Date / 8/25 / 8/26 / 8/27 / 8/28 / 8/29
A/B Day / A / B / A / B / A
Objective / Students will be able to follow classroom expectations and participate in Spanish conversation. / Students will be able to follow classroom expectations and participate in Spanish conversation. / Students will be able to follow classroom expectations and participate in Spanish conversation.
TEKS / (1) A and B / (1) A and B / (1) A and B
Bellringer / What are the five classroom expectations? / List and explain two classroom procedures.
Activities / ●Review expectations, syllabus, and required supplies
●“Get to know you activity” in Spanish
●Set expectations for staying in the target language
●Practice answering in partners first
●Model and share
●Introduce someone in the room in Spanish
●Circle describing and comparing students in the classroom / ●Review expectations and introduce procedures, explain reward system
●Practice procedures in groups (skits)
●Review any remaining slides from the get to know you activity
●Complete a personal inventory of interests
●Review key structures: había, tenía, quería, estaba, era; hay, tiene, quiere, está, es / ●Review expectations and procedures
●Pick six expectations or procedures and draw them on a sheet of copy paper. Students turn in.
●Review introducing ourselves and talking about others in Spanish
●Pre-assessment writing sample (10 minutes)
●Pre-teach new vocabulary for Pobre Pedro Mini cuento A lesson #1
Closing / What did you learn? / Talk about a classmate using key structures / Introduce a classmate
Monday / Tuesday / Wednesday / Thursday / Friday
Date / 9/1 / 9/2 / 9/3 / 9/4 / 9/5
A/B Day / No School / B / A / B / A
Objective / Listen to, understand, and participate in Spanish conversation. / Listen to, understand, and participate in Spanish conversation.
TEKS / (1) A and B
(4) C / (1) A and B
Bellringer / Translation exercise using high frequency verbs / Mini quiz of classroom expectations
Activities / ●Pobre Pedro A
●Introduce the grammar structures: se tropezó , se cayó, se puso triste, le faltaba, se rompió, lo más pronto posible; students take notes
●PQA with grammar structures, use structures in first and second person
●Ask a story, establish background information about the main character and the problem
●Check for understanding throughout the story / ●Pobre Pedro A
●Review structures
●PQA
●Add to and complete the out loud story
●Check for understanding
●If it time allows complete a written retell of the out loud story
Closing / Answer a PQA / Answer a questions about the out loud story
Monday / Tuesday / Wednesday / Thursday / Friday
Date / 9/8 / 9/9 / 9/10 / 9/11 / 9/12
A/B Day / B / A / B / A / B
Objective / Read and chorally translate the story in Spanish. Demonstrate comprehension by answering oral questions. / Read and chorally translate the story in Spanish. Demonstrate comprehension by answering oral questions.
TEKS / (1) B
(3) B (4) A / (1) B
(3) B (4) A
Bellringer / Fotografia--Juanes / Fotografia--Juanes / Fotografia--Juanes / Fotografia--Juanes / Fotografia--Juanes
Activities / ●Embedded reading
●Paired activities to check for understanding
●If it time allows begin the original story / ●Make a prediction for the story based on the picture
●What tense and what person is the story written in? How do you know?
●Read as a class/ popcorn reading
●As we read ask comprehension and personalized questions
●Optional minor summative vocabulary quiz
Closing
Monday / Tuesday / Wednesday / Thursday / Friday
Date / 9/15 / 9/16 / 9/17 / 9/18 / 9/19
A/B Day / A / B / A / B / A
Objective / Read and chorally translate the story in Spanish. Demonstrate comprehension by answering oral questions. / Clearly communicate ideas through writing in Spanish by using the targeted grammatical structures and vocabulary. / Demonstrate mastery of listening, grammatical structures, vocabulary, and reading.
TEKS / (1) B
(3) B (4) A / (1) A and C
(3) B / (1) B
Bellringer / Te amo--Makano / Te amo--Makano / Te amo--Makano / Te amo--Makano / Te amo--Makano
Activities / ●Continue and wrap up reading the original story
●Answer comprehension questions and personal opinion questions
●Review as a class / ●Review the expectations for free writes
●10 minute free write
●Record and reflect on free write
●Formative activity: graphic organizer / ●Major summative assessment
●Introduce next unit vocabulary if time allows
Closing
Monday / Tuesday / Wednesday / Thursday / Friday
Date / 9/22 / 9/23 / 9/24 / 9/25 / 9/26
A/B Day / B / A / B / A / B
Objective / Listen to, understand, and participate in Spanish conversation. / Listen to, understand, and participate in Spanish conversation.
TEKS / (1) A and B / (1) A and B
(4) C
Bellringer / La despedida- Daddy Yankee / La despedida- Daddy Yankee / La despedida- Daddy Yankee / La despedida- Daddy Yankee / La despedida- Daddy Yankee
Activities / Pobre Pedro B
●Introduce the grammar structures: dia tras dia pensaba en; queria salir; se volvio loco; acompano; no la dejo ir; se acerco
●PQA practicing the first and second persons of the structures
●Ask the story
●Comprehension checks / ●Continue asking and adding to the out loud story in Spanish
●Check for understanding
●Written retell
Closing / Answer a PQA / Answer a questions about the story
Monday / Tuesday / Wednesday / Thursday / Friday
Date / 9/29 / 9/30 / 10/1 / 10/2 / 10/3
A/B Day / A / B / A / B / A
Objective / Read and chorally translate the story in Spanish. Demonstrate comprehension by answering oral questions. / Read and chorally translate the story in Spanish. Demonstrate comprehension by answering oral questions. / Read and chorally translate the story in Spanish. Demonstrate comprehension by answering oral questions.
TEKS / (1) B
(3) B (4) A / (1) B
(3) B (4) A / (1) B
(3) B (4) A
Bellringer / No me ames- Marc Anthony and JLo / No me ames- Marc Anthony and JLo / No me ames- Marc Anthony and JLo / No me ames- Marc Anthony and JLo / No me ames- Marc Anthony and JLo
Activities / ●Complete the embedded reading
●Paired activities to ensure comprehension
●Out loud questions to check for understanding / ●Predict what the story will be about based on the pictures
●What person and tense is the story written in?
●Begin reading as a class or jigsaw reading / ●Complete reading the reading story
●Check for understanding throughout the story
●Answer and review comprehension questions and prediction questions
Closing / Translate part of the embedded reading / Summarize the reading so far / Answer an “in your opinion” questions based on the text
Monday / Tuesday / Wednesday / Thursday / Friday
Date / 10/6 / 10/7 / 10/8 / 10/9 / 10/10
A/B Day / B / A / B / A / B
Objective / Clearly communicate ideas through writing in Spanish by using the targeted grammatical structures and vocabulary. / Demonstrate mastery of listening, grammatical structures, vocabulary, and reading.
TEKS / (1) A and C
(3) B / (1) B
Bellringer / Bajo el mar- Disney / Bajo el mar- Disney / Bajo el mar- Disney / Bajo el mar- Disney / Bajo el mar- Disney
Activities / ●10 minute free write
●Record and reflect on results
●Formative activity to demonstrate understanding: graphic organizer of vocabulary / ●Major summative assessment
Closing / What do you need to review? / What did you learn during this unit?
Monday / Tuesday / Wednesday / Thursday / Friday
Date / 10/13 / 10/14 / 10/15 / 10/16 / 10/17
A/B Day / No School
Staff Development / A / B / A / B
Objective / Listen to, understand, and participate in Spanish conversation. / Listen to, understand, and participate in Spanish conversation.
TEKS / (1) A and B
(4) C / (1) A and B
(4) C
Bellringer / Cero- Dani Martin / Cero- Dani Martin / Cero- Dani Martin / Cero- Dani Martin
Activities / Pobre Pedro C
●Introduce structures: estaba roto; estuvo tan alegre; se lastimo; le dolia; le puso un yeso
●PQA using first and second person forms of the structures
●Ask the story
●Comprehension checks / ●Continue adding to and complete the ask the story
●Review any PQA as needed
●Retell the out loud story
Closing / Answer a PQA / Answer a comprehension question
TEKS for Spanish 1 and 2
(c) Knowledge and skills.
(1) Communication. The student communicates in a language other than English using the skills of listening, speaking, reading, and writing. The student is expected to:
(A) engage in oral and written exchanges of learned material to socialize and to provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and written language such as simple stories, high-frequency commands, and brief instructions when dealing with familiar topics; and
(C) present information using familiar words, phrases, and sentences to listeners and readers.
(2) Cultures. The student gains knowledge and understanding of other cultures. The student is expected to:
(A) demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and
(B) demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied.
(3) Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to:
(A) use resources (that may include technology) in the language and cultures being studied to gain access to information; and
(B) use the language to obtain, reinforce, or expand knowledge of other subject areas.
(4) Comparisons. The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to:
(A) demonstrate an understanding of the nature of language through comparisons of the student's own language and the language studied;
(B) demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied; and
(C) demonstrate an understanding of the influence of one language and culture on another.
(5) Communities. The student participates in communities at home and around the world by using languages other than English. The student is expected to:
(A) use the language both within and beyond the school setting through activities such as participating in cultural events and using technology to communicate; and
(B) show evidence of becoming a lifelong learner by using the language for personal enrichment and career development.