Melissa Campbell
FL 561
Dr. Burnett
April 25, 2016
Lesson Plan
Target language - Spanish
Grade level - Spanish II, Grades 9-12
Proficiency level - Novice-low to novice-mid
Objectives:
Students will be able to apply their knowledge of vocabulary regarding sports and hobbies to answer
questions about what they want to do or prefer to do.
Students will be able to conjugate the stem-changing verbs querer and preferir in their singular forms.
Links:
This lesson links to several concepts in chapter 1 of Shrum and Glisan. We learned the importance of
teaching vocabulary and grammar within a context. Within this lesson, the context we are working with
includes sports, hobbies and pastimes. We also learned about the importance of comprehensible input for a
language learner. Students will have a lot of input in this lesson to help them fossilize the singular forms of
two new verbs that follow a different pattern than regular verbs. If the teacher chooses to use the follow-up
activities as well, students will get even more input the next day by using a technique from TPRS called
circling which includes repetition of the correct structures. In this same chapter we learned about affect and
motivation in language learners. Learners motivation will be high because the context includes things that
are relevant and interest them. Their affective filter will be low because this lesson includes a very
low-stakes activity to learn the new structures. They are not presenting information at the front of the room
and they are not being graded on their performance. Today is solely focused on introducing the new
structures and practicing them as a large group and in a partner situation. This lesson has several links to
chapter 8 of Shrum and Glisan as well. Teachers will use IRF during the lesson while interacting with the
students during the questioning phase. This lesson also includes two strategies that were introduced in
chapter 8. Students will use think-pair-share when they share what they want to do today with their partners.
They will also participate in an information-gap activity.
National standards:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of
the language studied and their own
How will this activity be integrated into the class?
Students have been studying vocabulary relating to sports, hobbies and pastimes. They learned how
to express that they will do something in the near future and will now be learning how to conjugate
stem-changing verbs. Querer and preferir are two verbs that frequently require the use of an infinitive to
express wants or preferences. Students already know how to conjugate regular ar, er and ir verbs and will
apply that knowledge to conjugate the two new verbs in their singular forms. Once theyve seen the second
person form and its stem-change, they should be able to produce the first person form and then the third
person form. Through the use of these two verbs, students will be able to express what sports or activities
they want or prefer to do.
Pre-activity:
For a bell ringer activity, students will answer simple yes or no questions about what they like to do
in the summer. This will review some of the vocabulary relating to sports and hobbies that they should
already know and how to say I like. This gives them a chance to review the vocabulary before they need
to use it for a large group question/answer activity and a partner information-gap activity. This also reminds
them that you use an infinitive following a conjugated verb which will also be part of the lesson.
Instructions:
1. Post the diario or bell ringer activity on the board using a document camera or a projector. While
you take attendance and do other clerical work, tell students to complete the activity in their binder or
notebook in the correct section.
2. Quickly review the bell ringer by cold-calling several students to answer the questions using
complete sentences. Model correct structures when needed and be sure that students remember how
to express I like.
3. Tell students that today they will be learning and practicing two new verbs that are similar to the
verbs tener and venir, which they learned in the last chapter.
4. Post the Quieres? overhead on the document camera or smart board. Use a cold-call strategy to
ask students each question. After you ask a question, call on a second student and ask them what the
previous student said. They should repeat what the last student said and answer the question for
themselves. They will be hearing the the second person form, answering in the third person to say
what the other student wants to do and answering in the first person to say what they want to do.
5. For a think-pair-share activity, tell students to jot down 3 things they want to do today. Give them
2-3 minutes to write and then have them turn to their partner to share their list. While they are doing
this, circulate throughout the room to check students writing and make corrections. Once they start
sharing their list, model good pronunciation when you hear issues.
6. Post the Prefieres? overhead on the document camera or smart board. You will follow the same
format as you did with the previous overhead. Use a cold-call strategy to ask students each question.
After you ask a question, call on a second student and ask them what the previous student said. They
should repeat what the last student said and answer the question for themselves. They will be hearing
the the second person form, answering in the third person to say what the other student wants to do
and answering in the first person to say what they want to do.
7. After finishing the Prefieres? overhead, call on students to produce the three singular forms of
each verb while you write them on the board so the students have a visual aid.
8. Introduce the information gap activity. Choose partners for each student, either using their row
partners or pulling popsicle sticks, and have each pair take a sheet for partner A and a sheet for
partner B. Partner A will ask their questions first. Partner B will look at the pictures. If the picture
matches the question they will say, Yes, (person) wants to (activity). If they picture doesnt match
the question, they will say, No, (person) prefers to (activity). Choose a student to do the models
with you. If students are confused, model number one with another student.
9. While students are completing the speaking activity, circulate throughout the room to make sure
students are on task, following the instructions correctly and using correct pronunciation. Make
corrections or provide assistance as needed.
10. When students finish, tell them to return to their seats. Review the activity by calling on students to
answer each of the questions. If there are errors, model the correct structure and have students repeat
the answer correctly.
11. Tell the students that tomorrow they will continue working with the singular forms and begin to work
on the plural forms. Remind them that these verbs are not regular and dont follow the normal
pattern of conjugation.
