McD O U G AL LI T T E LL
Oklahoma Lesson Plans
Copyright © 2003 by McDougal Littell Inc. All rights reserved.
Permission is hereby granted to teachers to reprint or photocopy in classroom quantities the pages
or sheets in this work that carry a McDougal Littell copyright notice. These pages are designed to
be reproduced by teachers for use in their classes with accompanying McDougal Littell material,
provided each copy made shows the copyright notice. Such copies may not be sold, and further
distribution is expressly prohibited. Except as authorized above, prior written permission must be
obtained from McDougal Littell Inc. to reproduce or transmit this work or portions thereof in any
other form or by any other electronic or mechanical means, including any information storage or
retrieval system, unless expressly permitted by federal copyright law. Address inquiries to
Manager, Rights and Permissions, McDougal Littell Inc., P. O. Box 1667, Evanston, Illinois 60204.
CONTE NTS
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Using the Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Preparing for Standardized Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Test-taking Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
PA C I N G G U I D E
FOR REG U LAR SC H E DU LES
PA C I N G G U I D E
F O R B LOC K SC H E D U LE S
Etapa preliminar . . . . . . . . . . . . . . . . . . 1
Etapa preliminar . . . . . . . . . . . . . . . . . 39
Unidad 1
Etapa 1 . . . . . . . . . . . . . . . . . . . . . . . . . 3
Etapa 2 . . . . . . . . . . . . . . . . . . . . . . . . . 5
Etapa 3 . . . . . . . . . . . . . . . . . . . . . . . . . 7
Unidad 1
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 41
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 43
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 45
Unidad 2
Etapa 1 . . . . . . . . . . . . . . . . . . . . . . . . . 9
Etapa 2 . . . . . . . . . . . . . . . . . . . . . . . . . 11
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 13
Unidad 2
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 47
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 49
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 51
Unidad 3
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 15
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 17
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 19
Unidad 3
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 53
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 55
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 57
Unidad 4
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 21
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 23
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 25
Unidad 4
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 59
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 61
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 63
Unidad 5
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 27
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 29
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 31
Unidad 5
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 65
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 67
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 69
Unidad 6
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 33
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 35
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 37
Unidad 6
Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 71
Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 73
Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 75
Oklahoma PASS Standards for World Languages–Novice Level . . . . . . . . . . . . . . . 77
ACTFL Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
¡En español! Lesson Plans
iii
T o
t h e
T e a c h e r
USING THE PLANNING G UIDE
This planning guide, which is intended for use with McDougal Littell’s ¡En español! program, correlates 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 a two-sided planning sheet 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 77.
In addition to the Oklahoma PASS Standards fo 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 85.
The Pacing Guide pages fall into two sections—the first section for regular schedules (with class periods of up to 50 minutes) and the
second for block schedules (with class periods of about 90 minutes). 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 vii 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
Date_________________________________
Class __________________________________________________________
Period _______________________________
ET
Name _________________________________________________________
APA
p r e l i m i n a r
Pacing Guide
DAY
DAY
1
2
• Greet students/take care of school business.
15 MIN.
• Have students explore books as you check
out texts. 10 MIN.
Etapa Opener
• Have students look at the photo and
respond to the ¿Qué ves? questions on
p. xxxvi. 10 MIN.
1.2, 2.1
Vocabulary/Activities
1.2, 1.3
• Quick Start (TE, p. 2 ) 5 MIN.
• Present ¡Hola! / Adiós on pp. 2–3. Have
students repeat these greeting/good-bye
expressions after you and with each other.
1.1, 3.1, 1.3
10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Have each student choose his/her favorite
greeting/good-bye expression and make a
flashcard on construction paper. Each
greeting should be written in Spanish on
the front (with an illustration/magazine
cutout that demonstrates the chosen
expression) and the English translation
on the back.
1.2, 1.3
Vocabulary/Activities (cont.)
• Check homework. 5 MIN.
• Review the greeting/good-bye
expressions on pp. 2–3. Show
elected flashcards to the class. 10 MIN.
1.2
• In pairs, have students practice
greeting each other and saying
good-bye. Direct them to vary their
choice of greetings and good-byes.
5 MIN.
1.1, 1.2
• Have students do Actividades 1 and 2
on p. 3 orally. 10 MIN.
1.2, 1.3
• Play the audio for Actividad 3. If
necessary, repeat. Ask students to
record their answers, saludo or despedida,
in their notebooks. Go over responses.
10 MIN.
1.2, 1.3
• In pairs, have students complete
Actividad 4 on p. 3. Ask for volunteers
to act out their greetings/good-byes.
10 MIN.
1.1, 1.2, 1.3
ACTFL Standards for
Foreign Language Learning
Day 1
1.1
Day 2
1.1
Homework Option:
• Más práctica Workbook, p. 1. Cuaderno
para hispanohablantes, p. 1.
DAY
DAY
3
4
Vocabulary/Activities (cont.)
• Check homework. 5 MIN.
1.2
• Quick Start Review (TE, p. 4) 5 MIN.
• Have students look at the photos on
pp. 4–5 and describe what they see. Ask
them what they think ¿Cómo te llamas?
1.2
and Me llamo... mean. 5 MIN.
• Read aloud the list of Spanish names on
p. 4. Have students repeat each name
after you. Ask students if they can think
of English equivalents for any of the names
4.1
on the list. 10 MIN.
• Have students pick Spanish names, then
introduce themselves to the class with their
new Spanish names. 10 MIN.
1.1, 1.2, 1.3
• Read aloud the conversations on pp. 4–5.
Have students repeat each sentence after
you. 10 MIN.
1.2, 1.3
• Have pairs of students act out the
conversations. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 2. Cuaderno
para hispanohablantes, p. 2.
Vocabulary/Activities (cont.)
• Check homework. 5 MIN.
• Calling on different students, do Actividad
1.1, 1.2, 1.3
5 on p. 5 orally. 5 MIN.
• Have students circulate to complete
1.1, 1.2, 1.3
Actividad 6 on p. 5. 5 MIN.
• Have students work in groups of 3 or 4
to complete Actividad 7 on p. 5. 5 MIN. 1.1, 1.2, 1.3
• Quick Start Review (TE, p. 6) 5 MIN.
1.2, 1.3
• Present ¿De dónde es? on pp. 6–7. Read
country names aloud, while pointing to
the appropriate country on the map. Have
students repeat after you. 10 MIN.
1.2, 1.3
• Teach the Es de... construction. 5 MIN.
1.2
• Brainstorm a list of Spanish-speaking
celebrities, athletes, and historical figures
and their countries of origin. Have students
make sentences using the Es de...
1.1, 1.2, 1.3
construction. 10 MIN.
Day 3
1.3, 4.1
Day 4
1.1
Homework Option:
• Más práctica Workbook, p. 3. Cuaderno
para hispanohablantes, p. 3.
¡En español! Lesson Plans • Etapa Preliminar
1
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
ET
APA
p r e l i m i n a r
Pacing Guide
Correlated to the Oklahoma Priority Academic Student Skills
DAY
5
6
Vocabulary/Activities (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 8) 5 MIN.
• Present the Soy de... construction and
1.2
the conversations on p. 8. 5 MIN.
• In pairs, have students do Actividades
1.1, 1.2, 1.3
8 and 9 on p. 9. 5 MIN.
• Play the audio for Actividad 10 on p. 9.
Have students record their answers in
1.2, 1.3
notebooks. Go over answers. 5 MIN.
• In groups, do Actividad 11 on p. 9. 5 MIN. 1.1, 1.2, 1.3
• Quick Start Review (TE, p. 10) 5 MIN.
1.2
• Present El abecedario (El alfabeto) on
1.2
pp. 10–11. 10 MIN.
• Play the audio and have students practice
the Pronunciación on p. 11. 5 MIN.
1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 4. Cuaderno
para hispanohablantes, p. 4.
Vocabulary/Activities (cont.)
• Check homework. 5 MIN.
• Play the audio and do Actividad 12 on
1.2, 1.3
p. 11. Go over answers. 5 MIN.
• Have students do Actividad 13 on
p. 11 in groups. 5 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 12) 5 MIN.
1.2, 1.3
• Present Los números de cero a diez on
1.2
p. 12. 5 MIN.
• Have students complete Actividad 14 on
1.1, 1.2, 1.3
p. 13 in groups. 5 MIN.
• Present ¿Qué día es hoy? on p. 13 and do
Actividad 15 orally. 5 MIN.
1.2, 1.3
• Do Actividad 16 on p. 13 in pairs. 5 MIN. 1.1, 1.2, 1.3
• Quick Start Review (TE, p. 14) 5 MIN.
1.2, 1.3
• Present Frases útiles on pp. 14–15 and do
Actividad 17. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, pp. 5–6. Cuaderno
para hispanohablantes, pp. 5–6.
DAY
DAY
7
8
Vocabulary/Activities (cont.)
• Check homework. 5 MIN.
1.1, 1.2, 1.3
• Do Actividad 18 on p. 15 orally. 5 MIN.
• In groups, have students do
Actividades 19 and 20 on p. 15. 10 MIN. 1.1, 1.2, 1.3
Video: Onda Internacional
• Quick Start Review (TE, p. 16) 5 MIN.
1.2, 1.3
• Have students look at the photos on
pp. 16–17. Play the Video Prologue.
Have students answer the questions on
p. 17. 10 MIN.
1.2, 3.2, 4.1
En uso: Repaso y más
comunicación
1.2, 1.3
• Quick Start Review (TE, p. 18) 5 MIN.
• Do Actividades 1–4 orally, pp. 18–19.
10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, pp. 7–8. Cuaderno
para hispanohablantes, pp. 7–8. Review for
Etapa preliminar Exam.
En uso: Repaso y más
comunicación (cont.)
• Check homework. 5 MIN.
• Do Actividad 5 in pairs and Actividad 6
in groups, p. 20. 5 MIN.
1.1, 1.2, 1.3
• Have students work individually on
Actividad 7. As students are writing,
circulate around the classroom answering
questions and offering suggestions. 10 MIN.
1.2, 1.3
2 ¡En español! Lesson Plans • Etapa Preliminar
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 21) 5 MIN.
• Review Etapa content and questions as
necessary. 5 MIN.
• Administer Etapa preliminar Exam. 20 MIN.
Homework Option:
• Students should prepare final drafts for
their pen pal letters.
Preview Unidad 1 Opener: Have students
jot down their observations.
ACTFL Standards for
Foreign Language Learning
Day 5
1.1, 3.2
Day 6
1.3, 3.1
Day 7
1.2, 2.1, 3.1, 3.2
1.2, 1.3
1.2
1.2, 1.3
Day 8
1.1, 1.3
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
DAY
DAY
1
2
Copyright © McDougal Littell Inc. All rights reserved.
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the
cultural notes. Use Map OHTs as needed.
10 MIN.
2.1, 2.2
Etapa Opener
• Quick Start Review (TE, p. 26) 5 MIN.
1.2, 1.3
• Have students look at the Etapa Opener
and answer the questions. 5 MIN.
1.3, 2.1
En contexto: Vocabulario
• Quick Start Review (TE, p. 28) 5 MIN.
2.1
• Have students use context and pictures to
learn Etapa vocabulary, then answer the
questions, p. 29. Use the Situational OHTs
for additional practice. 10 MIN.
1.2, 1.3, 4.1
En vivo: Diálogo
• Quick Start Review (TE, p. 30) 5 MIN.
1.2, 1.3
• Review the Listening Strategy, p. 30.
Play audio or show video for the dialog,
pp. 30–31. Have students do Actividades 1
and 2 orally, p. 32. 10 MIN.
1.1, 1.2, 1.3, 3.2
Homework Option:
• Video Activities, Unit 1 Resource Book, pp.
76–78.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• 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. 5 MIN.
• Have students do Actividad 3 orally, then
read and complete Actividad 4. 10 MIN.
• Have students complete Actividad 5 in
writing, then exchange papers for peer
correction. 5 MIN.
• Quick Start Review (TE, p. 34) 5 MIN.
• Present Gramática: Familiar and Formal
Greetings, p. 34. 5 MIN.
• Have students do Actividad 6 in pairs
and Actividad 7 orally. 5 MIN.
• Present the Speaking Strategy, p. 35. Do
Actividad 8 in pairs. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1
1.2, 1.3
1.2
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
1.2, 4.1
Day 2
1.1
1.1, 1.2, 1.3
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 13. Cuaderno
para hispanohablantes, p. 11.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 35) 3 MIN.
1.2, 1.3
• Present Gramática: Describing People:
Subject Pronouns and the Verb ser,
p. 35. 10 MIN.
1.2, 4.1
• Have students do Actividad 9. 3 MIN.
1.2, 1.3
• Play the audio; do Actividad 10. 5 MIN.
1.2
• Do Actividad 11 orally. 2 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 12
in writing. Have volunteers go to the
board and write out answers. Expand
using Information Gap Activities,
Unit 1 Resource Book, p. 70; Más
comunicación, p. R1. 7 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 37) 3 MIN.
1.2, 1.3
• Present Gramática: Using ser de to
Express Origin, p. 37. 2 MIN.
1.2, 4.1
• Do Actividad 13 orally, Actividad 14 in
pairs, and Actividad 15 in groups. 10 MIN. 1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, pp. 14–15.
Cuaderno para hispanohablantes,
pp. 12–13.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 39) 5 MIN.
1.2, 1.3
• Present Gramática: Using Verbs to Talk
About What You Like to Do, p. 39.
10 MIN.
1.2, 4.1
• Present the Vocabulario: Infinitives,
p. 39. Have students act out the verbs.
10 MIN.
1.1, 1.2, 1.3, 4.1
• Have students do Actividad 16 orally
and Actividad 17 in pairs. 7 MIN.
1.1, 1.2, 1.3
• Do Actividad 18 orally and Actividad 19
1.1, 1.2, 1.3
in groups. 8 MIN.
Pronunciación
• Play the audio and have students practice
the Refrán. 5 MIN.
Homework Option:
• Have students complete Actividad 16 or
18 in writing. Más práctica Workbook,
p. 16. Cuaderno para hispanohablantes,
p. 14.
Day 3
1.1
Day 4
1.1
4.1
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 1
Etapa
1
3
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
1
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
• Play the audio; do Actividad 20. 7 MIN.
• Have students complete Actividad 21 in
writing. Expand using Information Gap
Activities, Unit 1 Resource Book, pp. 69–71;
1.2, 1.3
Más comunicación, p. R1. 10 MIN.
En voces: Lectura
1.2, 1.3
• Quick Start Review (TE, p. 42) 5 MIN.
• Review the Reading Strategy, p. 42. 5 MIN.
4.1
• Have students read the Lectura silently,
pp. 42–43. Then have various students
1.1, 1.2, 1.3
read the Lectura aloud. 10 MIN.
• Call on volunteers to answer the questions,
p. 43. 8 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students write answers to the
¿Comprendiste? questions, p. 43. Review
in preparation for En uso.
1.2, 1.3
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 44) 5 MIN.
• Present the Repaso y más comunicación
using the Teaching Suggestions (TE, p. 44)
1.2
5 MIN.
• Have students write Actividades 1 and 2,
then check answers with the whole class.
1.2, 1.3
15 MIN.
• Have students do Actividades 3 and
1.1, 1.2, 1.3
4 orally. 10 MIN.
• Use the suggested activities, TE, pp. 44–45.
10 MIN.
1.1, 1.2, 1.3, 3.2
DAY
DAY
7
8
1.1, 1.2, 1.3
Ampliación
• Use a suggested project, game, or activity.
(TE, pp. 25A–25B) 15 MIN. 1.1, 1.2, 1.3, 2.1, 2.2, 3.1,
1.1, 1.2, 1.3
Conexiones
• Read and discuss Los estudios sociales,
p. 46. Have students complete their own
diagrams. 20 MIN.
1.3, 3.1
1.2, 1.3
1.2
1.1, 1.5
3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Review for Etapa 1 Exam.
4 ¡En español! Lesson Plans • UNIDAD 1
Day 7
1.1, 1.3, 3.1
1.1, 1.2, 1.3
Etapa
1
Homework Option:
• Preview Etapa 2 Opener.
Day 6
1.1
1.2, 1.3
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 47) 5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 1 Exam. 20 MIN.
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask volunteers
to present their letters to the class. 10 MIN.
Day 5
1.2
Day 8
1.1
Copyright © McDougal Littell Inc. All rights reserved.
En uso: Repaso y más
comunicación (cont.)
• Check homework. 5 MIN.
• Present the Speaking Strategy, p. 46,
and have students do Actividad 5 in
pairs. 5 MIN.
• Have students do Actividad 6 in
groups. Have volunteers perform their
dialogs for the class. 10 MIN.
Homework Option:
• Have students complete En uso
Actividades 3 and 4 in writing.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
1
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Copyright © McDougal Littell Inc. All rights reserved.
DAY
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 48) 5 MIN.
1.2, 1.3
• Anticipate/Activate prior knowledge: Have
students look at the Etapa Opener and
answer the questions, pp. 48–49.
1.2, 2.2
5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 50) 5 MIN.
1.2, 1.3
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 51.
Use the Situational OHTs for additional
practice. 10 MIN.
1.1, 1.2, 1.3, 4.1
En vivo: Diálogo
1.2, 1.3
• Quick Start Review (TE, p. 52) 5 MIN.
• Review the Listening Strategy, p. 52.
Play audio or show video for the dialog,
1.2, 3.2
pp. 52–53. 10 MIN.
• Replay twice. Read aloud, having students
take the roles of characters. 10 MIN. 1.1, 1.2, 1.3, 3.2
Homework Option:
• Video Activities, Unit 1 Resource Book,
pp. 125–127.
1.9
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 54) 3 MIN.
1.2, 1.3
• Use OHT 15 and 16 to review En contexto
vocabulary. Ask students for a summary
of the dialog to check recall. 3 MIN.
1.1, 1.2, 1.3
• Play the video/audio; have students do
Actividades 1 and 2, p. 54. 9 MIN.
1.2
• Have students complete Actividad 3 in
groups. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 4
orally and Actividad 5 in pairs. 5 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 56) 5 MIN.
1.2
• Present Gramática: Using Definite Articles
with Specific Things, p. 56. 10 MIN.
1.2, 4.1
• Present the Vocabulario, p. 56. Have
students find these articles of clothing
elsewhere in the textbook. 5 MIN.
1.2, 4.1
Homework Option:
• Have students complete Actividades 4
and 5 in writing.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Have students read and complete Actividad
1.2, 1.3
6 and do Actividad 7 orally. 8 MIN.
• Quick Start Review (TE, p. 57) 4 MIN.
1.2, 1.3
• Present Gramática: Using Indefinite Articles
1.2, 4.1
with Unspecified Things, p. 57. 5 MIN.
• Have students complete Actividad 8 in
pairs and Actividad 9 orally. 8 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 59) 5 MIN.
1.2, 1.3
• Present Gramática: Using Adjectives to
Describe: Gender and Vocabulario, p. 59.
Mime the words as appropriate. 10 MIN.
1.2, 4.1
• Have students read and complete Actividad
10 and do Actividad 11 in pairs. Expand using
Information Gap Activities, Unit 1 Resource
Book, p. 119; Más comunicación, p. R2.
1.1, 1.2, 1.3
5 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 60) 4 MIN.
• Present Gramática: Using Adjectives to
Describe: Number, p. 60. 5 MIN.
• Present the Vocabulario: Los colores,
p. 60. Point to items in the classroom to
show different colors. 5 MIN.
• Have students do Actividad 12 in pairs.
5 MIN.
• Play the audio; do Actividad 13. 5 MIN.
• Have students do Actividades 14 and 15
orally. 8 MIN.
• Have students do Actividad 16 in groups
and Actividad 17 in pairs. 5 MIN.
• Present the Speaking Strategy, p. 61, and
have students do Actividad 18 in pairs.
8 MIN.
Homework Option:
• Más práctica Workbook, pp. 21–23.
Cuaderno para hispanohablantes,
pp. 19–21.
Homework Option:
• Have students complete Actividad 14 or
15 in writing. Más práctica Workbook,
p. 24. Cuaderno para hispanohablantes,
p. 22.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.3
Day 2
1.2
1.2, 1.3
Day 3
1.3
1.2
1.2, 4.1
1.2, 4.1
1.1, 1.2, 1.3
1.2, 1.3
Day 4
1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 1
Etapa
2
5
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
ET
u n i d a d
1
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 66) 5 MIN.
• Have students write Actividades 1 and 2.
Have students exchange papers for peer
correction. 15 MIN.
• Have students do Actividades 3 and 4
orally. 10 MIN.
DAY
8
1.1, 1.2, 1.3
Conexiones
• Present La música, p. 68. 10 MIN.
1.2, 3.1
Homework Option:
• Research music as presented in Conexiones.
Review for Etapa 2 Exam.
1.2, 3.1
6 ¡En español! Lesson Plans • UNIDAD 1
Etapa
2
1.1, 1.2, 1.3
1.1, 1.2, 1.3
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Have students complete Actividades 3 and
4 in writing.
1.2, 1.3
7
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask volunteers
to present their descriptions to the class.
15 MIN.
1.2, 1.3
Ampliación
• Use a suggested project, game, or activity.
1.1, 1.2, 1.3, 2.1, 2.2,
(TE, pp. 25A–25B) 15 MIN.
DAY
En uso: Repaso y más
comunicación (cont.)
• Check homework. 5 MIN.
• Present the Speaking Strategy, p. 68, and
have students do Actividad 5 in pairs.
1.1, 1.2, 1.3
10 MIN.
• Have students prepare Actividad 6 in
groups. Then have them present their
descriptions to the class. 10 MIN.
1.1, 1.2, 1.3
Day 5
1.1, 3.2
En resumen: Repaso
de vocabulario
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 69) 5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
Day 7
1.2, 4.2
1.2
1.2
Ampliación
• Use another suggested project, game, or
1.1, 1.2, 1.3, 2.1,
activity. (TE, pp. 25A–25B) 10 MIN.
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Etapa 3 Opener.
Day 6
1.3
Day 8
1.1, 4.2
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Play the audio; do Actividad 19. 5 MIN.
• Have students complete Actividad 20.
Expand using Information Gap Activities,
Unit 1 Resource Book, p. 120; Más
1.1, 1.2, 1.3
comunicación, p. R2. 10 MIN.
Pronunciación
• Play the audio and have students practice
1.2, 4.1
the Trabalenguas, p. 63. 5 MIN.
En colores: Cultura y
comparaciones
1.2, 1.3
• Quick Start Review (TE, p. 64) 5 MIN.
• Review the Connecting Cultures Strategy,
p. 64. Have volunteers read the selection
aloud and answer the questions, p. 65.
Show video culture presentation for
1.2, 1.3, 2.1, 2.2
expansion. 20 MIN.
Homework Option:
• Have students complete the ¿Comprendiste?/
1.2, 1.3
¿Qué piensas? questions in writing.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
1
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
DAY
DAY
1
2
Etapa Opener
1.2, 1.3
• Quick Start Review (TE, p. 70) 5 MIN.
• Anticipate/Activate prior knowledge: Have
students look at the Etapa Opener and
answer the questions. 5 MIN.
1.2, 2.1, 2.2
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 76) 4 MIN.
• Ask students for a summary of the
1.1, 1.2, 1.3
dialog to check recall. 5 MIN.
• Play the video/audio; have students do
1.1, 1.2, 1.3
Actividades 1 and 2 orally. 8 MIN.
• Have students read and complete Actividad
3 in writing. Have them exchange papers
1.1, 1.2, 1.3
for peer correction. 5 MIN.
• Have students complete Actividades 4 and
5. 8 MIN.
1.2, 1.3
1.2, 1.3
• Quick Start Review (TE, p. 78) 5 MIN.
• Present Gramática: Saying What You Have:
1.2, 4.1
The Verb tener, p. 78. 5 MIN.
• Have students complete Actividad 6
1.1, 1.2, 1.3
orally. 5 MIN.
Homework Option:
• Have students complete Actividad 4
in writing. Más práctica Workbook, p. 29.
Cuaderno para hispanohablantes, p. 27.
1.2, 1.3
En contexto: Vocabulario
1.2, 1.3
• Quick Start Review (TE, p. 72) 5 MIN.
• Have students use context and pictures to
learn Etapa vocabulary. In pairs, have
students answer the questions, p. 73. Use
the Situational OHTs for additional practice.
1.1, 1.2, 1.3
10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
1.2, 1.3
• Quick Start Review (TE, p. 74) 5 MIN.
• Review the Listening Strategies, p. 74.
Play audio or show video for the dialog,
1.2, 3.2
pp. 74–75. 10 MIN.
• Replay twice. Read aloud, having students
take the roles of characters. 10 MIN. 1.1, 1.2, 1.3, 3.2
Homework Option:
• Video Activities, Unit 1 Resource Book,
pp. 176–178
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Present the Vocabulario, p. 79. 10 MIN.
1.2, 4.1
• Have students do Actividad 7 in writing.
Have students exchange papers for
peer correction. 8 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 8. 5 MIN.
1.2, 1.3
• Have students do Actividad 9 in pairs.
Expand using Information Gap Activities,
Unit 1 Resource Book, p. 170; Más
1.1, 1.2, 1.3
comunicación, p. R3. 5 MIN.
• Quick Start Review (TE, p. 80) 4 MIN.
1.2, 1.3
• Present Gramática: Expressing Possession
Using de, p. 80. 5 MIN.
1.2, 4.1
• Have students complete Actividades 10
and 11 orally. 8 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Present the Speaking Strategy, p. 81,
and have students do Actividad 12 in pairs.
8 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students complete Actividad 11 in
writing. Más práctica Workbook, p. 30.
Cuaderno para hispanohablantes, p. 28.
ACTFL Standards for
Foreign Language Learning
Day 1
1.2, 1.3, 3.2
Day 2
1.1, 1.2, 1.3, 2.2, 4.2
Day 3
1.1, 1.3, 2.1, 3.2
• Quick Start Review (TE, p. 82) 5 MIN.
1.2, 1.3
• Present Gramática: Expressing Possession:
Possessive Adjectives, p. 82. 15 MIN.
1.2, 4.1
• Have students do Actividades 13–15 in
pairs. 12 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 16 orally.
1.1, 1.2, 1.3
5 MIN.
Homework Option:
• Más práctica Workbook, p. 31. Cuaderno
para hispanohablantes, p. 29.
Day 4
1.1, 1.3, 2.1
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 1
Etapa
3
7
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
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.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 84) 4 MIN.
• Present Gramática: Giving Dates: Day
and Month and the Vocabulario: Los
meses del año, p. 84. 13 MIN.
• Do Actividades 17 and 18. 8 MIN.
• Play the audio; do Actividad 19. 5 MIN.
• Do Actividad 20 in writing. Expand using
Information Gap Activities, Unit 1 Resource
Book, pp. 171–172; Más comunicación,
p. R3. 10 MIN.
1.3
1.2, 4.1
1.2, 1.3
1.2, 1.3
1.2, 1.3
Pronunciación
• Play the audio and have students practice
the Trabalenguas, p. 85. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 32. Cuaderno
para hispanohablantes, p. 30. Preview
the Lectura, pp. 86–87.
1.2, 4.1
En voces: Lectura
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 86) 5 MIN.
• Present the Reading Strategy, p. 86.
1.2, 4.1
5 MIN.
• Have volunteers read the selection aloud
and answer the questions, p. 86. 10 MIN. 1.1, 1.2, 1.3
En colores: Cultura y
comparaciones
1.2, 1.3
• Quick Start Review (TE, p. 88) 5 MIN.
• Discuss the Connecting Cultures Strategy,
1.2, 2.1, 2.2, 4.2
p. 88. 5 MIN.
• Have volunteers read the selection
aloud and answer the questions, p. 89.
1.1, 1.2
10 MIN.
• Review En uso for Etapa 3 Exam.
1.2
5 MIN.
Homework Option:
• Have students complete En uso
Actividades 1–5 in writing. Review for
Etapa 3 Exam.
1.2, 1.3
DAY
DAY
7
8
En uso: Repaso y más
comunicación
1.2, 1.3
• Quick Start Review (TE, p. 90) 4 MIN.
• Review Actividades 1–5 orally. 10 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 92.
Do Actividades 6 and 7 in groups. 7 MIN. 1.1, 1.2, 1.3
En resumen: Repaso
de vocabulario
• Complete Etapa 3 Exam. 20 MIN.
En tu propia voz: Escritura
• Do Actividad 8 in writing. 5 MIN.
1.2, 1.3
Tú en la comunidad
• Present Tú en la comunidad, p. 92.
4 MIN.
5.1
Homework Option:
• Review for Unit 1 Comprehensive Test.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 93) 5 MIN.
1.2, 1.3
En tu propia voz: Escritura
• Present the Writing Strategy, p. 94.
Do the writing activity, pp. 94–95.
10 MIN.
1.2, 1.3
Unit 1 Comprehensive Test
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Unit 1 Comprehensive Test.
30 MIN.
1.2
Ampliación
• Optional: Use a suggested project, game,
or activity. (TE, pp. 25A–25B)
1.1, 1.2, 1.3, 2.1, 2.2,
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Etapa
3
Day 5
1.1, 1.2, 1.3, 2.1
Day 6
1.2, 2.1, 3.2, 4.2
Day 7
1.2, 2.1, 3.2
Homework Option:
• Preview Unidad 2 Opener: Have students
read and study pp. 96–97.
8 ¡En español! Lesson Plans • UNIDAD 1
ACTFL Standards for
Foreign Language Learning
1.2
Day 8
1.1, 3.2, 5.1, 5.2
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
Copyright © McDougal Littell Inc. All rights reserved.
DAY
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed. 10 MIN. 1.2, 2.1, 2.2
Etapa Opener
1.3
• Quick Start Review (TE, p. 100) 5 MIN.
• Have students look at the Etapa Opener
and answer the questions. 5 MIN.
1.2, 1.3
En contexto: Vocabulario
1.3
• Quick Start Review (TE, p. 102) 5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary, then answer
the questions, p. 103. Use the Situational
OHTs for additional practice. 10 MIN.
1.2, 1.3, 4.1
En vivo: Diálogo
• Quick Start Review (TE, p. 104) 5 MIN.
1.2, 1.3
• Review the Listening Strategy, p. 104.
Play audio or show video for the dialog,
pp. 104–105. Replay and have students
take the roles of the characters.10 MIN. 1.1, 1.2, 1.3, 3.2
Homework Option:
• Video Activities, Unit 2 Resource Book,
pp. 23–25.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 106) 5 MIN.
1.3
• Have students open to En contexto,
pp. 102–103, for reference. Use OHT 39
and 40 to review vocabulary. 5 MIN.
