Cuándo es el cumpleaños de Manuel? 1 ASK 2 LISTEN SAY. Cuándo es el cumpleaños de Roberto? 3 ASK 4 LISTEN SAY. Cuándo es el cumpleaños de Luisa?

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1 Unit 2: Todo acerca de ti U2L2C2A Resource Worksheet: Communication Task (Partner A): For questions 1, 3, 5, and 7, ask your partner, cumpleaños de (include the given name)? As your partner provides you the answer, record what you hear in a complete sentence. For questions 2, 4, 6, and 8, your partner will ask you about different people s birthdays. Provide him or her with the information provided below. 1 ASK Manuel? 2 LISTEN SAY El Maria es el 2 de enero. 3 ASK Roberto? 4 LISTEN SAY 5 ASK Luisa? 6 LISTEN SAY 7 ASK Carolina? 8 LISTEN SAY El Tomás es el 18 de mayo. El Estéban es el primero de octubre. El Nicolás es el 25 de febrero.

2 Unit 1: Let s Get It Started! U2L3 Exit Slip Task A: Answer the following question in a complete sentence. Be sure to write out any numbers in your sentence; do not use numeric form. Cuántos años tienes? Task B: Using the picture and age cues below, answer each question in a complete sentence. Be sure to write out any numbers in your sentence; do not use numeric form. 17 Cuántos años tiene ella? 21 Cuántos años tiene Pedro? 14 Cuántos años tiene Marisol? 16 Cuántos años tiene él?

3 Unit 2: Todo acerca de ti U2L5C1 Resource Worksheet: Communication Task: Choose two people in the classroom to describe (un chico y una chica). Write their names down below along with three adjectives that you would use to describe either their personality or physical appearance. Next, go up to each person and ask, Eres (include the adjectives you initially wrote down)? Mark a check in the correcto column for each correct guess and a check in the incorrecto column for every incorrect guess. For every incorrect guess, proceed to ask, Cómo eres? and record their responses in the last column. Estudiante 1: Take a guess! correcto incorrecto ASK Cómo eres? Guess 1 Guess 2 Guess 3 Estudiante 2: Take a guess! correcto incorrecto ASK Cómo eres? Guess 1 Guess 2 Guess 3 Reflection: Now after conversing with your peers, write down in English whether or not your guesses were accurate. Also, explain how you felt when people assumed certain characteristics about you that you did/did not agree with about yourself.

4 Nombre: Fecha: Hora: Unit 2 Assessment Speaking Performance Task: Imagine that you have just been awarded a scholarship to travel to El Salvador in an international exchange program. However, before you receive your award, you must be able to hold a conversation in Spanish for at least one minute so that the program can verify that you can speak the language. One of the program officers (your teacher) will ask you a series of questions about personal information; including, but not limited to: your name, your age, your birthday, what you re like (personal and physical attributes), what things you like (i.e. foods, hobbies), your best friend s name and your best friend s likes and dislikes. Be sure to speak in complete sentences to impress the program officer. Speaking Performance Scoring Rubric: Category: Points: 7-8 Points: 5-6 Points: 3-4 Points: 0-2 Pronunciation Vocabulary All vowels are pronounced clearly and perfectly. All vocabulary words are pronounced correctly. Correct pronunciation of accent patterns. Rich and accurate use of vocabulary for this Pronunciation of vowels is clear. Vocabulary words are mostly pronounced correctly. Accent patterns are attempted with few errors. Adequate and mostly accurate use of vocabulary for this Some mispronunciations of vocabulary words. Vowels are not always clear. Poor attempt to correctly pronounce accent patterns. Somewhat inadequate and/or inaccurate use of vocabulary for this Most, if not all vowels are mispronounced. Frequent mispronunciation of vocabulary words. No attempt to correctly pronounce accent patterns. Inadequate and/or inaccurate use of vocabulary for this Grammar Fluency Comprehensibility Rich and accurate use of grammar for this level that does not interfere with Conversation flows smoothly and naturally. Speech is natural and unbroken. Speech is readily Adequate and mostly accurate use of structures; some errors may interfere with Conversation generally flows smoothly. Speech is continuous with slight pauses. Speech is mostly Somewhat use of structures; errors may interfere with Conversation does not flow well. Includes, but not limited to: slow and hesitant speech. Speech is somewhat Inadequate and/or inaccurate use of structures that interfere with Conversation does not flow. Includes, but not limited to: long pauses, halting, and broken speech. Speech is incomprehensible or barely SPEAKING SCORE: /40

5 Lesson 3 Title: Cómo estás? Cómo está usted? Objective: Students will use the verb estar with adjectives in order to ask others and describe how they are feeling. Alignment: Communication: Communicate in Languages other than English Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Materials: vocabulary sentence strips (question, response format, adjectives)* large picture cues of vocabulary words (adjectives)* a class set of U1L3W1 and U1L3C1 student worksheets a class set of U1L3 formative assessment (exit slip) *You may elect to use a digital format (i.e. slideshow presentation) to display your vocabulary words and sentences visually instead of using print form. Hook Statement/Activity: Prior to the start of class, write/project the following on the board: 1. How do you feel when you receive a gift? 2. How do you feel when someone startles you? 3. How do you feel when you place third in a race? Direct your students to answer this question in/on their journals, notebooks, drill sheets, entrance tickets, etc. Be sure to have a daily drill or hook activity for students to complete independently while you complete administrative tasks (i.e. hall duty, attendance, etc.). Greet your students by saying, Hola clase! and Buenos días! or Buenas tardes! (depending on the time of day) with a clear, enthusiastic voice (do not yell); or refer to Video Reference #1. Review the drill/practice questions and transition to the introduction of new learning. CONSEJITO #1 Effective Hook Activities either: (1) reinforce yesterday s learning or (2) pose a question or statement that sparks interest and inquiry about the new topic of learning amongst students.