Playlist
Day 1: INTRO
1. Admin
a. Frases: ¿Cuál evento consideras
muy americano?
b. Meta: Reconocer personajes y
vocabulario del libro
c.
Entrada: translate
question words
d.
Review unit 1: goal & vocab list2. Personajes
a. Tea Party: Walk and talk and note
b. People map (see picture) students report out to make connections / relations
c. Points opportunity: Comments, opinions, questions, connections (can they relate to other books???)
3. Vocabulary: a. List (we made a basic, high frequency list)
b. Calligram (to create a word wall to use as support during the book)
Day 2: Chapter 1 (pp. 1-5)
1. Admin
a. Frases: ¿Tienes experiencia con
leer un libro en español?
b. Meta: Preguntar y responder
sobre información factual del libro
c.
Entrada: review
characters (descriptions in Spanish and write name)
2.
Introducción
a.
Character review
b.
Determine book overview (title, locations, characters,
problem)
3.
Chapter
1
a.
Guided reading and whiteboards
i.
Paragraph 1: 3,
2, 1 (3 cultural elements, 2 locations, 1 emotion
ii.
Paragraph 2: venn diagram Sevilla vs LA
iii.
Paragraph 3: draw to show details
iv.
Paragraph 4: draw 3 emojis that represent Spain
v.
Page 4: divide
board in 2 sections: draw 2 sentences
(trade and write)
vi.
Page 5: one positive and one negative
4.
Eval: write 3-5
questions about the book (don’t write answers)
Day 3: Spain & Chapter 1 (pp. 5-7)
1. Admin
a. Frases: Describe un personaje
b. Meta: Identifica los visuales
españoles
c.
Entrada: answer
questions of a classmate from last class
2.
España
a.
Map talk: T ask
Qs about Spain and Sevilla
3.
Chapter
1 pp. 5-7
a.
Read with nearpod
https://share.nearpod.com/4CEx8hhKdR
b.
Picture discussion (compare to US)
4.
Eval: ticket to
leave: identify 5 things in the picture
Day 4: Toros & Chapter 1 (pp. 8-9)
1. Admin
a. Frases: Describe una actividad
que consideras “americano”
b. Meta: Identifica aspectos
positivos y negativos del toreo
c. Entrada: Escribe 4 cosas que observas y la
representación cultural
2.
Toros
a.
Spanish icon (we got some pictures of the bull serving as the Spanish icon to CI
talk)
b.
Stuffies (I have a collection of NUMEROUS souvenirs and
I can CI talk size, color, etc)
3.
Chapter
1 pp.. 8-9
a.
Guided reading and T ask questions
4. Eval: Identifica aspectos positivos y negativos del
toreo
DAY
5: typical house; pp. 10-13 (NOT DONE BC
we SKIPPED)
Day 6: Chapter 2
1. Admin
a. Frases: ¿Qué es un toro?
b. Meta: Describe aspectos culturales
del libro
c.
Entrada: 5.4.3.2.1
5-¿Cómo se llama los miembros de la familia
de los de Marco?
4-¿Qué vio Ana en Sevilla?
3- ¿Por qué no le gusta las corridas de toro?
2- ¿Por qué está Ana en España?
1- ¿De dónde es
Ana?
2.
Culture CI:
b.
give a set of pics to each group (6 pics per group) and
when T describes, raise appropriate pic
i.
Colegio: walk
& School times
ii.
Lunch time / cafecteria picture
iii.
Bocadillo
iv.
Churro
v.
Tapas
vi.
Miguel de Cervantes:
author (Shakespear comparison)
c.
teacher talk & Ss raise and do circling (Cynthia
PPT to support)
3.
Chapter 2
a.
Read chap2 in groups and complete Venn Diagram (use for
eval)
4.
Eval: TBD: minute chat & give feedback!
Day 7: El Matador; Cultural Themes
1. Admin
a. Frases: ¿Adónde has ido con
boletos?
b. Meta: Describe elementos españoles
con detalles
c.
Entrada: Write 4 “fact” questions about the book
so far
d.
Take turns
with neighbor asking and answering the questions. Pick a few students to ask a
question to class
2. El Matador
a.
