1. Unit 1 “¿QuÉ te gusta hacer?” And “Mis amigos y yo”
Challenge Spanish
Unit 1 “¿QuÉ te gusta hacer?” And “Mis amigos y yo”

2. Unit 1 - Objectives I can…
Say what I like and do not like to do in my free time.
Say my class schedule and activities
Identify classroom supplies and objects
Tell the places I go to in my school building
Describe myself and my friends
Tell my emotions and feelings

3. Vocabulary: Likes/Dislikes
Copy these terms into your Vocabulary notebook.
Write the definition in English as we review it in class.

4. Vocabulary: Likes/Dislikes

5. Vocabulary: Likes/Dislikes
Nouns

6. Vocabulary: Likes/Dislikes
trabajar to work

7. Special Notes
All VERBS that state things TO DO end in the letters AR, ER, and/or IR in Spanish.
For example: hablar por telefono, comer, escribir correos electronicos.
All NOUNS start with an article such as el, la, los, las.
For example: el refresco, la fruta, las galletas

8. Charades!
I am going to assign each small group 1 or 2 of the new vocabulary words. Each group will plan a SILENT charade to act out for the class to show the meaning of that new vocabulary word. Other groups will guess the word in Spanish using their notes.

9. Tarea Activity pg. 30 (front side of the page)
Simply circle the correct response
Practice pg. 2 (back side of the page)
Part 1 – Circle the correct answer
Part 2 – List the vocabulary in Spanish
Part 3 – Pick which you like more and answer the questions in Spanish using “Me gusta” to say “I like”
For example: Me gusta mas leer un libro.

10. Vocabulary Warm-Up Collect HW
Choose a verb to complete each sentence. Discuss in small groups.
Me gusta _________ música.
A mí me gusta __________ en bicicleta.
Los sábados me gusta _________ la televisión
Después de las clases me gusta _______ por teléfono.
No me gusta _________ correos electrónicos.

11. The verb GUSTAR
Let’s start with a discussion: What do you already know about the verb “gustar”?
We use the verb “gustar” to say what we like and like to do.
We will learn 5 different ways to use the verb “gustar”.
We will use the verb “gustar” with nouns and verbs.

12. The verb GUSTAR
This is an irregular verb with irregular conjugations. You must memorize the information below.

13. GUSTAR with NOUNS

14. GUSTAR with VERBS

15. Let’s Practice!
On the back of your notes, on your own at first, then review in small groups.
I like to listen to music.
You like pizza.
He likes to talk on the phone.
She likes cookies.
You (formal) like to eat french fries.
We like to watch TV.
They like soda.

16. Answers! Me gusta escuchar la musica. Te gusta la pizza.
Le gusta hablar por telefono.
Le gustan las galletas.
Le gusta comer las papas fritas.
Nos gusta mirar la television.
Les gusta el refresco.

17. Tarea Complete all three parts of the homework.
Part 1: Gustar with VERBS
Part 2: Gustar with NOUNS
Part 3: gusta or gustan
Yo = I, Tu = You, Él = He, Ella = She, Nosotros = We, Ellos/Ellas = They
Example: Yo/montar en bicicleta
Me gusta montar en bicicleta.

18. Gustar Interviews
We will complete a packet that focuses on the 5 different conjugations of the verb “gustar”.
I like…
3 likes, 2 dislikes
You like…
He she likes…
They like…
We like…

19. Adding the Stress Pronoun
A mí me gusta comer pizza.
A ti te gusta beber el jugo.
A él le gusta mirar la televisión
A ella le gusta escuchar musica.
A nosotros nos gusta correr.
A ellos les gusta pasear.
A ellas les gusta estudiar.
A Maria le gusta preparar la comida.
A Maria y a Juan les gusta leer un libro.

20. 5-Point “gustar” Sentence
1 – Stress pronoun
2 – (no) Gustar pronoun
3 – gusta or gustan
4 – Verb or Article
5 – Supporting Vocabulary
A mi (no) me gusta hablar por telefono.
A mi (no) me gustan las galletas.

21. Tarea Gustar Sentences – Part 2
Part 1 - Write 5-point complete sentences when you are given the STRESS PRONOUN and the VERB
Part 2 - Answer questions about what people like to do in certain weather situations using a 5-point complete sentence.

22. Today’s Agenda Gustar Collage Graded Assignment Conferences
Let’s review the directions for the Gustar Collage then you can begin working on it.
Conferences
I will call you by individual or small groups to review the last two homework assignments with you.
This is meant to point out areas for growth so that you don’t make the same mistakes on the graded assignment or quiz.

23. Gustar Quiz Review Human Sentences Jeopardy Game
In groups of 5-6, sit on the floor and `empty out your packet of Spanish words. Work together to be the first group to create a Spanish sentence out of the Spanish words based on my English sentence. First to complete wins a point!
Jeopardy Game

24. Classes and School Verbs Vocabulary
Vocabulary Matching Activity
Each student will be given a card with either a Spanish or English vocabulary word
Round 1: Match the classes by finding your Spanish or English match
Round 2: Match the verbs by finding our Spanish or English match
Find your match, Sit with him/her, Present words to the class, Copy into your Vocabulary Notebook

25. School Vocabulary Classes Las matematicas – Math
Las ciencias – Science
El ingles – English
El arte – Art
La historia – History
El espanol - Spanish

26. School Vocabulary Verbs Contestar – to answer Ensenar – to teach
Tomar apuntes – to take notes
Sacar una buena/mala nota – to get a good/bad grade
Usar la computadora – to use the computer

27. School Vocabulary Extra Vocabulary El horario – schedule
El examen – test
De vez en cuando – every now and then
Muchas veces – many times
Nunca – never
Siempre - always
Todos los dias – every day
Casi – sometimes/almost

28. Speaking Practice

29. The verb TENER Define
Write the verb “TENER” in the center of your verb square.
Let’s check out the “Define” Square

30. The verb TENER Special Notes
Cross out the word “Draw” and replace it with “Special Notes”

31. The verb TENER Conjugate
What about names? Like Ryan? or.. Chelsea and Amber? or…My friends? or… My friends and I?

32. The verb TENER Apply Grab a book and complete Activity 5 on Page 92
Yo tengo las matematicas.
Nosotros tenemos el ingles.
Claudia y Pablo tienen las ciencias.
Tú tienes el arte.
Claudia tiene la historia.
Ustedes tienen el español.

33. The verb TENER Review TENER with Nouns TENER with Verbs
Yo tengo el español.
el español = Spanish class = noun
Nouns start with articles (el, la, los, las)
TENER with Verbs
Yo tengo que tomar apuntes.
Tomar = to take = verb
Verbs end with ar, er, ir

34. Tener Verb Conjugation Race
I will give a blank piece of paper to each small group.
The first student will write a subject pronoun; the student after him/her will write the correct form of the verb tener with that pronoun (ex. Yo – tengo). The third person will supply a different subject pronoun and pass the paper to the fourth person who will fill out that form of the verb tener.
Continue until all subject pronouns and conjugations have been written.
Hold up your paper to be checked to be the first to group to WIN!

35. Practice – Tener que Activity #7 on pg. 93
In partners, ask and answer about having to do these activities. Add an expression of frequency when answering. Use your notes!
Ask 3 and Answer 3
Example:
Ask: ¿Tienes que tomar apuntes?
Answer: Si, tengo que tomar apuntes todos los dias.
We will complete the activity (Teacher-Student) to review as a group at the end.

36. Tarea – Tener/Tener que
Complete the homework assignment by writing the sentences from English to Spanish to practice BOTH “Tener with Nouns” and “Tener with Verbs”\
Due next class period.

37. Tarea Review Verb Races
Split the class into 2 teams
Bring your HW with you.
Just like last class period, you will write one word at a time per person.
Instead of paper, you will run to the board to write your word to begin building the sentence. Continue sending one person at a time to the board until the sentence is complete.
First team to complete a sentence correctly will win the point.
Check the correct sentences against what you have written down on your paper for HW.

