lesson 1: chapter 9 intro, summer vocabulary

Lesson 1: Chapter 9 Intro, Summer Vocabulary

I. Goals: What do you want the student to learn (long-term)?

* Students will be able to describe summer and winter weather * Students will be able to talk about summer activities and sports * Students will be able to talk about winder sports * Students will be able to discuss past actions and events * Students will be able to refer to people and things already mentioned

II. Objectives: What will the student do (short-term)?

* Students will be able to process the summer vocabulary aurally without the book * Students will be able to recite the summer vocabulary back on request * Students will be able to ask and to tell partners where they go and what they do in summer * Students will be able to create an itinerary for a made up trip and list the materials needed

III. Standards: How does it align to the state standards?

* INTASC # 1 - Teacher understands central concepts of discipline and creates meaningful experiences * INT ASC # 2 - Teacher understands how students learn best and creates development opportunities * !NT ASC # 4 - Teacher uses a variety of instructional strategies * IASFL # 1.2 - Students engage in conversations and provide and obtain information * IASFL # 2.2 - Students understand and interpret spoken language

III. Materials: What will the teacher/student need?

* Handout: brochure with the travel vocab on it * Handout: slips of paper telling students where they go and what they need for summer trip * Brochures of Latin American summer resorts from AAA * Travel Agent Costume: brief case, nice clothes, brochures, etc. * Paper for itinerary to look nice, magazines, scissors, and glue * Transparency: Cancun itinerary for an example * Bulletin Board: Travel information for Latin America from AAA travel agency

IV. Instructional Strategies: How will you teach the information?

(a) Opener-

(1) Introduce chapter - give students a heads-up about the main themes of Chapter 9: summer

and winter weather and activities, talking in the past tense (preterit), indirect object pronouns

(instead of repeating words, using Hit"), learning about beach and ski resorts of Latin

America, and short group travel project (5 min).

Has anyone traveled to either a beach or ski resort in Latin America? Where to?

What were some of the greatest differences that you noticed? Anything stand out?

Lesson 2: Summer Vocab Review , Weather Vocab Introduction




* Students will be able to write sentences from vocabulary describing a picture * Students will be able to describe vocab words to teammates without using key words * Students will be able to learn weather vocab aurally without seeing the words initially * Students will be able to view and interpret authentic weather clips * Students will be able to describe the weather themselves using PowerPoint Presentation * Students will be able to describe weather pictures in full sentences


* !NT ASC Standard # 1 - Teacher makes subject matter more meaningful * !NT ASC Standard # 3 - Teacher creates instructional opportunities for diverse learners * !NT ASC Standard # 4 - Teacher develops critical thinking and performance skills *IASFL Standard 2.2 - Students understand and interpret spoken language *IASFL Standard 2.3 - Students present information to an audience *IASFL Standard 2.8 - Students make comparisons with L1 and L2


* Transparency: beach scene * Computer and projector * PowerPoint Presentation: the weather *TVand VCR * Authentic clips and segments of weather reports * Taboo Vocab Review instructions and cards (2 sets) * Handout: Weather PowerPoint with vocab, Weather PowerPoint without vocab (homework)


(a) Opener-

(1) BRR: using the projector, put up a picture of a beach scene. Have students write five

different sentences about the picture in Spanish using the new vocabulary. Share several of

the sentences as a class (10 min).

Lesson 3: Weather Vocab Review, Quiz, Preterit Introduction

I. Goals: What do you want the student to learn (long-tenn)?


II. Objectives: What will the student do (short-tenn)?

* Students will be able to describe the weather with a given map on the overhead * Students will be able to pick up objects corresponding to certain weather descriptions * Students will be able to hypothesize in groups the preterit tense -ar verb endings * Students will be able to begin conjugating preterit tense -ar verbs


* INT ASC # 1 - Teacher understands the central concepts of discipline and makes subject meaningful * INTASC # 3 - Teacher differentiates instructional approaches * INT ASC # 6 - Teacher uses a variety of communicative methods, including technology * IASFL # 2.2 - Students interpret spoken language on a variety of topics * IASFL # 2.4 - Students understand the relationship between practices and perspectives * IASFL # 2.8 - Students demonstrate an understanding of the nature of language through comparisons


* Transparency: Chile Weather Map * Objects relating to weather: hat/gloves/jacket, sun glasses/sun lotion, umbrella * Vocabulary quiz * Song: "No 10 sofie", lyrics

IV. Instructional Strategies: How will you teach the infonnation?

(a) Opener-

(1) BRR: Have Chile weather map transparency on the overhead. Have students write out

weather forecasts for the different cities using the weather vocabulary. Have them share their

forecasts with the class (15 min).

(b) Body-

(1) Have students come up to the front. Read one of several different weather forecasts. Have

the student pick up the best corresponding objects to the weather description. Have them say

Lesson 4: -Ar Preterit Review, Winter Vocab Introduction




* Students will be able to answer questions using the correct preterit ending * Students will be able to state words that trigger the preterit tense * Students will be able to ask and answer questions in the preterit with a partner * Students will be able to create and to write a post card about a trip to the beach in the past * Students will be able to pretend to rent ski equipment with a partner and to find prices


* INT ASC # 2 - Teacher understands student learning and creates appropriate learning opportunities * !NT ASC # 4 Teacher uses a variety of instructional strategies * INTASC # 5 - Teacher creates a learning environment that encourages positive interaction * IASFL # 2.1 - Students engage in conversation and provide and obtain information * IASFL # 2.2 - Students understand spoken language in a variety of contexts * IASFL # 2.8 - Students demonstrate an understanding of their own language through comparisons


* Overhead of questions on p.260 (different subjects) * Ski equipment from Dale (skis, poles, boots, gloves, hat) * Information-gap activity: list of winter items needed, prices for items * Transparency: Voy de vacaciones


(a) Opener-

(1) BRR: Have the questions on p.260 with different subjects on an overhead transparency.

Have students write down answers and go through answers as a class (10 min).

(b) Body-

(1) What words do we use to talk about things in the present in English? The past?

What words do we use to talk about things in the present in Spanish? The past?

These are words that will trigger the use of the preterit (p.263). (5 min).

Lesson 5: Winter Vocab Review, Preterit Review and Irregulars




* Students will be able to find and to circle the Spanish winter vocabulary words when give in English * Students will be able to change verbs that are written in the present into the past * Students will be able to act out short skits involving past activities * Students will be able to conjugate verbs into the preterit, including the irregular ser/ir * Students will be able to conjugate -ar preterit verbs when given a specific subject


* INT ASC # 3 Teacher understands that students differ in learning and creates such opportunities * INTASC # 6 - Teacher incorporates a variety of communicative techniques * INTASC # 7 - Teacher plans and manages instruction based on knowledge of students * IASFL # 2.2 - Students understand and interpret written and spoken language * IASFL # 2.8 - Students demonstrate an understanding of language through comparisons


* Vocabulary word search (from activities book) * Present/past tense script (any additional materials) * Worksheet: preterit irregular verbs (ser/ir) * Transparency: script with verb blanks for students to fill in * Cut-outs of skiers and ski lift


(a) Opener-

(1) BRR: Hand out to students a vocabulary review word-search. Give them the words in

English for them to find in Spanish. Allow them to use their book for words with which they

are unfamiliar (10 min).

(b) Body-

(1) TPRS: Have a script to pass out to students with the present tense verbs underlined and verb

tense indicators boxed and using the chapter vocabulary. Using a script for the scene done in

Lesson 6: Winter Vocab and Preterit Quiz, Project Intro




* Students will be able to tell their classmates what they did yesterday * Students will be able to locate fill in preterit tense verbs as they follow along with a song * Students will be able to create a postcard about a ski trip using the vocabulary and past tense * Students will be able to show their knowledge of the vocab and grammar by taking a quiz * Students will be able to analyze effective ways to sell Latin American travel information * Students will be able to begin brainstorming for their projects


* INT ASC # 2 - Teacher understands how students learn and creates instruction to make it meaningful * INT ASC # 4 - Teacher uses a variety of instructional strategies to encourage performance skills * INT ASC # 5 - Teacher creates a positive learning environment * IASFL # 2.1- Students engage in conversations and provide and obtain information * IASFL # 2.2 - Students understand and interpret written and spoken language * IASFL # 2.6 - Students reinforce their knowledge of other disciplines * IASFL # 2.9 - Students demonstrate understanding of the concepts of culture


* Song: song in the past tense * Handout: lyrics to song with verbs taken out and replaced with blanks (infinitive next to blank) * Transparency: song lyrics with the blanks * Quiz: preterit tense and winter vocabulary * Handout with rubric: Project handout of expectations * Video: Latin American travel, TVNeR: ask library ahead of time * Magazines, scissors, glue and nice paper for post cards


(a) Opener-

(1) BRR: Have written on the board: i,D6ndefuiste ayer? (where did you go yesterday). Have

students write down five places they went. Have them ask someone nearby where they went

yesterday and vice versa. Ask several students in class where they went yesterday (5 min).

Lesson 7: Full Project Work Day @ Library




* Students will be able to answer questions about the beach in the past * Students will be able to begin working on and planning their group projects


* INTASC # 2 - Teacher understands how students learn and creates instruction to make it meaningful * INT ASC # 4 - Teacher uses a variety of instructional strategies to encourage perfonnance skills * INTASC # 5 - Teacher creates a positive learning environment * IASFL # 2.2 - Students understand and interpret written and spoken language * IASFL # 2.6 - Students reinforce their knowledge of other disciplines (Geography) * IASFL # 2.9 - Students demonstrate understanding of the concepts of culture


* Library access to type up brochures, if needed * Transparency: 9-4 (p.270)


(a) Opener-

(1) BRR: Transparency 9-4 (p.270). Have students write down answers to the questions. Go

through questions briefly by asking several students questions (5 min).

(b) Body-

(1) Give students the remainder of the time to work on their projects. Half way through the class,

they need to report to me on how they are progressing and what materials they still might

need. Students also need to be thinking about how they are going to present the infonnation

to the class. They will have some time to wrap up loose ends before presentations begin the

next time in class (80 min).

(2) Sometime during the day, students need to tell me what they're doing and any resources that

they need me to get for them for presentations.

Lesson 8: Project Work Time, Presentations & Indirect Object Pronouns Intro




* Students will be able to answer questions in the past both written and orally * Students will be able to begin finishing up their travel projects * Students will be able to present their projects to the class * Students will be able to circle the subject, underline the verb, and box the direct object pronoun * Students will be able to form sentences using D.O. pronouns by physically moving and creating sentences * Students will be able to write sentences replacing the direct object with its corresponding pronoun


* INT ASC # 1 - Teacher understands the discipline and creates meaningful learning experiences * INTASC # 3 - Teacher creates instructional opportunities with diverse learners in mind * INTASC # 6 - Teacher understands and uses effective communicative techniques * IASFL # 2.3 Students present information to an audience of listeners * IASFL # 2.6 - Students reinforce and further their knowledge of other disciplines (Geography) * IASFL # 2.8 - Students understand the nature of language through comparisons


* Transparency: Transparency 9-5 (p.274) * Slips: have slips for students to vote for the best presentation * Transparency: Direct object pronoun transparency * Handout: Copy of direct object pronoun transparency * Worksheet: Pronombres de complementos directos worksheet * Visual cards: Direct object pronoun cards (for students to hold) * Worksheet: p.15 in "Exercises in Spanish Grammar Book 1" * Portfolio list for turning in after test and study guide


(a) Opener-

(l) BRR: Have up transparency 9-4 (p.270). Have students write down answers to the questions.

Go through questions briefly by asking several students questions (5 min).

(b) Body-

Lesson 9: Indirect Object Pronoun Review, Review for test




* Students will be able to sing a song in the preterit tense and locate the verbs and subjects * Students will be able to write sentences using the direct object pronouns in Spanish * Students will be able to circle, underline, and box in the subject, verb, and DO pronoun * Students will be able to answer questions orally based on a conversation from the past at the beach * Students will be able to write weather forecasts based on weather-related pictures


* INT ASC # 2 - Teacher understands how students learn and creates opportunities to grow * INT ASC # 6 - Teacher uses a variety of communicative methods * INT ASC # 8 - Teacher uses a variety of methods to assess student understanding * IASFL # 2.2 - Students understand and interpret written and spoken language * IASFL # 2.5 - Students understand the relationship between products and perspectives * IASFL # 2.3 - Students present information to an audience of listeners


* 3-hole puncher (for portfolios) * Project evaluations * Song: "No 10 sofie" with lyrics * Handout: handout of direct object pronouns review from Curso Primero * CD from book (p.274 conversation) * Transparencies: transparencies of different weather scenes and weather maps


(a) Opener-

(1) As class begins, pass out to students the song lyrics to "No 10 sofie." Have students follow

along and sing, paying attention to the use of the past tense (find the D.O. pronoun) (10 min).

(b) Body-

(1) Review D.O. pronouns: assign each student a problem from first half of each section from the

homework (A - 1-10, B - 1-5, C - 1-5). Have them go to the board and write out the

Lesson 10: Test Review Game, Chapter 9 Test, Trabalenguas (g-)

Overall Goal: to arm students will the necessary skills to communicate well in Spanish




* Students will be able to review Chapter 9 information by answering Jeopardy questions * Students will be able to show their knowledge of the information by taking the chapter test * Students will be able to pronounce the consonant "gil with relative fluidity


* INTASC # 2 - Teacher understands how students learn and provides learning opportunities * INTASC # 5 - Teacher creates a positive learning environment in which students can thrive * INTASC # 8 - Teacher uses both formal and informal assessment strategies * IASFL # 2.2 - Students understand and interpret written and spoken language * IASFL # 2.8 - Students demonstrate an understanding of the nature of language


* Spanish Jeopardy: chapter 9 edition (cards, questions, and answers) * Jeopardy PowerPoint for chapter 9? * Laptop and projector for game? * Test: Chapter 9 test * Trabalenguas: half-sheets of trabalenguas using the consonant "g"


(a) Opener-

(1) Give students several minutes to get their study guides completed and get their portfolios

ready to be turned in. Have students turn in portfolios and study guides (5 min).

(b) Body-

(1) Divide class up into 4 different teams and once they have gotten together with their team,

make up a team name. Explain to them the rules of Spanish Jeopardy and show the

categories. While playing the game, make sure to review main ideas for students (40 min),

(2) Have students put everything away under their desk. Hand out the test to students and give

them most of the remainder of class to work on them (30 min).

Nombn:: _____ _

F<cb.: __ ~ ___ _

"EI pronostico" el vocabulario

1

En la playa ...

Looking at the picture, write 5 different sentences using the vocabulary that we have learned.

Beach and Ski Resort Brochure

In order to use the beach and ski resort vocabulary and the past tense grammar from the

chapter, students will create travel brochures in groups of no more than 2-3 for a made-up

resort of their choice. Each group will look through travel magazines to get ideas on how to

organize their brochure as well as to find pictures that they might want to include in their

brochure. Students will be given approximately one class period to work on their brochures

before briefly presenting them to the class. The brochure requirements are as follows:

1. Must be for a beach or ski resort in Latin America or Spain

2. Must be typed or written very neatly by hand

3. Must include 5 pictures related somehow to their resort

4. Must include a list of activities and services offered for guests at the resort in Spanish

5. Must include 2 guest testimonials in Spanish (past tense) about what they did

Project Grading Rubric

Teacher Name: Senor Kauffman

Students' Names:

Date Project Due:

/ CATEGORY 10-9 8 .. 6 6-3 0-2 .J lWriting .. Each section in the Almost all sections of Most sections of the Less than half ofthe j j Organization brochure has a clear the brochure have a brochure have a clear sections of the

1 beginning, middle, and clear beginning, middle beginning, middle and brochure have a clear

I end. and end. end. beginning, middle and end.

}.

lContent- All facts in the 90-99% of the facts in 80-89% of the facts in Fewer than 80% of the I iAccuracy brochure are accurate. the brochure are the brochure are facts in the brochure

I accurate. accurate. are accurate. i ! Attractiveness & The brochure has The brochure has The brochure has well- The brochure's i I Organization exceptionally attractive attractive formatting organized information. formatting and I 1 formatting and weil- and well-organized organization of

organized information. information. material are confusing

1 to the reader.

I Graphics/Pictures Graphics go well with Graphics go well with Graphics go well with Graphics do not go I the text and there is a the text, but there are the text, but there are with the accompanying i

good mix of text and so many that they too few and the text or appear to be i graphics. distract from the text. brochure seems "text- randomly chosen. i heavy",

iTestimonials The testimonials are The testimonials are The testimonials are The testimonials are I very interesting and somewhat interesting not very interesting not included in the are written in the and are written in the and written in Spanish brochure.

1 I

preterit tense in preterit tense in with many grammatical I I Spanish with little to no Spanish with some errors. I

grammatical errors. grammatical errors. ~ -

CANCUN VACATION ITINERARIES

Family One Week Vacation

IIDay 1: Arrival. Get to hotel, unpack, go to buffet-eat, check out hotel, swim, relax in room.

NOTES: It is important to know that at a hotel, even though there is entertainment every night there will usually be one "big" night with a professional Vegas style show. If this show is on the night of your arrival you will not know about it unless you check the "Animations Board". Animation is what the hotel entertainment crew is called. The board is where the week's shows are listed. Most shows start after 9:00.

IIDay 2: Breakfast, conduct hotel recognizance [walk the grounds and learn where everything is], swimming pool or beach, walk around hotel, lunch, long walk along beach, swimming pool, room - get ready for dinner, eat dinner, use Internet cafe for e-mail, lounge, entertainment, bed or late movie [all hotels have satellite TV].

NOTES: If you are traveling on a package deal then there is an "orientation" meeting where your travel rep will tell you about the hotel and try to sell you tours. The only thing you really need to know from this person is: where can you find them as they should have a station and where is the board or book that has your flight departure time [it can and often does change].

IIDay 3: Family tour to Chichen Itza or Aquaworld or Garrafon, etc., dinner, use Internet cafe for e-mail, lounge, entertainment or bed/movie.

NOTES: Depending on the tour you can have breakfast but if you do not have the time then pack a lunch from things in the breakfast buffet or ask the front desk for a carry-out lunch [some hotels charge for the lunch while some offer it free].

IIDay 4: Breakfast, reserve specialty restaurant, shopping, lunch, beach and/or swimming pool, room - get ready for dinner, dinner in speCialty restaurant, use Internet cafe for e-mail, lounge, entertainment, bed.

IIDay 5: Family tour to Tulum ruins/beach - Xel Ha or Xel Ha alone or Xcaret or Coba ruins or Playa del Carmen [beach & shopping] or Cozumel [diving/snorkeling/shopping], dinner, use Internet cafe for e-mail, lounge, entertainment or bed/movie.

NOTES: These tours are south of Cancun and allows you to see what its like down that way, especially if you wish to return. These tours generally go out early and there is no time for a breakfast unless you really hurry. Pack a lunch if lunch is not included in your tour.

IIDay 6: Breakfast, reserve specialty restaurant, everybody does their own thing day. Mom shops, dad golfs or lies on the beach while the children, who by now have made many new friends, go nuts. room - get ready for dinner, dinner in specialty restaurant or buffet, pack, entertainment, bed.

NOTES: On day 6 do a preliminary packing of all your belongings before you go to bed. Leave out only what you essentially need for the next day. Make sure you have plastiC bags to store wet bathing suites.

IIDay 7: Everything on this day depends on what time you leave to the airport from your hotel. Most hotels want you out of the rooms by 12:00. Your luggage is stored usually in a room next to reception or in the main lobby if you have a late flight. You are allowed to continue to use all facilities including restaurants and you generally change/shower in the hotel "spa" [which always has male and female change rooms] or a hospitality suite.

Mapa para SEPTIEMBRE 22, 2002

(I ~ Soleado Parcialmente

Nublado .... .-Nublado Chaparrones

~ ., Tormentas Lluvias

** * Nieve Nieve Intermitente

&0 Hielo

20 16 22 17

17 5 .. 19 10 .-16 7 .- 17 10 .. 23 9 G 28 9 G 12 3 ~ 9 5 .. 18 3 ~ 20 6 ~ 20 16 g 22 16 G 17 10 (I 20 11 Q

15 6 ..q. 13 7 .-10 7 ~ 9 4 .-

Estado: 22 4 ~ 23 5 ~

I" I ~ ,.-., .. I .,.... 15 6 .. 13 7 .. r-- --F"-F----r----"- .. .. Parcialmente 16 5 16 7 Soleado Nublado Nublado Chaparrones I Tormentas

18 9 ...... 19 11 ..,.. IJt, I *' I * \ ... 0 *' 0 1 ... 3 1 I Lluvias !~ Nie~~-~l~ieve r- Hiel:-- I

~ ~ ntermlten e I .~ 23 17 22 17

17 13 -<a. 18 13 ~

Taboo Vocab Review TAKING YOUR SEATS AND TAKING YOUR TURNS

1. Team A chooses one of their players to be their first Clue-giver, and that player sits facing the card holder with the timer close at hand.

2. Team B's players sit beside or behind Team A's Clue-giver so they can see the cards as the Clue-giver plays them. Team B controls the buzzer.

3. The Clue-giver's teammates are not allowed to see the cards and they should sit opposite their Clue-giver, waiting to shout out their answers.

4. After Team A's Clue-giver has completed a turn, a member of Team B is chosen to be the next Clue-giver for their team. Seats are exchanged so that the new Clue-giver's teammates cannot see the cards and the opposing team can see the cards. The buzzer is passed to Team A.

5. Teams take turns appointing Clue-givers and guessing words until all players have had one turn as Clue-giver.

PLAYING THE GAME

1. The Clue-giver draws a card. The word at the top of the card is the Guess word the Cluegiver is trying to get his or her teammates to say. The five words below the Guess word are the Taboo words the Clue-giver CANNOT say when giving clues for the Guess word.

2. As soon as a card is drawn, the Cluegiver turns over the timer and starts giving clues that will make teammates say the Guess word. The clues may consist of detailed sentences, phrases or single word hints.

3. RULES FOR CLUES:

• No form or part of ANY word printed on the card may be given as a clue. Examples: If the Guess word is PAYMENT, "pay" cannot be given as a clue. If DRINK is a Taboo word, "drunk" cannot be given as a clue. If SPACESHIP is the Guess word, you can't use "space" or "ship" as a clue. No gestures may be made. Examples: You can't form your hand in the shape of a gun to clue for "shoot"; or point to your nose to clue for "beak."

• No sound effects or noises may be made, such as explosions or engine noises. However, feel free to break out into song.

• You cannot say the Guess word "sounds like" or "rhymes with" another word.

• No initials or abbreviations can be given if the words they represent are included on the card. Examples: MD cannot be used if MEDICAL or DOCTOR is the Guess word or a Taboo word. TV cannot be used if TELEVISION is the Guess word or a Taboo word.

Direct Object Pronouns

Direct objects are the words in a sentence that receives the action of a

transitive verb. A transitive verb is a verb that transfers the action to an object

& requires an object. Direct objects can either be a noun (person, place, or

thing) or apronoun (a word that replaces a noun - he, she, I, we, etc.). Direct

object pronouns are words that replace the direct objects (it, him, her, etc.).

To find the direct object in a sentence, ask the question Who? or What?

Example #1: I steal the car.

I Subject

steal Transitive verb (transfers action to an object)

the car Direct object (receives the action of the verb) ** The car is what's being stolen

I steal [the car].

I steal [it].

** "The car" is the direct object and "it" is the direct object pronoun.

Example #2: He knows Maria.

He Subject

knows Transitive verb (transfers action to an object)

Maria Direct object (receives the action of the verb) **She's who is being known.

He knows [Maria].

He knows [her].

** "Maria" is the direct object and "her" is the direct object pronoun.

1

The Spanish direct object pronouns are as follows:

Subject Direct Object Direct Object Pronoun (singular) Pronoun (plural)

1st person me (me) nos (us) 2nd person [t6] te (you) 2nd person (masc) 10 (you) 2nd person (fern) la (you) 3rd person (masc) 10 (hi~ you, it) los (them, you) 3rd person (fern) la (her, you, it) las (them, you)

Example #1: Yo robo el carro.

Yo Subject

robo Transitive verb (transfers action to an object)

el carro Direct object (receives the action of the verb) ** The car is what's being stolen

Yo robo [el carro].

Yo [10] robo.

We replace the Direct Object with a Direct Object Pronoun [10].

In Spanish you must place the direct object pronoun directly in front of the

active (conjugated) verb.

Example #2: El conoce a Marfa.

El Subject

conoce a Transitive verb (transfers action to an object)

Maria Direct object (receives the action of the verb) ** She's who is being known

" , EI conoce a [Marla]. , EI [la] conoce.

3

Contesten las preguntas ...

1. ;,Paso tu amigo el fin de semana en la playa?

2. ;,Nadaste to en el mar el verano pasado?

3. ;,Esquiamos en el agua ayer?

4. ;,Bucearon sus padres en el mar?

5. ;,Tom6 el sol el Senor Kauffman la semana pasada?

6. ;, Usa ron ustedes la crema protectora en la playa?

PRONOMBRES DE COMPLEMENTOS DIRECTOS

Direct Object Pronouns

Directions: Replace the direct object noun with a direct object pronoun.

1. Tu compras los refrescos. Tu I compras.

2. Tu Y yo comemos las langostas. Tu y yo I comemos.

3. Ellos miran el menu. Ellos I miran.

4. Yo invito a mis amigos. Yo I invito.

5. Roberto ve a Berta. Roberto I ve.

6. Esos senores quieren la cuenta. Ellos I quieren.

7. Jose pide el jamon. Ell pide.

8. Yo no conozco a tu camarero. No I conozco.

9. Tu Y yo esperamos nuestra cena.Tu y yo I esperamos.

10. Ud. come un sandwich de jamon. ud.1 come.

11. Ana cocina un pastel V unas galletas. Ana I cocina.

12. Yo traigo mucha carne. Yo I traigo.

13. Uds. invitan a Lola V a Maga a cenar. uds.1 invitan.

14. lQuien be be jugo de toronja? lQuiE~n I bebe?

Yo tomo un viaje de esqui (en el presente y el pasado) ...

1. Es el invierno y hace mucho mucho fno. Nieva. Hay mucha nieve.

2. Hoy, vamos a esquiar. Vamos a Argentina.

3. Es un dia muy bueno para esquiar. La temperatura baja a cinco grados bajo cero.

4. Yo llevo los esquls, los guantes, el anorak, los bastones, y los botas.

5. Esta mafiana, nosotros compramos los boletos en la ventanilla.

6. Cuando compro el boleto, hablo con el empleado.

7. Yo tomo el telesilla para subir la montafia.

8. Yo bajo la pista para principiantes. Yo bajo la pista. Esquio muy bien.

9 . Yo llego a la falda de la montafia (the bottom of the mountain).

10. Despues, tomo un chocolate caliente y tomo una sieta.

Ustedes toman un viaje de esqui (en el presente y el pasado) ••.

1. Es el invierno y hace mucho mucho fno. Nieva. Hay mucha nieve.

2. Hoy, ustedes _____ a esquiar. _____ a Argentina.

3. Es un dia muy bueno para esquiar. La temperatura baja a cinco grados bajo cero.

4. Uds. los esquis, los guantes, el anorak, los bastones, y los botas.

5. Esta mafiana, ustedes los boletos en la ventanilla.

6. Cuando _____ el boleto, _____ con el empleado.

7. _____ el telesilla para subir la montafia.

8. la pista para principiantes. la pista muy bien.

9. ala falda de la montafia (the bottom of the mountain).

10. Despues, _____ un chocolate caliente y _____ una sieta.

La plancha de vela Elmar EI balneario La playa • Windsurf board • Ocean/Sea • Beach resort • Beach

• Windsurfing • Water • Sand • Sand

• Ocean • Beach • Water • Water

• Waves • Waves • Summer • Summer

• Beach • Swim • Swimming • Swimming

La toalla playera La crema protectora La arena EI traje de bafio

• Beach towel • Sun screen • Sand • Swim suit

• Beach • Protect • Beach • Swimming

• Swim • Cream • Water • Pool

• Wet • Lotion • Sand box • Ocean

• Dry off • Rub • Dry • Shorts

Las olas La piscina (alberca) Los anteojos de sol EI esqui acuatico

• Waves • Pool • Sun glasses • Water skiing

• Ocean/Sea • Swim • Sun • Ocean

• Water • Towel • Bright • Boat

• Surfing • Hotel • Beach • Skis

• Crash :. Ocean • Dark • Water

La tabla hawaiana La nataci6n1Nadar EI buceol Bucear EI surfing

• Surfboard • Swimming • Snorkeling • Surfing

• Hawaii • Pool • Underwater • Surfboard

• Surfing • Ocean • Ocean • Ocean

• Ocean • Water • Goggles • Beach

• Sport • Wet • Scuba diving • ~ort

Tomar el sol Esquiar en el agua El windsurf"mg (Ju~ar) el tenis

• Sun bathe • Water skiing • Windsurfing • Playing tennis

• Sun screen • Waterskis • Wind surf board • Court

• Layout • Sport • Sport • Ball

• Sun • Ocean • Ocean • Net

• Tan • Boat • Sail • Racquet

La cancha de tenis La raqueta Lapelota La red

• Tennis court • Racquet • Ball • Net

• Sport • Tennis court • Racquet • Ball

• Ball • Sport • Tennis court • Racquet

• Net • Ball • Sport • Tennis court

• Racquet • Net • Net • Sport

El buceo (bucear): o

o o

La nataci6n (nadar):

Nadar en una piscina (1a alberca)

El tenis (jugar el tenis):

Lapelota La red La cancha

t~ Latin American Travel

123 Main Street, Suite 100 Any City, State 12345-6789

Phone (123) 456-7890 Fax (123) 456-7890

Bienvenidos a Latin American Travel

V f£lI1 el mundo IX!J . ..

----_ ..... -_ ..... -~ - ... -., ... ___ I ..... ---

...... ~ . - ~ .. -

--------.... --

- -----_. ----' ..... _-____ :w -_______ ...-.11

• • • -........... 11 •

III 'I

Persona 1: El cliente

You need to buy several things from a ski store for you ski trip next week. You need to

tell the employer in Spanish what you want to buy ("Quiero comprar .") and

then ask the employer in Spanish how much each thing costs ("l.Cuanto cuesta(n)

_____ 1"). These are the items that you want to buy:

1. 2 skis

2. gloves

3. a ski jacket

4. 2 ski poles

5. ski boots

6. ski tickets for the ski lift

Persona 2: EI empleado

You are the employer of a ski shop. A customer comes in and wants to buy several

things from you. When they ask you a price for each item in Spanish, you need to

respond and tell them how much each item costs (" cuesta(n) .")

These are the prices for the different items:

1. 2 skis ------------------------------------------------- 300 pesos

2. gloves ------------------------------------------------ 30 pesos

3. a ski jacket ------------------------------------------- 225 pesos

4. 2 ski poles -------------------------------------------- 60 pesos

5. ski boots ---------------------------------------------- 150 pesos

6. ski tickets for the ski lift----------------------------- 73 pesos

'Unit Plan Spanish II

Chapter 10:

Actividades culturales, el preterito (er/ir) y objetos directos

Senor Kauffman

Lesson 1: Intro to Chapter 10, Buena Vista Social Club VideolDiscussion


* Students will be able to discuss movies, museums, and theater * Students will be able to discuss cultural events and activities of the Spanish-speaking world * Students will be able to relate more past actions or events using -er and -ir verbs * Students will be able to tell for whom something is done * Students will be able to talk about several famous and influential Spanish artists


* Students will be able to review their tests from the previous chapter * Students will be able to correct the questions that they got wrong on the test * Students will be able to locate cultural differences (music, lifestyle, etc) from the video * Students will be able to discuss cultural differences that they see from the video about Cuba


* INT ASC # 4 - Teacher uses a variety of instructional strategies to encourage critical thinking * INTASC # 5 - Teacher creates a learning environment that encourages active engagement * INTASC # 6 - Teacher uses a variety of communicative techniques to foster active inquiry * IASFL # 2.4 - Students demostrate an understanding of cultural practices and perspectives * IASFL # 2.6 - Students reinforce and further their knowledge of other disciplines (music) * IASFL # 2.7 - Students acquire information and recognize distinct viewpoints * IASFL # 2.9 - Students demonstrate an understanding of culture through cultural comparisons


* TVNCR from library * Video: Buena Vista Social Club * Tests: Chapter 9 tests


(a) Opener-

(1) Pass out tests to the students from the previous chapter. Have them look over the test to

see if they have any questions or concerns about grading or answers. Go through the test

with the students briefly and have them correct the mistakes they made (10 min).

(b) Body-

(1) Give a brief introduction to Chapter 10 - Cultural Activities. Tell students what material

is to be covered (going to the movies, in the museum, in the theatre, -er and -ir verbs in the

Lesson 2: Cine Vocab Intra




* Students will be able to list what they do when they go to the movies * Students will be able to label a picture with the correct vocabulary word * Students will be able to write the correct vocab word based on a word's description * Students will be able to repeat the vocabulary mUltiple times and say what it means in English * Students will be able to write the correct vocabulary word or phrase in the blanks provided


* INT ASC # 1 - Teacher understands content and creates learning experiences that make it meaningful * !NT ASC # 2 - Teacher understands student learning and creates opportunities that support growth * !NT ASC # 8 - Teacher uses a variety of assessments, both formal and informal * IASFL # 2.1 - Students engage in conversations and provide and obtain information * IASFL # 2.2 - Students understand and interpret language on a variety of topics * IASFL # 2.8 - Students demonstrate an understanding of the nature of language


* Crossword puzzle of the movie vocabulary


(a) Opener-

(1) BRR: l,Ad6nde fueron durante las vacaciones de verano? l,Que hicieron? (15 min).

(b) Body-

(1) Introduce vocabulary: Remind students that we are starting the chapter on cultural

activities and the first one we are going to talk about is going to the movies. Ask students

and write on the board what they do in order when they go to the movies. Go through and

translate vocabulary words and phrases to go with the sentences. (20 min).

(2) Pass out the crossword puzzle to the students using the vocabulary from the movies to fill

out using their books to reinforce the vocabulary (20 min).

Lesson 3: Cine Vocab Review




* Students will be able to describe a theatre scene based by looking at a related picture * Students will be able to hear some authentic charango music and follow along with the song * Students will be able to draw scenes on a "film strip" using the vocabulary * Students will be able to narrate their scenes using the chapter vocabulary * Students will be able to place various popular movies in their appropriate category (in Spanish)


* !NT ASC # 2 - Teacher understands how students learn and creates appropriate instruction * INTASC # 3 - Teacher understands student diversity and plans activities adapted to differences * INT ASC # 4 - Teacher uses a variety of instructional strategies to encourage learning * IASFL # 2.9 - Students demonstrate an understanding of culture through comparisons * IASFL # 2.5 - Students demonstrate an understanding of cultural products and perspectives * IASFL # 2.3 - Students present information and ideas to an audience of listeners


* Transparency of cinema for students to describe in Spanish * CDlMusic: Charango music (Pedro Plaza), brief history of instrument * Handout: film strip squares for students to write and draw a story using vocab (Exp. Activities 75) * Handout of different movie styles in Spanish with blanks and pictures to match


(a) Opener-

(1) BRR: Since this chapter deals with cultural activities and we watched the video about

Cuban music, have students listen to authentic Charango music (from p.286). Give a brief

history of the Charango: The charango is a small ten string lute that originated in South

America. The back of the instrument is traditionally fashioned from an armadillo. When the

Spaniards came to South America, they brought the vihuela (an ancestor of the guitar) with

them. The native people liked the vihuela, but lacked the technology to shape the wood in

Lesson 4: Ar Verb Review, -Er/-Ir Preterit Verbs Introduction (dar/ver)




* Students will be able to answer questions orally using the -ar preterit tense and cine vocab * Students will be able to "discover" in groups how to conjugate certain subjects of -erl-ir verbs * Students will be able to create rules outlining how to conjugate -er/-ir verbs * Students will be able to teach others how to conjugate their -er/-ir verbs for a given subject (t6, yo ... ) * Students will be able to conjugate with moderate accuracy -er/-ir verbs * Students will be able to swat the correct preterit ending and conjugate an infinitive


* !NT ASC # 1 - Teacher understands content and makes it more meaningful for students * INTASC # 5 - Teacher uses group motivation to create a positive, learning environment * !NT ASC # 6 - Teacher uses a variety of communicative techniques to foster active inquiry * IASFL # 2.8 - Students demonstrate an understanding of the nature of language through comparisons * IASFL # 2.2 - Students understand and interpret a variety of written and spoken language * IASFL # 2.1 - Students provide and obtain information


* Handouts: stories using the present and past of -er/-ir verbs and the chapter vocabulary, each using a different subject for students to deduce the rules for their subject, sheet to take notes on as a teaching guide

* Worksheet/quiz: -er/-ir verb worksheet, group quiz * Flyswatters (2)


(a) Opener-

(1) BRR: Go through the questions with the students, making sure they understand what they

are asking. Have students get with a partner (choose for them), taking turns asking and

answering the questions: (15 min).

(1) I, Cuando fuiste al cine la ultima vez? (2) I, Que pelicula miraste?

(3) I, D6nde compraste las entradas? (4) i,D6nde te sentaste, 0 tomaste un asiento?

Lesson 5: Preterit and Cine Review(dar/ver)




* Students will be able to sing a song and locate the -er/-ir verbs * Students will be able to answer questions using all five of the preterit -er/-ir verb endings * Students will be able to write sentences using the correct -er/-ir verb endings * Students will be able to conjugate correctly an -er/-ir verb with a given subject * Students will be able to create an advertisement for "their movie" using the vocab and -er/-ir verbs


* INTASC # 3 - Teacher understands how students learn differently and plans accordingly * INT ASC # 4 - Teacher uses a variety of instructional strategies * INT ASC # 8 - Teacher uses a variety of both formal and informal assessment * IASFL # 2.5 - Students demonstrate an understanding of cultural products and perspectives * IASFL # 2.7 - Students recognize distinct viewpoint through foreign language * IASFL # 2.3 - Students present information and ideas to an audience of readers (posters)

III. Materials: What will the teacherlstudent need?

* CD/Lyrics: Alguien La Vio Partir by Diego Torres * Dice: 2 cubes, one of different subjects, one of different -er/-ir verbs * Transparency: create a movie poster for their movie using the movie vocabulary and -er/-ir verbs * Paper, magazines, glue, scissors, etc for posters


(a) Opener-

(1) BRR: Have students sing the song Alguien La Vio Partir by Diego Torres. Have them pay

specific attention to the use of the -er/-ir verbs in the preterit (15 min).

(b) Body-

(1) Review -er/-ir verbs: take several minutes to review with students how to conjugate the

different types of -er/-ir verbs and the irregular verbs (dar/ver) (5 min).

(2) Workbook: to review the preterit -er/-ir verbs, have students spend some time in class

working in their workbooks, page 122-123 - C, D, E. Review as a class (20 min).

Lesson 6: Cine Quiz, -Er/-Ir Verb Review, Introduce MuseurnlTheatre Vocab

Overall Goal: to arm students will the necessary skills to communicate well in Spanish




* Students will be able to tell which movie they and several others watch recently * Students will be able to write a note telling their mom what they did last night and why they got in late * Students will be able to take a quiz on the cinema vocabulary * Students will be able to go on a "field trip" around the school to different locations to learn new vocab * Students will be able to label objects from vocab correctly


* !NT ASe # 1 - Teacher understands content material and creates instruction in meaningful ways * !NT ASe # 3 - Teacher understands how learners differ and creates instruction adapted to differences * !NT ASe # 7 - Teacher plans & manages instruction based on knowledge of students and subject matter * IASFL # 2.1 - Students engage in conversations and provide and obtain infonnation * IASFL # 2.2 - Students understand and interpret written and spoken language on a variety of topics * IASFL # 2.3 - Students present infonnation, concepts, and ideas to an audience


* Quiz: cinema vocabulary * Signs of different vocabulary to stick on different objects * Tape (to hold up signs) * Brochure: museum and theatre brochure


(a) Opener-

(1) BRR: i, CUlll pelicula viste la semana pasada? Y tu madre? Y tus amigos? Have students

ask those around them these questions (15 min).

(b) Body-

(1) Have students write a pretend note to their parents/guardians about why they got home late

last night. Using the vocabulary, they are to tell that they went to a movie, etc. and missed

the bus home. Use humor! Students must write at least 10 sentences (20 min).

(2) Quiz: have students take the quiz on the cinema vocabulary (20 min).

Lesson 7: Review Theatre and Museum Vocabulary


* Students will be able to discuss movies, museums, and theater * Students will be able to discuss cultural events and activities of the Spanish-speaking world * Students will be able to relate more past actions or events using ~r and -ir verbs * Students will be able to tell for whom something is done * Students will be able to talk about several famous and influential Spanish artists


* Students will be able to identify pictures with the correct vocabulary * Students will be able to match the correct vocabulary word with its corresponding picture * Students will be able to act out narrations from the teacher and classmates * Students will be able to race to collect and translate vocabulary words * Students will be able to begin to write a newspaper article about a cultural event using vocab


* INT ASC # 3 - Teacher understands student diversity and plans instruction accordingly * INTASC # 4 - Teacher uses a variety of instructional strategies * INTASC # 5 - Teacher uses an understanding of group motivation to create a positive environment * IASFL # 2.1 - Students engage in conversations and provide and obtain information * IASFL # 2.2 - Students understand and interpret written and spoken language on a variety of topics * IASFL # 2.3 - Students present information, concepts, and ideas to an audience


* Plastic eggs (40) * 2 shoe boxes to put eggs in (egg cartons?) * big spoons * Slips of paper with vocabulary in them * Handout: TPRS Skit: narrations for students to act out (see teacher's book, page 292). * Game: Vocabulary concentration (Expansion Activities p.66) * Paper for them to write their articles on


(a) Opener-

(1) BRR: have students turn to page 294. On a separate piece of paper, have them write the

corresponding vocabulary word for each picture. Share answers as a class (15 min).

(b) Body-

(1) Memory: Have students get into groups of about four (have them choose groups?). In their

groups, have them play vocabulary Concentration, or Memory. Each group will be given a

Lesson 8: MuseumlTheatre Vocab and -Er/-Ir Preterit Quiz, Project Intro




* Students will be able to match the correct vocab word with its definition * Students will be able to write articles about cultural events using vocabulary and -er and -ir verbs * Students will be able to create an itinerary for a Spanish class field trip in the past using vocabulary * Students will be able to quiz over their knowledge of -er and -ir verbs and vocabulary * Students will be able to begin brainstonning for their projects


* INT ASC # 1 - Teacher understands content and creates instruction to make content more interesting * INT ASC # 4 - Teacher uses a variety of instructional strategies to develop critical thinking * INTASC # 8 - Teacher uses a variety of both fonnal and infonnal assessment * IASFL # 2.1 - Students engage in conversations and provide and obtain infonnation * IASFL # 2.2 - Students understand and interpret written and spoken language on a variety of topics * IASFL # 2.3 - Students present infonnation, concepts, and ideas to an audience


* Transparency: pg. 295 D questions * Paper for itineraries * Quiz: -er and -ir verbs and museum and theatre vocabulary * Project info sheet for research project with presentation requirements


(a) Opener-

(1) BRR: have up the transparency of pg. 295 D questions. Have students fill in the blanks

correctly and translate the sentences correctly (15 min).

(b) Body-

(1) Articles: Give students some time to finish up their cultural articles. They will have only a

short amount of time in which to do it. Again remind them of the grading rubric. They

will tum these in when finished (15 min).

Lesson 9: Project Research Day @ Library




* Students will be able to research their famous Spanish author, artist, director, etc. * Students will be able to assemble interesting cultural facts that they discover * Students will be able to explore the Spanish culture through research * Students will be able to begin planning how they want to present their information to the class


* INT ASC # 2 - Teacher understands student learning and creates instruction based on this knowledge * INTASC # 5 - Teacher creates a learning environment that fosters active engagement in learning * INTASC # 6 - Teacher uses knowledge of media communication to foster active inquiry * IASFL # 2.7 - Students acquire information and recognize distinct viewpoints * IASFL # 2.5 - Students demonstrate an understanding of cultural products and perspectives * IASFL # 2.6 - Students reinforce their knowledge of other subjects using language (art, technology) * IASFL # 2.10 - Students use the language both within and beyond the school setting


* Project info sheet for research project * Time at the library for research


(a) Opener-

(1) Remind students about the project and what they are to do today in the library. They as a

group are to do some research on their famous Spanish person, making sure to write down

the main interesting facts that they find (general information, what they did, famous works,

style, etc). They have the majority of the class period to work on research, however toward

the end of the class (with about 10-15 minutes left), students will need to begin discussing

how they want to present their information to the class and assemble the materials that they

need for the next day (project work day) (5 min).

(b) Body-

Lesson 10: Project Work Day (@ library?)

Overall Goa): to arm students will the necessary skills to communicate well in Spanish




* Students will be able to assemble their research * Students will be able to create projects reflecting the cultural information they find * Students will be able to begin planning how they will present the information to the class


* INTASC # 2 - Teacher understands student learning and creates instruction based on this knowledge * INT ASC # 5 - Teacher creates a learning environment that fosters active engagement in learning * INTASC # 6 - Teacher uses knowledge of media communication to foster active inquiry * IASFL # 2.7 Students acquire information and recognize distinct viewpoints * IASFL # 2.5 - Students demonstrate an understanding of cultural products and perspectives * IASFL # 2.6 - Students reinforce their knowledge of other subjects using language (art, technology) * IASFL # 2.10 - Students use the language both within and beyond the school setting


* (Students) Materials that they need to present their project to the class


(a) Opener-

(1) Remind students where they should be around this time. They need to have their

information ready to present. Now that they have done their research and have their

information, students need to have selected a project to do and to begin working on their

project. If they have any questions they can come to me (5 min),

(b) Body-

(1) Students should have the remainder of class time to work on their projects. Hopefully they

have their project materials already assembled and ready to go. Students can go down to

the library if they need to in order to type up information or create a PowerPoint, however

Lesson 11: Project Work Day and Presentations, Indirect Object Pron. Intra




* Students will be able to finish up their cultural projects * Students will be able to plan their presentations * Students will be able to being presenting their information to the class * Students will be able to write down 5 main facts for each group from the presentations * Students will be able to locate indirect objects


* INT ASC # 1 - Teacher understands subject matter and makes it more interesting for students * INT ASC # 5 - Teacher creates a positive learning environment that encourages positive interaction * INTASC # 6 - Teacher uses a variety of effective communication with students (presentations) * IASFL # 2.3 - Students present information on a variety of concepts to an audience of listeners * IASFL # 2.5 - Students understand the relationship between cultural products and perspectives * IASFL # 2.7 - Students acquire information about distinctive viewpoints through foreign language * IASFL # 2.8 - Students demonstrate an understanding of the nature of language through comparisons


* (Students) Materials that they need to present their project to the class * Handout: sheet to take notes on about presentations for test * Portfolio list * Handout: Indirect Object Pronouns


(a) Opener-

(1) Begin class by giving students about 15 minutes to finish up their projects and finish up

preparing for their presentations. If they need to set anything up, they can use this time to

do so (15 min).

Lesson 12: Indirect Objects and Review Day




* Students will be able to answer questions using indirect object pronouns * Students will be able to use indirect object pronouns in the past tense * Students will be able to fill in the correct pronoun in the blanks provided * Students will be able to listening to a conversation and translate it into English * Students will be able to draw pictures and guess the vocabulary word in Spanish


* INT ASC # 2 - Teacher understands how students learn and creates learning opportunities to match * INT ASC # 3 - Teacher understands how students different and adapts instruction * INTASC # 7 - Teacher plans and manages instruction based on knowledge of content and curriculum * IASFL # 2.1 - Students provide and obtain information * IASFL # 2.2 - Students understand and interpret both written and spoken language * IASFL # 2.8 - Students demonstrate an understanding of the nature of language through comparisons


* Worksheet: indirect object pronouns * CD of book conversations


(a) Opener-

(1) BRR: briefly review the indirect object pronouns and then have students answer questions

from the book on page 301 E (20 min).

(b) Body-

(1) Pass out the indirect object pronouns worksheet. Have students spend time working quietly

on the worksheet and workbook p.124 F-G to go over as a class and tum in (20 min).

(2) Conversacion: Have students tum to page 302 in their books. Using the CD, have students

follow along with the conversation and try to understand what is being said. Play the

conversation 2 times. Go through then student by student and have them translate the

Lesson 13: Jeopardy Review, Chapter Test




* Students will be able to prepare for their test * Students will be able to review for their test * Students will be able to take the chapter 10 test


* INT ASC # 1 - Teacher understands subject matter and creates instruction accordingly * INTASC # 5 - Teacher creates a learning environment that encourages positive social interaction * INTASC # 8 - Teacher uses a variety of both formal and informal assessment * IASFL # 2.1 - Students provide and obtain information on a variety of topics * IASFL # 2.2 - Students understand and interpret written and spoken language * IASFL# 2.5 - Students demonstrate an understanding of cultural products and perspectives * IASFL # 2.8 - Students demonstrate an understanding of the nature of language through comparisons


* Test: Chapter 10 test * Jeopardy: Spanish Jeopardy game


(a) Opener-

(1) Give students several minutes to get their study guides completed and get their portfolios

ready to be turned in. Have students tum in portfolios and study guides with their tests

(5 min).

(b) Body-

(1) Divide class up into 4 different teams and once they have gotten together with their team,

make up a team name. Explain to them the rules of Spanish Jeopardy and show the

categories. While playing the game, make sure to review main ideas for students (40 min).

Nombre: __________________________ __

ACROSS 3 The underground mode of transportation 4 When the original voices are recorded over

in another language 6 A cognate for a word meaning "movie" 7 Another word for "ticket" 9 Where the movie screen is projected

13 This is the first version of a movie 15 Another name for where you buy tickets 16 A method of public transportation 18 Where you sit during a movie 19 Verb meaning "to go up," or "to get on"

DOWN 1 Verb meaning "to miss", as in the bus 2 What a movie has if the words are on the

bottom of the screen 5 In order to buy tickets you must wait in this 6 Another word for "a line" 8 The place where you pay for the tickets

10 Where you would go to watch a movie 11 What you watch at the theater 12 What you need to get into the movies 14 Verb meaning "to return" 17 Verb meaning "to go out"

'2 t--

4

oS

11

t-- t--

11 t--

13

I--- 'i4

16

I--- I---

'--- I---

l19 ----

AI Cine -1

3 I

6 I I I '--- r--8

9 T I I .-----10

f-- f--12

r I I 15 I I

11 I..-- I---

I---

18 I I I I---

I---

L--

Alguien La Vio Partir (Diego Torres)

Hoy sall a buscarte

Ya no te encontre

Alguien me dijo que partiste

De la estaci6n hacia el sur

Y de tus ojos

Cafan hlgrimas de arnor

Y al despertarme

Sentf que ya no estabas aquf.

Si alguien pudiera saber

Yo siento que en este momento

Una grieta se abre en mf

Se que yo ya te perdf

Y esa historia de amor

Que nos unfa

A los dos muri6.

Desgarra hoy mi coraz6n

la misma pasi6n

con la que te arne

hace un tiempo atnls

estabarnos junto al mar

nos perdimos juntos

en un suefio que fue realidad

y si la vida nos separa

no importa nada

eso fue arnor y nada mas

Hoy sall a buscarte

ya no te encontre

y de mis ojos

cafan lagrimas de arnor

En el cine ...

U sing the chapter vocab, write five sentences describing the picture in either present or past tense.

1. Er and Ir Verbs in the Preterit: 1. Er and Ir Verbs in the Preterit:

----- ----- .-

.. Yo Nosotros Yo Nosotros Tt1 - Tt1 -

ElIEllaJU d. ElloslEllaslUds. ElIElla/Ucio_ ElloslEllaslU ds. . . .. -

ll. Irregular Er and Ir Verbs in the Preterit (dar, ver): II. Irregular Er and Ir Verbs in the Preterit (dar, ver):

Dar (to give) Dar (to give)

Yo Nosotros Yo Nosotros Tt1 - Tt1 -

ElIElla/U d. ElloslEllaslUds. ElIElla/Ud. ElloslEllaslU ds.

Ver (to see) Ver (to see)

I

Yo Nosotros Yo Nosotros Tt1 - Tt1 -

ElIElla/Uc1.._ ElloslEllaslU ds. ElIElla/U d . ElloslEllaslUds. .. -

Objetos Indirectos - Spanish Indirect Objects

Replace the word(s) in bold with the correct indirect object pronouns and then rewrite the sentence or by translate the English sentences into Spanish.

Indirect Object English Example Pronoun Equivalent

Ie you (singular 1. Juan Ie da una camisa a usted. formal), him, her (John is giving you a shirt.)

2. Juan Ie da una camisa a el. (John is giving him a shirt.)

3. Juan Ie da una camisa a ella. (John is giving her a shirt.)

les you (plural 1. Maria les da unas camisas. formal), them (Mary is giving you guys some shirts.)

2. Maria les da unas camisas. (Mary is giving them some shirts.)

1. Yo Hame a Maria.

2. Escribimos a nuestros padres.

I 3. j, Visitaste a Pablo?

4. Dijo la verdad a ellos.

5. Lupe va a traer las bebidas a Uds.

I 6. He's reading to him.

7. They're talking to you (usted).

I 8. Are you (t6) offering me your book? [ofrecer]

I 9. I'm giving something to them.

I 10. They're sending [to send = mandar] the book to her.

t

PRONOMBRES DE COMPLEMENTO INDlRECTO

Complete the sentence with the correct 10 pronoun and the preterit (past) tense.

1. JUlIO gives her a kiss.

Julio I un beso. [dar]

2. I read the book to Isabel.

Yo II ellibro a Isabel.

3. Alejandro brings them balloons.

Alejandro II globose [traer]

4. I toan fOU (Ud.) my shirt.

Yo mi camisa. [prestar]

5. ThjY serve her more shrimp.

Ellos I mas gambas. [server]

6. You teach them a lot of verbs.

ud.11 muchos verbose

7. Antonio orders guacamole for me.

Antonio II guacamole. [pedir (e7i)]

8. We tell you fUYS the rules.

Nosotros I las reglas. [decir]

9. Who makes churros for you (Ud.)?

l,Quien II churros? [hacer]

10. NOjOdY sends Lola cookies.

Nadie I galletas a Lola. [enviar]

11. I rent my condo to him.

Yo II mi condominio. [rentar/alquilar]

12. He repeats the gossip to Maga.

Elil los chismes a Maga.

Objetos indirectos - Spanish Indirect Objects

Indirect objects are the people or things in a sentence to whom/what or the action of the verb occurs.

I'm talking to Jose. - Hablo a Jose. To whom am I talking? Jose.

He gives books to the students - Da unos libros a los estudiantes. To whom does he give books? - The students.

Indirect object pronouns are the words that replace the indirect object, which is usually a person.

The Spanish indirect object pronouns are as follows:

1st person me me

2nd person te you

nos us

os you

3rd person Ie him, her, you, it les them, you

Like direct object pronouns, Spanish indirect object pronouns are placed in front of the verb.

I'm talking to him. - Le hablo. He writes to them - Les escribe. I'm giving the bread to you. - Te doy el pan. She answered me - Ella me contest6.

For infinitives, present participles, and affirmative commands, pronouns can get attached to the end - learn more.

Le voy a decir OR Voy a decirle - I'm going to tell him. Les quiero traer el regalo OR Quiero traerles el regalo - I want to bring the gift to them.

Note: When deciding between direct and indirect objects, the general rule is that if the person or thing is preceded by a preposition (with the exception of the personal a) that person/thing is an indirect object. If it is not preceded by a preposition, it is a direct object.

Presentation Notes

Spanish Artist _____________ _




Capitulo 10 - El Proyecto Cultural

As we are studying in Chapter 10 the vocabulary for cinemas, theatres, and museums, we will

be doing a project that summarizes all that we have learned in this chapter. Students in group of 3

will choose a famous Spanish artist of some sort to research (painter, actor, sculptor,

cinematographer, etc.), spend time researching that person in the library, create a unique visual of

some sort, and present the researched information to the class.

You will be given time the first day to research as a group your person, the second day to

create a visual to present the information, and then another day to present the information to the

class as a group. Projects will be graded on the following according to the project rubric.

Here is the order in which students will want to begin their project:

(1) Select a famous Hispanic artist from the list provided.

(2) Begin researching information related to that person and writing that down:

)- General information about their lives (where born, life, important events, etc.)

)- What types of art they do, different styles, famous works

)- Give some examples of their work and describe them

(3) Once you have researched, think of a creative way to present the information to the

class (poster, brochure, PowerPoint, virtual tour of art, video, diorama, act out a scene)

(4) Finish the creative project and think of a way to present the information to the class.

List of Possible Topics:

o Francisco de Goya - Spanish Painter o Penelope Cruz - Spanish actress o Diego Vehizquez - Spanish painter o El Greco - Spanish painter o Pedro Almadover - Spanish director o Pablo Picasso - painter and sculptor o Salvador Dalf - painter and sculptor o Diego Rivera - Mexican painter o Antoni Gaudi - architect o Miguel de Cervantes - Spanish author (Don Quijote) o Luis Dunuel - director

I l

r -, " ~~

,~

rJj

~ ~ (1)

(1)

~~ ~

rJj (1)

,~~ ~ rJj

~ I...- I

o ~

- -rJj

0 b 0 rJj

0 Z

L --.-J

~ Q) ~

;> 0 >

~ ~ .~

.~

~ ~ ..0 C'd

r:/J ~ Q

r:/J

~ Q)

>

~ Q) ~ ~ Q)

~

EI Teatro

"""'1e Theatre

EI Actor

The Actor

EI Telon

The Curtain

La Escena

The Scene

EI Escenario

The Scenery

EI Museo

The Museum

EI Mural

The Mural

Una Exposicion de Arte

An Art Exposition

La Estatua

The Statue

ElILa Escultora

The Sculptor

La Actriz EI Cuadro

The Actress The Painting

EI Publico EIlLa Artista

The Audience The Artist

Obra Teatral Dar una Representacion

Theatrical Work To Put on a Performance

Entrar en la Escena

To Enter into the Scene

Aplaudir

To Applaud

Salir del Teatro

To Leave the Theatre

EI Espectaculo

The Show

Recibir Aplausos

To Recieve Applause

Nuestro Tour:

There are many things

that make up our muse

ums, galleries, and thea

tres. There are many

people who work hard to

provide a place for you to

come and enjoy The Arts.

Pay attention as learn

about the things, people,

and events that make up

what you see. We proudly

present: The ARTS

Senor Kauffman

::a ~ Q.

~.

ACu Our Museums, Galleries, and Theatres

Group#l- Yo

(Preterit -Er and -Ir Verbs)

Your group of number 1's will be teaching the numbers 2-5 in your original seating

groups how to conjugate -er and -ir verbs in the yo preterit form.

Please follow the steps below in your groups.

1. Read the ara aph "En el presente" together as a group. Make sure you understand it.

2. Circle all the verbs n these paragraphs.

3. Read the paragraph "En el preterito" together as a group (in the past tense).

4. Circle all the verbs' n this second group of paragraphs.

5. As a group, figure out the grammar rule for the preterit tense endings of the yo form

for -er and -ir verbs based on what you see them end with in the story.

6. Figure out the conjugation for your subject for the irregular verbs, dar and ver

7. Write down the preterit tense endings of verbs in the yo form for -er and -ir verbs as

well as the irregular forms of the verbs dar and ver on your note sheet.

8. As a group, please write 3 sentences using the preterit yo form of verbs. These

sentences will serve as examples to your group members as to how to conjugate -er

and -ir verbs in the preterit yo form.

REMEMBER: YOU ARE TEACHING THIS FORM TO FOUR OTHER GROUPS.

ErlIr Verbs in the stOry:

ver -to see

comer - to eat

beber - to drink

dar-to give

salir - to leave

perder - to lose, to miss

subir - to get on, to go up

volver - to return

vivir - to live

Group#2-Tu


Your group of number 2's will be teaching the numbers 1,3-5 in your original seating groups

how to conjugate -er and -ir verbs in the 111 preterit form.



1 Circle all the verbs n these paragraphs.


1 Circle all the verbs . n this second group of paragraphs.

13. As a group, figure out the grammar rule for the preterit tense endings of the 111 form for -er

and -ir verbs based on what you see them end with in the story.

14. Figure out the conjugation for your subject for the irregular verbs, dar and ver.

15. Write down the preterit tense endings of verbs in the 111 form for -er and -ir verbs as well as

the irregular forms of the verbs dar and ver on your note sheet.

16. As a group, please write 3 sentences using the preterit 111 form of verbs. These sentences will

serve as examples to your group members as to how to conjugate -er and -ir verbs in the

preterit 111 form.

RElVIEMBER: YOU ARE TEAClllNG THIS FORM TO FOUR OTHER GROUPS.

ErlIr Verbs in the story:

ver-to see

comer - to eat

beber - to drink

dar-to give

salir - to leave



volver - to return

vivir - to live

Group #3 - eVellalusted


Your group of number 3's will be teaching the numbers 1-2,4-5 in your original seating

groups how to conjugate -er and -ir verbs in the ellellalusted preterit form.





2 Circle all the verbs' n this second group of paragraphs.

21. As a group, figure out the grammar rule for the preterit tense endings of the ellellalusted form

for -er and -ir verbs based on what you see them end with in the story.


23. Write down the preterit tense endings of verbs in the ellellalusted form for -er and -ir verbs as


24. As a group, please write 3 sentences using the preterit ellellalusted form of verbs. These

sentences will serve as examples to your group members as to how to conjugate -er and -ir

verbs in the preterit ellellalusted form.



ver -to see

comer - to eat

beber - to drink

dar-to give

salir - to leave



volver - to return

vivir - to live

Group #4 - Nosotros


Your group ofnumber4's will be teaching the numbers 1-3,5 in your original seating groups

how to conjugate -er and -ir verbs in the nosotros preterit form.


25. Read the ara raph "En el presente" together as a group. Make sure you understand it.



2 Circle all the verbs . n this second group of paragraphs.

29. As a group, figure out the grammar rule for the preterit tense endings of the nosotros form for

-er and -ir verbs based on what you see them end with in the story.


31. Write down the preterit tense endings of verbs in the nosotros form for -er and -ir verbs as


32. As a group, please write 3 sentences using the preterit nosotros form of verbs. These


verbs in the preterit nosotros form.



ver-to see

comer - to eat

beber - to drink

dar-to give

salir - to leave



volver - to return

vivir - to live

Group #5 - ellos/ellaslustedes


Your group of number 5' s will be teaching the numbers 1-4 in your original seating groups

how to conjugate -er and -ir verbs in the elloslellaslustedes preterit form.


33. Read the ara raph "En el presente" together as a group. Make sure you understand it.



37. As a group, figure out the grammar rule for the preterit tense endings of the elloslellaslustedes

form for -er and -ir verbs based on what you see them end with in the story.


39. Write down the preterit tense endings of verbs in the elloslellaslustedes form for -er and -ir

verbs as well as the irregular forms of the verbs dar and ver on your note sheet.

40. As a group, please write 3 sentences using the preterit elloslellaslustedes form of verbs. These


verbs in the preterit elloslellaslustedes form.


ErlIr Verbs in the stOry:

ver-to see

comer - to eat

beber - to drink

dar-to give

salir - to leave



volver - to return

vivir - to live

lesson 1: chapter 9 intro, summer vocabulary

Documents