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Acknowledgements
© 2013 Escuelatón, LLC. All rights reserved. Escuelatón, LLC P. O. Box 19735 Baltimore, MD 21225 Escuelatón, LLC allows photocopying of pages in this book for educational use, providing that this use is within the confines of the purchasing institution. Employ & Enjoy: Resource Workbook for Teaching & Learning Spanish Unit 1: Let’s Get It Started! (eBook Edition) Written & Edited by: Jessica Kreichauf Cover Design & Illustrations by: Steven Kreichauf
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Table of Contents Preface
4
Introduction
5
Lesson 1: ¿Cómo te llamas? ¿Cómo se llama usted?
6
Lesson 2: Los saludos y las despedidas
13
Lesson 3: ¿Cómo estás? ¿Cómo está usted?
20
Lesson 4: ¿Cómo se escribe tu nombre?
27
Lesson 5: ¿Cuál es tu número de teléfono?
33
Lesson 6: ¿Qué hora es?
43
Lesson 7: ¿Qué día es hoy?
51
Lesson 8: ¿Cuál es la fecha de hoy?
59
Lesson 9: ¿Qué tiempo hace?
65
Lesson 10: ¿De dónde eres?
73
Unit Assessments (Speaking and Writing)
83
Appendices
86
Video Resources
89
Special Thanks
92
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Preface ¡Buenos días clase! Today we are going to learn how to count in Spanish. Open your textbooks to page five, look at the chart, and repeat after me: uno…dos…tres… If the aforementioned Spanish classroom scenario sounds anything like one of your typical lessons, there’s a possibility that it is coupled with unenthusiastic, disengaged students. Don’t be discouraged and please don’t think that you are alone. Many Spanish teachers have great intentions for their students to become fluent speakers; however, the manner in which they engage students and the strategies that they employ are lackluster and do not promote language acquisition. Learning a language should be both captivating and challenging. Think back to when you learned your very first words or better yet, the first time you learned how to read and write a complete sentence…it was exhilarating! You wanted to learn more; you craved it. There’s a reason why pre-school teachers engage children in their primary language in such an animated way. Why? They do this to promote language development and literacy. So why then do we, as instructors of language, engage our students to the contrary? I, too, am a Spanish educator. Nonetheless, at one point I found myself simply “covering” content instead of engaging students in the target language. According to Wiggins and McTighe (2005), I was committing one of the twin sins of instructional design. By simply covering content, I was implementing “…an approach in which students march through a textbook, page by page (or teachers through lecture notes) in a valiant attempt to traverse all the factual material within a prescribed time” (p. 16). However, once I witnessed the overwhelming interests my students developed in learning vocabulary and grammar through mnemonic devices and student-centered instruction, I knew that I was finally reaching them and that they were actually grasping the language and loving it. This lesson, is one of the ten lessons in the Employ & Enjoy: Resource Workbook for Teaching and Learning Spanish, Level 1: Unit 1 Series. My purpose for creating these lessons is to rekindle or stimulate the instructional fire within every Spanish teacher by presenting effective teaching strategies that are student-centered and culturally-inclusive. Experience lesson plans that are rigorous, relevant, and responsive to the needs of 21st learners that, if implemented with fidelity, will have your students speaking in the target language like never before! So…Employ and Enjoy! Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
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Lesson 3 Title: ¿Cómo estás? ¿Cómo está usted? Objective: Students will use the verb estar with adjectives in order to ask others and describe how they are feeling. Alignment: Communication: Communicate in Languages other than English Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Materials: vocabulary sentence strips (question, response format, adjectives)* large picture cues of vocabulary words (adjectives)* a class set of U1L3W1 and U1L3C1 student worksheets a class set of U1L3 formative assessment (exit slip) *You may elect to use a digital format (i.e. slideshow presentation) to display your vocabulary words and sentences visually instead of using print form. Hook Statement/Activity: Prior to the start of class, write/project the following on the board: 1. How do you feel when you receive a gift? 2. How do you feel when someone startles you? 3. How do you feel when you place third in a race? Direct your students to answer this question in/on their journals, notebooks, drill sheets, entrance tickets, etc. Be sure to have a daily drill or “hook” activity for students to complete independently while you complete administrative tasks (i.e. hall duty, attendance, etc.). Greet your students by saying, “¡Hola clase!” and “¡Buenos días!” or “¡Buenas tardes!” (depending on the time of day) with a clear, enthusiastic voice (do not yell); or refer to Video Reference #1. Review the drill/practice questions and transition to the introduction of new learning.
CONSEJITO #1
Effective “Hook” Activities either: (1) reinforce yesterday’s learning or (2) pose a question or statement that sparks interest and inquiry about the new topic of learning amongst students.
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Nombre: ________________________________
Fecha: __________________
Hora: _____
Unit 1: Let’s Get It Started! U1L3W1 Resource Worksheet: Vocabulary/Writing Task A: Copy the question and response 3x. In your response, include your Spanish name.
¿Cómo estás? ____________________ ____________________ ____________________
¿Cómo está usted? ____________________ ____________________ ____________________
Yo estoy… ____________________ ____________________ ____________________ Task B: Copy each vocabulary word/phrase 3x.
¿CUÁL ES LA DIFERENCIA ENTRE ¿CÓMO ESTÁS? Y ¿CÓMO ESTÁ USTED?
feliz
bien
así así
mal
enfermo/a
triste
enojado/a
cansado/a
sorprendido/a
preocupado/a
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Nombre: ________________________________
Fecha: __________________
Hora: _____
Unit 1: Let’s Get It Started! U1L10 Exit Slip Task A: Complete the phrases below by filling in each blank to make logical statements.
