Roberto Barrera Spanish Level I, Lesson Plan / Homework April 27

Roberto Barrera
Spanish Level I, Lesson Plan / Homework April 27 – May 1, 2015 Objectives found on last page. Monday -­‐ Friday Unit 4 Lesson 1 Vocabulary Un día de clases Vocabulary p. 134-­‐135 April 13-­‐24 Estar Una escuela Un café Un restaurante Una tienda Una plaza Un museo Una iglesia Un cine Una piscina Un hotel Una calle El campo El mar Una playa Un pueblo Una casa Lugar Centro Barrio Cerca (de) Lejos (de) ¿dónde? ¿adonde? ¿de dónde? En a De En casa En casa de A casa A la casa de Allí To be To be located A school A café A restaurant A store A plaza A museum A church A cinema A swimming pool A hotel A street The Country side The sea A beach A town A house Place downtown Neighborhood Near, close (to) Far (from) Where Where (to) Where (from) In, at In, to From, of, about At home At …’s house Home To …’s house There nd
2 paragraph) Students will write another paragraph using vocabulary from (April 13-­‐
Maty 1) in sentences. Students will write paragraph in the “Yo” form. Students are to write paragraph in the (yo) form. Students are responsible for learning the meaning of the content in their paragraph. Plenty of time is given to work on and learn information and pronunciation of Spanish information in their paragraph. Homework: Prepare for Friday’s test. Memorize speech Monday -­‐ Tuesday Monday -­‐ Friday st
1 paragraph) Students will write a paragraph using vocabulary from (April 13-­‐24) in sentences. Students will write paragraph in the “Yo” form. Students are to write paragraph in the (yo) form. nd
2 paragraphs) Students will add a paragraph using vocabulary from April 13 – May 1. Students must answer the following questions in their paragraphs: 1) Who is the story about? 2) What was the problem of the main character? 3) What was the solution to the problem? 4) Where does the story take place? 5) What caused the problem? 1.
2.
(Mon. -­‐ Wed.) Students work on this week’s paragraph. (Mon. – Wed.) Students practice improving pronunciation and making sure one understands what will be spoken in Spanish. Students can ask for help from Mr. Barrera. Estructura “A” Estar p. 142 Students should take a picture of page and add it to vocabulary. Students can use page 142-­‐143 as a resource for writing paragraph. Actividad 1 Vacaciones 1-­‐ 8 p. 143 Homework: Prepare for Friday’s test. Memorize speech Estructura “B” ir (to go) p. 144 Actividad 3 De vuelta a casa 1-­‐ 8 p. 144 Friday This is test day. Key information for success in Spanish Students will present their paragraphs in Spanish. 1) Classmates will be expected to be actively involved with all presentations by being (a) Active listeners and (b) Actively involved by Actividad 4 Diálogo: Los fines de semana 1-­‐ 9 p. 144 Actividad 2 ¿Cerca o lejos? 1-­‐ 10 Actividad 5 La ciudad natal 1-­‐8 p. 143 p. 144 asking questions in Spanish. The following is a list of If students do not Act. 6 ¿Y tú? 1-­‐8 p. 145 book pages that can be understand section A & B. We will re-­‐do all activities If students do not understand section A & B. We will re-­‐do in section A, B & C. all activities in section A, B & Whatever is not finished during C. class will be for homework in addition to regular homework. Homework: Students are responsible for learning the meaning of the content in their paragraph. Plenty of time is given to Students are responsible for learning work on and learn information and the meaning of the content in their pronunciation of Spanish information paragraph. Plenty of time is given to in their paragraph. work on and learn information and Audience can ask the following pronunciation of Spanish information questions: 1) ¿Cuantos años tienes? 2) in their paragraph. ¿Cómo te llamas? 3) ¿Cuál es tu nación? Audience can ask the following 4) ¿Qué es tu nacionalidad? 5) ¿Qué questions: 1) ¿De quién hablaste en el nación quieres visitar? 6) ¿Cuándo primer párrafo? quieres a visitar [State country speaker 2) ¿Cuál es la idea principal de tú stated during speech.] párrafo? Students are to compliment the 3) ¿Qué fue el problema en tu párrafo? speaker by using the following 4) ¿Qué fue la solución de tú problema suggested comments: 1) Me gusto tu presentación. 2) Hablas el español muy en el párrafo. bien. 3) Me gusta el sonido de tu vos. 4) 5) ¿Qué fue la causa de tú problema? Me gusta tu camisa o blusa. Learn this paragraph by memory. Students are to compliment the speaker Test will be on Thursday, and we will by using the following suggested build by writing another paragraph comments: 1) Me gusto tu presentación. next week. 2) Hablas el español muy bien. 3) Me gusta el sonido de tu vos. 4) Me gusta tu camisa o Homework: Prepare for blusa. Friday’s test. Memorize Learn this paragraph by memory. Test will be on Friday, and we will build by speech writing another paragraph next week. 3.
