1. Lesson Plan Template
​(Template is located on ​http://scde.mrooms.org​)
IMPORTANT NOTE​: This is a generic lesson plan template. If the section is shaded on the rubric
for the lesson plan, do not include that entry on the template. Follow the directions and observe the
rubrics for all three lesson plans. The points assigned to the lessons vary according to requirements
for each lesson plan.
Name
Enid Carranza
Subject and Grade Level
Spanish - High School (face to face)
Unit Title
My school life - Mi vida escolar (Novice level)
Standard(s) AND
Indicators
STANDARD
NH.IC I can communicate and exchange information about familiar topics using
phrases and simple sentences, sometimes supported by memorized language. I
can usually handle short social interactions in everyday situations by asking and
answering simple questions.
INDICATORS
A. Interpretive Reading
I can understand some learned or memorized words and phrases when I read.
B. Presentational Writing
I can write lists and memorized phrases on familiar topics.
C. Interpretive Listening
I can recognize pieces of information and sometimes understand the main topic
of what is being said.
D. Interpersonal communication
I can communicate and exchange information about familiar topics using phrases
and simple sentences, sometimes supported by memorized language.
E. Presentational Speaking
I can present basic information on familiar topics using language I have practiced
using phrases and simple sentences.
F. Cultural Interaction
I can function at a survival level in an authentic cultural context
Objective(s)
Student Learning
Objectives
Skim and scan culturally authentic target language materials from electronic
information sources to identify words and phrases associated with family, school
life, schedules, and classroom activities.
Can do statements:
I can understand when someone describes things found in a school.
I can understand when someone talks about his or her school day:
● I can identify the time a class starts and finishes.
● I can identify the order of classes during the school day.
●
●
●
I can identify the favorite and least favorite teacher and class.
I can determine how my school day and the school day of a student in the
target culture are similar and different.
I can recognize common school and classroom activities when someone
is describing what they do during the school day.
Instructional Design
Include what the teacher will be doing AND what the students will be doing in each
segment of the instructional
design.
Hook
An Edpuzzle video about School Supplies in Spanish
Based on
https://www.youtube.com/watch?v=MRRu6lBECss
(2.34 min)
Pacing
5 minutes
The teacher presents the video and students answer the
video questions on their laptop to be able to keep
watching the video.
This is a synchronous activity that can also be used in an
asynchronous setting.
Presentation/
Demonstration
Lecture topic using a PPT
New Content:
1. School subjects
2. Classroom objects and furniture
3. School supplies
4. Activities associated with school
5. Grammar:
a. Interrogatives
b. Command forms
c. Noun-adjective agreement
d. Contractions al and del
15 minutes
I.S.​ Lecture with Graphic Organizers
L.S​. Presentation is Visual and Auditory
Guided Practice
A Write and Read mini-workshop in small teams about
individual school schedule (real life connection)
The following items have already been assessed in
previous unit and spiral in this unit:
Express likes or dislikes
Give and respond to commands (as memorized chunks)
Indicate location
What students already know:
Ordinal numbers
Question words
Numbers for telling time
Days of the week
Months of the year
Expressions associated with telling time (i.e. morning,
afternoon, evening)
Expressions of time
15 minutes
Independent Practice
I.S.​ Questioning Techniques, Role - Play and
Collaborative Groups
L.S​. Feedback is visual and auditory
MI:
interpersonal, intrapersonal, audio, musical, linguistic,
mathematical, visual-spatial, bodily-kinesthetic
1. Add notes to their digital school notebook
Students update their individual online notebooks with the
notes taken during instruction.
2. They also need to include on their notebooks a
50+ words paragraph about their own class
schedule in Spanish. They will need to include
specific information as time and classroom
location.
15 minutes
Topic: “Mi horario de clases” ~ my school schedule.
