Single Subject Lesson Design - Box Format
1. TITLE OF THE LESSON
Vocabulario Capitulo 1: Un viaje en tren
3A. STUDENT INFORMATION: English Language Learners
1.) Readiness Level N/A
2. CURRICULUM AREA & GRADE LEVEL
Spanish II grades: 9, 10, 11, 12
3B. STUDENT INFORMATION: Students w/ Special Needs
1.) Readiness Level N/A
2.) Learning Profile N/A
2.) Learning Profile N/A
3.) Interest N/A
3.) Interest N/A
4. RATIONALE
A. Enduring Understanding: Students will be able to learn and comprehend the vocabulary for Ch. 1- A Train Ride.
B. Essential Questions: How will students use this vocabulary in a real life situation?
C. Reason for Instructional Strategies and Student Activities: The text book is full of images containing each vocabulary
word; students will get into pairs and discuss the images and then volunteer to point them out to the class. Show
vocabulary images on transparencies or PPT presentation and have students repeat each word as well as writing them
down.
5. CONTENT STANDARD(S)
Students learn words to use in daily life, words are not
subject for train travel, vocabulary can come in handy for any
conversation regarding the topic or not. i.e. time
6. ELD STANDARD(S)
Vocabulary and concept development: Produce simple
Vocabulary i.e. single words or short phrases to
communicate basic needs in social settings i.e. locations,
greetings
7. LEARNING GOAL(S) - OBJECTIVE(S)
A. Cognitive: Students will be able to answer questions
regarding public transportation, either here in the U.S. or
when on vacation. They will learn how o ask for directions
and ask if a specific transportation is on time or delayed.
8. ASSESSMENT(S)
A. Diagnostic/Entry Level: Students will be introduced to
vocabulary regarding chapter 1 on train travel. They will
write down vocabulary and discuss words and their context
with a partner and then as a whole class.
B. Affective: Students will create scenarios with partners
and discuss possibilities of train transportation using their
newly learned vocabulary
B. Formative-Progress Monitoring: Students will be asked
to challenge their peers in a conversation regarding time and
how to ask for information if ever traveling.
C. Psychomotor: Students will create little skits and
volunteer to present in class using vocabulary and showing
how to use it in its proper context.
C. Summative: Students will be called on by teacher
regarding the newly learned vocabulary.
D. Language Development : Students will increase their
vocabulary and understanding of cognates to use in a daily
life conversation.
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
1.) Content/Based on Readiness, Learning Profile or
Interest: N/A
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
1.) Content/Based on Readiness, Learning Profile or
Interest: N/A
2.) Process/Based on Readiness, Learning Profile or
Interest: N/A
2.)
Process/Based on Readiness, Learning Profile or
Interest: N/A
3.) Product/Based on Readiness, Learning Profile or
Interest: N/A
3.)
Product/Based on Readiness, Learning Profile or
Interest: N/A
10. INSTRUCTIONAL STRATEGIES
11. STUDENT ACTIVITIES
(Describe what the teacher does. Include differentiation strategies.)
(Describe what the students does. Include differentiation activities.)
A. Anticipatory Set/Into: Students will be told which
pages vocabulary will be found on the text book and have
them read them on their own and/or partner.
A. Anticipatory Set/Into: Students will look over the
vocabulary for Ch 1 on the text book. Students will go over
pronunciation with teacher.
B. Instruction/Through: Teacher will go over
vocabulary on a PPT presentation with the class and have
the class repeat each word and write down its meaning and
translation in English.
B. Instruction/Through: Students will get into partners
and go over vocabulary and reading short dialogues in the
text book.
C. Guided Practice/Through: Teacher will ask students
to repeat vocabulary words with a partner and make up
C. Guided Practice/Through: Students will repeat
pronunciation of vocabulary and write down translation and
meaning in English.
sentences using these words.
D. Independent Practice/Through: Teacher will
instructions to students on to continue to study the
vocabulary words.
E. Closure: Teacher will ask students of they have
trouble with any pronunciation or understanding of any
vocabulary word.
F. Beyond: Teacher will have students study the newly
learned vocabulary and plan for a little pop quiz next class.
D. Independent Practice/Through: Students can repeat
the words to one another and write them down as many
times as they want until they have learned their meaning and
spelling.
E. Closure: Students who have questions regarding the
vocabulary meaning and/or spelling can let the teacher know
and have a little more insight on the activities.
F. Beyond: Students will study the vocabulary words
they have written and learn them further and prepare for
future assignment with it.
12. RESOURCES
Teacher will use PPT presentation with images of vocabulary
Self Assessment: This lesson plan is for Ch. 1 Un viaje en tren, at the moment we are going over
reviews of last year’s material and preparing for this year’s. Un viaje en tren will be the first
chapter of the year and it is a pretty simple. My students will start off with learning vocabulary and
it is simple straight forward words that can be used in an everyday conversation regarding time
and places to go. The text book offers ideas on activities that in my opinion are a little outdated
and instead of having the students go over all the images on the text book I will find new ones
and put them together on a PPT presentation and make it a little more entertaining to learn the
new words.