Amy

2.3 Mis Actividades 3.1 Me gusta el tiempo libre (I like free time) pp.153-189. November 10-20**
 * GLT 2: En Español 1

Students will be able to: • Discuss plans • Sequence events • Extending invitations • Talk on the phone • Express feelings • Say where you are coming from • Say what just happened
 * Language Objectives**

Students will: • Compare mealtimes in the United States and Mexico • Talk about city structures in Mexico and the US (Plazas and the kinds of activities that take place in each) • Persona famosa: Daddy Yankee and Marc Anthony (we have one every week). • Introduce Puerto Rico (basic facts) • Salsa dancing
 * Content Objectives**


 * MI Standards that apply:**

• 1.1.N.SL.d Request, offer, invite, and reply appropriately using memorized phrases. • 1.1.N.SL.f Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits. • 1.1.N.SL.j Share likes and dislikes in the target language with a classmate. • 2.1.N.F.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken. • 2.2.N.C.a Identify current cultural icons (arts, music, literature, film, and the creators of these products as well as natural sites). • _.1.N.a Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed words). • _.1.N.a Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed words).


 * Describe Assessment Ideas:**

• Date skit (started 11/06 review conjugation of -ar, er, ir verbs, ser v. estar and ir + a + infinitive) • Diario- writing assignment (Mi Horario). Due 11/10 • Dialogo- Oral assessment of • 2.3 Video: Listening Comprehension • 2.3 Quest • Review games-Jeopardy, “Blufferama” • Unit 2 Test
 * Continuation of the "me gustas tu" song or "gusta video
 * Phone message accepting or decling an invitation

Students will: • Learn how to use sequencing words like despues, antes, luego and entonces to place events within a specific order. • Use ir + a + infinitive to express “I’m going to” • Continue practicing to conjugate -er and -ir verbs • Learn vocabulary to express emotions (happy, sad, mad, etc.) • Learn to use “acabar de + infinitive” to express what just happened • Learn to say where they are coming from using venir • Revisit gustar to express likes and dislikes • Learn to talk about the phone and use common phrases for greetings and phone etiquette (puedo hablar con, un momento, etc.) • Learn to make invitations using “te invito”, and “te gustaria” • Learn to accept or decline invitations using phrases like “gracias pero no puedo”, “claro que si”, etc.
 * List goals for the unit:**


 * Connect these goals with possible learning activities:**

• Sequencing words: rearrange the order of sentences within a scrambled story based on the sequencing words and the meaning of the sentences. Another idea I had was to create directions for students to create something using the sequencing words in the directions. Their ability to follow the directions would determine their success in accomplishing the task. • Review ir + a + infinitive to express “I’m going to” and continue practicing to conjugate -er and -ir verbs: We have already introduced both of these concepts but will be reviewing them before their quiz at the beginning of the unit. The students have been asked to incorporate these topics into their “date skits” that will be performed early in the unit. They will also be used in review games like jeopardy and “blufferama”. Blufferama is a game I found on the Wiki, there are two teams and after a question is read, the people on each respective team who say they know the answer stand up. The opposing team can call on any member of the team to answer the question. If they get it right then they win all of the points for every member standing on their team. If they get it wrong they lose those points (kind of like human BS). • Learn to say where they are coming from using venir: Use vocabulary about places from other chapters and charades and/or pictionary to have students guess where someone is coming from using the verb venir. For example. Someone who is sweaty and tired came from the gym. When the person who is acting or drawing is guessed they can use “Acabar de” to express where they came from and confirm whether or not the guess is correct. • Revisit gustar to express likes and dislikes- Youtube video “gusta” or the “me gustas tu” song. Students will then create their own lyrics to either the song or the video. • Learn to talk about the phone and use common phrases for greetings and phone etiquette (puedo hablar con, un momento, etc.); learn to make invitations using “te invito”, and “te gustaria”; learn to accept or decline invitations using phrases like “gracias pero no puedo”, “claro que si”, etc.: I would like to “invite” students to some event and have them call earfl (that website we found in class) or the school phone and leave a voicemail either accepting or declining the invitation.

Do you have any good ideas for review games or emotions activities? Does this seem too choppy to you? We are on a block schedule so we wind up moving pretty fast. I would prefer that topics covered over consecutive days linked together better. Do you think this sounds ok as it is or do I need to do a better job connecting the activities?
 * Questions/Concerns:**

Feedback
Review games or emotions activities? Hmmm. To practice communicating emotions, it seems important to do activities that evoke feeling. For instance, you could show students a series of pictures or written vignettes designed to provoke strong feeling and then ask them to write/say how they feel about it. I could imagine posting a bunch of pictures around the room with large pieces of paper next to them. The task for students would be to write a comment expressing how they feel about the picture. Or you could have a controversial scenario (e.g. like the recent election, but something else), assign roles to people (that would account for a variety of interests and opinions) and then do a debate or a newscast where various parties are interviewed. As for reviewing -- you can think in terms of games (which is great) or you can think in terms of synthesizing what they've learned in communicative ways -- in this case, you might do some kind of role play or simulation that required a lot of creative communication. user:Anny1

Linking days: This is hard for me to respond to because I can't tell exactly how you're planning to sequence the activities -- but I get the general concern. I think the key is to deliberately recycle concepts from earlier lessons into future ones. Also, it's helpful if you specifically think about and write down logical transitions from day to day -- and then communicate this to your students. Another way to create cohesive lessons is to have themes for large chuncks of time (a month or several weeks) -- this way, everything you do can be somehow related to the theme. The theme is the bridge. user:Anny1

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