SER VS. ESTARAdvance Organizer Model Lesson Presentation

Caroline BurdettEDUC 6330

Lesson Overview

Subject: Spanish 1A Grade Level: 6th Grade Time Estimate: 2-3 days Unit: Unidad 3, Etapa 1 Topic: Ser vs. Estar

Lesson Overview

Goal: The learner will understand the different uses of the

Spanish verbs “ser” and “estar.”

Objective: The learner will distinguish and differentiate the

appropriate use of either “ser” or “estar” in the context of sentences.

Lesson Overview

Materials/Resources/Technology Needs: Verb conjugation charts (handout) Advance Organizer: “Ser vs. Estar” (handout) List of “ser” and “estar” sentence examples (handout) Sets of “ser” and “estar” sentence strips “Ser” and “estar” madlib (handout) Story picture prompts Projector

Focusing Event

Preguntas personales (oral or written)

1. ¿Cómo estás tú hoy?

2. ¿Cómo eres tú?Teacher should demonstrate/

model responses for the focusing event questions.

Activate Prior Knowledge

Warm-up activity: Students will complete verb conjugation charts for “ser” and “estar” to activate prior knowledge.

SER - _________________ ESTAR - _________________

Yo NosotrosNosotras

Tú ***

ÉlEllaUsted

EllosEllasUstedes

Yo NosotrosNosotras

Tú ***

ÉlEllaUsted

EllosEllasUstedes

Phase One:

Present Advance Organizer Review verb conjugation charts

Check for correct conjugation of verbs Point out that both verbs mean “to be” in Spanish

Distribute “Ser vs. Estar” advance organizer Explain purpose of advance organizer to differentiate

between the uses of “ser” and “estar”

Phase One:

Present Advance Organizer

“Ser vs. Estar” advance organizer

SER ESTAR

• Occupation• Characteristics (physical, personality)• Date / Time• Origen / Nationality• Relationship• Possession

• Physical condition• Emotional condition (feelings)• Location of person or object

Phase Two:

Present Learning Task or Material Present a list of example “ser” and “estar”

sentences in random order Students will read each sentence and identify the use

of “ser” or “estar” Students will refer to the advance organizer to

determine the contextual use of “ser” and “estar” in the sentence examples and to verify their understanding of the concept

Options: As a class, in

pairs, or individually

Phase Two:

Present Learning Task or Material

List of example “ser” and “estar” sentences1. Somos de los Estados Unidos. ___________________________________

2. Son las cinco de la tarde. ______________________________

3. ¿Dónde está el baño? ______________________________

4. Tú eres bajo y gordo. ______________________________

5. Estoy alegre cuando saco una buena nota. ______________________________

6. Mi mamá es inteligente y cómica. ______________________________

7. ¿De quién es el lápiz? ______________________________

8. Mis amigos y yo estamos en el auditorio. ______________________________

9. Mi amiga Carmen es puertorriqueña. ______________________________

10. Hoy es el 25 de marzo del dos mil once. ______________________________

11. El hermano de mi padre es mi tío. ______________________________

12. Mi hermana es doctora. ______________________________

13. Estoy enferma y no voy a la escuela hoy. ______________________________

Phase Two:

Present Learning Task or Material Pass out sets of sentence strips to pairs of

students Students will work together to complete the

sentences with the correct form of “ser” or “estar” Students will then organize the sentence strips into

two categories, “ser” or “estar,” and discuss their reasoning by identifying the specific uses of the verbs

Opportunity for formative

check

Phase Three:

Strengthen Cognitive Understanding Pass out “Ser and Estar” madlib

Recycle: Adjective agreement in gender and number Students will complete a Spanish madlib that

highlights the uses of “ser” and “estar” in context

Students will share their madlib with a partner

Opportunity for formative

check

Phase Three:

Strengthen Cognitive Understanding

“Ser and Estar” madlib

Phase Three:

Strengthen Cognitive Understanding “Ser” and “estar” stories using picture prompts

Teacher will display a story picture prompt and model creating a story using as many examples of “ser” and “estar” as possible

In pairs, students will select a picture and create a story using “ser” and “estar” in different contexts. Students will work with their partner to outline a story

focusing on the uses of “ser” and “estar” Provide time for students to practice telling the story

orallyOption:

Individual activity

Phase Three:

Strengthen Cognitive UnderstandingExample story picture prompts

Phase Three:

Strengthen Cognitive UnderstandingExample story picture prompts

Phase Three:

Strengthen Cognitive UnderstandingExample story picture prompts

Phase Three:

Strengthen Cognitive UnderstandingExample story picture prompts

Phase Three:

Strengthen Cognitive Understanding Teacher will further clarify the concept by asking

pairs to share their story with the class, and having the other students identify the various uses of “ser” and “estar” in the stories

Students will turn in story outlines for teacher to evaluate their understanding of how and when to use the verbs in context

Opportunity for

summative check

Reteach

Alternative activities: Students can complete a worksheet that outlines and

reinforces the uses of “ser” and “estar,” and requires them to use the verbs correctly in sentences

Students can create picture flashcards illustrating each use of “ser” and “estar” on one side of the flashcard and writing an example sentence on the other side

Closure

Closing activities: Students will reflect on the overarching differentiation

between how and when to use “ser” or “estar.” This will also provide an opportunity for clarification, if necessary.

Students will answer oral questions correctly using “ser” and “estar.” This activity may be modeled first and then completed orally with a partner.

Closure

Closing questions:1. ¿Cómo estás cuando sacas una mala nota?

2. ¿Cómo es tu mejor amigo(a)?

3. ¿De dónde son tus padres?

4. ¿Dónde estás a las ocho de la mañana?

5. ¿Dónde están los estudiantes cuando comen el almuerzo?

6. ¿Cómo es tu clase favorita?Option:

Questions can be used as a written summative assessment

Modifications

Gifted and Talented: Students can write their own original madlib.

English Language Learners: The teacher can provide ELL students picture flashcards

depicting the uses of “ser” and “estar.”

Special Education: Warm-up questions can be written or oral. Students can

type out their madlib and story outline.

Notes

Students can be partnered according to level of understanding. For example, GT students can work with ELL or Special Ed students, or with classmates who would benefit from additional, one-on-one peer guidance during the lesson.

The teacher should model the two questions in the focusing event by providing an example answer before asking the students to respond. For example:

“Hola clase. Yo estoy muy bien hoy.” (Then ask a student) “Juan, ¿cómo estás tú hoy?”

The teacher can provide additional guidance during the closing reflection activity by prompting students to consider the idea of something permanent or something temporary.