SPANISH 2 Week 4 January 28-February 1

Communicative Goals and

Can do Statement for Lessons 3

I can:

· I can identify and describe Spain’s Royal Family.

· I can identify and describe my family

· I can compare/contrast Spain’s Royal Family to my Family.

· I can introduce and describe myself.

· I can introduce and describe my friends.

· I can introduce and describe my family using appropriate family vocabulary.

· I can talk about my family and friends using correct: family words, pronouns, verbs (ser, tener, gustar),

Up-coming assessments:

· Family vocabulary with definitions – Thursday, January 31

· Verb definitions and conjugations – Friday, February 1

DAILY CLASS ACTIVITIES

Lunes, el 28 de enero

Warm-up:

· Identify the following family member and their relationship to others

a. El esposo de mi madre es … j. Los hijos de mis padres son…

b. La hermana de mi tío es… k. Los padres de mis padres son…

c. Los abuelos de mis padres son…

d. La madre de mi esposo/a es…

e. El hijo de mi padre/madre pero no es de mi madre/padre es…

f. La hija de mi tío es…

g. Yo soy la _______ o _________de mi Sr. Brown.

h. Sr. Brown es mi _________ o __________.

i. No tengo hermanos por eso soy hijo__________.

Present / Practice / Communicate:

· How do you know when a noun is masculine and when it is feminine? How will that affect writing sentences?

· What are other factors to consider when determining gender?

· What is the difference between “el, la, los, las” and “un, una, unos, unas?” How do you use each? When do you use each?

· Review possessive adjectives: See VHL LC 3 for a practice activity

tu your (sing.) tus your (plural)

mi my (sing.) mis my (plural)

tienes you have tengo I have

· Preguntas personales - With a classmate, take turns asking each other the questions listed below:

1. ¿Cuántas personas hay en tu familia?

2. ¿Cómo se llaman tus padres? ¿De dónde son? ¿Dónde trabajan?

3. ¿Cuántos hermanos tienes? ¿Cómo se llaman? ¿Dónde estudian o trabajan?

4. ¿Cuántos primos tienes? ¿Cuáles son los apellidos de ellos?

¿Cuántos son niños y cuántos son adultos?

¿Hay más chicos o más chicas en tu familia?

5. ¿Quién es tu pariente favorito?

6. ¿Tienes un(a) mejor amigo/a? ¿Cómo se llama?

· Recycle colors for describing people:

¿Cómo se dice brown-hair person f/m? ¿Cómo se dice blonde-hair person f/m?

¿Cómo se dice a red-hair person f/m? ¿Cómo se dice a gray-hair person f/m?

¿Cómo se dice I have brown, blonde? ¿Cómo se dice I have brown, green,

red, gray hair hazel, blue,

Para describir el Tipo de Pelo

Long hair – pelo largo Short hair – pelo cortoBald – calvo Curly hair- pelo rizadoMedium length – media melena Wavy hair – pelo ondulado Straight hair – pelo liso

*** Cuando estamos describiendo a una persona, el orden que seguimos es primero el tipo y luego el color de pelo.

Ejemplo: Elena tiene tiene el pelo corto, rizado y rojo.

Para describir Personas. Características Físicas: Ojos – ‘Eyes’

Green eyes – ojos verdesBlue eyes – ojos azulesBrown eyes –ojos marronesDark eyes – ojos oscuros/negrosGrey eyes – ojos grises

*** Para los ojos negros, se dice dark eyes. Si decimos “black eye”, significa that an eye has received an injury in which we would say ojo morado = purple eye.

Características Físicas: COMPLEXION – PIEL/TEZ

Asian complexion  – piel asiática Black complexion – piel negra / oscura

Fair complexion – piel clara/blanca Tanned complexion – bronceadoPale complexion – pálida

Stature - Estatura: alto/a estatura promedio bajo

El Cuerpo: Gordo/a Relleno Flaco/a Delgado Fina Esbelta/o

Musculoso Ancho Mocetón

To ask What does he/she look like? You ask the following?

¿Cómo es? Tambien puedes decir ¿Cómo luce?

