Unit 8 Plans

Chapter Objectives:

At the end of this chapter, the learner will be able to

1) Tell where s/he lives.

2) describe his/her home.

3) name household chores.

4) Compare and contrast the use of outdoor space in a home in Spain and the U.S.

Class Objectives in this chapter:

1) The learner will identify and explain similarities and differences concerning our culture and the cultures of Spanish-speaking countries.

2) The learner will explain short written paragraphs orally or in writing.

5) The learner will respond appropriately (orally or written) to utterances in Spanish.

6) The learner will follow oral directions.

Wednesday, January 25, 2006; Day 1

TLW be able to use vocabulary related to rooms and chores of the house.

1) Have students tell me: A) one thing they can do; B) one thing they plan to do; and C) one thing they want to do. (5 min)

2) Discuss the Chapter 7 test. (40 min - 45)

3) Watch video, have students write down words during part B. (15 min - 60)

4) Go through what students will be expected to do on the Chapter 8 test. Include information about the second part in which students will need to write down information about 5 other people’s houses. You will also do a written test. (10 min - 1:10)

5) On OT, go through the rest of the vocabulary. (15 min - 1:25)

6) Assign PW 8-1, 8-2

Thursday, January 26, 2006; Day 2

TLW be able to use vocabulary related to rooms and chores of the house.

1) Have students ask the people around them ¿Qué tienes que hacer en tu (room)? Answer using Tengo que... and a chore. (5 min)

2) Discuss, then trade and grade PW 8-1, 8-2 (10 min - 15)

3) Complete activities 1 and 2 p. 254 in the text, first with partner, then outloud. (15 min - 30)

4) On OT have students complete the following sentences: (to review verb tener) (10 min - 40)

1) Luisa _____ que ayudar en casa.

2) Juan y Jose _____ que hacer la cama.

3) Araceli y yo _____ que lavar la ropa.

4) Yo _____ que arreglar la sala.

5) Tu _____ que sacudir los muebles.

5) Hand out comm. act. 8-1. Half class gets A, other gets B. They need to ask eight different people questions. Must speak Spanish. Reminder: Tienes A o B? (20 min - 1:00)

6) discuss chapter 7 test.

7) Assign #4-7 p. 255.

Friday, January 27, 2006; Day 3

TLW be able to use vocabulary related to rooms and chores of the house.

1) Discuss, then trade and grade #4-7 page 255. (10 min)

2) Randomly call on two students. The first person mentions chores they have to do in two rooms. (one chore per room) The other student must act out that chore. Students then switch places. (30 min - 40)

3) Take quiz 8-1, 8-2. (20 min - 1:00)

4) When done with quiz, write down the vocabulary on pages 256-7. As a class, go through pronunciation. (15 min - 1:15)

5) Students ask each other what they have in different rooms. ¿Qué hay en (room) de tu casa?

Monday, January 30, 2006; Day 4

TLW be able to use furniture vocabulary.

1) Have students make a list of three things in their bedroom, living room, kitchen. (10 min)

2) Split class into two teams. Upon my direction, one person from each team races to put furniture in the appropriate room of a floor plan drawn on board. (20 min - 30)

3) Do text act. 9 & 11 pages 258-9 with partner. (10 min - 40)

4) Do audio activity 8-2, 8-3 p. 114-5 (10 min – 50 min)

5) Assign pw 8-3, 8-4

6) Complete quiz corrections for 8-1, 8-2

Tuesday, January 31, 2006; Day 5

TLW be able to use furniture vocabulary.

1) Discuss, then trade and grade PW 8-3, 8-4. (15 min)

2) Students cut out pictures of furniture from magazines, paste onto construction paper. (students can draw, but must be good drawings.) About each piece of furniture, write two sentences. This ____ is (adj) Esta cama es comoda.

I am putting it in my (room) La pongo en mi cuarto.

must have 8 items. (40 min - 55)

3) Take quiz 8-3, 8-4. (20 min - 1:15)

Wednesday, February 1, 2006; Day 6

TLW use the verbs hacer and poner in sentences.

1) Have students do #15 on page 260. (15 min)

2) Do quiz corrections. (25 min - 40)

3) When done with quiz corrections, have students write out these sentences on scrap paper:

tu - hacer la cama el - poner la mesa

nosotros - hacer la cama Uds. - poner la mesa

Have students state their sentences, then have two students create the conjugation chart for all forms except yo. Then give students the yo form - pongo, hago (10 min - 50)

4) Do act, 1, 2 p. 267-8 (10 min - 60)

5) From OT answer these questions: (20 min - 1:20)

¿Qué hacen Uds. después de las clases?

6) Assign PW 8-5

Thursday, February 2, 2006; Day 7 (12:15 dismissal)

TLW use the verbs hacer and poner in sentences. TLW use the verbs vivir and salir.

1) Discuss, then trade and grade PW 8-5. (10 min)

2) Have students conjugate the verb vivir It is a regular -ir verb. Remember that -ir verbs are done exactly like -er verbs except in the nosotros form. Someone do at board. Then do the verb salir- to leave . This is an -ir verb and like poner and hacer it takes a -go at the end.

(5 min - 15)

3) Do act 3 p. 269. Be sure to have student read directions and do an example. (15 min - 30)

4) Now have students conjugate the verb preferir (e-ie) - to prefer Do act 4 p. 270.

(15 min - 45)

5) With partner, have students create 12 sentences that use the verbs poner, hacer, vivir, preferir, and salir. Use as many different subjects as they can and put the subject in the sentence. Have me check sentences when done. Then, both students rewrite the sentences leaving a blank space instead of the verb. Students then trade sentences with other students and write out other sentences including correct verb. Must write entire sentence. Need to do 24 different sentences. (40 min - 1:25)

6) Assign PW 8-6, 8-7

Friday, February 3, 2006; Day 8

TLW use the verbs hacer, poner, vivir, salir, and preferir in sentences.

1) Using dry erase boards, have students create forms of verbs. (10 min)

2) Compare, then trade and grade PW 8-6, 8-7. (10 min - 20)

3) Take verbs quiz. (25 min - 45)

4) Go through ad for house for rent in P.R. Then, using the Around the Block activities book pages 19-23, have students create their own ads. (45 min - 1:30)

Monday, February 6, 2006, Day 9

TLW use the verbs hacer, poner, vivir, salir, and preferir in sentences.

1) Answer the questions on the OT. (10 min)

2) Make quiz corrections. (20 min - 30)

3) When done with quiz corrections, students can work on what they need to say in their presentation.

Tuesday, February 14, 2006, Day 10

TLW use the possessive adjectives.

1) Students express in Spanish (written at the bottom of OT) my house, your bedroom, his chairs, my tables, her posters, your sofas. Then, on board, go through the usage of “ours” and “theirs” (15 min)

4) Using dry erase boards, practice more possessives. (15 min - 30)

5) On own, students write out answers to act 6, p. 272. Discuss as a class. Then trade paper with partner, partner then describes other’s house as in act. 7. (15 min - 45)

6) Assign PW 8-8. On part A, students must translate the question into English. Complete and grade in class. (25 min - 1:10)

7) Watch the el Escorial video and fill out the worksheet.

Wednesday, February 15, 2006; Day 11

Review for Chapter 8 test.

1) Hand out the Chapter 8 review sheet. We will discuss the answers with 20 minutes remaining in class.

2) Students have this hour to work on their presentation and their review.

Thursday, February 16, 2006; Day 12

1) Perform or show house presentations.

2) Take chapter 8 written test.