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Title: ¡Exprésate! Subject/Course: Spanish I Topic: ¡ Empecemos! Chapter 1 Grade(s): 7th-12th Designer(s): Spanish teachers STAGE 1 ­ DESIRED RESULTS Content Standard(s) A.1.1.2, A.1.1.3, A.1.2.2, A.1.3.4, A.2.1.1, A.2.1.2, A.2.1.3, A.2.1.4, A.2.2.3, A.3.1.1, A.3.2.1, A.3.2.3 Communication: B.1.1.1, B.1.1.2, B.1.1.3, B.1.2.1 Culture: C.1.1.1, C.1.1.2, C.1.2.1, C.2.1.1 Connections: D.1.1.2, D.1.2.1, D1.2.2, D.2.1.1, D.2.2.1, D.2.2.2 Comparisons: E.1.2.1, E.1.2.2 Understanding(s) Students will understand that.... 1. There is a difference between cultures 2. Spanish is a phonetic language with technical differences 3. Subject pronouns is a universal concept which will dictate the conjugation of the verb 4. Infinitive verbs have conjugated forms in various tenses Essential Question(s) 1. What are the differences in formal and informal interactions? 2. What are the roles of punctuation and accents in Spanish and how do they compare to those in English? 3. How do you show respect for people when you speak? 4. What is a subject pronoun? 5. What is a verb and how are they conjugated in the present tense? Students will know... Students will be able to.... 1. ask someone's name/ another person's name 2. ask how someone is/ how they are 3. introduce people and say where they are from 4. give phone numbers, the time, the date, and the day 5. spell words plus gives e-mails 6. identify the subject in a sentence, subject pronouns, and what is an infinitive verb 7. conjugate a verb such as "SER". 8. be confident with numbers up to 30, the alphabet, and punctuations marks and written accents. STAGE 2 ­ ASSESSMENT EVIDENCE Performance Task(s) 1. Role play 4. Songs 2. Conversation 5. Oral presentations 3. Impromptu Other Evidence 1. Quizzes and tests 2. Homework

3. Labs 4. Other teacher created assessment

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STAGE 3 -- LEARNING PLAN Where are your students · Introduce the main ideas of Chapter 1, p. 4 headed? Where have they been? (objetivos) How will you make sure the students know where they are going? How will you hook students at · Geocultura p. T 78-3 the beginning of the unit? · Alphabet song · Exprésate rap videos · Optional teacher creativity What events will help students · P. T 77A and T 77B experience and explore the big · Teacher notes ( 2 columns notes), and idea and questions in the unit? presentations How will you equip them with · Study guide needed skills and knowledge? How will you cause students to · Role play, Greetings reflect and rethink? How will you · Oral performance guide them in rehearsing, · Bell-ringer revising, and refining their work? · Check homework · Summarizing · Flashcards Answer: How will you help · Arithmetic functions students to exhibit and self· Quizzes and test (oral/ written) evaluate their growing skills, · Drilling (number, ser, vocabulary, subject pronouns) knowledge, and understanding · Asking questions throughout the unit? · Spelling bee · Bingo · Around the World · Battle Ship · Other games such as Jeopardy How will you tailor and otherwise · Reading- La Cultura p. 16-17 personalize the learning plan to · Listening- Alphabet song and all media optimize the engagement and · Writing- Workbooks, and practice activities effectiveness of ALL students, · Speaking- Communication through Chapter 1 and without compromising the goals responding to practice work of the unit? · Power Point presentations How will you organize and · Study guides sequence the learning activities · Teacher notes to optimize the engagement and · Following the chapter achievement of ALL students?

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Title: ¡Exprésate Subject/Course: Spanish 1 Topic: "A conocernos" ­ Chapter 2 Grade(s): 7th-12th Designer(s): Spanish teachers STAGE 1 ­ DESIRED RESULTS Content Standard(s) Communication:A.1.1.1, A.1.1.2, A.1.1.3, A.1.2.1, A.1.2.2, A.1.3.4, A.2.1.1, A.2.1, A.2.1.3, A.2.1.4, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3 Culture: B.1.1.1, B.1.1.2, B.1.1.3, B.1.2.1 Connections: C.1.1.1, C.1.1.2, C. 1.2.1, C.1.2.2, C.2.1.1 Comparisons: D.1.1.1, D.1.1.2, D.1.2.1, D.1.2.2, D.2.1.1, D.2.1.2, D.2.1.2, D.2.2.1 Experiences: E.1.2.1, E.1.2.2 Understanding(s) Students will understand that.... 1. there are similarities and differences between cultures in describing people and things. 2. unlike English, gender is an important concept in Spanish. 3. "gustar-like" verbs are similar in meaning but different in structure. 4. there is no "' `s " in Spanish. Essential Question(s) 1. How do you describe people and things? 2. How do you express likes and dislikes? 3. What are the basic parts of speech? 4. What questions do you ask when first meeting a person? 5. How do you express ownership? Students will know... Students will be able to.... 1. express likes and dislikes. 2. will be able to describe and ask about themselves, other people and things. 3. make adjectives agree with nouns. 4. be able to express ownership for themselves and others. STAGE 2 ­ ASSESSMENT EVIDENCE Performance Task(s) 1. Role play 2. Conversation 3. Impromptu 4. Songs 5. Oral Presentations

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Other Evidence 1. Quizzes and tests 2. Homework 3. Labs 4. Other teacher-created assessment

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STAGE 3 -- LEARNING PLAN Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? · Introduce the main ideas of Chapter 2, p. 42 (objetivos)

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¡Exprésate! Rap videos Optional teacher creativity p. 37A - p. 37B Teacher notes (2-column notes) and presentations Study guide Role play Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and test (oral/written) Drilling ("ser," vocabulary, "gustar") Games (See p. T 66 through p. T 69) o 20 Questions o Spelling Bee o Bingo o Around the World o Other games (such as Jeopardy) Oral presentations (ex: p. 37C) Oral interview activities Reading: "Cultura" p. 54-55 Listening: All forms of media Writing: Workbooks and practice activities Speaking: Communication through Chapter 2 and responding to practice work Power Point presentations Study guides Teacher notes Follow the sequence of the chapter

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

· · · · · · · · · ·

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Title: ¡Exprésate Subject/Course: Spanish 1 Topic: "Qué te gusta hacer?" ­ Chapter 3 Grade(s): 7th-12th Designer(s): Spanish teachers STAGE 1 ­ DESIRED RESULTS Content Standard(s) Communication: A.1.1.1, A.1.1.2, A.1.1.3, A1.2.1, A.1.2.2, A.1.3.4, A.2.1.1, A.2.1.2, A.2.1.3, A.2.1.4, A.2.2.3, A.2.2.5, A.3.1.1., A.3.2.1, A.3.2.3 Culture: B.1.1.1, B.1.1.2, B.1.1.3, B.1.2.1 Connections: C.1.1.1, C.1.2.1, C.1.2.2, C.2.1.1 Comparisons: D.1.1.1, D.1.1.2, D.1.2.1, D.1.2.2, D.2.2.1, D.2.2.2 Experiences: E.1.2.1 Understanding(s) Students will understand that.... 5. there are similarities and differences between cultures in teen activities. 6. verbs are conjugated to agree with the subject. 7. like in English, the second of two verbs together will be in the infinitive form. 8. weather descriptions vary. Essential Question(s) 1. What are activities that young people do? 2. What do you like / want to do? 3. What is a "conjugated" verb? 4. What are some weather expressions? Students will know... Students will be able to.... 1. talk about what they and others like to do. 2. talk about what they and others want to do. 3. talk about everyday activities. 4. say how often they do things. 5. how to say weather expressions. STAGE 2 ­ ASSESSMENT EVIDENCE Performance Task(s) 6. Role play 4. Songs 7. Conversation 5. Oral Presentations 8. Impromptu

