20142015
Leonardo Da Vinci (IS61Q) Spanish Teacher and Guitar Teacher
http://www.davinci61.com/
 
Welcome to your class Page!!!! This is where you will be able to find important information about this class. I will be posting many things below like homework, due dates, extra credit assignments, hand outs and much more here for your convenience. Lots of resources can be found here in the future, so be sure to check this website after every class session if possible. All you have to do is look for the appropriate blue link that corresponds with your assignments below. If you have any questions, remember you can always contact me on engrade or email me at -- tseidner@schools.nyc.gov -- if you don't already have an email account, you should create one now. Ask a friend or a family member to help set one up for you if necessary.

Please look in the upper-right part of this page and you'll see a blue link (Mr. Seidner). Click there and it will take you to my profile page. Please read the important information about Quia there. Now scroll down on my page and you will see a link to Engrade and also a link back to your class page. You can go back and forth between my page and your page easily.

I will be posting lots of links to documents and such below. You can look at them by clicking the blue links and it's easy to zoom in if the text is too small. You can can also right click on them and choose "Save as..." and download these documents or files to your computer. Then, you can print them out if you want a hard copy. Try clicking on the Parent Letter and Student Contract (blue link below). If you can't print it out, don't worry. I'll be giving you a copy of it and all other important documents in class. If you miss class or lose your handouts, I may not necessarily provide you with another. So, I will expect you to come here and get yourself caught up.

***Preliminary Reading Assessment***

After reading the following article "Los Uniformes Escolares" silently to yourself, please answer the following questions in your notebook:

1.) What is the main idea of the text?
2.) What kind of text is it? ...argumentative, informative, persuasive, response to literature, etc.
How do you know? Cite evidence from the selection.
3.) Using one of the following sentence starters, argue whether you are in favor or against wearing school uniforms.
- Yo pienso que...
- Yo creo que...
- Yo opino que...

4.) Organize arguments in favor and against wearing school uniforms in the form of a T chart. There should be at least 3 in each column.

Los_Uniformes_Escolares_(letctura_pt.1).jpg

Los_Uniformes_Escolares_(letctura_pt.2).jpg

***Agenda#1***

I. Introductions: ¡Bienvenidos! Yo me llamo el Señor Seidner. ¿Y tú? ¿Cómo te llamas?
a.) ¿Cómo te llamas tú? / ¿Cómo se llama usted? (What is your name?)
b.) Yo me llamo... (My name is...)
c.) Mi nombre es... (My name is...)
d.) ¿Y tú? / ¿Y usted? (And you...)

II. Seating:
a.) Base Groups (Alphabetical Order)
b.) Expert Groups (Based on Pre-test)

III. School Policies and Class Rules:
a.) Basic Expectations
b.) Quia Website
c.) Engrade Website
d.) Parent Letter and Student Contract: See link below

Parent_Letter_and_Student_Contract

*Some changes to the contract will be discussed in class*

IV. Homework#1 - I will be checking for the following items:
a.) Binder with a Spiral notebook inside
b.) Folder
c.) Loose Leaf paper

***Agenda#2***

*We will be sitting in alphabetical order (base groups)*

I. Warm-up: Students will rate themselves as beginner (1), intermediate (2) or advanced (3) based on their prior knowledge / experience with the Spanish language. They will also complete ''Práctica Oral (#'s 1 and 2) with a partner.

II. Aim: How do we introduce ourselves in Spanish?

III. Mini-Lesson: a.) MLTP: Students will be able to introduce themselves to a peer by asking and answering "What's your name?" b.) Ex: ''Yo me llamo José. Y tú, ¿cómo te llamas?" c.) Vocabulary: See page 4 of the handout (below)

_Como_te_llamas(1)_

_Como_te_llamas(2)_

IV. Work Period: Complete Práctica de Conversación and Práctica Escrita from the handout (above).

V. Share-out: Read and discuss the Nota Cultural with a peer.

VI. Homework#2: Parent Letter and Student Contract

***Agenda#3***

I. Warm-up: Introduce yourself to a peer in Spanish. Write both the question and the response in complete Spanish sentences.

II. Aim: How can students ask and answer some basic questions for personal identification?

III. Mini-Lesson: a.) MLTP: Students will be able to ask a peer basic questions for personal identification and respond.

*Notice how in Spanish-speaking culture, people tend to have two last names. The first one refers to the father's side of the family; the second refers to the mother's side. - Carlos López Ruiz
First Name (nombre), Dad's Last Name (apellido), Mom's Last Name (apellido)

b.) Vocabulary: See part 2 of the handout (below)

c.) Práctica de Conversación 1

Personal ID - Carlos Lopez Ruiz (1)

Personal ID - Carlos Lopez Ruiz (2)

IV. Work Period: Ask a peer in your group the following questions for personal identification (exchange). Write and answer in complete sentences. See the profile of Carlos López Ruiz.

V. Share-out: ¿Voluntarios?

VI. Closing: Read the shaded box. What do you think the appropriate verb form is for ''you''?

VII. Homework#3: Study the vocabulary on part 2 (below)

***Take Pre-Test for Unit 1***

***Score Pre-Test for Unit 1***

Regents Preparation: *8th Grade Classes Only*

p.2-3_YesNo_Questions.jpg

p.4-5_Question_Words.jpg

p.6-7_More_Questions.jpg

***Agenda#4***

I. Warm-up: Students take turns asking / answering some basic questions for personal identification and record their responses. ex: ¿Cómo te llamas? ---> Me llamo Ricardo, ¿y tú? ex: ¿De dónde eres? Yo soy de Nueva York, ¿y tú? etc.

II. Aim: How can students conjugate and apply -AR verbs in Spanish?

III. Mini-Lesson: a.) MLTP: Students will learn to use -AR verbs by analyzing a verb chart and by applying it to a short reading selection. b.) grammar: -AR_Verb-Chart

c.) vocabulary: Verb, Conjugate, Infinitive, Cognate

Quote from reading: "(Paco) habla con el frutero en la frutería."

Work-Period: Students read the passage together in groups and identify 3 other -AR verbs from the passage (below). Can you find any cognates? How can you use cognates and inference to figure out the meanings of words you don't know?

Paco_del_Campo

*Try writing your own story in the first person*

Share-out: Round Robin - How were you able to identify the verbs? What could they mean? What do they have in common with the one we studied in the mini-lesson?

Closing: What can we use verb charts for? Why are they useful?

Homework#4: -AR Verbs (en la escuela)

-AR verbs (en la escuela) 1

-AR verbs (en la escuela) 2

***Agenda#5***

I. Warm-up: Share 3 quotes from the reading "Paco del Campo" and make a comparative diagram like the one below.

Ex: If "(Paco) habla con el frutero" means 'Paco speaks with the fruit seller,' then "(Paco) compra unas frutas" means 'Paco buys some fruits' because "Hablar" (to speak) and "Comprar" (to buy) are both -AR verbs in the 3rd person. So, "habla" = he speaks and "compra" = he buys *See verb chart*

II. Aim: How can we use -AR verbs appropriately?

III. Mini-lesson: a.) MLTP: Students will use charts and vocabulary in context in order to practice applying -AR verb conjugation.

b.) Grammar: -AR verb conjugation (continued)

c.) Vocabulary: Hablar, Estudiar, Bailar, Usar, Necesitar, Montar, Dibujar, Patinar, Caminar, Cantar, Sacar, Prestar, Contestar, Llevar, Dar, Enseñar

IV. Work Period: Complete "El Verbo Exacto" parts A and B in Groups.

El_Verbo_Exacto.1

V. Share-out: All together...

VI. Closing: How were you able to figure out which form of the verb to use for part B?

VII. Homework#5: Complete the back side A, B, and C. You may need to look up some words.

El_Verbo_Exacto.2

***Agenda#6***

I. Warm-Up: Fill in the blank with the correct form of the -AR verb in parenthesis.

1.) El profesor _________ (enseñar) la lección mientras que ....
2.)...los alumnos ___________ (escuchar) con interés.

II. Aim: How can students ask a peer how s/he is feeling and be able to respond appropriately?

III. Mini-Lesson: a.) MLTP: Students will be able to greet a peer by asking "How are you?" in Spanish and be able to respond.

b.) Grammar: 1.) In order to ask how someone is and respond...
- ¿Cómo estás (tú)? ---> (Yo) estoy....
- ¿Qué tal? ----> (Yo) estoy....
2.) Notice how boys and girls sometimes answer differently. Ex: Boy - Estoy enfermo. Ex: Girl - Estoy enferma. *See Pivotal Questions from handout (below)

Como_Estas?(pt.1)

3.) Vocabulary: Bien (well), Mal (bad / poor), Regular (regular / fair), mas o menos (more or less), así así (so, so), enfermo(a) (sick), cansado(a) (tired), muy (very), ¡Hola! (Hello!), ¿y tú? (and you?), muy (very), Yo también (me too), gracias (thank you)

*Have-a-Go: Práctica de Conversación 1 - Turn and Talk: Ask two other peers near you ¿Cómo estás? or ¿Qué tal? and listen carefully to each response.
Ex: Isabel - ¡Hola! ¿Qué tal?
Tomás - Estoy bien. ¿y tú?
Isabel - Estoy muy bien, gracias.

IV. Work Period: Complete Práctica de Conversación 2, parts A, B and C. Then, record your questions and answers in complete Spanish sentences in your notebook.

Como_Estas? (pt.2)

V. Share-out: ¿Voluntarios?

VI. Closing: Pivotal Questions - When responding to the questions ¿Cómo estás? or ¿Qué tal?, if a male answers with and adjective ending in the letter "o", in what letter must the adjective end for a female? From what example did you get your answer? How would a male say "I'm sick?" How would a female say it?

Homework#6: Práctica Escrita 3 - Write an original dialogue showing how one peer greets another and receives a response. S/he then asks about the health of the other person and receives a reply. Write the name of each speaker. Use at least 6 lines and try to incorporate new expressions from the pg. 45 handout (below). You could end your dialogue with "¡Qué te mejores pronto!" (get better soon).

Que_tienes? ...un_resfrio?

***Agenda#7***

I. Warm-up: Share your dialogues with a peer by taking turns playing each of the parts out loud. How were you able to make use of the vocabulary from last class in order to express how someone is feeling?

II. Aim: How can students utilize goal sheets in order to track their progress in Spanish class?

III. Mini-Lesson: a.) MLTP: Students will begin to track their progress by filling out their goal sheets, analyzing their strengths and weaknesses, and discussing what they need to improve in order to achieve proficiency.

Unit1_Goal_Sheet-a

Unit1_Goal_Sheet-b

b.) Vocabulary: Tracking, Progress, Analysis, Proficiency, Areas of Need, Score, Percentage

c.) Grammar: N/A

IV. Work Period: Students will receive their Pre-Tests, fill in the first part of their goal sheets and brainstorm about how they can improve for the Post-Test.

V. Share-out: Q and A

VI. Closing: Typographical Errors, Common mistakes, FAQ

VII. Homework#7: Finish the front side of your goal sheet and go over it with your parents. Don't forget that both you and your parent need to sign and date the document. Then, bring it to me at the beginning of the next class session.

***Informal Reading Asessement:

Permitame_Presentarme

Regents Review (Estar):

Regents_Review_-_Estar_-_pp._24_-_25.jpg

Regents_Review_-_Estar_-_Adverbs_-_pp._26_-_27.jpg

***Agenda#8***

I. Warm-up: Greet a peer in Spanish and ask a basic question for personal identification. Then, record your conversation.

II. MLTP: Students will be able to write a letter to an imaginary friend (pen pal) in Spanish by applying their knowledge of basic questions for personal identification.

III. Grammar: Questions and Answers for Personal Identification.

Personal ID - Carlos Lopez Ruiz (1)

Personal ID - Carlos Lopez Ruiz (2)

*Supplemental Vocabulary: descriptive adjectives

Vocabulary_-_Descriptive_Adjectives

IV. Vocabulary: - Querido(a); - amigo(a); - ciudad; - día; - mes; -año; - sinceramente; - respetuosamente; - amistosamente

Una_Carta_por_Correspondencia.jpg

V. Work Period: Students will work on the 1st draft of their pen pal letters.

1(B): Use the basic questions for personal identification to write the first draft of your letter. Try to incorporate as many of the expressions from class as possible.

2(O): Address all 10 questions, move on to the second paragraph (about the family).

3(A): What else can you state or ask about in your pen pal letter? In addition to addressing all topics, try to incorporate as much original material as possible.

VI. Share: Peer Editing

VII. Closing: Resumen (Summary)

VIII. Homework#8: Finish your pen pal letter on a separate loose leaf sheet of paper and place it in your folder. Keep this assignment as a sample of your writing just in case you need to put something in your portfolio.

***Mid-Assessment***

I will be checking Notebooks and Folders during the test. Please make sure to bring all related materials to class.

Regents Preparation: *8th Grade Classes Only*

Regents_Review_-_Gerund_-_pp._100_-_101.jpg

Regents_Review_-_Future_Tense__and_Expressions_102_-_103.jpg

***Agenda#9***

I. Warm-up: Read part A: Greetings - Turn and Talk : What is the difference between anisotropic and Vosotros?

II. Aim: How can students greet and take leave of a peer or an adult appropriately?

III. Mini-Lesson: a.) MLTP: Students will be able to greet / take leave of a peer or an adult appropriately by applying both informal and formal expressions in a variety of social situations.

b.) Grammar: Punctuation, Informal vs Formal modes, appropriate use of greetings and farewells

c.) Vocabulary: Informal and Formal Greetings (Saludos), Possible Responses, Leave-Taking Expressions (Despedidas), Subject Pronouns, Titles *See handout below*

Greetings and Farewells-1

Greetings and Farewells-2

IV. Work Period: Complete exercises A and B in your notebook in Complete Spanish sentences. Then, play out each situation out loud with a peer.

V. Share-out: Now, combine greetings, 2 questions for personal identification, and a farewell in order to have a realistic conversation with a peer.

VI. Closing: How do you know if you are greeting or saying good-bye appropriately according to time of day? How would you do the same thing depending on to whom you are speaking? ...a peer? ...an adult? ...a stranger? ... a friend?

VII. Homework#9: Complete activities A and B along with the 'Leave-taking' activity on your worksheet (above).

***Mid-Assessment Answers***

You can use this as a study guide for the post-test. Number 3 has been changed from "el alumno" to "la alumna."

Unit_1-Mid-assess-key-a.jpg

Unit_1-Mid-assess-key-b.jpg

*Please check your work from the worksheet "El Verbo Exacto" below before you take the post-test. Remember, -AR Verb Conjugation is an important skill in Unit 1 (see goal sheet).

El_Verbo_Exacto_(answers)-1.jpg

El_Verbo_Exacto_(answers)-2.jpg

***Agenda#10***

I. Warm-up: Combine greetings, 2 questions for personal identification, and a farewell in order to have a realistic conversation with a peer. Record your mini-dialogue.

II. Aim: How can students ask an adult or stranger basic questions of personal identification?

III. Mini-Lesson: a.) MLTP: Students will be able to ask an adult or stranger basic questions of personal identification and be able to respond by making inferences, analyzing language, and comparing / contrasting.

b.) Grammar: Use of the formal mode in Spanish requires some changes to our basic questions for personal identification.

E.G. - ¿Cómo te llamas tú? --> ¿Cómo se llama ud.?
- ¿De dónde eres tú? --> ¿De dónde es ud.?
-¿Cuántos años tienes tú? --> ¿Cuántos años tiene ud.?
- ¿Cuál es tu dirección? --> ¿Cuál es su dirección?

c.) Vocabulary: See "Carlos Lopez Ruiz" from Agenda#3. Or, click on the blue link below.

Vocabulario-de-ID-personal

*Have-a-go: Using inference, analyzing language, and compare / contrast, convert another question for personal identification from the Informal to the Formal mode.

IV. Work Period: In expert groups...

Formal Questions for Personal Identification - Eva Tesoro Carretero

(B) - Take turns playing the part of Eva Tesoro Carretero. While one student asks the questions, the other answers them as though s/he were Eva. How are these questions similar to "Carlos's"? How are they different? Example?

(O) - Entrevista: Take turns asking each other questions 1 - 9 (in the formal mode). While one student asks, the other answers with original responses as though s/he were an adult. Switch and record a sample conversation. What inferences can you make about questions 10, 11 and 12?

(A) - Encuesta: "Y la encuesta dice..." Create a graphic organizer that will allow you to survey all of your group members quickly with the questions for personal identification. How can you reduce / rephrase these questions to one or two words for a survey form? Then, ask these questions of your peer (in the formal mode) and fill out the survey form.

V. Share-out: ~ Mini Dry Erase Boards ~

VI. Closing: Read the shaded box at the bottom of the handout. What would be the correct verb form for the formal mode? How do you know this? Where could you find the correct form if you had to look it up?

Homework#10: Visit your class page and play the Quia game at the bottom. Write a summary and give an example in your notebook.

1.) Go to www.quia.com/profiles/seidner
2.) Scroll down and click on the blue link for your class (20142015).
3.) Bookmark this page for future reference.
4.) Scroll down on your class page and look for "My Quia games and Activities" (you do not need a user name or password to play). If the game does not work, try playing the HTML version. You could also use different browser or install a flash player.

Regents Preparation: *8th Grade Classes Only*

p.262-263_Leave,_Intro,_Thanking,_Apologizing_and_Phone.jpg

Compose a 12 line dialogue (minimum) with two characters on a phone conversation that incorporates as many expressions as possible from each category of this document.

***Agenda#11***

I. Warm-up: Read the Nota Cultural titled Los amigos (friends). How is Hispanic culture described in this selection similar and different to your own cultural experiences? Explain. - What vocabulary terms did you learn from the passage?

