Date 09/14/18 Teacher Mariah Jessen

Grade/Age University Students Students 4

Students’ Dialects of Spanish ACTFL Low Beginner
L1 Proficiency
Level
Students Students are seeking to start their professional careers Place Intensive
Motivation and/or go to an American University. Grammar
English
classroom at
UNAM
Lesson 1) Introduce subject and object pronouns in context Topic Subject &
and do a couple in class activities including a Object Pronouns
kahoot! game. & Subject and
2) Introduce Subject and Non-subject questions in Non-Subject
context and do practice activities Question &
Who/Whom/Wh
3) Have them practice making Subject and
ose/ Who’s
Non-Subject questions
4) Introduce when to use who, whom, whose, and
who’s and do activities.
Duration 2 hours and 15 minutes Class Mostly whole
Organization group with some
partner and
individual work

Goal 1) Students will be able to use and recognize subject & object pronouns and subject &
Non-Subject questions in order to pass their end of semester assessment and gain
fluency.
2) Students will be able to identify when to use who, whom, whose, an who’s in order
to pass their end of semester assessment and start to gain fluency in such sentence
constructs.
Objectives 1) Identify and use subject and object pronouns in sentences.
2) Identify, use, and respond to Subject and Non-Subject questions
3) Know when to use who, whom, whose, and who’s in a question

Materials ❖ Blackboard markers

❖ Grammar in Context 1A workbook
 ❖ Marker board eraser
Procedures
Stage Steps Activity Material
Time *Memo
(Minute)
Into (1) Warm-Up ➢ Read conversation on pg. 97 (no CD) Ask two of BEFORE
the students to read the dialogue as A & B (maybe CLASS
(15)
Ines and Jesus, depends who is on time). Once read, STARTS:
ask if there are any words or expressions they are
*Write
not familiar with and clarify these terms.
subject and
➢ Instead of the comprehension check in the book, I
object
will ask them if they have nicknames or if anyone
pronouns
they know goes by or has a nickname. If it seems
across the
relevant, ask why they call them that or are called
top of the
that. I will be prepared to share a few of my own
board.
nicknames: Mia, Nana, Myriah, and Riah. If want
one really fun one use “bubbles.” *Set up
computer
and log in
to Kahoot!
*Need
grammar
book pg.
97

Recognition of ➢ Introduce concept of Subject, Verb, Object, and *Grammar

the objective Preposition p. 98 by asking them about their day off book p. 98
-1 and write simple sentences on board to use as
*Be sure to
examples for finding the subject, verb, preposition,
(15) ask them
and object (if not enough examples are given, can
what they
use these: I like music.; I teach English classes.; I
think
walk to the store.; I ran in the park. (examples of
answers
object as pronoun) I have a dog. I feed her
should be
everyday.; I drink coffee, every day. I love it.
after
➢ Introduce subject and object pronouns as individual
initially
units first. Use chart on page 98 as reference if
 needed, but these will already be written on the teaching
board use chart in book to help them know when to the concept
use subject or object pronouns (language notes
*
helpful here)
Through & Practice ➢ Do exercise 10 and have them work as partners to Kahoot!
Beyond (2) Understanding fill in the blanks. Give them about 7 minutes to do Game here:
/Application this. Pairings should be Jesus-Lilieth and Ines-David Exercise 9:
(“expert”-beginner). Once completed, have groups https://play
(15-20) take turns reading the conversation and correct as .kahoot.it/#
we go.
/k/093d856
➢ Go back and do exercise 9 as Kahoot! Game.
0-4c60-448
4-b512-064
b5bf4a37c

Into (2) Recognition of ➢ Introduce the topic of Hurricanes by talking about *watch this
Objective 2 Florence and if they have ever been in one or know youtube
of someone who has. Ask about Harvey last year if video for a
(30)
they were here and in an area that was affected (5
visual of
minutes).
➢ Read story on page 102. Have a different set of Florence:
students read this one (David-Lilieth maybe and https://ww
help as needed with pronunciation). Discuss any w.youtube.
new vocabulary or expressions they don’t com/watch
understand (10 minutes).
?v=UCl2_
➢ Introduce topic of Subject and Non-Subject
questions using chart in book. Use what, what AOH0rE
happens, and who to ask subject questions. Use do *Grammar
or does to ask non-subject questions. Both kinds can book pg.
be asked using “whose.” Can give more examples as 102-103
needed to help them better understand. Use the
board to bring the examples to life. Go over
language notes together pg. 104 (7-10 minutes)

Through & Practice ➢ Do exercise 18-1 together then have them pair up *grammar
Beyond (2) Understanding and do 18-2-4 together. This time pair Ines and book pg.
/Application Lilieth and David and Jesus (10 minutes). Have 104
them take turns reading out loud as partners and
(15-20)
correct as we go.
 Into (3) Recognition of ➢ Introduce who, whose, whom, and who’s using pg. Grammar
Objective 3 105 to help. Explain formal vs informal with book pg.
“whom” and “who.” Explain that “who’s” is a 105
(10)
contraction.

Through & Practice ➢ Do exercise 19 together out loud (5-7). Grammar

Beyond (3) Understanding ➢ Do exercise 20 independently (5-7) book pg.
/Application 106-107
(15)

Wrap-Up ➢ Assign Homework (test review): Page 100-101 ex.

12-17, pg. 107 ex. 21 & pg. 109
(1-2)
➢ Remind them of test on Monday
➢ Wish them a good weekend

Assessment Formative ● Will assess as we go through activities and based on overall

responses of the students
Summative ● Will be assessed first in a unit test the following Monday and then
again at the end of semester.