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|Tema 3, Capítulo 3B |[pic] Completed |

|Day 1 | |

| Learn about the artist Diego Rivera |National Standards |

|Learn new vocabulary and information about food groups |1.2, 2.1, 2.2, 3.1, 4.1 |

|Listen to and understand statements about food, beverages and health | |

| | |

|Vocabulary: Food groups vocabulary | |

|Technology: Overhead/LCD projector, CD player | |

|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (10 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Examen del capítulo, 3A |

| |Return the Examen del capítulo 3A | |[pic] Answer Key: Examen del capítulo, 3A |

| |Go over any recurring errors that students may have made, reteaching as necessary. | |[pic] REALIDADES para hispanohablantes: Examen |

| | | |del capítulo, 3A |

| | | |[pic] REALIDADES para hispanohablantes: Answer |

| | | |Key: Examen del capítulo, 3A |

|2. |PRESENT/PRACTICE (35 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Vocabulary & Grammar Transparencies: |

| |Objectives (p. 147) | |Transparencies 12-20 |

| |Go over the chapter objectives with students to prepare them for the new material. | |[pic] Atlas, Cap. 3B |

| |Fondo cultural: Diego Rivera (p. 146) | | |

| |Go over the information and have students respond to the question. | | |

|3. |PRESENT/PRACTICE | |Targeted Resources |

| |ALL STUDENTS | |[pic] Vocabulary, Cap. 3B |

| |Core Instruction: Vocabulario y gramática en contexto (pp. 148-149) | |[pic] Vocabulary & Grammar Transparencies: |

| |Play Tracks 1 and 2. Present new vocabulary and information about food groups. | |Transparency 73 |

| |Actividad 1 ¿Qué debes comer? (p. 149) | |[pic] Vocabulary & Grammar Transparencies: |

| |Play Track 3. Students listen and identify food and beverage vocabulary. | |Transparency 74 |

| |Actividad 2 Para mantener la salud (p. 149) | |[pic] Act. 1, Act. 2 Audio, Cap. 3B |

| |Play Track 4. Students listen to food and health vocabulary in context and indicate comprehension. | |[pic] TRB: Cap. 3B, Input Script |

| |HERITAGE LANGUAGE LEARNERS | |[pic] TRB: Cap. 3B, Audio Script |

| |Ask students if they have ever been to a market that sold products typically found in their heritage| |[pic] TRB: Cap. 3B, Vocabulary Clip Art |

| |countries. | |[pic] TPR Stories: Tema 3 |

| |STUDENTS WITH LEARNING DIFFICULTIES | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |Have students write the new vocabulary in the vocabulary section of their notebook, accompanied by | |1 Answers |

| |pictures and English translations. For Actividad 1, prepare students by naming individual items and | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |have students touch them before they hear them in context. | |2 Answers |

|4. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Practice Workbook: 3B-1 |

| |Practice Workbook 3B-1, 3B-2 | |[pic] Practice Workbook: 3B-2 |

| |Assign 3B-1 and 3B-2 for homework or in-class work. | |[pic] Practice Workbook: 3B-1 Answers |

| |Go Online (p. 149) | |[pic] Practice Workbook: 3B-2 Answers |

| |Have students Go Online at home or in class for more practice with the new vocabulary. | |[pic] REALIDADES para hispanohablantes: Cap. |

| |HERITAGE LANGUAGE LEARNERS | |3B, A primera vista |

| |Realidades para hispanohablantes: A primera vista, 3B. Assign for homework or in-class work. | |[pic] REALIDADES para hispanohablantes Answer |

| |STUDENTS WITH SPECIAL NEEDS | |Key: Cap. 3B, A primera vista |

| |Guided Practice Activities for Vocabulary and Grammar: Vocabulary Practice, Vocabulary Check. Have | |[pic] Guided Practice Activities: Vocabulary |

| |students fill in vocabulary flash cards as in-class work or homework. | |Practice, Vocabulary Check |

| | | |[pic] Guided Practice Activities Answer Key: |

| | | |Vocabulary Practice, Vocabulary Check |

|5. |BLOCK SCHEDULE (40 minutes) | |Targeted Resources |

| |Have students create posters illustrating the Food Guide Pyramid. They can cut out pictures from | | |

| |magazines or grocery store ads. Encourage them to find additional foods and place them in the | | |

| |appropriate categories. They should label their posters and explain them to the class. | | |

|Tema 3, Capítulo 3B |[pic] Completed |

|Day 2 | |

| Learn additional vocabulary and grammar in visual and story context |National Standards |

|Watch and listen to the video and understand new vocabulary and grammar in authentic context |1.1, 1.2, 1.3 |

|Read and demonstrate comprehension of statements about the video | |

| | |

|Vocabulary: Food groups vocabulary | |

|Technology: Overhead/LCD projector, CD player, VCR/DVD player | |

|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Practice Workbook: 3B-1 |

| |Homework check | |[pic] Practice Workbook: 3B-2 |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | |[pic] Practice Workbook: 3B-1 Answers |

| |made, reteaching as necessary. | |[pic] Practice Workbook: 3B-2 Answers |

|2. |PRESENT/PRACTICE (40 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Vocabulary, Cap. 3B |

| |Core Instruction: Videohistoria Para mantener la salud (pp. 150-151) | |[pic] Vocabulary & Grammar Transparencies: |

| |Present additional vocabulary and grammar by showing transparencies and having students look at | |Transparency 75 |

| |pictures and read dialogue from the characters in the Videohistoria. Preview the video. | |[pic] Vocabulary & Grammar Transparencies: |

| | | |Transparency 76 |

| | | |[pic] TRB: Cap. 3B, Audio Script |

|3. |PRESENT/PRACTICE | |Targeted Resources |

| |ALL STUDENTS | |[pic] TRB: Cap. 3B, Video Script |

| |Video Activity 1 | |[pic] Writing, Audio & Video Activity Workbook:|

| |Assign Video Activity 1 for in-class work. | |Cap. 3B, Video Activities 1, 2, 3, 4 |

