Appendix M.

Blank Lesson Plan Template

Day in
Language Level Spanish Level 1- Novice Low Grade 9 Date 7/17/17 2 Minutes 55-
Unit
Why is it important to learn about different types of personality traits?
Unit Theme and Question Why is it important to compare cultural perspectives?
Is our personality influenced by our culture?
Daily topic: Ques es un amigo?
STANDARDS LESSON OBJECTIVES
Which modes of Students can:
communication will be
Describe the characters in the story using adjectives
Communication addressed?
What are the communicative Interpersonal Identify the difference between a friend and an
and cultural objectives for the and acquaintance.
Interpretive
lesson? Cultures Presentational Compare how the United States Perspective on friendship
is different from that of a Spanish speaking country.

Connections Connect to students in Spanish speaking countries.

Comparisons Compare the US perspective with those of Spanish speaking countries.
Explore communities to compare difference between Spanish speaking countries and their
Communities
own communities
CCSS.ELA- Literacy. CCRA.R.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
If applicable, indicate how conclusions drawn from the text.
Connections Comparisons
Communities Common Core CCSS.ELA- Literacy. CCRA.R.3 Analyze how and why individuals, events, and ideas develop and
will be part of your lesson. interact over the course of a text.
Common Core
CCSS.ELA- Literacy. CCRA.LS.1 Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others ideas and expressing their own clearly and
persuasively.

CCSS.ELA- Literacy. CCRA.L.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
Keys to Planning for Learning, 2013
Appendix M. Blank Lesson Plan Template
Communication: Stage 1
1.2 Engage in oral, written or signed conversations.
1.6 Reproduce and represent a written , oral, or signed product in a culturally authentic way.
Cultures: Stage 1
1.1 Associate products, practices, and perspectives with the target culture.
1.2 Recognize similarities and differences in the target cultures and between students own cultures.

Materials Resources
Activity/Activities Time*
How many
Technology
Lesson Sequence What will learners do? Be specific. What materials will you
minutes will this
What does the teacher do? segment take? develop? What materials will you
bring in from other sources?
Teacher present the unit goals.
Journal #2:
Gain Attention / Activate Students complete Journal
Think about friendship and what it means to you. Think about 5
Prior Knowledge #2
how many friends you have and the qualities you look for in a
friend.
The teacher will explain that in Spanish, two expressions are used
frequently to describe friendly relationships: un amigo, which
means friend and un conocido, which means acquaintance.
You already know that the word amigo. Conocido comes from
the verb conocer which means to meet. Each expression 10
implies a different type of relationship. Students will listen to audio
of Ques es un amigo and
Provide Input
Students will read and listen to a text titled Que es un amigo? will follow along as they
about Marcos, a Costa Rican student on an exchange program and read.
Briana, a united States student on an exchange program.

In groups of two the students will listen to the audio and follow Que es un amigo Text
along with their finger.

The teacher will review

Elicit Performance / Provide The teacher will stop the audio at several points to ensure
10 comprehension strategies
Feedback students comprehension.
with students.

Keys to Planning for Learning, 2013

Appendix M. Blank Lesson Plan Template
After reading the article students will discuss and answer the
following questions in small groups.

Assignment #1
Make a T-Chart and describe Marcos and Briana using at least
5 adjectives for each character in Spanish.
Students will complete
Provide Input Comprehension Questions 15
Assignment # 1
How would you describe Marcos personality?
How would you describe Brianas personality?
Do you think their personality is influenced by their culture?
Do you differentiate between a friend and an acquaintance? If so
what terms do you use for this distinction?

The teacher will explain that in many Spanish- speaking countries

youll find lots of expressions for someone who is your friend:
hermano, cuate (Mexico), amigote (Espana), and compinche
(Uruguay, Argentina.

Assignment #2 Graphic Organizer- Ven Diagram

Elicit Performance / Provide
Feedback
Make a list of the expressions for a friend that are popular in
your community and make a list of expression for a friend that
are popular in a Spanish speaking country of your choice.
15 The students will complete
Students will discuss similarities and differences in groups.
Assignment #2- Ven Diagram
Guided Questions
Are there any similarities or differences?
How would you explain them to someone from a Spanish
speaking country?

The students will look at pictures and discuss what they see in
The students will complete
Closure Spanish speaking countries compared to their own world. 5
Assignment #3

Keys to Planning for Learning, 2013

Appendix M. Blank Lesson Plan Template
The students will work in pairs or groups.

Exit Slip

Compare how the United States perspective on friendship is

different from that of a Spanish-speaking country. Use the term
Enhance Retention & Students will complete an
amigo and conocido as you make your comparisons. 15
Transfer Exit Slip

Reflection Notes to Self
What worked well? Why?
What didnt work? Why?
What changes would you
make if you taught this
lesson again?
????
What worked well was having the script and the audio available for students when they read and followed along the
text called Ques es un Amigo. I believed the audio helped the students with their annunciation and listening
skills.
What did not work well was the Exit Slip. I should have taken more time to review the questions so that the
students could give me a thoughtful response.
The changes that I would make are replacing the Exit Slip with an interpretive formative assessment so that it could
be a bit more interactive and fun.

* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.

Keys to Planning for Learning, 2013