High-Frequency Verb Unit to Start Spanish 1

• Welcome students at the door by shaking their hands & asking their names 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 a 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 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 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 goes 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 Google Classroom & 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 retelling, 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 interview 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 of 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!

• 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 partnership 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 Super 7 Unit 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. 

>>>Super 7 Present Bundle

If you want every present tense Super 7 resource I have, you will want the Super 7 High-Frequency Verbs Bundle. It includes the high frequency verb unit, the new distance learning unit, Google Slides review activity, plus in-person activity ideas of Find Someone Who, and Question Cards. They recycle the same material. It will help you be prepared with some paper activities if you get a chance to see students in person, as well as digital while learning remotely. 

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:)