Spanish 1, term 1, bellringers and summary of each day's activities.
el 19 de agosto Bellringer: What advantages are there for someone who has learned to speak Spanish? What do you think will help you succeed in this class?
el 21 de agosto Bellringer: Find out the names, ages and origins of 3 students you do not know. Use the following to record and report what you learn—Él/ella se llama… (he/she calls him/herself….); Él/ella es de… (he/she is from….); Él/ella tiene XX años (he/he has XX years) Collect disclosure assignment Disclosure quiz Check Flashcards Culture Bag activity
el 23 de agosto Bellringer: Speaking only in Spanish, find someone who is your age, younger and older than you. Find someone from the same place as you and someone who is not. You may not use the same person twice. Record on your bellringer paper as you did last time the name and age or place of origin in a sentence, i.e. Holly tiene quince años, or, James es de California.
Bellringer: Take a set of introduction cards and separate them. In groups of 4, one member of the group places a phrase face up. The first to place the card that is either the correct question to prompt that response, or the correct response to that question, scores the point. Play until time is called. On your bellringer paper write both cards down.
Alphabet notes and greetings, language, spelling Alphabet song, spelling practice Crossword assignment
el 29 de agosto Bellringer: Using the alfabeto notes, with a partner, choose 5 Spanish words from the vocabulary sheet and spell them in Spanish to your partner. They should write the words you spell. Compare to see if what was spelled and what was written match. Switch roles.
Bingo! 2 dialogues Quiz! Assigned flashcards for the words in bold on the vocab sheet.
el 4 de septiembre Bellringer: Practice el alfabeto and responding to questions/statements in an introductory conversation.
Conversation quiz Alfabeto quiz Check second section of vocabulary flashcards Review new vocabulary Simon dice New vocab crossword Make sure dialogue assignment is finished for next time.
el 5 de septiembre Bellringer: Take the bellringer paper for the second section of vocab and make cards with it. Randomly pick a card and write the Spanish word/phrase illustrated on your bellringer paper. Using the cards, quiz a partner. Numbers notes Ninety-Nine game Conversation papers due next time Last section of vocab due in two times.
el 9 de septiembre Bellringer: On your bellringer paper, write the following questions: ¿Quién soy yo? ¿Cómo estoy? ¿Cómo me llamo? ¿De dónde soy? ¿Cuántos años tengo yo? For the first question, find out if you are a student or a teacher. Go around and ask the questions of others in the classroom, showing them your identity card. They will answer based upon the information on the card. You may not look at the card, but must answer the questions only by speaking Spanish with your classmates.
Check flashcards sections 1 and 2. Last section due next time. ¿Cuál es tu número de teléfono? (5) ¿Cómo se dice…? ¿Qué quiere decir…? (5 of each) Collect conversation/dialogue paper Número practice
el 11 de septiembre
Bellringer: Have the students write the following in their notes: ¿Cuál es tu número de teléfono? is what is said to find out someone’s telephone number. To answer say, “Mi número de teléfono es….” and then the numbers of the phone number. Many Spanish speaking countries group the numbers of the phone number in groupings of two. Stansbury’s number is 435-882-2479, but in many countries that would be exressed 43-58-82-24-79. Have the students write their own phone numbers in this way. When say the number, tell the students to say each grouping as a whole number, forty-three, and not two single digits: four, three. For their bellringer the students should find out in Spanish the phone number of five other students. This will be good practice to review the tens and ones we learned last time. For each student’s number that they hear, have them write on their bell paper: El número de teléfone de (the student’s name whose number it is) es ** ** ** ** **.
View the documentary called The Mexicans, Through Their Eyes. Have the students write this on a piece of paper, along with their own name, date and period. Play the video and students should list the names or occupations of 10 different people that they meet in the video. They should write a brief description of who or what they are, and their impressions of them.
el 16 de septiembre Bellringer: ¿Cuál es tu número de teléfono? ¿Cuál es tu apellido y cómo se escribe tu apellido? ¿Cuántos años tiene tu madre? ¿Tu padre? ¿tu abuela? ¿tu abuelo?
