Lesson+Stuff

Here is where I will describe each lesson. I have also included the handouts/worksheets.

FYI: In an attempt to differentiate, I always give out more vocab than they will be quizzed over. The words in bold are the ones that they will be tested over. The others are to challenge higher level students and also in case any student is interested in extending their learning if the subject interests them.

toc = = =Places Lessons (2/21 - 2/25)=

__**Day 1 (Monday 2/21)**__
Today was a snow make-up day. We had a 12:00 dismissal with Professional Development the rest of the day. Thus, class was only about 20 minutes long. I passed out the Edifícios handout and went over it with the students. In the last 3 minutes of class they labeled the pictures in Spanish using their vocabulary list. We also inserted culture as I pointed out the ending "ería" (cafetería, librería, etc) as place where they sell the thing. I told the students about el mercado that is in most larger Spanish speaking cities. I talked about how it is still more popular to go to the panaderia for bread and then to the carneceria for meat rather than super Wal Mart for convenience. I explained how the Latin people still somewhat value freshness and "experts" handling their food requests rather than a superstore.

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__**Day 2 (Tuesday 2/22)**__
Today was a regular 45 minute class period. I handed out this worksheet/vocab list. Since the points on the compass are very close cognates I am not worried about giving them "too much vocab." I will not be quizzing them over the directions. I want to use this for our map project that I will introduce tomorrow. I also showed this video that I got from Discovery Education/United Streaming. It is a short video about a visit to the mercado in Ciudad Juarez, MX.

https://docs.google.com/leaf?id=0B7ztoiVhjfDpYzFiN2FlZjYtZDNiYS00ZGU2LTljZmUtOTI0YmQ2YjM0MTMz&amp;hl=en I also taught them the formula (Place 1) está al (norte, sur, este, oeste) de (Place 2).

We did some practice using this expression for places around the world. ex. //México está al sur de los estados unidos.//

Tomorrow we will start the Map project.

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__**Day 3 (Wednesday 2/23)**__
Today I passed out the Mapa sheet. The students were told to 1. Finish the compass rose with NE, NW, SW, and SE (en español). 2. Label the map of Ogden with the 17 vocabulary terms. 3. Write 17 sentences following the formula of //**(Place 1) está al (norte, sur, este, oeste) de (Place 2)**//.

I walked around class and answered questions, encouraged students to "get going," etc.

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__**Day 4 (Thursday 2/24)**__
I checked their worksheets for completion I told them about the quiz tomorrow Did a quick "La Ciudad" vocabulary review
 * __All Classes:__**

We reviewed Spanish speaking countries by playing a game
 * __Control Group:__**

Students played **__visual__** review games at @http://www.quia.com/jg/2215985.html
 * __Pre-Retention Activity Group:__**

We reviewed Spanish speaking countries by playing a game
 * __Post-Retention Activity Group:__**

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Everyone will take the quiz today. Here is a copy of the quiz: @http://www.quia.com/quiz/3044414.html If you want to try it you can.

After the quiz we played the game ¡Caramba! to practice the Spanish speaking countries and their capitals.

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__Day 6 (Monday 2/28)__
I passed out the Professions sheet. The students labeled the pictures in Spanish. We "test drove" the pronunciation of the words since some of them are kind of a mouthful. In the margins of the list side I had them write:

__**Masc. vs. Fem.**__ - actor/actriz - (el/la) artista - panadero/a - agricultor(a)

I explained that like everything else in Spanish there is no gender neutrality and these are examples of ways that they distinguish the male and female version of the people who do these jobs.

I had them look at the list and see if what they wanted to be in the future was listed. If not, raise hand and I told them how to say what they wanted to be in Spanish. I then asked them //¿Qué quieres ser?// they said //Quiero ser ___ .__// I said //Él/Ella quiere ser// //_ .// I went around the room and asked each student. I also had them write this out on their worksheet.

With the remaining time we took a primary look at the numbers from 40-199.

The Post-test group played the Quia game.

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Day 7 (Tuesday 3/1)
I had the students write down the following:

1.(No) Tengo uniforme a. Mi uniforme es _ (color) 2. Mi trabajo paga mucho/mediano/poco. 3. Me gusta(n) 4. No me gusta(n) _ 5. En mi trabajo se necesita _ (2 cosas) 6. Trabajo en _ 7. Yo soy _
 * __Adivina Quien__**

I then assigned them a profession and they had to write the sentences filling in the blanks to make it pertinent to their assigned job. After this, they copied the sentences onto a recipe card. I collected the cards and I was then able to do a little review as I read through the cards and asked them to "Adivina Quien." Tomorrow we will review the professions by playing Adivina Quien. I also plan to switch the stacks of recipe cards to different classes in order to add a degree of difficulty.

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Day 8 (Wednesday 3/2)
We started out working on numbers 40-199 for the first bit of class. For the last half of class we worked on **//Adivina Quien//**. I used their cards from the other day and also the cards from the other classes. After //**Adivina Quien**// I had them go through and circle the vocabulary words that they didn't know as well. I told them to not bother with easy ones like "profesor" or "doctor," but instead focus on the trickier ones like "alcalde" or "esteticista." They looked them over for the last 2-3 minutes of class.

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Day 9 (Thursday 3/3)
We reviewed //**Las Profesiones**// by playing "El Gusano." __**Method:**__ Students write the vocabulary words on the "Gusano" board. It can be Spanish or English. They get in groups. They make place markers out of coins, erasers, scraps of paper, etc. They tell me "listos." I give them a die. They roll. Move their pieces that many. If they can give the translation of the word, they get to stay, otherwise they have to go back to where they started. First person to the end wins. I also suggest they use the board to study after they leave because they can just go from space to space and see if they know it.
 * __Control Group:__**

Students played "Lotería" in order to review __**aurally**__ for **//Las Profesiones//** quiz tomorrow. __**Method:**__ Students wrote the 11 identified test terms from //**Las Profesiones**// in the four game cards on the Lotería page. I counted masculine version and feminine version as separate words. Ex. //el policía// is one word //la policía// is another. They did not get to mark their card if they had //el policía// and I called //la policía// and vice-versa. I printed and cut out the Lotería cards. I drew them from a sombrero. We played four games. They had to translate the terms in English in order to win.
 * __Pre-Retention Activity Group:__**

We reviewed //**Las Profesiones**// by playing "El Gusano." __**Method:**__ Students write the vocabulary words on the "Gusano" board. It can be Spanish or English. They get in groups. They make place markers out of coins, erasers, scraps of paper, etc. They tell me "listos." I give them a die. They roll. Move their pieces that many. If they can give the translation of the word, they get to stay, otherwise they have to go back to where they started. First person to the end wins. I also suggest they use the board to study after they leave because they can just go from space to space and see if they know it.
 * __Post-Retention Activity Group:__**

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**Day 10 (3/4) - Quiz Day**
= = All sections took the quiz today. You can access a copy of the quiz here: @http://www.quia.com/quiz/3058006.html After the quiz we watched some of //**Santo y Blue Demon en La Atlantida**//

@http://www.amazon.com/Nuestro-Cine-Clasico-Atlantida-Monstruos/dp/B0013XZ6QG

Return to the Top =Prepositions Lessons (3/7 - 3/11)=

Day 11 (3/7)
Passed out the Preposiciones handout to all. Went over the expressions/rhyme with gestures. Had them write the formula _ está(n) (a la - derechcha/izquierda only) _ de __ ex: Paco está a la derecha de Raúl. Had them write four sentences with formula.

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Day 12 (3/8)
Passed out another image handout. Students filled out the front. We practiced the prepositions rhyme with gestures. Did some TPR with prepositions i.e. Indica a la izquierda, indica debajo de la mesa, etc.

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Day 13 (3/9)
Today was a 12:00 dismissal for professional development. We reviewed some older concepts/vocabulary: Alfabeto, 40 TPR Commands, Spanish-speaking countries, etc. Reviewed the Prepositions Rhyme 5-6 times

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Day 14 (3/10)
All: Reviewed the Prepositions Rhyme 5-6 times

Did TPR Storytelling
 * __Control Group:__**

Played "Charadas" (charades) over prepositions and professions to review kinesthetically for the test tomorrow.
 * __Pre-Retention Activity Group:__**

Did TPR Storytelling
 * __Post-Retention Activity Group:__**

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Day 15 (3/11) - Quiz Day
Quiz: @http://www.quia.com/quiz/3067069.html

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=Numbers 0-199 and Spanish Speaking Countries/Capitals Lessons (3/14 - 3/18)=

Day 16 (3/14)
__**All**__ Today we practiced the numbers 0-199 by splitting the class into two teams. I gave each team a dry-erase board and marker. The students would rotate this around and go head to head writing the numerals to the numbers that I said in Spanish. I gave a point for the person who put up their board first with the correct numeral written on it. The second half of the class was used to review the Spanish-speaking countries and their capitals. We played ¡Caramba!

Additionally played "Charadas" (charades) over prepositions and professions to review kinesthetically for the test tomorrow.
 * __Post-Retention Activity Group:__**

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Day 17 (3/15)
This was the last day that the Music/Band students would be in class. Wednesday they left for Orlando and they will be gone until after Spring Break. Therefore, I made them take the test today. The other students were allowed to take the test any time before Friday. Some took the test today, most waited.

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Day 18 (3/16)
Today the students watched //Buscando a Nemo//. We will be watching this for the rest of the week, as I am missing more than half of my students. Some students took the quiz today.

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Day 19 (3/17)
Today the students continued watching //Buscando a Nemo//. Some students took the quiz today.

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Day 20 (3/18)
Today the students continued watching //Buscando a Nemo//. Some students took the quiz today.

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