| |View: Videohistoria (p. 150) | |[pic] Writing, Audio & Video Activity Workbook |

| |Show the video for Capítulo 3B. Through multiple viewings, students learn new vocabulary and grammar| |Answer Key: Cap. 3B, Video Activities 1, 2, 3, |

| |in context. | |4 |

| |Video Activities 2, 3, 4 | |[pic] Answers on Transparencies: Cap. 3B, Act. |

| |Assign Video Activities 2, 3, and 4 for in-class work. | |3 Answers |

| |Actividad 3 ¿Comprendes? (p. 151) | |[pic] Act. 3 Answers, Cap. 3B |

| |Students indicate reading comprehension by answering questions about the Videohistoria. | |[pic] Pre-AP* Resource Book: Vocabulary |

| |STUDENTS WITH SPECIAL NEEDS | |Strategies |

| |As students read the dialogue of the Videohistoria, use the transparency and point to the | | |

| |characters. Have students do the same in their books. | | |

| |ADVANCED LEARNERS / PRE-AP* | | |

| |Ask students to create a poster with foods they eat and exercises they do to stay healthy, including| | |

| |activities from Capítulo 3A. | | |

|4. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Practice Workbook: 3B-3 |

| |Practice Workbook 3B-3, 3B-4 | |[pic] Practice Workbook: 3B-4 |

| |Assign 3B-3 and 3B-4 for homework or in-class work. | |[pic] Practice Workbook: 3B-3 Answers |

| |Go Online (p. 151) | |[pic] Practice Workbook: 3B-4 Answers |

| |Have students Go Online at home or in class for more practice with the new vocabulary. | |[pic] Prueba 3B-1, Vocabulary recognition |

| |Prueba 3B-1: Vocabulary recognition | |[pic] Answer Key: Prueba 3B-1, Vocabulary |

| |Remind students to prepare for Prueba 3B-1, which will be administered during the next class period,| |recognition |

| |and ask if they have any questions about the material to be covered. | |[pic] REALIDADES para hispanohablantes: Prueba |

| | | |3B-1, Vocabulary recognition |

| | | |[pic] REALIDADES para hispanohablantes: Answer |

| | | |Key: Prueba 3B-1, Vocabulary recognition |

| | | |[pic] QuickTake Quiz 3B-1 |

|5. |BLOCK SCHEDULE (40 minutes) | |Targeted Resources |

| |Have students create posters illustrating the Food Guide Pyramid. They can cut out pictures from | | |

| |magazines or grocery store ads. Encourage them to find additional foods and place them in the | | |

| |appropriate categories. They should label their posters and explain them to the class. | | |

|Tema 3, Capítulo 3B |[pic] Completed |

|Day 3 | |

| Read and write about food vocabulary |National Standards |

|Think about and write food and beverages vocabulary |1.1, 1.3, 2.1, 2.2, 3.1, 4.2 |

|Lean about the national beverage of Argentina, Paraguay, and Uruguay | |

|Talk about food preferences and maintaining good health | |

|Talk about food and beverages appropriate for certain times of day | |

|Practice telling time | |

| | |

|Vocabulary: Food groups vocabulary | |

|Technology: Overhead/LCD projector, CD player | |

|Pacing: 80 minutes | |

|1. |WARM-UP/ASSESS (10 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Answers on Transparencies: Cap. 3B, Act. |

| |Actividad 4 ¡Claro que no! (p. 152) | |4 Answers |

| |Students read and write food vocabulary. | |[pic] Act. 4 Answers, Cap. 3B |

| |Actividad 5 ¿En el refrigerador o no? (p. 152) | |[pic] Practice Workbook: 3B-3 |

| |Students think about and write food and beverages vocabulary. | |[pic] Practice Workbook: 3B-4 |

| |Homework check | |[pic] Practice Workbook: 3B-3 Answers |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | |[pic] Practice Workbook: 3B-4 Answers |

| |made, reteaching as necessary. | |[pic] Prueba 3B-1, Vocabulary recognition |

| |Prueba 3B-1: Vocabulary recognition | |[pic] Answer Key: Prueba 3B-1, Vocabulary |

| |Administer Prueba 3B-1 in class. | |recognition |

| |STUDENTS WITH LEARNING DIFFICULTIES | |[pic] REALIDADES para hispanohablantes: Prueba |

| |For Actividad 4, have students describe the characteristics of each item to help them see the | |3B-1, Vocabulary recognition |

| |categories. For Actividad 5, provide a sheet with a simple drawing of a refrigerator and have | |[pic] REALIDADES para hispanohablantes: Answer |

| |students write the words that belong in the refrigerator in side the picture, with the others | |Key: Prueba 3B-1, Vocabulary recognition |

| |outside. | | |

|2. |WARM-UP/ASSESS (ADDITIONAL RESOURCES) | |Targeted Resources |

| | | |[pic] QuickTake Quiz 3B-1 |

|3. |PRESENT/PRACTICE (25 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Answers on Transparencies: Cap. 3B, Act. |

| |Fondo cultural: El mate (p. 152) | |6 Answers |

| |Go over the information and have students respond to the question. | |[pic] Answers on Transparencies: Cap. 3B, Act. |

| |Actividad 6 ¿Qué prefieres? (p. 153) | |7 Answers |

| |Working with a partner, students talk about food preferences. | |[pic] Answers on Transparencies: Cap. 3B, Act. |

| |Actividad 7 ¿Sí o no? (p. 153) | |8 Answers |

| |Working with a partner, students talk about maintaining good health. | |[pic] Act. 6, Act. 7 Answers, Cap. 3B |

| |Actividad 8 ¿Hay algo para comer? (p. 154) | |[pic] Writing, Audio & Video Activity Workbook:|

| |Working with a partner, students talk about foods and beverages appropriate for certain times of | |Cap. 3B, Audio Activity 5 |

| |day. | |[pic] Writing, Audio & Video Activity Workbook:|

| |Actividad 10 ¿Estás de acuerdo? (p. 154) | |Cap. 3B, Audio Activity 6 |

| |Working with a partner, students talk about maintaining good health. | |[pic] Writing, Audio & Video Activity Workbook |

| |Audio Activities 5, 6 | |Answer Key: Cap. 3B, Audio Activity 5 |

| |Play Tracks 6 and 7 and have students complete Audio Activities 5 and 6 in class. | |[pic] Writing, Audio & Video Activity Workbook |

| |HERITAGE LANGUAGE LEARNERS | |Answer Key: Cap. 3B, Audio Activity 6 |

| |Have students ask family members or research herbs or spices that are important ingredients in | |[pic] Act. 8 Answers, Cap. 3B |

| |heritage cooking, and find out if they are available in your area. Have students prepare their | |[pic] TRB: Cap. 3B, Audio Script |

| |research in written form. | | |

| |Have students research fast-food restaurants in Spanish-speaking countries. Students can present | | |

| |their findings in the form of a poster, a report, or an oral presentation. | | |

| |STUDENTS WITH SPECIAL NEEDS | | |

| |For Actividad 8, give students pictures of digital clocks if they are unable to read the clock | | |

| |faces. | | |

|4. |PRESENT/PRACTICE (ADDITIONAL RESOURCES) | |Targeted Resources |

| | | |[pic] Pre-AP* Resource Book: Listening |

| | | |Strategies |

| | | |[pic] Pre-AP* Resource Book: Speaking |

| | | |Strategies |

|5. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Writing, Audio & Video Activity Workbook:|

| |Writing Activity 10 | |Cap. 3B, Writing Activity 10 |

| |Assign Writing Activity 10 for homework or in-class work. | |[pic] Writing, Audio & Video Activity Workbook |

| |Prueba 3B-2: Vocabulary production | |Answer Key: Cap. 3B, Writing Activity 10 |

| |Remind students to prepare for Prueba 3B-2, which will be administered during the next class period,| |[pic] Prueba 3B-2, Vocabulary production |

| |and ask if they have any questions about the material to be covered. | |[pic] Answer Key: Prueba 3B-2, Vocabulary |

| |HERITAGE LANGUAGE LEARNERS | |production |

| |Realidades para hispanohablantes: Manos a la obra, 3B. Assign for homework or in-class work. | |[pic] REALIDADES para hispanohablantes: Prueba |

| | | |3B-2, Vocabulary production |

| | | |[pic] REALIDADES para hispanohablantes: Answer |

| | | |Key: Prueba 3B-2, Vocabulary production |

| | | |[pic] REALIDADES para hispanohablantes: Cap. |

| | | |3B, Manos a la obra |

| | | |[pic] REALIDADES para hispanohablantes Answer |

| | | |Key: Cap. 3B, Manos a la obra |

|6. |BLOCK SCHEDULE (40 minutes) | |Targeted Resources |

| |Have students create posters illustrating the Food Guide Pyramid. They can cut out pictures from | | |

| |magazines or grocery store ads. Encourage them to find additional foods and place them in the | | |

| |appropriate categories. They should label their posters and explain them to the class. | | |

|Tema 3, Capítulo 3B |[pic] Completed |

|Day 4 | |

| Read, comprehend, and write about food and beverages vocabulary |National Standards |

|Read and demonstrate comprehension by giving written recommendations about health |1.1, 1.2, 1.3, 2.1, 4.1, 4.2 |

|Learn about the plurals of adjectives | |

|Read adjectives and add the correct gender and plural ending | |

|Write and discuss sentences using adjectives | |

|Talk about and chart favorite foods | |

|Learn about an annual tomato-throwing festival in Spain | |

| | |

|Vocabulary: Food groups vocabulary | |

|Technology: Overhead/LCD projector, CD player, VCR/DVD player | |

|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (15 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Writing, Audio & Video Activity Workbook:|

| |Actividad 9 Los buenos consejos (p. 154) | |Cap. 3B, Writing Activity 10 |

| |Students read for comprehension and write with new vocabulary. | |[pic] Writing, Audio & Video Activity Workbook |

| |Homework check | |Answer Key: Cap. 3B, Writing Activity 10 |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | |[pic] Prueba 3B-2, Vocabulary production |

| |made, reteaching as necessary. | |[pic] Answer Key: Prueba 3B-2, Vocabulary |

| |Prueba 3B-2: Vocabulary production | |production |

| |Administer Prueba 3B-2 in class. | |[pic] REALIDADES para hispanohablantes: Prueba |

| |STUDENTS WITH SPECIAL NEEDS | |3B-2, Vocabulary production |

| |For Actividad 9, offer a list of three choices for each blank and allow students to choose the one | |[pic] REALIDADES para hispanohablantes: Answer |

| |they prefer. | |Key: Prueba 3B-2, Vocabulary production |

|2. |PRESENT/PRACTICE (30 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Vocabulary & Grammar Transparencies: |

| |Actividad 11 ¿Qué haces... ? (p. 155) | |Transparency 78 |

| |Working with a partner, students give written recommendations about health. | |[pic] Grammar, Cap. 3B |

| |Core Instruction: The plurals of adjectives | |[pic] TRB: Cap. 3B, Video Script |

| |(p. 156) | |[pic] TRB: Cap. 3B, GramActiva BLMs |

| |Present the grammar box about the plurals of adjectives. | | |

| |View: GramActiva Video (p. 156) | | |

| |Show the GramActiva video about the plurals of adjectives. | | |

| |Actividad 12 ¿Sabroso o sabrosa? (p. 156) | | |

| |Students read adjectives and add the correct gender and plural ending. | | |

| |Actividad 13 ¿Cómo son? (p. 157) | | |

| |Working with a partner, students write and discuss sentences using adjectives. | | |

| |Actividad 14 ¿Qué prefieres? (p. 157) | | |

| |Students talk about and chart favorite foods. | | |

| |Fondo cultural: La Tomatina (p. 156) | | |

| |Go over the information and have students respond to the question. | | |

| |HERITAGE LANGUAGE LEARNERS | | |

| |Have students write ten adjectives used to describe foods. Have them write sentences using the | | |

| |adjectives and hand them in for correction. | | |

| |STUDENTS WITH LEARNING DIFFICULTIES | | |

| |Have students refer to pp. 70 and 96 for a list of adjectives to add to the following nouns, making | | |

| |sure that the endings are correct in number and gender: las señoritas; los profesores; las | | |

| |calculadoras; las clases. | | |

|3. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Practice Workbook: 3B-5 |

| |Practice Workbook 3B-5 | |[pic] Practice Workbook: 3B-5 Answers |

| |Assign 3B-5 for homework or in-class work. | |[pic] Prueba 3B-3, The plural of adjectives |

| |Go Online (p. 157) | |[pic] Answer Key: Prueba 3B-3, The plural of |

| |Have students Go Online at home or in class for more practice with the plural of adjectives. | |adjectives |

| |Prueba 3B-3: The plurals of adjectives | |[pic] REALIDADES para hispanohablantes: Prueba |

| |Remind students to prepare for Prueba 3B-3, which will be administered during the next class period,| |3B-3, The plural of adjectives |

| |and ask if they have any questions about the material to be covered. | |[pic] REALIDADES para hispanohablantes: Answer |

| |STUDENTS WITH SPECIAL NEEDS | |Key: Prueba 3B-3, The plural of adjectives |

| |Guided Practice Activities for Vocabulary and Grammar: The plurals of adjectives. Have students | |[pic] QuickTake Quiz 3B-3 |

| |complete guided practice activities for homework or in-class work to reinforce grammar concepts for | |[pic] Guided Practice Activities: 3B-1, The |

| |extra practice. | |plurals of adjectives |

| | | |[pic] Guided Practice Activities: 3B-2, The |

| | | |plurals of adjectives |

| | | |[pic] Guided Practice Activities Answer Key: |

| | | |3B-1, The plurals of adjectives |

|4. |WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL RESOURCES) | |Targeted Resources |

| | | |[pic] Guided Practice Activities Answer Key: |

| | | |3B-2, The plurals of adjectives |

|5. |BLOCK SCHEDULE (40 minutes) | |Targeted Resources |

| |Have students create posters illustrating the Food Guide Pyramid. They can cut out pictures from | | |

| |magazines or grocery store ads. Encourage them to find additional foods and place them in the | | |

| |appropriate categories. They should label their posters and explain them to the class. | | |

|Tema 3, Capítulo 3B |[pic] Completed |

|Day 5 | |

| Learn to pronounce the consonants l and ll in Spanish |National Standards |

|Learn about the verb ser |1.2, 4.1 |

|Listen to and understand statements about food sold at a market | |

| | |

|Vocabulary: Food groups vocabulary | |

|Technology: Overhead/LCD projector, CD player, VCR/DVD player | |

|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (25 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Writing, Audio & Video Activity Workbook:|

| |Practice Workbook 3B-5 | |Cap. 3B, Audio Activity 7 |

| |Assign 3B-5 for homework or in-class work. | |[pic] Writing, Audio & Video Activity Workbook:|

| |Go Online (p. 157) | |Cap. 3B, Writing Activity 11 |

| |Have students Go Online at home or in class for more practice with the plural of adjectives. | |[pic] Writing, Audio & Video Activity Workbook |

| |Prueba 3B-3: The plurals of adjectives | |Answer Key: Cap. 3B, Audio Activity 7 |

| |Remind students to prepare for Prueba 3B-3, which will be administered during the next class period,| |[pic] Writing, Audio & Video Activity Workbook |

| |and ask if they have any questions about the material to be covered. | |Answer Key: Cap. 3B, Writing Activity 11 |

| |STUDENTS WITH SPECIAL NEEDS | |[pic] TRB: Cap. 3B, Audio Script |

| |Guided Practice Activities for Vocabulary and Grammar: The plurals of adjectives. Have students | |[pic] Practice Workbook: 3B-5 |

| |complete guided practice activities for homework or in-class work to reinforce grammar concepts for | |[pic] Practice Workbook: 3B-5 Answers |

| |extra practice. | |[pic] Prueba 3B-3, The plural of adjectives |

| | | |[pic] Answer Key: Prueba 3B-3, The plural of |

| | | |adjectives |

| | | |[pic] REALIDADES para hispanohablantes: Prueba |

| | | |3B-3, The plural of adjectives |

|2. |WARM-UP/ASSESS (ADDITIONAL RESOURCES) | |Targeted Resources |

| | | |[pic] REALIDADES para hispanohablantes: Answer |

| | | |Key: Prueba 3B-3, The plural of adjectives |

| | | |[pic] QuickTake Quiz 3B-3 |

|3. |PRESENT/PRACTICE (20 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] TRB: Cap. 3B, Communicative Activities |

| |Communicative Activity | |[pic] TRB: Cap. 3B, Audio Script |

| |Assign the Communicative Activity for in-class work. | |[pic] Audio, Cap. 3B |

| |Pronunciación: The letters l and ll (p. 155) | |[pic] Grammar, Cap. 3B |

| |Play Tracks 8 and 9 and go through the Pronunciación with students. Present the consonant sounds | |[pic] Vocabulary & Grammar Transparencies: |

| |along with several examples. | |Transparency 77 |

| |Core Instruction: The verb ser (p. 158) | |[pic] TRB: Cap. 3B, Video Script |

| |Present the grammar box about the verb ser. | |[pic] Answers on Transparencies: Cap. 3B, Act. |

| |View: GramActiva Video (p. 158) | |16 Answers |

| |Show the GramActiva video about the verb ser. | |[pic] Act. 16 Audio, Cap. 3B |

| |Actividad 16 Escucha y escribe (p. 158) | | |

| |Play Track 11. Students listen to customers at a market and indicate listening comprehension. | | |

