AACA MUSEUM-Spanish
Written descriptions and tense conjugation
General information about automobiles
Developed by:
Robyn Moore
Lebanon Valley College
Spring 2015
AACA Museum Unit
Essential Questions:
1. ¿Cómo se escribe una descripción en español? (How is a description written in
Spanish?)
2. ¿Cómo se usa el pretérito? (How is the preterite tense used?)
3. ¿Cómo se hace una comparación de desigualdad en español? (How is a comparison
of inequality made in Spanish?)
Knows:
General descriptions of cars: parts, how to compare to other cars, colors
Preterite tense conjugation and use
Demonstrative pronouns (e.g. this, that)
Car vocabulary
Vocabulary:
La tecnología
El carro/el coche/el automóvil
La historia
Avanzar
Los avances tecnológicos
La ventana
La rueda
La llanta
El asiento
El capó
La pintura
El motor
La gasolina
El acelerador
El freno
La cinturón de seguridad
El volante
El claxon/ La bocina
La parabrisas
La combustión
Manejar
Conducir
Sentarse
Parar
Aprender
Este, ese y aquel
Esta, esa y aquella
El pretérito
Do’s:
Conjugate regular and irregular verbs in the preterite tense
Use verbs in the preterite tense in writing and orally
Write a basic description of cars in regard to size, color, year made, past & present
tense
Make comparisons of inequality in writing and orally
Using demonstrative pronouns in writing and orally
Prior Knowledge:
Some of the parts of the car in English
The process of conjugation
Conjugating verbs in the present tense
Possibly the use of the imperfect past in Spanish
How to describe in English
Numbers in Spanish
Colors in Spanish
How to make comparisons of inequality in English
Benchmarks:
1. Students will write a eulogy for their reliable car that has just gone to the scrapyard.
2. Students will write sales pitches for cars using comparisons of inequality and
demonstrative pronouns.
3. Students will take a summative exam that will allow them to demonstrate what they
have learned in the entire unit.
Performance Task:
Write a narrative, comparison piece or dialog in Spanish about Herbie the Love Bug. All
written pieces must incorporate new vocabulary, proper use of verbs in the present and
preterite tenses and must utilize at least one comparison of inequality. If students do not
know much about Herbie the Love Bug, they will be expected to do their own research to
learn about the car.
Standards:
12.1.S2.B: Know expanded vocabulary forms and structures used in basic speaking
and writing.
12.1.S2.C: Recognize expanded vocabulary through listening and reading.
12.1.S2.D: Know simple sentence and question structures in order to communicate
about memorable and upcoming events.
Lesson Plan 1- AACA Museum Unit
Essential Question: ¿Cuáles palabras de vocabulario se necesitan para esta unidad de estudio?
(Which vocabulary words are needed for this unit of study?)
SWBAT:
Name the parts of a car in Spanish.
Translate the verbs on their vocabulary list into English.
Activating Strategy: Know-Think So-No Idea Vocabulary Scavenger Hunt
Students will be given a vocabulary list of words that will be covered in the lesson. They will
divide the words into words they are positive they already know in English, words they think
they may be able to guess the meaning of in English, and words that they have no prior
knowledge on whatsoever.
Teaching Strategies:
1. Vocabulary Fill in the Blank; Think-Pair-Share
Students will be given a graphic organizer that contains all of their vocabulary words for the
lesson. They will use the words they labeled as “already know” from the activating strategy to
fill in the graphic organizer independently. Then, they will pair up with a partner and compare
notes. After this, the students will share their prior knowledge with the class. The teacher will fill
in the blanks for the students at the very end. The teacher will pronounce all of the vocabulary
words in Spanish, and students will repeat.
2. Vocabulary Pictures Bingo
Students will be given blank bingo cards. They will write their vocabulary words on the spaces
on the cards in Spanish. The teacher will show them pictures that represent their vocabulary
words, and students will mark off their words. As the teacher shows the pictures, students should
say the words out loud in Spanish. A student has bingo when he/she has five words in a row
marked on his/her card and can properly pronounce (In Spanish) and define all of the words (In
English) that make the Bingo.
3. Car Wreck
Students will draw a car accident. After they have finished drawing the accident, they will label
the parts of the car that were damaged in the accident in Spanish. At the bottom of their drawing,
they will write a few sentences that explain how the accident occurred. This will be collected.
Summarizing Strategy: Matamoscas
Students’ vocabulary words will be projected or written on the board in Spanish. The teacher will
divide them into two teams. Each team will be armed with a fly swatter, and students will face
off one-on-one to begin game play. The teacher will say a vocabulary word in English, and
students will locate the word and slap it with their fly swatters. The team of the first student to
slap a word and pronounce it correctly wins one point.
Differentiation: This lesson will not be differentiated, as it contains essential vocabulary words
that students will need for the rest of the unit.
Assessment:
The teacher will use students’ car wrecks as informal, formative assessments to measure
their abilities to correctly identify their vocabulary words
Standards:
12.1.S2.B: Know expanded vocabulary forms and structures used in basic speaking and
writing.
Prior Knowledge:
It would be helpful if students knew some of the parts of the car in English
Students should know how to play Bingo
It would be helpful if students knew how to play matamoscas
Materials:
Vocabulary lists (Below)
Know-Think So-No Idea graphic organizers (Below)
Vocabulary graphic organizers (Below)
Blank Bingo cards (Below)
Pictures of vocabulary words
Blank paper for car wreck drawings
Know-Think So-No Idea
Instrucciones: Categorize all of your vocabulary words into the following three columns, “Know,” “Think So” and “No Idea,” Based
on how sure you are that you know their definitions in English. If you think you know the definitions, write the definitions in English
next to the words in Spanish in the chart.
