Agenda: el 5 de diciembre 2011
Español 1
Bell Activity:
 Sacan una hoja de papel. Then, write down as many places in a city that you can think of.
When you are finished, recogen un libro.
Agenda:
 Partners pre-reading
 Read together pg. 90-93
 Take notes on interrogatives (question words) pg. 96
 Learn how to ask a question in Spanish and compare that to English
 Around the world- places in a city
Homework: Ch. 3 Flashcards- due Friday
Objectives:
o By the end of the lesson, students will be able to identify at least 7 new vocabulary words
related to places in a city.
o Students will be able to use the three ways to make a question in Spanish.
Standards/GLECS:
Michigan
 Communication Standard 1.2: Students understand and interpret written and spoken language on a variety
of topics.
 Comparisons
Standard 4.1: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
Agenda: el 6 de diciembre 2011
Español 1
Bell Activity: Recogen un libro. Repasan (review) el vocabulario de las páginas 90-91. Then,
look over vocab on pgs. 100-101.
Agenda:
 Around the world vocab review
 Discuss pgs. 93-94
 Take notes on interrogatives (question words) pg. 96
 Learn how to ask a question in Spanish and compare that to English
 Learn the Interrogatives song!
 Practice presenting people to one another
Homework: ch. 3 flashcards due Friday. Bring in newspaper for piñatas!
Objectives:
o By the end of the lesson, students will be able to identify at least 7 new vocabulary words
related to a city.
o Students will be able to use the three ways to make a question in Spanish.
o Students will be able to identify at least 5 new question words.
Standards/GLECS:
Michigan
 Communication Standard 1.2: Students understand and interpret written and spoken language on a variety
of topics.
 Comparisons
Standard 4.1: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
Agenda: el 8 de diciembre 2011
Español 1
Bell Activity: Please take out your culture notes from yesterday and continue to work on
finishing those. You will need to pick up a textbook.
Agenda:
Go over culture notes
Review interrogatives and vocabulary ch. 3A
Bingo 3A vocab
Around the world vocab review
Homework: ch. 3 flashcards due tomorrow! Also, 3A vocab quiz! Please continue to bring in
newspapers. Piñatas are next week! Thanks to those of you who have been able to bring them in
so far.
Objectives:
o By the end of the lesson, students will be able to identify at least 15 new vocabulary
words from 3A vocab list.
Standards/GLECS:
Michigan
 Communication Standard 1.2: Students understand and interpret written and spoken language on a variety
of topics.
Agenda: el 8 de diciembre 2011
Español 1
Bell Activity:
Agenda:
Homework:
Objectives:
Standards/GLECS:
Agenda: el 9 de diciembre 2011
Español 1
Bell Activity: Take out your flashcards and review vocab with a partner.
Agenda:
 Review ch. 3 vocab by playing pictionary
 Take 3A vocab quiz and check quizzes
 Simon Dice, Around the World Review if time
Homework:Bring in all the newspapers you can find on Monday! Be prepared to start
piñatas : )
Objectives:
o By the end of the lesson, students will be able to identify at least 15 new vocab words
with 100% accuracy.
Standards/GLECS:
Michigan
 Communication Standard 1.2: Students understand and interpret written and spoken language on a variety
of topics.
Agenda: el 12th-21st de diciembre 2011
Español 1
Bell Activity: With your piñata partner, take out a scrap piece of paper and draw your idea for
your piñata. Think about which colors you will use, how big the piñata will be, and how you will
have to construct your shape using balloons and tape.
Agenda:
 Read and learn about the history of la piñata
 http://www.mexconnect.com/articles/459-history-of-the-pi%C3%B1ata
 Make piñatas!
Homework: Bring in more newspaper!
Objectives:
o By the end of the lesson, students will be able to explain out loud the history of the
piñata.
Standards/GLECS:
Michigan
Culture Standard 2.1: Students demonstrate an understanding of the
relationship between the practices and perspectives of the cultures
studied
Culture
Standard 2.2: Students demonstrate an understanding of
the relationship between the products and perspectives of the cultures
studied.
#1- Strips of paper
#2- Glue
#3- name tag and safety of piñata
#4- throw out wet newspaper, put clean dry newspaper on table
All group members- clean your floor space and any other messes
Agenda: el 5 de enero 2012
Español 1
Bell Activity: Recogen un libro (pick up a book) y hagan (do) sección 16 pg. 98 #1-8. You may
use your interrogative notes as a reference.
