Planning Week 3

André Franco

Planning Week 3

PHS

Schedule: 90 Minutes
Day 1
• Oral Assessment #1 Role-Play using vocabulary of weeks 1 & 2
• Learn classroom vocabulary
• Listen to and understand vocabulary for classroom objects
• Speak with a partner about items and people in the classroom
• Learn about the gender of nouns
• Identify gender and use appropriate definite articles
• Learn the Spanish alphabet and spelling in Spanish
• Listen to letters in a word and write the word
• Speak and write letters and words
• Learn about punctuation and accent marks in Spanish
• Learn about Mayan hieroglyphics
• Ask partners their names and how to spell them
• Listen to and spell words
• Read and speak about the months of the year
• Ask and answer questions about days, months, and dates
• Write dates of holiday celebrations
• Write answers to questions about days of the week
Vocabulary:Classroom vocabulary, alphabet vocabulary, days, months, and dates vocabulary
Technology:Overhead/LCD projector, CD player
Pacing:90 minutes / EQ:
What is in
a typical
classroom?
GeorgiaStandards:
MLI.IP1 The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.
A. Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms.
C. Make simple requests.
D. Ask for clarification.
E. Give simple descriptions.
F. Comprehend basic directions.
G. Ask questions and provide responses based on topics such as self, family, school, etc.
1. / WARM-UP/ASSESS (15minutes) / Targeted Resources
ALL STUDENTS
• Homework check
Review the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary. / Core Practice: P-4
Core Practice: P-6
Core Practice: P-5
REALIDADES para hispanohablantes: PE
REALIDADES para hispanohablantes Answer Key: PE
2. / WARM-UP/ASSESS (ADDITIONAL RESOURCES) / Targeted Resources
Writing, Audio & Video Activity Workbook: Cap. PE, Writing Activity 6
TRB: Writing, Audio & Video Activity Workbook Answer Key: Cap. PE, Writing Activity 6
Guided Practice Activities: Vocabulary Flash Cards, Vocabulary Check
Guided Practice Activities: P-3, More c sounds
Guided Practice Activities: P-4, The h sound
TRB: Guided Practice Activities Answer Key: Vocabulary Flash Cards, Vocabulary Check
TRB: Guided Practice Activities Answer Key: P-3, More c sounds
TRB: Guided Practice Activities Answer Key: P-4, The h sound
3. / WARM-UP/ASSESS (10minutes) / Targeted Resources
ALL STUDENTS
• Prueba PE-1: En la escuela
Administer Prueba PE-1 in class. / Prueba PE-1, En la escuela
Answer Key: Prueba PE-1, En la escuela
REALIDADES para hispanohablantes: Prueba PE-1, En la escuela
REALIDADES para hispanohablantes: Answer Key: Prueba PE-1, En la escuela
4. / PRESENT/PRACTICE (60minutes) / Targeted Resources
ALL STUDENTS
• Objectives (p. 10)
Go over the section objectives with students to prepare them for the new material.
• Presentation: La sala de clases (p. 10)
Play Track 14. Present the new vocabulary about classrooms.
• Actividad 1 El libro, el lápiz,... (p. 10)
Play Track 15. Students listen to someone talk about classroom objects and indicate comprehension.
STUDENTS WITH LEARNING DIFFICULTIES
• Encourage students to always learn a noun with its article to reinforce the sound and rhythm and the concept of gender. Have students color code new vocabulary in their notebooks for different genders.
HERITAGE LANGUAGE LEARNERS
• Ask students if they use any words that are different from the vocabulary in the book, but that mean the same thing. / Vocabulary, Cap. PE
Vocabulary & Grammar Transparencies: Transparency 28
TRB: Cap. PE, Audio Script
Act. 1 Audio, Cap. PE
5. / PRESENT/PRACTICE / Targeted Resources
ALL STUDENTS
• Actividad 2 ¿Cómo se dice...? (p. 11)
Working with a partner, students speak about items and people in the classroom.
• Presentation: Nouns (p. 11)
Present the grammar box about the gender of nouns.
• Actividad 3 ¿Masculino o femenino? (p. 11)
Students identify gender and use appropriate definite articles.
• Audio Activity 3
Play Track 20 and have students complete Audio Activity 3 in class.
• Presentation: El alfabeto (p. 12)
Play Track 16. Present the Spanish alphabet and spelling in Spanish.
• Actividad 4 Escucha y escribe (p. 12)
Play Track 17. Students listen to letters in a word read aloud and indicate comprehension.
ADVANCED LEARNERS / PRE-AP*
• Have students turn to p. 9, make a list of the labeled parts of el cuerpo, and then write or say the letters for each word. / Answers on Transparencies: Cap. PE, Act. 2 Answers
Answers on Transparencies: Cap. PE, Act. 3 Answers
Answers on Transparencies: Cap. PE, Act. 4 Answers
Act. 2 Answers, Cap. PE
Writing, Audio & Video Activity Workbook: Cap. PE, Audio Activity 3
TRB: Writing, Audio & Video Activity Workbook Answer Key: Cap. PE, Audio Activity 3
Grammar, Cap. PE
Act. 3 Answers, Cap. PE
Vocabulary, Cap. PE
Act. 4 Audio, Cap. PE
6. / PRESENT/PRACTICE (ADDITIONAL RESOURCES) / Targeted Resources
Vocabulary & Grammar Transparencies: Transparency 29
7. / PRESENT/PRACTICE / Targeted Resources
ALL STUDENTS
• Actividad 5 Pregunta y contesta (p. 12)
Working with a partner, students speak and write letters and words. / Answers on Transparencies: Cap. PE, Act. 5 Answers
Act. 5 Answers, Cap. PE
8. / PRESENT/PRACTICE / Targeted Resources
ALL STUDENTS
• Exploración del lenguaje: Punctuation and accent marks (p. 13)
Present the information about punctuation and accent marks in Spanish.
• Fondo cultural: The Maya (p. 13)
Go over the information and have students respond to the question.
• Actividad 6 ¿Cómo te llamas? (p. 13)
Working with a partner, students ask each other their names and how to spell them.
• Actividad 7 Juego (p. 13)
Working with a partner, students practice listening to and spelling new vocabulary.
• Audio Activity 4
Play Track 23 and have students complete Audio Activity 4 in class.
• Presentation: El calendario y la fecha, los meses del año (p. 14)
Play Tracks 18 and 19. Present new vocabulary about the calendar and ask questions about days, months, and dates.
• Actividad 8 Hoy y mañana (p. 15)
Working with a partner, students ask and answer questions about days of the week.
• Actividad 9 Días de fiesta (p. 15)
Students write dates of holiday celebrations.
HERITAGE LANGUAGE LEARNERS
• Have students look at Spanish newspapers or magazines, write a list of ten words that have accent marks, and then spell the words aloud.
• Have students research and write down the names and dates of three important celebrations in their heritage countries. Encourage them to describe the occasion and any related festivities.
ADVANCED LEARNERS / PRE-AP*
• Have students make a twelve-month calendar using the Spanish names for months and days of the week. / Vocabulary & Grammar Transparencies: Transparency 30
TRB: Cap. PE, Audio Script
Writing, Audio & Video Activity Workbook: Cap. PE, Audio Activity 4
TRB: Writing, Audio & Video Activity Workbook Answer Key: Cap. PE, Audio Activity 4
Answers on Transparencies: Cap. PE, Act. 8 Answers
Answers on Transparencies: Cap. PE, Act. 9 Answers
Vocabulary, Cap. PE
Act. 8, Act. 9 Answers, Cap. PE
9. / WRAP-UP/HOMEWORK OPTIONS (5minutes) / Targeted Resources
ALL STUDENTS
• Core Practice P-6
Assign P-6 for homework or in-class work.
• realidades.com (p. 11)
Have students go online at home or in class for more practice with la sala de clases. / Core Practice: P-6
Prueba PE-2, En la clase
Answer Key: Prueba PE-2, En la clase
REALIDADES para hispanohablantes: Prueba PE-2, En la clase
REALIDADES para hispanohablantes: Answer Key: Prueba PE-2, En la clase
10. / WRAP-UP/HOMEWORK OPTIONS / Targeted Resources
ALL STUDENTS
• Core Practice P-7, P-8
Assign P-7 and P-8 for homework or in-class work.
• realidades.com (p. 16)
Have students go online to practice with el calendario.
Mr. Franco’s Blog:

