McDOUGAL LITTELL. Oklahoma Lesson Plans

Transcription

1 McDOUGAL LITTLL Oklahoma Lesson Plans

2 Copyright 2003 by McDougal Littell Inc. All rights reserved. Permission is hereby granted to teachers to reprint or photocopy in classroom quantities the pages or sheets in this work that carry a McDougal Littell copyright notice. These pages are designed to be reproduced by teachers for use in their classes with accompanying McDougal Littell material, provided each copy made shows the copyright notice. Such copies may not be sold, and further distribution is expressly prohibited. xcept as authorized above, prior written permission must be obtained from McDougal Littell Inc. to reproduce or transmit this work or portions thereof in any other form or by any other electronic or mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright law. Address inquiries to Manager, Rights and Permissions, McDougal Littell Inc., P. O. Box 1667, vanston, Illinois

3 CONTNTS To the Teacher v Using the Planning Guide v Preparing for Standardized Tests v Test-taking Checklist vi PACING GUID Level 1a tapa preliminar Unidad 1 tapa tapa tapa Unidad 2 tapa tapa tapa Unidad 3 tapa tapa tapa PACING GUID Level 1b Bridge Unit tapa tapa tapa Unidad 4 tapa tapa tapa Unidad 5 tapa tapa tapa Unidad 6 tapa tapa tapa Oklahoma PASS Standards for World Languages Novice Level ACTFL Standards n español! Lesson Plans iii

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5 To the Teacher USING TH LSSON PLANS These lesson plans, which are intended for use with McDougal Littell s n español! program, correlate the Pacing Guide information from the Teacher s dition to the Oklahoma PASS Standards for World Languages Novice Level. For each chapter of every unit, you will find planning sheets indicating the day-by-day pacing for the chapter s activities. mbedded in each daily plan, alongside the activities, are codes cross-referencing the Oklahoma PASS Standards met by the activity. (In order to conserve space, the strand labels have been omitted from the on-page references; the number 1, 2, or 3 before the period is sufficient to indicate the strand as well as the content standard.) The complete text of the Oklahoma PASS Standards for World Languages Novice Level can be found in the back of this book, beginning on page 87. In addition to the Oklahoma PASS Standards for World Languages, each chapter is correlated to the national standards developed by the American Council on the Teaching of Foreign Languages (ACTFL). The ACTFL codes for each day appear in a separate column to the right of the daily plans, and, again, the complete text of the standards is reprinted in the back of the book, beginning on page 94. The Pacing Guide pages fall into two sections the first section for Level 1a and the second for Level 1b. A tab along the right-hand edge of each odd-numbered page acts as a handy guide to identify the section you need to use. PRPARING FOR STANDARDIZD TSTS The goal of language instruction is the same as it has always been communication and the primary responsibility of the foreign language instructor is to help students learn how to listen to, speak, read, write, and absorb the culture of the target language. But foreign language instructors accomplish more than helping their students communicate. Students who become proficient in another language have increased self-confidence, enhanced problem-solving abilities, greater cultural and self-awareness, and a better ability to think creatively and analytically. Furthermore, the communication skills that a student develops while learning a foreign language transfer to the nglish language arts curriculum. The foreign language student generally becomes a far more competent speaker and writer of nglish. It should come as no surprise, then, that those students who succeed in their foreign language study succeed in other areas of language arts and perform better on standardized tests, such as the Oklahoma Core Curriculum Tests, that emphasize the language arts skills of reading and writing. Standardized testing is a necessary part of today s curriculum and provides one measure of a student s success in a curricular area. It is important to help our students prepare for this assessment as we would for any other type of assignment or test given during the school year. One of the hallmarks of!n español! is its emphasis on reading strategies such as graphic organizers. These strategies are embedded in every component of the program from the Para leer boxes in the Student Text and the associated Teaching Suggestions in the Teacher s dition to the reminders provided with Lectura y cultura in the tapa xams. The elements that make!n español! an excellent program for foreign language instruction serve the additional function of enhancing your students overall communication skills and preparing them for the Oklahoma Core Curriculum Tests. To further guide your students before, during, and after taking the Oklahoma Core Curriculum Tests, pass out the Test-taking Checklist on page vi and review the strategies with them. n español! Lesson Plans v

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7 Test-taking Checklist You can improve your performance on any test using effective test-taking techniques. BFOR TH TST Do your homework, and take practice tests. Get a full night s sleep. at a good breakfast. Be on time. Be prepared with a sharpened pencil. Choose a seat away from distractions. Be positive, relaxed, and confident. DURING TH TST Read questions carefully. Follow directions exactly. Try to figure out your own answer before reading the answer choices. Read all choices before marking your answer. Pace yourself so you can finish the test. Don t get distracted. Focus on your own paper and thoughts. Mark your answer sheet carefully. Check your answers if you have time. Don t change any answers unless you re sure they re wrong. If you get stuck, stay calm. Make an educated guess and move on. Write something for every essay item. AFTR TH TST Decide which techniques work best for you and which do not. Learn from the test results. Figure out your strengths and weaknesses. n español! Lesson Plans vii

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11 Name Date Class T A P A preliminar Period Pacing Guide 1 Greet students/take care of school business. 10 MIN. Have students explore books as you check out texts. 5 MIN. tapa Opener Quick Start (T, p. xxviii) 5 MIN. 2.1, 2.2 Have students look at the tapa Opener and answer the Qué ves? questions, p. xxviii. 10 MIN. 2.1 Do the Cross Cultural Connections activity (T, p. 1). 5 MIN. 2.1, 4.2 Present and discuss the Culture Highlights (T, p. 1). 5 MIN. 2.1, 4.2 Follow the Teaching Suggestions (T, p. xxviii). 5 MIN. 2.1, Vocabulary/Activities Quick Start (T, p. 2), 1.3 Present Hola! and Adiós, pp MIN. 1.2, 2.1 Have students repeat these greeting and farewell expressions after you and with each other. 5 MIN. 1.1 Follow the Teaching Note (T, p. 1), and practice the attention-getting signals. Go through the general structure of the Actividades with students: Look at the modelo in Actividad 1 and the icons for listening to the audio, working in groups, and working in pairs in Actividades 3, 4, and MIN. 1.1, 1.2, 1.3 Assign Actividad 1. 5 MIN. 1.1 Call on selected students to give their responses to Actividad 1. 5 MIN. 1.3 Day 1 1.1, 2.1, 3.2, 4.2 Day 2 1.1, 1.3, 2.1, 3.2 Level 1a 3 4 Day 3 1.1, 1.2, 1.3, 2.1, 4.2 Vocabulary/Activities Have students work in pairs to practice greeting each other and saying good-bye. Direct them to vary their choice of greetings and good-byes. 5 MIN. 1.1, 1.2, 1.3 Work orally with students to do Actividad 2. 5 MIN. 1.1 Play the audio for Actividad 3. If necessary, repeat. Ask students to record their answers. 10 MIN. 1.2, 1.3 Call on students to give their answers to Actividad 3. 5 MIN. 1.3 Have students work in pairs to do Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Call on pairs to model their greetings/ goodbyes from Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Use the TPR activity (T, p. 2) to reinforce concepts. 5 MIN. 1.1, 1.2, Present and discuss Gestures (T, p. 3). 5 MIN. 2.1 Más práctica Workbook, p. 1. Para hispanohablantes Workbook, p. 1. Vocabulary/Activities Quick Start Review (T, p. 4), 1.3 Have students look at the photos, pp. 4 5, and describe what they see. Ask them what they think Cómo te llamas? and Me llamo mean. 10 MIN. 1.2 Present and discuss the Apoyo para estudiar, p MIN. 2.1, 3.2 Read aloud the list of Spanish names, p. 4, and ask students to repeat after you, books closed. Have girls raise their hands when they think they hear a name that is feminine and boys raise their hands for masculine. Stop and discuss the exceptions to the -o and -a gender markers. 10 MIN. 1.2 Read aloud the conversations, pp. 4 5, and ask students to repeat each sentence after you. 10 MIN. 1.2, 1.3 Day 4 1.2, 2.1, 3.2, 4.1, 4.2 n español! Lesson Plans tapa Preliminar 3

12 T A P A preliminar Pacing Guide 5 Vocabulary/Activities Reread the conversations, pp. 4 5, with students repeating after you., 1.3 Have pairs of students practice acting out the conversations. 10 MIN. 1.1, 1.2, 1.3 When they are ready, ask students to perform their conversations for the class. 5 MIN. 1.1, 1.2, 1.3 Do Actividad 5 orally with the class. Allow students to stand and circulate around the room to complete Actividad MIN. 1.1, 1.2, 1.3 Present and practice the Nota, p MIN. Have students work in small groups to do Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 2. Para hispanohablantes Workbook, p Vocabulary/Activities Quick Start Review (T, p. 6), 1.3 Present De dónde es?, pp Read country names aloud while pointing to the appropriate country on your classroom map. Have students repeat after you as they point to the map in the book. 10 MIN. 1.2, 1.3 Teach the s de construction. Use the TPR activity (T, p. 6). Read and discuss the Nota cultural, p. 6. Help students with the More Practice (T, p. 7). 5 MIN. 1.1, 1.2 Do the Dictation (T, p. 7). Más práctica Workbook, p. 3. Para hispanohablantes Workbook, p. 3. Day 5 1.1, 1.3, 2.1, 4.1 Day 6 1.2, 3.1, 3.2, Vocabulary/Activities Quick Start Review (T, p. 8), 1.3 Brainstorm a list of Spanish-speaking celebrities, athletes, and historical figures and their countries of origin. Have students make sentences using the s de construction. 10 MIN. 1.3, 2.2, 3.2 Present and practice the Supplementary Vocabulary (T, p. 8). Present the Soy de construction. Choose a student to model the conversations, p. 8, with you. 5 MIN. 1.1, 1.2, 1.3 Have students work in pairs to do Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Call on selected students to share their work on Actividad 8. 5 MIN. 1.1, 1.2, Vocabulary/Activities Have a student do the modelo for Actividad 9 with you. Ask the class to repeat after you. 5 MIN. 1.1, 1.2, 1.3 Have pairs do Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Call on selected students to share their work on Actvidad 9. 5 MIN. 1.1, 1.2, 1.3 Play the audio while students do Actividad 10. Have students record their answers. Go over answers to Actividad 10 orally. You may replay the audio. 5 MIN. 1.1, 1.2 Discuss the Nota, p. 9., 4.1 Have groups do Actividad MIN. 1.1, 1.2 Present and discuss the Critical Thinking activity (T, p. 9). 10 MIN. 2.2, 3.2, 5.1, 5.2 Más práctica Workbook, p. 4. Para hispanohablantes Workbook, p. 4. Day 7 1.2, 2.1, 3.2 Day 8 1.1, 1.2, 2.1, 3.2, 4.2, n español! Lesson Plans tapa Preliminar

13 Name Date Class T A P A preliminar Period Pacing Guide 9 Vocabulary/Activities Quick Start Review (T, p. 10) Read and discuss the Apoyo para estudiar, p MIN. 4.1 Present and practice l abecedario, pp MIN. 1.2 Play the audio, and have students practice the Pronunciación, p. 11., 1.3 Have students write their full names as they practice the Spanish spelling out loud. 5 MIN. Play the audio as students do Actividad 12. Call on students to write their responses to Actividad 12 on the board. 5 MIN Vocabulary/Activities Quick Start Review (T, p. 12), 1.3 Do the Dictation (T, p. 11). Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to write the names of 2 friends on the board, pronouncing the letters as they go. 5 MIN. 1.3 Ask volunteers to listen to you spell names as they write them on the board., 1.3 Present Los números de cero a diez, p. 12. Present and discuss the Culture Highlights (T, p. 12). 5 MIN. 2.1, 3.2 Use the Game (T, p. 12) to reinforce acquisition of the numbers. 5 MIN. 5.2 Day 9 1.2, 2.2, 3.2, 4.1 Day , 2.1, 3.1, 3.2, 5.2 Level 1a Day , 2.1, 2.2, 3.1, 3.2, 4.2 Vocabulary/Activities Ask a student to do the modelo for Actividad 14 with you. Then ask the rest of the class to do it in unison. 5 MIN. 1.1, 1.2, 1.3 Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Ask for volunteers to share orally telephone numbers they learned. 5 MIN. 1.1, 1.2, 1.3 Present Qué día es hoy?, p. 13. Read and discuss the Apoyo para estudiar, p MIN. 2.1, 3.2, 4.1 Present the Culture Highlights (T, p. 13). 5 MIN. 2.1, 3.2, 4.2 Assign Actividad 15. Call on volunteers to share their responses to Actividad 15 with the class. 5 MIN. 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Más práctica Workbook, pp Para hispanohablantes Workbook, pp Vocabulary/Activities Quick Start Review (T, p. 14), 1.3 Present Frases útiles, pp Do Actividad 17 orally with the class. Have students work in pairs to do the xtra Practice (T, p. 15). Assign Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to read the sentences that match the pictures in Actividad MIN. 1.3 Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Ask some groups to share their work on Actividad MIN. 1.1, 1.2, 1.3 Day , 1.2, 1.3, 3.2 n español! Lesson Plans tapa Preliminar 5

14 T A P A preliminar Pacing Guide 13 Vocabulary/Activities Quick Start Review (T, p. 16), 1.3 Have groups do Actividad MIN. 1.1, 1.2, 1.3 Video: Onda Internacional Have students look at the photos, pp Play the Video Prologue. 10 MIN. 1.2 Discuss the Comprendiste? questions, p. 17 (Answers, T, p. 17). Discuss Qué piensas? 5 MIN. 3.1 Read and discuss the Apoyo para estudiar, p MIN. 3.1 Do the Critical Thinking activity (T, p. 17). 5 MIN. 3.1 Present and discuss the Cross Cultural Connections (T, p. 17). 5 MIN. 2.2 Más práctica Workbook, pp Para hispanohablantes Workbook, pp n uso: Repaso y más comunicación Quick Start Review (T, p. 18), 1.3 Have students write answers to Actividad 1. 5 MIN. 1.1, 1.2 Ask volunteers to perform the conversations in Actividad 1. 5 MIN. 1.1, 1.2, 1.3 Work orally with the class on Actividad 2. 5 MIN. 1.1, 1.2 Have students practice their responses to the exercises in Actividades MIN. 1.1, 1.2 Call on selected students to give their responses to the exercises in Actividades 3 4 orally. 5 MIN. 1.1, 1.2, 1.3 Have students work in pairs to do Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Have students work in groups to do Actividad 6. 5 MIN. 1.1, 1.2, 1.3 Day , 2.1, 2.2, 3.2 Day , 1.2, n tu propia voz: scritura Quick Start Review (T, p. 21) 5 MIN. 1.3 Present and discuss the Supplementary Vocabulary (T, p. 20). Assign Actividad MIN. 1.1, 1.2, 1.3, 5.1, 5.2 n resumen: Repaso de vocabulario Review tapa content and questions as necessary. 5 MIN. Give the tapa preliminar exam. 20 MIN. Day , 1.3, n español! Lesson Plans tapa Preliminar

15 Name Date Class unidad 1 T A P A 1 Period 1 Unit Opener Anticipate/Activate prior knowledge: Present the Almanaque. 10 MIN. 1.2, 3.1 Discuss the cultural notes. 5 MIN. 2.1, 2.2, 3.2 tapa Opener Quick Start Review (T, p. 26) 5 MIN. 1.3 Have students look at the tapa Opener and answer the Qué ves? questions. 5 MIN. 2.1, 3.2 n contexto: Vocabulario Quick Start Review (T, p. 28) 5 MIN. 3.2 Have students use context and pictures to learn tapa vocabulary. 10 MIN. 1.2 Assign the Preguntas personales, p n vivo: Diálogo Quick Start Review (T, p. 30), 1.3 Review the Listening Strategy, p. 30. Play audio or show video for the dialog, pp Replay the audio or video. Have students take the roles of the characters. 10 MIN. 1.1, 1.2, 1.3 n acción: Vocabulario y gramática Quick Start Review (T, p. 32), 1.3 Have students open to n contexto, pp , for reference. Use OHT 5 and 6 to review vocabulary. 10 MIN. 1.2 Video Activities, Unit 1 Resource Book, pp Day 1 1.1, 2.1, 2.2, 3.2 Day 2 1.2, 1.3, 2.1, 3.1 Level 1a 3 4 Day 3 1.2, 2.1, 2.2, 3.2, 4.2 Play the video/audio. Have students do Actividad 1 orally. 5 MIN. 1.1, 1.2 Work with students to do Actividad 2. Have students do Actividad 3 in pairs. 5 MIN. 1.1, 1.2, 1.3 Read and discuss the También se dice, p MIN. 2.1, 3.2 Have students read and complete Actividad 4., 1.3 Ask volunteers to share their work on Actividad 4. 5 MIN. 1.3 Have students read the Conexiones, p. 34, and be ready to discuss the Para hacer. 2.1, 2.2, 3.1, 3.2 Quick Start Review (T, p. 36), 1.3, 2.1 Have students work independently on Actividades 5 and 6, then ask for volunteers to give answers. 10 MIN. 1.2, 1.3 Present Gramática: Familiar and Formal Greetings, p MIN. 1.2, 2.1, 4.1 Work with students to do Actividades 7 and 8 orally. 5 MIN. 1.1, 1.2, 1.3 Have students work independently on Actividad 9. 5 MIN. 1.3 Ask pairs of students to act out their responses to Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 13. Cuaderno para hispanohablantes, p. 11. Day 4 1.1, 1.2, 2.1, 3.2, 4.1 n español! Lesson Plans UNIDAD 1 tapa 1 7

16 unidad 1 T A P A 1 5 Quick Start Review (T, p. 38), 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students do Actividad 10 in pairs. 5 MIN. 1.1, 1.2, 1.3 Call on some pairs to act out the roles from Actividad MIN. 1.1, 1.2, 1.3 Present Gramática: Subject Pronouns and the Verb ser, p MIN. 1.2 Do Actividad 11 orally with the class. Más práctica Workbook, p. 14. Cuaderno para hispanohablantes, p Play the audio. Have students do Actividad 12. Have students work in groups to complete Actividad MIN. 1.1, 1.2, 1.3 Discuss the Apoyo para estudiar, p MIN. 4.1 Have students do Actividad 14., 1.3 Ask volunteers to share their work on Actividad MIN. 1.3 Use Information Gap Activities, Unit 1 Resource Book, p. 68; Más comunicación, p. R1. 5 MIN. Day 5 1.3, 2.1, 3.2, 4.1 Day 6 1.2, 1.3, 2.1, 2.2, 3.2, Quick Start Review (T, p. 40), 1.3 Present Gramática: Using ser de to xpress Origin, p MIN. 1.2, 4.1 Work with students to do Actividad 15 orally., 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on some pairs to share their work on Actividad MIN. 1.1, 1.2, 1.3 Have students work in groups to do Actividades 17 and MIN. 1.1, 1.2, 1.3 Ask groups to volunteer to share their work on Actividades 17 and MIN. 1.3 Más práctica Workbook, p. 15. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 43), 1.3 Present Gramática: Using Verbs to Talk About What You Like To Do, p MIN. 1.2, 4.1 Present the Vocabulario: Infinitives, p. 43. Have students act out the verbs in Vocabulario. 5 MIN. 1.3 Work with students to do Actividad 19 orally. Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 16. Cuaderno para hispanohablantes, p. 14. Day 7 1.2, 1.3, 3.1, 3.2 Day 8 1.1, 1.3, 3.2, n español! Lesson Plans UNIDAD 1 tapa 1

