LESSONPLANforFrench,German,Spanish

Unit:

Intern:JohnTimm
Date:2/29/16
Class:Spn3

Quehacesparaestarenforma

Majorfocusofthechapter/unit:CommandsandSubjunctive
Standard(s):1.1,1.2,1.3,3.1,3.2,4.1,5.1,5.2
Unitobjectiveintermsoffunction(s):Studentsshouldbeabletounderstandandcommunicatewithpronouns,commands,
andthesubjunctive.Understandandutilizemeaningfulvocabularytermstodemonstratetheirknowledgeofhealthand
wellness
Standard(s):
1.1.N.SL.a(Usethetargetlanguagewithculturallyappropriategesturesineverydaysocialsituationssuchasgreeting,
leavetakingorintroductions),1.1.N.SL.b(Askandanswerbasicquestionsabouttheweather,health/physical
conditions,self,familyandfriends),1.1.M.SL.d(Request,offer,invite,andreplyappropriatelyusingmemorized
phrases),1.1.M.SL.e(Shareadetaileddescriptionaboutfeelings,emotionsandhealthofcontemporaryfigures ),
1.1.M.SL.i(Askforandobtaininformationineverydaysituationsinthetargetlanguageabouttime,place,price,size,
relatingtorestaurants,stores,transportation,andservices ),1.2.M.L.a(Demonstrateunderstandingoforalclassroom
languageinthetargetlanguageonfamiliartopics),1.2.M.L.b(Understandinterpersonalcommunication,spoken
messages,andgroupdiscussionsinthetargetlanguageonfamiliartopicsrelatedtofamily,school,andcommunity ),
1.3.N.S.b(Presentbriefpersonaldescriptionsonfamiliartopicsintargetlanguagesuchasself,friends,family,home,
andschool),1.3.M.W.a(Illustrateandpresentmaterialsinthetargetlanguagesuchasaninformationalbrochureor
instructionsforaccomplishingatask),3.1.M.a(Acquirenewcontentknowledgeaboutfamiliartopicsthroughthetarget
language),3.2.M.aUseaudio,visual,and/orprintmaterialsavailableonlyinthetargetlanguagetoacquireinformation,
4.1.M.b(Selectgrammaticalstructuresrecognizingthatmeaningisnotalwaysconveyedthroughdirectwordforword
translationfromonesownlanguagetothetargetlanguage),4.1.M.c(Selectregister/honorificsrecognizingthatmeaning
isnotalwaysconveyedthroughdirectwordforwordtranslationfromonesownlanguageandthetargetlanguage),
4.1.M.d(Selectphonologicalfeaturesrecognizingthatmeaningisnotalwaysconveyedthroughequivalentapplicationof
thesamefeaturesfromonesownlanguage),5.1.N.b(Provideservicestoothersintheschooldistrictthroughactivitiesin
thetargetlanguagesuchasskitsand/ormusicalpresentations,orbyreadingtoothersinthetargetlanguage ),5.2.N.a
(Willinglyusethetargetlanguagewithintheclassroomsetting)
Instructionalobjective(s)intermsoffunction(s)ofthislesson:
WhatwillthestudentsKNOWafterthislesson?
a.Howtoformsubjunctivesentences
b.thedifferencebetweenindicativeandsubjunctivesentencesandwhentouseboth

WhatwillthestudentsBEABLETODOafterthislesson?
a.formsentenceswiththesubjunctiveandindicativeinthecorrecttenseaccordingtothesentence
b.decipherdifferencesinmeaningsbetweenimpersonalclausesthatdoordonottriggerthe
subjunctive

Howwillstudentsbeassessedonthissegmentofthechapter/unit?

Formativeassessmentduringmanzanasactivity

TeacherobservationduringactivityandofH.W.answers
Materialsofinstructionneededforthislesson:

Powerpoint

Songlyricsforquiz

Manzanasamanzanascards

page2

HWsheet
BookforHW

CONTENT
a)Vocabulary
b)Concepts
c)Skills

recycle:
new:
recycle:
new:
recycle:
new:

Vocablistfromchapter,healthandwellness
Formationofsubjunctive,triggersofsubjunctive
Differencesbetweenindicativeandsubjunctivetriggers
Formationofpresentsubjunctive
Formingsentencesbasedonimpersonalexpressionsinsubjunctive

myattitude(s)thatIwanttochange:

Thatalthoughsubjunctiveisamassivetopicwithsomuchcontentandmaterialtocover
itcanbeoverwhelmingtothestudentsandmyself,sojusttocontinuetobreakitdownpiecebypieceintobitesize
chunkssothestudentscanabsorbtheinformationinaneffectivemanner.
studentattitude(s)thatIwanttochange:
similartomyattitudethattheycanlearnthesubjunctiveandwhenandwhytouseit,and
nottofreakoutaboutthenewmaterial.

Timesequence

Routine(generalhousekeepingitems)

songquiztostart

ParaEmpezar/gooverhw

Takeattendance

Transitionfromyesterdayslesson:
Goingoverhwwillbringbackindicativevssubjunctiveuses
Todaysplan:

Activities:

1)

SongQuiz
Minutes:12
THISIS:
ThisActivityis:
ThisActivityfeaturesStandards:
anexplanation
Communicative
1.1
2.1
3.1
4.1
5.1
areview
or
1.2
2.2
3.2
4.2
5.2
anactivity/exercise
Mechanical
1.3
2.3
3.3
4.3
5.3
Introduction:Studentswilltakeafillintheblankquizaboutthesongwehavebeenlisteningtothepast 1mins.
weekthathasmanysubjunctiveverbsinit.
Directions:PassoutthesongquizzesandplaythesongOjalaquelluevacaftwotimesforthe
1mins.
studentsandtheyhavetofillintheanswers.
Activity:Studentswilllistento
(beasspecificaspossible)
89mins.
thesongandfillintheblanks
WhatwillIdo?Monitor
Whatwillthestudentsdo?
withthecorrectwordsfromthe studentsduringthequizand
Takethesongquizandfillinthe
song.
playthesongagainafteritis
bankswiththecorrectanswers.
overthefirsttime
Followup:CollectquizzesandputParaEmpezaronboard

2)

1mins.

Warmup/refresher
Minutes:5
THISIS:
ThisActivityis:
ThisActivityfeaturesStandards:
anexplanation
Communicative
1.1
2.1
3.1
4.1
5.1
areview
or
1.2
2.2
3.2
4.2
5.2
anactivity/exercise
Mechanical
1.3
2.3
3.3
4.3
5.3
Introduction:ParaEmpezaronboardaboutformingthesubjunctiveandimpersonalexpressionswith
1mins.

page3

thesubjunctive.
Directions:StudentswillfilloutquestionsabouttheSubjunctiveontheboardandthenwewillgoover
asaclass.
Activity:ParaEmpezaronthe
(beasspecificaspossible)
pptforstudentstorefocuson
WhatwillIdo?Monitor
Whatwillthestudentsdo?Fill
thesubjunctiveandwhatwe
studentsduringtheirwork,
outtheanswerstothePara
learnedlastweekaswellas
assistwithanyquestions,then
Empezarandaskquestionsif
gettingthemreadyfortodays
leadthegroupaswegoover
theyhaveany.
activities
questions
Followup:EnsureeveryoneisonthesamepageaboutthebasicsoftheSubjunctivebeforewemove
ontototheirhomework.

1mins.
3mins.

1mins.

3)

Homeworkreview
Minutes:1013
THISIS:
ThisActivityis:
ThisActivityfeaturesStandards:
anexplanation
Communicative
1.1
2.1
3.1
4.1
5.1
areview
or
1.2
2.2
3.2
4.2
5.2
anactivity/exercise
Mechanical
1.3
2.3
3.3
4.3
5.3
Introduction:GoovertheirhomeworkfromFridaywithanswersontheboard
1mins.
Directions:Havestudentsgettheirhomeworkoutandbereadytofilloutanswersorchangethemas
neededaswegoovertheanswers.

1mins.

Activity:Thequestionsareon
(beasspecificaspossible)
theboardandstuddentswill
WhatwillIdo?Leadthe
Whatwillthestudentsdo?Grade
taketurnsansweringthemand
studentsthroughthereviewand theirownhomeworkandfillin
thenthecorrectanswerwill
answeranyquestionstheyhave anyanswerstheygotwrongwith
comeupontheboardandwe
aboutthesubjunctiveandtheir thecorrectanswer.
willdiscussanyquestions
homework
Followup:Ensureallstudentsunderstandtheanswerstoeachquestionbeforemovingontoactivity

10mins.

4)

1mins.

ManzanasaManzanas
Minutes:2025
THISIS:
ThisActivityis:
ThisActivityfeaturesStandards:
anexplanation
Communicative
1.1
2.1
3.1
4.1
5.1
areview
or
1.2
2.2
3.2
4.2
5.2
anactivity/exercise
Mechanical
1.3
2.3
3.3
4.3
5.3
Introduction:Studentswillbesplitupintogroupsof5or6andtheywillplayagamesimilartoapples 1mins.
toapplesbutwithsubjunctiveverbsclausesandsubjects.
Directions:Eachstudentwillbegiven5subjectcards,5verbcards,andtheimpersonalexpression
4mins.
cardswillbeoutonthetable.ThefirststudentwillplaceanI.E.cardandthenasubjectcardafteriton
thetable,theneachstudentwillpickaverbcardfromtheirhandtofinishthesentencewithandthen
theleaderofthatroundwillpickwhichsentencehe/shelikesthemostandtheneachstudentwillhave
towritedownthesentencewiththeverbconjugatedinthesubjunctive.Thenthenextplayerwillpicka
I.E.clausecardandasubjectcardandtheprocesswillrepeat.
Activity:Ingroupsthestudents
(beasspecificaspossible)
1520
willcreatesubjunctive
mins.
WhatwillIdo?Monitor
Whatwillthestudentsdo?Play
sentencesusingImpersonal
studentsduringactivity,make
thegame,speaktheirsentence
expressions,subjectcards,and
suretheyareplayingcorrectly, whenitistheirturnandthen
verbcards.Thestudentwith
andthesentencesmakesense
writedownthewinningsentence
thebestsentencegetsapoint
andareconjugatedcorrectly.
andkeeptrackoftheirpoints.
andthestudentwiththemost
pointsattheendwins.
Followup:askstudentsiftheyenjoyedthegame,andiftheylearnedmoreaboutformingsubjunctive
1mins.
sentenceswithImpersonalexpressionsandalsowhennottousethesubjunctivewiththeindicative
impersonalexpressions.

page4

5)

Subjunctiveactivityfrombook/forHWifwerunoutoftime
Minutes:58
THISIS:
ThisActivityis:
ThisActivityfeaturesStandards:
anexplanation
Communicative
1.1
2.1
3.1
4.1
5.1
areview
or
1.2
2.2
3.2
4.2
5.2
anactivity/exercise
Mechanical
1.3
2.3
3.3
4.3
5.3
Introduction:Studentswillcompletethesubjunctiveactivityinthebook
1mins.
Directions:workwithapartnerandtalkouttheexamplesandcomeupwiththeanswersfortheactivity

1mins.

Activity:studentswillwork
withothersattheirtableand
completetheactivityfromthe
bookverbally

5mins.

(beasspecificaspossible)
WhatwillIdo?Monitorstudent Whatwillthestudentsdo?Work
progressandensurecorrect
withtheirtablepartnersto
usageofthesubjunctive
completetheactivityverbally
usingthecorrectformofthe
subjunctiveorindicativetense
dependingwhatitcallsfor.
Followup:Ensurestudentsareunderstandingtheconceptsandideasofthesubjunctive
6)
THISIS:
anexplanation
areview
anactivity/exercise
Introduction:

ThisActivityis:
Communicative
or
Mechanical

1.1
1.2
1.3

1mins.

Minutes:
ThisActivityfeaturesStandards:
2.1
3.1
4.1
5.1
2.2
3.2
4.2
5.2
2.3
3.3
4.3
5.3
xxmins.

Directions:

xxmins.

Activity:
WhatwillIdo?

(beasspecificaspossible)
Whatwillthestudentsdo?

Followup:

xxmins.

xxmins.

Closing:
Leadintotomorrowslesson:
Wewillbeginworkingwithwishesaswellasimpersonalexpressionsfortriggersofthesubjunctive.
Assignmentfortomorrow:
Wewillplayamnzanasamanzanasagainbutwithwishesanddesiresincludedinwiththeimpersonalexpressions,sothe
stuentswillunderstandthatdifferenttriggerstriggerthesubjunctive.
Whatwillstudentsbeabletodoforclasstomorrowaftertheyfinishthisassignment?Understandthatmultipleverbsand
expressionscantriggertheuseofthesubjunctive.

page5

Summaryoftheclass
(1)Planningstage:
Howmuchtimedoyouplantospendoncommunicativeactivities?
Howmuchtimedoyouplantospendonexplanationandmechanicalpractice?
Howmuchdeadtimewilltherebe?
(2)Afterthelessonisover,i.e.,executionofplan:
Howmuchtimedidyouspendoncommunicativeactivities?
Howmuchtimedidyouspendonexplanationandmechanicalpractice?
Howmuchdeadtimewasthere?
Yourreflectiononthislessonforfuturereference:

40min.
20min.
0min.

min.
min.
min.