Week of May 19, 2014
1A
Objective: Talk about places around the city
Essential Question: How would a Spanish-speaking teen talk about places around his/her city?
Assessment of Learning: 20 point vocabulary quiz Friday
Art Focus: How do art and technology communicate?
Arts/Technology Integration Strategy:
Musica Monday/lunes:
Objective: students will recall and say names of places around town and describe Spain.(Bloom's Taxonomy Level 1 - Knowledge)
Bellwork: Copy weekly vocabulary. Opportunity for tokens.
Drill: Look, listen, and repeat the weekly vocabulary after Ms. Stone. Opportunity for tokens.
Introduction/Hook: This week we are studying places around town - what are some of your favorite places around our town?
Teaching/Direct Instruction: Read Lesson Opener p.244-245 and listen to Presentacion de Vocabulario p.246-248 A-F
Guided Practice: Practica de Vocabulario p.249 #1
Independent Practice: Practica de Vocabularo p.249 #2 and explain homework
Formative Assessment: p.249 #2 will be graded for accuracy. Ticket out the door-Give me one vocabulary word that has an "A" and what it means.
Drill: Look, listen, and repeat weekly vocabulary after Ms. Stone or student volunteer. Opportunity for tokens.
Homework: Copy vocabulary 3x each, Cuaderno p.174.
Seating: circle
Arty Martes/Tuesday
Objective: Students will translate words relating to places around town and talk about transportation.
Bellwork: Translate the weekly vocabulary. Opportunity for tokens. (Bloom's Taxonomy Level 2 - Comprehension)
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens.
*Correct homework Cuaderno handout p.174-176
Introduction/Hook: How would you talk about transportation in Spanish? Isn't that important in getting around town?
Teaching/Direct Instruction: Read Vocabulario en Contexto p.250-251 (Telehistoria) and Nota Gramatical: ir a + infinitive
Guided Practice: Vocabulario en Contexto p.250-251 #3-4 (CD 4 Track 14)
Independent Practice: None today. Explain homework.
Formative Assessment: Be sure all students ar involved and participating in the listening activity. Activity #4 may be graded for accuracy. Homework will be graded for correctness. Ticket out the door-name one of your favorite places around town.
Drill: Look, listen, and repeat vocabulary after student volunteer. Opportunity for tokens.
Homework: Cuaderno p.175 plus Unit 4 Resource Book Gramatica A
Seating:semi-circle
Wednesday:
Objective: students will organize the vocabulary and will conjugate stem changing verbs (o to ue) in the present tense.
Bellwork: Alphabetize the weekly vocabulary. (Bloom's Taxonomy Level 3 - Application)
Drill: Look, listen, and repeat weekly vocabulary after a student volunteer. Opportunity for tokens. No multi-tasking
*Correct homework Cuaderno handout p.175-176
Introduction/Hook: Yesterday we looked at ir + a + infinitive. Any questions about that? Here is an example on the board in case you forgot.
Lesson/Direct Instruction: Mini-Lesson Presentacion de Gramatica p.252
Guided Practice: p.253 #5-6
Independent Practice: p.253 #7-8
Formative Assessment: During grammar lesson, be sur to check in with al studes to ensure comprehension. Activites #7-8 may be graded for correctness. Ticket out the door - name one place around town where you have a good memory.
Drill: Look, listen, and repeat weekly vocabulary after a student volunteer. Opportunity for tokens. Put away materials.
Homework: Cuaderno p.176 plus Gramatica B
Seating: 4 rows touching 3 across theater-style
Thursday:
Objective: students will organize vocabulary categorically (Bloom's Taxonomy Level 4 - Comprehension) and us stem-changing verbs (o to ue) to talk about things they do in the city.
Bellwork: Categorize vocabulary into "places I visit often/places I visit occasionally/places I visit rarely)
Drill: Look, listen, and repeat vocabulary after student volunteer. Opportunity for tokens. No multi-tasking.
*Correct homework p.176 plus Gramatica B
Introduction/Hook: We are looking at city vocabulary and stem-changing verbs..can any give an exampl of an o to ue stem-changing verb?
Teaching/Direct Instruction: Read/teach Gramatica en Contexto p.256-257 Telehistoria
Guided Practice: Complete p.256-257 #11-12.
Independent Practice: None today. Explain homework.
Assessment: Be sure to inclue all students in telehistoria. Studets will take roles in "play" and read aloud. All students shold be able to answer questions in Activities #11-12. Ticket out the door-Give me an "o to ue" stem-changing verb.
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens. Put materials away.
