TEACHER WORK SAMPLE Los desastres naturales Timpanogos High School Alpine District

Transcription

BYU ID: 960532059
Brigham Young University
Spanish Teaching Major
Winter 2013
TEACHER WORK SAMPLE
Los desastres naturales
Natural disasters
Timpanogos High School
Alpine District
Spanish II
Grades 10-12
CONTEXTUAL FACTORS
In this section, we are going to discuss relevant factors including the community, the
school, the classroom, and some student characteristics that may affect the teaching and
learning process.
COMMUNITY
Located in Utah County, on the eastern shore of Utah Lake, the city of Orem is a
flourishing community of approximately 88,328 people, making it the fifth largest city in the
state. Its recent fast development and growth have resulted in an ethnic combination of 77.5%
white, 0.7% African American, 0.9% American Indian, 1.9% Asian, 1.0% Pacific Islander, 16.1%
Hispanic, and 3.4% other races. With a total size of 18.4 square miles, the city holds an average
population density of 4,826.6 per square mile. The median yearly income for a family is $47,529,
which implies an income of $16,590 per capita. Sadly, about 8.4% of the population lives below
the poverty line.
Orem is now the commercial and technological center for Central Utah. The city is
home to more than 4,000 businesses. Some of these are Walmart, Target, and Costco. More than
236 high-technology companies live within the city limits. Other internationally recognized
companies such as Novell, WordPerfect, and PowerQuest all originated in this city, defined by an
innovative entrepreneur spirit.
In terms of education, one of Orem’s highlights is its proximity to two of the more
recognized schools in the state, Brigham Young University and Utah Valley University. Located in
the Alpine School District, the city is home to 16 elementary schools, three middle schools, and
three high schools. One of these high schools is Timpanogos High, an institution truly involved
with its community.
There are two bodies in Timpanogos High School specifically committed to the
community: the Community Council and the Parent-Teacher-Student Association (PTSA). The
first one advises and makes recommendations to the school and the district administrators
regarding the programs and other issues related to the community environment for students.
The PTSA provides valuable support and services to the students, their families, the school, and
the community. Both bodies function autonomously but, at the same time, closely connected to
the school.
TIMPANOGOS HIGH SCHOOL
The school is situated in a beautiful location with amazing views of the Mount
Timpanogos, in the city of Orem (1450 N 200 E). Built in 1996, it has 85 classrooms, an
innovative testing center, a large library, an enormous auditorium, and a little theater for small
plays. Regarding sports, the school enjoys a football and a soccer fields, a basketball, a baseball,
and a softball inside fields. This means that the students participating in sports do not have to
commute in order to play their favorite sport.
Apart from its physical features, Timpanogos High has 1421 students enrolled, of which
52.3 % are male and 47.7% are female. Different ethnicities flourish there, but especially the
number of Hispanic-Latinos which has doubled in the last three years. About 15.4% of the
students come from Spanish-speaking families, 2.3% from Asian families, 0.9% from the Pacific
Islands, 0.8% are African American, and 0.6% are American Indian. Of these students, 5.1%
attend an English Language Learning program. Other students have disabilities (9.7%) and they
are able to attend any class they choose.
Even though the school is located in a conventional, regular community with an average
income per household (47,529 in 2010), the number of students eligible for “free” or “reduced
lunch” is increasing year after year, having reached 28% this year. This means the addition of
families with some economic needs to this community, which might be affecting the academic
performance of the students living within these family units, therefore changing the specific
educational help they might need.
The average daily attendance is higher than 95%, the school mobility rate is 21%, and the
dropout rate is 7.13%. This year, the school is classified as a “group within the width of
confidence interval towards meeting AYP requirements”.
In addition to the students, there are 74 teachers in Timpanogos High, which means a
student-teacher ratio of 19 students per teacher. They offer high level technology classes like
“Building technology”, where students learn and build a house. The school also gives
Concurrent Enrollment classes, where students take college courses from UVU for both high
school and college credit.
The school follows an A/B or Alternating Day Schedule. Instead of having seven or eight
periods every day, students have just four classes one day and four different classes the next
day, repeating the process for the whole school year. The classes are then longer: on Mondays
they are 70 minutes long, on Tuesdays-Wednesdays they are 78 minutes long, and on
Thursdays-Fridays they are 85 minutes long.
CLASSROOM FACTORS
Routines in the Spanish class are as follows: students have to be in their seats with their
books as the bell rings for the beginning of the class or they will be marked tardy. Students
correct their own exams and tests during class, and then give their scores to their professor.
He uses an alphabetical seating chart. The classroom is not very large in size; however it
contains 30 to 40 students per class. The tables are where students sit and are divided into
lanes and groups. Each group is facing one another and point to the center of the classroom.
Regarding technology, there is a big whiteboard located in the front center of the
classroom. A projector is also available in the room, with a big white screen situated on top of
the whiteboard. There is also a DVD and a CD player available, both connected to the
projector.
STUDENTS CHARACTERISTICS
In class, there are a lot of male students who are part of the school football or the
basketball team. Their ages fluctuate between 14 and 17 years old, and male students are the
majority to female students. In consequence, the interest of a lot of students in class focuses on
sports.
If we divide the class by ethnicities, the Hispanic-Latinos are the larger group with more
than 20% of the class, but they communicate with each other in English and are not proficient in
written Spanish. The Asians are 4% of the class; the Pacific Islanders are 3%, and the African
Americans and the American Indians are 1%. Among these, one is in an ESL (English as a Second
Language) student. The rest of students (70%) are Caucasian. Two students have special needs:
they are considered to have disabilities.
The culture and/or religion of the majority of these students is Mormonism. Finally,
there is a diversity of the language in the class: some of them are in a level 3 and some of them
are still in a level 1 in Spanish.
INSTRUCTIONAL IMPLICATIONS
First of all, we have to consider the number of male students participating in sports in
this class. Their interests seem to be exclusively athletics and anything that brings dynamics and
“action” to the class. They also have short attention span. This means that they need interactive
activities, a quick change between tasks in the class, and a fast but meaningful method of
teaching. On the other hand, the female students of the class sometimes can feel intimidated by
the strong character and personality of the males. Therefore they barely participate and only
when asked. They do seem to like and understand the language better than the male students.
In consequence, we have to involve them more in class and talk about topics that are also
appealing to women. Another technique that could be used is to pair a female student with a
male one when working in “partners”, even if this idea can be harder to implement, as girls
always prefer their female partners.
In addition to the gender issue, we also have to consider the number of Hispanic-Latino
students in this class. They sometimes get bored because of the easiness of the speaking tasks
or because of the difficulty to understand and recognize some English terms such as “indirect
objects” or “conjugation”. This is due to their learning the Spanish language from their family
(orally) and not in school. Then we have to “pair” them with students that write well in Spanish
but do not talk that well; we could also tell them that they are “study buddies”. The use of a
dictionary in class would also help them when doing written tasks (there are some in the
classroom). When they get bored, we could ask them to help us distribute the activities,
handouts, tests, to write something on the whiteboard, etc… In sum, it is essential to make
them feel useful.
Also, we have to consider the big number of students compared to the small classroom.
This can be a problem when planning fun activities that need more movement and space. One
strategy would be to move and group the tables when necessary, but knowing that this may
cause distraction if not organized.
Something else to keep in mind is the length of the classes. Keeping 30 or 40 students
focused and working during 70 to 85 minutes is not easy. Therefore, classes have to be very
well prepared, planned, structured, and contain lots of activities.
Finally because of the diversity of language levels in the class, basic words, a lot of
gestures, drawings, and sounds will need to be used to make the explanations and instructions
understandable for every student. For the two students with disabilities, we will have to talk to
their counseling professors in the school and ask if they could have a “study buddy” with them
all the time during class, with whom they could work. I will also have to create special
worksheets and tests for them, easier than for the rest of the class. I am almost sure that they
can learn more than the few words that they know in Spanish.
These implications will eventually influence and affect the learning objectives, planning of
instruction, and assessment of this teaching work sample.
Unit Overview
UNIT TITLE
Los desastres naturales (Natural disasters).
UNIT OVERVIEW
The vocabulary of this 3-week, 6 lesson-unit is based on Chapter 5-A of Realidades 2. It
engages beginning high school Spanish II students in exploring the theme of natural disasters and
emergencies. In this unit students will learn to paraphrase, summarize, and describe
emergencies and different disaster situations using the imperfect and the preterit tenses. The
unit will revolve around six primary topics: accidents, heroes, and rescues; firefighters around
the world; natural disasters and catastrophic events in Latin America; and reporting an
emergency. Major activities include: role plays offering assistance to victims, viewing, listening,
and reading articles/reports, videos, and documentaries from newspapers, the news broadcasts,
and other media reports. The unit culminates in a project presenting a fictional heroic act of
one-paragraph of at least five sentences in length. Additional assessments of student progress
include: one vocabulary and one grammar quiz. The unit assumes that students already know
body vocabulary and the use of imperfect.
UNIT RATIONALE
This unit is designed to help students understand the importance that natural disasters
play in the world, especially in Latin American countries. It engages students in exploring how
and why the volunteer Chilean firefighters reflect the altruistic personality of Hispanic people.
This unit gives students opportunities to explore how some Latin American countries react in
front of an emergency. It also discovers for them the amount of natural disasters happening in
that area of the world. Students will develop communicative proficiency by exploring the
guiding question: Can students describe scenes and situations in the past so they can write
them and tell other people about them?
UNIT AT-A-GLANCE
Essential (Guiding) Question for the Unit: Can students describe scenes and situations in the past so they can write them and tell other
people about them?
Lesson Title
Targeted Grammatical
Structure
Targeted Vocabulary
TOPIC: Conceptual Issue or
Social Situation
TEXT: Culturally Authentic
Materials from Latin America
TASK: Lesson Objective &
Assessment
TALK: Communicative,
Interactive Activities
(Interpersonal, interpretive, or
presentational activities that get
students moving & talking in
preparation for the assessment)
TECHNIQUES, TEMPLATES, &
TECH: (Instructional Strategies,
Scaffolding, & Student Use of
Tech)
Adaptations for Individual
Students
Lesson 1:
. Interrogatives
Lesson 2:
. Contrast and
comparison adverbs
Lesson 3:
. Preterit
Lesson 4:
. Difference between
imperfect and preterit.
Lesson 5:
. Review imperfect and
preterit.
Lesson 6:
. Review imperfect and
preterit
. herido/a
. llamar
. el paramédico
. rescatar
. la víctima
. vivo/a
. Review of body vocabulary
that they already know
. apagar
. bajar
. el bombero
. la escalera
. el humo
. el incendio
. subir
. destruir
. el edificio de
apartamentos
. esconderse
. gritar
. morirse / se murieron
. muerto
. ¡Socorro!
. a causa de…
. afortunadamente
. asustado/a
. de prisa
. de repente
. hubo / había
. oír
. el artículo
. la causa de…
. el héroe/ la heroína
. el locutor/la locutora
. el noticiero
. sin duda
. valiente
Accidents and rescues
Chilean firefighters
. el huracán
. la inundación
. llover
. la lluvia
. nevar
. la nieve
. ocurrir
. el terremoto
. la tormenta
Earthquake in Chile,
January 2010.
Flood in Panamá,
November 2012.
Love songs
Revenge/heartbreak songs
Heroes in the news
A short video of a person
offering help in an
emergency situation in a
Latin American country.
A short documentary of
the daily challenges of
firefighters in Chile.
A video of a news report
of the flood in November
2012 in Panamá.
A song from Jennifer López
using a lot of imperfect and
preterit verbs: ¿Qué hiciste?
Video about rescue of
the miners trapped in
Chile.
Students will offer
assistance to a victim in a
rescue setting using
interrogatives and body
vocabulary, using at least
three questions.
Students will compare
Chilean and American
firefighters using
contrast adverbs and
firefighting vocabulary,
using at least three
differences between
them.
A short article from a
newspaper about an
earthquake in Latin
America. A Spanish
video about the Richter
scale.
Students will
summarize an article
from a newspaper
about a natural disaster
in Latin America, using
emergencies vocabulary
of at least two
sentences in length.
Students will view, listen,
and interpret a report
from the news about a
natural disaster in Latin
America using the preterit
and the imperfect
indicative, along with
emergencies vocabulary,
Students will listen and
interpret a Spanish song,
and will summarize it to a
partner, of at least two
sentences.
Students will view and
interpret a short video of a
person offering help
(Interpretive).
Role play where students
are rescuers and have to
ask questions the victim of
an accident (Interpersonal).
Students will view and
interpret a short
documentary of Chilean
firefighters
(Interpretive).
Individually, students
will find differences
between firefighters in
Chile and in the U.S.
Individualized
worksheet for two
students with special
needs, Make them draw
the differences.
Students will read and
interpret an article from
a newspaper
(Interpretive).
Students will paraphrase
the article
(Presentational).
Students will view, listen,
and interpret a report
from the news
(Interpretive).
Students will listen and
interpret what a Spanish
song says (Interpretive).
Students will summarize to
a partner a Spanish song
(Presentational).
Students will write and
present an article about
a heroic act in an
accident or an
emergency, using the
preterit and the
imperfect indicative,
along with emergencies
vocabulary, in a oneparagraph project of at
least five sentences in
length.
Students will write their
article about heroic acts
(Presentational).
Next class, they will
present it to the
professor.
Ask the study buddy to
read the article with
needs.
Special worksheet with
matching activities.
Make a summary of it
with drawings.
Special worksheet for
needs. Give them 6
pictures from the report,
and make them put them
in order of appearance.
Special worksheet for
students with special needs.
Make them draw the
vocabulary words. They will
just have to choose
between the conjugated
verbs in imperfect or
preterit.
Individualized worksheet for
two students with special
needs, with pictures of the
words learned and written
out questions.
Make the students with
special needs tell me or
write down one sentence
that they have learned
during the unit.
STANDARDS-BASED
UNIT OBJECTIVES
a) Students will offer assistance to a victim in a rescue setting using interrogatives
and body vocabulary, using at least three questions (INTERPERSONAL MODE).
b) Students will compare Chilean and American firefighters using contrast adverbs
and firefighting vocabulary, using at least three differences between them.
c) Students will summarize an article from a newspaper about a natural disaster in
Latin America, using emergencies vocabulary and verbs in preterit, of at least two
sentences in length.
d) Students will view, listen, and interpret a report from the news about a natural
disaster in Latin America using the preterit and the imperfect indicative, along with
emergencies vocabulary (INTERPRETIVE MODE).
e) Students will listen and interpret a Spanish song, and will summarize it to a
partner, with at least two sentences. (PRESENTATIONAL MODE).
f) Students will write and present an article about a heroic act in an accident or an
emergency, using the preterit and the imperfect indicative, along with emergencies
vocabulary, in a one-paragraph project of at least five sentences in length.
(PRESENTATIONAL MODE).
NATIONAL STANDARDS
Standards-based Essential (Guiding) Question: Can students describe scenes and situations
in the past so they can write them and tell other people about them?
Standard 1.1, Communication
(Interpersonal): Students offer
assistance to victims in an emergency
situation.
Standard 2.1, Cultures: Students
demonstrate an understanding of the relationship
between the practices and perspectives of the
culture studied by comparing the differences
between Chilean and American firefighters.
