Here = are various lesson plans that I’ve utilized in my classrooms.<= /span>

Conte= nt Objectives: For students to learn weather vocabulary and be able to apply i= t to real-life situations.

Langu= age Objectives: For students to be able to practice speaking skills by predicti= ng weather patterns and climates.

Key Vocabulary: (See following sheets)

Mater= ials:

&= nbsp; Weather vocab sheet (p. 76, Ideas Prácticas)

&= nbsp; Seasons partner map

&= nbsp; Weather forecast for Saranac (weather.com)

&= nbsp; copies of pp. 99-100, back-to-back

Begin by explaining what following few weeks will consist of:

Ø weather vocab

Ø preterite tense

Ø saber y conocer

Ø Day of the Dead celebrations

Ø movie

Introduce weather vocab and expressions. Use today&#= 8217;s weather as example. Ask questions such as, “¿Cómo hace el tiempo en Florida?” (Hace calor). ¿Cómo hace el tiempo en Alaska?” (Nieva, hace frío).
Use TPR movements to solidi= fy students’ memory of weather vocabulary. Students will make up movemen= ts so that they make sense to them.
¿Cómo hace el tiempo hoy? Have students describe what= the weather is doing that day in their notes.
Transition question: what temperature system do other countries use?
Pass out conversion sheet &= amp; new partner maps. Go over formula on overhead. Exp= lain that we’re just going to estimate.
Have students convert a for= ecast (10-day) of Saranac (it’s in Celsius, what are the temperatures = in Fahrenheit? Will it be w= arm that day?) PARTNER WORK – FIND NEW PARTNERS. Also complete backside of sheet.
Estación canci&oacut= e;n – explain and sing.
Tarea – explain and s= tart on in class if needed.

Reflections

Content Objectives

To apply Spanish to a real-= world situation – reading a wanted poster.

Lesson Objectives

To solidify students’ knowledge of the preterite tense by using a creative, communicative project
Describe a person by using adjectives (prior knowledge)

Materials Needed

&= nbsp; White 11X14 construction paper (8.5” X 11” will suffice)

&= nbsp; Markers/colored pencils

&= nbsp; Rubric/project sheet

Procedure

10 m. Warm-up. Students respond to questions= on overhead (get them to use verbs that change orthographically in the yo form in the preterite).<= o:p>

· ¿Jugaste al tennis ayer?

· ¿Tocaste el piano?

· ¿Almorzaste a las ocho?

· ¿Cuándo llegaste al hotel?

10 m. Frontload students on wanted = poster activity. Explain the ru= bric and expectations clearly, pass out project sheet.
35-40 m. Students will have this time = to work on their wanted posters.
5 m. (if time) canció= ;n – “Cuando Tuve”

Reminders

· Pass out classwork from yesterday.

· Remind students about fiesta on Friday (food they’re bringing)

Reflections

&nbs= p;

Conte= nt Objectives: For students to make connections between the social & polit= ical history of Argentina with the story “Casa Tomada”; to understand symbolism of the story

Langu= age Objectives: For students to practice their reading skills in Spanish; to practice pronunciation by reading aloud; to become familiar with preterite = and imperfect in the context of a story

Mater= ials Needed:

“Casa Tomada” s= tory handouts (along with bio of Cortázar)
Dictionaries
“Mate” tea and = gourd (alcohol wipes)

Metho= ds:

(2 min) Ask students what = they remember about the material covered in class on previous day (learning about “La Guerra Sucia”, the Peróns, and the Madres del Mayo
(2 min) Explain day’s activities: the importance of “mate” in the Argentine society, its analogy to coffee
Brew mate and pass around = the gourd for everyone to try
(35 min) Break up class in= to smaller groups (of around 4-5) to read the story. Facilitate reading by circul= ating and asking questions about their understanding, clarifying vocab questions.
(rest of hour) As a large = group, discuss the following things: symbolism of the house, why the brother= and sister felt compelled to leave, what happened to their “intellectual” activities after the first taking of the h= ouse

Reflections

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