1. ¿De ________ eres? 2. Laura ________ de México. 3. Yo ________ de España. 4. ________ (Pedro) es de Venezuela.
Honduras
Arizona
Task B: Using the visual prompts below, write a complete sentence describing each person’s origin.
¿De dónde es ella? ________________________________ ¿De dónde es él? ________________________________
Uruguay
¿De dónde es ella? ________________________________
España
¿De dónde es él? ________________________________
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Nombre: ________________________________
Fecha: ____________
Hora: _____
Unit 1 Assessment Speaking Performance Task: Imagine you are applying for a job at a Latin restaurant. The hiring manager speaks Spanish along with the majority of the customers. You want to make a lasting impression by demonstrating your Spanish speaking skills. You will be asked a series of questions about personal information; including, but not limited to: your name, how to spell your name, where you are from and your telephone number. The manager will also ask you for the current date and time to verify that you know how to respond appropriately. Be sure to speak in complete sentences. Speaking Performance Scoring Rubric: Category:
Pronunciation
Vocabulary
Grammar
Fluency
Comprehensibility
Points: 7-8
Points: 5-6
Points: 3-4
Points: 0-2
All vowels are pronounced clearly and perfectly. All vocabulary words are pronounced correctly. Correct pronunciation of accent patterns.
Pronunciation of vowels is clear. Vocabulary words are mostly pronounced correctly. Accent patterns are attempted with few errors. Adequate and mostly accurate use of vocabulary for this level.
Some mispronunciations of vocabulary words. Vowels are not always clear. Poor attempt to correctly pronounce accent patterns.
Most, if not all vowels are mispronounced. Frequent mispronunciation of vocabulary words. No attempt to correctly pronounce accent patterns. Inadequate and/or inaccurate use of vocabulary for this level.
Adequate and mostly accurate use of grammatical structures; some errors may interfere with communication. Conversation generally flows smoothly. Speech is continuous with slight pauses.
Somewhat use of grammatical structures; errors may interfere with communication.
Speech is mostly comprehensible.
Speech is somewhat comprehensible.
Rich and accurate use of vocabulary for this level.
Rich and accurate use of grammar for this level that does not interfere with communication. Conversation flows smoothly and naturally. Speech is natural and unbroken. Speech is readily comprehensible.
Somewhat inadequate and/or inaccurate use of vocabulary for this level.
Conversation does not flow well. Includes, but not limited to: slow and hesitant speech.
SPEAKING SCORE: ©2013 Escuelatón, LLC. All Rights Reserved.
Inadequate and/or inaccurate use of grammatical structures that interfere with communication. Conversation does not flow. Includes, but not limited to: long pauses, halting, and broken speech. Speech is incomprehensible or barely comprehensible.
____/40
Video References Resource Number: Title: 1 Daily Warm-Up Reference Link: http://www.youtube.com/watch?v=u3xKm4YjFWo&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q Resource Number: Title: 2 Choral Repetition (Part 1) Reference Link: http://www.youtube.com/watch?v=KZQ4sjOv88U&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q Resource Number: Title: 2 Choral Repetition (Part 2) Reference Link: http://www.youtube.com/watch?v=qILqDDyDlKg&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q Resource Number: Title: 3 Introducing Spanish Vowels Reference Link: http://www.youtube.com/watch?v=WnbAx0Nxa0c&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q Resource Number: Title: 4 El alfabeto Reference Link: http://www.youtube.com/watch?v=4ajuPy2tROQ&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q ©2013 Escuelatón, LLC. All Rights Reserved.
Resource Number: Title: 5 Uno hasta quince Song & Dance Reference Link: http://www.youtube.com/watch?v=4ajuPy2tROQ&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q Resource Number: Title: 6 Los diez Reference Link: http://www.youtube.com/watch?v=-W8H5nDG-nU&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q Resource Number: Title: 7 El jardín latín Reference Link: http://www.youtube.com/watch?v=uMKjxkbC3H0&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q
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Special Thanks First, we would like to acknowledge and thank our Creator for his intelligent design and for showering us with love, truth, and grace, all of which was needed to start our journey together as husband and wife and to create high-quality, innovative resources for Spanish educators and their students. We would also like to thank our parents, those in season: Ron and Betsy Kreichauf (Steve’s parents) and Barbara Jean Smith (Jessica’s stepmother), and those who have passed on: Vincent and Marlene Thornton (Jessica’s biological parents) and Jesse Willis (Jessica’s grandfather) for raising us and for their continuous support and guidance of our endeavors. I (Steven) would like to personally thank my interactive media students who inspired me to be a better teacher, a better graphic designer, a better human being. I (Jessica) would like to personally thank my sister Kelli Ferguson (my best friend, second only to Steve) for always being my Charger Cheerleader. Thank you for always being right by my side through EVERYTHING and for always being YOU! I luv u mucho:) I (Jessica) would also like to thank all of my friends who have offered me priceless, constructive feedback both professionally and personally. I would not be the teacher I am today if it had not been for your love, support, and sincerity. Special shout out to: Tonya Blue, Natasha Counts, Tanesia Beverly, Rowena Hopkins-Ford, Jennifer Williams, Maraila Merritt, and Trista Jo McClelland. Lastly, I (Jessica) would like to thank each and every one of my students who have embraced my style of teaching and who have affirmed my career endeavors. Because of you, I employ and enjoy what I do everyday!
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