Unit Plan

Chapter 12

Goals

1. Communicate in a language other than English.

2. Gain knowledge and understanding of other cultures.

3. Connect with other disciplines and acquire information.

4. Participate in multilingual communities at home and around the world.

Standards

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

1.2 Students understand and interpret written and spoken language on a variety of topics.

1.3 Students convey information, concepts and ideas to listeners and readers for a variety of purposes.

2.2 Students demonstrate an understanding of the relationship between the perspectives and product/contributions of the cultures studied.

3.1 Students reinforce and further knowledge of other disciplines through foreign languages.

3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.

Progress Indicators

1.1C Students are able to create simple descriptions within a context.

1.1D Students are able to qualify likes and dislikes.

1.1F Students are able to exchange information with peers and others.

1.2C Students are able to derive meaning from selected authentic materials.

1.3C Students are able to give a description orally and in writing using complex sentences.

1.3D Students are able to interpret information from authentic materials to an audience.

2.2B Students are able to identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.

3.1B Students are able to identify, through foreign language resources, information for use in other disciplines.

3.2A Students are able to extract information from sources intended for native speakers of the language.

Tuesday, April 25, 2006; Day 1

TLW be able to identify various dishes and what they are made with.

1) Discuss Chapter 11 Tests. (15 min)

2) Have students begin writing down chapter 12 vocabulary. Go through vocabulary as a class. (20 min - 35)

3) With partner, have students do act 1, 2, 3 p. 386-7. (20 min - 55)

4) Complete the Chapter 12 Crossword puzzle. (20 min – 1:15)

5) Assign PW 12-1, 12-2.

Wednesday, April 26, 2006; Day 2

TLW be able to identify various dishes and what they are made with.

1) Ask students what various meals are made with using Con que se hacen? (10 min)

2) Compare, then trade and grade PW 12-1, 12-2 (15 min - 25)

3) Go to the writing lab and have students research a recipe to see what certain foods are made with. (25 min – 50)

4) Students musk ask four other people what their favorite foods (ie the foods that they researched) are and what those foods are made with. Record and write sentences explaining the favorite foods and the ingredients of those foods about four other people. (30 min - 1:20)

Thursday, April 27, 2006; Day 3

TLW be able to identify various dishes and what they are made with. TLW use and identify kitchen and eating related vocabulary.

1) Students use vocabulary to say what their favorite foods are. (5 min)

2) Take vocabulary quiz. (15 min - 20)

3) When done with quiz, pick up vocabulary packet. Add la cuenta, el tazón, encima de, debajo de, detrás de, delante de. Go through 2, 11, 15, 18, 32, 37-47 and discuss the blue box p. 389. (25 min - 40)

4) Assign parts I, II and V of the vocabulary packet. (30 min – 1:10)

6) allow students 3-5 min to compare, then trade and grade the vocabulary packet. Turn in but students keep the first page. (20 min – 1:30)

Friday, April 28, 2006; Day 4

TLW use and identify kitchen and eating related vocabulary.

1) Do quiz corrections. Write 3 times for each point. (15 min)

2) While working on quiz corrections. Translate from OT: (10 min - 25)

1) ¿Dónde pongo la taza?

2) La pones encima del platillo.

3) La mantequilla está detrás de la sol.

4) Me falta una servilleta.

5) Mesero, ¿me traes una cuchara nueva por favor?

3) As a group, complete activities 9 - 10 p. 390. (15 min - 40)

4) Do communicative act. 12-1. Ask various people questions. (20 min - 1:00)

5) Have table setting races. Split the class into two teams. Draw two tables on the board. One person from each team goes to the board. When I announce an item and where to put it, they race to pick up the picture of the correct item and place it on the table on the board. Use the vocabulary pictures. (25 min – 1:25)

6) Assign PW 12-3; 12-4.

Monday, May 1, 2006; Day 5

TLW use and identify kitchen and eating related vocabulary.

1) As a group, do act. 3 p. 393. (10 min)

2) Compare, then trade and grade PW 12-3, 12-4. (15 min - 25)

3) Take vocabulary quiz. (15 min - 40)

4) When done with quiz, have students write down what these people ask for (pedir) desert (de postre) Yo pido helado de postre. Remember that pedir is an (e-i) stem-changer. tú, tus amigos, tu papá, nosotros., tu hermana, tus abuelos. Students write sentences on board. Write out conjugation of pedir as we go. (20 min - 1:00)

5) All students write out the 6 sentences on act 2 p. 398 using verb servir, then read.

6) Ask students to respond: ¿Me traes una sevilleta por favor?

Sí, te traigo un servilleta?

read the conjugation of traer p. 398 and do act.3 p. 399.

7) Assign PW. 12-5, 12-6

Tuesday, May 2, 2006; Day 6

TLW be able to conjugate pedir, servir, traer in the present tense.

1) Write out six sentences on act 2 p. 398 using servir. (10 min)

2) Answer question: ¿Me traes una servilleta por favor?

Answer: Sí, te traigo una servilleta.

go through the conjugation of traer, then do act 3 p. 399 (15 min - 25)

3) complete and trade and grade PW 12-5; 12-6 (20 min - 45)

4) do writing act D & E p. 73 and discuss. (15 min - 1:00)

5) Have students complete prueba 12-5, 12-6. Start without using notes, but allow notes for last five minutes. Trade and grade, pick up, but do not take grades. There will not be an actual quiz on these verbs, but they will be on the chapter test.

Wednesday, May 3, 2006; Day 7

TLW be able to conjugate pedir, servir, traer in the present tense. TLW be able to conjugate -er, -ir verbs in the preterite tense.

1) Complete and discuss PW 12-7. (15 min)

2) On OT: Fill in the blank with the correct form of the verb. Be ready to translate questions.

1) ¿Ya devolviste el libro?

Sí, lo _____ hace diez minutes.

2) ¿Ya comiste el desayuno?

Sí, lo _____ hace dos horas.

3) ¿Qué pediste para la cena?

_____ chile rellenos.

Call on student to translate question and fill in the blank. (10 min - 25)

3) Continuing on OT. Today, we are going to go through the preterite tense endings of -er -ir verbs. They are exactly alike. Here is the conjugation of comer Based on what you see here, conjugate abrir - to open.

Then, give the conjugations of pedir and servir. (10 min - 35)

4) Complete PW 12-9 and 12-10. (20 min - 55)

5) Do the ¿Quién comió? oral. (20 min - 1:15)

6) Assign the preterite worksheet.

Thursday, May 4, 2006; Day 8

TLW be able to conjugate -er, -ir verbs in the preterite tense.

1) Compare, then trade and grade worksheet. (15 min)

2) Practice verbs using the preterite packet. Do only -er, -ir verbs. (25 min - 40)

3) Do verb board races in teams. Everyone has dry erase boards. Everyone must complete. If no one at board is correct, the team with all correct wins point. If all or no teams have all correct everyone gets point. (20 min - 1:00)

4) Take preterite of -er, -ir verbs quiz.

Friday, May 5, 2006; Day 11

TLW be able to conjugate -er, -ir verbs in the preterite tense. TLW use the correct indirect object pronoun in sentences.

1) Hand each student a quarter sheet of paper. They are to write a note to a friend stating five things they did during the winter break. You have 13 minutes to write it. When done writing, have partner proofread sentences to be sure they are write. Then when called on, partner tell what other person did. (25 min)

While writing hand out papers and grade sheets.

2) Have students translate i.o.p. sentences from OT. Students write sentences on OT. Then go through the questions at the bottom one at a time. (20 min - 45)

3) Complete act 4 and 5 p. 401. On act 4, have students stand. Randomly call on one, if student asks another the question correctly, s/he may sit. Student called on must answer correctly to sit. Do not need second student A sentence. Go until all students have answered correctly. On act 5, allow students six minutes to write sentences, then call on various students to read theirs. (30 min - 1:15)

4) Assign I.O.P. Chapter 12 worksheet.

Monday, May 8, 2006; Day 12

TLW use the correct indirect object pronoun in sentences. Review for chapter 12 test.

1) Compare, then trade and grade worksheet. (10 min)

2) Complete and discuss PW 12 - 8. (15 min)

3) Working with assigned partner, complete quiz 12-7. Everyone writes, must also translate sentences to English. Discuss as a class. (30 min - 45)

4) Complete the Chapter 12 review sheet.

Tuesday, May 9, 2006; Day 13

1) Take Chapter 12 Test.

2) Using projector, go through the La Comida WebQuest with the students so that they know what is expected of them.

3) Place student with partner and have them plan how they will begin their WebQuest.

Wednesday, May 10 and Thursday, May 11

1) Take the students to the Writing Lab and/or library to begin searching for their recipes. Students should also be taking notes on the cultural importance of this food.

Friday, May 12, 2006

We are taking Friday to do the Christmas in Spain video and complete the La Navidad Bulletin Board worksheet.

Monday, May 15, 2006

Students have this Monday to complete any research and to write their persuasive paragraphs. All students must write a paper. The papers should be hand-written and double-spaced. The papers must be turned in by the end of the class period today.

Tuesday, May 16, 2006

This is a preparation day. Students should be doing everything they need to prepare for the Food Fair tomorrow.

Wednesday, May 17, 2006

Food Fair. I need to be sure that students have brought in their foods and that they have a way to serve them. I should have plates, silverware, napkins and anything else needed for eating. Remind students that they can bring their own drinks.