Span1: Unit 8 Day 2- familia, demostrativos, quince, weird yo- Jeannette Fuhriman- 2/18/15
Objective: Students will demonstrate an understanding of what quinceañeras are by
answering questions during a powerpoint presentation about them, correctly conjugate 14
weird “yo” form verbs without copying the answers, and narrate what happens at
quinceañeras using weird “yo” forms.
Cognitive goal: Students will narrate happenings at a quinceañera using irregular “yo” forms.
Social/affective goal: Students will work as a team to conjugate 14 irregular verbs in the “yo”
form.
Linguistic: Students will narrate to a friend what happens at a quinceañera by imagining that they
are celebrating their quinceañera and using irregular “yo” conjugations. V
Assessment Objectives: Students will compete for pesos to correctly write 14 irregular “yo” forms
of verbs as a group. They will also be tested for comprehension by filling out a worksheet as they
watch a video about a family and listen to a powerpoint about quinceañeras.
Materials needed: Calentamiento on overhead (below), video& quinceañera worksheet (below),
“¡En español!” textbook video for Spanish 1 about the family, “Sweet 15” video scene at the
quinceañera (beginning at 52 min), quinceañera Powierpoint
(https://docs.google.com/presentation/d/1yXs6V6mFvVxI0eiauYUF2047JMq_mdzxNfwiHbkCaQ/edit?usp=sharing), verb chart notes/homework (below), Weird “yo” game cards for each
team of 4-5 (below), song and lyrics to “La camisa negra” by Juanes (below), Quinceañera & weird “yo”
activity overhead (below)
1) Calentamiento y sellos (20 min)
-
Warm-up is an overhead with a writing then speaking only portion (below).
Put warm-up on the overhead and have students answer on a separate piece of paper.
While students work on warm-up, give “bien hecho” stamps in their calendars- top stamp
for attendance, bottom stamp for completing the homework. If they were here last class
and didn’t complete the homework they get a slash instead. If they were not in class or
have completed more than half, they don’t get a slash but they also don’t get a stamp
until they complete the homework.
2) Bienvenida (5 min)
- Check the bienvenida sign up on the board to see who has the bienvenida. They welcome
the class, tell what day it is and the weather, the word of the day (they write it on the board),
and 3 sentences about an object that they bring in about why it is special. Give pesos for
students who volunteer to translate their sentences and do it correctly.
---------------------------------------------------------------------------------------------------3) Family Video & worksheet (10 min)
- Watch the video once, then at the end of the first time pass out the worksheet, make
sure they understand the questions by asking them what a few key words mean
- As they watch it a second time, they will answer the questions on the top part of the
worksheet.
- Quickly review answers as a class for pesos
4) Quinceañera PowerPoint & worksheet (5 min)
- On the same worksheet as the video, students will answer the questions about
quinceañeras as you give a the PowerPoint presentation (on GoogleDrive- link above).
- Quickly review answers as a class for pesos before handing them in. Ask if anyone has
ever been to a quinceañera before.
5) Quinceañera Video (5 min)
- Make sure the video is cued to the scene at the quinceañera in the video “Sweet 15” and
watch about 2 minutes so that students can get a better image of what a quinceañera looks
like.
-----------------------------------------------------------------------------------------------------------6) Introduce New “Weird Yo” Verbs (5 min)
-
Pass out the Weird Yo conjugation chart homework, but make sure that the students
know that if you catch them doing the homework during class, you will rip it up.
Using the filled in chart, quickly read through the yo conjugations as a class (you say the
infinitive, ask what it means, then ask what the yo conjugation is).
Saber vs- Conocer- point out the difference (saber=to know facts, conocer= to know
people)
7) “Weird Yo” Practice Game (15 min)
- Arrange tables into groups of 5 (or 4 if needed). Students have 1 minute to study all the
verbs and to memorize the yo conjugations. Then I randomly assign them numbers (1-5 at
each table- if the teams are smaller then one person gets two numbers) and they have 25
seconds to write the conjugations of their verbs on a piece of paper as a team, filling out the
first box only. The 1s conjugate verb #1 in the first box, etc. They can help teamates if
needed, but whoever is assigned to the verb has to be the one writing. Then they repeat the
same process for the next two boxes as well. Once 25 seconds is up they cannot return to
any boxes. Check answers orally after they have everything filled out. Teams that have
100% correct with correct spelling get pesos. Then repeat the activity but this time they only
get 30 seconds to study and 20 seconds to fill in each box.
