SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.

com/site/lessondesignresources/home

Elizabeth Campos
TITLE OF LESSON: Bolvar, a great hero! -Third lesson in 5-week unit on Hispanic history and culture; Language and Literature Section. CURRICULUM AREA & GRADE LEVEL: Spanish for Spanish Speakers I, 10th grade. DATE OF LESSON: September 26, 2013

CA CONTENT STANDARD(S) ADDRESSED World Language Content Standards for CA public Schools. CULTURES: Gain Knowledge and Understanding of Other Cultures. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. (Cognitive, Formative Assessment).

CA ELD STANDARD(S) ADDRESSED California Department of Education English Language Development Standards for Grades 910: -Part I: Interacting in Meaningful Ways B. Interpretive (Emerging) 6. Reading closely literary and informational texts to determine how meaning is conveyed explicitly and implicitly through language (Cognitive, Formative Assessment). 10.1 7,9 10; RI.9 10.1 10; RH.9 10.1 10; RST.9 10.1 10; SL.9 10.2; L.9 10.1,3,6

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) -Students will be exposed and learn about poetry. They will be able to identify the historical background behind this poem. The readings and activities establish a connection with another discipline, allowing students to reinforce and deepen their knowledge of poetry. They will reinforce their knowledge about the life of Simon Bolivar (Hispanic historical figure).

ESSENTIAL QUESTIONS ADDRESSED: Review questions: Who was Simn Bolvar? Why was Simn Bolvar important? Name how Simn Bolvar was known as.

Anticipatory questions: Introduce Bolvar poem and ask students to predict what the poem is going to be about. Why are heroes important to remember? How does the author project Simn Bolvar? Identify why does Luis Llorens write a poem about a Latin American heroe?

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate After introducing Bolvar poem, students will be able to discuss and analyze the poem Bolivar by Luis Llorns Torres and define a few vocabulary words that would allow students to deepen their understanding of this historical figure (Simn Bolvar) and Latin America culture. Cognitive; formative assessment. After doing vocabulary flashcards and playing the Speedy Gonzalez game, students will be able to identify the correct vocabulary words when given its definition. Psychomotor; formative assessment. After doing vocabulary flashcards and playing the Speedy Gonzalez game, students will be able to utilize four vocabulary words in a sentence. Language Development; formative assessment.

ASSESSMENT(S)choose type(s) as appropriate Formative (progress-monitoring) 1. Discussions 2. Think-pair-share technique 3. Sharing Partners technique 4. Game Speedy Gonzales 5. Participation points 6. Summative 1. Comprehension questions made orally and written about the poem and about the authors poem. 2. Workbook activity

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions) -Students might not be able to define poetry. They might have forgotten what is a verse and/or stanza. Content of the lesson. -This poem uses figurative language, thus students might have comprehension problems. Content of the lesson. -Since students are going to be exposed to new vocabulary words, they might be confused with the definitions. Content and process of the lesson. -Students might find the poem difficult to understand because they might not know key vocabulary words that are necessary for comprehension. Content and process of the lesson.

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed STEPS (Fill in each box with specific information) Anticipatory Set (Into) -I will start the class by introducing how the music students listen to relate to poetry. -I will ask the whole class a few questions: How many of you listen to music? Did you know that music is a kind of poetry? -I will explain to students that many songs of any genre take a significant portion of their lyrics from poems or poetic works. In music people express their ideas and/or feelings. The same thing happens in poetry. First day-10mins. -Auditory -Verbal - Introducing the class to the similarities between the music they listen to and the poetry they are about to read is a strategy so that students can connect this material with real life examples. -This might make students realize that the concept of poetry is not as abstract as they might think. LEARNING STYLE(S) ADDRESSED REASONS/RATIO NALES

STUDENT ACTIVITIES: What the students do STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONAL ES

Anticipatory Set (Into) -Students will participate in a whole class discussion. They will be answering questions made by the teacher. -They will be answering questions like: How many of you listen to music? Did you know that music is a kind poetry? -Auditory -Verbal - Introducing the class to the similarities between the music they listen to and the poetry they are about to read is a strategy so that students can connect this material with real life examples. -This might make students realize that the concept of poetry is not as abstract as they might think.