Los Amigos

II. Aim: How can students refer to people appropriately according to their gender?

III. Mini-Lesson: a.) MLTP: Students will be able to address a person appropriately according to his/her gender by applying definite and indefinite articles, and changing the ending of certain nouns.

Definite / Indefinite Articles, Demonstrative Adjectives / Pronouns

b.) Grammar: *See Estructura A and B
1. Gender of Nouns: Masculine vs Feminine (-o / -a) *Not always true Words ending in L-O-N-E-R-S are usually masculine, while words ending in D-IÓN-Z-A are usually feminine. There are some exceptions (el día, la mano).
2. Indefinite Articles: (un, una / unos, unas) = A… / Some…

A._Indefinite_Articles

3. Definite Articles: (el, la, los, las) = The…

B._Definite_Articles

c.) Vocabulary: - Amigo (a), - Chico (a), - Muchacho (a), - Joven, - Novio (a), - Hombre, - Mujer, - Señor(a), - Señorita, - Profesor(a), - Maestro(a), - Estudiante, - Alumno(a), - Hay, ¿Cómo se llama (él o ella)?, ¿Cómo se llaman (ellos o ellas)?

Vocabulario_-_La_Gente

*Have-a-Go: Conversación: Let’s talk about some people… 1. ¿Quién es Miguel? ¿Un muchacho o una muchacha? 2. ¿Quién es Alicia? ¿Un muchacho o una muchacha? 3. ¿Quién eres tú? ¿Un muchacho o una muchacha? e.g.: Yo soy…

IV. Work Period: In Expert Groups…

1. (B) Complete Activity 1 (problems 1 – 9): ¿Quién es? – Luis shows school pictures to Anita. She asks him to identify each person. With a partner, take turns playing the roles according to the model. Make sure to use the appropriate indefinite article (un, una) and the appropriate noun (masculine or feminine). Then, write out the exchanges for the odd problems. Model: - Anita: ¿Quién es? - Luis: ¡Es Carlos, un amigo!

2. (O) Complete Activity 2 (problems 1 – 9): Otras Preguntas – Now Luis is showing the pictures to Ramón. Play the two roles according to the model. Use the cues of Activity 1 and the following expressions: 1 – 3 chico/chica, 4 – 6 alumno/alumna, 7 – 9 hombre/mujer Model: - Ramón: Hay un chico. ¿Quién es? - Luis: ¡Es Carlos, un amigo muy cómico! Then, write out the exchanges for the even problems and describe what the person is like as well by applying a descriptive adjective (see underlined). Also, explain how the grammar from today’s lesson can be adapted to include adjectives (descriptions). Give an example.

3. (A) – Complete Activity 3 (Problems 1 – 6): En el Café – There are many people in the café where Alicia and Miguel are sitting. Alicia asks who they are. Miguel answers. Play both roles according to the model. Model: - Alicia: ¿Cómo se llama el muchacho? - Miguel: ¿El muchacho? Él se llama José.

Then, write out the exchanges for 2 of the problems and elaborate each conversation with the 9 basic questions for personal identification. How can you use your verb charts in order to carry on this conversation in the 3rd person (about someone else)? Predict how you will need to adjust your questions and answers in order to accomplish this task.

V. Share-Out: Mini Dry Erase Boards - ¿Voluntarios?

VI. Closing: Observación – The words in heavy print are nouns.
• Does the noun muchacho represent a male or a female person? What about señor? Profesor? How do you know?
• Does the noun muchacha represent a male or a female person? What about señora? Profesora? How do you know? Nouns are often introduced by articles (the, a or some). Which indefinite and definite articles are used before chico? chica? hombre? mujer? joven? estudiante?

VII. Homework#11: Begin studying for the post-test. Don't forget to complete your student survey.

Regents Preparation: *8th Grade Classes Only*

p.10-11_Definite_and_Indefinite_Articles.jpg

p.12-13_Definite_Articles.jpg

p.14-15_Definite_Articles_Contin_d.jpg

p.16-17_Indefinite_Articles.jpg

***Agenda#12***

I. Warm-up: Read the "Lecturas" and identify any key words from each paragraph. Which skills are relevant to this activity? What is the point of view?

II. Mini-lesson: a.) MLTP: Students will be able to comprehend a short reading and 3 dialogues about the days of the week by applying skills from unit 1.

b.) Grammar: - Irregular verbs: ir (to go), hacer (to do or to make), ser (to be), hay (there is or there are), - Review, - Gender

Verb_Chart_for_IR_(to_go).jpg

Verb_Chart_(Ser)

c.) Vocabulary: see page 10, Hoy (today), Mañana (tomorrow), Ayer (yesterday), Antes (before), Después (after), ...que viene (upcoming), ...pasado (past, last), Semana (week), Día (day), Fin (end)

Los_Dias_de_la_Semana.1.jpg

Los_Dias_de_la_Semana.2.jpg

III. Work Period: In expert groups...

1(B): Read the dialogues with a peer, then complete activities 1-3 in complete Spanish sentences in your notebook.

2(O): Read the dialogues with a peer, then complete activities 1-3 in complete Spanish sentences in your notebook and fill in the crossword puzzle on the worksheet. Which skills from the unit 1 goal sheet do you need to apply in order to find the answers?

3(A): Read the dialogues with a peer, then complete activities 1-3 in complete Spanish sentences in your notebook and fill in the crossword puzzle on the worksheet. Which skills from the unit 1 goal sheet do you need to apply in order to find the answers? Then, compose a paragraph about what you do on each day of the week in complete Spanish sentences. How do you say "on Mondays"? Is this literal or idiomatic? Explain.

IV. Share-out: Compare answers as a class or in groups.

V. Closing: How can you prepare for the post-test? Which skills do you need to improve? How do you know?

VI. Homework#12: Study for the post-test. The questions may be similar to or different from the pre-test.

***Agenda#13***

I. Warm-up: ¿Cuándo es tu cumpleaños? Answer this question in a complete Spanish sentence.

II. Mini-lesson: a.) MLTP: Students will be able to ask "what is today's date?" and respond appropriately by applying the vocabulary and grammar.

-Cual-es-la-Fecha-de-Hoy--part-1

b.) Grammar: - Ser (to be) with the date / time - Reversal of Nouns and Adjectives - Ordinal Numbers (1st of the Month)

c.) Vocabulary: - Numbers (1 - 31) - Months of the Year - Time Expressions (Hoy, mañana, ayer, etc.) - Ordinal Numbers (1st, 2nd, 3rd, etc.)

III: Have-a-go: ¿Cuál es la fecha de hoy? ¿...de mañana? ¿...de ayer

Los_Meses_del_año.1.jpg

Los_Meses_del_año.2.jpg

IV. Work Period: In expert groups...

1(B): Complete "Práctica de Conversación" 1 and 2.

-Cual-es-la-Fecha-de-Hoy--part-2

2(O): Complete activities 2, 3, 4 and 6 in your notebook. On activity 6, number from 1-31 and take turns pointing to a date on the calendar and asking "¿Cuál es la fecha de hoy?," "¿Cuál fue la fecha de ayer?," "¿Cuál es (será) la fecha de mañana?" Challenge yourself and incorporate as many time expressions as possible. For example, "¿Cuál fue la fecha del viernes pasado?" etc.

Los_Meses_del_año.3.jpg

3(A): Read the selection "Los Cumpleaños Alrededor del Mundo" and answer the following questions in complete Spanish sentences.

Los_Cumpleaños_Alrededor_del_Mundo-1.jpg

Los_Cumpleaños_Alrededor_del_Mundo-2.jpg

VI. Share-out: Pop Corn

VII. Pivotal Questions

VIII. Homework#13: Answer the following questions in your notebook. Also, complete the Work sheet below in your notebook.
1.) ¿Cómo celebras tu cumpleaños?
2.) ¿Cuándo es?
3.) ¿Qué te gustaría hacer para tu próximo cumpleaños?

Los_Dias,_La_Rutina,_La_Fiesta

***Review Material for the Unit#1 Post-test***

I. Basic Questions for Personal Identification:
a.) Questions (in the formal and informal modes)
b.) Responses

II. Interrogatives (question words):

III. -AR Verb Conjugation (see 'Paco del Campo' and 'El Verbo Exacto'):
a.) Subject Pronouns (Yo, tú, Ud., él, ella, etc.)
b.) Verb Charts (how to change the verb endings)
c.) Connecting the Subject Pronouns to proper verb forms in context (filling in the blanks with the correct form of the verb according to who's doing the action)

IV. Greetings and Farewells:
a.) Saludos (know how to say hello in a variety of ways)
b.) Despedidas (know how to say goodbye in a variety of ways)
c.) Proper use of Greetings and Farewells for informal / formal situations and according to the time of the day.

V. Informal and Formal modes (Know when to use 'tú' when to use 'Ud.')

VI. Articles (Words like 'The' - 'A' - 'An' and 'Some'):
a.) Indefinite articles (un, una, unos, unas)
b.) Definite articles (el, la, los, las)
c.) Appropriate use of articles (according to the gender and number of the nouns that they describe).

