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Running head: IMPACT STUDY 1

Impact Study: Eighth Grade Spanish One Unit on

Vocabulary and Grammar

Mariela DeMaio

University of Mary Washington

IMPACT STUDY 2

TABLE OF CONTENTS

Demographic information ............................................................................................................3-7

Assessment Plan and Pretest/Posttest (it’s the same test for both).............................................8-12

Unit (lesson plans, reflections, materials, and samples of students’ work)..............................13-63

Whole class pre- and posttest analysis ....................................................................................64-65

Average front-row and back-row students’ posttest data comparison analysis ............................66

Pre- and Post-Assessment by topic analysis: The conjugation of the verb gustar.........................67

Conclusions based on analysis of data...........................................................................................68

Reflection .................................................................................................................................69-71

Outside sources used ...............................................................................................................72-76

IMPACT STUDY 3

Demographic Profile

Introduction

As part of the requirements for the PreK-12 Education degree from the University

of Mary Washington, I completed my part-time student teaching at a middle school in

Fredericksburg, Virginia. This middle school is in the county of Spotsylvania.

Spotsylvania County is located in eastern Virginia, mid-way between the nation’s capital

in Washington D.C. and the State capital of Richmond, both of which are about 50 miles

distant. Spotsylvania consists of about 407 square miles. According to the United States

Census Bureau, the population in 2012 was estimated at 125, 684. Spotsylvania County’s

high school graduate rate is estimated to be 88.2%.

During my part-time internship I had the pleasure of teaching a classroom of 22

eighth-grade students and working with a Spanish teacher who has been teaching for

about ten years.

The School and the School System

The Spotsylvania County School System has a total of 33 schools. Table 1 shows

the break down of the schools

Table 1

Schools in Spotsylvania County

Elementary Schools 17

Middle Schools 7

High Schools 5

Other 4

IMPACT STUDY 4

There are 23,768 students enrolled in the county, and 856 students are enrolled in

sixth grades through eighth grades at this middle school. Table 2 shows the gender

makeup of the county and the school

Table 2

Gender of Students in the School System and School

Gender School System My Placement

Male 12,279 454

Female 11,489 402

Table 3 shows the racial and ethnic diversity of students, both at the county system level

and at the middle school level based on date from the 2012-2013 academic year.

Table 3

Population of School System and School by Race and Ethnicity

Race and Ethnicity School System My Placement

American Indian 74 8

Asian 656 23

African American 4,358 207

Latino/Hispanic 2,716 96

Native Hawaiian 27 2

Caucasian 14,828 484

Non-Hispanic: Two or

more races

1,109 36

At this middle school 21.42% of students are eligible for free lunch and 8.03% are

John De Maio, 03/29/14,

Source: Virginia Department of Education.


Source: Virginia Department of Education.

IMPACT STUDY 5

eligible for reduced lunch. My placement is not considered a Title I school. The per-pupil

expenditures for students in Spotsylvania County is $9,211 compared to the U.S. average

per-student expenditure for public elementary and secondary schools of $10,834 (based

on data from the 2012-2013 academic year).

My placement did not release data of teacher diversity by ethnicity, race, or

gender. However, in a staff meeting I observed that out of about 40 teachers, three

were African-American and two were Hispanic. Also, more than half of the teachers

present were females. It is necessary to note that during this staff meeting not all of

the teachers were present. There are about 70 teachers at this middle school. Also,

the school could not provide me with information in regards to teachers’ years of

experience, degrees earned and how many are National Board Certified. However, the

county’s average years of experience of teachers are ten-years, about 54 teachers in the

county are National Board Certified, and about 49% hold either a Master’s Degree or a

Doctorate.

Table 4 shows the students per teacher ratio average

Table 4

The student/teacher ratios average

Elementary 23:1

Elementary 24:1

Middle 27:1

High 27:1

In my classroom the students per teacher ratio was 22:1, which is below average.

The Classroom

IMPACT STUDY 6

There are 22 students in my eighth grade Spanish one part two classroom. There

are no students with special needs who have Individual Education Plans (IEPs), 504s or

ESL students. The racial and ethnic diversity of students by race and ethnicity in this

class is the following: three students are Asian, eight students are African American,

three students are Hispanic, five students are Caucasian, and three students are two or

more races, as shown in Table 5.

Table 5

Race & Ethnicity of Students in the Classroom

Ethnicity and Race My Class- Number of Students

Native American 0Asian 3African American 8Hispanic 3Caucasian 5Pacific 0Two or More Races 3

The gender makeup of this class is split evenly with 11 girls and 11 boys, as shown in

Figure 1

Figure 1. Classroom Population by Gender

Males

Females

Reflection

IMPACT STUDY 7

Assimilating the demographics of the school system, the school, and the

classroom made me mindful of the community and the individuals that make up the

school culture. The information gathered in this demographic profile influenced my

teaching because the key to successful instruction begins with knowing your students and

creating lessons that can relate to the students’ interests and life outside of school. My

classroom as shown in Table 5 had a racially and ethnically diverse population. The

students, at all times, showed respect for one another, with no evident inclination toward

racial discrimination or prejudice. The classroom was a safe environment for learning

because the students and teachers respected each other. The content of a foreign language

classroom, after all, allows student to learn about different cultures, beliefs and about the

importance of having tolerance for them.

Assessment Plan

The students were given a 20-questions pre- and post-assessment. The questions

IMPACT STUDY 8

included, multiple choice (some with illustrations), fill in the blank and short answer. The

pre- and the post-test were the same test, which was purposefully done for simplicity in

comparison of data. The assessment had questions on sports vocabulary, how to

conjugate the verbs mirar and jugar using the given subject pronouns, how to conjugate

the verb gustar, the meaning of the word gustar and when to use indirect object pronouns

(IOPs). The last section of the test allowed students to create authentic sentences using all

of the concepts they had learned in the unit (sports vocabulary, the verbs mirar, jugar,

gustar and the use of IOPs with gustar).

Often, my formative assessments were games or white board activities, which

allowed me to ask questions and have an immediate response of every student. Also, I

reviewed important concepts at the beginning of each lesson with a warm-up to see which

students understood the material and which students might be struggling with the content.

Pre-/Posttest

I. Los deportes vocabulario (5 puntos)

1. ¿Qué significa pesca? A. fishing

B. running

C. hunting

D. bicycling

2. ¿En cuál deporte se usa este balon?


I used font 14 for the questions and font 12 for the options because I wanted students to focus on the question first and then look at the options. For the vocabulary section of the pre-and post-assessment I wrote the questions in Spanish because the students knew the terms “Qué significa or cuál” since my mentor teacher has used those terms in class, for homework assignments but on the other sections of the assessment I wrote the questions in English because the instructions were more elaborated and I did not want to confuse the students.


I made changes to the content of the pretest and posttest from the original unit because I did not have enough time to teach all of the content I was planning on teaching. I had to focus on sports vocabulary and three verbs: jugar, mirar and gustar. I draw on the sports’ vocabulary the students learned from the first lesson in sequent lessons. The sports vocabulary allowed the students to practice the conjugation of the verbs: mirar, jugar and gustar.


In the warm-up I asked students to defend their answers. This was a great formative assessment because I could see which students knew the rules for the conjugations of the verbs.

IMPACT STUDY 9

A. El voleibol

B. El beisbol

C. El baloncesto

D. El fútbol

3. ¿Qué significa ganar? A. To lose

B. To win

C. To tie

D. To play

4.. ¿Cuál es el deporte favorito de Lucia y Max? (Hint look at the picture)

A. El voleibol

B. La caza

C. El atletismo

D. La natación


This question continues on the next page. Some students were confused and anxious about this question and were not sure what it was asking until I told them to turn to the next page. Next time I create a summative assessment I will make sure questions do not continue on the next page.

