LP Articles & Nouns

EDSC 330 Strategy Presentation Lesson Template
Names: María M Montoya Subject Area(s): Spanish
Lesson Topic: Mis amigos y yo: Nouns and Indefinite Articles
Grade Level(s): 9-10
Context of the class:
There are 15 boys and 13 girls in this class. 15 students have (Hispanic) descent and are Heritage
Language Learners. 7 have (Asian), 6 have (African-American) descent. Among the languages that
students have as their first language is Spanish, Tagalog, Vietnamese, and English. There is one
student that that has a hearing impairment. There is another student that has autism. Both of these
students learn efficiently by visualizing the content-specific.
Previously, students have learned to different nouns, adjectives, pronouns, verbs, but they have not
learned the specific rules to convert the nouns, adjectives, and articles to singular or plural forms.
Students have not learned how to identify feminine/masculine nouns and how it agrees with the
correct use of the article.
Standards
Content Area Standard(s):
Interpretive Communication
WL.CM1.N
Demonstrate understanding of the general meaning and some basic information on very familiar
common daily topics. Recognize memorized words, phrases, and simple sentences in authentic texts
that are spoken, written, or signed.
Interpersonal Communication
WL.CM2.N
Participate in real-world, spoken, written, or signed conversations on very familiar topics. Use
memorized words, phrases, and simple sentences, and questions in highly predictable common daily
settings.
Language Comparisons in Service of Communication

WL.CM7.N
Identify similarities and differences in the orthography, phonology, ASL parameters, and very basic
sentence-level elements (morphology and/or syntax) of the languages known.
Part I: Interacting in Meaningful Ways

A. Collaborative
2. Exchanging information and ideas with other through oral collaborative discussions on a range of
social and academic topics.
Part II: Learning About How English Works
B. Expanding and Enriching Ideas
4. Using nouns and phrases
Lesson Objectives & Supports
Content objectives:
 After briefly reviewing the definite articles, and presenting about the possible gender of nouns
by using a mnemonic strategy, students will understand how the gender of the definite articles
in Spanish match with the gender of the noun. At the end of the class, students will apply this
acquired learning in a written exercise. Then, they will be also be able to apply this knowledge
in a board game called La Loteria Mexicana. The goal is for students to learn about the
singular/plural and feminine/masculine definite articles and nouns.
Academic vocabulary:
Tier II (General)
 Verb ‘Gustar’
 Pronouns, Indirect Object Pronouns
 Verb ‘ser’ (soy, eres, es, son, somos).
Tier III (Domain specific)
 Nouns with their respective definite articles (la, las, el, los).
Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed Academic Instruction in
English):
 Mnemonic strategy – Strategy that consists of making acronyms-like for students to memorize
something easier.
 Modified speech – Cognates (English-Spanish). Speech with slow motion and emphasis on
important sentences and/or vocabulary.
Assessment: How will you know if students met your objectives?
For EACH content and literacy objective listed above, indicate how you will evaluate if students met the
objective. These assessments might include formal and informal assessments, individual or group
assessments, oral or written assessments, in- and out-of-class assessments, etc.
Instruction: What you’ll teach, and how
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
3 min  Play a video to review adjectives and  Watch the video to recall lesson from
their gender the previous day or days
 Google Slide with an activity, then  Activity presented on Google slide,
10 min review it with students students will discuss the questions,
 Do a pop Quiz about adjectives to then they will answer them.
teach self-assessment. (In this  Do pop quiz to assess their
7 min assessment: students will understanding.
demonstrate their understanding of
vocabulary about adjectives
(students have seen this in previous
lessons) by filling in the blank in a
quiz of ten questions).
Lesson Body
 Model and Explain the definite

articles
 Project a Power Point to explain
masculine noun endings – TPR, use
of Speech intonation to emphasize
important words and/or parts of the
word. Use of color coding to
highlight important parts of the
noun that agrees with the mnemonic  Participate as a whole class with
strategy teacher.
2 min  Explain feminine noun endings –
 Take notes in their notebooks and
TPR, use of Speech intonation to
5 min write down the mnemonic strategy
emphasize important words and/or
parts of the word. Use of color and the rest of what the teacher
5 min
coding to highlight important parts indicates while explaining the Power
2 min of the noun that agrees with the Point. Give some examples to
mnemonic strategy teachers and time to answer doubt
1 min
 Have students discuss about it questions.
 Go around the classroom to assess  Students discuss with their neighbor
their conversations. (In this
assessment: students will talk about
what they just learned about the
concordance of nouns and articles.
Students must be explaining to their
elbow partner about how the 4
different definite articles that there
are, and about how they identify the
gender of the noun).
Lesson Closure

 Explain and model the game
 Play La Loteria
 Students pay attention to a YouTube

 Teacher projects five pictures of five video.
2 min
images of the Loteria, and explains  Students participate as a whole class,
8 min and students choose the correct
the Exit Ticket activity. (In this
assessment, the concordance of nouns when playing.
articles and nouns will be assessed
in the way that students write the  Students write down five complete
correct use of article and noun. After sentences about five nouns that are
6 min
students turn it in, the teacher will projected in the screen. Students turn
read them, and will identify the the slip in at the exit of the class.
percentage of students that
understood the lesson efficiently,
almost efficiently, and need of
improvement).
Instructional Materials, Equipment & Multimedia
 Video
 YouTube video https://www.youtube.com/watch?v=QMxUIhEb84A
 Google Slide AND Power Point presentation
 La Loteria Mexicana
Differentiation:
 This lesson plan has been adapted for students with special needs. For this reason, a video has
been used with closed captions for students to hear and see a review from last day.
 Also, a YouTube video is being used for students to understand what the Loteria game is about,
and it has closed captions for students to to hear and see what the video is saying.
 There are many visuals (realia) used in the Slides presentations for students to pay attention to
the important parts. This adaptation works efficiently for all students included the Focus
Students who learn efficiently by visualizing the material.
 For students to complete the first quiz near the beginning of the class, students with special
needs get a separate quiz to fill in the blank with an adjective. They receive the quiz with a word
bank to complete it.
 When students write down the five sentences, the students with special needs also get a word
bank to write the sentences about the five pictures that will be projected in the video.
Assessments:
At the beginning of the class:
Pop Quiz about adjectives that students have learned in previous lessons: WL.CM1.N
(In this assessment: students will demonstrate their understanding of vocabulary about adjectives
(students have seen this in previous lessons) by filling in the blank in a quiz of ten questions
At the middle of the class:
Conversation with elbow partner about articles and nouns: WL.CM2.N
(In this assessment: students will talk about what they just learned about the concordance of nouns
and articles. Students must be explaining to their elbow partner about how the 4 different definite
articles that there are, and about how they identify the gender of the noun).
At the end of the class:
La Loteria Mexicana and Exit slip about writing five sentences: WL.CM1.N, WL.CM7.N
(In this assessment, the concordance of articles and nouns will be assessed in the way that students
write the correct use of article and noun. After students turn it in, the teacher will read them, and will
identify the percentage of students that understood the lesson efficiently, almost efficiently, and need
of improvement).

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EDSC 330 Strategy Presentation Lesson Template

Names: María M Montoya Subject Area(s): Spanish

Lesson Topic: Mis amigos y yo: Nouns and Indefinite Articles

Grade Level(s): 9-10

Context of the class:

Content Area Standard(s):

Language Comparisons in Service of Communication

Part I: Interacting in Meaningful Ways

Lesson Objectives & Supports

Tier III (Domain specific)

Assessment: How will you know if students met your objectives?

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does

Time Teacher Does Student Does

 Model and Explain the definite

Time Teacher Does Student Does

 Students pay attention to a YouTube

Instructional Materials, Equipment & Multimedia

At the beginning of the class:

At the middle of the class:

Conversation with elbow partner about articles and nouns: WL.CM2.N

At the end of the class:

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