Transcript Ser vs. Estar - Houston Baptist University

SER VS. ESTAR
Advance Organizer Model Lesson Presentation
EDUC 6330
Caroline Burdett
Lesson Overview

Subject: Spanish 1A

Grade Level: 6th Grade

Time Estimate: 2-3 days

Unit: Unidad 3, Etapa 1

Topic: Ser vs. Estar
Lesson Overview

Goal:


The learner will understand the different uses of the
Spanish verbs “ser” and “estar.”
Objective:

The learner will distinguish and differentiate the
appropriate use of either “ser” or “estar” in the
context of sentences.
Lesson Overview

Materials/Resources/Technology Needs:

Verb conjugation charts (handout)

Advance Organizer: “Ser vs. Estar” (handout)

List of “ser” and “estar” sentence examples (handout)

Sets of “ser” and “estar” sentence strips

“Ser” and “estar” madlib (handout)

Story picture prompts

Projector
Focusing Event

Preguntas personales (oral or written)
1.
¿Cómo estás tú hoy?
2.
¿Cómo eres tú?
Teacher should
demonstrate/
model responses
for the focusing
event questions.
Activate Prior Knowledge

Warm-up activity: Students will complete verb
conjugation charts for “ser” and “estar” to activate
prior knowledge.
SER - _________________
Yo
Nosotros
Nosotras
Tú
Él
Ella
Usted
Yo
***
Ellos
Ellas
Ustedes
ESTAR - _________________
Nosotros
Nosotras
Tú
Él
Ella
Usted
***
Ellos
Ellas
Ustedes
Phase One:
Present Advance Organizer


Review verb conjugation charts

Check for correct conjugation of verbs

Point out that both verbs mean “to be” in Spanish
Distribute “Ser vs. Estar” advance organizer

Explain purpose of advance organizer to differentiate
between the uses of “ser” and “estar”
Phase One:
Present Advance Organizer
“Ser vs. Estar” advance organizer
SER
• Occupation
• Characteristics (physical,
personality)
• Date / Time
• Origen / Nationality
• Relationship
• Possession
ESTAR
• Physical condition
• Emotional condition (feelings)
• Location of person or object
Phase Two:
Present Learning Task or Material

Present a list of example “ser” and “estar”
sentences in random order

Students will read each sentence and identify the use
of “ser” or “estar”

Students will refer to the advance organizer to
determine the contextual use of “ser” and “estar” in
the sentence examples and to verify their
understanding of the concept
Options:
As a class, in
pairs, or
individually
Phase Two:
Present Learning Task or Material
List of example “ser” and “estar” sentences
1.
Somos de los Estados Unidos.
___________________________________
2.
Son las cinco de la tarde.
______________________________
3.
¿Dónde está el baño?
______________________________
4.
Tú eres bajo y gordo.
______________________________
5.
Estoy alegre cuando saco una buena nota.
______________________________
6.
Mi mamá es inteligente y cómica.
______________________________
7.
¿De quién es el lápiz?
______________________________
8.
Mis amigos y yo estamos en el auditorio.
______________________________
9.
Mi amiga Carmen es puertorriqueña.
______________________________
10.
Hoy es el 25 de marzo del dos mil once.
______________________________
11.
El hermano de mi padre es mi tío.
______________________________
12.
Mi hermana es doctora.
______________________________
13.
Estoy enferma y no voy a la escuela hoy.
______________________________
Phase Two:
Present Learning Task or Material

Pass out sets of sentence strips to pairs of
students


Students will work together to complete the
sentences with the correct form of “ser” or “estar”
Students will then organize the sentence strips into
two categories, “ser” or “estar,” and discuss their
reasoning by identifying the specific uses of the verbs
Opportunity
for formative
check
Phase Three:
Strengthen Cognitive Understanding

Pass out “Ser and Estar” madlib



Recycle: Adjective agreement in gender and number
Students will complete a Spanish madlib that
highlights the uses of “ser” and “estar” in context
Students will share their madlib with a partner
Opportunity
for formative
check
Phase Three:
Strengthen Cognitive Understanding
“Ser and Estar” madlib
Phase Three:
Strengthen Cognitive Understanding

“Ser” and “estar” stories using picture prompts


Teacher will display a story picture prompt and model
creating a story using as many examples of “ser” and
“estar” as possible
In pairs, students will select a picture and create a
story using “ser” and “estar” in different contexts.


Students will work with their partner to outline a story
focusing on the uses of “ser” and “estar”
Provide time for students to practice telling the story
orally
Option:
Individual
activity
Phase Three:
Strengthen Cognitive Understanding
Example story picture prompts
Phase Three:
Strengthen Cognitive Understanding
Example story picture prompts
Phase Three:
Strengthen Cognitive Understanding
Example story picture prompts
Phase Three:
Strengthen Cognitive Understanding
Example story picture prompts
Phase Three:
Strengthen Cognitive Understanding

Teacher will further clarify the concept by asking
pairs to share their story with the class, and
having the other students identify the various
uses of “ser” and “estar” in the stories

Students will turn in story outlines for teacher to
evaluate their understanding of how and when to
use the verbs in context
Opportunity
for
summative
check
Reteach

Alternative activities:

Students can complete a worksheet that outlines and
reinforces the uses of “ser” and “estar,” and requires
them to use the verbs correctly in sentences

Students can create picture flashcards illustrating each
use of “ser” and “estar” on one side of the flashcard
and writing an example sentence on the other side
Closure

Closing activities:

Students will reflect on the overarching differentiation
between how and when to use “ser” or “estar.” This
will also provide an opportunity for clarification, if
necessary.

Students will answer oral questions correctly using
“ser” and “estar.” This activity may be modeled first
and then completed orally with a partner.
Closure

Closing questions:
1.
¿Cómo estás cuando sacas una mala nota?
2.
¿Cómo es tu mejor amigo(a)?
3.
¿De dónde son tus padres?
4.
¿Dónde estás a las ocho de la mañana?
5.
¿Dónde están los estudiantes cuando comen
el almuerzo?
Option:
6.
¿Cómo es tu clase favorita?
Questions
can be used
as a written
summative
assessment
Modifications

Gifted and Talented:


English Language Learners:


Students can write their own original madlib.
The teacher can provide ELL students picture
flashcards depicting the uses of “ser” and “estar.”
Special Education:

Warm-up questions can be written or oral. Students
can type out their madlib and story outline.
Notes

Students can be partnered according to level of understanding. For
example, GT students can work with ELL or Special Ed students, or
with classmates who would benefit from additional, one-on-one
peer guidance during the lesson.

The teacher should model the two questions in the focusing event
by providing an example answer before asking the students to
respond. For example:
“Hola clase. Yo estoy muy bien hoy.”
(Then ask a student) “Juan, ¿cómo estás tú hoy?”

The teacher can provide additional guidance during the closing
reflection activity by prompting students to consider the idea of
something permanent or something temporary.