Name______Masen Thompson________ (circle one: 1st draft / 2nd draft)

Lesson Plan
Objectives:

Teacher: Introduce Ser/Estar, go over conjugations for the different verb tenses, begin going over
the differences between ser/estar.

Students: students will be able to conjugate ser/estar, determine some correct usages of ser/estar,
and use some of the adjectives that correlate with ser/estar.”

Materials: powerpoint, paper and pencil.

Assessments: (Be sure to identify your assessment methods as direct, indirect or formal)

Direct: After each phase of presentation, ask questions to make sure that the students understood,
or simply ask them if they have any questions about what we had just gone over.

Indirect: Walk around the classroom and listen to the small groups or pairs of students and see if
they are using ser/estar in the right way, in the way that we had just discussed. If they seem like
they would like to be corrected right then I will, or I may decide it better to talk to the whole class to
clarify a point that everyone may seem to be confused about.

Homework:

Exercises with sentences with a blank that they students will need to fill with either ser or estar,
conjugated in the correct tense. Also exercises with adjectives, with them needing to decide if ser
or estar is correct, then give them a verb tense to write a sentence with using the adjective (enfermo,
ud.), as a drill for what was begun in class, to go over next class.

Posible extra activities (“plan B”)

With this lesson plan, the class will end after the recognition phase of ser/estar with adjectives. If
there is still time left, they can do the part of the homework that has to do with adjectives, that is like
the production phase, and do that. If there is time after that, we will go into the communication
phase of ser/estar with adjectives and have them talk in pairs with ser/estar + adjectives.
time Description of activity (be sure to identify: presentation, recognition,
production and communication activities in parentheses. In the margins,
identify the learning style next to each activity)
0-7 Warm-up: Hymn, prayer by student, talk in pairs about their weekend
(active) activities (the one coming up or the one that just happened, depending on
what day class is)
7-9
(visual)
Quick intro of ser/estar (both mean “to be”), and a look at the conjugations for
10-12 each verb. (Presentation)
(sequenti Each conjugation will be on the left (ser 1st slide, estar 2nd slide), with pictures
al) of different groups of people representing each verb tense, students will
match each conjugation with a picture. (a person person pointing at someone
13-15 else, or a group for “tú” or “ustedes” (recognition)
(reflective
?) Hand out papers with conjugation trees, have students fill them out
individually (production)
16-17
(active) Students talk in pairs, go over their conjugations, and do quick quizzes of
each other, saying a verb tense (“nosotros”, “usted”) and having the other
18-21 student reply with the conjugation (communication)
(auditory)
Introduce usages of ser/estar with the two boxes provided, (from the
document that has the materials for the lesson plan- Ser: physical description,
22-26 etc. , Estar: feelings/emotions, etc.) as well as giving the students sample
(reflective sentences that they can read out loud (presentation)

27-33
(active) With the two boxes on the screen that give the uses for ser/estar, have
students write 3 sentences that use each verb. Have them share them in
groups afterwards. (recognition)
34-39
(global) Hand out papers with sentences that have blanks that need to be filled in with
either ser or estar conjugated (or maybe not conjugated), for them to
complete in pairs. Do the first couple as a whole class (production)
40-43
(verbal) Give students a prompt on the board that will need them to use ser/estar
(describe yourself, or something like that), and have them talk answer it one
at a time in small groups. (communication)
44-47
(active) Show the lists of adjectives that correspond with ser and estar, I’m thinking if
there is a better way to show it that isn’t just memorizing. (presentation)

48-50 On the board, with the lists still there, give the students a verb tense and have
them, in pairs, say the verb tense with the adjective, like they will do in the
homework. (recognition)

Hand out the homework, explain what is expected, and what they can expect
next class period.
 Ayudas: el plan de clase

When planning a lesson, keep in mind the following general points.

1. Clearly define your daily objectives. Make sure you state the objective in the form of
"students will be able to..." telling what they will be able to do--active verbs. Not: students will
know the difference between... But rather: students will be able to conjugate reflexive verbs to
tell about their daily routines.
2. Begin the class with an active warm-up.
3. Involve students actively in the learning process, using a variety of types of activities,
group sizes etc. Be sure you are not doing all the talking, or directly controlling all the
activities
4. Maintain a brisk pace.
5. Include some form of assessment for each stated objective.
6. Be sure to plan enough material that you can fall back on "plan B" if some of your
planned activities don't work out as planned.