Inside: High-Frequency Verb Unit to Start Spanish 1 focusing on the Super 7.
**This post was orginally shared August 1, 2017 before I had a chance to use this Present Tense Super 7 unit. Since then I have taught variations of this unit 11 times starting the first week of Spanish 1 and middle school exploratory Spanish. You can see how this unit went in my Week 1 reflection. Also learn how to use High Frequency Verb units in this blog post.
It seems many people are reading this blog post lately, so I decided it was time to update this post to better reflect my better understanding of how to use it in the most successful way possible.
IN-PERSON HIGH-FREQUENCY VERB UNITS
DISTANCE, HYBRID OR DIGITAL HIGH-FREQUENCY VERB UNITS
Original post about how to use a High-Frequency Verb unit to start Spanish 1
I knew that I wanted to start the year in Spanish 1 focusing on the Super 7 high frequency verbs (from Terry Waltz). They are es, tiene, le gusta, hay, está, va a & quiere. These seven verbs make up a lot of basic conversations in a new language. They allow students in a comprehensible input classroom to communicate about things that matter to them. They are also the basis of our first novel El capibara con botas, so I want to backwards plan. I also think that relationship building is HUGE at the start of the year and want to make sure to build our supportive, positive classroom environment.
Unit 1 Plan for Spanish 1 (or French 1!)
- Welcome students at the door by shaking their hand & asking their name in Spanish
- Instructions are posted on the board for students to make a name card to wear around their neck with their name and a symbol to represent them (in a #deskless classroom you can not make the traditional table tent name. You could also get sticky name tags, but these can be used a couple of days if needed). There will also be a photo booth in the back to take and post pictures as well, just for fun.
- Play a few rounds of Name Game Speedball to practice “What is your name” My name is” & “His/Her name is”
- If there is extra time discuss what students drew on name tag. (Our first day is an early release with 35 minute classes, so I doubt we will get to this)
- Start special person interviews (idea from Bryce Hedstrom). Each day our interviews with focus on a different verb, and the first day is “es.” This will allow me to circle and get in a lot of repetitions of this word. I have all of the questions and answer prompts in a a slide show, which you can download as a part of the Unit.
- I also have a handout with all of the questions they will be asked as a part of the Unit, so students can prepare their answers in advance and use the handout as security if they would like. This will be especially helpful towards the end of the class, since the first eager beaver volunteers are often quite confident and the more reluctant students may want that extra assistance.
- After the first student has gone we will take a musical brain break with the song of the day. Each high frequency word has a song with an embedded video in the slide show that going with the yo form. The first day of course is the favorite Soy yo.
- Depending on time we will do another interview. If we need another brain break, we will play a round of Name Game Speedball
- Continue with special person interviews, each day reviewing our previous people and adding and focusing on a new verb. Each day will also have a musical brain break .
- At some point we will do some second half of class stations for logistical purposes such as syllabus, get set up with Schoology & Sr. Wooly, etc.
- We will also do a Friday free write quiz, where students will just write what they remember about their class. To build confidence, they will probably get to use the posted word wall or handout to assist. Or I may make a matching quiz with a list of names and a list of facts that can be matched.
- I have a mini story that I posted here using the first four verbs (es, tiene, le gusta, hay). We will story ask and maybe do some extensions such as drawing a storyboard, blind retell, etc. My students love to act out stories using the prop box and it will be a change of pace.
- Continue with special person interviews, each day reviewing our previous people and adding and focusing on a new verb. Each day will also have a musical brain break.
- **Once done with the unit you could still do one ineterview per day to go through everyone, or save it as an activity you just do once per week for the rest of the year
Update – Review & Assessment
- Google Form reading quiz – For an assessment over the special person interviews about halfway after the fourth verb we did a Google Form Quiz. I just typed up statements about students with multiple choice of the students who had gone. (Then just copy the question and change the statement to save typing up the options again). If you use it in quiz mode and assign points, it is easy and self-grading!
- **Brand NEW! – Google Slides review activity – great for a sub-plan or to review the unit.
- Review of the unit & verbs – On our last day of the unit, we did the Find Someone Who in partners with the TPT digital add-on. See this post on how to use the add-on. I first assigned one question page and one answers page. You can then differentiate on if your students need the support of sentence starters or not. next, students wrote about themselves on the first page to practice being interviewed. Students then interviewed each other using the questions and writing about the partner on the second page. We did this in person with masks, but you could have students meet digitally to interview in breakout rooms as well. (You could also do something similar with the Question Cards. You can laminate them & have multiple sets.
For summative assessments
- Writing – Students just did a free write about one of the special people (& they could compare to themselves if they wanted). The goal was 10 sentences. I graded it using a proficiency-based rubric.
- Speaking – I asked students a few random questions from the Question Cards. Due to small classes, I just pulled one at a time to my desk with a mask to ask them while others were writing. You could also do this in pairs with students asking each other. If you are online students could sign up for a time or join a meeting room with you to do the assessment. Another option would be to use Flipgrid with question prompts for students to answer.
Update – What if I want to display these verbs?
What if I want to use these verbs, but am doing digital, distance or blended learning?
What if my classes are not into the special person interviews or I want to mix it up?
- You can do the unit without interviews! Mix up how you use the questions!
- For exampl this past winter my Spanish 2 class was introduced to the imperfect tense using my Imperfect Super 7 Blended Bundle. I broke up the Imperfect Digital Slides, posting all of the slides for 2 verbs for each block. (If I had a traditional class length I would do one verb each class for my Spanish 2).
- Instead of interviews, students worked in pairs or small groups to interview each other & recorded answers on the question slides. Then they introduced their partner to the class or another small group.
Do you have more questions or concerns? Let me know! Plus check out this video.
FAQ Video – This video goes through common FAQs using the original units as well.
(Please know it was my first ever attempt at Facebook Live:)