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DCSD Instructional Planning Instrument

Focus on Teaching and Learning

School Name:
Weekly Components
Teacher: Grant-Webb Week of: Unit Implementation Week:
Co-Teacher/Para: 09/13to15/17 6 week

Spanish lll Unit Name:


Course: Who am I ?

Priority Standards: Interpersonal Mode of Communication (IP)


(content specific) MLIII.IP1 The students exchange simple spoken and written information in the target language, with some
originality and spontaneity, utilizing utilizing cultural references where appropriate.
MLIII.IP2 The students initiate, sustain, and close oral and written exchanges in the target language,
applying familiar vocabulary and structures to new situations.

Supporting Standards:
(content specific) Interpretive Mode of Communication (INT)
MLIII.INT1 The students understand spoken and written language on newly acquired and familiar topics
presented through a variety of media in the target language, including authentic materials.
Presentational Mode of Communication (P)
MLIII.P1 The students present information orally and in writing using familiar and newly acquired
vocabulary, phrases, and patterns in increasingly complex sentences and stings of sentences.
MLIII.P2 The students present student-created as well as culturally authentic stories, poems, and/or skits
in the target language.

Non-Content Standards: Literacy Standard:


(WIDA, interdisciplinary ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective
standards, literacy, etc.)
echnique, well-chosen details, and well-structured event sequences. eracy Standard: ELACC9-10W6:
Use technology, including the internet

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in


groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.

ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 910 reading and content, choosing flexibly from a range of strategies.

ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in


word meanings.

ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge

Learning Targets: Comprehensibility: Express their own thoughts, describe and narrate, using sentences and strings of
(what learners will be able to sentences in oral presentations on familiar topics.
do at the end of the learning
activity) Language Control:Formulate oral presentations on familiar topics, using a range of sentences and strings
of sentences in present tense but also, with preparation, in future tense.
Comprehension: Identify main ideas and some specific information in computer generated
presentations.
Vocabulary Use: Demonstrate control of an expanding number of words, phrases and idiomatic
expressions.
DCSD Instructional Planning Instrument
Focus on Teaching and Learning
All students will be able to use a world language in addition to English to engage in meaningful
conversation, to understand and interpret spoken and written language, and to present information,
concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture
studies with their own, and participate in home and global communities.

Essential Question(s):
(address philosophical What is the influence of Hispanics in the United States?
foundations; contain
multiple answers; provoke How does art reflect life and values of a country?
inquiry) Why should a country preserve its nature?
What relationship do the geography and climate of a country have with its traditional plates?

Big Idea(s): Comprehensibility: Express their own thoughts, describe and narrate, using sentences and strings of
(main ideas, foundational sentences in oral presentations on familiar topics.
understandings, conclusions,
or generalizations)
Comprehension: Identify main ideas and some specific information in computer generated
presentations.
Language Control: Formulate oral presentations on familiar topics, using a range of sentences and
strings of sentences in present tense but also, with preparation, in future tense.

Students can, without significant scaffolding, comprehend and evaluate texts across a range of types
and disciplines, and they can construct effective arguments and convey intricate or multifaceted
information. Likewise, students are able independently to discern a speakers key points, request
clarification, and ask relevant questions.

They build on others ideas, articulate their own ideas, and confirm they have been understood.
Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging
vocabulary. More broadly, they become self-directed learners, effectively seeking out and using
resources to assist them, including teachers, peers, and print and digital reference materials.

Academic Vocabulary:
Recycled Vocabulary:
Physical descriptors: hair, blonde, brunette, red, short/long, tall, fat, slim, short/small, green, eyes,
old, young
Personality descriptors: nice, intelligent, funny, annoying, serious, athletic, shy

Daily Routine: to wake-up, to get up, to brush/comb, to fall asleep, to take a shower/bath, to wash,
to get dressed, to go to bed, to rest, to be bored, to put on makeup, to get undressed, bed, shower,
bathtub, lamp, alarm clock, cell phone

STEM/STEAM/ All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
Interdisciplinary needed to function successfully as both global citizens and workers in diverse ethnic and organizational
Integration: cultures.
Engaging Performance
Scenario:
DCSD Instructional Planning Instrument
Focus on Teaching and Learning
In the areas below, place an X in the box(es) to indicate the selected strategies and resources.
Activate Prior Questioning Clarify Previous Phenomenon
OPENING: Engaging Knowledge (Raises questions) Lesson
Instructional Activity Provide Scaffold Create Interest Other:
Feedback Instruction

Facilitate Academic Cooperative Other:


