El Primer Paso

 

Goals:

1. Communicate in Spanish

3. Connect with other disciplines and acquire information

 

Standards

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

 

3.1 Students reinforce and further knowledge of other disciplines through Spanish

 

3.2 Students acquire information and perspectives through authentic materials in Spanish and within the culture

 

Progress Idicators

1.1A Students are able to express basic needs.

1.1B Students are able to express basic courtesies.

1.1C Students are able to express state of being.

1.1H Students are able to make and respond to simple requests.

3.1A Students are able to idetify ad apply, within a familiar context, information and skills common to the foreign language classroom and other disciplines.

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

 

Essential Skills/Knowledge

Vocabulary related to

            greetings, feelings, names, classroom objects, date, time, weather,

            everyday classroom phrases

 

Assessments

workbook pages

textbook speaking activities

dialog with partner as if meeting for the first time

 

Instructional Strategies

Partner work

video

Overhead transparancies

listening activities

written activities

TPR

 

 

 

 

Wednesday, January 4, 2006; Day 1

 

TLW will be able to greet each other and ask each other’s names in Spanish.

TLW will demonstrate an understanding of class guidelines and procedures.

1) Allow students to chose own seats.

2) Greet students; introduce self to them: Hola, me llamo Dave Gibbons. Pueden llamarme Sr. Mr. Gibbons, o profesor. Soy de Neb. Tengo 36 años. Tengo esposa y tengo un hijo. Me gusta enseñar, correr, y ver la tele.

     you will be able to say and understand all of that in a few short weeks, etc. (5 min)

3) Go through rules, grading, evacuation plan, etc. (15 min - 70)

4) Say and ask until the students understand: Me llamo Sr. Gibbons, ¿Y tú? ¿Cómo te llamas?

     Write on board, students copy. Say to each other. (15 min - 20)

5) Sounds good, but something is missing:

     explain partners

     one person gets book - books will stay in class.

     other gets workbooks

     fill out book checkout form

     cover books

     read and choose names (30 min - 50)

6) ask each other again (5 min - 55)

 

Thursday, January 5, 2006; Day 2

TLW greet and ask names. TLW be able to use the Spanish alphabet

1) ask students ¿Cómo te llamas? (5 min)

2) Using transparency 1 go through new vocabulary. Introduce self; students introduce selves to partner. (15 min - 20)

3) Do parts 1 & 2 with 2 other students. (10 min - 30)

4) Write on board: buenos días, buenas tardes, buenas noches, ¿Cómo está, Ud.? ¿Qué tal? go through, point out accent marks, give additional vocab on page 10. (15 min - 45)

5) Do act 1 one time through (8 min - 53)

6) Go through the alfabeto - add to vocab ¿Cómo se escribe? Have students spell names.

     (12 min - 65 total)

7) Assign P.W. P-1, P-2

 

Friday, January 6, 2006; Day 3

TLW greet, use names. TLW be able to say where they are from.

 

1) Greet someone other than partner.

2) Allow 5 minutes to compare P.W. 1-1, 1-2 with partner. Then trade and grade. (25 min)

3) Do audio activity 1 (10 min - 35)

4) Watch the video part A, then watch part B and fill in writing wkbk p. 151 (20 min - 55)

5) Do the ¿De dónde eres? oral (30 min - 1:25)

 

 

Points earned today: written    10        Total points for chapter: written           10

            oral      15                    oral      15

 

Monday, January 9, 2006; Day 4

TLW understand and use basic classroom vocabulary. TLW be able to state numbers 0 - 100

 

1) As students enter the room, they pick up new vocabulary card. Students have three minutes to find out what the word means. Then, present the meaning of the word on the OT.

     (30)

3) Do conversations 1&2 with partner, then do part 3: mesa, profesor, pizarra, compañero, bolígrafo. (15 min - 45)

4) Using strips of paper, markers, scotch tape; students race to put label on specific object. I say the word in English, they write the word in Spanish, then tape it to the object. (20 min - 1:05)

5) Ask if any students can recite numbers. Go through 0-20 on OT. Do finger races with students.

 

Points earned today: written    10        Total points for chapter: written           10

            oral      15                    oral      15

 

Tuesday, January 10, 2006; Day 5

TLW be able to state numbers 0 - 100. TLW be able to write the date in Spanish.

 

1) Ask ¿Cómo se dice? (5 min)

2) Finish numbers OT. Students say: 34,42,48,51,55,63,79,86,97,100 (25 min - 30)

3) Write ¿Cuántos ___ hay? on board. Ask about various objects in the room. (5 min 35)

4) Sing ¡Cuenta! (15 min – 50)

5) Then do addition problems on dry erase boards. Students write out the answer in Spanish. (15 min – 1:05)

6) Complete and trade and grade numbers wkst. (20 - 1:25)

 

Wednesday, January 11, 2006; Day 6

 

TLW be able to write the date in Spanish.

1) Review numbers (sing Cuenta?) (5 min)

2) Using OT 4-5, go through the words for the days, months, etc. And then go through forming the dates:

     ¿Cuál es la fecha? (Cuanto estamos)

     Es el ___ de ___. Include the word El primero

     Have students write on scratch paper: July 4, Dec. 25, Jan. 11, Oct. 30, April 1, Nov. 8

     (30 min - 35)

3) Complete the section 5 vocabulary: (15 min – 50)

     ¿Cuántos años tienes? Tengo _____ años.

     ¿Cuándo es tu cumpleaños? Mi cumpleaños es...

4) Have students interview each other to find the dates of 8 other peoples’ birthdays. (15 min-1:05)

5) Have students select die partners and then do comm. act p-3 with partner. Turn in. (20 min – 1:25)

6) Assign PW dates wkst.

 

 

Thursday, January 12, 2006; Day 7

 

TLW be able to recognize weather related vocabulary.

1) Compare, then trade & grade Dates wkst. (10 min)

2) ) Ask ¿Qué dia es hoy? ¿Cuál es la fecha? Then ask question ¿Qué tiempo hace? While asking question, put up OT # 38-39. Go through the weather words. Include the words on the flashcards. (25 min - 1:20)

3) Writing exercise: On a blank piece of paper, create the extended forecast for four days. Include the day of the week, use four different types of weather. use va a hacer Must include picture of the weather. Due at end of period. Must post today.

 

Friday, January 13, 2006; Day 8

 

Primer Paso test.

1) Play weather bingo.

2) Have students look at Act 3 p. 20. They will create a similar dialog.

     A) randomly assign partners

     B) write out scripts - need at least 6 lines. (full sentences)

     C) Include information about the weather

     D) practice today

     E) Will perform skits Monday MEMORIZED

 

 

 

Monday, January 16, 2006; Day 9

 

TLW understand and use me gusta, no me gusta

 

1) Allow 15 min to practice.

2) Students recite dialogs. (20 min - 35)

3) Inform students that they are going to get their next set of vocabulary from a video so they need to situate themselves where they can see the TV and write notes. Watch the Me Gusta video. (25 min - 1:10)

4) Go through all vocabulary using OT 6 & 7. Flash cards will be due on Monday. (20 min)