Show
screen shots, give input
b.
watch
video
c.
pic
the pic: have 2 pics on board as choice, teacher describes, students decide
ninguno/ambos/izquierda/derecho
d.
vocab
check
3.
Evaluation for a grade:
choose 5 themes and make a “strip book” each strip gets theme / visual and when open
strip, students describe in detail the cultural element
(TIME, GREETINGS, SIGHTS,
GEOGRAPHY, FOOD, BULLFIGHT, SCHOOL)
(Note: we are TRYING to do
standards based grading but still work in a percentage based school…so we
modify!)
Day 8: Chapter 3
1. Admin
a. Frases: Describe una plaza de
toros
b. Meta: Identifica las
actividades, reacciones y eventos del cap 3
c.
Entrada: Piensa en una corrida de toros. Escribe 3 ideas positivas, 3 ideas negativas
2.
Corrida
a.
Call on Ss to write on front board (+ or -) from
warm-up
b.
Points opportunity: Comments, opinions, questions,
connections
3.
Chapter 3 pp 20-22:
Guided reading and whiteboards
4.
Chapter 3 pp 23-27:
groups read
5.
Eval: WS
Day 9: Bullfighting Expo
1. Admin
a. Frases: Describe algo que ocurre
a una corrida de toros
b. Meta: Preguntar y responder
sobre información factual del libro
2.
Objetos
a.
Vocab review on board
c.
Quizlet live
3.
Espectaculo
4.
Eval: back WS
Day 10: Chapter 4 (day 1)
1. Admin
a. Frases: Describe uno de los
toreros
b. Meta: Describe los eventos de
capitulo 4
2.
Quizlet live
3.
Chapter 4: read
pp 28 – 31 and draw a pic for each page
4.
Eval: describe
each pic
Day 11: Chapter 4 (day 2)
1. Admin
a. Frases: Describe uno de los
toreros
b. Meta: Describe los eventos de
capitulo 4
2.
Running dictations
a. Todos movían pañuelos en el
aire. Todos estaban emocionados.
b. Le parecía horrible la idea de
matar un animal en tiempo modernos.
c. Era elegante, redonda y muy
grande con muchos asientos.
d. Todos los hombres de la corrida
son toreros.
3.
Chapter 4: read
pp 32 – 35 and draw a pic for each page
4.
Class discussion regarding emotions
5.
Eval: describe
each pic
Day 12: Art
1. Admin
a. Frases: Describe la importancia
de taurino en la cultura
b. Meta: Identifica la importancia
de taurino en arte
c. Entrada: Corta los toros en rectángulos iguales
2.
Artistas
b. Antonio Banderas: movie talk
3.
Arte
b.
Card talk hand out sentence strips (aka sentence starters)
and students form their sentence when ready
4.
Eval: glyph on
back WS
Day 13: Bullfighting
Controversy (day 1)
1. Admin
a. Frases: ¿Es un deporte correcto?
b. Meta: Identifica los pros y los
contras de taurino
c.
Entrada: ¿qué significan los visuales?
2.
Controversia
b.
Positivas y Negativas:
i.
Distribute construction paper to groups
ii.
groups brainstorm 4 pros/cons and share out
3.
Perspectivos
b.
Points opportunity: Comments, opinions, questions,
connections
c.
CI: listen to
teacher comments and decide if brother says or not (thumbs up / thumbs down)
4. Eval: TBD
Day
14: Bullfighting Controversy (day 2)
We
need to add this day!
See twitter
Do
practice conversation to encourage
Day 15: Chapter 5
1. Admin
a. Frases: ¿Por qué piensa el
matador que la corrida de toros es importante?
b. Meta: Forma tipos diferentes de
preguntas sobre capítulo 5
c. Entrada: whiteboards:
Escribe cual persona dice cada idea:
(matador, persona pro, persona
contra)
El toro es muy valiente y me puede matar.
La corrida es una forma de arte.
Es peligroso, pero me gusta estar en peligro.
El toro es
inocente.
Es tortura para el toro.
La corrida es parte de la historia de España.
Preparar para la corrida es mi vida.
El toro tiene una buena vida antes de la
corrida.
El toro nunca puede
ganar
2.
Chapter 5: T read and pose answer for different
paragraphs and Ss write the question (jeopardy style)
3.
