spanish i conjugating -ar verbs lesson plan-1

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Lesson Plan: Kimberly Cochran

Grades: 9-12Subject: Spanish ILesson Title: Conjugating Regular –AR Verbs

I. Initial Planning

Classroom Context:

This class has 32 students, equally distributed among grades nine through twelve. The racialdemographics roughly match those of the school at large: 75% black, 8% white, 8% Asian, 8%Hispanic. Since I am a “floater,” the classroom is actually a science lab room, with four studentssitting at each of eight black tables. I am equipped with materials I brought on my cart, as wellas a dry erase board at the head of the room. As this is my first block class, the students arecharacteristically tired and thus quiet. I have two students with IEPs, and their accommodationsinclude separate room for testing and extended time.

Specific Learning Objectives:

SWBAT conjugate regular –AR verbs (NC-SCOS 1.05, 3.01, 5.02) as determined by correctlycompleting verb charts of the five verb forms in the following format:

XStudents’ Prior Knowledge:

Students should know how to:- Identify a verb in English and in Spanish- Know the placement of each subject pronoun on the verb chart

Resources Needed:

- Class set of individual dry erase boards, dry erase markers, and erasers- Worksheets

II. Lesson Introduction

Focus/Review:

As a 5 minute warm-up, the teacher will put up the following sentences on the board and directstudents to circle the verb and underline the subject/subject pronouns. The first three will be inEnglish, and the next three in Spanish.

1. John and I walk in the park.2. The teachers speak clearly to the students.3. She is happy.4. Nosotros tenemos tres perros.5. Juan y José viven en la casa.6. En la mañana, los chicos cantan.

The teacher will then review the parts of speech and show their similarities in English andSpanish.

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Statement of Objective in Student Terms:

Now that we know how to identify the subject of a sentence, we’re going to learn how toconjugate verbs so that we can give some action to these subjects. Conjugation is changing averb into its various forms based on the tense and the subject, or who, we are talking about. This

might sound confusing, so let’s think of an example in English. Take the verb ‘to talk.’ You’llnotice that the verb changes a bit when we say ‘I talk’ versus ‘she talks.’ That’s an example of us conjugating ‘to talk.’ By the end of the period, each of you will be able to change regular – AR verbs by writing the different forms in our verb chart.

III.Lesson Development

Content Development:The key points to the lesson are:- The three types of verbs in Spanish are: -AR, -ER, -IR.- Conjugation is changing a verb into its various forms based on the tense and the subject of a

sentence.-The first step in conjugating –AR verbs is to drop the “ar” at the end of the word.The next step is to add the following endings to the words:- Yo -o- Tú -as- Él, ella, Ud. -a- Nosotros -amos-Ellos, ellas, Uds. -an

Introduction to New Material:Teacher explains the process for –AR verb conjugation, while students follow along on guided

notes sheet.

Teacher says: “Can anyone explain what infinitive means? The infinitive is the root form of averb. It’s the form that ends in –AR, -ER, or –IR. We have often referred to the infinitive formas the ‘mother’ verb. We’re going to use that analogy here. The subject pronouns that welearned yesterday each transform a distinct form of the mother verb. They are like the mother’schildren—each one looks a lot like his or her mother, but has a little uniqueness too. Let’s startwith the verb to talk, hablar . If I want to say “I talk,” what’s the subject pronoun I start with?[Teacher calls on student for response.] Yo is correct. Now we must change to verb by dropping –ar and adding –o. What do we have? [Teacher calls on student for response.] Good. Hablo isthe mother’s son, let’s say. The h-a-b-and-l look a lot like the mom. That could be the son’s

eyes, nose, ears, and mouth. But that last part, the –o, is totally different. This son has red curlyhair, while his mom— hablar —has straight black hair. Can someone tell me what the yo form of the verb caminar would be? [Teacher calls on student for response.] Does anyone have anyquestions so far?”

Continues [using analogy throughout]: “Let’s move on to the tú form. Here we drop –ar and add –as. Who knows the tú form of hablar ? Caminar ? [Teacher calls on students for responses.]The él, ella, Ud . form drops the –ar and adds –a. Can anyone tell me the él conjugation of

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bailar ? How about cantar ? [Teacher calls on student for response.] Next we’ll change the verbto fit the ‘we’ form. What’s the pronoun for ‘we’ that we learned yesterday? [Teacher calls onstudent for response.] Nosotros is correct. For this form, we drop the –ar and add –amos. Giveme the conjugation for tomar . What about comprar ? Finally, let’s look at the ellos, ellas, Uds.

form. We again drop –ar, but this time we add –an. This means that montar would become

montan. Can someone conjugate hablar in this form?”Students will be listening and taking notes on a guided notes handout. Teacher will enforce this by moving around classroom during participatory lecture.

After this introduction to new material, the teacher will ask students to try a conjugation of their own on a scrap piece of paper. A student will then volunteer to put the chart on the board. Theteacher will ask everyone who got the verb chart correct to raise their hand.

Finally, the teacher will ask every student to hold up a number one thru five on their hand toshow how well they feel like they understand the concept of conjugating –AR verbs.

Differentiation:The high-achieving students will be asked to practice several examples of –AR verbconjugations on scrap paper, while the teacher re-explains the concept to the low-achievingstudents in small groups. Since there is no assessment at this point, no testing accommodationsneed to be made.

IV.Lesson Implementation

Guided Practice:

Teacher passes out dry erase boards. Goes through series of verbs with various subjects and asksstudents to conjugate verb onto board. After many examples students are split into teams of five

for competition. Students pass the board from person to person, each writing one form of thegiven verb to collectively create a complete chart. First team to hold up board with correctanswers gets a point. Teacher keeps score on board. Play several rounds, time permitting.

Teacher reveals correct answers with brief explanations after each question. Goes into deeper explanation with questions that illicit an abnormally high number of incorrect responses. Writeson board and explains why conjugation is such.

Teacher will tell students that they are only allowed to write Spanish verbs, not draw on boardsat their leisure. Students will be engaged because of competitive nature of activity.

Independent Practice:Students complete worksheet with –AR verb conjugation chart and sentences. Teacher circulatesto help students who are having trouble. Teacher directs students to complete worksheetindependently and in silence. Students will be engaged because teacher presents worksheet as anexciting and necessary challenge.

Closure:

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Teacher closes lesson on –AR verb conjugation by having the class repeat, in unison, the endingsfor each subject pronoun. The steps of dropping the “ar” and adding new endings are reviewedthrough an example on the board. Teacher asks if there are any questions. Students create verbcharts for cantar , descansar , and montar on a half sheet of paper to turn in as an Exit Slip.

V. Lesson Evaluation

Teacher reviews Exit Slips to determine student mastery of the objective. Eighty percent or higher is considered mastery. Teacher looks for students to drop the “ar” from every verb form,then add the appropriate endings.

VI.Hand-Outs

Guided Notes:Conjugating -AR Verbs

1st Step: Drop ___________

[Ejemplos: bailar, cantar, escuchar, practicar, tomar, dibujar, comprar]

2nd Step: Add new endingsYo + Nosotros/as +

Tú +

Él, ella, Ud. + Ellos, ellas, Uds. +

Definition Conjugation Definition Conjugation

To dance bailo bailamos bailas X

baila bailan

BAILAR DIBUJAR Example Non-example Example Non-example

Yo bailo todas Tú bailamoslas noches. cada día.

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Independent Practice Worksheet:

Conjugating –AR Verbs

Nombre _________________________________ Fecha _______________________

ENGLISH SPANISH SPANISH ENGLISH

1. He draws _________________________ 1. Bailo _____________________________

2. You (inf.) sing _____________________ 2. Navegamos por Internet ______________

3. Helena walks ______________________ 3. Descansas _________________________

4. I talk _____________________________ 4. Nada _____________________________

5. We practice _______________________ 5. Escucho __________________________

6. You (form.) rest ____________________ 6. Dibujan ___________________________

7. I skate ____________________________7. Trabajas __________________________

8. You (inf.) study ____________________ 8. Montan en bicicleta _________________

9. They (girls) swim __________________ 9. Toca el piano ______________________

10. We work ________________________ 10. Cantamos ________________________

Complete the following verb charts with the correct forms of each verb and definitions.

TOCAR: To ____________ ESTUDIAR: To ____________

TRABAJAR: To ____________ MONTAR: To ____________

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Exit Slip:

“Exit Slip”- Conjugating –AR Verbs

Nombre ________________________________ Fecha ________________________

1. Which of the following correctly conjugates necesitar based on the sentence: La chica

________________ ir a la escuela.

a. necesitas b. necesitac. necesitand. necesito

2. What is the tú form of the verb bailar ?a. bailamos b. bailac. bailasd. bailan

3. Which of the following correctly conjugates escuchar based on the sentence: María y yo

________________ a la música todos los días.

a. escucho

b. escuchamosc. escuchand. escucha

4. The conjugation camino is of what subject pronoun form?

a. Nosotros b. Élc. Ustedesd. Yo

5. Please write the ellos form of the verb practicar : _____________________________ .

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spanish i conjugating -ar verbs lesson plan-1

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