Lesson Plan* rd Class / hour / period: 3 hour Spanish 4_Unit:_Las relaciones sentimentales Language Learning Objectives

1) SWBAT demonstrate understanding of oral and written classroom language by guessing the correct reason of preterit versus imperfect during the PowerPoint, and writing the correct reason on their practice sheets. 2) SWBAT engage deeply into learning the preterit versus imperfect from authentic examples provided by the teacher by writing the examples, making a comparison about something new that they've learned, and asking questions about verb usage during the PowerPoint. 3) SWBAT demonstrate written understanding preterit versus imperfect by using the past tenses to describe past personal experiences on a final assessment that encompasses drawing, symbolizing, coloring and writing.

Cultural Objectives
1) SWBAT learn about different cultural festivals in Spain, the experience of studying abroad, and applicable ways to use Spanish in real life through the preterit versus imperfect PowerPoint. 2) SWBAT learn about Frida Kahlo and her love affair with Diego Rivera in the practice activity on the worksheet by trying to understand the verbs in context to choose the correct reasoning and conjugation for the preterit or imperfect verbs. 3) SWBAT practice authentic Spanish language through singing the song and have a musical context to remember vocabulary and grammar points that coincide with previously learned and current unit topics.

MiWL Standards 1) 1.2.A.L.a Demonstrate understanding of oral classroom

language in the target language on a variety of familiar and unfamiliar topics

Previous Learning
1. Relationship vocabulary 2. Ser versus Estar 3. Por vs. Para 4. Notes on Preterit versus Imperfect (Refresher from Spanish 2).

2) 1.2.A.R.b Understand and analyze written materials in

the target language on unfamiliar topics such as, literary works, print media, websites/internet, directions

3) 4.2.N.a Identify basic target culture practices and

compare them to ones own

Activity 1 / Warm - Up Materials / resources needed 1. Paragraphs that were homework recalling what students knew about Ser versus Estar 2. Song- El Poeta por Chino y Nacho Procedure: 1. Teacher asks students to get out their paragraphs from last night and share what they wrote with a partner. They are to compare each other's ideas and add on to their own based on what their partner has said using a different colored pen. 2. Teacher collects these for credit 3. Teacher plays the song. 4. Teacher awards the class a point if class sings, if they have not sang, no point is earned. Formative assessments 1. Pair work - Teacher will see active involvement of students discussing their paragraphs and collect their sheets with added ideas in a different color. 2. Whole group - Teacher watches to ensure that all students are singing. If they do not earn enough points within 10 days, a song quiz will be given. Activity 1 Materials / resources needed 1. PowerPoint La vida de Seorita Pohl Procedure: 1. Teacher asks students to get out a separate piece of paper and to try and guess the different reasons why the verb has been conjugated in either preterit versus imperfect using their notes as a reference. They should also take notes on one thing that they learned about in terms of culture or how they can use Spanish in their everyday lives. 2. Teacher presents PowerPoint 3. Teacher asks students to write a comparison of something new they learned compared to they have experienced previously in their lives and use the preterit or imperfect tense to write a sentence or two about this. 4. Teacher asks some volunteers to share and then collects it with their reasoning sheets

Lesson Plan* Formative assessments 1. Individual - Teacher will collect sheets with reasoning and comparisons for a grade. 2. Whole group - Teacher asks for students' responses during the PowerPoint Activity 2 Materials / resources needed 1. Worksheet preterit versus imperfect (about Frida Kahlo and Diego Rivera)

1. Teacher gives students time to work on the sheet, writing the correct letter next to the verb to explain the reason of why the verb is either in the preterit or the imperfect. 2. Teacher then brings class back together and goes over the responses, going around the room. 3. Teacher then allows students to work on the next part of the sheet that involves conjugating the verb according to the letter that is already written next to it. 4. Teacher then allows students to work on the final part of the sheet where the students are to conjugate the verbs by themselves, and the teacher has them write the letter next to their verb conjugation in order to clarify why they are conjugating it a certain way. 5. Students may finish the worksheet for homework. Formative assessments 1. Whole group - teacher asks students to respond going in order around the room in reviewing the first part of the worksheet 2. Individual - next two parts of the worksheet, teaching will walk around room to help students. 3. Individual - Teacher will collect homework sheet tomorrow Summative assessments
Final Assessment - Color, Symbol, Image. Students will talk about a past relationship that they have had. They will choose a color for a specific emotion that they felt, a symbol that represents what the relationship was like and an image, which can be a specific moment which sticks out in the students' mind that they can draw. They need to use correct past tense verbs, por vs. para, ser vs. estar and a variety of vocabulary words to describe each part. They are provided a rubric to describe these requirements more fully in detail.

Homework & Extensions 1. Finish preterit versus imperfect sheet