Phillips 1
Instructor: Señorita Phillips
Date Taught: 11/18/2013
Subject: Spanish/Español
Course/Level: Spanish 1-2 &
3-4 (1st & 2nd year)
Unit: Los libros de Eric Carle
Lesson: #4
Sections/Periods: N/A
Rooms: N/A
Length: 15 mins. (40 mins.
for complete lesson)
Microteaching #2 – LESSON PLAN
The Verb SER
El verbo SER
Lesson based on El artista que pintó un caballo azul by Eric Carle
Objectives & Standards:
1. After the lesson, students will be able to list, in written form, the uses of SER and provide an
example of each use with 90% accuracy (ACTFL 1.2, 3.1, 5.1).
2. After the lesson, students will be able to conjugate, in written form, the verb SER with 90%
accuracy (ACTFL 1.2, 3.1, 5.1).
3. After the lesson, students will demonstrate mastery of objectives #1 & #2 through the
creation and oral presentation of a Voki project using SER (ACTFL 1.2, 1.3, 3.1, 3.2, 5.1).
4. Throughout the lesson, students will communicate in the target language and make
comparisons between L1 (English) and L2 (Spanish) language structures, specifically the
verb SER (ACTFL 1.1, 1.2, 3.1, 3.2, 4.1, 5.1).
Materials/Technology:
Book El artista que pintó un caballo azul by Eric Carle
Prezi presentation – http://prezi.com/qq8uuicwaue1/el-verbo-ser/
YouTube video clip
Hacky sack
Voki link
Guided notes handout (for students)
Homework handout (for students)
Lesson plan notes (for instructor)
Prerequisite Knowledge:
El artista que pintó un caballo azul
Animals in the book
Colors in the book
Adjectives
Indefinite articles
-AR, -ER, -IR verbs in the present tense
Subject pronouns
Phillips 2
Anticipatory Set:
1. Hook, Preview & Review:
- Instructor will begin lesson by immediately showing YouTube video clip:
o http://www.youtube.com/watch?v=w_D08ltoOns (Princesa of SER)
o Stop at 1:30.
- Instructor will introduce lesson.
- Explain that based on what was seen in the video, we can imagine that the theme of
today’s lesson is the Spanish verb SER, which means “to be”. We saw SER in the book
El artista que pintó un caballo azul & now it is time to learn how to use it!
- Statement of lesson objectives.
Instruction/Procedures:
1. Input #1:
- Present tense conjugations of SER (Las formas de SER en el tiempo presente)
o Instructor will advise class we must know how to conjugate SER in order to use it.
o Instructor will review Spanish subject pronouns by calling on individual students
to see what they can remember.
o Instructor will then formally go over all six present tense forms of the verb SER
and instruct students to write forms on guided notes handout.
2. Input #2:
- Uses of SER (Los usos del verbo SER):
o Instructor will pose the following questions to the class:
Can anyone tell me what SER means in English?
¿Alguien me puede decir que significa SER en inglés?
Why might it be important to study the verb SER?
¿Por qué es importante estudiar el verbo SER?
to be
we use “to be” to talk about many things; this verb is
used all the time; necessary/vital in Spanish just as it is
in English
o Instructor will ask students to turn to a partner and discuss, for approx. 1-2 mins.,
instances in which they would use SER, or “to be”, in daily life.
o Instructor will call on various students to share responses.
o Instructor will then formally go over all eight uses of SER, including examples
and acronym to remember its uses, and instruct students to write uses on guided
notes handout.
3. Guided/Shared Practice:
- Instructor will initiate hacky sack activity in which students will practice conjugating
SER:
o Class will form a circle.
o Instructor will begin activity by stating a Spanish pronoun & tossing hacky sack to
random student.
Phillips 3
o Student must correctly conjugate SER, state a different Spanish pronoun, & toss
hacky sack to a classmate.
o Instructor & students will participate in this activity for approx. 4-5 mins.
 Instructor will scaffold instruction by showing Prezi slide w/ SER
conjugations for first 2 mins. of activity & then remove slide from view.
- Instructor will continue hacky sack activity, incorporating the uses of SER:
o Instructor will state letter or word from acronym (ex. F = Ford = fecha) & toss
hacky sack to random student.
o Student must correctly state the use of SER which corresponds to the acronym,
state a different letter or word from acronym, & toss hacky sack to a classmate.
o Instructor & students will participate in this activity for approx. 4-5 mins.
 Instructor will scaffold instruction by showing Prezi slide w/ SER uses for
first 2 mins. of activity & then remove slide from view.
- Extension:
o Hacky sack activity to include combination of appropriate present tense
conjugations of SER (including spelling) & uses of SER (w/ examples).
4. Independent Practice (Homework/Assessment):
- After Guided/Shared Practice, instructor will give homework handout to each student and
explain instructions:
o Students will list, from memory, all eight (8) uses of the verb SER.
o Students will create eight (8) original phrases, incorporating all uses of SER & all
present tense conjugations.
o Two extra credit points will be awarded if students write out the uses of SER in
Spanish.
o Examples of SER given by instructor during the lesson may not be used.
- Students will create an original Voki, demonstrating mastery of the above.
o Instructor will show sample Voki to students:
http://www.voki.com/pickup.php?scid=8792215&height=400&width=300
- Students will share Vokis at the beginning of class tomorrow before turning in completed
homework handout.
- See student homework handout for further details.
Closure:
1.
2.
3.
4.
Instructor will answer any questions pertaining to homework assignment.
Instructor will ensure all students have guided notes handout completed.
Instructor will wrap up lesson by briefly reviewing SER conjugations & uses.
Students may use any remaining class time to begin homework assignment.