Learning opportunity: Procedure: Materials / resources needed

Beginning Unit: Rebecca Flegler, Stephanie Trocino, Lauren Draper, Jenn Fuller, and Lindsay C. Earnest

Date: 2nd day of class lesson plan class / hour / period: _________ Unit: Class introduction (Rebecca Flegler)

Language Learning Objectives 1)Students can introduce themselves in the TL. 2)Students are familiarized with basic vocabulary for different topics that they are interested in

Cultural Objectives 1)Students will learn about the differences in the Spanish alphabet. 2) Students will learn how people in Spanish speaking countries greet each other

MiWL Standards 1)1.1.N.SL.aUsethetargetlanguagewithculturallyappropriategesturesineverydaysocialsituationssuchasgreeting,leavetakingorintroductions 2)1.2.N.L.bUnderstandinterpersonalcommunicationontopicsofpersonalinterestsuchaspreferences,familylife,friends,leisureandschoolactivities,andeverydayoccurrences 3)4.1.N.dIdentifybasicdifferencesandsimilaritiesinphonologicalfeatures(suchaspronunciation,intonation,andtone)betweenone’sownlanguageandthetargetlanguage

Communication Mode(s) Interpersonal Interpretive Presentational

Warm – Up & Activity 1 Learning opportunity: Situated practice Overt instruction Critical framing Transformed practice

Participation structure: Individual Whole group Peer work Team / group work Learning center

Procedure: Tip 1: Write as directive (Teacher will … / Students will) Tip 2: Include a time estimate Tip 3: How will you adapt your activity to meet needs of disabled, heritage and other diverse learners?

1. (Warm-up) The teacher will begin the class with a greeting, collecting any signed parents slips that the students would be returning from the day before and going over the day and the week.

2. Spanish Names (20-25 minutes, depending on class size) The teacher will tell the class that they will be picking out a Spanish name that they will be using during the class. They have the option of picking a common Spanish name such as Maria, Ana, Carmen, Luis, José or they can pick a word from a list that describes them – a certain characteristic, a favorite color, activity, animal, food, ect. If a student does not find a name that they like on the list, they are free to ask the teacher for a translation of an English word that they think they might like to have as a Spanish name. Not only can this be a great way to learn about your students and a chance for them to pick up on some vocabulary that they may be interested in, it is also a great way to set up Spanish class as a place that is a little different. They may be doing

Materials / resources needed 1.names list 2.Spanish to English dictionary (in case the students would like names for unfamiliar words)


some things in class that may seem a little silly or different but it’s ok because it’s Spanish class. This will also be the name that they write down for anything that they hand in during class.

3.Bylookingatthesheetofnamesortalkingwiththeteacher,eachstudentwillpickaSpanishnamethattheywillusefortherestoftheclassonebyone.Thestudentswillhaveafewminutestolookatthelistandpickaname,thentheteacherwillwritethephrasesforintroductionsontheboardandwillgothroughtheclassandaskstudents‘¿Cómotellamas?’andtheyneedtorespondwith‘Holamellamo_____’or‘Minombrees_____’usingtheirnewSpanishname.Aftereverystudenthasaname,thestudentswillpracticewitheachother,askingandrespondingto“¿Cómotellamas?4.TeacherwillalsoexplainhowpeopleinSpanishspeakingcountriesgreeteachother(withakissonthecheekorwithahug).Studentscanpracticethesegreetingswitheachotherastheypracticeintroductions. Formative assessments 1. 2.

Summative assessments 1. 2

Activity 2 Learning opportunity: Situated practice Overt instruction Critical framing Transformed practice


Procedure: Tip 1: Write as directive (Teacher will … / Students will) Tip 2: Include a time estimate Tip 3: How will you adapt your activity to meet needs of disabled, heritage and other diverse learners? Identity Activity/Ice Breaker

1. After each student has a name, the class will begin to focus on identity. This activity would be used for the teacher and students to get to know each other. The teacher will distribute the work sheet with bubbles on it. The students need to choose what they think their central identity – which can be written in the middle bubble and other parts of their identity can be written in the smaller outer bubbles. The teacher will emphasize that there are no right or wrong answers for the activity. They can write their answers in English. The teacher will have an example sheet filled in for herself to show the students before they start.

Materials / resources needed 1.Identity activity worksheet 2. 3. 4.


3. After the students have been given 3-5 minutes to fill out their identity sheets, the students will take turns sharing the different parts of their identity. The teacher will be writing translations of the words on the board for their students to write on their sheets as well (stressing that this activity will help them with an assignment that they will be doing in the next few days in class). Throughout this part of the activity the teacher will be asking the students if they have characteristics similar to one another. For example, if a student had “brother/sister” written down in one of the bubbles the teacher would ask all the other students to raise their hands or stand up if they also have siblings. Hopefully this will help the students see that they have quite a bit in common with each other and with the teacher.

Formative assessments 1.Students sharing what is on their sheets 2.Students filling in their bubbles on the sheets

Activity 3 / Closure / Wrap - Up Learning opportunity: Situated practice Overt instruction Critical framing Transformed practice


Procedure: Tip 1: Write as directive (Teacher will … / Students will) Tip 2: Include a time estimate Tip 3: How will you adapt your activity to meet needs of disabled, heritage and other diverse learners?

1.Whenthestudentshavefinishedupwiththeidentityactivity,theclasswillmoveontoworkingonthealphabet.Therewillbeapostingofthealphabetupintheclassroomandtheteacherwillgothroughthepronunciationofallthelettersandthentheteacherwillplayarecordingthatthestudentscansingalongwith.Ifstudentsdonotseemtobeenthusiasticaboutsinging,theteachermayturnitintoacompletionbetweenclassesordividetheclassintotwoteamstoseewhocansingwithmoreenthusiasm.Therewillbespecialattentionpaidtothepronunciationofthevowelsounds“A,E,I,O,U”makingsurethatthestudentsarepronouncingthemcorrectly.Theteacher

Materials / resources needed 1.Spanish alphabet posted in the room 2.music recording of the alphabet song


willstressthedifferenceofthesoundsofthevowelsbetweenEnglishandSpanish.Theteacherwillteachthestudentstherhyme“AEIOU–elburrosabemásquetú.”Thisrhymeisonlytohelpthemrememberthepronunciationofthevowels.ClassclosingTocloseouttheclasstheteacherwillletthestudentsknowthattomorrowtheywillcontinuetoworkonthealphabetandwewillalsobegintoworkonnumbers.Andremindstudentsiftheyhaven’tturnedintheirsignedguardiansliponthesyllabusyet,theyneedtodosonextclass. Formative assessments 1.The teacher will be making sure that students are repeating along with the song/vowel rhyme

Nombres Características Listo/a – clever Simpático/a – nice Travieso - mischievious Valiente - brave Rubio/a - blond Loco/a - crazy Alegría - joy Risa - laughter Esperanza - hope Felicidad - happiness Sonriso/a - smiley Alegre – cheerful Colores


Amarillo/a - yellow Anaranjado/a - orange Azul – blue Morado/a – purple Rosado/a – pink Rojo/a – red Verde - green Animales Tigre – tiger Oso – bear León – lion Mono/a – monkey Mortuga - turtle Culebra – snake Rana - frog Cocodrilo - crocodile Tiburón - shark Águila – eagle Loro - parrot Búho/Lechuza - owl Cisne – swan Colibrí – hummingbird Caballo - horse Serpiente – snake Pollo – chicken Pato – duck Cerdo – pig Pulpo – octopus Comida Cereza - cherry Naranja - orange Fresa - strawberry Manzana - apple Plátano - banana Uvas - grapes Piña - pineapple Batido - milk shake Café - coffee Jugo/Zumo – juice Queso – cheese Mantequilla – butter Helado - ice cream Chocolate – chocolate Jamón – ham

Tocino – bacon Mariscos - seafood Cacahuete – peanut Miel - honey Actividades/intereses Baloncesto - basketball Béisbol – baseball Fútbol – soccer Carrera - race Actor - actor Actriz - actress Cantante – singer Batería – drums Guitarra – guitar Random Mar - sea Piscina - swimming pool Playa - beach Arena - sand Chanclas –sandals Árbol - tree Fuente - fountain Nieve – snow Lluvia – rain Soleado – sunny


Identidad (Identity Activity) Therearenorightorwronganswersforthisactivity

CreatedbyBeckyFlegler


Date: __________________Class / hour / period: _________ Unit: ________________________

Language Learning Objectives 1) I can use ser in the 1st person present tense 2) I can describe my personality and feelings

Cultural Objectives 1) I can identify cognates and false cognates between English and Spanish words

MiWL Standards 1) 1.2 Interpretive Communication: students understand and interpret written and spoken language on a variety of topic 2) 1.1.N.SL.b Ask and answer basic questions about the weather, health/physical conditions, self, family and friends 3) 1.1.N.SL.e Ask questions about physical appearance, character and personality traits of friends, family, classmates and answer using a list of traits 4.) 1.1.N.SL.f Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits

Communication Mode(s) Interpersonal Interpretive Presentational

Activity 1 / Warm - Up Learning opportunity: Situated practice Overt instruction Critical framing Transformed practice


Procedure: Time estimate: 7-10 minutes **Bellwork** 1. Teacher will introduce the theme for the day “ser” 2. Teacher will demonstrate how to conjugate ser into the 1st person present tense “soy” and briefly introduce the other conjugations 3. Teacher will present the uses for ser along with examples of each use

Materials / resources needed 1. “Ser” Handout

Formative assessments 1. Teacher will ask if students have any questions or confusion about the topic and if so, the class will work through it together until everyone understands the concept


Activity 2 (TPRS) Learning opportunity: Situated practice Overt instruction Critical framing

Participation structure: Individual Whole group Peer work


Transformed practice Team / group work Learning center

Procedure: Time estimate: 20-25 minutes 1. Teacher will transition from the SER bellwork activity to the TPRS activity, explaining what she wants to do while she is presenting the material 2. Teacher will present the different adjectives using facial expressions and hand gestures with the students only listening (teacher will do this step 3 times) 3. Teacher will tell students to repeat the phrases and do the actions after the teacher does them (repeat this step twice) 4. Teacher will then say the statements and have the students do the actions 5. Teacher will then do the actions and have the students say the statements

Materials / resources needed 1. No materials are necessary

Formative assessments 1. Seeing if the students are able to repeat the phrases without the teacher leading them 2. Seeing if the students are able to connect the motion with the adjective without assistance

Summative assessments 1. 2.

Activity 3 / Closure / Wrap - Up Learning opportunity: Situated practice Overt instruction Critical framing Transformed practice


Procedure: Time Estimate: 10-15 1. Students will get into partners with someone sitting near them 2. Teacher will pass out worksheet to the students 3. Students will work together to match up the pictures to the words they represent 4. Teacher will gather the class together once the majority have finished the worksheet and they will go over each one by taking volunteers

Materials / resources needed 1. Entiendes? worksheet 2. Elmo / white board to work on the sheet together at the end

Formative assessments 1. Seeing if the students were able to connect the written words with the pictures that represent them


Homework & Extensions 1. Students will be asked to brainstorm some ideas


of ways to describe themselves for their final project

LosConjugacionesde“SER”Yosoy Nosotrossomos

Tueres Vosotrossois

El,ella,ud.es Ellos,ellas,uds,son

LosUsosde“SER”

• NationalityandPlaceofOrigin

o Soyamericano

• ProfessionorOccupation

o Mimadreesperiodista

• Charasteristicsofpeople,animalsandthings

o Miamiescaluroso

• Generalizations

o Lasrelacionespersonalessoncomplejas

• Possession

o Laguitarraesdemipadre

• MaterialofComposition

o Lasillaesdemadera

• Time,DateorSeason

o Sonlasdocedelamañana

• Whereorwhenaneventtakesplace

o Lafiestaesenmicasa


¿Entiendes?Elijelarespuestaporcadaemoción:

1.

2.

3.

4.

5.

A. Triste

B. Deprimido

C. Alegre

D. Gracioso

E. Enojado

CreatedbyJennFuller


La Profesora: Señorita Lindsay C. Earnest

Date: _____04/26/11______ Class / hour / period: ___Español 1____ Unit: ______La Cultura_______

Language Learning Objectives 1) Students will be able to use the verb “ser” to talk about and describe themselves. 2) Students will learn vocabulary about important topics/stereotypes/preconceived notions about our own country and those of Spanish speaking countries in general. 3) Students will learn important information (in the form of new vocabulary words) about the country of Venezuela.

Cultural Objectives 1) Students will learn about important topics/stereotypes/preconceived notions about our own country and those of Spanish speaking countries in general. 2) Students will learn about the Venezuelan flag and currency, popular food and music/popular music artists, the Venezuelan capital and popular sites, typical weather and temperature, and typical greetings (salutations) and typical things in general that can be found in the country of Venezuela.

MiWL Standards 1) 1.1.N.SL.a

Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking or introductions 2) 1.1.N.SL.g Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits 3) 1.1.M.SL.f

Share a detailed description of places and things beyond their immediate environment or in the target culture 4) 1.1.N.RW.b Exchange information by asking and answering basic questions in writing about the weather, health/physical conditions, self, family, and friends 5) 1.2.N.L.a

Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests 6) 1.2.N.R.a

Demonstrate understanding of written classroom language in the target language including directions, commands, and requests 7) 1.2.N.R.b Understand main idea of simple accessible written materials in the target language such as, textbook

Communication Mode(s) Interpersonal Interpretive Presentational (later on in the course, based off of the cultural lesson plans, as a form of summative assessment)


passages, age-appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories 8) 2.1.N.F.b Describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities appropriate to various periods during the day) 9) 2.2.N.G.a

Identify countries, their capital and major cities in which the language is spoken 10) 2.2.N.G.d

Describe the climate and typical seasonal weather patterns in various parts of a country in which the language is spoken 11) 2.2.N.C.a

Identify current cultural icons (arts, music, literature, film, and the creators of these products as well as natural sites) 12) 2.2.N.F.b

Identify products that were native to a community, region, or country in which the language is spoken 13) 4.2.N.a Identify basic target culture practices and compare them to one’s own

Activity 1 / ¿Pa’ qué esperas? Learning opportunity: Situated practice Overt instruction Critical framing Transformed practice


Procedure: **NOTE: This cultural activity will be completed EVERY other Friday and the goal is that every Friday, the students will learn about an entirely new Spanish speaking country as the focus; also, the bell-work activity will always relate to the previous class(es) of that given week as a review of the previously taught material. The Friday’s where this activity will not be done will be a review and a more in depth explanation of cultural aspects of the country from the week before.** **Also, realistically the class will be taught in about 90% Spanish, given that this is a very beginner

Materials / resources needed 1. ¿Pa’ qué esperas? bell-work: ¿Cómo eres tú? worksheet ✽


Spanish class; however, the focus of the class will be student based with the use of the learning centers/stations, which will all be in Spanish (where language is needed).** 1. Teacher will begin the class by having students start their ¿Pa’ qué esperas? bell-work as soon as they walk into class, as they do at the beginning of every class. 2. Teacher will hand out these worksheets as students walk into class and also turn their attention to the front board, as well as the top of the mini-worksheet, to point out where the directions can be found—bell-work activities are to be completed by the student individually, which also requires that the student take the initiative and responsibility to read through the directions themselves. 3. Students will have to complete, individually, a ¿Cómo eres tú? worksheet as a review of the verb “ser” and personal adjectives, which they have learned in the previous class periods that second week. 4. Students will have 5 minutes to complete this worksheet, while working without talking aloud, but they are allowed to refer back to their notes and textbooks for help. 5. Once the students have completed this worksheet, after the 5 minutes has passed, the teacher announce that time is up and will then review the activity by having 3 volunteers read their responses out loud for the whole class to hear. 6. The teacher will collect the ¿Pa’ qué esperas? papers by having the students pass their papers to the front of every row and then the teacher will walk in front of each row to collect the stack of papers. (8 minutes total) Formative assessments 1. Review of ¿Cómo eres tú? work sheet 2. Having some of the students read their responses out loud 3. Collecting the ¿Pa’ qué esperas?’s to read through and assign ✓, ✓+, and ✓- ‘s to the work as the form of grading


Activity 2 / Warm – Up / Background Knowledge Learning opportunity: Situated practice Overt instruction

Participation structure: Individual Whole group


Critical framing Transformed practice

Peer work Team / group work Learning center

Procedure: 1. After the ¿Pa’ qué esperas? has been collected, the teacher will then ask the entire class a series of questions to activate student’s interest, background knowledge, and preconceived notions of specific cultural topics here in our own country/city and of those of Spanish speaking countries. 2. Given that this is a very beginning Spanish 1 class, the teacher will begin by asking questions about the country that we are living in now/the city that we are living in, such as: What does the US flag look like? What are examples of popular music/food where we live? What is the weather like where we live? How do we greet each other where we live or typically in the US? What is our capital (of our state and our country)? Difference between capital of our own country and having capitals of all the states, etc. is this common in other countries? 3. The teacher will write the student’s responses on the front board, left side, for the students to refer back to in order to make comparisons later on (written in English with some Spanish vocabulary terms relating to today’s activity). 4. Next, the teacher will ask about stereotypes about these same topics/questions (under step 2) in Spanish speaking countries to see what the students already know or what preconceived notions or stereotypes they may have in mind about these topics in Spanish speaking countries. 5. The teacher will again write the student’s responses on the front, right side of the board so that the students can compare these answers to their previous answers about our own country (written in English with some Spanish vocabulary terms relating to today’s activity). (10 minutes total)

Materials / resources needed 1. Chalkboard/computer and projector/overhead transparency to compose list 2. Chalk/writing utensil

Formative assessments 1. Student responses to questions, written on the front board/projected up front


Activity 3 / Main Activity: ¿Quién soy?

