Roberto Barrera Spanish Level I, Lesson Plan / Homework April 20

Roberto Barrera
Spanish Level I, Lesson Plan / Homework April 20 – April 24, 2015 Objectives found on last page. Monday -­‐ Friday Unit 4 Lesson 1 Vocabulary Un día de clases Buscar Comprar Esperar Invitar Enseñar Llegar Llevar Tomar Tomar To look for To buy To wait for To invite To teach To arrive To carry To bring To take something To take someone To take (a taxi) To have (something to eat or drink) To take pictures Arrival in Puebla Sacar fotos La llegada a Puebla De viaje On a trip ¿A quien? Whom ¿A quien invitas a la fiesta? Whom are you inviting to the party? st
1 paragraph) Students will write a paragraph using vocabulary from (April 13-­‐17) in sentences. Students will write paragraph in the “Yo” form. Students are to write paragraph in the (yo) form. 1. (Monday) Students make flash cards for this week’s vocabulary. 2. (Mon. -­‐ Wed.) Students work on this week’s paragraph. 3. (Mon. – Wed.) Students practice improving pronunciation and making sure one understands what will be spoken in Spanish. 4. Students can ask for help from Mr. Barrera. 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-­‐17) in sentences. Students will write paragraph in the “Yo” form. Students are to write paragraph in the (yo) form. 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? 5.
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(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. 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) ¿De quién hablaste en el Wednesday -­‐ Thursday Estructura “B” Contracciones: al y del p. 136 Students should take a picture of page and add it to vocabulary. Students can use page 134-­‐137 as a resource for writing paragraph. Actividad 4 Citas 1-­‐ 8 p. 136 Begin with Lección 2: Un fin de semana Structures to observe: • Estar (location) • Ir, ir a + infinitive (Focus/ warm up) On iPad look for Cuernavaca on a map of México. Actividad 5 Invitaciones 1-­‐ 8 p. (Guided reading) 136 Read “Un fin de semana” page 140 Actividad 6 Las fotos de Carmen 1-­‐ 12 p. 137 New Vocabulary: Sus = her, están = they are, Adónde van = Where are they going to?, la piscina = swimming pool, Va a nadar = She’s going to swim, al centro = to downtown, en casa = at home, enfermo = sick, pobre = poor If students do not understand section A & B. We will re-­‐do all activities (Independent work) Answer reading comprehension in section A & B. questions. Down load questions 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 primer párrafo? pronunciation of Spanish information 2) ¿Cuál es la idea principal de tú in their paragraph. párrafo? Audience can ask the following 3) ¿Qué fue el problema en tu párrafo? questions: 1) ¿Cuantos años tienes? 2) 4) ¿Qué fue la solución de tú problema ¿Cómo te llamas? 3) ¿Cuál es tu nación? 4) ¿Qué es tu nacionalidad? 5) ¿Qué en el párrafo. nación quieres visitar? 6) ¿Cuándo 5) ¿Qué fue la causa de tú problema? quieres a visitar [State country speaker Students are to compliment the speaker stated during speech.] Students are to compliment the by using the following suggested speaker by using the following comments: 1) Me gusto tu presentación. 2) Hablas el español muy bien. 3) Me gusta suggested comments: 1) Me gusto tu el sonido de tu vos. 4) Me gusta tu camisa o presentación. 2) Hablas el español muy bien. 3) Me gusta el sonido de tu vos. 4) blusa. Me gusta tu camisa o blusa. Learn this paragraph by memory. Test Learn this paragraph by memory. will be on Friday, and we will build by Test will be on Thursday, and we will writing another paragraph next week. build by writing another paragraph next week. Homework: Prepare for Friday’s test. Memorize speech Homework: Prepare for Friday’s test. Memorize speech from teacher site and open in Notability. 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 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 asking questions in Spanish. The following is a list of book pages that can be 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
Monday -­‐ Friday Spanish Level II, (2nd Mod) Lesson Plan /Homework April 20 –April 24, 2015 Objectives found on last page. Vocabulary from March 23 – April 17 Cambiar To change Dejar To leave (something behind) To make a mistake Equivocarse Olvidarse (de) Pasar To forget Anoche To spend (time) To pass (by) To happen Last night Ayer Yesterday A tiempo On time Tarde Late Temprano Early Hasta Until Durante During Verbos que terminan en –er, y en –ir Verbs that end in –er and -­‐ir Aprender To learn Vivir To live Deber + infinitive Romper Should, ought to Romperse + part of the body Descubrir To break one’s arm Recibir To get, to receive To break To discover st
Monday -­‐ Friday 1 paragraph) Students will write a paragraph using vocabulary from (March 23 -­‐ April 13-­‐17) in sentences. Students will write paragraph in the “Yo” form. Students are to write paragraph in the (yo) form. 1. (Mon. -­‐ Wed.) Students work on this week’s paragraph. 2. (Mon. – Wed.) Students practice improving pronunciation and making sure one understands what will be spoken in Spanish. 3. Students can ask for help from Mr. Barrera. 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 El pretérito: dar y ver (pagina 325) párrafo? The past participle to give & to see Dar To give 2) ¿Cuál es la idea principal de tú párrafo? Ver To see 3) ¿Qué fue el problema en tu párrafo? El pretérito: caer, creer, leer, y oír 4) ¿Qué fue la solución de tú problema (pagina 326) en el párrafo. The past participle to fall, to believe, 5) ¿Qué fue la causa de tú problema? to read, and to hear Students are to compliment the Caer To fall speaker by using the following Creer To believe suggested comments: 1) Me gusto tu Leer To read presentación. 2) Hablas el español Oír To hear muy bien. 3) Me gusta el sonido de tu Homework: Prepare for vos. 4) Me gusta tu camisa o blusa. Friday’s speech test. Memorize Homework: Prepare for Friday’s test. Memorize speech Monday -­‐ Tuesday This is a redo lesson from last week. Estructura “B” El pretérito: dar y ver p. 325 Actividad 4 Los regalos de Navidad (Christmas presents) 1-­‐ 8 p. 326 Actividad 5 Diálogo: El fin de semana 1-­‐ 8 p. 326 El pretérito: caer, creer, leer y oír page 326 Actividad 6 Las noticias 1-­‐ 8 p. 327 Mr. Barrera will be grading these assignments; as students show their work to him. 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 Wednesday -­‐ Thursday Begin with Lección 4: Noticias de todos los días: nuestros periodistas escriben page 328 Structures to observe: • Review of regular preterite • Preterite of stem-­‐changing verbs (Focus/ warm up) Look over reading on page 328 (Guided reading) Read “Noticias de todos los días: nuestros periodistas escriben” page 328 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 (Independent work) Answer reading comprehension questions. Down load questions from teacher site and open in Notability. 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 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 asking questions in Spanish. 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 20 – April 24, 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: Please down load all of Unit 5 Lesson from teacher site. Please open in Notability. Curriculum Core Objectives
Communication 1.1 Interpersonal / Conversational qq
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Speaking/signing 1.2 Interpretive qq
Reading Cultures Listening 2.1 Practices and perspectives 2.2 Products and perspectives 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
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Scope and sequence chart Standards based assessments Proficiency levels charts Curriculum planning guideline nn ASL Heritage language learners