Shaw High School’s Engaging - Student-Centered - Standard Based Learning Plan
Day 1
Teacher:
LIVINGSTON
Subject: SPANISH II
Grade: 10-12
Date: 3-12-3-16
GEORGIA PERFORMANCE STANDARD(S) (GPS):
Students will:
• exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and
family life
• exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school
activities, and family life
• share opinions and preferences in the target language with their classmates in writing using email messages, notes, letters
• describe typical leisure activities commonly practiced within a community or culture in which the language is spoken
• describe the products needed for leisure activities commonly practiced within a community, region, or culture in which the language is
spoken
• identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed
words)
• Willingly use the target language within the classroom setting
ECSBC Opening:
Engaged Centered – Standard Based Classrooms (ECSBC) – The Raider Way!
Students are Introduced to the chapter with them selecting key words needed to go shopping overseas
ESSENTIAL
QUEST ION/TASK
Questions to Focus Assessment and Instruction:
1. What leisure activities are available to me?
2. How do I express preferences, likes and dislikes about free time activities?
3. How do seasons and weather conditions influence the leisure activities in which people participate?
4. How do leisure activities compare between Columbus and a Spanish-speaking country
Responde en oraciones completes:
TOCA CAMPANA
1. Cual es una pintura que tu consideras muy bonita?
2. Cual es tu libro favorito?
3. Cual es tu programa de televisión que tu consideras muy interesante?
Que consideras aburrido?
SMART START
OR
RAIDER REV.
ECSBC Middle:
Student Work Session – Engaging and Minds On . . . . Real World Connections are made here!
a. Introduce The Superlative and Comparative
b. Draw sketches
LEARNING STEPS
ECSBC Closing:
Evidence of Student Learning… Feedback from students on what worked and did not work… Were Students
Engaged?
1. Students look at this page and write their favorite pasatiempo
http://www.charranpublishers.com/images/larger/Los-Pasatiempos.jpg
2. Complete activity 1 page 134
3. Complete activity 3 page 135
4. Go over the activities after students submit the assignments
LEARNING
ASSESSMENT
HOMEWORK
1. Daily Blogs
Book ONLINE
RESOURCES
1.
2.
3.
4.
5.
6.
Vocabulary Flashcards click here
Chapter 5 Vocabulary Practice Games click here
Practice conjugating Verbs in the future Tense
Comparison and superlative Practice Exercise
Game to practice vocabulary
Practice Quiz click here
Shaw High School’s Engaging - Student-Centered - Standard Based Learning Plan
Day 2
Teacher:
LIVINGSTON
Subject: SPANISH II
Grade: 10-12
Date: 3-12-3-16
GEORGIA PERFORMANCE STANDARD(S) (GPS):
Students will:
• exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and
family life
• exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school
activities, and family life
• share opinions and preferences in the target language with their classmates in writing using email messages, notes, letters
• describe typical leisure activities commonly practiced within a community or culture in which the language is spoken
• describe the products needed for leisure activities commonly practiced within a community, region, or culture in which the language is
spoken
• identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed
words)
• Willingly use the target language within the classroom setting
ECSBC Opening:
Engaged Centered – Standard Based Classrooms (ECSBC) – The Raider Way!
Students are Introduced to the chapter with them selecting key words needed to go shopping overseas
ESSENTIAL
QUEST ION/TASK
TOCA CAMPANA
SMART START
OR
RAIDER REV.
Questions to Focus Assessment and Instruction:
1. What leisure activities are available to me?
2. How do I express preferences, likes and dislikes about free time activities?
3. How do seasons and weather conditions influence the leisure activities in which people participate?
4. How do leisure activities compare between Columbus and a Spanish-speaking country
Change The sentences to the future tense and then
translate the sentences to english:
1. Ver un partido de futbol
2. Ir de compras
3.
4.
5.
ECSBC Middle:
Tomar el sol y nadar
Ver una película
Dar una caminata
Student Work Session – Engaging and Minds On . . . . Real World Connections are made here!
1. Review the Comparative and superlative by comparing students and people in the class.
LEARNING STEPS
ECSBC Closing:
LEARNING
ASSESSMENT
Evidence of Student Learning… Feedback from students on what worked and did not work… Were Students
Engaged?
1.
Completar ejercicio 19, 20 y 21 pagina 145
2. Choose two people (full body) refer ro page 144.
3. Write Sentences to compare both of them using the comparative and superlative
4. Compare the two people using the superlative and Comparative
to describe them.
a. Give them a name and age if they don’t have one. Make one
up.
b. Quien es mas alto/alta
c. Quien es mayor or menor?
d. Quien es mas gordo/a?
e. Quien es mas inteligente?
f. Quien es mas bonito/bonita?
g. Quien es mas guapo?
h. Quien es mas rubia o morena?
i. Quien tiene mas dinero?
j. Quien es mas comica/o?
k. Quien es mas serio/a?
l. Quien tiene el peor vestido?
m.
Quien tiene el mejor vestido?
n. Quien es la mejor persona?
HOMEWORK
6. Daily Blogs
Book ONLINE
RESOURCES
1.
2.
3.
4.
5.
6.
Vocabulary Flashcards click here
Chapter 5 Vocabulary Practice Games click here
Practice conjugating Verbs in the future Tense
Comparison and superlative Practice Exercise
Game to practice vocabulary
Practice Quiz click here
Shaw High School’s Engaging - Student-Centered - Standard Based Learning Plan
Day 3
Teacher:
LIVINGSTON
Subject: SPANISH II
Grade: 10-12
Date: 3-12-3-16
GEORGIA PERFORMANCE STANDARD(S) (GPS):
Students will:
• exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and
family life
• exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school
activities, and family life
• share opinions and preferences in the target language with their classmates in writing using email messages, notes, letters
• describe typical leisure activities commonly practiced within a community or culture in which the language is spoken
• describe the products needed for leisure activities commonly practiced within a community, region, or culture in which the language is
spoken
• identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed
words)
• Willingly use the target language within the classroom setting
ECSBC Opening:
Engaged Centered – Standard Based Classrooms (ECSBC) – The Raider Way!
Students are Introduced to the chapter with them selecting key words needed to go shopping overseas
ESSENTIAL
QUEST ION/TASK
TOCA CAMPANA
SMART START
OR
RAIDER REV.
Questions to Focus Assessment and Instruction:
1. What leisure activities are available to me?
2. How do I express preferences, likes and dislikes about free time activities?
3. How do seasons and weather conditions influence the leisure activities in which people participate?
4. How do leisure activities compare between Columbus and a Spanish-speaking country
1. Change the following sentences to the future tense and
translate them to English:
1. Hacer una llamada telefónica.
2. Descolgar el teléfono.
3. Introducir la tarjeta telefónica.
4. Marcar el numero.
5.
ECSBC Middle:
Hablar con mi mama.
Student Work Session – Engaging and Minds On . . . . Real World Connections are made here!
Go over the Toca Campana
Review the preterite
LEARNING STEPS
ECSBC Closing:
LEARNING
ASSESSMENT
Review the future tense
Evidence of Student Learning… Feedback from students on what worked and did not work… Were Students
Engaged?
Students Complete Crucigrama
vocabulario
Students Complete Scramble
Student recognize the difference
between preterite and future by
recognizing and underlining the verbs
in the worksheet
Announce Chapter 5 Exam on Monday
26th
HOMEWORK
7. Daily Blogs
Book ONLINE
RESOURCES
1.
2.
3.
4.
5.
6.
Vocabulary Flashcards click here
Chapter 5 Vocabulary Practice Games click here
Practice conjugating Verbs in the future Tense
Comparison and superlative Practice Exercise
Game to practice vocabulary
Practice Quiz click here
Shaw High School’s Engaging - Student-Centered - Standard Based Learning Plan
Day 4
Teacher:
LIVINGSTON
Subject: SPANISH II
Grade: 10-12
Date: 3-12-3-16
GEORGIA PERFORMANCE STANDARD(S) (GPS):
Students will:
• exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and
family life
• exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school
activities, and family life
• share opinions and preferences in the target language with their classmates in writing using email messages, notes, letters
• describe typical leisure activities commonly practiced within a community or culture in which the language is spoken
• describe the products needed for leisure activities commonly practiced within a community, region, or culture in which the language is
spoken
• identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed
words)
• Willingly use the target language within the classroom setting
ECSBC Opening:
Engaged Centered – Standard Based Classrooms (ECSBC) – The Raider Way!
Students are Introduced to the chapter with them selecting key words needed to go shopping overseas
Questions to Focus Assessment and Instruction:
ESSENTIAL
1. What leisure activities are available to me?
QUEST ION/TASK 2. How do I express preferences, likes and dislikes about free time activities?
3. How do seasons and weather conditions influence the leisure activities in which people participate?
4. How do leisure activities compare between Columbus and a Spanish-speaking country
TOCA CAMPANA
SMART START
OR
RAIDER REV.
ECSBC Middle:
Complete exercise 15 page 142. Write answers only.
Student Work Session – Engaging and Minds On . . . . Real World Connections are made here!
LEARNING STEPS
ECSBC Closing:
LEARNING
ASSESSMENT
Go over the assignment with students.
Have students go to the board and conjugate verbs in the future tense.
Introduce the Comparative and Superlative page 144
Students will make a list of words they usually use to compare people
Provide Additional Examples by comparing objects or students in the room.
Evidence of Student Learning… Feedback from students on what worked and did not work… Were Students
Engaged?
Complete exercise 19 page 145
Complete exercise 20 page 145
HOMEWORK
8. Daily Blogs
Book ONLINE
RESOURCES
1.
2.
3.
4.
5.
6.
Vocabulary Flashcards click here
Chapter 5 Vocabulary Practice Games click here
Practice conjugating Verbs in the future Tense
Comparison and superlative Practice Exercise
Game to practice vocabulary
Practice Quiz click here
Shaw High School’s Engaging - Student-Centered - Standard Based Learning Plan
Day 5
Teacher:
LIVINGSTON
Subject: SPANISH II
Grade: 10-12
Date: 3-12-3-16
GEORGIA PERFORMANCE STANDARD(S) (GPS):
Students will:
• exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and
family life
• exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school
activities, and family life
• share opinions and preferences in the target language with their classmates in writing using email messages, notes, letters
• describe typical leisure activities commonly practiced within a community or culture in which the language is spoken
• describe the products needed for leisure activities commonly practiced within a community, region, or culture in which the language is
spoken
• identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed
words)
• Willingly use the target language within the classroom setting
ECSBC Opening:
Engaged Centered – Standard Based Classrooms (ECSBC) – The Raider Way!
Students are Introduced to the chapter with them selecting key words needed to go shopping overseas
ESSENTIAL
QUEST ION/TASK
TOCA CAMPANA
SMART START
OR
Questions to Focus Assessment and Instruction:
1. What leisure activities are available to me?
2. How do I express preferences, likes and dislikes about free time activities?
3. How do seasons and weather conditions influence the leisure activities in which people participate?
4. How do leisure activities compare between Columbus and a Spanish-speaking country
4.
RAIDER REV.
ECSBC Middle:
Student Work Session – Engaging and Minds On . . . . Real World Connections are made here!
Read the Story El domingo en el parque pagina 148
Complete exercises A-B-C page 149
LEARNING STEPS
ECSBC Closing:
LEARNING
ASSESSMENT
Evidence of Student Learning… Feedback from students on what worked and did not work… Were Students
Engaged?
Read conversation on page 146 and complete the comprendes section.
HOMEWORK
9. Daily Blogs
Book ONLINE
RESOURCES
1.
2.
3.
4.
5.
6.
Vocabulary Flashcards click here
Chapter 5 Vocabulary Practice Games click here
Practice conjugating Verbs in the future Tense
Comparison and superlative Practice Exercise
Game to practice vocabulary
Practice Quiz click here