Griselda Milligan -
Spanish Teacher
WEEKLY LESSON PLAN – SPANISH 1 CP
Important
Note:
Test on
Monday 23. It will cover the following:
- Comparison
- Stem-changing verbs (verbs
with spelling change)
- “Ir”
to go
- SER or ESTAR
- Expression with verb
“TENER”
- Vocabulary:pg.159, pg.183,
pg.213, pg.237
Unit 5 – Lesson 1 Unit Theme: “Vivimos
aqui”
Week: November 16-20/09
|
Students will be able to … |
Unit Essential Questions ·
Where do you
live, in a house or in an apartment? ·
Is your
neighborhood a quiet and safe place to live in? ·
What chores
do you do at home? |
|
- ·
Describe a house and household items ·
Indicate the order of things ·
Describe people and locations |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 1.3 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-stem-changing verbs “E to IE”, “O to UE”, “E to I” -“SER” or “ESTAR” -Review of verb “IR” (to go) -Vocabulary: Household activities, house objects, rooms, locations Review
(for test) -“Expression with verb TENER” -Present Tense of “-AR /–ER /-IR verbs” -Food and Drinks -Question words -location words -colors -clothing |
- Use stem-changing verbs to describe actions -Use the verb “TENER” to express hunger/thirst/ages/etc -Use of new vocabulary to compare and talk about household activities and housing items. -Reading comprehension:
understanding main ideas: use graphical organizers to get main
ideas. Writing Write a description of your house/your ideal house. |
-Pictures and illustrations -Reading passages -Flashcards -Magazines -Textbook -Workbook -Audio CD -Computer: type a description of your family. Follow guideline) |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices -Question strategies (yes/no, either/or, multiple choice, one word/short answer) -Information questions: how to give complete information |
-Tell and write about what you wear for every season. -Tell and write comparing people’s likes, appearances, personalities. -Tell and write comparing the prices and style of items you buy/see at the store. -Read and understand basic vocabulary/main ideas. Cultural Spot: (to be
completed) “Fin de semana
en España y Chile” Read the article and compare info with what happened in your town. |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -“ - Grammar /vocabulary quizzes -Teacher-customized quizzes on the topic already introduced. |
|
Homework |
Projects |
Quizzes / Tests |
|
Tue: “ Thu: “ |
|
Quiz: Friday 20 SER or ESTAR IR (to go) Test: Monday 23 |
WEEKLY LESSON PLAN – SPANISH 1 CP
Important
Note:
Test on
Monday 23. It will cover the following:
- Comparison
- Stem-changing verbs (verbs
with spelling change)
- “Ir”
to go
- SER or ESTAR
- Expression with verb
“TENER”
- Vocabulary:pg.159, pg.183,
pg.213, pg.237
Unit 4 – Lesson 2 Unit Theme: “Que
hacemos esta noche?” Week:
November 09-13/09
|
Students will be able to … |
Unit Essential Questions ·
Where would
you like to go? ·
What do you prefer to do? ·
What do you want to eat and drink? |
|
- ·
Describe places and events in town ·
Talk about types of transportation ·
Say what you are going to do ·
Order from a menu |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 1.3 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-stem-changing verbs “E to IE”, “O to UE”, “E to I” -“Expression with verb TENER” -Review of verb “IR” (to go) -Vocabulary: clothes, seasons, numbers up to 1,000 Review -Present Tense of “-AR /–ER /-IR verbs” -Food and Drinks -Question words |
- Use stem-changing verbs to describe actions -Use the verb “TENER” to express hunger/thirst/ages/etc -Use of new vocabulary to compare and talk about shopping. -Reading comprehension:
understanding main ideas: use graphical organizers to get main
ideas. Writing Write a description of a friend telling things he/she does during spare time. What her/his preferences are as regards places to go to have fun and things to do to have fun. |
-Pictures and illustrations -Reading passages -Flashcards -Magazines -Textbook -Workbook -Audio CD -Computer: type a description of your family. Follow guideline) |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices -Question strategies (yes/no, either/or, multiple choice, one word/short answer) -Information questions: how to give complete information |
-Tell and write about what you wear for every season. -Tell and write comparing people’s likes, appearances, personalities. -Tell and write comparing the prices and style of items you buy/see at the store. -Read and understand basic vocabulary/main ideas. Cultural Spot: “Fin de semana
en España y Chile” Read the article and compare info with what happened in your town. |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -“ - Grammar /vocabulary quizzes -Teacher-customized quizzes on the topic already introduced. |
|
Homework |
Projects |
Quizzes / Tests |
|
Wed. “ |
|
Quiz: Friday 13 Stem-changing verbs and
Expression with verb Tener Test: Monday 23 |
WEEKLY LESSON PLAN – SPANISH 1 CP
Unit 4 – Lesson 1 Unit Theme: “Vamos
de compras” y “Comparemos” Week: November 02-06/09
|
Students will be able to … |
Unit Essential Questions ·
What would
you like to buy? ·
How much is it/are they? ·
Can you compare two members of your family? ·
Which item is more expensive? |
|
- ·
Talk about what clothes you want to buy ·
Say what you wear in different
seasons ·
Make comparisons |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 1.3 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-stem-changing verbs “E to IE” -“Expression with verb TENER” -Adjectives to compare people and objects -Vocabulary: clothes, seasons, numbers up to 1,000 -Present Tense of “-AR /–ER /-IR verbs” Review of: -Possessive Adjectives -The family -Food and Drinks -Question words |
- Use stem-changing verbs to describe actions -Use the verb “TENER” to express hunger/thirst/ages/etc -Use of new vocabulary to compare and talk about shopping. -Reading comprehension:
understanding main ideas: use graphical organizers to get main
ideas. Writing Write a description of two people you know and compare them. |
-Pictures and illustrations -Reading passages -Flashcards -Magazines -Textbook -Workbook -Audio CD -Computer: type a description of your family. Follow guideline) |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices -Question strategies (yes/no, either/or, multiple choice, one word/short answer) -Information questions: how to give complete information |
-Tell and write about what you wear for every season. -Tell and write comparing people’s likes, appearances, personalities. -Tell and write comparing the prices and style of items you buy/see at the store. -Read and understand basic vocabulary/main ideas. Cultural Spot: “La quinceañera”
Watch a video on how a |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -“ - Grammar /vocabulary quizzes -Teacher-customized quizzes on the topic already introduced. |
|
Homework |
Projects |
Quizzes / Tests |
|
Wed. “ |
|
Quiz: Friday 06 Vocabulary: clothes, colors,
comparison
Quiz: Friday 13 Stem-changing verbs and Expression
with verb Tener |
WEEKLY LESSON PLAN – SPANISH 1 CP
Important
Note:
Project
“Yo y un pais hispanohablante” is due October 30.
