Allison Comer, Heather Thomson,Melisa Rivas, Colette Buckberry

Unit Plan- ¡Ponte en forma!

Introduction:

Class Demographicso Language: Spanisho Level: 3o Class size: 24 studentso Textbook: ¡Ven Conmigo! Level 2o Time period: 3 week unit

60 minute class periods

Unit Title: ¡Ponte en forma! (Get in Shape!)

Unit Topic: Maintaining your health

Unit Theme:o Essential question- What do you do to stay healthy? Do you exercise regularly

and eat healthy food?o Based on the theme of staying healthy, students will learn about sports and

exercise activities; body parts and possible injuries; and nutrition and healthy food choices.

Unit Rationale:o This unit will connect various topics in students’ every day lives (such as sports

and food) into a realistic and useful application- staying healthy.o Students will discuss, in Spanish, actual activities they can do and foods that they

can eat to maintain their health. Makes connections to Health Class

o Students will learn basic body parts and injuries in Spanish, which would be useful to know if they were ever sick or injured while abroad.

o Students will learn how to give advice to others in Spanish about healthy choices.o Students will learn new grammar points in the context of health

Reflexive verbs- as they relate to doing exercise Participles as adjectives- as they relate to injuries

Assumed Prior Knowledge:o Basic foods

We will expand on this knowledge by discussing nutritiono Commandso Past Preterite tense

Proficiency Goals:o Content Objectives:

Students will learn vocabulary and grammar related to sports/ exercise. They can use the vocabulary to talk about their own daily activities They can use the vocabulary to give advice to others about staying

active/ healthy They will learn a new grammar item- using reflexive verbs to talk

about exercising (moverse, inscribirse en un gimnasio etc) Students will learn vocabulary and grammar related to body parts and

possible injuries that can occur when doing sports/ exercise. They can use the vocabulary to describe injuries to a doctor They will learn a new grammar item- using the -ed (-ido/-ado)

ending as an adjective when describing injuries (torcido/a, hinchado/a etc.)

Students will learn vocabulary related to the food pyramid and the nutritional value of various foods.

They can use the vocabulary to discuss what they eat and analyze how healthy their diet is

Students can connect all of these topics into a brochure from a gym or personal trainer which gives advice on how to stay healthy.

o Language Objectives: Reading:

Students will read scripts of a video before watching it in class They will read gym websites in Spanish

Writing: Students will complete a letter of advice to a friend with tips to

stay active They will create a brochure from a gym or personal trainer

Listening: Students will watch a video about sports in Spanish They will listen to each other’s brochure presentations

Speaking: Students will practice speaking during several in-class group

activities such as trainer/client and doctor/patient activities They will speak in Spanish while presenting their brochure to the

rest of the class

Standards:o Communication:

Interpersonal- students will complete group activities in class, and they will work together to create brochures

Presentational- students will present their brochures to the classo Connections:

This unit will make connections to topics in Health Class such as exercise, the food pyramid and nutrition

o Comparisons: Comparisons will be made between English grammar and Spanish

grammar when introducing the use of participles as adjectives (i.e. the past ending –ed can also be used as an adjective in English

[twisted], just as the past participle –ido/ado can also be used as an adjective in Spanish [torcido] ).

o Culture: Products- students will look at food pyramids written in Spanish that are

used in other countries Practices- students will visit the websites of several gyms located in

Mexico to see what common practices are at gyms in Mexico

Unit Web Key Concepts

o Grammar Points Reflexive verbs related to sports/gym activities/injuries Using the past participle (ido/ado) as an adjective Prior knowledge: use of the preterite tense

o Functions Given that the unit focuses on themes related to staying in shape and

maintaining overall good health, and these themes are often worked with in professional settings (such as between trainers and clients, doctors and patients, nutritionists and clients, etc.), semi-professional language should be used by the teacher and students when discussing these topics in order to emulate real-life situations.

o Vocabulary Sports/activities Body parts related to sports/activities Bodily injuries Words related to categories of a food pyramid Prior knowledge: previously-learned words related to eating habits

o Culture Compare sports popular in the United States with those popular in

Spanish-speaking countries Study food pyramid from Spain Use websites for gyms in different Spanish-speaking countries as

references for ideas to create a fake gym/fitness club brochure.o Rationale offered connecting these to the unit theme

Discussion of various sports/activities reveals one of several types of ways of maintaining good health

Discussion of body parts and possible ways of injuring oneself/healing touches on specific things that can affect overall health

Discussing personal fitness/health goals makes one more mindful of the habits that should be acquired to achieve them

Students will be exposed to various food pyramids, discuss the nutritional value of foods contained within the pyramids, and discuss their personal eating habits, therefore making them more aware of positive and negative choices for staying healthy

Brochures and presentations bring together different types of information about maintaining a healthy lifestyle in an organized, useful format

Logisticso Brief description of major activities

Work with an assortment of new vocabulary Express verbal and written opinion on sports/activities

Write a letter to a hypothetical Spanish-speaking person on the topic of sports/activities

Client/Trainer activity: Personal goal description, instructions for achieving it

Students trace each others’ bodies and label parts/possible injuries Partner discussion of how/where on the body injuries occurred Patient/Doctor skit: Injury description, recommendation for healing Exam review Comprehensive exam Assemble and discuss the aspects of a food pyramid in class Discuss personal food choices and give others advice Create group brochure for fake gym/fitness club Group presentation of brochure and ideas for fake gym

o Materials required Computer/Internet Youtube video clip

(http://www.youtube.com/watch?v=1796OXXdVzs) Textbook: ¡Ven Conmigo! pp. 114-115, 117, 119 A large food pyramid on a Post-It paper Pictures of various foods Food Pyramid from Spain Brochure paper

Overall timeline of unit

Class: Foreign Language; Spanish IIIClass Size: 24 studentsGrade Level: 11 & 12

Content objective(s): In this lesson, students will be introduced to a variety of different sports played in the United States as well as other Spanish-speaking countries. Students will also develop general knowledge of ways to maintain a healthy life.