1.2
• Play the video/audio; have students
do Actividades 1 and 2 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 3
in pairs. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 4
in writing. Have students exchange
papers for peer correction. 5 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario and have
students complete Actividad 5 in pairs.
10 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Speaking Strategy, p. 108,
and have students complete Actividad
6 in pairs. Call on several pairs to present
their dialogs. 10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students write 7 true/false statements
about the Diálogo.
1.2, 3.2
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 108) 5 MIN.
1.2, 1.3
• Present Gramática: Saying What You Do:
Present of -ar Verbs, p. 109. 10 MIN.
1.2, 4.1
• Ask volunteers to pantomime the verbs
1.1
in the Vocabulario. 5 MIN.
• Have students complete Actividad 7 in
writing. Have volunteers write out answers
on the board. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividades 8, 9,
10 in pairs. Expand using Information
Gap Activities, Unit 2 Resource Book,
p. 17; Más comunicación, p. R4. 15 MIN. 1.1, 1.2, 1.3
• Play the audio; do Actividad 11. 5 MIN.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 111). 5 MIN.
1.3
• Present Gramática: Expressing Frequency
with Adverbs, p. 111. 10 MIN.
1.2, 4.1
• Have students read Actividad 12 silently,
1.1, 1.2, 1.3
then answer orally. 5 MIN.
• Have students do Actividad 13 in pairs.
Call on volunteers to present their dialogs
to the class. 10 MIN.
1.1, 1.2, 1.3
• In groups of 3, have students create posters
for Actividad 14. Suggest that students
begin by brainstorming needed vocabulary.
1.1, 1.2, 1.3
15 MIN.
Homework Option:
• Más práctica Workbook, pp. 37–38.
Cuaderno para hispanohablantes,
pp. 35–36.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 1.3
Day 2
1.1, 1.2, 3.2
Day 3
1.1. 1.2, 3.2
Day 4
1.1, 1.3
Homework Option:
• If necessary, complete posters for Actividad
14. Más práctica Workbook, p. 39. Cuaderno
para hispanohablantes, p. 37.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 2
Etapa
1
9
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
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.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 113) 5 MIN.
• Present Gramática: Expressing Obligation
with hay que and tener que, p. 113.
1.2, 4.1
10 MIN.
• Do Actividades 15 and 16 orally. 5 MIN. 1.1, 1.2, 1.3
• Have students complete Actividad 17
in small groups. 5 MIN.
1.1, 1.2, 1.3
• Present the Nota. Then have students
read and complete Actividad 18. 5 MIN. 1.2, 1.3, 4.2
1.2, 1.3
• Play the audio; do Actividad 19. 5 MIN.
• Have students complete Actividad 20.
Expand using Information Gap Activities,
Unit 2 Resource Book, pp. 18–20; Más
1.2, 1.3
comunicación, p. R4. 10 MIN.
Pronunciación
• Check homework. 5 MIN.
• Play the audio and have students
practice the Trabalenguas. 5 MIN.
Homework Option:
• Más práctica Workbook, p. 40. Cuaderno
para hispanohablantes, p. 38.
Homework Option:
• Have students write answers to the
¿Comprendiste? questions, p. 117. Review
in preparation for En uso.
En voces: Lectura
• Quick Start Review (TE, p. 116) 5 MIN.
• Review the Reading Strategy, p. 116.
5 MIN.
• Have students read the Lectura silently.
Then have various students read the
Lectura aloud. 10 MIN.
• Call on volunteers to answer the
¿Comprendiste? questions, p. 113. 5 MIN.
• Have students complete ¿Qué piensas?,
p. 117. Have several students present
their answers. 15 MIN.
ACTFL Standards for
Foreign Language Learning
Day 5
1.1, 1.2, 1.3
1.2, 4.1
1.2, 1.3
1.2
1.1, 1.2, 1.3
1.1, 1.2, 1.3
Day 6
1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
DAY
DAY
7
8
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 118)
1.2, 1.3
5 MIN.
• Present the Repaso y más comunicación
using the Teaching Suggestions (TE, p. 118).
5 MIN.
1.2
1.1, 1.2, 1.3
• Do Actividades 1–4 orally. 10 MIN.
• Present the Speaking Strategy, p. 120,
and have students do Actividad 5 in pairs.
5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 6 in groups.
10 MIN.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask volunteers
to present their descriptions. 10 MIN.
1.1, 1.2, 1.3
Conexiones
• Read and discuss Las matemáticas,
1.2, 3.1
p. 120. 5 MIN.
En resumen: Repaso
de vocabulario
1.3
• Quick Start Review (TE, p. 121) 5 MIN.
• Review grammar questions, etc., as
1.2
necessary. 10 MIN.
• Complete Etapa 1 Exam. 20 MIN.
Ampliación
• Use a suggested project, game, or
1.1, 1.2, 1.3, 2.1
activity. (TE, pp. 99A–99B) 10 MIN.
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Conduct the survey and make a chart
for Conexiones. Preview Etapa 2 Opener. 1.2, 3.1, 5.1
Homework Option:
• Review for Etapa 1 Exam.
10 ¡En español! Lesson Plans • UNIDAD 2
Etapa
1
Day 7
1.1, 1.2, 3.1
Day 8
1.1, 1.3, 3.1
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
Copyright © McDougal Littell Inc. All rights reserved.
DAY
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 122) 5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
1.2, 1.3
and answer the questions. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 124) 5 MIN.
1.3
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 125.
Use the Situational OHTs for additional
1.1, 1.2, 1.3, 4.1
practice. 10 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 126) 5 MIN.
1.3
• Review the Listening Strategy, p. 126.
Play audio or show video for the dialog,
1.2, 3.2
pp. 126–127. 10 MIN.
• Replay twice. Read aloud, having students
take the roles of characters.
1.1, 1.2, 1.3, 3.2
10 MIN.
Homework Option:
• Video Activities, Unit 2 Resource Book,
pp. 74–76.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 128) 5 MIN.
1.2, 1.3
• Use OHT 49 and 50 to review En
contexto vocabulary. Ask students for a
summary of the dialog to check recall.
1.2, 1.3, 3.2
5 MIN.
• Play the video/audio; have students do
1.2, 1.3
Actividades 1 and 2. 10 MIN.
• Have students read and complete Actividad
1.2, 1.3
3. 5 MIN.
• Present the Nota. Then have students
complete Actividad 4 in pairs and Actividad
1.1, 1.2, 1.3, 4.1
5 orally. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 130) 5 MIN.
• Present Gramática: Saying Where You
Are Going: The Verb ir and the Vocabulario,
1.2, 4.1
p. 130. 5 MIN.
• Have students read and complete Actividad
1.2, 1.3
6. 5 MIN.
Homework Option:
• Have students complete Actividad 5 in
writing. Más práctica Workbook, p. 45.
Cuaderno para hispanohablantes, p. 43.
1.2, 1.3
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Present the Nota for Actividad 7, then
1.1, 1.2, 1.3, 4.1
do the activity orally. 8 MIN.
• Present the Nota for Actividad 8, then
do the activity in groups. 5 MIN.
1.1, 1.2, 1.3, 4.1
• Quick Start Review (TE, p. 132) 4 MIN.
1.2, 1.3
• Present Gramática: Telling Time, p. 132.
13 MIN.
1.2, 4.1
• Have students complete Actividad 9 in
pairs. 5 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario, p. 133. Reinforce
by asking simple questions (¿Cuándo
estudias? ¿Cuándo llegas a la escuela?
1.2, 1.3, 4.1
¿Cuándo escuchas música?). 5 MIN.
• Play the audio; do Actividad 10. 5 MIN.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Present the Speaking Strategy, p. 133,
and have students do Actividad 11 in
pairs. Expand using Information Gap
Activities, Unit 2 Resource Book, p. 68;
1.1, 1.2, 1.3
Más comunicación, p. R5. 15 MIN.
• Quick Start Review (TE, p. 134) 4 MIN.
1.2, 1.3
• Present Gramática: Describing Location
1.2, 4.1
with the Verb estar, p. 134. 10 MIN.
• Have students read and complete Actividad
12 in writing. Ask volunteers to write out
answers on the board. 8 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 13 in pairs
and Actividad 14 orally. 8 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students complete Actividad 7 in
writing. Más práctica Workbook, p. 46.
Cuaderno para hispanohablantes, p. 44.
Homework Option:
• Have students complete Actividad 14 in
writing. Más práctica Workbook, p. 47.
Cuaderno para hispanohablantes, p. 45.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 2.1
Day 2
1.1, 1.2
Day 3
1.1, 1.2, 3.2, 4.2
Day 4
1.1, 1.2, 4.2
1.2, 1.3
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 2
Etapa
2
11
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
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.
1.3
• Quick Start Review (TE, p. 135) 5 MIN.
• Present Gramática: Asking Questions:
1.2, 4.1
Interrogative Words, p. 135. 15 MIN.
• Do Actividad 15 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students read and complete
Actividades 16 and 17 in writing. Then
have them exchange papers for peer
correction. 10 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 18
orally. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 19. 5 MIN.
1.2, 1.3
Homework Option:
• Have students complete Actividad 18 in
writing. Más práctica Workbook, p. 48.
Cuaderno para hispanohablantes, p. 46.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Have students do Actividad 20 in pairs.
Expand using Information Gap Activities,
Unit 2 Resource Book, pp. 69–70; Más
comunicación, p. R5. 15 MIN.
Pronunciación
• Play the audio and have students practice
the Trabalenguas. 5 MIN.
DAY
7
8
En tu propia voz: Escritura
• Do Actividad 8 in writing. Have several
students present their questions. 10 MIN.
Conexiones
• Present La salud, p. 142. 5 MIN.
1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
Homework Option:
• Review for Etapa 2 Exam.
12 ¡En español! Lesson Plans • UNIDAD 2
Etapa
2
Day 5
1.1, 1.3
1.1, 1.2, 1.3
1.2, 4.1
En colores: Cultura y
comparaciones
1.3
• Quick Start Review (TE, p. 138) 5 MIN.
• Review the Connecting Cultures Strategy,
1.2, 2.1, 2.2, 4.2
p. 138. 5 MIN.
• Have volunteers read the selection aloud
and answer the questions, p. 139. 15 MIN. 1.1, 1.2, 1.3
Homework Option:
• Have students complete the ¿Comprendiste?/
1.2, 1.3
¿Qué piensas? questions in writing.
DAY
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 140) 5 MIN.
• Have students write Actividad 1. Have
volunteers write out answers on the
board. 8 MIN.
• Do Actividad 2 in pairs and Actividades
3–5 orally. 10 MIN.
• Present the Speaking Strategy, p. 142
and have students do Actividad 6 in
pairs. 7 MIN.
• Have students do Actividad 7 in groups.
5 MIN.
ACTFL Standards for
Foreign Language Learning
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 143) 5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 99A–99B) 10 MIN.
Day 6
1.1, 2.2, 3.2, 4.2
Day 7
1.1, 1.2, 1.3
1.2, 3.1
1.3
1.2
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Research food and complete the chart
as presented in Conexiones. Preview
Etapa 3 Opener.
1.2, 1.3, 2.2
Day 8
1.3, 2.2
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
DAY
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 144) 5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the questions. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 146) 5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 147.
Use the Situational OHTs for additional
practice. 10 MIN.
1.2, 1.3
1.2, 1.3
1.2, 1.3
1.1, 1.2, 1.3
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
1.2, 1.3
• Quick Start Review (TE, p. 148) 5 MIN.
• Review the Listening Strategy, p. 148.
Play audio or show video for the dialog,
1.2, 3.2
pp. 148–149. 10 MIN.
• Replay twice. Read aloud, having students
1.2, 1.3, 3.2
take the roles of characters. 10 MIN.
Homework Option:
• Video Activities, Unit 2 Resource Book,
pp. 125–127.
1.9
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 150) 5 MIN.
• Ask students for a summary of the
1.2, 1.3, 3.2
dialog to check recall. 5 MIN.
• Play the video/audio; have students
1.1, 1.2, 1.3
do Actividades 1 and 2 orally. 10 MIN.
• Have students complete Actividad 3
1.1, 1.2, 1.3
orally and Actividad 4 in pairs. 8 MIN.
• Present the Speaking Strategy. Do
Actividad 5 in groups. 8 MIN.
1.1, 1.2, 1.3
• Present the Nota and have students
complete Actividad 6 in pairs. Ask several
pairs to present their mini-dialogs.
1.1, 1.2, 1.3, 4.1
9 MIN.
Homework Option:
• Have students write 10 true/false statements
about the Diálogo.
ACTFL Standards for
Foreign Language Learning
Day 1
1.2, 1.3
Day 2
1.2, 2.1, 3.2
1.2, 1.3
DAY
DAY
3
4
Day 3
1.2, 1.3
En acción
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 152) 5 MIN.
1.2, 1.3
• Present Gramática: Saying What You
Are Going to Do: ir a... and the Vocabulario,
p. 153. 10 MIN.
1.2, 4.1
• Have students complete Actividad 7
orally and Actividad 8 in pairs. 5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 9 orally.
1.1, 1.2, 1.3
5 MIN.
• Present the Vocabulario, p. 154. Then
play the audio and do Actividad 10.
10 MIN.
1.2, 1.3, 4.1
• Have students do Actividad 11 in writing.
Ask volunteers to share their paragraphs
with the class. Expand using Information
Gap Activities, Unit 2 Resource Book,
p. 119; Más comunicación, p. R6. 10 MIN. 1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 155) 4 MIN.
1.2, 1.3
• Present Gramática: Present Tense of
Regular -er and -ir Verbs and the
Vocabulario, p. 155. 10 MIN.
1.2, 4.1
• Have students complete Actividades
12 and 13 orally. 8 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 14 in groups.
5 MIN.
1.1, 1.2, 1.3
1.2, 1.3
• Quick Start Review (TE, p. 157) 4 MIN.
• Present Gramática: Regular Present
Tense Verbs with Irregular yo Forms,
p. 157. 5 MIN.
1.2, 4.1
• Have students read and complete
Actividad 15. 4 MIN.
1.2, 1.3
• Do Actividades 16 and 17 orally. 5 MIN. 1.1, 1.2, 1.3
Homework Option:
• Have students complete Actividades
13, 16, and 17 in writing. Más práctica
Workbook, pp. 54–55. Cuaderno para
hispanohablantes, pp. 52–53.
1.2, 1.3
Day 4
1.2
Homework Option:
• Have students complete Actividades 7
and 9 in writing. Más práctica Workbook,
p. 53. Cuaderno para hispanohablantes,
p. 51.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 2
Etapa
3
13
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
2
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.
• Quick Start Review (TE, p. 158) 5 MIN.
1.2, 1.3
• Present Gramática: Using the Verb oír,
p. 158. 5 MIN.
1.2, 4.1
• Have students do Actividad 18 in writing,
and then have them exchange papers
for peer correction. 5 MIN.
1.1, 1.2, 1.3
• Do Actividad 19 in pairs. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 20. 5 MIN.
1.2, 1.3
• Have students do Actividad 21 in writing.
Expand using Information Gap Activities,
Unit 2 Resource Book, pp. 120–121; Más
comunicación, p. R6. 15 MIN.
1.2, 1.3
Pronunciación
• Play the audio and have students practice
the refrán. 5 MIN.
1.2, 4.1
Homework Option:
• Más práctica Workbook, p. 56. Cuaderno
para hispanohablantes, p. 54.
En voces: Lectura
• Check homework. 5 MIN.
1.3
• Quick Start Review (TE, p. 160) 5 MIN.
• Present the Reading Strategy, p. 160.
1.2
5 MIN.
• Have volunteers read the selection aloud
and answer the questions, p. 161.
1.1, 1.2, 1.3
10 MIN.
En colores: Cultura y
comparaciones
1.2, 1.3
• Quick Start Review (TE, p. 162) 5 MIN.
• Discuss the Connecting Cultures Strategy,
p. 162. 5 MIN.
1.2, 2.1, 2.2
• Have volunteers read the selection aloud
and answer the questions, p. 163. Show
video culture presentation for expansion.
1.1, 1.2, 1.3, 3.2
10 MIN.
• Review En uso for Etapa 3 Exam. 5 MIN.
1.2
Homework Option:
• Prepare En uso Actividades 1–4. Review
for Etapa 3 Exam.
1.2
DAY
DAY
7
8
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 164) 5 MIN.
• Present the Speaking Strategy, p. 166.
Do Actividad 5 in pairs and Actividad 6
in groups. 10 MIN.
1.3
1.1, 1.2, 1.3
En resumen: Repaso
de vocabulario
• Complete Etapa 3 Exam. 20 MIN.
En tu propia voz: Escritura
• Do Actividad 7 in writing. 5 MIN.
1.2, 1.3
Tú en la comunidad
• Present Tú en la comunidad, p. 166.
5 MIN.
5.1
Homework Option:
• Review for Unit 2 Comprehensive Test.
14 ¡En español! Lesson Plans • UNIDAD 2
1.2, 1.3
En tu propia voz: Escritura
• Do the writing activity, pp. 168–169.
10 MIN.
1.2, 1.3
Etapa
3
Day 6
1.2, 3.2, 4.2
1.2
Ampliación
• Optional: Use a suggested project, game,
or activity. (TE, pp. 99A–99B)
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Unidad 3 Opener: Have students
read and study pp. 170–171.
Day 5
1.1, 1.2
Day 7
1.1, 3.2, 4.2, 5.1
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 167) 5 MIN.
Unit 2 Comprehensive Test
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Unit 2 Comprehensive Test.
30 MIN.
ACTFL Standards for
Foreign Language Learning
1.2
Day 8
1.2, 5.1
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
Copyright © McDougal Littell Inc. All rights reserved.
DAY
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed. 10 MIN. 1.2, 2.1, 2.2
Etapa Opener
1.2, 1.3
• Quick Start Review (TE, p. 174) 5 MIN.
• Have students look at the Etapa Opener
1.2, 1.3
and answer the questions. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 176) 5 MIN.
1.2, 1.3
• Have students use context and pictures
to learn Etapa vocabulary, then answer
the questions, p. 177. Use the Situational
1.2, 1.3, 4.1
OHTs for additional practice. 10 MIN.
En vivo: Diálogo
1.2, 1.3
• Quick Start Review (TE, p. 178) 5 MIN.
• Review the Listening Strategy, p. 178.
Play audio or show video for the dialog,
pp. 178–179. Replay and have students
take the roles of the characters.
1.1, 1.2, 1.3, 3.2
10 MIN.
Homework Option:
• Video Activities, Unit 3 Resource Book, pp. 23–25.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 180) 5 MIN.
• Have students open to En contexto,
pp. 176–177, for reference. Use OHT
1.2, 4.1
73 and 74 to review vocabulary. 10 MIN.
• Play the video/audio; have students
do Actividades 1 and 2 orally. 10 MIN. 1.1, 1.2, 1.3, 3.2
• Have students complete Actividad 3
in pairs. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 4. 5 MIN.
1.2, 1.3, 3.2
• Have students read Actividad 5 and
give the answers orally. 5 MIN.
1.1, 1.2, 1.3
• Use an expansion activity from TE,
p. 181 for reinforcement and variety.
5 MIN.
1.1, 1.2, 1.3
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 182) 5 MIN.
1.2, 1.3
• Present Gramática: Expressing Feelings
with estar and Adjectives, p. 182. Review
adjectives learned so far. 10 MIN.
1.2, 4.1
• Present the Nota and have students
complete Actividad 6 orally. 5 MIN. 1.1, 1.2, 1.3, 4.1
• Have students complete Actividad 7 in
pairs. Ask for volunteers to present their
1.1, 1.2, 1.3
mini-conversations. 10 MIN.
• Present the Vocabulario, p. 183, and
have students answer the question
1.2, 1.3, 4.1
¿Cuándo usas estas frases? 7 MIN.
• Present the Nota. Then have students
complete Actividad 8 in pairs. 8 MIN. 1.1, 1.2, 1.3, 4.1
Homework Option:
• Más práctica Workbook, p. 61. Cuaderno
para hispanohablantes, p. 59.
Homework Option:
• Have students complete Actividad 3
and/or 5 in writing.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 184) 5 MIN.
• Present Gramática: Saying What Just
Happened with acabar de, p. 184. 5 MIN.
• Do Actividad 9 orally. 5 MIN.
• Have students complete Actividad 10
in writing. 5 MIN.
• Present the Speaking Strategy, p. 185.
Then have students do Actividad 11 in
pairs. Expand using Information Gap
Activities, Unit 3 Resource Book, p. 17;
Más comunicación, p. R7. 15 MIN.
• Present Gramática: Saying Where You
Are Coming from with venir, p. 185.
5 MIN.
• Have students read Actividad 12 silently,
then answer orally. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 1
1.3, 3.2, 4.2
Day 2
1.3
1.2, 1.3
Day 3
1.1, 1.3
1.2, 1.3
1.2, 4.1
1.1, 1.2, 1.3
1.2, 1.3
Day 4
1.1
1.1, 1.2, 1.3
1.2, 4.1
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, pp. 62–63.
Cuaderno para hispanohablantes,
pp. 60–61.
¡En español! Lesson Plans • UNIDAD 3
Etapa
1
15
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
3
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.
• Review venir and do Actividad 13 orally.
5 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Nota and do Actividad 14.
5 MIN.
1.2, 1.3, 4.1
• Quick Start Review (TE, p. 187) 5 MIN.
1.2, 1.3
• Present Gramática: Saying What Someone
Likes to Do Using gustar + infinitive,
p. 187. 10 MIN.
1.2, 4.1
• Have students read and complete
Actividad 15. 5 MIN.
1.2, 1.3
• Do Actividades 16 and 17 orally. 5 MIN.
1.1, 1.5
• Present the Vocabulario, p. 188. Then play
the audio and do Actividad 18. 10 MIN.
1.2, 1.3, 4.1
En acción (cont.)
• Check homework. 5 MIN.
• Have students read and complete
1.1, 1.2, 1.3
Actividad 19 in pairs. 5 MIN.
• Have students do Actividad 20 in groups.
Expand using Information Gap Activities,
Unit 3 Resource Book, pp. 18–19; Más
comunicación, p. R7. 10 MIN.
1.1, 1.2, 1.3
DAY
8
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask volunteers
to present their letters. 10 MIN.
Conexiones
• Read and discuss La música, p. 194.
5 MIN.
Etapa
1
Day 7
1.1, 1.3
1.1, 1.2, 1.3
1.2, 3.1
En resumen: Repaso
de vocabulario
1.3
• Quick Start Review (TE, p. 195) 5 MIN.
• Review grammar questions, etc., as
1.2
necessary. 10 MIN.
• Complete Etapa 1 Exam. 20 MIN.
Ampliación
• Optional: Use a suggested project, game,
or activity. (TE, pp. 173A–173B)
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Research and complete the chart for
Conexiones. Preview Etapa 2 Opener.
16 ¡En español! Lesson Plans • UNIDAD 3
Day 6
1.1, 1.3
Homework Option:
• Review in preparation for En uso.
7
Homework Option:
• Review for Etapa 1 Exam.
1.2, 4.1
En voces: Lectura
• Quick Start Review (TE, p. 190) 5 MIN.
1.2, 1.3
1.2
• Review the Reading Strategy, p. 190. 5 MIN.
• Have volunteers read the selection aloud
and answer the questions, p. 191. 15 MIN. 1.1, 1.2, 1.3
DAY
En uso: Repaso y más
comunicación
1.2, 1.3
• Quick Start Review (TE, p. 192) 5 MIN.
• Present the Repaso y más comunicación
using the Teaching Suggestions
(TE, p. 192) 5 MIN.
1.1, 1.2, 1.3
• Have students write Actividades 1 and
2, then check answers with the whole class.
10 MIN.
1.1, 1.2, 1.3
• Do Actividades 3 and 4 orally. 10 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 194,
and have students do Actividad 5 in
1.1, 1.2, 1.3
groups. 10 MIN.
• Have students do Actividad 6 in pairs.
Have volunteers perform their mini1.1, 1.2, 1.3
conversations for the class. 10 MIN.
Day 5
1.1
1.2, 1.3, 2.1,
2.2, 4.2
Day 8
1.3, 3.1, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Have students complete Actividad 13 and/
or 16 in writing. Más práctica Workbook, p. 64.
Cuaderno para hispanohablantes, p. 62.
1.2, 1.3
Pronunciación
• Play the audio and have students
practice the refrán, p. 189. 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
Copyright © McDougal Littell Inc. All rights reserved.
DAY
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 196) 5 MIN.
1.2, 1.3
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
1.2, 1.3
and answer the questions, p. 196. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 198) 5 MIN.
1.3
• Have students use context and pictures to
learn Etapa vocabulary. In pairs, have
students answer the questions, p. 199. Use
the Situational OHTs for additional practice.
1.1, 1.2, 1.3, 4.1
10 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 200) 5 MIN.
1.2, 1.3
• Review the Listening Strategy, p. 200.
Play audio or show video for the dialog,
1.2, 3.2
pp. 200–201. 10 MIN.
• Replay twice. Read aloud, having students
take the roles of characters. 10 MIN. 1.1, 1.2, 1.3, 3.2
Homework Option:
• Video Activities, Unit 3 Resource Book,
pp. 74–76.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 202)
5 MIN.
1.2, 1.3
• Use OHT 83 and 84 to review En contexto
vocabulary. Ask students for a summary
of the dialog to check recall. 5 MIN.
1.2, 1.3, 4.1
• Play the video/audio; have students do
Actividades 1 and 2. 5 MIN.
1.2, 1.3
• Have students do Actividad 3 in writing.
Review answers orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 4
orally. 5 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 204) 5 MIN.
1.2, 1.3
• Present Gramática: Talking About Playing
a Sport: The Verb jugar and the Vocabulario,
p. 204. 10 MIN.
1.2, 4.1
• Have students read and complete Actividad
5. 5 MIN.
1.2, 1.3
Homework Option:
• Have students complete Actividad 4 in writing.
Más práctica Workbook, p. 69. Cuaderno
para hispanohablantes, p. 67.
1.2, 1.3
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Review jugar and then do Actividad 6
orally and Actividad 7 in groups. 8 MIN. 1.1, 1.2, 1.3
• Quick Start Review (TE, p. 205) 4 MIN.
1.2, 1.3
• Present Gramática: Stem-Changing Verbs:
e → ie and the Vocabulario, p. 205.
1.2, 4.1
10 MIN.
• Have students complete Actividad 8 orally.
1.1, 1.2, 1.3
5 MIN.
• Present the Speaking Strategy, p. 206.
Then have students complete Actividad 9
orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 10 orally.
5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 11 in writing.
Then have them exchange papers for peer
correction. 8 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 207) 5 MIN.
1.2, 1.3
• Present Gramática: Saying What You
Know: The Verb saber, p. 207. 10 MIN.
1.2, 4.1
• Have students read and complete
Actividad 12 in writing. Ask volunteers
to write out answers on the board.
1.1, 1.2, 1.3
5 MIN.
• Use a suggested expansion activity
(TE, pp. 206–207) to review verbs.
5 MIN.
1.1, 1.2, 1.3, 3.1, 5.2
• Play the audio; do Actividad 13. 5 MIN.
1.2, 1.3
• Have students do Actividad 14 in pairs.
Expand using Information Gap Activities,
Unit 3 Resource Book, p. 68; Más
1.1, 1.2, 1.3
comunicación, p. R8. 15 MIN.
Homework Option:
• Have students complete Actividad 9 in
writing. Más práctica Workbook, p. 70.
Cuaderno para hispanohablantes, p. 68.
ACTFL Standards for
Foreign Language Learning
Day 1
1.3, 3.2
Day 2
1.1, 3.2
Day 3
1.1, 1.3
Day 4
1.1, 3.2
Homework Option:
• Más práctica Workbook, p. 71. Cuaderno
para hispanohablantes, p. 69.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 3
Etapa
2
17
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
3
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. 208) 5 MIN.
• Present Gramática: Phrases for Making
1.2, 4.1
Comparisons, p. 208. 15 MIN.
• Have students complete Actividad 15 in
writing. Then have them exchange papers
for peer correction. 5 MIN.
1.1, 1.2, 1.3
• Do Actividad 16 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 17 in pairs.
5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 18. 5 MIN.
1.2, 1.3
• Present and discuss the Nota cultural,
2.1, 4.2
p. 209. 5 MIN.
Homework Option:
• Have students complete Actividad 16 in
writing. Más práctica Workbook, p. 72.
Cuaderno para hispanohablantes,
p. 70.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 19 in
groups. Expand using Information Gap
Activities, Unit 3 Resource Book, pp. 69–
70; Más comunicación, p. R8. 20 MIN.
1.1, 1.2, 1.3
Pronunciación
• Play the audio and have students
practice the Trabalenguas, p. 211. 5 MIN.
1.2, 4.1
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 212) 5 MIN.
1.2, 1.3
• Review the Connecting Cultures Strategy,
p. 212. Have volunteers read the selection
aloud and answer the questions, p. 213.
Show video culture presentation for
expansion. 15 MIN.
1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 4.2
Homework Option:
• Have students complete the ¿Comprendiste?/¿Qué piensas? questions in writing.
1.2, 1.3
DAY
DAY
7
8
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 214) 5 MIN.
• Have students write Actividad 1. Have
volunteers write out answers on the
board. 8 MIN.
• Do Actividad 2 in pairs and Actividades
3 and 4 orally. 10 MIN.
• Present the Speaking Strategy, p. 216,
and have students do Actividad 5 in pairs.
5 MIN.
• Have students do Actividad 6 in groups.
5 MIN.
En tu propia voz: Escritura
• Do Actividad 7 in writing. Have a few
students present their brochures.
12 MIN.
Tú en la comunidad
• Present Sarah, p. 216. 5 MIN.
1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
Etapa
2
Day 6
1.1, 1.3, 3.2, 4.2
5.1
1.3
1.2
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 173A–173B) 10 MIN. 1.1, 1.2, 1.3, 2.1,
Homework Option:
• Preview Etapa 3 Opener.
Day 5
1.1, 1.3, 4.2
Day 7
1.1, 1.3
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
1.1, 1.2, 1.3
Homework Option:
• Review for Etapa 2 Exam.
18 ¡En español! Lesson Plans • UNIDAD 3
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 217) 5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
ACTFL Standards for
Foreign Language Learning
Day 8
1.1, 1.3, 3.2, 4.2
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
3
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
DAY
DAY
1
2
Copyright © McDougal Littell Inc. All rights reserved.
Etapa Opener
• Quick Start Review (TE, p. 218) 5 MIN.
