SINGLE SUBJECT DAILY LESSON Jenna Munguia

TITLE OF LESSON CURRICULUM AREA & GRADE LEVEL Spanish 1, mixed grades 9-12 (90% 9 graders) Unit 2 Second lesson in 4-week unit, En la clase CA CONTENT STANDARD(S) ADDRESSED From World Language Content Standards for CA Public Schools K12 CA Department of Education (Posted 9/13/10) Communication: 1.0 Students use formulaic language (learned words, signs [ASL], and phrases). 1.1 Engage in oral, written, or signed (ASL) conversations. 1.2 Interpret written, spoken, or signed (ASL) language. Structures: 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. BIG IDEA ADDRESSED Knowledge of the most commonly used verbs that end in ar is essential for basic communication in Spanish. It is important to know the infinitive form of each verb and also how to conjugate the verbs appropriately depending on the noun, proper noun or pronoun that is doing the action. Having a rich vocabulary of ar verbs and knowing how to conjugate them will allow students to participate in successful dialogues with each other and other Spanish speakers that they might encounter in their daily lives. OBJECTIVE(S) OR LEARNING GOAL(S) After learning the rules for conjugating ar verbs in the present tense, students will be able to correctly write the conjugations for five verbs and demonstrate their learning by getting at least six points out of eight during the verb conjugation game with their group. Objective type: cognitive, language Standards addressed: Communication 1.0, 1.1, 1.2 and Structures 1.0, 1.1 (Content); Learning About How English Works B.3 emerging (ELD) PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL Some students might dominate the verb conjugation game and prevent their teammates from getting an equal amount of practice with conjugating ar verbs. (process) Some students may not have finished filling out their vocabulary list and will need extra time to find definitions (varying levels of preparation in the class). (content, process) ESSENTIAL QUESTIONS ADDRESSED How do you describe actions in Spanish? What are the most commonly used ar verbs in Spanish? How do you conjugate an ar verb based on whom or what is doing the action described by the verb? Which ar verb endings are used with specific pronouns? How do you describe actions in Spanish? ASSESSMENT(S) Informal, Formative: Students conjugate five ar verbs of their choice. Informal, Summative: Students work in groups of five to play eight rounds of the verb conjugation game. CA ELD STANDARD(S) ADDRESSED From CA Department of Education ELD Standards for Grades 9-10 (Adopted 9/7/12) Part II Learning About How English Works B. Expanding and Enriching Ideas 3. Using verbs and verb phrases (emerging) Use a variety of verbs in different tenses (e.g., past, present, future) and aspects (e.g., simple, progressive) appropriate for the text type and discipline to create short texts on familiar academic topics
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DATE OF LESSON Block Day 9/17-18/13

The AR Verbs Vocabulary Lesson

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) 1. Instructor distributes Bidi Bidi Bom Bom song lyrics to students, reminding them that the song is by Selena (they watched the movie the week before). Instructor explains that the song will be played twice: students will just listen and follow along the first time and then try to fill in the blanks the second time. (30 seconds) 2. Instructor plays Bidi Bidi Bom Bom song and models singing along. Instructor periodically reminds students what part of the song they should be looking at on the lyrics handout. (3 minutes) 3. Instructor plays the song again and encourages the students to try to fill in the blanks. (3 minutes) 4. Instructor reviews the words that go in the blanks on the song lyrics handout, calling on students to share their answers and writing the words on the whiteboard (pasar, palpitar, controlar, cantar, hablar). Instructor asks students if they can see what the words have in common, guiding them to realize that several of the words are verbs that end in ar and explaining that they will be learning about those words in the upcoming lesson. (2 minutes) Auditory Begin lesson with a fun activity (hook) that brings the movie Selena to life and presents ar verbs in a cultural context. Give clear instructions for the activity. Use of supplementary materials to make lesson meaningful.

Anticipatory Set (Into) 1. Students receive the Bidi Bidi Bom Bom song lyrics and listen to instructors introduction of the activity. (30 seconds) Auditory Generate excitement about singing a song from the movie Selena. Understand what to do while listening.

Auditory, Visual

Encourage students to have fun with the activity and sing along. Reminders help them keep up as they follow along or get back on track if they are lost.

2. Students listen to Bidi Bidi Bom Bom song as they follow along and sing. (3 minutes)

Auditory, Visual

See the written words in the lyrics while hearing them sung.

Auditory, Visual

Added level of complexity challenge students to listen closely. Ensure that all students know which words go in the blanks. Connect anticipatory set to upcoming lesson on ar verbs vocabulary.

3. Students listen to the song for the second time, following along and trying to fill in the blanks. (3 minutes) 4. Students raise their hands to share what words they heard to fill in the blanks on the song lyrics handout. Students check their answers and make sure their song lyrics are filled out correctly. Students think about what the words have in common and listen to the instructor explain that several of the words are ar verbs. (2 minutes)

Auditory, Visual

Transition listening comprehension to writing; complete lyrics handout for future reference. Demonstrate listening skills; think about commonalities of the words in the blanks; recognize ar verbs.

Auditory, Visual

Auditory, Visual

5. Instructor has a student read the lesson objective (written on whiteboard) to the class and reviews key vocabulary (verb, conjugation) in the objective to ensure student understanding. (1 minute) Instruction (Through) 6. Instructor asks students to put away the song lyrics handout and passes out the present tense verb conjugation graphic organizer, explaining that it is the most important handout they will get all year and that they should preserve it. Instructor asks students to take out their Unit 2 vocabulary lists. (30 seconds) 7. Instructor asks students to take a look at the Verbos section on the vocabulary list and asks them what they notice about the words (they all end in ar). Instructor explains that the students will be learning many of the most commonly used verbs in Spanish that end in ar and that they will be learning how to conjugate the verbs in present tense. (30 seconds) 8. Instructor asks the students to write the subject pronouns to the left of the ar verb endings on the graphic organizer (yo, t, l/ella/usted, nosotros,ellos/ellas/ust edes) while modeling this on the whiteboard. Instructor points out that similar to the verb ser that they learned in Unit 1, the ar verbs also are conjugated differently depending on the subject pronoun. (1 minute)

Auditory

Clearly define, display, and review objective with students; emphasize key vocabulary.

5. One student reads the objective (written on whiteboard) to the class and all students listen as the instructor defines key vocabulary (verb, conjugation) in the objective. (1 minute)

Auditory

Establish understanding of lesson objectives and key vocabulary included in the objectives; hear objective read by a peer.

Instruction (Through) Auditory Distribute lesson materials; emphasize importance of handout and lesson. 6. Students put away the song lyrics handout, receive the present tense verb conjugation graphic organizer and listen to the instructors reminder of the handouts importance. Students take out their Unit 2 vocabulary lists. (30 seconds) Auditory Prepare materials for the lesson.

Visual

Encourage students to think and notice patterns; identify relevant vocabulary; preface lesson content.

7. Students look at the words in the Verbos section on the vocabulary list and volunteer to share what they notice. Students listen as the instructor previews the lesson. (30 seconds)

Visual

Invoke higher-order thinking, get students to make connections; understand the goals of the lesson.

Visual, Auditory

Add useful details to the graphic organizer; scaffold content by connecting the lesson to previous learning about the verb ser

8. Students write the subject pronouns to the left of the ar verb endings on the graphic organizer (yo, t, l/ella/usted, nosotros,ellos/ellas/ust edes). Students listen as instructor makes connection to the verb ser. (1 minute)

Visual, Auditory

Add useful details to the graphic organizer; understand how conjugating ar verbs is similar to conjugating ser in terms of unique conjugations for each subject pronoun.

Guided Practice (Through) 9. Instructor models how to conjugate the verb bailar (to dance) by writing on the board and instructing students to write the conjugations (bailo, bailas, baila, bailamos, bailan) to the left of the endings on the graphic organizer. Instructor explains that to conjugate the verb bailar in the present tense, you need to take off the 'ar' and add the corresponding ending depending on the subject pronoun that is being used. (1 minute) 10. Instructor tells students to choose another ar verb from their vocabulary list and write down the verb and its conjugations at the bottom of the graphic organizer. Instructor floats around room offering assistance and checking student work. (4 minutes) 11. Instructor asks students to share with a partner and quiz each other out loud on the conjugations. For example: Student 1: yo Student 2: como S1: t S2: comes (etc.) (2 minutes) Auditory, Visual Provide example of conjugation for students to add to their graphic organizer. Explain thought process and steps behind conjugating ar verbs.

Guided Practice (Through) 9. Students listen as instructor models the conjugation of the verb bailar and copy each conjugation on to the graphic organizer to the left of the endings. (1 minute) Auditory, Visual Reference example provided for students on their graphic organizer.

Auditory, Visual

Provide opportunity for students to practice conjugating ar verbs with instructor support.

10. Students choose another ar verb from their vocabulary list and write down the verb and its conjugations on the bottom of the graphic organizer. Students can ask instructor for assistance if needed. (4 minutes) 11. Students turn to a partner and quiz each other out loud on the conjugations. For example: Student 1: yo Student 2: como S1: t S2: comes (etc.) (2 minutes)

Auditory, Visual

Additional practice with conjugating ar verbs.

Auditory

Auditory

Allow students to practice speaking the vocabulary words and working on correct pronunciation.

Learn vocabulary words in social context; practice correct pronunciation.

Independent Practice (Through) 12. Instructor asks students to choose 5 new ar verbs from their vocabulary list and conjugate them on a blank piece of paper. Instructor then asks students to pair up and quiz each other as they did previously. (8 minutes) 13. Once all pairs of students have been quizzing each other out loud for several minutes, instructor asks for the students attention and has them put away all of the handouts and pack up their stuff. Instructor has students arrange desks in rows of 5 and tells them that they will be playing a game. (1 minute) Closure (summarize; make Visual, Auditory Opportunity for students to continue practicing on their own and reinforcing the conjugations as they say them aloud.

Independent Practice (Through) 12. Students choose 5 new ar verbs from their vocabulary list and conjugate them on a blank piece of paper. Students pair up and quiz each other as they did previously. (8 minutes) 13. Students stop quizzing each other when instructor asks for their attention. Students put away handouts and pack up their stuff. Students arrange desks in rows of 5.(1 minute) Visual, Auditory Continue practicing conjugation of ar vocabulary words and reinforce learning by saying the words aloud.

Auditory, Kinesthetic

Transition to next activity; prepare desk arrangement accordingly.

Auditory, Kinesthetic

Transition to next activity; prepare desk arrangement accordingly.

Closure (summarize; make

meaning of the lesson)

14. Instructor gives the verb conjugation game handout to the first student in each row of 5 and tells them to take a close look at it and pass it back to the students behind them who will be their teammates for the game. Instructor explains the rules of the verb conjugation game: (2 minutes) a. Students will work with their team (row of 5) to complete the empty boxes (verbo, significado, yo, t, etc.) on the verb conjugation handout. b. Instructor will call out an ar verb from the vocabulary list in English or Spanish. c. The student at the end of the row starts by filling in the verb and then passes the Auditory, Visual Outline how the game will be played and clarify rules.

meaning of the lesson)

14. Students pass the verb conjugation handout along their rows of 5, taking a close look at it. Students listen to the rules of the verb conjugation game: (2 minutes) a. Students will work with their team (row of 5) to complete the empty boxes (verbo, significado, yo, t, etc.) on the verb conjugation handout. b. Instructor will call out an ar verb from the vocabulary list in English or Spanish. c. The student at the end of the row starts by filling in the verb and then passes the handout up to the next student, who will fill in one to two more boxes. d. Each team can Auditory, Visual Understand how the game will be played and learn the rules.

