Lesson Plan Form – differentiation lesson - tiering
Name: Kerisa Baedke
Lesson title: verb forms & subject pronouns – a tiered lesson
Date/time: Friday, March 27 – Spanish 1, 3rd period. (this was done on a different day in
the other 2 periods.)
Prior to the lesson – Thursday, March 26
Students will take a pre-assessment in class the day before. In the pre-assessment, the Ss
will read sentences with conjugated –ar verbs in them and they will be asked to identify
the appropriate subject pronoun in English that matches the verb. The sentences are all
from our novel Pobre Ana and will serve as a review before their speaking test as well as
a pre-assessment over the verb forms and subject pronouns.
The day of the lesson – Friday, March 27
1. I will hand back the pre-assessments and we will go over the answers. Ss will tell me
what the “n” , the “s”, or the “o” on the end of a verb indicate. We will talk about
where these sentences occur in the story and who each is about.
2. I will assign 3 groups based on the results of the pre-assessment.
a. The three groups will work first independently through 3 different
worksheets involving verb conjugation.
b. After completing the worksheet individually, Ss may compare their
answers with another person in their group.
c. The teacher will circulate among the groups answering questions and
providing direct instruction when necessary.
d. After Ss complete the worksheets and go over them within their groups
they will hang on to them until the next day when we will correct them in
class.
e. Ss may review Pobre Ana independently or with a partner in preparation
for the speaking test.
After the lesson – Monday, March 30
Today I will be doing speaking assessments. Ss will engage in anchor activities and will
correct the worksheets.
1. I am administering the Pobre Ana speaking test.
a. Ss may utilize some of the information that we reviewed through the preassessment sentences on their speaking test.
b. Ss will use verbs to tell about what happens in the novel.
2. Today Ss will move to sit with their same groups from yesterday’s activity. The
students will complete several tasks in their groups while I am administering the
speaking tests.
a. Ss will do a timed writing
b. Ss will engage in lectura libre. They will choose a children’s book in
Spanish and read it. They will write new vocabulary that they encounter
and whose meaning they can infer from the pictures, context clues, and
prior knowledge into their reading logs
1
c. Craig, the ISU student who is doing a practicum with us this spring, will
go over the corrections to the worksheets with each of the groups, one at a
time.
At a later date, Ss will learn all of the forms of regular –ar, -er & -ir verbs. They will get
a verb chart that they will complete. I will teach them songs to go with the verb forms
and we will do many activities and have both formative and summative assessments over
verb forms and subject/verb agreement.
2
Differentiation
I am glad that we read both the Wormeli and the Blaz books. The Wormeli book
was more general and was good for teaching us what differentiation is. But the Blaz
book gave us specifics of how we could use differentiation in our foreign language
classes. Blaz gave us lots of specifics such as interest surveys, projects and activities,
ideas for assessments, both formative and summative. Overall, I would say that her
book was more helpful. And I had the incredible opportunity to attend a session of
hers on differentiated assessment at the Central States Conference on the Teaching
of Foreign Languages. That helped pull all of the ideas together for me.
We are all doing much more with differentiation than we were before we started the
two book studies. We are also much more aware of the things that we already do
which are differentiation. This year I have used differentiation in both large and
small ways. I have differentiated on quizzes by giving students a series of questions
and they got to choose which ones to answer. I did a tiered lesson in Spanish 1 this
spring. Amanda Gaul asked me to do one so that she could videotape it for our
professional development. The lesson went well and I appreciated collaborating
with Amanda as she is a differentiation expert compared to me. I am looking
forward to improving upon the activities, lessons and assessments that I tired this
year and I look forward to developing new ones next year.
KB