Learning Experience Plan

Subject: Spanish

Grade level: Checkpoint A

Unit: Regular Present Tense Verbs

Length of LEP (days/periods/minutes): 45 mins

Topic: -AR -ER and IR Verbs

Content Standards: (include only standards addressed in this LEP)
Standard 1: Students will be able to use a language other than English for communication.
Key Idea: READING & WRITING are used in languages other than English for the purposes of socializing, providing
and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of
action.
Checkpoint A

understand the main idea and some details of simple informative materials written for native speakers

compose short, informal notes and messages to exchange information with members of the target culture

Key Idea: LISTENING & SPEAKING are primary communicative goals in modern language learning. These skills are
used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions,
and getting others to adopt a course of action.
Checkpoint A

Comprehend language consisting of simple vocabulary and structures in face-to-face conversation with
peers and familiar adults.
call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other
than English

Standard 2: Students will develop cross-cultural skills and understandings.

Key Idea: EFFECTIVE COMMUNICATION involves meanings that go beyond words and require an understanding of
perceptions, gestures, folklore, and family and community dynamics. All of these elements can affect whether and
how well a message is received.
Checkpoint A
a

use some key cultural traits of the societies in which the target language is spoken

Literacy Standards: (include only standards addressed in this LEP)

Speaking and Listening Standards: Comprehension and Collaboration
1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own
clearly.
a
Pose and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.
b
Seek to understand and communicate with individuals from different perspectives and cultural
backgrounds.

Language Standards: Conventions of Standard English/Spanish & Knowledge of Language

1

Demonstrate command of the conventions of Standard English/Spanish grammar and usage when writing
or speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, and possessive).

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b. Recognize and correct inappropriate shifts in pronoun number and person.

c. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents)
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a
Vary sentence patterns for meaning, reader/listener interest, and style.
b
Maintain consistency in style and tone.

Learning Experience Outcomes

Learning Experience Assessments

(knowledge/skills)

Students will: Learning Experience

Outcomes (knowledge/skills)

Students will know the three different types of

verbs in order to conjugate correctly
Students will know the verb endings in order to
correctly conjugate a verb based on the subject
Students will know the subject pronouns in
order to use them correctly with a conjugated
verb
Students will say vocabulary in order to
pronounce words correctly.
Students will write vocabulary in order to spell
correctly
Students will know how to use summarization
in order to summarize a short dialogue.
Students will know how to conjugate verbs in
order to express what they do.
Students will read sentences in order to
develop reading and comprehension skills
Students will know how to classify in order to
see the similarities and differences between
the conjugated verbs.

Repeating Students will repeat

vocabulary
Repeating Students will repeat verb
endings
Students will ask and answer questions
using the verbs correctly
Students will answer questions based on
the sentences.
Students will classify the verbs based on
conjugation.

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
In the multicultural class
Students on level will
Students who are beyond
studnets with no
follow the lesson as
will help students unfamiliar
knowledge on Spanish
intended for the fact that
with culture
culture will be paired with
they have some insight to
a person from the Spanish the culture an can
culture to see from their
understand the variations
point of view
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Material
s

Procedures/Strategies
Day 1

(add additional days as needed)

Sponge Activity: Qu te gusta hacer? I will ask students what they like to
do in Spanish. They will respond in the form of Me gusta bailar. Students
will answer using the sentence structure of Me gusta + infinitive of verb.
Anticipatory Set: To get students thinking in todays lesson students will
share their knowledge on how they group items and what characteristics
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they use.
Activating Prior Knowledge: Before we begin reading sentences I will ask
students what they remember from conjugating AR, -ER, and IR verbs. As
an example I would have the class conjugate three verbs with each ending
to make sure everyone is on the same understanding. The verbs would be:
Bailar (to dance), Comprender (to understand), Asistir (to attend).
Direct Instruction (input, modeling, check for understanding)
1. Teach students about classifying. Explain that classifying is grouping
items in into definable groupings based on the similarities that they
have. Technically speaking all Spanish verbs are grouped based on their
ending which are AR, -ER and IR.
2. I will give students a fill in the blank sentence where they conjugate the
verb based on.
Guided Practice
1. Together as class students we will complete the following sentences.
1.
2.
3.
4.
5.
6.

T ________ mucha comida. (preparar)

Nosotros ________ paella. (comer)
Ellas _______ en una oficina en la ciudad. (trabajar)
Vosotros _________ lejos de la capital (vivir)
Usted _______ muchas novelas. (leer)
Yo ________ a muchos conciertos. (asistir)

2. Now as class we place the verbs into categories based on if they are
singular or plural. For example
Singular
Preparas
Lee
Asisto

Plural
comemos
trabajan
vivs

These verbs are categorized base on singular or plural.

Independent Practice
For independent practice students will read several sentences and
categorize them based on ending, person and number.
Yo camino a la escuela.
T corres por el parque.

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l come fruta en vez de pan.

Nosotros abrimos la tienda todos los das.
Ellos hablan a la vez.
Cantas muy bien.
Leemos mucho.
Los estudiantes aprenden mucho.
Admite que hay un problema.
Los viejos suben la escalera.

Closure: Have students for homework write 4 sentences in present tense

that they do daily.

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