Teacher: Ms. Corinne
Room #:
Lesson # in unit:
Period (s):
Topic: Careers
Class: Spanish Level 2 – High School
Unit: Careers
Educator standards
 Standard 3: Interpretive Communication Skills
World language teachers demonstrate the ability to effectively comprehend culturally authentic messages in the
target language in a variety of contexts at least at a level equivalent to the Intermediate-High level as defined by the
American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.
Content Standards
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Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and
exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Content Lesson Objectives
Students will be able to (SWBAT):
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Identify and define new vocabulary
Translate information from prior knowledge into the target language.
Justify the necessity for foreign language as it relates to the workplace.
Begin to understand the cultural relevance of Spanish in the United States
Content/Topic Objective: grammar and
vocabulary are not the focus of the unit or
lesson.
Language Objective: provide opportunities
for students to interact with targetlanguage communities.
Cultural objective: explore the relationship
between and among cultural products,
practices, and perspectives.
Introduce and practice vocabulary in
context.
Real World Connection
Interpretative: Uses authentic oral and
printed texts.
Interpersonal: Practice oral
communication in pairs and in small groups.
Presentational: Engage students in
written interpersonal and presentational
communication.
Engage in cultural observation and
analysis.
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Taking context from our own lives
and translating that into Spanish –
it’s vocabulary we are interested in
knowing.
Making the connection learning a
second language and the benefits it
provides in the workplace.
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Original worksheet provided by me
for students to begin thinking about
relevant vocab (worksheet is
attached).
Jigsawing information from the
worksheet with a shoulder partner.
Presenting ideas, giving instruction,
and leading discussion.
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Discussing the growing need for
Spanish in the modern U.S.
workplace and why.
Supporting Diverse Learners
My predicted ENL students are Elmer, Elias, and Julio.
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Elias is a stage-3 (language acquisition) Sophomore student from Russia, on the cusp of stage 4. He was enrolled in
school up until arriving in the United States in the 7th grade. Occasionally he still needs to translate words or
concepts to Russian because it’s something he already learned it in Russia. When he does this, it helps him to make
the connection about what is being taught and what he needs to do. Elias is a hard-working student.
Elmer is a stage-2 sophomore from Mexico. He arrived in the United States just before beginning his freshman year.
Prior to arriving he was enrolled in school on and off; we do not know a whole lot about his educational background.
His freshman year he spent a lot of time adjusting to the process of school. He still speaks a lot of conversational
Spanish with friends outside of class, and there is little to no English spoken at home. He is the oldest of four
children and his parents did not attend any higher than high school in Mexico. He is also learning some
conversational and academic English from being in school. He rarely speaks up in class, in Spanish or in English.
Julio is a stage-5 junior from Spain. He moved to the United States when he was 9 years old because of his father’s
job in international business. Prior to arriving he attended a private school in Spain for five years. He visits Spain
once per year and still speaks Spanish with a lot of relatives. Julio is smart, but he is very social and occasionally does
not complete assignments or is a disruption in class.
Student Assets:
Elias
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Elias told me that in Russia, a lot of grammar rules are taught early on in elementary and middle schools. He is
familiar with a lot of the grammar concepts presented in Spanish class but sometimes needs to know what the
concept is in Russian before he recognizes it.
Elias is a very dedicated student and he works hard to do well in school. He is respectful in class and is in the habit of
asking for help when necessary.
Elmer
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Elmer is a native-Spanish speaker; much of the Spanish vocabulary words are somewhat familiar to him, enough that
he can follow along.
If I walk to Elmer’s desk and chat one-on-one with him, he will ask questions or talk with me about how he’s doing.
When prompted, he easily communicates.
Julio
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Very smart, quick learner.
He is more familiar with proper Spanish because of his schooling in Spain and because of his family background.
Has picked up the academic language and procedures of American schooling because he’s been here a long time.
When Julio is engaged and participating in class he is an absolute joy to have in class. When he’s decided he’s bored
with the lesson, it is a struggle to have him.
Anticipated Challenges:
Elias
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There are obvious differences in grammar, format, and pronunciation between Russian and Spanish, and Elias tends
mix these up which are understandable. He works hard to correct his mistakes.
