Preterite Introduction: PACE Model
I.
Spanish II
Bradford Dorland
Benchmark/Standard:
A.
1.2.N.R.a: Demonstrate understanding of written classroom
language in the target language including directions, commands, and
requests
B.
4.1.N.c: Identify basic differences and similarities in
register/honorifics between one’s own language and the target language
C.
2.2.N.E.c: Recognize the currency of a country in which the
language is spoken
II.
Behavioral Objective:
A.
At the end of the class or the end of the lesson, which may 3 days,
students will be able to write or orally pronounce some of the
conjugations of the preterite tense.
B.
Students will also be able to identify the verbs talking about the
past given a text with past, present, and progressive tenses.
C.
Students will explore the relations between Puerto Rico and the
United States regarding citizenship and currency.
D.
Students will compare and contrast the citizenship of U.S. citizens
and Puerto Rican citizens.
III.
Anticipatory Set:
A.
I will tell the students, "Vamos a aprender un tiempo de verbo
nuevo en español. También, vamos a aprender las semejanzas y
diferencias entre Puerto Rico y Los Estados Unidos." I may also talk
about how Puerto Rico is a great place to learn about because it's so
close and it could be a great place to go on vacation. They will need to
know what verbs in the present tense look like, so they can differentiate
between them and verbs in the preterite tense.
Preterite Introduction: PACE Model
Spanish II
Bradford Dorland
B.
I will ask students to think about what verbs forms they have
learned thus far in their Spanish careers. I will also ask them about
previously learned verbs and vocabulary to get their minds moving.
C.
I will then give a small speech to prepare them for one of the
hardest steps in Spanish that they will take. I will let them know that
this classroom should be a safe learning environment, and students
should not be ridiculed for misspeaking in Spanish. Any language is very
difficult to learn, and we will make mistakes. Hopefully this will ease
some stress or anxiety about being in the classroom.
IV. Objective/Purpose: In Spanish, I will something along the lines of,
"Over the next few days, we will be learning how to talk about completed
actions in the past. We will also learn about Puerto Rico, which will get
you more in touch with the rest of the world and its connection with the
United States."
V.
Input: Methods and Materials
A.
Task Analysis
1.
The learner will need materials like lined paper for the warm-ups, the
supplementary regular preterite conjugations worksheet, a rubric for the
written extension, and a writing utensil.
2.
Aside from the Anticipatory set, students will tell me the tenses that
they have learned so far, and I will write them up on the board. Then, as a
class, we will get all of the verb tenses with examples of regular and irregular
verbs in that tense up on the board. The verbs will be conjugated to the
particular tense. I will tell them that we have learned so much about talking
about right now, but we haven't really talked about speaking in/about the
past.
3.
Once everything is on the board, I will talk about how in Spanish, there
are two main forms of past tense, the preterite and the imperfect, and that we
will be focusing on the preterite tense. Students will then use a half sheet of
paper to write down the conjugations for the regular preterite tense if they
know them, and also some facts that they know about Puerto Rico. This will
act as their pre-quiz for the unit, so some progress can be assessed at the end
of the unit.
Preterite Introduction: PACE Model
Spanish II
Bradford Dorland
4.
After the pre-quiz, I will try to get students a little bit excited about
learning about Puerto Rico. I will give them a couple of basic facts like the
capital and I will show pictures of some of the beautiful places in Puerto Rico,
telling the students, "You can go here!"
5.
An authentic text will then be handed out that explains the history of
Puerto Rico's "assimilation" into the United States. The text also contains a
portion of Puerto Rico's preamble of their constitution. I will PRESENT the text
out loud to the class, telling them to underline any verbs that they see that are
different than the ones we have learned about.
6.
Students will then be given the opportunity to share their underlined
words with their neighbors, reread the text, and then try to arrive on more
conclusions about the preterite tense and what certain verbs look like. During
this time, I will have students circle the subjects that correspond to the verbs
that they have underlined to see how some verbs are conjugated given a
certain subject. I will walk around the room to make sure they actually have
verbs underlined, but I will leave most of the exploration up to them.
7.
During this time, I will inform students that the authentic text only
showed the 3rd person conjugations of the preterite tense of the -ar and -er/ir verbs. They will then be given a written "reaction" dialogue that uses all of
the other forms, including some irregulars and imperfect tenses. They will
again be given a chance to read it and collaborate after the students take the
roles of the two speakers and read it aloud to the class.
8.
I will then fully bring their ATTENTION to the regular endings in the
preterite tense by giving them some of the examples when they are brought
up by students. We will do it as a class, and share results, and I can clear up
any misconceptions.
9.
During the CO-CONSTRUCT phase, I will then draw up the T-charts for ar verbs and -er/-ir verbs in the regular preterite tense. I will tell them to give
me some of the verbs that they have underlined. If they give me verbs that
aren't in the preterite, I will either tell them about the specific tense or
question them about it if it is something we have already covered. These verbs
will be written off to the side, and then I will have students predict which
words go in which box on the t-chart. I will emphasize that they should look at
the circled subjects.
10.
Once we have filled in the charts correctly, I will have the students
shoot me a couple of sentences in Spanish using the preterite tense. I will let
them know that they can keep it basic, just try to focus on the conjugation.
This will also be a great time for me to catch any preterite verbs used
incorrectly.
