Spanish I Lesson Plans edited the 29th at 9:10

Día 6 jueves, el 20 de septiembre

Objetivo: Practice describing people, learn the verb “to be”

Al principio: Trabalenguas el Jueves Please copy: Compadre compreme un coco. Compadre no compro coco. Porque como poco coco como poco coco compro. Practice saying this outloud to a partner. Teacher checks flashcards. Students set up a piece of paper labeled Paquete Capítulo 1 and teacher checks in flashcards on that paper. This paper will be kept in the tarea section of the notebook and turned in at the end of the chapter. While teacher checks flashcards, students play games using their and a partner’s flashcards. Options: Robar el tocino, Memory (find opposites, Pesca) Teach adjective placement and review concordancia de los adjetivos by matching people with adjectives. Students take notes on the verb ser “to be” p.25 Reuse picture activity from before. This time partners pair up matching a picture with an adjective and write a sentence describing their person. Tarea/Homework: Vocabulario 1 time English, 3 times Spanish

Day 5 Tuesday, September 18th

Objetivo: Learn how to describe people or things and use adjectives correctly.

Al Principio: Muzzy el Martes Students take notes on five phrases/words they hear in five minutes of watching Muzzy. Finish skit presentations. Prueba Preliminar #3 over classroom vocabulary. Write objetivos for Capítulo 1 in apuntes. Create a chart for organizing vocabulary words from pages 14-15. Divide adjectives into personality and physical. Use the vocab. sheet for additional words. Listen to CD of native-speaker pronunciation of palabras I. Flip to page 19 for more descriptors. Refer to vocab. sheet. Use student models or transparencies to reinforce vocab. La concordancia de los adjetivos notes. Words in Spanish are either masculine or feminine. Adjectives in Spanish need to agree with the gender of the word they describe. Each student gets an “o” “a” “s” and a piece of paper printed with different adjectives. Teacher calls out a name and adjective and students place the appropriate ending on the word. Ex: Ana: tall (or TPR a tall person) and students find the word “alto” and cover the ending with the “a.” In each row, students will create a new class member. First student gets a piece of paper with a face. They color hair and skin color and write a sentence description. Second person draws stick body to describe height and write a sentence. Third person draws a school to show where this person is a student and writes a sentence description. Fourth person draws something to indicate personality and also writes a description. Introduce the new students to the class. Begin work on flashcards. Tarea/Homework: Create thirty flashcards with only pictures and words in Spanish. Chose thirty vocabulary description words. NO ENGLISH ON THE FLASHCARDS.

Day 4 Friday, September 14th

Objetivo: Learn months, writing dates in Spanish, and classroom vocab.

Al Principio: Variedad el Viernes: Trivia: Find the answers to these questions in the powerpoint: 1. What is celebrated on the 16th of September? 2. Who did Mexico win their independence from? 3. Who gave the Independence Cry of Dolores? 4.What was the country called before Independence? 5. What historic date is sometimes confuised with the Revolution? 5. How is the event celebrated now? Teacher checks vocabulary and takes attendance. Discuss el dieciséis de septiembre. Use LCD projector and internet images Numbers practice with whiteboards. Spell the number I write down. Prueba Preliminar #2 writing numbers in Spanish. When finished, write as many months in order in Spanish as you can remember without notes. Students walk around room to each month. Take notes on how to write the month in Spanish. Fill in their name on their birthday. Take notes on how to write dates. el # de el mes el 14 de septiembre Write out the date of their birthday. Write out the months or dates that go along with each prop volunteers hold up. Walk around to the calendars and write three peoples’ birthdays for practice including writing the number out in Spanish. Preguntas Notes: ¿Quién es? ¿Qué es? ¿Cuánto es? ¿Cuál es la fecha de hoy? Practice writing upside down question marks- write a quick ten in a row. All question words in Spanish have an accent mark. Is the accent mark important? YES. Papa vs. papá. Practice pronunciation and recognition of common classroom vocabulary. Explain, model, and assign groups for skit project. In groups of two, both people will greet each other, ask and reply to the questions ¿Quién es? ¿Qué es? ¿Cuánto es?, include a prop, and say goodbye to one another. Tarea: Skit ready to perform from memory next class, quiz on classroom vocabulary