(Interpretive): Students understand and
interpret written and spoken language on
emergencies and natural disasters in Latin
America by reading authentic articles and
viewing real news broadcasts and
documentaries.
Standard 3.1, Connections: Students
reinforce and further their knowledge of geology
and meteorology through the foreign language
and its cultures by understanding the Richter
scale in Spanish.
(Presentational):
Students paraphrase, summarize, and
present an article to an audience of
listeners and readers about emergency
situations, natural disasters, and heroic
acts.
Standard 4.1/4.2, Comparisons: Students
demonstrate understanding of the past tense
through comparisons of the Spanish language and
their own by using the preterit or the imperfect
for different situations or settings.
ASSESSMENT PLAN
UNIT ASSESSMENTS
Students’ progress toward unit objectives will be assessed by presenting an oral report
about a heroic act in a disaster situation and by taking a test describing an event after an
emergency situation. The culminating assessment for this unit will be the unit test in which the
students will demonstrate their understanding of the imperfect and preterit tenses, along with
emergencies vocabulary.
ASSESSMENT PLAN CHART
OBJECTIVE
ASSESSMENT(S)
Objective 1: Students will
present a report about a heroic
act in a disaster situation using
five sentences, seven verbs
conjugated in the imperfect and
the preterit tenses, and
emergencies vocabulary.
Objective 2: Students will apply
their understanding of the
difference between the preterit
and the imperfect indicative, with
at least 75% of accuracy.
Objective 3: Students will
demonstrate understanding of
imperfect and preterit tenses,
along with emergencies
vocabulary.
Oral report
(Project)
Quiz
Test
PRE-,
FORMATIVE,
OR POST?
Pre-test
Post-test
MODALITY
(listening,
speaking,
reading,
writing,
etc.)
Speaking
Writing
Reading
Writing
ASSESSMENT ADAPTATIONS
I.
Students who are learning disabled will also take the quiz (pre and post assessment), but
their copy will be different. They will have to choose between the verbs already
conjugated; they will not have to conjugate them.
II.
Students who are learning disabled will also take the unit test, but with the following
adaptations:
 The instructions for each activity will be explained in English, nor in Spanish.
 The vocabulary part will be a matching activity between pictures and words.
 The imperfect/preterit activity will already have the verbs conjugated. They will just have
to choose between the two forms (imperfect or preterit).
 The culture activity will be written in English. Like this, they will understand the
sentences and they will just have to choose between TRUE and FALSE.
U N
A C T O
H E R O I C O
Assignment: 50 points – Due: Thursday, March 28
TASK: Present and write a report about a heroic act in an emergency situation – in Spanish, as if
you were in the Spanish news. Use at least 5 sentences with a total of 7 conjugated verbs in the past
(imperfect or preterit), and vocabulary from the chapter.
1. THINK: Imagine and create an emergency situation in a Latin American country. Then,
invent a story about someone saving someone else, or other people (a heroic act).
2. WRITE: When you already know the situation, write 5 sentences in Spanish, answering these
questions:
-
Where and when this happened? (city, country, date, time of the day...)
-
Who was “the heroe”? (name, job, age...)
-
What did he/she do to help other people?
Remember to use 7 conjugated verbs in the past. Depending on the situation, use imperfect
or preterit. Go to your vocabulary list or to page 262 from your book to find the vocabulary
and the verbs. Use a dictionary if you need to (www.wordreference.com).
3. EDITING: When you already have your 7 sentences, add an opening to your presentation,
like a news report:
-
Buenos días / Buenas tardes / Buenas noches, señoras y señores.
Add also an ending:
-
Y esto es todo desde .... (city and country)
4. PRACTICING: Read your report out loud several times, until you almost memorize it. Then,
present it to Señorita Giménez or to the whole class, and turn in your written report.
Name: ______________________________________________________________________________
RUBRIC
Amount of
information
provided
(10 points)
Accuracy in
conjugating the
verbs
(10 points)
Use of vocabulary
and grammar
(10 points)
Oral Presentation
(15 points)
Opening and ending
(5 points)
Total: ______________
Excellent
Answer to the 3
questions, using at
least 5 sentences, with
7 conjugated verbs.
Good
Answer just to 2
questions, using 3-4
sentences, with 4-6
conjugated verbs.
10
9
1 error or less when
conjugating the 7
preterit.
10
9
Use an extended
variety of vocabulary
and have very few
usage errors.
10
9
Entertaining,
interesting, and
engaging report.
Totally or almost
memorized. Looks like
a real news report.
15
14
13
Report has an opening
and an ending.
5
8
7
2 to 3 errors when
conjugating the 7
preterit.
8
7
Use a limited
vocabulary and have
some usage errors.
8
7
Interesting enough to
keep engagement.
Some memorization
and some reading of
report.
12
11
10
Report has just and
opening or an ending.
4
Mediocre
Answer just to 1
question, using 1-2
sentences, with 3
conjugated verbs or
less.
6
5
4 or more errors
when conjugating the
7 verbs in imperfect
or preterit.
6
5
Use very little
variation of
vocabulary and have
frequent usage errors.
6
5
Boring, tedious,
uninteresting, and not
engaging report. It
was totally read.
9
8
Report has no
opening or ending.
3
Nombre: ___________________________________________________________
Nombre: ___________________________________________________________
Un terremoto en Popayán. Completa las frases con el imperfecto o el
Un terremoto en Popayán. Completa las frases con el imperfecto o el
pretérito de los verbos. (10 puntos)
pretérito de los verbos. (10 puntos)
Ejemplo:
Ejemplo:
rescataron
(quemarse), los bomberos _______________________
(rescatar) a
rescataron
(quemarse), los bomberos _______________________
(rescatar) a
se quemaba
Mientras el edificio de apartamentos _________________________
nueve personas.
Ayer _______________ (ser) un día de primavera muy bonito
se quemaba
Mientras el edificio de apartamentos _________________________
nueve personas.
era
Ayer _______________
(ser) un día de primavera muy bonito
en Popayán, Colombia. Muchas personas ________________ (estar)
en Popayán, Colombia. Muchas personas ________________
estaban (estar)
en la ciudad a causa de la fiesta de Semana Santa.
en la ciudad a causa de la fiesta de Semana Santa.
De repente, ___________________ (ocurrir) un terremoto de
De repente, ___________________
(ocurrir) un terremoto de
ocurrió
una magnitud de 5.5 en la Escala Richter que ___________________
destruyó
una magnitud de 5.5 en la Escala Richter que ___________________
(destruir) el centro histórico de la ciudad, donde _________________
(destruir) el centro histórico de la ciudad, donde _________________
había
(haber) muchas iglesias y casas antiguas, muy bonitas. Después,
(haber) muchas iglesias y casas antiguas, muy bonitas. Después,
__________________ (ocurrir) tres incendios a causa del terremoto, y
una gran parte de Popayán ____________________ (destruirse). Los
bomberos ____________________ (apagar) todo el fuego, pero
finalmente 120 personas ____________________ (morir) en el
ocurrieron
__________________
(ocurrir) tres incendios a causa del terremoto, y
se destruyó
una gran parte de Popayán ____________________
(destruirse). Los
apagaron
bomberos ____________________
(apagar) todo el fuego, pero
murieron
finalmente 120 personas ____________________
(morir) en el
desastre. Al final del día, ___________________ (haber) más de
desastre. Al final del día, ___________________
(haber) más de
había
1.000 personas heridas.
1.000 personas heridas.
Nombre: ___________________________________________________________
Nombre: ___________________________________________________________
An earthquake in Popayán. Choose in the sentences the imperfect
An earthquake in Popayán. Choose in the sentences the imperfect
form (the 1st verb) or the preterit form (the 2nd verb). (10 puntos)
form (the 1st verb) or the preterit form (the 2nd verb). (10 puntos)
Example:
Example:
Mientras el edificio de apartamentos se quemaba / se quemó, los
Mientras el edificio de apartamentos se quemaba / se quemó, los
bomberos rescataban / rescataron a nueve personas.
bomberos rescataban / rescataron a nueve personas.
Ayer era / fue un día de primavera muy bonito en Popayán,
Ayer era / fue un día de primavera muy bonito en Popayán,
Colombia. Muchas personas estaban / estuvieron en la ciudad a causa
Colombia. Muchas personas estaban / estuvieron en la ciudad a causa
de la fiesta de Semana Santa.
de la fiesta de Semana Santa.
De repente, ocurría / ocurrió un terremoto de una magnitud
De repente, ocurría / ocurrió un terremoto de una magnitud
de 5.5 en la Escala Richter que destruía / destruyó el centro histórico
de 5.5 en la Escala Richter que destruía / destruyó el centro histórico
de la ciudad, donde había / hubo muchas iglesias y casas antiguas,
de la ciudad, donde había / hubo muchas iglesias y casas antiguas,
muy bonitas. Después, ocurrían / ocurrieron tres incendios a causa
muy bonitas. Después, ocurrían / ocurrieron tres incendios a causa
del terremoto, y una gran parte de Popayán se destruía / se destruyó.
del terremoto, y una gran parte de Popayán se destruía / se destruyó.
Los bomberos apagaban / apagaron todo el fuego, pero finalmente
Los bomberos apagaban / apagaron todo el fuego, pero finalmente
120 personas morían / murieron en el desastre. Al final del día, había
120 personas morían / murieron en el desastre. Al final del día, había
/ hubo más de 1.000 personas heridas.
/ hubo más de 1.000 personas heridas.
un teiiemoto en Popavdn.complera
or€tdrito de los verbos. G0 p!,rdsl
Eiehalo:
Mientrcs et edift io de
(quena3e), t6
opattanentr
bonbercs
SQ
Queâbd
rescatdro^
/ser) un dia de pr
colombh.
M
uchs
pe4on \r '
a.ausa de b nesta de s€frana
oerepenre. 't
ke,catdta
n.v.ra fruy
lr
r-l r
s:nii
fJ
,o.urijhk"enoro@
una magnitud de 5,5 en la Escala Richterque J.
tde*lir'e .'riio - {orkooela,, ara, "ona" ,.
,
/4dberlr-,14 srei v(ra.an' Bua\ n.\ bo.ira( De)pud.
\- I
I
tott'nt'
p,r"ao'opa/,n |
'-, s-,
raatr.o"/.
lopogor) rado et lue]a, peb
t.l
tinalmenie 120 peônas
detasre. Arfinalde
,
'l
dia, I .
l,i
ri
,
ro.
Nombre: ___________________________________________________________
Nombre: ___________________________________________________________
Un terremoto en Popayán. Escribe si usamos IMPERFECTO (I) o PRETÉRITO (P) en el
Un terremoto en Popayán. Escribe si usamos IMPERFECTO (I) o PRETÉRITO (P) en el
texto. Luego, escribe el verbo. (20 puntos)
texto. Luego, escribe el verbo. (20 puntos)
Ejemplo:
Ejemplo:
I
P
P
I
Mientras dos estudiantes ___________ (inflar) globos, el Sr. Larson ___________
Mientras dos estudiantes ___________ (inflar) globos, el Sr. Larson ___________
(entrar) en clase y ___________ (explotar) los globos.
(entrar) en clase y ___________ (explotar) los globos.
P
1.
inflaban
inflar _______________________
2.
entró
entrar ______________________
3.
explotar ____________________
explotó
Ayer, el sol ________ (brillar) en la ciudad de Popayán, Colombia. Los niños
P
inflaban
inflar _______________________
4.
5.
entró
entrar ______________________
6.
explotar ____________________
explotó
I
Ayer, el sol ________ (brillar) en la ciudad de Popayán, Colombia. Los niños
I
I
I
_________ (jugar) y _________ (cantar) en la calle. Muchas personas __________
_________ (jugar) y _________ (cantar) en la calle. Muchas personas __________
(estar) en la ciudad a causa de la fiesta de Semana Santa.
(estar) en la ciudad a causa de la fiesta de Semana Santa.
P
De repente, _________ (ocurrir) un terremoto de una magnitud de 5.5 en
De repente, _________ (ocurrir) un terremoto de una magnitud de 5.5 en
P
la Escala Richter. El terremoto _________ (destruir) el centro histórico de la ciudad.
la Escala Richter. El terremoto _________ (destruir) el centro histórico de la ciudad.
Allí ________ (existir) muchas iglesias antiguas y muchas casas bonitas. Después,
Allí ________ (existir) muchas iglesias antiguas y muchas casas bonitas. Después,
________ (ocurrir) tres incendios a causa del terremoto. Los bomberos __________
________ (ocurrir) tres incendios a causa del terremoto. Los bomberos __________
(apagar) los incendios, pero finalmente 120 personas __________ (morir) en el
(apagar) los incendios, pero finalmente 120 personas __________ (morir) en el
desastre.
desastre.
P
I
P
brillaba
brillar __________________
1.
brillar __________________
1.
2.
jugar ___________________
2.
jugaban
jugar ___________________
3.
cantar __________________
3.
cantar __________________
cantaban
4.
estar ___________________
4.
5.
ocurrir _________________
5.
ocurrió
ocurrir _________________
6.
destruir ________________
6.
destruir ________________
destruyó
7.
existir __________________
7.
8.
ocurrir _________________
8.
9.
apagar _________________
9.
10. morir ___________________
estaban
estar ___________________
existir __________________
existían
ocurrir _________________
ocurrieron
apagaron
apagar _________________
murieron
10. morir ___________________
P
sm6rMEmuooomfliRtro(P)ser
kro ueio,6dib.
erElbo.
t4ientuds*tudh
s
l]dph6t
I
t.nnpdendtey Q
1
u,gdv
l-
tuttonebb*,ets.bion I
te+tato4bsstobo,,
/rnlro4
G*ta
(doref la.iudada.zu$dehf e"
e
ar L
r
as,ir.r mmhs rsresi:,
kunt)ires
en
ineendias
l,tsfx
taoud:dde popa'in, co onbia. los n ior
* r, - r". v*r'* pu"-*
I
-,"..r""tr.er,o..ou.oo",,.o.o
a.aBa de bnendo. bs
/P
rdp,4d, ros in.endios, perc rinarmen"t.oo--*.
mo'm.i.'eov\
bonhidi I
r.-a""a
Nombre: ______________________________________________________________________
EXAMEN
I.
DE
LA
UNIDAD
5–A
Un desastre. Lee las frases. Escribe la palabra más correcta de la lista. (10 puntos)
edificio de apartamentos
bomberos
incendio
humo
heridos
afortunadamente
subieron
¡socorro!
destruyó
explosión
1. Ayer hubo un __________________________ en el centro de la ciudad.
2. Comenzó con una _________________________ en la casa de la familia González.
3. Este desastre destruyó todo el _________________________ .
4. De repente, llegaron los ________________________ para apagar el fuego.
5. Ellos ________________________ con una escalera a la casa de la familia González, para
rescatarlos.
6. Felipe, Marcial y Susana, los hijos de la familia, estaban desesperados y gritaban: _________________
7. Había mucho __________________________ por todas partes. Ellos no veían nada.
8. ____________________________, empezó a llover y el agua apagó el fuego.
