TOPIC: Chapter 4. Learning/Reviewing new vocabulary; Reinforcing recently learned grammar structures; Written assessment of chapter thus far.

GOALS: By the end of the lesson, students will have reinforced new vocabulary and grammar structures, and will begin to work on their written assessment for the past two weeks.

-Review worksheet. Share your answers with your partner and then with the class.

-Comuniquemos #1 p140 with partner.

-P149 “Ahora lo sabes“: Checklist of things you should be able to do. Individual Writing in class. Finish for HW.

Capitulo 4 - CHECKLIST
¡Ahora lo sabes!

¿Puedes...?

____...hablar de algo que hiciste y por qué?

____...hablar de las vidas de Frida Kahlo y Diego Rivera, describir su arte, y decirnos si te gusta o no y por qué?

ORGANIZATION:  This lesson is like an assessment of all we have learned in the chapter thus far. Each day we had an activity to bring them to today's objectives and work on this final assessment. Those activities included: saber/cononcer activities, review of the preterit, learning the irregular verbs in preterit, and vocabulary one and two of the chapter.  This class usually runs pretty smoothly. They are fairly quiet (most of the time) and we have discussed the importance and significance of all the things we are learning and all activities we do. I try and make sure that I have enough active AND passive activities for each class depending on their mood. Sometimes they need to be woken up, and other times, they need to just be left alone for silent individual work.

ASSESSMENT:  If students are responding to/answering questions ("Me Divierto" worksheet) and vocabulary review is correct at least 80% of the time I don’t feel it will have to be reinforced. If volunteering is lacking, or answers are "off", we will spend an extra day on it. But the last part of class is a written assessment, and when I correct them I will have a good idea of where to take it with next week before we end the chapter!

END: The lesson ends with silent work. After a busy, communicative day I will give them the remainder of the period to take all that review and Spanish in their head, and put it down on paper.

BIG PICTURE: The big picture would be the final chapter product, a newspaper we put together (from their "articles", comic strips, and word searches). Today's writing assessment is the first part of being able to talk about past events and their childhood and how we will know whether to move on or not. Things they like now (leisure activities), can be compared to the things they liked when they were children (next chapter). The past two weeks have been trying to piece things together for a newspaper, or better said, giving them the skills to be able to put together a newspaper. They have learned about culture, comparing leisure activities in Hispanic culture with our own, making a quiz about Rivera's art, completing a timeline on the life of Kahlo, learned various irregular verbs in preterit, written newspaper articles, made suggestions for a group of bored 'jovenes' in a comic strip (what type of activities can they do to avoid their boredom), compare uses of saber/conocer and written original phrases. Friday is relax day so we will just practice what we have learned. If it is fairly mastered, we can introduce the reflexive verbs in the preterit.

STUDENT TEACHING GOALS:

Standards for this lesson:

- Communication 1.3 Ask and Answer questions (Parafrasear/20 questions).