17 Name Date Class unidad 1 T A P A 1 Period 9 Quick Wrap-up (T, p. 44). 5 MIN. 1.1, 1.2, 1.3 Have students work in groups to complete Actividad MIN. 1.1, 1.2, 1.3 Ask groups who worked on Actividad 21 to introduce themselves to the class. 10 MIN. 1.1, 1.2, 1.3 Play the audio. Have students do Actividad 22. Ask students to share their work on Actividad 22 orally. 5 MIN Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Call on selected students to share their work on Actividad MIN. 1.3 Use Information Gap Activities, Unit 1 Resource Book, pp MIN. Más comunicación, p. R1. 5 MIN. Discuss the Pronunciación, p MIN. 4.1 Have students work in pairs to practice the nonsense rhyme in the Pronunciación, p MIN. 1.3 Day 9 1.2, 1.3, 3.1, 4.2 Level 1a Day , 1.3, 2.1, 3.2, Day , 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 n voces: Lectura Quick Start Review (T, p. 46), 1.3 Review the Reading Strategy, p MIN. 1.1, 1.2, 1.3 Have students share as many cognates as they can find in the story or think of on their own., 4.1 Have students read the story and answer the Comprendiste? questions, p MIN. 1.2 Have students work in pairs to practice welcoming each other to your town. 5 MIN. 1.1, 1.2, 1.3 Ask some pairs to model welcoming each other orally. 5 MIN. 1.1, 1.2, 1.3 Work orally with students to answer the Qué piensas? questions, p MIN. 3.2, 5.1, 5.2 Have students review all of the Gramática boxes in tapa 1 to prepare for n uso. 1.2 n uso: Repaso y más comunicación Answer grammar questions arising from the homework review. 5 MIN. Quick Start Review (T, p. 48) 10 MIN. 1.3 Present the Repaso y más comunicación using Teaching Suggestions (T, p. 48). 10 MIN. 1.2 Have students write Actividades 1 and 2., 1.3 Check answers for Actividades 1 and 2 with the whole class. Work with students to do Actividades 3 and 4 orally. 10 MIN. 1.2 Day , 1.2, 3.2, 5.1 n español! Lesson Plans UNIDAD 1 tapa 1 9

18 unidad 1 T A P A 1 13 n uso (cont.) Present the Speaking Strategy, p. 50, and have students do Actividad 5 orally in pairs. 10 MIN. 1.1, 1.2, 1.3 Have students prepare Actividad 6, then call on volunteers to perform their introductions orally. 10 MIN. 1.1, 1.2, 1.3 n tu propia voz: scritura Have students do Actividad 7 in writing. 10 MIN. 1.1, 1.2, 1.3 Call on selected students to read their work from Actividad MIN. 1.3 Read and discuss the Conexiones, p MIN. 3.1, 4.2 Have students complete their own diagrams to go with the Conexiones, p , n resumen: Repaso de vocabulario Quick Start Review (T, p. 51) Put students in groups of 3 and follow the Teaching Suggestions (T, p. 51). 1, 1.3 Review grammar questions, etc., as necessary. 10 MIN. Have students solve the Juego, p. 51 (Answer, T, p. 51). 10 MIN. 1.2 Have students study for the tapa exam. Day , 2.1, 2.2, 3.2 Day , 3.2, 5.1, n resumen: Repaso de vocabulario Answer questions related to tapa 1 content. 10 MIN. Complete tapa exam. 25 MIN. Ampliación Use a suggested project, game, or activity (T, pp. 25A 25B) as students complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2 Day , 1.3, 2.1, 5.1, n español! Lesson Plans UNIDAD 1 tapa 1

19 Name Date Class unidad 1 T A P A 2 Period 1 tapa Opener Quick Start Review (T, p. 52), 1.3 Anticipate/Activate prior knowledge: Have students look at the tapa Opener and answer the Qué ves? questions. 10 MIN. 3.2 n contexto: Vocabulario Quick Start Review (T, p. 54), 1.3 Have students use context and pictures to learn tapa vocabulary. 1 Have students work in pairs to answer the Preguntas personales, p MIN. 1.1, 1.2, 1.3, n vivo: Diálogo Quick Start Review (T, p. 56) 5 MIN. 1.3 Review the Listening Strategy, p. 56. Play audio or show video for the dialog, pp Replay as needed. Read aloud, having students take the roles of characters. 15 MIN. 1.1, 1.2, 1.3 Use the Situational OHTs for additional vocabulary practice. 10 MIN. Video Activities, Unit 1 Resource Book, pp Day 1 1.1, 1.2, 4.1 Day 2 1.1, 1.3, 2.1, 3.1, 3.2 Level 1a 3 4 Day 3 1.2, 1.3, 2.1, 3.1, 5.2 n acción: Vocabulario y gramática Quick Start Review (T, p. 58), 1.3 Use OHT 15 and 16 to review the n contexto vocabulary. Ask students for a summary of the dialog to check recall. Play the video/audio. Assign Actividad 1. Assign Actividad 2. Have students work in groups to complete Actividad 3. 5 MIN. 1.1, 1.2, 1.3 Call on some groups to share their work on Actividad 3 with the class. 10 MIN. 1.3 Quick Start Review (T, p. 62), 1.3 Have students work independently on Actividad 4., 1.3 Call on students to share their answers for Actividad 4 with the class. 5 MIN. 1.3 Assign Actividad MIN. 1.2 Ask volunteers to share their answers to Actividad 5. 5 MIN. 1.3 Present Gramática: Using Definite Articles with Specific Things, p MIN. 1.2, 4.1 Present the Vocabulario, p. 62. Have students bring in pictures of the articles of clothing named in the Vocabulario box, p Day 4 1.3, 2.1, 3.1, 3.2, 5.1 n español! Lesson Plans UNIDAD 1 tapa 2 11

