Día Dos
Objectives: To establish a comfortable learning environment and have everybody participating. Introduce the threads so that the class learns the routine for Spanish.
Goals: Review the class rules, have everybody repeat them. Go over the date and have unique students participate. Go over weather vocabulary and emotions.
Objectives: To establish a comfortable learning environment and have everybody participating. Introduce the threads so that the class learns the routine for Spanish.
Goals: Review the class rules, have everybody repeat them. Go over the date and have unique students participate. Go over weather vocabulary and emotions.
1. Write your schedule on the board! Led by Cristina
a. Levantanse- Buenas Tardes (con ruido y suspirado), Sientanse
(Buenas Tardes, Cómo Estás, Estoy bien, Y usted)
2. Review rules (repaso de las reglas) Led by Tara
Cristina will have poster with las reglas y pinturas para cada regla
In room at all times but not discussed unless necessary: (Como board: adivina, contexto, que significa, pregunta)
3. La Fecha – Velcro Board (from Tara)
Lunes, Martes, Miercoles, Jueves, Viernes, Sabado, Domingo (stand up quick and sing the days of the week song to refresh, sit down) Led by Tara
´´¿Qué día es hoy? : led by Cristina: “una oportunidad para _____”
a. ¿Cúal es la fecha de hoy?
i. Hoy es ________________ de ____________________ .
b. ¿Cúal fue la fecha de ayer?
i. Ayer fue ________________ de ____________________ .
c. ¿Cúal es la fecha de mañana?
i. Mañana será ________________ de ________________.
4. El Tiempo Both of us on other side of room
- have them get up and act out weather. Use flashcards!
- get up and do motions for weather: hace sol, hace frio: “Necesito vestir una minifalda, unas sandalias, gafas de sol, camiseta….” (mini skit about the weather en oberlin: cierto, o falso?!)
a. Que tiempo hace? We go over to the weather chart and have a conversation about how hot it is outside in Oberlin, Ohio. (dialogue above in blue) Then we refer to the weather chart and ask them if our conversation was cierto o falso. “´¿Hace sol en Oberlin, Ohio hoy?” “Cierto o falso?” Then we will write on our chart the description of the weather and do the same for Méxcio.
5. Emociones: go back to desks
a. Repeat as a whole class with flashcards the emotions everyone should know (bien, mal, cansado/a, triste, feliz, enojado/a, más o menos, enfermo, aburrido/a, emocionado/a, tímido/a, confundido/a), acting them out. Tara (with flashcards)
b. ¿Cómo están ustedes? First we do an example with the animal masks. ´´¿Cómo estás perro? Estoy muy bien. Estoy muy feliz. ´¿Cómo estás gato? Estoy triste!” together (with animals: “Cómo estás, Tara? ¡Estoy muy bien! Cómo estás, Cristina? ¡Estoy muy triste!” (use motions))
c. Ask for volunteers to come up and be the animals. Write the dialogue on the board if necessary. Pull sticks if necessary.
6. Adiós song: led by Cristina
When they ask about Sorpresa jar: “¡Es un misterio!”
Reflection
Today's class was not as smooth as the first day. The desks were arranged in a new order and the students were off-task when we arrived, many still had coloring/writing activities out. Our mistake was to not address this issue. When we asked everyone to stand up for Buenas Tardes many in the far back of the room did not do so - having the desk between us and them made things slightly awkward. When we moved in front of it the students to our left in the corner could not see very well. In the future having an open space or rug space would be excellent, as communicative proficiency is only attained when rehearsing, actually practicing talking, and the motivation is only there if there is a connection T--> S S---> T. Two tables continued working on projects through out the entire time and many were speaking a lot in english and not motivated. It was entirely different when their home room teacher wasn't there. The sub just sat back and watched. Our biggest mistake was that it was hard to get everyone to participate when we didn't start on the right foot. The date also took too long and they lost interest a little bit. I am not certain they understood the difference between "manana" and "ayer," today and tomorrow. Perhaps they have not done this before. Then they were totally uninterested when it came time to do TPR weather. I thought standing up and doing the movements would be fun, but maybe it was too second grade. Maybe just going over the weather with giant flashcards with the whole class and then having mini ones printed to give to each table. Then in pairs they can use the cards to be their own weather forecasters. Each would receive the flashcards with "hace calor," "hace sol" etc. As well as a long list of spanish speaking countries, the temperatures, and a mini blurb about the weather there. Then on the "worksheet" the students have to work in pairs to select four countries and write the forecast. Then the next class we can do inner-outer circle and everyone tells the forecast of their countries to a partner. From there we can make weather charts with all the data we've learned... details to be worked out. At the end of completing activities/tasks as a class, the students should receive part of a puzzle piece that slowly gets put together on the wall somewhere. Maybe there are only five pieces or something. The very last piece will come from filling the "misterio" jar up full. When the puzzle is completed we will have a guest speaker come to the class.
Today's class was not as smooth as the first day. The desks were arranged in a new order and the students were off-task when we arrived, many still had coloring/writing activities out. Our mistake was to not address this issue. When we asked everyone to stand up for Buenas Tardes many in the far back of the room did not do so - having the desk between us and them made things slightly awkward. When we moved in front of it the students to our left in the corner could not see very well. In the future having an open space or rug space would be excellent, as communicative proficiency is only attained when rehearsing, actually practicing talking, and the motivation is only there if there is a connection T--> S S---> T. Two tables continued working on projects through out the entire time and many were speaking a lot in english and not motivated. It was entirely different when their home room teacher wasn't there. The sub just sat back and watched. Our biggest mistake was that it was hard to get everyone to participate when we didn't start on the right foot. The date also took too long and they lost interest a little bit. I am not certain they understood the difference between "manana" and "ayer," today and tomorrow. Perhaps they have not done this before. Then they were totally uninterested when it came time to do TPR weather. I thought standing up and doing the movements would be fun, but maybe it was too second grade. Maybe just going over the weather with giant flashcards with the whole class and then having mini ones printed to give to each table. Then in pairs they can use the cards to be their own weather forecasters. Each would receive the flashcards with "hace calor," "hace sol" etc. As well as a long list of spanish speaking countries, the temperatures, and a mini blurb about the weather there. Then on the "worksheet" the students have to work in pairs to select four countries and write the forecast. Then the next class we can do inner-outer circle and everyone tells the forecast of their countries to a partner. From there we can make weather charts with all the data we've learned... details to be worked out. At the end of completing activities/tasks as a class, the students should receive part of a puzzle piece that slowly gets put together on the wall somewhere. Maybe there are only five pieces or something. The very last piece will come from filling the "misterio" jar up full. When the puzzle is completed we will have a guest speaker come to the class.
