McD O U G AL LI T T E LL
Oklahoma Lesson Plans
Copyright © 2003 by McDougal Littell Inc. All rights reserved.
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CONTE NTS
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Using the Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Preparing for Standardized Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Test-taking Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
PA C I N G G U I D E
Level 1a
PA C I N G G U I D E
Level 1b
Etapa preliminar . . . . . . . . . . . . . . . . . . 3
Unidad 1
Etapa 1 . . . . . . . . . . . . . . . . . . . . . . . . . 7
Etapa 2 . . . . . . . . . . . . . . . . . . . . . . . . . 11
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 15
Unidad 2
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 19
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 23
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 27
Unidad 3
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 31
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 35
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 39
Bridge Unit
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 45
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 47
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 49
Unidad 4
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 51
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 55
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 59
Unidad 5
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 63
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 67
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 71
Unidad 6
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 75
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 79
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 83
Oklahoma PASS Standards for World Languages—Novice Level . . . . . . . . . . . . . . 87
ACTFL Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
¡En español! Lesson Plans
iii
T o
t h e
T e a c h e r
USING THE LESSON PLANS
These lesson plans, which are intended for use with McDougal Littell’s ¡En español! program, correlate the Pacing Guide information
from the Teacher’s Edition to the Oklahoma PASS Standards for World Languages—Novice Level. For each chapter of every unit, you
will find planning sheets indicating the day-by-day pacing for the chapter’s activities. Embedded in each daily plan, alongside the activities,
are codes cross-referencing the Oklahoma PASS Standards met by the activity. (In order to conserve space, the strand labels have been
omitted from the on-page references; the number 1, 2, or 3 before the period is sufficient to indicate the strand as well as the content
standard.) The complete text of the Oklahoma PASS Standards for World Languages—Novice Level can be found in the back of this
book, beginning on page 87.
In addition to the Oklahoma PASS Standards for World Languages, each chapter is correlated to the national standards developed by
the American Council on the Teaching of Foreign Languages (ACTFL). The ACTFL codes for each day appear in a separate column to
the right of the daily plans, and, again, the complete text of the standards is reprinted in the back of the book, beginning on page 94.
The Pacing Guide pages fall into two sections—the first section for Level 1a and the second for Level 1b. A tab along the right-hand
edge of each odd-numbered page acts as a handy guide to identify the section you need to use.
PREPARING FOR STANDARDIZED TESTS
The goal of language instruction is the same as it has always been—communication—and the primary responsibility of the foreign language
instructor is to help students learn how to listen to, speak, read, write, and absorb the culture of the target language. But foreign language
instructors accomplish more than helping their students communicate. Students who become proficient in another language have
increased self-confidence, enhanced problem-solving abilities, greater cultural and self-awareness, and a better ability to think creatively
and analytically. Furthermore, the communication skills that a student develops while learning a foreign language transfer to the English
language arts curriculum. The foreign language student generally becomes a far more competent speaker and writer of English.
It should come as no surprise, then, that those students who succeed in their foreign language study succeed in other areas of language
arts and perform better on standardized tests, such as the Oklahoma Core Curriculum Tests, that emphasize the language arts skills of
reading and writing.
Standardized testing is a necessary part of today’s curriculum and provides one measure of a student’s success in a curricular area.
It is important to help our students prepare for this assessment as we would for any other type of assignment or test given during the
school year.
One of the hallmarks of !En español! is its emphasis on reading strategies such as graphic organizers. These strategies are embedded
in every component of the program from the Para leer boxes in the Student Text and the associated Teaching Suggestions in the
Teacher’s Edition to the reminders provided with Lectura y cultura in the Etapa Exams. The elements that make !En español! an excellent
program for foreign language instruction serve the additional function of enhancing your students’ overall communication skills and
preparing them for the Oklahoma Core Curriculum Tests.
To further guide your students before, during, and after taking the Oklahoma Core Curriculum Tests, pass out the Test-taking Checklist
on page vi and review the strategies with them.
¡En español! Lesson Plans
v
T e s t - t a k i n g
C h e c k l i s t
You can improve your performance on any test using effective test-taking techniques.
BEFORE THE TEST
❐ Do your homework, and take practice tests.
❐ Get a full night’s sleep.
❐ Eat a good breakfast.
❐ Be on time.
❐ Be prepared with a sharpened pencil.
❐ Choose a seat away from distractions.
❐ Be positive, relaxed, and confident.
DURING THE TEST
❐ Read questions carefully.
❐ Follow directions exactly.
❐ Try to figure out your own answer before reading the answer choices.
❐ Read all choices before marking your answer.
❐ Pace yourself so you can finish the test.
❐ Don’t get distracted. Focus on your own paper and thoughts.
❐ Mark your answer sheet carefully.
❐ Check your answers if you have time.
❐ Don’t change any answers unless you’re sure they’re wrong.
❐ If you get stuck, stay calm. Make an educated guess and move on.
❐ Write something for every essay item.
AFTER THE TEST
❐ Decide which techniques work best for you and which do not.
❐ Learn from the test results. Figure out your strengths and weaknesses.
¡En español! Lesson Plans
vii
Level 1a
Date_________________________________
Class __________________________________________________________
Period _______________________________
ET
Name _________________________________________________________
APA
p r e l i m i n a r
Pacing Guide
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
• Greet students/take care of school
business. 10 MIN.
• Have students explore books as you
check out texts. 5 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
Etapa Opener
• Quick Start (TE, p. xxviii) 5 MIN.
• Have students look at the Etapa Opener
and answer the ¿Qué ves? questions,
p. xxviii. 10 MIN.
• Do the Cross Cultural Connections
activity (TE, p. 1). 5 MIN.
• Present and discuss the Culture Highlights
(TE, p. 1). 5 MIN.
• Follow the Teaching Suggestions (TE,
p. xxviii). 5 MIN.
2.1, 2.2
2.1
2.1, 4.2
2.1, 4.2
2.1, 4.2
Vocabulary/Activities
• Quick Start (TE, p. 2) 5 MIN.
1.2, 1.3
• Present ¡Hola! and Adiós, pp. 2–3.
1.2, 2.1
10 MIN.
• Have students repeat these greeting
and farewell expressions after you and
1.1
with each other. 5 MIN.
• Follow the Teaching Note (TE, p. 1),
and practice the attention-getting signals.
1.2
5 MIN.
• Go through the general structure of
the Actividades with students: Look at
the modelo in Actividad 1 and the icons
for listening to the audio, working in
groups, and working in pairs in Actividades
1.1, 1.2, 1.3
3, 4, and 6. 10 MIN.
• Assign Actividad 1. 5 MIN.
1.1
• Call on selected students to give their
1.3
responses to Actividad 1. 5 MIN.
DAY
DAY
3
4
Vocabulary/Activities
• Have students work in pairs to practice
greeting each other and saying good-bye.
Direct them to vary their choice of greetings
1.1, 1.2, 1.3
and good-byes. 5 MIN.
• Work orally with students to do Actividad
2. 5 MIN.
1.1
• Play the audio for Actividad 3. If necessary,
repeat. Ask students to
1.2, 1.3
record their answers. 10 MIN.
• Call on students to give their answers
1.3
to Actividad 3. 5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
4. 5 MIN.
• Call on pairs to model their greetings/ goodbyes from Actividad 4. 5 MIN.
1.1, 1.2, 1.3
• Use the TPR activity (TE, p. 2) to reinforce
1.1, 1.2,
concepts. 5 MIN.
• Present and discuss Gestures (TE, p. 3).
5 MIN.
2.1
Homework Option:
• Más práctica Workbook, p. 1. Para
hispanohablantes Workbook, p. 1.
Vocabulary/Activities
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 4) 5 MIN.
• Have students look at the photos,
pp. 4–5, and describe what they see.
Ask them what they think ¿Cómo te
llamas? and Me llamo… mean. 10 MIN.
• Present and discuss the Apoyo para
estudiar, p. 4. 5 MIN.
• Read aloud the list of Spanish names,
p. 4, and ask students to repeat after
you, books closed. Have girls raise their
hands when they think they hear a name
that is feminine and boys raise their hands
for masculine. Stop and discuss the
exceptions to the -o and -a gender markers.
10 MIN.
• Read aloud the conversations, pp. 4–5,
and ask students to repeat each sentence
after you. 10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 2.1, 3.2, 4.2
Level 1a
DAY
Day 2
1.1, 1.3, 2.1, 3.2
Day 3
1.1, 1.2, 1.3, 2.1, 4.2
1.2, 1.3
1.2
2.1, 3.2
Day 4
1.2, 2.1, 3.2, 4.1, 4.2
1.2
1.2, 1.3
¡En español! Lesson Plans • Etapa Preliminar
3
ET
APA
p r e l i m i n a r
Pacing Guide
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2
1.1, 1.2, 1.3
1.2
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 2. Para
hispanohablantes Workbook, p. 2.
Vocabulary/Activities
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 6) 5 MIN.
• Present ¿De dónde es?, pp. 6–7. Read
country names aloud while pointing
to the appropriate country on your
classroom map. Have students repeat
after you as they point to the map in
the book. 10 MIN.
• Teach the Es de…construction. 5 MIN.
• Use the TPR activity (TE, p. 6). 5 MIN.
• Read and discuss the Nota cultural,
p. 6. 5 MIN.
• Help students with the More Practice
(TE, p. 7). 5 MIN.
• Do the Dictation (TE, p. 7). 5 MIN.
1.2, 1.3
1.2, 1.3
1.2
1.2
1.2
1.1, 1.2
1.2
Day 6
1.2, 3.1, 3.2, 4.1
Homework Option:
• Más práctica Workbook, p. 3. Para
hispanohablantes Workbook, p. 3.
DAY
DAY
7
8
Vocabulary/Activities
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 8) 5 MIN.
1.2, 1.3
• Brainstorm a list of Spanish-speaking
celebrities, athletes, and historical figures
and their countries of origin. Have students
make sentences using the Es de…
1.3, 2.2, 3.2
construction. 10 MIN.
• Present and practice the Supplementary
Vocabulary (TE, p. 8). 5 MIN.
1.2
1.2
• Present the Soy de…construction. 5 MIN.
• Choose a student to model the
1.1, 1.2, 1.3
conversations, p. 8, with you. 5 MIN.
• Have students work in pairs to do Actividad
8. 5 MIN.
1.1, 1.2, 1.3
• Call on selected students to share their
work on Actividad 8. 5 MIN.
1.1, 1.2, 1.3
Vocabulary/Activities
• Have a student do the modelo for
Actividad 9 with you. Ask the class
1.1, 1.2, 1.3
to repeat after you. 5 MIN.
• Have pairs do Actividad 9. 5 MIN.
1.1, 1.2, 1.3
• Call on selected students to share their
1.1, 1.2, 1.3
work on Actvidad 9. 5 MIN.
• Play the audio while students do Actividad
10. Have students record their answers.
5 MIN.
1.2
• Go over answers to Actividad 10 orally.
You may replay the audio. 5 MIN.
1.1, 1.2
• Discuss the Nota, p. 9. 5 MIN.
1.2, 4.1
• Have groups do Actividad 11. 5 MIN.
1.1, 1.2
• Present and discuss the Critical Thinking
2.2, 3.2, 5.1, 5.2
activity (TE, p. 9). 10 MIN.
4 ¡En español! Lesson Plans • Etapa Preliminar
Day 5
1.1, 1.3, 2.1, 4.1
Homework Option:
• Más práctica Workbook, p. 4. Para
hispanohablantes Workbook, p. 4.
Day 7
1.2, 2.1, 3.2
Day 8
1.1, 1.2, 2.1, 3.2, 4.2, 5.2
Copyright © McDougal Littell Inc. All rights reserved.
Vocabulary/Activities
• Reread the conversations, pp. 4–5,
with students repeating after you.
5 MIN.
• Have pairs of students practice acting
out the conversations. 10 MIN.
• When they are ready, ask students to
perform their conversations for the class.
5 MIN.
• Do Actividad 5 orally with the class.
5 MIN.
• Allow students to stand and circulate
around the room to complete Actividad 6.
10 MIN.
• Present and practice the Nota, p. 5.
5 MIN.
• Have students work in small groups to
do Actividad 7. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Date_________________________________
Class __________________________________________________________
Period _______________________________
ET
Name _________________________________________________________
APA
p r e l i m i n a r
Pacing Guide
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
Copyright © McDougal Littell Inc. All rights reserved.
Vocabulary/Activities
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 10) 5 MIN.
• Read and discuss the Apoyo para
estudiar, p. 10. 5 MIN.
• Present and practice El abecedario,
pp. 10–11. 10 MIN.
• Play the audio, and have students
practice the Pronunciación, p. 11. 5 MIN.
• Have students write their full names as
they practice the Spanish spelling out
loud. 5 MIN.
• Play the audio as students do Actividad
12. 5 MIN.
• Call on students to write their responses
to Actividad 12 on the board. 5 MIN.
1.2
4.1
1.2
1.2, 1.3
1.2
1.3
Vocabulary/Activities
• Quick Start Review (TE, p. 12) 5 MIN.
1.2, 1.3
1.2
• Do the Dictation (TE, p. 11). 5 MIN.
• Have students work in groups to do
1.1, 1.2, 1.3
Actividad 13. 10 MIN.
• Ask volunteers to write the names of
2 friends on the board, pronouncing
the letters as they go. 5 MIN.
1.3
• Ask volunteers to listen to you spell
names as they write them on the board.
1.2, 1.3
5 MIN.
• Present Los números de cero a diez,
1.2
p. 12. 5 MIN.
• Present and discuss the Culture Highlights
2.1, 3.2
(TE, p. 12). 5 MIN.
• Use the Game (TE, p. 12) to reinforce
acquisition of the numbers. 5 MIN.
5.2
DAY
DAY
11
12
Vocabulary/Activities
• Ask a student to do the modelo for
Actividad 14 with you. Then ask the
rest of the class to do it in unison. 5 MIN. 1.1, 1.2, 1.3
• Have students work in groups to do
1.1, 1.2, 1.3
Actividad 14. 5 MIN.
• Ask for volunteers to share orally
telephone numbers they learned.
5 MIN.
1.1, 1.2, 1.3
• Present ¿Qué día es hoy?, p. 13. 5 MIN.
1.2
• Read and discuss the Apoyo para
2.1, 3.2, 4.1
estudiar, p. 13. 5 MIN.
• Present the Culture Highlights (TE, p. 13).
5 MIN.
2.1, 3.2, 4.2
• Assign Actividad 15. 5 MIN.
1.2
• Call on volunteers to share their responses
to Actividad 15 with the class. 5 MIN.
1.3
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
16. 5 MIN.
Homework Option:
• Más práctica Workbook, pp. 5–6. Para
hispanohablantes Workbook, pp. 5–6.
Vocabulary/Activities
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 14) 5 MIN.
• Present Frases útiles, pp. 14–15. 5 MIN.
• Do Actividad 17 orally with the class.
5 MIN.
• Have students work in pairs to do the
Extra Practice (TE, p. 15). 5 MIN.
• Assign Actividad 18. 5 MIN.
• Ask volunteers to read the sentences
that match the pictures in Actividad 18.
5 MIN.
• Have students work in groups to do
Actividad 19. 5 MIN.
• Ask some groups to share their work
on Actividad 19. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 9
1.2, 2.2, 3.2, 4.1
Level 1a
DAY
Day 10
1.1, 2.1, 3.1, 3.2, 5.2
Day 11
1.3, 2.1, 2.2, 3.1, 3.2, 4.2
1.2, 1.3
1.2
1.2
1.2
1.1, 1.2, 1.3
1.3
Day 12
1.1, 1.2, 1.3, 3.2
1.1, 1.2, 1.3
1.1, 1.2, 1.3
¡En español! Lesson Plans • Etapa Preliminar
5
ET
APA
p r e l i m i n a r
Pacing Guide
Correlated to the Oklahoma Priority Academic Student Skills
DAY
13
14
Vocabulary/Activities
• Quick Start Review (TE, p. 16) 5 MIN.
• Have groups do Actividad 20. 5 MIN.
Video: Onda Internacional
1.2, 1.3
1.1, 1.2, 1.3
• Have students look at the photos,
pp. 16–17. Play the Video Prologue. 10 MIN.
• Discuss the ¿Comprendiste? questions,
p. 17 (Answers, TE, p. 17). 5 MIN.
• Discuss ¿Qué piensas? 5 MIN.
• Read and discuss the Apoyo para estudiar,
p. 17. 5 MIN.
• Do the Critical Thinking activity (TE, p. 17).
5 MIN.
• Present and discuss the Cross Cultural
Connections (TE, p. 17). 5 MIN.
1.2
1.2
3.1
3.1
3.1
2.2
Homework Option:
• Más práctica Workbook, pp. 7–8. Para
hispanohablantes Workbook, pp. 7–8.
DAY
15
En tu propia voz: Escritura
1.3
• Quick Start Review (TE, p. 21) 5 MIN.
• Present and discuss the Supplementary
1.2
Vocabulary (TE, p. 20). 5 MIN.
• Assign Actividad 7. 10 MIN.
1.1, 1.2, 1.3, 5.1, 5.2
En resumen: Repaso de
vocabulario
• Review Etapa content and questions
as necessary. 5 MIN.
• Give the Etapa preliminar exam. 20 MIN.
6 ¡En español! Lesson Plans • Etapa Preliminar
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 18) 5 MIN.
• Have students write answers to Actividad
1.1, 1.2
1. 5 MIN.
• Ask volunteers to perform the conversations
in Actividad 1. 5 MIN.
1.1, 1.2, 1.3
• Work orally with the class on Actividad 2.
5 MIN.
1.1, 1.2
• Have students practice their responses to
1.1, 1.2
the exercises in Actividades 3–4. 5 MIN.
• Call on selected students to give their
responses to the exercises in Actividades
3–4 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students work in pairs to do
Actividad 5. 5 MIN.
1.1, 1.2, 1.3
• Have students work in groups to do
Actividad 6. 5 MIN.
1.1, 1.2, 1.3
ACTFL Standards for
Foreign Language Learning
Day 13
1.2, 2.1, 2.2, 3.2
Day 14
1.1, 1.2, 3.2
Day 15
1.2, 1.3, 3.1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
1
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque. 10 MIN.
• Discuss the cultural notes. 5 MIN.
Etapa Opener
• Quick Start Review (TE, p. 26) 5 MIN.
• Have students look at the Etapa Opener
and answer the ¿Qué ves? questions.
5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 28) 5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. 10 MIN.
• Assign the Preguntas personales, p. 29.
5 MIN.
1.2, 3.1
2.1, 2.2, 3.2
1.3
2.1, 3.2
3.2
1.2
1.2
En vivo: Diálogo
• Quick Start Review (TE, p. 30) 5 MIN.
• Review the Listening Strategy, p. 30.
5 MIN.
• Play audio or show video for the dialog,
pp. 30–31. 5 MIN.
• Replay the audio or video. 5 MIN.
• Have students take the roles of the
characters. 10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 32) 5 MIN.
• Have students open to En contexto,
pp. 28–29, for reference. Use OHT 5
and 6 to review vocabulary. 10 MIN.
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
Day 1
1.1, 2.1, 2.2, 3.2
1.2
1.2
1.2
Level 1a
DAY
1.1, 1.2, 1.3
1.2, 1.3
1.2
Day 2
1.2, 1.3, 2.1, 3.1
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Video Activities, Unit 1 Resource Book,
pp. 74–76.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Play the video/audio. 5 MIN.
• Have students do Actividad 1 orally.
5 MIN.
• Work with students to do Actividad 2.
5 MIN.
• Have students do Actividad 3 in pairs.
5 MIN.
• Read and discuss the También se dice,
p. 33. 10 MIN.
• Have students read and complete
Actividad 4. 5 MIN.
• Ask volunteers to share their work on
Actividad 4. 5 MIN.
1.2
1.1, 1.2
1.2
1.1, 1.2, 1.3
2.1, 3.2
1.2, 1.3
1.3
Homework Option:
• Have students read the Conexiones,
p. 34, and be ready to discuss the
Para hacer.
2.1, 2.2, 3.1, 3.2
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 36) 5 MIN.
• Have students work independently
on Actividades 5 and 6, then ask for
volunteers to give answers. 10 MIN.
• Present Gramática: Familiar and Formal
Greetings, p. 36. 10 MIN.
• Work with students to do Actividades 7
and 8 orally. 5 MIN.
• Have students work independently on
Actividad 9. 5 MIN.
• Ask pairs of students to act out their
responses to Actividad 9. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 13. Cuaderno
para hispanohablantes, p. 11.
Day 3
1.2, 2.1, 2.2, 3.2, 4.2
1.2, 1.3, 2.1
1.2, 1.3
1.2, 2.1, 4.1
1.1, 1.2, 1.3
1.3
Day 4
1.1, 1.2, 2.1, 3.2, 4.1
1.1, 1.2, 1.3
¡En español! Lesson Plans • UNIDAD 1
Etapa
1
7
1
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 38) 5 MIN.
• Present the Speaking Strategy, p. 38.
1.1
5 MIN.
• Have students do Actividad 10 in pairs.
1.1, 1.2, 1.3
5 MIN.
• Call on some pairs to act out the roles
1.1, 1.2, 1.3
from Actividad 10. 10 MIN.
• Present Gramática: Subject Pronouns and
the Verb ser, p. 38. 10 MIN.
1.2
• Do Actividad 11 orally with the class.
1.2
5 MIN.
En acción (cont.)
• Check homework. 5 MIN.
1.2
• Play the audio. 5 MIN.
• Have students do Actividad 12. 5 MIN.
1.2
• Have students work in groups to complete
1.1, 1.2, 1.3
Actividad 13. 10 MIN.
• Discuss the Apoyo para estudiar, p. 39.
4.1
5 MIN.
1.2, 1.3
• Have students do Actividad 14. 5 MIN.
• Ask volunteers to share their work on
1.3
Actividad 14. 5 MIN.
• Use Information Gap Activities, Unit 1
Resource Book, p. 68; Más comunicación,
p. R1. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 14. Cuaderno
para hispanohablantes, p. 12.
DAY
DAY
7
8
En acción (cont.)
• Quick Start Review (TE, p. 40) 5 MIN.
1.2, 1.3
• Present Gramática: Using ser de to
Express Origin, p. 41. 10 MIN.
1.2, 4.1
• Work with students to do Actividad 15
1.2, 1.3
orally. 5 MIN.
• Have students work in pairs to do
1.1, 1.2, 1.3
Actividad 16. 5 MIN.
• Call on some pairs to share their work
on Actividad 16. 5 MIN.
1.1, 1.2, 1.3
• Have students work in groups to do
Actividades 17 and 18. 10 MIN.
1.1, 1.2, 1.3
• Ask groups to volunteer to share their
work on Actividades 17 and 18. 5 MIN.
1.3
Homework Option:
• Más práctica Workbook, p. 15. Cuaderno
para hispanohablantes, p. 13.
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 43) 5 MIN.
• Present Gramática: Using Verbs to Talk
1.2, 4.1
About What You Like To Do, p. 43. 10 MIN.
• Present the Vocabulario: Infinitives,
1.2
p. 43. 5 MIN.
• Have students act out the verbs in
1.3
Vocabulario. 5 MIN.
• Work with students to do Actividad 19
1.2
orally. 5 MIN.
• Have students work in pairs to do
1.1, 1.2, 1.3
Actividad 20. 10 MIN.
Homework Option:
• Más práctica Workbook, p. 16. Cuaderno
para hispanohablantes, p. 14.
8 ¡En español! Lesson Plans • UNIDAD 1
Etapa
1
ACTFL Standards for
Foreign Language Learning
Day 5
1.3, 2.1, 3.2, 4.1
Day 6
1.2, 1.3, 2.1, 2.2, 3.2, 4.1
Day 7
1.2, 1.3, 3.1, 3.2
Day 8
1.1, 1.3, 3.2, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
1
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
1.1, 1.2, 1.3
• Quick Wrap-up (TE, p. 44). 5 MIN.
• Have students work in groups to complete
Actividad 21. 10 MIN.
1.1, 1.2, 1.3
• Ask groups who worked on Actividad 21
to introduce themselves to the class.
10 MIN.
1.1, 1.2, 1.3
• Play the audio. 5 MIN.
1.2
1.2
• Have students do Actividad 22. 5 MIN.
• Ask students to share their work on
1.3
Actividad 22 orally. 5 MIN.
En acción (cont.)
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 23. 10 MIN.
• Call on selected students to share their
work on Actividad 23. 10 MIN.
1.3
• Use Information Gap Activities, Unit 1
Resource Book, pp. 69–71. 5 MIN.
• Más comunicación, p. R1. 5 MIN.
4.1
• Discuss the Pronunciación, p. 45. 5 MIN.
• Have students work in pairs to practice
the nonsense rhyme in the Pronunciación,
1.3
p. 45. 10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 9
1.2, 1.3, 3.1, 4.2
Level 1a
DAY
Copyright © McDougal Littell Inc. All rights reserved.
Day 10
1.1, 1.3, 2.1, 3.2, 4.1
DAY
DAY
11
12
En voces: Lectura
• Quick Start Review (TE, p. 46) 5 MIN.
1.2, 1.3
• Review the Reading Strategy, p. 46.
1.1, 1.2, 1.3
5 MIN.
• Have students share as many cognates as
they can find in the story or think of on
their own. 5 MIN.
1.2, 4.1
• Have students read the story and
answer the ¿Comprendiste? questions,
p. 47. 10 MIN.
1.2
• Have students work in pairs to practice
welcoming each other to your town.
5 MIN.
1.1, 1.2, 1.3
• Ask some pairs to model welcoming each
other orally. 5 MIN.
1.1, 1.2, 1.3
• Work orally with students to answer the
¿Qué piensas? questions, p. 47. 10 MIN. 3.2, 5.1, 5.2
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 1 to prepare for En uso.
1.2
En uso: Repaso y más
comunicación
• Answer grammar questions arising from
the homework review. 5 MIN.
• Quick Start Review (TE, p. 48) 10 MIN.
• Present the Repaso y más comunicación
using Teaching Suggestions (TE, p. 48).
10 MIN.
• Have students write Actividades 1 and 2.
5 MIN.
• Check answers for Actividades 1 and 2
with the whole class. 5 MIN.
• Work with students to do Actividades 3
and 4 orally. 10 MIN.
Day 11
1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2
1.3
1.2
1.2, 1.3
1.2
Day 12
1.1, 1.2, 3.2, 5.1
1.2
¡En español! Lesson Plans • UNIDAD 1
Etapa
1
9
1
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Present the Speaking Strategy, p. 50,
and have students do Actividad 5 orally
in pairs. 10 MIN.
• Have students prepare Actividad 6, then
call on volunteers to perform their
introductions orally. 10 MIN.
En tu propia voz: Escritura
• Have students do Actividad 7 in writing.
10 MIN.
• Call on selected students to read their
work from Actividad 7. 10 MIN.
• Read and discuss the Conexiones, p. 50.
5 MIN.
Homework Option:
• Have students complete their own
diagrams to go with the Conexiones,
p. 50.
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.3
3.1, 4.2
En resumen: Repaso de
vocabulario
• Check homework. 5 MIN.
1.2
• Quick Start Review (TE, p. 51) 5 MIN.
• Put students in groups of 3 and follow
the Teaching Suggestions (TE, p. 51).
1.2, 1.3
15 MIN.
• Review grammar questions, etc., as necessary.
10 MIN.
• Have students solve the Juego, p. 51
1.2
(Answer, TE, p. 51). 10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 13
1.3, 2.1, 2.2, 3.2
Homework Option:
• Have students study for the Etapa exam.
Day 14
1.1, 3.2, 5.1, 5.2
3.1, 4.2
DAY
Day 15
1.1, 1.3, 2.1, 5.1, 5.2
15
Ampliación
• Use a suggested project, game, or
activity (TE, pp. 25A–25B) as students
1.3, 2.1, 2.2, 3.1,
complete the exam. 10 MIN.
3.2, 5.1, 5.2
10 ¡En español! Lesson Plans • UNIDAD 1
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 1
content. 10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
1
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 52) 5 MIN.
• Anticipate/Activate prior knowledge: Have
students look at the Etapa Opener and
answer the ¿Qué ves? questions.
10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 54) 5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. 15 MIN.
• Have students work in pairs to answer
the Preguntas personales, p. 55. 10 MIN.
1.2, 1.3
3.2
1.2, 1.3
1.2
1.1, 1.2,
1.3, 3.2
En vivo: Diálogo
• Quick Start Review (TE, p. 56) 5 MIN.
• Review the Listening Strategy, p. 56.
5 MIN.
• Play audio or show video for the dialog,
pp. 56–57. 5 MIN.
• Replay as needed. 5 MIN.
• Read aloud, having students take the
roles of characters. 15 MIN.
• Use the Situational OHTs for additional
vocabulary practice. 10 MIN.
Homework Option:
• Video Activities, Unit 1 Resource Book,
pp. 125–127.
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 58) 5 MIN.
1.2, 1.3
• Use OHT 15 and 16 to review the
En contexto vocabulary. 5 MIN.
1.2
• Ask students for a summary of the dialog
1.2
to check recall. 5 MIN.
• Play the video/audio. Assign Actividad 1.
5 MIN.
1.2
1.2
• Assign Actividad 2. 5 MIN.
• Have students work in groups to complete
Actividad 3. 5 MIN.
1.1, 1.2, 1.3
• Call on some groups to share their work
on Actividad 3 with the class. 10 MIN.
1.3
ACTFL Standards for
Foreign Language Learning
1.3
Day 1
1.1, 1.2, 4.1
1.2
1.2
1.2
Level 1a
DAY
1.1, 1.2, 1.3
En acción (cont.)
• Quick Start Review (TE, p. 62) 5 MIN.
• Have students work independently on
Actividad 4. 5 MIN.
• Call on students to share their answers
for Actividad 4 with the class. 5 MIN.
• Assign Actividad 5. 10 MIN.
• Ask volunteers to share their answers to
Actividad 5. 5 MIN.
• Present Gramática: Using Definite Articles
with Specific Things, p. 62.
10 MIN.
• Present the Vocabulario, p. 62. 5 MIN.
Homework Option:
• Have students bring in pictures of the
articles of clothing named in the Vocabulario
box, p. 62.
