Teacher: Seora Bass

Content: Spanish
8th Grade
Unidad 4, Etapa 3

Week of :
4/10-29, 2016

Standard:
MLI.IP1B Express likes, dislikes, emotions, agreement and disagreement
MLI.IP1B Make simple request
MLI.IP1C Ask for clarification
MLI.IP1E Give simple descriptions
MLI.CU1B Identify commonly held viewpoints of the cultures, such as those relating to
meals.
MLI.CCC2B Demonstrate an awareness of elements of the students own
culture.
What Are we Learning Today? (Learning
What Im Looking For
Intentions)
(Success Criteria)
Order food
Students will know how to
Request the check
order food, request the check
Talk about food
and express their opinions on
Say where you went and why
different foods. Students will
know how to say where they
went.
Warm-Up/ Do-Now (5-8 minutes)
Make-your-own Vocabulary Sheet
Teacher shows pictures of vocabulary words, students pronounce the word
and
write the English equivalent on the vocabulary sheet. This way the students
learn
the Spanish word with the image of the object rather than immediately
translating
the word; this activates existing schema and assigns the Spanish word to
the concept
that already exists in English. This also gives students a chance to practice
Pronunciation.
Vocabulary worksheet
This worksheet further links the vocabulary from this unit to the book from

which
the reading passage is taken. It also asks the students to write three
sentences using
the vocabulary.
Pictionary
In small groups, students are given cards and they have to draw the object
that
corresponds to the Spanish word; the other students have to guess what the
drawing
is in Spanish

Opening (Hook/ Activating Strategy/Learning Intentions)

(5-10 minutes)
Visual: Students will design a menu for a Mexican
Logical/Mathematical: Using the internet, students will look up
restaurant menu in Mexico and convert the Mexican prices to dollars.
Then, they will calculate the total cost of a class lunch at a popular
Mexican restaurant in Mexico.
Cooperative Learning: Students work in groups of 4. Student 1
writes a subject noun/pronoun. Student 2 writes a stem-changing verb.
Student 3 writes a logical sentence. Student 4 reads the sentence
aloud. The group evaluates the sentence and makes necessary
corrections. Student 2 begins the next round. Continue for 4 rounds.
Paired Activity: Students will write grammar activities using pedir
and servir. Put the best ones on worksheets for the rest of the class to
complete.
Interpersonal: Students will write a paragraph describing a typical or
imaginary trip to a restaurant. Ask them to name the restaurant, when
they go, whats on the menu, who orders what, etc. Students will then
describe their personal reactions to the food, dcor, service, etc.

Work Period (I do, we do, you do)

(30 minutes)
I do- Present vocabulary words, present flow of Etapa 3, set the order
of groups for the week
We do- Discuss vocabulary words, express opinions, and Affirmative
and Negative Words, page 302. Work in pairs to day what someone
wont do (p. 303, ex. 11). Students will also work in pairs to talk about
where they went

on Diferentiati

You doSpeaking Group: Students will work in pairs to answer partners

questions and ask for the menu items that each person on their list
would order. The second speaking assignment, students will guess
what items their partner describes to them. Finally, each student will
ask what foods and drinks their friends like.
Listening Group: Audio program CD 12, Track 1 and answer
comprehension questions/Watch Video En Vivo and answer
Comprehension Questions
Reading/Writing Activity/Audiovisual: Students will read En Voces, p.
308-309 about Andres. They will answer comprehension questions.
Students will write what Andres does on a typical day and write what
they do on a typical day.
Technology: Students will continue to use Socrative, Schoology, and
Duolingo.
Quiz: Differentiated by interest per student. They have the following
options:
Auditory, Kinesthetic, Verbal, or Visual,
Above levelHoliday Cookbook
(Language
Arts/Science/Social
Studies) To celebrate the

On level
Speaking Group:
Students will work
in pairs to answer
partners
questions and ask

Below level-

Using gustar to
talk about things
you like or someone
else

Closing (Summary)
(5 minutes)

Reflection What will I do tomorrow?

Monday:
Tuesday:
Wednesday:
Thursday:
Friday: