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.
Time
Activity description and agenda
Teacher Activity
Student Activity
Teacher greets students, hands out
11:25- starter booklets and copies of “The
11:28 House on Mango Street”.
11:28Teacher reads vignette aloud;
11:36
instructs students to respond to
prompt.
11:36Teacher explains dice game, hands
11:40
out die and paper, writes list of
verbs to be used as well as subject
pronoun key on the board.
11:40Teacher circulates room,
11:50
scaffolding when needed.
Students enter, grab starter
booklets and copies of the novel
and sit with their partner.
Students follow along in their
books and respond to the prompt
in their starter booklets.
Students listen and ask
questions if necessary.
11:5011:53
Students listen to the next
instruction.
11:5311:58
11:5812:00
12:0012:20
Teacher explains next step of the
dice game and reminds students of
the structure needed to tell time.
Teacher circulates, scaffolding
when needed.
Teacher collects papers and hands
out white boards, erasers, and
markers.
Teacher explains competition,
gives an example and begins white
board games in which students
conjugate –AR verbs and translate.
Students roll die and write
sentences with their partner.
Students add time to their
sentences using the structure “a
las ----“.
Students listen for instructions
and conjugate and translate when
prompted to do so.
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.