Annmarie Fransen Master of Arts in Teaching Lesson Activity Plan Fall 2014

I. Content: Describe what it is you will teach. What is the content? Students will continue to practice conjugating regular –AR verbs. Students will review how to use the verb structure “tener que” to tell what they have to do. Students will also practice adding time to their sentences. Students will continue reading “The House on Mango Street” as a class.

II. Learning Goal(s): Describe what specifically students will know and be able to do after the experience of this class. Students will know and understand how to conjugate regular –AR verbs. Students will be able to use “tener que” to tell what they have to do. Students will be able to tell at what time events occur in their sentences.

III. Rationale: Explain how the content and learning goal(s) relate to your Curriculum Unit Plan learning goals. It is imperative that students continue to practice telling time and reinforcing previous concepts. Students will continuously be reminded that language builds and thus they must keep practicing all that they have already learned. Students will also benefit from practice conjugating –AR verbs, as repetition and practice are key in language learning.

IV. Assessment: Describe how you and your students will know they have reached your learning goals. Students will participate in an activity in which they must write sentences using verbs and subject pronouns. Afterwards, they will add time to their sentences. Students will also participate in white board games where they are asked to conjugate verbs and translate rapidly,

V. Personalization and equity: Describe how you will provide for individual student strengths and needs. How will you and your lesson consider the needs of each student and scaffold learning? How specifically will ELL students and students with learning disabilities gain access and be supported? I have not designed a separate lesson for native speakers because I believe that it will benefit them as well as their classmates to incorporate them into our activities. This unit, I am asking native students to take more of a facilitator role and hope that they will foster understanding for their classmates. Additionally, I think that a few of them could benefit from explicit instruction about conjugation. Students with learning disabilities and ELLs will benefit from collaborative work and will be motivated by competition. VI. Activity description and agenda

Time Teacher Activity Student Activity Teacher greets students, hands out Students enter, grab starter 11:25- starter booklets and copies of “The booklets and copies of the novel 11:28 House on Mango Street”. and sit with their partner. 11:28- Teacher reads vignette aloud; Students follow along in their 11:36 instructs students to respond to books and respond to the prompt prompt. in their starter booklets. 11:36- Teacher explains dice game, hands Students listen and ask 11:40 out die and paper, writes list of questions if necessary. verbs to be used as well as subject pronoun key on the board. 11:40- Teacher circulates room, Students roll die and write 11:50 scaffolding when needed. sentences with their partner. 11:50- Teacher explains next step of the Students listen to the next 11:53 dice game and reminds students of instruction. the structure needed to tell time. 11:53- Teacher circulates, scaffolding Students add time to their 11:58 when needed. sentences using the structure “a las ----“. 11:58- Teacher collects papers and hands 12:00 out white boards, erasers, and markers. 12:00- Teacher explains competition, Students listen for instructions 12:20 gives an example and begins white and conjugate and translate when board games in which students prompted to do so. conjugate –AR verbs and translate.

Homework: Complete activity 9 on page 95 and 3 on page 107 (handout).

VII. List of the Massachusetts Learning Standards this lesson addresses Interpersonal Communication Learning Standards: 1.5 Exchange information and knowledge Interpretive Communication Learning Standards: 2.1 Follow directions 2.2 Understand some ideas and familiar details 2.3 Obtain information and knowledge Presentational Communication Learning Standards: 3.4 Describe people, places, and things VIII. Reflection At this point in my practicum, I don’t know that I had mastered predicting how long certain activities were going to take. For example, in this learning activity plan we did not have enough time to play our whiteboard game. Students were far more enthusiastic about playing the “dice game” than I had previously thought. This reminded me that sometimes you don’t need all of the “bells and whistles” in order for it to be an engaging lesson! Students also conjugated –AR verbs without errors or major patterns of errors which showed me that they are beginning to master conjugation.