First day-10mins.

-Then, I will also explain to students the class objectives. I will explain that: Today you are going to be exposed and be able to learn about poetry. You will be introduced to the poem Bolvar. For this lesson, we have three objective goals that we have to meet. The first goal is that in order to understand this poem, you will be able to work in pairs to discuss and analyze the poem Bolivar by Luis Llorns Torres. The second is that after doing vocabulary flashcards and playing the Speedy Gonzalez game, you will be able to identify the correct vocabulary words when given its definition. The third objective goal for today is that you will be able to utilize four vocabulary words in a sentence. This vocabulary words would allow you to deepen your understanding about the historical figure (Simn Bolvar) and Latin America culture. First day-5mins.

-Auditory -Verbal

-It is important that content objectives are stated orally, and they are displayed for students and teachers alike to see. It is important for both native and non-native English speakers to hear the objectives explicitly and clearly. -It is important to tell students about the objectives, and caution against listing the standards in an abbreviated form because it would be meaningless to the students. In fact, listing the standard number only would not be informative. -Written, studentfriendly objectives serve to remind us of the focus of the lesson, providing a structure to classroom procedures.

-Students will be listening to the class objectives: Today you are going to be exposed and be able to learn about poetry. You will be introduced to the poem Bolvar. For this lesson, we have three objective goals that we have to meet. The first goal is that in order to understand this poem, you will be able to work in pairs to discuss and analyze the poem Bolivar by Luis Llorns Torres. The second is that after doing vocabulary flashcards and playing the Speedy Gonzalez game, you will be able to identify the correct vocabulary words when given its definition. The third objective goal for today is that you will be able to utilize four vocabulary words in a sentence. This vocabulary words would allow you to deepen your understanding about the historical figure (Simn Bolvar) and Latin America culture.

-Auditory -Verbal

-It is important that content objectives are stated orally, and they are displayed for students and teachers alike to see. It is important for both native and non-native English speakers to hear the objectives explicitly and clearly. -It is important to tell students about the objectives, and caution against listing the standards in an abbreviated form because it would be meaningless to the students. In fact, listing the standard number only would not be informative. -Written, student friendly objectives serve to remind us of the focus of the lesson, providing a structure to classroom procedures.

Instruction (Through) -I will present a PowerPoint introducing all the vocabulary words that will be important to know in order to read and understand the poem. In each slide, I will introduce the word, the definition, visuals, and two sentences for each vocabulary word. -Auditory -Visual -Verbal -Intrapersonal

-Students will be able to have the opportunity to practice their new vocabulary words verbally. -Students will be able to see the word visually, hear the word orally, and practice the word verbally. -I will be giving instructions to students orally, while I am drawing the three- column chart on the whiteboard. I will be modeling for students to clarify instructions. -By giving students the opportunity to receive participation point for making their own sentence, I give myself the opportunity to make a formative assessment about their vocabulary understanding. -Overall, my communication will be appropriate to students proficiency levels. I will enunciate and speak more slowly, but in a natural way to make sure my Spanish Language Learners comprehend the task. -I will be using the features of comprehensible input functions because English/ Spanish learners, no matter how motivated, cant be successful academically if they dont understand what the teacher is saying, what they are expected to do, or how to accomplish a task. In other words, I will clearly and explicitly communicate to students what they have to do.

Instruction (Through) -Students will get a piece of paper to start writing their vocabulary words. -They will do a three-column chart. -As they are listening to the teacher, they will have to write the vocabulary word, one sentence (made by themselves), and a visual that represents the word.

-Auditory -Visual -Verbal -Intrapersonal

-Students will be able to have the opportunity to practice their new vocabulary words verbally.

