Chapter 11

Spanish II

Monday, April 3, 2006; Day 1

TLW be able to talk about and name types of movies and TV shows.

1) Take the chapter 10 Test.

2) Using OT 56-57, go through first set of chapter 11 vocabulary. Include the blue box on p 351. As we talk about types of movies, have students name a movie of each type. (20 min - 25)

3) Tell your partner what type of shows or movies bore, scare, fascinate and interest them. Be ready to tell me what your partner says. You may be asked to tell me about any of the four. (20 min - 45)

4) With other person, do act 1 p. 352, then do act. 2 page 352 as a group. Be sure to have various students reply to the answer. (15 min - 1:00)

5) Assign PW 11-1, 11-2

Tuesday, April 4, 2006; Day 2

TLW be able to talk about and name types of movies and TV shows.

1) Tell me what types of shows you don’t like and why. (10 min)

2) Trade and grade PW 11-1, 11-2 (15 min - 25)

3) Write out answers to p. 353 #4-5. Will be handed in. Must write complete sentences, por que refers to all questions. Discuss answers as a class. (20 min - 45)

4) Have students create a TV guide. Must have 7 different shows, including 5 different types. Wirte in the guide the type of show that it is. If you wish to include movies, the vocab is in the next section, but that can’t be included as one of the five different types. For three of the shows, you must write out a one or two sentence plot line. (45 min - 1:30)

Wednesday, April 5, 2006; Day 3

TLW be able to talk about and name types of movies and TV shows.

1) Ask ¿Qué clase de programa es..? Ask about various TV shows, students say what type of show it is. (5 min)

2) Take quiz 11-1, 11-2. Pictures with word bank. (15 min - 20)

3) Go through next vocabulary on powerpoint. (20 min - 30)

3) Complete the vocabulary unscramble activity. (20 min - 50)

4) Complete PW 11-4 p. 117 and discuss. (10 min - 1:00)

5) With partner do act. 9 and 10 p. 356 (15 min - 1:15)

6) Complete the writing activities B & C p. 56. (15 min - 1:30)

Thursday, April 6, 2006; Day 4

TLW be able to discuss types of movies.

1) Ask ¿Qué clase de programa es...? Ask about various TV shows, students say what type of show it is. Correct quizzes.

2) Trade and grade PW 11-3, 11-4 (10 min - 20)

3) With partner do act. 9 and 10 p. 356 (10 min - 30)

4) Complete the Cinemex activity. (45 min - 1:15)

Friday, April 7, 2006; Day 5

TLW be able to make comparisons.

1) Translate sentences from the OT. (20 min)

1) The science fiction movie starts at 7:00pm sharp.

2) Movies never start punctually.

3) This movie lasts three hours.

4) The adventure movie starts earlier.

5) The romance movie is very short.

2) Ask ¿Cómo se dice? with vocabulary. Take quiz 11-3, 11-4. (20 min - 40)

3) When done with quizzes, students should translate comparisons sentences from Spanish to English off OT. Then go through comparisons notes. (20 min - 1:00)

4) Complete Act 1, 2 pgs 364-5. (15 min - 1:15)

5) Complete and turn in PW 11-5, 11-6

Monday, April 10, 2006; Day 6

TLW be able to make comparisons and form the superlative.

1) Quiz corrections. 11-3A Span - Eng 10x. 11-3B, All of 11-4 -- translate to English.

2) Give each student a set of people pictures. Have students compare people in the pictures to each other. All students will give a comparison out loud. Must stand in place to show pictures to other students. (20 min)

3) Students compare PW 11-5 with partner, then trade and grade. Hand papers in. (10 min - 30)

4) With partner, complete act 1 p. 364, then everyone writes out answers to act 2 p. 365. Trade and grade. Hand in papers. (20 min - 50)

5) Go through the superlative OT. (20 min - 1:10)

6) Complete and turn in PW 11-6 (20 min)

Tuesday, April 11, 2006; Day 7

TLW be able to make comparisons and form the superlative.

1) Translate sentences. (20 min)

1) Apples are more delicious than oranges, but bananas are the most delicious fruit.

2) Jaime is taller than Antonio, but Cristobal is the tallest student in the class.

3) Spanish class is more fun than math class, but P.E. is the most fun class in the school.

4) Educational programs are better than documentaries, but comedies are the best programs.

5) Jim is younger than Sally, but George is the youngest child in the family.

2) Hand out PW 11-6 to wrong students to have students grade papers. (10 min - 30)

3) Complete writing act D & E p. 67; and listing act 11-1 & 11-2. (25 min - 55)

4) Complete and grade worksheet by the end of the class period.

Wednesday, April 12, 2006; Day 8

1) Using overhead transparency Sp.IIA, have students make sentences comparing the people or objects in the given sentences. Call on students to write their answer on the OT. There can be more than one answer on many of these, so possible answers are written on the paper. You will want to check with students to see if they have other answers written on their papers. (15 min)

1) Luisa tiene 14 años. Ana tiene 16 años.

2) Mi carro es feo. Tu carro es bonito.

3) Jorge es más alto que Emilio. Esteban es más alto que Jorge.

4) Las películas románticas son aburridas. Las películas de aventuras son interesantes.

