STAGE 2 ASSESSMENT EVIDENCE

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1 Title: Exprésate! Subject/Course: Spanish II Topic: Familiares y amigos Chapter 1 Grades: 8 th 12 th Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3, A.1.3.1, A.1.3.4, A.2.2.1, A.2.2.2, A.2.2.3, 2.2.4, A , A.2.2.6, A.2.2.7, A.3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, A Culture: B.1.2.1, B.1.2.2, B.1.2.3, B.1.3.1, B.1.3.3, B Connections: C.1.2.2, C.2.2.1, C.2.2.2, C.2.2.3, Comparisons: D.1.2.2, 1.4.1, D.2.2.3, D.2.3.1, D.2.3.2, D Experiences: E.1.2.2, E Understanding(s) Students will understand that 1. language classes are taught throughout the world. 2. Spanish uses possessive adjectives 3. there are several types of stem changers in the present tense 4. the verb Tener has many different idioms. 5. there are different tenses in Spanish just as in English. Essential Question(s) 1. What languages are taught here? In other states? In other countries? 2. What is a possessive adjective? 3. What is the stem of a verb? What changes could they have? 4. How have we learned the verb Tener? What does it mean? 5. What are some of the different tenses we have learned? What are some tenses we haven t learned yet? Students will know Students will be able to 1. discuss the similarities and differences with language classes in other countries. 2. write and use possessive adjectives. 3. write and use stem-changing verbs in the Present tense. 4. acknowledge several different tenses in Spanish and write and use them. STAGE 2 ASSESSMENT EVIDENCE Performance Task (s) 1. Role Play 5. Oral Presentations 2. Conversation 6. Short (Informal) Writings 3. Impromptu 7. Poetry 4. Songs Other Evidence 1. Quizzes and tests 2. Homework 3. Labs 4. Other teacher activities 24

2 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Answer: How will you help students to exhibit and selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? STAGE 3 -- LEARNING PLAN Introduce the main ideas of Chapter 1, p. 4 (objetivos) Geocultura La ciudad de México p. T 72-3 (Optional, not to be tested) Exprésate rap videos Optional teacher creativity p. T 71A -T 71B Teacher notes (2 columns notes), and presentations Study Guide Oral Performance Bell-ringer Check Homework Summarizing Flashcards Quizzes and test (oral/ written) Drilling Asking Questions Games: Bingo, Battle Ship, Around the World Other games such as Jeopardy Reading: Cultura p Listening: Songs, Videos, Lab Activities Speaking: Communication through Ch. 1 and responding to practice work Writing: Workbooks and Practice activities Power Point Presentations Study Guides Teacher notes Following the sequence of the chapter 25

3 Title: Exprésate! Subject/Course: Spanish II Topic: En el vecindario Chapter 2 Grades: 8 th 12 th Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3, A.1.3.1, A.1.3.4, A.2.2.1, A.2.2.2, A.2.2.3, A.2.2.4, A.2.2.5, A.2.2.7, A.3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, A.3.3.2, A Culture: B.1.2.3, B.1.3.1, Connections: C.1.2.2, C.2.2.1, C.2.2.3, C.2.2,3 Comparisons: D.1.2.2, D.2.2.3, D.2.3.1, D Experiences: E Understanding(s) Students will understand that 1. there are cultural similarities and differences with professions. 2. there are differences and similarities with direct and indirect object pronouns. 3. there are differences between Ser and Estar. 4. there are different ways of communicating dissatisfaction. 5. there are several Spanish verbs that can be followed by infinitives. Essential Question(s) 1. What profession would you enjoy? 2. What is an indirect\direct object pronoun? 3. What does ser mean? Estar? Give some examples of how you have used them in the past. 4. How would you complain or express dissatisfaction with a service? 5. What are examples of sentences using a conjugated verb followed by an infinitive? Students will know Students will be able to Talk about what people do for a living Successfully identify and manipulate indirect and direct object pronouns and expressions followed by infinitives Successfully conjugate and use the present tense verbs such as Dar, Decir, Saber, Conocer, Ser and Estar Identify and correctly apply the uses of Ser and adjectives of nationality Say what needs to be done and complain Successfully conjugate and use the Preterite tense of Regular AR/-ER/-IR verbs and Hacer and Ir STAGE 2 ASSESSMENT EVIDENCE Performance Task (s) 1. Role Play 5. Oral Presentations 2. Conversation 6. Short (Informal) Writings 3. Impromptu 7. Poetry 4. Songs 26

