Class/Class Level:

Spanish Level 3

Objectives:
-Students will be able to understand when to use the subjunctive mood of the unknown and non-existent vs. when to use the
indicative mood.
-Students will be able to correctly produce the subjunctive mood and the indicative mood and use it in the correct context
through a role playing process of looking for their ideal magical pet in a pet shop (subjunctive) and later buying the pet
(indicative).

Rationale:
In this unit, students will need to give a presentation describing their ideal friend/boyfriend/or girlfriend using the subjunctive
mood. The subjunctive mood is used to describe people or things things that we do not know or that do not exist. To practice
this concept, students will be describing their ideal pet.

Standards:
1.1—Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
1.2—Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.

Materials and Set up required:

**White board/white board marker
**Computer paper
**power points
**projector

Agenda:
Finish power point on the subjunctive of the unknown/non-existent—15 Minutes
Guided Practice of the Subjunctive—10 Minutes
Creative practice of the subjunctive of the unknown and the magical pet shop scenario—30 Minutes

What I will say is written in red

What I will do is written in black
Teacher thinking is written in purple

ACTIVITIES TEACHER THINKING

ACTIVITY ONE-INTRODUCTION TO THE SUBJUNCTIVE OF THE

UNKNOWN/NON-EXISTENT- 15 MINUTES

¿Hola chicos, como están?

Hoy vamos a terminar el powerpoint sobre el subjuntivo de lo desconocido.
Hi everyone, how are you?
Today we are going to finish our powerpoint about the subjunctive of the unknown.
Students will be taking their own notes as we go through the powerpoint.

Slide One-A picture of a girl imagining her ideal boyfriend.

¿Porque usamos el subjuntivo en este contexto? Habla con una pareja.
Why do we use the subjunctive in this context? Talk with a partner We talked about these
pictures the previous
Slide Two-A picture of a girl with her boyfriend. day, so students should
¿Por qué usamos el indicativo en este contexto? Habla con una pareja. be able to correctly
Why do we use the indicative in this context? Talk with a partner. answer these questions.

Slide Three-Three sentences using the subjunctive.

Busco a alguien que me apoye. ¿Sabemos quién es la persona?
I am looking for someone who supports me. Do we know who the person is?

Necesito un auto que sea rápido y seguro. ¿Sabemos que auto es?
I need a car that is fast and safe. Do we know what car it is?

¿Hay alguien/alguna persona que me escuche? Hablamos de una persona

específica?
Does anybody hear me? Are we talking about a specific person?

En estos tres ejemplos, no conocemos la persona específica y no sabemos la

cosa específica. Por eso, usamos subjuntivo.
In these three examples, we do not know the specific person or the specific thing so
we use subjunctive.

Slide Four-
Conozco a alguien que vive en Bilbao.
¿Subjuntivo o indicativo? We did not get to this
¿Por qué? Habla con una pareja. slide the previous day.
I know somebody that lives in Bilbao. Throughout the
Subjunctive or indicative? powerpoint, students will
Why? Talk with a partner. have to consider why the
subjunctive or indicative
Slide Five- is being used and talk
No conozco a nadie que viva en Hong Kong. with a partner. This will
¿Por qué usamos subjuntivo aquí? Habla con una pareja. make them more active in
I don’t know anyone who lives in Hong Kong. the learning process.
Why do we use subjunctive here? Talk with a partner.

Slide Six-
Usamos subjuntivo con oraciones que tienen nada, nadie, ninguno porque
para mí no existen.
We use subjunctive with sentences that have nothing, no one and none because
that means they don’t exist in the life of that person.

ACTIVITY TWO-GUIDED PRACTICE OF THE SUBJUNCTIVE--10 MINUTES

 This lesson is a bit like
Bueno, chicos. Ahora vamos a practicar un poco juntos. a direct instruction
Okay, everyone. Now we are going to practice a bit together. lesson. This part of the
We will go through five pictures, and questions: class is supposed to be
similar to guided
-Willy Wonka and what kind of candy he wants practice--before they
-Big Boy and what he can’t stand in people are sent off to create
-A boy and what kind of hamburger he wants sentences about the
-Paris Hilton and what kind of house she wants subjunctive on their
-A boy and what kind of car he wants own and creatively, we
-Calvin and the kind of family he wants. work on it together little
by little. I can start to
The first two are examples, for the last four, students will need to write down an get an idea of whether
example sentence. I will then call on some students to share and I will write their or not they are
sentences on the board. understanding.

ACTIVITY THREE--CREATIVE USE OF THE SUBJUNCTIVE/MAGICAL PET

SHOP--30 MINUTES

Now the students will

Slide One--Introduce the scenario work on their own to
create subjunctive
Vamos a ir a una tienda de mascotas mágicos. sentences.
We are going to go to a magical pet shop.
In this activity, students
Antes de ir a la tienda, tienen que pensar en su animal ideal. Para describir su will be able to express
animal ideal, ¿qué gramática tienen que usar y porque? Habla con una pareja. themselves in Spanish
Before we go, you need to think of your ideal animal. To describe your animal, what creatively (Part of my
grammar would you need to use and why? Talk with a partner. PTL) as they describe
their ideal animal,
Have the students share-out. They should say something like since they don’t know which can be magical if
the specific animal yet and they are only imagining it, they need to use subjunctive. they would like. I used
knowledge of my
students to come up
with this idea, many of
them were talking about
the new Harry Potter
movie, Fantastic
Beasts. Because of
this, I thought they
would enjoy this
magical pet shop
theme.

Since this lesson is

showing a process of
going from using the
 subjunctive to the
indicative as the scenario
changes (they have an
idea of an ideal pet
(subjunctive) and then
they buy it (indicative)) I
Tienen que escribir 6 oraciones para describir la mascota de tus sueños. want to be explicit and
¿Cómo se ve? have them actively think
¿Qué puede hacer? about the grammar that
You need to write 6 sentences to describe the animal of your dreams. they are using.
What does it look like?
What can it do? Does it have any magical powers?

Deben escribir frases que nos da una imagen del animal porque hay una
actividad de dibujar después.
You should use phrases that give an image of the animal because there is a drawing
activity after.

También, deben usar una variedad de verbos. No solo “tener/ser”

Also, you should use a variety of verbs and not just have/be

I will give the students some sentence starters that will be written on the whiteboard
such as:

Busco un animal que….

Necesito un animal que…
Me gustaría un animal que…
Quiero un animal que...

I will then give students an example.

Necesito un animal que tenga dos ojos grandes.

I need an animal with two eyes.

Quiero un animal que vuela en el aire.

I want an animal that flies in the air.

Me gustaría un animal que ordene mi habitación.

I would like an animal that cleans my room.

Afterwards students will be given time to work on their sentences.

Slide Two:

Students will now go to the pet shop and describe their ideal animal to the worker
there.

First, I will read the instructions on the powerpoint and then model the activity with a
student.
1. Pareja A es el cliente y Pareja B es el empleado
2. El cliente describe el animal al empleado usando las frases de subjuntivo
3. El empleado escucha y dibuja el animal.
4. Deben preguntar preguntas para aclarar. This activity involves
5. ¡Cambiamos! Ahora Pareja B es el cliente y Pareja A es el empleado standard 1.1
Interpersonal
1.Partner A is the customer and Partner B is the worker communication and
2.The client describes the animal to the worker using the subjunctive phrases standard 1.2 interpretive
3.The employer listens and draws the animal. communication.
4.The employer can ask questions to clarify Students are sharing
5. Now we change! Now, Partner B is the client and Partner A is the employee. information.
Additionally, students
I will use the randomizer website to put the students in pairs and will walk around the have to interpret what
classroom while they are working. their classmate is saying
to produce an image of
Slide Three: the animal.

We will return to the scenario on a powerpoint slide. I will explain that now that they
have seen the animal at the pet shop they have decided to buy it. They are so
excited and describe the animal to their friends the next day.

Then I will ask them the following question:

¿Qué gramática tienen que usar para describir el animal? ¿Por qué? Habla con
una pareja.
What grammar should you use to describe the animal? Why? Talk with a partner.

I will be looking for an answer such as: now that we have seen the animal and know
the specific animal, we should use the subjunctive. It is no longer just an ideal animal At the end of the activity,
in our imagination. students will understand
when and why the
indicative is used as
After, I will have students describe their animals to someone else in the class and
opposed to the
show the picture that their classmate used.
subjunctive. They now
have the animal. They
Bien. Ahora van a describir su animal a otra persona en la clase. have seen it. It exists. So
Así que en vez de decir, busco un animal que, necesito un animal que, me the indicative, not the
gustaría un animal que, que pueden decir? subjunctive, should be
used.
Good. Now you are going to describe your ideal animal to another person in the
class. So, instead of saying “I’m looking for an animal that, I need an animal that, I
would like an animal that? What can you say?

I will be looking for an answer like “Tengo un animal que..” (I have an animal that…”

I will go back to the slide with the description of my animal and model it.

ACTIVITY 4
If there is extra time, I might have some students present their animals and show the
picture of the animal. We can project it on the screen.