Single Subject Lesson Plan Format
1. TITLE OF THE LESSON
Matamoscas (Fly swatter)
3A. STUDENT INFORMATION: English
Language Learners
1.) Readiness Level
Not Applicable
2.) Learning Profile
Not Applicable
3.) Interest
Not Applicable
2. CURRICULUM AREA & GRADE LEVEL
Spanish I - 9th, 10th, 11th
3B. STUDENT INFORMATION: Students w/
Special Needs
1.) Readiness Level
Not Applicable
2.) Learning Profile
Not Applicable
3.) Interest
Not Applicable
4. RATIONALE
A. Enduring Understanding
Students need to be able greet and introduce others and themselves as well as know where they are from.
B. Essential Questions
¿Cómo se llama? ¿De dónde es? (What is your name? Where are you from?)
C. Reason for Instructional Strategies and Student Activities
Students need to be able to ask someone’s name, introduce themselves, and express a greetings –Hellos
and goodbyes.
5. CA CONTENT STANDARD(S)
Content
1.1) Students address discrete elements of daily life,
including:
a. Greetings and introductions
Communication
1.0) Students use formulaic language (learned words,
signs [ASL], and phrases).
1.1) Engage in oral, written, or signed (ASL)
conversations.
Structures
1.0) Students use orthography, phonology, or ASL
parameters to understand words, signs (ASL),
and phrases in context.
7. LEARNING GOAL(S) - OBJECTIVE(S)
A. Cognitive
Students will be able to recognize and utilize
appropriate questions and answer when dealing
with greetings and introductions.
B. Affective
Students will practice on their Spanish
pronunciation with partners.
C. Psychomotor
Students will play swatting game to find correct
greeting or introduction.
D. Language Development
Students will be able to introduce themselves,
others, and be familiar with greetings.
6. CA ELD STANDARD(S)
Not Applicable
8. ASSESSMENT(S)
A. Diagnostic/Entry Level
Students will work with partner and state learned
information as: Greeting, What is your name? My
name is_. Goodbye. Where are they from? They are
from…
B. Formative-Progress Monitoring
Teacher will walk around the room while students
work in pairs. Teacher will help with pronunciation.
C. Summative
Students will locate key vocabulary (greetings,
questions, goodbye…) and using a fly swatter will
“hit” the words that said in English.
Single Subject Lesson Plan Format
9A. EXPLANATION OF DIFFERENTIATION 9B. EXPLANATION OF DIFFERENTIATION
FOR
FOR
ENGLISH LANGUAGE LEARNERS
STUDENTS WITH SPECIAL NEEDS
1.) Content/Based on Readiness, Learning
1.) Content/Based on Readiness, Learning
Profile or Interest
Profile or Interest
Not Applicable
Not Applicable
2.) Process/Based on Readiness, Learning
2.) Process/Based on Readiness, Learning
Profile or Interest
Profile or Interest
Not Applicable
Not Applicable
3.) Product/Based on Readiness, Learning
3.) Product/Based on Readiness, Learning
Profile or Interest
Profile or Interest
Not Applicable
Not Applicable
10. INSTRUCTIONAL STRATEGIES
11. STUDENT ACTIVITIES
(Describe what the teacher does. Include
(Describe what the students does. Include
differentiation strategies.)
differentiation activities.)
A. Anticipatory Set/Into
A. Anticipatory Set/Into
Will greet the class with Buenos Días (Good
Students will respond to greeting.
Morning) Will remind students of last week lesson. Students will review vocabulary sheet.
Will hand out a vocabulary sheet which contains
greetings, introductions, nationality phrases.
B. Instruction/Through
B. Instruction/Through
In groups they will greet, introduce, ask, and
Teacher will place students in groups to practice
respond questions.
a greeting, introduce themselves, ask where they
are from and say goodbye.
C. Guided Practice/Through
C. Guided Practice/Through
-Buenos días. Me llamo__. ¿Cómo se llama?
CT and TC will model the activity.
-Me llamo _. ¿De dónde es?
-Buenos días. Me llamo__. ¿Cómo se llama?
-Soy de_. Mucho gusto. Hasta luego.
