Monday
Tuesday
Wednesday Thursday
Friday
Date
A/B Day
Objective
9/30
10/1
10/2
10/3
10/4
A
B
A
B
A
Students will be able
to follow classroom
expectations and
participate in Spanish
conversation.
Students will be able
to follow classroom
expectations and
participate in Spanish
conversation.
Students will be able
to follow classroom
expectations and
participate in Spanish
conversation.
Students will be able
to follow classroom
expectations and
participate in Spanish
conversation.
Bellwork
Why study Spanish?
Why study Spanish?
What are the five
classroom
expectations? Give an
example of each one.
What are the five
classroom
expectations? Give an
example of each one.
Demonstrate
classroom
expectations and
procedures and
participate in Spanish
conversations.
List and explain two
classroom procedures
in Mrs. Abbott’s
classroom.
Activities








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)



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)



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



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



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

Name Plate
Activity

details
Name Plate
Activity
details
What do you want to
learn in Spanish this
year?
What do you want to
learn in Spanish this
year?
What have you learned
so far?
Monday
Tuesday
Wednesday Thursday
Friday
10/7
10/8
10/9
10/10
10/11
Labor Day
No school
B
A
B
A
Objective
Demonstrate
classroom
expectations and
procedures and
participate in Spanish
conversations.
Listen and understand
a story in Spanish.
Listen and understand
a story in Spanish.
Listen to and
understand the story
in Spanish. Retell the
story.
Bellwork
List and explain two
classroom procedures
in Mrs. Abbott’s
classroom.
Write one or two
sentences about
yourself in Spanish.
Write one or two
sentences about
yourself in Spanish.
Read and translate:
Había una chica. La
chica era Sally. Sally
estaba cansada.
Closing
Date
A/B Day
What have you learned
so far?
feelings (Buenos
días/tardes, adios,
chau, cansado,
bien, mal, más o
menos)
 Paired
conversations and
record responses
of predetermined
questions
Answer a question
about someone in the
class in Spanish.

Activities
Closing
Monday
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
of predetermined
questions
Answer a question
about someone in the
class in Spanish.

Tuesday
Wednesday Thursday


Review any
expectations and
procedures
students are
unclear on
Ask the story
procedures,
explain why the
method works
Structures: había
una chica, ella era,
eres, soy, ella
estaba, estás,
estoy, es obvio, o,
sí, no, qué, quién,
dónde, un/una
What did you
understand well? How
was the pace?



Review any
expectations and
procedures
students are
unclear on
Ask the story
procedures,
explain why the
method works
Structures: había
una chica, ella era,
eres, soy, ella
estaba, estás,
estoy, es obvio, o,
sí, no, qué, quién,
dónde, un/una
What did you
understand well? How
was the pace?




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
Illustrate
comprehension
through activity
Retell the story in your
own words or from
your point of view.
Friday
Date
A/B Day
Objective
10/14
10/15
10/16
10/17
10/18
B
A
B
A
B
Listen to and
understand the story
in Spanish. Retell the
story.
Listen to and
understand the out
loud story in Spanish.
Listen to and
understand the out
loud story in Spanish.
Listen to and
understand the out
loud story in Spanish
Listen to and
understand the out
loud story in Spanish
Bellwork
Read and translate:
Había una chica. La
chica era Sally. Sally
estaba cansada.
Fotografía—Juanes
Fotografía—Juanes
Fotografía-Juanes
parte 2
Fotografía-Juanes
parte 2
Activities








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
Illustrate
comprehension
through activity






Review procedures
for music
bellringers and
clarify any other
rules/procedures
Review procedures
for ask the story
Take notes on the
structures/key
vocabulary
Look I can Talk
more pg. 6
Teacher’s Guide
Structures are: la
invitó a comer y se
encontró
Establish
background
information about
student actors
Verify details with
student actors






Review procedures
for music
bellringers and
clarify any other
rules/procedures
Review procedures
for ask the story
Take notes on the
structures/key
vocabulary
Look I can Talk
more pg. 6
Teacher’s Guide
Structures are: la
invitó a comer y se
encontró
Establish
background
information about
student actors
Verify details with
student actors





Review procedures
for music
bellringer
Review procedures
for ask the story
Review
background
information and/or
story from
yesterday
Continue or
complete the ask
the story,
emphasize the
structures in
repetitions
Pause to ask for
predictions,
comprehension
checks, etc.
Draw pictures, no
words of what is





Review procedures
for music
bellringer
Review procedures
for ask the story
Review
background
information and/or
story from
yesterday
Continue or
complete the ask
the story,
emphasize the
structures in
repetitions
Pause to ask for
predictions,
comprehension
checks, etc.
Draw pictures, no
words of what is

