Britton Smith July 9, 2013 Sample Lesson Plan for Ionia PS 70 minute Topic: Conjugating AR verbs, Spanish I, week

6 State Standards:
1.2.N.L.a Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests _.1.N.a Reinforce previously learned content knowledge through the target language _.1.N.b Identify basic differences and similarities in grammatical structures between ones own language and the target

Lesson Objective

I can conjugate regular ar verbs in Spanish, as well as identify the similarities and differences of conjugating verbs in Spanish and English.

Learning Assessment(x) Formative ()Summative Bell Work/Introduction: (:00-:02)1. Upon entering the classroom students take out two-week calendar and answer the review question of the day: Please list the 10 different pronouns found in Spanish and their English translation (hint: the first one is yo) 2. The teacher should take attendance, giving students about 2 minutes after the bell rings to complete the work. Greet the students in Spanish, quick review of at least two of the following questions EVERY day: Cmo estn? Qu te gustara hacer? Cul es la fecha? Qu tiempo hace? etc. . . (:02-:12) 3. Discuss: What is a pronoun? (Show pronoun picture cards, remind students there are singular and plural pronouns, there are pronouns used for 1st, 2nd, and 3rd person, review quickly the different between t and usted, sing pronoun song (see attachment) Grammar Lesson: (:12-:20)1. What is conjugating? Discuss the verb ser (students have previously conjugated this verb, though knowledge of what it means to conjugate, may be very foggy.) In English we see verbs do minor

changes based on who is doing what and at what time. Like the verb to be, if I want to describe myself I say, I am smart. If I want to describe my friend Lola, I DO NOT say She am smart. I need to use the correct form of the verb and therefore say She is smart. We already learned this works the same way in Spanish, that there are always 6 forms of a verb, I would say Yo _________ inteligente, and Lola _________ inteligente. Continue to discuss this concept with other examples.
(:20-:40)2. Use the powerpoint and notes-fill in (see attached) to show students the steps to conjugating a verb in Spanish. Give students examples and have the students write out the verb pairings (yo-cantar) on mini whiteboards. Encourage students and give appropriate wait time so that all get the change to participate. (Notes fill-in may be already filled in by the teacher for students with disabilities)

Growing Knowledge: (:40-:55)1. Have students cut out the worksheet (see attached) and put all stems in a pile as well as all endings in another. Review pronouns again, students should write pronouns on the back of the paperwork. For example, on the back of o students should write yo. Students should write the meanings of the verb stems on the back as well, for example bail students should write dance. Call out the verb combos: such as I dance, students combine the bail and the o to make bailo. After calling out 2, allow students to begin calling the words for their partner. (:55-:60) Play Conjugation Back remake of Justin Timberlakes song. This song will be played each day for the week to help students focus on the need to conjugate their verbs. Testing Knowledge/Exit Strategy: (:60-:70) 1. Students should go online to socrative.com and type in the class room number. The quiz will begin when all students have entered the room. Give the students a quick 10 question quiz on conjugation. The results will be saved via the website. Enable the immediate feedback button so that students can see their mistakes as they are taking the quiz. 2. Explain to students we are shooting for 80% on this quiz and that they will get the chance to retake it tomorrow at the start of class (but without their notes). Students should study by using the review worksheet OR going online to our classs Edmodo and completing the worksheet online. 3. Have students rip off the corner of their paper and circle the face that they feel with regards to conjugating verbs and place it in the basket on their way out. **Note on differentiation: Students with disabilities should find this days work fairly easy/paced for them. Materials may be already cut for them, filled in, and extra time for the quiz may be necessary.