Preston R.

Hill SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

TITLE OF LESSON Spanish Reading Comprehension-In the Restaurant CA CONTENT STANDARD(S) ADDRESSED Stage II

CURRICULUM AREA & GRADE LEVEL Spanish II-San Pasqual High School

DATE OF LESSON 10/08/2013

CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in Meaningful Ways, Emerging 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence-based argument) based on close reading of a variety of gradeappropriate texts, presented in various print and multimedia formats, using short sentences and a select set of general academic and domain specific words

2.1 Students address topics related to self and the immediate environment, including: l. Cuisine and recipes

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Reading comprehension is essential for learning Spanish.

ESSENTIAL QUESTIONS ADDRESSED Why is reading comprehension important? What are the benefits of learning another language? Whys is it important to read and identify accentuation in Spanish?

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate Students will be able to identify Spanish vocabulary related to recipes and cultural cuisine through reading, role playing, and answering related questions to the material with their Spanish partner. Cognitive Affective Psychomotor Language Development Visual

ASSESSMENT(S)choose type(s) as appropriate Diagnostic (entry level)

Formative (progress-monitoring)

1. 2.

Think-pair-share technique Sharing partners technique

Summative (evaluative) 1. Classroom work activity

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
I predict students will struggle with this lesson because the reading is from a Spanish III level and a lot of the vocabulary in the reading will be new to them. However, that being said, students should have some sort of understanding to the material has they have been involved in six classroom lessons regarding the theme In the Restaurant

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) Set the objective Teacher sets the objective by asking the students if they remember our last lesson on Spanish vocabulary and cultural cuisine in the restaurant. Teacher was dressed as a waiter and prepared a table in Spanish during his last lecture. Teacher explains that students will be participating in a reading with their Spanish partner on cultural cuisine in Spain. SDAIE Strategy used is appropriate speech. Instruction (Through) Teacher explains the directions of the Spanish reading. Students will collaborate with their Spanish partner, share the reading document, and takes turns reading each paragraph out loud. SDAIE strategy used is clear expectations of academic tasks.. Guided Practice (Through) After finishing the Spanish reading, teacher and students will review the questions together on the whiteboard in front of the classroom. SDAIE strategy used is learning higher-order questioning and tasks. Independent Practice (Through) Teacher walks around the room and monitors the students while they participate in the reading, interact, and role play with their Spanish partner. Closure (summarize; make

Visual

Increase the success of student engagement

Anticipatory Set (Into) Students observe and listen to the teacher set the objective.

Visual

Students dont feel pressured an are very observant

Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher

Instruction (Through) Students listen to the instructions by the teacher.

Language Developm ent

Students continue to focus on the teacher.

Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher.

Guided Practice (Through) Students participate in answering the questions from the reading with the teacher in front of the whiteboard.

Language Developm ent

Students need to be organized in order to begin their classroom work.

Cognitive Language Developm ent

Increased probability of success in the students academic social development.

Independent Practice (Through) Students take turns reading depending on their role as the waiter or client and answer some questions

Language Developm ent

Students collaborate with their Spanish partner to increase their academic social needs.

Cognitive

meaning of the lesson)

Increased probability that students begin

Closure (summarize; make

meaning of the lesson)

Language Developm

Increase the success of student

Teacher reviews some of the main ideas and vocabulary words of Spanish Cuisine with the students from the Spanish reading. Transfer (Beyond) (opportunities to apply the learning) Teacher reminds the students that there is a lot of quality information from the reading that they may implement when their Spanish partner conversations and compositions begin in another week. Cognitive

focusing on the learning at the same time as the teacher.

ent Students listen to some of the key ideas and vocabulary words the teacher addresses while summarizing the Spanish reading. Transfer (Beyond) (opportunities to apply the learning) Students think about possible ideas to use for their future Spanish partner conversations and compositions that they are graded in toward the end of each unit. Cognitive

engagement.

Increased probability that students begin focusing on the learning at the same time as the teacher.

