Unit Introduction:

Language: Spanish
Level: Level 2 (Second Year)
Textbook: ¡Ven conmigo!
Time Period: Mid-semester (chapter 4)
Theme: Conversaciones
CO: By the end of this unit students will be able to ask for and give opinions, ask for
advice. They will be able to ask for and give advice, as well as to talk about things and
people they know/making comparisons. They will also be able to make future plans.
Students will also be exposed to and use certain Mexican colloquial phrases.
LO: Students will be exposed to dialoge spoken by a native speaker and will form their
own dialogues based on the new vocabulary, expressions, and grammar (such as
direct objects). They will be able to use the new vocabulary to communicate in a more
affective way in talking to someone about their studies.
Rationale: Enhancing students communication skills through culturally authentic
events.
Standards
National: Communication 1.1, 1.2, 1.3; Culture 2.1; Connections 3.1;
Comparisons 4.1, 4.2
MI: Communication 1.1, 1.2, 1.3; Culture 2.1; Connections 3.1; Comparisons 4.1,
4.2
 UNIT WEB

Web Search Activity (Sub Plan)

 Directions: Choose a famous Mexican person (living or dead) and perform a web search to obtain
the following information.
 You will need to know enough about this person to be able to write a fake interview.

Monday Activities

1. Warm up
2. Introduction of new material/Chapter 4. (reading, writing, listening, speaking)
3. Activity from book – applying the new vocab in a context (working with a partner)
 4. Class activity
a. Picking a favorite vacationing spot and sharing with the class. (expressing opinions using
the new vocabulary/expressions)

Tuesday Activities

1. Warm up (Introducing how to give advice)

2. Introduction to Deber
a. Activity – students form into pairs and are instructed to create a conversation between
two friends over a telephone. One student is worried about a test the next day and the
other student is giving advice and giving his or her opinions while the worried friend is
asking for his/her opinion and for advice.
b. They will first create the dialogue, and then practice it.
3. At the end of the hour, I will ask for volunteers to share their conversation in front of the class.

Wednesday Activities

1. Warm up (Intro to conocer)

2. After students have completed the warm up we will go over the different uses of conocer and run
through a few examples before transitioning into the first activity.
3. Activity – The first activity will consist of the students asking each other questions they might
know (p.94)
a. Example : ¿Conoces a una persona muy alta?
b. Sí, conozco a dos personas altas. Roberto es muy alto y Laura también.
4. Activity – We will then do a lesson in which each student will have a name taped to their back
(they don’t know the person/celebrity they have been assigned to) and will have to ask students
to talk about/compare this person to others.

Thursday Activities

1. Warm up (Review of opinion/advice expressions/vocabulary)

2. After the warm up we will look at the new vocabulary on page 99.We will walk through as a class
(students will write the new expressions/vocab in their workbooks).

I will then have students break up into pairs. The assignment will to create a dialogue in which two
students are making plans for the weekend. One of the

Friday Activities

1. Warm up (review from chapter 3 on direct object pronouns – they already know lo, los, la, and
las)
2. We will then turn to page 100 and look at the new DO pronouns.
3. After walking through examples as a class we will turn to the activity on page 100. We will do
the first 3 as a class then students will work on their own to complete the rest.
4. After about 10 minutes I will ask the students to turn to a partner and check their answers. After
allowing them about 5-10 minutes to talk over their answers I will bring the class back together
and ask for volunteers to go over the answers (create discussion on difficult questions, and
answer any major questions as a class).
5. Lastly I will ask the students to create 5 sentences about a classmate using direct objects. There
are examples to follow in the book in case they are having difficulties. partners will have to invite
 the other student to do something and the other must give their opinion or advice on what to do.
They will then have to make plans.

Lesson Plan: ¿Opinión o hecho? (Early in Unit)

 Content objective(s): Students will be able to express opinions and facts in the target
language using new phrases/vocabulary.
 Language objective(s): Students will focus on new phrases and vocab to introduce the
new chapter followed by a class discussion, and finally working within groups to produce
their own opinions.

Activity 1: Opiniones

 Rationale: Students will visually see, hear, write, and then say the new phrases/vocabulary.
 We will introduce the new chapter by having students turn to page 88 of the text book which
introduces new vocabulary. We will walk through the top box which introduces how to ask for
and give an opinion. I will walk through the new expressions and have the students repeat after
me. They will also be required to write the new vocabulary in their workbooks
 New Vocab
 To ask for someone’s opinion, say: To give an opinion, say:
 ¿Qué te parece…? Me parece…

 After we have walked through the new vocab, students will turn to activity 8 on page 88. We will
start with this activity in order to see how the new expressions are used in context and examples
before applying them on their own. Students will work in pairs on this activity and will be
required to turn in one copy.
 After the majority of the class begins to finsh up we will go over the answers as a whole.