Language objective(s):

(1) Students will be exposed to new vocabulary words(2) Students will be listening to the target language(3) Students will write in the TL (4) Students will practice their oral skills

Communication mode(s):

Interpersonal

Interpretive

Standards (MI):

Communication:

1.1.N.SL.j 1.2.N.L.c Share likes and dislikes in Understand main idea the target language with a of a visual media or live classmate presentation (film/DVD, T.V. shows and commercials, theatre and musical production)

Connections :

3.1.N.a Reinforce previously learned content knowledge through the target language

Comparisons :

4.2.N.a Identify basic target culture practices and compare them

to one’s own

Culture :

2.1.N.H.d Identify and describe significant current events in a country in which the

language is spoken

Materials Needed:

Paper Pencils/Pens Internet/ Computer Youtube video-clip

http://www.youtube.com/watch?v=1796OXXdVzs

Text Book: ¡Ven conmigo! Page 117

Procedure:

(1) Teacher will write question(s) for warm-up activity on the overhead(2) Students will have 5 minutes to write their answers(3) Students will share answers with the class (5 minutes)(4) Teacher will show students a video-clip on sports (2 minutes)(5) Students will share their thoughts and/or opinions on the clip (in target language)

(3 minutes)(6) Teacher will ask students to go to page 117 on their ¡Ven conmigo! Textbook(7) Students will repeat after teacher new vocabulary words on sports (3-5 minutes)(8) Students will break down into six groups of four(9) Students will write about sports that are popular in the United States and compare

them with popular sports in Spanish-speaking countries (15-20 minutes)(10) Students will also write in complete sentences about their favorite sport in TL (10-15 minutes)

(11) Teacher will ask a couple of students to share with the class about what they wrote (3-5 minutes) (12) Students will move back to their seats and turn in their assignment

Warm up: “ Deportes ” (Sports) Time: 5 minutes

The warm-up activity consists of several questions asked in TL. Since we will start on a Unit that consists of activities/things you can do to maintain a healthy life, the

warm-up activity will have a focus on sports. Some of the questions asked during the warm-up could be:

(1) ¿Juegas algún deporte? ¿Qué tipo de deporte(s) juegas? (Do you play any sports? What type of sport(s) do you play?)

(2) ¿Estás tomando alguna clase de educación física? (Are you enrolled in a PE class?)

(3) ¿Cuáles deportes se practican aquí en la escuela? ( Which are the sports that we have here in our school?

Activity 1: “Expandiendo tu vocabulario” (Expanding Your Vocabulary)

In this activity, students will have the opportunity to watch a video-clip on sports. They will also visit their textbook to go over new vocabulary terms dealing with sports. They will then practice their pronunciation skills and share with the class their thoughts/ ideas in TL.

Time: 10 minutes

Rationale: The purpose for this activity is so students can familiarize with sports terminology and pronunciation.

Differentiation strategies:

The use of a video-clip serves as visual aids to accommodate those students who are visual learners.

Activity 2: ¿Cuál es tu deporte favorito? (Which is Your Favorite Sport?)

In this activity students will be asked to work in groups of four. There will be a total of six groups. On a sheet of paper students will write and/or compare popular sports played in the United States versus sports played in various Spanish-speaking countries. They can use their books as a guide but they need to make sure they maintain originality. They will then write in complete sentences about their favorite sport. After they are done, they will share with their partners and at the end share with the whole class on what they wrote for that assignment. They will finally be asked to go back to their desks and turn in their assignments.

Time:25-35minutes

Rationale: The purpose for this activity is for students to interact with their classmates and by doing so they will also be practicing their oral skills in TL as well as helping each other complete their assignment (Group Collaboration). Students will also get exposed to culture as they will be comparing sports played in the U.S. vs. sports played in other

Spanish-speaking countries.

Differentiation strategies:

Promoting a community of learners. Having students interact with one another is helping them develop their communication skills in the target language.

Homework / Extentions:

Students will be asked to go over vocabulary words on page 117 of the ¡Ven conmigo! Textbook

Unit Plan- ¡Ponte en forma!

Daily Schedule for Week 2:

Monday Tuesday Wednesday Thursday Friday- Introduce basic body parts that can be related to sports/ activities or injuries. - Students will do a small project that involves drawing a body and labeling the body parts.

- Introduce injuries that can occur in the body parts discussed Monday.- Students will relate these injuries to the sports vocabulary from the previous week by stating how they injured themselves.

- Continue more in-depth with the injuries vocabulary by introducing a new grammar item: Using the past participle as an adjective.- Students will be able to use the ido/ado ending to say that they have a particular body part that is injured.

- Students will review the body parts and the injuries vocabulary/ grammar by doing an in-class activity between a doctor and a patient.- We will review the material from the past two weeks for the test on Friday.

- Comprehensive exam covering sports, exercise activities, body parts, injuries, reflexive verbs, past participles and giving recommendations.

Date: Late lesson plan- Monday of week 3

Topic:The food pyramid and nutritional value of various foods.

Content objective(s): Students will learn vocabulary related to the food pyramid and the nutritional

value of various foods.o i.e. carbohidratos, grasa, azúcar, frutas, vegetales etc.

