Grade: 11

Duration: 80 minutes

Class size: 15 students

Subject: Other (Foreign Language - Portuguese verb conjugation)

---

Learning Objectives (Aligned with Common Core State Standards)

CCSS.ELA-LITERACY.L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, transferred here to the target language, focusing on correct verb forms.
CCSS.ELA-LITERACY.L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Portuguese regular verbs.
CCSS.ELA-LITERACY.L.11-12.6: Acquire and use accurately a range of Portuguese verbs to convey precise meanings.
Additionally aligned with ACTFL World-Readiness Standards for Learning Languages (Communication and Cultures domains).

---

I Can Statements

• I can conjugate regular Portuguese verbs ending in -ar, -er, and -ir in the present tense.
• I can identify the subject and correctly match it with the conjugated verb form.
• I can apply the conjugations in sentences to communicate simple actions.

---

Success Criteria

• Accurately complete verb conjugation tables for -ar, -er, and -ir verbs with 90% accuracy.
• Use at least three different regular verbs in independently constructed sentences.
• Participate actively in small group practice exercises and demonstrate understanding during class discussion.

---

Materials Needed

• Printed conjugation tables (dyslexia-friendly font such as OpenDyslexic or Arial)
• Whiteboard and markers
• Individual mini whiteboards for students
• Flashcards with verbs
• Worksheets for practice and assessment
• Colored pens/pencils for verb highlighting

---

Lesson Procedure

1. Introduction & Hook (10 minutes)

• Activate prior knowledge: Briefly ask students if they know any Portuguese words or how verbs work in English (to create linguistic bridges).
• Explain importance: Discuss how mastering regular verb conjugations forms the foundation for effective communication in Portuguese.
• Display a clear, large conjugation table of one -ar verb ("falar" - to speak) on the board with subject pronouns.

---

2. Teaching & Modeling (15 minutes)

• Explain conjugation patterns:

  • Present the verb endings for -ar, -er, and -ir verbs in the present tense.
  • Write the full conjugation table for one example of each verb type on the board:

    Subject	-ar (falar)	-er (comer)	-ir (abrir)
    eu	falo	como	abro
    tu	falas	comes	abres
    ele/ela	fala	come	abre
    nós	falamos	comemos	abrimos
    vós	falais	comeis	abris
    eles/elas	falam	comem	abrem

• Highlight the different endings and their consistency within each verb group.

---

3. Guided Practice (15 minutes)

• Group work: Distribute conjugation tables and flashcards with verbs.
• Students work in pairs to conjugate 3 new -ar, -er, and -ir verbs on their mini whiteboards (e.g., trabalhar, vender, partir).
• Circulate to monitor understanding and offer immediate feedback.

Differentiation:

• For dyslexic learners, provide colored highlighting of verb endings and subject pronouns to visually separate components.
• For students needing extra support, provide verbs with more context (verbs connected to their daily life, e.g. 'trabalhar' = 'to work').

---

4. Independent Practice (20 minutes)

• Hand out a worksheet with fill-in-the-blank exercises requiring students to select the correct conjugated form based on the subject.
• Include sentences such as:
  • "Nós ______ (falar) português todos os dias."
  • "Ela ______ (comer) uma maçã."
• Provide a word bank with infinitive verbs and subject pronouns.
• Encourage writing 3 original sentences using different verbs and subjects.

Extension for advanced learners:

• Challenge them to write short paragraphs describing daily routines using multiple conjugated verbs.
• Introduce simple negation with these verbs (e.g., Eu não falo).

---

5. Review and Formative Assessment (15 minutes)

• Conduct a quick oral quiz using flashcards: teacher shows a verb and a subject; student must conjugate out loud.
• Use a "thumbs up/down" system for self-assessment after each question.
• Engage in a whole-class conjugation relay where students fill in missing forms on a projected conjugation table in teams.

---

6. Closing Reflection & Recap (5 minutes)

• Ask students to write one sentence on an exit ticket: "I can...", reflecting their learning (e.g., “I can conjugate regular verbs in Portuguese.”)
• Summarize key takeaways emphasizing consistent endings and importance of practice.

---

Differentiation Strategies

• Visual Support: Color-coded tables and dyslexia-friendly fonts.
• Pair/Group Work: Encourage peer support.
• Varied Practice: Oral, written, and kinesthetic activities.
• Chunking: Break complex conjugation concepts into smaller, manageable parts.

---

Extensions for Advanced Learners

• Introduce irregular verb stems for comparison (e.g., "ser", "ir").
• Practice forming questions and short dialogues using conjugated verbs.
• Explore verb usage in different tenses briefly (future or past simple).

---

Dyslexia-Friendly Reading Suggestions

• Use sans-serif fonts like Arial or OpenDyslexic on all printed materials.
• Provide high contrast between text and background (black on white or cream).
• Space text generously with clear headings and bullet points.
• Use color coding to differentiate subject pronouns and verb endings.

---

This lesson plan aims to engage 11th graders in mastering Portuguese regular verb conjugations with scaffolded support, active practice, and meaningful reflection, all while aligning with Common Core language conventions and enabling transfer of learning within language acquisition frameworks.