Eval: TBD
Day 16: Chapter 6 / flippity
1. Admin
a. Frases: ¿Qué predicción tienes tú
para Ana?
b. Meta: Pregunta y responde sobre
el libro
c.
Entrada: art pics
2.
Chapter 6: read and ½ WS
3.
Juego:
Groups: 1 computer &
whiteboards
4.
Eval: TBD
Day 17: Chapters 7
1. Admin
a. Frases: Elabora en la frase final de capítulo 6: Sólo podía pensar en Julio Barquero
b. Meta: Describe los eventos del capitulo 7
c.
Entrada: unscramble sentences
antes / boletos / Compraron / del / evento /
sus
fanáticos / hacían / Los / mucho / ruido
cerca / del / estadio / hombre / refrescos / Un
/ vendía
decirle / Individuos / opiniones / querían /
sus
2.
Cultural Video (still haven’t found the one we love!)
a.
Watch
b.
IPA ws (this needs to be done because I don't like the one we did before!)
3.
Chapter 7
a.
Read alone
b.
WS
4.
Eval: write 5 Qs
Day 18: Chapters 8
1. Admin
a. Frases: En tu opinión ¿Qué va a
ocurrir en la cita con Ana y Julio?
b. Meta: Compara las 2 corridas
c.
Entrada: write
sentences in correct order
•Ana se sentía confundida porque no quería
ofender a Julio.
•Él llevó a Ana a la corrida de toros.
•Estaba enojado porque –los idiotas perdieron
los boletos.—
•Julio le dijo que su padre era un matador.
•Los dos fueron al estadio de futbol
2.
Chapter 8
a.
T read & whiteboards
3.
Preguntas
a. 5 volunteers (toro, familia,
Ana, Julio, matador)
b.
Pass out question cards
c.
Students ask questions based on question stem card
(T clarify: not simple factual Qs, but good thinking…When do you plan to
go out again? How do you feel when you
take an innocent life? Who wants to go visit Ana in US?)
4. Eval: Venn:
Compara las 2 corridas
Day 19: Canción:
Torero por Chayanne
1. Admin
a. Frases: ¿Qué es tu opinión del
libro?
b. Meta: Describe la relevancia
cultural de la canción
c.
Entrada: cultural sentences
2.
Canción
a.
Listen 1x and write what hear on whiteboards
b.
Partner compare
c.
Listen 2x to add
d.
T call on all students to report out and write on board
e.
Listen 3 x to try to add 5 more!!
f.
Volunteers?
h.
Listen and raise card when hear
i.
Switch cards and repeat 2x
3.
Analisis
a.
Pass out big paper and put Ss in groups & Copy
categories
b.
Write 5 ideas/connections in each category
c.
Call on groups to report out and add what don’t have to
get 7 ideas in each category
4. Eval: Describe la relevancia cultural de la canción
Day 20-21: Movie Ferdinand (reward)
Day
23: Socractic Seminar / Writing on
demand
Socratic Seminar: We randomly put them in groups of 3 and had them do 3 videos on Flipgrid:
1. Choose a cultural theme to discuss:
food, school, environment (geography/physical setting/community), bullfighting event, bullfighter, toro, religion, greetings, opinions of bullfighting
2. In your group, discuss the topic MAKING REFERENCE to different authentic materials from class lessons.
Be respectful of 5 min time limit so everyone can participate in the discussion more than once.
If you are not visible on the camera to ensure you're not reading, your participation will not be evaluated.
food, school, environment (geography/physical setting/community), bullfighting event, bullfighter, toro, religion, greetings, opinions of bullfighting
2. In your group, discuss the topic MAKING REFERENCE to different authentic materials from class lessons.
Be respectful of 5 min time limit so everyone can participate in the discussion more than once.
If you are not visible on the camera to ensure you're not reading, your participation will not be evaluated.
Writing on Demand:
Task: Provide a feedback for the book “Viva el Toro”
There will be a new teacher teaching Spanish and she has not
decided if she wants to use the book, “Viva el Toro.” Write a letter to the
teacher providing your feedback. Your letter should be a least 3 paragraphs and
may address some or all of the ideas below.
●The characters ●Cultural
aspects ●Controversial
topics
Summary of the story ●Activities
students can do ●Your
opinion
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