Lesson 1: Chapter 9 Intro, Summer Vocabulary
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to describe summer and winter weather
* Students will be able to talk about summer activities and sports
* Students will be able to talk about winder sports
* Students will be able to discuss past actions and events
* Students will be able to refer to people and things already mentioned
II. Objectives: What will the student do (short-term)?
* Students will be able to process the summer vocabulary aurally without the book
* Students will be able to recite the summer vocabulary back on request
* Students will be able to ask and to tell partners where they go and what they do in summer
* Students will be able to create an itinerary for a made up trip and list the materials needed
III. Standards: How does it align to the state standards?
* INTASC # 1 * INTASC # 2 * !NTASC # 4 -
Teacher understands central concepts of discipline and creates meaningful experiences
Teacher understands how students learn best and creates development opportunities
Teacher uses a variety of instructional strategies
* IASFL # 1.2 - Students engage in conversations and provide and obtain information
* IASFL # 2.2 - Students understand and interpret spoken language
III. Materials: What will the teacher/student need?
* Handout: brochure with the travel vocab on it
* Handout: slips of paper telling students where they go and what they need for summer trip
* Brochures of Latin American summer resorts from AAA
* Travel Agent Costume: brief case, nice clothes, brochures, etc.
* Paper for itinerary to look nice, magazines, scissors, and glue
* Transparency: Cancun itinerary for an example
* Bulletin Board: Travel information for Latin America from AAA travel agency
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) Introduce chapter - give students a heads-up about the main themes of Chapter 9: summer
and winter weather and activities, talking in the past tense (preterit), indirect object pronouns
(instead of repeating words, using Hit"), learning about beach and ski resorts of Latin
America, and short group travel project (5 min).
Has anyone traveled to either a beach or ski resort in Latin America? Where to?
What were some of the greatest differences that you noticed? Anything stand out?
Lesson 2: Summer Vocab Review , Weather Vocab Introduction
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to describe summer and winter weather
* Students will be able to talk about summer activities and sports
* Students will be able to talk about winder sports
* Students will be able to discuss past actions and events
* Students will be able to refer to people and things already mentioned
II. Objectives: What will the student do (short-term)?
* Students will be able to write sentences from vocabulary describing a picture
* Students will be able to describe vocab words to teammates without using key words
* Students will be able to learn weather vocab aurally without seeing the words initially
* Students will be able to view and interpret authentic weather clips
* Students will be able to describe the weather themselves using PowerPoint Presentation
* Students will be able to describe weather pictures in full sentences
III. Standards: How does it align to the state standards?
* !NTASC Standard # 1 -
Teacher makes subject matter more meaningful
* !NTASC Standard # 3 - Teacher creates instructional opportunities for diverse learners
* !NTASC Standard # 4 - Teacher develops critical thinking and performance skills
*IASFL Standard 2.2 - Students understand and interpret spoken language
*IASFL Standard 2.3 - Students present information to an audience
*IASFL Standard 2.8 - Students make comparisons with L1 and L2
III. Materials: What will the teacher/student need?
* Transparency: beach scene
* Computer and projector
* PowerPoint Presentation: the weather
*TVand VCR
* Authentic clips and segments of weather reports
* Taboo Vocab Review instructions and cards (2 sets)
* Handout: Weather PowerPoint with vocab, Weather PowerPoint without vocab (homework)
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) BRR: using the projector, put up a picture of a beach scene. Have students write five
different sentences about the picture in Spanish using the new vocabulary. Share several of
the sentences as a class (10 min).
Lesson 3: Weather Vocab Review, Quiz, Preterit Introduction
I. Goals: What do you want the student to learn (long-tenn)?
* Students will be able to describe summer and winter weather
* Students will be able to talk about summer activities and sports
* Students will be able to talk about winder sports
* Students will be able to discuss past actions and events
* Students will be able to refer to people and things already mentioned
II. Objectives: What will the student do (short-tenn)?
* Students will be able to describe the weather with a given map on the overhead
* Students will be able to pick up objects corresponding to certain weather descriptions
* Students will be able to hypothesize in groups the preterit tense -ar verb endings
* Students will be able to begin conjugating preterit tense -ar verbs
III. Standards: How does it align to the state standards?
* INTASC # 1 * INTASC # 3 * INTASC # 6 -
Teacher understands the central concepts of discipline and makes subject meaningful
Teacher differentiates instructional approaches
Teacher uses a variety of communicative methods, including technology
* IASFL # 2.2 - Students interpret spoken language on a variety of topics
* IASFL # 2.4 - Students understand the relationship between practices and perspectives
* IASFL # 2.8 - Students demonstrate an understanding of the nature of language through comparisons
III. Materials: What will the teacher/student need?
* Transparency: Chile Weather Map
* Objects relating to weather: hat/gloves/jacket, sun glasses/sun lotion, umbrella
* Vocabulary quiz
* Song: "No 10 sofie", lyrics
IV. Instructional Strategies: How will you teach the infonnation?
(a) Opener(1) BRR: Have Chile weather map transparency on the overhead. Have students write out
weather forecasts for the different cities using the weather vocabulary. Have them share their
forecasts with the class (15 min).
(b) Body(1) Have students come up to the front. Read one of several different weather forecasts. Have
the student pick up the best corresponding objects to the weather description. Have them say
Lesson 4: -Ar Preterit Review, Winter Vocab Introduction
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to describe summer and winter weather
* Students will be able to talk about summer activities and sports
* Students will be able to talk about winder sports
* Students will be able to discuss past actions and events
* Students will be able to refer to people and things already mentioned
II. Objectives: What will the student do (short-term)?
* Students will be able to answer questions using the correct preterit ending
* Students will be able to state words that trigger the preterit tense
* Students will be able to ask and answer questions in the preterit with a partner
* Students will be able to create and to write a post card about a trip to the beach in the past
* Students will be able to pretend to rent ski equipment with a partner and to find prices
III. Standards: How does it align to the state standards?
* INTASC # 2 * !NTASC # 4
* INTASC # 5 * IASFL # 2.1 * IASFL # 2.2 * IASFL # 2.8 -
Teacher understands student learning and creates appropriate learning opportunities
Teacher uses a variety of instructional strategies
Teacher creates a learning environment that encourages positive interaction
Students engage in conversation and provide and obtain information
Students understand spoken language in a variety of contexts
Students demonstrate an understanding of their own language through comparisons
III. Materials: What will the teacher/student need?
* Overhead of questions on p.260 (different subjects)
* Ski equipment from Dale (skis, poles, boots, gloves, hat)
* Information-gap activity: list of winter items needed, prices for items
* Transparency: Voy de vacaciones
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) BRR: Have the questions on p.260 with different subjects on an overhead transparency.
Have students write down answers and go through answers as a class (10 min).
(b) Body(1) What words do we use to talk about things in the present in English? The past?
What words do we use to talk about things in the present in Spanish? The past?
These are words that will trigger the use of the preterit (p.263). (5 min).
Lesson 5: Winter Vocab Review, Preterit Review and Irregulars
I. Goals: What do you want the student to learn (long-tenn)?
* Students will be able to describe summer and winter weather
* Students will be able to talk about summer activities and sports
* Students will be able to talk about winder sports
* Students will be able to discuss past actions and events
* Students will be able to refer to people and things already mentioned
II. Objectives: What will the student do (short-tenn)?
* Students will be able to find and to circle the Spanish winter vocabulary words when give in English
* Students will be able to change verbs that are written in the present into the past
* Students will be able to act out short skits involving past activities
* Students will be able to conjugate verbs into the preterit, including the irregular ser/ir
* Students will be able to conjugate -ar preterit verbs when given a specific subject
III. Standards: How does it align to the state standards?
* INTASC # 3
* INTASC # 6 * INTASC # 7 -
Teacher understands that students differ in learning and creates such opportunities
Teacher incorporates a variety of communicative techniques
Teacher plans and manages instruction based on knowledge of students
* IASFL # 2.2 - Students understand and interpret written and spoken language
* IASFL # 2.8 - Students demonstrate an understanding of language through comparisons
III. Materials: What will the teacher/student need?
* Vocabulary word search (from activities book)
* Present/past tense script (any additional materials)
* Worksheet: preterit irregular verbs (ser/ir)
* Transparency: script with verb blanks for students to fill in
* Cut-outs of skiers and ski lift
IV. Instructional Strategies: How will you teach the infonnation?
(a) Opener(1) BRR: Hand out to students a vocabulary review word-search. Give them the words in
English for them to find in Spanish. Allow them to use their book for words with which they
are unfamiliar (10 min).
(b) Body(1) TPRS: Have a script to pass out to students with the present tense verbs underlined and verb
tense indicators boxed and using the chapter vocabulary. Using a script for the scene done in
Lesson 6: Winter Vocab and Preterit Quiz, Project Intro
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to describe summer and winter weather
* Students will be able to talk about summer activities and sports
* Students will be able to talk about winder sports
* Students will be able to discuss past actions and events
* Students will be able to refer to people and things already mentioned
II. Objectives: What will the student do (short-term)?
* Students will be able to tell their classmates what they did yesterday
* Students will be able to locate fill in preterit tense verbs as they follow along with a song
* Students will be able to create a postcard about a ski trip using the vocabulary and past tense
* Students will be able to show their knowledge of the vocab and grammar by taking a quiz
* Students will be able to analyze effective ways to sell Latin American travel information
* Students will be able to begin brainstorming for their projects
III. Standards: How does it align to the state standards?
* INTASC # 2 - Teacher understands how students learn and creates instruction to make it meaningful
* INTASC # 4 - Teacher uses a variety of instructional strategies to encourage performance skills
* INTASC # 5 - Teacher creates a positive learning environment
* IASFL # 2.1- Students engage in conversations and provide and obtain information
* IASFL # 2.2 - Students understand and interpret written and spoken language
* IASFL # 2.6 - Students reinforce their knowledge of other disciplines
* IASFL # 2.9 - Students demonstrate understanding of the concepts of culture
III. Materials: What will the teacher/student need?
* Song: song in the past tense
* Handout: lyrics to song with verbs taken out and replaced with blanks (infinitive next to blank)
* Transparency: song lyrics with the blanks
* Quiz: preterit tense and winter vocabulary
* Handout with rubric: Project handout of expectations
* Video: Latin American travel, TVNeR: ask library ahead of time
* Magazines, scissors, glue and nice paper for post cards
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) BRR: Have written on the board: i,D6ndefuiste ayer? (where did you go yesterday). Have
students write down five places they went. Have them ask someone nearby where they went
yesterday and vice versa. Ask several students in class where they went yesterday (5 min).
Lesson 7: Full Project Work Day
@
Library
I. Goals: What do you want the student to learn (long-tenn)?
* Students will be able to describe summer and winter weather
* Students will be able to talk about summer activities and sports
* Students will be able to talk about winder sports
* Students will be able to discuss past actions and events
* Students will be able to refer to people and things already mentioned
II. Objectives: What will the student do (short-tenn)?
* Students will be able to answer questions about the beach in the past
* Students will be able to begin working on and planning their group projects
III. Standards: How does it align to the state standards?
* INTASC # 2 - Teacher understands how students learn and creates instruction to make it meaningful
* INTASC # 4 - Teacher uses a variety of instructional strategies to encourage perfonnance skills
* INTASC # 5 - Teacher creates a positive learning environment
* IASFL # 2.2 - Students understand and interpret written and spoken language
* IASFL # 2.6 - Students reinforce their knowledge of other disciplines (Geography)
* IASFL # 2.9 - Students demonstrate understanding of the concepts of culture
III. Materials: What will the teacher/student need?
* Library access to type up brochures, if needed
* Transparency: 9-4 (p.270)
IV. Instructional Strategies: How will you teach the infonnation?
(a) Opener(1) BRR: Transparency 9-4 (p.270). Have students write down answers to the questions. Go
through questions briefly by asking several students questions (5 min).
(b) Body-
(1) Give students the remainder of the time to work on their projects. Half way through the class,
they need to report to me on how they are progressing and what materials they still might
need. Students also need to be thinking about how they are going to present the infonnation
to the class. They will have some time to wrap up loose ends before presentations begin the
next time in class (80 min).
(2) Sometime during the day, students need to tell me what they're doing and any resources that
they need me to get for them for presentations.
Lesson 8: Project Work Time, Presentations & Indirect Object Pronouns Intro
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to describe summer and winter weather
* Students will be able to talk about summer activities and sports
* Students will be able to talk about winder sports
* Students will be able to discuss past actions and events
* Students will be able to refer to people and things already mentioned
II. Objectives: What will the student do (short-term)?
* Students will be able to answer questions in the past both written and orally
* Students will be able to begin finishing up their travel projects
* Students will be able to present their projects to the class
* Students will be able to circle the subject, underline the verb, and box the direct object pronoun
* Students will be able to form sentences using D.O. pronouns by physically moving and creating sentences
* Students will be able to write sentences replacing the direct object with its corresponding pronoun
III. Standards: How does it align to the state standards?
* INTASC # 1 - Teacher understands the discipline and creates meaningful learning experiences
* INTASC # 3 - Teacher creates instructional opportunities with diverse learners in mind
* INTASC # 6 - Teacher understands and uses effective communicative techniques
* IASFL # 2.3 Students present information to an audience of listeners
* IASFL # 2.6 - Students reinforce and further their knowledge of other disciplines (Geography)
* IASFL # 2.8 - Students understand the nature of language through comparisons
III. Materials: What will the teacher/student need?
* Transparency: Transparency 9-5 (p.274)
* Slips: have slips for students to vote for the best presentation
* Transparency: Direct object pronoun transparency
* Handout: Copy of direct object pronoun transparency
* Worksheet: Pronombres de complementos directos worksheet
* Visual cards: Direct object pronoun cards (for students to hold)
* Worksheet: p.15 in "Exercises in Spanish Grammar Book 1"
* Portfolio list for turning in after test and study guide
IV. Instructional Strategies: How will you teach the information?
(a) Opener(l) BRR: Have up transparency 9-4 (p.270). Have students write down answers to the questions.
Go through questions briefly by asking several students questions (5 min).
(b) Body-
Lesson 9: Indirect Object Pronoun Review, Review for test
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to describe summer and winter weather
* Students will be able to talk about summer activities and sports
* Students will be able to talk about winder sports
* Students will be able to discuss past actions and events
* Students will be able to refer to people and things already mentioned
II. Objectives: What will the student do (short-term)?
* Students will be able to sing a song in the preterit tense and locate the verbs and subjects
* Students will be able to write sentences using the direct object pronouns in Spanish
* Students will be able to circle, underline, and box in the subject, verb, and DO pronoun
* Students will be able to answer questions orally based on a conversation from the past at the beach
* Students will be able to write weather forecasts based on weather-related pictures
III. Standards: How does it align to the state standards?
* INTASC # 2 -
* INTASC # 6 -
* INTASC # 8 -
* IASFL # 2.2 -
* IASFL # 2.5 -
* IASFL # 2.3 -
Teacher understands how students learn and creates opportunities to grow
Teacher uses a variety of communicative methods
Teacher uses a variety of methods to assess student understanding
Students understand and interpret written and spoken language
Students understand the relationship between products and perspectives
Students present information to an audience of listeners
III. Materials: What will the teacher/student need?
* 3-hole puncher (for portfolios)
* Project evaluations
* Song: "No 10 sofie"
with lyrics
* Handout: handout of direct object pronouns review from Curso Primero
* CD from book (p.274 conversation)
* Transparencies: transparencies of different weather scenes and weather maps
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) As class begins, pass out to students the song lyrics to "No 10 sofie." Have students follow
along and sing, paying attention to the use of the past tense (find the D.O. pronoun) (10 min).
(b) Body(1) Review D.O. pronouns: assign each student a problem from first half of each section from the
homework (A - 1-10, B - 1-5, C - 1-5). Have them go to the board and write out the
Lesson 10: Test Review Game, Chapter 9 Test, Trabalenguas (g-)
Overall Goal: to arm students will the necessary skills to communicate well in Spanish
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to describe summer and winter weather
* Students will be able to talk about summer activities and sports
* Students will be able to talk about winder sports
* Students will be able to discuss past actions and events
* Students will be able to refer to people and things already mentioned
II. Objectives: What will the student do (short-term)?
* Students will be able to review Chapter 9 information by answering Jeopardy questions
* Students will be able to show their knowledge of the information by taking the chapter test
* Students will be able to pronounce the consonant "gil with relative fluidity
III. Standards: How does it align to the state standards?
* INTASC # 2 -
* INTASC # 5 * INTASC # 8 * IASFL # 2.2 * IASFL # 2.8 -
Teacher understands how students learn and provides learning opportunities
Teacher creates a positive learning environment in which students can thrive
Teacher uses both formal and informal assessment strategies
Students understand and interpret written and spoken language
Students demonstrate an understanding of the nature of language
III. Materials: What will the teacher/student need?
* Spanish Jeopardy: chapter 9 edition (cards, questions, and answers)
* Jeopardy PowerPoint for chapter 9?
* Laptop and projector for game?
* Test: Chapter 9 test
* Trabalenguas: half-sheets of trabalenguas using the consonant "g"
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) Give students several minutes to get their study guides completed and get their portfolios
ready to be turned in. Have students turn in portfolios and study guides (5 min).
(b) Body(1) Divide class up into 4 different teams and once they have gotten together with their team,
make up a team name. Explain to them the rules of Spanish Jeopardy and show the
categories. While playing the game, make sure to review main ideas for students (40 min),
(2) Have students put everything away under their desk. Hand out the test to students and give
them most of the remainder of class to work on them (30 min).
Nombn:: _ _ _ _ __
F<cb.: _ _
~
_ _ __
"EI pronostico"
el vocabulario
1
3
En la playa ...
