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Karlie Sanchez, 12/2/15

SED 322, Christopher Smudde
Signature Assignment Final Draft

Professional Growth Plan

I have found it to be quite a challenge to determine what my first year goals would be as a future
teacher, mainly due to the fact that I dont know what school or with what students Ill find myself in the
midst of. Everything is unpredictable at this point and its almost nave to believe that what I write here
will actually coincide with what next fall has in store for me. Nevertheless, there are a few general goals
as a first year Spanish teacher, presumably teaching the lower levels of the language with younger
students, that I have set for myself. The reason I mention the younger age of my students is because I aim
to teach them self-worth. Young adolescents often struggle with everything from body image to mental
strength, and I want to be a teacher who can assist them in the path to discovering their self-worth. I plan
to incorporate lessons that encourage them to love and explore who they are, along with having an open
door policy that allows them to come discuss any issues theyre experiencing with me. In regards to my
actual content area and pedagogy, I aim to travel throughout South America this coming summer in order
to improve my speaking fluency and to further relax myself when I am up in front of a class. These last
two goals go hand in hand my speaking fluency needs to be polished for me to be less tense when
teaching, as I enjoy switching between Spanish and English when presenting material to the class. I want
to have the voice and confidence of a native speaker. I feel that these three goals for my first year are
obtainable and will better me as a teacher.
Surprisingly, I feel that my long-term goals, my five year plan, is more set in stone than my first
year teacher goals. I am young, and I would like to travel, get married, and have children while I am
young. I dont want to wait until I am in my thirties when I dont have as much energy to do all of these
things. As was previously mentioned, I would like to travel to South America in the upcoming summer,
and plan on traveling internationally ever summer (perhaps even during winter break, too) to other places
like Cuba, New Zealand, Spain, Norway, China, Japan, and wherever else I feel like jetting off to. These
travels will be accompanied by my boyfriend who, being a few years older than me, is ready to get
engaged after I graduate and settle down once we need to take a break from exploring the world. In five
years Ill be twenty-seven, and I picture myself well-traveled with a new last name and possibly carrying
a new addition to the family or already caring for that new addition. As a teacher, my only-long term
goals are to teach AP Spanish courses and to earn my Masters in secondary education. These two goals
would most definitely be beyond a five year time span because they require both experience and a high
amount of disposable finances.
Two professional organizations that I plan on joining to continue developing my knowledge and
abilities as an educator are ACTFL (American Council on the Teaching of Foreign Language) and AAAL
(American Association for Applied Linguistics). I have actually attended two conventions for ACTFL,
which were required by my year-long methods course, and both instances led to me learning all about the
strategies I should be using in the classroom and how to improve the ones I was already using.
Additionally, I felt so welcomed and appreciated there because the majority of those in attendance were
Spanish teachers. For AAAL, I can certainly understand how it would be useful for me, since linguistics
are the root to understanding any language and has always been one of the content courses I struggled the
most with. Depending on how often the meetings or conventions for these organizations are held, I would
plan on attended at least once a year for both. A lifelong teacher is a lifelong learner!

Philosophy of Education
One of the greatest times of change in a persons life occurs when they are in adolescence, at the
secondary level of their education. Change is more than just happening for them, it assaults them,
soothes them, completely engulfs them in the best and the worst ways. This is foundation and reason
behind my personal philosophy of education change is necessary and should be implemented as much
as possible. I teach to help show adolescents how change can work in their favor while working them
through the stumbles that it brings.
The Spanish language, my content area of choice, is an ever-shifting subject; from the new words
being added each year, to the events taking places in the many Spanish-speaking countries each day. I
adore it, which is why chose to intensely focus on it in my studies, earning both my bachelors of arts in
secondary education/Spanish and my bachelors of arts in Spanish literature/culture. The flexibility of my
content area allows me to fully incorporate change into my philosophy of education. Change can be
implemented wherever it is needed. With daily routines, for example, in the classroom, I believe that its
best to not have bell work or busy work, but rather bring in new, engaging activities to start the class
period with something different, such as listening to a song to identify a newly-learned grammar aspect.
Or for long term projects, to change the parts of a chapter test from a repetitive multiple choice section to
a one-on-one speaking activity between the students and myself.
I believe that the study of foreign languages, particularly the study of Spanish with its growing
importance, is a necessity for students. It connects them to the world and may possibly spark their minds
to be just a bit more proud of their heritage, which it did for me. It was though my previous Spanish
teachers in high school, with their zeal and preparedness, that caused my love for the subject to flourish,
bringing about a desire to mirror their image while delving into my own cultural past. In essence, my past
content area teachers stirred up my urge to become one. Within myself, change has also been prominent.
I had to allow myself to move and stretch to become ready for the role of a teacher. Nevertheless, it was a
positive change, and I feel more determined than ever to become an education and be an assistant to a
beautiful process of learning and change.
Diverse students will all be happily accommodated in my classroom. Diverse students, for
example, like ELLs and those with learning disabilities are heralds of change that can be incorporated
into the classroom in an innovative way that changes up the usual activities. Additionally, I am fully
looking forward to implementing what I believe to be the best form of discipline: talking with students. I
am an advocate for speaking one-on-one before or after class with a student displaying behavioral or
academic issues.
From the most complex formation of student speaking evaluations to the most basic item of
seating charts, change in my classroom would be imminent, similar to how the real world functions.
Without change, consistency begins to form. With consistency comes a rather boring sense of comfort. It
is my personal philosophy of education that change can always be used to excite any idea of learning.
When paired with the pliable content area of Spanish, theres nothing I cant do in order to properly teach
my students. Not only in the content area, but I carry the willingness to teach them to manage themselves
through the ups and downs of adolescence.

Vision Statement
VISION STATEMENT
On Teaching. . .

Open lines of communication are an absolute in this class. It will never be I say, you do when I
am teaching, but rather I express, you express. Each day will entail fair conversations no matter
who the participants are.
It is impossible to teach to every persons unique way of learning, therefore I will teach to every
persons enjoyment of a relatable, lively lesson.

On Learning. . .

Excellency can be discovered when learning how to master a skill perfectly.

Were here to learn because we would like to, not because we must.

On Spanish as a Second Language. . .