Finish video collect papers Flashcards Time
el 17 de septiembre
Bellringer: Write the following math problems, and solve them, using Spanish words. A. 11+23+2= B. 97-46-51= C. 66+13=
Spelling quiz retake, disclosure quiz retake Bingo redo Time review + assignment 99 card game
el 19 de septiembre
Bellringer: Write the following times out in Spanish, including the expression for A.M. and P.M. Express the time using both the addition and subtraction method, if appropriate: a) 2:12 A.M. b) 4:47 P.M. c) 8:15 A.M. d) 11:39 P.M. e) 1:30 A.M.
Time assignment Time practice Notes on days and dates
el 23 de septiembre Bellringer: Find the birthdays of 3 classmates using Spanish. Record your answers on your bell paper.
Bellringer: Find someone whose birthday is in the spring (la primavera), summer (el verano), fall (el otoño) and winter (el invierno). Tell me in a sentence in Spanish who each is. EJEMPLO: La fecha de cumpleaños de Señor Lundwall es el 23 de febrero. Es en el invierno.
Bellringer: Copy the question, then answer it in Spanish sentences. 1. ¿Qué día es hoy? 2. ¿Qué día es mañana? 3. Hoy, mañana y pasado mañana es el _______. 4. ¿Cuál es la fecha de mañana? 5. En el calendario latino, ¿cuál es el primer día de la semana? 6. ¿Cuál es la fecha de tu día feriado favorito?
11 preguntas Examencito Arepas
Spanish 1, el 2 de octubre
Bellringer: 1. ¿Cuáles días son el fin de semana? 2. ¿Qué día es el tres de octubre? 3. ¿Cuál es la fecha de domingo? 4. ¿Cuál es tu mes favorito? ¿Cuál es la fecha más importante de este mes? ¿Por qué (why) es importante?
Date and day review Quiz Final review
Spanish 1, el 3 de octubre
Bellringer: Choose the 6th conversation card from the final paper, and with a shoulder partner, have that conversation. Write your own lines on the bellringer paper, then speak it with your partner.
Work on final preparation Make arepas
Spanish 1, el 8 de octubre
Bellringer: Do #9 on the final sheet with a partner. When you have finished doing this first as a conversation, write it down on your bell paper.
Final While waiting for your turn to speak with Señor Lundwall, practice with a partner each of the final conversations. New vocabulary sheet—flashcards due next time
Spanish 1, el 9 de octubre Bellringer: ¿Quién eres tú? means “Who are you?” ¿Cómo eres tú? means “How are you?” or more accurately, “What are you like?” Both questions are answered, “Soy….” To answer ¿Cómo eres? you can also use “Tengo…” to explain what kind of eyes, hair, or other things that you possess that define you. If the adjective shows a masculine and feminine form, choose the one that reflects your gender. If the adjective only has one form, then it applies to both genders, or can be thought of as being gender neutral. Tell me what you are like in Spanish.
Finish final Draw a complete self-portrait, with color—head to toes. In an extensive paragraph, in Spanish, using both negative and positive descriptions, describe in words your drawing. No tengo=I don’t have; No soy=I’m not
Spanish 1, el 11 de octubre Bellringer: For each of the following adjectives/descriptors, state its opposite from the vocabulary. Then in a sentence, write which describes you best. If neither do, write: “No soy ni….. ni…..” (I am neither……nor……) antipática b. perezosa c. organizado d. viejo e. pelo rizado Notes on ser and tener/ the verb apartment Check flashcards/self portrait Finish Final
Describe in great detail the following people: tu padre, tu madre, tu hermano/a, tu mejor (best) amigo/a. Include a little sketch that emphasizes the physical characteristics that best identifies each. Do not forget about agreement (adjectives must match the gender and number of the noun they describe). Use positive and negative descriptions. Use complex sentences with y, pero, ni…ni and también.
Spanish 1, el 15 de octubre Bellringer: Choose one person from the picture and write as much as you can about him/her. Use complex sentences as much as possible. Use negative and positive constructions. How many sentences can you write?