Lesson Plan Format _ Snowden, P. L.

- Fall 2013

Teacher Candidates: Daniel Welsher, Phalon Nolan, Nathaniel LePage Course: EDR 501A Due Date: October 24, 2013

Lesson Plan 1

Title: SER/ ESTAR verbs or AVOIR and TRE Grade Level: 7th grade Time Frame: 40-minute period Connection to Standards: LOTE Standard 1- Students will be able to use the language other than English for communication Rationale/Purpose: These verbs are essential for the correct use of the Spanish language ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I. Objectives Students will be able to explain what conjugation means Students will be able to identify the verb stem. Students will be able to arrange verbs endings according to subject.

II.

Required Materials Index cards Smart board/ Whiteboard Personal dry-erase board for students

III.

Procedures A. Lead-in/Anticipatory Set

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Lesson Plan Format _ Snowden, P. L. - Fall 2013

Teacher will write CONJUGATION on the board and ask students to reflect and come up with a definition (CFU on directions). This Bellringer will last 5 minutes. Students will then share ideas with neighbor. Teacher will ask several students for their definition and write on the board near CONJUGATION.

B. Step by Step 1. Introduction Teacher will give proper definition of CONJUGATION. Teacher will ask students to write the definition in their own words. Teacher will ask 2 students to give their definition (CFU). Teacher will introduce the two verbs SER and ESTAR to the classroom.

2. Body Teacher will ask students to give the subject pronouns. Teacher will write each pronoun on the board with enough space to write conjugated verb afterwards. Teacher will draw a 2 by 3 chart on the board and then ask students to replicate the chart on their personal whiteboards and fill-in with the personal pronouns. Teacher will walk around and verify that students are completing chart correctly. Teacher will complete chart with the conjugated verb of SER or AVOIR. Teacher will ask students to duplicate the conjugated chart on their own personal whiteboards. Teacher will verbally ask several students to translate different conjugations. Teacher will draw a second 2 by 3 chart on the board and then ask students to replicate the chart on their personal whiteboards and fill-in with the personal pronouns. Teacher will complete chart with the conjugated verb of ESTAR or TRE. Teacher will ask students to duplicate the conjugated chart on their own personal whiteboards. Teacher will walk around and verify that students are completing chart
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Lesson Plan Format _ Snowden, P. L. - Fall 2013

correctly. Teacher will verbally ask several students to translate different conjugations. Both activities together should take 20 minutes to complete.

3. Closure Teacher will have students write out sentences using the two new verbs on their whiteboard. Each sentence must use a different subject pronoun. Teacher will ask 2 students to repeat directions (CFU). Teacher will then ask students to orally give their responses. This activity should take 10 minutes to complete.

IV.

Differentiation A. Learning Modality Preferences and/or Learning Style Preferences and/or Multiple Intelligences

B. Advanced 1. The teacher will encourage more advanced students to be more creative with their sentences and to try to incorporate more advanced grammatical structures with which they may be familiar.

C. Struggling 1. The teacher will review the concepts individually with students who are struggling with conjugation while other students are working independently writing sentences using the given verbs.

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Lesson Plan Format _ Snowden, P. L. - Fall 2013

D. Student(s) with Exceptional Learning Needs (ELN)

V.

Homework, if Applicable or Follow-up Students will complete exercises in their workbook or in textbook.

VI.

Assessment/Evaluation A. Assessment of Student(s) Hearing the students pronounce their sentences correctly. Teacher will give a check on the roster if the students have an understanding of the two new verbs. Students will also receive a check based on using the correct sentence structure during whiteboard closer exercise.

B. Self-Assessment (Teacher)

Adapted by Snowden, P. L. (2012) from: Carmichael, S. B. (Project Coordinator). (2012). Common core curriculum maps: English language arts, grades 9-12. San Francisco. Jossey-Bass.

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