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ClassZone - Spanish 1

ClassZone - Spanish 2

Class Notes

Lesson Plans Nov 23-27

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	Vocabulary project: Días de Celebración	Project presentations	No School	No School	No School

Spanish 2

Unit Understandings Students will understand that… • Puerto Rico is known for handicrafts like vejigante masks. • Puerto Ricans shop in malls and markets.

Unit Essential Questions • What handicrafts is Puerto Rico known for? • Where do Puerto Ricans like to shop?

Students will know… / Students will be able to… • talk about clothing, shopping, and personal needs • say whom things are for • express opinions

• describe past activities and events • ask for and talk about items at a marketplace • express yourself courteously

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 and accessories – clothing fit and fashion – where you shop and shopping expressions – expressions of preferences and opinions – items at the market – expressions of courtesy – phrases asking for help	– the irregular yo forms of some present-tense verbs to talk about what you do in contrast to what others do – the pronouns that follow prepositions to say whom things are for, whom you go shopping with, and what interests you and your friends – use the verbs estar, poder, poner, saber, and tener, with irregular preterite stems, to communicate past events and tell how long ago they happened – use the preterite forms of -ir stem-changing verbs to speak in the third person singular and plural	– Pupil Edition, pp. 140–193: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 139A–193: 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 3 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E26, E28 – 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 3 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. 157–159, Acts. 19–21; pp. 181–183, 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. 164–165; Lesson 2, pp. 188–189, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 3 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 4,2 Study guides Practice Translations	4,2 Test Día de Gracias project	NO School	No School	No School

Lesson Plans Nov 16-20

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	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	5,1 Test Add 5,2 vocabulary to notecards, p. 291 Vocabulary presentation, pp. 272-273 p. 274 act. 1-2 HW – WB 220-222

Spanish 2

Unit Understandings Students will understand that… • Puerto Rico is known for handicrafts like vejigante masks. • Puerto Ricans shop in malls and markets.

Unit Essential Questions • What handicrafts is Puerto Rico known for? • Where do Puerto Ricans like to shop?

Students will know… / Students will be able to… • talk about clothing, shopping, and personal needs • say whom things are for • express opinions

• describe past activities and events • ask for and talk about items at a marketplace • express yourself courteously

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 and accessories – clothing fit and fashion – where you shop and shopping expressions – expressions of preferences and opinions – items at the market – expressions of courtesy – phrases asking for help	– the irregular yo forms of some present-tense verbs to talk about what you do in contrast to what others do – the pronouns that follow prepositions to say whom things are for, whom you go shopping with, and what interests you and your friends – use the verbs estar, poder, poner, saber, and tener, with irregular preterite stems, to communicate past events and tell how long ago they happened – use the preterite forms of -ir stem-changing verbs to speak in the third person singular and plural	– Pupil Edition, pp. 140–193: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 139A–193: 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 3 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E26, E28 – 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 3 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. 157–159, Acts. 19–21; pp. 181–183, 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. 164–165; Lesson 2, pp. 188–189, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 3 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	4,1 Test Add 4,2 vocabulary to notecards, p. 241 Vocabulary presentation, pp. 222-223 p. 224 act. 1-2 HW—WB 171-173	Telehistoria 1, p. 225 p. 226 act. 3-4 notes: double-vowel verbs notes: -car,-gar,-zar verbs pp. 228-229 act 5-8 HW – WB 174-176	Telehistoria 2, p. 230 p. 231 act 9-10 notes: i-stems, j-stems p. 233-234 act 11-14 HW – WB 177-179	Telehistoria completa, p. 235 pp. 236-237 act. 15-19 writing/ numeracy: write a description of a visit to a real or imaginary city HW – study for vocabulary test	4,2 Vocabulary test 4,2 Study Guide HW – study for 4,2 test