20 unidad 1 T A P A 2 5 Complete Actividad 6 orally with the class., 1.3 Discuss the Apoyo para estudiar, p MIN. 1.2 Have students complete Actividad 7., 1.3 Call on some students to give their answers orally. 5 MIN. 1.3 Have students work in pairs to do Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Call on selected pairs to share their work from Actividad MIN. 1.3 Más práctica Workbook, p. 21. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 64) Present Gramática: Using Indefinite Articles with Unspecified Things. 10 MIN. 1.2 Have students work in pairs to complete Actividad 9. 5 MIN. 1.1, 1.2 Ask selected pairs to share their work on Actividad 9. 5 MIN. 1.3 Work orally with students to complete Actividad MIN. 1.1, 1.2 Have students work in pairs to complete Actividad 11, then have students share their work with the class. 10 MIN. 1.2, 1.3 Más práctica Workbook, p. 22. Cuaderno para hispanohablantes, p. 20. Day 5 1.1, 1.3, 2.1, 3.1, 3.2 Day 6 1.1, 1.3, 2.1, 3.1, 3.2, Quick Start Review (T, p. 65), 1.3 Present Gramática: Using Adjectives to Describe: Gender, p MIN. 1.2, 4.1 Present the Vocabulario, p. 65. Mime the words as appropriate. Have students complete Actividad 12, then ask volunteers to give their answers., 1.3 Have students work independently on Actividad 13. Assign Actividad 14., 1.3 Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 23. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 67) Present Gramática: Using Adjectives to Describe: Number, p MIN. 1..2, 4.1 Work orally with the class on Actividad 16., 1.3 Play the audio. Do Actividad MIN. 1.2, 1.3 Present the Vocabulario: Los colores, p MIN. 1.2 Point to items in the classroom to show different colors, then ask students to do the same. Más práctica Workbook, p. 24. Cuaderno para hispanohablantes, p. 22. Day 7 1.1, 1.2, 2.1, 3.1, 4.1 Day 8 1.1, 1.2, 2.1, 3.1, n español! Lesson Plans UNIDAD 1 tapa 2

21 Name Date Class unidad 1 T A P A 2 Period 9 Have students work in pairs to do Actividad 18., 1.3 Call on selected pairs to share their work in Actividad MIN. 1.3 Play the audio. Do Actividad 19. Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Call on individual students to describe each scene from Actividad 20., 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students do Actividad 21 in pairs. 5 MIN. 1.1, 1.2, 1.3 Have students stay in their pairs to do Actividad MIN. 1.1, 1.2, 1.3 Then ask pairs to volunteer to share their work. 5 MIN Play the audio. Have students practice the Trabalenguas, p MIN. 4.1 n colores: Cultura y comparaciones Quick Start Review (T, p. 72), 1.3 Discuss the Connecting Cultures Strategy, p MIN. 2.1, 4.2 Have volunteers read the selection aloud. 10 MIN. 1.3 Work orally with students to answer the Comprendiste? questions (Answers, T, p. 73)., 2.1, 2.2 Do Qué piensas? orally. 5 MIN. 1.1, 1.2, 2.1, 2.2, 4.2 Have students prepare written answers to the Qué piensas? questions, p , 1.3 Day 9 1.1, 1.2, 1.3, 2.1, 3.2 Day , 2.1, 2.2, 3.1, 3.2, 4.2 Level 1a Day , 1.3, 2.1, 5.1, 5.2 n uso: Repaso y más comunicación Quick Start Review (T, p. 74) 5 MIN. 1.3 Work orally with students to complete Actividad MIN. 1.2 Have students do Actividad 2. Ask for volunteers to share their answers. 10 MIN. 1.3 Ampliación Use a suggested project, game, or activity (T, pp. 25A 25B). 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2 n uso (cont.) Work orally with the class on Actividad MIN. 1.2 Have students read through Actividad 4 and be prepared to answer the questions. 10 MIN. 1.2 Call on students to answer the questions in Actividad MIN. 1.3 Present the Speaking Strategy, p MIN. 1.1 Work orally with students on Actividad MIN. 1.1, 1.2, 1.3 Day , 1.3, 2.1, 3.2, 5.2 n español! Lesson Plans UNIDAD 1 tapa 2 13

22 unidad 1 T A P A 2 13 n uso (cont.) Have students work in groups on Actividad MIN. 1.1, 1.2, 1.3 Call on groups to share their work on Actividad MIN. 1.3 Discuss the Conexiones, p MIN. 2.2 Have students work on their reports for the Conexiones, p MIN. 2.2 Call on students to share their Conexiones reports. 10 MIN. 1.3 Have students review all of the Gramática boxes in tapa 2 as preparation for the exam n tu propia voz: scritura Review grammar questions as necessary. 10 MIN. 1.2 Have students do Actividad 7 in writing. 10 MIN. 1.2, 1.3 Ask volunteers to present their Actividad 7 descriptions to the class. 10 MIN. 1.3 n resumen: Repaso de vocabulario Quick Start Review (T, p. 77) Allow students time to practice with their flash cards. 10 MIN. 1.2 Have students study for the tapa exam. Day , 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 5.2 Day , 1.2, 3.1, n resumen: Repaso de vocabulario Answer questions related to tapa 2 content. 10 MIN. Complete tapa exam. 25 MIN. Ampliación Use a suggested project, game, or activity (T, pp. 25A 25B) as students complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2 Day , 1.3, 2.1, 3.2, n español! Lesson Plans UNIDAD 1 tapa 2

23 Name Date Class unidad 1 T A P A 3 Period 1 tapa Opener Quick Start Review (T, p. 78) 5 MIN. 1.3 Anticipate/Activate prior knowledge: Have students look at the tapa Opener and think about the Qué ves? questions. 5 MIN. 3.2 Discuss the Qué ves? questions. 5 MIN. 3.2 n contexto: Vocabulario Quick Start Review (T, p. 80), 1.3 Discuss the family tree, p. 80. Have students use context and pictures to learn tapa vocabulary. 10 MIN. 1.2 Have students work in pairs to answer the Preguntas personales, p MIN. 1.1, 1.2, 1.3 Help the class find one example for each of the otras palabras, p n vivo: Diálogo Quick Start Review (T, p. 82), 1.3 Review the Listening Strategies, p. 82. Play audio or show video for the dialog, pp MIN. 1.2 Replay as needed. Read aloud, having students take the roles of characters. 10 MIN. 1.1, 1.2, 1.3 Use the Situational OHTs for additional vocabulary practice. 10 MIN. Video Activities, Unit 1 Resource Book, pp Day 1 1.1, 1.2, 2.1, 2.2, 3.2, 4.2 Day 2 1.2, 2.1, 3.1, 3.2, 4.1 Level 1a 3 4 Day 3 1.2, 2.1, 3.2, 4.1, 5.1 n acción: Vocabulario y gramática Quick Start Review (T, p. 84), 1.3 Ask students for a summary of the dialog to check recall. Play the video/audio. Have students do Actividad 1 orally. Work with the class to do Actividad 2 orally. Have students read Actividad 3. Ask students to write their responses to Actividad 3. Discuss the También se dice, p. 85., 2.1, 3.2 Have students read the También se dice, p. 85, and come up with their own list of nglish ways to say How awesome! 4.2 Quick Start Review (T, p. 88), 1.3 Work orally with the class on Actividad 4., 1.3 Have students work in pairs to do Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Ask pairs to volunteer to share their work on Actividad 5 with the class. 5 MIN. 1.3 Discuss the Nota cultural, p MIN. 2.1, 3.2 Present Gramática: Saying What You Have: The Verb tener, p MIN. 1.2, 4.1 Discuss the Conexiones, p MIN. 2.2, 3.1, 3.2 Day 4 1.2, 2.1, 2.2, 3.2, 4.1, 4.2 n español! Lesson Plans UNIDAD 1 tapa 3 15

