Topic: - SpanishTechbook
|Topic: Articles | |Slide: 1 of 22 |
|Sub Topic: Definite Articles | | |
|Objective(s): TSWBAT differentiate between definite and indefinite articles in Spanish. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|Definite Articles mean ‘the’ | | |
| |Graphic box illustrating |Matching activity on Quia |
|In Spanish there are four words that mean ‘the’ |articles | |
|They are: | |Dustbin with nouns and |
|masculine, singular = el |Fancy image of “the” |definite articles |
|feminine, singular = la |bordered by el, la, los, and| |
|masculine, plural = los |las | |
|feminine, plural = las | | |
|Review gender from the beginning of the year: |Memory link to past (image) |Link to names / gender |
|If a noun end in an ‘O’ – is it masculine or feminine? | | |
|If a noun ends in an ‘A’ – is it masculine or feminine? | |Video with gender & articles |
|You need to know the gender of a noun so you can figure out the correct definite article to | | |
|use. | | |
|Each noun has a single correct definite article that could come before it. If you do not |Screen shot of Spanish | |
|know if something is masculine or feminine, you can check a Spanish-English dictionary. |dictionary with gender | |
|You will either see (m.) for masculine or (f.) for feminine. |highlighted | |
|The letter ‘s’ at the end almost always makes it plural. | | |
|For each of the sentences below, figure out the correct definite article to use in the | | |
|blank. You also need to translate the sentence. |Creative commons image of | |
|1. Él come _____ hamburguesas. |hamburger |Cloze activity with definite |
|2. Nosotros usamos _____ computadoras. | |articles. |
|3. Tú bailas _____ tango. | | |
|4. Yo compro _____ comida deliciosa. |Image of the tango | |
|5. Ellos llevan _____ jeans azules. | | |
|6. _____ cebra corre rápida. | | |
|Notes: |Memory link to past – | |
| |consistent image when | |
| |connecting to prior | |
| |knowledge. | |
|Topic: Articles | |Slide: 2 of 22 |
|Sub Topic: Indefinite Articles | | |
|Objective(s): TSWBAT differentiate between definite and indefinite articles in Spanish. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|Singular indefinite articles mean ‘a’ or ‘an’ | | |
|Plural indefinite articles mean ‘some’ |Fancy ‘a’ bordered by un & |Matching activity on Quia |
| |una | |
|The indefinite articles in Spanish are: | | |
|masculine, singular = un |Fancy ‘some’ bordered by |Dustbin game with nouns & |
|feminine, singular = una |unos & unas |indefinite articles |
|masculine, plural = unos | | |
|feminine, plural = unas | | |
|Each noun has a single correct indefinite article that could come before it. If you do not |Screen shot of Spanish | |
|know if something is masculine or feminine, you can check a Spanish-English dictionary. |dictionary with example | |
|You will either see (m.) for masculine or (f.) for feminine. | | |
|The letter ‘s’ at the end almost always makes it plural. | | |
|You can remember that indefinite articles mean ‘a’ or ‘an’ by comparing it to ‘one’ | | |
|uno = one |Flash graphic with uno & una| |
|una = a | | |
|When you write, you would use ‘un’ instead of ‘uno’ for a masculine singular noun. | | |
|For each of the sentences below, figure out the correct indefinite article to use in the | | |
|blank. You also need to translate the sentence. | | |
|1. Ellos viven en _____ casa. | |Cloze activity with |
|2. La familia come _____ pizza. | |indefinite articles. |
|3. Yo tengo dos gatos y _____ perro. | | |
|4. Ella quiere _____ amigas. | | |
|5. Ricardo y Juan son _____ estudiantes. | | |
|6. Hay _____ problema* | | |
|(problema = masculine, singular) | | |
| | | |
|Notes: | | |
|Topic: Articles | |Slide: 3 of 22 |
|Sub Topic: Practice | | |
|Objective(s): TSWBAT select the correct definite or indefinite articles based on the | | |
|sentence. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|Articles, definite or indefinite, make the sentence complete. Without the articles, either | | |
|Spanish or English, the sentences do not sound correct. | | |
| | | |
|The video is an example of an English conversation missing articles. Can you figure out what| | |
|is missing? | |Video – Article Grammarman & |
| | |the Article Ants |
|It sounds just as silly in Spanish when you are missing the article (or if you use the | | |
|incorrect article. | | |
|Choose some practice activities for articles. Each activity is different, so read the | | |
|directions before you start. | |Quizbusters with articles & |
| | |translations |
|Millionaire – Choose correct definite or indefinite article. The prompts will get more | | |
|challenging each level. | |Millionaire, Quizlet, & |
|Quizlet – Practice with noun and definite/indefinite article pairs. | |Jeopardy |
|Jeopardy – Write the translated sentence, making sure you use the correct article. | | |
|Assessment: | | |
|There is an in-class practice as a formative assessment for using articles. The actual quiz |ActivInspire Flipchart with | |
|will be the same format, but different sentences. |questions programmed | |
| | | |
|Mixed up sentences. You need to put the parts of the sentence in the correct order and add | | |
|an appropriate article. Check your answers by translating the sentence to make sure it makes| | |
|sense. | | |
| | | |
|alta / girafa / es | | |
|Alicia / libros / lee / de Twilight. | | |
|casa / yo / en / vivo | | |
|tienen / ellos / amigas | | |
|tú / shorts / llevas | | |
|Type 2 Writing: What is the difference between definite and indefinite articles? Write in |Collin’s Image | |
|English (3 lines, 2 minutes) | | |
|Notes: |The paper & pencil writing | |
|Type 1-5 writings are part of the Collin’s writing program. Anything higher than one is a |Collin’s image will be | |
|graded response, so it is a form of assessment. |consistent =Type 2 writing | |
| |assessment | |
|Topic: Clothing | |Slide: 4 of 22 |
|Sub Topic: | | |
|Objective(s): TSWBAT identify the items of clothing in Spanish. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|Vocabulario de Ropa: | | |
| |PDF of Vocab |Interactive Slideshow with |
|la blusa ~ blouse |Vocabulario 1.2.pdf |clothing items labeled in |
|la bolsa ~ bag | |Spanish |
|las botas ~ boots |Photos of Clothing | |
|el calcetín ~ sock | | |
|los calcetines ~ socks | | |
|la camisa ~ shirt | | |
|la camiseta ~ T-shirt | | |
|la chaqueta ~ jacket | | |
|la corbata ~ tie | | |
|la falda ~ skirt | | |
|los jeans ~ jeans | | |
|los vaqueros ~ jeans | | |
|los pantalones ~ pants | | |
|el paraguas ~ umbrella | | |
|la ropa ~ clothes | | |
|el sombrero ~ hat | | |
|el suéter ~ sweater | | |
|el vestido ~ dress | | |
|el zapato ~ shoe | | |
|los zapatos ~ shoes | | |
| | | |
|Preguntas | | |
|¿De qué color ...? ~ What color ...? | | |
|¿Qué lleva? ~ What is he/she wearing? | | |
|¿Qué llevas tú? ~ What are you wearing? | | |
|Links for Vocabulary Practice: Quizlet, StudyStack, Digital Dialects, Quia | |Online practice links to |
| | |outside sources |
|Looking at the pictures, answer the questions in a list format using the correct Spanish |Graphic of girl | |
|vocabulary. |Graphic of señor | |
|1. ¿Qué lleva la chica? |Graphic of mirror | |
|2. ¿Qué lleva Sr. José? | | |
|3. ¿Qué llevas tú? | | |
|Listening Activity: |Graphic of stick figure | |
|Draw a stick figure on a piece of paper. Play the description of someone’s outfit, as you |Audio File | |
|hear the outfit described draw it on the stick figure. You will need to use colors too. | | |
|Notes: See handwritten notes for script for audio activity. | | |
|Topic: Clothing | |Slide: 5 of 22 |
|Sub Topic: llevar | | |
|Objective(s): TSWBAT use the correct form of llevar when answer questions about clothing. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|LLEVAR = to wear | | |
| | | |
|There are different forms of llevar to show who is wearing. | | |
| |Subject pronoun chart with | |
|What subject pronouns do you remember? |forms of llevar | |
| |llevar.png | |
|yo, tú, usted, él, ella, nosotros, nosotras, vosotros, ustedes, ellos, ellas | | |
| | | |
|The chart shows the correct form of llevar for each of the subject pronouns. | | |
| | | |
|Practice using the correct form of llevar on Quia. | | |
| | |Link to Quia – cloze sentence|
| | |activity |
|¿PREGUNTAS? | | |
| | | |
|You need to be able to answer questions with the correct subject and the correct verb. |Image question marks | |
|¿Quién lleva...? ~ Who wears ...? | | |
| | | |
|¿Qué llevas tú? ~ What do you wear? | |Matching activity – |
|Yo llevo ... ~ I wear ... | |definitions of |
|¿Qué lleva ella? ~ What does she wear? | |questions/answers and which |
|Ella lleva ... ~ She wears ...? | |response goes with the |
|¿Qué lleva él? ~ What does he wear? | |question |
|Él lleva ... ~ He wears ... | | |
| | | |
|Nosotros llevamos ... ~ We wear ... |Graphic with written example| |
|Ellos llevan ... ~ They wear ... | | |
| | | |
|Examples: | | |
|Los estudiantes llevan uniformes. | | |
|Ella lleva un vestido. | | |
|Tú llevas una camisa y los jeans. | | |