StudySpanish.com:

Blogueando para aprender:

ColbyCollege (Maine):

BBC “Mi vida loca”:
/ Core Practice: P-7
Core Practice: P-8
Schedule: 90 Minutes
Day 2
• Read about a festival in Pamplona, Spain
• Read about the Aztec calendar
• Speculate about the Aztec glyphs and calendar
• Describe weather conditions and identify seasons
• Listen to and identify weather vocabulary
• Ask and answer questions about the weather and seasons
• Read a chart and write about the weather for cities in the Northern and Southern Hemispheres
• Talk about temperatures in the Northern and Southern Hemispheres
• Speak and write about weather in the two hemispheres
Vocabulary:Weather vocabulary, seasons vocabulary
Technology:Overhead/LCD projector, CD player
Pacing:90 minutes / EQ:
What do you already know about Spain?
Georgia
Standards:
MLI.CU1 The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken.
A. Demonstrate knowledge of contributions of target culture(s) to civilization.
B. Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals.
C. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.
1. / WARM-UP/ASSESS (20minutes) / Targeted Resources
ALL STUDENTS
• Actividad 10 El calendario (p. 16)
Students write answers to questions about days of the week.
• Fondo cultural: Los sanfermines (p. 16)
Go over the information and have students respond to the question.
• Homework check
Review the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary.
STUDENTS WITH SPECIAL NEEDS
• Make a calendar that shows today’s date and have students use it to answer the questions in Actividad 10. / Answers on Transparencies: Cap. PE, Act. 10 Answers
Act. 10 Answers, Cap. PE
Core Practice: P-7
Core Practice: P-8
2. / WARM-UP/ASSESS (10minutes) / Targeted Resources
ALL STUDENTS
• Prueba PE-2: En la clase
Administer Prueba PE-2 in class. / Prueba PE-2, En la clase
Answer Key: Prueba PE-2, En la clase
REALIDADES para hispanohablantes: Prueba PE-2, En la clase
REALIDADES para hispanohablantes: Answer Key: Prueba PE-2, En la clase
3. / PRESENT/PRACTICE (55minutes) / Targeted Resources
ALL STUDENTS
• Actividad 11 The Aztec calendar (p. 17)
Students read about the Aztec calendar.
• Actividad 12 Glyphs (p. 17)
Students speculate about the Aztec glyphs and calendar.
• Writing Activity 7
Have students complete Writing Activity 7 in class.
• Presentation: ¿Qué tiempo hace? Las estaciones (p. 18)
Play Track 21. Present information on weather conditions and identifying seasons.
• Audio Activity 5
Play Track 24 and have students complete Audio Activity 5 in class. • Actividad 1 El tiempo (p. 19)
Play Track 22. Students listen to someone using vocabulary to describe weather conditions and indicate comprehension.
ADVANCED LEARNERS / PRE-AP*
• Ask students to research Pamplona and los sanfermines. Suggest that they create a poster presentation to share with the class.
• Assign students a city in the Spanish-speaking world, and have them follow the weather there for one week. Make a bulletin board to track the weather in the cities.
STUDENTS WITH LEARNING DIFFICULTIES
• Working in pairs, have students pantomime each of the weather conditions and seasons. / Answers on Transparencies: Cap. PE, Act. 12 Answers
Act. 12 Answers, Cap. PE
Writing, Audio & Video Activity Workbook: Cap. PE, Writing Activity 7
TRB: Writing, Audio & Video Activity Workbook Answer Key: Cap. PE, Writing Activity 7
Writing, Audio & Video Activity Workbook: Cap. PE, Audio Activity 5
TRB: Writing, Audio & Video Activity Workbook Answer Key: Cap. PE, Audio Activity 5
Vocabulary & Grammar Transparencies: Transparency 31
TRB: Cap. PE, Audio Script
Vocabulary, Cap. PE
Act. 1 Audio, Cap. PE
4. / PRESENT/PRACTICE / Targeted Resources
ALL STUDENTS
• Actividad 2 ¿Qué tiempo hace? (p. 19)
Students ask and answer questions about the weather.
• Actividad 3 Las estaciones (p. 19)
Students ask and answer questions about the weather and seasons.
• Actividad 5 ¿Hace calor o hace frío? (p. 21)
Students read a chart and write about the weather for cities in the Northern and Southern Hemispheres.
• Actividad 6 ¿Y qué tiempo hace en...? (p. 21)
Working with a partner, students talk about temperatures in the Northern and Southern Hemispheres.
• Writing Activity 8
Have students complete Writing Activity 8 in class.
STUDENTS WITH LEARNING DIFFICULTIES
• Read La geografía passage with students who struggle with reading. Encourage them to read through the questions at the bottom prior to reading.
HERITAGE LANGUAGE LEARNERS
• Have students research the climate and seasons of their heritage countries and write a short paragraph. / Answers on Transparencies: Cap. PE, Act. 1 Answers
Answers on Transparencies: Cap. PE, Act. 2 Answers
Act. 2 Answers, Cap. PE
Writing, Audio & Video Activity Workbook: Cap. PE, Writing Activity 8
TRB: Writing, Audio & Video Activity Workbook Answer Key: Cap. PE, Writing Activity 8
5. / WRAP-UP/HOMEWORK OPTIONS (5minutes) / Targeted Resources
ADVANCED LEARNERS / PRE-AP*
• Ask students to research Pamplona and los sanfermines. Suggest that they create a poster presentation to share with the class.
• Assign students a city in the Spanish-speaking world, and have them follow the weather there for one week. Make a bulletin board to track the weather in the cities.
STUDENTS WITH LEARNING DIFFICULTIES
• Working in pairs, have students pantomime each of the weather conditions and seasons. / REALIDADES para hispanohablantes: PE
REALIDADES para hispanohablantes Answer Key: PE
Guided Practice Activities: Vocabulary Flash Cards, Vocabulary Check
Guided Practice Activities: P-5, Special letters
Guided Practice Activities: P-6, The letters b and v
TRB: Guided Practice Activities Answer Key: Vocabulary Flash Cards, Vocabulary Check
TRB: Guided Practice Activities Answer Key: P-5, Special letters
TRB: Guided Practice Activities Answer Key: P-6, The letters b and v
Vocabulary & Grammar Transparencies: Transparency 15
Vocabulary & Grammar Transparencies: Transparency 16
6. / WRAP-UP/HOMEWORK OPTIONS / Targeted Resources
ALL STUDENTS
• Actividad 4 Conexiones: La geografía (p. 20)
Students speak and write about weather in the two hemispheres.
• Core Practice P-9
Assign P-9 for homework or in-class work.
• realidades.com (p. 21)
Have students go online at home or in class for more practice with el tiempo.
Mr. Franco’s Blog:

