Avancemos Level I - Preliminary Chapter ABCs, 123s, & Weather
Monday:
Objective: Identify Spanish-speaking countries and capitals
Agenda:
Bellwork: alphabetize weekly vocabulary
Drill
Lesson: Distribute textbooks and look at maps of Spanish-speaking countries and their capitals. Read and repeat names after teacher.
Activity: Students will practice 10-line scripted dialogue using weekly vocabulary with a partner.
Assessment: pop quiz - (from Friday's lesson): what country did we talk about on Friday? What is the capital of that country? Where is it located?
Tuesday:
Objective: Name Spanish-speaking countries and their capitals
Agenda:
Bellwork: Categorize at least 15 Spanish-speaking countries into the following categories: Central America/South America/Caribbean
Drill
Teaching: Review names of Spanish-speaking countries and their capitals on map on back wall.
Guided Practice: Get 2 student volunteers at a time to come up and point as I say the names of the capitals and countries.
Independent Practice:
Go on the following website and have students fill in the blanks with names of the countries.
http://www.sporcle.com/games/Jam1/spanish_speaking_countries
http://www.purposegames.com/game/spanish-speaking-countries-quiz
Partner Work: Practice scripted dialogue for 10 minutes and then present to Ms. Stone
Class Closure/Ticket Out the Door: Tell me one Spanish-speaking country and its capital
Chapter One:
Bellwork: (Write infinitive phrases from board onto notecards), During Bellwork time, show two video clips of Mexico's Independence Day celebration, Mexico's Independence Day and "Grito de Dolores" Vocab. Drill, Vocab. PowerPoint, move to seat near 6'o'clock partner. Listen to song, "Que te Gusta Hacer (Mambo Mambo)" and put notecards in order they appear in song, Describe the Mambo dance. Traditional Mambo video performance. Modern video performance.
Chapter One - Read p. 28-31, Listen to p.32-24 twice, and complete p.35 #1-2.
Bellwork phrases:
cantar, bailar el mambo, tocar la guitarra, escuchar musica, ir al cine, mirar la tele, montar en bici, hablar por telefono, estudiar, cocinar, nadar, comer, trabajar, bailar, mirar la tele
Wednesday:
*NOTES: Make sure to discuss grading today
Objective: 1.2-Students will understand written and spoken language by listening to a song and completing work in workbook
Agenda:
Hook: Review yesterday's lesson.
Bellwork: Alphabetize vocabulary (10)(Play songs to review abc, 123, weather)
Direct Instruction: Drill/PowerPoint (5)*
Guided Practice: Play song* and put notecards in order in which they appear in the song. Work with 6'0'clock partner.
Teacher will review order after playing song through twice*. (10)
Independent Practice: Blue "Cuaderno" (workbook) p.1-2 (20) with 6'o'clock partner. Check work in with teachers!
Enrichment: "Cuaderno" p.3
Closure: Drill (5), pack up supplies, return folders to bin, books/cuadernos to shelf*.
Assessment: Teachers will spot check "Cuaderno" activities as students check them in and teacher will stamp activities that are accurately
(90% or better) completed. Students struggling to complete the activities will be noted by teacher privately and pulled in for morning
intervention.
Thursday:
*NOTES/ANNOUNCEMENTS: Missing books, grading
Objective: 1.2 Students will understand spoken language, 3.1 Students will enhance their understand of other content areas (meteorology)
Agenda:
Hook: What did one raindrop say to the other? Two's company, three's a c_____.
Bellwork: Copy from the board: weather terms on color paper & activities on white paper AND correct Cuaderno homework (posted on screen
(teacher will stamp Cuaderno activities that are correct)(read Hispanic Heritage Month Biography - Cristina Aguilera)(15)
Student-led Drill/PowerPoint (5)
Direct Instruction: Review weather terms via pictionary(5)
Guided Practice: Activity #3 p.37 Listening (5)
Independent Practice: p. 37 Activity #4 with 9'o'clock partner (using the word cards created during bellwork)( students will receive a token for
participating with their partner 90% accuracy and teacher will correct this on the board)(10)
Enrichment: p.15 Leer in Cuaderno
Closure: Drill (5)
Assessment: Teacher will assess student achievement via observation during class activities p.37 #3-4. She will note quality of work and insist
on 90% or better achievement.
