Lesson Plan on Sentir y Vivir

Level:
Spanish 3 Intermediate Low
Teacher:
Ms. Diaz
Unit/Theme:
Noun/Adjective Agreement
Lesson/Grammatical Focus of the Lesson:
Adjective rules; gender and number, exceptions, consonant endings, adjective placement, joining
of adjectives, and adjective opposites (antonyms).
Day: Day 4
Standards Addressed:
1.1 Interpersonal Communication
1.2 Interpretive Communication
1.3 Presentational Communication
3.2 Acquiring New Information
Objectives:
At the end of this lesson, students will be able to: describe various things and people using
descriptive adjectives. Additionally, they will be able to complete activities pertaining to learned
vocabulary and noun adjective agreement.
Assessments:
Students will list as many descriptive adjectives as they can (informal).
Students will answer questions regarding adjective and noun agreement, as well as
grammatical structures and compare those of Spanish and English (informal).
Students will translate sentences from English to Spanish (informal).
Students will complete a worksheet regarding descriptive adjectives (formal).
Students will describe two characters from the cartoon Charlie Brown using the yo
form (informal).
Students will describe an assigned character using ser, llevar, and tener. They will also
describe their characters hair and eye color, as well as three other characteristics
(formal).

Instructional Sequence:

It is important to point out that the following instructional sequence is dependent upon the use of
Pear Deck. Pear Deck is an interactive website that helps teachers understand student progress.
Through Pear Deck teachers create a presentation, post questions, and exercises that students are
able to answer while the teacher monitors both individual and class progress. Such design and
allows for teachers to regularly check for student understanding and progress. When question
slides display on the screen, students can answer the question individually on their devices,
before the teacher reveals the answers. Therefore, you will find various check-ins on the first
instructional sequence.
However, if the Internet is not working or if not all students have their computers with them, I
have designed an additional instructional sequence, labeled as: Alternative Instructional
Sequence.
Description

StudentTeacher
Have students list as S
many Spanish
adjectives as they
can.

Standards
addressed
1.2
1.3

Time

Rationale

3 minutes

Check

Circulate around the S-T

class and call on
about 5 volunteers
to see what they
wrote down.

1.1
1.2
1.3

3 minutes

Activity

Have students fill in

the blank with the
correct adjective.

1.2
1.3

1 minute

Introduction
to Topic

Explain that, in
Spanish, adjectives
must match the
gender and number
of the noun that
they modify.

T-S

1.2
1.3

4 minutes

Check

Have students fill in

2 blanks and form 2
sentences regarding
adjective

1.2
1.3

2 minutes

Get students to
practice and
expand their
adjective
vocabulary.
Review the
articles and
genders for
singular and
plural
adjectives.
Activate
students
thinking
regarding
sentence
structure and
gender
agreement.
Motivate
students to
draw
comparisons
between the
language of
English and
Spanish.
Assess for
student
understanding
of adjectives,

Warm-up

agreement.
Continuatio
n of Topic

Explain the
exceptional e.

T-S

1.2
1.3

2 minutes

Check

Have students fill in

a few blanks
regarding the
exceptional e.

T-S

1.2
1.3

1 minute

Continuatio
n of Topic

Explain consonant
endings.

T-S

1.2
1.3

3 minutes

Check

Have students
change a few given
sentences in the
singular form to the
plural form.

1.2
1.3

2 minutes

Continuatio
n of Topic

Explain adjective
placement.

T-S

1.2
1.3

3 minutes

gender and
noun
agreement.
Help students
understand that
adjectives that
end in /e/ do
not change to
match the
gender, only
the number.
Assess for
students
understanding
of the
exceptional
e.
Make sure that
they are paying
attention and
following
along.
Help students
understand that
adjectives that
end in a
consonant do
not change to
match the
gender. They
only change to
match the
number.
Encourage
students to
create
sentences
based on what
they are
learning and
also activate
their prior
knowledge.
Get students to
draw

comparisons
between
English
and
Spanish.

Check

Have students
translate a few
sentences from
English to Spanish.

1.2
1.3

2 minutes

Help students
see that in
English,
adjectives
almost always
come before
the noun, but
in
Spanish,
adjectives
usually come
after the noun.
Encourage
their bilingual
skills.
Activate
previous
knowledge.

Continuatio
n of Topic

Explain how to join

adjectives.

T-S

1.2
1.3

7 minutes

Explain possible
uses of ser, tener,
and llevar.

Formal
Assessment

Check

Hand out
Descriptive
Adjective
worksheet, allow
students to use their
vocabulary guide.

Go over worksheet
in class.

T-S

1.2
1.3

1.2
1.3

9 minutes

4 minutes

Provide them
visuals for
possible uses
of the verbs.
Remind
students about
each verbs
conjugation.
Get students to
put into
practice what
was recently
taught.
Assess their
comprehension
and written
skills/abilities.
Make sure
students are
following

Activity

Split up the class

into two teams; one
of boys and one of
girls.

1.1
1.2
1.3

5 minutes

Have boys describe

characteristics of
Charlie Brown
using the yo
form.

Encourage
collaborative
learning.

Have girls describe

characteristics of
Lucy using the
ella form.
Check

Informal
Assessment

Teacher writes the

T-S
adjectives that the
boys used to
describe Charlie
and the adjectives
that the girls used to
describe Lucy on
the whiteboard.
Assign each student S
a character from
Guess Who and
have them describe
their character using
ser, tener, and
llevar. They will
also have to
describe their
characters hair and
eye-color, as well as
three other
characteristics.
Students can use
their vocabulary

along and that

they have
acquired a
general sense
of
understanding.
Activate
students
thinking,
writing, and
comprehension
skills.

1.2
1.3

4 minutes

1.2
1.3

5 minutes

Emphasize
verb
conjugation
and adjective
use.
Check for
students
understanding
of verb
conjugation,
and adjective
and gender
agreement.
Get students to
use the
different forms
of ser, tener
and llevar, as
well as use
adjectives,
gender and
number, the
exceptional
e, consonant
endings, and
adjective
placement
correctly.

Check

Wrap-up

guide.
Call on 5 volunteers
to read the
adjectives they used
to describe their
character and as a
class, we will guess
the character that
they are describing.

T-S-Class

Briefly sum up what T-S-Class

has been covered in
class, using the
students to do the
summary.

1.1
1.2
1.3

1.1
1.2
1.3

5 minutes

5 minutes

Encourage oral
and
presentational
skills.
Check for
correct use of
adjectives and
sentence
formation.
Assess for
students
understanding.
Check to see if
I need to
modify the
next lesson
plan due to a
lack of
understanding
from students.

Refer back to the

questions asked
during checking for
understanding and
show that they now
can easily answer
the questions.
Assign homework.
Total

70 minutes
(5 minutes
left for
miscellaneou
s)

Materials:
Students vocabulary guide.
Computers (the ones provided by the school for the students).
Internet, PearDeck website.
Projector
SMART Board
PowerPoint Presentation (in case Internet doesnt work).
Descriptive Adjectives worksheet.
Notebooks and writing utensils (in case Internet and/or interactive website is not
working).
You can find the Alternative Instructional Sequence on the following page.

Alternative Instructional Sequence:

For this instructional sequence, the teacher will present his/her lesson with Power Point and
students will complete the exercises on their notebooks.
Description

Warm-up

Check

Student
Teacher

Have
S
students list
and write as
many
Spanish
adjectives as
they can on
their
journals.
Circulate
S-T
around the
class and call
on about 5
volunteers to
see what
they wrote
down.

Standard Time
s
addressed

Rationale

1.2
1.3

3 minutes

Get students to practice

and expand their adjective
vocabulary.

1.1
1.2
1.3

4 minutes

Review the articles and

genders for singular and
plural adjectives.

Introductio
n to Topic

Explain that,
in Spanish,
adjectives
must match
the gender
and number
of the noun
that they
modify.
Explain the
exceptional
e.

T-S

1.2
1.3

15 minutes

Motivate students to draw

comparisons between the
language of English and
Spanish.
Help students understand
that adjectives that end
in /e/ do not change to
match the gender, only the
number.

Explain
consonant
endings.

Help students understand

that adjectives that end in a
consonant do not change to
match the gender. They
only change to match the
number.

Explain
adjective
placement.

Get students to draw

comparisons
between
English and Spanish.

Explain how
to join
adjectives.
Explain
possible uses
of ser, tener,
and llevar.

Help them see that in

English, adjectives almost
always come before the
noun, but in Spanish,
adjectives usually come
after the noun.
Provide them visuals for
possible uses of the verbs.
Remind students about
each verbs conjugation.

Formal
Assessment

Check

Hand out
Descriptive
Adjective
worksheet,
allow
students to
use their
vocabulary
guide.
Go over
worksheet in
class.

1.2
1.3

10 minutes

Get students to put into

practice what they just
learned.
Assess their
comprehension and written
skills/abilities.

T-S

1.2
1.3

6 minutes

Make sure students are

following along and that
they have acquired a
general sense of
understanding.
Ask students what
adjectives have to agree in,
how they can know that
the adjective sucia is
singular, and ask them to
tell you what is wrong with
the following phrase: La

fea gata.

Activity

Split up the
class into
two teams;
one of boys
and one of
girls.

1.1
1.2
1.3

7 minutes

Encourage collaborative
learning.

Have boys
describe
characteristic
s of Charlie
Brown using
the yo
form.

Check

Have girls
describe
characteristic
s of Lucy
using the
ella form.
Teacher
T-S
writes the
adjectives
that the boys
used to
describe
Charlie and
the
adjectives
that the girls
used to
describe
Lucy on the
whiteboard.

Activate students
thinking, writing, and
comprehension skills.

Emphasize verb
conjugation and adjective
use.

1.2
1.3

5 minutes

Check for students

understanding of verb
conjugation, and adjective
and gender agreement.

Informal
Assessment

Check

Assign each S
student a
character
from Guess
Who and
have them
describe
their
character
using ser,
tener, and
llevar. They
will also
have to
describe
their
characters
hair and eyecolor, as well
as three
other
characteristic
s.
Students can
use their
vocabulary
guide.
Call on 5
volunteers to
read the
adjectives
they used to
describe
their
character
and as a
class, we
will guess
the character
that they are
describing.

T-SClass

1.2
1.3

6 minutes

Get students to use the

different forms of ser,
tener and llevar, as well as
use adjectives, gender and
number, the exceptional
e, consonant endings,
and adjective placement
correctly.

1.1
1.2
1.3

6 minutes

Encourage oral and

presentational skills.
Check for correct use of
gender/noun/number/adject
ive agreement, and correct
sentence formation.

Wrap-up

Briefly sum
T-Sup what has
Class
been covered
in class,
using the
students to
do the
summary.

1.1
1.2
1.3

6 minutes

Check to see if I need to

modify the next lesson
plan due to a lack of
understanding from
students.

Refer back
to the
questions
asked during
checking for
understandin
g and show
that they
now can
easily
answer the
questions.
Assign
homework.
Total

Assess for students

understanding.

68 minutes
(7 minutes
left for
miscellaneou
s, including
but not
limited to:
additional
questions,
exercises,
etc.)