Lesson Plan
*Lesson plan subject to change according to students’ development in class and school activities.
Objectives
During this unit student will:
• Talk about symptoms and remedies
• Give advice about health and nutrition
• Express how you feel under certain circumstances
• Tell others what to do
• Understand cultural perspectives about health, physical fitness and nutrition
Teacher’s Name: Maria Hotz
Spanish Level: 3
Cycle: PR5
Chapter: 3A-¿Qué haces para estar en forma?
*Specific activities that take place every chapter are listed on the section “Instructional Strategies”
**All the knowledge and skills listed on the section “Objectives-TEKS” are covered through the instructional
strategies every chapter.
WEEK 2/15-19/16
Engage
MONDAY
STAFF DEVELOPMENT DAY
NO STUDENT ACTIVITIES
TUESDAY
WRITING ASSIGNMENT #1
VOCABULARY 2B REVIEW
Realidades 3 pg. 104
Evaluate
WORD OF THE DAY 2B DUE
40%
WEDNESDAY
WRITING ASSIGNMENT #1
VOCABULARY 2B REVIEW
THURSDAY
WRITING ASSIGNMENT #1
VOCABULARY 2B REVIEW
FRIDAY
WRITING ASSIGNMENT #1
VOCABULARY 2B REVIEW
Realidades 3 pg. 104
Realidades 3 pg. 104
Realidades 3 pg. 104
QUIZ PRET./IMPERFECT
*40%
Assessment program pg. 51
Explore
Explain
Elaborate
Homework
WEEK 2/22-26/16
Engage
MONDAY
CULTURAL NOTE
Video WB pg. 42
CHAPTER 2B EXAM
*60%
Assessment program pg. 52-53
WRITING ASSIGNMENT DUE
PRACTICE PACKET 2B DUE 40%
VIDEO ACTIVITY
PRETERITE/IMPERFECT
CHAPTER REVIEW
Practice WB pg. 31
Kahoot
Realidades 3 pg. 86
Practice WB pg. 34
Review Vocabulary 2B
Study for grammar quiz
Review Vocabulary 2B and
grammar for chapter exam
Review Vocabulary 2B
Review Vocabulary 2B
TUESDAY
WRITING ASSIGNMENT #2
CHAPTER+VOCAB. 3A INTRO
WEDNESDAY
WRITING ASSIGNMENT #2
VOCABULARY 3A REVIEW
THURSDAY
WRITING ASSIGNMENT #2
VOCABULARY 3A REVIEW
FRIDAY
WRITING ASSIGNMENT #2
VOCABULARY 3A REVIEW
Realidades 3 pg. 112-113, 150
Realidades 3 pg. 150
Realidades 3 pg. 150
Realidades 3 pg. 150,
WAV Practice WB pg. 34, 35/Video Program
Evaluate
WRITING ASSIGNMENT DUE
QUIZ D.O/ I.O. PRONOUNS*40%
Teacher-made assignment
Explore
Explain
Elaborate
Homework
LA CATRINA EPISODIO 5
WEEK 2/29-3/4/16
Engage
MONDAY
CULTURAL NOTE
Video program
Video WB pg. 41-46
Video WB pg. 50
VOCABULARY ACTIVITIES
D.O. & I.O. PRONOUNS
D.O. & I.O. PRONOUNS
VOCABULARY ACTIVITIES
Review Vocabulary 3A
Review Vocabulary 3A
Review Vocabulary 3A
Study grammar for quiz
Review Vocabulary 3A
TUESDAY
WRITING ASSIGNMENT #3
VOCABULARY 3A REVIEW
WEDNESDAY
WRITING ASSIGNMENT #3
VOCABULARY 3A REVIEW
THURSDAY
WRITING ASSIGNMENT #3
VOCABULARY 3A REVIEW
FRIDAY
WRITING ASSIGNMENT #3
VOCABULARY 3A REVIEW
Practice WB pg. 37, 38
Assessment program pg. 59
Realidades 3 pg. 150
Evaluate
Realidades 3 pg. 109, 111
Intro activities
Kahoot
Realidades 3 pg. 150, 114, 115, 116
Practice WB pg. 35, 36
Realidades 3 Website Ch. 3A
Realidades 3 pg. 150
VOCABULARY QUIZ *40%
WAV WB pg. 36/CD 4.7
Realidades 3 pg. 150
WRITING ASSIGNMENT DUE 40%
QUIZ AFF. TÚ COMMANDS *40%
Teacher-made assignment
Assessment program pg. 63
Explore
Explain
Elaborate
LA CATRINA EPISODIO 6
VOCABULARY ACTIVITIES
AFFIRMATIVE TÚ COMMANDS
AFFIRMATIVE TÚ COMMANDS
Video program
Video WB pg. 49-54
Assessment program pg. 62
Realidades 3 Website Ch. 3A
WAV WB pg. 40
Realidades 3 pg. 121
Intro activities
Practice WB pg. 39
Realidades 3 Website Ch. 3A
WAV WB pg. 41
Homework
Review Vocabulary 3A for quiz
Review Vocabulary 3A
Review Vocabulary 3A
Review Vocabulary 3A
Study grammar for quiz
Review Vocabulary 3A
Lesson Plan
*Lesson plan subject to change according to students’ development in class and school activities.
Objectives
During this unit student will:
• Talk about symptoms and remedies
• Give advice about health and nutrition
• Express how you feel under certain circumstances
• Tell others what to do
• Understand cultural perspectives about health, physical fitness and nutrition
Teacher’s Name: Maria Hotz
Spanish Level: 3
Cycle: CY5
Chapter: 3A-¿Qué haces para estar en forma?
*Specific activities that take place every chapter are listed on the section “Instructional Strategies”
**All the knowledge and skills listed on the section “Objectives-TEKS” are covered through the instructional
strategies every chapter.
WEEK 3/7-11/16
Engage
MONDAY
CULTURAL NOTE
Evaluate
LA CATRINA PACKET DUE
Video WB pg. 58
40%
TUESDAY
WRITING ASSIGNMENT #4
VOCABULARY 3A REVIEW
WEDNESDAY
WRITING ASSIGNMENT #4
VOCABULARY 3A REVIEW
THURSDAY
WRITING ASSIGNMENT #4
VOCABULARY 3A REVIEW
FRIDAY
WRITING ASSIGNMENT #4
VOCABULARY 3A REVIEW
Realidades 3 pg. 150
Realidades 3 pg. 150
Realidades 3 pg. 150
Realidades 3 pg. 150
VOCABULARY EXAM
WRITING ASSIGNMENT DUE
QUIZ NEG. TÚ COMMANDS *40%
*60%
Assessment program pg. 46-49
Assessment program pg. 64
Explore
Explain
Elaborate
LA CATRINA EPISODIO 7
Homework
Review Vocabulary 3A for exam
WEEK 3/14—18/16
Engage
Evaluate
Explore
Explain
Elaborate
Homework
MONDAY
SPRING BREAK
NO SCHOOL ACTIVITIES
WEEK 3/21-25/16
Engage
MONDAY
CULTURAL NOTE
Video program
Video WB pg. 57-62
Video WB pg. 67
NEGATIVE TÚ COMMANDS
NEGATIVE TÚ COMMANDS
Review Vocabulary 3A
Review Vocabulary 3A
Study grammar for quiz
Realidades 3 pg. 122
Intro activities
Practice WB pg. 40
Review Vocabulary 3A
TUESDAY
WEDNESDAY
Realidades 3 Website Ch. 3A
WAV WB pg. 42
THURSDAY
TUESDAY
WRITING ASSIGNMENT #5
VOCABULARY 3A REVIEW
WEDNESDAY
WRITING ASSIGNMENT #5
VOCABULARY 3A REVIEW
THURSDAY
WRITING ASSIGNMENT #5
VOCABULARY 3A REVIEW
Realidades 3 pg. 150
Realidades 3 pg. 150
Realidades 3 pg. 150
Evaluate
QUIZ UD./UDS. COMMANDS*40%
Assessment program pg. 65
Explore
Explain
Elaborate
Homework
LA CATRINA EPISODIO 8
UD./UDS. COMMANDS
UD./UDS. COMMANDS
Video program
Video WB pg. 66-71
Realidades 3 pg. 123
Intro Activities
Practice WB pg. 41
Realidades 3 Website Ch. 3A
WAV WB pg. 43
Review Vocabulary 3A
Review Vocabulary 3A
Review Vocabulary 3A
Study grammar for quiz
Review Vocabulary 3A
Review Vocabulary 3A
FRIDAY
FRIDAY
HOLIDAY
Lesson Plan
*Lesson plan subject to change according to students’ development in class and school activities.
Objectives
During this unit student will:
• Talk about symptoms and remedies
• Give advice about health and nutrition
• Express how you feel under certain circumstances
• Tell others what to do
• Understand cultural perspectives about health, physical fitness and nutrition
Teacher’s Name: Maria Hotz
Spanish Level: 3
Cycle: CY5
Chapter: 3A-¿Qué haces para estar en forma?
*Specific activities that take place every chapter are listed on the section “Instructional Strategies”
**All the knowledge and skills listed on the section “Objectives-TEKS” are covered through the instructional
strategies every chapter.
WEEK 3/28-4/1/16
Engage
MONDAY
CULTURAL NOTE
TUESDAY
WRITING ASSIGNMENT #6
VOCABULARY 3A REVIEW
Video WB pg. 75
Realidades 3 pg. 150
Evaluate
WRITING ASSIGNMENT DUE
Explore
Explain
Elaborate
Homework
LA CATRINA EPISODIO 9
CHAPTER REVIEW
Review Vocabulary 3A
Review Vocabulary 3A and
Study grammar for exam
WEEK 4/4-8/16
Engage
MONDAY
CULTURAL NOTE
Video program
Video WB pg. 74-80
WEDNESDAY
WRITING ASSIGNMENT #6
VOCABULARY 3A REVIEW
THURSDAY
WRITING ASSIGNMENT #6
FRIDAY *Early release
WRITING ASSIGNMENT #6
CHAPTER 3A EXAM
PRACTICE PACKET 3A DUE 40%
WORD OF THE DAY 3A DUE 40%
PROJECT INTRO
WRITING ASSIGNMENT DUE
Realidades 3 pg. 150
*60%
Assessment program pg. 66-67
Practice WB pg. 48
WAV Practice WB pg. 37/CD 4.8
TUESDAY
Persuasive techniques
Analyze Commercials-Health Campaign
Review Vocabulary 3A
WEDNESDAY
PROJECT ORGANIZATION
Teams
Tasks
Expectations and Rubric
Work on slogan and main idea
THURSDAY
FRIDAY
Video WB pg. 84
Evaluate
LA CATRINA PACKET DUE
PROJECT-SLOGAN DUE
40%
40%
PROJECT-SCRIPT DUE
Turn in on keynote
Turn in on keynote
Explore
Explain
Elaborate
LA CATRINA EPISODIO 10
WORK ON PROJECT-SLOGAN
WORK ON PROJECT-SCRIPT
WORK ON PROJECT-SCRIPT
WORK ON PROJECT-VIDEO
Video program
Video WB pg. 83-89
Choose main idea to be advertised
Choose persuasion technique to be used in
commercial (English)
Create slogan
Sequence of scenes (English)
Dialogue to be used on commercial
Text to be used on commercial
Sequence of scenes (English)
Dialogue to be used on commercial
Text to be used on commercial
Record commercial
Start edition process
Homework
Work on slogan and main idea
Work on slogan and main idea
Work on props and scenery if
required
Work on props and scenery if
required
Work on video
Lesson Plan
*Lesson plan subject to change according to students’ development in class and school activities.
INSTRUCTIONAL STRATEGIES
Teacher’s Name: Maria Hotz
Course Program
Spanish Level: 3
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
PARA EMPEZAR
CHAPTER 1 Días inolvidables
CHAPTER 2 ¿Cómo te expresas?
CHAPTER 3 ¿Qué haces para estar en forma?
*Each chapter is built around the following sequence of instruction:
CHAPTER SECTION
A primera vista
Manos a la obra
¡Adelante!
Repaso del capítulo
DESCRIPTION
 Provides comprehensible language input for
the chapter’s new vocabulary and grammar
within an authentic context. Input includes,
but is not limited to, words, dialogues,
narration, visuals, and audio. Student’s
language production focuses on
comprehension and limited production.
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INSTRUCTIONAL STRATEGIES
Similarities and differences
Reinforce effort and provide recognition
Homework and practice
Nonlinguistic representations
Set objectives and provide feedback
Cues, questions, and advance organizers
ACTIVITIES
 Introduction of vocabulary words, 10 words daily approximately
 Review of vocabulary introduced daily, accumulating new
words each time
 Memory games once vocabulary is introduced in total
 Vocabulary practice packet, using vocabulary in context,
listening, and writing activities
 Matching quizzes Spanish vocabulary with English counterpart
 Vocabulary comprehension and production exam
 Provides a productive language practice with
a variety of concrete, transitional, and openended activities. The activities develop the
four language skills (listening, speaking,
reading, and writing) and focus on relevant
tasks. Many activities build off of authentic
documents, realia, and photographs.
