The speaking test over descriptions is Monday.
There will be a vocabulary quiz over “likes” on Friday, November 9th.
Students may “requiz” over conjugation before or after school this week. Normally, there are no re-quizzes in my class, but the concept of conjugation is so important to Spanish 1 that an exception is needed.
Monday,
Student Objective: to talk about likes and dislikes
TEKS:
Students will communicate in target language using the skills of listening, reading and writing.
Students will gain knowledge and understanding of other cultures
Students will make connections with other subject areas
Students will develop insight into the nature and culture by comparing the student’s own language and culture to another
Students will participate in communities at home and around the world by using target language
Warm Up: Take notes over “likes”
Method of Delivery:
Reading, writing, speaking, listening, modeling. / Student Activities:
- Take speaking test over descriptions.
- Do motions for the new vocabulary.
- Do worksheet which connects traits and likes.
Assessment:
Observation, written, oral
Differentiation:
Will comply with IEP / Homework: none
Tuesday,
Student Objective: to talk about what you and others like to do
TEKS: See above.
Warm Up: Take notes over questions: Que tegustahacer? Que no tegustahacer? Que musicategusta? Que bandategusta? Que deportetegusta? Me gusta, me gusta mas, and no me gusta
Method of Delivery:
Reading, writing, speaking, listening, modeling. / Student Activities:
Review yesterday's vocabulary with motions.
Answer questions for oral participation.
Write paragraphs using old and new vocabulary.
Assessment:
Observation, written, oral
Differentiation:
Will comply with IEP / Homework: none
Wednesday,
Student Objective: totalk about likes/dislikes
TEKS: See above.
Warm Up:none—Go to language lab.
Method of Delivery:
Reading, writing, speaking, listening, modeling. / Student Activities:
- Review recent vocabulary.
- Interview each other about your likes and dislikes.
- Write about your chico/a perfecto/a.
- Interview each other about your chico/a perfecto/a.
- Read to the class for participation.
Assessment:
Observation, written, oral
Differentiation:
Will comply with IEP / Homework: none
Thursday,
Student Objective: to talk about likes/dislikes
TEKS: See above.
Warm Up: translate 2 sentences
Method of Delivery:
Reading, writing, speaking, listening, modeling. / Student Activities:
Review all new vocabulary.
Add textbook likes (not on Friday’s quiz).
Do music brainstorming activity with the new “likes.”
Do textbook activities.
Assessment:
Observation, written, oral
Differentiation:
Will comply with IEP / Homework:Study for quiz
Friday,
Student Objective:
TEKS: See above.
Warm Up:Study with partner.
Method of Delivery:
Reading, writing, speaking, listening, modeling. / Student Activities:
Take quiz.
Finish textbook activities.
Do activity over more likes and dislikes.
Assessment:
Observation, written, oral
Differentiation:
Will comply with IEP