24 unidad 1 T A P A 3 5 Complete Actividad 6 orally with the class., 1.3 Have students write their responses to Actividad 6., 1.3 Play the audio and have students do Actividad MIN. 1.2 Present the Vocabulario, p. 89. Assign Actividad 8., 1.3 Ask volunteers to write their responses to Actividad 8 on the board. 5 MIN. 1.3 Discuss the Nota, p. 90, and practice using full sentences to indicate how many., 4.1 Have students do Actividad 9 in writing., 1.3 Más práctica Workbook, p. 29. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 90), 1.3 Present Gramática: xpressing Possession Using de. 10 MIN. 1.2, 4.1 Work orally with students to complete Actividad 10., 1.3 Discuss the Speaking Strategy, p MIN. 1.1 Discuss and practice the Nota, p. 91. Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to share their work on Actividad 11 with the class. 5 MIN. 1.3 Más práctica Workbook, p. 30. Cuaderno para hispanohablantes, p. 28. Day 5 1.2, 2.1, 2.2, 3.2, 4.1 Day 6 1.1, 1.3, 2.1, 2.2, Quick Start Review (T, p. 92), 1.3 Work orally with the class on Actividad 12. Present Gramática: xpressing Possession: Possessive Adjectives, p MIN. 1.2, 4.1 Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Call on volunteers to model their conversations from Actividad MIN. 1.1, 1.2, 1.3 Discuss the Nota, p. 93. Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 31. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 94) 5 MIN. 1.3 Assign the Juego (Answer, T, p. 93). Work orally with the class on Actividad 15., 1.3 Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to share their dialogs from Actividad MIN. 1.1, 1.2, 1.3 Present Gramática: Giving Dates: Day and Month, p MIN. 1.2, 4.1 Discuss the Nota cultural, p MIN. 2.1, 3.2 Day 7 1.1, 1.2, 2.1, 3.2, 4.1 Day 8 1.1, 2.1, 3.2, 4.1, n español! Lesson Plans UNIDAD 1 tapa 3

25 Name Date Class unidad 1 T A P A 3 Period 9 Present the Vocabulario: Los meses del año, p. 95. Work orally with the class on Actividad 17. Have students write answers to Actividad 18., 1.3 Ask volunteers to give their answers to Actividad MIN. 1.3 Assign pairs and have them count off. Then have pairs talk to other pairs in numerical order to complete Actividad MIN. 1.1, 1.2 Work orally with the class on Actividad 20. Have students add other months to the list. 10 MIN. 1.2 Have students read the Conexiones, p. 96, and do the Para hacer. 5 MIN. 3.1 Más práctica Workbook, p. 32. Cuaderno para hispanohablantes, p Play the audio and have students do Actividad 21. Have students do Actividad 22 in writing. 10 MIN. 1.2, 1.3 Ask volunteers to read their work for Actividad 22 to the class. 5 MIN. 1.3 Play the audio. Have students practice the Trabalenguas, p MIN. 4.1 Discuss the Nota cultural, p MIN. 2.1, 4.1, 4.2 Ask students to think of other words to put in the diminutive form. 5 MIN. 3.2 Day 9 1.1, 1.2, 2.1, 2.2, 3.2, 4.1 Day , 2.1, 2.2, 3.1, 4.1, 5.2 Level 1a Day , 1.3, 2.1, 4.2 n voces: Lectura Quick Start Review (T, p. 98) Present the Reading Strategy, p. 98. Have students look at the pictures for clues to the content of the Lectura. Have volunteers read the selection aloud. 10 MIN. 1.3 Work orally with students on the Comprendiste? questions (Answers, T, p. 99). Have students write their answers to the Comprendiste? questions, p. 99. Discuss the Qué piensas? questions, p MIN. 1.2, 2.1, 3.2 Have students write their answers to the Qué piensas? questions, p , 2.1, 3.2 n colores: Cultura y comparaciones Quick Start Review (T, p. 100) Discuss the Connecting Cultures Strategy, p MIN. 4.2 Work with the class to produce the web suggested in the Connecting Cultures Strategy, p MIN. 4.2 Have volunteers read the selection aloud. 10 MIN. 1.3 Work orally with students to answer the Comprendiste? questions (Answers, T, p. 101). Have pairs of students work on the Qué piensas? questions. Ask volunteer pairs to share their responses to the Qué piensas? questions. 5 MIN. 1.3 Day , 1.3, 2.1, 2.2, 3.2, 4.2, 5.2 n español! Lesson Plans UNIDAD 1 tapa 3 17

26 unidad 1 T A P A 3 13 n uso: Repaso y más comunicación Quick Start Review (T, p. 102), 1.3 Work orally with students to complete Actividad 1. Do Actividad 2. Have students do Actividad 3 in writing. Assign Actividad 4. Ask volunteers to write their answers to Actividades 3 and 4 on the board. 5 MIN. 1.3 Work orally with the class on Actividad 5. Present the Speaking Strategy, p MIN. 1.1 Work orally with students on Actividad 6. 5 MIN. 1.1, 1.2 Have students review all of the Gramática boxes in tapa n uso (cont.) Review grammar questions as needed. 5 MIN. Have students work in groups on Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Ask volunteer groups to share their family trees. 5 MIN. 1.3 n tu propia voz: scritura Have students do Actividad 8 in writing. 10 MIN. 1.3 Ask volunteers to read their work from Actividad 8. 5 MIN. 1.3 n resumen: Repaso de vocabulario Quick Start Review (T, p. 105), 1.3 Review tapa 3 vocabulary. 10 MIN. 1.2 Have students study for the tapa exam. Day , 1.3, 3.1, 3.2, 4.2 Day , 1.3, 2.1, 3.1, 4.2, n resumen: Repaso de vocabulario (cont.) Review grammar and vocabulary questions as needed. 10 MIN. Complete tapa exam. 25 MIN. Conexiones Have students read the Conexiones, pp , as they complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.2 Day , 2.1, 2.2, 3.2, 4.2, n español! Lesson Plans UNIDAD 1 tapa 3

