Lesson 4: Estructura - El subjuntivo con Verbos de Voluntad e Influencia
Duration of Days: 19
Lesson Objective
SWBAT conjugate regular and irregular verbs in the present subjunctive.
SWBAT identify the three requirements for the subjunctive: two different subjects, a relative pronoun (que), and a verb of "WEIRDO" (specifically Will/Influence).
SWBAT construct complex sentences to give advice, make requests, or demand actions regarding environmental protection (e.g., "Insisto en que tú recicles").
¿Cómo podemos usar el lenguaje para influir en las acciones de los demás? (How can we use language to influence the actions of others?)
¿Por qué es necesario cambiar la terminación del verbo cuando expresamos un deseo o una orden? (Why is it necessary to change the verb ending when we express a desire or an order?)
¿Qué cambios urgentes sugieres que hagamos para salvar el planeta? (What urgent changes do you suggest we make to save the planet?)
Standard 1.1 (Interpersonal): Students role-play as environmental activists persuading others to change their habits.
Standard 4.1 (Language Comparisons): Students compare how English uses the "infinitive" (I want you to go) while Spanish requires the "subjunctive" (Quiero que vayas).
Lesson Description: This section introduces the subjunctive mood, emphasizing that it is not a "tense" (time) but a "mood" (attitude). Students learn the "Switch" in endings (-ar verbs take -er endings and vice versa). The lesson focuses on verbs like querer, sugerir, aconsejar, insistir, and mandar. Students practice linking a "Main Clause" (Indicative) with a "Subordinate Clause" (Subjunctive) to express what they want others to do.
Purpose: The purpose is to move students into Level 3 proficiency, where they can move beyond reporting information and begin to persuade and influence. In the context of "La Naturaleza," this allows students to move from saying "Pollution is bad" to "I suggest that the government protect the forests." It is the essential tool for advocacy and complex social interaction.
DOK Levels (Depth of Knowledge)
Level 1: Recall --> Conjugate --> Students practice the "Opposite Vowel" endings and memorize irregular "Yo" forms (e.g., tenga, haga, salga).
Level 2: Skill/Concept -->Identify & Transform --> Students decide if a sentence requires the Subjunctive or Indicative based on whether there is a change in subject.
Level 3: Strategic Thinking --> Advocate & Justify --> Students write an open letter to a local official using at least 5 different verbs of influence to suggest environmental improvements.
Support (Scaffolding): Use the "Sentence Equation" formula:
[Subject 1] + [Verb of Influence] + QUE + [Subject 2] + [Verb in Subjunctive].
Extension (Challenge): Introduce verbs that require a spelling change (g-j in exigir or c-z in vencer) to see if students can maintain orthographic patterns in the subjunctive.
Kinesthetic: "The Subjunctive Bridge." Use three students to stand as "Subject 1," "Que," and "Subject 2." If "Subject 1" and "Subject 2" are the same person, the middle student (Que) sits down, and the verb stays in the infinitive.
Selected formative and summative assessments from the SENDEROS VISTA SUPERSITE.