Alma Romero – Unit Plan
Introduction
 Lesson topic: Introduction to the verbs ser y estar – Vocabulary, conjugations of ser y
estar, and meaning changes with ser y estar.

Length of Lesson: 90 minutes

VA Standards of Learning:
SI. 3 The student will understand simple spoken and written Spanish presented through
a variety of media and based on familiar topics.
2.
Comprehend simple material that uses familiar vocabulary and
grammatical structures.

Context: This is lesson one and day one of a five day unit on the use of the verbs ser y
estar (to be). Students will learn new vocabulary, the conjugations of ser y estar, and the
different meaning changes with ser y estar.

Global Themes: This unit will give students the knowledge and information they need to
be able to appropriately use and differentiate between (two of the most important verbs in
Spanish) ser y estar.
Content Objectives
Students will…
1. Identify key vocabulary words associated with the classroom.
2. Complete a chart with the proper conjugations of the verbs Ser and Estar.
3. List the meaning changes of Ser and Estar on their packet.
Assessment Aligned to Objectives
 Formative: I will monitor student progress and understanding of the material by:
1. Having students repeat the words out loud as a class and by having students write
down the meaning (either in Spanish or English) of the words asked by the teacher
using a small dry-erase board.
2. Having students fill out a conjugation chart of the verbs ser and estar. Students will
also practice with the teacher the conjugations using a dry-erase board.
3. Asking students to list the different meaning changes of ser and estar on the sheet
provided on their packet for day 1. Students will also review the meaning changes as
a class using their dry-erase boards.

Summative: I will assess student knowledge and mastery of the material covered in the unit by
giving a Unit Test. The test will cover: key vocabulary terms, conjugating ser and estar, filling in
the correct acronyms for ser and estar, multiple choice on the correct use and conjugation of ser
and estar, fill in the blank with the correct forms of ser and estar, and listing 20 meaning changes
for ser (10) and estar (10).
--Test will be worth 100 points:
>> Part one: Vocabulary (10 pts.)
>> Part two: Conjugating Ser and Estar (12 pts.)
Alma Romero – Unit Plan
>> Part three: Writing the correct acronyms for Ser and Estar (11 pts.)
>> Part four: Multiple choice on the correct use and conjugation of Ser and Estar (10 pts.)
>> Part five: Fill in the blank with the correct form of Ser and Estar- Part 1 (20 pts.) & Part 2
(17pts.)
>> Part six: List 20 meaning changes for Ser (10) and Estar (10) – (20 pts.)
Materials/Technology and Advanced Preparation
* Day 1 Packet: Sheet with new vocabulary words, ser and estar conjugation chart, and
chart/sheet for meaning changes with ser and estar.
- Dry erase boards, markers, and erasers.
* Day 2 Packet: Outline for new content (Ser) and worksheets for Ser.
* Day 3 Packet: Outline for new content (Estar) and worksheets for Estar.
* Day 4 Packet: Outline for key information about Ser and Estar and worksheets for practicing
both verbs.
* Day 5 Packet: Instructions/ directions for Ser and Estar (individual) activity and study guide
for exam.
- Magazines, glue, scissors, posters, and markers.
* Day 6: Tests on Ser and Estar
- Make sure there are enough copies for everyone and have additional copies of
Exam.
Teaching and Learning Sequence
Alma Romero – Unit Plan
TIME
TEACHER ACTIONS
STUDENT ACTIONS
Introduction/Anticipatory Set – Outline how the lesson will begin. How will you focus student
attention on lesson content, build on prior knowledge, motivate students to learn, etc.?
* 5 mins.
* The teacher will tell students we
are going to review subject pronouns
using small dry-erase boards. The
teacher will ask students what they
remember about subject pronouns
and then ask students to write each
pronoun on their board.
* The students will get a small dryerase board and practice writing the
subjects pronouns. Students will also
practice saying the pronouns at loud
in Spanish.
* 5 mins.
* The teacher will tell students we
are going to review articles
(indefinite and definite) using their
dry-erase boards.
* The students will practice/review
indefinite and definite articles on
their dry-erase boards.
Lesson Development – Outline the sequence to be followed in the development of the lesson. Pay
particular attention to concept development and questioning.
*20 mins.
* The teacher will tell students we
are going to learn a new set of vocab
words about things found in a
classroom.
* The teacher will write the vocab
words on the board and ask students
to write the Spanish meaning on
their packet.
* The teacher will ask students to
repeat saying the words out loud as a
class to practice saying them.
* The students will listen to the
teacher and receive a Day one Packet.
* The teacher will ask students to get
their small dry-erase boards out
again to practice/review writing and
saying the new vocab. The teacher
will use all the vocab words on the
packets to do this activity.
* The students will get their dry-erase
boards out again. Students will write
and repeat the words the teacher asks
them.
* The teacher will introduce the
verbs Ser and Estar.
* The teacher will conjugate the
verbs on the board and tell students
to write the conjugations on their
packet.
* The students will listen to the
teacher.
* The students pay attention to how
the teacher conjugates the verbs on
the board and copy them on their
packet.
* Students will write the Spanish
meaning on their Day one packet (the
English meaning is already on their
packet).
* Students will practice saying the
words out loud as a class.
Alma Romero – Unit Plan
* The teacher will tell two students
at a time to go to the board to
practice the conjugations. The
teacher will tell students which form
they need to conjugate on the board.
* The teacher will introduce
meaning changes with ser and estar.
* The teacher will tell students to
look at their packet and write the
English meaning of the words with
the meaning changes.
* The teacher will ask students to
practice saying the Spanish meaning
changes out loud as a class.
* Students will participate and review
the conjugations by going to the
board (two at a time).
* Students will listen to the teacher.
* Students will look at their packet
and write the English meaning of the
meaning changes.
* Students will practice saying the
meaning changes in Spanish as a
class.
Closure – Outline how the lesson will be concluded. How will you summarize, review,
reinforce, enrich, and/or encourage students to reflect on what they have learned?
* The teacher will tell students to
write the answers to their Exit
Ticket:
> Write at least 5 vocab words from
today
(English
and
Spanish
meaning).
> Conjugate the verbs ser and estar.
> What do ser and estar mean?
> Write at least 5 meaning changes
of ser and estar (English and
Spanish).
* The students will write the answers
to their Exit Ticket.
ANSWERS:
>> ANY OF THE VOCAB WORDS
FROM THE NEW SET COVERED.
>> SER: SOY, SOMOS, ERES, SOIS, ES,
SON. ESTAR: ESTOY, ESTAMOS, ESTAS,
ESTAIS, ESTA, ESTAN.
>> SER AND ESTAR MEAN “TO BE”
>> ANY OF THE MEANING CHANGES
COVERED TODAY.
June 2012
Homework
* No homework will be given today.
References
* Blanco, A., Jose, & Donley, R., Philip. (2008). VISTAS: Introducciόn a la Lengua Española.
* http://www.spanishdict.com/answers/100040/ser-and-estar
Appended Materials
 Lesson Organizer
 Day one Packet: Vocab, conjugations, and meaning changes with ser and estar.
Alma Romero – Unit Plan
Lesson Organizer
Prior Knowledge and NEW Instructional Content
**Previously, students learned about nouns (for things that refer to living things and non-living
things), articles, subject pronouns, and numbers 0-30. Students also know how to conjugate
verbs.
* Nouns: have gender and number in Spanish
Nouns: Living things
Masculine: end in –o; end in –or; end in –ista
Feminine: end in –a; end in –ora, end in –ista.
Nouns: Non-living things
Masculine: end in –o; end in –ma; end in –s
Feminine: end in –a; end in –cion; end in –dad
* Articles: vary in form because they agree in gender and number with the nouns they modify.
Definite articles:
Masculine: el (singular) and los (plural)
Feminie: la (singular) and las (plural)
Indefinite articles:
Masculine: un (singular) and unos (plural)
Feminine: una (singular) and unas (plural)
* Subject pronouns: replace the name or title of a person or thing and acts as the subject of a
verb. Subject pronouns are divided into three groups: first person, second person, and third
person.
SINGULAR
PLURAL
First person
Yo=I
Nosotros/Nosotras = we (masc. and fem.)
Second person
Tú/Usted= you (fam. And form.) Vosotros/as=you (masc. and fem.)
Third person
Él/Ella= he/she
Ellos/Ellas = they (masc. and fem.)
* Numbers: 1-30
** NEW KNOWLEDGE **
*Vocabulary associated with the classroom: “Today we are going to begin with a new set of
vocabulary words about things that have to do with the classroom.”
Alma Romero – Unit Plan
EN LA CLASE
La maestra – the teacher (female)
The students – los estudiantes
La clase – the class
Courses – las materias
La pizarra – the board
The map – el mapa
El borrador – the eraser
The watch – el reloj
La ventana – the window
The desk – el escritorio
The table – la mesa
The door – la puerta
The chalk – el jiz
The school – la escuela
The marker – el marcador
The scissors – las tijeras
The ruler – la regal
The stapler – la grapadora
* CONJUGATIONS OF SER AND ESTAR:
“ We are going to be learning about the verbs ser and estar for a couple of days. Today we
are going to cover the conjugations of the verbs and practice conjugating them.”
“ The verbs ser and estar are irregular verbs and both mean ‘To Be’. They are very
important in Spanish and you are going to use them to say and describe several things. For
example: to say where you are from , how you feel, to tell time, for location, and for many
other things. Tomorrow we will learn more about ser and do several activities.”
SER
Yo soy
Tú eres
Él/Ella/ Ud. Es
Nosotros/Nosotras somos
Vosotros/Vosotras sois
Ellos/Ellas/Uds. son
ESTAR
Yo estoy
Tú estás
Él/Ella/ Ud. Está
Nosotros/Nosotras estamos
Vosotros/Vosotras estáis
Ellos/Ellas/Uds. están
* Meaning Changes With Ser and Estar
“There are some words that can be used with both ser and estar, but take on different
meanings depending on the verb.” “Below you will find a chart with both forms and their
meanings in English. We are going to go over the Spanish meaning of the words as a class
and then you guys need to write them down on your packet. “
Alma Romero – Unit Plan
Same Adjective, Different Meaning
Ser
ser aburrido
ser bueno
ser cansado
ser grave
ser listo
ser malo
ser orgulloso
ser moreno
ser pálido
ser pesado
ser rico
ser seguro
ser verde
ser viejo
ser vivo
to be boring
to be good
Estar
estar aburrido
estar bueno
to be bored
to be
tasty/attractive
to be tired
to be a tiring
person
to be serious
estar cansado
to be clever
to be bad
to be coneited
or vain
to be darkskinned
to be pale
skinned
to be heavy
to be rich
to be safe
to be green
to be old
to be sharp
estar listo
estar malo
estar orgulloso
to be seriously
ill
to be ready
to be ill
to be proud
estar moreno
to be tanned
estar pálido
to be pale
estar pesado
estar rico
estar seguro
estar verde
estar viejo
estar vivo
to be tiresome
to be tasty
to be certain
to be unripe
to look old
to be alive
Instructional Modifications
to
ASSIST Students
*I will provide students with
different activities
throughout the unit:
- dry erase boards
- videos
- exercises
- games (on the board and
on the computer).
- Exit Ticket
* I will provide students
with a Packet for each day.
The packet includes a type
of outline (to break the
information down) for
students to write their notes.
estar grave
Main Events of Instruction
ANTICIPATORY SET
&
CLOSURE
Instructional Modifications
to
CHALLENGE Students
* I will provide students
with different activities
where they can expand and
show their mastery of the
material: dry erase boards,
videos, exercises, games, and
Exit Ticket (will always
allow students to write more
answers, but will not count
as Extra Credit.
LESSON
* I will provide students
with a Packet for each day.
Students can write
additional notes and
examples.
Alma Romero – Unit Plan
Introduction
 Lesson topic: Introduction to the verbs ser y estar – Introduction to Ser.

Length of Lesson: 90 minutes

VA Standards of Learning:
SI. 3 The student will understand simple spoken and written Spanish presented through
a variety of media and based on familiar topics.
2.
Comprehend simple material that uses familiar vocabulary and
grammatical structures.

Context: This is lesson two and day two of a five day unit on the use of the verbs ser y
estar (to be). Students will learn about the verb ser and how and when to use it.

Global Themes: This unit will give students the knowledge and information they need to
be able to appropriately use and differentiate between (two of the most important verbs in
Spanish) ser y estar.
Content Objectives
Students will…
1. Write down the different uses of Ser on their packet.
2. Write the definitions and examples of ser on their packet.
3. Practice material learned by completing exercises provided on their packet.
4. Communicate orally with the class and teacher to practice and share answers from packet.
Alma Romero – Unit Plan
Assessment Aligned to Objectives
 Formative: I will monitor student progress and understanding of the material by:
1. Having students write down the different uses of ser on their packet and then
reviewing them with the teacher out loud.
2. Having students write down the definition and examples of ser on their packet.
3. Asking students to complete several exercises on ser (the first exercise will be done as
a class and the other exercises will be done individually).
4. Asking students to share their answers from the exercises with the class. Students will
also have the opportunity to practice their Spanish by sharing their answers.

