Sr. D’Orsi Per 6 y 7
Sample Unit Plan
Unit Topic: Preterite vs. Imperfect
About This Unit:
The main topic addressed in the following unit is the distinction between the preterite and
the imperfect, the two main past tenses in Spanish. This grammar point is often difficult for
students, as it is something that is unfamiliar to them as native English speakers. In English,
generally speaking, the past tense is the past tense. For students who have just begun to master
speaking in the present tense in Spanish, learning that there are two distinct ways to talk about
the past can be overwhelming.
The unit addresses the following MA State Standards:
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.17 Comprehend audio and video texts
3.19 Write journals, letters, stories, and essays
4.3 Identify distinctive cultural aspects of the target culture presented in stories, dramas,
films, and photographs.
5.2 Give examples of ways in which the target language differs from/ is similar to
English
5.4 Identify linguistic characteristics of the target language and compare and contrast
them with English linguistic characteristics
6.9 Compare folktales from the target culture and the students’ own culture
Through study of these standards, students will become comfortable with the two past tenses in
Spanish, which they already know how to conjugate. Additionally, students will become
familiar with how the distinction between preterite and imperfect relates to storytelling, as well
as fairy tales and folk tales in the target culture. Ultimately, students will write their own fairy
tale or short story in order to demonstrate their understanding of how to use preterite and
imperfect while telling a story.
Sr. D’Orsi Per 6 y 7
The unit follows the 10th chapter of Ven Conmigo, Level II. The lesson plans alternate
between studying grammar and studying vocabulary, with some video instruction worked in
throughout. Approximately 1/3 of the way through the unit, there is a quiz to gauge student
understanding to that point. Along with informal assessment throughout, by means of exit
tickets, students will ultimately be assessed with a unit test on the final day of the unit.
Additionally, there is a project-based assessment in the form of a written composition. This
composition is a formative assessment in that there are a number of opportunities for drafting,
revision and feedback.
This unit engages students in higher-order thinking in that distinguishing between
preterite vs imperfect is a higher-order thinking skill. Choosing between the two past tenses
requires students to think critically about language and what type of communication is being
done. The unit is planned backwards in that it keeps the goal in mind throughout—getting
students to understand the difference between preterite and imperfect—in order that they may be
able to compose a writing sample demonstrating this skill. Each lesson is crafted so that it
provides support and models for the students as they work towards the final unit assessment and
writing sample. Finally, this unit engages students in improving their writing skills, as they will
have opportunities to meet individually with me to review and revise their writing samples.
Sr. D’Orsi Per 6 y 7
Unit Objectives:
• Student will be able to understand the difference between preterite and imperfect, why it
exists, and how it aids in one sounding more like a native speaker.
• Student will be able to understand that distinguishing between preterite and imperfect is
not a solely Spanish construct; it exists in other languages.
• Students will be able to decide when verbs should be conjugated into preterite and
imperfect.
• Students will be able to understand how knowing the difference between preterite and
imperfect aids in storytelling.
• Students will be able to use new vocabulary surrounding the themes of: storytelling, fairy
tales, science fiction, telling about news, and reflexive verbs.
• Students will be able to write a short composition demonstrating their understanding of
the difference between preterite and imperfect, as it relates to storytelling.
Brief Description of Lessons:
Day One: Intro to Chapter 10, Chapter 10 “De Antemano” Video, 10.1 Vocab.
Lesson Objectives: Students will be introduced to the main concepts and some vocabulary of
Chapter 10 through the ¡Ven Conmigo! chapter opening video, Pacha y sus hijos. Students will
then take up Chapter 10.1 vocabulary
Description: Since the overarching theme of Chapter 10 is fairy tales and legends, a brief
discussion about students’ experiences with these works will begin class. Students will then
move into watching the introductory video to the unit. In the second half of class I will present
some new vocabulary and lead the class in activities reinforcing the newly learned vocabulary.
At the end of the lesson, announce to students that later on in the unit, we will learn more about
storytelling and why preterite vs. imperfect is an important concept. For homework assign pages
109-111 in their activity workbook, as well as have students write down a prediction about how
preterite vs. imperfect will come into play within the theme of storytelling. To assess learning in
this lesson, a Video Quiz will be administered as the students watch the video, per usual. Also
an informal assessment will be given based on results of picture activity at end of lesson.
