Maximize Your Lesson Planning for Classroom Success - Slides

Maximize Your Lesson Planning for Classroom Success

Meeting the NYS WL Standards

Evelyn Alizo Ledezma

About the presenter

● Evelyn Alizo (Ledezma)

● Caracas, Venezuela

● 2 adult bilingual children

● Bethlehem Central High School

● Spanish 1-4H - Currently 2, 3, 4H

● SUNY UHS program

● Advisor for SHH

○ NYS and Region 1 Director

● NYS Checkpoint A Exemplary

Unit developer

● @Natashalagata1

What are we going to see today?

1.Challenges when lesson planning

2.Anatomy of a lesson plan.

3.Identifying your tasks and contexts

4.Using our resources

Planning

The “perfect” lesson plan

Common lesson planning challengesFrom teachers all over the country.

Searching for relevant and school appropriate cultural videos…takes forever

Figuring out an effective way to promote vocal engagement.

I don’t know how long things will take.

How to incorporate more cultural activities while learning the content

Addressing the three modes

Lesson Planning

Anatomy of a lesson plan

Essential elements to consider

Lesson Planning

What is a lesson plan?

A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time.

Center for Research on Learning and Teaching

University of Michigan

Planning

Lesson Plan as Roadmap

Basically how to get from the beginning of lesson (starting point) to the end of the lesson (endpoint / goal)

The steps of the journey are the activities we do / assign. We must choose the right steps so our students are successful and meet our goal.

Planning

Lesson plan as a piece of a puzzle

A lesson plan is not an isolated event. It is part of a larger entity that is the unit. Without each lesson, the unit would be incomplete. So lessons stand alone but work together to form the big picture that is the unit.

So we have to plan a lesson

What

do we do?

● What’s the lesson about? / What is the focus of the lesson?

● What language functions should I teach?

● The “rock star” - the resources I will be using

● What is the outcome? What should we consider?

What is the lesson about?

● Lesson as part of a larger anchor theme and topics

● What’s the unit’s inquiry question?

● Proficiency target / Checkpoint

These translate directly from the unit plan.

What is the focus of the lesson?

● Essentially, the title of the lesson.

● Can do statements - they must have a language function and evidence.

● What standards (modes) are being purposely addressed?

Language functions

● Language functions refer to what students do with the language:

○ understand, interpret, analyze

○ exchange information, express feelings, preferences, opinions

○ describe, inform, narrate, explain, persuade

○ identify, compare

Planning

Language functions

● Language functions are the first part of your can-do statement.

● The second part is the evidence. In other words: the task.

Your lesson needs specific language functions and evidence expressed in the can do statements.

What about culture?

Culture is context

The resources

● This is the media piece (video, infographic, article, etc) you will be using.

● Appropriate tasks for the resource - consider your students’ proficiency level

Don’t forget the sequence

● Lessons must have a clear beginning, middle, and end.

● The beginning → what do the students know?

● The middle → what functions can we address with the resource being used.

● The ending → wrap up and give our students a sense of accomplishment (think about your can do statement)

Drawing the “map”

Structuring our lessons

Lesson Planning

Beginning a lesson

● What do our students know?

○ At a novice level: colors, numbers, cognates like museo

○ At an intermediate level: they may describe it and some even know whose it is.

Middle of the lesson

● Present your resource - the star!

● Make sure to follow a structure where the input precedes the output. Model, model, model!

● Encourage collaboration to reduce stress.

● Scaffold - Differentiate

● Support students get to the desired function and task.

End of the lesson

● Remember your can do statement!

● Consider a quick formative assessment.

The outcome

● Think again about the can do statements and your student’s abilities. What do you wish to achieve with this lesson. Your ultimate goal with this material.

● Consider backward planning

Let’s build some lesson plans!

Examples for

Checkpoints A, B, C

Describing people

Identity and social relationships

Lesson Planning

¿Cómo es la Borinqueña?

● Unit - Amigos y familiares

● Theme - Identity and Social Relationships

● Topic - Family and Social Relationships

● Essential / Inquiry question - What makes people who they are?

All this information comes from the Unit plan.

The lesson

Lesson name - ¿Cómo es la Borinqueña?

Can do statement - I can describe someone’s personality by making a list of their personality traits from a reading passage.

Length - 50 minutes

Planning

Beginning of the lesson

● Highlight student’s previous knowledge - describe known superheroes.

○ Spiderman is brave and hardworking.

● Show the picture of La Borinqueña and ask students about her.

● They may collaborate and create a list of characteristics about her. Provide a list of adjectives to help them.

Planning

Middle of the lesson

● Interpretive reading - Feel free to read multiple times

● Support student comprehension by focusing on their previous knowledge and build comprehension from there.

● Focus on the desired language function.

● Focus on the grammar structure in contextinductive grammar.

Planning

End of the lesson

● Presentational writing - Students can describe another superhero or a friend.

● Possible extension → students may create their own superheroes and describe them using the language functions practiced in the lesson.

Travel

Contemporary Life

Los viajes dejan huella

● Unit - De viaje por Argentina

● Theme - Contemporary Life

● Topic - Travel / Physical Environment, Climate, Weather, & Geography / Technology, Media and Social Media

● Essential / Inquiry question - What are the benefits of travel experiences?

All this information comes from the Unit plan.

The lesson

Lesson name - Los viajes dejan huella

Can do statement - I can talk about the effects of traveling by expressing my opinion about the ideas on a video.

Length - 50 minutes

Lesson Planning

Beginning of the lesson

● Ask students about travelers - Students can discuss the differences between a tourist and a traveler.

● Why do we travel? Students can write a list of reasons for traveling.

● What happens when we travel?

● Traveling and social media

Middle of the lesson

● Present screenshots of the video

● Students can write a short description of what they see

Watch the video multiple times. Pause to comment

End of the lesson

● Survey students on the effects of traveling - give them various options and you can use the results as a follow up on your next class!

Health

Science, technology, and the arts

What makes us happy

Video - Mi receta de la felicidad

Lesson Planning

Cosas que me hacen feliz

● Unit - ¡Pura vida!

● Theme - Science, Technology and the Arts

● Topic - Health and Wellness

● Essential / Inquiry question - What factors contribute to our physical and emotional health?

All this information comes from the Unit plan.

Planning

The lesson Lesson

Lesson name - Cosas que me hacen feliz

Can do statement - I can describe how I feel and say what makes me happy by making a list of things that give me joy and comparing it with a friend’s.

Length - 50 minutes

Lesson Planning

Beginning of the lesson

● Students can reflect on what they think makes them happy, their “receta de la felicidad”

● Students can discuss their ideas with a partner or a small group.

Middle of the lesson

● Watch the video - as many times as necessary. Pause it when you want to reinforce an idea.

● Model the desired language function. Make students comfortable producing the desired structure.

Planning

End of the lesson

● Students can look at their original lists and decide if they need to edit them.

● The whole class can make a word cloud about the elements for a happy life.

Identity

The languages we speak

Music and inclusion

Las lenguas que nos unen

● Unit - Nuestras lenguas

● Theme - Identity and Social Relationships

● Topic - Identity, Social Justice & Human Rights

● Essential / Inquiry question - How can languages serve as tools for inclusion and communication in diverse communities?

All this information comes from the Unit plan.

Lesson Planning

The lesson

Lesson name - Las lenguas que nos unen

Can do statements - I can understand videos about sign language by analyzing the various ways music can be inclusive.

I can explore more ways to be inclusive by discussing and comparing the ways to reach more people through art.

Length - 50 minutes

Lesson Planning

Beginning of the lesson

● Conversation about inclusion and music.

● How can an artist be inclusive with their music?

● Sign language - is it valuable?

● Watch a short music video that includes an interpreter that signs.

Lesson Planning

Middle of the lesson

● Sign language as a national language.

● Sign language as a way to make music more accessible to all.

● Watch the video multiple times - students can jot down ideas

● The function - expressing opinions with impersonal expressions

End of the lesson

● What functions were the focus of this lesson?analyze, discuss, and compare

● Students can analyze a quote from one of the videos watched and give their opinion on whether they agree with the statement or not.

To summarize

Best practices when lesson planning

● Keep in mind the Unit Plan

● Consider your resource and what do you hope students do with it.

● Plan backwards

● Think about the language functions and the evidence (tasks)

● Put on your “student shoes” do the task yourselfwhat challenges could they encounter?

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