Summative: EXAM – LOOK AT LESSON ONE.
Materials/Technology and Advanced Preparation
* Day 2 Packet: Outline for new content (Ser) and worksheets for Ser.
Teaching and Learning Sequence
TIME
TEACHER ACTIONS
STUDENT ACTIONS
Introduction/Anticipatory Set – Outline how the lesson will begin. How will you focus student
attention on lesson content, build on prior knowledge, motivate students to learn, etc.?
*10 mins.
* The teacher will tell students they are
going to play a little game to review the
material from last class (the teacher will
use the information from students’
packet).
* The students will listen to the
teacher.
* The teacher will divide the class into
two teams (one side of the class in team 1
and the other side is team 2) and one
student from each team will go to the
board and write either the Spanish
meaning of a vocab word or a meaning
change of ser and estar. Students will
also write the correct conjugation the
teacher asks them to.
* The students will know if they
are in team 1 or team 2 (I don’t
want students moving around so
I believe it’s more practical to
just the divide the class and don’t
have students moving around).
* Students will participate in the
review by going to the board
when their turn comes.
Lesson Development – Outline the sequence to be followed in the development of the lesson. Pay
particular attention to concept development and questioning.
Alma Romero – Unit Plan
* 20 mins.
* The teacher will tell students they
are going to learn about ser.
* The teacher will hand out their
Day Two Packet on ser.
* The teacher will lecture on the
verb ser: go over the conjugations
again, talk about an acronym to
remember the uses of the verb faster,
talk about each use and give
examples.
* The teacher will tell students to
write the information given on the
verb ser on their packet (under the
notes section).
* Students will listen to the teacher.
* 10 mins.
* The teacher will tell students we
are going to do 5 different exercises
(on their packet) to practice using
ser.
* The first exercise will be done as a
class.
* Students will look a their packet
and do the first exercise as a class.
* 10 mins.
* The second exercise will be done
individually and after 4 minutes, we
will go over the answers as a class.
* Students will do the exercise
individually and then participate by
sharing their answers with the class.
*10 mins.
* The third exercise will follow the
same process.
* Students will
process.
* 10 mins.
* The fourth exercise will follow the
same process.
* Students will follow the same
process.
* Students will get a copy of the
packet.
* Students will pay attention to the
material being covered by the
teacher.
* Students will write the information
on their notes section of the packet
as we go along the material.
follow the same
* 10 mins.
* The last exercise will follow the
* Students will do the last exercise
same process and each student is
and then share with the class at least
going to share at least one sentence
one of the sentences they wrote.
they wrote.
Closure – Outline how the lesson will be concluded. How will you summarize, review,
reinforce, enrich, and/or encourage students to reflect on what they have learned?
* 6 mins.
* The teacher will tell students to get
their laptops out and to go to the
following link to practice using ser:
http://www.spanish.cl/Grammar/Gam
es/Verbo_Ser_Presente.htm
* The “quiz” has 20 questions and at
* Students will get their laptops out
and go to the link provided by the
teacher to practice using ser.
Alma Romero – Unit Plan
* 4 mins.
the end it gives students their score.
The teacher will ask students to do
the quiz two times.
* The teacher will do the quiz with
the students as a class and go over the
answers.
* Students will participate by sharing
their answers.
June 2012
Homework
* No homework will be assigned today.
References
* Blanco, A., Jose, & Donley, R., Philip. (2008). VISTAS: Introducciόn a la Lengua Española.
* http://www.spanishdict.com/answers/100040/ser-and-estar
Appended Materials
Attach the following forms and resources to the completed lesson plan.
 Lesson Organizer
 Day Two Packet: Ser
Lesson Organizer
Prior Knowledge and NEW Instructional Content
Alma Romero – Unit Plan
** Previously, students learned new vocab about things found in a classroom, learned about the
conjugations of ser and estar, and learned about the different meaning changes of ser and estar.
**NEW MATERIAL**
The verb ser:
* Conjugation:
Yo soy
Tú eres
Él/Ella/ Ud. Es
Nosotros/Nosotras somos
Vosotros/Vosotras sois
Ellos/Ellas/Uds. son
“You already know to use ser like this (what a person is like): “
1. Tú eres muy deportista, ¿no?
Sí, soy deportista.
Mi amigo Pablo es deportista también.
2. ¿De dónde eres?
Yo soy de los Estados Unidos.
General Ser Rule
Ser is used to classify and identify permanent or lasting attributes. “If the general rule isn´t specific
enough for you, think of the acronym: DOCTOR “
D - Description
O - Occupation
C - Characteristic
T - Time
O - Origin
R - Relationship
1. Description
“For description, think of what you would say if someone asked you "What´s he like?" These are
the essential qualities that define a person and probably won´t change. They can be a name or a
physical description. “
Yo soy Raúl. (I am Raúl.)
Yo soy alta, morena, y delgada. (I am tall, dark-skinned, and thin.)
2. Occupation
Occupations are seen as life-long careers and are therefore seen as more "permanent" than many
people would think in the United States.
Alma Romero – Unit Plan
Soy profesora del español. (I am a Spanish teacher.)
Ellos son estudiantes. (They are students.)
Mi padre era jardinero. (My father was a gardener.)
No Indefinite Articles
Notice that the indefinite articles un, una, unos, and unas are omitted when describing an
occupation after the verb ser.
3. Characteristic
Characteristics are personality descriptions of a person. These would probably be the second thing
you say to "What´s he like?"
Amalia es inteligente, atrevida, y amable. (Amalia is intelligente, daring, and friendly.)
Mi esposo es romántico y cariñoso. (My husband is romantic and caring.)
4. Time
Time includes days, dates, and hours. For hours, use es for one o´clock and son for all other hours.
Hoy es miércoloes. (Today is Wednesday.)
Ayer fue mi cumpleaños. (Yesterday was my birthday.)
Ahora es la una y media. (Right now it´s one thirty.)
Son las cinco y veinticinco. (It´s five twenty five.)
5. Origin
As the place a person is from or the material something is made from is not going to change we use
ser for origin.
Celia es de España. (Celia is from Spain.)
Adela es peruana. (Adela is Peruvian.)
Mi anillo es de oro. (My ring is gold.)
6. Relationship
Even after someone dies or someone breaks up, relationships are described using ser.
Religion is a Relationship
Also, since religion is considered a relationship with a higher power, religions are also described
using ser.
Lynne es mi madre. (Lynne is my mother.)
Marcos es mi ex-novio. (Marcos is my ex-boyfriend.)
Alma Romero – Unit Plan
Andrés es católico. (Andrés is Catholic.)
* “Now we are going to do five exercises, one at a time, to practice using ser. We are going to do
the first exercise as a class and don’t forget you can use your notes. The other exercises will be done
individually and then we are going to go over the answers as a class.”
Instructional Modifications
to
ASSIST Students
*I will provide students with
different activities
throughout the unit:
- dry erase boards
- videos
- exercises
- games (on the board and
on the computer).
- Exit Ticket
* I will provide students
with a Packet for each day.
The packet includes a type
of outline (to break the
information down) for
students to write their notes.
Main Events of Instruction
ANTICIPATORY SET
&
CLOSURE
Instructional Modifications
to
CHALLENGE Students
* I will provide students
with different activities
where they can expand and
show their mastery of the
material: dry erase boards,
videos, exercises, games, and
Exit Ticket (will always
allow students to write more
answers, but will not count
as Extra Credit.
LESSON
* I will provide students
with a Packet for each day.
Students can write
additional notes and
examples.
Alma Romero – Unit Plan
Introduction
 Lesson topic: Introduction to the verbs ser y estar – Introduction to Estar.

Length of Lesson: 90 minutes

VA Standards of Learning:
SI. 3 The student will understand simple spoken and written Spanish presented through
a variety of media and based on familiar topics.
2.
Comprehend simple material that uses familiar vocabulary and
grammatical structures.

Context: This is lesson three and day three of a five day unit on the use of the verbs ser y
estar (to be). Students will learn about the verb estar and how and when to use it.

Global Themes: This unit will give students the knowledge and information they need to
be able to appropriately use and differentiate between (two of the most important verbs in
Spanish) ser y estar.
Content Objectives
Students will…
1. Write down the different uses of Estar on their packet.
Alma Romero – Unit Plan
2. Write the definitions and examples of Estar on their packet.
3. Practice material learned by completing exercises provided on their packet.
4. Communicate orally with the class and teacher to practice and share answers from packet.
Assessment Aligned to Objectives

Formative: I will monitor student progress and understanding of the material by:
5. Having students write down the different uses of estar on their packet and then
reviewing them with the teacher out loud.
6. Having students write down the definition and examples of estar on their packet.
7. Asking students to complete several exercises on estar (the first exercise will be done
as a class and the other exercises will be done individually).
8. Asking students to share their answers from the exercises with the class. Students will
also have the opportunity to practice their Spanish by sharing their answers.

Summative: EXAM – LOOK AT LESSON ONE.
Materials/Technology and Advanced Preparation
* Day 3 Packet: Outline for new content (Estar) and worksheets for Estar.
Teaching and Learning Sequence
This portion of the lesson plan should be presented in three columns and divided into the
segments below. Each segment should contain an estimate of how long the events of instruction
will take and must detail what the teacher and students will be doing. Write these steps in the
imperative.
Alma Romero – Unit Plan
TIME
TEACHER ACTIONS
STUDENT ACTIONS
Introduction/Anticipatory Set – Outline how the lesson will begin. How will you focus student
attention on lesson content, build on prior knowledge, motivate students to learn, etc.?
* 6 mins.
*The teacher will tell students they
are going to write an “Entrance
Ticket” and they have to write: the
conjugation of the verb ser, what the
acronym stand for, and then write
two simple sentences using ser.
* 4 mins.
* The teacher will then go over the
answers with the students to review
what was learned last class.
* Students will listen to the teacher
and write the answers for their
“Entrance Ticket.”
-ANSWERS:
>> Yo soy;
Nosotros/Nosotras somos;
Tú eres;
Vosotros/Vosotras sois;
Él/Ella/ Ud. Es;
Ellos/Ellas/Uds. Son
>>DOCTOR: Description,
Occupation, Characteristic, Time,
Origin, Relationship.
>> Answers include, but are not
limited to: Yo soy de méxico ;
Ellos son maestros.
* Students will participate by sharing
their answers and will then put their
ticket away.
* The teacher will tell students to
hold on their “Entrance Ticket”
because they are going to use it for
another activity.
Lesson Development – Outline the sequence to be followed in the development of the lesson. Pay
particular attention to concept development and questioning.
*20mins.
* The teacher will tell students they
are going to learn about estar.
* The teacher will hand out their Day
Three Packet on estar.
* The teacher will lecture on the verb
estar: go over the conjugations again,
talk about an acronym to remember
the uses of the verb faster, talk about
each use and give examples.
* The teacher will tell students to
write the information given on the
verb estar on their packet (under the
notes section).
* Students will listen to the teacher.
* Students will get a copy of the
packet.
* Students will pay attention to the
material being covered by the
teacher.
* Students will write the information
on their notes section of the packet as
we go along the material.
Alma Romero – Unit Plan
*10mins.
* The teacher will tell students we are
going to do 3 different exercises (on
their packet) to practice using estar.
* The first exercise will be done as a
class.
* Students will look at their packet
and do the first exercise as a class.
*10mins.
* The second exercise will be done
individually and after 4 minutes, we
will go over the answers as a class.
* Students will do the exercise
individually and then participate by
sharing their answers with the class.
*30mins.
* The third exercise will follow the
same process, but the questions will
be broken down into three sets since
there are 25 questions in the exercise.
>>Set 1: 8 questions (10 minutes)
>>Set 2: 8 questions (10 minutes)
>>Set 3: 9 questions (10 minutes)
* Students will follow the same
process.
Closure – Outline how the lesson will be concluded. How will you summarize, review,
reinforce, enrich, and/or encourage students to reflect on what they have learned?
*6 mins.
* The teacher will tell students to get
their “Entrance Tickets” out and that
they have to answer the same
question but now for the verb estar.
They will label the other side other
sheet as “Exit Ticket”.
*4 mins.
* The teacher will then go over the
answers with the students and review
the material from today’s clsss.
June 2012
* Students will get their “Entrance
Tickets” out and then answer the
same questions but now for the verb
estar (this will be their Exit Ticket).
-ANSWERS:
>> Yo estoy;
Nosotros/Nosotras estamos;
Tú estás;
Vosotros/Vosotras estáis;
Él/Ella/ Ud. está;
Ellos/Ellas/Uds. están
>> PLACE: Position, Location,
Action, Condition, Emotion.
>> Answers include, but are not
limited to: Tú estás en la clase de
español; Nosotros estamos muy
emocionados.
* Students will participate by sharing
their answers.
Alma Romero – Unit Plan
Homework
* No homework will be assigned today.
References
* Blanco, A., Jose, & Donley, R., Philip. (2008). VISTAS: Introducciόn a la Lengua Española.
* http://www.spanishdict.com/answers/100040/ser-and-estar
Appended Materials
Attach the following forms and resources to the completed lesson plan.
 Lesson Organizer
 Curriculum Framework Document – Attach the appropriate pages from the Curriculum
Framework guide and highlight information most relevant to the lesson.
 Lesson Materials – Including, but not limited to, handouts, homework, presentations,
assessments, rubrics, graphic organizers, and other materials of this type.
Alma Romero – Unit Plan
Lesson Organizer
Prior Knowledge and NEW Instructional Content
** Previously, students learned about the verb ser. Students learned about the conjugations, the
acronym of the different uses of the verb, and learned about each use and examples of each.
** NEW MATERIAL**
ESTAR
Yo estoy
Tú estás
Él/Ella/ Ud. Está
Nosotros/Nosotras estamos
Vosotros/Vosotras estáis
Ellos/Ellas/Uds. están
Uses of Estar:
Estar is used to indicate temporary states and locations. If the general rule doesn´t suffice, think of
the acronym PLACE, which stands for Position, Location, Action, Condition, and Emotion.
P - Position
L - Location
A - Action
C - Condition
E - Emotion
1. Position
Position is the physical position or posture a person or thing is in.
Mi abuela está sentada. (My grandmother is sitting down/seated.)
Yo estaba acostada cuando me llamaste. (I was lying down when you called me.)
2. Location
The location of someone or something describes where it is permanently, temporarily, actually, or
conceptually.
El baño está a la derecha de la sala. (The bathroom is to the right of the living room.)
Estamos en el café ahora y estarémos en el cine en 20 minutos. (We are at the café right now and
we will be at the movie theatre in 20 minutes.)
Mi abuelo está en la luna. (My grandfather is out of it/lost.)
Exception for Parties
This is a big one: The location of an event or party is described using SER. Not ESTAR!
Alma Romero – Unit Plan
La fiesta es en mi casa. (The party is at my house.)
3. Action
Estar is used to describe an ongoing action using the present progressive tense.
Estoy lavando los platos sucios. (I am washing the dirty dishes.)
Estamos leyendo los periódicos. (We are reading the newspapers.)
Mi bisabuelo está muerto. (My great-grandfather is dead.)
Death is Ongoing Action
In Spanish, death is seen as an ongoing action, not a permanent state, thus you use the verb estar
and not ser.
4. Condition
Physical and mental conditions are described using estar.
Estoy tan cansada esta mañana. (I am so tired this morning.)
Mis niños están enfermos hoy. (My children are sick today.)
Mi madre está un poca loca. (My mother is (acting) a little crazy.)
5. Emotion
How a person is feeling at a certain moment is described using estar.
Estoy triste. (I am sad.)
Ella está contenta porque recibió unas flores de su novio. (She is happy because she received
some flowers from her boyfriend.)
*”Now we are going to practice using estar by doing three exercises. Look at your packet and look
for the first exercise, we are going to do this one together. The other two will be done individually
and then we will go over the answers as a class.”
Instructional Modifications
to
ASSIST Students
Main Events of Instruction
Instructional Modifications
to
CHALLENGE Students
Alma Romero – Unit Plan
*I will provide students with
different activities
throughout the unit:
- dry erase boards
- videos
- exercises
- games (on the board and
on the computer).
- Exit Ticket
* I will provide students
with a Packet for each day.
The packet includes a type
of outline (to break the
information down) for
students to write their notes.
ANTICIPATORY SET
&
CLOSURE
* I will provide students
with different activities
where they can expand and
show their mastery of the
material: dry erase boards,
videos, exercises, games, and
Exit Ticket (will always
allow students to write more
answers, but will not count
as Extra Credit.
LESSON
* I will provide students
with a Packet for each day.
Students can write
additional notes and
examples.
Alma Romero – Unit Plan
Introduction
 Lesson topic: Introduction to the verbs ser y estar – Using Ser and Estar.

Length of Lesson: 90 minutes

VA Standards of Learning:
SI. 3 The student will understand simple spoken and written Spanish presented through
a variety of media and based on familiar topics.
2.
Comprehend simple material that uses familiar vocabulary and
grammatical structures.

Context: This is lesson four and day four of a five day unit on the use of the verbs ser y
estar (to be). Students will use their prior knowledge (on ser y estar) from day two and
day three of the unit to practice using and differentiating between ser and estar.

Global Themes: This unit will give students the knowledge and information they need to
be able to appropriately use and differentiate between (two of the most important verbs in
Spanish) ser y estar.
Content Objectives
Students will…
1. Demonstrate knowledge of the verbs ser and estar on their packets.
2. Practice material learned (of Ser and Estar) by completing exercises provided on their packet.
3. Communicate orally with the class and teacher to practice and share answers from packet.
Assessment Aligned to Objectives
 Formative: I will monitor student progress and understanding of the material by:
1. Having students demonstrate their knowledge on ser and estar by filling out a
“review” sheet with key points of ser and estar. We will then go over the answers
as a class.
2. Having students complete several exercises on ser and estar (the first exercise will
be done as a class and the other exercises will be done individually).
3. Asking students to share their answers from the exercises with the class. Students
will also have the opportunity to practice their Spanish by sharing their answers.

Summative: EXAM – LOOK AT LESSON ONE
Materials/Technology and Advanced Preparation
* Day 4 Packet: Outline for key information about Ser and Estar and worksheets for practicing
both verbs.
Teaching and Learning Sequence
Alma Romero – Unit Plan
TIME
TEACHER ACTIONS
STUDENT ACTIONS
Introduction/Anticipatory Set – Outline how the lesson will begin. How will you focus student
attention on lesson content, build on prior knowledge, motivate students to learn, etc.?
*10
mins.
* The teacher will tell students they are going to
play a little game to review the material from last
class (the teacher will use the information from
students’ packet).
* The teacher will divide the class into two teams
(one side of the class in team 1 and the other side
is team 2) and one student from each team will go
to the board.
>> The teacher will tell students to write the
correct conjugation of either ser or estar. The
teacher will also give students sentences and they
have to figure out what conjugation goes in the
sentence.
* The students will listen
to the teacher.
* The students will know
if they are in team 1 or
team 2 (I don’t want
students moving around
so I believe it’s more
practical to just the
divide the class and don’t
have students moving
around).
*
Students
will
participate in the review
by going to the board
when their turn comes.
Lesson Development – Outline the sequence to be followed in the development of the lesson. Pay
particular attention to concept development and questioning.
*10mins.
* The teacher will tell students they
are going to review using ser and
estar.
* The teacher will hand out their Day
Four Packet on ser and estar.
* The teacher will review key
information of ser and estar with the
students. The teacher will tell
students to look at their packet under
the notes section to fill out the notes.
* Students will listen to the teacher.
*10mins.
* The teacher will tell students we are
going to do 6 different exercises (on
their packet) to practice using ser and
estar.
* The first exercise will be done as a
class.
* Students will look at their packet
and do the first exercise as a class.
*10mins.
* The second exercise will be done
* Students will do the exercise
* Students will get a copy of the
packet.
* Students will pay attention to the
material being covered by the teacher
and fill out their notes.
Alma Romero – Unit Plan
individually and after 4 minutes, we
will go over the answers as a class.
individually and then participate by
sharing their answers with the class.
*10mins.
* The third exercise will follow the
same process.
* Students will follow the same
process.
*10mins.
* The fourth exercise will follow the
same process.
* Students will follow the same
process.
*10mins.
* The fifth exercise will be done as a
class and students will participate by
sharing answers.
* Students will do the exercise as a
class and then share answers.
*10mins.
* The last exercise will follow the
* Students will follow the same
same process.
process.
Closure – Outline how the lesson will be concluded. How will you summarize, review,
reinforce, enrich, and/or encourage students to reflect on what they have learned?
*5 mins.
* The teacher is going to tell students
they are going to watch a four minute
video on ser and estar. (the video is a
song made by a Spanish teacher to
help
students
remember
the
differences between the two verbs).
http://www.youtube.com/watch?v=oa
M_SBdbjLk
* The students will listen to the
teacher and watch the video.
*5 mins.
* The teacher will tell students they
need to write four simple sentences in
Spanish (two for each verb).
* Students will write at least four
sentences using ser and estar. They
will then turn in their sentences.
Homework
* No homework will be assigned today.
References
* Blanco, A., Jose, & Donley, R., Philip. (2008). VISTAS: Introducciόn a la Lengua Española.
* http://www.spanishdict.com/answers/100040/ser-and-estar
Appended Materials
Attach the following forms and resources to the completed lesson plan.
 Lesson Organizer
 Day Four Packet: ser and estar
Alma Romero – Unit Plan
Lesson Organizer
Prior Knowledge and NEW Instructional Content
** Previously, students learned about the verb Estar. Students know how to conjugate the verb,
know the acronym of the different uses, and know each use and examples of them.
**NEW MATERIAL**
*THE VERBS SER AND ESTAR ARE VERY IMPORTANT IN SPANISH BECAUSE
THEY ARE USED TO SAY DIFFERENT THINGS AND THEY WILL BE USED
CONSTANTLY IN SPANISH CLASSES. THUS, THIS LESSON WILL HELP STUDENTS
KEEP PRACTICING AND HOPEFULLY MASTER THE APPROPRIATE USE AND
DIFFERENCES OF THE TWO VERBS.
*”We are going to review the verbs today. Look at your packet and look under the notes section
to review the major points of ser and estar. We are going to go fill out and review the
information as a class.”
SER
Yo soy
Tú eres
Él/Ella/ Ud. Es
Nosotros/Nosotras somos
Vosotros/Vosotras sois
Ellos/Ellas/Uds. son
Uses of Estar:
Estar is used to indicate temporary states and locations. If the general rule doesn´t suffice, think
of the acronym PLACE, which stands for Position, Location, Action, Condition, and Emotion.
P - Position
L - Location
A - Action
C - Condition
E – Emotion
ESTAR
Yo estoy
Tú estás
Él/Ella/ Ud. Está
Nosotros/Nosotras estamos
Vosotros/Vosotras estáis
Ellos/Ellas/Uds. están
You already know to use ser like this (what a person is like):
Alma Romero – Unit Plan
1. Tú eres muy deportista, ¿no?
Sí, soy deportista.
Mi amigo Pablo es deportista también.
2. ¿De dónde eres?
Yo soy de los Estados Unidos.
Ser is used to classify and identify permanent or lasting attributes. If the general rule isn´t
specific enough for you, think of the acronym: DOCTOR
D - Description
O - Occupation
C - Characteristic
T - Time
O - Origin
R - Relationship
** “Now we are going to do some exercises to practice using ser and estar. For these exercises you
are going to have to decide whether to use ser or estar.”
Instructional Modifications
to
ASSIST Students
*I will provide students with
different activities
throughout the unit:
- dry erase boards
- videos
- exercises
- games (on the board and
on the computer).
- Exit Ticket
* I will provide students
with a Packet for each day.
The packet includes a type
of outline (to break the
information down) for
students to write their notes.
Main Events of Instruction
ANTICIPATORY SET
&
CLOSURE
Instructional Modifications
to
CHALLENGE Students
* I will provide students
with different activities
where they can expand and
show their mastery of the
material: dry erase boards,
videos, exercises, games, and
Exit Ticket (will always
allow students to write more
answers, but will not count
as Extra Credit.
LESSON
* I will provide students
with a Packet for each day.
Students can write
additional notes and
examples.
Alma Romero – Unit Plan
Introduction

Lesson topic: Introduction to the verbs ser y estar – Activity on Ser and Estar and review
for exam.

Length of Lesson: 90 minutes

VA Standards of Learning:
SI. 3 The student will understand simple spoken and written Spanish presented through
a variety of media and based on familiar topics.
2.
Comprehend simple material that uses familiar vocabulary and
grammatical structures.

Context: This is lesson five and day five of a five day unit on the use of the verbs ser y
estar (to be). Students will apply and review what they learned in the unit by doing a
small class activity (individually) using ser and estar.

Global Themes: This unit will give students the knowledge and information they need to
be able to appropriately use and differentiate between (two of the most important verbs in
Spanish) ser y estar.
Content Objectives
Students will…
1. Apply knowledge of the verbs ser and estar by filling out a study guide.
2. Create a poster and write sentences to show comprehension of the differences between
Ser and Estar.
3. Present their poster and share their sentences with the class and the teacher.
Assessment Aligned to Objectives
 Formative: I will monitor student progress and understanding of the material by:
1. Giving students a study guide to fill out by themselves to see what they know about
the verbs ser and estar. We will then go over the study guide as a class.
2. Having students do an activity where they have to create a poster with pictures and
then write down sentences about those pictures using ser and estar.
3. Asking students to present their posters and sentences with the class.

Summative: EXAM – LOOK AT LESSON ONE
Materials/Technology and Advanced Preparation
* Day 5 Packet: Instructions/ directions for Ser and Estar (individual) activity and study guide
for exam.
- Magazines, glue, scissors, posters, and markers.
Alma Romero – Unit Plan
Teaching and Learning Sequence
TIME
TEACHER ACTIONS
STUDENT ACTIONS
Introduction/Anticipatory Set – Outline how the lesson will begin. How will you focus student
attention on lesson content, build on prior knowledge, motivate students to learn, etc.?
*6 mins.
* The teacher will tell students they
* Students will get their laptops out
need to get their laptops out and go
and then go to the link provided by
the link given by the teacher to
the teacher.
practice using ser and estar.
http://www.colby.edu/~bknelson/SL
C/ser_estar.php
* Students will do the exercise
* Students will do the exercise
individually.
individually.
*4 mins.
* The teacher will go over the
* Students will participate by sharing
answers with the students as a class.
their answers with the class.
Lesson Development – Outline the sequence to be followed in the development of the lesson. Pay
particular attention to concept development and questioning.
*20 mins.
*30 mins.
* The teacher will tell students they
are going to review for the test and
that they are going to fill out a study
guide together.
* The teacher will hand out the Day
Five Packet to the students and then
start reviewing. The teacher will ask
students to participate by sharing
answers.
* Students will listen to the teacher.
* The teacher will tell students to
look at their packet to find the
directions/checklist of the activity.
* The teacher will have all the
materials needed and students will
take turns to grab their materials.
* The activity will be to cut out five
pictures from a magazine and then
write sentences about those pictures
using ser and estar (LOOK AT THE
APPENDED MATERIALS TO
FINDTHEDIRECTIONS/CHECKLI
ST FOR THE ACTIVITY).
* The teacher will walk around the
classroom to check and help
students. If some students are done
* Students will listen to the teacher
and look for the directions/checklist
on their packet for the activity.
* Students will take turns to get their
materials from the teacher.
* Students will begin working on
their activity.
* Students will get their Day Five
Packets and then fill out the answers
on their study guide as we go along
the review.
Alma Romero – Unit Plan
early, the teacher will ask them to
help gather the materials and help
clean.
*20 mins.
* The teacher will tell students when
their time is up and for them to start
getting ready to present their posters.
* Students will finish their poster and
then get ready to show their posters to
the class.
Closure – Outline how the lesson will be concluded. How will you summarize, review,
reinforce, enrich, and/or encourage students to reflect on what they have learned?
*5 mins.
*The teacher will tell students they
have to do the exercise on the board
to review ser and estar (LOOK AT
LESSON
ORGANIZER
FOR
EXERCISE).
*5 mins.
* The teacher will go over the
answers to the questions with the
students.
* Students will do the exercise on the
board by themselves and then share
their answers with the class.
*
Students
will
ask
any
questions/doubts they might have.
June 2012
Homework
* The only assigned homework for today is for students to review and study for the exam on the
verbs Ser and Estar.
References
* Blanco, A., Jose, & Donley, R., Philip. (2008). VISTAS: Introducciόn a la Lengua Española.
* http://www.spanishdict.com/answers/100040/ser-and-estar
Appended Materials
 Lesson Organizer * Day Five Packet: Activity using ser and estar, and test review.
Lesson Organizer
Prior Knowledge and NEW Instructional Content
Alma Romero – Unit Plan
** Previously, students practiced using ser and estar by doing several exercises where they had
to decided whether to use ser or estar.
** BELOW IS THE INFORMATION COVERED IN THE REVIEW FOR THE
FINAL/STUDY GUIDE
SER
ESTAR
Definition:
TO BE
Conjugation:
SOY
ERES
ES
SOMOS
SOIS
SON
Conjugation:
ESTOY
ESTÁS
ESTÁ
ESTAMOS
ESTÁIS
ESTÁN
**MEANING CHANGES OF SER AND ESTAR:
ESTAR
to be bored
estar aburrido
to be
estar bueno
tasty/attractive
to be tired
estar cansado
to be seriously
estar grave
ill
to be ready
estar listo
to be ill
estar malo
estar orgulloso to be proud
to be tanned
estar moreno
to be pale
estar pálido
to be tiresome
estar pesado
to be tasty
estar rico
to be certain
estar seguro
to be unripe
estar verde
to look old
estar viejo
to be alive
estar vivo
Alma Romero – Unit Plan
**THIS IS THE EXERCISE STUDENTS HAVE TO COMPLETE AT THE END OF CLASS; IT’S THEIR
CLOSURE ACTIVITY**
Example: (Soy/Estoy) bajo y perezoso.
1. La cena (es/está) en la mesa.
2.
(Son/Están) las siete de la mañana.
3.
Yo (soy/estoy) muy cansado. Tengo muchos exámenes mañana.
4.
Mi madre (es/está) llamándome. Tengo que irme.
5.
¿De dónde (es/está) la Srta. Peris-Peris?
6.
Ángela (es/está) policía en Nueva York.
7.
Ahora (somos/estamos) en la oficina.
8.
Mi ex-novio todavía (es/está) enojado.
9.
Sus abuelos (son/están) muertos.
10. (Soy/Estoy) acostado ahora.
Instructional Modifications
to
ASSIST Students
*I will provide students with
different activities
throughout the unit:
- dry erase boards
- videos
- exercises
- games (on the board and
on the computer).
- Exit Ticket
* I will provide students
with a Packet for each day.
The packet includes a type
of outline (to break the
information down) for
students to write their notes.
Main Events of Instruction
ANTICIPATORY SET
&
CLOSURE
Instructional Modifications
to
CHALLENGE Students
* I will provide students
with different activities
where they can expand and
show their mastery of the
material: dry erase boards,
videos, exercises, games, and
Exit Ticket (will always
allow students to write more
answers, but will not count
as Extra Credit.
LESSON
* I will provide students
with a Packet for each day.
Students can write
additional notes and
examples.
Alma Romero – Unit Plan
Ser and Estar Unit Test
Part One: Write the correct meaning of each vocabulary word, either in Spanish or English. (10 pts.)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
La maestra – the teacher (female)
The students – los estudiantes
La clase – the class
Courses – las materias
La pizarra – the board
The map – el mapa
El borrador – the eraser
The watch – el reloj
La ventana – the window
The desk – el escritorio
Part Two: Conjugate the following verbs. (12 pts)
1. Ser:
Yo
Tú
Él/Ella/Usted
Soy
Eres
Es
Nosotros
Vosotros
Ellos/Ellas/Uste
des
Somos
Sois
Son
Estoy
Estás
Está
Nosotros
Vosotros
Ellos/Ellas/Uste
des
Estamos
Estáis
Están
2. Estar:
Yo
Tú
Él/Ella/Usted
Part Three: Fill in and briefly describe the following acronyms. (Say what each part of the acronym
stands for.) (11 pts)
1. Ser:
D - Description
O - Occupation
C - Characteristic
T - Time
O - Origin
R – Relationship
2. Estar:
P - Position
Alma Romero – Unit Plan
L - Location
A - Action
C - Condition
E – Emotion
Part Four: Choose between ser and estar. Circle the answer that best completes each sentence. (10
pts)
1. __________ muy bien, gracias. ¿Y tú?
a) Estoy
b) Estás
c) Soy
d) Eres
2. ¿Cuándo __________ tu cumpleaños?
a) Está
b) Están
c) Es
d) Son
3. Ella __________ de Lima, Perú.
a) Está
b) Están
c) Son
d) Es
4. Él __________ rubio, alto y delgado.
a) Es
b) Son
c) Está
Alma Romero – Unit Plan
d) Están
5. ¿De dónde __________ ustedes?
a) Están
b) Son
c) Estáis
d) Sois
6. ¿Qué hora __________?
a) Es
b) Está
c) Son
d) Están
7. Ahora, __________ en la clase de español. ¿Dónde estás tú?
a) Estoy
b) Es
c) Soy
d) Eres
8. __________ las ocho menos cuarto.
a) Somos
b) Estamos
c) Son
d) Están
9. Ana y yo ___________ tristes.
Alma Romero – Unit Plan
a) Son
b) Somos
c) Estamos
d) Están
10. Raúl __________ en Nueva York.
a) Es
b) Está
c) Sois
d) Estáis
Part Five: Fill in the blank with the correct form of ser or estar. (20 pts)
Section One:
1. Ser:
a) Lola es
b) Mi mamá y mi papá son
c) La chica y yo somos
d) Tú eres
e) El chico y Carlos son
f) Carolina, Sara y yo somos
g) Yo soy
h) Vosotros sois
i) Las maestras y yo somos
j) Tú y Elena son
2. Estar:
Alma Romero – Unit Plan
a) Lola está
b) Mi mamá y mi papá están
c) La chica y yo estamos
d) Tú estás
e) El chico y Carlos están
f) Carolina, Sara y yo estamos
g) Yo estoy
h) Vosotros estáis
i) Las maestras y yo estamos
j) Tú y Elena están
Section two: Choose between ser or estar. Fill in the blanks to complete each sentence. (17 pts)
1. Yo estoy enfermo.
2. Tú estás bien.
3. Carlos es tenista.
4. Ellos están aquí.
5. El café está llena de gente.
6. El perro es grande.
7. Los zapatos son sucios.
8. Ellas son francesas.
9. Nosotros estamos contentos.
10. Mérida está en Yucatán.
11. Yo no soy marinero.
12. Ustedes están en casa.
Alma Romero – Unit Plan
13. Luis está presente.
14. Tú estás cansada.
15. La mesa está limpia.
16. Nosotros somos norteamericanos.
17. La carne está fría.
Part Six: List 20 meaning changes for Ser and Estar. (20 pts.)
List ten for Ser:
ser aburrido
ser bueno
ser cansado
ser grave
ser listo
ser malo
ser orgulloso
ser moreno
ser pálido
ser pesado
ser rico
ser seguro
ser verde
ser viejo
ser vivo
to be boring
to be good
to be a tiring
person
to be serious
to be clever
to be bad
to be conceited
or vain
to be dark
skinned
to be pale
skinned
to be heavy
to be rich
to be safe
to be green
to be old
to be sharp
List ten for Estar:
estar aburrido
estar bueno
estar cansado
estar grave
estar listo
estar malo
estar orgulloso
estar moreno
to be bored
to be
tasty/attractive
to be tired
to be seriously
ill
to be ready
to be ill
to be proud
to be tanned
Alma Romero – Unit Plan
estar pálido
estar pesado
estar rico
estar seguro
estar verde
estar viejo
estar vivo
to be pale
to be tiresome
to be tasty
to be certain
to be unripe
to look old
to be alive
Alma Romero – Unit Plan
Ser and Estar Unit Test Study Guide
Graphic Organizer
SER
ESTAR
Definition:
To Be
CONJUGATION:
CONJUGATION:
SOY
ERES
ES
SOMOS
SOIS
SON
ESTOY
ESTÁS
ESTÁ
ESTAMOS
ESTÁIS
ESTÁN
USAGE ACRONYM:
USAGE ACRONYM:
D - Description
O - Occupation
C - Characteristic
T - Time
O - Origin
R - Relationship
P - Position
L - Location
A - Action
C - Condition
E - Emotion
MEANING CHANGES
SER
ser aburrido
ser bueno
ser cansado
ser grave
ser listo
ser malo
ser orgulloso
ser moreno
ser pálido
ser pesado
ser rico
ser seguro
ser verde
ser viejo
ser vivo
to be boring
to be good
to be a tiring
person
to be serious
to be clever
to be bad
to be conceited
or vain
to be darkskinned
to be pale
skinned
to be heavy
to be rich
to be safe
to be green
to be old
to be sharp
ESTAR
estar aburrido
estar bueno
estar cansado
estar grave
estar listo
estar malo
estar orgulloso
estar moreno
estar pálido
estar pesado
estar rico
estar seguro
estar verde
estar viejo
estar vivo
to be bored
to be
tasty/attractive
to be tired
to be seriously
ill
to be ready
to be ill
to be proud
to be tanned
to be pale
to be tiresome
to be tasty
to be certain
to be unripe
to look old
to be alive
Alma Romero – Unit Plan
DAY 2 PACKET : SER NOTES
NAME:
1. SER : means To Be
2. CONJUGATION:
Yo soy
Tu eres
Ud/él/ella es
Nosotros/nosotras somos
Vosotros/vosotras sois
Uds/ellos/ellas son
3. ACRONYM: DOCTOR
D - Description
O - Occupation
C - Characteristic
T - Time
O - Origin
R – Relationship
4. 1. Description
"What´s he like?" They can be a name or a physical description.
Yo soy Raúl. (I am Raúl.)
Yo soy alta, morena, y delgada. (I am tall, dark-skinned, and thin.)
2. Occupation
"permanent"
Soy profesora del español. (I am a Spanish teacher.)
Ellos son estudiantes. (They are students.)
Mi padre era jardinero. (My father was a gardener.)
3. Characteristic
Characteristics are personality descriptions of a person.
Amalia es inteligente, atrevida, y amable. (Amalia is intelligente, daring, and friendly.)
Mi esposo es romántico y cariñoso. (My husband is romantic and caring.)
4. Time
Time includes days, dates, and hours. For hours, use es for one o´clock and son for all other hours.
Hoy es miércoloes. (Today is Wednesday.)
Ayer fue mi cumpleaños. (Yesterday was my birthday.)
Ahora es la una y media. (Right now it´s one thirty.)
Son las cinco y veinticinco. (It´s five twenty five.)
5. Origin
As the place a person is from or the material something is made from.
Celia es de España. (Celia is from Spain.)
Alma Romero – Unit Plan
Adela es peruana. (Adela is Peruvian.)
Mi anillo es de oro. (My ring is gold.)
6. Relationship
Relationships are described using ser.
Lynne es mi madre. (Lynne is my mother.)
Marcos es mi ex-novio. (Marcos is my ex-boyfriend.)
Andrés es católico. (Andrés is Catholic.)
ADDITIONAL NOTES:
EXERCISES
Alma Romero – Unit Plan
Alma Romero – Unit Plan
Alma Romero – Unit Plan
INSTRUCTIONS and CHECKLIST FOR ACTIVITY:
Ser versus Estar Activity
Directions and Checklist:
1. Choose a magazine from the ones provided by the teacher.
2. Cut out five pictures and glue them on to a poster.
3. For each picture, write one sentence using ser and one sentence using
estar.
4. You should have a total of five pictures and ten sentences that are well
written in Spanish and display proper use of ser and estar.
5. You will share with the class your poster and two of your sentences (one
using Ser and the other using Estar).
6. You will turn in your completed activity to the teacher.
Alma Romero – Unit Plan
DAY THREE PACKET: ESTAR
NAME:
1. ESTAR: means To Go
2. CONJUGATION:
Yo estoy
Tu estás
Usted/Él/Ella está
Nosotros estamos
Vosotros estáis
Ustedes/Ellos/Ellas están
3. ACRONYM: PLACE
P - Position
L - Location
A - Action
C - Condition
E – Emotion
4. 1. Position
Position is the physical position or posture a person or thing is in.
Mi abuela está sentada. (My grandmother is sitting down/seated.)
Yo estaba acostada cuando me llamaste. (I was lying down when you called me.)
2. Location
The location of someone or something describes where it is permanently, temporarily, actually, or
conceptually.
El baño está a la derecha de la sala. (The bathroom is to the right of the living room.)
Estamos en el café ahora y estarémos en el cine en 20 minutos. (We are at the café right now and
we will be at the movie theatre in 20 minutes.)
Mi abuelo está en la luna. (My grandfather is out of it/lost.)
Exception for Parties
This is a big one: The location of an event or party is described using SER. Not ESTAR!
La fiesta es en mi casa. (The party is at my house.)
Alma Romero – Unit Plan
3. Action
Estar is used to describe an ongoing action using the present progressive tense.
Estoy lavando los platos sucios. (I am washing the dirty dishes.)
Estamos leyendo los periódicos. (We are reading the newspapers.)
Mi bisabuelo está muerto. (My great-grandfather is dead.)
4. Condition
Physical and mental conditions are described using estar.
Estoy tan cansada esta mañana. (I am so tired this morning.)
Mis niños están enfermos hoy. (My children are sick today.)
Mi madre está un poca loca. (My mother is (acting) a little crazy.)
5. Emotion
How a person is feeling at a certain moment is described using estar.
Estoy triste. (I am sad.)
Ella está contenta porque recibió unas flores de su novio. (She is happy because she received some
flowers from her boyfriend.)
ADDITIONAL NOTES:
EXERCISES:
Alma Romero – Unit Plan
Alma Romero – Unit Plan
Alma Romero – Unit Plan
Alma Romero – Unit Plan
DAY FOUR PACKET: SER AND ESTAR
1. ESTAR
Singular Form of Estar:
Yo estoy
Tu estás
Usted/Él/Ella está
Plural Form of Estar:
Uses of Estar:
PLACE:
P - Position
L - Location
A - Action
C - Condition
E – Emotion
2. SER
Singular Form of Ser:
Yo soy
Tu eres
Ud/él/ella es
Plural Form of Ser:
Nosotros/nosotras somos
Vosotros/vosotras sois
Uds/ellos/ellas son
You already know to use ser like this (what a person is like):
1. Tú eres muy deportista, ¿no?
Sí, soy deportista.
Mi amigo Pablo es deportista también.
2. ¿De dónde eres?
Yo soy de los Estados Unidos.
Ser is used to classify and identify permanent or lasting attributes. Acronym: DOCTOR
D - Description
O - Occupation
C - Characteristic
T - Time
O - Origin
R – Relationship
Alma Romero – Unit Plan
Alma Romero – Unit Plan
Alma Romero – Unit Plan
Alma Romero – Unit Plan
DAY ONE PACKET: VOCAB, CONJUGATIONS, AND MEANING CHANGES WITH SER
AND ESTAR.
1. Write the Spanish meaning of the following English vocabulary words:
EN LA CLASE
La maestra – the teacher (female)
The students – los estudiantes
La clase – the class
Courses – las materias
La pizarra – the board
The map – el mapa
El borrador – the eraser
The watch – el reloj
La ventana – the window
The desk – el escritorio
The table – la mesa
The door – la puerta
The chalk – el jiz
The school – la escuela
The marker – el marcador
The scissors – las tijeras
The ruler – la regal
The stapler – la grapadora
2. CONJUGATIONS OF SER AND ESTAR:
SER
ESTAR
3. Meaning Changes With Ser and Estar
There are some words that can be used with both ser and estar, but take on different meanings
depending on the verb. Below you will find a chart with both forms and their meanings in
English.
Same Adjective, Different Meaning
Alma Romero – Unit Plan
Ser
ser aburrido
ser bueno
ser cansado
ser grave
ser listo
ser malo
ser orgulloso
ser moreno
ser pálido
ser pesado
ser rico
ser seguro
ser verde
ser viejo
ser vivo
to be boring
to be good
Estar
estar aburrido
estar bueno
to be bored
to be
tasty/attractive
to be tired
to be a tiring
person
to be serious
estar cansado
to be clever
to be bad
to be coneited
or vain
to be darkskinned
to be pale
skinned
to be heavy
to be rich
to be safe
to be green
to be old
to be sharp
estar listo
estar malo
estar orgulloso
to be seriously
ill
to be ready
to be ill
to be proud
estar moreno
to be tanned
estar pálido
to be pale
estar pesado
estar rico
estar seguro
estar verde
estar viejo
estar vivo
to be tiresome
to be tasty
to be certain
to be unripe
to look old
to be alive
estar grave