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)

Markers and Colored Pencils by class period: 

  • 3rd Period & 5th period Bring Colored Pencils     
  • 6th Period Bring Broad Line or Chisel Tip Markers

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 Dec 5th thru Dec 9th 2016

Objective:  Students will be able to communicate in the target language about the events in the book Tumba.

Can Do Statements:  (1)  I can read and understand a story in the target languge. (2) I can communicate in the target language to retell the events of a story. (3) I can use the target language to make comparisons and connections between the story and my life.

Monday:  Project Presentations

Tuesday: Project Presentations continued and read Chapter 4 of Tumba

Wednesday:  Notes on the Mexican Revolution

Thursday:  Analyze chapter 4 on 2 levels: story, and facts about the Mexican Revolution

Friday: Writing prompt to retell the events of chapter 4 adding opinions about how the story relates to the events of the Mexican Revolution

Materials:  Paper/Pencil/Novel/Chromebooks

Evaluation: Short Essay

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

 

Lesson Plans Week of Nov 28th thru Dec 2nd 2016

Objective:  Students will communicate in the target language to relay the events of a story.

Can Do Statements: (1) I can read and understand a story in the target language. (2) I can describe characters from Ch 1-3 of Tumba. (3) I can compare Dia de Los Muertos to a holiday celebrated in the U.S. (4) I can retell a story in the target language.

Monday:  Read and discuss Chapter 3 of Tumba; Answer comprehension questions from chapter 3

Tuesday:  Review important events of chapter 3; Retell the beginning of chapter 3 in Spanish using photo prompts

Wednesday-Friday:  Group work:  students get with assigned partner to begin adding to the Google Slides presentation–tell the rest of the story using photo prompts–each group must assign roles for group members–each member is responsible to the group for completing the agreed up tasks–each student will have a role in presenting their slide show to the class on Monday

Friday: Class discussion on using Ser and Estar in proper context for situations in the story; finish group project preparation.

Materials:  Tumba novel; paper/pencil/chromebooks/Google Classroom/Google Slides

Evaluation:  Class discussion; progress checks with groups; finished presentation

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 recount the events of a story in Spanish while adding in details of setting, description of characters and mood.

Can Do Statements: (1) I can read and understand a story in the target language (2) I can describe a person and talk about the person’s mood in the target language (3) I can retell the events of a story in the target language

Monday: Read and discuss chapter 2 of Tumba; add descriptions of the new character to character maps

Tuesday: Discuss essential questions from chapter 2

Wednesday: Make Venn Diagrams to make comparisons of schools in the chapter

Thursday: Discuss venn diagrams and wording for essay on test

Friday: Test over Chapter 1 & 2 of Tumba

Materials: Book/Chromebook/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 discuss the story in the target language, and will be able to compare White Oak High School to the school in the story in the target language.

Can Do Statements:(1) I can read and understand a story in the target language. (2) I can describe the characters in chapter 1. (3) I can compare the characters to my friends. (4) I can compare my school to the school in Mexico in the book.  (5) I can retell the events of chapter 1 in the target language.

Monday: Verb practice; class discussion

Tuesday: Choose class jobs; Begin intro for Tumba; Setting presentation; School comparison activity

Wednesday: Begin chapter 1 of Tumba; Ask and answers questions as part of class discussion

Thursday: Finish reading Chapter 1; compare and contrast type of schools in the book and what we have in the U.S.; PQA

Friday: Complete comprehension questions that compare the text to student’s personal experiences; compare and contrast types of friends, schools and classes with the characters in the book.

Materials: Chromebooks/Paper/Pencil/Novel/Notes

Evaluation:Class discussion and comprehension questions with PQA

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

Week of Oct 31st thru Nov 4th 2016

Objective: Students will be able to compare/contrast American and Mexican cultural celebrations of Halloween and Day of the Dead.  Students will be able to use the target language to discuss the novel, Tumba.

EQ:  How do our celebrations express our cultural values?

Can Do Statements: (1) I can identify the differences between Halloween celebrations and Day of the Dead.  (2) I can compare and contrast the two.

Monday: Video on Day of the Dead; Answer basic questions about the holiday

Tuesday: Video 2 on Day of the Dead; Discuss differences in activities between Halloween and Day of the Dead.

Wednesday: Early release–2 of my Spanish 2 classes will not meet that day

Thursday: Introduction for the Novel Tumba

Friday: Blog post on cultural differences between how Americans celebrate Halloween and how families from Mexico celebrate Day of the Dead.

Materials: Chromebooks/YouTube/Paper/Pencil/Blogs

Evaluation: Blog post and class discussion

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

Lesson Plans Week of Oct 24th thru Oct 28th 2016

Objective: Students will be able to ask questions to extend a conversation and talk about their interests.

Can Do Statements

  1. I can ask a question to extend a conversation on topic
  2. I can talk about my classes and how they are going
  3. I can talk about what subject area interest me or others

Monday: Review for written test

Tuesday: Review for written & verbal test

Wednesday: Written Test

Thursday: Review for verbal test

Friday: Verbal Test

Materials: Quizlet; Chromebooks; Pen/Pencil

Evaluation: Written and Verbal Test

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

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

Objective:  Students will be able to hold a conversation in Spanish to communicate how their classes are going.  They will be able to ask questions of classmates and answer those questions in the target language.  They will be able to use rejoinders to keep the conversation going.

Can Do Statements:

-I can discuss how my classes are going in the target language

-I can ask question to find ask for information from someone I am speaking to

-I can use reaction statements and rejoinders to keep a conversation moving in the target language

Monday: Complete assignment from Friday since students did not finish

Tuesday: Station activity with questions students brainstormed; Practice conversation and discuss progress of groups from last week to this week

Wednesday: Interpretive Listening Assessment

Thursday: Record a reflection on what students learned in this mini unit

Friday: Blog post and reflection on the topic

Materials: Chromebooks/Duolingo/Google Classroom

Evaluation: Listening Assessment, blog post, recorded reflection

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 communicate in the target language to tell facts of a story and use their new vocabulary to condense it down into their own words.

Can Do Statements:

-I can relay facts of a story in my own words in the target language

-I can stay in the target language while telling the story and  use circumlocution if necessary

-I can use new vocabulary in context

Monday:  Prep for Speaking Assessment on Tuesday

Tuesday:  Speaking Assessment over the Necesito un Boleto story

Wednesday: Begin Twitter Chat project-Discuss #spanstuchat questions for the week and introduce the vocab phrase: estoy de acuerdo and no estoy de acuerdo; discuss the start of the fall season and use this knowledge to react to tweets from the current #spanstuchat discussion

Thursday: Continue project

Friday: Complete project and turn in

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 target language to narrate a story.  Students will use a few rejoinders to keep a conversation flowing.

Can Do Statements:

-I can understand and repeat facts from a story in Spanish.

-I can use new vocabulary in context.

-I can use rejoinders in Spanish to react to actions in a story.

-I can communicate verbally in Spanish.

Monday: Introduce the story “Necesito un Boleto;” Read through the intro together and establish new vocabulary; Ask questions to check for understanding as part of class discussion; Vocab on Quizlet

Tuesday: Go back over the intro to the story; Complete the story together through question/answer and practice story retells with a partner

Wednesday:  Practice sheet on the verbs from the story; Formative assessment on whiteboards; practice story retell with a partner using the picture prompts; Quizlet or Duolingo

Thursday: Conversation topic prompts–students will go through stations to discuss a topic related to the story–students should practice their rejoinders during the conversation time; Quizlet or Duolingo

Friday: Written Assessment; Duolingo

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