Completed
Tema 5, Capítulo 5A
Day 1
National Standards
Learn about the artist Carmen Lomas Garza
Learn new vocabulary about family members, celebrations, and parties
Listen to and understand statements about family members ages and names
Listen to and demonstrate comprehension vocabulary about preparing for a party
1.2, 2.2, 3.1, 4.2
Vocabulary: Visualized vocabulary, family members vocabulary, parties and celebrations
vocabulary
Technology: Overhead/LCD projector, CD player
Pacing:
90 minutes
1. WARM-UP/ASSESS (10 minutes)
ALL STUDENTS
Return the Examen del capítulo 4B
Go over any recurring errors that students may have made, reteaching as
necessary.
2. PRESENT/PRACTICE (35 minutes)
ALL STUDENTS
Objectives (p. 221)
Go over the chapter objectives with students to prepare them for the new
material.
Fondo cultural: Carmen Lomas Garza (p. 220)
Go over the information and have students respond to the question.
HERITAGE LANGUAGE LEARNERS
Ask students who are familiar with other cultures to describe typical
families from their heritage culture.
3. PRESENT/PRACTICE
ALL STUDENTS
Core Instruction: Vocabulario y gramática en contexto (pp. 222-223)
Play Tracks 1 and 2. Present new vocabulary about family members,
celebrations, and parties.
Actividad 1 La familia de Cristina (p. 223)
Play Track 3. Students listen to someone talking about family members’
ages and names and indicate comprehension.
Actividad 2 Preparamos la fiesta (p. 223)
Play Track 4. Students indicate listening comprehension about preparing
for a party.
HERITAGE LANGUAGE LEARNERS
If any students have had experience making a papel picado or a piñata,
ask them to talk about who taught them to make these decorations, what
materials were used, and the occasions for which the decorations were
made.
STUDENTS WITH LEARNING DIFFICULTIES
If the organization of the family tree causes students to struggle with the
vocabulary words and their meanings, suggest that they look at the list on
Targeted Resources
Examen del capítulo, 4B
Answer Key: Examen del
capítulo, 4B
REALIDADES para
hispanohablantes: Examen
del capítulo, 4B
REALIDADES para
hispanohablantes: Answer
Key: Examen del capítulo, 4B
Targeted Resources
Vocabulary & Grammar
Transparencies:
Transparencies 12-20
Atlas, Cap. 5A
Targeted Resources
Vocabulary, Cap. 5A
Vocabulary & Grammar
Transparencies:
Transparency 96
Vocabulary & Grammar
Transparencies:
Transparency 97
Act. 1, Act. 2 Audio, Cap. 5A
TRB: Cap. 5A, Input Script
TRB: Cap. 5A, Vocabulary
Clip Art
TPR Stories: Tema 5
TRB: Cap. 5A, Audio Script
p. 244. Review the family tree prior to starting Actividad 1.
4. WRAP-UP/HOMEWORK OPTIONS (5 minutes)
Targeted Resources
ALL STUDENTS
Practice Workbook 5A-1, 5A-2
Assign 5A-1 and 5A-2 for homework or in-class work.
Go Online (p. 221)
Have students Go Online at home or in class to view the Online Atlas.
Go Online (p. 223)
Have students Go Online at home or in class for more practice with the
new vocabulary.
HERITAGE LANGUAGE LEARNERS
Realidades para hispanohablantes: A primera vista, 5A. Assign for
homework or in-class work.
STUDENTS WITH SPECIAL NEEDS
Guided Practice Activities for Vocabulary and Grammar: Vocabulary
Flash Cards, Vocabulary Check. Have students fill in vocabulary flash
cards as in-class work or homework.
5. BLOCK SCHEDULE (40 minutes)
Practice Workbook: 5A-1
Practice Workbook: 5A-2
Practice Workbook: 5A-1
Answers
Practice Workbook: 5A-2
Answers
REALIDADES para
hispanohablantes: Cap. 5A, A
primera vista
REALIDADES para
hispanohablantes Answer
Key: Cap. 5A, A primera vista
Guided Practice Activities:
Vocabulary Flash Cards,
Vocabulary Check
Guided Practice Activities
Answer Key: Vocabulary
Flash Cards, Vocabulary
Check
Targeted Resources
Have students make family tree posters or collages. They can either use
real photos or make fictional collages using pictures from magazines,
downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They can also include a few
sentences on the poster: Mi padre es simpático. Point out that each
person has to be identified in relation to the student. Remind them to
check their sentences for spelling and agreement. You may have to
provide students with additional vocabulary words, based on their
individual family structures.
Completed
Tema 5, Capítulo 5A
Day 2
Learn additional vocabulary and grammar in visual and story context
Watch and listen to the video and understand new vocabulary and grammar in authentic
context
Read and demonstrate comprehension of statements about the video
National Standards
1.1, 1.2, 1.3, 2.1
Vocabulary: Visualized vocabulary, family members vocabulary, parties and celebrations
vocabulary
Technology: Overhead/LCD projector, CD player, VCR/DVD player
Pacing:
90 minutes
1. WARM-UP/ASSESS (5 minutes)
ALL STUDENTS
Homework check
Review the previous day’s homework assignment. Go over any recurring
errors that students may have made, reteaching as necessary.
