Kristen Bosch

Professor Burkey

ED 386

12/11/2012

Final Exam-Unit Lesson Plan

Theme:

Throughout this unit we will be reviewing the preterite tense, making the transition from preterite tense

to imperfect tense by reviewing when to use which, and then briefly reviewing the imperfect tense

before having a unit assessment. The vocabulary will cover family relations, family trips, and the beach.

Audience

This lesson will occur in a Level 3 Spanish class. They have just finished the vocabulary unit on Camping

and reviewed the preterite tense. By this level they have already learned the preterite tense, but they

needed to review it.

Most of the students are Caucasian but they are a handful of Asian and Hispanic students, and they

mostly come from middle-class homes, so there is not a ton of diversity in the classroom. There is one

student that I know of who has a language disability and there may be a couple of others but most of

the students are high-achieving students. This is most likely due to the fact that only two years of high

school Spanish are required, so students in this class are students who have a further interest in Spanish.

The room is set up so that students are at tables of 4, and there is some open space at the front in front

of the board. There are 26 students in the class in total.

Technology

Throughout this unit I will be relying mostly on the document camera, which allows students to see

what I’m doing as I explain it to them in Spanish and brings us all together on the same page. I will also

use a Prezi presentation, which is a presentation in a more interactive format. Students will also be using

iPads for creating videos and will be sending those to me via e-mail.

Vocabulary List

To Talk About Family Vacations

Family Relationships

El apellido

Last name El (la) esposo(a)

Husband; wife; spouse La nuera Daughter-in-law

El (la) bebé

Baby, infant La madrina Godmother El padrino Godfather

El (la) Great El Marriage; married couple El pariente Relative

bisabuelo (a)

grandfather/great grandmother

matrimonio

El (la) biznieto

Great-grandson/great-granddaughter

El (la) nieto(a)

Grandson/granddaughter El (la) sobrino(a)

Nephew/niece

El (la) cuñada

Brother-in-law/sister-in-law

El (la) novio(a)

Boyfriend/girlfriend fiancé/fianceé

El (la) suegro(a)

Father-in-law/ mother-in-law

El yerno Son-in-law

Describe a Place and its Climate

La arena Sand La orilla Shore La brisa Breeze El puerto Port Calor agobiante Stifling heat La sombrilla Parasol El caracol Shell Ver el amanecer To watch the sunrise Hacer fresco To be cool (weather) Ver la puesta del sol To watch the sunset

Trips and Transportation

El carro Car La casa rodante RV Conducir To drive La cubierta Deck (of boat) La escapada Getaway Hacer un crucero To go on a cruise

Discuss Activities, Skills and Abilities

La canoa Canoe En absoluto Not at all Parecerse a (alguien)

To look like (someone), to be like (someone)

El chaleco salvavidas

Life jacket Juntarse To get together with

Recoger To pick up

La moto acuática

Personal watercraft

Mantener (el equilibrio)

To keep (the balance)

Recostarse To lie down

El (la) surfista Surfer Marearse To get seasick/to become dizzy

Refrescarse To cool down

La tabla de surf

Surfboard Merender To have a snack

Refugiarse To take refuge from

El velero Sailboat Pararse To stand up Reunirse To get together, to meet

El voleibol player

Beach volleyball

Day 1

Objective: Students will be able to use the preterite tense and will be able to recognize new vocabulary

about family relations and the beach.

Content Overview: Review preterite, learn and practice new vocabulary.

Materials: paper, writing utensils (**students should always bring paper and a writing utensil but I keep

some in my room just in case), vocabulary pictures, and vocabulary lists.

1. News and Notes (7 minutes)

Since this is a Monday, give students a chance to talk about what they did over the

weekend. If they aren’t very responsive, you could give prompts, like “Did anyone go to

the [insert school activity like football game or dance or musical]?” or “Did anyone go

shopping or see a movie?”, and if they raise their hands or say yes, have them answer in

complete sentences. Once you’ve prompted them a few times, ask what else they have

done.

Once you are done with news and notes, draw their attention to the fact that they had

been using preterite tense. If they hadn’t been using preterite tense to begin with, use it

as an opportunity to refresh their memories on the preterite tense (which they

reviewed last week but learned in a previous course).

2. Journal Entries (7 minutes)

Explain that we are doing a journal entry today and they get to write about what they

did on their favorite trip or adventure (you may have to vary or broaden the options

depending on your class’ demographic, but make sure that it is a topic that everyone

can write about without having to make something up or feel uncomfortable). Explain

that they should use an event with a lot of action or activity, like a story, so that they

can use the preterite. You may even want to set specifications for how many different

verbs they need in the preterite.

This is an individual writing activity.

3. Listening Activity (20 minutes)

The book provides good visuals of some of the new vocabulary words, so in order to

introduce the new vocabulary and have the students listening to a different

voice/accent than my own, do the first listening activity in the book with them. Make

sure that they are following along by telling them that you will be walking around the

room and when you tap on their shoulder they have to show you exactly where they are

to get their participation credit for the activity. Once the dialogue is done, go through all

of the new words with them and have them tell you what the word is in English.

Once they have been introduced to the new vocabulary, split the students into 2 teams

and have each team form a line. The two people at the front are going to be competing

against each other, and then the next two, and then the next two, etc. You will have had

already placed laminated pictures of the vocabulary words in the open space at the

front, or you can take a minute to lay them out as you are explaining the directions to

them. But the goal is, you call out a vocabulary word in Spanish, and they have to race

to stomp on the corresponding picture. Tell them that you are going to keep it moving

really quickly, without any breaks between pairs, so they have to be on the ball for their

turn (this way they all stay engaged because it’s a higher pressure situation, the line

keeps moving forward, and they know that they have to stay on their toes). You can

keep score between the teams as you are calling out the words.

The vocabulary pictures we will be working with this day will be the ones that can be

easily represented in pictures. So we will be learning bebé, novios, la arena, el caracol, la

orilla, el Puerto, la sombrilla, ver el amanecer, ver la puesta del sol, el carro, la casa

rodante, la cubierta, hacer un crucero, la canoa, el chaleco salvavidas, la moto acuática,

el (la) surfista, la tabla de surf, el velero, el voleibol playero, marearse, and merendar.

4. Vocabulary Instruction (10-15 minutes)

Bring the students all back together at their seats and hand out the vocabulary lists to

put in their dictionary. Explain that as we go along, they can write in the English words

by the Spanish words. Also, they can draw a picture if they wish or they can wait until

the end and you will give them a sheet of pictures that they can cut out and put in.

Show them a picture of a vocabulary word and ask the class what it is or what the

person is doing in it (have them respond in Spanish). This way, they went from simply

hearing the Spanish word and seeing visuals to hearing the Spanish word and seeking

out visuals to producing the Spanish words.

5. Exit Slip/Conclusion (End)

To wrap everything up, in the last two minutes have the students write 2 sentences in

the past using 3 of the new vocabulary terms so they can reflect on what they reviewed

and learned today.

Explain that for their homework, they have to finish filing out their vocabulary list. They

have to have visuals for at least half of them, whether it’s a printed picture or one that

they sketch to help them remember, and every word has to have something by it (if not

a visual then the English word).

Day 2

Objective: Students will be able to correctly conjugate all verbs into the preterite, including irregulars,

and will be able to talk about and understand family relations.

Content Overview: Review the imperfect tense, learn/practice family relations.

Materials: paper, writing utensils, flower graphic organizers, conjugation charts, poster boards,

magazines, skit rubrics, and books

1. Review of irregulars in preterite (10 minutes)

Put the students in pairs and give each pair a flower graphic organizer (similar to the

hand, but with a flower so that the students have the visual of the stem part of the

word) with a verb in the infinitive on top of the page and a little piece of puddy for

posting it on the board or the wall. Each petal should have a subject above it. Give them

the verbs andar, conducir, decir, estar, hacer, poner, poder, querer, saber, tener, traer,

venir, dar, ver or ir/ser. In their pairs they have 3 minutes to write out on each petal the

conjugation of that irregular verb with that subject. All of them will receive a

participation point if they finish within 3 minutes, but the first pair to put theirs up,

correctly, on the board will receive extra participation points. This is a good way to get

in a quick review of the irregulars, which they already know. Once all of the flowers are

posted up on the board, go through them with the students as a quick review. This way,

you can see where they’re at with this material and it will be a good refresher for them.

2. Learning the Imperfect Tense (10 minutes)

The students have learned this in previous classes, so this will be a review for them. I

will ask students if they remember how the regular –ar and –ir/-er verbs end in the

imperfect tense and we will fill out the conjugation charts together.

Then I will give the students 5 minutes to write to their partner about things they did a

lot or liked to do growing up. They should write 3 sentences and use at least 3 of the

vocabulary words from the unit. Then they will read over each others’ for two minutes

and will correct any mistakes they see.

3. Family time (30 minutes)

In order to review family relationships, each table will be a family. I will give them each a

magazine, a scissors, glue, markers, and a poster board. They will have to create a family

tree using pictures from the magazines. Their trees will have to have at least 10 of the

13 family relations. I will give the students 15 minutes to make the trees and 5 minutes

to discuss who is going to present which relationship. The whole group has to present

their family, name included, and then each student has to explain one family

relationship, i.e “Bob es el yerno de Tom”.

4. Introduction to skit (10 minutes)

By Friday, as part of the students’ final assessment, they will need to turn in a video of a

skit that they have prepared and recorded. I will use this time to hand out the rubrics

and explain the requirements for this, to make sure that they have plenty of time to

prepare, in case they need time to work on it outside of class. I will explain that they will

get some time to work on them in class on Thursday, but I just want to give them a

heads up so they can get started thinking about it.

The skits will have to be longer than 6 minutes but no longer than 10 minutes. I will

explain all of the other requirements that appear on the rubric, which is attached.

Essentially, they will be creating a dialogue and performing a skit as the family that they

just created. Each person in the group will have to assume the character of someone in

their family tree, and they have to either be going on a family trip or recounting a family

trip. For instance, they could be going to the beach and recounting the last time they

went to the beach as a family or they could be sitting in a living room recounting a trip

they had. If there is time left in the class period, I will give them time to work on their

skits, but if not I will assure them that they will get some time on Thursday but that they

should start thinking about what they want to do so that they can be really efficient on

Thursday. They won’t get a ton of time. Their homework for the next day is to come up

with an outline of their skit.

5. Homework

For the next day, they should read the part of the story “Como agua para chocolate”.

They have to answer questions 1-5 on the bottom of page 77 and they have to write a

paragraph about what they would do in Tita’s situation. They should also try to guess

what ends up happening in the rest of the story.

Day 3

Objective: Students will be able to know when to use the preterite tense and when to use the imperfect

tense and they will learn about Dominican culture. They will also be able to use the new vocabulary

more in practice, in a more natural way.

Content Overview: Culture and experiences in the Dominican Republic, when to use preterite and when

to use imperfect

Materials: Music, Prezi presentation, grab bag with items, preterite/imperfect worksheet

1. Warm-up Activity (15 minutes)

Before beginning lesson, I need to know what the students already know and want to

know about the Dominican Republic so that I can direct my instruction in the most

useful way. Start by playing bachata, merengue, and salsa music as the students are

entering class. Tell the students to stand up if they have ever travelled anywhere. Tell

them to sit down. Then tell them to stand up if they’ve ever travelled to another state in

the US. Then tell them to sit down. Then tell them to stand up if they’ve ever travelled

outside of the US. Then have them sit down. Finally tell them to stand up if they’ve ever

travelled to a Spanish-speaking country. Ask those standing where they have travelled

to. Then I will say that I, too, have travelled to another country; that I spent 4 months in

the Dominican Republic and that I will talk to them a little bit about it today.

Then pull of a map of Latin and South America and ask if anyone can point to the

Dominican Republic on the map.

Then, have them take out a piece of paper and make three sections. The first part will

read “¿Qué sé yo?” (“What do I know?”), the second part will read “¿Qué quiero

saber?” (“What do I want to know?”), and the third part will read “¿Qué aprendí?”

(“What did I learn?”). I will tell them to all take a couple of minutes and write down at

least three things that they already know about the Dominican Republic. I will tell them

that if they know how to say it in Spanish they should write it in Spanish but if they have

something they want to say and don’t know how to say it in Spanish, they can write it in

English. After I give them a couple of minutes, I will ask for three volunteers to tell me

one thing that they know about the Dominican Republic and will write those things

down under the “¿Qué sé yo?” category. I will then ask them to take a few minutes and

write down at least three things that they want to know about the Dominican Republic.

Again, they should write it in Spanish if they know how, but if not they can write it in

English, because I don’t want to limit them in what they can say. After giving them a few

minutes to think and write, I will ask for three more volunteers to tell me things that

they want to know about the DR. I will write those things down on the document

camera for everyone to see. I will then explain that they will be writing things that they

learned throughout, and that they can take notes while I’m talking if they feel more

comfortable doing that but I will be giving them time throughout to write down a couple

of new things that they learned.

Point out or guide them into realizing that since I went in the past, I will be using the

preterite. But also make sure to say that I will be saying things like “Hacía calor todo el

tiempo” and ask them if they remember what the name of that form of the past is-

imperfect. Tell them to listen for when I am using the preterite and when I am using the

past.

2. Content Presentation (20 minutes)

I have the content more or less divided into two different main parts. I will first present

a little bit about general Dominican culture and will then present more specifically on

some aspects of my daily life in the Dominican Republic. For the Dominican culture part I

will talk about Dominican economy, more specifically the importance of the beach and

tourism (getting in as much beach vocabulary review as I can), the typical types of food,

and some favorite Dominican pastimes. Before I present on the foods, I will have the

students talk in groups and make a list of some of their favorite or most commonly

eaten foods and what their favorite pastimes were growing up. Each group will send a

representative up to the board to write two things under each category. Then we will

make a brief comparison between American foods/pastimes and Dominican

foods/pastimes. For my daily life, I will talk about my host family (including a lot of the

new family relationships from this unit), my neighborhood, my university, the service

work I did (to see another side of the DR), and some of the special adventures I had,

ending with a video clip of Carnaval, a really big celebration in the DR throughout the

Lent season.

3. Grab Bag Story (20 minutes)

In a bag, I will have some items that use the vocabulary from the unit. I will explain that

as a class, we are going to tell a story. This story happened in the past, and so we will

need to use both the preterite and the imperfect. I will say that as we pass the bag

around, we will need to alternate. The first person can choose the preterite or the

imperfect, and then the next will have to do the opposite, and so on. Each student will

have to say one sentence using the object that they pull out of the bag. And the story

doesn’t have to make logical sense but each sentence has to connect to the others so

that it forms a story.

4. Closing/Independent Practice (5 min + homework)

The students’ independent practice for this lesson will be a worksheet where they have

to fill in the blanks. There will be 10 full sentences, and they have to choose which form

of the verb needs to fill the blank-preterite or imperfect and correct subject. Then they

need to write a story of at least 10 sentences using the preterite and the imperfect. It

can be about whatever they want, but they have to use both the preterite and the

imperfect.

Day 4

Objective: Students will be able to use both the preterite and the imperfect and their irregulars, and

they will be able to create a cohesive skit using these verb tenses and the new vocabulary from the unit.

Content Overview: Today is a lot of review for the test tomorrow and time to work on their skits, which

is part of their test grade.

Materials: DOL slips of paper, word lists, iPads

1. Warm-up activities and reviewing homework (20 minutes)

DOL (7 min): To start out, I will hand out slips of paper with a few sentences that they

have to translate. This will review the grammatical concepts that they need to know for

this unit. We will then go over them and why students use the verb tense that they do.

As always, students get a participation point for offering their answers.

(7 min) In order to review vocabulary, put students in pairs at their desks. They each get

a vocabulary list but they can’t show it to their partner. When you say go, the first

partner has to describe the first word without actually using the word or any word in the

phrase. Once the other partner correctly guesses the word, they move on to the next

one, and so on. Once they get through all ten words, it’s the other partner’s turn. Once

they get through all 10 words, they raise their hands. Everyone gets participation points

if they do it, but the first pair to get done receive 2 extra participation points.

(7 min) While this is going on, go around to check the students’ homework from the

previous class. Take a few minutes once the activity is done to go over it and ask the

students why the answers are the way that they are.

2. Irregulars in Imperfect tense (5 minutes)

Take a few minutes to review irregulars in the imperfect tense. Ask students first if they

know any of the irregulars. If they can’t come up with them on their own, give them ir

and ask if they know how to conjugate it. Do it with them on the board. Then also go

over ser and ver with them.

3. Time to write and record skits (30 minutes)

Since students can’t always meet in groups outside of class, they will have time now to

write a script and record their videos. I will walk around and help individual groups as

they write their script. They may go out in the hall to record if they need to, and I will

monitor those groups as well. The goal is that they are able to e-mail the video by the

end of the hour, but if they need more time after school they may try and meet as a

group. However, the video needs to be e-mailed by midnight and the script has to be

turned in as well.

4. Closing (5 minutes)

Remind the students that the videos are due tomorrow and that the first group to offer

to show their video the next morning will get a participation point.

Remind students to review their vocabulary for the quiz tomorrow. Go over what the

quiz will cover so they know how to study.

Day 5

Objective: Students will be able to show me what they have learned about the preterite, the imperfect,

and the vocabulary that they have learned.

Content Overview: Quick review and then tests

Materials: Test

1. Warm-up Activity (7 minutes)

Journal entry: Give students 5 minutes to write a paragraph about what they’ve learned

this unit. Give a few options. They could write about their favorite beach experience, or

about their family get-togethers, or what they liked to do growing up. But they will have

to underline 3 vocabulary words that they used and identify at least one form of the

imperfect and one form of the preterite.

2. Watch a student video (10 minutes)

Show the video of the group of students who volunteered to review some of the

vocabulary and preterite/imperfect usage.

3. Test

The rest of the time the students will have to work on the test. There is a listening,

vocabulary, reading, and writing portion, and I will evaluate their speaking on the videos

that they turn in. If they finish early they can turn their test in and solve a crossword

puzzle for a couple extra credit points.

Vocabulary Unidad 1 Lección 2

El apellido

El (la) bebé

El (la) bisabuelo(a)

El (la) biznieto(a)

El (la) cuñado(a)

El (la) esposo(a)

La madrina

El matrimonio

El (la) nieto(a)

El (la) novio(a)

La nuera

El padrino

El pariente

El (la) sobrino(a)

El (la) suegro(a)

El yerno

La arena

La brisa

Calor agobiante

El caracol

Hacer fresco

La orilla

El puerto

La sombrilla

Ver el amanecer

Ver la puesta del sol

El carro la casa rodante

Conducir

La cubierta

La escapada

Hacer un crucero

La canoa

El chaleco salvavidas

La moto acuática

El (la) surfista

La tabla de surf

El velero

El voleibol playero

En absoluto

Juntarse

Mantener (el equilibrio)

Marearse

Merendar

Pararse

Parecerse a (alguien)

Recoger

Recostarse

Refrescarse

Refugiarse

Reunirse

Imperfect -ar verb endings Imperfect –ir/er verb endings

¿Qué hizo la Señorita Bosch?

1. Señorita Bosch _______ con una familia dominicana por 4 meses.

a. vivía

b. viví

c. vivió

2. Cuando ella _______ en la RD, fue a la playa muchos fines de semana.

a. estaba

b. estuvo

c. fue

3. ______ buen tiempo todo el tiempo.

a. Hizo

b. Hacía

c. Hice

4. Señorita Bosch______ a bailar salsa, bachata, y merengue por primera vez.

a. aprendí

b. aprendió

c. aprendaba

5. Ella ______un padre, una madre, y un sobrino precioso.

a. tuvo

b. tuve

c. tenía

6. Cuando vivía en la RD, ______ unas clases de religión, cultura, baile, y literatura.

a. tomaba

b. tomó

c. tomé

7. Ella ______ al trabajo de servicio cada semana.

a. fui

b. fue

c. iba

8. Un fin de semana ____ en una excursión de servicio voluntario.

a. fui

b. fue

c. iba

9. Ella _____ plátanos cada día.

a. comió

b. comía

c. comí

10. Además de la RD, ella _____ a Haití.

a. visitó

b. visité

c. visitaba

DOL translation sentences

1. When I was a child, I went to the beach a lot.

2. In the summer, there was always a stifling heat.

3. One time, the breeze was so strong that when we came back from the water, sand covered all of our

things.

Vocabulary List for Partner A

El bisabuelo

La madrina

El novio

La arena

Calor agobiante

La orilla

La canoa

Marearse

Recoger

La casa rodante

Vocabulary List for Partner B

El cuñado

La sobrina

La nuera

El caracol

La sombrilla

La brisa

Hacer un crucero

El chaleco salvavidas

Merendar

El velero

Skit Rubric

3 points 2 points 1 point 0 points

Use of Imperfect Tense

At least 2 verbs are correctly conjugated into the imperfect tense

At least 2 verbs are used but one is incorrectly conjugated into the imperfect tense

1 verb is correctly conjugated into the imperfect tense

The imperfect tense is not used, or is used incorrectly

Use of Preterite Tense

At least 2 verbs are correctly conjugated into the preterite tense

At least 2 verbs are used but one is incorrectly conjugated into the preterite tense