-Students will be able to see the word visually, hear the word orally, and practice the word verbally. -Students will be given instructions orally, while the teacher is drawing the threecolumn chart on the whiteboard. -Modeling for students is a great strategy for visual learners, special education students, and for English Language learners too.

-Before presenting my PowerPoint, I will instruct students to get a piece of paper. This paper will be used to write their vocabulary words. They will have to do a three-column chart. They will have to write the vocabulary word, one sentence (made by themselves), and a visual representing the word. -I will be giving out points of participation to students who want to read the definition and sentences that I have on each PowerPoint slide. Also, I will give out points to students who want to share their own sentence.

-Students will have the opportunity to receive participation points for reading the definition and/or sentences that I have on each PowerPoint slide. Also, they will be able to receive points for sharing their own sentence.

-By giving students the opportunity to receive participation point for making their own sentence, I give myself the opportunity to make a formative assessment about their vocabulary understanding -My communication will be appropriate to students proficiency levels. I will enunciate and speak more slowly, but in a natural way to make sure my Spanish Language Learners comprehend the task.

-Once we finish the PowerPoint, I will give students one index card that they will be able to cut into four little pieces and write their new vocabulary words. On one side of the index card, they will write the vocabulary word and on the back they will write out the definition. First day- 30mins

-Once they finish, students will receive one index card. They will be cutting this index card into four little pieces and writing their new vocabulary words. On one side of the index card, they will write the vocabulary word and on the back they will write out the definition.

First day- 30mins

-I will be using the features of comprehensible input functions because English/ Spanish learners, no matter how motivated, cant be successful academically if they dont understand what the teacher is saying, what they are expected to do, or how to accomplish a task. In other words, I will clearly and explicitly communicate to students what they have to do.

Guided Practice (Through) -We will do a game to practice their old and new vocabulary words from the chapter. -Auditory -Kinesthetic -In previous session classes, students were able to learn vocabulary words. During this class session, they will be able to add four more vocabulary words and practice both the new and old vocabulary words. They will be able to review all vocabulary words. -At this time, I will explain to students that this activity meets the second objective. Thus, during this vocabulary game, students will be able to identify the vocabulary words when given its definition orally. Also, during this game I will monitor students. I will be able to assess students and see who knows their vocabulary words and who does not. From there, I will be able to identify how much more time would I need to spend on this vocabulary words for other class sessions. -Likewise, this vocabulary game allows students alternative forms for expressing their understanding of information. Often English learners have learned the lessons information but have difficulty expressing their understanding in English, either orally or in writing (the same problem happens with Spanish learners). Thus, this hands-on activity can be used to reinforce the information presented. -Using a variety of techniques can be useful to make content concept clear.

Guided Practice (Through) -Students will get up and go to the front of the classroom to get their vocabulary cards. -Auditory -Kinesthetic -In previous session classes, students were able to learn vocabulary words. During this class session, they will be able to add four more vocabulary words and practice both the new and old vocabulary words. They will be able to review all vocabulary words. -At this time, I will explain to students that this activity meets the second objective. Thus, during this vocabulary game, students will be able to identify the vocabulary words when given its definition orally. Also, during this game I will monitor students. I will be able to assess students and see who knows their vocabulary words and who does not. From there, I will be able to identify how much more time would I need to spend on this vocabulary words for other class sessions. -Likewise, this vocabulary game allows students alternative forms for expressing their understanding of information. Often English learners have learned the lessons information but have difficulty expressing their understanding in English, either orally or in writing (the same problem happens with Spanish learners). Thus, this hands-on activity can be used to reinforce the information presented.

