Level: Spanish II Honors
Date: Day 7 – 50 mins
Unit: Jugar es un derecho para los niños
-Ask and answer simple questions and give reasons
for answers.
- Talk about personal preferences, emotions and
opinions with some explanation.
-Present information, findings, and supporting
evidence such that listeners can follow the line of
reasoning and the organization.
Señora Carl
Childhood/
Toys
vocabulary
Describe people, places,
and situations in the
past using the imperfect
tense
-Warm-up Conjugation
PowerPoint
-30 Batalla de los Barcos
handouts
-Whiteboards & markers
-HW worksheets
-Identify childhood experiences in the target
culture.
-Participate in children's games practiced in the
target culture.
-To remind students about
the Imperfect Conjugations
that we learned yesterday,
they will complete the
Conjugation Activity in their
Repasito Sheet. While they
are working, I will walk
around and check their HW
sentences. We will then go
over the answers to the
Warm-up.
(5 minutes)
Level: Spanish II Honors
Date: Day 7
Unit: Jugar es un derecho para los niños
Señora Carl
UDL Strategies
1.
•Multiple Means of Representation
_X__ Visuals, diagrams, & charts
____ Color-coding
_X__ Formatting variations
____ Highlighting
___ Concept Attainment
____ Metaphors
____ Checklists
____ Video/Audio Clips
•Multiple Means of Expressions
_X__ Manipulatives
_X__ Technology
_X__ Sentence starters & cloze
paragraphs
____ Organizers
____ Illustrations
____ Role-play
____ Think alouds
2.
3.
•Multiple Means of Engagement
____ Music & movement
_X___ Games & puzzles
_X__ Student choice
____ Personalized questions
____ Cooperative learning groups
____ Rubrics
_X__ Prompts, reminders, & guides
Students will then take out their 3 sentences that they
wrote for homework. We will create an Inner/Outer
circle for students to share their sentences with their
classmates. Students will start by sharing their 3
sentences about their childhood with the person
standing across from them. I will give students 2 minutes
and display a timer on the board so students know how
much time they have left. When time is up, students will
trade their sentences with their partners. The inner circle
will walk counter-clockwise and the outer circle will walk
clockwise until the music stops. When the music stops
and they have a new partner, they will know them
him/her about the childhood of their previous partner,
and vice verse. This will continue until they have switch
papers and talked with 4 different students. (10 minutes)
We will then discuss what they learned about the
childhood of different students in the class. ¿El ninez de
los otros estudiantes era similar o diferente? (5 minutes)
Next, students will get a Batalla de los Barcos board to fill
out using Imperfect conjugations. Once their board is
filled out, students will find a partner and play battleship
practicing the imperfect conjugations. Instead of saying
“C-5”, students will say “Yo corría” to make their choices.
Students will slide their sheet into the whiteboard so
they can play more than 1 game. (30 minutes)
Closure/Assessment
Ticket Out: Students will answer the following
questions before leaving class today.
1.The endings for an –AR verb in the Imperfect
tense are ______________________________.
2.The endings for an –ER/-IR verb in the
Imperfect tense are ____________________.
Homework
Choose 1 of the 2 options:
1. Go to the Realidades webpage and complete
the 2 Imperfect Tense practice activities and
email me a screenshot of their answers.
2. Complete the Imperfect Review worksheet.
Screen shot of online
timer
Screenshot of the Realidades
website Imperfect Practice
Activities