TEACHER NAME: Jaime Gonzalez

Standards

M
O
N
D
A
Y

T
U
E
S
D
A
Y

W
E
D
N
E
S
D
A
Y

T
H
U
R
S
D
A
Y

F
R
I
D
A
Y

Objectives:

SPANISH 1-2
Vocabulary:

WEEK: Sept 8-11

Plan:

Assessment:
Summative:
Formative:

NO SCHOOL

NO SCHOOL

NO SCHOOL

NO SCHOOL

Standards:
1.3.1- answer questions
about physical
characteristics,
personality and simple
likes and dislikes.

Objectives:
-Ask and answer
questions and physical
characteristics.
-Understand simple
questions about
themselves and
someone else.
-Understand gender of
nouns
- Distinguish the
singular and plural
forms of nouns and
articles in Spanish

Vocabulary:

Plan:
1. daily routine/ calendar and rhyme (8-10 min)
2. review physical traits vocab-small group posters (12-15 min)
3. masculine and feminine nouns/ plurals forms direct instruction
whole group (10-12 min)
4. white board practice http://www.spanish.bz/activity-mf.htm
http://www.spanish.bz/activity-plural.htm (10-12 min)
5. partner handout- translate adjectives and plural forms practice (810 min)
5. exit ticket (3 mins)

Objectives:
-Ask and answer
questions and physical
characteristics
-Understand simple
questions about
themselves and
someone else.
-Understand gender of
nouns
- Distinguish the
singular and plural
forms of nouns and
articles in Spanish

Vocabulary:

Objectives:
- Ask and answer
questions and
personality
characteristics.
-Use descriptive
adjectives for
personality traits in
Spanish
- Distinguish the
singular and plural
forms of nouns and
articles in Spanish

Vocabulary:

Standards:
1.3.1- answer questions
about physical
characteristics,
personality and simple
likes and dislikes.

Standards:
4.3.1- Describe
themselves including
personality and physical
characteristics.

Standards:
4.3.1- Describe
themselves including
personality and physical
characteristics.

Objectives:
-use and identify
physical traits.
-Recognize and
understand words for a
specific purpose.

Fuerte
Dbil
Alto
Bajo
Feo
bonito
mayor
Guapo
moreno
rubio
pelirrojo
Flaco
Delgado
Gordo
Musculoso
Grande
Pequeo
Joven
Jvenes
Viejo

Fuerte
Dbil
Alto
Bajo
Feo
bonito
mayor
Guapo
moreno
rubio
pelirrojo
Flaco
Delgado
Gordo
Musculoso
Grande
Pequeo
Joven
Jvenes
Viejo

Simptico
Antiptico
Chistoso
Cmico
Inteligente
Tonto
Perezoso
Flojo
Trabajador
Cortes
Descorts
Atrevido
Tmido

Vocabulary:
Simptico
Antiptico
Chistoso/ Cmico
Inteligente
Tonto
Perezoso/ Flojo
Trabajador
Cortes/ Amable
Descorts
Atrevido
Tmido
Mal educado

Assessment:
Summative:
White Board
Partner Handout
Formative:
Participation
Team vocabulary
definitions

Differentiation: Communication in L1 if necessary, team group

work for definitions, specific partner paring, guided questions
Closure: Exit Ticket -Partner Pair Share
Plan:
1. daily routine/ calendar and rhyme (8-10 min)
2. review physical traits vocab-small group posters (12-15 min)
3. masculine and feminine nouns/ plurals forms direct instruction
whole group (10-12 min)
4. white board practice http://www.spanish.bz/activity-mf.htm
http://www.spanish.bz/activity-plural.htm (10-12 min)
5. partner handout- translate adjectives and plural forms practice (810 min)
5. exit ticket (3 mins)

Assessment:
Summative:
White Board
Partner Handout
Formative:
Participation
Team vocabulary
definitions

Differentiation: Communication in L1 if necessary, team group

work for definitions, specific partner paring, guided questions
Closure: Exit Ticket -Partner Pair Share
Plan:
1. daily routine/ calendar and rhyme 8-10 min
2. The Dating Game/ Getting to know each other- speaking review
20 min
3. Quick write- tell me as much as you can about yourself. 10-12
min
4. Whole group- introduce new vocabulary personality traits
Use a side by side note-taker 10-15 min
5. Describe yourself- activity 8-12 min
6. Closure- exit ticket 3 min
Differentiation: connection to L1, speaking dating game, partner
practice
Closure: exit ticket-something new you learned about someone
else
Plan:
1.
daily routine/ calendar and rhyme 8-10 min
2.
Whole group- introduce new vocabulary personality
traits Use a side by side note-taker 15 min
3.
Video- Seor Jordan 5 min
4.
Describe yourself activity- Groups 10-15 min
5.
Character traits worksheet- individual task 8-10 mins
6.
handout singular plural forms worksheet 8-12 min
7.
Closure- exit ticket 3 min
Differentiation:
Closure: exit ticket-something new you learned about someone
else

Assessment:
Summative:
Speed dating game
Quick write
Exit ticket
Formative:
White board

Assessment:
Summative:
Description activity
Formative:
Character traits
handout
Plural forms
worksheet

TEACHER NAME: Jaime Gonzalez

M
O
N
D
A
Y

Standards
5.3.1- Write about
myself including my
personality and physical
characteristics.

Objectives:
-Recognize and
understand words for a
specific purpose
- use vocabulary terms
for traits to describe
yourself.

SPANISH 1-2
Vocabulary:
Simptico
Antiptico
Chistoso/ Cmico
Inteligente
Tonto
Perezoso/ Flojo
Trabajador
Cortes/ Amable
Descorts
Atrevido
Tmido
Mal educado

Plan:
1.
2.
3.
4.
5.
6.

WEEK: Sept 14-18

Daily routine/ calendar and rhyme (8-10 min)

Review last weeks vocabulary- physical and personality
traits- BINGO GAME (15 min)
Singular and plural on the board with bingo card (5-7
min)
Individual- Create a character. Write 4 sentences
describing your character. Illustrate it accordingly. 8-10
min
Whiteboard charades with a partner (5 min)
Exit ticket- 5 words in plural form/ 5 singular form

Assessment:
Summative:
Quick write
Formative:
Bingo Game

Closure: exit ticket

T
U
E
S
D
A
Y

Standards:
1.3.2. Ask question
about basic information
about another person.

Objectives:
-identify emotions
-Recognize and
understand words for a
specific purpose
- use vocabulary terms
for emotions to ask
how someone is
feeling

Vocabulary:

Feliz
Triste
Enojado
Cansado
Enfermo
Nervioso
Emocionado

Plan:
1.
2.
3.
4.
5.
6.

daily routine/ calendar and rhyme (8-10 min)

vocabulary review from yesterday- introduce a friend
(18-20 min)
video (6 mins)
Introduce new vocabulary- using blank face note-taker
(10-12 min)
Emotions white board practice (10-12 min)
Exit Ticket (5 mins)

Assessment:
Summative:
Emotions poster
Formative:
Exit ticket

Differentiation: posters, video

Closure: exit ticket

W
E
D
N
E
S
D
A
Y

T
H
U
R
S
D
A
Y

F
R
I
D
A
Y

Standards:
1.3.2. Ask question
about basic information
about another person.

Objectives:
-identify emotions
-Recognize and
understand words for a
specific purpose
- use vocabulary terms
for emotions to ask
how someone is
feeling

Vocabulary:

Feliz
Triste
Enojado
Cansado
Enfermo
Nervioso
Emocionado

Plan:
1.
2.
3.
4.
5.
6.

daily routine/ calendar and rhyme (8-10 min)

vocabulary review from yesterday- introduce a friend
(18-20 min)
video (6 mins)
Introduce new vocabulary- using blank face note-taker
(10-12 min)
Emotions white board practice (10-12 min)
Exit Ticket (5 mins)

Assessment:
Summative:
Emotions poster
Formative:
Exit ticket

Differentiation: posters, video

Closure: exit ticket

Standards:
3.3.1 Understand when
someone describes
themselves and
someone else.

Objectives:
-identify emotions and
traits vocabulary
-Recognize and
understand words for a
specific purpose
- use vocabulary terms
for estar

Vocabulary:

Feliz
Triste
Enojado
Cansado
Enfermo
Nervioso
Emocionado
(Forms of
estar)

Standards:
4.3.1- Describe
themselves including
personality and physical
characteristics.

Objectives:
-identify and name the
parts of the body in
Spanish
-Write the body parts
words in Spanish

Vocabulary:
La cabeza
Los hombros
Las rodillas
Las piernas
Los dedos del pie
Los pies
El brazo
Las manos
El pecho
El pelo/el cabello
La cara
La frente
El ojo
La oreja
La boca
Los labios
La lengue
Los dientes
La nariz
La espalda
El cuello
El corazn
El estomago
El dedo
Eltrasero
El cuerpo

Plan:
1.
2.

3.
4.
5.
6.

Daily routine/ calendar and rhyme (8-10 min)

Video- Youtube (Spanish Verb Conjugation. The ESTAR
song. LightSpeed)
Spanish.https://www.youtube.com/watch?
v=G6I7ujABb0I&feature=share (2 min)
Introduce Estar- to be - Whole Group (10-12 min)
All vocabulary review vocabulary toss game (5 min)
Estar Poster (15-20 min)
Exit ticket (5 min)

Assessment:
Summative:
Estar poster
Formative:
Exit ticket

Differentiation: posters, video

Closure: exit ticket- conjugate estar on a sticky note
Plan:
1.
2.
3.
4.
5.
6.

daily routine/ calendar and rhyme (8-10 min)

preview vocabulary w body part cut and paste (5-8 min)
video- introduce parts of the body- you tube (12 min)
new vocabulary- using body note-taker (15-20 min)
whole group practice- vocab recap using estar (8-10
min)
Closure- exit ticket (3 min)

Differentiation: note-taker, video, cut and paste

Closure: exit ticket- stick person and label 5 body parts

Assessment:
Summative:
Exit ticket
Formative:
Body part cut and
paste

TEACHER NAME: Jaime Gonzalez

M
O
N
D
A
Y

Standards
4.3.1- Describe
themselves including
personality and physical
characteristics.

Objectives:
- identify and use units
vocabulary for a
specific purpose
-translate sentences
from English to
Spanish

SPANISH 1-2
Vocabulary:

Unit 2
Vocabulary
Review
Emotions
Physical
Traits
Body parts

Plan:
1.
2.
3.
4.
5.

WEEK: Sept 21-25

daily routine/ calendar and rhyme (8-10 min)

Review body part vocabulary- whole group w
whiteboards (15 min)
Sm. Group activity- translate sentences (15-20 mins)
Make 5 flashcards (5 mins)
Exit ticket- write how you are feeling today. (using
emotions vocabulary) (5 mins)

Assessment:
Summative:
White Board
Formative:
Sentence activity

Differentiation: whiteboard (drawing activity), sm. Group tasks

Closure: exit ticket- draw a stick person, label 5 body parts

T
U
E
S
D
A
Y

W
E
D
N
E
S
D
A
Y

T
H
U
R
S
D
A
Y

F
R
I
D
A
Y

Standards:
4.3.1- Describe
themselves including
personality and physical
characteristics.

Objectives:
-identify and name the
parts of the body in
Spanish
-translate sentences
from English to
Spanish

Standards:
4.3.1- Describe
themselves including
personality and physical
characteristics.

Objectives:
-identify and name the
parts of the body in
Spanish
-translate sentences
from English to
Spanish

Standards:
3.3.2 Understand simple
questions about
themselves and
someone else.

Objectives:
-use vocabulary terms
to ask where someone
is from or what
nationality they are.
-recognize and use
words for a specific
purpose

Standards:
3.3.1 Understand when
someone describes
themselves and
someone else
4.3.2 Describe others
including age,
personality and physical
characteristics

Objectives:
-identify and name the
parts of the body in
Spanish
-create a monster and
describe him/her using
all forms of
vocabulary
-present monster to
class in written form

Vocabulary:
La cabeza
Los hombros
Las rodillas
Las piernas
Los dedos del pie
Los pies
El brazo
Las manos
El pecho
El pelo/el cabello
La cara
La frente
El ojo
La oreja
La boca
Los labios
La lengue
Los dientes
La nariz
La espalda
El cuello
El corazn
El estomago
El dedo
Eltrasero
El cuerpo

Vocabulary:
La cabeza
Los hombros
Las rodillas
Las piernas
Los dedos del pie
Los pies
El brazo
Las manos
El pecho
El pelo/el cabello
La cara
La frente
El ojo
La oreja
La boca
Los labios
La lengue
Los dientes
La nariz
La espalda
El cuello
El corazn
El estomago
El dedo
Eltrasero
El cuerpo

Vocabulary:

Americano
Ingles
Francs
Espaol
Canadiense
Mexicano
Italiano
Alemn
Japons
Chino
Vocabulary:
La cabeza
Los hombros
Las rodillas
Las piernas
Los dedos del pie
Los pies
El brazo
Las manos
El pecho
El pelo/el cabello
La cara
La frente
El ojo
La oreja
La boca
Los labios
La lengue
Los dientes
La nariz
La espalda
El cuello
El corazn
El estomago
El dedo
Eltrasero
El cuerpo

Plan:
1.
2.
3.
4.
5.

6.
7.
8.

Daily routine/ calendar and rhyme (5-8 mins)

Continue Sm. Group activity- translate sentences translate
sentences, put on board, copy onto handout (10-12 mins)
Body part handout- create a body, use vocabulary to label each
part (12-15 mins)
Make 5 flashcards on personal traits with shoulder partner (5-7
mins)
Writing: on a sticky note or flash card, in complete sentences, tell
me your favorite color, 1 personality trait, 1 physical trait and 1
emotion. Speaking and listening: Walk around room and tell 3
people what you wrote down. (5-8 mins)
6.
If time:
https://rockalingua.com/games/parts-body
(5 mins)
Exit ticket- (3-5 mins)

Differentiation: game, partner activities, L1 connection

Plan:
1.
2.
3.
4.
5.

6.
7.
8.

Daily routine/ calendar and rhyme (5-8 mins)

Continue Sm. Group activity- translate sentences translate
sentences, put on board, copy onto handout (10-12 mins)
Body part handout- create a body, use vocabulary to label each
part (12-15 mins)
Make 5 flashcards on personal traits with shoulder partner (5-7
mins)
Writing: on a sticky note or flash card, in complete sentences, tell
me your favorite color, 1 personality trait, 1 physical trait and 1
emotion. Walk around room and tell 3 people what you wrote
down. (5-8 mins)
6.
If time:
https://rockalingua.com/games/parts-body
(5 mins)
Exit ticket- (3-5 mins)

Differentiation: game, partner activities, L1 connection

Closure: exit ticket
Plan:
1.
2.
3.
4.
5.
6.
7.

daily routine/ calendar and rhyme (8-10 min)

Listening comprehension exercise (8-10 min)
Slideshow- nationalities (6 mins)
Introduce new vocabulary- using flag note-taker (10-12
min)
Make flash cards for test (10-12 min)
Label Body part - whole group on white board
Exit Ticket (5 mins)- nationality

Assessment:
Summative:
Body part Handout
Formative:
Translate Sentences

Assessment:
Summative:
Body part Handout
Formative:
Translate Sentences

Assessment:
Summative:
Listening exercise
Formative:
Exit ticket
Body part labels

Differentiation: powerpoint, flash cards, oral comprehension, flag

note-taker
Closure: exit ticket- Tell me your nationality and draw your flag on
an exit ticket
Plan:
The Monster Activity (55-60 minutes)
1.
Small groups (4-5) create a monster using numbering
system 1-10. ( number detail on daily lesson plan)
2.
Monster must have all main body parts including: hair,
head, eyes, ears, hands, arms, legs, nose and teeth.
3.
Monsters must have a gender, nationality and age.
4.
Monster needs to exhibit at least 2 personality traits and 1
physical trait other than hair color.
5.
Groups must create the monster, illustrate and color it.
6.
Groups will write a paragraph describing in detail their
creations.
7.
Groups will present to class.

Assessment:
Summative:
presentations
Formative:
participation

TEACHER NAME: Jaime Gonzalez

M
O
N
D
A
Y

T
U
E
S
D
A
Y

W
E
D
N
E
S
D
A
Y

Standards
1.3.2- Ask questions
about basic information
about another person
3.3.2- understand
simple questions about
themselves and
someone else

Standards:
3.3.2- understand
simple questions about
themselves and
someone else

-explain where you are

from
-differentiate between
the nationalities and
countries

Standards:
3.3.2- understand
simple questions about
themselves and
someone else

Emotions
Physical Traits
Personality Traits
Body parts
Expressions

-create a notecard
system for studying

Emotions
Physical Traits
Personality Traits
Body parts
Expressions

-translate sentences
from English to
Spanish
Objectives:
- identify and use units
vocabulary for a
specific purpose

-participate in a unit
review vocabulary
game

Standards:
5.3.2- Write about
others, include their age,
personality and physical
characteristics.

Unit 2
Vocabulary
Review

Vocabulary:

-create a notecard
system for studying

T
H
U
R
S
D
A
Y

SPANISH 1-2
Vocabulary:

Objectives:
- identify and use units
vocabulary for a
specific purpose

-participate in a unit
review vocabulary
game

Standards:

F
R
I
D
A
Y

Objectives:
- determine your
nationality

-translate sentences
from English to
Spanish
Objectives:
-identify the parts of
the body, physical
traits, personality
traits, emotions,
nationalities and colors
in Spanish
-translate sentences
from English to
Spanish
-recognize and use
words for a specific
purpose
Objectives:
-Review summative
assessment and clarify
any questions or
concerns
-Investigate
assessment score
-Develop new test
questions

Unit 2
Vocabulary
Review

Vocabulary:

Unit 2
Vocabulary
Review
Emotions
Physical Traits
Personality Traits
Body parts
Expressions

Vocabulary:

Unit 2
Vocabulary
Review
Emotions
Physical Traits
Personality Traits
Body parts
Expressions

Vocabulary:

Unit 2
Vocabulary
Review
Emotions
Physical Traits
Personality Traits
Body parts
Expressions

Plan:
1.
2.
3.
4.
5.
6.

Plan:
1.
2.
3.
4.
5.
6.

Plan:
1.
2.
3.
4.
5.
6.

WEEK: Sept 28-Oct 2

daily routine/ calendar and rhyme

speaking nationalities on a notecard (8-10 min)
find & correct mistakes on poster boards (10 min)
Nationalities- speaking- introduce your nationality De
dnde eres? De qu nacionalidad eres? Mi familia es
de.. (10-12 min)
notecards for test review (10-15 mins)
exit ticket- write a vocabulary word in a plural form on
the board (2-5 min)

daily routine/ calendar and rhyme (8-10 min)

handout study guide for assessment (5-10 mins)
fly swatter game (15-20 min)
listening & writing comprehension (10 min)
make notecards (10-12 mins)
exit ticket- write one question or something youd like
me to go over before the test (5 mins)

daily routine/ calendar and rhyme (8-10 min)

handout study guide for assessment (5-10 mins)
fly swatter game (15-20 min)
listening & writing comprehension (10 min)
make notecards (10-12 mins)
exit ticket- write one question or something youd like
me to go over before the test (5 mins)

Plan:
1.
2.

BEFORE EXAM- go over exit ticket review questions

the kids had (previous class) (5 mins)
Unit 2 summative assessment

Plan:
1.
daily routine/ calendar and rhyme (8-10 min)
2.
hand back summative assessments (5 mins)
3.
review test- go over any questions students have- clarification
(10-15 mins)
4.
small group- form five questions you would have liked to be
on the test (10-15 mins)
5.
writing task- write about yourself paragraphs (10 mins)
6.
exit ticket (5 mins)

Assessment:
Summative:
Sentence work
Formative:
Poster boards
activity

Assessment:
Summative:
Translate Sentences
Formative:
Fly swatter game

Assessment:
Summative:
Formative:
Translate Sentences

Assessment:
Summative:
Unit 2 assessment

Assessment:
Summative:
Formative:

TEACHER NAME: Jaime Gonzalez

M
O
N
D
A
Y

T
U
E
S
D
A
Y

W
E
D
N
E
S
D
A
Y

T
H
U
R
S
D
A
Y

F
R
I
D
A
Y

Standards
1.4.1 Answer questions
about their likes and
dislikes.

Objectives:
-Recognize vocabulary
referring to activities
-Express likes and
dislikes in a sentence

Standards:
1.4.1 Answer questions
about their likes and
dislikes.

Objectives:
-Recognize vocabulary
referring to activities
-Express likes and
dislikes in a sentence

1.4.1 Answer questions

about their likes and
dislikes.

-Recognize vocabulary
referring to activities
-Express likes and
dislikes in a sentence

5.4.1 write about my

likes and dislikes

-Recognize vocabulary
referring to activities
-Express likes and
dislikes in a sentence

5.4.1 write about my

likes and dislikes

-Recognize vocabulary
referring to activities
-Express likes and
dislikes in a sentence

SPANISH 1-2
Vocabulary:
Ver la televisin
Escuchar msica
Ir de compras
Leer
Escribir
Bailar
Cantar
Estudiar
Comer
Trabajar
Viajar
Cocinar
Nadar
Jugar
Hacer
Dibujar
Tocar
Correr
Usar la computadora
Vocabulary:
Ver la televisin
Escuchar msica
Ir de compras
Leer
Escribir
Bailar
Cantar
Estudiar
Comer
Trabajar
Viajar
Cocinar
Nadar
Jugar
Hacer
Dibujar
Tocar
Correr
Usar la computadora

Plan:
1.
2.
3.
4.
5.
6.
Plan:
1.
2.
3.
4.

5.
6.

Ver la televisin
Escuchar msica
Ir de compras
Leer
Escribir
Bailar
Cantar
Estudiar
Comer
Trabajar
Viajar
Cocinar
Nadar
Jugar
Hacer
Dibujar
Tocar
Correr
Usar la computadora

1.
2.

Ver la televisin
Escuchar msica
Ir de compras
Leer
Escribir
Bailar
Cantar
Estudiar
Comer
Trabajar
Viajar
Cocinar
Nadar
Jugar
Hacer
Dibujar
Tocar
Correr
Usar la computadora

1.
2.
3.
4.

Ver la televisin
Escuchar msica
Ir de compras
Leer
Escribir
Bailar
Cantar
Estudiar
Comer
Trabajar
Viajar
Cocinar
Nadar
Jugar
Hacer
Dibujar
Tocar
Correr
Usar la computadora

3.
4.

5.
6.

5.
6.

WEEK: Oct 5-9

Daily routine/ calendar and rhyme (8-10 min) what is

your favorite thing to do? (English)
intro: Video: Learn Spanish - Talking about
Likes/Dislikes (part 1) (4 mins)
introduce new vocabulary using side by side note taker
(10-12 min)
partner practice- speaking= use new vocabulary in
sentences (5-7 min)
Whiteboard practice- Question: teacher asks question
and students write their complete answer on the board.
(12-15 mins)
Exit ticket: on a sticky note- write your favorite two
activities in Spanish (complete sentences) (5 min)

Daily routine/ calendar and rhyme (8-10 min)

Notecard- Write 3 things you like to do. Write 3 things
you do not like to do. Complete sentences. (3-5 mins)
Walk and talk. (5-8 min)
Small group- need to write 5 sentences about what the
person in their picture likes or does not like. They can
also write sentences describing the people in their
photos. (15-18 min)
Speaking- groups present (10 mins)
exit ticket- whiteboard activity (5-8 mins)

Daily routine/ calendar and rhyme (8-10 min)

Notecard- Write 3 things you like to do. Write 3 things
you do not like to do. Complete sentences. (3-5 mins)
Walk and talk. (5-8 min)
Small group- need to write 5 sentences about what the
person in their picture likes or does not like. They can
also write sentences describing the people in their
photos. (15-18 min)
Speaking- groups present (10 mins)
exit ticket- whiteboard activity (5-8 mins)

Daily routine/ calendar and rhyme (8-10 min)

review vocabulary- unscramble handout (10-12 mins)
intro sport and activities with a side by side (10 mins)
posters- use new and old vocab- introduce a friendwrite 8-10 complete sentences about your friend.
Include likes, dislikes, (15-18 mins)
speaking- partners present (10 mins)
exit ticket-

1. Daily routine/ calendar and rhyme (8-10 min)

2. Individual work- identify & match vocabulary words/phrases
with pictures (8-10 mins)
3. Small groups poster- Create a character. Illustrate and write 12
sentences describing your character using any of unit 2 vocab and
this weeks vocab. (15-20 mins)
4. small groups present- speaking (10 mins)
5. exit ticket (5 mins)

Assessment:
Summative:
whiteboard work
Formative:
Partner practice
Exit ticket

Assessment:
Summative:
Group writing
Formative:
walk and talk

Assessment:
Summative:
Group writing
Formative:
walk and talk

Assessment:
Summative:
partner write &
present
Formative:
Unscramble
handout

Assessment:
Summative:
Formative:

TEACHER NAME: Jaime Gonzalez

Standards

Objectives:

Ver la televisin
Escuchar msica
Ir de compras
Leer
Escribir
Bailar
Cantar
Estudiar
Comer
Trabajar
Viajar
Cocinar
Nadar
Jugar
Hacer
Dibujar
Tocar
Correr
Usar la computadora
El ftbol
El ftbol americano
El bsquetbol
El baloncesto
El voleibol
El hockey
El tenis
El bisbol
El golf

M
O
N
D
A
Y

T
U
E
S
D
A
Y

W
E
D
N
E
S
D
A
Y

T
H
U
R
S
D
A
Y

F
R
I
D
A
Y

SPANISH 1-2
Vocabulary:

1.4.3- agree or disagree

when someone else
expresses their likes and
dislikes.

-Understand
vocabulary words
when speaking with
another student
-interpret spoken
words in Spanish
-Express likes and
dislikes in a sentence

1.4.3- agree or disagree

when someone else
expresses their likes and
dislikes.

-Understand
vocabulary words
when speaking with
another student
-interpret spoken
words in Spanish
-Express likes and
dislikes in a sentence

1.4.3- agree or disagree

when someone else
expresses their likes and
dislikes.

-Understand
vocabulary words
when speaking with
another student
-interpret spoken
words in Spanish
-Express likes and
dislikes in a sentence

1.4.3- agree or disagree

when someone else
expresses their likes and
dislikes.

-Enhance conversation
with responses
(negative/affirmative
expressions
-interpret spoken
words in Spanish

Plan:
1.
2.
3.
4.
5.

WEEK: Oct 12-16

daily calendar and rhyme (8-10 mins)

review vocabulary Guess the word game (notecard on
forehead game) (15 mins)
partner taskindividual talk
exit ticket

Assessment:
Summative:
Formative:

Ver la televisin
Escuchar msica
Ir de compras
Leer
Escribir
Bailar
Cantar
Estudiar
Comer
Trabajar
Viajar
Cocinar
Nadar
Jugar
Hacer
Dibujar
Tocar
Correr
Usar la computadora
El ftbol
El ftbol americano
El bsquetbol
El baloncesto
El voleibol
El hockey
El tenis
El bisbol
El golf

1.
2.
3.
4.

daily calendar and rhyme (8-10 mins)

notecards- Speaking - walk and talk (8-10 mins)
dictation practice- pg. 17 (10-15 mins)
tic-tac-toe with a partner vocabulary practice (15-20
mins)
Individual task- quiet write and share. Write about one
family member. What are they like? What do they like
and not like. (10-15 mins)
exit ticket (5 mins)

Summative:
Dictation

Ver la televisin
Escuchar msica
Ir de compras
Leer
Escribir
Bailar
Cantar
Estudiar
Comer
Trabajar
Viajar
Cocinar
Nadar
Jugar
Hacer
Dibujar
Tocar
Correr
Usar la computadora
El ftbol
El ftbol americano
El bsquetbol
El baloncesto
El voleibol
El hockey
El tenis
El bisbol
El golf

1.
daily calendar and rhyme (8-10 mins)
2.
notecards- Speaking - walk and talk (8-10 mins)
3.
dictation practice- pg. 17 (10-15 mins)
4.
tic-tac-toe with a partner vocabulary practice (15-20
mins)
5.
Individual task- quiet write and share. Write about one
family member. What are they like? What do they like and
not like. (10-15 mins)
6.
exit ticket (5 mins)

Summative:
Dictation

Ver la televisin
Escuchar msica
Ir de compras
Leer
Escribir
Bailar
Cantar
Estudiar
Comer
Trabajar
Viajar
Cocinar
Nadar
Jugar
Hacer
Dibujar
Tocar
Correr
Usar la computadora
El ftbol
El ftbol americano
El bsquetbol
El baloncesto
El voleibol
El hockey
El tenis
El bisbol
El golf

1.
2.

Calendar and rhyme (8-10mins)

Video- Senor Jordan Spanish Lesson - Present Tense Gustar (all forms) + activities
start at 1:30 stop at 5:15 (4 mins)
notecards- Speaking - walk and talk (8-10 mins)
tic-tac-toe with a partner vocabulary practice (15-20
mins)
forms of gustar handout & direct instruction (8-12 mins)
Exit ticket (5 min)

Summative:
Tic tac toe

Daily routine and rhyme (8-10 mins)- pg. 7 exercise #2

Video- Learn Spanish- Talking about likes/dislikes (part 2) (6
mins)
Intro new vocabulary using side by side (10-15 mins)
Whiteboard practice- teacher asks questions, students respond
using whiteboards with new vocabulary ask the question
based on what responses you want to get (10-12 mins)
Gustar sentences handout (8-10 mins)
* if time -Individual task- Write (10-15 mins)
Exit ticket (5 mins)

Summative:
Handout

tambin
tampoco
para nada
de ninguna manera
no me digas!
claro
pues
Est bien
Vale
Ni
O

5.
6.

3.
4.
5.
6.

1.
2.
3.
4.
5.
6.
7.

Formative:
Walk and talk
Exit ticket

Formative:
Walk and talk
Exit ticket

Formative:
Walk and talk

Formative:
whiteboards

TEACHER NAME: Jaime Gonzalez

M
O
N
D
A
Y

T
U
E
S
D
A
Y

W
E
D
N
E
S
D
A
Y

T
H
U
R
S
D
A
Y

F
R
I
D
A
Y

Standards
1.4.3- agree or disagree
when someone else
expresses their likes and
dislikes.

Objectives:
-Enhance conversation
with responses
(negative/affirmative
expressions
-interpret spoken
words in Spanish

1.4.3- agree or disagree

when someone else
expresses their likes and
dislikes.

1.4.3- agree or disagree

when someone else
expresses their likes and
dislikes.

1.4.3- agree or disagree

when someone else
expresses their likes and
dislikes.

4.4.1- express my likes

and dislikes about
activities
5.4.1- write about my
likes and dislikes

-Express likes and

dislikes in a sentence
- utilize new
vocabulary to form
sentences both spoken
and written

-Express likes and

dislikes in a sentence
- utilize new
vocabulary to form
sentences both spoken
and written

-Express likes and

dislikes in a sentence
- utilize new
vocabulary to form
sentences both spoken
and written

Complete a poster
with words and
illustrations describing
your likes and dislikes

SPANISH 1-2
Vocabulary:
tambin
tampoco
para nada
de ninguna manera
no me digas!
claro
pues
Est bien
Vale
Ni
O

Plan:
1.
2.
3.
4.
5.
6.
7.
8.

Esquiar
Sacar fotos
Hacer ejercicio
Andar en bicicleta
Montar en bicicleta
Participar en pista y
campo
Patinar
Andar en patineta
Acampar
Pasar un rato con
Montar a caballo
saber

1.
2.
3.
4.

Esquiar
Sacar fotos
Hacer ejercicio
Andar en bicicleta
Montar en bicicleta
Participar en pista y
campo
Patinar
Andar en patineta
Acampar
Pasar un rato con
Montar a caballo
saber

1.
2.
3.
4.

Ver un espectculo
Ver un concierto
Asistir a un partido
Ir al cine
Ir al museo
Ir a un hotel
Jugar un juego
Tienes
Recomendaciones
Tienes Sugerencias
?Por qu no vamos
a?
podemos
Te gustara
Me gustara
Voy a

1.

Ver un espectculo
Ver un concierto
Asistir a un partido
Ir al cine
Ir al museo
Ir a un hotel
Jugar un juego
Tienes
Recomendaciones
Tienes Sugerencias
?Por qu no vamos
a?
podemos
Te gustara
Me gustara
Voy a

1.
2.
3.
4.
5.
6.

5.

5.

2.
3.
4.
5.

WEEK: Oct 19-23

Daily routine and rhyme (8-10 mins)

Video- Using Tambin & Tampoco in Spanish
(intermediate) - re-uploaded (5 mins)
Introduce O,Y, Ni- Video- Using Y, O & Ni in Spanish
(intermediate) (5 mins)
Whiteboard practice (5-8 mins)
Writing notecards (10 mins)
Speaking- walk and talk w notecards (10 mins)
Worksheet (12-15 mins)
Exit ticket (5 mins)

Assessment:
Summative:
Walk and talk
Formative:
Exit ticket

Daily routine and rhyme

Intro new vocabulary using side by side
Shoulder partner speaking & whiteboard practice
Posters- 5 sentences using ni, 5 using tambien y
tampoco, 5 using new vocabulary.
Exit ticket

Summative:
whiteboards

Daily routine and rhyme

Intro new vocabulary using side by side
Shoulder partner speaking & whiteboard practice
Posters- 5 sentences using ni, 5 using tambien y
tampoco, 5 using new vocabulary.
Exit ticket

Summative:
whiteboards

Daily routine and rhyme (tell me what your family likes

to do)
Practice units vocabulary words, spelling and repetition
practice.
Listening comprehension pg.10. Listen and write the
short paragraph teacher read aloud
Start personal posters
Exit ticket

Summative:

Daily routine and calendar warm up

Review vocabulary from previous class
Speaking vocabulary practice
Poster work- independent
Poster presentations (* if done)
Exit ticket- One thing you learned about someone else
today

Summative:
posters

Formative:
Posters

Formative:
Posters

Formative:

Formative:
Exit ticket

TEACHER NAME: Jaime Gonzalez

M
O
N
D
A
Y

T
U
E
S
D
A
Y

W
E
D
N
E
S
D
A
Y

T
H
U
R
S
D
A
Y

Standards
1.4.3- agree or disagree
when someone else
expresses their likes and
dislikes.

Objectives:
-Express likes and
dislikes in a sentence

4.4.1- express my likes

and dislikes about
activities

-Express likes and

dislikes in a sentence
(walk and talk)
- utilize new
vocabulary to form
sentences both spoken
and written (posters

4.4.1- express my likes

and dislikes about
activities

-Express likes and

dislikes in a sentence
(walk and talk)
- utilize new
vocabulary to form
sentences both spoken
and written (posters

5.4.3- write about when

and with whom they
like or dislike doing
something
5.4.1 - Write about your
likes and dislikes

Unit 3 Standards

F
R
I
D
A
Y

- utilize new
vocabulary to form
sentences both spoken
and written

-Express likes and

dislikes in a sentence

SPANISH 1-2
Vocabulary:
Siempre
Nunca
A veces
A menudo
De vez en
cuando
Cada da

Siempre
Nunca
A veces
A menudo
De vez en cuando
Cada da
Tambin
tampoco

Siempre
Nunca
A veces
A menudo
De vez en cuando
Cada da
Tambin
tampoco

All UNIT 3 Vocab

- utilize new
vocabulary to form
sentences in an artistic
way

All UNIT 3 Vocab

WEEK: Nov 2-6

Plan:
1.
Daily routine and rhyme (What you liked best about fall
break?)
2.
Finish - all about me posters
3.
Introduce new Vocabulary
4.
Whiteboard practice
5.
Exit ticket

Assessment:
Summative:
Posters

1.
Daily routine and rhyme (Use two new vocabulary
words in a complete sentence)
2.
About me posters make ups
3.
Whiteboard practice using vocabulary as a whole class.
4.
Create a note card for our walk and talk with 4 questions
and on the other side write all new vocab and tambin y
tampoco.
5.
Walk and Talk (using new vocab and tambin y
tampoco)
6.
Gustar worksheet page 7 (Review)
7.
Exit ticket individual practice. I will ask them a
question and have them respond in a complete sentence.

Summative:
posters

1.
Daily routine and rhyme (Use two new vocabulary
words in a complete sentence)
2.
About me posters make ups
3.
Whiteboard practice using vocabulary as a whole class.
4.
Create a note card for our walk and talk with 4 questions
and on the other side write all new vocab and tambin y
tampoco.
5.
Walk and Talk (using new vocab and tambin y
tampoco)
6.
Gustar worksheet page 7 (Review)
7.
Exit ticket individual practice. I will ask them a
question and have them respond in a complete sentence.

Summative:
posters

1.
Daily routine and rhyme (Use two new vocabulary
words in a complete sentence)
2.
Vocab Review: Fly swatter game
3.
Caligramas (shape poetry) Sm. Groups
Culminating activity
Chose a shape/person/anything based on their vocabulary to
represent themselves.
4.
Caligramas Presentations
5.
Exit ticket any concerns for upcoming test?

Summative:
Caligramas

1.
2.
3.
4.

Daily calendar and rhyme

Fly swatter, vocab review game
Assessment
Exit ticket (if time)

Formative:
White boards

Formative:
Exit ticket

Formative:
Exit ticket

Formative:
Exit ticket

Summative:
Assessment

Formative:
Fly swatter game