André Franco - Typepad



André Franco

Planning Week 3

PHS

| | |

|Schedule: 90 Minutes | |

| | |

|Day 1 | |

|• Oral Assessment #1 Role-Play using vocabulary of weeks 1 & 2 | |

|• Learn classroom vocabulary |EQ: |

|• Listen to and understand vocabulary for classroom objects |What is in |

|• Speak with a partner about items and people in the classroom |a typical |

|• Learn about the gender of nouns |classroom? |

|• Identify gender and use appropriate definite articles | |

|• Learn the Spanish alphabet and spelling in Spanish | |

|• Listen to letters in a word and write the word |Georgia Standards: |

|• Speak and write letters and words | |

|• Learn about punctuation and accent marks in Spanish | |

|• Learn about Mayan hieroglyphics |MLI.IP1 The students exchange |

|• Ask partners their names and how to spell them |simple spoken and written |

|• Listen to and spell words |information in the target |

|• Read and speak about the months of the year |language, utilizing cultural |

|• Ask and answer questions about days, months, and dates |references where appropriate. |

|• Write dates of holiday celebrations | |

|• Write answers to questions about days of the week |A. Use basic greetings, |

| |farewells, and expressions of |

|Vocabulary: Classroom vocabulary, alphabet vocabulary, days, months, and dates vocabulary |courtesy, in both oral and |

| |written forms. |

|Technology: Overhead/LCD projector, CD player | |

| |C. Make simple requests. |

|Pacing: 90 minutes | |

| |D. Ask for clarification. |

| |E. Give simple descriptions. |

| | |

| |F. Comprehend basic |

| |directions. |

| | |

| |G. Ask questions and provide |

| |responses based on topics such|

| |as self, family, school, etc. |

| | |

|1. |WARM-UP/ASSESS (15 minutes) | |Targeted Resources |

| |ALL STUDENTS | |Core Practice: P-4 |

| |• Homework check | |Core Practice: P-6 |

| |Review the previous day’s homework assignment. Go over any recurring errors| |Core Practice: P-5 |

| |that students may have made, reteaching as necessary. | |REALIDADES para hispanohablantes: PE |

| | | |REALIDADES para hispanohablantes Answer |

| | | |Key: PE |

|2. |WARM-UP/ASSESS (ADDITIONAL RESOURCES) | |Targeted Resources |

| | | |Writing, Audio & Video Activity |

| | | |Workbook: Cap. PE, Writing Activity 6 |

| | | |TRB: Writing, Audio & Video Activity |

| | | |Workbook Answer Key: Cap. PE, Writing |

| | | |Activity 6 |

| | | |Guided Practice Activities: Vocabulary|

| | | |Flash Cards, Vocabulary Check |

| | | |Guided Practice Activities: P-3, More |

| | | |c sounds |

| | | |Guided Practice Activities: P-4, The h|

| | | |sound |

| | | |TRB: Guided Practice Activities Answer|

| | | |Key: Vocabulary Flash Cards, |

| | | |Vocabulary Check |

| | | |TRB: Guided Practice Activities Answer|

| | | |Key: P-3, More c sounds |

| | | |TRB: Guided Practice Activities Answer|

| | | |Key: P-4, The h sound |

|3. |WARM-UP/ASSESS (10 minutes) | |Targeted Resources |

| |ALL STUDENTS | |Prueba PE-1, En la escuela |

| |• Prueba PE-1: En la escuela | |Answer Key: Prueba PE-1, En la escuela |

| |Administer Prueba PE-1 in class. | |REALIDADES para hispanohablantes: Prueba|

| | | |PE-1, En la escuela |

| | | |REALIDADES para hispanohablantes: Answer|

| | | |Key: Prueba PE-1, En la escuela |

|4. |PRESENT/PRACTICE (60 minutes) | |Targeted Resources |

| |ALL STUDENTS | |Vocabulary, Cap. PE |

| |• Objectives (p. 10) | |Vocabulary & Grammar Transparencies: |

| |Go over the section objectives with students to prepare them for the new | |Transparency 28 |

