Complete Unit Plan Conversaciones

8/14/2019 Complete Unit Plan Conversaciones

1/32

Unit Introduction:

Language: SpanishLevel: Level 2 (Second Year)Textbook:Ven conmigo!Time Period: Mid-semester (chapter 4)Theme: Conversaciones

CO: By the end of this unit students will be able to ask for and give opinions, ask foradvice. They will be able to ask for and give advice, as well as to talk about things anpeople they know/making comparisons. They will also be able to make future plans.Students will also be exposed to and use certain Mexican colloquial phrases.LO: Students will be exposed to dialoge spoken by a native speaker and will form theown dialogues based on the new vocabulary, expressions, and grammar (such asdirect objects). They will be able to use the new vocabulary to communicate in a moraffective way in talking to someone about their studies.Rationale: Enhancing students communication skills through culturally authenticevents.

StandardsNational: Communication 1.1, 1.2, 1.3; Culture 2.1; Connections 3.1;Comparisons 4.1, 4.2 MI: Communication 1.1, 1.2, 1.3; Culture 2.1; Connections 3.1; Comparisons4.1,4.2


2/32

UNIT WEB

Web Search Activity (Sub Plan)

Directions: Choose a famous Mexican person (living or dead) and perform a web search to obtathe following information.

You will need to know enough about this person to be able to write a fake interview.

Monday Activities

1. Warm up2. Introduction of new material/Chapter 4. (reading, writing, listening, speaking)3. Activity from book applying the new vocab in a context (working with a partner)


3/32

4. Class activitya. Picking a favorite vacationing spot and sharing with the class. (expressing opinions using

the new vocabulary/expressions)

TuesdayActivities

1. Warm up (Introducing how to give advice)

2. Introduction to Debera. Activity students form into pairs and are instructed to create a conversation betweentwo friends over a telephone. One student is worried about a test the next day and theother student is giving advice and giving his or her opinions while the worried friend isasking for his/her opinion and for advice.

b. They will first create the dialogue, and then practice it.3. At the end of the hour, I will ask for volunteers to share their conversation in front of the class.

Wednesday Activities

1. Warm up (Intro to conocer)2. After students have completed the warm up we will go over the different uses of conocer and ruthrough a few examples before transitioning into the first activity.

3. Activity The first activity will consist of the students asking each other questions they mightknow (p.94)

a. Example : Conoces a una persona muy alta?b. S, conozco a dos personas altas. Roberto es muy alto y Laura tambin.

4. Activity We will then do a lesson in which each student will have a name taped to their back(they dont know the person/celebrity they have been assigned to) and will have to ask studentto talk about/compare this person to others.

Thursday Activities

1. Warm up (Review of opinion/advice expressions/vocabulary)2. After the warm up we will look at the new vocabulary on page 99.We will walk through as a clas

(students will write the new expressions/vocab in their workbooks).

I will then have students break up into pairs. The assignment will to create a dialogue in which twostudents are making plans for the weekend. One of the

Friday Activities

1. Warm up (review from chapter 3 on direct object pronouns they already know lo, los, la, andlas)

2. We will then turn to page 100 and look at the new DO pronouns.3. After walking through examples as a class we will turn to the activity on page 100. We will do

the first 3 as a class then students will work on their own to complete the rest.4. After about 10 minutes I will ask the students to turn to a partner and check their answers. Afte

allowing them about 5-10 minutes to talk over their answers I will bring the class back togetherand ask for volunteers to go over the answers (create discussion on difficult questions, andanswer any major questions as a class).

5. Lastly I will ask the students to create 5 sentences about a classmate using direct objects. Therare examples to follow in the book in case they are having difficulties. partners will have to invit


4/32

the other student to do something and the other must give their opinion or advice on what to dThey will then have to make plans.

Lesson Plan: Opinin o hecho? (Early in Unit)

Content objective(s): Students will be able to express opinions and facts in the targetlanguage using new phrases/vocabulary.

Language objective(s): Students will focus on new phrases and vocab to introduce thenew chapter followed by a class discussion, and finally working within groups to producetheir own opinions.

Activity 1: Opiniones

Rationale: Students will visually see, hear, write, and then say the new phrases/vocabulary. We will introduce the new chapter by having students turn to page 88 of the text book which

introduces new vocabulary. We will walk through the top box which introduces how to ask forand give an opinion. I will walk through the new expressions and have the students repeat afte

me. They will also be required to write the new vocabulary in their workbooks New Vocab To ask for someones opinion, say: To give an opinion, say: Qu te parece? Me parece

After we have walked through the new vocab, students will turn to activity 8 on page 88. We wstart with this activity in order to see how the new expressions are used in context and examplebefore applying them on their own. Students will work in pairs on this activity and will berequired to turn in one copy.

