Lesson 1

After group work and class discussion, students will be able to identify 16
adjectives and construct sentences with them throughout classroom activities
using the verb ser with 90% accuracy.
Lesson 2
Students will create comparative sentences using ms que, menos que, and
tan como using adjectives and the verb ser. Students will be able to compare
different people, places, and things in full, complete sentences with 90% accuracy.

Valentina Parisi
EDU 521
Grade 7, Comparative Statements

Professor Esposito
6/22/16
Spanish
Lesson #3

Instructional Objective
After completing a group activity, students will construct valid and accurate
comparisons of people using mathematical inequality signs with 90% accuracy.
Standards and Indicators
Standard 1.1: learners interact and negotiate meaning in spoken, signed, or
written conversations to share information, reactions, feelings, and opinions.
This will be evident when students work to create comparisons on their
own during the pear deck presentation and during the motivation.
Standard 1.2: learners understand, interpret, and analyze what is heard, read, or
viewed on a variety of topics.
This will be evident when students work in groups to decipher the
recordings of native Spanish speakers and answer questions from QR
voice.
Standard 3.1: learners build, reinforce, and expand their knowledge of other
disciplines while using the language to develop critical thinking and to solve
problems creatively.
This will evident when students decipher mathematical signs of inequality
to create and determine comparative statements true.
Motivation
Students will refer back to the word wall word cloud. Students will write 2
sentences with each sentence using at least 2 vocabulary words. Students will
send their sentences to the teacher through Engrade.
Materials
Chromebooks, smartboard, Engrade, vocabulary word cloud, pear deck
presentation, QR voice, YouTube video
Strategies
The strategies incorporated into this lesson include group work, cooperative
learning, direct instruction, independent work, & modeling.
Adaptations
Students who have a learning disability in math will be provided a key with math
inequality vocabulary words and symbols prior to the lesson.
Students who have ADHD and struggle with maintaining attention will have the
opportunity to take breaks as needed. They will also receive partially filled out
notes and handouts to keep from falling behind.

Differentiation of Instruction
For all students, I will monitor the progress of all and circulate the room to assist
when needed. For lower-achieving students, I will use an editing tool on QR voice
to slow down the voice of the speaker, as well as provide a script for the students
to use to help follow along. For higher-achieving students, students will create
their own mathematical inequalities and have other higher-achieving students
interpret and translate them and vice-versa.
Developmental Procedures
(How can you connect your knowledge of inequality signs with the comparison
expressions we are learning about Spanish? How does math connect with
everyday conversation?)
Students will follow along with the teachers interactive pear deck presentation,
answering engaging questions and connecting their knowledge of Comparative
statements in Spanish to math.

(What do you notice about the relationship between nouns and adjectives?)
Students will interpret recordings of native Spanish speakers in groups to
complete group work while practicing using comparative expressions in
conversation.
Assessment
Students will create comparative statements using mathematical signs of
inequality.
Students will read sentences about people and determine which
comparison phrase best accurately completes the sentence.
Students will use mathematical signs of inequality to make comparative
statements true.
Students will translate pictures and inequalities (<, >, =) into full, complete
sentences in Spanish.
In groups, students will listen to native Spanish speakers with recordings
from QR voice and answer questions of comparison. Questions will vary
from true/false (correcting statements to make them true) and short
answer. Questions will pertain to noun-adjective agreement and using the
correct comparative expression.
Independent Practice & Follow Up
Independent Practice: students will create 2-3 Spanish/math inequality
statements on their own. Students should include pictures and inequality signs
and a sentence that translates their inequality and expresses the comparison.
Direct Teaching Intervention: The teacher will monitor this population of
students closely throughout the lesson to address issues as they arise. For
students who seem to still be struggling with the concept will be encouraged to
come to extra help to spend extra time practicing the content.
Academic Enrichment: for students who are completed with the work quickly,
they will be encouraged to write a paragraph comparing math and Spanish, since
weve connected these disciplines throughout the lesson. They can write whatever
theyd like about the two subject areas, but they need to compare them to each
other in Spanish using the terms that weve been practicing.

