Lesson Planning Template

CNavarro, Peer Observer for World Languages

Denver Public Schools
Fall 2018

Teacher Name Course Date range

Standard(s) 1.1Communicate in spontaneous spoken, written or signed conversations on both very familiar
Addressed and everyday topics using practiced or memorized words and phrases (interpersonal mode).

1.2Identify the general topic and some basic information in texts that are spoken, written, or
signed in both very familiar and everyday contexts, by recognizing memorized words or
familiar words (interpretive mode).

1.3Present information on very familiar and everyday topics using a variety of practiced or
memorized words through spoken, written or signed language (presentational mode).

Mon Tues Wed Thurs Fri

I.1 Content- SS will demonstrate SS will demonstrate SS will demonstrate SS will demonstrate SS will demonstrate
Language comprehension of the comprehension of the comprehension of the comprehension of the comprehension of the
words “quiere, tiene, words “quiere, tiene, words “quiere, tiene, words “quiere, tiene, words “quiere, tiene,
Objective va” through gestures, va” through gestures, va” through gestures, va” through gestures, va” through gestures,
What standards-base
content objective will ss answering whole answering whole answering whole answering whole answering whole
build towards today? group questions, and a group questions, and group questions, and group questions, and a group questions, and 5
How will they demonstrate matching activity T/F listening quiz by acting / illustrating paired reading min free-write of class
progress/ learning?
story
Why is this valuable to a 21st
Century learner?
I.2 Rigor WL Appendix T will speak in the TL T will speak in the TL T will speak in the TL T will speak in the TL T will speak in the TL
to FET: # of ss 80-90% of lesson. TL 80-90% of lesson. TL 80-90% of lesson. TL 80-90% of lesson. TL 80-90% of lesson. TL
demonstrating is 100% is 100% is 100% is 100% is 100%
comprehension of TL for
comprehensible to ss comprehensible to ss comprehensible to ss comprehensible to ss comprehensible to ss
how long is one strong
indicator of rigor (choral response, stop (choral response, stop (choral response, stop (choral response, stop (choral response, stop
sign, etc) sign, etc) sign, etc) sign, etc) sign, etc)
I.3 Methods & TPR TPR TPR TPR TPR
Pacing Circling Circling Circling Circling Circling
What CI methods will be PQA WGCRQ WGCRQ WGCRQ WGCRQ
used? What activities will ss Whole group choral Mini-story Class story Paired ping pong 5 min free write
engage in? response questions T/F listening quiz Acting / illustrating reading
(WGCRQ)

Newly revised Colorado Academic Standards for WL can be accessed here: https://www.cde.state.co.us/apps/standards/
Lesson Planning Template
CNavarro, Peer Observer for World Languages
Denver Public Schools
Fall 2018
Matching activity
I.4 Academic Interpretive: Interpretive: Interpretive: Interpretive: Interpretive:
Language Gestures Gestures Gestures Gestures Gestures
What proficiency-level 1-2 word responses to 1-2 word responses to 1-2 word responses to 1-2 word responses to 1-2 word responses to
appropriate language will ss WGCRQ WGCRQ WGCRQ WGCRQ WGCRQ
demonstrate: interpretive, Exit ticket Listening Quiz acting / illustrating read & translate
interpersonal, and
Interpersonal:
presentational?
Interpersonal: Interpersonal: Interpersonal: Interpersonal: React / respond
Responses to React / respond React / respond React / respond appropriately to T &
individual PQA & to appropriately to T & appropriately to T & appropriately to T & peers
WGCRQ peers peers peers
Co-create class story Presentational: All ss
Presentational: n/a Presentational: n/a Presentational: n/a write independently in
Presentational: Some Spanish to retell class
ss speak in Spanish as story
class actors in story
I.5 Checks for CFU: CFU: CFU: CFU: CFU:
Understanding & Password Password Password Password Password
Written/ oral warm up Written/ oral warm up Written/ oral warm up Written/ oral warm up Written/ oral warm up
I.7 Feedback Individual and WGCRQ Individual and WGCRQ Individual and WGCRQ Individual and WGCRQ Individual and WGCRQ
How will T CFU of all ss?
What is the optimal S TPR/ Gestures TPR/ Gestures TPR/ Gestures TPR/ Gestures TPR/ Gestures
response? SS using stop sign to SS using stop sign to SS using stop sign to SS using stop sign to SS using stop sign to
What feedback will ss indicate they do NOT indicate they do NOT indicate they do NOT indicate they do NOT indicate they do NOT
receive to know their
understand understand understand understand understand
progress towards the
objective? Exit ticket : Matching Listening Quiz: ss SS act for whole class T circulates as ss read SS write
images of target answer 5 T/F story OR in groups of and translate in ping- independently in
structures to word questions about 3, all ss act out story as pong activity Spanish to retell class
bank of target today’s PQA / mini T tells/ reads it story
structures story OR FB:
SS illustrate story as T closes the loop in FB:
FB: FB: they read OR listen to circling (yes, today is T closes the loop in
T closes the loop in T closes the loop in story Monday; it’s not circling (yes, today is
circling (yes, today is circling (yes, today is Sunday. No the dog is Monday; it’s not
Monday; it’s not Monday; it’s not FB: not running! Sunday. No the dog is
Sunday. No the dog is Sunday. No the dog is T closes the loop in Ridiculous! The dog is not running!
not running! not running! circling (yes, today is sleeping! Correct, Ridiculous! The dog is

