Class Supplies 2016-2017

1 Folder with Brads and Pockets(I would prefer the plastic kind versus the traditional kind–Found several at Target)

1 Drawing Pad(Best value on these is Office Depot)

1 Pkg Broad Line Markers

Notebook Paper

Pencil

Please bring your Chromebook to class each day fully charged.  Also, please have a pair of earbuds with you each day in class.  You do not need to buy an extra pair for my class as long as you have a pair that you keep with you at school.

What Will We Accomplish This Year?

The title question is a very weighty one, especially for me as the instructor who has the great responsibility for the education of the students in my charge this year.  The simple answer:  as much as the students want to accomplish.  The complicated answer:  as much as we can.

This year, we will begin with discovering each student’s proficiency level in the areas of reading, writing, speaking and listening.  Of course, every student wants to be able to leave Spanish class with speaking skills.  We will work diligently to develop those skills this year.  My hope is that students will leave Spanish 4 with a desire to learn more and practice their skills.  To meet these lofty goals, we will be working with the accepted guidelines from the ACTFL, which is a national organization for teachers and students of foreign language.  Through research based methods, this organization has developed proficiency levels for foreign language learners.  We will focus heavily on moving toward the next higher proficiency level for students and for marking their progress with the Can Do Statements as developed by this governing body.  There is a great deal of material in the document, but you may browse pages 6-39, to find can do statements for each level and communication area.  We are looking to get to the Intermediate Mid level by the end of this year.  Also, you can go to my Proficiency Page to look at our chart of goals.

 

 

Week of Feb 13th thru Feb 17th 2017

Objective: Students will be able to use the target language to communicate about the story in the novel Vida y Muerte en la Mara Salvatrucha.

Monday: Verbal practice with photo prompts from the story as a group

Tuesday: Written response to writing prompt

Wednesday: Teacher/Student mini-conference on how to strengthen written response

Thursday: Draft 2 of written response

Friday: Assessment of chapters 1-5

Materials: book/paper/pen/chromebooks

 Evaluation:  Formative: Class discussion and drafts #1 & #2    Summative: Written assessment on Friday

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Week of Jan 9th thru Jan 13th 2017

Objective: Students will be able to discuss their circle of influence in Spanish.

Can Do Statements: (1) I can identify people who I consider influential in my life.  (2) I can discuss how each of these people contribute to my life in the target language.  (3) I can consistently use words and expressions to communicate ideas on a wide range of topics and use expanded vocabulary within a topic.

Monday: Read chapter 2 again to become very familiar with details

Tuesday: Begin “Mi círculo de influencia” project–photo collage

Wednesday: Complete photo collage for project

Thursday: Compose draft of blog post explaining the student’s circle of influence; peer edit

Friday: Correct draft and complete blog post by embedding photo collage into a blog post; type up explanation and publish.  Each student will read classmates’ posts and comment.

Materials: Vida y Muerte book; chrome books; paper/pencil; photo collage site or app; blogs

Evaluation: 

Formative Assessment: Draft of blog post

Summative Assessment: Final post

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Week of January 2nd 2017 thru January 6th 2017

Objective: Students will be able to discuss the events and characters in the novel Vida y Muerte en la Mara Salvatrucha.  Students will make connections to the culture of El Salvador.

Can Do Statements: (1) I can read and understand a story in the past tense. (2) I can discuss the events and characters of the story in the target language.  (3) I can use new vocabulary in context to discuss or write about the story. (4) I can my family and my “circle of influence.”

Monday: Introduce vocabulary for Chapter 2; Work as a group to answer pre-reading discussion questions

Tuesday: Complete vocabulary warm-up; Discuss answers to pre-reading questions; Begin reading Chapter 2

Wednesday: Complete vocab warm-up; Complete reading; Answer post-reading discussion questions

Thursday: Complete vocab warmp-up Check post-reading discussion questions; Begin blog post using Photogrid to create a display of those people inside each student’s circle of influence

Friday: Complete Photogrid assignment and embed in blog post with a write up in the target language. Vocab quiz

Materials: book/paper/pencil/Chromebook/Google Classroom/Photogrid/Ipad/Phone/Blogs

Formative Assessment: Warm-ups and discussion

Summative Assessment: Blog post and verbal presentation next Tuesday.

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Nov 28th thru Dec 2nd 2016

Objective: Students will communicate in the target language to discuss the Prologue of Vida y Muerte en la Mara Salvatrucha.

