Download Spanish - 7th Grade

Spanish Curriculum MYP 7th Grade
1st 9 weeks
MYP lesson Objective: Classroom Procedures/Introductions.
Guiding Question: How will learning Spanish affect my everyday interaction within the community
and peers?
Goals/Focus: Classroom procedures. Basic introductions in English, and translation into Spanish.
Discuss the basics of what we will learn from the Spanish language. And briefly, getting to know each
another, in English and Spanish.
Integrated Subjects: Language Arts.
What do I want students to know/be able to do as a result of this lesson?
Students will be introduced to the Spanish language, by using polite introductions and greetings.
They will also be introduced to the language by acknowledging the importance of learning the
language.
Activities/Labs/Performances: Students will copy polite introductions from Power Point. They will
practice orally in English, and Spanish, the learning of each other’s names, and were they are from.
On Power Point, Students will review classroom procedures. We will discuss in class.
Modeling/Instruction: Teacher will model oral introductions in Spanish. Students will practice, by the
repetition of introductions, and practice with each other by walking around the classroom. Students
will continue learning the Classroom Procedures from Power Point.
Resources: Computer (Power Point), Classroom Procedures handouts, interactive notebooks.
Assessments: Students will walk around asking five other students what their name is, and where
they are from. Students will write the answers in their notebooks. Assessment will be done through
their responses and participation during the activity.
Areas of Interaction: Community and Service, Approaches to Learning.
TEKS Objective(s):
(1). Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(2). Cultures. Student gains knowledge and understanding of other cultures.
(3). Connections. The student uses the language to make connections with other subject
areas and to acquire information.
MYP Lesson Objective: Why learn Spanish? – Lengua B ¿Por qué aprender español?
MYP Guiding Question (Essential Question) to Focus the Students: How will knowing Spanish help me
in the interaction with my environment?
Goals/Focus: Why learn Spanish? Asking questions of the importance of learning Spanish, and what
types of jobs will we acquire by knowing the Spanish Language.
Integrated Subjects: Language Arts.
What do I want students to know/be able to do as a result of this lesson?
Students will learn the importance of learning a second language, and will be able to learn
expressions, to facilitate communication in the classroom, and with the teacher.
Activities/Labs/Performances: Throughout the unit the teacher presents a Power Point titled: “Why
learn Spanish?” Students will also watch a video with the same title. They will take Cornell notes
during the presentation. Project: Complete poster, with illustrations (drawn, or picture cutouts),
listing ten reasons why it is important to learn Spanish.
Modeling/Instruction: Teacher will discuss the importance of Spanish by modeling a list of reasons
why it is important to learn the language. Students will take turns calling out different reasons, and
different examples of accomplishments when learning a language.
Resources/Equipment: Why learn Spanish video, Exprésate textbook, p. T64. Use dictionaries,
textbooks to translate words used to express their gatherings. Power Point presentation. Projector.
Interactive notebooks.
Assessment: Project: Why learn Spanish? Illustration Poster.
Project directions: Every student will receive a letter size color paper. Students will fold their paper
in five. This fold will make ten boxes of the same size. In five boxes the student will write a reason
they think is important to speak Spanish. In the next five boxes, students will list five
accomplishments acquired because of knowing Spanish. They will draw a picture or cut a picture
from a magazine to illustrate their findings. Students will be graded on a Rubric.
Area(s) of Interaction (AOI):
*Approaches to Learning
*Environment
*Human Ingenuity
*Community and Service
*Health and Social Education
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: students will learn “how” to learn another language; as well as how to
work individually and collaboratively; and they will learn why is important to acquire a second
language.
Human Ingenuity: Students will create poster with lists and illustrations of the importance of
learning a second language.
Community and Services: Learning why is important to learn Spanish and about the Spanish
culture will encourage responsibility and appreciation towards the Spanish speaking community.
TEKS: 114.22 (c) Knowledge and skills.
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading, and writing. The student is expected to: A) engage in
oral and written exchanges of learned material to socialize and to provide and obtain
information.
Final Product: Assessment of “ Why learn Spanish?” poster.
Modifications/Adjustments: No modifications and adjustments needed.
MYP Lesson Objective: How to interact in the classroom in Spanish.
MYP Guiding Question: How will using effective basic communication in Spanish in the classroom
change my outlook on learning another language?
Goals/Focus: Basic conversation. Learning to communicate in the classroom. Basic survival phrases in
Spanish. From teacher to student, and student to teacher.
Integrated Subject: Power Point (Technology). Vocabulary.
What do I want students to know/be able to do as a result of this lesson? Students will be able to
communicate to the teacher, for example, clarifications of Spanish pronunciations, and other
different Spanish phrases. Examples may be: Puedo ir al lavatorio? (May I go to the bathroom?),
Necesito un lapiz, por favor (I need a pencil, please).
Activities/Labs/Performances:
1.
2.
3.
4.
5.
Power Point Presentation of the different survival phrases in Spanish. Students will take
notes of Presentation.
Students will choose the most common survival phrases used in class, and write each phrase
three times, to become familiar with how it is written.
Once Power Point presentation is complete, students will then use their dictionary to copy
the definition of each phrase written in English (Once).
Students will work cooperatively, creating their own poster of the most common phrases in
Spanish, define them in English, and ask each other in their group for practice. Lists will vary.
These posters will be displayed throughout the school.
For extra practice, phrases list will be copied on the board in English, and students will
participate on the board by translating the phrases on the board in Spanish (Without using
notes and notebook).
Modeling: Teacher will model going over the pronunciation of the survival phrases. Teacher and
students will recite them together in class.
Resources/Equipment: Computer (Power Point). Dictionaries. Expresate textbook page T-68.
Interactive Notebooks. Poster Board.
General Assessments: Students will be evaluated in participation and cooperation with other students.
They will also be assessed in proper pronunciation etiquette of phrases.
Area(s) of Interaction (AOI) you will focus on in your subject area for this lesson:
*Approaches to Learning (ATL)
*Environment
*Human Ingenuity
*Community and Service
*Health and Social Education
Justification for the chosen Area(s) of Interaction:
Approaches to Learning, students will learn how to learn another language, individually and
collaboratively. They will learn why is important to acquire a second language.
TEKS: 114.22 (c) Knowledge and skills.
(1) Communication. The student communicates in a language other than
English using
the skills of listening, speaking, reading, and writing. The student is expected to:
A) Engage in oral and written exchanges of learned material
to provide and obtain information;
to socialize and
2) Cultures. The student gains knowledge and understanding of other cultures. The student
is expected to:
(A) Demonstrate an understanding of the practices (what people do) and how
they are related to the perspectives (how people perceive things) of the
cultures studied; and
(B) Demonstrate an understanding of the products (what people create) and
how they are related to the perspectives (how people perceive things) of the
cultures studied.
(3) Connections. The student uses the language to make connections with other subject
areas and to acquire information. The student is expected to:
(A) Use resources (that may include technology) in the language and
cultures being studied to gain access to information;
Final Product (if applicable): Participative Interaction of Survival phrases.
Modifications/Adjustments:
Students that need modification will have extra time to copy the Vocabulary. Handouts of phrases
will be given as needed. Assignments will be shortened when needed. Extra time will be given to turn
work in. Spanish speaking students or those students who have grasped concepts quickly will help
students who need more assistance.
Rico.
4. MYP Lesson Objective: To become familiar and learn the culture of Puerto
Guiding Question: How does learning from another country enhance our views of the country, and the
Spanish Language?
Goals Focus: Students will become familiar with the Spanish country of Puerto Rico, learn its location,
customs, geography, and traditions, to name a few.
Integrated Subjects: Geography.
What do I want students to know/be able to do as a result of this lesson? Students will learn Puerto
Rico’s location, geography, customs, food, and traditions to name a few.
Activities/labs/performances: Students will watch video of Puerto Rico. They will enhance their
watching experience by the use Cornell Notes to focus on main ideas of movie. Students will be
shown through Projector, the map of Puerto Rico, and they will take notes on key locations of Puerto
Rico. Examples of these are important rivers, cities, parks, forests, to name a few. Students will be
given for individual practice a blank map of Puerto Rico to locate items listed. Include completed map
in interactive notebook.
Modeling/Instruction: We will discuss, and learn to pronounce in class the different items above. And
learn the accurate location of such items from the map.
Resources/Equipment: Exprésate textbook, and Interactive Tutor DVD: Geo-Cultura: Puerto Rico.
Map of Puerto via Projector. Interactive Notebooks. Handouts of Blank Map of Puerto Rico.
Area(s) of Interaction (AOI) Learner Profile.
*Approaches to Learning (ATL)
*Environment (E)
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: students will learn how to learn another language, individually and
collaboratively. Students will learn how to use a bilingual dictionary.
TEKS/Goals/Objectives: TEKS: 114.22 (c) Knowledge and skills.
(1) Communication. The student communicates in a language other than English
using the skills of listening, speaking, reading, and writing.
(2) Students gain knowledge and understanding of other cultures.
Final Product : Knowledge of country and location of key points in map.
Assessment: Map Quiz.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Handouts will be
given as needed. Notes will be written on the board to help students that struggle taking notes. Extra
time will be given to turn work in. Spanish speaking students or those students who have grasped
concepts quickly will help students who need more assistance.
Intercultural Approach/Multicultural Connections:
Students will learn about the Spanish language and its different cultures. In this unit students will
hear different dialects and will watch videos explaining lives and traditions from Puerto Rico.
2nd 9 weeks.
MYP Lesson Objective: Learn verbs “Ser” and “Estar”
MYP Guiding Question: How does learning a verb and its conjugation enhance my knowledge and
skills learned from the Spanish language?
Goals/Focus: Students will be introduced to both verbs “To be,” and learn to identify the difference of
the verbs.
Integrated Subject: Subject: Language Arts. Vocabulary.
Activities/Labs/ Performances: Introduction: Students will copy Vocabulary of verbs “Ser” and “Estar”
three times, and its conjugated forms in their interactive notebooks. Using the dictionary, the
students will translate in English once. Students will then watch the Interactive Tutor DVD on Ser
and Estar. Students will review, and discuss the points to the verbs on Power Point to reiterate what
was watched. Students will then practice by writing the verbs Ser and Estar on separate sheets of
paper or index cards. Teacher will give students different scenarios, and sentences on the board, and
they will identify the type of verb they will be using in each situation. In groups, students will also
complete a verb shoe: on the top of shoe they will write the verb, and right down the shoelaces they
will also write the conjugations of the verbs.
Group work: I will select a score keeper for the game. Verb game: In groups, students will write a
series of five sentences on sentence strips with blank space for the appropriate verb. One member of
the group will write two sentences on the board. Using their sheets from the previous in- class
practice, they will identify if the sentences use Ser or Estar. Students discuss in group which verb is
the appropriate one. Another member of the group (whichever the group has chosen), will call out
the correct verb, and will come to the board and write the correct verb on the blank. The group with
the most tallies wins the game. Prize: 2-3 extra points on the next test.
Resources/Equipment: Interactive DVD: Expresate. Power Point presentation. Dictionaries. Index
cards. Sentence strips. Interactive notebooks.
What do I want students to know/be able to do as a result of this lesson? Students will be able to learn
to conjugate verbs, also learn to identify the proper usage and difference of the verbs “Ser and Estar”.
Student will learn how to use these verbs in a sentence.
Assessment: “Ser” and “Estar” board game. “Ser” and “Estar” Quiz.
Area(s) of Interaction (AOI):
*Approaches to Learning
*Human Ingenuity
*Community and Service
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: Students will learn how to conjugate verbs, learn to write them in a
sentence, and learn to utilize the proper verb in sentence.
Human Ingenuity: Students will create their own sentences to practice the verbs “Ser and Estar”
Community and Service: Utilizing expressions learned will encourage students to appreciate the
language and Spanish culture.
TEKS: 114.22 (c) Knowledge and skills.
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading, and writing. The student is expected to: A) engage
in oral and written exchanges of learned material to socialize and to provide and obtain
information.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Extra time will be
given to complete the sentences or play the game if necessary. Spanish speaking students will help
students who need more assistance.
MYP Lesson Objective: Introducing the verb “Gustar”
Guiding Question: How will learning the verb “Gustar” help tie in the knowledge and skills from the
other verbs learned in the Spanish language?
Goals/focus: To learn the verb “Gustar” and apply its proper conjugations. How to apply the verb in a
sentence. Learn to read the verb in a sentence.
Integrated Subjects: Language Arts. Vocabulary
Activities/Labs/Performances: Students will begin by writing the verb “Gustar” and its conjugations.
Students will write the vocabulary written on the board, three times each. The translations in
English, students will write only once. Student and teacher will learn to pronounce vocabulary.
Students will then watch the Interactive Tutor DVD on Gustar. Students will review, and discuss the
points to the verbs on Power Point to reiterate what was watched. Students will then practice by
writing the verb Gustar on separate sheets of paper or index cards. We will formulate sentences
using the verb, and students will practice the sentences in pairs. First they will write them on the
board, and finally recite to each other taking turns to write and recite.
Group work: Teacher will select a score keeper for the game. The teacher will give each group a
series of five items, and five sentence strips. Verb game: In groups, students will write which items
they like or don’t like on sentence strips. Group selects which members of the group will come to the
board to write the sentence formulated using the verb Gustar Using their sheets from the previous
in- class practice, they will identify how to write the sentences using the verb Gustar. The group with
the most tallies wins the game. Prize: 2-3 extra points on next test. Poster: Using cutouts or drawings,
students will make a poster to show things they like or do not like, and things they like or do not like
to do (four each). They will be grade on a rubric.
Resources/Equipment: Interactive DVD: Expresate. Power Point presentation. Dictionaries. Index
cards. Sentence strips. Magazines, Supplies for project. Interactive notebooks.
What do I want students to know/be able to do as a result of this lesson? Students will be able to learn
to conjugate verbs, also learn to identify the proper usage and difference of the verbs “Gustar”.
Student will learn how to use these verbs in a sentence.
Assessment: Sentence Strip Game. “Gustar” Quiz.
Area(s) of Interaction (AOI):
*Approaches to Learning
*Human Ingenuity
*Community and Service
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: Students will learn how to conjugate verbs, learn to write them in a
sentence, and learn to utilize the proper verb in sentence.
Human Ingenuity: Students will create their own sentences to practice the verbs “Gustar”
Community and Service: Utilizing expressions learned will encourage students to appreciate the
language and Spanish culture.
TEKS Objective(s): TEKS: 114.22 (c) Knowledge and skills.
(1)
Communication. The student communicates in a language other than English using the skills
of listening, speaking, reading, and writing. The student is expected to: A) engage in oral and written
exchanges of learned material to socialize and to provide and obtain information.
1.Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
2. Student gains knowledge and understanding of other cultures.
3. The student uses the language to make connections with other subject areas and to
acquire information.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Extra time
will be given to complete the sentences or play the game if necessary. Spanish speaking
students will help students who need more assistance.
MYP Lesson Objective : “Me gusta, no me gusta” Deportes/Actividades
(Sports/Activities):
MYP Guiding Question: How will learning the verb Gustar with infinitives help me communicate with
my community?
Goal/Focus: Students will learn how to apply the verb Gustar with an infinitive. Students will
formulate a sentence, to note sports and activities they like and do not like.
Integrated Subject: Language Arts. Vocabulary.
Activities/Labs/Performances: Students will write the vocabulary words and expressions three times
in their interactive notebook for practice. They will translate the vocabulary once. Students will then
learn the proper pronunciation of the words and expressions. Students will write on their notebooks
ten activities they like to do, and sports they like to play in English. We will discuss the sentences, or
expressions in English, then, write the infinitives gathered, in a different color on sentences. Students
(using the dictionary), and teacher, will translate the infinitives into Spanish. Teacher will write an
example of a sentence using Gustar plus infinitive, and a question: Que quieres hacer hoy? and
students will answer to the class. Students will get into pairs. Students will prepare a skit, writing a
series of questions and answers, then take turns asking each other for practice. Computer lab
activity: Students will go to the computer lab. They will prepare a school calendar with classes,
activities, clubs, and sports they like to play. They will pick a month, then write the days of the week,
and times. And finally, the items given on the previous list to use for the calendar. Each student will
present three items from their calendar. Project will be graded on a Rubric.
What do I want students to know/be able to do as a result of this lesson?
Students will learn how to organize their days at school by preparing a calendar with classes,
activities, sports, and clubs in Spanish. Students will be able to ask questions and give answers to
each other about sports and activities they like and do not like to do, thus communicating their
calendar with confidence.
Modeling/Instruction:
Teacher will practice with the students the different ways to formulate questions and answers, using
the verb “Gustar” plus infinitives for students to gain confidence. Give examples of Calendar.
Teacher will prepare the calendar in the computer and model the project to students for clarification.
Resources/Equipment: White board, Overhead, Dictionary, Expresate book pgs. 12-14. DVD tutor:
Expresate Activities they like and do not like. (For skit reference).
General Assessments: Write sentences. Give Examples of things the teacher likes and does not like to
do. Give examples of Calendar. Assess Skit. Attach copies of rubrics-if used.
Area(s) of Interaction (AOI)
*Approaches to Learning
*Human Ingenuity
*Community and Service
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: students will learn how to research and find information about other
countries by learning how to read a map, use encyclopedias, books, and almanacs to get the
information they need. Students will work individually or in groups. Students will be allowed to help
each other in their research.
TEKS/Goals/Objectives: TEKS: 114.22 : Also: 1A, 1B, 1C. 4A, 4C.
1. Connections. The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
(A) Use resources (that may include technology) in the language and cultures being studied to
gain access to information.
1. Communication. The student communicates in a language other than English using the skills of
listening, speaking, reading and writing.
2. Student gains knowledge and understanding of other cultures.
3. The student uses the language to make connections with other subject areas and to acquire
information.
Final Product (if applicable):
Calendar of Activities in Spanish. To be displayed outside the classroom.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. In certain cases
students will copy notes from other students or handouts will be given. Notes will be written on the
board to help students who struggle taking notes. Assignments will be shortened when needed.
Extra time will be given to turn work in. Spanish speaking students or those students who have
grasped the
concepts quickly will help students who need more assistance. Calendar will be shortened for
students. Students will be helped, to organize their calendar into two activities of the week
whichever activities they choose.
MYP Lesson Objective: Tengo muchas cosas pero…..Necesito….. (I have a lot of things
but…. I need….. )
Guiding Question: Based on what I have learned, how will I be able to express what I have, and what I
need to my community and peers?
Goals/Focus: Students will learn to say what they have, and what they need based on school supplies,
classes. They will also learn how many members they have in their families.
Integrated Subjects: Math, Vocabulary, Language Arts.
What do I want students to know/be able to do as a result of this lesson?
Students will be able to say what they have and what they need. They will be able to talk about
classes and school supplies. They will be able to describe and talk about family members, and
relationships. Finally, students will able to ask about others’ responsibilities and theirs’.
Activities/Labs/Performances:
Students will copy the Vocabulary three times for practice in their notebooks. Students will learn to
pronounce the vocabulary. Students will translate vocabulary into English once. Students will then
draw a large backpack in construction paper. They will draw five school supplies. Students will then
think of five items they will still need in their backpacks. They will list them in the bottom of drawing.
In pairs, Students will tell each other what they have, and ask each other what they need, and answer
accordingly in Spanish.
Modeling/Instruction: I will model the exercise for them, and I will then monitor class for proper
pronunciation and proper sentence, and question, and answer structure.
Assessment: Oral participation, translation written in notebook. Proper sentence, and
question/answer structure.
Resources/Equipment: Interactive Notebooks. Supplies for project.
Areas of Interaction: Approaches to Learning, Human Ingenuity
TEKS Objectives: 1A, 1B,1C, 2A
1.Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
A. Engage in oral and written exchanges of learned material to socialize and to provide and
obtain information.
B. Demonstrate understanding of simple, clearly spoken and written language when dealing
with familiar topics.
3. The student uses the language to make connections with other subject areas and to
acquire information.
C. Present information using familiar words, phrases, and sentences.
Final Product (if applicable):
Students will complete the back-pack mini project, and present to each other.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. In certain cases
students will copy notes from other students or handouts will be given. Notes will be written on the
board to help students who struggle taking notes. Assignments will be shortened when needed.
Extra time will be given to turn work in. Spanish speaking students or those students who have
grasped the concepts quickly will help students who need more assistance. Back-Pack items will be
shortened whenever needed.
MYP Lesson Objective: To become familiar and learn the culture of Mexico.
Guiding Question: How does learning from another country enhance our views of the country, and the
Spanish Language?
Goals/ Focus: Students will become familiar with the Spanish country of Mexico, learn its location,
customs, geography, and traditions, to name a few.
Integrated Subjects: Geography.
What do I want students to know/be able to do as a result of this lesson? Students will learn Mexico’s
location, geography, customs, food, and traditions to name a few.
Activities/labs/performances: Students will watch video of Mexico. They will enhance their watching
experience by the use Cornell Notes to focus on main ideas of movie. Students will be shown through
Projector, the map of Mexico, and they will take notes on key locations of Mexico. Examples of these
are important rivers, cities, parks, forests, to name a few. Students will be given for individual
practice a blank map of Mexico to locate items listed. Include completed map in interactive notebook.
Modeling/Instruction: We will discuss and learn to pronounce in class the different items above. And
learn the accurate location of such items from the map.
Resources/equipment: Exprésate textbook, and Interactive Tutor DVD: Geo-Cultura: Mexico. Map of
Mexico via Projector. Interactive Notebooks. Handouts of Blank Map of Mexico.
Area(s) of Interaction (AOI) Learner Profile.
*Approaches to Learning
*Environment
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: students will learn how to learn another language, individually and
collaboratively. Students will learn how to use a bilingual dictionary.
TEKS/Goals/Objectives: TEKS: 114.22 (c) Knowledge and skills.
(1)
Communication. The student communicates in a language other than English using the skills
of listening, speaking, reading, and writing.
(2)
Students gain knowledge and understanding of other cultures.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Handouts will be
given as needed. Notes will be written on the board to help students who struggle taking notes. Extra
time will be given to turn work in. Spanish speaking students or those students who have grasped the
concepts quickly will help students who need more assistance.
3rd 9 weeks
verbs:
MYP lesson Objective: Verb “Querer” in the present tense, pronouns, and regular “ar”
Guiding Question: How will learning this new concept help me interact with my immediate
environment?
Goals/Focus: Students will learn about the verbs “querer+ ir +infinitive, pronouns after prepositions,
and regular “ar” verbs
Integrated Subjects: Vocabulary. Language Arts (Grammar).
Activities/labs/performances: Te Acuerdas? Give the students an overview of this section, so that
they become aware that the verb “querer” is a stem changing verb. Students will take notes on their
Cornell notes, the verb “querer” and its conjugations three times. Using the dictionary, students will
translate the verbs (only once), into English. Discussion of the verb “querer” will include Spanish
song, dancing, and singing. Discuss “ir” +infinitive, and pronouns after prepositions. Watch DVD
tutor: Expresate to reiterate what was learned. Students will complete a table titled “Que vas a
hacer? Exercise 21, Page 17 of the 7th grade Expresate book for practice in class. Pairs, or Groups of
three Skit: Students will prepare a skit where they will apply everything learned in this lesson.
Students can write, and afterwards, talk about things they like and do not like. Students will also be
able to add polite requests, to name a few. Topics suggested are: school, foods, school dances, or
home. Once skit is completed, students will act out there skits with a partner or partners. Project will
be Rubric graded.
Modeling/Instruction: Teacher will prepare several examples of skits and practice in the classroom
with another student.
Resources/Equipment: Exprésate textbook, and overhead. Expresate DVD tutor, Interactive
Notebooks.
Assessment: Oral practice and responses.
Areas of Interaction: Approaches to Learning, Human Ingenuity
TEKS Objective(s): 1A, 1B, 1C
1.Communication. The student communicates in a language other than English using
the skills of listening, speaking, reading and writing.
2. Student gains knowledge and understanding of other cultures.
3. The student uses the language to make connections with other subject areas and
to acquire information.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Handouts will be
given as needed. Notes will be written on the board to help students who struggle taking notes. Extra
time will be given to turn work in. Spanish speaking students or those students who have grasped the
concepts quickly will help students who need more assistance.
MYP Lesson Objective: Regular “AR” verbs, and possessive adjectives:
Guiding Question: How will learning Spanish grammar influence my learning of English grammar?
Goals/focus: Students will learn the “ar” verb, and possessive adjectives.
Integrated Subjects: Vocabulary. Language Arts.
Activities/Labs/Performances:
Students will copy “ar” verbs listed on the board. Once lesson is completed, students will translate
them into English once, and conjugate them accordingly. Teacher will discuss the “En Ingles” section
so that they are familiar with verb conjugations in English and in Spanish. Students will watch DVD
tutor. Teacher and students will discuss points One through Four of the Expresate Book via Power
Point. Students will take notes. On the board, teacher will copy an “ar” ending verb, and students will
be called out to translate the verb, and copy the conjugations of the verb. Students will complete
pronouns poster.
Classroom practice: Working with a partner, students will complete the exercise on the board: There
will be a conversation on the board, and students will select the correct conjugated verb. This will be
completed in their notebooks. Afterwards, students will learn a melody for memorizing the
conjugations of the the “ar” ending verbs. They will turn it into a song. Students will complete
Exercise 25, page 19 of Expresate book. Students will complete a board game using the “ar” verbs
listed on the board. They will use this board game to play in groups.
Modeling/Instruction: Teacher and students will review the exercises together. Teacher will have an
example of the board game for students to complete their project.
Assessment: Oral responses, exercises from board, practice recalling of conjugations for “ar” verbs.
Resources/Equipment: Dictionary. Projector, Expresate Book, Expresate DVD tutor. Interactive
Notebooks.
Areas of Interaction: Approaches to Learning, Human Ingenuity.
TEKS Objective(s): 1A, 1B, 1C
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(2) Student gains knowledge and understanding of other cultures.
(3) The student uses the language to make connections with other subject areas and to
acquire information.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Handouts will be
given as needed. Notes will be written on the board to help students who struggle taking notes. Extra
time will be given to turn work in. Spanish speaking students or those students who have grasped
concepts quickly will help students who need more assistance.
MYP Lesson Objective: “ER”, and “IR” verbs:
Guiding Question: How will learning Spanish grammar influence my learning of English grammar?
Goals/Focus: Learning to use er, and ir verbs, and stem-changing ar, er, and ir verbs.
Integrated Subjects: Vocabulary. Language Arts
Activities/Labs/Performances:
Power Point presentation of ar-er-and ir verbs. Expresate DVD tutor. Notebook: Students will copy er
and ir verbs from board, translate them using the dictionary. Students will conjugate verbs
accordingly. Classroom practice: Complete exercise 32, page 26 of Expresate book from Power Point.
Students and teacher will complete this exercise together. Students will create a planner poster for
two days. They will add all of the activities for those days. Finally, students will present planner in
class telling what days they do the activities. Project will be Rubric graded.
Modeling/Instruction: Teacher will complete a planner and present it in class.
Assessment: Oral responses. Learn to recall conjugations for ar, er, and ir verbs. Practice exercises
from board. Pronunciation.
Resources/Equipment: Expresate book, DVD tutor, Projector, Interactive Notebook.
Areas of Interaction: Approaches to Learning, Human Ingenuity
TEKS Objective(s): 1A, 1B, 1C.
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(3) Connections. The student uses the language to make connections with other subject
areas and to acquire information.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Handouts will be
given as needed. Notes will be written on the board to help students who struggle taking notes. Extra
time will be given to turn work in. Spanish speaking students or those students who have grasped
concepts quickly will help students who need more assistance.
MYP Lesson Objective: Que vas a pedir?
Guiding Question: How will learning about polite requests, food, and ordering food in Spanish help me
interact with my community?
Goals/Focus: Students will learn to comment on food, take someone’s order, and make polite
requests.
Integrated Subjects: Vocabulary. Language Arts.
Activities/Labs/Performances: Students will watch DVD tutor: Expresate: ExpresaVision. Students
will take notes while watching movie segment. Thry will then copy the Vocabulary from pages 41 and
44 three times in their notebooks. We will learn how to pronounce the Vocabulary. Using a
transparency projector.
Teacher will introduce the food and table setting vocabulary. Teacher will discuss which food he or
she likes, and dislikes. Students will discuss what they like and dislike. We will talk about the “Nota
Cultural” on page 42 of the Expresate book (this segment will be presented on Power Point.
Classroom Practice: Students will complete exercise One of page 42, One through Six. They will then
listen to CD Six, Track One, One through Four, of Expresate CDs. Discuss pages 44 and 45, exercises
Seven, Eight, and Nine. Restaurant project: Group work. Students will go to the computer lab, and will
create a menu. Students and Teacher will create a restaurant setting, and will apply what they have
learned in the lesson: Some students will be waiters, others guests. Students will take turns. They will
be ordering food, asking polite requests, and commenting on food. Project will be graded on a Rubric.
Modeling/Instruction: Teacher will make example of menu. He/She will model the restaurant setting
for project.
Assessment: Oral responses. Practice exercises from board. Learn how to order food, comment about
food, polite requests. Pronunciation.
Resources/Equipment: Expresate Book, Expresate DVD tutor, Computer Lab Projector, Transparency
Projector, Dictionary, Cafeteria.
Areas of Interaction: Learner Profile, Approaches to learning, Human Ingenuity, and Community and
Service.
TEKS Objective(s): 1A, 1B, 1C. 2B, 3B
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(2) Student gains knowledge and understanding of other cultures.
(3) The student uses the language to make connections with other subject areas and to
acquire information.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Handouts will be
given as needed. Notes will be written on the board to help students who struggle taking notes. Extra
time will be given to turn work in. Spanish speaking students or those students who have grasped
concepts quickly will help students who need more assistance.
MYP Lesson Objective: El Desayuno en Casa (Breakfast at Home).
Guiding Question: How will I communicate with my family and peers, what I have learned in this
lesson?
Goals/focus: Students will learn to talk about meals, offer help, and give instructions in Spanish.
Integrated Subjects: Vocabulary. Language Arts
Activities/Labs/Performances: Students will copy Vocabulary from pages 54, 55, and 58 three times.
Then students will translate vocabulary words (once), using Dictionary. Teacher and students will
learn to recite vocabulary for pronunciation. Watch Expresate DVD tutor ExpresaVision. Students
will take notes while watching movie segment. Teacher will discuss with students: “Nota Cultural”,
from page 56 of Expresate book. Complete in class exercises 25 1-6, and 26 1-8 displayed on Power
Point. Complete exercise 27 1-5 individually. Project: Computer Lab: Students will go print out a copy
of a Food Pyramid. The students will then write the names of the different kinds of foods and drinks
they have learned in Spanish into the Food Pyramid. Present in class. Project will be graded on a
rubric.
Modeling/Instruction: Teacher will model an example of the Food Pyramid, and add foods that
he/she likes and dislikes.
Resources/Equipment: Expresate Book, Dictionary, DVD tutor, Computer, Projector, Interactive
Notebook.
Assessment: Food Pyramid.
Areas of Interaction: Approaches to Learning, Human Ingenuity
TEKS Objective(s): 1A, 1B, 1C.
(1) Communication. The student communicates in a language other than English using the skills
of listening, speaking, reading and writing.
(2) Student gains knowledge and understanding of other cultures.
(3) Connections. The student uses the language to make connections with other subject areas
and to acquire information.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Handouts will be
given as needed. Notes will be written on the board to help students who struggle taking notes. Extra
time will be given to turn work in. Spanish speaking students or those students who have grasped
concepts quickly will help students who need more assistance. Other modifications will be (in lieu of
Pyramid project), to reinforce the vocabulary is having students group the foods in different
categories like vegetables, fruits, meats, poultry, and beverages.
MYP Lesson Objective: To become familiar and learn the culture of Argentina.
Guiding Question: How does learning from another country enhance our views of the country, and the
Spanish Language?
Goals/ Focus: Students will become familiar with the Spanish country of Argentina, learn its location,
customs, geography, and traditions, to name a few.
Integrated Subjects: Geography.
What do I want students to know/be able to do as a result of this lesson? Students will learn
Argentina’s location, geography, customs, food, and traditions to name a few.
Activities/labs/performances: Students will watch video of Argentina. They will enhance their
watching experience by the use Cornell Notes to focus on main ideas of movie. Students will be
shown through Projector, the map of Argentina, and they will take notes on key locations of
Argentina. Examples of these are important rivers, cities, parks, forests, to name a few. Students will
be given for individual practice a blank map of Argentina to locate items listed. Include completed
map in interactive notebook.
Modeling/Instruction: We will discuss and learn to pronounce in class the different items above. And
learn the accurate location of such items from the map.
Resources/Equipment: Exprésate textbook, and Interactive Tutor DVD: Geo-Cultura: Argentina. Map
of Argentina via Projector. Interactive Notebooks. Handouts of Blank Map of Argentina.
Area(s) of Interaction (AOI) Learner Profile.
*Approaches to Learning
*Environment
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: students will learn how to learn another language, individually and
collaboratively. Students will learn how to use a bilingual dictionary.
TEKS/Goals/Objectives: TEKS: 114.22 (c) Knowledge and skills.
(1)
Communication. The student communicates in a language other than English using the skills
of listening, speaking, reading, and writing.
(2)
Students gain knowledge and understanding of other cultures.
Final Product: Knowledge of country and location of key points in map.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Handouts will be
given as needed. Notes will be written on the board to help students who struggle taking notes. Extra
time will be given to turn work in. Spanish speaking students or those students who have grasped the
concepts quickly will help students who need more assistance.
4th Nine Weeks
too…)
MYP Lesson Objective: Por la Manana tengo que…. (In the morning I have
Guiding Question: ,Will learning the vocabulary of staying fit and healthy in Spanish help give
something back to my environment and community?
Goals/focus: To learn the importance of a healthy body, healthy mind, staying fit, and learn about
keeping a routine in Spanish.
Integrated Subjects: Vocabulary. Language Arts.
Activities/Labs/Performances: Students will copy the Vocabulary from pages 86, 87, and 90 three
times. Translate into English once. Students and teacher will recite and discuss for pronunciation
and reading. Watch Expresate DVD tutor ExpresaVison. Practice: Page 86 Exercise 1 (1-5), Exercise 2
(1- 8). Grammar Charades Game: Students will write verb phrases on strips of paper. Put in
container. Students will take turns choosing a strip of paper. The student who chooses the strip of
paper with the verb phrase will act it out, and the other students will guess the verb. The student
who guesses correctly can take a turn acting out the next verb. Project: Using butcher paper, students
will trace their bodies on the floor. One student can help another student. They can decorate as they
wish. Using the vocabulary words copied in the notebook, they will write the body parts in Spanish.
On the bottom of the poster they will write a list of their daily routine in Spanish, based on Morning,
Afternoon, and Evening. Project will be graded on a Rubric.
Assessment: Body Parts/Daily routine project. Body parts vocabulary/verb phrases Quiz.
Modeling/Instruction: Teacher will model and recite the verb phrases, and vocabulary with students.
Teacher will give an example of project.
Resources/Equipment: Expresate Book, Expresate DVD tutor, Projector. Supplies for Project.
Areas of Interaction: Approaches to Learning, Human Ingenuity
TEKS Objective(s): 1A, 1B.
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(2) Student gains knowledge and understanding of other cultures.
(3) The student uses the language to make connections with other subject areas and to
acquire information.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Handouts will be
given as needed. Notes will be written on the board to help students who struggle taking notes. Extra
time will be given to turn work in. Spanish speaking students or those students who have grasped the
concepts quickly will help students who need more assistance.
MYP Lesson Objective: Introduction to Verbs with Reflexive Pronouns. StemChanging Verbs:
Guiding Question: How will I apply what I have learned into my daily interaction within the school
community?
Goals/Focus: Students will be introduced to Verbs with Reflexive pronouns, and several stemchanging forms for verbs.
Integrated Subjects: Vocabulary. Language Arts.
Activities/Labs/Performances:
Students will copy verbs from page 92, verbs from page 96 three times, and translate with
Dictionary. Power Point presentation: Students will review Points One through Four. Watch
Expresate DVD tutor: GramaVision. Classroom Practice: Complete Exercise 12 of Page 93 (1-9) for
practice. Students will review the Stem changing verb points from page 96. Watch Expresate DVD
tutor: GramaVision. Classroom Practice: Complete Exercise 20 (1-7). Poster: (Practice using reflexive
pronouns, and stem-changing verbs): Students will create a poster with drawings of their daily
routines. Students will then list from the drawings what they do during the day, afternoon, and
evening. Poster will be graded on a rubric. Reflexive pronouns, and stem-changing verbs Quiz.
