Amanda+Lemos

Amanda Lemos EDC 448 Diverse Text Set Assignment


 * Context: ** This text set is designed for a 9th grade Spanish class and focuses on the differences between the two verbs which mean “to be” in Spanish, ser and estar. Included in the text set is a text book, articles from websites, a poem, as well as some online videos and games.

1. After working with the text set, students will have an understanding of the verbs meaning “to be” in Spanish and be able to recognize them in both a conjugated and non-conjugated form ([|NSFFLE 1.1, 1.2, 3.2, 4.1, 4.2]) ([|CCSS.ELA-LITERACY.RI.9-10.2]). 2. After working with the text set, students will be able to differentiate between the two different verbs meaning “to be” in Spanish ([|NSFFLE 1.1, 1.2, 3.2, 4.1, 4.2]) ([|CCSS.ELA-LITERACY.L.9-10.3]). 3. After working with the text set, students will be understand the different circumstances that lead to the use of one form of the verb “to be” or the other ([|NSFFLE 1.1, 1.2, 3.2, 4.1, 4.2]) ( [|CCSS.ELA-LITERACY.L.9-10.3] ). 4. After working with the text set, students will be able to use both of the verbs meaning “to be” in Spanish correctly according to the context, in reading, writing, and simple conversation ([|NSFFLE 1.1, 1.2, 3.2, 4.1, 4.2, 5.1, 5.2]) ([|CCSS.ELA-LITERACY.L.9-10.6]).
 * Content Standards: **

Print Resources:
 * Text Set: **

Text #1: Avanzando Gramática Española y Lectura Citation: Arias, R., de la Vega, S., & Salazar, C. (2013). //Avanzando gramática espa// // ñ //// ola y lectura //. Hoboken, NJ: Wiley. Text Summary: This text is a Spanish textbook which contains a chapter with a section on the verbs meaning “to be” including ser and estar. The section explains the use of ser and estar with prepositions, events, passive voice, predicates, time, locations, gerunds, adjectives, idiomatic phrases, and impersonal expressions. There are also specific phrases using these verbs that are presented in the section such as “estar de moda”, meaning to be fashionable. In addition to information about the subject, this section of the textbook provides practice exercises for students to work with the material. These exercises include: selecting the correct verb to complete a sentence, matching, filling in the blanks in a paragraph with the correct verb and conjugation, and creating a social media profile using the verbs meaning “to be”. Rationale: This text is reliable since it is a college textbook and is a seventh edition, signifying that it has been edited and is up to date with the most recent information on the subject. The different types of practice problems allow students to work with different activities in order to better comprehend the material. The activity where students are asked to make a social media profile creates a text-to-world and text-to-self connection since most students are familiar with and have social media profiles. The activity also allows the students to personalize it and express themselves in Spanish. This text can be used for students with mismatches because they can complete the activity of creating a profile using pictures with words, such as students that have autism. Students who are struggling to learn the vocabulary or have a learning disability can use pictures with words to express themselves when creating their profiles. Doing so will allow students to participate and use the vocabulary, but associate it with pictures to make it easier to understand. Use of Text: This text will be the first one used since it comes from the textbook. The activities can be saved for homework such as the matching and selecting the correct verb, but the activity where students create their own profile can be an activity done in class so students can ask for help from the teacher and peers for vocabulary that relates to interests and physical appearance. Students can receive a speaking grade using the textbook activity be presenting their profile in front of the class.

Text #2: El Poema con Ser y Estar (Poem with ser and estar) Citation: Dunaway-Haney, A & Acosta, K. B. (n.d). //El poema con ser y estar//. Retrieved from Spark Enthusiasm website at []. Text Summary: This text is a poem that describes some of the uses of the verb ser and the verb estar. The poem is in English so it will be easier for students to remember it and provide them with little rhymes to help them remember when to use each verb. Rationale: This poem is informational, but also simple. It does not contain many words in Spanish, other than the verbs, so the language is familiar to the students. The rhymes in the poem condense the information into shorter sentences that will be easy to remember, plus the rhyming aspect of the poem makes it easier to remember and recall when students forget which verb pertains to each circumstance. Although not all of the uses for the verbs are included in this poem, many of the more common uses are which provides a “cheat sheet” for students. I could use this poem as a way to help students review the uses of ser and estar, or to get the whole class participating, we can rehearse it a few times as a class. Use of Text: This poem would be used after introducing the topic and after presenting the uses of ser and estar to help students remember some of the more important uses, without giving them an easy explanation first, which may prevent them from wanting to learn the more in depth explanations.