4 Other Evidence 1. Quizzes and tests 4. Other creative assessment 2. Homework 3. Labs Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? STAGE 3 -- LEARNING PLAN Introduce the main ideas of Chapter 2, p. 44 (objetivos) Geocultura- Cuzco p Exprésate rap videos Optional teacher creativity What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Answer: How will you help students to exhibit and selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? Planning Guide p. 39A-39B Teacher notes (2 columns notes), and presentations Study Guide Oral Performance Bell-ringer Check Homework Summarizing Flashcards Quizzes and test (oral/ written) Drilling Asking Questions Games: Bingo, Battle Ship, Around the World Other games such as Jeopardy Reading: Cultura p Listening: Songs, Videos, Lab Activities Speaking: Communication through Ch. 2 and responding to practice work Writing: Workbooks and Practice activities Power Point Presentations Study Guides Teacher notes Following the sequence of the chapter 27

5 Title: Exprésate! Subject/Course: Spanish II Topic: Pueblos y ciudades Ch. 3 Grades: 8 th 12 th Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content Standard(s) - Communication: A.1.2.3, A.1.3.1, A.1.3.3, A.1.3.4, A.2.2.1, A.2.2.2, A.2.2.3, A.2.2.4, A.2.2.5, A.2.2.7, A.3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, A Culture: B.1.2.1, B.1.2.3, A.1.3.1, B.1.3.3, B Connections: C.1.2.2, C.2.2.1, C.2.2.2, C Comparisons: D.1.2.2, D.2.2.3, D.2.3.1, D.2.3.2, D Experiences: E.1.2.2, E.1.3.1, E Understanding(s) Students will understand that 1. there are similarities and differences in the design of towns and cities within Latin American countries 2. there are differences in the uses of the Impersonal Se and the Passive Se 3. some verbs in the Preterite tense have multiple spelling changes 4. there are differences between use of Formal and Informal Commands Essential Question(s) 1. What are some typical sights you would see in any given city or town? 2. What is the passive voice? 3. What types of spelling changes can you have in an infinitive? 4. What is a command? Who can you command? Students will know Students will be able to 1. ask for and give information 2. talk about where someone went and what he or she did 3. ask for and give directions 4. ask for clarification 5. demonstrate understanding and use of Impersonal Se and Passive Se 6. demonstrate understanding of the manipulation and application of the Irregular Preterite verbs ending car/-gar/-zar 7. demonstrate understanding of the manipulation and application of the Irregular Preterite verbs such Andar, Venir, Tener, Dar, Ver and Conocer 8. demonstrate understanding of the manipulation and application of Commands including Irregular Formal commands, Commands with pronouns as well as general Informal commands STAGE 2 ASSESSMENT EVIDENCE Performance Task (s) 1. Role Play 5. Oral Presentations 2. Conversation 6. Short (Informal) Writings 3. Impromptu 7. Poetry 4. Songs 28

6 Other Evidence 1. Quizzes and tests 4. Other creative assessment 2. Homework 3. Labs Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Answer: How will you help students to exhibit and selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? STAGE 3 -- LEARNING PLAN Introduce the main ideas of Chapter 3, p. 84 (objetivos) Geocultura- Santo Domingo p Exprésate rap videos Optional teacher creativity p. 79A-79B Teacher notes (2 columns notes), and presentations Study Guide Oral Performance Bell-ringer Check Homework Summarizing Flashcards Quizzes and test (oral/ written) Drilling Asking Questions Games: Bingo, Battle Ship, Around the World Other games such as Jeopardy Reading: Cultura p Listening: Songs, Videos, Lab Activities Speaking: Communication through Ch. 3 and responding to practice work Writing: Workbooks and Practice activities Power Point Presentations Study Guides Teacher notes Following the sequence of the chapter 29