Begin ask the story
if time allows

Begin ask the story
if time allows
going on in the
story
 If time allows
begin booklet
retell activity
Write a question that
can be answered by
the story.
going on in the
story
 If time allows
begin booklet
retell activity
Write a question that
can be answered by
the story.
Retell the story in your
own words or from
your point of view.
Three details about the
main character in
Spanish.
Three details about the
main character in
Spanish.
Monday
Tuesday
Wednesday Thursday
Friday
Date
A/B Day
Objective
10/19
10/20
10/21
10/22
10/23
A
B
A
B
A
Explain the out loud
story. Read and
understand in Spanish.
Explain the out loud
story. Read and
understand in Spanish.
Read and understand
the story in Spanish.
Read and understand
the story in Spanish.
Read and understand
the story in Spanish
Bellwork
Fotografía-Juanes
parte 3
Fotografía-Juanes
parte 3
Fotografía-Juanes
parte 4
Fotografía-Juanes
parte 4
Te amo by Makano
Activities





Closing


Complete retell
activity (show and
tell if applies)
Begin reading
Lectura 2, pg3 in
Look I can Talk
More student
edition
Put a paragraph on
the screen, what


Complete retell
activity (show and
tell if applies)
Begin reading
Lectura 2, pg3 in
Look I can Talk
More student
edition
Put a paragraph on
the screen, what


Put another
selection from the
reading on the
screen
Review as a class
and have the them
translate
Highlight 15 newly
learned words and
create a foldable


Put another
selection from the
reading on the
screen
Review as a class
and have the them
translate
Highlight 15 newly
learned words and
create a foldable

Have students read
a copy of the
whole story and a
write a summary
English
Create a 1-2
minute skit. Two
choices (1) Retell
the story or (2) Use
the structures and
do you think it
means? Teacher
reads in Spanish
they repeat in
Spanish.
 Ask
comprehension
questions in
Spanish
 Act out in pairs
Act out the paragraph
as a class.
do you think it
means? Teacher
reads in Spanish
they repeat in
Spanish.
 Ask
comprehension
questions in
Spanish
 Act out in pairs
Act out the paragraph
as a class.
What did you learn
today?
Monday
Tuesday
Wednesday Thursday
Friday
Date
A/B Day
10/26
10/27
10/28
10/29
10/30
B
A
B
A
Objective
Read and understand
the story in Spanish
Implement structures
correctly in speaking
and writing in Spanish
Implement structures
correctly in speaking
and writing in Spanish
Demonstrate
understanding of
structures in Spanish.
B
End of 1st Six Weeks
Demonstrate
understanding of
structures in Spanish.
Closing
vocabulary and
create your own
story or version of
the story. Present.
What did you learn
today?
What were the
challenges in acting
our your skit?
Bellwork
Te amo by Makano
Te amo by Makano
parte 2
Te amo by Makano
parte 2
Te amo by Makano
parte 3
Te amo by Makano
parte 3
Activities








Have students read
a copy of the
whole story and a
write a summary
English
Create a 1-2
minute skit. Two
choices (1) Retell
the story or (2) Use
the structures and
vocabulary and
create your own
story or version of
the story. Present.





Closing
What were the
challenges in acting
our your skit?
Continue
presenting skits if
necessary
Free write rules
and procedure
Brainstorm three
ideas in Spanish
Goal 50-75
Reflection: How
did you feel about
the free write
ahead of time?
Was it as difficult
as you thought it
would be? Why or
why not?
Review (out loud
or test review)
What do you need
clarified?





Continue
presenting skits if
necessary
Free write rules
and procedure
Brainstorm three
ideas in Spanish
Goal 50-75
Reflection: How
did you feel about
the free write
ahead of time?
Was it as difficult
as you thought it
would be? Why or
why not?
Review (out loud
or test review)
What do you need
clarified?
Take quiz
Write down
structures
 Pg. 11 Look I can
Talk More
 Structures: una
chica quiere
conocer muchas
partes del mundo;
no le gusta gastar
mucho cuando
viaja; si yo tuviera
un avión yo
podría…
 Establish
background
information and
compare
characters
Complete the phrase si
yo tuviera…
Take quiz
Write down
structures
 Pg. 11 Look I can
Talk More
 Structures: una
chica quiere
conocer muchas
partes del mundo;
no le gusta gastar
mucho cuando
viaja; si yo tuviera
un avión yo
podría…
 Establish
background
information and
compare
characters
Complete the phrase si
yo tuviera…