Lesson Plan

Title: Partes de la oración (Sujeto y Predicado)/Parts of the Sentence (Subject and Predicate)
Grade Level: Spanish Level 2, Non-native
Content Objective (TEKS)
§114.39. Level II, Novice High to Intermediate Low Proficiency (One Credit), Adopted 2014.
(c)  Knowledge and skills.
(2)  Interpretive communication: reading and listening. The student comprehends sentence-length
information from print materials. The student uses the interpretive mode in communication with
appropriate and applicable grammatical structures and processes at the specified proficiency levels. The
student is expected to:

(A) demonstrate an understanding of print materials in everyday contexts.

(B) identify key words and details from texts materials.
(C) infer meaning of unfamiliar words or phrases in texts materials.

ELPS Focus:
(b) School district responsibilities. In fulfilling the requirements of this section, school districts
shall:

(2)  provide instruction in the knowledge and skills of the foundation and enrichment curriculum
in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's levels of English language proficiency to ensure that the student
learns the knowledge and skills in the required curriculum;

Purpose:
Students will:
-Understand the meaning of subject and predicate, and what makes up these terms.
-Identify the subject and the predicate in a sentence in Spanish.
-Be working with cognate words, which will let them use their prior knowledge create short
sentences in Spanish.
Materials:
-34 red color pencils and 34 blue color pencils.
-10 packets with cut out words to make sentences.
-34 copies of reading/worksheet.
-3 dry-erase markers (red, blue and black).
Lesson Procedures / Activities:
1. Lesson will begin by reviewing the vocabulary (words: Subject, Predicate, Article, Noun,
Verb).
2. Students will get a couple of minutes to work on the assignment, they will identify the subject
and predicate in a short reading in Spanish. The reading is translated to English on the side. They
will underline the subject with a blue color pencil, and the predicate with a red color pencil.
3. The short paragraph will be read altogether as a class. The teacher will read the part in Spanish
and will pick volunteers to read the part in English.
4. Students will work within their groups to create sentences with the cut out words that are in
the packets. They will have to write down three sentences that they create in the back of their
reading as an exit ticket, and turn it in since the reading will also be graded.
Supports for Struggling Readers.
-Hands on activity, cut out words to create sentences. Words are color coded to differentiate the
subject and the predicate.
-Students work together with their classmates
-Reading out loud
-Listening to teacher read.

Assessment:
A- Excellent Job! Student identified the subject and predicate from all sentences of
the reading correctly. Student cooperated with his/her group and
finished the three sentences
B- Good job, we can Student identified the subject and predicate from all sentences of
do even better the reading with some mistakes. Student cooperated with his/her
group, finished only two sentences.
C- Let’s try harder! Student identified the subject and predicate from some sentences.
Student cooperated with his/her group but wrote only one
sentence.
D- What happened? Student did not identify the subject and predicate from the reading
and did not cooperate with his/her classmates.