Date: _______8
Title of Lesson:
de marzo de 2010________________
WEIRDO
Grade/Age/Skill Level(s): Span 206
Subject(s): Spanish, subjunctive, choque cultural
Description: This lesson serves as the first lesson of subjunctive in the class. By 206 we
are assuming that the students have previously learned subjunctive and the purpose then
is not to teach it but to review it and apply it. This lesson is a little heavier on the
grammatical explanations due to the tricky nature of subjunctive (or at least the perceived
tricky nature); however, I have tried to include as much class participation as possible.
The inductive part and the awesome acronyms hopefully help the subjunctive stick easier
for the students. This lesson is also an introduction to the theme: Choques culturales. This
is not the main focus but the theme can be seen throughout the lesson plan in the
speaking activities.
Goals/Objectives: By the end of this lesson students will be able to conjugate in the
present subjunctive. They will be able to explain, using WEIRDO or DEDO, when the
subjunctive is required. They will also be able to express what they desire someone else
to do for them (tour guide activity) and recommend someone to do something (Victoria
listening discussion).
Materials:
-Power point presentation. Found on Blackboard or the Wiki.
-Access to hlrc.byu.edu. Go to ¨online media¨SpanishOpinionesTema 8.4 Lo
diferente: choque cultural.
Assessment of student learning: I will be assessing the students mainly by listening in
on their conversations during the activities. Then I will invite a few students to share with
the class a few things they discussed during the activities. Also the group discussion at
the end is an assessment of how the students are using subjunctive.
Where do we go from here?: This lesson is setting the foundation for the role plays,
situations, and debates that will come throughout the week.
Lesson Plan for 8 de marzo.
3 min----BOCA by student- Prayer, hymn, announcements, etc.
7 min----Cultural Capsule—Students have been given a day to present a 5-7 minute
presentation on any aspect of a Hispanic culture. This ranges from besos, to interesting
foods, to how to hail a taxi, to dances, geography, history etc. The students also give a
short quiz at the end to assess the understanding of the material and to see if they were
paying attention (presentational for presenter and listening for class). Each cultural
capsule is to help students to understand better the target culture and be aware of
differences, so that when they do travel abroad they will be more open and understanding
and not experience such culture shock.
30 min— Presentation of subjunctive and activities.
10 min—Slides 1-9 in powerpoint. I start off by telling them how Subjunctive is
not hard like they may have heard but it is super fácil. I make them repeat that
¨subjuntivo es super fácil¨ seriously about 10 times. If we think it´s hard then it will be. I
then move on to a quick review of how to form the subjunctive and then I show them
DEDO and WEIRDO—acronyms to help on when to use subjunctive. (see presentation)
3 min-Slide 10. Inductive activity where you ask them to discuss in groups the
patterns they see with the use of subjunctive.
7 min-Slide 11-12. Slide 11 is an activity in the book. This is the first real skill
getting activity and it will be done in pairs. It is very controlled. Slide 12 is then to show
that if there is no change in subject subjunctive is not used. Drop the que and use
infinitive.
3 min-slide 13. Another activity in the book that will be done in pairs. This one is
a little more open but still is heavy skill getting. They do have the option of using more
WEIRDO words and there isn´t always a change in subject either.
7 min-Slide 14. Situation activity. The student and his/her family are going on a
tour of Buenos Aires and they discuss what they want/need/hope/desire etc. that their tour
guide does/says/shows them etc. This activity is more skill using but is still quite
controlled. For this one to change things up I will have students from one side of the
room talk to students on the other side.
7-10 min--- HLRC listening activity and class discussion. Go to hlrc.byu.edu. Go to
¨online media¨SpanishOpinionesTema 8.4 Lo diferente: choque cultural. Victoria
speaks about the daily little things that cause culture shock when she first arrived from
Spain to the U.S. After listening to the entire three minute clip, the students should have
had no trouble picking out the three things that surprised her. Ask the students what the
three things were, then ask them what recommendations or suggestions they might have
for someone that first comes to the U.S. from outside the country to be able to adapt to
the culture.
Date: _______9
Title of Lesson:
de marzo de 2010________________
The return of the WEIRDO
Grade/Age/Skill Level(s): Span 206
Subject(s): Spanish, subjunctive, choque cultural
Description: Again the main goal of this lesson is not the choque cultural but it is
still a minor theme found in the Vocabulary game, the role play situation and of
course the cultural capsule presentations done by the student. This theme will
come out more tomorrow as they begin to prepare for the reading. This lesson is to
go over the impersonal expressions and when to use subjunctive in negative
statements. It gives them a chance to role play a situation where subjunctive could
be used but is not obligatory. Hopefully this will help them see opportunities to
use it in their lives.
Goals/Objectives: After the lesson students will be able to use subjunctive in
social settings to give advice to someone or to ask for advice (fiesta activity).
Students will be able to demonstrate appropriate use of subjunctive while
suggesting or recommending someone to do something for them or what they hope
they will do for them (pruebita).
Materials:
-Power point presentation. Found on Blackboard or the Wiki.
-Markers to write on board.
-A clock for the game BASTA.
Assessment of student learning: The pruebita that they take on the subjunctive
should help see a little bit of how they are doing, but it won´t be graded until after
class. So asking student´s to share an example of what they hope the teacher does
will help see how they are doing. Also informal assessment will be done during
the situations as the teacher walks through the room looking for errors in
subjunctive.
Where do we go from here?: This lesson is setting the foundation for the
situations, and debates that will come throughout the week. The next lesson deals
with subjunctive in Adj-adv clauses.
Lesson Plan for 9 de marzo.
3 min----BOCA by student- Prayer, hymn, announcements, etc.
7 min----Cultural Capsule—Students have been given a day to present a 5-7 minute
presentation on any aspect of a Hispanic culture. This ranges from besos, to interesting
foods, to how to hail a taxi, to dances, geography, history etc. The students also give a
short quiz at the end to assess the understanding of the material and to see if they were
paying attention (presentational for presenter and listening for class). Each cultural
capsule is to help students to understand better the target culture and be aware of
differences, so that when they do travel abroad they will be more open and understanding
and not experience such culture shock.
3 min—Review WEIRDO and DEDO and when to use subjunctive. Write the acronyms
on the board and have them tell you what each letter stands for.
5-12 min---Pruebita and discussion. On the power point presentation slide 15 acts as the
pruebita. Students need to write 6 things that they desire or hope that the teacher will do.
Then they write 4 suggestions/recommendations for the teacher to do in the class. The
students will turn this quiz in and I will correct it and give feedback for the following
day; however, before moving on I will have each student say at least one thing they wrote
on their quiz. That way some assessment is done before we move on.
20 min— Continuation of presentation of subjunctive and activities.
10 min—Slides 16-21 in powerpoint. This is mainly a presentation of materials
with class discussions on slide 16 asking them to analyze the three sentences.
5 min-Slide 22. Skill getting activity from the grammar book and it will be done
in pairs. It is controlled. This particular activity deals with impersonal expressions and
whether or not subjunctive should be used.
5-8 min-Slide 23-24. Situation activity. Slide 23 is to be used as an example of
when subjunctive could be used. I feel like this is good to point out especially for a class
of LDS students who want to share the gospel in Spanish. Slide 24 is a role play to be
done in pairs. You can tell them to go talk to someone that they haven´t ever spoken with,
since it´s a party they could be standing while doing this activity. One will be the
Mexican and the other a new friend. They will talk about how the Mexican feels
differently and then talk about possible solutions. Students do not have to use subjunctive
but the option is there.
7-10 min---BASTA/Scategories---Students get together in groups of 3-4. The class is
given a theme; in this case it would be transportation, traveling, culture, etc. The teacher
then writes up 1-3 letters and the groups have 1 minute to write down as many items
related to that theme that start with the letters on the board. Once the teacher yells
BASTA, the groups stop and each group tells the words that they wrote. The group with
the most unique words wins. It’s fun because they get really creative and competitive.
Date: _____11
Title of Lesson:
de marzo de 2010
¨NECESITO¨ UNAS VACACIONES
Grade/Age/Skill Level(s): Span 206 Intermediate Low-High range
Subject(s): Spanish – Subjuntivo en clausulas adjetivales/adverbiales
Description: This day is mainly a day of review of the subjunctive in adv-adj clauses. We
will be reviewing the subject with a song called ¨Necesito¨ that is full of examples of both
adv. and adj. uses of subjunctive. After the song we will be taking a pruebita on the same
subject. The heart of this lesson is the situation at a travel agency where the students will
be engaged in a task to plan a family vacation. Each side partner has certain
information/situations that the other is not aware of. After the situation, the remaining
time will be spent on the pre-lecture part of Opiniones that will help them get ready for
the lecture on traveling problems.
Goals/Objectives: Students will be able to recognize the use of subjunctive and explain
why it´s used in the song ¨Necesito¨. They will also be able to use subjunctive to describe
what type of vacation they want to have.
Materials: Attached to this lesson plan is a copy of all the materials needed including: the
Song lyrics (both with and without the blanks), the pruebita, and the activity.
Assessment of student learning: The pruebita is the most obvious assessment that I have
planned for the day. During the song activity the students will be filling in the blanks
with the appropriate form of the verb which can be assessed by walking around the room
and seeing how they are doing. Also during the situation, I will be listening in to see if
the students are using subjunctive when they should be.
Where do we go from here: This leads them up to the debate for tomorrow where they
will be put in a situation where they can only choose one important thing to take with
them on their vacation.
Lesson Plan 3/11/10
3 min----BOCA by student
7 min----Cultural Capsule—Students have been given a day to present a 5-7 minute
presentation on any aspect of a Hispanic culture. This ranges from besos, to interesting
foods, to how to hail a taxi, to dances, geography, history etc. The students also give a
short quiz at the end to assess the understanding of the material and to see if they were
paying attention (presentational for presenter and listening for class). Each cultural
capsule is to help students to understand better the target culture and be aware of
differences, so that when they do travel abroad they will be more open and understanding
and not experience such culture shock.
10 min----¨Necesito¨ http://principiantes.wordpress.com/2009/06/18/c37-el-subjuntivocon-clausulas-adjetivas/
First I will put the lyrics without the verbs on the board. The first time they listen I want
them to raise their hands every time that subjunctive is/should be used. The second time
around
7 min----pruebita on the use of subjunctive in adverbial and adjective clauses. The
students will correct their own quizzes in their blue books.
15-20 min---Situation: Divide the class into couples. Decide which student will be
Estudiante 1 and which will be estudiante 2. Describe to them the general situation and
then give each student their role. Give them a minute to read through their role and then
tell them to begin talking. They should be talking for about 5-7 minutes discussing what
type of vacation they will be taking. After they have talked in groups I will ask a few of
them to discuss with the class which vacation they got and why.
3-8 minutes (remaining time)—In groups of 4 they will discuss the vocabulary found on
page 256-257 in preparation for the reading for homework. The reading is about three
peoples culture shock experiences while traveling abroad. The point of this activity is,
yes to learn the vocabulary words, but mainly to focus on having them learn them in
context and through meaning first. They read out loud the sentences and then discuss
what it could mean before looking up the actual meaning of the word. Remind students of
the reading quiz for the next day as well.
NECESITO por los Sui Generis
Necesito alguien que me __________(emparchar) poco
y que ________(limpiar) mi cabeza,
que ______(cocinar) guisos de madre,
postres de abuela y torres de caramelo
Que _______(poner) tachuelas en mis zapatos
para que me _______(acordar) que voy caminando,
y que _______(colgar) mi mente de una soga,
hasta que _______(secarse) de problemas y me ______(llevar)…
Y que _______(estar) en mi cama viernes y domingos
para estar en su alma todos los demás días de mi vida.
Y que me _____(querer) cuando estoy, cuando me voy cuando me fui,
y que ____(saber) servir el té, besarme después y echarse a reir.
Y que _______(conocer) las palabras que jamás le voy a decir
y que no le ________(importar) mi ropa, si total me voy a desvestir
para amarla, para amarla.
Necesito alguien que me __________(emparchar) poco
y que ________(limpiar) mi cabeza,
que ______(cocinar) guisos de madre,
postres de abuela y torres de caramelo
Si conocen alguien así
yo se los pido,
que me _______(avisar) porque es así
totalmente quien necesito.
quien necesito.
quien necesito.
http://principiantes.wordpress.com/2009/06/18/c37-el-subjuntivo-con-clausulas-adjetivas/
NECESITO por los Sui Generis
Necesito alguien que me emparche un poco
y que limpie mi cabeza,
que cocine guisos de madre,
postres de abuela y torres de caramelo
Que ponga tachuelas en mis zapatos
para que me acuerde que voy caminando,
y que cuelgue mi mente de una soga,
hasta que se seque de problemas y me lleve…
Y que esté en mi cama viernes y domingos
para estar en su alma todos los demás días de mi vida.
Y que me quiera cuando estoy, cuando me voy cuando me fui,
y que sepa servir el té, besarme después y echars a reir.
Y que conozca las palabras que jamás le voy a decir
y que no le importe mi ropa, si total me voy a desvestir
para amarla, para amarla.
Necesito alguien que me emparche un poco
y que limpie mi cabeza,
que cocine guisos de madre,
postres de abuela y torres de caramelo.
Si conocen alguien así
yo se los pido,
que me avisen porque es así
totalmente quien necesito.
quien necesito.
quien necesito.
http://principiantes.wordpress.com/2009/06/18/c37-el-subjuntivo-con-clausulas-adjetivas/
Pruebita:
Pruebita de subjuntivo en clausulas adverbiales y adjetivales
1. Voy a leer el informe de química aunque no ______ muy interesante. (ser)
2. Comimos cuando _________ padre. (llegar)
3. Buscamos un profesor que _________ bien. (enseñar)
4. Escoge la torta que __________(querer).
5. Saldremos cuando __________padre. (llegar)
6. Busco el profesor que ___________(tener) pelo rubio.
7. Necesito estudiar para (que pueda o poder) salir bien en mi examen.
8. Estudié anoche hasta que no ________ (poder) estudiar más.
9. Estudiamos hasta (terminamos/terminar/ que terminemos) la tarea.
10. Me quedaré hasta (termino/que termino/que terminemos/terminar) nosotros.
Clave
1. es
2. llegó
3. enseñe
4. quieras
5. llegue
6. tiene
7. poder
8. pude
9. terminar
10. que terminemos
Estudiante 1
Tú quieres llevar a tu familia de 5 a unas vacaciones en mayo. La familia se quejó el año
pasado cuando fueron a Idaho para visitar a familia. Realmente quieres tener unas
vacaciones buenas, pero tienes dos problemas al decidir qué tipo de vacaciones quieres:
1. Sólo tienes entre $2000-$3000 para gastar en el viaje. Y sólo tienes 5 días de vacaciones.
2. Cada persona en tu familia quiere cosas distintas. Alguien quiere ir a la playa, alguien
más quiere acampar, otro miembro quiere ir a museos, otro a un parque de diversión, y
tu otra vez a Idaho para visitar a la familia.
Decides ir a un agente de viaje para encontrar las vacaciones ideales. Con el agente de
viajes tienes que decidir qué tipo de vacaciones quieres, adónde vas, por cuánto
tiempo y qué piensas hacer allí. ¿Vas a preguntar por ofertas especiales? ¿Vas a gastar
un poco más dinero esta vez para compensar para el año pasado? ¿Estás dispuesto a salir
de los EE.UU con niños? ¿Por cuánto tiempo vas a quedar? Etc.
Estudiante 2
Tú no has ganado mucho dinero durante el último año porque nadie viaja en tiempos de
crisis económica. Entra un cliente y te cuenta que tiene una familia de 5 y están buscando
unas vacaciones. Tú reconoces que esta persona no sabe lo que está buscando en sus
vacaciones y esto es perfecto porque tienes algunas ofertas muy especiales.






2 días en Hawái por sólo $1500
2 días en Roma por sólo $4000
3 días en Los Ángeles por sólo $2500
4 días en Yellowstone por sólo $1600
5 días en México por sólo $3000
6 días en Idaho por sólo $1200
La compañía te dará 25% del total de viaje y también dinero adicional si compran algo
fuera de los EE.UU. Ayuda al cliente a elegir las vacaciones mejores para su familia y
para tu familia.
¿Vas a preguntarle acerca de qué tipo de vacaciones buscas? ¿Vas a decirle a todas las
ofertas o sólo los que tienen que ver con lo que busca? ¿Vas a decirle al cliente del 25%
que ganas? ¿Vas a intentar convencerle de ir afuera de los EE.UU aún cuando tiene niños
pequeños?