| |ADVANCED LEARNERS / PRE-AP* | | |

| |Provide a limited explanation of the difference between ser and estar. The formal explanation is in | | |

| |Capítulo 5B, p. 258. | | |

|4. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Writing, Audio & Video Activity Workbook:|

| |Writing Activities 12, 13 | |Cap. 3B, Writing Activity 12 |

| |Assign Writing Activities 12 and 13 for homework or in-class work. | |[pic] Writing, Audio & Video Activity Workbook:|

| |Go Online (p. 159) | |Cap. 3B, Writing Activity 13 |

| |Have students Go Online at home or in class for more practice with the verb ser. | |[pic] Writing, Audio & Video Activity Workbook |

| |STUDENTS WITH SPECIAL NEEDS | |Answer Key: Cap. 3B, Writing Activity 12 |

| |Guided Practice Activities for Vocabulary and Grammar: The verb ser. Have students complete guided | |[pic] Writing, Audio & Video Activity Workbook |

| |practice activities for homework or in-class work to reinforce grammar concepts for extra practice. | |Answer Key: Cap. 3B, Writing Activity 13 |

| | | |[pic] Guided Practice Activities: 3B-3, The |

| | | |verb ser |

| | | |[pic] Guided Practice Activities: 3B-4, The |

| | | |verb ser |

| | | |[pic] Guided Practice Activities Answer Key: |

| | | |3B-3, The verb ser |

| | | |[pic] Guided Practice Activities Answer Key: |

| | | |3B-4, The verb ser |

|5. |BLOCK SCHEDULE (40 minutes) | |Targeted Resources |

| |Have students create posters illustrating the Food Guide Pyramid. They can cut out pictures from | | |

| |magazines or grocery store ads. Encourage them to find additional foods and place them in the | | |

| |appropriate categories. They should label their posters and explain them to the class. | | |

|Tema 3, Capítulo 3B |[pic] Completed |

|Day 6 | |

| Read, understand, and write appropriate forms of the verb ser |National Standards |

|Speak and write about people and places |1.1, 1.2, 1.3, 5.1 |

|Practice speaking and writing adjectives | |

|Give opinions about foods and beverages | |

|Learn about the career of a famous Mexican chef | |

| | |

|Vocabulary: Food groups vocabulary | |

|Technology: Overhead/LCD projector, CD player, VCR/DVD player | |

|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Writing, Audio & Video Activity Workbook:|

| |Homework check | |Cap. 3B, Writing Activity 12 |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | |[pic] Writing, Audio & Video Activity Workbook:|

| |made, reteaching as necessary. | |Cap. 3B, Writing Activity 13 |

| | | |[pic] Writing, Audio & Video Activity Workbook |

| | | |Answer Key: Cap. 3B, Writing Activity 12 |

| | | |[pic] Writing, Audio & Video Activity Workbook |

| | | |Answer Key: Cap. 3B, Writing Activity 13 |

|2. |PRESENT/PRACTICE (40 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Answers on Transparencies: Cap. 3B, Act. |

| |Actividad 15 Línea romántica (p. 158) | |15 Answers |

| |Students read, comprehend, and write appropriate forms of the verb ser. | |[pic] Answers on Transparencies: Cap. 3B, Act. |

| |Actividad 17 En tu escuela (p. 159) | |17 Answers |

| |Students speak and write about people and places. | |[pic] Answers on Transparencies: Cap. 3B, Act. |

| |Actividad 18 ¿Sabroso o malo? (p. 159) | |18 Answers |

| |Students give opinions about food and practice food and beverages vocabulary. | |[pic] Act. 15, Act. 17, Act. 18 Answers, Cap. |

| |Audio Activities 8, 9 | |3B |

| |Play Tracks 12 and 13 and have students complete Audio Activities 8 and 9 in class. | |[pic] Writing, Audio & Video Activity Workbook:|

| |Communicative Activity | |Cap. 3B, Audio Activity 8 |

| |Assign the Communicative Activity for in-class work. | |[pic] Writing, Audio & Video Activity Workbook:|

| |El español en el mundo del trabajo (p. 160) | |Cap. 3B, Audio Activity 9 |

| |Students learn about a famous chef of Mexican cuisine. | |[pic] Writing, Audio & Video Activity Workbook |

| |STUDENTS WITH LEARNING DIFFICULTIES | |Answer Key: Cap. 3B, Audio Activity 8 |

| |For Actividad 17, provide a limited list of possible adjectives for each item. Start by giving | |[pic] Writing, Audio & Video Activity Workbook |

| |students adjectives that already agree, and then have them choose another adjective from the list | |Answer Key: Cap. 3B, Audio Activity 9 |

| |and make the agreement themselves. | |[pic] TRB: Cap. 3B, Audio Script |

| | | |[pic] TRB: Cap. 3B, Communicative Activities |

|3. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Practice Workbook: 3B-6 |

| |Practice Workbook 3B-6, 3B-7 | |[pic] Practice Workbook: 3B-7 |

| |Assign 3B-6 and 3B-7 for homework or in-class work. | |[pic] Practice Workbook: 3B-6 Answers |

| |Go Online (p. 159) | |[pic] Practice Workbook: 3B-7 Answers |

| |Have students Go Online at home or in class for more practice with the verb ser. | |[pic] Prueba 3B-4, The verb ser |

| |Prueba 3B-4: The verb ser | |[pic] Answer Key: Prueba 3B-4, The verb ser |

| |Remind students to prepare for Prueba 3B-4, which will be administered during the next class period,| |[pic] REALIDADES para hispanohablantes: Prueba |

| |and ask if they have any questions about the material to be covered. | |3B-4, The verb ser |

| | | |[pic] REALIDADES para hispanohablantes: Answer |

| | | |Key: Prueba 3B-4, The verb ser |

| | | |[pic] QuickTake Quiz 3B-4 |

|4. |BLOCK SCHEDULE (40 minutes) | |Targeted Resources |

| |Have students create posters illustrating the Food Guide Pyramid. They can cut out pictures from | | |

| |magazines or grocery store ads. Encourage them to find additional foods and place them in the | | |

| |appropriate categories. They should label their posters and explain them to the class. | | |

|Tema 3, Capítulo 3B |[pic] Completed |

|Day 7 | |

| Learn about open-air markets in Central America |National Standards |

|Learn about the origins of many Spanish words for food |1.1, 1.2, 2.1, 3.1, 4.1, 4.2 |

|Read and write with contextualized vocabulary | |

|Read and speak about food and likes and dislikes | |

|Read about and discuss traditional remedies as medical treatments in Spanish-speaking cultures | |

| | |

|Vocabulary: Food groups vocabulary | |

|Technology: Overhead/LCD projector | |

|Pacing: 75 minutes | |

|1. |WARM-UP/ASSESS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Practice Workbook: 3B-6 |

| |Fondo cultural: Los mercados (p. 160) | |[pic] Practice Workbook: 3B-7 |

| |Go over the information and have students respond to the question. | |[pic] Practice Workbook: 3B-6 Answers |

| |Homework check | |[pic] Practice Workbook: 3B-7 Answers |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | |[pic] Prueba 3B-4, The verb ser |

| |made, reteaching as necessary. | |[pic] Answer Key: Prueba 3B-4, The verb ser |

| |Prueba 3B-4: The verb ser | |[pic] REALIDADES para hispanohablantes: Prueba |

| |Administer Prueba 3B-4 in class. | |3B-4, The verb ser |

| | | |[pic] REALIDADES para hispanohablantes: Answer |

| | | |Key: Prueba 3B-4, The verb ser |

| | | |[pic] QuickTake Quiz 3B-4 |

|2. |PRESENT/PRACTICE (25 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Answers on Transparencies: Cap. 3B, |

| |Exploración del lenguaje: Where did it come from? (p. 160) | |Exploración del lenguaje Answers |

| |Explain the origins of many Spanish names for food. | |[pic] Vocabulary & Grammar Transparencies: |

| |Actividad 19 Una pizza para la Buena salud (p. 161) | |Transparency 79 |

| |Students read and write with contextualized vocabulary. | | |

| |Actividad 20 Y tú, ¿qué dices? (p. 161) | | |

| |Students read and speak about food, likes and dislikes, and indicate comprehension. | | |

| |ADVANCED LEARNERS / PRE-AP* | | |

| |Have students research the origins of some of their favorite food items and present their findings | | |

| |to the class. | | |

| |HERITAGE LANGUAGE LEARNERS | | |

| |Have students choose four food items and explore the different names they have in different | | |

| |Spanish-speaking countries. | | |

|3. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | | |

| |Perspectivas del mundo hispano: ¿Qué haces para mantener la salud? (p. 164) | | |

| |Present the material from Perspectivas del mundo hispano and have students complete the activities | | |

| |in class. | | |

| |HERITAGE LANGUAGE LEARNERS | | |

| |Ask students if they know of any traditional remedies that may have been passed down in their family| | |

| |or in families they know. Encourage them to share their stories with the class. | | |

| |ADVANCED LEARNERS / PRE-AP* | | |

| |Have students learn about the Amazon rain forest, where it is located, and why scientists are | | |

| |interested in the plans and animals that live there. Ask students to give a short explanation about | | |

| |possible medicines and cures that might come from the region. | | |

|4. |BLOCK SCHEDULE (40 minutes) | |Targeted Resources |

| |Have students create posters illustrating the Food Guide Pyramid. They can cut out pictures from | | |

| |magazines or grocery store ads. Encourage them to find additional foods and place them in the | | |

| |appropriate categories. They should label their posters and explain them to the class. | | |

|Tema 3, Capítulo 3B |[pic] Completed |

|Day 8 | |

| Read and demonstrate understanding of an article about athletes’ diets |National Standards |

|Learn to write dates using Spanish language conventions |1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2 |

|Learn about the popularity of soccer in Spanish-speaking countries | |

|Create and illustrate a presentation about good eating habits and exercise | |

|Read about and discuss the countries in southern South America | |

| | |

|Vocabulary: Food groups vocabulary | |

|Technology: Overhead/LCD projector, CD player | |

|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | | |

| |Homework check | | |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | | |

| |made, reteaching as necessary. | | |

|2. |PRESENT/PRACTICE (40 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Vocabulary & Grammar Transparencies: |

| |Lectura: La comida de los atletas (pp. 162-163) | |Transparency 16 |

| |Students read an article about athletes’ diets. | |[pic] Vocabulary & Grammar Transparencies: |

| |¿Comprendes? (p. 163) | |Transparency 80 |

| |Students demonstrate comprehension of the Lectura by writing and discussing answers to several | |[pic] Answers on Transparencies: Cap. 3B, |

| |questions. | |¿Comprendes? Answers |

| |Fondo cultural: ¡Goooooooooooool! (p. 163) | |[pic] Answers, Cap. 3B |

| |Go over the information and have students respond to the questions. | |[pic] Presentación oral and escrita Rubrics |

| |Presentación escrita: Steps 1, 5 (p. 165) | |[pic] REALIDADES para hispanohablantes: |

| |Have students begin work on Step 1 in class. Explain to students how the presentation will be | |Presentación oral and escrita Rubrics |

| |graded. | |[pic] Pre-AP* Resource Book: Reading Strategies|

| |El mundo hispano: América del Sur, Parte sur (pp. 166-167) | | |

| |Present the material from El mundo hispano and have students complete the activities in class. | |[pic] Pre-AP* Resource Book: Writing Strategies|

| |HERITAGE LANGUAGE LEARNERS | | |

| |Remind students to pay close attention to the correct spelling of words that are frequently spelled | | |

| |incorrectly. | | |

| |Haves students choose a South American country and research foods and regional dishes. | | |

