Spanish+12

What makes an effective teacher? || Students will relate and critique techniques of teaching as they brainstorm how they would teach Spanish grammar ||  || Intro "teach the class" project. Assign points of grammar. each student will teach a concept, provide a study guide, assessment, and poster. || Review Vocab Quiz || Vocab sheets book 1 chap 1-8 Criteria sheet and rubric of project. || 2 ||  || What are effective components of a lesson plan? || Students will understand various components of an effective lesson plan and organize one themselves || A1a A3a **FLL4.1** || research assigned grammar lesson in Book 1, take notes, and plan lesson
 * ~ Date ||~ Essential Question/ Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/ Readings ||~ DOK ||~ Special Considerations ||
 * 9/9 || syllabus ||  || ﻿ ||   ||   ||   ||   ||   ||
 * 9/10 || REVIEW Gramatical components of Spanish I/II with TEACH THE CLASS PROJECT
 * 9/13 || REVIEW Gramatical components of Spanish I/II with TEACH THE CLASS PROJECT

Review Vocab quiz || participation || Realidades Book 1 Examples of outline lesson outline || 2 ||  || What is a study guide? || Students will create an outline of their grammar lesson and develop a study guide summarizing the lesson. || A1a A3a **FLL4.1** || Develop an outline of grammar and create a useful study guide || Participation research past lesson.
 * 9/15 || REVIEW Gramatical components of Spanish I/II with TEACH THE CLASS PROJECT

Vocab test on words from the past. || Spanish 1/2 notes Realidades Book 1 examples of a study guide. || 3 ||  || What is a reliable and valid assessment? || Students will construct a valid assessment for student learning pertaining to their grammar lesson. || A3a **FLL4.1** || Continue work on study guide and create a valid assessment of 5-10 questions for student evaluation. || Outline/study giude due assessed as HW grade. || Spanish 1/2 notes Realidades Book 1 examples of a valid assessment. || 3 ||  || Are you a visual learner? || Students will begin to construct a visual poster to use during the lesson || A1a
 * 9/16 || REVIEW Gramatical components of Spanish I/II with TEACH THE CLASS PROJECT
 * 9/17 || REVIEW Gramatical components of Spanish I/II with TEACH THE CLASS PROJECT

A3a

FLL4.1 || Design a visual colorful display to introduce your grammar lesson. Summarize the important components of the lesson in a creative way. New/old verbs on board: define || participation on task with project and definitions of old/new verbs. || Craft Kit Poster board outline study guide example of a visual aide for a lesson. || 2 3 || Coverage by Mr. Boland. Left early for Sean's Blood work. || Teacher Prep Time || Students will complete the construction of a short lesson complete with a study guide to handout that will outline the lesson and a 5-10 question assessment. || A1a **FLL4.1** || Practice lesson delivery, make student copies. Complete check off sheet of components required for project. Review of rubric. Review definition of new and old verbs. ||  || copy machine Craft Kit Poster board outline study guide Spanish 1/2 notes Realidades Book 1 || 1 2 ||  || Presentation day || Students will be both teachers during their own presentation and students during other presentstions. All will teach a grammar lesson to the class with an outline/study guide, a visual poster, and an assessment. || A1a A3a <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**FLL1.3** <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL4.1 ** || .As a Student:Take notes on lesson. Review study guide prior to assessment and take the test. Return the assessment back to the teacher for grading As a Teacher: Present grammar lesson using a poster as a visual, provide class with outline/study guide, and give assessment on lesson. Collect assessment and grade. || Project Rubric || Lesson handouts: study guide and assessment. || 2 3 ||  || Presentation Day || Students will be both teachers during their own presentation and students during other presentstions. All will teach a grammar lesson to the class with an outline/study guide, a visual poster, and an assessment. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 9pt;">A1a <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 9pt;">A3a <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**FLL1.3** <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL4.1 ** || As a Student:Take notes on lesson. Review study guide prior to assessment and take the test. Return the assessment back to the teacher for grading As a Teacher: Present grammar lesson using a poster as a visual, provide class with outline/study guide, and give assessment on lesson. Collect assessment and grade. || Project Rubric || Lesson handouts: study guide and assessment. || 2 3 ||  || Why did they all fail my test? What should Ihave done differently? || Syntesize and Evaluate your lesson and self reflect on the learning process and assessment results. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**FLL5.2** || Students: be sure all assessments were completed and returned to teacher. If lesson is not understood seek extra help from the teacher or review outline. Teachers: organize assessments and record grades. Chase down students who were absent or did not hand in assessment. Provide tutoring at students request. Evaluate and reflect on overall lesson. || Average grades of all 15 assessments used as a test grade. || Student Roster. Grade sheet. Test completed || 3 4 ||  || Realidades Book 2 || Students will participate in a structured review grammar components from Spanish 2. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**FLL1.1** <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL1.2
 * 9/20 || REVIEW Gramatical components of Spanish I/II with TEACH THE CLASS PROJECT
 * 9/21 || REVIEW Gramatical components of Spanish I/II with TEACH THE CLASS PROJECT
 * 9/22 || TEACH THE CLASS PROJECT
 * 9/23 || TEACH THE CLASS PROJECT
 * 9/24 || Spanish III

<span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL4.1 || Book 2 prelim chap. Uses of Tener, Ir, agreement of adjectives number and gender, verb/subject agreement, conjugation of regular verbs and verbs with irregular "yo" form. || Old/new verb test. || Realidades Book 2. chap P1 packet handout. || 1 ||  || Realidades Book 2 What do you remember? || Students will complete prelim. chapter review, recall and identify rules of grammar. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**FLL1.1** <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL1.2 <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;"><span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">**FLL4.1** || Review handout as group. Book2: p2 dialogue and Q1-4. p3 Vocab repaso p6 SER nationalities. || Realidades Book 2 chap P1 packet handout. assessed as HW || Realidades Book 2. Packet Chap 1P. || 1 2 ||  || Realidades Book 2 What do you remember? || Students will complete prelim. chapter review, recall and identify rules of grammar. || **FLL1.1**
 * 9/27 || Spanish III
 * 9/28 || Spanish III

<span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL1.2 <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL4.1 ** || Book: p8 conjugation review p9 activity 14 p10 act 15 Q's p14 conj "ir" review and vocab repaso. || p4 activity 4. C/F True and false. || Realidades Book 2. || 1 2 ||  || Realidades Book 2 Test Prep || Students will view the actual test and understand the specific directions of each test section. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**FLL4.1** || Test review: lookseepeeksee Review the directions of each section of the test and answer questions. ||  || Realidades Book 2. Packet Chap 1P. Chapter test || 1 2 ||  || Realidades Book 2 Test Day || Students will apply grammar concepts from Book 2 prelin chapter || **FLL1.1**
 * 9/29 || Spanish III
 * 9/30 || Spanish III

<span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL1.2 <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL4.1 ** || Chapter Test || Chapter Test || Chapter Test || 3 ||  || Realidades Book 2 Chapter 1A Word Power: New vocab. Can we make relationships to what we already know? || Students will predict meanings using Spanish grammar concepts of root words, prefixes and suffexes. Students will use the double negative. || **FLL1.1**
 * 10/1 || Spanish III

<span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL1.2 <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 8pt;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 8pt;">FLL4.1 ** || New Vocab: Copy Spanish words from the board and try to predict their English meanings. Double negative statements intro Grammar. Complete p1-2 of handout. ||  || Vocab sheet chap 1.

Negative statements supplement handout. || 1 2 ||  ||   ||   ||   || Realidades Book 2 Chapter 1A Why a double negative? || Students will practice the double negative ||  || Complete negative handout Review as group Book p31 Act 11 in noteooks || grade book p31 classwork Return test: post test review. || Realidades Book 2 Negative statements supplement handout || 1 2 ||  || Realidades Book 2 Chapter 1A Chapter Dialogue || Students will use vocab from chapter 1A in real life scenario and practice new vocab in context. ||  || Book p 20-21 Dialogue in small groups. Comp Q's 1-6 Book p22 Act 4 || Participation Pronunciation Vocab Use || Realidades Book 2 || 2 || Class in Rm 303 NECAP || Realidades Book 2 Chapter 1A What academic assignments do I do in my classes? || Students will use new vocab in paragraph structure. Inserting and translating ideas and dialogue. ||  || complete packet p 5-10 in pairs go over as group.
 * 10/4 || Spanish III
 * 10/5 || Spanish III
 * 10/6 || Spanish III