Newly revised Colorado Academic Standards for WL can be accessed here: https://www.cde.state.co.us/apps/standards/
Lesson Planning Template
CNavarro, Peer Observer for World Languages
Denver Public Schools
Fall 2018
Ridiculous! The dog is Ridiculous! The dog is Monday; it’s not class!) sleeping! Correct,
sleeping! Correct, sleeping! Correct, Sunday. No the dog is T gives individual and class!)
class!) class!) not running! whole group feedback T collects free writes,
T reviews answers to T reviews answers to Ridiculous! The dog is on accuracy / fluency / evaluates ss progress
matching activity w listening quiz w whole sleeping! Correct, big picture and adjustments to
whole group, as time group, as time allows class!) understanding of the future lessons (what
allows T gives individual and reading and or target have ss acquired?
whole group feedback structures. Which ss need more
on accuracy / fluency / input on this week’s
big picture target structures? As a
understanding of story class, what does this
acting. group need next
AND / OR week?)
T collects illustrations,
evaluates ss progress
and adjustments to
future lessons (what
understanding /
interpretive language
have ss demonstrated?
Which ss need more
input on this week’s
target structures? As a
class, what does this
group need next
week?)
I.6 CI jobs: CI jobs: CI jobs: CI jobs: CI jobs:
Differentiation quiz writer, story quiz writer, story quiz writer, story quiz writer, story quiz writer, story
How will the lesson be illustrator, class note illustrator, class note illustrator, class note illustrator, class note illustrator, class note
differentiated for slow taker, “quien means taker, “quien means taker, “quien means taker, “quien means taker, “quien means
processors / quick who”, actors, judge, who”, actors, judge, who”, actors, judge, who”, actors, judge, who”, actors, judge,
processors?
“adios ingles”, etc “adios ingles”, etc “adios ingles”, etc “adios ingles”, etc “adios ingles”, etc
Differentiated Differentiated Differentiated Differentiated Differentiated
individual questions individual questions individual questions individual questions individual questions
for slower / faster for slower / faster for slower / faster for slower / faster for slower / faster
processors: what does processors: what does processors: what does processors: what does processors: what does

Newly revised Colorado Academic Standards for WL can be accessed here: https://www.cde.state.co.us/apps/standards/
Lesson Planning Template
CNavarro, Peer Observer for World Languages
Denver Public Schools
Fall 2018
X mean? How would I X mean? How would I X mean? How would I X mean? How would I X mean? How would I
say Y in Spanish? So say Y in Spanish? So say Y in Spanish? So say Y in Spanish? So say Y in Spanish? So
Bobby just said he is Bobby just said he is Bobby just said he is Bobby just said he is Bobby just said he is
tired, why do you tired, why do you tired, why do you tired, why do you tired, why do you
think that is? think that is? think that is? think that is? think that is?
Supports to ss who Supports to ss who Supports to ss who Supports to ss who Supports to ss who
cannot answer: word cannot answer: word cannot answer: word cannot answer: word cannot answer: word
wall, pause and point, wall, pause and point, wall, pause and point, wall, pause and point, wall, pause and point,
repeat, restate, offer repeat, restate, offer repeat, restate, offer repeat, restate, offer repeat, restate, offer
either or, T asks 1-3 ss either or, T asks 1-3 ss either or, T asks 1-3 ss either or, T asks 1-3 ss either or, T asks 1-3 ss
same / similar same / similar same / similar same / similar same / similar
question then returns question then returns question then returns question then returns question then returns
to S who now has to S who now has to S who now has to S who now has to S who now has
heard peers model, etc heard peers model, etc heard peers model, etc heard peers model, etc heard peers model, etc
I.8 Collaboration SS collaborate to co- SS collaborate to co- SS collaborate to co- SS collaborate to co- SS collaborate to co-
& create gestures, mini- create gestures, mini- create gestures, mini- create gestures, mini- create gestures, mini-
story, to understand story, to understand story, to understand story, to understand story, to understand
Communication peer’s perspectives in peer’s perspectives in peer’s perspectives in peer’s perspectives in peer’s perspectives in
What opportunities for
Collab & Comm are in this PQA. PQA. PQA. PQA. PQA.
lesson? SS communicate with SS communicate with SS communicate with SS communicate with SS communicate with
T and with whole T and with whole T and with whole T and with whole T and with whole
group in CI activities. group in CI activities. group in CI activities. group in CI activities. group in CI activities.
OPTIONAL: ss work w OPTIONAL: ss work w OPTIONAL: ss work w SS work w a peer to OPTIONAL: ss work w
a peer to complete a peer to _________ a peer to complete read and translate in a peer to complete free
matching activity. during mini story story illustration ping-pong reading. write OR to read each
OR ss work in groups other’s free writes and
of 3 to act out story as give a compliment.
T reads/ tells it

Teacher reflection notes: mid week and end of week

 What was a strength of this lesson?
o
 What adjustments do I need to make this week? Next week?
o
 What do I want to remember about these lessons when I come to this unit next year?
o

Newly revised Colorado Academic Standards for WL can be accessed here: https://www.cde.state.co.us/apps/standards/