Lesson Plans
2017-2018 Spanish 1
*Assignments in purple are a major grade
*Assignments in blue are a minor grade
Week 30: April 16 - April 20
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about my family unit and living arrangements(including home responsibilities)
M: practice presentation(first 10 min of class), presentations family tree
T: presentations family tree, acción video,
W/TH: Cultura Diaria Peru 2, Home video and interactive notes, home puzzle partner work
F: NO SCHOOL HOLIDAY
Week 29: April 9 - April 13
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about my family unit and living arrangements(including home responsibilities)
M: cultura diaria Paraguay 5, continue rough draft, begin final draft
T: STAAR Testing
W/TH: Continue Árbol familiar(testing continues)
F: Finish project/begin presentations
Week 28: April 2 - April 6
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about my family unit and living arrangements(including home responsibilities)
M: cultura diaria Paraguay 1, family notes 1, family notes 2, class discussion
T: Cultura Diaria Paraguay 2, Listening activity "La muchacha más guapa del mundo"
W/TH: Cultura Diaria Paraguay 3, continue listening activity, intro to project Árbol familiar, pre-plan(*minor grade, individual)
F: Cultura Diaria Paraguay 4, rough draft writing activity Árbol familiar
Week 27: March 26 - March 30
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: review heathy notes, Healthy infographic(*minor grade, individual)
T: Cont. healthy infographic
W/TH: continue healthy infographic(early dismissal Thursday/activity schedule)
F: no school
Week 26: March 19 - March 23
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Cuerpo de comida(*minor grade, individual)
T: Cuerpo de comida
W/TH: Cuerpo de comida, Opiniones notes, infinite phrases notes
F: review notes, intro to healthy infograph
Week 25: March 5 - March 9
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Cultura Diaria Panama 4, stem changer practice
T: Cultura Diaria Panama 5, food web search and country comparison
W/TH: food web search and country comparison
F: food web search and country comparison
Week 24: February 26- March 2
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Cultura Diaria Nicaragua 5, presentations, stem changing verb notes
T: Cultura Diaria Panama 1, finish presentations,
W/TH: Cultura Diaria Panama 2, las comparaciones notes
F: Cultura Diaria Panama 3, stem changer practice
Week 23: February 19- February 23
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Student Holiday
T: Cultura Diaria Nicaragua 2, continue project, exit ticket*minor grade
W/TH: Cultura Diaria Nicaragua 3, continue project
F: Cultura Diaria Nicaragua 4, begin presentations
Week 22: February 12- February 16
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Cultura Diaria Mexico 3, listening activity, quiz corrections
T: Cultura Diaria Mexico 4, listening activity, restaurant vocabulary notes
W/TH: Cultura Diaria Mexico 5, verbs associated with eating notes, intro to food project
*guidelines/grades
*daily requirements, due dates
*groups
F: Cultura Diaria Nicaragua 1, continue group projects
Week 21: February 5- February 9
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Estar/ser exit ticket, review guster/encantar(CIA), breakfast & beverages notes
T: Cultura Diaria Honduras 5, food adjectives, students add their own breakfasts and beverages to their list
W/TH: Cultura Diaria Mexico 1, lunch & dinner notes, condiments notes, students add to their own lunch/dinner/condiments items to their notes, partner speaking activity*minor grade,
F: Cultura Diaria Mexico 2, listening activity(extra credit)
Week 20: January 29 - February 2
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Honduras 1 & intro video, continue project
T: Cultura Diaria Honduras 2, classroom project expectations
W/TH: Cultura Diaria Honduras 3, possessive adjectives notes, continue project
F: Cultura Diaria Honduras 4, finish project, take hm quiz(ser & estar)*minor grade,
Week 19: January 22 - January 26
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Guatemala 3, go over exam, class discussion/review classroom expectations, class temperature check
T: Cultura Diaria Guatemala 4, class discussion surgery results, ser & star bad video, ser/estar notes(from CIA), ser/estar class practice
W/TH: Cultura Diaria Guatemala 5, intro into superhero assignment(pair)*major grade*
F: irregular verbs(hacer, usar, tender, poder), continue superhero project
Week 18: January 15 - January 19
TEKS:
Objective: review
M: No School/Holiday
T: go over exam review
W/TH: Wed: Exams periods 1 and 7
Thur- Exams periods 2, 4, 6
F: Exams periods 3 and 8
Early Dismissal 1pm
Week 17: January 8 - January 12
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Equador 5, review expectations, continue partner present tense assignment
T: Cultura Diaria quiz*minor grade,, finish partner present tense assignment *minor grade*major grade*
W/TH: Cultura Diaria Guatemala 1, begin small group review assignment*minor grade,
F: Cultura Diaria Guatemala 2, finish small group review, begin semester exam review(individually in class) DUE TUESDAY 1/16*minor grade,
Week 16: December 18 - December 21
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria El Salvador 3, review quiz, present tense verb practice
T: Cultura Diaria El Salvador 4, review present tense by creating a poster with table partners on present tense.
W/TH: SW create a Present tense book about the holidays with a partner.*minor grade
TH-early dismissal/winter break
F: WINTER BREAK! FELIZ NAVIDAD!
Week 15: December 11 - December 15
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Equador 4, review quiz, mini lesson review -AR verbs, class practice,
T: Cultura Diaria Equador 5, mini lesson review -ER verbs, class practice, Begin partner present tense assignment *minor grade
W/TH: Cultura Diaria El Salvador 1, continue partner present tense assignment,
F: Cultura Diaria El Salvador 2, conjugation quiz*minor grade, finish partner present tense assignment
Week 14: December 4 - December 8
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can make simple plans with other by offering and accepting invitations.(Interpersonal 1D)
I can decline an invitation and offer alternative in spoke and written formats, using culturally appropriate register. (Interpersonal 1D, 1E, 1F)
M: Cultura Diaria Equador 1, review gustar, begin guitar mini-book
T: Cultura Diaria Equador 2, continue gustar mini-book
W/TH: Cultura Diaria Equador 3, seasons, days of the wk, calendar notes, days of the wk/months foldable*minor grade,
F: Cultura Diaria Equador 4, conjugation quiz(won't be counted)
Week 13: November 27 - December 1
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Republica Dominicana 2, review future tense, Continue project *minor grade
T: Cultura Diaria Republica Dominicana 3, review ir + a + infinitive with mash up activity
W/TH: Cultura Diaria Republica Dominicana 4, gustar/encantar video, gustar encantar notes, gustar/encantar interactive activity
F: Cultura Diaria Republica Dominicana 5, gustar/encantar listening activity and speaking activity*minor grade
Week 12: November 13 - November 17
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Cuba 4, listening comprehension activity *minor grade, review verb ir if time allows
T: Cultura Diaria Cuba 5, future tense/Ir + a infinitive intro video,future tense/ ir + a + infinitive notes, future tense/ir + a+ infinitive partner activity*minor grade
W/TH: Cultura Diaria Republica Dominicana 1, review future tense/ir + a + infinitive, begin work on project*major grade*
F: board game day!!
Week 11: November 6 - November 10
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria quiz*minor grade, project evaluations and reflections for portfolios, around town notes, and activities notes
*Board game Due at the end of class**major grade**
T: Cultura Diaria Cuba 1, Ir notes/contraction notes, text convo with a friend about upcoming weekend plans(template)
W/TH: Cultura Diaria Cuba 2, ir video and notes, intro to future tense, ir + a + infinitive video, ir + a + infinitive notes,
F: Cultura Diaria Cuba 3, pasatiempos video activity with questions*minor grade,
Week 10: October 30 - November 3
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria, cont work on project/board game, llamarse notes, preposiciones video, preposiciones notes,
T: Cultura Diaria, continue work on board game*major grade
W/TH: Cultura Diaria, continue to work on board game
~virtual altar honoring a loved one(*minor grade due today, ALL CLASSES)
F: Cultura Diaria, continue work on board game*Due at the end of class**major grade**
Week 9: October 23 - October 27**Last week of the 9 weeks**
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can ask and answer a variety of simple questions about descriptions of myself, my friends, and my school day.
M: Cultura Diaria, conjugation practice/review, finish speaking/listening comprehension partner activity*minor grade,
~SW continue listening/inference activity
T: Cultura Diaria, video about difference in view over death in the US vs Latin America, class discussion(possible Venn Diagram)
W/TH: Cultura Diaria quiz*minor grade, virtual altar honoring a loved one(*major grade due Monday)
F: EARLY DISMISSAL -periods 1, 2, 3-continue working on board game/card game creation, baila viernes
Week 8: October 16 - October 20
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can ask and answer a variety of simple questions about descriptions of myself, my friends, and my school day.
M: Cultura Diaria, Partner Speaking activity*minor grade
~SW conduct an informal interview about the school day
T: Cultura Diaria, Video de las actividades escolares, actividades escolares interactive notes
W/TH: Cultura Diaria, Video de conjugación, intro to conjugating verbs, present verb conjugation(ar, er, ir), conjugation kahoot
F: Cultura Diaria, preposiciones video, preposiciones notes, preposiciones speaking/drawing activity*minor grade
Week 7: October 11 - October 13
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can ask and answer a variety of simple questions about descriptions of myself, my friends, and my school day.
M: Holiday
T: Student holiday/teacher work day
W/TH: School notes, class description and schedule notes, students will complete interactive notes, Mochila and day activity*minor grade
~SW draw the items in their mochila, school needs and label them in their CIA
F: Speaking/partner activity
~SW work with a partner and create an interview about their day and then answer the interview questions.*possible minor grade
Week 6: October 2 - October 6
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can ask and answer a variety of simple questions about descriptions of myself, my friends, and my school day.
M: Monstrous gallery walk and Twitter exit ticket*minor grade
~SW look through class' monstrous and write one sentence about each groups' monstrou
T: Hispanic heritage project
W/TH: Continue hispanic heritage research project
F: Continue hispanic heritage research project
Week 5: Sept. 25-Sept 29
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can ask and answer a variety of simple questions about descriptions of myself, my friends, and my school day.
M: SUB Sra. Griffin gone
~cultura diary quiz *minor grade open book book quiz, authentic resource reading and short answer and comprehension*minor grade
T: Monstruo group project guidelines and rubric explanation, begin monstruo,
W/TH: Monstrou group project *major grade
F: finish monstruo, gallery walk*minor grade
Week 4: Sept. 18-Sept 22
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can greet people and leave people in a polite & culturally acceptable way.
M: continue presentations*minor grade, Noun notes
T: Sub
W/TH: noun notes, plural notes, ser and estar kahoot, physical descriptions notes,
F: tener notes, authentic listening activity*minor grade
https://www.youtube.com/watch?v=oQSiPUJ97TY
Week 3: Sept. 11-Sept 15
TEKS:
Objective: I can greet people and leave people in a polite & culturally acceptable way.
M: review tú vs Usted, computer log in practice, pronouns notes, adjective notes Tú vs usted exit ticket*minor grade
T: computer log in, review notes, review ser and estar,
W/TH: adjective notes, articles notes, begin project*major grade
F: continue project/present*minor grade
Week 2: Sept. 5-Sept 8
TEKS:
Objective: I can greet people and leave people in a polite & culturally acceptable way.
M: HOLIDAY
T: Time Notes, Numbers 1-30
W/TH: Tú/Usted Notes; Visual timeline of daily routine*minor grade
F: Ser vs Estar Notes; Tú vs usted exit ticket*minor grade
Week 1: Aug 28-Sept 2
TEKS:
Objective: I can greet people and leave people in a polite & culturally acceptable way.
M: Welcome; intro; expectations; google classroom; greetings
T: syllabus; expectations review; greeting review
W/TH: CIA intro; greetings/farewell foldable;
F: review greetings/farewell, cartoon strip with partner(greetings/farewells)*minor gradeA
*Assignments in purple are a major grade
*Assignments in blue are a minor grade
Week 30: April 16 - April 20
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about my family unit and living arrangements(including home responsibilities)
M: practice presentation(first 10 min of class), presentations family tree
T: presentations family tree, acción video,
W/TH: Cultura Diaria Peru 2, Home video and interactive notes, home puzzle partner work
F: NO SCHOOL HOLIDAY
Week 29: April 9 - April 13
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about my family unit and living arrangements(including home responsibilities)
M: cultura diaria Paraguay 5, continue rough draft, begin final draft
T: STAAR Testing
W/TH: Continue Árbol familiar(testing continues)
F: Finish project/begin presentations
Week 28: April 2 - April 6
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about my family unit and living arrangements(including home responsibilities)
M: cultura diaria Paraguay 1, family notes 1, family notes 2, class discussion
T: Cultura Diaria Paraguay 2, Listening activity "La muchacha más guapa del mundo"
W/TH: Cultura Diaria Paraguay 3, continue listening activity, intro to project Árbol familiar, pre-plan(*minor grade, individual)
F: Cultura Diaria Paraguay 4, rough draft writing activity Árbol familiar
Week 27: March 26 - March 30
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: review heathy notes, Healthy infographic(*minor grade, individual)
T: Cont. healthy infographic
W/TH: continue healthy infographic(early dismissal Thursday/activity schedule)
F: no school
Week 26: March 19 - March 23
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Cuerpo de comida(*minor grade, individual)
T: Cuerpo de comida
W/TH: Cuerpo de comida, Opiniones notes, infinite phrases notes
F: review notes, intro to healthy infograph
Week 25: March 5 - March 9
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Cultura Diaria Panama 4, stem changer practice
T: Cultura Diaria Panama 5, food web search and country comparison
W/TH: food web search and country comparison
F: food web search and country comparison
Week 24: February 26- March 2
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Cultura Diaria Nicaragua 5, presentations, stem changing verb notes
T: Cultura Diaria Panama 1, finish presentations,
W/TH: Cultura Diaria Panama 2, las comparaciones notes
F: Cultura Diaria Panama 3, stem changer practice
Week 23: February 19- February 23
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Student Holiday
T: Cultura Diaria Nicaragua 2, continue project, exit ticket*minor grade
W/TH: Cultura Diaria Nicaragua 3, continue project
F: Cultura Diaria Nicaragua 4, begin presentations
Week 22: February 12- February 16
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Cultura Diaria Mexico 3, listening activity, quiz corrections
T: Cultura Diaria Mexico 4, listening activity, restaurant vocabulary notes
W/TH: Cultura Diaria Mexico 5, verbs associated with eating notes, intro to food project
*guidelines/grades
*daily requirements, due dates
*groups
F: Cultura Diaria Nicaragua 1, continue group projects
Week 21: February 5- February 9
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can compare, express, and exchange my food preferences to those of other cultures
M: Estar/ser exit ticket, review guster/encantar(CIA), breakfast & beverages notes
T: Cultura Diaria Honduras 5, food adjectives, students add their own breakfasts and beverages to their list
W/TH: Cultura Diaria Mexico 1, lunch & dinner notes, condiments notes, students add to their own lunch/dinner/condiments items to their notes, partner speaking activity*minor grade,
F: Cultura Diaria Mexico 2, listening activity(extra credit)
Week 20: January 29 - February 2
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Honduras 1 & intro video, continue project
T: Cultura Diaria Honduras 2, classroom project expectations
W/TH: Cultura Diaria Honduras 3, possessive adjectives notes, continue project
F: Cultura Diaria Honduras 4, finish project, take hm quiz(ser & estar)*minor grade,
Week 19: January 22 - January 26
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Guatemala 3, go over exam, class discussion/review classroom expectations, class temperature check
T: Cultura Diaria Guatemala 4, class discussion surgery results, ser & star bad video, ser/estar notes(from CIA), ser/estar class practice
W/TH: Cultura Diaria Guatemala 5, intro into superhero assignment(pair)*major grade*
F: irregular verbs(hacer, usar, tender, poder), continue superhero project
Week 18: January 15 - January 19
TEKS:
Objective: review
M: No School/Holiday
T: go over exam review
W/TH: Wed: Exams periods 1 and 7
Thur- Exams periods 2, 4, 6
F: Exams periods 3 and 8
Early Dismissal 1pm
Week 17: January 8 - January 12
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Equador 5, review expectations, continue partner present tense assignment
T: Cultura Diaria quiz*minor grade,, finish partner present tense assignment *minor grade*major grade*
W/TH: Cultura Diaria Guatemala 1, begin small group review assignment*minor grade,
F: Cultura Diaria Guatemala 2, finish small group review, begin semester exam review(individually in class) DUE TUESDAY 1/16*minor grade,
Week 16: December 18 - December 21
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria El Salvador 3, review quiz, present tense verb practice
T: Cultura Diaria El Salvador 4, review present tense by creating a poster with table partners on present tense.
W/TH: SW create a Present tense book about the holidays with a partner.*minor grade
TH-early dismissal/winter break
F: WINTER BREAK! FELIZ NAVIDAD!
Week 15: December 11 - December 15
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Equador 4, review quiz, mini lesson review -AR verbs, class practice,
T: Cultura Diaria Equador 5, mini lesson review -ER verbs, class practice, Begin partner present tense assignment *minor grade
W/TH: Cultura Diaria El Salvador 1, continue partner present tense assignment,
F: Cultura Diaria El Salvador 2, conjugation quiz*minor grade, finish partner present tense assignment
Week 14: December 4 - December 8
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can make simple plans with other by offering and accepting invitations.(Interpersonal 1D)
I can decline an invitation and offer alternative in spoke and written formats, using culturally appropriate register. (Interpersonal 1D, 1E, 1F)
M: Cultura Diaria Equador 1, review gustar, begin guitar mini-book
T: Cultura Diaria Equador 2, continue gustar mini-book
W/TH: Cultura Diaria Equador 3, seasons, days of the wk, calendar notes, days of the wk/months foldable*minor grade,
F: Cultura Diaria Equador 4, conjugation quiz(won't be counted)
Week 13: November 27 - December 1
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Republica Dominicana 2, review future tense, Continue project *minor grade
T: Cultura Diaria Republica Dominicana 3, review ir + a + infinitive with mash up activity
W/TH: Cultura Diaria Republica Dominicana 4, gustar/encantar video, gustar encantar notes, gustar/encantar interactive activity
F: Cultura Diaria Republica Dominicana 5, gustar/encantar listening activity and speaking activity*minor grade
Week 12: November 13 - November 17
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria Cuba 4, listening comprehension activity *minor grade, review verb ir if time allows
T: Cultura Diaria Cuba 5, future tense/Ir + a infinitive intro video,future tense/ ir + a + infinitive notes, future tense/ir + a+ infinitive partner activity*minor grade
W/TH: Cultura Diaria Republica Dominicana 1, review future tense/ir + a + infinitive, begin work on project*major grade*
F: board game day!!
Week 11: November 6 - November 10
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria quiz*minor grade, project evaluations and reflections for portfolios, around town notes, and activities notes
*Board game Due at the end of class**major grade**
T: Cultura Diaria Cuba 1, Ir notes/contraction notes, text convo with a friend about upcoming weekend plans(template)
W/TH: Cultura Diaria Cuba 2, ir video and notes, intro to future tense, ir + a + infinitive video, ir + a + infinitive notes,
F: Cultura Diaria Cuba 3, pasatiempos video activity with questions*minor grade,
Week 10: October 30 - November 3
TEKS: 114.39 C1: A-F (Interpersonal), 2. A-D (Interpretive) 3A-B, (Presentational)
Objective: I can ask and respond to questions about what I do, when I do it, where I go, what my friends and family do and where others go
M: Cultura Diaria, cont work on project/board game, llamarse notes, preposiciones video, preposiciones notes,
T: Cultura Diaria, continue work on board game*major grade
W/TH: Cultura Diaria, continue to work on board game
~virtual altar honoring a loved one(*minor grade due today, ALL CLASSES)
F: Cultura Diaria, continue work on board game*Due at the end of class**major grade**
Week 9: October 23 - October 27**Last week of the 9 weeks**
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can ask and answer a variety of simple questions about descriptions of myself, my friends, and my school day.
M: Cultura Diaria, conjugation practice/review, finish speaking/listening comprehension partner activity*minor grade,
~SW continue listening/inference activity
T: Cultura Diaria, video about difference in view over death in the US vs Latin America, class discussion(possible Venn Diagram)
W/TH: Cultura Diaria quiz*minor grade, virtual altar honoring a loved one(*major grade due Monday)
F: EARLY DISMISSAL -periods 1, 2, 3-continue working on board game/card game creation, baila viernes
Week 8: October 16 - October 20
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can ask and answer a variety of simple questions about descriptions of myself, my friends, and my school day.
M: Cultura Diaria, Partner Speaking activity*minor grade
~SW conduct an informal interview about the school day
T: Cultura Diaria, Video de las actividades escolares, actividades escolares interactive notes
W/TH: Cultura Diaria, Video de conjugación, intro to conjugating verbs, present verb conjugation(ar, er, ir), conjugation kahoot
F: Cultura Diaria, preposiciones video, preposiciones notes, preposiciones speaking/drawing activity*minor grade
Week 7: October 11 - October 13
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can ask and answer a variety of simple questions about descriptions of myself, my friends, and my school day.
M: Holiday
T: Student holiday/teacher work day
W/TH: School notes, class description and schedule notes, students will complete interactive notes, Mochila and day activity*minor grade
~SW draw the items in their mochila, school needs and label them in their CIA
F: Speaking/partner activity
~SW work with a partner and create an interview about their day and then answer the interview questions.*possible minor grade
Week 6: October 2 - October 6
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can ask and answer a variety of simple questions about descriptions of myself, my friends, and my school day.
M: Monstrous gallery walk and Twitter exit ticket*minor grade
~SW look through class' monstrous and write one sentence about each groups' monstrou
T: Hispanic heritage project
W/TH: Continue hispanic heritage research project
F: Continue hispanic heritage research project
Week 5: Sept. 25-Sept 29
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can ask and answer a variety of simple questions about descriptions of myself, my friends, and my school day.
M: SUB Sra. Griffin gone
~cultura diary quiz *minor grade open book book quiz, authentic resource reading and short answer and comprehension*minor grade
T: Monstruo group project guidelines and rubric explanation, begin monstruo,
W/TH: Monstrou group project *major grade
F: finish monstruo, gallery walk*minor grade
Week 4: Sept. 18-Sept 22
TEKS: Interpersonal 1A, Presentational 3B
Objective: I can greet people and leave people in a polite & culturally acceptable way.
M: continue presentations*minor grade, Noun notes
T: Sub
W/TH: noun notes, plural notes, ser and estar kahoot, physical descriptions notes,
F: tener notes, authentic listening activity*minor grade
https://www.youtube.com/watch?v=oQSiPUJ97TY
Week 3: Sept. 11-Sept 15
TEKS:
Objective: I can greet people and leave people in a polite & culturally acceptable way.
M: review tú vs Usted, computer log in practice, pronouns notes, adjective notes Tú vs usted exit ticket*minor grade
T: computer log in, review notes, review ser and estar,
W/TH: adjective notes, articles notes, begin project*major grade
F: continue project/present*minor grade
Week 2: Sept. 5-Sept 8
TEKS:
Objective: I can greet people and leave people in a polite & culturally acceptable way.
M: HOLIDAY
T: Time Notes, Numbers 1-30
W/TH: Tú/Usted Notes; Visual timeline of daily routine*minor grade
F: Ser vs Estar Notes; Tú vs usted exit ticket*minor grade
Week 1: Aug 28-Sept 2
TEKS:
Objective: I can greet people and leave people in a polite & culturally acceptable way.
M: Welcome; intro; expectations; google classroom; greetings
T: syllabus; expectations review; greeting review
W/TH: CIA intro; greetings/farewell foldable;
F: review greetings/farewell, cartoon strip with partner(greetings/farewells)*minor gradeA
ELAWeek 35: May 8 - May 12
TEKS: 6.13 students use comprehension skills to analyze how words, images, graphic, and sounds work together in various forms to impact meaning. students will continue to apply earlier standards with greater depth in increasingly more complex text Objective: I can determine research information, and produce an informational product. M: math STAAR T: Reading STAAR W: SSR, continue infographic TH: SSR, continue infographic F: SSR, infographic(DUE) Week 34: May 1 - May 5 TEKS: 6.10a summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinion. 6.10b explain how different organizational patterns(eg proposition-and support, problem and solution) develop the main idea and the author's view point Objective: I can determine the main idea, supporting details and organizational pattern within a nonfiction text and state the author's view point. M: SSR, review drama elements, testing as a genre T: library, SSR, review poetry elements, and testing as a genre W: SSR, review poetry elements, and testing as a genre TH: SSR, review nonfiction text structure, main idea and testing as a genre F: SSR, review fiction elements and testing as a genre Homework M:*reading and comprehension questions T:*reading and comprehension questions W: *reading and comprehension questions TH: *reading and comprehension questions Week 33: April 25 - April 29 TEKS: 6.10a summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinion. 6.10b explain how different organizational patterns(eg proposition-and support, problem and solution) develop the main idea and the author's view point Objective: I can determine the main idea, supporting details and organizational pattern within a nonfiction text and state the author's view point. M: SSR, Main idea Presentations T: Exam(MAJOR GRADE) W: SSR, infographic project TH: SSR, Memoir notes, start reading memoir, continue infographic F: SSR, finish memoir, continue infographic Homework M:*read 20 minutes, reading comprehension T:* read 20 minutes, reading comprehension W: * read 20 minutes, reading comprehension TH: *read 20 minutes, reading comprehension Week 32: April 18 - April 21 TEKS: 6.10a summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinion. 6.10b explain how different organizational patterns(eg proposition-and support, problem and solution) develop the main idea and the author's view point Objective: I can determine the main idea, supporting details and organizational pattern within a nonfiction text and state the author's view point. M: T: Library, SSR, continue reading "Betrayed by America" and annotate W: SSR, review tone, Begin "Betrayed by America"(scope mag April edition), Main Idea partner activity *Students will work with a partner and come up with a way to recount the main idea of the article. Students have full creative freedom TH: SSR, Stations(band gone to Sandy Lake) *reading Comprehension(fiction from April Scope), *inference station(with teacher) *Character analysis *Grammar then, than activity F: SSR, Main Idea partner work, Organizational Patterss work with partner, review for test Monday Homework M:* T:* read 20 minutes or more W: * read 20 minutes or more, reading comprehension TH: *reading comprehension Week 31: April 10 - April 13 TEKS: 6.10a summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinion. 6.10b explain how different organizational patterns(eg proposition-and support, problem and solution) develop the main idea and the author's view point Objective: I can determine the main idea, supporting details and organizational pattern within a nonfiction text and state the author's view point. **STUDENTS WILL HAVE HOMEWORK OVER THE LONG WEEKEND** M: SSR, Wordly Wise finish Text structure/organizational pattern notes T: Wordly Wise and homework explanation, MAP testing, SSW finish compare and contrast paragraph, SSR W: SSR, Wordly Wise and hmwk explanation, review tone, Begin "Betrayed by America"(scope mag April edition), annotate TH: Vocab quiz, SSR, continue article and annotations F: HOLIDAY-NO SCHOOL Homework M:*Wordly Wise A, read 20 minutes or more T:* Wordly Wise B, read 20 minutes or more W: *Wordly Wise C, D, read 20 minutes or more TH: *Comprehension questions over the weekend. Week 30: April 3 - April 7 TEKS: 6.10a summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinion. 6.10d synthesize and make logical connections between ideas within text and across two or three text representing similar or different genres Objective: I can determine the main idea, supporting details and topic within a nonfiction text. M: SSR, Wordly Wise and hmwk explanation, newsela article "Florida test drones to hun marsh mosquito's breeding grounds", main idea annotation, main idea and supporting details graphic organizer T: Wordly Wise and homework explanation, Library(non fiction text features), SSR, text evidence short answer on mosquitos article W: SSR, Wordly Wise and hmwk explanation, review summary, summary of mosquitos article activity TH: SSR, Wordly Wise and hmwk explanation, compare and contrast partner work with 2 articles, Compare and contrast composition F: vocab quiz, SSR, Text structure notes, SSW Homework M:*Wordly Wise A, read 20 minutes or more T:* Wordly Wise B, read 20 minutes or more W: *Wordly Wise C, D, read 20 minutes or more TH:*study for vocab quiz, read 20 minutes or more Week 29: March 27-March 31 TEKS: 6.10a summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinion. Objective: I can determine the main idea, supporting details and topic within a nonfiction text. M: SSR, Wordly Wise introduction and hmwk explanation, main idea brain pop and begin Main idea notes T: SSR, worldly Wise and hmwk explanation, cont. main idea notes, begin reading and annotate nf article(When Mosquitos were killers in America) W: SSR, worldly Wise and hmwk explanation, cont. main idea notes, \ cont. reading and annotating nf article(When Mosquitos were killers in America) TH: SSRm Wordly Wise and hmwk explanation, main idea check, supporting details notes, main idea graphic organizer F: reading/vocab quiz, SSR, Text evidence notes, SSW Homework M:*Wordly Wise 1A, read 20 minutes or more T:* Wordly Wise 1B, read 20 minutes or more W: *Wordly Wise 1C, 1D, read 20 minutes or more TH:*study for vocab quiz, read 20 minutes or more Week 28: March 20-March 24 TEKS: 6.5 Students are expected to explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story Objective: I can identify the elements of fiction within a drama M: SSR, Elements of drama notes, Read The Prince and The Pauper T: SSR, finish reading drama, class discussion W: Watch film adaptation of the Prince and the Pauper TH: The Prince and the Pauper Writing Response F: drama assessment Homework M:*read, summary T:* read, summary W: *read, summary TH:*read, finish Writing Response Week 27: March 6-10 TEKS: 6.6A summarize the elements of plot development(eg rising action,turning point, climax, falling action denouement) in various works of fiction. Objective: I can identify the elements of fiction within a novel. ** Project is a MAJOR grade. Project is due March 10.(project will be due on this day regarding of attendance. Projects turned in past the 10th, will be subject to class late assignment deductions) M: comprehension assessment, SSR, project T: Library, SSR, project W: reading comprehension assessment, project TH: SSR, Project*due tomorrow* F: project presentation, play board games Homework M:*project T:* project W: *Reflection TH:*theme Week 26: February 27- March 3 TEKS: 6.8 Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding Objective: I can determine how the author uses sensory language and for what purpose. **INTRO TO PROJECT this week. Project is a MAJOR grade. Project is due March 10.(project will be due on this day regarding of attendance. Projects turned in past the 10th, will be subject to class late assignment deductions) M: SSW, SSR, novel, discussion T: Library, SSR, novel conclusion and discussion/ OPEN HOUSE 6:30 W: SSR, reading comprehension assessment, project intro & expectations presented to students TH: SSR, Project F: SSR, reading comprehension assessment, project Homework M:*comprehension questions T:* comprehension questions W:*project TH:*preject Week 25: February 21- February 24 TEKS: 6.8 Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding Objective: I can determine how the author uses sensory language and for what purpose. M: no school, holiday T: SSR nf group presentations., novel W: TELPAS writing sample, SSR, novel TH: SSR, novel, class discussion F: TELPAS writing sample, SSR, finish Novel Homework M:* no school T:* Wonder comprehension questions W:*comprehension questions TH:*comprehension questions Week 24: February 13- February 16 TEKS: 6.8 Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding Objective: I can determine how the author uses sensory language and for what purpose. M: SSR, continue nf group work ,novel, T: library, nf group work cont., novel W: SSR,TELPAS past tense writing sample, cont nf group work TH: SSR, group project wrap up, novel F: no school Homework M:* comprehension questions, T:* Wonder comprehension questions W:*comprehension questions TH:* Week 23: February 8- February 10 TEKS: 6.8 Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding Objective: I can determine how the author uses sensory language and for what purpose. M: SSR, word study,novel, SSW T: SSR, conjunction notes, novel, SSW W: SSR, sensory language notes, novel and discussion, SSW TH: SSR, conflict notes, novel and discussion F: SSR, SSW, novel, comprehension activity Homework M:*tree map, comprehension questions, T:*literal and figurative drawing, Wonder comprehension questions W:*comprehension questions TH:*read Novel, comprehension questions Week 22: January 23- February 3 TEKS: 6.19a use and understand the function of the following parts of speech in the context of reading, writing, and speaking) Objective: I can determine parts of speech and how to improve my writing. EQ- How can using the proper grammar help you be successful? M: SSR, word study, complex sentence notes, novel T: library, SSR, grammar kahoot, novel W: SSR, novel and discussion, SSW TH: SSR, Conjunctions notes, novel F: SSR, SSW, novel, comprehension activity Homework M:*tree map, flash cards, T:*literal and figurative drawing, Wonder comprehension questions W:*short summer using vocab(about Wonder) TH:*read 30 minutes or more Week 21: January 23- January 27 TEKS: 6.19a use and understand the function of the following parts of speech in the context of reading, writing, and speaking) Objective: I can determine parts of speech and how to improve my writing. EQ- How can using the proper grammar help you be successful? M: SSR, word study, review verb tenses, subj/verb agreement, novel T: SSR, subj/predicate notes/, grammar kahoot, novel W: SSR, review nouns, SSW(student choice), Main idea notes and practice TH: SSR, Sentence Notes, SSW, novel(analyzing character) F: SSR, SSW, novel, comprehension activity Homework M:*tree map, flash cards T:*literal and figurative drawing, Wonder comprehension questions W:*short summer using vocab(about Wonder) TH:*read 30 minutes or more Week 20: January 18- January 20 TEKS: 6.19a use and understand the function of the following parts of speech in the context of reading, writing, and speaking) Objective: I can determine parts of speech and how to improve my writing. EQ- How can writing a composition help you in life? M: T: W: SSR, review nouns, SSW(student choice), Main idea notes and practice TH: SSR, review verbs, SSW, main idea & details F: SSR, subject/predicate, SSW, main idea and details practice Homework M:* T:* W:*read 30 minutes or more TH:*read 30 minutes or more Week 19: January 9- January 13 TEKS: 6.4 Objective: review for exam EQ- M: review for exam T: review for final W: Semester exam TH: F: **No homework this week due to exams** Week 18: January 4- January 6 TEKS: 6.4 Students are expected to explain how figurative language(eg personification, metaphors, similes, hyperbole) contributes to the meaning of a poem Objective: I can detemine the author's intent when using figurative language within a text. EQ- How can figurative language enhance/improve a text? M: T: W: SSR, figurative vs literal meaning, poetry notes, home discussion and quick write TH: SSR, figurative language notes, home discussion and comparison F: SSR, word study, poetry analysis, discussion, begin poem Homework (no homework this week) M:* T:* W:* TH:* Week 17: December 19- December 21 TEKS: 6.6b. recognize dialect and conversational voice and explain how authors use dialect to convey character Objective: I can read and determine the author's craft within a text EQ- What stands out to me when I read? M: SSR, illustrations for imaginative story, T: SSR, library, FTM-19-23 W: FTM 24-25 TH: F: Homework M:*finish illustrations and re-write compostion(3rd draft) T:*publish imaginative story W:* TH:* Week 16: December 12- December 15 TEKS: 6.14 students use elements of the writing process( planning, drafting, revising, editing and publishing to compose a text) Objective: I can edit and peer edit a composition while giving constructive feedback to a classmate EQ- How can writing a composition help you in life? M: SSR, words study. character analysis for imaginative story, Freak the Mighty chapter 6-7, T: SSR, plot map for imaginitve story, FTM 5-7 comprehension questions, FTM 8-10 W: SSR, draft imaginative story, FTM 8-10 comprehension questions, FTM 11-12 TH: SSR, revising imaginative story, FTM 11-12 comprehension questions, FTM 13-15 F: SSR, edit & peer edit imaginative story, FTM 13-15 comprehension questions, FTM 16-18 Homework M:*finish character analysis, FTM packet, vocab T:*plot map, comprehension questions W:*draft imaginative story TH:*revise imaginative story Week 15: December 5- December 9 TEKS: 6.14 students use elements of the writing process( planning, drafting, revising, editing and publishing to compose a text) Objective: I can edit and peer edit a composition while giving constructive feedback to a classmate EQ- How can writing a composition help you in life? M: SSR, Quiz, Mini lesson editing & peer editing, edit composition T: SSR, library, bullying lesson, begin Freak the Mighty Wedquest W: SSR, finish Freak the mighty Webquest TH: SSR, review tone and mood, discuss dialogue in a story, review fiction plot map, discuss mapquest, F: SSR, Freak the mighty Homework M:*read 20 minutes T:*first half of webquest questions W:*publish composition, finish webquest TH:*response to freak the mighty questions in google classroom Week 14: November 28- December 2 TEKS: 6.3b Analyze the function of stylistic elements(e.g. Magic helper, rule of 3) Objective: I can determine the theme vs mood within a work of fiction . EQ- How can determining the theme within a work of fiction help us understand what we read? M: SSR, Word Study 11, Mythology notes, Class discussion on myths, read Orion, writing process T: SSR, Continue Mythology Notes, Read Ceres and Proserpina, Class discussion, begin composition plan W: SSR, Apollo & Diana/Artmeis Notes, read Apollo's Tree, SSW(draft composition) TH: SSR, Athena Notes, read The Spiders Curse play, class discussion, SSW(draft & revise composition) F: Vocab Quiz, SSR, Read Arachne and discuss, edit composition Homework M:*hw-flash cards & treemap(5 words that use this week's suffixes, prefixes or roots) T:*hw-idiom of the week drawing(literal drawing & figurative drawing) W:*hw-6 sentence short story using 5 of the words from Monday's assignment(in different sentences) & idiom of the week(story will be 6 sentences total) TH:*response to class reading in google classroom Week 13: November 14- November 18 TEKS: 6.3b Analyze the function of stylistic elements(e.g. Magic helper, rule of 3) Objective: I can determine the theme and elements of fiction within a text. EQ- How can determining the theme within a work of fiction help us understand what we read? M: SSR, Word Study 10, continue partner work on Tall Tale T: SSR, project work on Tall Tale, Library, Tall Tale Presentation W: SSR, finish presentation, Notes rule of 3 & talisman), watch 3 little pigs, class discussion TH: SSR, read 3 little pigs, compare and contrast 3 little pigs story vs video *Mrs. Griffin gone F: WIMPY KID DAY Homework M:*hw-flash cards & treemap(5 words that use this week's suffixes, prefixes or roots) T:*hw-idiom of the week drawing(literal drawing & figurative drawing) W:*hw-6 sentence short story using 5 of the words from Monday's assignment(in different sentences) & idiom of the week(story will be 6 sentences total) TH: Week 12: November 7-November 11 Objective: I can determine the theme and elements of fiction within a text. EQ- How can determining the theme within a work of fiction help us understand what we read? M: SSR, Word Study 9, review characteristics of legends, Read The Chanoo, continue plot diagram project T: SSR, finish The Chanoo and discuss, project W: SSR, discuss characteristics of tall tales, project TH: SSR, project F: Vocab Quiz, SSR, tall tale partner work/project Homework M:*hw-flash cards & treemap(5 words that use this week's suffixes, prefixes or roots) T:*hw-idiom of the week drawing(literal drawing & figurative drawing) W:*hw-6 sentence short story using 5 of the words from Monday's assignment(in different sentences) & idiom of the week(story will be 6 sentences total) TH:*hw-Study for vocab quiz Week 11: October 31-November 4 TEKS: 6.3 Students are expected to infer the implicit theme of a work of fiction, distinguishing theme from topic. 6.6a Summarize the elements of plot development in various works of fiction Obj.- I can determine the theme & the elements of plot within a work of fiction. E.Q.- How can determining the theme of a work of fiction better help us understand we we read? M: SSR, SSW, Word study 8, theme powerpoint, continue novel project(character analysis) T: Library, SSR, publish character analysis, begin exposition for project W: SSR, Theme notes, discuss Legends, Begin reading The Chenoo, Exposition(project) TH: Map testing, Finish The Chenoo, F: Vocab Quiz, The Chenoo comprehension questions, Begin Rising action(project) Homework M:*hw-flash cards & treemap(5 words that use this week's suffixes, prefixes or roots) T:*hw-idiom of the week drawing(literal drawing & figurative drawing) W:*hw-6 sentence short story using 5 of the words from Monday's assignment(in different sentences) & idiom of the week(story will be 6 sentences total) TH:*hw-Study for vocab quiz |
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Spanish 1wk 35: May 8 - May 12
TEKS 114.39c 1: A-F (Interpersonal), 2.A-D (Interpretive), 3.A-B (Presentational) Obj.Students will be able to independently use their learning to communicate and exchange information about life at home and special events in my community. E.Q.- How does my life at home compare to life in a Spanish speaking country? M: Math STAAR T: Reading STAAR W/TH: Family Assignment F: Family Assignment wk 34: May 1 - May 5 TEKS 114.39c 1: A-F (Interpersonal), 2.A-D (Interpretive), 3.A-B (Presentational) Obj.Students will be able to independently use their learning to communicate and exchange information about life at home and special events in my community. E.Q.- How does my life at home compare to life in a Spanish speaking country? M: Cultura Diaria, Intro to quinceañeras, intro to project T: Cultura Diaria, continue project W/TH: Cultura Diaria, project(DUE) F: Fiesta de cinco de mayo wk 33: April 25-April 29 TEKS 114.39c 1: A-F (Interpersonal), 2.A-D (Interpretive), 3.A-B (Presentational) Obj.Students will be able to independently use their learning to communicate and exchange information about life at home and special events in my community. E.Q.- How does my life at home compare to life in a Spanish speaking country? M: Cultura Diaria, Intro to celebrations and vocab T: Cultura Diaria, Video/listening activity with comprehension questions W/TH: Cultura Diaria, incuesta de celebraciones partner speaking activity F: Cultura Diaria,reading comprehension/inference activity wk 32: April 18-April 21 TEKS 114.39c 1: A-F (Interpersonal), 2.A-D (Interpretive), 3.A-B (Presentational) Obj.Students will be able to independently use their learning to communicate and exchange information about life at home and special events in my community. E.Q.- How does my life at home compare to life in a Spanish speaking country? M: T: Cultura Diaria, La casa de mi Sueno presentations W/TH: Cultura Diaria, continue project presentations, chores notes, begin chore chart activity F: Cultura Diaria, continue project presentations, finish chore chart activity wk 31: April 10-April 1 TEKS 114.39c 1: A-F (Interpersonal), 2.A-D (Interpretive), 3.A-B (Presentational) Obj.Students will be able to independently use their learning to communicate and exchange information about life at home and special events in my community. E.Q.- How does my life at home compare to life in a Spanish speaking country? Project Tuesday April 18th at the beginning of class M: Cultura Diaria, colores notes, casa ideal reading comp assignment T: Cultura Diaria, Dream home project*MAJOR GRADE W/TH: continue project F: No school holiday wk 30: April 3-April7 TEKS 114.39c 1: A-F (Interpersonal), 2.A-D (Interpretive), 3.A-B (Presentational) Obj.Students will be able to independently use their learning to communicate and exchange information about life at home and special events in my community. E.Q.- How does my life at home compare to life in a Spanish speaking country? M: Cultura Diaria, House and family vocab/unit introduction T: Cultura Diaria, Speaking activity W/TH: Cultura Diaria, Frida Khalo webquest(minor grade) F: Cultura Diaria, review "estar" and "preposiciones" /games wk 29: March 27-March 31 Obj.-I can apply previously learned vocabulary and write a short story/create a super hero. E.Q.- How can your previously learned vocabulary help you to communicate? M: SW write well constructed sentences to create their own super hero T: STAAR, continue super hero activity W/TH: STAAR, continue super hero, writing activity, duolingo F: Review, listening activity wk 28: March 20-March 24 Obj.-I can make requests in a restaurant setting in my local and global communities. E.Q.- How do our eating and dining habits compare with those of Spanish-speaking cultures? M: SW write Waiter/customer dialogue T: continue waiter customer dialogue W/TH: SW waiter customer dialogue and create a cartoon/comic strip F: Early dismissal/audio visual activity wk 27: March 6-10 Obj.-I can make requests in a restaurant setting in my local and global communities. E.Q.- How do our eating and dining habits compare with those of Spanish-speaking cultures? M: yo/go verbs(hacer.tener), tener phrases, begin stem changing review T: review stem changing verbs(worksheet, kahoot) W/TH: SW create restaurant menu using vocabulary F: finish menu wk 26: February 27-March 3 Obj.- I can determine what it takes to live a health lifestyle. E.Q.- How do my every day choices impact my heath? M: cuerpo de comida activity T: finish cuerpo de comida activity OPEN HOUSE 6:30 W/TH: conjugation activity, partner work(la comida y salud) F: tiles activity wk 25: February 21-February 24 Obj.- I can determine what it takes to live a health lifestyle. E.Q.- How do my every day choices impact my heath? M: no school/holiday T: continue group project W/TH: group project presentations F: group project presentations wk 24: February 13-February 16 Obj.- I can determine what it takes to live a health lifestyle. E.Q.- How do my every day choices impact my heath? M: infinitive phrases, group food project T: continue group project W/TH: continue group project F: no school wk 23: February 8-February 10 Obj.- I can determine what it takes to live a health lifestyle. E.Q.- How do my every day choices impact my heath? M: notes option statements, infinitive phrases T: review/practice option statements, infinitive phrases W/TH: info graph *SW create and infograph explaining how someone can live a healthy lifestyle/make healthy choices F: Whole class listening activity(video on health) wk 22: January 30-February 3 Obj.- I can compare, express and exchange my food preferences to those of other cultures. E.Q.- How do our eating and dining habits compare with those of Spanish-speaking cultures? M: notes over lunch and dinner vocabulary T: restaurant/eating verbs notes, irregular verbs notes, stem changing verbs notes W/TH: Stations *Speaking, listening, writing, stem changers practice, reading comprehension F: finish stations/reading comprehension assignment wk 21: January 23- January 27 Obj.- I can compare, express and exchange my food preferences to those of other cultures. E.Q.- How will knowing different breakfast foods help me understand other cultures? M: finish sentence practice, comparison vocab, adjectives(food) T: comparison activity, verb associated with eating W/TH: food Comparison web quest F: continue/finish food comparison webquest/create power point wk 20: January 18- January 20 Obj.- I can compare, press and exchange my food preferences to those of other cultures. E.Q.- How will knowing different breakfast foods help me understand other cultures? M: student holiday T: student holiday/teacher in service W/TH: intro food vocab(breakfast) & adjectives, gustar/encantar F: review food vocab, speaking interview activity Week 19: January 9- January 13 Obj.- review for semester exam E.Q.- M: review for semester exam T: review for semester exam W/TH: Semester exams F: Semester exams Week 18: January 4- January 6 Obj.- I can create an invitation using previously learner vocabulary. E.Q.- M: T: W/TH: articles review, class discussion using visuals(invitations), SW create an invitation using picolloage and previously learned vocab F: reading comprehension assignment Week 17: December 19-December 21 Obj.- review for unit test E.Q.- M: review for unit exam T: unit exam W/TH: holidays in spanish countries activity F: Week 16: December 12-December 16 Obj.- review for unit test E.Q.- M: review presetnt tense conguation T: review IR + A + infinitive W/TH: weather webquest F: Unit review Week 15: December 5-December 9 Obj.- I can ask and respond to questions about what I do and where I go and weather. E.Q.- How do my activities reflect who I am? M: continue project T: continue project W/TH: continue project and begin presentations F: finish class presentations Week 14: November 28-December 2 Obj.- I can ask and respond to questions about what I do and where I go and weather. E.Q.- How do my activities reflect who I am? M: weather/season notes, quick write about today's lesson T: calendar foldable, me gustaria, quisiera, puedes... W/TH: intro to project, webquest, research a trip to another country F: Continue working on project Week 13: November 14-November 18 Obj.- I can ask and respond to questions about what I do and where I go. E.Q.- How do my activities reflect who I am? M: Ir conjugation, Ir + a + infinitive, info gap activity in class T: Finish info gap activity, review ir conjugation in sentences W/TH: Digital Mashed activity, intro to calendar, foldable F: Thanksgiving writing activity Week 12: November 6-November 11 Obj.- I can ask and respond to questions about what I do and where I go. E.Q.- How do my activities reflect who I am? M: finish zombie packet from sub work on Friday T: Finish dis de los muertos summary, zombie packet, Number activity/story W/TH: write skit with information learned in spanish until this time, act out skit and record skit F: Ir + a + infinite notes, racing board conjugation activity Week 11: October 31-November 4 Obj.- I can compare and contrast Día de los muertos with other celebrations of life. E.Q.- How do our cultural roots effect our views and celebrations M: Compare and contrast Dia De los Muertos, Halloween and other cultures. T: Finish triple Venn Diagram and intro into digital memorial that celebrates someone's life W/TH: Digital Memorial F: Reading comprehension assignment. (Sra. Griffin absent) |