Activity 2: Applying the new vocabulary/expressing opinions

 Rationale: Students will now apply the new vocabulary by expressing their own opinions.
 After completing the activity on page 88, I would ask the students to shut their books and eyes
for a moment. I will ask them to picture a place that they would like to visit someday, for
example, their dream vacation.
 After telling them to open their eyes back up, they will be asked to write down five things about
the place they chose, using the new phrases.
 After giving the students sufficient time to think and write I will then bring back the attention to
the front and ask students by calling on them what their dream place is and why they chose it.
They will be required to use the new phrases.
 Students can use their notes or the book if they need help with the new vocab.
 We will finish the hour with this activity, however, if there are a few moments left, we will take
care of any class business.

Lesson Plan: Los Coloquialismos de México (later in unit)

 Content objective(s): Students will be able to use several Mexican colloquial phrases to speak
 more naturally in a conversation setting.
 Language objective(s): Students will listen to authentic speech, write dialogues and speak in
the TL in order to communicate in “Mexican” Spanish.

Technology Lab

 Interviews with famous/influential Spanish people

Unit 4 Performance Assessment Exam

 Your unit 4 exam will be broken into two parts. The first part is a verbal presentation and the
second part is a written exam. The verbal portion is outlined below.
 Description: Your goal will be to work with a partner to create a fictional TV interview with a
famous Mexican person. This will be presented to the class. You may choose to use the person
from the worksheet we did earlier. To create the interview you will need to use the concepts
covered in chapter 4, and reflect on what you know about the person you chose. Before
presenting you will turn in a written script of the interview. You will be graded as a group.

Examen: Unidad 4

 Las conversaciones

[1] http://es.nortellearnit.org/resources/Handouts/

[2] http://es.nortellearnit.org/resources/Handouts/

[3] http://es.nortellearnit.org/resources/Handouts/
Name: ____________________________________ Date: ___________________

Web Search Activity (Sub Plan)

Directions: Choose a famous Mexican person (living or dead) and perform a web search to obtain the following
information.

You will need to know enough about this person to be able to write a fake interview.

1. Name of person: ___________________________________________________

__________________________________________________________________

2. Childhood: _______________________________________________________

__________________________________________________________________

3. Adulthood: _______________________________________________________

__________________________________________________________________

4. Accomplishments: __________________________________________________

__________________________________________________________________

5. Interests: _______________________________________________________

__________________________________________________________________
6. Personal goals: ____________________________________________________

__________________________________________________________________

7. Other:___________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Record what websites you found your information from

Daily Schedule (Week 1)

Lesson Plan: ¿Opinión o hecho? (Early in Unit)
Lesson Plan: Los Coloquialismos de México (later in unit)

Platicando...
Mientras que escuchas al diálogo, trata de entender que significan las palabras nuevas.

Hernán: ¿Qué onda, güey?

Juán: Nada, nada, hermano. ¿Cómo andas?

Hernán: ¡Bien! Oye, quieres hacer chill este fin? Vamos al antro.

Juán: ¡ Órale! ¿Con quiénes van?

Hernán: ...Pedro, Mercedes, Conchita, y Ramón

Juán: ¡Qué padre! Me caen bien todos esos chavos. Pero tengo que pedirles permiso a mis padres.

Hernán: No te preocupes, es pan comido.

Juán: Lo que tú digas...

Hernán: Entonces nos vemos el viernes. ¡Adiós!

Juán: ¡Chao!

Coloquialismos de México
Saludos ¡Guácala!

¿Qué onda? ¡Zócalo!

¿Qué hubo? Oye

¿Cómo andas? ¡Órale!

¿Quieres hacer chill?

Expresiones

Personas y lugares Caerse bien

Güey Caerse gordo/a

el antro Peor es nada

Andar enchilado/a

Exclamaciones Lo que tú digas

¡Qué locura! Se me borró el cassette

¡Qué bajón! Es pan comido

¡Qué chido!

TECHNOLOGY LAB

Content Objective(s):
 The content objectives for this activity are for students to use the vocabulary and language that
they have acquired in a (n) culturally authentic environment. The students will be working on creating
video interviews, and dialogue. This will give the students the opportunity to reflect on cultural
differences among countries as well as the various historical people across the Spanish speaking
countries. The students will also be using technology in this lesson in regards to researching their
historical/influential person of choice, and using a video camera to record their interviews. The
historical/influential figures that we offer will be from around the world (Spanish World), this way
students are opened to new things and perhaps countries they have never heard of.

Language Objective(s):

My language objectives are for students to be able to use the Spanish vocabulary that they
have acquired about question formation and the new vocabulary that I will introduce about
interviewing.

Standards

National: Communication 1.1, 1.2, 1.3; Culture 2.1; Connections 3.1

MI: Communication 1.1, 1.2, 1.3; Culture 2.1; Connections 3.1; Comparisons 4.1, 4.2

Materials Needed;

•Pen/Pencil

•Video Camera

•Audacity (computer)

•Hand outs

o Worksheet

Preparation:

•Print out the hand outs

•Create power point presentation (optional)

• Research some useful websites on historical/influential people

Procedure

•Activity 1: Day 1 Were are in the Computer Lab From Day 1-3

On this day and for this activity, the students will be introduced to interviewing vocabulary and
also review of question formation/structure.
 12:30-12:40

-Warm-up Como se dice?

1. My name is... (Mi nombre es/ Me llamo…)

2. Nice to meet you. (Mucho gusto.)

3. What is your name? (¿Como te llamas?)

4. How old are you? (¿Cuantos años tienes?)

12:40-1:00

-Begin introduction of the new vocabulary. (Notes sheet on typical interview questions)

1:00-1:30

-Students are now broken up in groups of two, and are given the name of a
historical/influential person from various Spanish-speaking countries; an example is Pancho Villa
from Mexico. Each group will share a computer in order to research their person. During this
time students will use the new vocabulary to prompt their interviews, they will write down an
interview dialogue, one student being the interviewer and the other the interviewee. The
interview contains familiar conversational questions and vocabulary or content that the students
have used frequently in class. The key is flexibility; the most authentic interviews contain
spontaneous questions and answers.

• Activity 2:Day 2

12:30-12:45pm

There is no warm up for this day, students are given this time to finish up with their interviews
and prepare to video or audio record. Since we are in the lab all monitors are turned off until I
have given them the go ahead to begin recording.

12:45-1:30pm

Everyone should be either video recording or editing his or her interviews. If they choose to
video record they will receive extra credit, this is a way to encourage them to sample a form of
public speaking in the TL and become more comfortable with it. The idea of them recording
serves the purpose of decreasing the stress or anxiety that a student may face when speaking a
different language. This also helps students with self-correction, they are allowed to re-record as
many times as they want, and are able to hear their speech and pronunciation multiple times for
better practice. Students are also reminded that today and tomorrow are the only days in the
computer lab and all uncompleted interviews are to be finished either after school or at home.

• Activity : Day 3

Finally Reality TV day has arrived. As a class students will listen or watch one another’s interview
projects.

12:30-12:45

Students will be handing in either USB, CD, or DVD format for their project to be uploaded and
ready to go when its their turn.

12:45-1:25
 Video Watching. Students are evaluated for speaking with clear communication as opposed to
grammatical mastery. The message is the priority, not necessarily the way it is said. If an answer is
understood it is correct if the meaning and intent are there. Students can be ranked in superior,
excellent, high, average, and not there yet categories according to the clarity of their answers and the
chances they took in conversation. Narrative descriptors are best to describe speaking proficiency, but if
teachers must assign A-B-C grades to the interviews than they could be:

Understanding and speaking Spanish should be the priorities of Spanish classes, so they must
be assessed. Creating, implementing, and evaluating a Spanish interview to assess conversational skills
just takes a little thought, planning, and an open mind.

1:25-1:30

Students are settling down and getting back to their seats and packing up. Evaluations will be
returned the next day.

Nombre:___________________________ Fecha:______________ Clase:_______

VOCABULARIO-ENTREVISTA

Interview Questions

1. How would you describe yourself?

a. ¿Cómo se describiría a usted mismo?

2. Why did you choose this career?

a. ¿Por qué escogió esta carrera?

3. What do you see yourself doing five years from now?

a. ¿En qué posición se ve usted dentro de cinco años?

4. What are your long range career objectives?

a. ¿Cuáles son sus objetivos profesionales a largo plazo?

5. Describe the best job you've ever had.

a. Describa el mejor empleo que usted ha tenido.

