Spanish 4 (UHS) Unit- Review of Present Indicative

Spanish 4 (UHS) Unit- Review of Present Indicative
Spanish 4 (UHS) Unit- Review of Present Indicative
Spanish 4 (UHS) Unit- Review of Present Indicative
Spanish 4 (UHS) Unit- Review of Present Indicative
Spanish 4 (UHS) Unit- Review of Present Indicative
Spanish 4 (UHS) Unit- Review of Present Indicative
Spanish 4 (UHS) Unit- Review of Present Indicative
Spanish 4 (UHS) Unit- Review of Present Indicative
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This unit contains day-by-day lesson plans!!

This unit reviews the present indicative tense. I start here at the start of the course. I have adapted this unit to make it more "student-centered" with a project that I will explain below.

Although I use this unit to start the post-Regents level, the materials and project serve as a good review for the end of the third year of HS study.

Includes

Student note sheets and guided notes on the following:
Regular and irregular present tense conjugation
Stem-changing verbs in the present tense
Adjective review and agreement
SER vs. ESTAR (HEEL DOTS)
Using direct and indirect object pronouns

At least one practice to reinforce the topics listed above

The pictures I use daily for student speaking

My anticipatory set slides for each day of the unit

A unit test that covers the topics listed above- I have used this test as a diagnostic tool that we use to determine which topic students will present for the project

There's a study habit article that I give my students that talks about how the human mind studies and how a student can study better. I have the students write a personal reaction to the article as another diagnostic tool to identify topics we need to review. An organizer, instructions, and rubric are included.

The project I give students is assigned after the test (which I give the third day of the course). They take it cold and then we review it. The sections are divided by topic so when a student reviews the test, he/she will know in which areas he/she needs improvement. The student then selects a topic that he/she wants to present to the class as a mini-lesson. I pair up students who choose the same topic. I model a lesson with anticipatory set, picture for student speaking, a note sheet, and a practice that becomes a graded assignment. Student presenters do the same. They must have the components that I included in my demo but can present the material however they wish. They meet with me before they present to ensure accuracy of content and then they present their lesson, reinforce the concept with a practice, collect it and evaluate it.

The project does add time to the unit duration but overall students enjoy the hands-on experience.
Total Pages
na
Answer Key
N/A
Teaching Duration
1 month
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