9. Finalmente, no hubo ________________________ y la familia se salvó del fuego.
10. Sin embargo, la casa se __________________________ completamente.
II.
Completa las frases con la palabra que falta. (5 puntos)
r __ __ __
á __ es una tormenta con mucho viento y mucha lluvia.
1. Un __ __ __
é __ __ __ .
2. Un hombre que rescata muchas víctimas en un una situación de emergencia es un __ __
s __ __ __ __ __ __
a .
3. Los paramédicos subieron a casa de la Sra. Martínez por la __ __
a
o __ __ __ __ __.
4. La mujer en el noticiero que explica lo que ocurre en el mundo es una __ __ __ __
r en las
5. En Utah, durante el mes de noviembre, hace mucho frío y comienza a __ __ __ __ __
montañas y en la ciudad. Todo está de color blanco.
III.
El contrario. Escribe el contrario de la palabra subrayada (underlined). (5 puntos)
1. Después del incendio, todos los hijos de la familia están vivos.
______________________
2. El bombero subió la escalera.
______________________
3. Ayer, una chica encendió un fuego.
______________________
4. Mi abuelo era ingeniero y construía edificios de apartamentos.
______________________
5. Después del terremoto, Sara estaba muy asustada.
______________________
IV.
¡Una inundación en la escuela! Completa las frases con el imperfecto o el pretérito de los
verbos. (10 puntos)
llamó
Ejemplo: Una niña de cuatro años _________________
(llamar) al 132 para pedir
ayuda, porque su madre _________________
(estar) herida.
estaba
La semana pasada, __________________ (ocurrir) un desastre en nuestra escuela. El
miércoles __________________ (hacer) mucho frío y mucho viento en la calle. A las diez de la
mañana, ___________________ (haber) una gran tormenta. Algunos estudiantes
_________________ (estar) en el gimnasio preparando la decoración para una fiesta. De
repente, Julio Vázquez ___________________ (abrir) unas ventanas mientras otros estudiantes
___________________ (saltar) a la cuerda.
Por la tarde, cuando el director de la escuela ____________________ (bajar) al sótano
para ir al gimnasio, ___________________ (haber) agua por todas partes. En seguida, él
__________________ (llamar) a los bomberos porque __________________ (parecer) una
gran inundación.
V.
Un poco de cultura. Indica si estas frases son verdaderas (V) o falsas (F). (5 puntos)
1. En Latinoamérica no hay desastres naturales.
2. Los bomberos chilenos son todos voluntarios. Ellos no reciben un salario.
3. Los bomberos chilenos no tienen un horario fijo. Ellos van a la estación de bomberos cuando pueden.
4. El 27 de febrero de 2010, hubo un terremoto en Chile. El terremoto en Haití fue mucho más grande que
el terremoto en Chile.
5. La escala de Richter es para medir la magnitud de los terremotos.
6. Juanes es un cantante muy popular chileno.
7. En su canción “La vida de Juan”, Juanes canta sobre un niño muy rico que vive en una casa muy grande.
8. Maná es un grupo de música mexicano que canta la canción “Corazón espinado” con el guitarrista Santana.
9. En noviembre de 2012, hubo una inundación en Panamá a causa de muchas lluvias.
10. La canción “¿Qué hiciste?” de Jennifer López es una canción de amor, muy romántica.
Nombre: ______________________________________________________________________
EXAMEN
I.
DE
LA
UNIDAD
5–A
Un desastre. Lee las frases. Escribe la palabra más correcta de la lista. (10 puntos)
bomberos
incendio
humo
heridos
afortunadamente
subieron
¡socorro!
destruyó
explosión
incendio
1. Ayer hubo un __________________________
en el centro de la ciudad.
explosión
2. Comenzó con una _________________________
en la casa de la familia González.
3. Este desastre destruyó todo un _________________________
.
4. De repente, llegaron los ________________________
para apagar el fuego.
bomberos
5. Ellos ________________________
con una escalera a la casa de la familia González, para
subieron
rescatarlos.
¡socorro!
6. Felipe, Marcial y Susana, los hijos de la familia, estaban desesperados y gritaban: _________________
humo
7. Había mucho __________________________
por todas partes. Ellos no veían nada.
afortunadamente
8. ____________________________,
empezó a llover y el agua ayudó a apagar el fuego.
heridos
9. Finalmente, no hubo ________________________
y la familia se salvó del fuego.
destruyó
10. Sin embargo, la casa se __________________________
completamente.
II.
Completa las frases con la palabra que falta. (5 puntos)
1. Un __ __huracán
__ __ __ __ __ es una tormenta con mucho viento y mucha lluvia.
2. Un hombre que rescata muchas víctimas en un una situación de emergencia es un hombre
__ valiente
__ __ __ __ __ __ __ . Decimos que él es un __
__ __ __ __ .
héroe
3. La mujer en la televisión que explica lo que ocurre en el mundo es una __locutora
__ __ __ __ __ __ __ .
4. En Utah, durante el mes de noviembre, hace mucho frío y comienza a __
__ __ __ __ en las
nevar
montañas y en la ciudad. Todo está de color blanco.
III.
El contrario. Escribe el contrario de la palabra subrayada (underlined). (5 puntos)
1. Después del incendio, todas las personas están vivas.
2. Natalia subió la escalera.
3. Ayer, un chico encendió un fuego.
4. Mi abuelo era ingeniero y construía edificios de apartamentos.
5. Luís habla muy lentamente.
______________________
muertas
______________________
bajó
apagó
______________________
destruía
______________________
de prisa
______________________
IV.
¡Una inundación en la escuela! Completa las frases con el imperfecto o el pretérito de los
verbos. (10 puntos)
llamó
Ejemplo: Una niña de cuatro años _________________
(llamar) al 911 para pedir
ayuda, porque su madre _________________
(estar) herida.
estaba
hubo
La semana pasada, __________________
(haber) un desastre en nuestra escuela.
eran
comenzó
__________________
(ser) las diez y media de la mañana cuando ___________________
estaban
(comenzar) a llover. Algunos estudiantes _________________
(estar) en el gimnasio preparando
decidió
la decoración para una fiesta. De repente, Julio Vázquez ___________________
(decidir) abrir
tenían
unas ventanas porque ellos ___________________
(tener) mucha calor.
bajó
Por la tarde, cuando el director de la escuela ____________________
(bajar) las
había
escaleras para ir al gimnasio, ___________________
(haber) agua por todas partes. En seguida,
llamó
Parecía
él __________________
(llamar) a los bomberos. ¡ __________________
(parecer) una gran
inundación!
V.
Un poco de cultura. Indica si estas frases son verdaderas (V) o falsas (F). (5 puntos)
1. En Latinoamérica no hay desastres naturales. (F)
2. Los bomberos chilenos son todos voluntarios. Ellos no reciben un salario. (V)
3. Los bomberos chilenos no tienen un horario fijo. Ellos van a la estación de bomberos cuando pueden. (V)
4. El 27 de febrero de 2010, hubo un terremoto en Chile. El terremoto en Haití fue mucho más grande que
el terremoto en Chile. (F)
5. La escala de Richter es para medir la magnitud de los terremotos. (V)
6. Juanes es un cantante muy popular chileno. (F)
7. En su canción “La vida de Juan”, Juanes canta sobre un niño muy rico que vive en una casa muy grande. (F)
8. Maná es un grupo de música mexicano que canta la canción “Corazón espinado” con el guitarrista Santana.
(V)
9. En noviembre de 2012, hubo una inundación en Panamá a causa de muchas lluvias. (V)
10. La canción “¿Qué hiciste?” de Jennifer López es una canción de amor, muy romántica. (F)
Name: ______________________________________________________________________
UNIT
I.
5–A
A disaster. Match the picture that goes with the word.
1. Un edificio de apartamentos
2. El humo
3. Subir
4. Los bomberos
5. Herido
6. ¡Socorro!
7. Un terremoto
8. Un incendio
9. Un huracán
10.
TEST
10. Una tormenta
II.
A flood in the school! Choose in the sentences the imperfect form (the 1st verb) or the
preterit form (the 2nd verb).
Ejemplo: Una niña de cuatro años llamaba / llamó al 911 para pedir ayuda, porque
su madre estaba / estuvo herida.
La semana pasada, había / hubo un desastre en nuestra escuela. Eran / Fueron las diez y
media de la mañana cuando comenzaba / comenzó a llover. Algunos estudiantes estaban /
estuvieron en el gimnasio preparando la decoración para una fiesta. De repente, Julio Vázquez
decidía / decidió abrir unas ventanas porque ellos tenían / tuvieron mucha calor.
Por la tarde, cuando el director de la escuela bajaba / bajó las escaleras para ir al gimnasio,
había / hubo agua por todas partes. En seguida, él llamaba / llamó a los bomberos. ¡Parecía /
Pareció una gran inundación!
III.
A little bit of culture. Say if these sentences are true (T) or false (F).
1. In Latin America, there are no natural disasters.
2. The Chilean firefighters are all volunteers, they don’t receive any salary for doing their job.
3. The Chilean firefighters don’t have a fixed schedule, they go to the station when they can.
4. On February 27, 2010, there was an earthquake in Chile. The earthquake in Haiti was much bigger than
the earthquake in Chile
5. The Richter scale is used to mesure the magnitude of earthquakes.
6. Juanes is very popular Chilean singer.
7. In his song “La vida de Juan”, Juanes sings about a boy very rich that lives in a very big house.
8. Maná is a Mexican music band that sings the song “Corazón espinado” with guitarrist Santana.
9. On November 2012, there was a flood in Panama due to the rain.
10. The song “¿Qué hiciste?” from Jennifer López is a love song, very romantic.
EXAMEN
l.
Un d€s6tre. Le
las
fEe'
LA
DE
UN
Esdrbe la palabE m&
l
Tiltto
\.
IDAD 5-A
coree
de ta
thb. (l
O
pu,6)
''/,0
t.
!n2 1*-1oci6r
2.
Comenz6 con
3.
E*e dessre de$ruy6 6do
4.
Derepenc, legaron
el zr,!:.i. ),
lo5 \^"^ !!'.!
5.
a
cae de li tanilia Gonzilu, paE
l,larcialy susana, lo: hijos de la hmilia, eshban deF3gendos y sriEbin:i<
Habhmu.ho
portodd parGs Eld no Yei,n
FeLipe,
r- 'a
^r..+!6q.r - --
3.
-/.'
Completrlr traes (on l.
$
L
palabra que falB. (J
una
brmeiQ
con
p,iet
mu.hovienby mu.h2lluvh.
Un hombre que
l.
Los
4.
La
muler en el iotici€ro lue €xp
5.
En
Uah, dunne elmes de noviembre, hace mu.hofno y
*
El
L
mu
panhedicor subieron
cas de
la Sm.
ie
o que
y en la ciudad. Todo
.ontnno.
Despu6s
ch6 vidimas en un
?
Escribe €r
6!i
de
u
na
sioa.i6n de emereu n"i"
Mritiiez por
ocure
en el
d€ la
A/er, una chia en.endi6 un tuego.
€d,li.6'
Despu,5s
delte
mundoeuia
comtenaa!<: r 4 r
d"^--.".
emoto, San €saba mu/ xusbd2.
(5
P4n&t
a
L.
!,4Porl
coor blanco.
2.
3.
* - t d,-
^ !=-tl=!4L!=-f
pqla!l3lbE]!!! (udeli4e4.
los hiios de la 6m lia 6iin vivos.
conhrio
delln endiq bdos
asua apag6 el fu€so.
), :6m,ta se qtv6 de fue3o,
2.
monbia
'1.'
recio
empe6 a llover y el
o... r.l
i:d..
<ra
en as
iunai.und&i6n
en laes.uela! complea
Ei€mrro: Una ni6a
ayuda porque ru
<le.latro
las
r6es
con el
(ldndr) al
llaM6
anos
madre ?staba
'moer{e@
o el
132
ple!!l!s
de lo5
pah pedir
{end4 herida
D .5
to.uF
un
dsasue
en
n-e{n.vuel.
lrio ymuchoviento en la.alle.A
(ho@r) mucho
EI
las diez
{hobal unaSnn tormenE. Algunos enudiantes
elgihndio prepaBndo lanecoraci6n
{estar) en
q\)r6
{obi, un6 venbnas mients oros e$udiant€s
(hober) a8ua
1".;
'aln
"
(rdddr)
Un po.o de cuhurd, ro
c
por bdas partes. En sesuida,6l
a los
bodberos porque
p D.
fn..r soi "e dide s M
F L
En Latinoam6rG no
W 2.
Los bomberos chilenos son rodos volu n6 rlos. Elos no
J3.
t 4.
para una fiesE. De
o Id
-! Ll, l.
puabr
hiydesasfts iarunles.
Los bomberos chnenos no tienen un honrio fiio.
Et os
€iben
En a
a
un salrrio.
euci6n
de bohberos cuando pueden.
El2Tdelebrerode20l0,hubounteftmobenChile.Elcremob€nHaitituemuchomtsgmndeque
el tetremoto en Chtle.
V5. La escla de Rich&r es paE medir la masiirud
v 6- luin€s esunonEiGhr/ popu .h'eno.
de los
@iiemo6s.
f z. en", onaar-roviaoaeJuon.luanercandsobre un niio muy rico que vlve en una ce muy saide.
-/ 3. l'l.ni.",n g.upo de m'lsle ndieio queanb lacanci6n "Coz;n erpjnddo con etguibffka Sanbn..
I 9. E1 myerb'"de2012, hJbo unainundaci6nen Pan"rorau-ade mrlha\rlw'a
f
t
O.
r. on.tn
2
O,o
t
ior"r'
ae Jennirer
L'tpe
es una canci6n de
EXAMEN
"1.
L
n des.rtre.
U
L Ayer hubo
rtue'
Lee tas
un
LA UNIDAD S-A
DE
Es6ib€
ta
patabE mis
i^.Gfi
.otrecb
en el
2.
cenro
d
e
ta is6,
Eled6a*r€ de$rul6 todo
5,
t or
Felipq
e
ron
ros
punro,
f:milir contlez
r,^.^"\in
i1a.', .
t aEi.rysu*na,
o
de ra ciudad.
en la casa de la
3.
(/
ur er6'en:
G:
b
dc ld
ftmii, CorateT
hlj6delahmllia, esab desepeddorys Ebm:
por todas
<ri )e 60,-{ubr!!\ , emped a
Finalhente nohubo h.' Sls,
"$,F
pate'
bo,$'r6
Ellos no yeian nada.
llover y ei agua apa!6 el tuefo.
y
la lamjlia se 5alv6 del
fuerc.
t0.
"
'-'/,
(
U^ hombrclue
3.
Los panm€di.os subieron a
s.)
rr-. !
rLF.
En
Ubh. duEite
en
4
,t
Er
L
a
una
.ae
(5
puno,
tormenE con nucho vienb / mu.ha nuvi.,
€n un una situaci6n de emeqeicta es un
de h Sn. l4adnez por la
qL€
qd 6
udad. Todo esd
lo
de.olor
"
b
anco.
contrario, Esc.ibe el mndado de h pt1bh subnhda furdetlhcd). (s
Des906s del
ii.e.dio, iod6
los hiios de a familia
lomb.ro !bi6 ri eselen.
2.
El
3.
Ayer, una chiG encendi6 un lueso.
fliabueo ea ng€niero
5.
fdd
q! o- rJc "n "ln r oo e. ur
el m6 de ioviemt.u, t,"..u.t'o trio y.o.i.no \ N!
monEis r en 3.
/\
palaba que
resa6 muchis vidjmis
2_
La
ra
Despuds del
y
loEt4a
tercmoto, San esBba
6iin
yivos.
p:i
ptnb,
,,/,"
iunainund&i6n en laecuelal Compleb ls fnses con elimberreco
Eienolo: Una nina de cuatro anos
ayuda, porque su
{,loDor) al 132 pa.a pedir
madr€ sstara
ferrdr) herida
"-"d
es \^;lman:t. r !-\.$.
mitrco
o elprcterito de los
(oarri4 un leenre en nueitu 6cueh.
ftdcr) mlcho rrio y mucho vienb en
{hobe,uD86r 'o-renL
A ts
a cate.
El
d ez
Al8unos eiudbntes
les&.) en elslmnasio preparando lade.odci6n pam unaliesE. De
vrzquez
repent€. lulio
/,,^rrJ,"\
ir-
^\tr
{
(dbtr) unas ventaias mientas oros €studian@s
^
tsatranab.re.dz
*-",,
r.,.
ibddrrtr,so'no
^",\
thdbe4:8u: po.tonas pares.
v,*.
:l
..
lr".,.rosbo,nberosporque
un po.o d€.ultun.lndca sie.os r6ses
-ral, ou-".u.n,
2.
""
*ro*"rs
Los bomberG .hi enos son rodos
--,ai ro.
Uo.u".o"
ti
"
"no.
mtuas
son wdadems (v) o
btunbrios Elosnordben unehrio.
no .ienen un
honno fito.
E tos
ll)Toereb'ercd"?010,1.bor tereTo,oelCre
75:
L: esa a de
Rich
cr
es
pan medh
la maSnirud
d
e
hn i
ra esEci6 n de
pmbt
V
bom6ero5 cui.do pueden.
F
05 @tremotos.
luanes es un canarte muy popuarchileno.
s rr'a1jesulgruDooeflre
/0.
(F). {5
t E enooenH,dfretruct-od.szro"qL"
I
.{ en * ^".,a^"t",iao a"pn,r** *'olo* * "'- .*
-ra
6ks
\/
,/
6.
En 5e8uda, e
En novienbre de 20
dck.t
rZ hubo una inundaaioo en Panami
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DESIGN FOR INSTRUCTION
I pre-assessed Objective # 2 (“Students will apply their understanding of the difference
between the preterit and the imperfect indicative, with at least 75% of accuracy”) using a
written quiz. This quiz consisted of a small report of an earthquake in Popayán, Colombia.
Students where given the verbs in the infinitive form and they had to choose to conjugate it in
the imperfect or preterit tense.
PRE-ASSESSMENT DATA
As the graphic shows, just three students scored more than 50% in the quiz, but none of
them actually passed it with 75% or more. The rest of the class scored between 40% and 0%,
the majority of them being in the range of 25% and less. I was surprised to see these results
because they had previously studied the imperfect and preterit tenses.
Pre-Assessment Results
80%
70%
60%
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Results of the whole class
Passed (75%)
These results suggest that the majority of the students do not understand the difference
between the two past tenses in Spanish (imperfect and preterit). Students need to review and
reinforce these two tenses again. Consequently, I will modify my lesson plans by preparing
thoughtful review activities to use before explaining the characteristics of each tense and when
to use it, with the end goal being that students will understand the two tenses on a deeper
level.
“Los rescatadores” - Spanish 2
Date of lesson: March 6, 2013
Nuria Giménez
Length of lesson: 78 minutes
Standards-based Objective:
Students will offer assistance to a victim in a rescue setting using interrogatives and body
vocabulary, using at least three questions.
Assessment Task:
Students will be asked at the end of the lesson to perform in front of the class their three
questions or to tell me one of them when leaving the class (ticket out).
Context for the Lesson:
Social Issue
(Communities)
Accidents and rescues
Culturally Authentic
Materials
(Cultures & Comparisons)
Video about a car accident in
Dominican Republic.:
http://www.youtube.com/watch?v=lCktBTXp5y8
Content from Other
Disciplines
(Connections)
Anatomy and First aid
Targeted Grammatical Structure: ¿Cómo está? ¿Está herido? ¿Dónde le duele? ¿Le duele el
brazo, etc…? (Interrogatives)
Key Vocabulary Words: 1) Herido/a 2) Llamar 3) El paramédico 4) Rescatar 5) La víctima
6) Vivo/a 7) Review of body vocabulary: la cabeza, el pelo, la cara, el cuello, los hombros, el pecho,
el corazón, el vientre, el brazo, la mano, la pierna, el pie.
PRE-ACTIVITY
1
Warm-up: 1. Show images of “The rescuers” (Walt Disney movie), and
explain the story briefly. Tell them that today we’re going to be
like “Bernardo y Bianca”: RESCATADORES.
2. Show image of JUANES, and ask students if they know where
he’s from: Colombia. Then pass out the worksheet. Tell them to
look at his picture and write down the words of parts of the
body that they remember (Activity 1).
3. Show image in the power point and let some students write
down at the board the parts that they remember. I can fill out
the parts that they don’t remember. Make them repeat the parts
after me.
4. Monster activity: students will draw a monster following my
instructions: Clase, dibujen un monstruo. El monstruo tiene tres
cabezas y mucho pelo, un cuello y dos hombros, dos brazos y dos
manos, un pecho, un vientre, cinco piernas y cinco pies.
2 min.
3 min.
5 min.
5 min.
Nuria Giménez
DURING ACTIVITIES
2
Contextualized Experience: 1. Tell students that we’re going to watch a
video of a car accident in La Vega (Dominican Republic). Show
them in the power point where this country is located. Then
show them the video.
2 min.
3
Focus on Meaning and Form (vocabulary): Tell students to look at their
vocabulary sheets while we look at some images. Then explain what
we do to help in an accident while explaining the words: llamar, la víctima,
vivo/a, muerto/a, herido/a, la ambulancia, el paramédico / la paramédica,
rescatar (the 2 senses of the word).
10 min.
4
Focus on Meaning and Form (grammar): 1. Ask students the first thing we
do in an accident: call 911. Second, observe the victim and try to
know if he/she is alive or dead. Third, never touch the person! Fourth,
ask some questions. Are we going to talk in TÚ or in USTED? Do we
know the person or not? USTED!! Questions: Señor/señora, ¿cómo está?
¿Cómo se encuentra? ¿Está herido/a? ¿Dónde le duele? ¿Le duele la cabeza, el
brazo,…? (Remind students about the interrogation signs at the beginning
of the questions in Spanish). More questions? Write down the questions
that the students might have. Fifth, explain the information from the
victim to the doctors when they get there.
10 min.
2. Activity 2: ask students to write these 5 steps in their worksheets. 2 min.
5
Focus on Communication: 1. Show students a video about an accident and
ask them to imagine that they’re the people there, helping.
2 min.
2. Explain them to write 3 questions that they could ask the victim,
who is actually alive. Give an example.
2 min.
3. Speaking activity: Ask 2 volunteers to come to the front of the
class and do a role play: one will be the victim and the other one will
ask him/her the questions. If no one responds, ask them in pairs to
come to the front. Do all the class if I have time.
10 min.
POST-ACTIVITIES
6
Closure: Tell the class that now they can be RESCATADORES. They’re more
prepared to go anywhere in Latin America, because, if they’re involved in an
accident, they can help!
2 min.
7
Homework: No homework. I’ll ask them something about this during “Las maracas”
the next day.
=
Assessment task. If we don’t have time for all the class to pass to the front, do
Ticket out: while they leave, they will have to give me their worksheet and tell me one
question to ask to a victim in an accident (one of the 3 questions that they wrote down).
Nuria Giménez
Activity 1: The teacher will ask students to write down parts of the body.
Instrucciones
Paso 1: Escriban las partes del cuerpo que recuerdan.
Paso 2: Escriban también el artículo (el/la).
Paso 3: Por ejemplo: la cabeza.
Paso 4: Tienen dos minutos.
Monster activity: The teacher will describe a monster to the students.
Instrucciones
Paso 1: Dibujen un monstruo, con mis instrucciones.
Paso 2: El monstruo tiene tres cabezas y mucho pelo.
Paso 3: El monstruo tiene un cuello y dos hombros.
Paso 4: El monstruo tiene dos brazos y dos manos.
Paso 5: El monstruo tiene un pecho y un vientre.
Paso 6: El monstruo tiene cinco piernas y cinco pies.
Activity 2: The teacher will ask students to write down the 5 steps in an accident.
Instrucciones
Paso 1: Escriban qué hacemos en un accidente.
Paso 2: Escriban cinco cosas.
Speaking activity: The teacher will describe a monster to the students.
Instrucciones
Paso 1: Imaginen que ustedes son las personas del video.
Paso 2: ¿Qué van a hacer?
Paso 3: Escriban tres preguntas para el chico herido.
Paso 5: Necesito dos voluntarios.
Paso 6: Uno es el herido. El otro pregunta.
Nuria Giménez
Adaptations:
1) Students who are learning disabled will have a special worksheet with a word bank for the
activity on parts of the body, with the instructions in English.
2) Students who are native speakers will have to write down five questions to ask to the victim,
not just three.
Nombre: ___________________________________________________________________________
Las partes del cuerpo con JUANES
-
Escribe las partes del cuerpo que recuerdas, con el artículo.
Por ejemplo: la cabeza
-
Dibuja un monstruo, con las instrucciones de la Señorita Giménez.
¿Qué hacemos en un accidente?
- Escribe 5 cosas que hacemos en un accidente.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
¿Qué preguntamos a un herido/a en un accidente?
- Escribe 3 preguntas apropiadas a un herido /a de un accidente.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Nombre: ___________________________________________________________________________
Write the parts of the body from the word bank.
-
El pie
La cara
El pecho
El pelo
-
La pierna
La mano
El cuello
El brazo
-
El corazón
El hombre
El vientre
la cabeza
Draw a monster, according to the instructions of “ la Señorita Giménez” (at
the back of the worksheet).
¿Qué hacemos en un accidente?
- Write 5 things that we can do to help in an accident.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
¿Qué preguntamos a un herido/a en un accidente?
- Write 3 questions in Spanish to ask to a victim in an accident.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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“Los bomberos chilenos” - Spanish 2
Nuria Giménez
Students will compare Chilean and American firefighters using contrast adverbs and
firefighting vocabulary, using at least three differences between them.
Assessment Task:
Students will be asked at the end of the lesson to turn in their worksheets with the three
differences written (ticket out) and to tell me one of them.
Social Issue
(Communities)
Materials
Chilean firefighters
Maná (Mexican band)
Carlos Santana
(famous guitarist)
Videos of Chilean firefighters:
http://www.youtube.com/watch?v=Tm5A-myyS-8
http://www.youtube.com/watch?v=zeXOFCWvrQM
http://www.youtube.com/watch?v=6fJml7jeMT8
Video “Corazón espinado”:
Content from Other
Disciplines
(Connections)
Social studies
Music
http://www.youtube.com/watch?v=csplMsi1wnw
Targeted Grammatical Structure: Pero, sin embargo, por el contrario (Contrast and
comparison adverbs)
Key Vocabulary Words: 1) Apagar 2) Bajar 3) El bombero 4) La escalera 5) El humo 6) El
incendio 7) Subir
PRE-ACTIVITY
1
Warm-up: 1. Show first video about the Chilean firefighters. It’s a video
without words, so they’ll just look at the images and listen to the
music. Good introduction to the subject today.
3 min.
DURING ACTIVITIES
2
Contextualized Experience: 1. Tell students that we’re going to talk about
firefighters today, especially in Chile and in the U.S. Show them the
first slide on the power point.
1 min.
2. Show them the video about the commercial of the Chilean
firefighters. Like this, they can start to hear to words related to
the subject.
3 min.
3
Focus on Meaning and Form (vocabulary): 1. Show students the slides on
the power point, with the pictures and explain the words: apagar,
bajar, el bombero, la escalera, el humo, el incendio, subir. Make them
repeat after me the words. Look for correct pronunciation.
10 min.
Nuria Giménez
2. Play flyswatters with all the words we know, from this lesson and
from last lesson.
10 min.
3. Activity 1: Distribute the worksheets and tell the class to do the
the first activity (vocabulary), according to the images in the power
point. Tell them they have 5 min. After that, call on different
students and correct it at the board.
10 min.
4
Focus on Meaning and Form (grammar): 1. Show students the slide on the
power point that says that the Chilean firefighters are all volunteers.
Ask the class if they knew this.
2 min.
2. Tell the class to look at this next video, thinking that the Chilean
Firefighters do everything as volunteers. Show them the other video. 3 min.
3. Ask them what they think about this. They can answer in English. 2-4 min.
4. Go through all the differences between American firefighters and
Chilen firefighters. Make gestures and drawings for understanding.
Answer their questions.
5. Activity 2: At the same time that I explain the differences, tell the
class to write down the differences in their worksheets, in Spanish. 10 min.
5
Focus on Communication: 1. Go to the slide in the power point that explains
how to express differences in Spanish. Explain the 3 words: pero, sin
embargo, por el contrario.
5 min.
2. Activity 3: Tell the class to choose 3 differences from Activity 2 and
to write 3 sentences with the words that express differences (in
Spanish).
5 min.
POST-ACTIVITIES
6
Closure: Tell the class who Maná and Carlos Santana are (pictures on power
point). Talk about the career of Carlos Santana with his guitar. Show them the
song “Corazón espinado” and explain with gestures andsounds what it is about.
Then, listen to it. Sing it if they want to!
10 min.
7
Homework: No homework. I’ll ask them something about this class during “Las
maracas” the next day.
=
Assessment task. Ticket out: while they leave, they will have to give me their
worksheet and tell me one difference between American firefighters and Chilean
firefighters (one of the 3 sentences that they wrote down).
Nuria Giménez
Activity 1: The teacher will ask students to fill-in-the-blank words according to images.
Instrucciones
Paso 1: Lean el párrafo de la Actividad 1.
Paso 2: Miren las imágenes en el power point.
Paso 3: Miren sus hojas de vocabulario.
Paso 4: Por ejemplo, ¿cuál es la palabra número 1?
Paso 5: Finalicen la actividad.
Paso 6: Tienen 5 minutos.
Activity 2: The teacher will explain differences and students will copy them.
Instrucciones
Paso 1: Miren el power point.
Paso 2: Son diferencias entre los bomberos chilenos y los americanos.
Paso 3: Los bomberos chilenos… y los bomberos americanos...
Paso 4: Copien esta diferencia en la Actividad 2.
Paso 5: Diferencia número 2…
Activity 3: The teacher will ask students to write 3 differences between American and Chilean
firefighters.
Instrucciones
Paso 1: Escojan 3 diferencias de la Actividad 2.
Paso 2: Escriban las 3 diferencias.
Paso 3: Para la diferencia número 1, usen pero.
Paso 4: Para la diferencia número 2, usen sin embargo.
