Chapter 5
Tuesday, March 28, 2006; Day 1
TLW understand and be able to use family vocabulary.
1) Discuss the Chapter 4 Test. (15 min)
2) When done with test, students start writing down vocabulary for Chapter 5. Flash cards due on Tuesday. (20 min - 35)
3) Ask various students if they have various family members, then students ask each other and find out family members names. ¿Tienes un hermano? ¿Cómo se llama? (15 min - 50)
4) Do act. 1 & 2, page 156. (15 min - 1:05)
5) Complete and discuss the family vocabulary word search. (20 min – 1:25)
5) Assign PW 5-1, 5-2
Wednesday, March 29, 2006; Day 2
TLW understand and be able to use family vocabulary.
1) Ask ¿Cómo se dice? with vocabulary and verb forms. (5 min)
2) compare, then trade & grade PW 5-1, 5-2 (15 min - 20)
3) Hand each student a set of people flash cards. These people become their make believe family. Students need to be ready to answer questions about each person. (20 min - 40)
¿Quién es...? ¿Cómo se llama? ¿Cuántos años tiene?
This will be taken as an oral grade.
4) Do the comm. act 5-1. Split class into halves. Stay in seats, but ask across the rows. (10 min)
5) using the march ‘97 issue of ¿Qué tal? magazine students answer questions from OT based on the reading on pgs 6-7 about La Vida Familiar in English. Students must also answer the questions in the boxes at the bottom of the pages in Spanish. (30 min - 1:30)
Thursday, March 30, 2006; Day 3
TLW understand and be able to use family vocabulary. TLW understand and be able to use vocabulary words that give a physical description.
1) Have students ask each other if they have various family members, if so, what is their name and how old. Write down the information to hand in. Must have information on 10 different people. Check FC (20 min)
2) Take vocabulary quiz 5-1 (15 min - 35)
3) On projector, go through the next vocab.
4) on quarter sheet of paper, have students describe themselves. Read some descriptions to have students guess who it is.
5) Assign PW 5-3, 5-4
Friday, March 31, 2006; Day 5
TLW understand and be able to use vocabulary words that give a physical description.
1) Ask ¿Cómo se dice? with last vocabulary. Do quiz corrections. (15 min)
2) Read through other descriptions of self having students guess. (10 min - 25)
3) Compare, then trade and grade PW 5-3, 5-4. (15 min - 40)
4) Translate from OT: (10 min - 50)
1) Alicia tiene una hermana mayor.
2) la muchacha es alta.
3) el hombre es viejo.
4) La mujer tiene ojos azules.
5) Las gemelas son muy simpáticas.
5) Give each student a set of pictures, with partner describe the people in the pictures. They need to be prepared to have me ask questions about the pictures. (30 1:20)
6) Assign the Crossword Puzzle
Monday, April 3, 2006; Day 6
TLW understand and be able to use vocabulary words that give a physical description.
1) Have students do act. 13 and 14 p. 161. (15 min)
2) Trade and grade the Crossword Puzzle
3) With die partner, complete comm. act 5-2. (15 min - 45)
4) Write questions on board. ¿tienes..? ¿cómo se llama....? ¿Cuántos años tiene...? ¿Cómo es...? have students ask each four other people about their family members. Must find information about two family members.
5) With partner, complete act. 12 and the Comuniquemos on pages 161-2. (15 min - 1:20)
6) Assign the Chapter 5 Vocabulary 2 Vocabulary unscramble.
Tuesday, April 4, 2006; Day 7
TLW understand and be able to use vocabulary words that give a physical description.
1) Ask ¿Cómo se dice? with vocab. check flash cards. (5 min)
2) Trade and grade the Chapter 5 Vocab unscramble
3) Have students complete writing act. C & D p. 31; then do listening act. 5-1, 5-2 (25 min - 30)
4) Watch video. (10 min - 40)
5) Take vocabulary quiz 5-3, 5-4. (20 min - 1:00)
6) Go through family album photo album requirements.
Wednesday, April 5, 2006; Day 7
TLW understand and be able to use vocabulary words that give a physical description. TLW use verbs tener/venir correctly in a sentence.