Homework: Cuaderno p.177-179 and prepare for quiz
Seating:
Friday:
Objective: Demonstrate understanding of the weekly vocabulary.
Bellwork: Translate sentences containing the weekly vocabulary.
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens. No multi-tasking.
*Correct homework.
Assessment: This is an assessment period. Students will take a 20 point quiz on vocabulary and grammar.
Tienda: Students may redeem tokens for authentic Latin food, snacks, beverages. Is there a birthday to celebrate?
Drill: Look, listen, and repeat new weekly vocabulary after Ms. Stone. Opportunity for tokens. Put away materials.
Homework: Copy new vocabulary 3x each
Seating: rows individually
Weekly Vocabulary:
1. el cafe - cafe
2. el centro - downtown
3. el cine - movie theater
4. el parque - park
5. el restaurante - restaurant
6. el teatro - theater
7. el concierto - concert
8. la iglesia - church
9. la piscina - pool
10. el correo - post office
11. la casa - house
12. la biblioteca - library
13. la zapateria - shoe store
14. el edificio - building
15. la escuela - school
16. la tienda - shop
17. el supermercado - supermarket
18. la acera - sidewalk
19. la calle - street
20. la esquina - corner
Avancemos Level I - 7.2 Amusement Park & Irregular Preterite Week One
Objective:
Essential Question: How would a Spanish-speaking teen talk about an amusement park? How would he/she say this/that/these/those?
Assessment of Learning: 20 point vocabulary and grammar quiz on listening, reading, writing, and speaking skills.
Art Focus: How do art and technology communicate?
Monday
Objective:Students will use demonstrative pronouns with amusement park vocabulary. Students will recall and restate vocabulary pertaining to the amusement park.
Bellwork: Copy weekly vocabulary. (Bloom's Taxonomy Level 1 - Knowledge)
Drill: Look, listen, and repeat weekly vocabulary after Ms. Stone. Opportunity for tokens. No multi-tasking.
Introduction/Hook: Today we are covering demonstrative pronouns, "this, that, these, those"
Direct Instruction: Mini-lesson p.268
Guided Practice: p.269 #14
Independent Practice: p.269 #15
Assessment: p.269 #15 and ticket out the door. One sentence using a demonstrative pronoun.
Drill: Look, listen, and repeat the weekly vocabulary after a peer. (opportunity for tokens)
Homework: study vocabulary, demonstrative adjective handout
Seating: horizontal rows 3 across
Tuesday:
Objective: Students will be able to talk about the Ferrari Park and Paramount Theme Park in Spain as well as others. Students will use iPads for research. Students will create a rubric for this research project. Students will use thinking maps to organize information.
Bellwork: Translate the weekly vocabulary. (Bloom's Taxonomy Level 2 - Comprehension)
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens. No multi-tasking.
Introduction/Hook: Where else in the world has theme parks? Do you know? Let's explore the Spanish-speaking world's theme parks.
Teaching/Direct Instruction: Explain the activity-students will research and present 3 theme parks of the Spanish-speaking world using thinking maps and iPads to research and organize their information. We will also discuss the grading rubric for this research project.
Guided Practice: I will show one theme park "Ferrari Park" in Spain and present it as a model of what I would like them to do.
Independent Practice: Students will work independently on this project for approximately 20 minutes.
Formative Assessment: Teacher will check and encourage each student to participate in the drill and project. Students will be graded on their research tomorrow after it is completed. Ticket out the door - tell me the name and locatio of one of the theme parks in the Spanish-speaking world that you found today.
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens.
Homework: Spanish Puzzles and Games handout p.44 "Tiempo de Vacaciones" (Vacation Time)
Seating: groups
Wednesday:
Objective: Students will be able to talk about the Ferrari Park and Paramount Theme Park in Spain as well as others. Students will use iPads for research. Students will create a rubric for this research project. Students will use thinking maps to organize information.
Bellwork: Alphabetize weekly vocabulary. Bloom's Taxonomy Level 3 - Application
Drill: Look, listen, and repeat after student volunteer. Opportunity for tokens. No multi-tasking.
Introduction/Hook: Yesterday we began looking at theme parks in the Spanish-speaking world. I want to get you all started right away on your research so you have a lot of time to work.
Teaching/Direct Instruction: Review of rubric and objective. Catch up any students that were absent yesterday.
Independent Practice: Students will continue research from yesterday.
Assessment: If students finish their research, they will be graded on the completeness and organization of the thinking map.
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens. Put away materials.