Any sort of accent when youre speaking is a good one as long as words are coming out.
Going down to the local Mexican grocery store to practice reading signs and labels is just as
effective as studying ancient literature in Spain. The goal is to practice anywhere with instinct.
With second languages come second cultures, and thats the best way to gain a broader
understanding of the world.

On Essential Skills. . .

Technology is an asset, not a hindrance, which is why it is necessary to educate ourselves about it
while educating ourselves with it.
Being a top five world language, Spanish is valuable in any career understanding it can help to
take you anywhere. This is a vital class, not an elective class.
It can be expected that we will be working together as a whole, in groups, or with partners for the
majority of this class. We must work with others for our entire lives, lets start today.

Resume

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Karlie Sanchez

(480) 277 - 9727

2748 E. Lawndale Cir., Mesa, AZ 85213

kasanch3@asu.edu

Summary
Student in the area of Secondary Education/Spanish, eager to self-improve and display tenacity in the work
environment.

Education
Bachelor of Arts, Secondary Education/Spanish
Expected: Spring 2016
Bachelor of Arts, Spanish Literature/Culture
Received: Spring 2015
Arizona State University, Tempe, Arizona
Mary Lou Fulton Teachers College, School of International Letters and Cultures
GPA: 3.7, Deans List 4 years
New American University Scholarship

Employment
Associate, In n Out Burger, Tempe, AZ

Performs a variety of tasks handling transactions, cooking, maintaining hospitality

Works with teenagers in teaching them the register, food prep, housekeeping, etc.

Assistant Manager, Little Caesars, Mesa, AZ

October 2014 Current

April 2011 October 2014

Ensured that the store remains clean and prepared with satisfied customers

Internships
Intern, Mesa High School, Mesa, AZ

Intensely observes mentor teachers classroom rules and procedures, then mirrors them
when asked

Intern, Mountain View High School, Mesa, AZ

January 2015 April 2015

Co-taught with mentor teacher for about fifteen minutes each class period
Developed and taught lesson plans for Spanish II classes (Grades 9 10)

Intern, Chandler Basis School, Chandler, AZ

August 2015 Present

August 2014 November 2014

Assisted mentor teacher with everyday classroom activities, from clean up to grading
Created and assisted with speaking exercises for Spanish I and Spanish V (Grades 8 and 12)

Volunteer
ESL Instructor, Virgen de Rosario Private Academy, Lima, Peru

Certifications

Summer 2015

Developed lesson plans for English language acquirement which included worksheets, quizzes, and games for
students ranging from preschool children to high school seniors
Co-taught the lesson plans with care and command five days a week in two hour blocks
Bonded further with students through afterschool sports and educational field trips

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Fingerprint Clearance Card, State of Arizona

October 2012 - Current

Skills
Authoritative without hesitation to take command when called for shdfsdkfhkdhgkjdhgkj hdgkhgkhd djkfgkgj
Connections with adolescents made easily ljdjg;j;jfwgjigigiuisdg oidfogjriogjodigoidfgu g odjgojgjjfjgjggjgjggggg
Strong reading and writing abilities, quick at comprehension and putting ideas on paper

References
Available upon request.

Communication Letters

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Dear Principal Jones,
Greetings and salutations, my name is Karlie Sanchez, and I hope this letter finds you in good
spirits. I am looking to be a first year teacher in your world languages department this fall semester with
my content area being Spanish. I absolutely adore the Spanish language, so much so that I have
completed two programs related to it from Arizona State University: a B.A. in Secondary
Education/Spanish from the Mary Lou Fulton Teachers College and a B.A. in Spanish Literature/Culture
from the College of Liberal Arts and Sciences. I graduated with a 3.7 GPA and have been on the Deans
List since my freshman year. I have read and heard a great variety of positive aspects about this school,
and I am especially pleased to know that there are many ASU alumni within the staff and that the world
language department is one of the districts largest. I expect to mesh well with my colleagues while
enjoying the broad culture of the school. As for my own objectives, I plan to arm my students with every
bit of knowledge they need to succeed on the district final, participate in school activities like
homecoming or concerts, and work with the feedback I receive from you yourself, veteran teachers, and
even my own students. I am ambitious, but capable! Please feel comfortable to reach out to me, the best
way being my e-mail at kasanch3@asu.edu.
Having worked in assorted internships across the valley throughout the teachers program at
ASU, I have had the opportunity to take it all in and plan what kind of classroom I will have. I have found
that Spanish I and Spanish II are the levels of which I am the fondest of, which means I would like to
work mainly with freshman and sophomores. Their youthful energy combined with a sense of emerging
adulthood bring a smile to my face! I will expect my students to be well-organized and mature, although a
few bumps in the road with this are also expected. For the parents of my students, I expect that they will
be supportive of their childs endeavors in a foreign language and equally supportive in how I assign
homework, projects, and exams. For both my students and their parents, I expect that they will not be
hesitant to talk with me for any reason. Whether its a question from a student about how this unit relates
to the previous one, or whether its a concern from a parent regarding my method of discipline, I wish for
all line of communication to be open. Communication is key, believe me, I have taught this lesson many
times.
With the new academic year nearing its beginning, I truly feel lucky to possibly have the chance
to work in the open, enriched environment that is this school. The Spanish language holds a large part of
my heart, and it has brought me such joy in life through people and experiences. I know that my students
can feel that same passion I do, and that they will recognize the practicality and delight which comes from
studying it. While my students are working hard to plant the seeds of this language, I will also be
demonstrating my own dedication by attending professional development sessions for teaching and
further studying the linguistic, literary, and cultural aspects of Spanish. Being a non-native speaker, I
understand that I need to continue learning each day. And I simply cannot wait to share this learning
experience with my future students! Thank you again for allowing me to discuss being a part of your team
and taking the time to read what has been presented in this letter.
Sincerely,

Karlie Sanchez
Karlie Sanchez
(480) 277 9727
kasanch3@asu.edu
2748 E. Lawndale Cir.
Mesa, AZ 85213

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--Dear Parent(s) and/or Guardian(s),
Greetings and salutations, what a wonderful year this is going to be! My name is Karlie Sanchez,
and welcome to your students Spanish class. The study of a foreign language is the best way to explore
the world, and your student is brave and wise in choosing to do so. Regardless of whether your student is
in Spanish I or Spanish II, I can assure you that they will come to grow their love for this subject. I am a
graduate of Arizona State University with a B.A. in Secondary Education/Spanish and a B.A. in Spanish
Literature/Culture. I am a strong advocate for exploring not only the language itself, but additionally the
people of that language. I want your student to do more than grammar drills, I want them to come to
appreciate the music, film, and writings of the Spanish-speaking people. Listening skills, correct
pronunciation with a native-like accent, and an exploration of the variety of Spanish-speaking people will
be our objectives for this year. Due to the fact that your student is in their first or second year of the
language, these objectives are critical. Of course, the development of reading and writing abilities are
equally important, however those abilities are more focused on in the higher levels. At this early stage, I
feel that it is best to focus more on understanding and producing sounds as a foundation for an overall
sense of communication.
Spanish as a foreign language is certainly considered an elective in the Mesa Public Schools
district, and yet what it encompasses is fundamental to your students success in whatever career path
they pursue. Therefore, there will be expectations within this elective class that are comparable to the
other core subjects your student is taking. Your student will be expected to do plenty of homework, at
least twenty minutes three to four times each week. The homework will include everything from written
work through translating sentences to spoken work through reading stories out loud. Whats more, your
student will be expected to be well-organized and mature while in class. I believe these two items go hand
in hand: organization encourages a healthy work ethic and maturity helps one to realize the importance
behind the need for that work to be done. Following these expectations, the students parents and/or
guardians are expected to perform and participate, as well. By perform, I mean taking an active part in
knowing what your students assignments are while checking that they are keeping up. And by participate,
I mean not hesitating to contact me if you have any sort of thing you wish to discuss. The best manner in
which to reach me is through e-mail at kasanch@mpsaz.org, or if it is easier for you, you may call my
classroom phone line at (480) 555 6789. Please also recognize that there are expectations that you and
your student will have for me; it can be expected that I will go through the material at a fair pace, treat all
students with respect, and that I will be available to address any concerns from anyone involved in my
classroom within 24 hours.
As your student continues on through their high school years and perhaps begin to think of higher
education, it will soon become evident to them that we are not living in a monolingual world. To learn
another language, especially one so prevalent like Spanish, is to boast any sort of opportunity for the
future! It is a delightful skill that I can only hope your student will come to appreciate. I will give my
greatest effort to teach your student, with the idea that that they are giving me their greatest effort to learn.
Thank you for taking your time to read and consider what has been presented in this letter, and again,
please dont hesitate to contact me.
Sincerely,

Karlie Sanchez
Karlie Sanchez

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(480) 555 6789
kasanch@mpsaz.org
--Dear Parent(s) and/or Guardian(s),
Greetings, I hope that this letter finds you in good spirits. My name is Karlie Sanchez, and I have
your student Mitchell in my fifth period Spanish I class. This fifth period class is a very lively one, and I
appreciate that Mitchell always turns in his fully-completed homework on-time, however, it is his in-class
work that is currently suffering. During work time in class, he loves to chatter with anyone nearby by (or
sometimes even a shout across the room!) when he is supposed to be focused on the task at hand. When I
request that he quiet down, he always does, and then gets right back to opening his mouth at his neighbor
in the next minute or so. This talkative behavior creates the issue of me having to use my voice to
interrupt the rest of the class to discipline him, and then issue of him not completing his classwork when
he should be. Unfortunately, this lack of effort in classwork has come to affect his grade, his classwork
score having dropped to a current 15/50 points. Please remember that my syllabus from the beginning of
the year states that classwork is 30% of each students grade. Additionally, please remember that once I
have exhausted the grace amount of verbal warnings he receives each class period, I will have to resort to
my usual policy regarding misbehavior. The consequence following the failure of verbal warnings is an
in-lunch detention.
Now as I previously stated, Im proud that Mitchell is doing his homework and doing it well. This
shows me that he is a great student, its just simply that he becomes easily distracted by his classmates.
There is absolutely nothing wrong with being sociable, especially not in a foreign language classroom.
Nevertheless, I wish for him to be successful when it comes to classwork, and I feel that the best way to
address this issue is by having him move to sit at the work desk I have near the front of the classroom
next to my own desk. This desk isnt where I put trouble makers, no, it really is just a larger table-top
desk that students sometimes use to collaborate at. There will be no negative connotation of being placed
at this desk, it will simply be to give him some space from the other students and to allow me to keep a
more watchful eye on him. This move will only occur during work time, and I can assure you that I will
not tolerate any other students poking fun at this.
Mitchell is a bright, eager young man who I can see as a student in my AP Spanish class one day.
We will not get to that point if this behavior does not change. In-class work is very simple, it only requires
that the student focuses. I would rather see Mitchell separated from the rest of the class for a short bit of
time each day so that he may focus and so that we may have no need to resort to an in-lunch detention. I
have complete confidence that he will steadily improve once this move is implemented, and hopefully
within a month or two I will no longer need to move him at all. I feel lucky to have Mitchell and his
positive attitude within my class and I know that he will flourish further as a foreign language student as
the year goes on. Thank you for taking to read and consider what has been presented in this letter, and
please, dont hesitate to contact me.
Sincerely,

Karlie Sanchez
Karlie Sanchez
(480) 555 6789
kasanch@mpsaz.org

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Syllabus
SYLLABUS SPANISH I

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Course Instructor: Karlie Sanchez

Contact Information: Classroom Phone Number (480) 555 6789, E-mail ksanch@mpsaz.org,
Classroom website (for homework, classwork, project, testing information + course resources) http://kasanchezspanish.weebly.com/
Course Name: Spanish I (WL 21)
Classroom Vision Statement: To learn a new way to express ourselves while opening ourselves to the
world.
Course Content Information*:
Introduction to verbal communication skills in the Spanish language through repetition, conversations,
and speeches.
Introduction to listening skills in the Spanish language through audio recordings, videos,
conversations, and lectures.
Introduction to written communication skills in the Spanish language through repetition and the
writing of phrases, sentences, paragraphs, etc.
Introduction to reading skills in the Spanish language through the textbook, conversation
transcripts, newspaper articles, etc.
Introduction to culture in the Spanish-speaking world with the focus countries being Spain,
Mexico, and Peru.
Course Objectives Information*:
(These objectives were taken from the American Council on the Teaching of Foreign Language, and will
serve as loose guidelines for this class)

Communication Communicate in languages other than English.

Cultures Gain knowledge and understanding of other cultures.
Connections Connect with other disciplines an acquire information.
Comparisons Develop insight to the nature of language and culture.
Communities Participate in multilingual communities at home and around the world.

With these objectives, by the completion of this course, students will be able to

Participate in basic conversations, read basic material, and write basic sentences fully in Spanish.
Understand the similarities and differences between various Spanish-speaking cultures and their
own.
Relate the usefulness of the Spanish language to areas like history and science.
Understand the roots of both the Spanish language and the people who speak it.
Be a part of the Hispanic community right in our own backyard through interaction and volunteer
service.

Student Expectations for the Course:

This is an elective course, however, it should not be considered an easy class simply because of
that elective tagline. It is expected that the students enrolled in this course should treat it as source of core
material vital to their success in the future. The students should have a sense of respect for what they are
learning. This respect is expected to extend to their teacher, their peers, and themselves both inside and
out of the classroom. On that last note, about respecting themselves, one of the greatest manners in which

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a student can respect themselves is through their honesty. The highest level of honesty is expected within
this course, students are expected not to commit any sort of academic fraudulence as this would be
unfair to their teacher, their peers, and their own learning process.
Rules + Procedures of the Course:
Beginning of Class:
The students will begin their immersion into the world of the Spanish language by being confronted by a
painting, literature excerpt, song, etc. from the Spanish-speaking world. Regardless of what level I am
teaching, everyone from novice to fluent speakers is able to appreciate and think about a form of creative
expression. After viewing or hearing the chosen piece of art, the students will be given five minutes to
write down their thoughts in a journal that they will use each day for the entirety of the school year. This
five minute time limit isnt too strict, as I will allow for more or less time if I see that the students are
finishing early or needing a few extra minutes to organize their thoughts. They journal will be graded for
completion points, and some small talk on the subject with their table partners is encouraged. Once the
journals have been finished, one student will be selected by the teacher to share what they wrote and
spark a bit of class discussion. The reasoning behind the teacher choosing who speaks is to ensure that
each student has the opportunity to talk the order of who speaks will be random and only repeated after
a full cycle has been completed. This entire exercise should last no more than ten minutes.
Transitioning Between Activities:
When transitioning between activities, students will be watched carefully and will assist with the overall
transition. That is to say, my eyes and ears will be kept on high alert for any unnecessary chatter or
horseplay, including messing around with cell phones. And by assist with the transition, I expect
students to move to the next activity by taking out what they will need. If I say were working in our
textbook, they will know to get up and retrieve their textbooks from their storage location (a cart or shelf
in the front or back of the class). If I say that were going to be doing a speaking exercise, they will know
that they should be facing their shoulder partner and beginning to immerse themselves in the target
language by greeting and creating small talk with them. These expectations for transitioning will be made
clear at the start of the year and reiterated during the first few weeks to solidify them in their minds.
Ending of Class:
The students will be permitted to pack up and leave after the final activity for the day has been ended or
brought to a proper stopping point. This stopping point includes making time to put away any learning
materials like the textbook before it is time to think about packing up. Students attempting to pack up or
leave early will be disciplined with a verbal warning. I am a firm believer in I dismiss you, not the bell.
Once the students have been given permission to pack up, any reminders about that nights homework or
upcoming projects or announcements will be voiced. Due to this, the students will be packing up in a
relatively quiet manner in order to hear what is being said. I will not talk over them. If they dont want to
listen to what is being said, then that is their loss. These End of Class procedures may be slightly altered
if the students are required to complete an exit ticket that day.
Management of Student Work:
Student work will be managed in the simple fashion of trays at my desk. These trays will be plastic and
stacked in a tower to allow enough space for the papers to be slipped in, however, at the same time, not
enough room to peer in and see the work of others. Each period will have their designated tray, and the
students will always know where to put their assignments (late assignments included) if I am not directly

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collecting them. As for behind my desk, whenever I receive assignments, they will be graded in the order
that they are received and handed back on the final day of each week. In the time that the assignments
have been graded and are waiting to be passed back, they will remain in a separate accordion file folder
inside my desk. The gradebook will also be updated on the morning of the day that the assignments are
returned.
Addressing Student Absences:
Students who have been absent will be directed to the Absent Folder for their appropriate class period.
There will be folders stapled to a bulletin board in the classroom with one for each class period. Inside,
the students will be able to find worksheets, handouts, homework, quizzes, and tests from up to a week
ago. In regards to quizzes and tests, it is the students responsibility to find the quiz or test in the absent
folder and bring it to me to inform me that they need to schedule a date and time to take it. In regards to
any effect on the students grade if they are absent, there will be no direct effect. There will not be points
for attendance. Unless the student had an unexcused absence, they will be given one day for each day
they were absent to make up any work they missed. After the grace period, there will be one more day
where the student may turn in any missing work for half credit. Any work attempted to be turned in after
that will not be accepted.
Addressing Late Work:
As stated above, late work will be accepted, although there will be a penalty if the child was not
previously absent. Unless the student had an unexcused absence, they will be given one day for each day
they were absent to make up any work they missed. After the grace period, there will be one more day
where the student may turn in any missing work for half credit. Any work attempted to be turned in after
that will not be accepted. For unexcused absences and those who simply did not turn their work in on
time, there will be one day after the original due date where the student may turn in any missing work for
half credit. Any work attempted to be turned in after that will not be accepted. For larger assignments
such as presentations or intense pieces of writing, absolutely no late work will be accepted unless there
was an excused absence.
Grading Students Work:
When grading student work, there will be two grading systems that will be followed a simple
completion scale for in-class worksheets and homework, and rubric scales for larger projects such as
presentations or intense pieces of writing. With the completion scale, the student will not receive full
credit unless their work displays sensible answers, though may not necessarily be correct, and unless all
answer spaces are filled. Completion work will be marked with a stamp. With the rubric scales, they will
vary from project to project. Although, they will always be based on a scale of 0 to 5, in percentage
increments of twenty. Depending on what the larger project entails, the students will be graded on
everything from grammatical accuracy to pronunciation.
Cell Phone Policy:
Cell phones are a necessary evil of our lives, and I understand that the students may need to communicate
with their parents during school hours. However, it is common knowledge that students are on their cell
phones to chatter with friends or surf the Web more often than not. Due to this, I will allow students to
have their cell phones in class, and that cell phone must remain on their desk, face down and sound off, at
all times. With this, both the student and I will be able to see the device and there shouldnt be any
discrepancies on its use during class time. If the cell phone does make any noise or cause distraction, it
will immediately be moved to my desk if there is no good reason behind it.

