Week of 3/17/20 – Week 10- 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 type of clothes do you wear? What time of clothes do you prefer to wear? How much do you spend on clothes? What is the preterit tense in Spanish? What is the deference between saber and conocer?	Demonstrate listening/speaking and viewing standards Student Goals ·         Talk about and describe clothing ·         Express preferences in a store ·         Negotiate and pay for items Student Objective: Students will create suite case presentation of their clothing items including the grammar concepts learned in De compras unit.	1. Calentamiento: (WU) Students are to watch the following video: https://www.youtube.com/watch?v=sOs1v4UK5Zo 2. Opening Activators:  Students are to watch the following video: https://www.youtube.com/watch?v=9Pv6o3Aiy8Q 3. Class Work:  Create/Draw your closet....  label each item in Spanish  minimum of 10 items color and decorate ***Please submit assignments via remind  or email (Brenda.garcia@cobbk12.org) and keep      the original to turn in to Sra Garcia  4. Clossing session: Look over classwork before submitting the assigment 5. Tarea: Study De compras vocabulary words.
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.	What type of clothes do you wear? What time of clothes do you prefer to wear? How much do you spend on clothes? What is the preterit tense in Spanish?	Demonstrate listening/speaking and viewing standards Student Goals Describe a visit to a national park Talk about school competitions Express your emotions regarding the outcome of an event Narrate an event in the past Understand cultural perspectives on family outings Student Objective: Students will create a skit about a national park and narrate the event in the past tense.	1. Calentamiento: (WU) in your notebooks Describe what you are wearing today                                                        (minimum 3 sentences in Spanish) 2. Opening Activators:  Students will watch video below https://www.youtube.com/watch?v=smlNaB1JTcs 3.Class Work:  Regular AR preterit endings Video lesson:  Students will watch the video below                              https://www.youtube.com/watch?v=Jf7yEus4FwA                   (Regular Preterit AR ending PPT) will be sent via remind Teacher created handout/worksheets-                                           if you don't have the packet that was handed out on Friday March 13, I will send handout via remind (if you cant print the handout, feel free to write the answers on a separate sheet of paper) 4. Closing session:      Work on Ropa Vocabulary packet 5. Tarea: Study De compras vocabulary words and new grammar concepts (preterit)
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	What type of clothes do you wear? What time of clothes do you prefer to wear? How much do you spend on clothes? What is the preterit tense in Spanish?	Demonstrate listening/speaking and viewing standards Student Goals ·         Talk about and describe clothing ·         Express preferences in a store ·         Negotiate and pay for items Student Objective: Students will create suite case presentation of their clothing items including the grammar concepts learned in De compras unit.	1. Calentamiento: (WU) in your notebooks Students will write 5 sentences describing clothing items in their closet. EX: Yo tengo una chaqueta en mi armario 2. Opening Activators:  (Students will listen to song) Tengo la camisa negra (Juanes) https://www.youtube.com/watch?v=kRt2sRyup6A 3.Class Work: Regular AR preterit endings Video lesson:                                    https://www.youtube.com/watch?v=JcKPo9b0IDs&t=6s                PPT (Regular Preterit endings PPT) will be sent via remind Teacher created handout/worksheets-                                               I will send handout via remind (if you cant print the handout,     feel free to write the answers on a separate sheet of paper) 4. Closing session: Look over worksheets/handouts (I will be collecting all packets when we return or upload for a grade) More details to come regarding uploadig assigments at a later date. 5. Tarea: Study De compras vocabulary words and new grammar concepts (preterit)
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 type of clothes do you wear? What time of clothes do you prefer to wear? How much do you spend on clothes? What is the preterit tense in Spanish?	Demonstrate listening/speaking and viewing standards Student Goals ·         Talk about and describe clothing ·         Express preferences in a store ·         Negotiate and pay for items Student Objective: Students will create suite case presentation of their clothing items including the grammar concepts learned in De compras unit.	1. Calentamiento: (WU) in your notebooks Describe what you wear on a date  (minimum 3 sentences in Spanish) 2. Opening Activators:  Students will watch video below https://www.youtube.com/watch?v=lC3-c65o09Q 3.Class Work: Regular ER preterit endings Video lesson:                                      https://www.youtube.com/watch?v=2i2GrTjDKFc PPT (Regular Preterit ER endings) will be sent via remind                               Teacher created handout/worksheets-                                                   I will send handout via remind (if you cant print the handout,          feel free to write the answers on a separate sheet of paper) 4. Closing session: Look over worksheets/handouts (I will be collecting all packets when we return or upload for a grade) More details to come regarding uploadig assigments at a later date.    5. Tarea: Study De compras vocabulary words  and new grammar concepts (preterit)
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 MLII.P2 Present student created as well as authentic stories, poems and or skits.	What type of clothes do you wear? What time of clothes do you prefer to wear? How much do you spend on clothes? What is the preterit tense in Spanish?	Demonstrate listening/speaking and viewing standards Student Goals ·         Talk about and describe clothing ·         Express preferences in a store ·         Negotiate and pay for items Student Objective: Students will create suite case presentation of their clothing items including the grammar concepts learned in De compras unit	1.Calentamiento: (WU) in your notebooks Describe what your mother wear to work                                    (minimum 3 sentences in Spanish) 2. Opening Activators:  Students will watch video below https://www.youtube.com/watch?v=HktS7S6EkHQ 3.Class Work: Regular IR preterit endings Video lesson:                                    https://www.youtube.com/watch?v=L8kMZSFBrWI     PPT (Regular Preterit IR endings) will be sent via remind Teacher created handout/worksheets-                                                   I will send handout via remind (if you cant print the handout,          feel free to write the answers on a separate sheet of paper) 4. Closing session: Look over worksheets/handouts (I will be collecting all packets when we return or upload for a grade) More details to come regarding uploadig assigments at a later date. 5. Tarea: Study De compras vocabulary words  and new grammar concepts (preterit)

Week of 3/9/20 – Week 9- Spanish 3 Teacher: Garcia

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.	¿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.
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) 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.
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) 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  and Indirect Object Pronound concept teachings Video lesson https://www.youtube.com/watch?v=2l2C6P1mXU0 https://www.youtube.com/watch?v=B0sqZYmRsdI 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
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) 10 sentences rewriting the double pronouns 2. Opening Activators: Tu commands ·         https://www.youtube.com/watch?v=o74FdQweNUkg 3.Class Work: ·         Gramatica Affirmative Tu commands grammar concept teachings Video lesson: https://www.youtube.com/watch?v=5Eck_uSa2QQ Irregular tu commands https://www.youtube.com/watch?v=RR0JceTsrzk PPT (Affirmative tu commands) Teacher created handout/worksheets 4. Closing session: Kahoot it – Affirmative tu commands 5. Tarea: Students will work on memorizing la salud vocabulario and COMMANDS en español.
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) Listening activity 2. Opening Activators: Negative tu commands ·         https://www.youtube.com/watch?v=o74FdQweNUkg 3.Class Work: ·         Gramatica Negative affirmative tu commands and Affirmative tu commands with pronoun grammar concept. Video lesson: https://www.youtube.com/watch?v=xMo_NUicxEo PPT (Negative affirmative tu commands and Affirmative tu commands with pronoun) Teacher created handout/worksheets ·         https://www.bing.com/videos/search?q=Negative+Tu+Commands&&view=detail&mid=D97524EC52397800F4DFD97524EC52397800F4DF&&FORM=VRDGAR 4. Closing session: Kahoot it – Negative affirmative tu commands & affirmative tu commands with pronoun 5. Tarea: Students will work on memorizing la salud vocabulario and COMMANDS en español.

Week of 3/9/20 – Week 9- Spanish 2 Teacher: Garcia

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	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) Practice the DOP- fill in the blank 2. Opening Activators: https://www.youtube.com/watch?v=t6oTVcLS-pg 3. Class Work: Reflexive verb vocabulay review Students will work with partners/groups to create dialogues within given scenarios. Students will create their props for their presentations. La rutina diaira packet due 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 Students Objective: Compare and contrast their routines with those of students in class.	1.Calentamiento: (WU) Students will ask any last minute questions regarding presentations expectations. 2. Opening Activators: Musica 3. Class Work: Students will present PBA about their daily routine. Student created allowing differentiation within leaning styles 4.Clossing session: Class discussion on cultural differences
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 MLII.P2 Present student created as well as authentic stories, poems and or skits.	What type of clothes do you wear? What time of clothes do you prefer to wear? How much do you spend on clothes? What is the preterit tense in Spanish? What is the deference between saber and conocer?	Demonstrate listening/speaking and viewing standards Student Goals ·         Talk about and describe clothing ·         Express preferences in a store ·         Negotiate and pay for items Student Objective: Students will create suite case presentation of their clothing items including the grammar concepts learned in De compras unit.	1. Calentamiento: (WU) Match images with clothing presentation.  2. Opening Activators: Talk about the clothes we are currently wearing 3. Class Work: Daily Routine Test Give vocabulary list Vocabulary presentation Adjectives and colors review Vocabulary games. 4. Closing session: Kahoot – la ropa 5. Tarea: Study De compras vocabulary words.
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 Students Objective: Compare and contrast their routines with those of students in class.	1.Calentamiento: (WU) Students will ask any last minute questions regarding presentations expectations. 2. Opening Activators: Musica 3. Class Work: Students will present PBA about their daily routine. Student created allowing differentiation within leaning styles 4.Clossing session: Class discussion on cultural differences
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 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 Students Objective: Compare and contrast their routines with those of students in class.	1.Calentamiento: (WU) Students will ask any last minute questions regarding presentations expectations. 2. Opening Activators: Musica 3. Class Work: Students will present PBA about their daily routine. Student created allowing differentiation within leaning styles 4.Clossing session: Class discussion on cultural differences