Learning Discussions Learning
Research-Based WORK PERIOD: Demonstrate/ Generating and Independent Other:
Instructional Strategies: Exploring, Explaining, Model Testing Learning
(weekly strategies chosen to Extending, and Hypotheses
guide teaching and learning) Elaborating Explain/Apply/Ex High-Level Other:
Interdisciplinary
tend concepts Questioning
Writing
and skills

Summarize
Provide Alternate Respond to EQs Other:
Lesson
Explanations
CLOSING: Evaluating
Allow students
Quick Write 3-2-1/K-W-L Other:
to assess their
own learning
DCSD RCD Aligned Lesson Plan Template 7/23/2017 5:04 PM
Components of this lesson plan may change according to the needs of the students.
DCSD Instructional Planning Instrument
Focus on Teaching and Learning
st Teamwork and Collaboration Innovation and Creativity Accessing and Analyzing Information
21 Century
Learning Skills: Critical Thinking and Effective oral and Written
Initiative and Leadership
(weekly strategies chosen to Problem Solving Communication
guide student engagement) Other:
Curiosity and Imagination Flexibility and Adaptability

Intervention Strategies
Intervention Strategies
Specially Designed Instruction for
(Tiers 1, 2, 3) Strategies for English Language Learners
Exceptional Education Students
Additional Support in Classroom
Re-Voicing Conferencing Visuals/Realia
Explaining Additional time Front-loading
Prompting for Participation Small group collaboration Echoing/Choral response
Challenging or countering Modify quantity of work Color-coding
Asking Why? How Take students dictation Multiple exposures in different media
Reread Scaffold information Pair-share
Differentiated
Practice new academic vocabulary Modeling
content/process/product
Assistive technology Consistent reward system Language scaffolds: eg, sentence frames
Pre- teach & re-teach in a different way Refer to students IEP or 504 plan Deconstruct complex sentences
Use of manipulatives Assistive technology Increase student-to-student talk
Collaborative work Strategies vocabulary instruction
Create differentiated text sets Additional think time
Gifted Extensions for Learning
Tier 1
Flexible- Learning Groups Varied Pacing with Anchor Options Varied Supplemental Materials
Choice of Books Work Alone or Together Computer Mentors
Homework Options Flexible Seating Think-Pair-Share
Use of Reading Buddies Varied Scaffolding Open-ended Activities
Various Journal Prompts Varied Computer Programs Explorations by Interest
Student/Teacher Goal Setting Design-A-DAY Options for Competition
Tier 2
Gifted Edu. Cluster Classes Alternative Assessments Community Mentorships
Gifted Edu. Collaboration Classes Subject Advancement within class Stations
Tiered Activities and Products Curriculum Compacting Group Investigations
Use of Literature Clubs Tiered Centers Assess Students in Multiple Ways
Multiple Testing Options Spelling by Readiness Student choice
Multiple Texts Varying Organizers Simulations
Tier 3 Tier 4
Advanced Content (all core content) Above grade level accelerated (all core content)
Resource Classes Advanced Placement Classes
Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internship/Mentorships
Differentiated Instruction Assessment Evidence
(content, process, product) (formative, summative)
I will differentiate my content this week by offering tiered I constantly use formative assessments every homework
instruction to students who are at different readiness levels. assignment, every check for understanding, every group
I will differentiate my product this week using the present discussion, every immersion lesson, etc. These are all interactive
Data,to meet their need. activities where I am able to assess students understanding
through their interactions and responses. I always to make sure
that I call on the students who are less engaged to make sure they
are understanding. I will not be having any summative assessment
this week (Unit 1 test planned for Tuesday 8/29, but I will be
having homework, class discussions, an immersion lesson and
DCSD RCD Aligned Lesson Plan Template
Components of this lesson plan may change according to the needs of the students.
DCSD Instructional Planning Instrument
Focus on Teaching and Learning

DCSD RCD Aligned Lesson Plan Template


Components of this lesson plan may change according to the needs of the students.
DCSD Instructional Planning Instrument
Focus on Teaching and Learning
Textbooks Lab Materials Other: (List the other resources below.)
Audio/Visual Aids Course Syllabus
Resources: Handouts Dictionaries
(weekly materials chosen to
White Boards Video Clips
support teaching and
learning) Electronic Devices Promethean Board
Supplemental Texts Manipulatives
Calculators Internet (tech)

Daily Lesson Plan for Monday

Pre-Instructional Activity:
(sponge; bell-ringer; journal;
allows attendance to be
taken)

Opening (ENGAGE):
(introduces the lesson;
summarizes previous lesson;
clarifies misconceptions)

Work Period
(EXPLORE/EXPLAIN/
EXTEND/ELABORATE):
(allows students to
practice concept; assesses
student learning)

No school
Closing (EVALUATE):
(summarizes lesson; ensures
understanding; clarifies
misconceptions)

Daily Lesson Plan for Tuesday


Pre-Instructional Activity:

Opening (ENGAGE):

Work Period No school


(EXPLORE/EXPLAIN/
EXTEND/ELABORATE):

Closing (EVALUATE):

Daily Lesson Plan for Wednesday


Pre-Instructional Activity:

No Students write and illustrate one silly sentence containing two vocabulary terms.
Opening (ENGAGE): Volunteers will show their sketches for classmates to gess the sentences.