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Other Evidence 5. Quizzes and tests 6. Homework 7. Labs 8. Other teacher-created assessment

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STAGE 3 -- LEARNING PLAN Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? · Introduce the main ideas of Chapter 3, p. 80 (objetivos)

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¡Exprésate! Rap videos Optional teacher creativity Discussion: free-time activities p. 75A ­ p.75B Teacher notes (2-column notes) and presentations Study guide Role play Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and tests (oral/written) Drilling ("ser," vocabulary, "gustar") Games (See p. T 66- p.T 69) o 20 Questions o Spelling Bee o Bingo o Around the World o Other games (such as Jeopardy) o Charades Oral presentations (ex: weather reports; see also p. 75C) Oral interview activities Reading ­ "Cultura" p. 92-93 Listening ­ All forms of media Writing: Workbooks and practice activities Speaking: Communication through Chapter 3 and responding to practice work Power Point presentations Study guides Teacher notes Follow the sequence of the chapter

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

· How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? · · · · · · · · ·

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Title: ¡Exprésate!_ Subject/Course: Spanish 1 Topic: "La vida escolar" ­ Chapter 4 Grade(s): 7th-12th Designer(s): Spanish teachers STAGE 1 ­ DESIRED RESULTS Content Standard(s) Communication: A.1.1.2, A.1.1.3, A.1.2.1, A.1.2.2, A.1.3.4, A.2.1.1, A.2.1.2, A..2.1.3, A.2.1.4, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3 Culture: B.1.1.2 , B.1.1.3 Connections: C.1.1.1, C.1.1.2, C.1.2.1, C.1.2.2, C.2.1.1. Comparisons: D.1.1.2, D.1.2.1, D.1.2.2, D.2.1.1, D.2.1.2, D.2.2.1 Experiences: E.1.2.1 Understanding(s) Students will understand that.... 9. there are similarities and differences between cultures in the school setting. 10. verbs are conjugated to agree with subjects. 11. the verb "tener" is used to express a number of idiomatic expressions. 12. like English, the future can be expressed with the verb "to go" (ir a). 13. "a" is used as a preposition, in idiomatic expressions, and for the personal "a". **6. there are two verbs "to know" (Chapter 9, p. 328 ­ "conocer") Essential Question(s) 5. What is a typical day like in your school? 6. What is a "tag" question? 7. What are you going to do...(after this class, after school, on vacation)? 8. Can you give me an example of a "definite" and "indefinite" article in English. 9. What do you know? vs What are you familiar with? Students will know... Students will be able to.... 6. say what they have and need. 7. talk about classes 8. talk about plans. 9. invite someone to do something. STAGE 2 ­ ASSESSMENT EVIDENCE Performance Task(s) 9. Role play 4. Songs 10. Conversation 5. Conversation 11. Impromptu

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Other Evidence 9. Quizzes and tests 10. Homework

3. Labs 4. Other teacher-created assessment

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STAGE 3 -- LEARNING PLAN Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? · Introduce the main ideas of Chapter 4, p. 118 (objetivos)

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¡Exprésate! Rap videos Optional teacher creativity Discussion: likes and dislikes in school p.113A ­ p.113B Teacher notes (2-column notes) and presentations Study guide Role play Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and tests (oral/written) Drilling (-er and ­ir verbs, "tener," "venir," "ir a + inf. and saber vs, conocer ) Games (See p. T 66 ­ p. T 69) o 20 Questions o Spelling Bee o Bingo o Around the World o Other games (such as Jeopardy) o Charades o "Guerras de verbos" Oral presentations (ex: personal schedules; see also p. 113C) Oral interview activities Reading ­ "Cultura" p. 130-131 Listening ­ All forms of media Writing: Workbooks and practice activities Speaking: Communication through Chapter 4 and responding to practice work Power Point presentations Study guides Teacher notes Follow the sequence of the chapter