Paso 5: Para la diferencia número 3, usen por el contrario.
Adaptations:
1) Students who are learning disabled will have a special worksheet. They will draw the
differences instead. The instructions will be in English.
2) Students who are native speakers will have to write down five differences between American
and Chilean firefighters, not just three.
Nombre : ____________________________________________________________________________
LOS
BOMBEROS
EN
EL
MUNDO
Actividad 1. Completa las palabras, según las imágenes:
“Una señora vio (1) ______________________ y llamó por teléfono a (2) _____________________.
La policía investigó la causa del (3) _______________________ , que destruyó todo el apartamento.
(4) _______________________ llevaron al señor que estaba (5) ________________________ en
(6) _______________________ . (7) _______________________ valiente tuvo que
(8) _________________________ (9) _______________________ y (10) _____________________
(11) _________________________ .
Actividad 2. Escribe las diferencias entre los bomberos en Chile y los bomberos en Estados Unidos:
CHILE
1. ________________________________
________________________________
2. ________________________________
________________________________
3. ________________________________
________________________________
4. ________________________________
________________________________
5. ________________________________
________________________________
6. ________________________________
________________________________
7. ________________________________
________________________________
8. ________________________________
________________________________
ESTADOS UNIDOS
1. ________________________________
________________________________
2. ________________________________
________________________________
3. ________________________________
________________________________
4. ________________________________
________________________________
5. ________________________________
________________________________
6. ________________________________
________________________________
7. ________________________________
________________________________
8. ________________________________
________________________________
Actividad 3. Escribe 3 diferencias entre los bomberos chilenos y los bomberos americanos.
Utiliza las palabras: pero, por el contrario, sin embargo.
1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
Nombre : ____________________________________________________________________________
LOS BOMBEROS EN EL MUNDO
Activity 1. Complete the blanks, according to the images in the power point:
lo
“Una señora vio (1) ______________________ y llamó por teléfono a (2) _____________________.
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(4) _______________________ llevaron al señor que estaba (5) ________________________ en
(6) _______________________ . (7) _______________________ valiente tuvo que
(8) _________________________ (9) _______________________ y (10) _____________________
(11) _________________________ .
Activity 2. Draw the differences between Chilean firefighters and American firefighters:
CHILE
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“Un terremoto en Chile” - Spanish 2
Date of lesson: March 12 and 14, 2013
Nuria Giménez
. Students will read and interpret an article from a newspaper.
. Students will paraphrase an article from an online newspaper about the earthquake occurred
in Chile in 2010, using emergencies vocabulary of at least two sentences in length.
Assessment Task:
Students will be asked at the end of the lesson to turn in the worksheet with their sentences
written out.
Social Issue
(Communities)
Materials
Video about natural disasters:
http://www.youtube.com/watch?v=rh6ZlNbMX50
. Earthquake in Chile, 2010
. Latin American children living
in the streets
Article and pictures of earthquake Chile:
http://www.elmundo.es/america/2010/02/27/noticias/126725461
3.html
Video earthquake and tsunami Chile:
http://www.youtube.com/watch?v=A0Esiu66d90
Content from
Other Disciplines
(Connections)
Geology (Richter Scale)
Social studies
Video Juanes “La historia de Juan”:
http://www.youtube.com/watch?v=kcbyQdkSyBI
Targeted Grammatical Structure: Preterit with regular verbs (-AR, -ER, -IR)
Key Vocabulary Words: 1) El huracán 2) La inundación 3) Llover 4) La lluvia 5) Nevar
6) La nieve 7) Ocurrir 8) El terremoto 9) La tormenta
PRE-ACTIVITY
1
Warm-up:
1. Show “spectacular and shocking” video about natural disasters and their names in
Spanish.
4 min.
2. Go through the images on the power point and make them tell me the name of the
natural disaster represented on each one. Then, they will repeat the words after me: el
huracán, la tormenta, la inundación, la lluvia, llover, la nieve, nevar, el terremoto, ocurrir.
7 min.
DURING ACTIVITIES
2
Contextualized Experience:
1. Explain that in 2010, there was an enormous earthquake in Chile and that we’re
going to discover how everything happened through an article. Show them the title of
the article in the power point and “PTR” it.
2 min.
2. Give students the worksheets with the article and ask them to read it individually.
3 min.
Nuria Giménez
3
Focus on Meaning and Form (vocabulary):
1. Activity 1: Tell students to look for cognates in the article (there are tons of them).
Then, ask several students to circle one cognate at the board (the article is in the
power point). Make them realize that with that many cognates, we can almost
understand the whole article!
10 min.
2. Then, read the article and PTR, draw or give synonyms for the rest of the text that
they don’t understand.
3 min.
3. Explain the Richter scale in Spanish and tell the students what the different grades do
to the earth. Ask them if they remember what grade the earthquake in Chile was: 8.8
grades! Enormous earthquake!
5 min.
4
Focus on Meaning and Form (grammar):
1. “Review” the preterit with regular verbs (-ar, -er, -ir) with the students. Tell them
that they have the endings at the back of their vocabulary sheet.
3 min.
2. Activity 4: Ask students to underline the verbs in the text that are in preterit (there
are just four of them). Then, ask different students to do the same at the board.
3 min.
3. “Review” when we use the preterit form in the past, through the power point, and
make them write all the cases in their worksheets (Activity 5).
5 min.
4. Activity 7: matching the sentence with the verb, conjugating it with the preterit. Do
the 1st sentence with them. Give them 3 minutes to complete it. Then, correct it at
the board.
7 min.
5. Another activity (if time allows): conjugate the verb in the preterit. Give students 2
minutes to finish it, and then, correct it at the board.
6 min.
5
Focus on Communication:
1. Show the class some pictures from after the earthquake in Chile and the video with
the tsunami that followed that.
5 min.
2. Activity 6: ask the class to explain in 2 sentences what happened the 27 of February,
2010 in Chile. Ask them to use the verbs ocurrió and/ or pasó.
5 min.
POST-ACTIVITIES
.
6
Closure: Tell the class that the next day we’re going to talk about imperfect and
preterit, and when we use each one of them. Ask the class to tell me a verb in the
preterit while they go out (ticket out).
2 min.
7
=
Assessment task: Students will be asked at the end of the lesson to turn in the
worksheet with their sentences written out.
Nuria Giménez
Activity 1: The teacher will ask students to circle the cognates from the article.
Instrucciones
Paso 1: ¿Recuerdan qué es un “cognado”?
Paso 2: Hagan la actividad 1.
Paso 3: Busquen los “cognados” en el texto.
Paso 4: Hagan un círculo en los “cognados”.
Paso 5: Hay muchos “cognados” en el texto.
Activity 4: The teacher will ask students to underline the verbs in preterit from the text.
Instrucciones
Paso 2: Busquen los verbos en pretérito del texto.
Paso 3: Subrayen estos verbos.
Paso 4: Hay 4 verbos en pretérito en el texto.
Paso 5: Tienen un minuto.
Activity 5: The teacher will ask students to write down the 5 uses of preterit in the past.
Instrucciones
Paso 2: ¿Cuándo usamos el pretérito?
Paso 3: Escriban los 5 usos del pretérito.
Activity 7: The teacher will ask students to conjugate the verbs in infinitive and match them in
the sentences.
Instrucciones
Paso 2: Hay 9 verbos. ¿Entienden su significado?
Paso 3: Escriban el verbo correcto en cada frase.
Paso 4: Conjuguen el verbo en el pretérito.
Paso 5: Usen su hoja de vocabulario para conjugar.
Nuria Giménez
Activity 6: The teacher will ask students to write down what happened in Chile in 2010 in two
sentences.
Instrucciones
Paso 1: Escriban qué pasó en Chile en 2010.
Paso 2: Escriban 2 frases.
Paso 3: Usen el pretérito.
Paso 4: Usen los verbos ocurrió y pasó.
Paso 5: Después leeremos sus frases.
Sponge activities:
1) Song from Juanes: “La historia de Juan”. Show students part of the video of the song and ask
them what they think that the song is about. They can answer in English. Tell them what the song
is about: children living in the streets in Latin America because they might have lost their parents
or for other reasons. Tell students that there are a lot of preterit verbs in this song. Do a
matching game in the power point: while they listen to the song they have to find in the list which
verb is in which place.
2) Bring the projects and tell students that, before passing them out, I’m going to explain them a
story… why refrescos are so special in my family… Then, give them their projects and tell them
that we’re going to find who the “winner” of the project is, and that this person is going to win a
Mexican refresco. Call out the finalists first, and then call out the winner.
Adaptations:
1) Students who are learning disabled will have a special worksheet with matching activities. They
will be asked to draw what happened in Chile in 2010. In Activity 7, they won’t have to choose
the verb but the verb will already be there; they’ll just have to conjugate it. The instructions will
be in English. Like this, their study buddies can help them.
2) Students who are native speakers will have to write down four sentences in order to explain
what happened in Chile during 2010, not just two.
En l
http://www.elmundo.es/america/2010/02/27/noticias/1267254613.html
Actividad. Lee el artículo del terremoto en Chile.
1.
Haz un círculo en los cognados.
Ejemplo: El epicentro del terremoto fue en las ciudades de Curanipe y Cobquecura.
2. Pregunta a la Sta. Giménez las palabras que no entiendes.
3. Lee el artículo con toda la clase.
4. Subraya los verbos en pretérito.
Ejemplo: El epicentro del terremoto fue en las ciudades de Curanipe y Cobquecura.
5. ¿Cuándo usamos el pretérito?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
6. Escribe qué pasó en Chile, en 1 ó 2 frases. Usa el pretérito: ocurrió, pasó, etc..
________________________________________________________________________________________
________________________________________________________________________________________
7. Escribe los verbos de la lista en el pretérito:
1. Ayer, un incendio ____________ en esta región.
2. Carolina ______________ a los bomberos, y ellos _____________ en 5 minutos.
3. Los bomberos ________________ por la escalera y ellos _______________a muchas personas.
4. El terremoto ________________ a las 3 de la madrugada.
5. Mis hermanos y yo ________________ hasta la playa.
6. Allí, nosotros ________________ un tsunami lejos, y mi hermana pequeña _________________ : ¡Socorro!
COMENZAR
SUBIR
GRITAR
VER
RESCATAR
LLAMAR
OCURRIR
CORRER
LLEGAR
En l
http://www.elmundo.es/america/2010/02/27/noticias/1267254613.html
Activity. Read the article about the earthquake in Chile.
1. According to the video and the article, draw what happened in Chile in February 2010.
7. Write the verbs in the preterit form:
1. Ayer, un incendio ____________ (ocurrir) en esta región.
2. Carolina ______________ (llamar) a los bomberos, y ellos _____________ (llegar) en 5 minutos.
3. Los bomberos ________________ (subir) por la escalera y ellos _______________(rescatar) a muchas
personas.
4. El terremoto ________________ (comenzar) a las 3 de la madrugada.
5. Mis hermanos y yo ________________ (correr) hasta la playa.
6. Allí, nosotros ________________ (ver) un tsunami lejos, y mi hermana pequeña _________________
(gritar): ¡Socorro!
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“Una inundación en Panamá” - Spanish 2
Nuria Giménez
. Students will view, listen, and interpret a report from the news.
Assessment Task:
Students will be asked at the end of the lesson to turn in their worksheets.
Social Issue
(Communities)
Materials
Flood in Panamá, 2012
Video about flood in Panama:
http://www.youtube.com/watch?v=kT7i0jpflvQ
Content from
Other Disciplines
(Connections)
Social studies
Targeted Grammatical Structure: Differences between IMPERFECT and PRETERIT.
Key Vocabulary Words: 1) Destruir 2) El edificio de apartamentos 3) Esconderse 4) Gritar
5) Morirse / se murieron 6) Muerto 7) ¡Socorro!
PRE-ACTIVITY
1
Warm-up: 1. Distribute the worksheets to students.
2. Tell students to do Activity 1 about the imperfect. The verbs are already there
so they just have to conjugate them. Tell them that they have 5 minutes to finish it.
After that, call specific students to come to the board and write the answer.
Correct it with the whole class.
10 min.
DURING ACTIVITIES
2
1. Explain that in November 2012, there was a flood in Panamá and we’re going
to watch a video about it. Show the video.
4 min.
2. Activity 2: tell students that we’re going to watch the video again and that they
have to find the correct word in each space from the word bank. We’re going
to watch several times, until they have all the words.
10 min.
3
1. Show students the slide in the power point with the pictures of the vocabulary
words that we’re going to learn today. Ask them to look at their vocabulary
sheets. Go one picture at a time, and ask the class which word that could be. 5 min.
2. Then, go through each word, make them repeat it and look at how’s written. 2 min.
Nuria Giménez
4
1. Activity 3: Ask students to circle the verbs that are in preterit from Activity 2. Tell
students that they have 4 minutes to do it. They have to look at the word bank the
verbs in the infinitive form. After that, ask specific students to tell me the verb in the
preterit from the infinitive.
7 min.
2. Tell students that today we’re going to learn when to use IMPERFECT and when to
use PRETERIT in the past. Go through the power point explaining the differences.
10 min.
3. Activity 4: Tell students to write down the differences between IMPERFECT and
PRETERIT in Spanish.
4. Activity 5: Tell students that now we’re going to read a text in the past and we’re
going to decide if the verb should be in imperfect or in preterit. Do the first text with
them. Then, give them 5 minutes to do the second one. After that, correct it at the
board calling different students.
15 min.
POST-ACTIVITIES
.
5
Closure: Remind students that now they can start to do their project, because they
know the difference between the imperfect and the preterit! If time, show them an
example of the project.
1-2 min.
6
=
Assessment task: Students will be asked at the end of the lesson to turn in the
worksheet with their activities finished.
Nuria Giménez
Activity 1: The teacher will ask students to fill-in-the-blank the verbs in imperfect.
Instrucciones
Paso 1: ¿Recuerdan el imperfecto?
Paso 2: Saquen sus hojas de vocabulario.
Paso 4: Conjuguen cada verbo en el imperfecto.
Activity 2: The teacher will ask students to listen to the video and to fill-in-the blank the words
from the word bank.
Instrucciones
Paso 2: Vamos a escuchar el vídeo.
Paso 3: Escriban las palabras del banco de palabras, abajo.
Paso 4: Escucharemos el vídeo muchas veces.
Paso 5: ¡No se preocupen, no es difícil!
Activity 3: The teacher will ask students to circle the verbs in preterit form from Activity 2.
Instrucciones
Paso 2: Busquen los verbos en pretérito de la actividad 2.
Paso 3: Hay 5 verbos.
Paso 4: Estos verbos están en infinitivo en el banco de palabras.
Paso 5: Encuentren estos 5 verbos en pretérito.
Activity 4: The teacher will ask students to write the differences between imperfect and preterit,
in Spanish.
Instrucciones
Paso 2: Escriban las diferencias entre imperfecto y pretérito.
Paso 3: Escriban en español.
Paso 4: Escuchen a la Sta Giménez.
Paso 5: Miren el power point.
Nuria Giménez
Activity 5: The teacher will ask students to write down if the verb is in imperfect or in preterit,
and then conjugate it.
Instrucciones
Paso 2: Decidan si el verbo es imperfecto o pretérito.
