This was the unit that I taught while my Spanish II students were on the Plan B. I taught it in just over two weeks of 45 minute lessons (with interruptions, of course!), and I used it to introduce them to the past tense (preterite and imperfect). It is based on a Mayan story called “El que se enoja, pierde”, and the plans include a modified (comprehensible) version of the story, worksheets and other supplemental materials, a final assessment, activities, personalized questions for discussion, and answer keys for everything. The 75 page plans (34, really…the last 41 are storybook pages) include options to teach many of the activities in an individual or communicative manner, in case you find yourself in a Plan B situation, too 🙂
Martina:
In the story, “El que se enoja, pierde,” on the third page of the story where it starts, “La reina estaba muy frustrada. “Tienes hacer algo,” le dijo al rey,…..shouldn’t that be Tienes QUE hacer? (tener + que + infinitive)? Just checking. I love the lesson plans. Thank you!
YES, thank you! I will fix it!!
Hey, again. Question—On Day Six you suggest that the students act out the story while I tell it. Does that take forever? We had already gone through the whole story before, but it took us FOREVER to get through the story acting it out. Ugh…..It’s was quite comical at times. Do you give them the dialog or just read it and let them “act.”
Just read it and let them act; better if they can repeat the dialogue after you instead of you just reading straight through the whole thing.
I am having fun teaching your fable, and have incorporated it into my own fables unit for my Spanish 3. I made a slideshow on PhotoPeach of part 1, if you contact me I will link you to it.
I would love it! But I don’t have your contact information–would you mind to email me so that I have it?? martinaebex@gmail.com
hello Nina, Please, could you send me the link to the slideshow?
Thank you.
Juanita
Martina: I have finished this fable and the students (Sp. II) “got it” or so I thought. How did you grade the “Horizontal Conjugation” page in this lesson plan, or did you? I even let mine use a chart with the preterite and imperfect endings AND their story and they did terrible on it. Unfortunately, I have to give a “number” grade, so their midterms were extremely low and they are pitching fits. Do you ever have them memorize any irregular verbs such as dije, dijiste, dijo, etc.? I am really having trouble with assessment. Spent all my prep yesterday reading your blog, Michelle’s blog, etc. Wish I could use standards based assessment.
Any advice?
I don’t grade the practice horizontal conjugation; I do grade the one on the assessment for the unit. I always teach irregular verbs as a vocabulary word instead of as a grammatical construction: they learn that “dijo” means s/he said instead of learning that it is an irregular preterite form of the verb decir. I think I have a post called “rumors” or “rumores” or something like that that gives a CI lesson plan to practice the different forms of the verb ‘decir’ in the past.
Thank you!
Is the assessment for the unit in the lesson plans? Is it written or ???? I am trying desperately to catch up from going through “Education” over 30 years ago. Unfortunately, I think I am “Emerging” with all of this! 🙂
Yes, it should be on pages 31-34 of the plans.
I just finished this unit with my II’s (we are on a block schedule, so this was essentially “chapter 2” for them). I am SO excited with the results! I am grading their assessments today and most of them are absolutely ROCKING the horizontal conjugation! I have NEVER taught past tenses without verb charts and “drill and kill” and memorization, and they usually don’t even get imperfect until the end of the term, so I was really nervous about how they would do, but the results are mind-bogglingly good! They are blowing me away on their speaking assessments, also! Thank you SO much for the amazing lesson plans! I have two wildly different sections of II, so I got to use both the communicative and Plan B options — thanks for including those variations! I can’t wait to see how well they do going forward! I hope I can keep this momentum going!
Awesome!! So glad to hear about the success with horizontal conjugation!!! It seems to make much more sense to a greater number of students.
I am so confused! I’m in the middle of teaching this unit and I cannot for the life of me figure out what the Part III story is? Do the students just use the part I reading to complete the pg. 29 in the download? I’m not seeing a separate Part III reading.
I cannot figure out which is the Part III reading? Do the students use the three page reading that they read the first day for Part III?
I just responded to your email!
Hi Martina, I am trying desperately to find the origins of this story/myth/legend in a Mayan context (are there codices involved in any way?) What are your sources for this story, and how are you sure that it is a Mayan legend? I love the story and resources, but I’m looking for more historical context to fill out my unit for my IB World School. Thank you for your help!
Hm, great question! I will look back through my notes.
Hey! Can you add the english translation for el que se enoja pierde as you as you can please? It would be very much appreciated!! Thanks!!
AJ, you betcha! Can you shoot me an email?