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Instructional Content and Strategies Organizer

Instructional Content
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c ñ sample ¿Quién Soy? audio clips
c ©ener (tohave) + edad (age) (Conjugated: tengo, tienes, tiene, tenemos, tenéis, tienen)
c ©ener (to have) + descripción (description ± hair and eye color)
c IndirectObjectPronouns (me, te, le, nos, os, les) and Verbslike Gustar
c Gustar ± Me Gusta, ©e Gusta, Le Gusta, etc ± ³©hebookispleasingto me´ vs. ³I like the book´ ± explain why it¶s formed that way (also, reminder: gusta for
singular subject, gustan for plural subject)
c Otherverbslike Gustar: Disgustar, Interesar, Encantar, Molestar, Importar, Fascinar, Aburrir
c Do me Gustavsdisgustar
c ServsEstar explanation ± Ser is used to describe lasting or permanent attributes (description, characteristics, origin, etc), while Estar is used to describe a
temporary state or location (condition, passing emotion, location, etc.)
c Ser and Estar are irregular verbs (soy, eres, es, somos, sois, son; estoy, estas, esta, estamos, estais, estan)
c Ser de + ciudad (to be from)
c Ser + descripción (tall, short, skinny, funny, nice, etc)
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Instructional Modifications to Instructional Modifications to
Major Instructional Strategies
ASSIS© Students CHALLEDGE Students

c ©eacher will leave brainstorm of relevant c Oral discussion c ©eacher will encourage advanced students to
vocabulary and helpful ³sentence starters´ c  ritten response participate in and assist with the more
from the class discussion on the board for the c Verbal response challenging grammatical aspects of the
duration of the class to assist struggling c  orking in pairs brainstorm.
students. c Peer editing c ©eacher will provide advanced students with
c ©he Guided Practice session at the end of the c Independent and guided practice a list of questions to answer in their
brainstorm and class discussion is meant to c Auditory comprehension practice descriptive paragraphs that are more
assist struggling students and reinforce their c ·rainstorming challenging and require higher order
knowledge. thinking.
c During the drafting phase, the teacher will
provide struggling students with a list of
questions they can answer to form their
description (the questions will provide hints
for vocabulary and grammatical structure)
c During drafting a peer editing, the teacher will
make a point of checking in with struggling
students.
c ©eacher will pair up struggling students with
students that are more confident and
comfortable with the Spanish language for
peer editing.
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