SRHS Lesson Plan ____David Case___________
Pre-AP Spanish IV, 3(A-B)
Name of Unit: Present Tense Conjugation Review
Length of Unit: 2 Days
SOL/Student Competency Record:
Communication
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Connections
Standard 3.1: Students reinforce and further knowledge of other disciplines through the foreign language
Comparisons
Standard 4.1: Students demonstrate understanding the nature of language through comparisons of the language studied
and their own.
Materials Needed:
 Video Clip (Vuelve a Tu Hogar)
 Listening Handout
 Listening Answers
 Online Resources Handout
 Computer with projector and Speakers
 DVD backup of clip (JUST IN CASE)
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Blank Paper for Flow Map
Note Pages
Worksheet (Present Tense Review)
Chalk
Magnetic Verb Chart Strips
Objectives:
The student will:
1. Demonstrate an understanding of the steps of Present Tense conjugation using a Sequencing Thinking Map
2. Interpret spoken Spanish from a video clip by writing a missing Spanish word as they hear it into the blank part of
a lyrics sheet
3. Conjugate regular and stem changing verbs in the Present Tense
Opening Activities:
1) Listening Practice: Students will watch a video clip from the television show Phineas and Ferb. The clip will be
a song entitled “Vuelve a Tu Hogar The teacher will hand each student a half sheet of paper with the lyrics written
on it. Certain words have been removed from the lyrics. Students should listen carefully to the song and write in
what they hear. They should place close attention to the word and attempt to spell it correctly. Remind them to
spell it out phonetically. Model and example of Spanish phonetic spelling.
CORRECT THE LISTENING ACTIVITY
The answers are:
1) Mis
2) Pato
3) Sabor
4) Ratón
5) Todo
6) Verde
7) Mucho
8) Mas
9) Escucho
10) Nombre
11) Tengo
12) Ella
2) Thinking Map Recall: Hand out a blank white sheet of paper. Remind students how to use a flow chart. Explain
that students should use this particular thinking map when they hear words such as; show the steps, process, order
or sequence. Write the following example on the board:
Adjectives: Number and Gender Agreement in Spanish
First; write the noun you want to
use. Make sure you know if it is
singular or plural and masculine
and feminine
Next; choose the adjective
you want to use.
Rojo (a), Nuevo (a), Grande,
Interesante, Aburrido (a),
Azul, etc.
El Libro, Los Libros
La Casa, Las Casas
Finally, Make sure that the
noun and the adjective agree
in number and gender
El Libro Rojo, Los Libros Rojos
La Casa Roja, Las Casas Rojas
Etc.
Now explain to the students that this is meant to be a recall activity so that I can see what they remember about
conjugation in the present tense. Explain as well that students will be given the opportunity to redo the chart with the class
as part of instruction. Their attempt will be handed in as a graded warm-up so they are encouraged to do their best. They
can discuss the steps with other students during this assignment. They will have 10 minutes following the teacher’s
introduction to complete the warm-up.
Lesson Structure:
Take roll orally.
Time
2 minutes
Warm-up. Students can start immediately upon entering the classroom if
desired. Paper will be given to them to demonstrate recall of previous
material. After taking roll orally I will review how to use a flowchart to
sequence events and then give the students 10 minutes to discuss what
they know and produce an individual flow chart. While students are
working I will circle the class to assess what students do recall about
present tense conjugation. When tie is up, students will set aside their
chart. They will have the opportunity to compare it to the classroom’s
chart before handing it in for a grade.
20 minutes
Direct Instruction
Hand each student a blank copy of the flow chart they will produce with
the class as notes for today. These in class note templates can be kept for
25 Minutes
review and I recommend that if they have dividers they have a separate
section for any notes given by the teacher.
1) What is a Subject Pronoun?
(What is a Pronoun?) A Pronoun takes the place of a noun. A
subject pronoun takes the place of the noun which happens to als be
the subject of the sentence. Ex. John is sad (He is Sad)
2) What are the subject pronouns in English?
I, You, He, She, It, We, You (all), They
3) Chart the English pronouns
I
We
You
You All
He/She/It
They
4) Explain the conjugation chart set up (1st, 2nd,3rd person as well as
singular and plural. Once this has been explained point to the box
and ask the class if what it is (ie. 1st person plural, 3rd person
singular etc.) Then take it to the next level; Ask what is the
English word in the 1st person singular box (Class says “I”) etc.
5) Explain that this chart works exactly the same way in Spanish.
Ask for a volunteer to try to fill out the chart. Depending on the
time you can ask students if it is right or wrong and have people
make corrections as needed. Otherwise, have students fill out the
chart on their individual note pages. In the end the chart looks
like this:
Yo
Nosotros (as)
Tú
Vosotros (as)
Usted (Ud.)
Él
Ella
Ustedes (Uds.)
Ellos
Ellas
Make sure to point out certain points such as:
*Although Usted Is technically 2nd person singular (it means
you) we put it in the 3rd person singular box because it has the
same conjugation as the 3rd person singular. (Same for Ustedes)
* Explain Spanish sexism. If we say “we” then we are going to us
nosotros if it is all boys or a million girls and one boy. We only
use nosotras when it is 100% all girls. (This is the same with
Vosotros, Vosotras, Ellos and Ellas
*Remind them that Vosotros is the plural of Tú and only used in
Spain
Why am I reviewing this?
You NEED to know the subject pronoun chart in order to
conjugate in Spanish.
6) Now would be a good opportunity to define certain key words
such as Conjugation, Infinitive, Stem and Verb Ending
Conjugation: Combining the Subject Pronoun and the infinitive
in the proper tense. This will require a change to the infinitive.
(Ex. To Be becomes I am, You are, He is etc.)
Infinitive: A verb BEFORE you conjugate it. In English this will
include the word “TO” (Ex. To Be, To Eat, To Run etc.)
Verb Ending: There are 3 verb endings in Spanish –IR, -ER and
-AR. These will be the last TWO letters of the infinitive and help
us know what endings we will use when we conjugate.
Stem: What is left of the infinitive after we take of the verb
ending. (Ex. HABLAR is an –AR verb. If I take of the verb
ending (-AR) I am left with the stem HABL. This is necessary in
order to conjugate correctly
7) We conjugate in English. When using the infinitive TO BE we
don’t say I be tired, Just like we would not say He am tired. It
sounds wrong!! So we conjugate the verb to the subject (I am
tired, He is tired and so forth)
8) Steps to conjugate in the Spanish. Show the students the steps
(See attached Chart/Blank Student Note Page)
ACTIVITY with instruction
(Done During the
Instruction Block)
Students fill in a blank flow chart with the class which they can compare
to what they did as a warm-up
ASSESMENT
20 Minutes
Students will conjugate 20 regular present tense verbs to the subject given
them. This will be done on a worksheet given them. We will then correct
the assignment together as a class.
*All assignments are modified as needed to meet each student’s individual limitations and/or abilities.
Homework: Signed Permission Slips Prior to September 3 (Extra Credit)
If Students do not complete the worksheet then it will be due at the beginning of the next class hour
Assessment:
-Warm-ups
*Listening Activity (Standard 1.2): Students will show the ability to discern the spoken word and
correctly write the missing word.
* Thinking Map (Pre-asses the student’s prior knowledge before instruction begins; allow students to
compare their recall of prior knowledge to class review)
-Worksheet (Covering regular present tense verbs)
Unit test date/format: