Learning Objectives:

1- The students will be able to recognize and apply the rules for Irregular and Regular Verbs conjugation.

2- The students will see and practice in class and individual assessment some examples in sentences for regular and irregular verbs conjugation.

3- The students will have a 10 common irregular verbs list verbs to compare irregular verbs vs. regular verbs.

At the end of the lesson, the students will learn the rules of conjugation for regular and irregulars verbs, how to understand the difference between both categories of verbs and practice the conjugation as an assessment of the class to evaluate the knowledge.

This LO was created for students that are learning the Spanish Language. The Learning Objectives are that students can identify the infinitive of verbs to make a proper conjugation. Also, how to create sentences using those verbs. Remember the Spanish language the conjugation is a little hard to achieve because of each pronoun changes in the conjugation. The students will know how it is a divide in categories and groups based on grammatical rules.

The word conjugation means much more than changing the base form of a verb. When one conjugates a verb, they operate on a level of sophistication that one may not realize. The small changes that take place carry a lot of meaning. One does not only need to ask themselves who the subject is when conjugating a verb but also keep in mind the number of subjects when the action is going to take place that is the tense as well as the mood or the purpose of the sentence.

Assessment

The most stressful part of learning a second language is how to conjugate a verb, and it keeps many people from achieving their confidence which they need to be fluent. Everyone has been there, and there is always a starting point. It is good for people to take it nice as well as easy.  For a smooth learning one should start with the regular verb tenses and regular verbs then later deal with the irregular verbs later and after getting this constructing sentences becomes easier.

RUBRIC:

https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16482682_1&rubric_id=_761867_1

CONJUGATION OF REGULAR VERBS IN PRETERIT TENSE

  https://youtu.be/DYVehxLzTmo

Learning Objective: Conjugation of the regular verbs in preterit in the Spanish Language.

LO: Video presentation.

To understand the conjugation of the regular verbs in preterit in Spanish we must start with how we do it in English.

In the English language the conjugation rule is straightforward:

a) We add “ed” or “d,” depending on the verbs ending.

   1- If we have the verb To Learn we made the preterit adding ED at the end of the verb. Then we will have: “learned” for the preterite tense.

  2- If we have the verb like To Bake, then we only add D at the end of the verb. We will have formed the preterit “baked.”

This is how we make the preterit tense in English.

Now with the Spanish Language, it is a little more difficult because we must divide the verbs into two groups to the students will achieve the knowledge. We separate this content into two individual topics or learning objectives; because of the complexity of the student’s comprehension.

These Two Groups are:

1- The first group included those verbs which ending is “AR.” Example: acabar, cantarh

2- The Second group included those verbs which endings are “ER” and “IR.” Example: Comer, Vivir

ANNOTATED BIBLIOGRAPHY

The conjugation rule for the verbs that ending in “AR” is to drop the words AR to the infinitive of the verb and make a substitution as follow for each personal pronoun.

Giller, S., & Barker, P.Retrieved from https://core.ac.uk/download/pdf/38301689.pdf

The article is based on models that support the multimedia course production. The author tries to emphasize that new technologies are able for everybody interested in computer-based learning. According to the article:” multimedia-computing technology has opened up many interesting opportunities for the creation of new types of teaching, learning and training product. These products have covered a wide range of subject areas and have been aimed at

many different audiences. Typical examples of the types of product that are now available include electronic books, educational games, various sorts of interactive product based on the use of compact disk (CD) technology, intranet, and World Wide Web pages, and tools to facilitate ‘electronic’ knowledge sharing. Together, products of this sort can be used in a variety of ways to enrich, quite significantly, the scope and quality of computer-based learning (CBL) experiences.” ( Giller, S., & Barker). The author explains the methods and models for multimedia, to create a learning product that allows an interactive approach with accuracy and effectiveness.

Erichsen, G. (2018). A Step-By-Step Conjugation of Simple Past Tense Verbs in Spanish. Retrieved from https://www.thoughtco.com/conjugation-of-regular-preterite-verbs-3079161

The article under exploration is the one entitled, a step by Step Conjugation of Simple Past Tense Verbs in Spanish.” The writer of the report observes that the Spanish consists of two simple past tenses. These two simple past tenses include; the preterit and the imperfect tense. According to Erichsen (2018), the preterit consists of a conjugation, which is essential in learning. The writer of the article further presumes that a preterit is a verb, which is embraced in explaining the events that have already taken place or the activities that have been completed (Erichsen, 2018). While the preterit is used for the events that have already occurred, the imperfect is embraced for the actions that have not been completed. The article further expounds on how the conjugation of the preterit tense is carried out (Erichsen, 2018). The writer of the article articulates that in Spanish, verbs are presumed to be the words that change and the ones that are dependent on various moods, tenses, and aspects of gender. According to the Spanish conjugation rules, the formation of the preterit verbs takes place through the removal of the infinite ending verb. In this case, the performer of the action replaces the verb.

Danielson, M. (2019). How to Conjugate Verbs in the Spanish Preterit. Retrieved from https://takelessons.com/blog/spanish-preterite-past-tense-conjugation-z03

The article expounds on the conjugation of the Spanish preterit verbs. The conjugation of the Spanish past tense is necessary for exploring the situation and events that have already occurred. The article examines the preterit and the imperfect as the two types of the Spanish past tense (Danielson, 2017). The writer of the article also observes that the verbs in Spanish are used to depict or denote the words that are altered and are impacted by the mood, gender, and tenses. Impliedly, the verbs in Spanish are dependent on the attitudes, gender, and the tenses. The writer further portends that there are 12 core verbs in Spanish whose past tense conjugation in the preterit is irregular (Danielson, 2017).

References

Giller, S., & Barker, Retrieved from https://core.ac.uk/download/pdf/38301689.pdf

Danielson, M. (2019). How to Conjugate Verbs in the Spanish Preterit. Retrieved from https://takelessons.com/blog/spanish-preterite-past-tense-conjugation-z03

Erichsen, G. (2018). A Step-By-Step Conjugation of Simple Past Tense Verbs in Spanish. Retrieved from https://www.thoughtco.com/conjugation-of-regular-preterite-verbs-3079161

Rubric:

https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16482682_1&rubric_id=_761865_1

SER vs. ESTAR

SCRIPT

  STORYBOARD

The accessibility of the use of eLearning is unlimited. You have access to education and training at your own pace and just in time. Besides, with technology, eLearning is changing and evolving so that students can use this method anywhere and anytime; give them precisely what they need, exactly when they need it. However, the eLearning course is more than words and audio on a screen. The learning materials should be strategically and carefully designed with the appropriate instructional design principles. These principles guide each course, adjust, and personalize to create the most impactful learning experience. The balance and the combination of all the necessary principles are maintained and, therefore, take every opportunity to involve and educate a student.

According to Richard E. Mayer, the principles that shape the design and organization of multimedia presentations. This LO is based on a story that explains the uses and conjugations of the verbs Ser and Estar. We are applying:

1- The multimedia principle when we use words and graphics together.

2- The principles of contiguity, because with the conjugation of words and graphics together, we can relate the words to the graphic, like the storyboard. Therefore, we are talking about

a) Principle of spatial contiguity because we keep along the words that explain a concept and the images that accompany them, (storyboard). In this way, it will facilitate the student’s ability to understand and process all the information displayed.

b) The principle of temporal contiguity, we can present the words (dialogue) and images simultaneously, and it will be easy to process that information instead of one by one.

3- The principle of redundancy will explain pictures with words in audio or text. If the elements complement each other, instead of overloading all the available details, using a less focus is more. It is just listening to the audio with the subtitle turned off; the students will be more focused on the subject.

4- The principle of segmentation allows us to manage complexity by dividing the lesson into parts. In addition, it helps to reinforce this process, facilitating learning with user-oriented segments, and gives students more control over what they need.

When the audiovisual study is applied, the students make a more significant mental effort; so, it denotes better learning. I think that the use of a digital “agent” instead of an image or a video of the speaker is still included in the Principle of the image, in the case of making a video about this story, more audiovisual. At the same time, it seems to cross with these principles, which has been analyzed. I often see videos with animated “talking heads” (such as those created in Powtoon) that provide audio and text versions of their content at the same time, which seems useful, but also faces the principle of redundancy and the principle of modality. Another technological challenge that meets some of the advice offered by the Theory of multimedia learning is the evaluability: when we add text and voice, we are helping to ensure that people with hearing or vision problems can consume the content, but the theory of Multimedia learning tells us NOT to do this.

This storyboard targets verb conjugation and choosing between ser and estar in the context of responding to questions.  The students can create a conversation or multiple conversations between characters, based on the storyboard. The storyboard must use all categories of ser and estar. It should also target various forms of the two verbs. Structured as a conversation, students must take into account how questions are asked and answered, besides just choosing between ser and estar correctly. Sometimes it is helpful for students to pretend they are speaking to a friend in order to determine the appropriate subject and verb conjugation. To reinforce the concept, below each example students can write the ser or estar category.


Activity: Students create and write full conversation as modeled.

Reference:

Walsh, K. (2018, July 4). Mayer’s 12 Principles of Multimedia Learning are a Powerful Design Resource | Emerging Education Technologies. Retrieved from https://www.emergingedtech.com/2017/06/mayers-12-principles-of-multimedia-learning-are-a-powerful-design-resource/

CREATING AN AUDIO LEARNING OBJECT

HTML ASSESSMENTS: 30 minutes.

https://youtu.be/d5ekiydVGHE

Two Learning Objectives:

1- What is the importance to learn HTML? For this assessment, the students will write a brief paragraph explaining the importance of learning HTML with their own words. This paragraph must be no less than 10 sentences, using the vocabulary that they learned in the lesson.

2- The second assessment is a Match two columns. On column A the students will have the words Hyper, Text, Mark up and Language; in that order top through bottom. In column B, the students will have randomly the meaning of each concept mentioned above.

Learning Spanish By Pedro

STORYBOARD TO LEARN THE USES OF THE VERB “TO BE”–“SER Y ESTAR”

By Pedro Alvarez

The purpose of this storyboard is to understand better with images and texts when and how we can use the verb “to be”-“SER” y “ESTAR.”

En términos generales, se usa “ser” para referirse a hechos y características y se usa “estar” para describir percepciones y opiniones, pero el uso de los dos verbos es mucho más complejo de lo que parece a primera vista y cada uno tiene usos específicos y especiales que hace falta aprender. Podemos usarlo en: Origen, destinación, propiedad, la hora, frase impersonal, características, y suceso social 

In general terms, “to be” is used to refer to facts and characteristics and “to be” is used to describe perceptions and opinions, but the use of the two verbs is much more complicated than it seems at first sight and each one has uses specific and individual needs to be learned. We can use it at the origin, destination, property, time, impersonal phrase, characteristics, and social event.

Done by: Pedro Alvarez



Assessment: SER vs. ESTAR conjugation 

Type of assessment: Formative assessment.

Learning Objectives: Conjugation of the verbs “SER” and “ESTAR”

Learning Object: Kahoot game

This is a multiplayer game for the entire classroom. The students will be assessed in one specific learning objective. With the completion of the game, the students will show if they mastered or not the conjugation skills. 

The game included eleven questions with multiple conjugations on different personal pronouns and subjects. At the end of the game, we can collect the data with the final results for each student performance, and we can evaluate and give the proper grade to the students.

https://play.kahoot.it/#/k/539859f6-57ca-4765-9da9-a2c95f621644

Above you will see the link of the Kahoot game, that we can provide to the students. With the eleven questions, which included images and text, that guide the students in order to answer correctly the questions.

HTML: Introduction ad Definition

HTML Storyboard

  HTML introduction and Definition Script

Presenter: Today we are going to introduce one of the most important parts of website development and that is the language of HTML.

Presenter: Here is our first question: How you ever wonder how exactly web pages are made? You probably used several webs pages on the internet, but how you ever wonder what goes into making the web pages behind the scenes?

Presenter: Well introducing HTML; the language for building web pages, and why we supposed must learn HTML. This computer language let us develop our web pages. When we build our web page,s we can easily share our ideas and creations with the entire world.

Presenter: Web pages have become an incredibly valuable resource in our society for spreading pieces of information, ideas for artists to share their creations for groups to get together. An organize web pages are the new way which data can be shared between people.

Presenter: If you think about it, Facebook, Twiter, and every website that you build or you are viewing; every single page on the internet, all of them are created using HTML. All those pages are made by people who learned HTML. That is what we are going to do today, start the process of learning to uses HTML language to build our web pages. Furthermore, what it’s incredible about HTML that once you create an HTML document, maybe a web page, on any browser or on any app, and any device will be able to take that HTML document and display a beautiful web page from it.

Presenter: Let’s start with the definition of HTML, HTML stands for Hyper: which is the opposite of linear or simply put extremely active. Text: is what you create HTML with, just like a word processor without all the fancy formatting. Mark up: is the process of creating the HTML, you mark it up in a word processor. This loosely means, to write. Language: It’s misleading, it is not a cryptic computer language, that you have to learn an entirely new alphabet to understand. It uses plain English. It’s a language that your browser understands, and one that you can learn to understand without much effort.

Presenter: In conclusion, we learn two important things today: first Why we need to learn HTML if we want to build our webpage. Now you can ask yourself can I read a web page without using HTML? Well yes, it is true, you can find several online platforms, for example, WordPress, Cloud press, Bubble, when you can build your web page without having any knowledge about HTML. But Ironically, perhaps those platforms were built with HTML, and those people know how to use it. The proper way, the most innovative idea is to create web pages is you learning HTML. The second thing that we learned today is what HTML stands for, to understand the nature of this language.

Presenter: In the next class we are going to be talking about the HTML tags; which are the commands will be using to build our codes in how to write in HTML.

Presenter: Well this was our class today, I hope you enjoyed it, have a good day and see you in the next lesson.