Closure
Questions
IS:​ Information Gap Activities
MI:​ logical(time), interpersonal, tactile
Exit ticket
Online textbookmini- practice: Español Santillana
Software gives immediate feedback to the student
IS:​ Information Gap Activities
MI:​ logical(telling the time), interpersonal, tactile
Question 1:
Do people from other cultures greet each other
differently? On the other hand, is there one universal
way of initiating a conversation?
Question 1 Bloom’s level: ​Remembering
Question 2:
How is my school experience in the USA compared
to a Spanish speaking country? ​What are the
differences?
Question 2 Bloom’s level: ​Understanding
Question 3:
Can you apply the sentence's pyramid method used
in class to create a 25-word sentence about likes and
dislikes about your school schedule?
Question 3 Bloom’s level: ​Analysing
Question 4:
Using the rules you learned, can you solve the 5
Spanish grammar mistakes on this paragraph?
Question 4 Bloom’s level: ​Evaluating
Question 5:
5 minutes
How many ways can you say in Spanish “what’s
your name?” What are they?
Question 5 Bloom’s level: ​Creating
Other vocabulary and grammar questions will be asked
throughout the lesson.
IS:​ Information Gap Activities
MI:​ logical(time), interpersonal, tactile
List of Materials
Hook:
Laptop and internet
Presentation:
“Mi vida escolar” PPT
Notebook and pencil
Guided Practice:
Laptop and internet
Independent Practice:
Laptop and internet
Closure:
Laptop and internet
Assessments
Formal:
Edpuzzle video questions
Online textbook practice
Informal:
Small team conversations: interview, role-play
Think-Pair-Share: collaborative learning
Daily written/verbal check-ins
Source:
Instructional Strategies for World Language Learning
Lesson 2 Plan
Winter PACE 2020
Name​
Enid Carranza
Subject and Grade Level​
Spanish 1, 9​th​ grade
Unit Title​
Mi vida escolar/ My school life
Summary: Students will learn vocabulary and structures necessary to discuss a typical
day at school in the target language.
​Standard(s)
STANDARD
NH.IC I can communicate and exchange information about familiar
topics using phrases and simple sentences, sometimes supported by
memorized language. I can usually handle short social interactions in
everyday situations by asking and answering simple questions.
INDICATORS
A.
Interpretive Reading
I can understand some learned or memorized words and phrases
when I read.
B.
Presentational Writing
I can write lists and memorized phrases on familiar topics.
C.
Interpretive Listening
I can recognize pieces of information and sometimes understand the
main topic of what is being said.
D.
Interpersonal communication
I can communicate and exchange information about familiar topics
using phrases and simple sentences, sometimes supported by
memorized language.
E.
Presentational Speaking
I can present basic information on familiar topics using language I
have practiced using phrases and simple sentences.
F.
Cultural Interaction
I can function at a survival level in an authentic cultural context
Objective(s)
Language Objectives:
1. SWBAT describe where something is in relation to other things.
2. SWBAT recognize a picture based on a verbal description of item
placement.
3. SWBAT recognize and write complete sentences using the verbs
SER, ESTAR & TENER in a school setting.
4. SWBAT answer orally basic questions about school life.
Instructional Design
Include what the teacher will be doing AND what the students will be
doing in each segment of the instructional design​.
Hook
An ​Edpuzzle video​ about a conversation on School
Supplies in Spanish
(2.34 min)
Pacing
4 min
TTW presents the video on board
TSW answer video questions on their laptop
This is a synchronous activity that can also be used in an
asynchronous setting.
Presentation/
Demonstration
New vocabulary presentation: school classes, place
prepositions and quick review of questions using the verbs
SER, ESTAR & TENER in a school environment.
TTW present vocabulary on ppt
TSW pronounce the new words taking turns to read the
new vocabulary in context.
IS: Questioning technique. Higher Order Thinking
empowering students to –recall information. –analyze
situations. –make comparisons. –speculate or make
inferences.
BT: Remembering/ Understanding/ Applying
10 min
Guided Practice
Radio Station Show
20
TSW practice their speaking by creating a radio show in
min
teams using voocaroo.com.