1) Ask ¿cómo se dice? with vocabulary. Then do quiz corrections. (15 min)
2) When done with quiz corrections, translate sentences from OT. When done going through translations, students copy down phrases with tener, then write what they think is the conjugation of tener. (25 min - 40)
3) Do act. 1 p. 167. Don’t follow model. Simply have students state how many of the objects they have. (15 min - 55)
4) Write the following subjects on board. Students need to state what these people feel like doing. (can also say what they don’t feel like doing.) (10 min - 1:05)
Yo Luisa tú Ud.
Tomás y Cristina Juana y yo Marcos los estudiantes
5) Complete PW 5-5 p. 57 together in class. (10 min - 1:15)
6) Assign Tener - Venir wkst.
Thursday, April 6, 2006; Day 8
TLW use verbs tener/venir correctly in a sentence.
1) Placing tener/venir OT, students have 10 minutes to decide what verb and what form of verb they need for each sentence. Then discuss as a class. (20 min)
2) Allow five minutes to compare worksheet, then trade and grade. (15 min - 35)
3) Write on board - have students copy these idoms with tener. (5 min - 40)
tener ___ años tener miedo - to be afraid
tener sed tener calor - to be hot
tener hambre tener frio - to be cold
tener ganas de + inf. tener que + inf. - to have to
4) Do dry erase game with tener/venir. Allow students to choose teams of four. give each team one dry erase board. Different person must write sentence each time. All may help that person write. Have students write phrases. (20 min - 1:00)
5) review conjugations
6) Take tener/venir quiz.
Friday, April 7, 2006; Day 9
Objective: T.L.W. be able to conjugate and use the verb ser in sentences.
1) Hand out the tener/venir quiz to the proper students. Students will be making quiz corrections. To make quiz corrections, they need to write out the subject and the correct form of the verb ten times for any sentences they missed. Allow students 15 minutes, if they are still working after 15 minutes, they must put it away and hand it in later. When students are done, they should place it in the homework in box. (20 min)
2) You will need the computer and the LCD projector for this activity. Turn the computer on by pressing the right facing triangle key in the upper right corner of the keyboard. A window will ask for a password, just press cancel. When up and running, double click on the ClarisWorks document labeled “Forms of Ser” The LCD projector should be hooked up to the computer and running.
A) On the menu bar, click on “view” then release the mouse button on “slideshow” and click start.
B) Allow 5-7 minutes for the students to translate these sentences.
C) Ask a student to read what he/she wrote for #1; ask if anyone agrees or disagree; then click the mouse button ONCE. The answer will come up. Repeat for 2-5.
D) After number 5, click the mouse button again. You should be on a screen that asks “What is the infinitive form of the verb in each of these sentences? Have a student answer, then click the mouse button.
E) Have the students write the verb “ser - to be” in their notes. Inform them that they will be learning the complete conjugation for this verb today.
F) Click the mouse button again. Here you see a chart for the students to copy. Allow them 5 - 7 minutes to copy and write in the correct forms of the verb according to the earlier sentences. Then have a student write the conjugation on board. Ask if anyone has anything different and discuss, then click the mouse button. A completed chart will pop up.
G) Make sure all of the students have the chart written correctly then click the botton. Have students complete the fill in the blank sentences with the correct verb form. Complete as in part C above. (30 min - 50)
3) Have students complete practice workbook 5-6 page 58. When completed, have various students write the answers on the board. (answer key enclosed) (20 min - 1:10)
4) Hand out the worksheet labeled “Exercises” They will do part one only. They need to use the words in parentheses to create sentences. In place of the “/” they write the form of the verb ser and the word de
example: 1) La chica es de los Estados Unidos.
Complete and discuss as a class. (15 min - 1:25)
5) Assign “Ser Worksheet #1”
example: 1) ¿Son altos Uds.? (Are you guys tall?)
answer: Sí, (nosotros) somos altos. (Yes, we are tall.) The students can put the nosotros in or leave it out, it doesn’t matter.
Monday, April 10, 2006; Day 10
Objective: T.L.W. be able to conjugate and use the verb ser in sentences.
