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Lesson Plan Design

Subject:

Spanish 3

Lesson Topic
Candidates Name:
Site Supervisor:
Date:

Grade:

10th 12th

El presente y el pasado perfecto (The present and past perfect)

Cristina Ulloa
Mrs. Pardo

ID #
NU Supervisor:

021401011
Dr. Barner

0/11/2016

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.

Rationale:
World Language Content Standards
Communication:
1.6 Comprehend the main idea of short conversations
and narratives on familiar topics (School vocabulary,
time, food, family, clothing, weather, hobbies or
pastimes, travel, home and health).
4.1 Engage in oral, written or signed conversations.
4.4 Discuss, compare and contrast, and support an
opinion; persuade.

Acquiring knowledge about this

element will allow students to
understand the use and formation of the
present perfect tense in the Spanish
language. Students will be able to
express actions that relate to the
present time.
Behavior:
Expectations will be reviewed with
students before the lesson begins.
Lessons are geared toward all learning
levels and are set up to allow for a
variety of learning styles.
Length of assignments and time
allotted for each assignment will vary
depending on student comprehension
on how to apply the present perfect in
Spanish.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Vocabulary: Students will use vocabulary

related to La tecnologa y la ciencia
(science and technology) from Unit 7.
Grammar: Students will review the

Rationale:
The Learner Outcomes address the stateadopted academic content standards.
Some of the vocabulary and grammar
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present Indicative tense, conveys a sense

of certainty that the action will occur.

Grammar: students will practice using the

perfect tense (haber + past participle) with
the function of talking about past actions
that relate to the present time. The present
perfect is formed with the present tense of
the verb haber and the past participle.
Students will review how regular past
participles are formed by adding ado to the
stem of ar verbs, and ido to the stem of
er and ir verbs.

review has been included into the

beginning of the period as a daily routine
(Reviewing yesterdays lesson by going
over homework).
Vocabulary related to science and
technology will be incorporated into the
lessons activities so that students are able
to practice and memorize the words.
The grammar focus for this unit is on the
perfect aspect of the past, present and
future in Spanish. This lesson will focus
on the present perfect, it will allow
students to practice the use of the present
perfect in their expressions. Students will
practice using the perfect tense (haber +
past participle) with the function of
talking about past actions that relate to the
present time. It will provide them the
opportunity to discuss and analyze the
differences between the present simple
and the present perfect continuous forms
from a clear context.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Rationale:

In order to assess what knowledge the students have

regarding the present simple tense and the past simple
tense in the Spanish language, we went over the
conjugation of verbs in past, present and future forms
(we did this the day before the lesson, to make sure that
students were ready to learn the use of the perfect
present in Spanish). Students demonstrated to be
familiar with the present simple tense and the past
simple tense as well as the most common regular and
irregular verb forms in the past (go-went; be- was/were;
stay- stayed); students are also familiar with different
types of sentences (affirmative, interrogative and
negative) in the tenses mentioned above, which helps
them formulate their expressions.

In the last four lessons from our

textbook we have looked at a variety of
topics, nature, politics, society,
medicine and technology. We have
been doing a lot of activities in class,
practicing the skills of listening,
reading, and speaking, using verb-noun
word combinations and although there
has been a lot of exposure to a variety
of perfect forms of expressions and my
students know them, it will be a
challenge for them to use them
correctly when they are speaking.
These are complex forms which have
very different forms when translating
into Spanish.

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4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
Rationale:

In order to adapt this lesson for the lower level

students, they will be provided with more time to
complete assignments. Visuals will also be provided
(PowerPoint and handouts) to aid them with the
vocabulary being used in this lesson. Our daily review
will also be presented via PowerPoint to allow my
lower level and English Language Learners be better
prepared to todays lesson and have the opportunity to
ask for any type of clarification in order to continue the
lesson.
Providing visuals and going over the previous lesson
will hopefully help my lower level learners ease some
of the misunderstandings from the previous lesson.
Providing students with plenty of examples of how we
use the present perfect in Spanish.

Since our class is made up of students

with different learning styles, needs,
and abilities, differentiation is needed.
With the strategies noted and with the
help of visuals by using technology,
this will certainly allow the different
level learners a better opportunity to
understand and learn the lesson.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Rationale:

Computer
Projector
White board
Dry erase markers
Screen
PowerPoint presentation (Homework review)
Grammar handout
Notebooks
Blue/black pen
Paper
Red pen (used to correct papers)
Textbooks
Exit ticket

By using the projector, we will be able

to present the PowerPoint for todays
lesson. We will be correcting and going
over our homework from the day
before, this will provide students the
opportunity to practice their grammar
skills, the present perfect (el presente
perfecto) which changes the endings
for all ar, -er, -ir verbs.
The review of regular verb
conjugation, how endings are added to
the infinitive was done the day before
the lesson. We went over the present
Indicative tense, conveys a sense of
certainty that the action will occur.
The vocabulary and grammar
Page 3

worksheets provided to the students

will be reviewed with the help of
visuals. A PowerPoint will be used not
just to review yesterdays lesson, but
also allow them to clarify any missed
concepts from previous lesson and they
will be able to check for understanding.
Textbooks will be used as reference
and to review yesterdays homework.
An Exit Ticket will be used to check
for understanding. Students will need
to complete two grammar exercises
before the end of class.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)

Check for Understanding:

Rationale:

Daily Review:
Revise Homework via PowerPoint presentation.
Students will revise their homework daily and check
for understanding on the lesson from the day before.
Today we are reviewing the perfect present (presente
perfecto)from yesterdays lesson (Act. 1-3, 5 Pg. 258259 from their textbook).