|¿Qué lleva las personas famosas? |Pictures from award shows |Voicethread – comments can be|
| | |added |
|Looking at the pictures from different award shows, what are the celebrities wearing? | | |
|Notes: | | |
|Topic: Clothing | |Slide: 6 of 22 |
|Sub Topic: Agreement | | |
|Objective(s): TSWBAT change the adjective to agree in number and gender with the item of | | |
|clothing it is describing. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|Adjectives need to match the gender and the number of the noun they describe. | | |
| | | |
|Adjectives that end in –o can have four forms: |Image of box with adjective | |
|masculine singular - o |endings | |
|feminine singular - a | | |
|masculine plural - os | | |
|feminine plural - as |la ropa image – with article| |
|The ending of the adjective changes to match the noun. |highlighted | |
| | | |
|It does not matter WHO is wearing the clothing, you look at the article of the clothing to |image boy wearing dress | |
|find the gender/number of the clothing. | | |
| |image multiple people |Multiple choice activities to|
|la ropa (feminine, singular) |wearing pants |select adjective that agrees:|
| | |battleship, millionaire, |
|el vestido (masculine, singular) even though a boy does not wear a dress. | |cloze |
| | | |
|los pantalones (masculine, plural) even though one person wears the pants, the adjective is| | |
|plural to describe pants. | | |
|Adjectives that end in –e or any consonants will agree with either a masculine or a feminine| | |
|noun. | | |
|To make it plural | |Dustbin with 4 forms of same |
|e + s = - es | |adjective: Place nouns in |
|or consonant + es | |correct bin – include non-O |
| | |or -A nouns. |
|What adjectives do you know that can be either masculine or feminine? | | |
|fuerte, trabajador, inteligente, verde, azul | | |
|Make these adjectives plural: | | |
|fuertes, trabajadores, inteligentes, verdes, azules | | |
| |Image of Clothing in color | |
|¿Qué llevan los estudiantes? Describe en español the clothing with the color to match each |ClothingAgreement.jpg | |
|of the items. | | |
|Type 2 Writing: Describe your outfit in Spanish using adjectives that agree with the |Paper & pencil image | |
|clothing. (3 clothing items, 3 minutes) | | |
|Notes: |The paper & pencil image | |
| |will be consistent =Type 2 | |
| |writing | |
|Topic: Clothing | |Slide: 7 of 22 |
|Sub Topic: Fashion Show | | |
|Objective(s): TSWBAT write sentences to describe in an outfit using the verb to match the | | |
|person and adjectives that match the clothing. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|There is no end of the unit test. Instead we are going to have a Spanish Fashion Show. |Project description | |
| |Fashion Show.pdf | |
|You will work with a partner to brainstorm a crazy outfit and write descriptive Spanish | | |
|sentences. |Slideshow with images from | |
| |previous fashionshows | |
|Your sentences must use ... | | |
|the correct form of llevar | | |
|either definite or indefinite articles | | |
|and adjectives to describe the clothing | | |
|You and your partner will add both of your sentences to GoogleDocs. Each student will get |GoogleDoc template for | |
|their own grade, but you should peer edit. |sentences | |
| | | |
|Do not change your partner’s sentences, use ‘ctrl+M’ to leave a comment. | | |
| | | |
|You need to share it with your teacher so feedback can be provided ahead of time. | | |
| | |Students will record and |
|FASHION SHOW |Flash – stick figure walking|photograph the fashion show. |
| | | |
|Today is the big day: our FASHION SHOW |Flash - Fashion Show sign |Use to create the |
| |flashing |Voicethread. |
| | | |
|Bring the items to class. You will have time to quickly change before we start. | |Voicethread: students will |
| | |have the ability to add |
| | |comments. |
| | | |
| | | |
|Notes: | | |
|Topic: AR Verbs | |Slide: 8 of 22 |
|Sub Topic: | | |
|Objective(s): TSWBAT identify the definitions of basic AR verbs. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
| | |Link to infinitive page and |
|Verbs in Spanish are special. The infinitive form of the verb changes to show who is doing | |conjugation page |
|the action. This is called conjugation. | | |
| |Memory link image | |
|Before we get to that step, we need to review the definitions of AR verbs that we have | | |
|already learned this year. | |Links to outside resources: |
| | |AR verbs in the infinitive |
|You have many options for practicing the definitions of AR verbs. Choose from the activities|Battleship screenshot | |
|below: | | |
|StudyStack, Quizlet, Battleship, Challenge Board, Millionaire | | |
| | | |
|When you see the verb in the infinitive, the AR verbs end in AR. The stem of the verb stays |Stem/End image |Slideshare – AR verbs in the |
|the same, only the end changes. |verb_stem.png |infinitive with creative |
| | |commons images |
| | | |
|Based on the pictures – write all the AR verbs that could go with the pictures. As a class, |3 images in a series – | |
|we will take the verb lists and write a story. |writing prompt for a mini | |
| |story | |
| | |Practice quiz on Quia. |
|Assessment: Matching quiz with the verbs and the definitions. There will be a pre-test and a| | |
|post-test for the verb definitions since they were taught at the beginning of the year. | | |
|Notes: | | |
|Topic: AR Verbs | |Slide: 9 of 22 |
|Sub Topic: Infinitive | | |
|Objective(s): TSWBAT explain the importance of an infinitive verb. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
| | | |
|Verbs in the infinitive end in ‘R’ | |Slideshare again – verbs in |
| | |infinitive with creative |
|When the verb ends in ‘R’ it means ‘to … do something’ | |commons images |
| | | |
|Examples: | | |
|Bailar = to dance | | |
|Pintar = to paint | | |
|Estudiar = to study | | |
| | | |
|Before you conjugate a verb, you need to know what it is in the infinitive. That will make | |Link to conjugation page |
|conjugating a lot easier. | | |
| | |Link to AR verbs |
|The previous page had many practice activities for verbs defined in the infinitive. | | |
|Are the verbs in the infinitive? ¿Sí o No? | | |
|salta |Image of questionmarks | |
|mira | | |
|usar | | |
|pintar | | |
|cantas | | |
|hablo | | |
|patina | | |
|tocan | | |
|grito | | |
|pegar | | |
|levanter | | |
|paga | | |
|llorar | | |
|buscar | | |
|da | | |
|For the ones that you said were not in the infinitive, what do you have to change to make | | |
|the verb infinitive? | | |
|Type 2 Writing: Explain the importance or the role of an infinitive verb. |Collin’s Image | |
|Notes: | | |
|Topic: AR Verbs | |Slide: 10 of 22 |
|Sub Topic: Conjugation | | |
|Objective(s): TSWBAT diagram the steps for conjugating a regular AR verb. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
| | | |
|The verb endings in Spanish change to show how is doing the action. The process of changing | |Link to endings & conjugation|
|the verb is called conjugation. | | |
| | |Conjugation PowerPoint |
|You need to start with the verb in the infinitive. There are two steps: | | |
|drop the AR | | |
|add the correct ending | | |
| | | |
|STEP 1: |Flash animation | |
|Drop, Erase, Make Disappear, Blow Up … the AR |SALT AR | |
| |Drop, erase, disappear, blow| |
|STEP 2: |up AR | |
|Add the correct ending | | |
| | | |
|HINT: the endings are related to the subject pronouns |Memory link image |Link to subject pronouns |
| | | |
| | |Link to endings |
|The next page has a complete list of the AR endings. | | |
| | |Video with subject |
| | |pronouns/verbs |
| | | |
|Podcast for AR conjugation. As you listen to the podcast, you are going to fill in a subject|Subject pronoun chart image | |
|pronoun chart. To start, copy down the blank outline of the chart. | | |
| | | |
|Type 4 Writing: Explain conjugation including an example of a verb completely conjugated in | | |
|the six forms. | | |
|FCAs: Steps to conjugate, Verb conjugated in 6 forms. | | |
| | | |
|The final copy will be a poster – either on paper or digital on Glogster | | |
| | | |
|Links to previous student copies of the digital posters: | | |
|estudiante A | | |
|estudiante B | | |
|estudiante C | | |
|estudiante D | | |
|Notes: | | |
|Topic: AR Verbs | |Slide: 11 of 22 |
|Sub Topic: Endings | | |
|Objective(s): TSWBAT compare the relationship between verb endings and subject pronouns. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|When you conjugate the verb, the ending matches the subject pronoun. | | |
| | |Link to conjugation page & |
|The chart below shows all the AR verb endings with the corresponding subject pronouns. | |subject pronoun page |
| | | |
|Remember we talked about the dotted line between usted & él / ella as well as ustedes & | |Quia matching with verb |
|ellos / ellas. They have the same verb ending, but the definitions of the subject pronouns | |endings & subject pronouns – |
|are very different. |Subject pronoun and ending |including mixed |
| |chart | |
|The endings also work with mixed subject pronouns. Think about which subject pronouns they |Chart with mixed subject |Link to Millionaire mixed |
