School of Education
Service – Leadership – Competence – Character
Lesson Design Template: Simplified for Teaching
Teacher Candidate
(+5)
Mentor Teacher (+5)
University Coordinator
(+5)
School (+2)
Grade (+1)
Subject (+1)
Date (+1)
Monica Van Loon
Vivian Kuhel
Carol Andreasen
Sunfield Waldorf School
6th and 7th Grade
Spanish
March 7, 2013
3. Learning Targets – What are the objectives for the lesson?
3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs. (+5)
1. Communication.
2. Cultures.
3. Connections.
4. Comparisons.
3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text. (+5)
1. Communication. Communicate in Languages Other Than English
1.2 Students understand and interpret written and spoken language on a variety of topics
2. Cultures. Gain Knowledge and Understanding of Other Cultures
2.2 Students demonstrate an understanding of the relationship between the products and perspectives
of the culture studied.
3. Connections. Connect with Other Disciplines and Acquire Information
3.2 Students acquire information and recognize the distinctive viewpoints that are only available
through the world language and its cultures
4. Comparisons. Develop Insight into the Nature of Language and Culture
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures
studied and their own.
3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know
and/or be able to do at the end of the lesson? They need to be aligned with the GLEs/performance
expectations and EALRs/standards. (+5)
Students will compare the two forms of the verb to be and analyze when it’s appropriate to use each
form.
Student will exemplify the characteristics of the verb “ser”.
SPU Lesson Plan Template – simplified for teaching
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4. Lesson Assessment – How will students demonstrate their learning?
4.8 – Complete the following table to highlight what the students will do to demonstrate competence
specific to learning for this lesson.
Description of
What the assessment is
Feedback to students
formative assessment
Evaluative criteria (+5)
designed to assess (+5)
(+5)
activity (required) (+5)
Beginning-What do you This will be an oral
Accuracy of student
[right]“Muy bien , I see
know about the verb to evaluation of the
comprehension of the
that you have
students understanding lesson objective
be?
correctly….
of the concept and
differences between
“ser” and “estar” and
What it the difference
[improve] Are you sure
the way that they are
between the verb to be
that is what that
used in Spanish.
in Spanish and in
means?
English
Is a color a permanent
condition?
Middle-What are 4
clues that we have to
know when to use ser?
What does each one
mean?
[resources] You can get
help by looking that
word up in the
dictionary”
End- Can you draw an
example of each
characteristic next to
your writing?
Description of
summative assessment
activity (optional)
They will raise their
hand for understanding
fist to 5
Ask your desk partner
what do they think.
Evaluative criteria
What the assessment is
designed to assess
Did they understand the A child’s understanding
differences between
of the activities, and
the verbs?
concepts.
Feedback to students
Feedback would be
immediate. I would ask
the children that have a
5 to explain the concept
to the ones that have
less
5. Instructing and Engaging Students in Learning – What will happen in the lesson?
5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may
be more directive (e.g., ITIP) or open (constructivist). Whatever design is used, the lesson needs to be
explicitly outlined. (+45) Points here will depend on clarity, organization, and applicable Marzano
strategies. Blog reflections are scored separately.
 Greet Students
SPU Lesson Plan Template – simplified for teaching
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

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

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Recite Poem “Alondra”
Recite conjugation of verbs – This activity is reinforcing previous knowledge and work on their
Spanish accent.
Take attendance
Ask and answer 4 paper sheet questions with their partners- This is cooperative learning. The
kids help each other to solve the quiz.
Sing chant about verbs.
Objectives of the Lesson: What are we studying? Is it the same that the verb to be in English?
We will be talking about the clues to know when to use each verb- Setting objectives of specific
goals for this segment and asking questions of previous knowledge.
Brain storm about each characteristic, write them in their books and illustrate them- We will be
asking questions and deciding if we are correct or if they apply to the correct form of the verb
to be. By creating a drawing on their books the children will make use of non-linguistic
representations.
Closing with poem “Nunca Pidas…”
Complete the following table:

Provide an estimate of time.
List the sequence of the various learning experiences in the lesson.
Complete the following table:

Provide an estimate of time.

List the sequence of the various learning experiences in the lesson.

Include specific strategies from Classroom Instruction that Works, R. Marzano
Time
Learning experiences
Objective and Purpose
2/5 min.


Objectives of the Lesson: We will be talking about the clues to know when to use
each verb.
Students will brain storm examples of each characteristic of the verb ser, write them
in their books and illustrate them.
Anticipatory Set
2/5 min.






Greed Students
Recite Poem “Alondra”
Recite conjugation of verbs
Take attendance
Ask and answer 4 paper sheet questions with their partners.
Sing chant about verbs.


What are we studying? Is it the same that the verb to be in English?
Talk about the meaning of Condition, Occupation, Position and Origen
Input
7/15
min.
Modeling
SPU Lesson Plan Template – simplified for teaching
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7/10
min.

Students will brain storm examples of each characteristic of the verb ser, write them
in their books and illustrate them.
Check for Understanding
5 min.

They will participate in the brain storm ideas
Guided Practice and Independet Practice
10/15
min.

Write the characteristics in their books and draw a sample of each one.

Closing with poem “Nunca Pidas…”
Closure
2/5 min.
SPU Lesson Plan Template – simplified for teaching
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