38. Tarea Review Yo tengo las matematicas. Tu tienes las ciencias.
Ella tiene el ingles.
Juan tiene el arte.
Nosotros tenemos la historia.
Juan y Maria tienen el espanol.
Tu tienes que tomar apuntes.
Mr. Eng tiene que ensenar todos los dias.
Nosotros siempre tenemos que contestar.
Yo tengo que sacar una buena nota.
Ellos nunca tienen que usar la computadora.

39. Telling Time

40. Let’s take a regular clock and split it in half!
Sections of the Clock
Let’s take a regular clock and split it in half!
LEFT SIDE RIGHT SIDE
SIDE # SIDE #1
MINUTES MINUTES
What are some times that you would find on Side 1 of the clock? For example 8:05. Let’s list them!

41. Side 1 Rule

42. Mastery of Side 1 rule
Write out these times in Spanish following the HOUR + y + MINUTES rule!
5: :17
7: :03
1:21

43. Vocabulary
Now that we know how to tell time on SIDE 1, we can start to write complete sentences.

44. Side 1 Exit Ticket
Write these sentences in Spanish using ALL of your notes.
I have Spanish at 7:30 in the morning.
Ryan has to take notes at 8:20.
We have history at 3:15 in the afternoon.
They have to teach at 4:10 after school.
You have science at 1:00.

45. Exit Ticket Corrections
I have reviewed your exit tickets and circled errors.
5 minutes individual review
3 minutes compare in partners/small group
Answers:
Yo tengo el español a las siete y media de la mañana.
Ryan tiene que tomar apuntes a las ocho y veinte.
Nosotros tenemos la historia a las tres y cuarto de la tarde.
Ellos tienen que enseñar a las cuatro y diez después de escuela.
Tú tienes las ciencias a la una en punto.

46. Review of the Sections of the Clock
Let’s take a regular clock and split it in half!
LEFT SIDE RIGHT SIDE
SIDE # SIDE #1
MINUTES MINUTES
What are some times that you would find on Side 2 of the clock? For example 8:55. Let’s list them!

47. Side 2 Rule

48. Mastery of Side 2 rule
Write out these times in Spanish following the Side 2 rule!
6: :52
4: :59
7: :45

49. Tarea
Practice writing sentence in Spanish using the verb TENER, classes vocabulary, verb vocabulary, and time
This is due next class period.

50. Tarea Review Stations
You will be in three groups to travel through the three stations of review. Bring your homework with you. At each station you will split your large group into smaller groups.
Station #1 Matching
Match the cards digital times to the cards with written out times then use your HW to check your work.
Station #2 Time Sentences
Use the word blocks to put together sentences that match what you should have written on your HW.
Station #3
Switch and Compare your paragraph with a partner in your group. Review conjugations of tener, using que to tell to do, and telling time correctly.

51. Clock Practice (Writing)
You will each receive a worksheet with blank clocks.
Make clocks with hour and minute hands
Partner up
Give your clocks to your partner and vice versa.
Write out the time for each clock in Spanish
10:20 = diez y veinte
Give the paper back to your partner so that your partner has his/her original clock paper.
Everyone pick up a mini-clock…

52. Clock Practice (Speaking/Listening)
With your clock partner, use the written times on the paper clock page to call out a time to your partner in Spanish.
Partner will make the time on the mini-clock.
Check mini-clock against paper clock.
Switch roles
When finished, line up in front of me and you and I will complete the activity in order for you to turn in your mini-clock.

