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

33 Name Date Class unidad 2 T A P A 2 Period 9 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on pairs to report their findings from Actividad MIN. 1.3 Read and discuss the Nota cultural, p MIN. 2.2, 3.1 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to share their conversations from Actividad MIN. 1.1, 1.2, 1.3 Más comunicación, p. R5. 5 MIN. Play the audio. Have students practice the Trabalenguas, p. 157., n colores: Cultura y comparaciones Quick Start Review (T, p. 158) 5 MIN. 1.3 Discuss the Connecting Cultures Strategy, p MIN. 4.2 Complete the table, p. 158, on the board. 10 MIN. 2.1, 2.2, 4.2 Have volunteers read Quieres comer una merienda mexicana?, pp , aloud. 10 MIN. 1.3 Revise the table completed earlier, based on the reading. 5 MIN. 2.1, 2.2, 4.2 Work orally with students to answer the Comprendiste? questions, p. 159 (Answers, T, p. 159)., 2.1, 2.2, 3.2 Discuss the Qué piensas? questions, p. 159., 2.1, 2.2, 3.2 Have students prepare written answers to the Qué piensas? questions, p , 1.3, 2.1, 2.2 Day 9 1.1, 1.3, 2.1, 3.1, 3.2, 4.1 Day , 1.2, 2.1, 2.2, 3.1, 3.2, 4.2 Level 1a Day , 1.2, 1.3, 3.2 n uso: Repaso y más comunicación Quick Start Review (T, p. 160) 5 MIN. 1.3 Practice telling time. Work orally with students to complete Actividad 1. Have students work in pairs to write their answers to Actividad 2. 5 MIN. 1.1, 1.2 Call on pairs of students to perform the conversation in Actividad 2. 5 MIN. 1.1, 1.2, 1.3 Assign Actividad MIN. 1.2 Call on selected students to read their completed sentences from Actividad 3. 5 MIN. 1.3 n uso (cont.) Have students write out answers to Actividad 4., 1.3 Call on students to write their responses to Actividad 4 on the board. 10 MIN. 1.3 Have students prepare answers for Actividad 5. 5 MIN. 1.1 Work orally with students to do Actividad 5. 5 MIN. 1.1 Review the Speaking Strategy, p MIN. 1.1 Have students work in pairs to do Actividad 6. 5 MIN. 1.1, 1.2, 1.3 Ask volunteers to model their conversations from Actividad MIN. 1.1, 1.2, 1.3 Have students read and be prepared to contribute one line to the table in the Conexiones, p , 3.1, 3.2 Day , 1.3, 2.2, 3.1, 3.2 n español! Lesson Plans UNIDAD 2 tapa 2 25

34 unidad 2 T A P A 2 13 n uso (cont.) Combine students contributions to the Conexiones chart, p. 162, into a class nutrition display. 10 MIN. 2.2, 3.1, 3.2 Have a class conversation comparing nutritional value of foods. 5 MIN. 1.1, 1.2 Have students work in groups to do Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Ask each group to model one of its situations from Actividad 7 for the class. 5 MIN. 1.1, 1.2, 1.3 n tu propia voz: scritura Have students work independently on the writing activity in Actividad MIN. 1.1, 1.3 Ask volunteers to read their work from Actividad 8 to the class. 10 MIN. 1.3 Have students review all of the Gramática boxes in tapa 2 to prepare for the exam n resumen: Repaso de vocabulario Review grammar questions as necessary. 10 MIN. 1.2 Quick Start Review (T, p. 163). 5 MIN. 1.3 Run through the vocabulary flash cards you have created for this tapa. Put students in groups and follow the Teaching Suggestions, T, p Call on students to share their difficult words and their tricks for remembering them. 5 MIN. 1.3 Ask students to solve the Juego, p MIN. 1.2 Answer the Juego orally (Answer, T, p. 163). Have students study for the tapa exam. Day , 1.3, 2.2, 3.2, 4.2, 5.1 Day , 1.3, 3.1, 3.2, 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. 107A 107B) as students complete the exam. 10 MIN. 1.3, 2.1, 2.2, , 5.1, 5.2 Day , 1.3, 2.1, 3.2, n español! Lesson Plans UNIDAD 2 tapa 2

35 Name Date Class unidad 2 T A P A 3 Period 1 tapa Opener Quick Start Review (T, p. 164), 1.3 Anticipate/Activate prior knowledge: Have students look at the tapa Opener and answer the Qué ves? questions, p MIN. 1.2 Present the Supplementary Vocabulary (T, p. 165). n contexto: Vocabulario Quick Start Review (T, p. 166), 1.3 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 Ask pairs to share each other s answers to the Preguntas personales, p MIN n vivo: Diálogo Quick Start Review (T, p. 168), 1.3 Review the Listening Strategy, p Show the video for the dialog, pp Ask students to report on how body language indicates the sense of the dialog. Replay video as needed. Have pairs of students take the roles of characters and read the dialog aloud. 5 MIN. 1.1, 1.2, 1.3 Use the Situational OHTs for additional vocabulary practice. 10 MIN. Discuss the Comprehension Questions (T, p. 169). Video Activities, Unit 2 Resource Book, pp Day 1 1.1, 1.2, 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, 1.3, 2.1, 3.1, 3.2 n acción: Vocabulario y gramática Quick Start Review (T, p. 170) Ask students for a summary of the dialog to check recall., 1.3 Play the video/audio; have students do Actividad 1 orally. Work orally with the class on Actividad 2. Discuss the También se dice, p MIN. 2.1 Have students work in pairs to complete Actividad 3. 5 MIN. 1.1, 1.2 Ask volunteers to share their conversations from Actividad 3. 5 MIN. 1.1, 1.2, 1.3 Discuss the Nota cultural, p MIN. 2.2 Have students work in pairs on Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Call on different pairs to model the interactions in Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Discuss the Nota cultural, p MIN. 2.2 Present the Speaking Strategy, p MIN. 1.1 Have students work in groups on Actividad 5. 5 MIN. 1.1, 1.2 Ask volunteers to share their group s results from Actividad 5. 5 MIN. 1.3 Discuss the Nota, p Assign Actividad 6. 5 MIN. 1.3 Have students do the Juego, p Have students write and illustrate their own riddles like the Juego, p Day 4 1.1, 1.3, 2.1, 3.2, 5.1 n español! Lesson Plans UNIDAD 2 tapa 3 27

36 unidad 2 T A P A 3 5 Quick Start Review (T, p. 174), 1.3 Present Gramática: Saying What You Are Going to Do: ir a... and the Vocabulario, p MIN. 1.2, 4.1 Have students work in pairs to do Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Ask volunteers to share their conversations from Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Work orally with the class to do Actividad 8. Read and discuss the Conexiones, p MIN. 2.1, 2.2, 3.2 Have students work in pairs to do the Para hacer, p MIN. 1.3 Más práctica Workbook, p. 53. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 177), 1.3 Present the Vocabulario, p Play the audio and assign Actividad 9. Ask volunteers to give their answers to Actividad 9. 5 MIN. 1.3 Have students write their answers to Actividad MIN. 1.3 Call on some students to read their paragraphs from Actividad 10 to the class. 5 MIN. 1.3 Present Gramática: Present Tense of Regular -er and -ir Verbs and the Vocabulario, p MIN. 1.2, 4.1 Day 5 1.1, 1.3, 2.2, 3.1, 3.2, 4.2 Day 6 1.2, 1.3, 3.1, 3.2, Work orally with the class on Actividad 11. Have each student write a set of responses to Actividad 11. Assign Actividad 12., 1.3 Ask students to volunteer to read their sentences from Actividad MIN. 1.3 Work orally with the class on Actividad 13. Have students write their answers to Actividad MIN. 1.3 Have students work in groups on Actividad MIN. 1.1, 1.2, 1.3 Ask selected groups to report findings from Actividad 14 to the class. 5 MIN. 1.3 Más práctica Workbook, p. 54. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 179), 1.3 Present Gramática: Present Tense Verbs with Irregular yo Forms, p MIN. 1.2, 4.1 Work orally with the class on Actividad 15. Have students write their responses to Actividad MIN. 1.3 Model Actividad 16, then ask students to write their responses., 1.3 Ask volunteers to share their work on Actividad MIN. 1.3 Read and discuss the Conexiones, p MIN. 2.2, 3.2 Más práctica Workbook, p. 55. Cuaderno para hispanohablantes, p. 53. Day 7 1.1, 1.3, 3.1, 4.1 Day 8 1.1, 1.3, 3.1, 3.2, n español! Lesson Plans UNIDAD 2 tapa 3

37 Name Date Class unidad 2 T A P A 3 Period 9 Quick Start Review (T, p. 181), 1.3 Assign Actividad 17. Ask selected students to model their work from Actividad 17., 1.3 Assign Actividad 18. Ask volunteers to give their answers to Actividad MIN. 1.3 Present Gramática: Using the Verb oír, p. 181., 4.1 Have students write their answers to Actividad 19., 1.3 Ask volunteers to share their sentences for Actividad MIN Work orally with the class on Actividad 20 before assigning it. Have students work in pairs to complete Actividad MIN. 1.2 Ask groups to volunteer to perform their dialogs from Actividad 21 for the class. 5 MIN. 1.1, 1.2, 1.3 Play the audio and assign Actividad 22. Call on selected students to tell and explain their responses to Actividad MIN. 1.3 Más comunicación, p. R6. 5 MIN. Play the audio and have students practice the Refrán, p MIN. 1.2, 1.3 Assign Actividad 23. Day 9 1.2, 1.3, 3.2, 4.1 Day , 1.2, 1.3, 2.1, 4.1 Level 1a Day , 2.1, 2.2, 3.2, 4.2 n voces: Lectura Quick Start Review (T, p. 184) 5 MIN. 1.3, 2.1, 2.2 Present the Reading Strategy, p Have volunteers read the selection aloud. 10 MIN. 1.3 Draw the chart, p. 184, on the board and fill it in. Work orally with students on the Comprendiste? questions (Answers, T, p. 185). Have students write their responses to the Comprendiste? questions. 5 MIN. 1.3 Discuss the Qué piensas? questions, p. 185., 2.1, 3.2 Have students write their answers to the Qué piensas? questions, p n colores: Cultura y comparaciones Quick Start Review (T, p. 186) Discuss the Connecting Cultures Strategy, p MIN. 2.2, 3.2 Brainstorm some places to list in the chart, p MIN. 2.2 Have volunteers read the selection aloud. 10 MIN. 1.3 Work orally with students to answer the Comprendiste? questions. (Answers, T, p. 187)., 2.1, 2.2 Discuss the Qué piensas? questions, p. 187., 2.1, 2.2 Share the Culture Highlights (T, p. 187). 5 MIN. 2.1, 2.2, 3.2 Day , 1.2, 2.1, 2.2, 3.1, 3.2, 4.2 n español! Lesson Plans UNIDAD 2 tapa 3 29

38 unidad 2 T A P A 3 13 n uso: Repaso y más comunicación Quick Start Review (T, p. 188) Assign Actividad 1. Work orally with students to complete Actividad 2. Assign Actividad 3. Call on students to give complete sentences for Actividad 3. 5 MIN. 1.3 Model Actividad 4, then ask volunteers to answer the questions., 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs on Actividad 5. 5 MIN. 1.1, 1.2 Discuss Community Connections (T, p. 191). 5 MIN. 5.1 Have students review all of the Gramática boxes in tapa n uso (cont.) Quick Start Review (T, p. 191) Review grammar questions as needed. 5 MIN. Have students work in groups on Actividad 6. 5 MIN. 1.1, 1.2, 1.3, 2.1, 2.2 Ask groups to model their conversation about Actividad 6. 5 MIN. 1.1, 1.2, 1.3 n tu propia voz: scritura Have students work independently to complete Actividad MIN. 1.3 Ask volunteers to read their work from Actividad 7. 5 MIN. 1.3 n resumen: Repaso de vocabulario Review tapa 3 vocabulary. 10 MIN. 1.2 Have students study for the tapa exam. Day , 1.2, 3.1, 3.2, 5.1, 5.2 Day , 1.3, 3.1, n resumen (cont.) Answer questions related to tapa 3 content. 10 MIN. Complete tapa exam. 25 MIN. Conexiones Have students read the Conexiones, pp , after completing the exam. 10 MIN. 2.1, 2.2 Day , 1.3, 2.1, n español! Lesson Plans UNIDAD 2 tapa 3

39 Name Date Class unidad 3 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, 3.2 tapa Opener Quick Start Review (T, p. 198), 1.3 Present and discuss the Culture Highlights (T, p. 199). 5 MIN. 2.2 Have students look at the tapa Opener and answer the Qué ves? questions n contexto: Vocabulario Quick Start Review (T, p. 200) Have students use context and pictures to learn tapa vocabulary. Work with the class to answer the Comprehension Questions (T, p. 201). Assign the Preguntas personales. 2 n vivo: Diálogo Quick Start Review (T, p. 202), 1.3 Present and discuss Gestures (T, p. 202). 5 MIN. 2.1, 3.2 Review the Listening Strategy, p Play audio or show video for the dialog, pp 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. 204), 1.3 Have students open to n contexto, pp , for reference. Use OHT 73 and 74 to review vocabulary. 10 MIN. 1.2 Video Activities, Unit 3 Resource Book, pp Day 1 1.1, 1.2, 2.1, 2.2, 3.2, 4.2 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 Play the video/audio. Have students do Actividad 1 orally. Do Actividad 2 orally. Do Actividad 3 orally. 10 MIN. 1.2 Read and discuss the También se dice, p MIN. 2.1, 3.2 Have students work in pairs to complete Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Have students read the Conexiones, p. 207, and be ready to discuss the Para hacer. 2.1, 2.2 Quick Start Review (T, p. 208), 1.3 Play the audio and have students do Actividad MIN. 1.2 Have students work independently on Actividad MIN. 1.2 Call on volunteers to write their esponses to Actividad 6 on the board. 5 MIN. 1.3 Present Gramática: xpressing Feelings with estar and Adjectives. 10 MIN. 1.2, 4.1 Day 4 1.2, 1.3, 2.1, 3.1, 4.1 n español! Lesson Plans UNIDAD 3 tapa 1 31

40 unidad 3 T A P A 1 5 Work with students to do Actividad 7 orally. Do Actividad 8 orally. Have students work in pairs on Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Ask pairs of students to act out their responses to Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Have students do Actividad 10 in pairs. 5 MIN. 1.1, 1.2, 1.3 Call on some pairs to act out the roles in Actividad MIN. 1.1, 1.2, 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 61. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 210), 1.3 Present the Vocabulario, p Present Gramática: Saying What Just Happened with acabar de. 10 MIN. 1.2, 4.1 Do Actividad 12 orally with the class. Have students work independently on Actividad 13. Discuss the Speaking Strategy, p MIN. 1.1 Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 62. Cuaderno para hispanohablantes, p. 60. Day 5 1.1, 1.2, 1.3, 3.2 Day 6 1.1, 1.2, 3.1, 3.2, Quick Start Review (T, p. 212) 5 MIN. 1.3 Present Gramática: Saying Where You Are Coming From with venir, p MIN. 1.2, 4.1 Have students do Actividad 15. Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Read and discuss the Nota cultural, p MIN. 2.2, 3.2 Have students stay in their pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on some pairs to share their work on Actividades 16 and MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 63. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 215), 1.3 Present Gramática: Saying What Someone Likes to Do Using gustar + infinitive. 10 MIN. 1.2, 4.1 Work with students to do Actividad 18 orally. Have students do Actividad 19 orally. 10 MIN. 1.2 Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Call on groups to share their work on Actividad MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 64. Cuaderno para hispanohablantes, p. 62. Day 7 1.1, 1.2, 2.2, 3.1, 3.2 Day 8 1.1, 1.3, 3.1, 3.2, n español! Lesson Plans UNIDAD 3 tapa 1

41 Name Date Class unidad 3 T A P A 1 Period 9 Present the Vocabulario, p MIN. 1.2 Play the audio. Work with the class to do Actividad 21. Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Ask some pairs to volunteer to model the conversation in Actividad 22 for the class. 5 MIN. 1.1, 1.2, 1.3 Call on students to give the answers to the questions in Actividad MIN Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to share their work on Actividad MIN. 1.3 Use Information Gap Activities, Unit 3 Resource Book, pp ; Más comunicación, p. R7. 10 MIN. Discuss the También se dice, p MIN. 2.1, 3.2 Ask students to think of a variety of ways that nglish-speakers answer the phone. 5 MIN. 4.1 Discuss and demonstrate 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 1.1, 1.2, 1.3, 3.1, 3.2 Day , 1.2, 1.3, 2.1, 3.2, 4.1 Level 1a Day , 1.3, 2.1, 3.1, 3.2 n voces: Lectura Review the Reading Strategy, p Follow the Teaching Suggestions (T, p. 218)., 1.3 Discuss the Language Note (T, p. 219). 5 MIN. 4.1 Have students read l bohique y los niños, pp , silently. Have students share as many cognates as they can find in the story or think of on their own. 5 MIN. 4.1 Ask volunteers to read l bohique y los niños, pp , orally. 10 MIN. 1.2, 1.3 Have students answer the Comprendiste? questions for the Lectura. (Answers, T, p. 219), 2.1, 3.2 Work orally with students to answer the Qué piensas? questions for the Lectura, p. 219., 2.1, 3.2 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. 220) 5 MIN. 1.3 Present the Repaso y más comunicación using the Teaching Suggestions (T, p. 220). 10 MIN. 1.2 Have students write Actividad 1. Check answers for Actividad 1 with the whole class. 5 MIN. Work with students to do Actividad 2 orally. Assign Actividad 3. Do Actividad 4 orally. Day , 1.2, 3.1, 3.2 n español! Lesson Plans UNIDAD 3 tapa 1 33

42 unidad 3 T A P A 1 13 n uso (cont.) Present Speaking Strategy, p MIN. 1.1 Have students work in groups to do Actividad 5. 8 MIN. 1.1, 1.2, 1.3 Ask some groups to volunteer to share their work on Actividad 5 orally. 5 MIN. 1.3 Have students work in pairs to prepare Actividad 6. 7 MIN. 1.1, 1.2, 1.3 Call on some pairs to share their work on Actividad 6 orally. 5 MIN. 1.3 n tu propia voz: scritura Brainstorm ideas for Actividad 7. Have students do the writing activity, Actividad MIN. 1.3 Have students complete their own table to go with the Conexiones, p , 2.2, n uso (cont.) Read and discuss the Conexiones, p MIN. 2.1, 2.2, 3.1 Discuss the Community Connections (T, p. 222). 5 MIN. 1.1, 1.2, 1.3 n resumen: Repaso de vocabulario Quick Start Review (T, p. 223) 5 MIN. 1.3 Put students in groups of 3 and follow the Teaching Suggestions (T, p. 223). 10 MIN. 1.2 Review grammar questions, etc., as necessary. 10 MIN. Have students solve the Juego, p. 223 (Answer, T, p. 223). Have students study for the tapa exam. Day , 1.3, 2.1, 2.2, 3.1, 3.2 Day , 1.2, 2.2, 3.1, 3.2, 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. 197A 197B) as students complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2 Day , 2.1, 2.2, 3.2, n español! Lesson Plans UNIDAD 3 tapa 1

43 Name Date Class unidad 3 T A P A 2 Period 1 tapa Opener Quick Start Review (T, p. 224), 1.3 Anticipate/Activate prior knowledge: Have students look at the tapa Opener and answer the Qué ves? questions, p MIN. 1.2 Present and discuss the Culture Highlights (T, p. 225). 5 MIN. 2.1, 2.2 Present the Supplementary Vocabulary (T, p. 225). n contexto: Vocabulario Quick Start Review (T, p. 226) 5 MIN. 1.3 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, n vivo: Diálogo Quick Start Review (T, p. 228), 1.3 Present and discuss Gestures (T, p. 228). 5 MIN. 2.1 Review the Listening Strategy, p 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. 1.2, 1.3 Ask the Comprehension Questions (T, p. 229). Use the Situational OHTs for additional vocabulary practice. Video Activities, Unit 3 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 1.2, 1.3, 3.1, 3.2 n acción: Vocabulario y gramática Quick Start Review (T, p. 230), 1.3 Use OHT 83 and 84 to review the n contexto vocabulary. Ask students for a summary of the dialog to check recall. 10 MIN. 1.2 Play the video/audio; do Actividad 1 orally with the class. Do Actividad 2 orally. Have students complete Actividad 3 independently. Call on some students to read their preference lists from Actividad 3 to the class. 5 MIN. 1.3 Quick Wrap-up (T, p. 231) 5 MIN. 1.1 Quick Start Review (T, p. 234), 1.3 Have students work in pairs on Actividad 4. 5 MIN. 1.1, 1.2 Ask volunteer pairs to share their answers for Actividad 4 with the class. 5 MIN. 1.3 Do Actividad 5 orally with the class. 5 MIN Present Gramática: Talking About Playing a Sport: The Verb jugar, p MIN. 1.2, 4.1 Present the Vocabulario, p Have students write the answers to Actividad 6. Call on selected students to share their completed sentences from Actividad 6. 5 MIN. 1.3 Más práctica Workbook, p. 69. Cuaderno para hispanohablantes, p. 67. Day 4 1.1, 1.3, 3.1, 3.2, 4.1 n español! Lesson Plans UNIDAD 3 tapa 2 35

44 unidad 3 T A P A 2 5 Quick Start Review (T, p. 236), 1.3 Have students complete Actividad 7. Call on some students to give their answers to Actividad 7 orally. 5 MIN. 1.3 Complete Actividad 8 orally with the class. Present Gramática: Stem-Changing Verbs: e ie, p MIN. 1.2, 4.1 Present the Vocabulario, p Do Actividad 9 orally with the class. Have students read the Conexiones, p. 235, and try to answer the Para hacer questions. 2.1, Discuss the Speaking Strategy, p MIN. 1.1 Have students write and share their answers to Actividad MIN. 1.2, 1.3 Have students work independently to complete Actividad MIN. 1.2, 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2 Ask students to volunteer to share their work on Actividad 12 orally. 5 MIN. 1.3 Read and discuss the Conexiones, p MIN. 2.1 Más práctica Workbook, p. 70. Cuaderno para hispanohablantes, p. 68. Day 5 1.1, 1.3, 2.1, 3.2, 4.1 Day 6 1.1, 1.3, 2.1, Quick Start Review (T, p. 239), 1.3 Present Gramática: Saying What You Know: The Verb saber, p MIN. 1.2, 4.1 Have students complete Actividad 13. Ask volunteers to write their answers to Actividad 13 on the board. 5 MIN. 1.3 Play the audio and do Actividad 14 orally. Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to share their work on Actividad 15 with the class. 5 MIN. 1.3 Más práctica Workbook, p. 71. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 240), 1.3 Present Gramática: Phrases for Making Comparisons, p MIN. 1.2, 4.1 Work orally with the class on Actividad 16. Have students work independently on Actividades 17 and MIN. 1.2 Ask volunteers to write their sentences from Actividades 17 and 18 on the board. 5 MIN. 1.3 Quick Wrap-up (T, p. 241) 5 MIN. 1.1, 1.3 Más práctica Workbook, p. 72. Cuaderno para hispanohablantes, p. 70. Day 7 1.2, 1.3, 2.1, 3.1, 4.1 Day 8 1.1, 1.2, 3.2, n español! Lesson Plans UNIDAD 3 tapa 2

45 Name Date Class unidad 3 T A P A 2 Period 9 Have students work in pairs to do Actividad MIN. 1.1, 1.2 Call on selected pairs to share their work from Actividad MIN. 1.3 Discuss the Apoyo para estudiar, p Play the audio. Do Actividad 20 orally. Have students work in groups to complete Actividad MIN. 1.1, 1.2 Ask each group to share their work from Actividad MIN Play the audio and have students practice the Trabalenguas, p MIN. 4.1 Quick Wrap-up (T, p. 243) 5 MIN. 1.3 n colores: Cultura y comparaciones Quick Start Review (T, p. 244), 1.3 Present and discuss the Reading Strategy (T, p. 244). Discuss the Connecting Cultures Strategy, p MIN. 4.2 Have volunteers read Béisbol, pages , aloud. 10 MIN. 1.3 Work orally with students to answer the Comprendiste? questions for Béisbol, p. 245 (Answers, T, p. 239)., 2.1, 2.2 Discuss the Qué piensas? questions for Béisbol, p. 245., 2.1, 2.2 Have students prepare written answers to the Qué piensas? questions, p , , 2.2 Day 9 1.1, 1.3, 2.1, 3.2, 4.1 Day , 1.3, 2.1, 3.1, 3.2, 4.2 Level 1a Day , 1.2, 3.1, 3.2 n uso: Repaso y más comunicación Quick Start Review (T, p. 246), 1.3 Follow the Teaching Suggestions (T, p. 246). Work orally with students to complete Actividad 1. Do the Paired Activity (T, p. 246) to extend Actividad 1. 5 MIN. 1.1, 1.2, 1.3 Have students write their answers to Actividad 2 independently. Call on pairs of students to perform the conversation in Actividad MIN. 1.1, 1.2, 1.3 Work orally with the class on Actividad 3. n uso (cont.) 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. 1.2, 1.3 Present the Speaking Strategy, p MIN. 1.1 Choose a student to perform and extend the modelo with you. 5 MIN. 1.1, 1.2, 1.3 Have students work in pairs on Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Call on selected pairs to model their conversations from Actividad 5 for the class. 5 MIN. 1.1, 1.2, 1.3 Present and discuss the Community Connections (T, p. 249). 5 MIN. 5.1 Day , 1.2, 1.3, 3.1, 5.1, 5.2 n español! Lesson Plans UNIDAD 3 tapa 2 37

46 unidad 3 T A P A 2 13 n uso (cont.) Have students work in groups on Actividad 6. 5 MIN. 1.1, 1.2 Ask volunteers to write their sentences from Actividad 6 on the board. 5 MIN. 1.3 Discuss n la comunidad, p MIN. 5.1 Play Quién soy yo? (T, p. 248). 5 MIN. 1.1, 1.2, 1.3 n tu propia voz: scritura Brainstorm ideas about sports brochures. 5 MIN. 3.1 Have students work independently on the writing activity in Actividad MIN. 1.3, 3.1 Ask volunteers to read their work from Actividad 7 to the class. 10 MIN. 1.3 Have students review all of the Gramática boxes in tapa 2 as preparation for the exam n resumen: Repaso de vocabulario Review grammar questions as necessary. 10 MIN. Quick Start Review (T, p. 249), 1.3 Do the TPR activity (T, p. 248). Put students in groups and follow the Teaching Suggestion, T, p MIN. 1.3 Call on students to share their vocabulary sentences orally. 10 MIN. 1.3 Ask students to solve the Juego, p Answer the Juego orally (Answers, T, p. 249). Have students study for the tapa exam. Day , 1.3, 2.1, 3.2, 5.1, 5.2 Day , 1.2, 5.1, n resumen (cont.) Answer questions related to tapa 2 content. 10 MIN. Complete tapa exam. 25 MIN. Ampliación Use a suggested project, game, or activity (T, pp. 197A 197B) as students complete the exam. 10 MIN. 2.1, 2.2, 3.1 Day , 2.1, 2.2, 3.2, n español! Lesson Plans UNIDAD 3 tapa 2

47 Name Date Class unidad 3 T A P A 3 Period 1 tapa Opener Quick Start Review (T, p. 250), 1.3 Anticipate/Activate prior knowledge: Have students look at the tapa Opener and answer the questions. Present and discuss the Culture Highlights (T, p. 251). 5 MIN. 2.2 Present and discuss the Language Notes (T, p. 251). 5 MIN. 2.1 n contexto: Vocabulario Quick Start Review (T, p. 252), 1.3 Have students use context and pictures to learn tapa vocabulary. 10 MIN. 1.2 Have them work in pairs or small groups to answer the questions, p Have students check the newspapers for high and low temperatures for San Juan, your city, and another city of their choice. They should be prepared to report their findings to the class. 3.1, n vivo: Diálogo Quick Start Review (T, p. 254), 1.3 Present and discuss Gestures (T, p. 254). Review the Listening Strategy, p Play audio or show video for the dialog, pp MIN. 1.2 Replay the audio or video, then read aloud. 10 MIN. 1.2 Have students compare Minneapolis and San Juan. 5 MIN. 2.1, 3.2 Video Activities, Unit 3 Resource Book, pp Day 1 1.1, 1.2, 3.1, 4.2, 5.1, 5.2 Day 2 1.1, 1.2, 1.3, 2.1, 3.2 Level 1a 3 4 Day 3 1.1, 1.2, 2.1, 3.1, 3.2, 4.1 n acción: Vocabulario y gramática Quick Start Review (T, p. 256), 1.3 Follow the Teaching Suggestions (T, p. 256). Have students open to n contexto, pp , for reference. Use OHT 93 and 94 to review vocabulary by asking yes/no questions ( s un(a)...?). Play the audio tape. Help students do Actividad 1 orally. 10 MIN. 1.2, 3.1 Do Actividad 2 orally. Discuss the También se dice, p MIN. 2.1, 3.2 Have students work in pairs to complete Actividad 3. 5 MIN. 1.1, 1.2, 1.3 Have pairs share some of their descriptions from Actividad 3 with the class. 5 MIN. 1.1, 1.3 Present the Vocabulario, p Model and help students practice pronunciation. 10 MIN. 1.2 Do Actividad 4 orally. Have students work in pairs to complete Actividad 5. 5 MIN. 1.1, 1.2 Call on some pairs to share their work from Actividad 5. 5 MIN. 1.3 Have students complete Actividad 6 orally. 10 MIN. 1.2 Day 4 1.1, 1.3, 2.1, 3.1, 3.2, 4.1 n español! Lesson Plans UNIDAD 3 tapa 3 39

48 unidad 3 T A P A 3 5 Quick Start Review (T, p. 260), 3.2 Play the Game (T, p. 259)., 3.2 Do the Group Activity (T, p. 260). 5 MIN. 1.1, 1.2, 1.3 Present Gramática: Describing the Weather, p MIN. 1.2, 4.1 Play the audio. Assign Actividad MIN. 1.2 Have students work with a partner to complete Actividad 8. 5 MIN. 1.1, 1.2 Check Actividad 8 by asking several pairs to describe their answers to the class. 5 MIN. 1.3 Have students do the Para hacer, p Más práctica Workbook, p. 77. Cuaderno para hispanohablantes, p , 3.2, Work orally with the class to complete Actividad MIN. 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 Have students work in groups of 3 to complete Actividad MIN. 1.1, 1.2 Choose one or two groups to present their work to the class. 5 MIN. 1.3 Quick Wrap-up (T, p. 263) 5 MIN. 1.1, 1.2, 1.3 Day 5 1.1, 1.2, 1.3, 2.1, 3.2, 4.2 Day 6 1.1, 1.3, 3.1, Quick Start Review (T, p. 264), 1.3 Discuss the También se dice, p Practice using these terms orally. 5 MIN. 2.1, 3.2 Present Gramática: Special xpressions Using tener, p MIN. 1.2, 4.1 Have students complete Actividad 12 in writing., 1.3 Go over the answers to Actividad 12 orally. Do Actividad 13 orally with the class. 10 MIN. 1.2 Do the Paired Activity (T, p. 264). 5 MIN. 1.1, 1.2 Más práctica Workbook, p. 78. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 265), 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2 Present Gramática: Direct Object Pronouns, p MIN. 1.2, 1.3 Assign Actividad 15 as a written exercise. Have students work in pairs on Actividad MIN. 1.1, 1.2 Play the audio. Have students do Actividad 17. Más comunicación, p. R9. Más práctica Workbook, p. 79. Cuaderno para hispanohablantes, p. 77. Day 7 1.1, 1.2, 2.1, 3.2, 4.1 Day 8 1.1, 1.2, 3.1, 3.2, n español! Lesson Plans UNIDAD 3 tapa 3