| |STUDENTS WITH LEARNING DIFFICULTIES | | |

| |Suggest that students move their fingers along the lines to find any information they understand if | | |

| |they have problems skimming. Stress that they will not understand every word, nor will they need to.| | |

|3. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Presentación oral and escrita Rubrics |

| |Presentación escrita: Step 2 (p. 165) | |[pic] REALIDADES para hispanohablantes: |

| |Have students complete Step 2 in class. | |Presentación oral and escrita Rubrics |

| |Preparación para el examen 3, 4, 5 (p. 169) | |[pic] TRB: Cap. 3B, Audio Script |

| |Have students complete tasks 3, 4, and 5 in class. | |[pic] Answers on Transparencies: Cap. 3B, |

| |Go Online: Lectura (p. 163) | |Preparación para el examen Answers |

| |Have students Go Online at home or in class to do an Internet link activity. | |[pic] Answers, Cap. 3B |

| |Go Online: El mundo hispano (p. 166) | |[pic] Atlas, Cap. 3B |

| |Have students Go Online at home or in class to view the Online Atlas. | |[pic] REALIDADES para hispanohablantes: Cap. |

| |HERITAGE LANGUAGE LEARNERS | |3B, ¡Adelante! |

| |Realidades para hispanohablantes: ¡Adelante!, 3B. Assign for homework or in-class work. | |[pic] REALIDADES para hispanohablantes Answer |

| |STUDENTS WITH SPECIAL NEEDS | |Key: Cap. 3B, ¡Adelante! |

| |Guided Practice Activities for Vocabulary and Grammar: Lectura: La comida de los atletas. Have | |[pic] Guided Practice Activities: 3B-5, |

| |students complete guided practice activity for homework or in-class work. | |Lectura: La comida de los atletas |

| |Guided Practice Activities for Vocabulary and Grammar: Presentación escrita. Have students complete | |[pic] Guided Practice Activities: 3B-6, |

| |guided practice activity for homework or in-class work. | |Presentación escrita |

| |STANDARDIZED TEST PRACTICE | | |

| |Reading and Writing for Success: Assign a practice standardized test for homework or in-class work. | | |

| |Review with students how the test will be scored, including how the rubric is used. | | |

|4. |WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL RESOURCES) | |Targeted Resources |

| |Tema 3, Capítulo 3B | |[pic] Guided Practice Activities Answer Key: |

| |[pic] Completed | |3B-5, Lectura: La comida de los atletas |

| | | |[pic] Guided Practice Activities Answer Key: |

| |Day 9 | |3B-6, Presentación escrita |

| | | |[pic] Reading and Writing for Success: Test 6 |

| | | |[pic] Reading and Writing for Success Answer |

| | | |Key: Test 6 |

| |Complete a presentation about good eating habits and exercise | | |

| | | | |

| |Vocabulary: Food groups vocabulary | | |

| |Technology: Overhead/LCD projector, CD player | | |

| |Pacing: 90 minutes | | |

| |National Standards | | |

| |1.2, 1.3, 2.1, 4.2 | | |

| | | | |

| | | | |

| |1. | | |

| |WARM-UP/ASSESS (5 minutes) | | |

| | | | |

| |Targeted Resources | | |

| | | | |

| | | | |

| |ALL STUDENTS | | |

| |Homework check | | |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | | |

| |made, reteaching as necessary. | | |

| | | | |

| |[pic] Presentación oral and escrita Rubrics | | |

| |[pic] REALIDADES para hispanohablantes: Presentación oral and escrita Rubrics | | |

| |[pic] TRB: Cap. 3B, Audio Script | | |

| |[pic] Answers on Transparencies: Cap. 3B, Preparación para el examen Answers | | |

| | | | |

| | | | |

| |2. | | |

| |PRESENT/PRACTICE (40 minutes) | | |

| | | | |

| |Targeted Resources | | |

| | | | |

| | | | |

| |ALL STUDENTS | | |

| |Presentación escrita: Step 3 (p. 165) | | |

| |Have students complete Step 3 in class. | | |

| |Vocabulario y gramática (p. 168) | | |

| |Review chapter vocabulary and grammar with students to prepare them for the Examen del capítulo. | | |

| |Preparación para el examen 1, 2 (p. 169) | | |

| |Play Track 15. Have students complete tasks 1 and 2 in class. | | |

| |STUDENTS WITH LEARNING DIFFICULTIES | | |

| |Review the test format and scoring with students. Help them decide which parts they need to study | | |

| |most. | | |

| |ADVANCED LEARNERS / PRE-AP* | | |

| |Encourage students to prepare a picture dictionary of the food items from this chapter and from | | |

| |Capítulo 3A. Have students draw and label their entries in alphabetical order. | | |

| | | | |

| |[pic] Presentación oral and escrita Rubrics | | |

| |[pic] REALIDADES para hispanohablantes: Presentación oral and escrita Rubrics | | |

| |[pic] TRB: Cap. 3B, Audio Script | | |

| |[pic] TRB: Cap. 3B, Vocabulary Clip Art | | |

| |[pic] TRB: Cap. 3B, Situation Cards | | |

| |[pic] Answers on Transparencies: Cap. 3B, Preparación para el examen Answers | | |

| |[pic] Go Online | | |

| |[pic] Pre-AP* Resource Book: Writing Strategies | | |

| | | | |

| | | | |

| |3. | | |

| |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | | |

| | | | |

| |Targeted Resources | | |

| | | | |

| | | | |

| |ALL STUDENTS | | |

| |Presentación escrita: Step 4 (p. 165) | | |

| |Have students complete their presentations in class. | | |

| |Practice Workbook 3B-8, 3B-9 | | |

| |Assign 3B-8 and 3B-9 for homework or in-class work. | | |

| |Go Online: Self-test (p. 169) | | |

| |Have students Go Online at home or in class to prepare for the Examen del capítulo. | | |

| |HERITAGE LANGUAGE LEARNERS | | |

| |Realidades para hispanohablantes: Repaso del capítulo, 3B. Assign for homework or in-class work. | | |

