Instructor: Rachel Latinette

Lesson Plan 1: Exprésate I, Chapter 4-2

Subject: Spanish Grade: 9th

ACTFL Standards for Foreign Language Learning:

Standard 1.1:Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

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

Standard 1.3:Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

IllinoisState Learning Standards:

28.A.1a Recognize basic language patterns (e.g., forms of address, questions, case).

28.A.1b Respond appropriately to simple commands in the target language.

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

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

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

Content:

  • Chapter 4-2 grammar: “-er” and “-ir” verbs in the present tense

Lesson Plan Summary:

  • Homework check
  • Go over homework
  • Go over “La Práctica”
  • Textbook pg. 141, ex. 38 aloud as a class
  • Sentence ordering activity
  • Verb puzzles
  • Play “Papa Caliente”

Instructional Objective:

The 9th graders will become familiar with conjugating –er and –ir verbs and using them in sentences. By the end of the lesson, the students should be able to:

-Choose the correct verb conjugations to agree with the subject

-Conjugate –er and –ir verbs accurately in all forms

-Answer questions about things they do with their friends on the weekends using –er and –ir verbs.

This lesson is a part of a unit on school, including school supplies and classes. The culture and geography focus in this chapter is on Costa Rica. Throughout the chapter there are pictures and pieces of information about Costa Rica relating to school. The videos and listening activities accompanying this chapter feature native Costa Rican speakers. The grammar focus in this chapter includes making the adjectives “mucho”, “poco”, “un”, and the question word “cuánto” agree in number and gender with the noun; “tener”, “venir”, and other –er and –ir verbs in the present tense; “tener idioms”; “venir” + “a la/las” with time; “ir a” with infinitives; and tag questions. In this unit students will also learn to say what they have and what they need, talk about classes and plans, and invite someone to do something. This lesson is towards the end of this unit, just two lessons prior to the quiz.

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. After the students have had a chance to answer the question or complete La Práctica, I will ask for a volunteer to go up to the board to write the answer. La Práctica for today is “Fill in the blanks with the correct form of the verb in parenthesis…” 1. Yo ______el alfabeto en español. (saber) 2. Las chicas______con amigas los sábados. (salir) 3. Yo ______la televisión todos los días. (ver) Once the volunteer has attempted to write the answer on the board, I will ask the class if they think their classmate answered La Práctica correctly. If they think not, I will have them tell me what needs to be changed. This is an example of “assessment for learning”. After we have discussed the correct answer, I will then go over the homework from the night before. Last night’s homework was to complete exercises 25 and 26 on page 48 in the workbook.In exercise 25, students read sentences about things that Diego does on a school day (using –er and –ir verbs that have irregular yo forms). Then they write a sentence telling whether or not they do each thing themselves. In exercise 26, students read sentences with a missing verb and choose a conjugated verb from a word bank to fill in the blank. For each exercise I will call on students to read the sentences aloud for the class and have the class translate what the sentences mean. This will let me listen to see how well the students understand the material(an 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. It is a routine that the students are familiar with. This should all take about ten minutes.

Next, I will have the students get out their textbooks(¡Exprésate! Holt Spanish 1). We will do exercise 38 on page 141 to warm up. In this exercise students answer questions (using –er and –ir verbs) about what they do with their friends on the weekends.I will read a question aloud and ask the class what it means. Then I will call on a student to answer the question. If he or she does not know how to answer it, I will help them through it, giving hints and letting them use their notes until they figure it out. This should take about 10 minutes. When we are finished I will tell the students they can put their books away.

Next, I will hand out a worksheet and for the next activity, a sentence ordering game. Students will work with their partners to put together pieces of sentences. Each group will get a small bag with 5 sentences in the bag. Each sentence is cut up into pieces, and each sentence is a different color. The verbs in the sentences are all –er and –ir verbs in the infinitive forms. The students will put thepieces of the sentences in logical order, and then write out them on their worksheet, conjugating the verbs to make them agree with the subject. When students finish they will turn in the worksheets and pick up the next activity.

The next activity the students will do is a verb puzzle. Each student gets a puzzle with square pieces in a small bag. Since Costa Rica is the country of focus in this chapter, each puzzle is a picture of a place I visited in Costa Rica. Two sides of each puzzle piece have Spanish verbs written on them and the other two sides have English verbs. To put the puzzle together, the students have to match up the English words to the Spanish words on each side of the pieces.The students have done puzzles similar to these verb puzzles in the past, so they are familiar with how to do them.

If there is any time left over in the class period we will play “Papa Caliente” (hot potato). In this game, students toss around a small stuffed toy while Spanish music plays. When I stop the music, the student holding the toy has to answer a question. The questions are all review of what we learned/practiced in today’s lesson.

Last, a few minutes before class ends I will let the students pack up 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. Normally I will explain the homework at this time as well, but since it is Friday I will not give a homework assignment.

Materials and Equipment:

  • Exprésate I workbook (pg. 48, ex. 25 & 26)
  • Exprésate I textbook (pg. 141, ex. 38)
  • Handout/worksheet for sentence ordering game
  • Small bags with cut up sentences for sentence ordering game
  • Verb puzzles
  • Small stuffed toy for game (if time allows)

Assessment/Evaluation:

I will be evaluating the students throughout the class period to see how well they are learning and understanding the material. When the volunteer goes to the board to answer “La Práctica”, I will ask the class if he or she answered the question correctly. If they think not, I will ask for them to tell me what needs to be changed. This will help me see if the students understand how to read and answer the questions in Spanish. As we are going over the textbook exercise together I will listen to how well the students can answer the questions and conjugate the verbs on their own. While the students are putting the pieces of the sentencestogether and writing them out, I will be circulating the room to observe how well the students are conjugating the verbs and putting the parts of the sentence in the correct order. If any students are in need of assistance I will help them. When the students are putting together the verb puzzles I will be walking around and checking to be sure that they are putting the Spanish verbs with the correct English verbs. All of these things will help me to figure out what things the students understand and what things we need to practice more.

Follow-up Activities:

  • Study guide
  • Review Jeopardy
  • Tic-Tac-Toe Review game
  • 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: