8th Grade MYP Spanish lessons (2016-2017)
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 chair, and walk to your next class.
Materials needed
1. Charged laptop (a must), and bring your charged and headphones.
2. Pen, pencil, colors sharpener, eraser, and ruler.
3. Notebook
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 chair, and walk to your next class.
Materials needed
1. Charged laptop (a must), and bring your charged and headphones.
2. Pen, pencil, colors sharpener, eraser, and ruler.
3. Notebook
Review Unit: Introducing and talking about yourself
Sources
Power Point 1: Introducing yourself
introducing_yourself_power_point_1.pptx | |
File Size: | 169 kb |
File Type: | pptx |
Power Point 2: Verb Ser (To be)
verbo_ser.pptx | |
File Size: | 51 kb |
File Type: | pptx |
Power Point 3: Verb Estar (To be)
verb__estar.pptx | |
File Size: | 87 kb |
File Type: | pptx |
Power Point 4: Verb Ser and Estar (To be) Additional explanation
ser_estar_powerpoint.pptx | |
File Size: | 2049 kb |
File Type: | pptx |
TASKS (Keep all your work you do in this unit in your Spanish Google Folder)
1) Review Power Point 1. Make sure you are able to introduce yourself and talk about the content below:
Content
a. Greet and ask how your listener is doing
b. name
c. age
d. when you were born
e. country you are from
f. where you live now (country and city)
g. say who your parents and siblings are
h. describe yourself (2 character and 2 physical traits)
i. say the name of your school and what grade you are in
j. name two things you like to do and two things you don't like to do
k. name the languages you are able to speak
l. Say it was a pleasure and say goodbye
1) Review Power Point 1. Make sure you are able to introduce yourself and talk about the content below:
Content
a. Greet and ask how your listener is doing
b. name
c. age
d. when you were born
e. country you are from
f. where you live now (country and city)
g. say who your parents and siblings are
h. describe yourself (2 character and 2 physical traits)
i. say the name of your school and what grade you are in
j. name two things you like to do and two things you don't like to do
k. name the languages you are able to speak
l. Say it was a pleasure and say goodbye
Below is a recording that shows an example of what you should be able to do
** Once you know what your are required to do and after you have listened to the recording sample above, prepare your personal information and engage in a dialogue with a partner. Once you and your partner feel competent with your dialogue, you need to present your dialogue to the teacher without using a script.
2) Listen to the recording about Pedro Gonzales or María Gonzalez. 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 (Document 1). 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. Check your answers in the answer sheet (Document 2) and highlight your errors and make the proper corrections. Once you are done, show your teacher your work with the highlighted errors and the corrections.
Questions about Pedro/María
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Document 1
Document 2
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3) In the sources section at the beginning of this review unit, there are three Power Points (2, 3, and 4) about the verbs SER and ESTAR (verb To Be). Take a look at these Power Points in detail. Make sure your become familiar with the different uses of the verbs SER and ESTAR. Review on your own, also review with your partner.
** Once you feel comfortable with the use of SER and ESTAR, do the following exercises below. You may work with a partner if you wish. After you are done, check your answers in the answer sheet documents. Don't forget to highlight your errors and write the correct answer. Once you are done, show your work to your teacher.
** Once you feel comfortable with the use of SER and ESTAR, do the following exercises below. You may work with a partner if you wish. After you are done, check your answers in the answer sheet documents. Don't forget to highlight your errors and write the correct answer. Once you are done, show your work to your teacher.
Document 3: Exercises (Ser and Estar)
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Document 4: Answers to document 3 (Ser and Estar)
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Document 5: Exercises (Ser and Estar) |
Document 6: Answers to document 5 (Ser and Estar) |
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4. Write a paragraph about yourself. Write the content in the exact same order as it appears in the content area below.
*** In a Google Doc, write a paragraph about yourself with the content you used in the conversation you had with your teacher. Remember to use the content below. Once you are done, have a partner revise your paragraph. Once you are done, show your teacher your paragraph. Make sure spelling, grammar, and vocabulary are to the best of your ability. Only use Google translate to look up individual words. Make sure to give your paragraph a title.
Content
a. Greet and ask how your listener is doing
b. name
c. age
d. when you were born
e. country you are from
f. where you live now (country and city)
g. say who your parents and siblings are
h. describe yourself (2 character and 2 physical traits)
i. say the name of your school and what grade you are in
j. name two things you like to do and two things you don't like to do
k. name the languages you are able to speak
l. Say it was a pleasure and say goodbye
*** In a Google Doc, write a paragraph about yourself with the content you used in the conversation you had with your teacher. Remember to use the content below. Once you are done, have a partner revise your paragraph. Once you are done, show your teacher your paragraph. Make sure spelling, grammar, and vocabulary are to the best of your ability. Only use Google translate to look up individual words. Make sure to give your paragraph a title.
Content
a. Greet and ask how your listener is doing
b. name
c. age
d. when you were born
e. country you are from
f. where you live now (country and city)
g. say who your parents and siblings are
h. describe yourself (2 character and 2 physical traits)
i. say the name of your school and what grade you are in
j. name two things you like to do and two things you don't like to do
k. name the languages you are able to speak
l. Say it was a pleasure and say goodbye
Unit # 1: Entertainment
Key Concept: Creativity
Global Context: Identities and Relationships
Statement of Inquiry: Different forms of entertainment help people connect to the world audience and grow as INDIVIDUALS in a CREATIVE way.
Inquiry questions
Factual: What are different forms of entertainment?
Conceptual: Do your choices of entertainment define you as a person?
Debatable: How do our choices of entertainment affect our life style?
Global Context: Identities and Relationships
Statement of Inquiry: Different forms of entertainment help people connect to the world audience and grow as INDIVIDUALS in a CREATIVE way.
Inquiry questions
Factual: What are different forms of entertainment?
Conceptual: Do your choices of entertainment define you as a person?
Debatable: How do our choices of entertainment affect our life style?
Sources
Power Point: Entertainment - Sports - Hobbies
entertainment_-_sports_-_hobbies.pptx | |
File Size: | 5998 kb |
File Type: | pptx |
Final Project: In this final project you need to chose one (1) of the 21 Spanish speaking countries around the world and research what the people in those cultures do during their free time. Make sure your country is has not been chosen by another student.
You need to research about the following:
a. Sports (choose 3). You need to find out why people play these sports in their countries.
b. Hobbies (choose 2). You need to find out why people do these hobbies in their countries.
c. Ways teenagers help around the house (choose 2). You need to find out why teenagers help around the house in this way.
Your presentation needs to include the following:
a. Pictures (must be referenced)
b. Text (Explaining your findings from your research)
c. At least four (4) sources. (two must be in Spanish)
You need to present in the following manner:
a. Poster
You need to research about the following:
a. Sports (choose 3). You need to find out why people play these sports in their countries.
b. Hobbies (choose 2). You need to find out why people do these hobbies in their countries.
c. Ways teenagers help around the house (choose 2). You need to find out why teenagers help around the house in this way.
Your presentation needs to include the following:
a. Pictures (must be referenced)
b. Text (Explaining your findings from your research)
c. At least four (4) sources. (two must be in Spanish)
You need to present in the following manner:
a. Poster
Unidad # 2: Gente Famosa en el Mundo Hispano
Statement of Inquiry: Learning about people from different cultures expands our knowledge about those cultures and has an impact on how we perceive others.
Inquiry Questions
Factual: Who are some iconic representatives in the Spanish speaking culture?
Conceptual: How does learning about people from different countries influence our understanding of their culture?
Debatable: Do we change our perception of cultures by learning about their iconic personalities.
Inquiry Questions
Factual: Who are some iconic representatives in the Spanish speaking culture?
Conceptual: How does learning about people from different countries influence our understanding of their culture?
Debatable: Do we change our perception of cultures by learning about their iconic personalities.
Warm Up: Ve el siguiente video y responde las siguientes preguntas sobre los 6 cantantes:
1. ¿Como se llama el cantante?
2. ¿Como es fisicamente? Escribe tres caracteristicas
3. ¿Cual es la fecha de nacimiento y cuantos anos tiene?
4. ¿De donde es?
5. ¿Que estilo de musica canta?
6. ¿Cuantos discos ha vendido?
7. ¿Cuanto dinero tiene?
Actividades:
1. Get in groups of 2 or 3 students. Within your groups, brainstorm the answer to the following questions:
a) ¿Para ti, cúales son dos personas famosas en el mundo hispanohablante? Escoge personas de países differentes. ¿Cuáles son tres rasgos físicos y dos rasgos de la personalidad de estas personas? Escribe el nombre de esas personas.
b) ¿Por qué son famosas cada una de estas personas? Escribe tres razones para cada persona. Consulta Internet si es necesario.
c) ¿Cuáles son dos aspectos de la cultura de los paises de estas dos personas? Consulta Internet si es necesario
d) Representa tus respuestas en un Power Point con imágenes. ¡Haz un Power Point apropiado! Por favor comparte tu Power Point con Mr. Fernando.
e) Presenta los resultados de tu discussion en forma oral con la clase. Usa el Power Point. Practica con tu grupo antes de presentar a la clase.
2. El siguiente trabajo es individual. Para este proyecto, tienes que investigar sobre una persona famosa en un pais hispanohablante. En el mundo hay 21 paises hispanohablantes. Escoge un pais y una persona famosa de ese pais. Cuando termines tu investigacion, tienes que compartir los resultados con la clase. Tu presentacion puede ser con un video, un Power Point, un Prezi, un afiche, una pagina web o un libro.
Tu investigacion tiene que incluir lo siquiente:
1. Get in groups of 2 or 3 students. Within your groups, brainstorm the answer to the following questions:
a) ¿Para ti, cúales son dos personas famosas en el mundo hispanohablante? Escoge personas de países differentes. ¿Cuáles son tres rasgos físicos y dos rasgos de la personalidad de estas personas? Escribe el nombre de esas personas.
b) ¿Por qué son famosas cada una de estas personas? Escribe tres razones para cada persona. Consulta Internet si es necesario.
c) ¿Cuáles son dos aspectos de la cultura de los paises de estas dos personas? Consulta Internet si es necesario
d) Representa tus respuestas en un Power Point con imágenes. ¡Haz un Power Point apropiado! Por favor comparte tu Power Point con Mr. Fernando.
e) Presenta los resultados de tu discussion en forma oral con la clase. Usa el Power Point. Practica con tu grupo antes de presentar a la clase.
2. El siguiente trabajo es individual. Para este proyecto, tienes que investigar sobre una persona famosa en un pais hispanohablante. En el mundo hay 21 paises hispanohablantes. Escoge un pais y una persona famosa de ese pais. Cuando termines tu investigacion, tienes que compartir los resultados con la clase. Tu presentacion puede ser con un video, un Power Point, un Prezi, un afiche, una pagina web o un libro.
Tu investigacion tiene que incluir lo siquiente:
- el nombre de la person
- su nacionalidad
- su ciudad natal
- su edad
- idiomas que habla
- caracteristicas fisicas y de personalidad
- nivel de educacion
- detalles de su familia inmediata
- su profesion
- paises donde que ha visitado o ha vivido
- pasatiempos y/o deportes favoritos
- Cual es su pasion numero uno?
- Por que es esta persona famosa o importante?
- Como ha influenciado al mundo en forma positiva o negativa?
- Como es la cultura del pais de esta persona (una celebracion famosa, un plato tradicional, una ropa tradicional, el deporte nacional, y un sitio turistico famoso)
- Por que escogiste a esta persona?
- Que te gusta mas de esta persona y por que?
Unit # 2: Education
In this unit you will be able to talk about your school, subjects, schedules, school facilities, after school activities and clubs.
Resources
Power Point # 1: Mi escuela |
Word document # 1: Numbers 1 - 100 |
Video # 1: Numbers 1- 100 |
Video # 3: Talking about your class schedule |
Video # 2: ¿Qué hora es? |
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Tasks
1) Whole class discussion: As a whole class we will talk about your observations about the pictures that introduce Unit # 2: Education.
In our discussion, we will be using the following words and expressions:
a) Dime
b) Observación
c) Hay
d) ¿Qué te gusta de ________ y por qué?
e) Me gusta ___________ porque ___________.
2) Reflection: In this task you will talk to your partner and discuss why you like, love, don't like, or hate your school. You need to give at leas 7 reasons on why you do like or love your school and at least 3 reasons on why you don't like or hate your school. To do this task, you will need to know 3 things:
a) How to say: I like my school, or I love my school.
b) How to say: I don't like my school, or I hate my school.
c) How to say: because
d) How to say: several adjectives to be able to talk about why you like, love, don't like or hate your school.
***See how much you can do on your own without translating whole sentences on Google translate. Once you finish writing your sentences on a Word document, we will touch base and share with the whole class.
3) Power Point # 1: Mi escuela In this task we are going to review slides 3-21. Your teacher will guide you through the first couple of slides, and then you will continue practicing with your partner. Go through slides 3-21 at least twice. Once we are all done, we will touch base as a whole class.
4) Power Point # 1: Mi escuela Check slides 22-24.
In this task you will revise several paragraphs that show how to talk about: a) personal information b) subjects you like c) subjects you like a lot d) subjects you love e) subjects you don't like f) subjects you hate
With your partner, revise these paragraphs and make sure you understand all vocabulary and expressions. Also take turns reading the paragraphs to each other. If you have any questions you can't resolve among yourselves, ask your teacher.
5) Power Point # 1: Mi escuela Check slide # 25
In this task you need to answer the questions in slide # 25 in paragraph form in your notebook. Please make sure to double space your paragraph. Also, write a closing sentence. Remember that your closing sentence brings closure to the paragraph. Below is an example of a paragraph with a closing sentence. The closing sentence is in bold letters. See how the closing sentence brings the main idea of the paragraph into one final sentence. The closing sentence allows the reader to see the last message you want them to remember about your writing.
Sample paragraph with a closing sentence
Hi. I am John, I am from Argentina, and I am 17 years old. The name of my school is San Diego International school, and I like it very much. I take several subjects in my school, but I don't feel the same way about every subject. First, I love science and math because they are very interesting and challenging. Second, I like art and physical education because they are fun and easy. Third, geography and history are more difficult because they are to complex. So, I don't like them that much. Finally, my literature class is boring and the teacher has no spark. That is why I hate that class. You might say that everyone has subjects that they prefer and subjects that they are not interested in taking because we are all different.
Once you are done with your paragraph, let your partner revise it. When you are revising the paragraph look for the following:
a) Complete content and requirements
b) Effective closing sentence
c) Correct structures, spelling and proper vocabulary
*** Once you are done peer editing, let your teacher check your paragraph. ***
6) Power Point # 1: Mi escuela Slide # 26
In this task you need to read the dialogue between Luis and Lisa. In this dialogue, Luis and Lisa talk about:
a) Why they love school
b) Subjects they like
c) Favorite subjects
d) Subjects they like a lot
e) Subjects they hate
You and your partner need to make sure you understand all the vocabulary in the dialogue. After this, practice the dialogue together.
7) Power Point # 1: Mi escuela Slides # 27-28
In this task you will become familiar with the different types of adjectives that you may use to describe the different subjects that you take. Slide #28 illustrates a list of 10 adjectives in their masculine, feminine, and plural form. Revise this slide and consult it whenever you are in doubt of the feminine, masculine, and plural form. Also, make sure you know the meaning of all the adjectives that you see on both slides.
8) Power Point # 1: Mi escuela Slides # 29-34
In this task, you will observe sample sentences that model how to use different adjectives to describe your subjects. Revise these slides with your partner. Make sure you understand the questions and the answers.
After you are sure you understand the meaning, have your partner ask the questions in the slides and you answer the question by reading the exact information you see on the slides. Once you are done, exchange roles.
9) Power Point # 1: Mi escuela Slide # 35.
In this task you and your partner will ask each other questions about at least 6 subjects you take. You will ask the following questions:
a) ¿Qué classes te gustan y por qué? What classes do you like and why?
b) ¿Qué classes no te gustan y por qué? What classes don't you like and why?
Here you will have a chance to correctly use the adjectives you learned in slides # 27-28. Consult slides # 29-34 if you need to see sample sentences.
10) Power Point # 1: Mi escuela Slides # 36 - 37
In slide # 36 you will learn how to conjugate the verbs pensar (to think) and preferir (to prefer). Go through the conjugations so you become familiar with it. You will be consulting this slide in the future.
In slide # 37 you will see an example question using the verb pensar (to think) and a sample answer that uses the verb pensar (to think) and preferir (to prefer). Make sure you read this slide carefully and discuss with your partner what the question and answer mean. Also revise how the verbs pensar and preferir are used in the question and in the answer.
11) Power Point # 1: Mi escuela Slide # 38
In this slide you will have the opportunity to write a paragraph using the verbs pensar and preferir. Read the question carefully with your partner and figure out what is asking, and answer appropriately. Write your paragraph in your notebook and please make sure to double space it. Also, write a closing sentence. Remember that your closing sentence brings closure to the paragraph.
*** Important***
When you want to express "I think that ...", you need to use the Spanish structure:
"Pienso que ..."
Example: I think that math is fun. In Spanish you say: "Yo Pienso que las matemáticas son divertidas.
12) Power Point # 1: Mi escuela Slide # 39 - 40
In slide # 39 you will see two expressions that will allow you to tell time. Review these expression with your partner. When you are done, go to slide # 39 and ask each other what time is it in the different clocks and respond appropriately. However, read below before you start with slides # 39 - 40.
*** Important ***
For slides # 39-40 you need to know the numbers 1-59. Please check Word document # 1: Numbers 1 - 100
Additionally, if you need help pronouncing the numbers 1-100, watch Video # 1: Numbers 1 - 100
Finally, if you need more explanation on how to tell time, watch Video # 2: ¿Qué hora es?
13) Power Point # 1: Mi escuela Slide # 41 (This slide is about talking about class schedules.)
In this slide you will be asking two basic questions about your class schedule.
Question # 1: At what time is your math class on thursdays?
¿A qué hora es la clase de matemáticas el jueves?
Question # 2: What class does john have Thursdays at 2:00 O'clock?
¿Qué clase tiene Juan los jueves a las 2:00 de la tarde?
*** Important***
To answer question # 2 above, you need to know how to conjugate one important verb: to have (TENER)
To have (Tener)
yo tengo (I have) nosotros tenemos (we have)
tú tienes (you have) ustedes tienen (you all have)
el/ella tiene (he/she has) ellos tienen (they have)
Finally, take a look at Video # 3: Talking about your class schedule. This video is a good listening comprehension task for subjects, days of the week, and time. STOP the video at 2 minutes 40 seconds.
14) Power Point # 1: Mi escuela Slide # 42
In this slide you will read a text about a person describing their schedule and explaining the changes he would like to see in his schedule.
Collaborating with your partner, make sure you understand the essential vocabulary in the text. Also, make sure you find out the meaning of the underlined expressions. You may ask any class member or look up the expressions in Google. If you still don't understand the underlined expressions or other vocabulary, please ask your teacher.
15) Power Point # 1: Mi escuela Slide # 43
This slide is a writing task. You need to write a paragraph of at least 150 words. Even though you are writing your own paragraph, you may still collaborate with your partner by asking and answering questions and by giving suggestions.
*** Important ***
Write your paragraph in your notebook and don't forget to double space it. Also, include a title, an introduction sentence, and a proper closing sentence.
The body of your paragraph needs the following content:
a) What is your opinion about your schedule?
b) What do you like about your schedule and why?
c) What do you need to chance about your schedule to make it better?
d) Describe the schedule that you want.
16)Task: Power Point # 1: Mi escuela Slide 44 - 63
In these slides you will have the opportunity to talk about what foods and drinks you love, you like, you don't like and you hate at school during break or lunch time. With a partner, work through each slide and ask each other the appropriate questions: a) ¿Qué te gusta comer? b) ¿Qué te gusta beber?
***Important***
Make sure you learn the new vocabulary for the different types of foods and drinks. Also, make sure you learn the questions and the different ways of answering (I love, I like, I don't like, and I hate)
17) Task Power Point # 1: Mi Escuela - Slide # 64
This slides has specific instructions about a skit you need to do in a group of at least 3 people. Please do the script of the skit in a Google Doc and share it with Mr. Fernando. Also, all participants need to collaborate in writing the script. Furthermore, all members of the group need to have equal participation (lines in the script) in the skit. Finally, make sure that all the expressions in slide # 64 are used in the skit at least once.
Task 18: On the document below, write the correct conjugation in the present for the verb inside the parentheses. Then, write the Spanish sentence in English. You may work with a partner in order to collaborate. Write the original Spanish sentence in your notebook with the correct verb conjugation, and write the English translation below each Spanish sentence.
tener_ser_necesitar_querer_worksheet.pdf | |
File Size: | 26 kb |
File Type: |
Answers to task 18 above.
answers_to_task_18.docx | |
File Size: | 13 kb |
File Type: | docx |
Task 19: In this task you need to present to the class what would be your ideal school. You may work in groups of two or maximum three students. You will have only four class periods to work on this and one class period to present to the class. Your presentation can be done through a poster, Power Point, Prezi, or video. You need to focus on at least two of the following areas:
1) School subjects
2) Schedule
3) After school activities
4) School facilities
5) Type of teachers and students
As you work through your project, make sure you :
a) Plan what you are going to do.
b) Decide who is responsible for doing what.
c) Decide who is responsible for presenting what during the class presentation.
d) Take into consideration if some one is absent during the planning days or during the actual presentation on day # 5. How are you going to go about solving this problem if it arises?
e) Use images and text. Also, every one needs to have a speaking part during the presentation.
1) School subjects
2) Schedule
3) After school activities
4) School facilities
5) Type of teachers and students
As you work through your project, make sure you :
a) Plan what you are going to do.
b) Decide who is responsible for doing what.
c) Decide who is responsible for presenting what during the class presentation.
d) Take into consideration if some one is absent during the planning days or during the actual presentation on day # 5. How are you going to go about solving this problem if it arises?
e) Use images and text. Also, every one needs to have a speaking part during the presentation.
My Hometown (WOW Interdisciplinary Project)
Introduction
In this unit Language B , Language A, EAL , Art, and Digital Design are part of the World of Wearable Art project. For Spanish, we will study the theme of my hometown. In this unit we will talk about several aspects of our home town: styles of neighborhoods, services in the neighborhood, places for leisure activities, and entertainment in general.
In this unit Language B , Language A, EAL , Art, and Digital Design are part of the World of Wearable Art project. For Spanish, we will study the theme of my hometown. In this unit we will talk about several aspects of our home town: styles of neighborhoods, services in the neighborhood, places for leisure activities, and entertainment in general.
Task # 1 Our first task for this project is to research images related in any way to hometowns or cities. Above are several examples of images that relate to hometowns and cities in some way. We will spend three class periods for your resea
Word document # 1: WOW project requirements.
wow_requirements_2015_up_dated.docx | |
File Size: | 16 kb |
File Type: | docx |
Power Point # 1: My hometown
my_hometown.pptx | |
File Size: | 5525 kb |
File Type: | pptx |
Unit # 3: Mi Casa (My Home)
Topic # 1: Where do you live?