He is often frustrated when he doesn’t do as well as he’d hoped on assignments or tests due to technical mistakes
he makes, which is understandable because he is currently going between three different languages (English,
Russian, & Spanish). This can hurt his confidence on some days and cause him to lose motivation.
Elmer
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Elmer’s is very shy in class because he is aware of the fact that his English is not very good, and that his way of
speaking Spanish is not an exact match to what we’re learning in class.
Although I actively try to have one-on-one conversations with Elmer each day it doesn’t always happen. On those
days I am not always sure where he is at with the lesson or comprehension.
Elmer lacks support in his home life in that his family all speak primarily improper Spanish to him. He can not
practice what he is learning with them because it is easier to just use what he knows.
Julio
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Julio is very bright and he is very familiar with Spanish language and grammar. This leads to him becoming bored in
class sometimes and instead he will chat to neighbors or be a general distraction.
His boredom also causes laziness and half of the time he does not turn in assignments on time. Occasionally he does
not turn them in at all.
Special Considerations for IEP and/or ILP:
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All three students are either hard working or familiar with Spanish. Design activities to keep them motivated in class.
Putting Julio and Elmer in group-work together. They are from different countries, but Julio can understand Elmer’s
quick Spanish and communicate with him easily, which helps Elmer to participate.
Allowing Elias to translate to Russian when necessary.
Only grading one aspect at a time so as not to scare students with a lot of red pen (especially with Elias due to his
technical mistakes).
Keeping Julio engaged, occasionally designing other challenges for him if he finishes things quickly or easily.
Language Objectives:
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Learning new English vocabulary pertaining to career titles
Forming spoken sentences about careers in English.
Formulating written sentences about careers in Spanish.
Communicating effectively with non-ENL partners, in English or in Spanish.
Checklist Overview: Use the checklist below to select your method(s) and your support strategies for this lesson. In the
agenda section that follows, be sure to name the strategies in the appropriate section.
Method(s) for Instruction
Class/Group Discussion
Cooperative Learning
Guided Practice
Question/Answer
Teacher Modeling/Demo.
Inquiry Learning
Independent Learning
Teaching students how to engage in
academic discussions
Instructional Strategies:
Graphic organizers
Social-academic
language translations
Other -- Worksheet
asking students to
brainstorm about
different jobs they know
Word Walls
about, and the
Vocabulary selfresponsibilities involved
awareness activity
in those jobs, and asking
them to find the Spanish
translations for key words
and phrases about said
jobs.
Communicating to a partner
Communicating in small groups
Other -- jigsaw
Other – class discussion?
Paired communication
Probing questions exercise
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The worksheet entails using the
student’s prior knowledge and
personal experiences to relate back
to the context of the discussion and
the content of the course.
Methodology Rationale: Why are you approaching the lesson this way?
I am approaching the lesson with a range of different teaching strategies in order to keep kids engaged and interactive
throughout the lesson. I don’t want to just give students a list of vocabulary that they may or may not ever need again. I am
asking students to relate back to their prior knowledge about different careers so that the vocabulary they learn is relevant
to them. If a student’s mom is an advertising agent, I want her to learn more vocabulary about advertising because it would
be relevant and relatable to her (whereas a basic list of vocabulary may not). If another student is really interested in
becoming an engineer, then I want that student to know vocabulary about engineering. By making the vocabulary they learn
relevant, this also makes the unit – discussing careers in the target language – more accessible and relevant (on a classroom
and worldly basis)
Strategies Rationale: Why are you selecting these support strategies? What will these help you and your students
accomplish?
I am hoping to accomplish two things: The first is that students see the importance of learning a second language, and how a
second language such as Spanish can be applied across the career spectrum. The second is that I want students to begin with
vocabulary that is relevant to them to make the context more relatable. Also, as we move forward in the unit, there will be
opportunities to discuss or write different ideas and topics concerning careers. Beginning with relevant vocabulary to work
with will make these future assignments and discussions more meaningful for each individual student. I am utilizing
presentation, discussion, individual and cooperative learning in this lesson so that students get a feel for all of the different
perspectives within the classroom.
