to themselves and

teacher reads them aloud. Students ask questions
about the assignment.

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.)
The pre-assessment and warm-up of this lesson were very helpful and necessary. Going through present/past tense in English seemed
to give students confidence in their knowledge of these terms. This confidence helped give us a point of reference as we worked
through one of the more grammar-heavy lessons of the unit. Students enjoyed having the choice of how to take notes, but it was
difficult to monitor distractions that the computers caused. Next time, I would add more specific instructions that encourage students
to not only read but also act out the dialogue.

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