Targeted Resources
Practice Workbook: 5A-1
Practice Workbook: 5A-2
Practice Workbook: 5A-1
Answers
Practice Workbook: 5A-2
Answers
2. PRESENT/PRACTICE (40 minutes)
ALL STUDENTS
Core Instruction: Videohistoria ¡Feliz cumpleaños! (pp. 224-225)
Present additional vocabulary and grammar by showing transparencies
and having students look at pictures and read dialogue between
characters in the Videohistoria. Preview the video.
3. PRESENT/PRACTICE
ALL STUDENTS
Video Activity 1
Assign Video Activity 1 for in-class work.
View: Videohistoria (p. 224)
Show the video for Capítulo 5A. Through multiple viewings, students
learn new vocabulary and grammar in context.
Video Activities 2, 3, 4
Assign Video Activities 2, 3, and 4 for in-class work.
Actividad 3 ¿Comprendes? (p. 225)
Students indicate reading comprehension by answering questions about
the Videohistoria.
ADVANCED LEARNERS / PRE-AP*
Have students use the Internet or library resources to look for Spanish
folk songs. Have them bring in the lyrics and find out on what occasion
the song is sung.
STUDENTS WITH LEARNING DIFFICULTIES
Preview the questions for Actividad 3 by reading them with the students.
Have them look carefully at the pictures, and preview the new vocabulary
words.
4. WRAP-UP/HOMEWORK OPTIONS (5 minutes)
ALL STUDENTS
Practice Workbook 5A-3, 5A-4
Assign 5A-3 and 5A-4 for homework or in-class work.
Go Online (p. 225)
Have students Go Online at home or in class for more practice with the
new vocabulary.
Prueba 5A-1: Vocabulary recognition
Remind students to prepare for Prueba 5A-1, which will be administered
during the next class period, and ask if they have any questions about the
material to be covered.
Targeted Resources
Vocabulary, Cap. 5A
Vocabulary & Grammar
Transparencies:
Transparency 98
Vocabulary & Grammar
Transparencies:
Transparency 99
TRB: Cap. 5A, Audio Script
Targeted Resources
TRB: Cap. 5A, Video Script
Writing, Audio & Video
Activity Workbook: Cap. 4B,
Video Activities 1, 2, 3, 4
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 4B, Video Activities
1, 2, 3, 4
Answers on Transparencies:
Cap. 5A, Act. 3 Answers
Act. 3 Answers, Cap. 5A
Pre-AP* Resource Book:
Vocabulary Strategies
Targeted Resources
Practice Workbook: 5A-3
Practice Workbook: 5A-4
Practice Workbook: 5A-3
Answers
Practice Workbook: 5A-4
Answers
Prueba 5A-1, Vocabulary
recognition
Answer Key: Prueba 5A-1,
Vocabulary recognition
REALIDADES para
hispanohablantes: Prueba
5A-1, Vocabulary recognition
REALIDADES para
hispanohablantes: Answer
Key: Prueba 5A-1,
Vocabulary recognition
QuickTake Quiz 5A-1
5. BLOCK SCHEDULE (40 minutes)
Targeted Resources
Have students make family tree posters or collages. They can either use
real photos or make fictional collages using pictures from magazines,
downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They can also include a few
sentences on the poster: Mi padre es simpático. Point out that each
person has to be identified in relation to the student. Remind them to
check their sentences for spelling and agreement. You may have to
provide students with additional vocabulary words, based on their
individual family structures.
Completed
Tema 5, Capítulo 5A
Day 3
National Standards
Use new vocabulary orally and in writing
Choose vocabulary words based on contextual clues
Ask and tell about family
Use family vocabulary in a personalized context
Learn about Mexican paper crafts
1.1, 1.2, 1.3, 2.1, 2.2,
4.2
Vocabulary: Visualized vocabulary, family members vocabulary, parties and celebrations
vocabulary
Technology: Overhead/LCD projector, CD player
Pacing:
90 minutes
1. WARM-UP/ASSESS (20 minutes)
ALL STUDENTS
Actividad 4 ¿Quién es? (p. 226)
Students use new vocabulary orally and in writing to complete the
sentences.
Actividad 5 En la fiesta de cumpleaños (p. 226)
Students choose vocabulary words based on contextual clues in the
passage.
Homework check
Review the previous day’s homework assignment. Go over any recurring
errors that students may have made, reteaching as necessary.
Prueba 5A-1: Vocabulary recognition
Administer Prueba 5A-1 in class.
2. WARM-UP/ASSESS (ADDITIONAL RESOURCES)
Targeted Resources
Answers on Transparencies:
Cap. 5A, Act. 4 Answers
Answers on Transparencies:
Cap. 5A, Act. 5 Answers
Act. 4, Act. 5 Answers, Cap.
5A
Practice Workbook: 5A-3
Practice Workbook: 5A-4
Practice Workbook: 5A-3
Answers
Practice Workbook: 5A-4
Answers
Prueba 5A-1, Vocabulary
recognition
Answer Key: Prueba 5A-1,
Vocabulary recognition
REALIDADES para
hispanohablantes: Prueba
5A-1, Vocabulary recognition
Targeted Resources
REALIDADES para
hispanohablantes: Answer
Key: Prueba 5A-1,
Vocabulary recognition
QuickTake Quiz 5A-1
3. PRESENT/PRACTICE (25 minutes)
ALL STUDENTS
Actividad 6 Mi familia (p. 227)
Working with a partner, students ask questions and give answers about
the family.
Actividad 7 A mi familia le gusta... (p. 227)
Working with a partner, students use family and leisure activities
vocabulary in a personalized context.
Fondo cultural: El papel picado (p. 226)
Go over the information and have students respond to the question.
Audio Activities 5, 6
Play Tracks 6 and 7 and have students complete Audio Activities 5 and 6
in class.
Communicative Activity
Assign the Communicative Activity for in-class work.
ADVANCED LEARNERS / PRE-AP*
Have students bring in a photo of a recent family celebration or a
magazine cutout of people at a party. Working in small groups, have them
brainstorm what they could say to describe the scene.
STUDENTS WITH LEARNING DIFFICULTIES
Preview Actividad 4 by helping students to provide the English for the
item stems. For Actividad 5, have students read each phrase aloud twice,
using a different answer choice each time.
4. WRAP-UP/HOMEWORK OPTIONS (5 minutes)
ALL STUDENTS
Writing Activity 10
Assign Writing Activity 10 for homework or in-class work.
Prueba 5A-2: Vocabulary production
Remind students to prepare for Prueba 5A-2, which will be administered
during the next class period, and ask if they have any questions about the
material to be covered.
HERITAGE LANGUAGE LEARNERS
Realidades para hispanohablantes: Manos a la obra, 5A. Assign for
homework or in-class work.
5. BLOCK SCHEDULE (40 minutes)
Have students make family tree posters or collages. They can either use
Targeted Resources
Answers on Transparencies:
Cap. 5A, Act. 6 Answers
Answers on Transparencies:
Cap. 5A, Act. 7 Answers
Act. 6, Act. 7 Answers, Cap.
5A
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Audio Activity 5
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Audio Activity 6
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Audio Activity
5
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Audio Activity
6
TRB: Cap. 5A, Audio Script
TRB: Cap. 5A,
Communicative Activities
Targeted Resources
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Writing Activity 10
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Writing Activity
10
Prueba 5A-2, Vocabulary
production
Answer Key: Prueba 5A-2,
Vocabulary production
REALIDADES para
hispanohablantes: Prueba
5A-2, Vocabulary production
REALIDADES para
hispanohablantes: Answer
Key: Prueba 5A-2,
Vocabulary production
REALIDADES para
hispanohablantes: Cap. 5A,
Manos a la obra
REALIDADES para
hispanohablantes Answer
Key: Cap. 5A, Manos a la
obra
Targeted Resources
real photos or make fictional collages using pictures from magazines,
downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They can also include a few
sentences on the poster: Mi padre es simpático. Point out that each
person has to be identified in relation to the student. Remind them to
check their sentences for spelling and agreement. You may have to
provide students with additional vocabulary words, based on their
individual family structures.
Completed
Tema 5, Capítulo 5A
Day 4
National Standards
Answer personalized questions using adjectives and vocabulary for leisure activities
Learn about the verb tener
Use forms of the verb tener and new vocabulary
Use family vocabulary and grammar in a personalized context
Write a paragraph based on an interview
1.1, 1.2, 1.3, 4.1
Vocabulary: Visualized vocabulary, family members vocabulary, parties and celebrations
vocabulary
Technology: Overhead/LCD projector, CD player, VCR/DVD player
Pacing:
90 minutes
1. WARM-UP/ASSESS (20 minutes)
ALL STUDENTS
Actividad 8 Y tú, ¿qué dices? (p. 227)
Students answer personalized questions using adjectives and leisure
activity vocabulary.
Homework check
Review the previous day’s homework assignment. Go over any recurring
errors that students may have made, reteaching as necessary.
Prueba 5A-2: Vocabulary production
Administer Prueba 5A-2 in class.
2. PRESENT/PRACTICE (25 minutes)
ALL STUDENTS
Core Instruction: The verb tener (p. 228)
Present the grammar box about the verb tener.
View: GramActiva Video (p. 228)
Show the GramActiva video about the verb the verb tener.
Actividad 9 Rompecabezas (p. 228)
Students read and write to complete a puzzle using the verb tener.
Actividad 10 ¿Qué hay para la fiesta? (p. 228)
Students use tener and new vocabulary to answer questions about a
fiesta.
Targeted Resources
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Writing Activity 10
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Writing Activity
10
Prueba 5A-2, Vocabulary
production
Answer Key: Prueba 5A-2,
Vocabulary production
REALIDADES para
hispanohablantes: Prueba
5A-2, Vocabulary production
REALIDADES para
hispanohablantes: Answer
Key: Prueba 5A-2,
Vocabulary production
Targeted Resources
Grammar, Cap. 5A
Vocabulary & Grammar
Transparencies:
Transparency 100
TRB: Cap. 5A, Video Script
Answers on Transparencies:
Cap. 5A, Act. 9 Answers
Answers on Transparencies:
Cap. 5A, Act. 10 Answers
Act. 9, Act. 10 Answers, Cap.
Actividad 11 Entrevista (p. 229)
Students interview a partner and find out answers to questions using
family vocabulary and grammar in a personalized context.
Actividad 12 ¡Reportaje! (p. 229)
Students write a paragraph based on notes from Actividad 11 to practice
using tener and family vocabulary.
ADVANCED LEARNERS / PRE-AP*
Assign a Spanish-speaking country. Have
students make a decorative chart for a festival
or celebration particular to that country.
STUDENTS WITH LEARNING DIFFICULTIES
Make photocopies of Actividad 9. Have
students underline the digits and the words
for numbers to help them solve the puzzle.
For Actividad 11, work with students to create
a format for taking notes.
