SPA 3 Lesson plan Week of September 23 27, 2013 Cynthia Curry, Instructor
ACOS / IB PHASE 3 / ACTFL / BLOOM’S· Use the target language in oral and written form in the future time frame…act. 2; act. 4; acts. 8-9
· Interpret culturally authentic oral and written texts in the target language about familiar and unfamiliar topics presented in the future time frame to determine main ideas and supporting details. Acts. 6-7
· Analyze information learned about the perspectives and practices of a target culture to describe patterns of behavior typically associated with those cultures.
· Use the target language to create oral and written presentations on a variety of topics using familiar vocabulary and learned structures and time frames. Acts. 1, 3; act. 5 ; act. 9 / Obj. A Understand and respond to a limited range of spoken texts
Communicate information
containing relevant ideas and some detail in a limited range of familiar situations
Request and provide information in a limited range of familiar situations
Use language appropriate to a limited range of interpersonal and cultural contexts
Understand messages presented in visual texts
Interact in basic rehearsed and some unrehearsed exchanges using comprehensible
pronunciation and intonation/correct tone / Standard 1.1:Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Standard 1.2:Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3:Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 4.1:Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Standard 2.1:Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied / Application- applying knowledge to actual situations
Analysis- breaking down objects or ideas into simpler parts and seeing how the parts relate and are organized
OBJECTIVES
Introduce lesson theme: Vamos a acampar
Culture: Compare the nature and geography of Mexico and the US
Present and practice vocabulary: Camping, hiking, and other outdoor activities
Check for recognition
Practice using outdoor vocabulary in context
Recycle: tener que- to have to
Practice pronouncing the/k/ sound in ca, co, cu
Talk about outdoor activities using the preterite.
Culture: Influence of nature on art.
FOCUS AND MOTIVATE:
Have students look at the map of Mexico and the photos, and talk about how Mexico has changed since the days of the Aztecs (pp. 28-29)
Post mind-map p. 35 on promethean and record student responses.
Using the grammar point p. 38, model present and preterite tense verbs, and then have students copy me.
TEACH:
pp. 32-33 assist with pronunciation and understanding of language in paragraphs A-E
Ask for volunteers to read
Play the audio and introduce the poster on p. 35.
I read the aloud the poster contents, and after each bulleted point, ask a volunteer to read the point and translate into English
Students unscramble underlined words in the warm up
Review irregular present tense of verbs on p. 8 before students complete activity. 5 p. 36.
Draw time line and label sticky notes with short sentences to illustrate the past and present tenses.
Explain that the ‘nosotros’ form of many verbs is the same in the present and preterite tenses. Show examples
RTI:
Students view items on p. 32 and asked to say both the Spanish and the English names for each of the labels. Discuss similarities between the terms in each language.
Work in group research a state or country and create a ‘trip’ poster like the one on page 35.
Have students entitle their poster with the preterite-tense verb in the ‘yo’ form.
PRACTICE AND APPLY:
Students look at photos and share their experiences with camping.
Students associate phrases written on the board with photos on page 32
Complete activities 2-3.
Students listen to audio about poster on p. 35 and answer true/false questions saying why a statement is false.
ENRICHMENT:
Work in pairs to converse in act. 2. Record conversation.
Work in pairs to complete act. 5. Record conversation.
Work in pairs to complete act. 8. Record conversation
CLOSE:
PYP p. 34 list as many responses as possible for each question.
PYP p. 36 Which of these activities does Javier mention in his poster?
PYP p. 39 Identify the verbs in the activity that will change spelling in the ‘yo’ form.
ASSESSMENT:
Homework: workbook pp.1-3
Homework: workbook pp. 4-6
TECHNOLOGY:
Promethean, internet, personal devices
Students attach sticky notes with sentences on the preterite side (ayer) or the present tense side (hoy)
Ayer Hoy