Review Tener Que... Return Test 1 prelim || Packet p 5-10 || Realidades Book 2 Packet handout Chap 1A || 2 3 || Class in Rm 303 NECAP || Journal : #1 Nombre, edad, donde vives, te gusta, como eres. Intro paragraph || Collect Blue Book Journal 1 || Realidades Book 2 Journal Blue Books Writing Packet || 3 ||  || and assignments ||  || Return corrected Journal #1
 * 10/7 || JOURNALS: MLA Autobiografia || Students will write intro paragraph for MLA autobiography. ||  || Writing Packet 22-23
 * 10/8 || JOURNALS: MLA Autobiografia || Students will write full sentences about class rules

Book p26 act 12. Students write paragraph for each class. ||  || Journal Blue books Realidades 2 All chapter suppliments || 3 || Class in Rm 303 NECAP

No Culinary Students in Class || Body paragraph || Students will write a well developed paragraph discussing each class, each teacher, assesssments, assignments rules ||  || What do you do in your classes at Beacon? Teacher: name, descript, class: like, why Activites: paragraph for each class || collect journal entry#2-5 || Realidades Book 2 Journal Blue Books || 3 || In Culinary: Bobby and Patty || Realidades Book 2 Chapter 1A What is a stem changing verb? || Review the rules of a stem changing //verb and practice the conjugation// ||  || Return corrected journal Review stem changing verbs. Packet p 11 ||  || Realidades Book 2 Journal Blue Books || 1 2 || Class in Rm. 303 NECAP In Culinary: Jaz and Noor || Realidades Book 2 Chapter 1A Review Ningun/algun || Students will use Complete sentence structure using all chapter vocab words including double negative ||  || Packet p12-13 Complete packet || Chapter 1A Vocabulary Quiz
 * 10/12 || JOURNALS: MLA Autobiografia
 * 10/13 || Spanish III
 * 2-5
 * 10/14 || Spanish III

Collect Journals for classwork grade || Negative words handout

Packet 1A Handout Realidades Book 2 || 2 || Dismissed Early 130pm Senra (Failed to attend class 115p-130p) || Realidades Book 2 Chapter 1A Do you understand using double negatives? || Students will wrap up and practice double negative using adject//ves// and adverbs. ||  || Return journals and Review common errors in writing Packet p12-13: using double negatives. Complete writing packet || Journal # 2 graded Journal Rubric || Journal Blue books Realidades 2 All chapter suppliments || 2 || Class in Rm. 303 NECAP In Culinary: Senra || Realidades Book 2 Chapter 1A Do you understand chapter 1A? || students will check packets and notes for study material needed to review for test ||  || Complete packet check vocab final review of negatives Chapter review Looksee peeksee || participation grade packet complete || Realidades Book 2 Negative words handout Packet 1A Handout || 2 3 || Class in Rm. 303 NECAP
 * 10/15 || Spanish III
 * 10/18 || Spanish III

In Culinary: Senra || Realidades Book 2 Chapter 1A Assessment Test of Chapter 1A || Chapter Test assessment ||  || test || chapter test Negative vocab quiz. || Chapter Test Vocab Quiz || 3 || In Culinary: Bobby and Patty || Realidades Book 2 Chapter 1A Assessment Test of Chapter 1A || Chapter Test assessment ||  || test || chapter test || Chapter Test || 3 || In Culinary Noor and Jaz || Graphic O hi-lighter || 1 2 ||  || Complete Graphic O outline/refection about Topic || Readin Graphic O Participation || 6 articles: History Dia de los Muertos || 2 || In Culinary: Bobby and Patty ||   ||   ||   || Day of dead Articles Graphic O || 2 || In Culinary: Senra ||
 * 10/19 || Spanish III
 * 10/20 || Spanish III
 * 10/21 || Intro Dia de los Muertos project research POWER POINT || Students will read articles about the history of the Day of the Dead Holiday in Mexico. ||  || Read several selected articles using directed notes. Syntesize and summarize ||   || Articles
 * 10/22 || Dia de los Muertos project research || Students will discuss articles about Day of the Dead with peers and cite main ideas from text ||  || Discuss articles in literacy groups. Report on important facts and 'Aha moments'
 * 10/25 || Dia de los Muertos project research || Computer Lab 2 MLA Research paper history of Dia de los muertos, compare to Haloween, Reflect on personal alter ||  || Use internet to create citations and complete research. Microsoft Word for MLA paper ||   || Internet access
 * 10/26 || Dia de los Muertos project research || Computer Lab 2 MLA Research paper history of Dia de los muertos, compare to Haloween, Reflect on personal alter ||  || Use internet to create citations and complete research. Microsoft Word for MLA paper || Reflection: MLA formatted Due