VII. Vocabulary:
a.) Common Spanish First Names
b.) Basic Questions for Personal Identification and Possible Responses (informal)
c.) Basic Questions for Personal Identification and Possible Responses (formal)
d.) Numbers 0 - 31 and Powers of Ten until one hundred (cien)
e.) Days of the Week and Months of the Year (and related vocabulary) *see worksheets
f.) Common -AR verbs (*see el Verbo Exacto)
g.) Interrogatives (Who, What, Where, When, Why, etc.)
h.) Greetings and Farewells
i.) Indefinite and Definite Articles
j.) Vocabulary for People (la gente)

***UNIT ONE POST-TEST***

***Agenda***: Regents Preparation: *8th Grade Classes Only*

I. Warm-up: With a peer, have a short conversation about your plans for the weekend and record it in your notebook. How can you incorporate expressions from unit 1 into the conversation?

II. a.) MLTP: Students will practice their listening comprehension by identifying key words and the main idea of some short auditory passages and by supporting their findings with details.

b.) Grammar: tone / inflection, sentence structure, identifying cognates

c.) Vocabulary: el Jardín (the garden), las flores (the flowers), las rosas (the roses), los vegetales (the vegetables), el tiempo (the time or the weather), florecido(a) (bloomed), el auto / el carro (the automobile / the car), hacer + time expression (it has been...), -ísimo (superlative ending), la plancha (iron for clothing), la lavandería (the laundromat), enviar (to send), los huéspedes (the guests), las habitaciones (the rooms), la ropa (the clothing), lavar (to wash), el mozo (the boy / bellhop)

IV. Work Period: In expert groups...

00_Regents_Listenting_Comprehension_Instructions.mp3

1(B): Listen for cognates and expressions from class. How can you use inference and context clues to identify the meanings of words you do not know?

01__Regents_Listenting_Comprehension_Track_01.mp3

2(O): How are the passages related to unit 1 skills? Organize key words by classifying them into categories according to topics or parts of speech. How can this help you perform better in listening comprehension activities?

02__Regents_Listenting_Comprehension_Track_02.mp3

3(A): What conclusions can you draw about the format of the test? Predict: what could be other topics for similar activities in the future? Write an original listening comprehension scenario that you think could appear on assessments such as these.

03_Regents_Listenting_Comprehension_Track_03.mp3

V. Share-out: "Show of Hands" - Informal Assessment of Comprehension

Regents_Listening_Comprehension_Practice_1-3.jpg

VI. Closing: What are some test taking strategies that might be applicable here? ... for listening comprehension in general?

VII. Homework: Try another listening comprehension activity from a different expert group for additional practice.

***Agenda#14***

I. Warm-up: ¿Cuál es la fecha de hoy? ¿Cuál fue la fecha de ayer? ¿Cuál es la fecha de mañana? ¿Cuál será la fecha del domingo que viene?

II. Aim: How can students utilize the basic questions for personal identification to plan a trip to Spain?

III. Mini-Lesson: a.) MLTP: Students will be able to plan for a trip by identifying important vocabulary, analyzing language patterns, and making connections.

b.) Grammar: Ser vs Estar; Appropriate use of interrogatives; the Formal mode; Personal identification questions; Stem-changing verbs, Complex phrases, the Future tense (ir)

Verb_Chart_for_IR_(to_go).jpg

Verb_Chart_(Ser)

Verb_Chart_(Estar)

c.) Vocabulary: Interrogatives, Travel Terminology

Palabras-Interrogativas

Homework#14a: In order to prepare for next class session, complete a close reading of the text while being mindful of the vocabulary and grammatical expressions discussed in the mini-lesson.

*Active Engagement: Read Aloud

IV. Work Period: In Expert Groups...

Formulario_para_un_Pasaporte

1(B) - You are planning a trip to Spain this summer and must fill out an information form for your passport. With a peer, take turns asking each other the personal information questions that correspond to the categories of the form. Fill in the form with your peer's information in your notebook.

Me-Llamo-Fred-Simpson.

2(O) - While filling out your passport form, you find yourself next to a fellow traveler. Strike up a conversation with him / her in order to pass the time. Consider asking him about his / her travel preferences. *see Fred Simpson's "Un País Que Quiero Visitar"

Lectura-Espana-1

Lectura-Espana-2

3(A) - Agente de Viajes - Generate a series of original questions, in addition to the ones from "Un País Que Quiero Visitar" so that you can inquire as to your peer's travel preferences. Pretend to be a travel agent who is trying to provide the best possible accommodations and appropriate information (about Spain, for example). Create an original dialogue between Agent and Customer with at least 10 questions / responses. *Use the ''Lectura de España" as a reference

V. Share-out: ¿Qué país quieres (deseas) visitar en el futuro? ¿Por qué?

VI. Closing: How can you combine the interrogatives with complex verb phrases in order to generate meaningful questions? E.g. ¿Qué país quieres visitar en el futuro?

VII. Homework#14b: Ser vs. Estar practice (below)

Ser_vs._Estar

***UNIT TWO PRE-TEST***

***Agenda#15***

I. Warm-up: Situación Oral (Socializing) – Pair up and pretend you are Spanish-speaking teenagers who meet at a party. After greeting one another, ask each other at least six personal identification questions before saying goodbye. Record your dialogue.

II. Aim: How can students comprehend a dialogue about two peers who have just met and apply their 'Questions for Personal Identification' appropriately?

III. Mini-Lesson: a.) MLTP: Students will be able to read a dialogue for two strangers who have just met and demonstrate their comprehension by answering a series of questions.

b.) Grammar: Appropriate use of Interrogatives, the Informal Mode, Personal Identification Questions, Introduce Gustar, , Descriptive Adjectives and Reverse Descriptions, Introduce Future tense, Reflexive Verbs & Stem-changing verbs (Encontrarse)

Encontrarse_(Reflexive,_Stem-changing_Verb).jpg

Ser and Estar,

Verb_Chart_(Ser)

Verb_Chart_(Estar)

c.) Vocabulary: Days of the Week, Months of the Year, Seasons, Time Expressions (a principios, durante, siempre), estar de vacaciones, la playa, Los Estados Unidos, el español, el inglés, la ciudad, el estado, el país, la región, la casa, bonito, norteamericano, *see pg 11

Vocabulario-de-Lectura-pt.-1.jpg

IV. *Have-a-Go: Read the introduction to the dialogue. What purpose does it serve (Author's Purpose)? What are some supporting details? What vocabulary (key words) must you know to tackle this paragraph? Predictions?

"Es un viernes a principios del mes de agosto durante las vacaciones de verano. Juan, un chico español, se encuentra con María, una chica norteamericana, en una playa de la Costa del Sol en España."

Homework#15a: Read the dialogue thoroughly, look up any words you do not know, and be prepared to discuss the reading in detail the next time we meet.

Dialogue -"Juan se encuentra con Maria (part 1)"

V. Work Period: In Expert Groups, read Lectra, Parte 1 and...

1. (B) - Complete Comprensión de Lectura, Parte 1. If the statement is true, write Cierto or Verdad and copy the statement. If the statement is false, write Falso and rewrite the statement, correcting the bold portion. Try to come up with an original True or false statement based on the reading

2. (O) – Complete Comprensión de Lectura, Parte 1. Then, rewrite line 9 from the dialogue using your own family’s information. Answer: how can you use the verb Ser to ask about and talk about people’s origins?

3. (A) – Complete Comprensión de Lectura, Parte 1. Then, predict where this dialogue might go in part 2. Write 5 more lines, extending the conversation in your notebook in complete Spanish sentences.

VI. Share-Out: Think – Pair – Share

VII. Closing: Compare and Contrast the verbs Ser and Estar. What do they have in common? How are they different?

VIII. Homework#15b: Play the Quia battleship game 'Reflexive Verbs' at the bottom of your class page, under My Quia Games and Activities. Write a summary of what you had to do and provide an example problem from the game.

Wednesday, 12/04/13: Agenda#16

I. Warm-up: Turn and Talk- Ask a peer what s/he is going to do this weekend. Then, ask if s/he would like to accompany you. Which grammatical structures from class could you utilize in order to accomplish this task?

II. Aim: How can students assess their progress thus far and determine their strengths and weaknesses?

III. Mini-lesson: a.) MLTP: Students will assess their progress and determine their strengths / weaknesses by filling out their goal sheets according to how they performed on the post-test.

b.) Grammar: Future Tense, Complex Verb Phrases, Stem-Changing Verbs

c.) Vocabulary: Self-evaluation, assessment, strengths, weaknesses, proficiency, progress, tracking, improvement

IV. Work Period: All together, students will receive their post-test results, fill out their Goal Sheets in the corresponding column, track their progress and assess their degree of improvement.

Unit1_Goal_Sheet-a.jpg

Unit1_Goal_Sheet-b.jpg

V. Share-out: THINK - PAIR - SHARE: Discuss one area that you need to improve with a peer. Record.

VI. Closing: Why is it important to track progress? KWL Chart

VII. Homework#16: Take your Goal Sheet home, fill out the back side, have a parent sign it and return it to your folder.

***Agenda#17***

I. Warm-up: Reread 'Lectura, Parte 1.' Then, copy and answer questions 1 - 6 in complete Spanish sentences in your notebook.

"Juan se encuentra con Maria (part 2)"

II. Aim: How can students demonstrate their comprehension of the dialogue "Juan se encuentra con Maria"?

III. Mini-lesson: a.) MLTP: Students will demonstrate their comprehension of the dialogue by answering a series of questions in complete Spanish sentences.

b.) Grammar: Questions for Personal Identification (review), Using the verb Gustar, Ir (to go), Pasar (to pass by, through or along a place) or (pass time), Conditional Tense, Future Tense, Point of View (1st, 2nd or 3rd person)

Verbs_like_Gustar

Verb_Chart_for_IR_(to_go).jpg

c.) Vocabulary: See page 14 (below)

Vocabulario-de-Lectura-pt.-2.jpg

IV. *Have-a-go: 1.)¿Adónde vas este fin de semana? 2.)¿Qué vas a hacer? 3.)¿Qué te gusta hacer en tu tiempo libre?

Homework#17a: Take home part II of the dialogue, read it, look up any words you do not know and be prepared to discuss the selection at length during next class session.

V. Work Period: In expert groups...

1. (B) - Read "Lectura, Parte II" and answer the "Comprensión de Lectura, Parte II" questions 1 - 6 in complete Spanish sentences in your notebook. Answer: Which personal identification questions were you able to identify from the dialogue? Were any of them modified? How?

2. (O) - Read "Lectura, Parte II" and answer the "Comprensión de Lectura, Parte II" questions 1 - 6 in complete Spanish sentences in your notebook. Then, determine the point of view of the dialogue and the following comprehension questions. How do you know? Cite evidence from the text.

3. (A) - Read "Lectura, Parte II" and answer the "Comprensión de Lectura, Parte II" questions 1 - 6 in complete Spanish sentences in your notebook. Then, use "Lecture, Parte I / II" to create an outline to organize topics for your own dialogue.

VI. Share-out: Pop Corn (use accountable talk strategies)

VII. Closing: How can we use the dialogue as a model on which to base our own writing for the upcoming Exit Project?

VIII. Homework#17b: Answer questions 7 - 12 from page 13 in complete Spanish sentences in your notebook.

Monday, 12/16/13: Agenda#18

I. Warm-up: Turn and Talk - Ask a peer what s/he likes to do after school, then record the question and response. How could you ask an adult the same question?

What do you like to do (1)?

What do you like to do (2)?

II. Aim: How can students utilize goal sheets in order to track their progress in Unit 2?

III. Mini-lesson: a.) MLTP: Students will begin to track their progress by filling out their goal sheets, analyzing their strengths and weaknesses, and discussing what they need to improve in order to achieve proficiency.

Unit_2_Goal_Sheet-a.jpg

Unit_2_Goal_Sheet-b.jpg

b.) Grammar: Indicating Temperature with Numbers, Connecting Weather with Months of the Year, Using Weather Expressions with "Estar", Connecting Weather with Seasons of the Year, Using Greetings According to the Time, Telling the Time, Using the Verb "Gustar" Appropriately, Reading Comprehension

c.) Vocabulary: Tracking, Progress, Analysis, Proficiency, Area of Need, Score, Percentage, (Self)-Evaluation, Assessment, Strength, Weakness, Improvement

IV. Work Period: Students will receive their Pre-Tests, fill in the first part of their goal sheets and brainstorm about how they can improve for the Post-Test.

V. Share-out: Práctica Oral 2

VI. Closing: How can you identify areas of need? How can you convert a score to a percentage?

VII. Homework#18: Take your Goal Sheet home, fill out the back side, have a parent sign it and return it to me by next class session.

***Agenda***

I. Warm-up: Turn and Talk - Greet 3 peers according to the time of the day and ask how they are doing? Listen carefully to each response and record an example of the conversation.

II. Mini-lesson: a.) MLTP: Students will be able to ask the personal identification questions of an adult by activating prior knowledge and adapting from one mode to another.

b.) Grammar: - Questions for Personal Identification, - Formal vs. Informal Modes, - Point of View, - Using the verb "gustar" appropriately

Formal Questions for Personal Identification - Eva Tesoro Carretero

c.) Vocabulary: Common verbs used with "gustar"

Vocabulario del verbo "Gustar"

III. Active Engagement: a.) Think - Pair - Share

b.)In pairs, take turns playing the parts of Juan and Sr. Lopez Soto by reading the dialogue out loud.

IV. Work Period: In expert groups...

Reading---Senor-Lopez-Soto-1

Reading---Senor-Lopez-Soto-2

1. (B) - Read, then answer the True and False comprehension problems in complete Spanish sentences. Challenge yourself to generate 2 - 3 original problems to quiz your peers.

2. (O) - Write an original dialogue in which you interview a famous Spanish explorer using formal personal identification questions. Use the reading as a model. *Using Spanish explorer profiles from class*

3. (A) - Pretend that you are interviewing for a job at the bank from the dialogue. Instead of asking Sr. Lopez questions, write an original dialogue in which you try to convince him to hire you. How can you get him to adopt the desired course of action?

V. Share-out: Let's hear from group 1 or group 2 today.

VI. Closing: Compare / Contrast - How are the informal and formal modes similar and different?

VII. Homework: Study the vocabulary from the "gustar" handout.

***Agenda#19***

I. Warm-up: Complete Práctica Oral with a partner. Can you figure out what each expression means by looking at the pictures? Write at least two examples of your conversation.

II. Aim: How can students ask what the weather is like and be able to respond?

III. Mini-lesson: a.) MLTP: Students will be able to ask what the weather is like and be able to respond with a variety of expressions by applying grammatical structures and idiomatic expressions.

b.) Grammar: Weather expressions... (see handout below)
- Temperature with numbers: e.g. ¿Qué temperatura hace? --> Hace veinte y nueve grados.
- Weather with ''Hacer'' (to do or to make): e.g. ¿Qué tiempo hace? --> Hace viento. (Hacer + Noun)
- Weather with "Estar" (to be): e.g. ¿Cómo está afuera? --> Está ventoso. (Estar + Adjective or Present Participle [-ing form]) e.g. Está lloviendo.

¿Qué tiempo hace? 1

c.) Vocabulary: la temperatura, el tiempo, el frio, el calor, caliente/caluroso, fresco, el sol, soleado, el viento, ventoso, nublado, llover (to rain), lloviendo, nevar (to snow), nevando

*Have-a-go: Ask two classmates near you "¿Qué tiempo hace hoy?" and listen carefully to each response. Record one question and answer in complete Spanish sentences.

Homework#19a: Study the vocabulary from today's lesson.

Warm-up: Answer the following questions in complete Spanish sentences...
1.) ¿Cuál es la fecha de hoy? ---> Hoy es...
2.) ¿Qué temperatura hace? ---> Hace...

IV. Work Period: In expert groups...

1(B): Complete activity#2 on page 52 (below). Follow the examples at the bottom of the page and record each question / response. How can you phrase ''yes'' or ''no'' responses appropriately in complete Spanish sentences?

¿Qué tiempo hace? 2

2(O): Reading Comprehension - "Tormentas" - Read and answer the follow-up questions in complete Spanish sentences. ¿Cuál es la idea principal del texto? ¿Cuáles son algunas palabras claves que contribuyen al desarrollo del tema? ¿Por qué es importante no refugiarse debajo de un árbol durante una tormenta eléctrica?

Texto_de_Evaluacion_-_Tormentas.1.jpg

Texto_de_Evaluacion_-_Tormentas.2.jpg

3(A): Pretend that you are a meteorologist for a local news station. Write a creative monologue in complete Spanish sentences that describes this week's weather forecast from Monday - Friday. Be sure to incorporate as many weather expressions as possible. Accompany your writing with a graphic organizer that represents the forecast visually as well.

V. Share-out: ...from within expert groups.

VI. Closing: How do you know when you are supposed to use a noun or an adjective with a weather expression? How can you identify them?

VII. Homework#19b: Play the Challenge Board Quia game about Weather Expressions, write a complete summary, provide 3 examples and explain which weather expressions from the game are new (not covered in class).

***Agenda#20***

I. Warm-up: With a partner, complete "Práctica Oral 1" and "Práctica de Conversación 1" (A and B). Provide an example in a complete Spanish sentence for each season.

