Teacher: Carrie Gibson Grade: 10-12

Subject: Spanish II Date(s): el 12-15 de mayo, 2008

EALRS:GLE: EALR 1: The student uses listening and observation skills and strategies to gain understanding. (The receptive aspect of the communication process: listening and observing)

Components:

1.1 — Uses listening and observation skills and strategies to focus attention and interpret information.

1.1.1--Applies a variety of listening strategies to accommodate the listening situation.

Uses listening strategies for: enjoyment listening, active listening (GLE 1.1.2), empathetic listening, and critical listening (GLE 1.2.1) appropriate to the situation (e.g., mock job/academic interviews, career and technical education job training).

1.2 — Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

1.2.1--Evaluates effectiveness of and creates a personal response to visual

and auditory information.

Compares literal and implicit meaning to respond to a statement.

Constructs personal meaning from visual and auditory information (e.g., Social Studies: the connection between the rhetoric of the leaders of independence movements in Africa with images of people living and working in these emerging nations).

Critiques effectiveness of rhetorical information (e.g., peer presentations, political speeches and arguments).

1.2.2--Evaluates the effect of bias and persuasive techniques in mass media.

Critiques the effectiveness of persuasive techniques on target audiences (e.g., ethos, pathos, logos appeals, fallacies, propaganda).

Critiques differing points of view for persuasive effect (e.g., Social Studies CBA: Reviews and critiques various visual depictions of globalization found in the mass media to evaluate whether it is portrayed negatively or positively).

Critiques the effect of media portrayals of cultures, gender, religion, sexuality, class, and race on society and its subcultures.

Judges the effect of different interpretations of the same media text (e.g., different newspapers, radio/television stations, Internet sites).

EALR 2: The student uses communication skills and strategies to interact/work effectively with others. (Skills and strategies for communication in a multicultural

context)

Components:

2.1 — Uses language to interact effectively and responsibly in a multicultural context.

2.1.1--Analyzes the needs of the audience, situation, and setting to adjust

language and other communication strategies.

Examines the situation and selects a common code for communication when a common code does not exist, using

role play (e.g., gestures, sign language, language different from one’s own, dialects, pictures).

2.2 — Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.

2.2.1--Uses communication skills that demonstrate respect.

Monitors and adjusts one’s own participation according to the situation and the needs of others (e.g., focuses on speaker; avoids interruptions; does not dominate conversation; uses techniques for taking turns; attends to cultural differences in communication styles, such as variations in pause time, pace, volume/intensity, and body

language).

Responds to the clarification needs of others as necessary (e.g., elaborates, illustrates, or expands on a response).

Provides feedback to the speaker in role-play scenarios or classroom activities based on appropriate form of listening (e.g., enjoyment, active, critical, and/or empathetic listening).

Refutes others in nonhurtful ways by disagreeing with ideas according to established classroom norms (e.g., “Maya, we agree on everything except your last two points. I think …”).

2.2.2--Applies skills and strategies to contribute responsibly in a group setting.

Contributes relevant ideas with support/evidence by clarifying, illustrating, or expanding (e.g., contributes topics related to ideas with support and talks in turn, with consideration for others in the conversation).

Critiques group members’ and own interactions/work and adjusts to ensure group success.

2.3 — Uses skills and strategies to communicate interculturally.

2.3.1--Analyzes the influence of cultural principles, beliefs, and world views

on intercultural communication.

Examines the influence of one’s own cultural principles, beliefs, religion, and world views on intercultural communication (e.g., based on Muslim beliefs, a teenage girl may feel compromised by

the flirtatious but innocent attention of a teenage boy).

Discusses how power and dominance affect intercultural communication (e.g., workplace hierarchies such as boss/supervisor to employee; historical and present relations between cultures).

2.3.2--Creates personal intercultural communication norms to guide one’s

self in a diverse social system.

Develops a construct for how physical and human settings can affect communication (e.g, timing, social climate, customs, religion, social practices, politics, values, education).

Monitors and adjusts one’s own communication style to engage in the dynamics of diversity and connect with others (e.g., adjusting proximity, volume, intensity, pause time, pace, conversation style, eye contact).

Assignments:

Monday: WKBK, Self-Test 2, Act. A–D, pp. 82–84. Present Asistente Wednesday and Thursday.

Tuesday: WKBK, Self-Test 2, Act. E–I, pp. 84–86.

Wednesday: Print a cheat sheet of Verb Tenses at this site: http://www.spanishspanish.com/verb_cards/verb_card_all.html

Thursday: Participation Due.

Friday: NO SCHOOL

BRR: Bell Ringer Review TWE: Teacher’s Wraparound Edition

CQ: Chapter Quizzes STM: Student Tape Manual WKBK: Workbook

Lesson Objectives: The students will review the vocabulary and structures from Capitulos 5–7 and use them successfully in the Repaso activities.

SITES RECOMMENDED:

Print a cheat sheet of Verb Tenses at this site:

http://www.spanishspanish.com/verb_cards/verb_card_all.html

Recommended: http://www.studyspanish.com/vocab/airport.htm and http://www.spanishspanish.com/airport/airport.html
Recommended: http://www.quia.com/jg/260661.html and

http://www.studyspanish.com/travel/spanishhelper/airport/index.htm

Recommended: http://www.studyspanish.com/verbs/lessons/futurehtm
Recommended for study and additional practice: http://www.studyspanish.com/lessons/conditional.htm and http://www.languageguide.org/espanol/conju/futureconditional.html (turn on your speakers)
Recommended: http://www.studyspanish.com/lessons/iodopro.htm and http://www.languageguide.org/espanol/grammar/objects.jsp (turn on your speakers.)

Monday

FOCUS

____ Update Agenda.

____ TWE, Teaching the Conversation, A–B, p. 208.

TEACH

____ TWE, Después de conversar A, p. 208.

____ TWE, Teaching Structure, El futuro y el condicional, A–C, p. 209

____ TWE, Práctica A–D, pp. 209–210.

____ TWE, Teaching Structure, Los complementos, A–B, p. 210

____ TWE, Práctica E–F, p. 211.

____ TWE, Actividades comunicativas A–B, p. 211.

CLOSE

____ WKBK, Self-Test 2, Act. A–D, pp. 82–84.

Tuesday

____ Un/Una asistente de vuelo por un día project directions Project Rubric

FOCUS

____ Correct WKBK, Self-Test 2, Act. A-D, pp. 82–84.

____ Choose one or more Tasks from Performance Assessment, Tasks 5–7, to administer in addition to or instead of the Unit Test.

ASSESS

____ Testing Program, Unit Test: Capítulos 5–7, pp. 53–56, p. 132; Speaking Test p. 176.

ENRICHMENT / EXPANSION

____ TWE, Learning From Photos, p. 208.

____ TWE, Additional Practice, p. 209.

____ TWE, Did You Know? p. 209.

____ TWE, Learning From Photos, p. 210.

____ TWE, Learning From Realia, p. 210.

____ TWE, About the Spanish Language, p. 211.

____ TWE, Learning From Photos, p. 211.

CLOSE

____ TWE, Vistas de Costa Rica, pp. 212–215.

____ WKBK, Self-Test 2, Act. E–I, pp. 84–86.

Wednesday

____ Review WKBK from yesterday.

____ Present projects.

Thursday

____ Present projects.

____ Participation Due

Friday—NO SCHOOL

Monday

Chapter 8 Objectives: The students will

• talk about accidents and medical problems.

• talk about hospital stays.

• discuss things that they and others have done recently.

• compare things with like characteristics.

• talk about health care in various areas of the Spanish-speaking world.

FOCUS

____ Go over any homework assignments.

____ Give an overview of the chapter and explain TWE, Chapter Projects, p. 217.

____ TWE, BRR, p. 218.

TEACH

____ TWE, Teaching Vocabulary, Palabras 1, A–E, pp. 218–219. Use STM, Actividad A p. 82 (Cassette 5B/CD-5).

____ TWE, Práctica A–D, pp. 220–221.

____ TWE, Actividad comunicativa A, p. 221.

____ TWE, Pantomime 1–2, p. 218.

____ TWE, Learning From Photos, p. 221.

ASSESS

____ TWE, Informal Assessment, p. 219.

ENRICHMENT / EXPANSION

____ TWE, Spotlight on Culture, p. 217.

____ TWE, About the Spanish Language, p. 219.

____ TWE, Did You Know?, p. 220.

CLOSE

____ TWE, Juego, p. 221.

____ WKBK, Act. A–C, pp. 87–88.