MLA Rubric assessment || Internet access Day of dead Articles Graphic O || 2 || n Culinary: Bobby and Patty ||  || I ||   || Day of dead Articles || 2 || Sr Arts Night ALL CULINARY STUDENTS MISSING CLASS || PPT rubric || Presentation Projector || 2 3 ||  || 3 || In Culinary Noor and Jaz || Realidades Book 2 Chapter 1B Que haces despues de las classes? || Students will predict meanings using Spanish grammar concepts of root words, prefixes and suffixes. ||  || Review OldVocab Chap 1B Book p43 IR Act 3
 * 10/27 || Dia de los Muertos project research || Computer Lab 2: Power Point: Compare and contrast Haloween and Day of the Dead ||  || Use MS Power Point to create a digital presentation of at least 6 slide. Compare and contrast Dia de los Muertos and Halloween. ||   || MS Power point
 * 10/28 || Dia de los Muertos project research || Computer Lab 2: Power Point: Compare and contrast Haloween and Day of the Dead ||  || Use MS Power Point to create a digital presentation of at least 6 slide. Compare and contrast Dia de los Muertos and Halloween. || Power Point Due
 * 10/29 || Dia de los Muertos project research || Students will use proper voice, tone, body language and eye contact to make a digital presentation ||  || Presentations Power Point Compare and contrast Haloween and Dia de los Muertos || Project Presentations Rubric || Presentation Projector || 2
 * 11/1 || Spanish III

New Vocab: Copy Spanish words from the board and try to predict their English meanings. practice: packet p16-18 Book: p46-47 || Book: p46-47 translate || Realidades Book 2 Vocab Handout Review Vocab Handout with Clip art Packet 1B || 1 2 || In Culinary: Senra || Realidades Book 2 Chapter 1B Que haces despues de las classes? || Students will use new vocab in paragraph structure. Inserting and translating ideas and dialogue. ||  || Complete activities in notebook: Book p50 act 4 p51 act 6 1-6 p52 act 8 3 sentences || Old Words Vocab Quiz
 * 11/2 || Election day ||  ||   ||   ||   ||   ||   ||   ||
 * 11/3 || Spanish III

Book p50 act 4 translate and hand in || Quiz

Realidades Book 2 || 2 || In Culinary Noor and Jaz || Realidades Book 2 Chapter 1B Que haces despues de las classes?
 * 11/4 || Spanish III

extracurricular activities || Students will use vocab from chapter 1A in real life scenario and practice new vocab in context. Recall comparisons of more or most. Intro comparisons of equal value ||  || Dialogue p48-49 q1-6

Book p50 act 4 translation review Tan/como p53 comparisons of equals Packet p20 tan/como || New word Vocab quiz || Realidades Book 2 Quiz Packet 1B || 2 3 ||  || Realidades Book 2 Chapter 1B Que haces despues de las classes? To know how to do activities || Students will learn the difference between the2 verbs TO KNOW: ||  || Direct instruction with notes for Saber/Conocer using the acronym F.I.S.H and time expressions with Hace Que saber/conocer p 56 Hace que p58 ||  || Realidades Book 2 Quiz Packet 1B || 1 2 || In Culinary: Bobby and Patty || Realidades Book 2 Chapter 1B Que haces despues de las classes? || students will practice and apply grammatical concepts for the correct use of the verbs TO KNOW: saber/conocer ||  || Saber/conocer practice packet in small groups || small group participation || handout for saber/conocer || 3 || In Culinary: Senra || Realidades Book 2 Chapter 1B Que haces despues de las classes? How long you have been doing an avtivity || Students will practice writing sentences and paragraphs with the writing packet for concepts of saber/conocer, hace que, and tan/como ||  || Writing packet: 4 pages of practice to master grammatical concepts of grammar for chapter 1B || Collect for Test grade || Writing Packet handout
 * 11/5 || Spanish III
 * 11/8 || Spanish III
 * 11/9 || Spanish III

Realidades Book 2 ||  || In Culinary: Bobby Mowry: personal day to attend funeral || Realidades Book 2 Chapter 1B Que haces despues de las classes? || Assignment for 11/9 incomplete. Students will practice writing sentences and paragraphs with the writing packet for concepts of saber/conocer, hace que, and tan/como ||  || Assignment for 11/9 redone: Substitute teacher-students did not do assignment
 * 11/10 || Spanish III

Writing packet: 4 pages of practice to master grammatical concepts of grammar for chapter 1B || Re-collect for test grade || Writing Packet handout

Realidades Book 2 || 2 || In Culinary Noor and Jaz || Realidades Book 2 Chapter 1B Que haces despues de las classes? || Students will review writing packet returned to them. All errors corrected ||  || Corrected writing packet returned and errors corrected. ||  || Writing Packet handout
 * 11/11 || Veteren's day ||  ||   ||   ||   ||   ||   ||   ||
 * 11/12 || Spanish III

Realidades Book 2 || 3 ||  || Realidades Book 2 Chapter 1B Que haces despues de las classes? || Students will organize chapter work for review of old and new vocab, and all gramatical concepts ||  || Packet 1B complete Writing Packet Complete || Packet 1B complete Writing Packet Complete participation grade || Packet 1B Writing Packet Realidades Book 2 || 2 || In Culinary: Senra || Realidades Book 2 Chapter 1B Chapter Review || Students will organize chapter work for review of old and new vocab, and all gramatical concepts ||  || Chapter review Looksee peeksee ||  || Packet 1B Writing Packet Realidades Book 2 || 2 || In Culinary: Bobby || Realidades Book 2 Chapter 1B Chapter Assessment || Students will apply all concepts of grammatical structures for assessment ||  || Chapter Test 1B || Chapter Test 1B || Chapter Test 1B || 3 || In Culinary Noor and Jaz || Realidades Book 2 Chapter 1B Chapter Assessment || Students will apply all concepts of grammatical structures for assessment ||  || Chapter Test 1B || Chapter Test 1B || Chapter Test 1B || 3 ||   || Realidades Book 2 Chapter 1B Chapter Assessment || Students will conduct a critique of corrected tests for the purpose of syntesizing material covered for assessment. ||  || Post chapter test review. || Group participation || Corrected Chapter Test 1B || 1 || In Culinary: Senra || Body Paragraph || Students will use Complete sentence structure using all chapter vocab words for Journal entry ||  || Journals 6 describe extracurricular activities at Beacon compare to other schools, are you a member?, discuss community service requiements. Use Saber/conocer, tan/tantos, and Hace que. || Peer editing
 * 11/15 || Spanish III
 * 11/16 || Spanish III
 * 11/17 || Spanish III
 * 11/18 || Spanish III
 * 11/19 || Spanish III
 * 11/22 || JOURNALS: MLA Autobiografia

Individual on task assessment || Journal Blue books Realidades 2 All chapter suppliments || 3 || In Culinary: Senra || Body Paragraph || Students will use Complete sentence structure using all chapter vocab words for Journal entry ||  || Journals 6 describe extracurricular activities at Beacon compare to other schools, are you a member?, discuss community service requiements. Use Saber/conocer, tan/tantos, and Hace que. || Collect Journal entry # 6 || Journal Blue books Realidades 2 All chapter suppliments || 3 || In Culinary: Bobby || Body Paragraph || Students will use Complete sentence structure using all chapter vocab words for Journal entry ||  || Returned corrected journal entry #6 Catch up day for all incomplete and missed work assignments. ||  || Journal Blue books Realidades 2 All chapter suppliments ||  || In Culinary Noor and Jaz || Enrique y Maria || Students will increase fluency and comprehension through beginner readers ||  || Extended homework: Read Chapters 1-5 from the book Enrique y Maria and complete comprehension assignments, grammar and vocabulary assignments for each chapter. || Complete by Friday || Enrigue y Maria literature chapters 1-5 with Repaso ||  || In Culinary: Senra || Que haces para prepararte? Reflexive verbs || Students will predict meanings using Spanish grammar concepts of root words, prefixes and suffixes.Students will be introduced to reflexive pronouns, meaning and placement as they conjugate reflexive verbs ||  || New Vocab: Copy Reflexive verbs from the board and try to predict their English meanings. Introduce the structure of the reflexive pronouns in their conjugated form. Practice with six-pack work sheet || direct instruction class participation || Six pack work sheet ||  || In Culinary: Bobby || Mayoral Visit NO CLASS ||  ||   ||   ||   ||   ||   || In Culinary Noor and Jaz || Que haces para prepararte? || Vocab Chapter 2A Students will predict meanings using Spanish grammar concepts of root words, prefixes and suffixes. ||  || New Vocab: Copy Spanish words from the board and try to predict their English meanings.
 * 11/23 || JOURNALS: MLA Autobiografia
 * 11/25 || JOURNALS: MLA Autobiografia
 * 11/25-11/26 || Thanksgiving Break ||  ||   ||   ||   ||   ||   ||   ||
 * 11/29 || Literature: Spanish Reader 1
 * 11/30 || Pre Chapter 2A
 * 12/1 || Beacon Founders Day
 * 12/2 || Realidades Book 2 Chapter 2A

Complete p27-28 Packet 2A ||  || Vocab 2A sheet Packet 2A Workbook Realidades Book2 ||  ||   || Enrique y Maria || Students will increase fluency and comprehension through beginner readers ||  || Review Chapters 1-5 from the book Enrique y Maria and assess comprehension assignments, grammar and vocabulary assignments for each chapter. Extended Homework: Read Chapters 7-9 from the book Enrique y Maria and complete comprehension assignments, grammar and vocabulary assignments for each chapter. Due Friday 12/10 || Collect and correct Reading assignment || Enrigue y Maria literature chapters 1-5 with Repaso ||  || In Culinary: Bobby || Que haces para prepararte? || Students will use vocab from chapter 2A in real life scenario and practice new vocab in context. ||  || Review packet p27-28 Complete reflexive handout in small group setting. Check as a group
 * 12/3 || Literature: Spanish Reader 1
 * 12/6 || Realidades Book 2 Chapter 2A

Book 2 Dialogue p76-77 complete p78 activity 6 || Packet p 29-31 homework || Reflexive Handout

Packet 2A Workbook

Realidades Book2 ||  || In Culinary: Senra || NO CLASS ||  ||   ||   ||   ||   ||   || In Culinary: Bobby || Que haces para prepararte? || Students will learn structure of second verb infinitives and the grammatical structure they play on object pronouns ||  || Complete packet workbook p 29-31 Complete Reflexive Handout || Study vocab chapter 2A Homework || Reflexive Handout
 * 12/7 || Senior Film Class Field trip
 * 12/8 || Realidades Book 2 Chapter 2A

Packet 2A Workbook

Realidades Book2 ||  || In Culinary Noor and Jaz || Que haces para prepararte? || Students will practice the creation of adverbs from a known adjective and sentence syntax for description parts of speach ||  || Vocabulary Quiz Chap 2A
 * 12/9 || Realidades Book 2 Chapter 2A

