Instructor: K. KaukClass:Spanish IB

Week of : 9/19-9/23

Monday
TWL: Continue learning el alfabeto and introduce el cuerpo vocabulario. / Objective: Students will be able to review el alfabeto through oral dictation in a bell-ringer exercise. Students will review alphabet marching song chorally. SWBAT take notes over body parts in Spanish and TPR through un juego de Simon Dice. Students will be given minimal time to complete alphabet “books”and be prepared for alphabet oral quiz on Wednesday.
Materials: alphabet notes, el cuerpo notes, alphabet song, alphabet book.
Follow-up: alphabet books due by end of class/ oral quiz over alphabet on Wednesday.
Tuesday
TWL: Continue learning body parts: el monstruo project. / Objective: Students will complete warm-up over labeling celebrity body parts and review. Students will chorally practice Spanish alphabet song in order to prepare for oral quiz. Teacher will briefly review basic numbers and conjugation of tener in order to facilitate expectations for “el monstruo” project. Students will take knowledge of numbers, the verb tener, and body parts and apply these concepts to creating a monster with complete sentences in Spanish.
Materials: bell-ringer, alphabet song, notes, rubric for el monstruo
Follow-up: Quiz Wednesday over body parts/ monstruo project due by Thursday.
Wednesday
TWL: Complete el monstruo project and practice pronunciation in order to prepare for presentation. / Objective: Students will take oral quiz over alphabet; teacher will spell out various words using the Spanish alphabet and students will write down each word. Students will be given this class time to create monstruos and will present their monstruos in Spanish (practicing sentences orally beforehand)on Thursday. Rough drafts must be checked by teacher before final draft.
Materials: rubric, body vocabulary, sentences for project, colors
Follow-up: feedback on alphabet quiz on Thursday/ present monster projects on Thursday.
Thursday
TWL: el monstruo presentations / Objective: Students will present their monsters to the class in Spanish. Sentences must include application of knowledge of numbers, body parts, and conjugation of the verb tener. If time permits, students will begin learning “tengo celos” song by Fanny Lu which reiterates concepts of the conjugation of the verb tener and body part vocabulary. Students will take notes over translation and practice the first verse.
Materials: monster presentations, tengo celos lyrics sheet.
Follow-up: practice first verse of song at home; test over song (in groups) two weeks from Thursday.
Friday
TWL: Continue learning “tengo celos” song and learn vocabulary that will enable students to discuss their class schedules in class. / Objective: Students will continue translating and practicing “Tengo Celos” song. Students will aslo be introduced to new vocabulary that enables them to be able to talk about their school day. After choral pronunciation of new vocabulary, students will have a guided conversation in pairs talking about their classes. Students will listen to others talk about their schedules in Spanish.
Materials: text/ realidades c.d./ Fanny Lu song.
Follow-up: Make flash cards over new school vocabulary.