Sunday, November 25, 2012
November 26 to November 30 Lesson Plans
Mr. Whittle
Spanish II
November 26-November 30
Unit: ¿Vamos de Viaje?
Overarching Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards high intermediate to advanced low fluency.
Monday
Daily Enduring Understanding: Students will be able to ask and understand target questions as well as respond in Spanish about vacations.
Daily Activities:
Entry Task
Whiteboard texting activity with target questions.
Partner dialog with 5 target questions.
1. Q: ¿Por qué vas (to the) (place)? A: Voy (to the) (place) para (verb),
2. Q: ¿Por qué fuiste (to the) (place)? A: Fui (to the) (place) para (verb),
3. Q: ¿Qué necesitas para (verb) A: Necesito (noun) para (verb).
4. Q: ¿Qué estás haciendo? A: Estoy (verb-ar+ando or verb –er/ir+iendo).
5. Q ¿Qué vas a llevar contigo y por qué? A. Voy a llevar (noun) para (verb). 6. ¿Qué tienes puesto? Tengo puesto (article of clothing).
Daily Assessment: Teacher observations during partner dialog. Looking for correct question and answers. Focus on meaning of each word and knowing what you are trying to say as you speak.
Homework: Study All Flashcards/Notes
Tuesday
Daily Enduring Understanding: Same as Monday
Daily Activities:
Translation Activity
Partner dialogs
Vacation picture, Q and A #1
Daily Assessment: Same as Monday
Homework: Study Flashcards
Wednesday
Daily Enduring Understanding: Same as Tuesday
Daily Activities:
Vacation Picture Translation Activity
Vacation Picture Listening activity #2
Charades with question #4
Large group
Small group
Daily Assessment: Exit ticket: One of the five questions. Looking for correct answers in Spanish.
Homework: Study flashcards
Thursday
Daily Enduring Understanding: Same as Monday.
Daily Activities:
Picture vacation Q and A #3.
Homework Instructions: Vacation picture writing.
Daily Assessment: Exit ticket: ¿Cuando vas a esquiar en las montañas, ¿qué vas a llevar contigo y por qué? Looking for appropriate responses.
Homework: Students will get a picture to write a description of the event in Spanish.
Friday
Daily Enduring Understanding: Same as Monday
Daily Activities:
Partner Share with their homework. (Ask and answer questions using target questions)
Project Preparation/rubric. Begin Rough draft of writing workshop..
Daily Assessment: Observations of homework share...iPad for formative assessment and data collection.
Homework: Organize project with rubric
Mr. Whittle
CWU Spanish 153
November 26-November 30
Unit: ¿Voy de Viaje?
Overarching Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards middle intermediate fluency.
Monday:
Daily Enduring Understanding: Students will be able to use their focus vocabulary and verbs for given travel situations.
Daily Activities: (Two days)
Arriba 5th Edition Page 308 9-20.
Write it all in Spanish on a separate piece of paper and then translate to English.
Pg 309, 9-21 Instead of using a partner, they will write down two different things they would do in the given situation, in a complete sentence in Spanish.
9-22… copy the following url into the computer on the left. http://media.pearsoncmg.com/ph/hss/SSA_CHAPTER_AUDIO/ml_zayas_arriba_5/chapter_audio.php?id=250
Have the students read each question and translate them before playing the audio. Play the audio up to three times for them. Have them select the correct response based on what they heard.
9-23…Take turns with a partner, comparing what they prefer to do on their vacations. After copying the chart and filling it out with their partner, having asked the questions in complete sentences in Spanish, then they will each write a Compare and contrast paragraph summary in Spanish.
Daily Assessment:
1. Observations of conversations, looking for correct vocabulary, verbs, and syntax.
Homework: Finish up to 9-21
Tuesday: Same assignment as yesterday.
Homework: Finish the assignment.
Wednesday
Daily Enduring Understanding: Same
Daily Activities:
Situations Preparations...teacher assign groups.
Begin Situation Preparations
Daily Assessment: Observations of situations using iPad for formative assessment and data collection.
Homework: Prepare situations and practice.
Thursday
Daily Enduring Understanding: Same
Daily Activities:
Situation Presentations
Daily Assessment: Same
Friday
Daily Enduring Understanding: Same
Daily Activities:
Situation Presentations
Daily Assessment: Same
Homework: None
Friday, August 31, 2012
Week One
Name: Nathan Whittle
Course: College Spanish
Unit: ¿Vamos de viaje?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards high intermediate to advanced low fluency.
Date
Date
8/27/12-8/30/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will know at what level they are in their Spanish. 1. Proficiency Test in computer lab.
2. While they test: Set up ipad app.
3. Hand in proficiency rubric
4. There isn’t a syllabus yet. I am waiting for the college on this one. Instead we will have a class discussion.
5. Dile que lyrics (homework) if time. Students will use actfl guidelines to assess their ability while using the rubric as evidence.
Tuesday Students will be able to identify verbs, dop’s, and idops in context. 1. Dile que lyrics activity. Focus on verbs, dop, and idop.
2. Class environment and norms.
3. Survivor groups (if time) I will collect the lyrics and check for correct identification of verbs, dop’s and idop’s.
Wednesday Students will be able to understand the target verbs when spoken. 1. Work with dile que.
2. DOP vs IDOP activity
3. Assign dile que. (2 weeks to learn the song)
4. (If time)TPR with new verbs. Observations of gestures and sounds, looking for correct gestures.
Thursday Students will understand the infinitives of the new verbs when spoken in Spanish 1. Dile que to start class.
2. TPR with new verbs.
3. Survivor groups (if not done yet)
4. First survivor challenge Exit Ticket: I will say the verb in Spanish and then the student will show me they understand by showing me the correct gesture. (track with ipad)
Friday No school
Course: Spanish II
1. Unit: ¿Qué desea usted?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards middle intermediate fluency.
Date
8/27/12-8/30/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will know at what level they are in their Spanish. 6. Proficiency Test in computer lab.
7. While they test: Set up ipad app.
8. Hand in proficiency rubric
9. Syllabus Homework Students will use actfl guidelines to assess their ability while using the rubric as evidence.
Tuesday Students will help create norms as well as understand classroom procedures. 1. TPR (new verbs) 5 minutes.
2. Syllabus Quiz
3. Collect Syllabus (Due Thursday)
4. Classroom environment Activity
5. Create Norms. Quiz will ensure that the students have read the syllabus. Ongoing assessment of class norms will continue throughout the year.
Wednesday Same as Tuesday 1. TPR (new verbs) 5 minutes
2. Continue Classroom environment activity and class norms.
3. Create Survivor groups (If time)
Same as Tuesday
Thursday Students will understand the infinitives of the new verbs when spoken in Spanish 1. Create Survivor groups (if not done already)
2. Collect Syllabus
3. First survivor challenge. TPR w/ new verbs. Exit Ticket: I will say the verb in Spanish and then the student will show me they understand by showing me the correct gesture. (track with ipad)
Friday No School
Thursday, March 29, 2012
Thursday, March 29
Spanish II:
Worked on project in the lab.
Due tomorrow at the end of class.
Spanish III/IV:
Main clauses/subjunctive/command challenge.
Will post homework below...
Worked on project in the lab.
Due tomorrow at the end of class.
Spanish III/IV:
Main clauses/subjunctive/command challenge.
Will post homework below...
Subjunctive Notes
http://www.studyspanish.com/lessons/subj1.htm
The subjunctive is not a tense; rather, it is a mood. Tense refers to when an action takes place (past, present, future), while mood merely reflects how the speaker feels about the action. The subjunctive mood is rarely used in English, but it is widely used in Spanish.
Here are some examples of the subjunctive being used in English:
The doctor recommends that he take the pills with food.
Subjunctive conjugation: he take
The law requires that you be 18 years old to vote.
Subjunctive conjugation: you be
If I were a rich man, I wouldn't have to work hard.
Subjunctive conjugation: I were
So far, you have studied verb tenses in the indicative mood. The indicative mood is used to express factual information, certainty, and objectivity.
Usted va al Perú en diciembre.
You are going to Peru in December.
The above sentence merely reports the fact that you are going to Peru in December, so the indicative mood is used.
Let's change the above example slightly:
No dudo que usted va al Perú en diciembre.
I don't doubt that you are going to Peru in December.
In the above sentence, the clause "no dudo" introduces a quality of certainty, -- the speaker has no doubt, so the indicative mood is used in the second clause (va) as well as the first (no dudo).
Let's make another slight change to our example:
Dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
In the above sentence, the clause "dudo" introduces a quality of uncertainty, -- the speaker does have doubt, so here the subjunctive mood is used in the second clause (vaya).
The subjunctive mood is used to express everything except certainty and objectivity: things like doubt, uncertainty, subjectivity, etc.
Yo dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
Since the above statement does not express certainty, the subjunctive (vaya) is required in the second clause.
The difference between indicative and subjunctive is the difference between certainty/objectivity (indicative) and possibility/subjectivity (subjunctive).
Indicative
John goes to the store.
(This sentence merely states the certain, objective fact that John goes to the store.)
I know that John goes to the store.
(The clause "I know" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
There is no doubt that John goes to the store.
(The clause "there is no doubt" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
Subjunctive
I want John to go to the store.
(The clause "I want" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
I hope that John goes to the store.
(The clause "I hope" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It is possible that John will go to the store.
(The clause "it is possible" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It's good that John goes to the store.
(The clause "it's good" alerts us that the speaker is about to express a subjective opinion.)
It's important that John goes to the store.
(The clause "it's important" alerts us that the speaker is about to express a subjective opinion.)
Because there must be some uncertainty or subjectivity to warrant the use of the subjunctive, you will usually see it in sentences that contain a main clause which introduces a quality of uncertainty or subjectivity.
I hope she will come.
I hope = main clause
I know she will come.
I know = main clause
I feel she will come.
I feel = main clause.
The above examples all have main clauses, but only the first and the third introduce an element of uncertainty or subjectivity.
In learning to use the subjunctive, it is quite helpful if one can first recognize such clauses. The following is a list of clauses commonly associated with the use of the subjunctive:
a menos que ...
unless ...
antes (de) que ...
before ...
con tal (de) que ...
provided that ...
cuando ...
when ...
conviene que ...
it is advisable that ...
después (de) que ...
after ...
dudar que ...
to doubt that ...
en caso de que ...
in case ...
en cuanto ...
as soon as ...
es aconsejable que ...
it's advisable that ...
es bueno que ...
it's good that ...
es difícil que ...
it's unlikely that ...
es dudoso que ...
it is doubtful that ...
es fácil que ...
it's likely that ...
es fantástico que ...
it's fantastic that ...
es importante que ...
it's important that ...
es imposible que ...
it's impossible that ...
es improbable que ...
it's unlikely that ...
es incierto que ...
it's uncertain that ...
es increíble que ...
it's incredible that ...
es (una) lástima que ...
it's a pity that ...
es malo que ...
it's bad that ...
es mejor que ...
it's better that ...
es menester que ...
it's necessary that ...
es necesario que ...
it's necessary that ...
esperar que ...
to wish that ...
es posible que ...
it's possible that ...
es preciso que ...
it's necessary that ...
es preferible que ...
it's preferable that ...
es probable que ...
it's probable that ...
es raro que ...
it's rare that ...
es ridículo que ...
it's ridiculous that ...
estar contento que
to be happy that ...
es terrible que ...
it's terrible that ...
hasta que ...
until ...
insistir en que ...
to insist that ...
mandar que ...
to order that ...
más vale que ...
it's better that ...
mientras que ...
while ...
negar que ...
to deny that ...
no creer que ...
not to believe that ...
no es cierto que ...
it's not certain that ...
no estar convencido de que ...
to not be convinced that ...
no estar seguro de que ...
to not be sure that ...
no es verdad que ...
it's not true that ...
no imaginarse que ...
to not imagine that ...
no parecer que ...
to not seem that ...
no pensar que ...
to not think that ...
no suponer que ...
to not suppose that ...
ojalá que ...
if only he would ...
para que ...
in order that ...
pedir que ...
to ask that ...
preferir que ...
to prefer that ...
prohibir que ...
to prohibit that ...
puede ser que ...
it may be that ...
querer que ...
to want that ...
recomendar que ...
to recommend that ...
rogar que ...
to plead that ...
sentir que ...
to regret that ...
sin que ...
without ...
sugerir que ...
to suggest that ...
tan pronto como ...
as soon as ...
temer que ...
to fear that ...
tener miedo de que ...
to be afraid that ...
As you can see, the list is quite long, and this isn't even a complete list! There are even more expressions that trigger use of the subjunctive that we haven't included. Instead of trying to memorize such a long list, why not familiarize yourself with a much shorter list of expressions with which the subjunctive is not used?
creer que ...
to believe that ...
no dudar que ...
to not doubt that ...
es cierto que ...
it is certain that ...
es claro que ...
it is clear that ...
es evidente que ...
it is certain that ...
es obvio que ...
it is obvious that ...
estar seguro que ...
to be sure that ...
es verdad que ...
it is true that ...
no cabe duda que ...
there's no doubt that ...
no es dudoso que ...
it is not doubtful that ...
no hay duda que ...
there is no doubt that ...
Since these expressions introduce a quality of certainty, they do not trigger the use of the subjunctive.
If you encounter a sentence with a main clause followed by a second clause, and the main clause introduces a quality of certainty or objectivity, the sentence will use the indicative mood in the second clause, since the sentence will be reporting something certain.
If you encounter a sentence with a main clause followed by a second clause, and the main clause does not introduce a quality of certainty or objectivity, the sentence will usually use the subjunctive mood in the second clause, since the sentence will not be reporting something certain.
The subjunctive is not a tense; rather, it is a mood. Tense refers to when an action takes place (past, present, future), while mood merely reflects how the speaker feels about the action. The subjunctive mood is rarely used in English, but it is widely used in Spanish.
Here are some examples of the subjunctive being used in English:
The doctor recommends that he take the pills with food.
Subjunctive conjugation: he take
The law requires that you be 18 years old to vote.
Subjunctive conjugation: you be
If I were a rich man, I wouldn't have to work hard.
Subjunctive conjugation: I were
So far, you have studied verb tenses in the indicative mood. The indicative mood is used to express factual information, certainty, and objectivity.
Usted va al Perú en diciembre.
You are going to Peru in December.
The above sentence merely reports the fact that you are going to Peru in December, so the indicative mood is used.
Let's change the above example slightly:
No dudo que usted va al Perú en diciembre.
I don't doubt that you are going to Peru in December.
In the above sentence, the clause "no dudo" introduces a quality of certainty, -- the speaker has no doubt, so the indicative mood is used in the second clause (va) as well as the first (no dudo).
Let's make another slight change to our example:
Dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
In the above sentence, the clause "dudo" introduces a quality of uncertainty, -- the speaker does have doubt, so here the subjunctive mood is used in the second clause (vaya).
The subjunctive mood is used to express everything except certainty and objectivity: things like doubt, uncertainty, subjectivity, etc.
Yo dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
Since the above statement does not express certainty, the subjunctive (vaya) is required in the second clause.
The difference between indicative and subjunctive is the difference between certainty/objectivity (indicative) and possibility/subjectivity (subjunctive).
Indicative
John goes to the store.
(This sentence merely states the certain, objective fact that John goes to the store.)
I know that John goes to the store.
(The clause "I know" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
There is no doubt that John goes to the store.
(The clause "there is no doubt" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
Subjunctive
I want John to go to the store.
(The clause "I want" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
I hope that John goes to the store.
(The clause "I hope" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It is possible that John will go to the store.
(The clause "it is possible" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It's good that John goes to the store.
(The clause "it's good" alerts us that the speaker is about to express a subjective opinion.)
It's important that John goes to the store.
(The clause "it's important" alerts us that the speaker is about to express a subjective opinion.)
Because there must be some uncertainty or subjectivity to warrant the use of the subjunctive, you will usually see it in sentences that contain a main clause which introduces a quality of uncertainty or subjectivity.
I hope she will come.
I hope = main clause
I know she will come.
I know = main clause
I feel she will come.
I feel = main clause.
The above examples all have main clauses, but only the first and the third introduce an element of uncertainty or subjectivity.
