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' : Lesson Plan Unit 4 Level 2 U2LII
April 20th to the 24th 2020
Perfeccionamiento y prctica de gramtica en contexto II.
OBJECTIVES
Practice the imperfect and preterit tense of regular verbs.
Mastery of the imperfect and preterit tenses in context.
Master the imperfect tense of some irregular verbs.
Recycle: clothing, food, days of the week and weather expressions/Reflexive Verbs conjugations.
TEKS
3B describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
2D identify cultural practices from authentic print, digital, audio, and audiovisual materials.
LEARNING AND HOMEWORK MASTERY:
.
Master of the correct usage of the preterit and imperfect by orally answering personalized questions such as: A qu hora te acostaste anoche?, A qu hora te acostabas cuando tenas cinco aos?. Analize the difference in meaning between the two questions
Write 10 sentences using the same model as these questions, comparing the preterit and the imperfect tense.
Complete Activities: 12, 13 with Expansin. Also activirties 14 and 15, making sure you pay close attention to their use of the preterite and imperfect tenses.
.
IEP modification Write a few examples (6) in English to help you understand the difference between the two tenses, such as I went to the movies last night., When I was younger, I would always go to the movies with my friends. Try to separate which examples would need the preterit tense and which would need the imperfect. Translate your sentences, paying special attention to the verbs differences.
ASSESS AND RETEACH
Vocabulary and Grammar Tests and Quizes for the topics will be announced online as content teaching progresses. For individual assistance check your class period time online to set a tutorial time with your teacher.
RESOURCES:
Digital resources from the HUB/@Hometutor, Google Classroom Docts. W3.classzone.com, W3.studyspanish.com, W3spanishdict.com, W3.colbyspanish.com, et al.,
Todo junto, pp. 211213
OBJECTIVES
Integrate lesson content.
Practice using and integrating lesson vocabulary and grammar.
TEKS
1A ask and respond to questions about everyday life with simple elaboration in spoken and written conversation.
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
2B identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials.
3B describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
FOCUS AND MOTIVATE
(5 min.) Have students summarize the two Telehistoria scenes from this lesson.
TEACH
(10 min.) Have students read the Cuando lees strategy and scan the dialogue to make their lists. Then, have student take turns reading the roles, exaggerating their theatrical skills
(10 min.) Have students reread the dialogue and identify the preterite and imperfect verbs and their uses.
(10 min.) Video Program DVD 2, Unit 4. Show Telehistoria scenes 1 and 2 as a review before showing scene 3.
IEP modification Prepare a brief True/False oral comprehension check based on the Telehistoria to ensure that all students are following.
PRACTICE AND APPLY
(10 min.) Comprensin de los episodios, p. 212. Listen to TXT CD 5 tracks 3, 6 and 7 to do Activities 1617. Go over answers as a class.
(10 min.) Listen to TXT CD 5, tracks 8 and 9 and have students complete Activity 19, p. 213.
(10 min.) Have students complete Activity 20. Allow time for them to exchange work and peer edit by writing helpful comments.
ASSESS AND RETEACH
(10 min.) Para y piensa, p. 213. Have students do the activity. Create groups to discuss the answers for the activity.
(20 min.) Grammar Quiz 2, On-level Assessment, p. 158.
Homework: Cuaderno, pp. 157158; Cuaderno para hispanohablantes, pp. 159160.
OPTIONAL RESOURCES
Plan
Student Book and Workbook Answers, Projectable Transparencies 2427, 3339
Absent Student Copymasters, URB 4, p. 99
Present
Warm-up Projectable Transparencies 18
Audio Script, URB 4, pp. 7277
Video Script, URB 4, pp. 6869Practice
Learning Scenarios
Conversation cards
Video activities, URB 4, pp. 5657
Practice Games, URB 4, p. 35
Assess
Reteaching Copymasters, URB 4, pp. 7, 9
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Lectura/Conexiones, pp. 214216
OBJECTIVES
Read a legend that explains the origin of fire and why the tail of an opossum is bare.
Culture: Learn about the legends of the mazateca people of Oaxaca.
Cross-curricular connections: geography, language, science, and health.
TEKS
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
2B identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials.
2C infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials.
2D identify cultural practices from authentic print, digital, audio, and audiovisual materials.
FOCUS AND MOTIVATE
(5 min.) Have students come up with a few theories about the origin of fire before reading the legend.
TEACH
(10 min.) Una leyenda mazateca: El fuego y el tlacuache, pp. 214215. Play the audio on TXT CD 5, track 10. Have students follow along in their texts as they listen to the story.
(5 min.) Have students do the reading strategy, p. 214 in pairs. Have them compare the information in their arrows to that of other pairs.
(10 min.) Divide students in five groups and assign each group a paragraph from the story. Have each group retell the paragraph in their own words.
PRACTICE AND APPLY
(10 min.) Read Conexiones, p. 216 with students.
(10 min.) Have students design a flag of an imaginary country and write a legend on which the flag is based.
(5 min.) Assign projects, p. 216.
IEP modification Allow students to choose a project that is interesting to them.
ASSESS AND RETEACH
(5 min.) Para y piensa, p. 215. Have students answer the questions.
(20 min.) Culture Quiz, On-level Assessment, p. 159.
OPTIONAL RESOURCES
Plan
Student Book and Workbook Answers, Projectable Transparencies 2427, 3339
Absent Student Copymasters, URB 4, p. 100
Present
Warm-up Projectable Transparencies 19 Practice
Lecturas para todos, pp. 3337
Lecturas para hispanohablantes
Practice Games, URB 4, p. 36
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En resumen, Repaso de la leccin, pp. 217219
OBJECTIVES
Review lesson grammar and vocabulary.
TEKS
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
2B identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials.
2D identify cultural practices from authentic print, digital, audio, and audiovisual materials.
FOCUS AND MOTIVATE
(5 min.) Prepare a quick warm-up for students by writing 35 vocabulary words on the board. Ask them to come up with original sentences that contain the words.
TEACH
(20 min.) Have students review the vocabulary and grammar structures, p. 217. Check for understanding by asking students questions based on the material. Have students share their sentences from the warm-up activity. Ask for student volunteers to review the grammar points.
PRACTICE AND APPLY
(5 min.) Do Repaso de la leccin Activity 1, p. 218. Play TXT CD 5 track 11.
(20 min.) Have students complete activities 25. pp. 218219.
(10 min.) Have students do Activity 5, p. 219 in groups and report the answers to the class.
IEP modification Pair slower-paced learners with a classmate that can offer help and answer questions as they complete the review activities.
ASSESS AND RETEACH
Homework: Study En resumen, p. 217; Cuaderno, pp. 159170; Cuaderno para hispanohablantes, pp. 161170.
(50 min.) Lesson Test, On-level Assessment, pp. 160166.
OPTIONAL RESOURCES
Plan
Student Book and Workbook Answers, Projectable Transparencies 2427, 3339
Absent Student Copymasters, URB 4, p. 101
Present
Warm-up Projectable Transparencies 19
Audio Script, URB 4, pp. 7277
Practice
Practice Games, URB 4, p. 37
Sing-along SongsAssess
Review Games Online
Lesson Test, Modified Assessment, pp. 119125
Lesson Test, Pre-AP Assessment, pp. 119125
Lesson Test, Heritage Learners Assessment, pp. 125131
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Lesson Opener, Presentacin y prctica de vocabulario, pp. 220224
OBJECTIVES
Introduce lesson theme: Mxico antiguo y moderno.
Culture: Describe early civilizations and their activities, ask for and give directions.
Present and practice vocabulary: ancient people and activities associated with them; layout of a modern city and structures; giving directions.
TEKS
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
2D identify cultural practices from authentic print, digital, audio, and audiovisual materials.
FOCUS AND MOTIVATE
(10 min.) Lesson 2 Opener, pp. 220221: To recycle clothing, places, weather, and to introduce the theme, form questions such as: Qu ropa llevan?, Dnde estn los chicos?, Qu van a hacer?.
TEACH
(20 min.) Presentacin de vocabulario, pp. 222223, paragraphs AD. Model pronunciation of new words. Have students take turns reading paragraphs aloud.
(5 min.) Ask students comprehension questions, for example, Qu cosas antiguas hay en Mxico?, Cmo era la vida de las civilizaciones antiguas?, Cul es la mejor manera de conocer una ciudad?.
(5 min.) Video Program, DVD 2, Unit 4. Show the vocabluary presentation video.
IEP modification Provide students with a set of index cards and have them make flashcards for each of the new vocabulary words. Encourage students to draw pictures to represent words when possible.
PRACTICE AND APPLY
(5 min.) Listen to TXT CD 5, track 13 and have students do the A responder! Activity.
(10 min.) Pair students and have them write original sentences using as many vocabulary words as they can. See which pair uses the most words in one sentence. Have students share their sentences.
(10 min.) Have students complete Activities 12, p. 224.
(10 min.) As a follow-up to Activity 2, have students work in pairs or small groups to write descriptions of places in their town and have others guess what the places are.
ASSESS AND RETEACH
(5 min.) Para y piensa, p. 224. Have students use words to discuss early civilizations and modern cities.
(20 min.) Vocabulary Recognition Quiz, On-level Assessment, p. 172.
Homework: Cuaderno, pp. 171173; Cuaderno para hispanohablantes, pp. 171174.
OPTIONAL RESOURCES
Plan
Family Letter, URB 4, p. 93
Absent Student Copymasters, URB 4, p. 102
Present
Warm-up Projectable Transparencies 20
Vocabulary Projectable Transparencies 89
TPRS, pp. 5056
Video Script, URB 4, pp. 7071 Audio Script, URB 4, pp. 3337
Vocabulary Video, DVD 2
Practice
Video Activities, URB 4, pp. 5859
Practice Games, URB 4, p. 38
Assess
Reteaching Copymasters, URB 4, pp. 13, 14
Student Book and Workbook Answers, Projectable Transparencies 2832, 4047
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Vocabulario en contexto, pp. 225226
OBJECTIVES
Understand and practice using vocabulary in context.
Practice using verbs with spelling changes (i EMBED Equation.3 y) in the preterite.
TEKS
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
FOCUS AND MOTIVATE
(5 min.) Telehistoria escena 1, p. 225. Prepare students to watch the video by having them look at the photo and describe what is happening.
TEACH
(5 min.) Have students read the Cuando lees strategy. As they read the dialogue in their texts, have them sketch a map based the directions the woman gives to Sandra, Beto and Jorge.
(5 min.) Video Program, DVD 2, Unit 4. Show Telehistoria, escena 1.
(5 min.) Telehistoria, escena 1, p. 225. Make several true and false statements about the dialogue and call on students to answer to check comprehension.
(5 min.) Review the Nota gramatical. Point out to students that the changes affect the third person singular and plural forms only. Have them look at the verb conjugation and notice that the two forms on the bottom receive the change.
IEP modification Provide students with a copy of the complete audio script for the Telehistoria. Allow them to take notes on the page and to write in the meanings of words they dont understand.
PRACTICE AND APPLY
(5 min.) Play TXT CD 5, track 16 and have students complete Activity 3, p. 226.
(10 min.) Have students work in pairs to do Activity 4 and Expansin. Have them compare their answers and ensure that they are correct.
ASSESS AND RETEACH
(5 min.) Para y piensa, p. 226. Have students practice the preterite forms of leer and construir.
(20 min.) Vocabulary Production Quiz, On-level Assessment, p. 173.
OPTIONAL RESOURCES
Plan
Student Book and Workbook Answers, Projectable Transparencies 2832, 4047
Absent Student Copymasters, URB 4, p. 103
Present
Warm-up Projectable Transparencies 20
Audio Script, URB 4, pp. 7071
Video Script, URB 4, pp. 7883Practice
Video Activities, URB 4, pp. 6061
Practice Games, URB 4, p. 39
Assess
Reteaching Copymasters, URB 4, pp. 13, 15
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Presentacin y prctica de gramtica 1, pp. 227229
OBJECTIVES
Present spelling changes in the preterite of verbs ending in -car, gar, and -zar.