-Me llamo _. ¿De dónde es?
-Adiós.
-Soy de_. Mucho gusto. Hasta luego.
-Adiós.
D. Independent Practice/Through
D. Independent Practice/Through
Students will locate word with a fly swatter.
Game: Matamoscas
Students must correctly swat the word.
Teacher will place vocabulary Bingo Card on
ELMO. They will model activity. Words said in
English and 1st player to locate word and swat with
fly swatter wins the round. The teacher will
randomly choose two students at a time to
volunteer.
E. Closure
E. Closure
Will review each of the words in English and
Students will repeat the words in Spanish after the
Spanish.
teacher says the words or phrases.
F. Beyond
F. Beyond
Teacher will make note what words to review more Students will place vocabulary sheet in folder for
when given a chance in the future. Remind students future reference. Also to use as a study tool.
of vocabulary quiz next class.
12. RESOURCES
(Attach any materials needed to implement the lesson, such as a power point
presentation, graphic organizer, reading…)
- ELMO
- Bingo Card
- Vocabulary Sheet (for review)
- Two Fly Swatters
Single Subject Lesson Plan Format
Single Subject Lesson Design Rubric
10 points possible
Design
Component
& Criteria
Title, Curriculum
Area & Grade
Level
0.5 points
Student
Information
1 point
Meets
(includes the criteria for
Approaching)
& addresses the unit it
belongs to and in what
curriculum area and grade
Rationale
1 point
Standards and
Objectives
2 points
Assessment
1 point
Differentiation
1 point
Approaching
Provides a title that is
related to the lesson
activity
Identify the names of the
students that need
differentiation (both ELL
& Students w/ Sp Ed
needs)
Describes the rationale
for teaching this lesson
(big ideas, enduring
understandings,
essential questions) …
Both CA Content and
ELD Standards are
identified and each is
addressed in an
objective that contains a
condition, verb, and
criteria
Provides an assessment
for each objective and
articulates if it is
diagnostic, entry-level,
formative or summative
assessment
Describes the students
differentiation strategy
for the individual
students…
Instructional
Strategies
1.5 points
Provides an into,
through and a beyond
activity for lesson…
Student Activities
1.5 points
Describes what the
students will do during
the into, through and
beyond activity of the
lesson…
& describe each of the
students readiness level,
learning profile and
interests
Exceeds
(includes the criteria for
Approaching & Meets)
& describes where it fits
within a unit plan, i.e.
Third lesson in a 4-week
unit on Colonization.
& includes prior
successful differentiation
strategies for each
student.
& addresses how the
instructional strategies and
the student activities are
suited to meet the standard
and objective of the
lesson…
& each objective is labeled
by the type (cognitive,
affective, psychomotor or
language) and the number
of the standard it addresses
& explains how the
assessment is a valid
(authentic) and reliable
(consistent) way to
assess student learning.
& clearly communicates to
students about the
expectations (rubric)
& provides a sample of
student work.
& labels the strategy
(lesson content, process or
product) and the way it
addresses the students
identity and developmental
needs (readiness, interest
or learning profile)…
& describes in detail the
steps the teacher will take
to implement the lesson
(anticipatory set,
instruction, guided practice,
independent practice,
closure and beyond) any
need materials (i.e. graphic
organizer, ppt, model,
rubric)…
& each activity is student
centered with multiple
opportunities for the
instructor to check for
understanding…
& provides how the
strategy will be assessed
for effectiveness and
altered if needed.
& identifies which of the
six facets of
understanding it is
designed to address.
& provides script for
teacher and times for
each activity.
& provides times for each
activity.
Single Subject Lesson Plan Format
Resources
0.5 points
Self-Evaluation
(1 point will be
deducted
if not included)
All instructional materials
needed to implement the
lesson are listed.
All instructional materials
that are needed to
implement the lesson listed
and described.
Provides a copy of the
rubric with the lesson
plan…
& highlights or circles the
evaluated criteria for each
lesson component…
& all materials listed for
the unit are listed and/or
provided, such as power
point, graphic organizer,
sample student work,
assignment rubric, quiz...
& provides evidence for
each criteria marked.