53. School Supplies Vocabulary
What’s in Dora’s Backpack?
el cuaderno - notebook
el papel - paper
el lápiz - pencil
la mochila - backpack
la calculadora - calculator
la pluma - pen
el borrador - eraser
la tiza - chalk

54. School Classroom Vocabulary
These items do not fit in Dora’s backpack. Copy them down.
la silla - chair
el escritorio - desk
el pizarrón - board
la ventana - window
el reloj – clock/watch
el mapa - map
la puerta - door

55. Places in the School
Work in small groups to use “cognate” knowledge and pg. 111 of the textbook to define the “Places” vocabulary.
la cafeteria - cafeteria
el gimnasio - gymnasium
la biblioteca - library
el pasillo - hallway
los baños - bathrooms
la oficina del director – principal’s office

56. Practice Textbook pg. 112 Activity 1 Textbook pg. 112 Activity 2
Speaking Practice! Split the items in half. Practice using the YO form of the verb TENER to say what “I have…” in the store. Add to your conversation by saying one item from your list that “I do not have…” in the store
Textbook pg. 112 Activity 2
Fill in the missing words. Write the words only; not the whole paragraph. Complete on your own, then check in small groups before we review as a class.

57. Homework - Flashcards How to make vocabulary flashcards:
Side 1: Spanish word
Include at least one article with the noun
Side 2: Picture of item
Pictures can be drawn, printed, colored, not colored
Must be able to tell what the picture is showing
el cuaderno

58. Scavenger Hunt Working in groups of 4-5
First group to find the most items on the list in the given time wins!

59. Grammar - Articles How do you know when a word is… Singular Plural
Masculine
Feminine
Split the class into 4 groups and assign each group one of the 4 categories above to discuss. Each group will share their discussion with the class.

60. Grammar – Articles Just one thing Singular Plural Masculine
More than one thing
The word must end in “s”
Masculine
Most of the nouns in Spanish will end in “o”
Ex: libro
Feminine
Most of the nouns in Spanish will end in “a”
Ex: regla
Number
Gender

61. el los la las To say THE in Spanish: Masculine Feminine
Singular Plural
Masculine
Feminine el
los la
las

62. Practice THE Try these out on the back of your notes
_______ libros _______mochilas _______ papel _______ calculadora _______cuaderno

63. Answers
los libros
las mochilas
el papel
la calculadora
el cuaderno

64. To say A/AN/SOME in Spanish:
Singular Plural un
unos
una
unas
Masculine
Feminine

65. Practice A/An/Some\ Try these out on the back of your notes
_______ tiza _______ cuaderno _______ ventanas _______ escritorios _______ relojes

66. Answers una tiza un cuaderno unas ventanas unos escritorios
unos relojes

67. Exit Ticket The A/An/Some ___escritorio ___ mochila
___ cuadernos ___ cuaderno
___ plumas ___ sillas
___ calculadora ___ libros
___ lapiz ___ borradores
Write these on a separate piece of paper to be turned in and checked by me.

68. Homework – Time Practice
Complete the time practice worksheet.
Article Review Tables (Fill in the charts)
Fill in the blank with the correct article
Practice choosing a singular article (el or la; un or una). Then make the whole expression plural by using a plural article (los or las; unos or unas) and adding “s” or “es” to the noun.

69. Homework Review
First, I will check that you have completed the homework.
I will split the class into 4 groups and assign each class a section of the homework to review with eachother and then with the whole-class.
Group 1: Article Charts
Group 2: Fill in the blank
Group 3 : THE singular/plural
Group 4: A/AN/SOME singular/plural

70. ThinkDots: Articles
Purpose: Find and correct errors in article agreement.
Articles must agree in gender and number
Ex: el mochila
Keys to the assignment:
Working in groups
Following directions
Feedback:
This activity will be returned to you before tomorrow’s graded assignment

71. ThinkDot Format Groups of 3 – One die per group
Every group member has their own ThinkDot packet
You will roll only TWO times and have to write down only TWO sentences per ThinkDot Chart
Start with THE, repeat with A/AN/SOME
If it’s not your turn to roll/write, be helpful in your group with the person whose turn it is.

72. Sample ThinkDot Card
THE

73. Think Dots Activity Tracking Sheet Directions: Shade in the dots that correspond to the question you are answering according to your dice roll. Write the correct sentence with the correct article in the response column. Check off the which gender and which number are shown in the correct response.

74. Sample ThinkDot Card
A/AN/SOME

76. Graded Assignment – Juanito’s Backpack
Review your “graded” ThinkDot packet from last class as feedback before the graded assignment.
You may use your article notes, but not your vocabulary notes on the graded assignment.
100% individual work, no partners/groups
When finished, review your flashcards (You must have your flashcards in class tomorrow!)

77. Flashcard Game
Partner up; face each other in desks or on a spot in the floor; choose one partner’s cards to use for the game.
Round 1:
Lay the cards flat (1 card at a time) between the two of you with the PICTURE facing up.
I will call out the Spanish word; first partner to pick up the correct card wins it. Make a winning pile for yourself. Round 1 continues until all words are called
Round 2:
Lay the cards flat (1 card at a time) between the two of you with the SPANISH WORD facing up.
I will call out the English word; first partner to pick up the correct card wins it.

78. The verb IR Define
Write the verb “TENER” in the center of your verb square.
Let’s check out the “Define” Square

79. The verb IR Special Notes

80. The verb IR Conjugatge

81. The verb IR Apply

82. Practice with IR Textbook pg. 121 Activity 13 Complete individually
Check in partners. One person reads the lines aloud for Pablo, the other person reads the lines aloud for Claudia.
Whole-Group
1. voy 2. vamos 3. voy 4. vas
5. vamos 6. voy 7. van 8. va
9. va 10. van 11. vamos

83. Homework – IR in 3 Levels
This homework is broken down by three difficulty levels.
Level 1: Regular subject pronouns and conjugations of the verb IR
Level 2: Names/Groups of people and the conjugations of the verb IR
Level 3: Sentences to say where people go.

84. Speaking Practice with IR
Use the provided worksheet to…
Write your own responses in SPANISH
Ask the questions IN SPANISH and record your partner’s responses IN ENGLISH (Your partner will be speaking in Spanish)
Let’s review the questions…
¿A qué hora vas a la escuela?
¿Cuándo van tú y tus amigos a la cafetería?
¿Adónde vas después de la clase de español?
¿Vas mucho a la oficina del director?
¿Adónde vas cuando tienes que estudiar?
¿Qué tienes en la mochila?

85. Speaking Practice with IR
After you have recorded responses from one partner, find another partner to interview. You are only focusing on SPEAKING; you DO NOT need to record.
I will circulate the room and ask one of the questions in Spanish from the interview sheet. Be prepared to answer in Spanish WITHOUT using your notes!

86. Homework
Practice your interview answers. You will be conducting an interview in Spanish in front of me where you will not be able to use your notes to answer the questions.
This will count as a graded assignment.

87. Human Sentences Review
Get into groups of 4 or 5.
Each group is given a packet of Spanish words.
I will call out and post on the board a sentence in English.
Your group will work together to make that sentence in Spanish using the words in the packet.
First group to be correct and finish first wins a point for their team!

88. Human Sentences Review
You go to the library.
Tu vas a la biblioteca.
Alejandro goes to the gymnasium.
Alejandro va al gimnasio.
I go to the cafeteria.
Yo voy a la cafeteria.
Maria and I go to the principal’s office.
Maria y yo vamos a la oficina del director.
You (formal) go to the school.
Usted va a la escuela.

89. Adjective Vocabulary Grab a textbook and open to pages 56 and 57.
Work in small groups to define the Spanish adjective vocabulary words on the worksheet by using the pages/pictures in the textbook.
We will review as a whole-group

90. Adjective Vocabulary Artístico/a - artistic Atlético/a -athletic
alto/a - tall
bajo/a - short
bonito/a - pretty
Bueno/a - good
Cómico/a - funny
Desorganizado/a - disorganized
Estudioso/a – studious
Grande - big
guapo/a – good-looking
Inteligente - intelligent

91. Adjective Vocabulary Joven - young malo/a - bad
organizado/a - organized
pelirrojo/a – red-head
pequeno/a - small
perezoso/a - lazy
serio/a - serious
simpático/a - nice
trabajador/a – hardworking
Viejo/a - old
tener pelo rubio/castano – to have blonde/dark hair

