IP1 Exchange spoken and written information in the target language, utilizing cultural references where appropriate. a, d, e,f,g
INT1 Understand spoken and written language on new and familiar topics presented through a variety of media in the target language, including authentic materials. a, c, d
P1. Present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns. c
CCC2 Demonstrate an understanding of the similarities and differences between the culture(s) studied and those of the students’ own culture b
CCC3 Develop a better understanding of the English language through the study of the target language. a,b
Days / Activities / Pacing
Mon.2
Speaking/
writing
Tu.3
Speaking
(grades due)
Wed.4
Speaking
(New unit CW check off sheet)
Th.5
Listening/
reading
Fri.6
Listening
(Homeroom,
Report cards, / Weekly essential questions: 1. Are hobbies of teenagers of different socio-economic and demographic background very different? 2. What do you need to go through your daily/morning routine?3.How do you get ready for a special event? 4.Do socio-economic factors have an influence in the daily routines, practices,…among teenagers? 5. What do the reflexive verbs look like? 6. Why are reflexive verbs different from any English verb?
Opening (informal formative assessment) (directed paraphrasing)- using movie organizer, in 2 lines, summarize a key idea presented in the movie“La princesa y el chico del barrio” (in English/in Spanish) DIFFERENTIATION by levels (heritage and adv. students); share with class
Formative Assessment (informal) (Say something)- go over movie organizerhandout: using characters and events descriptions from movie organizer, take turns leading discussions in a cooperative group on the description of their favorite characters and events from the movie.
Assessment- finish Midterm constructive response short essay
Performance/Summative Assessment (technology)- (SS Computer Room) work on Performance-Based Summative Assessment comic project
Closing- share the story of some comics
HW- finish comic project and memorize role (due on Th.)
WU- looking at answers and notes on movie organizer, as a whole class, choose 2 characters and create 3 affirmative sentences/open-ended questions using comparison structures, to compare their qualities and hobbies; share with classDIFFERENTIATION by levels (heritage and adv. students)
Formative Assessment (informal) (observation)- from Tb pg. 71, read grammar to review verbs and expressions followed by an infinitive; do exer. 3 (read and write a response to an e-mail about likes and dislikes); share some responses on board (peer correction);
Performance/Summative Assessment (technology)- (SS Computer Room) work on comic project
Closing- share the story of some comics
WU-looking at answers/notes on movie organizer, choose 1 favorite character from the movie and write 2 affirmative sentences/open-ended questions about what he/she can/wants to/prefers to/is going to do, using auxiliaryverbs “poder, querer, preferir, ir a”; share
Activity 1 (review)- go over Midterm
Performance (oral Interper. Comm.)- do TB. pg. 71, exer. 4, in groups of 4, to exchange information about plans for the weekend, using the cues given; Formative Assessment(informal) (debriefing)-in groups, report findings on the class plans’ for the weekend
Unit 2A: “¿Cómo te preparas?” (How do you get ready?)
Activity 2(preview)- objectives, standards, formal formativeand summative assessment of new unit
Activity 3 (audio Interpret. Comm.)(vocab.input) (inform. Formt. Assessm.) (choral response)-listen to/read/repeat new vocab. from new unit(TB pgs.74-75); predict meaning of new words (in blue) by looking at TB pictures; recognize new vocab DIFFERENTIATION by learning styles: auditory and visual
Assessment (informal format.) (hand signals)- do listeningcomprehension exer.1,2 (Tb pg. 75), pantomime daily routine actions, and using thumbs-up, on teenagers logical/illogical morning routines statements
Activity 4 (culture input)- take notes about Spanish-speaking teenagers’ socializing and dressing habits; read notes aloud (CW 2A-1)
Closing- compare their morning routine or how they get ready for a special event
Opening- work on Workbook (guided section) vocab. flashcards labelling
Activity 1 (written present. Comm.)- choose 10 words and use them in 5 sentences stating needs, wants, (dis)likes about daily routine items they use; share with class
Activity 2 (written/audio-visual Interpret.Comm.)- read/watch/listen to story (teenagers preparing for a special event (TB pgs.76-77); identify vocab.; do true/falseex.3 and audio-visual worksheets;DIFFERENTIATION by learning styles: aud., visual (CW 2A-2)
Activity 3 (gram. pract.)- do exer. TB pgs 78, 79: choose exer. 4,5-1 or 6(writing about items needed, clothes wore using a chart, or daily routines using a venn diagram)DIFFERENTIATION by learning styles (mathematical/visual/linguistic)
Activity 4 (gram. Input)- recognize reflexive verbs on Gramatica, TB pg. 80; do Tb pgs. 81-82, exer. 8, 9, 10; watch GramActiva tutorial video on reflexive verbs (CW 2A-3)
Closing (inform. Formt. Asses.)(word sort)- complete “Boleto de salida” with 2 learned nouns, 2 learned verbs, and 1 learned adjective
WU- do Workbook exer. (guided section) on vocab on daily routines
Activity 1 (oral Interpret. Comm.)(audio-visual)- copy comprehension questions in English; translate them into Spanish; watch (twice) Episode 2 from “Extra” (UnitedStreaming) about the daily routine and the shopping habits of Sam (the American guest) and the Spanish neighbors; first time, take notes to write a short summary of the story; 2nd time, story is stopped to comment on vocab. and meaning of regional expressionsused, and answer comprehension questions from handout;
Performance- practice story of comic stripDIFFERENTIATION by learning styles (kinesthetic, interpersonal)
Assessment/Performance- act out Unit 1B comic strips projects; take notes on stories to demonstrate comprehension; share themDIFFERENTIATION by final product and learning styles (kinesthetic/interpersonal)
Closing- vote best comic
HW10- do Workbook exer. (guided section) on reflexive verbs / 12min
18min
10min
45min
3min
13min
15min
60min
2min
12min
10min
18min
3min
17min
15min
12min
3min
12min
16min
20min
18min
20min
2min
10min
40min
15min
23min
2min
TEACHER: Sta. BECERRALESSON PLANS: Spanish IIDATE: Nov. 2nd-6th 2015