Agenda:
1. Introductory discussion in English about careers – getting them prepped for the Vocab. (Ex: Do your parents have
jobs? Do you have a job during the summer or the school year? Do you or does anyone you know ever speak Spanish
at work?) (5 minutes)
2. Introduce new unit about careers. Ask students why they believe Spanish might be important in the workplace. (10
minutes)
3. Introduce & model the vocabulary worksheet. (3 minutes)
4. Allow time for completion of worksheet and jigsaw activity. (15-20 minutes)
5. Closing with discussion of different careers discussed and how Spanish can be applied to those careers specifically.
(10 minutes)
6. Exit slip (assessment): One sentence about a career you learned about today.
Example: Los diseñadores diseñan ropa hermosa para los celebridades.
Anticipatory Set: How will you support students in accessing prior knowledge, personal, real world and/or cultural
connections? For the first five minutes of class I am leading a discussion about careers. This lesson is geared towards highschool students, so all of them will have jobs on their minds in some fashion. We will talk about jobs they currently have,
jobs they’d like to have, and the jobs some of their friends or family have. This will get their minds going and thinking about
the topic for the new vocabulary, especially since the worksheet itself requires tapping into prior knowledge.
During: What support strategies will you use to scaffold students learning so they meet or exceed targeted objective?
The students will participate in independent study and cooperative learning to begin familiarizing themselves with new
vocabulary. The independent study involves the use of prior knowledge, brainstorming, and a dictionary to complete the
guided worksheet. The cooperative learning occurs in the jigsaw, which requires not only writing but also speech. A portion
of the worksheet asks a student to choose the career they know most about and translate key phrases & responsibilities into
Spanish – which they will then jigsaw. My hope is that we will have a diverse set of answers so that students will encounter a
variety of different, relevant vocabulary. Then the lesson will come full circle with another discussion about how Spanish can
be used specifically in the careers the students brainstormed – this is to make the language and the topic culturally relevant
Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concepts?
I will close with a discussion of the different careers students discussed and how Spanish can be applied to those careers
specifically. This lesson is meant to get students’ wheels turning about careers and the cultural relevance of Spanish in the
United States – which is ultimately the focus of the unit. The vocabulary learned today acts as a familiar base to build on.
Daily Assessment How do you know your
students met your lesson objective(s) and to
what extent?
knowledge
application
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Observation of their participation
during work time and during the
class discussions.
Formative:
Class discussion
Teacher Observe
Listened to conversations
Summative:
Presentation
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By the end of the unit students will be
performing a “Career Day” simulation
in front of the class with their chosen
career.
Use of Materials
Handouts: Original vocabulary handout designed by the
Use of Technology
Website – www.WordReference.com
teacher.
Additional Teacher Preparation:
Copy:
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Additional Reference/Sources of Information:
Copies of the worksheet
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www.wordreference.com
Content tandards taken from:
http://www.actfl.org/advocacy/discoverlanguages/advocacy/discoverlanguages/advocacy/discover-languages/resources1?pageid=3392
Educator standards taken from
http://www.doe.in.gov/sites/default/files/educatoreffectiveness/world-languages.pdf
Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What worked well? What needs to
be changed for next year? What are next steps for students and how will you get them there ?
Las Carreras
In groups, answer the following questions.
If there is a phrase or word you do not know, you are welcome to use
www.WordReference.com on the class computers.
¿Qué tipos de carreras hacen los miembros de su familia ?
Answer in full sentences.
Ejemplo: Mi padre es un maestro. Mi hermana es una publicista.
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¿Qué tipos de trabajos hacen tú y tus amigos?
Answer in full sentences.
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Now, choose a career that your group wants to know more about.
Brainstorm actions, responsibilities, and items involved.
Write your answers in Spanish.
Example: Un ingeniero = engineer.
Física = physics.
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Choose a career you would like to have.
Brainstorm actions, responsibilities, and items involved.
Write sentences in Spanish about this career.
Example: Yo quiero ser una maestra. Yo tengo que enseñar.
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