92. A little word about gender…
In Spanish we describe boys and girls differently…
Boy  tall  alto
Girl  tall  alta
This is why on your vocabulary list you see “o/a” at the end of some words. The slash “/” means “or”
If an adjective ends in a neutral letter, such as n or e, we do not need to change it for gender
Boy  intelligent  inteligente
Girl  intelligent  inteligente

93. Pictionary Practice
In small groups, split into two teams (partners) to go against one another.
One student will draw and one student will guess for each team in the small group.
Drawing student: Meet with the teacher. I will give you an adjective to draw (pictures only; no words). Don’t start until I say “Go!”
Guessing student: Guess the drawing faster than the other team to win the point!
Keep track of the points to see which team will win the small group!

94. Tarea Part 1: Part 2: Part 3:
Write the OPPOSITE vocabulary word in SPANISH.
Part 2:
LIST adjectives in SPANISH to describe different types of adjectives and people.
Part 3:
Use our existing vocabulary knowledge to choose adjectives in Spanish that make sense.

95. The verb SER Define

96. The verb SER Uses

97. The verb SER Conjugate

98. The verb SER Apply

99. The verb SER Practice Apply in Singular Sentences
I am nice.
You (informal) are intelligent.
He is lazy.
Jack is bad.
She is serious.
Mr. Ryan is organized.
Mr. Ryan, you are organized.
I am not funny.

100. The verb SER Practice Apply in Singular Sentences
Yo soy simpático/a.
Tú eres inteligente.
Él es perezoso.
Jack es malo.
Ella es seria.
Mr. Ryan es organizado.
Mr. Ryan, usted es organizado.
Yo NO soy cómico/a.

101. Celebrity Guess Who?
HOMEWORK: Part I: Assume the role of a celebrity of your choosing! Write a paragraph about yourself as that celebrity including the following:
1.) Physical description
2.) Personality description
3.) Age/Birthday
4.) Place of origin
5.) Likes and Dislikes

102. Celebrity Guess Who?
Part II: Read your description of your celebrity in Spanish to your partner. Your partner will listen and record the information in English on the chart below. Once the description has been read and interpreted, try to guess who! You will repeat the activity with three different partners.

103. Mi Profesor Favorito Before Reading During Reading After Reading
What is the difference between adjectives that describe the male teahcer and the female teacher?
During Reading
Circle  Adjectives describing male teacher
Underline  Adjectives describing female teacher
After Reading
Part I – Complete and discuss
Part 2 – Homework

104. Mi Profesor Favorito Graded Assignment
Take out your writing to be checked for completion (homework grade)
In small groups, analyze what person’s paragraph at a time to look for correct usage the verb SER, adjective agreement in gender, general spelling, and completion of all requirements
On the computer, type your writing and decorate in a program of your choosing (Word, Publisher, Google, etc.)

105. Analyze and Discuss: Plural Description Sentences
Each group will have one plural sentence to analyze and discuss.
Finish the sentence starter “I know this sentence is plural because…” with three separate reasons.
Hint: Each sentence has three parts
Share with the class.
One person shares the sentence, each of the remaining people share one of three reasons.

106. Rules for Writing Description Sentences
Rules for Writing Description Sentences *Write in Vocab/Grammar Notebook
Singular
Only one person
Uses a singular form of the verb SER (soy, eres, es)
No “s” on the adjective (still pay attention to gender)
Ex: Ella es comica.

107. Rules for Writing Description Sentences
Rules for Writing Description Sentences *Write in Vocab/Grammar Notebook
Plural
More than one person
Uses a plural form of the verb SER (somos, son)
Must use a letter “s” on the adjective. (gender still matters)
Ex: Ellas son comicas.

108. Multiple-Choice Activity
Individual – 5 minutes. Apply the rules we learned by choosing the correct answer.
Small group – Share answers with the following procedure.
One student at a time says “I chose letter ___ because ________.”
Make sure all group members agree. If not, discuss the reasons for the answer.
Large group- Let’s review the answers, one question per small group!

