Teaching+Activities+and+Recommended+Sources

Objective: SWBAT hypothesize about what may happen in "Primero de secundaria."

Teaching activity #1

1. Watch a 2 minute clip from “Saved By The Bell” and have the students answer the following questions in Spanish. (first 90 seconds of video)

· How do these students know each other?

· How old do you think they are?

· What are their physical features?

· How do they feel?

· Does this happen where you go to high school?

2. Next, the students will interpret a picture of two boys from the story. Some open ended questions could be: **The students will answer similar questions below to use show similarities between the clip from Saved by the Bell and the picture from the book.**


 * · Do the boys know each other? How? **


 * · How old do you think they are? **


 * · What are their physical features? **


 * · Based on their gestures, how do they feel? **


 * · What do you think the theme of the conversation is? **

3. The students will work in pairs to make predictions about the two characters shown in the photo?

4. The students will share their predictions and respond reviewing the future and the simple future tense.

5. Begin reading the story aloud and pause for comprehension


 * What classes do they take? **


 * Where do they live? **


 * What month are they in? **


 * What are classes they enjoy (and don't enjoy) taking? **

6. Conclusion: Copy definitions of both "personaje" and carácter" in Spanish. Ask student to give examples of how to use each in a sentence. Cite definitions from Diccionario de uso del Español Maria Moliner and compare definitions with wordreference.com


 * a. Personaje: a person (or an animal) that intervenes in the action of a work of literature or film **


 * b. Carácter: to be a person in respect to attitude and reactions in front of life and how they relate with others. The qualities of a person that maintains a line of conduct and the capacity to direct others. **

**Materials** to be used will be: video clip of Saved By the Bell, scanned photo from Nuevas Vistas p. 16 (our textbook), wordreference.com, handouts and tablet for students to write on.

Teaching Activity #2
 * Objective: SWBAT give their opinions and compare the main character's action with students that they know **


 * 1. Warm-up: Complete the sentence and write student responses on the board. **


 * a. Victor knows French because __different response__**


 * b. Victor babbled a little bit when he gave his response in order to conceal __different responses.__**

2. Review what we read yesterday be from page 17. Discuss with a partner and share what they remember from yesterday's class.

3. Students will read in pairs and then answer the graphic organizer that they have which will help them to answer the following questions:


 * · What does Victor do to call attention to Teresa?**


 * · What does Miguel do?**


 * · What is your opinion of the protagonists that call the attention of the girls?**


 * · What would you do to call attention to someone you like?**

4. Grammar practice: Complete grammar activity D on page using page 48 as a reference

5. Proofread sentences with missing accents on One Note


 * · Teresa será mi novia se prometió sí ,mismo.**


 * · A mí me gustaría ir a Francia dónde el clima es frío.**


 * · ¿Por qué pones esa cara?**


 * · Hizo una muca aún más marcada.**


 * · Quiero que alguien me dé un ejemplo de un sustantivo.**


 * · Teresa le preguntó si le ayudaría con el francés.**


 * · No te molestaría, ¿o sí?**


 * · "Claro que te ayudo, cuando quieras", respondió Víctor.**

6. Students will compare how Victor tries to impress Teresa with how a teenager in 2011 would act by completing the following sentence.
 * Si un joven en 2011 estuviera en esa situación... **


 * Materials: Scanned activity on tablet, One Note, textbook, graphic organizer, **


 * __Explanation__****:

I decided to make two lessons that I would be able to do in two consecutive days. I wanted an activity at the beginning of the class that would capture their attention. Most students today still know Saved By the Bell so they could personalize the story we are beginning to read. Saved By the Bell is a NBC program from the mid 90’s that revolves around everyday conflicts that happen to students in high school (ex. friendships, drugs, alcohol, dating, lying etc...)

In both classes, I have set up graphic organizers for the students so they are able to visualize the story as it happens. In these organizers, they can draw a sequence based on what happens or they can write out what happens as they read it. This will better help them to comprehend the information

Meaningful: I want the students to be able to relate to the material. The students are viewing a clip of a middle-upper class high school in Bayside, California and they are also reading a story of two boys that are in a middle-upper class high school. The students will be able to connect with this material more with these activities than they would with a story or a movie that was taken place in the inner city.

Cooperative: The students are not working alone, nor am I in front of the class instructing all of the time. The students will work in pairs to share their ideas about what they are reading and to complete the graphic organizer.

Direct Instruction: Because I have this during the first few days of class, I need to focus on more direct instruction until I have a better feeling of where the class is. As the class progresses, I will be able to give them more indirect instruction activities where I can give them more feedback. At the beginning of the class though, it is more declarative knowledge.

Multiple Intelligences: As I plan my class, I try to use a variety of activities each day that will touch on the different multiple intelligences in the classroom. In these two lessons, I have focused on the interpersonal, intrapersonal, visual and spatial learners.

Standards: As I plan my class as well, I have to keep in mind the World Language Standards for the state of New Jersey. At the Spanish 4 level, the students are the Intermediate Mid level of development.

I have implemented:

7.1.IM.A.1-Compare and contrast information contacted in culturally authentic materials related in the target language.

7.1IM.A.5--Comprehend conversations and written-information on a variety of familiar and some unfamiliar places

7.1.IM.B.2: Give and follow a series of oral and written directions, commands and requests for participating in age-and level-appropriate classroom and cultural activities in familiar and unfamiliar situations

7.1IM.B.4: “Ask and respond to factual and interpretive questions of a personal nature, on school-related topics, and on some unfamiliar topics and situations.

7.1 IM C.2: Synthesize information related to the cultural products, cultural practices and cultural perspectives associated with targeted culture(s) o create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience.

7.1.IM.C.3: Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations

Taken from the New Jersey World Language Standards

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