EDPG addressed: EDPG 7 - Planning for Instruction

Name of Artifact: Lesson Plan on The Adjectives

Date of Artifact: Spring 2017
Course in which Artifact was implemented: ED 361 - Practicum

Saint Mary-of-the-Woods College

Education Department

Lesson Plan - Practicum

Date: Wednesday March 15th, 2017

Teacher Candidate: Marie Belmonte Brummer

Name of Lesson: The adjectives

Subject: Spanish (44 minute period)

Grade: Grade 8

Rationale for lesson: Students will learn some Spanish adjectives and use them in sentences.

Learning outcomes: Students will communicate, in speaking and writing, to describe people
using Spanish adjectives.

Assessment of student outcomes: I will assess students informally through activities.

Illinois 8th-Grade Learning Standards:

Application of Learning

Materials needed:
Vocabulary sheet on The Adjectives
White board
Dry eraser markers

Lesson presentation:

Anticipatory set (15 minutes): To gain students attention before beginning, I will say: Hola,
buenas tardes (Hi, good afternoon). Today, we are going to review and practice the use of
 adjectives. Students already started to learn the new vocabulary we will use today so I will
ask them to get their vocabulary sheet out and we will review it together.

Teaching procedures: I will use active learning strategies. Students will be engaged the whole
period via activities that allow them to apply their knowledge. I will ask them to remind me
what adjectives are.
Adjectives are the words we use to describe.
They can inform about any characteristic of the noun they go with, such as: shape, color, size,
etc. ).
A Spanish adjective will change its ending to match the gender of the noun it describes. If the
noun is female, then the adjective will be female. If the noun is male then the adjective will be
male. Examples: El chico es gracioso y la chica es graciosa (funny)

Guided, collaborative, and independent practice:

Activity 1
I will write a Spanish sentence that includes at least one adjective on the board. Any student to
whom this adjective applies must stand up or they can point at someone they think the sentence
can refer to. Students must give consideration to the masculine vs. feminine form(s) of the ad-
jective. For example, if I say serio, students who stand must be male and consider themselves
serious. Same thing for graciosa (any girl who is funny) or inteligente (any students who is
smart). I will emphasize on the masculine vs. feminine form(s) of adjectives.

Examples:

Yo soy bueno y atltico

Ella es impaciente a veces
l es muy desorganizado
Yo soy artstica
Yo soy tmido
Soy graciosa
Soy perezoso pero talentoso
Ella es trabajadora pero reservada
l es estudioso y serio
Ella es muy estudiosa.

Activity 2
I will write a few sentences in English on the board and call on students to come write the Span-
ish translations.

The girl is studious but shy sometimes.

Hi! I am Pablo. I am artistic and athletic.
David is lazy. He is not very good.
The boy is very smart but disorganized.
She is serious but the friend is funny.

Activity 3
Students will have to write the opposite of the adjectives I will list on the board.

organizada (desorganizada)
trabajadora (perezosa)
atrevido (reservado)
paciente (impaciente)

Activity 4 (optional activity)

Students will have to make 2 to 3 Spanish sentences using the name of a classmate and a differ-
ent adjective from the vocabulary sheet in each sentence.

Closure: Before the class is over, I will ask each student to tell me what Spanish adjective best
describes them. It will be their exit ticket.

Differentiated instruction: I will try to do some scaffolding with students who have more diffi-
culties with the activities.

Multicultural emphasis: N/A.

Technology: N/A.

Reflection on lesson: After teaching the lesson, I saw that the review went very well because
most of those students do not study their Spanish much or at all. The activities worked well. I
managed to call on every student at least once to make sure that everyone participated.