16 Sept 2013 wk4
x 28.A. 28.B. 28.C. 28.D.x
1.A. 1.B. 1.C. 1.D.
Communication Connections
29.A. x 29.B. 29.C. 29.D.
29.E.
30.A. 30.B.
2.A. 2.B.
3.A. 3.B.
4.A. 4.B.
x 1.1 x 1.2
1.3
Cultures
x 2.1 2.2
x 3.1
3.2
Comparisons
x 4.1
4.2
Communities
x 5.1
5.2
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ASSESSMENT: x Writing x Quiz Report x Performance Other
IMPLEMENTATION OF INSTRUCTIONAL STRATEGY
Instructional Outcome: to apply understanding of a verb chart to a Sp verb in order to COMMUNICATE effectively simple present tense descriptions with appropriate inflection of verbs and any adjectives
Bell Ringer: oral: authentic greetings and business with individual students. written: Fill in the column and row labels for the ser verb chart
1.Choose the appropriate form for the following sentences. USE TIME P. 8, to contrast singular v. plural
2.Revisit “adjectives agree with the head noun in number and gender”. Use nouns and nationality adjectives from first two lessons to create 1 authentic sent.
3.Cooperative learning groups of three: numbers for p ronunciation: 0 – 10, Phone number packets distributed,A) round robin by single digits. B) rewrite telephone # in notes but divided into double digits; refer to text as nec. (Share Romans & sheep story as nec.). Round robin. I HAND BACK WK 3
QUIZZES
(2 nd P revisit MTSS time management: quiz and small group discuss, 20 min.)
Closure: Look at today's notes. Did you write the objective next to the date? Call on student to state and explain the objective. "How and to what degree did we achieve the objective? How will this help you prepare for Friday's quiz?"
"Take out your assignment book; find today's date." I tour to help. Model it with my agenda. "What's the HW for today? Write it down by P#.
Mem. for oral/aural mastery."
Instructional Outcome: to use the copulative verb to COMMUNICATE clearly but simply in the present tense
Bell Ringer: oral: informal, authentic reinforcement of greetings and names. wrttn: In notes, from memory, fill in all boxes of the verb chart of the copulative verb.
1.
Give BR points, then fill chart on board and check their notes.
2.
From where are you? I am from Chicago. My friend is from....
3.
Dictation using alphabet in target language: The condors are awesome. Be the change you want to see in the world. Languages are cool. Le
Español es muy lindo. El estudiante es de Zacatecas.
4.
Cooperative learning: in groups of three, each write a positive, affirming sentence in English. Round robin dictate by alpha. Then take one of our
Fr Sp sentences and do the same.
Closure: Closure: Look at today's notes. Did you write the objective next to the date? Call on student to state and explain the objective. "How and to what degree did we achieve the objective? How will this help you prepare for Friday's quiz?"
"Take out your assignment book; find today's date." I tour to help. Model it with my agenda. "What's the HW for today? Write it down by P#.
How many pages do think the HW will take? Time?"
Instructional Outcome: to COMMUNICATE in writing and speech politely and familiarly in greetings in BOTH REGISTERS, introductions and regarding the calendar while COMPARING the target language with those languages with which the students are familiar and the related
CULTURES.
Bell Ringer: Oral: informal and authentic interaction with greetings, outlook checkups, health check ups and school business resolution. Written:
Transparency notes in both registers for greetings, introductions, birthdays and dates, ‘From where are you?’ and answer using ‘I am from –insert city or town X’, followed by self-description using adjective of nationality modified as necessary for gender.
1.
Recycle letter/sound correspondence. Students apply rules of pronunciation to deduce oral forms of bell-ringer notes. GIVE POINTS FOR
MATERIALS
REINFORCEMENT OF STRATEGY
Read
Research
Project
X Write
X Structured Notes
Test Prep
X Rehearse
Sketch
Journal
Specifics: memorize ser present tense chart. For Wed: HAVE materials: agenda, composition book, pocket folder, pencil
Read
Research
X Structured
Notes
Test Prep
Project
Write
Rehearse
Sketch
Journal
X Specifics: Copulative describing people and things. Worksheet.
Memorize for oral and written mastery language of greetings, introductions, adjectives of nationality in both registers by

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2.
Teacher circulates and coaches.
3.
Mingle activity. Greet five people. Remember their names and outlook
4.
Share out. Remember classmates’ names.
Closure: Closure: Closure: Look at today's notes. Did you write the objective next to the date? Call on student to state and explain the objective.
"How and to what degree did we achieve the objective? How will this help you prepare for Friday's quiz?"
"Take out your assignment book; find today's date." I tour to help. Model it with my agenda. "What's the HW for today? Write it down by P#.
How many pages do think the HW will take? Time?"
Instructional Outcome: To COMMUNICATE about school using all vocabulary designated for memorization thus far (at what level of Blooms
Taxonomy of Learning will we be working?)
Bell Ringer: Oral: informal and authentic greetings, outlook checks and school business. Written: Transparency notes with more interrogative expressions: how many, where, from where, when, at what time
1.
In English, I give an answer to a question; students pick appropriate question. a) as class shout out b) raise hand to volunteer c) I call on S
(GRR)
2.
Repeat in target language.
3.
Mingle activity: stand and sort by random criterion, use your notes, but read and look up, make contact for the speech event. Speak with 5 people, ask each of them 2-4 questions and remember their answers.
Closure: "Look at lessons 1 & 2. What vocab. responsible for memorizing? Look at your notes for the week. Find Monday. Did you write the objective? Underline it. Do you understand it? Check with your neighbor to make sure you have full notes for each day?” using flash cards, copying and quizzing and teaching friends and family members.
Memorize and practice notes from this week: Mon., Tues, Wed., and
Thurs.
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Instructional Outcome: to evaluate the learning of the week and reinforce each lesson objective by correcting and discussing quiz, make CONNECTIONS with other courses while reinforcing college readiness expectations
Bell Ringer: study Mon. – Thurs. notes. Compare with classmates. Whispering OK if on task.
WK 4 Quiz
Change pencils for colors; check; review; discuss
Closure:
Sneak preview for Wk 4. “What do you expect? Make predictions”
Specifics: Memorize present tense of ‘ser’ with the verb chart organized as per my instruction, and “From where...” question.
x Extended Time on Test x Provide Copy of Lecture Notes x Maintain Frequent Eye Contact x Extended Time on Classroom Assignment by
Days x Provide Concrete Examples x Give Verbal Directions in Clearly Stated Steps
Use Audio of Text x Other: Place myself near HI for oral/ replace recorded audio w/ spoken for lip-reading; ENLARGED copies of notes and BR.