Learning opportunity: Participation structure:


Situated practice Overt instruction Critical framing Transformed practice

Individual Whole group Peer work Team / group work Learning center

Procedure: 1. Once the lists have been complied and reviewed, the teacher will leave these lists on the front board for the students to refer back to during this next activity, which is called ¿Quién soy? 2. Teacher will introduce this new activity, ¿Quién soy?, as an activity that is kind of like a mystery game in which the students must figure out what country it is that they are learning about for that day. 3. The teacher will hand out the worksheet, called “¿Quién soy? ¡Necesitan encontrar cuál país soy!” that is a checklist/fill in the box worksheet, that contains information/directions to the activity and the worksheet (the directions to the worksheet will be on the back side of the paper). 4. Once all of the students have a worksheet, the teacher will read through the information and directions of the stations activity itself, with the students, out loud. 5. Once the directions of the activity are read though, the teacher will ask comprehension check questions in order to make sure that the students understand every step of the activity. 6. Next, the teacher will ask the students to turn their sheets over and she will read through the directions of the worksheet itself, again asking comprehension questions once the instructions are read through completely to make sure that all of the students understand the instructions. 7. The teacher will then have the students split up into their teams of 4 students, which is explained in the instructions of the activity. 8. There will be 5 teams of 4 and these teams will be decided beforehand by the teacher, based off of the seating chart in order to mix the class up and have the students work with students they don’t normally sit or work by. 9. Next, the teacher will have team 1 go to station 1, team 2 go to station 2, team 3 go to station 3, team 4 go to station 4, and team 5 go to station 5.

Materials / resources needed 1. Lists on the board from the previous activity 2. Station activity instructions/sheet (front) ✽ ✽ 3. ¿Quién soy? worksheet (back) ✽ ✽ ✽ 4. Computer playing Spanish music (softly) (The music will come from the teacher’s personal library of Spanish music, all containing appropriate language and containing artists from different Spanish speaking countries—this list of music will also be available to students upon request) ✽ ✽ ✽ ✽ 5. Writing utensil 6. Computer to complete the jigsaw puzzle for station 1 7. Computer to play the song for station 2


10. Once again, the teacher will clarify that each team has 5 minutes to complete the activity and fill out their worksheet at each given station. 11. Soft Spanish music will be playing in the background during the 5 minutes that the students have to complete what all is at their station. 12. Once the music stops after the 5 minutes is up, the teacher will announce that the teams must now rotate clockwise to the next station (move to their right): ¡Necesitan moverse a la derecha ahora, por favor! 13. This process will continue until each team has been to all 5 stations in order to complete their activities and worksheet. 14. Once all 5 teams have been to all 5 stations, the teacher will ask that the students return to their seats—however, they should sit as a team and not return to their assigned seats at this moment; therefore, where they sit is not important as long as they sit as a team and be respectful of the area that they are sitting in—do not touch, disturb, or use any materials that are not your own relating to this activity. 15. Once the teams are all sitting in their seats, as a team, they will have 3 minutes to review their worksheets and make sure that they agree on all the answers that they came up with—including the final question, which asks ¿Cuál país soy? Which country am I?? Once again, soft Spanish music will be playing during this time. 16. Once these 3 minutes are up, the teacher will redirect the students’ attention to the front of the class, once again by turning off the Spanish music and using the phrase “¡Ojos aquí, por favor! (25 minutes) Formative assessments 1. Teacher will monitor activities going on at different stations 2. Teacher will encourage and help with completing the worksheet while the students are doing the activities


Activity 4 / Repaso (Review) Learning opportunity: Situated practice Overt instruction Critical framing Transformed practice



Procedure: Tip 1: Write as directive (Teacher will … / Students will) Tip 2: Include a time estimate Tip 3: How will you adapt your activity to meet needs of disabled, heritage and other diverse learners? 1. Next, the teacher will ask the students if they found out what country they are learning about for the day, based on the activities that they completed for each station. 2. The teacher will explain that she will have ONE representative from each team give their answer of what country it is that they think they are learning about, and once the students give their answers, she will announce that first they will review the worksheet before finding out which country it is! 3. To begin the review, the teacher will first go over the worksheet on the back of their papers and go over which boxes should be checked and what the students should have written in the blank boxes—she will do so by asking a different student to give their answer for each question, so that a different student is answering a different question each time. 4. After this worksheet has been reviewed, the teacher will then have the entire class help complete the activity for one of the stations, the jigsaw puzzle that is of the Venezuelan flag (although they still do not know that it is Venezuela yet!). 5. After putting the jigsaw flag puzzle together with the input of the entire class (the teacher will ask that students raise their hand and wait to be called on in order to tell her where each piece goes; again, she will call on a different student each time in order to maximize class participation). 6. Now, once again, the teacher will again ask the students what country they are learning about for the day. 7. Again, she will ask one representative to state their answer—which they are allowed to change now after reviewing the worksheet as a class and recreating the jigsaw puzzle—and she will write each team’s response on the front board. 8. All of the teams that have come up with the correct answer (the correct country) will receive a typical Venezuelan treat, Venezuelan Quesillo—all of the members of every team will receive one, but the winning teams will receive theirs first as a special treat; this is of course after making sure there are no allergies to any of the ingredients which the teacher will do so by asking the students

Materials / resources needed 1. Worksheet 2. Jigsaw Flag Puzzle (done on the class computer) ✽ ✽ ✽ ✽ ✽ 3. Front board 4. Writing Utensil 5. Venezuelan Quesillo (made and brought in by the teacher) 6. The recipe of Venezuelan Quesillo to hand to the students ✽ ✽ ✽ ✽ ✽ ✽


if they have any food allergies at the beginning of the year/course, as they will be making, and eating, many cultural foods throughout the course of the year as a part of the cultural aspect of their class—which she will explain as the students are enjoying their Venezuelan treat. 9. Teacher will also hand out a copy of the recipe, while the students are eating, for Venezuelan Quesillos so that the studens will have the opportunity to make it at home as well. (10 minutes) Formative assessments 1. Student responses while reviewing the worksheet out loud 2. Students input on where to put each of the pieces for the jigsaw puzzle 3. Student responses to what country the activity is about


Activity 5 / Closure / Wrap - Up

Learning opportunity: Situated practice Overt instruction Critical framing Transformed practice (with the homework, and the presentations will be explained, but not completed here)


Procedure: Tip 1: Write as directive (Teacher will … / Students will) Tip 2: Include a time estimate Tip 3: How will you adapt your activity to meet needs of disabled, heritage and other diverse learners? 1. Once the teacher and students have completely reviewed the activity and enjoyed their treat (they will be allowed to finish it while the teacher is wrapping things up), the teacher will then explain how this type of lesson will happen every single Friday and that each Friday’s class will focus on a different Spanish speaking country. 2. Then, the teacher will briefly explain how each student will be responsible for doing a presentation, about a Spanish speaking country of their choice, presented in all Spanish, beginning the second semester of the year—once the students have been exposed to the language and culture more. 3. The rubric and details will be given to the students in more detail at the beginning of the second semester or after Christmas break, however the breaks coincide.