Day 2
1.1, 1.3, 2.1, 3.1, 3.2
Day 3
1.2, 1.3, 2.1, 3.1, 5.2
1.2, 1.3
1.2, 1.3
1.3
1.2
1.3
1.2, 4.1
1.2
Day 4
1.3, 2.1, 3.1, 3.2, 5.1
3.1
¡En español! Lesson Plans • UNIDAD 1
Etapa
2
11
1
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
• Complete Actividad 6 orally with the
1.2, 1.3
class. 5 MIN.
• Discuss the Apoyo para estudiar, p. 63.
10 MIN.
1.2
1.2, 1.3
• Have students complete Actividad 7. 5 MIN.
• Call on some students to give their answers
1.3
orally. 5 MIN.
• Have students work in pairs to do
1.1, 1.2, 1.3
Actividad 8. 5 MIN.
• Call on selected pairs to share their work
from Actividad 8. 10 MIN.
1.3
Homework Option:
• Más práctica Workbook, p. 21. Cuaderno
para hispanohablantes, p. 19.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 64) 5 MIN.
• Present Gramática: Using Indefinite Articles
with Unspecified Things. 10 MIN.
• Have students work in pairs to complete
Actividad 9. 5 MIN.
• Ask selected pairs to share their work on
Actividad 9. 5 MIN.
• Work orally with students to complete
Actividad 10. 5 MIN.
• Have students work in pairs to complete
Actividad 11, then have students share
their work with the class. 10 MIN.
Homework Option:
• Más práctica Workbook, p. 22. Cuaderno
para hispanohablantes, p. 20.
DAY
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 65) 5 MIN.
• Present Gramática: Using Adjectives
1.2, 4.1
to Describe: Gender, p. 65. 10 MIN.
• Present the Vocabulario, p. 65. Mime
the words as appropriate. 5 MIN.
1.2
• Have students complete Actividad 12,
then ask volunteers to give their answers.
1.2, 1.3
5 MIN.
• Have students work independently on
Actividad 13. 5 MIN.
1.2
• Assign Actividad 14. 5 MIN.
1.2, 1.3
• Have students work in pairs on
Actividad 15. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 23. Cuaderno
para hispanohablantes, p. 21.
12 ¡En español! Lesson Plans • UNIDAD 1
Etapa
2
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 67) 5 MIN.
• Present Gramática: Using Adjectives to
Describe: Number, p. 67. 5 MIN.
• Work orally with the class on Actividad 16.
5 MIN.
• Play the audio. Do Actividad 17.
10 MIN.
• Present the Vocabulario: Los colores,
p. 68. 10 MIN.
• Point to items in the classroom to show
different colors, then ask students to do
the same. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 24. Cuaderno
para hispanohablantes, p. 22.
ACTFL Standards for
Foreign Language Learning
1.2
Day 5
1.1, 1.3, 2.1, 3.1, 3.2
1.2
1.1, 1.2
1.3
1.1, 1.2
1.2, 1.3
Day 6
1.1, 1.3, 2.1, 3.1, 3.2, 4.1
Day 7
1.1, 1.2, 2.1, 3.1, 4.1
1.2
1..2, 4.1
1.2, 1.3
1.2, 1.3
1.2
1.2
Day 8
1.1, 1.2, 2.1, 3.1, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
1
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
En acción (cont.)
• Have students work in pairs to do
1.2, 1.3
Actividad 18. 5 MIN.
• Call on selected pairs to share their work
1.3
in Actividad 18. 5 MIN.
1.2
• Play the audio. Do Actividad 19. 5 MIN.
• Have students work in groups to do
1.1, 1.2, 1.3
Actividad 20. 5 MIN.
• Call on individual students to describe
each scene from Actividad 20. 5 MIN.
1.2, 1.3
• Present the Speaking Strategy, p. 71.
5 MIN.
1.1
• Have students do Actividad 21 in pairs.
1.1, 1.2, 1.3
5 MIN.
• Have students stay in their pairs to do
Actividad 22. 5 MIN.
1.1, 1.2, 1.3
• Then ask pairs to volunteer to share their
work. 5 MIN.
1.3
DAY
11
12
1.3
1.2
1.2
1.3
Ampliación
• Use a suggested project, game, or activity
(TE, pp. 25A–25B). 10 MIN.
1.3, 2.1, 2.2, 3.1,
3.2, 5.1, 5.2
1.2
Day 9
1.1, 1.2, 1.3, 2.1, 3.2
4.1
En colores: Cultura y
comparaciones
1.2, 1.3
• Quick Start Review (TE, p. 72) 5 MIN.
• Discuss the Connecting Cultures Strategy,
2.1, 4.2
p. 72. 10 MIN.
• Have volunteers read the selection aloud.
10 MIN.
1.3
• Work orally with students to answer the
¿Comprendiste? questions (Answers, TE, p. 73).
1.2, 2.1, 2.2
5 MIN.
• Do ¿Qué piensas? orally. 5 MIN. 1.1, 1.2, 2.1, 2.2, 4.2
Homework Option:
• Have students prepare written answers to
the ¿Qué piensas? questions, p. 73.
1.2, 1.3
DAY
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 74) 5 MIN.
• Work orally with students to complete
Actividad 1. 10 MIN.
• Have students do Actividad 2. 5 MIN.
• Ask for volunteers to share their answers.
10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Play the audio. 5 MIN.
• Have students practice the Trabalenguas,
p. 71. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Level 1a
DAY
Day 10
1.1, 2.1, 2.2, 3.1, 3.2, 4.2
Day 11
1.1, 1.3, 2.1, 5.1, 5.2
En uso (cont.)
• Work orally with the class on Actividad 3.
1.2
10 MIN.
• Have students read through Actividad 4
and be prepared to answer the questions.
1.2
10 MIN.
• Call on students to answer the questions
in Actividad 4. 10 MIN.
1.3
• Present the Speaking Strategy, p. 76.
5 MIN.
1.1
• Work orally with students on Actividad 5.
10 MIN.
1.1, 1.2, 1.3
Day 12
1.1, 1.3, 2.1, 3.2, 5.2
¡En español! Lesson Plans • UNIDAD 1
Etapa
2
13
ET
u n i d a d
1
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Have students work in groups on Actividad
1.1, 1.2, 1.3
6. 10 MIN.
• Call on groups to share their work on
Actividad 6. 10 MIN.
1.3
2.2
• Discuss the Conexiones, p. 76. 5 MIN.
• Have students work on their reports
2.2
for the Conexiones, p. 76. 10 MIN.
• Call on students to share their Conexiones
reports. 10 MIN.
1.3
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 2 as preparation for the exam.
1.2
DAY
En tu propia voz: Escritura
• Review grammar questions as necessary.
10 MIN.
• Have students do Actividad 7 in writing.
10 MIN.
• Ask volunteers to present their Actividad 7
descriptions to the class. 10 MIN.
En resumen: Repaso de
vocabulario
• Quick Start Review (TE, p. 77) 5 MIN.
• Allow students time to practice with their
flash cards. 10 MIN.
Homework Option:
• Have students study for the Etapa exam.
ACTFL Standards for
Foreign Language Learning
1.2
Day 13
1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 5.2
1.2, 1.3
1.3
1.2
1.2
Day 14
1.1, 1.2, 3.1, 3.2
Day 15
1.1, 1.3, 2.1, 3.2, 5.2
15
Ampliación
• Use a suggested project, game, or activity
(TE, pp. 25A–25B) as students complete the
1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2
exam. 10 MIN.
14 ¡En español! Lesson Plans • UNIDAD 1
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 2 content.
10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
1
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 78) 5 MIN.
• Anticipate/Activate prior knowledge: Have
students look at the Etapa Opener and
think about the ¿Qué ves? questions.
5 MIN.
• Discuss the ¿Qué ves? questions. 5 MIN.
1.3
3.2
3.2
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 80) 5 MIN.
1.2, 1.3
• Discuss the family tree, p. 80. 5 MIN.
1.2
• Have students use context and pictures
1.2
to learn Etapa vocabulary. 10 MIN.
• Have students work in pairs to answer
the Preguntas personales, p. 81. 5 MIN. 1.1, 1.2, 1.3
• Help the class find one example for each
of the otras palabras, p. 81. 5 MIN.
1.2
En vivo: Diálogo
• Quick Start Review (TE, p. 82) 5 MIN.
• Review the Listening Strategies, p. 82.
5 MIN.
• Play audio or show video for the dialog,
pp. 82–83. 10 MIN.
• Replay as needed. 5 MIN.
• Read aloud, having students take the
roles of characters. 10 MIN.
• Use the Situational OHTs for additional
vocabulary practice. 10 MIN.
Homework Option:
• Video Activities, Unit 1 Resource Book,
pp. 176–178.
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 84) 5 MIN.
• Ask students for a summary of the
dialog to check recall. 5 MIN.
• Play the video/audio. 5 MIN.
• Have students do Actividad 1 orally.
5 MIN.
• Work with the class to do Actividad 2
orally. 5 MIN.
• Have students read Actividad 3. 5 MIN.
• Ask students to write their responses
to Actividad 3. 5 MIN.
• Discuss the También se dice, p. 85.
5 MIN.
Homework Option:
• Have students read the También se dice,
p. 85, and come up with their own list
of English ways to say “How awesome!”
1.2, 1.3
1.2
1.2
1.2
1.2
1.2
1.2
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
Day 1
1.1, 1.2, 2.1, 2.2, 3.2, 4.2
1.2
1.2
1.2
Level 1a
DAY
1.1, 1.2, 1.3
Day 2
1.2, 2.1, 3.1, 3.2, 4.1
Day 3
1.2, 2.1, 3.2, 4.1, 5.1
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 88) 5 MIN.
1.2, 1.3
• Work orally with the class on Actividad 4.
1.2, 1.3
5 MIN.
• Have students work in pairs to do
Actividad 5. 5 MIN.
1.1, 1.2, 1.3
• Ask pairs to volunteer to share their
work on Actividad 5 with the class.
5 MIN.
1.3
2.1, 3.2
• Discuss the Nota cultural, p. 86. 5 MIN.
• Present Gramática: Saying What You
Have: The Verb tener, p. 88. 10 MIN.
1.2, 4.1
• Discuss the Conexiones, p. 87. 5 MIN.
2.2, 3.1, 3.2
Day 4
1.2, 2.1, 2.2, 3.2, 4.1, 4.2
1.2, 2.1, 3.2
4.2
¡En español! Lesson Plans • UNIDAD 1
Etapa
3
15
1
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
En acción (cont.)
• Complete Actividad 6 orally with the class.
5 MIN.
• Have students write their responses
to Actividad 6. 5 MIN.
• Play the audio and have students do
Actividad 7. 10 MIN.
• Present the Vocabulario, p. 89. 5 MIN.
• Assign Actividad 8. 5 MIN.
• Ask volunteers to write their responses
to Actividad 8 on the board. 5 MIN.
• Discuss the Nota, p. 90, and practice
using full sentences to indicate “how
many.” 5 MIN.
• Have students do Actividad 9 in writing.
5 MIN.
Homework Option:
• Más práctica Workbook, p. 29. Cuaderno
para hispanohablantes, p. 27.
1.2, 1.3
1.2, 1.3
1.2
1.2
1.2, 1.3
1.3
1.2, 4.1
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 90) 5 MIN.
• Present Gramática: Expressing Possession
1.2, 4.1
Using de. 10 MIN.
• Work orally with students to complete
Actividad 10. 5 MIN.
1.2, 1.3
• Discuss the Speaking Strategy, p. 91.
5 MIN.
1.1
• Discuss and practice the Nota, p. 91.
1.2
5 MIN.
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 11. 5 MIN.
• Ask volunteers to share their work on
Actividad 11 with the class. 5 MIN.
1.3
Homework Option:
• Más práctica Workbook, p. 30. Cuaderno
para hispanohablantes, p. 28.
DAY
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 92) 5 MIN.
• Work orally with the class on Actividad 12.
1.2
5 MIN.
• Present Gramática: Expressing Possession:
1.2, 4.1
Possessive Adjectives, p. 92. 10 MIN.
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 13. 5 MIN.
• Call on volunteers to model their
conversations from Actividad 13. 5 MIN. 1.1, 1.2, 1.3
• Discuss the Nota, p. 93. 5 MIN.
1.2
• Have students work in pairs to do
Actividad 14. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 31. Cuaderno
para hispanohablantes, p. 29.
En acción (cont.)
• Check homework. 5 MIN.
1.3
• Quick Start Review (TE, p. 94) 5 MIN.
• Assign the Juego (Answer, TE, p. 93).
1.2
5 MIN.
• Work orally with the class on Actividad 15.
1.2, 1.3
5 MIN.
• Have students work in pairs to complete
Actividad 16. 5 MIN.
1.1, 1.2, 1.3
• Ask volunteers to share their dialogs from
Actividad 16. 5 MIN.
1.1, 1.2, 1.3
• Present Gramática: Giving Dates: Day
1.2, 4.1
and Month, p. 94. 10 MIN.
• Discuss the Nota cultural, p. 94. 5 MIN.
2.1, 3.2
16 ¡En español! Lesson Plans • UNIDAD 1
Etapa
3
ACTFL Standards for
Foreign Language Learning
Day 5
1.2, 2.1, 2.2, 3.2, 4.1
Day 6
1.1, 1.3, 2.1, 2.2, 4.1
Day 7
1.1, 1.2, 2.1, 3.2, 4.1
Day 8
1.1, 2.1, 3.2, 4.1, 5.1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
1
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Present the Vocabulario: Los meses del
año, p. 95. 5 MIN.
• Work orally with the class on Actividad 17.
5 MIN.
• Have students write answers to Actividad
18. 5 MIN.
• Ask volunteers to give their answers to
Actividad 18. 5 MIN.
• Assign pairs and have them count off.
Then have pairs talk to other pairs in
numerical order to complete Actividad
19. 10 MIN.
• Work orally with the class on Actividad
20. Have students add other months to
the list. 10 MIN.
• Have students read the Conexiones,
p. 96, and do the Para hacer. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 32. Cuaderno
para hispanohablantes, p. 30.
1.2
1.2
1.2, 1.3
1.3
1.1, 1.2
En acción (cont.)
• Check homework. 5 MIN.
• Play the audio and have students do
1.2
Actividad 21. 5 MIN.
• Have students do Actividad 22 in writing.
1.2, 1.3
10 MIN.
• Ask volunteers to read their work for
1.3
Actividad 22 to the class. 5 MIN.
1.2
• Play the audio. 5 MIN.
• Have students practice the Trabalenguas,
4.1
p. 97. 5 MIN.
2.1, 4.1, 4.2
• Discuss the Nota cultural, p. 97. 5 MIN.
• Ask students to think of other words
3.2
to put in the diminutive form. 5 MIN.
1.2
ACTFL Standards for
Foreign Language Learning
Day 9
1.1, 1.2, 2.1, 2.2, 3.2, 4.1
Level 1a
DAY
Day 10
1.2, 2.1, 2.2, 3.1, 4.1, 5.2
3.1
DAY
DAY
11
12
En voces: Lectura
• Quick Start Review (TE, p. 98) 5 MIN.
1.2
• Present the Reading Strategy, p. 98.
1.2
5 MIN.
• Have students look at the pictures for
clues to the content of the Lectura.
1.2
5 MIN.
• Have volunteers read the selection aloud.
1.3
10 MIN.
• Work orally with students on the
¿Comprendiste? questions (Answers, TE, p. 99).
5 MIN.
1.2
• Have students write their answers to the
1.2
¿Comprendiste? questions, p. 99. 5 MIN.
• Discuss the ¿Qué piensas? questions,
p. 99. 10 MIN.
1.2, 2.1, 3.2
Homework Option:
• Have students write their answers to
the ¿Qué piensas? questions, p. 99.
1.3, 2.1, 3.2
En colores: Cultura y
comparaciones
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 100) 5 MIN.
• Discuss the Connecting Cultures Strategy,
p. 100. 5 MIN.
• Work with the class to produce the web
suggested in the Connecting Cultures
Strategy, p. 100. 5 MIN.
• Have volunteers read the selection aloud.
10 MIN.
• Work orally with students to answer the
¿Comprendiste? questions (Answers, TE,
p. 101). 5 MIN.
• Have pairs of students work on the
¿Qué piensas? questions. 5 MIN.
• Ask volunteer pairs to share their responses
to the ¿Qué piensas? questions. 5 MIN.
Day 11
1.2, 1.3, 2.1, 4.2
1.2
4.2
4.2
1.3
Day 12
1.2, 1.3, 2.1, 2.2, 3.2, 4.2, 5.2
1.2
1.2
1.3
¡En español! Lesson Plans • UNIDAD 1
Etapa
3
17
1
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 102) 5 MIN.
• Work orally with students to complete
Actividad 1. 5 MIN.
• Do Actividad 2. 5 MIN.
• Have students do Actividad 3 in writing.
5 MIN.
• Assign Actividad 4. 5 MIN.
• Ask volunteers to write their answers to
Actividades 3 and 4 on the board. 5 MIN.
• Work orally with the class on Actividad 5.
5 MIN.
• Present the Speaking Strategy, p. 104. 5 MIN.
• Work orally with students on Actividad 6.
5 MIN.
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 3.
1.2, 1.3
1.2
1.2
1.2
1.2
1.3
1.2
1.1
1.1, 1.2
1.2
DAY
En uso (cont.)
• Review grammar questions as needed.
5 MIN.
• Have students work in groups on
1.1, 1.2, 1.3
Actividad 7. 5 MIN.
• Ask volunteer groups to share their family
trees. 5 MIN.
1.3
En tu propia voz: Escritura
• Have students do Actividad 8 in writing.
1.3
10 MIN.
• Ask volunteers to read their work from
1.3
Actividad 8. 5 MIN.
En resumen: Repaso de
vocabulario
• Quick Start Review (TE, p. 105) 5 MIN.
• Review Etapa 3 vocabulary. 10 MIN.
Homework Option:
• Have students study for the Etapa exam.
1.2, 1.3
1.2
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.3, 3.1, 3.2, 4.2
Day 14
1.2, 1.3, 2.1, 3.1, 4.2, 5.1
Day 15
1.2, 2.1, 2.2, 3.2, 4.2, 5.2
15
Conexiones
• Have students read the Conexiones,
pp. 106–107, as they complete the exam.
1.3, 2.1, 2.2, 3.1, 3.2, 5.2
10 MIN.
18 ¡En español! Lesson Plans • UNIDAD 1
Etapa
3
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario (cont.)
• Review grammar and vocabulary
questions as needed. 10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
2
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed. 10 MIN.
Etapa Opener
• Quick Start Review (TE, p. 112) 5 MIN.
• Have students look at the Etapa Opener
and think about the ¿Qué ves? questions,
p. 112. 5 MIN.
• Discuss the ¿Qué ves? questions. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 114) 5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. 10 MIN.
• Discuss the Preguntas personales,
p. 115. 5 MIN.
2.1, 2.2
1.3
1.2
1.2
1.3
1.2
1.2
En vivo: Diálogo
• Quick Start Review (TE, p. 116) 5 MIN.
• Review the Listening Strategy, p. 116.
5 MIN.
• Play audio or show video for the dialog,
pp. 116–117. 5 MIN.
• Discuss how Isabel seems to feel in the
dialog. 5 MIN.
• Replay the audio or video, then have
students take the roles of the characters.
10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 118) 5 MIN.
• Have students open to En contexto,
pp. 114–115, for reference. Use OHT 39
and 40 to review vocabulary. 10 MIN.
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
Day 1
1.1, 2.1, 2.2, 3.2
1.2
1.2
Level 1a
DAY
1.2
1.1, 1.2, 1.3
1.3
Day 2
1.1, 1.2, 1.3, 2.1, 3.2
1.2
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Video Activities, Unit 2 Resource Book,
pp. 23–25.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Play the video/audio. 5 MIN.
1.2
• Have students do Actividad 1 orally.
1.2, 1.3
5 MIN.
• Discuss the También se dice, p. 118.
2.1, 3.2
5 MIN.
• Do Actividad 2 orally. 5 MIN.
1.2, 1.3
• Read and discuss the Conexiones, p. 119.
2.2, 3.2, 4.2
5 MIN.
• Have students work in pairs to do
Actividad 3. 5 MIN.
1.1, 1.2, 1.3
• Ask volunteers to share their work on
Actividad 3. 5 MIN.
1.3
• Read and discuss the Nota cultural,
1.2, 2.1, 3.2
p. 120. 5 MIN.
En acción (cont.)
• Quick Start Review (TE, p. 122) 5 MIN.
1.2, 1.3
• Do Actividad 4. 5 MIN.
1.3
• Present the Vocabulario, p. 121. 5 MIN.
1.2
1.2, 1.3
• Assign Actividad 5. 5 MIN.
• Ask volunteers to share their work on
Actividad 5. 5 MIN.
1.3
• Have students work in pairs to do
1.1, 1.2, 1.3
Actividad 6. 5 MIN.
• Ask pairs to volunteer to model their
conversations from Actividad 6 for the class.
1.1, 1.2, 1.3
5 MIN.
• Present Gramática: Saying What You
Do: Present Tense of -ar Verbs, p. 122.
10 MIN.
1.2, 4.1
Day 3
1.2, 1.3, 2.1, 2.2, 3.2, 4.2
Day 4
1.2, 1.3, 2.1, 3.2, 4.1
¡En español! Lesson Plans • UNIDAD 2
Etapa
1
19
2
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
En acción (cont.)
• Do Actividad 7 orally. 5 MIN.
• Have students work in pairs on Actividad 8.
1.1, 1.2, 1.3
5 MIN.
• Read and discuss Apoyo para estudiar.
10 MIN.
1.1, 1.2, 1.3
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
9. 5 MIN.
• Ask selected pairs to share their answers to
Actividad 9. 5 MIN.
1.3
• Play the audio. Have students do Actividad
1.2
10. 5 MIN.
• Call on some students to share their responses
1.3
to Actividad 10. 5 MIN.
• Read and discuss the Conexiones, p. 124.
2.2, 3.1, 3.2
5 MIN.
Homework Option:
• Más práctica Workbook, pp. 37–38.
Cuaderno para hispanohablantes, pp. 35–36.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 125) 5 MIN.
• Have students work in pairs to do
Actividad 11. 5 MIN.
• Ask volunteers to model their
conversations from Actividad 11 for
the class. 10 MIN.
• Present Gramática: Expressing Frequency
with Adverbs, p. 125. 10 MIN.
• Do Actividad 12 orally with the class.
5 MIN.
• Have students write their answers to
Actividad 12. 5 MIN.
DAY
7
8
En acción (cont.)
• Do Actividad 15 orally. 5 MIN.
• Have students write their responses to
Actividad 15. 10 MIN.
• Have students work in pairs to do
Actividad 16. 5 MIN.
• Call on some pairs to share their work
on Actividad 16. 5 MIN.
• Have students work in groups on
Actividad 17. 10 MIN.
• Have volunteers share their work on
Actividad 17. 5 MIN.
• Read and discuss the Nota cultural,
p. 129. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 40. Cuaderno
para hispanohablantes, p. 38.
20 ¡En español! Lesson Plans • UNIDAD 2
Etapa
1
1.3
Day 5
1.1, 1.2, 2.2, 3.2, 4.2
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 4.1
1.2, 1.3
1.3
Homework Option:
• Más práctica Workbook, p. 39. Cuaderno
para hispanohablantes, p. 37.
DAY
En acción (cont.)
• Check homework. 5 MIN.
1.2
• Quick Start Review (TE, p. 127) 5 MIN.
• Have students work in pairs on Actividad 13.
1.1, 1.2, 1.3
5 MIN.
• Ask volunteers to present their work
on Actividad 13. 5 MIN.
1.3
• Have students work in groups to complete
1.2, 1.3
Actividad 14. 10 MIN.
• Ask groups to share their posters from
1.3
Actividad 14. 5 MIN.
• Present Gramática: Expressing Obligation
with hay que and tener que, p. 127.
1.2, 4.1
10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 6
1.1, 1.3, 2.1, 3.2
Day 7
1.2, 1.3, 2.1, 2.2, 4.2, 5.2
1.2, 1.3
1.3
1.1, 1.2, 1.3
1.3
1.1, 1.2, 1.3
1.3
1.2
Day 8
1.1, 1.2, 3.1, 3.2, 4.2
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
2
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
• Read and discuss the Nota, p. 129.
1.2
5 MIN.
1.2
• Do Actividad 18 orally. 5 MIN.
• Have students write their responses
1.3
to Actividad 18. 5 MIN.
• Have students work in pairs on
1.1, 1.2, 1.3
Actividad 19. 5 MIN.
• Ask pairs to volunteer to present their
descriptions of Actividad 19 to the class. 5 MIN.
1.3
1.2
• Play the audio. 5 MIN.
1.2
• Assign Actividad 20. 5 MIN.
• Have students share their answers to
1.3
Actividad 20. 5 MIN.
En acción (cont.)
• Read and discuss the modelo for
Actividad 21. 5 MIN.
• Have students work independently on
Actividad 21. 10 MIN.
• Have students work with a partner to
edit each other’s work from Actividad 21.
5 MIN.
• Ask volunteers to share their paragraphs
from Actividad 21. 10 MIN.
• Use Information Gap Activities, Unit 2
Resource Book, pp. 18–19. 5 MIN.
• Más comunicación, p. R4. 5 MIN.
• Play the audio and practice the
Trabalenguas. 5 MIN.
DAY
DAY
11
12
En voces: Lectura
• Quick Start Review (TE, p. 132) 5 MIN.
1.2, 1.3
• Review the Reading Strategy, p. 132.
1.2
5 MIN.
• Ask students to look quickly at the first
paragraph to get an overall idea of its
1.2
context. 5 MIN.
• Have students read the Lectura,
1.2
pp. 132–133, silently. 10 MIN.
• Ask volunteers to read the story orally.
10 MIN.
1.3
• Have students answer the ¿Comprendiste?
questions for the Lectura (Answers, TE,
1.2, 2.1, 2.2, 3.2
p. 133). 5 MIN.
• Work orally with students to answer the
¿Qué piensas? questions for the Lectura,
1.2, 2.1, 3.2
p. 133. 5 MIN.
En uso: Repaso y más
comunicación
• Answer grammar questions arising
from the homework review. 5 MIN.
• Quick Start Review (TE, p. 134) 5 MIN.
• Review Etapa objectives. 5 MIN.
• Present the Repaso y más comunicación
using the Teaching Suggestions (TE,
p. 134). 10 MIN.
• Have students write answers for Actividad 1.
10 MIN.
• Check answers for Actividad 1 with
the whole class. 5 MIN.
• Work with students to do Actividad 2
orally. 5 MIN.
ACTFL Standards for
Foreign Language Learning
1.2
Day 9
1.1, 1.3, 2.1, 3.2, 4.1
1.3
Level 1a
DAY
1.2, 1.3
1.3
1.2, 4.1
Day 10
1.1, 1.2, 3.1, 5.2
Day 11
1.2, 1.3, 2.1, 3.1, 4.1
1.2, 1.3
1.2
1.2
Day 12
1.1, 1.2, 3.1, 4.1
1.2
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 1 to prepare for En uso.
¡En español! Lesson Plans • UNIDAD 2
Etapa
1
21
2
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Have students read and prepare to
respond to Actividad 3. 5 MIN.
• Ask volunteers to give their responses
to Actividad 3 orally. 5 MIN.
• Have students write their answers to
Actividad 4. 5 MIN.
• Call on volunteers to read their answers
to Actividad 4. 5 MIN.
• Present the Speaking Strategy, p. 136.
5 MIN.
• Have students work in pairs to do
Actividad 5. 10 MIN.
• Ask some pairs to volunteer to share
their work on Actividad 5 orally. 5 MIN.
• Discuss the Conexiones, p. 136. 5 MIN.
1.2
1.3
1.2, 1.3
1.3
1.1
1.1, 1.2, 1.3
1.3
3.1
En uso (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 137) 5 MIN.
• Have groups of students work together
on Actividad 6. 5 MIN.
En tu propia voz: Escritura
• Have students do the writing activity,
Actividad 7, independently. 10 MIN.
• Call on selected students to read their
work from Actividad 7. 5 MIN.
En resumen: Repaso de
vocabulario
• Review Etapa vocabulary. 10 MIN.
• Have students solve the Juego, p. 137
(Answers, TE, p. 137). 5 MIN.
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
Day 13
1.1, 1.3, 3.1, 3.2, 5.1, 5.2
1.1, 1.2, 1.3
1.1, 1.3
1.3
1.2
1.2
Day 14
1.1, 1.3, 3.1, 3.2, 5.2
Homework Option
• Have students study for the Etapa exam.
Homework Option:
• Have students complete the survey in
the Conexiones, p. 136.
3.1
DAY
Day 15
1.2, 2.1, 2.2, 3.2, 5.2
15
En resumen (cont.)
• Answer questions related to Etapa 1
content. 10 MIN.
• Complete Etapa exam. 25 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
Ampliación
• Use a suggested project, game, or
activity (TE, pp. 111A–111B) as students
complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.2
22 ¡En español! Lesson Plans • UNIDAD 2
Etapa
1
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
2
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 138) 5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the ¿Qué ves? questions,
p. 138. 10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 140) 5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. 10 MIN.
• Use the Situational OHTs for additional
practice. 5 MIN.
• Have students work in pairs to answer
the Preguntas personales, p. 141. 5 MIN.
• Ask volunteers to model their responses
to the Preguntas personales, p. 141.
5 MIN.
1.2, 1.3
1.2
1.3
1.2
1.1, 1.2, 1.3
1.3
En vivo: Diálogo
• Quick Start Review (TE, p. 142) 5 MIN.
• Review the Listening Strategy, p. 142.
5 MIN.
• Play audio or show video for the dialog,
pp. 142–143. 5 MIN.
• Discuss where in the dialog the main
idea becomes clear. 5 MIN.
• Replay as needed. 5 MIN.
• Read the dialog aloud, having students
take the roles of characters. 10 MIN.
• Work with students to answer the
Comprehension Questions (TE, p. 143).
5 MIN.
• Discuss Culture Highlights (TE, p. 143).
5 MIN.
ACTFL Standards for
Foreign Language Learning
1.3
Day 1
1.1, 1.2, 2.1, 2.2, 3.1, 3.2
1.2
1.2
Level 1a
DAY
1.2
1.2
1.1, 1.2, 1.3
1.2
2.1, 3.2
Day 2
1.1, 1.2, 2.1, 3.1, 3.2, 4.2
Homework Option:
• Video Activities, Unit 2 Resource Book,
pp. 74–76.
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 144) 5 MIN.
1.2, 1.3
• Use OHT 49 and 50 to review En
contexto vocabulary. 5 MIN.
1.2
• Ask students for a summary of the dialog
1.2
to check recall. 5 MIN.
• Play the video/audio; do Actividad 1
orally with the class. 5 MIN.
1.2
1.2, 1.3
• Do Actividad 2 orally. 5 MIN.
• Discuss the Nota, p. 145. 5 MIN.
1.1, 1.2
• Have students work in pairs to complete
Actividad 3. 5 MIN.
1.1, 1.2, 1.3
• Call on some pairs to report the results
of their work on Actividad 3. 5 MIN.
1.3
En acción (cont.)
• Quick Start Review (TE, p. 147) 5 MIN.
1.2, 1.3
• Discuss the Nota cultural, p. 146. 5 MIN. 2.1, 3.2, 4.2
• Do Actividad 4 orally. 5 MIN.
1.3
• Have students write individual responses
1.3
to Actividad 4. 5 MIN.
• Read and discuss the Conexiones, p. 147.
2.1, 3.1, 3.2, 4.2
5 MIN.
• Present Gramática: Saying Where You
Are Going: The Verb ir, p. 147. 10 MIN.
1.2, 4.1
• Have students write their answers to
Actividad 5. 5 MIN.
1.2, 1.3
• Call on selected students to share their
work from Actividad 5. 5 MIN.
1.3
Day 3
1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.2
Day 4
1.1, 1.3, 2.1, 3.1, 3.2, 4.2
Homework Option:
• Más práctica Workbook, p. 45. Cuaderno
para hispanohablantes, p. 43.
¡En español! Lesson Plans • UNIDAD 2
Etapa
2
23
2
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 151) 5 MIN.
1.2
• Present the Vocabulario, p. 148. 5 MIN.
1.2
• Read and discuss the Nota, p. 149. 5 MIN.
• Do Actividad 6 on the board with the whole
1.2, 1.3
class. 5 MIN.
• Have students work in groups to complete
1.1, 1.2, 1.3
Actividad 7. 5 MIN.
• Call on some groups to report their
findings from Actividad 7. 5 MIN.
1.3
• Present Gramática: Telling Time, p. 151.
1.2, 4.1
5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
8. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 46. Cuaderno
para hispanohablantes, p. 44.
En acción (cont.)
• Check homework. 5 MIN.
1.2
• Practice telling time. 5 MIN.
• Play the audio and assign Actividad 9.
1.2, 1.3
5 MIN.
• Ask selected students to share their
1.3
answers for Actividad 9. 5 MIN.
• Present the Speaking Strategy, p. 152.
1.1
5 MIN.
• Have students work in pairs to do
1.1, 1.2, 1.3
Actividad 10. 5 MIN.
• Ask volunteers to model their conversations
from Actividad 10 for the class. 5 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario, p. 152. 10 MIN.
1.2
DAY
DAY
7
8
En acción (cont.)
• Quick Start Review (TE, p. 153) 5 MIN.
1.2, 1.3
• Present Gramática: Describing Location
with the Verb estar, p. 153. 10 MIN.
1.2, 4.1
• Assign Actividad 11. 5 MIN.
1.2, 1.3
• Ask volunteers to read their answers to
Actividad 11. 5 MIN.
1.3
• Have students work in pairs on Actividad 12.
1.1, 1.2
5 MIN.
• Call on selected pairs to share their work
1.3
on Actividad 12 with the class. 5 MIN.
• Have students stay in their pairs to do
1.1, 1.2
Actividad 13. 5 MIN.
• Ask volunteers to model their conversations
for Actividad 13 for the class. 5 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
1.3
• Quick Start Review (TE, p. 154) 5 MIN.
• Present Gramática: Asking Questions:
1.2, 4.1
Interrogative Words, p. 154. 10 MIN.
1.2, 1.3
• Assign Actividad 14. 5 MIN.
• Call on students to write their completed
sentences from Actividad 14 on the
board. 5 MIN.
1.3
1.2
• Play the audio; do Actividad 15. 5 MIN.
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 16. 5 MIN.
• Ask pairs to volunteer to model their
story from Actividad 16. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 48.
Cuaderno para hispanohablantes, p. 46.
Homework Option:
• Más práctica Workbook, p. 47. Cuaderno
para hispanohablantes, p. 45.
24 ¡En español! Lesson Plans • UNIDAD 2
Etapa
2
ACTFL Standards for
Foreign Language Learning
Day 5
1.1, 1.2, 1.3, 3.1, 4.1
Day 6
1.1, 1.2, 1.3, 2.1, 3.1
Day 7
1.2, 1.3, 3.2, 4.1
Day 8
1.2, 1.3, 3.2, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
2
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in pairs to do
1.1, 1.2, 1.3
Actividad 17. 10 MIN.
• Call on pairs to report their findings
from Actividad 17. 5 MIN.
1.3
• Read and discuss the Nota cultural,
2.2, 3.1
p. 156. 5 MIN.
• Have students work in pairs to do
1.1, 1.2, 1.3
Actividad 18. 5 MIN.
• Call on selected pairs to share their
conversations from Actividad 18. 5 MIN. 1.1, 1.2, 1.3
• Más comunicación, p. R5. 5 MIN.
• Play the audio. Have students practice the
1.2, 4.1
Trabalenguas, p. 157. 5 MIN.
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 158) 5 MIN.
1.3
• Discuss the Connecting Cultures Strategy,
4.2
p. 158. 5 MIN.
• Complete the table, p. 158, on the board.
2.1, 2.2, 4.2
10 MIN.
• Have volunteers read ¿Quieres comer
una merienda mexicana?, pp. 158–159,
aloud. 10 MIN.
1.3
• Revise the table completed earlier, based
2.1, 2.2, 4.2
on the reading. 5 MIN.
• Work orally with students to answer the
¿Comprendiste? questions, p. 159 (Answers,
TE, p. 159). 5 MIN.
1.2, 2.1, 2.2, 3.2
• Discuss the ¿Qué piensas? questions,
p. 159. 5 MIN.
1.2, 2.1, 2.2, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Have students prepare written answers
to the ¿Qué piensas? questions, p. 159.
DAY
DAY
11
12
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 160) 5 MIN.
• Practice telling time. 5 MIN.
• Work orally with students to complete
Actividad 1. 5 MIN.
• Have students work in pairs to write
their answers to Actividad 2. 5 MIN.
• Call on pairs of students to perform the
conversation in Actividad 2. 5 MIN.
• Assign Actividad 3. 10 MIN.
• Call on selected students to read their
completed sentences from Actividad 3.
5 MIN.
1.3
1.2
1.2
1.1, 1.2
1.1, 1.2, 1.3
1.2
1.3
ACTFL Standards for
Foreign Language Learning
Day 9
1.1, 1.3, 2.1, 3.1, 3.2, 4.1
Level 1a
DAY
Day 10
1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.2
1.2, 1.3, 2.1,
2.2
Day 11
1.1, 1.2, 1.3, 3.2
En uso (cont.)
• Have students write out answers to
1.2, 1.3
Actividad 4. 5 MIN.
• Call on students to write their responses
1.3
to Actividad 4 on the board. 10 MIN.
• Have students prepare answers for
Actividad 5. 5 MIN.
1.1
• Work orally with students to do Actividad 5.
5 MIN.
1.1
• Review the Speaking Strategy, p. 162.
1.1
5 MIN.
• Have students work in pairs to do
Actividad 6. 5 MIN.
1.1, 1.2, 1.3
• Ask volunteers to model their conversations
from Actividad 6. 10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students read and be prepared to
contribute one line to the table in the
Conexiones, p. 162.
2.2, 3.1, 3.2
Day 12
1.1, 1.3, 2.2, 3.1, 3.2
¡En español! Lesson Plans • UNIDAD 2
Etapa
2
25
2
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Combine students’ contributions to the
Conexiones chart, p. 162, into a class
2.2, 3.1, 3.2
nutrition display. 10 MIN.
• Have a class conversation comparing
nutritional value of foods. 5 MIN.
1.1, 1.2
• Have students work in groups to do
1.1, 1.2, 1.3
Actividad 7. 5 MIN.
• Ask each group to model one of its
situations from Actividad 7 for the class.
5 MIN.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Have students work independently on
the writing activity in Actividad 8. 10 MIN.
1.1, 1.3
• Ask volunteers to read their work from
Actividad 8 to the class. 10 MIN.
1.3
En resumen: Repaso de
vocabulario
• Review grammar questions as necessary.
10 MIN.
• Quick Start Review (TE, p. 163). 5 MIN.
• Run through the vocabulary flash cards
you have created for this Etapa. 5 MIN.
• Put students in groups and follow the
Teaching Suggestions, TE, p. 163. 5 MIN.
• Call on students to share their difficult
words and their tricks for remembering
them. 5 MIN.
• Ask students to solve the Juego, p. 163.
10 MIN.
• Answer the Juego orally (Answer, TE,
p. 163). 5 MIN.
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 2 to prepare for the exam.
Homework Option:
• Have students study for the Etapa exam.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.3, 2.2, 3.2, 4.2, 5.1
1.2
1.3
1.2
1.2
1.3
1.2
1.2
Day 14
1.2, 1.3, 3.1, 3.2, 5.2
1.2
DAY
Day 15
1.1, 1.3, 2.1, 3.2, 5.2
15
Ampliación
• Use a suggested project, game, or
activity (TE, pp. 107A–107B) as students
1.3, 2.1, 2.2, 3.1
complete the exam. 10 MIN.
3.2, 5.1, 5.2
26 ¡En español! Lesson Plans • UNIDAD 2
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 2
content. 10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
2
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 164) 5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the ¿Qué ves? questions,
p. 164. 10 MIN.
• Present the Supplementary Vocabulary
(TE, p. 165). 5 MIN.
1.2, 1.3
1.2
1.2
En contexto: Vocabulario
• Quick Start Review (TE, p. 166) 5 MIN.
1.2, 1.3
• Have students use context and pictures
1.2
to learn Etapa vocabulary. 10 MIN.
• Have students work in pairs to answer
the Preguntas personales, p. 167. 5 MIN. 1.1, 1.2, 1.3
• Ask pairs to share each other’s answers
to the Preguntas personales, p. 167. 5 MIN.
1.3
En vivo: Diálogo
• Quick Start Review (TE, p. 168) 5 MIN.
1.2, 1.3
1.2
• Review the Listening Strategy, p. 168. 5 MIN.
• Show the video for the dialog,
1.2
pp. 168– 169. 5 MIN.
• Ask students to report on how body
language indicates the sense of the
1.2
dialog. 5 MIN.
1.2
• Replay video as needed. 5 MIN.
• Have pairs of students take the roles
of characters and read the dialog aloud.
1.1, 1.2, 1.3
5 MIN.
• Use the Situational OHTs for additional
vocabulary practice. 10 MIN.
• Discuss the Comprehension Questions
(TE, p. 169). 5 MIN.
1.2
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 3.1, 3.2
Level 1a
DAY
Day 2
1.1, 1.2, 2.1, 3.1, 3.2, 4.2
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Video Activities, Unit 2 Resource Book,
pp. 125–127.
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 170) 5 MIN.
1.2
• Ask students for a summary of the
1.2, 1.3
dialog to check recall. 5 MIN.
• Play the video/audio; have students
1.2
do Actividad 1 orally. 5 MIN.
• Work orally with the class on Actividad 2. 5 MIN. 1.2
• Discuss the También se dice, p. 170. 5 MIN.
2.1
• Have students work in pairs to complete
1.1, 1.2
Actividad 3. 5 MIN.
• Ask volunteers to share their conversations
from Actividad 3. 5 MIN.
1.1, 1.2, 1.3
• Discuss the Nota cultural, p. 171. 5 MIN.
2.2
En acción (cont.)
• Have students work in pairs on Actividad 4.
1.1, 1.2, 1.3
5 MIN.
• Call on different pairs to model the
1.1, 1.2, 1.3
interactions in Actividad 4. 5 MIN.
• Discuss the Nota cultural, p. 172. 5 MIN.
2.2
• Present the Speaking Strategy, p. 173. 5 MIN.
1.1
• Have students work in groups on Actividad 5.
5 MIN.
1.1, 1.2
• Ask volunteers to share their group’s
1.3
results from Actividad 5. 5 MIN.
1.2
• Discuss the Nota, p. 173. 5 MIN.
• Assign Actividad 6. 5 MIN.
1.3
• Have students do the Juego, p. 173. 5 MIN.
1.2
Homework Option:
• Have students write and illustrate their
own riddles like the Juego, p. 173.
Day 3
1.1, 1.2, 1.3, 2.1, 3.1, 3.2
Day 4
1.1, 1.3, 2.1, 3.2, 5.1
1.3
¡En español! Lesson Plans • UNIDAD 2
Etapa
3
27
2
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 174) 5 MIN.
• Present Gramática: Saying What You
Are Going to Do: ir a... and the Vocabulario,
1.2, 4.1
p. 174. 10 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
7. 5 MIN.
• Ask volunteers to share their conversations
from Actividad 7. 5 MIN.
1.1, 1.2, 1.3
• Work orally with the class to do Actividad 8.
5 MIN.
1.2
• Read and discuss the Conexiones, p. 175.
2.1, 2.2, 3.2
5 MIN.
• Have students work in pairs to do the
Para hacer, p. 175. 5 MIN.
1.3
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 177) 5 MIN.
1.2
• Present the Vocabulario, p. 176. 5 MIN.
1.2
• Play the audio and assign Actividad 9. 5 MIN.
• Ask volunteers to give their answers
1.3
to Actividad 9. 5 MIN.
• Have students write their answers to
1.3
Actividad 10. 5 MIN.
• Call on some students to read their
paragraphs from Actividad 10 to the class.
1.3
5 MIN.
• Present Gramática: Present Tense of
Regular -er and -ir Verbs and the Vocabulario,
1.2, 4.1
p. 177. 10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 5
1.1, 1.3, 2.2, 3.1, 3.2, 4.2
Day 6
1.2, 1.3, 3.1, 3.2, 4.1
Homework Option:
• Más práctica Workbook, p. 53. Cuaderno
para hispanohablantes, p. 51.
DAY
7
8
En acción (cont.)
• Work orally with the class on Actividad
1.2
11. 5 MIN.
• Have each student write a set of responses
1.2
to Actividad 11. 5 MIN.
1.2, 1.3
• Assign Actividad 12. 5 MIN.
• Ask students to volunteer to read their
1.3
sentences from Actividad 12. 5 MIN.
• Work orally with the class on Actividad
1.2
13. 5 MIN.
• Have students write their answers to
1.3
Actividad 13. 5 MIN.
• Have students work in groups on Actividad
14. 10 MIN.
1.1, 1.2, 1.3
• Ask selected groups to report findings
from Actividad 14 to the class. 5 MIN.
1.3
Homework Option:
• Más práctica Workbook, p. 54. Cuaderno
para hispanohablantes, p. 52.
28 ¡En español! Lesson Plans • UNIDAD 2
Etapa
3
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 179) 5 MIN.
• Present Gramática: Present Tense Verbs
with Irregular yo Forms, p. 179. 10 MIN.
• Work orally with the class on Actividad 15.
5 MIN.
• Have students write their responses to
Actividad 15. 5 MIN.
• Model Actividad 16, then ask students
to write their responses. 5 MIN.
• Ask volunteers to share their work on
Actividad 16. 5 MIN.
• Read and discuss the Conexiones, p. 180.
5 MIN.
Homework Option:
• Más práctica Workbook, p. 55. Cuaderno
para hispanohablantes, p. 53.
Day 7
1.1, 1.3, 3.1, 4.1
1.2, 1.3
1.2, 4.1
1.2
1.3
1.2, 1.3
1.3
2.2, 3.2
Day 8
1.1, 1.3, 3.1, 3.2, 5.2
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
2
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 181) 5 MIN.
• Assign Actividad 17. 5 MIN.
• Ask selected students to model their
work from Actividad 17. 5 MIN.
• Assign Actividad 18. 5 MIN.
• Ask volunteers to give their answers to
Actividad 18. 5 MIN.
• Present Gramática: Using the Verb oír,
p. 181. 5 MIN.
• Have students write their answers to
Actividad 19. 5 MIN.
• Ask volunteers to share their sentences
for Actividad 19. 5 MIN.
1.2, 1.3
1.2
1.2, 1.3
1.2
1.3
1.2, 4.1
1.2, 1.3
1.3
En acción (cont.)
• Work orally with the class on Actividad
20 before assigning it. 5 MIN.
1.2
• Have students work in pairs to complete
1.2
Actividad 21. 10 MIN.
• Ask groups to volunteer to perform
their dialogs from Actividad 21 for the
1.1, 1.2, 1.3
class. 5 MIN.
• Play the audio and assign Actividad 22.
5 MIN.
1.2
• Call on selected students to tell and
explain their responses to Actividad 22.
1.3
5 MIN.
• Más comunicación, p. R6. 5 MIN.
• Play the audio and have students practice
1.2, 1.3
the Refrán, p. 183. 10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 9
1.2, 1.3, 3.2, 4.1
Level 1a
DAY
Day 10
1.1, 1.2, 1.3, 2.1, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Assign Actividad 23.
DAY
DAY
11
12
En voces: Lectura
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 184) 5 MIN.
1.3, 2.1, 2.2
• Present the Reading Strategy, p. 184. 5 MIN.
1.2
• Have volunteers read the selection aloud.
1.3
10 MIN.
• Draw the chart, p. 184, on the board and
fill it in. 5 MIN.
1.2
• Work orally with students on the
¿Comprendiste? questions (Answers,
1.2
TE, p. 185). 5 MIN.
• Have students write their responses to
1.3
the ¿Comprendiste? questions. 5 MIN.
• Discuss the ¿Qué piensas? questions,
1.2, 2.1, 3.2
p. 185. 5 MIN.
En colores: Cultura y
comparaciones
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 186) 5 MIN.
1.2
• Discuss the Connecting Cultures Strategy,
2.2, 3.2
p. 186. 5 MIN.
• Brainstorm some places to list in the
chart, p. 186. 5 MIN.
2.2
• Have volunteers read the selection aloud.
10 MIN.
1.3
• Work orally with students to answer the
¿Comprendiste? questions. (Answers, TE,
1.2, 2.1, 2.2
p. 187). 5 MIN.
• Discuss the ¿Qué piensas? questions,
1.2, 2.1, 2.2
p. 187. 5 MIN.
• Share the Culture Highlights (TE, p. 187).
5 MIN.
2.1, 2.2, 3.2
Homework Option:
• Have students write their answers to the
¿Qué piensas? questions, p. 185.
Day 11
1.2, 2.1, 2.2, 3.2, 4.2
Day 12
1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.2
1.3
¡En español! Lesson Plans • UNIDAD 2
Etapa
3
29
2
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso: Repaso y más
comunicación
1.2
• Quick Start Review (TE, p. 188) 5 MIN.
1.2
• Assign Actividad 1. 5 MIN.
• Work orally with students to complete
1.2
Actividad 2. 5 MIN.
1.2
• Assign Actividad 3. 5 MIN.
• Call on students to give complete sentences
1.3
for Actividad 3. 5 MIN.
• Model Actividad 4, then ask volunteers
1.2, 1.3
to answer the questions. 5 MIN.
1.1
• Present the Speaking Strategy, p. 190. 5 MIN.
• Have students work in pairs on Actividad 5.
5 MIN.
1.1, 1.2
• Discuss Community Connections (TE, p. 191).
5.1
5 MIN.
En uso (cont.)
1.2
• Quick Start Review (TE, p. 191) 5 MIN.
• Review grammar questions as needed.
5 MIN.
• Have students work in groups on Actividad
1.1, 1.2, 1.3, 2.1, 2.2
6. 5 MIN.
• Ask groups to model their conversation
1.1, 1.2, 1.3
about Actividad 6. 5 MIN.
En tu propia voz: Escritura
• Have students work independently to
1.3
complete Actividad 7. 10 MIN.
• Ask volunteers to read their work from
1.3
Actividad 7. 5 MIN.
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 3.
En resumen: Repaso de
vocabulario
• Review Etapa 3 vocabulary. 10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.2, 3.1, 3.2, 5.1, 5.2
Day 14
1.1, 1.3, 3.1, 3.2
1.2
Homework Option:
• Have students study for the Etapa exam.
DAY
Day 15
1.1, 1.3, 2.1, 5.1
15
En resumen (cont.)
• Answer questions related to Etapa 3
content. 10 MIN.
• Complete Etapa exam. 25 MIN.
2.1, 2.2
Copyright © McDougal Littell Inc. All rights reserved.
Conexiones
• Have students read the Conexiones,
pp. 192–193, after completing the exam.
10 MIN.
30 ¡En español! Lesson Plans • UNIDAD 2
Etapa
3
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
3
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed. 10 MIN. 2.1, 2.2, 3.2
En vivo: Diálogo
• Quick Start Review (TE, p. 202) 5 MIN.
1.2, 1.3
• Present and discuss Gestures (TE, p. 202).
2.1, 3.2
5 MIN.
• Review the Listening Strategy, p. 202. 5 MIN.
1.2
• Play audio or show video for the dialog,
1.2
pp. 202–203. 5 MIN.
• Replay the audio or video, then have
students take the roles of the characters.
1.1, 1.2, 1.3
10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
Etapa Opener
1.2, 1.3
• Quick Start Review (TE, p. 198) 5 MIN.
• Present and discuss the Culture Highlights
(TE, p. 199). 5 MIN.
2.2
• Have students look at the Etapa Opener
1.2
and answer the ¿Qué ves? questions 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 200) 5 MIN.
1.2
• Have students use context and pictures
1.2
to learn Etapa vocabulary. 5 MIN.
• Work with the class to answer the
1.2
Comprehension Questions (TE, p. 201). 5 MIN.
1.2
• Assign the Preguntas personales. 5 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 204) 5 MIN.
• Have students open to En contexto,
pp. 200–201, for reference. Use OHT 73
and 74 to review vocabulary. 10 MIN.
Homework Option:
• Video Activities, Unit 3 Resource Book,
pp. 23–25.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Play the video/audio. 5 MIN.
1.2
1.2
• Have students do Actividad 1 orally. 5 MIN.
1.2
• Do Actividad 2 orally. 5 MIN.
• Do Actividad 3 orally. 10 MIN.
1.2
• Read and discuss the También se dice,
p. 206. 10 MIN.
2.1, 3.2
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 4. 5 MIN.
Homework Option:
• Have students read the Conexiones,
p. 207, and be ready to discuss the
Para hacer.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 208) 5 MIN.
• Play the audio and have students do
Actividad 5. 10 MIN.
• Have students work independently on
Actividad 6. 10 MIN.
• Call on volunteers to write their
esponses to Actividad 6 on the board.
5 MIN.
• Present Gramática: Expressing Feelings
with estar and Adjectives. 10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 2.1, 2.2, 3.2, 4.2
Level 1a
DAY
1.2, 1.3
Day 2
1.1, 1.2, 2.1, 3.1, 3.2, 4.2
1.2
Day 3
1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.2
1.2, 1.3
1.2
1.2
1.3
1.2, 4.1
Day 4
1.2, 1.3, 2.1, 3.1, 4.1
2.1, 2.2
¡En español! Lesson Plans • UNIDAD 3
Etapa
1
31
3
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
En acción (cont.)
• Work with students to do Actividad 7
1.2
orally. 5 MIN.
1.2
• Do Actividad 8 orally. 5 MIN.
• Have students work in pairs on Actividad 9.
1.1, 1.2, 1.3
5 MIN.
• Ask pairs of students to act out their
1.1, 1.2, 1.3
responses to Actividad 9. 5 MIN.
• Have students do Actividad 10 in pairs.
5 MIN.
1.1, 1.2, 1.3
• Call on some pairs to act out the roles in
Actividad 10. 10 MIN.
1.1, 1.2, 1.3
• Have students work in pairs to do
Actividad 11. 10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 61. Cuaderno
para hispanohablantes, p. 59.
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 210) 5 MIN.
1.2
• Present the Vocabulario, p. 210. 5 MIN.
• Present Gramática: Saying What Just
1.2, 4.1
Happened with acabar de. 10 MIN.
• Do Actividad 12 orally with the class. 5 MIN.
1.2
• Have students work independently on
1.2
Actividad 13. 5 MIN.
• Discuss the Speaking Strategy, p. 212.
1.1
5 MIN.
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 14. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 62. Cuaderno
para hispanohablantes, p. 60.
DAY
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
1.3
• Quick Start Review (TE, p. 212) 5 MIN.
• Present Gramática: Saying Where You
Are Coming From with venir, p. 212.
1.2, 4.1
10 MIN.
1.2
• Have students do Actividad 15. 5 MIN.
• Have students work in pairs to do
1.1, 1.2, 1.3
Actividad 16. 5 MIN.
• Read and discuss the Nota cultural, p. 213.
2.2, 3.2
5 MIN.
• Have students stay in their pairs to do
Actividad 17. 5 MIN.
1.1, 1.2, 1.3
• Call on some pairs to share their work
on Actividades 16 and 17. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 63. Cuaderno
para hispanohablantes, p. 61.
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 215) 5 MIN.
• Present Gramática: Saying What Someone
Likes to Do Using gustar + infinitive.
1.2, 4.1
10 MIN.
• Work with students to do Actividad 18
orally. 5 MIN.
1.2
• Have students do Actividad 19 orally.
1.2
10 MIN.
• Have students work in groups to do
Actividad 20. 5 MIN.
1.1, 1.2, 1.3
• Call on groups to share their work on
Actividad 20. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 64. Cuaderno
para hispanohablantes, p. 62.
32 ¡En español! Lesson Plans • UNIDAD 3
Etapa
1
ACTFL Standards for
Foreign Language Learning
Day 5
1.1, 1.2, 1.3, 3.2
Day 6
1.1, 1.2, 3.1, 3.2, 4.1
Day 7
1.1, 1.2, 2.2, 3.1, 3.2
Day 8
1.1, 1.3, 3.1, 3.2, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
3
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
• Present the Vocabulario, p. 216. 10 MIN.
• Play the audio. 5 MIN.
• Work with the class to do Actividad 21.
5 MIN.
• Have students work in pairs to do
Actividad 22. 10 MIN.
• Ask some pairs to volunteer to model
the conversation in Actividad 22 for the
class. 5 MIN.
• Call on students to give the answers to
the questions in Actividad 22. 5 MIN.
1.2
1.2
1.2
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.3
En acción (cont.)
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 23. 5 MIN.
• Call on selected pairs to share their work
1.3
on Actividad 23. 5 MIN.
• Use Information Gap Activities, Unit 3
Resource Book, pp. 18–19; Más
comunicación, p. R7. 10 MIN.
• Discuss the También se dice, p. 217.
5 MIN.
2.1, 3.2
• Ask students to think of a variety of ways
that English-speakers answer the phone.
5 MIN.
4.1
• Discuss and demonstrate the Pronunciación,
4.1
p. 217. 10 MIN.
• Have students work in pairs to practice
the nonsense rhyme in the Pronunciación,
1.3
p. 217. 5 MIN.
DAY
DAY
11
12
En voces: Lectura
• Review the Reading Strategy, p. 218. 5 MIN.
1.2
• Follow the Teaching Suggestions (TE,
1.2, 1.3
p. 218). 5 MIN.
• Discuss the Language Note (TE, p. 219).
5 MIN.
4.1
• Have students read El bohique y los
1.2
niños, pp. 218–219, silently. 5 MIN.
• Have students share as many cognates
as they can find in the story or think of
4.1
on their own. 5 MIN.
• Ask volunteers to read El bohique y los
1.2, 1.3
niños, pp. 218–219, orally. 10 MIN.
• Have students answer the ¿Comprendiste?
questions for the Lectura. (Answers, TE,
p. 219) 5 MIN.
1.2, 2.1, 3.2
• Work orally with students to answer the
¿Qué piensas? questions for the Lectura,
p. 219. 5 MIN.
1.2, 2.1, 3.2
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 1 to prepare for En uso.
En uso: Repaso y más
comunicación
• Answer grammar questions arising
from the homework review. 5 MIN.
• Quick Start Review (TE, p. 220) 5 MIN.
• Present the Repaso y más comunicación
using the Teaching Suggestions (TE,
p. 220). 10 MIN.
• Have students write Actividad 1. 5 MIN.
• Check answers for Actividad 1 with the
whole class. 5 MIN.
• Work with students to do Actividad 2
orally. 5 MIN.
• Assign Actividad 3. 5 MIN.
• Do Actividad 4 orally. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 9
1.1, 1.2, 1.3, 3.1, 3.2
Level 1a
DAY
Day 10
1.1, 1.2, 1.3, 2.1, 3.2, 4.1
Day 11
1.2, 1.3, 2.1, 3.1, 3.2
1.3
1.2
1.2
Day 12
1.1, 1.2, 3.1, 3.2
1.2
1.2
1.2
1.2
¡En español! Lesson Plans • UNIDAD 3
Etapa
1
33
ET
u n i d a d
3
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Present Speaking Strategy, p. 222. 5 MIN.
• Have students work in groups to do
Actividad 5. 8 MIN.
• Ask some groups to volunteer to share
their work on Actividad 5 orally. 5 MIN.
• Have students work in pairs to prepare
Actividad 6. 7 MIN.
• Call on some pairs to share their work
on Actividad 6 orally. 5 MIN.
En tu propia voz: Escritura
• Brainstorm ideas for Actividad 7. 5 MIN.
• Have students do the writing activity,
Actividad 7. 10 MIN.
Homework Option:
• Have students complete their own table
to go with the Conexiones, p. 222.
1.1
1.1, 1.2, 1.3
1.3
1.1, 1.2, 1.3
1.3
1.2
1.3
2.1, 2.2, 3.1
DAY
En uso (cont.)
• Check homework. 5 MIN.
• Read and discuss the Conexiones, p. 222.
2.1, 2.2, 3.1
5 MIN.
• Discuss the Community Connections
1.1, 1.2, 1.3
(TE, p. 222). 5 MIN.
En resumen: Repaso de
vocabulario
1.3
• Quick Start Review (TE, p. 223) 5 MIN.
• Put students in groups of 3 and follow
1.2
the Teaching Suggestions (TE, p. 223). 10 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Have students solve the Juego, p. 223
1.2
(Answer, TE, p. 223). 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.3, 2.1, 2.2, 3.1, 3.2
Day 14
1.1, 1.2, 2.2, 3.1, 3.2, 4.2
Homework Option:
• Have students study for the Etapa exam.