| |material. | |TRB: Cap. PE, Audio Script |

| |• Presentation: La sala de clases (p. 10) | |Act. 1 Audio, Cap. PE |

| |Play Track 14. Present the new vocabulary about classrooms. | | |

| |• Actividad 1 El libro, el lápiz,... (p. 10) | | |

| |Play Track 15. Students listen to someone talk about classroom objects and | | |

| |indicate comprehension. | | |

| |STUDENTS WITH LEARNING DIFFICULTIES | | |

| |• Encourage students to always learn a noun with its article to reinforce the | | |

| |sound and rhythm and the concept of gender. Have students color code new | | |

| |vocabulary in their notebooks for different genders. | | |

| |HERITAGE LANGUAGE LEARNERS | | |

| |• Ask students if they use any words that are different from the vocabulary in| | |

| |the book, but that mean the same thing. | | |

|5. |PRESENT/PRACTICE | |Targeted Resources |

| |ALL STUDENTS | |Answers on Transparencies: Cap. PE, |

| |• Actividad 2 ¿Cómo se dice...? (p. 11) | |Act. 2 Answers |

| |Working with a partner, students speak about items and people in the | |Answers on Transparencies: Cap. PE, |

| |classroom. | |Act. 3 Answers |

| |• Presentation: Nouns (p. 11) | |Answers on Transparencies: Cap. PE, |

| |Present the grammar box about the gender of nouns. | |Act. 4 Answers |

| |• Actividad 3 ¿Masculino o femenino? (p. 11) | |Act. 2 Answers, Cap. PE |

| |Students identify gender and use appropriate definite articles. | |Writing, Audio & Video Activity |

| |• Audio Activity 3 | |Workbook: Cap. PE, Audio Activity 3 |

| |Play Track 20 and have students complete Audio Activity 3 in class. | |TRB: Writing, Audio & Video Activity |

| |• Presentation: El alfabeto (p. 12) | |Workbook Answer Key: Cap. PE, Audio |

| |Play Track 16. Present the Spanish alphabet and spelling in Spanish. | |Activity 3 |

| |• Actividad 4 Escucha y escribe (p. 12) | |Grammar, Cap. PE |

| |Play Track 17. Students listen to letters in a word read aloud and indicate | |Act. 3 Answers, Cap. PE |

| |comprehension. | |Vocabulary, Cap. PE |

| |ADVANCED LEARNERS / PRE-AP* | |Act. 4 Audio, Cap. PE |

| |• Have students turn to p. 9, make a list of the labeled parts of el cuerpo, | | |

| |and then write or say the letters for each word. | | |

|6. |PRESENT/PRACTICE (ADDITIONAL RESOURCES) | |Targeted Resources |

| | | |Vocabulary & Grammar Transparencies: |

| | | |Transparency 29 |

|7. |PRESENT/PRACTICE | |Targeted Resources |

| |ALL STUDENTS | |Answers on Transparencies: Cap. PE, |

| |• Actividad 5 Pregunta y contesta (p. 12) | |Act. 5 Answers |

| |Working with a partner, students speak and write letters and words. | |Act. 5 Answers, Cap. PE |

|8. |PRESENT/PRACTICE | |Targeted Resources |

| |ALL STUDENTS | |Vocabulary & Grammar Transparencies: |

| |• Exploración del lenguaje: Punctuation and accent marks (p. 13) | |Transparency 30 |

| |Present the information about punctuation and accent marks in Spanish. | |TRB: Cap. PE, Audio Script |

| |• Fondo cultural: The Maya (p. 13) | |Writing, Audio & Video Activity |

| |Go over the information and have students respond to the question. | |Workbook: Cap. PE, Audio Activity 4 |

| |• Actividad 6 ¿Cómo te llamas? (p. 13) | |TRB: Writing, Audio & Video Activity |

| |Working with a partner, students ask each other their names and how to spell | |Workbook Answer Key: Cap. PE, Audio |

| |them. | |Activity 4 |

| |• Actividad 7 Juego (p. 13) | |Answers on Transparencies: Cap. PE, |

| |Working with a partner, students practice listening to and spelling new | |Act. 8 Answers |

| |vocabulary. | |Answers on Transparencies: Cap. PE, |

| |• Audio Activity 4 | |Act. 9 Answers |

| |Play Track 23 and have students complete Audio Activity 4 in class. | |Vocabulary, Cap. PE |

| |• Presentation: El calendario y la fecha, los meses del año (p. 14) | |Act. 8, Act. 9 Answers, Cap. PE |

| |Play Tracks 18 and 19. Present new vocabulary about the calendar and ask | | |

| |questions about days, months, and dates. | | |

| |• Actividad 8 Hoy y mañana (p. 15) | | |

| |Working with a partner, students ask and answer questions about days of the | | |

| |week. | | |

| |• Actividad 9 Días de fiesta (p. 15) | | |

| |Students write dates of holiday celebrations. | | |

| |HERITAGE LANGUAGE LEARNERS | | |

| |• Have students look at Spanish newspapers or magazines, write a list of ten | | |

| |words that have accent marks, and then spell the words aloud. | | |

| |• Have students research and write down the names and dates of three important| | |

| |celebrations in their heritage countries. Encourage them to describe the | | |

| |occasion and any related festivities. | | |

| |ADVANCED LEARNERS / PRE-AP* | | |

| |• Have students make a twelve-month calendar using the Spanish names for | | |

| |months and days of the week. | | |

|9. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |Core Practice: P-6 |

| |• Core Practice P-6 | |Prueba PE-2, En la clase |

| |Assign P-6 for homework or in-class work. | |Answer Key: Prueba PE-2, En la clase |

| |• (p. 11) | |REALIDADES para hispanohablantes: Prueba|

| |Have students go online at home or in class for more practice with la sala | |PE-2, En la clase |

| |de clases. | |REALIDADES para hispanohablantes: Answer|

| | | |Key: Prueba PE-2, En la clase |

|10. |WRAP-UP/HOMEWORK OPTIONS | |Targeted Resources |

| |ALL STUDENTS | |Core Practice: P-7 |

| |• Core Practice P-7, P-8 | |Core Practice: P-8 |

| |Assign P-7 and P-8 for homework or in-class work. | | |

| |• (p. 16) | | |

| |Have students go online to practice with el calendario. | | |

| | | | |

| |Mr. Franco’s Blog: | | |

| | | | |

| | | | |

| |: | | |

| | | | |

| | | | |

| |Blogueando para aprender: | | |

| | | | |

| | | | |

| |Colby College (Maine): | | |

| | | | |

| | | | |

| |BBC “Mi vida loca”: | | |

| | | | |

| |

|Schedule: 90 Minutes |

| |

|Day 2 |

|• Read about a festival in Pamplona, Spain | |

|• Read about the Aztec calendar |EQ: |

|• Speculate about the Aztec glyphs and calendar | |

|• Describe weather conditions and identify seasons |What do you already know about|

|• Listen to and identify weather vocabulary |Spain? |

|• Ask and answer questions about the weather and seasons | |

|• Read a chart and write about the weather for cities in the Northern and Southern Hemispheres | |

|• Talk about temperatures in the Northern and Southern Hemispheres |Georgia |

|• Speak and write about weather in the two hemispheres |Standards: |

| | |

|Vocabulary: Weather vocabulary, seasons vocabulary |MLI.CU1 The students develop |

| |an awareness of perspectives, |

|Technology: Overhead/LCD projector, CD player |practices, and products of the|

| |cultures where the target |

|Pacing: 90 minutes |language is spoken. |

| | |

| |A. Demonstrate knowledge of |

| |contributions of target |

| |culture(s) to civilization. |

| | |

| |B. Identify commonly held |

| |viewpoints of the cultures, |

| |such as those relating to |

| |time, education, and meals. |

| | |

| |C. Describe customs and |

| |traditions of the cultures |

| |such as greetings, |

| |celebrations and courtesies. |

|1. |WARM-UP/ASSESS (20 minutes) | |Targeted Resources |

| |ALL STUDENTS | |Answers on Transparencies: Cap. PE, Act.|

| |• Actividad 10 El calendario (p. 16) | |10 Answers |

| |Students write answers to questions about days of the week. | |Act. 10 Answers, Cap. PE |

| |• Fondo cultural: Los sanfermines (p. 16) | |Core Practice: P-7 |

| |Go over the information and have students respond to the question. | |Core Practice: P-8 |

| |• Homework check | | |

| |Review the previous day’s homework assignment. Go over any recurring errors | | |

| |that students may have made, reteaching as necessary. | | |

| |STUDENTS WITH SPECIAL NEEDS | | |

| |• Make a calendar that shows today’s date and have students use it to answer| | |

| |the questions in Actividad 10. | | |

|2. |WARM-UP/ASSESS (10 minutes) | |Targeted Resources |

| |ALL STUDENTS | |Prueba PE-2, En la clase |

| |• Prueba PE-2: En la clase | |Answer Key: Prueba PE-2, En la clase |

| |Administer Prueba PE-2 in class. | |REALIDADES para hispanohablantes: Prueba|

| | | |PE-2, En la clase |

| | | |REALIDADES para hispanohablantes: Answer|

| | | |Key: Prueba PE-2, En la clase |

|3. |PRESENT/PRACTICE (55 minutes) | |Targeted Resources |

| |ALL STUDENTS | |Answers on Transparencies: Cap. PE, |

| |• Actividad 11 The Aztec calendar (p. 17) | |Act. 12 Answers |

| |Students read about the Aztec calendar. | |Act. 12 Answers, Cap. PE |

| |• Actividad 12 Glyphs (p. 17) | |Writing, Audio & Video Activity |

| |Students speculate about the Aztec glyphs and calendar. | |Workbook: Cap. PE, Writing Activity 7 |

| |• Writing Activity 7 | |TRB: Writing, Audio & Video Activity |

| |Have students complete Writing Activity 7 in class. | |Workbook Answer Key: Cap. PE, Writing |

| |• Presentation: ¿Qué tiempo hace? Las estaciones (p. 18) | |Activity 7 |

| |Play Track 21. Present information on weather conditions and identifying | |Writing, Audio & Video Activity |

| |seasons. | |Workbook: Cap. PE, Audio Activity 5 |

| |• Audio Activity 5 | |TRB: Writing, Audio & Video Activity |

| |Play Track 24 and have students complete Audio Activity 5 in class. • | |Workbook Answer Key: Cap. PE, Audio |

| |Actividad 1 El tiempo (p. 19) | |Activity 5 |

| |Play Track 22. Students listen to someone using vocabulary to describe weather| |Vocabulary & Grammar Transparencies: |

| |conditions and indicate comprehension. | |Transparency 31 |

| |ADVANCED LEARNERS / PRE-AP* | |TRB: Cap. PE, Audio Script |

| |• Ask students to research Pamplona and los sanfermines. Suggest that they | |Vocabulary, Cap. PE |

| |create a poster presentation to share with the class. | |Act. 1 Audio, Cap. PE |

| |• Assign students a city in the Spanish-speaking world, and have them follow | | |

| |the weather there for one week. Make a bulletin board to track the weather in | | |

| |the cities. | | |

| |STUDENTS WITH LEARNING DIFFICULTIES | | |

| |• Working in pairs, have students pantomime each of the weather conditions and| | |

| |seasons. | | |

|4. |PRESENT/PRACTICE | |Targeted Resources |

| |ALL STUDENTS | |Answers on Transparencies: Cap. PE, |

| |• Actividad 2 ¿Qué tiempo hace? (p. 19) | |Act. 1 Answers |

| |Students ask and answer questions about the weather. | |Answers on Transparencies: Cap. PE, |

| |• Actividad 3 Las estaciones (p. 19) | |Act. 2 Answers |

| |Students ask and answer questions about the weather and seasons. | |Act. 2 Answers, Cap. PE |

