2857 Transworld Drive

Stockton, CA 95206

Name: Gianna Barlupi

Lesson Plan
Date: September 15, 2015

Learning Objective: (What do you want students to understand in the lesson?)

To be able to choose the correct article for a given noun based on gender (feminine versus
masculine) and number (singular versus plural). To be able to summarize their groups topic using
the website Prezi.
Anticipatory Set: (How will you get students interested in the lesson?)
Play the youtube video (https://www.youtube.com/watch?v=AoAsee41fsc) for the childrens song ci
vuole un fiore which is used to teach young Italian children the concept of vegetation and plant
insemination (i.e. where do flowers come from?) but is an useful tool for non-native Italian speakers
to learn the concept of indefinite (a or an in English) and definite (the in English) articles.
Instruction: (How will you build understanding?) *Guided and independent practice w/ closure
Running
Teacher Action
Student Action
Materials Needed
Clock
6-8 mins Prior to class beginning
Students follow along with the song T projector &
distribute the lyrics for the
for the first listen-through and then
worksheet
song. Project the video and fill in the blanks (which correspond
play the video with audio.
to the articles) for the second listen.
10 mins

Direct students to discuss

the gender and number for
the nouns that follow the
blank spaces (the articles
the filled in).

In groups share ideas and organize

the nouns into categories. Share
their ideas when I call on them
when reviewing the entries for each
category.

S worksheet &
their answers

15 mins

Break them up into groups

and assign them their set
of words and their article.

Look at the words that would

T document with
correctly be paired with their article their words
and those words that would be
S devices
incorrectly paired with their article.
Discuss the reasons why some are
correct and others incorrect; looking
for patterns in gender, number and
how the word begins.

5 mins

Circulate through the room

and discuss with the group
members their hypotheses
about the correct versus
incorrect words.

Share with me their findings and

take notes of additional questions
or insights I might give them during
the course of our discussion.

5 mins

Pull the class back together In groups work together to come up

and direct them to watch
with rules/guidelines and create a
my presentation on un
rough draft on paper.

S devices

T projector &
presentation
S devices

2857 Transworld Drive

Stockton, CA 95206

(an indefinite article) using

the website prezi. The
website will show the rules
or guidelines for when to
use un, un, uno, and una
(which is review for them).
Inform them that with their
groups they will create
similar presentations for
their articles.
~45
mins

Walk students through how

to actually create a prezi by
creating one with them.
Show them how to create
an account and turn them
loose on exploration.

Take note for the steps involved in

T computer &
creating a prezi. Set up their own
projector
account and go through the tutorial. S devices
Also watch the youtube video on
how to create a prezi
(https://www.youtube.com/watch?
v=ArGh6FurR0Q).
Closure: As they leave they will show me that they have chosen a theme/design for their
presentation, have input a title and the group members names.
Assessment: How will you know students have achieved the learning objectives? Evidence?
By evaluating their answers for the song activity and by listening during all of the group work
throughout the period. I will ask each group probing questions to make sure they understand their
article and how to use the website. Then the following day the students will present their
presentations to the class and I will grade those.
Standards:
Communication 1.0 Students use formulaic language.
Communication 1.3 Present to an audience of listeners, readers or ASL viewers.
Functions 1.4 List, name, identify and enumerate.
Structures 1.0 Students use orthography, phonology or ASL parameters to understand words, signs,
and phrases in context.
Structures 1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters
of the languages the students know.
Student example:
http://prezi.com/nlypvgrylqbz/?utm_campaign=share&utm_medium=copy&rc=ex0share