Work Period
(EXPLORE/EXPLAIN/ TEACHER : Explain to student that they are going to make a series of statements about things they did
EXTEND/ELABORATE): at one time or another. (Organic una fiesta. Jugu ftbol. Gan un juego. Com un desayuno grande.)

DCSD RCD Aligned Lesson Plan Template


Components of this lesson plan may change according to the needs of the students.
DCSD Instructional Planning Instrument
Focus on Teaching and Learning
STUDENT,S stand up when they hear The TEACHER say something that they, too, have done. will be
included examples of some things that students are very likely to have done.

TEACHER: Instruct students to write an e-mail talking about what they did on a trip they took.
I WILL GIVE A FEW MODEL first-person preterite verbs to begin with, such as camin, escal, nad.
Encourageing them to express things that they really enjoyed doing.
TECHER:Divide students into groups of three. Give each group two bags: one with irregular preterite
stems and the other with preterite endings
Studentsr andomly select a preterite stem and ending. If the ending does not match the stem, they will
pick again until the parts match. Then see how many sentences each group can put together using the
verbs.
IEP Modification Modify Activity 4, p. 27, by asking students to respond as you combine the words to
form questions.

DCSD RCD Aligned Lesson Plan Template


Components of this lesson plan may change according to the needs of the students.
DCSD Instructional Planning Instrument
Focus on Teaching and Learning
STUDENT WILL DEMOTRATE WHAT THEY HAVE LEARNED. DOING A TEST.
Closing (EVALUATE):

Daily Lesson Plan for Thursday


Pre-Instructional Activity:
Menciona cuatro cosas que necesitas para acampar y el verbo que asocias con cada cosa.
(5 min.) Unit 1 Opener, pp. 2829: Have students look at the map of Mexico and the photos, and talk about how
Opening (ENGAGE): Mexico has changed since the days of the Aztecs.

Work Period TEACHER: Give each student a copy of Octavio Pazs poem Viento, agua, piedra and have them work in groups of
(EXPLORE/EXPLAIN/ three to rewrite it in the preterite. Each group can simply cross out the present tense verbs and write them in the
EXTEND/ELABORATE): preterite. Then the class reread the poem chorally, in the past tense.
TEACHER Bring photos or items representative of beach activities and distribute them among the students.
Then mention the activity illustrated by each photo or object and write it on the board. The student holding that photo
or item must hold it up and repeat the activity.
STUDENTS draft five questions about beach activities. They will be Organize into pairs and take turns asking and
answering each other questions. students follow up when possible with expansion questions including dnde, cundo,
con quin(es), por qu, por qu no.
:
5 min.) Para y piensa, p. 39. Have students identify the verbs in the activity that will change spelling in the preterite
Closing (EVALUATE): yo form (utilizar, pagar) before completing the activity.

Daily Lesson Plan for Friday


Pre-Instructional Activity: Para cada situacin, escoge la expresin que mejor la describe.
Brbaro! Padre! Mal! Chvere! Horrible! Volao!
1. Encendiste una gran fogata para hacer la cena.
2. Una serpiente entr en la tienda de campaa.
3. Unas mariposas te siguieron por el sendero.
4. El kayac se llen con agua.
5. Te ofrecieron un gran descuento en el albergue juvenil.
6. Hice una excursin por la selva para ver las flores y los pjaros.

(5 min.) Lesson 1 Opener, pp. 3031. Have students look at the photograph and share their experiences with
Opening (ENGAGE): camping.

Work Period 10 min.) Contexto 1, Poster. Read the Leer strategy on p. 35.
(EXPLORE/EXPLAIN/ TEACHER draw a mind-map on the board and record students responses
EXTEND/ELABORATE): (10 min.) Audio Script, URB 1, pp. 8187. Play audio to introduce the poster on p. 35.
(10 min.) Read aloud the poster on p. 35. After each bulleted point, Teachers ask a volunteer to read aloud the point
and translate the words into English.

Closing (EVALUATE): Assessment:Formative: Evaluate studentsThey will demostrate what they have learned doing a quiz.

DCSD RCD Aligned Lesson Plan Template


Components of this lesson plan may change according to the needs of the students.

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