Objective: Students will identify items in the classroom and family members on family trees using demonstratives, compare and contrast their extended family members with their peers using family vocabulary and a review of adjectives from the previous



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Span1: Unit 8 Day 1- Demonstratives, family trees, yo-go verbs- Jeannette Fuhriman- 2/10/15


Objective: Students will identify items in the classroom and family members on family trees using demonstratives, compare and contrast their extended family members with their peers using family vocabulary and a review of adjectives from the previous unit, and create a song or rap to help them remember yo-go verbs.
Cognitive goal: Students will compare and contrast their relatives with their peers’ using adjectives and demonstratives.

Social/affective goal: Students will create a song/rap in groups to help them remember yo-go verbs and present them in front of the class.

Linguistic: Students will converse with peers about their family members using demonstratives and adjectives and create a song or a rap to remember yo-go verbs.

Assessment Objectives: Students will complete a pre-test and perform a yo-go verb song/rap in groups for the class.

Materials needed: Calentamiento on overhead (below), “A Dios le pido” & letra, “El amor” & letra, ppt for yo-go verbs: (https://docs.google.com/presentation/d/1mJ6o9v3VrNF5iYs0zXx8Rfa6i_MU79iMwZgMNVDyD6k/edit?usp=sharing)

  1. Calentamiento y sellos (25 min)

  • Warm-up is the pre-test/midway check (below).

  • Put warm-up on the overhead and have students answer on a separate piece of paper. They are NOT ALLOWED TO USE ANY NOTES. Have them put everything away while they do the warm-up.

  • While students work on warm-up, give “bien hecho” stamps in their calendars- top stamp for attendance, bottom stamp for completing the homework. If they were here last class and didn’t complete the homework they get a slash instead. If they were not in class or have completed more than half, they don’t get a slash but they also don’t get a stamp until they complete the homework.

  1. Bienvenida (5 min)

- Check the bienvenida sign up on the board to see who has the bienvenida. They welcome the class, tell what day it is and the weather, the word of the day (they write it on the board), and 3 sentences about an object that they bring in about why it is special. Give pesos for students who volunteer to translate their sentences and do it correctly.

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3) Quickly review homework that was due last class (5 min)

- Weasley family tree/demonstratives blue worksheet in yesterday’s folder


4) Demonstratives Game (10 min)

- Put students into partners. They will begin with partner #1 asking: “¿Qué es eso?/¿Qué son esos?” They will then walk together over to the object & touch it and partner #2 will answer: “Este/a/os/as es/son ______” then they will switch roles partner #2 will ask the question. ((Write the phrases in “” on the board to help)).

- Make sure they choose words that are labeled in the classroom/that they know.
5) Sing “A Dios le pido”- by Juanes (5 min)

- the song is on iTunes, lyrics on overhead & below. Take a minute to translate a few key lines (especially the family relationships mentioned) then everyone stands and point to the words on the overhead as everyone sings.



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  1. Family Trees Activity (10 min)

  • Have students pull out their family trees from last night’s homework and a scratch piece of paper. Using demonstratives, they will walk around the room and point to a family member and say: “Este/esta es mi (relative)”. Él/ella es _____”. They will use demonstratives and adjectives from last unit to talk about their family members. Students need to talk to at least 10 different people around the room and on the scratch piece of paper copy down the name of the person they talked to and the relative they talked about (abuelo, madre, etc. NOT THE NAME). When finished, turn in family trees & toss scratch paper with the names (but don’t tell them that they won’t need to turn the list in until the end to make sure they do it).




  1. Introduce Yo-Go Verbs (5 min)

  • Using the ppt linked above, quickly introduce them to irregular verbs that end in “go” then show the youtube video that is supposed to help them remember the irregular “yo” forms that is linked on the last slide. Emphasize that it is a SUPER LAME video.




  1. Create a song/rap to help remember yo-go verbs(10-15 min)

  • After listening to the lame youtube video song, let them get into groups of about 4-6 to create a song/rap to help them remember the yo-go verbs. Put the second slide back up while they work (it has the 7 yo-go verbs that we’re focusing on). There are 3 rules for the song: 1. Must use the infinitive form in the 2nd column, 2. Must use the yo conjugation in the 3rd column, and 3. It has to be less lame than the video we watched (which will be super easy).




  1. Perform songs/raps (5 min)

  • Bribe them with pesos. The first group to perform their song/rap for the class gets 2 pesos each, then every group that performs after them gets 1 peso each.

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10) Rubber Band Activity: Sing “El Amor” by Tito El Bambino (5 min)

- Put up overhead of lyrics. Quickly translate a few key phrases, explain that it is a cheesy song in preparation for Valentines’ Day. Then have everyone stand up and sing, ask for volunteers to point to the lyrics as we go. Song is in iTunes.