Paso 3: Escriban I para imperfecto, y P para pretérito.
Adaptations:
1) Students who are learning disabled will have a special worksheet with the instructions
in English. In Activity 2, they will have 6 pictures from the news report and they’ll have
put them in order of appearance. They won’t have Activity 3. In Activity 4, they will have
to draw the differences, not write them. In Activity 5, they won’t have to choose
between Imperfect or Preterit, because the worksheet will tell them which one it is.
2) Students who are native speakers will have to write down a summary of the flood that
happened in Panamá in November, 2012.
Nombre: ..............................................................................................................................................................
Imperfecto y Preterito
Actividad 1. Escribe los verbos en imperfecto.
Ayer, mi amigo Héctor y yo __________________ (estar) en su casa con su familia, en Bogotá, Colombia.
Ellos ________________ (comer) “sancocho”: una sopa con pollo, patatas, yuca, zanahoria, maíz y cilantro.
La mamá de Héctor no ____________________ (tener) zanahoria ni cilantro para el sancocho, pero al papá
de Héctor no le _____________________ (importar), él _________________ (comer) sancocho constantemente y __________________ (decir) que la sopa ____________________ (estar) deliciosa. Nosotros
______________________ (reírse) mucho porque él ___________________ (ser) muy divertido. De joven, el
papá de Héctor _______________________ (trabajar) en un teatro como cómico. Me gusta mucho la
familia de mi amigo.
Actividad 2. Escucha este reporte de TELE SUR TV (Panamá). Luego, escribe las palabras.
“El ____________________ panameño declaró este domingo “estado de emergencia” por
____________________. Las fuertes ______________________ causaron el desbordamiento de los ríos en
varios _____________________ del país ______________________este fin de semana. El
_________________ del país, Ricardo Martinelli, declaró __________________________ a los distritos de
La Chorrera, Capirá y Colón. Igualmente ____________________ que, en la medida de lo posible, enviarán
_____________________ a las poblaciones. En las siguientes ______________________, grupos de ayuda
se hicieron presentes en los distintos ________________________ para asistir a la gente
_________________________.”
indicó
inundaciones
durante
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horas
distritos
estados
ayuda
gobierno
lluvias
afectada
estado de emergencia
Actividad 3. Haz un círculo sobre los verbos en pretérito: declarar, causar, declarar, indicar, hacer.
Actividad 4. Escribe las diferencias entre el IMPERFECTO y el PRETÉRITO.
¿Cuándo usamos IMPERFECTO?
¿Cuándo usamos PRETÉRITO?
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Actividad 5. Escribe si utilizamos IMPERFECTO (I) o PRETÉRITO (P). Luego, escribe el verbo.
I hambre.
Ejemplo: La semana pasada, Pablo (tener) ________
tenía
Tener ____________________
En Chile, una niña de cuatro años (llamar) _______ al 132 para pedir ayuda. Ella (salvar) ______ la vida de su
madre porque (estar) _______ herida. Los paramédicos (decir) _______ que la niña (ser) _______ muy
valiente y que (tener) _______ mucha inteligencia para tener sólo cuatro años.
1. llamar ______________________
4. decir _______________________
2. salvar_______________________
5. ser ________________________
3. estar _______________________
6. tener ______________________
El mes pasado, una explosión (ocurrir) ________ en el centro de la ciudad de Quito, Ecuador. Esta explosión
(parecer) _______ causada por un incendio en un edificio de apartamentos. El fuego (llegar) ________ hasta
las cocinas de gas y, de repente, todo el edificio (explotar)________. Muchas familias (vivir) ________ en
este edificio y (estar) ________ en sus casas en el momento de la explosión. En total, (haber) ________ siete
muertos y cincuenta heridos.
1. ocurrir ______________________
5. vivir _______________________
2. parecer _____________________
6. estar ______________________
3. llegar _______________________
7. haber ______________________
4. explotar ____________________
Nombre: ..............................................................................................................................................................
Activity 1. Write the verbs in imperfect.
Ayer, mi amigo Héctor y yo __________________ (estar) en su casa con su familia, en Bogotá, Colombia.
Ellos ________________ (comer) “sancocho”: una sopa con pollo, patatas, yuca, zanahoria, maíz y cilantro.
La mamá de Héctor no ____________________ (tener) zanahoria ni cilantro para el sancocho, pero al papá
de Héctor no le _____________________ (importar), él _________________ (comer) sancocho constantemente y __________________ (decir) que la sopa ____________________ (estar) deliciosa. Nosotros
______________________ (reírse) mucho porque él ___________________ (ser) muy divertido. De joven, el
papá de Héctor _______________________ (trabajar) en un teatro como cómico. Me gusta mucho la
familia de mi amigo.
Activity 2. Listen and watch this news report in TELE SUR TV (Panamá). Put the following images
in order: 1, 2, 3, 4, 5, 6.
Activity 4. Draw differences between IMPERFECT and PRETERIT.
IMPERFECTO
PRETÉRITO
Activity 5. Write the verb in the IMPERFECT or in the PRETERIT.
I hambre.
Ejemplo: La semana pasada, Pablo (tener) ________
tenía
Tener ____________________
P al 132 para pedir ayuda. Ella (salvar) ______
En Chile, una niña de cuatro años (llamar) _______
P la vida de su
madre porque (estar) _______
P que la niña (ser) _______
I muy
I herida. Los paramédicos (decir) _______
I mucha inteligencia para tener sólo cuatro años.
valiente y que (tener) _______
1. llamar ______________________
4. decir _______________________
2. salvar_______________________
5. ser ________________________
3. estar _______________________
6. tener ______________________
P en el centro de la ciudad de Quito, Ecuador. Esta explosión
El mes pasado, una explosión (ocurrir) ________
(parecer) _______
hasta
P
I causada por un incendio en un edificio de apartamentos. El fuego (llegar) ________
las cocinas de gas y, de repente, todo el edificio (explotar)________.
en
I
P Muchas familias (vivir) ________
P siete
este edificio y (estar) ________
I
en sus casas en el momento de la explosión. En total, (haber) ________
muertos y cincuenta heridos.
1. ocurrir ______________________
5. vivir _______________________
2. parecer _____________________
6. estar ______________________
3. llegar _______________________
7. haber ______________________
4. explotar ____________________
Imperfecto y Pret6rito
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“¿Qué hiciste?” - Spanish 2
Nuria Giménez
. Students will listen and interpret a Spanish song.
. Student will summarize the song to a partner, with at least two sentences.
Assessment Task:
Students will be asked to tell me their summary of the song as a ticket out of the class.
Social Issue
(Communities)
Materials
Love songs
Revenge/heartbreak songs
Song ¿Qué hiciste? from Jennifer López
(use Grooveshark)
Content from
Other Disciplines
(Connections)
Social studies
Targeted Grammatical Structure: Review and reinforce differences between imperfect and
preterit.
Key Vocabulary Words: 1) A causa de… 2) Afortunadamente 3) Asustado/a
5) De repente 6) Hubo / Había 7) Oír
4) De prisa
PRE-ACTIVITY
1
Warm-up: 1. Distribute the worksheets to students.
2. Tell students that today we’re going to talk about a song from Jennifer Lopez called
¿Qué hiciste?. Ask them which verb is in the title, and if they know the tense. Is it
imperfect? Or preterit?
1 min.
DURING ACTIVITIES
2
1. Go through the power point and ask them who likes love songs. Tell them that this
looks like a love song, but it is not. It’s a heartbreak song, or even worst, a revenge
song! Explain in Spanish what the song is about.
5 min.
2. Listen to the song once and explain them what the first verse talks about (how happy
they were at the beginning), what the chorus talks about (he left her alone), and what
the second verse talks about (how happy she’s going to be without him in the future).
7 min.
3. Listen to the song again and tell students to ask me what they don’t understand in the
song.
7 min.
Nuria Giménez
3
Focus on Communication:
1. Oral activity: Tell students to summarize the song to their partner in two sentences
at least. What does it talk about? Later, they’re going to summarize it to me before
leaving the class.
5 min.
4
1. Activity 1 (first part): tell students to circle the verbs in the song that are in imperfect
and to frame the ones that are in preterit. Tell them that they have 3 minutes to do
this. After that, ask specific students to do the same at the board. Correct the activity
with the whole class.
10 min.
2. Activity 1 (second part): tell students to write down the 18 verbs and their infinitive
next to them. Tell them they have 5 minutes to do this. Then, correct it at the board
also.
10 min.
5
1. Activity 2: ask students to look at the vocabulary words for today in their vocabulary
sheets. Tell them to choose between them and do the activity. Tell them to ask me if
they don’t understand. They have 5 minutes to do this. After that, ask specific
students to write the correct words at the board.
7 min.
POST-ACTIVITIES
.
6
Closure: Remind students that now they can start to do their project, because they
know the difference between the imperfect and the preterit! If time, show them an
example of the project.
1-2 min.
7
=
Assessment task: Students will be asked at the end of the lesson to tell me their
summary of the song ¿Qué hiciste? in two or more sentences.
Nuria Giménez
Oral Activity: The teacher will ask students to summarize the song in two sentences at least.
Instrucciones
Paso 1: Piensen en la canción ¿Qué hiciste?
Paso 2: Describan qué dice la canción en 2 frases o más.
Paso 3: Encuentren un compañero / una compañera.
Paso 4: Digan a su compañero/a qué dice la canción.
Paso 5: Al salir de clase, me dirán esto a mí.
Activity 1 (first part): The teacher will ask students to circle the verbs in imperfect form and to
frame the verbs in preterit form.
Instrucciones
Paso 1: Miren la canción: los verbos están subrayados.
Paso 2: En total, hay 18 verbos.
Paso 3: Algunos están en imperfecto. Otros están en pretérito.
Paso 4: Hagan un círculo sobre los verbos en imperfecto.
Paso 5: Hagan un cuadrado sobre los verbos en pretérito.
Activity 1 (second part): The teacher will ask students to write the infinitive form for each verb
in the song.
Instrucciones
Paso 1: Hay 18 verbos. Escríbanlos todos.
Paso 2: Encuentren el infinitivo de cada verbo.
Paso 3: Escriban el infinitivo al lado de cada verbo.
Activity 2: The teacher will ask students to write the vocabulary words from the words for
today (in their vocabulary sheets).
Instrucciones
Paso 1: Saquen su hoja de vocabulario.
Paso 2: Miren las palabras para el día de hoy.
Paso 4: Escojan las palabras de la hoja de vocabulario.
Paso 5: ¿Cuál es la primera palabra?
Nuria Giménez
Sponge activities:
1) Activity 3: tell students to write down the verbs in the imperfect form or in the preterit
form. Review when we use imperfect and when we use preterit. Give them 5 minutes to
finish the activity. Then, correct it at the board, asking to different students to write the
words.
Adaptations:
1) Students who are learning disabled will have a special worksheet with the instructions
in English. For Activity 1, they will just have the first part, not the second one. For
Activity 2, they will have to draw 4 of the vocabulary words. And for Activity 3 (the
sponge activity), they will have the verbs already conjugated in the imperfect or the
preterit forms.
2) Students who are native speakers will have to explain to me the song in 4 sentences or
more.
Nombre: ..............................................................................................................................................................
¿QUÉ HICISTE? Una canción de Jennifer López
Ayer los dos soñábamos con un mundo perfecto
Ayer a nuestros labios les sobraban las palabras
Porque en los ojos nos espiábamos el alma
Y la verdad no vacilaba a tu mirada
Ayer nos prometimos conquistar el mundo entero
Ayer tú me juraste que este amor sería eterno
Porque una vez equivocarse es suficiente
Para aprender lo que es amar sinceramente
ESTRIBILLO 1:
¿Qué hiciste?
Hoy destruiste con tu orgullo la esperanza
Hoy empañaste con tu furia mi mirada
Borraste toda nuestra historia con tu rabia
Y confundiste tanto amor que te entregaba
Con un permiso para sí romperme el alma
ESTRIBILLO 2:
¿Qué hiciste?
Nos obligaste a destruir las madrugadas
Y nuestras noches las borraron tus palabras
Mis ilusiones acabaron con tus farsas
Se te olvidó que era el amor lo que importaba
Y con tus manos derrumbaste nuestra casa
Mañana que amanezca un día nuevo en mi universo
Mañana no veré tu nombre escrito entre mis versos
No escucharé palabras de arrepentimiento
Ignoraré sin pena tu remordimiento
Mañana olvidaré que ayer yo fui tu fiel amante
Mañana ni siquiera habrá razones para odiarte
Yo borraré todos tus sueños de mis sueños
Que el viento arrastre para siempre tus recuerdos
ESTRIBILLO 1
ESTRIBILLO 2
ESTRIBILLO 1
Actividad 1. Mira los verbos en pasado, están subrayados.
Haz un círculo en los verbos en imperfecto.
Haz un rectángulo sobre los verbos en pretérito.
Escribe el infinitivo de todos los verbos:
hiciste: pretérito HACER
1. ________________________________
10. ________________________________
soñábamos: imperfecto SOÑAR
2. ________________________________
11. ________________________________
3. ________________________________
12. ________________________________
4. ________________________________
13. ________________________________
5. ________________________________
14. ________________________________
6. ________________________________
15. ________________________________
7. ________________________________
16. ________________________________
8. ________________________________
17. ________________________________
9. ________________________________
18. ________________________________
Actividad 2. Mira el vocabulario del día 5 y completa las frases:
1) Los bomberos chilenos son voluntarios. Los bomberos americanos, ______________________,
no son voluntarios y reciben un salario.
2) Jacob es un hombre lobo. ________________________, Edward es un vampiro.
3) El mes pasado _______________________ un incendio en mi casa. Yo estaba muy
_________________________ . ___________________________, no se murió nadie.
4) La inundación de Panamá de noviembre de 2012 ocurrió _________________________ de las
lluvias.
5) El lunes pasado, a las 9 de la mañana, vi a mi tío que caminaba __________________________
hacia el trabajo. _________________________ él llegaba tarde, porque empieza a trabajar a las
8.30.
6) Me gusta ________________________ los sonidos de la naturaleza.
7) Ayer por la noche, yo comía con mi familia en mi casa. __________________________ , mi
perro subió a la mesa y se comió todo el pollo. ¡Madre mía! Mi madre estaba muy enfadada.
Actividad 3. Escribe los verbos en IMPERFECTO o en PRETÉRITO.
El viernes por la tarde, yo _______________________ (caminar) por el parque. __________________
(haber) mucho sol ____________________ y yo ______________________ (estar) contento/a. De
repente, _____________________ (ver) a un hombre corriendo de prisa. Él _______________________
(tener) algo en la mano. Entonces, yo _______________________ (oír) a una mujer, ella
_____________________ (gritar): “¡Socorro! ¡Un hombre me ________________________ (robar) el
bolso mientras yo ______________________ (leer)”.
Yo _____________________ (seguir) al hombre por un rato, pero yo no lo _______________________
(capturar). Yo _____________________ (llamar) a la policía y ____________________ (esperar) quince
minutos hasta que ellos ____________________ (llegar).
Nombre: ..............................................................................................................................................................
