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

|Day 1 | |

| Learn about the painter Bartolomé Murillo |National Standards |

|Learn new vocabulary about foods and beverages eaten for breakfast and lunch |1.2, 2.1, 2.2, 3.1 |

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

|Listen to and distinguish between statements about breakfast and lunch | |

| | |

|Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary | |

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

|Pacing: 90 minutes | |

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

| |ALL STUDENTS | |[pic] Examen del capítulo, 2B |

| |Return the Examen del capítulo | |[pic] Answer Key: Examen del capítulo, 2B |

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

| | | |del capítulo, 2B |

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

| | | |Key: Examen del capítulo, 2B |

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

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

| |Objectives (p. 123) | |Transparencies 12-20 |

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

| |Fondo cultural: Bartolomé Murillo (p. 122) | | |

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

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

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

| |Core Instruction: Vocabulario y gramática en contexto (p. 124) | |[pic] Act. 1, Act. 2 Audio, Cap. 3A |

| |Play Tracks 1 and 2. Present new vocabulary about foods and beverages eaten for breakfast and lunch.| |[pic] Vocabulary & Grammar Transparencies: |

| |Actividad 1 ¿Beber o comer? (p. 125) | |Transparency 65 |

| |Play Track 3. Students listen to someone talk about food and beverage vocabulary. | |[pic] Vocabulary & Grammar Transparencies: |

| |Actividad 2 ¿El desayuno o el almuerzo? (p. 125) | |Transparency 66 |

| |Play Track 4. Students listen to someone talk about food vocabulary and distinguish between | |[pic] TRB: Cap. 3A, Input Script |

| |breakfast and lunch. | |[pic] TRB: Cap. 3A, Vocabulary Clip Art |

| |HERITAGE LANGUAGE LEARNERS | |[pic] TPR Stories: Tema 3 |

| |Ask students to name fruits, vegetables, and meats that are popular in their heritage countries. | |[pic] TRB: Cap. 3A, Audio Script |

| |Have them give an example of where these products are available in their community. | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |STUDENTS WITH LEARNING DIFFICULTIES | |1 Answers |

| |Provide students with a two-column chart to help them organize vocabulary. | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |Have students write grocery lists with four or five items from the picture on p. 124. Working in | |2 Answers |

| |pairs, have students take turns reading prices from the advertisement while their partner checks | | |

| |items off the list. | | |

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

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

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

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

| |Go Online (p. 123) | |[pic] Practice Workbook: 3A-2 Answers |

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

| |Go Online (p. 125) | |3A, A primera vista |

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

| |HERITAGE LANGUAGE LEARNERS | |Key: Cap. 3A, A primera vista |

| |Realidades para hispanohablantes: A primera vista, 3A. Assign for homework or in-class work. | |[pic] Guided Practice Activities: Vocabulary |

| |STUDENTS WITH SPECIAL NEEDS | |Flash Cards, Vocabulary Check |

| |Guided Practice Activities for Vocabulary and Grammar: Vocabulary Flash Cards, Vocabulary Check. | |[pic] Guided Practice Activities Answer Key: |

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

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

| |Have students write the new vocabulary for food and beverage items in Spanish on individual index | | |

| |cards. Collect the cards and put them into a box. Then assign each student either breakfast or | | |

| |lunch. Students should choose three cards and tell you if the food is logical for the meal you | | |

| |assigned them. | | |

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

|Day 2 | |

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

|Recognize similarities and differences between breakfast and lunch in Costa Rica and the United States |1.2, 1.3 |

|Watch and listen to the video and understand new vocabulary and grammar in authentic context | |

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

| | |

|Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary | |

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

|Pacing: 90 minutes | |

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

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

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

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

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

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

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

| |Core Instruction: Videohistoria El desayuno (pp. 126-127) | |[pic] Vocabulary & Grammar Transparencies: |

| |Present additional vocabulary and grammar by showing transparencies and having students look at | |Transparency 67 |

