Monday
This will need 2 days for lesson.
Objective(s):
I can…
Identify locations in their community and give directions to get from one place to another.
Standards (linked or just codes):
Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS)
4 competencies of a Foreign Language- Listening, Speaking, Reading, Writing (LSRW)
National Standards: 1.2 Understand language, 1.3 Present information, 2.1 Practices and perspectives, 2.2 Products and
perspectives, 4.2 Compare cultures
WHY: It is important to know how to give and receive directions so you aren’t lost and wandering around in unknown,
foreign places. Also, knowing how to express different locations in your community helps you communicate locations and
express where you want to go.
WHAT (VOCAB):
La iglesia - church
La biblioteca – library
El parque – park
La piscina – pool
El cine – movie theater
La tienda – store
La escuela – school
El gimnasio – gymnasium
El hospital – hospital
El restaurante – restaurant
La oficina – office
Empieza – start
Para – Stop!
Camina – walk
Para encontrar – to find
Cruce la calle - cross the street
Doble la esquina – turn the corner
A la derecha – to the right
A la izquierda – to the left
Derecho/Recto – straight ahead
LLEGAR- you need to teach this because it is in the assessment… This sounds a little overwhelming… maybe we use
“para llegar” instead of “para encontrar” bc they mean the same thing?
HOW (GRAMMAR):
Key Point #1: To give a direction you need to give a command paired with a location.
rd
An informal command is the same conjugation as the 3 person present tense. In student friend terms: “To make an
informal commands take the r off of the verb”

-
To give a direction, combine the command (with a direction) and the location.


-
Example: caminar à camina
Example: Camina todo recto a la tienda.
Example: Para encontrar el hospital, cruce la calle.
Put the letter “a” before the location you are going to because “a”=”to” as in “going to” a spot.
ACT Prep:
We want our students to be able to connect what they are learning in our Spanish class to their community. Knowing how
to identify places in the community and give directions are practical skills that they could use if they interact with a
Spanish speaker. Additionally, these skills are quite basic, but build upon prior knowledge and will be building blocks for
later in the course.
Do Now/Anticipatory Set (Hook):
Hola clase! Hoy, para empezar, vamos a hacer un actividad en parejas. Today’s Venga, Vale, Vámonos activity requires
you to use your creative talents. When I say “Vámonos” I want you to silently find a partner who is wearing the same color
as you. With your partner, working quietly, I want you to sketch out a map of a city – include streets, buildings, parks, etc –
and then I want you to try to label as many of those locations as you can – in Spanish of course. Have an example up on
the ppt with the instructions and an example of what a map might look like. Something like the one below so they know
they need to draw a birds eye view.
Distribute materials to students (1 paper per pair and markers)
Vámonos!
Walk around classroom and make sure that students are on task and observe how much of the vocabulary they
remember.
Bueno clase, hoy vamos a repasar y aprender sobre su comunidad y los lugares en su comunidad.
Direct Instruction (I Do):
Primero, vamos a repasar el vocabulario que describe lugares en la comunidad. Using your map that you have drawn, we
will fill in the words for the places that you did not remember and learn some more places to add to your map. I will read
each word, you will confidently repeat each word after me, and then we will identify the location on the map on the board
so that you can add to your map.
El parque – park
La escuela – school
El cine – movie theater
La biblioteca – library
El gimnasio – gymnasium
La tienda – store
El hospital – hospital
El restaurante – restaurant
La oficina – office
La piscina – pool
La iglesia - church
To practice these in another way other than just repeating and looking at the words put pictures on a ppt (maybe 4 per
page) and point at the picture and ask “que es” o “es una piscine o una iglesia” Pictures help many visual students and
these are words that we can get clear pictures for.
Fantasico! Are there any words that you are confused about or would like me to repeat? Bueno!
Ahora, vamos a usar este vocabulario y dar direcciones. Take out your notebooks and take notes as we go.
To give a direction you need to give a command paired with a location.
Empieza – start
Para – Stop!
Camina – walk
Cruce la calle - cross the street
Doble la esquina – turn the corner
A la derecha – to the right
A la izquierda – to the left
Derecho/Recto – straight ahead
Good copying and pasting of your how key points here because this is how you will actually explain it.
Demonstrate on board
rd
An informal command is the same conjugation as the 3 person present tense. Take the r off of the verb
Do example: caminar à camina
To give a direction, combine the command (with a direction) and the location.
Do examples:
1.
2.
3.
4.
Camina todo recto a la tienda.
Add another in this form with the a
Para llegar el hospital, cruce la calle.
Add another in this form with para llegar
Guided Practice (We Do):
Para practicar, vamos a poner el vocabulario en el mapa.
Pull up map using projector. Ok – you can use this same one in the do now as a guidance. They wont be able to even
read the locations most likely so that doesn’t matter but if they see it it isn’t bad for them to learn more as they do it even if
they don’t know them before hand, they can look at the pics.
Okay, so I want you to put the maps that you have created away. Looking at the map on the screen we are going to go
around the room and you will help me identify locations on the map. For example, STUDENT NAME, can you tell me what
this building is? No peeking at the maps that you have made…we are going to see what you remember!
Go around the room and fill in the vocabulary words.
Once the map is filled in, we will work on directions together.
Okay, now using the map on the screen, we are going to practice giving directions from one place to another. STUDENT
NAME – how do I say that we are starting at the bank? Feel free to look at your worksheet. (student response, teachers
writes it on the board and students write it on their worksheets) Okay, now STUDENT 2, what is the first thing that we
need to do if we are trying to go from the bank to the library? (student response, eachers writes it on the board and
students write it on their worksheets) Perfecto! What’s next, STUDENT 3? (student response, eachers writes it on the
board and students write it on their worksheets), etc. until we arrive at the bank…Help students give directions and use
vocabulary.
Add another example here to walk through as a class- if you see they are struggling then add another.
Independent Practice (You Do) (Differentiation/Accommodation Strategies linked):
Now it is time for you to practice what we have learned. When I say vámonos you are going to get up and quietly go sit
next to the same partner that you worked with at the beginning of class, once you are with your partner I will give you
more directions. Listos? Vámonos!
Ojos aqui! Good. Alright, so I am going to give each of you a worksheet. One partner will get a blue sheet and one
partner will get a red sheet. Now, this is very important – you cannot show your partner your paper. It is top secret – for
your ojos only. <3 <3 <3 <3 im in love. When you get your sheet, you need to read the directions and then you may begin
the activity. Make sure that you use your indoor voices – and remember – do not show your partner your paper! After
reading the instructions if there is anything that is unclear, raise your hand and I will come help you!
Give PARTNER A a blue worksheet and give PARTNER B a red worksheet.
Help students with activity.
Closure/Exit Ticket:
1. Match the vocabulary term with the corresponding image.
1.
2.
3.
4.
5.
c
La iglesia
El hospital
El parque
La piscina
El cine
e
d
a
b
2. Which of the following is not a place that you would find around town?
1.
2.
3.
4.
3.
Una tienda
Un hospital
Una mochila
Una escuela
Where would you go to find a good book to read?
La biblioteca
4.
Tell your friend to “walk to the school.”
Camina a la escuela.
5.
Someone asks you how to get from the park to the church. Which of the following is correct?
1. Empieza en el parque y cruce la calle para llegar a la iglesia. ***If llegar is in your assessment like this make sure
you teach it and use it throughout the lesson
2. La iglesia está a la izquierda del parque.
3. Doble la esquina y camina por mucho tiempo para llegar a la iglesia.
Tuesday
This will need 2 days for lesson.
Objective(s):
I can…
Identify locations in their community and give directions to get from one place to another.
Standards (linked or just codes):
Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS)
4 competencies of a Foreign Language- Listening, Speaking, Reading, Writing (LSRW)
National Standards: 1.2 Understand language, 1.3 Present information, 2.1 Practices and perspectives, 2.2 Products and
perspectives, 4.2 Compare cultures
WHY: It is important to know how to give and receive directions so you aren’t lost and wandering around in unknown,
foreign places. Also, knowing how to express different locations in your community helps you communicate locations and
express where you want to go.
WHAT (VOCAB):
La iglesia - church
La biblioteca – library
El parque – park
La piscina – pool
El cine – movie theater
La tienda – store
La escuela – school
El gimnasio – gymnasium
El hospital – hospital
El restaurante – restaurant
La oficina – office
Empieza – start
Para – Stop!
Camina – walk
Para encontrar – to find
Cruce la calle - cross the street
Doble la esquina – turn the corner
A la derecha – to the right
A la izquierda – to the left
Derecho/Recto – straight ahead
LLEGAR- you need to teach this because it is in the assessment… This sounds a little overwhelming… maybe we use
“para llegar” instead of “para encontrar” bc they mean the same thing?
HOW (GRAMMAR):
Key Point #1: To give a direction you need to give a command paired with a location.
rd
An informal command is the same conjugation as the 3 person present tense. In student friend terms: “To make an
informal commands take the r off of the verb”

-
To give a direction, combine the command (with a direction) and the location.


-
Example: caminar à camina
Example: Camina todo recto a la tienda.
Example: Para encontrar el hospital, cruce la calle.
Put the letter “a” before the location you are going to because “a”=”to” as in “going to” a spot.
ACT Prep:
We want our students to be able to connect what they are learning in our Spanish class to their community. Knowing how
to identify places in the community and give directions are practical skills that they could use if they interact with a
Spanish speaker. Additionally, these skills are quite basic, but build upon prior knowledge and will be building blocks for
later in the course.
Do Now/Anticipatory Set (Hook):
Hola clase! Hoy, para empezar, vamos a hacer un actividad en parejas. Today’s Venga, Vale, Vámonos activity requires
you to use your creative talents. When I say “Vámonos” I want you to silently find a partner who is wearing the same color
as you. With your partner, working quietly, I want you to sketch out a map of a city – include streets, buildings, parks, etc –
and then I want you to try to label as many of those locations as you can – in Spanish of course. Have an example up on
the ppt with the instructions and an example of what a map might look like. Something like the one below so they know
they need to draw a birds eye view.
Distribute materials to students (1 paper per pair and markers)
Vámonos!
Walk around classroom and make sure that students are on task and observe how much of the vocabulary they
remember.
Bueno clase, hoy vamos a repasar y aprender sobre su comunidad y los lugares en su comunidad.
Direct Instruction (I Do):
Primero, vamos a repasar el vocabulario que describe lugares en la comunidad. Using your map that you have drawn, we
will fill in the words for the places that you did not remember and learn some more places to add to your map. I will read
each word, you will confidently repeat each word after me, and then we will identify the location on the map on the board
so that you can add to your map.
El parque – park
La escuela – school
El cine – movie theater
La biblioteca – library
El gimnasio – gymnasium
La tienda – store
El hospital – hospital
El restaurante – restaurant
La oficina – office
La piscina – pool
La iglesia - church
To practice these in another way other than just repeating and looking at the words put pictures on a ppt (maybe 4 per
page) and point at the picture and ask “que es” o “es una piscine o una iglesia” Pictures help many visual students and
these are words that we can get clear pictures for.
Fantasico! Are there any words that you are confused about or would like me to repeat? Bueno!
Ahora, vamos a usar este vocabulario y dar direcciones. Take out your notebooks and take notes as we go.
To give a direction you need to give a command paired with a location.
Empieza – start
Para – Stop!
Camina – walk
Cruce la calle - cross the street
Doble la esquina – turn the corner
A la derecha – to the right
A la izquierda – to the left
Derecho/Recto – straight ahead
Good copying and pasting of your how key points here because this is how you will actually explain it.
Demonstrate on board
rd
An informal command is the same conjugation as the 3 person present tense. Take the r off of the verb
Do example: caminar à camina
To give a direction, combine the command (with a direction) and the location.
Do examples:
1.
2.
3.
4.
Camina todo recto a la tienda.
Add another in this form with the a
Para llegar el hospital, cruce la calle.
Add another in this form with para llegar
Guided Practice (We Do):
Para practicar, vamos a poner el vocabulario en el mapa.
Pull up map using projector. Ok – you can use this same one in the do now as a guidance. They wont be able to even
read the locations most likely so that doesn’t matter but if they see it it isn’t bad for them to learn more as they do it even if
they don’t know them before hand, they can look at the pics.
Okay, so I want you to put the maps that you have created away. Looking at the map on the screen we are going to go
around the room and you will help me identify locations on the map. For example, STUDENT NAME, can you tell me what
this building is? No peeking at the maps that you have made…we are going to see what you remember!
Go around the room and fill in the vocabulary words.
Once the map is filled in, we will work on directions together.
Okay, now using the map on the screen, we are going to practice giving directions from one place to another. STUDENT
NAME – how do I say that we are starting at the bank? Feel free to look at your worksheet. (student response, teachers
writes it on the board and students write it on their worksheets) Okay, now STUDENT 2, what is the first thing that we
need to do if we are trying to go from the bank to the library? (student response, eachers writes it on the board and
students write it on their worksheets) Perfecto! What’s next, STUDENT 3? (student response, eachers writes it on the
board and students write it on their worksheets), etc. until we arrive at the bank…Help students give directions and use
vocabulary.