Day Two: Chapter 10.1 Grammar: Preterite vs. Imperfect, contrasted.
Lesson Objectives: Students will review vocabulary from previous lesson (10.1) and begin
study of the main grammar concept presented in Chapter 10: preterite vs. imperfect. Grammar
presented in 10.1 focuses on “action in progress” vs “interrupting action.”
Description: Students will take notes from the lecture given about preterite vs imperfect,
specifically as it pertains to actions in progress and interrupting actions. Within the lecture are
instances of modeling to aid in student understanding. Students will attempt some examples as a
class and then in small groups before being assigned homework to complete individually.
Finally, I will introduce the major writing assignment of the unit and ask students to think of a
theme for the short story they’d like to write.
Sr. D’Orsi Per 6 y 7
Day Three: Language Lab Day. Students will begin their Short Stories.
Lesson Objectives: Once per 7-day cycle, classes are given the opportunity to work in the
Language Computer lab. Students will be assigned the Project-based assessment assignment and
begin work on it.
Description: I will hand out description of the Formal Writing Assignment for the unit (See
Appendix A). Explain that the students will have the remainder of the period to begin working
on their short stories. Remind students that what we have learned over the past two lessons
should help them begin their stories/set the scene. Tell students that they will be handing in their
first paragraphs tomorrow, then allow them to go onto the computers. For homework, students
must complete their first paragraphs if they have not. Remind students there will be a quiz the
following class on vocabulary and grammar learned thus far.
Day Four: Chapter 10.1 Quiz
Lesson Objectives: Students will be formally assessed on Chapter 10.1 with a quiz.
Description: Students will be asked to reflect on their learning over the past 3 lessons in a quiz
that will cover both vocabulary skills and grammar skills. Specifically in terms of grammar,
their success in the rest of the unit will depend on their ability to master these first key preterite
vs imperfect concepts.
Day Five: Chapter 10 “A continuación” video, 10.2 vocabulary.
Lesson Objectives: Students will continue study of the vocabulary and grammar presented in
Chapter 10, through the next installment of the ¡Ven Conmigo! video series. Students will also
learn and begin to use new vocabulary.
Description: Lesson will begin with review of vocabulary that can be used to begin stories. As
the new vocabulary unit involves how to continue/advance stories, making sure students have a
good grasp on how to begin stories is helpful. Next, I will introduce the A continuación video
and distribute a video quiz. After showing the video twice, I will present new vocabulary to
students in powerpoint presentation. Vocabulary includes phrases to continue a story, as well as
fairy tale and science fiction-related vocabulary. Students will then work through practice
worksheet “Mas práctica con el vocabulario” (Appendix B). Finally I will remind students that
they must bring rough draft of their stories to class tomorrow in advance of centers day. When
students submit the rough drafts of their stories to me, I will review them in preparation for the
centers day on Day 7 in which students will meet individually with me for feedback.
Sr. D’Orsi Per 6 y 7
Day Six: Chapter 10, Section 2 Grammar
Lesson Objectives: Students will be able to further their understanding of the distinction
between preterite and imperfect as it pertains to storytelling. Students will practice conjugating
verbs into preterite and imperfect appropriately.
Description: After collecting rough drafts of stories, I will slowly work through a powerpoint
presentation on distinguishing preterite and imperfect. The second section of Chapter 10 focuses
on moving action along in the story and how verbs are conjugated in different situations. We
will go through each situations with models and examples, finishing with how to end a story.
Students will then work individually on “Más práctica con el pretérito y el imperfecto,”
(Appendix C) using this as a gauge to see how well they understand this difficult concept that
will be on the test on day 10. Students will be informally assessed based on their performance
on the handout they will work on individually towards the end of the lesson. This will give me
an idea of whether the students seem ready to move on to the final topic of the unit.
Day Seven: Centers Day
Lesson Objectives: Students will be able to practice their Spanish abilities in a multifaceted way
through working through Centers which focus on Reading, Vocab, Listening and Writing
(through individual meetings with me.) Students will get feedback on the rough drafts they’ve
written to inform what revisions they must make when creating their final copies.
