Spanish1

N T R O ||  || 1 day ||   || What are sounds of Spanish? (ORAL only) ||  || nursery rhyme with onomatopoeia ||  || auditory concepts and production ||  || **"Los maderos de San Juan"** rhyme ||  || __StudySpanish.com*__ __**Unit One**__ __**pronunciation**:__ __//vowels consonants - oral//__ __//examples,//__ vocab. list I ||  || group, individual oral rhyme presentations || and respond to affirmative commands (ORAL only)
 * ~ Unit ||  ||~ ‍‍‍Date (duration) ‍‍‍ ||   ||~ Essential Questions ||   ||~ Content / Concepts ||   ||~ Skills ||   ||~ Texts ||   ||~ Supporting / Supplementary Materials ||   ||~ **Assessment** ||
 * ||  ||   ||   ||   ||   || ORAL ||   || COMPREHENSION ||   || ONLY ||   ||   ||   ||   ||
 * ||  || RESPONSE ||   || BY PHYSICAL ||   || ACTIONS ||   || AND SIGNS ||   || NON VERBAL ||   || COMMUNICATION ||   ||   ||
 * I
 * 1a ||  || 3 weeks ||   || How to recognize

What is body language? ||  || Total Physical Response* vocabulary activities ||  || introducing command forms, students respond to commands in the group and individually ||  || **Mírame Puedo hablar*** ||   || physical props, pictures, classroom objects vocab. List I

You Tube: "Two dogs in a diner" ||  || observation* via student interpersonal activities requiring comprehension || verbs and direct objects, associating each subject by his actions ||  || actions w/ consequences, expressing laughing and crying, pointing, grabbing and throwing ||   || ***MPH** "El muchacho que anda en línea chueca" ||  || props, action pictures ||   || observation/ participation, as teacher narrates, students act out the story, true/ false quiz || running, seeing, going ||  || ***MPH** "El chico y la revista" ||  || props, story cards, Spanish fitness movement exercises ||   || observation/ participation, teacher narrating/student acting, true/false quiz || review of week 1-3 and integration of new vocab. (ORAL only) ||  ||~ *TPR vocab. activities, nouns: gender, number ||  ||~ vocab. expansion: parts of the body, shapes, classroom objects, student materials, basic food, drink, dishes, utensils, simulation role play in family kitchen ||  ||~ ***MPH** " Arriba Abajo..." toast ||  ||~ physical props, individual and co-student role play, "Justin Bieber Mix Up" body part game using affirmative commands and Vocab. List ll ||  ||~ observation, respective true/false quizzes || differentiate between general & specific? ||  || //minicuento 1// //*//TPR vocab. induction: verb,direct object ||  || //action story process//, vocab. expansion: walking/running shouting, taking photos, to the class, around the classroom, down the hall ||  || ***MPH** "El chico y su ombligo" ||  || "making your own creature" game w/ felt body parts, story cards ||   || observation of participation, correctness of physical responses and true/false quiz || //*//TPR vocab.induction: direct quotes, directional prepositional words/phrases, use of **estar** in temporary conditions, use of **ser** w/ predicate nouns ||  || //action story process//, vocab. expansion: ¿Qué tiempo hace? What's the weather like? cold, cloudy, bad, raining ||  || ***MPH** "El chico y la botella de jugo" AOL weather forecast in Memphis, internet weather sites around the Spanish speaking world ||  || weather and seasonal packets,cards photos, story cards ||  || Observation of students as they "mime" to teacher weather forecasts, true/false quiz || English/Spanish contractions- Which language has more? ||  || //minicuento 3// //*//TPR vocab induction: contractions: al, del, use of **estar** for where you are and **ser** for where you're from, ||  || //action story process//, vocab expansion: entering/leaving, angry/happy, polite(formal) ud.and uds. vs. familiar tú ||  || ***MPH** "¿Dónde está la profesora?" ||  || world map game:finding countries where Spanish is spoken. Reading aloud the country names from poster pronouncing them correctly ||  || observation of participation and comprehension of map/country game, pronunciation, true/false quiz || TPR vocab induction: weather conditions, water, glass seasons, cool, sunny, radio, sick, TV, turn on, turn off grab, break, listen to, look at, drink ||  || //action story proces//s students will be able to count to 20 and follow the sequence of events using appropriate motions as teacher narrates story ||  || *MPH "Cuántos vasos de agua tomas tú cuando estás enferma?'" ||  || props, story and weather cards to represent seasons and weather expressions ||   || in a group round,first students tell the story w/motions, then individually. true/false quiz || Where do indirect and direct object pronouns go? ||  || //minicuento 5// TPR vocab. induction: winter words - snow, snowing ||  || //action story process,// recognizing object pronouns, objects in play, sequencing action. ||  || ***MPH** La toalla y la llave, el vaso de té y el huevo." ||  || objects/toys in story and doll characters for student to "puppet during the action story telling, story cards ||   || ASSESSMENT A*: observation of students "puppeting" according to the story as it is told. true/false quiz || TPR vocab. induction: going, push, see, need, kiss, car, gasoline,horse ||  || //action story// //process//,recognizing turning on and off the TV, the car, and cognate development ||  || ***MPH** "¿El carro o el caballo?" ||  || props for all the noun objects in the story, teacher story cards ||   || ASSESSMENT B*:students "tell" the story miming w/ props, true/false quiz || "El cuento del gato" ||  || __*SS.C: grammar Unit One #s__ __1, 2. & 4__ __gender/number, nouns/adjectives__ ||  || ASSESSMENT A* written daily vocab. quizzes, 'round the room story telling, action project/narration, unit test || What makes them irregular? ||  || //minicuento 1// TPR vocab induction, sad/happy. laugh/cry, good/bad, grab/run/have/ hug ||  || //action story// //process,// learning to use articles, to understand gender//,// and adjective/noun agreement ||  || ***MPH** "El gato bueno y el gato malo" ||  || __*SS.C: Unit One__ __# 5 definite and indefinite articles__
 * 1b ||  ||   ||   || Who does what to whom? ||   || recognizing
 * 1b ||  ||   ||   || Who does what to whom? ||   || recognizing
 * 1c ||  ||   ||   || Do you know your right from your left? ||   || recognizing and responding to directions: left, right, forward, toward ||   || imitating actions of looking, picking up, letting loose,
 * ~ 2 ||  ||~ 3 weeks || [[image:http://www.wikispaces.com/i/editor/insert_table.gif]] ||~ [[image:http://www.wikispaces.com/i/editor/insert_table.gif]] What have we learned so far?
 * ~ 2 ||  ||~ 3 weeks || [[image:http://www.wikispaces.com/i/editor/insert_table.gif]] ||~ [[image:http://www.wikispaces.com/i/editor/insert_table.gif]] What have we learned so far?
 * 2a ||  ||   ||   || How do we
 * 2a ||  ||   ||   || How do we
 * 2b ||  ||   ||   || How do you determine parts of speech? ||   || //minicuento 3//
 * 2c ||  ||   ||   || What is the purpose of a preposition?
 * 2d ||  ||   ||   || What do you do at home when you're sick? ||   || //minicuento 4//
 * 2e ||  ||   ||   || What games do you play outside in the winter?
 * 2e ||  ||   ||   || What games do you play outside in the winter?
 * 2f ||  ||   ||   || Has your family ever had car trouble? What do you do then? ||   || //minicuento 6//
 * ||  ||   ||   || ORAL ||   || AND ||   || WRITTEN ||   || COMPREHENSION ||   || AND ||   || EXPRESSION ||
 * 3 ||  || 3 weeks ||   || How do you distinguish one character in the story from another? ||   ||   ||   ||   ||   || ***MPH** Chapter 3 summary story
 * 3 ||  || 3 weeks ||   || How do you distinguish one character in the story from another? ||   ||   ||   ||   ||   || ***MPH** Chapter 3 summary story
 * 3a ||  ||   ||   || What are articles? What are irregular adjectives?

__SS.C: U nit One #s I and 2 Gender of Nouns__

story cards, props ||  || ASSESSMENT B* student role play, student retell in group and individually, written quiz, teacher observation of participation and comprehension/expression || TPR vocab. induction: sitting down/getting on, give/have ||  || //action story process,// learning the differences between familiar and polite forms of "you" and applying them appropriately in speech and written work. ||  || *MPH "Julia y el gato grande" ||  || __*SS.C:__ __Unit One,__ __#7 Subject Pronouns__
 * 3b ||  ||   ||   || Do you speak the same way to Rabbi Perl as you do to your cat? ||   || //minicuento 2//

__SS.C:__ __Unit One ,__ __#4 Plural forms of nouns__ story cards, props ||  || *ASMT A & B students initiate a conversation w/President Obama and one with Mickey Mouse || How does the Spanish "to be" differ from the English? Can a noun modify another noun? ||  || //minicuento 2// TPR vocab. induction: happy/sad prepositional phrases acting as adjectives, idiomatic expressions ||  || //action story process// vocab. expansion; "One's name is "(idiomatically) and with **ser** as permanent and **estar** as temporary forms of "to be" ||  || ***MPH** "Rosalinda y su perro" ||  || __*SS.C: vocabulary__ __Unit One # 25__ __*SS.C: Unit Two,__ __15 - 18__ __"ser "w/predicate nouns, "estar w/temporarary condition__ ||  || *ASMT A & B student introductions w/idiomatic expression using as appropriate sentences w/ **ser** and **estar** || 4a ||   || 2 weeks ||   || How do you create adverbs? What are regular verbs? ||   || //minicuento 1// TPR vocab. induction, adverbs**, Hay** usage, reinforcement w/ conjugating regular verbs we've been using these last months ||   || //action story process//, personal a used when people or personified things are direct objects, conjugations of regular verbs ||   || ***MPH** summary story "La vaca y el mono"
 * 3c ||  ||   ||   || What is a state of being verb?
 * 4
 * 4
 * 4

"La vaca rica y el mono pobre" ||  || __*SS.C__ __Grammar__ __Unit Two # 26__ __Personal a__ __SS.C Grammar Unit One__ __#8 - ar verbs__ __#9 - er verbs__ __#10 - ir verbs__ __Reg. present tense verb forms,__ story cards and props ||  || *ASMT A & B game of competition with prizes for learning verb conjugations' present tense endings || TPR vocab,induction: sleep, awaken, skinny/fat, tall/ short, angry/happy, wet/dry, sleep/snore ||  || //action story// process introducing more adverbs and prepositions, placement of direct and indirect object pronouns ||  || *MPH "El mono que ronca mucho" ||  || __*SS.C Grammar Unit Seven #76 formation of adverbs__ __SS.C Unit Four #47 indirect and direct pronouns together__ story cards &prop__s__ ||  || *ASMT A & B students make up brief oral commentary on story using 1. vocab. adjectives, 2.correct form of **to be** verbs, 3. adverbs || TPR vocab. induction: house/street, money/dollars, multipurpose verb - **llevar**,
 * MPH
 * 4b ||  ||   ||   || Is being fat or skinny permanent? ||   || //minicuento 2//
 * 4c ||  ||   ||   || Do you like bargains? ||   || //minicuento 3//

days of the week, months of the year ||  || //action story process// correct usage of **por/para,** prepositional object pronouns

Counting to 31 to be able to date their papers w/ days/ months of the year ||  || *MPH "¿Una casa por 8 dólares?" ||  || __*SS.C Grammar Unit Five #54__ __para/por__

__SS.C Grammar__ __Unit Four #40 Prepositional object pronouns,__

__SS.C grammar Unit one # 13__ __days of the week__

calendar cards__,__ story cards, props ||  || *ASMT students "buy" a piece of fruit from Fresh Market

UNIT 4 TEST || 5a ||  || 2 weeks ||   || How does Spanish differentiate between where you are now and where you're from? ||  || //minicuento 1// TPR vocab. induction: verbs which require prepositions, subject pronouns, estar (location), irregular verbs **poner, ir, salir, ver,** interrogatives words, possessive adjectives, window, wall, table, corner ||  || //action story process// using 3rd person singular in declarative sentences and in questions, responding correctly to interrogative words ||  || *MPH Chapter 5 summary story "El libro perdido"
 * 5
 * 5
 * 5

MPH "¿Dónde esta mi libro favorito?" ||  || __*SS.C Grammar__ __Unit Five #59__ __reflexive verbs__

__SS.C Grammar Unit Four #50__ __verbs with irregular__ __1st persons__

SS.C Grammar Unit Two #21 possessive adjectives

story cards and props ||  || *ASMT A & B Students in pairs play hide and seek in the class with one of each other's possessions using interrogative words using **tener** and **estar** || TPR vocab. induction: student/school, study/sleep, call, enter/leave, go/see, in/between, lights ||  || //action story process// differentiating between present and present progressive tenses, responding appropriately to negative commands ||  || ***MPH** "El muchacho que no estudia" ||  || __SS.C Grammar__ __Unit Four #49__ __present progressive tense__
 * 5b ||  ||   ||   || What's the difference between what you do and what you're doing now?
 * "Qué Pasa**?" ||  || //minicuento 2//

story cards and props ||  || * ASMT A & B || TPR vocab. induction: friend, man, pen, sees, plane,door, want, speak/shout buy, close, go/fly/return get on, France, ||  || //action story process// //Using props students should be able to tell the story in 3rd person// ||  || *MPH "El lápiz especial" ||  || __SS.C Grammar Unit Two #29__ __cerrar e>ie__
 * 5c ||  ||   ||   || Where is my pencil? ||   || //minicuento// 2

__SS.C Grammar__ __Unit Two #28__ story cards, props ||  || __*__ASMT A & B Students go to airline ticket counter to buy a ticket for a city in Latin America, get on the plane, close the door, visit the city and return home to Memphis || TPR vocab. induction: live, go/return, get on plane/ fly, arrive/return, in order to, need, buy, close, because ||  || being able to respond to a variety of questions about the action of the story appropriately with short answers ||   || *MPH Chapter 5 summary story "El libro perdido"
 * volar** o>ue
 * 5d ||  ||   ||   || Where are you and where are you from? ||   || //minicuento 3//

"EL hombre de California que vuela a Francia" ||  || __SS.c Grammar Unit One #6__ __expletive form hay__ story cards and props ||  || *ASMT A & B Students answer creatively. the question of why the man from California has to go to France to buy a new pencil. || 6a ||  || 2 weeks ||   || What's under your bed at home? ||  || //minicuento 1// TPR vocab. induction: articles of clothing, shopping words, count, help, department, spending, clerk ||  || //action story process// students should begin learning numbers: to count to 100 by tens, then by hundreds to 1000, written and spoken. ||  || *MPH Summary story "La tienda de ropa"
 * 6
 * 6

MPH "Busca debajo de tu cama" ||  || __*SS.C Grammar Unit One #6 hay__

__SS.C Grammar__ __Unit Five #52 Numbers 31 - 1000__

story cards, number wall chart ||  || *ASMT A & B Change the ending of the story for a creative presentation. || TPR vocab. induction: beautiful, clothing, shoes, dress, blouse skirt, bill, try on, put on, like, find, find, problem, next time, pile ||  || //action story process// students should be able to describe the clothing they're wearing this day and what they like that someone else is wearing ||  || *MPH "El novio tonto va de compras" ||  || __*SS.C Grammar__ __Unit Four #48 gustar__ ||  ||  .*ASMT A & B || TPR vocab. induction: another, rob,decide, people, sell, want, shirt, pants, people,more, more tan, nothing, never, enough, train, dirty, new,computer police,escape,arrive ||  || //action story process// students should be able, as observers, to describe in sequence the actions of robbers in a men's clothing store. ||  || ***MPH** "No tengo nada que llevar" men's clothing props with Justin Bieber wall "mannequin" story cards, props for robbery & TV broadcast ||  || __SS.C Grammar Unit Three #32__ __ir + a with infinitive__
 * 6b ||  ||   ||   || Are you able to buy something from a Spanish speaking clerk in HER language? ||   || //minicuento 2//
 * ||  ||   ||   ||   ||   ||   ||   ||   ||   || [[image:http://www.wikispaces.com/i/editor/insert_table.gif]] ||   ||   ||   ||   ||
 * 6c ||  ||   ||   || Do you want to rob Macy's with me? ||   || //minicuento 1//

Google:mi horoscopio hoy ||  || *ASMT A & B Students act as TV reporters of this or another robbery of a men's store covering a live feed broadcast rainy weather conditions

Unit 6 test || TPR vocab. induction: girl, lottery ticket, girlfriends, jewelry, jewelry store, when, next time ||  || //action story process// students should be able to write a summary of the story and tell the difference betwee//n **ve** and **va**// ||  || ***MPH** summary story #7 "El boleto de la lotería"
 * 7 7a ||  || 2 1/2 weeks ||   || What are you going to when you find on the street a winning lottery ticket? ||   || //minicuento 2//
 * 7 7a ||  || 2 1/2 weeks ||   || What are you going to when you find on the street a winning lottery ticket? ||   || //minicuento 2//

"¿Hay ladrones en el hotel?" story cards, jewelry props ||  || __*SS.C Grammar__ __Unit Five #s 31 - 1000__ ||  || *ASMT A & B Role play: Students write a brief newspaper article describing the robbery and interview girl whose jewelry was stolen -p using a direct quote from her in 1st person || TPR vocab. induction: get, read, win/lose, have left, spend, decide, numbers, so much, extra ||  || //action story process// recognizing the lst and 3rd singular preterit tenses, being able to use stem changing verbs ||  || ***MPH** "¡Gané la lotería! " story cards and props ||  || __*SS.C Grammar Unit Five #63 preterit tense__
 * 7b ||  ||   ||   || What are you going to do with your $5000 winning lottery ticket? ||   || //minicuento 2//

__SS.C Grammar Unit 3 #30 e>i__ __class 3 (stem changing verbs)__ ||  || *ASMT A & B grouped in pairs, student buys a lottery ticket from another student (clerk at 7 11) and then redeems it. Reverse roles. || TPR vocab induction: irregular verb venir,ask a question, drive, know/know how, know/be acquainted with crash, has/have to do/ remember, to be from/ to be in driver's license, mine. yours, his hers, its, ours ,theirs ||  || //action story process// recognizing and using verbs with same meaning in English but different meanings in Spanish, idioms with **tener** and use of " to have to," and possessive pronouns ||  || ***MPH** "El que maneja el carro sin licencia de manejar" ||  || __*SS.Grammar__ __Unit Two__ __#s 23 & 24__ __tener/age, tener que__
 * 7c ||  ||   ||   || When do you want to visit Disneyland? ||   || //minicuento 3,//

__SS.C Grammar Unit #s 15 - 18__ __ser vs. estar__

__SS.C Grammar Unit Five # 5l__ __saber/conocer__

__SS.C Grammar Unit Five # 58__ __possessive pronouns__ || M || *ASNT A & B students in pairs drive to Disneyland, the driver is American the guest is French || TPR vocab induction: asks (for),asks(a question), about/concerning, to take away, positive/negative expressions ||  || //action story proces//s appropriately using the two verbs to ask, adding to directional prepositions' bank ||  || *MPH " El dinero es tuyo" ||  || __*SS.C Grammar Unit Five #5l__ __pedir/preguntar__
 * 7d ||  ||   ||   || Where do you keep your money? ||   || //minicuento 4//

story cards. props ||  || *ASMT A & B observation of physical fitness re: directional preposition activity

Chapter Test #7 || TPR vocab induction: beach, ice cream,refrigerator, water, hands, arms, legs, cheeks, head, hair, face, chest, bathroom, kitchen, house, fork, spoon, knife, napkin, ocean, soap, bathroom, dirty/clean, get angry get clean/get washed, wash, also ||  || //action story process// understanding and using reflexive verbs as intransitive, identifying kitchen appliances, and explaining their uses ||  || *MPH summary story "El bebé sucio"
 * 8 8a ||  || 1 week ||   || Have you ever eaten ice cream with your hands? ||   || //minicuento 1//
 * 8 8a ||  || 1 week ||   || Have you ever eaten ice cream with your hands? ||   || //minicuento 1//
 * 8 8a ||  || 1 week ||   || Have you ever eaten ice cream with your hands? ||   || //minicuento 1//

"¡Qué lío es el bebé! ||  || __*SS.C Vocabulary Unit One # l4__ __kitchen words__

__SS.C Grammar Unit Five # 60__ r__eflexive verbs__

doll furniture and objects for kitchen, story cards and props, transitive vs. intransitive (reflexive) verbs' picture transparencies ||  || *ASMT A & B

intra-class kitchen competition: Jeopardy game re: kitchen || TPR vocab induction: cleanup/get dirty, cut/slice, takes, pour, punish, banana, bowl, pieces, so, milk, chocolate, bread, alone, on top of ||  || //action story process// to use the word **tomar** and **llevar** appropriately depending on action involved ||  || *MPH "¿Qué pasa en mi cocina?" ||  || __*SS.C Vocabulary Unit One #25__ __dining room words__
 * 8b ||  ||   ||   || Have you ever had a food fight? Alone? ||   || //minicuento 2//

You Tube: two dogs at a diner ||  || *ASMT In a class round half students describe what the little girl is doing. The other half then describes the mother's reactions.

Chapter test 8 || 9a ||  || 2 weeks ||   || Do you like peanut soup? ||  || //minicuento 1// TPR vocab. induction: while, peanut soup, lies, fall asleep/wake up/get up, taste, later, elegant, restaurant, Russia, Russian (adjective)/ Russian (person) ||  || a//ction story process// students recognize the difference between the names of countries and the names of its country men, expressions for telling time ||  || *MPH summary story "Los tres elefantes"
 * 9
 * 9
 * 9

"¿Quieren uds. probar la sopa de cacahuate?" ||  || __*S.C Grammar Unit 5 #53 telling time__

story cards and props: one dozen old and broken watches

peanut rewards ||  || *ASMT A & B "When Time Stands Still" class activity - || TPR vocab. induction: think, escape/flee, take a walk, wait, worry/worried, middle of ||  || //action story process// understanding and using idiom for //time// //during which// (por) and the different usages of present and past participles ||  || *MPH "Rizarubia y los tres elefantes" ||  || __*SS.C Grammar Unit One #12 past participles as adjectives__ ||   || *ASMT A & B Discussion: How is this the story different from the Goldilocks story? || TPR vocab. induction: bear, father, jungle, living room, bedroom, fragile, break/fix, broken/fixed, show, open/close opened/closed, swim, invite, take a plane, across, ||  || //action story process// //understanding "what happens when...."// using the introductory adverb **cuando** to make complex sentences about the sequence of events in the story. ||  || *MPH "La aventura del la chica en la selva" ||  || __*SS.C Grammar Unit One #12 con't.__ ||   || *ASMT A &B practicing aloud creating progressive and past participles from verbs already learned || TPR vocab. induction: too/too much, hot/cold, prepare, one's own, meal, microwave oven, fried chicken, put in/take out' each, every/all, days of the week
 * 9b ||  ||   ||   || Is it advisable to go into a stranger's house without knocking? ||   || //minicuento 2//
 * 9c ||  ||   ||   || Do you know how Goldilocks becomes Indiana Joanie? ||   || //minicuento 3//
 * 9d ||  ||   ||   || Who likes the smell of burned microwave popcorn? ||   || //minicuento 4//

Summary story vocab:enough inside/ outside, still/now/already,everywhere, completely, next time ||  || //action story process// Students will be able to write and tell about the process of when cooking something in the microwave oven at school or at home. Creativity encouraged. ||  || *MPH "¿Te gusta tu comida del microondas? Por qué sí o no?" ||  || __*SS.C Grammar__ __Unit Three__ __#s 37 - 38__ __comparisons of inequality and equality__

You Tube: Mexican cooking show demonstration

popcorn reward ||  || *ASMT A & B Practice describing actions with adverbs to add emotions and romance to expression

Chapter Test 9 || 10a ||  || 2 weeks ||   || Do you want to travel to the moon some time? ||  || //minicuento 1// TPR: vocab. induction: South America, USA, rocket, take off/land, around, travel, surprised, cheese country(rural)/country nation, stay, understand, another language, moon, river, mustard, earth, remember ||  || //action story process// Pairs of students: one will tell the action of story and the other mime the action as it is being told. They then reverse roles. They will be conscious of verbs which take prepositional phrases. ||  || ***MPH** Summary story " El cuento de la luna"
 * 10
 * 10
 * 10

"Vamos a buscar el queso de la luna" ||  || __*SS.C Vocabulary Unit Two #16 airport__

props, story cards, and green cheese and mustard lunar ward

You Tube: advertisement for McDonald's in Spain

world map ||  || *ASMT A & B || TPR vocab. induction: Mars, write/written, hamburger, falls in love with, how, many, it matters, marry, waitress, only, love at first sight ||  || //action story process// students in pairs will recreate this odd love story in first person ||  || ***MPH** "Es amor a la primera vista" ||  || __*SS.C Vocabulary Unit One #7 restaurant__
 * 10b ||  ||   ||   || Are you going to marry a Martian? ||   || //minicuento 2//

You Tube: Mexican wedding: religious ceremony

props, story cards ||  || *ASMT A & B True/ false quiz || TPR vocab. induction: island, seem horrible, part, tomato,lettuce, meat,mountains,tree, begin/end, ketchup, pocket, pay, can't believe it, leave behind/ leave a place, bread ||  || //action story process// students will be able to buy foods for their hamburgers from a simulated open market asking for quantities and prices from vendors. ||  || *MPH "¿Una hamburguesa en Tahiti?" ||  || __*SS.C Vocabulary__ __Unit Six #52 Supermarket__
 * 10c ||  ||   ||   || What do you like on a hamburger? ||   || //minicuento 3//

You Tube: open market in Peru

World map, story cards and market food props ||  || *ASMT A & B

Chapter 10 Test || TPR vocab. induction: marry, brush, teeth, hair, put on deodorant, church, trip, fall, underwear shower, shave, swimsuit, have nothing to wear, all night, wedding ||  || //action story process// students will be able to write the groom's "diary entry" from the story cards using reflexive verbs, irregular verbs,and idiomatic expression in lst person. ||  || ***MPH** Summary story "La cita"
 * 11 11a ||  || 2 weeks ||   || Will the groom get to the church on time? ||   || //minicuento 1//
 * 11 11a ||  || 2 weeks ||   || Will the groom get to the church on time? ||   || //minicuento 1//
 * 11 11a ||  || 2 weeks ||   || Will the groom get to the church on time? ||   || //minicuento 1//

MPH "El novio se prepara para su boda" ||  || __* SS.C Vocabulary Unit Six #53 men's clothes__

story cards, clothing props ||  || *ASMT A & B || TPR vocab. induction: makeup, curl, dance, new dress, place, stop, same, spill, wear, dress, ready, soda, young man, party ||  || //action story process// Students will show comprehension of the rule that prepositions only take infinitive forms after them by writing on the white board a creative sentence expressing same ||  || ***MPH** "¡Qué torpe eres tú!" ||  || __*SS.C Vocabulary Unit Two #11 women's clothes__ story cards, makeup and clothing props ||  || *ASMT A & B || TPR vocab. induction: date, seems, Germany/German, with me/ with/you, next, knock at the door, movie, spill, run out of gas, to ask for a date, to go out on a date, again ||  || //action story process// pairs of students use the telephone to call on the phone for a date twice, once w/a creative refusal, the second time for acceptance ||  || ***MPH** ¿"Quieres salir en una cita conmigo" ||  || __*SS.C Grammar Unit Four #48__ __verbs like gustar__
 * 11b ||  ||   ||   || What do you do if someone spills something on your new dress? ||   || //minicuento 2//
 * 11c ||  ||   ||   || Do you buy popcorn at the Paradiso? ||   || //minicuento 3//

story cards, props, popcorn treats ||  || *ASMT A & B || TPR vocab. induction: start the car, is afraid, here/there, gets the test, still/yet, while, mistaken/make a mistake ||  || //action story process// using a variety of idioms w/verb **tener,** students create sentences tin which they use the idioms and **porque with appropriate** answers ||  || ***MPH** "La chica que saca una nota mala"
 * 11d ||  ||   ||   || Are you going to pass your driver's license test? ||   || //minicuento 4//
 * 11d ||  ||   ||   || Are you going to pass your driver's license test? ||   || //minicuento 4//

story cards, props ||  || __* SS.C Grammar Unit Two #24__ __expressions w/tener__ ||  || *ASMT A & B

Chapter 11 test || 12a ||  ||   ||   || Do you know Mutt and Jeff? ||  || //minicuento 1// TPR vocab. induction: short, skate, honk, always, city, during, weekend, both, one another, neither/nor, in the middle of, wheels, approaches, to pass, smell bad, skinny/slender, back up, narrow/wide, ice skate/roller skate, remain/stay ||  || //action story process// adding to the collection of reflexive verbs, students describe a similar story in 1st and third persons plural ||  || ***MPH** Summary story "Lupe y Felipe"
 * 12
 * 12

MPH "El muchacho que patina en la calle en Cuba" ||  || props, highway puzzle, cars, action figures, story cards ||   || *AMST A & B || vocab. induction: learn/understand, to play a game, to play a musical instrument, have just, each day, piano, violin, very badly, together, experience, life, change/exchange, TV set, much better ||  || //action story process// students will recognize 2nd person singular preterit tense forms and be able to express it w/1st conjugation verbs ||  || *MPH " ¿Esta no es música, es ruido insufrible"
 * 12b ||  ||   ||   || Do you play a musical instrument? ||   || //minicuento 2//

Create a Clyde McCoy orchestra w/ each student bringing a creative "musical instrument" to class ||  || __*SS.C Grammar Unit Two #33__ __acabar de__

__You Tube: how to play the castanets__ ||  || ASMT A & B

Chapter 12 Test || TPR vocab. induction: believe, finally, pursue/chase, reach/catch, movies, bus, block, as soon as possible, try to, finally, be lucky ||  || //action story process// students will be able to use preteri//t// tense of regular verbs in all three conjugations //to// relate past completed events//. T//hey will be able to recognize the imperfect tense as the tense of past continued action//.// ||  || ***MPH** summary story "El muchacho que llegó tarde"
 * ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || story cards, props ||   ||   ||
 * 13 13a ||  || 3 weeks ||   || Who likes to wait? ||   || //minicuento 1//
 * 13 13a ||  || 3 weeks ||   || Who likes to wait? ||   || //minicuento 1//

"La muchacha que trató de perseguir el autobús" ||  || __*SS.C Grammar__ __Unit Six #s 63, 65, 68, 70 - 72 preterit tense regular and irregular verbs__ __AND__ __#s 64, 65, 69 imperfect tense regular and irreg- ular verbs__
 * MPH**

story cards, pops ||  || *ASMT A & B irregular verb song || TPR vocab. induction//:// bird, bore, be bored,over, lake,follow/chase/pursue, escape, tell a story/relate, story, fantastic, kill/be killed, pistol, be happy ||  || //action story process// students will be able to distinguish between situations determining which past tense to use ||  || ***MPH** "La aventura del pájaro que se fue" ||  || __SS.C Grammar Unit Six #s 62, 67,73, 74 imperfect vs. preterit__
 * 13b ||  ||   ||   || What do you do when you are bored? ||   || //minicuento 2//

story cards, props ||  || *ASMT A & B || TPR vocab. induction: midnight, noon, be sleepy/be tired, honest, intend, capture, escape, let loose ||  || //action story process// students will be able to use the present and past progressive tenses ||  || *MPH "El hombre honesto" ||  || __*SS.C Grammar__ __Unit Four #49__ __progressive tenses__
 * 13c ||  ||   ||   || Have you ever stolen anything? ||   || //minicuento 3//

props, story cards ||  || *ASMT A& B || TPR vocab. induction: approach, diferente, remain/stay, have to, room, instant ||  || //action story process// review chapter, irregular preterit forms ||  || ***MPH** " La muchacha curiosa" ||  || SS.C Grammar props, story cards ||  || *ASMT A & B Students change the ending of the story creatively
 * 13d ||  ||   ||   || Have you ever visited an animal house? ||   || //minicuento 4//
 * 13d ||  ||   ||   || Have you ever visited an animal house? ||   || //minicuento 4//
 * 13d ||  ||   ||   || Have you ever visited an animal house? ||   || //minicuento 4//

Chapter 13 test || 14a ||  || 2 weeks ||   || What is your dream husband like? ||  || //minicuento 1// TPR vocab. induction: ask for her hand, church/synagogue,get married, days of the week,busy, takes care of, plays cards,, plays golf, spend time, schedule, chang, hug, kiss, acceptlittle baby, of course, next week ||  || //action story process// students will recognize future tense ending of regular verbs and will learn the patterns of irregular future verbs ||  || ***MPH** summary story
 * 14
 * 14
 * Marcos y Diana"

__Unit Nine #99__ future tense
 * MPH** ¿"Cambia Diana el horario de Marcos?" ||  || __*SS.C Grammar__

props, story cards ||  || *ASMT A & B || TPR vocab. induction: business, go shopping, after/afterwards, swim, get a job,nurse, realize, Europe, spend time, earn, city purchas, a little while, forget, for the rest of her life, until,job doctor, ||  || //action story process// students will be able to retell and write this summary story using numerous tenses to relate the sequence of events. ||  || ***MPH** ¡La mujer que depende de sí! ||  || props, story cards ||   || *ASMT A & B
 * 14b ||  ||   ||   || Do you like to shop? ||   || //minicuento 2//
 * 14b ||  ||   ||   || Do you like to shop? ||   || //minicuento 2//

Google: Spanish wedding invitation

Chapter 14 Test ||