11) Tarea: Worksheet below
Adaptations: The family tree activity doesn’t require a lot of writing- just enough to make it easy for me and them to make sure that they talk to 10 different people. Since they aren’t getting a grade for doing the activity, slower learners will not be penalized for not talking to 10 different people and quicker learners can be encouraged to continue to talk to more than 10 people if they have extra time. Students who are a little more shy can be put into groups with a few louder students for the song/rap creating activity so that they don’t have to stress about the song as much and they are encouraged to participate. The prompting questions and answers for the demonstratives game will be written on the board in case some students need to refer back to the grammatical structure during the activity.

SP1 Cuento 8 Día 1 Calentamiento

¿Qué ya sabes?

A.

1. This girl___________ 5. This boy___________ 9. What is this?___________

2. That girl___________ 6. That boy__________ 10. What is that?____________

3. These girls________ 7. These boys________ 11. What are these?________

4. Those girls________ 8. Those boys________ 12. What are those?________
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

B.

1. father__________________ 9. father/mother-in-law_____________

2. mother__________________ 10. grandson/daughter_____________

3. stepfather_______________ 11. aunt, uncle_______________________

4. stepmother______________ 12. niece/nephew___________________

5. husband, wife___________ 13. cousin_____________________________

6. stepbrother, sister______ 14. grandpa/ma______________________

7. son/daughter____________ 15. brother/sister-in-law___________

8. brother/sister____________
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

C.


  1. I have=___________________ 8. I drive=______________________

  2. I say=_____________________ 9. I know=______________________

  3. I do=______________________ 10. I give=_______________________

  4. I leave=_____________________ 11. I meet=______________________

  5. I place/put=______________ 12. I see=________________________

  6. I come=___________________ 13. I choose=____________________

7. I am worth=______________
¿Qué es una quinceañera? (English is ok)


A Dios le pido —por Juanes

Que mis ojos se despierten

Con la luz de tu mirada yo

A Dios le pido

Que mi madre no se muera

Y que mi padre me recuerde

A Dios le pido

Que te quedes a mi lado

Y que mas nunca te me vayas mi vida

A Dios le pido

Que mi alma no descanse cuando

De amarte se trate mi cielo

A Dios le pido

Por los días que me quedan

Y las noches que aún no llegan yo

A Dios le pido

Por los hijos de mis hijos

Y los hijos de tus hijos

A Dios le pido

Que mi pueblo no derrame tanta sangre

Y se levante mi gente

A Dios le pido

Que mi alma no descanse cuando

De amarte se trate mi cielo

A Dios le pido

Un segundo más de vida para darte

Y mi corazón entero entregarte

Un segundo más de vida para darte

Y a tu lado para siempre yo quedarme

Un segundo más de vida yo

A Dios le pido

Y que si me muero sea de amor

Y si me enamoro sea de vos

Y que de tu voz sea este corazón

Todos los días a Dios le pido

Y que si me muero sea de amor

Y si me enamoro sea de vos

Y que de tu voz sea este corazón

Todos los días a Dios le pido

A Dios le pido


El amor”- por Tito El Bambino


El amor es una magia... 


una simple fantasía... 


es como un sueño... 


que al fin lo encontré... 


es como una luz... 


que se esparce por el alma...

y recorre como el agua...

hasta que llena el corazón... 


y va creciendo y creciendo 




como nubes en el cielo 


dando vueltas por el mundo 


es increíble 


así es el amor 


y al fin lo encontré 

(x2)
el amor te ciega 


aunque a veces te engaña 


el amor es pureza 


si es que alguien tu amas 


el amor te atrapa 


y del nunca escaparás 


sólo tienes que aprender amar, amar 

(x2)

y va creciendo y creciendo 


como nubes en el cielo 


dando vueltas por el mundo 


es increíble 


así es el amor 


y al fin lo encontré 

(x2)
el amor te ciega 


aunque a veces te engaña 


el amor es pureza 


si es que alguien tu amas 


el amor te atrapa 


y del nunca escaparás 


sólo tienes que aprender amar, amar 
(x2)
el amor es una magia... 


una simple fantasía... 


es como un sueño... 


que al fin lo encontré... 


es como una luz... 


que se esparce por el alma... 


y recorre como el agua... 


hasta que llena el corazón..



Sp1 Cuento 8 Día 1 TAREA: Yo-Go Verbs

Traduce lo siguiente:




  1. This is my brother-in-law__________________________________

  2. Those are my grandparents _______________________________

  3. That is my niece ________________________________________

  4. These are my (girl) cousins _______________________________

¿Cómo se dice…?




  1. I have (tener) a lot of homework tonight (this night).

_____________________________________________________.

  1. I do (hacer) exercises every day.

_____________________________________________________.

  1. I put (poner) those shoes on the table.

_____________________________________________________.

  1. I leave (salir) at 3 on Thursdays.

_____________________________________________________.

  1. I come (venir) to school with my step-brother.

_____________________________________________________.

  1. I say (decir) the truth.

_____________________________________________________.

  1. I am worth (valer) a lot.

_____________________________________________________.
Describe tu familia. Usa 5 oraciónes o más.


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