Week of 3/2/2020 – Week 8- Spanish 3 Teacher: Garcia

DAY	STANDARDS	TOPICAL EQ	Speaking/ Reading/Writing (Common Core)	ACTIVITES
M	ML.III.IP1 Exchange spoken and written information and ideas. ML.III.IP2  Initiate, sustain, and close oral and written exchanges       ML.III.INT1 Comprehend  spoken and written language from a variety of media ML.III.P1 Present oral and written information in the target language.	How do convey the past tense in Spanish? How do describe and give an opinion regarding a work of art? How do you discuss important artist in the Spanish-speaking world?	Demonstrate listening/speaking and viewing standards Student Goals Talk about arts Give an opinion about a work of art Relate the arts to your own experience Narrate events in the past Discuss some important artist of the Spanish-speaking world Student Objective: Students will create a presentation about a famous painter using the adequate past tense grammar concept. .	1. Calentamiento: (WU) Any last minute question 2. Opening Activators: https://www.youtube.com/watch?v=uyW8_Tn498o 3.Class Work: El arte examen Prepare for El pintor presentation 4. Closing session: Rough draft of student presentation 5. Tarea: Students will work on memorizing el el Pintor PPT
T	ML.III.IP1 Exchange spoken and written information and ideas. ML.III.IP2  Initiate, sustain, and close oral and written exchanges       ML.III.INT1 Comprehend  spoken and written language from a variety of media ML.III.P1 Present oral and written information in the target language.	¿Qué haces para estar en forma? ¿Que te duele? ¿Cuales son las partes del cuerpo? ¿Cuáles son algunas perspectivas en cuanto la salud, nutrición, y ejercicio en los países hispanohablantes?	Demonstrate listening/speaking and viewing standards Student Goals Talk about symptoms and remedies Give advice about health and nutrition Tell others what to do Express how you feel under certain circumstances Understand cultural perspectives about health, physical fitness, and nutrition Student Objective: Students will create a presentation about health using the adequate vocabulary and grammar concept. .	1. Calentamiento: (WU) Students translate 10 vocabulary words and make a symbol 2.Opening Activators: Me duele https://www.youtube.com/watch?v=tDFYU3fFUr4  3. Class Work: ·         La salud vocabulario Students will create a graphic organizer that will include vocabulary words/definitions/symbols and sentences https://www.youtube.com/watch?v=eNpDthzVeM8 ·         Gramatica Direct Object Pronoun concept teachings Video lesson https://www.youtube.com/watch?v=hVXSusr9nTg https://www.youtube.com/watch?v=EZIYqEEIpis Teacher created handout/worksheets 4. Closing session: Kahoot – la salud 5. Tarea: Students will work on memorizing las partes del cuerpo/salud vocabulario and DOP and IOP
W	ML.III.IP1 Exchange spoken and written information and ideas. ML.III.IP2  Initiate, sustain, and close oral and written exchanges       ML.III.INT1 Comprehend  spoken and written language from a variety of media ML.III.P1 Present oral and written information in the target language.	¿Qué haces para estar en forma? ¿Que te duele? ¿Cuales son las partes del cuerpo? ¿Cuáles son algunas perspectivas en cuanto la salud, nutrición, y ejercicio en los países hispanohablantes?	Demonstrate listening/speaking and viewing standards Student Goals Talk about symptoms and remedies Give advice about health and nutrition Tell others what to do Express how you feel under certain circumstances Understand cultural perspectives about health, physical fitness, and nutrition Student Objective: Students will create a presentation about health using the adequate vocabulary and grammar concept. .	1. Calentamiento: (WU) Decribe las fotos 2.Opening Activators: https://www.youtube.com/watch?v=OILxsJ5Tb1M https://www.youtube.com/watch?v=CxznT7spSlo 3.Class Work: El crimen (group activity) Students will investigate a crime scene this will allow students to use the health vocabulary and preterit tense to solve a crime. https://www.youtube.com/watch?v=uLIs0j2WnlM 4. Closing session: Kahoot it –las partes del cuerpo 5. Tarea: Students will work on memorizing las partes del cuerpo/salud vocabulario and DOP and IOP
T	ML.III.IP1 Exchange spoken and written information and ideas. ML.III.IP2  Initiate, sustain, and close oral and written exchanges       ML.III.INT1 Comprehend  spoken and written language from a variety of media ML.III.P1 Present oral and written information in the target language.	¿Qué haces para estar en forma? ¿Que te duele? ¿Cuales son las partes del cuerpo? ¿Cuáles son algunas perspectivas en cuanto la salud, nutrición, y ejercicio en los países hispanohablantes?	Demonstrate listening/speaking and viewing standards Student Goals Talk about symptoms and remedies Give advice about health and nutrition Tell others what to do Express how you feel under certain circumstances Understand cultural perspectives about health, physical fitness, and nutrition Student Objective: Students will create a presentation about health using the adequate vocabulary and grammar concept. .	1. Calentamiento: (WU) Vamos a hablar 2. Opening Activators: IOP song ·         https://www.youtube.com/watch?annotation_id=annotation_2585204275&feature=iv&src_vid=LpheUjzgwhY&v=xpNIPt5gDzg ·         https://www.youtube.com/watch?v=t3SR91ve18M 3.Class Work: ·         Gramatica  Indirect Object Pronoun concept teachings Video lesson: https://www.youtube.com/watch?v=LpheUjzgwhY PPT (IOP) Teacher created handout/worksheets 4. Closing session: Kahoot it –IOP Conjugate 2 irregular verbs 5. Tarea: Students will work on memorizing las partes del cuerpo/salud vocabulario and DOP and IOP.
F	ML.III.IP1 Exchange spoken and written information and ideas. ML.III.IP2  Initiate, sustain, and close oral and written exchanges       ML.III.INT1 Comprehend  spoken and written language from a variety of media ML.III.P1 Present oral and written information in the target language.	¿Qué haces para estar en forma? ¿Que te duele? ¿Cuales son las partes del cuerpo? ¿Cuáles son algunas perspectivas en cuanto la salud, nutrición, y ejercicio en los países hispanohablantes?	Demonstrate listening/speaking and viewing standards Student Goals Talk about symptoms and remedies Give advice about health and nutrition Tell others what to do Express how you feel under certain circumstances Understand cultural perspectives about health, physical fitness, and nutrition Student Objective: Students will create a presentation about health using the adequate vocabulary and grammar concept. .	1. Calentamiento: (WU) IOP and DOP 2. Opening Activators: IOP song ·         https://www.youtube.com/watch?annotation_id=annotation_2585204275&feature=iv&src_vid=LpheUjzgwhY&v=xpNIPt5gDzg ·         https://www.youtube.com/watch?v=t3SR91ve18M 3.Class Work: ·         Gramatica  Indirect Object Pronoun concept teachings Video lesson: https://www.youtube.com/watch?v=LpheUjzgwhY PPT (IOP) Teacher created handout/worksheets 4. Closing session: Kahoot it –IOP Conjugate 2 irregular verbs 5. Tarea: Students will work on memorizing las partes del cuerpo/salud vocabulario and DOP and IOP.

Week of 3/2/2020– Week 8- Spanish 2 Teacher: Garcia

DAY	STANDARDS	TOPICAL EQ	Speaking/Reading/Writing (Common Core)	ACTIVITES
M	MLII.IP1 Exchange spoken and written information in  the target language MLII.IP2 Initiate, sustain, and close oral and written exchanges MLII.INT1 Understand spoken and written language MLII.P1 Present information, orally and in writing	What is your daily routine? What idea do reflexive verbs convey? How do you conjugate irregular verbs in the present tense? How do you retell a story?	Demonstrate listening/speaking and viewing standards Student Goals Know daily routine vocabulary Reflexive verbs Adverbs of time Indefinite and negative words Sequencing events Predicting content from the title Cultural- Peru Student Objective: Students will use props to tell their routine verbally	1. Calentamiento: (WU) Write down as many words relating to your daily routine in Spanish 2. Opening Activators: https://www.youtube.com/watch?v=vICqKAobO4Y 3. Class Work: La rutina diaria vocabulario https://www.youtube.com/watch?v=6TaaXlH1MOA Students will create a graphic organizer that will include vocabulary words/definitions/symbols and sentences 4. Closing session: Kahoot it –la rutina diaria vocabulario 5. Tarea: Students will work on memorizing la rutina diaria vocabulario
T	MLII.IP1 Exchange spoken and written information in  the target language MLII.IP2 Initiate, sustain, and close oral and written exchanges MLII.INT1 Understand spoken and written language MLII.P1 Present information, orally and in writing	What is your daily routine? What idea do reflexive verbs convey? How do you conjugate irregular verbs in the present tense? How do you retell a story?	Demonstrate listening/speaking and viewing standards Student Goals Know daily routine vocabulary Reflexive verbs Adverbs of time Indefinite and negative words Sequencing events Predicting content from the title Cultural- Peru Student Objective: Students will use props to tell their routine verbally	1. Calentamiento: (WU) Translate 15 vocabulary words regarding la rutina diaria 2. Opening Activators: https://www.youtube.com/watch?v=pNFf4mvIChQ 3. Class Work: Reflexive verbs grammar concept Video lesson https://www.youtube.com/watch?v=l2ZTZZIiZog Song- https://www.youtube.com/watch?v=aYFCwIfZ-s4 PPT on los verbos reflexivos) Teacher created handout/worksheets 4. Closing session: Kahoot it- los verbos reflexivos 5. Tarea: Students will work on memorizing la rutina diaria vocabulario