1) Have students complete the overhead “Los viajeros” They can write on scrap paper, then have students write in answers on OT. (15 min )
2) Allow 3-5 minutes for students to discuss the answers on their worksheets (ser worksheet #1) with partner. Then they need to trade worksheets with someone that is not their partner and grade papers by having volunteers write answers on board. (20 minutes - 35)
3) Have students write down sentences in Spanish from overhead “Escribe en Español” (do not need to hand in.) Have volunteers write answers on OT. (25 min - 1:00)
4) Do textbook activity 4 page 169. The answers are written in the margins of p. 169 of the teachers edition. You can have a student read the answers if you like. (10 min - 1:10)
5) Have the students complete the worksheet labeled “Ser Quiz” this is not a quiz, they can use notes, but they should work as independently as possible. They need to be sure they are changing the adjective in part B. Have students hand in. (15 min; 1:25)
6) For assignment: read about “Los Adjetivos Posesivos” on p. 170 of textbook, then complete practice workbook 5-8 page 60. (5 min; 1:30 total)
Tuesday, April 11, 2006; Day 11
Objective: T.L.W. be able to show possession in Spanish sentences.
1) Allow students 5 minutes to compare practice workbook 5-8 p. 60. Then trade and grade. Answer key OT enclosed. (10 min)
2) Hand out and have students complete the “Español I: Possession” worksheet. In Actividad 1, sentences will always start with “Roberto tiene...” In activdad 2, students will write two sentences for each one. Write answer for #1 on board for students to see how it changes. Answer key enclosed. It might be best to have students write answers on board. (25 min - 35)
3) Write ¿Qué tienes? on board. Ask students what it means: “What do you have?”
ask students how they would answer: “Tengo...”
Hand out the “possessions oral activity” worksheet. Run through what each of the words mean.
from the 3x5 cards, pull out the card that says “el reloj” (pronounced “l raylo”) Say, I have the watch. How will you ask me what I have. “¿Qué tienes?” I answer: “Yo tengo el reloj.” (write on board.) On your paper, you will write: “El reloj es de la señora Hanson.” (write on board)
Hand each student a card. Tell them which card are left over. They don’t need to do those sentences. They will then ask each other what items they have. They have to write out sentences on their paper. Start with the object, the word es or son, then the word de and then the person as in the sentence above: “El reloj es de la señora Hanson.” Allow students 20 minutes to ask each other. (25 min; 1:00 min total)
4) Take quiz 5-6, 5-7. Have students get with die partner, partners face each other. Be sure to be separated from other sets of partners. Cannot use notes or books, but complete quiz with partner. Everyone work, completes their own quiz. If you disagree, may turn in with different answers. After turning in, hand out to different students and correct. (25 min – 1:25)
Wednesday, April 12, 2006; Day 12
TLW be able to distinguish between using ser and estar.
1) Have students create two sentences, one that uses ser and one that uses estar. Hand out the uses of ser and estar sentences and put up corresponding OT. With partner, students figure out the uses of the two verbs. All create their own sentences for each use. (30 min - 40)
2) Complete the ser/estar crossword puzzle. Go through unknown words. (15 min - 55)
3) With partner, create ten new sentences. Five use ser, five use estar. Write out sentences, have another group and me proofread. Need to include the subject word (even if subject is yo or tú) Both rewrite in a random order on a blank sheet of paper using space instead of verb. Do not include which verb is needed. (25 min - 1:20)
4) Assign ser or estar worksheet.
Thursday, April 13, 2006; Day 13
TLW be able to distinguish between using ser and estar.
1) hand each student someone elses sentences. Fill in the blank and then discuss with owner the correct answers. (15 min)
2) Trade and grade the ser or estar worksheet. (15 min – 30)
3) Watch ser/estar video and complete exercises. (25 min – 55)
4) Create the ser/estar posters. Put posters up and vote. (45 min – 1:20)
5) Remind students of what they need to work on Family Albums.
Friday, April 14, 2006; Day 14
TLW be able to distinguish between using ser and estar.
1) Take the ser v estar test.
2) Work on family albums.