Spanish 3 Schedule of Lessons

GOAL: To refresh prior knowledge of present tense verbs, sense of being (ser), compare daily life of latinos to our students' lives

•the daily life and interests of Latino youth with USA teenagers

•listen to audio CD of capitulo 1 vocabulario/ write in dictado format and define

•short statements/questions shared verbally about student's personality/interests utilizing chapter 1 vocabulario

SEPTEMBER 2ND WEEK continuation of "¿Quien soy yo en realidad?"

GOAL: To articulate descriptions of personal attributes and engage a dialogue using ser

•posters drawn, character traits and interests listed and colored "El color de tu personalidad"

GOAL: Sustained reading from Latino and Spanish authors and using preterite tense verbs

•Students go to board to conjugate verbs in preterite tense

•Students will write sentences and short paragraphs decribing Spanish and Latino authors. •Share/Compare/Contrast verbally

GOAL: To develop analytical skills of what another's personal characteristics are through reading, watching video, listening to native speakers, paired conversations to practice telling time to understand how a teenagers daily schedule compares with theirs in the USA

•recycle "Eres Tu" in pairs and listen to song with blanked out lyric sheets

•read "¿Cual es tu papel en la sociedad?" (Paso a Paso 3 pagina 37)

•create answers in pairs to question "¿Que haces tu despues de las clases?",preguntas on pg# 38. 1-6

•review telling time through watching "Destinos" leccion 5 and complete worksheets

•read/translate/discuss "Album cultural" paginas #40 y 43 in Paso a Paso 3

•Students will answer questions about authors and songs discussed in class

•Students will use present tense and both regular and irregular preterit tense examples in verbal dialogue

OCTOBER 1ST WEEK "Prefieres vivir en la ciudad o en el campo?"

GOALS: Comparing city life to country life in Spanish-speaking countries; its advantages and disadvantages; use of imperfect tense; past participle as an adjective

• Observe overhead transparencies of city scapes and countrysides. Pronounce vocabulary ( Paso a Paso pg.91)

• Listen and watch native speakers discuss new vocabulary and benefits of country life vs. city life (audio/video)

• Read about advantages/disadvantages (pg. 69); draw comparisons and conclusions (pg. 70 #4-6)

• Write about the advantages of living on our Island versus living in a Spanish-speaking country

• Write sentences about positive aspects of living in the city because..."Me gustaria vivir en la ciudad porque hay mucho que hacer en los restaurantes y museos y hacer compras en los centros comerciales." etc. and,

• Draw (or make a collage or model) showing country/city venues, and develop accompanying monolgue to describe the benefits and detriments of living in each distinct venue

• Create a role play of country life or city life to dramatize in class showing what life used to be like(imperfect and preterite) and how suburbanization is affecting our Spanish culture

GOAL: To continue working on previous week's assignments/projects

Goal:To enhance sustained reading and focus on - country vs. city living in South America/Spain; Using Google maps/satellite images - follow directions on a map to find a small village in Spain (Cadanes), locate the farmhouse (El Manso) which is for rent and determine all particulars to rent it for vacation.

•Students will look up on library card catalog, read,analyze and comment on stories, literature and articles on-line, in magazines and books(pg. 86-87 Paso a Paso 3) describing urban/country life and write commentaries using present, preterite and imperfect tenses (example "Benviguts a Calig" pg. 86-87)

•Scavenger hunt-Google/maps/satellite FIND "El Manso" farmhouse for rent in Cadanes up in Asturias, just south of Villaviciosa. Students will have to carefully calibrate magnification to locate this small village.