Class Supplies 2016-2017

1 Folder with Brads and Pockets(I would prefer the plastic kind versus the traditional kind–Found several at Target)

1 Drawing Pad(Best value on these is Office Depot)

7th Period: Bring 1 pkg Fine Line Markers

8th Period:  Bring 1 pkg Colored Pencils

Notebook Paper

Pencil

Please bring your Chromebook to class each day fully charged.  Also, please have a pair of earbuds with you each day in class.  You do not need to buy an extra pair for my class as long as you have a pair that you keep with you at school.

Lesson Plans Week of Nov 28th thru Dec 2nd

Objective:  Students will be able to tell a story in the past tense with accuracy and proficiency.

Can Do Statements: (1) I can read and understand a story in the target language in past tense. (2) I can retell events of a story in past tense.  (3) I can use past tense with proficiency. (knowing and using the difference between preterite/imperfect tense)

Monday: Notes on the differences between preterite and imperfect tenses

Tuesday: Group work to complete a story in the past tense

Wednesday: Continue group work

Thursday: Complete groups stories on Google Slides and submit; Google classroom to complete formative assessment of differences between preterite and imperfect tense

Friday: Go over group work to clarify differences between preterite and imperfect tense.

Materials: Paper/Pencil/Chromebooks/Google Classroom/Google Slides/Google Forms

Evaluation: Group discussion; student/teacher progress checks; Google Form formative assessment

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Nov 14th thru Nov 18th 2016

Objective: Students will be able to use present and past perfect in context.

Can Do Statements: (1) I can write about something I have done in the past (2) I can write a basic story that includes things that I had already done in the past

Monday: Introduce past perfect with notes and practice sentences/give students time to study past participles that are irregular

Tuesday: Bring past perfect and present perfect together; ask students to identify the difference; practice sentences/Quizlet for participle practice

Wednesday: Write a paragraph including present perfect and submit for editing; practice sentences/Quizlet for participle practice

Thursday: Write a paragraph in past perfect and submit for editing; practice sentences/Quizlet for participle practice

Friday: Test on present perfect and past perfect

Materials: Notes/paper/pencil

Evaluation: Test on Friday

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Nov 7th thru Nov 11th 2016

Objective: Students will be able to compare and contrast American and Mexican culture with regard to Halloween and Day of the Dead celebrations.  Students will be able to communicate in the target language.

Can Do Statements: (1) I can compare and contrast Halloween and Day of the Dead celebrations in the target language. (2)

Monday: Test over Day of the Dead

Tuesday: Go over test; introduce present perfect tense; notes

Wednesday: Use tweets from The President of Mexico and CNN en Español that use present perfect tense to discuss perspectives on the election; present perfect practice sheet

Thursday: Check work from Wednesday; Translate paragraph using present perfect tense

Friday: Check paragraph from yesterday

Materials: Chromebooks/phones/Twitter/Quizlet/Notes/Paper/Pencil

Evaluation: Day of the Dead test; Formative: class discussion/translated paragraph

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Oct 31st thru Nov 4th 2016

Objective: Students will be able to discuss elements of the celebration of The Day of the Dead in Mexico.  Students will be able to discuss the indigenous and religious connections to the holiday.

Can Do Statements: (1) I can use vocab in context when referring to the Day of the Dead celebration in Mexico.  (2) I can identify the religious and indigenous elements of items placed on the ofrenda.  (3) I can talk about the customs of the holiday. (4) I can compare these ideas to my own culture.

Monday: Infographic assignment for Day of the Dead; Quizlet flashcards

Tuesday: Reading for Day of the Dead; Listen to Spanish 4 presentation on Ofrendas

Wednesday:  Video on Day of the Dead; Class discussion of elements

Thursday: Comparison of Aztec and Catholic traditions for Day of the Dead

Friday: Test on Day of the Dead

Materials: Chromebooks; Paper/Pencil; Quizlet; YouTube;

Evaluation: Class discussion; Test

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of October 3rd and October 7th 2016

Objective:  Students will be able to use the target language to communicate about why it would be important to be able to use Spanish in their future careers/

Can Do Statements:

-I can use the target language to express opinions

-I can use the target language to agree or disagree with a statement or opinion

-I can express the importance of using Spanish in my future career

Monday: Begin group project

Tuesday: Group project

Wednesday: Discuss, edit and turn in group project

Thursday: Draft Reflection

Friday: Blog post and video reflection using the Recap App

Materials: Chromebooks/Blogs/Recap App/Various media apps or sites to complete group project

Evaluation: Blog post/reflection/finished group project

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Sept 26th thru Sept 30th 2016

Objective:  Students will be able to communicate in Spanish on various cultural topics related to Hispanic Heritage Month.

Monday:  Review sheet with numbers and phrases we found that students are weak on via our reading from Friday; discuss answers and correct

Tuesday: Quick formative assessment via Pear Deck ; Complete lessons 19 and 20 on the Study Spanish site and share results in feedback folders

Wednesday: Begin Hispanic Heritage lesson 2; Watch video with facts and statistics about the growth of the Spanish language over the past 1oo years plus facts and stats about the growth of Spanish speaking consumers; Post and answer to the question, “How could you use Spanish in your future career on Padlet

Thursday: Begin reading over why it would be important to learn Spanish on Mary Glasgow site; discuss in class

Friday: Finish the reading from Thursday; Complete Visita a México packet

Materials: Pen/Pencil/Chromebooks/sites listed above/Google Classroom

Evaluation: Formative assessment; lessons on Study Spanish; class discussion/Visita a México packet

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Sept 19th thru Sept 23rd 2016

Objective:  Students will be able to discuss cultural topics as part of activities for Hispanic Heritage Month.

Monday: Students will continue discussion from Friday on Mexican Independence Day

Tuesday: Song “México Querido y Lindo by Javier Solis; complete page 3 of Mexican Independence Day Packet

Wednesday: Complete Independence Day Packet and turn in

Thursday: Begin reading “Empanadas de Chile, Argentina y Bolivia” article from BBC Mundo; Discuss differences between Tex-Mex and authentic Hispanic dishes

Friday:  Complete questions and the reading to turn in

Materials: Chromebooks, Google Classroom; BBC Mundo website

Evaluation:  Class discussion; Questions Assignment

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Sept 12th thru Sept 16th 2016

Objective: Students will use the phrase vale más que to make value judgements about their daily lives.  They will be able to communicate about what is most important, and be able to describe the difference between the importance of material things versus ideals.

Can Do Statements:  

-I can use the phrase vale más que effectively and in context.

-I can discuss the importance of ideals versus material things.

-I can discuss comparisons from the song “Tengo Tu Love.

-I can create a product demonstrating my understanding of the song “Tengo Tu Love.”

Students will be finishing up products this week and linking them on their choice boards for evaluation.  Students will also view and respond to the products of their classmates.

 

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Aug 26th thru Sept 2nd 2016

Objective:  Students can comprehend, analyze and discuss a song in the target language.  Students can make comparisons and use their creativity to create visual products around the theme of the song.

Monday-Friday:  Students will work at their own pace to complete 2 formative assessments. Students will have individual conferences with the teacher about the results.  If necessary, students will go back and correct errors and resubmit.  Students who are ready to move on will go to the Interpretive Reading and Interpretive Listening assessment.  When submitted, students will then go to the Choice Board to choose three products that fall into the Presentational Writing, Presentational Speaking and Interpersonal Communication modes.  Students will group and plan projects.  Each group will submit a proposal for approval.  All activities this week are self-paced; students will be on different activities at different levels.

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05