Unit 3 – Lesson 2 Unit Theme: “En mi familia”
Week: October 26-30/09
|
Students will be able to … |
Unit Essential Questions ·
What is your
family like? ·
When is your birthday? ·
What do you and your family
do? |
|
·
Talk about family ·
Ask and tell ages ·
Express possession ·
Give dates |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 1.3 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-Present Tense of “–ER/-IR verbs” -“GUSTAR” (like) with nouns “HACER” (to do/make) “Expression with verb TENER” -Review of –AR verbs -Possessive Adjectives -The family -Food and Drinks -Adjectives to describe personality/appearance -Question words |
- Use the forms of –AR /–ER/-IR verbs to describe actions -Use the verb “GUSTAR” to describe what people like/dislike -Use the verb “TENER” to express hunger/thirst/ages/etc -Information questions :QUE,
CUAL, CUALES, DONDE, POR QUE, -Reading comprehension:
understanding main ideas: use graphical organizers to get main
ideas. Writing Write a questionnaire to find out information about a given topic. |
-Pictures and illustrations -Reading passages -Flashcards -Magazines -Textbook -Workbook -Audio CD -Computer: type a description of your family. Follow guideline) |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices -Question strategies (yes/no, either/or, multiple choice, one word/short answer) -Information questions: how to give complete information |
-Tell and write about what you eat/drink for each meal. -Read and understand basic vocabulary/main ideas. -Read about typical Latino food. Compare according to regions/countries -Ask and tell the time for specific info. -Write a guided paragraph using expanded vocabulary. Cultural Spot: “La quinceañera”
Watch a video on how a |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -“ - Grammar /vocabulary quizzes -Teacher-customized quizzes on the topic already introduced. |
|
Homework |
Projects |
Quizzes / Tests |
|
Tue. “ Thu. “Para y Piensa” Did you get it? Pg 152/166 |
“Yo y un pais hispanohablante” due October 30. |
Quiz: Monday 26 -ER/-IR verbs, GUSTAR Quiz: Friday 30 -Vocabulary: the family,
dates, expression with TENER |
WEEKLY LESSON PLAN – SPANISH 1 CP
Important
Note:
Mid-term
exam: 4th Block: Monday 19
It will
cover the following:
·
“Leccion Preliminar” pg. 25
·
“Unidad
1”pg. 51 & pg. 75
·
“Unidad 2”
pg. 105 & 129
·
·
Write a paragraph about yourself,
your school, things you like and dislike, after school activities.
Unit 3 – Lesson1 Unit Theme: “Mi comida favorita”
Week: October 19-23/09
|
Students will be able to … |
Unit Essential Questions ·
What do you
like to eat/drink? ·
What don’t you like to eat /drink? ·
How can you formulate questions? ·
How can you get information through questions? |
|
·
Talk about food and beverages ·
Ask questions ·
Say which foods they like/don’t like |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 1.3 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-Present Tense of “–ER/-IR verbs” -“GUSTAR” (like) with nouns “HACER” (to do/make) “Expression with verb TENER” - Questions verbs -Food and Drinks -Adjectives to describe food/drinks |
- Use the forms of –ER/-IR verbs to describe actions -Use the verb “GUSTAR” to describe what people like/dislike -Use the verb “TENER” to express hunger/thirst -Information questions :QUE,
CUAL, CUALES, DONDE, POR QUE, -Reading comprehension: understanding main ideas. Writing Write a questionnaire to find out information about a given topic. |
-Pictures and illustrations -Reading passages -Flashcards -Magazines -Textbook -Workbook -Audio CD |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices -Question strategies (yes/no, either/or, multiple choice, one word/short answer) |
-Tell and write about what you eat/drink for each meal. -Read and understand basic vocabulary/main ideas. -Read about typical Latino food. Compare according to regions/countries -Ask and tell the time for specific info. -Write a guided paragraph using expanded vocabulary. Cultural Spot: “La Cocina
Criolla” : Research work on internet |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -“ - Grammar /vocabulary quizzes -Teacher-customized quizzes on the topic already introduced. |
|
Homework |
Projects |
Quizzes / Tests |
|
Tue. “ Thu. “Para y Piensa” Did you get it? Pg 149/152 |
“Mes
de la Hispanidad” Research work on Hispanic
heritage celebrated in |
Mid-term exam: Monday 19 Quiz: Friday 23 -Vocabulary pg. 158 -ER/-IR verbs, GUSTAR, HACER |
WEEKLY LESSON PLAN – SPANISH 1 CP
Important
Note:
Mid-term
exam: 1st Block / 3rd Block: Friday 16
4th
Block: Monday 19
It will
cover the following:
·
“Leccion Preliminar” pg. 25
·
“Unidad
1”pg. 51 & pg. 75
·
“Unidad 2” pg.
105 & 129
·
·
Write a paragraph about yourself,
your school, things you like and dislike, after school activities.