Make up a Spanish radio station name and radio show
name.
Each team plans the show program content. One host and
three guesses team. Write questions and answers and
record on vocaroo.com
TSW download the audio recording and place the audio
file on a shared google slide.
TTW prepare some based interview questions in case
students need some help to start.
IS: Role play and collaborative group
BT: Evaluating/ Creating
MI: auditory and visual, verbal
BBL: Performing
Brain Break *
* In case students
finish guided practice
too fast.
CULTURAL TIDBITS
Schools around the world​ video
4 min
RWC
Independent
Practice
TSW be able to independently use their learning by create
a list of 6 school/ office items not listed on the vocabulary
from the day before, find the Spanish word, the
pronunciation phonetic key and make sentences using
one of the studied verbs (real world purpose) in Quizlet.
BT: Application
5 min
Closure
TSW monitor their own mastery of the unit vocabulary
testing his/herself by taking the teacher’s ​Quizlet test​.
Results need to be posted on a Padlet board.
TTW play a calming guitar music as background sound.
https://video.link/w/BBt8b
4 min
BT: Understanding
BBL: ​listening to music
Questions
Sentence starters​:
- What class…?
- Where is…?
- Who is…?
- What’s this?
- Why do you like/ dislike…?
Tiered questions​:
- Yes/No (such as ““Is this from a school or an
office?”)
- either/or (such as “Is this an elementary school or a
high school?
- Who / What / When / Where (such as when is Math
class?”)
- Open ended (such as Why is Math your favorite
class?”
CULTURAL TIDBITS
1. How does my daily schedule vary from day to day?
2. How do other cultures greet each other based on
social customs?
How do socio-economic conditions affect school life
in other countries?
3. How do other cultures perceive the importance of
education?
List of Materials
Hook:
Laptops and internet
Presentation:
“Mi clase favorita” vocabulary and grammar PPT
Notebook and pencil
Guided Practice:
Laptops and internet
Notebook and pencil
Independent Practice:
Laptops and internet
Closure:
Laptops and internet
Apps: Edpuzzle / Vocaroo / Quizlet/ Padlet
Assessments
Formal:
Written peer radio interview and speaking recording
Informal:
Quizlet group game score
Source:
Instructional Strategies for World Language Learning
AUTHENTIC ASSESSMENT FOR THE END OF THE UNIT
Spanish 1
Unit Assessment: Presentational Writing
Proficiency level: Novice Mid
UNIT: Mi vida escolar/ My school life
Nombre: __________________________________ Clase _____________ Fecha _____________
(name)
(block)
(date in Spanish)
Learning Targets
• I can write about my school day.
• I can write about what classes and teachers I have and when I have them.
• I can write a description of my teachers, classroom and school.
INTERPRETIVE TASK (WRITING)
Scenario/Context:
Our school is participating in an exchange student program with Argentinian schools. This is going to be
fun and a great way to practice your Spanish!
Your task is to guide a school tour for the new Spanish-speaking exchange students, but first, you need to
write a Spanish script in no less than 120 words in total.
It would be best if you prepared your script in Spanish and in advance for the tour. You must use the
school life vocabulary and grammar we learned in class. Use the paper sheet provided by your Spanish
teacher.
TASK
1.
2.
3.
4.
A welcoming greeting
About you. Introduce yourself:
a) name
b) where you are from
c) age
d) 3 physical characteristics
e) 3 personality traits
About your school
a) your school name in Spanish. Where it is (city and state).
b) your grade level
c) How the school is (2 descriptive words).
Give directions using location prepositions: al lado, lejos, cerca, detrás, entre.
i. the cafeteria
ii. the media center
iii. the gym
iv. the football field
v. the principal office
vi. the cultural center
About your school schedule
POINTS
2
2
2
2
4
4
4
2
3
4
4
4
4
4
4
1
5.
Describe your classes. Explain the following per each class (4 classes total)
a) Classes name, time and time of the day.
b) The location using prepositions.
c) 2 physical traits and 1 personality trait of each teacher. (4 teachers total)
d) Say whether you like each class or not and why.
e) Three (3) supplies you need per each class.
About your Spanish class
a) How the classroom looks like (2 descriptive words).
b) Describe three objects that are inside. Ex: how many student desks, how
many whiteboards, how many electric sharpeners. Use ‘muchos’ (a lot)
o ‘pocos’ (a few) when it could be necessary.
c) Describe location of four (4) items. Use location prepositions: al lado,
lejos, cerca, detrás, entre, etc.
12
8
12
8
16
3
9
16
4
6.
Use an introduction good-bye phase.
100% ~ POINTS TOTAL
137
(Rubric on next page)
2
Spanish 1
Unit Assessment: Presentational Writing
Proficiency level: Novice Mid
RUBRIC
Nombre: __________________________________ Clase _____________ Fecha _____________
(name)
(block)
(date in Spanish)
PRESENTATIONAL WRITING SCALE
SCALE
A+
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
F
SCORED
POINTS
131
137
124
130
123
117
122
110
116
109
104
108
97
–
103
96
90
95
83
89
82
< 81
% GRADE
CONVERTER
100
95
92
89
85
80
79
75
70
69
65
60
59
Criterion D: Using Target Language in Spoken and Written Form
Score %
Letter
Achievement
Descriptor
Grade
Level
90 -100%
A
4
Meeting
expectations
80 -89 %
B
3
Approaching
expectations
70 – 79%
C
2
Developing
The student writes using a basic range of vocabulary,
grammatical structures and conventions, with frequently
improper choices interfering with communication. Less than 40
errors / 120 words total.
Barely complete what was asked.
69 – 60%
D
1
Limited success
The student has difficulty to write using a basic range of
vocabulary, grammatical structures and conventions with
usually improper choices interfering with communication. Less
than 60 errors/ 120 words total.
Somewhat complete what was asked.
< 59%
F
0
Doesn’t meet
expectations
The student does not reach a standard described by any of the
descriptors above.
No measurable proficiency. Student wrote in English / Do not
answer.
The student writes effectively using a basic range of
vocabulary, grammatical structures and conventions rarely
interfere with communication. Less than 6 errors / 120 words
total.
Complete what was asked.
The student writes making good use of a basic range of
vocabulary, grammatical structures and conventions,
occasionally interfere with communication. Less than 20
errors/ 120 words total.
Almost complete what was asked.
* Based on SC World Language Standards 2019
3
Lesson Plan Template
(Template is located on http://scde.mrooms.org)
IMPORTANT NOTE: This is a generic lesson plan template. If the section is shaded on the rubric for
the lesson plan, do not include that entry on the template. Follow the directions and observe the rubrics
for all three lesson plans. The points assigned to the lessons vary according to requirements for each
lesson plan.
Name
Enid Carranza
Subject and Grade Level
Unit Title
Spanish 1, 9th grade (Novice level)
Mi vida escolar/ My school life
Standard(s)
STANDARD
NH.IC I can communicate and exchange information about familiar
topics using phrases and simple sentences, sometimes supported by
memorized language. I can usually handle short social interactions in
everyday situations by asking and answering simple questions.
INDICATORS
A.
Interpretive Reading
I can understand some learned or memorized words and phrases when I
read.
B.
Presentational Writing
I can write lists and memorized phrases on familiar topics.
C.
Interpretive Listening
I can recognize pieces of information and sometimes understand the
main topic of what is being said.
D.
Interpersonal communication
I can communicate and exchange information about familiar topics
using phrases and simple sentences, sometimes supported by
memorized language.
E.
Presentational Speaking
I can present basic information on familiar topics using language I have
practiced using phrases and simple sentences.
F.
Cultural Interaction
I can function at a survival level in an authentic cultural context
Objective(s)
Understanding
school life in the
Language Objectives:
1. SWBAT describe where something is in relation to other things.
2. SWBAT recognize a picture based on a verbal description of item
1
USA and target
cultures.
placement.
3. SWBAT recognize and write complete sentences using the verbs
SER, ESTAR, TENER & GUSTAR in a school setting.
4. SWBAT answer orally basic questions about school life.
Instructional Design
Include what the teacher will be doing AND what the students will be
doing in each segment of the instructional design.
Pacing
Hook/Bell
Work
TSW unscramble the sentences and write on a google form.
Must provide the correct spelling and punctuation. (reading
and writing)
Transition: key answers
5 min
Presentation/
Demonstration
TTW present a PPT with a guided analysis creating a venn
diagram to compare educational systems in the USA and Latin
America.
The PPT includes the daily objectives and agenda.
5 min
What would you do if you’ll be an exchange student?
Introducing the use of verb “gustar” to like and transitional
words. Basic Exchange student cultural tidbit.
IS: concrete guided analysis and venn diagram
LS: visual and verbal
MI: visual spatial
BBL: Small chuck of new information
Transition: TTW ask if someone had the experience to meet an
exchange student. How it will be like to be an exchange
student?
Guided
Practice
Information Gap Activity, (Listening & Writing)
TTW play two (2) prerecorded audios about exchanges
students schedule in a host country. TTW help with context.
TSW listen and complete a prepared google form with a word
bank. Google forms will give immediate feedback to the student
(non-graded activity).
I.S. Information Gap Activity, Listening & Writing
I.S. Technology: Google Form
LS: visual spatial
MI: verbal linguistic
15min
Transition: After the timer is off, TTW ask if someone had
had the experience to meet an exchange student.
How it will be like to be an exchange student?
Independent
Practice
1. Create a comic strip in google drawings about
explaining an exchange student's school life in the USA.
(Cultural interaction) (RWC)
1o min
5 min
2
TTW assign one topic to each student:
1. describe and illustrate school supplies needed for a
successful school year
2. Explain their favorite outfits to wear to school
3. express what they do during and after school
4. compare school and after school activities in Spanishspeaking countries with their own
5. identify class subjects
6. describe a typical school day and schedule
7. compare school schedules and educational systems
(Arrival and dismissal time, lunch period, uniform,
and holidays)
8. describe classes and teachers
10 min
2. Collaborate with a peer and share ideas to polish off
each other comic strip.
3. Share with the class. (speaking)
IS: Think, Pair, Share (Collaborating)
I.S. Technology: Google Drawings
LS: visual and verbal
MI: intrapersonal and interpersonal
BBL: digital art and empathy and cooperation.
BT:
–recall information. Remembering
–make comparisons. Understanding
–provide inferences. Applying
–consider situations. Analyzing
–consider situations. Evaluating
-create a comic strip. Creating
Transition: TTW use a timer to transition to the next step of
the activity. To move forward to the closure task the teacher
only says: “Can I have your attention, please.”
Closure
TSW update their digital grammar notebook* with notes from
the use of verbs “ser, estar, tener and gustar” in school setting
situations.
TTW play a calming guitar music as background sound.
BT: Remembering
I.S. Writing (Formal Assessment)
I.S. Technology: Digital Grammar Notebook
BBL: Listening to music
Questions
Questions to use during presentation/demonstration section:
5 min
1. What would you excited about and/or nervous about
before you leave to another country as exchange
student?
3
2. How are classes different in Latin America from classes
in United States?
3. Which class would be your favorite as exchange
student?
4. Where can you find advice before immersing yourself in
an exchange journey?
5. What will be the hardest adjustment you have to make
while you are an exchange student?