1.2, 1.3
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the questions, p. 218. 5 MIN.
1.2, 1.3
En contexto: Vocabulario
• Quick Start Review (TE, p. 220) 5 MIN.
1.2, 1.3
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 221.
Use the Situational OHTs for additional
practice. 10 MIN.
1.1, 1.2, 1.3, 4.1
En vivo: Diálogo
• Quick Start Review (TE, p. 222) 5 MIN.
1.2, 1.3
• Review the Listening Strategy, p. 222.
Play audio or show video for the dialog,
pp. 222–223. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having students
note similarities and differences between
Minneapolis and San Juan. 10 MIN. 1.1, 1.2, 1.3, 3.2
Homework Option:
• Video Activities, Unit 3 Resource Book,
pp. 125–126.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 224) 5 MIN.
• Have students open to En contexto,
pp. 220–221, for reference. Use OHT
93 and 94 to review vocabulary by
asking yes/no questions (¿Es un[a]...?).
5 MIN.
• Play the audio; have students do
Actividades 1 and 2 orally. 10 MIN.
• Students complete Actividad 3 in
writing. Go over answers orally. 5 MIN.
• Present Vocabulario, p. 225. Model
pronunciation. 5 MIN.
• Have students do Actividad 4 orally.
5 MIN.
• Have students complete Actividad 5
in writing, then exchange papers for
peer correction. 10 MIN.
Homework Option:
• Have students complete Actividad 4
in writing.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 226)
5 MIN.
• Present Gramática: Describing the
Weather, p. 226. 10 MIN.
• Play the audio; have students do
Actividad 6. 5 MIN.
• Do Actividad 7 orally. 5 MIN.
• In pairs, have students do Actividad
8. They should take turns asking and
answering the questions. Call on several
pairs to present their answers. 8 MIN.
• Present the Speaking Strategy, p. 228.
Have students do Actividad 9 in pairs.
5 MIN.
• Have students complete Actividad
10 in groups. 7 MIN.
Homework Option:
• Have students complete Actividad 7
in writing. Más práctica Workbook,
p. 77. Cuaderno para hispanohablantes,
p. 75.
1.2, 1.3
1.2, 4.1
1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 229)
4 MIN.
• Present Gramática: Special Expressions
Using tener, p. 229. 7 MIN.
• Have students complete Actividad 11
in writing, then go over the answers
orally. 5 MIN.
• Do Actividad 12 orally. 5 MIN.
• Have students complete Actividad 13
in pairs. 5 MIN.
• Quick Start Review (TE, p. 230) 4 MIN.
• Present Gramática: Direct Object
Pronouns, p. 230. 10 MIN.
• Have students work in pairs to complete
Actividad 14. 5 MIN.
Homework Option:
• Have students read and complete
Actividad 15. Más práctica Workbook,
pp. 78–79. Cuaderno para hispanohablantes, pp. 76–77.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 3.2, 4.2
1.2, 1.3
1.2, 4.1
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 4.1
Day 2
1.1, 1.2
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
Day 3
1.1, 1.3, 3.2
1.2, 1.3
1.2, 4.1
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
Day 4
1.1, 1.3, 3.2
1.2, 4.1
1.1, 1.2, 1.3
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 3
Etapa
3
19
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
3
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.
• Do Actividad 16 in pairs. 5 MIN.
• Play the audio; have students do
Actividad 17. 5 MIN.
• Do Actividad 18 in pairs. 5 MIN.
• Quick Start Review (TE, p. 232) 5 MIN.
• Present Gramática: Present Progressive,
p. 232. 10 MIN.
• Do Actividades 19 and 20 orally. 5 MIN.
• Do Actividad 21 in writing. 5 MIN.
Pronunciación
• Play the audio and have students
practice the Trabalenguas, p. 233. 5 MIN.
1.1, 1.2, 1.3
1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
1.2, 4.1
1.1, 1.2, 1.3
1.2, 1.3
1.2, 4.1
Homework Option:
• Más práctica Workbook, p. 80. Cuaderno
para hispanohablantes, p. 78.
En voces: Lectura
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 234) 5 MIN.
• Present the Reading Strategy, p. 234.
Have volunteers read the selection
aloud and answer the questions, p. 235.
10 MIN.
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 236) 5 MIN.
• Discuss the Connecting Cultures
Strategy, p. 236. 5 MIN.
• Have volunteers read the selection
aloud and answer the questions, p. 237.
10 MIN.
• Review En uso for Etapa 3 Exam.
10 MIN.
Homework Option:
• Prepare En uso Actividades 1–5.
Review for Etapa 3 Exam.
DAY
DAY
7
8
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
1.1, 1.2, 1.3
1.3
1.2, 2.1, 2.2
1.1, 1.2, 1.3
1.1, 1.6, 1.9
Day 7
1.1, 1.2, 1.3, 3.1
1.2, 1.3
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Present the Writing Strategy, p. 242.
Do the writing activity, pp. 242–243.
10 MIN.
1.2, 1.3
En tu propia voz: Escritura
• Do Actividad 8 in writing. 5 MIN.
1.2, 1.3
Unit 3 Comprehensive Test
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Unit 3 Comprehensive Test.
30 MIN.
Conexiones
• Present Las ciencias, p. 240. 5 MIN.
1.2, 3.1
1.2, 1.3
En resumen: Repaso
de vocabulario
• Complete Etapa 3 Exam. 20 MIN.
Homework Option:
• Review for Unit 3 Comprehensive Test.
20 ¡En español! Lesson Plans • UNIDAD 3
1.2
Ampliación
• Optional: Use a suggested project, game,
or activity. (TE, pp. 173A–173B) 1.1, 1.2, 1.3, 2.1, 2.2,
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Unidad 4 Opener: Have students
read and study pp. 244–245.
1.2
Etapa
3
Day 6
1.2, 2.1, 4.2
1.2
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 241) 5 MIN.
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 238) 5 MIN.
• Present the Speaking Strategy, p. 240.
Do Actividad 6 in groups and Actividad
7 in pairs. 10 MIN.
Day 5
1.1, 1.2, 1.3, 3.2
Day 8
1.3, 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
Copyright © McDougal Littell Inc. All rights reserved.
DAY
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed. 10 MIN. 1.2, 2.1, 2.2
Etapa Opener
1.2, 1.3
• Quick Start Review (TE, p. 248) 5 MIN.
• Have students look at the Etapa Opener
1.2, 1.3
and answer the questions. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 250) 5 MIN.
1.2, 1.3
• Have students use context and pictures
to learn Etapa vocabulary, then answer
the questions, p. 251. Use the Situational
1.2, 1.3, 4.1
OHTs for additional practice. 10 MIN.
En vivo: Diálogo
1.3
• Quick Start Review (TE, p. 252) 5 MIN.
• Review the Listening Strategy, p. 252.
Play audio or show video for the dialog,
pp. 252–253. Replay and have students
take the roles of the characters. 10 MIN. 1.1, 1.2, 1.3
Homework Option:
• Video Activities, Unit 4 Resource Book,
pp. 23–25.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 254) 5 MIN.
1.2, 1.3
• Have students open to En contexto,
pp. 250–251, for reference. Use OHT
107 and 108 to review vocabulary.
5 MIN.
1.2, 4.1
• Play the video/audio; have students
do Actividades 1 and 2 orally. 10 MIN.
1.1, 1.2, 1.3
• Present the Nota and have students
complete Actividad 3 orally. 5 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Vocabulario, p. 255, and
ask students to use each word in a sentence.
1.2, 1.3, 4.1
5 MIN.
• Do Actividad 4 orally. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 5. 5 MIN.
1.2, 1.3
• Use an expansion activity from TE,
pp. 254–255, for reinforcement and
1.1, 1.2, 1.3
variety. 5 MIN.
Homework Option:
• Have students make flashcards of the
vocabulary on p. 255. Have them complete
Actividades 3 and 4 in writing.
1.2, 1.3
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 256) 5 MIN.
1.2, 1.3
• Present Gramática: The Verb decir,
p. 256. 5 MIN.
1.2, 1.3
• Have students do Actividad 6 orally.
5 MIN.
1.1, 1.2, 1.3
• Present the Nota. Then have students
complete Actividad 7 in writing. Go over
answers orally. 7 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Vocabulario, p. 257, and
have students answer the question ¿Cómo
prefieres viajar? Have students make
flashcards of the words. 8 MIN.
1.2, 1.3, 4.1
• Have students complete Actividad 8
orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 9 in
pairs. Ask a few pairs to present their miniconversations. 10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students complete Actividad 8 in
writing. Más práctica Workbook, p. 85.
Cuaderno para hispanohablantes,
p. 83.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 258) 5 MIN.
1.2, 1.3
• Present Gramática: Using Prepositional
Phrases to Express Location, p. 258. 10 MIN.
1.2, 4.1
• Have students do Actividad 10 in writing,
1.1, 1.2, 1.3
then go over answers orally. 5 MIN.
• Present the Nota and have students do
Actividad 11 in pairs. Ask them to present
their mini-conversations. 10 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Speaking Strategy, p. 259,
then do Actividad 12 orally. Expand
using Information Gap Activities, Unit 4
Resource Book, p. 17; Más comunicación,
1.1, 1.2, 1.3
p. R10. 10 MIN.
• Have a volunteer draw a quick scene on
the board with labeled buildings, cars,
people, etc. Ask students to talk about
where things are located in the pictures,
1.1, 1.2, 1.3
using prepositions. 5 MIN.
Homework Option:
• Más práctica Workbook, pp. 86–87. Cuaderno
para hispanohablantes, pp. 84–85.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 1.3, 3.2, 4.2
Day 2
1.1, 1.2, 1.3, 3.2
Day 3
1.1, 1.2, 1.3
Day 4
1.1, 1.2, 1.3
¡En español! Lesson Plans • UNIDAD 4
Etapa
1
21
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
4
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.
• Quick Start Review (TE, p. 260) 5 MIN.
• Present Gramática: Regular Affirmative
tú Commands and the Vocabulario,
p. 260. 10 MIN.
• Have students do Actividad 13 in writing.
Go over answers orally. 5 MIN.
• Have students do Actividades 14, 15, 16
in pairs. 10 MIN.
• Do Actividad 17 orally. 5 MIN.
• Present the Vocabulario, p. 262. Then
have students do Actividad 18 in groups.
10 MIN.
Homework Option:
• Have students complete Actividad 17 in
writing. Más práctica Workbook, p. 88.
Cuaderno para hispanohablantes,
p. 86.
1.2, 1.3
1.2, 4.1
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
ACTFL Standards for
Foreign Language Learning
En acción (cont.)
• Check homework. 5 MIN.
• Play the audio; do Actividad 19.
5 MIN.
• Have students do Actividad 20 in writing.
Expand using Information Gap Activities,
Unit 4 Resource Book, pp. 18–19; Más
comunicación, p. R10. 15 MIN.
1.2, 1.3
Pronunciación
• Play the audio and have students practice
the refrán, p. 263. 5 MIN.
1.2, 4.1
Day 5
1.1, 1.2, 1.3
1.2, 1.3
En voces: Lectura
• Quick Start Review (TE, p. 264) 5 MIN.
1.3
• Review the Reading Strategy, p. 264.
1.2
5 MIN.
• Have volunteers read the selection aloud
and answer the questions, p. 265. 10 MIN. 1.1, 1.2, 1.3
Homework Option:
• Have students write answers to the
¿Comprendiste? questions, p. 265. Review
in preparation for En uso.
1.2, 1.3
DAY
DAY
7
8
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
1.3
• Quick Start Review (TE, p. 266) 5 MIN.
• Present the Repaso y más comunicación
using the Teaching Suggestions (TE, p. 266).
1.1, 1.2, 1.3, 3.2, 5.1
5 MIN.
• Have students write Actividades 1 and 2,
then check answers with the whole class.
1.1, 1.2, 1.3
10 MIN.
1.1, 1.2, 1.3
• Do Actividades 3 and 4 orally. 7 MIN.
• Present the Speaking Strategy, p. 268, and
have students do Actividad 5 in pairs.
8 MIN.
1.1, 1.2, 1.3
Conexiones
• Read and discuss La educación física,
1.2, 3.1
p. 268. 5 MIN.
En resumen: Repaso
de vocabulario
1.3
• Quick Start Review (TE, p. 269) 5 MIN.
• Review grammar questions, etc., as
1.2
necessary. 10 MIN.
• Complete Etapa 1 Exam. 20 MIN.
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 247A–247B) 10 MIN. 1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Research Mexican folk dances as outlined
in the Conexiones. Preview Etapa 2 Opener. 2.1, 2.2
En tu propia voz: Escritura
• Do Actividad 6 in writing. Ask volunteers to
present their recommendations. 10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Review for Etapa 1 Exam.
22 ¡En español! Lesson Plans • UNIDAD 4
Etapa
1
Day 6
1.1, 1.2, 1.3
Day 7
1.1, 1.2, 1.3
Day 8
1.3, 3.1, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
4
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Copyright © McDougal Littell Inc. All rights reserved.
DAY
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 270)
1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
1.2, 1.3
and answer the questions. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 272) 5 MIN.
1.3
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 273.
Use the Situational OHTs for additional
1.1, 1.2, 1.3, 4.1
practice. 10 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 274) 5 MIN.
1.2, 1.3
• Review the Listening Strategy, p. 274.
Play audio or show video for the dialog,
pp. 274–275. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having students
take the roles of characters. 10 MIN.
1.2, 1.3, 3.2
Homework Option:
• Video Activities, Unit 4 Resource Book,
pp. 74–76.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 276) 5 MIN.
• Use OHT 117 and 118 to review En contexto
vocabulary. Ask students for a summary of the
1.2, 1.3, 4.1
dialog to check recall. 10 MIN.
• Play the video/audio; have students do
1.2, 1.3, 3.2
Actividades 1 and 2. 10 MIN.
• Present the Nota.Then have students
read and complete Actividad 3 in writing.
1.1, 1.2, 1.3, 4.1
Review answers orally. 5 MIN.
• Have students complete Actividad 4 in pairs.
5 MIN.
1.1, 1.2, 1.3
• Present the Nota.Then have students read
and complete Actividad 5 in pairs.
5 MIN.
1.1, 1.2, 1.3, 4.1
• Use a suggested expansion activity
(TE, pp. 276–277) to reinforce retention
of vocabulary and dialog structures. 5 MIN. 1.1, 1.2, 1.3
Homework Option:
• Have students write 5 True/False
statements about the dialog and study
new vocabulary.
1.2, 1.3
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 278) 5 MIN.
1.2, 1.3
• Present Gramática: Stem-Changing
Verbs: o → ue and the Vocabulario,
p. 278. 15 MIN.
1.2, 4.1
• Have students complete Actividad 6 in
writing. Have volunteers write their
answers on the board. 5 MIN.
1.1, 1.2, 1.3
• Have students read and complete Actividad
7 in writing. Then have them exchange
papers for peer correction. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 8 in
groups. 7 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 9 in
pairs. Ask several pairs to present their
1.1, 1.2, 1.3
mini-dialogs. 8 MIN.
En acción (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Play the audio; do Actividad 10. 5 MIN.
• Present the Vocabulario, p. 280. Then
present the Speaking Strategy, p. 280.
Have students complete Actividad 11 in
pairs. Expand using Information Gap
Activities, Unit 4 Resource Book, p. 68;
Más comunicación, p. R11. 12 MIN. 1.1, 1.2, 1.3, 4.1
• Quick Start Review (TE, p. 281) 5 MIN.
1.2, 1.3
• Present Gramática: Indirect Object
Pronouns, p. 281. 10 MIN.
1.2, 4.1
• Have students read and complete
Actividad 12 in writing. Check orally.
5 MIN.
1.1, 1.2, 1.3
• Present the Nota.Then have students
complete Actividad 13 in writing. Review
answers orally. 8 MIN.
1.1, 1.2, 1.3, 4.1
Homework Option:
• Have students make flashcards of the
Vocabulario, p. 278. Más práctica Workbook,
p. 93. Cuaderno para hispanohablantes,
p. 91.
1.2, 1.3
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 1.3, 2.2
Day 2
1.2, 1.3, 3.2
Day 3
1.2, 1.3
Day 4
1.3, 3.2
Homework Option:
• Más práctica Workbook, pp. 94–95.
Cuaderno para hispanohablantes,
pp. 92–93.
¡En español! Lesson Plans • UNIDAD 4
Etapa
2
23
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
4
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.
• Present the Vocabulario, p. 283. Then play
the audio and do Actividad 14. 10 MIN. 1.2, 1.3, 4.1
• Have students do Actividad 15 in pairs.
1.1, 1.2, 1.3
5 MIN.
• Quick Start Review (TE, p. 284) 5 MIN.
1.2, 1.3
• Present Gramática: Placement of Indirect
1.2, 4.1
Object Pronouns, p. 284. 10 MIN.
• Have students complete Actividad 16 in
writing. Then have them exchange papers
1.1, 1.2, 1.3
for peer correction. 10 MIN.
• Do Actividad 17 orally. 5 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 18
in pairs. Expand using Information Gap
Activities, Unit 4 Resource Book, pp. 69–
1.1, 1.2, 1.3
70; Más comunicación, p. R11. 15 MIN.
Pronunciación
• Play the audio and have students
practice the Trabalenguas, p. 285.
5 MIN.
1.2, 4.1
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 286) 5 MIN.
1.2, 1.3
• Review the Connecting Cultures Strategy,
p. 286. Have volunteers read the selection
aloud and answer the questions, p. 287.
20 MIN.
1.1, 1.2, 1.3, 4.2
Homework Option:
• Ampliación: Have students work on a
suggested project or activity (TE, pp. 247A–
247B).
1.1, 1.2, 1.3, 2.1, 2.2,
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Have students complete Actividad 17 in
writing. Más práctica Workbook, p. 96.
Cuaderno para hispanohablantes, p. 94.
1.2, 1.3
DAY
DAY
7
8
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
1.3
• Quick Start Review (TE, p. 288) 5 MIN.
• Have students write Actividad 1. Have
volunteers write out answers on the board.
1.1, 1.2, 1.3
5 MIN.
• Do Actividad 2 in groups of 3, Actividad
3 orally, and Actividad 4 in pairs. 12 MIN. 1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 290, and
have students do Actividad 5 in pairs.
5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 6 in groups.
5 MIN.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Do Actividad 7 in writing. Have a few
students present their paragraphs. 13 MIN. 1.1, 1.2, 1.3
Homework Option:
• Review for Etapa 2 Exam.
24 ¡En español! Lesson Plans • UNIDAD 4
Etapa
2
Conexiones
• Present Las matemáticas, and make
plans for the mercado. p. 290. 5 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 291) 5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
Day 5
1.2, 1.3
Day 6
1.2, 1.3, 3.2
Day 7
1.2, 1.3
1.2, 3.1
1.2, 1.3
1.2
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 247A–247B) 10 MIN. 1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Gather objects as described in Conexiones,
p. 290. Preview Etapa 3 Opener.
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
Day 8
1.3, 3.1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
4
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
DAY
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 292) 5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the questions. 5 MIN.
1.2, 1.3
1.2, 1.3
En contexto: Vocabulario
1.3
• Quick Start Review (TE, p. 294) 5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 295.
Use the Situational OHTs for additional
1.1, 1.2, 1.3, 4.1
practice. 10 MIN.
En vivo: Diálogo
1.2, 1.3
• Quick Start Review (TE, p. 296) 5 MIN.
• Review the Listening Strategy, p. 296.
Play audio or show video for the dialog,
pp. 296–297. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having students
take the roles of the characters. 10 MIN.
1.1, 1.2, 1.3
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Video Activities, Unit 4 Resource Book,
pp. 125–127.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
1.3
• Quick Start Review (TE, p. 298) 4 MIN.
• Have students open to En contexto,
pp. 294–295, for reference. Use OHT
127 and 128 to review vocabulary by
asking yes/no questions (¿Es un[a]...?).
8 MIN.
1.2, 4.1
• Play the audio; have students do
1.1, 1.2, 1.3
Actividades 1 and 2 orally. 8 MIN.
• Present the Vocabulario, p. 298. Model
pronunciation. Then have students
complete Actividad 3 orally. 10 MIN. 1.1, 1.2, 1.3, 4.1
• Play the audio; have students do
1.2, 1.3
Actividad 4. 5 MIN.
• Present the Nota. Have students
complete Actividad 5 in pairs. 5 MIN. 1.1, 1.2, 1.3, 4.1
• Present the Nota. Have students
complete Actividad 6 in pairs. Have a
few pairs present their work to the class.
1.1, 1.2, 1.3, 4.1
5 MIN.
Homework Option:
• Have students complete Actividades 3
and 5 in writing.
1.2, 1.3
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 300) 5 MIN.
1.2, 1.3
• Present Gramática: Using gustar to
Talk About Things You Like, p. 300.
10 MIN.
1.2, 4.1
• Do Actividad 7 orally. 5 MIN.
1.1, 1.2, 1.3
• In groups, have students do Actividad
8. 5 MIN.
1.1, 1.2, 1.3
• Do Actividad 9 orally. Expand using
Information Gap Activities, Unit 4
Resource Book, p. 119; Más comunicación,
p. R12. 10 MIN.
1.1, 1.2, 1.3
• Present Gramática: Affirmative and
Negative Words, p. 302. 10 MIN.
1.2, 4.1
Homework Option:
• Have students complete Actividades
7 and 9 in writing. Más práctica Workbook,
p. 101. Cuaderno para hispanohablantes,
p. 99.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Review Affirmative and Negative Words.
Then present the Nota and have students
read and complete Actividad 10. 8 MIN. 1.2, 1.3, 4.1
• Have students complete Actividad 11 in
1.1, 1.2, 1.3
pairs. 5 MIN.
• Do Actividad 12 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 13 in
writing. Have students exchange papers
1.1, 1.2, 1.3
for peer correction. 7 MIN.
• Present the Nota. Have students complete
1.1, 1.2, 1.3, 4.1
Actividad 14 orally. 5 MIN.
• Quick Start Review (TE, p. 304) 4 MIN.
1.2, 1.3
• Present Gramática: Stem-Changing Verbs:
e ➝ i and Vocabulario, p. 304. 7 MIN.
1.2, 4.1
• Have students read and complete Actividad 15. Go over answers orally. 4 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students complete Actividad 14 in
writing. Más práctica Workbook,
pp. 102–103. Cuaderno para hispanohablantes, pp. 100–101.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.3, 3.2
Day 2
1.2, 1.3
Day 3
1.2, 1.3
Day 4
1.2, 1.3
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 4
Etapa
3
25
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
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.)
• Check homework. 5 MIN.
• Do Actividad 16 orally. 5 MIN.
1.1, 1.2, 1.3
• Present the Nota. Then do Actividad 17
in pairs. 5 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Vocabulario, p. 306. Then play
the audio and do Actividad 18. 10 MIN. 1.2, 1.3, 4.1
• Present the Nota. Then do Actividad 19
in pairs and Actividades 20 and 21 in groups.
10 MIN.
1.1, 1.2, 1.3, 4.1
• Do Actividad 22 in groups. Expand using
Information Gap Activities, Unit 4 Resource
Book, pp. 120–121; Más comunicación,
p. R12. 10 MIN.
1.1, 1.2, 1.3
Pronunciación
• Play the audio and have students practice
the Trabalenguas, p. 307. 5 MIN.
1.2, 4.1
Homework Option:
• Más práctica Workbook, p. 104. Cuaderno
para hispanohablantes, p. 102.
En voces: Lectura
• Check homework. 5 MIN.
1.3
• Quick Start Review (TE, p. 308) 5 MIN.
• Present the Reading Strategy, p. 308.
Have volunteers read the selection aloud
and answer the questions, p. 309.
1.1, 1.2, 1.3, 4.1
15 MIN.
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 310) 5 MIN.
1.2, 1.3
• Discuss the Connecting Cultures Strategy,
p. 310. Have volunteers read the selection
aloud and answer the questions, p. 311.
Show video culture presentation for
1.1, 1.2, 1.3,
expansion. 20 MIN.
2.1, 2.2, 3.2
• Review En uso for Etapa 3 Exam. 5 MIN.
1.2
8
En tu propia voz: Escritura
• Begin Actividad 8 in writing. 5 MIN.
Tú en la comunidad
• Present Tú en la comunidad, p. 314.
5 MIN.
Homework Option:
• Review for Unit 4 Comprehensive Test.
Finish Actividad 8.
26 ¡En español! Lesson Plans • UNIDAD 4
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 315)
5 MIN.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Present the Writing Strategy, p. 316.
Begin the writing activity, pp. 316–317.
10 MIN.
1.2, 1.3
Unit 4 Comprehensive Test
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Unit 4 Comprehensive Test.
30 MIN.
Etapa 3 Exam
• Complete Etapa 3 Exam. 20 MIN.
Day 7
1.2, 3.2
1.3
1.2, 1.3
1.2
5.1
Ampliación
• Optional: Use a suggested project, game,
or activity. (TE, pp. 247A–247B)
1.1, 1.2, 1.3, 2.1,
1.2, 1.3
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Finish writing activity, pp. 316–317.
1.2, 1.3
Etapa
3
Day 6
1.3, 3.2
Day 8
1.2, 3.1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
7
1.2, 1.3
1.1, 1.2, 1.3
Day 5
1.2, 1.3, 3.2
Homework Option:
• Prepare En uso Actividades 1–5. Review
for Etapa 3 Exam.
DAY
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 312) 5 MIN.
• Review Actividades 1–5 orally. 5 MIN.
• Present the Speaking Strategy, p. 314.
Do Actividad 6 in pairs and Actividad 7
in groups. 10 MIN.
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.
DAY
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed. 10 MIN. 1.2, 2.1, 2.2
Etapa Opener
1.2, 1.3
• Quick Start Review (TE, p. 322) 5 MIN.
• Have students look at the Etapa Opener
1.2, 1.3
and answer the questions. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 324) 5 MIN.
1.2, 1.3
• Have students use context and pictures
to learn Etapa vocabulary, then answer
the questions, p. 325. Use the Situational
1.2, 1.3, 4.1
OHTs for additional practice. 10 MIN.
En vivo: Diálogo
1.2, 1.3
• Quick Start Review (TE, p. 326) 5 MIN.
• Review the Listening Strategy, p. 326.
Play audio or show video for the dialog,
pp. 326–327. Replay and have students take
1.1, 1.2, 1.3
the roles of the characters. 10 MIN.
Homework Option:
• Video Activities, Unit 5 Resource Book,
pp. 23–25.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 328) 5 MIN.
• Have students open to En contexto,
pp. 324–325, for reference. Use OHT
1.2, 4.1
141 and 142 to review vocabulary. 10 MIN.
• Play the video/audio; have students
do Actividades 1 and 2 orally. 10 MIN.
1.3
• Have students complete Actividad 3
1.1, 1.2, 1.3
orally. 5 MIN.
• Have students complete Actividades 4
and 5 in pairs. For each activity, call on
volunteers to present each item. 15 MIN. 1.1, 1.2, 1.3
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 330) 5 MIN.
1.2, 1.3
• Present Gramática: Describing Actions
That Involve Oneself: Reflexive Verbs
and the Vocabulario, p. 330. Have students
act out the verbs. 15 MIN.
1.1, 1.2, 1.3, 4.1
• Play the audio; do Actividad 6. 5 MIN.
1.2, 1.3
• Have students complete Actividades 7
and 8 in pairs. For each activity, call on
volunteers to present each item. 15 MIN. 1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 331,
1.1, 1.2, 1.3
then do Actividad 9 orally. 5 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 332) 5 MIN.
1.2, 1.3
• Present Gramática: Irregular Affirmative
tú Commands, p. 332. 10 MIN.
1.2, 4.1
• Have students complete Actividad 10
1.1, 1.2, 1.3
orally. 5 MIN.
• Present the Vocabulario, p. 333. Then
have students do Actividad 11 in pairs.
10 MIN.
1.1, 1.2, 1.3
• Do Actividad 12 orally. Expand using
Information Gap Activities, Unit 5 Resource
Book, p. 17; Más comunicación, p. R13.
1.1, 1.2, 1.3
10 MIN.
• Use an expansion activity from TE,
pp. 332–333, for reinforcement and variety.
1.1, 1.2, 1.3, 3.2, 5.1
5 MIN.
Homework Option:
• Have students complete Actividad 9 in
writing. Más práctica Workbook, p. 109.
Cuaderno para hispanohablantes,
p. 107.
1.2, 1.3
Homework Option:
• Have students create 7 true/false statements
for the Diálogo. Have them complete
Actividad 3 in writing.
1.2, 1.3, 3.2
Homework Option:
• Have students complete Actividades 10
and 12 in writing. Más práctica Workbook,
p. 110. Cuaderno para hispanohablantes,
p. 108.
ACTFL Standards for
Foreign Language Learning
Day 1
1.2, 1.3, 3.2
Day 2
1.2, 1.3
Day 3
1.1, 1.2, 1.3
Day 4
1.1, 1.2
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 5
Etapa
1
27
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
ET
u n i d a d
5
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. 334) 5 MIN.
• Present Gramática: Negative tú Commands,
1.2, 4.1
p. 334. 8 MIN.
• Do Actividades 13 and 14 orally. 7 MIN. 1.1, 1.2, 1.3
• Have students do Actividad 15 in groups.
1.1, 1.2, 1.3
5 MIN.
• Quick Start Review (TE, p. 335) 5 MIN.
1.2, 1.3
• Present Gramática: Using Correct Pronoun
Placement with Commands, p. 335.
1.2, 4.1
5 MIN.
• Do Actividad 16 orally, Actividad 17 in
pairs, and Actividad 18 in groups. 10 MIN. 1.1, 1.2, 1.3
Homework Option:
• Have students complete Actividad 14 in
writing. Más práctica Workbook, pp. 111–112.
Cuaderno para hispanohablantes,
pp. 109–110.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Play the audio; do Actividad 19.
5 MIN.
• Have students do Actividad 20 in writing.
Expand using Information Gap Activities,
Unit 5 Resource Book, pp. 18–19; Más
comunicación, p. R13. 12 MIN.
Pronunciación
• Play the audio and have students practice
the Trabalenguas, p. 337. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Day 5
1.1, 1.2, 1.3
1.2, 1.3
1.2, 1.3
1.2, 4.1
En voces: Lectura
• Quick Start Review (TE, p. 338) 5 MIN.
1.2, 1.3
• Review the Reading Strategy, p. 338.
1.2
5 MIN.
• Have volunteers read the selection aloud
and answer the questions, p. 339. 13 MIN. 1.1, 1.2, 1.3
Homework Option:
• Have students write answers to the
¿Comprendiste? questions, p. 339. Review
in preparation for En uso.
1.2, 1.3
DAY
DAY
7
8
En uso: Repaso y más comunicación
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 340) 5 MIN.
• Have students write Actividades 1 and
2; check answers with the whole class.
1.1, 1.2, 1.3
10 MIN.
1.1, 1.2, 1.3
• Do Actividades 3 and 4 orally. 5 MIN.
• Present the Speaking Strategy, p. 342; have
students do Actividad 5 in pairs. 10 MIN. 1.1, 1.2, 1.3
• Have students complete Actividad 6 in
1.1, 1.2, 1.3
groups. 5 MIN.
Conexiones
• Read and discuss El arte, p. 342.
1.2, 1.3, 3.1
5 MIN.
En resumen: Repaso
de vocabulario
1.3
• Quick Start Review (TE, p. 343) 5 MIN.
• Review grammar questions, etc., as
1.2
necessary. 5 MIN.
• Complete Etapa 1 Exam. 20 MIN.
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 321A–321B) 15 MIN. 1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Have students paint a portrait and
discuss it with a homework partner as
outlined in Conexiones. Preview Etapa 2
Opener.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask volunteers
to present their descriptions. 10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Review for Etapa 1 Exam.
28 ¡En español! Lesson Plans • UNIDAD 5
Etapa
1
Day 6
1.1, 1.2, 1.3, 3.2
Day 7
1.2, 1.3
Day 8
1.1, 1.2, 3.2
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
DAY
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 344) 5 MIN.
• Anticipate/Activate prior knowledge: Have
students look at the Etapa Opener and
answer the questions. 5 MIN.
1.2, 1.3
1.2, 1.3
En contexto: Vocabulario
1.2, 1.3
• Quick Start Review (TE, p. 346) 5 MIN.
• Have students use context and pictures to
learn Etapa vocabulary. In pairs, have
students answer the questions, p. 347.
Use the Situational OHTs for additional
1.1, 1.2, 1.3, 4.1
practice. 10 MIN.
En vivo: Diálogo
1.3
• Quick Start Review (TE, p. 348) 5 MIN.
• Review the Listening Strategy, p. 348.
Play audio or show video for the dialog,
1.2
pp. 348–349. 10 MIN.
• Replay twice. Read aloud, having students
1.1, 1.2, 1.3
take the roles of characters. 10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Video Activities, Unit 5 Resource Book,
pp. 74–76.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 350) 5 MIN.
• Use OHT 151 and 152 to review En
contexto vocabulary. Ask students for a
summary of the dialog to check recall.
1.2, 1.3, 4.1
8 MIN.
• Play the video/audio; have students do
1.2, 1.3
Actividades 1 and 2. 10 MIN.
• Have students complete Actividad 3 in
1.1, 1.2, 1.3
pairs. 5 MIN.
• Have students read and complete Actividad 4 in writing. Check answers orally.
5 MIN.
1.1, 1.2, 1.3
• Do Actividad 5 orally. 5 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 352.
Then present the Nota and have students
do Actividad 6 in pairs. 7 MIN.
1.1, 1.2, 1.3, 4.1
Homework Option:
• Have students write 5 true/false statements
about the dialog and complete Actividad 5
in writing.
Day 1
1.1, 1.2, 1.3, 3.1, 4.2
Day 2
1.2, 1.3, 3.2
1.1, 1.3
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 352) 5 MIN.
1.2, 1.3
• Present Gramática: Using Pronouns
with the Present Progressive, p. 352.
12 MIN.
1.2, 4.1
• Present the Vocabulario, p. 353. Then
have students complete Actividad 7 in
pairs. 10 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Nota. Then have students
do Actividad 8 in pairs. Have volunteers
present their answers to the class.
6 MIN.
1.1, 1.2, 1.3, 4.1
• Play the audio; do Actividad 9. 5 MIN.
1.2, 1.3
• Have students complete Actividad 10 in
pairs. Have volunteer pairs present the
1.1, 1.2, 1.3
various items. 7 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 11 in
writing. Have students exchange papers
for peer correction. Expand using Information
Gap Activities, Unit 5 Resource Book, p. 68;
1.1, 1.2, 1.3
Más comunicación, p. R14. 15 MIN.
• Quick Start Review (TE, p. 355) 5 MIN.
1.2, 1.3
• Present Gramática: Using the Verb deber,
1.2, 4.1
p. 355. 5 MIN.
• Present the Vocabulario, p. 355. Then do
Actividad 12 orally. 7 MIN.
1.1, 1.2, 1.3, 4.1
• Have students complete Actividades 13 and
14 in pairs. 8 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 15. 5 MIN.
1.2, 1.3
Homework Option:
• Have students make flashcards of the
Vocabulario, p. 353. Más práctica
Workbook, pp. 117–118. Cuaderno para
hispanohablantes, pp. 115–116.
ACTFL Standards for
Foreign Language Learning
Day 3
1.2, 1.3, 3.2
Day 4
1.1, 1.2, 1.3, 3.2, 4.2
Homework Option:
• Más práctica Workbook, p. 119. Cuaderno
para hispanohablantes, p. 117.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 5
Etapa
2
29
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
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.)
• Check homework. 5 MIN.
• Have students do Actividad 16 in writing.
Have volunteers write answers on the
1.1, 1.2, 1.3
board. 7 MIN.
• Quick Start Review (TE, p. 357) 5 MIN.
1.2, 1.3
• Present Gramática: Using Adverbs That
1.2, 4.1
End in -mente, p. 357. 10 MIN.
• Have students read and complete
Actividad 17. 5 MIN.
1.2, 1.3
1.1, 1.2, 1.3
• Do Actividad 18 orally. 5 MIN.
• Have students read and complete
Actividad 19. 5 MIN.
1.2, 1.3
• Have students do Actividad 20 in pairs.
1.1, 1.2, 1.3
8 MIN.
Homework Option:
• Have students complete Actividad 18
in writing. Más práctica Workbook,
p. 120. Cuaderno para hispanohablantes,
p. 118.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 21
in groups. Expand using Information
Gap Activities, Unit 5 Resource Book,
pp. 69–70; Más comunicación, p. R14.
15 MIN.
1.1, 1.2, 1.3
Pronunciación
• Play the audio and have students practice
the Trabalenguas, p. 359. 5 MIN.
1.2, 4.1
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 360) 5 MIN.
1.2, 1.3
• Review the Connecting Cultures Strategy,
p. 360. Have volunteers read the selection
aloud and answer the questions, p. 361.
Show video culture presentation for
expansion. 20 MIN.
1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 4.2
Homework Option:
• Have students complete the ¿Comprendiste?/
1.2, 1.3
¿Qué piensas? questions in writing.
DAY
DAY
7
8
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 362) 5 MIN.
• Have students do Actividad 1 in pairs.
5 MIN.
• Have students do Actividad 2 in writing.
Go over answers as a class. 5 MIN.
• Do Actividad 3 orally and Actividad 4 in
pairs. 10 MIN.
• Present the Speaking Strategy, p. 364. Have
students do Actividad 5 in pairs. 5 MIN.
• Have students do Actividad 6 in groups.
5 MIN.
En tu propia voz: Escritura
• Do Actividad 7 in writing. 10 MIN.
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
Homework Option:
• Review for Etapa 2 Exam.
30 ¡En español! Lesson Plans • UNIDAD 5
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 365) 5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
Etapa
2
1.2, 1.3
1.2
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Etapa 3 Opener.
Day 6
1.1, 1.2, 1.3, 2.1, 3.2, 4.2
5.1
Ampliación
• Use a suggested project, game, or activity.
1.1, 1.2, 1.3, 2.1, 2.2,
(TE, pp. 321A–321B) 10 MIN.
1.1, 1.2, 1.3
Day 5
1.2, 1.3
Day 7
1.2, 1.3
Tú en la comunidad
• Read and discuss Tú en la comunidad,
p. 364. 5 MIN.
1.2, 1.3
ACTFL Standards for
Foreign Language Learning
1.2
Day 8
1.2, 5.1
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
Copyright © McDougal Littell Inc. All rights reserved.
DAY
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 366) 5 MIN.
1.2, 1.3
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
1.2, 1.3
and answer the questions, p. 366. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 368) 5 MIN.
1.3
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 369.
Use the Situational OHTs for additional
1.1, 1.2, 1.3, 4.1
practice. 10 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 370) 5 MIN.
1.2, 1.3
• Review the Listening Strategy, p. 370. Play
audio or show video for the dialog,
1.2, 3.2
pp. 370–371. 10 MIN.
• Replay twice. Read aloud, having students
take the roles of the characters.
1.1, 1.2, 1.3, 3.2
10 MIN.
Homework Option:
• Video Activities, Unit 5 Resource Book,
pp. 125–127.
En acción: Vocabulario y
gramática
• Check homework. 4 MIN.
• Quick Start Review (TE, p. 372) 4 MIN.
1.2, 1.3
• Have students open to En contexto,
pp. 368–369, for reference. Use OHT
161 and 162 to review vocabulary. 5 MIN.
1.2, 4.1
• Play the audio; have students do Actividades
1 and 2 orally. 5 MIN.
1.1, 1.2, 1.3
• Do Actividad 3 orally. 3 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario, p. 373. Model
pronunciation. Then have students
complete Actividad 4 orally. 5 MIN. 1.1, 1.2, 1.3, 4.1
• Have students read and complete
Actividad 5. Go over answers orally.
4 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 374) 5 MIN.
1.2, 1.3
• Present Gramática: Talking About
Extremes: Superlatives, p. 374. 10 MIN.
1.2, 4.1
• Have students read and complete Actividad
6 in writing. 5 MIN.
1.2, 1.3
Homework Option:
• Más práctica Workbook, p. 125. Cuaderno
para hispanohablantes, p. 123.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Have students do Actividad 7 in writing.
1.1, 1.2, 1.3
Go over answers orally. 5 MIN.
• Present the Speaking Strategy, p. 375.
Then have students do Actividad 8 in
pairs. Expand using Information Gap
Activities, Unit 5 Resource Book, p. 119;
Más comunicación, p. R15. 10 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 376) 5 MIN.
1.2, 1.3
• Present Gramática: Talking About the
Past: The Preterite of Regular -ar Verbs
and the Vocabulario, p. 376. 15 MIN.
1.2, 4.1
• Have students read and complete Actividad
9. Go over answers orally. 5 MIN.
1.1, 1.2, 1.3
• Do Actividad 10 orally. 5 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Play the audio; have students do Actividad
1.2, 1.3
11. 5 MIN.
• Have students do Actividad 12 in groups.
Ask a few students to present their findings.
10 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 378) 4 MIN.
1.2, 1.3
• Present Gramática: Preterite of Verbs
Ending in -car, -gar, and -zar, p. 378.
1.2, 4.1
5 MIN.
• Have students read and complete
Actividad 13 in writing. Have students
exchange papers for peer correction.
1.1, 1.2, 1.3
6 MIN.
• Do Actividad 14 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 15 in
groups. 10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students complete Actividad 10
in writing. Más práctica Workbook,
pp. 126–127. Cuaderno para hispanohablantes,
pp. 124–125.
1.2, 1.3
Homework Option:
• Have students complete Actividad 14
in writing. Más práctica Workbook, p. 128.
Cuaderno para hispanohablantes,p. 126.
ACTFL Standards for
Foreign Language Learning
Day 1
1.2, 1.3, 3.2
Day 2
1.2, 1.3
Day 3
1.1, 1.2
Day 4
1.1, 1.2, 1.3
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 5
Etapa
3
31
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
ET
u n i d a d
5
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
En voces: Lectura
• Check homework. 8 MIN.
• Quick Start Review (TE, p. 382) 4 MIN.
• Present the Reading Strategy, p. 382.
Have volunteers read the selection
aloud and answer the questions, p. 383.
15 MIN.
DAY
8
En tu propia voz: Escritura
• Begin Actividad 7 in writing. 5 MIN.
1.2, 1.3
Homework Option:
• Have students finish Actividad 7. Have them
read Conexiones: La salud, p. 388. Review
for Unit 5 Comprehensive Test.
32 ¡En español! Lesson Plans • UNIDAD 5
Day 7
1.1, 1.2
Conexiones
• Discuss La salud, p. 388. 5 MIN.
1.2, 3.1
En tu propia voz: Escritura
• Present the Writing Strategy, p. 390.
Do the writing activity, pp. 390–391.
10 MIN.
1.2, 1.3
Unit 5 Comprehensive Test
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Unit 5 Comprehensive Test.
30 MIN.
1.2
Ampliación
• Optional: Use a suggested project, game,
or activity. (TE, pp. 321A–321B) 1.1, 1.2, 1.3, 2.1, 2.2,
1.2, 1.3
Etapa
3
Day 6
1.1, 1.2, 2.1, 3.2, 4.2
Homework Option:
• Prepare En uso Actividades 1–4. Review for
Etapa 3 Exam.
7
Etapa 3 Exam
• Complete Etapa 3 Exam. 20 MIN.
Day 5
1.2, 1.3, 3.2
1.1, 1.2, 1.3
En colores: Cultura y
comparaciones
1.3
• Quick Start Review (TE, p. 384) 4 MIN.
• Discuss the Connecting Cultures Strategy,
p. 384. Have volunteers read the selection
aloud and answer the questions, p. 385.
Show video culture presentation for expansion.
1.1, 1.2, 1.3, 2.1, 2.2, 3.2
15 MIN.
• Review En uso for Etapa 3 Exam,
pp. 386–387. 4 MIN.
DAY
En uso: Repaso y más
comunicación
1.2, 1.3
• Quick Start Review (TE, p. 386) 5 MIN.
• Review Actividades 1–4 orally. 10 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 388.
Do Actividad 5 in pairs and Actividad 6 in
1.1, 1.2, 1.3
groups. 10 MIN.
1.2, 1.3
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Unidad 6 Opener: Have students
read and study pp. 392–393.
1.2
Day 8
1.1, 1.2, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
• Present the Vocabulario, p. 379. Name
items (un televisor, un carro) and have
students provide an average price. 5 MIN.
1.2, 4.1
• Play the audio; do Actividad 16. 5 MIN.
1.2, 1.3
1.2, 4.1
• Present the Vocabulario, p. 380. 5 MIN.
• Present the Nota. Then do Actividad 17
in pairs. 5 MIN.
1.1, 1.2, 1.3, 4.1
• Do Actividades 18 and 19 orally. 8 MIN. 1.1, 1.2, 1.3
• Have students begin Actividad 20 in writing.
Expand using Information Gap Activities,
Unit 5 Resource Book, pp. 120–
121; Más comunicación, p. R15. 12 MIN.
1.2, 1.3
Pronunciación
• Play the audio and have students practice
the refranes, p. 381. 5 MIN.
1.2, 4.1
Homework Option:
• Have students complete Actividades 18
and 19 in writing, and finish Actividad 20.
1.2, 1.3
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.
DAY
DAY
1
2
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed. 10 MIN. 1.2, 2.1, 2.2
Etapa Opener
1.2, 1.3
• Quick Start Review (TE, p. 396) 5 MIN.
• Have students look at the Etapa Opener
1.2, 1.3
and answer the questions. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 398) 5 MIN.
1.2, 1.3
• Have students use context and pictures
to learn Etapa vocabulary, then answer
the questions, p. 399. Use the Situational
1.2, 1.3, 4.1
OHTs for additional practice. 10 MIN.
En vivo: Diálogo
1.2, 1.3
• Quick Start Review (TE, p. 400) 5 MIN.
• Review the Listening Strategy, p. 400.
Play audio or show video for the dialog,
pp. 400–401. Replay and have students
take the roles of the characters. 10 MIN. 1.1, 1.2, 1.3
Homework Option:
• Video Activities, Unit 6 Resource Book,
pp. 23–25.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 402) 5 MIN.
• Have students open to En contexto,
pp. 398–399, for reference. Use OHT
175 and 176 to review vocabulary.
1.2, 4.1
7 MIN.
• Play the video/audio; have students do
1.1, 1.2, 1.3
Actividades 1 and 2 orally. 8 MIN.
• Have students complete Actividad 3 in
pairs. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 4. 5 MIN.
1.2, 1.3
• Present the Vocabulario, p. 403. Then have
students do Actividad 5 orally. 10 MIN. 1.1, 1.2, 1.3, 4.1
• Discuss the directions for Actividad 6.
5 MIN.
1.2
DAY
DAY
3
4
En acción (cont.)
• Have several volunteers present their
1.1, 1.2, 1.3
descriptions for Actividad 6. 6 MIN.
• Present the Speaking Strategy, p. 404,
and the Nota. Then have students do
Actividad 7 in pairs. 7 MIN.
1.1, 1.2, 1.3, 4.1
• Quick Start Review (TE, p. 404) 5 MIN.
1.2, 1.3
• Present Gramática: Talking About the
Past: The Preterite of -er and -ir Verbs
and the Vocabulario, p. 404. Have students
1.2, 1.3, 4.1
act out the verbs. 14 MIN.
• Have students complete Actividad 8 in
writing, then exchange papers for peer
1.1, 1.2, 1.3
correction. 8 MIN.
• Do Actividad 9 in groups. 5 MIN.
1.1, 1.2, 1.3
• Present the Nota and do Actividad 10
orally. 5 MIN.
1.1, 1.2, 1.3, 4.1
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 406) 4 MIN.
1.2, 1.3
• Present Gramática: Talking About the
Past: Verbs with a y Spelling Change,
p. 406. 8 MIN.
1.2, 4.1
• Have students read and complete Actividad
11 in writing. Go over answers orally.
5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 12
orally. 5 MIN.
1.1, 1.2, 1.3
• Do Actividad 13 in pairs. Expand using
Information Gap Activities, Unit 6 Resource
Book, p. 17; Más comunicación, p. R16.
1.1, 1.2, 1.3
15 MIN.
• Use an expansion activity from TE
pp. 406–407 for reinforcement and variety.
8 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students complete Actividad 12 in
writing. Más práctica Workbook, p. 135.
Cuaderno para hispanohablantes,
p. 133.
1.2, 1.3
Homework Option:
• Have students complete Actividad 10
in writing. Más práctica Workbook,
pp. 133–134. Cuaderno para hispanohablantes, pp. 131–132.
1.2, 1.3
Homework Option:
• Have students complete Actividad 6 in
writing.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 3.2
Day 2
1.2, 1.3
1.2, 1.3
Day 3
1.3
Day 4
1.1, 1.2, 1.3
¡En español! Lesson Plans • UNIDAD 6
Etapa
1
33
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
ET
u n i d a d
6
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
5
6
1.2, 1.3
1.2, 4.1
1.1, 1.2, 1.3
1.2, 1.3, 4.1
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
Homework Option:
• Have students complete Actividad 16 in
writing. Más práctica Workbook, p. 136.
Cuaderno para hispanohablantes, p. 134.
En acción (cont.)
• Check homework. 5 MIN.
• Present the Nota, then do Actividad
19 orally. 5 MIN.
1.1, 1.2, 1.3, 4.1
• Have students do Actividades 20 and
21 in pairs. Expand using Information
Gap Activities, Unit 6 Resource Book,
pp. 18–19; Más comunicación, p. R16.
15 MIN.
1.1, 1.2, 1.3
Pronunciación
• Play the audio and have students practice
the Trabalenguas, p. 411. 5 MIN.
DAY
7
8
1.2, 1.3
Day 7
1.2, 1.3
En uso (cont.)
• Check homework. 5 MIN.
1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
Tú en la comunidad
• Read and discuss Tú en la comunidad,
5.1
p. 416. 5 MIN.
En resumen: Repaso
de vocabulario
1.2, 1.3
• Quick Start Review (TE, p. 417) 5 MIN.
• Review grammar questions, etc., as
necessary. 5 MIN.
1.2
• Complete Etapa 1 Exam. 20 MIN.
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 395A–395B) 10 MIN. 1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Begin Actividad 7 in writing. 5 MIN.
1.2, 1.3
Homework Option:
• Finish Actividad 7. Review for Etapa 1 Exam.
1.2, 1.3
34 ¡En español! Lesson Plans • UNIDAD 6
Day 6
1.3, 3.2
1.5
DAY
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 414) 5 MIN.
• Present the Repaso y más
comunicación using the Teaching
Suggestions (TE, p. 414). 5 MIN.
• Have students write Actividades 1 and 2;
check answers with the whole class.
10 MIN.
• Do Actividades 3 and 4 orally. 5 MIN.
• Present the Speaking Strategy, p. 416;
have students do Actividad 5 in pairs.
10 MIN.
• Have students complete Actividad 6 in
groups. 5 MIN.
1.2, 4.1
En voces: Lectura
• Quick Start Review (TE, p. 412) 5 MIN.
1.2, 1.3
• Review the Reading Strategy, p. 412. 5 MIN.
• Have volunteers read the selection aloud,
p. 413. 10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students complete the Hazlo tú
assignment, p. 413.
Day 5
1.1, 1.2, 1.3
Etapa
1
Homework Option:
• Preview Etapa 2 Opener.
Day 8
1.1, 3.2, 5.1
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 407) 5 MIN.
• Present Gramática: Using Irregular
Verbs in the Preterite: hacer, ir, ser, p. 407.
5 MIN.
• Have students read and complete
Actividad 14 orally. 5 MIN.
• Present the Vocabulario, p. 408.
Have students mime the professions.
8 MIN.
• Have students read and complete
Actividad 15 in writing. Go over
answers orally. 7 MIN.
• Do Actividad 16 orally and Actividad 17
in pairs. 10 MIN.
• Play the audio; do Actividad 18. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
6
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
Copyright © McDougal Littell Inc. All rights reserved.
DAY
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 418)
1.2, 1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
1.2, 1.3
and answer the questions. 5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 420) 5 MIN.
1.2, 1.3
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 421.
Use the Situational OHTs for additional
1.1, 1.2, 1.3, 4.1
practice. 10 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 422) 5 MIN.
1.2, 1.3
• Review the Listening Strategy, p. 422.
Play audio or show video for the dialog,
pp. 422–423. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having students
take the roles of characters. 10 MIN. 1.1, 1.2, 1.3, 3.2
Homework Option:
• Video Activities, Unit 6 Resource Book,
pp. 74–76.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 424) 5 MIN.
• Use OHT 185 and 186 to review En
contexto vocabulary. Ask students for
a summary of the dialog to check recall.
1.2, 1.3, 4.1
8 MIN.
• Play the video/audio; have students do
1.2, 1.3
Actividades 1 and 2. 8 MIN.
• Have students complete Actividad 3
1.1, 1.2, 1.3
orally. 5 MIN.
• Have students read and complete Actividad 4 in writing. Have them exchange
papers for peer correction. 9 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 5. 5 MIN.
1.2, 1.3
• Use an expansion activity from TE p. 425
5.1, 5.2
for reinforcement and variety. 5 MIN.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 426) 5 MIN.
• Present Gramática: Saying Where
Things Are Located, p. 426. 5 MIN.
• Have students do Actividad 6 in writing.
Go over answers orally. 5 MIN.
• Present the Speaking Strategy, p. 427.
Then do Actividad 7 in pairs. 5 MIN.
• Have students do Actividad 8 in writing.
Have a few volunteers present their
work to the class. 5 MIN.
• Quick Start Review (TE, p. 428) 5 MIN.
• Present Gramática: Pointing Out Specific
Things Using Demonstratives, p. 428.
10 MIN.
• Have students read and complete Actividad 9 in writing. Go over answers orally.
5 MIN.
Homework Option:
• Más práctica Workbook, pp. 141–142.
Cuaderno para hispanohablantes,
pp. 139–140.
1.2, 1.3
1.2, 4.1
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
1.2, 4.1
1.1, 1.2, 1.3
Homework Option:
• Have students write 5 true/false statements
about the dialog and complete Actividad 3
in writing.
En acción (cont.)
• Check homework. 5 MIN.
• Review demonstrative adjectives and
pronouns. 5 MIN.
• Have students complete Actividad 10
in pairs 5 MIN.
• Have students complete Actividad 11
in groups. Expand using Information
Gap Activities, Unit 6 Resource Book,
p. 68; Más comunicación, p. R17.
10 MIN.
• Quick Start Review (TE, p. 430) 3 MIN.
• Present Gramática: Ordinal Numbers,
p. 430. 5 MIN.
• Do Actividad 12 in pairs and Actividad
13 orally. 9 MIN.
• Have students complete Actividad 14
in writing. Ask volunteers to write answers
on the board. 8 MIN.
Homework Option:
• Have students complete Actividad 13 in
writing. Más práctica Workbook, p. 143.
Cuaderno para hispanohablantes,
p. 141.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.3, 3.2
Day 2
1.1, 1.3, 3.2
1.2, 1.3
Day 3
1.1, 1.3
1.2, 4.1
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
Day 4
1.1, 1.2, 1.3
1.2, 4.1
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 6
Etapa
2
35
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
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.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 431) 4 MIN.
• Present Gramática: Irregular Preterite
1.2, 4.1
Verbs, p. 431. 10 MIN.
• Present the Nota, then have students
do Actividad 15 in writing. Have
volunteers write answers on the board.
1.1, 1.2, 1.3, 4.1
5 MIN.
• Have students do Actividad 16 in pairs.
Have volunteers present their responses.
8 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 17 in groups,
then present their work. 8 MIN.
1.1, 1.2, 1.3
• Do Actividad 18 orally. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 19. 5 MIN.
1.2, 1.3
Homework Option:
• Have students complete Actividad 18 in
writing. Más práctica Workbook, p. 144.
Cuaderno para hispanohablantes, p. 142.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 20
in writing. Expand using Information
Gap Activities, Unit 6 Resource Book,
pp. 69–70; Más comunicación, p. R17.
1.2, 1.3
18 MIN.
Pronunciación
• Play the audio and have students
practice the Trabalenguas, p. 433.
1.2, 4.1
5 MIN.
En colores: Cultura y
comparaciones
1.2, 1.3
• Quick Start Review (TE, p. 434) 5 MIN.
• Review the Connecting Cultures Strategy,
p. 434. Have volunteers read the selection
aloud and answer the questions, p. 435.
1.1, 1.2, 1.3, 2.1, 2.2, 4.2
17 MIN.
Homework Option:
• Have students complete the ¿Comprendiste?/¿Qué piensas? questions in writing.
1.2, 1.3
DAY
DAY
7
8
En uso: Repaso y más
comunicación
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 436) 5 MIN.
• Have students do Actividad 1 orally.
5 MIN.
• Have students do Actividad 2 in writing.
Go over answers as a class. 5 MIN.
• Do Actividad 3 orally and Actividad 4 in
writing. 8 MIN.
• Present the Speaking Strategy, p. 438. Have
students do Actividad 5 in pairs. 7 MIN.
• Have students do Actividad 6 in groups.
5 MIN.
En tu propia voz: Escritura
• Do Actividad 7 in writing. Have a few
students present their lists. 10 MIN.
Conexiones
• Read and discuss Las ciencias, p. 438.
5 MIN.
1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
Homework Option:
• Review for Etapa 2 Exam.
36 ¡En español! Lesson Plans • UNIDAD 6
Etapa
2
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 439) 5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
ACTFL Standards for
Foreign Language Learning
Day 5
1.3, 3.2
Day 6
1.2, 3.2, 4.2
Day 7
1.1, 1.2, 1.3
1.2, 3.1
1.2, 1.3
1.2
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 395A–395B) 10 MIN. 1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Have students complete the assignment
in Conexiones. Review Etapa 3 Opener.
1.2, 1.3
Day 8
1.2, 1.3, 2.2, 3.1
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
DAY
DAY
1
2
Etapa Opener
• Quick Start Review (TE, p. 440) 5 MIN.
1.2, 2.1, 2.2
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
1.2
and answer the questions. 5 MIN.
En acción: Vocabulario y
gramática
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 446) 4 MIN.
1.2, 1.3
• Have students open to En contexto,
pp. 442–443, for reference. Use OHT
195 and 196 to review vocabulary.
5 MIN.
1.2
• Play the audio; have students do Actividades
1 and 2 orally. 5 MIN.
1.1, 1.2
• Do Actividad 3 orally. 5 MIN.
1.1, 1.2
• Play the audio; have students do Actividad
4. 5 MIN.
1.2
• Have students complete Actividad 5 in
pairs. 7 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 448) 4 MIN.
1.2, 1.3
• Present Repaso: Review: Present Progressive
and ir a + infinitive, p. 448. 10 MIN.
1.2, 4.1
En contexto: Vocabulario
• Quick Start Review (TE, p. 442) 5 MIN.
• Have students use context and pictures
to review text vocabulary, pp. 442–443.
Use the Situational OHTs for additional
practice. 10 MIN.
1.2, 1.3
1.2
En vivo: Diálogo
• Quick Start Review (TE, p. 444) 5 MIN.
1.2, 1.3
• Review the Listening Strategy, p. 444.
Play audio or show video for the dialog,
pp. 444–445. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having students
take the roles of the characters.
10 MIN.
1.1, 1.2, 1.3, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Video Activities, Unit 6 Resource Book,
pp. 125–127.
Homework Option:
• Have students complete Actividad 6
in writing and write 2 sentences for each
of the following: simple present, present
progressive, ir a + infinitive.
DAY
DAY
3
4
En acción (cont.)
• Check homework. 5 MIN.
• Have students do Actividades 7 and 8 orally.
1.1, 1.2, 1.3
8 MIN.
• Present the Speaking Strategy, p. 449.
Then have students do Actividad 9 in
pairs. Call on a few pairs to present their
1.2, 1.3
answers. 8 MIN.
• Have students do Actividad 10 in writing.
Then have them exchange papers for
1.2, 1.3
peer correction. 10 MIN.
• Quick Start Review (TE, p. 450) 4 MIN.
1.2, 1.3
• Present Repaso: Review: Affirmative tú
Commands, p. 450. 10 MIN.
1.2
• Have students do Actividad 11 orally.
5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students complete Actividades 7,
8, and 11 in writing, or do Más práctica
Workbook, pp. 149–150. Cuaderno para
hispanohablantes, pp. 147–148.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Have students do Actividad 12 in pairs.
5 MIN.
• Have students do Actividad 13 in
writing. Expand using Information Gap
Activities, Unit 6 Resource Book, p. 119;
Más comunicación, p. R18. 12 MIN.
• Quick Start Review (TE, p. 451) 4 MIN.
• Present Repaso: Review: Regular
Preterite, p. 451. 9 MIN.
• Have students read and complete
Actividad 14 in writing. Go over answers
orally. 5 MIN.
• Have students do the oral part of
Actividad 15 in groups. 5 MIN.
• Do Actividad 16 orally. 5 MIN.