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Restroom Policy:
Students will be permitted to use the restroom during class time, with a small system in place here to keep
the process orderly. One student will be permitted to leave for the restroom at a time, by means of raising
their hand with two fingers held up to differentiate them from other students raising their hands to
participate in class. I will see their two fingers and give them a nod to go if I believe that it is an
acceptable time and if I believe they are not abusing this privilege. Once the student has been given
permission, they must go to the restroom sign out sheet near the door and write their time of departure,
along with their time of return. Finally, the student must take the laminated restroom pass with my name
on it with them in the event that they are stopped by another staff member.
Pencil Sharpening:
The class pencil sharpener will be permitted for use whenever the teacher or another student is not
talking. Students may get up to sharpen their pencil at any time, noting that they are only doing it when
there is silence in the classroom or when it is a work time.
Communication with Parents:
To ease communication with parents, I encourage my website to be viewed before e-mailing me with any
questions. My website is <http://karlieasanchez-sed464.weebly.com/>, and it contains all information
regarding what had been done, what we are doing, and what will soon be doing in class. It also contains
past, present, and future due dates for every assignment. If you have a specific question or would like to
make an appointment to discuss your students behavior or grades in my class, you may e-mail me at
kasanch3@asu.edu. I follow a policy that I will answer any e-mail within 24 hours of receiving it. E-mails
will most often be answered midafternoon or late in the evening. Thank you for wanting to keep
communication open with me.
Rules and Consequences
1.) Respect your teacher, your classmates, and yourself.
CONSEQUENCES: First offense is a verbal warning, second offense is removal to the front or
the back of the classroom, and the third offense is a phone call home.
2.) No gum chewing, messy foods, or drinks other than water.
CONSEQUENCES: First offense is a verbal warning, second offense is confiscation of the item,
and the third offense is a phone call home.
3.) Stay seated and silent during instructional time.
CONSEQUENCES: First offense is a verbal warning, second offense is a one-on-one discussion
about the issue, and the third offense is a phone call home.
4.) Share classroom materials and participate.
CONSEQUENCES: First offense is a verbal offense, second offense is a one-on-one discussion
about the issue, and the third offense is a phone call home.
5.) No negative attitudes, believe in yourself.
CONSEQUENCES: A lack of the wonderful Spanish language in your life.
Materials of this Course:

Textbook to be provided by school.

Writing materials pen, pencil, highlighter, paper, etc.
A computer with Internet access for typing up writing assignments and for online materials such
as songs, videos, podcasts, etc.

15
*Any item presented is subject to change at the instructors discretion.
*Works Cited: American Council on the Teaching of Foreign Language. ACTFL Standards, 2015. Web. 2
Nov. 2015.

Appendix A
Unit Plan
Unit Lesson for Foreign Language (Spanish)

16
Introduction: For this unit, I plan to focus on how literature can be a wonderful tool for incorporating the
essential skills of a foreign language (listening, reading, speaking, and writing) into the classroom while
additionally studying the culture of the foreign language. The literature of choice for this unit lesson is the
19th century play of Don Juan Tenorio by Jos Zorilla of Spain. Due to the long length and archaic
vocabulary of this play, this unit lesson is intended for students in a higher level Spanish class of perhaps
11th or 12th grade. The students will utilize their listening skills upon hearing the teacher and their peers
speak about the play, their reading skills upon going through the play both as a class and independently,
their speaking skills upon debating the overall character of the protagonist, and their writing upon being
given the task to create an analytic essay of the plays themes. This unit lesson will scaffold the common
main standard of 1FL-D3 (Write analyses of literary works, noting stylistic conventions and cultural
nuances). The overall scaffolding process will obviously be full circle, having the students begin by
identifying and experiencing a great written work, then by practicing discussion strategies to understand
what makes this written work so great through debate, and finally writing their own great piece. They will
have learned what makes an authors work memorable and use that knowledge in an attempt to produce a
memorable work that both incorporates the original masterpiece and their personal thoughts.
Standards:
Key Ideas and Details
4FL-P5. - Identify the target languages literary masterpieces and their authors.
4FL-D2. - Experience, discuss and analyze expressive products of the culture including selections from
various literary genres and the visual arts.
Spoken and Written Development
1FL-D2. - Debate, argue and negotiate on a variety of issues.
1FL-D3. - Write analyses of literary works, noting stylistic conventions and cultural nuances.
Materials Used: Class set of Don Juan Tenorio by Jos Zorilla, projector to display parts of the text if
necessary, pen/pencil and paper for notes and essay, and cell phones with text messaging capabilities (for
the technology aspect in Lesson #2, in which students will give their opinions on the plays protagonist
through Poll Everywhere.
Lesson #1
Standard(s): 4FL-P5. - Identify the target languages literary masterpieces and their authors. (This
standard will be used as part of the overall scaffolding in this lesson. The students will be required to tap
into previous knowledge and be given a time to talk and adjust to the topic of the lesson. Previously
mentioned in the introduction section, for the overall scaffolding process, here they are identifying a great
written work in preparation for creating their own.)
4FL-D2. - Experience, discuss and analyze expressive products of the culture including selections from
various literary genres and the visual arts.
Goal 1: To begin, students will be introduced to the common style of Spanish plays in the 19 th century,
particularly that of the romanticism movement, and will be exposed to the famous example of Don Juan
Tenorio by Jos Zorilla that exists as a foundation for comprehending more modern Spanish plays and
enlightenment toward Spanish society during that time period.

17
Objective 1: SWBAT identify the literary masterpiece of Don Juan Tenorio by Jos Zorilla and read it in
full.
Criteria 1: Students will have a brief discussion regarding their own thoughts on what they believe to be
some of the target languages literary masterpieces.
Students will be introduced to Don Juan Tenorio by Jos Zorilla as the focus of the unit by being given a
summary and its relevance. (Direct Instruction)
Students will be given the opportunity to ask questions and voice preliminary thoughts on the play.
Students will begin reading the play with the teacher. (Cooperative Learning)
Students will be asked to finish reading the play at home in order to prepare for the following lesson.
(Independent Learning)
Students will write down any ideas that pop into their mind or anything they believe to be significant
during this entire process.
Assessment 1: The assessment for this lesson will be informal the students will be asked periodically
by the teacher to give a thumbs up or thumbs down in regards to the current discussion. Some example
thumbs up or thumbs down questions would be, After hearing a summary of the play, does it seem to be
fiction or nonfiction to you? or In the fifth line of the second paragraph, what does this character mean
by what he says?.

18

19
Lesson #2
Standard(s): 1FL-D2. - Debate, argue and negotiate on a variety of issues. (This standard will be used as
part of the overall scaffolding in this lesson. The students will again be given time to talk, however, in this
instance they will have a higher knowledge base of the topic since they will already have both a
background understanding of the play and having finished reading it at home. Previously mentioned in
the introduction section, for the overall scaffolding process, here they are debating the aspects of a great
written work in preparation for creating their own.)
Goal 2: Following up, students will enter a two-sided debate regarding the character of the protagonist of
the play and push themselves to be mature, give evidence for their own opinion, and sit with open ears to
the opinions of others. This will all be done while delving into a deeper comprehension of the plays
protagonist from a positive and negative viewpoint.
Objective 2: SWBAT create a calm, thought-provoking debate regarding the character of the plays
protagonist and general expert story-telling in order to compare their own ideas to others.
Criteria 2: Students will participate in a pre-debate warm up involving Poll Everywhere. In this
technology activity, students will use their cell phones to answer three or four quick Poll Everywhere
questions to gage the feelings of the class on the character of the protagonist. Some will be open ended,
such as At what moment did you decide the protagonist was a good or bad person?, and others will be
multiple choice, such as Who has the most influence on the protagonist? Choose character A, B, C,
etc. (Direct Instruction)
Students will be grouped into two opposing sides based on their Poll Everywhere responses, one side in
favor of the protagonist, and one side against the protagonist. (Direct Instruction)
Students will prepare opening/closing statements, evidence, and rebuttals. While they are all assigned to a
side of the debate, they should have their own words ready to speak if things shift in their direction or if
called upon by the teacher. (Independent Learning)
Students will debate for the majority of the class period with teacher being the peace keeper and helping
with the flow of the conversation. (Cooperative Learning)
Students will write down any ideas that pop into their mind or anything they believe to be significant
during this entire process.
Assessment 2: The assessment for this lesson will be informal the students will be observed by the
teacher as to whether or not they are participating and as to whether or not they are participating in an
appropriate/animated manner. The teacher will have a checklist with each of the students names, and the
students will only earn a check by their name if they can behave appropriately/animatedly and can
participate without with teacher overly-pushing them.
Link to helpful debate guidance, to be watched by students for homework the night before:
http://youtu.be/4lgGZ1NFubw
Lesson #3
Standard(s): 1FL-D3. - Write analyses of literary works, noting stylistic conventions and cultural
nuances. (This standard will be used as part of the overall scaffolding in this lesson. Although this is the
most intense and important part of the scaffolding, as this is the final part and what the students have been
working toward. This is where they are reviewing all that they have learned in regards to this great

20
literary work and what makes it so great in order to now produce some wonderful writing of their own.
They should be confident in their abilities of a formal written analysis of this work by this point.)
Goal 3: To finish with, students will demonstrate their understanding of Don Juan Tenorio by Jos Zorilla
through an in-class essay analysis of the character of the plays protagonist. In this analysis, they will use
their own ideas while using proper grammar and spelling along with proper citations of the play.
Objective 3: SWBAT implement the knowledge they have acquired from the previous lessons involving
the play and previous lessons involving advanced writing techniques to produce a literary analysis essay
within a restricted time period.
Criteria 3: Students will be informed of the essays topic (the question of the true character of the plays
protagonist), the expected length (three paragraph minimum), the expected amount of citations (two
citation minimum), and the given length of time to complete it (35 minutes). (Direct Instruction)
Students will be given the opportunity to voice any questions or concerns.
Students will begin writing their essays, and will be permitted to raise their hands and quietly ask the
teacher for any small amounts of help. (Independent Learning)
Students will drop their essays off at the teachers desk when they are finished and will be absolutely
silent if any of their classmates are still working.
Students will be asked to turn to their neighbor in the remaining few minutes after the essay time limit is
up and together think up one statement that they believe summarizes the entire play. This statement will
be written down and will be an additional item dropped off at the teachers desk at the end of class.
(Cooperative Learning)
Assessment 3: The assessment for this lesson will be formal obviously, this in-class essay will serve as
their final and formal assessment for this unit. The students will be graded using a rubric, which can be
seen below.
Overall Outcome of Unit: This last, official assessment is what will measure student success and
mastery. This is the absolute outcome. Here, the students will demonstrate to the teacher what they have
collectively learned, shown through their skills to write an essay on a scholarly topic within a time
constraint.

21
DON JUAN TENORIO LITERARY ANALYSIS
Essay Component
Grammar and
Spelling

Citations

Original Thoughts
and Ideas

Overall
Comprehension

Total:

/20

4
Excellent
Minimal to no
errors in grammar
and spelling.

3
Good
A few errors in
grammar and
spelling, none too
intense.

Two or more
citations made
with minimal or
no error.
Completely
original thoughts
and ideas shown.

Two or more
citations made
with a few errors.

Excellent
comprehension of
the story and its
protagonist.

Good
comprehension of
the story and its
protagonist.

Original thoughts
and ideas shown
with some generic
input.

2
Fair
Several errors in
grammar and
spelling, one or
more being
intense.
Two citations
made with several
errors.

1
Poor
Many errors in
grammar and
spelling, two or
more being
intense.
One or no
citations made
with many errors.

Fairly generic
input with a
minimal amount
of original
thoughts and
ideas.
Fair
comprehension of
the story and its
protagonist.

Completely
generic input with
no original
thoughts or ideas.

Poor
understanding of
the story and its
protagonist.

22

Appendix B
Lesson Plan
Teachers: Karlie Sanchez

Subject: Spanish

Grade: 9

Standard:
-

PS (Presentational Speaking), Novice Low: Present information about self and other familiar topics
using single words or practiced phrases.
Objective (Explicit):
- SWBAT recognize the question Cmo Eres? (What are you like?) along with its variations (What is he
like? What are they like?) in a conversation with another classmate.
- SWBAT create their own responses to the question Cmo Eres? (What are you like?) along with its
responses using the vocabulary from the chapter in pencil-and-paper preparation for their conversation with
another classmate.
- SWBAT utilize smart phone technology involving the Spanish language with items like typed accents in
their Yo Soy (I am like) exit ticket.