49 Name Date Class unidad 3 T A P A 3 Period 9 Quick Start Review (T, p. 268), 1.3 Have students work with a partner to complete Actividad MIN. 1.1, 1.2 Have student pairs complete Actividad MIN. 1.1, 1.2 Present Gramática: Present Progressive, p MIN. 1.2, 4.1 Do Actividades 20 and 21 orally. 10 MIN. 1.2 Pronunciación Play the audio and have students practice the Trabalenguas., 4.1 Assign Actividad 22. Más práctica Workbook, p. 80. Cuaderno para hispanohablantes, p n voces: Lectura Quick Start Review (T, p. 270) 5 MIN. 1.3 Review the Reading Strategy, p Present and discuss the Language Note (T, p. 271)., 4.1 Have students read the story and answer the Comprendiste? questions for the Lectura, p MIN. 1.2, 3.2 Present and discuss the Interdisciplinary Connections (T, p. 271). 5 MIN. 2.1, 3.1 n colores: Cultura y comparaciones Discuss the Connecting Cultures Strategy, p MIN. 3.2 Have students answer the Qué piensas? questions for the Lectura, p Day 9 1.1, 1.2, 2.1, 3.2, 4.1 Day , 1.2, 3.1, 3.2, 4.2 Level 1a Day , 1.2, 2.1, 3.2, 4.2 n colores (cont.) Quick Start Review (T, p. 272) 5 MIN. 1.3 Present and discuss the Reading Strategy (T, p. 272). Have volunteers read the selection aloud and answer the Comprendiste? questions for n colores, p MIN. 1.2, 1.3 Present and discuss the Culture Highlights (T, p. 273). 5 MIN. 2.2 n uso: Repaso y más comunicación Quick Start Review (T, p. 274), 1.3 Work orally with students on Actividades MIN. 1.1, 1.2 Do Actividad 3 orally. Have students answer the Qué piensas? questions, p n uso (cont.) Do Actividad 5 orally with the class. 10 MIN. 1.2 Present the Speaking Strategy, p MIN. 1.1 Do Actividad 6 orally with the class. 5 MIN. 1.1, 1.2 Have students work in pairs to do Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Call on some pairs to share their work on Actividad 7. 5 MIN. 1.1, 1.2, 1.3 n tu propia voz: scritura Assign Actividad 8, p MIN. 1.1, 1.2 Day , 1.2, 3.1, 3.2, 5.2 n español! Lesson Plans UNIDAD 3 tapa 3 41

50 unidad 3 T A P A 3 13 n resumen: Repaso de vocabulario Quick Start Review (T, p. 277) 5 MIN. 1.3 Assign the Juego, p Practice the words and phrases on the page orally with the class. Have students work in pairs to make flash cards for their tricky vocabulary. 10 MIN. Ask students to work in pairs to practice with the flash cards. 5 MIN. Assign the Conexiones, p MIN. 2.1, 3.1, 4.2 Work one example of a Conexiones problem with the class. 5 MIN. 3.1 Have students study for the tapa exam. 14 Conexiones Read and discuss La historia and Las ciencias, p MIN. 3.1 Have students work in pairs to do the Proyecto cultural, p MIN. 1.1, 1.2, 2.1, 5.2 Call on some pairs to share their work on the Proyecto cultural, p MIN. 1.3 Review for the tapa exam. 15 MIN. Have students study for the tapa exam. Day , 2.1, 3.1, 3.2, 4.2 Day , 2.1, 2.2, 3.1, 3.2, tapa Test Review grammar questions, etc., as necessary. 10 MIN. Complete the tapa exam. 25 MIN. Ampliación Use a suggested project, game, or activity (T, pp. 197A 197B). 10 MIN. 1.3, 2.1, 2.2, , 5.1, 5.2 Day , 1.3, 2.1, 5.1, n español! Lesson Plans UNIDAD 3 tapa 3

51 Level 1b

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53 Name Class bridge unit 1 TAPA Unit and tapa Openers Discuss the Openers, pp. 1 3; discuss what students remember from last year. 10 MIN. n contexto: Vocabulario Play the audio. Present the vocabulary, pp Work orally with the class to do Actividad 1. Have students work in groups to do Actividades MIN. 1.1, 1.2 n acción: Vocabulario y gramática Quick Start Review (T, p. 6), 1.3 Present Gramática en vivo: Familiar and Formal Greetings, p min. 1.2, 4.1 Have students write responses to Actividad 4, and then call on them to say their greetings aloud., 1.3 Have students work in pairs to do Actividades 5 and 6. 5 MIN. 1.1, 1.2, 1.3 Activity and Assessment Book, p Present Gramática en vivo: Subject Pronouns and the Verb ser, p. 7., 4.1 Do Actividad 7. Have students write responses to Actividad 8, and then call on them to give their responses orally., 1.3 Assign Actividad 9. Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Present Gramática en vivo: Using ser de to xpress Origin, p. 8. Do Actividad 11., 1.3 Have students work in groups on Actividad MIN. 1.1, 1.2, 1.3 Activity and Assessment Book, p. 3 Date Period Day 1 1.1, 1.2, 1.3, 4.1 Day 2 1.1, 1.2, 3.2, Day 3 1.2, 3.1, 3.2, 4.1 Present Gramática en vivo: Using Verbs to Talk About What You Like to Do, and the Vocabulario, p MIN. 1.2, 4.1 Play the audio. Assign Actividad 13. Have students work in pairs to do Actividad MIN. 1.1, 1.2 Assign Actividad MIN. 1.3 n resumen: Ya sabes Review vocabulary, p MIN. 1.2 Complete the Juego, p. 11. Activity and Assessment Book, p. 4 n contexto: Vocabulario Quick Start Review (T, p. 12), 1.3 Play the audio. Present the vocabulary, pp Assign Actividades , 1.3 n acción: Vocabulario y gramática Present Gramática en vivo: Using Definite Articles with Specific Things, and the Vocabulario, p. 14., 4.1 Assign Actividad MIN. 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2 Present Gramática en vivo: Using Indefinite Articles with Unspecified Things, p. 16., 4.1 Assign Actividades MIN. 1.1, 1.2 Activity and Assessment Book, pp. 5 6 Day 4 1.1, 1.2, 2.1, 3.2, 4.1 Level 1b n español! Lesson Plans BRIDG UNIT tapa 1 45

54 bridge unit 5 TAPA Have pairs do Actividad MIN. 1.1, 1.2 Present Gramática en vivo: Using Adjectives to Describe: Gender, and the Vocabulario, p. 17., 4.1 Assign Actividad 24., 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Present Gramática en vivo: Using Adjectives to Describe: Number, and the Vocabulario, p. 18., 4.1 Assign Actividades , 1.3 n resumen: Ya sabes Review vocabulary, p. 19. Do the Juego, p. 19. Activity and Assessment Book, p n contexto: Vocabulario Quick Start Review (T, p. 20), 1.3 Play the audio. Present the vocabulary, pp Work orally on Actividad 28, and then have pairs do Actividad MIN. 1.1, 1.2 Assign Actividad MIN. 3.1 n acción: Vocabulario y gramática Present Gramática en vivo: Saying What You Have: The Verb tener, and the Vocabulario, p. 22., 4.1 Assign Actividades Present Gramática en vivo: xpressing Possession Using de, p. 23., 4.1 Assign Actividad 33. Activity and Assessment Book, pp. 8 9 Day 5 1.1, 1.2, 3.2, 4.1 Day 6 1.1, 1.2, 2.1, Have pairs do Actividad MIN. 1.1, 1.2, 1.3 Present Gramática en vivo: xpressing Possession: Possessive Adjectives, p. 24., 4.1 Have pairs do Actividades 35 and MIN. 1.1, 1.2, 1.3 Assign Actividad 37., 1.3 Present Gramática en vivo: Giving Dates: Day and Month, p. 25., 4.1 Review the Vocabulario, p. 26, and play the audio. Assign Actividad 38. Assign Actividades 39 and MIN. 1.1, 1.2 n resumen: Ya sabes Review vocabulary, and do the Juego, p. 27. Activity and Assessment Book, pp Day 7 1.1, 1.2, 3.2, 4.1, n español! Lesson Plans BRIDG UNIT tapa 1

55 Name Class bridge unidad unit 3 1 TAPA tapa Opener Discuss the Opener, pp MIN. n contexto: Vocabulario Quick Start Review (T, p. 30), 1.3 Play the audio. Have students use context and pictures to review the vocabulary, pp Do Actividad 1 orally. Have students work in pairs to do Actividad 2. 5 MIN. 1.1, 1.2 n acción: Vocabulario y gramática Present Gramática en vivo: Saying What You Do: Present of -ar Verbs, and the Vocabulario, p. 32. Assign Actividad 3. Present the Vocabulario, p. 33, and then have students work in pairs to do Actividad 4. 5 MIN. 1.1, 1.2 Have students work in pairs to do Actividad 5. 5 MIN. 1.3 Activity and Assessment Book, p Present Gramática en vivo: xpressing Frequency with Adverbs, p. 34. Assign Actividad 6. Have students write responses to Actividad 7, and then call on them to give their responses orally., 1.3 Have students work in groups to do Actividad 8., 1.3 Present Gramática en vivo: xpressing Obligation with hay que and tener que, p. 35. Assign Actividad 9. Have pairs do Actividad MIN. 1.1 n resumen: Ya sabes Review vocabulary, and do the Juego, p. 37. Activity and Assessment Book, pp Date Period Day 1 1.1, 1.2, 2.1, 3.2, 4.1 Day 2 1.1, 1.3, 3.2, Day 3 1.1, 1.2, 2.1, 4.1 n contexto: Vocabulario Quick Start Review (T, p. 38), 1.3 Play the audio. Present vocabulary, pp Assign Actividad 11. Have students work in pairs on Actividad 12, and then work orally with the class on Actividad MIN. 1.1, 1.2, 1.3 n acción: Vocabulario y gramática Present Gramática en vivo: Saying Where You Are Going: The Verb ir, and the Vocabulario, p. 40., 4.1 Assign Actividad 14. Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Present Gramática en vivo: Telling Time, p. 41, and the Vocabulario, p. 42. Activity and Assessment Book, pp Play the audio and assign Actividad 16. Assign Actividad 17. Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Present Gramática en vivo: Describing Location with the Verb estar, p. 43. Assign Actividades , 1.3 Present Gramática en vivo: Asking Questions: Interrogative Words, p. 44., 4.1 Assign Actividad 21. Have pairs do Actividad MIN. 1.1, 1.2, 1.3 Activity and Assessment Book, p. 22 Day 4 1.1, 1.2, 4.1 Level 1b n español! Lesson Plans BRIDG UNIT tapa 2 47

56 bridge unidad unit 3 5 TAPA n resumen: Ya sabes Review vocabulary, and do the Juego, p. 45. n contexto: Vocabulario Quick Start Review (T, p. 46), 1.3 Play the audio. Present the vocabulary, pp Assign Actividad 23. Have pairs do Actividad MIN. 1.1, 1.2, 1.3 Have groups do Actividad MIN. 1.1, 1.2, 1.3 n acción: Vocabulario y gramática Present Gramática en vivo: Saying What You Are Going to Do: ir a, and the Vocabulario, p. 48. Assign Actividad 26. Activity and Assessment Book, pp Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Present Gramática en vivo: Present Tense of Regular -er and -ir Verbs, and the Vocabulario, p. 49. Work orally on Actividad 28, and have students write responses. Present the Vocabulario, p. 50. Play the audio, and assign Actividad 29. Assign Actividad 30. Present Gramática en vivo: Regular Present Tense Verbs with Irregular yo Forms, p. 51. Assign Actividad 31. Activity and Assessment Book, p. 25 Day 5 1.1, 1.2, 3.2, 4.1 Day 6 1.1, 1.2, Work orally with the class on Actividad 32. Have students write out their answers to Actividad MIN. 1.3 Present Gramática en vivo: Using the Verb oír, p. 52. Assign Actividad 33. Have students work in pairs to do Actividad 34., 1.3 Quick Wrap-up (T, p. 52), 1.3 n resumen: Ya sabes Review vocabulary, p. 53. Do the Juego, p. 53. Activity and Assessment Book, p. 26 Day 7 1.1, 1.2, n español! Lesson Plans BRIDG UNIT tapa 2

57 Name Class bridge unidad unit 3 1 TAPA tapa Opener Discuss the Opener, pp ; brainstorm about what students remember from last year. 5 MIN. n contexto: Vocabulario Quick Start Review (T, p. 56) 5 MIN. 1..2, 1.3 Play the audio. Have students use context and pictures to review tapa vocabulary, pp Do Actividad 1 orally. Have students write their responses to Actividad 1. 5 MIN. 1.3 Have students work in pairs to do Actividad 2. 5 MIN. 1.1, 1.2, 1.3 n acción: Vocabulario y gramática Present Gramática en vivo: xpressing Feelings with estar and Adjectives, and the Vocabulario, p. 58., 4.1 Assign Actividad 3., 1.3 Have pairs do Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Activity and Assessment Book, p Present Gramática en vivo: Saying What Just Happened with acabar de, p. 59., 4.1 Work orally with the class to do Actividad 5, and then ask students to write their own responses., 1.3 Have students work in pairs on Actividad 6. 5 MIN. 1.1, 1.2, 1.3 Present Gramática en vivo: Saying Where You Are Coming From with venir, p. 60, and then assign Actividad 7., 1.3 Work orally on Actividad 8. Present Gramática en vivo: Saying What Someone Likes to Do Using gustar + infinitive, p. 61, and the Vocabulario, p. 62., 4.1 Have pairs do Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Have pairs do Actividad MIN. 1.1, 1.2, 1.3 Activity and Assessment Book, pp Date Period Day 1 1.1, 1.2, 1.3, 2.1, 3.2, 4.1 Day 2 1.1, 1.2, Day 3 1.1, 1.2, 2.1, 4.1 n resumen: Ya sabes Review the vocabulary, and do the Juego, p.63, n contexto: Vocabulario Quick Start Review (T, p. 64), 1.3 Play the audio. Present vocabulary, pp Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Have students work in groups on Actividad MIN. 1.1, 1.2, 1.3 n acción: Vocabulario y gramática Present Gramática en vivo: Talking About Playing a Sport: The Verb jugar, and the Vocabulario, p. 66. Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Assign Actividad 15., 1.3 Activity and Assessment Book, p. 35 Present Gramática en vivo: Stem-Changing Verbs: e " ie, and the Vocabulario, p. 67. Assign Actividades MIN. 1.1, 1.2, 1.3 Present Gramática en vivo: Saying What You Know: The Verb saber, p. 68., 4.1 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Present Gramática en vivo: Phrases for Making Comparisons, p. 69, and then play the audio and assign Actividad 20., 4.1 Assign Actividad 21., 1.3 Have pairs do Actividad MIN. 1.1, 1.2, 1.3 Activity and Assessment Book, pp Day 4 1.1, 1.2, 1.3, 4.1 Level 1b n español! Lesson Plans BRIDG UNIT tapa 3 49

58 bridge unidad unit 3 5 TAPA n resumen: Ya sabes Do the Juego, p. 71. n contexto: Vocabulario Quick Start Review (T, p. 72), 1.3 Play the audio. Present the vocabulary, pp Have students do Actividad 23., 1.3 Work orally on Actividad 24., 1.3 Assign Actividad MIN. 1.3 n acción: Vocabulario y gramática Present Gramática en vivo: Describing the Weather, and the Vocabulario, p MIN. 1.2, 4.1 Activity and Assessment Book, pp Work orally with the class on Actividad 26, and then have students write their responses. 5 MIN. 1.3 Work orally with the class on Actividad 27., 1.3 Present Gramática en vivo: Special xpressions Using tener, p. 75., 4.1 Have students do Actividad 28 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 Assign Actividad 30., 1.3 Present Gramática en vivo: Direct Object Pronouns, p. 76., 4.1 Assign Actividad 31., 1.3 Activity and Assessment Book, p. 40 Day 5 1.1, 1.2, 3.2, 4.1 Day 6 1.1, 1.2, Play the audio and assign Actividad 32. Have pairs do Actividad MIN. 1.1, 1.2, 1.3 Present Gramática en vivo: Saying What Is Happening: Present Progressive, p. 78. Work orally on Actividad 34, and then have students write responses., 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Quick Wrap-up (T, p. 78) 5 MIN. 1.3 n resumen: Ya sabes Review vocabulary, p. 79. Do the Juego, p. 79. Activity and Assessment Book, p. 41 Day 7 1.1, 1.2, n español! Lesson Plans BRIDG UNIT tapa 3

59 Name Class unidad 4 1 TAPA Unit Opener Anticipate/Activate prior knowledge: Present the Almanaque and the cultural notes. Use Map OHTs as needed. 10 MIN. 2.1, 2.2, 3.1 tapa Opener Quick Start Review (T, p. 90), 1.3 Have students look at the tapa Opener and answer the Qué ves? questions, p. 90. n contexto: Vocabulario Quick Start Review (T, p. 92) Have students use context and pictures to learn tapa vocabulary. 1 Have students answer the Preguntas personales, p n vivo: Diálogo Quick Start Review (T, p. 94), 1.3 Review the Listening Strategy, p. 94. Play audio or show video for the dialog, pp MIN. 1.2 Replay the audio or video, then have students take the roles of the characters. 10 MIN. 1.2, 1.3 n acción: Vocabulario y gramática Quick Start Review (T, p. 96), 1.3 Have students open to the n contexto, pp , for reference. Use OHT 107 and 108 to review vocabulary. 10 MIN. 1.2 Video Activities, Unit 4 Resource Book, pp Date Period Day 1 1.1, 1.2, 2.1, 2.3, 3.1, 4.2 Day 2 1.1, 1.3, 2.1, Day 3 1.1, 1.2, 2.1, 2.2, 3.2, 4.2 Play the video/audio. Have students do Actividad 1 orally., 1.3 Do Actividad 2 orally., 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Read and discuss the Nota cultural, p MIN. 2.1, 2.2, 3.2 Play the audio and do Actividad 4. Read and discuss the Nota cultural, p MIN. 2.1 Have students work in pairs to do Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Ask volunteers to model their work on Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Present the Vocabulario, p. 99. Do Actividad 6 orally., 1.3 Quick Start Review (T, p. 100), 1.3 Present Gramática: The Verb decir, p. 100., 4.1 Do Actividad 7 orally., 1.3 Have students work independently on Actividad 8., 1.3 Ask volunteers to share their work on Actividad 8. 5 MIN. 1.3 Más práctica Workbook, p. 5. Cuaderno para hispanohablantes, p. 3. Day 4 1.1, 1.3, 3.1, 3.2, 4.1 Level 1b n español! Lesson Plans UNIDAD 4 tapa 1 51

60 unidad 4 TAPA 1 5 Present the Vocabulario, p Work with students to do Actividad 9 orally., 1.3 Ask students to write answers to Actividad 9. 5 MIN. 1.3 Have students do Actividad 10 in pairs. 5 MIN. 1.1, 1.2, 1.3 Call on some pairs to act out the roles in Actividad MIN. 1.1, 1.2, 1.3 Read and discuss the También se dice, p MIN. 2.1 Read and discuss the Conexiones, p MIN Quick Start Review (T, p. 103) Present Gramática: Using Prepositional Phrases to xpress Location, p MIN. 1.2, 4.1 Do Actividad 11 orally with the class., 1.3 Have students write their answers to Actividad MIN. 1.3 Have students work in pairs and present their work on Actividad MIN. 1.1, 1.2, 1.3 Discuss the Speaking Strategy, p MIN. 1.1 Have students complete Actividad 13., 1.3 Más práctica Workbook, pp Cuaderno para hispanohablantes, p. 4. Day 5 1.1, 1.3, 2.1, 2.2, 3.2, 4.2 Day 6 1.1, 1.2, 1.3, 3.2, Quick Start Review (T, p. 105), 1.3 Present Gramática: Regular Affirmative tú Commands, p MIN. 1.2, 4.1 Have students write their responses to Actividad 14., 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 Read and discuss the Conexiones, p MIN. 2.1, 3.1 Más práctica Workbook, p. 8. Cuaderno para hispanohablantes, pp Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Have volunteer pairs model their work on Actividad MIN. 1.1, 1.2, 1.3 Keep students in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to present their conversations for Actividad MIN. 1.1, 1.2, 1.3 Keep students in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Ask pairs to read their work for Actividad MIN. 1.3 Read and discuss the Nota cultural, p MIN. 2.2 Day 7 1.1, 1.3, 2.2, 3.2, 4.2 Day 8 1.1, 1.3, 2.2, 3.2, n español! Lesson Plans UNIDAD 4 tapa 1

61 Name Class unidad 4 9 TAPA Present the Vocabulario, p Practice asking for directions. 5 MIN. 1.1 Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Ask groups to volunteer to model asking directions as assigned in Actividad MIN. 1.1, 1.2, 1.3 Play the audio and have students do Actividad MIN. 1.2 Sketch the map on p. 109 on the board, and ask students to mark the places in Actividad 20 on it. 10 MIN Discuss the Nota, p Decide as a class how to say your school address in Spanish., 1.3 Have students work independently to do Actividad MIN. 1.2, 1.3 Ask students to volunteer to read their invitations from Actividad 21 for the class. 5 MIN. 1.3 Use Information Gap Activities, Unit 4 Resource Book, pp ; Más comunicación, p. R1. 10 MIN. Discuss and demonstrate the Pronunciación, p MIN. 1.2 Have students work in pairs to practice the Refrán, p MIN. 1.1, 1.2 Date Period Day 9 1.1, 1.2, 3.1, 4.1 Day , 1.2, 1.3, 2.1, 3.2, Day , 1.2, 2.1, 3.1, 3.2 n voces: Lectura Quick Start Review (T, p. 110) 5 MIN. 1.3 Review the Reading Strategy, p Ask students to predict what the story is about. 5 MIN. Have students read Benito Juárez, un oaxaqueño por excelencia, 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. 111) Work orally with students to answer the Qué piensas? questions for the Lectura, p. 111., 3.2 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. 112) 5 MIN. 1.3 Present the Repaso y más comunicación using the Teaching Suggestions (T, p. 112). 10 MIN. 1.2 Have students write Actividad MIN. 1.2, 1.3 Check answers for Actividad 1 with the whole class. 5 MIN. Have students write Actividad 2., 1.3 Check Actividad 2 orally. 5 MIN. Day , 1.2, 3.2, 4.1 Level 1b n español! Lesson Plans UNIDAD 4 tapa 1 53

62 unidad 4 TAPA 1 13 n uso (cont.) Have students read and prepare to answer Actividades 3 and MIN. 1.2 Ask pairs of students to take the roles in Actividad MIN. 1.1, 1.2, 1.3 Present the Speaking Strategy, p MIN. 1.1 Display a map and practice giving directions. 5 MIN. 1.3 Have students work in pairs to do Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Ask some pairs to volunteer to share their work on Actividad 5 orally. 5 MIN. 1.1, 1.2, 1.3 Read and discuss the Conexiones, p MIN. 2.1, 2.2, 3.1, 3.2 Have students complete the questions in the Conexiones, p , 2.2, 3.1, n resumen: Repaso de vocabulario Quick Start Review (T, p. 115) 10 MIN. 1.3 n tu propia voz: scritura Have students do the writing activity, Actividad 6, independently. 10 MIN. 1.2, 1.3 Call on selected students to read their work from Actividad 6. 5 MIN. 1.3 Put students in groups of 3 and follow the Teaching Suggestions (T, p. 115)., 1.3 Review grammar questions, etc., as necessary. 5 MIN. Have students solve the Juego, p. 115 (Answer, T, p. 115). Have students study for the tapa exam. Day , 1.3, 2.1, 3.1, 3.2, 4.2 Day , 1.2, 1.3, 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. 89A 89B) 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 4 tapa 1

63 Name Class unidad 4 1 TAPA tapa Opener Quick Start Review (T, p. 116) 5 MIN. 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. 118) 5 MIN. 1.3 Have students use context and pictures to learn tapa vocabulary. 10 MIN. 1.2 Uses the Situational OHTs for additional practice. 10 MIN. 1.2 Have students work in pairs to answer the Preguntas personales, p. 119., n vivo: Diálogo Quick Start Review (T, p. 120), 1.3 Discuss Gestures (T, p. 120). Review the Listening Strategy, p Play audio or show video for the dialog, pp MIN. 1.2 Replay as needed. Read the dialog aloud, having students take the roles of characters. 10 MIN. 1.1, 1.2, 1.3 Ask Comprehension Questions (T, p. 121). Video Activities, Unit 4 Resource Book, pp Date Period Day 1 1.1, 1.2, 2.2, 3.2 Day 2 1.1, 1.2, 1.3, 2.1, Day 3 1.1, 1.2, 1.3, 2.1, 3.2 n acción: Vocabulario y gramática Quick Start Review (T, p. 122), 1.3 Use OHT 117 and 118 to review the n contexto vocabulary. Ask students for a summary of the dialog to check recall. 10 MIN. 1.2 Play the video/audio; do Actividad 1 orally with the class. 10 MIN. 1.2 Do Actividad 2 orally. Have students work in groups to complete Actividad 3. 5 MIN. 1.1, 1.2, 1.3 Call on some groups to report the results of their work on Actividad 3. 5 MIN. Have students work independently on Actividad 4., 1.3 Ask volunteer pairs to read their letter to miliana from Actividad 4 to the class. 5 MIN. 1.3 Have students work in pairs to do Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Ask pairs to volunteer to model their conversations from Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Quick Start Review (T, p. 126), 1.3 Present Gramática: Stem-Changing Verbs: o ue and the Vocabulario, p MIN. 1.2, 4.1 Have students write the answers to Actividad 6., 1.3 Call on selected students to share their completed paragraph from Actividad 6. 5 MIN. 1.3 Have students read the Conexiones, p. 117, and complete the Para hacer. 2.2 Day 4 1.2, 1.3, 2.2, 3.2, 4.2 Level 1b n español! Lesson Plans UNIDAD 4 tapa 2 55

64 unidad 4 TAPA 2 5 Have students complete Actividad 7 and then give their answers orally. 10 MIN. 1.2, 1.3 Have students work in pairs to do Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Play the audio; do Actividad 9. Have students work in groups to do Actividad 10 then report their results. 10 MIN. 1.1, 1.2, 1.3 Discuss the Speaking Strategy, p. 128, then present the Vocabulario. 5 MIN. 1.1, 1.2 Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 13. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 129), 1.3 Present Gramática: Indirect Object Pronouns, p MIN. 1.2, 4.1 Have students write their answers to Actividad 12., 1.3 Ask selected students to share their responses to Actividad 12 orally. 5 MIN. 1.3 Have students work independently to complete Actividad 13., 1.3 Ask volunteers to write their sentences for Actividad 13 on the board. 5 MIN. 1.3 Present and practice the Vocabulario, p Más práctica Workbook, pp Cuaderno para hispanohablantes, pp Day 5 1.1, 1.2, 1.3, 3.1, 3.2 Day 6 1.1, 1.2, 1.3, Play the audio; do Actividad 14. Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to share their work on Actividad 15 with the class. 5 MIN. 1.1, 1.2, 1.3 Quick Start Review (T, p. 132), 1.3 Present Grámatica: Placement of Indirect Object Pronouns, p MIN. 1.2, 4.1 Assign Actividad 16., 1.3 Call on students to write their completed sentences from Actividad 16 on the board. 5 MIN. 1.3 Más práctica Workbook, p. 16. Cuaderno para hispanohablantes, p Have students complete Actividad 17., 1.3 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 Read and discuss the Conexiones, p MIN. 2.1, 2.2 Draw a quick copy of the map in the Conexiones, p. 134, on the board. Work with the class to do the Para hacer orally. 10 MIN. 1.2 Present the Nota cultural, p. 134., 2.1 Have students write answers to the Para hacer, p Day 7 1.1, 1.3, 3.2, 4.1 Day 8 1.1, 1.2, 1.3, 2.1, 2.2, n español! Lesson Plans UNIDAD 4 tapa 2

65 Name Class unidad 4 9 TAPA Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on pairs to report their findings from Actividad MIN. 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to share their work from Actividad MIN. 1.1, 1.2, 1.3 Use Information Gap Activities, Unit 4 Resource Book, pp MIN. Más comunicación, p. R2. 5 MIN. Play the audio. Have students practice the Trabalenguas, p n colores: Cultura y comparaciones Quick Start Review (T, p. 136), 1.3 Discuss the Connecting Cultures Strategy, p MIN. 2.1, 4.2 Complete the Venn diagram, p MIN. 2.1, 4.2 Have volunteers read l Mercado Benito Juárez, pp , aloud. 10 MIN. 1.2, 1.3 Work orally with students to answer the Comprendiste? questions, p. 137 (Answers, T, p. 137)., 1.3 Discuss the Qué piensas? questions, p Have students work in pairs to do the Hazlo tú, p MIN. 1.1, 1.2, 1.3 Ask selected pairs of students to share their dialog from the Hazlo tú. 5 MIN. 1.1, 1.2, 1.3 Have students prepare written answers to the Qué piensas? questions, p , 1.3 Date Period Day 9 1.1, 1.3, 3.2, 4.1 Day , 1.3, 2.2, 3.2, 4.2, Day , 1.2, 1.3, 3.1, 5.1 n uso: Repaso y más comunicación Quick Start Review (T, p. 138), 1.3 Work orally with students to complete Actividad MIN. 1.2 Have students write their answers to Actividad 2 independently., 1.3 Call on pairs of students to perform the conversation in Actividad MIN. 1.1, 1.2, 1.3 Work orally with the class on Actividad MIN. 1.2 n uso (cont.) Have students write out answers to Actividad 4., 1.3 Call on students to play the parts in Actividad 4, using their own written responses. 10 MIN. 1.1, 1.2, 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to model their conversations from Actividad 5 for the class. 10 MIN. 1.1, 1.2, 1.3 Read and discuss the Conexiones, p MIN. 2.1, 3.1, 5.2 Have students collect items for the mock mercado suggested in the Conexiones, p Day 12 NON Level 1b n español! Lesson Plans UNIDAD 4 tapa 2 57

66 unidad 4 TAPA 2 13 n uso (cont.) Use objects students have brought in to set up the mock mercado suggested in the Conexiones, p Practice regatear. 10 MIN. 2.1, 3.1 Have students work in groups on Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to write their sentences from Actividad 6 on the board. 5 MIN. 1.3 n tu propia voz: scritura Have students work independently on the writing activity in Actividad MIN. 1.2, 1.3 Ask volunteers to read their work from Actividad 7 to the class. 10 MIN. 1.3 Have students review all of the Gramática boxes in tapa 2 as preparation for the exam n resumen: Repaso de vocabulario Review grammar questions as necessary. 15 MIN. Quick Start Review (T, p. 141) 5 MIN. 1.3 Put students in groups and follow the Teaching Suggestion, T, p. 141., 1.3 Call on students to share their vocabulary sentences orally. 10 MIN. 1.3 Ask students to solve the Juego, p Answer the Juego orally (Answers, T, p. 141). Have students study for the tapa exam. Day , 1.3, 2.1, 2.2, 3.2 Day , 1.2, 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. 89A 89B) 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 4 tapa 2

67 Name Class unidad 4 1 TAPA tapa Opener Quick Start Review (T, p. 142), 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. 144) 5 MIN. 1.3 Have students use context and pictures to learn tapa vocabulary, pp MIN. 1.2 Have students work in pairs to answer the Preguntas personales, p MIN. 1.1, 1.2 Ask pairs to share each other s answers to Preguntas personales, p MIN. 1.1, 1.2, n vivo: Diálogo Quick Start Review (T, p. 146) 5 MIN. 1.3 Use the Situational OHTs for additional vocabulary practice. 10 MIN. Review the Listening Strategy, p Play audio or show video for the dialog, pp MIN. 1.2 Replay as needed. Read the dialog aloud, having students take the roles of characters. 10 MIN. 1.1, 1.2, 1.3 Video Activities, Unit 4 Resource Book, pp Date Period Day 1 1.1, 1.3, 2.1, 3.1, 3.2 Day 2 1.1, 1.2, 2.1, Day 3 1.1, 1.2, 3.1, 3.2 n acción: Vocabulario y gramática Quick Start Review (T, p. 148), 1.3 Ask students for a summary of the dialog to check recall. Play the video/audio; have students do Actividades 1 and 2 orally. 10 MIN. 1.2 Present the Vocabulario, p Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Have students write answers to Actividad 4., 1.3 Ask volunteers to recite the captions they wrote for scenes in Actividad 4. 5 MIN. 1.3 Play the audio. Have students do Actividad 5. 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 MIN. 1.1, 1.2, 1.3 Mix up the pairs and have students do Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Ask a few pairs to model setting the table, as in Actividad 7, naming each item as they place it. 5 MIN. 1.1, 1.2, 1.3 Read and discuss the También se dice, p MIN. 2.1 Day 4 1.1, 1.2, 1.3, 2.1, 3.2, 4.1 Level 1b n español! Lesson Plans UNIDAD 4 tapa 3 59

68 unidad 4 TAPA 3 5 Quick Start Review (T, p. 152), 1.3 Present Gramática: Using gustar to Talk About Things You Like, p MIN. 1.2, 4.1 Work orally with the class to do Actividad 8., 1.3 Model Actividad 9 and discuss possible answers., 1.3 Have students write their answers to Actividad MIN. 1.2, 1.3 Read and discuss the Apoyo para estudiar, p MIN. 4.1 Quick Wrap-up (T, p. 153) 5 MIN. 1.3 Más práctica Workbook, p. 21. Cuaderno para hispanohablantes, p Have students work in groups to complete Actividad MIN. 1.1, 1.2, 1.3 Call on some groups to report their findings from Actividad 10 to the class. 5 MIN. 1.3 Quick Start Review (T, p. 155), 1.3 Present Gramática: Affirmative and Negative Words. 10 MIN. 1.2, 4.1 Assign Actividad 11. Ask pairs of students to use their responses to Actividad 11 to perform a dialog. 5 MIN. 1.1, 1.2, 1.3 Day 5 1.1, 1.2, 3.1, 3.2, 4.1 Day 6 1.1, 1.3, 3.1, 3.2, Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Ask selected pairs to model questioning, answering, and changing your mind from Actividad MIN. 1.1, 1.2, 1.3 Assign Actividad 13., 1.3 Read and discuss the Conexiones, p MIN. 2.1, 2.2, 4.2 Have students work in pairs to complete the Para hacer, p MIN. 1.2 Read and discuss the Nota, p. 157, and model Actividad 14., 1.3, 4.1 Have students write their responses to Actividad MIN. 1.3 Más práctica Workbook, pp Cuaderno para hispanohablantes, pp Check homework. 10 MIN. Quick Start Review (T, p. 158), 1.3 Present Grámatica: Stem-Changing Verbs: e i, and the Vocabulario, p MIN. 1.2, 4.1 Have students write their responses to Actividad 15., 1.3 Ask volunteers to read their responses to Actividad MIN. 1.3 Model Actividad 16, then ask students to write their responses. 10 MIN. 1.2, 1.3 Más práctica Workbook, p. 24. Cuaderno para hispanohablantes, p. 22 Day 7 1.1, 1.2, 2.1, 3.2, 4.2 Day 8 1.1, 1.2, 3.1, n español! Lesson Plans UNIDAD 4 tapa 3

69 Name Class unidad 4 9 TAPA Read and discuss the Nota, p Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Ask selected pairs to model their conversations from Actividad MIN. 1.1, 1.2, 1.3 Play the audio. Assign Actividad 18. Present and practice the Vocabulario, p Read and discuss the Nota, p Assign pairs to work on Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to model their conversations in Actividad MIN. 1.1, 1.2, Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Call on pairs to model their completed conversations from Actividad MIN. 1.1, 1.2, 1.3 Have students work in groups of three to complete Actividad MIN. 1.1, 1.2, 1.3 Ask groups to volunteer to perform their dialogs from Actividad 21 for the class. 5 MIN. 1.1, 1.2, 1.3 Use Information Gap Activities, Unit 4 Resource Book, pp MIN. Más comunicación, p. R3. 5 MIN. Play the audio and have students practice the Trabalenguas, p MIN. 1.2, 4.1 Date Period Day 9 1.1, 1.2, 1.3, 2.1, 4.1 Day , 1.3, 3.1, Day , 1.2, 2.1, 3.1, 3.2 n voces: Lectura Quick Start Review (T, p. 162) 5 MIN. 1.3 Present the Reading Strategy, p Have volunteers read the selection aloud, pp MIN. 1.3 Work orally with students on the Comprendiste? questions (Answers, T, p. 163). 10 MIN. 1.2 Discuss the Qué piensas? questions, p MIN. 1.2, 3.2 Have students write their answers to the Qué piensas? questions, p , 1.3, 3.2 n colores: Cultura y comparaciones Quick Start Review (T, p. 164), 1.3 Discuss the Connecting Cultures Strategy, p MIN. 2.1 Brainstorm some rules for being a good tourist. 5 MIN. 2.1, 3.2 Have volunteers read the selection aloud, pp MIN. 1.3 Work orally with students to answer the Comprendiste? questions. (Answers, T, p. 165). 10 MIN. 1.2 Discuss the Qué piensas? questions, p. 165., 3.2 Day , 1.3, 3.1, 3.2, 4.2 Level 1b n español! Lesson Plans UNIDAD 4 tapa 3 61

70 unidad 4 TAPA 3 13 n uso: Repaso y más comunicación Quick Start Review (T, p. 166), 1.3 Assign Actividad 1. Work orally with students to complete Actividades MIN. 1.2 Have students read and think about Actividades 4 5. Call on students to give oral responses to Actividades MIN. 1.2, 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs on Actividad 6. 5 MIN. 1.1, 1.2, 1.3 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 groups to share their work from Actividad 7. 5 MIN. 1.3 n tu propia voz: scritura Have students work independently to complete the writing activity, Actividad MIN. 1.2, 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. 169) 5 MIN. 1.3 Review tapa 3 vocabulary. 10 MIN. 1.2 Have students study for the tapa exam. Day , 1.2, 1.3, 3.2 Day , 1.2, 1.3, n resumen: Repaso de vocabulario Answer questions related to tapa 3 content. 10 MIN. Complete tapa exam. 25 MIN. Conexiones Have students read the Conexiones, pp , as they complete the exam. 10 MIN. 2.1, 2.2, 3.1, 3.2, 4.2, 5.2 Day , 3.1, 3.2, 5.1, n español! Lesson Plans UNIDAD 4 tapa 3

71 Name Class unidad 5 1 TAPA Unit Opener Anticipate/Activate prior knowledge: Present the Almanaque and the cultural notes. Use Map OHTs as needed. 10 MIN. 1.2, 3.1 tapa Opener Quick Start Review (T, p. 176), 1.3 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. 178), 1.3 Have students use context and pictures to learn tapa vocabulary. 10 MIN. 1.2 Have students answer the Preguntas personales, p n vivo: Diálogo Quick Start Review (T, p. 180), 1.3 Review the Listening Strategy, p Play audio or show video for the dialog, pp Replay the audio or video, then have students take the roles of the characters. 10 MIN. 1.2, 1.3 Work with students to answer the Comprehension Questions (T, p. 181). n acción: Vocabulario y gramática Quick Start Review (T, p. 182), 1.3 Have students open to n contexto, pp , for reference. Use OHTs to review vocabulary. 10 MIN. 1.2 Video Activities, Unit 5 Resource Book, pp Date Period Day 1 1.1, 2.1, 2.2, 3.2, 5.1 Day 2 1.1, 1.2, 1.3, Day 3 1.1, 1.2, 1.3, 3.2, 4.2 Play the video/audio. Have students do Actividad 1 orally. Read and discuss the También se dice, p MIN. 2.1 Do Actividad 2 orally. Work orally with students on Actividad 3., 1.3 Have students work in pairs to do Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Ask volunteers to model their conversations from Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Have students stay in their pairs to do Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Quick Start Review (T, p. 185) 5 MIN. 1.3 Present Gramática: Describing Actions That Involve Oneself: Reflexive Verbs, and the Vocabulario, p MIN. 1.2, 4.1 Play the audio and assign Actividad 6., 1.3 Have students work in pairs to do Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Call on selected pairs to model their work on Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs to do Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Call on selected pairs to share their conversations from Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 29. Cuaderno para hispanohablantes, p. 27. Day 4 1.1, 1.2, 1.3, 3.1, 4.1 Level 1b n español! Lesson Plans UNIDAD 5 tapa 1 63

72 unidad 5 TAPA 1 5 Have students work in pairs to do Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Ask pairs to volunteer to read their summaries from Actividad 9. 5 MIN. 1.3 Have students stay in their pairs to work on the Juego (Answer, T, p. 187). Quick Start Review (T, p. 187), 1.3 Present Gramática: Irregular Affirmative tú Commands, p MIN. 1.2, 4.1 Present the Vocabulario, p Work on Actividad 10 orally., 1.3 Más práctica Workbook, p. 30. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 190), 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on pairs to act out their responses to Actividad MIN. 1.1, 1.2, 1.3 Have students write their responses to Actividad 12., 1.3 Read and discuss the Conexiones, p MIN. 2.1 Present Gramática: Negative tú Commands, p MIN. 1.2, 4.1 Work orally with the class on Actividad 13., 1.3 Más práctica Workbook, p. 31. Cuaderno para hispanohablantes, p. 29. Day 5 1.1, 1.2, 1.3, 3.2, 4.1 Day 6 1.1, 1.3, 2.1, 3.2, Have students write their responses to Actividad 14., 1.3 Read and discuss the Nota cultural, p MIN. 2.1, 2.2 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to model their conversations from Actividad 15 for the class. 5 MIN. 1.1, 1.2, 1.3 Have students work in groups on Actividad MIN. 1.1, 1.2, 1.3 Ask groups to share their results from Actividad MIN Quick Start Review (T, p. 192), 1.3 Present Gramática: Using Correct Pronoun Placement with Commands, p MIN. 1.2, 4.1 Assign Actividad 17., 1.3 Have volunteers write their answers to Actividad 17 on the board. 5 MIN. 1.3 Read and discuss the También se dice, p MIN. 2.1 Have pairs do Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to model their conversations for Actividad 18 for the class. 5 MIN. 1.1, 1.2, 1.3 Read and discuss the Nota cultural, p MIN. 2.1, 2.2 Más práctica Workbook, p. 32. Cuaderno para hispanohablantes, p. 30. Day 7 1.1, 1.2, 1.3, 2.2, 3.2 Day 8 1.1, 1.3, 2.2, 3.2, n español! Lesson Plans UNIDAD 5 tapa 1

73 Name Class unidad 5 9 TAPA Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Ask groups to volunteer to model their conversations from Actividad MIN. 1.1, 1.2, 1.3 Play the audio and have students do Actividad 20. Ask volunteers to give their responses to Actividad MIN. 1.3 Read and discuss the Conexiones, p MIN. 2.2, 3.1 Have students work individually on the Para hacer, p MIN. Ask students to read their descriptions of Picasso (Para hacer, p. 194). 5 MIN Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Ask students to volunteer to read their ads from Actividad 21 for the class. 5 MIN. 1.3 Use Information Gap Activities, Unit 5 Resource Book, pp MIN. Más comunicación, p. R4. 5 MIN. Discuss and demonstrate the Pronunciación, p MIN. 1.2, 4.1 Have students work in pairs to practice the tongue twister, p MIN. 1.3, 4.1 Have students work in pairs to create their own tongue twisters, modeled on the Trabalenguas, p MIN. 1.3, 4.1 Date Period Day 9 1.1, 1.2, 1.3, 2.2, 3.2 Day , 1.2, 3.2, Day , 1.3, 2.2, 3.2, 4.1 n voces: Lectura Quick Start Review (T, p. 196), 1.3 Review the Reading Strategy, p Ask students to predict what the story is about. 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. 197). Work orally with students to answer the Qué piensas? questions for the Lectura, p. 197., 2.1, 3.2 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. 198), 1.3 Present the Repaso y más comunicación using the Teaching Suggestions (T, p. 198). 10 MIN. 1.2 Have students write their responses to Actividad 1., 1.3 Check answers for Actividad 1 with the whole class. 5 MIN. Work with students to do Actividad 2 orally. Have students read and prepare to respond orally to Actividad 3. Work orally with the class on Actividad 3., 1.3 Day , 1.2, 1.3 Level 1b n español! Lesson Plans UNIDAD 5 tapa 1 65

74 unidad 5 TAPA 1 13 n uso (cont.) Have students read and prepare to answer Actividad 4. Ask pairs of students to take the roles in Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs to do Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Have volunteer pairs model their work for Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Ask groups to volunteer to share their work from Actividad 6. 5 MIN. 1.3 Discuss the Conexiones, p MIN. 3.1 Have students complete the Venn diagram in the Conexiones, p n tu propia voz: scritura Have students do the writing activity, Actividad 7, independently. 10 MIN. 1.2, 1.3 Call on selected students to read their work from Actividad 7. 5 MIN. 1.3 n resumen: Repaso de vocabulario Quick Start Review (T, p. 201) 5 MIN. 1.3 Follow the Teaching Suggestions (T, p. 201). 10 MIN. 1.2 Review grammar questions, etc., as necessary. 5 MIN. Have students solve the Juego (Answers, T, p. 201). Have students study for the tapa exam. Day , 1.2, 1.3, 3.2, 5.2 Day , 1.3, 3.2, 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. 175A 175B) 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 5 tapa 1

75 Name Class unidad 5 1 TAPA tapa Opener Quick Start Review (T, p. 202), 1.3 Anticipate/Activate prior knowledge: Discuss the tapa Opener. Present the Supplementary Vocabulary (T, p. 203). Answer the Qué ves? questions, p n contexto: Vocabulario Quick Start Review (T, p. 204), 1.3 Discuss the Language Note (T, p. 204). Have students use context and pictures to learn tapa vocabulary. Use the Situational OHTs for additional practice. 5 MIN. Have students work in pairs to answer the Preguntas personales, p n vivo: Diálogo Quick Start Review (T, p. 206) 5 MIN. 1.3 Review the Listening Strategy, p Play audio or show video for the dialog, pp MIN. 1.2 Work orally with the class to fill in the table, p Discuss Gestures (T, p. 206). 5 MIN. 1.1 Replay the audio/video as needed. Read the dialog aloud, having students take the roles of characters. 10 MIN. 1.1, 1.2, 1.3 Video Activities, Unit 5 Resource Book, pp Date Period Day 1 1.1, 1.2, 2.1, 3.2 Day 2 1.1, 1.3, 2.1, 3.2, Day 3 1.1, 1.2, 1.3, 2.1 n acción: Vocabulario y gramática Quick Start Review (T, p. 208), 1.3 Use OHTs to review n contexto vocabulary. Ask students for a summary of the dialog to check recall. 10 MIN. 1.2 Play the video/audio; do Actividad 1 orally with the class. Do Actividad 2 orally. Discuss Actividad 3. 5 MIN. 1.3 Have students write their responses to Actividad 3. 5 MIN. 1.3 Ask volunteers to share their work on Actividad 3. 5 MIN. 1.3 Read and discuss the También se dice, p MIN. 2.1 Have students write their responses to Actividad 4, and ask for volunteers to share with the class. 10 MIN. 1.3 Have students work with partners on Actividad 5. Then ask the pairs of students to share their work. 10 MIN. 1.1, 1.2, 1.3 Have students work individually on Conexiones, then ask for volunteers to share their responses. 10 MIN. 2.1, 2.2, 3.1 Have students write responses to the Para hacer, p MIN. Make a class list of all the adjectives students found for the Para hacer, p MIN. Day 4 NON Level 1b n español! Lesson Plans UNIDAD 5 tapa 2 67

76 unidad 5 TAPA 2 5 Have students work in groups to complete Actividad MIN. 1.1, 1.2, 1.3 Ask groups to share their tables from Actividad 6. 5 MIN. 1.3 Read and discuss the Nota cultural, p MIN. 2.1 Present the Supplementary Vocabulary (T, p. 211). Discuss the Speaking Strategy, p MIN. 1.1 Read and discuss the Nota, p Have students work in pairs to complete Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Ask pairs to volunteer to model their conversations from Actividad 7. 5 MIN. 1.1, 1.2, Quick Start Review (T, p. 212) 5 MIN. 1.3 Present Gramática: Using Pronouns with the Present Progressive, p MIN. 1.2, 4.1 Present the Vocabulario, p Practice new vocabulary. Have students work in pairs to do Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Ask pairs to volunteer to model their conversations from Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Have students work in pairs to do Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Call on selected pairs to model their conversations for Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Más práctica Workbook, pp Cuaderno para hispanohablantes, pp Day 5 1.1, 1.2, 1.3, 2.1, 3.2 Day 6 1.1, 1.2, 1.3, 3.2, Read and discuss the Nota, p MIN. Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Ask volunteer pairs to model their answers to Actividad MIN. 1.1, 1.2, 1.3 Play the audio. Do Actividad 11 orally with the class. Read and discuss the Nota cultural, p MIN. 2.2 Present the Vocabulario, p Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on pairs to present their conversation from Actividad MIN. 1.1, 1.2, Quick Start Review (T, p. 216), 1.3 Present Gramática: Using the Verb deber, p MIN. 1.2, 4.1 Present the Vocabulario, p Assign Actividad 13., 1.3 Call on students to write their completed sentences from Actividad 13 on the board. 5 MIN. 1.3 Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Ask pairs to volunteer to model their conversation from Actividad MIN. 1.1, 1.2, 1.3 Quick Wrap-up (T, p. 217) 5 MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 39. Cuaderno para hispanohablantes, p. 37. Day 7 1.1, 1.2, 1.3, 2.2, 3.2 Day 8 1.1, 1.3, 3.2, n español! Lesson Plans UNIDAD 5 tapa 2

77 Name Class unidad 5 9 TAPA Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on pairs to model their conversations from Actividad MIN. 1.1, 1.2, 1.3 Play the audio. Assign Actividad 16. Ask volunteers to share their answers to Actividad MIN. 1.3 Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Call on groups to share their work from Actividad MIN. 1.3 Quick Start Review (T, p. 219), 1.3 Present Gramática: Using Adverbs That nd in -mente, p. 219., Assign Actividad MIN. Work orally with the class on Actividad 19., 1.3 Have students write their answers to Actividad MIN. 1.3 Assign Actividad MIN. Have students work in pairs to complete Actividad 21., 1.3 Read and discuss the Pronunciación, p MIN. 4.1 n colores: Cultura y comparaciones Quick Start Review (T, p. 222) 5 MIN. 1.3 Discuss the Connecting Cultures Strategy, p MIN. 2.2, 4.2 Have volunteers read Las tapas, pp , aloud. 5 MIN. 1.3 Más práctica Workbook, p. 40. Cuaderno para hispanohablantes, p. 38. Date Period Day 9 1.1, 1.3, 2.1, 3.2, 4.1 Day , 1.2, 1.3, 2.2, 3.2, Day , 1.2, 1.3, 5.2 n colores (cont.) Discuss the Comprendiste? and Qué piensas? questions, p MIN. 1.2, 3.2 Have students work in groups to complete the Hazlo tú, p MIN. 1.1, 1.2, 1.3 n uso: Repaso y más comunicación Quick Start Review (T, p. 224) 5 MIN. 1.3 Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Call on students to share their work from Actividad 1. 5 MIN. 1.3 Have students write their answers to Actividad 2 independently. 5 MIN. 1.3 n uso (cont.) Work orally with the class on Actividad 3. Have students write out answers to Actividad 4., 1.3 Call on students to read their responses to Actividad 4. 5 MIN. 1.3 Present the Speaking Strategy, p MIN. 1.1 Practice the Speaking Strategy. 5 MIN. 1.1 Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to model their conversations from Actividad 5 for the class. 10 MIN. 1.1, 1.2, 1.3 Day , 1.3, 3.2, 4.1, 5.2 Level 1b n español! Lesson Plans UNIDAD 5 tapa 2 69

78 unidad 5 TAPA 2 13 n uso (cont.) Have students work in groups on Actividad MIN. 1.1, 1.2, 1.3 Call on selected groups to model their work from Actividad 6. 5 MIN. 1.1, 1.2, 1.3 Read and discuss n la comunidad, p MIN. 5.1 n tu propia voz: scritura Discuss the modelo for Actividad 7., 3.3 Have students work independently on the writing activity in Actividad MIN. 1.2, 1.3 Ask volunteers to read their work from Actividad 7 to the class. 10 MIN. 1.3 Have students review all of the Gramática boxes in tapa 2 as preparation for the exam n resumen: Repaso de vocabulario Review grammar questions as necessary. 10 MIN. Quick Start Review (T, p. 227), 1.3 Follow the Teaching Suggestion (T, p. 227). 10 MIN. 1.2, 1.3 Call on students to read their vocabulary sentences aloud. 10 MIN. 1.3 Discuss the Community Connection (T, p. 227). 5 MIN. 5.1, 5.2 Ask students to solve the Juego, p Answer the Juego orally (Answers, T, p. 227). Have students study for the tapa exam. Day , 1.2, 1.3, 3.1, 3.2 Day , 1.3, 3.1, 3.2, 4.1, 5.1, 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. 175A 175B) 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 5 tapa 2

79 Name Class unidad 5 1 TAPA tapa Opener Quick Start Review (T, p. 228) 5 MIN. 1.3 Anticipate/Activate prior knowledge: Discuss the tapa Opener. Answer the Qué ves? questions, p n contexto: Vocabulario Quick Start Review (T, p. 230) 5 MIN. 1.3 Have students use context and pictures to learn tapa vocabulary. 10 MIN. 1.2 Present Supplementary Vocabulary (T, p. 231). Have students work in pairs to answer the Preguntas personales, p MIN. 1.1, 1.2, 1.3 Ask pairs to share each other s answers to the Preguntas personales, p MIN n vivo: Diálogo Quick Start Review (T, p. 232), 1.3 Review the Listening Strategy, p Play audio or show video for the dialog, pp , as students take notes. 10 MIN. 1.2 Check students notes on the menu. 5 MIN. Read the dialog aloud, having students take the roles of characters. 10 MIN. 1.2, 1.3 Use the Situational OHTs for additional vocabulary practice. 10 MIN. Video Activities, Unit 5 Resource Book, pp Date Period Day 1 1.1, 1.2, 1.3, 2.1, 3.2 Day 2 1.1, 1.2, 1.3, Day 3 1.1, 1.2, 2.1, 3.2, 4.1 n acción: Vocabulario y gramática Quick Start Review (T, p. 234) Use OHTs to review n contexto vocabulary. Ask students for a summary of the dialog to check recall. 10 MIN. 1.2 Play the video/audio; have students do Actividades 1 and 2 orally. 10 MIN. 1.2 Read and discuss the También se dice, p MIN. 2.1 Discuss the Nota cultural, p MIN. 2.1, 2.2 Work orally with the class to complete Actividad 3., 1.3 Present the Vocabulario, p MIN. 1.1, 1.2, 1.3 Have students work in pairs on Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Ask selected pairs to model their conversations from Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Assign Actividad 5., 1.3 Ask selected students to share their responses to Actividad 5. 5 MIN. 1.3 Read and discuss the Conexiones, p MIN. 2.1, 2.2, 3.1 Quick Start Review (T, p. 238), 1.3 Present Gramática: Talking About xtremes: Superlatives, p MIN. 1.2, 4.1 Have students do the Para hacer, p Day 4 1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 5.1 Level 1b n español! Lesson Plans UNIDAD 5 tapa 3 71

80 unidad 5 TAPA 3 5 Assign Actividad 6., 1.3 Ask volunteers to share their answers to Actividad 6. 5 MIN. 1.3 Discuss Actividad 7. Have students write their responses to Actividad 7., 1.3 Quick Wrap-up (T, p. 239) Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs to do Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Ask pairs to share their conversations from Actividad 8. 5 MIN. 1.1, 1.2, 1.3 Más práctica Workbook, p. 45. Cuaderno para hispanohablantes, p Quick Start Review (T, p. 240) 5 MIN. 1.3 Present Gramática: Talking About the Past: The Preterite of Regular -ar Verbs, p MIN. 1.2, 4.1 Assign Actividad 9., 1.3 Call on students to read their work from Actividad 9 to the class. 5 MIN. 1.3 Assign Actividad 10., 1.3 Ask students to read their work from Actividad 10., 1.3 Present the Vocabulario, p Más práctica Workbook, pp Cuaderno para hispanohablantes, pp Day 5 1.1, 1.2, 1.3, 4.1 Day 6 1.2, 1.3, 3.2, Play the audio and assign Actividad MIN. 1.2 Discuss Actividad 12. Have students write their responses to Actividad 12., 1.3 Have students work in groups to complete Actividad MIN. 1.1, 1.2, 1.3 Ask groups to report their findings from Actividad 13 to the class. 5 MIN. 1.3 Read and discuss Apoyo para estudiar, p Read and discuss the Nota cultural, p MIN Quick Start Review (T, p. 243), 1.3 Present Gramática: Preterite of Verbs nding in -car, -gar, and -zar, p MIN. 1.2, 4.1 Have students write their responses to Actividad 14., 1.3 Ask volunteers to read their paragraph for Actividad MIN. 1.3 Ask students to write their responses to Actividad 15., 1.3 Call on students to read their sentences from Actividad MIN. 1.3 Present the Vocabulario, p Assign Actividad 16., 1.3 Más práctica Workbook, p. 48. Cuaderno para hispanohablantes, p. 46. Day 7 1.2, 1.3, 2.2, 3.1 Day 8 1.1, 1.2, 1.3, n español! Lesson Plans UNIDAD 5 tapa 3

81 Name Class unidad 5 9 TAPA Play the audio and assign Actividad 17. Ask volunteers to share their answers to Actividad MIN. 1.3 Read and discuss the Conexiones, p MIN. 2.1, 3.1, 4.2 Assign Actividad 18., 1.3 Ask volunteers to read their answers for Actividad MIN. 1.3 Present the Vocabulario, p Discuss Actividad 19. Have students work in pairs on Actividad MIN. 1.1, 1.2, Discuss Actividad 20. Have students write their answers to Actividad 20., 1.3 Have students write their answers to Actividad MIN. 1.2, 1.3 Ask students to read their paragraphs from Actividad MIN. 1.3 Use Information Gap Activities, Unit 5 Resource Book, pp MIN. Más comunicación, p. R6. 5 MIN. Play the audio and have students practice the Refranes, p MIN. 1.2 Date Period Day 9 1.1, 1.3, 2.2, 3.2, 5.1 Day , 1.2, 1.3, 3.2, Day , 1.2, 2.1, 3.1, 3.2, 4.2 n voces: Lectura Quick Start Review (T, p. 248), 1.3 Present the Reading Strategy, p Have volunteers read the selection aloud as students note details in a web. 10 MIN. 1.3 Discuss students webs. 5 MIN. Work orally with students on the Comprendiste? questions (Answers, T, p. 249)., 2.1 Have students write answers to the Comprendiste? questions. 5 MIN. Discuss the Qué piensas? questions, p MIN. 1.2, 2.1, 3.2, 4.2 Have students write their answers to the Qué piensas? questions, p , 1.3, 2.1, 3.2, 4.2 n colores: Cultura y comparaciones Quick Start Review (T, p. 250) 5 MIN. 1.3 Discuss the Connecting Cultures Strategy, p MIN. 2.2 Make a frame for the time line suggested in the Connecting Cultures Strategy, p MIN. Have volunteers read the selection aloud as students fill in their time lines. 10 MIN. 1.3 Review students time lines. 5 MIN. Work orally with students to answer the Comprendiste? questions (Answers, T, p. 251)., 2.2, 3.1 Discuss the Qué piensas? question, p. 251., 2.2, 3.2 Day , 1.2, 2.2, 3.1, 3.2 Level 1b n español! Lesson Plans UNIDAD 5 tapa 3 73

82 unidad 5 TAPA 3 13 n uso: Repaso y más comunicación Quick Start Review (T, p. 252), 1.3 Assign Actividad 1. Work orally with students to complete Actividades MIN. 1.2 Have students read and think about Actividades 4 5. Call on students to give oral responses to Actividad 4., 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs on Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Have pairs share their work on Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Have students review all of the Gramática boxes in tapa n uso (cont.) Review grammar questions as needed. 10 MIN. Have students work in groups on Actividad 6. 5 MIN. 1.1, 1.2, 1.3 Ask groups to share their work from Actividad 6. 5 MIN. 1.1, 1.2, 1.3 n tu propia voz: scritura Have students work independently to complete the writing activity, Actividad 7., 1.3 Ask volunteers to read their work from Actividad 7. 5 MIN. 1.3 n resumen: Repaso de vocabulario Quick Start Review (T, p. 255) 5 MIN. 1.3 Review tapa 3 vocabulary. 10 MIN. 1.2 Have students study for the tapa exam. Day , 1.2, 1.3, 3.1, 3.2 Day , 1.2, 1.3, n resumen: Repaso de vocabulario Answer questions related to tapa 3 content. 10 MIN. Complete tapa exam. 25 MIN. Conexiones Have students read the Conexiones, pp , as they complete the exam. 10 MIN. 1.2, 2.1, 2.2, 3.1, 5.2 Day , 3.1, 3.2, n español! Lesson Plans UNIDAD 5 tapa 3

83 Name Class unidad 6 1 TAPA Unit Opener Anticipate/Activate prior knowledge: Present the Almanaque and the cultural notes. Use Map OHTs as needed. 10 MIN. 1.2, 2.2, 3.1 tapa Opener Quick Start Review (T, p. 262), 1.3 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. 264), 1.3 Have students use context and pictures to learn tapa vocabulary. 10 MIN. 1.2 Have students answer the Preguntas personales, p n vivo: Diálogo Quick Start Review (T, p. 266), 1.3 Review the Listening Strategy, p Play audio or show video for the dialog, pp Discuss students Listening Strategy checklist results. 5 MIN. 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. 268), 1.3 Have students open to n contexto, pp , for reference. Use OHTs to review vocabulary. 10 MIN. 1.2 Video Activities, Unit 6 Resource Book, pp Date Period Day 1 1.1, 2.1, 2.2, 3.1, 3.2 Day 2 1.1, 1.2, 1.3, 3.1, Day 3 1.1, 1.2, 1.3, 2.1, 4.2 Play the video/audio. Have students do Actividad 1 orally. Do Actividad 2 orally. Have students work independently on Actividad 3. Ask volunteers to share their responses to Actividad 3. 5 MIN. 1.3 Present the Vocabulario, p Play the audio while students think about the order of pictures in Actividad 4. Have students share their responses to Actividad 4. 5 MIN. 1.3 Have students work in pairs to do Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Ask pairs to model their descriptions for Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Assign Actividad MIN. 1.2, 1.3 Ask volunteers to read their postcards from Actividad 6. 5 MIN. 1.3 Present the Speaking Strategy and Nota, p MIN. 1.1, 1.2 Have students work in pairs on Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Call on pairs to share their work on Actividad 7. 5 MIN. 1.1, 1.2, 1.3 Discuss the Project (T, p. 271). 5 MIN. 2.1, 2.2, 5.2 Have students start work on the postcardstamp project. 2.1, 2.2, 5.2 Day 4 1.1, 1.3, 2.2, 3.2, 5.1, 5.2 Level 1b n español! Lesson Plans UNIDAD 6 tapa 1 75

84 unidad 6 TAPA 1 5 Quick Start Review (T, p. 272), 1.3 Present Gramática: Talking About the Past: The Preterite of -er and -ir Verbs, and the Vocabulario, p MIN. 1.2, 4.1 Work orally with students on Actividad 8., 1.3 Have students write their answers to Actividad 8., 1.3 Have students work in groups on Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Ask each group to share its results from Actividad 9. 5 MIN. 1.3 Have pairs do Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to share their work on Actividad MIN. 1.3 Más práctica Workbook, pp Cuaderno para hispanohablantes, pp Quick Start Review (T, p. 274), 1.3 Present Gramática: Talking About the Past: Verbs with a y Spelling Change, p MIN. 1.2, 4.1 Work orally with the class on Actividad 11., 1.3 Have students write their responses to Actividad MIN. 1.3 Work on Actividad 12 orally., 1.3 Have students write their responses to Actividad MIN. 1.3 Read and discuss the Nota cultural, p MIN. 2.2 Más práctica Workbook, p. 55. Cuaderno para hispanohablantes, p. 53. Day 5 1.2, 1.3, 2.1, 4.1 Day 6 1.1, 1.2, 2.2, 3.2, Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to share their work on Actividad MIN. 1.1, 1.2, 1.3 Work orally with the class on Actividad 14., 1.3 Have students write their responses to Actividad MIN. 1.3 Quick Start Review (T, p. 276), 1.3 Present Gramática: Using Irregular Verbs in the Preterite: hacer, ir, ser, p MIN. 1.2, 4.1 Read and discuss the Apoyo para estudiar, p MIN. 8 Work orally with the class on Actividad 15., 1.3 Have students write their answers to Actividad 15., 1.3 Present the Vocabulario, p MIN. Assign Actividad 16. Ask volunteers to read their responses to Actividad MIN. 1.3 Read and discuss the Conexiones, p MIN. 2.2, 3.1 Have pairs do Actividad MIN. 1.1, 1.2, 1.3 Play the audio as students do Actividad 18. Ask volunteers to share their responses to Actividad MIN. 1.3 Más práctica Workbook, p. 56. Cuaderno para hispanohablantes, p. 54. Day 7 1.1, 1.3, 2.2, 3.1, 3.2, 4.1 Day 8 1.1, 1.3, 2.1, 3.2, n español! Lesson Plans UNIDAD 6 tapa 1

85 Name Class unidad 6 9 TAPA Read and discuss the También se dice, p MIN. 2.1 Work orally with the class on Actividad 19., 1.3 Have students write their responses to Actividad MIN. 1.3 Read and discuss the Apoyo para estudiar, p Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to give their responses to Actividad MIN. 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to share their calendars from Actividad MIN Work orally with the class on Actividad 22., 1.3 Have students write individual responses to Actividad MIN. 1.3 Model some responses to Actividad 23. Assign Actividad 23 as a written activity., 1.3 Use Information Gap Activities, Unit 6 Resource Book, pp MIN. Read and discuss the Conexiones, p MIN. 2.1, 3.2 Más comunicación, p. R7. 5 MIN. Play the audio. Discuss and demonstrate the Pronunciación, p MIN. 4.1 Have students write 3 sentences for the Para hacer, p Date Period Day 9 1.2, 1.3, 2.1, 3.2, 4.1 Day , 1.2, 2.1, 3.2, Day , 1.2, 3.1, 3.2, 4.2 n voces: Lectura Quick Start Review (T, p. 282), 1.3 Review the Reading Strategy, p Ask students to scan the reading and find the sequencing words. Have students read the Lectura, pp , silently. Ask volunteers to read the story orally. 10 MIN. 1.3 Have students answer the Comprendiste? questions for the Lectura (Answers, T, p. 283). Work orally with students to answer the Qué piensas? questions for the Lectura, p n uso: Repaso y más comunicación Quick Start Review (T, p. 284), 1.3 Present the Repaso y más comunicación using the Teaching Suggestions (T, p. 284). 10 MIN. 1.2, 1.3 Do the TPR activitiy (T, p. 284)., 1.3 Have students write their responses to Actividad 1., 1.3 Check answers for Actividad 1 with the whole class. 5 MIN. Work with students to do Actividad 2 orally. Assign Actividad 3. Ask volunteers to share their answers to Actividad 3. 5 MIN. 1.3 Day , 1.2, 1.3 Level 1b n español! Lesson Plans UNIDAD 6 tapa 1 77

86 unidad 6 TAPA 1 13 n uso (cont.) Have students read and prepare to answer Actividad 4. Ask volunteers to read their answers to Actividad 4. 5 MIN. 1.3 Present the Speaking Strategy, p MIN. 1.1 Have pairs do Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Have volunteer pairs model their work for Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Have students work in groups to do Actividad MIN. 1.1, 1.2, 1.3 Ask groups to volunteer to share their work from Actividad 6. 5 MIN. 1.3 Read and discuss n la comunidad, p MIN. 5.1, 5.2 Have students review all the Gramática boxes in tapa 1 to prepare for n uso n tu propia voz: scritura Have students do the writing activity, Actividad 7, independently. 10 MIN. 1.2, 1.3 Call on selected students to read their work from Actividad 7., 1.3 n resumen: Repaso de vocabulario Quick Start Review (T, p. 287), 1.3 Follow the Teaching Suggestions (T, p. 287). 10 MIN. 1.2 Review grammar questions, etc., as necessary. 10 MIN. Have students solve the Juego (Answers, T, p. 287). Have students study for tapa exam. Day , 1.2, 1.3, 3.2, 5.1, 5.2 Day , 1.3, 3.1, 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. 261A 261B) 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, 5.1, n español! Lesson Plans UNIDAD 6 tapa 1

87 Name Class unidad 6 1 TAPA tapa Opener Quick Start Review (T, p. 288), 1.3 Anticipate/Activate prior knowledge: Discuss the tapa Opener. Answer the Qué ves? questions, p n contexto: Vocabulario Quick Start Review (T, p. 290) 5 MIN. 1.3 Read and discuss the Culture Highlights (T, p. 291). 5 MIN. 2.1, 2.2 Have students use context and pictures to learn tapa vocabulary. Ask the Comprehension Questions (T, p. 291). Use the Situational OHTs for additional practice. 5 MIN. Have students work in pairs to answer the Preguntas personales, p. 291., n vivo: Diálogo Quick Start Review (T, p. 292) 5 MIN. 1.3 Review the Listening Strategy, p Play audio or show video for the dialog, pp MIN. 1.2 Work orally with the class to decide which of the Listening Strategy statements are true, p Discuss the Language Note (T, p. 292). Replay the audio/video as needed. Read the dialog aloud, having students take the roles of characters. 10 MIN. 1.1, 1.2, 1.3 Video Activities, Unit 6 Resource Book, pp Date Period Day 1 1.1, 1.2, 2.1, 2.2, 3.2 Day 2 1.2, 1.3, 2.1, 3.1, Day 3 1.2, 1.3, 2.1, 3.2 n acción: Vocabulario y gramática Quick Start Review (T, p. 294), 1.3 Use OHTs to review n contexto vocabulary. Ask students for a summary of the dialog to check recall. 10 MIN. 1.2 Play the video/audio; do Actividad 1 orally with the class. Do Actividad 2 orally. Have students work in pairs to do Actividad 3. 5 MIN. 1.1, 1.2, 1.3 Have volunteers share their responses to Actividad 3. 5 MIN. 1.3 Read and discuss the Nota cultural, p MIN. 2.1, 2.2 Discuss Actividad 4. Have students write their responses to Actividad 4., 1.3 Play the audio as students work on Actividad 5. Call on selected students to tell which picture they chose for Actividad 5. 5 MIN. 1.3 Do the Critical Thinking activity (T, p. 297). 5 MIN. Have students work in pairs to plan and prepare their debate for Actividad MIN. 1.1, 1.2, 1.3 Ask pairs to perform their debates from Actividad MIN. 1.1, 1.2, 1.3 Day 4 1.1, 1.2, 1.3, 2.1, 3.2, 4.2 Level 1b n español! Lesson Plans UNIDAD 6 tapa 2 79

88 unidad 6 TAPA 2 5 Work orally with the class on Actividad 7., 1.3 Quick Start Review (T, p. 298), 1.3 Present Gramática: Saying Where Things Are Located, p MIN. 1.2, 4.1 Assign Actividad 8., 1.3 Present the Speaking Strategy, p Have students work in pairs to complete Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Call on pairs to share their responses to Actividad 9 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, p. 61. Cuaderno para hispanohablantes, p Read and discuss the Conexiones, p MIN. 2.2 Quick Start Review (T, p. 301), 1.3 Present Gramática: Pointing Out Specific Things Using Demonstratives, p MIN. 1.2, 4.1 Share the mnemonic device in the Teaching Note (T, p. 301). 5 MIN. Assign Actividad 11. Call on selected students to read their fullsentence responses to Actividad MIN. 1.3 Quick Wrap-up (T, p. 302) 5 MIN. 1.3 Más práctica Workbook, p. 62. Cuaderno para hispanohablantes, p. 60. Day 5 1.1, 1.2, 1.3, 3.2, 4.1 Day 6 1.2, 1.3, 2.2, 3.1, 3.2, Assign Actividad 12., 1..3 Ask volunteers to share their work on Actividad MIN. 1.3 Read and discuss the También se dice, p MIN. 2.1, 3.2 Have students work in groups to complete Actividad MIN. 1.1, 1.2, 1.3 Ask volunteer groups to share their work on Actividad MIN. 1.1, 1.2, 1.3 Quick Start Review (T, p. 303), 1.3 Present Gramática: Ordinal Numbers, p MIN. 1.2, Read and discuss the Conexiones, p MIN. 2.1, 2.2, 3.2 Have students draw the map for the Para hacer, p MIN. 3.2 Assign Actividad 14., 1.3 Call on selected students to give their responses to Actividad MIN. 1.3 Assign Actividad 15., 1.3 Call on volunteers to read their answers to Actividad MIN. 1.3 Assign Actividad 16., 1.3 Ask volunteers to share their lists from Actividad MIN. 1.3 Más práctica Workbook, p. 63. Cuaderno para hispanohablantes, p. 61. Day 7 1.1, 1.2, 1.3, 2.1, 3.2 Day 8 1.1, 1.3, 2.1, 3.1, n español! Lesson Plans UNIDAD 6 tapa 2

89 Name Class unidad 6 9 TAPA Quick Start Review (T, p. 305), 1.3 Present Gramática: Irregular Preterite Verbs, p MIN. 1.2, 4.1 Assign Actividad 17., 1.3 Call volunteers to share their answers to Actividad MIN. 1.3 Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to model their conversations for Actividad MIN. 1.1, 1.2, 1.3 Assign Actividad 19., 1.3 Más práctica Workbook, p. 64. Cuaderno para hispanohablantes, p Play the audio as students do Actividad 20. Call on students to share their sequencing for the photos in Actividad MIN. 1.3 Assign Actividad 21., 1.3 Call on selected students to write their answers for Actividad 21 on the board. 5 MIN. 1.3 Play the audio. Discuss the Pronunciación, p. 307., 4.1 n colores: Cultura y comparaciones Quick Start Review (T, p. 308) 5 MIN. 1.3 Discuss the Connecting Cultures Strategy, p MIN. 3.2 Have volunteers read Los otavaleños, pp , aloud. 5 MIN. 1.3 Date Period Day 9 1.1, 1.2, 1.3, 4.1 Day , 1.2, 2.2, 3.2, Day , 1.3, 2.1, 3.1, 3.2 n colores (cont.) Discuss the Comprendiste? and Qué piensas? questions, p MIN. 1.2, 3.2 Have students work in groups to complete the Hazlo tú, p Discuss the Culture Highlights (T, p. 309). 5 MIN. 2.2 n uso: Repaso y más comunicación Quick Start Review (T, p. 310) 5 MIN. 1.3 Assign Actividad 1. Call on students to share their work from Actividad 1. 5 MIN. 1.3 Have students write their answers to Actividad 2 independently., 1.3 Call on volunteers to write their answers to Actividad 2 on the board. 5 MIN. 1.3 n uso (cont.) Work orally with the class on Actividad 3. Have students write out answers to Actividad 3. 5 MIN. 1.3 Assign Actividad 4. Call on students to read each sentence in Actividad 4. 5 MIN. 1.3 Present the Speaking Strategy, p MIN. 1.1 Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Call on selected pairs to model their conversations from Actividad 5 for the class. 5 MIN. 1.1, 1.2, 1.3 Read and discuss the Conexiones, p MIN. 2.2, 3.1 Day , 1.3, 2.2, 3.2, 4.2, 5.1 Level 1b n español! Lesson Plans UNIDAD 6 tapa 2 81

90 unidad 6 TAPA 2 13 n uso (cont.) Have students work in groups on Actividad MIN. 1.1, 1.2, 1.3 Call on selected groups to model their work from Actividad 6. 5 MIN. 1.1, 1.2, 1.3 n tu propia voz: scritura Discuss the modelo for Actividad 7. Have students make a list of months in this school year and brainstorm things that happened in each month. 5 MIN. Have students work independently on the writing activity in Actividad MIN. 1.2, 1.3 Ask volunteers to read their work from Actividad 7 to the class. 10 MIN. 1.3 Have students review all the Gramática boxes in tapa 2 as preparation for the exam n resumen: Repaso de vocabulario Review grammar questions as necessary. 5 MIN. Quick Start Review (T, p. 313) 5 MIN. 1.3 Follow the Teaching Suggestions (T, p. 313). 10 MIN. 1.3 Call on students to read their vocabulary sentences aloud. 10 MIN. 1.3 Discuss the Interdisciplinary Connection (T, p. 313). 5 MIN. 2.1, 3.1, 3.2 Ask students to solve the Juego, p Answer the Juego orally (Answers, T, p. 313). Have students study for tapa exam. Day , 1.3, 3.1, 3.2 Day , 1.3, 2.2, 3.2, n resumen (cont.) Answer questions related to tapa 2 content. 10 MIN. Complete tapa exam. 25 MIN. Ampliación Use a suggested project, game, or activity (T, pp. 261A 261B) 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, 5.1, n español! Lesson Plans UNIDAD 6 tapa 2

91 Name Class unidad 6 1 TAPA tapa Opener Quick Start Review (T, p. 314) 5 MIN. 1.3 Anticipate/Activate prior knowledge: Discuss the tapa Opener. Present the Supplementary Vocabulary (T, p. 315). Answer the Qué ves? questions, p n contexto: Vocabulario Quick Start Review (T, p. 316) 5 MIN. 1.3 Have students use context and pictures to review vocabulary. 10 MIN. 1.2 Present the Supplementary Vocabulary (T, p. 317). Have students work in pairs to answer the Preguntas personales, p MIN. 1.1, , n vivo: Diálogo Quick Start Review (T, p. 318) 5 MIN. 1.3 Review the Listening Strategy, p Play audio or show video for the dialog, pp , as students take notes. 10 MIN. 1.2 Check students notes on Patricia s project. 5 MIN. Read the dialog aloud, having students take the roles of characters. 5 MIN. 1.1, 1.2, 1.3 Do the Gestures activity (T, p. 318). 5 MIN. 1.3 Use the Situational OHTs for additional vocabulary practice. 10 MIN. Video Activities, Unit 6 Resource Book, pp Date Period Day 1 1.1, 1.2, 2.2, 3.1, 3.2 Day 2 1.1, 1.2, 1.3, 2.1, Day 3 1.1, 1.2, 1.3, 3.1 n acción: Vocabulario y gramática Quick Start Review (T, p. 320), 1.3 Use OHTs to review n contexto vocabulary. Ask students for a summary of the dialog to check recall. Play the video/audio; have students do Actividades 1 and 2 orally. 10 MIN. 1.2 Read and discuss the También se dice, p. 321., 2.1, 3.2 Work orally with the class to complete Actividad 3., 1.3 Have students work in groups to complete Actividad 4. 5 MIN. 1.1, 1.2, 1.3 Ask groups to share the results of Actividad 4., 1.3 Play the audio as students work on Actividad 5. Ask selected students to share their responses to Actividad 5. 5 MIN. 1.3 Have students work in pairs on Actividad MIN. 1.1, 1.2, 1.3 Ask selected pairs to model their interviews for Actividad 6. 5 MIN. 1.1, 1.2, 1.3 Read and discuss the Conexiones, p MIN. 2.2, 3.2 Quick Start Review (T, p. 324), 1.3 Present Repaso: Review: Present Progressive and ir a + infinitive, p MIN. 1.2, 4.1 Have students do the Para hacer, p Day 4 1.2, 1.3, 3.2, 4.1, 5.1 Level 1b n español! Lesson Plans UNIDAD 6 tapa 3 83

92 unidad 6 TAPA 3 5 Work orally with the class on Actividad 7., 1.3 Have students write their responses to Actividad 7. 5 MIN. 1.3 Assign Actividad 8., 1.3 Call on volunteers to say their answers to Actividad 8. 5 MIN. 1.3 Have students work in groups on Actividad 9. 5 MIN. 1.1, 1.2, 1.3 Call on selected groups to share their work on Actividad 9. 5 MIN. 1.3 Quick Wrap-up (T, p. 325) 5 MIN. 1.3 Present the Speaking Strategy, p MIN. 1.1 Más práctica Workbook, p. 69. Cuaderno para hispanohablantes, p Have students work in pairs to do Actividad MIN. 1.1, 1.2, 1.3 Ask pairs to share their work from Actividad MIN. 1.1, 1.2, 1.3 Assign Actividad 11., 1.3 Ask volunteers to read their letters from Actividad MIN. 1.3 Quick Start Review (T, p. 326) 5 MIN. 1.3 Present Repaso: Review: Affirmative tú Commands, p MIN. 1.2, 4.1 Assign Actividad 12., 1.3 Más práctica Workbook, p. 70. Cuaderno para hispanohablantes, p. 68. Day 5 1.1, 1.2, 1.3, 3.1 Day 6 1.1, 1.2, 1.3, 3.2, Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Ask pairs to share their work on Actividad 13 with the class. 5 MIN. 1.1, 1.2, 1.3 Assign Actividad 14., 1.3 Ask volunteers to read their lists from Actividad MIN. 1.3 Quick Start Review (T, p. 327), 1.3 Present Repaso: Review: Regular Preterite, p MIN. 1.2, 4.1 Assign the Juego (Answer, T, p. 328). 8 Have students write their responses to Actividad 15., 1.3 Ask volunteers to read their answers for Actividad MIN. 1.3 Quick Wrap-up (T, p. 328) 5 MIN. 1.1, 1.2, 1.3 Ask students to write their responses to Actividad MIN. 1.3 Call on students to read their sentences from Actividad MIN. 1.3 Assign Actividad 17., 1.3 Call on selected students to read their sentences from Actividad MIN. 1.3 Read and discuss the Conexiones, p MIN. 2.1, 2.2, 3.1 Assign the Para hacer, p MIN. 3.2 Más práctica Workbook, p. 71. Cuaderno para hispanohablantes, p. 69. Day 7 1.2, 1.3, 4.1, 5.2 Day 8 1.1, 1.2, 1.3, 2.2, n español! Lesson Plans UNIDAD 6 tapa 3

93 Name Class unidad 6 9 TAPA Assign Actividad 18., 1.3 Ask volunteers to read their lists from Actividad MIN. 1.3 Quick Start Review (T, p. 330), 1.3 Present Repaso: Review: Irregular Preterite, p. 330., 4.1 Play the audio and assign Actividad 19. Ask volunteers to share their answers to Actividad MIN. Assign Actividad 20., 1.3 Ask volunteers to read their answers to Actividad MIN. 1.3 Más práctica Workbook, p. 72. Cuaderno para hispanohablantes, p Have students work in groups to complete Actividad MIN. 1.1, 1.2, 1.3 Ask students to read their summaries from Actividad 21 to the class. 5 MIN. 1.3 Assign Actividad 22., 1.3 Have students work in pairs to complete Actividad MIN. 1.1, 1.2, 1.3 Ask volunteers to share their questions and answers from Actividad MIN. 1.3 Assign Actividades 24 and 25., 1.3 Have students share their work on Actividad MIN. 1.3 Play the audio and have students practice the Refrán, p. 333., 4.1 Date Period Day 9 1.1, 1.2, 1.3, 4.1 Day , 1.3, 3.1, 3.2, Day , 1.2, 2.1, 3.2 n voces: Lectura Quick Start Review (T, p. 334) 5 MIN. 1.3 Present the Reading Strategy, p Ask students to skim the Lectura and to look at the pictures to remember what a murciélago is. Have volunteers read the selection aloud. 10 MIN. 1.3 Work orally with students on the Comprendiste? questions (Answers, T, p. 335). Have students write answers to the Comprendiste? questions. 5 MIN. 1.3 Discuss the Qué piensas? questions, p MIN. 1.2 Have students write their answers to the Qué piensas? questions, p n colores: Cultura y comparaciones Quick Start Review (T, p. 336), 1.3 Discuss the Connecting Cultures Strategy, p MIN. 2.2 Have students brainstorm a list of dishes made with potatoes, tomatoes, and corn. 5 MIN. Discuss the Culture Highlights (T, p. 337). 5 MIN. 2.1, 2.2, 3.2 Have volunteers read the selection aloud. 10 MIN. 1.3 Work orally with students to answer the Comprendiste? questions (Answers, T, p. 337). Discuss the Qué piensas? questions, p. 337., 4.2 Have students work on the assignment in the Connecting Cultures Strategy, p Day , 1.3, 2.2, 3.2, 4.2 Level 1b n español! Lesson Plans UNIDAD 6 tapa 3 85

94 unidad 6 TAPA 3 13 n uso: Repaso y más comunicación Quick Start Review (T, p. 338) 5 MIN. 1.3 Assign Actividad 1. Work orally with students to complete Actividades 2 and 3. 5 min. 1.2 Have students read and think about Actividad 4. Call on students to give oral responses to Actividad 4. 5 MIN. 1.3 Present the Speaking Strategy, p MIN. 1.1 Have pairs work on Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Have pairs share their work on Actividad 5. 5 MIN. 1.1, 1.2, 1.3 Have students review all the Gramática boxes in tapa n uso (cont.) Review grammar questions as needed. 5 MIN. Have students work in groups on Actividad 6. 5 MIN. 1.1, 1.2, 1.3 Ask groups to share their work from Actividad 6. 5 MIN. 1.1, 1.2, 1.3 n tu propia voz: scritura Have students work independently to complete the writing activity, Actividad MIN. 1.2, 1.3 Ask volunteers to read their work from Actividad 7. 5 MIN. 1.3 n resumen: Repaso de vocabulario Quick Start Review (T, p. 341), 1.3 Go over n resumen with the class. 10 MIN. 1.2 Have students study for tapa exam. Day , 1.2, 1.3, 3.1 Day , 1.2, 1.3, n resumen (cont.) Quick Start Review (T, p. 342), 1.3 Answer questions related to tapa 3 content. 5 MIN. Complete tapa exam. 25 MIN. Conexiones Have students read the Conexiones, pp , after they complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2 Day , 2.1, 2.2, 3.2, n español! Lesson Plans UNIDAD 6 tapa 3

95 OKLAHOMA Priority Academic Student Skills Oklahoma Standards for World Languages (Foreign, Native American, and/or American Sign Language) Standard 1.1 PASS Revisions 2002 NOVIC LVL RANG Goal 1 Communication: Communicate in Languages Other Than nglish INTRPRSONAL COMMUNICATION - SPAKING/WRITING STUDNTS WILL NGAG IN CONVRSATIONS AND/OR WRITTN CORRSPONDNC IN WHICH THY PROVID AND OBTAIN INFORMATION, XPRSS FLINGS AND MOTIONS, AND XCHANG OPINIONS. Progress Indicators: What will novice level learners be able to do in the target language? By the end of the novice level, students will be able to handle the following language tasks in a consistent, comfortable, and spontaneous manner. When speaking and/or writing in person-to-person communication, learners in the novice level range will: 1. Initiate greetings, introductions, and leave-taking. 2. Ask and answer basic questions based on self and familiar material such as family members, personal belongings, school and leisure activities, location of people and objects, time, and weather. 3. xpress personal needs, preferences, and feelings. 4. Initiate simple commands. Performance Guidelines: What characterizes novice level learners' performance in person-to-person speaking and writing? Learners in the novice level range: A. Use memorized phrases and short sentences when communicating. B. Use words and phrases primarily as lexical items without awareness of grammatical structure. C. Comprehend and produce vocabulary that is related to everyday objects and actions on a limited number of familiar topics. D. Rely on visual aids, gestures and repetitions to enhance communication.. Imitate modeled words and phrases using intonation and pronunciation similar to that of the model. F. Communicate with pauses, false starts, some recourse to their native language and make frequent errors when taking risks with the language. G. Are understood primarily by those very accustomed to interacting with language learners. n español! Lesson Plans 87

96 Standard 1.2 INTRPRTIV COMMUNICATION - LISTNING/RADING/VIWING STUDNTS WILL UNDRSTAND AND INTRPRT WRITTN AND SPOKN LANGUAG ON A VARITY OF TOPICS. Progress Indicators: What will novice learners be able to do in the target language? By the end of the novice level, students will be able to handle the following language tasks in a consistent, comfortable, and spontaneous manner. When listening, reading, and viewing, learners in the novice level range will: 1. Comprehend simple daily communications on familiar topics, including simple instructions such as classroom procedures. 2. Understand key words in written material such as advertisements, schedules, and menus, etc. 3. Comprehend the main idea of selected, age-appropriate authentic recordings, broadcasts, and videos. 4. Comprehend the main idea of selected, short, authentic written materials that use familiar vocabulary and language structures. 5. Respond to simple commands. Performance Guidelines: What characterizes novice level learners' performance in listening, reading and viewing? Learners in the novice level range: A. Understand short, simple conversations and narratives (live or recorded), within highly predictable and familiar contexts. B. Recognize highly predictable key words and phrases and familiar structures by using contextual clues with strong visual support. C. Rely on personal background experience to assist in comprehension. D. Rely on repetition for understanding.. Determine meaning by recognition of cognates, prefixes, suffixes, and thematic vocabulary. Standard 1.3 PRSNTATIONAL COMMUNICATION -SPAKING/WRITING STUDNTS WILL PRSNT INFORMATION, CONCPTS, AND IDAS TO AN AUDINC OF LISTNRS OR RADRS ON AVARITYOFTOPICS. Progress Indicators: What will novice learners be able to do in the target language? By the end of the novice level, students will be able to handle the following language tasks in a consistent, comfortable, and spontaneous manner. When presenting information by speaking or writing, learners in the novice level range will: 1. Describe in written or spoken format basic information, such as self, family members and friends, events, interests, school activities, and personal belongings. 2. Give simple commands and make requests of another person or group. 3. Retell a simple story using familiar vocabulary and language structures. 4. Write personal journals and send brief messages to friends. 5. Dramatize student-created and/or authentic songs, short poems, skits or dialogues. 88 n español! Lesson Plans

97 Performance Guidelines: What characterizes novice level learners' performance in spoken and written presentations? Novice level learners will: A. Use memorized, short phrases and sentences in oral and written presentations based on familiar material. B. Demonstrate some accuracy in pronunciation and intonation when presenting well-rehearsed material on familiar topics. C. Rely heavily on repetition, gestures, facial expressions and visual aids to communicate their message orally. D. Reproduce familiar material in written presentations.. Communicate with pauses, false starts, some recourse to their native language, and make frequent errors when taking risks with the language and attempting to produce language beyond the memorized. F. Are understood primarily by those very accustomed to interacting with language learners. Goal 2 Cultures: Gain Knowledge and Understanding of Other Cultures Standard 2.1 PRACTICS OF CULTUR STUDNTS WILL DMONSTRAT AN UNDRSTANDING OF TH RLATIONSHIP BTWN TH PRACTICS AND PRSPCTIVS OF TH CULTUR(S) STUDID. Progress Indicators: What are novice level learners able to do in the target language? Learners in the novice level range will: 1. Imitate patterns of behavior such as greetings or gestures used in formal and informal settings in the target culture. 2. Identify some customs and traditions such as celebrations and holiday practices of the target culture. 3. Participate in cultural activities such as games, songs, and dances of the target culture. 4. Identify some viewpoints of the target culture, such as those relating to time, school, transportation, pastimes, and the role of family members. 5. Recognize and explore the process of stereotyping other cultures. Performance Guidelines: What characterizes the novice learners performance in communicating about cultural practices in the target language? Learners at the novice level: A. Imitate the use of culturally appropriate vocabulary, idiomatic expressions, and non-verbal behaviors modeled by the teacher. B. Use memorized phrases and short sentences when communicating in spoken or written formats. C. Rely on visual aids, gestures, and repetition to enhance comprehensibility. D. Comprehend written and spoken language better when content has been previously presented in an oral and/or visual context.. Understand a story line or event in written or oral contexts that reflect a cultural background similar to their own. F. Use the student's native language only when the investigation of cultural perspectives extends beyond the novice proficiency range. n español! Lesson Plans 89

98 Standard 2.2 PRODUCTS OF CULTUR STUDNTS WILL DMONSTRAT AN UNDRSTANDING OF TH RLATIONSHIP BTWN TH PRODUCTS AND PRSPCTIVS OF TH CULTUR(S) STUDID. Progress Indicators: What are novice level learners able to do in the target language? 1. Identify objects, images and symbols, such as flags, currency, food, dress, and toys that are commonly used in the target culture. 2. Identify some major contributions and historical figures from the target culture, including contributions in science, mathematics, government, and fine arts. 3. Identify some historical and contemporary influences from the target culture that are significant in the U.S. culture, such as explorers and settlers, music and sports. 4. Identify countries, regions, and geographic features where the target language is spoken. 5. xtract samples of the culture's perspectives from popular media in the target culture. Performance Guidelines: What characterizes the novice level learners performance in communicating about cultural products in the target language? Learners at the novice level range will: A. Use memorized phrases and short sentences when communicating in spoken or written formats about cultural products. B. Rely on visual aids, gestures and repetition to enhance comprehensibility about cultural products. C. Comprehend written and spoken language about cultural products better when content has been previously presented in an oral and/or visual context. D. Understand a story line or event in written or oral contexts that reflect a cultural background similar to their own.. Use the student's native language only when the investigation of cultural perspectives extends beyond the novice proficiency range. 90 n español! Lesson Plans

99 Standard 3.1 INTRDISCIPLINARY STUDIS STUDNTS WILL RINFORC AND FURTHR THIR KNOWLDG OF OTHR CONTNT ARAS THROUGH TH FORIGN LANGUAG. Progress Indicators: What will novice level learners be able to do in the target language? 1. Identify and/or use selected information and skills from other content areas (such as the arts, health, social studies, sciences, mathematics, and nglish, etc.) in the target language classroom. 2. Using authentic target language resources, (such as the Internet, books, magazines), identify and/or use selected information to reinforce or expand learning in other content area classrooms (such as the arts, health, social studies, sciences, mathematics, nglish, etc.). Performance Guidelines: What characterizes the performance of novice level learners? Learners in the novice level range will: A. Use memorized phrases and short sentences when communicating about selected content areas. B. Rely on visual aids, gestures and repetitions to enhance communication about other content areas. C. Understand short, simple conversations and narratives about other content areas (live or recorded), within highly predictable and familiar contexts. D. Recognize highly predictable key words and phrases and familiar structures by using contextual clues with strong visual support.. Rely on personal background experience to assist in comprehension. F. Rely on repetition for understanding. G. Determine meaning by recognition of cognates, prefixes, suffixes and thematic vocabulary. Standard 3.2 DISTINCTIV VIWPOINTS Goal 3 Connections: Connect with Other Disciplines and Acquire Information STUDNTS WILL ACQUIR INFORMATION AND RCOGNIZ TH DISTINCTIV VIWPOINTS THAT AR ONLY AVAILABL THROUGH TH FORIGN LANGUAG AND ITS CULTURS. Progress Indicators: What will novice level learners be able to do in the target language? Learners in the novice level range will: 1. xtract information about the target culture from selected authentic sources (such as the Internet, books, magazines). 2. Use authentic target language sources to gain insight about the distinctive perspectives of the target culture. Performance Guidelines: What characterizes the performance of novice level learners? Learners in the novice level range will: A. Understand general oral and written information when enhanced by illustrations within highly predictable contexts. B. Increase their comprehension by looking for and recognizing key words or phrases. C. Rely on personal background information to help in understanding something they read or hear. D. Rely on memorized phrases and short sentences to describe distinctive viewpoints of the target culture.. Use the student's native language only when the discussion of distinctive viewpoints extends beyond the novice proficiency range. n español! Lesson Plans 91

100 Goal 4 Comparisons: Develop Insight into the Nature of Language and Culture Standard 4.1 LANGUAG COMPARISONS STUDNTS DMONSTRAT UNDRSTANDING OF TH NATUR OF LANGUAG THROUGH COMPARISONS OF TH LANGUAG STUDID WITH THIR OWN. Progress Indicators: What will novice level learners be able to do in the target language? Learners in the novice level range will: 1. Recognize cognates and borrowed words and be aware of their usefulness in comprehending language. 2. Identify and compare the sound and writing systems of the target language with their own, including stress, intonation, punctuation, etc. 3. Identify basic grammatical structures of the language studied and compare these structures to their own language, including word order, gender, agreement, etc. 4. Recognize identified idiomatic expressions that cannot be directly translated into their own language. Performance Guidelines: What characterizes novice level learners' performance? Learners in the novice level range will: A. Rely primarily on memorized phrases or short sentences when describing language structure comparisons between cultures. B. Rely heavily on visuals to get ideas across to the audience. C. Rely on personal background information to help in understanding similarities and differences of grammatical structures between the cultures. Standard 4.2 CULTUR COMPARISONS STUDNTS DMONSTRAT UNDRSTANDING OF TH CONCPT OF CULTUR THROUGH COMPARISONS OF TH CULTURS STUDID AND THIR OWN. Progress Indicators: What will novice level learners be able to do in the target language? Learners in the novice level range will: 1. Identify similarities and differences in verbal and non-verbal behavior between cultures. 2. Recognize cross-cultural similarities and differences in the practices of the culture studied. 3. Identify cross-cultural similarities and differences in the products of the culture studied. 4. Recognize cross-cultural similarities and differences in the perspectives within the target culture. Performance Guidelines: What characterizes novice level learners' performance? Learners in the novice level range: A. Rely primarily on memorized phrases or short sentences when describing comparisons between cultures. B. Rely heavily on visuals to get ideas across to the audience. C. Rely on personal background information to help in understanding cultural similarities and differences between the culture studied and their own. 92 n español! Lesson Plans

101 Goal 5 Communities: Participate in Multilingual Communities at Home and Around the World Standard 5.1 SCHOOL AND COMMUNITY STUDNTS WILL US TH LANGUAG BOTH WITHIN AND BYOND TH SCHOOL STTING. Progress Indicators: What will novice level learners be able to do in the target language? Learners in the novice level range will: 1. Identify professions/occupations which are enhanced by proficiency in another language. 2. Practice oral or written use of the foreign language with people outside the classrooms. 3. Communicate on a personal level with speakers of the language via short letters, , audio, and videotapes. 4. Produce short skits, stories, poems, multimedia shows, etc., and present their works at school and/or in the community. Performance Guidelines: What characterizes novice level learners' performance? Learners in the novice level range will: A. Use memorized phrases or short sentences with very familiar topics. B. Write simple tasks, such as short messages or notes. C. Be accurate in pronunciation when presenting well-rehearsed materials. D. Understand general information when enhanced by visuals or gestures. Standard 5.2 PRSONAL NRICHMNT STUDNTS WILL SHOW VIDNC OF BCOMING LIFLONG LARNRS BY USING TH LANGUAG FOR PRSONAL NJOYMNT AND NRICHMNT. Progress Indicators: What will novice level learners be able to do in the target language? Learners in the novice level range will: 1. Demonstrate a willingness to interact with native speakers. 2. Discover and explore a variety of entertainment sources representative of the target culture. 3. Identify current issues of interest within the target culture. 4. Discover and explore samples of art, literature, music, etc. representative of the target culture. Performance Guidelines: What characterizes novice level learners' performance? Learners in the novice range will: A. Be understood primarily by those very accustomed to interacting with language learners. B. xhibit increased comprehension when constructing meaning through recognition of key words or phrases embedded in familiar contexts. C. Rely heavily on visuals to enhance comprehensibility in both oral and written presentations. D. Use primarily memorized phrases and short sentences during highly predictable interactions on very familiar topics. n español! Lesson Plans 93

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103 ACTFL Standards for COMMUNICATION 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions 1.2: Students understand and interpret written and spoken language on a variety of topics 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURS 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNCTIONS 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIS 5.1: Students use the language both within and beyond the school setting 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. n español! Lesson Plans 95

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