Introducing the teacher:
Who is Mr. Fernando? CLICK HERE!
Class rules
1. Only speak when others don't have the floor.
2. Keep your hands, feet, and negative comments to yourself.
3. Food and drinks outside the class. Water? Yes.
4. Follow teacher instructions
Class procedures
1. Walk in, sit down, get out materials. You may chat softly until teacher speaks.
2. Open and close your computer when instructed.
3. Focus and engage on Spanish class activities.
4. Copy necessary information on your agenda, notebook, or computer.
5. When the teacher dismisses the class, leave your desk area clean and neat, push in your chairs, and walk to your next class.
Materials needed
1. Charged Laptop (a must), bring your charger, and headphones.
2. Pen, pencil, colors sharpener, eraser, and ruler.
3. Notebook (one will be given to you)
Who is Mr. Fernando? CLICK HERE!
Class rules
1. Only speak when others don't have the floor.
2. Keep your hands, feet, and negative comments to yourself.
3. Food and drinks outside the class. Water? Yes.
4. Follow teacher instructions
Class procedures
1. Walk in, sit down, get out materials. You may chat softly until teacher speaks.
2. Open and close your computer when instructed.
3. Focus and engage on Spanish class activities.
4. Copy necessary information on your agenda, notebook, or computer.
5. When the teacher dismisses the class, leave your desk area clean and neat, push in your chairs, and walk to your next class.
Materials needed
1. Charged Laptop (a must), bring your charger, and headphones.
2. Pen, pencil, colors sharpener, eraser, and ruler.
3. Notebook (one will be given to you)
Review Unit: Introducing and talking about yourself, school, your home, and clothing.
Resources
Resources
Recording 1
Recording 2
Recording 3
Power Point 1: Introducing yourself
introducing_yourself_power_point_1.pptx | |
File Size: | 169 kb |
File Type: | pptx |
Power Point 2: Describing yourself, talk about likes and dislikes, and name and describe clothing
describe_yourself_-_likes_and_dislikes_-_describing_clothing.ppt | |
File Size: | 7328 kb |
File Type: | ppt |
Power Point 3: School (places and things, date, telling time, at what time something happens, class subjects, and class schedule)
school_-_places_and_things_-_date_-_telling_time_-_at_what_time_something_happens_-_class_subjects_-__schedule.ppt | |
File Size: | 10475 kb |
File Type: | ppt |
Power Point 4: Verb Ser (To be)
verbo_ser.pptx | |
File Size: | 51 kb |
File Type: | pptx |
Power Point 5: Verb Estar (To be)
verb__estar.pptx | |
File Size: | 87 kb |
File Type: | pptx |
Power Point 6: Verb Ser and Estar (To be) Additional Explanations
ser_estar_powerpoint.pptx | |
File Size: | 2049 kb |
File Type: | pptx |
Document 1: Ser and Estar exercises
ser_-_estar_exercises.doc | |
File Size: | 33 kb |
File Type: | doc |
Document 2: Answer to exercises in document 1
answers_to_ser_-_estar_exercises.doc | |
File Size: | 33 kb |
File Type: | doc |
Document 3: Ser and Estar exercises
ser_and_estar_exercises.pdf | |
File Size: | 55 kb |
File Type: |
Document 4: Answers to exercises in document 3
answers_to_ser_and_estar.pdf | |
File Size: | 26 kb |
File Type: |
TASKS (Keep all your work you do in this unit in your Google Folder)
1. Thoroughly review Power Points 1, 2, and 3. These Power Points will help you refresh your memory and relearn key vocabulary, grammar, and expressions about introducing and talking about yourself, talking about likes and dislikes, talking about clothing, and talking about things related to school (places and things, date, telling time, at what time something happens, class subjects, and class schedule).
*** Once you feel confident about the content in Power Points 1, 2, and 3, practice with your partner and make sure you are able to talk to each other about:
introducing and talking about yourself, talking about likes and dislikes, talking about clothing, and talking about things related to school (places and things, date, telling time, at what time something happens, class subjects, and class schedule).
Review the sample recordings 1, 2, and 3 so you may get a feel of what you should be able to talk about. After you feel competent about talking in regard to the above content, you will have a conversation with your teacher to demonstrate your expertise with the above topics.
2) Review Power Points 4, 5, and 6 (Verbs Ser and Estar). These Power Points will help you thoroughly review the varied and correct uses of the verb to be (Ser and Estar).
