Title of lesson: More practice with Gerunds

Your Name: Wilson Juncaj

Length of lesson: Full hour (5th & 6th hour)

Context of Lesson: Yesterday, my Spanish 4 students had the opportunity to review

gerunds by creating their own sentences in Spanish using a gerund, via a matching
activity, and personal questions. They also had the opportunity to review their
vocabulary relating to sports and exercise via a stand-up activity. Today, students
will continue practicing gerunds in Spanish through a variety of exercises including
a crossword puzzle, translation sentences, and an article. We will also spend the first
few minutes of class reviewing the vocabulary pertaining to the chapter that they’re
currently studying.

Overview: Students will first warm up with a vocabulary exercise that only contains
images relating to the vocab words. Then, we will review the personal questions that
they received yesterday for homework and students will continue practicing
gerunds via a crossword puzzle, article, and translation sentences.

Central problem/ Essential question: How do we form a gerund in Spanish? What

are the rules and component parts that we need in order to coherently form a
sentence using a gerund?

Objectives:

Students will know/be able to:

 Apply what they have learned about gerunds to work through a

variety of activities including translation sentences, a crossword, and a
news article.
 Explain what a gerund is and the rules to forming a sentence in
Spanish using a gerund.

Anticipated student conceptions or challenges to understanding: Grammar in

general but especially gerunds are often difficult for students to get a grip of, as
there are many verbs that can be used in conjunction with a gerund. For this reason,
I am providing my students with additional opportunities daily to obtain more
practice with forming sentences in Spanish using a gerund. Today alone, students
will be given two exercises to work on, possibly a third one if time permits. I am also
reviewing vocabulary everyday with students so that when it’s time for the test,
students will be prepared to tackle on the vocabulary and gerunds.

Materials/Evidence/Sources:
  Personal questions- https://docs.google.com/document/d/1-
vhhb47uy1GHLqhfUD33Ks145r_rOxbnCmn_DGl0Xbs/edit?usp=sharing
 Crossword puzzle-
https://docs.google.com/document/d/113Y_q0jt7D7zl9ZvAEK4xOjSSlSni8
djFe_E7lbEEO4/edit?usp=sharing
 Gerund translation sentences-
https://docs.google.com/document/d/1IBZkXk8A9t0cLRgx82szMdL3tPU0I
9m8p1pgRrNdQGo/edit?usp=sharing
 News article-
https://docs.google.com/document/d/1VvLa0SqTLw_Kx0XlOQgNRtaZctL
LUHHDRs9ES1Y_dSQ/edit?usp=sharing

Instructional Sequence:

1. Greet students (2-3 minutes)

2. Review personal questions, which were assigned to students for

homework last night. Number off students 1-13 where they will share their
responses to each question with a partner. (5 minutes) Then, I will ask for
some volunteers to share their responses whole group. (3-5 minutes)

3. Students will then work on translating a set of questions from English to

Spanish utilizing the gerund and they will work on a gerunds crossword
puzzle, whatever is not finished in-class will be homework. (Rest of the hour)

4. *If time permits and students finish early, I have a news article that
students can work on.

Assessment: Before instruction, students will be formatively assessed on the

vocabulary via a visuals review game. During instruction, students will be assessed
on gerunds via the various activities that they will be working on (translation
sentences, crossword, and article).