ser vs. estar advance organizer model lesson presentation
DESCRIPTION
Ser vs. Estar Advance Organizer Model Lesson Presentation. Caroline Burdett. EDUC 6330. Lesson Overview. Subject: Spanish 1A Grade Level: 6 th Grade Time Estimate: 2-3 days Unit: Unidad 3, Etapa 1 Topic: Ser vs. Estar. Lesson Overview. Goal: - PowerPoint PPT PresentationTRANSCRIPT
SER VS. ESTARAdvance Organizer Model Lesson Presentation
Caroline BurdettEDUC 6330
Lesson Overview
Subject: Spanish 1A Grade Level: 6th Grade Time Estimate: 2-3 days Unit: Unidad 3, Etapa 1 Topic: Ser vs. Estar
Lesson Overview
Goal: The learner will understand the different uses of the
Spanish verbs “ser” and “estar.”
Objective: The learner will distinguish and differentiate the
appropriate use of either “ser” or “estar” in the context of sentences.
Lesson Overview
Materials/Resources/Technology Needs: Verb conjugation charts (handout) Advance Organizer: “Ser vs. Estar” (handout) List of “ser” and “estar” sentence examples (handout) Sets of “ser” and “estar” sentence strips “Ser” and “estar” madlib (handout) Story picture prompts Projector
Focusing Event
Preguntas personales (oral or written)
1. ¿Cómo estás tú hoy?
2. ¿Cómo eres tú?Teacher should demonstrate/
model responses for the focusing event questions.
Activate Prior Knowledge
Warm-up activity: Students will complete verb conjugation charts for “ser” and “estar” to activate prior knowledge.
SER - _________________ ESTAR - _________________
Yo NosotrosNosotras
Tú ***
ÉlEllaUsted
EllosEllasUstedes
Yo NosotrosNosotras
Tú ***
ÉlEllaUsted
EllosEllasUstedes
Phase One:
Present Advance Organizer Review verb conjugation charts
Check for correct conjugation of verbs Point out that both verbs mean “to be” in Spanish
Distribute “Ser vs. Estar” advance organizer Explain purpose of advance organizer to differentiate
between the uses of “ser” and “estar”
Phase One:
Present Advance Organizer
“Ser vs. Estar” advance organizer
SER ESTAR
• Occupation• Characteristics (physical, personality)• Date / Time• Origen / Nationality• Relationship• Possession
• Physical condition• Emotional condition (feelings)• Location of person or object
Phase Two:
Present Learning Task or Material Present a list of example “ser” and “estar”
sentences in random order Students will read each sentence and identify the use
of “ser” or “estar” Students will refer to the advance organizer to
determine the contextual use of “ser” and “estar” in the sentence examples and to verify their understanding of the concept
Options: As a class, in
pairs, or individually
Phase Two:
Present Learning Task or Material
List of example “ser” and “estar” sentences1. Somos de los Estados Unidos. ___________________________________
2. Son las cinco de la tarde. ______________________________
3. ¿Dónde está el baño? ______________________________
4. Tú eres bajo y gordo. ______________________________
5. Estoy alegre cuando saco una buena nota. ______________________________
6. Mi mamá es inteligente y cómica. ______________________________
7. ¿De quién es el lápiz? ______________________________
8. Mis amigos y yo estamos en el auditorio. ______________________________
9. Mi amiga Carmen es puertorriqueña. ______________________________
10. Hoy es el 25 de marzo del dos mil once. ______________________________
11. El hermano de mi padre es mi tío. ______________________________
12. Mi hermana es doctora. ______________________________
13. Estoy enferma y no voy a la escuela hoy. ______________________________
Phase Two:
Present Learning Task or Material Pass out sets of sentence strips to pairs of
students Students will work together to complete the
sentences with the correct form of “ser” or “estar” Students will then organize the sentence strips into
two categories, “ser” or “estar,” and discuss their reasoning by identifying the specific uses of the verbs
Opportunity for formative
check
Phase Three:
Strengthen Cognitive Understanding Pass out “Ser and Estar” madlib
Recycle: Adjective agreement in gender and number Students will complete a Spanish madlib that
highlights the uses of “ser” and “estar” in context
Students will share their madlib with a partner
Opportunity for formative
check
Phase Three:
Strengthen Cognitive Understanding
“Ser and Estar” madlib
Phase Three:
Strengthen Cognitive Understanding “Ser” and “estar” stories using picture prompts
Teacher will display a story picture prompt and model creating a story using as many examples of “ser” and “estar” as possible
In pairs, students will select a picture and create a story using “ser” and “estar” in different contexts. Students will work with their partner to outline a story
focusing on the uses of “ser” and “estar” Provide time for students to practice telling the story
orallyOption:
Individual activity
Phase Three:
Strengthen Cognitive UnderstandingExample story picture prompts
Phase Three:
Strengthen Cognitive UnderstandingExample story picture prompts
Phase Three:
Strengthen Cognitive UnderstandingExample story picture prompts
Phase Three:
Strengthen Cognitive UnderstandingExample story picture prompts
Phase Three:
Strengthen Cognitive Understanding Teacher will further clarify the concept by asking
pairs to share their story with the class, and having the other students identify the various uses of “ser” and “estar” in the stories
Students will turn in story outlines for teacher to evaluate their understanding of how and when to use the verbs in context
Opportunity for
summative check
Reteach
Alternative activities: Students can complete a worksheet that outlines and
reinforces the uses of “ser” and “estar,” and requires them to use the verbs correctly in sentences
Students can create picture flashcards illustrating each use of “ser” and “estar” on one side of the flashcard and writing an example sentence on the other side
Closure
Closing activities: Students will reflect on the overarching differentiation
between how and when to use “ser” or “estar.” This will also provide an opportunity for clarification, if necessary.
Students will answer oral questions correctly using “ser” and “estar.” This activity may be modeled first and then completed orally with a partner.
Closure
Closing questions:1. ¿Cómo estás cuando sacas una mala nota?
2. ¿Cómo es tu mejor amigo(a)?
3. ¿De dónde son tus padres?
4. ¿Dónde estás a las ocho de la mañana?
5. ¿Dónde están los estudiantes cuando comen el almuerzo?
6. ¿Cómo es tu clase favorita?Option:
Questions can be used as a written summative assessment
Modifications
Gifted and Talented: Students can write their own original madlib.
English Language Learners: The teacher can provide ELL students picture flashcards
depicting the uses of “ser” and “estar.”
Special Education: Warm-up questions can be written or oral. Students can
type out their madlib and story outline.
Notes
Students can be partnered according to level of understanding. For example, GT students can work with ELL or Special Ed students, or with classmates who would benefit from additional, one-on-one peer guidance during the lesson.
The teacher should model the two questions in the focusing event by providing an example answer before asking the students to respond. For example:
“Hola clase. Yo estoy muy bien hoy.” (Then ask a student) “Juan, ¿cómo estás tú hoy?”
The teacher can provide additional guidance during the closing reflection activity by prompting students to consider the idea of something permanent or something temporary.