W	MLII.IP1 Exchange spoken and written information in  the target language MLII.IP2 Initiate, sustain, and close oral and written exchanges MLII.INT1 Understand spoken and written language MLII.P1 Present information, orally and in writing	How do you conjugate irregular verbs in the present tense?  How do you describe yourself and others?  How do you retell a story? What idea do reflexive verbs convey?	Demonstrate listening/speaking and viewing standards Student Goals ·         Know daily routine vocabulary ·         Reflexive verbs ·         Adverbs of time ·         Indefinite and negative words ·         Sequencing events ·         Predicting content from the title ·         Cultural- Peru Student Objective: Students will be able to practice their Speaking skills using the routine	1. Calentamiento: (WU) Conjugate 5 reflexive verbs 2. Opening Activators: Song “No hago más na” El gran combo de Puerto Rico https://www.youtube.com/watch?v=pNFf4mvIChQ 3. Class Work: Students will work with partners/groups to create dialogues within given scenarios. Students will create their props for their presentations. 4. Closing session: Kahoot it- la rutina diaria 5. Tarea: Students will work on memorizing la rutina diaria vocabulario
T	MLII.IP1 Exchange spoken and written information in  the target language MLII.IP2 Initiate, sustain, and close oral and written exchanges MLII.INT1 Understand spoken and written language MLII.P1 Present information, orally and in writing MLII.P2 Present student created as well as authentic stories, poems and or skits.	How do you conjugate irregular verbs in the present tense?  How do you describe yourself and others?  How do you retell a story? What idea do reflexive verbs convey?	Demonstrate listening/speaking and viewing standards Student Goals Know daily routine vocabulary Reflexive verbs Adverbs of time Indefinite and negative words Sequencing events Predicting content from the title Cultural- Peru Student Objective: Students will use props to tell their routine verbally	1. Calentamiento: (WU) Conjugate 5 irregular reflexive verbs 2. Opening Activators: https://www.youtube.com/watch?v=FHTElCoy63s 3. Class Work: La rutina diaria Application of vocabulary and grammar concepts. Reflexive verb vocabulay quiz “La Rutina de Juan” Speaking and writing acitivity 4. Clossing session Review game- Have students write as many words that would match, that could be used with verbs Example: despertarse reloj, cama, por la manana, noche  tarde. Then have students create a sentence from the class brainstormed words 5. Tarea Study daily routine vocabulary and  Duolingo
F	MLII.IP1 Exchange spoken and written information in  the target language MLII.IP2 Initiate, sustain, and close oral and written exchanges MLII.INT1 Understand spoken and written language MLII.P1 Present information, orally and in writing	How do you conjugate irregular verbs in the present tense?  How do you describe yourself and others?  How do you retell a story? What idea do reflexive verbs convey?	Demonstrate listening/speaking and viewing standards Student Goals ·         Know daily routine vocabulary ·         Reflexive verbs ·         Adverbs of time ·         Indefinite and negative words ·         Sequencing events ·         Predicting content from the title ·         Cultural- Peru Student Objective: Students will be able to write their daily routine	1. Calentamiento: (WU) Review verbal pronunciation of  vocabulary 2.Opening Activators: Rockalingua routine https://www.youtube.com/watch?v=kdDu8pFbnRc 3.Class Work: Reflexive verb vocabulay quiz Fotonovela (Necesito arreglarme) Students compare and contrast la fotonovela with their own routine. Review grammar Reflexive verbs conjugations. Practice exercises. 4. Closing session: Ticket out the door-who/what/when/where 5. Tarea: Students will work on memorizing la rutina diaria vocabulario