Learning+Centers+Lesson-+¡Ve+con+tu+grupo!


 * Title: ¡ ** Ve con tu grupo**!**
 * Level:** Spanish 2
 * Age of Learners:** High School

Day 7 Students will be broken up into four separate groups. One group will be mostly teacher fronted and the other three groups will have students working more on their own. Station 1: Students will do activities 21 and 22 on page 124 individually. Station 2: Students will write a personal reflection about their exercise tracking sheet. Station 3: Students will talk with a partner about the food chart and the ‘Nota Cultural’ on page 125/126. Station 4: Teacher will introduce irregular “tú” commands and talk about exercise tracking sheets.
 * Description:**

The purpose of this lesson is to have students work on their own using the target language in various ways; speaking, listening, writing, and reading. This fits in with the unit because it intertwines the tú commands with different exercise activities. It also brings in the exercise tracking logs that the students have been completing and will guide them with the next step they are taking with those. Students will care because the tracking log is something personal that they’ve been working on and they will also not just be listening to the teacher all hour, but instead they will be able to work on their own and put their knowledge of the language to the test. It will build on all four areas of the student’s language proficiency because they will be using their skills by listening, writing, and reading.
 * Rationale:**

After this lesson students will be able to give positive and negative tú commands. You will know if they have achieved this goal by looking at their performance they did on the book activities and also on Day 8 if they are able to give advice using their exercise tracking logs to a friend using the tú positive and negative commands.
 * Objective:**

1.1 N.SL.j: Share likes and dislikes in the target language with a classmate.
 * Standards:**

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.

1.2 N.L.a: Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests.

1.3 M.R.b: Understand main idea and supporting detail, and summarize accessible written materials on familiar topics in the target language such as textbook content, magazine and newspaper articles/ads, websites/internet, poetry or stories.

2.1 N.F.b: Describe daily routines within a community or culture in which the language is spoken.

Book Paper Completed Exercise Tracking Logs (See Choice Lesson 1)
 * Materials:**


 * Procedure:**
 * 1) Start with a bell activity. Have the students go over activity 20 on page 123 from the previous day. Answer any remaining questions that the students may have. (5 minutes)
 * 2) Count off the students from 1 to 4 and explain and model what the students will be doing at each station. (5 minutes)
 * 3) Play upbeat Spanish music to indicate that the students will have 30 seconds to switch to their new seats. (Each Station: 10 minutes for a total of 40 minutes)

o  **Station 1:** Students will do activities 21 and 22 on page 124 individually. Activity 21: The students will have to write in complete sentences using the tú positive and negative commands answering the questions. Activity 22: Students will have to describe a trip that their friend took while traveling in Mexico. They will need to use the preterit tense and exercise vocabulary. Students will be writing both activities on a sheet of paper.

o  **Station 2:** Using their exercise tracking logs, students will write a reflection of the activities they took part in and the food/drink they consumed over the week. Students will answer the following questions using the preterit tense on a separate sheet of paper in the target language. (Give students the questions in the target language.) §  What have you eaten/drank throughout the week? §  Describe your exercise habits and activities? §  What is one habit you’re proud of that you have done? §  What is one habit you’re not proud of? §  What have you learned from tracking your exercise experience? (2 things) §  Use the tú commands to tell yourself 3 things you can do to improve your health. §  Use the tú commands to tell yourself 3 things that you should NOT do next week.

o  **Station 3**: Students will talk with a partner about the food chart and the ‘Nota Cultural’ on page 125/126. Students will exchange information about the food that they have consumed and how it fits into the pyramid. Students will also read the ‘Nota Cultural’ and discuss how the eating habits in Spanish-speaking countries are different that the US. Students will also discuss their favorite snack foods and how those compare with other Spanish-speaking countries. Then they will read the article on page 126 and then talk about “comida rapida.” o  **Station 4**: Teacher will introduce irregular “tú” commands and talk about exercise tracking sheets. When students arrive at the teacher fronted station, the teacher will ask what they students talked about at the previous station. This can gage whether or not they were using the target language and if they read the article about “comida rapida.” The teacher will introduce the irregular “tú” commands explaining why they are different. Have the students repeat the commands several times. Next the teacher will talk about the tracking logs and show the students her example. She will explain to the students what she did each day then model what the students will be doing with their tracking logs for the following day.