*** Once you feel confident with the use of the verb to be (Ser and Estar), do the exercises in document 1 and check your answers in document 2. Then do the exercises in document 3 and check your answers in document 4. As you check your answers, make sure you highlight your mistakes and also correct them. Once you are done with correcting each document, show your highlighted mistakes and your corrections to your teacher.
3) Once again, listen to the recording about Pedro Gonzales or María Gonzalez (Recordings 2 or 3). The recording about Pedro is a little slower than the recording about Maria. You may chose either recording depending on which one you are able to understand better.
*** Once you are done listening, please answer the questions below. Please feel free to go back and listen to the recordings as many times as you need. I recommend you look over the questions before listening to the recordings. After answering the questions, check your answers and make any corrections. Highlight your mistakes. After your are done, show your teacher your highlighted errors and corrections.
1. Thoroughly review Power Points 1, 2, and 3. These Power Points will help you refresh your memory and relearn key vocabulary, grammar, and expressions about introducing and talking about yourself, talking about likes and dislikes, talking about clothing, and talking about things related to school (places and things, date, telling time, at what time something happens, class subjects, and class schedule).
*** Once you feel confident about the content in Power Points 1, 2, and 3, practice with your partner and make sure you are able to talk to each other about:
introducing and talking about yourself, talking about likes and dislikes, talking about clothing, and talking about things related to school (places and things, date, telling time, at what time something happens, class subjects, and class schedule).
Review the sample recordings 1, 2, and 3 so you may get a feel of what you should be able to talk about. After you feel competent about talking in regard to the above content, you will have a conversation with your teacher to demonstrate your expertise with the above topics.
2) Review Power Points 4, 5, and 6 (Verbs Ser and Estar). These Power Points will help you thoroughly review the varied and correct uses of the verb to be (Ser and Estar).
*** Once you feel confident with the use of the verb to be (Ser and Estar), do the exercises in document 1 and check your answers in document 2. Then do the exercises in document 3 and check your answers in document 4. As you check your answers, make sure you highlight your mistakes and also correct them. Once you are done with correcting each document, show your highlighted mistakes and your corrections to your teacher.
3) Once again, listen to the recording about Pedro Gonzales or María Gonzalez (Recordings 2 or 3). The recording about Pedro is a little slower than the recording about Maria. You may chose either recording depending on which one you are able to understand better.
*** Once you are done listening, please answer the questions below. Please feel free to go back and listen to the recordings as many times as you need. I recommend you look over the questions before listening to the recordings. After answering the questions, check your answers and make any corrections. Highlight your mistakes. After your are done, show your teacher your highlighted errors and corrections.
Questions about Pedro/María
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Answers to the question about Pedro/María
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4) Write a paragraph with the content below in a Google Doc. Make sure your content is in the exact same order as it appears below.
Content
Your paragraph must have the following information:
Lastly, use transitions words where appropriate (write transition words in italics.) Some transitions words are: Sin embargo, también, más aún, luego, después, finalmente, en conclusión, para concluir, para comenzar, primero, segundo, por lo contrario, and de igual manera. Finally, write a title for your paragraph.
*** You may check previous notes and the above Power Points, Documents, or Recordings above to help you write your paragraph. Please, DO NOT use Google translate to translate whole sentences. You may check individual words. Once you are done, please show your Google Doc to a partner to revise it. Then show your teacher the final version of your paragraph.
Your paragraph must have the following information:
- greetings
- your name
- express how you feel
- your age and birthday
- country where your are from
- city where you live (indicate if you live in an apartment or house) and if you like it or not and why
- Who you live with and what your father or mother does for a living
- mention 2 of your physical traits and 2 of your character traits
- languages you speak and your least favorite one and why
- where you study and whether you like or don't like your school and why
- favorite subject and why
- subject you like the least and why
- favorite food and why and least favorite food and why
- one sport or hobby you practice and why you practice it
- At what time you get up in the morning during the weekdays
- one thing you did during your summer vacation (use past tense)
- what you are doing now (use present continuous)
- one thing you are going to do after this class (use immediate future)
- what is the current time now
- say that you have to go (expression that shows obligation) now because it is late
- invite your reader to write about himself
- say good bye
Lastly, use transitions words where appropriate (write transition words in italics.) Some transitions words are: Sin embargo, también, más aún, luego, después, finalmente, en conclusión, para concluir, para comenzar, primero, segundo, por lo contrario, and de igual manera. Finally, write a title for your paragraph.
*** You may check previous notes and the above Power Points, Documents, or Recordings above to help you write your paragraph. Please, DO NOT use Google translate to translate whole sentences. You may check individual words. Once you are done, please show your Google Doc to a partner to revise it. Then show your teacher the final version of your paragraph.
Unit # 1: Salud y Bienestar (Health and Well Being)
Key Concept: Culture
Global Context: Fairness and development
Statement of Inquiry: Having a balanced life is a crucial component for well being.
Inquiry questions
Factual: What is a balanced life?
Conceptual: How do your choices in life style have an impact on your well being?
Debatable: Do we have a common understanding of what a balanced life means.
Global Context: Fairness and development
Statement of Inquiry: Having a balanced life is a crucial component for well being.
Inquiry questions
Factual: What is a balanced life?
Conceptual: How do your choices in life style have an impact on your well being?
Debatable: Do we have a common understanding of what a balanced life means.
Resources
Video # 1: Partes del cuerpo y como expresar dolor (Parts of the body and talking about pain)
Video # 2: Siete pasos para una vida saludable (7 steps for a healthy life)
Documento # 1: Libreto sobre el video # 2. (Video # 2 Script)
health_and_wellbeing.docx | |
File Size: | 14 kb |
File Type: | docx |
Video # 3: Hábitos de Vida y Salud
Document # 2: Preguntas sobre el video # 3
video_preguntas.docx | |
File Size: | 509 kb |
File Type: | docx |
Documento # 3: Respuestas sobre el video # 3.
answers_to_questions.docx | |
File Size: | 515 kb |
File Type: | docx |
Actividades
1. Watch video # 1. This video will provide you with information about parts of the body, how to express that a part of the body hurts, and how to express that you feel pain. You need to make sure that you know the parts of the body, are able to say that a body part hurts, and are able to say that you have or feel pain. You will have a conversation with your teacher about this.
2. Watch video # 2. This video is about seven general steps that help have a healthier life. Your task is to watch the video without a script. Try to recognize vocabulary and expressions that you may be familiar with. Also, try to see how much of the message and content you
understand. After watching the video at least twice, listen to the audio of the video while you follow along with its script (documento # 1). Hopefully, this ill allow you to recognize even more vocabulary words that you already know. Once, you are done watching the video using the script, find the meaning of every word you do not know in the script. You are responsible for the meaning of these words.
3. Talking about the 7 steps that lead to a healthier life. You need to study the information in documento # 1/Video # 2 and be able to talk to your teacher about the 7 steps (in detail) that are recommended to have a healthier life. Practice with a partner and ask each other questions about the 7 steps to have a healthier life. Once you feel competent, you will have an interview with your teacher about this topic.
4. Video # 3 You need to watch video # 3 and answer the questions about the video found in document # 2. After you answer the questions. You need to check your answers by using document # 3. After, you need to make sure you are able to have a discussion about the information found in the video. Thus, you need to study the answer to your questions. Your teacher will pull you out for an interview at some point. Please prepare!
5. Culminating Project: In this final project for the unit, you will be assessed in writing, speaking, and listening. You need to research one Spanish speaking country of your choice in regard to a health and well being issue they are going through or have suffered in the recent past (no more than 3 years ago).
Some of the health and well being issues you may chose from are the following:
a. nutrition
b. exercise
c. drugs
d. smoking
e. alcohol
f. recycling and reusing
g. excessive consumption of products and services
h. pollution (water, land, or air)
i. stress
j. sleep deprivation
k. energy use
l. crime
In your research, you need to look for answers to the following questions:
a. What is the specific problem? Explain it.
b. Who does the problem affect and what are the consequences in regard to individuals and the community as a whole?
c. What specific solutions or strategies have leaders implemented to solve this problem? Where these solutions successful? Why or why not? Explain.
d. What is your personal opinion on this issue in the country you researched, why do you view the problem in this way, and how do you see the future of the country in regard to this problem and why?
How to present this project?
You have complete freedom on how to present the project. You may use the following:
a. Google Slides
b Prezi
c. Large Poster
d. Video
e. Design a web page
f. A large mind map (big poster)
Whatever form you chose to present, it must include text and pictures, and references (MLA).
Apart from the above presentation, you need to turn in a four (4) paragraph essay (at least 300 words) that discusses the questions listed below:
a. What is the specific problem? Explain it. (paragraph 1)
b. Who does the problem affect and what are the consequences in regard to individuals and the community as a whole? (paragraph 2)
c. What specific solutions or strategies have leaders implemented to solve this problem? Where these solutions successful? Why or why not? Explain. (paragraph 3)
d. What is your personal opinion on this issue in the country you researched, why do you view the problem in this way, and how do you see the future of the country in regard to this problem and why? (paragraph 4)
As usual, your essay must have a title, transition words, and correct grammar, spelling, and punctuation. Also, do not forget to include an introduction and closing sentence for each paragraph. Remember to include 4 references (2 references must be in Spanish).
