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Lesson Cover Page

Lesson Topic: The Verb Estar

Time Frame: 50 mins

Course: Spanish 1

Grade Level: 9th_1oth

TERMINAL BEHAVIORAL OBJECTIVE

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State the terminal objective (including content and behavior):

Students will be able to use the verb estar to talk about location, condition, and emotion by writing five examples of the appropriately used verb.

CURRICULUM.1STANDARDS
List all appropriate national, state or district curriculum or standards that align to this lesson:

Standard 1.1: Engage in conversation

Standard 1.2: Understand language

HOMEWORK

Standard 1.3: Present information

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...

If there is homework following this lesson, list it here:

With a partner, write a short dialogue where both parties use the appropriate tenses for the verbs estar. Presentation following week.

RESOURCES/MATERIALS
List all resources that you will need to teach this lesson:

Spanish 1 Textbook - page 115-117

Smartboard

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Task Analysis
The sub-objectives should include content and behavior. The first sub-objective should be your SW/Anticipatory Set.
The last sub-objective should match your terminal behavioral objective. (Add more rows as needed for your lesson.)
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Each student can identify conditional

states of being versus permanent states by
writing trial and error sentences.
(Understanding)
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ACTIVE STUDENIPARTICIP~

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Bellwork: On the board, ask students to

write three sentences that state where they
are and how they feel in English.

Guided Question: Is the condition that you

described a temporary condition that will
change throughout the day? If it is circle it. If
not, put an X next it. Rewrite sentences until
each student has three circled.

10
mms

Students can verbally describe a

conditional state of being versus a
permanent characteristic using the verb
estar. (Understanding)

Lecture: Explanation in which estar is used

to describe a conditional state of being.

Intermittent Closure: Asking for examples

from students that represent conditional
behavior.

15
mins

I Students will be able to use conjugated

Think-pair-share: Page 116 in textbook,

exercise 6: with a partner indicate the
location of the people in the pictures.
Page 11 7 exercise 8: students will be able to
express their current feelings.

Pair Groups: Student participation and

evaluation with instructor facilitation.
Teacher will walk around and observe
students critiquing one another on their use
of the verb estar in Spanish.

IO
mins

I Students can locate and identify whether a Smartboard Analysis: Ask for volunteers

forms of the verb estar to describe

location and emotion. (Application)

phrase is temporary or permanent by

underlining/circling it in a given text (on
Smartboard). (Analysis)

to read a given text on the Smartboard.

Guided Practice: Students are asked to

display their understanding of estar by
locating the phrases on the Smartboard that
are temporary or permanent. Class goes over
them together.
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10
mms

~rndents

will be able to use the verb estar

to talk about location, condition, and
emotion by writing five examples of the
appropriately used verb. (Synthesis)

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Discussion of Homework Dialogues:

Students will find their partners for the
homework and exchange contact
information.

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Final Closure: Overview of how anu when
to use the verb estar to describe your current
state with personal examples from students
and teacher. Collect their tickets out the door
and check for understanding.

Ticket out the Door: Students will write

five sentences using the verb estar in as
many forms as they have learned today.

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5entaci6n de GR.AMATICA

:~al: Le.arn. to u.s,e. the verb estar to talk about location and condition.
Then practit~~sing estar to say and askw~r~..things are locatedand how

peon le feel. Attividades 6-9

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Objective

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Core Resource
Cuaderno, pp. 76-78

n Spanish: ser and estar. You already learned ser (seep. 37).

Presentation Strategies

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.Cnimat~ Grammar

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Clas.Zone.com

estar to indicate location and say how people feel.

estar to be
nosotros(as) estamos

estoy

tu

estas

vosotros as

esta.is

usted,
el, ella

esta

ustedes,
ellos(as)

estan

Pedro esta en la cafeteria.

1.2 Understand language

4.1 Compare languages

~Warm Up

Pedro is in the cafeteria.

cerca (de)

debajo (de)
delante (de)

dentro (de)
detras (de)

encima (de)
lejos (de)

the word de after the location word when a specific location is mentioned.
n de is followed by the word el, they combine to form the contraction del.

teca esta al lado de la cafeteria.

e /;;.,___; is next to the cafeteria.

UTB 2 Transparency 21

Vocabulary Write the location where each

activity would take place:
1. practicar deportes
2. comer pizza y hablar con amigos
3. hablar con el director de la escuela
4. hacer la tarea o leer un libro

estar with the following words of location.

al lado (de)

Explain the different uses of the verb estar.

Remind students that in Spanish
adjectives need to agree in gender and
number with the nouns they describe.