6. Do you consider yourself a leader?

a. ¿Se considera a si mismo un líder?

Additional Interview Questions

1. ¿Cómo te llamas? 2. ¿De dónde eres?

3. ¿Dónde vives? 4. Cuéntame de tu familia.

5. ¿Vas a qué escuela? ¿Te gusta? ¿Por qué? 6. Cuéntame de tu profesor favorito.

7. ¿Qué haces en tus ratos libres? 8. ¿Qué vas a hacer este fin de
semana?

9. ¿Adónde fuiste el fin de semana pasado? 10. Si tuvieras una millión de

dólares, ¿qué podrías hacer?

Pancho Villa

http://en.wikipedia.org/wiki/Pancho_villa

Nombre:___________________________ Fecha:______________ Clase:_______

VOCABULARIO-ENTREVISTA

Interview Questions

7. How would you describe yourself?

a. _______________________________________________________________________
_________________________________________________

8. Why did you choose this career?

a. _______________________________________________________________________
_________________________________________________

9. What do you see yourself doing five years from now?

a. _______________________________________________________________________
_________________________________________________

10.What are your long range career objectives?

a. _______________________________________________________________________
_________________________________________________

11.Describe the best job you've ever had.

a. _______________________________________________________________________
_________________________________________________

12.Do you consider yourself a leader?

a. _______________________________________________________________________
_________________________________________________

Additional Interview Questions

1. ¿Cómo te llamas? 2. ¿De dónde eres?

3. ¿Dónde vives? 4. Cuéntame de tu familia.

5. ¿Vas a qué escuela? ¿Te gusta? ¿Por qué? 6.Cuéntame de tu profesor favorito.
7. ¿Qué haces en tus ratos libres? 8. ¿Qué vas a hacer este fin de
semana?

9. ¿Adónde fuiste el fin de semana pasado? 10. Si tuvieras una millión de

dólares, ¿qué podrías hacer?

Interviewing: Checklists- Before, During, and After the Interview[1]

Your interview should be no shorter than three minutes and no longer than five minutes, you
will be penalized if you are under or go over. Your interview should include five to ten questions; you
will turn in a hard copy of your script. In order to help you organize the project it is recommended that
you maintain checklists for tasks to be done and things to be present before, during and after the
interview.
 Video Production Project Rubric[2]

Interviewing: Conducting the Interview[3]

One-Camera Production:
 If only one camera is available for the interview the production-format should still be conducted
in an over the shoulder set-up but by filming one subject at a time. It is suggested that you start with
the camera pointing at the interview subject so when the host or the interviewer asks the questions
originally the answers given will be recorded and the subject won’t have to repeat his/her answers a
second time.

Two-Camera Production:

Students should set the cameras up adjacent to the host and the guest’s shoulders to make the
interview look more professional as well as saving time by not having to re-shoot reactions from both
subjects or have the interviewer repeat the questions.

Sit Close:

To avoid looking like the interview subject is sitting on the opposite side of the room from the
host and the camera, have the subject sit fairly close to the interviewer and the camera.

Smile, Smile, Smile:

A reminder again to the students who will be asking the interview questions or who will be
appearing on camera that with a two camera production the students must be aware of their facial
expressions while the camera is taping.

Unit 4 Performance Assessment Exam

Your unit 4 exam will be broken into two parts. The first part is a

verbal presentation and the second part is a written exam. The verbal portion
is outlined below.

Description:

Your goal will be to work with a partner to create a fictional TV interview with

a famous Mexican person.This will be presented to the class. You may choose to use

the person from the worksheet we did earlier.To create the interview you will

need to use the concepts covered in chapter 4, and reflect on

what you know about the person you chose.Before presenting you will turn in a

written script of the interview.

You will be graded as a group.

Interview Requirements:

• a brief introduction of the person being interviewed.

• ask the person where they are from

• ask what the person’s schooling was like, and how they feel about

education in general.

• ask to compare their life to modern life in Michigan

• thank them and make plans for a future interview

Grading Rubric:

• Content 40%

• Pronunciation 10%

• Preparation 30%

• Presentation 20%

Exam Timeline

• Monday – So what question do I ask? How do I answer them?

 • Tuesday – In class work shop of dialogue.

• Wednesday – Presentation

• Thursday – Presentation

• Friday – Written Final

Options

• If you would like you can record your presentation using Audacity

or another program, and submit it electronically.

official Grading Rubric

Student Name:
Student Name:

100 pts.