7 Title: Exprésate! Subject/Course: Spanish 2 Topic: Mantente en forma! - Ch. 4 Grades: 8-12 Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.3, A.1.3.1, A.1.3.4, A.2.2.1, A.2.2.2, A.2.2.3, A.2.2.4, A.2.2.5, A.2.2.7, A.3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, 3.3.2, A Culture: B.1.2.1, B.1.2.3, B.1.3.3, B Connections: C.1.2.2, C.2.2.2, C.2.2.3, C Comparisons: D , D.2.2.3, D.2.3.1, D Experiences: E.1.2.2, E Understanding(s) Students will understand that 1. there are similarities & differences in sports in Latin American countries and the U.S 2. there is a simple past tense. 3. both Spanish & English use direct objects. 4. both Spanish & English use past participles as adjectives. Essential Questions: 1. What are some sports that you play? 2. What is the Preterite? 3. How do you form the Preterite tense? 4. How do you find the stem of a verb? 5. How do you find the direct object of a sentence? 6. What is the present participle? 7. What do you think a past participle is? Students will know Students will be able to 1. list different sports in Spanish & discuss similarities & differences between sports in Hispanic countries and the U.S. 2. talk & write about the simple past tense. 3. use direct objects in written & oral sentences. 4. describe actions using past participles as adjectives. STAGE 2 ASSESSMENT EVIDENCE Performance Task(s) 1. Role play 2. Conversation 3. Impromptu 4. Songs 5. Oral presentations 6. Short (informal) writings 7. Poetry Other Evidence 1. Quizzes & tests 3. Labs 2. Homework 4. Other creative assessment 30

8 Where are your students headed? Where have they been? How will you make sure the students know where they are going How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Answer How will you help students to exhibit and selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? STAGE 3 -- LEARNING PLAN Introduce the main ideas of Chapter 4, p. 124 (objetivos) Geocultura: Miami p Exprésate Videos Optional teacher creativity p. 119A p. 119B Teacher notes (2 column notes), and presentations Study guide Role play greetings Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and tests (oral/written) Drilling Asking Questions Games: Bingo, Battle Ship, Around the world, Swat a Word Reading: Cultura p Listening: Songs, Videos, Lab Activities Speaking: Communication through Ch. 4 and responding to practice work Writing: Workbook and Practice activities Study Guides Teacher notes Following the sequence of the chapter 31

9 Title: Exprésate! Subject/Course: Spanish 2 Topic: Día a día - Ch. 5 Grades: 8-12 Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3, A.1.3.1, A.2.2.1, A.2.2.3, A.2.2.4, A.2.2.5, A.2.2.7, A.2.3.4, A.3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, A Culture: B.1.2.2, B.1.2.3, B.1.3.3, B Connections: C.1.2.2, C.2.2.2, C.2.2.3, C Comparisons: D.1.2.2, D.1.4.1, D.2.2.3, D Experiences: E Understanding(s) Students will understand that 1. there are similarities and differences in daily life. 2. the Preterite tense has many irregular verbs. 3. the reflexive pronouns are different from English. 4. double negatives are used in Spanish but not in English. 5. time expressions are used with a formula. 6. but and but rather are expressed differently. Essential Questions: 1. What is your daily routine? Do you have chores? 2. What are some irregular verbs in English? 3. What does reflexive mean? How is it expressed in English? 4. Are double negatives used in English? Why? Or Why not? 5. How do you use but and but rather in English? Students will know Students will be able to 1. discuss chores and leisure time activities. 2. write and use several irregular past tense Preterite verbs. 3. write and talk about their daily routine using the Reflexive. 4. correctly use double negatives. 5. write and use but and but rather in sentences. STAGE 2 ASSESSMENT EVIDENCE Performance Task(s) 1. Role play 2. Conversation 3. Impromptu 4. Songs 5. Oral presentations 6. Short (informal) writings 7. Poetry 32