References
ACTFL. (n.d.). Retrieved June 22, 2016, from
http://www.actfl.org/publications/all/world-readiness-standards-learninglanguages/standards-summary
Start Engaging Your Entire Classroom. (n.d.). Retrieved June 22, 2016, from
https://www.peardeck.com/
QR voice. (n.d.). Retrieved June 22, 2016, from http://qrvoice.net/
YouTube. (n.d.). Retrieved June 26, 2016, from http://www.youtube.com/

Valentina Parisi
EDU 521
Grade 7, Comparative Statements

Professor Esposito
6/22/16
Spanish
Lesson #4

Instructional Objective
After learning adjectives and comparative statements, students will collaborate
and create a Padlet wall, making comparisons between people using -AR verbs
with 90% accuracy.
Standards and Indicators
Standard 1.3: Learners present information, concepts, and ideas to inform,
explain, persuade, and narrate on a variety of topics using appropriate media and
adapting to various audiences of listeners, readers, or viewers.
This will be evident while presenting their comparison Padlet wall to their
class. Students will create comparisons of people describing them using the
newly learned adjectives and use of comparison expressions.
Standard 4.1: Learners use the language to investigate, explain, and reflect on the
nature of language through comparisons of the language studied and their own.
This will be evident throughout the grammar activity learning how to use
conjugated -AR verbs with comparative expressions, understanding that
the verb will be changed based on who is completing the action verb.
Nets Standard 2.a: Students use digital media and environments to communicate
and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others. Students interact, collaborate, and
publish with peers, experts, or others employing a variety of digital environments
and media
This will be evident when students collaborate in creating a Padlet wall
comparing celebrities and topics in Spanish using the learned topic.
Motivation
To briefly and independently review comparative statements and noun-adjective
agreement, students will refer to link B on the Thinglink featured on Ms. Parisis
Weebly website. Linked is a brief review game that students can use to review at
their own pace.
Materials
Padlet, index cards, chromebooks, Evernote, Thinglink, WordReference, teacher
handouts
Strategies
The strategies incorporated into this lesson include direct instruction, group
work, cooperative learning, independent work, & modeling.
Adaptations
A visually impaired student will receive all notes and materials via his/her
chromebook, so that he/she can freely zoom in to read content as needed.

Students who struggle with inattention/ADHD will get directions restated, as well
as receive a written copy of simplified directions to refer to. Will also be paired
with stronger students as a peer assisted learning strategy in the front of the
room so the teacher can redirect and further assist when necessary.
Differentiation of Instruction
For all students, I will monitor the progress of all and circulate the room to assist
when needed. For lower-achieving students, I will provide sentence starters to
provide a foundation for students to start and complete their Padlets. Students
will also receive a copy of useful terms to use that they can easily refer to as
needed. For higher-achieving students, students will use Evernote to make
recordings of their comparative statements to include in their Padlet
presentations.
Developmental Procedures
(What do you notice when we make comparisons using adjectives vs. when we
make comparisons using verbs?)
Teacher will introduce/review -AR verb conjugations with students in first
activity through direct instruction and then model how -AR verbs can be used to
make comparisons.

(In what situations would you conjugate <<ser>>?)

Students will receive a stack of index cards of people and things. Students will
practice speaking by describing and comparing pairs of people/things using the
adjectives previously learned.
(For the most part, is there a solid, definite right answer for these pictures?)
Students will collaborate in groups and create a Padlet of their comparisons
including pictures and their statements using -AR verbs when possible.
Assessments
Students will review -AR verb conjugations and subject pronouns.
Students will describe people/things using adjectives we are currently
studying in conversation. If they want to use new adjectives, they may use
WordReference.
Students will create a Padlet in groups, using the same index cards of
people/things and write out their comparative statements. Students will
use -AR verbs to make comparisons when possible. Students will include
pictures, videos, sentences, and recordings*
Students will listen to other group presentations and comment on them on
chromebooks, expressing the opinions of others.
Independent Practice & Follow Up
Independent Practice: while groups present their Padlet walls, students will
create 1-2 sentences about their ideas. For example, a person in group B could
write group a thinks that Kevin hart is funnier than jimmy Fallon in Spanish.
Students will receive sentence starters to express their ideas.
Direct Teaching Intervention: The teacher will monitor this population of
students closely throughout the lesson to address issues as they arise. for

students who seem to still be struggling with the concept will be encouraged to
come to extra help to spend extra time practicing the content.
Academic Enrichment: for above-level students who finish their Padlet
assignment early will have the opportunity to work with each other and compare
their sentences. Students will begin to utilize more conversational terms to
express ideas, such as en mi opinin, qu interesante, no estoy de acuerdo, qu
piensas t? while sharing their Padlet statements.
References
ACTFL. (n.d.). Retrieved June 22, 2016, from
http://www.actfl.org/publications/all/world-readiness-standards-learninglanguages/standards-summary
Padlet is the easiest way to create and collaborate in the world (n.d.). Retrieved
June 22, 2016, from https://padlet.com/
The note-taking space for your life's work. (n.d.). Retrieved June 22, 2016, from
https://evernote.com/

Lesson 5
As a culmination project, students will create a celebrity family tree in
groups. The family tree will consist of noun-adjective agreement, conjugating AR
verbs, and phrases that express comparison. Students will present their projects
in class using Google slides and must include at least 3 Evernote audio recordings
of themselves speaking, as well as follow the guidelines as stated in Ms. Parisis
rubric.