-I will instruct students to get their old vocabulary cards (previously made in another class session) from the front of the class. -The game we will do is called Speedy Gonzales. In this game students seat with a partner facing each other. They use one set of cards to spread evenly on both desks. Teacher says the definition. Both students look for the word and whoever finds it, keeps the card. At the end, whoever has more cards wins the game and the winner receives a participation point. I will give students two minutes to get with their assigned partner and spread evenly their index cards. First day- 10mins

-They will play the Speedy Gonzales game. They will have two minutes to seat with a partner facing each other. They use one set of cards to spread evenly on both desks. I will tell students the definition. Both students look for the word and whoever finds it, keeps the card. At the end, whoever has more cards wins the game and the winner receives a participation point.

First day- 10mins

Independent Practice (Through) -I will instruct students to open their textbook to page 16 and do activity 1. Students will use their new vocabulary words to fill-in the sentences (please see attached photo of this activity). They will practice their vocabulary words in context. Second day- 10mins

-Verbal (Writing) -Interpersonal

-They will practice their vocabulary words in context. -Doing this workbook activity will make sure to assess students ability to use their vocabulary words in context. -This activity ties back to the ELD standard because students will be able to determine how meaning is conveyed explicitly through language.

Independent Practice (Through) - Students will open their textbook to page 16 and do activity 1. Students will use their new vocabulary words to fill-in the sentences. Second day- 10mins

-Verbal (Writing) -Interpersonal

-They will practice their vocabulary words in context. -Doing this workbook activity will make sure to assess students ability to use their vocabulary words in context. -This activity ties back to the ELD standard because students will be able to determine how meaning is conveyed explicitly through language.

Closure (summarize; make meaning of the lesson) -Now, we will transition to reading the poem. We will read Nota biografica. We will read about the author of the poem. -After reading Nota Biografica students will be using the Sharing Partners technique. -Thus, students will be able to think and answer a few comprehension questions about the Nota Biografica. Questions include: where is the author from? What did the author write about? What does the author writes about poetry? What are his interests? -Then, students will be able to pair up with two other students and share their thoughts. They will be able to compare thoughts and to clear up confusions. -Next, we will discuss the title of the poem. I will ask students to raise their hands and explain their ideas about what they think the poem is going to be about. -Then, to model the pace and pronunciation of the poem, students will listen to the audio first. While we are reading, we will pause after each stanza and discuss each verse. Students will be identifying its true meaning by a Think-pair-share activity. Students will have to think first about the meaning, and then they will be working with a partner to make sure they understand the material. Students will pair up with a partner and share their thoughts. Then, I will ask a few students to report their ideas to the whole class. -Also, I will make sure to emphasize the vocabulary words we learned. Students were introduced to the words, words were written, repeated, and now it is the time for them to see them

-Auditory -Interpersonal -By doing the Sharing Partners technique students learn to work in groups. Also, they learn to feel confortable about sharing their own ideas, thoughts, and/or opinions. -This strategy lets students compare thoughts and clear up confusions. Excellent for collaboration. -During this time, students will be able to read closely literacy texts to determine how meaning is conveyed explicitly and implicitly though language (this ties back to the ELD standards.) -I will use the audio of the poem to model the reading. -Then, by reading out loud I will give students the opportunity to practice their reading skills.

Closure (summarize; make meaning of the lesson) -Students will read Nota biografica. They will read about the author of the poem. -After reading Nota Biografica students will be using the Sharing Partners technique. -Students will be able to think and answer a few comprehension questions about the Nota Biografica. Questions include: where is the author from? What did the author write about? What does the author writes about poetry? What are his interests? -Then, students will pair up with two other students and share their thoughts. They will compare thoughts and clear up confusions. -Next, students will be listening and engaged in the class discussion about the title of the poem. Students will raise their hands and explain their ideas about what they think the poem is going to be about. -Then, students will listen to the audio of the poem. - While we are reading, we will pause after each stanza and discuss each verse. Students will be identifying its true meaning by a Thinkpair-share activity. Students will have to think first about the meaning, and then they will be working with a partner to make sure they understand the material. Students will pair up with a partner and share their thoughts. Then, I will ask a few students to report their ideas to the whole class. Students will raise their hands to discuss each verse. Second day- 30mins

-Auditory -Interpersonal -By doing the Sharing Partners technique students learn to work in groups. Also, they learn to feel confortable about sharing their own ideas, thoughts, and/or opinions. -This strategy lets students compare thoughts and clear up confusions. Excellent for collaboration. -During this time, students will be able to read closely literacy texts to determine how meaning is conveyed explicitly and implicitly though language (this ties back to the ELD standards.) -I will use the audio of the poem to model the reading. -Then, by reading out loud I will give students the opportunity to practice their reading skills.