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

| | | |Transparency 68 |

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

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

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

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

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

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

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

| |in context. | |4 |

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

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

| |Actividad 3 ¿Comprendes? (p. 127) | |[pic] Act. 3 Answers, Cap. 3A |

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

| |STUDENTS WITH SPECIAL NEEDS | |Strategies |

| |Provide hearing-impaired students with a copy of the script of the Videohistoria so that they may | | |

| |follow along and engage in postviewing activities. | | |

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

| |Have students prepare a short dialogue based on the Videohistoria in which they change the foods | | |

| |that are discussed, and then present their dialogues to the class. | | |

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

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

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

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

| |Go Online (p. 127) | |[pic] Practice Workbook: 3A-4 Answers |

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

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

| |Remind students to prepare for Prueba 3A-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 |

| | | |3A-1, Vocabulary recognition |

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

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

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

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

| |Have students write the new vocabulary for food and beverage items in Spanish on individual index | | |

| |cards. Collect the cards and put them into a box. Then assign each student either breakfast or | | |

| |lunch. Students should choose three cards and tell you if the food is logical for the meal you | | |

| |assigned them. | | |

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

|Day 3 | |

| Write names of breakfast and lunch foods |National Standards |

|Use a Venn diagram to organize ideas |1.1, 1.2, 1.3, 2.2, 3.1, 4.2 |

|Listen to and comprehend descriptions of food | |

|Review prepositions of location | |

|Ask and answer questions about eating habits | |

|Talk about food likes and dislikes | |

|Learn about using nouns to modify another noun | |

|Write about food in a personalized context | |

|Learn about social and historical connections of the Columbian Exchange | |

|Read a Mexican recipe and write about inter-cultural ingredients | |

|Write and speak about favorite meals | |

| | |

|Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary | |

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

|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (20 minutes) | |Targeted Resources |

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

| |Actividad 4 ¿El desayuno o el almuerzo? (p. 128) | |Transparency 2 |

| |Students write names of breakfast and lunch foods, and use a Venn diagram to organize ideas. | |[pic] Act. 4 Answers, Cap. 3A |

| |Homework check | |[pic] Practice Workbook: 3A-3 |

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

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

| |Prueba 3A-1: Vocabulary recognition | |[pic] Practice Workbook: 3A-4 Answers |

| |Administer Prueba 3A-1 in class. | |[pic] Prueba 3A-1, Vocabulary recognition |

| |STUDENTS WITH SPECIAL NEEDS | |[pic] Answer Key: Prueba 3A-1, Vocabulary |

| |For Actividad 4, pair visually impaired students with other students who will say the Spanish names | |recognition |

| |of the items pictured. Have the visually impaired students say whether or not the item is | |[pic] REALIDADES para hispanohablantes: Prueba |

| |appropriate for desayuno, almuerzo, or los dos. | |3A-1, Vocabulary recognition |

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

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

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

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

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

| |ALL STUDENTS | |[pic] TRB: Cap. 3A, Audio Script |

| |Actividad 5 ¿Dónde están? (p.128) | |[pic] Act. 5 Audio, Cap. 3A |

| |Play Track 6. Students listen to someone reading descriptions of food and indicate comprehension. | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |Actividad 7 ¿Qué comes? (p. 129) | |5 Answers |

| |Working with a partner, students ask and answer questions about eating habits. | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |Actividad 8 Mis comidas favoritas (p. 130) | |7 Answers |

| |Working with a partner, students talk about food likes and dislikes. | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |Exploración del lenguaje: Using a noun to modify another noun (p. 130) | |8 Answers |

| |Present the concept of and rules for using a noun to modify another noun. | |[pic] Answers on Transparencies: Cap. 3A, |

| |Audio Activities 5, 6 | |Exploración del lenguaje Answers |

| |Play Tracks 7 and 8 and have students complete Audio Activities 5 and 6 in class. | |[pic] Writing, Audio & Video Activity Workbook:|

| |STUDENTS WITH LEARNING DIFFICULTIES | |Cap. 3A, Audio Activity 5 |

| |Have students illustrate some of the word combinations in the Exploración del lenguaje by cutting | |[pic] Writing, Audio & Video Activity Workbook:|

| |images from a magazine and pasting them on a poster board. | |Cap. 3A, Audio Activity 6 |

| |ADVANCED LEARNERS / PRE-AP* | |[pic] Writing, Audio & Video Activity Workbook |

| |Ask students to think of three brand names of food and drink items. Have them say only the brand | |Answer Key: Cap. 3A, Audio Activity 5 |

| |name, and call on a volunteer to explain what it is. Continue the game with another brand. | | |

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

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

| | | |Answer Key: Cap. 3A, Audio Activity 6 |

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

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

| |Actividad 6 ¿Qué bebes? (p. 129) | |10 Answers |

| |Students write about food in a personalized context. | |[pic] Act. 10 Answers, Cap. 3A |

| |Actividad 9 El intercambio entre dos mundos (p. 131) | |[pic] Prueba 3A-2, Vocabulary production |

| |Students read about the Colombian Exchange. | |[pic] Answer Key: Prueba 3A-2, Vocabulary |

| |Actividad 10 Las enchiladas (p. 131) | |production |

| |Students read a Mexican recipe and write about inter-cultural ingredients. | |[pic] REALIDADES para hispanohablantes: Prueba |

| |Actividad 11 Y tú, ¿qué dices? (p. 131) | |3A-2, Vocabulary production |

| |Students write and speak about their favorite meals. | |[pic] REALIDADES para hispanohablantes: Answer |

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

| |Remind students to prepare for Prueba 3A-2, which will be administered during the next class period,| |[pic] REALIDADES para hispanohablantes: Cap. |

| |and ask if they have any questions about the material to be covered. | |3A, Manos a la obra |

| |HERITAGE LANGUAGE LEARNERS | |[pic] REALIDADES para hispanohablantes Answer |

| |Realidades para hispanohablantes: Manos a la obra, 3A. Assign for homework or in-class work. | |Key: Cap. 3A, Manos a la obra |

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

| |After reading Actividad 9, have students begin a research project about the development of the | | |

| |Spanish colonies in Central and South America after the arrival of Columbus. | | |

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

| |Have students write the new vocabulary for food and beverage items in Spanish on individual index | | |

| |cards. Collect the cards and put them into a box. Then assign each student either breakfast or | | |

| |lunch. Students should choose three cards and tell you if the food is logical for the meal you | | |

| |assigned them. | | |

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

|Day 4 | |

| Learn about the present tense of -er and -ir verbs |National Standards |

|Write complete sentences with forms of an -ir verb |1.1, 1.2, 1.3, 4.1 |

|Ask questions using comer and beber | |

| | |

|Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary | |

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

|Pacing: 90 minutes | |

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

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

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

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

| |Communicative Activity | |Answer Key: Cap. 3A, Writing Activity 10 |

| |Assign the Communicative Activity for in-class work. | |[pic] TRB: Cap. 3A, Communicative Activities |

| |Homework check | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | |10 Answers |

| |made, reteaching as necessary. | |[pic] Prueba 3A-2, Vocabulary production |

| |Prueba 3A-2: Vocabulary production | |[pic] Answer Key: Prueba 3A-2, Vocabulary |

| |Administer Prueba 3A-2 in class. | |production |

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

| | | |3A-2, Vocabulary production |

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

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

|2. |PRESENT/PRACTICE (20 minutes) | |Targeted Resources |

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

| |Core Instruction: Present tense of -er and -ir verbs (p. 132) | |Transparency 69 |

| |Present the grammar box about the present tense of -er and -ir verbs. | |[pic] TRB: Cap. 3A, Video Script |

| |View: GramActiva Video (p. 132) | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |Show the GramActiva video about the present tense of -er and -ir verbs. | |12 Answers |

| |Actividad 12 ¿Quiénes comparten el almuerzo? (p. 132) | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |Students write complete sentences with forms of an -ir verb. | |13 Answers |

| |Actividad 13 ¿Qué beben y qué comen? (p. 133) | |[pic] Writing, Audio & Video Activity Workbook:|

| |Working with a partner, students ask questions using comer and beber. | |Cap. 3A, Audio Activity 7 |

| |Audio Activity 7 | |[pic] Writing, Audio & Video Activity Workbook |

| |Play Track 9 and have students complete Audio Activity 7 in class. | |Answer Key: Cap. 3A, Audio Activity 7 |

| |STUDENTS WITH LEARNING DIFFICULTIES | |[pic] TRB: Cap. 3A, Audio Script |

| |When presenting the Gramática, point out the infinitives and demonstrate how the -er and -ir are | |[pic] Pre-AP* Resource Book: Listening |

| |removed and new endings added. Review the process of changing verb forms with -ar verbs. | |Strategies |

| |ADVANCED LEARNERS / PRE-AP* | |[pic] Pre-AP* Resource Book: Speaking |

| |Have students draw pictures to illustrate the -er and -ir verbs. Ask them to write a subject pronoun| |Strategies |

| |for each illustration. Have pairs exchange papers and say what the people are doing in the drawings.| | |

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

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

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

| |Assign 3A-5 for homework or in-class work. | |[pic] Guided Practice Activities: 3A-1, Present|

| |Go Online (p. 133) | |tense of -er and -ir verbs |

| |Have students Go Online at home or in class for more practice with -er and -ir verbs. | |[pic] Guided Practice Activities: 3A-2, Present|

| |STUDENTS WITH SPECIAL NEEDS | |tense of -er and -ir verbs |

| |Guided Practice Activities for Vocabulary and Grammar: Present tense of -er and –ir verbs. Have | |[pic] Guided Practice Activities Answer Key: |

| |students complete guided practice activities for homework or in-class work to reinforce grammar | |3A-1, Present tense of -er and -ir verbs |

| |concepts for extra practice. | |[pic] Guided Practice Activities Answer Key: |

| | | |3A-2, Present tense of -er and -ir verbs |

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

| |Have students write the new vocabulary for food and beverage items in Spanish on individual index | | |

| |cards. Collect the cards and put them into a box. Then assign each student either breakfast or | | |

| |lunch. Students should choose three cards and tell you if the food is logical for the meal you | | |

| |assigned them. | | |

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

|Day 5 | |

| Read a postcard and write correct verb forms |National Standards |

|Write and talk about foods in a personalized context |1.1, 1.2, 1.3, 2.1, 4.2 |

|Write and read sentences based on chart information | |

|Learn about breakfast in Spanish-speaking countries | |

| | |

|Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary | |

|Technology: Overhead/LCD projector | |

|Pacing: 90 minutes | |

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

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

| |Writing Activity 11 | |Cap. 3A, Writing Activity 11 |

| |Assign Writing Activity 11 for in-class work. | |[pic] Writing, Audio & Video Activity Workbook |

| |Homework check | |Answer Key: Cap. 3A, Writing Activity 11 |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | |[pic] Practice Workbook: 3A-5 |

| |made, reteaching as necessary. | |[pic] Practice Workbook: 3A-5 Answers |

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

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

| |Actividad 14 Una tarjeta postal (p. 133) | |14 Answers |

| |Students read a postcard and indicate comprehension by writing correct verb forms. | |[pic] Act. 14 Answers, Cap. 3A |

| |Actividad 15 Los sábados y la comida (p. 134) | |[pic] TRB: Cap. 3A, GramActiva BLMs |

| |Working with a partner, students write and talk about foods in a personalized context. | |[pic] TRB: Cap. 3A, Communicative Activities |

| |Actividad 16 Los hábitos de la clase (p. 134) | | |

| |Students write and read sentences based on chart information from Actividad 15. | | |

| |Fondo cultural: El desayuno (p. 134) | | |

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

| |Communicative Activity | | |

| |Assign the Communicative Activity for in-class work. | | |

| |STUDENTS WITH LEARNING DIFFICULTIES | | |

| |For Actividad 15, provide students with colored pencils. Have them fill in their information and | | |

| |their classmates’ information with different colors. | | |

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

| |ALL STUDENTS | |[pic] Prueba 3A-3, Present tense of -er and -ir|

| |Prueba 3A-3: Present tense of -er and -ir verbs (p. 132) | |verbs |

| |Remind students to prepare for Prueba 3A-3, which will be administered during the next class period,| |[pic] Answer Key: Prueba 3A-3, Present tense of|

| |and ask if they have any questions about the material to be covered. | |-er and -ir verbs |