Day 15
1.1, 2.1, 2.2, 3.2, 5.2
15
Ampliación
• Use a suggested project, game, or activity
(TE, pp. 197A–197B) as students complete
1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2
the exam. 10 MIN.
34 ¡En español! Lesson Plans • UNIDAD 3
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 1 content.
10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
3
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 224) 5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the ¿Qué ves? questions,
p. 224. 10 MIN.
• Present and discuss the Culture Highlights
(TE, p. 225). 5 MIN.
• Present the Supplementary Vocabulary
(TE, p. 225). 5 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 226) 5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. 10 MIN.
• Have students work in pairs to answer
the Preguntas personales, p. 227. 5 MIN.
1.2, 1.3
1.2
2.1, 2.2
1.2
1.3
1.2
1.1, 1.2
En vivo: Diálogo
• Quick Start Review (TE, p. 228) 5 MIN.
• Present and discuss Gestures (TE, p. 228).
5 MIN.
• Review the Listening Strategy, p. 228.
5 MIN.
• Play audio or show video for the dialog,
pp. 228–229. 10 MIN.
• Replay as needed. Read aloud, having
students take the roles of characters.
10 MIN.
• Ask the Comprehension Questions
(TE, p. 229). 5 MIN.
• Use the Situational OHTs for additional
vocabulary practice. 5 MIN.
1.2, 1.3
Day 1
1.1, 1.2, 2.1, 2.2, 3.1, 3.2
2.1
1.2
1.2
1.2, 1.3
1.2
1.2
Day 2
1.1, 1.2, 2.1, 3.1, 3.2, 4.2
Homework Option:
• Video Activities, Unit 3 Resource Book,
pp. 74–76.
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 230) 5 MIN.
1.2, 1.3
• Use OHT 83 and 84 to review the En
contexto vocabulary. Ask students for
a summary of the dialog to check recall.
10 MIN.
1.2
• Play the video/audio; do Actividad 1
orally with the class. 5 MIN.
1.2
1.2
• Do Actividad 2 orally. 5 MIN.
• Have students complete Actividad 3
independently. 5 MIN.
1.2
• Call on some students to read their
preference lists from Actividad 3 to the class.
1.3
5 MIN.
• Quick Wrap-up (TE, p. 231) 5 MIN.
1.1
ACTFL Standards for
Foreign Language Learning
Level 1a
DAY
En acción (cont.)
• Quick Start Review (TE, p. 234) 5 MIN.
• Have students work in pairs on
Actividad 4. 5 MIN.
• Ask volunteer pairs to share their
answers for Actividad 4 with the class.
5 MIN.
• Do Actividad 5 orally with the class.
5 MIN
• Present Gramática: Talking About Playing
a Sport: The Verb jugar, p. 234. 10 MIN.
• Present the Vocabulario, p. 234. 5 MIN.
• Have students write the answers to
Actividad 6. 5 MIN.
• Call on selected students to share their
completed sentences from Actividad 6.
5 MIN.
Day 3
1.2, 1.3, 3.1, 3.2
1.2, 1.3
1.1, 1.2
1.3
1.2, 4.1
1.2
Day 4
1.1, 1.3, 3.1, 3.2, 4.1
1.2
1.3
Homework Option:
• Más práctica Workbook, p. 69. Cuaderno
para hispanohablantes, p. 67.
¡En español! Lesson Plans • UNIDAD 3
Etapa
2
35
3
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
Homework Option:
• Have students read the Conexiones,
p. 235, and try to answer the Para hacer
questions.
1.2, 1.3
1.2
1.3
1.2
1.2, 4.1
1.2
1.2
En acción (cont.)
• Check homework. 5 MIN.
• Discuss the Speaking Strategy, p. 237. 5 MIN.
• Have students write and share their
answers to Actividad 10. 10 MIN.
• Have students work independently to
complete Actividad 11. 10 MIN.
• Have students work in pairs to do
Actividad 12. 5 MIN.
• Ask students to volunteer to share their
work on Actividad 12 orally. 5 MIN.
• Read and discuss the Conexiones, p. 238.
5 MIN.
Day 5
1.1, 1.3, 2.1, 3.2, 4.1
1.2, 1.3
1.2, 1.3
1.1, 1.2
1.3
2.1
Homework Option:
• Más práctica Workbook, p. 70. Cuaderno
para hispanohablantes, p. 68.
Day 6
1.1, 1.3, 2.1, 3.2
2.1, 3.1
DAY
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 239) 5 MIN.
• Present Gramática: Saying What You
1.2, 4.1
Know: The Verb saber, p. 239. 10 MIN.
• Have students complete Actividad 13.
5 MIN.
1.2
• Ask volunteers to write their answers to
1.3
Actividad 13 on the board. 5 MIN.
• Play the audio and do Actividad 14 orally.
1.2
5 MIN.
• Have students work in pairs on Actividad 15.
1.1, 1.2, 1.3
5 MIN.
• Call on selected pairs to share their work
on Actividad 15 with the class. 5 MIN.
1.3
Homework Option:
• Más práctica Workbook, p. 71. Cuaderno
para hispanohablantes, p. 69.
36 ¡En español! Lesson Plans • UNIDAD 3
1.1
Etapa
2
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 240) 5 MIN.
• Present Gramática: Phrases for Making
Comparisons, p. 240. 10 MIN.
• Work orally with the class on Actividad 16.
5 MIN.
• Have students work independently on
Actividades 17 and 18. 10 MIN.
• Ask volunteers to write their sentences
from Actividades 17 and 18 on the board.
5 MIN.
• Quick Wrap-up (TE, p. 241) 5 MIN.
Homework Option:
• Más práctica Workbook, p. 72. Cuaderno
para hispanohablantes, p. 70.
Day 7
1.2, 1.3, 2.1, 3.1, 4.1
1.2, 1.3
1.2, 4.1
1.2
1.2
1.3
1.1, 1.3
Day 8
1.1, 1.2, 3.2, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 236) 5 MIN.
• Have students complete Actividad 7.
5 MIN.
• Call on some students to give their
answers to Actividad 7 orally. 5 MIN.
• Complete Actividad 8 orally with the
class. 5 MIN.
• Present Gramática: Stem-Changing
Verbs: e→ie, p. 236. 10 MIN.
• Present the Vocabulario, p. 236. 5 MIN.
• Do Actividad 9 orally with the class. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
3
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in pairs to do
Actividad 19. 5 MIN.
• Call on selected pairs to share their work
from Actividad 19. 5 MIN.
• Discuss the Apoyo para estudiar, p. 242.
5 MIN.
• Play the audio. 5 MIN.
• Do Actividad 20 orally. 5 MIN.
• Have students work in groups to complete
Actividad 21. 10 MIN.
• Ask each group to share their work from
Actividad 21. 5 MIN.
1.1, 1.2
1.3
1.2
1.2
1.2
1.1, 1.2
1.3
En acción (cont.)
• Play the audio and have students practice
the Trabalenguas, p. 243. 5 MIN.
• Quick Wrap-up (TE, p. 243) 5 MIN.
4.1
1.3
En colores: Cultura y
comparaciones
1.2, 1.3
• Quick Start Review (TE, p. 244) 5 MIN.
• Present and discuss the Reading Strategy
1.2
(TE, p. 244). 5 MIN.
• Discuss the Connecting Cultures Strategy,
4.2
p. 244. 5 MIN.
• Have volunteers read Béisbol, pages 244–
1.3
245, aloud. 10 MIN.
• Work orally with students to answer the
¿Comprendiste? questions for Béisbol,
1.2, 2.1, 2.2
p. 245 (Answers, TE, p. 239). 5 MIN.
• Discuss the ¿Qué piensas? questions for
1.2, 2.1, 2.2
Béisbol, p. 245. 5 MIN.
Homework Option:
• Have students prepare written answers
to the ¿Qué piensas? questions, p. 245.
Copyright © McDougal Littell Inc. All rights reserved.
ACTFL Standards for
Foreign Language Learning
Day 9
1.1, 1.3, 2.1, 3.2, 4.1
Level 1a
DAY
Day 10
1.1, 1.3, 2.1, 3.1, 3.2, 4.2
1.2, 1.3
2.1, 2.2
DAY
DAY
11
12
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 246) 5 MIN.
1.2, 1.3
• Follow the Teaching Suggestions
(TE, p. 246). 5 MIN.
1.2
• Work orally with students to complete
1.2
Actividad 1. 5 MIN.
• Do the Paired Activity (TE, p. 246) to
extend Actividad 1. 5 MIN.
1.1, 1.2, 1.3
• Have students write their answers to
Actividad 2 independently. 5 MIN.
1.2
• Call on pairs of students to perform the
1.1, 1.2, 1.3
conversation in Actividad 2. 10 MIN.
• Work orally with the class on Actividad 3.
5 MIN.
1.2
En uso (cont.)
• Have students read through Actividad 4
and be prepared to answer the questions.
1.2
10 MIN.
• Call on students to answer the questions
in Actividad 4. 10 MIN.
1.2, 1.3
• Present the Speaking Strategy, p. 246. 5 MIN.
1.1
• Choose a student to perform and extend
the modelo with you. 5 MIN.
1.1, 1.2, 1.3
• Have students work in pairs on Actividad 5.
1.1, 1.2, 1.3
5 MIN.
• Call on selected pairs to model their
conversations from Actividad 5 for the
class. 5 MIN.
1.1, 1.2, 1.3
• Present and discuss the Community
Connections (TE, p. 249). 5 MIN.
5.1
Day 11
1.1, 1.2, 3.1, 3.2
Day 12
1.1, 1.2, 1.3, 3.1, 5.1, 5.2
¡En español! Lesson Plans • UNIDAD 3
Etapa
2
37
ET
u n i d a d
3
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Have students work in groups on Actividad 6.
1.1, 1.2
5 MIN.
• Ask volunteers to write their sentences
1.3
from Actividad 6 on the board. 5 MIN.
5.1
• Discuss En la comunidad, p. 248. 5 MIN.
• Play ¿Quién soy yo? (TE, p. 248). 5 MIN. 1.1, 1.2, 1.3
En tu propia voz: Escritura
• Brainstorm ideas about sports brochures.
3.1
5 MIN.
• Have students work independently on
1.3, 3.1
the writing activity in Actividad 7. 10 MIN.
• Ask volunteers to read their work from
Actividad 7 to the class. 10 MIN.
1.3
En resumen: Repaso de
vocabulario
• Review grammar questions as necessary.
10 MIN.
• Quick Start Review (TE, p. 249) 5 MIN.
• Do the TPR activity (TE, p. 248). 5 MIN.
• Put students in groups and follow the
Teaching Suggestion, TE, p. 249. 5 MIN.
• Call on students to share their vocabulary
sentences orally. 10 MIN.
• Ask students to solve the Juego, p. 249.
5 MIN.
• Answer the Juego orally (Answers, TE,
p. 249). 5 MIN.
Homework Option:
• Have students study for the Etapa exam.
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 2 as preparation for the exam.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.3, 2.1, 3.2, 5.1, 5.2
1.2, 1.3
1.2
1.3
1.3
1.2
1.2
Day 14
1.1, 1.2, 5.1, 5.2
1.2
DAY
Day 15
1.1, 2.1, 2.2, 3.2, 5.2
15
En resumen (cont.)
• Answer questions related to Etapa 2
content. 10 MIN.
• Complete Etapa exam. 25 MIN.
2.1, 2.2, 3.1
Copyright © McDougal Littell Inc. All rights reserved.
Ampliación
• Use a suggested project, game, or
activity (TE, pp. 197A–197B) as students
complete the exam. 10 MIN.
38 ¡En español! Lesson Plans • UNIDAD 3
Etapa
2
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
3
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Etapa Opener
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 250) 5 MIN.
• Anticipate/Activate prior knowledge: Have
students look at the Etapa Opener and
answer the questions. 5 MIN.
• Present and discuss the Culture Highlights
(TE, p. 251). 5 MIN.
• Present and discuss the Language Notes
(TE, p. 251). 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 252) 5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. 10 MIN.
• Have them work in pairs or small groups
to answer the questions, p. 253. 5 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Have students check the newspapers for
high and low temperatures for San Juan,
your city, and another city of their choice.
They should be prepared to report their
findings to the class.
1.2, 1.3
1.2
2.2
2.1
1.2, 1.3
1.2
1.2
En vivo: Diálogo
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 254) 5 MIN.
• Present and discuss Gestures
(TE, p. 254). 5 MIN.
• Review the Listening Strategy, p. 254.
5 MIN.
• Play audio or show video for the dialog,
pp. 254–255. 10 MIN.
• Replay the audio or video, then read
aloud. 10 MIN.
• Have students compare Minneapolis
and San Juan. 5 MIN.
1.2, 1.3
Day 1
1.1, 1.2, 3.1, 4.2, 5.1, 5.2
1.2
1.2
1.2
1.2
2.1, 3.2
Homework Option:
• Video Activities, Unit 3 Resource Book,
pp. 125–126
Day 2
1.1, 1.2, 1.3, 2.1, 3.2
3.1, 5.1
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 256) 5 MIN.
• Follow the Teaching Suggestions
(TE, p. 256). 5 MIN.
• Have students open to En contexto,
pp. 252–253, for reference. Use OHT 93
and 94 to review vocabulary by asking
yes/no questions (¿Es un(a)...?). 5 MIN.
• Play the audio tape. 5 MIN.
• Help students do Actividad 1 orally.
10 MIN.
• Do Actividad 2 orally. 5 MIN.
• Discuss the También se dice, p. 257.
5 MIN.
ACTFL Standards for
Foreign Language Learning
Level 1a
DAY
1.2, 1.3
1.2
1.2
1.2
1.2, 3.1
1.2
Day 3
1.1, 1.2, 2.1, 3.1, 3.2, 4.1
En acción (cont.)
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 3. 5 MIN.
• Have pairs share some of their descriptions
1.1, 1.3
from Actividad 3 with the class. 5 MIN.
• Present the Vocabulario, p. 258. Model
and help students practice pronunciation.
10 MIN.
1.2
• Do Actividad 4 orally. 5 MIN.
1.2
• Have students work in pairs to complete
1.1, 1.2
Actividad 5. 5 MIN.
• Call on some pairs to share their work
1.3
from Actividad 5. 5 MIN.
• Have students complete Actividad 6 orally.
1.2
10 MIN.
Day 4
1.1, 1.3, 2.1, 3.1, 3.2, 4.1
2.1, 3.2
¡En español! Lesson Plans • UNIDAD 3
Etapa
3
39
3
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
• Work orally with the class to complete
Actividad 9. 10 MIN.
• Present the Speaking Strategy, p. 262.
5 MIN.
• Have students do Actividad 10 in pairs.
5 MIN.
• Have students work in groups of 3 to
complete Actividad 11. 10 MIN.
• Choose one or two groups to present
their work to the class. 5 MIN.
• Quick Wrap-up (TE, p. 263) 5 MIN.
Day 5
1.1, 1.2, 1.3, 2.1, 3.2, 4.2
1.3
1.1
1.1, 1.2, 1.3
1.1, 1.2
1.3
1.1, 1.2, 1.3
Homework Option:
• Have students do the Para hacer, p. 261.
Más práctica Workbook, p. 77. Cuaderno
para hispanohablantes, p. 75.
2.1, 3.2, 4.2
Day 6
1.1, 1.3, 3.1, 5.2
DAY
DAY
7
8
En acción (cont.)
• Quick Start Review (TE, p. 264) 5 MIN.
• Discuss the También se dice, p. 263.
Practice using these terms orally. 5 MIN.
• Present Gramática: Special Expressions
Using tener, p. 264. 10 MIN.
• Have students complete Actividad 12
in writing. 5 MIN.
• Go over the answers to Actividad 12 orally.
5 MIN.
• Do Actividad 13 orally with the class.
10 MIN.
• Do the Paired Activity (TE, p. 264).
5 MIN.
1.2, 1.3
2.1, 3.2
1.2, 4.1
1.2, 1.3
1.2
1.2
1.1, 1.2
Homework Option:
• Más práctica Workbook, p. 78. Cuaderno
para hispanohablantes, p. 76.
40 ¡En español! Lesson Plans • UNIDAD 3
Etapa
3
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 265) 5 MIN.
• Have students work in pairs to do
Actividad 14. 5 MIN.
• Present Gramática: Direct Object Pronouns,
p. 265. 10 MIN.
• Assign Actividad 15 as a written exercise.
5 MIN.
• Have students work in pairs on Actividad 16.
5 MIN.
• Play the audio. 5 MIN.
• Have students do Actividad 17. 5 MIN.
Homework Option:
• Más comunicación, p. R9. Más práctica
Workbook, p. 79. Cuaderno para hispanohablantes, p. 77.
Day 7
1.1, 1.2, 2.1, 3.2, 4.1
1.2, 1.3
1.1, 1.2
1.2, 1.3
1.2
1.1, 1.2
1.2
1.2
Day 8
1.1, 1.2, 3.1, 3.2, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Quick Start Review (TE, p. 260) 5 MIN.
1.2, 3.2
1.2, 3.2
• Play the Game (TE, p. 259). 5 MIN.
• Do the Group Activity (TE, p. 260).
1.1, 1.2, 1.3
5 MIN.
• Present Gramática: Describing the Weather,
p. 260. 10 MIN.
1.2, 4.1
1.2
• Play the audio. Assign Actividad 7. 10 MIN.
• Have students work with a partner to
1.1, 1.2
complete Actividad 8. 5 MIN.
• Check Actividad 8 by asking several pairs
to describe their answers to the class.
5 MIN.
1.3
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
3
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 268) 5 MIN.
• Have students work with a partner to
complete Actividad 18. 5 MIN.
• Have student pairs complete Actividad 19.
5 MIN.
• Present Gramática: Present Progressive,
p. 268. 10 MIN.
• Do Actividades 20 and 21 orally. 10 MIN.
Pronunciación
• Play the audio and have students practice
the Trabalenguas. 5 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Assign Actividad 22.
Más práctica Workbook, p. 80.
Cuaderno para hispanohablantes, p. 78.
1.2, 1.3
1.1, 1.2
1.1, 1.2
1.2, 4.1
1.2
1.2, 4.1
1.2
En voces: Lectura
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 270) 5 MIN.
• Review the Reading Strategy, p. 270. 5 MIN.
• Present and discuss the Language Note
(TE, p. 271). 5 MIN.
• Have students read the story and answer
the ¿Comprendiste? questions for the
Lectura, p. 271. 10 MIN.
• Present and discuss the Interdisciplinary
Connections (TE, p. 271). 5 MIN.
1.2, 1.3
2.2
En uso: Repaso y más
comunicación
1.2, 1.3
• Quick Start Review (TE, p. 274) 5 MIN.
• Work orally with students on Actividades 1–2.
5 MIN.
1.1, 1.2
• Do Actividad 3 orally. 5 MIN.
1.2
Homework Option:
• Have students answer the ¿Qué piensas?
questions, p. 273.
2.1, 3.1
1.2
12
1.2
1.2, 3.2
Homework Option:
• Have students answer the ¿Qué piensas?
questions for the Lectura, p. 271.
DAY
Day 9
1.1, 1.2, 2.1, 3.2, 4.1
1.2, 4.1
3.2
11
1.3
1.3
1.2
En colores: Cultura y
comparaciones
• Discuss the Connecting Cultures Strategy,
p. 272. 10 MIN.
DAY
En colores (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 272) 5 MIN.
• Present and discuss the Reading Strategy
(TE, p. 272). 5 MIN.
• Have volunteers read the selection aloud
and answer the ¿Comprendiste? questions
for En colores, p. 273. 10 MIN.
• Present and discuss the Culture Highlights
(TE, p. 273). 5 MIN.
ACTFL Standards for
Foreign Language Learning
Level 1a
DAY
Day 10
1.1, 1.2, 3.1, 3.2, 4.2
Day 11
1.1, 1.2, 2.1, 3.2, 4.2
En uso (cont.)
• Check homework. 5 MIN.
• Do Actividad 5 orally with the class.
10 MIN.
1.2
• Present the Speaking Strategy, p. 276.
5 MIN.
1.1
• Do Actividad 6 orally with the class.
1.1, 1.2
5 MIN.
• Have students work in pairs to do Actividad 7.
5 MIN.
1.1, 1.2, 1.3
• Call on some pairs to share their work on
Actividad 7. 5 MIN.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Assign Actividad 8, p. 276. 10 MIN.
1.1, 1.2
Day 12
1.1, 1.2, 3.1, 3.2, 5.2
1.2
¡En español! Lesson Plans • UNIDAD 3
Etapa
3
41
ET
u n i d a d
3
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En resumen: Repaso de
vocabulario
• Quick Start Review (TE, p. 277) 5 MIN.
• Assign the Juego, p. 277. 5 MIN.
• Practice the words and phrases on the
page orally with the class. 5 MIN.
• Have students work in pairs to make
flash cards for their tricky vocabulary.
10 MIN.
• Ask students to work in pairs to practice
with the flash cards. 5 MIN.
• Assign the Conexiones, p. 276. 10 MIN.
• Work one example of a Conexiones
problem with the class. 5 MIN.
1.3
1.2
1.2
Conexiones
• Read and discuss La historia and Las ciencias,
p. 278. 10 MIN.
3.1
• Have students work in pairs to do the
1.1, 1.2, 2.1, 5.2
Proyecto cultural, p. 279. 10 MIN.
• Call on some pairs to share their work
on the Proyecto cultural, p. 279. 10 MIN.
1.3
• Review for the Etapa exam. 15 MIN.
ACTFL Standards for
Foreign Language Learning
Day 13
1.2, 2.1, 3.1, 3.2, 4.2
Homework Option:
• Have students study for the Etapa exam.
2.1, 3.1, 4.2
3.1
Homework Option:
• Have students study for the Etapa exam.
DAY
Day 14
1.1, 2.1, 2.2, 3.1, 3.2, 5.2
Day 15
1.1, 1.3, 2.1, 5.1, 5.2
15
Etapa Test
• Review grammar questions, etc., as necessary.
10 MIN.
• Complete the Etapa exam. 25 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
Ampliación
• Use a suggested project, game, or activity
(TE, pp. 197A–197B). 10 MIN.
1.3, 2.1, 2.2, 3.1
3.2, 5.1, 5.2
42 ¡En español! Lesson Plans • UNIDAD 3
Etapa
3
Level 1b
Date_________________________________
Class __________________________________________________________
Period _______________________________
bridge unit
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
1
2
Unit and Etapa Openers
• Discuss the Openers, pp. 1–3; discuss what
students remember from last year. 10 MIN.
En contexto: Vocabulario
• Play the audio. Present the vocabulary,
pp. 4–5. 5 MIN.
1.2
• Work orally with the class to do Actividad
1. 5 MIN.
1.2
• Have students work in groups to do Actividades
2–3. 5 MIN.
1.1, 1.2
En acción (cont.)
• Check homework. 5 MIN.
• Present Gramática en vivo: Subject Pronouns
1.2, 4.1
and the Verb ser, p. 7. 5 MIN.
1.2
• Do Actividad 7. 5 MIN.
• Have students write responses to Actividad
8, and then call on them to give their
1.2, 1.3
responses orally. 5 MIN.
1.2
• Assign Actividad 9. 5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
10. 5 MIN.
• Present Gramática en vivo: Using ser de
to Express Origin, p. 8. 5 MIN.
1.2
1.2, 1.3
• Do Actividad 11. 5 MIN.
• Have students work in groups on Actividad
1.1, 1.2, 1.3
12. 5 MIN.
Homework Option:
• Activity and Assessment Book, p. 3
1.2, 1.3
• Present Gramática en vivo: Familiar
and Formal Greetings, p. 6. 5 min.
1.2, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
• Have students write responses to Actividad
4, and then call on them to say their greetings
aloud. 5 MIN.
1.2, 1.3
• Have students work in pairs to do Actividades
5 and 6. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Activity and Assessment Book, p. 2
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Present Gramática en vivo: Using Verbs
to Talk About What You Like to Do, and the
Vocabulario, p. 9. 10 MIN.
• Play the audio. Assign Actividad 13.
5 MIN.
• Have students work in pairs to do Actividad
14. 5 MIN.
• Assign Actividad 15. 5 MIN.
En resumen: Ya sabes
• Review vocabulary, p. 11. 10 MIN.
• Complete the Juego, p. 11. 5 MIN.
Homework Option:
• Activity and Assessment Book, p. 4
1.2, 4.1
1.2
1.1, 1.2
1.3
1.2
1.2
Day 1
1.1, 1.2, 1.3, 4.1
Day 2
1.1, 1.2, 3.2, 4.1
Day 3
1.2, 3.1, 3.2, 4.1
En contexto: Vocabulario
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 12) 5 MIN.
• Play the audio. Present the vocabulary,
pp. 12–13. 5 MIN.
• Assign Actividades 16–18. 5 MIN.
Level 1b
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 6) 5 MIN.
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
1.2
1.2, 1.3
En acción: Vocabulario y
gramática
• Present Gramática en vivo: Using Definite
Articles with Specific Things, and the
Vocabulario, p. 14. 5 MIN.
• Assign Actividad 19. 5 MIN.
• Have students work in pairs to do Actividad
20. 5 MIN.
• Present Gramática en vivo: Using Indefinite
Articles with Unspecified Things, p. 16.
5 MIN.
• Assign Actividades 21–22. 5 MIN.
1.2, 4.1
1.3
Day 4
1.1, 1.2, 2.1, 3.2, 4.1
1.1, 1.2
1.2, 4.1
1.1, 1.2
Homework Option:
• Activity and Assessment Book, pp. 5–6
¡En español! Lesson Plans • BRIDGE UNIT
Etapa
1
45
ET
bridge unit
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
1.1, 1.2
• Have pairs do Actividad 23. 5 MIN.
• Present Gramática en vivo: Using Adjectives
to Describe: Gender, and the Vocabulario,
1.2, 4.1
p. 17. 5 MIN.
1.2, 1.3
• Assign Actividad 24. 5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
25. 5 MIN.
• Present Gramática en vivo: Using Adjectives
to Describe: Number, and the Vocabulario,
p. 18. 5 MIN.
1.2, 4.1
1.2, 1.3
• Assign Actividades 26–27. 5 MIN.
1.2
1.2
Homework Option:
• Activity and Assessment Book, p. 7
1.2
1.1, 1.2
3.1
1.2, 4.1
1.2
Day 6
1.1, 1.2, 2.1, 4.1
1.2, 4.1
1.2
Day 7
1.1, 1.2, 3.2, 4.1, 5.2
7
En acción (cont.)
• Check homework. 5 MIN.
• Have pairs do Actividad 34. 5 MIN.
1.1, 1.2, 1.3
• Present Gramática en vivo: Expressing
Possession: Possessive Adjectives, p. 24.
5 MIN.
1.2, 4.1
• Have pairs do Actividades 35 and 36.
5 MIN.
1.1, 1.2, 1.3
• Assign Actividad 37. 5 MIN.
1.2, 1.3
• Present Gramática en vivo: Giving Dates:
Day and Month, p. 25. 5 MIN.
1.2, 4.1
• Review the Vocabulario, p. 26, and play the
1.2
audio. Assign Actividad 38. 5 MIN.
• Assign Actividades 39 and 40. 5 MIN.
1.1, 1.2
1.2
Homework Option:
• Activity and Assessment Book, pp. 10–11
46 ¡En español! Lesson Plans • BRIDGE UNIT
Day 5
1.1, 1.2, 3.2, 4.1
Homework Option:
• Activity and Assessment Book, pp. 8–9
DAY
En resumen: Ya sabes
• Review vocabulary, and do the Juego,
p. 27. 5 MIN.
En acción: Vocabulario y
gramática
• Present Gramática en vivo: Saying What
You Have: The Verb tener, and the
Vocabulario, p. 22. 5 MIN.
• Assign Actividades 31–32. 5 MIN.
• Present Gramática en vivo: Expressing
Possession Using de, p. 23. 5 MIN.
• Assign Actividad 33. 5 MIN.
1.2, 1.3
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Ya sabes
• Review vocabulary, p. 19. 5 MIN.
• Do the Juego, p. 19. 5 MIN.
En contexto: Vocabulario
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 20) 5 MIN.
• Play the audio. Present the vocabulary,
pp. 20–21. 5 MIN.
• Work orally on Actividad 28, and then have
pairs do Actividad 29. 5 MIN.
• Assign Actividad 30. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Date_________________________________
Class __________________________________________________________
Period _______________________________
b
urni di g
deaudn i t
3
ET
Name _________________________________________________________
APA
2
Sample
Sample Lesson
Lesson Plan
Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
1
2
Etapa Opener
• Discuss the Opener, pp. 28–29. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 30) 5 MIN.
• Play the audio. Have students use context
and pictures to review the vocabulary,
pp. 30–31. 5 MIN.
• Do Actividad 1 orally. 5 MIN.
• Have students work in pairs to do Actividad
2. 5 MIN.
En acción: Vocabulario y
gramática
• Present Gramática en vivo: Saying What
You Do: Present of -ar Verbs, and the
Vocabulario, p. 32. 5 MIN.
• Assign Actividad 3. 5 MIN.
• Present the Vocabulario, p. 33, and then
have students work in pairs to do Actividad
4. 5 MIN.
• Have students work in pairs to do Actividad
5. 5 MIN.
1.2, 1.3
1.2
1.2
1.1, 1.2
1.2
1.2
1.1, 1.2
1.3
En acción (cont.)
• Check homework. 5 MIN.
• Present Gramática en vivo: Expressing
1.2
Frequency with Adverbs, p. 34. 5 MIN.
1.2
• Assign Actividad 6. 5 MIN.
• Have students write responses to Actividad
7, and then call on them to give their
1.2, 1.3
responses orally. 5 MIN.
• Have students work in groups to do Actividad
8. 5 MIN.
1.2, 1.3
• Present Gramática en vivo: Expressing
Obligation with hay que and tener que,
1.2
p. 35. 5 MIN.
1.2
• Assign Actividad 9. 5 MIN.
• Have pairs do Actividad 10. 5 MIN.
1.1
En resumen: Ya sabes
• Review vocabulary, and do the Juego,
p. 37. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 2.1, 3.2, 4.1
Day 2
1.1, 1.3, 3.2, 4.1
1.2
Homework Option:
• Activity and Assessment Book, pp. 18–19
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Activity and Assessment Book, p. 17
DAY
DAY
3
4
En contexto: Vocabulario
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 38) 5 MIN.
• Play the audio. Present vocabulary,
pp. 38–39. 5 MIN.