Students can use the vocabulary to discuss what they eat and analyze how healthy their diet is.

Students can give advice to a peer about healthy eating choices.

Language objective(s): Reading- students will read a food pyramid in Spanish Writing- students will write a paragraph about their eating habits and their

favorite snack food Speaking- students will practice giving advice to a fellow classmate about healthy

food choices Listening- students will listen to their partner speaking and giving advice

Communication mode(s): Interpersonal – Students will work in groups to discuss the food pyramid and give

advice about good eating habits.

Standards (ACTFL & MI): Communication –

o Interpersonal- Students will work in groups to discuss the food pyramid and give advice about good eating habits.

o 1.1.N.SL.k - Share opinions and preferences in the target language with their classmates

Students will share their food preferences with a classmate Connections –

o This lesson will make connections to Health and even Science classes by discussing the food pyramid and various aspects of nutrition such as fat, carbohydrates and sugars.

o 3.1.M.a - Acquire new content knowledge about familiar topics through the target language

Students will expand on knowledge that they may have about the food pyramid (in Spanish).

Culture –o Products- Students will read a food pyramid from Spain written in Spanisho 2.2.N.F.a- Describe the products needed to carry out daily routines and meet basic needs within a

community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services)

Students will be shown some of the food commonly eaten in Spain

Materials Needed: A large food pyramid drawn on a Post-It paper with the categories labeled in

Spanish, but the sections left blank of pictures

Pictures of food from various food groups for students to put into pyramid Ven Conmigo textbook Food Pyramid from Spain to put on the overhead

Procedure: We will begin the class with a warm-up in which students write, in Spanish, about

their favorite snack food. Next we will do an activity with the food pyramid where each student has a

picture of a piece of food that they must place into a blank pyramid. Next we will use page 125 of the text book to compare the food pyramid the

students created to the one in the book. We will discuss the parts of the food pyramid in Spanish and the nutritional value of various foods.

Then we will look at a food pyramid created in Spain and compare it to the one in the book.

Lastly, students will do a partner activity in which they will discuss their own food choices and give each other advice about healthy eating.

Warm up: Time: 10 minutes

When the students come into class there will be a writing prompt up on the overhead. The prompt will ask the students to write a few sentences in Spanish describing what they like to eat, what their favorite snack food is and what foods they eat most often. Students will write individually for a few minutes and then I will ask them to hold onto their responses to use later in the class.

Activity 1:Students will be given pictures of food and they must put them into a blank food pyramid

Time10 minutes

Rationale: Lets students try to inductively figure out what the parts of the pyramid are in Spanish, based on previous knowledge of where different foods go in the pyramid.

Each student will be given a different picture of a piece of food from one of the 6 food groups

o i.e. one has a piece of cheese, another has an apple, another has a candy bar, another has broccoli etc.

Students will go up 3 at a time and put their picture in the place they believe it belongs in the food pyramid

o There will be tape at the front of the room for students to stick their picture on with

o The food pyramid will be empty, but each food group will be labeled in Spanish so the students can try and figure out what the food groups mean

Differentiation strategies:This is a hands-on activity that allows students to actively engage in the material. Good

for visual learners and students who have difficulties with attention.

Activity 2:Students will open their books (Ven Conmigo) to page 125 where there is a food pyramid in Spanish and we will have a class discussion about the pyramid

Time20 minutes

Rationale:This gives students an opportunity to compare the food pyramid they created to the food pyramid in the book. Allows us to not only learn new vocabulary related to the food pyramid, but to actually discuss the nutritional value of various foods in the pyramid.

Students will look at the food pyramid in Spanish and we will discuss whether or not the foods were placed in the correct place in the pyramid on the board.

o Students can move some of the foods if any of them were placed in the wrong group

We will discuss what all the words in the pyramid mean o Granos – grainso Frutas – fruitso Vegetales – vegetableso Productos lácteos – dairyo Carne y frijoles – meat and beanso Acietes – oils

We will discuss the nutritional value of each group of foods in the food pyramid and I will ask them to write down two things that each food group contains in their notes

o i.e. for sweets they can write azúcar y grasa (sugar and fats), vegetables have vitaminas (vitamins), grains have carbohidratos (carbohydrates) etc.

Differentiation strategies:Students can correct their own mistakes if they see a mismatch between the pyramid in the book and the one they created on the Post-It. Self-correction strategies.

Activity 3:Look at a food pyramid created in Spain based on the traditional Mediterranean diet.

Time5 minutes

Rationale:Allows students to analyze the similarities and differences between the food pyramid used in the U.S. and the food pyramid based on a Spanish diet. Also provides another example of a food pyramid written in Spanish.

At the end of our discussion about the food pyramid I will put a picture of a food pyramid used in Spain on the overhead.

We will briefly discuss what parts are similar to the food pyramid shown in our book and what parts are different.

Differentiation strategies:Gives students more than one example of a food pyramid in Spanish- gives them multiple inputs. This is a way to briefly review and sum up everything we just discussed about the food pyramid and to reinforce the vocabulary we have just learned (i.e. students must use the vocabulary to discuss similarities or differences in the food pyramid)

Activity 4:Students will practice giving advice about healthy food choices.

Time15 minutes

Rationale: Lets students return to their writing from the beginning of the class and see what kind of food choices they are making. Also lets students practice the new nutrition vocabulary while giving advice about good eating habits.