Description: Since there will be 4 centers each group needs to cycle through in a 57 minute
period, each center will last approximately 13 minutes, leaving a few flex minutes for transition.
The first center will be the Reading Center. I have selected reading materials from which the
students can choose. Students will need to fill out an info worksheet about what they’ve decided
to read. The second center will be the Vocabulary Center. Students will review the vocabulary
learned yesterday by playing a game of vocabulary Pictionary in teams. The third center will be
the Listening Center. Students will practice an assignment similar to the listening section of the
unit test. The fourth center will be where each student meets individually with me to get
feedback on their rough drafts. While each individual student meets with me, the rest of the
students are to be checking their homework against the answer key I will provide. At the end of
class, remind students that their final writing samples are due on the day of the test (Day 10).
Day Eight: Chapter 10.3 Vocabulary
Lesson Objectives: Students will take up Chapter 10.3 vocabulary by means of powerpoint and
practice activities that follow.
Description: Present new vocabulary to students in powerpoint presentation. Vocabulary
includes phrases and words to discuss the latest news, as well as gossip. Students will work
through a communicative activity with a partner. They will take 20 minutes to work through the
activity together, and then we will go around the room modeling the activity for the rest of the
class.
Sr. D’Orsi Per 6 y 7
Day Nine: Review Day
Lesson Objectives: Students will review vocabulary and culture content from the unit in
advance of the Unit Test on Day 10.
Description: Today’s schedule is heavily based on the strengths and weaknesses of the class as a
whole. The way class will be structured will be fairly lenient, with some opportunity for students
to practice individually. My vision is that the strong students will be able to work individually
on some review material that I will provide from the ¡Ven Conmigo! workbook and teacher
editions. For students who may be struggling, I plan to make myself available fairly exclusively
to them. The nature of how I will assist their review will depend on their needs. If necessary I
can reteach preterite vs imperfect usage, or other aspects of the unit they may find challenging.
Regardless, today is used as a “catch-up” review day to make sure everyone is on the same page
because the test is the following day. Worst Case Scenario: if something goes remarkably wrong
over the course of the unit, (like the entire class doing extremely poorly on a quiz or the rough
draft of the writing sample) today can also be adapted to reteach a full lesson if necessary. This
is a built-in flex day so that the students can get exactly what they need out of the unit before the
test.
Day Ten: Chapter 10 Unit test.
Lesson Objectives: Students will be able to apply what they’ve learned over the course of the
unit in a summative assessment in the form of the unit test.
Description: The test will be comprised of the following components: (Appendix D)
a. A listening activity similar to one completed on Centers Day
b. The final draft of the writing sample that has been worked on throughout the unit.
c. 10 vocabulary words: 5 English!Spanish, 5 Spanish!English
d. 2 paragraphs in which each verb is conjugated into preterite and imperfect, and
the students must decide the correct conjugation.
e. 2 paragraphs in which the students are provided with the infinitives of the verbs
and the students must conjugate the verb appropriately into preterite or imperfect.
Sr. D’Orsi Per 6 y 7
Appendix A—Los Cuentos
DUE: Rough Draft: Monday March 3, Final Draft: Wednesday, March 5
Assignment:
Write a short story of at least three (3) paragraphs (at least 5-7 sentences
each), in Spanish, using the preterit/imperfect rules you’ve learned in this unit. Be
creative!! Be sure to CORRECTLY use the preterit and imperfect at least five (5)
times EACH throughout the course of your story. You will be graded primarily on
your ability to correctly choose preterit vs. imperfect; however, general
grammatical correctness and fluidity will be assessed. Bonus considerations may be
granted for extraordinary use of new vocabulary and/or general creativity!
Process:
1. You have already begun writing your stories. Begin by making the corrections
to your first paragraph that I have suggested.
2. Keep in mind all of the parameters of the assignment listed above. Ask me if
you have any questions about these!!!!
3. Finish your story for homework. Rough draft is due on Monday, March 3.
4. I will review your drafts on Monday, “Centers Day.” During the writing
portion of Centers Day, meet with me individually to review your work.