| |• Actividad 5 ¿Hace calor o hace frío? (p. 21) | |Writing, Audio & Video Activity |

| |Students read a chart and write about the weather for cities in the Northern | |Workbook: Cap. PE, Writing Activity 8 |

| |and Southern Hemispheres. | |TRB: Writing, Audio & Video Activity |

| |• Actividad 6 ¿Y qué tiempo hace en...? (p. 21) | |Workbook Answer Key: Cap. PE, Writing |

| |Working with a partner, students talk about temperatures in the Northern and | |Activity 8 |

| |Southern Hemispheres. | | |

| |• Writing Activity 8 | | |

| |Have students complete Writing Activity 8 in class. | | |

| |STUDENTS WITH LEARNING DIFFICULTIES | | |

| |• Read La geografía passage with students who struggle with reading. Encourage| | |

| |them to read through the questions at the bottom prior to reading. | | |

| |HERITAGE LANGUAGE LEARNERS | | |

| |• Have students research the climate and seasons of their heritage countries | | |

| |and write a short paragraph. | | |

|5. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ADVANCED LEARNERS / PRE-AP* | |REALIDADES para hispanohablantes: PE |

| |• Ask students to research Pamplona and los sanfermines. Suggest that they | |REALIDADES para hispanohablantes Answer |

| |create a poster presentation to share with the class. | |Key: PE |

| |• Assign students a city in the Spanish-speaking world, and have them follow| |Guided Practice Activities: Vocabulary |

| |the weather there for one week. Make a bulletin board to track the weather | |Flash Cards, Vocabulary Check |

| |in the cities. | |Guided Practice Activities: P-5, Special|

| |STUDENTS WITH LEARNING DIFFICULTIES | |letters |

| |• Working in pairs, have students pantomime each of the weather conditions | |Guided Practice Activities: P-6, The |

| |and seasons. | |letters b and v |

| | | |TRB: Guided Practice Activities Answer |

| | | |Key: Vocabulary Flash Cards, Vocabulary |

| | | |Check |

| | | |TRB: Guided Practice Activities Answer |

| | | |Key: P-5, Special letters |

| | | |TRB: Guided Practice Activities Answer |

| | | |Key: P-6, The letters b and v |

| | | |Vocabulary & Grammar Transparencies: |

| | | |Transparency 15 |

| | | |Vocabulary & Grammar Transparencies: |

| | | |Transparency 16 |

|6. |WRAP-UP/HOMEWORK OPTIONS | |Targeted Resources |

| |ALL STUDENTS | |Vocabulary & Grammar |

| |• Actividad 4 Conexiones: La geografía (p. 20) | |Transparencies: Transparency 17 |

| |Students speak and write about weather in the two hemispheres. | |Answers on Transparencies: Cap. |

| |• Core Practice P-9 | |PE, Act. 4 Answers |

| |Assign P-9 for homework or in-class work. | |Act. 4 Answers, Cap. PE |

| |• (p. 21) | |Core Practice: P-9 |

| |Have students go online at home or in class for more practice with el tiempo. | | |

| | | | |

| |Mr. Franco’s Blog: | | |

| | | | |

| | | | |

| |: | | |

| | | | |

| | | | |

| |Blogueando para aprender: | | |

| | | | |

| | | | |

| |Colby College (Maine): | | |

| | | | |

| | | | |

| |BBC “Mi vida loca”: | | |

| | | | |

| | |

|Schedule: 90 Minutes | |

| | |

|Day 3 | |

|• Review chapter vocabulary in preparation for the test | |

| |EQ: |

|Vocabulary: Chapter vocabulary | |

|Technology: Overhead/LCD projector, CD player |After studying for your first exam in |

