Manchester College Education Department

LESSON PLAN by: Sarah Yocum Lesson: Subjunctive present tense- unknown, emotions, & review of desires Length: 35 minutes Grade Intended: 3rd year Academic Standard(s): 11.1.3 Exchange detailed information and opinions in written form on a variety of topics. 11.2.1 Respond to everyday requests, commands, and directions. 11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation. 11.7.2 Recognize and use a variety of language structures. Performance Objectives: Given subjunctive sentences, students will correctly translate the sentences with 80% accuracy. Given a handout with subjunctive and indicative phrases, students will write an indicative or subjunctive sentence with 2 of the 3 sentences correct. Given subjunctive and indicative sentences, students will correctly identify 4 of the 5 sentences. Given a workbook page over Chapter 2 Grammar 2, students will answer the questions for completion points. Assessment: Students will translate 6 online sentences as a class. Students will write subjunctive and indicative sentences in small groups. Students will identify whether a sentence is subjunctive or indicative as a small group. Students will do workbook assignment page 24 as homework for completion points. Advanced Preparation by Teacher: Two different colored note cards with the words “subjuntivo” and “indicativo” written on them (about 5 sets needed), bookmark website studyspanish.com, sentences over subjunctive and indicative for teacher, handout over subjunctive and indicative phrases, Thinkpad Procedure:

Introduction/Motivation: Teacher reminds students that they have already studied the subjunctive with “desires” on page 18 of their textbooks. Teacher

explains that they will cover more of the subjunctive with the “unknown” noun and “emotions” as well as review of the subjunctive with desires while passing out handouts over the differences between the subjunctive and indicative and phrases. Teacher brings up studyspanish.com with the Thinkpad, and as a class review the subjunctive section, throwing in the new concepts (unknown and emotion). Teacher writes the steps to get to the subjunctive on the board in a 1-3 order (1. Go to the “yo form.” 2. Drop off the “O.” 3. Switch the ending to the opposite ending (-AR ending to –ER/IR and vice versa).)

Step-by-Step Plan:

1. Bell ringer (Gardner-Intrapersonal) Read number one, and describe what you changed (Bloom-Knowledge).

2. Introduction (Gardner-Interpersonal, Visual/Spatial, Verbal/Linguistics) 3. Teacher reads through a list of sentences (in Spanish and English), and students

correctly identify if the sentences are indicative or subjunctive and why. Support why you thought that the sentence was subjunctive (Bloom-Evaluation).

4. Teacher splits class into small groups, giving each group a “subjuntivo” and “indicativo” note card.

5. Teacher explains the rules of the game: Each group can either write a subjunctive or indicative sentence from the handout. Then each group will hear the other groups’ sentences and must vote whether it is subjunctive and indicative. Once the groups have voted, and then they must explain why they voted that way. The group that wrote the sentence then holds up the correct card. (Gardner-Interpersonal) Now group number 2 and 3 judge whether you believe that the sentence given by group 1 is subjunctive or indicative and why (Bloom-Evaluation).

Closure: Teacher asks a student to remind the class of the differences between the subjunctive and the indicative. Distinguish the difference between the subjunctive and the indicative (Bloom- Comprehension). Teacher then points the steps out on the board again, asking students to read them in unison. Teacher assigns workbook page 24 for homework and tells the students that tomorrow they will grade pages 23 and 24 as a class. Self Reflection: I think that the students did very well on picking up the subjunctive again. I was told by the teacher that I needed to write a reinforcement activity because she was supposed to cover the information from the textbook over unknown and emotions, but she had not. It threw the students off for a little bit, but after I explained more thoroughly as well as made them give reasons why the sentence was subjunctive and not indicative or vice versa, then it was easier. The students seemed to really enjoy making their own sentences because they started getting more creative the more sentences that they wrote. For improvement, I think that I would have gone over the chapter that the teacher told me she was going to do at least for the unknown subject. The students picked it up well as we worked as a class, but seeing it in the textbook may have been easier.