1 verb is correctly conjugated into the preterite tense

The preterite tense is not used, or is used incorrectly

Vocabulary Students correctly include 10 vocabulary words, with at least 3 from family relations and 3 from beach vocabulary

Students correctly use 10 vocabulary words but with little variation in types of words

Students use less than 10 vocabulary words or include no variation in types of vocabulary words used

Students do not include much vocabulary from this unit

General Grammatical Errors

There are at most a few grammatical errors that don’t get in the way of the meaning of the ideas expressed

There are a lot of grammatical errors but the meaning of the ideas can still be understood

There are a lot of grammatical errors and they interfere with meaning and the ideas expressed

There is no grammatical structure and meaning of ideas cannot be inferred

Flow of Sentences and Ideas

There is a high quality of the ideas expressed and the conversation flows naturally

There are quality ideas expressed but the sentence juxtaposition is choppy

There is little thought put into the ideas expressed and the sentences are choppy

There are no ideas expressed and no flow of sentences

Timing Students stay within the time frame

Students generally stay within the time fram-go a minute or two over or under

Students are more than a minute above the time frame

Students are more than a minute below the time frame

Examen de Unidad 1, Lección 2

Escuchar (9 pts, 3 pts each)

Escúchame bien y escribe cada palabra exactamente como la digo.

1. _____________________________________________________________________________.

2. _____________________________________________________________________________.

3. _____________________________________________________________________________.

Relaciones familiares (5 pts, 1 pt each)

Escribe el título de cada persona en el espacio.

1. La abuela de mi padre es mi ___________________________.

2. El esposo de mi hermana es mi ____________________________.

3. La hermana de mi esposo es mi ____________________________.

4. El esposo de mi hija es mi __________________________.

5. La madre de mi esposo es mi ________________________.

Vocabulario (9 pts, 1 pt each)

Escribe el nombre de cada cosa debajo de la foto.

Lectura literaria (14 pts, 1/2 pt each)

Lee el cuento y escoge la forma correcta de cada verbo.

Cuando Kal-El (fue, era) joven él (vivió,vivía) en el planeta Krypton. Pero un día sus padres se

despidieron de él y lo (pusieron, ponían) en una nave espacial para salvarlo de la explosión de

Krypton. Después de un viaje largo, él (llegó,llegaba) a un pueblo en Kansas donde Johnathan y

Martha Kent lo (encontraron,encontraban). Ellos le (dieron,daban) el nombre nuevo de Clark Kent.

Clark (quiso,quería) mucho a sus padres adoptivos y siempre (hizo,hacía) muchos quehaceres para

ayudarlos en casa. Clark tenía un perro que se (llamó,llamaba) Krypto y se (divirtieron,divertían)

juntos cada día. Un día Clark (supo ,sabía) la verdad sobre su doble identidad cuando sus padres le

(dijeron,decían) que (fue ,era) Superhombre! Clark (pasó,pasaba) 10 años con su familia adoptiva

en Kansas y entonces (empezó,empezaba) a trabajar como reportero para el Daily Planet.

Los dos amigos nuevos de Clark Kent, Lois Lane y Jimmy Olsen, (estuvieron,estaban)

preocupados con frecuencia porque generalmente ellos no (vieron,veían) a Clark Kent en la escena

de un crimen o accidente importante. Un día por ejemplo, mientras Clark (escribió,escribía) un

artículo para el Daily Planet, él también (escuchó,escuchaba) la radio. De repente él oyó algo

terrible. ¡Una crisis en el aeropuerto! ¡Su enemigo, Lex Luther, (fue,iba) a usar un avión con una

bomba llena de ántrax y cólera para matar a millones de personas! Al oír esto, Clark Kent

inmediatamente (salió,salía) de su oficina, (entró,entraba) en una cabina telefónica, y se (puso

,ponía) una capa roja. Entonces Superhombre se (fue,iba) rápidamente por el cielo y

(destruyó,destruía) la bomba con su visión X--- ¡pero Lex Luther se (escapó,escapaba) otra vez.

Hasta el próximo episodio...

Escritura (10 points)

Imagina que eres el Superhombre o la Supermujer. Describe una aventura que tuviste en por lo

menos 4 frases.

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4 Una cosa con que puedes caminar en el agua

6 El segundo nombre

8 La esposa de tu hijo