Looking at the picture, write 5 different sentences using the vocabulary that we have learned.
Beach and Ski Resort Brochure
In order to use the beach and ski resort vocabulary and the past tense grammar from the
chapter, students will create travel brochures in groups of no more than 2-3 for a made-up
resort of their choice. Each group will look through travel magazines to get ideas on how to
organize their brochure as well as to find pictures that they might want to include in their
brochure. Students will be given approximately one class period to work on their brochures
before briefly presenting them to the class. The brochure requirements are as follows:
1. Must be for a beach or ski resort in Latin America or Spain
2. Must be typed or written very neatly by hand
3. Must include 5 pictures related somehow to their resort
4. Must include a list of activities and services offered for guests at the resort in Spanish
5. Must include 2 guest testimonials in Spanish (past tense) about what they did
Project Grading Rubric
Teacher Name:
Senor Kauffman
Students' Names:
Date Project Due:
/
CATEGORY
lWriting ..
jOrganization
1
I
8..6
6-3
0-2
Each section in the
brochure has a clear
beginning, middle, and
end.
Almost all sections of
the brochure have a
clear beginning, middle
and end.
Most sections of the
brochure have a clear
beginning, middle and
end.
Less than half ofthe
sections of the
brochure have a clear
beginning, middle and
end.
80-89% of the facts in
the brochure are
accurate.
Fewer than 80% of the
facts in the brochure
are accurate.
}.
lContentiAccuracy
I
All facts in the
90-99% of the facts in
brochure are accurate. the brochure are
accurate.
!Attractiveness & The brochure has
IOrganization
1
IGraphics/Pictures
I
i
i
The brochure has
exceptionally attractive attractive formatting
formatting and weiland well-organized
organized information. information.
Graphics go well with
the text, but there are
too few and the
brochure seems "textheavy",
The testimonials are
very interesting and
are written in the
preterit tense in
Spanish with little to no
grammatical errors.
The testimonials are
somewhat interesting
and are written in the
preterit tense in
Spanish with some
grammatical errors.
The testimonials are
The testimonials are
not included in the
not very interesting
and written in Spanish brochure.
with many grammatical
errors.
-
I
i
i
I
Graphics do not go
with the accompanying
text or appear to be
randomly chosen.
Graphics go well with
the text, but there are
so many that they
distract from the text.
I
j
The brochure has well- The brochure's
organized information. formatting and
organization of
material are confusing
to the reader.
1
Graphics go well with
the text and there is a
good mix of text and
graphics.
i
iTestimonials
.J
10-9
I
1
I
I
I
~
CANCUN VACATION ITINERARIES
Family One Week Vacation
IIDay 1: Arrival. Get to hotel, unpack, go to buffet-eat, check out hotel, swim, relax in room.
NOTES: It is important to know that at a hotel, even though there is entertainment every
night there will usually be one "big" night with a professional Vegas style show. If this show is
on the night of your arrival you will not know about it unless you check the "Animations
Board". Animation is what the hotel entertainment crew is called. The board is where the
week's shows are listed. Most shows start after 9:00.
IIDay 2: Breakfast, conduct hotel recognizance [walk the grounds and learn where everything
is], swimming pool or beach, walk around hotel, lunch, long walk along beach, swimming pool,
room - get ready for dinner, eat dinner, use Internet cafe for e-mail, lounge, entertainment,
bed or late movie [all hotels have satellite TV].
NOTES: If you are
your travel rep will
need to know from
where is the board
traveling on a package deal then there is an "orientation" meeting where
tell you about the hotel and try to sell you tours. The only thing you really
this person is: where can you find them as they should have a station and
or book that has your flight departure time [it can and often does change].
IIDay 3: Family tour to Chichen Itza or Aquaworld or Garrafon, etc., dinner, use Internet cafe
for e-mail, lounge, entertainment or bed/movie.
NOTES: Depending on the tour you can have breakfast but if you do not have the time then
pack a lunch from things in the breakfast buffet or ask the front desk for a carry-out lunch
[some hotels charge for the lunch while some offer it free].
IIDay 4: Breakfast, reserve specialty restaurant, shopping, lunch, beach and/or swimming
pool, room - get ready for dinner, dinner in speCialty restaurant, use Internet cafe for e-mail,
lounge, entertainment, bed.
IIDay 5: Family tour to Tulum ruins/beach - Xel Ha or Xel Ha alone or Xcaret or Coba ruins or
Playa del Carmen [beach & shopping] or Cozumel [diving/snorkeling/shopping], dinner, use
Internet cafe for e-mail, lounge, entertainment or bed/movie.
NOTES: These tours are south of Cancun and allows you to see what its like down that way,
especially if you wish to return. These tours generally go out early and there is no time for a
breakfast unless you really hurry. Pack a lunch if lunch is not included in your tour.
IIDay 6: Breakfast, reserve specialty restaurant, everybody does their own thing day. Mom
shops, dad golfs or lies on the beach while the children, who by now have made many new
friends, go nuts. room - get ready for dinner, dinner in specialty restaurant or buffet, pack,
entertainment, bed.
NOTES: On day 6 do a preliminary packing of all your belongings before you go to bed. Leave
out only what you essentially need for the next day. Make sure you have plastiC bags to store
wet bathing suites.
IIDay 7: Everything on this day depends on what time you leave to the airport from your
hotel. Most hotels want you out of the rooms by 12:00. Your luggage is stored usually in a
room next to reception or in the main lobby if you have a late flight. You are allowed to
continue to use all facilities including restaurants and you generally change/shower in the
hotel "spa" [which always has male and female change rooms] or a hospitality suite.
Mapa para SEPTIEMBRE 22, 2002
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Taboo Vocab Review
TAKING YOUR SEATS AND TAKING YOUR TURNS
1. Team A chooses one of their players to be their first Clue-giver, and that player sits
facing the card holder with the timer close at hand.
2. Team B's players sit beside or behind Team A's Clue-giver so they can see the cards as
the Clue-giver plays them. Team B controls the buzzer.
3. The Clue-giver's teammates are not allowed to see the cards and they should sit
opposite their Clue-giver, waiting to shout out their answers.
4. After Team A's Clue-giver has completed a turn, a member of Team B is chosen to be
the next Clue-giver for their team. Seats are exchanged so that the new Clue-giver's
teammates cannot see the cards and the opposing team can see the cards. The buzzer is
passed to Team A.
5. Teams take turns appointing Clue-givers and guessing words until all players have had
one turn as Clue-giver.
PLAYING THE GAME
1. The Clue-giver draws a card. The word at the top of the card is the Guess word the
Cluegiver is trying to get his or her teammates to say. The five words below the Guess
word are the Taboo words the Clue-giver CANNOT say when giving clues for the Guess
word.
2. As soon as a card is drawn, the Cluegiver turns over the timer and starts giving clues
that will make teammates say the Guess word. The clues may consist of detailed sentences,
phrases or single word hints.
3. RULES FOR CLUES:
• No form or part of ANY word printed on the card may be given as a clue. Examples: If
the Guess word is PAYMENT, "pay" cannot be given as a clue. If DRINK is a Taboo
word, "drunk" cannot be given as a clue. If SPACESHIP is the Guess word, you can't use
"space" or "ship" as a clue. No gestures may be made. Examples: You can't form your
hand in the shape of a gun to clue for "shoot"; or point to your nose to clue for "beak."
• No sound effects or noises may be made, such as explosions or engine noises. However,
feel free to break out into song.
• You cannot say the Guess word "sounds like" or "rhymes with" another word.
• No initials or abbreviations can be given if the words they represent are included on the
card. Examples: MD cannot be used if MEDICAL or DOCTOR is the Guess word or a
Taboo word. TV cannot be used if TELEVISION is the Guess word or a Taboo word.
Direct Object Pronouns
Direct objects are the words in a sentence that receives the action of a
transitive verb. A transitive verb is a verb that transfers the action to an object
& requires an object. Direct objects can either be a noun (person, place, or
thing) or apronoun (a word that replaces a noun - he, she, I, we, etc.). Direct
object pronouns are words that replace the direct objects (it, him, her, etc.).
To find the direct object in a sentence, ask the question Who? or What?
Example #1:
I
I steal the car.
Subject
steal
Transitive verb (transfers action to an object)
the car
Direct object (receives the action of the verb)
** The car is what's being stolen
I steal [the car].
I steal [it].
** "The car" is the direct object and "it" is the direct object pronoun.
Example #2:
He
He knows Maria.
Subject
knows
Transitive verb (transfers action to an object)
Maria
Direct object (receives the action of the verb)
**She's who is being known.
He knows [Maria].
He knows [her].
** "Maria" is the direct object and "her" is the direct object pronoun.
1
The Spanish direct object pronouns are as follows:
Subject
1st person
2nd person [t6]
2nd person (masc)
2nd person (fern)
3rd person (masc)
3rd person (fern)
Example #1:
Yo
Direct Object
Pronoun (singular)
me (me)
te (you)
10 (you)
la (you)
10 (hi~ you, it)
la (her, you, it)
Direct Object
Pronoun (plural)
nos (us)
los
las
(them, you)
(them, you)
Yo robo el carro.
Subject
robo
Transitive verb (transfers action to an object)
el carro
Direct object (receives the action of the verb)
** The car is what's being stolen
Yo robo [el carro].
Yo [10] robo.
We replace the Direct Object with a Direct Object Pronoun [10].
In Spanish you must place the direct object pronoun directly in front of the
active (conjugated) verb.
Example #2:
El
El conoce a Marfa.
Subject
conoce a
Transitive verb (transfers action to an object)
Maria
Direct object (receives the action of the verb)
** She's who is being known
,
"
EI conoce a [Marla].
,
EI [la] conoce.
3
Contesten las preguntas ...
1. ;,Paso tu amigo el fin de semana en la playa?
2. ;,Nadaste to en el mar el verano pasado?
3. ;,Esquiamos en el agua ayer?
4. ;,Bucearon sus padres en el mar?
5. ;,Tom6 el sol el Senor Kauffman la semana pasada?
6. ;,Usa ron ustedes la crema protectora en la playa?
PRONOMBRES DE COMPLEMENTOS DIRECTOS
Direct Object Pronouns
Directions: Replace the direct object noun with a
direct object pronoun.
1. Tu compras los refrescos. Tu
I
compras.
2. Tu Y yo comemos las langostas. Tu y yo
3. Ellos miran el menu. Ellos
I
4. Yo invito a mis amigos. Yo
comemos.
miran.
I
5. Roberto ve a Berta. Roberto
invito.
I
ve.
6. Esos senores quieren la cuenta. Ellos
7. Jose pide el jamon.
I
Ell
I
quieren.
pide.
8. Yo no conozco a tu camarero. No
I
conozco.
9. Tu Y yo esperamos nuestra cena.Tu y yo
I
esperamos.
come.
10. Ud. come un sandwich de jamon. ud.1
11. Ana cocina un pastel V unas galletas. Ana
12. Yo traigo mucha carne. Yo
I
cocina.
traigo.
13. Uds. invitan a Lola V a Maga a cenar. uds.1
14. lQuien be be jugo de toronja?
I
lQuiE~n I
invitan.
bebe?
Yo tomo un viaje de esqui (en el presente y el pasado) ...
1. Es el invierno y hace mucho mucho fno. Nieva. Hay mucha nieve.
2. Hoy, vamos a esquiar. Vamos a Argentina.
3. Es un dia muy bueno para esquiar. La temperatura baja a cinco grados bajo cero.
4. Yo llevo los esquls, los guantes, el anorak, los bastones, y los botas.
5. Esta mafiana, nosotros compramos los boletos en la ventanilla.
6. Cuando compro el boleto, hablo con el empleado.
7. Yo tomo el telesilla para subir la montafia.
8. Yo bajo la pista para principiantes. Yo bajo la pista. Esquio muy bien.
9 . Yo llego a la falda de la montafia (the bottom of the mountain).
10. Despues, tomo un chocolate caliente y tomo una sieta.
Ustedes toman un viaje de esqui (en el presente y el pasado) ••.
1. Es el invierno y hace mucho mucho fno. Nieva. Hay mucha nieve.
2. Hoy, ustedes _____ a esquiar. _____ a Argentina.
3. Es un dia muy bueno para esquiar. La temperatura baja a cinco grados bajo cero.
4. Uds.
los esquis, los guantes, el anorak, los bastones, y los botas.
5. Esta mafiana, ustedes
los boletos en la ventanilla.
6. Cuando _____ el boleto, _____ con el empleado.
7. _____ el telesilla para subir la montafia.
8.
la pista para principiantes.
la pista muy bien.
9.
ala falda de la montafia (the bottom of the mountain).
10. Despues, _____ un chocolate caliente y _____ una sieta.
La plancha de vela
Windsurf board
Windsurfing
Ocean
Waves
Beach
•
•
•
•
•
La toalla playera
Beach towel
Beach
Swim
Wet
Dry off
•
•
•
•
•
•
•
•
•
•
Las olas
Waves
Ocean/Sea
Water
Surfing
Crash
La tabla hawaiana
Surfboard
Hawaii
Surfing
Ocean
Sport
•
•
•
•
•
•
•
•
•
•
Tomar el sol
Sun bathe
Sun screen
Layout
Sun
Tan
La cancha de tenis
Tennis court
Sport
Ball
Net
Racquet
••
••
•
Elmar
Ocean/Sea
Water
Beach
Waves
Swim
•
•
•
•
EI balneario
Beach resort
Sand
Water
Summer
Swimming
•
•
•
•
•
•
•
•
•
•
Sand
Beach
Water
Sand box
Dry
La piscina (alberca)
Pool
Swim
Towel
Hotel
Ocean
Los anteojos de sol
Sun glasses
Sun
Bright
Beach
Dark
•
•
•
•
•
La crema protectora
Sun screen
Protect
Cream
Lotion
Rub
•
•
•
:.•
La nataci6n1Nadar
Swimming
Pool
Ocean
Water
Wet
•
•
•
•
•
Esquiar en el agua
Water skiing
Waterskis
Sport
Ocean
Boat
•
•
•
•
•
•
•
•
•
•
La raqueta
Racquet
Tennis court
Sport
Ball
Net
•
La arena
•
•
•
•
•
EI buceol Bucear
Snorkeling
Underwater
Ocean
Goggles
Scuba diving
•
•
•
•
•
El windsurf"mg
Windsurfing
Wind surf board
Sport
Ocean
Sail
•
•
•
•
•
•
•
•
•
•
Lapelota
Ball
Racquet
Tennis court
Sport
Net
•
•
•
•
•
La playa
Beach
Sand
Water
Summer
Swimming
EI traje de bafio
Swim suit
Swimming
Pool
Ocean
Shorts
•
•
•
•
•
EI esqui acuatico
Water skiing
Ocean
Boat
Skis
Water
•
•
•
•
•
•
•
•
•
•
EI surfing
Surfing
Surfboard
Ocean
Beach
~ort
(Ju~ar)
•
•
•
•
•
el tenis
Playing tennis
Court
Ball
Net
Racquet
La red
Net
• Ball
• Racquet
• Tennis court
• Sport
•
Bienvenidos a
Latin American Travel
El tenis (jugar el tenis):
El buceo (bucear):
o
o
o
V f£lI1 elmundo IX!J...
_
-_
-- ......
--
--------....
--.....
.....
-~
La nataci6n (nadar):
Lapelota
La red
La cancha
...
...
------_.
--- ...----'
.....____
-., I
.....
~
~
_ _ _ _:w
-
_ _ _ _ _ _ _...-.11
-...........
•••
Nadar en una piscina (1a alberca)
t~
Latin American Travel
123 Main Street, Suite 100
Any City, State 12345-6789
Phone (123) 456-7890
Fax (123) 456-7890
11 •
III
'I
Persona 1: El cliente
You need to buy several things from a ski store for you ski trip next week. You need to
tell the employer in Spanish what you want to buy ("Quiero comprar
.") and
then ask the employer in Spanish how much each thing costs ("l.Cuanto cuesta(n)
_ _ _ _ _ 1"). These are the items that you want to buy:
1. 2 skis
2. gloves
3. a ski jacket
4. 2 ski poles
5. ski boots
6. ski tickets for the ski lift
Persona 2: EI empleado
You are the employer of a ski shop. A customer comes in and wants to buy several
things from you. When they ask you a price for each item in Spanish, you need to
respond and tell them how much each item costs ("
cuesta(n)
These are the prices for the different items:
1. 2 skis ------------------------------------------------- 300 pesos
2. gloves ------------------------------------------------ 30 pesos
3. a ski jacket ------------------------------------------- 225 pesos
4. 2 ski poles -------------------------------------------- 60 pesos
5. ski boots ---------------------------------------------- 150 pesos
6. ski tickets for the ski
lift----------------------------- 73 pesos
.")
'Unit Plan
Spanish II
Chapter 10:
Actividades culturales, el preterito
(er/ir) y objetos directos
Senor Kauffman
Lesson 1: Intro to Chapter 10, Buena Vista Social Club VideolDiscussion
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to review their tests from the previous chapter
* Students will be able to correct the questions that they got wrong on the test
* Students will be able to locate cultural differences (music, lifestyle, etc) from the video
* Students will be able to discuss cultural differences that they see from the video about Cuba
III. Standards: How does it align to the state standards?
* INTASC # 4 -
* INTASC # 5 -
* INTASC # 6 * IASFL # 2.4 * IASFL # 2.6 * IASFL # 2.7 * IASFL # 2.9 -
Teacher uses a variety of instructional strategies to encourage critical thinking
Teacher creates a learning environment that encourages active engagement
Teacher uses a variety of communicative techniques to foster active inquiry
Students demostrate an understanding of cultural practices and perspectives
Students reinforce and further their knowledge of other disciplines (music)
Students acquire information and recognize distinct viewpoints
Students demonstrate an understanding of culture through cultural comparisons
III. Materials: What will the teacher/student need?
* TVNCR from library
* Video: Buena Vista Social Club
* Tests: Chapter 9 tests
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) Pass out tests to the students from the previous chapter. Have them look over the test to
see if they have any questions or concerns about grading or answers. Go through the test
with the students briefly and have them correct the mistakes they made (10 min).
(b) Body-
(1) Give a brief introduction to Chapter 10 - Cultural Activities. Tell students what material
is to be covered (going to the movies, in the museum, in the theatre, -er and -ir verbs in the
Lesson 2: Cine Vocab Intra
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to list what they do when they go to the movies
* Students will be able to label a picture with the correct vocabulary word
* Students will be able to write the correct vocab word based on a word's description
* Students will be able to repeat the vocabulary mUltiple times and say what it means in English
* Students will be able to write the correct vocabulary word or phrase in the blanks provided
III. Standards: How does it align to the state standards?
* INTASC # 1 - Teacher understands content and creates learning experiences that make it meaningful
* !NTASC # 2 - Teacher understands student learning and creates opportunities that support growth
* !NTASC # 8 - Teacher uses a variety of assessments, both formal and informal
* IASFL # 2.1 - Students engage in conversations and provide and obtain information
* IASFL # 2.2 - Students understand and interpret language on a variety of topics
* IASFL # 2.8 - Students demonstrate an understanding of the nature of language
III. Materials: What will the teacher/student need?
* Crossword puzzle of the movie vocabulary
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) BRR: l,Ad6nde fueron durante las vacaciones de verano? l,Que hicieron? (15 min).
(b) Body(1) Introduce vocabulary: Remind students that we are starting the chapter on cultural
activities and the first one we are going to talk about is going to the movies. Ask students
and write on the board what they do in order when they go to the movies. Go through and
translate vocabulary words and phrases to go with the sentences. (20 min).
(2) Pass out the crossword puzzle to the students using the vocabulary from the movies to fill
out using their books to reinforce the vocabulary (20 min).
Lesson 3: Cine Vocab Review
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to describe a theatre scene based by looking at a related picture
* Students will be able to hear some authentic charango music and follow along with the song
* Students will be able to draw scenes on a "film strip" using the vocabulary
* Students will be able to narrate their scenes using the chapter vocabulary
* Students will be able to place various popular movies in their appropriate category (in Spanish)
III. Standards: How does it align to the state standards?
* !NTASC # 2 - Teacher understands how students learn and creates appropriate instruction
* INTASC # 3 - Teacher understands student diversity and plans activities adapted to differences
* INTASC # 4 - Teacher uses a variety of instructional strategies to encourage learning
* IASFL # 2.9 - Students demonstrate an understanding of culture through comparisons
* IASFL # 2.5 - Students demonstrate an understanding of cultural products and perspectives
* IASFL # 2.3 - Students present information and ideas to an audience of listeners
III. Materials: What will the teacher/student need?
* Transparency of cinema for students to describe in Spanish
* CDlMusic: Charango music (Pedro Plaza), brief history of instrument
* Handout: film strip squares for students to write and draw a story using vocab (Exp. Activities 75)
* Handout of different movie styles in Spanish with blanks and pictures to match
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) BRR: Since this chapter deals with cultural activities and we watched the video about
Cuban music, have students listen to authentic Charango music (from p.286). Give a brief
history of the Charango: The charango is a small ten string lute that originated in South
America. The back of the instrument is traditionally fashioned from an armadillo. When the
Spaniards came to South America, they brought the vihuela (an ancestor of the guitar) with
them. The native people liked the vihuela, but lacked the technology to shape the wood in
Lesson 4: Ar Verb Review, -Er/-Ir Preterit Verbs Introduction (dar/ver)
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to answer questions orally using the -ar preterit tense and cine vocab
* Students will be able to "discover" in groups how to conjugate certain subjects of -erl-ir verbs
* Students will be able to create rules outlining how to conjugate -er/-ir verbs
* Students will be able to teach others how to conjugate their -er/-ir verbs for a given subject (t6, yo ... )
* Students will be able to conjugate with moderate accuracy -er/-ir verbs
* Students will be able to swat the correct preterit ending and conjugate an infinitive
III. Standards: How does it align to the state standards?
* !NTASC # 1 - Teacher understands content and makes it more meaningful for students
* INTASC # 5 - Teacher uses group motivation to create a positive, learning environment
* !NTASC # 6 - Teacher uses a variety of communicative techniques to foster active inquiry
* IASFL # 2.8 - Students demonstrate an understanding of the nature of language through comparisons
* IASFL # 2.2 - Students understand and interpret a variety of written and spoken language
* IASFL # 2.1 - Students provide and obtain information
III. Materials: What will the teacher/student need?
* Handouts: stories using the present and past of -er/-ir verbs and the chapter vocabulary, each using
a different subject for students to deduce the rules for their subject, sheet to take notes on as a
teaching guide
* Worksheet/quiz: -er/-ir verb worksheet, group quiz
* Flyswatters (2)
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) BRR: Go through the questions with the students, making sure they understand what they
are asking. Have students get with a partner (choose for them), taking turns asking and
answering the questions: (15 min).
(1) I, Cuando fuiste al cine la ultima vez?
(2) I, Que pelicula miraste?
(3) I, D6nde compraste las entradas?
(4) i,D6nde te sentaste, 0 tomaste un asiento?
Lesson 5: Preterit and Cine Review(dar/ver)
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to sing a song and locate the -er/-ir verbs
* Students will be able to answer questions using all five of the preterit -er/-ir verb endings
* Students will be able to write sentences using the correct -er/-ir verb endings
* Students will be able to conjugate correctly an -er/-ir verb with a given subject
* Students will be able to create an advertisement for "their movie" using the vocab and -er/-ir verbs
III. Standards: How does it align to the state standards?
* INTASC # 3 - Teacher understands how students learn differently and plans accordingly
* INTASC # 4 - Teacher uses a variety of instructional strategies
* INTASC # 8 - Teacher uses a variety of both formal and informal assessment
* IASFL # 2.5 - Students demonstrate an understanding of cultural products and perspectives
* IASFL # 2.7 - Students recognize distinct viewpoint through foreign language
* IASFL # 2.3 - Students present information and ideas to an audience of readers (posters)
III. Materials: What will the teacherlstudent need?
* CD/Lyrics: Alguien La Vio Partir by Diego Torres
* Dice: 2 cubes, one of different subjects, one of different -er/-ir verbs
* Transparency: create a movie poster for their movie using the movie vocabulary and -er/-ir verbs
* Paper, magazines, glue, scissors, etc for posters
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) BRR: Have students sing the song Alguien La Vio Partir by Diego Torres. Have them pay
specific attention to the use of the -er/-ir verbs in the preterit (15 min).
(b) Body(1) Review -er/-ir verbs: take several minutes to review with students how to conjugate the
different types of -er/-ir verbs and the irregular verbs (dar/ver) (5 min).
(2) Workbook: to review the preterit -er/-ir verbs, have students spend some time in class
working in their workbooks, page 122-123 - C, D, E. Review as a class (20 min).
Lesson 6: Cine Quiz, -Er/-Ir Verb Review, Introduce MuseurnlTheatre Vocab
Overall Goal: to arm students will the necessary skills to communicate well in Spanish
I. Goals: What do you want the student to learn (long-tenn)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-tenn)?
* Students will be able to tell which movie they and several others watch recently
* Students will be able to write a note telling their mom what they did last night and why they got in late
* Students will be able to take a quiz on the cinema vocabulary
* Students will be able to go on a "field trip" around the school to different locations to learn new vocab
* Students will be able to label objects from vocab correctly
III. Standards: How does it align to the state standards?
* !NTASe # 1 -
* !NTASe # 3 * !NTASe # 7 * IASFL # 2.1 * IASFL # 2.2 * IASFL # 2.3 -
Teacher understands content material and creates instruction in meaningful ways
Teacher understands how learners differ and creates instruction adapted to differences
Teacher plans & manages instruction based on knowledge of students and subject matter
Students engage in conversations and provide and obtain infonnation
Students understand and interpret written and spoken language on a variety of topics
Students present infonnation, concepts, and ideas to an audience
III. Materials: What will the teacher/student need?
* Quiz: cinema vocabulary
* Signs of different vocabulary to stick on different objects
* Tape (to hold up signs)
* Brochure: museum and theatre brochure
IV. Instructional Strategies: How will you teach the infonnation?
(a) Opener(1) BRR: i, CUlll pelicula viste la semana pasada? Y tu madre? Y tus amigos? Have students
ask those around them these questions (15 min).