Know
Think So
No Idea
El carro/coche/automóvil: Vocabulario:
Instrucciones: Write your vocabulary words in Spanish on the lines/arrows which signal the words in the
pictures below. Some of lines/arrows may contain more than one vocabulary word. Write the definition of all
verbs in English and conjugate them in the present tense.
El carro/coche/automóvil: Vocabulario
Aprender=
Manejar =
Sentarse =
Avanzar =
Parar =
Lista de vocabulario
La tecnología
El carro/el coche/el automóvil
La historia
Avanzar
Los avances tecnológicos
La ventana
La rueda/ La llanta
El asiento
El capó
La pintura
El motor
La gasolina
El acelerador
El freno
La parabrisas
La cinturón de seguridad
El volante
El claxon/ La bocina
La placa
La combustión
Aprender
Manejar/ Conducir
Sentarse
Parar
B
I
N
G
O
Gratis
AACA Museum Lesson Plan 2: Conjugate regular verbs in the preterite tense
Essential Question: ¿Cómo se conjugan los verbos regulares en el pretérito? (How do you
conjugate regular verbs in the preterite?)
SWBAT:
Conjugate regular verbs in the preterite tense
Use verbs in the preterite tense orally and in writing
Activating Strategy: Verb puzzle in the present tense
As conjugating in the preterite tense involves the same process as conjugating in the
present tense, this will serve as a review that draws on students’ prior knowledge. Students
will put together a verb puzzle of regular verbs in the present tense. The puzzle will have
students match regular verbs with their proper subject pronouns and proper endings.
Teaching Strategies:
1. Identifying preterite verbs in the song “Mientes” by Camila
Students will watch a video with the lyrics to the song “Mientes,” and they will also have a
copy of the lyrics to the song. While watching the video and following along with the lyrics,
students will answer some questions about the verbs in the song in the margin of their
page of lyrics. The questions will guide them in predicting how verbs are conjugated in the
preterite.
2. Learning the preterite tense direct instruction
After discussing the video, the teacher will guide students in completing a graphic
organizer about the preterite tense and its use. Students will write the conjugations and
examples on their worksheets. They will repeat the pronunciation of the verbs with the
teacher.
2A. Differentiation option: If students feel they already know the preterite tense
well, they may fill out the graphic organizer independently by reading a biography
of Pablo Neruda in Spanish. The biography uses preterite tense, and students can
use it to guide them in completing the graphic organizer. Students do not have to
read the entire biography.
3. Conjugating verbs video
In order to solidify the conjugation pattern and when the preterite tense is used, students
will watch a video that parodies Katy Perry’s song “California Gurls.” While watching the
video, students will take notes on a simple guided notes sheet. The guided notes will
specifically ask students when they should use the preterite tense and will have students
write example sentences. This will be collected.
3A. Differentiation option: If students feel they need more practice, a guided
conjugation chart will be on the back of the video worksheet. A guided conjugation
chart will give students a step-by-step set of instructions, much like the ones
outlined in the video, for conjugating in the preterite tense. The charts will also have
some parts already filled in, to guide students even more.
Summarizing Strategy: Conjugation face-off
Students will be placed in two teams. One student from each team will come forward at a
time. The teacher will tell the students a verb in the infinitive form, give them a personal
pronoun (e.g. Yo, tú, él, etc.) for which to conjugate it. The first student to write and
properly pronounce the verb wins a point for his/her team.
Differentiation:
Students may differentiate their process of learning the preterite tense by either
listening to a mini-lesson given by the teacher, or using a Spanish text.
Students may differentiate their process when watching the Katy Perry video, by
completing extra practice, if they find it necessary.
Assessment:
Students’ verb puzzles from the activating strategy can be used as an informal,
formative assessment to judge their prior knowledge before moving on with the
lesson.
Students’ graphic organizers from the Katy Perry video will be collected as an
informal, formative assessment that will show how much of the preterite tense they
understood from the lesson.
Students’ sentence face-off can be used as an informal, formative assessment to
measure how ready they are to begin incorporating the preterite tense into their
speech.
Standards:
12.1.S2.C: Recognize expanded vocabulary through listening and reading.
Prior Knowledge:
Students should be familiar with the concept of verb conjugation
They should know how to conjugate verbs in the present tense
They should know how to form a sentence in Spanish
Materials:
Verb puzzles (Below)
“Mientes” video: http://www.sparkenthusiasm.com/mientes.html
Lyrics sheet “Mientes” with questions (Below)
Preterite tense graphic organizer (Below)
o Biography of Pablo Neruda for option 1A (Below)
http://www.biografiasyvidas.com/biografia/n/neruda.htm
“Parody of ‘California Gurls’- Conjugating Regular Preterite Verbs in Spanish” video:
http://youtu.be/907MN6lwsKA
Guided notes with guided conjugation chart for Katy Perry video (Below)
Verb Puzzles:
Cut on the solid lines. Students can put together one or multiple puzzles,
depending on time.
Yo
Soy
Nosotros
Somos
Tú
Eres
Vosotros
Sois
Él/Ella/Ud.
Es
Ellos/Ellas/Uds.
Son
Yo
Avanzo
Nosotros
Avanzamos
Tú
Avanzas
Vosotros
Avanzáis
Él/Ella/Ud.
Avanza
Ellos/Ellas/Uds.
Avanzan
Yo
Aprendo
Nosotros
Aprendemos
Tú
Aprendes
Vosotros
Aprendéis
Él/Ella/Ud.
Aprende
Ellos/Ellas/Uds.