Add another example here to walk through as a class- if you see they are struggling then add another.
Independent Practice (You Do) (Differentiation/Accommodation Strategies linked):
Now it is time for you to practice what we have learned. When I say vámonos you are going to get up and quietly go sit
next to the same partner that you worked with at the beginning of class, once you are with your partner I will give you
more directions. Listos? Vámonos!
Ojos aqui! Good. Alright, so I am going to give each of you a worksheet. One partner will get a blue sheet and one
partner will get a red sheet. Now, this is very important – you cannot show your partner your paper. It is top secret – for
your ojos only. <3 <3 <3 <3 im in love. When you get your sheet, you need to read the directions and then you may begin
the activity. Make sure that you use your indoor voices – and remember – do not show your partner your paper! After
reading the instructions if there is anything that is unclear, raise your hand and I will come help you!
Give PARTNER A a blue worksheet and give PARTNER B a red worksheet.
Help students with activity.
Closure/Exit Ticket:
1. Match the vocabulary term with the corresponding image.
1.
2.
3.
4.
5.
La iglesia
El hospital
El parque
La piscina
El cine
c
e
d
a
b
2. Which of the following is not a place that you would find around town?
1.
2.
3.
4.
3.
Una tienda
Un hospital
Una mochila
Una escuela
Where would you go to find a good book to read?
La biblioteca
4.
Tell your friend to “walk to the school.”
Camina a la escuela.
5.
Someone asks you how to get from the park to the church. Which of the following is correct?
1. Empieza en el parque y cruce la calle para llegar a la iglesia. ***If llegar is in your assessment like this make sure
you teach it and use it throughout the lesson
2. La iglesia está a la izquierda del parque.
3. Doble la esquina y camina por mucho tiempo para llegar a la iglesia.
Wednesday
Will use Computer LAB- MOODLE
Objective(s):
I can…
use estar to describe the position of things, use the verb ir to describe where you are going
Aim question- ¿Dónde estan el gato y el perro?
use estar to describe the position of things, use the verb IR to say where you are going, telehistorias unit 2.2
Standards (linked or just codes):
Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS)
4 competencies of a Foreign Language- Listening, Speaking, Reading, Writing (LSRW)
National Standards: 1.2 Understand language, 1.3 Present information, 2.1 Practices and perspectives, 2.2 Products and
perspectives, 4.2 Compare cultures
ACT Prep:
One of our big goals for our students is to be able to recognize and use Spanish outside of the classroom. Learning how
to appropriately form and respond to questions is fundamental to conversing in Spanish. Be able to discuss parties and
events of Spanish speaking countries – World Cup, Olympics, Carnival, etc.
Do Now/Anticipatory Set (Hook):
Students will be sharing out with one another describing themselves and their feelings.
Direct Instruction (I Do):
WHAT (VOCAB):
1.
2.
3.
4.
5.
6.
Fiesta: Party
Quinceañera: sweet 15
3. Evento: event
4. Partido: game
5. Concierto: concert
6. Parque: Park
HOW:
Key Point #1: To extend an invitation it is important to know how to begin a conversation in Spanish and invite someone
ex: ¡Hola, Juan! = Hello, Juan!
In order to invite a friend to a party it is important to be able to greet the friend and ask them to come to the party
¡Hola, Juan!
Key Point #2: The second part to that question is:
How to write “voy a tener” (I am going to have a party)
Voy a – “I am going “
Tener – “to have”
Fiesta – “A party”
Key point #3: Ask and answer “querer” questions
Se acuerdan – para hacer una pregunta se usa ¿? Y se conjuga el verbo – “Querer” en the “tú” form so it will be
¿Quieres venir a la fiesta?
- how to answer this question and stress the difference in change of subject from tu to yo and how that changes
the verb.
Guided Practice (We Do):
My actions
Student
actions
Speed Dating:
Extend and invite
invitations:
Will give students a
script on how to invite
someone to a party,
event, park, or sweet
16 o Quinceañera (will
give each pair of
students a different
scenario and they will
have to read the script
and talk for the entire
duration (1 minute)
Student A – will ask the
question
Student B – will answer
the question based on
the learned vocab &
how to ask the
questions (“voy a tener
una fiesta” ¿Quieres
venir?)
Students
will be
paired
with a
partner
for the
initial
“date”
and they
will
practice
speaking
as
student A
&
Student B
for 1 min.
Then the
students
will swap
“dates”
and read
another
script
Independent Practice (You Do) (Differentiation/Accommodation Strategies linked):
Directions to do the IP:
Students will read the paragraph about a friend inviting their friend to a party in Paraguay, specifically the “Quinceanera”.
The paragraph will contain basic conjugations of the verb jugar, comer, bailar, querer, and vocabulary from previous
objectives (ex: food & ordinal numbers)
I will give directions saying:
“Ahora alumnos, at noise level 0 which means no talking you will have one minute to read the paragraph on your own to
skim for verbs, vocabulary and underline unknown words. After you are done, put down your pencils and “ojos aquí”.
Next, you will share with your elbow partner the verbs, vocabulary, and unfamiliar words that you found for another
minute.
Then we will share out with the class and go over the paragraph. I will prompt each student to read a sentence and share
what they found in those sentences.
Closure/Exit Ticket:
Exit Ticket: the verb ir means to go
Nombre:
Online activity
Thursday
REVIEW OBJECTIVE Part 3
Objective(s):
I can…
Identify locations in their community and give directions to get from one place to another.
Standards (linked or just codes):
Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS)
4 competencies of a Foreign Language- Listening, Speaking, Reading, Writing (LSRW)
National Standards: 1.2 Understand language, 1.3 Present information, 2.1 Practices and perspectives, 2.2 Products and
perspectives, 4.2 Compare cultures
WHY: It is important to know how to give and receive directions so you aren’t lost and wandering around in unknown,
foreign places. Also, knowing how to express different locations in your community helps you communicate locations and
express where you want to go.
WHAT (VOCAB):
La iglesia - church
La biblioteca – library
El parque – park
La piscina – pool
El cine – movie theater
La tienda – store
La escuela – school
El gimnasio – gymnasium
El hospital – hospital
El restaurante – restaurant
La oficina – office
Empieza – start
Para – Stop!
Camina – walk
Para encontrar – to find
Cruce la calle - cross the street
Doble la esquina – turn the corner
A la derecha – to the right
A la izquierda – to the left
Derecho/Recto – straight ahead
LLEGAR- you need to teach this because it is in the assessment… This sounds a little overwhelming… maybe we use
“para llegar” instead of “para encontrar” bc they mean the same thing?
HOW (GRAMMAR):
Key Point #1: To give a direction you need to give a command paired with a location.
rd
An informal command is the same conjugation as the 3 person present tense. In student friend terms: “To make an
informal commands take the r off of the verb”

-
To give a direction, combine the command (with a direction) and the location.


-
Example: caminar à camina
Example: Camina todo recto a la tienda.
Example: Para encontrar el hospital, cruce la calle.
Put the letter “a” before the location you are going to because “a”=”to” as in “going to” a spot.
ACT Prep:
We want our students to be able to connect what they are learning in our Spanish class to their community. Knowing how
to identify places in the community and give directions are practical skills that they could use if they interact with a
Spanish speaker. Additionally, these skills are quite basic, but build upon prior knowledge and will be building blocks for
later in the course.
Do Now/Anticipatory Set (Hook):
Hola clase! Hoy, para empezar, vamos a hacer un actividad en parejas. Today’s Venga, Vale, Vámonos activity requires
you to use your creative talents. When I say “Vámonos” I want you to silently find a partner who is wearing the same color
as you. With your partner, working quietly, I want you to sketch out a map of a city – include streets, buildings, parks, etc –
and then I want you to try to label as many of those locations as you can – in Spanish of course. Have an example up on
the ppt with the instructions and an example of what a map might look like. Something like the one below so they know
they need to draw a birds eye view.
Distribute materials to students (1 paper per pair and markers)
Vámonos!
Walk around classroom and make sure that students are on task and observe how much of the vocabulary they
remember.
Bueno clase, hoy vamos a repasar y aprender sobre su comunidad y los lugares en su comunidad.
Direct Instruction (I Do):
Primero, vamos a repasar el vocabulario que describe lugares en la comunidad. Using your map that you have drawn, we
will fill in the words for the places that you did not remember and learn some more places to add to your map. I will read
each word, you will confidently repeat each word after me, and then we will identify the location on the map on the board
so that you can add to your map.
El parque – park
La escuela – school
El cine – movie theater
La biblioteca – library
El gimnasio – gymnasium
La tienda – store
El hospital – hospital
El restaurante – restaurant
La oficina – office
La piscina – pool
La iglesia - church
To practice these in another way other than just repeating and looking at the words put pictures on a ppt (maybe 4 per
page) and point at the picture and ask “que es” o “es una piscine o una iglesia” Pictures help many visual students and
these are words that we can get clear pictures for.
Fantasico! Are there any words that you are confused about or would like me to repeat? Bueno!
Ahora, vamos a usar este vocabulario y dar direcciones. Take out your notebooks and take notes as we go.
To give a direction you need to give a command paired with a location.
Empieza – start
Para – Stop!
Camina – walk
Cruce la calle - cross the street
Doble la esquina – turn the corner
A la derecha – to the right
A la izquierda – to the left
Derecho/Recto – straight ahead
Good copying and pasting of your how key points here because this is how you will actually explain it.
Demonstrate on board
rd
An informal command is the same conjugation as the 3 person present tense. Take the r off of the verb
Do example: caminar à camina
To give a direction, combine the command (with a direction) and the location.
Do examples:
1.
2.
3.
4.
Camina todo recto a la tienda.
Add another in this form with the a
Para llegar el hospital, cruce la calle.
Add another in this form with para llegar
Guided Practice (We Do):
Para practicar, vamos a poner el vocabulario en el mapa.
Pull up map using projector. Ok – you can use this same one in the do now as a guidance. They wont be able to even
read the locations most likely so that doesn’t matter but if they see it it isn’t bad for them to learn more as they do it even if
they don’t know them before hand, they can look at the pics.
Okay, so I want you to put the maps that you have created away. Looking at the map on the screen we are going to go
around the room and you will help me identify locations on the map. For example, STUDENT NAME, can you tell me what
this building is? No peeking at the maps that you have made…we are going to see what you remember!
Go around the room and fill in the vocabulary words.
Once the map is filled in, we will work on directions together.
Okay, now using the map on the screen, we are going to practice giving directions from one place to another. STUDENT
NAME – how do I say that we are starting at the bank? Feel free to look at your worksheet. (student response, teachers
writes it on the board and students write it on their worksheets) Okay, now STUDENT 2, what is the first thing that we
need to do if we are trying to go from the bank to the library? (student response, eachers writes it on the board and
students write it on their worksheets) Perfecto! What’s next, STUDENT 3? (student response, eachers writes it on the
board and students write it on their worksheets), etc. until we arrive at the bank…Help students give directions and use
vocabulary.
Add another example here to walk through as a class- if you see they are struggling then add another.
Independent Practice (You Do) (Differentiation/Accommodation Strategies linked):
Now it is time for you to practice what we have learned. When I say vámonos you are going to get up and quietly go sit
next to the same partner that you worked with at the beginning of class, once you are with your partner I will give you
more directions. Listos? Vámonos!
Ojos aqui! Good. Alright, so I am going to give each of you a worksheet. One partner will get a blue sheet and one
partner will get a red sheet. Now, this is very important – you cannot show your partner your paper. It is top secret – for
your ojos only. When you get your sheet, you need to read the directions and then you may begin the activity. Make sure
that you use your indoor voices – and remember – do not show your partner your paper! After reading the instructions if
there is anything that is unclear, raise your hand and I will come help you!
Give PARTNER A a blue worksheet and give PARTNER B a red worksheet.
Help students with activity.
Closure/Exit Ticket:
Review locations for places.
Friday
Quiz/ including information about the Day of the Dead
Objective(s):
I can… demonstrate mastery of the week’s learning objectives with 80% accuracy.
Standards (linked or just codes):
Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS)
4 competencies of a Foreign Language- Listening, Speaking, Reading, Writing (LSRW)
National Standards: 1.2 Understand language, 1.3 Present information, 2.1 Practices and perspectives, 2.2 Products and
perspectives, 4.2 Compare cultures
ACT Prep: Students are participating to take an overall comprehension quiz on what they have learned over the week in
an environment that is timed.
Do Now/Anticipatory Set (Hook): The students will discuss gustar verbs and conjugation of ser and estar including
vocabulary words and Day of the Dead facts from the previous culture lessons.
Direct Instruction (I Do):Provide students with the purpose and expectations of taking the quiz. Review questions with
white boards.
Guided Practice (We Do): Students will continue to practice and review their grammar structure with whiteboards.
Independent Practice (You Do) (Differentiation/Accommodation Strategies linked):
Students will be given their weekly quiz with differentiation and accommodation given to the students with
accommodations.
Closure/Exit Ticket:
1.)
Where do you feel as though you need extra support on?
2.)What question on the quiz did