(b) Body(1) Have students write a pretend note to their parents/guardians about why they got home late
last night. Using the vocabulary, they are to tell that they went to a movie, etc. and missed
the bus home. Use humor! Students must write at least 10 sentences (20 min).
(2) Quiz: have students take the quiz on the cinema vocabulary (20 min).
Lesson 7: Review Theatre and Museum Vocabulary
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using ~r and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to identify pictures with the correct vocabulary
* Students will be able to match the correct vocabulary word with its corresponding picture
* Students will be able to act out narrations from the teacher and classmates
* Students will be able to race to collect and translate vocabulary words
* Students will be able to begin to write a newspaper article about a cultural event using vocab
III. Standards: How does it align to the state standards?
* INTASC # 3 - Teacher understands student diversity and plans instruction accordingly
* INTASC # 4 - Teacher uses a variety of instructional strategies
* INTASC # 5 - Teacher uses an understanding of group motivation to create a positive environment
* IASFL # 2.1 - Students engage in conversations and provide and obtain information
* IASFL # 2.2 - Students understand and interpret written and spoken language on a variety of topics
* IASFL # 2.3 - Students present information, concepts, and ideas to an audience
III. Materials: What will the teacher/student need?
* Plastic eggs (40)
* 2 shoe boxes to put eggs in (egg cartons?)
* big spoons
* Slips of paper with vocabulary in them
* Handout: TPRS Skit: narrations for students to act out (see teacher's book, page 292).
* Game: Vocabulary concentration (Expansion Activities p.66)
* Paper for them to write their articles on
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) BRR: have students turn to page 294. On a separate piece of paper, have them write the
corresponding vocabulary word for each picture. Share answers as a class (15 min).
(b) Body-
(1) Memory: Have students get into groups of about four (have them choose groups?). In their
groups, have them play vocabulary Concentration, or Memory. Each group will be given a
Lesson 8: MuseumlTheatre Vocab and -Er/-Ir Preterit Quiz, Project Intro
I. Goals: What do you want the student to learn (long-tenn)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-tenn)?
* Students will be able to match the correct vocab word with its definition
* Students will be able to write articles about cultural events using vocabulary and -er and -ir verbs
* Students will be able to create an itinerary for a Spanish class field trip in the past using vocabulary
* Students will be able to quiz over their knowledge of -er and -ir verbs and vocabulary
* Students will be able to begin brainstonning for their projects
III. Standards: How does it align to the state standards?
* INTASC # 1 - Teacher understands content and creates instruction to make content more interesting
* INTASC # 4 - Teacher uses a variety of instructional strategies to develop critical thinking
* INTASC # 8 - Teacher uses a variety of both fonnal and infonnal assessment
* IASFL # 2.1 - Students engage in conversations and provide and obtain infonnation
* IASFL # 2.2 - Students understand and interpret written and spoken language on a variety of topics
* IASFL # 2.3 - Students present infonnation, concepts, and ideas to an audience
III. Materials: What will the teacher/student need?
* Transparency: pg. 295 D questions
* Paper for itineraries
* Quiz: -er and -ir verbs and museum and theatre vocabulary
* Project info sheet for research project with presentation requirements
IV. Instructional Strategies: How will you teach the infonnation?
(a) Opener(1) BRR: have up the transparency of pg. 295 D questions. Have students fill in the blanks
correctly and translate the sentences correctly (15 min).
(b) Body(1) Articles: Give students some time to finish up their cultural articles. They will have only a
short amount of time in which to do it. Again remind them of the grading rubric. They
will tum these in when finished (15 min).
Lesson 9: Project Research Day @ Library
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to research their famous Spanish author, artist, director, etc.
* Students will be able to assemble interesting cultural facts that they discover
* Students will be able to explore the Spanish culture through research
* Students will be able to begin planning how they want to present their information to the class
III. Standards: How does it align to the state standards?
* INTASC # 2 -
Teacher understands student learning and creates instruction based on this knowledge
* INTASC # 5 - Teacher creates a learning environment that fosters active engagement in learning
* INTASC # 6 - Teacher uses knowledge of media communication to foster active inquiry
* IASFL # 2.7 - Students acquire information and recognize distinct viewpoints
* IASFL # 2.5 - Students demonstrate an understanding of cultural products and perspectives
* IASFL # 2.6 - Students reinforce their knowledge of other subjects using language (art, technology)
* IASFL # 2.10 - Students use the language both within and beyond the school setting
III. Materials: What will the teacher/student need?
* Project info sheet for research project
* Time at the library for research
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) Remind students about the project and what they are to do today in the library. They as a
group are to do some research on their famous Spanish person, making sure to write down
the main interesting facts that they find (general information, what they did, famous works,
style, etc). They have the majority of the class period to work on research, however toward
the end of the class (with about 10-15 minutes left), students will need to begin discussing
how they want to present their information to the class and assemble the materials that they
need for the next day (project work day) (5 min).
(b) Body-
Lesson 10: Project Work Day (@ library?)
Overall Goa): to arm students will the necessary skills to communicate well in Spanish
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to assemble their research
* Students will be able to create projects reflecting the cultural information they find
* Students will be able to begin planning how they will present the information to the class
III. Standards: How does it align to the state standards?
* INTASC # 2 - Teacher understands student learning and creates instruction based on this knowledge
* INTASC # 5 - Teacher creates a learning environment that fosters active engagement in learning
* INTASC # 6 - Teacher uses knowledge of media communication to foster active inquiry
* IASFL # 2.7 Students acquire information and recognize distinct viewpoints
* IASFL # 2.5 - Students demonstrate an understanding of cultural products and perspectives
* IASFL # 2.6 - Students reinforce their knowledge of other subjects using language (art, technology)
* IASFL # 2.10 - Students use the language both within and beyond the school setting
III. Materials: What will the teacher/student need?
* (Students) Materials that they need to present their project to the class
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) Remind students where they should be around this time. They need to have their
information ready to present. Now that they have done their research and have their
information, students need to have selected a project to do and to begin working on their
project. If they have any questions they can come to me (5 min),
(b) Body(1) Students should have the remainder of class time to work on their projects. Hopefully they
have their project materials already assembled and ready to go. Students can go down to
the library if they need to in order to type up information or create a PowerPoint, however
Lesson 11: Project Work Day and Presentations, Indirect Object Pron. Intra
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to finish up their cultural projects
* Students will be able to plan their presentations
* Students will be able to being presenting their information to the class
* Students will be able to write down 5 main facts for each group from the presentations
* Students will be able to locate indirect objects
III. Standards: How does it align to the state standards?
* INTASC # 1 - Teacher understands subject matter and makes it more interesting for students
* INTASC # 5 - Teacher creates a positive learning environment that encourages positive interaction
* INTASC # 6 - Teacher uses a variety of effective communication with students (presentations)
* IASFL # 2.3 - Students present information on a variety of concepts to an audience of listeners
* IASFL # 2.5 - Students understand the relationship between cultural products and perspectives
* IASFL # 2.7 - Students acquire information about distinctive viewpoints through foreign language
* IASFL # 2.8 - Students demonstrate an understanding of the nature of language through comparisons
III. Materials: What will the teacher/student need?
* (Students) Materials that they need to present their project to the class
* Handout: sheet to take notes on about presentations for test
* Portfolio list
* Handout: Indirect Object Pronouns
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) Begin class by giving students about 15 minutes to finish up their projects and finish up
preparing for their presentations. If they need to set anything up, they can use this time to
do so (15 min).
Lesson 12: Indirect Objects and Review Day
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to answer questions using indirect object pronouns
* Students will be able to use indirect object pronouns in the past tense
* Students will be able to fill in the correct pronoun in the blanks provided
* Students will be able to listening to a conversation and translate it into English
* Students will be able to draw pictures and guess the vocabulary word in Spanish
III. Standards: How does it align to the state standards?
* INTASC # 2 - Teacher understands how students learn and creates learning opportunities to match
* INTASC # 3 - Teacher understands how students different and adapts instruction
* INTASC # 7 - Teacher plans and manages instruction based on knowledge of content and curriculum
* IASFL # 2.1 - Students provide and obtain information
* IASFL # 2.2 - Students understand and interpret both written and spoken language
* IASFL # 2.8 - Students demonstrate an understanding of the nature of language through comparisons
III. Materials: What will the teacher/student need?
* Worksheet: indirect object pronouns
* CD of book conversations
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) BRR: briefly review the indirect object pronouns and then have students answer questions
from the book on page 301 E (20 min).
(b) Body(1) Pass out the indirect object pronouns worksheet. Have students spend time working quietly
on the worksheet and workbook p.124 F-G to go over as a class and tum in (20 min).
(2) Conversacion: Have students tum to page 302 in their books. Using the CD, have students
follow along with the conversation and try to understand what is being said. Play the
conversation 2 times. Go through then student by student and have them translate the
Lesson 13: Jeopardy Review, Chapter Test
I. Goals: What do you want the student to learn (long-term)?
* Students will be able to discuss movies, museums, and theater
* Students will be able to discuss cultural events and activities of the Spanish-speaking world
* Students will be able to relate more past actions or events using -er and -ir verbs
* Students will be able to tell for whom something is done
* Students will be able to talk about several famous and influential Spanish artists
II. Objectives: What will the student do (short-term)?
* Students will be able to prepare for their test
* Students will be able to review for their test
* Students will be able to take the chapter 10 test
III. Standards: How does it align to the state standards?
* INTASC # 1 - Teacher understands subject matter and creates instruction accordingly
* INTASC # 5 - Teacher creates a learning environment that encourages positive social interaction
* INTASC # 8 - Teacher uses a variety of both formal and informal assessment
* IASFL # 2.1 - Students provide and obtain information on a variety of topics
* IASFL # 2.2 - Students understand and interpret written and spoken language
* IASFL# 2.5 - Students demonstrate an understanding of cultural products and perspectives
* IASFL # 2.8 - Students demonstrate an understanding of the nature of language through comparisons
III. Materials: What will the teacher/student need?
* Test: Chapter 10 test
* Jeopardy: Spanish Jeopardy game
IV. Instructional Strategies: How will you teach the information?
(a) Opener(1) Give students several minutes to get their study guides completed and get their portfolios
ready to be turned in. Have students tum in portfolios and study guides with their tests
(5 min).
(b) Body(1) Divide class up into 4 different teams and once they have gotten together with their team,
make up a team name. Explain to them the rules of Spanish Jeopardy and show the
categories. While playing the game, make sure to review main ideas for students (40 min).
AI Cine
Nombre: ____________________________
-
1
'2
ACROSS
3
4
6
7
9
13
15
16
18
19
The underground mode of transportation
When the original voices are recorded over
in another language
A cognate for a word meaning "movie"
Another word for "ticket"
Where the movie screen is projected
This is the first version of a movie
Another name for where you buy tickets
A method of public transportation
Where you sit during a movie
Verb meaning "to go up," or "to get on"
I
3
t--
4
6
oS
'---
r--
8
11
9
t--
11
t--
.----10
t--
f--
12
r
13
DOWN
1
2
5
6
8
10
11
12
14
17
Verb meaning "to miss", as in the bus
What a movie has if the words are on the
bottom of the screen
In order to buy tickets you must wait in this
Another word for "a line"
The place where you pay for the tickets
Where you would go to watch a movie
What you watch at the theater
What you need to get into the movies
Verb meaning "to return"
Verb meaning "to go out"
I---
'i4
16
I
11
I..--
I---
I---
'---
I---
I---
I---
18
l19
I---
----
L--
I
I I
15
I---
I
T I
f--
I I
I I
I
I
Alguien La Vio Partir (Diego Torres)
Hoy sall a buscarte
Ya no te encontre
Desgarra hoy mi coraz6n
Alguien me dijo que partiste
la misma pasi6n
De la estaci6n hacia el sur
con la que te arne
Y de tus ojos
hace un tiempo atnls
Cafan hlgrimas de arnor
estabarnos junto al mar
Y al despertarme
nos perdimos juntos
Sentf que ya no estabas aquf.
en un suefio que fue realidad
y si la vida nos separa
Si alguien pudiera saber
no importa nada
Yo siento que en este momento
eso fue arnor y nada mas
Una grieta se abre en mf
Se que yo ya te perdf
Hoy sall a buscarte
Y esa historia de amor
ya no te encontre
Que nos unfa
y de mis ojos
A los dos muri6.
cafan lagrimas de arnor
En el cine ...
U sing the chapter vocab, write five sentences
describing the picture in either present or past tense.
1. Er and Ir Verbs in the Preterit:
1. Er and Ir Verbs in the Preterit:
-----
-----
.-
..
Yo
Nosotros
Yo
Nosotros
Tt1
-
Tt1
-
ElIEllaJUd.
ElloslEllaslUds.
ElIElla/Ucio_
. . .-
ElloslEllaslUds. .
ll. Irregular Er and Ir Verbs in the Preterit (dar, ver):
II. Irregular Er and Ir Verbs in the Preterit (dar, ver):
Dar (to give)
Dar (to give)
Yo
Nosotros
Yo
Tt1
-
Tt1
ElIElla/Ud.
ElloslEllaslUds.
ElIElla/Ud.
Ver (to see)
Nosotros
ElloslEllaslUds.
Ver (to see)
I
Yo
Nosotros
Yo
Nosotros
Tt1
-
Tt1
-
ElIElla/Uc1.._
ElloslEllaslUds.
ElIElla/U- d .
..
ElloslEllaslUds.
Objetos Indirectos - Spanish Indirect Objects
Replace the word(s) in bold with the correct indirect object pronouns and then rewrite
the sentence or by translate the English sentences into Spanish.
Indirect Object
Pronoun
Ie
English
Equivalent
you (singular
formal), him, her
Example
1. Juan Ie da una camisa a usted.
(John is giving you a shirt.)
2. Juan Ie da una camisa a
el.
(John is giving him a shirt.)
3. Juan Ie da una camisa a ella.
(John is giving her a shirt.)
les
you (plural
formal), them
1. Maria les da unas camisas.
(Mary is giving you guys some shirts.)
2. Maria les da unas camisas.
(Mary is giving them some shirts.)
1. Yo Hame a Maria.
2. Escribimos a nuestros padres.
I
3. j, Visitaste a Pablo?
4. Dijo la verdad a ellos.
5. Lupe va a traer las bebidas a Uds.
I
6. He's reading to him.
7. They're talking to you (usted).
I
8. Are you (t6) offering me your book? [ofrecer]
I
9. I'm giving something to them.
I
10. They're sending [to send = mandar] the book to her.
t
PRONOMBRES DE COMPLEMENTO INDlRECTO
Complete the sentence with the correct 10 pronoun and the preterit (past) tense.
1. JUlIO gives her a kiss.
un beso. [dar]
Julio
I
2. I read the book to Isabel.
Yo
II
ellibro a Isabel.
3. Alejandro brings them balloons.
Alejandro
II
globose [traer]
4. I toan fOU (Ud.) my shirt.
Yo
mi camisa. [prestar]
5. ThjY serve her more shrimp.
mas gambas. [server]
Ellos
I
6. You teach them a lot of verbs.
ud.11
muchos verbose
7. Antonio orders guacamole for me.
Antonio
II
guacamole. [pedir (e7i)]
8. We tell you fUYS the rules.
Nosotros
las reglas. [decir]
I
9. Who makes churros for you (Ud.)?
l,Quien
II
churros? [hacer]
10. NOjOdY sends Lola cookies.
Nadie
galletas a Lola. [enviar]
I
11. I rent my condo to him.
Yo
II
mi condominio. [rentar/alquilar]
12. He repeats the gossip to Maga.
Elil
los chismes a Maga.
Objetos indirectos - Spanish Indirect Objects
Indirect objects are the people or things in a sentence to whom/what or the action of
the verb occurs.
I'm talking to Jose. - Hablo a Jose.
To whom am I talking? Jose.
He gives books to the students - Da unos libros a los estudiantes.
To whom does he give books? - The students.
Indirect object pronouns are the words that replace the indirect object, which is usually a
person.
The Spanish indirect object pronouns are as follows:
1st person
me me
nos us
2nd person te
you
os
3rd person Ie
him, her, you, it
les them, you
you
Like direct object pronouns, Spanish indirect object pronouns are placed in front of the
verb.
I'm talking to him. - Le hablo.
He writes to them - Les escribe.
I'm giving the bread to you. - Te doy el pan.
She answered me - Ella me contest6.
For infinitives, present participles, and affirmative commands, pronouns can get attached
to the end - learn more.
Le voy a decir OR Voy a decirle - I'm going to tell him.
Les quiero traer el regalo OR Quiero traerles el regalo - I want to bring the gift to them.
Note: When deciding between direct and indirect objects, the general rule is that if the
person or thing is preceded by a preposition (with the exception of the personal a) that
person/thing is an indirect object. If it is not preceded by a preposition, it is a direct
object.
Presentation Notes
Spanish Artist _ _ _ _ _ _ _ _ _ _ _ _ __
Spanish Artist _ _ _ _ _ _ _ _ _ _ _ _ __
Spanish Artist _ _ _ _ _ _ _ _ _ _ _ _ __
Spanish Artist _ _ _ _ _ _ _ _ _ _ _ _ __
Capitulo 10 - El Proyecto Cultural
As we are studying in Chapter 10 the vocabulary for cinemas, theatres, and museums, we will
be doing a project that summarizes all that we have learned in this chapter. Students in group of 3
will choose a famous Spanish artist of some sort to research (painter, actor, sculptor,
cinematographer, etc.), spend time researching that person in the library, create a unique visual of
some sort, and present the researched information to the class.
You will be given time the first day to research as a group your person, the second day to
create a visual to present the information, and then another day to present the information to the
class as a group. Projects will be graded on the following according to the project rubric.