Preterite Introduction: PACE Model
Spanish II
Bradford Dorland
11.
Students will then receive the notes sheet for regular verbs in the
preterite, and we will use the arrow diagram to talk about the difference
between preterite and imperfect, and its relationship to the present tense and
other tenses that we have learned. They will then be able to have something
tangible and organized to write in the forms of the regular preterite tense.
12.
Students will be given homework to research the difference in the
rights of Puerto Rican citizens and the rights of United States citizens under
the government of the United States. They will be told to research any other
differences with citizenship as well.
13.
I will check to make sure that all students have done some research on
the citizenship difference of Puerto Rico and the United States.
14.
Because this is a new class period, I feel students need some more
practice. The students will complete a warm-up where they write any three
sentences using the preterite tense. I will try to get them to use different
conjugations and different verbs. We will then get some volunteers or selected
students to share their work on the whiteboard.
15.
I will then put on an overhead with practice conjugating regular verbs
in the preterite tense based on a given subject pronoun. Students will use this
conjugation exercise to help them with the extension activity. They will
partner up and write 2 full sentences in the preterite tense afterward, and I
will encourage them to use their notes on the preterite tense.
16.
We will then move on to the written EXTENSION activity where
students will have to take the perspective of the Puerto Rican citizen, and talk
about their rights compared to those of U.S. citizens. I want this to be critical
and opinionated, but with factual information that they have researched. More
information will be given to them later.
B.
Thinking Levels:
1.
Knowledge: Students will use what they already know and some
support from the teacher to describe the different rights of United States
citizens and Puerto Rican citizens and talk about different political themes.
2.
Comprehension: Students will be able to identify verbs that are in the
preterite tense given a text that has multiple different tenses that they have
seen before.
3.
Application: Students will discover the difference in rights of United
States citizens and Puerto Rican citizens.
Preterite Introduction: PACE Model
Spanish II
Bradford Dorland
4.
Evaluation: Students will compare and contrast the justification of
rights given to Americans and Puerto Ricans under the United States law. They
will give opinionated responses to this theme.
C.
Learning Styles and Accommodations:
1.
Students will be using a couple of different intelligence modes, but
mostly it will be for the more expressive and writing-oriented students. There
may be some physical actions associated with some verbs, but I really want
students to make grammatical and cultural connections found in writing. I will
also be reading to the class which may help some learners hear the texts
before they read them themselves.
2.
With all of these different forms of input and production (mostly
written), students will be able to solidify their understanding of the use of the
regular preterite tense and some of the verbs that go with that regular tense.
3.
There are only two actual Hispanic students in both of the classes, and
their Spanish production level is near that of the students, but their
comprehension is more advance, so I will use them as a tool to help others
understand instructions in Spanish.
D.
Methods and Materials:
1.
I will need students to provide their own materials: pencil, paper, and
something to take notes in. I will provide both texts dealing with the regular
preterite, and the notes sheet on regular preterite.
2.
As far as technology, I will use the overhead projector for the a written
activity, the TV and computer to project images of Puerto Rico during the
Anticipatory Set, and the whiteboard to write answers and student ideas.
VI.
Modeling:
A.
I will have to demonstrate the warm-up and sentence activities, as
directions will be given completely in Spanish to help their
comprehension of classroom commands. This will help them move
through the exercises more easily. I will also model how to answer the
first questions in each section when we go over the activities.
Preterite Introduction: PACE Model
Spanish II
Bradford Dorland
B.
I will also have to verbally explain any partner activity that
involves speaking. I will also model this with one of the students so that
other students in the class will be more drawn and engaged seeing
another student present the activity instructions/modeling.
C.
I will have visual input on the board when writing the warm-up
answers, and also when I am presenting the cultural facts about Puerto
Rico. Students will also be given lots of input with sentences that they
have personally created during the activities.
D.
Students will be participating throughout class using active
discussion techniques while they are participating in the note taking
section. This will be much more structured that my usual class and they
will be doing lots of written and independent work, only breaking off for
minutes at a time.
VII. Checking for Understanding:
A.
I will primarily be checking for written understanding during the
course of this lesson plan. I will check formatively around the class as
they are working on writing down sentences and completing the warmup/overhead activity. They will also be giving the answers to me vocally
to write on the board, so this will act as a formative assessment as well.
B.
During the partner group ups, I will be moving about the class to
formatively check for understanding via oral production. This is the
most difficult part because I will need to try to keep students engaged
on the material they are working on and not idly chatting about
something else.
C.
The main "mini-summative" check for understanding will be the
Puerto Rico supported opinion paper that I have them complete,
although this will have to be checked after the lesson has been
completely presented. However, this will show me where their writing
skills are at in general, and it will also show me how correctly they use
regular verbs in the preterite tense.
VIII. Closure:
Preterite Introduction: PACE Model
Spanish II
Bradford Dorland
A.
Students will be given the homework to research Puerto Rico and
bring it in, and students will also be told to think about how we view
things as Americans and how Puerto Ricans might view things from
their personal perspective. I really want students to take a different
angle on viewing American citizenship.
B.
Teacher reflection should pertain to whether or not the students
are able to write full sentences using the preterite tense. I have already
seen some of their written work, but, and I knew this before, the
summative written activity may be a bit over their heads as far as skill
level. I just want to push them and see how the papers turn out. I will
take this into account when grading.