Unit # 1: The next Generation
Key Concept: Creativity
Global Context: Identities and Relationships
Statement of Inquiry: New generations in the 21st century combine their cultural heritage with new trends on virtual and real environment
Inquiry questions
Factual: How do you use technology in your everyday life?
Conceptual: How has the virtual environment affected the society you live in?
Debatable: What are the pros and cons of using a virtual environment in our society?
Importante: Usa las imágenes de la galería arriba del título de la unidad # 1 para hacer las actividades 1-6 que están a continuación.
Actividad # 1: En forma individual, estudia la imagen que tiene la palabra (you) en el centro y escribe en español tu interpretación de la imagen. Después, comparte con tu grupo tu interpretación. Luego, trabaja en forma colaborativa con tu grupo para desarrollar una interpretación común del grupo. Escriban la interpretación final y compartanla con la clase.
Actividad # 2: En forma individual, estudia la imagen que tiene la papelera y escribe en español tu interpretación de la imagen. Después, comparte con tu grupo tu interpretación. Luego, trabaja en forma colaborativa con tu grupo para desarrollar una interpretación común del grupo. Escriban la interpretación final y compartanla con la clase.
Actividad # 3: En forma individual, estudia la imagen que tiene la palabra Facebook en el centro y escribe en español tu interpretación de la imagen. Después, comparte con tu grupo tu interpretación. Luego, trabaja en forma colaborativa con tu grupo para desarrollar una interpretación común del grupo. Escriban la interpretación final y compartanla con la clase.
Actividad # 4: En forma collaborativa con tu grupo discute la respuesta de la pregunta # 1 en la galería de imágenes. Luego escriban sus conclusiones en español y las comparten con la clase.
Actividad # 5: En forma collaborativa con tu grupo discute la respuesta de la pregunta # 2 en la galería de imágenes. Luego escriban sus conclusiones en español y las comparten con la clase.
Actividad # 6: En forma collaborativa con tu grupo discute la respuesta de la pregunta # 3 en la galería de imágenes. Luego escriban sus conclusiones en español y las comparten con la clase.
Actividad # 2: En forma individual, estudia la imagen que tiene la papelera y escribe en español tu interpretación de la imagen. Después, comparte con tu grupo tu interpretación. Luego, trabaja en forma colaborativa con tu grupo para desarrollar una interpretación común del grupo. Escriban la interpretación final y compartanla con la clase.
Actividad # 3: En forma individual, estudia la imagen que tiene la palabra Facebook en el centro y escribe en español tu interpretación de la imagen. Después, comparte con tu grupo tu interpretación. Luego, trabaja en forma colaborativa con tu grupo para desarrollar una interpretación común del grupo. Escriban la interpretación final y compartanla con la clase.
Actividad # 4: En forma collaborativa con tu grupo discute la respuesta de la pregunta # 1 en la galería de imágenes. Luego escriban sus conclusiones en español y las comparten con la clase.
Actividad # 5: En forma collaborativa con tu grupo discute la respuesta de la pregunta # 2 en la galería de imágenes. Luego escriban sus conclusiones en español y las comparten con la clase.
Actividad # 6: En forma collaborativa con tu grupo discute la respuesta de la pregunta # 3 en la galería de imágenes. Luego escriban sus conclusiones en español y las comparten con la clase.
Unidad # 2: El Lenguaje, las Imágenes y los Medios de Comunicación
Statement of Inquiry: Language and images are powerful tools that can be used to influence people's behaviors and decisions.
Inquiry questions
Factual: What are some examples of the use of persuasive language and images in the media?
Conceptual: How is language and images used to persuade?
Debatable: To what extent does language and images in media affect people's decision making?
Inquiry questions
Factual: What are some examples of the use of persuasive language and images in the media?
Conceptual: How is language and images used to persuade?
Debatable: To what extent does language and images in media affect people's decision making?
Actividades
1. Get in groups of two and do the following:
a) Estudien la foto que les asignó su maestro. Pongan atención a las palabras y a las imágenes específicas.
b) Discutan con detalle como el lenguaje afecta su opinión del mensaje del anuncio (ad).
c) Discutan con detalle como la imagen afecta su opinión del mensaje del anuncio.
d) Discutan que palabras tienen un impacto efectivo en el mensaje. ¿Por qué?
e) Discutan que aspectos específicos de la imagen tienen un impacto efectivo en el mensaje. ¿Por qué?
f ) Elaboren un breve Power Point apropiado para con texto y la imagen correspondiente para informar a la clase de las conclusiones de tu grupo.
g) Comparte el Power Poing con Mr. Fernando y practica en tu grupo para prepararte para la presentación.
2. In this activity we will research and learn about the vocabulary, terms, and expression used in the world of persuasion as we use language, images, and media.
Habre un un nuevo documento en Google Docs titulado: Apuntes sobre el lenguaje, las imágenes y los medios de comunicación. Luego, comparte el documento con Mr. Fernando.
Ahora, investiga lo siguiente:
a) ¿Qué es el lenguaje publicitario y para qué se usa?
b) ¿Qué es la publicidad comercial y qué medios utiliza para lograr sus objetivos? (por lo menos nombra 5 medios). Incluye un ejemplo de una publicidad comercial (necesitas una imagen con palabras).
c) ¿Qué es la publicidad preventiva y para qué se usa? Incluye un ejemplo de una publicidad preventiva (necesitas una imagen con palabras).
d) ¿Qué es la publicidad política y para qué se usa? Incluye un ejemplo de una publicidad política (necesitas una imagen con palabras).
e) ¿Qué es la imagen y para qué se usa en la publicidad? ¿Qué elementos se pueden usar en las imágenes para tener éxito publicitario? Incluye un ejemplo de una buena imagen publicitaria y un ejemplo de una mala imagen publicitaria.
f) ¿Qué es la frase en la publicidad y para qué se usa? ¿Qué tipos de frases se usan en la publicidad? Incluye dos ejemplos diferentes de frases que se usan en la publicidad y explica que tipo de frase es cada una.
g) ¿Qué es la marca en la publicidad y cuál es el objetivo de usar una marca? ¿Qué influencia tiene una marca exitosa en los consumidores y por qué? Incluye una imagen de una marca de mucho prestigio y una imagen de una marca de menos prestigio. ¿Explica que efecto tiene cada marca sobre el comportamiento del consumidor?
h) ¿Cuál es la diferencia entre el discurso y el relato en la publicidad. Incluye un video publicitario corto que sea un buen ejemplo de discurso e incluye un video publicitario corto que sea un buen ejemplo de relato.
i) ¿Qué es la publicidad de la televisión, cuál es su audiencia, y cuál es su característica específica? Incluye un video de una publicidad de la televisión.
j) ¿Qué es la publicidad de la prensa y la revista, cuál es su audiencia y cuál es su característica específica? Incluye una anuncio publicitario de una revista y uno de el periódico.
k) ¿Qué es la publicidad de la via publica y cuál es su característica específica? Incluye un anuncio publicitario de la via pública.
l) ¿Qué es la publicidad de Internet (paginas web y redes sociales) y cuál es su ventaja para los anunciantes? Incluye una imagen de un ejemplo de un mensaje publicitario en internet.
m) ¿Los anuncios publicitarios se dirigen a que diferentes audiencias? Menciona por lo menos tres audiencias diferentes. Incluye tres anuncios publicitarios dirigido a tres diferentes audiencias.
Unidad # 4 : Problemas Globales y del Medio Ambiente
Statement of Inquiry: Each individual needs to be aware and takye some action towards helping solve global issues in order to help make the world a better place.
Inquiry Questions:
1. Factual: What are some of the main causes of global issues and threats?
2. Conceptual: How do global issues affect our lives.
3. Debatable: What are some consequences of global issues?
Task # 1: En tu grupo, analiza las fotos arriba. Luego discutan que está pasando, cuales son las causas y cuales son las futuras consecuencias. Escriban sus comentarios en un Google Doc para esta unidad. Cada estudiante tiene que participar en la discusión. Tienen que estar preparados para discutir las respuestas a las preguntas con su instructor.
Task # 2: Ve el video sobre la "Crisis mundial del agua" en su totalidad. Después, tienes que traducir el texto en inglés. Traduce palabras individuales via internet. Es tu responsabilidad entender el video en su totalidad.
Task # 3: En el documento word abajo encontraras el texto que corresponde al video de "La Crisis Mundial del Agua". La primera parte de esta actividad es escuchar el video mientras ves el texto. La segunda parte de esta actividad es encontrar en tu diccionario en linea el significado de cada palabra o termino que no comprendas en el texto. Es tu responsabilidad entender el texto.
crisis_mundial_del_agua.docx | |
File Size: | 115 kb |
File Type: | docx |