6. How will you deal with home sickness?
List of
Materials
Hook:
Teacher Laptop and internet
Student’s District Chromebooks
Google Form
Presentation/ Demonstration
Teacher Laptop and internet
“I’m an exchange student” vocabulary and grammar PPT
Guided Practice:
Teacher Laptop and internet
Activity PPT
Audio recording in target language
Student’s District Chromebooks
Notebook and pencil
Google Form
Independent Practice:
Laptops and internet
Activity PPT
Notebook and pencil
Closure:
Activity PPT
Laptops and internet
Assessments
Brief Description of Formal
1. Hook’s Google form answers
2. Information Gap Activity, Listening & Writing (formal)
SWBAT complete in writing what he/she understood on the listening
activity/ guided practice
3. TSW update his/her digital grammar notebook and submit for
teacher’s revision through google classroom
Brief Description of Informal
Observational Checklist (formative)
TTW utilize an observational checklist to measure student understanding.
TTW be checking for common errors and mistakes and if students are
connecting meaning to the target language.
* Digital Grammar Notebook is an ongoing project throughout the semester. Its purpose is to help students to
organize all grammar in one place to be used as reference and as study guide. The document is useful for Spanish 1
and Spanish 2 and other higher courses. This is an example I implemented in my real classroom.
4
Lesson Plan Template
(Template is located on http://scde.mrooms.org)
IMPORTANT NOTE: This is a generic lesson plan template. If the section is shaded on the
rubric for the lesson plan, do not include that entry on the template. Follow the directions and
observe the rubrics for all three lesson plans. The points assigned to the lessons vary according
to requirements for each lesson plan.
Name
Enid Carranza
Subject and Grade Level
Unit Title
Standard(s)
Spanish 1, 9th grade (Novice level)
Mi vida escolar/ My school life
STANDARD
NH.IC I can communicate and exchange information about familiar
topics using phrases and simple sentences, sometimes supported by
memorized language. I can usually handle short social interactions in
everyday situations by asking and answering simple questions.
INDICATORS
A.
Interpretive Reading
I can understand some learned or memorized words and phrases when I
read.
B.
Presentational Writing
I can write lists and memorized phrases on familiar topics.
C.
Interpretive Listening
I can recognize pieces of information and sometimes understand the
main topic of what is being said.
D.
Interpersonal communication
I can communicate and exchange information about familiar topics
using phrases and simple sentences, sometimes supported by
memorized language.
E.
Presentational Speaking
I can present basic information on familiar topics using language I have
practiced using phrases and simple sentences.
F.
Cultural Interaction
I can function at a survival level in an authentic cultural context
Objective(s)
Language Objectives:
1. SWBAT listen and write complete sentences using the verbs
1
Understanding
school life in
target cultures.
SER, ESTAR, TENER & GUSTAR in a school setting context.
2. SWBAT answer in writing basic questions about school life and
the time.
3. SWBAT to tell a school schedule using the time
4. SWBAT to use the verb “estar, ser, tener, gustar” forms in
informal conversations.
5. SWBAT practice listening a lot!
Instructional Design
Include what the teacher will be doing AND what the students will be
doing in each segment of the instructional design.
Pacing
Hook/Bell
Work
TSW play Quizlet Live in a team mode.
Transition: TTW review key answers of common mistakes
5 min
Presentation/
Demonstration
TTW present a review about telling the time from previous unit
to be use on school schedule scenarios.
The PPT includes the daily objectives and agenda.
10 min
TSW describe schedules and classes
TSW ask questions about school-related topics
TSW express likes and dislikes about classes
IS: take turns questioning technique to engage all students in
conversation and higher order thinking in the target language.
LS: visual and verbal
MI: visual spatial
BBL: Small chuck of new information
Transition: TTW explain the next activities and assign
students to a team.
Guided
Practice
All about improving
grammar and pronunciation skills
15min
1. Adapted Chinese Whisper Game
TTW play a PPT with a Latin America school schedule
information. TTW play an Interval Timer.
Competition. Teams of 4. (students get a letter A, B, C, D)
Student (A) sits facing the back-classroom wall without looking
at the main whiteboard.
Student (B) reads the time statement on the PPT in English.
Student (A) must say and write in a scratch paper the correct
sentence in Spanish. Student A must answer correctly to let
student B take his/her place. TTW check the answers. If the
student answers correctly, student B takes student A’s place
and student (C) read the board. Take turns.
