Chapter 2
Lesson Plans
Oct. 4 – Nov. 6
Tuesday/Wednesday, Oct. 2/3
Chapter 1 Test
Chapter 2 Vocabulary
Thursday/Friday, Oct. 4/5
Go over Chapter 1 Test
Introduce Chapter 2: Featured country: Puerto Rico
Objectives: Describing people, asking someone’s age and birthday.
Geoculture: pp 38-41.
History, Geography, Language Note, Currency (pp 38-39)
La Comida, El arte, Las Celebraciones: (pp 40-41)
Project map of Puerto Rico.
Using the photo on pages 42 & 43:
Tell students that the photo shows some young Puerto Rican students sitting outside the
walls of el Morro. El Morro was built by the Spanish Empire to protect San Juan from a
sea attack. Its construction began in 1589, and it was mostly completed by the middle of
the 17th century. The term morro means promontory.
Notice the students are wearing school uniforms, a dress code typical of Latino
Countries, including Spain. Many students attend private Catholic schools, but public
schools also require uniforms.
Vocabulario in acción 1:
Be sure students have their vocabulary sheets out.
Core Instruction:
1. Introduce the vocabulary modeling the pronunciation.
2. Model the sentences from ¡Exprésate! Ask students, “¿Cómo es ___? Es
moreno o rubio? Es alto o bajo?” etc. (Use adjectives from pages 44 & 45.
Ask comparisons about boys first, then girls. Add some plurals.
3. Did students notice that the adjectives change according to whom is being
described? They will learn more about this difference later.
También se puede decir…
In Venezuela and Colombia, students might hear catire or catira instead of rubio. In the
Dominican Republic and Panama, they might hear chistoso(a) instead of gracioso(a).
Other common adjectives used instead of simpatico(a) are amable (Colombia, Venezuela,
Cuba, Spain) and agradable (Colombia, Venezuela).
Nota cultural:
In many Latin American countries, someone with dark hair and skin that goes from very
light brown to darker shades of brown is described as moreon(a) or trigueño(a). The
word rubio(a) in most Spanish-speaking counries or güero(a) in Mexico, may be used to
describe someone with fairly light skin and blond to light brown hair.
Homework: Learn the vocabulary and expressions on pp 44 & 45.
Monday, Oct. 8: Columbus Day
Tuesday/Wednesday, Oct. 9/10
Review and practice: Round Robin: Page 46: Ex. 1, 2 & 3 (listening comprehension).
Core Instruction:
1. Model the pronunciation of the questions and responses in ¡Exprésate! p. 47.
2. Present the numbers 32-100 in Más vocabulario, p. 47.
3. ¡OJO! Common error alert: Point out to students that in Spanish, to tell age, you
talk about literally how many years you have and therefore use the verb tener. A
common mistake is telling their age with ser as in I am 16 years old, rather than I
have 16 years.
4. Ask students their ages and birthdays. Have students answer with just the age or
date. (Catorce años. El primero de Julio) Reapeat students’ answer using
complete sentences. (Isable tiene catorce años. El cumpleaños de Isabel es el
primero de julio.)
Do textbook exercises 4 & 5 orally in class, page 47.
Have students write a description of a classmate or teacher. Each student will read the
description to the class. The class has to decide who the description is about. (They must
state if the person is a student or teacher. “Es profesor(a)….) or “Es estudiante.”
Homework: Vocabulario y gramática pages 13, 14 & 15
Vocabulary 1 Quiz on Thursday/Friday, Oct. 11/12. pp. 21 & 22:
Know: adjectives, write descriptive sentences using a form of ser with an adjective,
asking and telling age, stating dates.
Thursday/Friday, Oct 11/12
Thursday: Assembly 9-10am
Corrijen paginas 13, 14, y 15.
Review: ExpresaVisión
Vocabulary 1 Quiz.
Objective: Ser with adjectives, gender and adjective agreement, forming questions.
Gramática en acción 1: p. 48
Core Instruction:
Teaching gramática:
1. Briefly review ¿Te acurdas?: Remember that ser means “to be”. Show the
conjugation of ser on screen.
2. On the board write various sentences using different subject pronouns such as
“Carlos es simpático”. Have a volunteer underline the form of ser used in the
sentence.
3. Use negative sentences as well: “Benita no es alta.” Remind students how to
make a sentence negative.
4. Go over points 1-3 of Gramática. (ser with adjectives).
5. Project various sentences leaving a blank where the form of ser will go. Have
students complete the sentences on a piece of scratch paper, then call on a
volunteer to fill in the verb in each sentence:
1.
2.
3.
4.
5.
José no ___alto. Él ___ bajo
Teodoro y yo ____ intelectuales.
Yo ____ rubia.
María y Anna _____ atléticas.
Tú ____ seria.
Practice: Round Robin: Ex. 7, 8, & 9, pp. 48 & 49
Monday/Tuesday, Oct. 15/16
Quick review of ser: Fill the blanks with the appropriate form of ser (project from notes):
1.
2.
3.
4.
5.
Javier ___ extrovertido.
Julia y Jaime no ___ atléticos.
Yo ____ inteligente.
Nosotros ___ cómicos.
Tú ____ trabajador.
Gender and adjective agreement: p 50
Objective: Ser with adjectives, gender and adjective agreement
Core Instruction:
Teaching gramática:
Gramática en acción 1
1. Go over points one and two of Gramática, p. 50
2. Ask either-or questions using the masculine and femine forms of an adjective.
Emphasize the ending of each adjective. ie. Zack es moreno o rubio?, Molly es
alta o baja? etc.
3. Go over point 3 of gramática.
4. Project several sentence starters on the screen with the name of a student in the
class, using the appropriate form of ser and an adjective. Have a volunteer tell the
correct ending for the adjective, and explain how he/she reached the answer.
Show gramavisión, chpt 2, Gender and adjective agreement.
Round Robin: Page 50, ex. 11, Page 51, ex. 13.
Homework: Textbook page 51, exercise 12: Choose the correct word for each blank.
Then translate the paragraph into English:
(Show on board the desired format for completing the exercise.)
Wednesday/Thursday, Oct. 17/18
Go over and collect Textbook exercise 11, page 50.
Review:
Unscramble the words to make sentences. Make all adjectives agree (project from
notes).
1.
2.
3.
4.
5.
es/Elena/atlético
Juana/extrovertido/Carmen/son/ y
Paco/gracisoso/es
no/intellectual/somos/nostoros
Guillermo/tímido/ y/son/Almudena
Section objective: Question formation.
Core Instruction:
Teaching gramática:
1. Have students discuss the ways of forming a yes-no question in English. Do you
like chocolate? You like chocolate? (with rising intonation at the end of the
sentence.)
2. Read over points 1 and 2 of Gramática. Ask students if they remember the
questions, “¿Cómo estás? and ¿Cómo eres?” Remember that ¿Cómo está?” is
asking how someone is feeling. “¿Cómo es?” asks what someone is like.
3. Read a few statements and questions and have students raise their right hand if the
sentence is a statement and their left hand if it is a question:
a. ¿Cuándo es tu cumpleaños?
b. Mario es bajo.
c. ¿Es Mario atlético?
d. Eres intelectual?
e. ¿De dónde eres?
f. Soy de México.
4. Have students list all the question words they have had thus far: ¿Cuántos?
¿Cómo? ¿Cuándo? ¿Quién? ¿De dónde? ¿Qué? ¿Cuál?
5. Read over point 3 of Gramática.
Gramavisión: Question formation
Pp 52 & 53: Do exercise 15: Listening comprehension.
Round robin: Ex. 16-18.
Homework: Vocabulario y gramática, pp. 16, 17 & 18
QUIZ Gramática 1 & Applicación, pp. 23-26: Friday/Monday, Oct. 19/22.
Know: adjectives, gender/number agreement, questions. Info on pages 48-53.
Friday, Monday, Oct. 19/22
Corrijen paginas 16, 17 y 18.
GramaVisión Review.
Grammar 1 Quiz
When students finish quiz, have them read pages 54 & 55.
Discuss the reading and watch the videoculture clip.
“Dime con quién andas, y te dire quién eres”.
Nota Cultural, p. 53: In most Spanish-speaking countries, the legal driving and
voting age is 18. Since Puerto Ricans are US citizens, they can vote when they are 18
years old. They can get their driver’s license at age 18, although some people can get
a learner’s permit at 16 with parental consent.
Vocabulario en acción 2:
Section objective: discussing what you and others like & describing things.
Page 56
Core Instruction:
Teaching vocabulario
1. Introduce the vocabulary, modeling the pronounciation.
2. Model me gusta, me gusta mucho, and no me gusta, using body language and
facial expressions to indicate my feelings about each item.
3. Explain the difference between gusta/gustan. Model some sentences using
gusta/gustan.
4. Ask individual students: “¿Te gusta…..” using an item from pages 56 & 57.
Round Robin, exercise 20, pp. 58.
Listening comprehension exercise 21, page 58.
Introduce ¡Exprésate! To describe something.
Round Robin: exercises 22 & 23, page 59.
Homework: Vocabulario y gramática: pp 19, 20, & 21
Vocabulary 2 QUIZ: Tuesday/Wednesday, Oct. 23/24: Vocabulario 2, pp 27 & 28:
Know vocabulary and expressions from pages 56-58.
Tuesday/Wednesday, Oct. 23/24
Corrijen pp. 19, 20, & 21
Quiz: Vocabulario 2
Gramática en acción 2, page 60:
Page 60: Nouns & definite articles.
Core Instruction:
1. Review point one of Gramática wit students. See if they can thin of any objects in
English that have gender (for example, ships are usually referred to as she.)
2. Ask students if they have noticed how to make something plural. Have they
inferred the rule? Go over point 2 with students.
3. In points 3 and 4, emphasize that in Spanish the definite article must be included
when discussing like and dislikes and nounsa as a general category.
Round Robin p 61, ex. 25 & 26 (after students write them down.)
Page 62: The verb gustar & ¿por qué? And porque.
Core Instruction:
1. Review the use of me gusta(n) and te gusta(n) by asking students about their likes
and dislikes.
2. Put several sentences using gustar and ser on the board. (Me gustan las fiestas.
Te gustan los videojuegos. Soy rubia. Eres rubia. Es horrible.) As students if
they notice how sentences with gustar are different from sentences with ser.
(With ‘ser’ the form of the verb changes according to the subject. With ‘gustar’,
the form of the verb changes according to the object liked/disliked.)
3. Go over points 1 and 2 wit students. Write sever partial sentences on the board
and have students fill in the correct pronoun and ending for gustar.
4. Review how to make sentences with gustar negative.
5. Read over points 3-5 with students.
Thursday/Monday, Oct. 25/29
(Friday, Oct. 26 Teacher in-service)
(White 2 & 4 project “gustar” notes)
Round Robin: Ex. 28 (L/C) and exercise 29.
Page 64: The preposition “de”
Core Instruction:
1. Pick up an item from a students desk and look at it. Look confused and ask out
loud ¿Es el libro de María? Then “remember” whos book you have, and say,
¡No, es el libro de Luis! Repeat with other familiar objects.
2. Hold up a science fiction movie (or a photo of one) and ask students, ¿Es una
película de amor? Repeat with several other movies or books. Go over point 2
with students.
3. Tell students where several people are from (Soy de…). Ask individuals if they
are from Argentina, Mexico, etc.
4. Have students summarize the uses of “de”. Write them on the board as they say
them.
5.
Round Robin: ex. 32, 33, 34 (L/C)
“Me gusta” video
Homework: Workbook pages 22, 23, & 24
Grammar 2 Quiz Tuesday/Wednesday, Oct. 30/31: know: gustar, preposition “de”,
vocabulary pp 56 & 57, nouns and definite articles (info presented on pages 60 – 64)
Tuesday/Wednesday, Oct. 30/31
Corrijen workbook pages 22, 23, & 24
GramaVisión Review
Grammar 2 Quiz
As students finish quiz, read Novela en video pp 66 & 67
Discuss
Watch novela video
Writing & Speaking Assessment:
Taller del escritor, p 69 (writing project)
Mi personalidad: Write a paragraph in which you describe yourself and say what you
like and don’t like. (Writing Assessment)
You will read your paragraph to the class. (Speaking Assessment)
Distribute rubric.
Due next block
Thursday/Friday, Nov. 1 & 2
Present paragraphs.
Chapter 2 Test Review: students will do review exercises on page 70 & 71.
Chapter 2 Test: Thursday/Friday, Nov. 1 & 2
Monday/Tuesday, Nov. 5/6
Chapter 2 Test
Chapter 3 Vocabulary
Día de los Muertos Video
Wednesday/Thursday, Nov. 7/8
 Chapter 3 Vocabulary
Papel Picado: Cultural Project
Handout instructions, tissue paper and patterns.
Scissors, Exacto knives and desk protectors.