Allison Ulrey

April 9th, 2018

Newton Senior High School

Class: (Grade) Level two 10th-12th graders

Unit/Subject: Spanish level two. Verbs, reflexives, and stem changers. Specifically irregular

preterite verbs.

Teacher: Allison Ulrey

Objectives: Students will be able to retain knowledge about -Ar, -Ir, and -Er stem changing

verbs. Students will be introduced to a set of irregular preterite and will be able to conjugate

specified verbs.

State Standards: N/A

Materials: Battleship worksheets, frames, pencils, whiteboard and marker

Duration: 30 min 8:50-9:25

Anticipatory Set:

Teaching

Instructional Input: “Hola Clase! Today we’re gonna work on irregular preterites! I need

everyone to abre tus libros a pagina ciento setenta y tres. So there are five irregulars that are

being introduced today, -Estar, -Poder, -Poner, -Saber, and -Tener. We’re going to fill out frames

and i want you to write the verb in the main idea and below write the conjugated form. Also

write down their meaning. Can someone tell me what estar means and write down its conjugation

on the board? I also need people to go up and write down the conjugations of poder, poner,

saber, and tener as well. Does anyone have questions? Now i'm going to pass out a worksheet

and I want you guys to start working on it, if you want we can do #1 together as a group and then

i'll let you guys finish on your own. As soon as you're done with the worksheet i want everyone
to open to pagina ciento setenta y cuatro and work on exercise six while assigning exercise seven

as homework. Now we’re going to play a game of battleship so i want everyone to split into

groups of two. On the game boards on the left hand column you're gonna write yo, tu, el, ella,

usted, nosotros, vosotros, ellos, ellas, and ustedes. On the rows i want you to write the verbs in

their stem changed form. I have an example on the board of what it should look like.

Modeling: I will not being modeling at the beginning of the lesson but i will at the end when we

start the game. I will model what the game boards should look like as well as working on the first

or second problems on the sentence worksheet i passed out early in the lesson, allowing the

students to work out problems by themselves and ask for help along the way.

Checking for Understanding: I will walk around the room while students are working and stop

and watch them work while asking questions and seeing if they understand how to use the verbs

correctly.

Guided Practice: I will have an incorrect sentence on the whiteboard and i will have a student

come up and help me fix it while having that student explain to me and to the class what is

wrong with the sentence and how to fix it and make it right.

Independent Practice: Students will finish the worksheet, then start on the textbook pages, if

they do not finish the textbook pages they will have to finish them at home along with their other

homework.

Assessment: I will have an informal assessment by having the students play the game and see if

they can correctly say and remember the conjugations of the different verbs. I will have Mrs.

Kies collect their textbook pages the next day because i won't be there and i will grade them on

completion and have that as a homework grade in the gradebook.

Closure: I will go up to the front of the room and ask for questions to see if anything needs to be

clarified. Then i will finish off by having students list of the verbs and their conjugations without

looking at their frames. I am hoping that most students will be able to have the verbs memorized

by the end of class and if not they will have homework that specifically works with the verbs so

the students will have more work time.