Key Concept: Creativity
Global Context: Personal and cultural expression
Statement of Inquiry: People use and design their living spaces according to their needs and wants.
Key Questions:
1. (F) What are the different living spaces in your home?
2. (C) How are we influenced by the space we live in?
3. (D) Does the space you live in meet your needs?
Power Point # 1: En mi casa
Topic # 1: Where do you live?
Key Concept: Creativity
Global Context: Personal and cultural expression
Statement of Inquiry: People use and design their living spaces according to their needs and wants.
Key Questions:
1. (F) What are the different living spaces in your home?
2. (C) How are we influenced by the space we live in?
3. (D) Does the space you live in meet your needs?
Power Point # 1: En mi casa
en_mi_casa_power_point.pptx | |
File Size: | 11271 kb |
File Type: | pptx |
Unit # 1: Shopping for clothing, accessories, and other things
Topic # 1: Talking about clothes
Students will be able to:
Say what they and others are wearing
Talk about clothes and accessories that you like, prefer, don't like and why
Power Point # 1: Ropa y accesorios
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Lesson outline:
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Topic # 2: Going shopping for clothes and accessories
Objectives: students will be able to
1. ask and say how much something cost.
2. compare prices and say that something is more expensive or inexpensive.
3. ask if they can try something on.
4. ask if something suits them and say how something looks
Power Point # 1: Going shopping for clothes and accessories
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Lesson outline:
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Topic # 3: What are you going to wear?
Objectives: students will be able to ask what someone is going to wear to a special event.
Objectives: students will be able to ask what someone is going to wear to a special event.
- say what they are going to wear to a special event.
- describe clothes and accessories.
- ask and say where certain items may be bought.
- say who they are buying certain items for.
Power Point # 1: What are you going to wear for the party?
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Lesson outline:
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Topic # 3: How does culture and the natural environment influence the type of clothe that we wear?
Students will be able to talk about how does native culture, foreign culture, and the conditions in the natural environment influence the type of clothe we wear with respect to its function, fabric, color, style, etc.
Power Point # 1: Chile y sus costumbres
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Lesson outline:
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Unit # 2: Food and Drink
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Statement of Inquiry: Cultures develop unique culinary habits and dishes combining tradition and creativity.
Inquiry questions
Factual: What are some examples of culinary dishes in Spanish speaking countries?
Conceptual: How are different ingredients used in different culinary cultures?
Debatable: Does culture influence our taste or preferences in food?
Video # 2: Ordering food at the restaurant
Visual Prompt # 2: Restaurant scene |
Actividades:
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Your tasks are the following: 1) You need to answer in written form the 27 questions. Do this in a Word document and put it in Google Drive and share it with me. Your document needs to have the 27 questions and below each questions you need to have your answers in simple but complete sentences. As write the answers to each question, let your partner read your answers so he/she may give you input on wether the sentence is complete or not or check for any spelling/grammar mistakes.
Tuesday May 13th and Wednesday May 14th I am absent these two days. Your task for the following days is to do the following: 1) Read the two (2) texts below as you listen to the audio for each text (Bares y tapas españoles y La Comida Mediterránea). After you listen to the audios, look up any vocabulary or grammar structures you don't understand in the big dictionaries in the class shelves. DO NOT USE GOOGLE TRANSLATE. I recommend you work with a partner and distribute the search for the vocabulary and grammar structures. Make sure you keep your notes about the meaning of each text in a safe place so you may use it later for reference. After you finish looking up all words and grammar, discuss the whole meaning of the text with your partner. 2) Write 4 questions for each text so another student other than your partner may answer them. Write your 4 questions in a Word document and share it with another student (not your partner). Each one of you is responsible for answering the questions shared with you by the person who wrote the questions. Important: Make sure your questions ARE NOT yes and no questions. Make them doable but challenging.
Tuesday May 13th and Wednesday May 14th I am absent these two days. Your task for the following days is to do the following: 1) Read the two (2) texts below as you listen to the audio for each text (Bares y tapas españoles y La Comida Mediterránea). After you listen to the audios, look up any vocabulary or grammar structures you don't understand in the big dictionaries in the class shelves. DO NOT USE GOOGLE TRANSLATE. I recommend you work with a partner and distribute the search for the vocabulary and grammar structures. Make sure you keep your notes about the meaning of each text in a safe place so you may use it later for reference. After you finish looking up all words and grammar, discuss the whole meaning of the text with your partner. 2) Write 4 questions for each text so another student other than your partner may answer them. Write your 4 questions in a Word document and share it with another student (not your partner). Each one of you is responsible for answering the questions shared with you by the person who wrote the questions. Important: Make sure your questions ARE NOT yes and no questions. Make them doable but challenging.
Audio # 1: Bares y Tapas Españoles
Bares y Tapas Españoles
Algo que los extranjeros tienen que tener claro es que la mayoría de los bares son también restaurantes, y viceversa. Se usan como puntos de encuentro, establecimientos sociales, lugares de juegos, para ver partidos de fútbol, para charlar, tomar café, beber, comer, salir de fiesta, cualquier otra excusa es buena, lo que explica porqué hay tantos. Un bar típico tendrá una buena variedad de “pinchos” o “tapas” (pequeñas porciones de comida) que varían de una región a otra y a menudo van incluidas en el precio de la bebida. Igual que los restaurantes, muchos de los bares también ofrecen menús diarios (3 platos a un precio fijo), platos combinados (un plato con alimentos variados) y raciones, que se suelen compartir en grupo para comer o cenar. Por supuesto que otra opción muy frecuente es la de ir de pinchos, que consiste en ir de un bar a otro disfrutando de diferentes tapas en cada uno de los bares.
Algo que los extranjeros tienen que tener claro es que la mayoría de los bares son también restaurantes, y viceversa. Se usan como puntos de encuentro, establecimientos sociales, lugares de juegos, para ver partidos de fútbol, para charlar, tomar café, beber, comer, salir de fiesta, cualquier otra excusa es buena, lo que explica porqué hay tantos. Un bar típico tendrá una buena variedad de “pinchos” o “tapas” (pequeñas porciones de comida) que varían de una región a otra y a menudo van incluidas en el precio de la bebida. Igual que los restaurantes, muchos de los bares también ofrecen menús diarios (3 platos a un precio fijo), platos combinados (un plato con alimentos variados) y raciones, que se suelen compartir en grupo para comer o cenar. Por supuesto que otra opción muy frecuente es la de ir de pinchos, que consiste en ir de un bar a otro disfrutando de diferentes tapas en cada uno de los bares.
Audio # 2: La Cocina Mediterránea
La Cocina Mediterránea
La cocina que te puedes encontrar puede ser sorprendente para algunos y el paraiso terrenal para otros. Aunque hay un adjetivo que define con seguridad la mayoría de los platos: “mediterránea”. Los españoles están orgullosos de su dieta mediterránea y muchas veces piensan que tienen la mejor y más saludable gastronomía mediterránea del mundo. La cocina mediterránea se caracteriza por tener abundancia de ingredientes en sus platos, basados en frutas, verduras y legumbres, así como pan, pasta, arroz, frutos secos (nueces, semillas de girasol, etc), aceite de oliva extra virgen, ajo, pescado, marisco, aves de corral, carnes, queso y yogourt, y por supuesto vino. Esta dieta rica y saludable, que tradicionalmente se encuentra en los países del Mediterráneo, se considera la más saludable del mundo.
miércoles 21 y viernes 22 de mayo Today you will begin a small project that will last two to three days. You will be part of a general group of about 5 people and part of an expert group of about 3 people.
The main objective of your task is to go to your expert group and look at a video that will talk about a specific Spanish recipe. In your expert group, you will become an authority on that specific recipe and make a Power Point/Prezi presentation about the recipe. Next, you will go back to your general group and share what you learned about the recipe using your Power Point/Prezi presentation. Finally, all members of the general group need to write one thing they liked and one thing they did not like about the recipe they heard on a piece of paper.
When you are seated in your general group, you will be assigned a number between 1-5. After you have your number, your teacher will dismiss you to your specific expert groups. All students who have the same number assigned to them will sit together. So, all 1s sit together, all 2s sit together, etc.
What to do once you are in your expert group
Once you are in your expert group, you will listen to the video and help each other clarify meaning, expressions, and vocabulary. Once the meaning is clear for all members in the expert group, you all need to collaborate and make a Power Point/Prezi presentation about the recipe. You will need to share this presentation with each other in the expert group. Once the presentation is done and you feel knowledgeable about the information, you will use the presentation to go back to your general group and share what you learned about the recipe.
Below, you need to watch the video that has the number you have been assigned. (The number of your expert group)
La cocina que te puedes encontrar puede ser sorprendente para algunos y el paraiso terrenal para otros. Aunque hay un adjetivo que define con seguridad la mayoría de los platos: “mediterránea”. Los españoles están orgullosos de su dieta mediterránea y muchas veces piensan que tienen la mejor y más saludable gastronomía mediterránea del mundo. La cocina mediterránea se caracteriza por tener abundancia de ingredientes en sus platos, basados en frutas, verduras y legumbres, así como pan, pasta, arroz, frutos secos (nueces, semillas de girasol, etc), aceite de oliva extra virgen, ajo, pescado, marisco, aves de corral, carnes, queso y yogourt, y por supuesto vino. Esta dieta rica y saludable, que tradicionalmente se encuentra en los países del Mediterráneo, se considera la más saludable del mundo.
miércoles 21 y viernes 22 de mayo Today you will begin a small project that will last two to three days. You will be part of a general group of about 5 people and part of an expert group of about 3 people.
The main objective of your task is to go to your expert group and look at a video that will talk about a specific Spanish recipe. In your expert group, you will become an authority on that specific recipe and make a Power Point/Prezi presentation about the recipe. Next, you will go back to your general group and share what you learned about the recipe using your Power Point/Prezi presentation. Finally, all members of the general group need to write one thing they liked and one thing they did not like about the recipe they heard on a piece of paper.
When you are seated in your general group, you will be assigned a number between 1-5. After you have your number, your teacher will dismiss you to your specific expert groups. All students who have the same number assigned to them will sit together. So, all 1s sit together, all 2s sit together, etc.
What to do once you are in your expert group
Once you are in your expert group, you will listen to the video and help each other clarify meaning, expressions, and vocabulary. Once the meaning is clear for all members in the expert group, you all need to collaborate and make a Power Point/Prezi presentation about the recipe. You will need to share this presentation with each other in the expert group. Once the presentation is done and you feel knowledgeable about the information, you will use the presentation to go back to your general group and share what you learned about the recipe.
Below, you need to watch the video that has the number you have been assigned. (The number of your expert group)
Video (Expert group # 1)Video (Expert group # 3)Video (Expert group # 5) |
Video (Expert group # 2)Video (Expert group # 4) |
MIERCOLES 28 DE MAYO Today you will present your recipe to your general groups. Remember that you are the expert for your specific recipe. Thus make sure you know your recipe inside and out. Furthermore, make your presentation is interesting. This means that you should have good pronunciation, enunciation, modulation, and projection of voice. Also, your Power Point/Prezi should use visuals effectively so your presentation is inviting.
At the end of each presentation in the general group
After each person is done presenting, there will be a question and answer session. This means that each member in the general group will ask one question to the presenter about the recipe. NO YES & NO QUESTIONS, PLEASE. Each questions needs to be in Spanish and it needs to be written down in your notebook. All answers need to be in Spanish and each group member needs to write down the answer below his/her question. If the presenter has difficulty stating the answer in Spanish, the whole group needs to come together and formulate the answer in Spanish.
At the end of all presentations in the general group
The whole group needs to decide on one presentation as the best one. Furthermore, you need to come up with three (3) valid reasons on why your group chose the presentation as the best one. Once you are done, you will report back to the whole class in Spanish, of course.
At the end of each presentation in the general group
After each person is done presenting, there will be a question and answer session. This means that each member in the general group will ask one question to the presenter about the recipe. NO YES & NO QUESTIONS, PLEASE. Each questions needs to be in Spanish and it needs to be written down in your notebook. All answers need to be in Spanish and each group member needs to write down the answer below his/her question. If the presenter has difficulty stating the answer in Spanish, the whole group needs to come together and formulate the answer in Spanish.
At the end of all presentations in the general group
The whole group needs to decide on one presentation as the best one. Furthermore, you need to come up with three (3) valid reasons on why your group chose the presentation as the best one. Once you are done, you will report back to the whole class in Spanish, of course.
Unit # 3 Leisure and travel
Topic # 2: Places, Holidays, and Travel
Students will learn about interest places to visit in Spanish speaking countries during their holidays and how to make travel arrangements and plan accommodations.
Power Point # 1: Places, Holidays, and Travel.
Statement of Inquiry: Traveling offers an excellent opportunity to communicate with others and learn about each other.
Inquiry Questions:
1. Factual: What characteristics does a tourist place have?
2. Conceptual: How does traveling influence our life?
3. Debatable: How do tourists interact with locals?
Resources: Power Point
turismo_y_viajes_3_2.pptx | |
File Size: | 3778 kb |
File Type: | pptx |
Task # 1: Review Power Point (slides 1-41). We will review the first slides together as a class.
Task # 2: Find an image on the internet about your favorite place to visit. Then you need to write a 150 word paragraph on why this is your favorite place to visit. Finally place your image and your paragraph in a one slide Power Point. You will share this with the class on the projector once everyone is done.
Paragraph
Your paragraph needs to have a the following:
Task # 2: Find an image on the internet about your favorite place to visit. Then you need to write a 150 word paragraph on why this is your favorite place to visit. Finally place your image and your paragraph in a one slide Power Point. You will share this with the class on the projector once everyone is done.
Paragraph
Your paragraph needs to have a the following:
- title
- introduction sentence
- body
- closing sentence
- transition words