Ticket out the Door: What do you NOT like to do?
ANOTHER SET OF LESSONS ON ABC, 123, & WEATHER
Monday:
Objective:
Create and present a poem telling where they are from using "Soy de" (Standard 1.3 - present information)
Bellwork: Copy vocabulary
Hook: "Libre Soy" to introduce "soy" ("I am") Link: https://www.youtube.com/watch?v=wLIm6pmkU2Y
Tuesday:
Objective: Count 1-10 (Standard 3.1 - Connections: Students will enhance their understanding of other content
areas through study of Spanish)
Bellwork: Translate vocabulary
Hook: Who knows how to count to ten already?
Direct Instruction: Vocabulary Drill and PowerPoint, 2-minute lecture on numbers, Rockalingua video of
numbers 1-50 as well as Animal Number Safari video.
Guided Practice: None
Independent Practice: Busqueda de Numeros (Number Hunt around classroom)
Lesson Closure: Drill, Ticket out the Door: Tell me how many pieces of clothing you are wearing.
Assessment: Heads Down, Hands Up
Wednesday:
Objective:
10 Bellwork: Categorize vocabulary into 4 columns: Dates/Days, Weather, Location, Other (Play Rockalingua
Numbers 1-50 & Canciones Infantiles ABC song to review)
Hook: Riddle: What are the strongest days of the week?
15 Direct Instruction: Vocab. Drill & PowerPoint, Students read aloud p.18 in textbook
10 Guided Practice: Complete p.19 #17, 18 together as class.
10 Independent Practice: Days of the Week Musical Chairs (group of five volunteers)
10 Assessment: Verbal Quiz Multiple Choice using pink/green posterboard for A & B.
1. What is the first day of school of the week? A for lunes B for jueves
2. What day of the week is today? A for martes B for miercoles
3. What is the last workday of the week? A for sabado B for viernes
4. If today is Wednesday, what day is tomorrow? A for jueves B for lunes
5. What is the strongest day of the week? A for sabado B for domingo
Thursday:
Objective: Students will say weather terms in Spanish (Standard 1.2: understand language & 3.1: Students will further their knowledge of other contents [Geography] through the study of Spanish)
10 Bellwork: Alphabetize vocabulary (during bellwork time, review ABC song, 123 song, and show Boom
Boom Pow Weather song)
5 Teacher will go through agenda and student will lead the drill.
5 Hook: Play El Tiempo and Dias de la Semana song. Question: Where are you from and what is the weather
like there? (What did the tornado say to the sports car? Wanna go for a spin?)
10 Direct Instruction: PowerPoint of weather terms and activities
Guided Practice: Teacher will model where she is from and the weather there.
5 Independent Practice: Students will answer questions on the worksheet about where they are from and what
the weather is like there.
5 Lesson Closure: Flyswatter Activity & explain Friday's project (create rubric together)
Enrichment: Read "Say Hola to Spanish" and let students work on their "Soy De" poems
Assessment: Ticket out the Door-What is today's weather?
Friday:
Objective: Understand classroom commands (Standard 1.2: understand spoken language)
Bellwork: Copy song lyrics from board/screen. (Review weather terms via book-reading [iPad] & play Weather
song w/days of week)
Hook: Go through agenda and ask the class, "what terms do you need to use in class to get your questions
answered?"
Direct Instruction: Drill/PowerPoint, Lecture/Demonstrate classroom command/phrases posters. Direct
students to p.22-23 in textbook. Play audio twice.
Guided Practice: Teacher will model, "abran el libro," "cierran el libro," "levanten la mano," "bajen la mano," "saquen una hoja de papel," and "mas despacio" and have students copy.
Independent Practice: p.23 "A Responder" listening activity
Lesson Closure: Are there any questions? Are there any further commands/phrases that we should add to our
posters?
Assessment: Teacher will watch for 100% student engagement in the modeling/listening activity exercise.
Class Rapport Builder: At the end of class, teacher will request students to write their first names on the "Feliz Cumpleanos" poster in dry erase marker under their appropriate birthday month. Teacher will surprise September birthday students with a card, class will sing Happy Birthday in Spanish and eat cake. Class will also participate in first class "Tienda" where students will redeem the tokens they have earned throughout the week for authentic Mexican refreshments.
Monday:
Objective: Identify Spanish-speaking countries and capitals
Agenda:
Bellwork: alphabetize weekly vocabulary
Drill
Lesson: Distribute textbooks and look at maps of Spanish-speaking countries and their capitals. Read and repeat names after teacher.
Activity: Students will practice 10-line scripted dialogue using weekly vocabulary with a partner.
Assessment: pop quiz - (from Friday's lesson): what country did we talk about on Friday? What is the capital of that country? Where is it located?
Tuesday:
Objective: Name Spanish-speaking countries and their capitals
Agenda:
Bellwork: Categorize at least 15 Spanish-speaking countries into the following categories: Central America/South America/Caribbean
Drill
Teaching: Review names of Spanish-speaking countries and their capitals on map on back wall.
Guided Practice: Get 2 student volunteers at a time to come up and point as I say the names of the capitals and countries.
Independent Practice:
Go on the following website and have students fill in the blanks with names of the countries.
http://www.sporcle.com/games/Jam1/spanish_speaking_countries
http://www.purposegames.com/game/spanish-speaking-countries-quiz
Partner Work: Practice scripted dialogue for 10 minutes and then present to Ms. Stone
Class Closure/Ticket Out the Door: Tell me one Spanish-speaking country and its capital
Chapter One:
Bellwork: (Write infinitive phrases from board onto notecards), During Bellwork time, show two video clips of Mexico's Independence Day celebration, Mexico's Independence Day and "Grito de Dolores" Vocab. Drill, Vocab. PowerPoint, move to seat near 6'o'clock partner. Listen to song, "Que te Gusta Hacer (Mambo Mambo)" and put notecards in order they appear in song, Describe the Mambo dance. Traditional Mambo video performance. Modern video performance.
Chapter One - Read p. 28-31, Listen to p.32-24 twice, and complete p.35 #1-2.
Bellwork phrases:
cantar, bailar el mambo, tocar la guitarra, escuchar musica, ir al cine, mirar la tele, montar en bici, hablar por telefono, estudiar, cocinar, nadar, comer, trabajar, bailar, mirar la tele
Wednesday:
*NOTES: Make sure to discuss grading today
Objective: 1.2-Students will understand written and spoken language by listening to a song and completing work in workbook
Agenda:
Hook: Review yesterday's lesson.
Bellwork: Alphabetize vocabulary (10)(Play songs to review abc, 123, weather)
Direct Instruction: Drill/PowerPoint (5)*
Guided Practice: Play song* and put notecards in order in which they appear in the song. Work with 6'0'clock partner.
Teacher will review order after playing song through twice*. (10)
Independent Practice: Blue "Cuaderno" (workbook) p.1-2 (20) with 6'o'clock partner. Check work in with teachers!
Enrichment: "Cuaderno" p.3
Closure: Drill (5), pack up supplies, return folders to bin, books/cuadernos to shelf*.
Assessment: Teachers will spot check "Cuaderno" activities as students check them in and teacher will stamp activities that are accurately
(90% or better) completed. Students struggling to complete the activities will be noted by teacher privately and pulled in for morning
intervention.
Thursday:
*NOTES/ANNOUNCEMENTS: Missing books, grading
Objective: 1.2 Students will understand spoken language, 3.1 Students will enhance their understand of other content areas (meteorology)
Agenda:
Hook: What did one raindrop say to the other? Two's company, three's a c_____.
Bellwork: Copy from the board: weather terms on color paper & activities on white paper AND correct Cuaderno homework (posted on screen
(teacher will stamp Cuaderno activities that are correct)(read Hispanic Heritage Month Biography - Cristina Aguilera)(15)
Student-led Drill/PowerPoint (5)
Direct Instruction: Review weather terms via pictionary(5)
Guided Practice: Activity #3 p.37 Listening (5)
Independent Practice: p. 37 Activity #4 with 9'o'clock partner (using the word cards created during bellwork)( students will receive a token for
participating with their partner 90% accuracy and teacher will correct this on the board)(10)
Enrichment: p.15 Leer in Cuaderno
Closure: Drill (5)
Assessment: Teacher will assess student achievement via observation during class activities p.37 #3-4. She will note quality of work and insist
on 90% or better achievement.
Ticket out the Door: What do you NOT like to do?
ANOTHER SET OF LESSONS ON ABC, 123, & WEATHER
Monday:
Objective:
Create and present a poem telling where they are from using "Soy de" (Standard 1.3 - present information)
Bellwork: Copy vocabulary
Hook: "Libre Soy" to introduce "soy" ("I am") Link: https://www.youtube.com/watch?v=wLIm6pmkU2Y
Tuesday:
Objective: Count 1-10 (Standard 3.1 - Connections: Students will enhance their understanding of other content
areas through study of Spanish)
Bellwork: Translate vocabulary
Hook: Who knows how to count to ten already?
Direct Instruction: Vocabulary Drill and PowerPoint, 2-minute lecture on numbers, Rockalingua video of
numbers 1-50 as well as Animal Number Safari video.
Guided Practice: None
Independent Practice: Busqueda de Numeros (Number Hunt around classroom)
Lesson Closure: Drill, Ticket out the Door: Tell me how many pieces of clothing you are wearing.
Assessment: Heads Down, Hands Up
Wednesday:
Objective:
10 Bellwork: Categorize vocabulary into 4 columns: Dates/Days, Weather, Location, Other (Play Rockalingua
Numbers 1-50 & Canciones Infantiles ABC song to review)
Hook: Riddle: What are the strongest days of the week?
15 Direct Instruction: Vocab. Drill & PowerPoint, Students read aloud p.18 in textbook
10 Guided Practice: Complete p.19 #17, 18 together as class.
10 Independent Practice: Days of the Week Musical Chairs (group of five volunteers)
10 Assessment: Verbal Quiz Multiple Choice using pink/green posterboard for A & B.
1. What is the first day of school of the week? A for lunes B for jueves
2. What day of the week is today? A for martes B for miercoles
3. What is the last workday of the week? A for sabado B for viernes
4. If today is Wednesday, what day is tomorrow? A for jueves B for lunes
5. What is the strongest day of the week? A for sabado B for domingo
Thursday:
Objective: Students will say weather terms in Spanish (Standard 1.2: understand language & 3.1: Students will further their knowledge of other contents [Geography] through the study of Spanish)
10 Bellwork: Alphabetize vocabulary (during bellwork time, review ABC song, 123 song, and show Boom
Boom Pow Weather song)
5 Teacher will go through agenda and student will lead the drill.
5 Hook: Play El Tiempo and Dias de la Semana song. Question: Where are you from and what is the weather
like there? (What did the tornado say to the sports car? Wanna go for a spin?)
10 Direct Instruction: PowerPoint of weather terms and activities
Guided Practice: Teacher will model where she is from and the weather there.
5 Independent Practice: Students will answer questions on the worksheet about where they are from and what
the weather is like there.
5 Lesson Closure: Flyswatter Activity & explain Friday's project (create rubric together)
Enrichment: Read "Say Hola to Spanish" and let students work on their "Soy De" poems
Assessment: Ticket out the Door-What is today's weather?
Friday:
Objective: Understand classroom commands (Standard 1.2: understand spoken language)
Bellwork: Copy song lyrics from board/screen. (Review weather terms via book-reading [iPad] & play Weather
song w/days of week)
Hook: Go through agenda and ask the class, "what terms do you need to use in class to get your questions
answered?"
Direct Instruction: Drill/PowerPoint, Lecture/Demonstrate classroom command/phrases posters. Direct
students to p.22-23 in textbook. Play audio twice.
Guided Practice: Teacher will model, "abran el libro," "cierran el libro," "levanten la mano," "bajen la mano," "saquen una hoja de papel," and "mas despacio" and have students copy.
Independent Practice: p.23 "A Responder" listening activity
Lesson Closure: Are there any questions? Are there any further commands/phrases that we should add to our
posters?
Assessment: Teacher will watch for 100% student engagement in the modeling/listening activity exercise.
Class Rapport Builder: At the end of class, teacher will request students to write their first names on the "Feliz Cumpleanos" poster in dry erase marker under their appropriate birthday month. Teacher will surprise September birthday students with a card, class will sing Happy Birthday in Spanish and eat cake. Class will also participate in first class "Tienda" where students will redeem the tokens they have earned throughout the week for authentic Mexican refreshments.