Packet p32-33

Adverbs: lesson and handout || Vocab 2A Quiz

Adverbs handout collected || Vocab quiz

Packet 2A Workbook

Adverb Handout ||  ||   || Enrique y Maria || Students will increase fluency and comprehension through beginner readers ||  || Review Chapters 7-9 from the book Enrique y Maria and assess comprehension assignments, grammar and vocabulary assignments for each chapter. Extended Homework: Read Chapters 11-15 from the book Enrique y Maria and complete comprehension assignments, grammar and vocabulary assignments for each chapter. Due Friday 12/17 || Collect and correct Reading assignment || Enrigue y Maria literature chapters 1-9 with Repaso ||  || In Culinary Noor and Jaz || Que haces para prepararte? || Students will create possessive pronouns from previously learned possessive adjectives and practice syntax through sentence creation. ||  || After Direct instruction on possessives, complete handout to practice. tuyo/suyo Book p. 80-82 act 9-11 ||  || Handout possessive adjectives and pronouns Realidades 1 ||  || In Culinary: Senra || Que haces para prepararte? ||  ||   || Practice possessive adj ||   ||   ||   || In Culinary: Bobby || Que haces para prepararte? ||  ||   ||   ||   ||   ||   || In Culinary Noor and Jaz || Que haces para prepararte? ||  ||   ||   ||   ||   ||   ||   || Enrique y Maria || Students will increase fluency and comprehension through beginner readers ||   || Review Chapters 11-15 from the book Enrique y Maria and assess comprehension assignments, grammar and vocabulary assignments for each chapter. Read Chapters 16-20 from the book Enrique y Maria and complete comprehension assignments, grammar and vocabulary assignments for each chapter. Due Friday 12/23 || Collect and correct Reading assignment || Enrigue y Maria literature chapters 1-15 with Repaso ||  ||   || Que haces para prepararte? ||  ||   ||   ||   ||   ||   ||   || Que haces para prepararte? ||  ||   ||   ||   ||   ||   || In Culinary: Bobby || Que haces para prepararte? || Students will predict meanings using Spanish grammar concepts of root words, prefixes and suffexes. Students will use the double negative. ||  || New Vocab: Copy Spanish words from the board and try to predict their English meanings. Double negative statements intro Grammar. Complete p1-2 of handout. ||  || .Vocab sheet chap 1.
 * 12/10 || Literature: Spanish Reader 1
 * 12/13 || Realidades Book 2 Chapter 2A
 * 12/14 || Realidades Book 2 Chapter 2A
 * 12/15 || Realidades Book 2 Chapter 2A
 * 12/16 || Realidades Book 2 Chapter 2A
 * 12/17 || Literature: Spanish Reader 1
 * 12/20 || Realidades Book 2 Chapter 2A
 * 12/21 || Realidades Book 2 Chapter 2A
 * 12/22 || Realidades Book 2 Chapter 2A

Negative statements supplement handout ||  || In Culinary Noor and Jaz || Enrique y Maria || Students will increase fluency and comprehension through beginner readers ||  || Review Chapters 16-20 from the book Enrique y Maria and assess comprehension assignments, grammar and vocabulary assignments for each chapter. || Collect and correct Reading assignment || Enrigue y Maria literature chapters 1-20 with Repaso ||  ||   ||
 * 12/23 || Literature: Spanish Reader 1
 * 12/24-Jan3 || Holiday Vacation ||  ||   ||   ||   ||   ||   ||   ||
 * 1/4 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 1/5 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 1/6 ||  ||   ||   ||   ||   ||   ||   || Half day parent teacher conferences ||
 * 1/7 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 1/10 || SICK DAY ||  ||   ||   ||   ||   ||   || SICK DAY ||
 * 1/11 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 1/12 || Snow Day ||  ||   ||   || MLA/PAPER Class Reflection ||   ||   || Snow Day ||
 * 1/13 || Snow Day ||  ||   ||   ||   ||   ||   || Snow Day ||
 * 1/14 ||  ||   ||   ||   || MLA/PAPER Class Reflection ||   ||   ||   ||
 * 1/17 || MLK Day ||  ||   ||   ||   ||   ||   || MLK Day ||
 * 1/18 ||  ||   ||   ||   || MLA/PAPER Class Reflection ||   ||   ||   ||
 * 1/19 ||  ||   ||   ||   || MLA/PAPER Class Reflection ||   ||   ||   ||
 * 1/20 ||  ||   ||   ||   || MLA/PAPER Class Reflection ||   ||   ||   ||
 * 1/22 ||  ||   ||   ||   || MLA/PAPER Class Reflection ||   ||   ||   ||
 * 1/25-1/27 ||  || FINAL || EXAM || REVIEW ||   ||   ||   ||   ||
 * 1/28 || FINAL || EXAMS ||  ||   ||   ||   ||   ||   ||