SPA 1 Lesson Plan Week of October 21- November 1, 2013 Cynthia Curry, Instructor

SPA 1 Lesson plan Week of October 21- November 1, 2013 Cynthia Curry, Instructor

STANDARDS ACOS IB PHASE 1 ACTFL BLOOM’S Recognize target language words Obj. A Understand and Standard 1.1: Students Application- applying knowledge and respond to simple, short engage in conversations, to actual situations phrases spoken in context. spoken texts provide and obtain PYP Communicate information in information, express Analysis- breaking down objects Interpret basic oral and written a limited range of everyday feelings and emotions, or ideas into simpler parts and information in the target language situations and exchange opinions. seeing how the parts relate and on a are organized Request and provide variety of topics in the present time Standard 1.2: Students frame. information in a limited range understand and interpret PYP of everyday situations written and spoken Use language appropriate to language on a variety of Present oral and written a very limited range of topics. information in the target language interpersonal and cultural Standard 1.3: Students using familiar vocabulary and contexts present information, correct structure in the present Use some aspects of register concepts, and ideas to an time frame. in formal and informal oral audience of listeners or Acts. 1-4; PYP communication readers on a variety of Use basic vocabulary topics. Identify tangible and intangible accurately products Standard 4.1: Students Interact in simple and of a target culture, including symbols demonstrate and rehearsed exchanges using understanding of the expressive art forms. comprehensible pronunciation nature of language and intonation/ correct tone through comparisons of Identify typical activities and events of the language studied and a their own. target culture. PYP, act. 5 Standard 2.1: Students Identify other subject-area topics that demonstrate an relate to topics discussed in the target understanding of the language class. relationship between the practices and perspectives of the culture studied

OBJECTIVES Read and discuss things to do in San Antonio and Miami Compare what teenagers like to do. Learn why traditional Hispanic dishes change when prepared in the U.S. Review describing what someone is like using ser. Review using articles, and descriptive adjectives to talk about people. Review article-noun agreement and noun-adjective agreement.

FOCUS AND MOTIVATE Lectura cultural pp. 72–73. Have students scan the reading and make a comparison chart of San Antonio and Miami En resumen, p. 75. Review all vocabulary terms and grammar items.

TEACH Lectura cultural, pp. 72–73. Request volunteers to read out loud. Ask them why they think the Mexican influence is strong in San Antonio and why the Cuban influence is strong in Miami Proyectos culturales, p. 74. Have students investigate En tu comunidad. En resumen, p. 75. Assess which vocabulary terms need more practice and encourage students to form sentences with each. Repaso de la lección, pp. 76–77. Review ser to tell what someone is like, p. 58. Review definite and indefinite articles, p. 61. Write amigo, amiga, amigos, amigas on the board and ask students to give the definite and indefinite articles. Ask students to describe someone in the class. Review Comparación cultural, pp. 60, 68, and 72–73.

PRACTICE AND APPLY Lectura cultural, p. 72. Ask questions about San Antonio and Miami, based on the comparison chart, such as: “¿Cuáles actividades les gustan hacer a los estudiantes en San Antonio / en Miami? ¿Cuáles son los sitios de interés en San Antonio / en Miami? ¿Es mexicana o cubana la comida en San Antonio / en Miami?” Proyectos culturales, p. 74. Bring all the ingredients for salsa fresca (or ask for volunteers) and have a small group of students prepare the salsa fresca for the whole class. Instruct them to say the ingredients in Spanish as they use them. Then invite the entire class to partake, saying ¡Buen provecho! Repaso de la lección, Activity 1, p. 76. Play TXT CD 1 track 46 while they do Activity 1. Activities 2–5, pp. 76–77. Have students work in pairs or small groups.

ENRICHMENT: p. 50 The expedition of Hernando De Soto RTI Ask students what similarities and differences they see between these two cities and how they compare to where they live. Instruct students to answer the items in Activity 5 in Spanish. CLOSE: Para y piensa, p. 73. Answer the ¿Comprendiste? and ¿Y tú? questions. ASSESSMENT Culture Quiz, On-level Assessment, p. 32 Homework: Study En resumen, p. 75; Cuaderno, pp. 35–49 Lesson Test, On-level Assessment, pp. 33–39 People Search Skill: Activating prior knowledge Topic: ______Directions: For each item, find a classmate who can answer the question. Write the name of the person and his/her answer in the allotted space.

Question Answer Student responder 1. Where was Hernando De Soto from?

2. In what century did De Soto’s expedition take place?

3. What part of North America did his expedition explore?

4. Which present day U.S. cities did the expedition pass through?

5. Did the expedition encounter Native American settlements?

6. Which southeastern state has a Spanish name and what does it mean? La expedición de Hernando de Soto The map below shows one account of the expedition of Hernando De Soto, a sixteenth-century Spanish explorer. It is believed that De Soto’s team traveled through ten present-day U.S. states, and through many Native American villages. The following table gives the latitude and longitude of four U.S. cities, as well as the villages that were close to these locations. Use the coordinates to find the city that corresponds to each Native American village.

Vocabulary Recognition Quiz Nombre______Fecha______Periodo:____ Prueba 1 Vocabulario A. Several of your classmates are describing themselves. Circle the letter of the answer that bests completes each sentence. 1. Me gusta practicar muchos deportes porque soy ____ . a. guapo b. artístico c. bajo d. atlético 2. Me gusta hacer la tarea después de las clases porque soy ____ . a. estudioso b. grande c. pelo d. una persona 3. A mí no me gusta trabajar. Soy muy ____ . a. trabajadora b. buena c. perezosa d. estudiosa 4. Tengo pelo ____ . a. atlético b. castaño c. artístico d. inteligente 5. No soy baja. Soy una chica ____ . a. alta b. simpática c. inteligente d. perezosa 6. Soy una persona ____ . Me gusta mucho estudiar. a. desorganizada b. seria c. mala d. perezosa 7. Me gusta pasar un rato con los amigos porque ellos son muy ____ . a. simpáticos b. bajos c. malos d. pequeños 8. El estudiante no es viejo. Es ____ . a. el amigo b. artístico c. joven d. la persona 9. Tengo ____ rubio. a. pelo b. castaño c. alto d. bajo 10. Me gusta estudiar. Soy ____ trabajador. a. porque b. muy c. todos d. un poco