¿Adónde vas?
Principiante Bajo- 9° y 10° grado (Español I)
el 8 y 10 de abril
©Srta. Brittany Hilbert
Standards:
WL I: 1. Communicate in languages other than English
1.1. Know and apply the alphabet and symbols unique to the target language
1.1.1.
1.1.2.
1.1.3.
1.1.4.
Spell in the target language
Recognize that symbols represent sounds
Produce sounds and sound combinations of the TL alphabet
Apply rules of accentuation (stress, pitch, and inflection)
1.2. Know and apply target language rules of structure
1.2.1. Agreement (number, gender, subject/verb)
1.2.2. Word order
1.3. Know and apply rules of conjugation to verbs in present tense
1.3.2. Basic irregular verbs (to be, to go, to have, etc.)
1.3.3. Near future (“going to…”)
1.4. Know and apply novice level vocabulary words, phrases, and idiomatic
expressions
1.4.1. Basic greetings/farewells and courtesy expressions
1.4.2. Cognates and false cognates
1.4.4. Novice level thematic vocabulary (numbers, calendar, family,
classroom, body, etc.)
1.6. Read, understand, and interpret novice level written material on a variety of
topics
1.6.1.
1.6.2.
Read for specific requested details and information
Paraphrase in native language a brief message written in the TL
WL I: 2. Gain knowledge and understanding of other cultures
2.1. Identify target language countries on maps
2.1.1
Label and be able to locate TL countries, capitals, and/or geographical
features on maps
2.2. Demonstrate an understanding of common target language country cultural
symbols, customs, activities, traditions, and holiday celebrations and
compare them to own in a non-judgmental manner
2.2.2.
Identify/describe specific requested cultural information (symbols,
activities, history, holidays, etc.)
Prerequisites: Students need to have prior knowledge of why verbs remain
infinitive in a sentence as well as basic vocabulary of places and action verbs.
Student Performance Objectives: All students will be able to conjugate the verb
“ir” correctly and be able to apply knowledge of “ir + a” in context with a ninety
percent accuracy rate.
Multiple Intelligences:
Bodily/Kinesthetic – Students are clapping with a partner to the subjects and
conjugations of the verb “ir”
Visual/Spatial – Students watch a YouTube video that shows them specific places
people are going
Linguistic – Students are repeating the conjugations for the verb “ir” while clapping
with a partner
Musical/Rhythmic – Students use clapping to show the first, second, and third
person singular or plural of the verb “ir”
Interpersonal – Students are interacting with one another during the “conjugation
clapping” activity
Logical/Mathematical – Students must learn how to use the equation “ir + a + place”
and “ir + a + infinitive”
Materials: whiteboards, dry-erase markers, YouTube video called “¿Adónde vas?
Educational Hip-Hop Video”, Smart Board, picture flashcards of places (set of 25),
“Ir” Letter (23 sheets), pencils (per student), class cards set
Anticipatory Set: Students have been really wanting to use the verb “to go” in other
assignments and activities in class, but they have been unable to up until this point.
It will be important for students to take this information in and make sure to write it
down since this is something that they will be using all the time, especially if they go
on next year to take Spanish II.
Instructions/Modeling:
1. The teacher will introduce the verb “ir” to the students by writing out its
definition and conjugations on the whiteboard. As the teacher does this, they
need to make sure that the students know it is irregular and how it is in
terms of its spelling and endings. They all start with a “v” and they follow the
“-ar” endings. (5 minutes)
2. Have the students read through the conjugations several times as they
indicate in English what each conjugation means. After this, they need to get
a partner to complete the “clapping conjugation” activity. Students will be
clapping hands while at the same time saying the subjects and correct
conjugations that accompany them. Remind students that they must cross
their arms when doing the “vosotros” form to indicate this form is only used
in the country of Spain. (8 minutes)
3. Show the students the YouTube video. As they are watching the clip, the
teacher will need to stop the video to indicate the meaning of some terms
such as the difference between “dónde” and “adónde”, “ir + a + infinitive”,
and the meaning of “este fin de semana”. (5 minutes)
4. NEXT CLASS (4/10) All students will complete the bell work on the
whiteboard. There will be a series of words on the board that the students
need to put in the correct order. Students will be using the verb “ir” in these
sentences. After five minutes, the teacher will call randomly on students to
write their answers on the board. (8 minutes)
5. The teacher will present a series of picture flashcards to the students that are
all places where people typically go. Read each vocabulary word and have the
students repeat the word back.
6. After the students have been presented the picture flashcards, then students
will do a “Hand Up Stand Up” cooperative learning activity. Students will hold
up their cards with a partner and use the phrase “¿Adónde vas?” where
students will answer “Yo voy a/al _________.”. The students need to talk to at
least ten different people before they sit back down in their seats.
7. Each student should be given a copy of the “Ir” Letter. The teacher will
randomly select a student from the class set of cards to read the first
sentence in the letter. The student will then “popcorn” and have someone
else read the next sentence, and so on.
8. After each sentence, the teacher will need to walk students through the parts
of the sentences to help the students find meaning in the context. The teacher
can base this off of root words, common phrases, cognates in English, and
several other aspects of the Spanish language. Continue repeating this until
the entire letter has been read.
9. Students will now have to fill in all of the blanks in the paragraph with the
correct form of the verb “ir”. Students will use context clues such as subjects,
verbs, and phrases to decide which form to use. Remind students that the
subject of the sentence is not always clear because it is not always directly
stated in the sentences.
Evaluation of Student Performance: On 4/8, the students are required to line up
in front of the door and recite the conjugation chart for the verb “ir” correctly. “voy,
vas, va, vamos, vais, van.” This is their exit ticket to their next class. On 4/10 the
students are being informally assessed with their accuracy of placing the correct
forms of “ir” in the blanks in the letter. This also assesses the students’ ability to use
context clues to figure out meaning.
Follow Up-Activity: If there is time, students will create their own short story about
where they go in their average day. The students can use vocabulary from the
flashcards, but they need to include the verb phrase “ir + a + place” or “ir + a +
infinitive verb”. Students need to create at least five sentences.