Day 3 Wednesday, September 12th

Objetivo: Learn the alphabet and days of the week

Música el Miércoles: Los Días de la Semana Track 6 Copy Lyrics in the section of your notebook labelled Al Principio Los días de la semana son siete (4 veces) lunes uno, martes dos, miércoles tres, jueves cuatro, viernes cinco, sábado seis, domingo siete, y domingo siete, domingo siete Repite. This song teaches the days of the week starting with Monday. Teacher checked numbers homework students kept checked assignment in the vocabulario section of their notebook.. Practice #s using whiteboards: Teacher calls out a # in spanish from 0-31 and students write the # Práctica ¿cuál es tu número? Get 5 classmates’ digits. Keep this paper for practice later in the class. Prueba Preliminar 1/Quiz #1 on greetings, vowels, numbers Students took notes on how to pronounce the names of the alphabet in Spanish and listened to the alphabet song. Track 1 El abecedario es mi buen amigo Practice el abecedario by spelling your name to a partner. Get out your classmates phone #s’ sheet, find that person and find out how to spell their name. Student A: ¿Cuál es tu nombre? Student B: Mi nombre es….. Student A: ¿Perdón? Student B:Spells name Homework/Tarea: Vocabulario p. 11 one time English 3x Spanish or 1 set flashcards Spanish-English, Notebook will be checked for organization, Quiz #2 over numbers; this time you must know how to spell them correctly.

Day 2: Monday, September 10th

Objetivo: Practice vowels and learn greetings/ways of saying goodbye and numbers 0-31

Libro el Lunes: Mamá Oca y Las Vocales por copy down these phrases from the book in the section of your notebook labelled Al Principio La “A” en la sofá La “E” toma café La “I” con un pirulí La “O” con un yoyó La “U” dentro de un iglú (Attendance. Teacher collects syllabus and ¿Por qué el español? Assignment. Discuss briefly) Práctica de las vocales Canción (track 4) Libros practice: Nivel 1: Just find vowels and say them in Spanish 2: Try to pronounce whole words 3: Try to figure out what words mean via pictures and cognates Preteach w/TPR, Students take notes, Use props Saludos Despedidas Hola Adiós Buenos días Hasta pronto. Buenas tardes Hasta luego. Buenas noches Chao ¿Qué tal? Hasta mañana. ¿Cómo estás? Hasta la vista, bebe. Sometimes a greeting is followed by the person’s title. Here are the titles and their abbreviations: for men Señor (Sr.) for women Señora (Sra.) for younger women Señorita (Srta.) The ñ has to have the ~tilde over the top for the word to be spelled correctly. It is written like a sideways “S” Stand in two rows and practice greeting each other. Look at the person’s clue to figure out what time of day it is. To know whether a girl needs to be called señora or señorita, look at her finger. Los números: Students take notes on numbers 0-31 Page 8 in the book (get volutneers to write numbers on the board that they know how to spell correctly). Homework/Tarea: Quiz #1: Las vocales, saludos, números 0-31. Vocabulario P. 8 Write Numbers 0-31 one time English 3x Spanish or 1 set flashcards

Day 1: Thursday, September 6th

Objetivo: Understand why learning Spanish is important and know basic class procedures

Introdución: Yo (familia) Take Role Estudiantes (something they know how to say in Spanish or nada) Classroom set-up: La pizarra de tarea, Ausentes, La Caja Syllabus (Get a copy and take one home. Parents sign the back page and turn it into la caja) ¿Por qué el español? Why Spanish Lecture Notes and Classwork 400 Million people speak Spanish Spanish is the 4th most commonly spoken language (English, Chinese, and Hindustani are 1st-3rd) 4/5 of the world does not speak English as its first language From the 1990 census to the 2000 census, the population of Hispanics in the U.S. rose 57.9% Create a Top Ten Reasons to Learn el español list given the papers in the small manilla envelop. Do not repeat reasons. Write the resaon and a sentence explanation. Homework/Tarea: Interview 3 adults Do you speak another language? If no, do you wish you did and why? If yes, are you glad you do and why? Why is it or why isn’t it important to learn another language? Write a paragraph explaining why you want to learn Spanish? Should be very personal and unique to you as a person. Las vocales a,e,i,o,u direct instruction, assign a vowel to each row, stand up as they say it, etc.