Español I Chapmanville Regional High Sra. Vititoe
avititoe@k12.wv.us
Ashlee Vititoe’s Spn I Lesson Plans
Lesson plans for Ch 4 ¿Qué comememos y dónde?
Modifications:
extra time on assessments, study guides given as handout for each
unit’s vocabulary and Grammar, other various handouts given if lost, and
suggested study techniques for each unit given, extra practice as online
practice activities for at home practice. Preferred seating, repeat as needed
the directions, and email parents once a week of his missing work. If needed,
bathroom break given.
I Can Statements for this unit:
I Can
Statements for this unit:
Read the Objetivos: Student can identify foods and discuss meals, talk about places where one may eat, Order food or a beverage at a café, and compare eating customs in other various spanish speaking countries.
Read the Objetivos: Student can identify foods and discuss meals, talk about places where one may eat, Order food or a beverage at a café, and compare eating customs in other various spanish speaking countries.
Chapter
4 La comida Spn1 CRHS
2018 Vititoe
Present March 12--April 12, 2018
Pages 124–125
Begin the lesson by asking
students to look at the opening photograph on pages 124–125. Ask them: ¿Qué ven? Have students tell
you what they see.
Read the Cultural
Snapshot on page 125 and explain the relationship between the
photograph and the term tapas. Use the Aquí y Allí question to generate a
small discussion. Ask students to create a chart in their notebooks to
which they can add information as the lesson develops.
La
comida que comen las familias latinas
|
La
comida que come mi familia
|
At the end of the chapter, I will
be able to:
o
identify foods and discuss meals
o
talk about places where you eat
o
order food or a beverage at a café
o
compare eating habits in Spain, Latin America, and the
United States
I will be able to use:
o
present tense of regular -er and -ir verbs
o
expressions with the infinitive—ir a, tener que, acabar de
Pages 126–127
Introduce the theme of
the chapter by having students look at the photographs on pages
126–127. Have them look at the foods and decide what they would like
to try. Have students read the Introducción al tema section
and discuss unknown words, cognates, etc. As you work through theCultural
Snapshot on pages 126–127, have students divide a sheet of paper in 6
categories and, in each section, have them write at the top the name of a
country (Perú, Guatemala, Argentina, España, México y Puerto Rico). Then as you
read all of the facts and new vocabulary related to each country,
have the students classify the information by country on their papers.
For later:
Once you have completed
both vocabulary presentations, students can return to these pages and
again read the information that accompanieseach photograph. You may
wish to ask the questions in the Cultural Snapshot on
pages 126–127 of the Teacher Edition after students are fullyacquainted
with the vocabulary of the chapter.
Recursos adicionales:
In addition, there are some
extra practice activities and projects for this chapter in the Prepárate para
el examen digital lesson plan under Enriquecimiento. You
may choose to assign some of these activities at the beginning, in the middle,
or at the end of the chapter.
PRE_AP: If you would like
to challenge your students and begin preparing them for the AP Spanish class,
you may choose to have students practice the chapter's vocabulary and grammar
concepts by using the Pre-AP Activities for Chapter
4. They include all of the material covered in this chapter and mimic the
format of some sections of the AP Test.
You may choose to have
students connect with other Spanish-speaking students worldwide using ePals.
ePals provides a safe, authentic and dynamic exchange with other classrooms
around the globe.
You may choose to
have students read about cultural topics and current events in the
Spanish-speaking world using eScape. eScape connects students with fascinating
articles, beautiful color photos and slideshows, and enrichment activities
related to the readings on the Web site.
Vocabulario 1
Teach and Practice
Pages 128–129
To begin the lesson, you might choose to do Quick Start activity
QS 4.1 to review -ar verb conjugations and get students on
task right as they walk into the classroom.
To begin with the presentation of vocabulary, use Vocabulary image
projectables V4.2–V4.3. Have students close their books. Ask students ¿Qué
comidas que conocen ven en la foto? to tell you in Spanish any words
they already know. Afterwards, point to each new vocabulary word and
have students repeat each word several times.
Have students write the vocabulary in their notes. You may
choose to have them use their book or you can project the Vocabulary list
projectable V4.1. Model the pronunciation various times and after repeating the
words come back and ask questions such as ¿Qué es? or ¿Es
un flan o una ensalada?
Write the official names for the meals on the board: el
desayuno, el almuerzo, la cena. Explain that la comida is
the general term for meal or food, but it is often associated with
the main meal of the day. In some countries la comida is
the midday meal or el almuerzo, and in others it is
the evening meal or la cena. Also, you may want to tell
students that ayunar means to fast,
which explains the connection between breakfastand desayuno.
(You break your daily fast when you wake up from sleeping.)
As you progress in the lesson, ask questions building from simple
to more complex. For example:
- ¿Es el helado un postre?
- ¿Qué es el helado?
- ¿Es la leche una bebida o una
comida?
- ¿Qué es la leche?
- ¿Las tostadas se comen para el
almuerzo o para el desayuno?
Read En otras partes aloud to the class. The
words for foods vary greatly from region to region. For example,
different words for green beans are:las judías verdes,
los porotos, las alubias, las chauchas, and las caraotas. Write
some of the vocabulary and its different meanings on the board and use Map
projectable M1 to show them in what countries/regions these are used. You can
also have students classify the words in their notes in the table that they
created in the Introducción al tema section. They can add
more countries on the other side of the paper and continue classifying words as
the chapter progresses.
Fun activity:
Create two or more different menus. If you have a bin of plastic
"play food" you can use this or print out pictures of all the foods
that you are using in your menu. Call on two volunteers or more depending on
how many menus you create. Have the plastic food or the printouts in a basket
with other foods that are not on the menu. Time the activity, having
students sort through all the food to find the food mentioned on the
menu and classify it under the categories el desayuno, el
almuerzo, or la cena. Whoever can complete the
activity first wins.
For homework, you may wish to have students create flashcards for
the new vocabulary words in this section and come up with five
original sentences using the vocabulary.
Pages 130–131
Leveling EACH Activity
Begin practicing with the easy activities and
transition to the challenging activities. Students may find it more
helpful if you go over the answers to the activities as a class.
Easy
Have students complete Activity 1 on page 130. This activity must
be done orally. You can choose to use the audio recordings, or simply read the
four sentences found in the audio script on page 130 of the print or
digital Teacher Edition.
Have students complete Activity 2 on page 130 orally. Reinforce
it by calling on individuals to read aloud as they follow along. It
is suggested that you go over all the activities in class
before assigning them for homework.
Average
Have students complete Activity 3 on page 130 in pairs. Have them
answer the questions with complete responses and write their answers. To
expand this activity, have the students ask one additional question
related to the photo.
Have students complete Activity 4 on page 131 and create the
chart. You may choose to write in the answers on the chart using a Graphic
organizer projectable 4.1, or the students can come up to the board and write
their answers directly there.
Have students complete Activity 6 on page 131.
CHallenging
Have students complete Activity 5 on page 131 and write out their
answers. If you would like to expand this activity, have the students create a
PowerPoint® or a poster of their favorite foods and meals with the
items labeled in Spanish to present to the class.
Read the En otras partes section. Then have
the students create an En otras partes section in their
notebooks and write the new vocabulary.
La salud - You
may just want to have students read the Conexiones information
on their own. The Vitamina chart reintroduces vocabulary
from the lesson, and the paragraph on Salud has
many cognates: importante, contienen, vitaminas, tabla,
analiza, dieta, suficientes, necesarias.
Más práctica
For
homework, have students complete Workbook pages 4.3–4.5. They can also complete
the Audio activities in their workbook on page 4.21 and study all the
material from Vocabulario 1. For additional practice, students
can use the Audio download, Interactive flashcards, and a Vocabulary
eGame. You may choose to have students use these resources on their own or you
could use them in class. For example, the day before the Vocabulario 1 quiz,
you could do the review game in class as a part of your lesson. Alternatively,
you may wish to assign it for homework in addition to having students study the
vocabulary list and flashcards.
Use
the Interactive Whiteboard presentations for this vocabulary
section as an alternative to present and practice the material in theVocabulario
1 section.
Vocabulario 2:
Teach and Practice
Pages 132–133
To begin the lesson, you might choose
to do Quick Start activity QS 4.2 to review some basic
vocabulary and how to answer questions. This will get your students on task
right as they walk into the classroom.
Present the vocabulary using Vocabulary image projectables
V4.4–V4.5. Have students close their books. Ask students to tell you in Spanish
any words they already know. ¿Qué comidas que conocen ven en la foto? Afterwards,
point to each new vocabulary word have students repeat each word several
times. Have students write the vocabulary in their notes using their books or
the Vocabulary list projectable V4.1. Model the pronunciation various times and
after repeating the words come back and ask questions such as ¿Qué
es? or ¿Son unos tostones o unas empanadas?
As you progress in the lesson, ask questions building from simple
to more complex. For example:
- ¿Van al café los amigos?
- ¿Quiénes van al café?
- ¿Adónde van los amigos?
- ¿Con quién va al café Marisol?
After presenting the vocabulary, have students read the new
material and choose volunteers to read and act out the dialogue on page
133.
You may also want to teach sin gas, agua mineral sin
gas and agua del grifo for tap water.
Read the En otras partes section. Then have
students create an En otras partes section in their
notebooks and write the new vocabulary.
For homework, you may wish to have students create flashcards for
the new vocabulary section and come up with five original sentences using the
vocabulary.
Pages 134–135
Leveling EACH Activity
Begin practicing with the easy activities and
transition to the challenging activities. Students may find it more helpful if
you go over the answers to the activities as a class.
Easy
Have students complete Activity 1 on page 134. You may choose
to write in the answers on the chart using a Graphic Organizer Image
projectable 4.2, or students can come up to the board and write their answers
directly there.
Average
Have students complete Activity 2 on page 134 in pairs.
CHallenging
Have students complete Activity 3 on page 134. To expand this
activity, for each of the answers in Activity 3, have students give another
item that does not fit in the general category. For example, for item 1, add: El taco no
es un refresco. Es una comida.
Have students complete Activity 4 on page 135. Have students respond
to the questions and then write their own creative stories. You can have the
students turn them in, or have students read them out loud to the class. You
may also read and explain to the students the Cultural Snapshot that discusses
the origin of the name of the port of Colonia, Montevideo.
Have students complete Activity 5 on page 135.
Have students complete Activity 6 on page 135 orally. They must
use only Spanish. Time the activity so that it lasts only a few minutes.
This will enable students to use the language creatively on their own. Monitor
their conversations and tell students that you will act as the policía
del inglés.
Más práctica
For
homework, have students complete Workbook pages 4.6–4.7. They can also complete
the audio activities in their workbook on page 4.22. Have them study all the
material from Vocabulario 2. For additional practice,
students can use the Audio download, Interactive flashcards, Vocabulary
eGame and Vocabulary review worksheet for Vocabulario 1 y 2.
You may choose to have students use these resources on their own
or you could use them together during class. For example, the day before
the Vocabulario 2 quiz, you could do the review
eGame in class as a part of your lesson. Alternatively, you may wish to
assign it for homework in addition to having students study the
vocabulary list and flashcards.
Use
the Interactive Whiteboard presentations for this vocabulary
section as an alternative to present and practice the material in theVocabulario
2 section.
At
the end of the vocabulary presentation, but before you have students take the
Quiz for Vocabulario 2, you may choose to show theVocabulario en
vivo and the Diálogo en vivo videos. At
the same time have students complete the Capítulo 4 Vocabulario en vivoand Diálogo
en vivo editable worksheets. These customizable
worksheets have before-viewing, during-viewing, and after-viewing
activities to support students' comprehension of the videos.
In the episode of the Vocabulario en vivo video,
students will go with Nora to a typical café in Buenos Aires, where she enjoys
a delicious lunch. In the episode of the Diálogo en vivo video,
students will join Alejandra and Julián for luch. Have students pay particular
attention to the intonation used at the end of each sentence. Ask them how many
questions and exclamations they can identify.
Gramática: Presente de
los verbos -er, -ir
Teach and Practice
Pages 136–137
To begin the lesson, you may wish to
do Quick Start activity QS 4.3 to review some basic
vocabulary, -ar verb conjugations and how to answer
questions. This will get your students on task right as they walk into the
classroom.
Select an -ar verb such as trabajar and
have students conjugate all forms on the board. Then write down the verbs
comprender and escribir. Ask students to tell you what they see. Ask them if
they think that they can use the same -ar verb endings of
trabajar for comprender and escribir.Have
students go back to page 129. Ask students to see if they can identify some new
verb endings listed in the ¿Dónde comemos? section. With the
students' help, construct a chart on the board showing -er and -ir verb
conjugations. Ask
students, ¿Qué similaridades y diferencias hay entre los verbos -ar,
-ir y -er? Underline each ending as you pronounce
the verb forms, and have students repeat. Show the differences and emphasize
the nosotros forms by giving pairs, for example:
leemos – escribimos
comprendemos –
vivimos
comemos – recibimos
Leveling EACH Activity
Begin practicing with the easy activities and transition
to the challenging activities. Students may find it more helpful if you go
over the answers to the activities as a class.
Easy (Activity
2)
Activity 2 - Have students complete this activity by writing down
their answers and then sharing them out loud with the class.
The verb asistir is a false cognate. It means to
attend, not to assist. You may want to ask questions to reinforce asistir. ¿A
qué escuela asistes?
Average (Activities
1, 3, 4)
Activity 1 - This activity must be done orally. Use the audio
recordings or simply read the five sentences from the Audio Script in the print
and digital Teacher Editions. You may choose to show the Graphic organizer
projectable 4.3 so students can come up to the board and write their answers
directly onto it.
Activity 4 - Have students complete this activity to practice
speaking, verb conjugations, and exchanging information with others.
Differentiation
Heritage Speakers
If you have heritage speakers in your class, you may wish to
use the Heritage Speaker Worksheets for additional grammar
practice.
Fun Activity:
Create a blank Bingo Card -B (yo form), -I (tú form), -N
(él/ella/usted form), -G (nosotros form), -O (ellos/ellas/ustedes form).
Below the card select a variety or regular -ar, -er and -ir verbs.
Under the letter B, select and number the verbs 1–15. Under the letter I,
do the same but use 16-30. Under the letter N, use numbers 31-45. Under the
letter G, use numbers 46-60 and finally under the letter O, use numbers 61-75.
Once you have distributed the cards, have students pick whichever verbs they
want from each category and conjugate them in the card squares. Then begin
calling the numbers in Spanish. For example: B4, N33, O61, etc. Once a student
shouts out "BINGO!", check their numbers and conjugations.
For
homework, you may wish to have students create 2 flashcards for the -er and -ir endings
and come up with 5 new original sentences using a combination of -ar, -er and -ir verbs.
Students can also complete workbook pages 4.8 and 4.9.
Pages 138–139
Leveling EACH Activity
Average (Activities
5,6)
Activities 5, 6 - Have students complete these activities orally
and in pairs by taking turns asking and answering the questions.
CHallenging (Activities
7, 8, 9)
Activity 7 - Have students complete this activity orally and in
pairs. Afterwards, have students write out their answers in paragraph form.
Before doing Activity 7, remind students that to use the
correct nosotros form, they must remember which verbs
are -er verbs and which verbs are-ir verbs.
Activity 9 - Instead of responding to an e-mail from a key
pal, divide the class into two groups. Have one group write the first
letter for homework one day, then collect the letters and pass them
to the other group. Have the second group respond to the first group. Then have
students read their e-mails to the class.
Have students who have been to a Mexican restaurant share their
experiences. If there is a Mexican restaurant in your area, organize a field
trip and have students practice ordering beforehand. Restaurants are a great
place for students to practice their Spanish. Have students of Mexican
background talk about their favorite Mexican foods.
If you cannot organize a trip, make the visit to the restaurant a
cultural exploration project. Students can attend with their families or with a
group of classmates and they must vow to only order in Spanish. In order to
receive credit and as proof of their visit, have students record themselves or
take pictures. They must also bring a signed receipt from their waiter
acknowledging that they did indeed order their food in Spanish. If students
decide to record themselves, you may wish to show the videos in class.
Más práctica
For
additional practice, have students complete workbook pages 4.8–4.9 and
Audio activities A–E in the workbook on pages 4.23–4.24. There are also
Present tense Verb eflashcards to help students practice the
conjugations. You can also have students complete the grammareGame for
-er and-ir verbs on their own or during class.
Use
the Interactive Whiteboard presentations as an alternative to
present and practice the material in this Gramática section.
You may
choose to use the Gramática en vivo video to
solidify and exemplify this concept.
Gramática:
Expresiones con el infinitive
Teach and Practice
Pages 140–141
To begin the
lesson, you may wish to do Quick
Start activity QS 4.4 to review the verbs tener and ir. This will get your students on
task right as they walk into the classroom.
As you are
teaching the Expressiones con el
infinitivo, be sure to add to the list mentioned on page 140: hay que, después de and antes
de.
Discuss and use
the Cultural Snapshot to
talk about words like peperoni that
are borrowed from other languages—rodeo,
Los Ángeles, un sándwich, etc.
Pages 140–142
Leveling EACH Activity
Begin practicing
with the easy activities and transition to the challenging
activities. Students may find it more helpful if you go over the answers
to the activities as a class.
Easy (Activities 10, 11)
Activity 11 - Have
students complete this activity orally.
Average (Activities 12, 14)
CHallenging (Activities 13, 15, 16, 17)
Read and discuss
the Cultural Snapshot on
page 141 as a
class. Try showing the class one of the many famous Inca Kola commercials
on the Internet. As students are viewing a commercial, ask the
following questions: ¿Cuál es una
bebida popular en tu país? ¿Qué sabor tiene?
Differentiation
Slower Paced Learners
Explain that when
two verbs are used together, the first verb changes according to the subject.
The second verb always uses the infinitive form. Write additional examples on
the board and have students repeat them after you.
For example:
-Yo quiero ir
al parque.
-Mi madre necesita
preparar la comida.
Heritage Speakers
If you have
heritage speakers in your class, you may wish to use the Heritage Speaker Worksheets for
additional grammar practice.
Más práctica
For homework, have students
complete workbook page 4.10 and Audio activities F–G in the workbook on page
4.24. You can also have students complete the grammar eGame on their own or
during class. There is also a Self-check quiz to help students assess
their progress. You may want to assign the Self-check quiz the day before
the Gramática quiz for
additional review.
Use the Interactive Whiteboard presentations as an alternative to
present and practice the material in this Gramática section.
Pronunciación
Go over over
the Pronunciación section
for La consonante d. Once
you have finished explaining the sounds and various positions of this
letter, have students take out a sheet of paper and close their books. Use the
words in the Pronunciación section
as a dictation activity. The students will be able to practice their listening
and writing skills.
If you would like
to make the dictation more challenging, add the following sentences (which
students have not seen):
- Daniel y Eduardo beben batidos
deliciosos.
- Damos el dinero al empleado en la
tienda.
- Mi padre Pedro y mi madre Adela
tienen ojos verdes.
- El cuarto de dormir está al lado del
comedor grande.
Once you have
finished with the dictation, you may choose to show the Pronunciación projectable P4 so
students can see their mistakes and self-correct. Use the opportunity to gather
data and see which sounds your students need more practice with.
For additional practice,
students can access the audio for the Pronunciación section and Audio activity H in the
workbook on page 4.24.
Have students
recite the proverb aloud. Then ask them for the literal translation and for the
English equivalent. Explain that in Spanish we say four eyes see
more than two, but in English we say two heads are better than one.
Ask advanced learners to think of some contexts in which you would use such an
expression. You can also talk about the differences in other idiomatic
expressions related to food and beverages. You may wish to share the Spanish
expressions ser del año de la
pera or que una
persona se vaya a freír churros.
- ser del año de la pera (to be old or
antique) translates directly to to be of the year of the
pear.
- irse a freír churros (to go away or to get
lost) translates directly to to go fry some churros.
Use the Cultura section and have students
do a Web search to find out the origin of el mate. Have students choose an American beverage similar
to el mate and compare
them using a table and graph.
Conversación
Teach and Practice
Pages 144–145
To begin the
lesson, you may wish to do Quick
Start activity QS 4.5 to review nationalities. This will get
your students on task right as they walk into the classroom.
Tell students
that they are going to hear a conversation between two people, Adela
and Diego. Have students follow along as you read the
conversation. If you prefer, use the recorded version.
Have students
work in pairs to practice the conversation. Then have several
pairs role-play the conversation for the class. Next, go over the ¿Comprendes? activities.
If students can answer the questions with relative ease, move
on. Students should not be expected to memorize the conversation.
Have students
complete Activities A–D on page 145 to test their comprehension. For
Activity D, you may choose to write in the answers on the diagram
using the Graphic organizer projectable 4.5 so students can come up
to the board and write their answers directly there.
Read the Conexiones section as a class and
ask students ¿Tienes un héroe? ¿Por qué es tu héroe? En tu opinión,
¿quién es un héroe en tu país? ¿Por qué?
Más práctica
For additional practice, you may
wish to have students complete the Audio activities on page 4.25 of the
workbook and the conversation Self-check quiz.
Lectura Cultural
Teach and Practice
Pages 146–147
Discuss the
Reading Strategy and Antes de leer. Have students look at
the images and predict what the reading is about.
Give students a minute
or two to scan the first paragraph of the reading. In English, have
them tell in one sentence what it’s about. Do the same with
the remaining paragraphs.
Call on individual students
to read aloud. Intersperse comprehension questions such as:
- ¿Dónde vive José Luis Aparicio?
- ¿Dónde
vive Catalina Ayerbe?
- ¿Qué comen José Luis y su
familia para el desayuno?
- ¿Qué
comen los Ayerbe?
These questions have a
dual objective. They check comprehension, and they also allow students to
use the language so that upon completion of the reading, they can
discuss the information on their own.
Have students complete the ¿Comprendes? activities
on the next page and go over the answers. For Activity C, write the
answers on the Graphic organizer projectable 4.6 or have students come up
to the board and write their answers there.
If you would like for students
to practice their summarizing and writing skills, have them summarize the Lectura.
Churros are fried in
olive oil and coated with sugar. Ideally they are served hot. People
dunk them in either café con leche or chocolate.
It is very easy and fairly
inexpensive to make churros. If your school has a kitchen lab and
you like to cook, consider taking students down for a demo on how to make them.
Have students research different recipes and look up different images to
see how they vary from country to country. Select the best recipe and copy
it for the class. Encourage students to try the recipe at home with their
families.
Más práctica
For additional practice,
have students complete the Lectura cultural Audio activities
on page 4.26 in the workbook. They can take theLa comida en otras partes Self-Check
Quiz to assess their comprehension.