The team can help Student A to find the right answer but they
most whisper if not the other teams will hear their answer.
2
The team that moves correctly and faster is the winner.
Brain Break
Cultural Tidbit:
Clean energy in Costa Rica video
Students can express their opinions about clean energy in Latin
America
2. True or False Team Game
Competition. Same teams play a true and false PPT game
guided by the teacher. All teams must answer the same
questions. Submit in writing their answers on scratch paper.
Faster team is the winner.
TTW play an Interval Timer.
5 min
15 min
IS: Think, Pair, Share (Collaborating)/ Grouping
I.S. Technology: PPT, video
LS: visual, auditory and tactile
MI: visual / spatial /verbal/ linguistic/ interpersonal
BBL: Small chucks of new information and physical movement
Transition: After the timer is off, TSW watch a video
cartoon about school schedule to introduce an independent
listening practice
Independent
Practice
All about improving listening skills
2 min
2o min
1. What did Ms. Fory say?
Listen and complete the Interpretative Listening Task Form
Part 1
Ms. Fory audio recording
Part 2
Ms. Fory video
TTW monitor in a supportive role
TTW upload materials in a Google Classroom Assignment.
TSW work independently using headphones.
TSW submit products through a Google Classroom.
2. What did you hear?
Authentic listing practice using 3 Latin American accents
recordings, auto grading online worksheet with word bank
based on Andrea Brown blog
(Cultural interaction) (RWC)
Peru
Colombia
Spain
15 min
3
TTW monitor in a supportive role
TTW upload materials in a Google Classroom Assignment.
TSW work independently using headphones.
TSW submit products through teachmade app.
IS: Informational Gap, completing text using listing skills, play
videos and audios, given both spoken and written directions to
tasks.
I.S. Technology: Google classroom, audio recordings, videos,
google forms, teachermade auto graded worksheet.
LS: visual and verbal
MI: intrapersonal
BT:
–recall information. Remembering
–make comparisons. Understanding
–provide inferences. Applying
–consider situations. Analyzing
–consider situations. Evaluating
Transition: TTW use a timer to transition to the next step of
the activity. To move forward to the closure task the teacher
only says: “Can I have your attention, please.”
Closure
Questions
TSW work on an exit ticket to reflect on today’s learning.
BT: Remembering
I.S. Writing (Formal Assessment)
I.S. Technology: Online self-assessment
5 min
Questions to use during presentation/demonstration sections:
1. What do you think is meant by
"X"? (Understanding)
2. How would students use time and school vocabulary in
a real scenario? (Applying)
3. How do the international students' schedules compare
with yours? (Analyzing)
4. Can you give some examples of why you think that is
so? (Evaluating)
5. If you could create a school schedule of your own, what
would it look like? (Creating)
6. What would help make today's lesson more effective?
7. Did you feel prepared for today's lesson? Why or why
not?
8. What's one important thing you learned in class today?
List of
Materials
Hook:
Teacher Laptop and internet
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Student’s District Chromebooks
Quizlet app
Presentation/ Demonstration:
Teacher Laptop and internet
“The school schedule” PPT
Guided Practice:
Teacher Laptop and internet
Student’s District Chromebooks
Google slides: ‘Chinese Whispers’ and ‘Verdadero or Falso’ games
Notebook and pencil to take notes
Scrap paper
Independent Practice:
Laptops and internet
Student headphones
Audio and video recordings in target language
Students Google Form and teachermade form.
Activity PPT
Notebook and pencil for taking notes
Closure:
Laptops and internet
Google form
Assessments
Brief Description of Formal
1. Hook’s Quizlet answers
2. Listening & Writing Gap Activities (formal)
SWBAT complete in writing what he/she understood on the listening
independent practices
3. Exit ticket entries.
Brief Description of Informal
Observational Checklist (formative)
TTW utilize an observational checklist to measure student understanding.
TTW be checking for common errors and pronunciation mistakes and if
students are connecting meaning to the target language.
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