Monday-Thursday:  Read and summarize the prologue

Friday: Begin Chapter 1 of the book

***This book is advanced; therefore, students may need an extended amount of time to read, understand, discuss and analyze the story

Materials: Book/Word Reference/Verb Charts/Paper/Pencil

Evaluation: Summaries of the Prologue

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Nov 7th thru Nov 11th 2016

Objective: Students will read the book Vida y Muerte en la Mara Salvatrucha.  Students will conduct research to gain knowledge necessary to understand the context of the story.

Can Do Statements: (1) I can read and understand a story in the target language. (2) I can make connections to prior knowledge of gang activity (concept from the book) (3) I can talk about the characters: how they feel, and why they make certain decisions. (4) I can discuss the events of the book in the target language. (5) I can compare my life to those of gang members.

Monday: Choose novel; groups will look at a group of novels and discuss what they would like to read; Turn in novel choice

Tuesday: Discuss the novel they chose; Begin discussing research for the book

Wednesday: Begin research project on MS-13 in preparation for reading Vida y Muerte en la Mara Salvatrucha

Thursday: Continue research project on MS-13 in preparation for reading Vida y Muerte en la Mara Salvatrucha

Friday: Continue research on MS-13 in preparation for reading Vida y Muerte en la Mara Salvatrucha

Materials: Book/Chromebook/YouTube/Blogs/Paper/Pencil/Google Slides

Evaluation: class discussion

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Nov 14th thru Nov 18th 2016

Objective: Students will be able to discuss the origins of MS-13, and how the Salvadoran civil war relates to the story in Vida y Muerte en la Mara Salvatrucha

Can Do Statements: (1) I can read and discuss non-fiction information about MS-13 (2) I can discuss how the Civil War in El Salvador was a precursor for MS-13 (3) I can make connections from the author’s suggested reading on MS-13 to the movie Voces Inocentes

Monday: Begin the movie Voces Inocentes

Tuesday: Complete the movie

Wednesday: Discuss the movie and answer questions

Thursday: Complete suggested reading on MS-13 from the author of the book

Friday: Answer questions on connections from the civil war to the birth of MS-13

Materials: book/Youtube/Google Classroom/Chromebooks

Evaluation: Class discuss and forum on Google Classroom

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Oct 31st thru Nov 4th 2016

Objective: Students will explain the meaning and significance of items placed on the Ofrendas during Day of the Dead Celebrations

Can Do Statements: (1) I can identify the significance of Day of the Dead; (2) I can discuss the celebrations with depth; (3) I can identify and describe the 4 elements of an Ofrenda; (4) I can make an ofrenda

Monday: Prepare for presentation on Ofrenda

Tuesday: Construct and present Ofrenda

Wednesday: Include photo of Ofrenda on blog and write a post about the holiday

Thursday: View Infographics and answer questions on Day of the Dead

Friday: Create an infographic comparing Halloween and Day of the Dead

Materials: Chromebooks/Blogs/Materials for Ofrenda

Evaluation: Project presentation and blog post

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of Oct 24th thru Oct 28th 2016

Objective: I can discuss Day of the Dead and the traditions that go with the holiday in Mexico.

Can Do Statements:

–I can identify and discuss traditions that go with Day of the Dead

–I can compare my culture to that of a Spanish speaking country

–I can compare/contrast family traditions of a Spanish speaking country with those of my own culture

Monday-Friday:  Students will be making crafts associated with the celebration of Day of the Dead in Mexico. They will also do a research project on Day of the Dead to present to the Spanish 3 classes with a finished product for a visual.

 

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

 

Lesson Plans Week of October 10th thru October 14th

Objective:  Students will compare and contrast Hispanic culture and American culture.  Students will communicate with other in the target language over a chosen topic to honor Hispanic Heritage Month.

Monday-Tuesday:  Students will review and polish their presentations

Wednesday-Thursday:  Students will present their projects to the Spanish 3 classes

Friday:  Students will record a reflective video and write a reflection on the process and what they learned in their feedback folders

Materials:  Chromebooks, Apps or Sites for creating a media presentation, Recap App, Google Drive Feedback Folders

Evaluation:  Finished project/reflections

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05

Lesson Plans Week of October 3rd thru October 7th 2016

Objective:  Students will be able to use the target language to discuss a chosen area of Hispanic culture for Hispanic Heritage Month.  Students will compare and contrast their topic to their own culture.

Monday-Friday:  Students will be working on and polishing their presentations for next week

Materials: Chromebooks/media sites/research tools

Evaluation:  Class check-ins on progress

TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05