IMPACT STUDY 10

5. El marcador está ___________

A. jugado (jugar)

B. empatado (empatar)

C. ganado (ganar)

D. calentamiento (calentar)

II. Using jugar y mirar (Conjugate each verb in parentheses) (4 puntos)

1. Yo _________ (jugar) baloncesto con mi hermana

2. Ella ____________( jugar) tenis con amigos durante el verano

3. Tú _____________ (mirar) fútbol americano los domingos

4. Nosotros _____________ (mirar) béisbol los fines de semana

I. El verbo gustar

1. ¿Qué significa Gustar? (1 punto) A. To be pleasing to

B. To have interest

C. To understand

D. To play

2. Write the two conjugations (forms) of the verb GUSTAR and explain

when they are used (5 puntos) _________________: ___________________________ and

____________________

IMPACT STUDY 11

_________________: _________________________

3. Write the Indirect Object Pronouns (IOPs) in the chart in order (6 puntos)

Complete the following sentences. Be sure to include both of the required

parts: the appropriate Indirect Object Pronoun (IOP) and the correct form

of gustar (10 puntos)

4. ___________ ______________ la clase de educación física (I like )

5. ____________ _______________las papas fritas (We like)

6 .________________ ____________ el fútbol los domingos (He likes)

7. ____________ ______________ los video juegos (You like)

8. ____________ __________________ la natación (They like)

IMPACT STUDY 12

9. Write three complete sentences that describe what sports you like to

play or watch. Or sports that you don’t like to play or watch. Don’t repeat

sports! One sport per sentence. (9 puntos)

In your sentences include at least one of the following: include where do

you play these sports (court, filed, etc), when do you play/watch these sports

(on the weekend, summer, winter, Saturday, etc), and who do you

play/watch these sports with (friends, your team, family, etc). Don’t repeat

words!

1.___________________________________________________________(Yo/ jugar)

2.___________________________________________________________(Tú/ mirar)

3. ______________________________________________________(Nosotros/ jugar or mirar)

Lesson Plans

Grade Level: Eighth grade


I did not provide the subject pronouns I wanted the students to use in the pretest. The only word in parentheses was the verb I wanted the students to use. For the posttest I gave the students what subject pronoun I wanted them to use so students knew what to do. The pronouns I added to the posttest (tú and nosotros) where the subject pronouns the students were having the most difficulty with during the lessons.


I explained the instructions for this section to the students as soon as I handed out the assessment. However, most students did not follow the instructions. The instructions were to write about what sports they like to play or watch (or sports they do not like to play or watch). No, what his friend or brother likes to play or watch. Most students wrote sentences about friends or used a variety of subject pronouns (which is good! But those were not the instructions). I mentioned this to my MT and she said the students probably got confused because when she gives them an assessment she asks them to write sentences with different subject pronouns and not only about themselves. Also, at the end of the directions I wrote “Do not repeat words” I decided not to take points off for not following instructions because the students were used to writing sentences with different subject pronouns in previous assessments. If I had known that at the beginning before the students took their tests I would of had stressed it to them to only write about themselves. For the posttest I gave the students the subject pronouns I wanted them to write about in parenthesis.


After the students completed the posttest I asked them what was the easiest/hardest section? The easiest section was the sports’ vocabulary and the hardest section was this part because they had to combine everything they had learn in the unit: 1. Sports vocabulary, 2. Rember not to conjugate jugar or mirar when using it with the verb to like, and 3. use the appropriate IOP.

IMPACT STUDY 13

Time Frame: 90 minutes

Designed lessons by: Mariela DeMaio

Class Description: This eighth grade Spanish one part two class has 22 students.

Students are seated in rows. The students’ desks are inches apart from one another, which

allows the teacher to walk comfortably around the room. In this class there are no

students with special needs who have IEPs (Individual Education Programs). The racial

and ethnic diversity of students by race and ethnicity in this class is the following: three

students are Asian, eight students are African American, three students are Hispanic, five

students are Caucasian, and three students have two or more races. The gender makeup of

this class is split evenly with 11 girls and 11 boys.

Essential Questions:

How will I respond to what I hear and interpret what I read in Spanish?

How will I effectively communicate in the target language?

How will I effectively communicate through reading and listening in the target language?

How will I effectively communicate through speaking and writing in the target language?

What are the names of sports in Spanish?

How many expressions can you find where Spanish and English express the same idea

differently?

How will my knowledge of English grammar help me understand Spanish Grammar?

Big Ideas: Learning another language and culture allows students to realize there are multiple ways

of viewing the world.

The knowledge of another language other than English allows students to access

information across the world.


The Hispanic/ Latino students in my class were already familiar with the sports vocabulary but not with the spelling of the vocabulary words. Also, they seemed interested when they learned the rules of gustar and how jugar is a stem changing verb. I reminded them that knowing about their native language is exciting.


Also, there are no students in this class with 5o4s or ESL students.

IMPACT STUDY 14

Spanish is not translated English, Spanish has its own way of expressing ideas.

VA SOLS: SI.1 – Person-to- Person Communication: the student will exchange simple spoken and

written information in Spanish.

SI.2 –Person-to-Person Communication: brief oral and written communications in the

present time, using familiar phrases and sentences.

SI.3- Listening and Reading for Understanding: The student will understand simple

spoken and written Spanish presented through a variety of media and based on familiar

topics.

SI.5 – Oral and Written Presentation: The student will present information orally and in

writing in Spanish, using a variety of familiar vocabulary, phrases, and structural

patterns.

Title of lesson: Sports vocabulary and the verbs mirar and jugar

IMPACT STUDY 15

Rationale: This lesson is important because students need to knows sports vocabulary and

how to use them with the verbs mirar(to watch) and jugar (to play) in order to

communicate successfully in Spanish

Learning Outcomes/Objectives:

Knowledge Outcomes: (Students will be know…)

o The students will know sports vocabulary in Spanish

o The students will know how to conjugate the verbs mirar and jugar

for each subject pronoun

Skills/ Process Outcomes: (Students will be able to…)

o The students will be able to write, read, speak, and understand

spoken information in Spanish in relation to sports and the

grammar usage of the verbs mirar and jugar

Concept Outcomes: (Students will understand that…)

o The students will understand that vocabulary acquisition and

grammar usage are the key to learning, communicating and

understanding a foreign language (Spanish)

Assessments:

Pretest

Formative Assessments: Total Physical Response (TPR) model, white board

activity, homework

Summative Assessments: Posttest

Differentiation: Students can work with a partner or individually during the whiteboard activityMaterials:

IMPACT STUDY 16

Sports vocabulary chart worksheet

Vocabulary PowerPoint for sports

Pronombre song (YouTube)

Pronombre song lyrics

Mirar and jugar conjugation worksheet

Mirar, jugar and sports homework

Attention getter for smooth transitions: I will explain this to students the first day, “si

escuchas mi voz, aplaude dos veces. Si escuchas mi voz, aplaude tres veces” (if you can

hear me clap two times, if you hear me now clap three times)

Activities/ Procedures:

Pretest: Students will take the pretest the class before I start to teach my unit.

Step 1

Purpose: Review from the class before / Review how to say the date, seasons, today,

tomorrow, yesterday, days of the week/ months, the year vocabulary.


Warm up: For this day my mentor teacher has a warm up she wants me to do before I

start teaching my unit to review what the students did the class before.

Transition: I will play Spanish/Hispanic/Latino music while students are working on

their warm-ups. When time is up I will stop the music and this means it is time to go over

the warm-up.

Before going over warm-up show and states the objectives for this lesson. They will be

written on the board. (Students will know the objectives/purpose of this lesson)

Ask the following questions before going over the warm up.


My mentor teacher does this with the students. It is a great way to reinforce essential vocabulary (days of the week, weather, seasons) with students every class.


