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Before School: El transporte (11/9)

Submitted by kimber on

Class Activities: 

-Students began class reviewing how to tell time in Spanish (see previous lessons for time study sheet attachment)
-Students practiced conversational skills with classmates.
-We discussed vocabulary for different types of transportation vehicles. Students learned how to use time to ask for the departure time of transportation. To ask, “What time does the train leave?”, you say, “¿ A que hora sale el tren?”. To respond with “The train leaves at five”, you say, “El tren sale a las cinco”. Students practiced these phrases in partners.
-Homework was given on the transportation vocabulary (see attachment)

Class topics: 
time
transportation
Fluency level: 
Beginner

Conversación: presentaciones personales

Submitted by Nikki on

Class Activities: 

Students arrived and corrected errors on the board.
* Me llamo es José. (Correct: Me llamo José.)
* Me gusto las montañas. (Correct: Me gustan las montañas.)
* Tengo es 2 hermanos. (Correct: Tengo 2 hermanos).
* Soy 12 años. (Correct: Tengo 12 años)
* Estoy estudiante. (Correct: Soy estudiante).

We reviewed the verbs students are using to talk about themselves.
* Soy
* Me gusta
* Tengo
* Quiero
* Vivo
* No me gusta

Students stood up in front of the class and talked about themselves while other students took notes.

After all presentations, we talked about what makes a good conversation. One of the elements includes asking each other questions. Students are to come up with 8 questions using the above verbs. Question words and tú conjugations of above verbs are below:
* Eres
* Te gusta
* Tienes
* Quieres
* Vives
* No te gusta

Question words

¿Qué? what
¿Quién? who
¿Cuándo? where
¿Por quė? Why
¿Cómo? How
¿Cuánto? How much
¿Cuál? Which

Tarea: write 8 questions you could ask someone you just met. On Wednesday, Karina Galeano is going to teach the class for me as a substitute since I will be in México. She met the students and will be continuing to practice conversations with them. She's from Colombia.

Class topics: 
introducing yourself
Fluency level: 
Beginner

Yoga y el cuerpo humano

Submitted by Nikki on

Class Goals: 

Students answered the following questions for their do now activity.
¿Qué piensas de tu progreso durante el primer cuarto?
¿Qué sabes de yoga?

Students had a few minutes to discuss their role play and then presented it to the group. Role plays included various scenarios related to food (in a restaurant, in the supermarket, at a farmer's market, on a Food Network Latino program).

Our next brief unit is related to parts of the body and yoga. Most students already know parts of the body, but will learn about different verbs related to the body (inhale, exhale, stand up, sit down, stretch, bring together). The goals of this unit are to practice listening comprehension and increase student vocabulary.

We briefly reviewed parts of body (below):

Cabeza
rodilla
cuello
boca
dientes
labios
hombros
brazos
piernas
rodillas
codos
dedos
dedos del pie
pie
espalda

We then went over some basic verbs we will use this unit and students visually represented the word/verb (worksheet attached).

I demonstrated one pose, using vocabulary from the attached sheet. Each student was given a yoga pose that they have to explain the the group next class. Positions include:
* Triángulo (triangle)
* cobra
* árbol (tree)
* águila (eagle)
* el perro cara abajo (downward facing dog)
* langosta/saltamontes (grasshopper)
* montaña (mountain)
* puente (bridge)
* paloma (pigeon)
* tortuga (turtle)
* pavo real (peacock)
* rana (frog)
Tarea: look up their position online and using attached vocabulary explain and demonstrate it to the group. They may want to look them up by their English names to make sure they understand the pose.

Class topics: 
partes del cuerpo
verbos
Fluency level: 
Intermediate

3rd Period Matrix- 11/4

Submitted by kimber on

Class Activities: 

-Students practiced conversational skills. I discussed how I would like to see them advancing in their confidence and pronunciation when speaking Spanish.
-I walked the students through this website to make sure all understood how to access our lesson plans.
-We discussed the correct way of expressing if you like something. If what you like is singular, you say, “Me gusta”. If what you like is plural, you say, “Me gustan”.
-We discussed the ways to change the article according to who likes it. For “you like”, you say, “te gusta(n)”.
-Homework was given on this subject. It is due next class period, 11/9. (see attachment for assignment)

Class topics: 
gustar
conversation
Fluency level: 
Intermediate

2nd Period Matrix- 11/4

Submitted by kimber on

Class Activities: 

-Students practiced conversational skills. I discussed how I would like to see them advancing in their confidence and pronunciation when speaking Spanish.
-I walked the students through this website to make sure all understood how to access our lesson plans.
-Students reviewed the correct uses of the verbs ser and estar. They finished working on their pages about themselves. They were to use at least one sentence using ser and one using estar.
-Homework was given on these verbs. It is due next class period, 11/9. (see attachment for assignment)

Class topics: 
ser
estar
Fluency level: 
Beginner

Before School: La Hora (11/4)

Submitted by kimber on

Class Activities: 

-Students began class by writing numbers 1-30 out in Spanish. By this time, students should be comfortable translating numbers into Spanish. If they are still having difficulty, they should study numbers at home to be prepared for class as we will be using them often.
-Students practiced conversational skills. I discussed how I would like to see them advancing in their confidence and pronunciation when speaking Spanish.
-I walked the students through this website to make sure all understood how to access our lesson plans.
-Students learned how to ask for and tell the time in Spanish. (see previous lesson for explanation sheet)
-Homework was given on telling time. It is due next class period, 11/9. (see attachment for assignment)

Class topics: 
numbers
time
conversational skills
Fluency level: 
Beginner

3rd Period Matrix- 11/2

Submitted by kimber on

Class Activities: 

-Students practiced conversational skills.
-Students learned about the Mexican festival, El Día de los Muertos. We also discussed Spanish vocabulary associated with the festival (see attachment for the list)
-Students decorated cookies like skulls inspired by the decorations used in Mexico during the festival. Others made "papel picado", the colorful tissue paper cut-outs that are strung together and used for decoration.

Class topics: 
festivals
Fluency level: 
Intermediate

2nd Period Matrix- 11/2

Submitted by kimber on

Class Activities: 

-Students practiced conversational skills.
-Students learned about the Mexican festival, El Día de los Muertos, from their classmate, Adeline, whose unit is on Death and the Afterlife. We also discussed Spanish vocabulary associated with the festival (see attachment for the list)
-Students decorated paper skulls inspired by the decorations used in Mexico during the festival.

Class topics: 
festivals
Fluency level: 
Beginner

Juegos de roles

Submitted by Nikki on

Class Activities: 

Students arrived and received a Mad Lib in Spanish. We reviewed the parts of speech:
El gato gordo come mucho.
articulo, sustantivo, adjetivo, verbo, adverbio

Students filled in their mad lib and read them to each other.

Students presented their section of our coffee table book about Latin American cooking.

Students were given a role play card and in groups had 5 minutes to plan their dialogue. We need to practice some basic conversation so students will be presenting on Thursday.

Tarea: make corrections to their test for an extra point.

Fluency level: 
Intermediate

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