You may
choose to show the Cultura en vivo video. At
the same time have students complete the Capítulo 4 Cultura en
vivo editable worksheet. This customizable worksheet has
before-viewing, during-viewing, and after-viewing activities to support
comprehension of the video
Lectura: un poco más
Teach and Practice
Pages 148–149
Go over this optional story orally or have students just read
it silently. Alternatively, have students read this selection and
do the ¿Comprendes?activities
on their own outside of class. If you decide to present this reading
in more detail, using some of these suggestions:
Discuss the Antes
de leer question and give a brief preview of the
reading. Have students listen to the reading on the audio recording, or
read the selection to students as they follow along.
After every few sentences, ask questions such as:
- ¿Van muchos
alumnos a un café después de las clases?
- ¿Qué
toman en el café?
- ¿Cómo es un mesón?
- ¿Dónde son
populares los tunos?
Have students answer the ¿Comprendes? questions on the next page. You may want
to do these orally as a class or assign them as homework.
Spain and Guanajuato, Mexico, are not the only places one
will hear and see tunos,
but they are probably the most well-known. Ask students to do a little
independent research and ask them: ¿Hay
una diferencia entre tunos y mariachis?
Más práctica
For additional practice, have students complete the Lectura—Un poco más Audio
activity on page 4.26 in the workbook and the Una merienda ¿Dónde? Review Worksheet to assess their
comprehension.
Prepárate para el examen.
Teach and Practice
Before beginning the Self-check assignment, students should study
and use as a reference tool the Repaso del Capítulo 4 (pages
154–155). These pages provide a quick “at a glance” summary of the grammar
points and vocabulary that students have learned in this chapter.
Pages 150–151
Self-check for ACHIEVEMENT
This is a pre-test for students to take before you
administer the chapter test. Note that each section is
cross-referenced so students can easily find the material they feel
they need to review. Use Self-Check Worksheet
SC4 to have students complete this assessment in
class or at home. You can correct the assessment yourself, or you may
prefer to project the answers in class using Self-Check Answers SC4A.
Page 152
Practice for ORAL PROFICIENCY
Encourage students to say as much as possible when they
do these open-ended oral activities. Tell them not to be afraid
to make mistakes, since the goal of the activities is
real-life communication. Students will manipulate all the words
and grammar that they have learned up to this point. You may want
to let students choose the activities they would like to do.
Tell students to feel free to elaborate on the basic theme
and to be creative. They may use props, pictures, or posters if they
wish.
Page 153
Practice for WRITTEN PROFICIENCY
Prewrite
Students should use the vocabulary from this
chapter, including information from the Lectura cultural, to fill in their Venn
diagrams about different food items and customs in each of the three
countries. Show the Graphic organizer projectable V4.7 so students can
come up to the board and write ideas directly onto it as they begin to
organize their writing.
Write
Students’ compositions should be organized according to one of the
suggestions in the Writing Strategy. They should use
a variety of vocabulary from the chapter to discuss meals
at home, at school, and after school.
For additional oral or written practice you may wish to
use AP
Proficiency Practice projectable 10, which students can
either describe orally or in written form. You can modify the activity
according to your learners. You can ask very basic questions about the
illustration, or you could have them describe what they see. Students could
also create a dialogue or a story about the illustration integrating everything
learned in this chapter.
Differentiation
Heritage Speakers
If you have heritage speakers in your class, you may wish to use the Heritage
Speaker Worksheets for additional writing practice.
Más
práctica
For
additional practice, have students complete the Integración and Tarea sections
in the workbook (pages 4.11–4.20). They can
also take the interactive Repaso del Capítulo Self-check
quiz and use the results as a guide to test their
readiness for the chapter exam.
Another thorough practice which includes all content
from this chapter is the Skills Practice for Chapter 4. You may choose
to assign it as homework or complete it in class as an integrated practice for
your students.
To
challenge students and begin preparing them for the AP Spanish class, have
students practice the chapter's vocabulary and grammar concepts by using
the Pre-AP
Activities for Chapter 4. They include all of the
material covered in this chapter and mimic the format of some sections of the
AP Test.
Please understand that these lesson plans are tentative as things occur throughout the week.
¡Gracias!
Sra. Vititoe
Sra. Vititoe
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