Having students do daily reviews by

revising their assignments from
yesterdays lesson helps establish a
routine that provides learning stability
to the students. It also provides me
with the opportunity to take role, go
over any missed concepts and check
for understanding of the previous
lesson.
Reviewing the homework -Grammar
Exercises- allows me to go over
anything that the students might have
missed and are having trouble with.
Allows the students the opportunity to
ask for clarification on anything that
they might be confused about. It also
allows me to go over and practice the
units vocabulary.
Since our lesson on the present perfect
began the day before, reviewing what
they learned yesterday will be a nice
way to warm up for todays grammar
activities.

Grammar and Vocabulary:

Teacher will review homework using PowerPoint
presentation. This will help to check for understanding
related to their grammar skills needed in Unit 7, the
present perfect tense, which conveys a sense of
certainty that the action will occur.
Students will practice using the perfect tense (haber +
past participle) with the function of talking about past
actions that relate to the present time. The present
perfect is formed with the present tense of the verb
haber and the past participle.
Students will review how regular past participles are
formed by adding ado to the stem of ar verbs, and
ido to the stem of er and ir verbs.
Grammar Game: Lo has hecho?
(Have you done this before?)

To review our grammar lesson we will be playing a

Grammar Game:
Grammar can be difficult for students
to understand, especially when learning
Page 4

game that will hopefully help make this a fun learning

experience for the students.
Students will play a game where they will have to
answer a series of questions based on their experience.
They will have to answer if theyve done a particular
action or not by using the present perfect when they
respond.
Students will be divided into three groups, and will be
competing against each other for points. Desks will be
organized in three roles which will be facing the board;
groups will be assigned as row, row 2 and row 3.
Teacher will be in the front of the classroom monitoring
students. Students sitting in the front rows will be the
one competing against each other. Teacher will read the
question out loud and the students competing will have
to run to the board and write down their answer and the
student who finishes writing the answer first will win a
point for their team. Students will be rotating as they go
in order for everyone to have a turn at competing. A
minimum of 2 questions will be asked to each student.
Sample question: has viajado a la Japn?
(Have you traveled to Japan?)

Sample of students answers: No he viajado a Japn.

(No, I havent traveled to Japan)

Check for Understanding:

Teacher will monitor participation and check for proper
use of the present perfect in each of the students
answers on the board.
Cooperative learning:
After playing the game, student will be placed in
groups of two and complete a grammar worksheet on
the present perfect.
Check for Understanding:
Teacher will monitor students while working in their
groups and check for understanding and make sure that
cooperative learning is taking place during this activity.
Teacher will walk to each group and randomly ask
questions related to the grammar lesson to ensure that
students are understanding the lesson.
Exit Ticket: to check for understanding, students
will need to complete two grammar exercises related to
the present perfect in Spanish. This will allow me to
check for understanding of the lesson.

it in a second language, so making it

fun will always be a priority in my
lessons. Lo has hecho? will allow
students to practice the use of the
present perfect in their expressions in
Spanish. Students get motivated with
competition; therefore, competing
against each other using their grammar
skills will be an effective way to
motivate them into improving their
grammar.
Cooperative learning:
Students will be working in groups of
two or three on a grammar worksheet
provided by the teacher. Students are to
work cooperatively and respectfully.
Students will review the use of the
simple past and the function of talking
about actions that finished at a specific
time in the past. As I walk around and
monitor the groups, I will ask the
students to identify if the verbs they
used in the activity were regular or
irregular past verbs.
Exit Ticket
This activity provides students with
even more practice on the present
perfect. It will definitely allow me to
check for understanding of the lesson
and let me know if I need to go over
something theyve missed or need
clarification on.
During each activity, students will be
assessed with comprehension questions
and will be monitored for progress and
ability.
Homework:
This writing activity will not only
allow students to practice their Spanish
writing skills, but it will also allow
them to practice the proper use of the
present perfect in the Spanish
language.

Every students answers will be collected before they

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exit the classroom.

Check for Understanding: Students will be asked to
share their answers to the questions that they had to
develop during the group activity. Their answers to
these questions will help understand if there are any
issues or clarifications needed on the lesson.
Homework:
Students will be asked to write the following prompt in
their notebook and will be due the following day.
Qu cosas interesantes has hecho en tu vida?
Asegrate de dar cinco ejemplos. Qu cosas nunca
has hecho en tu vida y quisieras hacerlas? Asegrate
de dar cinco ejemplos.
(What interesting things have you accomplished in life?
Provide five examples. What havent you done in life and
would like to do? Provide five examples).
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Check for Understanding:

Rationale:

Daily Routine:
Revising Homework via PowerPoint presentation as a
daily review helps students with comprehension and
check for understanding on the lesson from the day
before. While revising their papers, students will be
constantly reminded to check for spelling and grammar.

This daily review provides students

with an opportunity to go over the
previous lesson and assure that they are
ready for the lesson that follows.
Allowing them to revise their work
daily will them master and improve
their vocabulary and grammar skills. It
will also allow them clarify any
concepts that they didnt understand
before. This will also give them the
opportunity to analyze progress and
comprehension.
Collaborative practice will allow
students to practice their writing skills
in the Spanish language and help
improve their grammar skills as well.

Regular Verb Conjugation

Students know how and when to conjugate present
tense verbs in Spanish that have endings in ar, -er, and
ir. They understand regular verb conjugation and how
the endings of these verbs are added to the infinitive
and the present indicative tense. During the review,
students will be reminded of when to conjugate a verb
depending on the expression and grammar rules.
Present Perfect
Students will practice using the perfect tense (haber +
past participle) with the function of talking about past
actions that relate to the present time. The present
perfect is formed with the present tense of the verb
haber and the past participle.
Students will review how regular past participles are
formed by adding ado to the stem of ar verbs, and
ido to the stem of er and ir verbs.

Page 6

Check for understanding:

They will need to demonstrate understanding by
earning a minimum score of a 4 (5 being the highest
score) on their assignment.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)

Independent learning opportunity during this lesson

will be their exit ticket for todays lesson. (exit ticket
is attached at the end of this lesson plan)
Students will have to complete two exercises on using
the present perfect in Spanish.
Homework (notebook writing activity) will also be
considered as independent practice, students will be
encouraged to write a paragraph using the present
perfect to describe actions that they have started in the
past and they are still doing in the present. It could be
about their present hobbies, jobs, studies, etc.
Then, students will pick the activity they prefer the
most and share it with the class. The other students give
feedback explaining if they have also done the same or
not, how often they do it, when they started it, etc. They
may use the simple past as well as the simple present if
necessary.

Rationale:
Their ticket out the door will surely
promote and encourage independent
learning as well as the mastery of the
present perfect in Spanish.
Their homework assignment will also
be good practice for them on using the
present perfect in Spanish. Students
will be asked to write about five
interesting things that they have
accomplished and provide examples.
They will also have to mention five
things that they wish to accomplish and
provide examples as well.

Check for Understanding:

Answers will be shared with the class and will be
reviewed on and discussed the following day.
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

During the daily class activities, the grammar review,

and our lesson on el presente perfecto, I will randomly
ask questions regarding the lesson to ensure that
students have understood the objective. I will also be
asking questions to the students during the group
activities to make sure that they understood the lesson.
Students will be graded on their group assignment by
completing the handout together (each handout will be
graded individually). Answers will be checked the
following day during our daily review (first 10 minutes
of class). Their score on the assignment will allow me
to identify which students need more practice and

Rationale:
Frequent comprehension checks will
help me measure the pace of the lesson
and determine how well the students
are mastering the concepts. Knowing
this information can allow me to adjust
the pace or include additional exercises
to practice a concept of using el
presente perfecto.
My lower level and ELL students will
be carefully partnered with respectful
Page 7

assistance with the lesson and it will also allow me to

analyze my teaching techniques to better serve my
students on future lessons.
Students will also be given credit for participation and
cooperation during their group activities.

and caring classmates.

The length of the activities and assignments could be

adjusted for students who work at a slower pace or
additional time could be given if needed.
10. Closure: (Describe how students will reflect on what they have learned.)

By using an Exit Ticket, students will need to

complete two grammar exercises related to the present
perfect in Spanish. This will allow me to check for
understanding of the lesson.
Every students answers will be collected before they
exit the classroom.

Rationale:
The exit ticket will not only serve as
practice, but will allow me to see who
understood the lesson and who needs
more time to practice and understand
the use of the present perfect in
Spanish.

Revised: 10/23/2008
Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast website:
http://www.nu-fast.com . Links: Fileshare - SOE TED TED 629 Student/Faculty

Page 8

Exit ticket:

Nombre:________________________________

Boleto de salida
1. Completa la siguiente columna con informacin sobre experiencias
tuyas utilizando el presente perfecto.
Modelo: Viajar a Mxico / He viajado a Mxico varias veces.

Experiencia

Yo

Viajar a Espaa.
Conocer a alguien
famoso.

Page 9

Contesta si has hecho o experimentado lo siguiente:

1. Viajar a Japn
2. Viajar a la luna
3. Comer chapulines
4. Comer lombrices
5. Bailar tango
6. Decir mentiras
7. Comer insectos
8. Ganar premio
9. Fallado examen
10.
Olvidar tarea
11.
Robar algo
12.
Besar un sapo
13.
Cantar en la ducha
14.
Caer en pblico
15.
Mirar pelcula de terror
16.
Jugar tenis
17.
Mentir a tus padres
18.
Mentir a tus maestros
19.
Copear en un examen
20.
Patinar sobre hielo
21.
Caminar sin zapatos
22.
Escalar una montaa
23.
Comer un chicle

Page 10