Efast Formative Assessment Lesson. Kathy King-Watters March 19, 2014. Preterite versus Imperfect Lesson Spanish 2/2 Honors
March 19, 2014
Spanish 2/2 Honors
The previous day the students took notes from what I put on the board about the two tenses, presented as a huge Venn diagram. This Venn will be what they refer to continually as they proceed in the chapter.
Their Campanazo (bell ringer) is a Journal Entry phrasedas a Clearest & Muddiest Point question. After going over homework from the previous day, we share journal responses.
“Now that you have done tarea over yesterday’s lesson and we have checked it, what is the Muddiest Point of yesterday’s lesson? What is the Clearest Point for you?”
Review of the previous day’s lesson takes place in the form of Oral Questioning and a Misconception Check.
Next we do a book exercise together as a class, choosing preterite or imperfect for each answer and giving their reasons why.
The students then do a book exercise with a partner and do not share answers with the class until the end. I Observe them working together and do Student Conferences as needed.
We go over the exercise next as a class. I write the possible answer in each tense, and the students do Philosophical Chairs with the answers, going to the side of the room that agrees with their answer. Each side gives reasons why they believe their answer is correct, then students can switch sides before the final answer is revealed.
To end the lesson, students do a Writing Frame on their own as a closing activity before homework is given. I post the following template on the board.