Roberto Barrera
Page 1 Spanish Level I, Lesson Plan / Homework January 19 -­‐ 23, 2015 Objectives found on last page. Monday Tuesday Wednesday Thursday Friday Activating Prior Knowledge (Engage): Spanish Mastery 1: Warm Up: Read silently -­‐ Lección 2 Los amigos ideales pagina 90 Explicit Instruction/ teacher input (Explanation): Spanish Mastery 1: Lección 2 Los amigos ideales pagina 90 Modeling/Demonstrate expected learning (explanation): Spanish Mastery 1: Lección 2 Los amigos ideales pagina 90 Checking Understanding/ skills (Extension): Mastery 1: Conversación pagina 91. Questions will be addressed to students and their friends. Connections facilitated between what
students know and can do (exploration): Mastery 1: Students will take a picture of vocabulario práctico La descripción de una persona pagina 93 This will be as part of the vocabulary. Independent Practice (Evaluation/Homework): Students will make vocabulary flash cards by looking for images and labeling images in Spanish and in English. Students are expected to use vocabulary cards daily to learn vocabulary for the week. (Mr. Barrera expects all students to have read and understand) Estructura “A” Los adjetivos: formas del singular pagina 92 -­‐93 This will be as part of the vocabulary. Students should take a picture of this page and add to vocabulary flash cards. Activating Prior Knowledge (Engage): Mastery 1: Students will show picture of the vocabulary from page 85 in Notability to Mr. Barrera, Explicit Instruction/ teacher input (Engagement): Spanish Mastery 1: Students will use this chart to learn vocabulary of the week. Rubio (a) Blond Características psicológicas Bueno (a) Good Divertido (a) Amusing, fun inteligente Intelligent interesante Interesting Simpático Nice Malo (a) Bad Serio (a) Serious Tonto (a) Foolish, stupid Aburrido (a) Boring Antipático Unpleasant (a) Bastante Enough Linda es bastante simpática. Demasiado Too Jaime es demasiado serio. Muy Very Javier es muy inteligente. Modeling/Demonstrate expected learning (explanation): Students explain their understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought. Spanish Mastery 1: Mastery 1: Estructura “A” Los adjetivos: formas del singular pagina 92 -­‐93 Activities allow students to apply concepts in contexts, and build on or extend understanding and skill. (Elaboration): Mastery 1: Act. 1 Los gemelos (Twins) odd P. 93; Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness: (Evaluation/Homework): Mr. Barrera will take 1 analytical grade HW Activities allow students to apply concepts in contexts, and build on or extend understanding and skill. (Elaboration): Mastery 1: Act. 1 Los gemelos (Twins) odd P. 93; Act. 2 Los opuestos se atraen impares odd
P. 94
Act. 3 Tipos ideales impares p. 94
Act. 4 Retratos impares (odds) p. 94
Connections facilitated between what
students know and can do.
(exploration): Spanish Mastery 1: Students will take a picture of Estructura “B” La posición de los adjetivos pagina 95 This will be as part of the vocabulary. Modeling/Demonstrate expected learning (explanation): Students explain their understanding of
concepts and processes. New concepts and
skills are introduced as conceptual
clarity and cohesion are sought. (explanation): Spanish Mastery 1: Students will take a picture of Estructura “B” La posición de los adjetivos pagina 95 This will be as part of the vocabulary. Activities allow students to apply concepts
in contexts, and build on or extend
understanding and skill. (Elaboration): Mastery 1: Actividad 5 Las opiniones de Consuelo impares (odd) 95 Act. 6 Diálogo: Preferencias personales impares (odd) p. 95 Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness: (Evaluation/Homework): Mr. Barrera will take 1 analytical grade HW Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness: (Evaluation/Homework): Mr. Barrera will take 1 analytical grade HW Conversación / conversations Any information and skills will be used for conversation reasons. Students will be seating in a circle, and will be expected to participate in the conversation / discussion. Mr. Barrera will be making observations and be grading students’ speech production. Mr. Barrera, will be giving corrective feedback as conversations/discussion takes place. Negative attitudes (reactions) to constructive criticism will be reason to lowering of grade. The following is information needs to be learned for test: 1. This week’s vocabulary. 2. The opposites of vocabulary p. 93 1st section of the test: You are expected to match adjectives in column “A” with its opposites in column “B”. You will finish sentences, and you will write sentences using the adjectives provided in a word bank. Remember to use proper noun-­‐
adjective agreement. 2nd section of the test: You are expected to describe drawings of people. You will be required to use 3 adjectives for each person, in affirmative and negative sentences. You will end description by stating whether or not you like to talk with that person. Pre-­‐writing skills and research 3rd section of the test: You will be expected to describe the following famous people and characters using adjectives from the word bank from 1st section of the test. For each person or character create three sentences. These sentences may be affirmative or negative. 1.
Woody Allen 2.
Cybill Shepherd 3.
El presidente de los estados unidos 4.
King Kong 5.
Carlitos (Charlie Brown) 6.
Yo (myself) Características físicas Alto (a) Tall Bonito (a) Pretty Guapo (a) Good -­‐looking Delgado (a) Moreno (a) Bajo (a) Thin Feo (a) Ugly Gordo (a) Chubby, fat Dark skin tones Short Roberto Barrera
Page 2 Spanish Level II, Lesson Plan /Homework January 19 -­‐23, 2015 Objectives found on last page.
Monday Monday Tuesday & Wednesday Activating Prior Knowledge (Engage) Connections facilitated
between what students know and can do. Spanish Mastery 1: Warm Up: In silence read “¡El pobre señor Ochoa!” pagina 272 Explicit Instruction/ teacher input (Exploration) Hands-on activities, with
guidance. Spanish Mastery 1: Read and discuss “¡El pobre señor Ochoa!” pagina 272 (Elaboration): Activities allow students
to apply concepts in contexts, and build
on or extend understanding and skill.
Spanish Mastery 1: Re-­‐read “¡El pobre señor Ochoa!” pagina 272 Students will read to observe reflexive construction. You may use the following resources to help you with the proper conventions of writing in Spanish. The following is a list of pages to refer to: Ser ………… pagina 88 Tener ……. “ 100 Venir ……… “ 111 Al y del …… pagina 136 Estar ……… “ 142 Ir……………… pagina 144 Ser y estar ….” 150 Lo, los, la, las ……..pagina 158 Ver …………………… “ 173 Decir …………………. “ 186 Le, les …………….. pagina 198 Me, te, nos ………… “ 218 Pensar, querer, preferir (e è ie) pagina 235 El uso del articulo definido en el sentido general: el, la, los y las. P. 228 Independent Practice (Evaluation/Homework) Students
assess their knowledge, skills and
abilities. Activities permit evaluation of
student development and lesson
effectiveness: 1.
Teacher will make sure; students understand reflexive structure. Down Time Students will view movie brought in Introduction to Spanish I by teacher. Students turn in Spanish Books. Students can wMonday ork on Spanish assignments to raise grade point Connections facilitated between what
students know and can do (exploration): Hands-on activities, with guidance. Students finish making vocabulary flash cards. Remember to label pictures in Spanish and in English. Use flash cards to learn vocabulary. Modeling/Demonstrate expected learning (explanation): Students explain their understanding of
concepts and processes. New concepts
and skills are introduced as conceptual
clarity and cohesion are sought. Spanish Mastery 1: Estructura A. Los pronombres reflexivos; pagina 275 -­‐ 276 Actividad 1 Después el partido de básquetbol; pagina 276 impares (odd) only Actividad 2 El espejo (The mirror) pagina 277 impares (odd) only Actividad 3 Con cinco dólares pagina 277 impares (odd) only Actividad 4 El costo de la vida (The cost of living) pagina 277 impares (odd) only Independent Practice (Evaluation/Homework) Students
assess their knowledge, skills and
abilities. Activities permit evaluation
of student development and lesson
effectiveness: Act. 1-­‐4 Mr. Barrera, expects all students to edited their work before turning in finished product. Modeling/Demonstrate expected learning (explanation): Students explain their understanding of
concepts and processes. New concepts and
skills are introduced as conceptual
clarity and cohesion are sought. Spanish Mastery 1: Estructura “B” Los verbos reflexivos: el arreglo personal (personal care) pagina 278 This will be as part of the vocabulary. Actividad 5 El baile (The dance); pagina 279 impares (odd) only Actividad 6 La ropa adecuada (The right clothes) pagina 280 impares (odd) only Actividad 7 Diálogo: Todas las mañanas ( Every morning) pagina 280 impares (odd) only Independent Practice (Evaluation/Homework) Students assess
their knowledge, skills and abilities.
Activities permit evaluation of student
development and lesson effectiveness: Act. 5-­‐7 Mr. Barrera, expects all students to edited their work before turning in finished product. Know this week’s vocabulary and remember the vocabulary for entire year. First section of test requires that you use the correct reflexive form of prepararse (to get ready). It will be best to use the conjugation chart for this section of test. Second section of test requires that you do some math. Each item has a person or people that have a certain amount to make a purchase or purchases. Review page 270 to prepare for this portion of the test and Act. 8 p. 271 Third section test requires you that you fill in blanks with the appropriate reflexive pronouns. Reflexive pronouns: me, te, se, nos, y se; Review page 276; Act. 1-­‐3; 5-­‐7. Pre-­‐writing Fourth section test requires you answer the following questions in complete Spanish sentences. What do you buy yourself with your money? What clothes do you put on when you go to a party? What clothes do you put on when you go to the beach? Do you dress well? Do you often look at yourself in the mirror? Down Time Students will view movie brought in by teacher. Students turn in Spanish Books. Wednesday Students can work on Spanish assignments to raise grade point Down Time Students will view movie brought in by teacher. Students turn in Spanish Books. Students can wThursday ork on Spanish assignments to raise grade point Teacher Work Day El arreglo personal Grooming Bañarse To take a bath Me baño cada mañana. Lavarse To wash (oneself) ¿Cuándo te lavas? Peinarse To comb (oneself) Manuel se peina. Ponerse To put (something) on (oneself) Isabel se pone los zapatos. Quitarse To take (something) off (oneself) Me quito el suéter. Vestirse To dress (oneself), (eèi) To get dressed ¡Te vistes con mucha elegancia, María! Independent Practice (Evaluation/Homework) Students assess
their knowledge, skills and abilities. Activities
permit evaluation of student development and
lesson effectiveness: Flash cards 1.