5. Based on my comments, revise your rough draft and finish your story.
6. Type your final copy, and attach it to your test on Wednesday, March 5.
Grading Criteria: Your grade will be based on…
•
•
•
•
Correct usage of preterit vs. imperfect at least 5 each times in a short story
of at least 3 paragraphs.
Correctness of general grammar.
Fluidity and style of writing.
Bonus considerations for exemplary use of new vocabulary and/or above-andbeyond creativity
PLEASE LET ME KNOW IF YOU HAVE ANY QUESTIONS!!
¡BUENA SUERTE!
☺
Sr. D’Orsi Per 6 y 7
APPENDIX B
Nombre: ___________________________
Fecha: 26-2-14
Más práctica con el nuevo vocabulario:
1) Instrucciones: Escucha las siguientes frases y decide si representan el principio, la
continuación, o el fin de un cuento.
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
6. ______________________
7. ______________________
8. ______________________
2) Instrucciones: Completa las oraciones con las palabras apropiadas del nuevo vocabulario.
Usa cada palabra sólo una vez.
1. Hay ocho (pero había nueve) ______________ en nuestro sistema solar.
2. Hay millones y millones de estrellas en una _______________________.
3. Para viajar a la Luna, hay que ir en una ___________________________.
4. Star Wars es una película de ______________________.
5. Hay muchas personas que creen que en un ____________ va a llegar de otro mundo.
6. En un cuento de hadas, el ____________ es el personaje bajo y cómico.
7. El _________________ es el personaje que ayuda a todos.
8. El _________________ no es honesto.
9. En muchos cuentos de hadas, hay una boda entre la ____________ y el _____________.
Sr. D’Orsi Per 6 y 7
APPENDIX C
Nombre ____________________
Fecha ____________
Más práctica con el pretérito e imperfecto
Instrucciones: Conjuga los siguientes verbos al pretérito o el imperfecto. Usa los frases
acentuados para ayudarle escoger.
1. Él ______________________ (hablar) por teléfono ayer por la tarde.
2. El hombre ___________________(estar) feliz por un rato.
3. Los muchachos _________________ (ir) a las montañas cada invierno.
4. Nosotros __________________(hacer) un viaje a Madrid el ano pasado.
5. Yo ______________________ (comer) una ensalada anteayer.
6. Las señoritas ____________________(llegar) hace tres horas.
7. Los buenos alumnos generalmente ________________(estudiar) antes de un examen.
8. Ella frecuentemente me _________________ (llamar) antes de las ocho de la mañana.
9. ¿ _________________ (comer) carne todas las semanas?
10. No ________________ (mirar) la televisión en ese momento.
11. Uds.________________ (ver) a José́ cada semana.
12. María _______________ (beber) jugo de naranja esta mañana.
13. El gato siempre _____________ (volver) a la misma hora.
14. El hombre _______________ (trabajar) por ocho horas.
15. ¿Por qué el hombre nunca _______________ (tener) dinero?
16. Gabriel ________________ (visitar) a Carmen muy a menudo.
17. Nosotros ________________ (ir) a la playa cada verano.
18. ¿ ______________ (tomar) tú café́ ayer por la mañana?
19. Nosotros _______________ (comprar) un coche el mes pasado.
Sr. D’Orsi Per 6 y 7
Parte II: Completa el párrafo con la forma correcta de los verbos entre los paréntesis.
Cuando yo _____________________ (ser) joven, yo siempre _____________________ (visitar)
a mis abuelos en la costa oeste de Puerto Rico. Mis abuelos _____________________ (vivir) en
una pequeña casa que _____________________ (estar) enfrente de una de las playas más
bonitas en la isla. Cada vez que yo _____________________ (llegar) mis abuelos
_____________________ (hacer) lo mismo: _____________________ (preparar) una comida
grande y me _____________________ (preguntar) como las cosas me _____________________
(ir) en la escuela. Yo _____________________ (ir) a su casa por siete veranos consecutivos,
hasta que ellos _____________________ (decidir) mudarse a otra parte de la isla porque le
_____________________ (tener) miedo a las olas que a veces _____________________ (ser)
un poco grandes.
Sr. D’Orsi Per 6 y 7
Appendix D
Capítulo 10: Examen
Parte A: Escuchar
Instrucciones: Lee la siguiente lista de cuentos. Escucha el primer párrafo de cada cuento y
selecciona el título que corresponda.