Students will be asked to read what they wrote at the beginning of the class and think about where their favorite foods fall in the food pyramid

Students will get into groups of two and tell their partner what they said their favorite snack food is and how healthy their eating choices are

Students will then take turns giving each other advice about what they should eat based on what they told each other about their eating habits, and based on the nutritional values of the foods in the pyramid (Ven Conmigo, pg 125)

o Students will be asked to use some words they already know such as: evitar (avoid), comer (eat), beber (drink), desayunar (eat

breakfast), consumer (consume), and comprar (buy)

Differentiation strategies:This partner activity allows students to help each other while discussing the food pyramid. Students who may understand the material or the assignment better can help explain to those who are struggling.

Homework / Extensions:

Students will be asked to return to their warm-up and group work from today and write a short paragraph in Spanish about whether or not they think their eating choices are healthy, what food groups they eat the most, and what food group their favorite snack food belongs to.

Warm-up

Escribe 3 oraciones sobre tu tipo de comida favorita:

¿Qué te gusta comer?

¿Cuál es tu merienda favorita?

¿Qué tipo de comida comes con más frequencia?

Write 3 sentences about your favorite food:

What do you like to eat?What is your favorite snack?What type of food do you eat most often?

Sample food pyramid and food pictures

Food pyramid from Spain to put on overhead

Granos

Vegetales Frutas

Productos lácteos

Carnes

Acietes

Date: Class: Foreign Language Spanish III classClass size: 24 studentsGrade Level: 11th and 12th graders

Content objective(s): In this lesson, the students will be able to create an informative brochure in Microsoft Word. (Later, the students will use this for a presentation.)

Language objective(s): Students will be doing this through reading, writing and listening. The students will have to read and research online websites of gyms that are in Spanish. They will then have to write their own brochures using their own words in the target language.

Communication mode(s): Interpersonal - Interpretive - Presentational -

Standards (ACTFL & MI code): Connections – There will be connections that can be made to the

student’s health and gym classes. This lesson involves nutrition and other activities to stay healthy. MI 3.1.M.a – new content about familiar topics MI 3.2.M.a – use printable martial in TL

Culture – The students will be exposed to certain websites that will help with creating their brochure. The websites will be provided and they may choose which ones to use. They will be from other gyms from Spanish speaking countries.

Materials Needed: Computers Students Internet access / Microsoft

Word Web sites Sample brochure Student’s books –

vocabulary sheet Textbook: ¡Ven Conmigo! Rubric / requirements sheet

(checklist)

Preparation: Have all materials printed

out Have computer lab

reserved for Tuesday-Thursday

Procedure: First Day: Warm up – 5 minutes Split up into groups (pre-assigned) Introduce brochure idea – have example to show them Pass out rubric, instructions and sample template Go through each section: ¿Qué ofreces?, Las membresías,

Las clases, ¿Por qué nuestro gimnasio?, Para mantener la bienestar, Recomendaciones and a free one. (20 minutes)

Review each topic while reading through example Go to computer lab Show students the websites they are allowed to work

with: no need to be at any other websites. No English / Spanish translation sites. *http://www.garatgym.es/index.htm (Spain)*http://www.gimnasiosantillana.com/home-espanol.html (Colombia)*http://www.megatlon.com/index.php (Argentina)*http://kronovida.com/ (Mexico)

Students use remaining time to work on their own presentation. (15)

Warm up: The warm up will be a review to get them ready to make brochures. They will have to list five sentences in Spanish about how to stay healthy. Have six volunteers give answers. (five minutes)

Day 1: Activity 1 Go through brochures – each category.

Time20 minutes

Rationale: To prepare themselves for creating a brochure.

1. After students complete warm up, split them into six groups of four. This should be prearranged.

2. Give each person a copy of the template and a copy of the rubric/handout.

3. Explain to students that each group will be making up their own brochure. They will then be giving a short group presentation to try and sell their “product” or gym.

4. Each group member will be in charge of two sections. The last one, free category, may be done together. This one should be creative.

5. Go over the each category. Tell them to take notes during this part to make the creating part easier: ¿Qué ofreces? (what do you have to offer: For example, what types of classes? What kinds of equipment? Is there a swimming pool? Give examples.

6. Las membresías (membership): How much does it cost? Is it for adults and/or children? What does the membership include?

7. Las clases (the classes): what types of classes? Swimming? Martial arts? Aerobics? Ask for volunteers for what types of classes they have seen offered at their local gym.

8. ¿Porqué nuestro gimnasio (Why our gym)? What makes your gym unique? Why should we select your gym and not the others?

9. Para mantener la bienestar (how to maintain healthy lifestyle): What types of foods should be eaten? What type of drinks are healthy? What types of activities? Should people take vitamins? Ask for some volunteers to say what types of foods they eat to stay healthy.

10. Recomendaciones (recommendations): How can people prevent injuries (cramps, sprains).

11. Free category: Students may be creative here. They can do something for children, types of gym trainers, what type of equipment they have.

12. The front of the brochure must include a picture (gym website / clipart) and a gym name; advise students to come up with this first.

13. The back of the brochure must include a telephone number (fake 555), hours of their gym, e-mail (fake) and name of their website (fake: www.nameofgym.com)

14. Going over each category should take about twenty minutes. 15. After going over the categories, go over the hand out explaining

the project and also the rubric. (5 minutes). Take any questions, and ask if there are any questions. Explain that students must use the vocabulary from the chapter.

Differentiation strategies: Having an example for each student to look at. This visual aid will help students if they are a visual leaner. Also, we explicitly will go over each category which is helpful for students if they need to hear everyone instead of just getting a handout and telling them to work on it.

Day 1 Activity 2: Research project and work on it in library

Time40 minutes

Rationale: Will need to create a brochure in order to give presentation.