Show vocabulary flash cards to Mr. Barrera. Down Time Students will view movie brought in by teacher. Students turn in Spanish Books. Tuesday Students can work on Spanish assignments to raise grade point average. Wednesday & Thursday Friday Friday Activating Prior Knowledge (Engage): Spanish Mastery 1: Warm Up: Look for 21 Spanish speaking countries using the iPad. Explicit Instruction/ teacher input (Explanation): Middle School Spanish 1: Read page 1 Modeling/Demonstrate expected learning (explanation): Checking Understanding/ skills (Extension): Discus reading from page 1. Activating Prior Knowledge (Engage): Spanish Mastery 1: Warm Up: Grade page 2 and grade will be taken Explicit Instruction/ teacher input (Explanation): Middle School Spanish 1: Using homework circle the countries on maps of continents. Modeling/Demonstrate expected learning (explanation): Middle School Spanish 1: (If needed) Using homework circle the countries on maps of continents. Independent Practice: Using page one list the Spanish speaking Checking Understanding/ countries by continents. skills (Extension): (If Independent Practice needed) (Evaluation/Homework): Using homework circle the countries on Page 2 maps of continents. Independent Practice: Using homework circle the countries on maps of continents. Independent Practice (Evaluation/Homework): Pages 4, 5, 6, & 7 Activating Prior Knowledge (Engage): Spanish Mastery 1: Warm Up: Grade Pages 4, 5, 6, & 7 Explicit Instruction/ teacher input (Explanation): Middle School Spanish 1: Begin Country Research Travel Poster p. 8 Modeling/Demonstrate expected learning (explanation): Middle School Spanish 1: Country Research Travel Poster Outline/Rubric p. 9 Checking Understanding/ skills (Extension): School Spanish 1: Country Research Travel Poster Outline/Rubric p. 9-­‐10 Independent Practice: Begin to work on research project Independent Practice (Evaluation/Homework): Rubric p. 9-­‐10 Research project due Friday, August 29, 2014 Activating Prior Knowledge (Engage): Spanish Mastery 1: Warm Up: Continue to work on research project Explicit Instruction/ teacher input (Explanation): Middle School Spanish 1: Continue to work on research project Modeling/Demonstrate expected learning (explanation): Middle School Spanish 1: Continue to work on research project teacher will monitor students working. Checking Understanding/ skills (Extension): Middle School Spanish 1: Continue to work on research project teacher will monitor students working. Independent Practice: Middle School Spanish 1: Continue to work on research project teacher will monitor students working. Independent Practice (Evaluation/Homework): Rubric p. 9-­‐10 Research project due Friday, August 29, 2014 Activating Prior Knowledge (Engage): Spanish Mastery 1: Warm Up: Continue to work on research project Explicit Instruction/ teacher input (Explanation): Middle School Spanish 1: Continue to work on research project Modeling/Demonstrate expected learning (explanation): Middle School Spanish 1: Continue to work on research project teacher will monitor students working. Checking Understanding/ skills (Extension): Middle School Spanish 1: Continue to work on research project teacher will monitor students working. Independent Practice: Middle School Spanish 1: Continue to work on research project teacher will monitor students working. Independent Practice (Evaluation/Homework): Rubric p. 9-­‐10 Research project due Friday, August 29, 2014 Lesson Plan / Homework January 19 -­‐23, 2014 Objectives found on last page. Indicator/s: 1. The student will express basic courtesies. The student will think of appropriate greetings, and student will understand body Standard/s: The student will communicate in a language other than English. Benchmark/s: 1.1 Conversational/ Interpersonal Communication; The student engages in conversations, provides and obtains information, expresses feelings and emotions, and exchanges opinions. gestures and the dialogue with a classmate or teacher. Communication 1.1 Interpersonal / Conversational q Listening q Speaking/signing 1.2 Interpretive q Reading q Listening/viewing 1.3 Presentational q Writing q Public speaking/signing Connections Assessed standards in Kansas (AYP & QPA) pReading (annually grades 3-­‐8, HS) p Writing (annually grades 5, 8, 11 HS) p Math (annually grades 3-­‐8, HS) p Social Studies (biennially grades 6, 8 HS) p Science (grades 4, 7, HS) Model standards in Kansas Ÿ Health Ÿ Music Ÿ Art Ÿ Technology Cultures 2.1 Practices and perspectives 2.2 Products and perspectives Comparisons 4.1 Languages n Grammar, vocabulary, syntax, patterns, idioms n Writing systems 4.2 Cultures n Products n Practices n Perspectives Communities 5.1 Applications q create a community in school q participate outside of school 5.2 Exploration q become life-­‐long learners q set professional goals