Text #3: Ser vs. Estar Citation: (n.a). (2009). //Ser vs. Estar//. Retrieved from Spanishdict website at [|http://www.spanishdict.com/answers/100040/ser-vs.-estar#.VQwWE47F-4k]. Text Summary: This article from spanishdict.com describes the different uses of ser and estar in great detail. Each verb contains a five or six letter acronym to help remember the uses and implications for using each verb. The letters of the acronym are explained in detail and each letter has examples provided; the example is given in Spanish with the translation to English written right after it. Another helpful aspect of this website is that in the examples, the conjugated form of the verb to be is in a bold font in both the Spanish and English version of the sentence so that the student sees the comparison from Spanish to English. Additionally, the website provides a few practice sentences at the end along with the answers, so students can try the practice sentences, check their answers and review any wrong answers with the information provided above for the uses of each verb all on one webpage. Rationale: This website’s compilation of the uses of ser and estar is easy to understand and is organized in a way so that the information flows smoothly and makes sense. Similar to the poem, the acronyms that the website provides can be used as an easy tool to recall the information when thinking of which situations relate to using ser and which relate to using estar. Students can be advised to remember the acronyms and they can be quizzed on the acronyms or decorate a paper with the acronyms on it to use for quizzes to help them with their understanding. Use of Text: This text would be used along with the textbook during the first few days of teaching the topic to reinforce the important points that need to be understood about ser and estar before moving on to using them in conversation and writing.

Text #4: Ser and Estar Table Citation: (n.a). (n.d). //The verb “ser” the verb “estar”//. Retrieved from Utah Electronic High School website at []. Text Summary: Similar to the English language, Spanish also has words that change meaning based on the context being used. For example, the word open in English can mean that somewhere is open (perhaps for business) or it could mean that someone is open (meaning outgoing and sociable). Spanish has many adjectives that can change meaning based on not only the context, but also, the verb that means “to be” that is used with them. This table gives examples of 12 adjectives and how their meanings change when used with ser and when used with estar. Many of the examples on the list are common description words, so it is important that their meanings are explained when used with each verb so that students are able to convey the proper meaning. Rationale: This table is well organized and easy to comprehend. It compares one adjective by giving the meaning when used with the verb ser on one side and the meaning when used with the verb estar directly opposite the ser meaning on the other side of the table. This makes it easier for students to see the direct comparison between the adjective, but the different meanings that are conveyed when used with each particular verb. Use of Text: This text would be used after presenting the textbook and article that give an informational summary and the general rules associated with using each verb. This table should be presented to students before they are asked to write sentences independently using ser and estar in the correct context. By teaching this to them before they begin to write sentences on their own, the students will have a better understanding of which adjectives change with the verb that the adjective is used with and will reduce the chance of students conveying an unintended meaning.

Text #5: Ser and Estar- To be or not to be? Citation: (n.a.) (2013). //Ser and estar- to be or not to be?// Retrieved from University of Delaware website at []. Text Summary: Different from the other sources, this source provides information on when and how to use ser and estar with other parts of speech, such as nouns, prepositions, adjectives, etc. Each part of speech is accompanied by an explanation of which verb is used in coordination with it, whether it is always ser, always estar, or can change depending on the context. In addition to the explanation, there are examples provided with each part of speech along with and explanation of the examples, especially when it is possible to use both verbs. In the case of both verbs being a possibility, such as adjectives and past participles, the source provides the same sentence twice, once using ser and once using estar, and provides an explanation of how the meaning changes with the verb being used. Rationale: This source can be used when demonstrating how ser and estar connect with other parts of speech, and will also relate to an English lesson be reviewing the different parts of speech in English and then transforming them into their uses in Spanish, along with the verbs ser and estar. This website also helps show how when translating between English and Spanish, not everything translates exactly as it is in the other language, and there are occasionally words that we leave out in English that are necessary in Spanish or vice versa. In addition to helping students learn about the ways to use ser and estar with parts of speech, students will not only be improving their knowledge of the Spanish language, but also of the different parts of speech, and this understanding can be used in other content areas. This text would benefit students with matchup assets because it provides information that has not yet been covered such as the passive voice. Even though this topic would not be explained in great detail since it will be learned at a later point, students who have a strong knowledge of the concept already, and maybe even know more Spanish than the level of the class would suggest, or they speak it at home, would benefit from seeing for the concept the class is learning now, ser and estar, can connect with future concepts. Use of Text: Similar to the table, this text will be used before students begin to work independently on structuring their own opinions and knowledge into sentences in Spanish. This source would be best used after teaching with the textbook and article which provide information on the general rules and conjugations of the verbs. This source goes into more detail on how to use the verbs, but also ties into prior knowledge about parts of speech which is why it should be taught after the information about the verbs is provided because it is likely that a review on parts of speech will have to be provided to students as well.

