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Lesson Plan: Reading Comprehension Subject: Spanish 1 Grade: 9

This lesson plan aims to advance 9th and 10th grade Spanish students' knowledge of grammar, punctuation, and sentence structure. Students will practice pronunciation, identify proper grammar, and answer reading comprehension questions about an example paragraph. Working in groups, students will use collaboration to comprehend vocabulary in context and further understand the Spanish language structure through reading practice with the teacher. A worksheet assessment will provide feedback on comprehension.

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195 views5 pages

Lesson Plan: Reading Comprehension Subject: Spanish 1 Grade: 9

This lesson plan aims to advance 9th and 10th grade Spanish students' knowledge of grammar, punctuation, and sentence structure. Students will practice pronunciation, identify proper grammar, and answer reading comprehension questions about an example paragraph. Working in groups, students will use collaboration to comprehend vocabulary in context and further understand the Spanish language structure through reading practice with the teacher. A worksheet assessment will provide feedback on comprehension.

Uploaded by

api-464520487
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan: Reading Comprehension

Subject: Spanish 1

Grade: 9th-10th

Goal: To advance the knowledge of proper grammar, punctuation, and sentence structure in a

foreign language.

Objectives:

 Students will practice pronunciation of Spanish words by reading along with the teacher.

 Students will identify properly used grammar through collaboration using an example

paragraph.

 Students will practice reading comprehension of an example paragraph by answering

questions related to the writing.

 Students will decipher unknown vocabulary words by comprehending the sentences that

surround them.

Learning Outcome:

Students will further understand the Spanish language structure by practicing reading abilities

with the instructor and through collaboration.

California Common Core Standards:

CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or presentations. (CA Department of Education,
2013).

CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. (CA Department of Education, 2013).

California Content Standards


Content Stage 1.1L
Students address discrete elements of daily life, including school, classroom, schedules, subjects,
numbers, time, directions. (CA Department of Education, 2009).

Communication Stage 1.5


Identify learned words, signs (ASL), and phrases in authentic texts. (CA Department of
Education, 2009).

Structures Stage 1.2


Identify similarities and differences in the orthography, phonology, or ASL parameters on the
languages the students know. (CA Department of Education, 2009).

Accommodations for EL and Special Education students:

 Collaboration exercises during class time will allow for cooperative learning.

 Teacher Read Alouds

Rationale:

Many students struggle with proper vocabulary and sentence structure in a new languages

despite the assistance of current technology. Proper training in reading comprehension allows for

students to configure the message of a prompt without the need of an extensive vocabulary. The

1/3 model approach is reflected by having students work together in predetermined groups based

on ability/experience with the material.


Visuals:

Extra-large projection of paragraph that is to be analyzed.

Technologies:

Projector/computer

Handouts:

One sided handout with the a paragraph that is written in Spanish. Student will answer the

questions following the paragraph that are written in English. Students will work in teams in

order to answer the questions in either English or Spanish.

Materials and Tools:

 Computer

 Projector

 Pencil

 Paper

 Highlighters

 Red pens

 Handout containing exercises

Intro (5 minutes):

Remind students of importance of sentence structure in academic and professional fields. Warm-

up exercises consisting of vocabulary review necessary for comprehension of handout.


Presentation (10 minutes):

Students will follow along as teacher reads the paragraph provided with proper pronunciation.

Paragraph will be enlarged to a maximum size in order to accommodate any students who may

be visually challenged as well as providing guidance for any language learners.

Class Activities (30 minutes):

Students will work together for the remainder of the class period by being grouped together by

the instructor. Instuctor will be able to group together students together by focusing on ability of

students. For example, students who excel in the material will be teamed up with students who

may be struggling with the material in order to accommodate any student needs.

Homework (15-30 minutes):

Any portion of the handout activities that are not finished during class time will be completed at

home. Hand written submission will be available for students who do not have access to

computers or other electronic technology. However, hand written submissions will be due within

the first ten minutes of the next class. No late work will be accepted unless proper excuse given

beforehand.

Assessment and Evaluation:

A customized worksheet allowing students to practice reading comprehension of a new

language. Submission of completed handout will allow for individual feedback on whether the

student comprehended the lesson. Covered material will be included on test at the end of the unit.

Students may use corrected papers as study guides after assessment is completed.
References:

California Department of Education. (2013). California Common Core State Standards: English

Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

Retrieved from https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

California Department of Education. (2009). World Language Content Standards for California

Public Schools: Kindergarten Through Grade 12. Retrieved from

https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

McKenna, M. C. & Robinson, R. D. (2014). Teaching through text: Reading and writing in the

content areas, (2nd ed.). Upper Saddle River, New Jersey: Pearson, Inc.

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