2) Hand each student the Comparison/Superlative quiz. In part A, students are to use any adjective they want to compare the two objects given, they may not use any adjective more than twice. In part B, students are to use the superlative to say who is the most..., least..., oldest... etc. in the school. The example says: amable nice Juana es la estudiante más amable de la escuela. Juana is the nicest student in the school. You can tell them what that sentence means if you need to. Also, the meanings of all the adjectives are written on the enclosed answer key if any student should need them. (Please do not tell them anything more than the meanings of the words.) (25 min - 40)

3) When students finish quiz, they should hand it in on the front table. Have the story worksheet on the table for them to pick up and complete after they have handed in their quiz. After all quizzes have been handed in, please paper clip them together and place in the homework in box on the corner of my desk.

4) After all students have completed the story worksheet, discuss the answers as a class. With the final question, have a student write the conjugation of the verb ver on the board. (25 min - 1:05)

5) With their partner, students are to do text activity 7 on page 369. They are to ask each other what type of program the person listed saw last night, then answer with the type of show given on the TV set. The answers are given in the margin of page 369 of the teacher edition. The capital, blue “A” is estudiante “A” and the capital, blue “B” is estudiante “B” The model means:

“A” What type of program did Rolando and Julia see last night?

“B” They saw a comedy.

6) Assign PW 11-8

Thursday, April 13, 2006; Day 9

TLW be able to use the preterite tense forms of the verb ver.

1) Allow students a couple of minutes to compare their answers to PW 11-8 with their partner. Point out to students that the la in the second sentence needs to change to the following: 1. lo, 2. la, 3. la, 4. lo, 5. los, 6. lo, 7. la, 8. las

then, trade and grade papers. They should not tear these papers out. Hand in the entire book when done. Place on the back table near the black trays. (10 min)

2) Have students complete activity F on page 68 of the Writing, Audio, and Video workbook. Discuss, but do not hand in. (10 min - 20)

3) Students will do a verb board race using the verb ver. Have any three students go to the front board, you stand in the back. You call out the subject from the following list, they will try to write the correct form of the verb as given. The winner is the first person to turn and look at you with the correct verb written. There is candy in my lowest desk drawer that they winner of each contest can have. Each student must go at least once. (15 min - 35)

Subject - verb

Roberto - vio

I - vi

the teacher - vio

the students - vieron

Mark and I - vimos

you (informal) - viste

Luis and George - vieron

the monkey - vio

I - vi

you (plural) - vieron

3) Have students complete the activity on overhead transparancy Sp.IIB. Students are not to speak any English. If you hear anyone speak any English once you tell them to start, place a mark in the box for todays’ date on the attendance list. When they are done, they will hand in a paper on the front table, please clip them together and place them in the homework in box on my desk. (25 min - 1:00)

4) Each student should have already receive an instruction page for “The Critic” if they haven’t there are some extras enclosed. They should take the time to complete their 3 x 5 card now. there are 3 x 5 cards in my upper right-hand desk drawer.

Tuesday, April 18, 2006; Day 10

1) Students will perform their critic shows today. A student has agreed to set up and run the video camera that is in the closet. Allow that student to set up, then have volunteers recite their critic show. If no one volunteers, randomly call on students. They are allowed to have one 3 x 5 card. I would move the front table closer to the front of the room and have the students sitting behind it facing the rest of the class, but if they do not want to sit like that they don’t have to, just so long as they can be video taped. If any students are rude (laugh, talk, make funny noises, yawn loudly, etc.) while someone else is giving their report, please write their name on your sub report. (I anticipate this taking about an hour.)

2) Students can watch the commercials video. (25 min)

Wednesday, April 19, 2006; Day 11

TLW be able to use verb ver in the preterite. TLW place the correct DOP in the correct part of the sentence.

1)Write the following names on the board. Call on various students to tell me what these people saw this last weekend. yo, Jorge, Luisa y Cristina, Marcos y yo, tú. (5 min)

2) Write sentence on board: ¿Quieres comprar un carro? Call on a student to answer question. If student answers Sí, quiero comprar un carro. announce that it is correct answer, but look for different answer: Sí, lo quiero comprar.

go through d.o.p. OT

then answer questions 1 & 2 on second OT. Add to notes on d.o.p. and answer questions 3, 4, 5. go back to the original question (¿Quieres comprar un carro? ) Have students think of five different objects, then ask eachother if they want to buy one of those objects. Ask 10 people. Turn in sentences. (30 min - 35)

3) Complete act 6, p. 368 (10 min - 45)

4) Assign D.O.P wkst.

Thursday, April 20, 2006 Day 12

TLW be able to use the direct and indirect object pronouns.

1) You and partner have five minutes to prepare answers to part 6 p. 368. Don’t use sentences on the right, just ask and answer questions. If not prepared with an answer student will come after school to write out entire activity. (10 min)

2) Compare, then trade and grade d.o.p. wkst. (10 min - 20)

3) Go through the I.O. P OT. (15 min - 35)

4) Complete the gustar wkst. (15 min - 50)

5) Complete and discuss the 4 part worksheet. (30 min - 1:20)

6) Assign PW 11-7, 11-9

Friday, April 21, 2006; Day 13

TLW be able to use the direct and indirect object pronouns.

1) Discuss then trade and grade PW 11-7, 11-9 (15 min)

2) Using text and notes but no speaking, complete quiz 11-7, 11-9. Must also translate sentences to English.

3) Complete the Chapter 11 review.

Monday, April 24, 2006; Day 14

Chapter 11 test.