Phillip Ketcham

AR & ER/IR Spanish Verbs A Traditional Unit Plan Model

Phillip Ketcham

Pre-Instructional Phase
I. UNIT OBJECTIVE AND SUB-JECTIVES
Given a teacher-developed test and opportunities to work together in small groups, upon completion of a two week unit, ninth grade Spanish I students will be able to recognize and distinguish between regular AR & ER/IR present tense verbs including key grammar topics such as subject and verb agreement, gender agreement, adjective and subject agreement as well as a base knowledge on the geography, culture, & demographics of Spain. 1. Recognize key foods, history of Spanish art and artists, clothing vocabulary, and traditions of Spain culture, and remember AR & ER/IR verb endings. (Knowledge Level) 2. Demonstrate an understanding of communicated material on AR & ER/IR verbs and information Spain culture. (Comprehension Level) 3. Construct simple present tense structures describing a students clothing types. 4. Break down knowledge of Spain culture and compare and contrast it to culture in the U.S.A. 5. Generalize key grammar concepts for conjugating and forming simple present tense sentence. Discuss and relate in groups the similarities between Spain culture and culture in the United States.

Aligning National & State Standards

Standards for Foreign Language Education, American Council on the Teaching of Foreign Languages, 2012:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Phillip Ketcham Foreign Languages, Alabama Course of Study, Grades 9-12, Alabama State Department of Education, 2006
2.Interpret basic oral and written information in the target language on a variety of topics in the present time frame. Identifying main ideas with some details Guessing words and phrases based on context 3. Present oral and written information in the target language using familiar vocabulary and correct structure in the present time frame. Expressing main ideas from print and non-print materials Creating brief oral presentations and short written paragraphs Telling basic information about self and others Examples: short autobiographies, descriptions of daily and leisure activities 5. Use appropriate target language vocabulary and nonverbal behavior in a variety of social situations and familiar settings. Examples: verbalgreetings, voice inflections; nonverbalpersonal space 6. Identify tangible and intangible products of a target culture, including symbols and expressive art forms. Examples: tangiblefood, clothing, paintings, flags; intangiblenational anthems, religion 7. Identify other subject-area topics that relate to topics discussed in the target language class. Example: cultural influence of explorers and settlers in various regions of the world Locating major countries, cities, and geographical features of places where the target language is spoken 8. Identify similarities and differences between words in the target language and in English, including pronunciation, intonation, stress patterns, and simple written conventions of language. 9. Compare holidays and celebrations of a target culture with those of the United States. 10. Identify typical activities and events of a target culture. Examples: celebrations, concerts, exhibits

Arranging Sub-Objectives in Mini-Units

Mini-unit #1: Vocabulario de la Unidad 4 Leccin 1 Unidad 4 Leccin 2
1. Outline key words and phrases for shopping and restaurant contexts.

Mini-unit #2: Gramtica: e-ie stem-changing verbs and Direct Object Pronouns

Phillip Ketcham 2. Students learn to effectively conjugate stem-changing verbs and place Direct Object pronouns within a present tense sentence. Students will generalize key grammar concepts for conjugating and forming simple present tense.

Mini-unit #3: Gramtica: o to ue and e to i stem-changing verbs in the present tense.

3. Students learn to effectively conjugate stem-changing verbs in the present tense to the correct subject pronoun within the sentence. Students will generalize key grammar concepts for conjugating and forming simple present tense.

Mini-unit #4: Cultura de Espaa de la Unidad 4 en Lecciones 1 y 2

4. Students will learn an overiew of the demographics (i.e. population of Spain), physical features (i.e. climate and seasons) sports, art, literature, and regional customs of Spain. Each mini-unit above will take several days of instructional time or class time. The unit plan does not attempt to designate which days which activities will be presented; rather, it gives an overview of the content, activities, and materials to be used in the unit. Lesson plans covering a single class period will be derived from the unit when it is implemented. The first mini-unit provides foundational vocabulary information about shopping and restaurant contexts. It introduces students to important building block information on conjugation in the present tense of the Spanish language. The second mini-unit gives the students an opportunity to demonstrate their understanding of basic verb conjugations skills leading them to formulate simple sentences in the present tense. It introduces students to important building block information on conjugation in the present tense of the Spanish language. The third mini-unit elevates the level of perceptive thinking to application level with the students learning more about the present tense and stem-changing verbs. The fourth mini-unit demands the students to create their own original presentation, which incorporates their knowledge and understandings from the previous mini-units. During this part of the unit, students will be working in small cooperative learning groups researching, synthesizing, and creating a presentation to exhibit in front of their other classmates. Also, it gives the students the opportunity to create their own (individual/ self-expressive) physical exhibit of Spains unique geographical features.

Phillip Ketcham This arrangement of mini-units was designed to lead students into a foundational knowledge of verb conjugation in the present tense, forming simple sentences in the present tense, and general knowledge of informational facts and important cultural and geographic features in Spain. The mini-units are sequenced to lead students from the simple to the more complex activities as they progress through the entire unit. The unit arrangement also takes into account the skills and understandings necessary for the next mini-unit and builds them into student activities in readiness of the next level. The role of the teacher changes as the unit is taught, with the teacher directed presentation in the mini-unit # 1 where much basic information is provided to discussion and individual work in mini-units # 2 and # 3 to student-initiated research and construction of group presentations in mini-unit # 4. Structured Overview of the Unit
Stem-changing AR/ER/IR Verbs &Spain

Vocabulario de la Unidad 4 Leccin 1 Unidad 4 Leccin 2

Gramtica: e-ie stemchanging verbs and Direct Object Pronouns

Gramtica: o to ue and e to i stemchanging verbs in the present tense.

Cultura de Espaa de la Unidad 4 en Lecciones 1 y 2

Vocabulario del Centro

Direct Object Pronouns

Verb conjugation

Spanish Art

Vocabulario del Restaurante Verb Conjugation

Stem-changing Verbs Spanish Demographics

Table of Content Specifications Informational/facts: Spain emerged as a unified country in the 15th century, following the marriage of the Catholic Monarchs and the completion of the Reconquest, or Reconquista, of the Iberian Peninsula in 1492. Spanish is spoken by over 500 million people worldwide today and is the second most common language in the world.

Phillip Ketcham Following the death of Franco, Juan Carlos I succeeded him as King and democracy was restored to Spain. Spain has 17 Autonomous Communities and 2 Autonomous Cities (Ceuta & Melilla). Madrid is the capital and largest city in Spain. State education in Spain is free and compulsory from the age of 6 to 16. The current education system was established by an educational law in 2006 named the Fundamental Law of Education. Soccer has dominated as the popular sport in Spain since the Early 1900s. Real Madrid C.F. and FC Barcelona are two of the most successful soccer clubs in the world. The country's national football team won the FIFA World Cup in 2010. List of Vocabulario del Centro Words on Page 213/194 La blusa-blouse Los calcetines- socks La camisa-shirt La camiseta-T-shirt La chaqueta-jacket Feo(a)-ugly 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 El dlar-dollar El euro-euro Ir de compras-to go shopping Pagar-to pay El precio-price La tienda-store

Phillip Ketcham 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

Phillip Ketcham El centro commercial-shopping center, mall Cunto cuesta(n) ?-how much does it (do they) cost? Cuesta(n)-it costs(they cost) 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 El cine- movie theater, the movies El parque-park El restaurant-restaurant El teatro-theater

Phillip Ketcham 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 Verbs to be Conjugated: Volar, poder, mover, entender, cerrar, repetir,

Phillip Ketcham Concepts: Conjugation Agreement Comparison Infinitive Verb Endings Communication Voice Inflection Presentation Descriptions Routines Geography

Relationships/generalizations:

Processes/procedures: Planning, organizing, and carrying out a group presentation Creating a map of Spain Compare culture in Spain to culture in U.S. Introducing oneself and others daily routines

II.

Determining Entry Skills

Cognitive: 1. Has some knowledge of Spanish greetings and conversational starters for communication. 2. Recognizes the culture in Spain is unique and similar to other Spanish speaking countries. 3. Compares Spain culture to his or her culture in United States. Affective: 1. Appreciates the impact of the Spanish language and the country of Spain to the greater world around it. 2. Accepts responsibility to turn in all assignments and to complete a class presentation. 3. Willingly participates in classroom dialogue and discussion on important grammar and culture topics. Social: 1. Works cooperatively with classmates in small groups to plan, organize, and complete a class group presentation. 2. Receives instruction from teacher with a good attitude. 3. Treats classmates fairly and is not disruptive in class.

Phillip Ketcham

III. PRE-INSTRUCTIONAL ACTIVITIES

Telling Students What They Will Be Learning While the students are taking their previous units summative test, the teacher will be creating a bulletin board to introduce the new unit to the class. The bulletin board contains the title of the new unit, the unit objective, and interesting background information related to the unit that will engage their attention. In introducing the unit, the teacher will use this information as a guide to facilitate the students engagement and knowledge of the upcoming unit.

AR & ER/IR Spanish Verbs with Spanish Culture

Verb Conjugations in Present Tense Descriptions of shopping and Restaurant Routines Spanish art and cultural traditions Geography and Demographics

Giving Students a Rationale for the Unit The teacher will begin the introduction with telling the students his or her personal experience in Spain as a student studying abroad. He or she will tell the students of living in Spain and learning the language, culture, traditions and etc., of the country. After giving a brief introduction to life in Spain, the teacher will lead a class discussion over important questions such as: Does it matter to study the Spanish language? Why is it important to know and understand Spanish culture? How does Spanish affect the students everyday lives? As the students respond to these questions, the teacher will write down all meaningful responses to the questions. The teacher then will point out that by studying the language of Spanish and its culture, the individual students becomes a more rounded individual and student who is capable of learning at a high level.

Phillip Ketcham Reviewing Entry Behaviors Students are assembled in small groups, their tasks and roles (group convener, recorder, time keeper, materials person etc.) re-explained. Each group will then be asked to prepare questions for what their group will research and learn about the geography, demographics, culture etc., of Spain. Students will be asked to evaluate each other on the amount of effort and contribution the individual puts toward the group. Students will ask certain questions such as: what are positive and negative attitudes about the group presentation? How can the group work better as a cohesive unit? Providing a Structured Overview of the Unit The teacher distributes a handout which explains in outline form the entirety of the unit in which the students are asked to place in their notebook. The teacher will explain each of the four mini-units including the group presentation in miniunit #4. During this time the teacher will field any questions about assignments or activities that the students may have about the unit. Any other handouts containing the unit objective, sub-objectives, schedules for when assignments and quizzes or presentations are due (due dates), rubrics or checklists, and anything that will be useful in familiarizing the student with the teachers expectations should be given to the students (See Appendix A). Building in Experiential Background In order to set the mood for the unit, the teacher will play Spanish music while the students work in their cooperative groups. Throughout the unit, as the students learn more about the culture in Spain, the teacher will show videos and pictures from personal experience in Spain (i.e. bull fights). Also, the teacher will bring one day to class, a certain cuisine that is unique to Spain. All these activities are to be done in order that students feel like they are experience Spain and its culture. Reassuring Students After the teacher tells the students the overview, schedule of assignments, and rubrics or checklist for the group presentations, the students should have a good idea of what is expected of them. The teacher should end this class period on an upbeat note by employing humor or a game which will relax the students about their (hopefully they have none) concerns for the upcoming unit.

Phillip Ketcham

Appendix A A-1 Outline form of Unit A-2Vocabulario del Centro A-3 Vocabulario del Restaurante A-4 Vocab Quiz #1 Answer Key A-5 Vocab Quiz #2 Answer Key A-6 Rubric for Poster Menu A-7 Stem Changing Verbs Handout A-8 E to IE Stem changing Verbs Graphic Organizer A-9 Direct Object Pronouns Handout A-10 O to UE Stem Changing Verbs Handout A-11-E to I Stem Changing Verbs Handout A-12 Grammar Quiz #1 A-13 Grammar Quiz #1 Answer Key A-14 Grammar Quiz #2 A-15 Grammar Quiz #2 Answer Key A-16 Rubric: Spains Climate Zones A-17 Rubric for the Poem on the Seasons

Phillip Ketcham

A-18 Culture Quiz #1 A-19 Culture Quiz #2 Answer Key

Phillip Ketcham

Outline form of Unit Handout:

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. 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. Mini-Unit #3: Gramtica: o to ue and e to i stem changing verbs in the present tense.

1. Students learn how to effectively conjugate stem changing verbs in the present tense to the correct subject pronoun. 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.

Phillip Ketcham

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

Phillip Ketcham

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

Phillip Ketcham

Unidad 4 Leccin 1 Answer Key

Nombre:______________________ Fecha:________________________

Clase:________________________

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

Phillip Ketcham

Unidad 4 Leccin 2 Answer Key

Nombre:______________________ Fecha:________________________

Clase:________________________

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

Phillip Ketcham

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

Creativit & Neatness

Poster has at least 4 colors throughout menu. Students write somewhat clearly. Teacher can read the menu. Poster has several, but not distracting grammatical errors throughout the menu.

Grammatical Accuracy

Poster has little to none grammatical errors throughout the menu.

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

Phillip Ketcham

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: e-ie, 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 meani stem ng to empi begin, ez start yo t l/ell a ud. Empi eza nosotros vosotros ellos/e (as) (as) llas Empeza mos uds. Empezi empiez s an

Empe zar

Empi ezo

Empie zas

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 Sentir Quebrar to break Confesar Querer to want Negar

Recomendar Sentarse

Phillip Ketcham

to recommend

to sit down

to feel

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.

Phillip Ketcham

E to IE Stem Changing Verbs

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

ENTENDER- TO UNDERSTAND Yo _____________________________ Nosotros __________________________

Phillip Ketcham

T ___________________________ l, Ella, Usted

Vosotros ___________________________ Ellos, Ellas, Ustedes

_____________________________

___________________________

Phillip Ketcham

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. 0 to UE STEM CHANGING VERBS HANDOUT:

Phillip Ketcham

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 radical-changing 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 secondperson 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. 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

Phillip Ketcham

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.

Phillip Ketcham

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.

Phillip Ketcham

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 pide

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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. 2. 3. 4. 5. Felipe, (Querer) ir a comprar unos pantalones para tu cumpleaos? Sergio y Eduardo (Pensar) que no necesitan un gorro en el invierno. Ana y yo (Entender) las preguntas de la seora. Cuando voy de compras con l, Juan siempre (perder) el dinero. 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. 5. 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. Siempre _____ entiendo pero t nunca me entiendes.

Phillip Ketcham

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. Necesito ropa nueva. La compro hoy. 7. Dnde estn mis zapatos? Siempre los pierdo. 8. T no debes comprar el sombrero. Yo Prefiero comprarlo. 9. Las chaquetas son bonitas. Las venden en el centro comercial. 10. Siempre te entiendo pero t nunca me entiendes.

Phillip Ketcham

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:__________________

Phillip Ketcham

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.

Phillip Ketcham

Rubric: Spains Climate Zones

Writing Criteria

Excellent (5)

Good (4-3)

Needs Work (2-0)

Content

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 ness of 5 colors. neat. Map consists

Map lacks creativity

relatively neat. Map and neatness. Map

consists of 3-4 colors. consists of 1-2 colors

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

Phillip Ketcham

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.

Phillip Ketcham

UNIT 4 LESSON 4 CULTURE QUIZ #1 Nombre:_____________ Fecha:___________

Clase:____________
possible answer. There is only one possible correct answer.

Profesor:________

Instructions: Answer the following multiple choice questions with the best
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

Phillip Ketcham

UNIT 4 LESSON 4 CULTURE QUIZ #1 ANSWER KEY Nombre:_____________ Fecha:___________

Clase:____________
possible answer. There is only one possible correct answer.

Profesor:________

Instructions: Answer the following multiple choice questions with the best
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