-----------------------------------------------------------------------------------------------------------8) Sing “La camisa negra” (5 min)
-
First put the lyrics on the overhead and have them help underline any concepts that we
have talked about in the unit (weird yo, demonstratives- TENGO, DIGO, SÉ, ESE),
THEN sing. Have everyone stand up and sing and have a volunteer point to the words
as they sing with a yardstick.
9) Quinceañera + “Weird Yo” Activity (15 min)
- Put up overhead of activity. Students will pretend that they are at their own quinceañera
and narrate to a friend what tey are doing, using as many “weird yo” verb conjugations as
they can. See overhead below.
-----------------------------------------------------------------------------------------------------------10) Rubber Band: Tree Drawing Competition (5-10 min)
- Have students line up in 3 teams in front of a section of the whiteboard. Draw 1 verb tree in
each team’s section. You will say a weird yo verb, then the person at the front of each line begins
with the marker. They run up to the board and fill in any conjugated form of the verb that they want
to, then pass the marker on to the next person on their team. They are not allowed to talk to their
teammates at the board, but they can look at the other trees to see what others are doing if they’re
stuck. Keep going until one team has a perfect tree. That team gets a point, then start over again
with a new verb.
11) Tarea: Worksheet below- weird yo forms chart & sentences
Adaptations: If students need to watch the video again to get all the answers filled
out, they can come in during lunch or after school and I will show it again. The weird
yo practice game is a team effort, so students who struggle in this class should still
feel comfortable participating because their teammates can help them (as long as
they are writing when it’s their turn). For the Quinceañera + Weird Yo Activity I have
included cue questions, which will help students who don’t know what to say about
the quinceañera or who have a hard time coming up with spontaneous conversation.
Students who struggle more with putting sentences into paragraph form can refer
back to the questions on the overhead more. The homework has the answers on the
back for the conjugations since they aren’t regular conjugations.
SP1 C8 Día 2 Calentamiento
Traduzca: (escribe)
1. I say ___________
2. I do ____________
3. I leave __________
4. I put/place _______
5. I come _____________
6. I am worth __________
7. I have _____________
8. The mother-in-law of my dad is interesting. __________
9. My brother-in-law Carlos is smart. _________________
10. My niece María is active/sporty. __________________
11. My cousin Alejandro is lazy. _____________________
12. My step-father is nice. __________________________
Pregunta a tu pareja: (habla)
1. ¿Qué dices a tu sobrina?
2. ¿Qué haces por las mañanas?
3. ¿Cuándo sales de la casa para ir a la escuela?
4. ¿Dónde pones tu mochila (backpack) después de la escuela?
5. ¿Cuándo vienes a la clase de español?
6. ¿Vales mucho a tu madre?
7. ¿Qué haces con tus abuelos?
8. ¿Cómo es tu familia? (describe a tu familia)
Sp 1 Cuento 8 Día 2 QUINCEAÑERA & VIDEO
Nombre: _________________________ Fecha: ______________ Período: _________
El video:
1. ¿Qué fiesta es hoy? _________________________________
2. ¿De qué color es el vestido de Verónica? ________________
3. ¿Qué tiene la abuela? _______________________________
4. ¿Cómo se llama la madre de Verónica?__________________
5. ¿Cómo se llama el primo de Verónica? ___________________
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
La quinceañera:
1. ¿Cuándo se celebran la
quinceañera?
2. ¿Qué es una quinceañera?
3. 3 cosas que se hacen para celebrar la quinceañera:
a. _______________________________________
b. _______________________________________
c. _______________________________________
SP1 Cuento 8 Día 2 Irregular YO forms (See other side if you are stuck, but only if you are stuck!)
conducir =
conocer =
dar =
(this one stem-changes e > i in the boot)
decir =
escoger =
hacer =
poner =
saber =
salir =
(this one stem-changes e > ie in the shoe)
tener =
traer =
valer =
(this one stem-changes e > ie in the shoe)
venir =
ver =
caber =
1. I come to class. _____________________
2. I know everything. __________________
3. I see my nephew. ___________________
4. I give to the poor ___________________
5. I drive my car. __________________________
6. I know everyone. ________________________
7. I choose that dog. _______________________
8. I put on those shoes. _____________________
conducir =
conduzco
conduces
conduce
to drive
conducimos
conducís
conducen
conocer =
conozco
conoces
conoce
to know people
conocemos
conocéis
conocen
dar =
doy
das
da
to give
damos
dais
dan
decir =
digo
dices
dice
to say or to tell
decimos
decís
dicen
escoger =
escojo
escoges
escoge
to choose
escogemos
escogéis
escogen
hacer =
hago
haces
hace
to make or to do
hacemos
hacéis
hacen
poner =
pongo
pones
pone
to put
ponemos
ponéis
ponen
saber =
sé
sabes
sabe
to know facts
sabemos
sabéis
saben
salir =
salgo
sales
sale
to leave
salimos
salís
salen
tener =
tengo
tienes
tiene
to have (possess)
tenemos
tenéis
tienen
traer =
traigo
traes
trae
to bring
traemos
traéis
traen
valer =
valgo
vales
vale
to be worth
valemos
valéis
valen
venir =
vengo
vienes
viene
to come
venimos
venís
vienen
ver =
veo
ves
ve
to see
vemos
veis
ven
caber =
quepo
cabes
cabe
to fit
cabemos
cabéis
caben
SP 1 Cuento 8 Día 2
1.