Practice reading and writing the yo form of verbs ending in -car, gar, and -zar.
Practice listening to directions.
TEKS
1A ask and respond to questions about everyday life with simple elaboration in spoken and written conversation.
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
2D identify cultural practices from authentic print, digital, audio, and audiovisual materials.
FOCUS AND MOTIVATE
(5 min.) Review the pronunciation of c and g. Write the following words on qthe board: caf, cosa, cultura, cereal, ciudad, cerca/gracias, Guatemala, grupo, general, escoge, gimnasio. Have students read the words aloud. Draw their attention to the letters that follow c and g and how they determine the pronunciation of the words.
TEACH
(15 min.) Presentacin de gramtica, p. 227. As information is presented, refer back to the words on the board to demonstrate why the spelling change is necessary.
(5 min.) Ask students a series of questions in the preterite with verbs such as: buscar, tocar, sacar, llegar, pagar, jugar, almorzar, empezar. Pause and allow students to write their answers. While reviewing answers, ask a student volunteer to write the verbs on the board.
PRACTICE AND APPLY
(10 min.) Have students complete Activity 5 and Expansin, p. 228.
(5 min.) Play TXT CD 5 track 15 and have students do Activity 6, p. 228.
(10 min.) Have students study the Comparacin cultural p. 229. in pairs or groups and write a brief summary of the most important points. Have them brainstorm words to answer the Compara con tu mundo question. Hint that English has borrowed a lot of words from Spanish. Make a list of their words on the board.
(10 min.) Have students complete Activity 7, p. 229 in pairs. After interviewing each other, have them report their partners activities to the class, using the nosotros form when they find answers in common.
IEP modification While playing the audio for Activity 6, pause after each item so students have time to process the information. Repeat for students more slowly, if necessary.
ASSESS AND RETEACH
(5 min.) Para y piensa, p. 229. Have students complete sentences in the preterite.
Homework: Cuaderno, pp. 174176; Cuaderno para hispanohablantes, pp. 175177.
OPTIONAL RESOURCES
Plan
Student Book and Workbook Answers, Projectable Transparencies 2832, 4047
Absent Student Copymasters, URB 4, p. 102
Present
Warm-up Projectable Transparencies 21
Grammar Presentation Projectable Transparencies 13
Audio Script, URB 4, pp. 7883Practice
Practice Games, URB 4, p. 40
Assess
Reteaching Copymasters, URB 4, pp. 16, 17, 22
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Gramtica en contexto, pp. 230231
OBJECTIVES
Practice using verbs with spelling changes in the preterite, in context.
Practice pronouncing the Spanish s sound.
TEKS
1A ask and respond to questions about everyday life with simple elaboration in spoken and written conversation.
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
FOCUS AND MOTIVATE
(5 min.) Telehistoria escena 2 p. 230. Have students read the Cuando lees strategy.
TEACH
(10 min.) Telehistoria, escena 2, p. 230. Have students read the dialogue and complete the reading strategy.
(5 min.) Review the dialogue with students. To review the use of the imperfect tense, have students identify the verbs in the imperfect and tell why it is used. Have them repeat the dialogue after you for correct pronunciation and intonation.
(5 min.) Video Program, DVD 2, Unit 4. Show the video for scene 2.
(5 min.) Personalize the dialogue and practice irregular preterite forms by asking students, Almorzaste t?, Sacaste t una mala nota?, Pagaste t demasiado por un sombrero?.
PRACTICE AND APPLY
(10 min.) Comprensin del episodio, Activity 9, p. 231. Listen to TXT CD 5 track 16 and have students complete the activity. As a follow-up, have each student write one true or false statement about the Telehistoria. As students read their statements, have the others deteermine whether it is true or false.