Agenda:
 Review vocab and interrogatives
 Review how to ask a question in Spanish
 Nosotros escribimos apuntes (We’ll take notes)
 Making introductions
 Contractions in Spanish
al del
 Practice using them pg. 94-95
Homework: Worksheet pg. 23, 41, 42, 44
Objectives:
o By the end of the lesson, students will be able to introduce people to each other in
Spanish.
o Students will be able to identify the two contractions of the Spanish language, al
and del.
Standards/GLECS:
Michigan: Communication 1.1 Interpersonal Communication: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.
Comparisons 4. 1
Comparing Languages: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
Agenda: el 6 de enero 2012
Español 1
al and del practice. Por favor, recogen (pick up) una hoja del
proyector. Hagan (do) página 1.
Bell Activity:
Agenda:
 Go over bell activity
 Chequeamos la tarea
 Review yesterday’s lesson- flyswatter!
 Notes on “ir” and practice
Homework: No hay
Objectives: By the end of the lesson, students will be able to apply the use of “al” and “del” in a
sentence. Students will be able to make a proper introduction in the target language, and apply
the verb “ir” to go in the present tense.
Standards/GLECS:

Comparisons 4. 1
Comparing Languages: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
 Communication Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics.
Agenda: el 9 de enero 2012
Español 1
Bell Activity: Sacan los cuadernos, y copy the following notes and chart:
Ir (pronounced “ear”)- It means “to go” in Spanish. It is different than
“-ir” ending verbs.
Voy- I go
Vamos- we go (or let’s go)
Vas- You (informal) go
Vais- you all go (Spain)
Va- He goes
She goes
You (formal) go
Van- they go
All of you go
Agenda:




Take notes and discuss the verb, “ir” to go
Practice using “ir”- pgs. 104-105
Continue reading chapter 3
White board review
Homework: Do pages 2-3 of the packet
Objectives:
o By the end of the lesson, students will be able to apply the forms of the
present tense verb, ir.
Standards/GLECS:

Comparisons 4. 1
Comparing Languages: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
 Communication Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics.
Agenda: el 10 de enero 2012
Español 1
Bell Activity: Sacan una hoja de papel, y hagan (do) #1-10 matching. You might use
answers more than one time.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I go
We go
They go
All of you go
You (informal) go
You (formal) go
Pedro goes
Sara goes
The car goes
Sr. y Sra. Gómez go
A.
B.
C.
D.
E.
Voy
Vas
Va
Vamos
Van
Agenda:
 Go over bell activity
 Chequeamos la tarea
 Learn ‘ir’ + a + infinitive and do page 4 together
 Actividad de escuchar (listening practice)
Homework: Study question words- there might be a pop quiz this week!!
Objectives:
o By the end of the lesson, students will be able to apply the verb “ir” to go with 100%
accuracy in a sentence.
o Students will be able to explain by giving 2 examples of what “ir” + a + infinitive means.
Standards/GLECS:
Agenda: el 12 de enero 2012
Español 1
Bell Activity: No hay
Agenda:
 Finish watching the movie, Up
 Review the verb, “ir”
 Continue reading chapter 3 pg. 110
Homework: No hay tarea
Objectives:
o By the end of the lesson, students will be able to identify at least 10 cognates while
listening to a movie in Spanish.
o Students will be able to identify and apply the verb “ir” with 95% accuracy.
Standards/GLECS:
Agenda: el 13 de enero 2012
Español 1
Bell Activity: Take out your ch. 3 vocabulary lists. Then, recojan un libro. Review 3B
vocabulary
Agenda:
Continue reading chapter 3 p. 110
Play Bingo with 3B vocab words
Chapter review packet
Homework: ****chapter 3 review packet- due Tuesday (no school Monday)****
Objectives:
By the end of the lesson, students will be able to identify and apply at least 10 new vocabulary
words from the 3B list.
Standards/GLECS:
Communication 1.2
Agenda: el 17 de enero 2012
Español 1
Bell Activity: Verb books. Pick up a verb book from the overhead.
Agenda:
 Fill in verb books
 Chequeamos la tarea
 Leemos pg. 116-119
 Listening activity
 City board projects
Homework: Review ch. 3 flashcards
Objectives:
By the end of the lesson, students will be able to use an –AR and –ER present verb chart.
Standards/GLECS:
Agenda: el 18 de enero 2012
Español 1
Bell Activity: Pick up a pronoun and “ir” chart from the overhead. Fill them out WITHOUT
using notes.
Agenda:
 Go over bell activity
 Add the following verbs to our
-AR VERBS:
ESTUDIAR- STUDY
LLEVAR-WEAR/CARRY
NECESITAR -NEED
TERMINAR-END/FINISH
PREGUNTAR-ASK A QUESTION


verb books:
-ER VERBS:
COMER-EAT
LEER-READ
-IRREGULARS:
-SER- TO BE (IS, AM, ARE)
-ESTAR- TO BE
-IR – TO GO
Listening activity
Bingo 3B vocab words- no notes!
Homework: Study for vocab quiz 3B words TOMORROW!!!!
Objectives:
o By the end of the lesson, students will be able to identify and use at least 15 vocabulary
words from 3B.
Standards/GLECS:
Agenda: el 19 de enero 2012
Español 1
Bell Activity: With a partner, study 3B vocabulary words
Agenda:
 Take 3B vocab quiz y chequeamoslas
 Listening activities
 Begin city and restaurant projects
Homework: No hay
Objectives:
o By the end of the lesson, students will be able to identify and use at least 15 vocabulary
words from 3B.
Standards/GLECS:
Culture
Comparisons
Agenda: el 20 de enero 2012
Español 1
Bell Activity: Take out a half sheet of paper and number it 1-10. Write your name, today’s
date, and the class hour on the upper right-hand corner.
Agenda:
 Interrogatives pop quiz
 Explanation of projects
 Break into groups of 2-3 to begin projects
MEMBER 1= TIMER
MEMBER 2= WRITER
ALL MEMBERS- IDEAS
15 MIN.
PHASE 1: BRAINSTORM YOUR CITY- using a list, web, or other brainstorming
organizer, write down all of your ideas for what you want to include in your city. Which ten
places? What are their names? Where should they be located on your 2-D drawing, or 3-D
world? Which methods of transportation will you feature?
15 MIN.
PHASE 2: BRAINSTORM YOUR RESTAURANT- using a list, web, or other
brainstorming organizer, write down all of your ideas for what you want your restaurant to be.
Does your restaurant have a theme (Mexican, Italian, etc.) or is a mix of many things? What’s
the name of your restaurant? What is the price range of your food? What types of foods and
drinks are on your menu? What’s your best-selling dish?
15-20 MIN. PHASE 3: IMPLEMENTATION- begin drawing, collecting items, and/or
constructing your city.
Homework: No hay tarea
Objectives:
o By the end of the lesson, students will be able to identify and use at least 15 vocabulary
words from 3B.
Standards/GLECS:
Culture
Comparisons
Agenda: el 23 de enero 2012
Español 1
Bell Activity: No bell activity today. You may continue to work in groups on your city and
restaurant projects.
Agenda:
 Break into groups of 2-3 to begin projects
MEMBER 1= TIMER
MEMBER 2= WRITER
ALL MEMBERS- IDEAS
 15 MIN.
PHASE 1: BRAINSTORM YOUR CITY- using a list, web, or other
brainstorming organizer, write down all of your ideas for what you want to include in your
city. Which ten places? What are their names? Where should they be located on your 2D drawing, or 3-D world? Which methods of transportation will you feature?
 15 MIN.
PHASE 2: BRAINSTORM YOUR RESTAURANT- using a list, web, or other
brainstorming organizer, write down all of your ideas for what you want your restaurant
to be. Does your restaurant have a theme (Mexican, Italian, etc.) or is a mix of many
things? What’s the name of your restaurant? What is the price range of your food?
What types of foods and drinks are on your menu? What’s your best-selling dish?
 30 MIN.
PHASE 3: IMPLEMENTATION- begin drawing, collecting items, and/or
constructing your city.
Homework: Begin studying for chapter 3 test- Friday! Study Guide due Wednesday!
Objectives:
o By the end of the lesson, students will be able to identify and use at least 15 vocabulary
words from 3B.
Standards/GLECS:
Communication
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners
or readers on a variety of topics.
Culture
Standard 2.2: Students demonstrate an understanding of the relationship between the
products and perspectives of the cultures studied.