Spanish 2 - Super 7 Verbs - past tense

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

Unit/Session: Week 3, Super 7 Verbs past tense

Date of Instruction:  9/3-5

Standard/s: 

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 and 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: You all have good usage of these 7 vital verbs in the present tense. We are going to ramp it up a bit and start to use them more in the past tense. 

DIRECT INSTRUCTION: The teacher shows/reminds 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:

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. Point out that these past tenses are used when you are DESCRIBING something that happened in the past. We also use the past tense to show an ACTION that occurred only once - hay/hubo, es/fue, está/estuvo, tiene/tuvo, quiere/quiso, va a/fue a, le gusta/le gustó.  

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.). Also, check for understanding of the difference between a description and an action of the past. (past imperfect/preterite). 

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.