| | | | |

| |[pic] Presentación oral and escrita Rubrics | | |

| |[pic] REALIDADES para hispanohablantes: Presentación oral and escrita Rubrics | | |

| |[pic] Practice Workbook: 3B-8 | | |

| |[pic] Practice Workbook: 3B-9 | | |

| |[pic] Practice Workbook: 3B-8 Answers | | |

| |[pic] Practice Workbook: 3B-9 Answers | | |

| |[pic] REALIDADES para hispanohablantes: Cap. 3B, Repaso del capítulo | | |

| |[pic] REALIDADES para hispanohablantes Answer Key: Cap. 3B, Repaso del capítulo | | |

| | | | |

| | | | |

| |4. | | |

| |WRAP-UP/HOMEWORK OPTIONS | | |

| | | | |

| |Targeted Resources | | |

| | | | |

| | | | |

| |ALL STUDENTS | | |

| |Examen del capítulo, 3B | | |

| |Remind students to review for the Examen del capítulo. | | |

| | | | |

| |[pic] Examen del capítulo, 3B | | |

| |[pic] Answer Key: Examen del capítulo, 3B | | |

| |[pic] REALIDADES para hispanohablantes: Examen del capítulo, 3B | | |

| |[pic] REALIDADES para hispanohablantes: Answer Key: Examen del capítulo, 3B | | |

| |[pic] QuickTake Chapter Test | | |

| |[pic] Examen del capítulo Rubrics | | |

| |[pic] Listening Comprehension Scripts | | |

| |[pic] Speaking Proficiency Scripts | | |

| |[pic] REALIDADES para hispanohablantes: Examen del capítulo Rubrics | | |

| |[pic] REALIDADES para hispanohablantes: Listening Comprehension Scripts | | |

| | | | |

| | | | |

| |5. | | |

| |WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL RESOURCES) | | |

| | | | |

| |Targeted Resources | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |[pic] REALIDADES para hispanohablantes: Speaking Proficiency Scripts | | |

| |[pic] ExamView, All Students: Test Bank A, Cap. 3B | | |

| |[pic] ExamView, All Students: Test Bank B, Cap. 3B | | |

| |[pic] ExamView, Heritage Learners: Cap. 3B | | |

| |[pic] ExamView, Pre-AP*: Cap. 3B | | |

| | | | |

| | | | |

| |6. | | |

| |BLOCK SCHEDULE (40 minutes) | | |

| | | | |

| |Targeted Resources | | |

| | | | |

| | | | |

| |Have students create posters illustrating the Food Guide Pyramid. They can cut out pictures from | | |

| |magazines or grocery store ads. Encourage them to find additional foods and place them in the | | |

| |appropriate categories. They should label their posters and explain them to the class. | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Tema 3, Capítulo 3B |[pic] Completed |

|Day 10 | |

| |National Standards |

| |1.2, 1.3, 2.1, 4.2 |

|Vocabulary: Food groups vocabulary | |

|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (50 minutes) | |Targeted Resources |

| |ALL STUDENTS | |[pic] Presentación oral and escrita Rubrics |

| |Homework check | |[pic] REALIDADES para hispanohablantes: |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | |Presentación oral and escrita Rubrics |

| |made, reteaching as necessary. | |[pic] Practice Workbook: 3B-8 |

| | | |[pic] Practice Workbook: 3B-9 |

| | | |[pic] Practice Workbook: 3B-8 Answers |

| | | |[pic] Practice Workbook: 3B-9 Answers |

| | | |[pic] TRB: Cap. 3B, Vocabulary Clip Art |

|2. |WARM-UP/ASSESS | |Targeted Resources |

| |ALL STUDENTS | |[pic] Examen del capítulo, 3B |

| |Examen del capítulo, 3B | |[pic] Answer Key: Examen del capítulo, 3B |

| |Administer Examen del capítulo, 3B in class. | |[pic] REALIDADES para hispanohablantes: Examen |

| |HERITAGE LANGUAGE LEARNERS | |del capítulo, 3B |

| |Realidades para hispanohablantes Assessment Program: Examen del capítulo. Administer Examen del | |[pic] REALIDADES para hispanohablantes: Answer |

| |capítulo, 3B in class. | |Key: Examen del capítulo, 3B |

| |STUDENTS WITH SPECIAL NEEDS | |[pic] QuickTake Chapter Test |

| |Alternate Assessment Program: Examen del capítulo. Administer Examen del capítulo, 3B in class. | |[pic] Examen del capítulo Rubrics |

| | | |[pic] Listening Comprehension Scripts |

| | | |[pic] Speaking Proficiency Scripts |

| | | |[pic] REALIDADES para hispanohablantes: Examen |

| | | |del capítulo Rubrics |

| | | |[pic] REALIDADES para hispanohablantes: |

| | | |Listening Comprehension Scripts |

|3. |WARM-UP/ASSESS (ADDITIONAL RESOURCES) | |Targeted Resources |

| | | |[pic] REALIDADES para hispanohablantes: |

| | | |Speaking Proficiency Scripts |

| | | |[pic] Alternate Assessment: Examen del |

| | | |capítulo, 3B |

| | | |[pic] Answer Key: Alternate Assessment: Examen |

| | | |del capítulo, 3B |

| | | |[pic] ExamView, All Students: Test Bank A, Cap.|

| | | |3B |

| | | |[pic] ExamView, All Students: Test Bank B, Cap.|

| | | |3B |

| | | |[pic] ExamView, Heritage Learners: Cap. 3B |

| | | |[pic] ExamView, Pre-AP*: Cap. 3B |

|4. |BLOCK SCHEDULE (40 minutes) | |Targeted Resources |

| |Have students create posters illustrating the Food Guide Pyramid. They can cut out pictures from | | |

| |magazines or grocery store ads. Encourage them to find additional foods and place them in the | | |

| |appropriate categories. They should label their posters and explain them to the class. | | |

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