Wednesday -­‐ Thursday Whatever is not finished during class will be for homework in addition to regular homework. Homework: Students are responsible for learning the meaning of the content in their paragraph. Plenty of time is given to work on and learn information and pronunciation of Spanish information in their paragraph. Audience can ask the following questions: 1) ¿Cuantos años tienes? 2) ¿Cómo te llamas? 3) ¿Cuál es tu nación? 4) ¿Qué es tu nacionalidad? 5) ¿Qué nación quieres visitar? 6) ¿Cuándo quieres a visitar [State country speaker stated during speech.] Students are to compliment the speaker by using the following suggested comments: 1) Me gusto tu presentación. 2) Hablas el español muy bien. 3) Me gusta el sonido de tu vos. 4) Me gusta tu camisa o blusa. Learn this paragraph by memory. Test will be on Thursday, and we will build by writing another paragraph next week. Homework: Prepare for Friday’s test. Memorize speech used as a resource: Tú y usted………….pagina 64 Palabras interrogativas y palabras de respuestas…………………pagi
na 66-­‐67 El presente: las formas nosotros y Ustedes…………….pagina 72 Repaso: el presente de verbos que terminan en –
ar………pagina 74 El sustantivo y el articulo indefinido: Masculino y femenino…..pagina 84 Vocabulario práctico (La gente)pagina 85 Los artículos definidos: el, la …pagina 86 Ser (to be)……..pagina 88 Vocabulario práctico – La descripción de una persona…………..pagina 92-­‐
93 Tener………………………………
….pagina 100 Vocabulario práctico – Unos objetos……….pagina 100 – 101 Sustantivos y artículos: formas del plural……….pagina 103 Adjetivos: formas del plural…pagina 104 Vocabulario práctico – Unos adjetivos………………pagina 106 Expresiones con tener………pagina 110 Venir………pagina 111 Roberto Barrera
Spanish Level II, (2nd Mod) Lesson Plan /Homework April 27 –May 1, 2015 Objectives found on last page. la Vocabulary from March 23 – April 17 Page 314-­‐326 El agua Water El café Coffee El té Tea La leche Milk El jugo de frutas El vino Fruit juice La cerveza Beer La gaseosa Pop Un sándwich Sandwich Una hamburguesa Una ensalada Hamburger Un helado Ice cream Un pastel Cake Wine Salad Servir To serve (e -­‐> i) Mis amigos sirvieron una gran comida. Tener sueño To be sleepy Tener sed To be thirsty Tener calor To be hot Tener frío To be cold Monday -­‐ Friday Monday -­‐ Tuesday Wednesday -­‐ Thursday 1 paragraph) Students will write a paragraph using vocabulary from (March 23 -­‐ April 24) in sentences. Students will write paragraph in the “Yo” form. Students are to write paragraph in the (yo) form. Students will use vocabulary form March 23 – May 1 nd
2 paragraphs) Students will add a paragraph using vocabulary from April 13 – May 1. Estructura “A” Repaso (review) El pretérito e los verbos que terminan en –ar, -­‐er, -­‐ir p. 330 Actividad 1 El viaje de Angélica del Río 1-­‐ 12 p. 330 Estructura “B” El pretérito: verbos con cambios que terminan en -­‐ir p. 331 Actividad 3 La fiesta de Margarita 1-­‐ 8 p. 331 show their work to him. Whatever is not finished during class will be for homework in addition to regular homework. sentirse y dormir page 330-­‐331 st
Students are responsible for learning the meaning of the content in their paragraph. Plenty of time is given to work on and learn information and pronunciation of Spanish information in their paragraph. Students must answer the following questions in their paragraphs: 1) Who is the story about? 2) What was the problem of the main character? 3) What was the solution to the problem? 4) Where does the story take place? 5) What caused the problem? The following is a set of possible questions: 1) ¿De quién hablaste en el primer Tener To be hungry párrafo? hambre Hablar To talk 2) ¿Cuál es la idea principal de tú párrafo? Comer To eat 3) ¿Qué fue el problema en tu párrafo? Escribir To write 4) ¿Qué fue la solución de tú problema Sentirse To feel en el párrafo. 5) ¿Qué fue la causa de tú problema? Dormir To sleep Students are to compliment the Homework: Prepare for speaker by using the following Friday’s test. Memorize suggested comments: 1) Me gusto tu speech presentación. 2) Hablas el español muy bien. 3) Me gusta el sonido de tu Students will use vocabulary form vos. 4) Me gusta tu camisa o blusa. March 23 – May 1 Homework: Prepare for Friday’s nd