3. WRAP-UP/HOMEWORK OPTIONS (5 minutes)
ALL STUDENTS
Writing Activity 11
Assign Writing Activity 11 for homework or in-class work.
Go Online (p. 230)
Have students Go Online at home or in class for more practice with the
verb tener.
STUDENTS WITH SPECIAL NEEDS
Guided Practice Activities for Vocabulary and Grammar: The verb tener.
Have students complete guided practice activities for homework or inclass work to reinforce grammar concepts for extra practice.
4. BLOCK SCHEDULE (40 minutes)
5A
Targeted Resources
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Writing Activity 11
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Writing Activity
11
Guided Practice Activities:
5A-1, The verb tener
Guided Practice Activities:
5A-2, The verb tener
Guided Practice Activities
Answer Key: 5A-1, The verb
tener
Guided Practice Activities
Answer Key: 5A-2, The verb
tener
Targeted Resources
Have students make family tree posters or collages. They can either use
real photos or make fictional collages using pictures from magazines,
downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They can also include a few
sentences on the poster: Mi padre es simpático. Point out that each
person has to be identified in relation to the student. Remind them to
check their sentences for spelling and agreement. You may have to
provide students with additional vocabulary words, based on their
individual family structures.
Tema 5, Capítulo 5A
Day 5
Use vocabulary and grammar to answer questions
Read and understand an article about a family
Use appropriate forms of the verb tener
Speak using family vocabulary
Completed
National Standards
1.1, 1.2, 1.3, 2.2, 3.1,
3.2, 4.1, 4.2
Learn about the royal family of Spain
Look at and analyze art
Compare two royal family portraits
Learn about possessive adjectives
Read for comprehension
Use possessive adjectives to answer questions
Vocabulary: Visualized vocabulary, family members vocabulary, parties and celebrations
vocabulary
Technology: Overhead/LCD projector, CD player
Pacing:
90 minutes
1. WARM-UP/ASSESS (10 minutes)
ALL STUDENTS
Actividad 13 Preparaciones para una fiesta de cumpleaños (p. 229)
Students use new vocabulary and grammar to answer the questions.
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 (35 minutes)
ALL STUDENTS
Actividad 14 La familia de Pablo (p. 230)
Students read a passage and complete sentences with forms of the verb
tener.
Actividad 15 ¿Quiénes son los miembros de la familia real? (p. 230)
Working with a partner, students identify members of the royal family of
Spain.
Fondo cultural: La familia real de España (p. 230)
Go over the information and have students respond to the question.
Actividad 16 La familia de Carlos IV (p. 231)
Students look at a painting, then read a passage and demonstrate
comprehension.
Actividad 17 Carlos IV y su familia (p. 231)
Working with a partner, students use vocabulary to discuss people in the
painting.
Fondo cultural: Dos familias reales (p. 231)
Go over the information and have students respond to the questions.
Audio Activity 7
Play Track 8 and have students complete Audio Activity 7 in class.
Core Instruction: Possessive adjectives (p. 232)
Present the grammar box about possessive adjectives.
Actividad 19 ¿Quién es tu héroe o heroína? (p. 233)
Students read an ad and demonstrate comprehension.
ADVANCED LEARNERS / PRE-AP*
Have students create and describe a fictional “royal family” and a fictional
country for the family to rule. Have them present their family to a small
group.
Ask students to make a small poster presenting their hero, including a
photo. Have them tell the person’s name and age, and list several
qualities that explain why he or she is a hero.
STUDENTS WITH SPECIAL NEEDS
If students with visual problems may have trouble matching the silhouette
to the photograph in Actividad 15, pair them with students who have
Targeted Resources
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Writing Activity 11
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Writing Activity
11
Targeted Resources
Vocabulary & Grammar
Transparencies:
Transparency 101
Vocabulary & Grammar
Transparencies:
Transparency 102
Answers on Transparencies:
Cap. 5A, Act. 14 Answers
Answers on Transparencies:
Cap. 5A, Act. 15 Answers
Answers on Transparencies:
Cap. 5A, Act. 16 Answers
Act. 14, Act. 15, Act. 16
Answers, Cap. 5A
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Audio Activity 7
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Audio Activity
7
TRB: Cap. 5A, Audio Script
TRB: Cap. 5A, Video Script
stronger spatial skills
HERITAGE LANGUAGE LEARNERS
In written exercises, be sure to closely monitor the agreement of
adjectives and verbs. If students have not had extensive formal writing
practice in Spanish, they may spell some words phonetically.
3. PRESENT/PRACTICE (ADDITIONAL RESOURCES)
Targeted Resources
Grammar, Cap. 5A
Pre-AP* Resource Book:
Listening Strategies
Pre-AP* Resource Book:
Speaking Strategies
4. WRAP-UP/HOMEWORK OPTIONS (5 minutes)
ALL STUDENTS
Practice Workbook 5A-5
Assign 5A-5 for homework or in-class work.
Actividad 18 La Cenicienta y su familia (p. 232)
Students read a passage and use possessive adjectives to complete the
sentences.
Go Online (p. 234)
Have students Go Online at home or in class for more practice with
possessive adjectives.
Prueba 5A-3: The verb tener
Remind students to prepare for Prueba 5A-3, which will be administered
during the next class period, and ask if they have any questions about the
material to be covered.
STUDENTS WITH SPECIAL NEEDS
Guided Practice Activities for Vocabulary and Grammar: Possessive
adjectives. Have students complete guided practice activities for
homework or in-class work to reinforce grammar concepts for extra
practice.
WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL
5. RESOURCES)
Targeted Resources
Practice Workbook: 5A-5
Practice Workbook: 5A-5
Answers
Answers on Transparencies:
Cap. 5A, Act. 18 Answers
Act. 18 Answers, Cap. 5A
Prueba 5A-3, The verb tener
Answer Key: Prueba 5A-3,
The verb tener
REALIDADES para
hispanohablantes: Prueba
5A-3, The verb tener
REALIDADES para
hispanohablantes: Answer
Key: Prueba 5A-3, The verb
tener
QuickTake Quiz 5A-3
Guided Practice Activities:
5A-3, Possessive adjectives
Targeted Resources
Guided Practice Activities:
5A-4, Possessive adjectives
Guided Practice Activities
Answer Key: 5A-3,
Possessive adjectives
Guided Practice Activities
Answer Key: 5A-4,
Possessive adjectives
6. BLOCK SCHEDULE (40 minutes)
Have students make family tree posters or collages. They can either use
real photos or make fictional collages using pictures from magazines,
downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They can also include a few
sentences on the poster: Mi padre es simpático. Point out that each
person has to be identified in relation to the student. Remind them to
check their sentences for spelling and agreement. You may have to
Targeted Resources
provide students with additional vocabulary words, based on their
individual family structures.
Completed
Tema 5, Capítulo 5A
Day 6
National Standards
Play a game using possessive adjectives and tener
Use possessive adjectives, classroom vocabulary, and tener
Learn about diminutives
Read and listen for understanding
1.1, 1.2, 1.3, 4.1
Vocabulary: Visualized vocabulary, family members vocabulary, parties and celebrations
vocabulary
Technology: Overhead/LCD projector, CD player, VCR/DVD player
Materials:
cube template
Pacing:
90 minutes
1. WARM-UP/ASSESS (15 minutes)
ALL STUDENTS
Homework check
Review the previous day’s homework assignment. Go over any recurring
errors that students may have made, reteaching as necessary.
Prueba 5A-3: The verb tener
Administer Prueba 5A-3 in class.
2. PRESENT/PRACTICE (30 minutes)
ALL STUDENTS
View: GramActiva Video (p. 232)
Show the GramActiva video about possessive adjectives.
Actividad 21 Juego (p. 234)
Working with a partner, students play a game using possessive adjectives
and tener.
Actividad 22 ¿Qué tienen y para qué clase? (p. 234)
Students use possessive adjectives, classroom vocabulary, and tener to
complete the activities.
Audio Activities 8, 9
Play Tracks 10 and 11 and have students complete Audio Activities 8 and
9 in class.
Exploración del lenguaje: Diminutives (p. 235)
Present the concept of diminutives and review the examples.
HERITAGE LANGUAGE LEARNERS
When presenting Exploración del lenguaje, ask students to list additional
examples of diminutives they use at home or with their family.
STUDENTS WITH SPECIAL NEEDS
Targeted Resources
Practice Workbook: 5A-5
Practice Workbook: 5A-5
Answers
Answers on Transparencies:
Cap. 5A, Act. 18 Answers
Prueba 5A-3, The verb tener
Answer Key: Prueba 5A-3,
The verb tener
REALIDADES para
hispanohablantes: Prueba
5A-3, The verb tener
REALIDADES para
hispanohablantes: Answer
Key: Prueba 5A-3, The verb
tener
QuickTake Quiz 5A-3
Targeted Resources
TRB: Cap. 5A, Video Script
TRB: Cap. 5A, GramActiva
BLMs
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Audio Activity 8
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Audio Activity 9
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Audio Activity
8
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Audio Activity
9
TRB: Cap. 5A, Audio Script
For Actividad 21, prepare an extra set of dice for any students who have
difficulties with fine motor skills.
3. PRESENT/PRACTICE
ALL STUDENTS
Actividad 23 ¡Feliz cumpleaños! (p. 235)
Students read a birthday card and indicate comprehension.
Actividad 24 La fiesta de cumpleaños (p. 235)
Play Track 9. Students listen to and understand sentences about a
birthday party.
4. WRAP-UP/HOMEWORK OPTIONS (5 minutes)
ALL STUDENTS
Practice Workbook 5A-6, 5A-7
Assign 5A-6 and 5A-7 for homework or in-class work.
Actividad 20 ¿Dónde está o dónde están? (p. 233)
Students match questions to answers about a school party.
Go Online (p. 234)
Have students Go Online at home or in class for more practice with
possessive adjectives.
Prueba 5A-4: Possessive adjectives
Remind students to prepare for Prueba 5A-4, which will be administered
during the next class period, and ask if they have any questions about the
material to be covered.
WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL
5. RESOURCES)
Answers on Transparencies:
Cap. 5A, Exploración del
lenguaje Answers
Targeted Resources
Vocabulary & Grammar
Transparencies:
Transparency 103
Answers on Transparencies:
Cap. 5A, Act. 23 Answers
Answers on Transparencies:
Cap. 5A, Act. 24 Answers
Act. 23 Answers, Cap. 5A
Act. 24 Audio, Cap. 5A
Targeted Resources
Practice Workbook: 5A-6
Practice Workbook: 5A-7
Practice Workbook: 5A-6
Answers
Practice Workbook: 5A-7
Answers
Answers on Transparencies:
Cap. 5A, Act. 20 Answers
Act. 20 Answers, Cap. 5A
Prueba 5A-4, Possessive
adjectives
Answer Key: Prueba 5A-4,
Possessive adjectives
REALIDADES para
hispanohablantes: Prueba
5A-4, Possessive adjectives
REALIDADES para
hispanohablantes: Answer
Key: Prueba 5A-4,
Possessive adjectives
Targeted Resources
QuickTake Quiz 5A-4
6. BLOCK SCHEDULE (40 minutes)
Targeted Resources
Have students make family tree posters or collages. They can either use
real photos or make fictional collages using pictures from magazines,
downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They can also include a few
sentences on the poster: Mi padre es simpático. Point out that each
person has to be identified in relation to the student. Remind them to
check their sentences for spelling and agreement. You may have to
provide students with additional vocabulary words, based on their
individual family structures.
Tema 5, Capítulo 5A
Completed
Day 7
National Standards
Learn how to pronounce the letters p, t, and q in Spanish
Learn about the artist Diego Rivera
Learn about common Hispanic last names
Use party vocabulary in a personalized context
Practice using vocabulary for months, activities, places, and food and drink
Read about and make papel picado
1.1, 1.2, 1.3, 2.1, 2.2,
3.1, 4.1, 4.2, 5.1
Vocabulary: Visualized vocabulary, family members vocabulary, parties and celebrations
vocabulary
Technology: Overhead/LCD projector, CD player
Materials:
tissues, colored tissue paper, scissors, stapler, string
Pacing:
90 minutes
1. WARM-UP/ASSESS (25 minutes)
ALL STUDENTS
Writing Activities 12, 13
Assign Writing Activities 12 and 13 for homework or in-class work.
Homework check
Review the previous day’s homework assignment. Go over any recurring
errors that students may have made, reteaching as necessary.
2. WARM-UP/ASSESS
ALL STUDENTS
Prueba 5A-4: Possessive adjectives
Administer Prueba 5A-4 in class.
3. PRESENT/PRACTICE (20 minutes)
Targeted Resources
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Writing Activity 12
Writing, Audio & Video
Activity Workbook: Cap. 5A,
Writing Activity 13
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Writing Activity
12
Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 5A, Writing Activity
13
Practice Workbook: 5A-6
Practice Workbook: 5A-7
Practice Workbook: 5A-6
Answers
Practice Workbook: 5A-7
Answers
Answers on Transparencies:
Cap. 5A, Act. 20 Answers
Targeted Resources
Prueba 5A-4, Possessive
adjectives
Answer Key: Prueba 5A-4,
Possessive adjectives
REALIDADES para
hispanohablantes: Prueba
5A-4, Possessive adjectives
REALIDADES para
hispanohablantes: Answer
Key: Prueba 5A-4,
Possessive adjectives
QuickTake Quiz 5A-4
Targeted Resources
ALL STUDENTS
Communicative Activity
Assign the Communicative Activity for in-class work.
Pronunciación: The letters p, t, and q (p. 236)
Play Tracks 12 and 13 and go through the Pronunciación with students.
Present the sounds of the letters p, t, and q in Spanish.
Fondo cultural: Diego Rivera (p. 236)
Go over the information and have students respond to the question.
4. WRAP-UP/HOMEWORK OPTIONS (5 minutes)
TRB: Cap. 5A,
Communicative Activities
TRB: Cap. 5A, Audio Script
Audio, Cap. 5A
Targeted Resources
ALL STUDENTS
La cultura en vivo: El papel picado (p. 240)
Present the material from Cultura en vivo and have students complete the
activities in class.
ADVANCED LEARNERS / PRE-AP*
Encourage creativity if students are able to create intricate patterns in
their papeles picados.
STUDENTS WITH LEARNING DIFFICULTIES
Provide assistance as necessary with the papeles picados.
5. BLOCK SCHEDULE (40 minutes)
Targeted Resources
Have students make family tree posters or collages. They can either use
real photos or make fictional collages using pictures from magazines,
downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They can also include a few
sentences on the poster: Mi padre es simpático. Point out that each
person has to be identified in relation to the student. Remind them to
check their sentences for spelling and agreement. You may have to
provide students with additional vocabulary words, based on their
individual family structures.
Completed
Tema 5, Capítulo 5A
Day 8
National Standards
Read and demonstrate comprehension of a birthday invitation
Discuss birthday parties and other important celebrations
Learn about a Spanish-speaking person’s full name
Prepare and practice a presentation about members of your family
1.1, 1.2, 1.3, 2.1, 2.2,
4.2
Vocabulary: Visualized vocabulary, family members vocabulary, parties and celebrations
vocabulary
Technology: Overhead/LCD projector
Materials:
3 family photos
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)
ALL STUDENTS
Lectura: Mis padres te invitan a mi fiesta de quince años (pp. 238-
Targeted Resources
Presentación oral and escrita
Rubrics
239)
Students read and understand a birthday invitation.
¿Comprendes? (p. 239)
Students demonstrate comprehension of the Lectura by writing and
discussing answers to several questions.
¡Vamos a comparar! (p. 239)
Students discuss birthday parties and other important celebrations.
Fondo cultural: El nombre complete (p. 239)
Go over the information and have students respond to the questions.
Presentación oral: Step 1 (p. 241)
Have students begin work on Step 1 in class.
Vocabulario y gramática (p. 244)
Review chapter vocabulary and grammar with students to prepare them
for the Examen del capítulo.
