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INSTRUCTIONAL PHASE
Mini-Unit #1: Vocabulario de la Unidad 4 Leccin 1 Unidad 4 Leccin 2 Students will learn to pronounce with good accents, spell, and translate important vocabulary for maneuvering around the mall (shopping), the movie theater, theater, and describing clothing. Students will describe places and events that occur in a typical town.

IV. DIRECTED TEACHING

1. Teacher implements the structured overview of the unit to orient students to Mini-unit #1: Vocabulario de Compras y la ropa, outlining the lists of vocabulary to be introduced and learned in this mini unit. Teacher instructs pupils to go with him/her to page 213 in their textbooks (Avancemos! Uno, McDougal Littell). Teacher reads each word out loud to the class, pronouncing the words clearly and correctly. Teacher uses pictures for each of the words translation into English. As the teacher reads the words out loud, he/she explains their significance and how they help students maneuver around or shop in a mall. (See Appendix B for list of words). 2. Teacher instructs students to flip the page with him/her to page 194-195 in their textbooks (Avancemos! Uno, McDougal Littell). Teacher demonstrates the vocabulary by reading sentences/questions aloud to the whole class. He/she further demonstrates the vocabulary to students who do not comprehend the vocabulary by giving other examples such as having a student stand in front of the class as the teacher describes his/her clothing. The teacher could also use pictures from the book to give the students more concrete examples. The teacher will use these words to assist students in

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describing their own clothes (i.e. colors, types of clothes etc.,). These words are in the list in Appendix B entitled Vocabulario del Centro. 3. Teacher asks students to page 237 in their textbooks (Avancemos! Uno, Mcdougal Littell). Teacher reads each word out loud with the correct pronunciation and Spanish accent. Teacher uses a power point presentation to present the pictures for the vocabulary words (See Appendix B for list of words). 4. Teacher tells students to flip over to page 218 in their textbooks (Avancemos! Uno, Mcdougal Littell). Teacher reads the vocabulary, sentences, and examples aloud to the class. For students who do not understand the vocabulary examples in the book, the teacher gives more concrete examples by bringing food items into class or showing pictures off the Internet. These words are in the list from page 237 in Appendix B entitled Vocabulario del Restaurante.

V. GUIDED PRACTICE
1. Teacher tells students as a class to repeat each word after him/her. This is an opportunity for students to practice Spanish pronunciation and good Spanish accents. 2. On page 194-195 (Avancemos! Uno, Mcdougal Littell) students are instructed to read in class parts A-E. The teacher is there to assist if students have trouble pronouncing the vocabulary or phrases. After reading parts A-E, students are asked to translate the vocabulary in part B. In parts A-E students learn about the clothes Enrique and Maribel like to wear. Then they will practice what they have learned to talk about clothes and how much they cost. Example: Maribel piensa que el vestido es un poco feo. Ella tiene razn; no es my bonito. Ella compra otro vestido que le gusta ms.

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3. Teacher communicates that together as a class they will repeat each vocabulary word or phrase after him or her. This is an opportunity for students to practice Spanish pronunciation and good Spanish accents. As a class, the students complete exercise 1 on page 220 in Avancemos! Cuaderno: Prctica por niveles. Activity 1 is a reading activity in which students will pair a descriptive phrase with what the description corresponds. Example: Compras entradas aqui la ventanilla. The teacher and the class will go over the correct answers to the activities. 4. On page 218-219 (Avancemos! Uno, Mcdougal Littell) students are instructed to read in class parts A-F. The teacher is there to assist if students have trouble pronouncing the vocabulary or phrases. After reading parts A-F, the students will complete activity 2 on page 220. Parts A-F provide students the opportunity to see what all occurs in a town (movie, restaurants, parks, theaters etc.,). Activity 2 is an opportunity for students to speak in Spanish by looking at the picture in the book of the restaurant and telling their partner what they see. Example: Student A: Qu ves en el restaurante? Student B: All veo una silla. (Avancemos! Uno, Mcdougal Littell).

VI. INDEPENDENT PRACTICE

1. Teacher places students in groups of 3 to 4 for the students to make note cards of the vocabulary words and phrases on page 213 (Avancemos! Uno, Mcdougal Littell). Students will be asked to practice the vocabulary words by quizzing each other for 10 minutes. 2. Students are assigned the activities in page 172 in Avancemos! Cuaderno: Prctica por niveles. Students will complete the activities individually, but will check each others answers as a group. In theses activities, students will be asked questions on how much clothes cost and what colors of clothes do they prefer. Example: Qu te prefieres, el vestido negro o blanco? Response: Depends on students preferences, but an example of

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a response would be yo me prefiero el vestido negro porque eso no cuesta mucho. 3. Teacher places students in groups of 3 to 4 for the students to make note cards of the vocabulary words and phrases on page 237 (Avancemos! Uno, Mcdougal Littell). Students will be asked to practice the vocabulary words by quizzing each other for 10 minutes. Students will be given classwork credit for making the note cards. 4. Teacher assigns students the writing activity on page 190 in Avancemos! Cuaderno: Prctica por niveles. This is a writing assignment in which the students will evaluate their own writing style from the rubric in the activity book as well as compare and contrast what other students wrote about in the assignment. Students are assigned to write 5 sentences using the vocabulary from this lesson for a homework grade. Example: Cuando voy a la tienda, me gusta comprar ropa barata. Siempre yo veo a los precios de la ropa..

VII. FORMATIVE EVALUATION

1. The teacher gives the class a vocabulary quiz on the words from Unidad 4 Leccin 1. The quiz will have 20 questions/vocabulary words/phrases, but students will be unaware of which questions/words/phrases will be on the test. The teacher does this in order that student learn all the possible answers for the quiz. The following words will appear on the quiz: 1. 2. 3. 4. 5. 6. 7. 8. El centro commercial El dinero El dlar El euro Ir de compras To pay Price Blouse

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9. Socks 10. Winter hat 11. Llevar 12. Nuevo(a) 13. La ropa 14. El Vestido 15. Los Zapatos 16. Yellow 17. Blue 18. To be hot 19. To be lucky 20. Seasons Grading Criteria: Each correct response is worth 1 point. mastery is 16/20. In order to receive full credit, words must be spelled correctly. there is no partial credit allowed. 2. The teacher gives the class a vocabulary quiz on the words from Unidad 4 Leccin 2. The quiz will have 20 questions/vocabulary words/phrases, but students will be unaware of which questions/words/phrases will be on the test. The teacher does this in order that student learn all the possible answers for the quiz. The following words will appear on the quiz: 1. El cine 2. El parque 3. El teatro 4. El restaurant 5. El concierto 6. Tickets 7. Movie 8. Street 9. To find 10. To take 11. El (la) camarero(a) 12. La cuenta

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13. 14. 15. 16. 17. 18. 19. 20.

La mesa La propina El plato principal To order, ask for Beef Beans Fish Chicken Grading Criteria: Each correct response is worth 1 point. mastery is 16/20. In order to receive full credit, words must be spelled correctly. there is no partial credit allowed.

VIII. DIFFERENTIATING INSTRUCTION

Re-Teaching Activities:
1. Using the vocabulary words on page 218-219 in (Avancemos! Uno, Mcdougal Littell) organize students into small groups, and provide each group with a piece of poster board. The teacher instructs each group to create a menu for a restaurant and explains the rubric (See Appendix B for Rubric on poster).

Extension Activities
1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from that of the mini-unit sub-objectives: The teacher asks students if they have been to a concert, play, or movie. What did they see? Did they like it? Ask them to describe the event and the building where it took place. The students write down their response and then share with a neighbor.

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2. Horizontal Extension intend to develop learner skills in the social or affective domains and provide a different expressive mode: The teacher collects an assortment of funny clothes to use as costumes. The teacher writes a number of expressions related to emotions and activities on separate index cards, like triste, contento, ir de compras, jugar al ftbol. Afterwards, the teacher invites a volunteer to choose a costume and a card to act out. The class needs to describe the costume, as well as guess the activity or emotion being portrayed. (Avancemos! Uno, Mcdougal Littell).

Accommodations and Modifications:

Students whose individualized education plans (IEPs) require accommodations or modifications of the mini-unit will differ in each student population. The following are suggested ways to alter the activities above for students with special needs who are visually impaired or have reading/writing /speaking disabilities. 1. Students may dictate their experience at a concert, play, or movie to the teacher or use a word processor to write their translation. 2. Students may listen or watch the costume activity in a video or audio format. The student may then describe the costume and emotion being portrayed using the word processor or spoken/ videotaped as is appropriate for the individuals needs and accommodations.

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Mini-Unit #2: Gramtica: e-ie stem changing verbs and Direct Object Pronouns 2. Students learn how to effectively conjugate stem changing verbs and place Direct Object Pronouns. IV. DIRECTED TEACHING
1. Teacher hands students a graphic organizer (see Appendix B) for e to ie stem changing verbs, using the example of Querer which in the infinitive means To Want. Spanish has two kinds of verbs that undergo spelling changes during conjugation. Spelling change verbs undergo consonant changes in certain conjugations, while stem-changing verbs are characterized by changes in vowels. Stem-changing verbs are those that have a vowel spelling change in the stem of all forms except nosotros and vosotros. QUERER - to want yo quiero nosotros queremos t quieres vosotros queris l quiere ellos quieren The teacher will demonstrate the correct manner to conjugate Querer to the class. The teacher will make sure his/her students understand that e to ie stem changing verbs do not stem change in the nosotros and vosotros form of the verb. The teacher gives the class a handout on e to ie stem changing verbs (See Appendix B). Teacher will also demonstrate the correct way to conjugate verbs cerrar and entender by giving students a graphic organizer to keep for their notes. See Appendix B for the graphic organizer. 2. The teacher gives the class a graphic organizer for the Direct Object Pronouns (See Appendix B). The teacher gives the notes about the Direct Object Pronouns through a power point presentation. Before presenting the teacher will draw the

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following Direct Object Pronouns on the board for all the students to see. TABLE 1 Direct Object Pronoun Chart Singular Plural First person Second person me te nos vos los las

Third person (masculine) lo Third person (feminine) la

V. GUIDED PRACTICE
1. Teacher writes the following e to ie stem changing verbs on the board for all students to see: Pensar, Entender, Perder, Cerrar, Preferir. All these verbs come from Avancemos! Cuaderno: Prctica por niveles on page 152. Students are then asked to volunteer to come correctly conjugate one of the following verbs on the board. As the individual student writes it out on the board, the class is asked to write it out in their notebooks. The teacher will use time after each verb is conjugated to inform students whether the verbs are being conjugated correctly. 2. Students are directed by the teacher to turn to page 154-155 in Avancemos! Cuaderno: Prctica por niveles. The teacher tells the students to complete the exercises as a class. Students will be called upon to give their answers to the particular questions. The teacher tells them to refer back to their graphic organizer on Direct Object Pronouns when they have trouble answering the questions.

VI. Independent Practice

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1. The students are assigned to complete the activities on page 153 from Avancemos! Cuaderno: Prctica por niveles. This is an individual assignment to be turned in for classwork credit. For a homework assignment, students are to write 5 sentences using the stem changing verbs taught in class. 2. Teacher assigns page 156 in Avancemos! Cuaderno: Prctica por niveles to the students to complete in their small groups. The teacher goes over the correct answers to the activities by calling on students to give their answers to the questions.

VII. FORMATIVE EVALUATION

1. The students will be assessed by a quiz on e to ie stem changing verbs and Direct Object Pronouns. See the quiz attached in Appendix B. Grading Criteria: Each question is worth 1 point. Mastery 8/10. To receive all possible credit, each word must be spelled correctly, correctly conjugated (if a verb), and agree with gender. There is no partial credit.

VII. DIFFERENTIATING INSTRUCTION Re-Teaching Activities

1. The teacher will have students create a drawing of each piece of clothing mentioned on page 194 (Avancemos! Uno, Mcdougal Littell) to help them remember the vocabulary. The teacher has the students sketch each item on the same piece of paper. Then has the students use their drawings to ask questions of their peers.

Extension Activities

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1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from that of the mini-unit sub-objectives: The teacher has the students self-correct themselves as they complete activity 11 on page 205 (Avancemos! Uno, Mcdougal Littell). The teacher encourages the students to read both of the possible choices aloud and then advises the students to listen for the pronoun that agrees with the noun being replaced. 2. Horizontal Extension intended to develop learner skills in the social or affective domains and provide a different expressive mode: The teacher assigns the students small groups to watch a Spanish-language comedy, which could be a movie or television show. The teach assigns them to describe the characters involved, their names, what they look like, their personalities, and what they wear.

Accommodations and Modifications

Students whose individualized education plans (IEPs) require accommodations or modifications of the mini-unit activities will differ in each student population. The following are suggested ways to alter the activities above for students with special needs who are visually impaired or have reading/ writing disabilities. 1. Students who may have a visual impairment may listen to the dialogue from activity 11 on page 205 (Avancemos! Uno, Mcdougal Littell). It would be necessary to read the instructions to the student. 2. Students with a visual impairment may listen to the Spanish-language comedy, but then write down their responses via a word processor.

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Mini-Unit #3: Gramtica: o to ue and e to i stem changing verbs in the present tense. 3. Students learn how to effectively conjugate stem changing verbs in the present tense to the correct subject pronoun.

IV. Directed Teaching

1. Teacher hands students a graphic organizer (see Appendix B) for o to ue stem changing verbs, using the example of Poder which means in the infinitive form to be able, can. Spanish has two kinds of verbs that undergo spelling changes during conjugation. Spelling change verbs undergo consonant changes in certain conjugations, while stemchanging verbs are characterized by changes in vowels. Stem-changing verbs are those that have a vowel spelling change in the stem of all forms except nosotros and vosotros.

PODER- To be able, can Yo puedo Nosotros podemos T puedes l Puede Vosotros Podis Ellos Pueden

The teacher will demonstrate the correct manner to conjugate Poder to the class. The teacher will make sure his/her students understand that o to ue stem changing verbs do not stem change in the nosotros and vosotros form of the verb. The teacher gives the class a handout on o to ue stem changing verbs (See Appendix B). 2. Teacher tells students to refer to their previous handout on stem-changing verbs for e to i stem-changing verbs, using the examples of servir which means in the infinitive form to

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serve, and pedir which means in the infinitive form to order, ask for. During this time, the teacher will remind students that there are no stem-changing verbs in the present tense of English. There are, however, a number of stem-changing verbs in Spanish. Some ir verbs have an e to i stem change in the present tense. The teacher will demonstrate for e to i stem changing verbs, the last e of the stem changes to i in all forms except nosotros and vosotros. The teacher will give students a handout on e to i stem changing verbs (see appendix B)

Servir- To serve Yo sirvo Nosotros servimos T sirves l sirve Vosotros servs Ellos sirven

Pedir-To order, ask for Yo pido Nosotros Pedimos T pides l pide V. Guided Practice Vosotros Peds Ellos Piden

1. The teacher writes the following o to ue stem changing verbs on

the white board for all students to see: almorzar, costar, dormer, encontrar, and volver. All these verbs come from Avancemos! Uno, Mcdougal Littell on page 223. Students are then instructed to conjugate the verbs on the white board in their class notes. After the students have completed the task, the teacher will call on volunteers to conjugate a verb on the white board for all of the class to see. The teacher uses this time to correct any mistakes and re-teaching any important aspects of the lesson to students who do not comprehend the material. (Example of what the students will be doing: dormir- to sleep yo duermo, t duermes,

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usted duerme, nosotros dormimos, vosotros dorms, ellos duermen)

2. The teacher instructs students to turn in their text books

(Avancemos! Uno, Mcdougal Littell) to page 229. The teacher will read the instructions of the activity to the students. The students will complete the activity after the teacher demonstrates the model in the book. For example, Model: Maribel: Bebida (la camarera) ANS: Maribel pide una bebida y la camarera la sirve.

VI. Independent Practice 1. The teacher instructs students to partner up with a student near them and turn in their text books to page 225 and read the directions to activity 7 (Avancemos! Uno, Mcdougal Littell). The teacher will demonstrate the activitys model with a student volunteer. Model: Ir a un concierto. Teacher: Vas a un concierto? Student: No, no puedo ir a un concierto. Voy a ir al cine con mi hermano. Students will turn in this activity at the end of class for a participation grade. 2. The teacher instructs students to turn in their textbook to page 230 and reads the instructions to activity 13 (Avancemos! Uno, Mcdougal Littell). Activity 13 is a listening exercise in which the students will listen to individuals say what they served to their guests in the restaurant. The teacher will play the recording two times. After playing the recording two times, the students will turn in their answers for a classwork grade. VII. Formative Evaluation 1. The students will be assessed by a quiz on o to ue and e to i stem changing verbs. See the quiz attached in Appendix B. Grading Criteria: Each question is worth 2 points. Mastery is 16/20. To receive all possible credit, each word must be spelled

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correctly, correctly conjugated, and agree with gender. There is no partial credit on this quiz. VIII. Differentiating Instructions Re-Teaching Activities 1. The teacher will have students complete the Para y Piensa activities at the bottom of pages 225 and 227 in their textbook (Avancemos! Uno, Mcdougal Littell). The teacher will re-explain the concept of stem changing verbs to the class and then perform the model. Example: Yo ________(dormir) ocho horas. Answer: Yo duermo ocho horas. The teacher will complete the activities on the board with the class. The students will raise their hands to answer/ask questions. Extension Activities 2. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from that of the mini-unit sub-objectives: 1. The teacher will instruct students to read the telehistoria on page 226 of the textbook. This will be a reading and listening activity because students will complete the phrases in activity 9 after listening to the activity on page 227 and reading the telehistoria. 3.Horizontal Extension intended to develop learner skills in the social or affective domains and provide a different expressive mode: The teacher will assign students into groups of 3 to 4 students to complete activities 3 and 4 on page 239 of the textbook. Students will be required to work together to translate the sentences into English and conjugate the stem changing verbs correctly. Example: Yo nunca _______ (Poder) comer todo porque sirven mucha comida. Answer: I never can eat all the food because they serve a lot of food. Accomodations and Modifications

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Students whose individualized education plans (IEPs) require accommodations or modifications of the mini-unit activities will differ in each student population. The following are suggested ways to alter the activities above for students with special needs who are visually impaired or have reading/ writing disabilities. 1. Students who have a visual impairment may listen to activity 1 on page 238 in their textbook. This activity will provide them the opportunity to demonstrate their knowledge of o to ue and e to i stem changing verbs. The teacher should read the instructions carefully and play through the recording two times. 2. For students with a hearing impairment the teacher may print out the between Enrique and the waiters in activity 13 on page 230 in the textbook. The student will be able to read the dialogue and tell what the people are serving. Example: Los camareros Answer: Los camareros sirven el pescado a Enrique. Mini Unit #4: Cultura de Espaa de la Unidad 4 en Lecciones 1 y 2 Students will learn an overview of the demographics (i.e. population of Spain), physical features (i.e. climate and seasons) sports, art, literature, and regional customs of Spain. IV. Directed Teaching 1. At the beginning class, the teacher will assign students to open their textbooks to pages 190-191 in their textbooks. The teacher will read through these pages as an introduction for the class to the culture of Spain. The students will learn an overview of the size and population of Spain as well as typical foods and famous Spaniards. The entire discussion will be on comparing and contrasting the culture of Spain to that of the United States of America. Example: after explaining the soccer rivalry between Real Madrid and FC Barcelona, the teacher will ask the students about what sports teams in their area have intense rivalries. 2. The teacher will ask students to turn in their textbook to pages 203 and 212 to begin a classroom discussion on Spanish Art. During this

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time the teacher will explain the significance of the arts to Spanish culture, specifically the works of Salvador Dal, Pablo Picasso, and the Arabs. To spur on student learning, the teacher will ask questions such as What other words of Picasso or Dal are you familiar with? or What are some famous American artists that have impacted the culture of the United States like Picasso, Dal, or the Arabs? V. Guided Practice 1. The teacher instructs students to turn to page 206 in their textbooks to read over the section entitled Comparacin cultural in which students will learn about how the geography of Spain affects the countrys climate. After reading the section, students will gather into groups of two and take out a pen and paper. The students will work with their partner to answer the following questions: 1. How does geography affect a countrys climate? 2. How does our climate in the Southeastern United States compare to Central Spain in the summer? 3. Is Spain North or South of the equator? 4. How does the geography of your area affect the climate? The teacher will walk between the groups to monitor participation and to answer questions on climate and geography. The students will turn in this assignment for a class participation grade. 2. The teacher instructs students to turn to page 215 and to perform activity 5. This is an opportunity for students to review the culture they have learned thus far into the lesson. The teacher will provide answers to questions on where to find the answers in the book to questions on activity 5. Example: What are the characteristics of Seviallanas? Answer: Sevillanas are similar to flamenco, which involves singing, dance, and guitar as well as rhythmic clapping or foot taps. VI. Independent Practice 1. Teacher will instruct students to go to the computer lab for a map project. In the computer lab students will be instructed to individually create a climate map of Spain shading in with the different colors the climates of each region of Spain. The students will give an oral presentation on his/ her map to the class as part

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of their formative evaluation. The teacher will display these maps on the walls of the classroom. See Appendix B for an example map and Rubric for this assignment. 2. To reflect on what the students knowledge of the seasons, the teacher will instruct students to write a poem about one of the seasons. The students are to include the following elements in their poem: 1) name of the season 2) 2 colors that describe the season 3) 3 things they want during the season 4) 4 activities they prefer to do during the season 5) a description of how they feel during the season. See Appendix B for Rubric. VII. Formative Evaluation 1. The students will be assessed by a quiz on Spanish Culture and Geography. See the quiz attached in Appendix B. Grading Criteria: Each question is worth 2 points. Mastery will be 8/10. 2. The students will give an individual presentation on their map and climate zones of Spain. See Appendix B. VII. Differentiating Instruction Re-Teaching Activities 1. Teacher will ask students to turn in their textbooks to pages 210211 to read about Antonio Colinas, a poet from Len, in northern Spain. The teacher will read through the brief introduction to Antonio Colinas. The teacher will show students how to find phrases that show the poets feelings. This will be another opportunity for the teacher to instruct students on the diversity and importance of Spanish poetry. The teacher will read through the poem Invierno tardi, and students will be asked to answer the questions at the bottom of page 211 to turn in for a classwork grade. An example question: Do you think the dog (in the poem) is a good friend? Why? Extension Activities

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1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from that of the mini-unit sub-objectives: Teacher asks students to turn to page 236 in their textbook to perform the following activity: students will be asked to examine each painting (on the page of the textbook) and to describe it to themselves. The students will then try to create a landscape scene on construction paper using the paintings in the textbook as inspiration. This activity teaches students about the complexity of Spanish art as many students will glean/see something different from the painting than the original artists intended, thus showing students that a single work of art can have a number of different interpretations. The teacher will provide students the necessary construction paper, charcoal pencils, colored pencils or pens, watercolor paint, and paintbrushes. The students will be given a completion grade and the paintings will be displayed on the walls of the classroom. 1. Horizontal Extension intended to develop learner skills in the social or affective domains and provide a different expressive mode: The teacher will pair students up with a partner to complete activity 8 on page225. This is an opportunity for students to compare and contrast their culture with the culture of Spain. Also, it will be an opportunity for students to practice speaking in Spanish with a partner. An example question students will ask each other would be: Qu tipo de recuerdo podra un visitante a tu comunidad comprara? Accommodations and Modifications: Students whose individualized education plans (IEPs) require accommodations or modifications of the mini-unit activities will differ in each student population. The following are suggested ways to alter the activities above for students with special needs who are visually impaired or have reading/ writing disabilities.

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1. Students with a reading disability may be given more time to complete activity 14 on page 206. Students will be asked to perform the same activity as others, but will be under the management of the teacher in particular. See guided practice for the instructions for activity 14. 2. Students with a social disability may be instructed by the teacher to turn to page 230 in their textbooks to the section entitled Comparacin Cultural. The teacher will instruct students to read through the blurb individually and to answer the following question: What famous artwork would you like to try to re-create and why? This will give the students the opportunity to work individually on an assignment if they have had difficulty interacting with their classmates. The students will use their knowledge of surrealist Spanish art to reconstruct one of their dreams or famous piece of are into their own version. If students cannot think of a dream or famous picture, they are allowed to use their own creativity to draw a painting/picture.

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Appendix B
B-1Vocabulario del Centro B-2 Vocabulario del Restaurante B-3 Vocab Quiz #1 Answer Key B-4 Vocab Quiz #2 Answer Key B-5 Rubric for Poster Menu B-6 Stem Changing Verbs Handout B-7 E to IE Stem changing Verbs Graphic Organizer B-8 Direct Object Pronouns Handout B-9 O to UE Stem Changing Verbs Handout B10-E to I Stem Changing Verbs Handout B-11 Grammar Quiz #1 B-12 Grammar Quiz #1 Answer Key B-13 Grammar Quiz #2 B-14 Grammar Quiz #2 Answer Key B-15 Rubric: Spains Climate Zones B-16 Rubric for the Poem on the Seasons

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B-17 Culture Quiz #1 B-18 Culture Quiz #2 Answer Key

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List of Vocabulario del Centro Words on Page 213/194

La blusa-blouse El dlar-dollar Los calcetines- socks El euro-euro La camisa-shirt Ir de compras-to go shopping La camiseta-T-shirt Pagar-to pay La chaqueta-jacket El precio-price Feo(a)-ugly La tienda-store El gorro-winter hat Los jeans-jeans Llevar-to wear Nuevo(a)-new Los pantalones-pants Los pantalones cortos-shorts La ropa-clothing El sombrero-hat El vestido-dress Los zaptos-shoes Amarillo(a)-yellow Anaranjado(a)-orange Azul-blue Blanco(a)-white Marrn-brown Negor(a)-black Rojo(a)-red Verde-green Las estaciones-seasons El invierno-winter El otoo-fall La primavera-spring El verano-summer Durante-during Cerrar-to close Empezar-to begin Entender-to understand Pensar-to think, to plan Preferir-to prefer Querer-to want Tener calor-to be hot Tener fro-to be cold Tener razn-to be right Tener suerte-to be lucky El centro commercial-shopping center, mall Cunto cuesta(n) ?-how much does it (do they) cost? Cuesta(n)-it costs(they cost) El dinero-money

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List of Vocabulario del Restaurante on Page 237/218

El (la) camarero(a)-(food)server Costar-to cost La cuenta-bill De postre-for dessert El menu-menu La mesa-table El plato principal-main course La propina-tip Pedir-to order, to ask for Servir-to serve El arroz-rice El bistec-beeg El brcoli-broccoli La carne-meat La ensalada-salad Los frijoles-beans El pastel-cake La patata-potato El pescado-fish El pollo-chicken El tomate-tomato Las verduras-vegetables All-there Almorzar-to eat lunch Aqu-here Dormir-to sleep El lugar-place Poder-to be able, can Tal vez-perhaps, maybe Ver-to see Volver-to return, to come back A pie-by foot La calle-street En autobus-by bus En conche-by car Encontrar-to find Tomar-take El concierto-concert Las entradas-tickets La msica rock-rock music La pelcula-movie La ventanilla-ticket window El caf-caf El centro-center, downtown El cine- movie theater, the movies El parque-park El restaurant-restaurant El teatro-theater

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Unidad 4 Leccin 1 Answer Key

Nombre:______________________ Clase:________________________ Fecha:________________________ Nota:___/20

1. El centro commercial-Shopping Center 2. El dinero-money 3. El dlar-dollar 4. El euro-euro 5. Ir de compras 6. To pay-pagar 7. Price-el precio 8. Blouse-la blusa 9. Socks-los calcetines 10.Winter hat-el gorro 11.Llevar-to wear 12.Nuevo(a)-new 13.La ropa-clothing 14.El Vestido-the dress 15.Los Zapatos-shoes 16.Yellow-amarillo(a) 17.Blue -azul 18.To be hot-tener calor 19.To be lucky-tener suerte 20.Seasons-las estaciones

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Unidad 4 Leccin 2 Answer Key

Nombre:______________________ Clase:________________________ Fecha:________________________ Nota:___/20

1. El cine-movie theater,the movies 2. El parque-the park 3. El teatro-the theater 4. El restaurant-restaurant 5. El concierto-concert 6. Tickets-las entradas 7. Movie-pelcula 8. Street-la calle 9. To find-encontrar 10.To take-tomar 11.El (la) camarero(a)-(food) server 12.La cuenta-the bill 13.La mesa-table 14.La propina-tip 15.El plato principal-main course 16.To order, ask for-pedir 17.Beef-la carne 18. Beans-los frijoles 19.Fish-el pescado 20.Chicken- el pollo

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Rubric for Poster Menu:

Writing Criteria Content Excellent (5) Poster has at least 5 main courses, a drink section, a sides section, and a dessert section. Good (4-3) Poster has at least 4 main courses, but lacks one or more of the other sections. Needs Work (20) Poster has at least 2 main courses, but lacks several of the other sections. Poster has at least 2 colors throughout menu. Students write sloppily. The teacher struggles to read the menu. Poster has blatant grammatical errors throughout the menu.

Creativit & Neatness

Poster has at least 5 colors distributed evenly throughout the menu. Students write clearly.

Poster has at least 4 colors throughout menu. Students write somewhat clearly. Teacher can read the menu.

Grammatical Accuracy

Poster has little to none grammatical errors throughout the menu.

Poster has several, but not distracting grammatical errors throughout the menu.

The Poster Menu activity is worth 15 points. Mastery is 12/15.

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STEM CHANGING VERBS HANDOUT Remember, there are three types of infinitives: -ar, -er, -ir. Infinitives are made up of two parts: the ending and the stem. You already know how to conjugate verbs in the present tense, so the actual conjugation is easy. With stem change verbs we are adding the step of making a small vowel spelling change in the stem in all forms of the conjugation except the nosotros and vosotros. In the present tense, there are three groups of stem-changing verbs: eie, o-ue, and e-i. We will do e-ie first: Notice the 2nd e in the stem is bold, thats the e we will change to ie. Verb mean ing ste m yo t l/ell nosotro a s(as) vosotro s(as) ellos/ ellas

Empe to emp zar begin iez , start

Empi ezo

Empi ezas

ud. uds. Empi Empeza Empez empie eza mos is zan

Here are some common e-ie stem change verbs: Advertir to warn Descender to go down Pensar to think Ascender to go up Atravesar Cerrar to cross to close Comenzar to begin

Divertirse Entender Despertarse Mentir to have to to wake up to lie fun understand Perder to lose Preferir to prefer Quebrar to break Querer to want

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Recomendar Sentarse to to sit down recommend

Sentir to feel

Confesar Negar to confess to deny

Notice the verb Recomendar, there are 2 es in the stem: Recomend When this happens you use the 2nd e for the stem change Therefore I recommendis Recomiendo and NOT Riecomendo.

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E to IE Stem Changing Verbs

CERRAR-TO CLOSE Yo _____________________________ T ___________________________ l, Ella, Usted Nosotros __________________________ Vosotros ___________________________ Ellos, Ellas, Ustedes _____________________________ ___________________________

ENTENDER- TO UNDERSTAND Yo _____________________________ Nosotros __________________________

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T ___________________________ l, Ella, Usted

Vosotros ___________________________ Ellos, Ellas, Ustedes

_____________________________

___________________________

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Direct Object Pronoun Handout:

Direct Object Pronouns: me, te, nos

Direct objects are nouns or pronouns that receive the action of a verb: I read the book. I read it. So a direct object tells who or what receives the action of the verb. To avoid repeating a direct object noun, you can replace it with a direct object pronoun. Direct object pronouns have the same gender and number as the nouns they replace: Cuando compraste el libro? When did you buy the book? Lo compre ayer. I bought it yesterday. Me escuchas? Are you listening to me? S, te escucho. Yes, Im listening to you. Los profesores nos ayudan mucho. The teachers help us a lot. El polica puede ayudarnos. The police can help us. Te esperamos por una hora. We waited for you for an hour. Direct

Object Pronouns refer only to people

me me

nos us os you (familiar) los them, you all las them, you all

te you may refer to both lo him, it, you objects and people (formal) la her, it, you (formal)

Remember that in Spanish the subject and the verb ending tell who does the action and the direct object pronoun indicates who receives the action.

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0 to UE STEM CHANGING VERBS HANDOUT: Spanish has dozens of verbs that might be called "regular irregular" verbs verbs that are irregular but are irregular in a consistent way. These verbs are known as stem-changing or radicalchanging verbs, because what makes them irregular is that only the stem (the part of the verb that comes before -ar, -er or -ir) changes. For example, any form of the regular verb hablar, whatever the tense or mood, starts with habl-. But the verb volar, which usually means "to fly," can have its stem change. Fortunately, the stem of verbs like volar change in a predictable way, and that is that the o changes to ue whenever it is stressed. When them stem isn't stressed, it remains unchanged. Thus, the singular present indicative forms all change: vuelo (I fly), vuelas (you fly), vuela (he/she/you fly). But the first- and second-person plural forms do not: volamos (we fly), volis (you fly). The third-person plural form changes: vuelan (they fly). The same pattern the o changing to ue when stressed follows for all other forms. You can see how this works by looking at the complete conjugation of contar. Other verbs that are conjugated in exactly the same way are acordar, acostar, apostar, comprobar, consolar, costar, demostrar, encontrar, mostrar, probar, recordar, rodar, soltar, sonar and soar.

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A similar pattern can be seen with verbs such as mover. The stem of mover changes in the same way as do the stems of voler and contar, but the verb has some differences in conjugation because it is an -er verb rather than an -ar verb. Verbs that are conjugated in the same way as mover include conmover, doler, promover, remover, and soler. The same goes for dormir, which, except for the stem, follows the pattern of other -ir verbs. There are a few verbs that have the o-to-ue stem change but are also irregular in other ways. For example, morir is conjugated in the same way as dormir, except morir also has an irregular past participle. And oler follows the pattern except than an h is added at the beginning of the word when it is stressed on the first syllable.

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E to I STEM CHANGING VERBS HANDOUT: With some verbs, the stem also changes when you conjugate them. In the present tense, there are three groups of stem-changing verbs: o:ue e:ie e:i

With the third group of stem-changing verbs, the letter e in the stem changes to i in all forms except the nosotros and vosotros. repetir repito repites repite repetimos repets repiten

Here's another e:i stem changing verb. Compare it to the regular verb vivir. Notice that the endings are the same for regular verbs and stem-changing verbs.

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competir (e:i) vivir (regular -ir verb) compito vivo compites vives compite vive competimos vivimos compets vivs compiten viven

Here's another e:i stem-changing verb. Notice how the stem doesn't change in the nosotros and vosotros forms. pedir (e:i) pido pides

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pide pedimos peds piden

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STEM CHANGING AND DIRECT OBJECT PRONOUNS UNIT 4 LESSON 2 QUIZ #1 NOMBRE:______________________ CLASE:____________ Nota:__/20 FECHA:__________________ PROFESOR:_______________

INSTRUCTIONS: Conjugate the following verbs to the subject nouns given in the sentence. Model: Yo /(pensar) hacer muchas cosas hoy. Yo pienso hacer muchas cosas hoy. 1. Felipe, (Querer) ir a comprar unos pantalones para tu cumpleaos? 2. Sergio y Eduardo (Pensar) que no necesitan un gorro en el invierno. 3. Ana y yo (Entender) las preguntas de la seora. 4. Cuando voy de compras con l, Juan siempre (perder) el dinero. 5. Javier y t (Cerrar) temprano la tienda. INSTRUCTIONS: Write the correct direct object pronoun. Model: Necesito una camiseta verde. La tienda _____ vende. Necesito una camiseta verde. La tienda la vende. 1. 2. 3. 4. Necesito ropa nueva. ______ compro hoy. Dnde estn mis zapatos? Siempre _______ pierdo. T no debes comprar el sombrero. Prefiero comprar____ yo. Las chaquetas son bonitas. ______ venden en el centro comercial. 5. Siempre _____ entiendo pero t nunca me entiendes.

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STEM CHANGING AND DIRECT OBJECT PRONOUNS UNIT 4 LESSON 2 QUIZ #1 ANSWER KEY NOMBRE:______________________ CLASE:_______________ Nota:__/20 FECHA:__________________ PROFESOR:_______________

INSTRUCTIONS: Conjugate the following verbs to the subject nouns given in the sentence. Model: Yo /(pensar) hacer muchas cosas hoy. Yo pienso hacer muchas cosas hoy. 6. Felipe, (Quiere) ir a comprar unos pantalones para tu cumpleaos? 7. Sergio y Eduardo (Piensan) que no necesitan un gorro en el invierno. 8. Ana y yo (Entendemos) las preguntas de la seora. 9. Cuando voy de compras con l, Juan siempre (pierde) el dinero. 10. Javier y t (Cierran) la tienda temprana. INSTRUCTIONS: Write the correct direct object pronoun. Model: Necesito una camiseta verde. La tienda _____ vende. Necesito una camiseta verde. La tienda la vende. 6. 7. 8. 9. Necesito ropa nueva. La compro hoy. Dnde estn mis zapatos? Siempre los pierdo. T no debes comprar el sombrero. Yo Prefiero comprarlo. Las chaquetas son bonitas. Las venden en el centro comercial. 10. Siempre te entiendo pero t nunca me entiendes.

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STEM CHANGING O to UE % E to I VERBS UNIT 4 LESSON 3 QUIZ #2 NOMBRE:______________________ CLASE:________________ Nota:__/20 Profesor:_______________ INSTRUCTIONS: Conjugate the following verbs to the subject nouns given in the sentence. Model: Yo ________ (Volar) en avin todos los das. Yo vuelo en avin todos los das. 1. Carlos ________ (poder) manejar un coche. 2. Yo y t_________ (dormer) en nuestras camas. 3. Ella ____________ (almorzar) en un caf cerca de mi casa. 4. El seor Jones __________ (pedir) para el pollo a la cena. 5. Robn ________ (servir) la comida a los nios. 6. El gorro y el sombrero ________ (costar) diez euros. 7. Nosotros __________ (recorder) las respuestas para el examen. 8. Ellos __________(rogar) a dios todas las noches. 9. Ellas _________(decir) que van a comer en el restaurante. 10. T__________(repetir) las respuestas a tu amigo. FECHA:__________________

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STEM CHANGING O to UE % E to I VERBS UNIT 4 LESSON 3 QUIZ #2 ANSWER KEY NOMBRE:______________________ CLASE:_______________ Nota:__/20 FECHA:__________________ Profesor:_______________

INSTRUCTIONS: Conjugate the following verbs to the subject nouns given in the sentence. Model: Yo _______ (volar) en avin todos los das. Yo vuelo en avin todos los das. 11. Carlos puede (poder) manejar un coche. 12. Yo y t dormimos (dormir) en nuestras camas. 13. Ella almuerza (almorzar) en un caf cerca de mi casa. 14. El seor Jones pide (pedir) para el pollo a la cena. 15. Robn sirve (servir) la comida a los nios. 16. El gorro y el sombrero cuestan (costar) diez euros. 17. Nosotros recordemos (recorder) las respuestas para el examen. 18. Ellos ruegan (rogar) a dios todas las noches. 19. Ellas dicen (decir) que van a comer en el restaurante. 20. T repites (repetir) las respuestas a tu amigo.

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Rubric: Spains Climate Zones

Writing Criteria Content Excellent (5) Good (4-3) Needs Work (2-0)

All 5 climate zones 4-3 climate zones are 2-1 climate zones are are labeled. labeled labeled.

Creativity/Neat- Map is creative and Map is creative and Map lacks creativity ness neat. Map consists relatively neat. Map and neatness. Map of 5 colors. consists of 3-4 colors. consists of 1-2 colors

Accuracy

Your map has few Your poem has some Your map has multiple Geographical errors geographical errors. geographical errors.

Oral Presentation

Student speaks with proper voice inflection and pronunciation.

Student speaks with very little voice inflection and pronunciation errors. Teacher can still understand

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The map activity is worth a possible 15 points. Mastery is considered 12/15

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Rubric for the poem on the seasons:

Writing Criteria Content Excellent (5) Your poem includes all 5 elements. Good (4-3) Your poem includes 4-3 of the elements. Needs Work (2-0) Your poem includes 2 to none of the elements.

Communication

Most of the poem is easy to follow.

Parts of the poem are easy to follow.

Your poem is hard to follow.

Accuracy

Your poem has very few mistakes in grammar and vocabulary.

Your poem has some mistakes in grammar and vocabulary.

Your poem has many mistakes in grammar and vocabulary.

The poem activity is worth a possible 15 points. Mastery is considered 12/15.

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UNIT 4 LESSON 4 CULTURE QUIZ #1 Nombre:_____________ Clase:____________ Fecha:___________ Profesor:________ Nota:____/10

Instructions: Answer the following multiple choice questions with the best
possible answer. There is only one possible correct answer. Modelo: Una Comida tpica de Espaa es:________ A) Paella B) Frijoles C) Hamburguesa D) Arroz blanco Respuesta: A) Paella 1. La Poblacin de Espaa es:____ A) 25.000.00 B) 34.040.567 C) 40.280.780 D) 50.340.652 2. El capital de Espaa es:____ A) Valencia B) Barcelona C) Len D) Madrid 3. Un pintor famoso de Espaa es:____ A) Pablo Picasso B) Severo Ochoa C) Carmen Amaya D) Carmen Garca 4. Hay ______ estaciones en Espaa. a) 3 b) 2 c) 5 d) 4 5. Este hombre pint La persistencia de la memoria (1931):_____ A) Salvador Dal B) Pablo Picasso C) Francisco de Goya

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UNIT 4 LESSON 4 CULTURE QUIZ #1 ANSWER KEY Nombre:_____________ Clase:____________ Fecha:___________ Profesor:________ Nota:____/10

Instructions: Answer the following multiple choice questions with the best
possible answer. There is only one possible correct answer. Modelo: Una Comida tpica de Espaa es:________ E) Paella F) Frijoles G) Hamburguesa H) Arroz blanco Respuesta: A) Paella 6. La Poblacin de Espaa es:____ E) 25.000.00 F) 34.040.567 G) 40.280.780 H) 50.340.652 7. El capital de Espaa es:____ E) Valencia F) Barcelona G) Len H) Madrid 8. Un pintor famoso de Espaa es:____ E) Pablo Picasso F) Severo Ochoa G) Carmen Amaya H) Carmen Garca 9. Hay ______ estaciones en Espaa. e) 3 f) 2 g) 5 h) 4 10. Este hombre pint La persistencia de la memoria (1931):_____ D) Salvador Dal E) Pablo Picasso F) Francisco de Goya