I enjoy telling the students what is the purpose of each class and linking their learning to the real world because I wanted students to know that they were in my classroom for a purpose.


The students enjoyed listening to music while working on their warm-up. However, YouTube was a hit or miss each day. Some days it was blocked.


I attempted to use this attention getter for smooth transition with the students but what worked the best was standing in-front of the classroom and counting backwards in Spanish from one to five. This strategy worked best because that is what my MT does and the students are used to it.

IMPACT STUDY 17

¿ Qué día es hoy?

¿ Qué día fue ayer?

¿ Qué día será mañana?

¿ Cuál es la estación?

Go over the warm up two times! (WHY? because more review, opportunities for

participation and allows students who did not understand the question/answer the first

time to try and understand it again)

Transition: Put your warm ups away in your binder (Remember I will collect them for a

grade at the end of the week)

After the warm up check the homework with the students

Step 2

Purpose: Hook


Tell students: Today you are going to learn deportes vocabulary.

From this pictures (Show students a picture of different people playing a variety sports)

¿Qué significa la palabra deportes?

Choose a student to answer

¡Excelente! it means sports

Transition: Pass out sport vocabulary chart

Tell students with this chart you are going to learn deportes (sports) vocabulary by

writing the vocabulary word and drawing an image/symbol that represents that word.

You will get 30 seconds to draw each picture per word and if we have time at the end of

class (most likely not but do not tell this to the students) you can color your pictures or


The students’ got excited about the material because I asked them a question about it before I told them what it was.


Most of the time it was not enough to say the transitions once. I had to repeat them at least twice and sometimes I had to model what I wanted the students to do.


The strategy of going over the warm-up twice is great because most of the students had the opportunity to participate. Also, it is a form of differentiating instructions because it allows students who are having trouble with the content to be able to earn participation points

IMPACT STUDY 18

you can color your pictures at home if you want. The vocabulary words are already

written in your chart but make sure you re-write them underneath or next to your picture.

¿Hay preguntas? (Any questions?)

Step 3

Purpose: Introduce/teach vocabulary words

Teach pronunciation of vocabulary words.


Vocabulary PowerPoint (images and spelling of the words)

Show students the image and the spelling of the word. Say it once and then give students

30-40 seconds to draw/ re-write the vocabulary word on their charts. Then say the word

again.

After going over the sports vocabulary PowerPoint and students completed their sports

vocabulary charts ask students if they have any (relevant) words they will like to add to

the sports vocabulary list? (Add words if necessary)

Transition: Ask students to stand up! (levantense)

Step 4

Purpose: Review vocabulary to gives students the opportunity to move around


Now as a class we are going to stand up and act out the vocabulary words (TPR [Total-

Physical- Response] model).

TPR Steps:

This is what we are going to do


During this lesson I noticed that the steps for TPR have to be quick. Say a word, model the command, ask students to repeat the command and move to the next word. The students were engaged but some got distracted at the beginning of TPR because I was not going fast enough.


The students enjoyed adding words to the list with sports like to play or watch. For example, softball (softbol), lacrosse (the same in Spanish, lacrosse), and dodge ball (balón prisionero).


After explaining the instructions for this activity. I asked a student to repeat them because I did not want confusion once I started with the PowerPoint presentation

IMPACT STUDY 19

1. I am going to say a vocabulary word and model the action. For example, I say,

nadar and at the same time I pretend I swim around the classroom. Then I will

say to the students “repitelo porfavor”. I say nadar and students have to repeat

the action.

Transition: After practicing several vocabulary words move on to step two

2. I say a vocabulary word and wait briefly (2 seconds) to give students a chance

to initiate the physical response before I model the behavior

Transition: After practicing several vocabulary words move on to step two

3. I give a command without modeling and students respond.

Reflection of the model: I used the Total Physical Response Model because research

suggest that physically acting out commands/ vocabulary words while listening to the L2

produces retention of the target language in the long-term memory. TPR allows students

to use their bodies along with their minds to help them acquire the vocabulary words.

**Examples of commands and physical responses: someone playing soccer: kicking the

ball, playing, baseball: throwing the ball, running, swimming, winning, loosing. We will

do TPR for each vocabulary word at least once**

After TPR we will play a short game of Simon says.

Transition: Who knows how to play Simon says?

Here are the rules for Simon dice (Simon says):

I tell students a sport vocabulary word and they have to act it out correctly in accordance

to the vocabulary word but only if I say Simon dice first. If students do not act it out, act

it out incorrectly (act out another word) or do it when I do not say Simon dice (Simon


The students were engaged during Simon dice. They enjoyed learning with a game.


At the end of TPR model (I made an adjustment) and allowed students to come up with other motions that will help them remember the vocabulary words. Some students came up with really good motions and I could tell they enjoyed that I valued and respected their input.

IMPACT STUDY 20

says) those student have to sit down. The winner/winners will get a peso (point of extra

credit for a test or big project) or candy.

Transition: Okay 8th graders sit down. Who can tell me the subject pronouns in order?

Pass out lyrics for pronombre song

Step 7

Purpose: Review subject pronouns with a song


Now we are going to review the subject pronouns with a song.

Lets listen to the song first and while you are listening to the song follow along with the

lyrics I just gave you. You may write on this piece of paper if you want. It is yours to

keep.

Now lets sing along with the song (twice).

Okay put the lyrics of the pronombre song in your binder.

Ask the class- Show me with your fingers from 1-5 (1 being I do not know them and 5

being I know them in my sleep) how confident you feel now if I ask you the same

question “who can tell me the subject pronouns in order?”

Transition: Pass out mirar and jugar conjugation charts.

Step 8

Purpose: Introduce the verbs mirar (to watch) and jugar (to play) and review

personal pronouns


Who can tell me by raising their hand ¿qué significa mirar? …

Mirar means to watch.


In my original unit I did not teach the verb mirar while also teaching the verb jugar but it seemed to be best since they were learning to say either play or watch a sport.


I used the wait time strategy I mentioned in my journals when I asked this question. The only student who raised her hand was a Spanish native speaker so I asked the question again and with my finger I pointed to my eyes. Then students said “ohhh” and hands started to rise.


All of the students showed me 4s or 5s with their fingers. This was an opportunity for students to self-asses their knowledge


The first round the students were not singing so I started to sing really loud. The students thought it was funny and by the second round they were more engaged.


Songs are catchy and can help students remember content.


Before I taught my unit I noticed how some students did not know the subject pronouns (SB) in Spanish. The students who did not know the SB had a really difficult time forming sentences and conjugating verbs.


Only three students raised their hands. Two of those students were Spanish Native speakers.

IMPACT STUDY 21

Mirar is a regular verb so what you need to do is fill in the first column with the subject

pronouns in order and on the second column conjugate the verb mirar for each subject

pronoun.

I gave you the conjugation for jugar because jugar is not a regular verb. Look at the

conjugations and see if you can find something different or weird about the conjugations

of this verb.

Jugar is a stem-changing verb. You do not have to know the rules on how to conjugate

stem-changing verbs just yet! But I do want you to remember how to conjugate and how

to spell the conjugations for this verb because you are going to use it with the sports

vocabulary.

Practice pronunciation with each subject pronoun and its conjugation for both verbs.

Transtion: get with your compañero /a (partner) and one of you go get a white board and

a marker

Step 9

Purpose: Using sports vocabulary with the verbs jugar and mirar

Activities/Procedures:

White Board Activity

Give students sentences in English and ask students to translate them (review of the verbs

mirar, jugar and sports vocabulary).

Transition: Pass out what is for homework

Step 10

Purpose: Clarifications/Closure

Explain the homework and ask if students if they have questions (¿Hay preguntas?)


Great formative assessment to use with the students!