-Key vocabulary was emphasized.

in context. -Then, we will read the poem Bolivar out loud. Second day- 30mins

Transfer (Beyond) (opportunities to apply the learning) -I will instruct students to complete page 1.13 and 1.14 of their workbook (please see attached activity). -Students will have to answer the comprehension questions about the poem. Questions that were briefly discussed throughout the reading as a whole class. Second day- 10mins

-Writing -Interpersonal

-By answering the comprehension questions both about the author and about the poem, students will demonstrate an understanding of the relationships between practices and perspectives of the Latin America culture (this ties back to the content standards.)

Transfer (Beyond) (opportunities to apply the learning) -Students will complete page 1.13 and 1.14 of their workbook. -Students will have to answer the comprehension questions about the poem. Questions that were briefly discussed throughout the reading as a whole class. Second day- 10mins

-Writing -Interpersonal

-By answering the comprehension questions both about the author and about the poem, students will demonstrate an understanding of the relationships between practices and perspectives of the Latin America culture (this ties back to the content standards.)

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group -I have two English Language Learners. However, I want to mention that it is a Spanish class and so all of the students are Spanish Language Learners. This lesson incorporates strategies that are used for ELs to meet their needs. Readiness level: -Student Y: She has an overall CELDT score of 3. She is at the intermediate level. Her listening skills are a 2. Her speaking skills are a 3. Her reading skills are a 3. Her writing skills are a 2. -Student M: He has an overall CELDT score of 3. He is at the intermediate level. His listening skills are a 3. His speaking skills are a 3. His reading skills are a 3. His writing skills are a 5. Learning profile: strengths and challenges -Student Y: Positive attitude. Students speak at an intermediate Spanish level. She likes to challenge herself. -Student M: Good sense of humor, liked by peers and staff, great decoding skills. Interestsacademic and/or personal -Student Y: She would like to get better at both writing and reading in English and Spanish. More specifically, she wants to read better in Spanish. -Student M: He wants to be successful academically, good manners, and responsible.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively -I only have one student with special needs. Readiness level -Student Y: Entry level, 290 Specific learning disability (SLD) Learning profile: strengths and challenges -Student Y: Positive attitude, difficulty in processing information. She can be easily distracted. Interestsacademic and/or personal -Student Y: She enjoys helping others and being around her peers. She is friendly and enjoys being part of teams. She likes art. She likes to dance too.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERSchoose area(s) as necessary based on information above Content (what materialincluding key vocabularyis learned) -For this lesson, everyone will be learning the same. Process (how the material is learned) -I will give students the vocabulary word in English. Like this, they will be able to identify the word both in English and Spanish. Based on learning profile and academic interest. -I will use gestures so that students can comprehend better the vocabulary words. Both students have intermediate speaking skills so I would make everyone work with a pattern so that everyone can work on their speaking skills. Based on readiness level. Product (how the learning is demonstrated) -Students will have the opportunity to be exposed and use their vocabulary words in different ways: orally, written, and visually. Based on learning profile

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Content (what materialincluding key vocabularyis learned) -For this lesson, everyone will be learning the same. Process (how the material is learned) -By using gestures and doing flashcards for the vocabulary words. Based on learning profile -Breaking assignments into small segments. Based on learning profile -Provide print material on tape/CD/ or live reader. Based on learning profile -Use the Think-pair-share strategy. Based on learning profile and personal interest -Use the Sharing Partners strategy. Based on learning profile and personal interest Product (how the learning is demonstrated) -Student will have the opportunity to be exposed and use their vocabulary words in different ways: orally, written, and visually.

RESOURCES (Attach materials needed to implement the lessone.g., power point presentation, text, graphic organizer) -PowerPoint presentation

This presentation introduces four new vocabulary words to students. The vocabulary words are hazaa, orador, valentia, and arrojar. The PowerPoint introduces these four vocabulary words that will be important to know in order to -I really liked this lesson because I saw that students were engaged in the read the poem Bolivar written by Luis Llorens Torres. In each PowerPoint slide, I lesson. Students were making questions as well as answering questions. introduce the word, give a definition, give two sentences using the vocabulary They were eager to participate. One thing that I noticed during the word, and use visuals. PowerPoint presentation was that most students were paying attention because of the visuals that I had for the vocabulary words. Also, another -Graphic organizer (three column chart) thing that helped me to grab students attention was including their names in In this three column graphic organizer, students will have to write the vocabulary my PowerPoint. When I used the vocabulary word in a sentence, I tried to use the names from my own students so that they feel included and students word, one sentence (made by themselves), and a visual representing the word. could laugh a little too. I was able to grab their attention easily. -Textbook, page 16-17 -During the vocabulary game, I was able to notice and assess that students needed more practice. Only a few students were answering correct when the Students have to read the Nota biografica. It is basically a biography about Luis definition was given. Thus, my teacher and I talked about that next time we Llorens Torres (the poet who wrote the poem Bolivar). have class with them, we are going to review the definition and practice all the vocabulary words in context. Then, we are going to make them work in -Workbook, page 1.13-1.14 partners and present the word to the class. It has comprehension questions about the poem. It asks students to analyze each -In general, I think my communication was appropriate to students verse and explain its meaning. proficiency levels. I was talking slowly but in a natural way. I was able to incorporate into my lesson a variety of techniques to make content concepts clear. Scaffolding techniques were also used to help differentiate for my ELL and special need students. (all materials are attached)

REFLECTION (Questions to consider after the lesson: What went well? Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?)

NAME: Elizabeth Campos Single Subject SDAIE Lesson Design Rubric

Design Component & Criteria Title, Curriculum Area & Grade Level 1 point Student Information 2 points Approaching Meets (includes the criteria for Approaching) & addresses the unit it belongs to and in what curriculum area and grade & describe each of the students readiness level, learning profile, interests and ELD proficiency level(s) & 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 and the ELD standard is based on student information (i+1) & clearly communicates to students about the expectations (rubric)

- EDSS 555
Exceeds (includes the criteria for Approaching & Meets) & describes where it fits within a unit plan. & includes prior successful differentiation strategies for each student. & explains how the assessment is a valid and reliable way to assess student learning. & identifies which of the six facets of understanding it is designed to address.

Provides a title that is related to the lesson activity Identify the names of the students that need differentiation (both EL & 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

Rationale 1 point

Standards and Objectives 3 points

Assessment 2 points

& provides a sample of student work.

Differentiation 1 point

Instructional Strategies 2 points

Provides an into, through and a beyond activity for lesson

Student Activities 2 points

Resources 1 point

Describes what the students will do during the into, through and beyond activity of the lesson All instructional materials needed to implement the lesson are listed/described.

Self-Evaluation (1 point will be deducted if not included)

Provides a copy of the rubric with the lesson plan

& 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 and 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 All instructional materials that are needed to implement the lesson are provided, such as power point, graphic organizer, sample student work, assignment rubric, quiz... & highlights or circles the evaluated criteria for each lesson component

& provides how the strategy will be assessed for effectiveness and altered if needed. & provides script for teacher and times for each activity.

& provides times for each activity.

& all materials listed for the unit are listed and/or provided.

& provides evidence for each criteria marked.