Capitulo+5+daily+schedule

Day 1- Day 2- Day 3- Day 4- Day 5- Day 6- Day 7- Day 8- Day 9- Day 10- Day 11- Day 12- Day 13- Day 14- Day 15- Day 16 Day 17
 * Daily Schedule for Chapter 5 **
 * Week One:**
 * Introduce content and vocabulary in Primer Paso of Chapter 5.
 * Do vocabulary activity 6 on pg 117.
 * Introduce preterit tense for –er/-ir verbs.
 * Practice using preterit tense with Ch 5 vocabulary.
 * Do writing activities 9 and 11 on pg. 119.
 * Cover preterit tense of “dormir” and “dar”.
 * Have students begin to track their consumption and exercise (or lack thereof) for the next week using the preterit tense.
 * Show example tracking sheet.
 * Practice some more with preterit tense.
 * Do preterit activity 12 on pg 120.
 * Talk about soccer, famous soccer players, and its importance in the Spanish-speaking world.
 * Practice some more with preterit tense.
 * Do preterit activity 13 on pg. 120.
 * Do activity 16 on pg. 121. Tweak the direction a bit. Have students write a short story, draw pictures and cut out parts of magazines in order to make a poster to present to the class about a famous soccer star’s disappearance.
 * Show example poster.
 * Quiz over Primer Paso vocabulary.
 * Give students some time to do any last minute changes/additions to their poster.
 * Have students present their poster and story to the rest of the class.
 * Week Two: **
 * Finish any presentations that didn’t have time to finish.
 * Introduce Segundo Paso vocabulary and do vocabulary activity 20 on pg 123.
 * Introduce “tú” informal regular positive and negative commands.
 * Do more practice with informal commands.
 * Students will complete informal command activity 21 on pg 124.
 * Collect student consumption and exercise tracking sheets.
 * Introduce irregular “tú” commands.
 * Students will do irregular command activity 23 on pg. 125.
 * Introduce car/gar/zar changes in “tú” commands and reflexive verb commands.
 * Hand back out student tracking sheets; students will work in groups to give advice to fellow classmates using commands on how they could be healthier.
 * Show model on overhead.
 * Students will finish up giving advice and pass sheets back to their original owner.
 * Students will create a pamphlet in groups on a specific topic (i.e. don’t be a bad friend, be in good shape) using commands, pictures, drawings, and sentences.
 * Show example pamphlet.
 * Quiz over Segundo Paso vocabulary.
 * Give students extra time to finish their pamphlets.
 * Have groups present their pamphlets in an oral presentation.
 * Week Three:**
 * Introduce Tercer Paso vocabulary
 * Introduce imperfect tense by contrasting it with the preterit on pg 127.
 * Show students the imperfect conjugation of the verb “ir”.
 * Show students the preterit conjugation of “poder”.
 * Do activity 29 on pg. 128 to practice using the imperfect tense and excuses.
 * Review how to make excuses
 * Do listening activity on pg. 28 and have students rewrite messages using “ir” in the imperfect and “poder” in the preterit.
 * Have students write down what they did last weekend in the preterit tense. Then have students switch papers and write excuses for why they couldn’t do the same activities.
 * Introduce body parts using student body outlines.
 * Have students practice location body parts by having blindfolded race on opposite ends of the class.
 * Review reflexive verb conjugation in both present tense and preterit and practice with Tercer Paso vocabulary.
 * Do writing activity 31 on pg 129 to practice pain verbs.
 * Show students video clips/pictures of sports injuries. Have them describe their own “scar story” by writing a short paragraph in the preterit tense.
 * Show students my own model.
 * Students will give an oral presentation to the class about their scar story using visual aids when needed.
 * Do writing activity 33 and 34 on pg 130.
 * Do written activity 35 on pg. 130.
 * Quiz over Tercer Paso vocabulary
 * Hand out guidelines for workout video that students will have to create for their final project.
 * Go over guidelines together and show example videos from previous years.
 * Students will begin writing their scripts in class.
 * Week Four: **
 * Students will have time to work in class and finish up any problems they may have had over the weekend with respect to their final project.
 * Students will present their workout video live or show it on CD/DVD or videotape.