Homework: review vocabulary
Seating: groups
Thursday:
Objective: Students will be able to talk about the Ferrari Park and Paramount Theme Park in Spain as well as others. Students will use iPads for research. Students will create a rubric for this research project. Students will use thinking maps to organize information.
Bellwork: Categorize weekly vocabulary. Bloom's Taxonomy Level 4 - Comprehension
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. No multi-tasking. Opportunity for tokens.
Introduction/Hook: Let's continue working on the research project. If you are finished researching, I would like for you to use your thinking map and the project rubric to create a presentation.
Teaching/Direct Instruction: Review objective and rubric. Catch up any absent students.
Independent Practice: Students will continue researching and writing presentations on amusement parks in the Spanish world.
Assessment: rubric assessment of the research, thinking map, and presentation
Drill: Look, listen, and repeat after student volunteer. Opportunity for tokens. Put materials away.
Homework: review vocabulary for tomorrow's quiz
Seating: groups
Friday:
Objective: Demonstrate understanding of weekly vocabulary and grammar
Bellwork: Translate 4 sentences containing vocabulary.
Drill: Look, listen, and repeat vocabulary after student volunteer. Opportunity for tokens. No multi-tasking.
Introduction/Hook: Today I would like for you to show me what you know about these vocabulary words pertaining to amusement parks. If we have time, we need to start presentations.
Assessment: This is an assessment period.
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens. Put away materials.
Homework: copy next week's vocabulary 3x each.
Seating: rows independent of one another
Weekly Vocabulary - El Parque de Attraciones/Diversiones p.217 & R4
1. los juegos mecanicos - rides
2. los autitos chocadores - bumper cars
3. la montana rusa - roller coaster
4. el carrusel - carousel
5. el tobogan acuatico - water slide
6. la vuelta al mundo/la noria - Ferris wheel
7. la casa del terror - haunted house
8. el desfile - parade
9. los fuegos artificiales - fireworks
10. la cola/la fila - line
11. el parque acuatico - water park
12. el espectaculo - show
13. el boleto - ticket
14. el algodon de azucar - cotton candy
15. las palomitas - popcorn
16. los animales de peluche - stuffed animals
17. subir a - to ride
18. tener miedo - to be afraid
19. divertirse - to have fun
20. enfermarse - to get sick
1A
Objective: Talk about places around the city
Essential Question: How would a Spanish-speaking teen talk about places around his/her city?
Assessment of Learning: 20 point vocabulary quiz Friday
Art Focus: How do art and technology communicate?
Arts/Technology Integration Strategy:
Musica Monday/lunes:
Objective: students will recall and say names of places around town and describe Spain.(Bloom's Taxonomy Level 1 - Knowledge)
Bellwork: Copy weekly vocabulary. Opportunity for tokens.
Drill: Look, listen, and repeat the weekly vocabulary after Ms. Stone. Opportunity for tokens.
Introduction/Hook: This week we are studying places around town - what are some of your favorite places around our town?
Teaching/Direct Instruction: Read Lesson Opener p.244-245 and listen to Presentacion de Vocabulario p.246-248 A-F
Guided Practice: Practica de Vocabulario p.249 #1
Independent Practice: Practica de Vocabularo p.249 #2 and explain homework
Formative Assessment: p.249 #2 will be graded for accuracy. Ticket out the door-Give me one vocabulary word that has an "A" and what it means.
Drill: Look, listen, and repeat weekly vocabulary after Ms. Stone or student volunteer. Opportunity for tokens.
Homework: Copy vocabulary 3x each, Cuaderno p.174.
Seating: circle
Arty Martes/Tuesday
Objective: Students will translate words relating to places around town and talk about transportation.
Bellwork: Translate the weekly vocabulary. Opportunity for tokens. (Bloom's Taxonomy Level 2 - Comprehension)
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens.
*Correct homework Cuaderno handout p.174-176
Introduction/Hook: How would you talk about transportation in Spanish? Isn't that important in getting around town?
Teaching/Direct Instruction: Read Vocabulario en Contexto p.250-251 (Telehistoria) and Nota Gramatical: ir a + infinitive
Guided Practice: Vocabulario en Contexto p.250-251 #3-4 (CD 4 Track 14)
Independent Practice: None today. Explain homework.
Formative Assessment: Be sure all students ar involved and participating in the listening activity. Activity #4 may be graded for accuracy. Homework will be graded for correctness. Ticket out the door-name one of your favorite places around town.
Drill: Look, listen, and repeat vocabulary after student volunteer. Opportunity for tokens.
Homework: Cuaderno p.175 plus Unit 4 Resource Book Gramatica A
Seating:semi-circle
Wednesday:
Objective: students will organize the vocabulary and will conjugate stem changing verbs (o to ue) in the present tense.
Bellwork: Alphabetize the weekly vocabulary. (Bloom's Taxonomy Level 3 - Application)
Drill: Look, listen, and repeat weekly vocabulary after a student volunteer. Opportunity for tokens. No multi-tasking
*Correct homework Cuaderno handout p.175-176
Introduction/Hook: Yesterday we looked at ir + a + infinitive. Any questions about that? Here is an example on the board in case you forgot.
Lesson/Direct Instruction: Mini-Lesson Presentacion de Gramatica p.252
Guided Practice: p.253 #5-6
Independent Practice: p.253 #7-8
Formative Assessment: During grammar lesson, be sur to check in with al studes to ensure comprehension. Activites #7-8 may be graded for correctness. Ticket out the door - name one place around town where you have a good memory.
Drill: Look, listen, and repeat weekly vocabulary after a student volunteer. Opportunity for tokens. Put away materials.
Homework: Cuaderno p.176 plus Gramatica B
Seating: 4 rows touching 3 across theater-style
Thursday:
Objective: students will organize vocabulary categorically (Bloom's Taxonomy Level 4 - Comprehension) and us stem-changing verbs (o to ue) to talk about things they do in the city.
Bellwork: Categorize vocabulary into "places I visit often/places I visit occasionally/places I visit rarely)
Drill: Look, listen, and repeat vocabulary after student volunteer. Opportunity for tokens. No multi-tasking.
*Correct homework p.176 plus Gramatica B
Introduction/Hook: We are looking at city vocabulary and stem-changing verbs..can any give an exampl of an o to ue stem-changing verb?
Teaching/Direct Instruction: Read/teach Gramatica en Contexto p.256-257 Telehistoria
Guided Practice: Complete p.256-257 #11-12.
Independent Practice: None today. Explain homework.
Assessment: Be sure to inclue all students in telehistoria. Studets will take roles in "play" and read aloud. All students shold be able to answer questions in Activities #11-12. Ticket out the door-Give me an "o to ue" stem-changing verb.
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens. Put materials away.
Homework: Cuaderno p.177-179 and prepare for quiz
Seating:
Friday:
Objective: Demonstrate understanding of the weekly vocabulary.
Bellwork: Translate sentences containing the weekly vocabulary.
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens. No multi-tasking.
*Correct homework.
Assessment: This is an assessment period. Students will take a 20 point quiz on vocabulary and grammar.
Tienda: Students may redeem tokens for authentic Latin food, snacks, beverages. Is there a birthday to celebrate?
Drill: Look, listen, and repeat new weekly vocabulary after Ms. Stone. Opportunity for tokens. Put away materials.
Homework: Copy new vocabulary 3x each
Seating: rows individually
Weekly Vocabulary:
1. el cafe - cafe
2. el centro - downtown
3. el cine - movie theater
4. el parque - park
5. el restaurante - restaurant
6. el teatro - theater
7. el concierto - concert
8. la iglesia - church
9. la piscina - pool
10. el correo - post office
11. la casa - house
12. la biblioteca - library
13. la zapateria - shoe store
14. el edificio - building
15. la escuela - school
16. la tienda - shop
17. el supermercado - supermarket
18. la acera - sidewalk
19. la calle - street
20. la esquina - corner
Avancemos Level I - 7.2 Amusement Park & Irregular Preterite Week One
Objective:
Essential Question: How would a Spanish-speaking teen talk about an amusement park? How would he/she say this/that/these/those?
Assessment of Learning: 20 point vocabulary and grammar quiz on listening, reading, writing, and speaking skills.
Art Focus: How do art and technology communicate?
Monday
Objective:Students will use demonstrative pronouns with amusement park vocabulary. Students will recall and restate vocabulary pertaining to the amusement park.
Bellwork: Copy weekly vocabulary. (Bloom's Taxonomy Level 1 - Knowledge)
Drill: Look, listen, and repeat weekly vocabulary after Ms. Stone. Opportunity for tokens. No multi-tasking.
Introduction/Hook: Today we are covering demonstrative pronouns, "this, that, these, those"
Direct Instruction: Mini-lesson p.268
Guided Practice: p.269 #14
Independent Practice: p.269 #15
Assessment: p.269 #15 and ticket out the door. One sentence using a demonstrative pronoun.