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
Similarities and differences
Summarizing and notetaking
Reinforce effort and provide recognition
Homework and practice
Cooperative learning
Set objectives and provide feedback
Cues, questions, and advance organizers
 Introducing grammar sections individually, providing students
with visual aids.
 Video program-introductory lessons
 Grammar practice packets, reviewing grammatical rules, using
grammar in context, reading, listening and writing activities.
 Slideshow creation with grammatical rules for each lesson
 Quizzes in which the target grammar lesson is applied, may
include some open-ended questions in which vocabulary and
grammar need to be used.
 Provides culminating theme-based activities
that have students apply what they have
learned. The section features a culturally
based reading, listening and picture
sequence activities, performance-based
speaking or writing tasks, authentic literature,
cultural activities, as well as video activities.
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
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
Similarities and differences
Summarizing and notetaking
Reinforce effort and provide recognition
Homework and practice
Cooperative learning
Set objectives and provide feedback
Cues, questions, and advance organizers
 Creating products in which the vocabulary and grammar
reviewed in the chapter are applied (slideshows, videos,
interviews, comics, etc.)
 Cultural research online
 Reading comprehension activities and organizers
 Video historia comprehension packet, with vocabulary and
grammar reviewed in the chapter
 Video misterio comprehension packet, with a continuous
developing story and characters
 Provides complete support for the end of
chapter assessment. Two pages summarize
what students need to know (vocabulary and
grammar).
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



Summarizing and notetaking
Reinforce effort and provide recognition
Homework and practice
Cooperative learning
Cues, questions, and advance organizers
 Practice packet with all vocabulary and grammar reviewed
during chapter
 Games and competitions to review all the vocabulary and
grammar reviewed during chapter
 Chapter exam with true/false and multiple choice questions
which include vocabulary, grammar, and culture reviewed
during chapter.
Lesson Plan
*Lesson plan subject to change according to students’ development in class and school activities.
OBJECTIVES-TEKS (TEKS: The provisions of this §114.21 adopted to be effective September 1, 1998, 22 TexReg 4930.)
General Requirements
Using age-appropriate activities, students expand their ability to perform novice tasks and develop their ability to perform the tasks of the intermediate language learner.
The intermediate language learner, when dealing with everyday topics, should:
o Participate in simple face-to-face communication;
o Create statements and questions to communicate independently when speaking and writing;
o Understand main ideas and some details of material on familiar topics when listening and reading;
o Understand simple statements and questions when listening and reading;
o Meet limited practical and social writing needs;
o Use knowledge of the culture in the development of communication skills;
o Use knowledge of the components of language, including grammar, to increase accuracy of expression; and
o Cope successfully in straightforward social and survival situations.
Knowledge and Skills
1. COMMUNICATIONS: The student communicates in a language other than English using the skills of listening, speaking, reading, and writing. Student is expected to:
A. Engage in oral and written exchanges to socialize, to provide and obtain information, to express preferences and feelings, and to satisfy basic needs.
B. Interpret and demonstrate understanding of simple, straightforward, spoken and written language such as instructions, directions, announcements, reports,
conversations, brief descriptions, and narrations.
C. Present information and convey short messages on everyday topics to listeners and readers.
D. CULTURES: The student gains knowledge and understanding of other cultures. The student is expected to:
A. Use the language at the intermediate proficiency level to 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.
B. Use the language at the intermediate proficiency level to 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.
E. 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 at the intermediate proficiency level to gain access to information.
B. Use the language at the intermediate proficiency level to obtain, reinforce, or expand knowledge of other subject areas.
F. 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. Use the language at the intermediate proficiency level to demonstrate an understanding of the nature of language through comparisons of the student's own
language and the language studied.
B. Use the language at the intermediate proficiency level to demonstrate an understanding of the concept of culture through comparisons of the student's own culture
and the cultures studied.
C. Use the language at the intermediate proficiency level to demonstrate an understanding of the influence of one language and culture on another.
G. 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 at the intermediate proficiency level both within and beyond the school setting through activities such as participating in cultural events and using
technology to communicate.
B. Show evidence of becoming a lifelong learner by using the language at the intermediate proficiency level for personal enrichment and career development.