Website of Elizabeth Wolfson-Ruiz
Website Lesson Plan Website: Spanish Language and Culture http://www.colby.edu/~bknelson/SLC/index.php Subject & Grade Level: Spanish 10^th Grade Day 3 Lesson on the Imperfect vs. the Preterit Written By: Elizabeth Wolfson-Ruiz Introduction: This lesson plan is developed for students in High School Spanish 3 in 10^th grade. The unit of study is on the use of the preterit and imperfect tenses to describe one’s summer vacation. In our textbook we are reading about, Spanish student Miguel’s summer vacation in a letter that he writes to his pen pal Amparo. Miguel is from Galicia, Spain so we are also learning about the culture in the region of Galicia, Spain. The students will use the Spanish Language and Culture website to review the uses of the preterit verb tense versus the imperfect verb tense in the story of Goldilocks and the Three Bears, and they will listen to a Galician hotel receptionist’s horrendous day and apply the preterit and imperfect tenses. These activities will provide practice before my students write me a letter about their summer vacations and create an overview slide presentation to share with the class. This is the first unit of the school year. Prior to this lesson we reviewed when to use the preterit and imperfect tenses after reading about Miguel’s letter to Amparo, and we talked about the fact that in the English language we only have to worry about one form of the past tense. We also explored and learned about cultural information on Galicia, Spain. Following this lesson, students will create a rough draft and a final copy of a friendly letter to their teacher about their summer vacation, and they will create and present a slide presentation to give an overview to the class about their summer vacation applying the imperfect and preterit tenses. I chose to use the website, Spanish Language and Culture. This website is a work in progress that was created to practice Spanish grammar exercises with instant feedback and authentic cultural pieces. The uniqueness of this website is that students are able to appreciate cultural contributions that are current and relevant while practicing correct grammar usage with technology. Lesson Objectives: Students will apply the correct past tense conjugation of verbs in written and spoken format to describe both the highlight of their summer vacation and the weather conditions during their summer vacation. Students will apply the correct past tense conjugation of verbs in written format in the context of a story. Students will apply the use of technology by watching and listening to a video about a hotel receptionist’s terrible day and apply their understanding of her day by applying the correct past tense form in a verb exercise and by applying the correct past tense verb form in written format in an e-mail to their teacher. Connecticut Teaching Standards: 1.2-Students will understand and interpret spoken and written language on a variety of topics. (Interpretive) 3.2-Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. (Intradisciplinary) Instructional Materials: Goldilocks and the Three Bears Book (Hook) Note cards (Bell Work) Portable Wireless Laptop Cart with printer A ream of white paper for printer Ear buds Projector and screen (Whole class demonstration) Unit Sequence: This lesson I wrote below will take one day and it is the third day of the unit. Unit Title: ¡Qué bien lo pasé este verano! Day 1: Exploring the culture of Galicia, Spain. Day 2: Identifying and analyzing when to use the imperfect and preterit tenses using a letter written by Miguel, a high school student from Galicia. In the letter he describes his summer vacation. Day 3: See the detailed lesson sequence below. Day 4: Students receive the corrected e-mail summary back and use this to create in class a rough draft copy of their friendly letter to their teacher describing their summer vacation. Day 5: Create a PowerPoint to highlight their summer vacation. If not finished in class, they will finish for homework. Day 6: Students present their PowerPoint presentations in class. Day 7: Students will e-mail the teacher a digital copy of their final draft of their friendly letter to the teacher and will recite this letter into an I-pod to create an audio file. At the end of this unit my students will have four electronic artifacts; the summary letter of the receptionist’s horrible day, their final copy of their friendly letter describing their summer vacation to their teacher, the recitation of their letter as an audio file and their slide presentation about their summer vacation. LessonProcedure (Day 3 of the unit): Initiation (Hook): Mysterious Possibilities: I hold up the book Goldilocks and the Three Bears and my students have to figure out why and what the book has to do with the days lesson. (They will read this story in Spanish and fill in blanks in the plot with the correct preterit or imperfect verb form also the imperfect tense is used often in children’s story books to set the scene) (2 minutes) Bell work: Students will be given a 3x5 index card as they are greeted in Spanish at the door. On this card they will write one sentence about the most memorable event of their summer vacation using the preterit tense, and they will write one sentence describing the weather on that day using the imperfect tense. Students will share these sentences with the class. (13 minutes) 1) Students will log onto the wireless laptops and go to the website of Spanish Language and Culture at http://www.colby.edu/~bknelson/SLC/index.php and double click on ¡Qué miedo pasé! And then click on El pretÈrito y el imperfecto and then click on Ricitos de Oro #1 to read Goldilocks and the Three Bears and will select between the preterit or the imperfect verb conjugation. Each student will individually do this exercise and when finished they will click on Ricitos de Oro #2 A variation of Ricitos #1. This time students will apply the correct forms of the preterite or the imperfect verbs. These exercises are to be printed and turned in by using the control p shortcut. (20 minutes) 2) Students will click on the video Study Module on Preterite vs Imperfect ¡Qué miedo pasé!, and will watch a video about a Galician hotel receptionist's horrendous day and will apply the preterite and the imperfect tenses were needed. Students are to do the second exercise,( Ejercicio (con los verbos) native speakers are to do the first exercise.( Ejercicio (sin los verbos) These exercises are to be printed and turned in using the control p shortcut. (20 minutes) 3) Homework: Students will click on Tarea para mandar and will create a summary in Spanish to describe Yolanda, the hotel receptionist’s terrible day. They will send their responses in an e-mail to me. The responses must be at least six to eight sentences long minimally. 4) Closure-This is a large class discussion answering the following questions; what did you learn? How did you demonstrate what you learned? In the next class students will be use the laptop’s to write the rough draft of their friendly letter to their teacher describing their summer vacation. This letter will be saved to a thumb drive. Assessments: The collected printouts for the Goldilocks activity and the activity on Yolanda’s terrible day, the e-mail summary and the answers to the bell work prompts that were shared at the beginning of class.
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©Elizabeth Wolfson-Ruiz | Last revised: 12/1/2009