Opening Warm-up AND/OR Activator (highlight one):
Look back at yesterday’s notes—what are some letters, sounds, symbols, and punctuation marks that are used in Spanish but not in English?
Work Session:
1. Introduce el abecedario (Discussion of phonetical vs. letter)
a. ABCs handout—give each student a copy, practice pronunciation (note RAE changes)
b. Abecedario military-style march (YouTube)
c. Whiteboards—teacher spells familiar words in Spanish, students write down the letters they hear to form the word (or act. 4 p. 12)
2. Spelling conversation. Students must have conversation with other students by spelling out what they would like to say in Spanish.
3. Act. 7 p. 13 (in pairs)—suggest that students use words from different categories to make them harder to guess
(4. Review introductions/greetings (act. 6 p. 13)—added spelling of names)
5. Place all student names on slips of paper in a basket. The first student will pull a name from the basket and spell it. The student whose name was spelled will pull the next name to spell, etc.
6. Sing ABC song again
7. Copy Unit 1 vocabulary (p.22-23) into notebook (teacher will demo how to write vocabulary)—when you finish, study vocabulary
Closing/Summarizer: Play hangman using Spanish alphabet to practice spelling unit vocabulary words (students may take turns being the “leader” while others guess)
Daily Homework: Take home quiz. Students will call the Spanish Hotline(Google voice phone number) and leave a message introducing themselves and and reciting the Spanish alphabet.
Look back at yesterday’s notes—what are some letters, sounds, symbols, and punctuation marks that are used in Spanish but not in English?
Work Session:
1. Introduce el abecedario (Discussion of phonetical vs. letter)
a. ABCs handout—give each student a copy, practice pronunciation (note RAE changes)
b. Abecedario military-style march (YouTube)
c. Whiteboards—teacher spells familiar words in Spanish, students write down the letters they hear to form the word (or act. 4 p. 12)
2. Spelling conversation. Students must have conversation with other students by spelling out what they would like to say in Spanish.
3. Act. 7 p. 13 (in pairs)—suggest that students use words from different categories to make them harder to guess
(4. Review introductions/greetings (act. 6 p. 13)—added spelling of names)
5. Place all student names on slips of paper in a basket. The first student will pull a name from the basket and spell it. The student whose name was spelled will pull the next name to spell, etc.
6. Sing ABC song again
7. Copy Unit 1 vocabulary (p.22-23) into notebook (teacher will demo how to write vocabulary)—when you finish, study vocabulary
Closing/Summarizer: Play hangman using Spanish alphabet to practice spelling unit vocabulary words (students may take turns being the “leader” while others guess)
Daily Homework: Take home quiz. Students will call the Spanish Hotline(Google voice phone number) and leave a message introducing themselves and and reciting the Spanish alphabet.