1.2
1.2
• Assign Actividad 11. 5 MIN.
• Have students work in pairs on Actividad
12, and then work orally with the class on
1.1, 1.2, 1.3
Actividad 13. 5 MIN.
En acción: Vocabulario y
gramática
• Present Gramática en vivo: Saying Where
You Are Going: The Verb ir, and the
Vocabulario, p. 40. 5 MIN.
1.2, 4.1
• Assign Actividad 14. 5 MIN.
1.2
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 15. 5 MIN.
• Present Gramática en vivo: Telling Time,
p. 41, and the Vocabulario, p. 42. 5 MIN.
1.2
Homework Option:
• Activity and Assessment Book, pp. 20–21
En acción (cont.)
• Check homework. 5 MIN.
• Play the audio and assign Actividad 16.
1.2
5 MIN.
• Assign Actividad 17. 5 MIN.
1.2
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
18. 5 MIN.
• Present Gramática en vivo: Describing
Location with the Verb estar, p. 43.
1.2
5 MIN.
1.2, 1.3
• Assign Actividades 19–20. 5 MIN.
• Present Gramática en vivo: Asking
Questions: Interrogative Words, p. 44.
5 MIN.
1.2, 4.1
• Assign Actividad 21. 5 MIN.
1.2
• Have pairs do Actividad 22. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Activity and Assessment Book, p. 22
Level 1b
Day 3
1.1, 1.2, 2.1, 4.1
Day 4
1.1, 1.2, 4.1
¡En español! Lesson Plans • BRIDGE UNIT
Etapa
2
47
ET
b
urni di g
deaudn i t
3
APA
2
Sample
Sample Lesson
Lesson Plan
Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En contexto: Vocabulario
• Quick Start Review (TE, p. 46) 5 MIN.
• Play the audio. Present the vocabulary,
pp. 46–47. 5 MIN.
• Assign Actividad 23. 5 MIN.
• Have pairs do Actividad 24. 5 MIN.
• Have groups do Actividad 25. 5 MIN.
En acción: Vocabulario y
gramática
• Present Gramática en vivo: Saying What
You Are Going to Do: ir a…, and the
Vocabulario, p. 48. 5 MIN.
• Assign Actividad 26. 5 MIN.
1.2
1.2, 1.3
1.2
1.2
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2
1.2
DAY
1.2
1.3
1.2
1.2
1.2, 1.3
1.2, 1.3
1.2
1.2
Homework Option:
• Activity and Assessment Book, p. 26
48 ¡En español! Lesson Plans • BRIDGE UNIT
Day 6
1.1, 1.2, 4.1
Day 7
1.1, 1.2, 4.1
7
En resumen: Ya sabes
• Review vocabulary, p. 53. 5 MIN.
• Do the Juego, p. 53. 5 MIN.
Day 5
1.1, 1.2, 3.2, 4.1
Homework Option:
• Activity and Assessment Book, p. 25
Homework Option:
• Activity and Assessment Book, pp. 23–24
En acción (cont.)
• Check homework. 5 MIN.
• Work orally with the class on Actividad 32.
5 MIN.
• Have students write out their answers
to Actividad 32. 5 MIN.
• Present Gramática en vivo: Using the Verb
oír, p. 52. 5 MIN.
• Assign Actividad 33. 5 MIN.
• Have students work in pairs to do Actividad
34. 5 MIN.
• Quick Wrap-up (TE, p. 52) 5 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in groups to do Actividad
1.1, 1.2, 1.3
27. 5 MIN.
• Present Gramática en vivo: Present Tense
of Regular -er and -ir Verbs, and the
Vocabulario, p. 49. 5 MIN.
1.2
• Work orally on Actividad 28, and have
1.2
students write responses. 5 MIN.
1.2
• Present the Vocabulario, p. 50. 5 MIN.
• Play the audio, and assign Actividad 29.
1.2
5 MIN.
1.2
• Assign Actividad 30. 5 MIN.
• Present Gramática en vivo: Regular Present
Tense Verbs with Irregular yo Forms, p. 51.
1.2
5 MIN.
1.2
• Assign Actividad 31. 5 MIN.
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Ya sabes
• Check homework. 5 MIN.
• Review vocabulary, and do the Juego,
p. 45. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Date_________________________________
Class __________________________________________________________
Period _______________________________
b
urni di g
deaudn i t
3
ET
Name _________________________________________________________
APA
3
Sample
Sample Lesson
Lesson Plan
Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Etapa Opener
• Discuss the Opener, pp. 54–55;
brainstorm about what students
remember from last year. 5 MIN.
En contexto: Vocabulario
1..2, 1.3
• Quick Start Review (TE, p. 56) 5 MIN.
• Play the audio. Have students use context
and pictures to review Etapa vocabulary,
1.2
pp. 56–57. 5 MIN.
• Do Actividad 1 orally. 5 MIN.
1.2
• Have students write their responses to
Actividad 1. 5 MIN.
1.3
• Have students work in pairs to do
1.1, 1.2, 1.3
Actividad 2. 5 MIN.
En acción: Vocabulario y
gramática
• Present Gramática en vivo: Expressing
Feelings with estar and Adjectives, and
1.2, 4.1
the Vocabulario, p. 58. 5 MIN.
• Assign Actividad 3. 5 MIN.
1.2, 1.3
• Have pairs do Actividad 4. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Activity and Assessment Book, p. 32
DAY
DAY
3
4
En resumen: Ya sabes
• Check homework. 5 MIN.
• Review the vocabulary, and do the Juego,
p.63, 5 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
• Present Gramática en vivo: Saying What
Just Happened with acabar de, p. 59. 5 MIN. 1.2, 4.1
• Work orally with the class to do Actividad 5,
and then ask students to write their own
1.2, 1.3
responses. 5 MIN.
• Have students work in pairs on Actividad
1.1, 1.2, 1.3
6. 5 MIN.
• Present Gramática en vivo: Saying Where
You Are Coming From with venir, p. 60,
1.2, 1.3
and then assign Actividad 7. 5 MIN.
1.2
• Work orally on Actividad 8. 5 MIN.
• Present Gramática en vivo: Saying What
Someone Likes to Do Using gustar + infinitive,
1.2, 4.1
p. 61, and the Vocabulario, p. 62. 5 MIN.
• Have pairs do Actividad 9. 5 MIN.
1.1, 1.2, 1.3
• Have pairs do Actividad 10. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Activity and Assessment Book, pp. 33–34
1.2
En contexto: Vocabulario
1.2, 1.3
• Quick Start Review (TE, p. 64) 5 MIN.
• Play the audio. Present vocabulary,
pp. 64–65. 5 MIN.
1.2
• Have students work in pairs on Actividad
1.1, 1.2, 1.3
11. 5 MIN.
• Have students work in groups on
Actividad 12–13. 5 MIN.
1.1, 1.2, 1.3
En acción: Vocabulario y
gramática
• Present Gramática en vivo: Talking About
Playing a Sport: The Verb jugar, and the
Vocabulario, p. 66. 5 MIN.
1.2
• Have students work in pairs on Actividad
14. 5 MIN.
1.1, 1.2, 1.3
• Assign Actividad 15. 5 MIN.
1.2, 1.3
Homework Option:
• Activity and Assessment Book, p. 35
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 1.3, 2.1, 3.2, 4.1
Day 2
1.1, 1.2, 4.1
Day 3
1.1, 1.2, 2.1, 4.1
En acción (cont.)
• Check homework. 5 MIN.
• Present Gramática en vivo: Stem-Changing
Verbs: e " ie, and the Vocabulario,
1.2
p. 67. 5 MIN.
1.1, 1.2, 1.3
• Assign Actividades 16–17. 5 MIN.
• Present Gramática en vivo: Saying What
You Know: The Verb saber, p. 68. 5 MIN.
1.2, 4.1
• Have students work in pairs to do
Actividad 18. 5 MIN.
1.1, 1.2, 1.3
• Have students work in groups to do
Actividad 19. 5 MIN.
1.1, 1.2, 1.3
• Present Gramática en vivo: Phrases for Making
Comparisons, p. 69, and then play the audio
and assign Actividad 20. 5 MIN.
1.2, 4.1
• Assign Actividad 21. 5 MIN.
1.2, 1.3
• Have pairs do Actividad 22. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Activity and Assessment Book, pp. 36–37
Level 1b
DAY
Day 4
1.1, 1.2, 1.3, 4.1
¡En español! Lesson Plans • BRIDGE UNIT
Etapa
3
49
ET
b
urni di g
deaudn i t
3
APA
3
Sample
Sample Lesson
Lesson Plan
Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En resumen: Ya sabes
• Check homework. 5 MIN.
• Do the Juego, p. 71. 5 MIN.
1.2
En contexto: Vocabulario
• Quick Start Review (TE, p. 72) 5 MIN.
• Play the audio. Present the vocabulary,
pp. 72–73. 5 MIN.
• Have students do Actividad 23. 5 MIN.
• Work orally on Actividad 24. 5 MIN.
• Assign Actividad 25. 5 MIN.
1.2, 1.3
1.2
1.2, 1.3
1.2, 1.3
1.3
En acción: Vocabulario y
gramática
• Present Gramática en vivo: Describing the
Weather, and the Vocabulario, p. 74. 10 MIN. 1.2, 4.1
Homework Option:
• Activity and Assessment Book, pp. 38–39
En acción (cont.)
• Check homework. 5 MIN.
• Work orally with the class on Actividad
26, and then have students write their
1.3
responses. 5 MIN.
• Work orally with the class on Actividad
1.2, 1.3
27. 5 MIN.
• Present Gramática en vivo: Special
1.2, 4.1
Expressions Using tener, p. 75. 5 MIN.
• Have students do Actividad 28 in pairs.
5 MIN.
1.1, 1.2, 1.3
• Have students stay in their pairs to do
Actividad 29. 5 MIN.
1.1, 1.2, 1.3
• Assign Actividad 30. 5 MIN.
1.2, 1.3
• Present Gramática en vivo: Direct Object
1.2, 4.1
Pronouns, p. 76. 5 MIN.
1.2, 1.3
• Assign Actividad 31. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 5
1.1, 1.2, 3.2, 4.1
Day 6
1.1, 1.2, 4.1
Homework Option:
• Activity and Assessment Book, p. 40
DAY
Day 7
1.1, 1.2, 4.1
7
1.2
1.1, 1.2, 1.3
1.2
1.2, 1.3
1.1, 1.2, 1.3
1.3
1.2
1.2
Homework Option:
• Activity and Assessment Book, p. 41
50 ¡En español! Lesson Plans • BRIDGE UNIT
Etapa
3
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
• Play the audio and assign Actividad 32.
5 MIN.
• Have pairs do Actividad 33. 5 MIN.
• Present Gramática en vivo: Saying
What Is Happening: Present
Progressive, p. 78. 5 MIN.
• Work orally on Actividad 34, and then
have students write responses. 5 MIN.
• Have students work in pairs to do
Actividad 35. 5 MIN.
• Quick Wrap-up (TE, p. 78) 5 MIN.
En resumen: Ya sabes
• Review vocabulary, p. 79. 5 MIN.
• Do the Juego, p. 79. 5 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
4
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge: Present
the Almanaque and the cultural notes.
2.1, 2.2, 3.1
Use Map OHTs as needed. 10 MIN.
Etapa Opener
• Quick Start Review (TE, p. 90) 5 MIN.
• Have students look at the Etapa Opener
and answer the ¿Qué ves? questions,
p. 90. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 92) 5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. 15 MIN.
• Have students answer the Preguntas
personales, p. 93. 5 MIN.
1.2, 1.3
1.2
1.2
1.2
1.2
En vivo: Diálogo
• Quick Start Review (TE, p. 94) 5 MIN.
• Review the Listening Strategy, p. 94.
5 MIN.
• Play audio or show video for the dialog,
pp. 94–95. 10 MIN.
• Replay the audio or video, then have
students take the roles of the characters.
10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 96) 5 MIN.
• Have students open to the En contexto,
pp. 92–93, for reference. Use OHT 107
and 108 to review vocabulary. 10 MIN.
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
Day 1
1.1, 1.2, 2.1, 2.3, 3.1, 4.2
1.2
1.2
1.2, 1.3
1.2, 1.3
1.2
Day 2
1.1, 1.3, 2.1, 3.1
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Video Activities, Unit 4 Resource Book,
pp. 23–25.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Play the video/audio. 5 MIN.
1.2
• Have students do Actividad 1 orally.
1.2, 1.3
5 MIN.
• Do Actividad 2 orally. 5 MIN.
1.2, 1.3
• Have students work in pairs to do Actividad
3. 10 MIN.
1.1, 1.2, 1.3
• Read and discuss the Nota cultural,
2.1, 2.2, 3.2
p. 97. 5 MIN.
• Play the audio and do Actividad 4. 5 MIN.
1.2
• Read and discuss the Nota cultural, p. 98.
2.1
5 MIN.
En acción (cont.)
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
5. 5 MIN.
• Ask volunteers to model their work on
1.1, 1.2, 1.3
Actividad 5. 5 MIN.
• Present the Vocabulario, p. 99. 5 MIN.
1.2
• Do Actividad 6 orally. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 100) 5 MIN.
1.2, 1.3
• Present Gramática: The Verb decir,
p. 100. 5 MIN.
1.2, 4.1
• Do Actividad 7 orally. 5 MIN.
1.2, 1.3
• Have students work independently on
Actividad 8. 5 MIN.
1.2, 1.3
• Ask volunteers to share their work on
Actividad 8. 5 MIN.
1.3
Level 1b
Day 3
1.1, 1.2, 2.1, 2.2, 3.2, 4.2
Day 4
1.1, 1.3, 3.1, 3.2, 4.1
Homework Option:
• Más práctica Workbook, p. 5. Cuaderno
para hispanohablantes, p. 3.
¡En español! Lesson Plans • UNIDAD 4
Etapa
1
51
4
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
1.2
• Present the Vocabulario, p. 101. 5 MIN.
• Work with students to do Actividad 9 orally.
1.2, 1.3
5 MIN.
• Ask students to write answers to Actividad
1.3
9. 5 MIN.
• Have students do Actividad 10 in pairs.
1.1, 1.2, 1.3
5 MIN.
• Call on some pairs to act out the roles
in Actividad 10. 10 MIN.
1.1, 1.2, 1.3
• Read and discuss the También se dice,
p. 102. 5 MIN.
2.1
• Read and discuss the Conexiones, p. 102.
2.1
5 MIN.
En acción (cont.)
• Quick Start Review (TE, p. 103) 5 MIN.
• Present Gramática: Using Prepositional
Phrases to Express Location, p. 103.
10 MIN.
• Do Actividad 11 orally with the class.
5 MIN.
• Have students write their answers to
Actividad 11. 5 MIN.
• Have students work in pairs and present
their work on Actividad 12. 10 MIN.
• Discuss the Speaking Strategy, p. 104.
5 MIN.
• Have students complete Actividad 13.
5 MIN.
ACTFL Standards for
Foreign Language Learning
1.2
Day 5
1.1, 1.3, 2.1, 2.2, 3.2, 4.2
1.2, 4.1
1.2, 1.3
1.3
1.1, 1.2, 1.3
1.1
1.2, 1.3
Day 6
1.1, 1.2, 1.3, 3.2, 4.1
Homework Option:
• Más práctica Workbook, pp. 6–7. Cuaderno
para hispanohablantes, p. 4.
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 105) 5 MIN.
• Present Gramática: Regular Affirmative tú
1.2, 4.1
Commands, p. 97. 10 MIN.
• Have students write their responses to
Actividad 14. 5 MIN.
1.2, 1.3
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
15. 10 MIN.
• Call on some pairs to share their work on
1.3
Actividad 15. 5 MIN.
• Read and discuss the Conexiones, p. 106.
2.1, 3.1
5 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in pairs on Actividad
1.1, 1.2, 1.3
16. 5 MIN.
• Have volunteer pairs model their work on
Actividad 16. 5 MIN.
1.1, 1.2, 1.3
• Keep students in pairs to do Actividad 17.
5 MIN.
1.1, 1.2, 1.3
• Ask volunteers to present their conversations
1.1, 1.2, 1.3
for Actividad 17. 5 MIN.
• Keep students in pairs to do Actividad 18.
5 MIN.
1.1, 1.2, 1.3
• Ask pairs to read their work for Actividad
18. 10 MIN.
1.3
• Read and discuss the Nota cultural,
2.2
p. 107. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 8.
Cuaderno para hispanohablantes,
pp. 5–6.
52 ¡En español! Lesson Plans • UNIDAD 4
Etapa
1
Day 7
1.1, 1.3, 2.2, 3.2, 4.2
Day 8
1.1, 1.3, 2.2, 3.2, 4.2
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
4
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Present the Vocabulario, p. 108. 5 MIN.
• Practice asking for directions. 5 MIN.
• Have students work in groups to do
Actividad 19. 5 MIN.
• Ask groups to volunteer to model asking
directions as assigned in Actividad 19.
10 MIN.
• Play the audio and have students do
Actividad 20. 10 MIN.
• Sketch the map on p. 109 on the board,
and ask students to mark the places in
Actividad 20 on it. 10 MIN.
1.2
1.1
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2
1.3
En acción (cont.)
• Discuss the Nota, p. 109. Decide as a class
how to say your school address in Spanish.
1.2, 1.3
5 MIN.
• Have students work independently to do
Actividad 21. 10 MIN.
1.2, 1.3
• Ask students to volunteer to read their
invitations from Actividad 21 for the class.
1.3
5 MIN.
• Use Information Gap Activities, Unit 4
Resource Book, pp. 18–19; Más comunicación,
p. R1. 10 MIN.
• Discuss and demonstrate the Pronunciación,
1.2
p. 109. 10 MIN.
• Have students work in pairs to practice the
Refrán, p. 109. 5 MIN.
1.1, 1.2
DAY
DAY
11
12
En voces: Lectura
• Quick Start Review (TE, p. 110) 5 MIN.
1.3
• Review the Reading Strategy, p. 110.
1.2
5 MIN.
• Ask students to predict what the story is
about. 5 MIN.
• Have students read Benito Juárez, un
oaxaqueño por excelencia, pp. 110–111,
1.2
silently. 10 MIN.
• Ask volunteers to read the story orally.
10 MIN.
1.3
• Have students answer the ¿Comprendiste?
questions for the Lectura. (Answers, TE, p. 111)
1.2
5 MIN.
• Work orally with students to answer the
¿Qué piensas? questions for the Lectura,
1.2, 3.2
p. 111. 5 MIN.
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 1 to prepare for En uso.
En uso: Repaso y más
comunicación
• Answer grammar questions arising from
the homework review. 5 MIN.
• Quick Start Review (TE, p. 112) 5 MIN.
• Present the Repaso y más comunicación
using the Teaching Suggestions (TE, p. 112).
10 MIN.
• Have students write Actividad 1. 10 MIN.
• Check answers for Actividad 1 with the
whole class. 5 MIN.
• Have students write Actividad 2. 5 MIN.
• Check Actividad 2 orally. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 9
1.1, 1.2, 3.1, 4.1
Day 10
1.1, 1.2, 1.3, 2.1, 3.2, 4.1
Day 11
1.1, 1.2, 2.1, 3.1, 3.2
Level 1b
DAY
1.3
1.2
1.2, 1.3
1.2, 1.3
Day 12
1.1, 1.2, 3.2, 4.1
1.2
¡En español! Lesson Plans • UNIDAD 4
Etapa
1
53
ET
u n i d a d
4
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Have students read and prepare to answer
1.2
Actividades 3 and 4. 10 MIN.
• Ask pairs of students to take the roles in
1.1, 1.2, 1.3
Actividad 3. 10 MIN.
• Present the Speaking Strategy, p. 114.
5 MIN.
1.1
• Display a map and practice giving directions.
1.3
5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
5. 5 MIN.
• Ask some pairs to volunteer to share their
work on Actividad 5 orally. 5 MIN.
1.1, 1.2, 1.3
• Read and discuss the Conexiones,
p. 114. 5 MIN.
2.1, 2.2, 3.1, 3.2
Homework Option:
• Have students complete the questions in
the Conexiones, p. 114.
2.1, 2.2, 3.1, 3.2
DAY
En resumen: Repaso de
vocabulario
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 115) 10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.3, 2.1, 3.1, 3.2, 4.2
1.3
En tu propia voz: Escritura
• Have students do the writing activity,
1.2, 1.3
Actividad 6, independently. 10 MIN.
• Call on selected students to read their work
1.3
from Actividad 6. 5 MIN.
• Put students in groups of 3 and follow the
Teaching Suggestions (TE, p. 115).
1.2, 1.3
5 MIN.
• Review grammar questions, etc., as necessary.
5 MIN.
• Have students solve the Juego, p. 115
1.2
(Answer, TE, p. 115). 5 MIN.
Day 14
1.1, 1.2, 1.3, 3.1
Homework Option:
• Have students study for the Etapa exam.
Day 15
1.1, 1.3, 2.1, 3.2, 5.2
15
Ampliación
• Use a suggested project, game, or activity
(TE, pp. 89A–89B) as students complete
1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2
the exam. 10 MIN.
54 ¡En español! Lesson Plans • UNIDAD 4
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 1 content.
10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
4
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Copyright © McDougal Littell Inc. All rights reserved.
Etapa Opener
• Quick Start Review (TE, p. 116) 5 MIN.
• Anticipate/Activate prior knowledge: Have
students look at the Etapa Opener and
answer the ¿Qué ves? questions,
p. 116. 10 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 118) 5 MIN.
• Have students use context and pictures to
learn Etapa vocabulary. 10 MIN.
• Uses the Situational OHTs for additional
practice. 10 MIN.
• Have students work in pairs to answer the
Preguntas personales, p. 119. 5 MIN.
1.2
1.3
1.2
1.2
1.2, 2.2
En vivo: Diálogo
1.2, 1.3
• Quick Start Review (TE, p. 120) 5 MIN.
1.2
• Discuss Gestures (TE, p. 120). 5 MIN.
• Review the Listening Strategy, p. 120.
1.2
5 MIN.
• Play audio or show video for the dialog,
1.2
pp. 120–121. 10 MIN.
1.2
• Replay as needed. 5 MIN.
• Read the dialog aloud, having students take
1.1, 1.2, 1.3
the roles of characters. 10 MIN.
• Ask Comprehension Questions (TE, p. 121).
5 MIN.
1.2
Homework Option:
• Video Activities, Unit 4 Resource Book,
pp. 74–76.
Day 1
1.1, 1.2, 2.2, 3.2
Day 2
1.1, 1.2, 1.3, 2.1, 3.1
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 122) 5 MIN.
1.2, 1.3
• Use OHT 117 and 118 to review the En
contexto vocabulary. Ask students for a
summary of the dialog to check recall.
10 MIN.
1.2
• Play the video/audio; do Actividad 1 orally
with the class. 10 MIN.
1.2
• Do Actividad 2 orally. 5 MIN.
1.2
• Have students work in groups to complete
Actividad 3. 5 MIN.
1.1, 1.2, 1.3
• Call on some groups to report the results
of their work on Actividad 3. 5 MIN.
En acción (cont.)
• Have students work independently on
1.2, 1.3
Actividad 4. 5 MIN.
• Ask volunteer pairs to read their letter to
Emiliana from Actividad 4 to the class.
5 MIN.
1.3
• Have students work in pairs to do Actividad
5. 5 MIN.
1.1, 1.2, 1.3
• Ask pairs to volunteer to model their
conversations from Actividad 5. 5 MIN.
1.1, 1.2, 1.3
1.2, 1.3
• Quick Start Review (TE, p. 126) 5 MIN.
• Present Gramática: Stem-Changing Verbs:
o → ue and the Vocabulario, p. 126.
10 MIN.
1.2, 4.1
• Have students write the answers to Actividad
6. 5 MIN.
1.2, 1.3
• Call on selected students to share their
1.3
completed paragraph from Actividad 6. 5 MIN.
Homework Option:
• Have students read the Conexiones,
p. 117, and complete the Para hacer.
ACTFL Standards for
Foreign Language Learning
Day 3
1.1, 1.2, 1.3, 2.1, 3.2
Level 1b
DAY
Day 4
1.2, 1.3, 2.2, 3.2, 4.2
2.2
¡En español! Lesson Plans • UNIDAD 4
Etapa
2
55
4
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 129) 5 MIN.
• Present Gramática: Indirect Object Pronouns,
p. 130. 10 MIN.
• Have students write their answers to
Actividad 12. 5 MIN.
• Ask selected students to share their responses
to Actividad 12 orally. 5 MIN.
• Have students work independently to
complete Actividad 13. 5 MIN.
• Ask volunteers to write their sentences for
Actividad 13 on the board. 5 MIN.
• Present and practice the Vocabulario,
p. 131. 5 MIN.
1.2, 1.3
1.2, 4.1
1.2, 1.3
1.3
1.2, 1.3
1.3
1.2
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
1.2
• Play the audio; do Actividad 14. 5 MIN.
• Have students work in pairs on Actividad
1.1, 1.2, 1.3
15. 5 MIN.
• Call on selected pairs to share their work
on Actividad 15 with the class. 5 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 132) 5 MIN.
1.2, 1.3
• Present Grámatica: Placement of Indirect
Object Pronouns, p. 132. 10 MIN.
1.2, 4.1
• Assign Actividad 16. 5 MIN.
1.2, 1.3
• Call on students to write their completed
sentences from Actividad 16 on the board.
5 MIN.
1.3
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 17.
1.2, 1.3
5 MIN.
• Have students work in pairs to complete
Actividad 18. 10 MIN.
1.1, 1.2, 1.3
• Ask pairs to volunteer to model their story
from Actividad 18. 5 MIN.
1.1, 1.2, 1.3
• Read and discuss the Conexiones,
2.1, 2.2
p. 134. 5 MIN.
• Draw a quick copy of the map in the
Conexiones, p. 134, on the board. Work
with the class to do the Para hacer orally.
10 MIN.
1.2
1.2, 2.1
• Present the Nota cultural, p. 134. 5 MIN.
56 ¡En español! Lesson Plans • UNIDAD 4
Homework Option:
• Have students write answers to the Para
hacer, p. 132.
Etapa
2
Day 6
1.1, 1.2, 1.3, 3.1
Homework Option:
• Más práctica Workbook, pp. 14–15.
Cuaderno para hispanohablantes,
pp. 12–13.
DAY
Homework Option:
• Más práctica Workbook, p. 16. Cuaderno
para hispanohablantes, p. 14.
Day 5
1.1, 1.2, 1.3, 3.1, 3.2
Day 7
1.1, 1.3, 3.2, 4.1
1.3
Day 8
1.1, 1.2, 1.3, 2.1, 2.2, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 7 and
1.2, 1.3
then give their answers orally. 10 MIN.
• Have students work in pairs to do Actividad
8. 5 MIN.
1.1, 1.2, 1.3
1.2
• Play the audio; do Actividad 9. 5 MIN.
• Have students work in groups to do Actividad
10 then report their results.
1.1, 1.2, 1.3
10 MIN.
• Discuss the Speaking Strategy, p. 128, then
present the Vocabulario. 5 MIN.
1.1, 1.2
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 11. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 13. Cuaderno
para hispanohablantes, p. 11.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
4
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Copyright © McDougal Littell Inc. All rights reserved.
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
19. 5 MIN.
• Call on pairs to report their findings from
Actividad 19. 5 MIN.
1.3
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
20. 5 MIN.
• Call on selected pairs to share their work
from Actividad 20. 5 MIN.
1.1, 1.2, 1.3
• Use Information Gap Activities, Unit 4
Resource Book, pp. 69–70. 10 MIN.
• Más comunicación, p. R2. 5 MIN.
• Play the audio. Have students practice the
1.2
Trabalenguas, p. 135. 5 MIN.
En colores: Cultura y
comparaciones
1.2, 1.3
• Quick Start Review (TE, p. 136) 5 MIN.
• Discuss the Connecting Cultures Strategy,
2.1, 4.2
p. 136. 5 MIN.
• Complete the Venn diagram, p. 136.
5 MIN.
2.1, 4.2
• Have volunteers read El Mercado Benito
Juárez, pp. 136–137, aloud. 10 MIN.
1.2, 1.3
• Work orally with students to answer the
¿Comprendiste? questions, p. 137 (Answers,
TE, p. 137). 5 MIN.
1.2, 1.3
• Discuss the ¿Qué piensas? questions,
p. 137. 5 MIN.
1.2
• Have students work in pairs to do the Hazlo
1.1, 1.2, 1.3
tú, p. 137. 5 MIN.
• Ask selected pairs of students to share their
dialog from the Hazlo tú. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students prepare written answers to
the ¿Qué piensas? questions, p. 137.
1.2, 1.3
DAY
DAY
11
12
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 138) 5 MIN.
1.2, 1.3
• Work orally with students to complete
Actividad 1. 10 MIN.
1.2
• Have students write their answers to Actividad
1.2, 1.3
2 independently. 5 MIN.
• Call on pairs of students to perform the
conversation in Actividad 2. 10 MIN.
1.1, 1.2, 1.3
• Work orally with the class on Actividad 3.
10 MIN.
1.2
En uso (cont.)
• Have students write out answers to Actividad
1.2, 1.3
4. 5 MIN.
• Call on students to play the parts in
Actividad 4, using their own written responses.
1.1, 1.2, 1.3
10 MIN.
• Present the Speaking Strategy, p. 140.
1.1
5 MIN.
• Have students work in pairs on Actividad 5.
10 MIN.
1.1, 1.2, 1.3
• Call on selected pairs to model their conversations from Actividad 5 for the class. 10 MIN.
1.1,
1.2, 1.3
• Read and discuss the Conexiones,
p. 140. 5 MIN.
2.1, 3.1, 5.2
ACTFL Standards for
Foreign Language Learning
Day 9
1.1, 1.3, 3.2, 4.1
Day 10
1.2, 1.3, 2.2, 3.2, 4.2, 5.2
Level 1b
Day 11
1.1, 1.2, 1.3, 3.1, 5.1
Day 12
NONE
Homework Option:
• Have students collect items for the mock
mercado suggested in the Conexiones,
p. 140.
¡En español! Lesson Plans • UNIDAD 4
Etapa
2
57
ET
u n i d a d
4
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Use objects students have brought in to
set up the mock mercado suggested in the
Conexiones, p. 140. Practice regatear.
2.1, 3.1
10 MIN.
• Have students work in groups on Actividad
1.1, 1.2, 1.3
6. 10 MIN.
• Ask volunteers to write their sentences from
1.3
Actividad 6 on the board. 5 MIN.
En tu propia voz: Escritura
• Have students work independently on the
1.2, 1.3
writing activity in Actividad 7. 10 MIN.
• Ask volunteers to read their work from
Actividad 7 to the class. 10 MIN.
1.3
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 2 as preparation for the exam.
En resumen: Repaso de
vocabulario
• Review grammar questions as necessary.
15 MIN.
• Quick Start Review (TE, p. 141) 5 MIN.
• Put students in groups and follow the
Teaching Suggestion, TE, p. 141. 5 MIN.
• Call on students to share their vocabulary
sentences orally. 10 MIN.
• Ask students to solve the Juego, p. 141.
5 MIN.
• Answer the Juego orally (Answers, TE,
p. 141). 5 MIN.
Homework Option:
• Have students study for the Etapa exam.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.3, 2.1, 2.2, 3.2
1.3
1.2, 1.3
1.3
1.2
1.2
Day 14
1.1, 1.2, 1.3
1.2
DAY
Day 15
1.1, 1.3, 2.1, 3.2, 5.2
15
Ampliación
• Use a suggested project, game, or activity
(TE, pp. 89A–89B) as students complete
1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2
the exam. 10 MIN.
58 ¡En español! Lesson Plans • UNIDAD 4
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 2 content.
10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
4
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 142) 5 MIN.
• Anticipate/Activate prior knowledge: Have
students look at the Etapa Opener and
answer the ¿Qué ves? questions,
p. 142. 10 MIN.
1.2, 1.3
1.2
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 144) 5 MIN.
1.3
• Have students use context and pictures to
learn Etapa vocabulary, pp. 144–145.
1.2
10 MIN.
• Have students work in pairs to answer the
1.1, 1.2
Preguntas personales, p. 145. 10 MIN.
• Ask pairs to share each other’s answers to
1.1, 1.2, 1.3
Preguntas personales, p. 145. 5 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 146) 5 MIN.
• Use the Situational OHTs for additional
vocabulary practice. 10 MIN.
• Review the Listening Strategy, p. 146.
5 MIN.
• Play audio or show video for the dialog,
pp. 146–147. 10 MIN.
• Replay as needed. 5 MIN.
• Read the dialog aloud, having students
take the roles of characters. 10 MIN.
Homework Option:
• Video Activities, Unit 4 Resource Book,
pp. 125–127.
ACTFL Standards for
Foreign Language Learning
1.3
Day 1
1.1, 1.3, 2.1, 3.1, 3.2
1.2
1.2
1.2
1.1, 1.2, 1.3
Day 2
1.1, 1.2, 2.1, 3.1
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 148) 5 MIN.
1.2, 1.3
• Ask students for a summary of the dialog
to check recall. 5 MIN.
1.2
• Play the video/audio; have students do
Actividades 1 and 2 orally. 10 MIN.
1.2
• Present the Vocabulario, p. 149. 5 MIN.
1.2
• Present the Speaking Strategy, p. 149.
1.1
5 MIN.
• Have students work in pairs to complete
Actividad 3. 10 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Have students write answers to
1.2, 1.3
Actividad 4. 5 MIN.
• Ask volunteers to recite the captions they
1.3
wrote for scenes in Actividad 4. 5 MIN.
• Play the audio. Have students do Actividad
5. 5 MIN.
1.2
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
6. 5 MIN.
• Ask pairs to volunteer to model their
conversations from Actividad 6. 10 MIN. 1.1, 1.2, 1.3
• Mix up the pairs and have students do
Actividad 7. 5 MIN.
1.1, 1.2, 1.3
• Ask a few pairs to model setting the table,
as in Actividad 7, naming each item as they
place it. 5 MIN.
1.1, 1.2, 1.3
• Read and discuss the También se dice,
p. 151. 5 MIN.
2.1
Day 3
1.1, 1.2, 3.1, 3.2
Level 1b
DAY
Day 4
1.1, 1.2, 1.3, 2.1, 3.2, 4.1
¡En español! Lesson Plans • UNIDAD 4
Etapa
3
59
4
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En acción (cont.)
• Quick Start Review (TE, p. 152) 5 MIN.
• Present Gramática: Using gustar to Talk
About Things You Like, p. 152. 10 MIN.
• Work orally with the class to do Actividad
8. 5 MIN.
• Model Actividad 9 and discuss possible
answers. 5 MIN.
• Have students write their answers to
Actividad 9. 10 MIN.
• Read and discuss the Apoyo para estudiar,
p. 153. 5 MIN.
• Quick Wrap-up (TE, p. 153) 5 MIN.
1.2, 1.3
1.2, 4.1
1.2, 1.3
1.2, 1.3
1.2, 1.3
4.1
1.3
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in groups to complete
1.1, 1.2, 1.3
Actividad 10. 10 MIN.
• Call on some groups to report their findings
1.3
from Actividad 10 to the class. 5 MIN.
• Quick Start Review (TE, p. 155) 5 MIN.
1.2, 1.3
• Present Gramática: Affirmative and Negative
Words. 10 MIN.
1.2, 4.1
1.2
• Assign Actividad 11. 5 MIN.
• Ask pairs of students to use their responses
1.1,
to Actividad 11 to perform a dialog. 5 MIN.
1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 21.
Cuaderno para hispanohablantes, p. 19.
8
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
2.1, 2.2, 4.2
1.2
1.2, 1.3, 4.1
1.3
Homework Option:
• Más práctica Workbook, pp. 22–23.
Cuaderno para hispanohablantes,
pp. 20–21.
Etapa
3
En acción (cont.)
• Check homework. 10 MIN.
• Quick Start Review (TE, p. 158) 5 MIN.
• Present Grámatica: Stem-Changing Verbs:
e → i, and the Vocabulario,
p. 158. 10 MIN.
• Have students write their responses to
Actividad 15. 5 MIN.
• Ask volunteers to read their responses to
Actividad 15. 5 MIN.
• Model Actividad 16, then ask students to
write their responses. 10 MIN.
Homework Option:
• Más práctica Workbook, p. 24. Cuaderno
para hispanohablantes, p. 22
Day 7
1.1, 1.2, 2.1, 3.2, 4.2
1.2, 1.3
1.2, 4.1
1.2, 1.3
1.3
1.2, 1.3
Day 8
1.1, 1.2, 3.1, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
7
60 ¡En español! Lesson Plans • UNIDAD 4
Day 5
1.1, 1.2, 3.1, 3.2, 4.1
Day 6
1.1, 1.3, 3.1, 3.2, 4.1
DAY
En acción (cont.)
• Have students work in pairs on Actividad
12. 5 MIN.
• Ask selected pairs to model questioning,
answering, and changing your mind from
Actividad 12. 10 MIN.
• Assign Actividad 13. 5 MIN.
• Read and discuss the Conexiones, p. 157.
5 MIN.
• Have students work in pairs to complete
the Para hacer, p. 157. 10 MIN.
• Read and discuss the Nota, p. 157, and
model Actividad 14. 5 MIN.
• Have students write their responses to
Actividad 14. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
4
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
1.2
• Read and discuss the Nota, p. 159. 5 MIN.
• Have students work in pairs on Actividad
1.1, 1.2, 1.3
17. 5 MIN.
• Ask selected pairs to model their conversations from Actividad 17. 5 MIN.
1.1, 1.2, 1.3
• Play the audio. Assign Actividad 18.
5 MIN.
1.2
• Present and practice the Vocabulario,
1.2
p. 160. 5 MIN.
• Read and discuss the Nota, p. 160.
1.2
5 MIN.
• Assign pairs to work on Actividad 19.
1.1, 1.2, 1.3
5 MIN.
• Ask volunteers to model their conversations
in Actividad 19. 5 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Have students work in pairs on Actividad
20. 5 MIN.
• Call on pairs to model their completed
conversations from Actividad 20.
5 MIN.
• Have students work in groups of three
to complete Actividad 21. 10 MIN.
• Ask groups to volunteer to perform their
dialogs from Actividad 21 for the class.
5 MIN.
• Use Information Gap Activities, Unit 4
Resource Book, pp. 120–121. 5 MIN.
• Más comunicación, p. R3. 5 MIN.
• Play the audio and have students practice
the Trabalenguas, p. 161. 10 MIN.
DAY
DAY
11
12
En voces: Lectura
• Quick Start Review (TE, p. 162) 5 MIN.
• Present the Reading Strategy, p. 162.
5 MIN.
• Have volunteers read the selection aloud,
pp. 162–163. 15 MIN.
• Work orally with students on the
¿Comprendiste? questions (Answers,
TE, p. 163). 10 MIN.
• Discuss the ¿Qué piensas? questions,
p. 163. 10 MIN.
Homework Option:
• Have students write their answers to
the ¿Qué piensas? questions, p. 163.
1.3
1.2
1.3
1.2
1.2, 3.2
1.2, 1.3, 3.2
En colores: Cultura y
comparaciones
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 164) 5 MIN.
• Discuss the Connecting Cultures Strategy,
p. 164. 5 MIN.
• Brainstorm some rules for being a good
tourist. 5 MIN.
• Have volunteers read the selection aloud,
pp. 164–165. 10 MIN.
• Work orally with students to answer the
¿Comprendiste? questions. (Answers, TE,
p. 165). 10 MIN.
• Discuss the ¿Qué piensas? questions,
p. 165. 5 MIN.
ACTFL Standards for
Foreign Language Learning
1.1, 1.2, 1.3
Day 9
1.1, 1.2, 1.3, 2.1, 4.1
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 4.1
Day 10
1.1, 1.3, 3.1, 4.1
Day 11
1.1, 1.2, 2.1, 3.1, 3.2
Level 1b
DAY
1.2, 1.3
2.1
2.1, 3.2
1.3
Day 12
1.1, 1.3, 3.1, 3.2, 4.2
1.2
1.2, 3.2
¡En español! Lesson Plans • UNIDAD 4
Etapa
3
61
4
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso: Repaso y más
comunicación
1.2, 1.3
• Quick Start Review (TE, p. 166) 5 MIN.
1.2
• Assign Actividad 1. 5 MIN.
• Work orally with students to complete
1.2
Actividades 2–3. 10 MIN.
• Have students read and think about
1.2
Actividades 4–5. 5 MIN.
• Call on students to give oral responses to
1.2, 1.3
Actividades 4–5. 10 MIN.
• Present the Speaking Strategy, p. 168.
1.1
5 MIN.
• Have students work in pairs on Actividad
6. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 3.
1.2
En uso (cont.)
• Review grammar questions as needed.
5 MIN.
• Have students work in groups on Actividad
1.1, 1.2, 1.3
7. 5 MIN.
• Ask groups to share their work from
Actividad 7. 5 MIN.
1.3
En tu propia voz: Escritura
• Have students work independently to
complete the writing activity, Actividad 8.
1.2, 1.3
10 MIN.
• Ask volunteers to read their work from
Actividad 8. 5 MIN.
1.3
En resumen: Repaso de
vocabulario
1.3
• Quick Start Review (TE, p. 169) 5 MIN.
1.2
• Review Etapa 3 vocabulary. 10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.2, 1.3, 3.2
Day 14
1.1, 1.2, 1.3, 3.1
Homework Option:
• Have students study for the Etapa exam.
DAY
Day 15
1.1, 3.1, 3.2, 5.1, 5.2
15
Conexiones
• Have students read the Conexiones,
pp. 170–171, as they complete the
exam. 10 MIN.
2.1, 2.2, 3.1, 3.2, 4.2, 5.2
62 ¡En español! Lesson Plans • UNIDAD 4
Etapa
3
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 3
content. 10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
5
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge: Present
the Almanaque and the cultural notes. Use
Map OHTs as needed. 10 MIN.
Etapa Opener
• Quick Start Review (TE, p. 176) 5 MIN.
• Have students look at the Etapa Opener
and answer the ¿Qué ves? questions,
p. 176. 10 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 178) 5 MIN.
• Have students use context and pictures to
learn Etapa vocabulary. 10 MIN.
• Have students answer the Preguntas
personales, p. 179. 5 MIN.
1.2, 3.1
1.2, 1.3
1.2
1.2, 1.3
1.2
1.2
En vivo: Diálogo
1.2, 1.3
• Quick Start Review (TE, p. 180) 5 MIN.
• Review the Listening Strategy, p. 180.
1.2
5 MIN.
• Play audio or show video for the dialog,
1.2
pp. 180–181. 5 MIN.
• Replay the audio or video, then have students
1.2, 1.3
take the roles of the characters. 10 MIN.
• Work with students to answer the Comprehension Questions (TE, p. 181).
5 MIN.
1.2
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 182) 5 MIN.
• Have students open to En contexto,
pp. 178–179, for reference. Use OHTs
to review vocabulary. 10 MIN.
1.2, 1.3
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 2.1, 2.2, 3.2, 5.1
Day 2
1.1, 1.2, 1.3, 3.2
1.2
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Video Activities, Unit 5 Resource Book,
pp. 23–25.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Play the video/audio. 5 MIN.
1.2
1.2
• Have students do Actividad 1 orally. 5 MIN.
• Read and discuss the También se dice,
2.1
p. 182. 5 MIN.
1.2
• Do Actividad 2 orally. 5 MIN.
• Work orally with students on Actividad 3.
1.2, 1.3
5 MIN.
• Have students work in pairs to do Actividad
4. 5 MIN.
1.1, 1.2, 1.3
• Ask volunteers to model their conversations
1.1, 1.2, 1.3
from Actividad 4. 5 MIN.
• Have students stay in their pairs to do
Actividad 5. 5 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Quick Start Review (TE, p. 185) 5 MIN.
1.3
• Present Gramática: Describing Actions That
Involve Oneself: Reflexive Verbs, and the
Vocabulario, p. 175. 10 MIN.
1.2, 4.1
• Play the audio and assign Actividad 6.
5 MIN.
1.2, 1.3
• Have students work in pairs to do Actividad
7. 5 MIN.
1.1, 1.2, 1.3
• Call on selected pairs to model their work
1.1, 1.2, 1.3
on Actividad 7. 5 MIN.
• Present the Speaking Strategy, p. 186.
5 MIN.
1.1
• Have students work in pairs to do Actividad
8. 5 MIN.
1.1, 1.2, 1.3
• Call on selected pairs to share their
1.1, 1.2, 1.3
conversations from Actividad 8. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 29. Cuaderno
para hispanohablantes, p. 27.
Level 1b
Day 3
1.1, 1.2, 1.3, 3.2, 4.2
Day 4
1.1, 1.2, 1.3, 3.1, 4.1
¡En español! Lesson Plans • UNIDAD 5
Etapa
1
63
5
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
9. 5 MIN.
• Ask pairs to volunteer to read their summaries from Actividad 9. 5 MIN.
1.3
• Have students stay in their pairs to work
1.2
on the Juego (Answer, TE, p. 187). 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 187) 5 MIN.
• Present Gramática: Irregular Affirmative tú
1.2, 4.1
Commands, p. 187. 10 MIN.
• Present the Vocabulario, p. 188. 5 MIN.
1.2
1.2, 1.3
• Work on Actividad 10 orally. 5 MIN.
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 190) 5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
11. 5 MIN.
• Call on pairs to act out their responses to
Actividad 11. 5 MIN.
1.1, 1.2, 1.3
• Have students write their responses to
Actividad 12. 5 MIN.
1.2, 1.3
• Read and discuss the Conexiones, p. 189.
2.1
5 MIN.
• Present Gramática: Negative tú Commands,
1.2, 4.1
p. 190. 10 MIN.
• Work orally with the class on Actividad 13.
5 MIN.
1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 30. Cuaderno
para hispanohablantes, p. 28.
Day 5
1.1, 1.2, 1.3, 3.2, 4.1
Day 6
1.1, 1.3, 2.1, 3.2, 4.2
Homework Option:
• Más práctica Workbook, p. 31.
Cuaderno para hispanohablantes, p. 29.
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
• Have students write their responses to
1.2, 1.3
Actividad 14. 5 MIN.
• Read and discuss the Nota cultural, p. 191.
2.1, 2.2
5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
15. 5 MIN.
• Call on selected pairs to model their
conversations from Actividad 15 for the
class. 5 MIN.
1.1, 1.2, 1.3
• Have students work in groups on Actividad
16. 10 MIN.
1.1, 1.2, 1.3
• Ask groups to share their results from
Actividad 16. 10 MIN.
1.3
En acción (cont.)
• Quick Start Review (TE, p. 192) 5 MIN.
1.2, 1.3
• Present Gramática: Using Correct Pronoun
Placement with Commands,
1.2, 4.1
p. 192. 10 MIN.
1.2, 1.3
• Assign Actividad 17. 5 MIN.
• Have volunteers write their answers to
Actividad 17 on the board. 5 MIN.
1.3
• Read and discuss the También se dice,
2.1
p. 192. 5 MIN.
1.1, 1.2, 1.3
• Have pairs do Actividad 18. 5 MIN.
• Call on selected pairs to model their
conversations for Actividad 18 for the class.
1.1, 1.2, 1.3
5 MIN.
• Read and discuss the Nota cultural, p. 193.
2.1, 2.2
5 MIN.
Homework Option:
• Más práctica Workbook, p. 32. Cuaderno
para hispanohablantes, p. 30.
Etapa
1
Day 7
1.1, 1.2, 1.3, 2.2, 3.2
Day 8
1.1, 1.3, 2.2, 3.2, 4.2
Copyright © McDougal Littell Inc. All rights reserved.
DAY
64 ¡En español! Lesson Plans • UNIDAD 5
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
5
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Copyright © McDougal Littell Inc. All rights reserved.
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in groups to do
1.1, 1.2, 1.3
Actividad 19. 5 MIN.
• Ask groups to volunteer to model their
conversations from Actividad 19. 10 MIN. 1.1, 1.2, 1.3
• Play the audio and have students do
Actividad 20. 5 MIN.
1.2
• Ask volunteers to give their responses to
1.3
Actividad 20. 5 MIN.
• Read and discuss the Conexiones, p. 194.
2.2, 3.1
5 MIN.
• Have students work individually on the
Para hacer, p. 194. 5 MIN.
• Ask students to read their descriptions of
1.3
Picasso (Para hacer, p. 194). 5 MIN.
En acción (cont.)
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
21. 10 MIN.
• Ask students to volunteer to read their ads
from Actividad 21 for the class. 5 MIN.
1.3
• Use Information Gap Activities, Unit 5
Resource Book, pp. 18–19. 5 MIN.
• Más comunicación, p. R4. 5 MIN.
• Discuss and demonstrate the Pronunciación,
1.2, 4.1
p. 195. 10 MIN.
• Have students work in pairs to practice the
tongue twister, p. 195. 5 MIN.
1.3, 4.1
• Have students work in pairs to create their
own tongue twisters, modeled on the
1.3, 4.1
Trabalenguas, p. 195. 5 MIN.
DAY
DAY
11
12
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 1 to prepare for En uso.
En uso: Repaso y más
comunicación
• Answer grammar questions arising from
the homework review. 5 MIN.
• Quick Start Review (TE, p. 198) 5 MIN.
• Present the Repaso y más comunicación
using the Teaching Suggestions (TE,
p. 198). 10 MIN.
• Have students write their responses to
Actividad 1. 5 MIN.
• Check answers for Actividad 1 with the
whole class. 5 MIN.
• Work with students to do Actividad 2 orally.
5 MIN.
• Have students read and prepare to respond
orally to Actividad 3. 5 MIN.
• Work orally with the class on Actividad 3.
5 MIN.
Day 9
1.1, 1.2, 1.3, 2.2, 3.2
Day 10
1.1, 1.2, 3.2, 4.1
Day 11
1.2, 1.3, 2.2, 3.2, 4.1
Level 1b
En voces: Lectura
• Quick Start Review (TE, p. 196) 5 MIN.
1.2, 1.3
• Review the Reading Strategy, p. 196.
1.2
5 MIN.
• Ask students to predict what the story is
1.2
about. 5 MIN.
• Have students read the Lectura,
1.2
pp. 196–197, silently. 10 MIN.
• Ask volunteers to read the story orally.
1.3
10 MIN.
• Have students answer the ¿Comprendiste?
questions for the Lectura (Answers, TE,
p. 197). 5 MIN.
1.2
• Work orally with students to answer the
¿Qué piensas? questions for the Lectura,
1.2, 2.1, 3.2
p. 197. 5 MIN.
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
1.2
1.2, 1.3
Day 12
1.1, 1.2, 1.3
1.2
1.2
1.2, 1.3
1.2
¡En español! Lesson Plans • UNIDAD 5
Etapa
1
65
ET
u n i d a d
5
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Have students read and prepare to answer
1.2
Actividad 4. 5 MIN.
• Ask pairs of students to take the roles in
1.1, 1.2, 1.3
Actividad 4. 5 MIN.
• Present the Speaking Strategy, p. 200.
5 MIN.
1.1
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
5. 5 MIN.
• Have volunteer pairs model their work for
Actividad 5. 5 MIN.
1.1, 1.2, 1.3
• Have students work in groups to do Actividad
6. 10 MIN.
1.1, 1.2, 1.3
• Ask groups to volunteer to share their work
from Actividad 6. 5 MIN.
1.3
3.1
• Discuss the Conexiones, p. 200. 5 MIN.
Homework Option:
• Have students complete the Venn diagram
in the Conexiones, p. 200.
En tu propia voz: Escritura
• Check homework. 5 MIN.
• Have students do the writing activity,
Actividad 7, independently. 10 MIN.
• Call on selected students to read their
work from Actividad 7. 5 MIN.
En resumen: Repaso de
vocabulario
• Quick Start Review (TE, p. 201) 5 MIN.
• Follow the Teaching Suggestions (TE,
p. 201). 10 MIN.
• Review grammar questions, etc., as necessary.
5 MIN.
• Have students solve the Juego (Answers,
TE, p. 201). 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.2, 1.3, 3.2, 5.2
1.2, 1.3
1.3
1.3
1.2
1.2
Day 14
1.2, 1.3, 3.2, 5.2
Homework Option:
• Have students study for the Etapa exam.
3.1
DAY
Day 15
1.1, 1.3, 2.1, 3.2, 5.2
15
Ampliación
• Use a suggested project, game, or activity
(TE, pp. 175A–175B) as students complete
1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2
the exam. 10 MIN.
66 ¡En español! Lesson Plans • UNIDAD 5
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 1 content.
10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
5
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
1
2
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 204) 5 MIN.
• Discuss the Language Note (TE, p. 204).
5 MIN.
• Have students use context and pictures to
learn Etapa vocabulary. 5 MIN.
• Use the Situational OHTs for additional
practice. 5 MIN.
• Have students work in pairs to answer the
Preguntas personales, p. 205. 5 MIN.
1.2, 1.3
1.2
1.2
1.2
1.2, 1.3
1.2
1.2
En vivo: Diálogo
1.3
• Quick Start Review (TE, p. 206) 5 MIN.
• Review the Listening Strategy, p. 206.
1.2
5 MIN.
• Play audio or show video for the dialog,
1.2
pp. 206–207. 10 MIN.
• Work orally with the class to fill in the table,
1.2
p. 206. 5 MIN.
1.1
• Discuss Gestures (TE, p. 206). 5 MIN.
1.2
• Replay the audio/video as needed. 5 MIN.
• Read the dialog aloud, having students take
1.1, 1.2, 1.3
the roles of characters. 10 MIN.
Homework Option:
• Video Activities, Unit 5 Resource Book,
pp. 74–76.
Day 2
1.1, 1.3, 2.1, 3.2, 4.2
1.2
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 208) 5 MIN.
• Use OHTs to review En contexto vocabulary.
Ask students for a summary of the dialog
to check recall. 10 MIN.
• Play the video/audio; do Actividad 1 orally
with the class. 5 MIN.
• Do Actividad 2 orally. 5 MIN.
• Discuss Actividad 3. 5 MIN.
• Have students write their responses to
Actividad 3. 5 MIN.
• Ask volunteers to share their work on
Actividad 3. 5 MIN.
Day 1
1.1, 1.2, 2.1, 3.2
1.2, 1.3
1.2
1.2
1.2
1.3
1.3
1.3
Day 3
1.1, 1.2, 1.3, 2.1
En acción (cont.)
• Read and discuss the También se dice,
2.1
p. 209. 5 MIN.
• Have students write their responses
to Actividad 4, and ask for volunteers to
1.3
share with the class. 10 MIN.
• Have students work with partners on
Actividad 5. Then ask the pairs of students
1.1, 1.2, 1.3
to share their work. 10 MIN.
• Have students work individually on
Conexiones, then ask for volunteers to
2.1, 2.2, 3.1
share their responses. 10 MIN.
• Have students write responses to the
Para hacer, p. 210. 5 MIN.
• Make a class list of all the adjectives
students found for the Para hacer,
p. 210. 5 MIN.
Level 1b
Etapa Opener
• Quick Start Review (TE, p. 202) 5 MIN.
• Anticipate/Activate prior knowledge: Discuss
the Etapa Opener. 5 MIN.
• Present the Supplementary Vocabulary
(TE, p. 203). 5 MIN.
• Answer the ¿Qué ves? questions, p. 202.
5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 4
NONE
¡En español! Lesson Plans • UNIDAD 5
Etapa
2
67
5
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
En acción (cont.)
• Have students work in groups to complete
1.1, 1.2, 1.3
Actividad 6. 10 MIN.
• Ask groups to share their tables from
Actividad 6. 5 MIN.
1.3
• Read and discuss the Nota cultural, p. 211.
2.1
5 MIN.
• Present the Supplementary Vocabulary
1.2
(TE, p. 211). 5 MIN.
1.1
• Discuss the Speaking Strategy, p. 211. 5 MIN.
• Read and discuss the Nota, p. 211. 5 MIN.
1.2
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 7. 5 MIN.
• Ask pairs to volunteer to model their
conversations from Actividad 7. 5 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Quick Start Review (TE, p. 212) 5 MIN.
1.3
• Present Gramática: Using Pronouns with
1.2, 4.1
the Present Progressive, p. 212. 10 MIN.
1.2
• Present the Vocabulario, p. 213. 5 MIN.
1.2
• Practice new vocabulary. 5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
8. 5 MIN.
• Ask pairs to volunteer to model their conversations from Actividad 8. 5 MIN.
1.1, 1.2, 1.3
• Have students work in pairs to do Actividad
9. 5 MIN.
1.1, 1.2, 1.3
• Call on selected pairs to model their conversations for Actividad 9. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, pp. 37–38.
Cuaderno para hispanohablantes,
pp. 35–36.
DAY
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
• Read and discuss the Nota, p. 214. 5 MIN.
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 10. 5 MIN.
• Ask volunteer pairs to model their answers
to Actividad 10. 5 MIN.
1.1, 1.2, 1.3
• Play the audio. Do Actividad 11 orally with
1.2
the class. 5 MIN.
• Read and discuss the Nota cultural,
2.2
p. 214. 5 MIN.
• Present the Vocabulario, p. 215. 5 MIN.
1.2
• Have students work in pairs to do Actividad
12. 5 MIN.
1.1, 1.2, 1.3
• Call on pairs to present their conversation
from Actividad 12. 5 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Quick Start Review (TE, p. 216) 5 MIN.
1.2, 1.3
• Present Gramática: Using the Verb deber,
1.2, 4.1
p. 216. 10 MIN.
• Present the Vocabulario, p. 216. 5 MIN.
1.2
1.2, 1.3
• Assign Actividad 13. 5 MIN.
• Call on students to write their completed
sentences from Actividad 13 on the board.
5 MIN.
1.3
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 14. 5 MIN.
• Ask pairs to volunteer to model their
1.1, 1.2, 1.3
conversation from Actividad 14. 5 MIN.
• Quick Wrap-up (TE, p. 217) 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 39. Cuaderno
para hispanohablantes, p. 37.
68 ¡En español! Lesson Plans • UNIDAD 5
Etapa
2
ACTFL Standards for
Foreign Language Learning
Day 5
1.1, 1.2, 1.3, 2.1, 3.2
Day 6
1.1, 1.2, 1.3, 3.2, 4.1
Day 7
1.1, 1.2, 1.3, 2.2, 3.2
Day 8
1.1, 1.3, 3.2, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
5
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
15. 5 MIN.
• Call on pairs to model their conversations
from Actividad 15. 5 MIN.
1.1, 1.2, 1.3
• Play the audio. Assign Actividad 16.
1.2
5 MIN.
• Ask volunteers to share their answers to
1.3
Actividad 16. 5 MIN.
• Have students work in groups to do
1.1, 1.2, 1.3
Actividad 17. 5 MIN.
• Call on groups to share their work from
Actividad 17. 5 MIN.
1.3
1.2, 1.3
• Quick Start Review (TE, p. 219) 5 MIN.
• Present Gramática: Using Adverbs That
End in -mente, p. 219. 5 MIN.
1.2, 4.1
En acción (cont.)
• Assign Actividad 18. 5 MIN.
• Work orally with the class on Actividad 19.
5 MIN.
• Have students write their answers to
Actividad 19. 5 MIN.
• Assign Actividad 20. 5 MIN.
• Have students work in pairs to complete
Actividad 21. 5 MIN.
• Read and discuss the Pronunciación,
p. 221. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 9
1.1, 1.3, 2.1, 3.2, 4.1
1.2, 1.3
1.3
1.2, 1.3
4.1
En colores: Cultura y
comparaciones
1.3
• Quick Start Review (TE, p. 222) 5 MIN.
• Discuss the Connecting Cultures Strategy,
2.2, 4.2
p. 222. 5 MIN.
• Have volunteers read Las tapas, pp. 222–223,
1.3
aloud. 5 MIN.
Day 10
1.1, 1.2, 1.3, 2.2, 3.2, 4.2
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Más práctica Workbook, p. 40. Cuaderno
para hispanohablantes, p. 38.
DAY
DAY
11
12
En colores (cont.)
• Check homework. 5 MIN.
• Discuss the ¿Comprendiste? and ¿Qué
1.2, 3.2
piensas? questions, p. 223. 10 MIN.
• Have students work in groups to complete
the Hazlo tú, p. 223. 5 MIN.
1.1, 1.2, 1.3
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 224) 5 MIN.
1.3
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 1. 10 MIN.
• Call on students to share their work from
1.3
Actividad 1. 5 MIN.
• Have students write their answers to
1.3
Actividad 2 independently. 5 MIN.
En uso (cont.)
• Work orally with the class on Actividad 3.
1.2
5 MIN.
• Have students write out answers to Actividad
1.2, 1.3
4. 5 MIN.
• Call on students to read their responses to
Actividad 4. 5 MIN.
1.3
• Present the Speaking Strategy, p. 226.
1.1
5 MIN.
• Practice the Speaking Strategy. 5 MIN.
1.1
• Have students work in pairs on Actividad 5.
10 MIN.
1.1, 1.2, 1.3
• Call on selected pairs to model their
conversations from Actividad 5 for the class.
10 MIN.
1.1, 1.2, 1.3
Level 1b
Day 11
1.1, 1.2, 1.3, 5.2
Day 12
1.1, 1.3, 3.2, 4.1, 5.2
¡En español! Lesson Plans • UNIDAD 5
Etapa
2
69
ET
u n i d a d
5
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Have students work in groups on Actividad
1.1, 1.2, 1.3
6. 10 MIN.
• Call on selected groups to model their
work from Actividad 6. 5 MIN.
1.1, 1.2, 1.3
• Read and discuss En la comunidad,
p. 226. 5 MIN.
5.1
En tu propia voz: Escritura
• Discuss the modelo for Actividad 7.
1.2, 3.3
5 MIN.
• Have students work independently on the
1.2, 1.3
writing activity in Actividad 7. 10 MIN.
• Ask volunteers to read their work from
Actividad 7 to the class. 10 MIN.
1.3
En resumen: Repaso de
vocabulario
• Review grammar questions as necessary.
10 MIN.
• Quick Start Review (TE, p. 227) 5 MIN.
• Follow the Teaching Suggestion (TE,
p. 227). 10 MIN.
• Call on students to read their vocabulary
sentences aloud. 10 MIN.
• Discuss the Community Connection (TE,
p. 227). 5 MIN.
• Ask students to solve the Juego, p. 227.
Answer the Juego orally (Answers, TE,
p. 227). 5 MIN.
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 2 as preparation for the exam.
Homework Option:
• Have students study for the Etapa exam.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.2, 1.3, 3.1, 3.2
1.2, 1.3
1.2, 1.3
1.3
5.1, 5.2
1.2
Day 14
1.1, 1.3, 3.1, 3.2, 4.1, 5.1, 5.2
1.2
DAY
Day 15
1.1, 1.3, 2.1, 3.2, 5.2
15
Ampliación
• Use a suggested project, game, or activity
(TE pp. 175A–175B) as students complete
1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2
the exam. 10 MIN.
70 ¡En español! Lesson Plans • UNIDAD 5
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 2 content.
10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
5
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 228) 5 MIN.
• Anticipate/Activate prior knowledge: Discuss
the Etapa Opener. 5 MIN.
• Answer the ¿Qué ves? questions, p. 228.
5 MIN.
1.3
1.2
1.2
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 230) 5 MIN.
1.3
• Have students use context and pictures to
1.2
learn Etapa vocabulary. 10 MIN.
• Present Supplementary Vocabulary (TE,
1.2
p. 231). 5 MIN.
• Have students work in pairs to answer the
1.1, 1.2, 1.3
Preguntas personales, p. 231. 5 MIN.
• Ask pairs to share each other’s answers to
the Preguntas personales, p. 231.
5 MIN.
1.3
En vivo: Diálogo
• Quick Start Review (TE, p. 232) 5 MIN.
• Review the Listening Strategy, p. 232.
5 MIN.
• Play audio or show video for the dialog,
pp. 232–233, as students take notes.
10 MIN.
• Check students’ notes on the menu.
5 MIN.
• Read the dialog aloud, having students take
the roles of characters. 10 MIN.
• Use the Situational OHTs for additional
vocabulary practice. 10 MIN.
Homework Option:
• Video Activities, Unit 5 Resource Book,
pp. 125–127.
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 234) 5 MIN.
• Use OHTs to review En contexto vocabulary.
Ask students for a summary of the dialog
to check recall. 10 MIN.
• Play the video/audio; have students do
Actividades 1 and 2 orally. 10 MIN.
• Read and discuss the También se dice,
p. 234. 5 MIN.
• Discuss the Nota cultural, p. 235. 5 MIN.
• Work orally with the class to complete
Actividad 3. 5 MIN.
1.2
1.2
1.2
2.1
2.1, 2.2
1.2, 1.3
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
Day 1
1.1, 1.2, 1.3, 2.1, 3.2
1.2
1.2
1.2, 1.3
Day 2
1.1, 1.2, 1.3, 2.1
Day 3
1.1, 1.2, 2.1, 3.2, 4.1
En acción (cont.)
• Present the Vocabulario, p. 236. 5 MIN. 1.1, 1.2, 1.3
• Have students work in pairs on Actividad
4. 5 MIN.
1.1, 1.2, 1.3
• Ask selected pairs to model their conversations from Actividad 4. 5 MIN.
1.1, 1.2, 1.3
• Assign Actividad 5. 5 MIN.
1.2, 1.3
• Ask selected students to share their responses
to Actividad 5. 5 MIN.
1.3
• Read and discuss the Conexiones,
2.1, 2.2, 3.1
p. 237. 5 MIN.
• Quick Start Review (TE, p. 238) 5 MIN.
1.2, 1.3
• Present Gramática: Talking About Extremes:
Superlatives, p. 238. 10 MIN.
1.2, 4.1
Level 1b
DAY
Day 4
1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 5.1
Homework Option:
• Have students do the Para hacer, p. 237.
¡En español! Lesson Plans • UNIDAD 5
Etapa
3
71
5
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Assign Actividad 6. 5 MIN.
• Ask volunteers to share their answers to
1.3
Actividad 6. 5 MIN.
1.2
• Discuss Actividad 7. 5 MIN.
• Have students write their responses to
1.2, 1.3
Actividad 7. 5 MIN.
• Quick Wrap-up (TE, p. 239) 5 MIN.
1.2
• Present the Speaking Strategy, p. 240.
1.1
5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
8. 5 MIN.
• Ask pairs to share their conversations from
Actividad 8. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 45. Cuaderno
para hispanohablantes, p. 43.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 240) 5 MIN.
• Present Gramática: Talking About the Past:
The Preterite of Regular -ar Verbs, p. 240.
10 MIN.
• Assign Actividad 9. 5 MIN.
• Call on students to read their work from
Actividad 9 to the class. 5 MIN.
• Assign Actividad 10. 5 MIN.
• Ask students to read their work from
Actividad 10. 5 MIN.
• Present the Vocabulario, p. 241. 5 MIN.
DAY
7
8
72 ¡En español! Lesson Plans • UNIDAD 5
Etapa
3
1.3
En acción (cont.)
• Quick Start Review (TE, p. 243) 5 MIN.
• Present Gramática: Preterite of Verbs Ending
in -car, -gar, and -zar, p. 243. 10 MIN.
• Have students write their responses to
Actividad 14. 5 MIN.
• Ask volunteers to read their paragraph for
Actividad 14. 5 MIN.
• Ask students to write their responses to
Actividad 15. 5 MIN.
• Call on students to read their sentences
from Actividad 15. 5 MIN.
• Present the Vocabulario, p. 244. 5 MIN.
• Assign Actividad 16. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 48. Cuaderno
para hispanohablantes, p. 46.
Day 5
1.1, 1.2, 1.3, 4.1
1.2, 4.1
1.2, 1.3
1.3
1.2, 1.3
1.2, 1.3
1.2
Homework Option:
• Más práctica Workbook, pp. 46–47.
Cuaderno para hispanohablantes,
pp. 44–45.
DAY
En acción (cont.)
• Check homework. 5 MIN.
• Play the audio and assign Actividad 11.
1.2
10 MIN.
• Discuss Actividad 12. 5 MIN.
1.2
• Have students write their responses to
1.2, 1.3
Actividad 12. 5 MIN.
• Have students work in groups to complete
1.1, 1.2, 1.3
Actividad 13. 5 MIN.
• Ask groups to report their findings from
1.3
Actividad 13 to the class. 5 MIN.
• Read and discuss Apoyo para estudiar,
1.2
p. 242. 5 MIN.
• Read and discuss the Nota cultural,
2.2
p. 242. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 6
1.2, 1.3, 3.2, 4.1
Day 7
1.2, 1.3, 2.2, 3.1
1.2, 1.3
1.2, 4.1
1.2, 1.3
1.3
1.2, 1.3
1.3
1.2
1.2, 1.3
Day 8
1.1, 1.2, 1.3, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
5
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
9
10
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Discuss Actividad 20. 5 MIN.
• Have students write their answers to
Actividad 20. 5 MIN.
• Have students write their answers to
Actividad 21. 10 MIN.
• Ask students to read their paragraphs from
Actividad 21. 5 MIN.
• Use Information Gap Activities, Unit 5
Resource Book, pp. 120–121. 5 MIN.
• Más comunicación, p. R6. 5 MIN.
• Play the audio and have students practice
the Refranes, p. 247. 10 MIN.
1.2
Day 9
1.1, 1.3, 2.2, 3.2, 5.1
1.2, 1.3
1.2, 1.3
1.3
1.2
Day 10
1.1, 1.2, 1.3, 3.2, 4.1
DAY
DAY
11
12
En voces: Lectura
• Quick Start Review (TE, p. 248) 5 MIN.
1.2, 1.3
• Present the Reading Strategy, p. 248.
1.2
5 MIN.
• Have volunteers read the selection aloud
1.3
as students note details in a web. 10 MIN.
• Discuss students’ webs. 5 MIN.
• Work orally with students on the ¿Comprendiste?
1.2, 2.1
questions (Answers, TE, p. 249). 5 MIN.
• Have students write answers to the
¿Comprendiste? questions. 5 MIN.
• Discuss the ¿Qué piensas? questions,
1.2, 2.1, 3.2, 4.2
p. 249. 10 MIN.
Homework Option:
• Have students write their answers to the
1.2, 1.3, 2.1, 3.2,
¿Qué piensas? questions, p. 249.
4.2
En colores: Cultura y
comparaciones
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 250) 5 MIN.
1.3
• Discuss the Connecting Cultures Strategy,
2.2
p. 250. 5 MIN.
• Make a frame for the time line suggested
in the Connecting Cultures Strategy, p. 250.
5 MIN.
• Have volunteers read the selection aloud
as students fill in their time lines. 10 MIN.
1.3
• Review students’ time lines. 5 MIN.
• Work orally with students to answer the
¿Comprendiste? questions (Answers, TE,
p. 251). 5 MIN.
1.2, 2.2, 3.1
• Discuss the ¿Qué piensas? question,
p. 251. 5 MIN.
1.2, 2.2, 3.2
Day 11
1.1, 1.2, 2.1, 3.1, 3.2, 4.2
Level 1b
En acción (cont.)
• Check homework. 5 MIN.
• Play the audio and assign Actividad 17.
1.2
5 MIN.
• Ask volunteers to share their answers to
1.3
Actividad 17. 5 MIN.
• Read and discuss the Conexiones, p. 245.
2.1, 3.1, 4.2
5 MIN.
1.2, 1.3
• Assign Actividad 18. 5 MIN.
• Ask volunteers to read their answers for
Actividad 18. 5 MIN.
1.3
1.2
• Present the Vocabulario, p. 246. 5 MIN.
1.2
• Discuss Actividad 19. 5 MIN.
• Have students work in pairs on Actividad
1.1, 1.2, 1.3
19. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 12
1.1, 1.2, 2.2, 3.1, 3.2
¡En español! Lesson Plans • UNIDAD 5
Etapa
3
73
ET
u n i d a d
5
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso: Repaso y más
comunicación
1.2, 1.3
• Quick Start Review (TE, p. 252) 5 MIN.
1.2
• Assign Actividad 1. 5 MIN.
• Work orally with students to complete
1.2
Actividades 2–3. 10 MIN.
• Have students read and think about
1.2
Actividades 4–5. 5 MIN.
• Call on students to give oral responses to
1.2, 1.3
Actividad 4. 5 MIN.
• Present the Speaking Strategy, p. 254.
1.1
5 MIN.
• Have students work in pairs on Actividad
5. 5 MIN.
1.1, 1.2, 1.3
• Have pairs share their work on Actividad 5.
5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students review all of the Gramática
boxes in Etapa 3.
1.2
En uso (cont.)
• Review grammar questions as needed.
10 MIN.
• Have students work in groups on Actividad
1.1, 1.2, 1.3
6. 5 MIN.
• Ask groups to share their work from
Actividad 6. 5 MIN.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Have students work independently to
complete the writing activity, Actividad 7.
5 MIN.
1.2, 1.3
• Ask volunteers to read their work from
1.3
Actividad 7. 5 MIN.
DAY
En resumen: Repaso de
vocabulario
• Quick Start Review (TE, p. 255) 5 MIN.
• Review Etapa 3 vocabulary. 10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.2, 1.3, 3.1, 3.2
Day 14
1.1, 1.2, 1.3, 3.1
1.3
1.2
Homework Option:
• Have students study for the Etapa exam.
Day 15
1.1, 3.1, 3.2, 5.2
15
Conexiones
• Have students read the Conexiones,
pp. 256–257, as they complete the exam.
1.2, 2.1, 2.2, 3.1, 5.2
10 MIN.
74 ¡En español! Lesson Plans • UNIDAD 5
Etapa
3
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 3 content.
10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
6
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge: Present
the Almanaque and the cultural notes. Use
1.2, 2.2, 3.1
Map OHTs as needed. 10 MIN.
En vivo: Diálogo
1.2, 1.3
• Quick Start Review (TE, p. 266) 5 MIN.
• Review the Listening Strategy, p. 266.
1.2
5 MIN.
• Play audio or show video for the dialog,
1.2
pp. 266–267. 5 MIN.
• Discuss students’ Listening Strategy checklist results. 5 MIN.
• Replay the audio or video, then have
students take the roles of the characters.
1.1, 1.2, 1.3
10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 268) 5 MIN.
1.2, 1.3
• Have students open to En contexto,
pp. 264–265, for reference. Use OHTs
to review vocabulary. 10 MIN.
1.2
Etapa Opener
• Quick Start Review (TE, p. 262) 5 MIN.
• Have students look at the Etapa Opener
and answer the ¿Qué ves? questions,
p. 262. 10 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 264) 5 MIN.
• Have students use context and pictures to
learn Etapa vocabulary. 10 MIN.
• Have students answer the Preguntas
personales, p. 265. 5 MIN.
1.2, 1.3
1.2
1.2, 1.3
1.2
1.2
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 2.1, 2.2, 3.1, 3.2
Day 2
1.1, 1.2, 1.3, 3.1, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Video Activities, Unit 6 Resource Book,
pp. 23–25.
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Play the video/audio. 5 MIN.
• Have students do Actividad 1 orally.
5 MIN.
• Do Actividad 2 orally. 5 MIN.
• Have students work independently on
Actividad 3. 5 MIN.
• Ask volunteers to share their responses to
Actividad 3. 5 MIN.
• Present the Vocabulario, p. 270. 5 MIN.
• Play the audio while students think about
the order of pictures in Actividad 4. 5 MIN.
• Have students share their responses to
Actividad 4. 5 MIN.
1.2
1.2
1.2
1.2
1.3
1.2
1.2
1.3
Day 3
1.1, 1.2, 1.3, 2.1, 4.2
En acción (cont.)
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
5. 5 MIN.
• Ask pairs to model their descriptions for
1.1, 1.2, 1.3
Actividad 5. 5 MIN.
• Assign Actividad 6. 10 MIN.
1.2, 1.3
• Ask volunteers to read their postcards from
1.3
Actividad 6. 5 MIN.
• Present the Speaking Strategy and Nota,
p. 271. 5 MIN.
1.1, 1.2
• Have students work in pairs on Actividad
7. 5 MIN.
1.1, 1.2, 1.3
• Call on pairs to share their work on Actividad
7. 5 MIN.
1.1, 1.2, 1.3
• Discuss the Project (TE, p. 271). 5 MIN. 2.1, 2.2, 5.2
Level 1b
DAY
Day 4
1.1, 1.3, 2.2, 3.2, 5.1, 5.2
Homework Option:
• Have students start work on the postcardstamp project.
2.1, 2.2, 5.2
¡En español! Lesson Plans • UNIDAD 6
Etapa
1
75
6
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 274) 5 MIN.
• Present Gramática: Talking About the Past:
Verbs with a y Spelling Change, p. 274.
10 MIN.
• Work orally with the class on Actividad 11.
5 MIN.
• Have students write their responses to
Actividad 11. 5 MIN.
• Work on Actividad 12 orally. 5 MIN.
• Have students write their responses to
Actividad 12. 5 MIN.
• Read and discuss the Nota cultural,
p. 275. 5 MIN.
1.2, 1.3
1.2, 4.1
1.2, 1.3
1.3
1.2, 1.3
1.3
2.2
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in pairs on Actividad
1.1, 1.2, 1.3
13. 5 MIN.
• Call on selected pairs to share their work
1.1, 1.2, 1.3
on Actividad 13. 5 MIN.
• Work orally with the class on Actividad 14.
1.2, 1.3
5 MIN.
• Have students write their responses to
Actividad 14. 5 MIN.
1.3
1.2, 1.3
• Quick Start Review (TE, p. 276) 5 MIN.
• Present Gramática: Using Irregular Verbs
in the Preterite: hacer, ir, ser, p. 276.
10 MIN.
1.2, 4.1
• Read and discuss the Apoyo para estudiar,
p. 276. 5 MIN.
En acción (cont.)
• Work orally with the class on Actividad 15.
1.2, 1.3
5 MIN.
• Have students write their answers to Actividad
1.2, 1.3
15. 5 MIN.
• Present the Vocabulario, p. 277. 5 MIN.
1.2
• Assign Actividad 16. 5 MIN.
• Ask volunteers to read their responses to
1.3
Actividad 16. 5 MIN.
• Read and discuss the Conexiones, p. 277.
2.2, 3.1
5 MIN.
1.1, 1.2, 1.3
• Have pairs do Actividad 17. 5 MIN.
• Play the audio as students do Actividad 18.
5 MIN.
1.2
• Ask volunteers to share their responses to
1.3
Actividad 18. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 56. Cuaderno
para hispanohablantes, p. 54.
Etapa
1
Day 6
1.1, 1.2, 2.2, 3.2, 4.1
Homework Option:
• Más práctica Workbook, p. 55. Cuaderno
para hispanohablantes, p. 53.
DAY
76 ¡En español! Lesson Plans • UNIDAD 6
Day 5
1.2, 1.3, 2.1, 4.1
Day 7
1.1, 1.3, 2.2, 3.1, 3.2, 4.1
Day 8
1.1, 1.3, 2.1, 3.2, 4.2
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Quick Start Review (TE, p. 272) 5 MIN.
1.2, 1.3
• Present Gramática: Talking About the Past:
The Preterite of -er and -ir Verbs, and the
1.2, 4.1
Vocabulario, p. 272. 10 MIN.
• Work orally with students on Actividad 8.
1.2, 1.3
5 MIN.
• Have students write their answers to Actividad
1.2, 1.3
8. 5 MIN.
• Have students work in groups on Actividad
1.1, 1.2, 1.3
9. 5 MIN.
• Ask each group to share its results from
Actividad 9. 5 MIN.
1.3
1.1, 1.2, 1.3
• Have pairs do Actividad 10. 5 MIN.
• Ask volunteers to share their work on
Actividad 10. 5 MIN.
1.3
Homework Option:
• Más práctica Workbook, pp. 53–54. Cuaderno
para hispanohablantes, pp. 51–52.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
6
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
Copyright © McDougal Littell Inc. All rights reserved.
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
• Read and discuss the También se dice,
2.1
p. 278. 5 MIN.
• Work orally with the class on Actividad 19.
1.2, 1.3
5 MIN.
• Have students write their responses to
1.3
Actividad 19. 5 MIN.
• Read and discuss the Apoyo para estudiar, p. 279.
1.2
5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
20. 5 MIN.
• Ask volunteers to give their responses to
Actividad 20. 5 MIN.
1.3
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
21. 5 MIN.
• Ask volunteers to share their calendars from
Actividad 21. 5 MIN.
1.3
En acción (cont.)
• Work orally with the class on Actividad 22.
1.2, 1.3
5 MIN.
• Have students write individual responses
1.3
to Actividad 22. 5 MIN.
• Model some responses to Actividad 23.
1.2
5 MIN.
• Assign Actividad 23 as a written activity.
1.2, 1.3
5 MIN.
• Use Information Gap Activities, Unit 6
Resource Book, pp. 18–19. 5 MIN.
• Read and discuss the Conexiones, p. 281.
2.1, 3.2
5 MIN.
• Más comunicación, p. R7. 5 MIN.
1.2
• Play the audio. 5 MIN.
• Discuss and demonstrate the Pronunciación,
4.1
p. 281. 5 MIN.
DAY
DAY
11
12
En voces: Lectura
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 282) 5 MIN.
• Review the Reading Strategy, p. 282.
5 MIN.
• Ask students to scan the reading and find
the sequencing words. 5 MIN.
• Have students read the Lectura,
pp. 282–283, silently. 5 MIN.
• Ask volunteers to read the story orally.
10 MIN.
• Have students answer the ¿Comprendiste?
questions for the Lectura (Answers, TE,
p. 283). 5 MIN.
• Work orally with students to answer the
¿Qué piensas? questions for the Lectura,
p. 283. 5 MIN.
1.2, 1.3
1.2
1.2
1.2
1.3
1.2
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 284) 5 MIN.
• Present the Repaso y más comunicación
using the Teaching Suggestions (TE,
p. 284). 10 MIN.
• Do the TPR activitiy (TE, p. 284). 5 MIN.
• Have students write their responses to
Actividad 1. 5 MIN.
• Check answers for Actividad 1 with the
whole class. 5 MIN.
• Work with students to do Actividad 2 orally.
5 MIN.
• Assign Actividad 3. 5 MIN.
• Ask volunteers to share their answers to
Actividad 3. 5 MIN.
Day 9
1.2, 1.3, 2.1, 3.2, 4.1
Day 10
1.1, 1.2, 2.1, 3.2, 4.2
1.3
Day 11
1.1, 1.2, 3.1, 3.2, 4.2
Level 1b
Homework Option:
• Have students write 3 sentences for the
Para hacer, p. 281.
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
1.2, 1.3
1.2, 1.3
1.2, 1.3
Day 12
1.1, 1.2, 1.3
1.2
1.2
1.3
1.2
¡En español! Lesson Plans • UNIDAD 6
Etapa
1
77
ET
u n i d a d
6
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Have students read and prepare to answer
1.2
Actividad 4. 5 MIN.
• Ask volunteers to read their answers to
1.3
Actividad 4. 5 MIN.
• Present the Speaking Strategy, p. 286.
1.1
5 MIN.
1.1, 1.2, 1.3
• Have pairs do Actividad 5. 5 MIN.
• Have volunteer pairs model their work for
Actividad 5. 5 MIN.
1.1, 1.2, 1.3
• Have students work in groups to do Actividad
6. 10 MIN.
1.1, 1.2, 1.3
• Ask groups to volunteer to share their work
from Actividad 6. 5 MIN.
1.3
• Read and discuss En la comunidad,
5.1, 5.2
p. 286. 5 MIN.
Homework Option:
• Have students review all the Gramática
boxes in Etapa 1 to prepare for En uso.
En tu propia voz: Escritura
• Have students do the writing activity,
Actividad 7, independently. 10 MIN.
• Call on selected students to read their
work from Actividad 7. 5 MIN.
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
1.2, 1.3
En resumen: Repaso de
vocabulario
• Quick Start Review (TE, p. 287) 5 MIN.
1.2, 1.3
• Follow the Teaching Suggestions (TE,
p. 287). 10 MIN.
1.2
• Review grammar questions, etc., as necessary.
10 MIN.
• Have students solve the Juego (Answers,
1.2
TE, p. 287). 5 MIN.
Homework Option:
• Have students study for Etapa exam.
Day 13
1.1, 1.2, 1.3, 3.2, 5.1, 5.2
Day 14
1.2, 1.3, 3.1, 3.2
1.2
DAY
Day 15
1.1, 1.3, 2.1, 3.2, 5.1, 5.2
15
Ampliación
• Use a suggested project, game, or activity
(TE, pp. 261A–261B) as students complete
1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2
the exam. 10 MIN.
78 ¡En español! Lesson Plans • UNIDAD 6
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
En resumen: Repaso de
vocabulario
• Answer questions related to Etapa 1 content.
10 MIN.
• Complete Etapa exam. 25 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
6
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
1
2
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 290) 5 MIN.
• Read and discuss the Culture Highlights
(TE, p. 291). 5 MIN.
• Have students use context and pictures to
learn Etapa vocabulary. 5 MIN.
• Ask the Comprehension Questions (TE,
p. 291). 5 MIN.
• Use the Situational OHTs for additional
practice. 5 MIN.
• Have students work in pairs to answer the
Preguntas personales, p. 291. 5 MIN.
1.2, 1.3
1.2
1.2
1.3
2.1, 2.2
1.2
1.2
En vivo: Diálogo
• Quick Start Review (TE, p. 292) 5 MIN.
1.3
• Review the Listening Strategy, p. 292.
1.2
5 MIN.
• Play audio or show video for the dialog,
1.2
pp. 292–293. 10 MIN.
• Work orally with the class to decide which
of the Listening Strategy statements are
1.2
true, p. 292. 5 MIN.
• Discuss the Language Note (TE, p. 292).
1.2
5 MIN.
1.2
• Replay the audio/video as needed. 5 MIN.
• Read the dialog aloud, having students take
1.1, 1.2, 1.3
the roles of characters. 10 MIN.
Homework Option:
• Video Activities, Unit 6 Resource Book,
pp. 74–76.
Day 1
1.1, 1.2, 2.1, 2.2, 3.2
Day 2
1.2, 1.3, 2.1, 3.1, 3.2
1.2, 3.2
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 294) 5 MIN.
1.2, 1.3
• Use OHTs to review En contexto vocabulary.
Ask students for a summary of the dialog
to check recall. 10 MIN.
1.2
• Play the video/audio; do Actividad 1 orally
with the class. 5 MIN.
1.2
• Do Actividad 2 orally. 5 MIN.
1.2
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
3. 5 MIN.
• Have volunteers share their responses
to Actividad 3. 5 MIN.
1.3
• Read and discuss the Nota cultural,
p. 295. 5 MIN.
2.1, 2.2
En acción (cont.)
• Discuss Actividad 4. 5 MIN.
1.2
• Have students write their responses to
Actividad 4. 5 MIN.
1.2, 1.3
• Play the audio as students work on Actividad
5. 5 MIN.
1.2
• Call on selected students to tell which picture
1.3
they chose for Actividad 5. 5 MIN.
• Do the Critical Thinking activity (TE,
p. 297). 5 MIN.
• Have students work in pairs to plan and
prepare their debate for Actividad 6.
1.1, 1.2, 1.3
10 MIN.
• Ask pairs to perform their debates from
Actividad 6. 10 MIN.
1.1, 1.2, 1.3
Day 3
1.2, 1.3, 2.1, 3.2
Level 1b
Etapa Opener
• Quick Start Review (TE, p. 288) 5 MIN.
• Anticipate/Activate prior knowledge: Discuss
the Etapa Opener. 5 MIN.
• Answer the ¿Qué ves? questions, p. 288.
5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 4
1.1, 1.2, 1.3, 2.1, 3.2, 4.2
¡En español! Lesson Plans • UNIDAD 6
Etapa
2
79
6
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
En acción (cont.)
• Work orally with the class on Actividad 7.
1.2, 1.3
5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 298) 5 MIN.
• Present Gramática: Saying Where Things
Are Located, p. 298. 10 MIN.
1.2, 4.1
1.2, 1.3
• Assign Actividad 8. 5 MIN.
• Present the Speaking Strategy, p. 299.
1.2
5 MIN.
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 9. 5 MIN.
• Call on pairs to share their responses to
Actividad 9 with the class. 5 MIN.
1.3
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
10. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 61. Cuaderno
para hispanohablantes, p. 59.
En acción (cont.)
• Check homework. 5 MIN.
• Read and discuss the Conexiones,
p. 300. 5 MIN.
• Quick Start Review (TE, p. 301) 5 MIN.
• Present Gramática: Pointing Out Specific
Things Using Demonstratives, p. 301.
10 MIN.
• Share the mnemonic device in the Teaching
Note (TE, p. 301). 5 MIN.
• Assign Actividad 11. 5 MIN.
• Call on selected students to read their fullsentence responses to Actividad 11. 5 MIN.
• Quick Wrap-up (TE, p. 302) 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 5
1.1, 1.2, 1.3, 3.2, 4.1
2.2
1.2, 1.3
1.2, 4.1
1.2
1.3
1.3
Homework Option:
• Más práctica Workbook, p. 62. Cuaderno
para hispanohablantes, p. 60.
DAY
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1..3
• Assign Actividad 12. 5 MIN.
• Ask volunteers to share their work on
1.3
Actividad 12. 5 MIN.
• Read and discuss the También se dice,
2.1, 3.2
p. 302. 5 MIN.
• Have students work in groups to complete
1.1, 1.2, 1.3
Actividad 13. 5 MIN.
• Ask volunteer groups to share their work
1.1, 1.2, 1.3
on Actividad 13. 5 MIN.
• Quick Start Review (TE, p. 303) 5 MIN.
1.2, 1.3
• Present Gramática: Ordinal Numbers,
p. 303. 10 MIN.
1.2, 4.1
En acción (cont.)
• Read and discuss the Conexiones,
2.1, 2.2, 3.2
p. 303. 5 MIN.
• Have students draw the map for the Para
3.2
hacer, p. 303. 10 MIN.
1.2, 1.3
• Assign Actividad 14. 5 MIN.
• Call on selected students to give their
responses to Actividad 14. 5 MIN.
1.3
1.2, 1.3
• Assign Actividad 15. 5 MIN.
• Call on volunteers to read their answers to
Actividad 15. 5 MIN.
1.3
1.2, 1.3
• Assign Actividad 16. 5 MIN.
• Ask volunteers to share their lists from
Actividad 16. 5 MIN.
1.3
Homework Option:
• Más práctica Workbook, p. 63. Cuaderno
para hispanohablantes, p. 61.
80 ¡En español! Lesson Plans • UNIDAD 6
Etapa
2
Day 6
1.2, 1.3, 2.2, 3.1, 3.2, 4.2
Day 7
1.1, 1.2, 1.3, 2.1, 3.2
Day 8
1.1, 1.3, 2.1, 3.1, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
6
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 305) 5 MIN.
• Present Gramática: Irregular Preterite Verbs,
1.2, 4.1
p. 305. 10 MIN.
• Assign Actividad 17. 5 MIN.
1.2, 1.3
• Call volunteers to share their answers
1.3
to Actividad 17. 5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
18. 5 MIN.
• Call on selected pairs to model their
conversations for Actividad 18. 5 MIN.
1.1, 1.2, 1.3
• Assign Actividad 19. 5 MIN.
1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 64. Cuaderno
para hispanohablantes, p. 62.
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 308) 5 MIN.
• Discuss the Connecting Cultures Strategy,
p. 308. 5 MIN.
• Have volunteers read Los otavaleños,
pp. 308–309, aloud. 5 MIN.
DAY
DAY
11
12
En colores (cont.)
• Discuss the ¿Comprendiste? and ¿Qué
piensas? questions, p. 309. 10 MIN.
• Have students work in groups to complete
the Hazlo tú, p. 309. 5 MIN.
• Discuss the Culture Highlights (TE,
p. 309). 5 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
• Play the audio as students do Actividad 20.
5 MIN.
• Call on students to share their sequencing
for the photos in Actividad 20. 5 MIN.
• Assign Actividad 21. 5 MIN.
• Call on selected students to write their
answers for Actividad 21 on the board.
5 MIN.
• Play the audio. Discuss the Pronunciación,
p. 307. 5 MIN.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 310) 5 MIN.
• Assign Actividad 1. 5 MIN.
• Call on students to share their work from
Actividad 1. 5 MIN.
• Have students write their answers to
Actividad 2 independently. 5 MIN.
• Call on volunteers to write their answers
to Actividad 2 on the board. 5 MIN.
1.2, 3.2
1.2
2.2
1.3
1.2
1.3
1.2, 1.3
1.3
ACTFL Standards for
Foreign Language Learning
Day 9
1.1, 1.2, 1.3, 4.1
1.2
1.3
1.2, 1.3
1.3
1.2, 4.1
1.3
Day 10
1.1, 1.2, 2.2, 3.2, 5.1
3.2
1.3
Day 11
1.2, 1.3, 2.1, 3.1, 3.2
En uso (cont.)
• Work orally with the class on Actividad 3.
1.2
5 MIN.
• Have students write out answers to Actividad
1.3
3. 5 MIN.
• Assign Actividad 4. 5 MIN.
1.2
• Call on students to read each sentence in
1.3
Actividad 4. 5 MIN.
• Present the Speaking Strategy, p. 312.
5 MIN.
1.1
• Have students work in pairs on Actividad
5. 10 MIN.
1.1, 1.2, 1.3
• Call on selected pairs to model their
conversations from Actividad 5 for the class.
5 MIN.
1.1, 1.2, 1.3
• Read and discuss the Conexiones, p. 312.
2.2, 3.1
5 MIN.
Level 1b
DAY
Day 12
1.2, 1.3, 2.2, 3.2, 4.2, 5.1
¡En español! Lesson Plans • UNIDAD 6
Etapa
2
81
ET
u n i d a d
6
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso (cont.)
• Have students work in groups on Actividad
1.1, 1.2, 1.3
6. 10 MIN.
• Call on selected groups to model their
work from Actividad 6. 5 MIN.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Discuss the modelo for Actividad 7. 5 MIN.
1.2
• Have students make a list of months in this
school year and brainstorm things that
happened in each month. 5 MIN.
• Have students work independently on the
1.2, 1.3
writing activity in Actividad 7. 10 MIN.
• Ask volunteers to read their work from
1.3
Actividad 7 to the class. 10 MIN.
En resumen: Repaso de
vocabulario
• Review grammar questions as necessary.
5 MIN.
1.3
• Quick Start Review (TE, p. 313) 5 MIN.
• Follow the Teaching Suggestions (TE,
1.3
p. 313). 10 MIN.
• Call on students to read their vocabulary
1.3
sentences aloud. 10 MIN.
• Discuss the Interdisciplinary Connection
2.1, 3.1, 3.2
(TE, p. 313). 5 MIN.
• Ask students to solve the Juego, p. 313.
5 MIN.
1.2
• Answer the Juego orally (Answers, TE,
1.2
p. 313). 5 MIN.
Homework Option:
• Have students review all the Gramática
boxes in Etapa 2 as preparation for the exam.
1.2
DAY
ACTFL Standards for
Foreign Language Learning
Day 13
1.2, 1.3, 3.1, 3.2
Day 14
1.2, 1.3, 2.2, 3.2, 3.3
Homework Option:
• Have students study for Etapa exam.
Day 15
1.1, 1.3, 2.1, 3.2, 5.1, 5.2
15
En resumen (cont.)
• Answer questions related to Etapa 2 content.
10 MIN.
• Complete Etapa exam. 25 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
Ampliación
• Use a suggested project, game, or activity
(TE, pp. 261A–261B) as students complete
1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2
the exam. 10 MIN.
82 ¡En español! Lesson Plans • UNIDAD 6
Etapa
2
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
6
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
1
2
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 316) 5 MIN.
• Have students use context and pictures to
review vocabulary. 10 MIN.
• Present the Supplementary Vocabulary
(TE, p. 317). 5 MIN.
• Have students work in pairs to answer the
Preguntas personales, p. 317. 5 MIN.
1.3
1.2
1.2
1.2
1.3
1.2
1.2
1.1, 1.2
1.3, 3.2
En vivo: Diálogo
1.3
• Quick Start Review (TE, p. 318) 5 MIN.
• Review the Listening Strategy, p. 318.
1.2
5 MIN.
• Play audio or show video for the dialog,
pp. 318–319, as students take notes.
1.2
10 MIN.
• Check students’ notes on Patricia’s project.
5 MIN.
• Read the dialog aloud, having students take
1.1, 1.2, 1.3
the roles of characters. 5 MIN.
• Do the Gestures activity (TE, p. 318).
5 MIN.
1.3
• Use the Situational OHTs for additional
vocabulary practice. 10 MIN.
Day 1
1.1, 1.2, 2.2, 3.1, 3.2
Day 2
1.1, 1.2, 1.3, 2.1, 3.2
Homework Option:
• Video Activities, Unit 6 Resource Book,
pp. 125–127.
DAY
DAY
3
4
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 320) 5 MIN.
1.2, 1.3
• Use OHTs to review En contexto vocabulary.
Ask students for a summary of the dialog
to check recall. 5 MIN.
1.2
• Play the video/audio; have students do
1.2
Actividades 1 and 2 orally. 10 MIN.
• Read and discuss the También se dice,
1.2, 2.1, 3.2
p. 321. 5 MIN.
• Work orally with the class to complete
Actividad 3. 5 MIN.
1.2, 1.3
• Have students work in groups to complete
Actividad 4. 5 MIN.
1.1, 1.2, 1.3
• Ask groups to share the results of Actividad
4. 5 MIN.
1.2, 1.3
En acción (cont.)
• Play the audio as students work on Actividad
1.2
5. 5 MIN.
• Ask selected students to share their responses
1.3
to Actividad 5. 5 MIN.
• Have students work in pairs on Actividad
6. 10 MIN.
1.1, 1.2, 1.3
• Ask selected pairs to model their interviews
for Actividad 6. 5 MIN.
1.1, 1.2, 1.3
• Read and discuss the Conexiones, p. 323.
2.2, 3.2
5 MIN.
• Quick Start Review (TE, p. 324) 5 MIN.
1.2, 1.3
• Present Repaso: Review: Present Progressive
and ir a + infinitive, p. 324. 10 MIN.
1.2, 4.1
Homework Option:
• Have students do the Para hacer, p. 323.
Day 3
1.1, 1.2, 1.3, 3.1
Level 1b
Etapa Opener
• Quick Start Review (TE, p. 314) 5 MIN.
• Anticipate/Activate prior knowledge: Discuss
the Etapa Opener. 5 MIN.
• Present the Supplementary Vocabulary
(TE, p. 315). 5 MIN.
• Answer the ¿Qué ves? questions, p. 314.
5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 4
1.2, 1.3, 3.2, 4.1, 5.1
3.2
¡En español! Lesson Plans • UNIDAD 6
Etapa
3
83
6
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
En acción (cont.)
• Check homework. 5 MIN.
• Work orally with the class on Actividad 7.
1.2, 1.3
5 MIN.
• Have students write their responses to
Actividad 7. 5 MIN.
1.3
1.2, 1.3
• Assign Actividad 8. 5 MIN.
• Call on volunteers to say their answers to
1.3
Actividad 8. 5 MIN.
• Have students work in groups on Actividad
1.1, 1.2, 1.3
9. 5 MIN.
• Call on selected groups to share their work
on Actividad 9. 5 MIN.
1.3
1.3
• Quick Wrap-up (TE, p. 325) 5 MIN.
1.1
• Present the Speaking Strategy, p. 325. 5 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in pairs to do Actividad
1.1, 1.2, 1.3
10. 5 MIN.
• Ask pairs to share their work from Actividad
1.1, 1.2, 1.3
10. 5 MIN.
• Assign Actividad 11. 5 MIN.
1.2, 1.3
• Ask volunteers to read their letters from
1.3
Actividad 11. 5 MIN.
1.3
• Quick Start Review (TE, p. 326) 5 MIN.
• Present Repaso: Review: Affirmative tú
1.2, 4.1
Commands, p. 326. 10 MIN.
1.2, 1.3
• Assign Actividad 12. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 69. Cuaderno
para hispanohablantes, p. 67.
Homework Option:
• Más práctica Workbook, p. 70. Cuaderno
para hispanohablantes, p. 68.
DAY
DAY
7
8
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 13. 5 MIN.
• Ask pairs to share their work on Actividad
1.1, 1.2, 1.3
13 with the class. 5 MIN.
1.2, 1.3
• Assign Actividad 14. 5 MIN.
• Ask volunteers to read their lists from
1.3
Actividad 14. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 327) 5 MIN.
• Present Repaso: Review: Regular Preterite,
p. 327. 10 MIN.
1.2, 4.1
• Assign the Juego (Answer, TE, p. 328).
5 MIN.
1.2
En acción (cont.)
• Have students write their responses to
1.2, 1.3
Actividad 15. 5 MIN.
• Ask volunteers to read their answers for
1.3
Actividad 15. 5 MIN.
1.1, 1.2, 1.3
• Quick Wrap-up (TE, p. 328) 5 MIN.
• Ask students to write their responses to
Actividad 16. 5 MIN.
1.3
• Call on students to read their sentences
1.3
from Actividad 16. 5 MIN.
1.2, 1.3
• Assign Actividad 17. 5 MIN.
• Call on selected students to read their
1.3
sentences from Actividad 17. 5 MIN.
• Read and discuss the Conexiones, p. 329.
2.1, 2.2, 3.1
5 MIN.
• Assign the Para hacer, p. 329. 5 MIN.
3.2
Homework Option:
• Más práctica Workbook, p. 71. Cuaderno
para hispanohablantes, p. 69.
84 ¡En español! Lesson Plans • UNIDAD 6
Etapa
3
ACTFL Standards for
Foreign Language Learning
Day 5
1.1, 1.2, 1.3, 3.1
Day 6
1.1, 1.2, 1.3, 3.2, 4.1
Day 7
1.2, 1.3, 4.1, 5.2
Day 8
1.1, 1.2, 1.3, 2.2, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
6
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
9
10
En acción (cont.)
• Check homework. 5 MIN.
• Assign Actividad 18. 5 MIN.
• Ask volunteers to read their lists from
Actividad 18. 5 MIN.
• Quick Start Review (TE, p. 330) 5 MIN.
• Present Repaso: Review: Irregular Preterite,
p. 330. 5 MIN.
• Play the audio and assign Actividad 19.
5 MIN.
• Ask volunteers to share their answers to
Actividad 19. 5 MIN.
• Assign Actividad 20. 5 MIN.
• Ask volunteers to read their answers to
Actividad 20. 5 MIN.
1.2, 1.3
1.3
1.2, 1.3
1.2, 4.1
1.2
1.2, 1.3
1.3
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Más práctica Workbook, p. 72. Cuaderno
para hispanohablantes, p. 70.
En acción (cont.)
• Check homework. 5 MIN.
• Have students work in groups to complete
1.1, 1.2, 1.3
Actividad 21. 5 MIN.
• Ask students to read their summaries from
Actividad 21 to the class. 5 MIN.
1.3
1.2, 1.3
• Assign Actividad 22. 5 MIN.
• Have students work in pairs to complete
1.1, 1.2, 1.3
Actividad 23. 5 MIN.
• Ask volunteers to share their questions and
answers from Actividad 23. 5 MIN.
1.3
1.2, 1.3
• Assign Actividades 24 and 25. 5 MIN.
• Have students share their work on Actividad
1.3
24. 5 MIN.
• Play the audio and have students practice
1.2, 4.1
the Refrán, p. 333. 5 MIN.
DAY
DAY
11
12
En voces: Lectura
• Quick Start Review (TE, p. 334) 5 MIN.
• Present the Reading Strategy, p. 334.
5 MIN.
• Ask students to skim the Lectura and to
look at the pictures to remember what a
murciélago is. 5 MIN.
• Have volunteers read the selection aloud.
10 MIN.
• Work orally with students on the ¿Comprendiste? questions (Answers, TE, p. 335).
5 MIN.
• Have students write answers to the
¿Comprendiste? questions. 5 MIN.
• Discuss the ¿Qué piensas? questions,
p. 335. 10 MIN.
Homework Option:
• Have students write their answers to
the ¿Qué piensas? questions, p. 335.
1.3
1.2
1.2
1.3
1.2
1.3
1.2
1.3
Day 9
1.1, 1.2, 1.3, 4.1
Day 10
1.2, 1.3, 3.1, 3.2, 4.1
Day 11
1.1, 1.2, 2.1, 3.2
En colores: Cultura y
comparaciones
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 336) 5 MIN.
1.2, 1.3
• Discuss the Connecting Cultures Strategy,
2.2
p. 336. 5 MIN.
• Have students brainstorm a list of dishes
made with potatoes, tomatoes, and corn.
5 MIN.
• Discuss the Culture Highlights (TE,
p. 337). 5 MIN.
2.1, 2.2, 3.2
• Have volunteers read the selection aloud.
10 MIN.
1.3
• Work orally with students to answer the
¿Comprendiste? questions (Answers, TE,
1.2
p. 337). 5 MIN.
• Discuss the ¿Qué piensas? questions,
p. 337. 5 MIN.
1.2, 4.2
Homework Option:
• Have students work on the assignment in
the Connecting Cultures Strategy, p. 336.
ACTFL Standards for
Foreign Language Learning
Level 1b
DAY
Day 12
1.2, 1.3, 2.2, 3.2, 4.2
2.2
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Etapa
3
85
6
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
13
14
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 338) 5 MIN.
• Assign Actividad 1. 5 MIN.
1.3
1.2
• Work orally with students to complete
Actividades 2 and 3. 5 min.
1.2
• Have students read and think about Actividad
1.2
4. 5 MIN.
• Call on students to give oral responses to
1.3
Actividad 4. 5 MIN.
• Present the Speaking Strategy, p. 340.
1.1
5 MIN.
1.1, 1.2, 1.3
• Have pairs work on Actividad 5. 5 MIN.
• Have pairs share their work on Actividad 5.
5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students review all the Gramática
boxes in Etapa 3.
1.2
DAY
En uso (cont.)
• Review grammar questions as needed.
5 MIN.
• Have students work in groups on Actividad
1.1, 1.2, 1.3
6. 5 MIN.
• Ask groups to share their work from
Actividad 6. 5 MIN.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Have students work independently to
complete the writing activity, Actividad 7.
1.2, 1.3
10 MIN.
• Ask volunteers to read their work from
Actividad 7. 5 MIN.
1.3
En resumen: Repaso de
vocabulario
1.2, 1.3
• Quick Start Review (TE, p. 341) 5 MIN.
• Go over En resumen with the class. 10 MIN.
1.2
Homework Option:
• Have students study for Etapa exam.
ACTFL Standards for
Foreign Language Learning
Day 13
1.1, 1.2, 1.3, 3.1
Day 14
1.1, 1.2, 1.3, 3.1
Day 15
1.1, 2.1, 2.2, 3.2, 5.2
15
Conexiones
• Have students read the Conexiones,
pp. 342–343, after they complete the exam.
1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2
10 MIN.
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Etapa
3
Copyright © McDougal Littell Inc. All rights reserved.
En resumen (cont.)
• Quick Start Review (TE, p. 342)
1.2, 1.3
5 MIN.
• Answer questions related to Etapa 3 content.
5 MIN.
• Complete Etapa exam. 25 MIN.
O K L A H O M A
Priority Academic Student Skills
Oklahoma Standards for World Languages
(Foreign, Native American, and/or American Sign Language)
PASS Revisions 2002
NOVICE LEVEL RANGE
Goal 1
Communication: Communicate in Languages Other Than English
Standard 1.1
INTERPERSONAL COMMUNICATION - SPEAKING/WRITING
STUDENTS WILL ENGAGE IN CONVERSATIONS AND/OR WRITTEN CORRESPONDENCE IN WHICH THEY PROVIDE
AND OBTAIN INFORMATION, EXPRESS FEELINGS AND EMOTIONS, AND EXCHANGE OPINIONS.
Progress Indicators: What will novice level learners be able to do in the target language?
By the end of the novice level, students will be able to handle the following language tasks in a consistent, comfortable, and
spontaneous manner.
When speaking and/or writing in person-to-person communication, learners in the novice level range will:
1.
Initiate greetings, introductions, and leave-taking.
2. Ask and answer basic questions based on self and familiar material such as family members, personal
belongings, school and leisure activities, location of people and objects, time, and weather.
3. Express personal needs, preferences, and feelings.
4. Initiate simple commands.
Performance Guidelines: What characterizes novice level learners' performance in person-to-person speaking
and writing?
Learners in the novice level range:
A. Use memorized phrases and short sentences when communicating.
B. Use words and phrases primarily as lexical items without awareness of grammatical structure.
C. Comprehend and produce vocabulary that is related to everyday objects and actions on a limited number of
familiar topics.
D. Rely on visual aids, gestures and repetitions to enhance communication.
E. Imitate modeled words and phrases using intonation and pronunciation similar to that of the model.
F.
Communicate with pauses, false starts, some recourse to their native language and make frequent errors when
taking risks with the language.
G. Are understood primarily by those very accustomed to interacting with language learners.
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Standard 1.2
INTERPRETIVE COMMUNICATION - LISTENING/READING/VIEWING
STUDENTS WILL UNDERSTAND AND INTERPRET WRITTEN AND SPOKEN LANGUAGE ON A VARIETY OF TOPICS.
Progress Indicators: What will novice learners be able to do in the target language?
By the end of the novice level, students will be able to handle the following language tasks in a consistent, comfortable, and
spontaneous manner.
When listening, reading, and viewing, learners in the novice level range will:
1.
Comprehend simple daily communications on familiar topics, including simple instructions such as classroom
procedures.
2. Understand key words in written material such as advertisements, schedules, and menus, etc.
3. Comprehend the main idea of selected, age-appropriate authentic recordings, broadcasts, and videos.
4. Comprehend the main idea of selected, short, authentic written materials that use familiar vocabulary and
language structures.
5. Respond to simple commands.
Performance Guidelines: What characterizes novice level learners' performance in listening, reading and viewing?
Learners in the novice level range:
A. Understand short, simple conversations and narratives (live or recorded), within highly predictable and familiar
contexts.
B. Recognize highly predictable key words and phrases and familiar structures by using contextual clues with strong
visual support.
C. Rely on personal background experience to assist in comprehension.
D. Rely on repetition for understanding.
E. Determine meaning by recognition of cognates, prefixes, suffixes, and thematic vocabulary.
Standard 1.3
PRESENTATIONAL COMMUNICATION -SPEAKING/WRITING
STUDENTS WILL PRESENT INFORMATION, CONCEPTS, AND IDEAS TO AN AUDIENCE OF LISTENERS OR READERS
ON A VARIETY OF TOPICS.
Progress Indicators: What will novice learners be able to do in the target language?
By the end of the novice level, students will be able to handle the following language tasks in a consistent, comfortable, and
spontaneous manner.
When presenting information by speaking or writing, learners in the novice level range will:
1.
Describe in written or spoken format basic information, such as self, family members and friends, events,
interests, school activities, and personal belongings.
2. Give simple commands and make requests of another person or group.
3. Retell a simple story using familiar vocabulary and language structures.
4. Write personal journals and send brief messages to friends.
5. Dramatize student-created and/or authentic songs, short poems, skits or dialogues.
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Performance Guidelines: What characterizes novice level learners' performance in spoken and written
presentations?
Novice level learners will:
A. Use memorized, short phrases and sentences in oral and written presentations based on familiar material.
B. Demonstrate some accuracy in pronunciation and intonation when presenting well-rehearsed material on familiar topics.
C. Rely heavily on repetition, gestures, facial expressions and visual aids to communicate their message orally.
D. Reproduce familiar material in written presentations.
E. Communicate with pauses, false starts, some recourse to their native language, and make frequent errors when
taking risks with the language and attempting to produce language beyond the memorized.
F.
Are understood primarily by those very accustomed to interacting with language learners.
Goal 2
Cultures: Gain Knowledge and Understanding of Other Cultures
Standard 2.1
PRACTICES OF CULTURE
STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN THE PRACTICES AND
PERSPECTIVES OF THE CULTURE(S) STUDIED.
Progress Indicators: What are novice level learners able to do in the target language?
Learners in the novice level range will:
1.
Imitate patterns of behavior such as greetings or gestures used in formal and informal settings in the target culture.
2. Identify some customs and traditions such as celebrations and holiday practices of the target culture.
3. Participate in cultural activities such as games, songs, and dances of the target culture.
4. Identify some viewpoints of the target culture, such as those relating to time, school, transportation, pastimes,
and the role of family members.
5. Recognize and explore the process of stereotyping other cultures.
Performance Guidelines: What characterizes the novice learners’ performance in communicating about cultural
practices in the target language?
Learners at the novice level:
A. Imitate the use of culturally appropriate vocabulary, idiomatic expressions, and non-verbal behaviors modeled
by the teacher.
B. Use memorized phrases and short sentences when communicating in spoken or written formats.
C. Rely on visual aids, gestures, and repetition to enhance comprehensibility.
D. Comprehend written and spoken language better when content has been previously presented in an oral and/or
visual context.
E. Understand a story line or event in written or oral contexts that reflect a cultural background similar to their own.
F.
Use the student's native language only when the investigation of cultural perspectives extends beyond the novice
proficiency range.
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Standard 2.2
PRODUCTS OF CULTURE
STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN THE PRODUCTS AND
PERSPECTIVES OF THE CULTURE(S) STUDIED.
Progress Indicators: What are novice level learners able to do in the target language?
1.
Identify objects, images and symbols, such as flags, currency, food, dress, and toys that are commonly used in
the target culture.
2. Identify some major contributions and historical figures from the target culture, including contributions in
science, mathematics, government, and fine arts.
3. Identify some historical and contemporary influences from the target culture that are significant in the
U.S. culture, such as explorers and settlers, music and sports.
4. Identify countries, regions, and geographic features where the target language is spoken.
5. Extract samples of the culture's perspectives from popular media in the target culture.
Performance Guidelines: What characterizes the novice level learners’ performance in communicating about
cultural products in the target language?
Learners at the novice level range will:
A. Use memorized phrases and short sentences when communicating in spoken or written formats about cultural
products.
B. Rely on visual aids, gestures and repetition to enhance comprehensibility about cultural products.
C. Comprehend written and spoken language about cultural products better when content has been previously
presented in an oral and/or visual context.
D. Understand a story line or event in written or oral contexts that reflect a cultural background similar to their own.
E. Use the student's native language only when the investigation of cultural perspectives extends beyond the novice
proficiency range.
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Goal 3
Connections: Connect with Other Disciplines and
Acquire Information
Standard 3.1
INTERDISCIPLINARY STUDIES
STUDENTS WILL REINFORCE AND FURTHER THEIR KNOWLEDGE OF OTHER CONTENT AREAS THROUGH THE
FOREIGN LANGUAGE.
Progress Indicators: What will novice level learners be able to do in the target language?
1.
Identify and/or use selected information and skills from other content areas (such as the arts, health, social
studies, sciences, mathematics, and English, etc.) in the target language classroom.
2. Using authentic target language resources, (such as the Internet, books, magazines), identify and/or use selected
information to reinforce or expand learning in other content area classrooms (such as the arts, health, social
studies, sciences, mathematics, English, etc.).
Performance Guidelines: What characterizes the performance of novice level learners?
Learners in the novice level range will:
A. Use memorized phrases and short sentences when communicating about selected content areas.
B. Rely on visual aids, gestures and repetitions to enhance communication about other content areas.
C. Understand short, simple conversations and narratives about other content areas (live or recorded), within highly
predictable and familiar contexts.
D. Recognize highly predictable key words and phrases and familiar structures by using contextual clues with strong
visual support.
E. Rely on personal background experience to assist in comprehension.
F.
Rely on repetition for understanding.
G. Determine meaning by recognition of cognates, prefixes, suffixes and thematic vocabulary.
Standard 3.2
DISTINCTIVE VIEWPOINTS
STUDENTS WILL ACQUIRE INFORMATION AND RECOGNIZE THE DISTINCTIVE VIEWPOINTS THAT ARE ONLY
AVAILABLE THROUGH THE FOREIGN LANGUAGE AND ITS CULTURES.
Progress Indicators: What will novice level learners be able to do in the target language?
Learners in the novice level range will:
1.
Extract information about the target culture from selected authentic sources (such as the Internet, books, magazines).
2. Use authentic target language sources to gain insight about the distinctive perspectives of the target culture.
Performance Guidelines: What characterizes the performance of novice level learners?
Learners in the novice level range will:
A. Understand general oral and written information when enhanced by illustrations within highly predictable contexts.
B. Increase their comprehension by looking for and recognizing key words or phrases.
C. Rely on personal background information to help in understanding something they read or hear.
D. Rely on memorized phrases and short sentences to describe distinctive viewpoints of the target culture.
E. Use the student's native language only when the discussion of distinctive viewpoints extends beyond the novice
proficiency range.
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Goal 4
Comparisons: Develop Insight into the
Nature of Language and Culture
Standard 4.1
LANGUAGE COMPARISONS
STUDENTS DEMONSTRATE UNDERSTANDING OF THE NATURE OF LANGUAGE THROUGH COMPARISONS OF
THE LANGUAGE STUDIED WITH THEIR OWN.
Progress Indicators: What will novice level learners be able to do in the target language?
Learners in the novice level range will:
1.
Recognize cognates and borrowed words and be aware of their usefulness in comprehending language.
2. Identify and compare the sound and writing systems of the target language with their own, including stress,
intonation, punctuation, etc.
3. Identify basic grammatical structures of the language studied and compare these structures to their own
language, including word order, gender, agreement, etc.
4. Recognize identified idiomatic expressions that cannot be directly translated into their own language.
Performance Guidelines: What characterizes novice level learners' performance?
Learners in the novice level range will:
A. Rely primarily on memorized phrases or short sentences when describing language structure comparisons
between cultures.
B. Rely heavily on visuals to get ideas across to the audience.
C. Rely on personal background information to help in understanding similarities and differences of grammatical
structures between the cultures.
Standard 4.2
CULTURE COMPARISONS
STUDENTS DEMONSTRATE UNDERSTANDING OF THE CONCEPT OF CULTURE THROUGH COMPARISONS OF
THE CULTURES STUDIED AND THEIR OWN.
Progress Indicators: What will novice level learners be able to do in the target language?
Learners in the novice level range will:
1.
Identify similarities and differences in verbal and non-verbal behavior between cultures.
2. Recognize cross-cultural similarities and differences in the practices of the culture studied.
3. Identify cross-cultural similarities and differences in the products of the culture studied.
4. Recognize cross-cultural similarities and differences in the perspectives within the target culture.
Performance Guidelines: What characterizes novice level learners' performance?
Learners in the novice level range:
A. Rely primarily on memorized phrases or short sentences when describing comparisons between cultures.
B. Rely heavily on visuals to get ideas across to the audience.
C. Rely on personal background information to help in understanding cultural similarities and differences between
the culture studied and their own.
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Goal 5
Communities: Participate in Multilingual Communities
at Home and Around the World
Standard 5.1
SCHOOL AND COMMUNITY
STUDENTS WILL USE THE LANGUAGE BOTH WITHIN AND BEYOND THE SCHOOL SETTING.
Progress Indicators: What will novice level learners be able to do in the target language?
Learners in the novice level range will:
1.
Identify professions/occupations which are enhanced by proficiency in another language.
2. Practice oral or written use of the foreign language with people outside the classrooms.
3. Communicate on a personal level with speakers of the language via short letters, e-mail, audio, and videotapes.
4. Produce short skits, stories, poems, multimedia shows, etc., and present their works at school and/or in the community.
Performance Guidelines: What characterizes novice level learners' performance?
Learners in the novice level range will:
A. Use memorized phrases or short sentences with very familiar topics.
B. Write simple tasks, such as short messages or notes.
C. Be accurate in pronunciation when presenting well-rehearsed materials.
D. Understand general information when enhanced by visuals or gestures.
Standard 5.2
PERSONAL ENRICHMENT
STUDENTS WILL SHOW EVIDENCE OF BECOMING LIFELONG LEARNERS BY USING THE LANGUAGE FOR
PERSONAL ENJOYMENT AND ENRICHMENT.
Progress Indicators: What will novice level learners be able to do in the target language?
Learners in the novice level range will:
1.
Demonstrate a willingness to interact with native speakers.
2. Discover and explore a variety of entertainment sources representative of the target culture.
3. Identify current issues of interest within the target culture.
4. Discover and explore samples of art, literature, music, etc. representative of the target culture.
Performance Guidelines: What characterizes novice level learners' performance?
Learners in the novice range will:
A. Be understood primarily by those very accustomed to interacting with language learners.
B. Exhibit increased comprehension when constructing meaning through recognition of key words or phrases
embedded in familiar contexts.
C. Rely heavily on visuals to enhance comprehensibility in both oral and written presentations.
D. Use primarily memorized phrases and short sentences during highly predictable interactions on very familiar topics.
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ACTFL Standards
for Foreign Language Learning
COMMUNICATION
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
1.2: Students understand and interpret written and spoken language on a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
C ULTURES
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language
and its cultures
COMPARISONS
4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
5.1: Students use the language both within and beyond the school setting
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
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