Name: __Elizabeth Gonzalez _______ Date of lesson (for field): _02/08/2023______

Content Area: Spanish

Course Title & Grade Level: 9-11 grade
Standards:
WL1.2c Identify the explicit meaning of messages containing high-frequency vocabulary, predictable
language structures and/or extra-linguistic support.
WL1.3c Present information on familiar and everyday topics using simple sentence structured context.
Wl3.1c Apply familiar vocabulary and simple sentences to accomplish tasks or show understanding of
concepts in other content areas and/or situations beyond the classroom.

Objectives:Students will be able to identify and apply imperfect tense verbs in a sentence
.

Content Objective— Students will be able to identify and apply imperfect tense verbs in a sentence by
converting ten regular verbs into imperfect tense and by creating 4 sentences about themselves using this verb
tense.
​

Student-friendly Objective— I can identify and apply imperfect tense verbs in sentences by converting ten
regular verbs into imperfect tense and by creating 4 sentences about themselves using this verb tense.

Assessment:
-In class discussion
-Group activity
-Talk to partner
-Individual activity
-White board game
-Talk to partner

Proactive Management:
Voice level- 2 (in partner conversation) 3 (in group conversation) 4 (in class conversation)
In topic conversation
Material- White board and marker, notebook or paper sheets
In group (3people) and in partner activities
Behavior direction
Set expectations
Visual and conversational examples
Teamwork activity (equal participation)

Instructional Strategies: In purple

Reteach and review
Using familiar text
Cooperative game
White board response
Cooperative learning
Think-pair-share
Read aloud
Visual Aids and learning
Open notes

Note Taking Strategy:

Will verbally communicate with students to take notes whenever is needed
Identify main ideas, phrases, key words.
Free writing (decision making)
Use the sentence strategy (1 or more sentences per question)

Questions:In red
Activity questions: What is the function of the imperfect tense?What is the difference between Past tense and
imperfect tense? What are four things about yourself?
Low level questions (knowledge and comprehension)
Responses (small groups, in class, pairs)
Comprehension questions

Beginning of the lesson:

Review (5 min) Students will answer 2 questions related to what they have learned about imperfect tense.
Today we will remember what we have learned over the past few weeks about imperfect tense. You will
answer these two questions: What is the function of the imperfect tense? What is the difference between
Preterite and Imperfect?. You will have 5 minutes to complete this assignment after you’re done. We will
share as a class (in class discussion) where I will randomly choose students to participate.Reteach and review
What is the function of the imperfect tense?What is the difference between Past tense and imperfect tense?
(random selection of student to participate)
Preview (3 min) - We have a test coming up, as well as a presentation about imperfect tense, that is why for
today’s class we will practice as much as we can so we can succeed in both activities. That is why I have
created a game that will help you remember and practice, as well as time from the class to practice your
presentation with your partners. (Direct instructions, set expectations, Using familiar text) (comprehension
questions)
Hook (5 min)- Students will create four sentences about themselves using the imperfect tense where they will
practice grammar and sentence structure.
We will do an activity similar to your presentation, we will write 4 sentences using imperfect tense about
ourselves, practicing the “yo” pronoun conjugation. You will write it on a piece of paper and will give it to
me after 4 min. This way I am able to know a little more about you at the same time that you practice your
imperfect tense. What are four things about yourself?

The Lesson:
We do (15 min): Everything from the beginning of the lesson plan (review, preview and hook)

I do (10 min):
- State friendly objective:I can identify and apply imperfect tense verbs in sentences by converting ten
regular verbs into imperfect tense and by creating 4 sentences about themselves using this verb tense.
 - Present and explain activities and expectations ( Imperfect game, review and preview information),
direct instructions, comprehension checkpoints and in partner activity instructions. Reteach and
review, Visual Aids and learning. (comprehension questions)
- UDL- Active a supply background knowledge, heighten salience of goals and objectives, promote
understanding across languages.
You do alone (15 min)
- Students are expected to follow instructions and do the individual activities.
- Answer questions: What is the function of the imperfect tense?What is the difference between Past
tense and imperfect tense?
- Do activity: Write 4 sentences about yourself using imperfect tense.Using familiar text
- UDL- Optimize individual choice and autonomy

You do together (25 min)

- Board game (15 min)- Students will play a game where they will use white boards and teamwork to
write the correct answer. Students will get the imperfect tense of a sentence, where they are expected
to write down on the white board the right answer. After each member of the team has the correct
answer in their boards, a point will be given to them until one of the teams wins the prize. Cooperative
game, White board response.
- (3 min)Before the game students will take note of all the information they might need to prepare for
this game (bullet points, main ideas, examples, key words) Sticky notes, Open notes.
- ( 5 min) Students will practice their presentations which they have already completed. Share their
sentences with a partner, reading it aloud, practicing pronunciation, clarity, and fluency. Read aloud,
Think-pair-share
- UDL- Use multiple tools for construction and composition, foster collaboration and community.

Closure: Good job everyone, thank you for participating in this activities with me
-Summarize activities and talk about next class assignments.
Procedural— Students will get back to their seats, and then will be called one by one to do their summative
presentation. All material will be returned (white board, markers)
Content Summary— Today students learned to apply and identify imperfect verbs in sentences.
References:
Powerpoint- Imperfect tense
file:///Users/elizabethgonzalez/Documents/Imperfect%20Tense.pdf
Summative Speaking test instructions (teacher)

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson.
How did you leverage student assets, thinking, language and cultural backgrounds to make learning
relevant while demonstrating high expectations for all students?
 By creating a student centered classroom I am allowing students to communicate and collaborate with each
other. As well as I am including a low level of Spanish vocabulary which allows students to engage more,
and to participate. Asking high level questions creating opportunities of discussion allowed students to
practice high level thinking. I provide a high level of support in my teaching that allows students to become
motivated to make progress in their learning.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. What strategies did you use to meet the
needs of ALL learners?

I created activities that allow students to participate in class discussions that provided responsibility and
engagement. By linking the activities with the student’s prior knowledge I am allowing them to engage
more as well as I provide more independent learning. I provided models and examples, as well as
objectives to develop skill of goal setting. By incorporating discussions and group activities I allowed my
students to encourage high level thinking, and communication, where students worked collaboratively
creating responsibility and engagement.

UDL (2.4, 2.1, 5.2, 7.1, 8.1, 3.1)