Spanish I
Lesson Plan #1
Unit: En casa con la familia
Lesson: Introduction of the chapter objectives and goals
Duration: 50 min.
Sra. Ferrer
Objectives:
•
SWBAT engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions. For example: Estoy contento (I am happy).
 WL.MA9.1.1 2007 Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.
•
SWBAT learn family vocabulary and asking question about family relationships
 WL.MA9.1.2 2007 Students understand and interpret written and spoken
language on a variety of topics.
SWBAT to learn identify how to describe people
 WL.MA9.1.6 2007 Use speaking and listening strategies to facilitate communication.
Ex. Identifying key words, synonyms and antonyms.
Materials:
• Board
• Computer
o PPT
• Vocabulary worksheet
•
Activities/ Procedures:
•
Bell work: The teacher will greet the students and ask them about how they feel. The
teacher will ask the students to exchange their opinion about the weather. The teacher
will use TPR and commands to activate students’ prior knowledge. For example, the
teacher will say:
Accommodation: (Gardner: Visual/Spatial, Verbal/Linguistic & Interpersonal).
Bloom’s: (Knowledge, comprehension, application)
o
o
•
•
•
Levanten el lápiz.
Saquen un papel
Present Objectives: The teacher will introduce the new vocabulary by presenting a
PowerPoint, while modeling pronunciation. The teacher will go over key words
that help identify family members. For example: The teacher will show a picture
of an old lady and will say: La abuela.
Accommodation: (Gardner: Visual/Spatial, Verbal/Linguistic, and Interpersonal).
Bloom’s: (Knowledge & comprehension)
Comprehension check activity: The teacher will ask the students to translate from
Spanish to English a vocabulary worksheet. Then the teacher will ask to each student to
say two vocabulary words. The teacher will correct pronunciation only when needed. See
appendix.
Accommodation: (Gardner: Verbal/Linguistic & Intrapersonal). Bloom’s:
(Knowledge & Comprehension)
•
Activity: Handout Venn diagram form (Also students can make their own Venn diagram
or a foldable). The students will work in pairs. The teacher will hand to each pair of
students a blank Venn diagram form. The students work together to complete the activity.
One student writes his or her name at the top of one of the circles, and the other student
writes his or her name at the top of the other one. In the overlapping portion of the
circles, the partners will write “Ambos” (both). In the parts of the circles with their
names, the students must list three family members that are unique to them. In the
overlapping, they will write family members that they have in common.
Accommodation: (Gardner: Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic
& Interpersonal). Bloom’s: (Knowledge, Comprehension, and Application)
•
Wrap-up/Closure (3 min): To make sure the students have accomplished the
goals of the lesson, the teacher will ask them questions about their class schedules
and what they need for different classes.
•
Clean up (2 min): Students will straighten their desk, pick up any paper that
might be on the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation.
•
Teacher Reflection: This lesson will be reviewed the next day with the students to
see their abilities to identify family members and to describe them. The teacher
will then know more about the strong points of the presentation and the points that
need to be strengthened before presenting the lesson again.
Spanish I
Lesson Plan #2
Unit: En casa con la familia
Lesson: Introduce more vocabulary.
Ask the students what is their family like.
Duration: 50 min.
Sra. Ferrer
Objectives:
•
SWBAT engage in conversations, provide and obtain information. For example:
Hoy es martes (Today is Tuesday.).
 WL.MA9.1.1 2007 Exchange detailed information and opinions orally on
a variety of topics.
•
SWBAT to identify and write new vocabulary. For example: madre, padre,
hermana, hermano (mother, father, sister, brother)
 WL.MA9.2.2 2007 Demonstrate comprehension of both authentic and
non-authentic written and spoken language through developmentally
appropriate tasks.
•
SWBAT to learn and use possessive adjectives. For example: Mi hermana tiene
los ojos azules. (My sister has blue eyes.)
 WL.MA9.3.4 2007 Compose simple cohesive written information using
appropriate formats with grater independence and ease.
Materials:
• Board
• Small whiteboards
• Worksheet
Activities/ Procedures:
•
Bell work: The teacher will ask the students to write on the board family
vocabulary.
Accommodation: (Gardner: Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic
& Interpersonal). Bloom’s: (Knowledge, Comprehension, and Application)
•
Present Objectives: The teacher will introduce more vocabulary. The teacher
will circulate to make sure students are taking notes. The teacher will present
possessive adjectives. The teacher will give several examples. To help students
clarify this new objective, the teacher will distribute a handout. Then will ask for
volunteers and ask them what is their family like. See appendix.
Accommodation: (Gardner: Visual/Spatial, Verbal/Linguistic, and Interpersonal).
Bloom’s: (Knowledge & comprehension)
Activity: The teacher will get students into pairs and will ask them to write a
dialog saying their family members and what is their family like. Then the
students will present their dialog to the class.
Accommodation: (Gardner: Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic
& Interpersonal). Bloom’s: (Knowledge, Comprehension, and Application)
Ex. Students use the questions below as a guide to the interview. They may add
other questions if they like. After the interviews are complete, each pair will
introduce the other student to the class supplying the information gathered during
the interview.
¿Cómo se llama tu mamá?
What is your mother’s name?
¿Cómo se llama tu papá?
What is your father’s name?
¿Tienes hermanos?
Do you have brothers/sisters?
¿Cómo se llaman?
What are their names?
¿Quién es el más viejo en tu familia?
Who is the oldest in your
family?
¿Cuántos años tienes tú?
How old are you?
¿Quién es mayor que tú? ¿Menor que tú?
Who is older than you? Younger?
•
•
Activity Matching Game: The teacher will create two teams. Using the
interactive whiteboards, the teacher will hold a classroom object and call a
member of each team in front of the class. The student matches first Spanish word
with the object will win. The teacher will keep track of which team finds the most
matches.
Accommodation: (Gardner: Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic
& Interpersonal). Bloom’s: (Knowledge, Comprehension, and Application)
•
Activity/ Homework: The teacher will ask the students to complete a writing
activity to review vocabulary and to check comprehension. See appendix
Accommodation: (Gardner: Verbal/Linguistic and Intrapersonal). Bloom’s:
(Knowledge, Comprehension, and Application)
•
Wrap-up/Closure (3 min): To make sure the students have accomplished the
goals of the lesson, the teacher will ask them questions about their classes.
•
Clean up (2 min): Students will straighten their desk, pick up any paper that
might be on the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
reading activities.
•
Teacher Reflection: This lesson will be reviewed the next day with the students to
see their abilities to use possessive adjectives. The teacher will then know more
about the strong points of the presentation and the points that need to be
strengthened before presenting the lesson again.
Possession is 9/10 of the law!
In Spanish there is no apostrophe “s” (David’s) to show ownership or possession.
There are two ways to show ownership in Spanish.
1. Use a “de” construction
a. Use this formula – article + noun + de + owner
Examples:
el libro de Maria (lit: the book of Maria)
Los hermanos de Paco (lit: the brothers of Paco)
2. Use possessive adjectives
Possessive adjectives in English are my, your, his, her, our, their.
Their Spanish equivalents are as follows.
My = mi(s)
Our = nuestro (s)
Nuestra (s)
Your = tu(s)
XX
His = Su(s)
Her = Su(s)
Your = Su(s)
Their = Su(s)
Your (pl) = Su(s)
Adjectives must match in number with the object being possessed. All the
possessive adjectives have two forms a singular and a plural form.
For example: My book = mi libro (singular)
My books = Mis libros (plural)
Notice that it matches with the number of nouns not the number of owners.
“Our” has four forms. It must match in number and gender with the object being
possessed.
For example: our brother = nuestro hermano
our sister = nuestra hermana
our brothers = nuestros hermanos
our sisters = nuestras hermanas
Hoja de Practica
Español 1
Capítulo 5
Standard 9.3.4
Writing and grammar assessment
Nombre:_________________
Fecha:__________________
Apellido__________________
Periodo:__________________
Describe an extended family composed of at least six people. Your description should
include the family members, their relationship to each other, and one characteristic of
each person.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Spanish I
Lesson Plan #3
Sra. Ferrer
Unit: En casa con la familia
Lesson: Applying vocabulary using possessive adjectives.
Review stem-changing verbs comenzar (to begin) and tener (to have).
Duration: 50 min.
Objectives:
•
SWBAT engage in conversations, provide and obtain information.
For example: Q: -¿Cómo están tus hermanos? A: - (Están bien gracias.)
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on a
variety of topics.
•
SWBAT review comenzar and tener (To begin & to have).
 WL.MA9.7.3 2007 recognize and use basic idiomatic and colloquial
expressions in the target language.
•
SWBAT review and use vocabulary and possessive adjective through writing and
reading.
 WL.MA9.2.2 2007 Demonstrate comprehension of both authentic and nonauthentic written and spoken language through developmentally appropriate
tasks.
Materials:
• Board
• Worksheet
Activities/ Procedures:
•
Bell work: The teacher will collect homework from the previous day. Then, will let
the students to share their answers.
•
Activity: The teacher will ask the students to complete a worksheet activity to review
vocabulary and to check comprehension. See Hoja de Trabajo de Sra. Riley (Español
1, La Familia)
Accommodation: (Gardner: Verbal/Linguistic and Intrapersonal). Bloom’s:
(Knowledge, Comprehension, and Application)
•
Present Objectives: The teacher will use the chalkboard to explain how to use verbs
Empezar, Comenzar. During this time, students will take notes. The teacher will
explain that with some verbs such as Empezar and Comenzar no only the ending of
the verbs will change, but also the stem changes when you conjugate them in the
present tense. The –e will change to –ie (e = ie) with all forms except with nosotros
and vosotros. The teacher will create a chart while explaining so that students can
visualize explanation and take notes in an organize way. Also the teacher will review
the conjugation of tener.
Accommodation: (Gardner: Verbal/Linguistic and Interpersonal). Bloom’s:
(Knowledge, Comprehension, and Application)
•
Comprehension check activity: The teacher will call on some students and ask when
they start certain classes so that they can answer conjugating empeazar or comenzar
correctly, the teacher will correct students’ answer just when needed. Then, the
teacher will ask the students to mention expressions related with tener.
•
Present Objectives: Also the teacher will review how students will use questions
such as: (5 min)
cuál - Which …?
cuándo - When …?
cuántos(-as) - How many …?
dónde - Where …?
Quién es - Who is…?
•
Comprehension check Listening Activity: The teacher will ask the students to
write the questions she is dictating and to answers with complete sentences what she
is asking.
Modelo:
Teacher would say - ¿Tienes hermanos?
Teacher would ask - ¿Cuántos primos tienes?
Teacher would ask - ¿Cómo se llama tu abuelo?
Teacher would ask - ¿Cuál es tu tío o tía favorita?
Teacher would ask - ¿Dónde vive tu familia?
•
Wrap-up/Closure (3 min): To make sure the students have accomplished the
goals of the lesson, the teacher will ask them questions about their classes.
•
Clean up (2 min): Students will straighten their desk, pick up any paper that
might be on the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
worksheet and listening activities.
•
Teacher Reflection: This lesson will be reviewed the next day with the students to
see their abilities to use the new vocabulary and the use of possessive adjectives.
The teacher will then know more about the strong points of the presentation and
the points that need to be strengthened before presenting the lesson again.
Spanish I
Lesson Plan # 4
Sra. Ferrer
Unit: En casa con la familia
Lesson: Review vocabulary with informal discussions.
Use stem-changing verbs: o↦ue Ex. almorzar (to have lunch) and dormir (to sleep)
Duration: 50 min.
Objectives:
•
SWBAT engage in conversations, provide and obtain information when using
vocabulary about family members, weather and themselves.
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on a
variety of topics.
•
SWBAT understand, identify and use stem changing verbs o↦ue such as domir and
almorzar (to sleep and to have lunch). Also, the students will review vivir (to live).
 WL.MA9.7.3 2007 recognize and use basic idiomatic and colloquial
expressions in the target language.
Materials:
• Board
• Worksheet
Activities/ Procedures:
•
Bell work: The students will write five expressions using tener.
Ex. Tengo hambre, tengo sueño, tengo sed, tengo prisa. (I’m hungry, I’m sleepy, I’m
thirsty, I’m in a hurry.)
•
Present Objectives: The teacher will use the chalkboard to explain how to conjugate
dormir (to sleep), almorzar (to have lunch). During this time, students will take
notes. The teacher will explain that with some verbs such as dormir and almorzar no
only the ending of the verbs will change, but also the stem changes when you
conjugated them in the present tense. This verbs change the –o in their stem to –ue (o
= ue) with all forms except with nosotros and vosotros. The teacher will create a
chart while explaining so that students can visualize explanation and take notes in an
organize way. Accommodation: (Gardner: Verbal/Linguistic and Interpersonal).
Bloom’s: (Knowledge, Comprehension, and Application)
Dormir
Yo duermo
Tú duermes
Él, Ella, Ud. duerme
Nosotros dormimos
Vosotros dormís
Ellos, Ellas, Uds. duermen
Almorzar
Yo almuerzo
Tú almuerzas
Él, Ella, Ud. almuerza
Nosotros almorzamos
Vosotros almorzáis
Ellos, Ellas, Uds. almuerzan
•
Comprehension check activity: The teacher will have student volunteers conjugate some stem-­‐changing verbs on the board.
Accommodation: Gardner: (Verbal/Linguistic, Bodily/kinesthetic, and
Interpersonal). Bloom’s: (Knowledge, Comprehension, and Application)
•
Present Objectives: The teacher will use the chalkboard to explain how to conjugate
vivir (to live)
Vivir
Yo vivo
Tú vives
Él, Ella, Ud. vive
Nosotros vivimos
Vosotros vivís
Ellos, Ellas, Uds. viven
•
Activity: The teacher will ask the students to complete a worksheet where students
will be able to choose the verb to complete sentences. See appendix.
Accommodation: Gardner: (Verbal/Linguistic and Intrapersonal).
Bloom’s: (Knowledge, Comprehension, and Application)
•
Wrap-up/Closure (3 min): To make sure the students have accomplished the goals of
the lesson, the teacher will ask them questions about their classes.
•
Clean up (2 min): Students will straighten their desk, pick up any paper that might be
on the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
worksheet.
•
Teacher Reflection: This lesson will be reviewed the next day with the students to see
their abilities to use the new vocabulary and the stem changing verbs dormir and
almorzar, and the regular verb vivir. The teacher will then know more about the
strong points of the presentation and the points that need to be strengthened before
presenting the lesson again.
Dormir, Almorzar, Vivir WORSHEET
Español 1
Standards 9.1.2
Nombre__________________
Apellido______________________
Fecha_____________________
Periodo_______________________
Choose the correct verb to complete sentences about Emily’s activities with her family. 1. Los fines de semanas yo ____________________ con mis abuelos. a. almuerzan b. almuerzo 2. Mi hermano también (also) __________________ con nosotros. a. almuerza b. almorzamos 3. A veces (sometimes) nosotros _________________ en la casa de mis abuelos. a. dormimos b. duermen 4. Mis abuelos ________________ la siesta (nap) a las dos de la tarde (2:00 P.M.) a. duermo b. duermen 5. Los domingos yo _________________ hasta tarde. a. duermen b. duermo 6. Los sábados mis primos y yo _______________ en un restaurante. a. almorzamos b. almuerzan 7. Yo ______________ en la ciudad, pero (but) mi abuelo vive en el campo. a. vives b. vivo 8. Nosotros ________________ en la capital de Puerto Rico. a. vives b. vivimos 9. Sus tías ________________ en Cancún, es un lugar muy turístico. a. vives b. viven 10. Nuestro hermano _________________ solo (alone) en un apartamento. a. vive b. viven Spanish I
Lesson Plan #5
Sra. Ferrer
Unit: En casa con la familia
Lesson: Reviewing vivir (to live), dormir (to sleep), almorzar (to have lunch)
Duration: 50 min.
Objectives:
•
SWBAT engage in conversations to describe family and relatives.
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on
a variety of topics.
•
SWBAT to identify and use vivir, dormir, and almorzar (to live, to sleep & to
have lunch).
 WL.MA9.7.3 2007 recognize and use basic idiomatic and colloquial
expressions in the target language.
•
SWBAT to identify, write, and apply new vocabulary in conversation.
 WL.MA9.1.4 2007 Ask different types of questions in a variety of social
situations.
Materials:
• Board
• Flashcards
• Worksheet (vivir, dormir and almorzar)
Activities/ Procedures:
•
Bell work: The teacher will greet the students. The teacher will ask the students to
complete a multiple-choice worksheet where students will apply the uses of vivir (to
live), dormir (to sleep), almorzar (to have lunch).
Accommodation: Gardner: (Verbal/Linguistic & Intrapersonal).
Bloom’s: (Knowledge, Comprehension & Application)
•
Presentational Activity: Grammar Concept. Review conjugation of vivir (to
live), dormir (to sleep), and almorzar (to have lunch) on the board.
•
Comprehension-check activity: The teacher will write on the board different
sentences and will ask the students to write on their whiteboards the correct
conjugated form of vivir (to live), dormir (to sleep), almorzar (to have lunch).
Accommodation: Gardner: Visual/Spatial, Verbal/Linguistic Bodily/Kinesthetic
& Interpersonal). Bloom’s: (Knowledge, Comprehension & Application).
•
Activity: MEMORY GAME: In this game students have to find the matching Spanish meaning of the word or phrase. This game is used to practice grammar and vocabulary. The teacher will give a flashcard to each student. The
flashcards have on one side vocabulary in English and on the other side a non-
corresponded vocabulary in Spanish. A student will say aloud the word in English
and the student with the matching word in Spanish will say aloud the meaning in
Spanish. Then, the students that have the matching word in Spanish will say the
English word in his or her card and other students with the matching card will say
the word in Spanish and so on.
Accommodation: Gardner: (Verbal/Linguistic & Intrapersonal).
Bloom’s: (Knowledge & Application)
•
Activity: A LINE OF NUMBERS: Using masking tape, make a line on the floor and place numbers from 1 to 5 in a line. The teacher will have two students stand on either side of number 1 facing each other. The teacher will show a flashcard. If both students identify it at the same time they both get to move to the next number. If only one of the students gives the answer only he/she will move to the next number. The student who gets to number 5 first wins the game.
Accommodation: (Gardner: Verbal/Linguistic, Bodily/Kinesthetic, &
Intrapersonal). Bloom’s: (Knowledge & Application)
•
Wrap-up/Closure: To make sure the students have accomplished the goals of the
lesson, the teacher will ask them questions about their class schedules.
•
Clean up: Students will straighten their desk, pick up any paper that might be on
the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
listening and worksheet activities.
•
Teacher Reflection: This lesson will be reviewed the next day with the students
to see their abilities to use the new vocabulary, and the verbs vivir, dormir, and
almorzar (to live, to sleep & to have lunch). The teacher will then know more
about the strong points of the presentation and the points that need to be
strengthened before presenting the lesson again.
Spanish I
Lesson Plan #6
Sra. Ferrer
Unit: En casa con la familia
Lesson: Vocabulary Quiz.
Writing and reading activities.
Duration: 50 min.
Objectives:
•
SWBAT engage in conversations to describe family and relatives.
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on
a variety of topics.
•
SWBAT to identify, write, and apply new vocabulary in conversation.
 WL.MA9.1.4 2007 Ask different types of questions in a variety of social
situations.
Materials:
• Board
• Worksheet (family tree and crossword/puzzle)
Activities/ Procedures:
•
Bell work: The teacher will give students a diagnosis Quiz over the 55 vocabulary
•
Presentational Activity: The teacher will ask the students to write on the board
family vocabulary so that students can review vocabulary.
Accommodation: Gardner: (Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic
& Interpersonal). Bloom’s: (Knowledge, Comprehension, and Application)
•
Check activity: The teacher will ask the students to complete a worksheet where
students will be able to answer questions, while identifying vocabulary. See
attach.
Accommodation: Gardner: (Verbal/Linguistic and Intrapersonal).
Bloom’s: (Knowledge, Comprehension & Application).
•
Wrap-up/Closure: To make sure the students have accomplished the goals of the
lesson, the teacher will ask them questions about their class schedules.
•
Clean up: Students will straighten their desk, pick up any paper that might be on
the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
worksheet activities.
words related with “La Familia” chapter.
•
Teacher Reflection: This lesson will be reviewed the next day with the students
to see their abilities to use the new vocabulary. The teacher will then know more
about the strong points of the presentation and the points that need to be
strengthened before presenting the lesson again.
Worksheet activity
La Familia
WORSHEET/READING & WRITING
Español 1/Capítulo 5
Standards 9.1.2
Nombre__________________
Apellido______________________
Fecha_____________________
Periodo_______________________
Use the family tree below to answer the questions about Elena’s family. Write your
answers in complete sentences.
1. ¿Quiénes son los padres Elena?
____________________________________________
2. ¿Cómo se llama la abuela de Elena y Celia?
___________________________________________________________ 3. ¿Quiénes son las primos de Elena y Celia?
___________________________________________________________ 4. ¿Cuántos nietos tienen Paco y Anita?
______________________________________________________ 5. ¿Cómo se llama los tío de Elena?
________________________________________________ 6. ¿Cómo se llama la nuera de Paco y Anita?
Spanish I
Lesson Plan #7
Sra. Ferrer
Unit: En casa con la familia
Lesson: Review vocabulary and grammar: Using negation with nunca (never),
tampoco (neither), nadie (nobody), and nada (nothing).
Duration: 50 min.
Objectives:
•
SWBAT engage in conversations to describe family and relatives.
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on
a variety of topics.
•
SWBAT to master the new vocabulary so that they can apply it in writing,
reading, listening, and real-life conversation.
 WL.MA9.1.4 2007 Ask different types of questions in a variety of social
situations.
Materials:
• Flashcards
• Worksheet
• Whiteboards
Activities/ Procedures:
•
Bell work: The teacher will greet the students. The teacher will ask the students
to review the vocabulary doing a collage on the board.
Accommodation: Gardner: Visual/Spatial, Verbal/Linguistic Bodily/Kinesthetic
& Interpersonal). Bloom’s: (Knowledge, Comprehension & Application).
•
Activity: Master vocabulary game: In this game students have to find the
matching Spanish meaning of the word or phrase. This game is used to practice
grammar and vocabulary. The teacher will give a flashcard to each student. The
flashcards have on one side vocabulary in English and on the other side a noncorresponded vocabulary in Spanish. A student will say aloud the word in English
and the student with the matching word in Spanish will say aloud the meaning in
Spanish. Then, the students that have the matching word in Spanish will say the
English word in his or her card and other students with the matching card will say
the word in Spanish and so on.
Accommodation: Gardner: Visual/Spatial, Verbal/Linguistic Bodily/Kinesthetic
& Interpersonal). Bloom’s: (Knowledge, Comprehension & Application).
•
•
Activity: The teacher will ask the students to use their interactive whiteboards,
the teacher will write on the board sentences in English. The students will write
the Spanish translation for each sentence, will show it to the teacher, and will wait
for her thump up as approval or thump down as things that go wrong.
Accommodation: (Gardner: Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic
& Interpersonal). Bloom’s: (Knowledge, Comprehension, and Application).
•
Activity: The teacher will ask the students to complete a worksheet to review
vocabulary and to check comprehension.
Accommodation: (Gardner: Verbal/Linguistic and Intrapersonal). Bloom’s:
(Knowledge, Comprehension, and Application)
•
Wrap-up/Closure: To make sure the students have accomplished the goals of the
lesson, the teacher will ask them questions about their families.
•
Clean up: Students will straighten their desk, pick up any paper that might be on
the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
worksheet activity.
•
Teacher Reflection: This lesson will be reviewed the next day with the students
to see their abilities to use the new vocabulary. The teacher will then know more
about the strong points of the presentation and the points that need to be
strengthened before presenting the lesson again.
Spanish I
Lesson # 8
Sra. Ferrer
Unit: En casa con la familia
Lesson: Review vocabulary. Have cultural discussions about Hispanic names.
Duration: 50 min.
Objectives:
•
SWBAT engage in conversations to describe family and relatives.
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on
a variety of topics.
•
SWBAT to identify, write, and apply new vocabulary in conversation.
 WL.MA9.1.4 2007 Ask different types of questions in a variety of social
situations.
Materials:
• Board
• Whiteboards/ markers
• Worksheet
Activities/ Procedures:
•
Bell work: The teacher will ask the students simple questions to warm up the
class.
Ex. ¿Cómo esta el clima?, ¿Qué día es hoy?, ¿Qué fecha es hoy? ¿En qué estación
estamos? ¿Cómo es tu madre?
Then the teacher will lecture the students on how Hispanic names are formed.
Also, the teacher will ask for opinions, ideas and comparison about how
American form their names.
Accommodation: Gardner: (Verbal/Linguistic & Interpersonal). Bloom’s:
(Knowledge, Comprehension)
•
Comprehension-check Activity: The teacher will ask the students to complete
sentences using their whiteboard.
Accommodation: Gardner: (Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic
& Interpersonal). Bloom’s: (Knowledge, Comprehension, and Application)
Ex. Las hermanas de mi padre son mis _______________.
•
Activity: The teacher will get students into pairs and will ask them to solve a
crossword/puzzle worksheet. See attach.
Accommodation: Gardner: (Verbal/Linguistic and Interpersonal).
Bloom’s: (Knowledge, Comprehension & Application).
•
Wrap-up/Closure: To make sure the students have accomplished the goals of the
lesson, the teacher will ask them questions about their family members.
•
Clean up: Students will straighten their desk, pick up any paper that might be on
the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
worksheet activities.
•
Teacher Reflection: This lesson will be reviewed the next day with the students
to see their abilities to use the new vocabulary. The teacher will then know more
about the strong points of the presentation and the points that need to be
strengthened before presenting the lesson again.
Capítulo 5 La Familia WORSHEET
Español 1
Standards 9.1.2
Nombre__________________
Apellido______________________
Fecha_____________________
Periodo_______________________
Crucigrama: Definiciones sobre la familia y los parientes HORIZONTALES 2. Las hermanas de mi padre son mis _______________. 6. Mi_______________ es el padre de mi esposa. 7. Mis padres están divorciados. La nueva esposa de mi padre es mi _______________. 9. Mis padres tienen una excelente relación con mi esposa. ¡Es su _______________favorita! 10. La hija del hermano de mi madre es mi _______________. 12. Los primos de mis hijos son mis _______________. VERTICALES 1. Mis padres están divorciados. El nuevo esposo de mi madre es mi _______________. 3. Mi madrastra tiene una hija de su primer matrimonio. Ella es mi _______________. 4. El padre de mi esposa se llama Andrés. Yo soy el _______________ de Andrés. 5. Mi _______________ es el hijo de mi suegra y el hermano de mi esposa. 8. Mi _______________ y yo tenemos el mismo padre y la misma madre. 11. La madre de mi padre es mi _______________. 13. La madre de mi esposa es mi _______________. Spanish I
Lesson # 9
Sra. Ferrer
Unit: En casa con la familia
Lesson: Applying vocabulary and grammar concepts trough listening, reading and group
work reading activities.
Duration: 50 min.
Objectives:
•
SWBAT engage in conversations to describe family and relatives.
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on
a variety of topics.
•
SWBAT to identify, and apply new vocabulary when writing, reading, and
listening.
 WL.MA9.1.4 2007 Ask different types of questions in a variety of social
situations.
Materials:
• Board
• Worksheet
• CD player
Activities/ Procedures:
•
Bell work: The teacher will ask the students to write two sentences in English
describing two family members and the students should translate them into
Spanish.
Accommodation: Gardner: (Verbal/Linguistic and Intrapersonal).
Bloom’s: (Knowledge & Comprehension).
Ex. My mother is tall = Mi madre es alta
My three bothers have blue eyes= Mis tres hermanos tienen ojos azules
•
Activity: Then the teacher will ask the students to come to the board to write
words related with the vocabulary. Also the teacher will ask the students to write on
the board the verbs they are learning.
Ex. madre, abuelo, bisabuelos
Ex. almorzar, vivir, dormir
Accommodation: Gardner: (Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic
& Interpersonal). Bloom’s: (Knowledge, Comprehension)
•
Listening Activity: The teacher will ask the students to open their textbook on
page 160. The teacher will ask the student to look at the family tree on activity #1.
The teacher will ask the students to listen the CD and to answer true or false as
they listen. The teacher will play the CD twice. There will be eight statements.
Accommodation: Gardner: (Verbal/Linguistic & Interpersonal). Bloom’s:
(Knowledge, Comprehension, and Application)
•
Reading Comprehension Activity: The teacher will get students into pairs and
will ask them to read an email that Susana sent to Nacho. Then the students will
be asking questions about the reading. See attach.
Accommodation: Gardner: (Verbal/Linguistic and Interpersonal).
Bloom’s: (Knowledge, Comprehension & Application).
•
Wrap-up/Closure: To make sure the students have accomplished the goals of the
lesson, the teacher will ask them questions about their family members and will
ask for volunteers to share their answers about their readings.
•
Clean up: Students will straighten their desk, pick up any paper that might be on
the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
writing, listening, and reading activities.
•
Teacher Reflection: This lesson will be reviewed the next day with the students
to see their abilities to use the new vocabulary. The teacher will then know more
about the strong points of the presentation and the points that need to be
strengthened before presenting the lesson again.
Capítulo 5
La Familia READING COMPREHENSION Español 1 Standards 9.1.2 Nombre__________________ Apellido______________________ Fecha_____________________ Periodo_______________________ I. Read Susana’s letter to his best friend.
Hola, Nacho. Este fin de semana mi familia y yo vamos a ir a nuestra casa en la playa. Es
el cumpleaños de mi hermano menor y mis padres quieren celebrar (celebrate) con toda
la familia. Todos mis tíos y mis abuelos van a ir. Mis primos, Adriana y Mario, quieren ir
con su perro y su gato. ¡Mis primos son traviesos y graciosos! La fiesta empieza por la
tarde. Las personas viejas almuerzan y duermen un rato y las personas jóvenes juegan al
volibol. Si llueve, vamos a volver temprano. Pero si hace buen tiempo, no vamos a
regresar hasta el domingo por la tarde. ¿Quieres venir con nosotros?
Susana II. Now, answer the questions. 1. ¿Adónde va este fin de semana la familia de Susana? _________________________________________ 2. ¿De quién es el cumpleaños? _________________________________________ 3. ¿Quiénes son los primos de Susana? _________________________________________ 4. ¿Qué hacen las personas mayores? _________________________________________ 5. ¿Qué hacen las personas jóvenes? Spanish I
Lesson #10
Sra. Ferrer
Unit: En casa con la familia
Lesson: Grammar and Vocabulary quiz.
Picture-cued writing activity using overhead projector.
Poster project introduction.
Duration: 50 min.
Objectives:
•
SWBAT engage in conversations to describe family and relatives.
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on
a variety of topics.
•
SWBAT to identify, write, and apply new vocabulary in conversation.
 WL.MA9.1.4 2007 Ask different types of questions in a variety of social
situations.
Materials:
• Board
• Quiz
• Overhead projector
Activities/ Procedures:
Bell work: The teacher will ask the students simple questions to warm up the
class. Accommodation: Gardner: (Visual/Spatial, Bodily/Kinesthetic,
Verbal/Linguistic & Interpersonal). Bloom’s: (Knowledge, Comprehension)
Ex. ¿Cómo esta el clima?, ¿Qué día es hoy?, ¿Qué fecha es hoy? ¿En qué estación estamos? ¿Cómo es tu
madre?
Then the teacher will ask the students to come to the board to write words related
with the vocabulary. Also the teacher will ask the students to write on the board the
verbs they are learning.
Ex. madre, abuelo, bisabuelos
Ex. almorzar, vivir, dormir
•
Summative Assessment-Quiz (30 points): The teacher will ask the students to
complete sentences using the vocabulary and grammar that students are learning.
•
Picture-cued writing Activity: Using the overhead projector, the teacher will
present the activity to the class. The teacher will present the picture to the class
and will write a sentence that will serve as a model to give the students examples
of the types of things they might want to say about each picture. For each picture,
the students should write a minimum of two sentences. The sentences will be
turned in at the end of the class and checked for errors. The students will be grade
for participation, but will have the errors corrected as feedback. Accommodation:
Gardner: (Visual/Spatial, Verbal/Linguistic and Interpersonal). Bloom’s:
(Knowledge, Comprehension & Application).
•
Family Poster Project Activity: The teacher will give the students a handout
with the information, including the rubric. The teacher will explain the project and
will give time to the students to ask questions. The students will write a short
essay in English and then translate into Spanish. The students should bring
pictures of their families or a fictitious one. See attach for project’s handout.
•
Wrap-up/Closure: To make sure the students have accomplished the goals of the
lesson, the teacher will ask them questions about their family members.
•
Clean up: Students will straighten their desk, pick up any paper that might be on
the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
quizzes and writing.
•
Teacher Reflection: This lesson will be reviewed the next day with the students
to see their abilities to use the new vocabulary. The teacher will then know more
about the strong points of the presentation and the points that need to be
strengthened before presenting the lesson again.
Capítulo 5 “La Familia” Quiz (30 points)
Español 1
Standards 9.1.2
Nombre__________________
Apellido______________________
Fecha_____________________
Periodo_______________________
Complete the sentences below to explain who each of your family member is. (30 puntos)
1. El padre de mi padre es mi ______________________. 2. La hija de mi hermana es mi ________________________. 3. El hermano de mi madre es mi ____________________. 4. La hermana de mi esposa es mi _____________________. 5. La hija del esposo de mi madre es su _____________________. Choose the correct verb to complete sentences about Emily’s activities with her family. 11. Mi hermano también (also) __________________ con nosotros. a. almuerza b. almorzamos 12. A veces (sometimes) nosotros _________________ en la casa de mis abuelos. a. dormimos b. duermen 13. Mis abuelos ________________ la siesta (nap) a las dos de la tarde (2:00 P.M.) a. duermo b. duermen 14. Yo ______________ en la ciudad, pero (but) mi abuelo vive en el campo. a. vives b. vivo 15. Nosotros ________________ en la capital de Puerto Rico. a. vives b. vivimos Español 1 Proyecto La Familia. Standard 9.1.3 Nombre____________________________ Fecha______________________________ Apellido_________________________ Periodo__________________________ Proyecto La Familia. (50 points) Due Tuesday, March 11th, 2014 Instruccions In this activity, you will create a poster with one picture or pictures of your own family, or a
fictitious family—look for famous persons that you might like. Also you will write an essay using
vocabulary from chapter 1-5.
Requirements:
You should tell your name, your age, state one thing you like to do, give physical description of
you, and with whom you live and the relationships that you have with those persons.
Suggested Sequence
Day 1: You are going to write a rough essay in English. Then, you are going to translate rough
essay into Spanish. The teacher will collect your paragraph to grade it and make corrections if
needed.
Day 2: You are going to the computer lab to type your corrected essay—this will be your final
draft. Then you’re going back to the classroom to illustrate your poster with your pictures and
with your essay.
Day 3: If there is time you will be able to embellish your poster with drawing and more pictures.
Grading Rubric Categories Contents (30
points)
Use/Spelling
vocabulary
(10 points)
Originality
and
appereance
(10 points)
A B
C/D F Exceeds
Expectations.
Range: 90% 100% Meet
Expectations.
Range: 80% 89% Almost Meets
Expectations.
Range: 70% 79% Does Not Meet
Expectations.
Range: 69% and
Below The poster includes
all required
elements as well as
additional
information.
Follow the
conventions of
usage, punctuation,
and spelling in
her/his writing
according to the
expectations for the
chosen assignment. The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
All required
elements are
included on the
All but 1 of the
required elements
are included on the
poster.
Several required
elements were
missing.
Generally, the
spelling,
punctuation, and
capitalization are
accurate. Somewhat
inaccurate spelling,
punctuation, and
capitalization. Serious errors in
spelling,
punctuation, and
capitalization. The poster is
attractive in terms
of design, layout
and neatness.
The poster is
acceptably
attractive though it
may be a bit
messy.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
poster. Spanish I
Lesson #11
Sra. Ferrer
Unit: En casa con la familia
Lesson: Applying vocabulary when using negation with nunca (never), tampoco
(neither), nadie (nobody), and nada (nothing).
Poster Project 2nd day.
Duration: 50 min.
Objectives:
•
•
SWBAT engage in conversations to describe family and relatives.
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on
a variety of topics.
•
SWBAT to identify, write, and apply vocabulary and grammar while the teacher
presents a PowerPoint with pictures of Latin-American families.
 WL.MA9.6.1 2007 Use digital media to build vocabulary, improve
reading ability, and encourage cultural awareness.
SWBAT review and use vocabulary when preparing a poster that represent their
understanding about the family members in Spanish.
 WL.MA9.3.2 2007 Present prepared material and student-created material
on a variety of topics.
Materials:
• Board
• Computer Lab
• Computer (PPT)
Activities/ Procedures:
•
Bell work: The teacher will ask the students simple questions to warm up the
class.
Ex. ¿Cómo esta el clima? ¿Qué día es hoy? ¿Qué fecha es hoy? ¿En qué estación
estamos? ¿Cómo es tu madre?
•
Acitivity: Then the teacher will ask the students to come to the board to write
words related with the vocabulary. Also the teacher will ask the students to write
Sentences using negation with nunca (never), tampoco (neither), nadie (nobody),
and nada (nothing). Accommodation: Gardner: (Visual/Spatial,
Bodily/Kinesthetic, Verbal/Linguistic & Interpersonal). Bloom’s: (Knowledge,
Comprehension)
•
Picture-cued writing Activity: Using the computer, the teacher will present
different pictures to the class. Thus, the students will be asked to complete a
worksheet while the teacher asks questions about the pictures. To see worksheet
go to appendix. Accommodation: Gardner: (Visual/Spatial, Verbal/Linguistic
and Interpersonal). Bloom’s: (Knowledge, Comprehension & Application).
•
Family Project Activity: As a second day of the family poster project, students
will be taken to the computer lab to type and print their essays. Then the students
will start working on the decoration of their posters.
•
Wrap-up/Closure: To make sure the students have accomplished the goals of the
lesson, the teacher will ask them questions about their family members.
•
Clean up: Students will straighten their desk, pick up any paper that might be on
the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
quizzes and writing.
•
Teacher Reflection: This lesson will be reviewed the next day with the students
to see their abilities to use the new vocabulary. The teacher will then know more
about the strong points of the presentation and the points that need to be
strengthened before presenting the lesson again.
Español 1 Picture-cued writing Activity
Standard 9.1.2 Nombre____________________________ Apellido_________________________ Fecha______________________________ Periodo__________________________ According to what you see in the pictures and what your teacher says, fill in the blank. familia, abuelos, padres, gemelos, hermanas, 1. _________________________ moreno, alto, atlético 2. ______________________________ 3. ______________________________ 4. ______________________________ 5. _______________________________ 6. _______________________________ familia, abuelos, padres, gemelos, hermanas, moreno, alto, atlético familia, abuelos, padres, gemelos, hermanas, moreno, alto, atlético familia, abuelos, padres, gemelos, hermanas, moreno, alto, atlético familia, abuelos, padres, gemelos, hermanas, moreno, alto, atlético familia, abuelos, padres, gemelos, hermanas, moreno, alto, atlético Spanish I
Lesson #12
Sra. Ferrer
Unit: En casa con la familia
Lesson: Poster Project 3rd day and study guide.
Duration: 50 min.
Objectives:
•
SWBAT engage in conversations to describe family and relatives.
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on
a variety of topics.
•
SWBAT review and use vocabulary when preparing a poster that represent their
understanding about the family members in Spanish.
 WL.MA9.3.2 2007 Present prepared material and student-created
material on a variety of topics.
Materials:
• Board
• Worksheet (study guide)
Activities/ Procedures:
•
Bell work: The teacher will ask the students simple questions to warm up the
class.
Ex. ¿Cómo está el clima? ¿Qué día es hoy? ¿Qué fecha es hoy? ¿En qué estación
estamos? ¿Cómo es tu madre?
•
Activity: Then the teacher will ask the students to come to the board to write
words related with the vocabulary. Also the teacher will ask the students to write on
the board the verbs they are learning.
Ex. madre, abuelo, bisabuelos
Ex. almorzar, vivir, dormir
Accommodation: Gardner: (Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic
& Interpersonal). Bloom’s: (Knowledge, Comprehension)
•
Family Project Activity: As a third day of the family poster project, students will
be able to finish their poster decoration and display their projects.
Accommodation: Gardner: (Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic
& Interpersonal). Bloom’s: (Knowledge, Comprehension & Application)
•
Activity: Then the teacher will give the students a study guide. The students will
complete the study guide in class. At the end of the class, the teacher will go over
the study guide. The students will take the study guide s home to study and turn
them in the next day before the test for points.
Accommodation: Gardner: (Verbal/Linguistic & Intrapersonal).
Bloom’s: (Knowledge, Comprehension & Application)
•
Wrap-up/Closure: To make sure the students have accomplished the goals of the
lesson, the teacher will ask them questions about their family members.
•
Clean up: Students will straighten their desk, pick up any paper that might be on
the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation, posters, and
worksheets.
•
Teacher Reflection: This lesson will be reviewed the next day with the students
to see their abilities to use the new vocabulary. The teacher will then know more
about the strong points of the presentation and the points that need to be
strengthened before presenting the lesson again.
Capítulo 5 “La Familia” Study Guide
Español 1 (30 points)
Standards 9.1.2
Nombre__________________
Apellido______________________
Fecha_____________________
Periodo_______________________
Complete this study guide to prepare for tomorrow’s test. If yoou can complete this study guide esasily, you should be very successfull on your test. Study the entire vocabulary. Conjugate the following verbs. almorzar (to eat lunch) yo nosotros tú vosotros él ellos vivir (to live) yo nosotros tú vosotros él ellos dormir (to sleep) yo nosotros tú vosotros él ellos ser (to be-­‐-­‐permanente) yo soy nosotros estamos tú vosotros él ellos estar (to be—temporal) yo estoy nosotros tú vosotros él ellos empezar (to start) yo empiezo nosotros empezamos tú vosotros él ellos entender (to understand) yo entiendo nosotros entendemos tú vosotros él ellos Translate the following dialog. Alina:
Tía, son las cuatro de la tarde. La película empieza a las seis.
Tía:
Tienes que limpiar y lavar los platos.
Alina:
¿Qué tal si limpio y lavo los platos después?
Tía:
Tengo una idea. Yo lavo los platos ahora y tú limpias el piso después.
Alina:
Ah, bueno. ¿Quieres venir al cine con nosotros?
Tía:
Alina:
Claro que sí. Yo nunca voy al cine.
Ay, tía. ¡Eres muy trabajadora! ¡Deja (leave) los platos y vamos!
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Translate the following paragraph.
Yo quiero comer en el patio, pero mi mamá no come afuera (outside) nunca y mi
papá tampoco. A mis primas sí les gusta estar afuera; pero hoy nadie quiere salir.
David no tiene ganas de salir y no tiene hambre tampoco. ¡Qué lata! No les gusta
hacer nada divertido. ¡Sólo Rufo, mi perro, quiere comer conmigo en el patio!
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Spanish I
Lesson Plan #13
Sra. Ferrer
Unit: En casa con la familia
Lesson: Review vocabulary and grammar for the test.
Duration: 50 min.
Objectives:
•
SWBAT answer questions to describe close family and relatives.
 WL.MA9.1.2 2007 Exchange detailed information and opinions orally on
a variety of topics.
•
SWBAT write on the board to master the vocabulary and the spelling.
 WL.MA9.2.2 2007 Demonstrate comprehension of both authentic and
non-authentic written and spoken language through developmentally
appropriate tasks
•
SWBAT to identify, write, and apply vocabulary and grammar while the teacher
presents a PowerPoint with pictures of Latin-American families.
 WL.MA9.6.1 2007 Use digital media to build vocabulary, improve
reading ability, and encourage cultural awareness.
•
SWBAT to listen, write, and apply vocabulary and grammar through dictation.
 WL.MA9.1.6 2007 Use speaking and listening strategies to facilitate
communication.
Materials:
• Board
• Worksheet
Activities/ Procedures:
•
Bell work: The teacher will encourage the students to participate when asking
them simple questions to warm up the class and to activate students’ prior
knowledge and skills.
Ex. ¿Cómo esta el clima? ¿Qué día es hoy? ¿Qué fecha es hoy? ¿En qué estación
estamos? ¿Cómo es tu madre?
Accommodation: Gardner: (Verbal/Linguistic & Interpersonal).
Bloom’s: (Knowledge, Comprehension, Application)
Ex. ¿Qué día es hoy?
(What day is today?)
¿Cómo está el clima?
¿Cómo te llamas?
¿Cuántos años tienes?
¿Cuántos hermanos tienes?
(How is the weather?)
(What is your name?)
(How old are you?)
(How many siblings do you have?)
•
Activity: Then the teacher will ask the students to come to the board to write
words related with the vocabulary and grammar to help the students to master
vocabulary and spelling.
Accommodation: Gardner: (Bodily/Kinesthetic, Verbal/Linguistic &
Interpersonal). Bloom’s: (Knowledge, Comprehension & Application)
Ex. madre, abuelo, bisabuelos
Ex. almorzar, vivir, dormir
•
Picture-cued writing Activity (*): Using the computer, the teacher will present
different pictures to the class. Thus, the students will be asked to complete a
worksheet while the teacher asks questions about the pictures. The teacher will
collect this activity for grading. Grade: 24 points. To see worksheet go to
appendix
Accommodation: Gardner: (Visual/Spatial, Verbal/Linguistic and Interpersonal).
Bloom’s: (Knowledge, Comprehension & Application).
*Differentiation: The teacher will give different version of the activity described
above to the slower pace students and to the students who have missed a lot of
classes. Instead of fill in the blank activity, they will have multiple-choices
worksheets. See appendix for worksheet.
•
Extension: Individual and Group Activity: Phase #1. Listening-dictation. The
teacher will dictate a short paragraph in Spanish, which the students have to write.
Phase #2. The teacher will ask the students to get into groups to translate the
dictation into English. The teacher will ask the students to share their translations.
The teacher will collect this activity for grading. Grade: 10 points for listeningdictation, 10 points for translation. Total 20 points. See appendix for text to
dictate.
Accommodation: (Gardner: Verbal/Linguistic & Intrapersonal). Bloom’s:
(Knowledge & Application)
•
Wrap-up/Closure: To make sure the students have accomplished the goals of the
lesson, the teacher will ask them questions about their family members.
•
Clean up: Students will straighten their desk, pick up any paper that might be on
the floor around them, and get ready for dismissal.
•
Evaluation: The students will be assessed through observation and through their
work-class activities.
•
Teacher Reflection: This lesson will be reviewed the next day with the students
to see their abilities to use the vocabulary. The teacher will then know more about
the strong points of the presentation and the points that need to be strengthened
before presenting the lesson again.
Español 1 PowerPoint Activity La Familia Standard 9.1.2 & 9.6.1 Nombre____________________________ Apellido_________________________ Fecha______________________________ Periodo__________________________ According to what you see in the pictures and what your teacher says, fill in the blank. 1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________ 6. ___________________________ 7. ___________________________ 8. ___________________________ 9. ____________________________ 10. ___________________________ 11. ____________________________ 12. ____________________________ Español 1
PowerPoint Activity* La Familia
Standard 9.1.2 & 9.6.1
Nombre____________________________
Fecha______________________________
Apellido_________________________
Periodo__________________________
According to what you see in the pictures and what your teacher says, fill in the blank. Choose one from
the box.
1. _________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético, mayor, menor
2. __________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético, mayor, menor
3. ___________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético, mayor, menor
4. ____________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético, mayor, menor
5. _____________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético, mayor, menor
6. _____________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético, mayor, menor
7. _____________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético
8. ____________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético
9. _____________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético
10. _____________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético
11. ____________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético
12. _____________________________
familia, abuelos, padres, gemelos, hermanas,
moreno, alto, atlético
Texto del dictado (Text to dictate). *Just for the teacher. Hola, me llamo Antonio. Yo vivo en el campo con mi familia. En mi familia somos seis personas: mi madre, mi padre, dos hermanas, un hermano y yo. Mi padre es alto y tiene los ojos cafés. Mi madre es baja y tiene ojos azules. Tengo una hermana mayor y una hermana menor. También un hermano gemelo que es muy travieso. El nombre de mi hermano gemelo es Armando. Nuestra materia favorita es matemática. Nuestro deporte favorito es el fútbol. Español 1 Listening Activity (Individual and Gruop Activity) Capítulo 5 “La Familia” Standard 9.1.2 & 9.1.6 1. Escriba lo que la profesora dice en Español. Luego, con un compañero tradúzcalo al inglés con un compañero. (Write down what the teacher says in Spanish. Then, work with a partner to translate it into English.) Dictado. (Dictation) Traduzca al inglés. (Translate into English.)