Instructor: Rachel Latinette



Instructor: Rachel Latinette

Lesson Plan 1: Exprésate I, Chapter 5-1

Subject: Spanish Grade: 9th

ACTFL Standards for Foreign Language Learning:

Standard 1.1: Students provide and obtain information

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

Standard 1.3: Students present information to an audience of readers on a variety of topics.

Illinois State Learning Standards:

28.A.1a Recognize basic language patterns

28.B.1a Respond to and ask simple questions with prompts.

28.B.1b Imitate pronunciation, intonation and inflection including sounds unique to the target language.

28.C.1a Recognize the written form of familiar spoken language

28.C.1b Infer meaning of cognates from context.

28.D.1a Copy/write words, phrases and simple sentences.

28.D.1b Describe people, activities and objects from school and home.

Content:

• O – UE and E – IE stem changing verbs

Lesson Plan Summary:

• Homework check

• Go over homework

• Go over “La Práctica”

• Textbook pg. 167, ex. 15 aloud as a class

• Dice Game

• Trail Activity

• Play “Papa Caliente”

Instructional Objective:

• The 9th graders will become familiar with the different forms of O – UE and E – IE stem changing verbs. By the end of the lesson, the students should be able to conjugate any O – UE and E – IE stem changing verbs in all forms. They should be able to use the conjugated verbs in sentences, and to ask and answer questions. They should know the four types of stem-changing verbs and which two forms do not have a stem change.

Instructional Procedures:

I will start the class by greeting the students enthusiastically and asking how they are doing. I will ask the students to take out their homework so I can come around and check it while they are working on “La Práctica”, which is a short question or exercise written on the board. I will walk up and down the rows and quickly check to make sure each student has the homework completed. If not, I will check their names on the roster which I will be carrying with me on my clip board. I will then go over the homework. Last night’s homework was to complete exercises 12 and 13 on page 54 in the workbook (Exprésate Holt Spanish 1) to practice conjugating E – IE stem changing verbs. In exercise 12, students have to complete the conversation using the correct form of each verb in parenthesis. In exercise 13, the students have to use the words given to write complete sentence using the correct verb forms. After we have discussed the homework, I will ask for a few volunteers to go up to the board to answer “La Práctica”. Today, “La Práctica” is “Translate the following sentences: 1. I have a snack everyday. 2. We understand the Spanish homework. 3. The soccer game starts at six.” Once the volunteers have attempted to write the answers on the board, I will ask the class if they think their classmates answered them correctly, and go over the correct answers. This is an example of “assessment for learning”. The homework check, La Práctica, and going over homework from the night before are things we do each day at the beginning of class. This is a routine that the students are familiar with. This should all take about 10 minutes

Next, I will ask the students to take out their textbooks. We will do exercise 15 on page 167 together as a class. In this exercise, students will look at the pictures with times underneath them to answer questions about what time Gabi does things throughout the day. Most of the verbs in the questions are stem changers. I will explain the directions, and then call on individual students to read the questions aloud and tell me what they mean in English. Then I will call on other students to answer the questions. This should take about 10 minutes.

The next activity we will do is a “dice game” to practice verb conjugations. The students will work with their partners for this activity. I will hand out a worksheet and a dice to each pair.

The worksheet will explain what each number on the dice stands for. For example, for subjects, 1=yo, 2=tú, 3=él, ella, or Usted, etc. For verbs, 1=volver, 2=merendar, 3=almorzar, etc. One student will roll the dice once and write down the subject that corresponds with the number they roll. Then he/she will roll once more and write the verb that corresponds with the new number they roll. Then, the students will work together to conjugate that verb to match that subject. For example, if a student rolls a 2 and then a 1, he or she will write “tú + volver = vuelves”. The students will take turns until they have conjugated the verbs in different forms fifteen times. Half of the worksheet should be in one student’s handwriting and the other half in the other student’s handwriting so that both students get practice writing the verbs. When the students are finished they will turn this worksheet in to be graded for 15 points. This should take about 10 minutes.

The last activity we will do is a “trail activity”. I will explain the activity as I give out the worksheets for the trail. Each student will get a handout with blanks for each question and answer in the trail. The questions are posted in order on the walls throughout the room. The students will work with their partner (the person sitting next to them) to complete the trail. I will give each partner group a different number to start at. They will find their question number and start with that question. Under each question tells you what question to go to next depending on the answer chosen. If the students end up back at a question they have already been to, then they chose a wrong answer and have to start back at the number they answered incorrectly. The trail is complete when the students have answered all questions in the trail and did not repeat any questions. The first partner group to finish the trail and show us the correct answers wins.

This should take about 15 minutes.

Next, if time allows, we will play a game to fill the rest of the class period. Most likely, there won’t be much time left in class, so we will probably have to play a short game. One short activity we could do is “Papa Caliente” (Hot potato). The students toss around a small stuffed toy while music plays. When I stop the music, the student who has the toy has to answer a question. I will ask questions about things we covered in class today, such as how to conjugate verbs in certain forms, what verbs mean, etc. If we have a significant amount of time left, we can play a longer game, such as Matamoscas, Hangman/Wheel of Fortune, Row Races, or Whiteboard Races. I like to let the students take a vote about what game to play so that they are content and have some input on the lesson.

A few minutes before class is over I will let the students pack their things. I will try to end class on a positive note by letting the students know they did a good job today. I want to encourage them to continue to work hard in order to succeed.

Materials and Equipment:

• Answer key to the homework from the night before (Exprésate I workbook, pg. 54)

• Exprésate I workbook, pg. 54

• Exprésate I textbook, pg. 167 ex.15

• Dice game worksheets

• Dice

• Trail activity questions

• Small, stuffed toy for “Papa Caliente”

• Fly Swatters or white boards, depending on time

Assessment/Evaluation:

I will be evaluating the students throughout the class period to see how well they are learning and understanding the material. When we go over the homework, I will ask the students what answers they chose to see if they are correct before I give them the correct answers. When the volunteers go to the board to answer “La Práctica”, I will ask the class if their classmates answered the questions correctly. If they think not, I will ask for them to tell me what needs to be changed. This will help me see how well the students can translate the sentences to Spanish. As we do the textbook exercise together as a class, I will ask individual students what each of the questions means and ask other students the answers to see how well they understand. While the students are completing the dice game with their partners, I will circulate the room and scan their answers to see if they are conjugating the verbs correctly. When the students are doing the Trail Activity, I will try to listen to them work with their partners to figure out the answers. When I check the students’ answers to the trail I will be able to see if most of them are getting them all correct or if they are struggling with certain questions. This will help me to know what the students already understand pretty well and what we need to focus on more. There will be a quiz on this material in about a week.

Follow-up Activities:

• Textbook exercises

• Computer lab activities

• Practice packet

• Review games

• Study guide

• Quiz

Self-Assessment: After the lesson, I will address the major components of the lesson plan and decide its strengths and weaknesses. I will decide what parts will be useful for future lessons and what parts I should change.

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