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Lesson Plan - Family
Lesson Plan - Family
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM Goal Area: Communication
STANDARDS Standard: Interpersonal mode: Learners interact and negotiate meaning in spoken, signed, or written
conversations to share information, reactions, feelings, and opinions
Strategy: work in small groups/ partners, taking turns recognizing expressions. Ask and answer questions
Standard:Interpretative mode: Learners understand, interpret, and analyze what is heard, read, or viewed on a
variety of topics.
Strategy: demonstrate comprehension by reading questions related to people and family relations.
Standard: Presentational mode: Learners present information, concepts, and ideas to inform, explain, persuade,
and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers,
or viewers.
Strategy: discuss and present people and family relationships in Spanish.
This lesson is rigorous because it requires students to apply the vocabulary they have learned to complete a
family tree in the target language.
This lesson is authentic because students will be able to use their knowledge of the Spanish language outside of
the classroom and in their communities. It is also authentic as students will need to understand how to
communicate about their family members and relationships should they travel to a Spanish-speaking country.
Listening: Students will listen to their classmates share their family trees.
Speaking: Students will present their family trees.
Reading: Students will read questions related to people and relationships.
Writing: Students will write about relationships within families.
Suitability for Diverse Learners (This space should be used to make notes about differentiating for diverse learners, learning tasks/formative assessments,
● What accommodations or differentiation students with whom the teacher will conference, etc)
of instruction/use of UDL has been
provided for diverse learners (TAG, ESOL,
SPED, 504, etc.)? Guided notes are provided for students to fill in. Guide notes help students understand the key concepts they must
● Are the outcomes providing cultural
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sensitivity? focused on.
● Are assessments differentiated? Visual presentations are used for students who learn best by having new information visually presented to them.
For the strong auditory learners, the vocabulary is recited several times. They have then the opportunity to recite it
back.
SPED students’ specific accommodations will be followed. SPED students will receive extra time, modified
classwork, and, if necessary, texts with the keywords highlighted.
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