ALEX Learning Activity

  

Using the Interpretive Mode to Introduce Verb Formation

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Hannah Joseph
System:Hoover City
School:Spain Park High School
  General Activity Information  
Activity ID: 2047
Title:
Using the Interpretive Mode to Introduce Verb Formation
Digital Tool/Resource:
Mr. Popper's Penguins Spanish Movie Trailer
Web Address – URL:
Overview:

This lesson is intended to be the first introduction to verb conjugations in level one. This introduction to conjugation relies on students discovering verb conjugations and testing a hypothesis by using the interpretive mode of communication. Students will initially watch a short clip in the target language, create a hypothesis on how verbs are conjugated, and finally will put their hypothesis into action in a simple interpretive mode activity.

This activity was created as a result of the World Languages Course of Study Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
World Languages
WLAN (2017)
Grade: 7-12
Level I
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Novice Mid Level
Students:
  • understand a few courtesy phrases when spoken.
  • recognize and sometimes understand basic information in words and phrases that they have memorized. recognize and sometimes understand words and phrases that they have learned for specific purposes. recognize words, phrases, and characters with the help of visuals. recognize words, phrases, and characters when they associate them with things they already know.

Novice High Level
Students:
  • sometimes understand written and oral simple questions or statements on familiar topics.
  • understand simple written and oral information when presented with pictures and graphs. sometimes understand the main topic of conversations that they overhear. sometimes understand the main idea of published materials. understand simple everyday notices in public places on topics that are familiar to them.
Performance Descriptors:
Knowledge:
Students know:
  • how to recognize the difference between a question and a statement.
  • how to identify who is speaking.
  • how to identify who is being spoken to.
  • how to recognize the topic being discussed.
  • how to rely on pictures, graphs, or charts to aid in comprehension.
Skills:
Students are able to:
Novice Mid Level
  • identify the key idea presented by a speaker or published work on a familiar topic.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
Novice High Level students are able to:
  • identify the key idea presented by a speaker or published work on a familiar topic.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
  • locate places on a map.
  • identify purpose of a brochure/advertisement.
Understanding:
Students understand that:
Novice Mid Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Students understand that:
Novice High Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level I
8) Identify characteristics of the target language and the native language.

a. Observe formal and informal forms of language.

b. Identify word order for dates and placement of descriptors.

c. Identify high-frequency idiomatic expressions.

d. Identify cognates.

Unpacked Content
Goals:
Comparisons
Modes Of Communication:
presentational
Evidence Of Student Attainment:
Students:
  • identify letters/characters of the target language alphabet or writing system.
  • recognize diacritical markings important to the target language.
  • recognize the grammatical differences between the formal and
  • informal the target language language use.
  • utilize correct word order in written and spoken conversation.
  • use high-frequence idiomatic expessions in everyday conversation.
  • use cognates to assist in comprension of the target language.
Performance Descriptors:
Knowledge:
Students know:
  • how to recognize similarities among root words in order to aid comprehension in the target language.
  • that conjugations can effect the formality/tone of the provided information.
  • that word order varies across langauge and may differ from their native language.
  • that some expressions (ex.
  • idiomatic expressions) may not translate literally from language to language.
Skills:
Students are able to:
Novice Mid Level
  • use the alphabet or writing system to express ideas.
  • identify appropriate situations in which to use formal and informal structures.
  • memorize common idomatic expressions.
  • match words from the target language to similarly structured words in the native language.
Novice High Level
Students are able to:
  • use the alphabet or writing system to express ideas.
  • use diacritical markings to clarify meaning when writing.
  • identify appropriate situations in which to use formal and informal structures.
  • memorize common idomatic expressions.
  • match words from the target language to similarly structured words in the native language.
Understanding:
Students understand that:
  • by learning another language one can better understand how the native language works.
  • other understandings will depend on theme taught.
Learning Objectives:

Students can:

  • identify the subject in a sentence.

  • interpret meaning from a short target language visual clip and order events by using visual and auditory cues.

  • identify patterns in verb construction and placement.

  • interpret meaning in simple sentences by recognizing grammatical structures and searching for cognates.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Pre-Activity:

  • Students will be provided with a teacher-created list of target language events in simple sentence format using cognates and familiar verbs directly related to the trailer selected.  (Ex. For a Spanish class using Mr. Popper's Penguins, consider using sentences such as the following: El Sr. Popper usa la computadora - Mr. Popper uses the computer. Los pingüinos pasan tiempo con amigos en la refrigeradora - The penguins pass time with friends in the refrigerator.)

  • Students will identify the subject (underline) in each sentence.

  • As a class, students will participate in a discussion confirming the subjects they identified and observing any familiar verbs in the sentences.

Middle:

  • Students will watch the selected target language trailer from http://www.youtube.com or the one listed above and put the actions they have been reading in order by using the visual and auditory cues from the clip. Students will watch the clip multiple times if needed.

  • Students will work in partners/small groups to form a hypothesis of how verbs have changed. Students will identify patterns in the verb endings/constructions for each subject.

  • After enough time for discussion, students will come together and discuss the changes identified (Ex. Spanish students may hypothesize that the -ar is dropped and replaced with an “o” when the subject is “yo.”)

Post-Activity:

  • Students will read an alternate target language reading as a way to “test their hypothesis” and see if their observations about each form are upheld.

  • Students will interpret meaning from this reading by recognizing grammatical structures. 

Assessment Strategies:

  • The teacher will informally assess students’ ability to identify the subject of a sentence through oral discussion.

  • The teacher will assess students’ ability to listen and view target language material by checking for the appropriate order of actions from the target language video clip.

  • The teacher will cycle through the classroom as students work to assess students’ ability to identify patterns in verb construction

  • Students will self-assess their ability to identify patterns in verb construction by comparing their hypothesis to another target language reading.

  • The teacher will check for understanding of target language reading by asking target language questions checking for accuracy.

Advanced Preparation:
Variation Tips (optional):

At the end of the lesson, if time allows, consider having students write simple sentences that describe the film clip on the board and check to see what students are doing well or if there are any patterns of errors.

This activity can be used for a variety of grammar topics and conjugations. Try playing around with the type of interpretive communication required. You can adjust this activity by using children's’ books, songs, film clips, poems, and more.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: