My+lesson+plan,+the+sequel!



Ok, so the above worksheet looks amazing on my computer, but since my computer is a mac, it might not show up with all the pictures and boxes on your computer. Sorry, my computer and I are having issues at the moment. We might have to dtr and see a counselor to try and get our conflicts resolved.

Lesson Plan

By: Heidi Clark Objective: By the end of this lesson students should be able to have mini conversations about their past using the imperfect tense. This will enable the students to describe what life was like in their past so that their conversations can be more meaningful and have more depth. Hopefully, by the end of the lesson, students can speak using the imperfect, forming short sentences, and conjugating with at least 80% accuracy. 5- Attendance quiz: In their notebooks, students will be asked to complete the ser (imperfect) grammar tree. Next they will form He/she was sentences describing how people were using the adjectives vocabulary we learned in chapter 3 and the era vocab we learned yesterday. I will put up before and after pictures and they will have to make a sentence about each person. 5-Review the before and after activity and review what we learned yesterday, the ser imperfect tree and the 5 times you use the imperfect. 10-Harry Potter activity. We will learn how to conjugate –Ar verbs in the imperfect using the Snape powerpoint. This will help students remember how to conjugate the –ar verbs in the imperfect in a fun way. It also gives me a chance to talk about how American media has influenced Brazil’s culture. Many students who have never left the United States don’t realize how much of the world is also watching American movies and listening to American music. Is it a good thing? Does it inhibit the country from producing culturally authentic materials of it’s own? Discussion: if there’s time and if students are able to. 5-Worksheet activity. Given pictures and verbs with partial sentences, students will have to match the picture with the sentence that talks about that person’s past. The verbs are all given in the regular form and so the students will have to conjugate it into the imperfect. This activity can be completed with a partner. 5- Devotional Break. Going along with the perfect/imperfect theme, we’ll read Alma 32:21 (in port) and briefly discuss what a “perfect knowledge of things” means. Encourage students to have a perfect knowledge of Portuguese…hehehehe 10-Timon and Pumba/Tinha and Punha powerpoint. We’ll learn the ER/IR verbs in the imperfect as well as the two irregulars…tinha and punha…who will help us present this lesson! (There’s a perfect segment in Lion King where pumba sings, “When I was a young warthog…” and he sings about his past as a little pig. This will be used as the attendance quiz tomorrow.) 5-When I was little I…conversations. This is the ultimate goal of where we’d like to be today. Here the students will have mini conversations with classmates about what they used to do when they were little. They will use the imperfect to describe what they used to do. 5-Grammy Role-play. Students will take turns being first either a grandma or a grandchild and then switching. The grandparent will tell the grandchild what it was like when they were a little girl/boy and the grandchild will ask questions. Then they will switch roles. Homework: Write some sentences, a paragraph if you can, describing what family vacations were like when you were young. p.277 of the textbook.

Gold Sheet Lesson Plan Functions: Students use language to communicate at a very basic level to form fast friendships and open up to people by sharing stories about their past. Cultural Contexts and Principles: They will use the imperfect in conversations with strangers, friends and with family members. They will use it when telling stories about their past or even when they’re describing how their day went. Concepts: American influence on Brazil’s culture. Imperfect conjugations. Student’s Prior knowledge and personal experience: They should be familiar with the preterit and so they have a limited ability in talking about the past. They should also be familiar with vocab from Ch. 3 about describing people (skinny, fat, old, young, shy, etc.). They should be familiar with American movies, music and products. Hopefully they are familiar with Harry Potter and the Lion King. Textbook examples: The only thing from the textbook that I will use is the activity on page 277 about describing family vacations when you were little. I was extremely disappointed with the activities provided for the imperfect in this chapter. All of the activities were easy and didn’t have the students actually practicing the imperfect. For example, activity 7.19 has the student check off what they used to do when they were little from a list of activities. Activity 7.20 has the students check off activities they did at school when they were little. Activity 7.21 has the students compare both lists. And then the last activity is the vacation activity, which we will use. These activities do not help the students reach our objective. They aren’t forming sentences because the sentences are already given to them and they aren’t practicing conjugations or having conversations. (We are using the Ponto de Encontro textbook) Examples from popular media: Harry potter clip, images of a real theater listing in Brazil, Lion King clip. Culturally Authentic Materials: Images of a real theater listing of a cinema in Brazil. Student Actions: The students will practice having conversations about the past. First they will have conversations describing what life was like when they were little. Then they will “role play” and have conversations about what life was like during their grandparents time. Goal: By the end of the lesson, students can start to use the imperfect, form short sentences, and conjugate with at least 80% accuracy (the imperfect).

[|Os mutantes]

[|Sitio do picapau amarelo]

[|Dança dos famosos]

[|Harry potter clip]