After the majority of the class begins to finsh up we will go over the answers as a whole.

Activity 2: Applying the new vocabulary/expressing opinions

Rationale: Students will now apply the new vocabulary by expressing their own opinions. After completing the activity on page 88, I would ask the students to shut their books and eyes

for a moment. I will ask them to picture a place that they would like to visit someday, forexample, their dream vacation.

After telling them to open their eyes back up, they will be asked to write down five things aboutthe place they chose, using the new phrases.

After giving the students sufficient time to think and write I will then bring back the attention tothe front and ask students by calling on them what their dream place is and why they chose it.They will be required to use the new phrases.

Students can use their notes or the book if they need help with the new vocab. We will finish the hour with this activity, however, if there are a few moments left, we will take

care of any class business.

Lesson Plan: Los Coloquialismos de Mxico (later in unit)

Content objective(s): Students will be able to use several Mexican colloquial phrases to speak


5/32

more naturally in a conversation setting. Language objective(s): Students will listen to authentic speech, write dialogues and speak in

the TL in order to communicate in Mexican Spanish.

Technology Lab

Interviews with famous/influential Spanish people

Unit 4 Performance Assessment Exam

Your unit 4 exam will be broken into two parts. The first part is a verbal presentation and thesecond part is a written exam. The verbal portion is outlined below.

Description: Your goal will be to work with a partner to create a fictional TV interview with afamous Mexican person. This will be presented to the class. You may choose to use the personfrom the worksheet we did earlier. To create the interview you will need to use the conceptscovered in chapter 4, and reflect on what you know about the person you chose. Beforepresenting you will turn in a written script of the interview. You will be graded as a group.

Examen: Unidad 4

Las conversaciones

[1]http://es.nortellearnit.org/resources/Handouts/


http://docs.google.com/Doc?id=dfmv8944_8p5xdsxd4&hl=en#_ftnref1http://es.nortellearnit.org/resources/Handouts/http://docs.google.com/Doc?id=dfmv8944_8p5xdsxd4&hl=en#_ftnref2http://es.nortellearnit.org/resources/Handouts/http://docs.google.com/Doc?id=dfmv8944_8p5xdsxd4&hl=en#_ftnref3http://es.nortellearnit.org/resources/Handouts/http://docs.google.com/Doc?id=dfmv8944_8p5xdsxd4&hl=en#_ftnref1http://es.nortellearnit.org/resources/Handouts/http://docs.google.com/Doc?id=dfmv8944_8p5xdsxd4&hl=en#_ftnref2http://es.nortellearnit.org/resources/Handouts/http://docs.google.com/Doc?id=dfmv8944_8p5xdsxd4&hl=en#_ftnref3http://es.nortellearnit.org/resources/Handouts/


6/32

Name: ____________________________________ Date: ___________________

Web Search Activity (Sub Plan)

Directions: Choose a famous Mexican person (living or dead) and perform a web search to obtain the followinginformation.

You will need to know enough about this person to be able to write a fake interview.

1. Name of person: ___________________________________________________

__________________________________________________________________

2. Childhood: _______________________________________________________

__________________________________________________________________

3. Adulthood: _______________________________________________________

__________________________________________________________________

4. Accomplishments: __________________________________________________

__________________________________________________________________

5. Interests: _______________________________________________________

__________________________________________________________________


7/32

6. Personal goals: ____________________________________________________

__________________________________________________________________

7. Other:___________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Record what websites you found your information from

Daily Schedule (Week 1)


8/32


9/32

Lesson Plan: Opinin o hecho? (Early in Unit)


10/32

Lesson Plan: Los Coloquialismos de Mxico (later in unit)

Platicando...


11/32

Mientras que escuchas al dilogo, trata de entender que significan las palabras nuevas.

Hernn: Qu onda, gey?

Jun: Nada, nada, hermano. Cmo andas?

Hernn: Bien! Oye, quieres hacer chill este fin? Vamos al antro.

Jun: rale! Con quines van?

Hernn: ...Pedro, Mercedes, Conchita, y Ramn

Jun: Qu padre! Me caen bien todos esos chavos. Pero tengo que pedirles permiso a mis padres.

Hernn: No te preocupes, es pan comido.

Jun: Lo que t digas...

Hernn: Entonces nos vemos el viernes. Adis!

Jun: Chao!

Coloquialismos de Mxico


12/32

Saludos

Qu onda?

Qu hubo?

Cmo andas?

Quieres hacer chill?

Personas y lugares

Gey

el antro

Exclamaciones

Qu locura!

Qu bajn!

Qu chido!

Gucala!

Zcalo!

Oye

rale!

Expresiones

Caerse bien

Caerse gordo/a

Peor es nada

Andar enchilado/a

Lo que t digas

Se me borr el cassette

Es pan comido

TECHNOLOGY LAB

Content Objective(s):


13/32

The content objectives for this activity are for students to use the vocabulary and language ththey have acquired in a (n) culturally authentic environment. The students will be working on creatingvideo interviews, and dialogue. This will give the students the opportunity to reflect on culturaldifferences among countries as well as the various historical people across the Spanish speakingcountries. The students will also be using technology in this lesson in regards to researching theirhistorical/influential person of choice, and using a video camera to record their interviews. Thehistorical/influential figures that we offer will be from around the world (Spanish World), this waystudents are opened to new things and perhaps countries they have never heard of.

Language Objective(s):

My language objectives are for students to be able to use the Spanish vocabulary that theyhave acquired about question formation and the new vocabulary that I will introduce aboutinterviewing.

Standards

National: Communication 1.1, 1.2, 1.3; Culture 2.1; Connections 3.1

MI: Communication 1.1, 1.2, 1.3; Culture 2.1; Connections 3.1; Comparisons 4.1, 4.2

Materials Needed;

Pen/Pencil

Video Camera

Audacity (computer)

Hand outs

o Worksheet

Preparation:

Print out the hand outs

Create power point presentation (optional)

Research some useful websites on historical/influential people

Procedure

Activity 1: Day 1 Were are in the Computer Lab From Day 1-3

On this day and for this activity, the students will be introduced to interviewing vocabulary andalso review of question formation/structure.


14/32

12:30-12:40

-Warm-up Como se dice?

1. My name is... (Mi nombre es/ Me llamo)

2. Nice to meet you. (Mucho gusto.)

3. What is your name? (Como te llamas?)

4. How old are you? (Cuantos aos tienes?)

12:40-1:00

-Begin introduction of the new vocabulary. (Notes sheet on typical interview questions)

1:00-1:30

-Students are now broken up in groups of two, and are given the name of ahistorical/influential person from various Spanish-speaking countries; an example is Pancho Villfrom Mexico. Each group will share a computer in order to research their person. During this

time students will use the new vocabulary to prompt their interviews, they will write down aninterview dialogue, one student being the interviewer and the other the interviewee. Theinterview contains familiar conversational questions and vocabulary or content that the studenthave used frequently in class. The key is flexibility; the most authentic interviews containspontaneous questions and answers.

Activity 2:Day 2

12:30-12:45pm

There is no warm up for this day, students are given this time to finish up with their interviewsand prepare to video or audio record. Since we are in the lab all monitors are turned off until I

have given them the go ahead to begin recording.

12:45-1:30pm

Everyone should be either video recording or editing his or her interviews. If they choose tovideo record they will receive extra credit, this is a way to encourage them to sample a form ofpublic speaking in the TL and become more comfortable with it. The idea of them recordingserves the purpose of decreasing the stress or anxiety that a student may face when speaking adifferent language. This also helps students with self-correction, they are allowed to re-record amany times as they want, and are able to hear their speech and pronunciation multiple times fobetter practice. Students are also reminded that today and tomorrow are the only days in thecomputer lab and all uncompleted interviews are to be finished either after school or at home.

Activity : Day 3

Finally Reality TV day has arrived. As a class students will listen or watch one anothers interviewprojects.

12:30-12:45

Students will be handing in either USB, CD, or DVD format for their project to be uploaded andready to go when its their turn.

12:45-1:25


15/32

Video Watching. Students are evaluated for speaking with clear communication as opposed togrammatical mastery. The message is the priority, not necessarily the way it is said. If an answer isunderstood it is correct if the meaning and intent are there. Students can be ranked in superior,excellent, high, average, and not there yet categories according to the clarity of their answers and thechances they took in conversation. Narrative descriptors are best to describe speaking proficiency, but teachers must assign A-B-C grades to the interviews than they could be:

Understanding and speaking Spanish should be the priorities of Spanish classes, so they mustbe assessed. Creating, implementing, and evaluating a Spanish interview to assess conversational skiljust takes a little thought, planning, and an open mind.

1:25-1:30

Students are settling down and getting back to their seats and packing up. Evaluations will bereturned the next day.

Nombre:___________________________ Fecha:______________ Clase:_______

VOCABULARIO-ENTREVISTA

Interview Questions

1. How would you describe yourself?a. Cmo se describira a usted mismo?

2. Why did you choose this career?a. Por qu escogi esta carrera?

3. What do you see yourself doing five years from now?a. En qu posicin se ve usted dentro de cinco aos?

4. What are your long range career objectives?a. Cules son sus objetivos profesionales a largo plazo?

5. Describe the best job you've ever had.a. Describa el mejor empleo que usted ha tenido.

6. Do you consider yourself a leader?a. Se considera a si mismo un lder?

Additional Interview Questions


16/32

1. Cmo te llamas? 2. De dnde eres?

3. Dnde vives? 4. Cuntame de tu familia.

5. Vas a qu escuela? Te gusta? Por qu? 6. Cuntame de tu profesor favorito.

7. Qu haces en tus ratos libres? 8. Qu vas a hacer este fin desemana?

9. Adnde fuiste el fin de semana pasado? 10. Si tuvieras una millin dedlares, qu podras hacer?

Pancho Villa

http://en.wikipedia.org/wiki/Pancho_villa

Nombre:___________________________ Fecha:______________ Clase:_______
http://en.wikipedia.org/wiki/Pancho_villahttp://en.wikipedia.org/wiki/Pancho_villa


17/32

VOCABULARIO-ENTREVISTA

Interview Questions

7. How would you describe yourself?a. ______________________________________________________________________

_________________________________________________

8. Why did you choose this career?a. ______________________________________________________________________

_________________________________________________

9. What do you see yourself doing five years from now?a. ______________________________________________________________________

_________________________________________________

10.What are your long range career objectives?a. ______________________________________________________________________

_________________________________________________

11.Describe the best job you've ever had.a. ______________________________________________________________________

_________________________________________________

12.Do you consider yourself a leader?a. ______________________________________________________________________

_________________________________________________

Additional Interview Questions

1. Cmo te llamas? 2. De dnde eres?

3. Dnde vives? 4. Cuntame de tu familia.

5. Vas a qu escuela? Te gusta? Por qu? 6.Cuntame de tu profesor favorito.


18/32

7. Qu haces en tus ratos libres? 8. Qu vas a hacer este fin desemana?

9. Adnde fuiste el fin de semana pasado? 10. Si tuvieras una millin dedlares, qu podras hacer?

Interviewing: Checklists- Before, During, and After the Interview[1]

Your interview should be no shorter than three minutes and no longer than five minutes, you

will be penalized if you are under or go over. Your interview should include five to ten questions; youwill turn in a hard copy of your script. In order to help you organize the project it is recommended thatyou maintain checklists for tasks to be done and things to be present before, during and after theinterview.


19/32

Video Production Project Rubric[2]

Interviewing: Conducting the Interview[3]

One-Camera Production:


20/32

If only one camera is available for the interview the production-format should still be conductein an over the shoulder set-up but by filming one subject at a time. It is suggested that you start withthe camera pointing at the interview subject so when the host or the interviewer asks the questionsoriginally the answers given will be recorded and the subject wont have to repeat his/her answers asecond time.

Two-Camera Production:

Students should set the cameras up adjacent to the host and the guests shoulders to make thinterview look more professional as well as saving time by not having to re-shoot reactions from bothsubjects or have the interviewer repeat the questions.

Sit Close:

To avoid looking like the interview subject is sitting on the opposite side of the room from thehost and the camera, have the subject sit fairly close to the interviewer and the camera.

Smile, Smile, Smile:

A reminder again to the students who will be asking the interview questions or who will beappearing on camera that with a two camera production the students must be aware of their facialexpressions while the camera is taping.

Unit 4 Performance Assessment Exam

Your unit 4 exam will be broken into two parts. The first part is a

verbal presentation and the second part is a written exam. The verbal portion


21/32


22/32

Tuesday In class work shop of dialogue.

Wednesday Presentation

Thursday Presentation

Friday Written Final

Options

If you would like you can record your presentation using Audacity

or another program, and submit it electronically.

official Grading Rubric

Student Name:


23/32

Student Name:

100 pts.

Preparation:

Daily accomplishment sheets _____10

written script turned in _____10

Completed Web search activity _____10

Pronunciation: _____10

Content:

grammar _____10

Use of Unit Vocabulary _____20

appropriate use of language _____10

Presentation:

cohesiveness _____10

self evaluation _____10


24/32

Extra credit: creativity ______5

Total _______

Nombre:__________________________________Hora:__________Fecha:___________

Examen: Unidad 4


25/32

Las conversaciones

I. Escoge la letra correcta y escrbela al lado de la palabra a que corresponde. (10 puntos)

_____ better a. distrado/a

_____ to worry b. me encantara...

_____ to chat c. hay que....

_____ absent-minded d. seguir las instrucciones

_____ to memorize e. navegar por la Red

_____ Id love to... f. aprender de memoria

_____ one must g. mejor

_____ to surf the Net h. flojo/a

_____ to follow directions i. preocuparse

_____ lazy j. platicar

II. Escribe una oracin originalusando cada frase o palabra de vocabulario.

1. Caerse bien-

2. Andar enchilado/a-

3. Quedar en-


26/32

4. Prestar atencin-

5. Me parece...-

III. Objetos Directos: Contesta las preguntas abajo, reemplazando el sustantivo subrayadocon el objeto directo correcto.

1. Debera yo terminar la tarea para maana?

_________________________________________________________________.

2. Tiene ud. que comprar zapatos nuevos hoy?

____________________________________________________________________.

3. Tomaste el metro al centro comercial?

____________________________________________________________________.

4. Perdiste la mochila ayer?

____________________________________________________________________.


27/32

5. Envias el correo electrnico?

____________________________________________________________________.

IV. Haz unas comparaciones entre....

1. T y tu hermano/a-

_________________________________________________________________________________________________________________________________________.

2. Un amigo/a y otro/a-

_________________________________________________________________________________________________________________________________________.

3. Tu mam y tu pap

_________________________________________________________________________________________________________________________________________.

4. Dos profesores

_________________________________________________________________________________________________________________________________________.

5. Un tipo de comida y otro

_________________________________________________________________________________________________________________________________________.

V. Dilogo: Escribe un mini-dilogo de 10 lneas en que muestras lo que aprendiste de


28/32

conversar, incluyendo algunos mexicanismos. S creativo/a!

Nombre:___CLAVE_______________________ Hora:__________Fecha:__________

Examen: Unidad 4


29/32

Las conversaciones

I. Escoge la letra correcta y escrbela al lado de la palabra a que corresponde. (10 puntos)

__G___ better a. distrado/a

__I___ to worry b. me encantara...

__J___ to chat c. hay que....

__A__ absent-minded d. seguir las instrucciones

__F___ to memorize e. navegar por la Red

__B___ Id love to... f. aprender de memoria

__C___ one must g. mejor

__E___ to surf the Net h. flojo/a

__D___ to follow directions i. preocuparse

__H___ lazy j. platicar

II. Escribe una oracin originalusando cada frase o palabra de vocabulario.

1. Caerse bien-

**Las respuestas varian**

2. Andar enchilado/a-

3. Quedar en-


30/32

4. Prestar atencin-

5. Me parece...-

III. Objetos Directos: Contesta las preguntas abajo, reemplazando el sustantivo subrayadocon el objeto directo correcto.

1. Debera yo terminar la tarea para maana?

S, debes terminarla para maana.

2. Tiene ud. que comprar zapatos nuevos hoy?

No, no tengo que comprarlos hoy.

3. Tomaste el metro al centro comercial?

S, lo tom al centro.

4. Perdiste la mochila ayer?

No, no la perd ayer.


31/32

5. Envias el correo electrnico?

S, yo lo envio cada semana.

IV. Haz unas comparaciones entre....

1. T y tu hermano/a-

__________**Varian**___________________________________________________________________________________________________________________.

2. Un amigo/a y otro/a-

_________________________________________________________________________________________________________________________________________.

3. Tu mam y tu pap

_________________________________________________________________________________________________________________________________________.

4. Dos profesores

_________________________________________________________________________________________________________________________________________.

5. Un tipo de comida y otro

_________________________________________________________________________________________________________________________________________.

V. Dilogo: Escribe un mini-dilogo de 10 lneas en que muestras lo que aprendiste de


32/32

conversar, incluyendo algunos mexicanismos. S creativo/a!

**Varian**

Documents

Complete Unit Plan Conversaciones