General Education - Instructional Plan: What The Teacher Does Learning/Engagement Look Like?")

*General Education - Instructional Plan
Teacher Candidate Name: Bradley Mills Date and Title of Lesson:
Standard(s): 1.2 Interpretive communication, 2.1 Lesson Objective/Learning Target: 1 – daily

Relating cultural practices to perspectives, 3.1 Making objective: I can identify 5 hairstyles by describing
connections, 4.2 Cultural comparisons, 5.1 school and them on other people in Spanish.
global community
2 – unit objective: I understand the importance of hair
in afro-latin culture, and, in particular, how it is used as
a text.
Points to Consider for Your Instruction: Points to Consider for Student
Engagement (Ask Yourself, “What Does
What the Teacher Does Learning/Engagement Look Like?”)
Hook How will you introduce the learning segment How will students engage with the hook?
and learning target?
(sequence How will students show their
begins) understanding of the learning target?
I have an image displayed on the board that is

of a child with a haircut with cubes:
I ask them the following questions in Spanish

cold without any context because they are
cognates:
“¿El peinado es matemáticas? ¿Es

geometría? ¿Son ángulos? ¿Son cubos? ¿Son
líneas? ¿Hay congruencia?” – In English: “Is A few students will gather the meaning of
this hairstyle math? Is it geometry? Are at least one of the questions and will affirm
there angles? Are there cubes? Are there or deny verbally.
lines? Is there congruence?”
I think have students vote using TPR:
Levántense si piensan que el peinado es

matemáticas – In English: Stand up if you
think the hairstyle is math.
Some students will likely stand and others
will remain seated because that is how they
I will then call on a student who voted to clarify are choosing to vote. However, there may
how and why they voted in English. I then put be some confusion.
the vote to the class again and hope that
participation will increase after the
clarification:
Levántense si piensan que el peinado es

matemáticas. Ok. Siéntense. Levántense
ahora si piensan que el peinado no es
matemáticas.
Teacher displays short video of a girl with the

alphabet braided into her hair and prompts
students to recite alphabet as each letter
appears. Subsequently, the teacher asks:
Students are to vote by standing up or
remaining seated.
“¿Clase, este peinado es un texto? - Is this
hairstyle a text?”
Teacher then displays an image of an artist who

uses hair to convey messages:
Students hear “clase” and that is their

indication that they either vote “sí” o “no”
(i.e. yes – the hairstyle is a text or no – the
hairstyle is not a text)
Teacher points and asks students to name
symbols in Spanish.
Subsequently, teacher asks students in English

for clarification, what the big idea is (i.e.
gender equality).
Students know masculine and feminine and

will likely be able to say them aloud in
unison.
Students will pair and share and then

volunteers will indicate what they believe
the image is saying.
Instructional What will you do to help students meet the What will student engagement look like
Segment and learning target? Be very clear, descriptive, during the instructional
Student and sequential. segment/activity?
Supports
Describe the main activities including as a whole class?

strategies (modeling, questioning, discussion)
and materials. Make sure each skill builds on in small groups?
the previous lesson. individually?
1) Oral activity and CI – comprehensible

input:
Students write down vocabulary and jot
down at least 3 or 4 of their English
Teacher provides students with a short list of translations in pencil that they infer using
vocabulary words (only in Spanish) and then the image of a person with different hair
there is an image with labels of different hair types.
types. The teacher will encourage the students
to infer the meaning of some of the words in
English using the following graphic:
Teacher then goes around the room and asks for

student volunteers. Volunteers are to remain
seated but the student will pose the question of
what type of hair the student volunteer has:
¿Jessica tiene cabello ondulado, crespo, liso,

afro? – Does Jessica have wavy, curly,
straight or afro hair?
Teacher challenges to describe each other’s hair One student volunteers to model their hair
at their table groups and to share afterwards. and another student is tasked with asking
questions to accurately describe it.
Main activity:
Students are to make categories for each one of

Students pair and share. They are expected
the hairstyles (afro, straight hair, braids, dreads, to provide answers in full sentences as they
etc.). have been provided the language (CI) to do
so.
Accomodations:
-Visual aids are provided frequently (refer to

the examples above). Additionally, students
who need more assistance have different
methods of sharing their ideas in Spanish
without having to produce oral output. For
example, in the initial hook activities, students
are voting using their bodies. There are
frequent pair and share activities to give
students opportunities to put the target language
to use. Additionally, for those students who
struggle to keep their notes and ideas
organized, there are online flashcard sets for
them to review.
How will you assess learning during the What will students do to show progress
lesson? toward the learning targets?
Formative
Assessments
Describe different types of assessments, not as a whole class?
just the same one used in each lesson.
in small groups?
Individually?
Closure How will you elicit student understanding of What will students do to demonstrate
their progress toward the learning target? proficiency and understanding towards the
Student Voice (Exit tickets, quizzes or other authentic closure learning target? How will this be measured
and strategies that connect to students’ lives or and what is your evidence?
Summative past/future learning)
Assessments
(sequence Include self-assessment opportunities for

ends) If possible, create a tool used to identify areas students that contains the success criteria.
for improvement that may be used with “I am progressing towards the learning
students to reflect on progress. target. I completed all 10 problems with
70% accuracy. I need to work on grouping
and double checking my work.”
If there is a summative assessment, name that
here.
*See the SPU General Education Lesson Planning Guide for a set of pre/post teaching worksheets,
instructions and examples

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*General Education - Instructional Plan

Teacher Candidate Name: Bradley Mills Date and Title of Lesson:

Standard(s): 1.2 Interpretive communication, 2.1 Lesson Objective/Learning Target: 1 – daily

I have an image displayed on the board that is

I ask them the following questions in Spanish

“¿El peinado es matemáticas? ¿Es

Levántense si piensan que el peinado es

Levántense si piensan que el peinado es

Teacher displays short video of a girl with the

Teacher then displays an image of an artist who

Students hear “clase” and that is their

Subsequently, teacher asks students in English

Students know masculine and feminine and

Students will pair and share and then

Describe the main activities including as a whole class?

1) Oral activity and CI – comprehensible

Teacher then goes around the room and asks for

¿Jessica tiene cabello ondulado, crespo, liso,

Students are to make categories for each one of

-Visual aids are provided frequently (refer to

(sequence Include self-assessment opportunities for

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