Segment Teacher tasks Student tasks Rationale Time Materials Anticipatory. Students write sentences in English. 5 minutes Paper, pen Set

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1 Jenny Huscher Dr. Petersen Sped 401B Assignment 3 Lesson Plan 1 Saber Versus Conocer Objectives: Students will be able to identify when they use the term to know in English and how that transfers to Spanish. Students will be able to discern the difference between saber versus conocer (both to know ) based on their own experiences with using the term in English. Assessment: formative. Teacher judges student comprehension by informal assessments and asking questions, getting students involved in discussion. If necessary, students can take a quiz the following class for a comprehension check. Segment Teacher tasks Student tasks Rationale Time Materials Anticipatory 5 minutes Paper, pen Set Warm-up Input Teacher tells students to write down 5 sentences in English using I know Teacher has students write down two of their sentences on the back dry erase board Teacher has students think for 30 seconds Students write sentences in English Students write two of their sentences on the back board in English Students think of categories to organize all the sentences Lets students use background knowledge and builds selfefficacy Students are kinesthetically involved and working as a class Teaches students a study skill of semantic mapping, pattern building, and 5 minutes Dry erase board and markers 1 minute

2 Input Input Guided Practice Closure Teacher has students think for 30 seconds Teacher hands out graphic organizer Teacher writes on overhead Teacher has students write a Students think of categories to organize all the sentences Students as a class come up with a way to group the sentences with themes Students as a class decide which categories use saber and which use conocer and write them on the back of the graphic organizer Students write a summary Teaches students a study skill of semantic mapping, pattern building, and organizing Students are working together to categorize data Students are transferring their knowledge of the English language into Spanish language by means of relevant information Allows students to review what they learned 1 minute 5 minutes Graphic organizer 10 minutes Overhead transparency, markers 5 minutes Paper, pen Classroom Demands for lesson #1 Cognitive: Students must be able to take the abstract concept of to know and apply it to specific examples. Students must be able to categorize and group individual specific sentences into broader terms a higher level task. This also requires students to connect English to Spanish in a way that cannot be direct translation. Conocer means more to be familiar with and is associated with people whereas Saber is more for facts and specific data. There is only one word for this in English and students must be able to discern which word they need in

3 Spanish. The graphic organizer is a tool that should help students who have trouble categorizing and labeling. Social: Students must be able to get up around the room and interact with each other when they write on the board. They also must participate in classroom discussion and use tasks such as turn-taking and active listening. They must be able to take directions and know when it s ok to talk and when they must work individually. They must cooperate and come to a common end decision. They are working interdependently to achieve the same goal. Physical: Students must be able to read and write to do this activity as well as get up and write on the white board. Students must be able to see and use the entire classroom as they will be writing on the back of the class and then viewing the overhead and the white board at the front of the room. Perry Note student learning strengths and needs Perry does have strong academic abilities but due to his recent accident he will have difficulties participating and being actively involved especially because part of this activity involves physical movement which will only remind him of his disability. This activity will allow Perry to say things that he knows how to do regardless of whether or not he is able to anymore and this might bring him some sense of pride or perhaps remorse. Writing will also be a difficult task for Perry in both writing at his desk and writing on the back white board. Check potential areas of student success

4 Perry will have no problem communicating with his peers and participating in class discussion. He should have success making the cognitive connection between to know and the two forms in Spanish as well as being able to determine when to use which. This is why I think that it s important to let students both succeed in written and oral form because of the varying abilities and strengths of students. Clearly, Perry will be able to make up for his difficulty in writing by being an avid member of the class discussion. Look for potential problem areas Having students write on the board and write in their notebooks will both be difficult tasks for Perry. Not only will these tasks be difficult if not impossible for Perry to do but it will also be frustrating and only remind him of his own limitations. It would really be frustrating for Perry to watch as all of his classmates get up and interact while he has to sit and watch. It would also be frustrating for Perry to ask for help in writing or to sit and wait while the other students write. Use information to brainstorm potential adaptations It is an option to have students write down the sentences in groups of two and then Perry could still participate and contribute without feeling left out and his partner could write. It could also be nice to let Perry work with a friend to write or just think of them in his head and trust that he will do the task. Having a paraprofessional write it for him would work but it might be too embarrassing. Perry could feel free to go up to the white board with the other students and just have a friend write his two sentences for him. Decide which accommodations to implement with rationale

5 I will let Perry come up with five sentences in his head. I think that this way he will be able to feel confident in knowing that I trust him to still participate without calling attention t the fact that he cannot write by having a paraprofessional or a student helper. I also think that having a student assigned to help Perry for activities from the beginning of the semester would be helpful for activities like having the students write on the board. It would be best if it was a student that Perry chose or that was good friend with him, but hopefully they are mature enough in high school to be willing to help. I think that having this set up from the beginning of the semester would help also not draw attention to the fact that Perry has a disability. It will just become common practice for student x to help Perry with activities that require movement or writing on the board. For the final activity of writing out a summary, it would be simple for the teacher to have Perry explain it to her aloud at his desk while the rest of the students are working. If Perry is placed in the corner of the room it can be done quiet enough as to not disturb the rest of the students. The teacher could also have Perry state it as an example or a model for the rest of the class before they start to write. I do not think that any adaptations need to be made as far as the objectives. Perry will be able to accomplish these despite his limitations. I think that since Perry will not be able to use pen and paper either just having him make a mental note when possible (coming up with 5 sentences) or letting them work with partners on the rest of the task like making the graphic organizer. Hopefully the room set up would have already been taken into account before this point but having a student in a wheelchair will require special placement he would probably do better on the outside of the room and by having wide isles so he can move around the room for group activities. The evaluation method should be the same but having the students work in

6 pairs will allow the teacher to evaluate his and his partner s knowledge of saber versus conocer on the graphic organizer. Evaluate Student Progress I will collect Perry s summary and monitor his work throughout the activity to make sure that he is following along and make more changes if I feel like he needs them. I should be able to tell if Perry is following along or getting the main idea by his summary which is the main point of the lesson plan. The sentences are just a way for students to get there. TJ Note student learning strengths and needs TJ has limited reading abilities due to his learning disability. Comprehension and fluency are two of the things that he struggles with in reading. Organization is also a difficult task for TJ. He is very good at interpreting information that he receives orally or visually in the form of maps or graphic organizers. He is also a great member of class discussions and is good at expressing his own thoughts and opinions vocally. Because of his learning disability, TJ also fights low self-esteem issues. Check potential areas of student success TJ will be good at the discussion portion of this class. The reading is very limited and he should have little problems writing out the 5 sentences and then choosing two to write on the board. This is not a high linguistic load activity and TJ should be able to follow along because of the limited amount of Spanish writing that he will have to read.

7 Look for potential problem areas The organization might be challenging for TJ but that is one of the reasons I have the entire class working on that together. It might actually help him in future language activities to learn semantic mapping and organization of information. I can see future activities involving these vocabulary words being challenging and well as the end activity of summing up what he has learned. It might also take TJ more time to write his five sentences and organize the different forms of to know on the board. I can also see TJ becoming distracted and frustrated and becoming a distraction for his classmates if he feels that the task is too challenging for him to accomplish. Use information to brainstorm potential adaptations I think that letting students have plenty of time to write five sentences or even giving them a minute for each and helping them pace themselves would help keep TJ on track. It might be better to just give them five minutes and let them finish when they do and stay quiet until they have. This is why it s a good idea to have extra tasks ongoing for students like vocabulary note cards or books for them to read. TJ also doesn t necessarily have to come up with 5 sentences since we ll only be using two of them for the rest of the activity. Five is just a good number to shoot for to get kids involved and thinking. I also think that having a graphic organizer handed out sooner so that TJ can see what I mean when I ask them to think about organizing the words might be helpful. I also think that letting them work with a partner to organize the material might help TJ not feel so lost or behind the other students. To make sure that TJ feels valued and important and to keep him from getting frustrated it would be good to make sure that he participates in the class discussion.