Homework Option:
• Have students complete the Resumen
for Actividad 15 in writing. Más práctica
Workbook, p. 151. Cuaderno para
hispanohablantes, p. 149.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 3.2
Day 2
1.2, 1.3
1.2
Day 3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
1.2, 1.3
1.2, 4.1
Day 4
1.2, 1.3, 3.2
1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 6
Etapa
3
37
Regular Schedule (50-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
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.
• Quick Start Review (TE, p. 453) 4 MIN.
1.2
• Present Repaso: Review: Irregular
1.2, 4.1
Preterite, p. 453. 6 MIN.
• Play the audio; do Actividad 17. 5 MIN.
1.2
• Have students do Actividad 18 orally and
1.1, 1.2, 1.3
Actividad 19 in pairs. 10 MIN.
• Do Actividad 20 in writing. Expand using
Information Gap Activities, Unit 6 Resource
Book, pp. 120–121; Más comunicación,
1.1, 1.2, 1.3
p. R18. 10 MIN.
• Do Actividad 21 orally. 5 MIN.
1.1, 1.2, 1.3
En voces: Lectura
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 456)
1.2, 2.1, 2.2
5 MIN.
• Present the Reading Strategy, p. 456.
Have volunteers read the selection
aloud and answer the questions, p. 457.
1.2, 1.3
14 MIN.
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 458) 4 MIN.
1.2
• Discuss the Connecting Cultures Strategy,
p. 458. Have volunteers read the selection
aloud and answer the questions, p. 459.
1.2, 1.3, 2.1, 2.2
14 MIN.
En uso: Repaso y más
comunicación
• Play the Video Epilogue. 5 MIN.
3.2
• Review En uso for Etapa 3 Exam,
1.2
pp. 460–461. 3 MIN.
Homework Option:
• Prepare En uso Actividades 1–4. Review
for Etapa 3 Exam.
1.2
Pronunciación
• Play the audio; practice the refrán, p. 455.
5 MIN.
1.2
Homework Option:
• Más práctica Workbook, p. 152. Cuaderno
para hispanohablantes, p. 150.
DAY
DAY
7
8
En uso (cont.)
• Quick Start Review (TE, p. 460) 4 MIN.
• Review Actividades 1–4 orally. 8 MIN.
• Present the Speaking Strategy, p. 462.
Do Actividad 5 in pairs and Actividad 6
in groups. 8 MIN.
1.2, 1.3
1.2
1.1, 1.2, 1.3
Etapa 3 Exam
• Complete Etapa 3 Exam. 20 MIN.
En tu propia voz: Escritura
• Begin Actividad 7 in writing. 5 MIN.
Conexiones
• Present La salud, p. 462. 5 MIN.
Homework Option:
• Finish Actividad 7. Review for Unit 6
Comprehensive Test.
38 ¡En español! Lesson Plans • UNIDAD 6
1.1, 1.2
2.1, 2.2, 3.1
En resumen: Ya sabes
• Quick Start Review (TE, p. 463) 5 MIN.
Unit 6 Comprehensive Test
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Unit 6 Comprehensive Test.
30 MIN.
En tu propia voz: Escritura
• Present the Writing Strategy, p. 464. Do
the writing activity, pp. 464–465. 10 MIN.
Etapa
3
Day 5
1.3, 3.2
Day 6
1.2, 1.3, 2.1, 3.2, 4.2
Day 7
1.2, 1.3, 2.2, 3.2
1.2
1.2
1.1, 1.2
Ampliación
• Optional: Use a suggested project, game,
or activity. (TE, pp. 395A–395B)
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
1.1, 1.2
ACTFL Standards for
Foreign Language Learning
Homework Option:
• Have students complete the report outlined
in Conexiones. Review for Final Test.
2.1, 2.2, 3.1
Day 8
1.3, 2.2, 3.2
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date_________________________________
Class __________________________________________________________
Period _______________________________
ET
Name _________________________________________________________
APA
p r e l i m i n a r
Pacing Guide
DAY
DAY
DAY
1
2
3
Vocabulary/Activities (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 4) 5 MIN. 1.2, 1.3
• Have students look at the photos
on pp. 4–5 and describe what they
see. Ask them what they think ¿Cómo
te llamas? and Me llamo... mean.
5 MIN.
1.2
• Read aloud the list of Spanish names
on p. 4. Have students repeat each
name after you. Ask students if they
can think of English equivalents for any
of the names on the list. 5 MIN.
4.1
• Have students pick Spanish names,
then introduce themselves to the class.
5 MIN.
1.1, 1.2, 1.3
• Read aloud the conversations on pp. 4–5.
Have students repeat each sentence
after you. 5 MIN.
1.2, 1.3
• Have pairs of students act out the
conversations. 5 MIN.
1.1, 1.2, 1.3
• Calling on different students, do
Actividad 5 on p. 5 orally. 5 MIN. 1.1, 1.2, 1.3
• Have students circulate to complete
Actividad 6 on p. 5. 10 MIN.
1.1, 1.2, 1.3
• Have students work in groups of 3 or 4
to complete Actividad 7 on p. 5.
10 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 6)
5 MIN.
1.2, 1.3
• Present ¿De dónde es? on pp. 6–7.
Read country names aloud, while
pointing to the appropriate country on
the map. Have students repeat after
you. 5 MIN.
1.2, 1.3
• Teach the Es de... construction. 5 MIN.
1.2
• Brainstorm a list of Spanish-speaking
celebrities, athletes, and historical
figures and their countries of origin.
Have students make sentences using the
Es de... construction. 15 MIN.
1.1, 1.2, 1.3
Vocabulary/Activities (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 8) 5 MIN. 1.2, 1.3
• Present the Soy de... construction and
the conversations on p. 8. 5 MIN.
1.2
• In pairs, have students do Actividades
1.1, 1.2, 1.3
8 and 9 on p. 9. 10 MIN.
• Play the audio for Actividad 10 on
p. 9. Have students record their
answers in notebooks. Go over
1.2, 1.3
answers. 5 MIN.
• In groups, do Actividad 11 on p. 9.
1.1, 1.2, 1.3
5 MIN.
• Quick Start Review (TE, p. 10)
5 MIN.
1.2
• Present El abecedario (El alfabeto)
1.2
on pp. 10–11. 5 MIN.
• Play the audio and have students
practice the Pronunciación on p. 11.
1.2, 1.3
5 MIN.
• Play the audio and do Actividad 12
on p. 11. Go over answers.
1.2, 1.3
5 MIN.
• Have students do Actividad 13 on
p. 11 in groups. 5 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 12)
5 MIN.
1.2, 1.3
• Present Los números de cero a
diez on p. 12. 5 MIN.
1.2
• Have students complete Actividad 14
1.1, 1.2, 1.3
on p. 13 in groups. 5 MIN.
• Present ¿Qué día es hoy? on p. 13 and
do Actividad 15 orally. 10 MIN.
1.2, 1.3
• Have students do Actividad 16 on
p. 13 in pairs. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, pp. 4–6.
Cuaderno para hispanohablantes,
pp. 4–6.
• Greet students/take care of school
business. 10 MIN.
• Have students explore books as you
check out texts. 10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
Etapa Opener
• Have students look at the photo and
respond to the ¿Qué ves? questions
1.2, 2.1
on p. xxxvi. 10 MIN.
• Use Block Scheduling Copymasters.
5 MIN.
Vocabulary/Activities
• Quick Start (TE, p. 2 ) 5 MIN.
1.2, 1.3
• Present ¡Hola! / Adiós on pp. 2–3.
Have students repeat these greeting/
good-bye expressions after you and with
each other. 10 MIN.
1.1, 1.2, 1.3
• In pairs, have students practice greeting
each other and saying good-bye. Direct
them to vary their choice of greetings
and good-byes. 10 MIN.
1.1, 1.2, 1.3
• Have students do Actividades 1 and 2
on p. 3 orally. 10 MIN.
1.2, 1.3
• Play the audio for Actividad 3. If
necessary, repeat. Ask students to
record their answers, saludo or
despedida, in their notebooks. Go over
1.2, 1.3
responses. 10 MIN.
• In pairs, have students complete
Actividad 4 on p. 3. Ask for volunteers
to act out their greetings/good-byes.
10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have each student choose his/
her favorite greeting/good-bye
expression and make a flashcard on
construction paper. Each greeting should
be written in Spanish on the front (with
an illustration/magazine cutout that
demonstrates the chosen expression) and
the English translation on the back.
Más práctica Workbook, p. 1. Cuaderno
para hispanohablantes, p. 1.
1.2, 1.3
Homework Option:
• Más práctica Workbook, pp. 2–3.
Cuaderno para hispanohablantes,
pp. 2–3.
¡En español! Lesson Plans • Etapa Preliminar
39
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
ET
APA
p r e l i m i n a r
Pacing Guide
Correlated to the Oklahoma Priority Academic Student Skills
DAY
4
5
Vocabulary/Activities (cont.)
• Check homework. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 14) 5 MIN.
• Present Frases útiles on pp. 14–15
1.1, 1.2, 1.3
and do Actividad 17. 10 MIN.
• Do Actividad 18 on p. 15 orally.
5 MIN.
1.1, 1.2, 1.3
• In groups, have students do Actividades
1.1, 1.2, 1.3
19 and 20 on p. 15. 10 MIN.
• Play a quick game of charades,
using the vocabulary and expressions
from “In the Classroom” and “In the
Text” instructions on pp. 14–15.
1.1, 1.2, 1.3, 5.2
10 MIN.
En uso: Repaso y más
comunicación (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 6
1.1, 1.2, 1.3
in groups, p. 20. 10 MIN.
• Have students work individually on
Actividad 7, p. 20. As students are
writing their pen pal letters, circulate
around the classroom answering
questions and offering suggestions.
1.2, 1.3
20 MIN.
Video: Onda Internacional
• Quick Start Review (TE, p. 16) 5 MIN.
1.2, 1.3
• Have students look at the photos
on pp. 16–17. Play the Video Prologue.
Have students answer the questions
on p. 17. 10 MIN.
1.2, 3.2, 4.1
En uso: Repaso y más
comunicación
1.2, 1.3
• Quick Start Review (TE, p. 18) 5 MIN.
• Do Actividades 1–4 orally, pp. 18–19.
15 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 5
in pairs, p. 20. Have volunteer pairs
present their dialogs to the class.
10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, pp. 7–8.
Cuaderno para hispanohablantes,
pp. 7–8. Review for Etapa preliminar
Exam.
En resumen: Repaso
de vocabulario
1.2, 1.3
• Quick Start Review (TE, p. 21) 5 MIN.
• Review Etapa content and questions
as necessary. 10 MIN.
1.2
• Administer Etapa preliminar Exam.
20 MIN.
• Have a few students who enjoy
drawing go up to the board and
illustrate objects from pp. 10–11.
With books closed, have the other
students try to say the appropriate noun
1.1, 1.2, 1.3
in Spanish. 20 MIN.
Homework Option:
• Students should prepare final drafts
for their pen pal letters.
Preview Unidad 1 Opener: Have
students jot down their observations.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1
Day 2
1.1, 1.3, 4.1
Day 3
1.1, 1.3, 3.1, 3.2
1.2, 1.3
Day 4
1.2, 2.1, 3.1, 3.2
Day 5
1.1, 1.3
40 ¡En español! Lesson Plans • Etapa Preliminar
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
DAY
DAY
DAY
1
2
3
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed.
2.1, 2.2
10 MIN.
En acción (cont.)
• Check homework. 10 MIN.
• Quick Start Review (TE, p. 34)
1.2, 1.3
5 MIN.
• Present Gramática: Familiar and Formal
1.2, 4.1
Greetings, p. 34. 10 MIN.
• Have students do Actividad 6 in pairs
1.1, 1.2, 1.3
and Actividad 7 orally. 5 MIN.
• Present the Speaking Strategy, p. 35.
Do Actividad 8 in pairs. 5 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 35)
5 MIN.
1.2, 1.3
• Present Gramática: Describing People:
Subject Pronouns and the Verb ser,
1.2, 4.1
p. 35. 10 MIN.
• Have students do Actividad 9.
1.2, 1.3
5 MIN.
• Play the audio; have students do
Actividad 10. 5 MIN.
1.2
1.1, 1.2, 1.3
• Do Actividad 11 orally. 5 MIN.
• Have students complete Actividad 12
in writing. Have students exchange
papers for peer correction. Expand using
Information Gap Activities,
Unit 1 Resource Book, p. 68; Más
1.2, 1.3
comunicación, p. R1. 10 MIN.
• Quick Start Review (TE, p. 37)
3 MIN.
1.2, 1.3
• Present Gramática: Using ser de to
Express Origin, p. 37. 5 MIN.
1.2, 1.3
• Have students do Actividad 13 orally,
Actividad 14 in pairs, and Actividad 15
in groups. Use Block Scheduling
Copymasters for a change of pace as
1.1, 1.2, 1.3
needed. 7 MIN.
Homework Option:
• Have students complete Actividades
7, 11, and 13 in writing. Más práctica
Workbook, pp. 13–15. Cuaderno
para hispanohablantes, pp. 11–13. 1.2, 1.3
En acción (cont.)
• Check homework. 10 MIN.
• Quick Start Review (TE, p. 39)
1.2, 1.3
5 MIN.
• Present Gramática: Using Verbs
to Talk About What You Like to Do,
1.2, 4.1
p. 39. 10 MIN.
• Present the Vocabulario: Infinitives.
Have students act out the verbs.
1.1, 1.2, 1.3, 4.1
10 MIN.
• Have students do Actividad 16 orally.
5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 17
in pairs. 5 MIN.
1.1, 1.2, 1.3
• Do Actividad 18 orally and Actividad
19 in groups. 10 MIN.
1.1, 1.2, 1.3
• Play the audio; have students do
Actividad 20. 5 MIN.
1.2
• Have students complete Actividad 21
in writing. Expand using Information
Gap Activities, Unit 1 Resource Book,
pp. 69–71; Más comunicación, p. R1.
1.2, 1.3
10 MIN.
• Use Block Scheduling Copymasters for
a change of pace as needed.
Etapa Opener
• Quick Start Review (TE, p. 26)
5 MIN.
• Have students look at the Etapa
Opener and answer the questions.
5 MIN.
• Use Block Scheduling Copymasters.
5 MIN.
1.2, 1.3
1.3, 2.1
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 28)
2.1
5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary, then answer
the questions, p. 29. Use the Situational
OHTs for additional practice.
1.2, 1.3, 4.1
10 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 30)
1.2, 1.3
5 MIN.
• Review the Listening Strategy,
p. 30. Play audio or show video for the
dialog, pp. 30–31. Replay and have
students take the roles of the characters.
Do Actividades 1 and 2 orally, p. 32.
1.1, 1.2, 1.3, 3.2
20 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 32)
5 MIN.
1.2, 1.3
• Have students open to En contexto,
pp. 28–29. Use OHT 5 and 6 to review
vocabulary. 5 MIN.
1.2
• Do Actividades 3 and 4 orally and Actividad
1.1, 1.2, 1.3
5 in writing. 15 MIN.
Homework Option:
• Video Activities, Unit 1 Resource Book,
pp. 74–76. Have students complete
Actividades 3 and 4 in writing.
1.2, 1.3
Pronunciación
• Play the audio and have students
practice the Refrán. 10 MIN.
4.1
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 25A–25B)
1.1, 1.2, 1.3, 2.1, 2.2, 3.1,
10 MIN.
3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Have students complete Actividades
16 and 18 in writing. Más práctica
Workbook, p. 16. Cuaderno para
hispanohablantes, p. 14.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 1
Etapa
1
41
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
1
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
En voces: Lectura
• Check homework. 10 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 42) 5 MIN.
4.1
• Review the Reading Strategy, p. 42. 5 MIN.
• Have students read the Lectura silently.
Then have various students read the
1.1, 1.2, 1.3
Lectura aloud. 15 MIN.
• Call on volunteers to answer the
¿Comprendiste? and ¿Qué piensas?
1.1, 1.2, 1.3
questions. 5 MIN.
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask volunteers
to present their letters to the class.
1.1, 1.2, 1.3
15 MIN.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1
Conexiones
• Read and discuss Los estudios sociales,
p. 46. Have students complete their
1.3, 3.1
own diagrams. 20 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 47) 5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 1 Exam. 20 MIN.
En uso: Repaso y más
comunicación
1.2, 1.3
• Quick Start Review (TE, p. 44) 5 MIN.
• Have students write Actividades
1 and 2, then check answers with the
1.2, 1.3
whole class. 15 MIN.
• Have students do Actividades 3 and 4
1.1, 1.2, 1.3
orally. 10 MIN.
• Present the Speaking Strategy, p. 46,
and have students do Actividad 5
in pairs. 7 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 6 in groups.
Have volunteers perform their dialogs
for the class. 13 MIN.
1.1, 1.2, 1.3
1.2, 1.3
1.2
Day 2
1.1
Ampliación
• Use another suggested project, game,
or activity. (TE, pp. 25A–25B)
1.1, 1.2, 1.3, 2.1, 2.2,
20 MIN.
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Etapa 2 Opener
Day 3
1.1, 1.2
Day 4
1.1, 1.2, 1.3, 3.1
Day 5
1.1, 1.3, 3.1
42 ¡En español! Lesson Plans • UNIDAD 1
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Review for Etapa 1 Exam.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
1
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Etapa Opener
• Quick Start Review (TE, p. 48)
1.2, 1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the questions. 5 MIN.
1.2, 2.2
• Use Block Scheduling Copymasters.
5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 50) 5 MIN. 1.2, 1.3
• Have students use context and pictures
to learn Etapa vocabulary. In pairs,
have students answer the questions,
p. 51. Use the Situational OHTs for
additional practice. 10 MIN. 1.1, 1.2, 1.3, 4.1
En vivo: Diálogo
• Quick Start Review (TE, p. 52)
1.2, 1.3
5 MIN.
• Review the Listening Strategy,
p. 52. Play audio or show video for
1.2, 3.2
the dialog, pp. 52–53. 10 MIN.
• Replay twice. Read aloud, having
students take the roles of characters.
Have students do Actividades 1 and 2
1.1, 1.2, 1.3, 3.2
orally, p. 54. 10 MIN.
En acción (cont.)
• Check homework. 10 MIN.
• Quick Start Review (TE, p. 56) 5 MIN.
• Present Gramática: Using Definite
Articles with Specific Things, p. 56.
1.2, 4.1
10 MIN.
• Present the Vocabulario, p. 56. Have
students find these articles of clothing
elsewhere in the textbook. 10 MIN. 1.2, 4.1
• Have students read and complete
Actividad 6 and do Actividad 7 orally.
1.2, 1.3
10 MIN.
• Quick Start Review (TE, p. 57) 5 MIN. 1.2, 1.3
• Present Gramática: Using Indefinite
Articles with Unspecified Things, p. 57.
1.2, 4.1
10 MIN.
• Have students complete Actividad 8 in
pairs and Actividad 9 orally.
8 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 59)
4 MIN.
1.2, 1.3
• Present Gramática: Using Adjectives
to Describe: Gender and Vocabulario,
p. 59. Mime the words as appropriate.
1.2, 4.1
10 MIN.
• Have students read and complete
Actividad 10 and do Actividad 11 in
pairs. Expand using Information Gap
Activities, Unit 1 Resource Book,
pp. 119; Más comunicación, p. R2.
1.1, 1.2, 1.3
8 MIN.
En acción (cont.)
• Check homework. 10 MIN.
• Quick Start Review (TE, p. 60)
1.2
5 MIN.
• Present Gramática: Using Adjectives
to Describe: Number, p. 60.
1.2, 4.1
10 MIN.
• Present the Vocabulario: Los colores,
p. 60.. Point to items in the classroom
to show different colors. 5 MIN.
1.2, 4.1
• Have students do Actividad 12 in
pairs. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; have students do
Actividad 13. 5 MIN.
1.2, 1.3
• Have students do Actividades 14 and
1.1, 1.2, 1.3
15 orally. 10 MIN.
• Have students do Actividad 16 in
groups and Actividad 17 in pairs.
10 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 63,
and have students do Actividad 18
in pairs. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 19.
5 MIN.
1.2, 1.3
• Have students complete Actividad
20 in writing, then orally in pairs.
Expand using Information Gap Activities,
Unit 1 Resource Book, p. 120; Más
comunicación, p. R2. Use Block
Scheduling Copymasters, for a change
1.1, 1.2, 1.3
of pace as needed. 10 MIN.
Homework Option:
• Have students complete Actividad 7
or 9 in writing. Más práctica Workbook,
pp. 21–23. Cuaderno para hispanohablantes, pp. 19–21.
1.2, 1.3
Pronunciación
• Play the audio and have students
practice the Trabalenguas. 10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 54)
1.2, 1.3
5 MIN.
• Use OHT 15 and 16 to review En
contexto vocabulary. 5 MIN.
• Do Actividad 3 in groups. 5 MIN.
• Have students complete Actividad 4
orally and Actividad 5 in pairs.
1.1, 1.2, 1.3
10 MIN.
Homework Option:
• Video Activities, Unit 1 Resource Book,
pp. 125–127. Have students complete
Actividades 4 and 5 in writing.
1.2, 4.1
Homework Option:
• Have students complete Actividades
14 and 15 in writing. Más práctica
Workbook, p. 24. Cuaderno para
hispanohablantes, p. 22.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 1
Etapa
2
43
Block Schedule (90-Minute Schedule)
Copyright © McDougal Littell Inc. All rights reserved.
Correlated to the Oklahoma Priority Academic Student Skills
ET
u n i d a d
1
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
En colores: Cultura y
comparaciones
• Check homework. 10 MIN.
1.1, 1.2
• Quick Start Review (TE, p. 64) 5 MIN.
• Review the Connecting Cultures Strategy,
p. 64. Have volunteers read
the selection aloud and answer the
questions, p. 65. Show video culture
presentation for expansion.
1.2, 1.3, 2.1, 2.2
25 MIN.
En uso: Repaso y más
comunicación
1.3
• Quick Start Review (TE, p. 66) 5 MIN.
• Have students write Actividades 1
and 2. Have them exchange papers for
1.1, 1.2, 1.3
peer correction. 15 MIN.
• Do Actividades 3 and 4 orally. Have
volunteers go to the board and write
out answers. 10 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 68,
and have students do Actividad 5 in
pairs. 10 MIN.
1.1, 1.2, 1.3
En uso: Repaso y más
comunicación (cont.)
• Check homework. 10 MIN.
• Have students prepare Actividad 6
in groups, p. 68. Then have them
present their descriptions to the class.
1.1, 1.2, 1.3
10 MIN.
Conexiones
• Present La música, p. 68. 10 MIN.
1.2, 3.1
Homework Option:
• Research music as presented in
Conexiones. Review for Etapa 2 Exam.
2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Etapa 3 Opener.
1.2, 3.1
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask
volunteers to present their descriptions
1.1, 1.2, 1.3
to the class. 15 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 69)
5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
Day 2
1.2, 1.3
1.2
1.2
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 25A–25B) 20 MIN. 1.1, 1.2, 1.3,
Day 4
1.1, 1.2, 1.3, 3.2, 4.2
Day 5
1.1, 12, 4.2
44 ¡En español! Lesson Plans • UNIDAD 1
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
Day 3
1.1, 1.3, 3.2
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
1
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Etapa Opener
• Quick Start Review (TE, p. 70)
1.2, 1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa
Opener and answer the questions.
1.2, 2.1, 2.2
5 MIN.
• Use Block Scheduling Copymasters.
5 MIN.
En acción (cont.)
• Check homework. 10 MIN.
• Quick Start Review (TE, p. 78)
1.2, 1.3
5 MIN.
• Present Gramática: Saying What You
Have: The Verb tener, p. 78. 5 MIN. 1.2, 4.1
• Have students complete Actividad 6
1.1, 1.2, 1.3
orally. 5 MIN.
• Present the Vocabulario, p. 79.
10 MIN.
1.2, 4.1
• Have students do Actividad 7 in writing.
Have students exchange papers for
peer correction. 8 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 8.
5 MIN.
1.2, 1.3
• Have students do Actividad 9 in pairs.
Expand using Information Gap Activities,
Unit 1Resource Book, p. 170; Más
1.1, 1.2, 1.3
comunicación, p. R3. 7 MIN.
• Quick Start Review (TE, p. 80)
5 MIN.
1.2, 1.3
• Present Gramática: Expressing Possession
1.2, 4.1
Using de, p. 80. 10 MIN.
• Have students do Actividades 10 and
11 orally. 10 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 81,
and have students do Actividad 12 in
pairs. Use Block Scheduling Copymasters,
p. 32 for a change of pace as needed.
1.1, 1.2, 1.3
10 MIN.
En acción (cont.)
• Check homework. 10 MIN.
• Quick Start Review (TE, p. 82)
1.2, 1.3
5 MIN.
• Present Gramática: Expressing
Possession: Possessive Adjectives,
1.2, 4.1
p. 82. 10 MIN.
• Have students do Actividades 13–15
1.1, 1.2, 1.3
in pairs. 15 MIN.
• Have students do Actividad 16 orally.
5 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 84)
5 MIN.
1.3
• Present Gramática: Giving Dates: Day
and Month and the Vocabulario: Los
1.2, 4.1
meses del año, p. 84. 10 MIN.
• Have students do Actividad 17 in
writing. Have volunteers write anwers
on the board. 8 MIN.
• Have students do Actividad 18 in
1.1, 1.2, 1.3
groups. 7 MIN.
• Play the audio; do Actividad 19.
5 MIN.
1.2, 1.3
• Do Actividad 20 in writing. Expand
using Information Gap Activities, Unit 1
Resource Book, pp. 171–172; Más
comunicación, p. R3. 10 MIN.
1.2, 1.3
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 72)
1.2, 1.3
5 MIN.
• Have students use context and
pictures to learn Etapa vocabulary.
In pairs, have students answer the
questions, p. 73. Use the Situational
OHTs for additional practice.
1.1, 1.2, 1.3
10 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 74)
1.2
5 MIN.
• Review the Listening Strategies, p. 74.
Play audio or show video for the dialog,
pp. 74–75. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having
students take the roles of characters.
10 MIN.
1.1, 1.2, 1.3, 3.2
• Ask students for a summary of the
dialog to check recall. 5 MIN. 1.1, 1.2, 1.3, 3.2
• Play the video/audio; do Actividades
1.1, 1.2, 1.3
1 and 2 orally, p. 76. 10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 76)
1.2, 1.3
5 MIN.
• Have students read and complete
Actividad 3 in writing. Have them
exchange papers for peer correction.
5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividades
1.2, 1.3
4 and 5. 10 MIN.
Homework Option:
• Have students complete Actividad 11
in writing. Más práctica Workbook,
pp. 29–30. Cuaderno para hispanohablantes, pp. 27–28.
1.2, 1.3
Ampliación
• Optional: Use a suggested project,
game, or activity. (TE, pp. 25A–25B) 1.1, 1.2,
1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Have students complete Actividad 16
in writing. Más práctica Workbook,
pp. 31–32. Cuaderno para hispanohablantes, pp. 29–30.
1.2, 1.3
Homework Option:
• Video Activities, Unit 1 Resource Book, pp.
176–178. Have students complete
Actividad 4 in writing.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 1
Etapa
3
45
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
1
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
Pronunciación
• Check homework. 10 MIN.
• Play the audio and have students practice
1.2, 4.1
the Trabalenguas, p. 85. 5 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 93) 5 MIN.
• Review grammar questions, etc. as
necessary. 5 MIN.
• Complete Etapa 3 Exam. 20 MIN.
En voces: Lectura
• Quick Start Review (TE, p. 86) 5 MIN.
1.2, 1.3
• Present the Reading Strategy, p. 86.
1.2, 4.1
5 MIN.
• Have volunteers read the Lectura aloud
and answer the questions, p. 87.
1.1, 1.2, 1.3
10 MIN.
En colores: Cultura y
comparaciones
1.2, 1.3
• Quick Start Review (TE, p. 88) 5 MIN.
• Discuss the Connecting Cultures
Strategy, p. 88. 5 MIN.
1.2, 2.1, 2.2, 4.2
• Call on volunteers to read the
selection aloud and to answer the
1.1, 1.2
questions, p. 89. 10 MIN.
Unit 1 Comprehensive Test
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Unit 1 Comprehensive
Test. 30 MIN.
En tu propia voz: Escritura
• Present the Writing Strategy, p. 94. Do
the writing activity, pp. 94–95. 15 MIN.
Homework Option:
• Preview Unidad 2 Opener: Have
students read and study pp. 96–97.
1.2, 1.3
Day 1
1.2, 1.3, 3.2
1.2
5.1
1.2
Day 2
1.1, 1.2, 1.3, 2.2, 4.2
1.2, 1.3
1.2
Day 3
1.2, 2.1, 1.3, 2.1
1.2, 1.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.2, 1.3
Homework Option:
• Review for Etapa 3 Exam.
Day 4
1.2, 2.1, 3.2, 4.2
Day 5
1.1, 3.2, 5.1, 5.2
46 ¡En español! Lesson Plans • UNIDAD 1
Etapa
3
Copyright © McDougal Littell Inc. All rights reserved.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 90)
5 MIN.
• Do Actividades 1–5 orally. 10 MIN.
• Present the Speaking Strategy,
p. 92. Do Actividades 6 and 7 in
groups. 15 MIN.
• Do Actividad 8 in writing. 5 MIN.
Tú en la comunidad
• Present Tú en la comunidad, p. 92.
10 MIN.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
2
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed.
1.2, 2.1, 2.2
10 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 3
1.1, 1.2, 1.3
in pairs. 5 MIN.
• Have students complete Actividad 4
in writing. Have students exchange
papers for peer correction.
8 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario and have
students complete Actividad 5 in pairs.
10 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Speaking Strategy,
p. 108, and have students complete
Actividad 6 in pairs. Call on several
pairs to present their dialogs.
1.1, 1.2, 1.3
8 MIN.
• Quick Start Review (TE, p. 108)
5 MIN.
1.2, 1.3
• Present Gramática: Saying What You
Do: Present of -ar Verbs, p. 109.
1.2, 4.1
15 MIN.
• Ask volunteers to pantomime the
1.1
verbs in the Vocabulario. 5 MIN.
• Have students complete Actividad 7
in writing. Have volunteers write out
answers on the board. 9 MIN.
1.1, 1.2, 1.3
• Have students complete Actividades
8, 9, 10 in pairs. Expand using
Information Gap Activities, Unit 2
Resource Book, p. 17; Más comunicación,
1.1, 1.2, 1.3
p. R4. 15 MIN.
