Adjective Agreement

Lesson Profile
Student Level 
High (9-12)
Target Language 
Spanish
Teaching Context 
Traditional
Target Proficiency Level 
Novice
Topics 
Greetings and introductions,
Family and friends
Performance Descriptors 
  • Basic factual conversation in highly familiar contexts
  • Answer simple, direct questions
  • Introduce oneself and exchange greetings
  • List, enumerate, identify
  • Use short, memorized phrases
  • Use formulaic expressions
  • Understand basic notices
  • Complete basic forms
Duration 
01:30 h
Objectives and Standards
Objective 1 
Review subject pronouns and the verb SER
Objective 2 
Review vocabulary used to describe people
Objective 3 
Students will be able to describe themselves and others.
World-Readiness Standards
Communication 
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: 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.
California Standards
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Common Core Standards
Language: Conventions of Standard Target language 
L1. Demonstrate command of the conventions of standard target language grammar and usage when writing or speaking.
L2. Demonstrate command of the conventions of standard target language capitalization, punctuation, and spelling when writing.
Language: Knowledge of Language 
L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Language: Vocabulary Acquisition and Use 
L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Performance Assessment (Final Project/Assessment)
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Functions, Structures and Vocabulary
Functions 

descriptions of self and peers

Vocabulary 

descriptions, subject pronouns, SER

Rubrics
Task 1 - Interpretive
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Task 2 - Presentational
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Task 3 - Interpersonal
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Activities
Opening Activities / Setting the Stage 

1. Warmup - subject pronouns. Students combine elements from each of 3 columns to create logical sentences focusing on gender and number. Students then write complete sentences on board.
2. Review ONLY activity 2 from homework (SER cloze paragraph), have student collect HW for inbox.

Main Activities - Comprehensible Input 

3. With vocab lists on desks, students skim pages 6 and 7 and try to define words that they recognize that are on the list. Then, students read selections out loud in pairs and eventually as a class.

4. Students are given magnetized cards (from word wall) with different descriptions and types of people, are asked to categorize them accordingly (physical qualities, personality qualities, types of people). While students are doing this, one student passes out vocab list for the unit.

Main Activities - Guided Practice 

5. PowerPoint - ¿Cómo son? Slides show different famous people, students have to complete the sentence (50/50 or fill in the blank).
-Quick review of adjective agreement
Then, students write a description about somebody in the classroom. The rest of class tries to guess who they are (following teacher's modeling).

Main Activities - Independent Practice 

6. Students complete activities 5 and 6 on page 8 in textbook. (practice with adjective agreement)
7. People Bingo - students walk around asking each other simple questions and responding. ¿Eres _________? Sí, soy _________ or No, no soy _____________.

Closure 

Describe yourself with at least three descriptions, then describe a friend.

Links to Online Resources
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File Attachments
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Image Attachments
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