10 Other Evidence 1. Quizzes & tests 2. Homework 3. Labs 4. Other creative assessment Where are your students headed? Where have they been? How will you make sure the students know where they are going How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Answer How will you help students to exhibit and selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? STAGE 3 -- LEARNING PLAN Introduce the main ideas of Chapter 5, p. 164 (objetivos) Geocultura: San José p Exprésate Videos Optional teacher creativity Planning Guide P. 159A-159B Teacher notes (2 column notes), and presentations Study guide Role play greetings Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and tests (oral/written) Drilling Asking Questions Games: Bingo, Battle Ship, Around the world, Swat a Word Reading: Cultura p Listening: Songs, Videos, Lab Activities Speaking: Communication through Ch. 5 and responding to practice work Writing: Workbook and Practice activities Study Guides Teacher notes Following the sequence of the chapter 33

11 Title: Exprésate! Subject/Course: Spanish 2 Topic: Recuerdos - Ch. 6 Grades: 8-12 Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3, A.1.3.1, A.1.3.4, 2.2.1, A.2.2.2, A.2.2.3, A.2.2.4, A.2.2.5, A.2.2.7, A3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, Culture: B.1.2.1, B.1.2.3, B.1.3.3, B Connections: C.1.2.2, C.2.2.1, C.2.2.2, C Comparisons: D.1.2.2, D.2.2.3, D Experiences: E.1.2.2, Understanding(s) Students will understand that 1. that there are cultural similarities and differences with things that people like and dislike. 2. there are two past tenses in Spanish, the Preterite & the Imperfect. 3. these two past tenses are used differently. 4. reciprocal actions require reciprocal pronouns. 5. certain verbs in the Preterite have a variety of connotations. Essential Questions: 1. What did you like to do as a child? What did you always have to do? 2. How do you form the Imperfect tense? / the Preterite tense? 3. What are some ways that we use each other Students will know Students will be able to talk about what you used to like or dislike talk about what you used to do and what you wanted to be describe people and things in the past express what they can do with each other STAGE 2 ASSESSMENT EVIDENCE Performance Task(s) 1. Role play 2. Conversation 3. Impromptu 4. Songs 5. Oral presentations 6. Short (informal) writings 7. Poetry Other Evidence 1. Quizzes & tests 2. Homework 3. Labs 4. Other creative assessment 34

12 Where are your students headed? Where have they been? How will you make sure the students know where they are going How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Answer How will you help students to exhibit and selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? STAGE 3 -- LEARNING PLAN Introduce the main ideas of Chapter 6, p. 204 (objetivos) Geocultura: Segovia p Exprésate Videos Optional teacher creativity Planning Page p. 199A-199B Teacher notes (2 column notes), and presentations Study guide Role play greetings Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and tests (oral/written) Drilling Asking Questions Games: Bingo, Battle Ship, Around the world, Swat a Word Reading: Cultura p Listening: Songs, Videos, Lab Activities Speaking: Communication through Ch. 6 and responding to practice work Writing: Workbook and Practice activities Study Guides Teacher notes Following the sequence of the chapter 35

13 Title: Exprésate! Subject/Course: Spanish 2 Topic: Buen provecho! - Chapter 7 Grades: 8-12 Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A , A.1.2.3, A.1.3.1, A.1.3.4, A.2.2.1, A.2.2.2, A.2.2.3, A.2.2.4, A.2.2.5, A.2.2.7, A.3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, 3.3.2, A Culture: B.1.2.3, B.1.3.3, B Connections: C.1.2.2, C Comparisons: D , D , D.2.2.3, D.2.3.1, D Experiences: E.1.2.2, E Understanding(s) Students will understand that 1. there are similarities and differences with cultural celebrations. 2. Spanish uses double object pronouns with commands. 3. the Imperfect is used to set the scene and to tell about surrounding circumstances. 4. past participles can be used as adjectives. Essential Questions: 1. Name some types of celebrations. How do you celebrate? 2. List 2 types of pronouns. How are they used? 3. What is the imperfect? Give examples of how it is used. What did you always do as a child? 4. What is an adjective? Give examples. Students will know Students will be able to 1. discuss cultural celebrations and their similarities and differences to the USA. 2. write and use double object pronouns with commands. 3. write and use the imperfect with setting the scene. 4. write and use past participles as adjectives. STAGE 2 ASSESSMENT EVIDENCE Performance Task(s) 1. Role play 2. Conversation 3. Impromptu 4. Songs 5. Oral presentations 6. Short (informal) writings 7. poetry Other Evidence 1. Quizzes & tests 3. Labs 2. Homework 4. Other creative assessment 36