Increase the success of student engagement.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group I only have one English learner in my class and he speaks it well. He lacks motivation and struggles with writing. Angel Garcia Avila CELDT-Overall 4 CAHSEE-Passed Readiness level Learning profile: strengths and challenges Interestsacademic and/or personal DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Angel should be able to follow this lesson very well but his participation is never at a high.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively I have one special needs student who has a great attitude and his specific learning disability is in the area of auditory memory. His IEP goal for the year is for Jose to research two colleges or universities that he would be interested in attending what majors those specific schools offer. Jose Sarabia Readiness level Learning profile: strengths and challenges Interestsacademic and/or personal DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Jose did well in these series of activities. l consistently checked in on him and gave him additional time to complete the activities. Provided a Document Camera for enhancing visual aids Content (what materialincluding key vocabularyis learned) Process (how the material is learned) Product (how the learning is demonstrated) REFLECTION (Questions to consider after the lesson: What went well?
Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?) I lead in the lesson today and at times I thought I did a great job such as introducing and getting the class excited for the day. I felt like I struggled a little bit reviewing the reading questions in Spanish with the students. I look forward to improving on this lesson tomorrow as I will present to a period 4 Spanish II class on block day.

Provided a Document Camera for enhancing visual aids Content (what materialincluding key vocabularyis learned) Process (how the material is learned) Product (how the learning is demonstrated)

RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) White board, Dry erase markers, Document Camera,

Single Subject Lesson Design Rubric

Name: Preston R. Hill Lesson Title: Spanish II-Reading Comprehension Date: 10/9/2103
Exceeds (includes the criteria for Approaching & Meets) & describes where it fits within a unit plan, i.e. Third lesson in a 4-week unit on Colonization. & explains how the assessment is a valid (authentic) and reliable (consistent) way to assess student learning. & expectations are clearly communicated to students (rubric, model or student work) See Lesson Design Resources Website for more details: https://sites.google.com/site/lessondesignresources/home Design Component Approaching Meets & Criteria (includes the criteria for Approaching) Title, Curriculum Area, Grade Level & Date Provides a title that is related to the lesson activity & addresses the unit it belongs to and in what curriculum area and grade

Rationale: Big Idea & Essential Questions

Describes the rationale for teaching this lesson (big ideas, enduring understandings, essential questions)

& addresses how the instructional strategies and the student activities are suited to meet the standard and objective of the lesson & each objective is labeled by the type (cognitive, affective, psychomotor or language) and the number of the standard it addresses and the type of assessment is labeled (diagnostic, formative or summative)

Standards, Objectives & Assessment

Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria and is assessed

Predication of Likely Difficulties

Possible misconceptions or assumption are identified

& the misconception or assumptions are identified as being in the content, process or product of the lesson

& the instructional strategies, student activities &/or the differentiation strategies work to avoid these misconceptions or assumptions

Instructional Strategies

Provides an into, through and a beyond activity for lesson

& describes in detail the steps the teacher will take to implement the lesson and instructional materials (i.e. graphic organizer, ppt, model, rubric)

& provides a written script for teacher and times for each activity.

Student Activities

Describes what the students will do during the into, through and beyond activity of the lesson

& each activity is student centered with multiple opportunities for the instructor to check for understanding

& provides times for each activity.

Student Information

Identify the names of the students that need differentiation (both ELL & Students w/ Sp Ed needs) Describes the differentiation strategy for the ELL and the students with special education needs

& describe each of the students readiness level, learning profile and interests & labels the strategy (content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile) All instructional materials that are needed to implement the lesson listed and described.

& includes prior successful differentiation strategies for each student. & provides how the strategy will be assessed for effectiveness and altered if needed.

Differentiation

Resources

All instructional materials needed to implement the lesson are listed.

& all materials listed for the unit are listed and provided, such as power point, graphic organizer, sample student work, assignment rubric, quiz... Reflection is complete and a new lesson is provided to address the concerns in the reflection. & provides evidence for each criteria marked.

Reflection

Reflection is provided on the strengths, limitations, assessment and differentiation plan. Provides a copy of the rubric with the lesson plan

The reflection addresses all prompts and identifies what would be done next based on this reflection. & highlights or circles the evaluated criteria for each lesson component

Self-Evaluation (10% will be deducted if not included)