Student Teacher: Austin Shotwell
In preparation for finals week, students in Spanish 2 are taking over the classroom. From a Master List of Vocabulary and Grammar Topics we covered throughout the semester, students selected the two vocabulary and two grammar topics with which they felt least comfortable. Then they became the experts. They used the “ESSDRU” template of lesson planning – very similar to the one Alzar School teachers use – to craft a dynamic review class that would engage their students in practicing verbal, listening, writing and reading proficiency skills in Spanish, while reviewing the appropriate material.
Here is the rubric that guided student planning, and which was used to assess their performance.
Spanish 2 Project Rubric : VISITING PROFESSORSHIP (Student Teacher)
Student Name: Score: /80
|Criteria||Proficient and Beyond
|Little to No Attempt Made
|Speaking: student delivers at least 70% of lesson in complete, grammatically correct, properly pronounced Spanish sentences|
Are all students engaged in the lesson physically, verbally and mentally? Is this an appropriate review of material?
Student conveys information in a lively, engaging manner
After their lesson delivery, they completed a paragraph of reflection on their preparation and delivery. After Professor Austin’s first lesson, he reflected the following:
I feel like the lesson went well over all. However, there were a few key points in which it did not feel so solid. First, Robert demonstrated a mastery of the weather portion of the lesson right off the bat, so I did not feel the need to rehash what he already knew. After this, we moved on (and I neglected to do a formal assessment because of his apparent mastery). Another piece that was lacking was a proper sell for my lessons. I tried to sell the cuerpo lesson by acting like I was hurting, but this did not properly explain why it was necessary to know. The biggest fault in my lesson, however, was my lack of a detailed plan. To Improve this, I am going to have a far more in depth plan.
Next lesson, he took his own feedback to heart and knocked his lesson out of the park! See below for his full lesson plan and reflection:
FINAL TEACHING PERFORMANCE
Present Progressive and
Preterite vs. Imperfect
SWK- the present progressive and the difference between preterite and imperfect. Also, the regular and irregular conjugations of the two
SWBAT- use the present progressive correctly and know whether to use preterite or imperfect.
Disciplines: Spanish 2 Semester 2
Engaging Qualities: Lesson will be highly vocal and will be physically engaging. It will also include writing and reading together.
Timeline: (day of the week and time of each portion)
Minutes 1-3: Warm Up
Translate the following into English, and then write them in the past tense
Estoy caminando y veo mi amigo
Él está bailando en su dormitorio y yo lo llamo
Estás jugando videojuegos y estoy corriendo
Minutes 3-4 explanation of why Present progressive is important
¿Porque es el presente progresivo importante?
Esto es importante por qué lo muestra cuando una acción es en curso.
Minutes 4-6: teaching present progressive
El presente progresivo es estar + un gerund. Es como i am walking o he is running en ingles.
Estar es como normal presente. El gerund es un verbo con ando o iendo. Ando es para verbos de ar y iendo es para verbos de er y ir
Minutes 6-12: practice the present progressive
Voy a hacer una acción y vas a decir que hago en el presente progresivo
Voy a decir una acción en el presente progresivo y vas a hacerlo
Vamos a leer el nuevo houdini y vamos a identificar los presente progresivos
Review if necessary.
Minutos 12-15: formal assessment
Voy a decir unas frases en el presente progresivo en inglés y vas a escribirlas en español. Después, voy a decir frases en español y vas a escribirlas en inglés
I am walking to the store.
I am singing in the rain.
They are running together.
Estoy esquiando en el nieve.
Estamos corriendo en el llueve.
Están jugando un juego se llama mao.
Minutos 15-17: warm up
Draw two charts on the board, one labelled preterite, one labelled imperfect
Escribes los conjugaciones, por favor.
¿Cuál es la diferencia?
Minutos 17-19: explain why it is important to know them.
Es importante saber la diferencia entre el pretérito y el imperfecto para decir que una cosa que está
sucedido cuando una otra cosa continuaba que está sucediendo .
Minutos 19-22: video/ explain irregulars.
Tener- to have- tuve
Estar-to be- estuve
Ir- to go- fui
Ser- to be- fui
Poner- to put- puse
Poder- to be able to- pude
Traer- to bring- traje
Hacer- to do/make- hice
Haber- hubo- there was there were
Saber- to know- supe
Querer- to want- quise
Decir- to say- dije
Venir-to come- vine
Ver- to see- vi
Dar- to give- di
Ir- iba , ibas,iba,íbamos, iban
Ser- era, eras, era,éramos, eran
Ver- veía, veías, veía, veíamos, veían
Minutos 22-25 practicar
Vamos a leer el nuevo houdini
Review if necessary
Minutes 25-27 formal assessment
Voy a escribir unas frases y vas a escribir las frases de español en inglés y los frases de inglés en español.
Yo cantaba cuando Roberto me llamó.
Él iba al supermercado cuando él veía su hermana.
I was in my house when a gift arrived
Tú Escribe cinco de los irregulares pretérito y una irregular imperfecta.
Environment:classroom with markers
Sell It: explain why each is important
Show It: explain the present progressive, work over the warm ups, explain the irregulars
Do It: present progressive actions, reading Houdini.
Review It: ask if he needs a review, if so, review
Use It:formal assessments
Formal Assessment: (how will you test if your students learned or understood the material?)
The present progressive assessment will measure his vocabulary knowledge, conjugation ability, and listening abilities.
The preterite and imperfect assessment will test his writing skills and vocabulary.
References (what resources did you use and from where?)
Teacher’s Reflection (1 paragraph post-lesson reflecting on what went well and what you would have done differently):
I feel that this lesson certainly went fairly well over all. It was also quite an improvement from my first lesson, which was not properly planned. In contrast to yesterday’s lesson, today I had a very thorough plan, which definitely helped the lesson go smoothly and cover all the material. I felt that Robert was very engaged throughout the lesson and seemed to understand the material. The biggest issue with my lesson today was that we ran out of time, which, in my mind, is better than running out of material. I could have avoided this by reading less of el Nuevo Houdini. All in all, it was a strong lesson and the tweaks that I could have made were not major.