|match. |pronouns |subject pronoun practice |
|Remember the steps to conjugate: | | |
|Drop the AR | |Video by TonitoFrito |
|Add the correct ending | | |
| | |Music videos with conjugation|
|You can figure out the correct ending by looking at the subject pronoun. | | |
|You can tell who is doing the action just by looking at the verb ending. An example of a | | |
|verb conjugated is CAMINAR. |Subject pronoun chart with |Dustbin with verbs conjugated|
|Who walks? Check out the chart. |CAMINAR conjugated |and subject pronouns |
| | | |
|Fill in either the missing subject pronoun or the verb ending based on what is given. | | |
|____ gritas fuerte. | | |
|____ bailamos. | | |
|____ ayudo mi mamá. | | |
|____ anda la bicicleta. | | |
|____ saltáis. | | |
|Ella mira___ el televisión. | | |
|Usted enseñ___ la clase. | | |
|Nosotros compr____ pizza. | | |
|Yo us___ la computadora. | | |
|Ellos jueg____ el béisbol. | | |
|For additional notes, check out Study Spanish. | |Link to StudySpanish |
| | | |
|The next page has recommended and required practice activities for conjugating AR verbs. | |Link to practice |
|Notes: | | |
|Topic: AR Verbs | |Slide: 12 of 22 |
|Sub Topic: Practice | | |
|Objective(s): TSWBAT correctly conjugate a regular AR verb to match the subject pronoun. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|AR verb conjugation is one of the critical topics of first year Spanish. It is very | | |
|important that you master conjugations before the end of the year. |Conjugation Practice – flash| |
| |animation | |
|There is a variety of practice links below to help you master AR conjugations. Some of the | | |
|games were meant to be played against an opponent. So find a friend, and may the best | | |
|conjugater win! | | |
|Spaleon, Quizlet (scatter, space race), StudyStack (matching, bug, hangman, flashcards), | | |
|Burrito Builder, Study Spanish, Battleship, Challenge Board, More Challenging Board, | | |
|Millionaire | | |
| |Screen shots of the games | |
| | |Each of the individual games |
|You should keep a practice journal to track the AR practices you complete. | | |
| | | |
|Open the GoogleDoc template and ‘Make a Copy’ |GoogleDoc icon | |
|Save the copy as your last name AR Journal | | |
|You need to share the Doc with your teacher so you can receive a grade. |Link to GoogleDoc template | |
|Class Practice Activities: | | |
|Digital Dice: Roll both digital dice. The first dice corresponds with the subject. The |Rolling dice | |
|second dice tells you the verb. Conjugate the verb to match the subject. | | |
|Table Race: Each table will have a list of subjects and verbs. Work with your table while |Pdf files for table races | |
|passing the paper in a circle to conjugate all the verbs. The first table done with all | | |
|correct wins. | | |
|Assessment: All students will take the AR conjugation quiz 5 times. The best three scores |Quiz symbol | |
|count as the quiz grade worth 30 points. | | |
|Notes: | | |
|Topic: AR Verbs | |Slide: 13 of 22 |
|Sub Topic: Complete Sentences | | |
|Objective(s): TSWBAT correctly conjugate a regular AR verb to match the subject pronoun. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
| | | |
|All sentences need a subject and a verb. This is true in both English and Spanish. | | |
| | | |
|In Spanish, you have to make sure the verb conjugates to match the subject in the sentence. | | |
| | | |
|The subject and the verb is the minimum to write the sentence. You can also add other pieces| | |
|to the sentence to give it detail. | | |
| |Image of man eating a big | |
|Él come. Él come un taco. Él come un taco grande. |taco. | |
| | | |
|Ella nada. Ella nada en el océano. Ella nada en el océano con los tiburones. |Image of a girl swimming in | |
| |ocean with sharks | |
|Based on the pictures, write sentences in Spanish | | |
| |Picture prompts for writing |Voicethread with pictures |
|There are many correct possibilities. | | |
| | |Embed Word Reference |
|If you want to add detail, you can look up individual words using Word Reference. | | |
|Type 3: | | |
|Write 5 sentences in Spanish using different subject pronouns. |Collin’s Image | |
|FCA: Each sentence has a subject pronoun and a verb. | | |
|The verb is conjugated correctly. | | |
|Audio translations: | | |
|Write the Spanish sentence you hear. Translate the sentence into English. | | |
|Nosotros visitamos con la familia. |Sentences to the left should| |
|Tú pintas en la clase de arte. |be recorded/ embedded | |
|Yo cocino con mi mamá y mi tía. | | |
|Ellos escuchan la música. | | |
|Raúl usa la computadora. | | |
|Los estudiantes estudian matemáticas. | | |
|Notes: | | |
|Topic: Family | |Slide: 14 of 22 |
|Sub Topic: | | |
|Objective(s): TSWBAT identify the Spanish family vocabulary. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
| | | |
|Family is very important to Spanish culture. Below are the vocabulary words for family. |Pdf vocabulary list |Link to culture |
| | | |
| | |Video by TonitoFrito |
| |Images of family – arrow | |
| |shows relationship |Slideshare with images |
| | | |
|What is the difference between hermano / hermana or abuelo / abuela? |Framed image labeled | |
| |‘abuelos’ | |
|This is another review of gender of nouns. One letter can change the entire meaning of the | | |
|word. | |Link to gender |
| |Framed image labeled | |
|If hermano is brother, what is hermanos? |‘hermanos’ with boys & girls| |
| | | |
|Why could it be brothers or siblings? | | |
|Practice with the vocabulary. | | |
|Matching, Flashcards, Hangman, Millionaire | |Links to outside resources |
| | | |
|Brainteasers: Complicated family relationships ¿Quién es? |ActivInspire FlipChart with | |
|¿Quién el la madre de la hermana de tu prima? |voting | |
|¿Quién es la abuela del hermano del hijo de tu padre? | | |
|¿Quién es el padre de tu tía? |Fake family tree | |
|¿Quién es el hermano de la tía del hijo de mi primo? | | |
|¿Quién es el nieto de la madre de mi padre? | | |
|¿Quién es el hijo de mi abuelo? | | |
|¿Quién es la hermana de la tía de la madre de mi hermano? | | |
|¿Quién es el hijo del hermano de mi padre? | | |
| | | |
|Assessment: Multiple choice definitions of the family vocabulary | | |
|Notes: Check handwritten notes for fake family tree and questions related to the fake tree. | | |
|Topic: Family | |Slide: 15 of 22 |
|Sub Topic: Personal | | |
|Objective(s): TSWBAT personalize the vocabulary and articulate who is in their family. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|Everyone’s family is unique. There are some additional words for us to define: | | |
|stepfather and stepmother | | |
|stepbrother and stepsister | | |
|half brother and half sister | |Embed Word Reference |
| | | |
|Are there any additional words you need to talk about your own family? | | |
| | | |
|After talking to your parents, draw a family tree. Label it with first names and the Spanish| | |
|word that shows their relationship to you. | | |
| | | |
|You can see the example from la familia de Señorita Butler. | | |
| | | |
| |FamilyTree.png | |
|You will need to be able to answer questions about your family using your family tree. | | |
| | | |
|Example questions from la familia de Señorita Butler. | | |
|¿? | | |
|¿? | | |
|¿? | | |
|¿? | | |
|¿? Preguntas ¿? | | |
|¿Cómo se llaman tus padres? Mis padres se llaman … |Questionmark image | |
|¿Tienes hermanos? Sí/No tengo hermanos | | |
|¿Cuántos hermanos tienes? | | |
|¿Cuántos años tiene tu hermano/hermana? Él/Ella tiene # años. | | |
|¿Cuántos tíos tienes? | | |
|¿Cuántos primos tienes? | | |
|¿Cuántos hermanos tiene tu madre? | | |
|¿Cuántos hijos tiene tu padre? | | |
|Type 3 Writing: In Spanish, describe your family providing some details such as names or | | |
|age. |Collin’s Image | |
|FCA: 5 family vocabulary words circled | | |
|5 supporting details underlined | | |
|Verbs are conjugated correctly. | | |
|Notes: | | |
|Topic: Family | |Slide: 16 of 22 |
|Sub Topic: Cultural | | |
|Objective(s): TSWBAT compare the role of family in Spanish speaking countries and the United| | |
|States. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
| | | |
|What does family mean to you? | | |
| | | |
|Family plays an important role in the lives of Spanish speaking people. | |Authentic article |
| | | |
|Read the article and watch the video talking about family. Be prepared to compare and | | |
|contrast to your own family. | |Video |
| | | |
|Watch the clip from Plaza Sésamo that describes family. Even from an early age they are | |Video |
|taught the importance of family. | | |
| | | |
|Create a Venn Diagram comparing or contrasting a Spanish family to your own family. | | |
| | | |
|Watch the episode of Maya & Miguel and write down all the family vocabulary you hear. The | |Video – link through PBS Kids|
|characters speak Spanglish – a mix of Spanish and English. | | |
| | | |
|“La cocinita” – the Little Kitchen | | |
| | | |
|You should see the strong connection between the extended family. Children are raised to | | |