2 paragraphs) Students will add a test. Memorize speech paragraph using vocabulary from April 13 – May 1. Friday This is test day. Key information for success in Spanish Students will present their Actividad 4 En la cafetería 1-­‐ 10 p. 333 paragraphs in Spanish. Actividad 2 La vida no es 1) Classmates will be siempre una fiesta 1-­‐ 10 p. 331 Actividad 5 Para cada ocasión 1-­‐10 expected to be actively El pretérito: hablar, comer, page 333 involved with all escribir, sentirse y dormir presentations by being page 330-­‐331 Actividad 6 La indigestión 1-­‐14 p. 334 (a) Active listeners and (b) Actively involved by Mr. Barrera will be grading Actividad 8 ¡Así es la vida! P. 334 asking questions in these assignments; as students El pretérito: hablar, comer, escribir, Spanish. Homework: Prepare for Friday’s test. Students have been building on this assignment since second week of March. Presenters should be prepared to answer the following questions. The following is a set of possible questions: 1) ¿De quién hablaste en el primer párrafo? 2) ¿De quién hablaste en el segundo párrafo? 3) ¿Porqué hiciste muchas preguntas en el ultimo párrafo? Students are to compliment the speaker by using the following suggested comments: 1) Me gusto tu presentación. 2) Hablas el español muy bien. 3) Me gusta el sonido de tu vos. 4) Me gusta tu camisa o blusa. Homework: Prepare for Friday’s test. Memorize speech New Vocabulary: tesoro = treasure, monedas = coins, oro = gold, antiguas = ancient, alcalde = mayor, escribiendo a máquina= typing, muerte = death, anciano = old man, edad = age, murió=died, nombre = name, se sintió = felt, vida = life, descubrió = found, huerta = vegetable garden, mundial = world’s Whatever is not finished during class will be for homework in addition to regular homework. Homework: Prepare for Friday’s test. Students have been building on this assignment since second week of March. Presenters should be prepared to answer the following questions. The following is a set of possible questions: 1) ¿De quién hablaste en el primer párrafo? 2) ¿De quién hablaste en el segundo párrafo? 3) ¿Porqué hiciste muchas preguntas en el ultimo párrafo? Students are to compliment the speaker by using the following suggested comments: 1) Me gusto tu presentación. 2) Hablas el español muy bien. 3) Me gusta el sonido de tu vos. 4) Me gusta tu camisa o blusa. Homework: Prepare for Friday’s test. Memorize speech Grading will be on presentation, listening, and asking questions. Students are responsible for learning the meaning of the content in their paragraph. Plenty of time is given to work on and learn information and pronunciation of Spanish information in their paragraph. Students have been building on this assignment since second week of March. Presenters should be prepared to answer the following questions. The following is a set of possible questions: 1) ¿De quién hablaste en el primer párrafo? 2) ¿De quién hablaste en el segundo párrafo? 3) ¿Porqué hiciste muchas preguntas en el ultimo párrafo? Students are to compliment the speaker by using the following suggested comments: 1) Me gusto tu presentación. 2) Hablas el español muy bien. 3) Me gusta el sonido de tu vos. 4) Me gusta tu camisa o blusa. Spanish 2, & 3 4 Mod Lesson Plan/Homework April 27 – May 1, 2015
Monday Spanish 2 & 3 students will be translating reading lessons from English to Spanish, for the Kansas Historical Society. Tuesday Spanish 2 & 3 students will be translating reading lessons from English to Spanish, for the Kansas Historical Society. Wednesday Thursday Spanish 2 & 3 students Spanish 2 & 3 will be translating students will be reading lessons from translating reading English to Spanish, for lessons from English the Kansas Historical to Spanish, for the Society. Kansas Historical Society. Friday Spanish 2 & 3 students will be translating reading lessons from English to Spanish, for the Kansas Historical Society. Introduction to Spanish I Students will need to go to my teacher site, and go to 10 Basic Units for Middle School Spanish by Dr. Peggy Batty Students will down load and open the following pages in Notability: Students are to finish page 52 & 53 (from unit 5) . Mr. Barrera will check work and take grade on Tuesday. Please down load all of Unit 6 Lesson from teacher site. Please open in Notability. Curriculum Core Objectives
Communication 1.1 Interpersonal / Conversational qq
Listening Cultures 2.1 Practices and perspectives 2.2 Products and perspectives qq
Speaking/signing 1.2 Interpretive qq
Reading qq
Listening/viewing 1.3 Presentational qq Writing qq Public speaking/signing Connections Assessed standards in Kansas (AYP & QPA) ppReading (annually grades 3-­‐8, HS) ppWriting (annually grades 5, 8, 11) ppMath (annually grades 3-­‐8, HS) ppSocial Studies (biennially grades 6, 8 HS) ppScience (grades 4, 7, HS) Model standards in Kansas ŸŸ Health ŸŸ Music ŸŸ Art ŸŸ Technology Communities 5.1 Applications qq create a community in school qq
participate outside of school 5.2 Exploration qq
become life-­‐long learners qq
set professional goals Comparisons 4.1 Languages 4.2 Cultures nn Grammar, vocabulary, syntax, patterns, idioms nn Writing systems nn Products nn Practices nn Perspectives Enhancements nn
nn
nn
nn
nn
Scope and sequence chart Standards based assessments Proficiency levels charts Curriculum planning guideline nn ASL Heritage language learners