Unit 1 & 2 Unit Theme: “Repaso
general” Week: October
12-16/09
|
Students will be able to … |
Unit Essential Questions ·
How can I
give a basic description about myself? ·
How can I describe schedules and school/after school activities? ·
How can I describe my routine? ·
How can I describe location and people’s feelings? |
|
·
Use variety of vocabulary and structures to express personal info,
likes and dislikes, description of appearance and personality, everyday
activities, after-school activities. ·
Perform guided conversation based on
a given situation ·
Scheme main ideas and requested
information from passages. |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 1.3 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-Present Tense of “–AR verbs” “ESTAR” (to be) “IR” (to go) -“TENER” (to have) -“TENER QUE” ( have to) -“SER” (to be) -“GUSTAR” (like) -Personal questions -Classroom objects and places in school -Words describing where things are. Words describing how you feel. -Words describing appearances and personalities. -Numbers: 0-100 -“LA/LAS/EL/LOS” -“UN/UNA/UNOS/UNAS” -Adjective/noun agreement |
- Use the forms of –AR verbs to say what people do -Use the verb ‘ESTAR” to talk about where things are and how people feel. -Use the verb “IR” to say where you and others are going. -Basic sentences to describe likes and dislikes -Use the verb “SER” to give personal information. -Use the verb “TENER/TENER QUE” to tell about obligations and possession. -Reading comprehension: understanding main ideas. Writing Paragraph writing using a guideline and correct punctuation. |
-Pictures and illustrations -Reading passages -Flashcards -Magazines -Textbook -Workbook -Audio CD |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices -Question strategies (yes/no, either/or, multiple choice, one word/short answer) |
-Tell and write about your daily schedule at school. -Tell and write about other classmate’s schedule. -Read and understand basic vocabulary/main ideas. -Describe quantities. -Solve mathematical problems -Ask and tell the time for specific info. -Write a guided paragraph using expanded vocabulary. Cultural Spot: (to be
completed) “Mi clase
favorita” Two
students from |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -“ - Grammar /vocabulary quizzes -Teacher-customized quizzes on the topic already introduced. |
|
Homework |
Projects |
Quizzes / Tests |
|
Tue. “Para y Piensa” Did you get it? Answer. Pg 114 Wed. “Para y Piensa” Did you get it? Answer. Pg 122 |
“Mes
de la Hispanidad” Research work on Hispanic
heritage celebrated in |
Mid-term exam: Friday 16 Monday
19 |
WEEKLY LESSON PLAN – SPANISH 1 CP
Important
Note:
Mid-term
exam will cover the following:
·
“Leccion Preliminar” pg. 25
·
“Unidad
1”pg. 51 & pg. 75
·
“Unidad 2”
pg. 105 & 129
·
·
Write a paragraph about yourself,
your school, things you like and dislike, after school activities.
Unit 2 – Lesson 2 Unit Theme: “En la escuela”
Week: October 5-9/09
|
Students will be able to … |
Unit Essential Questions · What is my school like? · What are my classes like? · Where are places /things located? · How are you feeling today? · How do you feel on a special situation? |
|
·
Describe
classes and classroom objects. ·
Say where
things are located. ·
Say where
you are going. ·
Talk about
how you feel. ·
Compare cultural facts. |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 1.3 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-Present Tense of “–AR verbs” “ESTAR” (to be) “IR” (to go) -Classroom objects and places in school -Words describing where things are. Words describing how you feel. |
- Use the forms of –AR verbs to say what people do -Use the verb ‘ESTAR” to talk about where things are and how people feel. -Use the verb “IR” to say where you and others are going. -Reading comprehension: understanding main ideas. Writing Paragraph writing using a guideline and correct punctuation. |
-Pictures and illustrations -Reading passages -Flashcards -Magazines -Textbook -Workbook -Audio CD |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices -Question strategies (yes/no, either/or, multiple choice, one word/short answer) |
-Tell and write about your daily schedule at school. -Tell and write about other classmate’s schedule. -Read and understand basic vocabulary/main ideas. -Describe quantities. -Solve mathematical problems -Ask and tell the time for specific info. -Write a guided paragraph using expanded vocabulary. Cultural Spot: “Mi clase
favorite” Two students from |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -“ - Grammar /vocabulary quizzes -Teacher-customized quizzes on the topic already introduced. |
|
Homework |
Projects |
Quizzes / Tests |
|
Wed- Book pg. 112 & 119: “Para y Piensa” Did you get it? Answer. |
|
Wed- Quiz -AR verbs Fri – Quiz ESTAR / IR / vocabulary |
WEEKLY LESSON PLAN – SPANISH 1 CP
Unit 2 – Lesson 1 Unit Theme: “Somos
Estudiantes” - Expansion Week: September 28-30 – October
1-2/09
|
Students will be able to … |
Unit Essential Questions ·
How can I ask
information about daily schedule? ·
How can I talk about daily activities? ·
How can I
ask about and respond to how often I do things/activities. ·
Ask and tell
the time. ·
How do I
figure out the meaning when I don’t understand the words? |
|
·
Describe
daily schedules including the time and days. ·
Say what you
have and have to do ·
Say what you
do and how often you do things. ·
Perform
conversation about asking and giving info. ·
Compare
cultural facts. |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-Verb “TENER” / “TENER QUE” -Expression of Frequency -Present Tense of “–AR verbs” -Vocabulary on school activities/subjects -Numbers 20-100 -“LA HORA”: the time |
-Basic sentences to describe daily schedule/activities -Questions to obtain basic info -Answers to basic info -Guided conversation to interact in casual situations. -Reading comprehension: understanding main ideas. Writing Paragraph writing using a guideline and correct punctuation. |
-Pictures and illustrations -Reading passages -Flashcards -Magazines -Textbook -Workbook -Audio CD |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices |
-Tell and write about your daily schedule at school. -Tell and write about other classmate’s schedule. -Read and understand basic vocabulary/main ideas. -Describe quantities. -Solve mathematical problems -Ask and tell the time for specific info. -Write a guided paragraph using expanded vocabulary. Cultural Spot: (to be completed) “Una escuela bilingue en |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -student-Teacher interaction: how to carry out a guided conversation -Quiz: check vocabulary |
|
Homework |
Projects |
Quizzes / Tests |
|
Wed- Book pg. 95: “Para y Piensa” Did you get it? Complete the sentences. |
|
Mon- Quiz Numbers 20-100 The time Fri – Quiz TENER / TENER QUE Adverbs of Frequency |
WEEKLY LESSON PLAN – SPANISH 1 CP
Unit 2 – Lesson 1 Unit Theme: “Somos
Estudiantes” Week: September 21-25/09
|
Students will be able to … |
Unit Essential Questions ·
How can I
ask and tell the time? ·
How can I ask
information about daily schedule? ·
How can I talk about daily activities? ·
How can I
ask about and respond to how often I do things/activities. ·
How do I
figure out the meaning when I don’t understand the words? ·
Are there
any clues I can listen to and look for to help me understand? |
|
·
Ask and tell
the time. ·
Describe daily schedules. ·
Say what you
have and have to do ·
Say what you
do and how often you do things. ·
Perform
conversation about asking and giving info. ·
Compare cultural facts. |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
Review: -Definite-Indefinite Articles -Noun-Adjective Agreement according to gender and number. …………………………………….. -Numbers 20-100 -Vocabulary on school activities/subjects -“LA HORA”: the time -Verb “TENER” / “TENER QUE” -Expression of Frequency -Present Tense of “–AR verbs” |
-Basic sentences to describe daily schedule/activities -Questions to obtain basic info -Answers to basic info -Guided conversation to interact in casual situations. -Reading comprehension: understanding main ideas. Writing Paragraph writing using a guideline and correct punctuation. |
-Pictures and illustrations -Reading passages -Flashcards -Magazines -Textbook -Workbook -Audio CD |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices |
-Tell and write about your daily schedule at school. -Tell and write about other classmate’s schedule. -Read and understand basic vocabulary/main ideas. -Describe quantities. -Solve mathematical problems -Ask and tell the time for specific info. -Write a guided paragraph using expanded vocabulary. Cultural Spot: “Una escuela bilingue en |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -student-Teacher interaction: how to carry out a guided conversation -Quiz: check vocabulary |
|
Homework |
Projects |
Quizzes / Tests |
|
Wed- Book pg. 90: “Para y Piensa” Did you get it? Complete the sentences. |
|
Tue- Quiz Vocabulary on pg 75 Definite/Indefinite Articles Noun-Adjective Agreement Fri – Quiz Numbers 20-100 The time “TENER” / “TENER QUE” |
WEEKLY LESSON PLAN – SPANISH 1 CP
Unit 1-Lesson 2 Unit Theme: “Mis
amigos y yo”. Expansion. Week: September 14-18/09
Review for test.
