Adapted from SIOP

1/2013
ejp
Sheltered Instruction Lesson Plan

Your Name: Anya Letson ESL Level: 3 & 4 (Intermediate)
Preparation Subject: Spanish 1 Grade Level(s): 9 & 12
Unit Theme: Introduction to Spanish Language Structure
Lesson Topic: Subject Pronouns
Standard/s: 1.1.N.SL.c Recognize and use appropriate register/honorifics in a limited number of
simple social situations such as greetings, leave-takings and Introductions; 1.1.N.RW.b
Exchange information by asking and answering basic questions in writing about the weather,
health/physical conditions, self, family, and friends; 1.1.N.RW.c Recognize and use appropriate
register/honorifics in limited, simple social correspondence; 1.2.N.L.a Demonstrate
understanding of oral classroom language in the target language including directions,
commands, and requests; 1.3.N.W.a Illustrate and present materials in the target language such
as an advertisement, poster, or menu
______________________________________________________________________________
I. PREPARATION
Content (cognitive) Objectives:

Students will be able to: Identify and use subject pronouns in Spanish; work cooperatively to
complete a subject pronoun poster; present their posters to the class

Language Objectives: English Language Proficiency, Comprehension (Include 4 language
skills and vocabulary.
Students will be able to:
(Listening) L.1.2.b Restate and execute multi-step oral directions; L.1.3.a Perform most
uncomplicated classroom tasks when prompted; L.1.2.c Respond appropriately and
courteously to directions and questions; L.2.4.b Respond to messages by asking questions,
challenging statements or offering examples that affirm the message; L.4.2.a Understand key
content area vocabulary supported by visuals and written text provided during classroom
instruction
(Speaking) S.2.3.a Participate in social conversations with peers and adults on unfamiliar
topics by asking and answering questions and restating and requesting information; S.4.2.g
Give simple oral reports; S.4.3.a Participate actively in cooperative group activities and
projects; S.5.2.a Answer instructional questions with supporting details; S.6.3.a Speak clearly
and comprehensibly by using standard English grammatical forms, pronunciation, phrasing
and intonation
(Reading) R.4.1.a Identify nouns and verbs (subjects and predicates); R.4.2.a Recognize
basic English syntax (sentence structure) and grammar to derive meaning; R.5.2.c Restate
facts and details of text; R.6.2.b Use simple reference materials to acquire concepts
(dictionary, thesaurus, technologies, vocabulary categories, and alphabetical order)
(Writing) W.1.2.c Write simple sentences using key words available in the classroom
environment; W.1.3.b Organize, record and summarize expository information for
posters and presentations for literature and content areas subjects; W.2.2.a Capitalize and
punctuate correctly to clarify and enhance meaning (such as capitalizing titles, using
possessives, commas in a series, apostrophes and contractions, and abbreviations); W.2.4.b
Demonstrate control over grammatical elements, subject-verb agreement, pronoun-
antecedent agreement, verbs fo rms, transitions and parallel construction; W.6.1.c List,
Adapted from SIOP
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label, or summarize content area information; W.7.1.a Record or dictate knowledge of a topic
in a variety of ways, such as by drawing pictures, making lists, or using graphic organizers to
show connections among ideas; W.8.2.a Produce writing for given audiences and purposes in
English
(Vocabulary) subject pronoun, noun, pronoun, subject, first person, second person, third
person, singular, plural, perspective, point of view

Students will be able to: Identify and use subject pronouns in Spanish

Materials:

II. BUILDING BACKGROUND (Motivation, prior knowledge, key vocabulary, lesson focus)
1. Review vocabulary from yesterdays lecture, which covered the subject pronouns in Spanish
by comparing them to English subject pronouns. Write down their responses on the board and
direct discussion to get the most important information from yesterdays lesson.

III. PRESENTATION Completed during the previous class session.

IV. PRACTICE AND APPLICATION (include 4 language skills, research-based strategies,
scaffolding, and interaction [cooperative learning])

Having learned the pronouns and practiced them the previous day, students will be assigned a
subject pronoun to represent on a poster, which should include the definition, an example
statement or question that uses the subject pronoun, examples of with whom and when it should
be used, and an image that represents the subject pronoun. The teacher will model this project by
drawing a sample poster on the board, giving time for questions, and asking students to
summarize instructions. As a class, decide on an appropriate amount of time to complete the
project.

If time allows, students will prepare to present their posters to the group, and the posters will
hang on the wall in the classroom to serve as reference for their future use and study. During
discussion, make sure to cover:
first, second, and third person perspectives
singular versus plurals
which proper nouns could be replaced by which subject pronoun for more natural
variation in speech
honorifics (tu versus Ud.)
appropriate examples
capitalization and punctuation of complete thoughts

V. REVIEW AND ASSESSMENT (relate assessments to learning objectives)

Teacher monitoring will determine students understanding of the concept, and teacher will work
together with groups to address individual and common problems. Writing proficiency is based
on the writing provided on the posters; students use one or two colors each on the posters and put
a key on the poster so that the teacher can monitor equitable division of tasks and writing
proficiency. Speaking and listening proficiency is assessed based on listening to student
conversations in their groups and during their presentations to the class. Students will respond to
Adapted from SIOP
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indicate whether they agree, partially agree, or disagree with I CAN identify and use subject
pronouns in Spanish.

After understanding of subject pronouns is established, students will continue to work with
pronouns in conjunction with the verb ser. Students will complete a subject pronouns quiz later
in the week.


VI. EXTENSION

Students may use computers in the back of the room to use subject pronoun flashcards on
Quizlet.com at http://quizlet.com/6998606/mv-los-pronombres-personales-y-ser-flash-cards/

Students read a short text and circle the subject pronouns in the reading.