Roberto Barrera
Spanish Level I, Lesson Plan / Homework April 6 – April 10, 2015 Objectives found on last page. Monday -­‐ Friday 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…………………pagina 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 El país Nacionalidad Country Nationality Cuba cubano male cubana female Cuban España español male Spain española female Spanish Luis es español. Juanita es española. México mexicano male Mexico mexicana female Mexican Estados Unidos norteamericano United States male norteamericana female American Puerto Rico puertorriqueño Porto Rico male puertorriqueña female Porto Rican Inglaterra inglés England inglesa English Jim es inglés. Jane es inglesa. Francia francés France francesas French Homework: Prepare for Friday’s test. Monday -­‐ Friday Monday -­‐ Tuesday Wednesday -­‐ Thursday Friday 1 paragraph) Students will write a paragraph using vocabulary from (March 2-­‐6) in sentences. Students should state their home country, nationality, and products he/she uses made in their home country. Students should also mention their age, home address, and a country they desire to visit. Students should also include their desire of having a pen pal with a student from another country. Students are to write it 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. Estructura “A” Expresiones con tener p. 110 Students should take a picture of page and add it to vocabulary. Students can use page 108-­‐109 as a resource for writing paragraph. Actividad 1 Diálogo: ¿Cuántos años? 1-­‐ 6 p. 110 Actividad 2 Pretextos (Excuses) 1-­‐ 6 p. 110 Actividad 3 Diálogo: Deseos (wishes) 1-­‐ 8 p. 110 Actividad 4 Diálogo: Obligaciones 1-­‐ 12 p. 111 Whatever is not finished during class will be for homework in addition to regular homework. Homework: Estructura “B” Venir p. 111 Students should take a picture of page and add it to vocabulary. Students can use page 108-­‐109 as a resource for writing paragraph. Actividad 5 Unos alumnos serios 1-­‐ 8 p. 111 Actividad 6 En el aeropuerto de Montreal 1-­‐ 10 p. 112 Actividad 7 Las compras de Teresa 1-­‐ 10 p. 112 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. 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. 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 Friday, and we will build by writing another paragraph next week. Homework: Prepare for Friday’s test. Memorize speech 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. If students do not understand section A & B. We will do section C and all activities. 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. 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. Grading will be on presentation, listening, and asking questions. Roberto Barrera
Spanish Level II, (2nd Mod) Lesson Plan /Homework April 6 –April 10, 2015 Objectives found on last page. Monday -­‐ Friday Vocabulary from week of March 9-­‐13, 2015 page 308-­‐312 La escuela The School Vocabulary from week of March 23-­‐27, 2015 page 316-­‐321 Verbos y expresiones Verbs and expressions Cambiar To change El tiempo cambió en la primavera. In the spring, the time changed. Dejar To leave (something behind) Dejé mi bicicleta en el garaje. I left my bicycle in the garage. Equivocarse To make a mistake Ana acaba de equivocarse. Ana has just made a mistake. Olvidarse To forget (de) Me olvidé de la fecha del examen. I forgot the date of the exam. Pasar To spend (time) To pass (by) To happen Pasé el fin de semana en San Juan. I spent the weekend in San Juan. Anoche Last night Anoche, miré un partido de béisbol. Last night I saw a baseball game. Ayer Yesterday Ayer, me levanté a las siete. Yesterday I got up at seven. A tiempo On time No llegó a tiempo a la escuela. I did not arrive on time to school. Tarde Late Llegó tarde. I arrive late. Temprano Early Mis amigos llegaron temprano. My friends arrived early. Hasta Until Esperé en casa hasta las tres. I waited, at home, till three. Durante During ¿Qué pasó durante la semana? What happened during the week? Homework: Prepare Friday’s test. Monday -­‐ Friday st
1 paragraph use vocabulary from March 9-­‐23 Students will introduce themselves and mention five vocabulary words in sentences on how one uses each of the words. Use the (yo) form nd
2 paragraph use vocabulary from March 9-­‐23 Students will write a paragraph about school (using this week’s vocabulary) in Spanish. Students will present their paragraph on Wednesday. Use the (tú) Form. Students must use vocabulary word in a sentence including the new words listed above. Students must use textbook page 309 – 310 as a reference, for writing paragraph. rd
3 paragraph use vocabulary from March 23-­‐27 p. 316-­‐321 For Thursday’s test use the (él, ella and Ud.) form. P. 318-­‐319 th
4 paragraph use visitor and the different forms of visitor. Student will ask question in the (tú) form. Reply will be written in the (yo) form. This pattern will repeat till all or most of this week’s vocabulary has been used. 1.
(Mon. -­‐ Wed.) Students work on third & fourth paragraph. 2. (Mon. – Wed.) Students practice improving pronunciation and making sure one understands what will be spoken in Spanish. Students have been building on this assignment since second week of March. 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. 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. for Homework: Prepare for Friday’s test. Memorize speech Monday -­‐ Tuesday This is a redo lesson from last week. Estructura “A” El pretérito: verbos que terminan en –ar p. 317 Students should take a picture of page 317 & 318 and add it to vocabulary. When you describe an action or event that took place in the past; you use the past tense. In Spanish, the past tense is called preterit. P. 317 Wednesday -­‐ Thursday This is a redo lesson from last week. Estructura “B” El pretérito: verbos que terminan en –car, -­‐
gar, and -­‐zar p. 319 Actividad 5 Preguntas personales 1-­‐ 9 p. 320 Actividad 6 Problemas 1-­‐ 10 p. 320 Mr. Barrera will be grading these assignments; as students show their work to him. Actividad 1 María está Whatever is not finished during class will be for homework in enferma 1-­‐ 10 p. 317 addition to regular homework. Actividad 2 El apagón (The Homework: Prepare for blackout) 1-­‐ 10 p. 318 Friday’s test. Actividad 3 En la playa 1-­‐ 8 p. Students have been building on this assignment since second week of 319 March. Presenters should be prepared to Actividad 4 Diálogo: El sábado answer the following questions. de tus compañeros 1-­‐ 10 p. The following is a set of possible questions: 319 1) ¿De quién hablaste en el primer párrafo? 2) ¿De quién hablaste en el segundo Mr. Barrera will be grading párrafo? these assignments; as 3) ¿Porqué hiciste muchas preguntas en el students show their work to ultimo párrafo? Students are to compliment the speaker him. by using the following suggested Homework: Prepare for Friday’s test. Whatever is not finished during class will be for homework in addition to regular homework. Students will have a new resource. Students will have access to a conjugation chart in the preterit (pretérito) form. Homework: Prepare for Friday’s test. Memorize speech 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 6 – April 10, 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: Curriculum Core Objectives
Communication 1.1 Interpersonal / Conversational qq
Cultures Listening qq
Speaking/signing 1.2 Interpretive qq
Reading qq
Listening/viewing 1.3 Presentational 2.1 Practices and perspectives 2.2 Products and perspectives qq Writing qq Public speaking/signing Connections Comparisons 4.1 Languages 4.2 Cultures 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 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