STANDARDS

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yo

ATICA

Present the uses of the verb estar.

sh Grammar Connection: There are two ways to say the English verb

i's how:

ecc10n _

Answers: 1. el gimnasio; 2. la cafeteria; 3. la

oficina del director; 4. la biblioteca

La tiza esta encima i:lel borrador.

The chalk is on top of the eraser.

is also used with adjectives to say how someone feels at a given moment.
El maestro esta tranquilo.

Las chicas estan cansadas.

The teacher is calm.

The girls are tired.

The inclusion of the accent mark over the a in

estas, esta, and estan is very important. The
accent marks change the pronunciation of
the words but in the case of estas and esta,
they also change the meaning. Estas means
these and esta means this.

:Recuerdas? Adjectives agree in gender and number with the nouns

hey describe (seep. 66).

prtictica
aderno pp. 76-78
aderno para hispanohablantes pp. 77-79

@HomeTutor
Leveled Grammar Practice
Clas.Zone.com

Lecci6n 2
ciento quince

115

ntiating Instruction
11

Multiple Intelligences

ive Support Write the following

the board. You can add additional
vell. Claudia _ _ de Argentina.
nervioso. La clase _ _ f.icil.
_en mi mochila. Then ask
i1
/ whether each sentence
eh., ser or the verb estar, and

Kinesthetic Help students practice words of

location by playing this game. Each student
will need a pen. Place a pen on top of a desk,
and ask cD6nde esta la pluma? Have students
copy your action as they respond: La pluma
esta encima del escritorio. Change the
relationship of the pen to the desk each time
you ask the question.

1y.

Remind students that there are words that

combine to form contractions in English; for
example, is+ not-+ isn't. English contractions
use apostrophes.

Point out that estar is conjugated like other

-ar verbs except for the yo form (estoy) and
the accents on some of the other forms.

115

1,

eccron
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,,

&L\IATICA
. . Objectives
f -ice using estar.
~._.ire: artifacts and their impact on
culture.
Practice using adjectives to describe feelings.
Practice using prepositions of place and
vocabulary.
~ore

Practica de GRAMATICA
61
Hablar
Escribir

l Donde estan?
Di d6nde estan las personas segun Pablo. (Tell where people are, according to Pablo.)

modelo: el senor Diaz

El senor Diaz esta en la oficina.

Resource

Flractice Sequence

Activity 6: Controlled practice: estar

Activity 7: Open-ended practice:
prepositions of place
Activity 8: Open-ended practice: feelings
using (descriptive) adjectives
Activity 9: Open-ended practice:
classroom objects and prepositions

3. Miguel y Alejo

2. yo

1. ustedes

Cuaderno, pp. 76-78

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4. Sergio

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6. Cristina y Sarita

S. Claudia y yo

Expansi6n
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Choose two pla,

and name some
you would find i
each.

!JVA\tl!IUPA\lltlDl
1.1 Engage in conversation
1.2 Understand language

J.
Hablar

1paracl6n :::ulruraf
.

sS'ei 1tial Question

1ggested Answer Ancient artifacts offer clues

>out earlier cultures. Often artifacts show
1ether a society was agrarian-based or
~pended on hunting for survival. Artifacts can
so show how people constructed their homes
1d measured time.

Answers

UTB 2 Transparency 28

.ctivity 6
I. Ustedes estan en el gimnasio.
:. Yo estoy en la clase de ciencias.
:. Miguel y Alejo estan en el pasillo.
f~
-io esta en el baiio.
:.\__ ... Jdia y yo estamos en la biblioteca.
' Cristina y Sarita estan en la cafeterfa.

nswers continue on p. 117.

116

us

of Anthropology in Mexico City contains.

artifacts from MexicQ~S many indigenous

cultures. A mai!J atii:<i.ction is the Piedra def Sol, ofrSun .

Stone, ari'Aztec calendar that weighs almost 25 tons. In ~
e Barbero Museym of Ethno ra h in Asunci6n. contains
tools, mus1~a instruments, an artwork ro.m its in
qus cultures.

C~mpara co~ tu mundo. What items might people find 1,000ye;~

from now that ?)ve clues about life in the 21st century?

ackground Information
1e Piedra del Sol has a diameter of just
1der 12 feet and a thickness of 3 feet. It was
Lrved in 1479, during the reign of the sixth
ttec monarch, and was discovered in 1760,
Jried under the Zocalo of Mexico City. It was
aced in the metropolitan cathedral until
~85, when it was moved to the National
luseum of Anthropology.

What do andent artifacts teach

about a culture? The National Museufn

Usa el plano para decide a otro(a)

estudiante d6nde estan las salas
del museo. (Tell your partner where the
rooms are located in the museum.)

Exp ans

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116

Unidad 2 Mexico
ciento dieciseis

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Un piano
de El Museo
Nacional
de Antropollfg
en la Ciudad
de Mexico

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TeacherE
Only
Havestu
write ser
using as
afonn o
and a ro
the must

Differentiating Instruction
Pre-AP

Heritage Language Learne1

Expand and Elaborate Encourage students

to elaborate on their sentences in Activity 6.
After expressing where each person is, have
students describe that person's personality,
activity or emotion. El senor Dfaz esta en la
oficina. Es trabajador.

Literacy Skills Brainstorm with students a

of things they would be interested in learn in
about an ancient culture. Some topics mig
include food, clothing, tools, and music. T
have students choose one ancient culture t
research, such as the Aztec or Maya. Give
them the opportunity to report to the grOL
what they learned about each topic.

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l.11ic:

Ycru a11u u1t: ~uuje(;t: lU

rorm

1aria tiene una patineta.

lTiene Marfa una patineta?

1arfa has a skateboard.

Does Marfa have a skateboard?

quesr1on.

17

Nota gramatical
Expanded Presentation When inverting the
subject and verb to form a question, the subject
may come immediately after the verb or at the
end of the question. This is especially true when
the subject contains more than one word. For
example: (Tiene una mochila la chica pelirroja?
Does the red-haired girl have a backpack?

e,,ioc1ones

)la\

.Jtro(a) estudiante de c6mo estin estas personas. (Talk with another

mt about how these people are feeling.)

- --.

No, esta
tranquilo.

10delo: el maestro/ nervioso(a)

el maestro~
- Estudiante Q - - 1. Pablo/ tranquilo(a)
2. Claudia/ triste
3. los maestros/ cansado(a)
4. los amigos/ enojado(a)
5. las amigas/ emocionado(a)
6. tu/ ocupa'.do(a)

. ~ Estudiante (!) - .

Pablo~
Claudia~

los maestros \fl

los amigos~
las amigas ~
yo~?

Expansion:
Teacher Edition Only
Have students
come up with two
additional
questions and
answers about
people they know.

English speakers add words like do and does

when asking questions. Spanish speakers do
not. For example: Does Juana have a pencil?
l Tiene Juana un lapiz?

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More Practice
OassZone.com

ue es?

Peer Assessment Ask students to

write the answers to Paray piensa,
exchange them with a partner, and check
each other's work. For additional practice,
use Reteaching & Practice Copymasters
URB 2, pp. 14, 15.

: pistas a otro(a) estudiante sobre

1bjeto del dibujo. El o ella tiene
adivinar el objeto. (Give clues to
er student. He or she has to guess the object.)

Expansi6n
Give clues to your
partner about objects
that are in your
classroom.

~ Answers

:uaderno pp. 76-78 Cuaderno para hispanohablantes pp. 77-19

UTB 2 Transparencies 28-29

Answers continued from p. 116.

d you get it? 1. Tell someone that you are near the windows.
2. Ask Pablo if he is nervous.

~ Get Help Online

Activity 7 Answers should follow this format:

lD6nde esta +room?
La/El + room + esta + location + room.

ClassZone.com

Activity 8
Lecci6n 2
ciento diecisiete

117

ntiating Instruction
n

Multiple Intelligences

\nalytic Support Write the

rds on index cards: Pablo, esta, and
scuss with students which of these
un, verb, and adjective. Then colorfa by shading each with a different
ghter. Display the cards in the order
'.stion. (Esta contento Pablo? Then
nteer to come change the order to
v q_epeat with other examples.

lntrapersonal Provide students with the

following situations:

Cuando saco una mala nota.

Cuando tengo un examen ..
Cuando paso un rato con los amigos ..

You can add additional examples as well. Ask

students to reflect on how they feel in each
of the situations presented. Students might
record their responses in their journals.

1. lEsta tranquilo Pablo? No, esta nervioso.

2. <'.Esta triste Claudia? SI, esta triste.
3. lEstan cansados los maestros? SI, estan
cansados.
4. lEstan enojados los amigos? SI, estan
enojados.
5. lEstan emocionadas las amigas? No, estan
tristes.
6. lEstas ocupado(a) tu? SI, yo estoy
ocupado(a) or No, yo estoy (will vary).
Activity 9 Answers will vary. Sample answers
include:
Esta detras del escritorio. Esta detras de la sill a.
Es el pizarr6n.

Para y piensa
1. Estoy cerca de las ventanas.
2. Pablo, lestas nervioso?

117