27 Name Date Class unidad 2 T A P A 1 Period 1 Unit Opener Anticipate/Activate prior knowledge: Present the Almanaque and the cultural notes. Use Map OHTs as needed. 10 MIN. 2.1, 2.2 tapa Opener Quick Start Review (T, p. 112) 5 MIN. 1.3 Have students look at the tapa Opener and think about the Qué ves? questions, p Discuss the Qué ves? questions. n contexto: Vocabulario Quick Start Review (T, p. 114) 5 MIN. 1.3 Have students use context and pictures to learn tapa vocabulary. 10 MIN. 1.2 Discuss the Preguntas personales, p n vivo: Diálogo Quick Start Review (T, p. 116), 1.3 Review the Listening Strategy, p Play audio or show video for the dialog, pp Discuss how Isabel seems to feel in the dialog. Replay the audio or video, then have students take the roles of the characters. 10 MIN. 1.1, 1.2, 1.3 n acción: Vocabulario y gramática Quick Start Review (T, p. 118) 5 MIN. 1.3 Have students open to n contexto, pp , for reference. Use OHT 39 and 40 to review vocabulary. 10 MIN. 1.2 Video Activities, Unit 2 Resource Book, pp Day 1 1.1, 2.1, 2.2, 3.2 Day 2 1.1, 1.2, 1.3, 2.1, 3.2 Level 1a 3 4 Day 3 1.2, 1.3, 2.1, 2.2, 3.2, 4.2 Play the video/audio. Have students do Actividad 1 orally., 1.3 Discuss the También se dice, p MIN. 2.1, 3.2 Do Actividad 2 orally., 1.3 Read and discuss the Conexiones, p MIN. 2.2, 3.2, 4.2 Have students work in pairs to do Actividad 3. 5 MIN. 1.1, 1.2, 1.3 Ask volunteers to share their work on Actividad 3. 5 MIN. 1.3 Read and discuss the Nota cultural, p. 120., 2.1, 3.2 Quick Start Review (T, p. 122), 1.3 Do Actividad 4. 5 MIN. 1.3 Present the Vocabulario, p Assign Actividad 5., 1.3 Ask volunteers to share their work on Actividad 5. 5 MIN. 1.3 Have students work in pairs to do Actividad 6. 5 MIN. 1.1, 1.2, 1.3 Ask pairs to volunteer to model their conversations from Actividad 6 for the class. 5 MIN. 1.1, 1.2, 1.3 Present Gramática: Saying What You Do: Present Tense of -ar Verbs, p MIN. 1.2, 4.1 Day 4 1.2, 1.3, 2.1, 3.2, 4.1 n español! Lesson Plans UNIDAD 2 tapa 1 19

28 unidad 2 T A P A 1 5 Do Actividad 7 orally. 5 MIN. Have students work in pairs on Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Read and discuss Apoyo para estudiar. 10 MIN. 1.1, 1.2, 1.3 Have students work in pairs to do Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Ask selected pairs to share their answers to Actividad 9. 5 MIN. 1.3 Play the audio. Have students do Actividad 10. Call on some students to share their responses to Actividad MIN. 1.3 Read and discuss the Conexiones, p MIN. 2.2, 3.1, 3.2 Más práctica Workbook, pp Cuaderno para hispanohablantes, pp Quick Start Review (T, p. 125) 5 MIN. 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to model their conversations from Actividad 11 for the class. 10 MIN. 1.1, 1.2, 1.3 Present Gramática: xpressing Frequency with Adverbs, p MIN. 1.2, 4.1 Do Actividad 12 orally with the class., 1.3 Have students write their answers to Actividad MIN. 1.3 Más práctica Workbook, p. 39. Cuaderno para hispanohablantes, p. 37. Day 5 1.1, 1.2, 2.2, 3.2, 4.2 Day 6 1.1, 1.3, 2.1, Quick Start Review (T, p. 127) Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to present their work on Actividad MIN. 1.3 Have students work in groups to complete Actividad MIN. 1.2, 1.3 Ask groups to share their posters from Actividad MIN. 1.3 Present Gramática: xpressing Obligation with hay que and tener que, p MIN. 1.2, Do Actividad 15 orally., 1.3 Have students write their responses to Actividad MIN. 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on some pairs to share their work on Actividad MIN. 1.3 Have students work in groups on Actividad MIN. 1.1, 1.2, 1.3 Have volunteers share their work on Actividad MIN. 1.3 Read and discuss the Nota cultural, p Más práctica Workbook, p. 40. Cuaderno para hispanohablantes, p. 38. Day 7 1.2, 1.3, 2.1, 2.2, 4.2, 5.2 Day 8 1.1, 1.2, 3.1, 3.2, n español! Lesson Plans UNIDAD 2 tapa 1

29 Name Date Class unidad 2 T A P A 1 Period 9 Read and discuss the Nota, p Do Actividad 18 orally. Have students write their responses to Actividad MIN. 1.3 Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Ask pairs to volunteer to present their descriptions of Actividad 19 to the class. 5 MIN. 1.3 Play the audio. Assign Actividad 20. Have students share their answers to Actividad MIN Read and discuss the modelo for Actividad 21. Have students work independently on Actividad MIN. 1.3 Have students work with a partner to edit each other s work from Actividad 21., 1.3 Ask volunteers to share their paragraphs from Actividad MIN. 1.3 Use Information Gap Activities, Unit 2 Resource Book, pp MIN. Más comunicación, p. R4. 5 MIN. Play the audio and practice the Trabalenguas., 4.1 Day 9 1.1, 1.3, 2.1, 3.2, 4.1 Day , 1.2, 3.1, 5.2 Level 1a Day , 1.3, 2.1, 3.1, 4.1 n voces: Lectura Quick Start Review (T, p. 132), 1.3 Review the Reading Strategy, p Ask students to look quickly at the first paragraph to get an overall idea of its context. Have students read the Lectura, pp , silently. 10 MIN. 1.2 Ask volunteers to read the story orally. 10 MIN. 1.3 Have students answer the Comprendiste? questions for the Lectura (Answers, T, p. 133)., 2.1, 2.2, 3.2 Work orally with students to answer the Qué piensas? questions for the Lectura, p. 133., 2.1, 3.2 Have students review all of the Gramática boxes in tapa 1 to prepare for n uso. n uso: Repaso y más comunicación Answer grammar questions arising from the homework review. 5 MIN. Quick Start Review (T, p. 134), 1.3 Review tapa objectives. 5 MIN. Present the Repaso y más comunicación using the Teaching Suggestions (T, p. 134). 10 MIN. 1.2 Have students write answers for Actividad MIN. 1.2 Check answers for Actividad 1 with the whole class. 5 MIN. Work with students to do Actividad 2 orally. Day , 1.2, 3.1, 4.1 n español! Lesson Plans UNIDAD 2 tapa 1 21