• Play the audio; do Actividad 11.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 111)
1.3
5 MIN.
• Present Gramática: Expressing
Frequency with Adverbs, p. 111.
1.2, 4.1
10 MIN.
• Have students read Actividad 12
silently, then answer orally.
5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 13 in pairs.
5 MIN.
1.1, 1.2, 1.3
• In groups of 3, have students begin
to create posters for Actividad 14.
Suggest that students start by
brainstorming needed vocabulary.
1.1, 1.2, 1.3
10 MIN.
• Quick Start Review (TE, p. 113)
5 MIN.
1.2, 1.3
• Present Gramática: Expressing
Obligation with hay que and tener
que, p. 113. 10 MIN.
1.2, 4.1
• Do Actividades 15 and 16 orally.
5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad
17 in small groups. 5 MIN.
1.1, 1.2, 1.3
• Have students read and complete
Actividad 18. 5 MIN.
1.2, 1.3
• Play the audio; do Actividad 19.
5 MIN.
1.2, 1.3
• Have students complete Actividad
20. Expand using Information Gap
Activities, Unit 2 Resource Book,
pp. 18–20; Más comunicación, p. R4.
1.2, 1.3
10 MIN.
Etapa Opener
• Quick Start Review (TE, p. 100) 5 MIN.
1.3
• Have students look at the Etapa Opener
1.2, 1.3
and answer the questions. 5 MIN.
• Use Block Scheduling Copymasters.
5 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 102) 5 MIN.
1.3
• Have students use context and
pictures to learn Etapa vocabulary,
then answer the questions, p. 103.
Use the Situational OHTs for additional
1.2, 1.3, 4.1
practice. 15 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
• Quick Start Review (TE, p. 104)
1.2, 1.3
5 MIN.
• Review the Listening Strategy, p. 104. Play
audio or show video for the dialog,
pp. 104–105. Replay and have students take
the roles of the characters.
1.1, 1.2, 1.3, 3.2
20 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 106)
5 MIN.
1.3
• Have students open to En contexto,
pp. 102–103, for reference. Use OHT
39 and 40 to review vocabulary. 5 MIN. 1.2
• Play the video/audio; do Actividades
1 and 2 orally. 10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Video Activities, Unit 2 Resource Book,
pp. 23–25. Have students write 7 true/
false statements about the Diálogo. 1.2, 3.2
5 MIN.
Homework Option:
• Más práctica Workbook, pp. 37–38.
Cuaderno para hispanohablantes,
pp. 35–36.
1.2, 1.3
Pronunciación
• Play the audio and have students
practice the Trabalenguas. 5 MIN.
1.2, 4.1
Homework Option:
• Complete posters for Actividad 14.
Más práctica Workbook, pp. 39–40.
Cuaderno para hispanohablantes,
pp. 37–38.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 2
Etapa
1
47
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
2
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
En voces: Lectura
• Check homework. 10 MIN.
• Quick Start Review (TE, p. 116) 5 MIN. 1.2, 1.3
• Review the Reading Strategy, p. 116.
1.2
5 MIN.
• Have students read the Lectura silently.
Then have various students read the
1.1, 1.2, 1.3
Lectura aloud. 15 MIN.
• Call on volunteers to answer the
questions, p. 117. 5 MIN.
1.1, 1.2, 1.3
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 118)
1.2, 1.3
5 MIN.
• Have students write Actividades 1 and
2, then check answers with the whole
1.1, 1.2, 1.3
class. 15 MIN.
• Do Actividades 3 and 4 orally.
10 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 120,
and have students do Actividad 5 in
pairs. 10 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 6 in groups.
Have volunteers perform their dialogs
for the class. 10 MIN.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask
volunteers to present their descriptions.
1.1, 1.2, 1.3
15 MIN.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 1.3
Conexiones
• Read and discuss Las matemáticas,
p. 120. Have students plan their surveys.
1.2, 3.1
15 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 121)
5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 1 Exam. 20 MIN.
1.3
Day 2
1.1, 1.2, 3.2
Ampliación
• Use one or more suggested projects,
games, or activities. (TE, pp. 99A–99B)
1.1, 1.2, 1.3, 2.1, 2.2,
25 MIN.
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Conduct the survey and make
a pie chart for Conexiones. Preview
Etapa 2 Opener.
1.2, 3.1, 5.1
Day 3
1.1, 1.2, 1.3
Day 4
1.1, 1.2, 1.3
Day 5
1.1, 1.3, 3.1
48 ¡En español! Lesson Plans • UNIDAD 2
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
Homework Option:
• Review for Etapa 1 Exam.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
2
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Etapa Opener
• Quick Start Review (TE, p. 122)
1.2, 1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the questions. 5 MIN.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 130)
1.2, 1.3
5 MIN.
• Present Gramática: Saying Where
You Are Going: The Verb ir and the
Vocabulario, p. 130. 10 MIN.
1.2, 4.1
• Have students read and complete
Actividad 6. 5 MIN.
1.2, 1.3
• Present the Nota for Actividad 7,
then do the activity orally.
1.1, 1.2, 1.3, 4.1
8 MIN.
• Present the Nota for Actividad 8,
then do the activity in groups.
7 MIN.
1.1, 1.2, 1.3, 4.1
• Quick Start Review (TE, p. 132)
5 MIN.
1.2, 1.3
• Present Gramática: Telling Time,
1.2, 4.1
p. 132. 15 MIN.
• Have students complete Actividad
9 in pairs. 5 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario, p. 133.
Reinforce by asking simple questions
(¿Cuándo estudias? ¿Cuándo llegas
a la escuela? ¿Cuándo escuchas
música?). 5 MIN.
1.2, 1.3, 4.1
• Play the audio; do Actividad 10.
5 MIN.
1.2, 1.3
• Present the Speaking Strategy, p. 133,
and have students do Actividad 11 in
pairs. Expand using Information Gap
Activities, Unit 2 Resource Book, p. 68;
Más comunicación, p. R5.
1.1, 1.2, 1.3
15 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 134)
1.2, 1.3
5 MIN.
• Present Gramática: Describing
Location with the Verb estar, p. 134.
10 MIN.
1.2, 4.1
• Have students read and complete
Actividad 12 in writing. Ask volunteers
to write out answers on the board.
1.1, 1.2, 1.3
5 MIN.
• Have students do Actividad 13 in
pairs and Actividad 14 orally.
10 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 135) 5 MIN.
1.3
• Present Gramática: Asking Questions:
Interrogative Words, p. 135.
1.2, 4.1
10 MIN.
• Do Actividad 15 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students read and complete
Actividades 16 and 17 in writing.
Then have them exchange papers
for peer correction. 15 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad
18 orally. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 19.
5 MIN.
1.2, 1.3
• Have students do Actividad 20 in
pairs. Expand using Information Gap
Activities, Unit 2 Resource Book,
pp. 69–70; Más comunicación, p. R5.
1.1, 1.2, 1.3
10 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 124) 5 MIN.
1.3
• Have students use context and pictures
to learn Etapa vocabulary. Have students
answer the questions, p. 125.
1.2, 1.3, 4.1
10 MIN.
• Use Block Scheduling Copymasters.
5 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
• Quick Start Review (TE, p. 126) 5 MIN.
1.3
• Review the Listening Strategy, p. 126. Play
audio or show video for the dialog,
pp. 126–127. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having students
take the roles of characters.
1.1, 1.2, 1.3, 3.2
10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 128)
1.2, 1.3
5 MIN.
• Use OHT 49 and 50 to review En contexto
vocabulary. Ask students for a summary
of the dialog to check recall. 5 MIN. 1.2, 1.3
• Play the video/audio; do Actividades 1
and 2. 10 MIN.
1.2, 1.3
• Have students read and complete
Actividad 3. 5 MIN.
• Present the Nota. Then have students
complete Actividad 4 in pairs and
Actividad 5 orally. 10 MIN.
1.1, 1.2, 1.3, 4.1
Homework Option:
• Have students complete Actividad 5 in
writing. Video Activities, Unit 2 Resource
Book, pp. 74–76.
1.2, 1.3
Homework Option:
• Have students complete Actividad 7 in
writing. Más práctica Workbook,
pp. 45–46. Cuaderno para hispanohablantes, pp. 43–44.
1.2, 1.3
Homework Option:
• Have students complete Actividades
14 and 18 in writing. Más práctica
Workbook, pp. 47–48. Cuaderno
para hispanohablantes, pp. 45–46. 1.2, 1.3
¡En español! Lesson Plans • UNIDAD 2
Etapa
2
49
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
2
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
En tu propia voz: Escritura
• Do Actividad 8 in writing. Have several
students present their questions.
1.1, 1.2, 1.3
20 MIN.
1.2, 4.1
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 138)
1.3
5 MIN.
• Review the Connecting Cultures
1.2, 2.1, 2.2, 4.2
Strategy, p. 138. 5 MIN.
• Have volunteers read the selection
aloud and answer the questions, p. 139.
20 MIN.
1.1, 1.2, 1.3
Conexiones
• Present La salud, p. 142. 10 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 143)
5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 140)
1.3
5 MIN.
• Have students write Actividad 1. Have
volunteers write out answers on the
1.1, 1.2, 1.3
board. 10 MIN.
• Do Actividad 2 in pairs and Actividades
3–5 orally. 15 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 142,
and have students do Actividad 6 in
pairs. 10 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 7 in groups.
5 MIN.
1.1, 1.2, 1.3
Day 1
1.1, 1.2
1.2, 3.1
1.3
1.2
Day 2
1.1, 1.2, 3.2, 4.2
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 99A–99B) 25 MIN. 1.1, 1.2, 1.3,
2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Research food and complete the
chart as presented in Conexiones.
Preview Etapa 3 Opener.
1.2, 1.3
Day 3
1.1, 1.2, 1.3, 3.2
Homework Option:
• Review for Etapa 2 Exam.
Day 4
1.1, 1.2, 1.3, 2.2, 3.2, 4.2
Day 5
1.3, 2.2
50 ¡En español! Lesson Plans • UNIDAD 2
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
Pronunciación
• Check homework. 10 MIN.
• Play the audio; have students practice
the Trabalenguas. 5 MIN.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
2
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Etapa Opener
• Quick Start Review (TE, p. 144)
1.2, 1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the questions. 5 MIN.
1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Present the Nota and have students
complete Actividad 6 in pairs. Ask a
few pairs to present their mini-dialogs.
1.1, 1.2, 1.3, 4.1
5 MIN.
• Quick Start Review (TE, p. 152)
4 MIN.
1.2, 1.3
• Present Gramática: Saying What You
Are Going to Do: ir a... and the Vocabulario,
p. 153. 10 MIN.
1.2, 4.1
• Have students complete Actividad 7
orally and Actividad 8 in pairs.
5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 9 orally.
8 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario, p. 154. Then
play the audio and do Actividad 10.
10 MIN.
1.2, 1.3, 4.1
• Have students do Actividad 11 in writing.
Ask volunteers to share their paragraphs
with the class. Expand using Information
Gap Activities, Unit 2 Resource Book,
p. 119; Más comunicación, p. R6.
1.1, 1.2, 1.3
18 MIN.
• Quick Start Review (TE, p. 155)
5 MIN.
1.2, 1.3
• Present Gramática: Present Tense of
Regular -er and -ir Verbs and the
Vocabulario, p. 155. 10 MIN.
1.2, 4.1
• Have students complete Actividades
12 and 13 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 14 in
groups. 5 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 157)
1.2, 1.3
5 MIN.
• Present Gramática: Regular Present
Tense Verbs with Irregular yo Forms,
p. 157. 5 MIN.
1.2, 4.1
• Have students read and complete
Actividad 15. 5 MIN.
1.2, 1.3
• Do Actividades 16 and 17 orally.
1.1, 1.2, 1.3
10 MIN.
• Quick Start Review (TE, p. 158)
5 MIN.
1.2, 1.3
• Present Gramática: Using the Verb
oír, p. 158. 5 MIN.
1.2, 4.1
• Have students do Actividad 18 in
writing, and then have them exchange
papers for peer correction.
1.1, 1.2, 1.3
10 MIN.
• Do Actividad 19 in pairs. 5 MIN. 1.1, 1.2, 1.3
• Play the audio; do Actividad 20.
5 MIN.
1.2, 1.3
• Have students do Actividad 21 in
writing. Ask volunteers to share their
letters with the class. Expand using
Information Gap Activities, Unit 2
Resource Book, pp. 120–121; Más
1.1, 1.2, 1.3
comunicación, p. R6. 20 MIN.
En contexto: Vocabulario
• Quick Start Review (TE, p. 146)
1.2, 1.3
5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 147.
1.1, 1.2, 1.3, 4.1
5 MIN.
• Use Block Scheduling Copymasters.
5 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
• Quick Start Review (TE, p. 148)
1.2, 1.3
5 MIN.
• Review the Listening Strategy, p. 148. Play
audio or show video for the dialog,
pp. 148–149. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having students
take the roles of characters.
10 MIN.
1.2, 1.3, 3.2
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 150)
1.2, 1.3
5 MIN.
• Ask students for a summary of the dialog
to check recall. 5 MIN.
1.2, 1.3, 3.2
• Play the video/audio; have students do
Actividades 1 and 2 orally.
1.1, 1.2, 1.3
10 MIN.
• Have students complete Actividad 3
orally and Actividad 4 in pairs.
1.1, 1.2, 1.3
10 MIN.
• Present the Speaking Strategy. Do
1.1, 1.2, 1.3
Actividad 5 in groups. 10 MIN.
Homework Option:
• Have students complete Actividades
9 and 13 in writing. Más práctica
Workbook, pp. 53–54. Cuaderno para
hispanohablantes, pp. 51–52.
1.2, 1.3
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 99A–99B)
10 MIN.
1.1, 1.2, 1.3, 2.1, 2.2,
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Have students complete Actividades
16 and 17 in writing. Más práctica
Workbook, pp. 55–56. Cuaderno para
hispanohablantes, pp. 53–54.
1.2, 1.3
Homework Option:
• Have students write 10 true/false
statements about the Diálogo. Video
Activities, Unit 2 Resource Book,
pp. 125–127
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 2
Etapa
3
51
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
2
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
Pronunciación
• Check homework. 5 MIN.
• Play the audio and have students practice
1.2, 4.1
the refrán. 5 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 167)
5 MIN.
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Etapa 3 Exam. 20 MIN.
En voces: Lectura
• Quick Start Review (TE, p. 160) 5 MIN.
1.3
• Present the Reading Strategy, p. 160.
5 MIN.
• Have volunteers read the selection
aloud and answer the questions, p. 161.
1.1, 1.2, 1.3
10 MIN.
Tú en la comunidad
• Present Tú en la comunidad, p. 166.
5 MIN.
Unit 2 Comprehensive Test
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Unit 2 Comprehensive Test.
30 MIN.
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 162)
1.2, 1.3
5 MIN.
• Discuss the Connecting Cultures Strategy,
1.2, 2.1, 2.2
p. 162. 5 MIN.
• Have volunteers read the selection
aloud and answer the questions, p. 163.
Show video culture presentation for
expansion. 10 MIN.
1.1, 1.2, 1.3, 3.2
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 164)
5 MIN.
1.3
• Do Actividades 1–4 orally. 15 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 166.
Do Actividad 5 in pairs and 6 in groups.
10 MIN.
1.1, 1.2, 1.3
• Do Actividad 7 in writing. 10 MIN.
1.2, 1.3
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
Day 1
1.2, 1.3
5.1
1.2
En tu propia voz: Escritura
• Do the writing activity, pp. 168–169.
15 MIN.
1.2, 1.3
Homework Option:
• Preview Unidad 3 Opener: Have
students read and study pp. 170–171.
1.2
Day 2
1.2, 1.3, 2.1, 3.2
Homework Option:
• Review for Etapa 3 Exam.
Day 4
1.1, 1.2, 3.2, 4.2, 5.1
Day 5
1.2, 5.1
52 ¡En español! Lesson Plans • UNIDAD 2
Etapa
3
Copyright © McDougal Littell Inc. All rights reserved.
Day 3
1.1, 1.2
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
3
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed.
1.2, 2.1, 2.2
10 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Play the audio; do Actividad 4.
1.2, 1.3
5 MIN.
• Have students read and complete
1.2, 1.3
Actividad 5. 5 MIN.
• Quick Start Review (TE, p. 182)
1.2, 1.3
5 MIN.
• Present Gramática: Expressing Feelings
with estar and Adjectives, p. 182. Review
adjectives learned so far. 10 MIN.
1.2, 4.1
• Present the Nota and have students
complete Actividad 6 orally. 5 MIN.
4.1
• Have students complete Actividad 7
in pairs. Ask for volunteers to present
their mini-conversations.
1.1, 1.2, 1.3
10 MIN.
• Present the Vocabulario, p. 183, and
have students answer the question
¿Cuándo usas estas frases?
1.2, 1.3, 4.1
5 MIN.
• Present the Nota. Then have students
complete Actividad 8 in pairs.
1.1, 1.2, 1.3, 4.1
5 MIN.
• Quick Start Review (TE, p. 184)
5 MIN.
1.2, 1.3
• Present Gramática: Saying What Just
Happened with acabar de, p. 184.
5 MIN.
1.2, 4.1
• Do Actividad 9 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad
10 in writing. 5 MIN.
1.2, 1.3
• Present the Speaking Strategy, p. 185.
Then have students do Actividad 11
in pairs. Expand using Information
Gap Activities, Unit 3 Resource Book,
p. 17; Más comunicación, p. R7.
1.1, 1.2, 1.3
15 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 185)
1.2, 1.3
5 MIN.
• Present Gramática: Saying Where
You Are Coming from with venir,
p. 185. 5 MIN.
1.2, 4.1
• Have students read Actividad 12
silently, then answer orally.
5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 13 orally.
5 MIN.
1.1, 1.2, 1.3
• Present the Nota and do Actividad 14.
5 MIN.
1.2, 1.3, 4.1
• Quick Start Review (TE, p. 187)
1.2, 1.3
5 MIN.
• Present Gramática: Saying What
Someone Likes to Do Using gustar + infinitive,
p. 187. 10 MIN.
1.2, 4.1
• Have students read and complete
Actividad 15. 5 MIN.
1.2, 1.3
• Do Actividades 16 and 17 orally.
1.1, 1.2, 1.3
10 MIN.
• Present the Vocabulario, p. 188.
Then play the audio and do Actividad
18. 12 MIN.
1.2, 1.3, 4.1
• Have students read and complete
Actividad 19 in pairs. 5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 20 in
groups. Expand using Information
Gap Activities, Unit 3 Resource Book,
pp. 18–19; Más comunicación, p. R7.
1.1, 1.2, 1.3
13 MIN.
Etapa Opener
• Quick Start Review (TE, p. 174)
1.2, 1.3
5 MIN.
• Have students look at the Etapa Opener
and answer the questions, p. 174.
5 MIN.
1.2, 1.3
• Use Block Scheduling Copymasters.
5 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 176)
1.2, 1.3
5 MIN.
• Have students use context and
pictures to learn Etapa vocabulary,
then answer the questions, p. 177.
Use the Situational OHTs for additional
1.2, 1.3, 4.1
practice. 15 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 178)
1.2, 1.3
5 MIN.
• Review the Listening Strategy, p. 178. Play
audio or show video for the dialog,
pp. 178–179. Replay and have students take
the roles of the characters.
15 MIN.
1.1, 1.2, 1.3, 3.2
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 180)
1.2, 1.3
5 MIN.
• Have students open to En contexto,
pp. 176–177, for reference. Use OHT
73 and 74 to review vocabulary.
1.2, 4.1
5 MIN.
• Play the video/audio; do Actividades
1 and 2 orally. 10 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 3
in pairs. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Más práctica Workbook, pp. 63–64.
Cuaderno para hispanohablantes,
pp. 61–62.
Homework Option:
• Más práctica Workbook, pp. 61–62.
Cuaderno para hispanohablantes,
pp. 59–60.
Homework Option:
• Video Activities, Unit 3 Resource Book,
pp. 23–25.
¡En español! Lesson Plans • UNIDAD 3
Etapa
1
53
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
3
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
4
5
Pronunciación
• Check homework. 5 MIN.
• Play the audio and have students
practice the refrán, p. 189. 5 MIN.
En voces: Lectura
• Quick Start Review (TE, p. 190) 5 MIN.
• Review the Reading Strategy, p. 190.
5 MIN.
• Have volunteers read the selection
aloud and answer the questions, p. 191.
20 MIN.
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask
volunteers to present their letters.
1.1, 1.2, 1.3
15 MIN.
Conexiones
• Read and discuss La música, p. 194.
1.2, 3.1
10 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 195)
5 MIN.
1.3
• Review grammar questions, etc., as
1.2
necessary. 15 MIN.
• Complete Etapa 1 Exam. 20 MIN.
Ampliación
• Use one or more suggested projects,
games, or activities. (TE, pp. 173A–173B)
1.1, 1.2, 1.3, 2.1, 2.2,
25 MIN.
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Research and complete the chart
for Conexiones.
Preview Etapa 2 Opener.
1.2, 1.3, 5.1
1.2, 4.1
1.2, 1.3
1.2, 1.3
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 192)
1.2, 1.3
5 MIN.
• Have students write Actividades 1
and 2, then check answers with the
1.1, 1.2, 1.3
whole class. 15 MIN.
• Do Actividades 3 and 4 orally.
10 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 194.
and have students do Actividad 5 in
groups. 10 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 6 in pairs.
Have volunteers perform their miniconversations for the class. 10 MIN. 1.1, 1.2, 1.3
ACTFL Standards for
Foreign Language Learning
Day 1
1.3, 3.2, 4.2
Day 2
1.1, 1.3
Day 3
1.1, 1.3
Homework Option:
• Review for Etapa 1 Exam.
Day 4
1.1, 1.3
Day 5
1.3, 3.1, 3.2
54 ¡En español! Lesson Plans • UNIDAD 3
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
3
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Etapa Opener
• Quick Start Review (TE, p. 196)
1.2, 1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the questions, p. 196.
5 MIN.
1.2, 1.3
• Use Block Scheduling Copymasters.
5 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 204)
1.2, 1.3
5 MIN.
• Present Gramática: Talking About
Playing a Sport: The Verb jugar and
1.2, 4.1
the Vocabulario, p. 204. 10 MIN.
• Have students read and complete
1.2, 1.3
Actividad 5. 5 MIN.
• Do Actividad 6 orally and Actividad 7
1.1, 1.2, 1.3
in groups. 10 MIN.
• Quick Start Review (TE, p. 205)
5 MIN.
1.2, 1.3
• Present Gramática: Stem-Changing
Verbs: e → ie and the Vocabulario,
1.2, 4.1
p. 205. 10 MIN.
• Have students complete Actividad 8
orally. 5 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 206.
Then have students complete Actividad
9 orally. 10 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 10
orally. 5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 11 in writing.
Then have them exchange papers for
peer correction. 10 MIN.
1.1, 1.2, 1.3
• Use one or more suggested expansion
activities (TE, pp. 206–207) to review verbs.
10 MIN.
1.1, 1.2, 1.3, 3.1, 5.2
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 207)
1.2, 1.3
5 MIN.
• Present Gramática: Saying What
You Know: The Verb saber, p. 207.
5 MIN.
1.2, 4.1
• Have students read and complete
Actividad 12 in writing. Ask volunteers
to write out answers on the board.
10 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 13.
5 MIN.
1.2, 1.3
• Have students do Actividad 14 in
pairs. Expand using Information Gap
Activities, Unit 3 Resource Book,
p. 68; Más comunicación, p. R8.
1.1, 1.2, 1.3
10 MIN.
• Quick Start Review (TE, p. 208)
5 MIN.
1.2, 1.3
• Present Gramática: Phrases for
Making Comparisons, p. 208.
1.2, 4.1
10 MIN.
• Have students complete Actividad
15 in writing. Then have them
exchange papers for peer correction.
1.1, 1.2, 1.3
5 MIN.
• Do Actividad 16 orally. 5 MIN.
1.1
• Have students do Actividad 17 in
pairs. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 18.
1.2, 1.3
5 MIN.
• Have students complete Actividad
19 in groups. Expand using Information
Gap Activities, Unit 3 Resource Book,
pp. 69–70; Más comunicación, p. R8.
1.1, 1.2, 1.3
10 MIN.
• Present and discuss the Nota cultural,
p. 209. 5 MIN.
2.1, 4.2
Homework Option:
• Have students complete Actividad 16
in writing. Más práctica Workbook,
pp. 71–72. Cuaderno para hispanohablantes, pp. 69–70.
1.2, 1.3
En contexto: Vocabulario
• Quick Start Review (TE, p. 198)
1.3
5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. Have students
answer the questions, p. 199.
1.2, 1.3, 4.1
10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
• Quick Start Review (TE, p. 200)
1.2, 1.3
5 MIN.
• Review the Listening Strategy, p. 200. Play
audio or show video for the dialog,
1.2, 4.1
pp. 200–201. 10 MIN.
• Replay twice. Read aloud, having
students take the roles of characters.
10 MIN.
1.1, 1.2, 1.3, 3.2
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 202)
1.2, 1.3
5 MIN.
• Use OHT 83 and 84 to review En contexto
vocabulary. Ask students for a summary
of the dialog to check recall.
10 MIN.
1.2, 1.3, 4.1
• Play the video/audio; have students do
Actividades 1 and 2. 10 MIN.
1.2, 1.3
• Have students do Actividad 3 in writing.
Review answers orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 4
1.1, 1.2, 1.3
orally. 5 MIN.
Homework Option:
• Video Activities, Unit 3 Resource Book,
pp. 74–76. Have students complete
Actividad 4 in writing.
1.2, 1.3
Homework Option:
• Have students complete Actividad 9
in writing. Más práctica Workbook,
pp. 69–70. Cuaderno para hispanohablantes, pp. 67–68.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 3
Etapa
2
55
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
3
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
Pronunciación
• Check homework. 5 MIN.
• Play the audio and have students
practice the Trabalenguas, p. 211.
5 MIN.
1.2, 4.1
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 212)
5 MIN.
1.2, 1.3
• Review the Connecting Cultures Strategy,
p. 212. Have volunteers read the
selection aloud and answer the questions,
p. 213. Show video culture presentation
for expansion.
20 MIN.
1.1, 1.2 ,1.3, 2.1, 2.2, 3.2, 4.2
En tu propia voz: Escritura
• Do Actividad 7 in writing. Have a
few students present their brochures.
1.1, 1.2, 1.3
20 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 217)
5 MIN.
• Review grammar questions, etc.,
as necessary. 20 MIN.
• Complete Etapa 2 Exam. 20 MIN.
1.2
Day 2
1.1, 1.3
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Etapa 3 Opener.
Day 3
1.1, 1.3, 3.2, 4.2
5.1
Homework Option:
• Review for Etapa 2 Exam.
Day 4
1.1, 1.3, 3.2, 4.2
Day 5
1.1, 1.3, 3.2, 4.2
56 ¡En español! Lesson Plans • UNIDAD 3
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
Tú en la comunidad
• Present Sarah, p. 216. 5 MIN.
Day 1
1.1, 1.3, 3.2
1.3
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 173A–173B)
1.1, 1.2, 1.3, 2.1, 2.2,
25 MIN.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 214)
5 MIN.
1.2, 1.3
• Have students write Actividad 1.
Have volunteers write out answers
on the board. 10 MIN.
1.1, 1.2, 1.3
• Do Actividad 2 in pairs and Actividades 3 and 4 orally. 15 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy,
p. 216, and have students do Actividad
5 in pairs. 10 MIN.
1.1, 1.2, 1.3
• Do Actividad 6 in groups. 10 MIN.
1.1, 1.2, 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
DAY
DAY
DAY
1
2
3
Etapa Opener
• Quick Start Review (TE, p. 218)
1.2, 1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the questions, p. 218.
5 MIN.
1.2, 1.3
• Use Block Scheduling Copymasters.
5 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 226)
1.2, 1.3
5 MIN.
• Present Gramática: Describing the
1.2, 4.1
Weather, p. 226. 10 MIN.
• Play the audio; have students do
1.2, 1.3
Actividad 6. 5 MIN.
• Have students do Actividad 7 in writing.
1.2, 1.3
8 MIN.
• In pairs, have students do Actividad
8. They should take turns asking and
answering the questions. Call on several
pairs to present their answers.
1.1, 1.2, 1.3
10 MIN.
• Present the Speaking Strategy, p. 228.
Have students do Actividad 9 in pairs.
5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 10
in groups. 7 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 229)
5 MIN.
1.2, 1.3
• Present Gramática: Special Expressions
Using tener, p. 229. 10 MIN.
1.2, 1.3
• Have students complete Actividad 11
in writing, then go over the answers orally.
1.1, 1.2, 1.3
5 MIN.
• Do Actividad 12 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 13
in pairs. Expand using Information Gap
Activities, Unit 3 Resource Book, p. 119;
Más comunicación, p. R9.
En acción (cont.)
• Check homework. 7 MIN.
• Quick Start Review (TE, p. 230)
1.2, 1.3
5 MIN.
• Present Gramática: Direct Object
1.2, 4.1
Pronouns, p. 230. 10 MIN.
• Have students work in pairs to
1.1, 1.2, 1.3
complete Actividad 14. 5 MIN.
• Have students read and complete
Actividad 15. Go over answers orally.
8 MIN.
1.1, 1.2, 1.3
• Do Actividad 16 in pairs. 5 MIN. 1.1, 1.2, 1.3
• Play the audio; have students do
1.2, 1.3
Actividad 17. 5 MIN.
• Have students do Actividad 18 in pairs.
Call on a few pairs to present their
1.1, 1.2, 1.3
answers. 10 MIN.
• Quick Start Review (TE, p. 232)
5 MIN.
1.2, 1.3
• Present Gramática: Saying What Is
Happening: Present Progressive,
p. 232. 10 MIN.
1.2, 4.1
• Do Actividades 19 and 20 orally.
5 MIN.
1.1, 1.2, 1.3
• Do Actividad 21 in writing. Expand
using Information Gap Activities,
Unit 3 Resource
Book, pp. 120–121; Más comunicación,
p. R9. 10 MIN.
1.2, 1.3
En contexto: Vocabulario
• Quick Start Review (TE, p. 220)
1.2, 1.3
5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 221.
Use the Situational OHTs for additional
1.1, 1.2, 1.3, 4.1
practice. 10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
• Quick Start Review (TE, p. 222)
1.2, 1.3
5 MIN.
• Review the Listening Strategy, p. 222. Play
audio or show the video for the dialog,
pp. 222–223. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having students
note similarities and differences between
Minneapolis and San Juan.
10 MIN.
1.1, 1.2, 1.3, 3.2, 4.2
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 224)
1.2, 1.3
5 MIN.
• Play the audio; have students do
1.2, 1.3
Actividades 1 and 2. 10 MIN.
• Have students do Actividad 3 in writing,
and go over answers orally.
1.1, 1.2, 1.3
5 MIN.
• Present Vocabulario, p. 225. 5 MIN.
1.2, 4.1
• Have students do Actividad 4 orally
and Actividad 5 in writing.
10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Video Activities, Unit 3 Resource Book,
pp. 125–126. Have students complete
Actividad 4 in writing.
1.2, 1.3
10 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students write 10 original
sentences using weather/season
vocabulary. Más práctica Workbook,
pp. 77–78. Cuaderno para hispanohablantes, pp. 75–76.
1.2, 1.3
Pronunciación
• Play the audio and have students
practice the Trabalenguas, p. 233.
5 MIN.
1.2, 4.1
Homework Option:
• Más práctica Workbook, pp. 79–80.
Cuaderno para hispanohablantes,
pp. 77–78.
¡En español! Lesson Plans • UNIDAD 3
Etapa
3
57
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
3
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
4
5
En voces: Lectura
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 234) 5 MIN. 1.2, 1.3
• Present the Reading Strategy, p. 234.
1.2
5 MIN.
• Have volunteers read the selection aloud
and answer the questions, p. 235.
1.1, 1.2, 1.3
10 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 241)
5 MIN.
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Etapa 3 Exam. 20 MIN.
Conexiones
• Read and discuss Las ciencias, p. 240.
10 MIN.
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 236)
1.3
5 MIN.
• Present the Connecting Cultures
1.2, 2.1, 2.2
Strategy, p. 236. 5 MIN.
• Have volunteers read the selection
aloud and answer the questions,
1.1, 1.2, 1.3
p. 237. 15 MIN.
Unit 3 Comprehensive Test
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Unit 3 Comprehensive
Test. 30 MIN.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 238) 5 MIN. 1.2, 1.3
• Do Actividades 1–5 orally. 15 MIN. 1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 240.
Do Actividad 6 in groups and Actividad
7 in pairs. 10 MIN.
1.1, 1.2, 1.3
• Do Actividad 8 in writing. 10 MIN.
1.2, 1.3
Homework Option:
• Review for Etapa 3 Exam.
ACTFL Standards for
Foreign Language Learning
1.2, 1.3
Day 1
1.1, 1.2, 3.2, 4.2
1.2
1.2, 3.1
1.2
En tu propia voz: Escritura
• Present the Writing Strategy, p. 242.
Do the writing activity, pp. 242–243.
15 MIN.
1.2, 1.3
Ampliación
• Optional: Use a suggested project,
game, or activity. (TE, pp. 173A–173B)
1.1, 1.2,
1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Unidad 4 Opener: Have students
read and study pp. 244–245.
1.2
Day 2
1.1, 1.3, 3.2
Day 3
1.1, 1.2, 1.3, 3.2
Day 4
1.1, 1.2, 1.3, 2.1, 3.1, 4.2
Day 5
1.3, 4.2
58 ¡En español! Lesson Plans • UNIDAD 3
Etapa
3
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
DAY
DAY
DAY
1
2
3
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed.
1.2, 2.1, 2.2
10 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Present the Vocabulario, p. 255, and
ask students to use each word in a
1.2, 1.3, 4.1
sentence. 5 MIN.
• Do Actividad 4 orally. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 5.
5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 256)
5 MIN.
1.2, 1.3
• Present Gramática: The Verb decir,
1.2, 4.1
p. 256. 5 MIN.
• Have students do Actividad 6 orally.
1.1, 1.2, 1.3
5 MIN.
• Present the Nota. Then have students
complete Actividad 7 in writing. Go over
answers orally. 7 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Vocabulario, p. 257, and
have students answer the question ¿Cómo
prefieres viajar? Have students make
flashcards of the words.
10 MIN.
1.2, 1.3, 4.1
• Have students complete Actividad 8 orally.
5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 9 in
pairs. Ask a few pairs to present their miniconversations. 10 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 258)
5 MIN.
1.2, 1.3
• Present Gramática: Using Prepositional
Phrases to Express Location, p. 258.
10 MIN.
1.2, 4.1
• Have students do Actividad 10 in writing,
then go over answers orally.
8 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Present the Nota and have students
complete Actividad 11 in pairs. Ask a
few pairs to present their mini-conversations.
1.1, 1.2, 1.3
10 MIN.
• Present the Speaking Strategy, p. 259,
then do Actividad 12 orally. Expand using
Information Gap Activities, Unit 4 Resource
Book, p. 17; Más comunicación, p. R10.
1.1, 1.2, 1.3
15 MIN.
• Have a volunteer draw a quick scene on
the board with labeled buildings, cars,
people, etc. Ask students to talk about
where things are located in the pictures,
1.1, 1.2, 1.3
using prepositions. 7 MIN.
• Quick Start Review (TE, p. 260)
1.2, 1.3
5 MIN.
• Present Gramática: Regular Affirmative
tú Commands and the Vocabulario,
1.2, 4.1
p. 260. 10 MIN.
• Have students do Actividad 13 in writing.
Go over answers orally. 8 MIN. 1.1, 1.2, 1.3
• Have students do Actividades 14, 15, 16
in pairs. 15 MIN.
1.1, 1.2, 1.3
• Do Actividad 17 orally. 5 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario, p. 262. Then
have students do Actividad 18 in groups.
10 MIN.
1.1, 1.2, 1.3
Etapa Opener
• Quick Start Review (TE, p. 248)
1.2, 1.3
5 MIN.
• Have students look at the Etapa Opener
and answer the questions. 5 MIN.
1.2, 1.3
• Use Block Scheduling Copymasters.
5 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 250)
1.2, 1.3
5 MIN.
• Have students use context and pictures
to learn Etapa vocabu-lary, then answer
the questions, p. 251. Use the Situational
OHTs for additional practice.
1.2, 1.3, 4.1
15 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 252)
1.3
5 MIN.
• Review the Listening Strategy, p. 252.
Play audio or show video for the dialog,
pp. 252–252. Replay and have students
take the roles of characters.
1.1, 1.2, 1.3, 3.2
10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 254)
5 MIN.
1.2, 1.3
• Have students open to En contexto,
pp. 250–251, for reference. Use OHT 107
and 108 to review vocabulary.
10 MIN.
1.2, 4.1
• Play the video/audio; do Actividades 1
and 2 orally. 10 MIN.
1.1, 1.2, 1.3
• Present the Nota and do Actividad 3 orally.
5 MIN.
1.1, 1.2, 1.3, 4.1
Homework Option:
• Have students complete Actividades 12
and 17 in writing. Más práctica Workbook,
p. 88. Cuaderno para hispanohablantes,
p. 86.
1.2, 1.3
Homework Option:
• Have students complete Actividad 8 in
writing. Más práctica Workbook,
pp. 85–87. Cuaderno para hispanohablantes, pp. 83–85.
1.2, 1.3
Homework Option:
• Have students complete Actividad 3 in
writing. Video Activities, Unit 4 Resource
Book, pp. 23–25.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 4
Etapa
1
59
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
4
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
Pronunciación
• Play the audio and have students
practice the refrán, p. 263. 5 MIN.
En uso: Repaso y más
comunicación (cont.)
• Present the Speaking Strategy, p. 268,
and have students do Actividad 5 in
1.1, 1.2, 1.3
pairs. 10 MIN.
1.2, 1.3
Day 1
1.1, 1.2, 1.3, 3.2, 4.2
En tu propia voz: Escritura
• Do Actividad 6 in writing. Ask
volunteers to present their
1.1, 1.2, 1.3
recommendations. 15 MIN.
1.2, 1.3
Conexiones
• Read and discuss La educación física,
p. 268. 10 MIN.
1.2, 4.1
En voces: Lectura
• Quick Start Review (TE, p. 264)
5 MIN.
1.3
• Present the Reading Strategy, p. 264.
Have volunteers read the selection aloud
and answer the questions, p. 265.
15 MIN.
1.1, 1.2, 1.3
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 269)
5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 1 Exam. 20 MIN.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 266)
5 MIN.
1.3
• Present the Repaso y más comunicación
using the Teaching Suggestions
(TE, p. 266). 10 MIN.
1.1, 1.2, 1.3, 3.2, 5.1
• Have students write Actividades 1
and 2, then check answers with the
whole class. 10 MIN.
1.1, 1.2, 1.3
• Do Actividades 3 and 4 orally.
1.1, 1.2, 1.3
10 MIN.
1.2, 3.1
1.3
1.2
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 247A–247B)
1.1, 1.2, 1.3, 2.1, 2.2,
20 MIN.
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Research Mexican folk dances as
outlined in the Conexiones. Preview
Etapa 2 Opener.
Homework Option:
• Review for Etapa 1 Exam.
Day 2
1.1, 1.2, 1.3
Day 3
1.1, 1.2, 1.3
1.2
Day 4
1.1, 1.2, 1.3, 3.2
Day 5
1.1, 1.3, 3.1, 3.2
60 ¡En español! Lesson Plans • UNIDAD 4
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 10 MIN.
• Play the audio; do Actividad 19.
5 MIN.
• Have students do Actividad 20 in
writing. Expand using Information
Gap Activities, Unit 4 Resource Book,
pp. 18–19; Más comunicación, p. R10.
15 MIN.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
4
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Etapa Opener
• Quick Start Review (TE, p. 270)
1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
1.2, 1.3
and answer the questions. 5 MIN.
• Use Block Scheduling Copymasters.
10 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 4
1.1, 1.2, 1.3
in pairs. 5 MIN.
• Present the Nota.Then have students
read and complete Actividad 5 in pairs.
5 MIN.
1.1, 1.2, 1.3, 4.1
• Quick Start Review (TE, p. 278)
1.2, 1.3
5 MIN.
• Present Gramática: Stem-Changing
Verbs: o → ue and the Vocabulario,
1.2, 4.1
p. 278. 15 MIN.
• Have students complete Actividad 6
in writing. Have volunteers write their
1.1, 1.2, 1.3
answers on the board. 5 MIN.
• Have students read and complete
Actividad 7 in writing. Then have
them exchange papers for peer
correction. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 8
in groups. 10 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 9
in pairs. Ask several pairs to present
their mini-dialogs. 10 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 10.
5 MIN.
1.2, 1.3
• Present the Vocabulario, p. 280.
Then present the Speaking Strategy,
p. 280. Have students complete
Actividad 11 in pairs. Expand using
Information Gap Activities, Unit 4
Resource Book, p. 68; Más comunicación,
1.1, 1.2, 1.3, 4.1
p. R11. 20 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 281)
1.2, 1.3
5 MIN.
• Present Gramática: Indirect Object
Pronouns, p. 281. 10 MIN.
1.2, 4.1
• Have students read and complete
Actividad 12 in writing. Check orally.
1.1, 1.2, 1.3
5 MIN.
• Present the Nota.Then have students
complete Actividad 13 in writing.
Review answers orally.
8 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Vocabulario, p. 283. Then
play the audio and do Actividad 14.
10 MIN.
1.2, 1.3, 4.1
• Have students do Actividad 15 in
pairs. 7 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 284)
5 MIN.
1.2, 1.3
• Present Gramática: Placement of
Indirect Object Pronouns, p. 284.
1.2, 4.1
10 MIN.
• Have students complete Actividad 16
in writing. Then have them exchange
papers for peer correction.
1.1, 1.2, 1.3
8 MIN.
• Do Actividad 17 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 18
in pairs. Expand using Information
Gap Activities, Unit 4 Resource Book,
pp. 69–70; Más comunicación, p. R11.
1.1, 1.2, 1.3
12 MIN.
Homework Option:
• Have students make flashcards of
the Vocabulario, pp. 278 and 280.
Más práctica Workbook, p. 93. Cuaderno
para hispanohablantes, p. 91.
1.2, 1.3
Homework Option:
• Have students complete Actividad 17
in writing. Más práctica Workbook,
pp. 94–96. Cuaderno para hispanohablantes, pp. 92–94.
1.2, 1.3
En contexto: Vocabulario
• Quick Start Review (TE, p. 272)
1.3
5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. In pairs,
have students answer the questions,
p. 273. Use the Situational OHTs for
additional practice. 10 MIN. 1.1, 1.2, 1.3, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
• Quick Start Review (TE, p. 274)
1.2, 1.3
5 MIN.
• Review the Listening Strategy, p. 274. Play
audio or show video for the dialog,
pp. 274–275. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having
students take the roles of characters.
1.1, 1.2, 1.3, 3.2
10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 276)
1.2, 1.3
5 MIN.
• Use OHT 117 and 118 to review En
contexto vocabulary. Ask students for
a summary of the dialog to check
1.2, 1.3, 4.1
recall. 10 MIN.
• Play the video/audio; have students
do Actividades 1 and 2. 10 MIN.
1.2, 1.3
• Present the Nota.Then have students
read and complete Actividad 3 in writing.
Review answers orally.
5 MIN.
1.1, 1.2, 1.3, 4.1
Homework Option:
• Video Activities, Unit 4 Resource Book,
pp. 74–76.
¡En español! Lesson Plans • UNIDAD 4
Etapa
2
61
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
4
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
Pronunciación
• Check homework. 10 MIN.
• Play the audio and have students
practice the Trabalenguas, p. 285.
1.2, 4.1
5 MIN.
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 286)
1.2, 1.3
5 MIN.
• Review the Connecting Cultures
Strategy, p. 286. Have volunteers
read the selection aloud and answer
the questions, p. 287. 20 MIN. 1.1, 1.2, 1.3, 4.2
En tu propia voz: Escritura
• Do Actividad 7 in writing. Have a
few students present their paragraphs.
20 MIN.
1.1, 1.2, 1.3
Conexiones
• Present Las matemáticas, p. 290, and
make plans for the mercado.
10 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 291)
5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 288)
1.3
5 MIN.
• Have students write Actividad 1.
Have volunteers write out answers
1.1, 1.2, 1.3
on the board. 10 MIN.
• Do Actividad 2 in groups of 3, Actividad
3 orally, and Actividad 4 in pairs.
15 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 290,
and have students do Actividad 5 in
pairs. 10 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 6 in groups.
10 MIN.
1.1, 1.2, 1.3
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 1.3, 2.2
1.2, 3.1
1.2, 1.3
Day 2
1.2, 1.3, 3.2
Ampliación
• Use one or more suggested projects,
games, or activities. (TE, pp. 247A–247B)
1.1, 1.2, 1.3, 2.1, 2.2,
25 MIN.
Day 3
1.2, 1.3, 3.2
Homework Option:
• Review for Etapa 2 Exam.
Day 4
1.2, 1.3, 3.2
Day 5
1.3, 3.1
62 ¡En español! Lesson Plans • UNIDAD 4
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Gather objects as described in Conexiones,
p. 290. Preview Etapa 3 Opener.
1.2, 1.3
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
4
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Etapa Opener
• Quick Start Review (TE, p. 292)
1.2, 1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the questions. 5 MIN.
1.2, 1.3
• Use Block Scheduling Copymasters.
5 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Present the Nota. Have students complete
Actividad 6 in pairs. 5 MIN. 1.1, 1.2, 1.3, 4.1
• Quick Start Review (TE, p. 300)
5 MIN.
1.2, 1.3
• Present Gramática: Using gustar to
Talk About Things You Like, p. 300.
1.2, 4.1
10 MIN.
1.1, 1.2, 1.3
• Do Actividad 7 orally. 5 MIN.
• In groups, have students do Actividad
8. 5 MIN.
1.1, 1.2, 1.3
• Do Actividad 9 orally. Expand using
Information Gap Activities, Unit 4
Resource Book, p. 119; Más comunicación,
p. R12. 15 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 302)
5 MIN.
1.2, 1.3
• Present Gramática: Affirmative and
1.2, 4.1
Negative Words, p. 302. 10 MIN.
• Present the Nota and have students
read and complete Actividad 10.
5 MIN.
1.2, 1.3, 4.1
• Have students complete Actividad 11
in pairs. 5 MIN.
1.1, 1.2, 1.3
• Do Actividad 12 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 13
in writing. Have students exchange
papers for peer correction.
10 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Present the Nota. Have students
complete Actividad 14 orally.
1.1, 1.2, 1.3, 4.1
5 MIN.
• Quick Start Review (TE, p. 304)
5 MIN.
1.2, 1.3
• Present Gramática: Stem-Changing
Verbs: e ➝ i and Vocabulario, p. 304.
10 MIN.
1.2, 4.1
• Have students read and complete
Actividad 15. Go over answers orally.
5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 16 orally.
5 MIN.
1.1, 1.2, 1.3
• Present the Nota. Then have students
complete Actividad 17 in pairs.
5 MIN.
1.1, 1.2, 1.3, 4.1
• Present the Vocabulario, p. 306. Then
play the audio and do Actividad 18.
10 MIN.
1.2, 1.3, 4.1
• Present the Nota. Then have students
do Actividad 19 in pairs.
5 MIN.
1.1, 1.2, 1.3, 4.1
• Do Actividades 20 and 21 in groups.
10 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 22 in
groups. Expand using Information
Gap Activities, Unit 4 Resource Book,
pp. 120–121; Más comunicación, p. R12.
10 MIN.
1.1, 1.2, 1.3
Ampliación
• Use a suggested project, game, or activity.
(TE, pp. 247A–247B)
10 MIN.
1.1, 1.2, 1.3, 2.1, 2.2,
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
En contexto: Vocabulario
• Quick Start Review (TE, p. 294)
1.3
5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. In pairs, have
students answer the questions, p. 295.
Use the Situational OHTs for additional
1.1, 1.2, 1.3, 4.1
practice. 10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
• Quick Start Review (TE, p. 296)
1.3
5 MIN.
• Review the Listening Strategy, p. 296.
Play audio or show video for the dialog,
1.2, 3.2
pp. 296–298. 10 MIN.
• Replay twice. Read aloud, having students
take the roles of the characters.
1.1, 1.2, 1.3, 3.2
10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 298)
1.2, 1.3
5 MIN.
• Play the audio; do Actividades 1 and 2
orally. 10 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario, p. 298. Then
have students complete Actividad 3 orally.
1.1, 1.2, 1.3, 4.1
10 MIN.
• Play the audio; have students do
1.2, 1.3
Actividad 4. 5 MIN.
• Present the Nota. Have students do
Actividad 5 in pairs. 5 MIN. 1.1, 1.2, 1.3, 4.1
Homework Option:
• Have students complete Actividades 3
and 5 in writing. Video Activities, Unit 4
Resource Book, pp. 125–127.
1.2, 1.3
Homework Option:
• Have students complete Actividad 7
in writing. Más práctica Workbook,
pp. 101–103. Cuaderno para
hispanohablantes, pp. 99–101.
1.2, 1.3
Pronunciación
• Play the audio and have students practice
the Trabalenguas, p. 307. 5 MIN.
1.2, 4.1
Homework Option:
• Have students complete Actividades 14
and 16 in writing. Más práctica Workbook,
p. 104. Cuaderno para hispanohablantes,
p. 102.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 4
Etapa
3
63
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
4
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
En voces: Lectura
• Check homework. 5 MIN.
1.3
• Quick Start Review (TE, p. 308) 5 MIN.
• Present the Reading Strategy, p. 308.
Have volunteers read the selection aloud
and answer the questions, p. 309.
1.1, 1.2, 1.3
15 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 315)
5 MIN.
• Review grammar questions, etc.,
as necessary. 5 MIN.
• Complete Etapa 3 Exam. 20 MIN.
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 310) 5 MIN. 1.2, 1.3
• Discuss the Connecting Cultures
Strategy, p. 310. Have volunteers read
the selection aloud and answer the
questions, p. 311. Show video culture
presentation for expansion.
20 MIN.
1.1, 1.2, 1.3, 2.1, 2.2, 3.2
Tú en la comunidad
• Present Tú en la comunidad, p. 314.
10 MIN.
Unit 4 Comprehensive Test
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Unit 4 Comprehensive Test.
30 MIN.
En tu propia voz: Escritura
• Present the Writing Strategy, p. 316.
Do the writing activity, pp. 316–317.
15 MIN.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 312)
1.2, 1.3
5 MIN.
• Do Actividades 1–5 orally. 15 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 314.
Do Actividad 6 in pairs and Actividad 7
in groups. 10 MIN.
1.1, 1.2, 1.3
1.3
Day 1
1.1, 1.3, 3.2
1.2
5.1
1.2
Day 2
1.2, 1.3
1.2, 1.3
Homework Option:
• Ampliación: Optional: Use a suggested
project, game, or activity (TE, pp. 247A–
247B). Finish writing activity,
pp. 316–317.
1.1, 1.2, 1.3, 2.1, 2.2,
Day 3
1.2, 1.3, 3.2
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
1.2, 1.3
Homework Option:
• Review for Etapa 3 Exam.
Day 4
1.2, 1.3, 3.2
Day 5
1.2, 3.1
64 ¡En español! Lesson Plans • UNIDAD 4
Etapa
3
Copyright © McDougal Littell Inc. All rights reserved.
En tu propia voz: Escritura
• Do Actividad 8 in writing. 10 MIN.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
5
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed.
1.2, 2.1, 2.2
10 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividades 4
and 5 in pairs. For each activity, call on
volunteers to present each item.
1.1, 1.2, 1.3
15 MIN.
• Quick Start Review (TE, p. 330)
5 MIN.
1.3
• Present Gramática: Describing Actions
That Involve Oneself: Reflexive Verbs
and the Vocabulario, p. 330. Have
students act out the verbs.
1.1, 1.2, 1.3, 4.1
15 MIN.
• Play the audio; do Actividad 6.
5 MIN.
1.2, 1.3
• Have students complete Actividades 7
and 8 in pairs. For each activity, call on
volunteers to present each item.
1.1, 1.2, 1.3
15 MIN.
• Present the Speaking Strategy, p. 331,
then do Actividad 9 orally. Call on
volunteers to describe their day.
10 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 332)
5 MIN.
1.2, 1.3
• Present Gramática: Irregular Affirmative
tú Commands, p. 332. 10 MIN.
1.2, 4.1
• Have students complete Actividad 10
orally. 5 MIN.
1.1, 1.2, 1.3
vEn acción (cont.)
• Check homework. 5 MIN.
• Present the Vocabulario, p. 333. Then
have students do Actividad 11 in pairs.
1.1, 1.2, 1.3, 4.1
10 MIN.
• Do Actividad 12 orally. Expand using
Information Gap Activities, Unit 5
Resource Book, p. 17; Más comunicación,
p. R13. 10 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 334)
5 MIN.
1.2, 1.3
• Present Gramática: Negative tú
Commands, p. 334. 10 MIN.
1.2, 4.1
• Do Actividad 13 in writing. Have
students write answers on the board.
1.1, 1.2, 1.3
5 MIN.
• Do Actividad 14 in writing. Go over
answers orally. 5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 15 in
groups. Have groups present their
findings to the class. 10 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 335)
5 MIN.
1.2, 1.3
• Present Gramática: Using Correct
Pronoun Placement with Commands,
p. 335. 5 MIN.
1.2, 4.1
• Do Actividad 16 orally, Actividad 17
in pairs, and Actividad 18 in groups.
15 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 19.
1.2, 1.3
5 MIN.
Etapa Opener
• Quick Start Review (TE, p. 322)
1.2, 1.3
5 MIN.
• Have students look at the Etapa Opener
1.2, 1.3
and answer the questions. 5 MIN.
• Use Block Scheduling Copymasters.
10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 324)
1.2, 1.3
5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary, then answer
the questions, p. 325. Use the Situational
OHTs for additional practice.
10 MIN.
1.2, 1.3, 4.1
En vivo: Diálogo
• Quick Start Review (TE, p. 326)
1.2, 1.3
5 MIN.
• Review the Listening Strategy, p. 326. Play
audio or show video for the dialog,
pp. 326–327. Replay and have students take
the roles of the characters.
1.1, 1.2, 1.3, 3.2
10 MIN.
• Quick Start Review (TE, p. 328)
5 MIN.
1.2, 1.3
• Have students open to En contexto,
pp. 324–325, for reference. Use OHT
141 and 142 to review vocabulary.
1.2, 4.1
10 MIN.
• Play the video/audio; have students do
Actividades 1 and 2 orally.
10 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 3
orally. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Have students complete Actividades 9
and 10 in writing. Más práctica Workbook,
pp. 109–110. Cuaderno para
hispanohablantes, pp. 107–108.
1.2, 1.3
Homework Option:
• Have students complete Actividades
12 and 16 in writing. Más práctica
Workbook, pp. 111–112. Cuaderno
para hispanohablantes,
pp. 109–110.
1.2, 1.3
Homework Option:
• Have students complete Actividad 3 in
writing. Video Activities, Unit 5 Resource
Book, pp. 23–25.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 5
Etapa
1
65
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
5
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
1.2, 1.3
Pronunciación
• Play the audio and have students
practice the Trabalenguas, p. 337.
5 MIN.
1.2, 4.1
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask volunteers
to present their descriptions.
1.1, 1.2, 1.3
15 MIN.
Conexiones
• Read El arte, p. 342, and do the
1.2, 1.3, 3.1
activity. 15 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 343)
1.3
5 MIN.
• Review grammar questions, etc., as
1.2
necessary. 10 MIN.
• Complete Etapa 1 Exam. 20 MIN.
Ampliación
• Use a suggested project, game, or
1.1, 1.2,
activity. (TE, pp. 321A–321B) 25 MIN.
1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Etapa 2 Opener.
En voces: Lectura
• Quick Start Review (TE, p. 338)
5 MIN.
1.2, 1.3
• Review the Reading Strategy, p. 338.
5 MIN.
1.2
• Have volunteers read the selection
aloud and answer the questions,
p. 339. 15 MIN.
1.1, 1.2, 1.3
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 340)
5 MIN.
1.2, 1.3
• Have students write Actividades 1
and 2; check answers with the whole
class. 10 MIN.
1.1, 1.2, 1.3
• Do Actividades 3 and 4 orally.
5 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 342;
have students do Actividad 5 in pairs.
10 MIN.
1.1, 1.2, 1.3
1.1, 1.2, 1.3
• Do Actividad 6 in groups. 5 MIN.
Day 1
1.2, 1.3
Day 2
1.1, 1.2, 1.3
Day 3
1.1, 1.2, 1.3, 3.2
Homework Option:
• Review for Etapa 1 Exam.
Day 4
1.1, 1.2, 1.3, 3.2
Day 5
1.1, 1.2, 3.2
66 ¡En español! Lesson Plans • UNIDAD 5
Etapa
1
Copyright © McDougal Littell Inc. All rights reserved.
En acción (cont.)
• Check homework. 5 MIN.
• Have students do Actividad 20 in
writing. Expand using Information
Gap Activities, Unit 5 Resource Book,
pp. 18–19; Más comunicación, p. R13.
20 MIN.
ACTFL Standards for
Foreign Language Learning
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
5
ET
Name _________________________________________________________
APA
2
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
En acción (cont.)
• Check homework. 5 MIN.
• Have students read and complete
Actividad 4 in writing. Check answers
1.1, 1.2, 1.3
orally. 5 MIN.
• Do Actividad 5 orally. 5 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 352.
Then present the Nota and have
students do Actividad 6 in pairs.
10 MIN.
1.1, 1.2, 1.3, 4.1
• Quick Start Review (TE, p. 352)
5 MIN.
1.2, 1.3
• Present Gramática: Using Pronouns
with the Present Progressive, p. 352.
1.2, 4.1
15 MIN.
• Present the Vocabulario, p. 353.
Then have students complete Actividad
1.1, 1.2, 1.3, 4.1
7 in pairs. 10 MIN.
• Present the Nota. Then have students
do Actividad 8 in pairs.
5 MIN.
1.1, 1.2, 1.3, 4.1
• Play the audio; do Actividad 9.
5 MIN.
1.2, 1.3
• Have students complete Actividad 10
in pairs. Have volunteer pairs present
the various items. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 11
in writing. Have students exchange
papers for peer correction. Expand
using Information Gap Activities, Unit 5
Resource Book, p. 68; Más comunicación,
1.1, 1.2, 1.3
p. R14. 20 MIN.
Homework Option:
• Have students complete Actividad 5 in
writing. Have students make flashcards
of the Vocabulario, p. 353. Más práctica
Workbook, pp. 117–118. Cuaderno para
hispanohablantes, pp. 115–116.
1.2, 1.3
En acción (cont.)
• Check homework. 8 MIN.
• Quick Start Review (TE, p. 355)
1.2, 1.3
5 MIN.
• Present Gramática: Using the Verb
deber, p. 355. 5 MIN.
1.2, 4.1
• Present the Vocabulario, p. 355.
Then do Actividad 12 orally.
1.1, 1.2, 1.3, 4.1
7 MIN.
• Have students complete Actividades
13 and 14 in pairs. 8 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 15.
5 MIN.
1.2, 1.3
• Have students do Actividad 16 in writing.
Have volunteers write answers on the
board. 10 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 357)
5 MIN.
1.2, 1.3
• Present Gramática: Using Adverbs That
End in -mente, p. 357. 10 MIN.
1.2, 4.1
• Have students read and complete
1.2, 1.3
Actividad 17. 5 MIN.
• Do Actividad 18 orally. 5 MIN.
1.1, 1.2, 1.3
• Have students read and complete
Actividad 19. 7 MIN.
1.2, 1.3
• Have students do Actividad 20 in pairs.
10 MIN.
1.1, 1.2, 1.3
Etapa Opener
• Quick Start Review (TE, p. 344)
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa
Opener and answer the questions.
5 MIN.
• Use Block Scheduling Copymasters.
10 MIN.
1.2, 1.3
1.2, 1.3
En contexto: Vocabulario
• Quick Start Review (TE, p. 346)
1.2, 1.3
5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. In pairs,
have students answer the questions,
p. 347. Use the Situational OHTs for
additional practice. 15 MIN. 1.1, 1.2, 1.3, 4.1
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
• Quick Start Review (TE, p. 348) 5 MIN.
1.3
• Review the Listening Strategy, p. 348. Play
audio or show video for the dialog,
pp. 348–349. Replay and have students
take the roles of characters.
1.1, 1.2, 1.3, 3.2
15 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 350)
1.2, 1.3
5 MIN.
• Use OHT 151 and 152 to review En
contexto vocabulary. Ask students for
a summary of the dialog to check recall.
10 MIN.
1.2, 1.3, 4.1
• Play the video/audio; have students do
Actividades 1 and 2. 10 MIN.
1.2, 1.3
• Have students complete Actividad 3 in
1.1, 1.2, 1.3
pairs. 5 MIN.
Homework Option:
• Have students write 5 true/false
statements about the dialog. Video
Activities, Unit 5 Resource Book,
pp. 74–76.
Homework Option:
• Have students complete Actividades 12
and 18 in writing. Más práctica Workbook,
pp. 119–120. Cuaderno para hispanohablantes, pp. 117–118.
1.2, 1.3
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 5
Etapa
2
67
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
5
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
En uso: Repaso y más
comunicación (cont.)
• Present the Speaking Strategy,
p. 364. Have students do Actividad
5 in pairs. 5 MIN.
• Have students do Actividad 6 in
groups. 5 MIN.
En acción (cont.)
• Check homework. 10 MIN.
• Have students complete Actividad 21
in groups. Expand using Information
Gap Activities, Unit 5 Resource Book,
pp. 69–70; Más comunicación, p. R14.
20 MIN.
1.1, 1.2, 1.3
Pronunciación
• Play the audio and have students
practice the Trabalenguas, p. 359.
5 MIN.
1.2, 4.1
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 360)
5 MIN.
1.2, 1.3
• Review the Connecting Cultures Strategy,
p. 360. Have volunteers read the
selection aloud and answer the
questions, p. 361. Show video culture
presentation for expansion.
20 MIN.
1.1, 1.2, 1.3, 2.1, 2.2, 4.2
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 1.3, 3.1, 3.2, 4.2
1.1, 1.2, 1.3
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Do Actividad 7 in writing. Have a
few students present their descriptions.
1.1, 1.2, 1.3
20 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 365)
5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 362) 5 MIN. 1.2, 1.3
• Have students do Actividad 1 in pairs.
5 MIN.
1.1, 1.2, 1.3
• Have students do Actividades 2–4 in
writing. Go over answers as a class.
20 MIN.
1.1, 1.2, 1.3
5.1
Day 2
1.1, 1.2, 1.3, 3.1
1.2, 1.3
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 321A–321B)
1.1, 1.2, 1.3, 2.1, 2.2,
20 MIN.
Day 3
1.1, 1.2, 1.3, 3.2, 4.2
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Etapa 3 Opener.
1.2
Homework Option:
• Review for Etapa 2 Exam.
Day 4
1.1, 1.2, 1.3, 2.1, 3.2, 4.2
Day 5
1.2, 1.3, 5.1
68 ¡En español! Lesson Plans • UNIDAD 5
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
Tú en la comunidad
• Read and discuss Tú en la comunidad,
p. 364. 5 MIN.
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
5
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
En acción (cont.)
• Check homework. 5 MIN.
• Have students read and complete
Actividad 5. Go over answers orally.
1.1, 1.2, 1.3
5 MIN.
• Quick Start Review (TE, p. 374)
5 MIN.
1.2, 1.3
• Present Gramática: Talking About
Extremes: Superlatives, p. 374.
1.2, 4.1
10 MIN.
• Have students read and complete
Actividad 6 in writing. 5 MIN.
1.2, 1.3
• Have students do Actividad 7 in
writing. Go over answers orally.
1.1, 1.2, 1.3
5 MIN.
• Present the Speaking Strategy,
p. 375. Then have students do
Actividad 8 in pairs. Expand using
Information Gap Activities, Unit 5
Resource Book, p. 119; Más
1.1, 1.2, 1.3
comunicación, p. R15. 15 MIN.
• Quick Start Review (TE, p. 376)
5 MIN.
1.2, 1.3
• Present Gramática: Talking About
the Past: The Preterite of Regular -ar
Verbs and the Vocabulario, p. 376.
10 MIN.
1.2, 4.1
• Have students read and complete
Actividad 9. Go over answers orally.
5 MIN.
1.1, 1.2, 1.3
• Do Actividad 10 orally. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; have students do
1.2, 1.3
Actividad 11. 5 MIN.
• Have students do Actividad 12 in
groups. Ask a few students to present
their findings. 10 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 10 MIN.
• Quick Start Review (TE, p. 378)
1.2, 1.3
5 MIN.
• Present Gramática: Preterite of
Verbs Ending in -car, -gar, and-zar,
p. 378. 5 MIN.
1.2, 4.1
• Have students read and complete
Actividad 13 in writing. 5 MIN.
1.2, 1.3
1.1, 1.2, 1.3
• Do Actividad 14 orally. 5 MIN.
• Have students complete Actividad 15
in groups. 10 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario, p. 379.
Name items (un televisor, un carro)
and have students provide an average
price. 5 MIN.
1.2, 1.3, 4.1
• Play the audio; do Actividad 16.
5 MIN.
1.2, 1.3
• Present the Vocabulario, p. 380.
5 MIN.
1.2, 4.1
• Present the Nota, p. 380. Then do
Actividad 17 in pairs. 5 MIN. 1.1 1.2, 1.3, 4.1
• Do Actividades 18 and 19 orally.
10 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 20 in
writing. Expand using Information
Gap Activities, Unit 5 Resource Book,
pp. 120–121; Más comunicación,
1.2, 1.3
p. R15. 15 MIN.
Etapa Opener
• Quick Start Review (TE, p. 366)
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa
Opener and answer the questions,
p. 366. 5 MIN.
• Use Block Scheduling Copymasters.
10 MIN.
1.2, 1.3
1.2, 1.3
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 368)
1.3
5 MIN.
• Have students use context and
pictures to learn Etapa vocabulary.
In pairs, have students answer the
questions, p. 369. Use the Situational
OHTs for additional practice.
1.1, 1.2, 1.3, 4.1
10 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 370)
1.2, 1.3
5 MIN.
• Review the Listening Strategy,
p. 370. Play audio or show video
for the dialog, pp. 370–371. 10 MIN.
1.2, 3.2
• Replay twice. Read aloud, having
students take the roles of the characters.
10 MIN.
1.1, 1.2, 1.3, 3.2
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 372)
5 MIN.
1.2, 1.3
• Have students open to En contexto,
pp. 368–369, for reference. Use OHT
161 and 162 to review vocabulary.
5 MIN.
1.2, 4.1
• Play the audio; have students do
Actividades 1 and 2 orally.
10 MIN.
1.1, 1.2, 1.3
• Do Actividad 3 orally. 5 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario, p. 373. Then
have students complete Actividad 4
1.1, 1.2, 1.3
orally. 5 MIN.
Homework Option:
• Have students complete Actividades 7
and 10 in writing. Más práctica
Workbook, pp. 125–127. Cuaderno
para hispanohablantes,
pp. 123–125.
1.2, 1.3
Pronunciación
• Play the audio and have students
practice the refranes, p. 381. 5 MIN.
1.2, 4.1
Homework Option:
• Have students complete Actividades 14,
18, and 19 in writing. Más práctica
Workbook, p. 128. Cuaderno para
hispanohablantes, p. 126.
1.2, 1.3
Homework Option:
• Video Activities, Unit 5 Resource Book,
pp. 125–127.
¡En español! Lesson Plans • UNIDAD 5
Etapa
3
69
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
5
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
4
5
En voces: Lectura
• Check homework. 10 MIN.
• Quick Start Review (TE, p. 382) 4 MIN. 1.2, 1.3
• Present the Reading Strategy, p. 382.
Have volunteers read the selection aloud
and answer the questions, p. 383.
1.1, 1.2, 1.3
15 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 389) 5 MIN.
• Review grammar questions, etc.,
as necessary. 5 MIN.
• Complete Etapa 3 Exam. 20 MIN.
Conexiones
• Present La salud, p. 388. 5 MIN.
En colores: Cultura y
comparaciones
1.3
• Quick Start Review (TE, p. 384) 4 MIN.
• Discuss the Connecting Cultures
Strategy, p. 384. Have volunteers
read the selection aloud and answer
the questions, p. 385. Show video
culture presentation for expansion.
1.1, 1.2, 1.3, 2.1, 2.2
17 MIN.
• Review En uso for Etapa 3 Exam,
pp. 386–387. 5 MIN.
Unit 5 Comprehensive Test
• Review grammar questions, etc.,
as necessary. 10 MIN.
• Complete Unit 5 Comprehensive Test.
30 MIN.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 386)
1.2, 1.3
5 MIN.
• Do Actividades 1–4 orally. 10 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 388.
Do Actividad 5 in pairs and Actividad 6
in groups. 10 MIN.
1.1, 1.2, 1.3
• Do Actividad 7 in writing. 10 MIN.
1.2, 1.3
ACTFL Standards for
Foreign Language Learning
1.3
Day 1
1.2, 1.3, 3.2
1.2
1.2, 3.1
1.2
Day 2
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Present the Writing Strategy, p. 391.
Do the writing activity, pp. 390–391.
15 MIN.
1.2, 1.3
Ampliación
• Optional: Use a suggested project,
game, or activity. (TE, pp. 321A–321B)
1.1, 1.2,
1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Unidad 6 Opener: Have
students read and study pp. 392–393.
1.2
Day 3
1.1, 1.2, 1.3, 3.2
Homework Option:
• Review for Etapa 3 Exam and Unit 5
Comprehensive Test.
Day 4
1.1, 1.2, 2.1, 3.2, 4.2
Day 5
1.1, 1.2, 3.2
70 ¡En español! Lesson Plans • UNIDAD 5
Etapa
3
Copyright © McDougal Littell Inc. All rights reserved.
DAY
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
6
ET
Name _________________________________________________________
APA
1
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Unit Opener
• Anticipate/Activate prior knowledge:
Present the Almanaque and the cultural
notes. Use Map OHTs as needed.
1.2, 2.1, 2.2
10 MIN.
En acción (cont.)
• Check homework. 4 MIN.
• Present the Vocabulario, p. 403.
Then have students do Actividad 5
1.1, 1.2, 1.3, 4.1
orally. 10 MIN.
• Have students complete Actividad 6
in writing. Have volunteers present
their descriptions. 13 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 404,
and the Nota. Then have students
do Actividad 7 in pairs.
1.1, 1.2, 1.3, 4.1
10 MIN.
• Quick Start Review (TE, p. 404)
4 MIN.
1.2, 1.3, 4.1
• Present Gramática: Talking About
the Past: The Preterite of -er and -ir
Verbs and the Vocabulario, p. 404.
Have students act out the verbs.
15 MIN.
1.2, 1.3, 4.1
• Have students complete Actividad 8
in writing, then exchange papers for
peer correction. 8 MIN.
1.1, 1.2, 1.3
• Do Actividad 9 in groups. 7 MIN. 1.1, 1.2, 1.3
• Present the Nota and do Actividad 10
orally. 5 MIN.
1.1, 1.2, 1.3, 4.1
• Quick Start Review (TE, p. 406)
4 MIN.
1.2, 1.3
• Present Gramática: Talking About the
Past: Verbs with a y Spelling Change,
p. 406. 5 MIN.
1.2, 4.1
• Have students read and complete
Actividad 11 in writing. Go over answers
orally. 5 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 12
1.1, 1.2, 1.3
orally. 5 MIN.
• Do Actividad 13 in pairs. Expand using
Information Gap Activities, Unit 6
Resource Book, p. 17; Más
comunicación, p. R16. 20 MIN.
1.1, 1.2, 1.3
• Use an expansion activity from
TE pp. 406–408 for reinforcement and
variety. 8 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 407)
5 MIN.
1.2, 1.3
• Present Gramática: Using Irregular
Verbs in the Preterite: hacer, ir, ser,
p. 407. 7 MIN.
1.2, 4.1
• Have students read and complete
Actividad 14 orally. 5 MIN.
1.1, 1.2, 1.3
• Present the Vocabulario, p. 408. Have
students mime the professions.
8 MIN.
1.2, 1.3, 4.1
• Have students read and complete
Actividad 15 in writing. Go over
1.1, 1.2, 1.3
answers orally. 7 MIN.
• Do Actividad 16 orally and Actividad 17
in pairs. 10 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 18.
5 MIN.
1.2, 1.3
• Present the Nota, then do Actividad 19
orally. 5 MIN.
1.1, 1.2, 1.3, 4.1
Etapa Opener
• Quick Start Review (TE, p. 396)
5 MIN.
• Have students look at the Etapa
Opener and answer the questions.
5 MIN.
• Use Block Scheduling Copymasters.
5 MIN.
1.2, 1.3
1.2, 1.3
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 398)
1.2, 1.3
5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary, then answer
the questions, p. 399. Use the Situational
OHTs for additional practice.
10 MIN.
1.2, 1.3, 4.1
En vivo: Diálogo
• Quick Start Review (TE, p. 400)
1.2, 1.3
5 MIN.
• Review the Listening Strategy, p. 388. Play
audio or show video for the dialog,
pp. 400–401. Replay and have students take
the roles of the characters.
10 MIN.
1.1, 1.2, 1.3, 3.2
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 402)
1.2, 1.3
5 MIN.
• Have students open to En contexto,
pp. 398–399, for reference. Use OHT
175 and 176 to review vocabulary.
10 MIN.
1.2, 4.1
• Play the video/audio; do Actividades 1
and 2 orally. 10 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 3
in pairs. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 4.
1.2, 1.3
5 MIN.
Homework Option:
• Video Activities, Unit 6 Resource Book,
pp. 23–25.
Homework Option:
• Have students complete Actividad 10
in writing. Más práctica Workbook,
pp. 133–134. Cuaderno para hispanohablantes, pp. 131–132.
1.2, 1.3
Homework Option:
• Have students complete Actividad 16
in writing. Más práctica Workbook,
pp. 135–136. Cuaderno para
hispanohablantes, pp. 133-134.
1.2, 1.3
¡En español! Lesson Plans • UNIDAD 6
Etapa
1
71
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
6
ET
u n i d a d
APA
1
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
4
5
En acción (cont.)
• Check homework. 5 MIN.
• Have students do Actividades 20 and 21
in pairs. Expand using Information Gap
Activities, Unit 6 Resource Book, pp. 18–19;
Más comunicación, p. R16. 20 MIN. 1.1, 1.2, 1.3
En uso (cont.)
• Have students do Actividad 6 in
groups. Have a few groups present
their conversations. 10 MIN.
1.1, 1.2, 1.3
En tu propia voz: Escritura
• Do Actividad 7 in writing. Ask
volunteers to present their descriptions.
1.1, 1.2, 1.3
20 MIN.
Tú en la comunidad
• Read and discuss Tú en la comunidad,
5.1
p. 416. 5 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 417)
1.2, 1.3
5 MIN.
• Review grammar questions, etc.,
as necessary. 10 MIN.
1.2
• Complete Etapa 1 Exam. 20 MIN.
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 395A–395B)
1.1, 1.2, 1.3, 2.1, 2.2,
20 MIN.
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Preview Etapa 2 Opener.
Pronunciación
• Play the audio and have students
practice the Trabalenguas, p. 411.
5 MIN.
1.2, 4.1
En voces: Lectura
• Quick Start Review (TE, p. 412)
5 MIN.
1.2, 1.3
• Review the Reading Strategy, p. 412.
5 MIN.
1.2
• Have volunteers read the selection
aloud and answer the questions, p. 413.
20 MIN.
1.1, 1.2, 1.3
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 414)
5 MIN.
1.2, 1.3
• Have students write Actividades 1
and 2; check answers with the whole
class. 10 MIN.
1.1, 1.2, 1.3
• Do Actividades 3 and 4 orally.
5 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 416;
have students do Actividad 5 in pairs.
10 MIN.
1.1, 1.2, 1.3
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.2, 1.3, 3.2
Day 2
1.1, 1.2, 1.3
Day 3
1.1, 1.2, 1.3
Homework Option:
• Review for Etapa 1 Exam.
Day 4
1.2, 1.3
Day 5
1.1, 1.3, 3.2, 5.1
72 ¡En español! Lesson Plans • UNIDAD 6
Etapa
1
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
DAY
DAY
DAY
1
2
3
Etapa Opener
• Quick Start Review (TE, p. 418)
1.2, 1.3
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa Opener
and answer the questions. 5 MIN.
1.2, 1.3
• Use Block Scheduling Copymasters.
10 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Have students read and complete
Actividad 4 in writing. Have them
exchange papers for peer correction.
1.1, 1.2, 1.3
10 MIN.
• Play the audio; do Actividad 5.
5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 426)
5 MIN.
1.2, 1.3
• Present Gramática: Saying Where
1.2, 4.1
Things Are Located, p. 426. 5 MIN.
• Have students do Actividad 6 in
writing. Go over answers orally.
1.1, 1.2, 1.3
5 MIN.
• Present the Speaking Strategy, p. 427.
Then do Actividad 7 in pairs.
7 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 8 in
writing. Have a few volunteers present
their work to the class. 8 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 428)
5 MIN.
1.2, 1.3
• Present Gramática: Pointing Out
Specific Things Using Demonstratives,
p. 428. 10 MIN.
1.2, 4.1
• Have students read and complete
Actividad 9 in writing. Go over answers
orally. 5 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad
10 in pairs. Have volunteer pairs
present the various items.
8 MIN.
1.1, 1.2, 1.3
• Have students complete Actividad 11
in groups. Expand using Information
Gap Activities, Unit 6 Resource Book,
p. 68; Más comunicación, p. R17.
1.1, 1.2, 1.3
12 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Quick Start Review (TE, p. 430)
1.2, 1.3
5 MIN.
• Present Gramática: Ordinal Numbers,
p. 430. 5 MIN.
1.2, 4.1
• Do Actividad 12 in pairs and Actividad
1.1, 1.2, 1.3
13 orally. 10 MIN.
• Have students complete Actividad
14 in writing. Have volunteers write
answers on the board. 5 MIN.
1.1, 1.2, 1.3
• Quick Start Review (TE, p. 431)
5 MIN.
1.2, 1.3
• Present Gramática: Irregular Preterite
Verbs, p. 431. 10 MIN.
1.2, 4.1
• Present the Nota, then have students
do Actividad 15 in writing. Have
volunteers write answers on the board.
5 MIN.
1.1, 1.2, 1.3, 4.1
• Have students do Actividad 16 in pairs.
5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 17 in
groups, then present their work.
10 MIN.
1.1, 1.2, 1.3
• Do Actividad 18 orally. 5 MIN.
1.1, 1.2, 1.3
• Play the audio; do Actividad 19.
5 MIN.
1.2, 1.3
• Have students complete Actividad
20 in writing. Expand using Information
Gap Activities, Unit 6 Resource Book,
pp. 69–70; Más comunicación, p. R17.
15 MIN.
1.2, 1.3
En contexto: Vocabulario
• Quick Start Review (TE, p. 420)
1.2, 1.3
5 MIN.
• Have students use context and pictures
to learn Etapa vocabulary. In pairs,
have students answer the questions,
p. 421. Use the Situational OHTs for
1.1, 1.2, 1.3
additional practice. 10 MIN.
Copyright © McDougal Littell Inc. All rights reserved.
En vivo: Diálogo
• Quick Start Review (TE, p. 422)
1.2, 1.3
5 MIN.
• Review the Listening Strategy, p. 422. Play
audio or show video for the dialog,
1.2, 3.2
pp. 422–423. 10 MIN.
• Replay twice. Read aloud, having students
take the roles of characters.
1.1, 1.2, 1.3, 3.2
10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 424)
1.2, 1.3
5 MIN.
• Use OHT 185 and 186 to review
En contexto vocabulary. Ask students
for a summary of the dialog to check
recall. 10 MIN.
1.2, 1.3, 4.1
• Play the video/audio; have students
do Actividades 1 and 2. 10 MIN.
1.2, 1.3
• Have students complete Actividad 3
orally. 5 MIN.
1.1, 1.2, 1.3
Homework Option:
• Video Activities, Unit 6 Resource Book,
pp. 74–76.
Homework Option:
• Have students complete Actividad 13
in writing. Más práctica Workbook,
pp. 143–144. Cuaderno para
hispanohablantes, pp. 141–142.
1.2, 1.3
Homework Option:
• Más práctica Workbook, pp. 141–142.
Cuaderno para hispanohablantes,
pp. 139–140.
¡En español! Lesson Plans • UNIDAD 6
Etapa
2
73
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
6
ET
u n i d a d
APA
2
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
Pronunciación
• Check homework. 5 MIN.
• Play the audio and have students
practice the Trabalenguas, p. 433.
5 MIN.
1.2, 4.1
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 434)
1.2, 1.3
5 MIN.
• Review the Connecting Cultures
Strategy, p. 434. Have volunteers
read the selection aloud and answer
the questions, p. 435.
20 MIN.
1.1, 1.2, 1.3, 2.1, 2.2, 4.2
En tu propia voz: Escritura
• Do Actividad 7 in writing. Have
several students present their lists.
1.1, 1.2, 1.3
20 MIN.
Conexiones
• Read and discuss Las ciencias,
p. 438, and have students begin
their research. 10 MIN.
En resumen: Repaso
de vocabulario
• Quick Start Review (TE, p. 439)
5 MIN.
• Review grammar questions, etc., as
necessary. 10 MIN.
• Complete Etapa 2 Exam. 20 MIN.
En uso: Repaso y más
comunicación
• Quick Start Review (TE, p. 436)
5 MIN.
1.3
• Have students do Actividad 1 orally
and Actividad 2 in writing. Go over
1.1, 1.2, 1.3
answers. 15 MIN.
• Do Actividad 3 orally and Actividad
4 in writing. Have volunteers write
1.1, 1.2, 1.3
answers on the board. 15 MIN.
• Present the Speaking Strategy, p. 438.
Have students do Actividad 5 in pairs.
1.1, 1.2, 1.3
10 MIN.
• Have students do Actividad 6 in groups.
1.1, 1.2, 1.3
10 MIN.
ACTFL Standards for
Foreign Language Learning
Day 1
1.1, 1.3, 3.2
1.2, 3.1
1.2, 1.3
1.2
Day 2
1.1, 1.2, 1.3
Ampliación
• Use a suggested project, game, or
activity. (TE, pp. 395A–395B)
1.1, 1.2, 1.3, 2.1, 2.2,
25 MIN.
Day 3
1.2, 1.3, 3.2
Homework Option:
• Review for Etapa 2 Exam.
Day 4
1.2, 3.2, 4.2
Day 5
1.2, 1.3, 2.2, 3.1
74 ¡En español! Lesson Plans • UNIDAD 6
Etapa
2
Copyright © McDougal Littell Inc. All rights reserved.
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Homework Option:
• Have students complete the
assignment in Conexiones. Review
Etapa 3 Opener.
1.2, 1.3
Date ________________________________
Class __________________________________________________________
Period _______________________________
u n i d a d
6
ET
Name _________________________________________________________
APA
3
Sample Lesson Plan
DAY
DAY
DAY
1
2
3
Etapa Opener
• Quick Start Review (TE, p. 440)
1.2, 2.1, 2.2
5 MIN.
• Anticipate/Activate prior knowledge:
Have students look at the Etapa
Opener and answer the questions,
pp. 440–441. 5 MIN.
1.2
• Use Block Scheduling Copymasters.
10 MIN.
En acción (cont.)
• Check homework. 5 MIN.
• Have students complete Actividad 5
in pairs and Actividad 6 orally.
1.1, 1.2, 1.3
10 MIN.
• Quick Start Review (TE, p. 448)
5 MIN.
1.2, 1.3
• Present Repaso: Review: Present
Progressive and ir a + infinitive, p. 448.
1.2, 4.1
10 MIN.
• Have students do Actividades 7 and 8
orally. 10 MIN.
1.1, 1.2, 1.3
• Present the Speaking Strategy, p. 449.
Then have students do Actividad 9
in pairs. Call on a few pairs to present
their answers. 10 MIN.
1.2, 1.3
• Have students do Actividad 10 in
writing. Then have them exchange
papers for peer correction. 15 MIN. 1.2, 1.3
• Quick Start Review (TE, p. 450)
5 MIN.
1.2, 1.3
• Present Repaso: Review: Affirmative
1.2, 4.1
tú Commands, p. 450. 10 MIN.
• Have students do Actividad 11 orally.
5 MIN.
1.1, 1.2, 1.3
• Have students do Actividad 12 in pairs.
5 MIN.
1.1, 1.2, 1.3
En acción (cont.)
• Check homework. 5 MIN.
• Have students do Actividad 13
in writing. Expand using Information
Gap Activities, Unit 6 Resource
Book, p. 119; Más comunicación,
1.2, 1.3
p. R18. 12 MIN.
• Quick Start Review (TE, p. 451)
5 MIN.
1.2, 1.3
• Present Repaso: Review: Regular
1.2, 4.1
Preterite, p. 451. 10 MIN.
• Have students read and complete
Actividad 14 in writing. Go over
1.2, 1.3
answers orally. 5 MIN.
• Have students do the oral part of
1.1, 1.2, 1.3
Actividad 15 in groups. 5 MIN.
• Do Actividad 16 orally. 5 MIN.
1.2, 1.3
• Quick Start Review (TE, p. 453)
1.2
4 MIN.
• Present Repaso: Review: Irregular
1.2
Preterite, p. 453. 7 MIN.
• Play the audio; do Actividad 17.
1.2
5 MIN.
• Have students do Actividad 18
orally and Actividad 19 in pairs.
1.1, 1.2, 1.3
10 MIN.
• Do Actividad 20 in writing. Expand
using Information Gap Activities,
Unit 6 Resource Book, pp. 120–121;
Más comunicación, p. R18.
12 MIN.
1.1, 1.2, 1.3
• Do Actividad 21 orally. 5 MIN.
1.1, 1.2, 1.3
Copyright © McDougal Littell Inc. All rights reserved.
En contexto: Vocabulario
• Quick Start Review (TE, p. 442)
1.2, 1.3
5 MIN.
• Have students use context and pictures
to review text vocabulary. In pairs, have
students answer the questions, p. 443.
Use the Situational OHTs for additional
1.2
practice. 10 MIN.
En vivo: Diálogo
• Quick Start Review (TE, p. 444)
1.2, 1.3
5 MIN.
• Review the Listening Strategy, p. 444. Play
audio or show video for the dialog,
1.2, 3.2
pp. 444–445. 10 MIN.
• Replay twice. Read aloud, having
students take the roles of the characters.
1.1, 1.2, 1.3, 3.2
10 MIN.
En acción: Vocabulario y
gramática
• Quick Start Review (TE, p. 446)
1.2, 1.3
5 MIN.
• Have students open to En contexto,
pp. 442–443, for reference. Use OHT
195 and 196 to review vocabulary. 5 MIN. 1.2
• Play the audio; have students do
Actividades 1 and 2 orally. 10 MIN.
1.1, 1.2
• Do Actividad 3 orally. 5 MIN.
1.1, 1.3
• Play the audio; have students do Actividad
1.2
4. 5 MIN.
Homework Option:
• Have students complete Actividades 7,
8, and 11 in writing. Más práctica
Workbook, pp. 149–150. Cuaderno
para hispanohablantes,
pp. 147–148.
1.2, 1.3
Homework Option:
• Have students complete the Resumen
for Actividad 15 and Actividad 16 in
writing. Más práctica Workbook,
pp. 151–152. Cuaderno para hispanohablantes, pp. 149–150.
1.1, 1.2, 1.3
Homework Option:
• Video Activities, Unit 6 Resource Book,
pp. 125–127.
¡En español! Lesson Plans • UNIDAD 6
Etapa
3
75
Block Schedule (90-Minute Schedule)
Correlated to the Oklahoma Priority Academic Student Skills
6
ET
u n i d a d
APA
3
Sample Lesson Plan
Correlated to the Oklahoma Priority Academic Student Skills
DAY
DAY
4
5
En resumen: Ya sabes
• Quick Start Review (TE, p. 463)
5 MIN.
• Review grammar questions, etc.,
as necessary. 5 MIN.
• Complete Etapa 3 Exam. 20 MIN.
1.2
En voces: Lectura
• Quick Start Review (TE, p. 456)
5 MIN.
1.2, 2.1, 2.2
• Present the Reading Strategy, p. 456.
Have volunteers read the selection aloud
and answer the questions, p. 457.
15 MIN.
1.2, 1.3
1.2
Day 1
1.1, 1.2, 1.3, 3.2
1.2
Conexiones
• Present La salud, p. 462. 5 MIN.
Unit 6 Comprehensive Test
• Review grammar questions, etc., as
necessary. 5 MIN.
• Complete Unit 6 Comprehensive
Test. 30 MIN.
En colores: Cultura y
comparaciones
• Quick Start Review (TE, p. 458)
1.2
5 MIN.
• Discuss the Connecting Cultures
Strategy, p. 458. Have volunteers
read the selection aloud and answer
the questions, p. 459. 15 MIN. 1.2, 1.3, 2.1, 2.2
En tu propia voz: Escritura
• Present the Writing Strategy, p. 464.
Do the writing activity, pp. 464–465.
20 MIN.
1.2
Day 2
1.1, 1.2, 1.3
1.1, 1.2
Ampliación
• Optional: Use a suggested project,
game, or activity.
(TE, pp. 395A–395B)
1.1, 1.2, 1.3, 2.1, 2.2,
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
En uso: Repaso y más
comunicación
3.2
• Play the Video Epilogue. 5 MIN.
• Quick Start Review (TE, p. 460)
5 MIN.
1.2, 1.3
• Do Actividades 1–4 orally. 15 MIN.
1.2
• Present the Speaking Strategy, p. 462.
Do Actividad 5 in pairs and Actividad 6
in groups. 10 MIN.
1.1, 1.2, 1.3
• Begin Actividad 7 in writing. 5 MIN.
1.1, 1.2
Homework Option:
• Finish Actividad 7. Review for Etapa 3
Exam. Review for Unit 6 Comprehensive
Test.
1.1, 1.2
Day 3
1.2, 1.3, 3.2
Homework Option:
• Have students complete the report
outlined in Conexiones. Review for
Final Test.
2.1, 2.2, 3.1
Day 4
1.2, 1.3, 2.1, 2.2, 3.2, 4.2
Day 5
1.3, 2.2, 3.2
76 ¡En español! Lesson Plans • UNIDAD 6
Etapa
3
Copyright © McDougal Littell Inc. All rights reserved.
Pronunciación
• Check homework. 5 MIN.
• Play the audio; practice the refrán,
p. 455. 5 MIN.
ACTFL Standards for
Foreign Language Learning
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.
¡En español! Lesson Plans
77
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.
78 ¡En español! Lesson Plans
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.
¡En español! Lesson Plans
79
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.
80 ¡En español! Lesson Plans
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.
¡En español! Lesson Plans
81
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.
82 ¡En español! Lesson Plans
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.
¡En español! Lesson Plans
83
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.
¡En español! Lesson Plans
85