Important Note: The test will be given on Tuesday
15. We will review for the TEST on
Monday 14. It will cover the following: Subject Pronouns / “SER” (to be)
/ “GUSTAR” (like) / Vocabulary on pg 32-33 / Numbers 0-20 / Reading
comprehension
|
Students will be able to … |
Unit Essential Questions ·
How can I
describe personalities and give physical descriptions? ·
How can I ask
information about what people are like and look like? ·
How can I respond to those questions? ·
What must I
do to function effectively and participate fully in class? ·
How do I
figure out the meaning when I don’t understand the words? ·
Are there
any clues I can listen to and look for to help me understand? |
|
·
Give
information about themselves regarding likes/dislikes/personalities/physical
description ·
Acquire more important classroom words/phrases to use in
class. ·
Review the
use of subject pronouns/TOBE/forms of “GUSTAR” ·
Perform
conversation about asking and giving info. ·
Compare
cultural facts. |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
Review: -Subject pronouns -Verb “SER” (to be) -Verb to like “GUSTAR” -Leisure activities -Days of the week -Ways to ask about and respond to personal information -Numbers up to 20 ……………………………………. -Definite-Indefinite Articles -Noun-Adjective Agreement -Adjectives to describe personalities/appearance -Classification of words according to gender: Feminine/Masculine Classification of words according to number: Singular/Plural |
-Basic sentences to describe people’s personalities and appearances. -Questions to obtain basic info -Answers to basic info -basic descriptive sentences -Guided conversation to interact in casual situations. -Reading comprehension: understanding main ideas. Writing Paragraph writing using a guideline and correct punctuation. |
-Pictures and illustrations -Reading passages -Flashcards -Magazines -Textbook -Workbook -Video clips: scenes
from the textbook. Listen
for vocabulary that has been practiced. Watch and understand
social aspects of the “latino” world. |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices |
-Tell and write about your personality and appearance. -Tell and write about other people’s personalities and appearances. -Read and understand basic vocabulary/main ideas. -Classify words according to gender and number. -Write a guided paragraph using expanded vocabulary. -Write conversation asking about and giving personal info Cultural Spot: Compare Latin American – Compare students from Compare after school activities in Latin America and |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -student-Teacher interaction: how to carry out a guided conversation -Test: evaluate lesson 1 -Quiz: check vocabulary |
|
Homework |
Projects |
Quizzes / Tests |
|
Wed- Book pg. 71: “Para y Piensa” Did you get it? Answer all the questions in Spanish |
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Tue- TEST (see important note above) Fri- Quiz Vocabulary on pg 75 Definite/Indefinite Articles Noun-Adjective Agreement |
WEEKLY LESSON PLAN – SPANISH 1 CP
Unit 1-Lesson 2 Unit Theme: “Mis
amigos y yo”. Expansion and review. Week: September 8-11/09
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Students will be able to … |
Unit Essential Questions ·
How can I
describe personalities and give physical descriptions? ·
How can I ask information
about what people are like and look like? ·
How can I respond to those questions? ·
What must I
do to function effectively and participate fully in class? ·
How do I
figure out the meaning when I don’t understand the words? ·
Are there
any cues I can listen to and look for to help me understand? |
|
·
Give
information about themselves regarding likes/dislikes/personalities/physical
description ·
Ask for
clarification when needed ·
Acquire more important classroom words/phrases to use in
class. ·
Review the use
of subject pronouns/TOBE/forms of “GUSTAR” ·
Perform
conversation about asking and giving info. |
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(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 |
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Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-Adjectives to describe personalities/appearance -Classification of words according to gender: Feminine/Masculine Classification of words according to number: Singular/Plural Review: -Subject pronouns -Verb “SER” (to be) -Verb to like “GUSTAR” -Leisure activities -Days of the week -Ways to ask about and respond to personal questions -Numbers up to 20 |
-Basic sentences to describe people’s personalities and appearances. -Questions to obtain basic info -Answers to basic info -basic descriptive sentences -Guided conversation to interact in casual situations. Writing Paragraph writing using a guideline and correct punctuation. |
-Pictures and illustrations -Reading passages -Flashcards -Video clips -Magazines -Textbook -Workbook |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices |
-Tell and write about your personality and appearance. -Tell and write about other people’s personalities and appearances. -Read and understand basic vocabulary -Classify words according to gender and number. -Write a guided paragraph using expanded vocabulary. -Write conversation asking about and giving personal info |
-Students self-assessment check list -Class-work: How you apply new vocabulary to what has been already practiced. -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -student-Teacher interaction: how to carry out a guided conversation |
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Homework |
Projects |
Quizzes / Tests |
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Wed- Book pg 49: read the survey and answer the 3 questions either in Spanish or in English. |
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Thu- Forms of “Gustar” Vocabulary on pg 33 |
Important Note: We will review for the TEST which
will be on Monday 14. It will cover the following: Subject Pronouns / “SER” (to be)
/ “GUSTAR” (like) / Vocabulary on pg 32-33 / Numbers 0-20 / Reading
comprehension
WEEKLY LESSON PLAN – SPANISH 1 CP
Unit 1-Lesson 1 Unit Theme: Que
te gusta
hacer? Expansion. Week: August 08/31 – 09/04
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Students will be able to … |
Unit Essential Questions ·
How can I
find out information about likes and dislikes? ·
How can I ask
information about what people like to do on the weekends? ·
How can I respond to those questions? ·
What must I
do to function effectively and participate fully in class? ·
How do I
figure out the meaning when I don’t understand the words? ·
Are there
any cues I can listen to and look for to help me understand? |
|
·
Expand
vocabulary about leisure activities. ·
Express
likes and dislikes. ·
Ask for
clarification when needed ·
Acquire more important classroom words/phrases to use in
class. ·
Reinforce
and expand vocabulary to talk about what people like/dislike to do. ·
Perform conversation
about asking and giving info. |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-Verb to like “GUSTAR” -Leisure activities -Days of the week -Ways to ask about and respond to personal questions -Numbers up to 20 -Personal Pronouns and verb to be “SER” -Basic classroom words/expressions |
-Basic sentences to describe likes and dislikes -Questions to obtain basic info -Answers to basic info -basic descriptive sentences -Guided conversation to interact in casual situations. |
-Pictures and illustrations -Reading passages -Flashcards -Video clips -Magazines -Textbook -Workbook |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices |
-Write about likes and dislikes -Read and understand basic vocabulary -Spot out more useful classroom words/phrases -Write simple sentences giving basic info about oneself/other people -Write conversation asking about and giving personal info |
-Students self-assessment check list -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -student-Teacher interaction: how to carry out a guided conversation |
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Homework |
Projects |
Quizzes / Tests |
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Tue – Book: pg 34, act. 2 Thu – Book :pg. 34, act. 1 |
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Fri – Likes & Dislikes: Me gusta / No me gusta Vocabulary from pg 32 (book) |
WEEKLY LESSON PLAN – SPANISH 1 CP
Unit 1-Lesson 1 Unit Theme: Que
te gusta
hacer?
