Week of September 22-26, 2014
Español 1
Do Now:
Monday/Tuesday: ¿Cómo pasaste el fin de semana? How was your weekend (3-5 sentences)
Wednesday: ¿Cómo se celebra el Día de la indepenendencia en los Estados Unidos? ¿How is Independence Day celebrated in the United States?
Thursday/Friday: Write one question about something you did not understand about the Mexican independence movement? Escribe una pregunta
sobre un concepto que no entiendes sobre la independencia de México.
Essential Question (s):
What Spanish speaking countries celebrate their independence in September? ¿Cuáles países hispanohablantes celebran su independencía
en septiembre?
Standard(s) from Instructional Guide:
WL-A.1.1: Students address discrete elements of daily life.
B.1.2 Students interpret written, spoken or signed (ASL) language.
B.1.1 Students engage in oral, written or signed (ASL) conversations.
B.1.0 Students use formulaic language (learned words, signs [ASL] and phrases)
D.1.2 Students identify similarities and differences in the orthography, phonology or ASL parameters of the languages they know.
E.1.0 Students use language in highly predictable common daily settings.
CC Anchor R.1.0: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
CC Anchor W.6.0: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Student Objective (s):
Monday/Tuesday: Students will continue to present their chapter projects, to assess their knowledge of chapter concepts and their speaking
abilities. Students will complete an evaluation and refection of their work. Students will present projects from collaborative groups that illustrate
their understanding of the historical events relating to independence day.
Wednesday: Students will complete a Venn Diagram to compare and contrast Mexican independence day to the 4th of July in the United states.
Thursday/Friday: Students will complete several short reading activities through a jigsaw activity about several Latin American countries that
celebrate their independence in September. Students will understand important events that lead to independence movements. Students will work in
collaborative groups and also independently to assess their understanding of the concept. Students will also complete a gallery walk to further
understand the concept.
Assessment and Student Reflection:
Monday/Tuesday: Do-Now, Exit-Slip, project evaluation, station exit slips. Homework: Flag homework and quick facts about country.
Wednesday: Do-Now, Venn diagram, comprehension questions, Exit Slip.
Thursday/Friday: Do-Now, Exit-Slip, presentations, comprehension activities, station exit slips.
WHOLE GROUP
Monday/Tuesday: Do-Now, Presentations, Review parking lot questions, Exit Slip.
Wednesday: Do Now, short introduction videos, Exit Slip
Thursday/Friday: Do-Now, Gallery Walk, Exit slips.
DIRECT STATION
COLLABORATIVE STATION
INDEPENDENT STATION
Monday-Tuesday:

Presentation viewings
Wednesday:



Short videos on Mexican independence
day celebrations and U.S.
independence day celebration.
Comprehension questions.
Thursday-Friday:


Question words powerpoint.
Guided practice activity on question
words.
Monday-Tuesday:



Critiques for groups
Group project evaluation
Finish Mexican independence day
presentations.
Wednesday: N/A
Thursday-Friday:



Short reading on independence
movements in Central America and
Chile.
Group presentations and gallery
walk.
Group Exit Slip/Evaluation
Monday-Tuesday:

Evaluation/Reflection
N/A
Wednesday:


Venn diagram
Comprehension questions
Thursday-Friday:



Comprehension questions and
activities about Mexican independence.
Gallery walk questions.
Do Now/Exit Slip for station.