Assessment: Poster, Quiz.
Modeling/Instruction: Teacher will make an example of reflexive pronouns, and stem-changing verbs
poster.
Resources/Equipment: Expresate Book, Projector, Expresate DVD tutor, Supplies for project.
Areas of Interaction: Approaches to Learning, Human Ingenuity
TEKS Objective(s): 1A, 1B.
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(2) Student gains knowledge and understanding of other cultures.
(3) The student uses the language to make connections with other subject areas and to
acquire information.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. Handouts will be
given as needed. Notes will be written on the board to help students who struggle taking notes. Extra
time will be given to turn work in. Spanish speaking students or those students who have grasped the
concepts quickly will help students who need more assistance.
MYP Lesson Objective: Cinco de Mayo.
MYP Guiding Question: How did the Battle of Puebla change the history of Mexico?
Goals/Focus: Students will learn the history and celebrations related to Cinco de Mayo. Students will
learn why we celebrate Cinco de Mayo. They will learn the reason why Mexicans and Mexican
Americans celebrate Cinco de Mayo.
Integrated Subject: History, Vocabulary, Geography.
Activities/Labs/Performances: Students will watch movie. Will take notes at least one page of main
points. Students will be given handouts, and Vocabulary will be copied three times in notebook, and
translated with Dictionary once. Power Point presentation: Discuss the major points of “Cinco de
Mayo” while taking notes. Students will make an 8X10 poster to draw an item that represents this
holiday, based on what they have noted in the movie. Poster will be graded on a rubric.
What do I want students to know/be able to do as a result of this lesson?
Students will be able to learn the origin of “Cinco de Mayo”, and why this day is important for the
country of Mexico.
Resources/Equipment: Teacher tube: “Cinco de Mayo” movie in Projector. Construction paper, glue,
tape, tissue paper, scissors.
Assessments: “Cinco de Mayo” poster. Quiz on “Cinco de Mayo.
Area(s) of Interaction (AOI):
*Approaches to Learning
*Environment
*Human Ingenuity
*Community and Service
TEKS: 114.22 (c) Knowledge and skills.
(2) Cultures. The student gains knowledge and understanding of other cultures. The
student is expected to:
(A) Demonstrate an understanding of the practices (what people do) and how
they are related to the perspectives (how people perceive things) of the
cultures studied; and
(B) Demonstrate an understanding of the products (what people create) and
how they are related to the perspectives (how people perceive things) of the
cultures studied.
Modifications/Adjustments:
Students that need modifications will have extra time to copy written assignments. In certain cases
students will copy notes from other students or handouts will be given. Notes will be written on the
board to help students who struggle taking notes. Assignments will be shortened when needed.
Extra time will be given to turn work in. Spanish speaking students or those students who have
grasped the concepts quickly will help students who need more assistance. CD’s will me made with
the oral lessons to help students study and memorize sounds and vocabulary words.
Intercultural Approach/Multicultural Connections: students will learn how Mexicans and Mexican
Americans celebrate Cinco de Mayo. They will learn their traditions and values.
MYP Lesson Objective: Spanish Speaking Countries:
Guiding Question: What type of experiences will I acquire that I can use by learning about different
Spanish speaking countries?
Goals/Focus: Students will become familiar with different Spanish Speaking countries, by learning
their customs, traditions, geography, government, history, etc.
Integrated Subjects: Geography, History.
Activities/Labs/Performances: Students will list in their notebooks, all 21 Spanish speaking countries,
and find the Capitals for each country. They can use the internet or classroom Map. Groups will be
selected for this exercise. In the same groups, students will choose one Spanish speaking country.
Students will go to the computer lab and is required to research the following:
History of country
Customs and Traditions
Government
Geography
Food
Population
Currency
Name of Leader
The Group will choose one student to find the flag of the Spanish speaking country, draw it on a
poster (8x10), and research the following: Origin of the flag, Meaning of the Flag (What it stands for),
and Meaning of the colors. Research will be written on back of poster. Students are allowed to use
Power Point, Garage Band, I-movie, etc. to complete their project. Project will be graded on a rubric.
Individual grades.
What do I want students to learn as a result of this lesson?
The importance of becoming acquainted and understanding the differences between Spanish
speaking countries.
Resources/Equipment: Maps of Spanish speaking countries, Computer Lab. Construction Paper,
Supplies for Project. World Atlas.
Modeling/Instruction: Teacher will model research project, and Flag creation.
TEKS: 114.22 (c) Knowledge and skills.
(2) Cultures. The student gains knowledge and understanding of other cultures. The
student is expected to:
(A) Demonstrate an understanding of the practices (what people do) and how
they are related to the perspectives (how people perceive things) of the
cultures studied; and
(B) Demonstrate an understanding of the products (what people create) and
how they are related to the perspectives (how people perceive things) of the
cultures studied.
Modifications/Adjustments:
Students that need modifications will have extra time to copy written assignments. In certain cases
students will copy notes from other students or handouts will be given. Notes will be written on the
board to help students who struggle taking notes. Assignments will be shortened when needed.
Extra time will be given to turn work in. Spanish speaking students or those students who have
grasped the concepts quickly will help students who need more assistance.