1. ____________________
4. ____________________
2. ____________________
5. ____________________
3. ____________________
Parte B: Vocabulario
Instrucciones: Traduce las palabras y frases siguientes al español o al ingles.
1. La estrella
______________________________
2. El cuento de hadas
______________________________
3. La nave espacial
______________________________
4. El/la chismoso/a
______________________________
5. Romper con
______________________________
6. The thief
______________________________
7. The dwarf
______________________________
8. Did you find out about…?
______________________________
9. No way!
______________________________
10. Tell me about it!
______________________________
Z. D’Orsi
Parte C: El Pretérito vs. El imperfecto.
Instrucciónes: Escoge la forma correcta del verbo entre los paréntesis. Usa las pistas (hints)
alrededor de los verbos para ayudarles. Circula la respuesta correcta.
“Ricitos de Oro”
Érase una vez tres osos que (vivieron , vivían) en el bosque: Papá Oso, Mamá Osa, y
Bebé Oso. Un día Mamá Osa (hizo , hacía) una sopa de arroz con pollo y (puso , ponía) tres
platos en la mesa. Como ya era mediodía, los osos se sentaron para comer porque
(tuvieron, tenían) muchísima hambre. Papá Oso (probó, probaba) la sopa primero y
(dijo, decía) -¡Ay! ¡La sopa está muy caliente!- Entonces Bebé Oso y Mamá Osa
(quisieron , querían) comer la sopa pero no (pudieron, podían) porque (estuvo, estaba)
tan caliente como la sopa de Papá Oso. Los tres osos (decidieron , decidían) dar un paseo
mientras se enfriaba la sopa. (Fue , Era) un día bonito del verano y (hizo, hacía) sol.
Los osos (se divirtieron, se divertían) cuando una niña perdida (llegó, llegaba) a
la casa. (Se llamó, Se llamaba) Ricitos de Oro y (fue, era) una chica curiosa. Ella siempre
(jugó, jugaba) cerca de su casa pero ese día (se perdió, se perdía) en el bosque. Ricitos de
Oro (se acercó, se acercaba) a la casa y (miró, miraba) por la ventana pero no
(hubo, había) nadie en el interior. Entonces (abrió, abría) la puerta y (entró, entraba) en
la casa. Ricitos se alegró cuando (vio, veía) los tres platos de sopa. Ricitos se comió toda la
sopa del plato pequeño porque (estuvo, estaba) perfecta - ni demasiado caliente ni fría.
Z. D’Orsi
Parte D: El pretérito vs el imperfecto, a continuación.
Instrucciones: Ahora, conjuga los verbos entre entre los paréntesis al pretérito o el imperfecto.
Usa las pistas (hints) alrededor de los verbos para ayudarles.
Había también en la casa tres sillas: una grande, una mediana, y otra pequeñita. Ricitos de
Oro _____________ (sentarse) en la silla de Papá Oso, la de Mamá Osa, y por fin la de Bebé
Oso. Le ____________ (gustar) más la silla cómoda de Bebé Oso pero la silla ___________
(ser) muy pequeña para ella. De repente se le _____________(romper) la silla y _____________
(caerse) al suelo. Ella ________________ (estar) muy cansada y _______________ (tener)
ganas de dormir. La muchacha se acostó en las camas de Papá Oso, de Mamá Osa, y de Bebé
Oso. La cama de Bebé Oso __________(ser) tan cómoda que ella _____________ (dormirse) en
seguida.
Poco después, los tres osos ____________(volver) del bosque dispuestos a comer la sopa.
Cuando vieron la puerta abierta, el plato vacío, y la silla rota, los osos supieron que alguien
______________ (estar) en su casa en ese momento. No _____________ (saber) qué pensar.
Ellos ___________ (ir) a la alcoba. ¡Qué sorpresa _____________(tener) allí! Había una chica
en la cama de Bebé Oso! Ella __________________(dormía) pero cuando __________ (oir) las
voces __________________ (despertarse) asustada. La niña _____________ (dar) un salto y
huyó de la casa. Ricitos de Oro ______________ (seguir) una senda conocida en el bosque hasta
encontrar su propia casa.