¿QUÉ HICISTE? Una canción de Jennifer
López
Ayer los dos soñábamos con un mundo perfecto
Ayer a nuestros labios les sobraban las palabras
Porque en los ojos nos espiábamos el alma
Y la verdad no vacilaba a tu mirada
Ayer nos prometimos conquistar el mundo
entero
Ayer tú me juraste que este amor sería eterno
Porque una vez equivocarse es suficiente
Para aprender lo que es amar sinceramente
ESTRIBILLO 1:
¿Qué hiciste?
Hoy destruiste con tu orgullo la esperanza
Hoy empañaste con tu furia mi mirada
Borraste toda nuestra historia con tu rabia
ESTRIBILLO 2:
¿Qué hiciste?
Nos obligaste a destruir las madrugadas
Y nuestras noches las borraron tus palabras
Mis ilusiones acabaron con tus farsas
Se te olvidó que era el amor lo que importaba
Y con tus manos derrumbaste nuestra casa
Mañana que amanezca un día nuevo en mi
universo
Mañana no veré tu nombre escrito entre mis
versos
No escucharé palabras de arrepentimiento
Ignoraré sin pena tu remordimiento
Mañana olvidaré que ayer yo fui tu fiel amante
Mañana ni siquiera habrá razones para odiarte
Yo borraré todos tus sueños de mis sueños
Que el viento arrastre para siempre tus
recuerdos
ESTRIBILLO 1
ESTRIBILLO 2
ESTRIBILLO 1
Activity 1. Look at the verbs in past tense, they’re underlined.
Circle the verbs that are in imperfect.
Frame the verbs that are in preterite.
Activity 2. Draw a picture of these words:
1) Asustado/a
3) De repente
2) De prisa
4) Oír
Activity 3. Circle the verbs in IMPERFECT or in PRETERIT, depending on the situation.
El viernes por la tarde, yo _______________________ (caminaba/caminé) por el parque.
__________________ (había/hubo) mucho sol y yo ______________________ (estaba/estuve)
contento/a. De repente, _____________________ (veía/vi) a un hombre corriendo de prisa. Él
_______________________ (tenía/tuvo) algo en la mano. Entonces, yo _______________________
(oía/oí) a una mujer, ella _____________________ (gritaba/gritó): “¡Socorro! ¡Un hombre me
________________________ (robaba/robó) el bolso mientras yo ______________________ (leía/leyó)”.
Yo _____________________ (seguía/seguí) al hombre por un rato, pero yo no lo
_______________________ (capturaba/capturé). Yo _____________________ (llamaba/llamé) a la
policía y ____________________ (esperaba/esperé) quince minutos hasta que ellos
____________________ (llegaban/llegaron).
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“El rescate de los mineros chilenos” - Spanish 2
Nuria Giménez
. Students will hear and interpret a report from the news.
. Students will differentiate the uses of imperfect and preterit in the past, and will use it
correctly within a text, with a 75% of accuracy.
Assessment Task:
Students will be asked to differentiate between the uses of imperfect and preterit in a text, and
to write down the correct form on the past with a 75% of accuracy (for next class).
Students will be asked to recognize images and write down the word in Spanish.
Social Issue
(Communities)
Materials
Miners trapped in Chile, 2010
Content from
Other Disciplines
Video and website about the rescue of
the miners in Chile:
(Connections)
Social studies
http://www.rtve.es/noticias/mineros-chile/
Targeted Grammatical Structure: Imperfect and Preterit (regular verbs)
Key Vocabulary Words: 1) El artículo 2) El héroe/La heroína 3) El locutor/La locutora 4) El
noticiero 5) El reportero/La reportera 6) Valiente 7) Oír
PRE-ACTIVITY
1
Warm-up:
1. Tell students that we’re going to have a review day today. For now, we’re going to
correct Activities 5 and 3 from last week.
2 min.
2. With the power point, ask specific students to write down on the board the answer
for different verbs. In each case, ask students why we use imperfect or preterit. Explain if
they don’t know. Make sure they understand.
15 min.
3. Go through the examples in the power point, all together, and make sure students
understand the difference on the use of imperfect and preterit.
5 min.
4. Pass out the mini-test for imperfect/preterit and explain that they can look at the
conjugations in their green sheets. Tell them that they have 10 min.
15 min.
Nuria Giménez
DURING ACTIVITIES
2
1. Explain that in 2010, several months after the enormous earthquake in Chile, there
was a catastrophe in a mine: 33 miners got trapped there for more than 2 months.
They were rescued after a lot of difficulties.
2 min.
2. Show the website with all the miners, show them the pictures. Then, show the video
of the final rescue.
10 min.
3
1. Activity: show the slide with the vocabulary words in it. In 2 groups, they will have to
write down on the board the word of the picture that I’ll say out loud.
5 min.
4
1. Remind students about the project, due next time. They have to write something
similar to the rescue of the Chilean miners: a heroic act. Tell them to start writing it
right now. They can ask me any question. Remind them that is important to
conjugate well the verbs (imperfect or preterit).
15 min.
POST-ACTIVITIES
.
5
Closure: Tell the class that the next day we’re having the UNIT TEST. Explain the
different sections on it. They won’t be able to look at their vocabulary and grammar
sheet at all.
2 min.
6
Homework: To study for the test. Next time, “Las Maracas” and “Las Notas” are due.
Next time, the project is due!
=
Assessment task: Students will be asked at the end of the lesson to turn in the quiz on
imperfect-preterit.
Nuria Giménez
Activity: The teacher will ask students to write down on the board words in Spanish.
Instrucciones
Paso 1: Vamos a hacer dos grupos: Grupo 1 y Grupo 2.
Paso 2: Miren las fotos en el power point.
Paso 3: Voy a decir un número.
Paso 4: Una persona de cada grupo escribirá la palabra en la pizarra.
Paso 5: El grupo que sea más rápido, gana un punto.
Paso 6: El grupo con más puntos, tendrá un caramelo.
Sponge activities:
1) Review for the UNIT TEST: go through the power points of the unit and look at the cultural
issues that we’ve talked about during the unit.
Adaptations:
1.
Students who are learning disabled will have a special quiz (the post-test) with the verbs in
imperfect-preterit already written down. They’ll just have to choose between the two.
INSTRUCTIONAL DECISION-MAKING
INCIDENT # 1: Vocabulary on body parts
During my first lesson in the unit, I assumed that the students knew the parts of the
body in Spanish, so I only planned a review. When we got to the activity on body parts, I
started asking them how to say this part or that other part in Spanish. I soon realized that just
one or two students actually remembered the names. The problem was that, for the last oral
activity that day, they needed to name some body parts. The students were not used to
speaking in Spanish, and it was not easy for them to have even a basic conversation. I deduced
that it would be even less comfortable for them if they did not know the vocabulary that they
had to use.
I decided that I could not just review the body parts but I had to reteach them. So I
wrote the body parts on the board over a picture of Juanes, a Colombian singer, and I made the
class repeat them after me and write them down on their worksheets. After that, we played
“Simon says” in Spanish in order to help them remember the names of the body parts.
This modification worked well; the outcome was really good. Students first learned (or
relearned) the name of the body parts; later, they remembered them thanks to the game, which
they loved. Because of this modification, students were able to accomplish the final oral activity
without major problems, at least in terms of body parts names. Their role plays of a victim and
a person offering help were fun and entertaining for the whole class, but because we used more
time to relearn the body parts, not all the students were able to participate in that exercise.
Some of them had to tell me their “offering help” questions as a “ticket out” of the class.
INCIDENT # 2: Spanish pronouns
During the third lesson in the unit, the one about the preterit, I saw that students had
problems conjugating the verbs in this tense, but I did not know what the problem was. I
explained them again how to conjugate the preterit. Then, two or three students asked me
about the Spanish pronouns that they had to use in specific sentences. I quickly realized that the
problem could be that they did not know with which pronoun they had to conjugate the verbs.
Then I asked the class some questions about Spanish pronouns and realized that at least half of
the students did not remember them.
I then wrote the Spanish pronouns at the whiteboard and made the students write them
in their vocabulary sheets. I went through each pronoun with gestures and explanations in
Spanish. The students repeated each pronoun after me. I then asked questions to specific
students that I knew had problems with the pronouns, in order to assess comprehension. We
then went through the activity again. This time, it seemed much easier for them to conjugate
the verbs in the preterit.
The outcome of this modification was remarkable. Students understood every Spanish
pronoun and learned their meaning, especially the students that had questions about them.
They also discovered some cues to find the pronoun used in a sentence depending on its
subject. This modification was needed if I wanted the class to master conjugations in Spanish,
especially in the preterit and imperfect tenses.
REPORT OF STUDENT LEARNING
WHOLE CLASS
Objective 1: Students will present a report about a heroic act in a disaster situation using five
sentences, seven verbs conjugated in the imperfect and the preterit tenses, and emergencies
vocabulary.
Oral Report Results
120%
100%
80%
60%
40%
20%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Objective 2: Pre and post-assessment (next page).
Objective 3: Students will demonstrate understanding of imperfect and preterit tenses, along
with emergencies vocabulary.
Unit Test Results
120%
100%
80%
60%
40%
20%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Objective 2: Students will apply their understanding of the difference between the preterit
and the imperfect indicative, with at least 75% of accuracy.
These are graphs with the pre- and post-assessment results for the 32 students. Both
graphs show where students passed the test with a grade of 75% of accuracy (the green line).
Pre-Assessment Results
80%
70%
60%
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Passed (75%)
Post-Assessment Results
120%
100%
80%
60%
40%
20%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Passed (75%)
Pre and Post-tests Scores
STUDENT
PRE-TEST SCORE
(in percentage)
POST-TEST SCORE
(in percentage)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
10
50
35
0
10
70
30
10
0
10
20
20
10
0
10
0
0
0
30
10
20
40
20
10
20
10
10
60
0
30
0
0
85
100
83
40
98
93
75
68
65
75
75
100
75
75
88
65
68
93
100
83
90
90
75
75
93
78
78
88
100
75
75
88
These post-test results show that five students out of the 32 did not meet the objective.
They represent 15% of the class. The rest of the class, 27 students (or 85%) did meet the
objective. This means that these five students did not understand completely the difference
between the two past tenses in Spanish. They did not master when to use the imperfect and
when to use the preterit. They also could have conjugated the verb with the wrong ending,
which shows that they did not learn the imperfect and/or the preterit endings. Finally, they also
could have been mistaken about the Spanish pronoun needed to conjugate the verb correctly.
Four students in the class scored 100%. This means that they mastered the difference between
imperfect and preterit and could conjugate the verbs without errors.
SUBGROUP – Female Students
During the whole unit, I was a little bit worried about the female students in this class.
As I mentioned earlier in the Contextual Factors section, their participation was very limited
and only when asked. They seemed to be intimidated by some of the more dominant male
students in the class, with strong characters and dynamic personalities. When I tried to get the
female students to participate, I quickly realized that they were not comfortable to do so in
front of the boys. This made it difficult to assess their progress. When I asked them if they
understood, they always signed with their thumbs up as a signal that they did, but I could not be
sure. They never asked me any questions to clarify anything done in class. In an instance, I
approached one of the girls and asked her to help me explain to the rest of the class what a
particular word meant. She helped with everything I asked. However after the class she talked
to me, very politely, and told me not to ask her anything else during this class. She explained
that she was very shy and did not want the attention of the whole class. Of course I did not
want her to feel uncomfortable in any way, so I promised her what she asked. The rest of the
female students in this class seemed to be exactly like this student, as their attitude towards
participation was the same.
On the other hand, the male students wanted all my attention, asking for clarification
continually, being involved in every activity, and wanting to answer every single question I asked.
It was insightful to observe that not all students’ learning achievement can be assessed with
equal ease. I started to make the female students participate more by writing on the
whiteboard the answer of the activities we did in class, as this seemed not to bother any of
them. This provided a means to see if they were understanding the concepts. Still, I was
concerned by their learning. This is why I chose them as a subgroup to study.
Objective 2
Pre and Post-Assessment Results
- Female students 120%
100%
80%
60%
40%
20%
0%
1
2
3
5
7
Pre-assessment
9
12
13
15
Post-assessment
17
20
21
Passed (75%)
22
27
28
This data shows that, except for two girls, all the female students scored 75% or more
in their post-assessment. Those two students were the same who scored zeros on the preassessment. This suggests that they understood little or nothing about the past tenses in
Spanish before the unit was taught. Then, during the unit, these two students did learn the
difference between imperfect and preterit with 65% and 68% of accuracy, respectively.
The rest of the female students in this class did pass the post-test with a 75% of
accuracy or more. Three of them understood the concept perfectly (a score of 100%). I finally
could check that the majority of the female students (except for these two) understood the
concepts and met the objective.
REFLECTION AND SELF-EVALUATION
INTERPRETATION OF STUDENT LEARNING
The possible reasons for the students’ success in understanding and applying the
difference between the imperfect and the preterit indicative are: first, the use of engaging
visuals, songs, and videos in my explanations of the subject; second, the use of drawings,
sounds, and gestures in class; finally, asking questions to check comprehension.
During the unit lessons, I used a lot of images, songs, and videos to make my
explanations clearer and easier to understand. Because the students found these media
interesting, they were engaged most of the time. This engagement could have helped them
assimilate the concept better and apply it correctly later, during the activities.
Because all grammar explanations were in Spanish, I had to be sure that students
understood not only the concept but also the language. To accomplish this goal, I had to use a
lot of drawings and gestures to make myself comprehensible. A lot of the things I draw and did
seemed very funny to the students. I always tried to bring all the humor I could to class, and my
poor drawings, weird sounds, and exaggerated gestures were perfect for that. These practices
created a good environment in class which helped students maintain good attitudes towards
learning.
All these good explanations would not have been enough without checking for
comprehension. I always addressed questions to the class as a whole, to specific students, and
to small groups. Asking questions in this manner allowed me to verify if I had to explain the
concept again or if we were ready to put it in practice with different activities. Someone
suggested the technique of “thumbs up/down” to me (as a way to check comprehension) for
the whole class so I used it. I also asked direct questions to students, wrote sentences on the
whiteboard and asked students if they were correct. Their answers gave me an idea of where
students were in their comprehension. Then I could decide the next needed action.
On the other hand, there are also possible reasons for the students’ lack of success.
These reasons are the limited previous exposure of these students to oral Spanish, the small
variety of written activities that I used in the unit, and the great difficulty I had to make every
student participate.
This class had not been exposed to oral Spanish previously, so they had poor listening
comprehension. When I first started teaching and using 100% Spanish, they were afraid because
they thought that they would never be able to understand me. Little by little, with the visual
aids, drawings, sounds, and gestures, students realized that they could comprehend almost
everything. However, this comprehension required a great effort from their part. They had to
pay attention and constantly be attentive. During the teaching of the unit, the majority of
students were already used to have the whole class in Spanish, but I could see that a few of
them did not make the needed effort to understand. I involved these students in the class all I
could and helped them personally during the written activities, but their answer was always the
same: “Why do you have to speak in Spanish?”. These specific students were the ones that did not
pass the post-test. Their negative attitude towards a class 100% in Spanish might have
influenced their learning.
Besides their previously limited exposure to the language, I did not use a variety of
written activities to make students distinguish between imperfect and preterit. I used a wide
variety of oral activities, songs, etc. but the written activities I used were almost always “fill-inthe-blank”. Because the post-test and the questions about imperfect and preterit in the unit test
were designed as a “fill-in-the-blank” activity, I just used this kind of written activity to prepare
them for the post-test and the unit test. But at the end of the unit, they were already tired and
bored of it. They needed something different. I should have used more variety in written
activities, which could have helped some students with engagement and, therefore,
comprehension.
Finally, this class had some male students that had a great amount of energy and
enthusiasm, and who to participate all the time. This attitude was great because it made the
class to be more dynamic and fun. But it was difficult to have everyone participate. Even if other
students wanted to participate, the strong personality of these more outgoing students made
the others feel shy, inadequate, or not brave enough to participate. I tried to make the rest of
the class participate, especially the female students, but a lot of times it did not work. I was
finally advised to make the female students participate in other ways less invasive for them, like
writing the answer to a question on the whiteboard or making them read. I did so at the end of
the unit and it worked really well. But I should have used this technique from the beginning of
the unit, because it could have affected the learning of some the shyer students.
INSIGHTS ON EFFECTIVE INSTRUCTION AND ASSESSMENT
Some of the most successful learning activities for this class were the final project, the
worksheets, and the songs and videos. I was amazed at how seriously these students treated
the final project in every unit. We dedicated a whole day of class to the oral reports on their
projects, and each student presented individually. Students had to read or explain to me their
project, all in Spanish. Perhaps this oral report made them to take the assignment more
seriously. The project was worth 50 points, just like the unit test. Because the project
represented a large part of their grade, I am sure that this encouraged some students to make
an effort to do a good job on it. The flexibility of the project was also very important. Given a
subject (celebrations, natural disasters, or accidents), students had the freedom of choosing
what they wanted to work on within the theme of the unit. They could use their artistic skills,
their imagination. They were given a rubric which said that the more original and different the
project was, the more points they earned. Students found the creative aspect of the project and
the fact that they could prepare it at home with the help of a dictionary very appealing.
Besides the final project, the most successful learning activity was, to my surprise, the
daily worksheets. There was no better tool to make students work than these worksheets.
They had to turn them in at the end of the class, so all the students were very engaged and
motivated to finish them. Each day there was a different worksheet, worth 10 points, so they
knew that the worksheets totaled 60 points. They could earn these points easily, just doing the
activities in class.
In addition to the worksheets, music and videos had a tremendous impact in this class. If
I did not prepare a song and a video for each class, students would complain! Even if the activity
related to the song was difficult to accomplish, they did not care. Any effort was worth it with
music; they loved anything related to it. And they loved to sing. They always wanted to sing the
songs after they discovered all the words in a song. The videos were the same as the music.
Even if they did not understand the person talking in the videos, images have power with this
generation of students. I think that they are so used to videos that they have become a very
good learning source, at least with this class. I always tried to look for impressive, stunning
videos for them, and they always had the effect I looked for.
However, some activities were less successful. In this class, group activities, general
questions, and unit tests did not work. The moment they could talk or work with someone,
students were off-task. They did not have the training or the discipline to work in groups. So I
could not use this excellent learning activity until the end of the unit, when they were more
used to procedures and order.
In addition to working in groups, asking general questions to the whole class did not
work either. When I asked a question without relating it to someone, we always had the same
students answering: the male students with strong personalities. It was great to see their
eagerness and excitement to participate, but other students would not answer. They were too
modest or reserved and they did not want the attention of the class. So I had to ask every
question, followed by the name of the person that I wanted to answer, if I did not want always
the same students to answer.
This class also did not like the unit test. Actually, they hated it. They were used to have
a little “help” (a small card with something written on it that they prepared at home) during the
unit test. But I did not let them have it, so the fact of not having any help might have influenced
their aversion to the unit test. They had to study more, even if I introduced a 10 point easy
True/False section. They did not like to memorize the vocabulary and know how to spell every
word. They would rather tell me orally the words. This and the fact that the unit test was
worth 40 points, made them feel afraid, even anxious about it because they knew they had to
perform well on it. Besides, I realized that a lot of specific students’ knowledge was higher than
what the unit test and their score reflected.
IMPLICATIONS FOR FUTURE TEACHING
Given what I have learned teaching this unit, in the future I would replace the final unit
test with a final project, worth a lot of points. Students’ anxiety would be lower because they
can prepare the project at home, without stress or pressure. The project would still have the
oral presentation or report component and each student would present individually, as it
worked perfectly with this class. Instead of the unit test, I would do several formative tests to
see the students’ progress, and adapt my instruction according to the results.
I would focus more on speaking activities to make them more orally proficient. They
would have an oral interview with me at the end of the term, or at the end of each month.
Students would have a “oral proficiency sheet” that I would have to sign after each interview.
This way, they would know that they are proficient in “Natural disasters”, at an intermediate
low level, according to the ACTFL Guidelines, for example, which is the standard for their High
School level. Speaking activities would help them to improve their oral skills and to feel that
they know the language because they can actually use it and create with it. Their oral
proficiency would be extremely helpful in their future, making them more successful talking in
Spanish.
I would also include more social media. If possible, I would contact an English professor
in a Hispanic country who was willing to work with technology and with my class. We would
work together to make our students connect to each other, help each other, and communicate
with each other, even do assignments together! I am sure that something of this kind can be
done. These activities would be highly engaging to students and would help them to create
friendships and to interact online in their future.
IMPLICATIONS FOR PERSONAL PROFESSIONAL
IMPROVEMENT
After teaching this unit in this specific class, I have realized that I have to improve in a
lot of different teaching aspects, but especially in these three areas: with Special Ed students,
with giving clarifications to my class, and with consequences in classroom management.
First of all, I have to get better making the Special Ed students in my class participate
more, making them feel more involved and more part of the class. I did not do very well with
my two students in this class. I will have to talk periodically to the Special Ed teacher, to discuss
about the students’ progress and to ask him/her how to help them in a better way. I could
explain him/her what happens in class, how the student reacts in front of some activities. I am
sure that the teacher could help me with ideas. I will also have to learn more about each
student’ problem, reading about it and researching online. I am sure that I can learn how to
differentiate my instruction with students having those specific problems. This knowledge will
be very helpful for me in order to prepare more appropriate activities for these students.
Secondly, I have to be better with clarification. Because all my teaching and explanations
are in Spanish, I have to be sure that every student understands. My instructions have to be
clearer, more specific, more concise, and less abstract. I have to be sure that every student
understands, and if not, make the necessary adaptations to the lesson or to the unit. To be able
to do this, observing other teachers would be a good idea. I am sure that each instructor has to
deal with clarification in his/her own class so I can take ideas from my fellow-teachers. Talking
about it with them during lunch could also help.
Finally, I have to create consequences for inappropriate student behavior in class. And
after creating these rules, I have to stick with them. Observing what other teachers do will also
help me remarkably. Being connected to FLTeach is a good solution to improve in any of these
respects. Teachers are constantly connected and help each other with the smallest problems.
You can ask any question, regarding to any aspect of teaching a foreign language, and you will
always have at least one answer from another more experienced teacher that will give you
some ideas. It is one of the best tools to connect with foreign language teachers all over the
country and make the most of it.
REFERENCES & CREDITS
All pictures used in the “Unit Test” for Special Ed students come from Microsoft
Word Clipart®, which I own a copy of.
"Bomberos de Chile. Acción-Emoción. Nivel "132"" YouTube. YouTube, 12 Sept. 2011. Web. 7
Mar. 2013.
"Bomberos Identidad Chile." YouTube. YouTube, 02 Sept. 2012. Web. 7 Mar. 2013.
"Comercial Bomberos de Chile." YouTube. YouTube, 02 Dec. 2009. Web. 7 Mar. 2013.
"Cuatro Muertos y un Herido en Accidente de Tránsito En La Vega." YouTube. YouTube, 27
Dec. 2010. Web. 5 Mar. 2013.
"Desastres Naturales." YouTube. YouTube, 26 Jan. 2008. Web. 11 Mar. 2013.
"El Fuerte Terremoto Registrado en Chile Deja Ya 300 Muertos." América | Elmundo.es. N.p.,
n.d. Web. 11 Mar. 2013.
"Estado de Emergencia en Panamá por Inundaciones." YouTube. YouTube, 26 Nov. 2012. Web.
16 Mar. 2013.
"Juanes: La Historia de Juan." YouTube. YouTube, 12 May 2011. Web. 11 Mar. 2013.
"Juanes, Último Disco, y Participación en la Entrega de los Premios MTV." Música Diario: El
Mundo De La Música a Diario. N.p., n.d. Web. 5 Mar. 2013.
"Maná Feat. Santana, Corazón Espinado." YouTube. YouTube, 15 Aug. 2009. Web. 7 Mar. 2013.
"Noticias: Rescate de los Mineros en Chile." Radio Televisión Española Online. N.p., n.d. Web. 25
Mar. 2013.
"Terremoto y Tsunami Chile 2010 en Vivo, Earthquake." YouTube. YouTube, 04 Dec. 2010.
Web. 11 Mar. 2013.
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mo{ed belowiorThe D!rpo5e5 isled on ihis pooer. rlnderuloncl lhot my noraet{jll
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My nomeis Nurio Glm6nezoncl lwil be nldent teochlng in youchild s Sponish
coss lhisyeor. As pod ofmy couEeworkond ln preporotion formyfuture
emp oymenl, I need to documenl my p.oie$iono growih os o teqcher lor my
courueinslrucloE, slpervisors, ond poientio employeA. ln orderjo do lhir, woud
llke to co eci exomples ofsludeniwork lhql show the differeni insnucilonol
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loke phoios ol some otolrco$room ocllvliies. lwould use ihese moleridsiorlhe
oi nnrucTionol opprooches, moierials, ond
techniq!es wlh olher n!dent teochers, co Leog!es, or !fiveEit prote$o6.
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Photos of me ormywork from Sponish clos in 2013
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Nurio Gimenez dnd wl be nldefl ieoching in your chi d s Sponish
clo$ this yeor. As pori of my couBework ond in prepo.alion iormyiuiure
employmeni, I need to document my profe$iono growlh qs o teocherfor my
cou6e innrucioB, supeNisors, ond poleniol employeA. n oder lo do lhis, wou cl
ike io collecj exompes ofsiudentwork lhotshowthe dfferenl i.nrlcilonol
opprooches luse durlng ihe yeor. I worr d olso llke io videoio pe my leoch ng ond
ioke pholos oisomeofour co$room ociiviiles. lwouid use these molerlos forlhe
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clo$ This yeor. As pod oi my co!ruework ond in preporollof 1or my luture
employmeni, Lneed lo documenl my prole$ionol growih os o ieocher lormy
cou6e in5lr!cto6, supervhon, ond polenliol employec. n order 1o do lhis, I would
ike lo colleci exomples ofnudenlwolk thot 5how lhe different innrucilono
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prole$ionol conferehces orschool
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noi be !5ed in conilncllo. wilh ihese ilem5 lexcepi f it is menlioned on lhe
!94ple5 ofmvwolk lrom Sponillclo$ in 2013.
Pholos oi me or mywork from Sponish clo$ in 20E.
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NO,
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oses descrlbed obove.
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Permission Form for Somple Student Work, Pholos, ond Video
My nome s Nlrio Gim6nezond lw lbe studentTeoching ln your chl d's Sponish
clo$ thi5yeor. As pon of my couGewod oncl ln preporoiion formyiuture
employmenl, need lo document my profes onol growth os a teache. ior my
colue insltucloA, supeNi5oF, ond polentio emp oye6. h orderto do this, lwou cl
lke lo co eci exdmpe5 oistudeniwork lhol showlhe dillereni lnstructionol
opprooches use durlng ihe yeor. lwoud o50 ike lovideoiope myleoching ond
toke phoios ofsomeofolr co$room ocllvliies wo!d !5e lhese moieiols forthe
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As the bosis lor discutsion
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open houses in the luture.
As porl ol my prolesslonol portfollo, which
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o
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mdlked below iorihe purposes isied on lh5 poper undeAlo.d thol4y_!!!]e_Wi!l
not be used n conilncJlon with these items (eNcec,l f i1 is menloned on the
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lhot6 of me or mv work irom Soonish cos in 2013
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Photos of me or mywork lrom Spdn sh c o$ !n 2013.
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My slgnoiure below indicotes thdt you hove my permi$ion io use the lems hove
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My nome is Nlrio Gimenez o.d wi be siudeni leoching ln your chl d 5 Sponish
clo$ thL yeor. As po.l ol my colcework ond in preporoiion tor my future
employmenl, need lo documeni r.y profe$lofol growth os o leocher lor my
coufie insl.lcioA, supe iso6, ond polenlio employeB. n order io do ihis, twould
like locollecl exomples oisluclenlwork lhot show ihe cliflereni innruciiono
opprooche5 use dunng lhe yeor. wolld oho ike io videoiope myteoching ond
loke pholos oisome ol olrclo$room oclivities. Iwolld use these moie ols lorlhe
lhe bostfordBcu$lon oJ innrucilono opprooches, molerlos, ond
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colleogues, cou6e insjrucior, superv soa, ond/orpoteniio empoyers.
My signolure below ind coies ihot yo!' hove my permi$ on 1o lse ihe iiems hove
morked beowlorThe purposes lned on ihs poper. rundeBloncl thol mv nome will
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Permission Form for Somple Sludenl Work. Photos, ond Video
s Nlrio Gim6nezond lwillbe riudeni leochincr in yolr chitd,s Spon sh
yeor.
cld$ lhis
A5 pod ol my couêwo.k ond ln preporotion for my fuiure
employment, need lo docLrmeni my prote$ionoL growlh os o leocher tor my
co!6e innrlcloru, supervisors, ond poleniiol employeG. n or.ler lo doihi5, twoud
ike lo coleci eromples of siudent work lhoi 5how ihe dlfferenl insiruciiono
opprooches Lrse cluring lhe yeor. lwoud oso ike io videoiope myteochifg ond
ioke phoios of some ol oLr cld$rooh octivllies. I would use lhese holeriots for the
My nome
the b$ls lor dlsc u$lon of i.nrucliono opprooches, mcier o s, o.d
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open houts n lhe fulure.
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Permission Form for Somple Siudenl Work, Photos, ond Video
Mynome is Nlrio clmdnezond lwi be sjudeni ieochinq h your chid 5Sponish
co$ lhisyeor. As porl ol mycolEeworkand in prepdroUon lor my iuture
emp oyment, need io docLrmeni my profe$lonol growih os o leocher Jor my
coure i.nr!clo6, superyisoA, an.l poienlo empoye6. n order to do lhi5,lwould
llke io colecl exomples olslldeflwork thoi5howihe different inslilcliond
opprooches use during lheyeor, woud oko ike lo videotope myteachtng ofd
loke pholos of some oi olr clos.oom oclivities. I wou d use ihese moteno s lor the
the b6ls lor dhcu$lon oilnnrucliono opprooches, moterios, ond
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coLleogues, cou6e instucioa, supevho^, ond/or potenticl emp oyer
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TEACHER WORK SAMPLE Los desastres naturales Timpanogos High School Alpine District

Transcription

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