Evidence of Mastery (Measurable):

Individual:
-

Students will answer an exit ticket through either Instagram or Twitter within the last five minutes of
the class period. The teacher will ask Cmo Eres? (What are you like?), and the students must take a
selfie on their Smart Phone and then upload it to either Instagram or Twitter with hashtags of
adjectives given from the chapter to describe themselves along with the hashtag
YoSoyUn(a)EstudianteDeSanchez (I am a student of Ms. Sanchez) so that the teacher may easily
locate them on the Internet.

Group:
-

Students will be doing their partner conversations while the teacher will walk around and listen to
each group for proper grammar and vocabulary use. This is a more informal, relaxed assessment to
allow the teacher to gauge where everyone is at in regards to understanding the material.
Written:
-

Students will need to prepare themselves for the partner conversation activity by writing down what
they plan to say in response when they come to the question Cmo Eres? (What are you like?). This
prepared response sheet will be used during the activity and then collected by the teacher once it has
ended. This prepared response sheet will be graded on proper grammar, vocabulary, spelling, and
fluidity.

23

Sub-objectives, SWBAT (knowledge, skill, purpose):

- Read the given Spanish vocabulary words and grammar points presented in the textbook.
- Speak the correct descriptive vocabulary word (What are they like?) with an attempt at native-like
pronunciation when viewing each image of a particular person on the Prezi. Additionally, they will speak
with an attempt at native-like pronunciation when it is their turn during the partner conversation activity.
- Listen when the teacher is going over the correct pronunciation of the vocabulary words in the introduction.
Additionally, they will listen when their partner is speaking during the conversation activity.
- Write in full sentences using the proper grammar and vocabulary presented in the textbook for their
conversation preparation. Additionally, they will write in full sentences using the proper grammar and
vocabulary presented in the textbook for either their Instagram or Twitter exit ticket post.

Key vocabulary: In English: Personality,

description, adjectives, masculine, feminine,
neutral.
In Spanish: *Please see link below lesson plan to
online textbook due to the high amount of vocabulary.

Engage

Materials: Textbook (Realidades Level

1): Within their textbook, Chapter 1B
discusses how to ask people about
themselves and how to respond when
others ask about you. There is vocabulary,
grammar points, colorful illustrations and
photographs, and a variety of
listening/speaking/reading/writing
activities. The textbook will be used in the
introduction/I do portion of the lesson
and will serve as a reference throughout the
time working with this chapter.
Prezi: A Prezi containing material related to
the main concepts of the chapter will be
shown for the We do portion of the
lesson that will involve the students
becoming aware of what is being presented
to them on the screen, followed by them
analyzing it and responding to it. *Please
see link below rubric to Prezi.
Instagram/Twitter: For their exit ticket,
students will be utilizing either Instagram
or Twitter (both involving the use of
hashtags) to demonstrate their
understanding of the main concepts of this
chapter.*Please see link below rubric to
example.
Smart Phones: Used for the above
mentioned applications.

24

Teacher will begin class by reminding them that they are working with Chapter 1B - Cmo Eres?
(What are you like?) of the textbook all this week, quickly followed by a silly story from the teacher
about how when she was her students age and learning Spanish for the first time, she mixed up two
very different descriptor words (focus of this chapter) that are spelled similarly. The teacher will
explain how she accidentally called herself obnoxious rather than studious, and the class will have
a laugh together. Afterwards, the teacher will remind the students of the importance of learning their
descriptor words well, hence the story. The overall question to be posed for the lesson is this: Can
you describe yourself?

Teacher Will:
-

Discuss the material listed in the above

Engage section
Explore
-

Students Will:
-

Listen to and perhaps lightly participate in

the discussion with comments or questions.

Teacher will remain focused and prepared to work, as is expected of the students.
Students will take the lead and begin to answer the question posed in the Engage section by
interacting with their classmates and familiar technology (Smart Phones)
The only questions or prompts to be used within this lesson are that of Cmo Eres? (What are you
like?) along with its variations (What is he like? What are they like?) in a conversation with another
classmate that were mentioned in
Teacher Will: - As was previously mentioned in Students Will: - Open their textbooks to chapter
the introduction, this lesson has the learning
1B and listen to the teacher read off and correctly
goal of implementing descriptor words into
pronounce the given vocabularly words. Then,
conversational speech. Students will have been they will repeat the vocabulary words to the best
working with this concept for the past couple of of their abilities when told to do so. Any questions
days this week, and will know to open their
regarding pronunciation, definition, or activity will
textbooks to the correct chapter, 1B. The
be taken at the end of this short speaking session.
teacher will instruct the students to turn their
textbooks to the vocabulary section of the
chapter, where a large list of physical and
personality descriptor words are presented. As a
class, the list will be read off and pronounced
correctly, first by the teacher and then followed
by the students. During the students turn to
pronounce, the teacher will listen and make
certain that the sounds are how they should be.
Once finished, the teacher will ask if there are
any questions regarding pronunciation or
definition.

Co-Teaching Strategy
-

While the one teacher is guiding the students through the vocabulary, another can carefully watch the

25

students lips for any pronunciation errors and keep track of them to be addressed at the end.
Additionally, the second teacher can manage behavior and watch to see that everyone is participating.
Differentiation Strategy
-

Any students facing difficulties will be accomodated through brief reminders on how the sounds of
certain letters are created in Spanish (the h sound for j, for example) before beginning the
pronunciation.
- Any students who need an additional challenge (this would be the native Spanish speakers) would be
asked to give the class a few more descriptor words not featured in the textbook and how to use them.
Explain
-

(In the following section the students will share what they have learned in the conversation activity).
Students discoveries will be connected to correct content terms/explanations by the teachers
observation of their work.
All students will articulate/demonstrate a clear and correct understanding of the sub-objectives part
by part. Up to this point, they will have completed the sub-objective of Read the given Spanish
vocabulary words and grammar points presented in the textbook. The question from the Engage
(Can you describe what youself?) section is something that they understand, as in they know what it
means, they just need to know how to answer it in Spanish.
Teacher Will: - The teacher will pull up a Prezi Students Will: - Listen to the given instructions
that she has created specifically for this chapter and then begin with paying close attention to the
(see link after lesson plan), this Prezi contains
Prezi. Then, they will state which descriptor words
no words, only images of well-known people.
they believe work best for each picture, making an
Each slide has a different well-known person
attempt at native-like pronunciation. Any questions
doing what they do best, e.g. Enrique Iglesias
regarding pronunciation, definition, or the activity
singing. The students will then raise their hands will be taken at the end of this short speaking
and give descriptor words from the chapter that
session.
they feel work best for each person. This
activity works great because it incorporates
items like celebrities that the students are
interested in while giving them a break from
having to stare at any form of text. Once
finished, the teacher will ask if there are any
questions regarding pronunciation or definition.

