Spanish 2 CPPreterit versus Imperfect:

The Art of NarrationAmanda Catherman

Unit Summary

Students will be examining story elements and how they are narrated using the past tense in Spanish.

Students will be asked to:

- conjugate both simple past tenses (preterit and imperfect).

- read authentic texts in Spanish.

- evaluate the use of both tenses in authentic texts in Spanish.

- speak with their classmates using both tenses.

- identify and employ elements of quality storytelling.

- write narrations in Spanish using each tense in the correct context.

Vision for the UnitDuring this unit, I would like to…

• expose students to story narrations through authentic texts in Spanish.

• contextualize the differences between the use of the preterit and imperfect tenses in narration.

I would like for the students to…

• narrate rich, compelling stories in Spanish.

• be able to articulate their thought processes and choices to myself and their peers.

• experience writing for a real audience.

• use technology to enhance their learning.

Curriculum Framing QuestionsEssential Question

Why are language skills important?

Unit Questions

In what contexts are the preterit and imperfect tenses used when narrating a story in Spanish?

Content Questions

How are verbs conjugated in the imperfect tense?

What irregularities are present in the imperfect tense?

How are verbs conjugated in the preterit tense?

What irregularities are present in the preterit tense?

What contextual markers indicate the use of the preterit tense?

What contextual markers indicate the use of the imperfect tense?

What are the basic elements of narration?

21st Century SkillsDuring this unit, students will…

• exercise sound reasoning in understanding.

• articulate thoughts and ideas clearly and effectively through speaking and writing.

• use technology as a tool to research, organize, evaluate and communicate information.

Gauging Student Needs AssessmentPurpose: • To have students evaluate how stories are told, including all of the elements present in “good stories.”• To have students use their prior knowledge of the preterit and imperfect tenses to start to try to make sense of when each is used during narrations.

What I want to learn from students:• How their introductory knowledge of the preterit and imperfect informs their evaluation of contextual clues for story narration.• Where their basic knowledge about the tenses leads to misconceptions about the contextualization of when to use each tense.

What I want students to learn:• What elements go into making a narration rich and compelling.• How even their basic knowledge about the preterit and imperfect tenses can help them make contextual decisions about when to use each tense.• Where there are gaps in understanding about the contexts for using the preterit and imperfect tenses.

Gauging Student Needs Assessment

Based on the little information they received

while learning each tense in isolation, students will

categorize contexts into how they would be

translated into Spanish.

Gauging Student Needs AssessmentIn a separate activity, students will also brainstorm the elements of good stories

by responding to the questions

• What makes a good story?

• What is your favorite story to hear? Why?

• What was your favorite book as a child? Why?

Request for Feedback

I would like feedback about…

• how to support students as they use new technology.

• how to encourage unmotivated students.

• how to organize / assess group work.