1. Ser vs. Estar Advance Organizer Model Lesson Presentation
Caroline Burdett
EDUC 6330

2. Lesson Overview Subject: Spanish 1A Grade Level: 6th Grade
Time Estimate: 2-3 days
Unit: Unidad 3, Etapa 1
Topic: Ser vs. Estar

3. Lesson Overview Goal: Objective:
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.

4. 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

5. Focusing Event Preguntas personales (oral or written)
¿Cómo estás tú hoy?
¿Cómo eres tú?
Teacher should demonstrate/ model responses for the focusing event questions.

6. Activate Prior Knowledge
Warm-up activity: Students will complete verb conjugation charts for “ser” and “estar” to activate prior knowledge.
SER - _________________ ESTAR - _________________ Yo
Nosotros
Nosotras Tú
*** Él
Ella
Usted
Ellos
Ellas
Ustedes Yo
Nosotros
Nosotras Tú
*** Él
Ella
Usted
Ellos
Ellas
Ustedes

7. 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”

8. Phase One: Present Advance Organizer
“Ser vs. Estar” advance organizer
SER
ESTAR
Occupation
Characteristics (physical, personality)
Date / Time
Origen / Nationality
Relationship
Possession
Physical condition
Emotional condition (feelings)
Location of person or object

9. 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

10. Phase Two: Present Learning Task or Material
List of example “ser” and “estar” sentences
Somos de los Estados Unidos. ___________________________________
Son las cinco de la tarde. ______________________________
¿Dónde está el baño? ______________________________
Tú eres bajo y gordo. ______________________________
Estoy alegre cuando saco una buena nota. ______________________________
Mi mamá es inteligente y cómica. ______________________________
¿De quién es el lápiz? ______________________________
Mis amigos y yo estamos en el auditorio. ______________________________
Mi amiga Carmen es puertorriqueña. ______________________________
Hoy es el 25 de marzo del dos mil once. ______________________________
El hermano de mi padre es mi tío. ______________________________
Mi hermana es doctora. ______________________________
Estoy enferma y no voy a la escuela hoy. ______________________________

11. 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

12. 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

13. Phase Three: Strengthen Cognitive Understanding
“Ser and Estar” madlib

14. 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

15. Phase Three: Strengthen Cognitive Understanding
Example story picture prompts

16. Phase Three: Strengthen Cognitive Understanding
Example story picture prompts

17. Phase Three: Strengthen Cognitive Understanding
Example story picture prompts

18. Phase Three: Strengthen Cognitive Understanding
Example story picture prompts

19. 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

20. 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

21. 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.

22. Option: Questions can be used as a written summative assessment
Closure
Closing questions:
¿Cómo estás cuando sacas una mala nota?
¿Cómo es tu mejor amigo(a)?
¿De dónde son tus padres?
¿Dónde estás a las ocho de la mañana?
¿Dónde están los estudiantes cuando comen el almuerzo?
¿Cómo es tu clase favorita?
Option: Questions can be used as a written summative assessment

23. Modifications Gifted and Talented: English Language Learners:
Students can write their own original madlib.
English Language Learners:
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.

24. 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.