Horizontal Conjugation

Comments 2 Standard

My second year Spanish students need some practice distinguishing between subjects with their verb forms (subject/verb agreement), so I modified and typed up one of my student’s free writes (work smarter, not harder, right?) for a good ol’ horizontal conjugation practice. Then, I realized that I needed another reading assessment for that class, so I embellished it a bit more with target vocabulary from the quarter and typed up some comprehension questions. Here is the final product:

Ladrones

This story includes primarily the target structures from Chapters 1-3 of Pobre Ana that I introduced with stories (click on the ‘Pobre Ana’ tag on the right sidebar to see them) throughout this quarter.

  1. Students read the passage and respond to the comprehension questions (I gave them the questions on a separate 1/4 piece of paper so that they could hand that in before we continued the activity)
  2. Review the reading with the class, personalizing and circling and all that jazz. You could use the projector-friendly version that I will include at the end of this post.
  3. Have students work by themselves or with a partner to change the perspective: edit the story so that it is being told from Juan’s perspective. They will not only need to change verb forms (from third person singular and plural to first person), but possessive adjectives and all sorts of other fun things. I have my students edit the original paper, but you could have them re-write it completely on a separate piece of paper.
  4. Review the correct horizontal conjugation as a class.
  5. If you want to be really crazy, you could have students re-edit it from the second person perspective…but that’s a bit of overkill, I think. Maybe as a homework, but not in class. It’s a great story (I was so proud of my student that wrote it!), but even great stories get lame when you’ve analyzed them four times over!

You could absolutely skip the assessment piece of this and begin by discussing the reading itself. Enjoy!

Ladrones projector version

Conversation Re-Write

Comment 1 Standard

In Chapter 3 of Pobre Ana, Ana meets Susana and they talk for about five pages about all sorts of interesting things. However, they manage to do it in an extremely un-interesting way. Today, my students’ assignment was to re-write their conversation (using false information, if desired) so that it was interesting. This could be used with any novel that you read or story that you develop as a class.

  1. I asked students, “¿De qué hablan Ana y Susana?” (What do A&S talk about?).
  2. We made a list of tópicos de conversación (topics of conversation). I called on students at random–no hand raising because it holds students accountable and gives an authentic picture of where the entire class is at–to add topics to the list. Some of the topics were how old the girls are, their friends, cars, school, music, boyfriends, and food.
  3. I asked the students, «¿Es una conversación interesante?» (Is it an interesting conversation?) and the general consensus was, of course, NO!
  4. I asked the students, «¿Los tópicos de conversación son interesantes?» (Are the topics of conversation interesting?) and the general consensus was yes, at least some of them. (More probing could be…is it interesting to talk about boyfriends? about school? about food? etc.)
  5. I assigned students to work with their table partner and choose two of the topics to focus on. They needed to write a new, interesting conversation between Ana and Susana that covered those two topics in detail.
The most interesting topic quickly became ‘boyfriends’, as we discovered that Susana actually has two boyfriends, or Ana has a boyfriend that is six years younger than her, and all sorts of other interesting possibilities. We shared the conversations with the class and, voila! Pobre Ana now has an interesting life.

¡Búscalo!

Comments 6 Standard

Download complete lesson plans here. 

TARGET STRUCTURES

  1. busca – s/he looks for
  2. encuentra – s/he finds
  3. sabes – you know

PRACTICE SENTENCES

  1. El muchacho busca el perro en la casa de su amigo. The boy looks for the dog at his friend’s house.
  2. Mi amiga encuentra papel en su cuaderno de español. My friend finds paper in his Spanish notebook.
  3. ¿Sabes dónde está mi mamá? Do you know where my mom is?
  4. Yo busco un lápiz en mi lócker pero no lo encuentro. I look for a pencil in my locker but I don’t find it.
  5. ¿Tú sabes lo que quiero para la Navidad? Do you know what I want for Christmas?

QUESTIONS FOR INDIVIDUAL RESPONSE

  1. ¿Dónde buscas pantalones nuevos? Where do you look for new pants?
  2. ¿Tú sabes hablar español? Do you know how to speak Spanish?
  3. ¿Qué encuentras en Costco? What do you find at Costco?
  4. ¿Cuál de tus maestros sabe mucho sobre las matemáticas? Which of your teachers knows a lot about math?
  5. ¿Dónde encuentras muchos animales? Where do you find a lot of animals?

PERSONALIZED QUESTIONS FOR CLASS DISCUSSION

  1. En Anchorage, ¿dónde se encuentra la hamburguesa más deliciosa? In Anchorage, where do you find the most delicious hamburger?
  2. ¿Qué encuentras en el clóset de tu mamá o tu papá? What do you find in your mom or dad’s closet?
  3. ¿Quién sabe __ bien? (bailar, cantar, cocinar, hablar ruso, etc.) Who knows how to (verb) well?
  4. Cuando un estudiante no está en clase, ¿dónde lo buscan? When a student isn’t in class, where do they look for him/her?
  5. Divide the class in two. One team closes their eyes, and the other team quietly hides a small object somewhere in the room (only one person on that team has the object, but everyone should walk around so that the team with eyes closed can’t tell where the object is being hidden). Then, the second team opens their eyes and has five attempts to guess where the object is hidden. They guess by saying, “Nosotros buscamos (object) en (place)”. (We look for (object) in (place)”.

SCRIPT

Leroy tiene un perro pero no puede encontrarlo. Le pregunta a su papá, «Papá, ¿Sabes dónde está mi perro?» Su papá le responde, «No sé. Búscalo en tu dormitorio». Leroy busca el perro en su dormitorio, pero no lo encuentra. Lo que encuentra es ropa interior sucia, pero no quiere ropa interior sucia. Quiere su perro. Entonces, le pregunta a su mamá, «Mamá, ¿sabes dónde está mi perro?» Su mamá le responde, «No sé. Búscalo en la cocina». Leroy busca el perro en la cocina, pero no lo encuentra. Lo que encuentra es una manzana podrida, pero no quiere una manzana podrida. Quiere su perro. Finalmente, Leroy le pregunta a su amigo Ricardo, «Ricardo, ¿sabes dónde está mi perroRicardo le responde, «¡Claro que sí! Tu perro está en mi estómago. Lo comí porque tenía mucha hambre»….

ENGLISH

Leroy has a dog but he can’t find it. He asks his dad, “Dad, do you know where my dog is?” His dad responds, “I don’t know. Look for it in your bedroom”. Leroy looks for it in his bedroom, but he doesn’t find it. What he DOES find is dirty underwear, but he doesn’t want dirty underwear. He wants his dog. So he asks his mom, “Mom, do you know where my dog is?” His mom responds, “I don’t know. Look for it in the kitchen”. Leroy looks for the dog in the kitchen, but he doesn’t find it. What he DOES find is a rotten apple, but he doesn’t want a rotten apple. He wants his dog. Finally, Leroy asks his friend Ricardo, “Ricardo, do you know where my dog is?” Ricardo responds, “Of course! Your dog is in my stomach. I ate it because I was really hungry”….

Pobre Ana Chapter 3 Reading Assessment

Leave a comment Standard

Here is a reading assessment that I made for Chapter 3 of Pobre Ana that incorporates all four kinds of QAR and some of the specific questions that I learned in my training with Susan Van Zant. If you’d like an editable copy so that you can modify it for the different language versions of the novel, just email me!

Pobre Ana Chapter 3

¡Siéntate! Script

Comments 4 Standard

This is a script to introduce key vocabulary for Chapter 2 of Pobre Ana. If you are able when you ask the story, choose the suggestions from your students that align with the vocabulary that they will need to read Pobre Ana (bed, bedroom, dirty, etc.).

¡SIENTATE! – SIT DOWN!

TARGET STRUCTURES
  1. se sienta – s/he sits down
  2. se levanta – s/he gets up (raises him/herself up)
  3. le grita – s/he shouts at him/her
PRACTICE SENTENCES
  1. Mi hermano se sienta en el sofá y mira la televisión. My brother sits on the couch and watches TV.
  2. Las personas se levantan cuando entra el Presidente. The people stand up when the President enters.
  3. La profesora le grita al estudiante, «¡Siéntate!» The teacher yells “Sit down!” to the student.
  4. Mi mamá no se sienta porque ella trabaja mucho. My mom doesn’t sit down because she works a lot.
  5. El profesor no les grita a los estudiantes cuando ellos levantan las manos. The teacher doesn’t yell at the students when they raise their hands.
QUESTIONS FOR INDIVIDUAL RESPONSE
  1. En la clase de ciencias, ¿los estudiantes se sientan? In science class, do the students sit down?
  2. ¿Cuándo te levantas por la mañana? When do you get up in the morning?
  3. ¿Cuál de tus profesores grita mucho? Which of your teachers yells a lot?
  4. ¿Dónde se sientan las personas que tienen mucho dinero cuando van al teatro? Where do people with lots of money sit when they go to the theater?
  5. ¿Los estudiantes necesitan levantar la mano cuando tienen preguntas? Do students need to raise their hands when they have questions?
PERSONALIZED QUESTIONS FOR CLASS DISCUSSION
  1. ¿Cuándo te levantas por la mañana? When do you get up in the morning?
  2. ¿Dónde te sientas cuando estás cansado? Where do you sit when you are tired?
  3. ¿Quién te grita mucho? Who yells at you a lot?
  4. ¿Dónde te sientas cuando vas a __? (al cine, la iglesia, la clase de matemáticas, etc.) Where do you sit when you go to (the movies, church, math class, etc.)
  5. ¿Los profesores en esta escuela les gritan mucho a los estudiantes? Do the teachers in this school yell a lot at the students?
SCRIPT
Juan se sienta en el sofá de su abuela. Su mamá le grita, «¡Levántate!» porque Juan está muy sucio. Juan se levanta, muerde el brazo de su mamá, y se va. Él va a la piña debajo del mar y se sienta en una silla a la mesa. Spongebob le grita, «¡Levántate!» porque Juan está muy sucioJuan se levantale pega a Spongebob, y se va. Él va a la casa de su noviase sienta en su camaSu novia le grita, «¡Levántate!» porque Juan está muy sucio. Juan se levanta y le besa. Le besa porque la quiere aunque ella le grite.
ENGLISH
Juan sits down on his grandma’s couch. His mom yells at him, “Stand up!” because he is very dirty.Juan stands up, bites her arm, and leaves. He goes to the pineapple under the sea and sits downat the table. Spongebob yells at him, “Stand up!” so Juanstands up, punches him in the face, and leaves. He goes to his girlfriend’s house. She is very beautiful. He sits down on her bed. She yells at him, “Stand up!” Juanstands up and kisses her. He kisses her because he loves her even if she yells at him.