Monday
Tuesday
Wednesday
Thursday
Friday
Date
A/B Day
Objective
8/25
A
Students will be able to
follow classroom
expectations and
participate in Spanish
conversation.
8/26
B
8/27
A
Students will be able to
follow classroom
expectations and
participate in Spanish
conversation.
8/28
B
8/29
A
Students will be able to
follow classroom
expectations and
participate in Spanish
conversation.
TEKS
(1) A and B
(1) A and B
(1) A and B
Bellwork
Why study Spanish?
Activities
●
What are the five
classroom expectations?
● Review expectations
and introduce
procedures, explain
reward system
● Practice procedures
in groups (skits)
● Review name plate
activity and practice
talking about each
other in Spanish
● Add in edad and
other personal
details; add in second
person structures of
the key structures
List and explain two
classroom procedures.
● Review expectations
and procedures
● Pick six expectations
or procedures and
draw them on a
sheet of copy paper.
Students turn in.
● Review introducing
ourselves and talking
about others in
Spanish
● Introduce greetings
and feelings (Buenos
días/tardes, adios,
chau, cansado, bien,
mal, más o menos)
● Paired conversations
and record responses
What did you learn today?
Answer a question about
someone else in Spanish.
●
●
●
●
Closing
Review expectations,
syllabus, and
required supplies
Myers Pig Activity
Key structures: Me
llamo, me gusta, fui,
le gusta, fue, se
llama,
sports/activities in
Spanish
Practice introducing
ourselves (circle
game, tossing duck)
Name Plate Activity
What do you want to
learn this year?
Date
A/B Day
Monday
Tuesday
Wednesday
Thursday
Friday
9/1
No School
9/2
B
9/3
A
9/4
B
9/5
A
Objective
Listen to, understand, and
participate in Spanish
conversation.
Listen to, understand, and
participate in Spanish
conversation.
TEKS
(1) A and B
(4) C
Provide examples of two
classroom expectations.
(1) A and B
Bellwork
Activities
Closing
●
Review saying
something about
yourself in Spanish.
Practice through out
loud PQA.
● Review the structures
from last week
● Personal inventory
activity
● Ask the story
procedures, explain why
the method works
● Find connections
between English and
Spanish vocabulary
words
● Structures: había una
chica, ella era, eres, soy,
ella estaba, estás, estoy,
es obvio, o, sí, no, qué,
quién, dónde, un/una
Rate your level of
understanding.
Provide examples of two
different classroom
expectations.
● Review any
expectations and
procedures students are
unclear on
● Continue ask the story
from yesterday
● Practice retelling to
your hand or spot on
the wall (review
expectations for these
activities)
● Illustrate
comprehension through
a minor summative
activity: Answer three
PQA and translate two
sentences using
structures. Turn in.
Retell the story in your own
words in Spanish.
Date
A/B Day
Monday
Tuesday
Wednesday
Thursday
Friday
9/8
B
9/9
A
9/10
B
9/11
A
9/12
B
Objective
Read and chorally translate
the story in Spanish.
Demonstrate comprehension
by answering oral questions.
Read and chorally translate
the story in Spanish.
Demonstrate comprehension
by answering oral questions.
TEKS
(1) B
(3) B (4) A
(1) B
(3) B (4) A
Bellringer
Activities
Eres Tu—Justo Lamas
Eres Tu—Justo Lamas
●
●
●
●
●
●
Closing
Review procedures for
the music bellringer.
What is the song about?
Practice asking “Cómo
eres” “Quién eres”
Procedures and
expectations for
embedded readings
Embedded Reading
Formative assessments:
choral translations,
partner practice, act out
the story
If time allows move on
to “El cuento del gato
minisituación 1”
How would you rate your
understanding of this
reading?
Eres Tu—Justo Lamas
Eres Tu—Justo Lamas
●
Review the procedures
for the bellringer.
Remember to record
your progress each day!
● Predict using pictures
and read “Minisituación
1 for el cuento del gato”
● Ask personalized and
comprehension
questions in the target
language to gauge
understanding
● What person is this
story written in? What
tense? How do we
know?
● Lectura extendida if
time allows
Answer an out loud question
about the story in Spanish.
Eres Tu—Justo Lamas
Monday
Tuesday
Wednesday
Thursday
Friday
Date
A/B Day
9/15
A
9/16
B
9/17
A
9/18
B
9/19
A
Objective
Read and chorally
translate the story in
Spanish. Demonstrate
comprehension by writing
responses to
comprehension questions.