Como describir a personas en espanol - video

Closing:

· Journal Entry (J E): Using the handout of physical and personality characteristics along with today’s note, fully describe fully 5 members of your family (include close relatives) and be sure to include yourself. Avoid repeating the same adjectives.

·

In addition to the model below, provide the person’s name, relationship to you and others, where they are from, tell their age, their height, size, describe hair, eyes, and finally two aspect of their personality.

Homework:

· Complete the above J.E. for tomorrow. This will be collected and grade.

Martes, el 29 de enero

No hay clases

Martes, el 29 de enero (Computer Lab 1st half)

Warm-up:

· Review information about the Royal Family: http://videoele.com/A1-La-familia-rey.html

· Dime como es tu familia song http://www.youtube.com/watch?v=1iDlAd1L9FM

· Earn a 19/20 or a 90% or above on Woodraw Grammar games interrogatives .Show me your results.

· Need more practice? Complete Interrogatives with Las Palabras Interrogativas Online Exercise . Earn a 16/17 or above. Show me both results.

Present / Practice / Communicate:

· Share your family information with your classmates. Ask and answer questions.

· Review Gustar p. 52 Followed by activity 1, 2, 3 on p. 53 and review for fichas

· Review negative response. No me gusta./No, no me gusta.

· Review verbs like gustar: fascinar, encantar, dar + noun, molestar, irritar, frustrar, echar de, extrañar a, etc.

· Forming questions: p 55

· What are three ways to ask questions

· Review Interrogatives p. 56

· Practice: Students to use questions they wrote last week to ask classmate

Closing:

· More Practice if you need it: Act. 1 & 2 p. 57. Show me your work

Homework:

· Study the vocabulary of LC 3 handout. Be sure you can write definitions for family members as well as interpret definitions.

Miércoles, el 30 de enero (1st half Computer lab)

Warm-up:

· ¿Qué te gusta hacer? http://www.ltcconline.net/nbarclay/courses/spa_101OL/gustar.htm

· Followed by activity (see handout w/ gustar)

Present / Practice / Communicate:

· Review vocabulary LC 3 and nationalities

Soy de Los Estados Unidos - Soy Isabel Allende es de Chile - Es

Juan Carlos es de España - Son de Julio y Enrique Iglesias –

Sra. Brown es de Panama - Lisadro es de Uruguay –

Marisol es de Francia - Pilongo es de Ecuador –

Jennifer Lopez es de Puerto Rico - RickyMartin es de Cuba -

· Review estar with location and then, practice with a partner Act. 3 p. 94

· Create three original sentences using classroom objects that you have not yet mastered and locations.

Closing:

· Taking turns with a partner read to your partner the clues you have written in order to find the object/s you are referencing. Place a check for every object found w/o assistance from you and another check for identifying the object correctly in Spanish.

Homework:

· Family vocabulary with definitions – Thursday, January 31

· VHL Activities

· Online Activity with Gustar : Online Practice and Quiz (20 minutes) from SenorAshby.com

Student Instructions: Complete the following activities below, and then take the practice quiz. If you do not receive a 9/10 or higher, review the material in this, lesson and try again.

If you receive a 9/10 or higher, (you must screen shot your quiz score and show it to me tomorrow.) Then, you can complete the Extra fun games listed under extra practice.

Practice Activities: -Matching -Fill in the blank -Rags to riches

Matching game: Quia game #1 Fill in Quia Rags to Riches

Gustar Quiz: Gustar with Infinitive Quiz Click here (if you received an 8/10 or lower, review the resources on this page and try the quiz again) Remember to take a screen shot of your quiz score.

Extra Fun! If you have a 9/10 or higher on your quiz, try these fun games for extra practice below:

Flappy Birds Alien Intruders Hungry Bug Wild Taxi Driving

Jueves, el 31 de enero

Warm-up

· Review present tense of –er and –ir verbs on p. 97

· Complete Intentalo activity

Present / Practice / Communicate:

· Vocabulary Assessment on family

· Play Battleship or another game

· Complete activities 1-2 on p. 98

· Journal Entry: Interview a classmate asking the questions on p. 99 Act. 4

· After the interview, write a short paragraph about the person. Describe who this person is and tell about him/her using the information you gather. Describe the person physical as well as make an inference about the personality traits.