14 Where are your students headed? Where have they been? How will you make sure the students know where they are going How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Answer How will you help students to exhibit and selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? STAGE 3 -- LEARNING PLAN Introduce the main ideas of Chapter 7, p. 244 (objetivos) Geocultura: San Juan p Expresate Videos Optional teacher creativity P. 239A -239B Teacher notes (2 column notes), and presentations Study guide Role play Oral performance Bell-ringer Check homework Summarizing Flashcards Quizzes and tests (oral/written) Drilling Asking Questions Games: Bingo, Battle Ship, Around the world, Swat a Word Reading: Cultura p Listening: Songs, Videos, Lab Activities Speaking: Communication through Ch. 7 and responding to practice work Writing: Workbook and Practice activities Study Guides Teacher notes Following the sequence of the chapter 37

15 Title: Exprésate! Subject/Course: Spanish II Topic: Tiendas y puestos - Chapter 8 Grades: 8 th -12th Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content standard(s) Communication: A.1.2.1, A.1.2.3, A.1.3.1, A.1.3.4, A.2.2.1, A.2.2.2, A.2.2.3, A.2.2.4, A.2.2.5, A.2.2.7, A.3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, 3.3.2, A Culture: B.1.2.3, B.1.3.1, B.1.3.3, B Connections: C.1.2.2, C.2.2.1, C.2.2.2, C Comparisons: D.1.2.2, D.2.2.3, D Experiences: E.1.2.2, Understanding(s) Students will understand that the Preterite and Imperfect express different concepts about the past and are used together 2. Por and para have different meanings and uses in Spanish 3. demonstrative adjectives and adverbs of place indicate where things are located 4. adjectives can be used as nouns to avoid repetition 5. negotiating the price may be required when shopping in Hispanic countries Essential Question(s) 1. Where do you shop for clothing and what are your preferred stores? 2. How are verbs conjugated in the Imperfect? And the Preterite? 3. How do we make comparisons in English? 4. Can you list examples of sentences using por? And para? 5. What vocabulary do we use to describe the location of things? 6. How do we avoid repeating the same word? Students will know... Students will be able to talk about shopping for clothes 2. narrate the past using both Preterite and Imperfect 3. make comparisons 4. tell the difference between the uses of Por and Para 5. use demonstrative adjectives and adverbs of place 6. use adjectives as nouns STAGE 2 ASSESSMENT EVIDENCE Performance Task(s) 1. Role play 7. Poems 2. Conversation 3. Impromptu 4. Songs 5. Oral presentations 38

16 6. Short informal writings Other Evidence 1. Quizzes and tests 2. Homework 3. Labs 4. Other creative assessment Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Answer How will you help students to exhibit and selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? STAGE 3 -- LEARNING PLAN Introduce the main ideas of Chapter 8, p (objetivos) Geocultura p Exprésate rap videos Optional teacher creativity p. 279A 279B Teacher notes (2 columns notes) and presentations Study guide Role play shopping excursions Oral performance Bell-ringer Check homework Summarizing Flashcards Describe outfits Quizzes and test (oral/written) Drilling Asking questions Games: Bingo, Who am I describing?, Other games Reading: Cultura: pp Speaking: Communication through Chapter 8 and responding to practice work. Writing: Workbooks and practice activities Listening: DVDs and Video Power Point presentations Study guides Teacher notes Following the sequence of the chapter 39

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