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Somos 2 Unit 4 Preterite Stem Change verbs cover 2080014 1 2 Somos 2 Unit 5 3 Somos 2 Unit 5 4 Somos 2 Unit 5 5 Somos 2 Unit 5 6 Somos 2 Unit 5 7 Somos 2 Unit 5 8 Somos 2 Unit 5 9 Somos 2 Unit 5 10 Somos 2 Unit 5

Somos 2 Unit 4

The Somos Curriculum for Intermediate learners

Intermediate (Levels 2-4)
40 Pages

Where did the word gringo come from, anyway?

These unique materials will teach your students about the definition and origins of the word "gringo" while targeting preterite stem change verbs. The reading and activities are included in multiple formats so that it can be left as a sub plan or done as a teacher-led reading in class. The reading is comprehensible for Spanish 2 students. The lesson plans include:

  • A multi-page reading in Spanish about the definition and origins of the word "gringo"
  • Booklet and projectable versions of the reading (in PDF and PPT formats)
  • comprehension and application activities for the reading
  • discussion questions for the reading
  • preterite stem change grammar notes (which could be skipped if you do not want to explicitly teach grammar)
  • review activities for the reading that are designed to target different forms of the preterite stem change verbs
  • complete lesson plans
  • answer keys
  • a complete unit overview with abbreviated daily plans, can-do statements, World Readiness standards, Common Core alignment, AP themes, Essential questions, and Proficiency Orientation

All slideshow presentations are editable and compatible with Google Slides.

The lesson plans will fill 3-5 class periods depending on how much discussion you are able to elicit from students using the discussion questions for the reading and follow-up activities.

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This is Unit 4 of the SOMOS curriculum for Spanish 2.

View the complete SOMOS Level 2 Spanish curriculum and see purchasing options by clicking here.

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NOTE: If you are purchasing these plans to be preterite stem change notes, please be aware that all of my grammar notes focus on meaning more than form. I have included a fill-in notes form with a small amount of practice built in, but I do not include a string of conjugation activities for students to practice forming the verbs. Because we know that language (including structure) is acquired through comprehensible input, all of my grammar "notes" are input-focused. Students will see and hear many correct repetitions of preterite stem change verbs in context, and the teacher's job is to help students "notice" the patterns both before and after giving the explicit grammar notes.

  • Great unit ! My students really appreciated the humor in it and I also learned a few new things. 

    Regina S.
  • It's amazing how comprehensible input can make or break a reading assignment. We read this as a class and everyone was engaged because it was so easy to understand and we (the students and I) both learned something new!

    Kristin W.
  • Thanks for your hard work! The students enjoyed speculating about the different origins of the word.

    Kate M.
  • I have now used this with Native Spanish speaker classes and regular Spanish II and both groups have really enjoyed and learned a lot from this extensive lesson!! Martina always comes up with such clever & relevant topics that make anyone want to learn more! The games are fun too & require good thinking skills.

    Karen W.
  • I've been hearing great things about SOMOS and needed a new resource to teach the preterite. This unit did not disapoint! I am asking my district to purchase the entire Unit 2 for my Spansh 2/3 classes next year! 

    Elaine F.

Somos 2 Unit 4


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