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

STANDARDSACOS IB PHASE 1 ACTFL BLOOM’SRecognize target language words andphrases spoken in context. PYPInterpret basic oral and writteninformation in the target language on avariety of topics in the present time frame.PYP

Present oral and written information in the target language using familiar vocabulary and correct structure in the present time frame.Acts. 1-4; PYP

Identify tangible and intangible productsof a target culture, including symbols andexpressive art forms.

Identify typical activities and events of atarget culture. PYP, act. 5

Identify other subject-area topics thatrelate to topics discussed in the targetlanguage class.

Obj. A Understand and respond to simple, short spoken textsCommunicate information in a limited range of everyday situationsRequest and provide information in a limited range of everyday situationsUse language appropriate to a very limited range of interpersonal and cultural contextsUse some aspects of registerin formal and informal oralcommunicationUse basic vocabulary accuratelyInteract in simple and rehearsed exchanges using comprehensible pronunciation and intonation/ correct tone

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

Application- applying knowledge to actual situations

Analysis- breaking down objects or ideas into simpler parts and seeing how the parts relate and are organized

OBJECTIVESRead and discuss things to do in San Antonio and MiamiCompare 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 MOTIVATELectura cultural pp. 72–73. Have students scan the reading and make a comparison chart of San Antonio and MiamiEn resumen, p. 75. Review all vocabulary terms and grammar items.

TEACHLectura 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 MiamiProyectos 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 APPLYLectura 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.ASSESSMENTCulture Quiz, On-level Assessment, p. 32Homework: Study En resumen, p. 75; Cuaderno, pp. 35–49Lesson Test, On-level Assessment, pp. 33–39

People SearchSkill: Activating prior knowledgeTopic: ____________________________________________________________________________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 responder1. 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 SotoThe 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 QuizNombre___________________________________________Fecha____________________Periodo:____Prueba 1 VocabularioA. 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. atlético2. Me gusta hacer la tarea después de las clases porque soy ____ .a. estudioso b. grande c. pelo d. una persona3. A mí no me gusta trabajar. Soy muy ____ .a. trabajadora b. buena c. perezosa d. estudiosa4. Tengo pelo ____ .a. atlético b. castaño c. artístico d. inteligente5. No soy baja. Soy una chica ____ .a. alta b. simpática c. inteligente d. perezosa6. Soy una persona ____ . Me gusta mucho estudiar.a. desorganizada b. seria c. mala d. perezosa7. Me gusta pasar un rato con los amigos porque ellos son muy ____ .a. simpáticos b. bajos c. malos d. pequeños8. El estudiante no es viejo. Es ____ .a. el amigo b. artístico c. joven d. la persona9. Tengo ____ rubio.a. pelo b. castaño c. alto d. bajo10. Me gusta estudiar. Soy ____ trabajador.a. porque b. muy c. todos d. un poco

Copyright © by McDougal Littell, a division of Houghton Mifflin Company