Preparation:

Daily accomplishment sheets _____10

written script turned in _____10

Completed Web search activity _____10

Pronunciation: _____10

Content:

grammar _____10

Use of Unit Vocabulary _____20

appropriate use of language _____10

Presentation:

cohesiveness _____10

self evaluation _____10

Extra credit: creativity ______5

Total _______/100

Nombre:__________________________________Hora:__________Fecha:___________

Examen: Unidad 4
 Las conversaciones

I. Escoge la letra correcta y escríbela al lado de la palabra a que corresponde. (10 puntos)

_____ better a. distraído/a

_____ to worry b. me encantaría...

_____ to chat c. hay que....

_____ absent-minded d. seguir las instrucciones

_____ to memorize e. navegar por la Red

_____ I´d love to... f. aprender de memoria

_____ one must… g. mejor

_____ to surf the Net h. flojo/a

_____ to follow directions i. preocuparse

_____ lazy j. platicar

II. Escribe una oración original usando cada frase o palabra de vocabulario.

1. Caerse bien-

2. Andar enchilado/a-

3. Quedar en-
4. Prestar atención-

5. Me parece...-

III. Objetos Directos: Contesta las preguntas abajo, reemplazando el sustantivo subrayado
con el objeto directo correcto.

1. ¿Debería yo terminar la tarea para mañana?

_________________________________________________________________.

2. ¿Tiene ud. que comprar zapatos nuevos hoy?

____________________________________________________________________.

3. ¿ Tomaste el metro al centro comercial?

____________________________________________________________________.

4. ¿ Perdiste la mochila ayer?

____________________________________________________________________.
5. ¿Envias el correo electrónico?

____________________________________________________________________.

IV. Haz unas comparaciones entre....

1. Tú y tu hermano/a-

_____________________________________________________________________
____________________________________________________________________.

2. Un amigo/a y otro/a-

_____________________________________________________________________
____________________________________________________________________.

3. Tu mamá y tu papá

_____________________________________________________________________
____________________________________________________________________.

4. Dos profesores

_____________________________________________________________________
____________________________________________________________________.

5. Un tipo de comida y otro

_____________________________________________________________________
____________________________________________________________________.

V. Diálogo: Escribe un mini-diálogo de 10 líneas en que muestras lo que aprendiste de

conversar, incluyendo algunos mexicanismos. ¡Sé creativo/a!

Nombre:___CLAVE_______________________Hora:__________Fecha:___________

Examen: Unidad 4
 Las conversaciones

I. Escoge la letra correcta y escríbela al lado de la palabra a que corresponde. (10 puntos)

__G___ better a. distraído/a

__I___ to worry b. me encantaría...

__J___ to chat c. hay que....

__A__ absent-minded d. seguir las instrucciones

__F___ to memorize e. navegar por la Red

__B___ I´d love to... f. aprender de memoria

__C___ one must… g. mejor

__E___ to surf the Net h. flojo/a

__D___ to follow directions i. preocuparse

__H___ lazy j. platicar

II. Escribe una oración original usando cada frase o palabra de vocabulario.

1. Caerse bien-

**Las respuestas varian**

2. Andar enchilado/a-

3. Quedar en-
4. Prestar atención-

5. Me parece...-

III. Objetos Directos: Contesta las preguntas abajo, reemplazando el sustantivo subrayado
con el objeto directo correcto.

1. ¿Debería yo terminar la tarea para mañana?

Sí, debes terminarla para mañana.

2. ¿Tiene ud. que comprar zapatos nuevos hoy?

No, no tengo que comprarlos hoy.

3. ¿ Tomaste el metro al centro comercial?

Sí, lo tomé al centro.

4. ¿ Perdiste la mochila ayer?

No, no la perdí ayer.

5. ¿Envias el correo electrónico?

Sí, yo lo envio cada semana.

IV. Haz unas comparaciones entre....

1. Tú y tu hermano/a-

__________**Varian**_______________________________________________
____________________________________________________________________.

2. Un amigo/a y otro/a-

_____________________________________________________________________
____________________________________________________________________.

3. Tu mamá y tu papá

_____________________________________________________________________
____________________________________________________________________.

4. Dos profesores

_____________________________________________________________________
____________________________________________________________________.

5. Un tipo de comida y otro

_____________________________________________________________________
____________________________________________________________________.

V. Diálogo: Escribe un mini-diálogo de 10 líneas en que muestras lo que aprendiste de

 conversar, incluyendo algunos mexicanismos. ¡Sé creativo/a!

**Varian**