Technology Integration Lesson Plan Template
Your name: Michael Katsandonis
Date: October 28, 2017
Lesson Title: Irregular verb practice
Grade Level: 9th grade Spanish
Technology Standard (NETS-S): 1a., 1b., 1c., 1d., 2a., 2b., 2c., 2d., 3c., 3d., 5a., 5b., 6a., 6d.
Subject Area/Content World Language Content Standards for California Public Schools:
Standards: Communication Stage 1, Structures Stage 1 and 2, Settings Stage 1
Technology tool/software: Microsoft Excel
UDL Guidelines used
1.2, 1.3, 2.1, 2.2, 2.4, 3.1, 3.2, 4.1, 4.2, 5.2, 6.3, 8.3 and 8.4
(numbers):
Learning Problem
Describe the learning problem that this lesson plan will solve.
In a freshman Spanish course, students will face issues with irregular verb tenses while
learning a new language. Although some verb structures in Spanish tend to be straight
forward, these verb tenses can prove to be challenging, especially for beginners.
Preparation
Prerequisites: What do students need to know prior to this lesson?
Basic understanding of verb conjugations. Familiar with basic computer usage.
Context: Where does this lesson come in the unit?
This lesson will come in during the studying of verb conjugations immediately following
the basic structure of Spanish morphology.
Vocabulary: What vocabulary will be learned or reinforced in this lesson? How will you make the
vocabulary development part of the lesson?
Many new vocabulary words will come into play during this plan. Students will learn how
to master the basic irregular verbs in Spanish including, but not limited to the following
verbs: Ser, haber, estar, tener, hacer, poder, decir, ir, ver, dar, saber, querer, llegar,
poner, creer.
Materials: What resources are needed to make this lesson successful? What will you need to prepare in
advance?
Class textbook, whiteboard, computer lab with access to Microsoft Excel and printers.
Objectives or Learner Outcomes
How will the learning be measured and assessed?
General Goal(s):
Understanding of basic Spanish morphology.
Being able to apply new conjugations into more complicated syntactic structures.
Understanding of basic Spanish syntax that involve irregular verb forms.
Specific Performance-Based Objectives:
Students will have to pass the conjugation test on irregular verbs in order to move on to
the next unit.
Mastery of irregular verb conjugations will assist student in future units that may involve
more complicated conjugations, morphology, and syntax .
Anticipatory Set (Lead-In)
An "attention getter" to focus students’ learning? A discussion or activity to activate students’ prior
knowledge?
Spanish verb conjugation song found on youtube. Students will sing along with regular
verbs in a very engaging song that encourages repetition and increases with difficulty
with each passing verse. This song starts as a warm up with regular verbs and
introduces irregular verbs in song form as well as subtitles in Spanish :
https://www.youtube.com/watch?v=zQBNeC8GX44
Step-By-Step Procedures
Instruction: List procedures for what will happen first, second, and so on to teach what you expect the
students to learn. SDAIE instruction should include some consideration of language development.
On the first day, the students will be introduced to regular verbs and review how they
function. For example, students will become familiar with verbs that end in –ar, -er, -ir,
and their functions. After having practice on day one with the basic structures, the
students will then be introduced to the irregular verbs on day two. Day two will consist of
a class lecture with explanations hand written in unison with the teacher. Day three will
then involve the use of technology in order to help the memorization process. The
students will meet at the computer lab with the teacher and be placed into groups of 2.
Those pairs will then share a computer and access the Microsoft Excel program.
Students will then be guided by teacher to fill out basic cells in Excel in order to place
conjugations of selected verbs into each cell. The students will fill out the cells as
requested and then print or email the results to themselves in order to take home and
practice their verbs on their own time. Students will then email the teacher their work for
proper grading and for guidance on their personal study guide. On day four there will be
a review of all verbs that have been covered and will be held in the classroom in order
to answer any questions the students may have on the subject of irregular verbs.
Review will also involve any drill and practice software that will assist the students on
memorization and retention of verb conjugations. Day five will consist of a handwritten
test on the subject of irregular verbs that were practiced in class throughout the course
of an entire school week.
Guided Practice (2-3 sentences): What activities will the students engage in to practice the learning?