Aprenden
"Mientes" por Camila
Tu ,llegaste a mi vida para enseñarme
Tu, supiste encenderme y luego apagarme
Tu, te hiciste indispensable para mi
Con los ojos cerrados te seguí
Si yo busque dolor lo conseguí
No eres la persona que pensé
Que creí y que perdí
[Coro:]
Mientes me haces daño y luego te arrepientes
Ya no tiene caso que lo intentes
No me quedan ganas de sentir
Llegas cuando estoy a punto de olvidarte
Busca tu camino en otra parte
Mientras busco el tiempo que perdí
Hoy estoy mejor sin ti
Voy, de nuevo recordando lo que soy
Sabiendo lo que das y lo que doy
Y el camino que buscaste para ti
Y el tiempo es solo suyo y comprendí
Las cosas no son siempre porque si
no eres la persona que pensé que creí, que perdí
[Coro]
Y hoy estoy mejor sin ti
Llegas cuando estoy a punto de olvidarte
Busca tu camino en otra parte
Mientras busco el tiempo que perdí
hoy estoy mejor sin ti
hoy estoy mejor sin ti
hoy estoy mejor sin ti
Preguntas
All of the underlined
words are verbs in the
preterite tense.
1. Which types of endings
do you see? (Think about
what the roots of the
verbs are first.)
2. There are only two
“forms” of preterite verbs
used in this song. The
“yo” and the “tú”. Can
you figure out which
verbs are in which form?
3. Can you see any
difference between the
endings of –er/-ir and –
ar verbs?
El pretérito
¿Cuándo se usa?
**Se usa el pretérito para eventos en el que ya han ya han
(Finished). Tienen un (Start) y un (End)
Ejemplos del uso (Examples of use. Use complete sentences.):
Las terminaciones (Endings):
-ar
-er / -ir
Steps to conjugate:
1. Remove ___________
from infinitive form.
Leave _____________
2. Add preterite
________________
Ejemplo: Avanzar
Pablo Neruda
(Seudónimo de Neftalí Ricardo Reyes Basoalto; Parral, Chile, 1904-Santiago
de Chile, 1973) Poeta chileno. Comenzó muy pronto a escribir poesía, y en
1921 publicó La canción de la fiesta, su primer poema, con el seudónimo de
Pablo Neruda, en homenaje al poeta checo Jan Neruda, nombre que
mantuvo a partir de entonces y que legalizó en 1946.
Su madre murió sólo un mes más tarde de que naciera él, momento en que
su padre, un empleado ferroviario, se instaló en Temuco, donde el joven
Pablo Neruda cursó sus primeros estudios y conoció a Gabriela Mistral. Allí
también comenzó a trabajar en un periódico, hasta que a los dieciséis años
se trasladó a Santiago, donde publicó sus primeros poemas en la revista
Claridad.
Tras publicar algunos libros de poesía, en 1924 alcanzó fama internacional
con Veinte poemas de amor y una canción desesperada, obra que, junto con
Tentativa del hombre infinito, distingue la primera etapa de su producción
poética, señalada por la transición del modernismo a formas vanguardistas
influidas por el creacionismo de Vicente Huidobro.
Los problemas económicos indujeron a Pablo Neruda a emprender, en 1926,
la carrera consular que lo llevó a residir en Birmania, Ceilán, Java, Singapur
y, entre 1934 y 1938, en España, donde se relacionó con García Lorca,
Aleixandre, Gerardo Diego y otros componentes de la llamada Generación
del 27, y fundó la revista Caballo Verde para la Poesía. Desde su primer
manifiesto tomó partido por una «poesía sin pureza» y próxima a la realidad
inmediata, en consonancia con su toma de conciencia social.
Pablo Neruda
En tal sentido, Neruda apoyó a los
republicanos al estallar la guerra
civil y escribió España en el
corazón. Progresivamente sus
poemas experimentaron una
transición hacia formas herméticas
y un tono más sombrío al percibir
el paso del tiempo, el caos y la
muerte en la realidad cotidiana.
De regreso en Chile, en 1939 Neruda ingresó en el Partido Comunista y su
obra experimentó un giro hacia la militancia política que culminó con la
exaltación de los mitos americanos de su Canto general. En 1945 fue el
primer poeta en ser galardonado con el Premio Nacional de Literatura de
Chile. Al mismo tiempo, desde su escaño de senador utilizó su oratoria para
denunciar los abusos y las desigualdades del sistema. Tal actitud provocó la
persecución gubernamental y su posterior exilio en Argentina.
De allí pasó a México, y más tarde viajó por la URSS, China y los países de
Europa Oriental. Tras este viaje, durante el cual Neruda escribió poemas
laudatorios y propagandísticos y recibió el Premio Lenin de la Paz, volvió a
Chile. A partir de entonces, la poesía de Pablo Neruda inició una nueva etapa
en la que la simplicidad formal se correspondió con una gran intensidad lírica
y un tono general de serenidad.
Su prestigio internacional fue reconocido en 1971, año en que se le concedió
el Premio Nobel de Literatura. El año anterior Pablo Neruda había renunciado
a la candidatura presidencial en favor de Salvador Allende, quien lo nombró
poco después embajador en París. Dos años más tarde, ya gravemente
enfermo, regresó a Chile. De publicación póstuma es la autobiografía
Confieso que he vivido.
“California Gurls” Conjugate in the Preterite
Complete the lyrics to the song:
“Talkin’ ‘bout the ;
For when you’ve .“
“Once an action is the one”
Fill in in the endings on the chart:
***From all of this information, we can determine that when we use the preterite, we must have actions
with a clear and (The answer was said once in the
video.)***
-ar
-er/-ir
Más práctica
Cómo conjugar en el pretérito. ¡Ya lo sabes!:
1. Remove the –ar, -er or –ir from the form to get the stem of the verb.
2. Look at the ending you removed. Remember which sets of preterite endings correspond to the verb
you are working with. (E.g. you need –ar endings for –ar verbs)
3. Add your preterite endings to the stem.
4. When using verbs in context always, always conjugate them according to the of
the sentence.
5. Stay tuned for how to conjugate irregular verbs in the preterite!
1. Ejemplo: Manejar
MANEJ= stem
Fill in the endings on the
chart below.
Manej
Manej
Manej
Manej
Manej
Manej
2. Try “aprender” on your own.
What’s the stem? Write it below.
AACA Museum Unit Lesson Plan 3: Irregular Preterite Verbs
Essential Question: ¿Cómo se conjugan los verbos irregulares en el pretérito? (How are
irregular verbs conjugated in the preterite?)
SWBAT:
Write and pronounce the conjugations for irregular verbs in the preterite tense
Demonstrate their knowledge of the use of preterite tense by writing a eulogy for a car
that has just been sent to the scrapyard
Activating Strategy: Verb relays
Students will be put in teams. Each team will be given a blank piece of paper. The teacher will
call out a verb in Spanish, and the students will conjugate the verbs in the preterite tense in their
teams. Each student can only write one form of the verb (for one subject pronoun) before passing
the paper. The students continue passing the paper until they have the verb conjugated
completely for all six subject pronouns. The first team to properly conjugate a verb wins one
point.
Teaching Strategies:
1. Irregular preterite mini lesson
First, the teacher will teach students the irregular preterite conjugation. The irregular
conjugation endings are a mixture of regular endings that students have already learned.
Using two different colored highlighters, students will identify which endings come from
regular –ar ending verbs and which come from regular –er/-ir ending verbs on guided note
sheets.
1A Differentiation option: If students already know the irregular preterite
conjugations well, they can read about the various implications that the preterite
tense carries in Spanish. Some verbs take on different meanings/connotations in the
preterite tense, and students will learn these eventually.
1B. Differentiation option: If students feel they need extra practice, they can view a
helpful chart with short, simple explanations online. Link below.
2. Irregular preterite song
Students will then watch a video with a song about the irregular preterite verbs in Spanish.
They will sing along with the song during a second viewing. While watching the video, they
will fill out a chart on their guided notes that will show the stem-changes that make these
verbs irregular.
3. Benchmark: Writing a eulogy for a car
The teacher may have to first explain what a eulogy is, its purpose and its intended audience. The
teacher can also explain that eulogies often contain anecdotes that are to impart to the audience a
piece of a deceased person’s character. Students will be given instructions (in English) and
guidelines to write their own eulogy in Spanish for a reliable car that had to be sent to the
scrapyard. Students will be told that they can write an anecdote about any event, as long as they
properly use the preterite tense. Students may finish the eulogy for homework if necessary.
However, before the end of class, students will be asked to read their favorite sentence out loud
for the class. The completed eulogies will be collected as formal, formative assessments.
Summarizing Strategy: 3-2-1
On a piece of paper, students will conjugate 3 verbs of their choosing in the preterite tense, write
two things they learned from class and write one question they have for the teacher. This will be
collected as an informal, formative assessment.
Differentiation:
Students may differentiate their process when learning when to use the preterite tense.
Students’ products for their eulogies can be differentiated.
Assessment:
Students’ eulogies will be used as formal, formative assessments.
Students’ summarizing 3-2-1 strategies will be used as informal, formatives assessments.
Standards:
12.1.S2.D: Know simple sentence and question structures in order to communicate
about memorable and upcoming events
Prior Knowledge:
Students should already, mostly, know how to conjugate verbs in the preterite tense
It would be helpful if students are familiar with the concept of a euology
It would also be helpful if students already knew the imperfect past tense in Spanish
Materials:
Blank papers for verb relays and summarizing strategy
Guided notes with chart (Below)
Link to article for differentiation option 1A:
http://www.udel.edu/leipzig/depende/preterito_imperfecto.htm
¡Irregulares del pretérito!
A. Irregular preterite verbs have a . Those will
be shown in the chart below.
B. There are also new endings for irregular verbs! They are a of
the regular –ar and –er/-ir endings.
C. Write the new endings in the chart below. Highlight the regular –ar
endings in one color and the regular –e/-ir endings in another. Specify which
colors correspond to which endings.
D. Conjugate “conducir” in the preterite below. Its stem changes to conduj-.
The ellos/ellas/Uds. form is even more irregular. Be careful!
Cómo recordar (How to remember) los irregulares del pretérito
Instrucciones: Listen to the song and watch the video. In the chart below,
you will write the “yo” form of the most common irregular verbs (Some
verbs are NOT in the song, but you should know them!). Remember the “yo”
form will help you to remember how to conjugate almost all of the irregular
verbs. The exceptions are also below.
Infinitive
Yo form preterite
Verbs with v stem-changes:
Estar
Tener
Andar
Verbs with j stem-changes:
Traer
Decir
Conducir
Others:
Poner
Poder
Querer
Hacer
Haber
Saber
Venir
Really irregulars:
Ir/Ser
Dar
Ver
**Exceptions:
1. Ir and ser have the same conjugation (See chart
to the right)
2. Verbs with a j stem-change drop the “I” in the
ellos/ellas/Uds. ending
3. The “c” in “hacer” becomes a “z” in the
él/ella/Ud. form in order to maintain proper
pronunciation.
Fui
Fuiste
Fue
Fuimos
Fuisteis
Fueron
Ir y Ser
Oda a mi carro…
Instrucciones: You have to send your favorite, reliable car to the scrapyard.
Now, you must write a eulogy (In Spanish) for your car, to read before you
leave it to rust. Your eulogy may describe your car and its best features. You
may tell a short story that demonstrates some of the good times you had
with your car. The point is to make the eulogy concise and meaningful. You
must use the preterite tense (at least three different verbs) and at least five
different vocabulary words in your eulogy. Feel free to use illustrations and
type this! This will be collected and graded for a total of 50 points.
Checklist:
Eulogy format
Preterite tense- Make sure to conjugate for the proper subject of your
sentences!
Use of at least three different verbs in the preterite tense
Use of at least five different vocabulary words
Breakdown of points:
10 points: Eulogy format
15 points: Proper use of three different verbs in the preterite
15 points: Proper use of at least five different vocabulary words
10 points: Proper grammar and spelling, creativity, aesthetics of final
product
50 points total
AACA Museum Unit Lesson Plan 4: Comparisons of Inequality
Essential Question: ¿Cómo se forma una comparación de desigualdad en español? (How is a
comparison of inequality formed in Spanish?)
SWBAT:
Identify when to use a comparison of inequality
Write comparisons of inequality in Spanish
Say comparisons of inequality in Spanish
Activating Strategy: What is a comparison of inequality in English?
Students will use their background knowledge of comparisons in English and predict what
a comparison of inequality is. They will answer questions that will guide them in their
predictions. They can later use this background knowledge to help them understand when
to use comparisons of inequality in Spanish.
Teaching Strategies:
1. Filling in the gaps: Comparisons of inequality
The teacher will explicitly instruct students on how to form comparisons of inequality in
Spanish, using a graphic organizer. As students fill in the graphic organizer, they will repeat
key words and phrases back to the teacher. The graphic organizer will outline the format of
a comparison of inequality in Spanish as well as when they are used, and students can fill in
the gaps in the organizer. After learning the basic format, students will be prompted to
write example sentences. The teacher will randomly call on students to read their example
sentences out loud.
1A. Differentiation option: If students need more help with comparisons of
inequality, on the back side of their graphic organizers, there will be another graphic
organizer that breaks down comparisons of inequality step by step in a “recipe”
format. The students can fill in most of the steps, as only a few will be given to them.
1B. Differentiation option: If students have already mastered the basics of
comparisons of inequality, they can begin analyzing them in context. Students will
be given sentences with comparisons of inequality, and they must determine
whether the sentences make logical and grammatical sense. They write an
explanation as to why the sentences do or do not make sense.
Time: ±10 minutes
2. Human jigsaw
Each student will be given a nametag/index card that has a part of a comparison of
inequality written on it. Their combined parts will make up the sentence “Example 1 is
more _____ than Example B.” For example, Student A will have “noun (is),” Student B will
have “adjective” and Student C will have either the “more” or “less” and Student D will have
“than” (all in Spanish). Students will walk around the room, trying to form complete
comparisons with their parts of speech/phrases. Once students have made a complete
comparison of inequality, they must create a sentence together and tell the teacher their
sentence.
3. Comparisons of inequality with verbs.
After students have practiced comparisons of inequality with two nouns, they will study
comparisons of inequality that incorporate verbs. For example, “I study more than her.”
Students will write this format down on their original graphic organizers at this time. They
will then say example sentences out loud and write a few in their notes.
3A. Differentiation option: If students feel that they have easily mastered this, they
may practice writing a comic strip that compares an “ordinary” student to an
“extraordinary” student. The comic strips must utilize comparisons of inequality
that contain verbs.
Summarizing Strategy: Written and oral ticket out the door
Students will complete a written and oral ticket out the door. The written portion of the
ticket out the door will have a 3-2-1 format. Students will write three comparisons of
inequality about a topic of their choosing. They will write two new things they learned, and
then write one question they have for the teacher. This will be collected at the end of class.
For the oral portion of the ticket out the door, the teacher will call on students randomly to
state comparisons of inequality out loud. The teacher will give students two things to
compare in English, and the students will form a comparison of inequality in Spanish and
say it out loud.
Differentiation:
Students may differentiate their process in learning comparisons of
inequality. Their graphic organizers have built-in extra practice, or they may
ask the teacher for an enriching activity with comparisons if they feel they
already know them well.
Students may differentiate their product and process by writing a comic strip
that demonstrates comparisons of inequality that use verbs. Instead of
having the same notes as everyone else, they will have their comic strips. The
comic strips also give them a chance to practice independently, if they feel
they do not need as much help from the teacher.
Assessment:
The human jigsaw activity can be used as in informal, formative assessment that
demonstrates students’ readiness to form comparisons of inequality independently.
Students’ tickets out the door will also be used as an informal, formative assessment
that demonstrates how much students retained from the lesson, any of their
questions/doubts and their abilities to independently pronounce a comparison of
inequality in Spanish.
Standards:
12.1.S2.B: Know expanded vocabulary forms and structures used in basic speaking and
writing.
Prior Knowledge:
Students should know the words “más” and “menos” in Spanish
Students should know how to form comparisons of inequality in English
It would be helpful if students knew the parts of speech in Spanish (i.e. what an
adjective is and why adjectives have to match their corresponding nouns in number
and gender.)
Students should already know how to conjugate verbs and properly incorporate
them into sentences
Materials:
“What is a comparison of inequality?” questions for activating strategy (Below)
Notes graphic organizer with extra practice on back (Below)
o Example sentences for students who choose the differentiated option
(Below)
Nametags or index cards with parts of a comparison written on them
Blank paper for comic strips
Tickets out the door (Below)
What is a comparison of inequality?
1. Choose two nouns (person, place or thing): one that you really like and one
that you dislike. Write them.
2. Think of a way to compare the two nouns you chose that shows they are
unequal (Or that they are different). Write the comparison.
3. What is the structure of your comparison? Do comparisons of inequality have
a set structure? Is there a word or phrase that you can think of that appears in
all comparisons like this?
What is a comparison of inequality?
1. Choose two nouns (person, place or thing): one that you really like and one
that you dislike. Write them.
2. Think of a way to compare the two nouns you chose that shows they are
unequal (Or that they are different). Write the comparison.
3. What is the structure of your comparison? Do comparisons of inequality have
a set structure? Is there a word or phrase that you can think of that appears in
all comparisons like this?
Comparaciones de desigualdad
Parte A: Cómo formar las (con “ser” y adjetivos):
**Para una comparación de desigualdad, SIEMPRE se necesita algo que es _______________ y algo que
es _________________.
Ejemplos:
1. Escribe (en español) “Jorge is taller (more tall) than Miguel.”
2.
3.
Parte B: Cómo formarlas con otros verbos:
Ejemplos:
4. Adjetivo(s)
Definición:
2. ES
o
SON
3.
_____________ (More)
_____________ (Less)
5.
QUE
1. Sustantivo(s)
Definición:
6. Sustantivo(s)
Definición:
1.
2.
3. Más que
o
Menos que
O
Menos que
4.
La receta para formar una comparación de desigualdad
Ingredientes:
2 sustantivos que son DES____________________ (o diferentes)
Frases importantes:
o MÁS ___________ O
o MENOS ____________
(A) Verbo “ser” más un _________________________
o (B) U OTRO _________________________
Instrucciones:
A. Con “ser”
1. Tienes a una “cosa” (Un sustantivo puede ser una
persona, lugar u objeto)
2. Tienes que conjugar el verbo __________________
para la primera “cosa”
3. Necesitas o “más ______________” o “menos
________________”
4. Pones un adjetivo entre la “más/menos” y la
_____________________
5. Agregas la segunda “cosa” al final
Sustantivo + es/son + mas/menos + adjetivo + que +
otro sustantivo
B. Con otro verbo (NO “ser”)
1. Tienes a una “cosa” (Un sustantivo puede ser una
persona, lugar u objeto)
2. Tienes que conjugar el verbo __________________
para la primera “cosa”
3. Necesitas o “______________ que” o
“______________ que”
5. Agregas la segunda “cosa” al final
Sustantivo + verbo + más/menos + que + otro
sustantivo
Un dibujo para ayudarme en recordar
Comparaciones para analizar
Instrucciones: Lee las oraciones siguientes y decide si las comparaciones de
desigualdad son correctas. Tienen que tener razón lógica y gramática. Escribe “sí” al
lado de las que son correctas. Escribe “no” al lado de las que no son correctas Y
corrígelas para que sean correctas.
1. Mi perro es más gordo que mi gato.
2. Jorge son menos rápido Susana.
3. Gabriel García Márquez es más famosa que Celia Cruz.
4. El día es más oscuro que la noche.
5. La clase de español es menos que difícil que la clase de inglés.
6. El almuerzo es más rica que la cena.
7. Mis hermanas es menos alta que tus hermanas.
8. Los libros de Juan son más interesantes que los libros de Ángel.
9. Mi madre que menos es baja que tu madre.
10. La clase de español es más fantástica que todas las demás.
Boleto de salida
A. Escribe al menos 3 comparaciones de desigualdad. Tienes que usar
“ser” en al menos una comparación y otro verbo en otra comparación
(Puedes usar cualquier para la tercera.).
B. Escribe al menos 2 cosas nuevas que aprendiste.
C. Escribe al menos 1 pregunta que tienes para la profesora.
***ANTES DE ENTREGAR ESTO, TIENES QUE RESPONDER A LA
PREGUNTA ORAL QUE TE HACE LA PROFESORA.***
AACA Museum Unit Lesson Plan 5: Demonstrative Pronouns
Essential Question: ¿Cómo se usan los pronombres demostrativos en español? (How are
demonstrative pronouns used in Spanish?)
SWBAT:
Use demonstrative pronouns in writing
Use demonstrative pronouns in speech
Activating strategy: Identifying demonstrative pronouns in English
Students will be given two index cards, one that has “this” written on it and one that has
“that” written on it. The teacher will signal various items around the room, and students
will indicate whether they would designate those items as “this” or “that” in English. The
teacher will guide them in conversation, discussing what determines which demonstrative
pronouns we use in English. Eventually, with help from the teacher if necessary, students
should be able to agree that use of demonstrative pronouns is relative to one’s location.
Teaching strategies:
1. Demonstrative pronouns direct instruction
Students will be given a chart in which they will label “this,” “that” and “that over there” in
Spanish. They will practice with masculine and feminine nouns, as the demonstrative
pronouns must agree with their respective nouns in gender. Students will also identify the
key words associated with each demonstrative pronoun. For example, the word “here”
would be associated with the demonstrative pronoun “this.”
2. Benchmark: Car sales pitch
Students will pretend they are a car salesperson showing three different cars to a potential
buyer. They must write up their sales pitch for each car, explaining its key features. In their
pieces, they should include some comparisons of inequality as well as demonstrative
pronouns. A set of instructions and expectations for students is provided below.
Summarizing Strategy: $2 summary
Students will write a “$2 summary,” in which each word is worth 10 cents. They will write
a summary of the important aspect(s) of the lesson that total $2. This will be collected as an
informal assessment.
Differentiation:
Students may differentiate their processes and products for their benchmark
activities.
Assessment:
Students’ benchmark sales pitches will be used as formal, formative assessments
Students’ summarizing strategies will be used as informal, formative assessments
Standards:
12.1.S2.B: Know expanded vocabulary forms and structures used in basic speaking
and writing.
Prior Knowledge:
Students should be familiar with the use of demonstrative pronouns in English. Even
if they cannot exactly define demonstrative pronouns, they should recognize the
words “this” and “that.”
It would help if students already had some idea that “this” and “that” are pronouns
that are relative to the location of the speaker and the object to which the speaker is
referencing.
Students should be familiar with how to make products sound appeal for sales
pitches
Materials:
Index cards with “this” and “that” written on them
Demonstrative pronouns graphic organizers (Below)
Instructions for benchmark (Below)
Materials for benchmark (Blank paper/ comic strip outline, colored pencils, crayons,
markers, dictionaries)
Blank paper for $2 summaries
Los pronombres demostrativos
This
That
That over there
Masc. Sing.
Masc. Plural
Fem. Sing.
Fem. Plural
Ejemplos: Choose any word in column A and any word in column B. Write a
complete sentence (en español) using the two words. Write at least five
sentences. You may work with a partner. Watch gender and number!
A
This
That
That over there
B
Carro
Claxon
Rueda
Avances tecnológicos
Ventanas
Cinturón de seguridad
Pintura
Tecnología
Historias
Freno
Una tira cómica sobre los carros
Instrucciones: You are a car salesperson, showing a family of four various
cars which they may consider purchasing. One car is right here in town.
Another car is in the next town over, but can easily be driven here. A
third car is in another state, but the family still wants to consider
purchasing it. On three separate pieces of paper, illustrate each car and
write its key features using demonstrative pronouns as well as comparisons
of inequality. You should also label which car can be found where, as which
demonstrative pronouns you use depend on location in relation to the
speaker. For each car, you need at least two key features. Your overall
product must contain at least two comparisons of inequality and six
demonstrative pronouns.
Checklist:
Three different cars. Label where each can be found.
Two key features PER CAR
At least two comparisons of inequality
At least six demonstrative pronouns
Breakdown of points:
6 points: Illustrations of each car with labels of location
12 points: Key features
10 points: Comparisons of inequality
12 points: Demonstrative pronouns
10 points: Proper spelling, grammar and overall attractiveness of final
product
50 points total
Brief example of final product:
Carro A: Aquí
Carro B: Harrisburg
Carro B: Chicago
Este carro tiene más sillas
aquél caro de Chicago.
Este carro tiene pintura
verde.
Ese carro tiene un color más
brillante que el carro de
aquí.
Ese carro está en llamas.
Aquél carro puede volar por
el cielo.
La eficacia del consumo de
gasolina de aquél carro es
más baja que el carro de
Harrisburg.
AACA Museum Unit Lesson Plan 6: Assessment Day
Essential Question: ¿Qué aprendiste en esta unidad de estudio? (What did you learn in
this unit of study?)
SWBAT:
Demonstrate their knowledge by taking an exam
Name the requirements for their performance tasks
Activating Strategy: Postcards
Students will create postcards that demonstrate what they feel are the most important
concepts they have learned in the unit. They will write a short message to a friend about
important things to remember for the test on one side, and draw a picture on the other.
Students will then share their postcards with a friend.
Teaching Strategies:
1. Exam
Students will take a summative exam of the unit. The exam should only take
approximately 20 minutes total, but will allow them to demonstrate all of their
cumulative knowledge. This will be used as a formal, summative assessment.
2. Introduce performance task
Students will be given the instructions and rubrics for their performance tasks for the
unit. The teacher will review all of the requirements with students in class and answer
any of their questions.
Summarizing Strategy: Dear Teacher…
Students will write a short note to the teacher that details their favorite part of the unit
and one thing that the teacher could have done to better improve their learning. The
teacher will collect this.
Differentiation:
This lesson will not be differentiated much, as students will be taking an exam.
Students will differentiate the products they create for their performance tasks
and summarizing strategies.
Assessment:
Students’ exams will be used as formal, summative assessments.
Students’ performance tasks will be used as formal, summative assessments.
Standards:
12.1.S2.B: Know expanded vocabulary forms and structures used in basic
speaking and writing.
12.1.S2.C: Recognize expanded vocabulary through listening and reading.
12.1.S2.D: Know simple sentence and question structures in order to
communicate about memorable and upcoming events
Prior Knowledge:
Students should be familiar with the important vocabulary words and
grammatical structures they have learned in the unit.
Students should know how to read and follow directions on an exam.
Students should know how to read and understand a rubric.
Materials:
Blank index cards for postcards
Exams (Below)
Instructions and rubrics for performance task (Below)
Blank paper for summarizing strategy
Examen
Part I Directions: Select the best answer to the questions below by writing the letter
of next to the choice in the blank next to the corresponding question.
__________ 1. ¿Cómo se traduce (translate) la palabra “parabrisas” en inglés?
A. Steering wheel
B. Gas pedal
C. Windshield
D. Fender
__________ 2. ¿Cómo se traduce la palabra “ventana” en inglés?
A. Window
B. Mirror
C. Brake
D. Seat
__________ 3. ¿Qué significa la frase “avances tecnológicos”? en la siguiente oración: Los
avances tecnológicos que contribuyeron al desarrollo del carro actual son
asombrosos.
A. Technology
B. Technological advances
C. Four-wheel drive technology
D. Smart cars
__________ 4. La pintura del carro de María es de color azul. ¿A qué se refiere (To what does it
refer) la palabra “pintura”?
A. El color de la interior del carro
B. El modelo del carro
C. El año en que el carro fue manufacturado
D. El color de la exterior del carro
__________ 5. Llena el blanco: _____________ carro aquí tiene solamente dos puertas.
A. Aquél
B. Este
C. Ese
D. Esta
Part II Directions: Conjugate the following verbs in the preterite tense, placing
the correct verb form in the box with its corresponding pronoun.
Parar: Sentar:
Yo:
Nosotros:
Tú:
Vosotros
Él/Ella/Ud.
Ellos/Ellas/Uds.
Part III Directions: Write the corresponding demonstrative pronouns (In
Spanish) in the blanks below, according to your current location as the reader
of this exam. Pretend that the larger objects are closer to you than the smaller
objects. Think about the gender and number of objects!
Yo:
Nosotros:
Tú:
Vosotros
Él/Ella/Ud.
Ellos/Ellas/Uds.
pinturas
pinturas
pinturas
Part IV Directions: Write two comparisons of inequality about the pictures below.
Use at least two different adjectives. Remember that nouns must agree with
adjectives in gender and number!
Bono: Write one way in which the knowledge you gained in this unit will benefit you
in the real world. Use at least one complete sentence.
1:
2:
Performance Task: Writing about Herbie the Love Bug
Have you ever heard of Herbie the Love Bug? If you have not, it may benefit you to read about him.
Trying looking up videos on YouTube, as well. For your final project for this unit, you will write a
newspaper article, comparison piece (Maybe you could compare Herbie to the Mystery Machine…) or
short story about Herbie the Love Bug. Your piece should describe Herbie’s appearance both inside
and out. You can be as creative as you wish with this. Illustrations are encouraged, but not required.
Make sure to include at least 10 different vocabulary words in your final piece. It must also include at
least one comparison of inequality, utilize at least two demonstrative pronouns and three verbs in the
preterite tense. Your final piece can be in any format you wish, as long as all of the components are
there. ALL writing must be in the form of a complete sentence.
Checklist:
Topic: Herbie the Love Bug
Format: Pretty much anything (Ask if you have any doubts)
10 different vocabulary words
1 comparison of inequality
2 demonstrative pronouns
3 verbs in the preterite tense.
Performance Task Rubric
Superior
Alto
Promedio
Incompleto
Uso de vocabulario
(Vocabulary)
Máximo: 20 puntos
The piece incorporated
at least 10 different
vocabulary words. The
words were used in a
context that made
logical sense. Nouns
had the correct gender,
adjectives agreed with
nouns in number and
gender.
The piece incorporated
9-7 different
vocabulary words.
Most of the words were
used in a context that
made logical sense.
Almost all nouns had
the correct gender, and
almost all adjectives
agreed with nouns in
number and gender.
The piece incorporated
6-4 different
vocabulary words.
Most words were not
used in a context that
made logical sense.
Most nouns did not
have the correct
gender, and most
adjectives did not
agree with nouns in
number and gender.
The piece incorporated
3 or fewer vocabulary
words. Almost none of
the words were used in
a context that made
logical sense. Almost
none of the nouns had
the correct gender, and
almost none of the
adjectives agreed with
nouns in gender and
number.
Uso de verbos en
el pretérito (Use of
verbs in preterite
tense)
Máximo: 20 puntos
At least 4 correct
examples of preterite
tense. Used at least 3
different verbs. Verbs
corresponded correctly
with subject of
sentence. Regular and
irregular verbs were
conjugated correctly.
At least 3 correct
examples of preterite
tense. Used at least 2
different verbs. Verbs
mostly corresponded
correctly with the
subject of sentence.
Regular and irregular
were mostly
conjugated correctly.
At least 2 correct
examples of preterite
tense. Verbs rarely
corresponded correctly
with the subject of the
sentence. Regular and
irregular verbs were
rarely conjugated
correctly.
Preterite tense not
incorporated into
piece. Verbs did not
correspond correctly
with the subject of
sentence. Verbs were
not conjugated
correctly.
Uso del
comparación de
desigualdad (Use
of a comparison of
inequality)
Máximo: 10 puntos
The comparison of
inequality was
incorporated into the
piece in a logical
manner, and contained
no errors.
The comparison of
inequality was
incorporated into the
piece in a mostly
logical manner, and
was almost completely
error free.
Attempted to
incorporate a
comparison of
inequality into the
piece, but the
comparison was not
incorporated correctly
or contained some
errors.
The piece did not
incorporate any
comparison of
inequality.
Investigación
(Research)
Máximo: 8 puntos
Piece reflected that
student did research
into Herbie the Love
Bug and interpreted
the information
correctly for the piece.
Piece reflected that
student did some
research into Herbie
the Love Bug and tried
to interpret the
information correctly
for the piece.
Piece reflected that
student did minimal
research into Herbie
the Love Bug and the
information was not
interpreted correctly for
the piece.
The piece did not
reflect that student did
any research into
Herbie the Love Bug
whatsoever.
Contenido y
gramática (Content
and grammar)
Máximo: 12 puntos
Piece corresponded to
a particular genre
(narrative, comparison
or dialog) and had a
logical order
(beginning, middle and
end). All grammar
nearly perfect.
Piece mostly
corresponded to a
particular genre
(narrative, comparison
or dialog) and mostly
had a logical order
(beginning, middle and
end). Almost all
grammar nearly
perfect.
Piece somewhat
corresponded to a
particular genre
(narrative, comparison
or dialog). The piece
had almost no logical
order, but some parts
of a beginning, middle
and end. Grammatical
errors detract from
overall understanding
of the piece.
The piece did not
correspond to a
particular genre and
did not have any sort
of logical order.
Grammatical errors
greatly detract from the
overall understanding
of the piece.
