1-que+harias+unit+description


 * Califonia Foreign Language Project** **Southern Area International Leraning Network Level III** **By Donna Rubio** **Level:** Spanish 3, high school


 * Time frame:** one to two weeks

"Si pudiera" by Intocable
 * Goal:** Students will express and discuss their perspectives on love, friendship and sacrifice through study of the song


 * Objectives:**
 * Students will correctly form the conditional tense of regular and irregular verbs.
 * Students will demonstrate understanding of the song "si pudiera" by correctly answering T/F and comprehension questions
 * Students will make observations about the singers motivation for writing the song (who he wrote it for and why)
 * Students will write a new verse for the song, demonstrating understanding of the format of the song and the type of symbolism used.
 * Students will use unit vocabulary to discuss with others what they would and wouldn't do for love.
 * Students will develop a project based on the theme "what would you do for love," using their own definition of "love" (romantic, platonic, love of an activity, etc)


 * Activities:**

Students are given a survey “what would you do for love?” They answer the multiple choice questions according to what they think their partner would say. Then they compare answers with their partner and write which answers they had in common and what answers were different.
 * __Pre-reading__**
 * 1. ¿Alguna vez . . .?** Survey about love and friendship.
 * 2. ¿Te quedarías o lo/la dejarías**? Kinesthetic value line. Teacher gives situations and students decide if they would stay with their boyfriend/girlfriend, leave them or they aren’t sure. They move to the 3 areas of the room that correspond to the answers.
 * 3. Encuesta: ¿qué harías por amor?**

1. **Taba chart for vocabulary from song or associated with song**. a. __Play the song twice__ for the students and have them write down all the words in Spanish that they understand. b. Share the list with a partner and answer the question. “What do you think this song is about?” On a large sticky note, students write a short answer with their names on the back c. Teacher reads possibilities to class. Teacher leads class to the answer that it’s a love song d. In a group of 4 brainstorm words in Spanish that have to do with love or lost love without using words from the song. Write at least 15. e. Teacher asks each group for their top word until the taba chart is filled with words 2. **Analizando el coro** – match phrases from chorus to a similar phrase in Spanish. 3. **Identify conditional verbs**. Identify the verbs in the conditional and write the infinitive of the verb
 * __Global reading__**

1. True/false questions about the song 2. Comprehension questions about the song 3. La intrusa. Circle the words that don’t belong
 * __Detail reading__**

1. **Cloze activity with song (conditional verbs)** Students are assigned one verse of the song to draw They get together in a group of students who have the other verses Students put the verses in order, then write as many words as they can remember form the song for each verse.
 * __Linguistic__**
 * 2.**¿Qué harían? Teacher Powerpoint asking what people would do for certain things/other people. ¿Qué haría por ? Students answer. Then in groups of 2 students come up with 3 questions. With a different partner students ask and answer 2 of the questions.
 * 3. Nuestras opiniones.** Give your opinion about who the song is about, how the singer feels, and what you think the singer can’t do and why.
 * __Post-reading__**
 * 1.Dibujando/escribiendo la canción**
 * 2. New verse.** Write a new verse for the song and illustrate it.
 * 3. Project: ¿Qué harías por amor?** First talk about the different kinds of love that exist (romantic, love of friends, family, activities)