In learning to use the subjunctive, it is quite helpful if one can first recognize such clauses. The following is a list of clauses commonly associated with the use of the subjunctive:
a menos que ...
unless ...
antes (de) que ...
before ...
con tal (de) que ...
provided that ...
cuando ...
when ...
conviene que ...
it is advisable that ...
después (de) que ...
after ...
dudar que ...
to doubt that ...
en caso de que ...
in case ...
en cuanto ...
as soon as ...
es aconsejable que ...
it's advisable that ...
es bueno que ...
it's good that ...
es difícil que ...
it's unlikely that ...
es dudoso que ...
it is doubtful that ...
es fácil que ...
it's likely that ...
es fantástico que ...
it's fantastic that ...
es importante que ...
it's important that ...
es imposible que ...
it's impossible that ...
es improbable que ...
it's unlikely that ...
es incierto que ...
it's uncertain that ...
es increíble que ...
it's incredible that ...
es (una) lástima que ...
it's a pity that ...
es malo que ...
it's bad that ...
es mejor que ...
it's better that ...
es menester que ...
it's necessary that ...
es necesario que ...
it's necessary that ...
esperar que ...
to wish that ...
es posible que ...
it's possible that ...
es preciso que ...
it's necessary that ...
es preferible que ...
it's preferable that ...
es probable que ...
it's probable that ...
es raro que ...
it's rare that ...
es ridículo que ...
it's ridiculous that ...
estar contento que
to be happy that ...
es terrible que ...
it's terrible that ...
hasta que ...
until ...
insistir en que ...
to insist that ...
mandar que ...
to order that ...
más vale que ...
it's better that ...
mientras que ...
while ...
negar que ...
to deny that ...
no creer que ...
not to believe that ...
no es cierto que ...
it's not certain that ...
no estar convencido de que ...
to not be convinced that ...
no estar seguro de que ...
to not be sure that ...
no es verdad que ...
it's not true that ...
no imaginarse que ...
to not imagine that ...
no parecer que ...
to not seem that ...
no pensar que ...
to not think that ...
no suponer que ...
to not suppose that ...
ojalá que ...
if only he would ...
para que ...
in order that ...
pedir que ...
to ask that ...
preferir que ...
to prefer that ...
prohibir que ...
to prohibit that ...
puede ser que ...
it may be that ...
querer que ...
to want that ...
recomendar que ...
to recommend that ...
rogar que ...
to plead that ...
sentir que ...
to regret that ...
sin que ...
without ...
sugerir que ...
to suggest that ...
tan pronto como ...
as soon as ...
temer que ...
to fear that ...
tener miedo de que ...
to be afraid that ...
As you can see, the list is quite long, and this isn't even a complete list! There are even more expressions that trigger use of the subjunctive that we haven't included. Instead of trying to memorize such a long list, why not familiarize yourself with a much shorter list of expressions with which the subjunctive is not used?
creer que ...
to believe that ...
no dudar que ...
to not doubt that ...
es cierto que ...
it is certain that ...
es claro que ...
it is clear that ...
es evidente que ...
it is certain that ...
es obvio que ...
it is obvious that ...
estar seguro que ...
to be sure that ...
es verdad que ...
it is true that ...
no cabe duda que ...
there's no doubt that ...
no es dudoso que ...
it is not doubtful that ...
no hay duda que ...
there is no doubt that ...
Since these expressions introduce a quality of certainty, they do not trigger the use of the subjunctive.
If you encounter a sentence with a main clause followed by a second clause, and the main clause introduces a quality of certainty or objectivity, the sentence will use the indicative mood in the second clause, since the sentence will be reporting something certain.
If you encounter a sentence with a main clause followed by a second clause, and the main clause does not introduce a quality of certainty or objectivity, the sentence will usually use the subjunctive mood in the second clause, since the sentence will not be reporting something certain.
Wednesday, March 28, 2012
Wednesday, March 28
Spanish II:
Worked in lab on the project.
Due on Friday.
Spanish III/IV:
Entry task was to write everything you know about the subjunctive.
Lecture with examples on the command and subjunctive.
See post titled "Subjunctive notes" and take notes by hand.
Worked in lab on the project.
Due on Friday.
Spanish III/IV:
Entry task was to write everything you know about the subjunctive.
Lecture with examples on the command and subjunctive.
See post titled "Subjunctive notes" and take notes by hand.
Tuesday, March 27, 2012
Tuesday, March 27
Spanish II:
Worked in lab on the project.
Spanish III/IV:
learnspanish.com
verb drills
Lessons 18-20
Worked in lab on the project.
Spanish III/IV:
learnspanish.com
verb drills
Lessons 18-20
Monday, March 26, 2012
Monday, March 26
Spanish II:
1. Introduction to our project.
2. Follow the following instructions with the first four paragraphs of the project.
1. Use the endings to figure out who is doing the actions of each verb, then translate the verb directly above it on the paper.
2. Read the four paragraphs for comprehension...no translation. If you don't understand a verb then you need to circle it.
3. Translate the words you circled and write the translations above the word on the paper.
4. Reread for comprehension.
5. On the back of the paper, write a quick summary of the paragraph in English.
Hace dos años hubo un terremoto en Chile. Ocurrió a las tres y media de la mañana, el día 27 de febrero. Ese terremoto produjo un fuerte tsunami que devastó las ciudades en la costa de Chile. El sismo, que alcanzó una magnitud de 9, es considerado el segundo más fuerte de la historia del país. Las réplicas del terremoto se sentían hasta en Argentina, el país vecino de chile. En total hubo más que quinientos (500) difuntos (muertos) y miles de heridos.
Ahora, vamos a pretender. Hoy es el 27 de febrero del año 2010. Son las siete de la mañana. Eres de los Estados Unidos, pero trabajas como voluntario para la cruz roja en la provincia de Valparaíso. Esta región sintió, más fuerte, el impacto del sismo.
Tu trabajo es transcribir las conversaciones entre el médico de la cruz roja y las víctimas del terremoto. Esto significa que tienes que escribir exactamente lo que dicen el doctor y los pacientes.
Vas a transcribir 20 diálogos en los registros médicos de la cruz roja. Cada paciente va a tener un estado de salud diferente.
Spanish III/IV:
Learnspanish.com
Verb Drills
Lessons 21-23
1. Introduction to our project.
2. Follow the following instructions with the first four paragraphs of the project.
1. Use the endings to figure out who is doing the actions of each verb, then translate the verb directly above it on the paper.
2. Read the four paragraphs for comprehension...no translation. If you don't understand a verb then you need to circle it.
3. Translate the words you circled and write the translations above the word on the paper.
4. Reread for comprehension.
5. On the back of the paper, write a quick summary of the paragraph in English.
Hace dos años hubo un terremoto en Chile. Ocurrió a las tres y media de la mañana, el día 27 de febrero. Ese terremoto produjo un fuerte tsunami que devastó las ciudades en la costa de Chile. El sismo, que alcanzó una magnitud de 9, es considerado el segundo más fuerte de la historia del país. Las réplicas del terremoto se sentían hasta en Argentina, el país vecino de chile. En total hubo más que quinientos (500) difuntos (muertos) y miles de heridos.
Ahora, vamos a pretender. Hoy es el 27 de febrero del año 2010. Son las siete de la mañana. Eres de los Estados Unidos, pero trabajas como voluntario para la cruz roja en la provincia de Valparaíso. Esta región sintió, más fuerte, el impacto del sismo.
Tu trabajo es transcribir las conversaciones entre el médico de la cruz roja y las víctimas del terremoto. Esto significa que tienes que escribir exactamente lo que dicen el doctor y los pacientes.
Vas a transcribir 20 diálogos en los registros médicos de la cruz roja. Cada paciente va a tener un estado de salud diferente.
Spanish III/IV:
Learnspanish.com
Verb Drills
Lessons 21-23
Friday, March 23, 2012
March 19 to March 23
Name: Nathan Whittle
Course: Spanish II
Unit: ¿Cómo te sientes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will be able to express how they feel and give and take advice on how to get better. 1. Dialog Activity
2. Dialog on the board, students line up in two lines and perform the dialog two at a time.
3. Teacher erases words as they go. 1. Performance of the dialog. Looking for reduced wait time in the conversation.
Tuesday Same as Monday
1. Entry Task
2. Dialog Activity
3. Partners, one is a doctor, the other a patient. Rotate through the class. 1. ET, looking for understanding of Spanish using target vocab and structures.
Wednesday Same
1. Bingo writing game using the structures.
2. Exit Ticket.
a. Student gets one square from bingo and writes it on the exit ticket. 1. Looking for correct written structures and writing fluency.
Thursday Same
1. Texting game.
2. This is a silent dialog, where they use the whiteboards and pretend that they are their phones. No real texting is happening. 1. Observations of individual whiteboards looking for same as yesterday.
Friday Same
1. TPRS Leading into the writing workshop/project.
2. Practice writing dialogs. Surround sound and same as yesterday.
Name: Nathan Whittle
Course: Spanish III/IV
Unit: Cuando era un niño pequeño.
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Student will be able to use the imperfect tense to discuss how they were when they were little. 1. TPR with verbs and imperfect tense.
2. Challenge with conjugations.
3. Exit task. Students write down what teacher acts out. Challenge and correct responses to exit task.
Tuesday Same 1. Entry Task
2. TPR Challenge with speaking new verbs in imperfect tense. Entry task and challenge, looking for correct use of advanced structure.
Wednesday Same 1. Bingo game with Verbs and imperfect tense. Same as yesterday.
Thursday Same 1. Q and A with how they were when they were little, etc. 1. Surround sound looking for reduced processing time.
Friday Students will rewrite their power points focusing on advanced structures. 1. Work on song presentations. Begin next Friday. Power points, looking for writing fluency and advanced structures.
Course: Spanish II
Unit: ¿Cómo te sientes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will be able to express how they feel and give and take advice on how to get better. 1. Dialog Activity
2. Dialog on the board, students line up in two lines and perform the dialog two at a time.
3. Teacher erases words as they go. 1. Performance of the dialog. Looking for reduced wait time in the conversation.
Tuesday Same as Monday
1. Entry Task
2. Dialog Activity
3. Partners, one is a doctor, the other a patient. Rotate through the class. 1. ET, looking for understanding of Spanish using target vocab and structures.
Wednesday Same
1. Bingo writing game using the structures.
2. Exit Ticket.
a. Student gets one square from bingo and writes it on the exit ticket. 1. Looking for correct written structures and writing fluency.
Thursday Same
1. Texting game.
2. This is a silent dialog, where they use the whiteboards and pretend that they are their phones. No real texting is happening. 1. Observations of individual whiteboards looking for same as yesterday.
Friday Same
1. TPRS Leading into the writing workshop/project.
2. Practice writing dialogs. Surround sound and same as yesterday.
Name: Nathan Whittle
Course: Spanish III/IV
Unit: Cuando era un niño pequeño.
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Student will be able to use the imperfect tense to discuss how they were when they were little. 1. TPR with verbs and imperfect tense.
2. Challenge with conjugations.
3. Exit task. Students write down what teacher acts out. Challenge and correct responses to exit task.
Tuesday Same 1. Entry Task
2. TPR Challenge with speaking new verbs in imperfect tense. Entry task and challenge, looking for correct use of advanced structure.
Wednesday Same 1. Bingo game with Verbs and imperfect tense. Same as yesterday.
Thursday Same 1. Q and A with how they were when they were little, etc. 1. Surround sound looking for reduced processing time.
Friday Students will rewrite their power points focusing on advanced structures. 1. Work on song presentations. Begin next Friday. Power points, looking for writing fluency and advanced structures.
Friday, March 16, 2012
March 8, 9, 12, 16
Spanish II
Independent study unit in the computer lab. Instead of doing worksheets, you will be using a computer website that is interactive, has lessons, and will give you instant feedback on your progress. You are required to take notes, by hand, on each lesson. Then take the basic quiz A, using your notes, until you get 100%. Then print off the page that says you got a 100% and then turn them in on Friday, March 16. You may want to do some at home if four days in the lab isn't enough.
website: studyspanish.com
click: grammar
Go to: Unit Four
Do: Lessons 40-50
Spanish III/IV:
In the computer lab doing the power point presentations for your song presentation. Must be done completely in Spanish. Use the questions that are provided to make your powerpoint, to write the actual presentations.
Primera Pantalla:
1. El nombre de la canción.
2. El nombre del cantante o grupo.
3. Una foto del cantante o del grupo.
Segunda Pantalla:
1. Nombre Completo del cantante o los cantantes del grupo.
a. Datos importantes sobre el cantante o los cantantes del grupo.
b. ¿Qué edad tiene? ¿Cuál es su fecha de nacimiento?
c. ¿Dónde nació?
d. Describe a su familia.
Tercera Pantalla:
1. Datos Interesantes sobre el cantante o los cantantes del grupo.
a. Premios ganados
b. Caridades
c. Fechas notables.
d. Otras cosas interesantes tal como cuentos de su vida.
Cuarta Pantalla:
1. La historia de la canción.
a. ¿Quién la escribió?
b. ¿Cuándo fue publicada?
c. ¿Cuál sello disquero se la publicó?
d. ¿En la lista de éxitos de música, en cuál lugar debutó la canción?
e. ¿En la lista de éxitos de música, hasta dónde llegó la canción?
f. ¿Por qué fue escrita? ¿Hay una historia detrás de la canción?
Quita Pantalla:
1. ¿Por qué escogiste esa canción?
2. Tus pensamientos de la canción.
Sexta Pantalla:
1. Expresiones Idiomáticas
a. La frase en Español
b. La traducción literal en Inglés
c. La expresión idiomática del Inglés, o sea, como diríamos la expresión en Inglés.
Séptima Pantalla:
1. ¡Disfruten!
2. Otra foto.
Octava Pantalla:
1. Otras canciones en Español que recomiendas. (Las que, de verdad, has escuchado).
Independent study unit in the computer lab. Instead of doing worksheets, you will be using a computer website that is interactive, has lessons, and will give you instant feedback on your progress. You are required to take notes, by hand, on each lesson. Then take the basic quiz A, using your notes, until you get 100%. Then print off the page that says you got a 100% and then turn them in on Friday, March 16. You may want to do some at home if four days in the lab isn't enough.
website: studyspanish.com
click: grammar
Go to: Unit Four
Do: Lessons 40-50
Spanish III/IV:
In the computer lab doing the power point presentations for your song presentation. Must be done completely in Spanish. Use the questions that are provided to make your powerpoint, to write the actual presentations.
Primera Pantalla:
1. El nombre de la canción.
2. El nombre del cantante o grupo.
3. Una foto del cantante o del grupo.
Segunda Pantalla:
1. Nombre Completo del cantante o los cantantes del grupo.
a. Datos importantes sobre el cantante o los cantantes del grupo.
b. ¿Qué edad tiene? ¿Cuál es su fecha de nacimiento?
c. ¿Dónde nació?
d. Describe a su familia.
Tercera Pantalla:
1. Datos Interesantes sobre el cantante o los cantantes del grupo.
a. Premios ganados
b. Caridades
c. Fechas notables.
d. Otras cosas interesantes tal como cuentos de su vida.
Cuarta Pantalla:
1. La historia de la canción.
a. ¿Quién la escribió?
b. ¿Cuándo fue publicada?
c. ¿Cuál sello disquero se la publicó?
d. ¿En la lista de éxitos de música, en cuál lugar debutó la canción?
e. ¿En la lista de éxitos de música, hasta dónde llegó la canción?
f. ¿Por qué fue escrita? ¿Hay una historia detrás de la canción?
Quita Pantalla:
1. ¿Por qué escogiste esa canción?
2. Tus pensamientos de la canción.
Sexta Pantalla:
1. Expresiones Idiomáticas
a. La frase en Español
b. La traducción literal en Inglés
c. La expresión idiomática del Inglés, o sea, como diríamos la expresión en Inglés.
Séptima Pantalla:
1. ¡Disfruten!
2. Otra foto.
Octava Pantalla:
1. Otras canciones en Español que recomiendas. (Las que, de verdad, has escuchado).
Thursday, March 15, 2012
Feb 27 & 28, and March 7, 13, 14, 15
Spanish II:
Did reading, writing, speaking, and listening activities having to do with the dialog of a doctor and patient. If you were gone you need to get the make up packet and the dialog sheet. Do the packet and practice the dialog. Below I have posted all of the dialog that we need to know. This has all verbs and vocabulary you need to know, used in context.
El diálogo del capítulo nueve.
La primera pregunta: ¿Qué tienes?, ¿Cómo te sientes?, ¿Qué te pasa?, ¿Qué te duele?
La respuesta: Tengo dolor de cabeza, Tengo dolor de garganta, Tengo dolor de oído, Tengo dolor de estómago, Tengo dolor de muelas, Tengo frío, Tengo gripe, Tengo un resfriado, Tengo sueño, Tengo calor, Tengo fiebre (calentura), Me duele la cabeza (o las otras partes del cuerpo), Me duele el oído derecho, etc. Me siento bien, Me siento mal, Me siento mejor, Me siento peor, Me lastimé la pierna (o otra parte del cuerpo)
(You can start the answer with this...Yo creo que...then add one of these answers just as you see them written).
La segunda pregunta: ¿Qué debes hacer? (¿Qué debo hacer?)
La segunda respuesta: Debo (Debes)... ir al hospital, ir al dentista, ir al médico, ir a la clínica, ir a la enfermería, hacer ejercicio, dormir, quedarme (te) en cama, o llamar el doctor, tomar una pastilla, ponerme (te) una chaqueta.
Spanish III/IV:
Worked on song lyrics, as well as a variety of other Spanish concepts.
For each day you were gone you should have worked with your song or done something Spanish related to build you proficiency in speaking, reading, writing, and listening comprehension.
Did reading, writing, speaking, and listening activities having to do with the dialog of a doctor and patient. If you were gone you need to get the make up packet and the dialog sheet. Do the packet and practice the dialog. Below I have posted all of the dialog that we need to know. This has all verbs and vocabulary you need to know, used in context.
El diálogo del capítulo nueve.
La primera pregunta: ¿Qué tienes?, ¿Cómo te sientes?, ¿Qué te pasa?, ¿Qué te duele?
La respuesta: Tengo dolor de cabeza, Tengo dolor de garganta, Tengo dolor de oído, Tengo dolor de estómago, Tengo dolor de muelas, Tengo frío, Tengo gripe, Tengo un resfriado, Tengo sueño, Tengo calor, Tengo fiebre (calentura), Me duele la cabeza (o las otras partes del cuerpo), Me duele el oído derecho, etc. Me siento bien, Me siento mal, Me siento mejor, Me siento peor, Me lastimé la pierna (o otra parte del cuerpo)
(You can start the answer with this...Yo creo que...then add one of these answers just as you see them written).
La segunda pregunta: ¿Qué debes hacer? (¿Qué debo hacer?)
La segunda respuesta: Debo (Debes)... ir al hospital, ir al dentista, ir al médico, ir a la clínica, ir a la enfermería, hacer ejercicio, dormir, quedarme (te) en cama, o llamar el doctor, tomar una pastilla, ponerme (te) una chaqueta.
Spanish III/IV:
Worked on song lyrics, as well as a variety of other Spanish concepts.
For each day you were gone you should have worked with your song or done something Spanish related to build you proficiency in speaking, reading, writing, and listening comprehension.
Tuesday, March 6, 2012
Sub plans March 6
Periods Two, Three, Four, Five: Spanish II:
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. This is day two begin at 47 minutes into the movie (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
6. Collect packets when finished with the movie.
Period 6-Spanish III/IV:
1. Take Roll
2. Tell them to be ready to take a quiz on their songs tomorrow. They will begin working on the powerpoint on the 8th and presentations will begin on the 23rd. I can’t stress enough that they need to know their songs inside and out!!!! Tell them that they will have 4 days in the lab make the powerpoints. March 8, 9, 12, 16.
3. Ask them if they want time with their songs. If they do, and they remain on task, they may have as much time as they need. If they are off task, focus them on the video.
4. Those who choose not to work on their songs, will watch quack videos. They take 15 minutes each, so you should get through three of them. Have them sit back and enjoy them. They should know all the concepts. Please play in this order. Put the video in the vcr (under the printer) Turn on projector. You might have to push input on the projector remote.
a. Reflexive Verbs
b. Estar
c. Ser
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. This is day two begin at 47 minutes into the movie (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
6. Collect packets when finished with the movie.
Period 6-Spanish III/IV:
1. Take Roll
2. Tell them to be ready to take a quiz on their songs tomorrow. They will begin working on the powerpoint on the 8th and presentations will begin on the 23rd. I can’t stress enough that they need to know their songs inside and out!!!! Tell them that they will have 4 days in the lab make the powerpoints. March 8, 9, 12, 16.
3. Ask them if they want time with their songs. If they do, and they remain on task, they may have as much time as they need. If they are off task, focus them on the video.
4. Those who choose not to work on their songs, will watch quack videos. They take 15 minutes each, so you should get through three of them. Have them sit back and enjoy them. They should know all the concepts. Please play in this order. Put the video in the vcr (under the printer) Turn on projector. You might have to push input on the projector remote.
a. Reflexive Verbs
b. Estar
c. Ser
Monday, March 5, 2012
Sub Plans March 5
Periods Two, Three, Four, Five: Spanish II:
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. Please only play the first 47 minutes of the movie or until they say # 38 (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
Period 6-Spanish III/IV:
1. Take Roll
2. If they were gone yesterday or didn’t finish…Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
5. If they think they can pass a quiz on their own song, then they may play scrabble. If not, they need to get a different partner from yesterday and repeat 2-4 above.
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. Please only play the first 47 minutes of the movie or until they say # 38 (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
Period 6-Spanish III/IV:
1. Take Roll
2. If they were gone yesterday or didn’t finish…Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
5. If they think they can pass a quiz on their own song, then they may play scrabble. If not, they need to get a different partner from yesterday and repeat 2-4 above.
Sub Plans March 5
Periods Two, Three, Four, Five: Spanish II:
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. Please only play the first 47 minutes of the movie or until they say # 38 (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
Period 6-Spanish III/IV:
1. Take Roll
2. If they were gone yesterday or didn’t finish…Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
5. If they think they can pass a quiz on their own song, then they may play scrabble. If not, they need to get a different partner from yesterday and repeat 2-4 above.
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. Please only play the first 47 minutes of the movie or until they say # 38 (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
Period 6-Spanish III/IV:
1. Take Roll
2. If they were gone yesterday or didn’t finish…Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
5. If they think they can pass a quiz on their own song, then they may play scrabble. If not, they need to get a different partner from yesterday and repeat 2-4 above.
Friday, March 2, 2012
Sub Plans March 2
Spanish II
1. Take roll
2. They were going to do a story and answer questions, but I didn’t have time to write the story. So tell them plans have changed.
3. They will get out their Napoleon Dynamite packets. This has lines, in Spanish, from the movie.
4. They will get a partner and take turns quizzing each other on the meaning of each line. Start with one and move through the whole song. If they don’t know a word, they need to look it up in the dictionary and write it on their paper.
5. The following two class periods will require them to watch the movie and do a listening activity, so they are practicing so they know what the movie means.
Period 6-Spanish III/IV:
1. Take Roll
2. Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
1. Take roll
2. They were going to do a story and answer questions, but I didn’t have time to write the story. So tell them plans have changed.
3. They will get out their Napoleon Dynamite packets. This has lines, in Spanish, from the movie.
4. They will get a partner and take turns quizzing each other on the meaning of each line. Start with one and move through the whole song. If they don’t know a word, they need to look it up in the dictionary and write it on their paper.
5. The following two class periods will require them to watch the movie and do a listening activity, so they are practicing so they know what the movie means.
Period 6-Spanish III/IV:
1. Take Roll
2. Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
Thursday, March 1, 2012
Sub Plans March 1
Spanish II
1. Take roll
2. Form groups of four made up of members from different groups.
3. Hand out the go fish cards to each group, pick a person responsible for getting the cards back to you intact.
4. This is the second day of the game. They should know what they are doing now.
5. While playing go fish, the will need to speak in Spanish.
a. Question: Do you have the ________? = ¿Tienes________?
b. Answer: Yes, I have (it/them). Sí, _______ tengo.
c. In the question the blank will be for the body part they need.
d. When they answer they need to focus on whether or not the body part is masculine, feminine, singular, or plural, and in the blank they will insert the correct word (it or them)
i. El brazo = lo (it)
ii. La mano= la (it)
iii. Los hombros los (them)
iv. Las piernas las (them)
e. Example: ¿Tienes el brazo? Sí, lo tengo.
f. If they don’t have it, they need two no’s. No, no lo tengo. Then they add, “go fish” vete de pesca.
6. With five minutes to go in the period, have them count up their matches. Return to their groups and average their group scores. They get one point for each match they got.
Spanish III/IV
1. Take Roll
2. Put Princess Bride into the computer and turn on the projector. Set the movie to Spanish Language and English Subtitles.
3. Have students get out a piece of paper, and write down words and sentences they understand in Spanish.
4. Turn in their word lists at the end of the period for credit.
5. Please check yesterdays sub plans to know where to begin the movie. This is day 2 of this activity.
1. Take roll
2. Form groups of four made up of members from different groups.
3. Hand out the go fish cards to each group, pick a person responsible for getting the cards back to you intact.
4. This is the second day of the game. They should know what they are doing now.
5. While playing go fish, the will need to speak in Spanish.
a. Question: Do you have the ________? = ¿Tienes________?
b. Answer: Yes, I have (it/them). Sí, _______ tengo.
c. In the question the blank will be for the body part they need.
d. When they answer they need to focus on whether or not the body part is masculine, feminine, singular, or plural, and in the blank they will insert the correct word (it or them)
i. El brazo = lo (it)
ii. La mano= la (it)
iii. Los hombros los (them)
iv. Las piernas las (them)
e. Example: ¿Tienes el brazo? Sí, lo tengo.
f. If they don’t have it, they need two no’s. No, no lo tengo. Then they add, “go fish” vete de pesca.
6. With five minutes to go in the period, have them count up their matches. Return to their groups and average their group scores. They get one point for each match they got.
Spanish III/IV
1. Take Roll
2. Put Princess Bride into the computer and turn on the projector. Set the movie to Spanish Language and English Subtitles.
3. Have students get out a piece of paper, and write down words and sentences they understand in Spanish.
4. Turn in their word lists at the end of the period for credit.
5. Please check yesterdays sub plans to know where to begin the movie. This is day 2 of this activity.
Wednesday, February 29, 2012
February 29 Sub Plans
Spanish II:
1. Take roll
2. Form groups of four made up of members from different groups.
3. Hand out the go fish cards to each group, pick a person responsible for getting the cards back to you intact.
4. While playing go fish, the will need to speak in Spanish.
a. Question: Do you have the ________? = ¿Tienes________?
b. Answer: Yes, I have (it/them). Sí, _______ tengo.
c. In the question the blank will be for the body part they need.
d. When they answer they need to focus on whether or not the body part is masculine, feminine, singular, or plural, and in the blank they will insert the correct word (it or them)
i. El brazo = lo (it)
ii. La mano= la (it)
iii. Los hombros los (them)
iv. Las piernas las (them)
e. Example: ¿Tienes el brazo? Sí, lo tengo.
f. If they don’t have it, they need two no’s. No, no lo tengo. Then they add, “go fish” vete de pesca.
5. With five minutes to go in the period, have them count up their matches. Return to their groups and average their group scores. They get one point for each match they got.
6. This game will be played for two days. Make sure they turn in the cards to you and the papers with their averages.
Spanish III/IV
1. Take Roll
2. Put Princess Bride into the computer and turn on the projector. Set the movie to Spanish Language and English Subtitles.
3. Have students get out a piece of paper, and write down words and sentences they understand in Spanish.
4. Turn in their word lists at the end of the period for credit.
5. Please write down where the movie ended so tomorrows sub (possibly you) will know where to continue.
1. Take roll
2. Form groups of four made up of members from different groups.
3. Hand out the go fish cards to each group, pick a person responsible for getting the cards back to you intact.
4. While playing go fish, the will need to speak in Spanish.
a. Question: Do you have the ________? = ¿Tienes________?
b. Answer: Yes, I have (it/them). Sí, _______ tengo.
c. In the question the blank will be for the body part they need.
d. When they answer they need to focus on whether or not the body part is masculine, feminine, singular, or plural, and in the blank they will insert the correct word (it or them)
i. El brazo = lo (it)
ii. La mano= la (it)
iii. Los hombros los (them)
iv. Las piernas las (them)
e. Example: ¿Tienes el brazo? Sí, lo tengo.
f. If they don’t have it, they need two no’s. No, no lo tengo. Then they add, “go fish” vete de pesca.
5. With five minutes to go in the period, have them count up their matches. Return to their groups and average their group scores. They get one point for each match they got.
6. This game will be played for two days. Make sure they turn in the cards to you and the papers with their averages.
Spanish III/IV
1. Take Roll
2. Put Princess Bride into the computer and turn on the projector. Set the movie to Spanish Language and English Subtitles.
3. Have students get out a piece of paper, and write down words and sentences they understand in Spanish.
4. Turn in their word lists at the end of the period for credit.
5. Please write down where the movie ended so tomorrows sub (possibly you) will know where to continue.
Friday, February 24, 2012
February 21 to February 24
Name: Nathan Whittle
Course: Spanish 2
Unit: ¿Cómo te sientes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/21/12-2/24/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday No School: Presidents Day
Tuesday Students will be able to describe their houses, rooms, and chores. Extra Time for tests.
Test Feedback Test Results
Wednesday Students will be able to understand the target verbs when spoken. TPR with new verbs. Observations of gestures and sounds, looking for correct gestures.
Thursday Same Simon Says with new vocabulary.
Vocabulary and verb activity. Same
Friday Same TPR Activity with verbs and vocabulary.
Challenge or Quiz Same
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/21/12-2/24/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday 1. No School
Tuesday Students will be able to identify idiomatic expressions. 1. Idiomatic expression data from songs.
2. Finish song translation
3. Schedule song presentations (if time)
4. Challenge with tenses from songs. (if time) List of idiomatic expressions with what they think it means.
Wednesday Students will understand target Spanish when read as well as learn new expressions through song. 1. Schedule song presentations
2. Challenge with tense from songs.
3. Idiomatic expression challenge. (if time)
Song packet: looking for the students correct identification of those things listed.
Thursday Same as Tuesday 1. Idiomatic expressions challenge Observations from challenge looking for correct sentence structures.
Friday Same 1. Same as Thursday
2. Quiz Same/Quiz results looking for same.
Course: Spanish 2
Unit: ¿Cómo te sientes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/21/12-2/24/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday No School: Presidents Day
Tuesday Students will be able to describe their houses, rooms, and chores. Extra Time for tests.
Test Feedback Test Results
Wednesday Students will be able to understand the target verbs when spoken. TPR with new verbs. Observations of gestures and sounds, looking for correct gestures.
Thursday Same Simon Says with new vocabulary.
Vocabulary and verb activity. Same
Friday Same TPR Activity with verbs and vocabulary.
Challenge or Quiz Same
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/21/12-2/24/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday 1. No School
Tuesday Students will be able to identify idiomatic expressions. 1. Idiomatic expression data from songs.
2. Finish song translation
3. Schedule song presentations (if time)
4. Challenge with tenses from songs. (if time) List of idiomatic expressions with what they think it means.
Wednesday Students will understand target Spanish when read as well as learn new expressions through song. 1. Schedule song presentations
2. Challenge with tense from songs.
3. Idiomatic expression challenge. (if time)
Song packet: looking for the students correct identification of those things listed.
Thursday Same as Tuesday 1. Idiomatic expressions challenge Observations from challenge looking for correct sentence structures.
Friday Same 1. Same as Thursday
2. Quiz Same/Quiz results looking for same.
Friday, February 17, 2012
February 13 to February 17
Name: Nathan Whittle
Course: Spanish 2
Unit: ¿Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/13/12-2/17/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will describe house and furniture and chores. 1. Project Checklist Reading Activity
2. Self Reflection
3. Revisions due tomorrow. Project Rubric
Tuesday Same 1. Project Checklist Reading activity
2. Peer Evaluation Same
Wednesday Same 1. Q and A for test
2. Quiz on 14 endings. Quiz results: Looking for the proper endings.
Thursday 1. Unit Exam: Written and free write Test Results
Friday 1. Unit Exam: Speaking/Listening comprehension Test Results
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/13/12-2/17/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will use whole language approach to reading unknown texts. 1. Interest survey to determine the articles they will be reading.
2. Scrabble in Spanish Observations of student words and interactions as they play scrabble
Tuesday Same as Monday 1. Finish Spanish Scrabble
2. Hand out “Song Text Book”
3. Begin work on song (if time) Same
Wednesday Students will understand target Spanish when read as well as learn new expressions through song. 1. Song day
2. Students will go through the lyrics to identify verb structures, tense, unknown vocabulary, and idiomatic expressions.
Song packet: looking for the students correct identification of those things listed.
Thursday Students will be able to differentiate between preterit and imperfect tenses. 1. Phrase/syntax challenge with j-lo and jimmer. Observations from challenge looking for correct sentence structures.
Friday Same 1. Same as Thursday
2. Quiz Same/Quiz results looking for same.
Course: Spanish 2
Unit: ¿Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/13/12-2/17/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will describe house and furniture and chores. 1. Project Checklist Reading Activity
2. Self Reflection
3. Revisions due tomorrow. Project Rubric
Tuesday Same 1. Project Checklist Reading activity
2. Peer Evaluation Same
Wednesday Same 1. Q and A for test
2. Quiz on 14 endings. Quiz results: Looking for the proper endings.
Thursday 1. Unit Exam: Written and free write Test Results
Friday 1. Unit Exam: Speaking/Listening comprehension Test Results
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/13/12-2/17/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will use whole language approach to reading unknown texts. 1. Interest survey to determine the articles they will be reading.
2. Scrabble in Spanish Observations of student words and interactions as they play scrabble
Tuesday Same as Monday 1. Finish Spanish Scrabble
2. Hand out “Song Text Book”
3. Begin work on song (if time) Same
Wednesday Students will understand target Spanish when read as well as learn new expressions through song. 1. Song day
2. Students will go through the lyrics to identify verb structures, tense, unknown vocabulary, and idiomatic expressions.
Song packet: looking for the students correct identification of those things listed.
Thursday Students will be able to differentiate between preterit and imperfect tenses. 1. Phrase/syntax challenge with j-lo and jimmer. Observations from challenge looking for correct sentence structures.
Friday Same 1. Same as Thursday
2. Quiz Same/Quiz results looking for same.
Friday, February 10, 2012
February 6 to February 10
Name: Nathan Whittle
Course: Spanish 2
Unit: ¿Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/6/12-2/10/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will describe house and furniture and chores. 1. Project: Sections A-C All week.
2. Lab Project Rubric
Tuesday 1.
Wednesday 1.
Thursday 1.
Friday Same all week 1. Same all Week Same all week
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/6/12-2/10/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will use whole language approach to reading unknown texts. 1. El día de Eli. Verbs and Translation reading activity.
2. Sub Observations of student communication and responses to questions.
Tuesday Same as Monday 1. El Viaje Perdido Translataion activity.
2. Sub Questions
Wednesday Students will understand target Spanish when spoken 1. Revisit El día de Eli.
2. Write questions in Spanish.
Surround sound.
Thursday Students will be able to understand the fundamental differences between preterit and imperfect tenses. 1. El día de Eli question Challenge.
2. Learnspanish.com Independent study unit in the lab.
3. Lessons 62-74 Quiz Results from the online lessons
Friday Same 1. Same as Thursday2. Same
Course: Spanish 2
Unit: ¿Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/6/12-2/10/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will describe house and furniture and chores. 1. Project: Sections A-C All week.
2. Lab Project Rubric
Tuesday 1.
Wednesday 1.
Thursday 1.
Friday Same all week 1. Same all Week Same all week
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
2/6/12-2/10/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will use whole language approach to reading unknown texts. 1. El día de Eli. Verbs and Translation reading activity.
2. Sub Observations of student communication and responses to questions.
Tuesday Same as Monday 1. El Viaje Perdido Translataion activity.
2. Sub Questions
Wednesday Students will understand target Spanish when spoken 1. Revisit El día de Eli.
2. Write questions in Spanish.
Surround sound.
Thursday Students will be able to understand the fundamental differences between preterit and imperfect tenses. 1. El día de Eli question Challenge.
2. Learnspanish.com Independent study unit in the lab.
3. Lessons 62-74 Quiz Results from the online lessons
Friday Same 1. Same as Thursday2. Same
Friday, February 3, 2012
January 30 to February 3
Name: Nathan Whittle
Course: Spanish 2
Unit: ¿Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/30/12-2/3/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will listen to and speak about chores that they do at home. 1. Syntax activity with tener que, progressive, and ir a.
2. Listening and speaking practice with household chores and rooms. Thumbs up, thumbs down. Looking for student understand of spoken Spanish
Tuesday Same as Monday. 1. La Chica y su Guitarra oral questions challenge.
2. Clicker Quiz Quiz Results
Wednesday Students will cement their use of target vocabulary through writing. 1. Project Section A
2. Design and label house
3. Due Friday Observation of student progress.
Thursday Students will use flashcards to learn new vocab and words. 1. Flashcard study and challenges.
2. Quiz on next set of words. Quiz Results
Friday Same as Thursday. 1. Flashcards study and challenges.
2. Quiz on next set of words. Quiz Results
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/30/12-2/3/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will use whole language approach to reading unknown texts. 1. Book read.
2. Focus on verb endings.
3. Pairs read and translate. Observations of student communication and responses to questions.
Tuesday 1. Tense challenge with present, preterit, imperfect, future, etc.
2. Whiteboard with teams. Questions
Wednesday Students will understand target Spanish when spoken 1. Learn soccer vocabulary and verbs.
2. We weren’t ready for this last week so the rest of the week is the same as last weeks lesson plans.
Surround sound.
Thursday Students will understand target Spanish when spoken. 1. Continue with soccer vocabulary and verbs.
2. Draw on whiteboards the description that I give in Spanish.
Drawings: Looking for the correct drawings to assess understanding.
Friday Students will use Spanish to announce a soccer match in Spanish. 1. Wii soccer match
2. Students are the Spanish announcers. Observations. This will be a little crazy and may not work very well. I’m gonna try it once.
Course: Spanish 2
Unit: ¿Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/30/12-2/3/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will listen to and speak about chores that they do at home. 1. Syntax activity with tener que, progressive, and ir a.
2. Listening and speaking practice with household chores and rooms. Thumbs up, thumbs down. Looking for student understand of spoken Spanish
Tuesday Same as Monday. 1. La Chica y su Guitarra oral questions challenge.
2. Clicker Quiz Quiz Results
Wednesday Students will cement their use of target vocabulary through writing. 1. Project Section A
2. Design and label house
3. Due Friday Observation of student progress.
Thursday Students will use flashcards to learn new vocab and words. 1. Flashcard study and challenges.
2. Quiz on next set of words. Quiz Results
Friday Same as Thursday. 1. Flashcards study and challenges.
2. Quiz on next set of words. Quiz Results
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/30/12-2/3/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will use whole language approach to reading unknown texts. 1. Book read.
2. Focus on verb endings.
3. Pairs read and translate. Observations of student communication and responses to questions.
Tuesday 1. Tense challenge with present, preterit, imperfect, future, etc.
2. Whiteboard with teams. Questions
Wednesday Students will understand target Spanish when spoken 1. Learn soccer vocabulary and verbs.
2. We weren’t ready for this last week so the rest of the week is the same as last weeks lesson plans.
Surround sound.
Thursday Students will understand target Spanish when spoken. 1. Continue with soccer vocabulary and verbs.
2. Draw on whiteboards the description that I give in Spanish.
Drawings: Looking for the correct drawings to assess understanding.
Friday Students will use Spanish to announce a soccer match in Spanish. 1. Wii soccer match
2. Students are the Spanish announcers. Observations. This will be a little crazy and may not work very well. I’m gonna try it once.
Friday, January 27, 2012
January 23 to January 27
Name: Nathan Whittle
Course: Spanish 2
Unit: ¿Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/23/12-1/27/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will use new vocab and verbs to help reading comprehension of a story. 1. Reading translation using flashcards.
2. La Chica y su Guitarra
Tuesday Same as Monday. 1. Finish reading translations.
2. Quiz on first 24 words from the list. Quiz Results
Wednesday Same as Monday. 1. Reading translation question activity.
2. Quiz on next set of words Quiz Results
Thursday Students will use flashcards to learn new vocab and words. 1. Flashcard study and challenges.
2. Quiz on next set of words. Quiz Results
Friday Same as Thursday. 1. Flashcards study and challenges.
2. Quiz on next set of words. Quiz Results
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/23/12-1/27/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will learn about Diego Maradona, Pele, and Messi. 1. Diego Maradona Documentary
2. Pelé article focus on verbs. Group discussions
Tuesday 1. Continue Pelé article reading activity.
2. Pairs read.
3. Write questions in Spanish. Questions
Wednesday Students will understand target Spanish when spoken 1. Learn soccer vocabulary and verbs. Surround sound.
Thursday Students will understand target Spanish when spoken. 1. Continue with soccer vocabulary and verbs.
2. Draw on whiteboards the description that I give in Spanish.
Drawings: Looking for the correct drawings to assess understanding.
Friday Students will use Spanish to announce a soccer match in Spanish. 1. Wii soccer match
2. Students are the Spanish announcers. Observations. This will be a little crazy and may not work very well. I’m gonna try it once.
Course: Spanish 2
Unit: ¿Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/23/12-1/27/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will use new vocab and verbs to help reading comprehension of a story. 1. Reading translation using flashcards.
2. La Chica y su Guitarra
Tuesday Same as Monday. 1. Finish reading translations.
2. Quiz on first 24 words from the list. Quiz Results
Wednesday Same as Monday. 1. Reading translation question activity.
2. Quiz on next set of words Quiz Results
Thursday Students will use flashcards to learn new vocab and words. 1. Flashcard study and challenges.
2. Quiz on next set of words. Quiz Results
Friday Same as Thursday. 1. Flashcards study and challenges.
2. Quiz on next set of words. Quiz Results
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/23/12-1/27/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will learn about Diego Maradona, Pele, and Messi. 1. Diego Maradona Documentary
2. Pelé article focus on verbs. Group discussions
Tuesday 1. Continue Pelé article reading activity.
2. Pairs read.
3. Write questions in Spanish. Questions
Wednesday Students will understand target Spanish when spoken 1. Learn soccer vocabulary and verbs. Surround sound.
Thursday Students will understand target Spanish when spoken. 1. Continue with soccer vocabulary and verbs.
2. Draw on whiteboards the description that I give in Spanish.
Drawings: Looking for the correct drawings to assess understanding.
Friday Students will use Spanish to announce a soccer match in Spanish. 1. Wii soccer match
2. Students are the Spanish announcers. Observations. This will be a little crazy and may not work very well. I’m gonna try it once.
Friday, January 20, 2012
January 17 to January 20
Name: Nathan Whittle
Course: Spanish 2
Unit: ¿Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/17/12-1/20/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday No School MLK Jr. Day
Tuesday Students will reflect on their test, and use this time to look over their writing and fix their mistakes. 1. Feedback on tests.
2. Go over the writing part and correct errors. Test Results: Looking for good corrections of their writing.
Wednesday Students will be able to understand new verbs when spoken. 1. TPR: New verbs.
2. Exit task, I say the verb and students perform the action. Exit Task: Look for correct actions when spoken by teacher.
Thursday Same as Wednesday 1. TPR review
2. TPR Challenge. Same as Wed.
Friday Same as Wednesday 1. TPR Review
2. TPR Quiz Same as Wed.
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/17/12-1/20/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday No School MLK JR. Day It took a lot longer to do the oral testing as I thought. This is why I have the same lesson plans as last week for the rest of the week. I didn’t begin the new unit.
Tuesday Understand new verbs and vocabulary when spoken. 2. Begin new Chapter with tpr.
3. ¿Cómo te diviertes? Surround sound and observations of gestures.
Wednesday Same as Tuesday 1. Tpr challenges.
2. Draw Vocabulary Looking for correct actions when verb is spoken.
Thursday Speak new verbs and vocabulary. 1. Entry Task
2. Tpr challenges.
3. Vocabulary Game Looking for correct verbs spoken when action is performed.
Friday Same as Thursday. 1. Vocabulary game
2. Speaking prompt.
3. Get schedule for song presentations. Same as Wed. and Thurs.
Course: Spanish 2
Unit: ¿Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/17/12-1/20/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday No School MLK Jr. Day
Tuesday Students will reflect on their test, and use this time to look over their writing and fix their mistakes. 1. Feedback on tests.
2. Go over the writing part and correct errors. Test Results: Looking for good corrections of their writing.
Wednesday Students will be able to understand new verbs when spoken. 1. TPR: New verbs.
2. Exit task, I say the verb and students perform the action. Exit Task: Look for correct actions when spoken by teacher.
Thursday Same as Wednesday 1. TPR review
2. TPR Challenge. Same as Wed.
Friday Same as Wednesday 1. TPR Review
2. TPR Quiz Same as Wed.
Course: Spanish III
1. Unit: ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/17/12-1/20/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday No School MLK JR. Day It took a lot longer to do the oral testing as I thought. This is why I have the same lesson plans as last week for the rest of the week. I didn’t begin the new unit.
Tuesday Understand new verbs and vocabulary when spoken. 2. Begin new Chapter with tpr.
3. ¿Cómo te diviertes? Surround sound and observations of gestures.
Wednesday Same as Tuesday 1. Tpr challenges.
2. Draw Vocabulary Looking for correct actions when verb is spoken.
Thursday Speak new verbs and vocabulary. 1. Entry Task
2. Tpr challenges.
3. Vocabulary Game Looking for correct verbs spoken when action is performed.
Friday Same as Thursday. 1. Vocabulary game
2. Speaking prompt.
3. Get schedule for song presentations. Same as Wed. and Thurs.
Friday, January 13, 2012
January 9 to January 13
Name: Nathan Whittle
Course: Spanish 2
Unit: Adónde vas de vacacciones?/Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/9/12-1/13/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will use target Spanish focus on ir a + inf, progressive tense, para +inf, hay, hacer weather expressions, Telling time, 1. Test: Language Comprehension, matching, and interpersonal speaking. Test Results.
Tuesday Same as Monday. 1. Test: Writing, Reading, and Presentational Speaking Test Results
Wednesday Same as Monday. 1. Test: Presentational Speaking, Listening Comprehension Test
Thursday Same as Monday. 1. Test: Presentational speaking
2. Listening activity Test
Friday Students will be able to understand new verbs when spoken. 1. TPR: New verbs.
2. Exit task, I say the verb and students perform the action. Exit Task: Look for correct actions when spoken by teacher.
Course: Spanish III
1. Unit: ¿Qué haces todos los días?/ ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/9/12-1/13/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will understand reflexive verbs and be able to speak the infinitives and conjugations. 1. Reflexive Verb Oral Test Test
Tuesday Understand new verbs and vocabulary when spoken. 2. Begin new Chapter with tpr.
3. ¿Cómo te diviertes? Surround sound and observations of gestures.
Wednesday Same as Tuesday 1. Tpr challenges.
2. Draw Vocabulary Looking for correct actions when verb is spoken.
Thursday Speak new verbs and vocabulary. 1. Entry Task
2. Tpr challenges.
3. Vocabulary Game Looking for correct verbs spoken when action is performed.
Friday Same as Thursday. 1. Vocabulary game
2. Speaking prompt.
3. Get schedule for song presentations. Same as Wed. and Thurs.
Course: Spanish 2
Unit: Adónde vas de vacacciones?/Qué haces en tu casa?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/9/12-1/13/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will use target Spanish focus on ir a + inf, progressive tense, para +inf, hay, hacer weather expressions, Telling time, 1. Test: Language Comprehension, matching, and interpersonal speaking. Test Results.
Tuesday Same as Monday. 1. Test: Writing, Reading, and Presentational Speaking Test Results
Wednesday Same as Monday. 1. Test: Presentational Speaking, Listening Comprehension Test
Thursday Same as Monday. 1. Test: Presentational speaking
2. Listening activity Test
Friday Students will be able to understand new verbs when spoken. 1. TPR: New verbs.
2. Exit task, I say the verb and students perform the action. Exit Task: Look for correct actions when spoken by teacher.
Course: Spanish III
1. Unit: ¿Qué haces todos los días?/ ¿Cómo te diviertes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
1/9/12-1/13/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will understand reflexive verbs and be able to speak the infinitives and conjugations. 1. Reflexive Verb Oral Test Test
Tuesday Understand new verbs and vocabulary when spoken. 2. Begin new Chapter with tpr.
3. ¿Cómo te diviertes? Surround sound and observations of gestures.
Wednesday Same as Tuesday 1. Tpr challenges.
2. Draw Vocabulary Looking for correct actions when verb is spoken.
Thursday Speak new verbs and vocabulary. 1. Entry Task
2. Tpr challenges.
3. Vocabulary Game Looking for correct verbs spoken when action is performed.
Friday Same as Thursday. 1. Vocabulary game
2. Speaking prompt.
3. Get schedule for song presentations. Same as Wed. and Thurs.
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