Spanish 2
Chapter 3
11/24 & 11/25
Teacher: R.F.Kanzig
Target: The student will compare pastimes and leisure activities of the target language countries
to those of the United States.
Essential Questions /
Understandings
Monday 11/24/2014
1.
2.
3.
4.
5.
6.
Students will give
directions to get to a
place and to do tasks
and discuss driving
habits.
Students will also
develop story writing
skills that promote
proficiency within an
authentic context.
Students will describe
events in the past
using the correct
conjugations of the
preterite tense.
Students will compare
similarities and
differences between
various grammar
elements of English
and the target
language.
Are there similarities
and differences in
chores and places in a
community between
our culture and
Hispanic cultures?
Is there a difference
between Spanish and
Objective
1.
2.
3.
4.
5.
6.
7.
I can recall, listen to,
and understand
vocabulary related to
chores, modes of
transportation,
prepositions, and
places in a community.
I can learn new
vocabulary about
places people go, what
they buy, and errands.
I can learn new
vocabulary about
driving, giving, or
following directions,
and special landmarks
in a city or town.
I can write, listen, and
talk about the location
of things in a city, and
errands.
I can illustrate or
categorize new
vocabulary according
with themes.
I can conjugate a
regular and irregular
verb for the preterite
tense.
I can learn, read
questions, and respond
Teacher/student
Warm-up:
Brainstorm activity dealing w/
new vocabulary.
Guided Practice:
1. Ch. 3 Vocabulary PPT.
2. Practice pronunciation
w/ partner.
Independent Practice:
Flashcard activity Ch. 3
vocabulary.
Assessment/Closing:
Exit ticket.
7.
8.
9.
10.
11.
12.
English when one
describes his/her
surroundings?
How does life in Latin
America and United
States communities
compare to each
other?
How do I talk about
the past?
Is there a difference
between Spanish and
English when one talks
about past events?
How are daily routines
in Spanish speaking
countries different
than in the United
States?
How does learning the
language of a country
help you experience /
understand the
culture?
How is the grammar
structure set-up in
the Spanish language?
How does it differ or
show similarities to
that of the English
language? Can you
show and apply the
grammar structure?
Tuesday 11/25/14
1.
Students will give
directions to get to a
place and to do tasks
and discuss driving
habits.
2. Students will also
develop story writing
8.
9.
10.
11.
1.
using Direct Object
Pronouns (D.O.P).
I can learn about
irregular preterite
verbs: ir and ser.
I can use the preterite
forms of ir and ser to
complete a paragraph.
I can write a personal
experience using the
preterite tense.
I can show the Spanish
grammar structure by
talking & writing in the
target language
through oral & written
activities.
I can recall, listen to,
and understand
vocabulary related to
chores, modes of
transportation,
prepositions, and
places in a community.
2. I can learn new
vocabulary about
Warm-up:
Practice vocabulary Ch. 3
(pronunciation) w/ partner.
Guided Practice:
Flashcard creation.
Independent Practice:
Flashcard activity Ch. 3
vocabulary.
3.
4.
5.
6.
7.
8.
9.
10.
11.
skills that promote
proficiency within an
authentic context.
Students will describe
events in the past
using the correct
conjugations of the
preterite tense.
Students will compare
similarities and
differences between
various grammar
elements of English
and the target
language.
How are daily routines
in Spanish speaking
countries different
than in the United
States?
Are there similarities
and differences in
chores and places in a
community between
our culture and
Hispanic cultures?
Is there a difference
between Spanish and
English when one
describes his/her
surroundings?
How does life in Latin
America and United
States communities
compare to each
other?
How do I talk about
the past?
Is there a difference
between Spanish and
English when one talks
about past events?
How does learning the
language of a country
help you experience /
3.
4.
5.
6.
7.
8.
9.
10.
11.
places people go, what
they buy, and errands.
I can learn new
vocabulary about
driving, giving, or
following directions,
and special landmarks
in a city or town.
I can write, listen, and
talk about the location
of things in a city, and
errands.
I can illustrate or
categorize new
vocabulary according
with themes.
I can conjugate a
regular and irregular
verb for the preterite
tense.
I can learn, read
questions, and respond
using Direct Object
Pronouns (D.O.P).
I can learn about
irregular preterite
verbs: ir and ser.
I can use the preterite
forms of ir and ser to
complete a paragraph.
I can write a personal
experience using the
preterite tense.
I can show the Spanish
grammar structure by
talking & writing in the
target language
through oral & written
activities.
Assessment/Closing:
Exit ticket.
understand the
culture?
12. How is the grammar
structure set-up in
the Spanish language?
How does it differ or
show similarities to
that of the English
language? Can you
show and apply the
grammar structure?
Wednesday & Thursday
11/25/2014 & 11/26/14
NO SCHOOL.
THANKSGIVING BREAK.
Friday 11/27/2014
NO SCHOOL.
THANKSGIVING BREAK.