12. Before students leave for the day they must complete an exit ticket. Tell them they need to write 3
things they dont want to do and what they prefer to do instead. Provide a model on the board for
them. No quiero estudiar para el examen. Prefiero ver pelculas con mis amigos. (I dont want to
study for the test. I prefer to watch movies with my friends.)
Materials needed:
Document camera or smart board
Projector
Diario or bell ringer overhead
Quieres? overhead
Prefieres? overhead
Copies of the information gap activity
Evaluation:
Students will be informally assessed throughout the lesson during the large group question/answer
work and also during the partner work. Reading the exit slips will give you a good idea of if they can
correctly use the first person singular forms of the two new verbs and if they are correctly using the infinitive
following a conjugated verb. After working with the rest of the stem-changing verbs, students can take a
quiz or do a project to show their knowledge on the meaning and conjugation of the new verbs. At the end
of the unit, they will also have a unit test to cover the vocabulary, the verb ir, all of the stem-changing verbs
and the irregular yo verbs.
Follow-up activities:
The next day, you can use a strategy from TPRS called circling to review the singular forms of the
verb. Begin with yes or no questions, move to either/or questions and eventually just ask information
questions. While talking to students in second person form, they will answer in the first person form and you
will then repeat the information in the third person. Eventually you can incorporate the plural forms into the
circling while telling the class what certain students prefer or want. After the forms have been introduced,
then you can go to the board and have students help you to fill in the entire verb chart. By this point they
should be able to tell you what each of the forms are with minimal help from you. The forms they may
struggle with are the first person plural forms and the second person plural from (vosotros) because they do
not stem-change.
*If you are unfamiliar with TPRS and circling, this website provides some information:
https://martinabex.com/teacher-training/essential-strategies-for-tprsci-teachers/how-to-circle/
Diario
Contestan las preguntas en frases completas:
En el verano:
1. Te gusta nadar en la piscina?
2. Te gusta patinar en lnea en el parque?
3. Te gusta andar en bicicleta?
4. Te gusta jugar al tenis?
5. Te gusta bucear en el ocano?
6. Te gusta ver pelculas en el cine?
Este verano...
1. Quieres ir de excursin en el parque nacional?
2. Quieres nadar en la piscina?
3. Quieres tomar el sol en la playa?
4. Quieres comer helado en Dairy Queen?
5. Quieres patinar en lnea?
6. Quieres andar en bicicleta en el parque de Lindenwood?
7. Quieres ver pelculas en el cine?
8. Quieres mirar el arte en el museo de Plains Art?
9. Quieres visitar los monumentos de Fargo/Moorhead?
10. Quieres bucear en el ocano?
1. Prefieres ir a la clase de ciencias o la clase de ingls?
2. Prefieres ir al cine o al teatro?
3. Prefieres comer en Subway o Jimmy Johns?
4. Prefieres correr o andar en bicicleta?
5. Prefieres nadar o tomar el sol?
6. Prefieres jugar deportes o mirar deportes?
7. Prefieres beber Coke o Pepsi?
8. Prefieres hacer tarea o tomar un examen?
9. Prefieres leer o mirar la tele?
10. Prefieres cantar o bailar?
Pareja A
Leccin 4 - Qu quieres? Qu prefieres?
A. Pregunta a tu pareja y escribe sus respuestas.
1. Quiere Elena comer en un restaurante hoy?
_______________________________________________________________________
2. Quiere Jos Miguel bucear hoy?
_______________________________________________________________________
3. Quieres t andar en bicicleta hoy?
_______________________________________________________________________
4. Quiere la Sra. Daz ir al cine hoy?
_______________________________________________________________________
5. Quiere nuestro primo ir de excursin hoy?
_______________________________________________________________________
6. Quiero yo tomar el sol hoy?
_______________________________________________________________________
B. Contesta las preguntas de tu pareja usando querer o preferir. Sigue el modelo.
Modelo: Quiere tu pap jugar al hockey? S, mi pap quiere jugar al hockey.
Quiere Marcos ir al museo? No, Marcos prefiere correr.
Ana Mara mi hermano Luisa
mi mam t yo
Pareja B
Leccin 4 - Qu quieres? Qu prefieres?
A. Contesta las preguntas de tu pareja usando querer o preferir. Sigue el modelo.
Modelo: Quiere tu pap jugar al hockey? S, mi pap quiere jugar al hockey.
Quiere Marcos ir al museo? No, Marcos prefiere correr.
Jos Miguel t yo
Elena la Sra. Daz nuestro primo
B. Pregunta a tu pareja y escribe sus respuestas.
1. Quiere Luisa andar en patineta hoy?
_______________________________________________________________________
2. Quiere Ana Mara jugar al baloncesto hoy?
_______________________________________________________________________
3. Quieres t mirar el arte en el museo hoy?
_______________________________________________________________________
4. Quiere tu hermano leer una revista hoy?
_______________________________________________________________________
5. Quiero yo nadar en la piscina hoy?
_______________________________________________________________________
6. Quiere tu mam patinar hoy?
_______________________________________________________________________