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

· How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? · · · · · · · · ·

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Title: ¡Exprésate!_ Subject/Course: Spanish 1 Topic: "En casa con la familia" ­ Chapter 5 Grade(s): 7th-12th Designer(s): Spanish teachers STAGE 1 ­ DESIRED RESULTS Content Standard(s) Communication: A.1.1.2, A.1.1.3, A.1.2.1, A.1.2.2, A.1.3.4, A.2.1.1, A.2.1.2, A.2.1.3, A.2.1.4, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3 Culture: B.1.1.1, B.1.1.2, B.1.1.3 Connections: C.1.1.1, C. 1.1.2, C.1.2.1, C.1.2.2, C.2.1.1 Comparisons: D.1.1.1, D.1.1.2, D.2.1.1, D.2.2.1 Experiences: E.1.2.2 Understanding(s) Students will understand that.... 1. there are similarities and differences between cultures in traditions, relationships and responsibilities in the family and the home. 2. in addition to having different endings some verbs also change their "stems". 3. double negatives are allowed in Spanish. 4. the possessive adjectives in Spanish, like other adjectives, must agree with the nouns. **5. how to express an action in progress (Chapter 9, p. 330 ­ present progressive) Essential Question(s) 10. Who are your family members? 11. What are each person's responsibilities within the family? 12. How do you find the "stem" of a Spanish verb? 13. What is a "double negative" and its affect in English? 14. What is a possessive adjective and what are they in English? **6. What are you doing right now? Students will know... Students will be able to.... 1. describe people and family relationships. 2. talk about where they and others live. 3. talk about their responsibilities. STAGE 2 ­ ASSESSMENT EVIDENCE Performance Task(s) 12. Role play 13. Conversation 14. Impromptu 15. Songs 16. Oral Presentations

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Other Evidence 11. Quizzes and tests 12. Homework 13. Labs 14. Other teacher-created assessment

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STAGE 3 -- LEARNING PLAN Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? · Introduce the main ideas of Chapter 5, p. 156 (objetivos)

· · · · · · · · · · · · · · ·

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

¡Exprésate! Rap videos Optional teacher creativity Discussion: comparisons of the families of students within the class p. 151A ­ p. 151B Teacher notes (2-column notes) and presentations Study guide Role play Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and tests (oral/written) Drilling: (Vocabulary, stem-changing verbs, present progressive, possessive adjectives ) Games (See p. T 66 ­ p. T 69) o 20 Questions o Spelling Bee o Bingo o Around the World o Other games (such as Jeopardy) o Charades o "Guerras de verbos" o Rolling dice (ex: one die has subject pronoun, one has infinitive) Oral presentations (ex: family tree, p. 151C) Oral interview activities Reading ­ "Cultura" p. 168-169 Listening ­ All forms of media Writing: Workbooks and practice activities Speaking: Communication through Chapter 5 and responding to practice work Power Point presentations

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

· · · · · · ·

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How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

· · ·

Study guides Teacher notes Follow the sequence of the chapter

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Title: ¡Exprésate! Subject/Course: Spanish 1 Topic: "¡A comer!" ­ Chapter 6 Grade(s): 7th-12th Designer(s): Spanish teachers STAGE 1 ­ DESIRED RESULTS Content Standard(s) Communication: A.1.1.1, A.1.2.1, A.1.2.2, A.2.1.1, A.2.1.2, A.2.1.3, A.2.2.1, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3 Culture: B.1.1.1, B.1.1.2, B.1.1.3, B.1.2.1 Connections: C.1.1.1, C. 1.1.2, C.1.2.1, C.1.2.2, C.2.1.1 Comparisons: D.1.1.2, D.2.1.1, D.2.2.2 Experiences: E.1.2.1, E.1.2.2 Understanding(s) Students will understand that.... 5. there are similarities and differences between cultures in mealtime traditions. 6. there are two verbs that mean "to be" and they cannot be used interchangeably. 7. in addition to having different endings some verbs also change their "stems". 8. there is different placement for direct object pronouns within Spanish sentences. 9. giving instructions is different than making a statement. Essential Question(s) 1. What time do you eat your meals? 2. What is your daily major meal? 3. What do you typically eat at each meal? 4. How do you say "to be" in Spanish? 5. What is a direct object? 6. What is a direct object pronoun? 7. How do you tell someone to do something? 8. Are giving instructions the same as telling someone to do something? Students will know... Students will be able to.... 1. comment on food. 2. take an order and make polite requests. 3. talk about meals. 4. offer help and instructions. STAGE 2 ­ ASSESSMENT EVIDENCE Performance Task(s) 17. Role play 18. Conversation 19. Impromptu 20. Songs 21. Oral Presentations

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Other Evidence 15. Quizzes and tests 16. Homework 17. Labs 18. Other teacher-created assessment

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STAGE 3 -- LEARNING PLAN Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? · Introduce the main ideas of Chapter 6, p. 194 (objetivos)

· · · · · · · · · · · · · · · ·

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

· How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities · · · · · · · ·

¡Exprésate! Rap videos Optional teacher creativity Discussion: favorite foods and meals p. 189A -189B Teacher notes (2-column notes) and presentations Study guide Anagrams: TPOND vs. LEAP, DON'T be LOCO, BOOT vs. ELF vs. HAT Role play Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and tests (oral/written) Drilling ("ser" vs. "estar", direct object pronouns, vocabulary and informal affirmative commands) Games (See p. T 66 ­ p.T 69) o 20 Questions o Spelling Bee o Bingo o Around the World o Other games (such as Jeopardy) o Charades o "Guerras de verbos" o "Simón dice" Oral presentations (ex: restaurant sketch; see also p. 189C) Oral interview activities Reading ­ "Cultura" p. 206-207 Listening ­ All forms of media Writing: Workbooks and practice activities Speaking: Communication through Chapter 6 and responding to practice work Power Point presentations Study guides Teacher notes

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to optimize the engagement and achievement of ALL students?

·

Follow the sequence of the chapter

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Title: ¡Exprésate!_ Subject/Course: Spanish 1 Topic: "Cuerpo sano, mente sana" ­ Chapter 7 Grade(s): 7th-12th Designer(s): Spanish teachers STAGE 1 ­ DESIRED RESULTS Content Standard(s) Communication: A.1.1.2, A.1.1.3, A.1.2.1, A.1.2.2, A.1.3.4, A.2.1.1, A.2.1.2, A.2.1.3, A.2.1.4, A.2.2.1, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3 Culture: B.1.1.2, B.1.1.3, B.1.2.1 Connections: C. 1.1.2, C.1.2.1, C.1.2.2, C.2.1.1 Comparisons: D.1.1.1, D.1.1.2, D.1.2.2, D.2.1.1, D.2.2.1 Experiences: E.1.2.1, E.1.2.2 Understanding(s) Students will understand that.... 10. there are many similarities between the cultures in maintaining one's health and daily routines. 11. there is a special verb form used for some daily routines. 12. there is a different form for telling a person what NOT to do. 13. there is a different placement for direct object and reflexive pronouns used with instructions. Essential Question(s) 15. What do you do in the morning? 16. What do you do to stay healthy? 17. What are you told NOT to do? 18. What is a reflexive verb and /or pronoun? Students will know... Students will be able to.... 10. talk about their daily routine. 11. talk about staying fit and healthy. 12. talk about how they feel. 13. give advice about what and what not to do. 14. know where to place direct object and reflexive pronouns when giving instructions. STAGE 2 ­ ASSESSMENT EVIDENCE Performance Task(s) 22. Role play 23. Conversation 24. Impromptu 25. Songs 26. Oral Presentations Other Evidence 19. Quizzes and tests 20. Homework 21. Labs 22. Other teacher-created assessment

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7 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? · Introduce the main ideas of Chapter 4, p. 232 (objetivos)