Week: August 24-28/09
|
Students will be able to … |
Unit Essential Questions ·
How can I ask
information about people? ·
How can I respond to personal questions? ·
How can I
find out information about likes and dislikes? ·
What must I
do to function effectively and participate fully in class? ·
How do I figure out the meaning when I don’t understand the words? ·
Are there any
cues I can listen to and look for to help me understand? |
|
·
Ask for
clarification when needed ·
Acquire more important classroom words/phrases to use in
class. ·
Reinforce
and expand vocabulary to introduce themselves as
well as ask and give info about people. ·
Perform
conversation about asking and giving personal info as well as introducing
people. ·
Express
likes and dislikes |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-Basic greetings and leave-takings -Basic classroom words/expressions -Basic personal introduction -Ways to ask about and respond to personal questions -Numbers up to 20 -Personal Pronouns and verb to be “SER” -Verb to like “GUSTAR” |
-Introductions: how to introduce oneself / other people -Questions to obtain basic info -Answers to basic info -basic descriptive sentences -How to solve mathematical problems such as addition, subtraction, etc. |
-Survey -Pictures and illustrations -Flashcards -Video clips Magazines -Textbook -Workbook |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices |
-Read and understand basic vocabulary -Spot out more useful classroom words/phrases -Write simple sentences giving basic info about oneself/other people -Write conversation asking about and giving personal info -Write about likes and dislikes |
-Students self-assessment check list -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases -student-Teacher interaction: how to carry out a guided conversation |
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Homework |
Projects |
Quizzes / Tests |
|
Tue – Numbers 0-20 Thu – Put the sentences in order |
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Mon – Greetings/Farewell/Giving personal info Fri – Questions and answers about personal info / numbers / likes & dislikes. |
WEEKLY LESSON PLAN – SPANISH 1 CP
Chapter #0 Unit Theme: Introduction to the
world of Spanish Week: August 17-21 /09
|
Students will be able to … |
Unit Essential Questions ·
Why is learning
a modern language important? ·
Why is learning Spanish important? ·
Where is
Spanish spoken? ·
What must I
do to function effectively and participate fully in class? ·
How do I figure out the meaning when I don’t understand the words? ·
Are there
any cues I can listen to
and look for to help me understand? |
|
·
Discuss
classroom expectations, grading policy and rules. ·
React to instructions given by the teacher ·
Ask for clarification
when needed ·
Acquire
first important classroom words/phrases to use in class. |
|
(All are at
the “Beginning” Level) 1.1 2.1 3.1 4.1 5.1 1.2 2.2 3.2 4.2 |
|
Lexical Content |
Support Structures |
Resources and Materials |
Instructional Strategies |
Student Tasks |
Interim Assessments |
|
-Classroom management -Classroom routines -Classroom rules and procedures -Basic greetings and leave-takings -Basic classroom words/expressions |
-Introductions: how to introduce oneself -Questions to obtain basic info |
-Survey -Pictures and illustrations -Flashcards -Video clips Magazines -Textbook -Workbook |
-TPR -Group/pair work -Role-play -Cooperative learning -Modeling language and cultural practices |
-Read and understand classroom rules and procedures -Fill out survey -Browse first pages of textbook to learn about Spanish speaking countries -Spot out useful classroom word/phrases -Write simple sentences giving basic info about oneself |
-TPR for classroom situations, routines, procedures -Students self-assessment check list -Student-Teacher interaction: how to respond to classroom situations using TL words/phrases |
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Homework |
Projects |
Quizzes / Tests |
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Tue - hand in signed in letter Thu – bring a picture of yourself or a famous star/character |
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