1. Take students to the computer lab. Have them bring their belongings; we will have class here until the end of the hour. Have them sit in their groups, two people to a computer. Make sure they brought with them their rubric and handout; this has the guidelines on it. It also has the sample websites. They are only to use these websites. There is no reason for any other website to be on the screen (translations, e-mail, games). (5 minutes). Write websites on the board for them to see: *http://www.garatgym.es/index.htm (Spain)

*http://www.gimnasiosantillana.com/home-espanol.html (Colombia)*http://www.megatlon.com/index.php (Argentina)*http://kronovida.com/ (Mexico)Also write on board that they are not to use any English/Spanish translation web-sites. Remind them that it is easy to tell when things have been translated online, so I will be able to tell. Points will be deducted if using an online translator.

2. Have the students open up Microsoft Word and find the correct template that will be used. The template should already be pre-written so students can just write things in the section that is necessary. Go through on the head computer that will show up on the screen so that each group has the correct category in each spot. Ask if there are any questions or if anyone needs help with anything, (5 minutes).

3. They may find a picture for the gym from clipart or from a gym website that has been given first. They must also come up with a gym name.

4. Ask for any questions. Explain how students will be able to add content of their own. They may not copy and paste from the internet or use a translator. They may keep their vocabulary sheets and text book in front of them for help.

5. Students may use the remaining time for research on the websites. Teacher should walk around and monitor the students. Answer any questions needed. Recommend

splitting up the work today so that they may work on it outside of class if they would like. (15)

6. When bell rings, students may be dismissed. They may start researching outside of class for homework. Tell students to meet in the classroom tomorrow and then we will walk down to the computer lab as a class.

Differentiation strategies: It would be helpful for students who prefer to work in groups. They will be split up in groups that I know will work well together. Also if certain students have trouble with technology based things, I will have them with someone who is proficient in it, but someone who will help instead of doing the whole thing by themselves.

Activity 3

Activity 4

Homework / Extentions:

For homework, the students are to continuing working on their brochure. They may research their parts and we will be going to the library for the next two days. After they have finished their brochures, they will be preparing a 5-7 minutes

presentation. It will be in all Spanish. Each person will present their own two that they researched. The last two may be by whomever. The presentation should be “selling” their gym to the class; why their gym is better than the others. Each person must speak during the presentation.

Brochure Grading Rubric – 55 total pointsBrochure Rubric Possible Percentage

PointsInstructor Assessment

Use of Spanish / Grammar / Pronunciation

15 Points

Information / Sources 8 Points

¿Qué ofreces? 4 Points

Las membresías 4 Points

Las clases 4 Points

Categoría libre 4 Points

¿Porqué nuestro gimnasio?

4 Points

Para mantener la bienestar

4 Points

Recomendaciones 4 Points

Overall Appearance 4 Points

¡Nuestro gimnasio!

For the final project of this chapter, you will be split up into groups of four. You will be creating a brochure about a gym. We will be meeting in the regular class and then walking down to the computer lab as a class. After you have made a brochure, your group will give a 5-7 minute presentation. You may use this as a checklist to make sure everything is in the brochure. There are two parts to this project: Part 1: Create a brochure – 55 pointsThere are eight categories in the brochure. Each group member will have two sections to work on. The remaining one, Free Category, will be worked on together. Please be creative when making this one. The categories are:

1. ¿Qué ofreces? (What do you have to offer?)

2. Las membresías (memberships)3. Las clases (classes)4. ¿Porqué nuestro gimnasio? (why our

gym?)

5. Para mantener la bienestar (to maintain good health)

6. Recomendaciones (recommendations)

7. Categoría libre

We will continue working on the brochure in class on Wednesday and Thursday this week. Your group may use these following websites as resources.

1. http://www.garatgym.es/index.htm (Spain)2. http://www.gimnasiosantillana.com/home-espanol.html (Colombia)3. http://www.megatlon.com/index.php (Argentina)4. http://kronovida.com/ (Mexico)

Students must use at least ten vocabulary words from the chapter: 1. Inscribirse en un gimnasio2. Moverse3. Levantar pesas4. Hacer abdominales5. Saltar a la cuerda6. Practicar las artes marciales7. Sudar

8. Bajar de peso9. Aumentar de peso10. Tener calambre11. Torcerse el tobillo12. Doler (ue)13. Lastimarse14. Hacerse daño

Each brochure front cover must have a gym name (think of your own!) and a picture. It may be from clipart or from one of the given gym websites. It can be a picture of a gym or of something that involves staying healthy!

Each brochure back cover must include the following:

1. Name of gym2. Fake phone number (555)3. The hours of the gym4. A fake email5. A fake web site (www.nameofgym.com)

You will be graded on your use of Spanish in the brochure, for each individual category and the overall appearance.

Part 2: Presentation – 20 points

After you have created your brochure, each group will give a 5-7 minute presentation. Each group member will need to speak; each group member should speak about the category that he or she created. You will be graded on your use of Spanish, an individual performance, group performance and preparedness.

