Secondary Spanish Lesson Plan Sample
Translated by
ScribdTranslationsSecondary Spanish Lesson Plan Sample
Translated by
ScribdTranslationsSECONDARY LESSON PLAN EXAMPLE
CURRICULAR ELEMENTS
1. Subject
2. Block
3. Ambit
4. Social practice
5. Competence
6. Expected learning
7. Didactic sequence or learning sequence
8. Product to evaluate
9. Evaluation instrument
10. Session time
11. Resources or materials
12. General remarks
THE EXAMPLE IS FROM THE SUBJECT SPANISH, 2ND SECONDARY, THE CURRICULUM PROPOSES 1 HOUR OF THE SCHOOL PERIOD
DAILY, HOWEVER IT CAN VARY TO 50 MIN. ACCORDING TO THE SCHOOL ORGANIZATION, FOR CURRICULAR AUTONOMY ACTIVITIES.
THEREFORE IF WE PLAN IN 50 or 60 MINUTES IT IS CORRECT.
EXPECTED LEARNING CAN BE FOR 1 DAY, WEEK UP TO TWO WEEKS DEPENDING ON THE NEEDS OF THE GROUP.
(All data to plan must be taken from key learnings, SPANISH section)
SUBJECT : SPANISH 2nd Group SEQUENCE 1 -5: Let's
SCOPE : STUDY “A” investigate
BLOCK : 1
SOCIAL PRACTICE OF LANGUAGE : Preparation of texts that present summarized information from various sources
GENERAL PRACTICE : Obtain and organize information.
PRODUCT : Dissemination article on the topic investigated for the classroom library.
EXPECTED LEARNINGS : Prepare summaries that integrate information from various sources
SESSION EXPECTED LEARNING DIDACTIC SEQUENCE/LEARNING SEQUENCE RESOURCES AND MATERIALS
1 (50 min.) Prepare summaries with a specific • Ask students to get together in teams starting from Books, magazines, computer, encyclopedia,
purpose a dynamic exposed by the teacher. worksheets
• Gathered in teams they will talk about some topic of
interest in writing the dissemination article. (News,
report, biography)
• The teacher will explain what the popular article is,
shows examples for students
• The text will be delivered to students in printed form.
“Read to share”
• Students read the previous text in paragraphs,
They underline the main ideas, and comment among
themselves what they consider important within the
text.
• The students choose what the topic will be to
investigate.
Raising some questions for your research.
1. What do I want to investigate?
2. Where am I going to investigate?
3. How am I going to investigate?
4. What resources do I need for research?
2 (50 min.) Identify main ideas and sequences ❖ The students join their work team again, they will carry Books, magazines, computer, encyclopedia,
of a text. books, magazines, newspapers, whatever they need for worksheets.
their research. Television reports.
❖ They will review the books, they will select topics, main
ideas, everything that may be useful in their research.
❖ The teacher will present the elements and characteristics
of the popular article,
❖ Through a dynamic explained by the teacher, the
students will begin to share the topics that are going to
be investigated.
❖ Giving clues to their teammates, and the others must
identify what the theme of each team is.
❖ At the end of the activity, the students gathered as a
team will begin with their research topic.
3 (50 min.) Use punctuation marks to Books, magazines, computer, encyclopedia,
separate ideas within paragraphs. worksheets.
Internet information
1- The students will participate in a group integration
dynamic, presented by the teacher.
1- The teacher will show his students different examples of
popular articles. A news, a biography
+ With their work materials they create a concept map,
identifying main elements of the topic, considering the
punctuation marks at the time of writing.
i- The dissemination article will be built from these ideas.
+ Students carry out a self-assessment and co-assessment of
the mind map, and suggest corrections to each other.
i- A first draft of the topic being investigated is presented
4 (50 min.) Register bibliographic data ■ Students will participate in a game led by the Books, magazines, computer, encyclopedia,
teacher worksheets
■ From the game on, each team will present
Brief the progress of your research.
■ The students continue reviewing bibliography, they will
carry out
a visit to the school library, to obtain more information,
they record bibliographic data of the books already read
and used in their research.
5 (50 min.) Choose the essential information ■ A second corrected draft is presented Books, magazines, computer, encyclopedia,
of a text
• Develop each of the themes and subthemes of the
worksheets.
Present the final product article
Of disclosure.
• Central ideas are identified
• A specific format is given (margin, spacing, letter,
size)
• The teacher explains the importance of writing an article
of dissemination, where it can be published.
• The final product is presented in a presentation of
EVALUATION: delivery of the final product
Revision of the first draft 20%
Checklist
VARIANTS YEAH NO OBSERVATIONS
Sample progress of his
investigation
Prepare summary to identify main
ideas
Presents a concept map, to
strengthen the ideas
main
Second draft revision 20%
VARIANTS YEAH NO
Presents topics and subtopics of the popular
article
Check punctuation, composition and spelling in
your writing.
Delivery and presentation of the final product 60%
VARIANTS 10 9 8 7 6 5 or less
Identify that it is a
popular article
Recognize the
elements of the popular
article
Write with
coherence, punctuation
marks, spelling and
correct writing.
Research different
sources to obtain
information
Deliver your 2 drafts in a
timely manner
Make your popular article
in
Power Point presentation