Educ 495 Announced Observation Lesson Plan 1

Announced Observation 1
Mackenzie Blaney
March 3, 2022
OBJECTIVE: Students will be able to maintain an authentic conversation about what they have and need in
school by asking questions, responding to questions, and reacting to others’ responses.
MA STANDARD(s) WORLD LANGUAGES: NM.2.b Interpersonal Communication: Respond to questions

by expressing basic information about themselves.
NM.2.c Interpersonal Communication: Ask highly predictable,
formulaic questions.
SOCIAL JUSTICE/CULTURAL RESPONSIVENESS: The way the activity/assessment is designed allows for a
space where all students voices are involved in making connections to themselves and their peers. The guidelines
only require students to apply the vocab they have learned in a conversation.
ENGAGEMENT: One routine is that on Wednesday’s there is a Spanish cat meme at the beginning of class
because in Spanish it is miércoles, but we call it meow-coles. It is usually on the board when students walk in, so
once they are in their seats, they try to figure out the meme. It is one engagement strategy that uses humor.
Sometimes the warm-up builds off of it and the meme is used as a prop, other times there is a brief discussion
about what it means and why it’s funny, then we move on. This lesson involves a structured student-led
interpersonal conversation. The structure is the vocabulary and key question phrases that this unit has included,
however, students can talk that information and make it as personal and interesting as they want, as long as they
understand how to do that with the expectations on the rubric in mind.
WARM-UP/MODELING: (10 min) Daily routine/class intro/meme. For the warm-up, students will read a
handout that has the TALK criteria on it and then write in a few of their own words what each category is saying.
After, we will go over it as a class. To do this, students will share their description of the letter of the criteria we
are going over. After a person shares in their own words, I will ask students to give me a thumbs up/thumbs down
if they understand/are confused about the expectations for the category. Lastly, I will briefly go over the rubric
with the students as a whole class using the one they will write on later to self-assess themselves.
(The slides with the criteria:
https://docs.google.com/presentation/d/15bWnKiHOXg0WwsQQBvDgLM6WIZrWmvBgOsgvL08Jy1M/edit?us
p=sharing)
ACTIVITY: (7 min) Simulation of the TALK assessment/unit assessment. In groups of 3 that are chosen in
advance, students will engage in a conversation with each other using the vocabulary they have learned in this
unit, as well as apply background knowledge from previous units. Students can choose to challenge themselves by
not using the reference sheet that has sentence starters for forming questions that they received two days before.
However, to scaffold the conversation, there is no penalty if they choose to use it during the simulation will be
circulating to listen in on the conversations and check on how the students are doing, especially because the
structure of the assessment is new to them. If some conversations die down sooner than others, I will think of an
idea in English to prompt them to continue in Spanish. While 5 minutes typically sounds like a short period of
time, in the context of novice level Spanish speakers, holding a conversation where questions are asked and
answered in the target language for 5 minutes can be long. To scaffold this activity, there have been other previous
speaking activities throughout the unit that last about 3-4 minutes.
(Reference Sheet:
https://docs.google.com/document/d/1zL1g5FbLIkKa_G6rKJykiv7eTQ0vWtZZYgR6DXhYc5U/edit?usp=sharin
g)
ASSESSMENT: (10-12 min) After simulating the unit assessment, the students will self-assess themselves using
the handout and rubric that we reviewed at the beginning of class. This is valuable for both students and I for a
few reasons. One being that the interaction with the rubric and the handout ensures that the expectations are clear.
Another reason is that it gives both the students and me an idea of how they might perform on the actual
assessment. For the students, this gives them the opportunity to think of how they can improve. Because I can’t be
watching every group at once, I can still assess where they’re at based on how they complete the rubric. This is
different from when doing the actual assessment, one group at a time will go, and I will be evaluating each
member of the group and giving them feedback immediately after.
(Link to the self-assessment rubric:
https://docs.google.com/document/d/12jE_LLIlR6c5ewfg5kyd-l-V4QsLFC6jy5qwED3-U3c/edit?usp=sharing)
WRAP-UP: (8 min) Students will give each other feedback and discuss ways to improve together. If there is time,
they will talk about each category of the rubric, if there is limited time, then they will only talk about the ones
they struggled with. This reflection is supposed to give students the opportunity to think of ways to succeed on the
unit assessment. In the last minutes of class, I will collect the self-assessment rubrics and remind the students of
what I hoped they got out of class. Lastly, I plan to have something positive that suggests that I think they can all
do well on the actual assessment the next day.

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Announced Observation 1

MA STANDARD(s) WORLD LANGUAGES: NM.2.b Interpersonal Communication: Respond to questions

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