Linda+Unit+Plan+1

Standards: 1.1.N.SL.e/ 1.1.N.RW.e Ask questions about physical apeáronse, carácter and personality traits of friends, familia, classmates, and anwer (in writing) using a list of traits. 1.1.N.SL.h/1.1.N.RW.e Exhange información (in writing) in the target language on familiar topics such as personal interests, memorable experiences, school activities, and familia life. 1.1.N.RW.b Exchange información by asking and answering basic questions in writing about the weather, health/physical conditions, self, familia, and friends. 1.2.N.R.b. Understand main idea of simple accessible written materials in the target language such as textbook passages, age-aprópiate magazine and newspaper articles/ads, websites/internet, poetry or stories. 1.3.N.S.b Present brief personal descriptions on familiar topics in target language such as self, friends, familia, home, and school. 1.3.N.W.c Write brief personal descriptions on familiar topics in the target language such as self, friends, familia, home, and school. 2.1.N.F.a Describe familia estructures and the role of friends witin a community or culture in which the language is spoken. 2.1.N.F.e Explain the practices and significance of personal or familia holiday celebración within a community in which the target language is spoken. 2.2.N.C.a/b Identify current (and historical) cultural icons (arts, music, literatura, film, and the creators of these products as well as natural sites). 2.2.N.F.d Describe and explain the significance of the products asóciate with an important celebración within a community or culture in which the target language is spoken. 4.1.M.a Select vocabulario recognizing that meaning is not always conveled through direct word-for-word translación from one’s own language to the target language. 4.1.N.c Identify basic differences and similarities in register/honorifics between one’s own language and the target language. 4.2.N.a/b Identify basic target culture practices/ products and compare them to one’s own. (Okay, so I got a little carried away with the standards)

**Tentative Schedule **  Day 1: Corregir exámenes de 4B Vocabulario- árbol de familia Pronunciación Road to El Dorado- terminar película, comparar con historia (leftover from last unit and MME testing days)
 * I am still having trouble coming up with a tournament. I’ve struggled with this idea since we first talked about it, since realistically the tournament in place for my kids is their (premade common assessment) chapter test. I feel like anything other than that would be pretty artificial, and the kids would know it. That said, I love doing authentic projects and activities, but I struggle as to how to make them the big finale and still work within my curriculum.

Day 2 Actividades 4 (La esposa de mi tío es mi___, etc.) y 5 (Reading/ choose apropriate palabra del vocabulario) del libro (p. 226) Empezar los árboles de familia

Day 3 Presentar y entregar árboles de familia Dibujar una fiesta Fiestas latinas- comparar Hacer papel picado

Day 4 Repasar los números Repasar tengo, tienes Presentar verbo tener conjugación entera Practicar con edades Practicar tener- quien tiene la pelota? Actividad 9 (p.228) y Actividad 14 (p.230) (both reading, choose appropriate form of tener in context)

Day 5 Warm up- sentences with mi and tu (already learned) Introducir adjetivos posesivos Practicar adjetivos posesivos- run up game Combinar with tener- mis tios tienen una casa grande, mis padres tienen 50 anos, etc.

Day 6 La quinceañera- presentación cultural Writing practice- Mi fiesta de cumpleaños ideal Games for repaso del vocabulario

Day 7 Prueba del vocabulario Intro memorization project

Day 8 Learning centers?

Day 9 Repaso- based on quiz corrections

Day 10 Examen del capitulo

Sorry about the weird Spanglish, I type in both, and I never remember to switch my spell checker, so the autocorrect goes a little crazy sometimes, but I 'm sure you can figure it out. Any ideas or suggestions would be great. Thanks!

What about creating a Scrapbook that they can give to their families - but completely in Spanish. I had students create a story and then have their parents sign a slip that said they read it, and a lot of the students said their parents enjoyed seeing what they did. user:gerouxje