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Adapted from SIOP

Sheltered Instruction Lesson Plan

Your Name: Anya Letson ESL Level: 3 & 4 (Intermediate)
Preparation Subject: Spanish 1 Grade Level(s): 9 & 12
Unit Theme: Introduction to Spanish Language Structure
Lesson Topic: Subject Pronouns & Ser
Standard/s: 1.1.N.SL.b Ask and answer basic questions about the weather, health/physical
conditions, self, family and friends; 1.2.N.L.c Understand main idea of a visual media or live
presentation (film/DVD, TV shows and commercials, theatre and musical production); 4.1.N.a
Identify basic differences and similarities in vocabulary between ones own language and the
target language (cognates and borrowed words); 4.1.N.c Identify basic differences and
similarities in register/honorifics between ones own language and the target language; 4.1.N.d
Identify basic differences and similarities in phonological features (such as pronunciation,
intonation, and tone) between ones own language and the target language;
Content (cognitive) Objectives: Students will identify and understand the meanings of the verb
forms of ser; students will describe situations where they should use ser; Students will read, say,
and write short sentences using the verb ser

Language Objectives: English Language Proficiency, Comprehension (Include 4 language
skills and vocabulary.
Students will be able to:
(Listening) L.1.2.c Respond appropriately and courteously to directions and questions;
L.1.3.a Perform most uncomplicated classroom tasks when prompted; L.2.3.a Understand
age-appropriate social discourse with occasional repetition and rephrasing; L.3.2.c
Understand the major ideas and supporting evidence in spoken messages; L.3.3.b Listen
attentively to stories or content information and identify key details and concepts using
both verbal and written responses; L.4.3.b Use knowledge of language and develop content
area vocabulary to support comprehension of the speakers message; L.5.3.d Identify the
main ideas, points of view, and fact/fiction in broadcast and print media
(Speaking) S.4.3.a Participate actively in cooperative group activities and projects; S.5.3.a
Respond to messages by asking questions, challenging statements, or offering examples
that affirm the message; S.6.3.a Speak clearly and comprehensibly by using standard
English grammatical forms, pronunciation, phrasing and intonation;
(Reading) R.5.3.a Summarize informational or narrative selections; R.6.3.a Apply
information using table of contents, index, and chapter headings, diagrams, keys, charts,
tables, pictures, maps, graphs and glossary; R.6.3.b Make connections between prior
knowledge, personal experiences and what is read;
(Writing) W.2.2.b Identify and correctly use subject verb agreement and past, present, and
future tenses in writing simple sentences; W.2.3.e Use verb tenses appropriately in present,
past, future, perfect and progressive;
Adapted from SIOP
(Vocabulary) forms of ser (soy, eres, es, somos, sois, son); verb, subject pronoun, irregular,
agreement, profession, permanent,

Students will be able to: Determine which form of ser to use according to the subject of the
sentence; decide when to use ser to describe the characteristics of nouns.

Materials: video and accompanying participation guide, practice assignment for sentence
completion with appropriate number of copies for students, document camera and projector,
speakers for video sound, white boards with markers and erasers for pair use

II. BUILDING BACKGROUND (Motivation, prior knowledge, key vocabulary, lesson focus)

Review forms of ser and which subject pronoun each form corresponds with by discussing
yesterdays class activities as a whole class discussion.


We already know some things about ser, but its always helpful to view information in a few
different formats because it deepens our understanding of that concept. Go over participation
guide to accompany Ser v. Estar, Pt. 1 video and discuss strategies for completing the guide. As
students watch the video, pause it frequently to slow down the pacing and ensure all students
understand the most important information, take questions as they occur. Go over responses
together once the video has concluded.

Also discuss as a class why subject pronouns are not always required in Spanish (because theyre
built into the verb form). Revisit this issue during practice and application ( Do we need a subject
pronoun here? Why or why not?)

IV. PRACTICE AND APPLICATION (include 4 language skills, research-based strategies,
scaffolding, and interaction [cooperative learning])

Pass out Ser Practice 2 worksheet and use the document camera to go over instructions,
modeling completion of the first sentence completion task on the worksheet. Place students in
pairs, have students take turns responding to the question. If the pair partner agrees with the
response, both record it, but if the response is incorrect, they coach the errant partner. For
situations where agreement cannot be reached, students should carry on and circle that question
for whole-class discussion.

V. REVIEW AND ASSESSMENT (relate assessments to learning objectives)

Monitor pair responses and discussions, reteaching to fix common errors where needed during
whole-class discussion;

Still in pairs, have students get a white board, marker, and eraser. Put sample review questions
from subject pronouns on the screen and have students write the appropriate responses. Give
Adapted from SIOP
feedback and coaching for each white board. Writing is color-coded by pair (for example, one
partner has a black marker and the other green) to keep track of who is responding.


Students may use computers in the back of the room to use subject pronoun & ser flashcards on at