109. Plural Written Practice (Exit Ticket)
We are funny.
They are athletic.
They (all-girls) are short.
My family and I are lazy.
Chelsea and Amber are pretty.
My friends are nice.

110. Plural Written Practice Answers
Correct the mistakes on your exit ticket using your notes. Any mistake is marked with a circle. Then we will review together.
Nosotros somos comicos.
Ellos son atleticos.
Ellas son bajas.
Mi familia y yo somos perezosos.
Chelsea y Amber son bonitas.
Mis amigos son simpaticas.
Round 1:
¿Cómo eres?
Round 2 (new partner):
¿Cómo es tu amigo/a?
Round 3 (new partner):
¿Cómo soy?

111. Speaking Practice (Singular)
Round 1:
¿Cómo eres?
Round 2 (new partner):
¿Cómo es tu amigo/a?
Round 3 (new partner):
¿Cómo soy?

112. Speaking Practice Examples
¿Cómo eres? – What are you like?
Yo soy comica y baja.
¿Cómo es tu amigo/a? – What is your friend like?
El es comico.
Ella es comica.
Ryan es comico.
Chelsea es comica.
¿Cómo soy? – What am I like?
Tu eres comico/a.
Usted es comico/a.

113. Speaking Practice (Plural)
Round 1:
ASK: ¿Cómo son tus amigos?
ANSWER
Switch Roles
Round 2 (new partner):
  ASK: ¿Cómo son tus profesores?
Round 3 (new partner):
EACH SAY: Describe you and your friends.

114. Speaking Practice Examples
¿Cómo son tus amigos? – What are your friends like?
Ellos son comicos.
Ellas son comicas.
Chelsea y Amber son comicas.
Mis amigos son comicos
¿Cómo son tus profesores? – What are your teachers like?
Ellos son comicos. Ellas son comicas. Ms. Bell y Ms. Bracken son comicas. Mis profesores son comicos.
Describe you and your friends:
Mis amigos y yo somos locos.

115. Let’s Make a Quiz!
Make a 15-question quiz reviewing adjectives, singular SER, and plural SER.
Questions can be Multiple-choice, fill-in, or sentence writing.
Your quizzes will be given to a student in the opposite period (2nd or 7th) tomorrow.
Tomorrow you will be taking somebody’s quiz!

116. Tarea: Writing Practice (Singular and Plural)
You will be given a worksheet asking you to write sentences in Spanish about certain people. Write the sentences individually using your notes.
This will be collected next class period and will be used to individually conference with you regarding your progress thus far.

117. Today’s Agenda Take a Quiz! Conferences Study!
You will be given a practice quiz made by a student in the opposite period as you. Take the quiz and then review yours with others in your small group
Conferences
When your name is called, bring your homework and come meet with me to check in!
Study!
Tomorrow we will be having a quiz on adjectives and the verb SER

118. Emotions/Feelings Vocabulary

119. The verb ESTAR Define
On the verb square chart that will be put into your notebook, copy the following.

120. The verb ESTAR Uses

121. The verb ESTAR Conjugations

122. The verb ESTAR Apply

123. Ser vs Estar Copy into NB
Different = How they are used
Ser  description, time, origin, occupation
Estar  feelings, emotions, locations
Yo soy simpática. (description)
Yo estoy cansada. (feeling)
Similar = Adjective agreement
Singular and Plural adjectives
Ellas son atleticas. Ellas están cansadas.
Feminine and Masculine adjectives
Ella es cómica. Ella está contenta.

124. Tarea Part I: Practice SER Part 2: Practice ESTAR
Part 3: Practice SER vs ESTAR

125. Ser vs Estar Practice Review Homework Ser vs Estar Cards
You will each be given two cards: one labeled SER and one ESTAR. Put your head on the desk and hold up the correct card according to the sentence.
Round 1: English, Round 2: Spanish, Round 3: Student-to-Student Race Competition

126. Ser vs Estar Stations
Mini Ser vs Estar Unit\Ser vs Estar Quiz Review Stations.docx
Homework: STUDY FOR QUIZ!