8 Decide which accommodations to implement with rationale The timer might be distracting and disruptive for the other students. It would be better for TJ to just let him work at his own pace without trying to monitor his every action and keep him up with the other students. It is a simple enough activity that even if a child does finish early, they won t have to wait a very long time to wait for TJ to finish. In the end, it doesn t matter if TJ writes all five or not as long as he has two by the time everyone else has five. I still think it s a good idea to have kids think individually about how to organize the sentences on the board but I also think that after they have thought about it for a minute or two it would be great to let them converse with a partner. That way, if TJ doesn t have anything, he can get help from a classmate. Making sure TJ is a part of the class discussion is a great idea as well. I don t think that I will be specific for the end of the activity because ultimately, that is for the students own benefit. If they can remember the difference in a two sentence summary, great. If they would rather use a picture, that s fine too. I want them to feel free to remember this however they can. I will provide 2 examples to help students like TJ get a head start. I do not think that TJ will have trouble meeting the objectives of the class or using any of the materials that I have planned. I also think that the break up of having half of the activity be individual and the other half being group will help TJ be able to keep up and stay on track with his classmates. Perhaps summing up and the end will be somewhat of a challenge for TJ but I don t want to underestimate his ability and I think that after having him walk through the entire rest of the activities this end task will not seem so overwhelming or difficult. It might be helpful to give a specific length or number of sentences that I am looking for. Evaluate student progress

9 TJ will hand in his summary just like all of the other students but if he cannot I will have to ask him to give me a verbal summary after class while the other students are writing which shouldn t be a problem if I just walk over by him and ask him to explain the difference. I will also be making informal formative assessments during the entire activity to make sure that TJ is following along. Sam Note student learning strengths and needs It is clear that Sam enjoys learning and is not afraid to put forth effort. He is enthusiastic and will try hard to succeed. Vision is an issue, not only in the type of reading and comprehension he must do but the amount of time that he must do it in. I also think that trying to have to concentrate for long periods of time will be a challenge. I am not sure how Sam will participate, if at all, in group discussion as he is somewhat of a loner and is not very well accepted by his peers. Check potential areas of student success. Sam will be able to think of the sentences in English, and should be able to write them down. This is not a large amount of writing and should not take long at all. I also think that Sam will be able to write 2 of his sentences on the board. The students should be writing large enough that he can see it, and if he cannot see it from his seat it will be fine to have him walk around and read some of them. Sam should be able to be part of the class discussion because it involves tying background knowledge to new terms. The graphic organizer should also be very do-able for Sam, especially because it only requires short phrases or single words.

10 Look for potential problem areas It might be difficult for Sam to read what the other students have written on the board. There are 27 students in the class and it will be a lot of jumbled up information for him to take in. Also, any writing that I do on the front board might be difficult for him to read, as well as the overhead. Categorizing the sentences on the board might prove to be a challenge for Sam because he might not be able to read all of the sentences. If Sam has low self-esteem or knows that he is a loner and is made fun of by his peers, group discussion might be difficult for him to participate in as well. Use information to brainstorm potential adaptations It might be helpful to let Sam move around the room for different parts of the activity. Since I m starting the activity with words on the back, he could sit closer to the back to be able to see better and decipher at least a couple sentences, and then when we move to organizing them he could move towards the front to be able to see what I write on the front of the board and also on the overhead. I also think that having students participate in small group discussion with a list of questions might help Sam to feel more comfortable in sharing since it wouldn t be in front of the whole class. I do not think that there need to be any adjustments made to the objectives for Sam. I think that these are all easily within his reach. I do think that perhaps the materials might need to be adjusted. If Sam does better reading off of the board than the overhead, I would use the board at all times and not use the overhead. If Sam did better reading off of handouts, I would make copies of powerpoints when it was possible to plan ahead. I do not think that there is enough writing required at the end to be too strenuous for Sam to complete.

11 Decide which accommodations to implement I will let Sam have the option of moving around the room and I do not think that this will be a distraction for the other students because they will also be moving around to write their sentences on the board. It might be good to have an empty desk in the front and in the back of the room for when he needs to move and he can feel free to do that without making a big commotion and disrupting class. If Sam is unable to read the sentences, I would have him copy down 10 from the board short ones and then try to categorize those. He doesn t need to be able to see all of the sentences to come up with categories. He just needs a few. I would try to use big visuals on the board and write largely in short sentences or phrases so Sam could hopefully see them. I would also make sure all of my writing is reinforced verbally. Evaluate student progress If Sam is unable to write a summary, he can tell me orally in a short couple sentences or I can ask him to tell me three things that he knows using saber and three things he knows using conocer. This can be done while the other students are writing or later on in other classes for reinforcement. I can also keep track during the activity through monitoring and observing Sam s work and asking questions, getting him involved in discussion.