Lesson Plan Template Teacher Candidate: Andrew Green Unit Title: The Preterite Tense Subject: Spanish Grade

Level: Spanish III Lesson Title/Number Common Core Standards 21st Century Skills
Only include what will be assessed.

Date: 11/30/12

Lesson Plan 1: Preterite Tense, Regular Verbs LOTE Standard 1: Students will be able to use a language other than English for communication. Checkpoint B: Students can read and comprehend materials written for native speakers when the topic and language are familiar. Students can select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers.

Lesson Objectives
(Blooms Taxonomy)

1. Students will be able to conjugate regular verbs in the preterite tense and provide English and Spanish translations of sentences.

Must be numbered.

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. A. Pre-assessment B. Bell-ringers C. Exit slips D. Fill-in-the-blank worksheet

E. Word jumble worksheet

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Day 1 The teacher will tell students that he is interested in knowing what they did over the break. The teacher will write three English sentences on the board in the past tense, but will use a present-tense verb. Students will write five English sentences describing their weekend, using this model. The teacher will then call on individual students to share their descriptions with the class. The teacher will write some of these descriptions on the board, and ask students why they are incorrect; the teacher will show by pointing that it is the verb that makes the difference (visual accommodation). The teacher will write the preterite conjugations for ar, -er, and ir verbs on the board. The teacher will re-write the original three examples in Spanish, and conjugate verbs in the preterite tense. Students will write three reasons why it is important to them personally to be able to talk about the past. The teacher will show a brief Powerpoint presentation of a personal trip to Mexico, speaking in the preterite tense. Students will take a pre-assessment test, which will determine the level of knowledge of preterite verb conjugations (both regular and irregular) and vocabulary. The test will include sections of listening comprehension, reading comprehension, and vocabulary translations (CSE, pre-assess). Day 2 Bell-ringer: Without using their notes, students will write three units of past tense, with their English translations (CFU-content, CSE). The teacher will review answers with the class after collecting them.

Label: Bell Ringer

Also may be called: set induction, anticipatory set, introduction/review, Do Now

Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines, and/or content (formative)
Ex. (CFU

directions)

Label: Evidence of Cognitive Student Engagement (CSE)

The teacher will write three verbs on the board (one ar, one er, and one ir) and have students write their conjugations in the preterite tense (CFU-content, CSE). The teacher will ask two students to repeat the directions (CFUdirections). The teacher will walk around the room to check work. Students will complete a teacher-made fill-in-the-blank worksheet containing sentences with unconjugated verbs. After conjugating the verb, students will rewrite the sentences in English (CFU-content, CSE). The teacher will review the worksheets with the class after collecting them. Day 3

Bell-ringer: Students will rewrite three Spanish sentences that the teacher has written on the board, which are missing verbs. Students will fill in the appropriate verbs and conjugate them in the preterite tense. They will then rewrite the sentences in English (CFU-content, CSE). The teacher will review results with the class after collecting them. Students will complete a teacher-made word jumble worksheet. After completing the sentence and conjugating verbs, they will rewrite the sentence in English (CFU-content, CSE). The teacher will review the worksheets with students after collecting them.

Assessment/

1. A: The pre-assessment will be a form of summative assessment, and will determine the level of student knowledge of the preterite tense at the beginning

Evaluation Label: formative or summative and describe purpose

of the unit. B-C: The bell-ringers and exit slips will be forms of formative assessment, and will gauge how much information students have retained after instruction. D-E: The teacher-made worksheets will be forms of formative assessment. They will determine whether the students can apply conjugations of verbs discussed in direct instruction to new verbs, thus demonstrating knowledge of broad themes rather than just specific examples. Also, the English translations on these worksheets will demonstrate understanding of vocabulary.

Technology

Computer, Powerpoint, monitor, USB.

Closure

Day 1: Exit Ticket: The students will put their notes away and write three units of past tense, with English translations (CFU-content, CSE). They will hand this in on their way out. Day 2: Exit Ticket: The teacher will write three verbs on the board. Students will write the preterite conjugations for these verbs, and provide their English translations. (CFU-content, CSE). They will hand this in on their way out. Day 3: Exit Ticket: The teacher will write three verbs and three direct objects on the board, and students will write three Spanish sentences with these, conjugating the verbs in the preterite tense (CFU-content, CSE). The teacher will ask two students to repeat the directions (CFU-directions). The students will hand this in on their way out.

Accommodations and/or Interactions with Co-Teachers and/or Support

Staff

Resources/ Materials

Board, markers, notebook paper, pens, worksheets.

Time Required

3-5 days

Reflection (Use APPR guiding questions and provide evidence):

Goals and/or Professional Development Needs/Interests:

Teacher Notes for Use During Instruction

Lesson Objective (s): Agenda for Board: Student/Class Profile

Comments:

Materials: Procedure: Complete by: ___:___

Include: cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by

formative assessment

Include grouping if any Closure: Begin by: ___ :___

Homework /Announcements :

Begin by: ___ :___