2.
3.
4.
5.
I come: _________________
I choose: ________________
I am worth: ______________
I have: __________________
I give: ___________________
1.
2.
3.
4.
5.
I fit: ____________________
I know (facts): ____________
I leave: _________________
I say/tell: ________________
I know (people): ___________
Nombres: ____________________________
1. I make/do: _______________
2. I put/place: _______________
3. I drive: __________________
4. I bring: __________________
5. I see: ___________________
-----------------------------------------------------------------------------------------------------------Nombres: ____________________________
1.
2.
3.
4.
5.
I come: _________________
I choose: ________________
I am worth: ______________
I have: __________________
I give: ___________________
1.
2.
3.
4.
5.
I fit: ____________________
I know (facts): ____________
I leave: _________________
I say/tell: ________________
I know (people): ___________
1. I make/do: _______________
2. I put/place: _______________
3. I drive: __________________
4. I bring: __________________
5. I see: ___________________
La camisa negra- por Juanes
Tengo la camisa negra
hoy mi amor esta de luto
Hoy tengo en el alma una pena
y es por culpa de tu embrujo
Hoy sé que tú ya no me quieres
y eso es lo que más me hiere
que tengo la camisa negra
y una pena que me duele
Mal parece que solo me quedé
y fue pura todita tu mentira
que maldita mala suerte la mía
que aquel día te encontré
Por beber del veneno malevo de
tu amor
yo quedé moribundo y lleno de
dolor
respiré de ese humo amargo de tu
adiós
y desde que tú te fuiste yo solo
tengo:
Tengo la camisa negra
porque negra tengo el alma
yo por ti perdí la calma
y casi pierdo hasta mi cama
Cama cama come on baby
te digo con disimulo
Tengo la camisa negra
y debajo tengo el difunto
Tengo la camisa negra
ya tu amor no me interesa
lo que ayer me supo a gloria
hoy me sabe a pura
miércoles por la tarde y t ú que no
llegas
ni siquiera muestras señas
y yo con la camisa negra
y tus maletas en la puerta
Mal parece que solo me quedé
y fue pura todita tu mentira
que maldita mala suerte la mía
que aquel día te encontré
Por beber del veneno malevo de
tu amor
yo quedé moribundo y lleno de
dolor
respiré de ese humo amargo de tu
adiós
y desde que tú te fuiste yo solo
tengo:
Tengo la camisa negra
porque negra tengo el alma
yo por ti perdí la calma
y casi pierdo hasta mi cama
Cama cama come on baby
te digo con disimulo
Tengo la camisa negra
y debajo tengo el difunto
Tengo la camisa negra
porque negra tengo el alma
yo por ti perdí la calma
y casi pierdo hasta mi cama
Cama cama come on baby
te digo con disimulo
Tengo la camisa negra
y debajo tengo el difunto
Span1: Unit 8 Day 2- familia, demostrativos, quince, weird yo- Jeannette Fuhriman- 2/18/15
Eres una chica mexicana. Hoy es tu quinceañera. Narra
(narrate) a un amigo lo que haces. Usa 6 o más verbos
de “weird yo”.
(Pretend that you are a Mexican girl at your quinceañera. Have a
conversation with a friend narrating what you are doing. Use as many weird
yo verbs as you can. Helpful questions to get you started…)
1.¿Dónde pones tu bolsa y tus zapatos?
2.¿A quién le das la muñeca?
3.¿Conoces a todas las personas en la fiesta?
4.¿Cuál pastel escoges?
5.¿Qué dices a los invitados (guests)?
6.¿Qué tienes en tu bolsa?
7.¿Qué traes a la fiesta?
8.¿Qué ves en la fiesta?
9.¿Qué haces durante la fiesta?