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SER VS. ESTAR Advance Organizer Model Lesson Presentation Caroline Burdett EDUC 6330.

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Presentation on theme: "SER VS. ESTAR Advance Organizer Model Lesson Presentation Caroline Burdett EDUC 6330."— Presentation transcript:

1 SER VS. ESTAR Advance Organizer Model Lesson Presentation Caroline Burdett EDUC 6330

2 Lesson Overview  Subject: Spanish 1A  Grade Level: 6 th Grade  Time Estimate: 2-3 days  Unit: Unidad 3, Etapa 1  Topic: Ser vs. Estar

3 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.

4 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

5 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.

6 Activate Prior Knowledge  Warm-up activity: Students will complete verb conjugation charts for “ser” and “estar” to activate prior knowledge. SER - _________________ ESTAR - _________________ Yo Nosotros Nosotras Tú*** Él Ella Usted Ellos Ellas Ustedes Yo Nosotros Nosotras Tú*** Él Ella Usted Ellos Ellas Ustedes

7 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”

8 Phase One: Present Advance Organizer “Ser vs. Estar” advance organizer SERESTAR Occupation Characteristics (physical, personality) Date / Time Origen / Nationality Relationship Possession Physical condition Emotional condition (feelings) Location of person or object

9 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

10 Phase Two: Present Learning Task or Material List of example “ser” and “estar” sentences 1. 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.______________________________

11 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

12 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

13 Phase Three: Strengthen Cognitive Understanding “Ser and Estar” madlib

14 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 orally Option: Individual activity

15 Phase Three: Strengthen Cognitive Understanding Example story picture prompts

16 Phase Three: Strengthen Cognitive Understanding Example story picture prompts

17 Phase Three: Strengthen Cognitive Understanding Example story picture prompts

18 Phase Three: Strengthen Cognitive Understanding Example story picture prompts

19 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

20 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

21 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.

22 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

23 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.

24 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.


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