Teacher: Dunagin
Day 1
(5/7-5/8)
Learning
-I can identify & use the
Target
superlative forms in Spanish
Bell ringer
Lesson
-I can use superlatives to
express opinions
-I can ask and answer
questions about electronic
equipment
-I can describe the flags of
Spanish-speaking countries
-I can recognize vocabulary
words in a song by a
Colombian singer
Translate:
1. For me, going to the
movies is better than
watching a movie at home.
2. For me, English class is
more interesting than
History class.
-Review bell ringer
-Presentation of the superlatives
in Spanish
-Writing/speaking activity to
express opinions using the
superlative forms
-Writing/speaking activity to
ask and answer questions about
electronic equipment
-Writing/speaking activity to
practice with colors and
descriptions of flags of the
Spanish-speaking countries
-Song by Juanes
Dates: May 7, 2014-May 20, 2014
Day 2
(5/9-5/12)
Day 3
(5/13-5/14)
Course: Spanish I
Day 4
(5/15-5/16)
-I can recognize vocabulary
from Ch.6A
-I can conjugate & use the
verbs dormir & poder
-I can solve a brain teaser by
filling in the correct form of
dormir
-I can ask & answer questions
using stem-changing verbs
-I can recall vocabulary,
grammar structures &
formulas, and use them in
complete sentences from
Chapters 3B-6A (Review for
final exam)
-I can recall and use
vocabulary and grammatical
structures from Ch.6A
-I can recall vocabulary,
grammar structures &
formulas, and use them in
complete sentences from
Chapters 3B-6A (Review for
final exam)
1. Para usted, ¿cuál es el mejor
grupo musical? ¿el peor?
2. Para usted, ¿cuál es la
mejor película? ¿el peor?
3. Para usted, ¿cuál es el
mejor restaurante? ¿el peor?
1. ¿Qué prefiere usted, carne
o pescado?
2. ¿Come usted zanahorias
en la cena?
3. En su tiempo libre
después de las clases, ¿qué
hace?
1. ¿Adónde va usted este
verano?
2. ¿De dónde es usted?
3. Translate: On Mondays
and Tuesdays, I go to the
gym to exercise.
4. ¿Cómo está hoy?
Last minute questions & study
time for final exam
-Review bell ringer
- Formative assessment
(vocabulary recognition-from
Ch.6A)
-Presentation of 2 stemchanging verbs
-Reading/Writing/Thinking
exercise using the verb dormir
-Listening/Writing/Speaking/
Thinking activities using the
verb poder with other verbs
-Review bell ringer
-Formative assessment for
Ch. 6A
-Review for final exam
- Review bell ringer
- Review for final exam (Ch.
3B-6A)
-FINAL EXAMS
Exit slip: Write out 4
sentences, 2 using dormir, and
2 using poder.
Discussion/wrap up: Answer
any questions about final
exam
Discussion/wrap up: Answer
any questions about final
exam
None
Day 5
(5/19-5/20)
-I can recall vocabulary,
grammar structures &
formulas and use them in
complete sentences for the
final exam
A2-MAY 19@9:15am
B5-MAY 20@7:31am
B6-MAY 20@9:15am
A3-MAY 21@7:31am
Wrap up/
Reflection/
Exit ticket
Discussion/wrap up: How do
Homework
Study pgs. 272-279, 294, &
notes
Study pgs. 272-285; 294 & notes
Study Ch.3B-6A for final
exam & notes
See previous day
¡Qué tengan un buen verano!
 Have a great summer! 
Assessments
Oral and written responses;
listening
Formative; Oral and written
responses; listening
Formative; Oral and written
responses; listening
Oral and written responses;
listening
Final exams; Oral and written
responses; listening
we use the superlative form?
COMPETENCIES AND OBJECTIVES:
1. Engage in basic conversations using memorized vocabulary and expressions in order to provide and obtain personal information in the
target language. (C) INTERPERSONAL
a. Engage in short conversations using culturally appropriate greetings, gestures, and introductions. (DOK 2)
b. Ask and answer questions about familiar topics. (DOK 2)
c. Share likes and dislikes about people, events, places, and things. (DOK 2)
d. Follow and give directions for participating in age-appropriate classroom and cultural activities. (DOK 2)
2. Understand short spoken and written materials, which use familiar vocabulary and structure in the target language. (C)
INTERPRETIVE
a. Recognize specified vocabulary and expressions found in conversations, recordings, broadcasts, and videos. (DOK 2)
b. Identify people and objects in the students’ personal and school environment based on oral and written messages. (DOK 2)
c. Comprehend the main idea of selected short written materials on familiar topics such as family, school events, and celebrations. (DOK 3)
3. Using familiar vocabulary and basic structures, present information to an audience of listeners or readers in the target language. (C)
PRESENTATIONAL
a. Perform student-created and/or authentic songs, short poems, skits, or dialogues. (DOK 2)
b. Write and present a short narrative on a selected topic. (DOK 3)
4. Develop awareness of the target culture’s way of life. (CU) PRACTICES
a. Discuss patterns of behavior used in informal and formal situations. (DOK 2)
b. Use appropriate verbal and nonverbal communication, such as greetings, leave takings, and classroom interactions. (DOK 2)
c. Demonstrate a comprehension of common words, phrases, and idioms that reflect the target culture. (DOK 2)
d. Discuss cultural activities such as games, songs, and holiday celebrations. (DOK 2)
5. Recognize products that are representative of the target culture. (CU) PRODUCTS
a. Identify objects and symbols that are used daily such as flags, currency, dress, types of dwellings, and foods. (DOK 1)
6. Apply knowledge of the target language to enhance learning in other disciplines. (CN) ACROSS DISCIPLINES
a. Demonstrate comprehension of oral and written messages related to other disciplines studied. (DOK 2)
b. Relate topics and skills from other school subjects to broaden knowledge and understanding in each discipline. (DOK 2)
7. Understand that the study of a language other than English provides an additional knowledge base. (CN) ADDED PERSPECTIVES
a. Discuss when information from the target culture is presented from a different point of view. (DOK 2)
b. Identify authentic resources that can present additional perspectives not available in English. (DOK 3)
8. Examine differences and similarities in structures and vocabulary between English and the target language. (CP) LANGUAGE
a. Identify words that are borrowed in both the native and target languages, and speculate about why languages need to borrow words. (DOK 1)
b. Identify commonly occurring cognates in the language being studied. (DOK 1)
c. Develop recognition of sounds, symbols, and basic language elements for comparison to the English language. (DOK 2)
d. Identify expressions that cannot be translated word for word in order to understand idiomatic expressions. (DOK 3)
9. Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. (CP) CULTURE
a. Discuss how gestures and simple patterns of behavior are an important part of communication. (DOK 2)
b. Compare and contrast tangible products (e.g. clothing, dwellings, food, sports equipment, toys) of the target culture and the students’ own.
(DOK 2)
c. Compare and contrast intangible products (e.g., rhymes, songs, folktales) of the target culture and the students’ own. (DOK 2)
10. Identify means of using the target language for personal enjoyment and enrichment. (CT) PERSONAL ENRICHMENT
a. Identify opportunities for personal enrichment in areas such as cuisine, sports, theatre, dance, music, etc. (DOK 2)
b. Investigate activities where skills in another language and/or cross-cultural understanding make participation more pleasurable.