|Pacing: 90 minutes |Spanish, what are the main similarities |

| |and differences you have found between |

| |English and Spanish? |

| | |

| | |

| |Georgia |

| |Standards: |

| | |

| |C3 The students compare basic |

| |elements of the target language to the |

| |English language. |

| | |

| |A. Recognize similarities and differences|

| |in sound systems, writing systems, |

| |cognate words, gender, and level |

| |appropriate idioms. |

| | |

| |B. Recognize basic sound distinctions and|

| |intonation patterns and their effect on |

| |communicating meaning. |

|1. |WARM-UP/ASSESS (30 minutes) | |Targeted Resources |

| |ALL STUDENTS | |Vocabulary & Grammar Transparencies: |

| | | |Transparency 16 |

| |Short Review. Go over any recurring errors that students may have made, | |Vocabulary & Grammar Transparencies: |

| |reteaching as necessary. | |Transparency 17 |

| | | |Answers on Transparencies: Cap. PE, Act. |

| |• Written Assessment #1 | |4 Answers |

| | | |Act. 4 Answers, Cap. PE |

| | | |Core Practice: P-9 |

|2. |WARM-UP/ASSESS (ADDITIONAL RESOURCES) | |Targeted Resources |

| | | |Vocabulary & Grammar Transparency 15 |

| | | |Guided Practice Activities: Vocabulary |

| | | |Flash Cards, Vocabulary Check |

| | | |Guided Practice Activities: P-5, Special|

| | | |letters |

| | | |Guided Practice Activities: P-6, The |

| | | |letters b and v |

| | | |TRB: Guided Practice Activities Answer |

| | | |Key: Vocabulary Flash Cards, Vocabulary |

| | | |Check |

| | | |TRB: Guided Practice Activities Answer |

| | | |Key: P-5, Special letters |

| | | |TRB: Guided Practice Activities Answer |

| | | |Key: P-6, The letters b and v |

|3. |PRESENT/PRACTICE (55 minutes) | |Targeted Resources |

| |ALL STUDENTS | |TRB: Cap. PE, Communicative Activity |

| |• Communicative Activity | |TRB: Cap. PE, Audio Script |

| |Assign the Communicative Activity for in-class work. | |TRB: Cap. PE, Vocabulary Clip Art |

| |• Vocabulario (pp. 22-23) | |TRB: Cap. PE, Situation Cards |

| |Review chapter vocabulary with students to prepare them for the Examen del | |Answers on Transparencies: Cap. PE, |

| |capítulo. | |Preparación para el examen Answers |

| |• Situation Cards | |Answers, Cap. PE |

| |Assign the Situation Cards as in-class pair work. | |Go Online |

| |• Theme Project | | |

| |Begin theme project in class. | | |

| |STUDENTS WITH LEARNING DIFFICULTIES | | |

| |• Help students take the review section by section. Show them how to focus on | | |

| |thing they’ve not mastered. | | |

| |ADVANCED LEARNERS / PRE-AP* | | |

| |• Ask students to facilitate review sessions within small groups. | | |

|4. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |Core Practice: P-10 |

| |• Core Practice P-10, P-11 | |Core Practice: P-11 |

| |Assign P-10 and P-11 for homework or in-class work. | |Examen del capítulo, PE |

| |• : Self-test (p. 23) | |Answer Key: Examen del capítulo, PE |

| |Have students go online at home or in class to prepare for the Examen del | |REALIDADES para hispanohablantes: Examen |

| |capítulo. | |del capítulo, PE |

| |• Examen del capítulo | |REALIDADES para hispanohablantes: Answer |

| |Have students begin work on Examen del capítulo, Para empezar in class. | |Key: Examen del capítulo, PE |

| | | |Listening Comprehension Scripts |

| | | |Speaking Proficiency Scripts |

|5. |WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL RESOURCES) | |Targeted Resources |

| | | |ExamView, All Students: Test Bank |

| |Mr. Franco’s Blog: | |A, Cap. PE |

| | | |ExamView, All Students: Test Bank |

| | | |B, Cap. PE |

| |: | | |

| | | | |

| | | | |

| |Blogueando para aprender: | | |

| | | | |

| | | | |

| |Colby College (Maine): | | |

| | | | |

| | | | |

| |BBC “Mi vida loca”: | | |

| | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download