Here is the order in which students will want to begin their project:
(1) Select a famous Hispanic artist from the list provided.
(2) Begin researching information related to that person and writing that down:
)- General information about their lives (where born, life, important events, etc.)
)- What types of art they do, different styles, famous works
)- Give some examples of their work and describe them
(3) Once you have researched, think of a creative way to present the information to the
class (poster, brochure, PowerPoint, virtual tour of art, video, diorama, act out a scene)
(4) Finish the creative project and think of a way to present the information to the class.
List of Possible Topics:
o
o
o
o
o
o
o
o
o
o
o
Francisco de Goya - Spanish Painter
Penelope Cruz - Spanish actress
Diego Vehizquez - Spanish painter
El Greco - Spanish painter
Pedro Almadover - Spanish director
Pablo Picasso - painter and sculptor
Salvador Dalf - painter and sculptor
Diego Rivera - Mexican painter
Antoni Gaudi - architect
Miguel de Cervantes - Spanish author (Don Quijote)
Luis Dunuel - director
l
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rJj
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Q
EI Teatro
EI Museo
Entrar en la Escena
"""'1e Theatre
The Museum
To Enter into the Scene
EI Actor
EI Mural
Aplaudir
The Actor
The Mural
To Applaud
EI Telon
Una Exposicion de Arte Salir del Teatro
The Curtain
An Art Exposition
To Leave the Theatre
La Escena
La Estatua
EI Espectaculo
The Scene
The Statue
The Show
EI Escenario
ElILa Escultora
Recibir Aplausos
The Scenery
The Sculptor
To Recieve Applause
La Actriz
EI Cuadro
The Actress
The Painting
EI Publico
EIlLa Artista
The Audience
The Artist
Obra Teatral
Dar una Representacion
Theatrical Work
To Put on a Performance
ACu
Our Museums,
Galleries, and Theatres
Nuestro Tour:
There are many things
that make up our museums, galleries, and theatres.
There are many
people who work hard to
provide a place for you to
come and enjoy The Arts.
Pay attention as learn
about the things, people,
and events that make up
what you see. We proudly
present: The ARTS
Senor Kauffman
::a
~Q.
~.
,
~
Group#l- Yo
(Preterit -Er and -Ir Verbs)
Your group of number 1's will be teaching the numbers 2-5 in your original seating
groups how to conjugate -er and -ir verbs in the yo preterit form.
Please follow the steps below in your groups.
1. Read the ara aph "En el presente" together as a group. Make sure you understand it.
2. Circle all the verbs n these paragraphs.
3. Read the paragraph "En el preterito" together as a group (in the past tense).
4. Circle all the verbs' n this second group of paragraphs.
5. As a group, figure out the grammar rule for the preterit tense endings of the yo form
for -er and -ir verbs based on what you see them end with in the story.
6. Figure out the conjugation for your subject for the irregular verbs, dar and ver
7. Write down the preterit tense endings of verbs in the yo form for -er and -ir verbs as
well as the irregular forms of the verbs dar and ver on your note sheet.
8. As a group, please write 3 sentences using the preterit yo form of verbs. These
sentences will serve as examples to your group members as to how to conjugate -er
and -ir verbs in the preterit yo form.
REMEMBER: YOU ARE TEACHING THIS FORM TO FOUR OTHER GROUPS.
ErlIr Verbs in the stOry:
ver -to see
comer - to eat
beber - to drink
dar-to give
salir - to leave
perder - to lose, to miss
subir - to get on, to go up
volver - to return
vivir - to live
Group#2-Tu
(Preterit -Er and -Ir Verbs)
Your group of number 2's will be teaching the numbers 1,3-5 in your original seating groups
how to conjugate -er and -ir verbs in the 111 preterit form.
Please follow the steps below in your groups.
9. Read the ara aph "En el presente" together as a group. Make sure you understand it.
1 Circle all the verbs n these paragraphs.
11. Read the paragraph "En el preterito" together as a group (in the past tense).
1 Circle all the verbs .n this second group of paragraphs.
13. As a group, figure out the grammar rule for the preterit tense endings of the 111 form for -er
and -ir verbs based on what you see them end with in the story.
14. Figure out the conjugation for your subject for the irregular verbs, dar and ver.
15. Write down the preterit tense endings of verbs in the 111 form for -er and -ir verbs as well as
the irregular forms of the verbs dar and ver on your note sheet.
16. As a group, please write 3 sentences using the preterit 111 form of verbs. These sentences will
serve as examples to your group members as to how to conjugate -er and -ir verbs in the
preterit 111 form.
RElVIEMBER: YOU ARE TEAClllNG THIS FORM TO FOUR OTHER GROUPS.
ErlIr Verbs in the story:
ver-to see
comer - to eat
beber - to drink
dar-to give
salir - to leave
perder - to lose, to miss
subir - to get on, to go up
volver - to return
vivir - to live
Group #3 - eVellalusted
(Preterit -Er and -Ir Verbs)
Your group of number 3's will be teaching the numbers 1-2,4-5 in your original seating
groups how to conjugate -er and -ir verbs in the ellellalusted preterit form.
Please follow the steps below in your groups.
17. Read the ara aph "En el presente" together as a group. Make sure you understand it.
18 Circle all the verbs n these paragraphs.
19. Read the paragraph "En el preterito" together as a group (in the past tense).
2
Circle all the verbs' n this second group of paragraphs.
21. As a group, figure out the grammar rule for the preterit tense endings of the ellellalusted form
for -er and -ir verbs based on what you see them end with in the story.
22. Figure out the conjugation for your subject for the irregular verbs, dar and ver.
23. Write down the preterit tense endings of verbs in the ellellalusted form for -er and -ir verbs as
well as the irregular forms of the verbs dar and ver on your note sheet.
24. As a group, please write 3 sentences using the preterit ellellalusted form of verbs. These
sentences will serve as examples to your group members as to how to conjugate -er and -ir
verbs in the preterit ellellalusted form.
REMEMBER: YOU ARE TEACHING THIS FORM TO FOUR OTHER GROUPS.
ErlIr Verbs in the story:
ver -to see
comer - to eat
beber - to drink
dar-to give
salir - to leave
perder - to lose, to miss
subir - to get on, to go up
volver - to return
vivir - to live
Group #4 - Nosotros
(Preterit -Er and -Ir Verbs)
Your group ofnumber4's will be teaching the numbers 1-3,5 in your original seating groups
how to conjugate -er and -ir verbs in the nosotros preterit form.
Please follow the steps below in your groups.
25. Read the ara raph "En el presente" together as a group. Make sure you understand it.
2 Circle all the verbs n these paragraphs.
27. Read the paragraph "En el preterito" together as a group (in the past tense).
2
Circle all the verbs .n this second group of paragraphs.
29. As a group, figure out the grammar rule for the preterit tense endings of the nosotros form for
-er and -ir verbs based on what you see them end with in the story.
30. Figure out the conjugation for your subject for the irregular verbs, dar and ver.
31. Write down the preterit tense endings of verbs in the nosotros form for -er and -ir verbs as
well as the irregular forms of the verbs dar and ver on your note sheet.
32. As a group, please write 3 sentences using the preterit nosotros form of verbs. These
sentences will serve as examples to your group members as to how to conjugate -er and -ir
verbs in the preterit nosotros form.
REMEMBER: YOU ARE TEACHING THIS FORM TO FOUR OTHER GROUPS.
ErlIr Verbs in the story:
ver-to see
comer - to eat
beber - to drink
dar-to give
salir - to leave
perder - to lose, to miss
subir - to get on, to go up
volver - to return
vivir - to live
Group #5 - ellos/ellaslustedes
(Preterit -Er and -Ir Verbs)
Your group of number 5' s will be teaching the numbers 1-4 in your original seating groups
how to conjugate -er and -ir verbs in the elloslellaslustedes preterit form.
Please follow the steps below in your groups.
33. Read the ara raph "En el presente" together as a group. Make sure you understand it.
3
Circle all the verbs n these paragraphs.
35. Read the paragraph "En el preterito" together as a group (in the past tense).
37. As a group, figure out the grammar rule for the preterit tense endings of the elloslellaslustedes
form for -er and -ir verbs based on what you see them end with in the story.
38. Figure out the conjugation for your subject for the irregular verbs, dar and ver.
39. Write down the preterit tense endings of verbs in the elloslellaslustedes form for -er and -ir
verbs as well as the irregular forms of the verbs dar and ver on your note sheet.
40. As a group, please write 3 sentences using the preterit elloslellaslustedes form of verbs. These
sentences will serve as examples to your group members as to how to conjugate -er and -ir
verbs in the preterit elloslellaslustedes form.
REMEMBER: YOU ARE TEACHING THIS FORM TO FOUR OTHER GROUPS.
ErlIr Verbs in the stOry:
ver-to see
comer - to eat
beber - to drink
dar-to give
salir - to leave
perder - to lose, to miss
subir - to get on, to go up
volver - to return
vivir - to live