Closing:

· Recycle Prepositions with the verb ‘estar’. See p. 60, and then complete the Inténtalo activity in textbook or VHL.

Homework:

· Prepare for verb definition and conjugations assessment tomorrow

· Review tener, venir and other verbs on p. 100 and Tener Expressions on p. 101.

· Then go to VHL and complete the review activity.

Viernes, el primero de febrero

Warm-up

Present / Practice / Communicate:

· Verb definition and conjugations

· LC 4 vocabulary handout: Identify the vocabulary

· Practice with stem-changing verbs

Closing:

Homework:

SPANISH 2

Week

4

January

28

-

February 1

Communicative Goals

and

Can do Statement for

Lessons

3

I can:

·

I can identify and describe Spain’s Royal

Family.

·

I can identify and describe

my family

·

I can compare/contrast Spain’s Royal

Family to

my

Family.

·

I can

introduce and describe myself.

·

I can introduce and describe my friends.

·

I can introduce and describe my family

using appropriate family vocabulary.

·

I can talk about my family and friends

using correct: family words, pronouns,

verbs (ser, tener, gustar),

Up

-

coming assessments:

·

Family vocabulary with definitions

–

Thursday, January 31

·

Verb definitions and conjugations

–

Friday, February 1

DAILY CLASS ACTIVITIES

Lunes, el 28

de ene

ro

Warm

-

up

:

·

Identify the following family member and their relationship

to others

a.

El esposo de mi madre es …

j.

Los hijos de mis padres son…

b.

La hermana de mi tío es…

k.

Los padres de mis padres son…

c.

Los abuelos de mis padres son…

d.

La madre de mi esposo/a es…

e.

El hijo de mi padre/madre pero no es de mi madre/

padre es…

f.

La hija de mi tío es…

g.

Yo soy la _______ o _________de mi Sr. Brown.

h.

Sr. Brown es mi _________ o __________.

i.

No tengo hermanos por

e

so soy

hijo

__________.

Present / Practice / Communicate:

·

How do you know when a noun is masculine and when it

is feminine? How will that

affect writing sentences?

·

What are other factors to consider when determining gender?

·

What is the difference between “el, la, los, las” and “un, una, unos, unas?” How do you

use each? When do you use each?

·

Review possessive adjectives:

See VHL LC 3 for a practice activity

tu your (sing.)

tus your (plural)

mi my (sing.)

mis my (plural)

tienes you have

tengo I have

SPANISH 2 Week 4 January 28-February 1

Communicative Goals and Can do Statement for Lessons 3

I can:

I can identify and describe Spain’s Royal

Family.

I can identify and describe my family

I can compare/contrast Spain’s Royal

Family to my Family.

I can introduce and describe myself.

I can introduce and describe my friends.

I can introduce and describe my family

using appropriate family vocabulary.

I can talk about my family and friends

using correct: family words, pronouns,

verbs (ser, tener, gustar),

Up-coming assessments:

Family vocabulary with definitions – Thursday, January 31

Verb definitions and conjugations – Friday, February 1

DAILY CLASS ACTIVITIES

Lunes, el 28 de enero

Warm-up:

Identify the following family member and their relationship to others

a. El esposo de mi madre es … j. Los hijos de mis padres son…

b. La hermana de mi tío es… k. Los padres de mis padres son…

c. Los abuelos de mis padres son…

d. La madre de mi esposo/a es…

e. El hijo de mi padre/madre pero no es de mi madre/padre es…

f. La hija de mi tío es…

g. Yo soy la _______ o _________de mi Sr. Brown.

h. Sr. Brown es mi _________ o __________.

i. No tengo hermanos por eso soy hijo__________.

Present / Practice / Communicate:

How do you know when a noun is masculine and when it is feminine? How will that

affect writing sentences?

What are other factors to consider when determining gender?

What is the difference between “el, la, los, las” and “un, una, unos, unas?” How do you

use each? When do you use each?

Review possessive adjectives: See VHL LC 3 for a practice activity

tu your (sing.) tus your (plural)

mi my (sing.) mis my (plural)

tienes you have tengo I have