Study links:

ClassZone - Spanish 1

ClassZone - Spanish 2

Class Notes

First Block 4,2 Vocabulary Voicethread

Second Block 4,2 Vocabulary Voicethread

Fourth Block 4,2 Vocabulary Voicethread

Lesson Plans May 3-7

Spanish 1

Unit Understandings Students will understand that… • there are two verbs for to be in Spanish. • searching for an apartment in Ecuador is similar to searching for one in the U.S.

Unit Essential Questions • When do you use ser and estar? • How do you search for an apartment in Ecuador?

Students will know… / Students will be able to… • describe a house and household items • indicate the order of things • describe people and locations • plan a party

• talk about chores and responsibilities • tell someone what to do • say what they just did

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– words to describe a house – household items – furniture – ordinal numbers – vocabulary describing a party – holidays and celebrations – chores and responsibilities	– use the verbs ser and estar to describe people and locations – use ordinal numbers to indicate the order of things and to talk about the floors of a house or building – use forms of the irregular verbs dar, decir, poner, salir, traer, and venir to talk about parties – use the affirmative tú commands and acabar de + infinitive to tell someone what to do and say what you just said	– Pupil Edition, pp. 244–297: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 243a–297: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 5 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 5 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 261–263, Acts. 19–21; pp. 285–287, Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Pupil Edition, Lesson 1, pp. 268–269; Lesson 2, Pupil Edition, pp. 292–293 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 5 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	5,1 Test Add 5,2 vocabulary (p. 291) to notecards HW – write vocabulary 3x English and Spanish	5,2 vocabulary worksheets	Presentación de Vocabulario, pp. 272-273 Práctica de Vocabulario, p. 274, act. 1-2 Telehistoria 1 p. 275 p. 276 act. 3-4 HW – WB 220-222	Notes: irregular yo verbs, p. 277 pp. 278-279, act. 5-8 HW – study for vocabulary test	5,2 vocabulary test Telehistoria 2, p. 280 p. 281 act. 9-10 Read pp. 288-289 and answer ¿Comprendiste? questions

Lesson Plans May 3-7

Spanish 1

Unit Understandings Students will understand that… • there are two verbs for to be in Spanish. • searching for an apartment in Ecuador is similar to searching for one in the U.S.

Unit Essential Questions • When do you use ser and estar? • How do you search for an apartment in Ecuador?

Students will know… / Students will be able to… • describe a house and household items • indicate the order of things • describe people and locations • plan a party

• talk about chores and responsibilities • tell someone what to do • say what they just did

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– words to describe a house – household items – furniture – ordinal numbers – vocabulary describing a party – holidays and celebrations – chores and responsibilities	– use the verbs ser and estar to describe people and locations – use ordinal numbers to indicate the order of things and to talk about the floors of a house or building – use forms of the irregular verbs dar, decir, poner, salir, traer, and venir to talk about parties – use the affirmative tú commands and acabar de + infinitive to tell someone what to do and say what you just said	– Pupil Edition, pp. 244–297: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 243a–297: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 5 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 5 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 261–263, Acts. 19–21; pp. 285–287, Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Pupil Edition, Lesson 1, pp. 268–269; Lesson 2, Pupil Edition, pp. 292–293 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 5 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	telehistoria 1, p. 251 p. 252 act. 3-5 notes: ser vs. estar pp. 254-255 act. 6-10 HW – WB 200-202	Telehistoria 2, p. 256 p. 257 act. 11-13 notes: ordinal numbers pp. 259-260 act. 14-16 HW – WB 203-205	Cinco de Mayo video and activities	Telehistoria completa, p. 261 pp. 262-263 act. 17-21 writing/ numeracy: write a detailed ad that you would use to sell a house HW: study for vocabulary test	5,1 Vocabulary Test 5,1 Study Guide HW – study for 5,1 Test

Lesson Plans April 26-30

Spanish 1

Unit Understandings Students will understand that… • there are many things to do and places to visit in Spain. • Spain is an interesting country that has made many cultural contributions to the world.

Unit Essential Questions • What can you do in Spain? • What cultural contributions has Spain made to the world?

Students will know… / Students will be able to… • talk about what clothes they want to buy • say what they wear in different seasons • describe places and events in town

• talk about types of transportation • say what they are going to do • order from a menu

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– clothing, shopping, and colors – seasons and direction – describe places in town – transportation – music – objects in a restaurant – dinner, vegetables	– form e ® ie stem-changing verbs to talk about clothes you and others want to buy – use direct object pronouns to replace direct object nouns, to describe the clothes you wear and those you want to buy – form o ® ue stem-changing verbs to talk about going out with friends – form e ® i stem-changing verbs to order from a menu	– Pupil Edition, pp. 190–243: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 189a–243: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 4 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E2, E3, E4, E21, E22, E47, E50, E51, E53 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 4 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 207–209 Acts. 19–21; pp. 231–233 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Pupil Edition, Lesson 1, pp. 214–215; Lesson 2, Pupil Edition, pp. 238–239 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 4 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	View Voicethreads Review sheets for lesson 4,2 pp. 238-239	4,2 Vocabulary Test 4,2 Study Guide HW – study for 4,2 Test	4,2 Test Add 5,1 vocabulary to notecards, p. 267 Vocabulary presentation, pp. 248-249 p. 250 act. 1-2 HW – WB 197-199	telehistoria 1, p. 251 p. 252 act. 3-5 notes: ser vs. estar pp. 254-255 act. 6-10 HW – WB 200-202	Telehistoria 2, p. 256 p. 257 act. 11-13 notes: ordinal numbers pp. 259-260 act. 14-16 HW – WB 203-205

Lesson Plans April 19-23

Spanish 1

Unit Understandings Students will understand that… • there are many things to do and places to visit in Spain. • Spain is an interesting country that has made many cultural contributions to the world.

Unit Essential Questions • What can you do in Spain? • What cultural contributions has Spain made to the world?

Students will know… / Students will be able to… • talk about what clothes they want to buy • say what they wear in different seasons • describe places and events in town

• talk about types of transportation • say what they are going to do • order from a menu

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– clothing, shopping, and colors – seasons and direction – describe places in town – transportation – music – objects in a restaurant – dinner, vegetables	– form e ® ie stem-changing verbs to talk about clothes you and others want to buy – use direct object pronouns to replace direct object nouns, to describe the clothes you wear and those you want to buy – form o ® ue stem-changing verbs to talk about going out with friends – form e ® i stem-changing verbs to order from a menu	– Pupil Edition, pp. 190–243: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 189a–243: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 4 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E2, E3, E4, E21, E22, E47, E50, E51, E53 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 4 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 207–209 Acts. 19–21; pp. 231–233 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Pupil Edition, Lesson 1, pp. 214–215; Lesson 2, Pupil Edition, pp. 238–239 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 4 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	View voicethreads Notes: o->ue stem changers pp. 223-224 act. 5-8 HW – WB 174-176	Telehistoria escena 2, p. 226 p. 227 act. 9-10 writing: write a description of what a person can do in given places in the city notes: e->i stem changers pp. 229-230 act. 11-14 HW – WB 177-179	View Voicethreads Review sheets for lesson 4,2 pp. 238-239	4,2 Vocabulary Test 4,2 Study Guide HW – study for 4,2 Test	4,2 Test Add 5,1 vocabulary to notecards, p. 267 Vocabulary presentation, pp. 248-249 p. 250 act. 1-2 HW – WB 197-199

Lesson Plans April 12-16

Spanish 1

Unit Understandings Students will understand that… • there are many things to do and places to visit in Spain. • Spain is an interesting country that has made many cultural contributions to the world.

Unit Essential Questions • What can you do in Spain? • What cultural contributions has Spain made to the world?

Students will know… / Students will be able to… • talk about what clothes they want to buy • say what they wear in different seasons • describe places and events in town

• talk about types of transportation • say what they are going to do • order from a menu

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– clothing, shopping, and colors – seasons and direction – describe places in town – transportation – music – objects in a restaurant – dinner, vegetables	– form e ® ie stem-changing verbs to talk about clothes you and others want to buy – use direct object pronouns to replace direct object nouns, to describe the clothes you wear and those you want to buy – form o ® ue stem-changing verbs to talk about going out with friends – form e ® i stem-changing verbs to order from a menu	– Pupil Edition, pp. 190–243: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 189a–243: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 4 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E2, E3, E4, E21, E22, E47, E50, E51, E53 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 4 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 207–209 Acts. 19–21; pp. 231–233 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Pupil Edition, Lesson 1, pp. 214–215; Lesson 2, Pupil Edition, pp. 238–239 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 4 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	Review 4,1 objectives 4,1 Study guide HW – Study for 4,1 test	4,1 Test Add 4,2 vocabulary to notecards, p. 237	Voicethread illustrations, 4,2 vocabulary Vocabulary activities pp. 218-219, view video presentation telehistoria escena 1 p. 222 act. 3-4 HW – WB 171-173	Notes: o->ue stem changers pp. 223-224 act. 5-8 HW – WB 174-176	Telehistoria escena 2, p. 226 p. 227 act. 9-10 writing: write a description of what a person can do in given places in the city notes: e->i stem changers pp. 229-230 act. 11-14 HW – WB 177-179

Lesson Plans April 5-9

Spanish 1

Unit Understandings Students will understand that… • there are many things to do and places to visit in Spain. • Spain is an interesting country that has made many cultural contributions to the world.

Unit Essential Questions • What can you do in Spain? • What cultural contributions has Spain made to the world?

Students will know… / Students will be able to… • talk about what clothes they want to buy • say what they wear in different seasons • describe places and events in town

• talk about types of transportation • say what they are going to do • order from a menu

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– clothing, shopping, and colors – seasons and direction – describe places in town – transportation – music – objects in a restaurant – dinner, vegetables	– form e ® ie stem-changing verbs to talk about clothes you and others want to buy – use direct object pronouns to replace direct object nouns, to describe the clothes you wear and those you want to buy – form o ® ue stem-changing verbs to talk about going out with friends – form e ® i stem-changing verbs to order from a menu	– Pupil Edition, pp. 190–243: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 189a–243: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 4 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E2, E3, E4, E21, E22, E47, E50, E51, E53 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 4 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 207–209 Acts. 19–21; pp. 231–233 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Pupil Edition, Lesson 1, pp. 214–215; Lesson 2, Pupil Edition, pp. 238–239 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 4 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	Vocabulary presentation, pp. 194-195 p. 196 act 1-2 vocabulary illustrations for Voicethreads HW – WB 148-150	Voicethread audio uploads Telehistoria escena 1, p. 197 p. 198 act. 3-4 notes: e->ie stem-changing verbs p. 200 act. 5-6 HW: WB 151-153	View Voicethreads Telehistoria escena 2 P 203 act. 9-10 Notes: Direct Object Pronouns p. 205 act. 11 HW: WB 154-156, study for vocabulary test	4,1 Vocabulary Test Telehistoria Completa pp. 208-209 act. 15-19 writing/ numeracy: write a poem talking about the four seasons 4,1 Study Guide HW: study for test	4,1 Test Add 4,2 vocabulary to notecards, p. 237

Lesson Plans March 22-25

Spanish 1

Unit Understandings Students will understand that… • meals in Puerto Rico are similar to those in the rest of the U.S., but there are regional specialties, too. • extended families gather for meals and celebrations such as the quinceañera and birthdays.

Unit Essential Questions • What do people eat and drink for meals in Puerto Rico? • When do Puerto Rican family members gather, and what are some of the things they celebrate?

Students will know… / Students will be able to… • talk about foods and beverages • ask questions • say which foods they like and don’t like • talk about family

• express possession • give dates • make comparisons

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– verbs talking about activities – snack foods and beverages – words and phrases describing likes and dislikes – words describing personalities, appearances, and types of people	– use the verb forms of ser with de to talk about where you and others are from – use gustar to talk about what people like to do – use definite and indefinite articles, matching nouns in gender and number, to identify people and things – use adjectives, matching nouns in gender and number, to describe people – use ser to describe what someone is like	– Pupil Edition, pp. 28–81: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 27a–81: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 1 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E6 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 1 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 45–47 Acts. 19–21; pp. 69–71 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Lesson 1, pp. 52–53; Lesson 2, pp. 76–77, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 1 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	Telehistoria 1, p. 167 p. 168 act 3-4 notes: possessive adjectives, dates pp. 170-171 act 5-8 View Voicethreads HW – 125-127, study for 3,2 vocab test	3,2 Vocabulary Test Telehistoria 2, p. 172 p. 173 act 9-11 notes: comparatives pp. 125-126 act 12-15 HW – WB 128-130	Telehistoria completa pp. 178-179 act 16-20 writing/ numeracy: write a letter to an exchange student comparing members of your family. HW – WB 131-132	Review Unit 3 Lesson 2 objectives 3,2 Study Guide HW – study for 3,2 test	3,2 test Add 4,1 vocabulary to notecards (p. 213) Vocabulary presentation, pp. 194-195 p. 196 act 1-2 HW – WB 148-150

Lesson Plans March 15-19

Spanish 1

Unit Understandings Students will understand that… • meals in Puerto Rico are similar to those in the rest of the U.S., but there are regional specialties, too. • extended families gather for meals and celebrations such as the quinceañera and birthdays.

Unit Essential Questions • What do people eat and drink for meals in Puerto Rico? • When do Puerto Rican family members gather, and what are some of the things they celebrate?

Students will know… / Students will be able to… • talk about foods and beverages • ask questions • say which foods they like and don’t like • talk about family

• express possession • give dates • make comparisons

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– verbs talking about activities – snack foods and beverages – words and phrases describing likes and dislikes – words describing personalities, appearances, and types of people	– use the verb forms of ser with de to talk about where you and others are from – use gustar to talk about what people like to do – use definite and indefinite articles, matching nouns in gender and number, to identify people and things – use adjectives, matching nouns in gender and number, to describe people – use ser to describe what someone is like	– Pupil Edition, pp. 28–81: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 27a–81: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 1 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E6 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 1 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 45–47 Acts. 19–21; pp. 69–71 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Lesson 1, pp. 52–53; Lesson 2, pp. 76–77, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 1 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	Finish Voicethread uploads/comments View Voicethreads Vocabulary presentation/ practice, pp. 164-166 HW – WB 122-124	Exam Review Midterm exam Study Guide	Exam, 1/3 blocks	Exam, 2^nd block	Telehistoria 1, p. 167 p. 168 act 3-4 notes: possessive adjectives pp. 170-171 act 5-8 HW – 125-127

Lesson Plans March 8-12

Spanish 1

Unit Understandings Students will understand that… • meals in Puerto Rico are similar to those in the rest of the U.S., but there are regional specialties, too. • extended families gather for meals and celebrations such as the quinceañera and birthdays.

Unit Essential Questions • What do people eat and drink for meals in Puerto Rico? • When do Puerto Rican family members gather, and what are some of the things they celebrate?

Students will know… / Students will be able to… • talk about foods and beverages • ask questions • say which foods they like and don’t like • talk about family

• express possession • give dates • make comparisons

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– verbs talking about activities – snack foods and beverages – words and phrases describing likes and dislikes – words describing personalities, appearances, and types of people	– use the verb forms of ser with de to talk about where you and others are from – use gustar to talk about what people like to do – use definite and indefinite articles, matching nouns in gender and number, to identify people and things – use adjectives, matching nouns in gender and number, to describe people – use ser to describe what someone is like	– Pupil Edition, pp. 28–81: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 27a–81: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 1 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E6 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 1 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 45–47 Acts. 19–21; pp. 69–71 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Lesson 1, pp. 52–53; Lesson 2, pp. 76–77, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 1 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	Telehistoria escena 2, p. 148 (watch video and answer questions) p. 149 act. 10-12 writing/ numeracy: Write a description of what foods and drinks you like and don’t like for breakfast and lunch. Notes: present tense conjugation of –er/-ir verbs pp. 151-152 act. 13-16 Did you get it sheets 8-9 View voicethreads HW – study for 3,1 vocabulary test	View Voicethreads 3,1 Vocabulary Test Telehistoria completa, p. 153 pp. 154-155 act. 17-21	Review objectives from lesson 3,1 3,1 Study Guide HW – study for 3,1 Test	3,1 Test Create voicethread illustrations for lesson 3,2 Upload image captures for Voicethreads HW – add 3,2 vocabulary to notecards (p. 183)	Pronunciation practice of vocabulary Audio comments for voicethreads/ Vocabulary crosswords Did you get it sheets – 3,2 vocabulary HW – comment a classmate’s voicethread

Lesson Plans March 1-5

Spanish 1

Unit Understandings Students will understand that… • meals in Puerto Rico are similar to those in the rest of the U.S., but there are regional specialties, too. • extended families gather for meals and celebrations such as the quinceañera and birthdays.

Unit Essential Questions • What do people eat and drink for meals in Puerto Rico? • When do Puerto Rican family members gather, and what are some of the things they celebrate?

Students will know… / Students will be able to… • talk about foods and beverages • ask questions • say which foods they like and don’t like • talk about family

• express possession • give dates • make comparisons

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– verbs talking about activities – snack foods and beverages – words and phrases describing likes and dislikes – words describing personalities, appearances, and types of people	– use the verb forms of ser with de to talk about where you and others are from – use gustar to talk about what people like to do – use definite and indefinite articles, matching nouns in gender and number, to identify people and things – use adjectives, matching nouns in gender and number, to describe people – use ser to describe what someone is like	– Pupil Edition, pp. 28–81: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 27a–81: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 1 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E6 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 1 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 45–47 Acts. 19–21; pp. 69–71 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Lesson 1, pp. 52–53; Lesson 2, pp. 76–77, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 1 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	Review of lesson 2,2 objectives 2,2 Study Guide HW – study for test	2,2 Test Add 3,1 vocabulary to notecards, p. 159 Create voicethread illustrations, capture images HW – comment voicethreads	Presentación de Vocabulario, pp. 140-141 View voicethreads p. 142 act. 1-2 Telehistoria escena 1, p. 143 p. 144 act. 3-4 HW – comment a classmate’s voicethread	Notes: gustar w/nouns, p. 145 View animated grammar presentation pp. 146-147 act. 5-9 view voicethreads HW -- Did you get it? sheets	Telehistoria escena 2, p. 148 (watch video and answer questions) p. 149 act. 10-12 writing/ numeracy: Write a description of what foods and drinks you like and don’t like for breakfast and lunch. View voicethreads

Lesson Plans Feb 22-26

Spanish 1

Unit Understandings Students will understand that… • Florida, Texas, and other parts of the United States have been influenced by Spanish-speaking cultures. • teenagers in other places may have different interests and activities.

Unit Essential Questions • What places and things in the United States have been influenced by Spanish-speaking cultures? • What do teenagers like to do?

Students will know… / Students will be able to… • talk about activities • tell where they are from • say what they like and don’t like to do

• describe themselves and others • identify people and things

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– verbs talking about activities – snack foods and beverages – words and phrases describing likes and dislikes – words describing personalities, appearances, and types of people	– use the verb forms of ser with de to talk about where you and others are from – use gustar to talk about what people like to do – use definite and indefinite articles, matching nouns in gender and number, to identify people and things – use adjectives, matching nouns in gender and number, to describe people – use ser to describe what someone is like	– Pupil Edition, pp. 28–81: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 27a–81: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 1 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E6 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 1 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 45–47 Acts. 19–21; pp. 69–71 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Lesson 1, pp. 52–53; Lesson 2, pp. 76–77, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 1 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	Vocabulary presentation, pp. 110-112 act. 1-3 Voicethread uploads	Telehistoria 1, p. 113 p. 114 act 4-5 notes: estar pp. 116-117 act 6-9 ¿cómo estamos? project	Telehistoria 2, p. 118 p. 119 act 10-12 notes: ir pp. 121-122 act 13-16 HW – study for vocabulary test	2,2 Vocabulary Test Telehistoria completa, p. 123 pp. 124-125 act 17-21 HW – study guides for 2,2 Test	2,2 Test Add 3,1 vocabulary to notecards, p. 159

Lesson Plans Feb 15-19

Spanish 1

Unit Understandings Students will understand that… • Florida, Texas, and other parts of the United States have been influenced by Spanish-speaking cultures. • teenagers in other places may have different interests and activities.

Unit Essential Questions • What places and things in the United States have been influenced by Spanish-speaking cultures? • What do teenagers like to do?

Students will know… / Students will be able to… • talk about activities • tell where they are from • say what they like and don’t like to do

• describe themselves and others • identify people and things

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– verbs talking about activities – snack foods and beverages – words and phrases describing likes and dislikes – words describing personalities, appearances, and types of people	– use the verb forms of ser with de to talk about where you and others are from – use gustar to talk about what people like to do – use definite and indefinite articles, matching nouns in gender and number, to identify people and things – use adjectives, matching nouns in gender and number, to describe people – use ser to describe what someone is like	– Pupil Edition, pp. 28–81: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 27a–81: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 1 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E6 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 1 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 45–47 Acts. 19–21; pp. 69–71 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Lesson 1, pp. 52–53; Lesson 2, pp. 76–77, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 1 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	2,1 vocabulary test Telehistoria 1, p. 89 p. 90 act. 3-4 notes: tener pp. 92-93 act. 5-7	Telehistoria 2, p. 94 p. 95 act. 8-10 notes: -ar verbs pp. 97-98 act. 11-15	Telehistoria completa, p. 99 pp. 100-101 act. 16-20 writing/numeracy: Describe your school schedule, telling what classes you have at what times	Review of 2,1 objectives 2,1 study guide HW – study for 2,1 test	2,1 Test Add 2,2 vocabulary to notecards, p. 129

Lesson Plans Feb 8-12

Spanish 1

Unit Understandings Students will understand that… • Florida, Texas, and other parts of the United States have been influenced by Spanish-speaking cultures. • teenagers in other places may have different interests and activities.

