Mi fin de semana: Reading in the Preterite

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World Languages · Spanish 2-3
SP-SPAN-012 · Free to print and use in your classroom · substituteplans.com
Page 2
Mi fin de semana: Reading in the Preterite
World Languages · Spanish 2-3 · Grades 9-11 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student).
Technology
None.
Student
independence
High. Silent reading, then partner reading, then independent writing.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Highlighters or colored pencils (optional)
Goal for today: Students will read a short Spanish passage in the preterite, identify who did what, and conjugate
regular preterite verbs in new sentences.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Optional: put out highlighters so students can mark the verbs they find.
☐ Keep the answer key on your desk. It includes an English translation of the whole passage, so you can follow
along without speaking Spanish.
Say this to start
Today is a reading day. You will read a short story in Spanish about a family’s Saturday, answer questions about it in
English, and then write a few past-tense sentences of your own. Take your time with the reading. You may read it
twice, and you may read it with a partner.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and read the
directions aloud in English.
Look over the worksheet.
5–15
Ask students to read the passage silently once. Then have
partners take turns reading one sentence each, aloud and
quietly. You do not need to read Spanish aloud yourself.
Read the passage twice: once alone, once
with a partner.
15–27
Tell students to answer questions 1–4 and complete the
verb table.
Answer in English or with the letter of the
correct choice. Find each verb in the
passage.
27–37
Tell students to complete questions 5–9. Remind them
these verbs are in the preterite (past tense).
Write the correct past-tense form for each
verb.
37–45
Tell students to do questions 10 and 11. Any reasonable
attempt earns credit. Walk around and help with spelling.
Write about yesterday in Spanish and
translate one sentence.
45–50
Read the answers to 1–9 from the key. Students check
their work. Collect worksheets and leave them in a stack.
Check, correct and hand in.

SubstitutePlans.com
World Languages · Spanish 2-3
SP-SPAN-012 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students say they cannot read the passage, tell them to look for words that look like English words first,
then use the table to find the verbs.
• If a student asks what a word means, they may ask a neighbor first. You can find the English translation of the
passage in the key if a quick check is needed.
• If a student finishes early, ask them to underline every verb in the passage, then use the early finisher list.
• If a student cannot think of what to write for question 10, suggest they write about what they ate or where
they went yesterday.
Early finishers
• Rewrite the story from the point of view of Lucía. Change yo forms to ella forms.
• Write three more sentences about the weekend using the verbs hablar, comprar and vivir in the preterite.
Support and challenge
• Support: Let students read with a partner for the entire reading time and complete the verb table together.
• Challenge: Ask students to write 5 sentences about yesterday in Spanish, using at least two nosotros forms.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: