Olmedo/Uceda
Curriculum Development in Spanish
PLAN CONSIDERATIONS, “BACKWARD” DESIGN:
1) YOUR LESSON PLAN SHOULD CONTAIN THE FOLLOWING COMPONENTS:
a. Objectives Specifically, what should your students be able to do? Use ACTION WORDS in your
objectives. LWBAT: (learners will be able to…. produce, differentiate, label, etc.)
i. Consider the cognitive level of your learners and use appropriate terminology (see handout
linking Bloom’s Taxonomy to “action” outcomes)
ii. Avoid “fuzzy” words: know, understand, etc. HOW WILL YOUR STUDENTS DEMONSTRATE
MASTERY?
b. Anticipatory Set . This is the “hook in your lesson plan: how will you generate interest? Activate prior
knowledge? Suggest the value of the learning? Focus and intrigue the learner? When teaching about
Caesar’s abduction by pirates, you might:
i. Show / read an article from the newspaper about recent Mediterranean Sea piracy
ii. Show frescoes/mosaics of maritime villas and tell historical anecdote of the dangers they faced
from pirates
c. Procedures :What methods do you plan to use to effect instruction? Consider the 3 modes of
communication in your classroom:
i. Interpretive mode [ACTFL 4b]: Students are receiving information via listening, reading,
research (1-way)
Bear in mind that as much as possible, direct lecture should be limited to 15 minutes. Squirmy adolescents need a
variety of instructional modes to stay focused!
ii. Interpersonal mode: students engage in interpersonal communication in task (2-way)
iii. Presentational mode: students share learning via presentation of a product ) (broadcast)
Check for Understanding. During instruction, pause frequently to ascertain comprehension.
As a regular part of your procedures, you must consider how you will you adapt your instruction for
diverse learners:
i. Differentiation Strategies for Enrichment (e.g., facilitator-directed research; etc.)
ii. Differentiation Strategies for Extra Support (e.g., computer assisted aids, “study buddies,”
assist learner to create personal mnemonics, offer kinesthetic mode to learn, etc.)
As a regular part of your procedures also consider what materials need to be selected and adapted to
facilitate meeting the objectives and to guide students in attaining the desired outcomes. [ACTFL 4c].
Olmedo/Uceda
Curriculum Development in Spanish
Guided Practice. New instruction doesn’t take hold immediately. Careful monitoring of “baby steps” is
necessary before turning students loose to practice at length independently / in groups. E.g.: ask
students to recall/organize steps (metacognition), give choral responses, pair practice in sample
problem.
d. Independent / Group Practice. What activities do you plan to use to cement the instruction? What will
students do to make the instruction “stick?” Which learning styles to you intend to include?
e. Verification. Whether via close inspection, projected answers, verification sheets, oral response or
other means, check the practice for accuracy and correct misconceptions.
f. Closing . Encourages students to reflect on the lesson content in a meaningful way; e.g., plus-delta
lesson critique, post-it note summaries; exit passes, etc.
Olmedo/Uceda
Curriculum Development in Spanish
LESSON PLAN RUBRIC
CATEGORY
EXCEEDS STANDARD (10 pts)
MEETS STANDARD (8 pts)
BELOW STANDARD (6 pts)
Standards
Integration
(ACTFL 4a)
Design, objectives and focus of the
Objectives and activities are
lesson directly reflect relevant standards developed to address relevant
via specific citation of individual
standards
standards-based goals and a rationale to
meet the standards as stated.
Standards not addressed in, or
connected to, lesson
implementation
Objectives
(ACTFL 3a)
All objectives are phrased using “action” In most cases, objectives are
words based on consideration of Bloom’s phrased using “action” words
Taxonomy and level-appropriate tasks.
based on consideration of Bloom’s
Taxonomy and level-appropriate
tasks. Some objectives include
“fuzzy” words, such as “know” or
“understand.”
Objectives include “fuzzy”
words such as “know” or
“understand;” cognitive level
cannot be determined and may
be inconsistent with learner
level.
Essential
Question(s)
(ACTFL 3b)
Reflect broad ideas with global
Reflect thought-provoking ideas
applications /standards-based curriculum and standards-based curriculum
content; provokes critical thinking /
content
ongoing inquiry
Does not reflect a compelling
inquiry into standards-based
curriculum content
Integration of 3
modes of
communication
(ACTFL 4b)
Three modes of communication evident
in all facets of classroom instruction and
interaction and are implemented as an
integral part of lesson planning.
Three modes of communication are The three modes of
used in relevant parts of classroom communication are used
instruction and interaction.
infrequently with reliance on
one mode of communication.
Adapting
instruction for
Diverse
Learners
(ACTFL 3b)
Lessons explicitly designed to
accommodate diverse linguistic levels
and learning styles via multipleintelligence–based activities and varied
instructional methods. The needs of
diverse learners, both for enrichment and
for extra support, are clearly and
comprehensively identified and
comprehensively addressed.
Lessons include more than one
instructional method to adapt to the
needs of diverse learners. The
needs of learners, for enrichment
are for extra support, are clearly
identified and addressed.
Limited instructional methods
and activities are constructed
with little consideration of
diverse learners and their
needs. The needs of diverse
learners are not
identified/vaguely identified
and not addressed/weakly
addressed.
Selecting and
Adapting
Materials
(ACTFL 4c)
A range of relevant, varied, and sensoryappealing materials are selected and
adapted to facilitate meeting instructional
objectives and to guide students in
attaining desired outcomes.
Relevant materials are selected
and adapted to facilitate meeting
instructional objectives and to
guide students in attaining desired
outcomes.
Few to no materials are
selected. The materials role in
meeting objectives and
attaining outcomes is weak.
Lesson Plan
Components
(ACTFL 3b)
Lesson plan incorporates all elements of Lesson plan incorporates all
the Madelyn Hunter model with
elements of the Madelyn Hunter
meticulous attention to details and pacing model
Anticipatory Set An intriguing introduction to the task
presented knowledgeably, confidently
(ACTFL 3a)
Lesson plan neglects to
incorporate an essential part of
the Madelyn Hunter model
Introduction to the task presented
knowledgeably and confidently.
Lackluster, tentative
introduction to the task that
lacks the “hook” to engage
learner interest.
Confident, organized and capable
lesson exposition
Hesitant, somewhat
disorganized in parts,
communication lapses
and in a dynamic manner to galvanize
learner interest.
Lesson
Presentation
(ACTFL 3a)
Professional, organized, well-paced;
engaging demeanor with exquisite
communicability
Closure
(ACTFL 3a)
Inspires meaningful reflection on the part Inspires reflection as to some
of learners as to lesson content in an
aspect of the day’s lesson.
effective summation of the main idea(s)
presented
Facilitator actively processes
and reflects on the main
idea(s) of the lesson while the
learner is passive
Post-Lesson
Reflection
(ACTFL 6a)
Deeply insightful, thoughtful and
All facets of lesson plan evaluated
thorough evaluation of all facets of lesson with some suggestions for
plan; contains myriad ideas for
improvement
Incomplete or shallow
evaluation of lesson plan
components lacking in any
Olmedo/Uceda
Curriculum Development in Spanish
improvement/modification
Grading Scale
A =105-110
A- =99-104
B+ =93-98
valuable self-critique or insight
B =88-92
B- = 82-87
C+ = 76-81
C = 71-75
C- = 70-66
F=Below 66