Monday, September 19th
Students were not able to complete the objective.
Objective(s):
I can… identify many of the diverse styles of Latin music.
I can ... identify the importance of music as an expression of identity for Latinos and in all cultures.
Standards (linked or just codes):
Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS)
4 competencies of a Foreign Language- Listening, Speaking, Reading, Writing (LSRW)
National Standards: 1.2 Understand language, 1.3 Present information, 2.1 Practices and perspectives, 2.2 Products and
perspectives, 4.2 Compare cultures
Framing Questions 1. What is Latin music? What kinds of music make up this broad genre? 2. How is music an
expression of identity and culture? 3. What is the relationship between music and other forms of cultural expression and
the immigrant experience?
ACT Prep:The music of Latin America and Latin music in the United States are as diverse as any other part of the cultures
of the region. This lesson is designed to allow learners to explore the great diversity of Latin music and to find
commonalities and differences within it. Students will find on the ACT that it includes of diverse background and reading
articles written of another country will help students be open to the idea of reading pieces of literature they may have/
have not read outside of the classroom.
Do Now/Anticipatory Set (Hook):
Students will answer the "Do Now" questions that ask about the previous scenes 1-19 as a trivia contest.
Direct Instruction (I Do):
I will be reviewing the expectations for watching the film.
Guided Practice (We Do):
We will practice learning Spanish words from the film by listening to Selena's song, "Como la flor."
Como$la$Flor$— Selena& Directions:$Listen(to(the(song(and(fill(in(the(words( from(the(word(bank(as(you(listen.(
____________(se(que(______________(un(nuevo(amor Sin(embargo,(te(deseo(lo(mejor
Si(en(_________(no(encontraste(felicidad Tal(vez(alguien(mas(te(la(dara (Chorus:) Como(la(flor((como(la(flor)
Con(tanto(amor((con(tanto(amor) Me(diste(_______________Se(marchito Me(marcho(hoy
_________________(se(perder Pero(ay,(___________________(me(duele Ay,(____________________(me(duele ((((
Si(vieras(_____________(duele(perder(tu(amor Con(tu(adios(te(llevas(____________(corazon
No(se(si(pueda(volver(a(amar _____________(te(di(todo(el(amor(que(pude(dar (Repeat(chorus(twice)
Ay,(__________(me(duele Como(la(flor...
Independent Practice (You Do) (Differentiation/Accommodation Strategies linked):
Students will be given a handout of pre-work before watching the film.
Students are given an instruction hand-out on expectations of being an audience member as well as guided notes for
scenes 20-37.
Students will be watching the film "Selena" silently.
Closure/Exit Ticket:
Reflective questions
Tuesday, September 20th
Objective(s):
I can…



identify the Activity modules.
Interact with other students and instructor(s).
I can practice the Spanish objecctives from the past weeks in a Moodle online quiz
Standards (linked or just codes):
Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS)
4 competencies of a Foreign Language- Listening, Speaking, Reading, Writing (LSRW)
National Standards: 1.2 Understand language, 1.3 Present information, 2.1 Practices and perspectives, 2.2 Products and
perspectives, 4.2 Compare cultures
Aims


To prepare you for using an online learning environment.
To create a unique educational environment.
ACT Prep: Students are required to practice using their skills read a passage and answer multiple questions as part of
the ACT requirement. This section will allow the students to practice the ACT format online.
Do Now/Anticipatory Set (Hook):
Students will be asked to speak to their "lab partners" and practice their mini-speaking project with revisions done by Srta.
Baylon
Direct Instruction (I Do):
As part of the personalized learning pilot all of my students will be learning how to manage Srta. Baylon's Moodle website
for Spanish 1 class.
In this guide you will be introduced on how to login to Moodle, edit profile and the basics of participating in an online
course. It will take you step-by-step through entering the Moodle environment and working within Moodle. (to students)
What is Moodle?
Moodle is a program that allows the classroom to extend onto the web. We habe many options in setting up the Moodle
environment so you may access your assignments, interact with one another in the course, upload assignments, access
resources and much more.
This guide is your map to the electronic classroom access.
The purpose of using a Moodle website is another learning modailty for every student to practice.
Guided Practice (We Do):
The class will be given a demonstration on how to access the website. Students will be given a demonstration on how to
log-in to the website. We will go over proceeds of "forgetten password" check-list.
I will then have a student practice on the board to log-in as a why to check-understanding.
Students will be given a hand-out to follow along.
Students will be given instruction for the activity modules:
Moodle contains a wide range of Activity Modules that may be used to build up any type of course. Activity Modules are
represented by icons as shown in the examples below. Your instructor will determine which Activity Modules will best
facilitate the learning environment for your course. The icons will link to a list of all the instances Activity Module appear
throughout the course.
Here are some of the more common Activity Modules you will encounter in your courses and please refer to Moodle Icons
as well:
Assignments – Assignments specify a task that requires students to prepare uploading their work to a server. Typical
assignments include essays, projects, reports and so on. This module may include grading of the assignment.
Chats - The Chat module allows participants to have a real-time synchronous discussion via the web. This is a useful way
to get a different understanding of each other and the topic being discussed.
Forums - This activity can be the most important - it is here that most discussion takes place. Forums can be structured in
different ways, and can include peer rating of each posting. The postings can be viewed in a variety of formats, and can
include attachments. By subscribing to a forum, participants will receive copies of each new posting in their email. The two
most widely used forums are the general forum and the learning forum. The general forum is an open forum where any
one can start a new topic at any time. The learning forum is where you might post a discussion response to a question
posed by the teacher. Students in the class are then required to comment to a specific number of posts.
Journals – This is a forum where the teacher asks the student to reflect on a particular topic. This answer is private and
can only be seen by the teacher, who can offer feedback and a grade on each journal entry.
Resources - Resources can be prepared files uploaded to the course server, pages edited directly in Moodle, or links to
external web pages.
Quizzes – This module is for quiz tests, consisting of multiple choice, true-false, and short answer questions. This module
may include grading of the assignment.
Wikis - The Moodle Wiki module enables participants to work together on web pages to add, expand and change the
content. Old versions are never deleted and can be restored.
Students will be given the instructions for the Moodle icons.
We will walk to the computer lab to log-in and sign up for Srta. Baylon's course.
Independent Practice (You Do) (Differentiation/Accommodation Strategies linked):
Students will be working on their comprehensive Moodle "Quiz."
Closure/Exit Ticket:
1.) What clarification do you need about the website?
2.) What did you think about the Moodle program? What did you like most? Least?
Wednesday, September 21st
Review until all students reach an 85% mastery of exit ticket
Objective(s):
• I can… distinguish the use of “ser” and “estar” to indicate weather and seasons
I can… ask about and explain things they and others do in their free time with AR verbs.
Standards (linked or just codes):
Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS)
4 competencies of a Foreign Language- Listening, Speaking, Reading, Writing (LSRW)
National Standards: 1.2 Understand language, 1.3 Present information, 2.1 Practices and perspectives, 2.2 Products and
perspectives, 4.2 Compare cultures
WHY: The students will need to understand the fundamentals of conjugating
WHAT (VOCAB):
Nadar (swim)
Cantar (to sing)
Buscar (to look for)
Hablar (to talk)
Bailar (to dance)
Llorar (to give)
Llamar (to call)
Esperar (to hope)
Mirar (to look)
Jugar (to play)
HOW (GRAMMAR):
Explain to students what an “infinitive” is.
In Spanish, verbs in the infinitive act as the original verbs before conjugation. They translate to “to + action” ex: to eat
(comer)
-
Verbs that are in the infinitive form will end in either “AR” “ER” or “IR”.
-
We can tell if a verb is infinitive is it ends in one of those 3 types.
In order for an infinitive verb to be used in a sentence that has a subject (I, you, she, etc.) we have to conjugate the
infinitive in order for it to appropriate match the subject.
1. AR verb conjugation. In Spanish, verbs follow patterns depending upon the ending of the verb. One type of verb
ending is –AR. Regular –AR verbs follow the same conjugation pattern. In order to conjugate an –AR verb, we have
to remove the –AR ending and add either “o” “as” “a” “amos” or “an”.
Yo
-o
Tú
-as
Él/ella/Ud.
-a
Nosotros
-amos
Ellos/ellas/Uds.
-an
1. Pronoun+conjugated verb+day/time (location)
àEjemplo: él nada por la mañana.
1. To ask someone in Spanish about what they are doing you’d ask ¿Qué haces? Which means “What do you do?”
However if you want to ask what they do or we do or what she/he does then it would be
1. (él/ella)- que hace
2. (nosotros)- que hacemos
3. (ustedes/ellos/ellas)- que hacen
ACT Prep: The students will learn to communicate with others in an appropriate manner. They will be able to describe
what they and others are doing. This will assist in their language development and cultural competency in regards to the
Hispanic culture. In addition, the students will know more words in Spanish and thus be able to speak more fluidly and
describe their actions.
Do Now/Anticipatory Set (Hook):
Students write examples of the weather and then proceed to tell me about their activities before school, during school,
and after school. What do you enjoy doing on the weekends? (Appropriate answers)
Direct Instruction (I Do):
Hola clase! Hoy vamos a aprender mas sobre los verbos que terminan en –AR
Pero primero vamos a hacer un ENERGIZER
El objetivo para hoy es los conjugaciones de verbos que terminan en AR.
Dime ejemplos de verbos por favor:
Nadar
Bailar
Cantar
-
Verbs that are in the infinitive form will end in either “AR” “ER” or “IR”.
-
We can tell if a verb is infinitive is it ends in one of those 3 types.
In order for an infinitive verb to be used in a sentence that has a subject (I, you, she, etc.) we have to conjugate the
infinitive based on who is completing the action (subject).
1. Begin with –AR verb conjugation
All regular –AR verbs follow a pattern. In order to conjugate an –AR verb, we have to remove the –AR ending and add
either “o” “as” “a” “amos” or “an”.
Let’s take a look at our AR conjugation chart
**fill in with students
Yo
-o
Tú
-as
Él/ella/Ud.
-a
Nosotros
-amos
Ellos/ellas/Uds.
-an
**I will fill each section in as I go through explaining each conjugation**
Aquí hay un video que explica las conjugaciones de los verbos que terminan en AR
https://www.youtube.com/watch?v=1RuevxWIoCM
Guided Practice (We Do):
My actions
4-Step Model
To give you an idea of how we break apart an infinitive and add a different ending I will show you an example. This is our
3-step model that we will use to conjugate verbs.
-
1. Tomar (infinitive)
-
2. Identify subject
-
3. Tom –AR (take off AR ending)  tom
-
4. tom + (yo ending “o”)  tomo (I take)
Now let’s try conjugating an AR verb in its entirety.
CANTAR = to sing
**repeat the song before we conjugate!
**go through each conjugation with students guiding the work.
Yo
Canto
Tú
Cantas
Él/ella/Ud.
Canta
Nosotros
cantamos
Ellos/ellas/Uds.
Cantan
How would you answer the following questions…

Have chart paper with drawn scenarios that the students can write on
There needs to be a blank formula for them to fill in on the paper (chart paper)
Independent Practice (You Do) (Differentiation/Accommodation Strategies linked):
Make foldable that have the formula with the question and response to what you are doing

The students will make up their own examples to put into the paper
They can add drawings to use as a reference
Closure/Exit Ticket:
Check for understanding exercise: (on sheet of paper)
Circle, Square, Triangle
Circle- one thing that you still are unsure about from the lesson
Square- one thing that you feel comfortable with and could teach your peer
Triangle- summarize what you believe to be the main POINT of the lesson
Conjugate the following verbs in their proper form:
1. Bailar (Yo) ________________________
2. Cantar (Ella) _______________________
3. Escuchar (Nosotros) ___________________
4. Buscar (Ellos) ____________________
Translate the following sentences in either English or Spanish:
5. I talk on the phone with my friend.
________________________________________________________
6. I listen to my teacher.
________________________________________________________
Answer the questions below:
7. ¿Qué haces por la tarde?
___________________________________________________________________
8. ¿Qué hacemos en la clase de español?
___________________________________________
Thursday, September 22, 2016
Review until all students reach an 85% mastery of exit ticket
Objective(s):
• I can… distinguish the use of “ser” and “estar” to indicate weather and seasons
I can… ask about and explain things they and others do in their free time with AR verbs.
Standards (linked or just codes):
Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS)
4 competencies of a Foreign Language- Listening, Speaking, Reading, Writing (LSRW)
National Standards: 1.2 Understand language, 1.3 Present information, 2.1 Practices and perspectives, 2.2 Products and
perspectives, 4.2 Compare cultures
WHY: The students will need to understand the fundamentals of conjugating
WHAT (VOCAB):
Nadar (swim)
Cantar (to sing)
Buscar (to look for)
Hablar (to talk)
Bailar (to dance)
Llorar (to give)
Llamar (to call)
Esperar (to hope)
Mirar (to look)
Jugar (to play)
HOW (GRAMMAR):
Explain to students what an “infinitive” is.
In Spanish, verbs in the infinitive act as the original verbs before conjugation. They translate to “to + action” ex: to eat
(comer)
-
Verbs that are in the infinitive form will end in either “AR” “ER” or “IR”.
-
We can tell if a verb is infinitive is it ends in one of those 3 types.
In order for an infinitive verb to be used in a sentence that has a subject (I, you, she, etc.) we have to conjugate the
infinitive in order for it to appropriate match the subject.
1. AR verb conjugation. In Spanish, verbs follow patterns depending upon the ending of the verb. One type of verb
ending is –AR. Regular –AR verbs follow the same conjugation pattern. In order to conjugate an –AR verb, we have
to remove the –AR ending and add either “o” “as” “a” “amos” or “an”.
Yo
-o
Tú
-as
Él/ella/Ud.
-a
Nosotros
-amos
Ellos/ellas/Uds.
-an
1. Pronoun+conjugated verb+day/time (location)
àEjemplo: él nada por la mañana.
1. To ask someone in Spanish about what they are doing you’d ask ¿Qué haces? Which means “What do you do?”
However if you want to ask what they do or we do or what she/he does then it would be
1. (él/ella)- que hace
2. (nosotros)- que hacemos
3. (ustedes/ellos/ellas)- que hacen
ACT Prep: The students will learn to communicate with others in an appropriate manner. They will be able to describe
what they and others are doing. This will assist in their language development and cultural competency in regards to the
Hispanic culture. In addition, the students will know more words in Spanish and thus be able to speak more fluidly and
describe their actions.
Do Now/Anticipatory Set (Hook):
Students write examples of the weather and then proceed to tell me about their activities before school, during school,
and after school. What do you enjoy doing on the weekends? (Appropriate answers)
Direct Instruction (I Do):
Hola clase! Hoy vamos a aprender mas sobre los verbos que terminan en –AR
Pero primero vamos a hacer un ENERGIZER
El objetivo para hoy es los conjugaciones de verbos que terminan en AR.
Dime ejemplos de verbos por favor:
Nadar
Bailar
Cantar
-
Verbs that are in the infinitive form will end in either “AR” “ER” or “IR”.
-
We can tell if a verb is infinitive is it ends in one of those 3 types.
In order for an infinitive verb to be used in a sentence that has a subject (I, you, she, etc.) we have to conjugate the
infinitive based on who is completing the action (subject).
1. Begin with –AR verb conjugation
All regular –AR verbs follow a pattern. In order to conjugate an –AR verb, we have to remove the –AR ending and add
either “o” “as” “a” “amos” or “an”.
Let’s take a look at our AR conjugation chart
**fill in with students
Yo
-o
Tú
-as
Él/ella/Ud.
-a
Nosotros
-amos
Ellos/ellas/Uds.
-an
**I will fill each section in as I go through explaining each conjugation**
Aquí hay un video que explica las conjugaciones de los verbos que terminan en AR
https://www.youtube.com/watch?v=1RuevxWIoCM
Guided Practice (We Do):
My actions
4-Step Model
To give you an idea of how we break apart an infinitive and add a different ending I will show you an example. This is our
3-step model that we will use to conjugate verbs.
-
1. Tomar (infinitive)
-
2. Identify subject
-
3. Tom –AR (take off AR ending)  tom
-
4. tom + (yo ending “o”)  tomo (I take)
Now let’s try conjugating an AR verb in its entirety.
CANTAR = to sing
**repeat the song before we conjugate!
**go through each conjugation with students guiding the work.
Yo
Canto
Tú
Cantas
Él/ella/Ud.
Canta
Nosotros
cantamos
Ellos/ellas/Uds.
Cantan
How would you answer the following questions…

Have chart paper with drawn scenarios that the students can write on
There needs to be a blank formula for them to fill in on the paper (chart paper)
Independent Practice (You Do) (Differentiation/Accommodation Strategies linked):
Make foldable that have the formula with the question and response to what you are doing

The students will make up their own examples to put into the paper
They can add drawings to use as a reference
Closure/Exit Ticket:
Check for understanding exercise: (on sheet of paper)
Circle, Square, Triangle
Circle- one thing that you still are unsure about from the lesson
Square- one thing that you feel comfortable with and could teach your peer
Triangle- summarize what you believe to be the main POINT of the lesson
Conjugate the following verbs in their proper form:
1. Bailar (Yo) ________________________
2. Cantar (Ella) _______________________
3. Escuchar (Nosotros) ___________________
4. Buscar (Ellos) ____________________
Translate the following sentences in either English or Spanish:
5. I talk on the phone with my friend.
________________________________________________________
6. I listen to my teacher.
________________________________________________________
Answer the questions below:
7. ¿Qué haces por la tarde?
___________________________________________________________________
8. ¿Qué hacemos en la clase de español?
___________________________________________
Friday, September 23rd
Objective(s):
I can… demonstrate mastery of the week’s learning objectives with 85% accuracy.
Standards (linked or just codes):
Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS)
4 competencies of a Foreign Language- Listening, Speaking, Reading, Writing (LSRW)
National Standards: 1.2 Understand language, 1.3 Present information, 2.1 Practices and perspectives, 2.2 Products and
perspectives, 4.2 Compare cultures
ACT Prep: Students are participating to take an overall comprehension quiz on what they have learned over the week in
an environment that is timed.
Do Now/Anticipatory Set (Hook): The students will discuss the -AR verbs and conjugation of "Yo, Tu, El/ella/ usted"
Direct Instruction (I Do): Provide students with the purpose and expectations of taking the quiz. Review questions with
white boards.
Guided Practice (We Do): Students will continue to practice and review their grammar structure with whiteboards.
Independent Practice (You Do) (Differentiation/Accommodation Strategies linked):
Students will be given their weekly quiz with differentiation and accommodation given to the students with
accommodations.
Closure/Exit Ticket:
1.)
Where do you feel as though you need extra support on?
What question on the quiz did you want to review
: