Expresiones con Subjuntivo, Day 2
Lesson PlanBrief Class Description (contextual information including number of students, subject, level, IEP/ELL/GT or other special considerations):
Spanish 3. Unit: Unit 4: Relaciones Lesson Topic: Expresiones con Subjuntivo, Day 2 Prior Knowledge (How do you know students are ready for this lesson?): Students have been already been exposed to and explicitly taught the different subjunctive expressions the day prior. They are familiar with them but they need more exposure to foment when to use the expressions and how to conjugate. Alignment 1. Standard (State {CCRS/Other} and Professional Organization Content Standard) Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own, listeners, readers, or viewers. Objective: SWBAT complete their daily conjugating verb worksheets in order to practice conjugating new verbs related to the vocabulary. Assessment: Students will later be graded on their completion of their Verb worksheets; Activity(ies): Daily Conjugating Verb Exercise. 2. Standard (State {CCRS/Other} and Professional Organization Content Standard) Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Objective: SWBAT interpersonally communicate with at least 2 people, answering and asking the question “¿Sobre qué quieres educar a la gente?” Assessment: I will walk around and monitor who is participating and who is not. Activity(ies): Daily Interpersonal Activity Question 3. Standard (State {CCRS/Other} and Professional Organization Content Standard) Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Objective: SWBAT answer various questions while listening to and watching their peers act out a scene that happened in the hallway yesterday (from a script). Assessment: Formative assessment of who is completing the worksheet and staying on task and who is not. Activity(ies): Objetivo 4: Escuchar los clientes 3. Standard (State {CCRS/Other} and Professional Organization Content Standard) Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Objective: SWBAT write a plan of action for their clients using the subjunctive expression learned from the day before and practiced throughout today's lesson. Assessment: Successful completion of the plan (collected and graded). Activity(ies): Objetivo 8: Crear un plan de acción para los clientes. Materials Needed: -use of Elmo for the drill, verb exercise, and interpersonal activity. -use of Elmo for explaining all activities and modeling them. Technology Integration/Needs: -ELMO to model activities Lesson Procedure: Opening Activity (describe your warm-up, engagement/hook/motivation): There will be a drill on the ELMO asking students to create three sentences using three expressions learned from yesterday: "Para que", "Cuando", and "Antes de que" about what their professors do. I will play music while the students work and when the music's over we will spend a minute calling on volunteers to give me answers. Time Allotted: 5 minutes into class time. Transition (explicitly linking concepts/activities/objectives): “Ok clase. Now can the verb person come up here please? Thank you.” Activity 1 (describe activity): After the drill, the student who was chosen to do the verb activity will come up to the ELMO and go over the conjugations for “luchar” as well as use it in a sentence. Time Allotted: max 2 minutes Transition: “Muchas gracias ____(student) now we will do an interpersonal activity. This is question: “How have you made yourself independent from your parents?”. Activity 2 describe activity): Students will conduct a small, daily interpersonal activity responding to the question above. Students will walk around the room and freely ask and answer this question with at least two people. Students are meant to talk until I tell them to stop after two minutes. Time Allotted: max 2 minutes Transition: Entonces, how have you become independent from your parents? (I will take a couple of answers). But even after you learn how to cook for yourself, and clean your own room, and dress yourself, you will still ask your parents for help with some things right? Well today, it's the other way around. Mrs. Lavery, one of the guidance counselors, needs your help to resolve an issue and create a plan of action for two students that had a fight in the hallway yesterday. But Mrs Lavery couldn't see exactly who were the students that were in the fight! Activity 3 (describe activity): I will explain that Mrs. Lavery from Guidance saw a fight/argument in the hallway between two Spanish 3 students but could not figure out who the students were. In class we will figure out which of the students did it. Time Allotted: 5 minutes Transition: out Now, fortunately, Principal Anderson has put cameras in the hallways to solve problems just like this one! Now we will be able to "review the video" and see what exactly the argument was about. Activity 4 (describe activity): Students will watch the two students that were chosen act out (read a script) what had happened the day before in the hallway. Meanwhile students must answer questions of understanding that I will informally assess. Time Allotted: 5 minutes Transition: Now that we have seen the argument we must prepare for our meeting that we will have with our clients to resolve the conflict. Activity 5 (describe activity): Students will create questions using the subjunctive expressions to ask their colleagues (other students in the class) to get advice on how to act and what to do in their upcoming meeting with the clients. meeting. Time Allotted: 10 minutes Transition: Ah very well done. We have our questions but now we need our answers. Now we will pose our questions to other life coaches at Eastern Tech who might have good suggestions on what to do when in meetings like the one you're about to have. Activity 6 (describe activity): Students will now ask their peers the questions that they have just written down and write down the answers their peers give. Time Allotted: 10 minutes Transition: and. Genial!! Now that we have prepared for the meeting, now we will have the meeting with the clients! Activity 7 (describe activity): The two "clients" will sit in front of the classroom again and field questions made by their peers. Students have 2 minutes to create questions on Post-It notes. They can be about anything so long as it is in Spanish and the clients can answer without being graded on their performance. 8 students will receive little papers that have pre-made questions on them that use the subjunctive expressions. The worksheet for this activity has those same questions with the verbs blank and they must listen carefully to fill in the correct verb when it is spoken. Time Allotted: 15 minutes Transition: Very good! Now that we have had our meeting, which I think went pretty well, now we must create a plan of action for our clients to take to make sure that this conflict does not happen again! Closing Activity (describe activity): Students will use their subjunctive expressions to create steps that the clients should take to not have this conflict again. This is collected and graded. Time Allotted: 15 minutes Extension/Follow-up (homework, etc. – optional): No homework. All work should be handed in to me before class ends. |
Materials
Artifact Reflection The instructional strategy I was focusing on was that the work being done was for the students but also made by the students. This lesson was something I was particularly proud of because of just how student centered everything was. The students themselves picked who the clients were, they watched as their own friends acted while reading a silly script, they created questions about their friends and they had a meeting with their friends.
By have the students seemingly make all of the decisions and have all of their work directed at themselves made for a lighthearted but eager learning environment. For the students to feel sense an overwhelming sense of ownership and urgency to the problem that they were all collectively posed with made them more willing to complete the work and to do so enjoyingly. This lesson was a joy to make and even more of a joy to manifest. Each class was successfully able to complete all of the activities and their plan of action for the clients, but each class also brought their own identities to the table. There were multiple opportunities during this lesson for the students to make choices in Spanish in a highly social setting. Those two elements, staying in the language and directing the language at those who you genuinely would like to communicate with, are crucial cornerstones of language. |
Explanation of Cover photo: This is a photo I took of my niece, Sonia, essentially being playful by making a funny face. I thought that her playfulness with her own identity represented an interesting choice that she had made. To be playful affects the environment that surrounds you, and to choose to be playful affects who you are as a person. I used the photo because I wanted to guide my students with this lesson in choosing to be playful, and I thought that this was most easily done when the entire lesson surrounded the students themselves.