(Manu Chao, Spanish/French singer)
Avancemos Level I - 1.2 Describing People & Gustar Week One
Monday
Tuesday
Objective:
Phrase of the Day: Mas despacio, por favor. (Slower, please.)
Bellwork: Handout
Hook: Por que a los franceses les gusta comer los caracoles? Porque no les gustan la comida rapida.
Direct Instruction: GUSTAR review, using technology, watch/listen to the following 2 minute video: Que te Gusta Hacer? and Que Horas Son mi Corazon by Manu Chao (edited) (4 minutes).
Guided Instruction: 1 listening activity in Cuaderno
Independent Practice: 2 listening activities in Cuaderno
Enrichment: Create a picture/collage about what you like to do and include it in your folder as extra credit or for part of your portfolio
Assessment: Teacher/s will assess the students' ability by grading/stamping accurate and complete activities in the Cuaderno
Ticket Out the Door: Tell the teacher the "Phrase of the Day" OR retell her the joke in Spanish
Announcements/Reminders/Notes: book check, Quiz Friday,
Wednesday
Objective: Students will learn to use the form gustar via communication. 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Bellwork: Circle forms of gustar on handout
Drill-on board
Phrase of the day/Ticket out the Door [¿Cómo se dice ... ?=How do you say…?]
Guided Practice: Converse with a classmate by using the conversation below & finish the conversation using a form of gustar. (10)
Independent Practice: Option1: Write 5 sentences using the form gustar. Option2: Practice the verb “gustar” by playing following game on chromebook http://www.quia.com/rr/92306.html (5)
Closure: Drill [student led] (5)
Ticket out the Door: Tell me the Spanish phrase of the day.
Assessment: teacher will note that students are engaged in the activities, and initial completed conversation.
Announcements/Reminders: check for homework (cuaderno p. 9).
Guided Practice-Practicar conversando con el verbo gustar: ¿Qué te gusta?
A: ¿A ti te gusta comer pizza?
B: No, a mí no me gusta comer pizza.
A: ¡Guau! Yo soy inteligente porque a mi me gusta comer pizza.
B: A mi me gusta comer el helado, pero a Juan le gusta comer las papas fritas.
A: Que interesante. ¿Qué actividad te gusta hacer?
B: A mi madre y a mi nos gusta practicar los deportes.¿Qué actividad te gusta hacer?
A.
B.
A.
B.
Thursday:
Objective: Demonstrate understanding of vocabulary
Bellwork: Complete Cuaderno p.24 #1 match the opposites. Use p.83 for help.
Hook: This week we have worked on learning to describe people. Today we will do listening activities and take our quiz.
Direct Instruction: (Correct bellwork) Turn to Cuaderno p.35 #1-2
Guided Instruction: I will play tracks #15-16 twice and students will complete activities in Cuaderno.
Enrichment: Study for quiz.
Assessment: 25 point Socrative quiz on vocabulary and (gustar)
Ticket Out the Door: Describe yourself to me in Spanish using the vocabulary.
Announcements/Reminders/Notes: Homework is to copy next weeks vocabualry 3x each in Spanish and English.
1A
Objective: describe people using adjectives, noun-adjective agreement, and in/definite articles
Essential Question: how might teenagers in Spanish-speaking countries describe themselves to one another?
Assessment of Learning: students will present each other to the class verbally according to grading that has been agreed upon by the class after
having first practiced using written descriptions of pictures of famous people or models from magazines. They will also demonstrate
understanding of the weekly vocabulary below in the form of a written quiz.
Learning Plan
Monday/lunes:
Objective: describe people using adjectives and "ser"
Agenda:
Bellwork: Copy the weekly vocabulary and place in yellow folder.
Drill - Look, listen, and repeat weekly vocabulary after Senora Stone (no multitasking)
Introduction/Hook: What words are used to describe oneself? How do people talk about themselves during a "rap battle"?
View Spanish teacher"rap battle" at: http://youtu.be/iGgYQ1u_Kpo (what is the word for "crazy"?)
View Pablo Picasso Vs. Bob Ross Epic Rap Battle of History at: https://www.youtube.com/watch?v=WGN5xaQkFk0 (what words do they
use to describe themselves?)
Teaching/Direct Instruction: Read p.58-59 in book. Listen to "Presentation of Vocabulary" p. 60-62 in book. Read through once without audio.
Guided Practice: Complete p.63 Activity #1 items #1-3 together and allow students to complete #4-6 on their own.
Independent Practice: Complete handout "Unidad 1, Leccion 2, Vocabulario A-B p.24-25".
Closure: Place handout in work folder in bin at back of classroom and commence the vocabulary drill.
Drill: Repeat the weekly vocabulary (look, listen, repeat - no multitasking)
Homework: Copy the weekly vocabulary 3x each Spanish and English.
Assessment/Ticket Out the Door - Tell me one adjective in Spanish that describes you and what it means.
Accommodations: extended time, take home the work if not completed, students may come in tomorrow morning for teacher assistance with
the material, verbal response accepted instead of written response, handouts scaffolded to include "word boxes"
Tuesday/martes:
Objective: describe people using adjectives and in/definite articles
Agenda:
Bellwork: Translate weekly vocabulary and correct classwork from yesterday (answers will be written on the board)
Drill - Look, listen, repeat weekly vocabulary after Dajalon (no multitasking)
Introduction/Hook: How did you do on yesterday's classwork? 100%? Let's look at the next step: Grammar! How do you say "the, a, or an" in
Spanish? Let's look at p.66.
Teaching/Direct Instruction: Read p.66 and explain to students.
Guided Practice: Complete p.67 Activity #5, Items #1-5 together. Activity #7, Items #1-4 together.
Independent Practice: Complete p.67 Activity #5, Items #6-10 on their own. Activity #7, Items #5-8 on their own. Correct together.
Closure: Place work in work folder in the bin in the back of the classroom.
Drill: Repeat the weekly vocabulary (look, listen, repeat - no multitasking)
Homework: Complete handout "Unidad 1, Leccion 2, Gramatica A: Definite and Indefinite Articles" p.27 Activities #1-3.
Assessment/Ticket Out the Door - Tell me one adjective that does NOT describe you and what it means.
Accommodations: extended time, students may take home classwork if needed, morning intervention is available if students struggle with
homework, verbal response accepted instead of written response, "word box"
Wednesday/miercoles:
Objective:Students will use adjectives with nouns (noun-adjective agreement)
Agenda:
Bellwork: Alphabetize weekly and correct homework from last night.
Drill: - Look, listen, repeat weekly vocabulary after Markel (no multitasking)
Introduction/Hook: What is noun-adjective agreement?
Teaching/Direct Instruction: Mini-grammar lesson on whiteboard. Read p.72 together.
Guided Practice: Complete p.73 Activity #14, Items #1-3 together and #4-7 with a partner. Report back to class.
Independent Practice: Complete p.73 Activity #15 independently. Create 4 sentences. Ms. Stone will assist.
Closure: Students will each write one sentence from the activity on the whiteboard.
Drill: Look, listen, repeat weekly vocabulary after Markel (no multitasking)
Homework: Study vocabulary for Friday's quiz.
Assessment/Ticket Out the Door: Tell Ms. Stone one sentence describing another person.
Accommodations: verbal response accepted instead of written response, use of textbook to refer back to grammar rules
Thursday/jueves:
Objective: Students will present each other to class/recorded using adjectives
Agenda:
Bellwork: Categorize weekly vocabulary
Drill: look, listen, and repeat after Rhatavia
Introduction/Hook: Review in/definite articles and agreement rules
Teaching/Direct Instruction: Explain project
Guided Practice: show old student projects using descriptive adjectives
Independent Practice: students will create a photocollage using magazine pictures
Closure: clean up and present projects
Drill: Look, listen, and repeat after Rhatavia
Homework: study vocabulary for tomorrow's quiz
Assessment/Ticket Out the Door: one adjective containing the letter "n"
Accommodations: one-on-one work with teacher, partner work
Friday/viernes:
Objective: Demonstrate understanding of weekly vocabulary and grammar
Agenda:
Bellwork-study for quiz
Drill: look, listen, repeat after Anthony
Quiz: 20 point vocabulary quiz. A. Listening B. Reading C. Writing D. Speaking.
Tienda
Weekly vocabulary p.83 text:
1) artistico/a-artistic
2) atletico/a-athletic
3) comico/a-funny
4) des/organizado/a- dis/organized
5) estudioso/a-studious
6) inteligente-intelligent
7) castano/a-brown hair
8) perezoso/a-lazy
9) serio/a-serious
10) simpatico/a-nice
11) trabajador/a-hardworking
12) alto/a-tall
13) bajo/a-short
14) bonito/a-pretty
15) guapo/a-handsome
16) joven-young
17) pelirrojo/a-redhead
18) pequeno/a-small
19) viejo/a-old
20) rubio/a-blond
21) bueno
22) malo