Interpretive (seeing) Interpersonal (speaking and short phrases)

Transcription

1 Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations of Content/Knowledge Skills when to use the Spanish verb ser, which means to be in order to describe characteristics of the animals in the story. Objectives Students will be able to describe characters from the story using the verb ser. They will also be able to describe personal characteristics of their classmates or family. Standards 1.1, 1.2, 2.2, 4.1 Phase Time Teacher Tasks Student Tasks Rationale Skills Warm-up 9:00 1. The teacher hands out the words from the story (written in Spanish) and to circle as many forms of the verb ser as they can; the teacher instructs compare their findings with their neighbors (F)*. 1. Students read the words from the story and circle as many forms of the verb ser they are able to identify, then compare their findings with their neighbors. 1. This activity grabs the students attention and helps them to focus on material for the upcoming class period. Input 9:05 1. The teacher what forms of the verb they found and ask them to guess when forms of the verb ser is used (F); the teacher then proceeds to tell the students that it is used to describe people or things. respond to the teacher s questions by stating what forms of ser they could identify; the students listen to the teacher as she explains in more depth about the verb The students receive more exposure to the verbs in the story and become active learners through interactive activities; the students receive meaningful aural input, with the focus on the verb (seeing) (listening)

2 Guided- Practice goes through the words from the story (using the paper from the warm-up) and line by line if forms of ser are present (F), then helps them to identify the correct words; the teacher also what person the verb is in (F), and later helps them label each verb (for example, eres is in the tú form and es is in the él/ella form). 3. The teacher passes out a blank chart and to brainstorm partners the correct forms of ser in the present indicative tense; the teacher then proceeds to go over the correct answers, asking tell her how to conjugate the verb.* 9:25 1. The teacher pairs the students up and 3. The students brainstorm with their neighbors how to conjugate the verb ser in the present indicative tense; then provides their answers to the teacher and making changes to their chart if necessary In pairs, the students play Memory ; one ser. 3. This allows the students to negotiate the meaning of the verb neighbors, which helps make the material meaningful to them; the teacher scaffolds and/ or facilitates when necessary. interact with one another (reading)

3 9:30 passes out an information gap activity; each student receives a sheet with three farm animals on and some questions; the teacher instructs the students to ask the questions on their sheet to their partner, because he/she can answer them with the information on their sheet; the teacher is sure to tell the students not to let their partners see the pictures of their farm animals, because the questions their partner asks will be about the animals on their sheet (F)*. puts the students into pairs and gives each pair an envelope with the game Memory inside; the teacher instructs place the note cards in the envelope face down on the table, mix them time for practice and one time for competition. and draw on background knowledge to correctly match the Spanish pronouns correct form of the verb ser.

4 up and spread them out; the teacher tells the students to, one at a time, choose two cards and their goal is to match the form of ser with its correct pronoun (for example, soy matches with yo)*. (F) 3. The teacher to play the game one time for practice and then another time as a competition; the person with the most matches at the end of the second round gets a prize; the teacher facilitates by walking around the room and answering questions when needed. Extension 9:38 1. The teacher that for the rest of the class period, they will working on a homework assignment; the teacher passes out a worksheet with twelve incomplete sentences on it 3. With different partners, the students receive similar pictures and ask each other questions using forms of ser to find ten differences between the two pictures; students do not show their partner the picture as they ask the questions. 1. Students fill out the worksheet with the correct form of ser. 3. The information gap activity allows the students to form questions about the picture and apply their new knowledge of the different forms of ser and vocabulary words from the day before. 1. Students apply new structures of the verb ser in a written manner. (written)

5 Wind- Down (written in Spanish) and instructs the students to fill in the blanks with the correct form of ser (S)*. 9:49 1. The teacher who are finished homework that they can hand it in, but the rest of the students need to take it home and have it finished by class tomorrow. to look up three Spanish words that dictate emotion (happy, sad, worried, busy, tired, hungry, etc ) listen. 1. The teacher foreshadows what is going to be happening the next day in class. (listening)