Las-Estaciones-del-año-(1).jpg

Las-Estaciones-del-año-(2).jpg

II. Aim: How can students ask about and express what they like to do?

III. Mini-Lesson: a.) MLTP: Students will use Indirect Object Pronouns, 'Gustar', & infinitive verbs to ask about & express their likes / dislikes.

b.) Grammar: - Indirect Objects ---> Indirect Object Pronouns - complex verb phrases - infinitive verbs (-ar, -er, -ir endings)

How to use verbs like 'Gustar'

c.) Vocabulary: - Seasons of the Year (see warm-up) - Infinitive verbs with "Gustar" (below)

Vocabulario_-_Gustar

IV. Have-a-go: Students will build on their conversation from the warm-up by asking their peers what their favorite seasons are and why. E.g.: ¿Cuál es tu estación favorita? ¿Por qué? ---> Mi estación favorita es el verano porque me gusta nadar, tomar el sol y jugar a los deportes con mis amigos.

V. Work Period: In expert groups... (See handout below)

What do you like to do (1)?

What do you like to do (2)?

1.) (B): Complete "Práctica Oral 1" by taking turns asking and answering "What do you like to do?" and "Do you like...?" in Spanish. Be sure to address each box and record at least 3 exchanges. What do you have to change from the samples? Why? How does this relate to proper speech (formality) in Spanish?

2.) (O): Encuesta: Make a survey tally sheet and interview each of your group members in order to find out their likes and dislikes. Choose 3 activities and tally the totals in order to write a a summary in Spanish. Indicate how many people like / dislike each activity and which is the 'most' and 'least' popular. E.g.: "Y la encuesta dice..."

3.) (A): ¿Qué te gusta hacer en tu tiempo libre, durante las vacaciones y los fines de semana? Write a journal entry in Spanish addressing each topic with a different paragraph. Cite examples from actual experiences.

VI. Share-out: Chain drill --> ¿Qué te gusta hacer? --> A mí me gusta... --> ¿Qué le gusta hacer (a él / a ella)? --> A él / A ella le gusta...

VII. Closing: Emphasis and Clarity

VIII. Homework#20: Play the Rags to Riches game under "My Quia Games and Activities." Write a full summary about what you had to do in order to complete the activity in English, then provide 3 examples of Spanish problems that you had to solve in your notebook.

***Agenda#21***

I. Warm-up: Turn and Talk: With a peer, briefly discuss your plans for the week. Be sure to talk about the weather and consider inviting your partner to participate in an extracurricular activity. Record an exchange that you think is worthy of sharing.

II. Aim: How can students tell the time in Spanish?

III. a.) MLTP: Students will be able to tell the time by using "ser" appropriately, applying numbers on the clock, utilizing fractions and employing idiomatic expressions.

b.) Grammar: - Review "Ser" (form and function), - Using numbers and fractions, - Telling the Time, - Telling the Time of Events

Reference---La-Hora.jpg

C.) Vocabulary: - Numbers from 1 - 60, - fractions (...y cuarto, ...y media, etc.), - ...de la mañana, ...de la tarde, ...de la noche, - A (at), - Y (and), - Menos (minus), - *Faltar* (to lack)

IV. Have-a-go: ¿Qué hora es? / ¿Qué horas son? ---> Es la.... or Son las...

V. Work Period: In Expert Groups...

1(B): "El Reloj" - Pair up and take turns setting the time on a practice clock. Then, ask "¿Qué hora es?" to your partner. S/he responds: "Son las..." Record at least 5 exchanges.

E.g.: A.) (Time = 2:45pm)
A.) ¿Qué hora es?
B.) Son las tres menos cuarto de la tarde.
*Now switch roles*

2(O): Using the "TV Doce" schedule, compose a monologue explaining tonight's television lineup. Be sure to use transition words and time expressions as though you were the TV spokesperson "Telelocutor(a)".

-A-que-hora-es-el-programa...-

3(A): "La Oficina del Médico" - Pretend that you work as a receptionist at a doctor's office. Compose a scene in which your character must answer the phone, interact with patients and schedule visits / appointments for tomorrow (8am - 6pm). Be creative and incorporate as many variations of time expressions as possible.

Formulario.Informacion.de.Paciente

VI. Share-out: Pop Corn with practice clocks.

VII. Closing: - How do you know when to use "es" and when to use "son"? - How do we indicate AM and PM in Spanish? - How do we tell the time of an event in Spanish?

VIII. Homework#21: Play the Quia game about telling the time (¿Qué hora es?), write a summary about it in your notebook and cite 3 examples of problems that you solved.

***Agenda#22***

I. Warm-up: Turn and Talk - Complete "Práctica Oral 1" with a peer. Then, write an example of a question and response in complete Spanish sentences using "Práctica Oral 2" as a model.

-como-eres-tu-

II. Mini-Lesson: a.) MLTP: SWBAT describe themselves using the verb "Ser" and ask various questions regarding permanent characteristics of people.

b.) Grammar: - Ser (form and function); - Using descriptive adjectives (gender / number)

Verb_Chart_(Ser)

c.) Vocabulary: See p. 39; Countries and Nationalities; Supplemental list

Reference---Paises-y-Nacionalidades

Vocabulary_-_Descriptive_Adjectives

IV. Active Engagement: Ask "¿Cómo eres?" of your peer and listen carefully to the response. Then switch and record at least 3 descriptions. Challenge yourself to describe yourself physically and according to your personality.

*Homework#22a: Make flash cards of the vocabulary to study.

Warm-up: Complete the activity on p. 39. Instead of drawing, take turns acting 4 or more of the descriptions while your partner guesses.

¿Cómo eres tú? vocabulario

E.g.: A.) (Acts ''poor'') B.) - ¿Eres rico? A.) - No, no soy rico. C.) - ¿Eres pobre? A.) - Sí, soy pobre.

V. Work Period: In expert groups...

1 (B): Encuesta (Survey): Create a tally sheet with a column for each response from Prácica Oral 1. Ask at least 5 peers what they are like in Spanish (¿Cómo eres [tú]) and listen to their response ([Yo] soy ...) while you tally your totals. Then, write a summary in the 3rd person describing your results.

E.g.: "Y la encuesta dice que... tres estudiantes son altos, cuatro alumnos son guapos, dos chicas son bajas y el profesor es viejo."

2 (O): Read the selection "Somos de Puerto Rico" and answer the comprehension questions on the back side in complete Spanish sentences. What is the point of view of the reading? How do you know?

Somos_de_Puerto_Rico.1

Somos_de_Puerto_Rico.2

3 (A): Read the selection "Somos de Puerto Rico" and then write your own version with a peer. How can you incorporate the vocabulary and grammar from this lesson?

VI. Share-Out: Think - Pair - Share

B’s: Read your summary to your partners while pointing to the results. A’s: Ask your questions to an O (using the informal mode) and listen to his / her responses. How can you modify your responses based on how your peer conducted the questionnaire (and visa versa)?

VII. Closing: How might these descriptions be modified in form or function when using them with "estar"? Example? Analyze the supplemental vocabulary list. How is the first side similar / different from the second?

adjectives_with_estar.jpg

VIII. Homework#22 - Start studying for the Unit#2 Post-test.

***UNIT TWO POST-TEST***

***Agenda#23***

I. Warm-up: Read the advertisement with a peer. Then, answer the following questions:
1.) What service is being offered?
2.) What does "avalan" mean?
3.) How are the class sizes?

Somos_de_Puerto_Rico.2

II. Mini-Lesson: a.) MTLP: SWBAT compose a realistic dialogue about two strangers who have just met by synthesizing vocabulary and grammar from the first and second units of study.

b.) Grammar: See goal sheets for unit 1 and 2, ~OUTLINE FORMAT~

c.) Vocabulary: See topics from unit 1 and 2, Synthesis

III. Active Engagement: Revisit the dialogue about Juan and Maria. Read aloud.

Dialogue -"Juan se encuentra con Maria (part 1)"

"Juan se encuentra con Maria (part 2)"

IV. Work Period: In expert groups...

1 (B): Establish the basic framework of your dialogue by reviewing the personal identification questions from unit 1. How can you satisfy the "MLTP" of today?

2 (O): How can you incorporate new expressions from unit 2? What could be an appropriate setting. Write an original introduction that presents the characters, time and place (setting). Consider using part 1 of the dialogue as a model.

3 (A): Take the dialogue a step further by incorporating more challenging grammatical expressions. For instance, how can you ask about preference, interests and likes or dislikes? How can you apply the future tense, complex verb phrases and the conditional tense? For what reason would you utilize these expressions in your dialogue?

V. Share-out: Switch to a new seat and share your work with a peer.

VI. Closing: ~ Benchmarks for Checkpoint A ~
- Acquiring Basic Information
- Socializing
- Expressing thoughts, beliefs, opinions or feelings
- Getting another to adopt a course of action

VII. Homework#23: Write out an outline for your dialogue on loose leaf paper using Roman numerals and letters.

***Agenda#24***

I. Warm-up: How can you apply accountable talk strategies in Spanish class? How can you express thoughts, beliefs and opinions? Turn, talk and write.

II. Mini-lesson: a.) MLTP: Students will finish tracking their progress by filling out the remainder of their goal sheets, by analyzing their strengths and weaknesses, and by discussing which areas of need still remain.

