WORLD LANGUAGES LESSON PLANNER

Initial Preparation Plans

FFT Support, 1.c (Setting Instructional Outcomes)

IDENTIFY STRATEGY(IES) or I can be understood while speaking the target language (Interpersonal Communication, Presentational
SKILL OBJECTIVE(S) FROM Communication, SL 1, Literacy 1)
STANDARDS
Interpretative mode: demonstrate comprehension
Connections: reinforce the use of language (subject pronouns in both languages)
Comparisons: Compare the use of subject pronouns in English and Spanish

MATCH OBJECTIVE WITH TEXT “Pronombres Personales Sujeto” grammar on pg. 40

Ensure material/resources is well-aligned to the
chosen strategy/skill and to student needs/interests/
cultural diversity
LESSON OBJECTIVE(S)/OUTCOMES Students will learn how to identify and determine the correct subject pronouns in Spanish.
Objective(s) must be
● specific, doable, assessable in the allotted
time
● measurable
● written with verbs for expectations of high
rigor
● stated as a learning outcome
● in PGCPS format, posted visibly, and
stated aloud to students
VALUE, SEQUENCE, AND Previously, students learned vocabulary to identify family members. Students have also learned the use of
ALIGNMENT /BALANCE indefinite and definite articles in Spanish. This provided students with the opportunity to increase their vocabulary
Students must be able to build their understanding and to learn about the gender-number agreement rules in Spanish. In this lesson, students will learn to use
of important ideas from concept to concept. subject pronouns. This lesson is essential for the rest of the course because students need to understand the use
● How does the lesson fit in with previous and
future lessons in this unit of study?
of subject pronouns in order to conjugate any verb in Spanish. In the next lessons, students will to conjugate and
● How will this lesson proceed in terms of time use the verb “ser” (to be).
and learning tasks?
● What interdisciplinary connections and/or This lesson will take place in a 55-minute class. Students will do a warm up, then they will review different parts of
technology will be made in this lesson? speech in English. After, students will learn the different subject pronouns in Spanish. Students will then work with
● In what ways is this lesson rigorous and
authentic?
a partner to determine which form of the pronoun “you” they would use in specific situations. After they are
● Is there a balance of instruction for World finished, students will practice using subject pronouns independently. At the end of the period, they will complete
Language skills: listening, speaking, an exit ticket.
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 reading, writing and language use?
Suitability for Diverse Learners
● What accommodations or differentiation
of instruction/use of UDL has been
provided for diverse learners (TAG, ESOL,
SPED, 504, etc.)?
● Are the outcomes providing cultural
sensitivity?
● Are assessments differentiated?
Lesson Component/Teaching Moves
FFT Support, 1.e (Designing coherent Instruction)
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I will use a PowerPoint presentation to visually present subject pronouns.
This lesson is rigorous because it requires students to learn, identify, and select the correct subject pronouns
based on their knowledge of gender-number agreement rules in Spanish.
Listening: Students will listen to their classmates discuss their reasoning for choosing subject pronouns.
Speaking: Students will learn to use subject pronouns.
Reading: Students will read sentences in Spanish and choose the correct subject pronouns.
Writing: Students will explain their choices of subject pronouns.
(This space should be used to make notes about differentiating for diverse learners, learning tasks/formative assessments,
students with whom the teacher will conference, etc)
Guided notes are provided for students to fill in. Guide notes help students understand the key concepts they must
focused on.
Visual presentations are used for students who learn best by having new information visually presented to them.
SPED students’ specific accommodations will be followed.
SPED students will receive extra time, modified classwork, and, if necessary, texts with the keywords highlighted.
Lesson Notes Essential Question(s),
FFT Support, 2d (Managing Student Differentiation/Modifications and Resources Needed
Behavior)
FFT Support, 3.b ( Questioning/Discussion
Techniques)
FFT Support, 3.c (Engaging Students)
FFT Support, 3.d (Using Assessment in
instruction)
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Instructional Materials and Resources
● Utilize relevant instructional materials and *Santillana Spanish 1 textbook
course texts pg.40. This resource provides
● How do the course materials students with additional practice.
enhance/further/accommodate student
learning?

Introductory & Developmental Teacher will review parts of speech

Activities- 15-20 min. with students in English.
-Connect and Engage (I do)-5 min. After, teacher will introduce subject
● Explain/review the strategy/skill and how it is pronouns in Spanish.
used. Students will identify parts of
● As appropriate, build/activate background speech and provide examples of
knowledge and vocabulary necessary.
● Pre-assess as appropriate.
each. They will then write the
● Students engage with primary lesson material correct subject pronoun for each
(set their purpose, use reading strategies, use picture.
strategic behaviors).
● How will this experience help students develop
proficiency with:
After the new grammar has been
● 5 C’s: Communication,
Cultures, Connections, introduced, teacher will ask
Comparisons, students to identify and select the
Communities correct subject pronouns in
● Modes: Interpersonal, Spanish.
Interpretive,
Presentational
● Skills: Listening, Reading, Students will turn and talk to the
Writing, Speaking person next to them and provide
their own example of a pronoun.
-Modeling (I do)-10 min. A brief teacher-
directed lesson
● Model the skill/strategy.
● Record think-alouds for the students (sticky
notes, anchor chart, etc.)
● Engage students. Insert Turn and Talk or
other student response checks to monitor
understanding

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Guided Practice - 10-15 min.
(We do)
Identify guided practice needed before releasing Partners:
students to practice on their own.
The teacher will display different Alejandra, Kahmila
● Consider :
o Cooperative groupings. scenarios and people on the board. Alexander, Daneko
o Conceptual difficulties that might arise. Students will work with a partner to Jakeirra, Memphis
o How students can initiate discussion. determine which form of the Malaijah, Markell
o How tasks are differentiated and pronoun “you” they will use in Herron, William
cognitively challenging. Spanish. Students must explain Jaelyn, Jerard
o How the tasks advance students’
understanding and learning. their reasoning.
o How to mentally engage students with the Students have been paired up based on their skill level. Every pair has one
content and aid in constructing student who is strong in their understanding of Spanish and one student that
understanding. requires additional help.
o Ways to check for understanding or need
for further support.
Independent Task(s) - 20 min. Students will then independently
(You do) practice using pronouns in
What opportunities will students have to use the Spanish.
new skills/concepts in a meaningful way? How will
students expand and solidify their understanding of
the concept and apply it? How will students
demonstrate their mastery of the essential learning
outcomes?
May be a continuation of the practice task.
CLOSING (5-10 minutes) Students will complete exit ticket.
Includes one or more:
▪ Assessment of student learning, including student
reflection on what was learned which may include:
*Homework will be handed out and
o Connections to previous and new learning. explained.
o A review of the lesson objective and if it was
achieved.
o An exit slip, final journal reflection, or other
means of informal assessment.
o Student sharing and peer feedback.
o Celebrations of learning.

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