(10 min.) Have students do Activity 10, p. 231 and Expansin in pairs.
(5 min.) Pronunciacin, p. 231. Listen to TXT CD 5 track 17. Have students repeat the words after you. Ask them think of two more words that have a soft c sound. Have students pronounce the words using the th as well.
IEP modification When giving directions, make sure to have students complete attention. After going over the directions for each activity, have students repeat the directions to make sure they have understood.
ASSESS AND RETEACH
(5 min.) Para y piensa, p. 231. Have students complete sentences with the correct form of the preterite.
(20 min.) Grammar Quiz 1, On-level Assessment, p. 174.
OPTIONAL RESOURCES
Plan
Student Book and Workbook Answers, Projectable Transparencies 2832, 4047
Absent Student Copymasters, URB 4, p. 104
Present
Warm-up Projectable Transparencies 21
Audio Script, URB 4, pp. 7883
Video Script, URB 4, pp. 7071Practice
Practice Games, URB 4, p. 41
Video Activities, URB 4, pp. 6263
Assess
Reteaching Copymasters, URB 4, pp. 16, 18
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Presentacin y prctica de gramtica 2, pp. 232234
OBJECTIVES
Present and practice using more verbs with irregular preterite stems and endings.
Explain that querer usually has a different meaning in the preterite (tried).
Practice using querer in the preterite.
TEKS
1A ask and respond to questions about everyday life with simple elaboration in spoken and written conversation.
2D identify cultural practices from authentic print, digital, audio, and audiovisual materials.
FOCUS AND MOTIVATE
(5 min.) Write the following verbs on the board: venir, querer, decir, traer. Have students define the verbs and conjugate them into the present tense to review.
TEACH
(15 min.) Presentacin de gramtica, p. 232. Ask students personalized questions with target verbs: traer, venir, querer and decir.
(10 min.) Review arts and crafts vocabulary on p. 168 for Activity 11. Ask student what the objects are made of. To apply the material in the grammar box, do Activity 11 as a class. Have students read sentences out loud, making sure they have used the correct form of the verb. Have a student volunteer write the sentences on the board.
IEP modification Have students make a chart with conjugations of all irregular preterite verbs they have learned and allow them to use it as a reference in class and when they complete assignments.
PRACTICE AND APPLY
(5 min.) For the Expansin of Activity 11, have students share their examples.
(5 min.) Have students complete Activity 13, p. 234 in small groups.
(10 min.) In the same groups, have students read the Comparacin cultural, p. 234 . After reading, have them answer the Compara con to mundo question by brainstorming a list of differences and similarities between ulama and other modern sports they are familiar with.
ASSESS AND RETEACH
(5 min.) Para y piensa, p. 234. Ask students to give the correct verb form in the preterite.
Homework: Cuaderno, pp. 177179; Cuaderno para hispanohablantes, pp. 178181.
OPTIONAL RESOURCES
Plan
Student Book and Workbook Answers, Projectable Transparencies 2832, 4047
Absent Student Copymasters, URB 4, p. 106
Present
Warm-up Projectable Transparencies 22
Grammar Presentation Projectable Transparencies 13Practice
Practice Games, URB 4, p. 42
Audio Script, URB 4, pp. 7883
Assess
Reteaching Copymasters, URB 4, pp. 19, 20
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Todo junto, pp. 235237
OBJECTIVES
Integrate lesson content.
Practice using and integrating lesson content.
TEKS
1A ask and respond to questions about everyday life with simple elaboration in spoken and written conversation.
1C ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation.
1D articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation.
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
3B describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
FOCUS AND MOTIVATE
(10 min.) Have students summarize the two Telehistoria scenes from this lesson in their own words. Ask students to share the events and information they ncluded in their summaries and make a list of them on the board.
TEACH
(10 min.) Video Program, DVD 2, Unit 4. Show Telehistoria scenes 1 and 2 as a review.
(10 min.) Have students read the Cuando escuchas strategy. Show scene 3, having them pay special attention to the officials voice. Discuss the questions in the strategy.
