Español 2 Lesson Plans:
1. May 10-14, 2010
2. Performance Objective: Students will practice using the past tense verb forms as well as reflective verbs.
El lunes: pages 317-318, WB 97-98
El martes: Page 319, WB 99
El miércoles: TAP Olympics
El jueves: Classes Switched
El viernes: Activity 13 as a class, WB 100-101
3. May 3-7, 2010
4. Performance Objective: Students will practice using the past tense verb forms as well as reflective verbs.
El lunes: Writing assessment
El martes: Chapter 11-3 Assessment
El miércoles: page 317-318, WB 97-98
El jueves: Go over SB, page 319, WB 99
El viernes: Go over WB99, activity 13 as a class, WB 100-101
5. April 26-30, 2010
6. Performance Objective: Students will practice using the past tense verb forms as well as reflective verbs.
El lunes: Review preterit verb forms and go over workbook 94, Review worksheet
El martes: page 302-303, Workbook, 95-96
El miércoles: Go over workbook pages 95-96 and what will be on test on Friday
El jueves: Review worksheets for test
El viernes: Tercer Paso Quiz
7. April 19-23, 2010
8. Performance Objective: Students will practice using the past tense verb forms as well as reflective verbs.
El lunes: Go over 22, Discuss what will be on the quiz (vocab, sentirse, doler)
El martes: Chapter 11 segundo paso quiz
El miércoles: Review the preterit verb forms, page 300-301, Tarea: WB 94
El jueves: Go over WB 94, pages 302-303, Tarea: WB 95-96
El viernes: Go over WB pages, Quia- preterit or reflexive
9. April 12-16, 2010
10. Performance Objective: Students will practice using the past tense verb forms as well as reflective verbs.
El lunes: Go over the quiz, page 294, Tarea: WB91
El martes: Go over WB 91, page 295, song, Tarea: WB92
El miércoles: Go over WB 92, page 296, Do Activity 18, Tarea: WB 93
El jueves: Go over WB 93, pages 297-298, Tarea: Activity 22 (hand in)
El viernes: Go over 22, Discuss what will be on the quiz (vocab, sentirse, doler)
11. April 5-9, 2010
12. Performance Objective: Students will practice using the past tense verb forms as well as reflective verbs.
El lunes: No Escuela
El martes: page 291-292, sentirse and vocabulary, Tarea: WB 89-90,
El miércoles: Go over WB 89-90, page 293 #10 and #12
El jueves: Review Worksheets for Test
El viernes: Quiz: vocab, questions and sentirse
13. March 29-April 2, 2010
14. Performance Objective: Students will practice using the past tense verb forms as well as reflective verbs.
El lunes: Segundo Paso Word Search, vocabulary
El martes: age 288-290, and chapter opener
El miércoles: page 291-292, sentirse and vocabulary, Tarea: WB 89-90, discuss quiz
El jueves: Quiz: vocab, questions and sentirse
El viernes: No Escuela.
15. March 22-26, 2010
16. Performance Objective: Students will practice using the past tense verb forms.
El lunes: Review practice worksheets and workbook pages.
El martes: Chapter 10-Tercer Paso Quiz
El miércoles: Reading activity about Hispanic celebrations, page 276-277
El jueves: Intro to Puerto Rico, pages 282-287
El viernes: Read in target language, pages 288-289, page 290
17. March 18-12, 2010
18. Performance Objective: Students will practice using the past tense verb forms.
El lunes: Vocabulary and word search
El martes: pages 85-86, Activity 33
El miércoles: page 274 introduction to direct object pronouns, WB 87-88
El jueves: Review Worksheets
El viernes: No School
19. March 1-4, 2010
20. Performance Objective: Students will practice using the present participle and the command verb forms.
El lunes: Holiday writing assignment and peer review
El martes: Review gerundio, workbook 82
El miércoles: Go over WB 82, intro to command form, Activity 25 in pairs
El jueves: Workbook pages 83-84
El viernes: Go over WB pages and page 270 in pairs
21. February 22-28, 2010
22. Performance Objective: Students will practice writing in the target language.
El lunes: Questions Worksheet
El martes: Present Progressive review
El miércoles: page 264, Activity 16 writing review in target language
El jueves: Go over worksheets as a class, peer correction of Activity 16, hand in
El viernes: Quiz Bowl
23. February 15-19, 2010
24. Performance Objective: Students will explore the regions of Mexico and its unique culture, traditions and
people.
El lunes: No School
El martes: Video and worksheets
El miércoles: Video and worksheets
El jueves: Video and worksheets
El viernes: Finish video and write what area they would like to visit
25. February 8-12, 2010
26. Performance Objective: Students will understand and use the progressive verb form and read and respond in
the target language.
El lunes: page 261-262, Tarea: WB 79
El martes: Go over WB 79, pages 262-263, Tarea: WB80-81
El miércoles: Go over WB 80-81, Review Present Progressive
El jueves: Present Progressive Quiz
El viernes: No School
27. February 1-5, 2010
28. Performance Objective: Students will understand and use the progressive verb form and read and respond in
the target language.
El lunes: page 250-251, summary and ABCD sections
El martes: Intro to Chapter 10, page 256-257, quia for the present progressive
El miércoles: read pages 258-259, Tarea: page 260
El jueves: Read and go over the reading and assignment together, Chapter opener video
El viernes: Quinciñera video
29. January 25-29, 2010
30. Performance Objective: Students will view pictures of Oaxaca, Mexico and they will read in the target language.
El lunes: Preguntas and Mexico pictures
El martes: Preguntas and Mexico pictures
El miércoles: page 250-251, summary and A,B,C,D
El jueves: Intro to Chapter 10, page 256-257, Quia-present progressive
El viernes: Read dialogue on pages 258-259, Tarea: page 260
31. January 18-22, 2010
32. Performance Objective: Students write a presentation to help them use various verb forms and vocabulary
together.
El lunes: Go over WB 28, Presentation Assessment on page 249
El martes: Work on Presentation-spelling, punctuation, and practice
El miércoles: Presentation, Tarea: Notes for Chap. 10
El jueves: Preguntas and Mexico pictures
El viernes: Preguntas and Mexico pictures
33. January 11-15, 2010
34. Performance Objective: Students review making comparisons and use demonstrative adjectives to state
preferences.
El lunes: Compare two students and guess, use indirect object pronouns when sharing gifts given.
El martes: Demonstrative Adjectives, W77
El miércoles: Practice stating preferences and asking others their preferences, WB 78 to hand in
El jueves: Presentation: Performance Assessment on page 249
El viernes: Mexico Pictures
35. January 4-8, 2010
36. Performance Objective: Students review making comparisons and use demonstrative adjectives to state
preferences.
El lunes: No escuela.
El martes: Compare two students and guess, use indirect object pronouns when sharing gifts given.
El miércoles: Demonstrative Adjectives, W77
El jueves: Practice stating preferences and asking others their preferences, WB 78 to hand in
El viernes: Presentation: Performance Assessment on page 249
37. December 21-25, 2009
38. Performance Objective: Students review various verb forms regarding giving and giving gifts and picking out the
correct gift and the ability to read in target language.
El lunes: Chapter 9 Primer and Segundo Pasos Test
El martes: Go over exam, video
El miércoles: Movie Day
El jueves: No School
El viernes: No School
39. December 14-18, 2009
40. Performance Objective: Students review various verb forms regarding giving and giving gifts and picking out the
correct gift and the ability to read in target language.
El lunes: Go over indirect object pronoun worksheet and workbook pages 71 & 72, page 239 and WB 73
El martes: Go over workbook 73 and discuss page 241, pages 242-243, WB 74-75
El miércoles: Go over WB 74-75, page 245 and WB 76
El jueves: Hand in WB76, Primer and Segundo Paso Review
El viernes: Go over review and questions
41. December 7-11, 2009
42. Performance Objective: Students review various verb forms regarding giving and giving gifts and picking out the
correct gift and the ability to read in target language.
El lunes: Read dialogue together, go over page 236, watch Chapter 9 Opener
El martes: review page 237 and Tarea: WB 70
El miércoles: Go over WB 70 together, page 238, Tarea: WB 71-72
El jueves: Go over WB 71-72 together, page 239, Tarea: WB 73
El viernes: Collect WB for page 73 while students work on an indirect object pronoun worksheet
43. November 30-December 4, 2009
44. Performance Objective: Students review various verb forms and read in target language.
El lunes: Question Worksheet
El martes: Question Worksheet
El miércoles: Review worksheets and questions in target language over culture.
El jueves: Intro to Chapter 7 and Texas.
El viernes: Read in target language and answer questions- pages 234-236
45. November 23-25, 2009
46. Performance Objective: Students continue to study vocabulary for ordering food, asking for the check, and
various food and silverware vocabulary.
El lunes: Restaurant Presentation
El martes: Restaurant Presentation
El miércoles: Present
El jueves: Thanksgiving
El viernes: No school.
47. November 6-20, 2009
48. Performance Objective: Students continue to study vocabulary for ordering food, asking for the check, and
various food and silverware vocabulary.
El lunes: Activity 26 with a partner, Tarea: WB68-69
El martes: Workday
El miércoles: Go over workbook pages, Section 3 Review
El jueves: Go over review and prepare for quiz.
El viernes: Section 3 Quiz.
49. November 9-13, 2009
50. Performance Objective: Students examine the significance of the celebrations of Days of the Dead to the
Hispanic culture.
El lunes: Questions and peer corrections, Tarea: wb 67
El martes: Practice and Activity pages 89-91
El miércoles: Review workbook 67 and practice pages 89-91, review otro, vocab, and ordering at a restaurant
El jueves: Word search
El viernes: No escuela
51. November 2-6, 2009
52. Performance Objective: Students examine the significance of the celebrations of Days of the Dead to the
Hispanic culture.
El lunes: Day of the Dead bread
El martes: Day of the Dead bread
El miércoles: Day of the Dead bread
El jueves: Video and papel picado
El viernes: Video and food wordsearch
53. October 26-30, 2009
54. Performance Objective: Students examine and compare the similarities and differences of languages and
culture through typical Ecuadoran food.
El lunes: El Plato y La Comida-gustar/encantar/ser/estar
El martes: Go over workbook pages, class discussion
El miércoles: Review what is going to be on the test, time to study and ask questions
El jueves: Primer and Segundo Paso Test
El viernes: Go over test, recipe and what each student is to bring
55. October 19-23, 2009
56. Performance Objective: Students examine and compare the similarities and differences of languages and
culture through typical Ecuadoran food.
El lunes: Preguntas and irregular verbs, Tarea: WB 64
El martes: Preguntas
El miércoles: Junior gone
El jueves: review gustar/encantar, almorzar/poder, workbook 63-64, ser and estar, page 212, Tarea: WB 65
El viernes: Go over wb 65, use of tener, page 213, Tarea: WB 66, hand in when completed
57. October 12-16, 2009
58. Performance Objective: Students examine and compare the similarities and differences of languages and
culture through typical Ecuadoran food.
El lunes: No escuela.
El martes: Page 207-vocab, Tarea: WB61
El miércoles: Review of gustar and encantar, page 208, Tarea: Workbook 62
El jueves: More food vocab, page 209, Tarea: WB 63
El viernes: New irregular verbs, page 210, Tarea: WB64
59. October 5-9, 2009
60. Performance Objective: Students examine and compare the similarities and differences of their native language
and Spanish through reading in the target language and video of the reading.
El lunes: Corrections on Chapter 7 Test and tener worksheet
El martes: Career Day in Mitchell
El miércoles: Go over tener worksheet, page 202-203 and what know about Ecuador.
El jueves: page 204-205, read as class and then with partners. Tarea: page 206
El viernes: Go over 206, re-read, watch Chapter Opener
61. September 28-October 2, 2009
62. Performance Objective: Students examine and compare the similarities and differences of their native language
and Spanish using various verb forms.
El lunes: Go over workbook 58, page 193->tener expressions, gustaría, irregular verbs, Tarea: page 59-60.
El martes: Go over 59-60, practice worksheet
El miércoles: Go over worksheet and review together as a class
El jueves: Chapter 7 Test
El viernes: Review the Chapter 7 Test, Cars in Spanish
63. September 21-25, 2009
64. Performance Objective: Students examine and compare the similarities and differences of their native language
and Spanish using various verb forms.
65. El lunes: Review oral exam, review future tense, irregular verbs, and vocab
El martes: Test over future tense, irregular verbs, and vocab
El miércoles: ASVAB testing, students left will work on other work
El jueves: Go over test, introduction to the reflexive verbs page 190, Tarea: wb 58
El viernes: Go over workbook 58, page 193->tener expressions, gustaría, irregular verbs, Tarea: page 59-60.
66. September 14-18, 2009
67. Performance Objective: Students examine and compare the similarities and differences of their native language
and Spanish using various verb forms.
68. El lunes: review 53-53, activity 14, questions from 186, wb55
El martes: page 188-189, the future tenses, activity 16 as a class, wb 56-57
El miércoles: go over 56-57, intro to reflexive, wb 58
El jueves: go over wb58, review future, irregular,
El viernes: Oral Exam
69. September 7-11, 2009
70. Performance Objective: Students examine and compare the similarities and differences of their native language
and Spanish.
71. El lunes: No escuela.
El martes: Read pages 183-184 as a class. Students practice scenarios with partner and perform. Tarea:
workbook 53.
El miércoles: Crossword puzzles to practice verbs that end in –er and –ir
El jueves: Go over workbook 53, hand in puzzles, review infinitive, stem change and review verbs with changes
in the stem. Tarea: workbook 54. Collect and correct.
El viernes: No clase.
72. August 31-September 4, 2009
73. Performance Objective: Students examine and compare the similarities and differences of their native language
and Spanish.
74. El lunes: Go over reading from pages 180-181 and page 182 together. Watch Chapter 7 video opener.
El martes: Discuss Ecuador and what students know about Ecuador. As a class look at pages 174-177.
El miércoles: Ecuador video and worksheets. What is the most interesting place to visit in Ecuador?
El jueves: Collect worksheets for points, use the quia website to practice using verbs with stem changes.
El viernes: No escuela
75. August 24-28,2009
76. Performance Objective: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions.
77. El lunes: As a class review ser, estar, gustar and encantar. Write presentation: 10 frases, 1 use of –ar,-er,-ir, ser,
estar, gustar, and encantar.
El martes: Time to finish presentations, read with partner, peer correct. Present. Assess: notes for Chapter 7.
El miércoles: Check notes for points. Page 178 motivation activities as a class, as well as go over pages 178-179.
Assess with “preguntas” on page 179.
El jueves: Collect preguntas. Go over as a class to practice subject pronouns, verb forms, and sentence
structure. Read pages 180-181 as a class.
El viernes: Reread pages 180-181 with partners. Class discussion about what is happening? Why is Diego upset?
Video.
1.) August 18-21, 2009
2.) Performance Objective: Students will be able to recognize the reasons they are taking a foreign language, be
aware of the appreciation of culture that comes with the study of language, and the intrinsic qualities of the
Spanish language.
3.) El lunes: No escuela.
El martes: Introduction: hand out books, rules, expectations, etc
El miércoles: Why are you in Spanish 2? What are goals and motivation? What were your stuggles in Spanish 1?
How can we overcome them in Spanish 2?
El jueves: “What do you remember from Spanish 1” game? May use book and any notes that have been kept.
Points will be marked and kept.
El viernes: Review of subject pronouns, -ar,er,ir, and tener conjugations.