Professional Documents
Culture Documents
Students will write a short paragraph (4-6) sentences based on a prompt of 3 questions using
the future tense.
Prompt: Respond the prompt using the future tense (4-6 sentences): What job do you want to
have after you leave high school? What do you need to do in order to work in your chosen field?
What difficulties might you have in finding a job?
Rubric: 12/15 Mastery
Exceeds Meets Expectations Does not Meet
Expectations expectations
(2) (1)
(3)
Completion of task Writes 6+ sentences Writes 4-5 sentences Writes less than 4
All questions Most questions sentences
answered in Spanish answered 1/3 questions are
Written in Spanish answered
(little Spanglish) English is used
frequently
Understanding of Provides clear and Provides a summary No summary
article concise summary that shows some provided
from the article understanding of the
article
comprehensibility Most sentences are Some sentences are The paragraph is
easily understood understood without very difficult to be
great difficulty understand
Language Use Future tense is used Future tense is used Future tense is
mostly correctly and with some errors rarely used and has
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consistently when throughout the many errors
describing the paragraph
future
Based on the WU, what do you think we are talking about today?
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Teacher Will: Student Will:
How will you What will students be doing to actively
model/explain/demonstrate all capture and process the new material?
knowledge/skills required of the How will students be engaged?
objective?
What types of visuals will you use?
How will you address
misunderstandings or common student
errors?
How will you check for
understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could teach it?
1. Introduce the title and picture of the 1. Make predictions about the article when
Instructional Input
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Students can have their textbooks out to use when they come across unfamiliar words or
vocabulary they have not memorized yet
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Teacher Will: Student Will:
How will you ensure that all students How will students practice all
have multiple opportunities to practice knowledge/skills required of the objective,
new content and skills? with your support, such that they continue
What types of questions can you ask to internalize the sub-objectives?
students as you are observing them How will students be engaged?
practice? How will you elicit student-to-student
How/when will you check for interaction?
understanding? How are students practicing in ways that
How will you provide guidance to all align to independent practice?
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could facilitate this
practice?
Guided Practice
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
Students will be randomly grouped based on a random seating arrangement and during the
discussion students can write their responses down so they do not forget them.
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Teacher Will: Student Will:
How will you plan to coach and correct How will students independently practice the
during this practice? knowledge and skills required by the
How will you provide opportunities for objective?
remediation and extension? How will students be engaged?
How will you clearly state and model How are students practicing in ways that align
academic and behavioral expectations? to assessment?
Did you provide enough detail so that How are students using self-assessment to
another person could facilitate the guide their own learning?
practice? How are you supporting students giving
feedback to one another?
Independent Practice
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Students have the option of writing or typing their response depending on their preference
Students can ask questions at any point for clarification
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Lesson Reflection
In a Spanish classroom, every lesson should be devoted to the development of the three modes of
communication. Just like with any language, students should be able to speak, write, read, listen, and present
information with more and more success as the course progresses. Literacy is something that seamlessly fits
within these standards for communication. In order to become literate, students must know how to read, write,
and interpret information in a language with accuracy and fluency. As I developed a literacy-based lesson for
my students in my internship classroom, I could not help but notice the importance of these skills in learning the
Spanish language. I was sure to keep all of these factors in mind as I created the lesson plan.
This lesson was created specifically for the Spanish 2 classes at my internship. At the time, they had
been learning how to use the subjunctive and future tenses as well as vocabulary related to nature and the
environment. The lesson was taught to the last period of Spanish 2. These students have all been learning
Spanish for nearly 2 years, as the lesson was taught in early April, and this particular group is highly regarded
by my mentor for their intellect and behavior during class. Due to their generally high levels of achievement,
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my mentor believed they would be the best group to teach a brand new lesson to. Previously, reading and
discussion were incorporated very rarely within the curriculum, so these students have had very little experience
with these skills. To create a lesson in which, students could practice these unfamiliar skills without getting
overwhelmed, I was constantly conscious on Krashens i+1 hypothesis. This theory recommends teachers
should teach a level above students current level of understanding. Content should be challenging but still
attainable. If it is too difficult, students are likely to give up on developing these skills. The input we provide, or
the resources and instruction we use, must be at an optimal level for the development of literacy and
I kept this hypothesis in mind by searching for a reading passage that is directly related to students
current course material and level of instruction. Another major principle of teaching a foreign language is the
incorporation of authentic resources. Authentic resources are defined as texts developed by native language
users for native language users (Clementi, Terrill). These texts ensure students receive relevant information that
can potentially help engage students in learning the language in question. The difficulty in incorporating these
resources is in finding texts that are comprehensible at their particular level. However, I was able to find an
article that was tailored for students at this level that featured information regarding an authentic issue in Spain.
The article discusses the job shortage in Spain and the tendency for Spanish youth to seek agriculture based jobs
as an alternative. This article, though not completely authentic, at least portrays authentic situations that are
relevant to students at this level. As these students previously had very little experience in reading longer
passages, I chose to highlight an annotation based strategy. During the reading portion, students were tasked
with the responsibility of making notes and questions to help develop their comprehension. Before the reading
segment, the passage was introduced using a prediction strategy. Though not explicitly an anticipation guide,
students were given a warm-up translating sentences in the form of suggestions to introduce the concept. After
they translated, students were asked to respond to the suggestions to express how they feel and what the class
would be discussing that day. This strategy as described in chapter six of Content Area Reading allows students
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to gain some understanding and context prior to reading. This is what an anticipation guide is meant to do in a
nut-shell.
After the reading portion, discussion was planned to be incorporated do guide comprehension of the
article and to open up the opportunity to build higher-order thinking skills. As chapter 5 of Content Area
Reading recommends, I divided the class into small groups of four students. This size allows for every student
to participate to a reasonable degree and there is less potential for students to blend in without contributing to
the conversation. To further encourage even participation, the discussions were based on the round robin
strategy that allows students to take turns responding to prompts or questions. I used four questions and
indicated that a different student should start each time. The questions used focused on the main ideas of the
passage, opinions and reactions to the article, and comparisons between the article and observations they had
made of their own community and culture. This range in questioning digs into higher order thinking that is
meshed with cooperative learning strategies that can help guide the comprehension of the text.
I was pleasantly surprised by the response to the lesson. Though the students had very little experience
reading in Spanish, most of the students were able to make significant notes while annotating and some were
done reading fairly rapidly. I believe the prediction phase of the lesson contributed substantially to the
comprehension due to the seamless transition from reading to discussion. Even the discussions were fairly
successful. Though it was clear some students were able to discuss with more fluency in Spanish, in the small
groups I noticed everyone was engaged in the activity and were able to contribute something to the
conversation. My only regret is that the timing of the lesson was not perfect. I had planned a short writte
response to be completed at the end of class in order to further assess comprehension, however I was forced to
assign it as an optional homework assignment. Though I only received two responses, I was amazed at the
quality of both and would have been interested to see what other students were able to contribute. Overall, I
believe this was a very successful lesson and one I hope to include in my own classroom someday. If I
incorporate strategies such as these from the beginning, I think my students could be even more successful in
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Works Cited
Clementi, D., & Terrill, L. (2013). The keys to planning for learning: effective curriculum, unit, and lesson
design. Alexandria, VA: The American Council on the Teaching of Foreign Languages.
Vacca, R. T., Vacca, J. A., & Mraz, M. (2017). Content area reading: literacy and learning across the