Unit_2_Goal_Sheet-a.jpg

Unit_2_Goal_Sheet-b.jpg

b.) Grammar: Indicating Temperature with Numbers, Connecting Weather with Months of the Year, Using Weather Expressions with "Estar", Connecting Weather with Seasons of the Year, Using Greetings According to the Time, Telling the Time, Using the Verb "Gustar" Appropriately, Reading Comprehension

c.) Vocabulary: Tracking, Progress, Analysis, Proficiency, Area of Need, Score, Percentage, (Self)-Evaluation, Assessment, Strength, Weakness, Improvement

IV. Work Period: Students will receive their Post-Tests, fill in the second part of their goal sheets and discuss which areas of need still remain. How do you know if there are any specific skills that require further review or practice?

V. Share-out: Question and Answer Session

VI. Closing: How can you identify areas of need? How can you convert a score to a percentage? What can you do to mitigate any remaining deficiencies?

VII. Homework#24: Take the Goal Sheet home and go over it with your parents. Make sure to fill in the back side by following all corresponding instructions. Don't forget to sign the document and have a parent sign it as well. Bring it back with you by next class session so that it can be placed in your portfolio / folder.

***Agenda#25***

I. Warm-up: Compare your outline with the model that I have provided. How would you organize your topics differently now that you have seen the sample?

II. Mini-lesson: a.) MLTP: Students will be able to organize their rough drafts by following their outlines and making use of a thinking map.

b.) Grammar: - Questions for Personal Identification; - Basic Verb Conjugation; - Greetings and Farewells; - Descriptive Adjectives; - Irregular Verbs (Ser, Estar, Ir); - Future Tense; - Conditional Tense; - Reflexive Verbs (encontrarse); - Stem-changing Verbs (encontrarse); - Use of the Verb 'Gustar'; Complex Verb Phrases; - Time Expressions; - Weather Expressions

c.) Vocabulary: - Days of the Week; - Months of the Year; - Seasons; - Greetings and Farewells; - Common Verbs; - Descriptive Adjectives (including nationalities); - Interrogatives; - Words for People; - "Vocabulario de la Lectura"; - Weather Expressions; - Time Expressions

Sample Outline

Sample_Expository_Letter_Outline.doc

III. Active Engagement: Using the sample outline as a thinking map, modify your original outline. How can you improve it? What changes can you make that would develop your dialogue?

Sample Dialogue:

Dialogue -"Juan se encuentra con Maria (part 1)"

"Juan se encuentra con Maria (part 2)"

IV. Work Period: In expert groups...

1(B): Start filling in your outline with possible questions and responses that would be appropriate for each topic. Brainstorm what you want to write here first. How does each label help inform you as to how to proceed?

e.g.: II. Presentations:
a.) Greetings --> "Saludos" - ¡Buenos días! o ¿Qué Tal? o ¿Cómo estás?, etc.

2(O): How are the topics on the sample outline related to the skills from units 1 and 2? Be mindful of this as you start to fill in you own outline. Create opportunities to ELABORATE whenever possible. Use this area to brainstorm. How can you incorporate as much of the topics or skills from units 1 and 2 as possible?

e.g.:
Juan: ¿De dónde eres?
María: Soy de los Estados Unidos.
Juan: ¡Tú eres norteamericana! ¡No lo puedo creer! Tú hablas bien el español. (ELABORATION / EXPLANATION)

3(A): How could you determine whether or not you have addressed the requirements? What would be another way to organize your thoughts or ideas instead of an outline? How can you apply accountable talk strategies with this project? Begin to fill out your outline with more specific ideas and brainstorm here.

e.g.: Make a checklist to determine if you have addressed all the topics. e.g.: Create a rubric that details how well you have satisfied the requirements.

V. Share-out: Think - Pair - Share (with your project partner)

VI. Closing: How can we use complex grammatical structures to get someone else to adopt a course of action? e.g.: "¿Te gustaría ir con nosotros?" o "¿Quieres acompañarme?"

VII. Homework#25: Write your rough draft using the outline as a scaffold.

***Agenda#26***

I. Warm-up: Analyze the rubrics. How can you ensure that you reach level 4 or 5? How would you modify the rubric if you were to request a change in the requirements?

Rubric_for_Dialogue_Project.jpg

Spanish_Explorer_Project___Rubric

II. Mini-lesson: a.) MLTP: Students will be able to evaluate each other's writing by peer editing, analyzing rubrics, and using outlines as checklists.

b.) Grammar: Conditional tense, Future tense, Complex phrases, Past tense

Chart_for_-AR_verbs_in_the_preterite_(past)_tense

c.) Vocabulary: See Goal Sheets and related documents

III. Active Engagement: Thinking Maps:

Exit_Project_Thinking_Map1.jpg

Exit_Project_Thinking_Map2.jpg

Sample Expository Letter: La-Republica-Dominicana

Discurso---La-Republica-Dominicana

IV. Work Period: With your partner...

- Work on your rough draft using the outline as a checklist.
- Exchange your draft with your partner and peer edit.
- Next Steps: See rubric

V. Share-out: Accountable Talk Strategies in Spanish

Accountable_Talk

VI. Closing: How can you employ a complex verb phrase in order to make a request?

e.g. "¿Puedo llevar a mi amiga Elena?"

VII. Homework#26: Final Copy and Next Steps

***SPANISH EXPLORER SIDE PROJECT: SEE RELATED DOCUMENTS BELOW***

Word Format:
Sample_Expository_Letter_Outline.doc

Pic Format:
Expository_Letter_Outline.jpg

Sample Expository Letter

Preterite_Past_tense_Verb_Charts_(ar,_er_and_ir)

Spanish_Explorer_Project_with_Rubric

Explorer Profiles (Research)
Alonso_Alvarez_de_Pineda.doc
Alvar_Nunez_Cabeza_de_Vaca.doc
Amerigo_Vespucci.doc
Christopher_Columbus.doc
Ferdinand_Magellan.doc
Francisco_Pizarro.doc
Francisco_Vasquez_de_Coronado.doc
Fray_Marcos_de_Niza.doc
Hernando_Cortez.doc
Hernando_De_Soto.doc
Juan_de_Onate.doc
Juan_Ponce_de_Leon.doc
Juan_Rodriguez_Cabrillo.doc
Lucas_Vazquez_de_Ayllon.doc
Panfilo_de_Narvaez.doc
Pedro_de_Valdivia.doc
Vasco_Nunez_de_Balboa.doc

***Agenda#27***

I. Warm-up: Peer Editing

II. Mini-lesson: a.) MLTP: Students will be able to finalize their projects and self-evaluate by following a flow chart and reflecting on their progress.

b.) Step-by-Step: Have you done...?
1. Sample outline --> Original Outline
Sample Outline
2. Thinking map ---> Rough Draft
Exit_Project_Thinking_Map1.jpg
Exit_Project_Thinking_Map2.jpg
3. Revisit Outline ---> Checklist
4. Peer Editing (exchange and revise) ----> Final Copy
5. Check Rubric ---> Next Step (Map)
6. Dialogue Project Reflection Sheet Survey on Quia (at the bottom of the page)

III. Work Period: Students will have this time to finalize the writing portion of their projects.

IV. Share-out: Accountable Talk

Peer_Revision_Accountable_Talk.jpg

V. Closing: Reflection Process

VI. Homework#27: Dialogue Project Reflection Sheet Survey

***Agenda#28***

I. Warm-up: Take out your class schedule and briefly have a conversation in Spanish about which classes you have today. Consider taking it step further by talking about assignments, tests, reminders or anything relevant to you duties throughout the school day. How can you generate meaningful questions and responses about your class schedules using vocabulary and expressions from class?

II. Mini-lesson: a.) MLTP: SWBAT track their progress in unit 3 by filling out their goal sheets analyzing their strengths and weaknesses, and discussing how they can improve on the post-test.

Unit_3_Goal_Sheet_A.jpg

Unit_3_Goal_Sheet_B.jpg

b.) Grammar: -Referring to contextual vocabulary with direct and indirect object pronouns; -Connecting subject to pronouns according to gender; -Connecting basic verbs and school related activities; -Addressing people appropriately (Formal vs Familiar); Conjugating -AR verbs; -Applying interrogatives appropriately; -Reading comprehension

c.) Vocabulary: -School Subjects (Las asignaturas); -Time expressions

III. Work Period: Students will receive their pre-tests, score them, fill out their goal sheets and brainstorm how they can improve by analyzing the data.

IV. Share-out: Questions and Answer Session (misconceptions and common mistakes)

V. Closing: Test Taking Strategies

VI. Homework#28: Finish the front side of your goal sheet and go over it with your parents. Don't forget that both you and your parent need to sign the document. Then, place it in your portfolio (folder).

***Agenda#29***

I. Warm-up: Role Play - Pair up and play the parts of student and teacher. Student: pretend that you are sick and will not be attending school tomorrow. Tell the 'teacher' how you feel and ask if there is any homework to take home. Teacher: respond by asking what's wrong and provide an appropriate response to the student's concern. Write out an example of this conversation.