handout up to the next student, who will fill in one to two more boxes. d. Each team can work together and help each other with the conjugation, but every team member must write on the handout at least once per round. e. Students may not use any resources besides their memory to play the game. f. Once all 7 empty boxes have been completed correctly and the handout has made its way to the person at the front of each row, the instructor checks for accuracy and gives the team a point. If there are any errors, the team will not receive a point. g. Students will switch seats every two rounds. h. After 8 rounds, the team with the most points will receive participation points that will count toward their grade. 15. Instructor starts game and leads students through 8 rounds, using 8 different ar verbs from the vocabulary list, sometimes giving the verbs meaning in English and sometimes giving the verb in Spanish. Instructor checks for accuracy and awards points. (15 minutes)

work together and help each other with the conjugation, but every team member must write on the handout at least once per round. e. Students may not use any resources besides their memory to play the game. f. Once all 7 empty boxes have been completed correctly and the handout has made its way to the person at the front of each row, the instructor checks for accuracy and gives the team a point. If there are any errors, the team will not receive a point. g. After 8 rounds, the team with the most points will receive participation points that will count toward their grade.

Auditory, Visual, Kinesthetic

Instructor controls pacing of game and can tailor the level of difficulty to the students readiness level.

15. Students play the verb conjugation game as instructor leads the class through eight rounds, providing an ar verb for each round. Students work together to test their knowledge of the vocabulary. (15 minutes)

Auditory, Visual, Kinesthetic

Additional practice conjugating ar verbs. Collaborative nature of game allows for strong students to help weaker students. Reinforce learning through social interaction.

Transfer (Beyond) (opportunities to apply the learning) 16. Instructor concludes the ar verbs vocabulary lesson by explaining that students will now have a chance to use their knowledge of ar verbs and their conjugations in a practical dialogue that they will present with a group in front of the class. (30 seconds) Auditory Explain how student learning will apply to an upcoming activity that has practical implications.

Transfer (Beyond) (opportunities to apply the learning) 16. Students listen to instructor explain how they will have the opportunity to use their knowledge of ar verbs and their conjugations in a practical dialogue. (30 seconds) Auditory Students understand how the activity helped them be better prepared to do a practical dialogue.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group All EL students in the class have been redesignated. Period 3 Eric C. (9) - Redesignated (2007, 3rd grade), CELDT 4, entered VUSD in 2nd grade, home language Spanish Period 4 Oscar L. (9) - Redesignated in 2009 (5th grade), CELDT 4, home language Spanish Victor S. (12) - Redesignated in 2005 (4th grade), CELDT 3, home language Spanish Ashley T. (9) - Redesignated in 2009 (5th grade), CELDT 5, home language Vietnamese Deanna V. (10) - Redesignated in 2012 (9th grade), CELDT 4, home language Spanish Mikaela V. (9) - Redesignated in 2008 (5th grade), CELDT 5, home language Filipino (Tagalog) This activity is designed for a Spanish class, so the same concepts that apply to ELs can be used to support the Spanish Learners in the class.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively Period 3 Isabel T. (12) - RSP (Resource Specialist Program) o Readiness familiar with Spanish pronunciation but new to grammar rules, has been struggling on early quizzes and tests o Learning Profile auditory learner, mature demeanor, one of oldest students in the class, does not hesitate to ask questions to clarify understanding o Interests unknown Period 4 Alisha J. (11) - RSP/Speech o Readiness one of the weaker students in the class, struggles with pronunciation of words of Spanish, works hard and stays on task o Learning Profile auditory and kinesthetic learning preferences, likes to work in groups, outgoing and social o Interests fashion, basketball, dance, hanging out with friends Isaac R. (9) RSP o Readiness typically performs just below class average o Learning Profile auditory and visual learner, puts forth good effort in class o Interests music, always wears ear buds during class Victor S. (12) - Special Day Class o Readiness has taken Spanish 1 before, knows basic grammar and performs well on quizzes and tests; challenges include speaking and social skills o Learning Profile prefers to work independently, visual learner o Interests unknown DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above This lesson supports the readiness levels of these

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above This lesson supports readiness levels for Spanish Learners

that need help developing language by providing opportunities to listen, read, write and speak. Instructions and explanations are provided in the students native language, English. In terms of learning profile, the students are provided with a variety of ways to experience the content of the lesson: auditory (teachers explanations and prompts, listening to peers), visual (words on white board, notes on own paper, graphic organizer, handouts), and kinesthetic (verb conjugation game). The students can also choose to take a more active or passive role in the lesson, depending on their preference and comfort level. In terms of the students interests, students are given the option to choose which verbs they want to conjugate.

students because it provides repetition for the students as they learn the new words and grammar concepts. Guidance from the teacher is built into the first part of the lesson and peer support is available during the speaking activity. In terms of learning profile, the students are provided with multiple opportunities to understand the material. The initial instruction is primarily auditory and visual and the conjugation game adds a kinesthetic component. The students can choose their level of participation in the pairshare and during the game. In terms of the students interests, the students can choose their level of participation. The teacher can provide additional support.

This lesson would support language development through: Content (what materialincluding key vocabularyis learned) verb conjugation graphic organizer with additional guided notes from instructor Process (how the material is learned) Teacher-facilitated lesson on how to conjugate ar verbs; independent practice to reinforce learning; conjugation game to test knowledge Product (how the learning is demonstrated) Students correctly conjugate an ar verb on their graphic organizer, as well as 5 additional verbs on their own sheet of paper; verb conjugation game RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) 1. 2. 3. 4. 5. 6. 7. White board and dry erase markers CD Player or digital music player (iPod, computer, etc.) CD or digital file with Bidi Bidi Bom Bom song by Selena Bidi Bidi Bom Bom song lyrics handout Present tense verb conjugation graphic organizer Lesson 2 vocabulary list Verb conjugation game blank play card (8 rounds)

This lesson would support students with special needs through: Content (what materialincluding key vocabularyis learned) verb conjugation graphic organizer with additional guided notes from instructor Process (how the material is learned) Extra preparation by previewing the activity; additional teacher support Product (how the learning is demonstrated) Teacher can provide students with alternate guides/visual organizers to use for remembering how to conjugate ar verbs; teacher can provide support during pair-share speaking activity and verb conjugation game REFLECTION (Questions to consider after the lesson:
What went well? Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?)

Starting the lesson with the Selena song was a big hit; the students really liked revisiting the movie they had watched the week before. They students were able to notice the pattern of the words in the blanks and this served as good introduction to the ar verbs vocabulary lesson. The guided notes were a good way to reinforce the rules on the verb conjugation graphic organizer and providing the example of the verb bailar was effective because the students were then able to successfully conjugate another ar verb on their own. My co-teacher and I floated around the room to check that the students were doing this correctly and about 90% of them were. We also checked the students accuracy on the subsequent activity by floating around the room to verify that everyone had five verbs conjugated correctly. About 90% of the students were able to do this on their own and with our support, the rest of the students also completed the activity with five verbs conjugated correctly. The students had fun playing the verb conjugation game and really worked together in the spirit of a fun class competition. All of the seven teams of students were able to meet the objective of conjugating at least six of the eight verbs correctly. My co-teacher and I were checking their play cards after each round and had the students bring up the cards with their final scores at the end of the game. It was clear during the verb conjugation game which students had already worked on filling in and studying their vocabulary lists. The lists get assigned as homework in the beginning of the unit and are due the day of the final exam, but many students wait to work

on them. It may have been useful to have the students complete the verb section of the list ahead of time so that they would have been more prepared during the game. I will encourage students who were having a harder time during the lesson to work on their vocabulary lists and spend time memorizing the rules on the graphic organizer.

Resources: Resource #4: Bidi Bidi Bom Bom song lyrics handout Resource #5: Present tense verb conjugation graphic organizer

Resource #7: Verb conjugation blank play card

Resource #6: Lesson 2 Vocabulary List (pages 1-3)

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