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.
Friday, March 23, 2012
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.
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