Queens High School of Teaching
Queens High School of Teaching 74-20 Commonwealth Boulevard, Bellerose, New York 11426 Phone: 718-736-7100 · Fax: 718-736-7117 Website: www .qhst.org ·Twitter:www .twitter .com/qhst · Box: www .box.com/qhst Jae Cho, Principal Ean Corrado,Assistant Principal Organization Brian Chaback, Director Emerson SLC Camille Gardner,Assistant Principal Freire SLC Cindy Kontente, Assistant Principal Montessori SLC
SLC Lesson Plan Template Date(s) 5/8/15
Grade Level FS2-01 & FS2-02
Subject Spanish
Topic of Study:
Resources/Materials
La Casa, Chores, -IR Verbs
Binders, Dictionaries, Worksheets, Pen/Pencil, Chalk,Eraser
Essential Question: How do we conjugate –IR verbs in the present tense? Focus Question: ¿Cómo conjuamos (conjugar – to conjugate) los verbos –IR? Daily Student Friendly Learning Goals:
• Identify & Translate verbs ending in –IR in the present tense • Write complete and logical sentences using –IR verbs in the present tense
NYS and Common Core Learning Standards Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Daily Procedures/ Agenda: (Provide detail around what will students will be expected to do and what the teacher will be doing to facilitate the discussion) Time 1) Warm-up -( Opening/Framing the Lesson/Introduction/Early Assessment) Students will enter the classroom and follow normal classroom procedures (enter, sit down, take out binder and homework, begin Do Now)
Do Now: • ¿Te gusta los quehaceres? • ¿Cuándo limpias tu cuarto? ¿Limpias el baño también? • ¿A qué hora das de comer al perro?
Students will have 7 minutes to complete these 3 questions. As students are answering these questions, I will collect homework and take attendance. Afterwards, I will walk around to assess my students’ understanding of the Do Now. After the 6 minutes is up, we will spend 6 minutes
13 minutes
2) Mini-lesson (Be specific in detailing how this will be facilitated) Students will be given a worksheet breaking down –IR verbs (regular and a few irregular that are necessary to know in everyday life). These worksheets will list the various conjugations of the basic –IR verbs that they will need to know in this unit and subsequent units. As a class, we will go over the conjugations and they will be written on the board for students to follow along. As we go over the conjugations, we will use the verbs in sentences. The sentence should be about the house vocabulary or chores, if applicable. Students should copy down these examples in their binders to save as study material.
25 minutes
3) Activity – Students will be given a worksheet in which they have to choose the correct conjugation of the –IR verb, identify the correct pronoun based on the conjugation of the verb, choose the correct verb based on the sentence, and create their own sentences using the –IR verbs. Students will be encouraged to work in groups, but not required. As they are completing this worksheet, I will be walking around to answer questions, assess my students’ understanding, and check their progress.
4) Wrap-up – As a class, we will come back to go over the worksheet. As students go over their answers, they will have to explain as to why they chose that answer and why they believe it to be correct. If they are incorrect, a different student will have to explain why the original answer was wrong.
15 minutes
7 minutes
Checks for Understanding/Formative Assessment (How will learning be assessed?): Peer Review/Group Work – Throughout the lesson, students will be working in groups to help facilitate student learning. One to One Feedback – During the lesson, I will be able to provide uniquely tailored feedback based on individual progress of each student and their own understanding. Questioning/Activity – Students will demonstrate understanding of the verbs by being able to correctly use them during the mini lesson and the activity; as well as support their answers with explanations during the wrap up. Differentiation Strategies/Modifications : Proximity Control – To keep my students on task, I will be constantly moving around the classroom One to One Feedback – During the lesson, I will be able to provide uniquely tailored feedback based on individual progress of each student and their own understanding. Questioning/Activity – Students will demonstrate understanding of the verbs by being able to correctly use them during the mini lesson and the activity; as well as support their answers with explanations during the wrap up. Group Work – Students will be working in groups of varying levels of understanding.
Homework: Students will have to finish the worksheet that was distributed in class for homework.
SLC Lesson Plan Template Date(s) 5/8/15
Grade Level FS2-01 & FS2-02
Subject Spanish
Topic of Study:
Resources/Materials
La Casa, Chores, -IR Verbs
Binders, Dictionaries, Worksheets, Pen/Pencil, Chalk,Eraser
Essential Question: How do we conjugate –IR verbs in the present tense? Focus Question: ¿Cómo conjuamos (conjugar – to conjugate) los verbos –IR? Daily Student Friendly Learning Goals:
• Identify & Translate verbs ending in –IR in the present tense • Write complete and logical sentences using –IR verbs in the present tense
NYS and Common Core Learning Standards Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Daily Procedures/ Agenda: (Provide detail around what will students will be expected to do and what the teacher will be doing to facilitate the discussion) Time 1) Warm-up -( Opening/Framing the Lesson/Introduction/Early Assessment) Students will enter the classroom and follow normal classroom procedures (enter, sit down, take out binder and homework, begin Do Now)
Do Now: • ¿Te gusta los quehaceres? • ¿Cuándo limpias tu cuarto? ¿Limpias el baño también? • ¿A qué hora das de comer al perro?
Students will have 7 minutes to complete these 3 questions. As students are answering these questions, I will collect homework and take attendance. Afterwards, I will walk around to assess my students’ understanding of the Do Now. After the 6 minutes is up, we will spend 6 minutes
13 minutes
2) Mini-lesson (Be specific in detailing how this will be facilitated) Students will be given a worksheet breaking down –IR verbs (regular and a few irregular that are necessary to know in everyday life). These worksheets will list the various conjugations of the basic –IR verbs that they will need to know in this unit and subsequent units. As a class, we will go over the conjugations and they will be written on the board for students to follow along. As we go over the conjugations, we will use the verbs in sentences. The sentence should be about the house vocabulary or chores, if applicable. Students should copy down these examples in their binders to save as study material.
25 minutes
3) Activity – Students will be given a worksheet in which they have to choose the correct conjugation of the –IR verb, identify the correct pronoun based on the conjugation of the verb, choose the correct verb based on the sentence, and create their own sentences using the –IR verbs. Students will be encouraged to work in groups, but not required. As they are completing this worksheet, I will be walking around to answer questions, assess my students’ understanding, and check their progress.
4) Wrap-up – As a class, we will come back to go over the worksheet. As students go over their answers, they will have to explain as to why they chose that answer and why they believe it to be correct. If they are incorrect, a different student will have to explain why the original answer was wrong.
15 minutes
7 minutes
Checks for Understanding/Formative Assessment (How will learning be assessed?): Peer Review/Group Work – Throughout the lesson, students will be working in groups to help facilitate student learning. One to One Feedback – During the lesson, I will be able to provide uniquely tailored feedback based on individual progress of each student and their own understanding. Questioning/Activity – Students will demonstrate understanding of the verbs by being able to correctly use them during the mini lesson and the activity; as well as support their answers with explanations during the wrap up. Differentiation Strategies/Modifications : Proximity Control – To keep my students on task, I will be constantly moving around the classroom One to One Feedback – During the lesson, I will be able to provide uniquely tailored feedback based on individual progress of each student and their own understanding. Questioning/Activity – Students will demonstrate understanding of the verbs by being able to correctly use them during the mini lesson and the activity; as well as support their answers with explanations during the wrap up. Group Work – Students will be working in groups of varying levels of understanding.
Homework: Students will have to finish the worksheet that was distributed in class for homework.