Include some time when the students are working with partners or in small groups. Be sure to include how
you will check for understanding throughout each stage of your lesson. Write out high level and/or open-
ended questions to ask throughout your lesson.
The student will be working alone as well as engaging in teamwork throughout the
whole process. The students will be able to practice verb conjugations as well as
learning how to use the basics of an Excel program. The group work that takes place
during the creation of the Excel sheet will provide a partner for any student who may or
may not be familiar with computers in general, even though there will be guidance
provided by the teacher. Each stage will be checked by group work as well as
corrections provided by the teacher through the portal website. Any corrections will be
noted and reviewed in the classroom. The students will be encouraged to check their
work through trusted language conjugation websites, classroom textbook, as well as
any acceptable form of online or printed dictionaries.
Lesson Extension (gifted students): What activities or alternatives will you provide for those who finish
early and want to explore the topic more?
Any student who finds themselves with any free time during this lesson should spend it
practicing verb conjugations by any means whether it be drill and practice software or
studying websites that offer accurate forms of conjugations. If the student finds they are
already comfortable with the current conjugations, they may memorize or practice any
other verbs that may help them in the future. Furthermore, the option of extra credit may
be offered on the test if the student wishes to add any extra conjugations on the actual
exam.
Adaptations (For Students With Learning Disabilities):
Any extra help will be offered to students during lunch hour or during any discussed
meeting times.
Connections (to other subjects)
Extensive practice with grammar in any language will always help improve students with
their current English grammar simply just by clearly contrasting the two languages on a
daily basis and guiding with translations. Simply by contrasting the two languages,
students will be able to notice the differences in grammar between each language and
will come to the conclusion that each one has its own unique structure.
Independent Practice
What will you do to have students practice the learning independently?
The students will have copies of their practice verbs on hand as well as access to
websites and hand held dictionaries in order to review and practice the verbs on their
own time. The class textbook will also be available for the students for any review of
how the structure of the word can be modified in order to gain new meaning.
Closure
Reflect on Anticipatory Set
After trying the anticipatory set a few times with the Youtube song, I will be able to see if
the children find the song catchy and helpful with their learning. I hope to find more
songs that can be used in future lessons. I believe incorporating songs into the
curriculum will help advance the student’s learning and make the lesson more
interesting. I also believe that the usage of the Excel program will have a double impact
on the student by means of learning a new tool whilst learning about a new language
simultaneously. The creations of their own study guide as well should help boost student
confidence in the subject matter and encourage any future independent thinking or
studying strategies.
Lesson Evaluation
Making A Poster: Conjugating Irregular Verbs
Teacher Name: Mr. Katsandonis
Student Name: ________________________________________
CATEGORY 4 3 2 1
Grammar There are no There is 1 There are 2 There are
grammatical mistakes grammatical grammatical more than 2
on the poster. mistake on the mistakes on the grammatical
poster. poster. mistakes on
the poster.
Labels All items of Almost all items Several items of Labels are too
importance on the of importance on importance on the small to view
poster are clearly the poster are poster are clearly OR no
labeled with labels clearly labeled labeled with labels important
that can be read from with labels that that can be read items were
at least 3 ft. away. can be read from from at least 3 ft. labeled.
at least 3 ft. away.
away.
Content - At least 7 accurate 5-6 accurate 3-4 accurate verbs Less than 3
Accuracy verbs are displayed on verbs are are displayed on accurate verbs
the poster. displayed on the the poster. are displayed
poster. on the poster.
Required The poster includes all All required All but 1 of the Several
Elements required elements as elements are required elements required
well as additional included on the are included on elements
information. poster. the poster. were missing.
Knowledge Student can accurately Student can Student can Student
Gained answer all questions accurately accurately answer appears to
related to facts in the answer most about 75% of have
poster. questions related questions related insufficient
to facts in the to facts in the knowledge
poster. poster. about the
facts.
Use of Class Used time well during Used time well Used some of the Did not use
Time each class period. during each class time well during class time to
Focused on getting the period. Usually each class period. focus on the
project done. Never focused on There was some project OR
distracted others. getting the focus on getting often
project done and the project done distracted
never distracted but occasionally others.
others. distracted others.
