Author:
Erin
Subject:
World Languages
Material Type:
Assessment
Level:
Middle School
Tags:
Lesson Plan
License:
Creative Commons Attribution Non-Commercial
Language:
English, Spanish
Media Formats:
Text/HTML

Education Standards

Mi Vida Loca: Preterite Lesson Plan for Spanish 2 or ELA

Mi Vida Loca: Preterite Lesson Plan for Spanish 2 or ELA

Overview

In this lesson, students will practice using preterite tense to narrate in the past by describing the craziest day of their life. Students will tell their story on Adobe Spark Video.

Summary

In this lesson, students will use AdobeSpark video to tell a 3-5-minute story in past tense about the craziest day of their lives. The format is designed for a face-to-face classroom. The lesson is designed to be for a 45-minute class period, with follow-up class periods after for students to finish their Adobe Spark video.

Author: Erin Sanislo

 

Background for Teachers

To teach this lesson, you will need an understanding of teaching the past tense in Spanish using comprehensible input. The article How to Teach Past Tense in Spanish by Spanish with Stephanie has some great tips of activities with past tense that students could complete before completing the culminating Adobe Spark project.

You will also need to be familiar with how to use Adobe Spark video in order to teach students how to use the platform. You can review Adobe Spark Video Tutorial on Youtube for an overview of Adobe Spark Video.

Finally, the article Five Incredible Ways to Infuse Your Classroom with Adobe Spark shows other applications of Adobe programs in the classroom and how Adobe applications connect to ISTE standards.

Step 1 - Goals and Outcomes

Learning Intentions:

  • Students will be able to use preterite tense to narrate the past.

Success Criteria:

  • Students will tell a 1-3 minute story about the craziest day of their lives on Adobe Spark Video using a variety of preterite tense verbs in complete sentences.

Step 2 - Planning Instruction

Prior to this lesson, students will need to have an understanding of how to conjugate basic verbs in preterite tense and write and speak in simple sentences with a subject and verb.

To meet the needs of diverse learners, the following scaffolds can be utilized:

  • Teacher modeling with gestures to demonstrate a sample story tell and teacher example Adobe Spark video
  • Sentence starters or verbs with emojis/pictures to help students scaffold their language in past tense
  • Task lists of the process of telling a story on Adobe Spark to break work into manageable chunks

 

Step 3 - Instruction

In this section, you will include your instructional procedures. Be sure to incorporate student agency, customized supports, and opportunities to read, write, speak, and listen while providing multiple opportunities to show mastery over time.

In this section, you will also attach any files and include any web links that go along with the lesson. Use the "Attach Section Resources" button below to attach as many files as are needed. Use the chain link button in the rich content editor to create hyperlinks in your lesson description. Examples of resources you might need to include are:

1. Students will play a Blooket to activate and warm-up their preterite tense conjugations to prepare for speaking in the past.

2. Students will complete a class Google Slides brainstorming and adding photos and text about the craziest day of their life.

3. Students will do a quick think-pair-share describing the craziest day of their life in Spanish to a partner and will speak in the past tense. 

4. Students will watch a short Youtube video made by students about how to use Adobe Spark Video and write down their questions. 

5. The teacher will answer some student questions, then show a model Adobe Spark video of the craziest day of his/her own life.

6. Students will complete a Storyboard Template to plan out the story of the craziest day of their life before working on the Adobe Spark Video final product.

7. The teacher will provide student work time for the Adobe Spark storytelling video. This worktime will need to be extended into several lesson days. To gauge student understanding from this lesson (introduction and workday 1), teachers should collect a screenshot on Canvas of their progress on Adobe Spark or have students complete this reflective Google Form as a formative exit ticket.

Step 4 - Assessments

Student learning will be assessed in several ways. Questioning will be used in past tense as the teacher reviews student storyboards to ask who/what/when/where/why questions to elicit verbs in past tense and check student understanding of past tense before creating the final product. Formative observation will be used during think-pair-shares as students brainstorm the craziest day of their life and describe it to a peer before creating the final Adobe Spark video. The 3-5 minute Adobe Spark video will be used as a final product and summative assessment for students to demonstrate their knowledge of past tense.

Please see the attached rubric for the Adobe Spark final product of learning.