Drill: Look, listen, and repeat the weekly vocabulary after a peer. (opportunity for tokens)
Homework: study vocabulary, demonstrative adjective handout
Seating: horizontal rows 3 across
Tuesday:
Objective: Students will be able to talk about the Ferrari Park and Paramount Theme Park in Spain as well as others. Students will use iPads for research. Students will create a rubric for this research project. Students will use thinking maps to organize information.
Bellwork: Translate the weekly vocabulary. (Bloom's Taxonomy Level 2 - Comprehension)
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens. No multi-tasking.
Introduction/Hook: Where else in the world has theme parks? Do you know? Let's explore the Spanish-speaking world's theme parks.
Teaching/Direct Instruction: Explain the activity-students will research and present 3 theme parks of the Spanish-speaking world using thinking maps and iPads to research and organize their information. We will also discuss the grading rubric for this research project.
Guided Practice: I will show one theme park "Ferrari Park" in Spain and present it as a model of what I would like them to do.
Independent Practice: Students will work independently on this project for approximately 20 minutes.
Formative Assessment: Teacher will check and encourage each student to participate in the drill and project. Students will be graded on their research tomorrow after it is completed. Ticket out the door - tell me the name and locatio of one of the theme parks in the Spanish-speaking world that you found today.
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens.
Homework: Spanish Puzzles and Games handout p.44 "Tiempo de Vacaciones" (Vacation Time)
Seating: groups
Wednesday:
Objective: Students will be able to talk about the Ferrari Park and Paramount Theme Park in Spain as well as others. Students will use iPads for research. Students will create a rubric for this research project. Students will use thinking maps to organize information.
Bellwork: Alphabetize weekly vocabulary. Bloom's Taxonomy Level 3 - Application
Drill: Look, listen, and repeat after student volunteer. Opportunity for tokens. No multi-tasking.
Introduction/Hook: Yesterday we began looking at theme parks in the Spanish-speaking world. I want to get you all started right away on your research so you have a lot of time to work.
Teaching/Direct Instruction: Review of rubric and objective. Catch up any students that were absent yesterday.
Independent Practice: Students will continue research from yesterday.
Assessment: If students finish their research, they will be graded on the completeness and organization of the thinking map.
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens. Put away materials.
Homework: review vocabulary
Seating: groups
Thursday:
Objective: Students will be able to talk about the Ferrari Park and Paramount Theme Park in Spain as well as others. Students will use iPads for research. Students will create a rubric for this research project. Students will use thinking maps to organize information.
Bellwork: Categorize weekly vocabulary. Bloom's Taxonomy Level 4 - Comprehension
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. No multi-tasking. Opportunity for tokens.
Introduction/Hook: Let's continue working on the research project. If you are finished researching, I would like for you to use your thinking map and the project rubric to create a presentation.
Teaching/Direct Instruction: Review objective and rubric. Catch up any absent students.
Independent Practice: Students will continue researching and writing presentations on amusement parks in the Spanish world.
Assessment: rubric assessment of the research, thinking map, and presentation
Drill: Look, listen, and repeat after student volunteer. Opportunity for tokens. Put materials away.
Homework: review vocabulary for tomorrow's quiz
Seating: groups
Friday:
Objective: Demonstrate understanding of weekly vocabulary and grammar
Bellwork: Translate 4 sentences containing vocabulary.
Drill: Look, listen, and repeat vocabulary after student volunteer. Opportunity for tokens. No multi-tasking.
Introduction/Hook: Today I would like for you to show me what you know about these vocabulary words pertaining to amusement parks. If we have time, we need to start presentations.
Assessment: This is an assessment period.
Drill: Look, listen, and repeat weekly vocabulary after student volunteer. Opportunity for tokens. Put away materials.
Homework: copy next week's vocabulary 3x each.
Seating: rows independent of one another
Weekly Vocabulary - El Parque de Attraciones/Diversiones p.217 & R4
1. los juegos mecanicos - rides
2. los autitos chocadores - bumper cars
3. la montana rusa - roller coaster
4. el carrusel - carousel
5. el tobogan acuatico - water slide
6. la vuelta al mundo/la noria - Ferris wheel
7. la casa del terror - haunted house
8. el desfile - parade
9. los fuegos artificiales - fireworks
10. la cola/la fila - line
11. el parque acuatico - water park
12. el espectaculo - show
13. el boleto - ticket
14. el algodon de azucar - cotton candy
15. las palomitas - popcorn
16. los animales de peluche - stuffed animals
17. subir a - to ride
18. tener miedo - to be afraid
19. divertirse - to have fun
20. enfermarse - to get sick