|have lots of respect for their elders. | | |
|Notes: | | |
|Topic: Tener | |Slide: 17 of 22 |
|Sub Topic: Irregular Forms | | |
|Objective(s): TSWBAT identify which forms of tener are irregular. | | |
|TSWBAT translate tener. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|Tener means to have. | | |
| | | |
|In Spanish, there are some special uses for tener – both expressions and expressing | | |
|obligation. | | |
| | | |
|Before we can discuss expressions or tener que, you need to know about the irregular forms. | | |
| | | |
|Unlike earlier verbs you learned to conjugate, tener is an ER verb, so the endings are | | |
|slightly different. | | |
| | | |
|Instead of the endings have ‘A’s – the endings have ‘E’s. | | |
| | | |
|The yo form is completely irregular. |Color coded conjugation | |
| |chart for tener | |
|In the tú, usted, él, ella, ustedes, ellos, and ellas forms of the verb, the ‘E’ in the stem| |Video with tener |
|changes to ‘IE’ |Tener conj.png | |
| | | |
|Nosotros and vosotros do not change in the stem. You just have to remember to conjugate the | | |
|end. | | |
|Vosotros tenéis que recorder a cambiar el fin. | |Study Stack |
| | |Conjugations & Expressions |
|It is easiest to just memorize the forms of tener as vocabulary. The Study Stack link will | | |
|help you practice. | | |
| | | |
|Notes: There is not enough content for tener to stand alone – so it is going to be combined | | |
|with tener irregular forms. | | |
|See handwritten notes for color coded chart with captions | | |
|Topic: Tener | |Slide: 19 of 22 |
|Sub Topic: Expressions | | |
|Objective(s): TSWBAT translate and use Spanish expressions that use tener. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
| | | |
|Tener is used more frequently in Spanish than ‘to have’ is used in English. | | |
| | | |
|Many expressions in English use a form of ‘to be’ are transformed into tener expressions in | | |
|Spanish. | | |
| | | |
|This is a short list of tener expressions that we have used this year: | | |
|tener # años = to be # years old | | |
|tener hambre = to be hungry | | |
|tener sed = to be thirsty | | |
|tener sueño = to be tired | | |
|tener calor = to be hot | | |
|tener frío = to be cold | |Link to irregular forms of |
| | |tener |
|You conjugate the verb tener to show who is hungry, or tired, or cold. | | |
| | | |
|Based on the prompt, which tener expression would make sense? | | |
|No come nada en dos días. |desert | |
|Celebra mi cumpleaños con mis amigos. | | |
|Camina en el desierto y no tiene agua. |snow | |
|La temperatura hace noventa grados. | | |
|Quiere ir a la casa y duerme. | | |
|Es diciembre y hay nieva. | | |
| | | |
|Notes: | | |
|Topic: Tener | |Slide: 20 of 22 |
|Sub Topic: tener + que | | |
|Objective(s): TSWBAT construct sentences with tener + que to express ‘has to.’ | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
| | | |
|Another use for tener is combining it with ‘que’ to express obligation. | |link to tener |
| | | |
|TENER + QUE = TO HAVE TO | | |
|(conjugated to match subject) | | |
| | | |
|The verb that follows ‘que’ stays in the infinitive; it should not be conjugated. | | |
| | | |
|Example sentences: | | |
| | | |
|Nosotros tenemos que estudiar. We have to study. | |Video ‘tener que’ |
| | | |
|Ella tiene que practicar el piano. She has to practice the piano. |messy bedroom | |
| | | |
|Yo tengo que limpiar mi dormitorio. I have to clean my bedroom. | | |
| | | |
|Practice: based on the picture and the subject in parenthesis, write a sentence explaining | |Link to answers (duplicate |
|what each person has to do. | |hidden page & add answers) |
|Click ANSWERS to check your responses. | | |
| | | |
|Select the correct form of tener. Afterwards, translate each sentence. | | |
|Yo (tiene / tengo) que comprar un regalo. |birthday | |
|Mi mamá (tiene / tenemos) que cocinar algo especial. | | |
|Ronaldo y Luz (tenéis / tienen) que visitar. | | |
|Nosotros (tienes / tenemos) que celebrar el cumpleaños de mi papá. | | |
| | | |
|Type 2 Writing: Write three sentences expressing obligation using tener and different |Collin’s Image | |
|subjects. | | |
|Notes: | | |
|Topic: Subject Pronouns | |Slide: 21 of 22 |
|Sub Topic: | | |
|Objective(s): TSWBAT identify and use subject pronouns in a Spanish sentence. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
| | | |
|Subjects are the people doing the actions or talking. |Glogster Main Page – details|Videos on glog |
| |on subsequent pages | |
| | | |