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

| | | |3A-3, Present tense of -er and -ir verbs |

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

| | | |Key: Prueba 3A-3, Present tense of -er and -ir |

| | | |verbs |

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

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

| |Have students write the new vocabulary for food and beverage items in Spanish on individual index | | |

| |cards. Collect the cards and put them into a box. Then assign each student either breakfast or | | |

| |lunch. Students should choose three cards and tell you if the food is logical for the meal you | | |

| |assigned them. | | |

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

|Day 6 | |

| Learn about using me gustan and me encantan |National Standards |

|Listen to food vocabulary and indicate likes and dislikes using manipulatives |1.1, 1.2, 1.3, 4.1, 5.2 |

|Write personalized sentences about food preferences | |

|Answer survey questions about likes and dislikes | |

|Read and understand a menu | |

| | |

|Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary | |

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

|Pacing: 90 minutes | |

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

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

| |Review of -er and -ir verbs (p. 132) | |Transparency 69 |

| |Review the presentation about the present tense of -er and -ir verbs. | |[pic] TRB: Cap. 3A, Video Script |

| |Prueba 3A-3: Present tense of -er and -ir verbs | |[pic] Prueba 3A-3, Present tense of -er and -ir|

| |Administer Prueba 3A-3 in class. | |verbs |

| | | |[pic] Answer Key: Prueba 3A-3, Present tense of|

| | | |-er and -ir verbs |

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

| | | |3A-3, Present tense of -er and -ir verbs |

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

| | | |Key: Prueba 3A-3, Present tense of -er and -ir |

| | | |verbs |

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

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

| |ALL STUDENTS | |[pic] Grammar, Cap. 3A |

| |Core Instruction: Me gustan, me encantan (p. 135) | |[pic] Act. 17 Audio, Cap. 3A |

| |Present the grammar box about me gustan and me encantan. | |[pic] Act. 18 Answers, Cap. 3A |

| |View: GramActiva Video (p. 135) | |[pic] TRB: Cap. 3A, Video Script |

| |Show the GramActiva video about me gustan and me encantan. | |[pic] TRB: Cap. 3A, Audio Script |

| |Actividad 17 ¿Gusta o gustan? (p. 135) | |[pic] Answers on Transparencies: Cap. 3A, Act. |

| |Play Track 10. Students listen to food vocabulary and indicate likes and dislikes using | |17 Answers |

| |manipulatives. | |[pic] Vocabulary & Grammar Transparencies: |

| |Actividad 18 ¿Qué te gusta? (p. 135) | |Transparency 71 |

| |Students write personalized sentences about food preferences. | |[pic] Writing, Audio & Video Activity Workbook:|

| |Actividad 19 ¿Qué te gusta más? (p. 136) | |Cap. 3A, Audio Activity 8 |

| |Working with a partner, students answer survey questions about likes and dislikes. | |[pic] Writing, Audio & Video Activity Workbook:|

| |Audio Activities 8, 9 | |Cap. 3A, Audio Activity 9 |

| |Play Tracks 11 and 12 and have students complete Audio Activities 8 and 9 in class. | |[pic] Writing, Audio & Video Activity Workbook |

| |STUDENTS WITH SPECIAL NEEDS | |Answer Key: Cap. 3A, Audio Activity 8 |

| |For Actvidad 17, provide students that may have difficulty manipulating three pieces of paper with | | |

| |four different index cards, labeled me gusta, me gustan, no me gusta, and no me gustan. | | |

|3. |PRESENT/PRACTICE (ADDITIONAL RESOURCES) | |Targeted Resources |

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

| | | |Answer Key: Cap. 3A, Audio Activity 9 |

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

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

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

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

| |Actividad 20 ¿Qué comida hay en el Ciberc@fé @rrib@? (p. 137) | |[pic] Practice Workbook: 3A-7 Answers |

| |Students read a menu and demonstrate reading comprehension by answering questions. | |[pic] Vocabulary & Grammar Transparencies: |

| |Go Online (p. 137) | |Transparency 72 |

| |Have students Go Online at home or in class for more practice with me gusta(n) / me encanta(n). | |[pic] Prueba 3A-4, Me gustan, me encantan |

| |Prueba 3A-4: Me gustan, me encantan | |[pic] Answer Key: Prueba 3A-4, Me gustan, me |

| |Remind students to prepare for Prueba 3A-4, which will be administered during the next class period,| |encantan |

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

| |STUDENTS WITH LEARNING DIFFICULTIES | |3A-4, Me gustan, me encantan |

| |Suggest specific examples that students might know of the vocabulary in Actividad 19, rather than | |[pic] REALIDADES para hispanohablantes: Answer |

| |just giving them the word in English. For Actividad 20, have students read the ¿Comprendes? | |Key: Prueba 3A-4, Me gustan, me encantan |

| |questions first, then refer them to the visuals before asking them to read the menu. | |[pic] QuickTake Quiz 3A-4 |

| |STUDENTS WITH SPECIAL NEEDS | | |

| |Guided Practice Activities for Vocabulary and Grammar: Me gustan, me encantan. Have students | | |

| |complete guided practice activities for homework or in-class work to reinforce grammar concepts for | | |

| |extra practice. | | |

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

| | | |[pic] Guided Practice Activities: 3A-3, Me |

| | | |gustan, me encantan |

| | | |[pic] Guided Practice Activities: 3A-4, Me |

| | | |gustan, me encantan |

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

| | | |3A-3, Me gustan, me encantan |

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

| | | |3A-4, Me gustan, me encantan |

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

| |Have students write the new vocabulary for food and beverage items in Spanish on individual index | | |

| |cards. Collect the cards and put them into a box. Then assign each student either breakfast or | | |

| |lunch. Students should choose three cards and tell you if the food is logical for the meal you | | |

| |assigned them. | | |

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

|Day 7 | |

| Learn to pronounce the consonants h and j in Spanish |National Standards |

|Learn about foods from Spanish-speaking countries that have become popular in the United States |1.2, 1.3, 2.2, 3.1, 4.1, 4.2, 5.1 |

|Read and understand an article about fruits and vegetables native to the Americas | |

|Read and understand a recipe for a licuado de plátano | |

|Write and talk about fruits, vegetables, and recipes | |

|Read about making churros y chocolate | |

| | |

|Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary | |

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

|Materials: 1 cup water, 1/4 teaspoon salt, 4 large eggs, 1 cup sugar, 1/2 cup unsalted butter (=1 stick), 1 cup all purpose | |

|flour, oil for deep frying | |

|Pacing: 90 minutes | |

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

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

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

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

| |Homework check | |Cap. 3A, Writing Activity 13 |

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

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

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

| | | |[pic] Practice Workbook: 3A-6 |

| | | |[pic] Practice Workbook: 3A-7 |

| | | |[pic] Practice Workbook: 3A-6 Answers |

| | | |[pic] Practice Workbook: 3A-7 Answers |

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

| | | |Transparency 72 |

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

| |ALL STUDENTS | |[pic] Prueba 3A-4, Me gustan, me encantan |

| |Prueba 3A-4: Me gustan, me encantan | |[pic] Answer Key: Prueba 3A-4, Me gustan, me |

| |Administer Prueba 3A-4 in class. | |encantan |

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

| | | |3A-4, Me gustan, me encantan |

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

| | | |Key: Prueba 3A-4, Me gustan, me encantan |

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

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

| |ALL STUDENTS | |[pic] TRB: Cap. 3A, Audio Script |

| |Pronunciación: The letters h and i (p. 136) | |[pic] Audio, Cap. 3A |

| |Play Track 13 and go through the Pronunciación with students. Present the consonant sounds in | |[pic] Answers on Transparencies: Cap. 3A, |

| |Spanish using several examples from the new vocabulary. | |¿Comprendes? Answers |

| |El español en la comunidad (p. 137) | |[pic] Answers, Cap. 3A |

| |Students learn about different types of foods that come from Spanish-speaking countries that are | |[pic] Pre-AP* Resource Book: Reading Strategies|

| |popular in the United States. | | |

| |Lectura: Frutas y verduras de las Américas (p. 138) | | |

| |Students read about fruits and vegetables native to the Americas and a recipe for a licuado. | | |

| |¿Comprendes? (p. 139) | | |

| |Students demonstrate comprehension of the Lectura by writing and discussing answers to several | | |

| |questions. | | |

| |STUDENTS WITH LEARNING DIFFICULTIES | | |

| |For longer reading passages, pair students with learning difficulties with a more skillful reader. | | |

| |HERITAGE LANGUAGE LEARNERS | | |

| |Emphasize the distinction between h and j to students, especially in writing. | | |

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

| |Have students research fruits from Latin America and prepare a poster showing pictures and | | |

| |informative captions in Spanish. | | |

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

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

| |La cultura en vivo: Churros y chocolate (p. 140) | |3A, ¡Adelante! |

| |Present the material from La cultura en vivo and have students make the recipe in class. | |[pic] REALIDADES para hispanohablantes Answer |

| |Go Online: Lectura (p. 139) | |Key: Cap. 3A, ¡Adelante! |

| |Have students Go Online at home or in class to do an Internet link activity. | |[pic] Guided Practice Activities: 3A-5, |

| |HERITAGE LANGUAGE LEARNERS | |Lectura: Frutas y verduras de las Américas |

| |Allow students familiar with other snacks from Spanish-speaking countries to describe the snack and | |[pic] Guided Practice Activities Answer Key: |

| |tell whether there is a special way to eat it. | |3A-5, Lectura: Frutas y verduras de las |

| |Realidades para hispanohablantes: ¡Adelante!, 3A. Assign for homework or in-class work. | |Américas |

| |STUDENTS WITH SPECIAL NEEDS | |[pic] Reading and Writing for Success: Test 5 |

| |Guided Practice Activities for Vocabulary and Grammar: Lectura: Frutas y verduras de las Américas. | |[pic] Reading and Writing for Success Answer |

| |Have students complete guided practice activity for homework or in-class work. | |Key: Test 5 |

| |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. | | |

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

| |Have students write the new vocabulary for food and beverage items in Spanish on individual index | | |

| |cards. Collect the cards and put them into a box. Then assign each student either breakfast or | | |

| |lunch. Students should choose three cards and tell you if the food is logical for the meal you | | |

| |assigned them. | | |

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

|Day 8 | |

| Learn about fruits and vegetables imported from Chile |National Standards |

|Read about and discuss the countries in northern South America |1.1, 1.2, 1.3, 2.2, 3.1, 4.2 |

|Prepare to role-play a telephone conversation between and American exchange student and a host student in Uruguay | |

| | |

|Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary | |

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

|Pacing: 90 minutes | |

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

| |ALL STUDENTS | | |

| |Fondo cultural: Frutas y verduras (p. 139) | | |

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

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

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

| |La cultura en vivo: Churros y chocolate | |[pic] REALIDADES para hispanohablantes: |

| |(p. 140) | |Presentación oral and escrita Rubrics |

| |Have students answer the questions in the final section of La cultura en vivo in class. | |[pic] Vocabulary & Grammar Transparencies: |

| |El mundo hispano: América del Sur, Parte | |Transparency 15 |

| |norte (pp. 142-143) | |[pic] TRB: Cap. 3A, Situation Cards |

| |Present the material from El mundo hispano and have students complete the activities in class. | |[pic] TRB: Cap. 3A, Communicative Activities |

| |Presentación oral: Step 1 (p. 141) | |[pic] Atlas, Cap. 3A |

| |Have students begin work on Step 1 in class. | |[pic] Pre-AP* Resource Book: Speaking |

| |Situation Cards | |Strategies |

| |Assign the Situation Cards as in-class pair work. | | |

| |Communicative Activities | | |

| |Assign the Communicative Activities for in-class work. | | |

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

| |Have students research the Inca empire. Allow them to focus on a specific topic of their choice. | | |

| |Encourage them to present their findings to the class, or to create a display. | | |

| |HERITAGE LANGUAGE LEARNERS | | |

| |If the heritage country of some students was presented in El mundo hispano, have those students | | |

| |research the natural resources of that country, and make a brief presentation of their findings. | | |

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

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

| |Presentación oral: Step 2 (p. 141) | |[pic] REALIDADES para hispanohablantes: |

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

| |Preparación para el examen 3, 4, 5 (p. 145) | |[pic] TRB: Cap. 3A, Audio Script |

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

| |STUDENTS WITH SPECIAL NEEDS | |Preparación para el examen Answers |

| |Guided Practice Activities for Vocabulary and Grammar: Presentación oral. Have students complete | |[pic] Answers, Cap. 3A |

| |guided practice activity for homework or in-class work. | |[pic] Guided Practice Activities: 3A-6, |

| | | |Presentación oral |

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

| | | |3A-6, Presentación oral |

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

| |Have students write the new vocabulary for food and beverage items in Spanish on individual index | | |

| |cards. Collect the cards and put them into a box. Then assign each student either breakfast or | | |

| |lunch. Students should choose three cards and tell you if the food is logical for the meal you | | |

| |assigned them. | | |

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

|Day 9 | |

| Role play a telephone conversation between and American exchange student and a host student in Uruguay with a partner in |National Standards |

|class |1.1, 1.2, 1.3, 4.2 |

| | |

|Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary | |

|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (5 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] TRB: Cap. 3A, Audio Script |

| | | |[pic] Answers on Transparencies: Cap. 3A, |

| | | |Preparación para el examen Answers |

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

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

| |Presentación oral: Step 3 (p. 141) | |[pic] REALIDADES para hispanohablantes: |

| |Students will pair with a partner and read the conversations in class. | |Presentación oral and escrita Rubrics |

| |Vocabulario y gramática (p. 144) | |[pic] TRB: Cap. 3A, Audio Script |

| |Review chapter vocabulary and grammar with students to prepare them for the Examen del capítulo. | |[pic] TRB: Cap. 3A, Vocabulary Clip Art |

| |Preparación para el examen 1, 2 (p. 145) | |[pic] TRB: Cap. 3A, Situation Cards |

| |Play Track 15. Have students complete tasks 1 and 2 in class. | |[pic] Answers on Transparencies: Cap. 3A, |

| |STUDENTS WITH LEARNING DIFFICULTIES | |Preparación para el examen Answers |

| |Provide sample questions to help students with individual assessment needs. Be sure to discuss not | |[pic] Go Online |

| |only the test content, but also the format. | |[pic] Pre-AP* Resource Book: Speaking |

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

| |Have students write a paragraph or create a graph they can use to compare their typical diet and | | |

| |favorite foods to those of someone they know. Students can present the information to the class | | |

| |orally or turn in a report. | | |

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

| |ALL STUDENTS | |[pic] Practice Workbook: 3A-8 |

| |Practice Workbook 3A-8, 3A-9 | |[pic] Practice Workbook: 3A-9 |

| |Assign 3A-8 and 3A-9 for homework or in-class work. | |[pic] Practice Workbook: 3A-8 Answers |

| |Go Online: Self-test (p. 145) | |[pic] Practice Workbook: 3A-9 Answers |

| |Have students Go Online at home or in class to prepare for the Examen del capítulo. | |[pic] REALIDADES para hispanohablantes: Cap. |

| |Go Online: El mundo hispano (p. 142) | |3A, Repaso del capítulo |

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

| |HERITAGE LANGUAGE LEARNERS | |Key: Cap. 3A, Repaso del capítulo |

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

|4. |WRAP-UP/HOMEWORK OPTIONS | |Targeted Resources |

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

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

| |Remind students to review for the Examen del capítulo. | |[pic] REALIDADES para hispanohablantes: Examen |

| | | |del capítulo, 3A |

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

| | | |Key: Examen del capítulo, 3A |

| | | |[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.|

| | | |3A |

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

| | | |3A |

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

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

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

| |Have students write the new vocabulary for food and beverage items in Spanish on individual index | | |

| |cards. Collect the cards and put them into a box. Then assign each student either breakfast or | | |

| |lunch. Students should choose three cards and tell you if the food is logical for the meal you | | |

| |assigned them. | | |

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

|Day 10 | |

| |National Standards |

| |1.1, 1.2, 1.3, 4.2 |

|Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary | |

|Pacing: 90 minutes | |

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

| |ALL STUDENTS | |[pic] Practice Workbook: 3A-8 |

| |Homework check | |[pic] Practice Workbook: 3A-9 |

| |Review the previous day’s homework assignment. Go over any recurring errors that students may have | |[pic] Practice Workbook: 3A-8 Answers |

| |made, reteaching as necessary. | |[pic] Practice Workbook: 3A-9 Answers |

| |Answer questions | | |

| |Give students a chance to ask any last-minute questions before administering the Examen del | | |

| |capítulo. | | |

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

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

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

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

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

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

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

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

| |Alternate Assessment Program: Examen del capítulo. Administer Examen del capítulo, 3A 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, 3A |

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

| | | |del capítulo, 3A |

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

| | | |3A |

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

| | | |3A |

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

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

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

| |Have students write the new vocabulary for food and beverage items in Spanish on individual index | | |

| |cards. Collect the cards and put them into a box. Then assign each student either breakfast or | | |

| |lunch. Students should choose three cards and tell you if the food is logical for the meal you | | |

| |assigned them. | | |

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