Pomerleau Sub Plans for Thursday,
October 11, 2007
Please keep this page out of reach of
students – confidential password info.
Seating charts are in the white
three-ring binder labeled Seating Charts – somewhere on my desk or bookshelf. I had to leave urgently from school during
class yesterday and I am not sure if things got put away.
Odd classes:
Period
1 – Plan
Period
3 – Spanish II
Period
5 – Spanish III
Period
7 – Spanish III
Overview:
Coincidently, the Spanish II classes and the Spanish III classes are both studying concepts having to do with places in the city, streets, etc. The only difference is that the vocabulary for Spanish III is a bit more extensive. I have written two stories – one for Spanish II and one for Spanish III to practice their new concepts, words and phrases. The stories are almost identical, but some of the vocab. in the Spanish III story is slightly different to correspond with their curriculum. Do the exact same lesson plan for each class – but for Spanish II use the story from the Spanish II calendar page on my website and for Spanish III do the story from the Spanish III calendar page. You can also use the same PowerPoint for each class because the extra words that are included for Spanish III won’t hurt the II’s to see early. See below for explanation.
Plans for Español
II – period 3 and Español III periods 5 & 7
Students will each need:
White board – on bookshelf at end of classroom
Dry erase marker – in plastic bin on bookshelf at end of classroom
Sock or washcloth to erase – from bin on bookshelf at end of classroom
Objectives: The students will…
In order to do these activities, you will need to:
1. turn on my computer and projector
2. log on using my username: amron and my password: This4now
3. access the internet using Internet Explorer
4. From my webpage – which should come up right away (see instructions below if it does not) –
you should select Español II 2007-08 - daily calendars & plans
(for period 3 Spanish II class) and…
Español III 2007-08 – daily calendars & plans
(for periods 5 & 7 Spanish III classes).
5. On the Español II page – you should click on today’s date. Do the same from the Español III page for the afternoon classes.
6. A plan will open up that includes a list of vocabulary – arranged in order of word appearance in the subsequent story and a link to a vocabulary list of the same words – sorted by nouns, verbs and other expressions.
Do these same activities for both Spanish II and Spanish III.
Activities to practice new vocabulary and grammar:
1. PowerPoint Presentation: from the lesson plan on the screen – click on the link that says
VOCABULARY
POWERPOINT PRESENTATION - Our secretary may have
already
printed this for you, but if not…if you save this PowerPoint Presentation
to your
desktop before opening it, you can select “print” from the
“file” menu and then print out handouts – so that you can see in advance what will
be showing on each slide. Be sure to
select handouts or you will get one
slide per page of paper – a huge print-out. The handouts put 6 slides per page.
2. What to do with this presentation in class: When showing to the class – just click
on the
presentation from the lesson plan on the screen to open it. Do not show
it from your saved version.
Then…
Click on the screen to open and advance the presentation
This presentation is designed so that it shows the class pictures of the new words and phrases.
After clicking to bring in the pictures – the Spanish word will come up.
Show the pictures to the class and have them compete with the person sitting next to them to be the first one to correctly write the Spanish word represented by the picture.
After they have had time – click again to show the word.
Students check their own and their partner’s word against the word on the screen.
Go through the entire presentation.
Story Reading Activities – scroll down to the story which is divided
into sections labeled by color.
1. The class began activities on this story during the last class period. We have already:
Gone through all of the vocabulary words and practiced them
Read the first section of the story – the RED section aloud and practiced the new words and phrases, using the white boards and also asked and answered questions about the story.
2. The students are now ready to begin the second section of the story…..the ORANGE section.
3. For each section of the story you should do the following progression of activities:
a. Projecting the story on the screen – have the class do a choral read-aloud of the story – line
by line. Notice that there are sections of the story written in English – they should put these into Spanish as they read. If you need help, I have attached a complete Spanish
version of the story
b. As new grammar points appear – discuss them with the class
c. Have the students compete against the person sitting next to them practicing the new words
and phrases from that section of the reading – give the English and have them write the
Spanish.
d. Have partners alternate reading the section aloud in pairs.
e. Ask the students information questions regarding the story and have them answer in complete
sentences.
f. Ask the same questions and have pairs compete against each other to write out their answers
– first one to write a full-sentence is the winner.
g. Finally – have students do a “U.N. translator activity” – One in each pair reads the selection
aloud – pausing after each part of a phrase long enough for their partner to translate that
phrase into English – just like the simultaneous translators do at the U.N.
h. When you feel certain that the students truly “own” the selection and all of the new words
and phrases – go on to the next section – the YELLOW section, then the GREEN
section, etc. – and do the same process. Try to finish the story.
Tell the students that they will be having a quiz on the words, phrases and verb forms in the story on Friday.
(Full
Spanish version of the story)
Un turista español está en el
centro de Fort Collins.
Un turista español está en el
centro de Fort Collins. Sale del museo pequeño que está al lado de la
biblioteca.
Tiene mucha hambre. Hay muchos restaurantes buenos en el centro
de Fort Collins, pero, al
turista español, no le gusta la comida americana. El turista ve un supermercado que está entre
el banco y el correo.
Decide ir al supermercado para
comprar algunos comestibles para prepararse una comida deliciosa. Cuando sale del supermercado, lleva veinte
sacos de comestibles. Quiere llegar a su
hotel que queda a ocho cuadras
del museo. Busca algún taxi o alguna estación de metro
porque no quiere caminar por la Avenida College cargando
veinte sacos pesados.
Le pregunta a una mujer que
sale del banco, “¿Dónde queda la estación de metro más cercana?”
La mujer le contesta, “¿Qué es
una estación de metro?”
El turista español le explica
que es la estación donde llegan y salen los trenes del metro.
La mujer le dice, “Lo siento,
Señor, pero, en Fort Collins
no hay ninguna estación de metro.”
El turista sigue caminando con
los veinte sacos de comestibles.
Pronto, ve a un hombre que
sale del correo.
Le pregunta al hombre,
“Perdone, Señor. ¿Me indica Ud. dónde queda la parada de taxis?
El hombre lo mira con una
expresión de sorpresa y le dice, “Lo siento, Señor, pero no hay ninguna parada
de taxis en Fort Collins.”
El turista dobla a la
izquierda y sigue caminando hacia su hotel que ahora queda a unas cinco
cuadras.
Por fin, ve una parada de
autobuses que está enfrente de una farmacia y se pone muy contento.
Se sienta en el banco de la
parada y grita, “¡Por lo menos hay autobuses en Fort Collins!”