30 unidad 2 T A P A 1 13 n uso (cont.) Have students read and prepare to respond to Actividad 3. Ask volunteers to give their responses to Actividad 3 orally. 5 MIN. 1.3 Have students write their answers to Actividad 4., 1.3 Call on volunteers to read their answers to Actividad 4. 5 MIN. 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Ask some pairs to volunteer to share their work on Actividad 5 orally. 5 MIN. 1.3 Discuss the Conexiones, p MIN. 3.1 Have students complete the survey in the Conexiones, p n uso (cont.) Quick Start Review (T, p. 137), 1.3 Have groups of students work together on Actividad 6. 5 MIN. 1.1, 1.2, 1.3 n tu propia voz: scritura Have students do the writing activity, Actividad 7, independently. 10 MIN. 1.1, 1.3 Call on selected students to read their work from Actividad 7. 5 MIN. 1.3 n resumen: Repaso de vocabulario Review tapa vocabulary. 10 MIN. 1.2 Have students solve the Juego, p. 137 (Answers, T, p. 137). Homework Option Have students study for the tapa exam. Day , 1.3, 3.1, 3.2, 5.1, 5.2 Day , 1.3, 3.1, 3.2, n resumen (cont.) Answer questions related to tapa 1 content. 10 MIN. Complete tapa exam. 25 MIN. Ampliación Use a suggested project, game, or activity (T, pp. 111A 111B) as students complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.2 Day , 2.1, 2.2, 3.2, n español! Lesson Plans UNIDAD 2 tapa 1

31 Name Date Class unidad 2 T A P A 2 Period 1 tapa Opener Quick Start Review (T, p. 138), 1.3 Anticipate/Activate prior knowledge: Have students look at the tapa Opener and answer the Qué ves? questions, p MIN. 1.2 n contexto: Vocabulario Quick Start Review (T, p. 140) 5 MIN. 1.3 Have students use context and pictures to learn tapa vocabulary. 10 MIN. 1.2 Use the Situational OHTs for additional practice. 5 MIN. Have students work in pairs to answer the Preguntas personales, p MIN. 1.1, 1.2, 1.3 Ask volunteers to model their responses to the Preguntas personales, p MIN n vivo: Diálogo Quick Start Review (T, p. 142) 5 MIN. 1.3 Review the Listening Strategy, p Play audio or show video for the dialog, pp Discuss where in the dialog the main idea becomes clear. Replay as needed. Read the dialog aloud, having students take the roles of characters. 10 MIN. 1.1, 1.2, 1.3 Work with students to answer the Comprehension Questions (T, p. 143). Discuss Culture Highlights (T, p. 143). 5 MIN. 2.1, 3.2 Video Activities, Unit 2 Resource Book, pp Day 1 1.1, 1.2, 2.1, 2.2, 3.1, 3.2 Day 2 1.1, 1.2, 2.1, 3.1, 3.2, 4.2 Level 1a 3 4 Day 3 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.2 n acción: Vocabulario y gramática Quick Start Review (T, p. 144), 1.3 Use OHT 49 and 50 to review n contexto vocabulary. Ask students for a summary of the dialog to check recall. Play the video/audio; do Actividad 1 orally with the class. Do Actividad 2 orally., 1.3 Discuss the Nota, p MIN. 1.1, 1.2 Have students work in pairs to complete Actividad 3. 5 MIN. 1.1, 1.2, 1.3 Call on some pairs to report the results of their work on Actividad 3. 5 MIN. 1.3 Quick Start Review (T, p. 147), 1.3 Discuss the Nota cultural, p MIN. 2.1, 3.2, 4.2 Do Actividad 4 orally. 5 MIN. 1.3 Have students write individual responses to Actividad 4. 5 MIN. 1.3 Read and discuss the Conexiones, p MIN. 2.1, 3.1, 3.2, 4.2 Present Gramática: Saying Where You Are Going: The Verb ir, p MIN. 1.2, 4.1 Have students write their answers to Actividad 5., 1.3 Call on selected students to share their work from Actividad 5. 5 MIN. 1.3 Más práctica Workbook, p. 45. Cuaderno para hispanohablantes, p. 43. Day 4 1.1, 1.3, 2.1, 3.1, 3.2, 4.2 n español! Lesson Plans UNIDAD 2 tapa 2 23

32 unidad 2 T A P A 2 5 Quick Start Review (T, p. 151), 1.3 Present the Vocabulario, p Read and discuss the Nota, p Do Actividad 6 on the board with the whole class., 1.3 Have students work in groups to complete Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Call on some groups to report their findings from Actividad 7. 5 MIN. 1.3 Present Gramática: Telling Time, p. 151., 4.1 Have students work in pairs to do Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 46. Cuaderno para hispanohablantes, p Practice telling time. Play the audio and assign Actividad 9., 1.3 Ask selected students to share their answers for Actividad 9. 5 MIN. 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to model their conversations from Actividad 10 for the class. 5 MIN. 1.1, 1.2, 1.3 Present the Vocabulario, p MIN. 1.2 Day 5 1.1, 1.2, 1.3, 3.1, 4.1 Day 6 1.1, 1.2, 1.3, 2.1, Quick Start Review (T, p. 153), 1.3 Present Gramática: Describing Location with the Verb estar, p MIN. 1.2, 4.1 Assign Actividad 11., 1.3 Ask volunteers to read their answers to Actividad MIN. 1.3 Have students work in pairs on Actividad MIN. 1.1, 1.2 Call on selected pairs to share their work on Actividad 12 with the class. 5 MIN. 1.3 Have students stay in their pairs to do Actividad MIN. 1.1, 1.2 Ask volunteers to model their conversations for Actividad 13 for the class. 5 MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 47. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 154) 5 MIN. 1.3 Present Gramática: Asking Questions: Interrogative Words, p MIN. 1.2, 4.1 Assign Actividad 14., 1.3 Call on students to write their completed sentences from Actividad 14 on the board. 5 MIN. 1.3 Play the audio; do Actividad 15. Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Ask pairs to volunteer to model their story from Actividad MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 48. Cuaderno para hispanohablantes, p. 46. Day 7 1.2, 1.3, 3.2, 4.1 Day 8 1.2, 1.3, 3.2, n español! Lesson Plans UNIDAD 2 tapa 2