_Que_tienes_...un_resfrio_

II. Mini-lesson: a.) MLTP: SWBAT discuss their class schedule by connecting time expressions with related vocabulary, and by applying the verbs 'ser' and 'tener' appropriately.

b.) Grammar: -Using the verbs 'Ser', 'Tener', 'Empezar', 'Terminar' and 'Venir' with time expressions; - Applying interrogatives idiomatically to generate meaningful questions

Verb_Chart_(Ser)

Reference---Verb-chart-for-TENER.jpg

c.) Vocabulary: -Las Asignaturas; -Time Expressions

Las_Asignaturas_(school_subjects)

Time_Expressions

III. Active Engagement: Turn and Talk - With a peer, take turns asking and answering when you have a particular class. E.g.: ¿Qué clase tenemos quinto periodo? ---> Tenemos la clase de historia.

IV. Work Period: In expert groups...

El_Horario_de_Clases

1(B): Take turns generating questions to ask about the class schedule. How can you incorporate a variety of vocabulary and expressions from this lesson and prior ones?

2(O): You just received your "Horario" for 9th grade. However, there is a problem; too many students are enrolled in one or more of your classes. How would you reorganize your schedule? Compose an original skit in which you converse with your counselor about other options. Try to use vocabulary and expressions from a variety of sources.

3(A): There is a new student in class and your task is to show him/her around. Write out instructions/guidelines to help him/her transition into the routines of this school. Not only should you explain the class schedule, but also recommend how to adapt to each teacher.

V. Share-out: Pop Corn - Within your expert group, take turns generating original questions to ask about the sample class schedule. Challenge yourself to use some expressions that you are not yet comfortable with. How can you connect this material to other lessons/units? E.g. ¿Cuándo tenemos la clase de ciencias? ¿Cuándo empieza...? ¿Cuándo termina...? ¿A qué hora es...? ¿Qué clase viene antes/después de...?

VI. Closing: How can we synthesize vocabulary and grammar from today's lesson in order to generate meaningful discussions about class schedules?

VII. Homework#29: Draw your own class schedule label each subject, period, time, day of the week, etc. with the appropriate Spanish vocabulary term. Then, pretend you have to explain it to a peer who lost his or hers. Write out what you would say for one day.

***Agenda#30***

I. Warm-up: - Turn, Talk and Write. ¿Qué clase tienes durante el tercer periodo los martes? ¿Qué clase viene antes? ¿Adónde vas después? ¿Cuándo empieza el almuerzo? ¿Cuándo termina? ¿A qué hora es la clase de literatura?

II. Mini-lesson: a.) MLTP: Students will be able to identify objects commonly found in the classroom and ask for them by applying direct and indirect object pronouns.

b.) Grammar: Gender, D.O.P.'s, I.D.O.P.'s, Prestar, Tener, Necesitar

object-pronouns.gif

Definite / Indefinite Articles, Demonstrative Adjectives / Pronouns

c.) Vocabulary: See "En el Aula..."

En el Aula...

*Have-a-go: ¿Qué es esto...? Es un(a)...

IV. Work Period: In expert groups...

En el aula pt.2 (grammar & activities)

1(B): Complete part A (1 - 6) from "Práctica de Conversación" and record at least 3 exchanges. How does pattern recognition (2nd person --> 1st person) help you accomplish this activity? Explain.

2(O): Complete part B (7 - 12) from "Práctica de Conversación" and reord at least 3 exchanges. Compare and Contrast: What are the similarities and differences between activities A and B? Try to come up with original responses for the activity (other than the indicated responses). How else can you answer the questions? Elaborate.

3(A): Compose an original dialogue in which you and a peer converse about the following situation: One of you is prepared for class and the other is not. S/he must must ask her/his peer for supplies . Write at least 15 lines in complete Spanish sentences. How can you apply as much of the vocabulary and expressions from class as possible in a realistic scenario?

V. Share-out: Present Dialogues and Pop Corn from within groups.

VI. Closing: Pivotal Questions (see handout)

VII. Homework#30: Study the vocabulary (quiz?)

***Agenda#31***

I. Warm-up: Vocabulary Quiz - Based on the results of this formative assessment (not graded), reflect here about how you could improve? i.e. spelling, meaning, listening comprehension, inference, following instructions, etc.

II. Mini-lesson: a.) MLTP: Students will be able to comprehend a reading about school by analyzing text passages that contain target vocabulary and expressions.

b.) Grammar: - Review of basic verb conjugation; - irregular verbs; - stem-changing verbs; Ser vs Estar

c.) Vocabulary: Hablar (to speak); Mirar (to watch); Sacar (to get or to take); Tomar (to take); Contestar (to answer); Estudiar (to study); Nadar (to swim); Bailar (to dance); Cocinar (to cook); Comprar (to buy); Escuchar (to listen); Caminar (to walk); Cantar (to sing); enseñar (to show or to teach); Viajar (to travel); Tocar (to play [an instrument]); Descansar (to relax); Trabajar (to work)

III. Active Engagement: Read aloud in your groups. What is the point of view of this text? How do you know (2 ways)? How does this help you make inferences about the text?

Reading---Que-estudian-los-alumnos-

IV. Work Period: In expert groups...

1(B): ¿De dónde son los alumnos? ¿Por qué no estudian el español Roberto, Juan y María? ¿Cómo hablan el español los tres muchachos? ¿De qué habla la profesora? Think about how questions are phrased in Spanish. Where are the prepositions (of, from, for, at, etc.) located? Where is the subject usually placed? How does this affect your understanding of the question?

2(O): ¿De qué hablan los tres muchachos? ¿Por qué? ¿Cuál es una diferencia entre esta escuela y la tuya? ¿Tienen algo en común? ¿Explica? Find the expression for obligation in the text. How is it phrased? How else could you indicate obligation in Spanish? Example?

3(A): Compose a 3 paragraph piece designed for presentation at a multicultural exhibit. How can you represent the diverse population in your class? What kind of visual aids, props and activities would be available? Model your writing on the sample from class. You may need to modify your piece considerably in order to accomplish this task.

V. Share-out: Teammates Consult Act. C, p. 94

-AR_Verbs_en_la_escuela.1.jpg

-AR_Verbs_en_la_escuela.2.jpg

VI. Closing: Why is point of view important to consider when reading a new selection?

VII. Homework#31: Complete the worksheet (above) pp. 93 - 94

***Agenda#32***

I. Warm-up: Review the vocabulary on page 82 and complete “Práctica Oral” on pp. 82 - 85. Write 3 examples in your notebook.

¿Qué hace en el aula...1

¿Qué hace en el aula...2

II. Mini-lesson: a.) MLTP: SWBAT demonstrate their comprehension of a text about school life by applying various grammatical structures and reading strategies.

b.) Grammar: - Ser vs Estar; - Stem-changing Verbs; - Reflexive Verbs; - Complex Verb Phrases; - Relative Pronouns; - Expressions for Obligation

Verb_Chart_for_Querer (stem-changing)

Reflexive_verb_chart_-_cepillarse

c.) Vocabulary: - See "En la escuela o Después de las clases" ; - See "En el Aula..." (review)

En_la_escuela_o_despues_de_las_clases.jpg

III. Active Engagement: Read Aloud - "ASI SOMOS NOSOTROS"

Asi_Somos_Nosotros

IV. Homework#32a: Complete "En la Escuela" questions 1 - 6 in complete Spanish sentences. Try to elaborate on your responses whenever possible.

V. Warm-up (part b): Peer partners take turns asking and answering questions from "En la Escuela" and listen closely to their partner's responses.

VI. Work Period: In expert groups... Read: "ASI SOMOS NOSOTROS" (above)

1(B): ¿Dónde están todos los niños? ¿Dónde se sienta María? ¿Qué hace la maestra a principios? ¿Cómo son los estudiantes? Minerva es... Carmencita es... ¿Cómo eres tú?

2(O): Rewrite this selection in your own words about your class in your own words. Be sure to address the details just like Maria. How can you make sure your writing describes your classmates appropriately? Consider using 'Ser' with descriptive adjectives and remember to consider gender and number. Try to elaborate on your thoughts, beliefs and opinions whenever possible.

3(A): Compose your own list of reading comprehension questions (at least 10) to evaluate your peers' understanding of the text.

VII. Share-out: Post-reading group discussion

VIII. Closing: KWL chart

IX. Homework#32b: Complete "Después de las Clases" in complete Spanish sentences.

Quia Updates have been suspended until further notice. Please email or message me on Engrade if you need anything specific.
My Quia activities and quizzes
AR verbs in Spanish, Present Tense.
https://www.quia.com/pa/137586.html
Student Survey #1
https://www.quia.com/sv/543209.html
Present Progressive Tense -ING / -NDO
https://www.quia.com/cb/835286.html
End of Marking Period 1 Survey
https://www.quia.com/sv/551119.html
Spanish Explorer Project - Student Reflection Sheet Survey
https://www.quia.com/sv/565565.html
Last updated  2016/05/24 11:48:50 EDTHits  28440