Media Sources: Text #6: How to conjugate and use SER and ESTAR in Spanish Citation: Spanish Learning Lab. (July 12, 2014). How to conjugate and use ser and estar in Spanish. Retrieved March 19, 2015 from []. Text Summary: This source is a short YouTube video that explains the uses of ser and estar. The verbs are first conjugated by the narrator of the video and then explained by comparing similar scenarios such as appearance, location, or emotions, and how they change with each verb. The video ends with a dialogue between two people, with the text displayed on the screen, using ser and estar. The dialogue exemplifies the different uses between ser and estar in a typical conversation between two people and shows the commonality of the two verbs. Rationale: This video provides students with an opportunity to learn the information from an outside source other than the teacher. It is very well organized and uses translations in both English and Spanish when giving examples. The most important part of this video for the students is the dialogue because it gives them an opportunity to see (by reading the text of the dialogue), and hear (the conversation) the different uses of ser and estar and for them to witness some of the examples of adjectives changing with meaning, or state of being, being used in a conversation and help them to better understand the two verbs. Use of Text: This video would be used as a review of the topic with a focus on the dialogue at the end. The dialogue could be used for a class discussion and review by going through and finding the different conjugations of ser and estar and explaining why that verb and conjugation was picked over something different. This exercise will help students understand the relationship between specific situations and a specific verb as well as understand the relation between the subject and the proper conjugation of a verb.

Text #7: Spanish Ser vs. Estar Rap Citation: SlusionProductions. (February 5, 2010). Spanish ser vs. estar rap. Retrieved March 19, 2015 from []. Text Summary: This source is a rap that has been posted to YouTube highlighting the differences between ser and estar. The creators of the rap have provided ways that teachers can use the song as a lesson in the classroom by listening to it the first time, actively noticing when the verbs are being used the second time, and writing down the uses of the verbs the third time the video is played. The video provides the information in a more enthusiastic way than a textbook while covering the important aspects of the subject. Rationale: The rap provides lyrics on the bottom as the video plays so students can read along and the important aspects such as the uses of the verbs are included in the video in slides so students can write them down not only as they hear them, but as they appear on the screen. Rap music is something that some students are familiar with and it would provide a different resource to use in the classroom; students can connect to because it is fun and musical rather than a lecture. Also, the rap would elicit a giggle out of the students and potentially engage them more in the lesson. A student with matchup gaps would benefit most from this source because it would provide them with an opportunity to make text-to-self connections by connecting with the music and relating it to popular culture. Buehl suggests that some students with matchup gaps may be street smart or be popular culture savvy, this could mean that a musical source that relates with today’s popular music will engage them in the lesson. Use of Text: This source can be used after the print sources maybe before class begins as a way to frontload and review material to keep the information fresh in student’s minds. Because of the many ways that the video can be used, as outlined by the creators of the video in their summary, the video can be used to enjoy, or to dissect and make a lesson out of it.

Interactive resources: Text #8: Ser and Estar Part IV: Test #1 Citation: (1997-2015). Ser and estar part IV: Test #1. Retrieved March 20, 2015 from []. Text Summary: This website is listed on the list of interactive websites from the 448 page and provides nine units of Spanish lessons. Included in one of the units is the concept of ser and estar. Within the unit is information about the topic, quizzes, tests, podcasts, and oral activities for students and teachers to use. This particular source from the interactive website is a test which gives students sentences and provides a drop down list which a student can use to select the correct verb to match the context of the sentence. Rationale: This interactive website gives students the opportunity to practice what they know in a more interactive way, rather than having a worksheet, quiz, or other written assignment. Also, this website provides only two choices for the answer, one answer using the verb ser and one answer using the verb estar. Both of the verbs are conjugated correctly according to the subject of the sentence which leaves the context of the sentence as what the student needs to base their choice on. The student does not have to worry about conjugating the verb, or selecting between the correct conjugating and determining the subject of the sentence; their sole focus is to pick the correct verb based on the context of the sentence. Use of Text: This can be used to review before a quiz or test; the students can have a day to explore interactive websites to practice the concept in ways that differ from the traditional written assignments that students typically use. Many students enjoy the opportunity to deviate from the norm of lectures and worksheets and they enjoy working with computers.

Text #9: Rags to Riches Citation: Butler, L. (n.d). Rags to riches. Retrieved March 20, 2015 from []. Text Summary: This interactive website is similar to who wants to be a millionaire in the sense that students answer multiple choice questions in order to move up on the list of denominations until they reach one million. If a student answers incorrectly, the game ends and they have to start over. The game is not timed so students can take their time to answer questions. This game focuses only on the verb ser so students have a chance to practice with only conjugating the verb to match the subject rather than selecting between ser or estar. The game gives a phrase in Spanish such as “Yo soy” and the student will have to select the correct choice in English from four answers. If they are correct, they move up towards one million dollars, if they are incorrect, they have to start from the bottom of the chart. Rationale: Since this source only uses the verb ser, it gives students a chance to practice the conjugation of the verb rather than the context. It also makes students think about whether the phrase given to them is in the singular form or plural form and allows them to see the differences between singular and plural conjugations in both English and Spanish. This source would benefit ELL learners because the student is working to match the Spanish translation with the correct English answer. Since the questions and answers are only simple phrases such as I am, you are, we are, students who are English language learners can use this activity in the opposite way as their English speaking peers, and they can take the Spanish phrase that is given and select the proper English translation from the four given answers. Use of Text: This source will be used at the beginning of the lesson, after teaching how to conjugate ser and estar, the students will use this interactive website to practice conjugating the verb. Since the only focus of the game is on the verb ser, students will only have to focus their attention on one verb and only its conjugation rather than two verbs, conjugation, and context. This source can also be used as a review at the end of the lesson to make sure that after being presented with so much information about ser and estar, that they still remember the basics about the verb, which is its conjugation. Another interactive website can be located providing the same support and practice with the verb estar.

Text #10: A Unit on Ser versus Estar (lesson plan) Citation: Hofer, S. (2011). //A unit on ser versus estar//. Retrieved from Manchester University website at []. Text Summary: This text is a lesson plan designed for Spanish I students that a professor from Manchester University has provided. Within this lesson plan is information about the textbook, information on the professor’s philosophy on the subject, ways to activate prior knowledge, ways to introduce new vocabulary, as well as modifications for students with varying abilities, including multiple disabilities and students who are gifted or talented. In each group of lesson plans, there are activities and worksheets provided that the professor plans on using in the lesson as well as testing and modified versions of examinations. Rationale: This lesson plan is extremely helpful, especially since it provides the modified lesson plans for students with varying abilities, including modified ways of testing and assessing the progress of these students. The lesson plan contains a plethora of details and step by step explanations of how this professor plans on teaching the content to her students. I like that her philosophy is included in her lesson plan so that outside teachers can understand her passion for the subject. This source provides examples of activities and worksheets that I could use with my own students as well as how to work with students who may be struggling with the material, or mastering it with little to no difficulty. Use of Text: This source can be used when creating my own lesson plan for this content because it provides so many ideas and activities that can be used with Spanish I students learning the differences between ser and estar. These strategies can be adopted and used in my classroom.

Texts selected for each learner: Students with matchup assets: Ser and Estar- to be or not to be? Students with matchup gaps: Spanish Ser vs. Estar Rap Students with mismatches: Avanzando ELL students: Rags to riches

Using the texts: Teachers should anticipate the varying levels of knowledge in their classroom; not every student in the classroom will be at the same level. Some students will know more information than others, some may struggle to learn the information due to a lack of prior knowledge, and others may have learning disabilities that inhibit their ability to learn information. For this reason, text sets are helpful because they provide different types of texts with different information to match up with the varying needs of students. For this particular lesson, the ser and estar article from spanishdict.com would best benefic students with matchup assets because it provides future information that those students can begin to learn earlier if the current concept is coming easy to them. As the teacher, I can explain to the class the basics of the future information and how it relates to what we are learning now, and for students with matchup assets, the basics that I provide without going into much detail will be enough for them to learn the rest on their own. Students with matchup gaps would benefit from the ser vs. estar rap since the way in which the content is presented, a rap, relates to the popular culture that students are exposed to outside of school. This would create text-to-self and/or text-to-world connections for students who may not possess as much background knowledge as the students with matchup assets. Students with mismatches will benefit from the Avanzando textbook because the activities within the book can be easily modified to better match the levels of the students who may have learning disabilities. The content will still be presented and worked with, but in a manner that is easier for students who may struggle with learning a new language; this is where pictures along with words may benefit students to understand the Spanish and English translations. The interactive website with the game Rags to riches would benefit ELL students because it is translating from Spanish to English. All students can benefit from this; either students will be translating from English to Spanish, or Spanish to English. This text would not have to be changed in order to address the needs of ELL students, just the manner in which the student is using it will change; instead of using the game to learn Spanish, students will be using the game to learn English.

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