Materials / resources needed 1. No specific materials needed as instructions and rubrics will be handed out later on in the course.


4. The teacher will explain the homework that will be due the next class period, for Monday’s class, in which the students must come prepared with a short paragraph in which they compare ONE aspect of the days activities (which they have learned about at the 5 different stations) with how it is similar or different to here in the US/our state/our city. The student must attempt to use Spanish, using any Spanish vocabulary that he or she may know, but Spanglish is accepted as well as the use of English as long as the student shows some effort in attempting to use Spanish. 5. The teacher will ask the students to clean up after him or herself, as it is a class rule! And clean up any messes from their Venezuelan Quesillos on their way out of the classroom. (7 minutes) THE ENTIRE CLASS PERIOD IS 60 MINUTES. Formative assessments 1. Any questions that the students may have about the day’s activities, the homework assignment, or the upcoming presentations.

Summative assessments 1. The summative assessments will not be conducted in this class period, but the idea of the particular summative assessment that goes along with this lesson will be introduced. 2. As stated previously, the students will have to give a 5-10 minute long presentation on a Spanish speaking country of their choice, including information about what they learn every Friday in their cultural lessons. This presentation must be completely done in Spanish (to the best of their abilities, as of course I do not expect them to be fluent at this point—which is why the presentations will begin the second semester of classes in order to maximize the students’ exposure to the language and different cultures). The students will also be given rubrics at the beginning of the second semester which will explain what specifically is expected of them and how each component of their presentation will be graded.)

Homework & Extensions 1. Students must pick ONE aspect of the days activities, from the 5 different stations, and write a short paragraph comparing that one aspect to how it may be similar or different to here in the US or more specifically, here in our own state or city. The student should attempt to use any Spanish words that he or she may know, but Spanglish as well as some English will be accepted as long as effort is shown to use some Spanish. This will be due on Monday during the following class period.


✽ ¡Pa’ qué esperas! HOJA DE TRABAJO Nombre: ________________ Fecha: __________________ Hora: __________________

¡Pa’ qué esperas! ¿Cómo eres tú?

Las Instrucciones:

• Uds. necesitan escribir un anuncio (ad) personal muy corto. • Este anuncio debe ser una descripción de su misma que es una respuesta a la pregunta,

¿Cómo eres tú? • Necesitan dar una introducción de TRES (✽ ✽ ✽) oraciones, como “Hola, me llamo

___________. Tengo _______ años. Soy de ____________. ” • Entonces, después de la introducción, necesitan escribir al menos CINCO (✽ ✽ ✽ ✽ ✽ )

oraciones sobre como eres tú. o Por ejemplo: Soy una chica muy cariñosa. Soy muy amable todo el tiempo. Etc…

• En total, necesitan escribir OCHO (✽ ✽ ✽ ✽ ✽ ✽ ✽ ✽ ) oraciones. • RECUERDEN: Necesitan usar el verbo “ser” para dar su descripción y usan los adjetivos

para describirse—este es de la clase anterior. Introducción: (uno)____________________________________________________________. (dos)____________________________________________________________. (tres)____________________________________________________________. Descripción: (uno)_____________________________________________________________. (dos)_____________________________________________________________. (tres)_____________________________________________________________. (cuatro)___________________________________________________________. (cinco)____________________________________________________________. ✽ ✽ HOJA DE TRABAJO/LAS INSTRUCCIONES PARA LAS ESTACIONES DE ACTIVIDADES (PRIMERA PLANA)

¿Quién soy? ¡Necesitan encontrar cuál país soy!

Las Instrucciones y información sobre esta actividad:

o Hay CINCO equipos y hay CUATRO personas en cada equipo. o Ya he decidido las personas de cada equipo.

o Van a tener equipos muy mezclados, lo siento pero NO pueden escoger sus propios equipos para hoy; sin embargo, pueden escoger sus equipos más tarde en el semestre. Voy a decirles sus equipos.

o Esta es una actividad que tiene CINCO estaciones. o Estas estaciones contienen cosas culturales muy importantes de este país y tienen estos

temas: o Una rompecabezas de la bandera y la moneda o La comida popular y la música popular/algunas cantantes o La capital y algunos lugares populares o El tiempo y la temperatura o Los saludos y cosas típicas


o Con su equipo, necesitan visitar cada estación. o Equipo 1 va a empezar a la estación 1 primero, entonces estación 2, estación 3,

estación 4, y finalmente estación 5. o Equipo 2 va a empezar a la estación 2 primero, entonces estación 3, estación 4,




estación 3, y finalmente estación 4. o Tienen 5 minutos para hacer cada actividad y hacer la hoja de trabajo en cada estación. o Voy a tocar música española, muy callada, en el fondo durante los cinco minutos de sus

actividades. Cuando paro la música, entonces ¡no hay más tiempo! Y necesitan moverse a la derecha a la próxima estación.

o Tienen 25 minutos en total para completar esta actividad. o Cuando están terminados, vamos a repasar la hoja de trabajo y hacer la rompecabeza

de la bandera juntos. o Finalmente, ¡van a saber cuál país es!

✽ ✽ ✽ HOJA DE TRABAJO ¿QUIÉN SOY? PARA LAS ACTIVIDADES (LA PÁGINA TRASERA)

¿Quién soy? ¡Necesitan encontrar cuál país soy!

Las Instrucciones: o Cada persona de su equipo necesita completar una hoja de trabajo. o Necesitan escribir una ✓ para cada cosa que piensan es aplicable a este país, para cada

categoría. o Si es necesario, escriben frases aplicables al tema de la estación en las cajas blancas. o Finalmente, necesitan ¡a ver si adivinas cuál país es! o Vamos a repasar la hoja de trabajo después del 25 minutos y tienen que entregarla al fin

de la clase para una nota.

ESTACIÓN 1: Una rompecabezas de la bandera y la moneda: o Los estudiantes necesitan completar esta actividad en la computadora, necesitan haver

esta rompecabezas con la bandera: http://www.proprofs.com/games/jigsaw/quin-soy-1/ (NOTE: this is a virtual jugsaw puzzle where the students can put the puzzle back together and then restart it for the next team who comes to that station)

o La bandera tiene estes colores: Azul _______ Verde _______ Blanco_______ Negro _______ Amarillo_______ Rojo_______ Café_______ Rosado _______ Morado _______ Anaranjado_______

o La bandera tiene estrellas: sí_______ no _______ o La bandera tiene rayas: sí_______ no _______ o La bandera tiene una emblema: sí_______ no _______ o La moneda es como aquí, usan dólares: sí_______ no _______


o La moneda tiene la misma valor de los dólares en Los Estados Unidos:

sí_______ no _______ o Otros comentarios:

ESTACIÓN 2: La comida popular y la música popular/algunas cantantes:

o La comida tiene una gran influencia de Europa y África y otros continentes del mundo, que es diferente que los Estados Unidos: sí_______ no _______

o La comida es diferente depende de la región: sí_______ no _______ o Empanadas y cachapas son populares: sí_______ no _______ o ¿Piensan que estos son platos de este país? sí_______ no _______

o ¿Tiene el mismo ritmo y usa la misma lenguaje como en Los Estados Unidos en su

música? sí_______ no _______ o Joropo llanero (de los llanos) es un tipo de música muy popular: sí_______ no _______ o Usan español en su música: sí_______ no _______ o ¿Cuáles son cantantes de este país?

Rihanna _______ Juanes_______ Shakira_______ Carlos Baute_______ Lil’ Wayne_______ Enrique Iglesias_______ Britney Spears_______ Daddy Yankee _______ José Luis Rodríguez_______ Drake_______ Oscar D’Leon_______ Jennifer Lopez_______

o Escuchan a esta canción y deciden si es de este país: sí_______ no _______ http://www.youtube.com/watch?v=qExd-3oCTl4 o Otros comentarios:

ESTACIÓN 3: La capital y algunos lugares populares:

o Cuál ciudad es la capital: Lansing_______ Madrid_______ Caracas_______ Washington, D.C. _______

o ¿Sólo hay un capital o hay capitales de “estados” también como tenemos aquí en Los Estados Unidos? Sólo uno_______ hay más_______

o Tiene estados como en Los Estados Unidos: sí_______ no _______ o Tiene sólo un presidente: sí_______ no _______ o Algunos lugares que pueden visitar en este país:

Cataratas de Ángeles_______ Mt. Rushmore_______ El Coro_______ Morrocoy_______ Estatua de Libertad_______ Caracas_______ Isla de Margarita_______


Cordillera de Mérida_______ Montañas de “Rocky”_______ Hollywood_______ o Otros comentarios:

ESTACIÓN 4: El tiempo y la temperatura:

o Tiene la misma clima de Los Estados Unidos en que puede cambiar de mucho calor a muy frío: sí_______ no _______

o Hay nieve: sí_______ no _______ o Hay mucha lluvia: sí_______ no _______ o Hay mucho calor la mayoría del tiempo: sí_______ no _______ o La temperatura puede ser menos de 30 grados (Fahrenheit): sí_______ no _______ o La temperatura no va a ser más de 70 grados (Fahrenheit): sí_______ no _______ o Estas dos son unas foto de este país: sí_______ no _______

o Otros comentarios:

ESTACIÓN 5: Los saludos y cosas típicas:

o En este país, dan besos en sus mejillas para los saludos: sí_______ no _______ o Dan besos a personas conocidas y desconocidas: sí_______ no _______ o Ellos darse las manos para un saludo: sí_______ no _______ o Necesitan introducirte a la persona mayor primero antes de las personas menores:

sí_______ no _______ o Necesitan decir “adiós” a cada persona cuando va a salir: sí_______ no _______ o Las comidas son diferentes de Los Estados Unidos, ellos tienen tres comidas, pero sólo

un desayuno grande, una cena grande, y una cena muy pequeña: sí_______ no _______

o Arepas son un tipo de comida muy típica para comer durante todo el día: sí_______ no _______

o Matrimonio es diferente allí, tiene “open-ended” relaciones: sí_______ no _______ o Hay un tipo de “sign language” además de su lenguaje principal o Otros comentarios:

AHORA… La pregunta final… ¿¿Cuál país soy??


Su respuesta: __________________________________ ✽ ✽ ✽ ✽ LA LISTA DE CANCIONES ESPAÑOLAS PARA ESCUCHAR DURANTE LAS ACTIVIDADES

o Amarte Bien – Carlos Baute o Waka Waka (Esto es Africa) – Shakira o A Dios Le Pido – Juanes o Ven Conmigo – Daddy Yankee y Prince Royce o Manos Al Aire – Nelly Furtado o La Tortura – Shakira y Alejandro Sanz o Colgando en Tus manos – Carlos Baute y Marta Sanchez o Llamado de Emergencia –Daddy Yankee o Fotografía – Juanes y Nelly Furtado o Bulería – David Bisbal o Escapar- Enrique Iglesias o Waving Flag –K’naan y David Bisbal o No Creo en el Jamas - Juanes o Danza Kaduro – Don Omar y Lucenzo o Estoy Aquí – Shakira

✽ ✽ ✽ ✽ ✽ HOJA DE ROMPECABEZAS DE LA BANDERA DE VENEZUELA

http://www.proprofs.com/games/jigsaw/quin-soy-1/ (NOTE: this is a virtual jugsaw puzzle where the students can put the puzzle back together and then restart it for the next team who comes to that station)


✽ ✽ ✽ ✽ ✽ ✽ LA RECETA PARA LA TARTA DE QUESILLO

Quesillo

In Venezuela, Quesillo is a very popular desert. You have probably tasted a similar desert at your favorite Mexican restaurant. They call it flan. Enjoy!

Ingredients:

1-1/2 cups of sugar 5 medium or large eggs 12 once can of Evaporated Milk 1/4 teaspoon of vanilla extract 1/4 teaspoon of ginger extract (optional)

Carmelizing the Pan:

This should be done ahead of time, since you want the pan to set and cool for at least 20 or 30 minutes before adding in the mixture. I use an aluminum pan (Mirro brand – the kind you find at all grocery stores). It measures about 8 inches across the top, 6-1/2 inches across the bottom, and about 4-1/4 inches deep. It also has a removable plastic handle which can be easily unscrewed from the pan.