Lesson Plans Nov 9-13

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
– meals – breakfast, lunch, and snack foods and beverages – vocabulary to express likes and dislikes – words to describe feelings (tener ganas de, tener hambre, tener sed) – family members and pets – numbers and months to give dates – numbers to give and compare ages	– interrogative words with a conjugated verb to ask a question – the verb gustar with nouns to express likes and dislikes – present tense of -er and -ir verbs – the verb hacer to talk about activities and meals – possessive with de to express ownership – the verb tener to talk about how old someone is – possessive adjectives to talk about family members and birthdays – comparatives to compare people and things to each other	– Pupil Edition, pp. 136–189: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 135A–189: 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 3 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E15, E26, E28, E55, E57 – 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 3 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. 154–155 Acts. 19–21; pp. 178–179 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. 160–161; Lesson 2, Pupil Edition, pp. 184–185 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 3 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. 218-129 p. 220 act. 1-2 telehistoria 1, p. 221 p. 222 act. 3-4 notes: o->ue stem changers pp. 224-225 act. 5-8 HW – WB 174-175	Telehistoria 2, p. 226 p. 227 act. 9-10 notes: e->i stem-changers pp. 229-230 act. 11-14 HW – WB 177-179	Telehistoria completa, p. 231 pp. 232-233 act. 15-19 writing/ numeracy: write a review of your favorite restaurant HW: study for vocabulary test	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 171-173

Spanish 2

Unit Understandings Students will understand that… • Puerto Rico is known for handicrafts like vejigante masks. • Puerto Ricans shop in malls and markets.

Unit Essential Questions • What handicrafts is Puerto Rico known for? • Where do Puerto Ricans like to shop?

Students will know… / Students will be able to… • talk about clothing, shopping, and personal needs • say whom things are for • express opinions

• describe past activities and events • ask for and talk about items at a marketplace • express yourself courteously

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 and accessories – clothing fit and fashion – where you shop and shopping expressions – expressions of preferences and opinions – items at the market – expressions of courtesy – phrases asking for help	– the irregular yo forms of some present-tense verbs to talk about what you do in contrast to what others do – the pronouns that follow prepositions to say whom things are for, whom you go shopping with, and what interests you and your friends – use the verbs estar, poder, poner, saber, and tener, with irregular preterite stems, to communicate past events and tell how long ago they happened – use the preterite forms of -ir stem-changing verbs to speak in the third person singular and plural	– Pupil Edition, pp. 140–193: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 139A–193: 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 3 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E26, E28 – 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 3 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. 157–159, Acts. 19–21; pp. 181–183, 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. 164–165; Lesson 2, pp. 188–189, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 3 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	3,2 Test Add 4,1 vocabulary to notecards, p. 217 Vocabulary presentation, pp. 198-199 p. 200 act 1-2 HW—WB 148-150	Telehistoria 1, p. 201 p. 202 act. 3-4 notes: imperfect tense pp. 204-205 act 5-8 HW – WB 151-153	Telehistoria 2, p. 206 p. 207 act 9-11 notes: preterite vs imperfect p. 209-210 act 12-15 HW – WB 154-156	Telehistoria completa, p. 211 pp. 212-213 act 16-20 writing/ numeracy: write a legend with a hero, heroine, and enemy, describing each character, actions, and conclusion HW – study for vocabulary test	4,1 Vocabulary test 4,1 Study Guide HW – study for 4,1 test

Lesson Plans Nov 3-6

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
– meals – breakfast, lunch, and snack foods and beverages – vocabulary to express likes and dislikes – words to describe feelings (tener ganas de, tener hambre, tener sed) – family members and pets – numbers and months to give dates – numbers to give and compare ages	– interrogative words with a conjugated verb to ask a question – the verb gustar with nouns to express likes and dislikes – present tense of -er and -ir verbs – the verb hacer to talk about activities and meals – possessive with de to express ownership – the verb tener to talk about how old someone is – possessive adjectives to talk about family members and birthdays – comparatives to compare people and things to each other	– Pupil Edition, pp. 136–189: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 135A–189: 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 3 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E15, E26, E28, E55, E57 – 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 3 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. 154–155 Acts. 19–21; pp. 178–179 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. 160–161; Lesson 2, Pupil Edition, pp. 184–185 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 3 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 Parent/ Teacher conferences	Telehistoria 2, p. 202 p. 203 act. 9-10 notes: direct object pronouns pp. 205-206 act. 11-14 HW – WB 154-156	Telehistoria completa, p. 207 pp. 208-209 act. 15-19 HW: WB 157-158, study for vocabulary test	4,1 Vocabulary Test 4,1 Study Guide HW – study for 4,1 Test	4,1 Test Add 4,2 vocabulary to notecards, p. 237 Vocabulary presentation, pp. 218-129 p. 220 act. 1-2 HW – WB 171-173

Spanish 2

Unit Understandings Students will understand that… • Puerto Rico is known for handicrafts like vejigante masks. • Puerto Ricans shop in malls and markets.

Unit Essential Questions • What handicrafts is Puerto Rico known for? • Where do Puerto Ricans like to shop?

Students will know… / Students will be able to… • talk about clothing, shopping, and personal needs • say whom things are for • express opinions

• describe past activities and events • ask for and talk about items at a marketplace • express yourself courteously

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 and accessories – clothing fit and fashion – where you shop and shopping expressions – expressions of preferences and opinions – items at the market – expressions of courtesy – phrases asking for help	– the irregular yo forms of some present-tense verbs to talk about what you do in contrast to what others do – the pronouns that follow prepositions to say whom things are for, whom you go shopping with, and what interests you and your friends – use the verbs estar, poder, poner, saber, and tener, with irregular preterite stems, to communicate past events and tell how long ago they happened – use the preterite forms of -ir stem-changing verbs to speak in the third person singular and plural	– Pupil Edition, pp. 140–193: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 139A–193: 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 3 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E26, E28 – 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 3 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. 157–159, Acts. 19–21; pp. 181–183, 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. 164–165; Lesson 2, pp. 188–189, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 3 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 Parent/ Teacher conferences	Telehistoria 1, p. 171 p. 172 act. 3-4 notes: irregular preterite pp. 174-175 act. 5-8 HW – WB 125-127	Telehistoria 2, p. 176 p. 177 act. 9-10 notes: preterite of –ir stem changers p. 179-180 act. 11-13 HW – WB 128-130	Telehistoria completa, p. 181 pp. 182-183 act. 14-18 HW – study for vocabulary test	3,2 Vocabulary test 3,2 Study Guide HW – study for 3,2 test

Lesson Plans Oct 26-30

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
– meals – breakfast, lunch, and snack foods and beverages – vocabulary to express likes and dislikes – words to describe feelings (tener ganas de, tener hambre, tener sed) – family members and pets – numbers and months to give dates – numbers to give and compare ages	– interrogative words with a conjugated verb to ask a question – the verb gustar with nouns to express likes and dislikes – present tense of -er and -ir verbs – the verb hacer to talk about activities and meals – possessive with de to express ownership – the verb tener to talk about how old someone is – possessive adjectives to talk about family members and birthdays – comparatives to compare people and things to each other	– Pupil Edition, pp. 136–189: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 135A–189: 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 3 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E15, E26, E28, E55, E57 – 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 3 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. 154–155 Acts. 19–21; pp. 178–179 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. 160–161; Lesson 2, Pupil Edition, pp. 184–185 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 3 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 completa pp. 178-179 act 16-20 writing/ numeracy: write a letter to an exchange student comparing members of your family. HW – WB 136-137, Study for vocabulary test	3,2 Vocabulary Test 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	Telehistoria 1, p. 197 p. 198 act 3-4 notes: e->ie stem-changers pp. 200-201 act. 5-8 HW – WB 151-153	Telehistoria 2, p. 202 p. 203 act. 9-10 notes: direct object pronouns pp. 205-206 act. 11-14 HW – WB 154-156

Spanish 2

Unit Understandings Students will understand that… • Puerto Rico is known for handicrafts like vejigante masks. • Puerto Ricans shop in malls and markets.

Unit Essential Questions • What handicrafts is Puerto Rico known for? • Where do Puerto Ricans like to shop?

Students will know… / Students will be able to… • talk about clothing, shopping, and personal needs • say whom things are for • express opinions

• describe past activities and events • ask for and talk about items at a marketplace • express yourself courteously

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 and accessories – clothing fit and fashion – where you shop and shopping expressions – expressions of preferences and opinions – items at the market – expressions of courtesy – phrases asking for help	– the irregular yo forms of some present-tense verbs to talk about what you do in contrast to what others do – the pronouns that follow prepositions to say whom things are for, whom you go shopping with, and what interests you and your friends – use the verbs estar, poder, poner, saber, and tener, with irregular preterite stems, to communicate past events and tell how long ago they happened – use the preterite forms of -ir stem-changing verbs to speak in the third person singular and plural	– Pupil Edition, pp. 140–193: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 139A–193: 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 3 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E26, E28 – 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 3 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. 157–159, Acts. 19–21; pp. 181–183, 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. 164–165; Lesson 2, pp. 188–189, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 3 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 2, p. 152 p. 152 act. 10-12 notes: prepositional pronouns pp. 155-156 act. 13-16 HW – WB 105-107	Telehistoria completa, p. 157 pp. 158-159 act. 17-21 HW – study for 3,1 vocabulary test	3,1 vocabulary test 3, 1 study guide HW – study for 3,1 test	3,1 test Add 3,2 vocabulary to notecards (p. 187) Vocabulary presentation, p. 168-169 p. 170 act 1-2 HW – WB 122-124	Telehistoria 1, p. 171 p. 172 act. 3-4 notes: irregular preterite pp. 174-175 act. 5-8 HW – WB 125-127

Lesson Plans Oct 19-23

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
– meals – breakfast, lunch, and snack foods and beverages – vocabulary to express likes and dislikes – words to describe feelings (tener ganas de, tener hambre, tener sed) – family members and pets – numbers and months to give dates – numbers to give and compare ages	– interrogative words with a conjugated verb to ask a question – the verb gustar with nouns to express likes and dislikes – present tense of -er and -ir verbs – the verb hacer to talk about activities and meals – possessive with de to express ownership – the verb tener to talk about how old someone is – possessive adjectives to talk about family members and birthdays – comparatives to compare people and things to each other	– Pupil Edition, pp. 136–189: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 135A–189: 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 3 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E15, E26, E28, E55, E57 – 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 3 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. 154–155 Acts. 19–21; pp. 178–179 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. 160–161; Lesson 2, Pupil Edition, pp. 184–185 – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 3 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^nd block, exam 3^rd block, study 3,1 Study guide HW – study for 3,1 test	3,1 test Add 3,2 vocabulary to notecards (p. 183) Vocabulary presentation/ practice, pp. 164-166 HW – WB 122-124	Telehistoria 1, p. 167 p. 168 act 3-4 notes: possessive adjectives pp. 170-171 act 5-8 HW – 125-127	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

Spanish 2

Unit Understandings Students will understand that… • Puerto Rico is known for handicrafts like vejigante masks. • Puerto Ricans shop in malls and markets.

Unit Essential Questions • What handicrafts is Puerto Rico known for? • Where do Puerto Ricans like to shop?

Students will know… / Students will be able to… • talk about clothing, shopping, and personal needs • say whom things are for • express opinions

• describe past activities and events • ask for and talk about items at a marketplace • express yourself courteously

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 and accessories – clothing fit and fashion – where you shop and shopping expressions – expressions of preferences and opinions – items at the market – expressions of courtesy – phrases asking for help	– the irregular yo forms of some present-tense verbs to talk about what you do in contrast to what others do – the pronouns that follow prepositions to say whom things are for, whom you go shopping with, and what interests you and your friends – use the verbs estar, poder, poner, saber, and tener, with irregular preterite stems, to communicate past events and tell how long ago they happened – use the preterite forms of -ir stem-changing verbs to speak in the third person singular and plural	– Pupil Edition, pp. 140–193: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. 139A–193: 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 3 Resource Book: Practice Games, Video Activities – Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice – Best Practices Toolkit: Trans. E26, E28 – 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 3 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. 157–159, Acts. 19–21; pp. 181–183, 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. 164–165; Lesson 2, pp. 188–189, Pupil Edition – Self-check quizzes on ClassZone – Lesson 1 Test, Lesson 2 Test, Unit 3 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	Study session	Telehistoria 2 p. 123 act 11-13 notes: present progressive p. 125 act 14-15 HW – WB 79-81, study for vocabulary test	Telehistoria Completa pp. 128-129 act 18-22 writing/ numeracy: describe your daily routine to an exchange student and ask 3 questions about theirs 2,2 study guide	2,2 test Add 3,1 vocabulary to notecards (p. 163) Vocabulary presentation/ practice, pp. 144-146 HW – WB 99-101	Telehistoria 1, p. 147 p. 148 act 4-5 notes: present tense irregular yo verbs pp. 150-151 act 6-9 HW – WB 102-104

Lesson Plans Oct 12-16

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	pp. 146 act 5-9 Telehistoria 2 p. 149 act 10-12 HW -- WB 102-104	Notes: -er/-ir verbs pp. 151-152 act 13-16 telehistoria completa p 154 act 17-18 HW – WB 105-107, study for vocabulary test	3,1 vocabulary test Pp 154-155 act 19-21 Writing/ numeracy: write a letter to your principal about the school cafeteria 3,1 study guide HW—study for 3,1 test	3,1 test Study guide for midterm	3^rd block, exam 2^nd block, review

Spanish 2

Unit Understanding Students will understand that… • Florida’s culture is a reflection of its large Latino population.

Unit Essential Questions • How are the varied cultures represented in Florida? • What is high school like in Tampa?

Students will know… / Students will be able to… • identify and describe people • talk about likes and dislikes • say where they and their friends go

• describe how they and others feel • talk about what they and their friends do

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
– people – appearances – activities – food – words expressing how you feel – vocabulary describing where you go	– definite and indefinite articles to talk about people – subject pronouns and the verb ser to talk about people – adjectives to describe people – the verb tener to say what people have – the verb tener to say how old someone is – the verb gustar to say what people like – the construction ir + a + place to talk about where someone is going – the verbs ser and estar to express to be – regular present tense verbs, stem-changing verbs – the construction ir + a + infinitive to say what you are going to do	– Pupil Edition, pp. C26–31: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. C25A–31: 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 – 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 Lección preliminar Lesson Plans	– Para y piensa activities, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap – Repaso de la lección, pp. 30–31, Pupil Edition – Self-check quizzes 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	Vocab presentation pp. 114-116 act. 1-3 Telehistoria 1, p. 118 act 4-5 Vocabulary illustrations HW – WB 73-75	Notes: -reflexive verbs pp. 120-121 act 6-10 HW – WB 76-78	Telehistoria 2 p. 123 act 11-13 notes: present progressive p. 125 act 14-15 HW – WB 79-81, study for vocabulary test	2,2 Vocabulary Test Midterm exam study guide	Midterm exam

Lesson Plans Oct 5-9

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	Telehistoria 2, p. 118 p. 119 act 10-12 notes: ir pp. 121-122 act 13-16 HW – WB 79-81	Telehistoria completa, p. 123 pp. 124-125 act 17-21 writing/ numeracy: write an article for the school paper about your typical school day HW – WB 82-83, study for vocab test	2,2 vocabulary test 2,2 study guide HW—study for 2,2 test	2,2 test Add 3,1 vocabulary to notecards (p. 159 pp. 140-144, telehistoria, act 1-4 HW – 99-101	Notes, gustar w/nouns Pp 146-147 act 5-9 HW – WB 102-104

Spanish 2

Unit Understanding Students will understand that… • Florida’s culture is a reflection of its large Latino population.

Unit Essential Questions • How are the varied cultures represented in Florida? • What is high school like in Tampa?

Students will know… / Students will be able to… • identify and describe people • talk about likes and dislikes • say where they and their friends go

• describe how they and others feel • talk about what they and their friends do

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
– people – appearances – activities – food – words expressing how you feel – vocabulary describing where you go	– definite and indefinite articles to talk about people – subject pronouns and the verb ser to talk about people – adjectives to describe people – the verb tener to say what people have – the verb tener to say how old someone is – the verb gustar to say what people like – the construction ir + a + place to talk about where someone is going – the verbs ser and estar to express to be – regular present tense verbs, stem-changing verbs – the construction ir + a + infinitive to say what you are going to do	– Pupil Edition, pp. C26–31: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. C25A–31: 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 – 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 Lección preliminar Lesson Plans	– Para y piensa activities, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap – Repaso de la lección, pp. 30–31, Pupil Edition – Self-check quizzes 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	Vocab presentation pp. 90-92 act. 1-2 Telehistoria 1, p. 94 act 3-4 HW – WB 50-52	Notes: -er/-ir preterite pp. 96-97 act 5-9 HW – WB 53-55	Telehistoria 2 p. 99 act 10-12 notes: demonstratives p. 101 act 13-14 HW – WB 56-58, study for vocabulary test	2,1 Vocabulary Test Telehistoria completa pp. 104-105 act 17-21 writing/ numeracy: describe three of your activities from last weekend for a diary entry HW – study for 2,1 test	2,1 Test Add 2,2 vocab to notecards (p. 133) pp. 114-116 act 1-3

Lesson Plans Sept 28-Oct 2

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	Notes: time Telehistoria completa, p. 99 pp. 100-101 act. 16-20 writing/ numeracy: describe your school schedule, including times and classes, and what you do in each class HW – WB 59-60, study for 2,1 vocabulary test	2,1 vocab test 2,1 study guide HW – study for 2,1 grammar test Add 2,2 vocab to notecards, p. 129 Vocabulary presentation, pp. 110-112 act. 1-3 HW – WB 73-75	2,1 grammar test Telehistoria 1, p. 113 p. 114 act 4-5 notes: estar pp. 116-117 act 6-9 HW – WB 76-78	Telehistoria 2, p. 118 p. 119 act 10-12 notes: ir pp. 121-122 act 13-16 HW – WB 79-81	Telehistoria completa, p. 123 pp. 124-125 act 17-21 HW – WB 82-83

Spanish 2

Unit Understanding Students will understand that… • Florida’s culture is a reflection of its large Latino population.

Unit Essential Questions • How are the varied cultures represented in Florida? • What is high school like in Tampa?

Students will know… / Students will be able to… • identify and describe people • talk about likes and dislikes • say where they and their friends go

• describe how they and others feel • talk about what they and their friends do

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
– people – appearances – activities – food – words expressing how you feel – vocabulary describing where you go	– definite and indefinite articles to talk about people – subject pronouns and the verb ser to talk about people – adjectives to describe people – the verb tener to say what people have – the verb tener to say how old someone is – the verb gustar to say what people like – the construction ir + a + place to talk about where someone is going – the verbs ser and estar to express to be – regular present tense verbs, stem-changing verbs – the construction ir + a + infinitive to say what you are going to do	– Pupil Edition, pp. C26–31: vocabulary, grammar, and communication activities – Teacher’s Edition, pp. C25A–31: 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 – 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 Lección preliminar Lesson Plans	– Para y piensa activities, Pupil Edition – Ongoing Assessment boxes in Teacher’s Edition wrap – Repaso de la lección, pp. 30–31, Pupil Edition – Self-check quizzes 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	Notes: regular preterite of –er/ir verbs Practice sentences Practice questions	Practice with regular preterite Practice sentences Practice questions HW – study for 1,2 vocab test	1,2 vocab test Notes: preterite of one-syllable verbs pp. 71-72 act 12-16 HW – WB 30-32 (skip questions with hacer)	Telehistoria p. 73 pp. 74-75 act 17-21 writing/ numeracy:use preterite to write a postcard telling at least 5 things you did during your last vacation HW – WB 33-34, study for 1,2 test	1,2 grammar test Add 2,1 vocab to notecards, p. 109 Vocab presentation pp. 90-92 act. 1-2

Lesson Plans Sept 8-11

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?