Speer, Spronz, Sturm, Swann

11-22-10

Formal Lesson Plan

Class Description:
Our teaching context is a community college beginning Spanish class. Students in our
class are of mixed ages and motivation levels. Some students are taking our class for the pleasure
of learning Spanish, while others are taking the class for the sole purpose of graduation
requirements. For this, motivation will be high for some students, while non-existent for other
students.
As for scheduling, class will meet three times a week for 50 minutes each. Our classroom
will be equipped with a computer, internet, projector and dry erase board. At the community
college level, we will have the opportunity to use supplemental material if we so desire, but we
will also be given a book to follow.
Timetable Fit:
This lesson fits in the second week of class. Before this lesson, students will have already
studied basic phrases and know present tense conjugations, as well as the irregular verb ser.
Following this lesson, we will teach the more regular verbs as well as the verb gustar.
Learner Outcomes:
-

The student will be able to distinguish between the uses ser and estar.

The student will practice deducing rules from context.

The student will produce sentences correctly using ser and estar.

The student will produce sentences correctly using the studied adjectives.

Activities, Procedures and Timing:

Teacher
Betsy

Activity/ Aids
Schema
Activation

Interaction

Procedure

Time

Teacher +
Whole Class

The teacher will elicit adjectives from 2-3

the students. Picture will be on board. minutes

Partners

Words will be on projector. In pairs 2-3

students will match words to pictures. minutes

Aids: Chalk
Board
Betsy

Vocab Intro
Aids: Projector,
Worksheet

Speer, Spronz, Sturm, Swann

11-22-10

Betsy

Comprehension Teacher +
Check
Whole Class
Aids: Projector,
worksheet

Betsy

Review
Aids: Chalk
Board

Kaki

Dialogue
Aids: Dialogue
Worksheet

Teacher will put all pictures on board 7 minutes

(the same that students have), then
check answers with students.
Teacher will check for
comprehension and make sure that
students understand adjective
agreements.

Teacher +
Whole Class

Teacher will elicit ser conjugations 5 minutes

and meaning from class. Teacher will
write on board.

Teacher +
Whole Class/
Pairs

Teacher will introduce the concept of 7-10

two meanings of to be. Teacher will minutes
then introduce dialogue. Three parts:
1- Read for gist (individually)
Teacher will then check for
comprehension
2- Read in pairs, circling estar
3- Students will then read a third
time, looking for uses of
estar.

Kaki

Comprehension Teacher +
Check
Whole Class
Aids: Chalk
Board

Julie

Modeling
Aids: Chalk
Board, Paper,
Pen

Julie

Controlled
Practice
Aids: Paper, Pen

Teacher will check for

2-3
comprehension on the uses of ser and minutes
estar. Teacher will write on board.
E- ELF
S- DO

Teacher +
Whole Class

Teacher will model activity by giving 2-3

an example to the class, then asking minutes
for questions.

Students
working in
pairs

The students will get into pairs,

5-7
writing 4 sentences about their
minutes
partner (2 using estar and 2 using
ser). After writing sentences, students
will peer correct, checking for

Speer, Spronz, Sturm, Swann

11-22-10

ser/estar uses, and adjective

agreement.
Julie

Presentation
Aids: Paper

Mary

Free
Practice/Model

Teacher +
Whole Class

Depending on time, teacher will ask

several students to read 1-2 of their
sentences to the class

2-3
minutes

Teacher +
Whole Class

Teacher will explain activity, giving

directions and checking for
comprehension. Teacher will then
model an example.

2-3
minutes

Teacher +
Whole Class

Pictures will be placed on the board. 7 minutes

The teacher will then think of one
picture on the board. The students
will need to ask the teacher questions
(using ser and estar) to guess the
picture the teacher is thinking of.
Teacher will switch and allow
students to each take a turn.

Teacher +
Whole Class

Teacher reviews ser/estar

Aids: Picture
Cards
Mary

Free Practice
Aids: Picture
Cards

Mary

Wrap up

2-3
minutes

Problems and Possibilities:

Potential problems that might arise when teaching this lesson: (1)- timing might be an
issue when using 4 teachers. It may be hard to judge how long the other teachers activities will
take, and for that it will be hard to make spur of the moment decisions for timing. (2)- Students
might not be able to deduce the uses of ser/estar from the context of the dialogue. So, the teacher
will need to be able to judge the best way of presenting the material for students. (3)- Directions
for the last activity are complex, and for this, students may be slightly confused, and clarity from
the teacher will be necessary.