Español 3 Enero
MON DAY, JANUARY 6
Presentación y práctica de gramática 1, pp. 37–39
OBJECTIVES
 Talk about outdoor activities in the past using the preterite.
 Culture: Influence of nature on art.
TEACH
 Notes: regular preterite and verbs with spelling changes in the preterite yo form
PRACTICE AND APPLY
 Práctica de gramática, Activities 6 and 7, p. 38. Have students work in pairs to
complete this activity.
ASSESS AND RETEACH
 Homework: RB, pp. 31-32
TUEDAY, JANUARY 7
Presentación y práctica de gramática 2, pp. 42–44
OBJECTIVES
 Practice using irregular preterite verbs.
 Talk about outdoor activities in the past.
 Recycle: preterite stem changes.
 Culture: Parks near Monterrey.
TEACH
 Notes for each of the following irregular verbs: hacer, querer, venir, haber, poder,
poner, saber, andar, estar, tener, decir, traer, and conducir. Explain that each of
these verbs has an irregular stem and ending in the preterite tense.
 Review the irregular preterite forms of the verbs ser and ir, dar, and ver. Point out
the similarities in the endings of the four verbs.
ASSESS AND RETEACH
 Homework: RB pp. 34-35
WEDNESDAY, JANUARY 8
PRACTICE AND APPLY
 conjuguemos.com
 PRUEBAS
THURSDAY, JANUARY 9
Lesson Opener, Presentación y práctica de vocabulario, pp. 56–60
OBJECTIVES
 Introduce lesson theme: Vamos a la playa.
Español 3 Enero
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Culture: compare beach activities.
Present and practice vocabulary: family relationships and beach activities.
Check for recognition.
Talk about what you did at the beach using the preterite tense.
Talk about preferences for a future vacation.
TEACH
 Presentación de vocabulario, pp. 58–59, paragraphs A–E. Have students look at the
photos as you read aloud the paragraphs..
PRACTICE AND APPLY
 Lesson 1 Opener, pp. 56–57. Discuss how the photo shows the blending of past and
present cultures in Mexico. Ask students to share other places they have visited that
show both past and present cultures.
 Asociaciones, Activity 1, p. 60. Have students work with a partner to complete these
activities.
 Para y piensa, p. 60. Have students complete the activity.
ASSESS AND RETEACH
 Homework: RB: pp. 37-39
 Define vocab
FRIDAY, JANUARY 10
Vocabulario en contexto, pp. 61–62
OBJECTIVES
 Understand family and vacation vocabulary in context.
 Check comprehension of the reading.
 Practice using vocabulary in context.
 Recycle: saber and conocer.
TEACH
 Read aloud the blog on p. 61. Draw a family tree on the board, and ask students to
help you complete it for Sandra’s family.
PRACTICE AND APPLY
 Review the preterite tense of verbs saber and conocer on p. 62 before completing
Activity 5 on p. 62. Ask students to work in pairs as they read aloud and do the
activity.
 Para y piensa, p. 62. Have students respond to the questions in this exercise.
ASSESS AND RETEACH
 Homework: Cuaderno, pp. 24–26
Español 3 Enero
MON DAY, JANUARY 13
Presentación y práctica de gramática 1, pp. 63–65
OBJECTIVES
 Present and practice regular and irregular verbs in the imperfect.
 Use the imperfect to describe some ongoing actions in the past.
 Compare some extreme sports in Mexico and the U.S.
 Culture: Learn about cliff diving and discuss extreme sports.
BELL RINGER
 Difference between preterite and imperfect?
TEACH
 Notes: p 63, The Imperfect
PRACTICE AND APPLY
 Un diario, Activity 7, p. 64.
 Mucha gente en la playa, Activity 8, p. 65.
ASSESS AND RETEACH
 Homework: RB: pp.41-42
TUESDAY, JANUARY 14
PRACTICE AND APPLY
 White board conjugations
ASSESS AND RETEACH
 Homework: Cuaderno, pp. 27–29
WEDNESDAY, JANUARY 15
BELL RINGER
 What are the imperfect endings?
PRACTICE AND APPLY
 BUZZ
THURS DAY, JANUARY 16
NO SCHOOL
FRIDAY, JANUARY 13
OBJECTIVES
 Practice the preterite and imperfect in context.
Español 3 Enero

Practice vocabulary for beach activities.
TEACH
 P. 68 Notes Preterite vs. Imperfect
PRACTICE AND APPLY
 ¿Qué pasó?, Activity 12, p. 69. Read aloud the instructions, and have students work
in pairs to complete the activity.
 ¿Qué verbo?, Activity 13, p. 69. Read aloud the instructions. Ask volunteers to read
aloud the questions in this activity, inserting the appropriate verb forms.
ASSESS AND RETEACH
 Para y piensa, p. 70. Have students complete the exercise and share their responses
with a partner.
 Homework: RB: pp. 44-45
MONDAY, JANUARY 20
PRACTICE AND APPLY
 Practice with preterite vs. imperfect
o Worksheets
o White boards
ASSESS AND RETEACH
 Homework: worksheet (esquiando)
TUESDAY, JANUARY 21
PRACTICE AND APPLY
 Conjuguemos
WEDNESDAY, JANUARY 22
Todo junto, pp. 71–73
OBJECTIVES
 Practice using and integrating lesson grammar and vocabulary.
BELL RINGER
 Have students verbally recount to a partner what they did on a family vacation or
during summer break. Ask each partner to record a sentence that uses the past
tense, and another that uses the past progressive tense. Have partners work
together to rewrite these sentences en español.
TEACH
 Review the concept of cause and effect. Ask students to name words that signal
cause and effect, such as because/porque, as a result/consecuentemente, due
to/debido a, and so/tan.
Español 3 Enero

Draw a two-column chart on the board. Head one column “Santiago” and the other
column “Jorge.” Ask students to name details that Sandra admires about each of
these young men. Write the details in the appropriate columns.
PRACTICE AND APPLY
 Comprensión del diálogo, Activity 17, p. 72.
ASSESS AND RETEACH
 Homework: Cuaderno, pp. 30-32
THURSDAY, JANUARY 23
Check la tarea
quiz: preterite vs. imperfect