Spanish II
Chapter 9 Unit Plan
Monday, February 20, 2006; Day 1
TLW be able to identify parts of the body in Spanish.
1) Do ¿Cómo se dice? with vocabulary (5 min)
2) Discuss the chapter 8 test. (15 min - 20)
3) Using the projector, go through the chapter 9 vocabulary. (30 min - 50)
4) On a blank sheet of paper, I describe an alien, they draw what it looks like. (10 min - 1:00)
5) On OT, go through the rest of the chapter 9 - 1 vocabulary. (15 min 1:15)
6) Write out answers to text 5, 6, 7 p. 289. Must answer with complete sentences.
Tuesday, February 21, 2006; Day 2
TLW be able to use in sentences vocabulary related to the body and health.
1) Go through the Big Photo body parts flash cards having students repeat words. (5 min)
2) Compare, then trade and grade activities 5, 6, 7 p. 289. (25 min - 30 min)
3) Give each student a card with a body part and amount of time, they will ask others what hurts and how long. They need to write out information. They will hand in sentences that state “A (name) le duele (part.) Hace (time) que le duele. Must have 12 people. (30 min - 1:00)
4) With partner, do text activities 1 & 2 p. 288. (15 min - 1:15)
5) Assign practice workbook 9-1, 9-2.
Wednesday, February 22, 2006; Day 3
TLW be able to use in sentences vocabulary related to the body and health.
1) Compare, then trade and grade PW 9-1, 9-2. (10 min)
2) In triads, students draw persons and label body parts. (30 min - 40)
3) Do one round of board races with body parts. (10 min - 50)
4) Take quiz 9-1, 9-2. (20 min - 1:10)
5) Go through the next vocab slide show. (15 min - 1:25)
Thursday, February 23, 2006; Day 4
TLW be able to use in sentences vocabulary related to the body and health.
TLW be able to tell what is wrong with them.
1) Ask ¿Como se dice? with body vocabulary. Do quiz corrections. (15 min)
2) When done with corrections. Complete PW 9-3, 9-4. will trade and grade. (30 min - 45)
3) Do communicative act 9-3 on OT. Create sentences, but students cannot go straight across. (20 min - 1:05)
4) Complete listening act 9-2 on page 117. Then complete writing act C p. 55 (20 min – 1:25)
Friday, February 24, 2006; Day 5
TLW be able to tell what is wrong with them.
1) Ask your partner what is wrong. Partner answers making something up if they have to. (10 min)
2) Do the Cuenta Principal having students draw a six panel cartoon showing what is happening in the story.
2) Hand out the “una enfermedad imaginaria” packet. Answer these questions on OT in English.
1) what does Ramon say?
2) What doesn’t Ramon want to do?
3) What does he want to do?
4) What is wrong with him?
5) Does he have a fever?
6) Why is he suddenly better?
3) Working with partner, students complete packet. Discuss and turn in. (40 min - 1:00)
4) Working with a partner, you have a large test today and you are not ready. Create a small dialog, in which one of you is a teacher, the other is a student that is faking an illness. Each person must have three lines using current vocabulary. At the end of the class you will perform your dialog.
Monday, February 27, 2006; Day 6
TLW be able to tell what is wrong with them.
TLW be able to conjugate the verb dormir.
1) Finish dialogs (15 min)
2) When done with your own dialog, begin working on writing act. C. p. 54. (10 min-25)
3) Take quiz. (20 min - 45)
4) W.O.B. dormir (o-ue) - to sleep Dormir is an o-ue stem changing verb and it is an -ir verb. Recall the rules for stem-changing verbs and -ir verbs and conjugate this verb in your notes. Have a student write conjugation on board. (5 min - 50)
5) Complete and discuss PW 9-5. Have one student give the answer, then call on other student to translate to English. (15 min - 1:05)
6) Students read about hace...que on page 301, then do act 5 p. 302 w/partner, then discuss as a class. (15 min - 1:20)
7) Watch video and fill in workbook.
Tuesday, February 28, 2006; Day 7
TLW be able to use the indirect object pronouns in Spanish.
1) Do the listening act 9-5 (10 min)
2) Write sentence on board (in Eng) I am giving my brother a gift. Break down parts of sentence. I = subject; giving = verb; gift = direct object; my brother = indirect object.
Today, we are going to learn to use the indirect object pronouns. First, I want you to know the conjugation of the verb dar - to give The yo form is doy. The rest of the forms are just like -ar verbs. Finish the conjugation.
Then on OT, have students decide the I.O.P. and the rules from these sentences. (20 min - 30)
1) Me das el libro a mí.
2) Te doy un lápiz a tí.
3) Le doy una carpeta a Elena.
4) Maria nos da los cuadernos a nosotros.
5) Nosotros les damos marcadores a Ricardo y Juan.
4) Do text activities 2, 3, 4 pages 300-1 (20 min - 50)
5) Students ask each other what foods they like. Answer with part B on 301. Students must hand in sentences that states a) what they like; b) what they and another student like; c) what six other students like. (20 min - 1:10)
6) Assign PW 9-6, 9-7
Wednesday, March 1, 2006; Day 8
TLW be able to use the indirect object pronouns in Spanish. TLW be able to use adjectives as nouns.
1) Compare, then trade and grade PW 9-6 9-7 (15 min)
2) One at a time, have students translate these sentences: on OT (15 min -30)
1) ¿Qué te duele, la pierna izquierda o la derecha?
2) ¿Te gusta la camisa roja o la azul?
3) ¿Quieres el coche verde o el rojo?
When you have a choice of objects, you can avoid repeating the noun by putting the definite article in front of the second adjective.
3) Do text activities. (20 min - 50)
4) Complete and discuss PW (15 min - 1:05)
Thursday, March 2, 2006; Day 9
TLW be able conjugate dormir, use IOP, use hace...que and to use adjectives as nouns.
1) On board: Create a sentence for each: dormir, contains the IOP, a sentence with hace...que, and one that has an adjective being used as a noun. Call on various students to read their sentences. (15 min)
2) Hand each student a packet of four quizzes. (9-5, 9-6, 9-7, 9-8) Each has a different page on front. The student does only the page on front. They may use texts and notes, but may not talk to anyone. Have 10 minutes. When done, they get in a group of others with the same front page and discuss answers. Have 6 minutes. Then, they get into a second group of each person with a different front page and go through their answers. Each needs to explain why they used the answers they have. Have 24 minutes. (50 min - 1:05)
3) Go through what will be on the test. Allow students time to work on items. They may read the “Pastilla Maravillosa” but may not have any notes for writing the dialog. For “la Pastilla” they must say four things that it will cure. It will be graded on pronunciation and creativity.
Monday, March 6, 2006; Day 10
TLW be able conjugate dormir, use IOP, use hace...que and to use adjectives as nouns.
1) Take chapter test. (30 min)
2) Begin term 3 final.