Title of lesson: Práctica con el subjuntivo

Your Name: Wilson Juncaj

Length of lesson: 60 minutes (4th hour)

Context of Lesson: During this unit, students will learn about immigration via a
discussion about a variety of topics relating to immigration, via a movie titled “La
Misma Luna”, via an article that discusses the history of European immigrants in the
United States, as well as a study of vocabulary words relating to immigration.
During this unit students will also learn about the subjunctive in Spanish.
(Spanish 3, 10th grade)

Overview: Yesterday, students were introduced to the subjunctive in Spanish and

were given several examples of the subjunctive being used in everyday
conversation. During today’s lesson, students will recap and tell me everything that
they remember about the subjunctive from yesterday’s lesson and they will be
working on activities that will help them get more practice with the subjunctive. I
will also tie in the movie that they just watched by having students create their own
sentences relating to the movie while also using the subjunctive.

Central problem/ Essential question: What is the subjunctive in Spanish, how is it

formed, and what are three things that trigger for a verb to be conjugated in the
subjunctive?

Objectives- Students will know/be able to:

● Identify and discuss what the subjunctive is in Spanish and how a

sentence is formed utilizing this grammar tense.
● Conjugate verbs and create their own original example sentences
utilizing the subjunctive.

Anticipated student conceptions or challenges to understanding: The subjunctive

tense is not utilized in their native language of English so I anticipate that some
students will have difficulties grasping and comprehending this concept. For this
reason, in today’s lesson students will recap and tell me what the subjunctive is so
that those students who were confused yesterday can have an additional
explanation. Also, students will actively complete a variety of activities within the
next few days so that they can get more practice with this as only through continued
practice will students truly master this grammar concept and others in the Spanish
language.
Instructional Sequence:

1. Greet students (2-3 minutes)

2. Have students play a Gimkit game on immigration vocabulary for their

quiz on Friday. (8 minutes)

3. Have students recap and tell me what they remember about the
subjunctive from yesterday’s lesson with a couple of examples. (15-20
minutes)

4. Students will then create their own sentences about the movie while also
using the subjunctive. (15-20 minutes)

*If there is extra time, students will play a triangle game reviewing the
subjunctive.

Assessment: I will assess student understanding throughout the lesson via the
activities that we will be working on with the subjunctive.