Spanish I Going Places and Invitations

Spanish 1 Chapter Lesson 4B
Text: Realidades 2 (Prentice Hall)
QCC Objectives: 60.07100-1-3, 8-9,12-13, 19, 24, 30, 32

Essential Questions:
 Que haces en el tiempo libre? (What do you do in your free time?)
 Quieres ir conmigo? (Do you want to go with me?)
 Que vas a hacer? (What are you going to do?)
 Adonde vas? (Where are you going?)
 Como estas? (How are you?)


Day 1:
 Introduce chapter using pictures on pp196-197
 Discuss Paralympics.
 Ask students to describe some sporting events they may have attended.
 Present objectives of the chapter. Point out that the video segments will introduce more leisure time vocabulary.
 Ask students what they like to do in their free time.
 Brainstorm a list of activities using graphic organizer/map on board. Have students come up to board and write an activity
 In pairs, have students complete vocabulary activity. (handout vocabulary sheet)
 Ticket out the door – one activity in Spanish

Day 2:
 Have students look at p. 198.
 Remind students that the schedule uses a 24 hour clock.
 Have students predict what is happening in the pictures on
 p. 199
 Have students role play the parts of Rosa and her friends on p. 199.
 Give students three situations using known vocabulary, such as un examen, no hay clases, etc and ask them to give one adjective to describe how they might feel in each situation.
 Complete activities 4, 5 and 6 speaking with partners.
 Use question words to complete activity 7 aloud.
 Ticket out the door – one feeling word in Spanish

Day 3:
 Bell ringer- Repasito - vocabulary
 Review vocabulary with matching game on board
 Complete activity 10 and 11 with partners aloud – inviting each other to different places and activities.
 Model Ir + a+ infinitive on board
 Play GramActiva
 Practice verb: ir (to go)
 To summarize complete activity 15 p. 207 using organizer (handout). Have students ask their partner what his/her plans are.

Day 4:
 Vocabulary quiz
 Verb jugar modeled on board
 Play GramActiva
 Guided practice Verb: Jugar (handout)
 Have students get in groups of five to play card game. Each student gets two index cards. Have them draw a picture and write muy bien, bien, or mal to show how well you play that sport or game. Don’t let classmates see cards. Put all the cards face down in the center of group. Have students choose a card and try to identify who drew it by asking the others how well they play what is pictured.
 To summarize – ask students randomly what they learned about their classmates.

Day 5:
Extended/refining activity:

 Bell ringer – review verb jugar , review vocabulary.
 Students will work in groups to act out an activity from the Vocabulary in the chapter. Activities will be assigned by teacher. Students will video each other in 10-15 sec clips acting out these activities. A separate 5 second clip will be recorded with a student stating the vocabulary word in Spanish. These clips will then be uploaded into Smartboard Notebook for vocabulary game featuring the students.
 Interactive Smartboard vocabulary game.

Days 6 - 9:
 Bell ringer – review the 5 –Ws: Who, what, where, why, when and have volunteers suggest how these could be included in an invitation.
 Review Vocabulary to be used in Project.

Multimedia Video Project:

Students will divide into groups of five per teacher selection. One person in each group will be designated as director/camera person. Students will determine an event for their production. Director will document the step by step activities of the student groups with video camera. Two students will create two invitations in Spanish for the event. These students will then create a dialogue inviting and accepting/declining the invitation. The other two students will create props to accompany the Spanish Rap they will create and perform using the vocabulary from the Chapter.

Step one: Brainstorm activity to be used for special invitation event and create outline.
Step two: Create invitations for Dialogue/create props for Rap
(Props for Rap will include visuals but are not limited to posters and pictures and written vocabulary to assist in understanding the Rap.)
Step three: Perform dialogue/Perform Rap

Samples:

Rap

Adonde vas?
Voy, vas, va, vamos, van
Adonde vas?
Adonde vas este fin de semana?
Adonde vas?

Adonde vas?
Voy al parque
Adonde va?
Ella va al parque
Adonde van?
Vamos al parque
Adonde vas?

Adonde vas?
Voy a la playa.
Adonde va?
El va a la playa.
Adonde van?
Ellos van a la playa.
Adonde vas?

Adonde vas?
Voy a jugar futbol en el parque
Y voy a la playa para nadar.
Adonde vas?
Voy, vas, va, vamos, van
Adonde vas?


Dialogue

A- Quieres ir a la fiesta de Maria este fin de semana?
B- Cuando es?
A- Es el viernes a las ocho de la noche.
B- No se. Yo tengo que trabajar.
A- Vas a estar muy cansado?
B- Si, pero me gustaria ir contigo.
A- Bueno, vamos a ver como estas el viernes despues de trabajar.
B- Esta bien.

Day 10:

Class will view video productions and use attached rubric to critique each other ‘s videos and their use of the Spanish Language.

Rubric:
Multimedia Project : Spanish 1 Ch. 4 Multimedia Video Project
--------------------------------------------------------------------------------
TeacherName: Falcone
Student Name: ________________________________________

CATEGORY 4 3 2 1

Organization
4 Content is well organized using headings or bulleted lists to group related material.
3 Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
2 Content is logically organized for the most part.
1 There was no clear or logical organizational structure, just lots of facts.

Originality
4 Production shows a large amount of original thought. Ideas are creative and inventive. 3 Production shows some original thought. Work shows new ideas and insights.
2 Uses other people's ideas (giving them credit), but there is little evidence of original thinking.
1 Uses other people's ideas, but does not give them credit.

Mechanics
4 No grammatical errors. Rap/Dialogue follows a logical order and flows naturally.
3 Three or fewer mechanical errors. Logic and flow is flawed but understandable.
2 Four grammatical errors. Little logical sequence or flow. More than 4 errors in grammar.
1 No logical sequence or flow.

Presentation
4 Well-rehearsed with smooth delivery that holds audience attention.
3 Rehearsed with fairly smooth delivery that holds audience attention most of the time. 2 Delivery not smooth, but able to maintain interest of the audience most of the time.
1 Delivery not smooth and audience attention often lost.

Attractiveness
4 Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. 3 Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
2 Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
1 Use of font, color, graphics, effects etc. but these often distract from the presentation content.