Spanish 1 & Intro - Super 7 Verbs Present Tense

Teacher: Dr. Stephanie L. Perry, Spanish 1 & Intro

Unit/Session: Week 3, Super 7 Verbs

Date of Instruction:  9/8-11

Standard/s: MLI.IP1H Use sequenced information meaningfully

MLI.IP2C Demonstrate novice-mid proficiency in oral and written exchanges 

Learning Target/ Teaching Point: Students will use the 7 most common Spanish verbs in order to tell about themselves and others.

Success Criteria: Students will tell understand what others are saying about themselves and others.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3, 4, 5, 8, 10

INTRODUCTION/CONNECTION: Have you ever been asked the question: If you were stranded on an island, what 7 things would you need/want most? Well, a similar question could be asked, “If you were alone in a foreign country, which words would you need/want to know most?” The answer is the “Super 7 Verbs!!”

DIRECT INSTRUCTION: The teacher shows the following gestures for the Super 7 Verbs: hay/there is/are - place fist on upturned, open palm. “There is something on the table.” Es /s/he is- hold index fingers of opposite hands over each other making an “equal” sign. Está/s/he is (located) - hold index fingers of opposite hands over each other making a bent “equal” sign. Tiene/s/he has - hold fist in other hand and bring to your chest. Quiere/s/he wants - rub two hands together like I greedily want something. Va a/s/he goes to - walk two fingers along opposite arm. Le gusta/s/he likes - show two thumbs up.

VIDEO:

https://drive.google.com/file/d/1iIb5-Q1t156Y-GRbefd_AiUWyOtNGHFA/view?usp=sharing

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7, 8, 10 

GUIDED PRACTICE:  With the 7 verbs and their translation in clear view, show gestures and ask students to tell what they mean, the word in Spanish. Students will be shown the past tense Super 7 verbs: hay/había, es/era, está/estaba, tiene/tenía, quiere/quería, va a/fue a, le gusta/le gustaba

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Putting the 7 verbs into practice, students will ask a story with the teacher. The stories are told in past tense third person and the entire class chorally answers question. The teacher practices PQA (Personal Question and Answer) with individual students in the present tense first person. Yes/No questions for slower learners. Either/or questions for moderate learners. Who, what, where, when, which (5 Ws) for above average learners. Why and how questions for fast learners.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

After a portion of the story is established/asked, check for comprehension (about every 5-10 mins.) 

Formative Assessment : I can tell if a student does not comprehend when they either do not answer or they say they do not understand. I go back and start where they are confused.

Homework

Make flashcards with new vocabulary words. Practice gestures.