Add ½ cup of the sugar to the pan and use medium heat to melt the sugar until it caramelizes. Be careful not to burn the sugar! Keep shaking the pan so that all the sugar melts. Once the sugar is a nice light brown color and melted, turn the pan so the liquid coats the sides, about 2-1/2 to 3 inches up from the bottom. Set the pan aside and let cool down (about 20 to 30 minutes) .


The Mixture:

In a large mixing bowl, blend the remaining ingredients (1 cup sugar, eggs, evaporated milk, vanilla and ginger extract). For best results, use a hand mixer to get a better consistency. Note: the original recipe calls for ¼ teaspoon of vanilla extract only, I’ve modified it by also adding (or replacing it with) ginger extract.

When you add the mixture to the carmelized pan, pass it thru a sieve so that any little pieces of egg or whatever doesn't get into the mixture. It is normal to hear a crackling sound when the cold mixture is being added to the pan, if it is still a little warm.

Baking:

Pre-heat the oven to 350 degrees. Make sure to unscrew the pan’s plastic handle before placing it into the oven!


Place the pan in a "double boiler". Fill a large baking pan with about an inch or so of water. Place the other pan in the center. Place both pans onto the center oven rack. Cook for about 1 hour, then begin checking if it is done.

Checking to make sure the Quesillo is done

Probably the most difficult part of making Quesillo is knowing when it is done. If you don’t cook it long enough, it will fall apart (cave in) when it is served; if you cook it too long, it will come out dry and grainy. You should be able to insert a clean knife about ½ way from the edge of the pan, and the center, and pull it out dry. The center should still be a little runny. After it is chilled, that runny part will firm up.

The following picture is an example of what the knife will look like before it is done.

In my oven, it usually takes about 1 hour and 15 minutes to completely cook. Different ovens may vary. I always start checking after about an hour. Once you've made a few quesillos, you should have a better idea.

Let it chill over night

Carefully cover the the pan with foil. Set aside and let pan cool. Place in refrigerator over night, to chill.


Serving the Quesillo

When you are ready to server your desert, remove the chilled pan from the refrigerator. Place the pan over a burner on your stove. Slowly, shift the pan back and forth until the contents detach from the sides of the pan. Be careful not to burn it. Once the quesillo is lose from the pan (it should slosh when you shift the pan), remove from the burner and let cool for a moment. Place a large dish over the top of the pan and quickly flip it over so the Quesillo falls onto the center of the dish. Warning: there will be a large amount of carmel sauce, so be very careful to not splash it on all over yourself when flipping the pan over.

CreatedbyLindsayC.Earnest


SubstituteplanMusicPreviewingactivity(RebeccaFlegler)*Beforebeingabsent,theteacherwouldstresstothestudentsthatshouldtheymisbehaveforasubstituteteacher,Iwillfindoutaboutit.Thesubstitutewillleavemeanotewiththenamesofstudentswhomisbehaved.Theveryfirstthingthatthesestudentswillbeworkingwhentheteacherreturnsiswritingaletterofapology.*Hola!Welcometomyclassroom.Thankyousomuchforfillinginformetoday.TodaythestudentswillbegettinganintroductiontotheuseofSpanishinmusic.Hopeyouhaveagreatday!Ifyouhaveanyissueswithmystudentspleaseletmeknow.Step1WheredowefindSpanish?(writeitontheboard)Givestudents3minutesbrainstormandwritedownwheretheyhaveseenSpanishusedbefore.Aftertheir3minutesareuphavethemgettogetherwith2‐3otherstudentstohaveagroupshareabouttheiranswers(3‐4minutes).Aftertheyhavehadachancetodiscussinsmallgroups,askeachgroupstohave1‐2differentplacesthattheyhavefoundSpanish.Iftheyarestrugglingtocomeupwithanswersteachercanusesomeofthefollowingquestions:havetheyseenitontv(whichprograms)orinmovies?Signsanddirectionsinstores?Fordirectionsonappliancesorotherelectronics?Ontheinternet?Inmusic?Restaurantmenus?Newspapersormagazines?Step2(2‐3mintues)LetthestudentsknowthattodaytheywillbefocusinginontheuseofSpanishinmusic&listeningtosongsthatincludeSpanish.Askthemiftheycannameanypopularartists.Possibilitiesmayinclude:

Shakira, JLo, Enrique Iglesias, Ricky Martin, Pitt Bull, Zac Brown Band (Toes)

Step3Studentsaretolistentothefollowingsongs.Playeachsongonetimewhilelettingthemlistenandwatchthevideoonyoutubeandthenhavethemlookatthelyricsthesecondtime.Afterhavingthemlistenthefirsttime,askiftheywereabletopickoutanyofthewordsinSpanishthatwereused.Youcanalsoaskwhetherornottheyhaveheardthesongbeforeorwhetherornottheylikeit.TheteacherwouldhaveallofthesesongsalsoonaCD(oriPod,dependingonclassroomtechnology)incasethevideoswouldnotworkonyoutube.Theyshouldstilllistentothesongstwice,oncejusttolistenandthesecondtimepayingattentiontothelyricssheet.

Bailamos - Enrique Iglesias (4 minutes)

http://www.youtube.com/watch?v=o8PtBtRzcqM

Macarena – Los Del Río (4 minutes)

http://www.youtube.com/watch?v=sN62PAKoBfE


Waka Waka (Esto es Africa) (Cancion Oficial de la Copa Mundial) Shakira (3:30) http://www.youtube.com/watch?v=dzsuE5ugxf4 Livin’ La Vida Loca - Ricky Martin (3:40) http://www.youtube.com/watch?v=p47fEXGabaY Part4Whenfinishedplayingthesesongs,youmaypreviewthefollowingsongswiththeclass,lettingthemwatchthevideo.ThisisjusttoallowthemtopreviewavarietyofmusicinSpanish,possiblytosparkinterestandseewhattheylike.Itisfineifyoudonotmakeitthoughallofthesongs,justmakeitthroughasmanyasyoucanduringthehour.

CarlosBauteColgandoentusmanos(conMartaSanchez)http://www.youtube.com/watch?v=qExd‐3oCTl4

EnriqueIglesias,JuanLuisGuerraCuandoMeEnamorohttp://www.youtube.com/watch?v=4DO8GsIYfhQ

Wisin&YandelEstoyEnamoradohttp://www.youtube.com/watch?v=whBcmlaSLJM

OneSemesterofSpanishLoveSonghttp://www.youtube.com/watch?v=ngRq82c8BawDaddyYankee–Llamadodeemergenciahttp://www.youtube.com/watch?v=81gfOidUpp0&feature=fvstLyrics Sheets Bailamos – Enrique Iglesias EstaNocheBailamosDeNoite‐damividaQuedateconmigoTonightwedanceIleavemylifeinyourhandsWetakethefloorNothingisforbiddenanymoreDon'tlettheworldinoutsideDon'tletamomentgobyNothingcanstopustonightChorusBailamos‐lettherhythmtakeyouoverBailamos


Tequieroamormío‐BailamosWannalivethisnightforever‐bailamosTequieroamormío‐TequieroTonightI'myoursWecanmakeithappenI'msosureIwon'tletitgoThereissomethingIthinkyoushouldknowIwon'tbeleavingyoursideWe'regoingtodancethroughthenightIwanttoreachforthestars.ChorusTonightwedanceLikenotomorrowIfyouwillstaywithmeTequieromiamorQuédateconmigoestanoche‐bailamosBailamos‐lettherhythmtakeyouoverBailamosTequieroamormío‐BailamosWannalivethisnightforever‐BailamosTequieroamormíoBailamosComotequieroComotequieroComotequiero Macarena – Los del Río When I dance they call me Macarena And the boys they say que estoy buena They all want me, they can't have me So they all come and dance beside me Move with me, chant with me And if you?re good I'll take you home with me Dale a tu cuerpo alegria Macarena Que tu cuerpo es pa' darle alegria cosa buena Dale a tu cuerpo alegria, Macarena Hey Macarena! (Ay!) Dale a tu cuerpo alegria Macarena Que tu cuerpo es pa' darle alegria cosa buena Dale a tu cuerpo alegria, Macarena Hey Macarena!


(Ay!) Now don't you worry about my boyfriend The boy who's name is Vitorino Ha! I don't want him, can't stand him He was no good so I, ha ha ha Now come on, what was I supposed to do? He was out of town and his two friends were so fine Dale a tu cuerpo alegria Macarena Que tu cuerpo es pa' darle alegria cosa buena Dale a tu cuerpo alegria, Macarena Hey Macarena! (Ay!) (Repeat) (Ay! Ay!) (Ay! Ay!) (Ay! Ay!) (I am not trying to seduce you) (Ay!) M-M-Macarena M-M-Macarena M-M-Macarena (Ay!) M-M-Macarena M-M-Macarena M-M-Macarena Macaren, Macaren, Macaren, Macarena Dale a tu cuerpo alegria Macarena Que tu cuerpo es pa' darle alegria cosa buena Dale a tu cuerpo alegria, Macarena Hey Macarena! (Ay!) (Repeat) (Ay!) Come and find me, my name is Macarena Always at the party con las chicas que son buena Come join me, dance with me And all you fellows chant along with me


Dale a tu cuerpo alegria Macarena Que tu cuerpo es pa' darle alegria cosa buena Dale a tu cuerpo alegria, Macarena Hey Macarena! (Ay!) (Repeat 4 times) Waka Waka (Esto es África) – Shakira

Llegó el momento, caen las murallas Va a comenzar la unica justa de las batallas No duele el golpe, no existe el miedo Quitate el polvo, ponte de pie y vuelves al ruedo

Y la pasión, se siente Espera en ti tu gente

Ahora vamos por todo Y te acompaña la suerte Tsamina mina zangalewa Porqué esto es África

Tsamina mina eh, eh Waka Waka eh, eh Tsamina mina zangalewa Porqué esto es África

Oye a tu dios y no estarás solo Llegaste aquí para brillar y lo tienes todo La hora se acerca, es el momento Vas a ganar cada batalla, ya lo presiento

Hay que empezar de cero Para tocar el cielo

Ahora vamos por todo Y todos vamos por ellos Tsamina mina zangalewa Porqué esto es África

Tsamina mina eh, eh Waka waka eh, eh Tsamina mina zangalewa Anawa aa


Tsamina mina eh, eh Waka waka eh, eh Tsamina mina zangalewa Porqué esto es África

Awela Majoni Biggie Biggie Mama One A To Zet Athi sithi LaMajoni Biggie Biggie Mama From East To West Bathi . . . Waka Waka Ma Eh Eh Waka Waka Ma Eh Eh Zonke zizwe mazi buye Cause this is Africa

Voice: Tsamina mina, Anawa, ah ah Tsamina mina Tsamina mina, Anawa, ah ah

Tsamina mina, eh eh Waka waka, eh eh Tsamina mina zangalewa Anawa, ah ah

Tsamina mina, eh eh Waka waka, eh eh Tsamina mina zangalewa Porqué esto es África

Yango eh eh Yango eh eh Tsamina mina zangalewa Anawa, ah ah

Yango eh eh Yango eh eh Tsamina mina zangalewa Porqué esto es África

(2x) Porqué esto es África

(2x) We're all Africa

Livin' La Vida Loca – Ricky Martin She's into superstitions black cats and voodoo dolls. I feel a premonition that girl's gonna make me fall.


She's into new sensations new kicks in the candle light. She's got a new addiction for every day and night. She'll make you take your clothes off and go dancing in the rain. She'll make you live her crazy life but she'll take away your pain like a bullet to your brain. Come On! [CHORUS:] Upside, inside out she's livin la vida loca She'll push and pull you down, livin la vida loca Her lips are devil red and her skin's the color mocha She will wear you out livin la vida loca Come On! Livin la vida loca, Come on! She's livin la vida loca. Woke up in New York City in a funky cheap hotel She took my heart and she took my money she must've slipped me a sleeping pill She never drinks the water and makes you order French Champagne Once you've had a taste of her you'll never be the same Yeah, she'll make you go insane. [CHORUS] She'll make you take your clothes off and go dancing in the rain. She'll make you live her crazy life but she'll take away your pain like a bullet to your brain. Come On! [CHORUS]

CreatedbyBeckyFlegler

Documents

Learning opportunity: Procedure: Materials / resources needed