(15 min.) Have students act out the dialogue, playing the roles of the characters and using props, if possible. Encourage them to use emotion as they play the different roles.
PRACTICE AND APPLY
(15 min.) Comprensin de los episodios, p. 236. Listen to TXT CD 5, tracks, 14, 16 and 18 to do Activities 1516, p. 236. Go over answers as a class.
(5 min.) Listen to TXT CD 5, tracks 19 and 20 and have students complete Activity 18, p. 237.
(15 min.) Have students complete Activity 19. Read the rubric as a class so students are clear about the assignment. Allow them time to peer edit.
IEP modification Break down Activity 19 into steps. Have students take notes to organize their thoughts before hey begin writing. Using verb charts or their text, have them check the preterite verbs to make sure they are correct.
ASSESS AND RETEACH
(5 min.) Para y piensa, p. 237. Have students answer the questions in the activity.
(20 min.) Grammar Quiz 2, On-level Assessment, p. 175.
Homework: Cuaderno, pp. 180181; Cuaderno para hispanohablantes, pp. 182183.
OPTIONAL RESOURCES
Plan
Student Book and Workbook Answers, Projectable Transparencies 2832, 4047
Absent Student Copymasters, URB 4, p. 107
Present
Warm-up Projectable Transparencies 22
Audio Script, URB 4, pp. 7883
Video Script, URB 4, pp. 7072Practice
Learning Scenarios
Conversation cards
Video activities, URB 4, pp. 6465
Practice Games, URB 4, p. 43
Assess
Reteaching Copymasters, URB 4, pp. 19, 21
TECHNOLOGY TOOLSTeacher Tools Student ToolsInteractive Whiteboard Activities@Home TutorPerformance Space Teacher DashboardPerformance SpaceExamview Test GeneratorInterActive ReaderRubric GeneratorNews and NetworkingPre-AP ResourcesPre-AP Resources
Lectura/Proyectos culturales, pp. 238240
OBJECTIVES
Culture: compare the indigenous cultures of Oaxaca, Mexico and Otalvalo, Ecuador.
Read about the indigenous cultures of Oaxaca and Otalvalo, past and present.
Culture: compare traditional songs in different countries.
TEKS
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
2B identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials.
2C infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials.
2D identify cultural practices from authentic print, digital, audio, and audiovisual materials.
FOCUS AND MOTIVATE
(5 min.) Have students talk about the presence of indigenous cultures in the U.S.
TEACH
(10 min.) Los zapotecas y los otavaleos, pp. 238239. Play the audio on TXT CD 5, track 21. Have students follow along in their texts as they listen to the reading.
(10 min.) Have students reread the spread and complete the Strategy. Ask students questions that they will answer using their charts.
IEP modification Have students read in small groups and discuss the meaning as they read.
PRACTICE AND APPLY
(10 min.) Read the Proyectos culturales, p. 240 with students.
(5 min.) Have students read the lyrics to the songs and sing them as a class. Que llueva is sung to the tune of Its Raining, Its Pouring.
(10 min.) Brainstorm the En tu comunidad exercise as a class.
ASSESS AND RETEACH
(5 min.) Para y piensa, p. 239. Have students answer Comprendiste? questions. Group students to do Y t?
(20 min.) Culture Quiz, On-level Assessment, p. 176.
OPTIONAL RESOURCES
Plan
Student Book and Workbook Answers, Projectable Transparencies 2832, 4047
Absent Student Copymasters, URB 4, pp. 108109
Present
Warm-up Projectable Transparencies 23 Practice
Lectura para todos, pp. 3842
Lectura para hispanohablantes
Practice games, URB 4, p. 44
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En resumen, Repaso de la leccin, pp. 241243
OBJECTIVES
Review lesson grammar and vocabulary.
TEKS
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
2D identify cultural practices from authentic print, digital, audio, and audiovisual materials.
FOCUS AND MOTIVATE
(15 min.) Have students review the vocabulary and grammar on the En resumen page in pairs. Have them quiz each other on the material.
TEACH
(10 min.) Allow students time to ask questions for clarification about the lessons material.
(10 min.) Ask students questions about the lessons material to check for understanding and mastery.
IEP modification When asking review questions to check for understanding, ask slower-paced learners questions that that they will know the answers to. Make sure to allow them ample time to respond.
PRACTICE AND APPLY
(15 min.) Play a review game, such as Bingo, to review vocabulary.
(5 min.) Listen to TXT CD 5 track 22 and have students complete Activity 1, p. 242.
(10 min.) Review irregular preterite verbs. Do Activity 2, p. 242. To expand, have students change the subjects in the paragraph.
(10 min.) Have students complete Activities 34, p. 243. Go over answers as a class.
ASSESS AND RETEACH
Homework: Study En resumen, p. 241; Cuaderno, pp. 182193; Cuaderno para hispanohablantes, pp. 184193.
(50 min.) Lesson Test, On-level Assessment, pp. 177183.
OPTIONAL RESOURCES
Plan
Student Book and Workbook Answers, Projectable Transparencies 2832, 4047
Absent Student Copymasters, URB 4, p. 110
Present
Warm-up Projectable Transparencies 23
Audio Script, URB 4, pp. 7883
Practice
Practice Games, URB 4, p. 45
Sing-along SongsAssess
Review Games Online
Lesson Test, Modified Assessment, pp. 131137
Lesson Test, Pre-AP Assessment, pp. 131137
Lesson Test, Heritage Learners Assessment, pp. 137143
TECHNOLOGY TOOLSTeacher Tools Student ToolsInteractive Whiteboard Activities@Home TutorPerformance Space Teacher DashboardPerformance SpaceExamview Test GeneratorInterActive ReaderRubric GeneratorNews and NetworkingPre-AP ResourcesPre-AP Resources
Comparacin cultural, El Gran Desafo, Repaso inclusivo, pp. 244249
OBJECTIVES
Culture: Compare cities; practice reading about cities in Mexico, Ecuador, and Nicaragua.
Introduce the Gran Desafo contest and the characters who will participate in it.
Cumulative review.
TEKS
1A ask and respond to questions about everyday life with simple elaboration in spoken and written conversation.
1B express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation.
2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.
3A express and support an opinion or preference orally and in writing with supporting statements.
3B describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
FOCUS AND MOTIVATE
(5 min.) Have students read the reading strategy on p. 244 and the introduction to El Gran Desafo on pp. 246247 for a preview of the days lesson.
TEACH
(10 min.) Lo antiguo y lo moderno en mi ciudad, pp. 244245. Play the audio for the passages on TXT CD 5, track 23 as students follow along in their texts.
(5 min.) Ask questions about the passages to check for comprehension.
(10 min.) Video Program, DVD 2, Unit 4. Have students read the information about the participants of El Gran Desafo on pp. 246247. Show the video.
PRACTICE AND APPLY
(5 min.) Listen to TXT CD 5, track 24 and have students complete Activity 1.
(10 min.) Have students complete 2 or 3 of the review activities on pp. 248249.
IEP modification Allow students to choose 1 or 2 of the review activities that interest them.
ASSESS AND RETEACH
Homework: Cuaderno, pp. 194196; Cuaderno para hispanohablantes, pp. 194196.
(50 min.) Unit Test, On-level Assessment, pp. 189195.
(50 min.) Midterm Test, On-level Assessment, pp. 201210.
OPTIONAL RESOURCES
Plan
Absent Student Copymasters, URB 4, pp. 111112
Present
Audio Script, URB 4, pp. 7883
Practice
Family Involvement Activity, URB 4, p. 93
Situational Transparencies and Copymasters, Projectable Transparencies 1415, pp. 12Assess
Unit Test, Modified Assessment, pp. 143149
Unit Test, Pre-AP Assessment, pp. 143149
Unit Test, Heritage Learners Assessment, pp. 149155
Integrated Performance Assessments, pp. 28-36
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