Learning the conjugation of the verb jugar before teaching them stem-changing verbs won’t be confusing to students because students will know how to use the verb jugar correctly with sport vocabulary and then when they learn how to conjugate stem-changing verbs they can recall this verb and see how and why this verb is different from regular verbs. (Honestly, Dr. Davis I wish I could teach students the rules of stem-changing verbs before teaching students the verb jugar however, students need to learn this verb with sports vocabulary to be able to use these vocabulary words efficiently. This is the main reason why I am teaching them this verb now).


One student said “there is a ue for the conjugations.

IMPACT STUDY 22

Title of lesson: Continue with sports vocabulary, mirar, jugar, and Jigsaw Model

Rationale: This lesson is important because students will continue to review sports

vocabulary, and the verbs mirar and jugar. Also students will read a short narrative in

Spanish about a sport so they can put to practice what they have learned about sports

vocabulary and the verbs mirar and jugar so far.



o The students will know sports vocabulary in Spanish

o The students will know how to conjugate the verbs mirar and jugar

for each subject pronoun



spoken information in Spanish in relation to sports and the

grammar usage of the verbs mirar and jugar



grammar usage are the key to learning, communicating and


Assessments:

Pretest

Formative Assessments: warm-up, pegalo game, homework


Differentiation: Select reading based on students’ ability


One of the reading was a little more e so I made the Jigsaw groups based on that difference.

IMPACT STUDY 23

Materials:

Pegalo card sets

Jigsaw readings

Jigsaw graphic organizers

Homework (find the mistake and make corrections)

Step 1




Warm up: On the SmartBoard I will put up six pictures of sports and students have to

label those pictures with the correct sports vocabulary (Review)



the warm-up.



Ask the following questions before going over the warm up. ¿ Qué día es hoy?







IMPACT STUDY 24



After the warm up check the homework with the students Step 2

Purpose: Review sports vocabulary words


Pegalo game

It is a really fun, engaging way for student to practice vocabulary. Students’ work on

groups of 4 (I make up the groups) and each group has a set of about 20 vocabulary

words OR pictures printed out. When I say, "nadar" they need to find the picture of

someone swimming as fast as they can, tap it and grab the card before the other group

members do. Whoever grabs the card keeps it. At the end of the game, whoever has the

most cards wins.

Also instead of just saying the words in Spanish I acted out the action of doing the sport.

Transition: 8th graders one of your team members can collect the pictures and tum them

into me. The rest take out a piece of paper and a pen/pencil. Now put everything away.

Put all your materials underneath your desk.

Step 3

Purpose: Extend student knowledge with the Jigsaw Model/ Reading about sports


Jigsaw Steps:

Step one: Now instead of me being the teacher you are going to teach your classmates!

The class is going to be divided into groups. First into learning groups and then into

expert groups (and yes I will form the heterogeneous, mixed levels groups)


I was really careful when forming these groups because I wanted the students who were working together to be able to support one another.


After acting out the first vocabulary word, the students wanted me to act out all of them. So I did!


Students had a lot of fun playing this game

IMPACT STUDY 25

Step two: (Transition): On the board show students their learning groups. Tell students to

stand up, quietly and quickly and sit with their group members. Remind students to take

their pencils/pens and pieces of paper.

Step two (continue): Tell students these groups are your learning groups (grupos de

aprendizaje). Please remember your learning group! (It is okay if they do not because I

have a list of the groups)

Step three: (Transition): On the board show students their expert groups. Tell students to

stand up, quietly and quickly and sit with their group members. Remind students to take

their pencils/pens and pieces of paper.

Step three (continue): Pass out jigsaw readings to students (either the besibol or the jai

alai depending on the group). Tell students: you are going to become experts of what you

read in your expert groups (helping each other and making sure everyone understands the

material) and then you are going to go back to your leaning groups and teach/tell the

other students in your learning groups who did not get to read what you read.

Any questions so far (¿Hay preguntas?)

Transition: Pass out graphic organizer and questions

Step four: Give expert groups 15 minutes to read and discuss the readings. First students

must read and answer the guiding questions in the graphic organizer by themselves then

discuss the information with their groups. During this time I will be walking around

seeing the process, students may ask questions, use dictionaries. Students must complete

guiding questions.


I was impressed to see how most of the students started to read right away and they were completing their graphic organizers. Some students needed support and encouragement since the narratives were only in Spanish. But one I told them to read and try to understand the words that they knew they began reading and got excited when the understood the narrative.


This was the best idea to avoid confusion among students.

IMPACT STUDY 26

Transition: Now quietly and quickly please go back to your leaning groups. (Make sure

students are in the correct learning groups and they did not switch groups)

Step five: There are four students in each learning group. Two students read Béisbol and

the other two read Jai Alai. Each pair of students teach/ tell the other pair of students

about the information they read. Students learning the new information have to fill in a

graphic organizer. I will give students 26 minutes (Each pair of students have 13 minutes)

I will tell students you will be quiz on this information

After the 26 minutes I will ask: do you need more time? If they do ill give them 5 more

minutes.

Transition: Go back to your regular sits. Pass out short jigsaw quiz

Step 6: At the end of class ask students why they did or did not like to do jigsaw (Exit

card). What did they learn? Would you add or make any changes? (Tell students: please

be appropriate and provide constructive feedback)

Reflection of the model: I used the Jigsaw Model because during this lesson I wanted

students to read, speak, listen and write in Spanish. The Jigsaw Model allows students to

do them all: read (different texts), write information from the text, share information

about the text with their classmates (in their learning groups) listen to their classmates tell

them information about the text.

Transition: Pass out what is for homework and exit card

Step 9


Explain the homework and ask if students have questions (¿Hay preguntas?)

Please complete your exit cards and turn it in to me at the door before you leave.


Most of the students enjoyed doing the Jigsaw and were proud that they read a short narrative in Spanish and they were able to talk about it with their classmates.


I did not give the students a quiz on the information. The students only had to answered the questions on the graphic organizer. I collected the graphic organizers at the end of class for a grade.

IMPACT STUDY 27

Title: Introduce the verb gustar

Rationale: This lesson is important because students need to know how to use the verb

gustar when speaking and writing. Also, recognize how the verb gustar is used when

students are reading and listening. Students need to know how to say what they like

doing.

Learning Outcomes/Objectives

Knowledge Outcomes: (Students will know…)

o Students will know how to speak and write using the verb gustar with indirect

object pronouns

o Students will know that some verbs in Spanish are used in the third-person

singular or plural, with an indirect object pronoun

Skills/ Process Outcomes: (Students will be able to…) o The students will be able to form spoken and written sentences using the verb

gustar

Concept Outcomes: (Students will understand that…) o The students will understand that one way they form connections with

others is through using common rules for language (such as the rules for

gustar).

Assessments: Pretest

Formative Assessments: homework, warm-up, cachito game, white board activity


Differentiation: Allow students to have more guided practice if they need it.

Materials: Gustar notes, white boards/markers, gustar homework sheet

IMPACT STUDY 28

Activities/ Procedures: Step 1




Warm up: On the SmartBoard I wll ask the students to the write the following sentences

in español and be prepared to defend your answer:

1. I play soccer with my friends during the summer

2. He goes fishing with his family on Saturday

3. They play video games on weekends

4. You (formal) watch the baseball game on Sundays

5. She watches football with friends (all girls)



the warm-up.




Ask the following questions before going over the warm up and after stating the

objectives. Go over the warm up two times!






I did not want the students to just tell me the answer. I wanted them to tell me why the chose that answer. Great way to assess their knowledge! Most students liked being questioned when they did not know why they chose an answer. However, one student felt uncomfortable and refused to answer. My mentor teacher has had several talks with this student about him not participating. He says that he does not like to talk or participate.

IMPACT STUDY 29

¿Qué tiempo hace hoy?

Go over the warm up two times! (WHY?: because more review, opportunities for




grade at the end of the week).


Step 2

Purpose: Review

The students will play a game to review sports vocabulary and the verbs jugar and mirar.

The game is called Cachito. The students have to roll a dice twice and with the numbers

they get from the dice they have to form a sentence. The students will play in teams of

fours.

Transition: One person from your team return the dice to the box and everyone else go

back to your seats.

Step 3

Purpose: Introduce the verb gustar using The Direct Instruction Model:

Step 5 is modified: there will be no opportunity for students to check their work

independently because this can cause disruption to other students. Students will check

their work as a class

Activities/Procedures:

Step 1: (Review previously learned material)

Review Indirect Object Pronouns


The students enjoyed playing this game and it was a great review for them. I walked around the room observing which students had trouble conjugating the verbs or saying the vocabulary words in Spanish.

IMPACT STUDY 30

me (me)te (you-familiar)le (him, her, you-formal)

nos (us)os (you-all-familiar)les (them, you-all-formal)

Direct: a direct objet (DO) is the word describing a thing, which receives the action.

Answers to the question: The what? to a verb?

Ejemplo: Jeremy sold me his bike

The action is: sold

The what? (DO) is: bike

Indirect object pronouns (IO): For whom a specific action in a sentence is performed

Answer the questions: For whom or to whom? Using the verb and the direct object.

Ejemplo: Jeremy sold me his bike

The action is: sold

The what? (DO) is: bike

The whom? (DI): me

Check for understanding. Ask students to do thumbs up if they understand DO and DI

(Additional example if needed)

We sent him money

The action is: sent

The what? (DO) is: money

The whom? (DI): him

Step 2: I already stated the objectives before going over the warm-up


The students briefly learned IOPs last year so most of them gave me thumbs to the middle

IMPACT STUDY 31

Transition (Hook): Today you are going to learn a new verb in Spanish. The verb gustar.

Can anybody tell me what it means? Guesses?

Pass out gustar notes and highlighters

Step 3

Step three: (Introduce/ teach the verb gustar)

Pass out notes and tell students to highlight information

Periodically ask questions to check on the level of understanding (thumb up, thumbs to

the side, thumbs down)

Gustar means to like and the literal definition is to be pleasing

Tell students: Look at your gustar notes I handed out.

Ejemplo:

English: I like the book

Spanish: The book is pleasing to me (Me gusta el libro)

This verb is different than the other verbs you have learned so far

This verb requires the use of indirect object pronouns (this is why we reviewed).

Unlike other verbs in Spanish, gustar uses only two forms: GUSTA and GUSTAN.

THAT IS IT! You do not have to conjugate gustar for each subject pronoun (this is nice)

When using gustar the subject of the sentence is not the indirect object pronoun but what

is being liked (the object) REMEMBER: the verb is conjugated to agree with the subject

of the sentence ALWAYS! In this case the subject is what is being LIKED!

If you like “the color blue” then the verb is conjugated as “gusta” because what is being

liked is singular.

If you like “los video juegos ” then the verb is conjugated as “gustan” because what is

being liked is plural.


At the beginning students kept conjugating gustar in accordance to the IOP so I had to write and draw on the white board examples of gustar and arrows to what was being liked. After that mini lesson students began to conjugate gustar in accordance to what is was being liked.


The students got excited to know that they did not have to conjugate gustar for each subject pronoun. I wanted to emphasize this because I wanted students’ to be engaged during this grammar lesson. Most of the students were engaged since I asked questions so they could be active participants.


I was uneasy saying this phrase because I did not want students to twist it around into something sexual. My MT told me to be careful when I say this phrase. However, no students said anything about it.

IMPACT STUDY 32

If you like to do something (infinitive of a verb) such as “leer” then the verb is

conjugated as singular (gusta)

Gusta = singular

Gustan = plural

Remember, the IO pronoun is NOT the subject of the sentence!

Ejemplo: Nos gustan la musica (incorrect) ask students why?

Ejemplo: I like to walk my dog (Me gusta caminar a mi perro)

The subject in this sentence is __________(dog)

Formula to use the verb gustar:

Indirect object pronoun + gusta(n) + subject

Ejemplo: Me gusta correr

Indirect object pronoun: me

+ gusta (because to run is singular)

+subject: correr

To make it a negative statement (I do not like) just add no in front of IO pronouns

No me gusta la clase de matemáticas

Step 4: (Practice, practice, practice, and corrective feedback)

I do: Show students examples of how to use Indirect Object Pronouns and the correct

conjugation of gustar. (I will show examples on the SmartBoard)

I like pizza

The pizza is pleasing to me (In Spanish we basically say this sentence backwards)

Me gusta la pizza

If you like “la pizza” then the verb will be conjugated as “gusta” because “la pizza” is

singular.

I do: We like the movies

The movies are pleasing to us (In Spanish we basically this sentence backwards)

Nos gustan las peliculas

We do: Lets do an example together! (I will use examples on the SmartBoard. (SB) I will

ask students to come up to the SB and write the answer)

Ejemplos: She likes Spanish class

IMPACT STUDY 33

What should you do first? Re-write the sentence using pleasing: spanish class is pleasing

to her

Now remember the formula to use the verb gustar:

Indirect object pronoun + gusta(n) (choose in reference to the subject/ is the subject

singular or plural?) + subject

Le gusta la clase de español

Lets try another one: I like French fries

What should you do first- Re-write the sentence using pleasing: French fries are pleasing

to me

Now remember the formula to use the verb gustar:



Me gustan las papas fritas

How about this example:

_________ _______________ nadar ( Nosotros, gustar)

Lets look at the formula since we are no longer translating English to Spanish

formula to use the verb gustar:



We have to use the IO pronoun for nosotros what is the IO for nosotros?

Nos

Who can tell me what is the next step? - Is what is being liked singular or plural or an

infinitive?

Infinitive

Who can tell me what is the rule when you like an infinitive?

Always use the singular form of gustar

What is the singular form of gustar?

IMPACT STUDY 34

So we have Nos gusta nadar

And this example:

____________ ________________ el libro (Vosotros, gustar)





We have to use the IO pronoun for what pronouns? – Vosotros

What is the IO for vosotros?

Os


infinitive?

Singular

Who can tell me what is the rule when what is being liked is singular?

Use the singular form of gustar

What is the singular form of gustar?

Gusta

So we have Os gusta el libro

Lets try this example:

_____________ ______________ las peliculas comicas (Tú/Gustar)






Most students appreciated this formula because it aided them on how to form sentences with the verb gustar and IOPs.

IMPACT STUDY 35

We have to use the IO pronoun for what pronouns? – Tú

What is the IO for Tú?

Te


infinitive?

Plural

Who can tell me what is the rule when what is being liked is plural?

Use the plural form of the verb gustar

What is the plural form of gustar?

Gustan

So we have Te gustan las peliculas comicas

Do as many examples as needed

Check for understanding: Ask students are you ready to conjugate the verb gustar with

IO pronouns? (thumbs up, to the side or down)

If you need more practice is perfectly fine. Who needs more practice? We can move to

this side of the room and practice some more. The rest of you are going conjugate the

verb gustar with IO pronouns independently

Step 5: (Student independent practice, practice, practice)

Now it is your turn to conjugate the verb gustar with IO pronouns

Give students fill in the blank sentences to practice

I will walk around the room making sure students are on task and they are not making

any mistakes as well as working with those students who need more practice

(multitasking is my middle name ) Once students feel more comfortable conjugating

the verb gustar with IO pronouns they will have to work on the independent practice

worksheet as well

Now lets check your work as a class (students will participate and I will call on students)


I wanted to check the independent practice as a class to check for students’ understanding and make notice on what was a challenge for them. The gusa vs gustan was a challenge for them.


All of the students were ready to do the individual practice

IMPACT STUDY 36

Check the independent practice as a class

Step 6: (Review student performance when conjugating the verb gustar with IOPs

periodically and offer corrective feedback if necessary)

Check students’ homework, warm-up and students will have to conjugate the verb gustar

with IOPs all the time after this lesson and as they learn new vocabulary. I will have

plenty of opportunities for review and corrective feedback.

Transition: Now you are going to do a white board activity. Move your desks quietly so

you and your neighbor (partner since the beginning of the year unless otherwise

specified) are sitting right next to each other. One partner quietly and quickly get the

materials needed (white board and marker).

Reflection of the model: I used the Direct Instruction Model in this lesson because

learning grammar for students can be overwhelming and confusing. I wanted to provide

students with guided practice with many opportunities of corrective feedback before

students had to complete the independent practice. The Direct Instruction Model allows

students to observe the teacher, work with the teacher/peers and then assess what they

learned by independently completing exercises.

Step 3:

Purpose: Checking for understanding/ Review

Activities/Procedures

White board activity:

Students will read on the SmartBoard a description of something someone likes or does

not like to do and students have to write le gusta,no le gusta or the plural form of gusta

(gustan) depending on which indirect object pronoun they see.

Ejemplo: Marisol: jugar tenis/ no (this is what students will see on the board)

IMPACT STUDY 37

Then students will have to work with their partners and write the correct answer (A ella

no le gusta jugar tenis leer) on their white boards and put them up. The pair that puts their

board up first and it is correct receives a point (Students will keep track of their own

point. Obviously I will mentally keep track too so there is no issues later) Winners will

receive a peso or candy.

Here is a list (I will have more maybe 10) of what students will see on the board (each

will be in an individual PowerPoint slide)

1. Mario: correr/si

2. Él: nadar/ no

3. Yo: comer/ si

4. Ellos: cantar/ si

Transition: The partner that collected the materials has to return them quietly and

quickly. Pass out the homework

Step 4


Explain the homework and ask if students have questions (¿Hay preguntas?)

Title: Continue with the verb Gustar and introduce hobbies vocabulary

Rationale: This lesson is important because students are able to review and practice the

correct usage of the verb gustar and learn hobbies vocabulary in order to communicate

effectively in Spanish




This activity was engaging because students were competitive.

IMPACT STUDY 38

o Students will know how to speak and write using the verb gustar

with indirect object pronouns

o The students will know hobbies vocabulary in Spanish


o The students will be able to form spoken and written sentences

using the verb gustar


spoken information in Spanish in relation to hobbies.



grammar usage are essential for learning, communicating and


Assessments:

Pretest

Formative Assessments: Warm-up, white board activity


Materials: gustar practice sheet, yellow paper, answer keys, glue sticks, scissors, hobbies

vocabulary chart


Step 1




Warm up: Gustar review warm up

IMPACT STUDY 39

Fill in the blanks with the correct indirect object pronoun (IOP) and conjugation for

gustar.

Hola me llamo Lucia. A mí ______ _______ir al parque con mis amigos. A ellos

_______ ______ practicar deportes en el parque. A nosotros _____ ______ jugar

fútbol. Luis no juega bien fútbol. A él no ______ ______ correr. A mí sí ______

_______correr. ¿A tí _____ _______ jugar fútbol. ¿A tí _____ ______ los deportes?



the warm-up.








¿Qué tiempo hace hoy?








I asked the students to defend their answers. Tell me why you chose that IOP and that form of gustar. This was a great formative assessment and review for the students.

IMPACT STUDY 40

Step 2

Purpose: Review of IOPs (Indirect object pronouns)

Take out your gustar notes and with your finger point at the IOPs.

I say the IOPs and then I ask the students to repeat them (me, te, le nos, os, les)

I wisher the IOPs and I ask the students to whisper them

I say them in a funny voice and I ask the students to say them in a funny voice

Transition: pass out yellow paper and ask students to fold it “hamburger style”

Step 3

Purpose: Review the verb gustar and IOPs

Students will make a gustar review booklet since they have their test next class.

On the front side of the booklet write the title: ¿Cuándo uso Gusta o Gustan?

Open the booklet and on the left side write Gusta and when you use gusta (when you like

singular nouns or infinitives). On the right side write gustan and when you use gustan

(when you like plural nouns).

Transition: Pass out gustar individual practice sheet

Students I need you to listen to these instructions

Instruction one: complete this individual practice

Instruction two: Come over to this table and check your answers there are several keys so

more than one student can check his or her answers.

Instruction three: After you check your answer and make corrections if necessary. On the

way back to your seat pick up a glue stick and scissors.

Instruction four: Cut out the sentences from the individual gustar practice you completed

and glue them appropriately to either the gusta or gustan section of your gustar booklet.

Step 4

Purpose: Teach/introduce hobbies vocabulary


Since the posttest is next class hobbies vocabulary wont be part of this assessment. However, I decided to teach the hobbies vocabulary because the students were able practice the verb gustar not only with sports but also but hobbies vocabulary. I did not want the students to just practice gustar with sports vocabulary because I did not want to bored them with the same words over and over again.


The students had their posttest next class and were really excited to have this booklet as a study tool. They had a visual of the gustar’s rules that they created!


I walked to the table and picked up the answer key, then the pair of scissor and the glue stick


These instructions were displayed on the SmartBoard just in case students forgot what to do.


I demonstrated how to fold the paper


The students enjoyed practicing the IOPs with funny voices and whispers. I told them this can be a brief song your learn, “me, te, le nos, os ,les”

IMPACT STUDY 41

From this pictures (Show students a picture of people doing different hobbies) ¿Qué

significa la palabra pasatiempos?

Choose a student to answer

¡Excelente! it means hobbies

Transition: Pass out hobbies vocabulary chart

This time I gave you the vocabulary word in Spanish and a picture of the word. As we go

over the PowerPoint I want you to write the English word (Any questions?)

Transition: get with your compañero/a

Step 5:

Purpose: Review vocabulary words with physical motions

With your compañero/a come up with physical motions for each hobby vocabulary word

that will help you remember the word (while students come up with physical motions

handout white boards and markers per partners).

Quick everyone show me your motion for … and say each hobby vocabulary word.

Transition: Now we are going to play a game to review sports/hobbies vocabulary words

and the verbs gustar, jugar and mirar. Next class you have a test. You do not have to

worry about the hobbies vocabulary for the test because you just learned them today and

you need more practice with them.

Step 6

Purpose: Review sports/hobbies vocabulary words and the verbs gustar, jugar and

mirar

White board review activity game


The students were really thankful they got to review the sports vocabulary and the verbs: mirar, jugar and gustar. All of the students were participating and trying really hard.


All of the students came up with great motions! After class three students told me that they enjoyed this quick review activity.


Due to the limited amount of time I had they students’ did not have draw an image like the did for the sports vocabulary.

IMPACT STUDY 42

On the SmartBoard I will show student the verbs in English and a picture of the sport

For example:

We like to play…. And a picture of a man playing tennis. So the students have to write on

their white board the translation of the English words to Spanish and label the picture

using the correct sports vocabulary word.

Step 7


Show students what to study for the posttest (sports vocabulary and spelling, the verbs

jugar, mirar, gustar and IOPs) and ask if students have questions (¿Hay preguntas?)

The homework is to study!!!!!

AppendicesHomework # 1I. Fill in the charts with the conjugations of the verbs jugar and mirar include the pronouns for each conjugation (yo, tú, él, ella, usted, nosotros, vosotros, ellos, ellas, ustedes)

Jugar

IMPACT STUDY 43

Mirar

II. Make sports vocabulary and images notecards for 15 vocabulary words (make sure to include la pesca, la caza, la natación, el atletismo, el marcador, empatar, ganar,)

Los deportes

El fútbol americano El fútbol El voleibol

El jockey sobre hielo El jockey sobre hierba El béisbol


The students had the most difficulty with these vocabulary words on the pretest

IMPACT STUDY 44

El baloncesto El tenis El natación

La lucha libre El atletismo La equitación

La gimnasia Las animadoras/Los animadores

La pesca

La caza Practicar El calentamiento

Los deportesTirar/Lanzar Atrapar Patear

Golpear Anotar un gol (punto) Empatar

IMPACT STUDY 45

Equipo Ganar Perder

El Atleta/La atleta El partido La pelota /el balon

La raqueta El bate El campo

La cancha La piscina

IMPACT STUDY 46

Canción Do Re Mi: Pronombres personales

"Yo" is "I"

and "Tú" is "you"

"Él" and "Ella" -- "he" and "she"

"Usted" is "you" more formally

"Nosotros/Nosotras both mean "we"

"Ustedes" --- "you all" the Southern way (Formal and informal in

South America) (Formal in Spain)

"Vosotros" -- "you'all" (informal) but just in Spain

"Ellos" and "Ellas" both mean "they"

And that bring us back to yo, yo, yo, yo

(Now is your turn ¡vamos a cantar!)

IMPACT STUDY 47

El Verbo Mirar

EL Verbo Jugar

IMPACT STUDY 48

Homework lesson #2

Each sentence has a mistake find the mistake and write the correction. Then translate the

modified sentence.

Ejemplo: Nosotros miras tennis el lunes

Correction: Nosotros miramos tenis el lunes

Translation: We watch tennis on Monday

1. Yo juegas baloncesto en la cancha

Juego

Juegas

Juega

Jugamos

Jugáis

Juegan

IMPACT STUDY 49

Correction:_______________________________________________

Translation:______________________________________________

2. Ella miro el partido de fútbol americano con su familia

Correction:_______________________________________________

Translation:______________________________________________

3. Ellos juegan al futball

Correction: ________________________________________________________

Translation:______________________________________________

4. Vosotros miro el partido de béisbol

Correction: ______________________________________________

Translation: _____________________________________________

5. Yo miráis el partido de jockey sobre hielo el fin de semana

Correction:__________________________________________

Translation::_________________________________________

IMPACT STUDY 50

6. Mis amigos juega voleibol el domingo

Correction: ___________________________________________

Translation: __________________________________________

Jigsaw Graphic Organizers

IMPACT STUDY 51

IMPACT STUDY 52

IMPACT STUDY 53

Questions for graphic organizers

El Jai Alai (Put the title in the middle square) 1. ¿El jai alai también se llama?

2. ¿Dónde esta el Pais Vasco? (Qué país?)

3. ¿Dónde se juega el Jai Alai (campo, cancha, piscina)?

4. ¿Cómo se llaman los jugadores del jai alai?

5. Nomra tres prendas de vestir y sus colores que los jugadores del jai alai visten

Béisbol : El pasatimpo nacional (Put the title in the middle square) 1. ¿Cuál deporte es popular?

2. ¿ Dónde se juega?

3. ¿Cuándo se juega? (¿Qué meses?)

4. ¿En cuáles otros países es este deporte popular?

5. Roberto Clemente: ¿De dónde es? ¿Cuál es su ocupación

IMPACT STUDY 54

El Verbo Gustar (Notes)

Gustar = to be pleasing (to like)

Formula to use the verb gustar: Indirect object pronoun + gusta or gustan depending if the subject is plural or singular +

subject (What is being like)

The verb gustar functions differently from other verbs you have seen so far

in TWO ways:

1. They do not use subject pronouns such as YO o TÚ, instead they use

the indirect object pronouns (ME, TE, LE, NOS, OS, LES).

Yo Me

Tú Te

Él, ella, usted Le

Nosotros Nos

Vosotros Os

Ellos, ellas, ustedes Les

2. The verb GUSTAR doesn’t have 6 different endings (conjugations).

GUSTAR only has two endings: one for singular, one for plural.

The way we would conjugate a verb like GUSTAR would be as follows:

Singular form of the verb Gustar Plural form of the verb Gustar

Me gusta Me gustan

Te gusta Te gustan

IMPACT STUDY 55

Le gusta Le gustan

Nos gusta Nos gustan

Os gusta Os gustan

Les gusta Les gustan

The singular forms (gusta) are used when only one thing is liked

The plural forms (gustan) are used when more than one thing are liked

***REMEMBER: the verb is conjugated to agree with the subject of the

sentence ALWAYS! In this case the subject is what is being LIKED!

The structure of GUSTAR in sentences would be as follows:

Gustar + singular nouns =

Gustar + infinitive =

Gustar + plural nouns =

To make it a negative statement (I don’t like) just add no in front of \ the

indirect objet pronoun (IOP)

No me gusta la clase de matemáicas

Other verbs like gustar:

Interesar:

Aburrir:

IMPACT STUDY 56

Homework lesson # 3

Nombre__________ Fecha________________ Clase_____________

I. Complete the chart with the Indirect Object Pronouns (IOP)

Yo= Nosotros =

Tú= Vosotros =

Él, ella, usted = Ellos, ellas, ustedes =

II. Write the two forms of the verb gustar and explain when they are used?

1.

2.

III. How do you say I don’t like?

IV. Fill in the blacnk with the correct IOP and form of gustar

1. A Roberto _________ ____________ navegar y hacer jet ski. 2. A nosotros _________ _______ pasear en el bote 3. A mis amigos _______ ________gusta nadar en el lago 4. A muchas personas en Puerto Rico ________ _________ la playa 5. A Elena y Travis ______ __________ los deportes acuáticos

IMPACT STUDY 57

Práctica de GUSTAR

Translate the following sentences into Spanish. Be ready to defend your answer! Don’t

forget to use frases de clarificación

Ejemplo:

A ellos (Frase de clarificación for they) les (indirect object pronoun for they) gustan

(use the plural form of gustar because what is being liked is plural) las papas fritas

(papas fritas is plural).

1. I like chocolate

_________________________________________________________________

2. They like to play soccer.

________________________________________________________________

3. John doesn’t like books.

________________________________________________________________

4. Mary likes to watch football on Sundays

5. We like sports

6. My friends (females) like to read

7. The players like to practice

___________________________________________________________

8. The students like to play basketball.

________________________________________________________________

IMPACT STUDY 58

9. He likes to fish on the weekends

________________________________________________________________

10. They don’t like math class

___________________________________________________________

Pegalo game cards set

IMPACT STUDY 59

Cachito Game Instructions Tira el dado - Roll the dice Tira el otro lado – Roll the other dice Es tu turno- It’s your turn Es mi turno- It’s my turn Tramposo/a – Cheater Yo gané – I won Here is how you play: Step one: Roll one dice first and then the other one (not at the same time) Step two: The first dice will tell you the which personal pronoun to use Step three: The second dice will tell you which sentence to translate ***Remember to conjúgate the bolded word with its appropriate personal pronoun!***

Ellas play football with friends

Vosotros watch soccer on Saturday

Nosotros play basketball on the court

Tú swim in the pool

Él He goes fishing (rember ir+a+ infinitve)

Yo watch the game

IMPACT STUDY 60

Los Pasatiempos

Cantar:Leer:

Mirar la televisión/ películas:

Ir al gimnasio Jugar los video juegos: Pasar tiempos con amigos/amigas:

Navegar la red: Pintar/ Dibujar: Hablar por teléfono:

IMPACT STUDY 61

Tocar los instrumentos: Escuchar música: Bailar:

Descansar:Ir de compras:

Mandar mensajes de texto:

IMPACT STUDY 62

Samples of students’ work

IMPACT STUDY 63

IMPACT STUDY 64

Data Analysis

There were 19 out of the 22 students in the classroom involved in the impact study. Two

students were absent for the pretest and one student was on OSS (out of school detention)

during the time I taught the unit.

Overall, each student showed significant achievement gains from the pre- and

post-assessments as shown in Table 6. The average achievement gain for all students was

about 59%.

Table 6

Learning Gains for Individual Students

Student, gender and ethnicity Pre-Assessment Post-Assessment Learning Gains1 (Male, 2 or more) 34% 70% +36%2 (Female, Hispanic) 44% 97% +53%3 (Male, Caucasian) 15% 88% +73%4 (Male, 2 or more) 10% 97% +87%5 (Female, Asian) 21% 100% +79%6 (Male, African American) 15% 81% +66%7 (Female, Caucasian) 36% 100% +64%8 (Female, Asian) 57% 97% +40%9 (Male, African American) 10% 78% +68%10 (Female, African American) 23% 97% +74%11 (Female, Hispanic) 55% 96% +41%12 (Female, African American) 36% 93% +57%13 (Female, African American) 36% 92% +56%14 (Male, Asian) 18% 90% +72%15 (Male, 2 or more) 23% 72% +49%16 (Female, Hispanic) 76% 90% +14%17 (Male, African American) 13% 86% +73%18 (Male, Caucasian) 13% 81% +68%19 (Female, African American) 44% 96% +52%

IMPACT STUDY 65

As you can see in Figure 2, all students had overall learning gains. For most

students, this gain was significant. The highest learning gain was student number four

with a learning gain of 87%.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

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Figure 2. Pre- and Post-Assessment Scores of Individual Students

Pre-AssessmentPost-Assesment

IMPACT STUDY 66

0%1000%2000%3000%4000%5000%6000%7000%8000%9000%

10000%8900% 9300%

Figure 3. Average Front-Row and Back-Row Students Posttest Data Comparison

Back-Row Students Front-Row Students

As illustrated in Figure 3 there was not a significant difference of the students

who sat in the back-row compare to the students who sat in the front-row during the unit.

The lowest posttest’s grade from the class was from student number one, as shown on

Table 6. This student sat in the back-row, however this student had his head down on his

desk before he took the posttest and went to the nurse right after he took the assessment.

He was obviously not feeling well and this could have affected his quality of work on the

posttest.

IMPACT STUDY 67

Question 4 Question 5 Question 6 Question 7 Question 80%

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8400%8900% 8900%

Figure 4. Pre- and Post-Assessment Breakdown by Topic: The Verb Gustar

Prettest Posttest

These five questions asked the students to complete sentences by filling in the

blank with the correct form of the verb gustar. When looking at the pretest data for

conjugating the verb gustar on Figure 4, it is important to acknowledge that most students

had essentially no experience in this category beforehand. The students who answered

questions four, five and eighth correctly on the pretest were either Spanish native

speakers or they had some exposure in their previous year of education; however looking

at the posttest results all of the students improved as a whole.

IMPACT STUDY 68

Conclusion of Data Analysis

In conclusion, the data shows substantial achievement gains for all students. Only

one student, student number 16 as shown in Table 6 did not have a strong overall learning

gain. This student is a Spanish native speaker and she was familiar with most of the

content on the pre-assessment. Though she showed the need to improve grammar usage

and spelling. She did not achieve a 100% on the posttest because she did not follow the

instructions. She did not conjugate the verbs given on questions number three and four on

the jugar and mirar section. Also, on the last section of the test she did not include in her

sentences the where, when or with who that was specified in the instructions.

For the average front-row and back-row students posttest data comparison there

was not a significant difference. Based on the data, I can draw that because I constantly

moved around the room making sure all the students were on task and I cold call on each

student at least three times during a lesson the students were engaged with the content of

the unit. Engagement made it possible for students to understand and learn the concepts.

All of the students did well on the unit and passed the posttest. The average grade

for the class was 89%. Only two students got a score lower than a 75% on the posttest.

One of those students, as I mentioned was not feeling well and the other student refused

to participate most of the time when he was cold called on. My plan to support this

learner is to talk to the student one-on one and explain to him the importance of

participating since that is how I (the teacher) knows if he understands the content or if he

is having difficulties. Also, letting him know that I will continue to cold call on him

IMPACT STUDY 69

because I care about his progress and I need to inform myself if he needs additional

support and practice on a specific topic.

Reflection

I was excited to teach my unit to this eighth grade class. This was the first time in

my career as an education student where I had to develop a unit and teach it. Through this

unit, I learned how to successfully and efficiently teach this age group. Since I had been

exposed to older grades (high school) in my past practicum experiences. In this

placement I learned that eighth graders need instructions’ to be repeated to them more

than once. My mentor teacher taught me to explain the instructions to the students once

and then ask a student to explain the instruction again. I think this strategy could work

well with older grades too.

I made changes to the first unit I developed due to time restrictions. When I

discussed my unit with my mentor teacher she wanted me to begin as soon as the

first week. However, when I started my part-time student internship she was still

teaching her unit. I began to teach my unit two weeks after I had started my

internship. Due to the time limitations I focused my unit on sports vocabulary and

the verbs mirar,jugar and gustar.

Perhaps not teaching my unit right front the start was instrumental because

when I was co-teaching my mentor teacher’s unit before teaching my unit I noticed

how most of the students were having difficulties conjugating regular verbs and

they did not know the subject pronouns in Spanish. When I developed the first draft

of my unit I assumed all of the students knew how to conjugate regular verbs and

knew the subject pronouns because my mentor teacher told me that they did. In the

IMPACT STUDY 70

second draft of my unit I included activities to review subject pronouns (pronombre

song) and the conjugation of regular verbs (mirar is a regular verb). This was a great

learning experience for me because now I know that when I walk into a classroom I

should not assume the students’ prior knowledge. In my future classroom I will give

students a pre-test in the first day of school so I am aware of what they know before I

begin to teach.

While developing my lessons for the unit my goal was to plan engaging and

varied activities. I created games where students could practice the content (cachito and

pegalo). Student enjoyed playing games with their classmates because this class’ make-

up had a group of competitive students. In addition, I had students review the content

with white boards and I told them that the first student to show me his or her board with

the correct answer and spelling got two points. The rest of the students to show me their

correct answers got one point. All of the students, even the ones who do not like to

participate, were engaged during this activity. Furthermore, during the first lesson I

taught the sports vocabulary with the TPR (Total Physical Response) model. Most of the

students enjoyed learning the vocabulary by responding to the words with a physical

motion. I also think they enjoyed watching me as I try to pretend to play different sports.

Even though, I was at my internship for only a month, from the beginning I began

to build relationships with students. While teaching my unit I began each class with,

¡Hola! Clase (Hello! Class). It is important to acknowledge and show students respect

because respect should go both ways in a classroom. During the sports vocabulary lesson

I asked the students if they wanted to add any sports to the chart that they like to play.

IMPACT STUDY 71

The students were excited when they were adding words to the list. By asking students

their input on the lesson showed them that I cared about their interests.

While teaching this unit I realized that asking students to defend their answers

during the warm-up review is a key formative assessment because I was able to know if

they fully understood the content being taught. Knowing which students were struggling

by formative assessing the class was one of the main reasons why this unit was a success

and the data shows it. Also, I learned that it is okay and best to make changes to lessons

when students need reinforcement or additional practice.

In conclusion, throughout the unit I gained valuable experience in planning,

adjusting lessons, and including in them a variety of engaging activities. I also learned the

significance of pre-assessments and how knowing your students is essential for planning

a unit.

IMPACT STUDY 72

References

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IMPACT STUDY 73

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IMPACT STUDY 74

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IMPACT STUDY 75

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IMPACT STUDY 76

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