Mi Calendario

Content: Review (final assessment)

Objectives: Students will see an example of a calendar and answer questions regarding the
calendar in the book. Students will start the first draft of their own calendar for Chelsea, MI.

Assume students already know: Students have been working with the vocabulary for 2 weeks.

Context: This is a level 1B Spanish class. The class is 72 minutes long. There are mostly freshmen
and a few sophomores and juniors in the class.

Standards and benchmarks: 1.1 Interpersonal Communication; 1.2 Interpretive Communication;

5.1 Use of Language

Agenda:
- La esponja del día
- ¡Adelante!
- Mi calendario

Materials:
- Esponja paper/pencil
- Realidades book
- Mi Calendario

I. Opening (2 minutes)
a. Greet students; ask question about the date; attendance
b. Go over agenda for the day

II. La esponja del día (10 minutes)

a. The daily sponge prompt goes on the board. Students record their answers on
their weekly sponge sheet.
i. Conjugate: IR
ii. Use a form of IR in a question.
iii. Translate: I go to the pool and they go to the mall.
b. Go over answers by having student volunteers either say the answer or write
their answer on the board.

III. Adelante (15-20 minutes)

a. Intro - <Estamos en página 188-89. Es un calendario de un centro comercial para
una ciudad. Hay muchas actividades en el calendario durante la semana. Con su
amigo, lee el calendario y en un papel, escribe todas las palabras nuevas. Por
ejemplo, mira el sábado. La palabra de fotografía es nueva. Pero, es similar a la
palabra foto. Por eso, ¿qué significa fotografía? Escribe el español y el inglés en
 el papel. Habla con su amigo. Tenemos 5 minutos. Al fin, 5 personas necesitan
dar sus respuestas.>
i. At the end, have Ss raise hands and give their thoughts for new words
and check definitions. Call on at least 5 students.
ii. Quickly check for comprehension by asking questions about the material
such as:
1. ¿Cuándo está la noche de tango?
2. ¿Quién enseña la clase de yoga?
3. ¿Qué prepara en la clase de repostería?
b. ¿Comprendes?
i. Ss will answer the questions by themselves.
ii. Go over answers by randomly calling on students, using cards.

IV. Calendarios (20 minutes)

a. T <¿Recuerdan el calendario en el libro? Estamos en pp 188 para un ejemplo.
Uds. van a crear unos calendarios de Chelsea High School o de la ciudad de
Chelsea. Aquí tengo un ejemplo. Hay información en todas las cajas. Para la
primera parte, uds solo crean los eventos, con toda la información. Es la tarea.
Luego, el jueves, corregimos los calendarios y hacemos entrevistas durante la
clase. Este proyecto es un repaso de capítulo 4A.>
i. Show my example calendar and point out the different parts.
ii. Students receive the rough draft paper with all the directions and the
rubric.
iii. What they do not finish in class is homework.

V. Final product (20-30 minutes) – a later lesson

a. Students will be handed back their corrections on their rough draft. Students will
correct their answers and then create their own calendars using construction
paper and markers.
b. Once students have created their final projects, they will interview 5 different
peers and record their answers. The questions are about their own portfolios,
and the peers must be able to read through and understand the portfolio in
order to answer the questions. This is to be done orally, and have the authors
write down the answers as evidence.
c. Students will hand in calendar and rough draft for final grading.