Co-Teaching Strategy
-

Again, while the one teacher is guiding the students through the Prezi, another can carefully watch
the students lips for any pronunciation errors and keep track of them to be addressed at the end.
Additionally, the second teacher can manage behavior and watch to see that everyone is participating.
Differentiation Strategy
-

Any students facing difficulties will be accomodated with hints in English for each person presented
such as, She seems artisitic, doesnt she? or He must be a professional athlete, huh?.
Any students who need an additional challenge (this would be the native Spanish speakers) would be
asked to write out full sentences on notebook paper as we go through each person, for example when
the person presented is Enrique Iglesias, they would write Enrique Iglesias is talented and

26

handsome.
Elaborate
-

Taking what they have learned from Explore and Explain, students will apply it to a new
circumstance (an actual one-on-one conversation) by being familiar with the vocabulary, grammar,
and pronunciation necessary for an actual conversation.
It can be difficult to pose a higher order thinking question when the students speaking level is at that
of a three-year-old, however, the teacher could ask them What are the similarities and differences
between how we describe ourselves in Spanish compared to English?.
In the previous sections, students will have articulated how their understanding has been solidified
through their correct pronuncations and uses of the vocabulary words, and in the the following
section, students will articulate how their understanding has been solidified through their brief
conversations and social media posts involcving the vocabulary and grammar they have been
working with.
Teacher Will:
Students Will:
The students will be allowed to choose a
- Choose a conversation partner and
conversation partner, only because they are still
rearrange themselves so that they can hear
novices at the language and they achieve the
one another for the conversation. They will
best speaking results when they are with
then answer the given prompt by writing
someone familiar, and asked to sit together.
their answer on a piece of paper. They may
Once rearranged, they will be asked to pull out
ask any question before, during, or after the
a piece of paper and writing utensil and given
writing portion of this activity. Finally, they
this prompt: Cmo Eres? (What are you like?).
will begin their conversations, using the
After repeating the prompt if necessary, the
initiate and alternate method. They will
students will have a brief moment to write out
correct themselves when asked to do so by
their response, no use of textbooks or phones
the teacher.
permitted. The teacher will ask if there are any
- Students will return to their seats and pass
questions or if anyone needs more time before
their written work forward when instructed
instructing the class to initiate and alternate
to do so. Afterwards, they may voice any
conversation (initiate and alternate is a phrase
questions or comments to the teacher.
for speaking exercises that my intern mentor
teacher uses in his own Spanish I classes, in
which it means to have a standard conversation
using any information they have learned up to
this point plus this chapters information, and in
which they switch off between who is initiating
with all of the questions, the goal is to create a
simple,sensical conversation). During this
speaking exercise, the teacher will circulate
through the classroom and listen in on every
conversation for proper grammar and
vocabulary usage (Group Assessment). Any
need for corrections will be verbally pointed out
and asked to be redone, but only for the
speaking, not for the writing.
When the teacher feels that the conversations

27

have been stretched as far as they can, the

students will be asked to return to their seats
and pass their original written response to the
front of the room. The teacher will collect these
responses (Written Assessment) and ask if there
are any questions regarding what they just
completed.
Co-Teaching Strategy
-

Both teachers should be circulating the room during this activity, there is going to be quite a bit of
talking going on, and it would be difficult for just one teacher to take it all in. The more expert ears
there are listening to the novice voices, the more corrections can be made.
Differentiation Strategy
-

Any students facing difficulties will be accomodated with specific one-on-one coaching from the
teacher for how to approach the conversation using the vocabulary and grammar from the chapter.
- Any students who need an additional challenge may participate in a one-on-one coversation with the
teacher in which they go beyond what has been taught in the classroom.
Evaluate
-

Mastery of the lesson objective will be demonstrated in three ways: 1.) Pronunciation in vocabulary
from the textbook resuscitation, Prezi presentation, and conversation, a group assessment. 2.) The
written work that was created for the conversation activity, a written assessment. 3.) The exit activity
below that is a summation of the core of todays lesson, an individual assessment.
- The opportunity to summarize the big concepts they learned exists in the exit activity below and in
future exams.
Teacher Will:
Students Will:
-

The final activity of the class period will be

the selfie activity using either Instagram or
Twitter. This final activity will additionally
serve as the students exit ticket for the day.
The students will be instructed to, using their
Smart Phone, take a selfie and then upload
it to either Instagram or Twitter followed by
hashtags of descriptor words from the chapter
that they would use for themselves that they
teacher will grade at a later time on proper
grammar, vocabulary, and spelling
(Individual Assessment). They will also need
the hashtag of
YoSoyUn(a)EstudianteDeSanchez (I am a
student of Ms. Sanchez) so that they teacher
may easily locate them on the Internet.
Again, they will not be permitted to use their
textbooks or their phones to assist them, and
again see the link below the rubric for an
example. Whats more, Spanish accents do

Listen to the instructions for the exit ticket

activity and then participate in the activity
when instructed to do so, asking any
questions they may have before, during, and
afterwards. They will then take their selfie,
tag it with the appropriate descriptor words,
and tag it again with the class hashtag. This
post must be uploaded to either Twitter or
Instagram for the teacher to locate it. If
students finish before the bell has rung, they
must wait quietly in their seats and not use
their Smart Phone for anything else.

28

count in their hashtags, and they must use

prior knowledge of the shortcut keys for
Spanish accents when typing. If any student
does not have a Smart Phone, then they will
be permitted to use the teachers Smart Phone
or laptop. The students will be free to leave
class once they claim that they have uploaded
and tagged their selfie and once the bell has
rung.