Unit Essential Questions • What places and things in the United States have been influenced by Spanish-speaking cultures? • What do teenagers like to do?

Students will know… / Students will be able to… • talk about activities • tell where they are from • say what they like and don’t like to do

• describe themselves and others • identify people and things

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– verbs talking about activities – snack foods and beverages – words and phrases describing likes and dislikes – words describing personalities, appearances, and types of people	– use the verb forms of ser with de to talk about where you and others are from – use gustar to talk about what people like to do – use definite and indefinite articles, matching nouns in gender and number, to identify people and things – use adjectives, matching nouns in gender and number, to describe people – use ser to describe what someone is like	– Pupil Edition, pp. 28–81: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 27a–81: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 1 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E6 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 1 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 45–47 Acts. 19–21; pp. 69–71 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Lesson 1, pp. 52–53; Lesson 2, pp. 76–77, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 1 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	Vocab presentation, p. 110-111 p. 112 act. 1-3 Telehistoria escena 1 p. 114 act. 4-5 notes: the verb estar p. 116-117 act. 6-9 Did you get it? p. 117 Voicethread illustrations	Bell work (T21) Telehistoria escena 2 p. 119 act. 10-12 notes: the verb ir p. 121-122 act. 13-16 HW – voicethread comments	Bell work (T22) Telehistoria completa p. 124-125 act. 17-21, Did you get it? writing/numeracy: Write an article for the school newspaper about your typical day voicethreads HW – study for vocab test	2,1 vocabulary test pp. 130-131 2,1 Study Guide HW – study for 2,1 test	Teacher Workday

Lesson Plans Feb 1-5

Spanish 1

Unit Understandings Students will understand that… • Florida, Texas, and other parts of the United States have been influenced by Spanish-speaking cultures. • teenagers in other places may have different interests and activities.

Unit Essential Questions • What places and things in the United States have been influenced by Spanish-speaking cultures? • What do teenagers like to do?

Students will know… / Students will be able to… • talk about activities • tell where they are from • say what they like and don’t like to do

• describe themselves and others • identify people and things

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– verbs talking about activities – snack foods and beverages – words and phrases describing likes and dislikes – words describing personalities, appearances, and types of people	– use the verb forms of ser with de to talk about where you and others are from – use gustar to talk about what people like to do – use definite and indefinite articles, matching nouns in gender and number, to identify people and things – use adjectives, matching nouns in gender and number, to describe people – use ser to describe what someone is like	– Pupil Edition, pp. 28–81: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 27a–81: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 1 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E6 – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 1 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 45–47 Acts. 19–21; pp. 69–71 Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Lesson 1, pp. 52–53; Lesson 2, pp. 76–77, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 1 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	Vocab presentation, p. 56-57 p. 58 act. 1-2 Telehistoria escena 1 p. 60 act. 3-4 notes: definite/indefinite articles p. 62-63 act. 5-9 Did you get it? p. 63 HW – WB 27-29	Bell work (T31) Telehistoria escena 2 p. 65 act 10-11, Did you get it? notes: noun-adjective agreement p. 67-68 act. 12-15, Did you get it? HW – WB 30-32	Bell work (T32) Telehistoria completa p. 70-71 act. 16-20, Did you get it? writing/numeracy: describe the perfect friend for the yearbook. What is the person like/like to do? Why? 10 sentences minimum HW – WB 33-34, study for vocab. Test	1, 2 vocabulary test pp. 72-73 review p. 76-77 1,2 Study Guide HW – study for 1,2 test	1,2 test 2,1 notecards, p. 75

Lesson Plans Jan 25-29

Spanish 1

Unit Understandings Students will understand that… • Spanish is spoken in many countries. • Spanish has formal and informal registers.

Unit Essential Questions • Where is Spanish spoken? • How do you greet and say goodbye to people?

Students will know… / Students will be able to… • greet people and say goodbye • introduce themselves and others • ask and say how to spell names • say where they are from

• exchange phone numbers • say what day of the week it is • describe the weather • respond to classroom instructions

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Resources and Materials	Instructional Strategies	Interim Assessments
– greetings – say goodbye – say how you are – words to make introductions – words to say which day it is – phrases to exchange phone numbers – words to describe the weather – words to describe where you are from – courtesy words and phrases (thank you, excuse me, yes, no, Miss, Mr., etc.)	– the verb estar to say how you feel – the verb ser to say where you are from – the verb estar to say where something is located – the verb ser to express the date – the verb hacer to talk about the weather	– Pupil Edition, pp. C26–27: vocabulary and communication activities – Teacher’s Edition, pp. C25a–27: suggestions for differentiating instruction, additional communicative activities – Audio: listening activities – PowerPresentations: Vocabulary Clip Art – ClassZone – @Home Tutor: flashcards, leveled vocabulary practice – Unit 1 Resource Book: Back-to-School Resources	– direct instruction of vocabulary using audio – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – See also Lección preliminar Lesson Plans	– Para y piensa activities, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap – Repaso de la lección, Pupil Edition, pp. 26–27 – Self-check quiz on ClassZone – Preliminary Lesson Test, On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	Bell work (T27) Group conversation Text, p. 37-41 Notes: subject pronouns and ser Act. 6-12 Did you get it, p. 41 HW: divide a sheet of paper into two columns: tú and usted. Write @ least 10 people you know for each column	Bell work (T28) Group conversation Text, p. 42-46 Act. 13-19 Did you get it, p. 44 HW: WB 7-9	Bell work (T28) Group conversation Text, p. 47-49 Act. 19-20, lectura Writing: write an e-mail to a new friend in Mexico, telling 3 things you like to do HW: study vocabulary and grammar, p. 51	1,1 Vocabulary Test 1,1 Study Guide Practice translations HW: study for test	1,1 test 1,2 notecards, p. 75

Lesson Plans Jan 19-22

Spanish 1

Unit Understandings Students will understand that… • Spanish is spoken in many countries. • Spanish has formal and informal registers.

Unit Essential Questions • Where is Spanish spoken? • How do you greet and say goodbye to people?

Students will know… / Students will be able to… • greet people and say goodbye • introduce themselves and others • ask and say how to spell names • say where they are from

• exchange phone numbers • say what day of the week it is • describe the weather • respond to classroom instructions

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Resources and Materials	Instructional Strategies	Interim Assessments
– greetings – say goodbye – say how you are – words to make introductions – words to say which day it is – phrases to exchange phone numbers – words to describe the weather – words to describe where you are from – courtesy words and phrases (thank you, excuse me, yes, no, Miss, Mr., etc.)	– the verb estar to say how you feel – the verb ser to say where you are from – the verb estar to say where something is located – the verb ser to express the date – the verb hacer to talk about the weather	– Pupil Edition, pp. C26–27: vocabulary and communication activities – Teacher’s Edition, pp. C25a–27: suggestions for differentiating instruction, additional communicative activities – Audio: listening activities – PowerPresentations: Vocabulary Clip Art – ClassZone – @Home Tutor: flashcards, leveled vocabulary practice – Unit 1 Resource Book: Back-to-School Resources	– direct instruction of vocabulary using audio – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – See also Lección preliminar Lesson Plans	– Para y piensa activities, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap – Repaso de la lección, Pupil Edition, pp. 26–27 – Self-check quiz on ClassZone – Preliminary Lesson Test, On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments	No School – MLK holiday	Bell work (T22) Group conversation Text, p. 10-15 Act. 8-12 Did you get it, p. 15 HW: Study maps, know names of countries	Bell work (T23) Group conversation Text, p. 16-19 Act. 14-19 Did you get it, p. 17,19 Numeracy: HW: write out your phone number, write “hoy es ___” and “mañana es ___”	Bell work (T24) Group conversation Text, p. 20-24 Act. 20-25 Did you get it, p. 21-24 Writing: HW: Describe the current weather in as much detail as you are able, make sign	Bell work (lección preliminar) Group conversation Review of preliminary lesson objectives Classzone.com review activities HW – study for test

Lesson Plans Jan 13-15

Spanish 1

Unit Understandings Students will understand that… • Spanish is spoken in many countries. • Spanish has formal and informal registers.

Unit Essential Questions • Where is Spanish spoken? • How do you greet and say goodbye to people?

Students will know… / Students will be able to… • greet people and say goodbye • introduce themselves and others • ask and say how to spell names • say where they are from

• exchange phone numbers • say what day of the week it is • describe the weather • respond to classroom instructions

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Resources and Materials	Instructional Strategies	Interim Assessments
– greetings – say goodbye – say how you are – words to make introductions – words to say which day it is – phrases to exchange phone numbers – words to describe the weather – words to describe where you are from – courtesy words and phrases (thank you, excuse me, yes, no, Miss, Mr., etc.)	– the verb estar to say how you feel – the verb ser to say where you are from – the verb estar to say where something is located – the verb ser to express the date – the verb hacer to talk about the weather	– Pupil Edition, pp. C26–27: vocabulary and communication activities – Teacher’s Edition, pp. C25a–27: suggestions for differentiating instruction, additional communicative activities – Audio: listening activities – PowerPresentations: Vocabulary Clip Art – ClassZone – @Home Tutor: flashcards, leveled vocabulary practice – Unit 1 Resource Book: Back-to-School Resources	– direct instruction of vocabulary using audio – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – See also Lección preliminar Lesson Plans	– Para y piensa activities, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap – Repaso de la lección, Pupil Edition, pp. 26–27 – Self-check quiz on ClassZone – Preliminary Lesson Test, On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

	Monday	Tuesday	Wednesday	Thursday	Friday
Assignments			Bienvenidos Power Point Syllabus Learning Styles inventory Text, p. 1-5 Act. 1-3 Did you get it?, p. 5 HW: practice saying phrases, be prepared to respond to them in class tomorrow	Bell work (T22) Group conversation Text, p. 6-9 Act. 4-7 Did you get it, p. 9 HW: Divide a page into two columns, formal and familiar. Put the following into the correct column: usted, tú, cómo te llamas, cómo se llama, te presento a, le presento a	Bell work (T22) Group conversation Text, p. 10-15 Act. 8-12 Did you get it, p. 15 HW: Study maps, know names of countries

Lesson Plans Jan 4-8

Spanish 1

Unit Understandings Students will understand that… • there are two verbs for to be in Spanish. • searching for an apartment in Ecuador is similar to searching for one in the U.S.

Unit Essential Questions • When do you use ser and estar? • How do you search for an apartment in Ecuador?

Students will know… / Students will be able to… • describe a house and household items • indicate the order of things • describe people and locations • plan a party

• talk about chores and responsibilities • tell someone what to do • say what they just did

Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Lexical Content	Support Structures	Suggested Resources and Materials	Instructional Strategies	Interim Assessments
– words to describe a house – household items – furniture – ordinal numbers – vocabulary describing a party – holidays and celebrations – chores and responsibilities	– use the verbs ser and estar to describe people and locations – use ordinal numbers to indicate the order of things and to talk about the floors of a house or building – use forms of the irregular verbs dar, decir, poner, salir, traer, and venir to talk about parties – use the affirmative tú commands and acabar de + infinitive to tell someone what to do and say what you just said	– Pupil Edition, pp. 244–297: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 243a–297: suggestions for differentiating instruction, additional communicative activities – Video: Vocabulary Presentation, Comparación cultural, Telehistoria – Audio: TPR activity for each Lesson Opener, listening activities – PowerPresentations: Vocabulary Clip Art; Vocabulary, Grammar, and Situational Transparencies – ClassZone: Cultura interactiva, Games – @Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice – TPRS: Minicuentos – Unit 5 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit – Easy Planner: Conversation cards, Learning scenarios	– direct instruction of vocabulary using video, audio, overhead transparencies – cooperative paired and small group activities – individual practice at ClassZone.com – TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons – Differentiated instruction for slower-paced learners, pre-AP, multiple intelligences, inclusion, heritage language learners, and English learners – English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 5 Lesson Plans – Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition	– Para y piensa activities, Pupil Edition – Todo junto, pp. 261–263, Acts. 19–21; pp. 285–287, Acts. 18–20, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap –Vocabulary Recognition and Production Quizzes, Grammar Quizzes, On-Level Assessment – Repaso de la lección, Pupil Edition, Lesson 1, pp. 268–269; Lesson 2, Pupil Edition, pp. 292–293 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 5 Test On-Level Assessment; Modified Assessment; Heritage Learners Assessment; Pre-AP Assessment – Teacher-customized quizzes on McDougal Littell Assessment System – ExamView-powered quizzes

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