Tema 3, Capítulo 3B Completed Day 1 Learn about the artist Diego ...

|Tema 3, Capítulo 3B |[pic] |
| |Completed |
|Day 1 | |

| Learn about the artist Diego Rivera |National |
|Learn new vocabulary and information about food groups |Standards |
|Listen to and understand statements about food, beverages and |1.2, 2.1, 2.2, |
|health |3.1, 4.1 |
| | |
|Vocabulary: Food groups vocabulary | |
|Technology: Overhead/LCD projector, CD player | |
|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (10 minutes) | |Targeted Resources |
| |ALL STUDENTS | |[pic] Examen del |
| |Return the Examen del capítulo 3A | |capítulo, 3A |
| |Go over any recurring errors that students may have | |[pic] Answer Key: Examen|
| |made, reteaching as necessary. | |del capítulo, 3A |
| | | |[pic] REALIDADES para |
| | | |hispanohablantes: Examen|
| | | |del capítulo, 3A |
| | | |[pic] REALIDADES para |
| | | |hispanohablantes: Answer|
| | | |Key: Examen del |
| | | |capítulo, 3A |

|2. |PRESENT/PRACTICE (35 minutes) | |Targeted Resources |
| |ALL STUDENTS | |[pic] Vocabulary & |
| |Objectives (p. 147) | |Grammar Transparencies: |
| |Go over the chapter objectives with students to | |Transparencies 12-20 |
| |prepare them for the new material. | |[pic] Atlas, Cap. 3B |
| |Fondo cultural: Diego Rivera (p. 146) | | |
| |Go over the information and have students respond to| | |
| |the question. | | |

|3. |PRESENT/PRACTICE | |Targeted Resources |
| |ALL STUDENTS | |[pic] Vocabulary, Cap. |
| |Core Instruction: Vocabulario y gramática en | |3B |
| |contexto (pp. 148-149) | |[pic] Vocabulary & |
| |Play Tracks 1 and 2. Present new vocabulary and | |Grammar Transparencies: |
| |information about food groups. | |Transparency 73 |
| |Actividad 1 ¿Qué debes comer? (p. 149) | |[pic] Vocabulary & |
| |Play Track 3. Students listen and identify food and | |Grammar Transparencies: |
| |beverage vocabulary. | |Transparency 74 |
| |Actividad 2 Para mantener la salud (p. 149) | |[pic] Act. 1, Act. 2 |
| |Play Track 4. Students listen to food and health | |Audio, Cap. 3B |
| |vocabulary in context and indicate comprehension. | |[pic] TRB: Cap. 3B, |
| |HERITAGE LANGUAGE LEARNERS | |Input Script |
| |Ask students if they have ever been to a market that| |[pic] TRB: Cap. 3B, |
| |sold products typically found in their heritage | |Audio Script |
| |countries. | |[pic] TRB: Cap. 3B, |
| |STUDENTS WITH LEARNING DIFFICULTIES | |Vocabulary Clip Art |
| |Have students write the new vocabulary in the | |[pic] TPR Stories: Tema |
| |vocabulary section of their notebook, accompanied by| |3 |
| |pictures and English translations. For Actividad 1, | |[pic] Answers on |
| |prepare students by naming individual items and have| |Transparencies: Cap. 3A,|
| |students touch them before they hear them in | |Act. 1 Answers |
| |context. | |[pic] Answers on |
| | | |Transparencies: Cap. 3A,|
| | | |Act. 2 Answers |

|4. |WRAP-UP/HOMEWORK OPTIONS (5 minutes) | |Targeted Resources |
| |ALL STUDENTS | |[pic] Practice Workbook:|
| |Practice Workbook 3B-1, 3B-2 | |3B-1 |
| |Assign 3B-1 and 3B-2 for homework or in-class work. | |[pic] Practice Workbook:|
| |Go Online (p. 149) | |3B-2 |
| |Have students Go Online at home or in class for more| |[pic] Practice Workbook:|
| |practice with the new vocabulary. | |3B-1 Answers |
| |HERITAGE LANGUAGE LEARNERS | |[pic] Practice Workbook:|
| |Realidades para hispanohablantes: A primera vista, | |3B-2 Answers |
| |3B. Assign for homework or in-class work. | |[pic] REALIDADES para |
| |STUDENTS WITH SPECIAL NEEDS | |hispanohablantes: Cap. |
| |Guided Practice Activities for Vocabulary and | |3B, A primera vista |
| |Grammar: Vocabulary Practice, Vocabulary Check. Have| |[pic] REALIDADES para |
| |students fill in vocabulary flash cards as in-class | |hispanohablantes Answer |
| |work or homework. | |Key: Cap. 3B, A primera |
| | | |vista |
| | | |[pic] Guided Practice |
| | | |Activities: Vocabulary |
| | | |Practice, Vocabulary |
| | | |Check |
| | | |[pic] Guided Practice |
| | | |Activities Answer Key: |
| | | |Vocabulary Practice, |
| | | |Vocabulary Check |

|5. |BLOCK SCHEDULE (40 minutes) | |Targeted Resources |
| |Have students create posters illustrating the Food | | |
| |Guide Pyramid. They can cut out pictures from | | |
| |magazines or grocery store ads. Encourage them to | | |
| |find additional foods and place them in the | | |
| |appropriate categories. They should label their | | |
| |posters and explain them to the class. | | |

|Tema 3, Capítulo 3B |[pic] |
| |Completed |
|Day 2 | |

| Learn additional vocabulary and grammar in visual and story |National |
|context |Standards |
|Watch and listen to the video and understand new vocabulary and |1.1, 1.2, 1.3 |
|grammar in authentic context | |
|Read and demonstrate comprehension of statements about the video | |
| | |
|Vocabulary: Food groups vocabulary | |
|Technology: Overhead/LCD projector, CD player, VCR/DVD player | |
|Pacing: 90 minutes | |

|1. |WARM-UP/ASSESS (5 minutes) | |Targeted Resources |
| |ALL STUDENTS | |[pic] Practice Workbook:|
| |Homework check | |3B-1 |
| |Review the previous day's homework assignment. Go | |[pic] Practice Workbook:|
| |over any recurring errors that students may have | |3B-2 |
| |made, reteaching as necessary. | |[pic] Practice Workbook:|
| | | |3B-1 Answers |
| | | |[pic] Practice Workbook:|
| | | |3B-2 Answers |

|2. |PRESENT/PRACTICE (40 minutes) | |Targeted Resources |
| |ALL STUDENTS | |[pic] Vocabulary, Cap. |
| |Core Instruction: Videohistoria Para mantener la | |3B |
| |salud (pp. 150-151) | |[pic] Vocabulary & |
| |Present additional vocabulary and grammar by showing| |Grammar Transparencies: |
| |transparencies and having students look at pictures | |Transparency 75 |
| |and read dialogue from the characters in the | |[pic