|Below is a chart of the subject pronouns. |Subject pronoun chart |Study Stack with subject |
| | |pronouns |
|The headings for the columns and rows tell you when to use each. | | |
| | | |
|Which one is not like the others? VOSOTROS | | |
|The faded Spanish flag means it is only used in Spain. All other countries use Ustedes for | | |
|all of you. | | |
| | | |
|Practice: |Subject Pronoun Practica.png| |
|Look at each of the images above. | | |
|Which subject pronoun does the image represent? | | |
|Compare your answers to the chart: do they make sense? | | |
|Do any of the pictures have more than one possible answer? Which and Why? | | |
| | | |
|Notes: This page occurs earlier in the course. However, it is referenced multiple times | | |
|during conjugation, so it needs to be completed for the project. This is like 11B in the | | |
|sequence of the storyboard. | | |
|Topic: Adjectives | |Slide: 22 of 22 |
|Sub Topic: | | |
|Objective(s): TSWBAT identify the correct form of an adjective to match a person or object. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|Adjectives for People: | | |
|aburrido – boring |Adjectivos.pdf |¿Cómo es? Slideshare with |
|alto – tall | |characters |
|antipático – mean |Slideshow of images with | |
|bajo – short |Spanish adjectives |StudyStack adjectives + ser |
|bonito – pretty | | |
|bueno – good | | |
|cómico – funny | | |
|Etc | | |
|Adjectives for objects: | | |
|pequeño – small | | |
|grande – big |Color Song Video |Color Activity |
|largo – long | |Digital Dialects |
|corto - short |Color activity FlipChart for| |
|rojo – red |Promethean board | |
|anaranjado – orange | |¿Qué color no es correcto? |
|amarillo – yellow | | |
|verde – green | | |
|azul – blue | | |
|violeta – purple | | |
|rosado – pink | | |
|negro – black | | |
|blanco - white | | |
|The adjectives have to agree in number and in gender with the noun they are describing: | | |
|masculine vs feminine, singular vs plural | |Dustbin game |
| | | |
|Generally adding an ‘S’ makes it plural. (or ‘ES’ if the adjective ends in a consonant | |Millionaire game |
|instead of a vowel). | | |
| | | |
|Generally an ‘O’ is a masculine ending and ‘A’ is the feminine ending. Adjectives that end | | |
|in other letters can be masculine or feminine. | | |
| | | |
|Notes: This page occurs earlier in the course. However, it is referenced multiple times | | |
|during the clothing section, so it needs to be completed for the project. | | |
|Topic: Ser | |Slide: 22 of 22 |
|Sub Topic: | | |
|Objective(s): TSWBAT identify the correct form of ser to match the subject pronoun. | | |
|Text: |Graphic/Audio/ Doc Files: |Interactions: |
|Think about English – when you are describing someone you do not say “she to be tall” , “we | | |
|to be students”, “I to be rich” |Ser.pdf |What is missing from the |
| | |chart? |
|How would you describe these people in English? |Ser Chart.png | |
|She is tall. We are students. I am rich. | | |
| | | |
|In Spanish, each subject pronoun has a form of ser that matches. Check out the chart to see | | |
|the matches. | | |
|You must use the form of ser that is in the box with the subject pronoun. | | |
|Vosotros soy bonitos = Y’all am pretty. |crazy image | |
| | | |
|This sounds just as crazy in Spanish as in English. | | |
|Tú eres loco ... NOT tú es loco. | | |
|You can tell the correct form of ser based on the subject pronoun. You can also figure out | | |
|the subject pronoun based on the form of ser. For the practice activity – figure out what |Flipchart with self guided |Scrolling text bar with the |
|would go in the blank. |questions |answers |
|____ soy inteligente. | | |
|Señor Pepe ____ profesor. |money | |
|Usted ____ rica. |caption: You are rich | |
|____ eres guapo. | | |
|Andres y Diego ____ locos. | | |
|____ somos de Pennsylvania. |Spain flag | |
|Ella ____ alta. |caption: Y’all are from | |
|Nosotros ____ estudiantes buenos. |Spain. | |
|_____ sois de España. | | |
|Yo ____ especial. | | |
| | | |
|The quiz for ser and subject pronouns is very similar to this activity. Based on the | | |
|information, you need to either fill in the correct subject pronoun or the correct form of | | |
|ser. | | |
|Ser + de explains origin of someone. |De dónde eres? Map | |
|It is where they were born/grew up. It is not necessarily where they live now. | | |
| |Geography practice | |
|Do you remember which countries speak Spanish? Check out the geography section. |worksheet.pdf | |
|Notes: This page occurs earlier in the course. | | |
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