Preparación para el examen 1, 2 (p. 245)
Play Track 15. Have students complete tasks 1 and 2 in class.
STUDENTS WITH LEARNING DIFFICULTIES
Provide photocopies of the invitation for students. Preview the
¿Comprendes? Questions and have them highlight pertinent information
on the photocopies.
Have students review the Repaso del capítulo and create flashcards for
any words that they do not know. Pair them with a student who is more
confident with the vocabulary to practice.
HERITAGE LANGUAGE LEARNERS
If students have been to a fiesta de quince años, ask them to describe it.
Have students write a few paragraphs telling about their perfect birthday
celebration. Encourage them to use as many vocabulary words from this
chapter as they can, and to share their work with the class.
3. PRESENT/PRACTICE (ADDITIONAL RESOURCES)
REALIDADES para
hispanohablantes:
Presentación oral and escrita
Rubrics
Answers on Transparencies:
Cap. 5A, ¿Comprendes? P.
243 Answers
Answers on Transparencies:
Cap. 5A, Preparación para el
examen Answers
Answers, Cap. 5A
TRB: Cap. 5A, Audio Script
TRB: Cap. 5A, Vocabulary
Clip Art
TRB: Cap. 5A, Situation
Cards
Pre-AP* Resource Book:
Reading Strategies
Pre-AP* Resource Book:
Speaking Strategies
Targeted Resources
Go Online
4. WRAP-UP/HOMEWORK OPTIONS (5 minutes)
ALL STUDENTS
Presentación oral: Step 2 (p. 241)
Have students complete Step 2 in class.
Preparación para el examen 3, 4, 5 (p. 245)
Have students complete tasks 3, 4, and 5 in class.
Go Online: Lectura (p. 239)
Have students Go Online at home or in class to do an Internet link
activity.
HERITAGE LANGUAGE LEARNERS
Realidades para hispanohablantes: ¡Adelante!, 5A. Assign for homework
or in-class work.
Realidades para hispanohablantes: Repaso del capítulo, 5A. Assign for
homework or in-class work.
STUDENTS WITH SPECIAL NEEDS
Guided Practice Activities for Vocabulary and Grammar: Lectura: Mis
padres te invitan a mi fiesta de quince años. Have students complete
guided practice activity for homework or in-class work.
Guided Practice Activities for Vocabulary and Grammar: Presentación
oral. Have students complete guided practice activity for homework or inclass work.
Standardized Test Practice
Reading and Writing for Success: Assign a practice standardized test for
Targeted Resources
Presentación oral and escrita
Rubrics
REALIDADES para
hispanohablantes:
Presentación oral and escrita
Rubrics
TRB: Cap. 5A, Audio Script
Answers on Transparencies:
Cap. 5A, Preparación para el
examen Answers
Answers, Cap. 5A
REALIDADES para
hispanohablantes: Cap. 5A,
¡Adelante!
REALIDADES para
hispanohablantes: Cap. 5A,
Repaso del capítulo
REALIDADES para
hispanohablantes Answer
Key: Cap. 5A, ¡Adelante!
REALIDADES para
homework or in-class work. Review with students how the test will be
scored, including how the rubric is used.
WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL
5. RESOURCES)
hispanohablantes Answer
Key: Cap. 5A, Repaso del
capítulo
Guided Practice Activities:
5A-5, Lectura: Mis padres te
invitan a mi fiesta de quince
años
Targeted Resources
Guided Practice Activities:
5A-6, Presentación oral
Guided Practice Activities
Answer Key: 5A-5, Lectura:
Mis padres te invitan a mi
fiesta
Guided Practice Activities
Answer Key: 5A-6,
Presentación oral
Reading and Writing for
Success: Test 9
Reading and Writing for
Success Answer Key: Test 9
6. BLOCK SCHEDULE (40 minutes)
Targeted Resources
Have students make family tree posters or collages. They can either use
real photos or make fictional collages using pictures from magazines,
downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They can also include a few
sentences on the poster: Mi padre es simpático. Point out that each
person has to be identified in relation to the student. Remind them to
check their sentences for spelling and agreement. You may have to
provide students with additional vocabulary words, based on their
individual family structures.
Completed
Tema 5, Capítulo 5A
Day 9
Give a presentation to the class about members of your family
Learn vocabulary and grammar needed to understand an episode of the video mystery
Watch and listen to the video mystery and learn new vocabulary in a story context
Verify comprehension by answering questions about, and reviewing, the video’s plot
National Standards
1.1, 1.2, 1.3, 5.2
Vocabulary: Visualized vocabulary, family members vocabulary, parties and celebrations
vocabulary
Technology: VCR/DVD player
Pacing:
84 minutes
1. WARM-UP/ASSESS (2 minutes)
ALL STUDENTS
Homework check
Review the previous day’s homework assignment. Go over any recurring
Targeted Resources
Presentación oral and escrita
Rubrics
REALIDADES para
errors that students may have made, reteaching as necessary.
2. PRESENT/PRACTICE (40 minutes)
ALL STUDENTS
Presentación oral: Step 3 (p. 241)
Students will make their presentations to the class.
Videomisterio: ¿Eres tú, María?, Episodio 1 (pp. 242-243)
Introduce the events and vocabulary of Episodio 1 by scanning and
reading the episode summary. Play the video for Episodio 1.
¿Comprendes? (p. 243)
Students indicate comprehension of the Videomisterio.
HERITAGE LANGUAGE LEARNERS
Ask students to use the vocabulary from Palabras para comprender on p.
242 to write a summary of what happened in this episode of the
Videomisterio.
STUDENTS WITH LEARNING DIFFICULTIES
Pause the video when necessary to have students make note of the clues
in the Videomisterio.
3. WRAP-UP/HOMEWORK OPTIONS (2 minutes)
ALL STUDENTS
Practice Workbook 5A-8, 5A-9
Assign 5A-8 and 5A-9 for homework or in-class work.
Go Online: Self-test (p. 245)
Have students Go Online at home or in class to prepare for the Examen
del capítulo.
4. WRAP-UP/HOMEWORK OPTIONS
ALL STUDENTS
Examen del capítulo, 5A
Remind students to review for the Examen del capítulo.
hispanohablantes:
Presentación oral and escrita
Rubrics
TRB: Cap. 5A, Audio Script
Answers on Transparencies:
Cap. 5A, Preparación para el
examen Answers
Targeted Resources
Presentación oral and escrita
Rubrics
REALIDADES para
hispanohablantes:
Presentación oral and escrita
Rubrics
TRB: Cap. 5A, Video Script
Pre-AP* Resource Book:
Speaking Strategies
Targeted Resources
Practice Workbook: 5A-8
Practice Workbook: 5A-9
Practice Workbook: 5A-8
Answers
Practice Workbook: 5A-9
Answers
Targeted Resources
Examen del capítulo, 5A
Answer Key: Examen del
capítulo, 5A
REALIDADES para
hispanohablantes: Examen
del capítulo, 5A
REALIDADES para
hispanohablantes: Answer
Key: Examen del capítulo, 5A
QuickTake Chapter Test
Examen del capítulo Rubrics
Listening Comprehension
Scripts
Speaking Proficiency Scripts
REALIDADES para
hispanohablantes: Examen
del capítulo Rubrics
REALIDADES para
hispanohablantes: Listening
Comprehension Scripts
WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL
5. RESOURCES)
Targeted Resources
REALIDADES para
hispanohablantes: Speaking
Proficiency Scripts
ExamView, All Students: Test
Bank A, Cap. 5A
ExamView, All Students: Test
Bank B, Cap. 5A
ExamView, Heritage
Learners: Cap. 5A
ExamView, Pre-AP*: Cap. 5A
6. BLOCK SCHEDULE (40 minutes)
Targeted Resources
Have students make family tree posters or collages. They can either use
real photos or make fictional collages using pictures from magazines,
downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They can also include a few
sentences on the poster: Mi padre es simpático. Point out that each
person has to be identified in relation to the student. Remind them to
check their sentences for spelling and agreement. You may have to
provide students with additional vocabulary words, based on their
individual family structures.
Completed
Tema 5, Capítulo 5A
Day 10
National Standards
1.1, 1.2, 1.3, 2.1, 2.2
Vocabulary: Visualized vocabulary, family members vocabulary, parties and celebrations
Pacing:
vocabulary
90 minutes
1. WARM-UP/ASSESS (50 minutes)
ALL STUDENTS
Homework check
Review the previous day’s homework assignment. Go over any recurring
errors that students may have made, reteaching as necessary.
Answer questions
Give students a chance to ask any last-minute questions before
administering the Examen del capítulo.
2. WARM-UP/ASSESS
ALL STUDENTS
Examen del capítulo, 5A
Administer Examen del capítulo, 5A in class.
HERITAGE LANGUAGE LEARNERS
Realidades para hispanohablantes Assessment Program: Examen del
capítulo. Administer Examen del capítulo, 5A in class.
STUDENTS WITH SPECIAL NEEDS
Alternate Assessment Program: Examen del capítulo. Administer
Examen del capítulo, 5A in class.
Targeted Resources
Practice Workbook: 5A-8
Practice Workbook: 5A-9
Practice Workbook: 5A-8
Answers
Practice Workbook: 5A-9
Answers
Chapter Checklist
Targeted Resources
Examen del capítulo, 5A
Answer Key: Examen del
capítulo, 5A
REALIDADES para
hispanohablantes: Examen
del capítulo, 5A
REALIDADES para
hispanohablantes: Answer
Key: Examen del capítulo, 5A
QuickTake Chapter Test
Examen del capítulo Rubrics
Listening Comprehension
Scripts
Speaking Proficiency Scripts
REALIDADES para
hispanohablantes: Examen
del capítulo Rubrics
REALIDADES para
hispanohablantes: Listening
Comprehension Scripts
3. WARM-UP/ASSESS (ADDITIONAL RESOURCES)
Targeted Resources
REALIDADES para
hispanohablantes: Speaking
Proficiency Scripts
Alternate Assessment:
Examen del capítulo, 5A
Answer Key: Alternate
Assessment: Examen del
capítulo, 5A
ExamView, All Students: Test
Bank A, Cap. 5A
ExamView, All Students: Test
Bank B, Cap. 5A
ExamView, Heritage
Learners: Cap. 5A
ExamView, Pre-AP*: Cap. 5A
4. BLOCK SCHEDULE (40 minutes)
Have students make family tree posters or collages. They can either use
real photos or make fictional collages using pictures from magazines,
downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They can also include a few
sentences on the poster: Mi padre es simpático. Point out that each
person has to be identified in relation to the student. Remind them to
check their sentences for spelling and agreement. You may have to
provide students with additional vocabulary words, based on their
individual family structures.
Targeted Resources