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¡Exprésate! Rap videos Optional teacher creativity Discussion: comparison of daily routines p. 227A ­p. 227B Teacher notes (2-column notes) and presentations Study guide Role play Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and tests (oral/written) Drilling (reflexive verbs, vocabulary, negative informal commands and direct and reflexive pronoun placement) Games (See p. T 66 ­ p. T 69) o 20 Questions o Spelling Bee o Bingo o Around the World o Other games (such as Jeopardy) o Charades o "Guerras de verbos" Oral presentations (ex: daily routines; see also p. 227C) Oral interview activities Reading ­ "Cultura" p. 244-245 Listening ­ All forms of media. Writing: Workbooks and practice activities Speaking: Communication through Chapter 7 and responding to practice work Power Point presentations Study guides Teacher notes

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

· How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and · · · · · · · ·

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achievement of ALL students?

·

Follow the sequence of the chapter

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Title: ¡Exprésate! Subject/Course: Spanish 1 Topic: "Vamos de compras" ­ Chapter 8 Grade(s): 7th-12th Designer(s): Spanish teachers STAGE 1 ­ DESIRED RESULTS Content Standard(s) Communication: A.1.1.2, A.1.1.3, A.1.2.1, A.1.2.2, A.1.3.4, A.2.1.1, A.2.1.2, A.2.1.3, A.2.1.4, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3 Culture: B.1.1.2, B.1.1.3 Connections: C.1.1.1, C. 1.1.2, C.1.2.1, C.1.2.2, C.2.1.1 Comparisons: D.1.1.1, D.1.1.2 D.1.2.1, D.2.1.1, D.2.1.2, D.2.2.1, D.2.2.2 Experiences: E.1.2.1, E.1.2.2 Understanding(s) Students will understand that.... 1. there are similarities and differences between cultures in the types of stores that are available and the monetary systems used. 2. there is a difference between the present and past (preterite) tenses. 3. there is a new set of endings for the past (preterite) tense. 4. some verbs have irregular conjugations in the past (preterite) tense; i.e., "ir" (**hacer ­ Chapter 10 ­ p. 356) 5. there is a specific structure that compares people and things. **6. there is a spelling change for the "yo" form for some verbs in the preterite (Chapter 10 ­ p. 354) Essential Question(s) 1. Where is your favorite place to go shopping? 2. What do you buy? 3. What forms of money do you know? 4. How do you express actions in the past? 5. How do you compare yourself to others? Students will know... Students will be able to.... 15. ask for and give opinions. 16. ask for and offer help in a store. 17. say where they went and what they did. 18. talk on the phone. STAGE 2 ­ ASSESSMENT EVIDENCE Performance Task(s) 27. Role play 28. Conversation 29. Impromptu 30. Songs 31. Oral Presentations

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Other Evidence 23. Quizzes and tests 24. Homework

3. Labs 4. Other teacher-created assessment

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STAGE 3 -- LEARNING PLAN Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? · Introduce the main ideas of Chapter 8, p. 270 (objetivos)

· · · · · · · · · · · · · · ·

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

¡Exprésate! Rap videos Optional teacher creativity Discussion: what did you do at the mall, who is wearing what and how much it costs p. 265A ­ p. 266B Teacher notes (2-column notes) and presentations Study guide Role play Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and tests (oral/written) Drilling (vocabulary, numbers, Preterite and comparisons) Games (See p. T 66 ­ p. T 69) o 20 Questions o Spelling Bee o Bingo o Around the World o Other games (such as Jeopardy) o Charades o "Guerras de verbos" Oral presentations (ex: setting up a market / becoming a customer; see also p. 265C) Oral interview activities Reading ­ "Cultura" p. 282-283 Listening ­ All forms of media Writing: Workbooks and practice activities Speaking: Communication through Chapter 8 and responding to practice work Power Point presentations Study guides Teacher notes

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

· How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and · · · · · · · ·

32

achievement of ALL students?

·

Follow the sequence of the chapter

33

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