Presentation on theme: "Ser vs. Estar Advance Organizer Model Lesson Presentation"— Presentation transcript:
1 Ser vs. Estar Advance Organizer Model Lesson Presentation Caroline BurdettEDUC 6330
2 Lesson Overview Subject: Spanish 1A Grade Level: 6th Grade Time Estimate: 2-3 daysUnit: Unidad 3, Etapa 1Topic: Ser vs. Estar
3 Lesson Overview Goal: Objective: 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 promptsProjector
5 Focusing Event Preguntas personales (oral or written) ¿Cómo estás tú hoy?¿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 - _________________YoNosotrosNosotrasTú***ÉlEllaUstedEllosEllasUstedesYoNosotrosNosotrasTú***ÉlEllaUstedEllosEllasUstedes
7 Phase One: Present Advance Organizer Review verb conjugation chartsCheck for correct conjugation of verbsPoint out that both verbs mean “to be” in SpanishDistribute “Ser vs. Estar” advance organizerExplain purpose of advance organizer to differentiate between the uses of “ser” and “estar”
8 Phase One: Present Advance Organizer “Ser vs. Estar” advance organizerSERESTAROccupationCharacteristics (physical, personality)Date / TimeOrigen / NationalityRelationshipPossessionPhysical conditionEmotional 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 orderStudents 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 conceptOptions:As a class, in pairs, or individually
10 Phase Two: Present Learning Task or Material List of example “ser” and “estar” sentencesSomos de los Estados Unidos. ___________________________________Son las cinco de la tarde. ______________________________¿Dónde está el baño? ______________________________Tú eres bajo y gordo. ______________________________Estoy alegre cuando saco una buena nota. ______________________________Mi mamá es inteligente y cómica. ______________________________¿De quién es el lápiz? ______________________________Mis amigos y yo estamos en el auditorio. ______________________________Mi amiga Carmen es puertorriqueña. ______________________________Hoy es el 25 de marzo del dos mil once. ______________________________El hermano de mi padre es mi tío. ______________________________Mi hermana es doctora. ______________________________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 studentsStudents 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 verbsOpportunity for formative check
12 Phase Three: Strengthen Cognitive Understanding Pass out “Ser and Estar” madlibRecycle: Adjective agreement in gender and numberStudents will complete a Spanish madlib that highlights the uses of “ser” and “estar” in contextStudents will share their madlib with a partnerOpportunity 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 promptsTeacher will display a story picture prompt and model creating a story using as many examples of “ser” and “estar” as possibleIn 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 orallyOption: 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 storiesStudents will turn in story outlines for teacher to evaluate their understanding of how and when to use the verbs in contextOpportunity 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 sentencesStudents 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 Option: Questions can be used as a written summative assessment ClosureClosing questions:¿Cómo estás cuando sacas una mala nota?¿Cómo es tu mejor amigo(a)?¿De dónde son tus padres?¿Dónde estás a las ocho de la mañana?¿Dónde están los estudiantes cuando comen el almuerzo?¿Cómo es tu clase favorita?Option: Questions can be used as a written summative assessment
23 Modifications Gifted and Talented: English Language Learners: 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 NotesStudents 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.