Single Subject Lesson Plan Format
1. TITLE OF THE LESSON: August 29-30
Setting the Stage: Unit 1 Greetings and
Introductions
3A. STUDENT INFORMATION: English
Language Learners
1.) Readiness Level: N/A
2.) Learning Profile: N/A
3.) Interest: N/A
2. CURRICULUM AREA & GRADE LEVEL:
Grades 9-11, Spanish 1
3B. STUDENT INFORMATION: Students w/
Special Needs
1.) Readiness Level: Alexis prepared
homework, has difficult time being put on
the spot.
2.) Learning Profile: Alexis is enrolled in
English classes according to her grade level.
This is her second time taking Spanish 1.
3.) Interest: Alexis loves Sports,
anything related to sports will get her
motivated
4. RATIONALE
A. Enduring Understanding: Students
will be able to tell the time, temperature,
count money, and any other skill
involving numbers 1-100
B. Essential Questions: What
connection to the real life will this
learning have?
C. Reason for Instructional Strategies
and Student Activities: Students will
practice numbers in small groups
and with the whole classroom, to
master pronunciation, spelling and
memorization
5. CA CONTENT STANDARD(S)
1.1 Students address discrete elements
of daily life, including i: school,
classroom, schedules, subjects,
numbers, time, directions
6. CA ELD STANDARD(S): Vocabulary and
concept development: Produce simple
vocabulary (single words or short phrases)
to communicate basic needs in social and
academic settings (locations, greetings)
7. LEARNING GOAL(S) - OBJECTIVE(S)
A. Cognitive: Students will be able
to answer the question when someone
asks what time it is, the temperature,
phone numbers, and other quantitative
answers.
B. Affective: Students will try to
stump their partner with difficult
numbers and discuss those numbers
that give the class trouble and the
possible reasoning behind their
struggles.
C. Psychomotor: Origination:
Students will create a dialogue using
facial expressions and hand movements
to cue their partner of new vocabulary
words. Each time students introduce
themselves, they automatically shake
hands. Each time they ask the time,
they will look at their watch (real or
imaginary)
8. ASSESSMENT(S)
A. Diagnostic/Entry Level: Students will
be introduced to vocabulary words of the
numbers 1-100 and write them down in a
notebook. They will practice pronunciation,
and listen to recording of native Spanish
speakers conversation.
B. Formative-Progress Monitoring:
Students will be asked to quiz their peers
on numbers to check for progress and
understanding. Teacher will monitor
class and answer any questions about
pronunciation and spelling.
C. Summative: Teacher will call on students
at random to answer a question about
numbers to check for individual acquisition
of numbers 1-100
D. Language Development: Students
will increase their vocabulary and
understanding of cognates to help them
communicate in a colloquial fashion
9A. EXPLANATION OF
DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
● Content/Based on Readiness,
Learning Profile or Interest : N/A
●
●
Process/Based on Readiness,
Learning Profile or Interest: N/A
Product/Based on Readiness,
Learning Profile or
Interest: N/A
9B. EXPLANATION OF DIFFERENTIATION
FOR
STUDENTS WITH SPECIAL NEEDS
● Content/Based on Readiness,
Learning Profile or Interest: Since
Alexis has already taken this class
once, she knows the basics of
greetings and numbers. Therefore,
she is starting off the semester ahead
of her peers. She needs to sit in the
front of the class, and always have
extra time to answer questions or
perform her mini-skit. The class is
patient with her and allows her to take
her time during her Greetings skit
with a partner.
10. INSTRUCTIONAL STRATEGIES
(Describe what the teacher does. Include
differentiation strategies.)
A. Anticipatory Set/Into: Teacher
will tell students which pages in the text
book they can find vocabulary words to
gain acquisition of numbers 1-100. (15
mins)
11. STUDENT ACTIVITIES
(Describe what the students does. Include
differentiation activities.)
B. Instruction/Through:Teacher
A. Anticipatory Set/Into: Students will
will review yesterdays introduction
turn to the page in the textbook with the list
dialogues and how to incorporate
of numbers and vocabulary for chapter one.
numbers into an introduction dialogue.
Students will obtain brief introduction of
Teacher will model correct pronunciation
pronunciation from the teacher (15 mins)
with an audio CD of a native Spanish
speakers dialogue between two people.
B. Instruction/Through: Students will
(30 mins)
parter up with classmates and review
dialogue about introductions and create a
C. Guided Practice/Through: Teacher
mini skit including greetings and time of the
will ask students to repeat correct
day (numbers) (45 mins)
pronunciation as a whole class. Teacher
will switch between L1 and L2 so that
C. Guided Practice/Through: Students
students can learn code switching and
will listen while teacher plays audio cd of
make connections with cognates. (10
conversation between native speakers and
mins)
recognize cognates in the dialogue. (30
mins)
D. Independent Practice/Through:
Teacher will tell students to partner
D. Independent Practice/Through:
up and give instruction orally, written
Students will work with their peers to
instructions will also be posted on white
practice pronunciation and quiz each other
board to groups to begin practicing new
on numbers 1-100. (20 mins)
and reviewed vocabulary terms (45
mins)
E. Closure: Students will raise hand
when the teacher asks who may be having
E. Closure: Teacher will be sure
difficulties with numbers and obtain
to ask those students who are having
information on how to get extra help (5 mins)
trouble with the numbers and let them
know that she is available during lunch
F. Beyond: Students will create
and after school to help students (10
flashcards at home in color and bring them
mins)
to the next class meeting (20-30 mins)
F. Beyond: Teacher will assign
students to make a set of flashcards for
numbers 1-100 in color and have them
ready to play games with their flash
cards prepared for the following class.
12. RESOURCES
Graphic Organizer Goal Flow Chart,
Numbers worksheet
Self Assessment: My lesson plan was designed for a class in the first few days of the school
year. At this point, students are already aware of classroom rules and teacher expectations. I
attached that Goal flow chart as a graphic organizer. I can post this goal chart on the overhead
so that students can see the reasons behind the lesson plan or unit. In this case, the main goal
is to get students proficient with meeting and introducing themselves to strangers. They will
learn “What is your Name?” and “My name is”, this is a huge goal is Spanish one, as they can
now travel and introduce themselves to peers and professionals. They can also ask “How are
you?” this will get them to learning a large list of adjectives and cognates which is another chunk
of the California Standard for World Languages, year one. I think that as I go on, these lesson
plans will get easier and will become more automatic. I am still getting to know the student with
special needs in our class, and how to differentiate the material to suit her needs. I have also
attached the worksheet I typed up for students to work on while their partners are doing their
mini-skits. This will prevent students from getting bored by seeing the same mini-skit over and
over again. I followed the rubric to the best of my ability with my novice skills in lesson planning
Single Subject Lesson Design Rubric
Design Component
& Criteria
Approaching
Meets
(includes the criteria for
Approaching)
Exceeds
(includes the criteria for
Approaching & Meets)
Title, Curriculum Area &
Grade Level
5%
Provides a title that is related to
the lesson activity
& addresses the unit it belongs to
and in what curriculum area and
grade
& describes where it fits within a
unit plan.
Student Information
10%
Identify the names of the
students that need differentiation
(both ELL & Students w/ Sp Ed
needs)
& describe each of the students
readiness level, learning profile
and interests
& includes prior successful
differentiation strategies for
each student.
Describes the rationale for
teaching this lesson (big ideas,
enduring understandings,
essential questions) …
& addresses how the
instructional strategies and the
student activities are suited to
meet the standard and objective
of the lesson…
& explains how the assessment
is a valid and reliable way to
assess student learning.
Both CA Content and ELD
Standards are identified
and each is addressed in
an objective that contains a
condition, verb, and criteria
& each objective is labeled by
the type (cognitive, affective,
psychomotor or language) and
the number of the standard it
addresses
& identifies which of the six
facets of understanding it is
designed to address.
Rationale
10%
Standards and Objectives
20%
Assessment
10%
Provides an assessment for
each objective and articulates
if it is diagnostic, entry-level,
formative or summative
assessment
& clearly communicates to
students about the expectations
(rubric)
& provides a sample of student
work.
Differentiation
10%
Describes the students
differentiation strategy for the
individual students…
& labels the strategy (lesson
content, process or product) and
the way it addresses the students
identity and developmental
needs (readiness, interest or
learning profile)…
& provides how the strategy will
be assessed for effectiveness
and altered if needed.
Instructional Strategies
15%
Provides an into, through and a
beyond activity for lesson…
& describes in detail the steps
the teacher will take to implement
the lesson and any need
materials (i.e. graphic organizer,
ppt, model, rubric)…
& provides script for teacher
and times for each activity.
Student Activities
15%
Describes what the students will
do during the into, through and
beyond activity of the lesson…
& each activity is student
centered with multiple
opportunities for the instructor to
check for understanding…
& provides times for each
activity.
Resources
5%
All instructional materials needed
to implement the lesson are
listed/described.
All instructional materials that are
needed to implement the lesson
are provided, such as power
point, graphic organizer, sample
student work, assignment rubric,
quiz...
& all materials listed for the unit
are listed and/or provided.
Provides a copy of the rubric
with the lesson plan…
& highlights or circles the
evaluated criteria for each lesson
component…
& provides evidence for each
criteria marked.
Self-Evaluation
(10% will be deducted
if not included)