Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Micah Warners

Date 04/16/15

Subject/ Topic/ Theme The Regular Imperfect Tense (Lesson Plan 2)

Grade High School Sophomores

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson as part of the Imperfect unit plan, developing the regular verb formation of the imperfect which was learned initially the day before, the
basis for the imperfect tense
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

R, A
A
R, U, A, C

Correctly conjugate the regular imperfect tense

Correctly pronounce verbs in the imperfect
Form sentences correctly using the imperfect

socioemotional

Michigan World Language Standards addressed:

1.1: InterpersonalCommunication:Studentsengageinconversations,provideandobtaininformation,expressfeelingsandemotions,
andexchangeopinions.
1.3: PresentationalCommunication:Studentspresentinformation,concepts,andideastoanaudienceoflistenersorreadersona
varietyoftopics.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students have a small basis of understanding of the imperfect. The day before, students had learned the
verb conjugations for the imperfect tense, understanding it as another past tense in compliment to the
preterit.
Pre-assessment (for learning): Students write down verb endings of imperfect on chart individually.
Formative (for learning): Students help teacher fill in large verb chart on whiteboard.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Students play battleship, further conjugating verbs but also speaking them, learning how
to pronounce them
Summative (of learning): Students write down two sentences using the imperfect (Personas famosas activity), then
speak their sentences to the class

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Fill out verb chart on board for
students to reference and use during
class

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

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Provide Multiple Means of Action

and Expression: More action and
expression
Provide options for physical actionincrease options for interaction

Provide options for expression and

communication- increase medium
of expression

Use of whiteboards and markers

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students work in pairs to come up
with two sentences themselves for
what a famous person did as a child,
relevant to culture, also choice
involved with what the students are
going to write
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students compete against each

other in Battleship, while they
are also working together to
make sure they are conjugating
and pronouncing the verbs
correctly

Provide options for comprehensionactivate, apply & highlight

Students apply the imperfect

verb conjugations and previous
knowledge of Spanish to write
sentences about famous people
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Sentences that students wrote in

the imperfect are corrected by
teacher if written incorrectly,
helping monitor progress

1. Verb chart drawn on whiteboard

2. Imperfect Practice PowerPoint
3. 20 personal white boards and dry erase markers
4. 20 Battleship game boards
5. 9 Printed off pictures of famous people (can be found at Personas Famosas To Print PowerPoint)
6. Personas Famosas PowerPoint
Traditional seating with students in desks, easily able to form groups of 2.

How will your classroom

be set up for this lesson?
III. The Plan
Time

Components

0:00

0:03

Motivation
(opening/
introduction/
engagement)

0:04

0:10

0:11
Development
(the largest
component or
main body of
the lesson)
0:15

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Teacher asks students to individually fill in the
1. Students fill in individual verb chart, then help
imperfect verb chart on their individual whiteboard, teacher fill in imperfect verb chart on the board
then help the teacher fill out the large verb chart on with both the AR and ER/IR verb endings.
the board with both the AR and ER/IR endings.
This will review some of the prior days material.
2. Teacher describes a whiteboard review activity
2. Students listen to directions of the activity, then
of the imperfect verb conjugations: Students will
get the whiteboards and marker from the front of
have to conjugate the verbs shown on the
the room.
PowerPoint (Imperfect Practice), writing them on
their whiteboard while competing versus a partner
3. Teacher goes through PowerPoint which runs
3. Students compete against each other in verb
through the activity, explaining verb endings if
activity, conjugating the verbs shown on the screen.
necessary
4. Teacher explains that the students will be playing
battleship and puts the students into pairs.
Teacher gives the students a game board, and tells
the students to draw three ships on it (one taking up
2 spaces, one 3 spaces, and one 4 spaces).
5. Teacher explains that the students need to
conjugate the verbs given on the board using the
verbs (columns) and verb endings (rows). Teacher
will race the students down each column, with any
student that beats the teacher receiving candy. After
completing each column, teacher leads the students
in pronouncing each one of the words, to practice
the pronunciation.
6. Teacher explains that students must guess where
their partners ships are located using the verb
conjugations. When a player sinks all of his/her
ships, that play is pronounced the victor. Teacher
observes as the students play each other in
battleship, speaking the words they conjugated in
the imperfect tense.

4. Students find their partner and sit next to

him/her. Students receive a game board and draw
three ships on it (one taking up 2 spaces, one 3
spaces, and one 4 spaces).
5. Students fill in the columns, conjugating each
column of verb. Students try to beat the teacher,
receiving candy if they complete a column more
quickly than the teacher. After completing each
column, students say each conjugated word after
the teacher says it to practice the pronunciation.
6. Students play each other in battleship. Students
speak the words they conjugated into the imperfect
tense

0:27

0:32

0:37

Closure
(conclusion,
culmination,
wrap-up)

7. Teacher gives each group of students a picture of

a famous person (such as Justin Bieber, Taylor
Swift or Barack Obama). Teacher tells students to
think about what the person they have did as a
child. Then, each group writes down two things
that person did as a child on the back of the sheet,
using the imperfect.
8. Teacher has the students take turns sharing what
they wrote with the whole class. The teacher
instructs that the other students vote (with a thumbs
up, thumb to the side, or thumbs down) whether or
not they think the famous person actually did what
they wrote. Teacher corrects the use of the
imperfect as necessary.
9. Teacher goes through PowerPoint that shows
pictures of what each famous person actually did as
a child, using phrases from the imperfect.

7. Students receive a picture of a famous person.

Students think about what that person did as a
child. Students write down the two things that the
person did as a child on the back of the sheet, using
the imperfect.
8. Students take turns sharing what they wrote with
the whole class. The other students vote (with a
thumbs up, thumb to the side, or thumbs down)
whether or not they think the famous person
actually did what they wrote.
9. Students watch and participate in PowerPoint,
asking questions if they have any.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I had the opportunity to teach this lesson. Things went well overall, and I really enjoyed teaching. The imperfect practice seemed like
a decent way to begin this class, and the students really liked battleship. Battleship took longer than I thought, but the students had a
lot of fun. Every student, except for one, filled out the entire battleship board of verb conjugations. I looked at them and they were
relatively accurate. I did not have the opportunity to finish the whole lesson, but was able to get through the students writing
sentences using the imperfect of the famous people. Their sentences in this activity as well were relatively accurate, and they all
participated. Next time I could allot more time for battleship and maybe have a shorter introduction activity so that we could finish
the entire lesson plan.

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