StudySpanish.com:

Blogueando para aprender:

ColbyCollege (Maine):

BBC “Mi vida loca”:
/ Vocabulary & Grammar Transparencies: Transparency 17
Answers on Transparencies: Cap. PE, Act. 4 Answers
Act. 4 Answers, Cap. PE
Core Practice: P-9
Schedule: 90 Minutes
Day 3
• Review chapter vocabulary in preparation for the test
Vocabulary:Chapter vocabulary
Technology:Overhead/LCD projector, CD player
Pacing:90 minutes / EQ:
After studying for your first exam in Spanish, what are the main similarities and differences you have found between English and Spanish?
Georgia
Standards:
MLI.CCC3 The students compare basic elements of the target language to the English language.
A. Recognize similarities and differences in sound systems, writing systems,
cognate words, gender, and level appropriate idioms.
B. Recognize basic sound distinctions and intonation patterns and their effect on
communicating meaning.
1. / WARM-UP/ASSESS (30minutes) / Targeted Resources
ALL STUDENTS
Short Review. Go over any recurring errors that students may have made, reteaching as necessary.
• Written Assessment #1 / Vocabulary & Grammar Transparencies: Transparency 16
Vocabulary & Grammar Transparencies: Transparency 17
Answers on Transparencies: Cap. PE, Act. 4 Answers
Act. 4 Answers, Cap. PE
Core Practice: P-9
2. / WARM-UP/ASSESS (ADDITIONAL RESOURCES) / Targeted Resources
Vocabulary & Grammar Transparency 15
Guided Practice Activities: Vocabulary Flash Cards, Vocabulary Check
Guided Practice Activities: P-5, Special letters
Guided Practice Activities: P-6, The letters b and v
TRB: Guided Practice Activities Answer Key: Vocabulary Flash Cards, Vocabulary Check
TRB: Guided Practice Activities Answer Key: P-5, Special letters
TRB: Guided Practice Activities Answer Key: P-6, The letters b and v
3. / PRESENT/PRACTICE (55minutes) / Targeted Resources
ALL STUDENTS
• Communicative Activity
Assign the Communicative Activity for in-class work.
• Vocabulario (pp. 22-23)
Review chapter vocabulary with students to prepare them for the Examen del capítulo.
• Situation Cards
Assign the Situation Cards as in-class pair work.
• Theme Project
Begin theme project in class.
STUDENTS WITH LEARNING DIFFICULTIES
• Help students take the review section by section. Show them how to focus on thing they’ve not mastered.
ADVANCED LEARNERS / PRE-AP*
• Ask students to facilitate review sessions within small groups. / TRB: Cap. PE, Communicative Activity
TRB: Cap. PE, Audio Script
TRB: Cap. PE, Vocabulary Clip Art
TRB: Cap. PE, Situation Cards
Answers on Transparencies: Cap. PE, Preparación para el examen Answers
Answers, Cap. PE
Go Online
4. / WRAP-UP/HOMEWORK OPTIONS (5minutes) / Targeted Resources
ALL STUDENTS
• Core Practice P-10, P-11
Assign P-10 and P-11 for homework or in-class work.
• realidades.com: Self-test (p. 23)
Have students go online at home or in class to prepare for the Examen del capítulo.
• Examen del capítulo
Have students begin work on Examen del capítulo, Para empezar in class. / Core Practice: P-10
Core Practice: P-11
Examen del capítulo, PE
Answer Key: Examen del capítulo, PE
REALIDADES para hispanohablantes: Examen del capítulo, PE
REALIDADES para hispanohablantes: Answer Key: Examen del capítulo, PE
Listening Comprehension Scripts
Speaking Proficiency Scripts
5. / WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL RESOURCES) / Targeted Resources
Mr. Franco’s Blog:

StudySpanish.com:

Blogueando para aprender:

ColbyCollege (Maine):

BBC “Mi vida loca”:
/ ExamView, All Students: Test Bank A, Cap. PE
ExamView, All Students: Test Bank B, Cap. PE