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Lesson Title: Tu or Ud? Greet and Command 7th and 8th grade Spanish (STEP…
Lesson Title: Tu or Ud? Greet and Command
7th and 8th grade Spanish
Objective(s) of the Lesson: Students will be able to
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Students will be able to demonstrate ability to appropriately apply tu greetings and commands vs Ud greetings and commands when they encounter individuals who are friends/peers (as indicated by student actors wearing baseball caps) and adults/authorities (as indicated by student actors wearing ties). Student actors will present point cards for each effectively chosen subject (tu vs Ud), and students must collect a minimum of 8 cards.
STEP ONE: Lesson Intro
: Tie this lesson to previous lessons on formal/informal, and command verb conjugation
Begin with brief overview of how to conduct table discussions (everyone speaks at least once, all eyes on speaker, one note-taker, group must be ready to share take-aways)
Differentiation for students with behavior modification plans
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Provide students with short extended checklist of how to conduct self in group discussion: You must speak at least once; put your eyes on the speaker; put away other materials; stay in your seat; hands and feet to yourself
STEP TWO: Whole Group Discussion
: I will ask students to share thoughts they have as a result of their conversation.
Differentiation for English Language Learners (Spanish Speakers)
: Ahead of time as prep: ask one of our classmates who is a native speaker of Spanish to share the example he/she pre-planned about a time when someone did not apply the appropriate level of formality, and what impact that had on a situation. Do this especially for a student who otherwise might not engage so much - I could translate his/her response for the class if necessary.
STEP THREE: I do / We do
: On the board, model first by myself and then with student volunteers the process for forming a command in Spanish
Differentiation for students with intellectual disabilities / students with lower levels of readiness for lesson
: Provide these students (or really all students bc all would benefit!) with a simple flowchart that they can keep at their desk which outlines the process of taking a verb, removing the ending, then choosing the appropriate pronoun (tu or Ud) and adding the corresponding ending
STEP FOUR: You do
: Students complete their own verb conjugations at the desks independently.
Differentiation for students with intellectual disabilities / students with lower levels of readiness for lesson
: I will circulate through the room and gravitate toward students with known challenges to check on their progress and provide support if needed.
STEP FIVE: Around the Room Greetings
- students move through the room greeting student actors in formal or informal language depending on their symbolic attire (baseball cap = informal, necktie = formal)
Differentiation for English Language Learners (Spanish speakers)
: Pre-ask this group of students to be our student actors, helping to check for student understanding and effective application of language.
Differentiation for students with intellectual disabilities / students with lower levels of readiness for lesson
: Provide students with a paper which lists the appropriate greeting options: como estas vs como esta Ud (and more examples). Also, I will circulate during this portion of the lesson to see if students are struggling to be successful / earn tickets for appropriate language choice.
Differentiation for students with high levels of readiness
: Include on that same handout of appropriate greeting options a word and phrase bank which students who are more advanced could choose to utilize - phrases such as, "How is your family?" "What are you doing today?" "Nice weather today, no?" etc This will allow them to further flex their muscles in the language if they choose to take on a little bit of a greater challenge.