Teacher Candidate:
Date: November 2014
Course for which the Lesson is developed: EDUC
1070-1
Classroom Teacher: N/A
Time allotted: 1 hour
Olga Callupe
Subject: Sights words
Central Focus: Observation
Grade Level(s): 1st Grade
Standard(s)/Benchmark(s) to be met in the
Lesson: (ILS, Common Core, or
Professional Learning Standards) Each
standard should correspond to one or more
objective.
Learning Objective(s):
 What are the students expected to know and/or do in the
lesson?
 Write out each specific objective to be met by students in
the lesson.
1.A.1b
Apply word analysis skills,
(e.g., Spanish phonics including
phonemic awareness, letter-sound
correspondence, spelling patterns,
syllabification, diphthongs, syllable
juncture, accent marks, dieresis, and
tildes) to decode new words.
Student will be able to identify sounds that match
letters in Spanish words.
Student will be able to pronounce the words in
Spanish.
Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the
objective(s). At least one type of assessment is required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal) “What
is the pronunciation of this letter in Spanish words?
As a teacher I will observe and ask students if they understand the pronunciation of the letters.
Formative: (Formal or Informal) As a teacher I will provide homework worksheets
as review for exams
and class discussions.
Reflective: (Formal or Informal ) Asking students
to discuss as a group what part of the lesson was
interesting for them.
Summative: (Formal or Informal) Students
will be prepared for oral assessment to complete the
learning objective.
List the Academic Language used
in the Lesson.
Include vocabulary, process terms,
and syntax language.
1.
2.
3.
4.
Identify
Spelling
Pronounce
Compare
Academic Language
Explain how the Academic
Language is scaffolded in the
Lesson using Sensory, Graphic
and/or Interactive supports.
1. Student will work with
partners and help each
other work through the
same material, but in
different ways.
Describe the Evidence that Students
know and use Academic Language
appropriately:
1.
2.
Teacher observation
of student completing
investigation in
groups.
Complete oral
assessment.
(Sensory supports)
2. Students will use a
letter card for visual
material.(Graphic)
3. Student will work with
group of two to support
each other. (interactive
support)
Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.)
1. Ask “What is the pronunciation of this letter in Spanish?
2. Students view the big alphabet chart displayed on the wall. Ask
what letters do you see?
3. Review prior experience with using letter cards by asking students
to answer orally, using simple words.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to
understand):
“Today we are going to develop language skills and knowledge by using the senses. In
class you will be expected to complete work with partners and help each other work
through the same material, but in different ways. The oral assessment should be
completed by students individually.”
C. Instructional Sequence: (include technology – this is a technology class)
1. Teacher: This observation will require you to use Spanish words to describe simple
vocabulary.
2. Use the Smart board to help students learn through visual learning not just verbal.
3. We will use alphabet chart, view pictures, and have access to auditory learning for better
pronunciation.
4. We will be able to interact using the white board and learn at the same time.
5. Ask and answer questions before students begin.
6. Post the simple words on the Smart board. Ask students to read words and spell them.
7. Ask groups to complete their work and share their knowledge.
8. Students will spell each letter using descriptive language by working together to
complete the task.
D. Explain
Asking and answering questions before we begin. By doing this I may address certain
areas better. As a teacher I will explain and use Spanish words to describe simple
vocabulary. I will ask students if they understand the pronunciation of the Spanish letters.
Utilizing the alphabet chart on Smart board we allow us to view pictures. As well as have
access to auditory learning for better pronunciation.
E. Extend/Expand/Elaborate
After students finish their work with the alphabet chart on Smart board and listening. I
will encourage students to work with partners. Student will work by group of two to
support each other. Student will work with a partner and help each other work through
the same material, but in different ways. Students will use a letter card for visual material.
F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement
I will walk throughout the classroom to answer questions, redirect student and give
support as needed.
G. Student Interactions: (How will you structure opportunities for students to work with partners or in
groups? What criteria will you use when forming groups?)
I will encourage students to work with partners to compares notes and ask clarifying
questions. Provide students with enough time to engage with the assignment.
H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate
(Objectives and Assessment – include your summative assessment here)
The purpose of this lesson was to identify, pronounce, and write in Spanish words. I will
also ask reflective questions such as “What did you learn about simple words?” And
“How successful was your group work?”
Lesson Plan Details
Instructional Materials:
Letters cards, and smart board
Use of Technology: Smart board
Safety in the Physical Environment:
Students can independently works with any materials in the classroom such as colored pencils,
crayons, and paper.
Student will have the opportunity to explore and learn in classroom with groups.
.