Clearly communicate ideas
through writing in Spanish
by using the targeted
grammatical structures
and vocabulary.
Demonstrate mastery of
listening, grammatical
structures, vocabulary,
and reading.
TEKS
(1) B
(3) B (4) A
Eres Tu—Justo Lamas
(1) A and C
(3) B
Eres Tu—Justo Lamas
(1) B
Bellwork
Activities
●
●
●
●
Closing
Use prior knowledge
of skimming and
prediction skills to
predict what the
“lectura extendida”
for “el cuento del
gato 1” will be about.
Popcorn read and ask
comprehension and
personalized
questions in Spanish
throughout the story.
In groups, act out the
story to demonstrate
understanding
If time allows,
demonstrate
understanding by
answering
comprehension
questions (minor
summative)
Answer a personalized
questions pertaining to
the story.
Eres Tu—Justo Lamas
●
Wrap up any
remaining activities
● Review: what are the
elements of a story?
Connect to what they
are learning in
English/ Language
Arts
● Introduce and review
expectations for free
writes in Spanish. The
goal is to improve
your writing fluency
in Spanish.
● 10 minute timed free
write
● Record free write on
a graph in the back of
your spiral. Reflect:
how well are you
understood? Turn in
free write and
reflection as a
formative assessment
● If time allows review
and reinforce
vocabulary and
structures through a
foldable activity.
What was your free write
about? Were you able to
clearly communicate your
ideas?
Eres Tu—Justo Lamas
Eres Tu—Justo Lamas
●
●
Major summative
assessment that
assesses that
students listening
skills, acquisition of
grammatical
structures and
vocabulary, and
ability to read in the
target language
If time allows
introduce vocabulary
for our next unit
What skills do you feel the
strongest in? The
weakest?
Date
A/B Day
Monday
Tuesday
Wednesday
Thursday
Friday
9/22
B
9/23
A
9/24
B
9/25
A
9/26
B
Objective
Listen to, understand, and
participate in Spanish
conversation.
Listen to, understand, and
participate in Spanish
conversation.
TEKS
(1) A and B
(4) C
(1) A and B
Bellwork
Activities
Closing
Yo soy tu amigo fiel—Toy Story
Yo soy tu amigo fiel—Toy Story
●
Vocabulary notes on
key structures: le dio;
tenía/ya no tenía;
estaba; era
● PQA using the present
tense first and second
person forms of these
verbs
● Review the procedures
for asking the story
● Ask the story in
Spanish; students
contribute in Spanish
and listen
● Demonstrate
comprehension
through partner retells,
talk to the wall, and
answering oral
questions, and selfassessment
What did you learn today?
Yo soy tu amigo fiel—Toy Story
Yo soy tu amigo fiel—Toy Story
●
●
●
●
Review the structures
using PQA and peer
interactions
Continue the out loud
story
Continue the formative
assessments to
demonstrate
understanding
Major Summative
assessment: Students
demonstrate their
listening skills in
Spanish by completing
a written retell of the
out loud story. Use
writing rubric for
holistic grading.
Communicate the out loud
story in Spanish.
Yo soy tu amigo fiel—Toy Story
Monday
Tuesday
Wednesday
Thursday
Friday
Date
A/B Day
9/29
A
9/30
B
10/1
A
10/2
B
10/3
A
Objective
Read and chorally
translate the story in
Spanish. Demonstrate
comprehension by
answering oral questions.
Read and chorally
translate the story in
Spanish. Demonstrate
comprehension by
answering oral questions.
Read and chorally
translate the story in
Spanish. Demonstrate
comprehension by writing
responses to
comprehension
questions.
TEKS
(1) B
(3) B (4) A
Yo soy tu amigo fiel—Toy
Story
(1) B
(3) B (4) A
Yo soy tu amigo fiel—Toy
Story
(1) B
(3) B (4) A
Yo soy tu amigo fiel—Toy
Story
Bellringer
Activities
Closing
●
Introduce the song
and discuss meaning
● Review the
expectations for
embedded readings
● Chorally read the
embedded reading
(to prepare for El
cuento del gato 2) as
a class and
participate in paired
retells and skits to
reinforce meaning
● Formative
assessment: act out
the last slide in pairs,
have your partner
guess the sentence
you are acting out.
● Begin reading the
minisituación for el
cuento del gato 2 if
time allows
Act out a sentence from
the embedded reading.
Yo soy tu amigo fiel—Toy
Story
●
●
●
●
●
Using prediction
skills, predict what
the story will be
about based on the
pictures
Read the
minisituación as a
class and practice
translating chorally
Were there any
discrepancies
between the
pictures and the
text?
Ask personalized and
comprehension
questions as the
minisituación is read.
Begin the extended
reading if time
allows
Chorally translate the
minisituación with a
partner. Rate your
comprehension level.
Yo soy tu amigo fiel—Toy
Story
●
●
●
●
Continue and
complete reading
the extended
reading for el cuento
del gato 2
Formative
assessments: oral
personalized and
comprehension
questions
What person and
tense are the stories
written in? How do
we know?
Minor summative
assessment: written
responses to reading
comprehension
questions
Explain the story in
Spanish.
Date
A/B Day
Monday
Tuesday
Wednesday
Thursday
Friday
10/6
B
10/7
A
10/8
B
10/9
A
10/10
B
Objective
Clearly communicate ideas
through writing in Spanish
by using the targeted
grammatical structures and
vocabulary.
Demonstrate mastery of
listening, grammatical
structures, vocabulary, and
reading.
TEKS
(1) A and C
(3) B
Besa la chica—Disney
(1) B
Bellringer
Activities
Closing
Besa la chica—Disney
●
Review the
expectations for a free
write
● Set a goal for your free
write today based on
your graph. (10-15
words more than the
previous time)
● Focus on writing
fluency in Spanish
● 10 minute timed write
and record on graph.
● Turn in reflection and
free write as a
formative assessment
● Minor summative
assessment choice:
detailed drawings of
the extended reading
OR create a graphic
organizer for the
extended reading that
includes the elements
of a story (problem,
resolution, characters,
setting)
Reflect on your progress.
What are you doing well?
How can you improve your
weaker areas?
Besa la chica—Disney
Besa la chica—Disney
●
●
Major summative
assessment that
assesses that students
listening skills,
acquisition of
grammatical structures
and vocabulary, and
ability to read in the
target language
If time allows introduce
vocabulary for our next
unit
Besa la chica—Disney
Date
A/B Day
Monday
Tuesday
Wednesday
Thursday
Friday
10/13
No School
Staff Development
10/14
A
10/15
B
10/16
A
10/17
B
Objective
Listen to, understand, and
participate in Spanish
conversation.
Listen to, understand, and
participate in Spanish
conversation.
TEKS
(1) A and B
Bellringer
(1) A and B
(4) C
Besa la chica—Disney
Activities
●
●
●
●
Closing
Vocabulary notes and
introduce new
structures: quería
comer, sabía, le dijo
PQA: practice the first
and second person
present tenses of these
structures
Review expectations
and ask the out loud
story. Students actively
participate in adding to
the story in Spanish
Formative assessment:
partner retells, draw the
story, talk to a spot on
the wall, retell the story
to your hand.
Answer a personalized
questions.
Besa la chica—Disney
Besa la chica—Disney
●
PQA: practice the first
and second person
present tenses of these
structures
● Review expectations
and review and add to
the ask the out loud
story. Students actively
participate in adding to
the story in Spanish
● Formative assessment:
partner retells, draw the
story, talk to a spot on
the wall, retell the story
to your hand.
● Minor summative
assessment: out loud
retell of the out loud
story. Use rubric as a
holistic grading guide
Answer a comprehension
question about the out loud
story.
Besa la chica—Disney
TEKS for Spanish 1 and 2
(c) Knowledge and skills.
(1) Communication. The student communicates in a language other than English using the skills of listening, speaking, reading, and writing. The student is expected to:
(A) engage in oral and written exchanges of learned material to socialize and to provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and written language such as simple stories, high-frequency commands, and brief instructions when dealing with familiar topics; and
(C) present information using familiar words, phrases, and sentences to listeners and readers.
(2) Cultures. The student gains knowledge and understanding of other cultures. The student is expected to:
(A) demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and
(B) demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied.
(3) Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to:
(A) use resources (that may include technology) in the language and cultures being studied to gain access to information; and
(B) use the language to obtain, reinforce, or expand knowledge of other subject areas.
(4) Comparisons. The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to:
(A) demonstrate an understanding of the nature of language through comparisons of the student's own language and the language studied;
(B) demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied; and
(C) demonstrate an understanding of the influence of one language and culture on another.
(5) Communities. The student participates in communities at home and around the world by using languages other than English. The student is expected to:
(A) use the language both within and beyond the school setting through activities such as participating in cultural events and using technology to communicate; and
(B) show evidence of becoming a lifelong learner by using the language for personal enrichment and career development.