Presentation Grading Rubric – 20 total points

Oral Presentation Grading Rubric

Possible Percentage Points

Instructor Assessment

Use of Spanish / Speaking Pronunciation Grammar Spanish not

English

5 Points

Individual Performance Each person

speaks Shares own ideas Each person

covers two topics from brochure

5 Points

Group Performance Collaboration

5 Points

Preparedness Smooth

transitions No large breaks Length of time

(4-5 minutes)

5 Points

Nombre: ______________________ Fecha: ________

¡Ponte en forma!Prueba I: Capítulo V

A. Instrucciones : Escribe la letra de la definición con la palabra correcta. (Match each definition with the correct word)

______ (1) Baloncesto ______ (2) Fútbol americano

______ (3) Tenis

______ (4) Fútbol

______ (5) Ciclismo

______ (6) Atletismo

______ (7) Montañismo

______ (8) Béisbol

______ (9) Senderismo

______ (10) Voleibol

______ (11) Saltar a la cuerda

______ (12) Hacer abdominales

a. Actividad deportiva o de tiempo libre que consiste en caminar por el monte o la montaña.

b. Juego entre dos equipos de nueve jugadores cada uno que se practica con una pelota y un bate, y en el que los jugadores han de recorrer ciertos puestos o bases de un circuito.

c. Práctica de ejercicios basados en la carrera, los saltos y los lanzamientos.

ch. Deporte estadounidense, parecido al rugby, que se juega entre dos equipos de once jugadores.

d. Deporte practicado entre dos equipos de once jugadores cada uno, que se disputan un balón con los pies y tratan de introducirlo en la portería contraria siguiendo determinadas reglas.

e. Deporte que se practica en un terreno llano, rectangular, dividido por una red intermedia, que consiste en golpear la pelota con la raqueta para que vaya de una parte a otra del campo por encima de la red.

f. Deporte que se juega entre dos equipos de cinco jugadores cada uno, que, botando la pelota, tratan de acercarse a un aro que está a cierta altura para introducir el balón en él.

g. Deporte que consiste en hacer excursiones por las montañas o en escalarlas.

h. Deporte y uso de la bicicleta.

i. Juego entre dos equipos de seis jugadores, que consiste en lanzar con las manos el balón por encima de una red al campo contrario.

j. Es un ejercicio que consiste en acostarse boca arriba e inclinarse hacia el frente.

k. Es un ejercicio que consiste en dar saltos con una cuerda.

B. Instrucciones: Rellena el espacio en blanco usando la conjugación reflexiva del verbo. Asegúrate de conjugar los verbos en el pretérito. (Fill in the blank using the right verb conjugation in the reflexive form. Make sure to conjugate the verbs in the preterite tense)

1. Yo ________________ (inscribirse) en el gimnasio.

2. Esteban y su familia _______________ (estirarse) esta mañana antes de correr.

3. Los estudiantes ________________ (moverse) en la clase de gimnasio la semana pasada.

4. Julio _________ (lastimarse) el cuello jugando fútbol americano el viernes pasado.

5. Antonia ___________ (torcerse) el hombro durante la práctica de tenis hace tres días.

C. Instrucciones: Rellena el espacio en blanco usando el participio.(Fill in the blank using the participle)

1. Pablo se torció la muñeca.Pablo tiene la muñeca ___________ (torcer).

2. Juana y Lupita se lastimaron las rodillas.Jana y Lupita tienen las rodillas __________ (lastimar).

3. María se cayó de la bicicleta y se torció el tobillo. María tiene el tobillo __________ (torcer).

4. Andrés fue al médico y le pusieron una inyección. Andrés tiene el hombro ___________ (hinchar).

5. Isabel se fracturó la pantorrilla jugando tenis. Isabel tiene la pantorrilla _____________ (fracturar).

D. Identifique las partes del cuerpo en el espacio apropiado.(Identifying body parts)

E. Recomendación:

Mariano ha aumentado mucho de peso. ¿Qué le recomendarías que hiciera para tener una vida más saludable? ¿Qué deportes debería practicar? Asegúrate de escribir de 3-5 oraciones completas. (Mariano has gained a lot of weight. What could you recommend him to do to maintain a healthy life? What sports should he play? Make sure you write 3-5 complete sentences)

Partes del cuerpo:

Key:

¡Ponte en forma!Prueba I: Capítulo V

B. Instrucciones : Escribe la letra de la definición con la palabra correcta. (Match each definition with the correct word)

_f (1) Baloncesto _ch (2) Fútbol americano

_e_ (3) Tenis

_d (4) Fútbol

_h_ (5) Ciclismo

_c (6) Atletismo

_g (7) Montañismo

_b (8) Béisbol

_a _ (9) Senderismo

_i__ (10) Voleibol

_k_ (11) Saltar a la cuerda

_j_ (12) Hacer abdominales

l. Actividad deportiva o de tiempo libre que consiste en caminar por el monte o la montaña.

m. Juego entre dos equipos de nueve jugadores cada uno que se practica con una pelota y un bate, y en el que los jugadores han de recorrer ciertos puestos o bases de un circuito.

n. Práctica de ejercicios basados en la carrera, los saltos y los lanzamientos.

ch. Deporte estadounidense, parecido al rugby, que se juega entre dos equipos de once jugadores.

o. Deporte practicado entre dos equipos de once jugadores cada uno, que se disputan un balón con los pies y tratan de introducirlo en la portería contraria siguiendo determinadas reglas.

p. Deporte que se practica en un terreno llano, rectangular, dividido por una red intermedia, que consiste en golpear la pelota con la raqueta para que vaya de una parte a otra del campo por encima de la red.

q. Deporte que se juega entre dos equipos de cinco jugadores cada uno, que, botando la pelota, tratan de acercarse a un aro que está a cierta altura para introducir el balón en él.

r. Deporte que consiste en hacer excursiones por las montañas o en escalarlas.

s. Deporte y uso de la bicicleta.

t. Juego entre dos equipos de seis jugadores, que consiste en lanzar con las manos el balón por encima de una red al campo contrario.

u. Es un ejercicio que consiste en acostarse boca arriba e inclinarse hacia el frente.

v. Es un ejercicio que consiste en dar saltos con una cuerda.

C. Instrucciones: Rellena el espacio en blanco usando la conjugación reflexiva del verbo. Asegúrate de conjugar los verbos en el pretérito. (Fill in the blank using the right verb conjugation in the reflexive form. Make sure to conjugate the verbs in the preterite tense)

6. Yo me inscribí (inscribirse) en el gimnasio.

7. Esteban y su familia se estiraron (estirarse) esta mañana antes de correr.

8. Los estudiantes se movieron (moverse) en la clase de gimnasio la semana pasada.

9. Julio se lastimó (lastimarse) el cuello jugando fútbol americano el viernes pasado.

10. Antonia se torció (torcerse) el hombro durante la práctica de tenis hace tres días.

D. Instrucciones: Rellena el espacio en blanco usando el participio.(Fill in the blank using the participle)

6. Pablo se torció la muñeca.Pablo tiene la muñeca torcida (torcer).

7. Juana y Lupita se lastimaron las rodillas.Jana y Lupita tienen las rodillas lastimadas (lastimar).

8. María se cayó de la bicicleta y se torció el tobillo. María tiene el tobillo torcido (torcer).

9. Andrés fue al médico y le pusieron una inyección en el hombro. Andrés tiene el hombro hinchado (hinchar).

10. Isabel se fracturó la pantorrilla jugando tenis. Isabel tiene la pantorrilla fracturada (fracturar).

E. Identifique las partes del cuerpo en el espacio apropiado.(Identifying body parts)

F. Recomendación:

Mariano ha aumentado mucho de peso. ¿Qué le recomendarías que hiciera para tener una vida más saludable? ¿Qué deportes debería practicar? Asegúrate de escribir de 3-5 oraciones completas. (Mariano has gained a lot of weight. What could you recommend him to do to maintain a healthy life? What sports should he play? Make sure you write 3-5 complete sentences)

Ejemplo/Example:

Yo creo que deberías inscribirte en un gimnasio para bajar de peso y mantenerte más saludable. También, podrías hacer ejercicios como saltar la cuerda o hacer abdominales. Hay muchos deportes como el fútbol y el baloncesto que también te podrían ayudar a mantenerte más sano. Por último, me gustaría recomendarte que trates de correr media hora tres veces por semana.

Partes del cuerpo:

Substitute Plan

Content Objective(s):To use a set of given gestures to be associated with the meanings of specific vocabulary words, and to be able to identify the meanings of vocabulary words in different contexts.

Language Objective(s):Reading: Students read and interpret sentences written in the target language.Listening: Students listen to the pronunciation of new vocabulary words, and listen to sentences that are read in the target language.Speaking: Students repeat new vocabulary words after they are introduced.

Communication mode(s):

□ Interpretive: Students interpret the meaning of spoken words (along with their gestures). They also interpret the meaning of sentences written in the target language.

Standards (ACTFL & MI code):□ Communication-1.2.N.L.a: Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests. -1.2.N.L.d: Understand main idea of an audio presentation (lecture). -1.2.N.R.b: Understand main idea of simple accessible written materials in the target language such as stories.□ Connections -3.1.N.a: Reinforce previously learned content knowledge through the target language.□ Comparisons -4.1.N.a: Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed words). -4.1.N.b: Identify basic differences and similarities in grammatical structures between one’s own language and the target.

Materials Needed:□ ¡Revienta el Globo! worksheet□ colored markers□ Substitute Plan: short packet information/instructions for substitute

Preparation:□ Regular teacher will have need to have created the Substitute Plan complete withinstructions for the substitute

□ 12 copies of ¡Revienta el Globo! to bemade beforehand (24 students in class, one copy for every 2 people)

Announcements:The substitute will announce that she/he will be teaching instead of the regular teacher, and that class will consist of

Passbacks:Possibly; this would depend on which day of which week the teacher was gone, and whether or not she/he had prepared

review and practice of concepts from the beginning of the ¡Ponte en Forma! Unit.

something for the substitute to hand back.

Procedure:1. Warm up:- The substitute introduces the new vocabulary words and assigns a gesture to each.-Have students repeat words and gestures several times, checking to make sure they remember them.2. ‘Simon Dice’:-The substitute leads two rounds of this game, requiring that students comprehend commands, perform them correctly, and perform them at the right time. (If the substitute does not feel comfortable with his/her level of Spanish knowledge and/or Spanish pronunciation, he/she can refer to a name of a student left by the teacher who understands most class concepts and has good pronunciation. In this case, the substitute can participate by watching for students who perform the wrong gesture or perform it at the wrong time).3. ¡Revienta el Globo!:-Part 1: The substitute reads a list of sentences in Spanish to be mentally translated by the students, who try to beat their partner to ‘popping the balloon’ containing the correct English equivalent.-Part 2: The activity is repeated, except the substitute reads from a list of sentences in English, which the students must translate into Spanish. (With Part 1 and 2 of this activity as well, the substitute can choose to call upon a predetermined student to read the sentences).4. Class Business:-The substitute instructs students to make flash cards for their vocabulary words and to practice them regularly, which will help with identification of meanings later on.

Warm up:

Review the sports/activities vocabulary presented in Lesson Plan #1(on Monday of Week 1): The substitute reads through list of vocabularywords, and while doing so assigns a gesture for each one. (The substitute will lead the warm up even if his/her Spanish isn’t exceptional; he/she will have the words right in front of him/her and should be able to pronounce them fairly accurately given basic Spanish-speaking background. He/she should also determine the gestures to be used, to make sure they’re appropriate and applicable. The substitute will therefore make his/her authority known as well). These gestures must somehow represent the word they are describing. For example, a gesture to represent ‘el fútbol’ (soccer) might be a simple kick of the foot, to resemble one kicking a soccer ball. The students repeat the words and movements simultaneously, which provides a visual stimulus with which to mentally associate the new words. Repeat this one to two times until students are comfortable with which gestures go with which words. Now randomly call out 8-10 words and have students perform the corresponding gesture. If a majority of the class has trouble remembering more than three of the gestures, have the students listen/watch/repeat the list one more time.

Time: 15 min.

Activity 1: ‘Simón Dice’The substitute leads two games of ‘Simón Dice’ (better known as ‘Simon Says’). She/he (or the designated student speaker) begins by saying “Simón dice: juega/haga al/a la [ ]” and fills in the blank with a vocabulary word. An example would be: “Simón dice: juega al béisbol.” Then the students must do the gesture for ‘playing baseball’. The substitute continues making commands and occasionally refrains from stating “Simón dice” beforehand, in which case any student(s) who performs the gesture must sit down and continue playing. Also, performing the incorrect gesture at any time requires that a student sit down. Students are competing to be the last one standing.

Time:15 min.

Rationale:This activity tests students’ comprehension of new vocabulary words by requiring that, upon hearing them, they can perform the correct gesture associated with each. Performing gestures for each word (such as a swinging motion with both hands together to represent ‘el béisbol’/baseball) provides a physical and visual movement that can be mentally associated with each word. Even if they perform an incorrect gesture, they must continue practicing their comprehension by doing the gestures while sitting.

Differentiation Strategies:The substitute will be advised to choose gestures that can be done while sitting, to accommodate those who are not able to stand. This activity allows for students with ADHD to expend excess energy and most likely benefit from the physical movement that is involved. The verbal cues accommodate those who are auditory learners.

Activity 2: ¡Revienta el Globo! (Pop the Balloon!)

Students are instructed to work with someone sitting next to them. Each gets a different-colored marker, and pairs share a copy of the ¡Revienta el Globo! worksheet to be placed in between them. Beginning with Parte 1: EspañolInglés, the substitute (or the designated student) reads (in random order) the Spanish equivalent of each sentence contained within the “balloons”. Each time a phrase is read, students mentally translate it and attempt to find its equivalent on the worksheet before their partner. Whoever finds it first colors in the correct balloon. Once all the phrases have been read, partners can count and see who “popped” more balloons. Then the same process occurs except with Parte 2: InglésEspañol, for which the substitute reads the English equivalents of the phrases, to be translated into Spanish by the students.

Time:30 min.

(15 min. for each part)

Rationale:Students are challenged to identify the meanings of vocabulary words in different contexts. The contexts are described both in Spanish and English; students are therefore also challenged to simultaneously understanding meanings in both languages.

Differentiation Strategies:The activity includes both verbal cues (the phrases read by the substitute) and visual cues (the phrases contained inside the balloons) to accommodate both types of learners.

Homework/Extensions:Students should make flashcards for new vocabulary words and review them regularly, in order to remember their meanings and hopefully be able to detect their meanings within different contexts.

Substitute Plan

•Warm up

Instructions:Before class starts, create a gesture to represent each of the following vocab words:

-el fútbol (soccer) -el senderismo (hiking)-el fútbol americano (football) -el tenis (tennis)-el béisbol (baseball) -el atletismo (athletics)-el baloncesto (basketball) -el montañismo (mountain-climbing) -el ciclismo (biking) -saltar a la cuerda (to jump-rope)-el voleibol (volleyball) -hacer abdominales (to do sit-ups)

These gestures must somehow represent the word they are describing. For example, a gesture to represent ‘el fútbol’ (soccer) might be a simple kick of the foot, to resemble one kicking a soccer ball. During class, you’ll say each word and simultaneously show its gesture, then have the students repeat, until you’ve gone through all the words. Repeat this one to two times until students are comfortable with which gestures go with which words. Now randomly call out 8-10 words and have students perform the corresponding gesture. If a majority of the class has trouble remembering more than three of the gestures, have the students listen/watch/repeat the list one more time.

•Activity #1

Instructions:Begin by saying “Simón dice: juega/haga al/a la [ ]” (depending on whether the word uses ‘jugar’ or ‘hacer’ and whether it is masculine or feminine), then fill in the blank with a suitable vocabulary word. An example would be: “Simón dice: juega al béisbol.” (If you are not comfortable enough with your level of Spanish understanding and comprehension to do this, ask [fill in name of student who understands most class concepts and has decent pronunciation] to do this). Then the students must do the gesture for ‘playing baseball’. Continue making commands and occasionally refrain from stating “Simón dice” beforehand, in which case any student(s) who performs the gesture must sit down and continue playing. Also, performing the incorrect gesture at any time requires that a student sit down. Students are competing to be the last one standing. Play this game twice.

•Activity #2

Instructions:The following two pages contain phrases listed in both English and Spanish. The first page corresponds to the phrases to be used in ‘Parte 1’, or the first part of the game, and the second page corresponds to those used to be used in ‘Parte 2’. You will read the phrases aloud, one-by-one and in random order, and you can check them off as you go. (Once again, if you are not

comfortable reading the sentences aloud, ask the same student to read for you. You can help by walking around and monitoring students, and by helping the caller maintain a fairly steady reading pace). After each one, wait while the students try to mentally translate what you said and then find the correct translation on their worksheet (whichever partner finds if first will mark it). You will know it’s time to move on to another phrase when most students have looked up from their worksheets. You can expect them to get playfully competitive with this activity! When all the phrases have been read, announce that the game is over and that pairs should check to see who marked more phrases first. Good luck!