Chapter 4
Tuesday, March 7, 2006; Day 1
TLW use vocabulary words related to food and eating.
1) Hand out students’ grades, give new seating arrangements. (10 min)
2) Have students close all books, notebooks, etc. Watch first part of video stopping and asking what various words mean. (15 min - 25)
3) Using OT 21-22, go through first set of vocabulary. Write ¿Qué te gusta comer? On top of OT. Repeat as we go. Flash cards will be due Wednesday. (35 min – 1:10)
4) Assign PW 4-1, 4-2.
Wednesday, March 8, 2006; Day 2
TLW use vocabulary words related to food and eating.
1) Showing pictures of food, have students say the words. (5 min)
2) Compare then, trade and grade PW 4-1, 4-2. (10 min - 15)
3) Do text 1, 2, 3 p. 124 - 5. (30 min - 1:20)
3) Split class into 5 teams. Using marker boards, play pictionary with current vocab. Go one team at a time, have 15 seconds; if don’t get, must show picture to next team for a chance to steal. Winning team gets prize. (25 min - 40)
4) Have every student think of their favorite foods for breakfast, lunch, dinner. They ask four different people for each meal. Write out the results. Must turn in sentences saying what each person likes. (30 min - 1:10)
Thursday, March 9, 2006; Day 3
Given a picture of a food item, TLW be able write the word in Spanish.
1) Ask ¿Cómo se dice? Check flash cards. Complete the Vocab 1 crossword. (35 min)
2) Do listening act. 4-1. (10 min - 45)
3) Take vocab quiz. (20 min – 1:05)
4) Go through next vocab on OT 23-24. Give each student a word, they write word on OT saying. “Tengo la palabra___. Significa __. (30 min - 50) Flash cards are due Friday..
Tuesday, March 14, 2006; Day 4
TLW use more food related vocabulary.
1) Ask ¿Cómo se dice? with vocab. – complete quiz corrections.(5 min)
2) Do parts 8 & 9 p. 128 (15 min – 25)
3) do listening act 4-2, 4-3. (20 min –45)
4) Complete and trade and grade PW 4-3, 4-4 (20 min – 1:05)
5) Watch the video, fill in workbook as we go. (15 – 1:20)
6) Hand each student comm. act 4-1A. Have students complete questions. Then ask different students each question.
Wednesday, March 15, 2006; Day 10
1) Watch DOTD video
2) Make skeletons. Students must say what person is like and two things likes or likes to do.
Thursday, March 16, 2006; Day 5
TLW be able form plurals of nouns and adjectives.
1) Ask ¿Cómo se dice? with vocab.
2) Take quiz 4-3, 4-4. (20 min)
3) When done with quiz, translate sentences from PowerPoint:
1) Do you like grapes?
2) I have 25 pencils in my book bag.
3) Green beans are tasty.
Using these sentences go through forming plurals of nouns and adjectives. (25 min - 45)
4) With dice partner, do 1 & 2 p. 136 then on own do part 4 page 138. (15 min - 1:00)
5) With partner, complete PW. 4-5, 4-6. Compare with pair share group. Discuss any differences that you may have, if you cannot come to an agreement on an answer, raise your hand, turn in one paper with all four signatures saying that you all agree.
Friday, March 17, 2006; Day 6
TLW be able form plurals of nouns and adjectives.
1) Ask ¿Cómo se dice? with vocab. Then do quiz corrections. (20 min)
2) On scratch paper, I say a phrase, they write.
a tasty carrot, the large book, some grapes, a banana, the lettuce, some good oranges, a milk, the tea, a soft drink. (10 min - 30)
3) Do parts 1 & 2 p. 136 as a class. (15 min - 45)
4) Race for sentences - everyone think of two adjectives that describe you, you must find 3 pairs of students that are the same. One pair must be two girls.
Ask “are you ___” Hand in paper writing two sentences for each adjective and each pair. “Yo soy atrevido. Luisa y Rocio son atrevidas también.”
(20 min - 1:05)
5) Do prueba 4-5, 4-6 as an in class assignment. Use notes and book, but no talking. Trade and grade.
Monday, March 20, 2006; Day 7
TLW be able to use -er, -ir verbs in sentences.
1) Have the slide show on screen at start. Today we are going to learn a new paradigm. Go through -er, -ir verbs presentation. (25 min)
2) Write list of verbs on board, then use dry erase boards to practice. (20 min - 45)
3) Saquen una hoja de papel - do act. 5 & 6 p. 139. Everyone must write out answers. Do 5 and discuss, then do 6 and discuss. Complete each exercise with a different person. (25 min - 1:10)
4) Assign PW 4-7, 4-8
5) Discuss having food day.
Tuesday, March 21, 2006; Day 8
TLW be able to use -er, -ir verbs in sentences.
1) Compare, then trade and grade PW 4-7, 4-8 (15 min)
2) Complete act 7 p. 140 on own. Call on various students. (10 min - 25)
3) Do writing activity f & G & discuss. Then do listening activity 4-4A (30 min - 55)
4) Have students complete Comm. act 4-3 on OT. Have various students write their sentences on board. (20 min - 1:15)
5) Assign -er, -ir verbs wkst.
Wednesday, March 22, 2006; Day 9
TLW be able to use -er, -ir verbs in sentences.
1) Compare, then trade and grade wkst. (15 min)
2) Do the Aplicacion worksheet. Change the directions in B to having student write the infinitive form of the verb. (20 min - 35)
3) Hand out marker boards. Do a variation of the board races. One person from each team goes to the board. Give subject and verb. Everyone writes. If no one at board is correct in 10 seconds, then the team with the most correct wins the point. (20 min - 55)
3) Take -er verb quiz. (20 min - 1:15)
4) sign up for food day.
Thursday, March 23, 2006; Day 11
Review for test.
1) Have students say what they eat, what they and another person eat, etc for breakfast. (5 min)
2) Do quiz corrections. (15 min - 20)
3) Hand out chapter 4 test review sheet. Have students complete, discuss as a class.
Friday, March 24, 2006; Day 12
Test; the learner will use vocabulary about the family.
1) Call on students to give various forms of verbs and various vocab words.
2) Take the chapter 4 test. (50 min)
3) Go through la familia vocabulary.
Monday, March 27, 2006
Work on portfolio in the writing lab.