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Efast Formative Assessment Lesson

Efast Formative Assessment Lesson. Kathy King-Watters March 19, 2014. Preterite versus Imperfect Lesson Spanish 2/2 Honors

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Efast Formative Assessment Lesson

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  1. Efast Formative Assessment Lesson Kathy King-Watters March 19, 2014

  2. Preterite versus Imperfect Lesson Spanish 2/2 Honors • One of the big concepts in Spanish 2/2 Honors is the differences between the Preterite and Inperfect tenses and the uses of each one. These are the tenses they have been working on all year up to this point, Since English has one past tense, this is a completely new concept for English speakers. Native speakers do this without thought, so this prompts them to think about the reasons for the innate choices they make when speaking.

  3. 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.

  4. 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?”

  5. Review of the previous day’s lesson takes place in the form of Oral Questioning and a Misconception Check. • “Which takes priority when writing sentences and speaking in these tenses – time cues or uses? For example, if I say “Last Wednesday she was very nervous,” how would you translate it?

  6. Next we do a book exercise together as a class, choosing preterite or imperfect for each answer and giving their reasons why. • Students do a Think, Pair, Share with partner as we go through each question. • I call on a few pairs to share their answers based on the Think, Pair, Share.

  7. 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.

  8. 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.

  9. After going over all the answers, Debriefing takes place. • “What went well for you?” • “What didn’t go well for you? Why do you think that is?” • “Were any misconceptions cleared up for you? What were they?”

  10. 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. • “There are several difference between the Preterite and Imperfect Tenses. They ____________________________. In contrast to ________, _________ has _________. Unlike _________, ________ does not ____________________________. On the other hand, ____________________________. “

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