3/3/2017 Lesson1TeachingPortfolio

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TeachingPhilosophy
ResourcesfromCurrent
Lesson1
Placement(Spanish)
ListeningActivities
SpeakingActivities Name:ErikaForgacs

ReadingActivities Module4
WritingActivities
PracticumFieldExperience(ESL) LessonPlanTitle
Lesson1FoodShopping
Lesson2TheMall
Lesson3OnlineShopping ElSubjuntivoconJuanes
TeachingMethodologiesfor
TeachingEnglishtoSpeakersof
OtherLanguages
Reflection:TESOLMethods Goals
Lesson1MakingChoices
Lesson2Airport
Lesson3Prepositions StudentswilllearnwhenandhowthesubjunctivemoodisusedintheSpanish
TeachingMethodologiesforLEP Language.
children(ClassPortfolio)
Lesson1andReflection
Lesson2andReflection
Lesson3andReflection
UsingMediaintheClassroom Objectives
Lesson1
StudentTeachingUnitPlan
(Spanish) Studentswillbeabletodifferentiatebetweensubjunctiveverbsandindicative
Theme verbs.
Demographics
UnitGoals Studentswillbeabletoconjugateverbsinthesubjunctivemood.
Rationale
ContentandSkills
UnitOverview
Lesson1Queselregateo?
Lesson2Mssobreelregateo DisciplineandTopic
Lesson3Yoscmoregatear
Lesson4Quencuentroen
unatienda? Thislessonwillhelpstudentstounderstandthesubjunctivemoodthroughasong
Lesson5Somosexpertosdel createdbytheSpanishspeakingsinger,Juanes.
regateo!
UnitEvaluationandRubric
Reflections
StudentTeaching:OtherLessons
EnLaTienda
LosNmerosGrandes
TargetPopulation
PrcticaconlosNmeros
AVerlosAnuncios
ThislessonisdesignedforstudentsinaSpanishIIIclass.
PracticamoslaPronunciacin
SabemoslosNmeros?
Cuntocuestalaropa?
Qusabemosdelosregalos?

CurriculumAlignment(ACTFL)

Standard1.2:StudentsunderstandandinterpretspokenandwrittenSpanishona
varietyoftopics.
Standard4.2:Studentsdemonstrateunderstandingofthenatureoflanguagethrough
comparisonsbetweenSpanishandEnglish.

LessonDescription

Totaltime:45minutes
Theteacherwritesasentenceontheboard:Juliovaalatienda(Julio
goes/isgoingtothestore)andasksthestudents(1)whatitmeans,(2)When
isithappening,and(3)HowcertainarewethatJuliois,infact,goingtothe
store,basedonthesentence?

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Theteacherreviewsthepresentindicativetensetodemonstratethatthese
verbsareusedtoshowanactionhappeninginthepresent.Studentsareasked
bytheteacher,IfIwantXtogotothestore,doesthatmeanXisdefinitely
goingtothestore?
(5minutes)

Prelisteningactivity:Throughabriefguideddiscussion,thestudentsand
teacherdiscusswhenthesituationbecomeshypothetical/potential.
Expressdoubt
Makearequest
Awish
Feelings
Commands
Theteacherintroducessubjunctiveverbendingsanddemonstrateshowto
properlyconjugateaverbinthesubjunctivemood.
Guidedindividualpracticestudentschooseanyregularverb(The
teacherwillinstructthemtochoosedifferentlyiftheychoosean
irregularverb.Thatisforanotherlesson.
(10minutes)

Listeningactivity:Theteacherwillintroducethestudentstoasong
andtellthemthattheywillbelisteningtoitinamoment.Shewilltellthem
itstitleandthatitisbyJuanes,aColumbianmusician.

(2minutes)
Thefirsttimethatstudentslistentothesong,theyarelisteningtofigureout
thegist.Immediatelyafterward,theteacherwillaskstudentswhattheymay
havegottenfromlisteningtothesongonce.Whatdotheythinkitisabout?
(5minutes).

Studentswilllistentothesongagainbutthistime,areinstructedtopay
attentiontotheverbsused.Questionsasked:Dotheysoundlikeverbsthey
havelearnedbefore?Issomethingdifferent?
Studentswilldiscusshowtheysoundedlikeverbsthattheyalready
know(despertarse,morir,recordaretc)butthattheywereconjugated
differently.
(5minutes)
Now,studentsareprovidedwiththelyricsandwilllistentothesongathird
time.Theyaretoldtotrytofillintheblankswiththecorrectlyric.Ifstudents
stillhaveblanks,theymayworkwithapartnertofillinwhattheyare
missing.
(5minutes)
Together,theclasswillcompletetheclozeactivityandstudentswillfillin
anyremainingblanks.
Remindingstudentsofthetitle(ADiosLePido/IaskofGod),studentsare
askedhowtheythinkthissongtiesintothesubjunctive.
Teacherdiscusseswithstudentshowthesingerisaskingormakinga
request/wishingsomethingofGod.
Postlisteningactivity:Studentswillthinkoftheirownsituationswherethey
makerequests:Askingparentsforsomething,askingateachertoacceptan
assignmentlate,askingafriendtogosomewhereetc
Theteacherwritesafewphrasesontheboard:
YoesperoqueIhopethat
Ojal/OjalqueIhopethat
YoquieroqueIwant
YodeseoqueIwish/desirethat
Assessment:Studentswillwritefivesentencesusingthesubjunctivetomake
arequest/awish,eithertotheirparents,ateacherorafriend.Theywillhand
thisintotheteacherwhenfinished.
(10minutes)

SummaryofChunque(Structures)

Subjunctiveforms/ConjugationsFormostverbs,thepresent
subjunctiveisformedbyfollowingthesethreesteps:
1.Startwiththeyoformofthepresentindicative.
2.Thendroptheoending.
3.Finally,addthefollowingendings:

Arverbs:e,es,e,emos,is,en
ErandIrverbs:a,as,a,amos,is,an

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Hablar(AR)

Hable,hables,hable,hablemos,hablis,
hablen
Comer(ER)

Coma,comas,coma,comamos,comis,
coman
Vivir(IR)

Viva,vivas,viva,vivamos,vivis,vivan
YoesperoqueIhopethat
Ojal/OjalqueIhopethat
YoquieroqueIwant
YodeseoqueIwish/desirethat

Allofthesephrasesrepresentahope/desire/wish,which
expressespotentialityofasituation.Ihopehefinisheshis
homework.(Yoesperoquelterminesutarea)Wedontknow
ifhedidfinishhishomeworkornot,butweknowitsa
possibility.
Ifthesubjectofthesentenceisthefocusofthephrase,He
hopestofinishhishomework,(lesperaterminarsutareaa)
thereisnoneedforthesubjunctive
Culturalnotables:
Ifsomeoneweretousetheindicativeformoftheverb(regular,
notsubjunctive)whenthesubjunctiveisneeded,hisorheridea
maystillbeunderstood.Sometimesitcanchangethemeaning,
justbychangingoneletter.Contextmayhelpthelistenerdecide.
Vamosaunquellueve
Weregoingeventhoughitsraining.
Vamosaunquellueva
Weregoingevenifitrains.

SupplementalMaterials/Links

ADioslePidoSoundfilehttp://pl.st/s/599005457
ComputerconnectedtoInternet
Speakers
Lyricsworksheet/Transcript
Assessmentworksheets5sentences
Dictionaries(ifneeded)

AssessmentofStudents

Asthisisthefirstlesson,thestudentssentenceswillbeassessedontheir
knowledgeofhowtousethesubjunctivetenseasshownintheirsentencesandtheir
abilitytoconjugatetheverbs.Thisisaninformal,formativeassessmentstudents
willnotbegraded.Itspurposeisfortheteachertogetanideaofthestudents
understanding,bothasaclassandindividually.Iftheassignmentshowsthatmany
studentsarehavingtroublewithconjugation,theteacherneedstorespondby
creatingmoreopportunitiesforpractice.Ifthestudentsarenotusingthesubjunctive
moodintherightsituation(ex.Notahypotheticalsituationatall),thentheteacher
willcreatealessontohelpdifferentiatebetweenthedifferentmoods.

EvaluationofLesson

Iwillknowifthelessonwassuccessfulif80%ofstudentsareabletocorrectly
conjugatearegularverbinthesubjunctivemood.Theformativeactivityinvolving

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creatingsentenceswillbemytooltohelpmetoassesstheirprogress.These
sentenceswillbecorrected,butnotgraded.

Rationaleforusingthemedium

Althoughproponentsofthecommunicativeapproachofteachinglanguage
generallyavoidstraightgrammarlessons,itisnecessarytoteachcertaingrammar
points,especiallyiftheyaredifficultinregardstorelatingtothestudentsnative
langauge.ThesubjunctivemoodispresentinEnglish,however,themajorityof
verbs,whenconjugated,donotchange.Ifstudentsweretofocusonthesubjunctive
moodinisolation,theymaypossiblyloseinterestandnotretaintheinformation
theyarelearningrelatingtheinformationtotheirownlivesorevenlinkingitto
someformofcontextareafewwaystoavoidthisproblem.ByutilizingCarla
MeskillsClozeactivity,learnersareabletofocusonaspecificpartofgrammarina
contextualsetting.(2009)

Additionally,usingaudiointhetargetlanguagefromthetargetculturetoteach
grammarbenefitsthestudents.ThissongwaswrittenanintendedfornativeSpanish
speakers,notforSpanishlanguagelearnersitisanauthenticresourceandalthough
itisnotexactlyatext,ShrumandGlisanstatethatthebestresourcesarethose
writtenandoralcommunicationsproducedbymembersofalanguageandculture
groupformembersofthesamelanguageandculturegroup.(2010)While
authentictextsincluderealiasuchasnewspapers,magazines,videos,literary
excerpts,andaudiorecordingsofinteractionsbetweentwoormorepeople,wemay
includesongsamongthoselisted.

References:
Meskill,C.(2009).Teachingandlearninginrealtime.(2ed.,pp.7089).Houston:
Athelstan.
Shrum,J.,&Eileen,G.(2010).Teacher'shandbook:contextualizedlanguage
instruction.(4ed.,p.85).Boston:HeinleCengageLearning.

LowTechModifications

InasituationwhereIhadnotechnologyavailable,Iwouldteachthelesson
normallyuntilthelisteningactivitybegins.Then,Iwouldhandoutthesonglyrics
tothestudents.Asaclass,wewouldreadthesongtogether,versebyverse.Insmall
groups,studentswouldbeassignedaverseandtogether,trytofigureoutthegist.
StudentswouldbeconductingtheirdiscussionsinSpanish.

Oncethegroupshavecometoaconclusionabouttheideasineachoftheirverses,
theclasswillcometogethertosharewhatinformationtheyhavegroupswill
discussthisintheorderofthesonginordertoformoneoverallthemeormainidea.
Fromthere,theteacherwilltransitionintotheactivityonrequestsandwhenthe
subjunctiveisused.Tofillintheblanksinthesong,theteacherwillprovide
studentswiththeinfinitiveformoftheverbandinpairsstudentswillwork
togethertodeterminewhatwillgointotheblank.
Theremainderofthelessoncontinuesnormally.

ADioslePidoporJuanes

Quemisojosse__________conlaluzdetumiradayo
aDioslepido
Quemimadrenose__________yquemipadreme__________
aDioslepido
Quete__________amiladoyquemasnuncateme__________mivida
aDioslepido
Quemialmano__________cuandodeamartese__________micielo

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aDioslepido

Porlosdasquemequedanylasnochesqueannolleganyo
aDioslepido

Porloshijosdemishijosyloshijosdetushijos
aDioslepido

Quemipueblono__________tantasangreyse__________migente
aDioslepido

Quemialmano__________cuandodeamartese__________micielo
aDioslepido

Unsegundomsdevidaparadarteyatuladoparasiempreyoquedarme
Unsegundomsdevidaparadarteymicoraznenteroentregarte
UnsegundomsdevidayoaDioslepido
Yquesimemuero_____deamor
ysimeenamoro_____devos

yquedetuvoz_____estecorazntodoslosdasaDioslepido
Yquesimemuero_____deamor
ysimeenamoro_____devos

yquedetuvoz_____estecorazntodoslosdasaDioslepido

ADioslePidoporJuanes(StudentSamplecorrect)

Quemisojossedespiertenconlaluzdetumiradayo
aDioslepido
Quemimadrenosemuerayquemipadremerecuerde
aDioslepido
Quetequedesamiladoyquemsnuncatemevayasmivida
aDioslepido
Quemialmanodescansecuandodeamartesetratemicielo
aDioslepido

Porlosdasquemequedanylasnochesqueannolleganyo
aDioslepido
Porloshijosdemishijosyloshijosdetushijos
aDioslepido
Quemipueblonoderrametantasangreyselevantemigente
aDioslepido
Quemialmanodescansecuandodeamartesetratemicielo
aDioslepido

Unsegundomsdevidaparadarteyatuladoparasiempreyoquedarme
Unsegundomsdevidaparadarteymicoraznenteroentregarte
UnsegundomsdevidayoaDioslepido
Yquesimemueroseadeamor
ysimeenamoroseadevos
yquedetuvozseaestecorazntodoslosdasaDioslepido
Yquesimemueroseadeamor
ysimeenamoroseadevos
yquedetuvozseaestecorazntodoslosdasaDioslepido

ADioslePidoporJuanes(StudentSampleIncorrect)

Quemisojossedespiertanconlaluzdetumiradayo
aDioslepido
Quemimadrenosemuereyquemipadremerecuerda
aDioslepido
Quetequedasamiladoyquemsnuncatemevasmivida
aDioslepido
Quemialmanodescansacuandodeamartesetratamicielo
aDioslepido

Porlosdasquemequedanylasnochesqueannolleganyo
aDioslepido
Porloshijosdemishijosyloshijosdetushijos
aDioslepido

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Quemipueblonoderramatantasangreyselevantamigente
aDioslepido

Quemialmanodescansacuandodeamartesetratamicielo
aDioslepido

Unsegundomsdevidaparadarteyatuladoparasiempreyoquedarme
Unsegundomsdevidaparadarteymicoraznenteroentregarte
UnsegundomsdevidayoaDioslepido
Yquesimemueroesdeamor
ysimeenamoroesdevos

yquedetuvozesestecorazntodoslosdasaDioslepido
Yquesimemueroesdeamor
ysimeenamoroesdevos

yquedetuvozesestecorazntodoslosdasaDioslepido

NameSample

1.Yoesperoquemispadrescomprehelado.
(Ihopethatmyparentsbuyicecream)

2.Yoesperoquemiprofessorestsimpatico,hoy.
(Ihopethatmyteacherisnicetoday)

3.Yoquieroquemiamigomellame.
(Ihopethatmyfriendcallsme)

4.Yodeseoquenosotrosvayamosalaplaya,maana.
(Iwishforustogotothebeach,tomorrow)

5.Ojalquenolluevaestanoche.
(Ihopethatitdoesntrain,tonight)

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