Curriculum Map/Unit Lesson Plan TEACHER: Olga … Maps/Spanish 1st-4th grades.pdf · Curriculum Map/Unit Lesson Plan TEACHER: ... Grammar genders and articles ... out the skit Interventions

Curriculum Map/Unit Lesson Plan

TEACHER: Olga Unangst COURSE: Spanish – Grade 1 and 2 DATES: First Trimester

Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources

Standards And SLE’s

Why do I need to be polite in Spanish? How do I understand when someone has good manners?

Manners Cultural appreciation: Mexican Independence Day Prayer Songs

Identify, pronounce and apply the vocabulary for the following manner words: con permiso, por favor, salud, lo siento, gracias, de nada, hola, adiós. Identify Mexican Independence Day. Locate Mexico on a map. Memorize and recite The Hail Mary Memorize and sing the songs Mi Pesamiento De Colores Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring

comprehension demonstrations correct TPR actions activity sheets performance peer communication

TPR actions. Games Charades, Memory and Pictionary. Dry erase boards. perform a mini-story Prayer poster Document Camera Internet Sites

2FL-R2 3FL-R2 4FL-R2 4FL-R4 1FL-F1 3FL-F4 1FL-R1 SLE – 1a 3a, c 4a

2



How do I tell the weather? What type of weather do we have during each of the four seasons? What is the gender rule?

Weather Seasons Definite articles Singular, plural el, la, los, las Genders Masculine, Feminine

Students will identify, define and pronounce the following vocabulary for the weather and seasons: Hace, Está, frio, calor, sol, viento, nublado, lloviendo, nevando, el otoño, la primavera, el verano, el invierno, el día, la noche, el mediodía. Define genders and definite articles in the singular and plural Conversational Aspects: ¿Qué tiempo hace? Hace/Está . . . . . ¿Qué temporada es? Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring

comprehension TPR demonstration Oral peer performance

TPR actions work sheets Visual aids will games: Charades, Human Tic-Tac-Toe, Simon says Document Camera Smart Board Tools

5FL-R1 SLE – 3a, c 4a

3



How do I count? How do I give my phone number to a friend? How do I pronounce numbers? How do I identify the date?

Numbers 0 – 20 Cultural Appreciation Día de Los Muertos

Identify, pronounce, apply, memorize and read numbers 0-20. They are: uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez, once, doce, trece, catorce, quince, diez y seis, diez y siete, diez y ocho, diez y nueve, veinte. Conversational Aspects: ¿Cúal es la fecha de hoy? La fecha de hoy es . . . . .. ¿Cúal es el número de tú teléfono? El númbero de mi teléfono es . . . . . . Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring

comprehension TPR demonstration Oral peer performance Marching Test Filling in the Blanks

Using flash sing/play activity sheet smart board play Pictionary dry erase board Bingo. recite their phone number. play a repetitive conversational game Peer communication Identify and participate in Day of the Dead Altar

2FL-R1 4FL-R2 SLE – 1a, 3a,c 4b

4



Continue 2nd trimester

5


TEACHER: Olga Unangst COURSE: Spanish – Grade 1 and 2 DATES: Second Trimester



How do I know how you are feeling? How do I ask how you are feeling?

Emotions Grammar genders and articles Pronouns: yo ella él estoy Cultural appreciation Our Lady of Guadalupe Las Posadas Mariachis

Pronounce, apply, and perform the following emotions: triste, contento/a, feliz, alegre, enfermo/a, cansado/a, enojado/a. Identify and apply adjective rules for: gender and position placement Conversational Aspects: ¿Cómo estás? Estoy. . . . . . . . Lo siento. Or ¡Qué bien! ¿Cómo estoy?, Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring

TPR observations Peer performance Observations Matching Oral pronunciation

TPR actions demonstrations Smart board with work sheets pictures Games Charades Simon Says Pictionary Dry erase boardsPeer role play

2FL-R2 2FL-R5 3a, b, c 4FL-R2

6



What are the forms called? How do I identify a form with a color? How do I describe a person or an animal?

Forms, Shapes Colors, sizes Grammar genders and articles

Identify pronounce, read and apply the following vocabulary for shapes, forms and colors and sizes: las formas, la línia, el cuadrado, el triángulo, el rectángulo, el círculo, bajo, alto, gordo, delgado, rojo, amarillo, azul, verde, morado, blanco, café, rosado, negro, gris, anaranjado, marrón . Conversational aspects: ¿De qué color es . . . . El . . . . . . . .es color . . . . . . ¿Cómo es el payaso? El payaso es bajo, alto, gordo, o delgado. Define the definite articles with the correct gender of the noun and adjective. Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring

TPR actions comprehension demonstrations pronunciation application of the correct article and gender. Verbal/ reading abilities

TPR actions Smart board Tools work sheets Games Charades Bingo and Pictionary. Dry erase boards Peer role play

1FL-R4 SLE – 3a, b, c

7



How do I pronounce the toys? How do I select “the” form? How do I select “is” Form? How do I distinguish the difference between a noun and an adjective?

Toys Colors Grammar articles and genders el, la, los, las es, son noun/adjective agreement

Identify, pronounce, read and apply the vocabulary for these toys: los juguetes, el globo, la cuerda para brincar, la bicicleta, el rompecabezas, el carro, el juego, los bloques, la muñeca, los trastecitos, el camión, el carretón, el balde, la pala, el osito, la tabla de patinar, los patines. Conversational aspects: Este regalo es para ti. Gracias . . . . De nada. Me gusta . . . . . ¿De qué color es . . . . .? Choose the correct article and gender to agree with the noun and adjective. Define el/la/los/las es/son . . . . . apply the toys with the correct colors using correct gender and article.

comprehension by demonstrating the toys with TPR actions with their eyes closed apply their knowledge with activity sheets anddry erase boards smart board tools performance in acting out the skit Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written workPeer tutoring

TPR actions smart board toolswork sheets role play gift giving Games Charades Bingo Pictionary Dry erase boards play a repetitive gift giving game perform short skit

1FL-R4 2FL-R3 7FL-R2

8



Continue . . .

9


TEACHER: Olga Unangst COURSE: Spanish – Grade 1 and 2 DATES: Third Trimester



How do I ask for the clothing I may need at a Spanish speaking country?

Clothing Colors Grammar gender and article Easter Lenten Prayer

Identify, pronounce, read and apply the vocabulary for the following: el clóset, la falda, la chaqueta, la camisa, la blusa, los pantalones, los pantalones cortos, los zapatos, el vestido, el suéter, el cinto, el traje de baño, los calcetines, la pijama, el abrigo, las sandalias, la corbata, el traje, la ropa interior, el pañal, el sombrero. Select the correct gender and article Lenten Prayer Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring

TPR actions with their eyes closed comprehension verbal demonstration Peer role play

TPR actions Smart board tools work sheets Games: Fashion Show, Charades, Memory and Pictionary perform a mini-story Memorize and Recite a Lenten prayer Identify and compare Easter in Spain and in the U.S.

1FL-R4 3FL-F1 3FL-F4 4FL-R2 SLE – 3a, b, c

10



How do I identify the school environment and personal?

The School Environment People of the school Grammar Gender and articles

Identify, pronounce, read and apply the vocabulary for the following: la escuela, el cuarto de clase, el baño, la biblioteca, la enfermería, la oficina, el campo de jugar, la iglesia, el/la: niño/a, hombre, mujer, el/la estudiante, el/la maestro/a, el/la bibliotecario/a, el/la enfermero/a, el/la director/a, el/la secretario/a, el/la conserje, el sacerdote/padre. Conversational Aspects: ¿Quién es . . . .? Es . . . ., ¿Dónde está . . . .?, Esta en . . . ¿Puedo ir a tomar agua? ¿Puedo ir . . . . .? Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring

TPR demonstrations Comprehension Activity sheet test performance

TPR actions Smart board tools Document camera work sheets Games: Charades, Memory and Pictionary. perform a mini-story

1FL-R4 3FL-F1 3FL-F4 SLE – 3a, b, c

11



How do I identify what I see at the rodeo?

Rodeo (people, animals) Western items

Identify, pronounce, read and apply the following vocabulary for the Rodeo: el vaquero, la vaquera, el toro, el caballo, las botas, la vaca, el sombrero, la guitarra, las espuelas, las chaparreras el lazo, la silla de montar, el rancho, el pañuelo/la bandana Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring


TPR actions Smart board tools Document camera work sheets Games: Charades, Memory and Pictionary Role play

1FL-R4 3FL-F1 3FL-F4 SLE 3a, b, c

12



How do I identify the people in my community? What do we remember when people in the U.S. celebrate Cinco de Mayo?

Professions Cultural Appreciation Cinco de mayo

Identify, pronounce, read and apply the vocabulary for the following professions: El/La: doctor, doctora, dentista, bombero/a, cartero/a, policía, veterinario/a, llamen, visiten, ayuda, quiere, examina. Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring


TPR actions Smart board tools Document camera work sheets Games: Charades, Memory and Pictionary. perform a mini-story

1FL-R4 3FL-F1 3FL-F4 4FL-R2 SLE – 3a, b, c 4b

13



Continue Grades 3 and 4

14


TEACHER: Olga Unangst COURSE: Spanish – Grade 3 and 4 DATES: First Trimester



How do I greet someone in the morning? How do I greet someone in the afternoon? How do I say goodbye In the morning? How do I say goodbye In the afternoon/night? How/why is speaking to a friend different from speaking to a person with whom you need to be formal? How do you pray The Lord’s Prayer and The Hail Mary

Greetings/ Farewells Introductions Cultural Appreciation: Formal vs. informal Tu Usted Ustedes Cultural Appreciation 16 de septiembre (Mexican Independence Day) Prayers

Comprehend, pronounce and apply the following greetings and farewells: Buenos días, Buenas tardes, Hola, ¿Cómo estan?, Bien, gracias, Adios, Hasta luego, Hasta mañana, ¿Cómo te llamas?, Me llamo…… Mucho gusto., El gusto es mio, ¿Cómo estás? Muy bien, gracias. Define the difference between Speaking to an adult and a child. Identify and compare Mexican Independence Day and American Independence Day Recite The Lord’s Prayer and The Hail Mary Interventions Individualized instruction Additional time Peer tutoring Web site Enrichment Web Site/book activities

Document Camera Smart Board Matching/sentences Test Oral Performance Written Translations Verbal abilities Exercises

TPR actions Peer communication Matching Filling in the blanks Peer Demonstrations Songs Internet sites Document Camera Smart Board Poster of Prayers

4FL-R1 3FL-F3 6FL-F1 1FL-F1 3FL-F4 SLE – 1a, 3a, c 4a

15



How do I identify the 27 letters of the modern Spanish alphabet? What are the Spanish vowels? How do I pronounce the 27 letters of the modern Spanish alphabet? How do I define and correctly spelling of the vocabulary words?

Alphabet Vowels

Identify, pronounce, define and spell using the 27 letters of the modern Spanish alphabet. Identify, pronounce, define Spanish Vowels Interventions Individualized instruction Additional time Peer tutoring Web site Enrichment Web Site/book activities

Oral dictation of letters Pronunciation

Bingo and Hangman games Dry erase board writing the alphabet letter Document Camera Smart Board Spelling names Small- group flashcards

2FL-R2 2FL-R5 SLE’s - 3a, c

16



What do we remember when we celebrate Día de la Raza in October? How/why do people celebrate Day of the dead? What is the difference between Día de los Muertos and Halloween?

Cultural Appreciation: Holidays: Día de la Raza Día de los Muertos

Participate in the holidays of Día de la Raza and Día de los Muertos Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities

Compare and contrast in writing 3 holiday characteristics: religious, ceremony, food between Day of the Dead and Halloween as celebrated in Mexico versus United State Verbal abilities

Participate in Day of the Dead Altar Resources --Internet Searches http://www.dayofthe dead.com (Day of the Dead) Document Camera Smart Board

4FL-F1 4FL-R2 6FL-R2 SLE – 1a, 4b, 3a,

3c

17



How do I ask and answer the following questions? What day is today? What day was yesterday? What day will be tomorrow? What is the date today? What is the weather today? When is lunch time? When is night time? When is morning?

Calendar Days of the Week Months Conversation Seasons and weather Day/noon/night times

Identify, pronounce, read, apply and spell correctly the following vocabulary for the calendar: Los meses, enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre, los días, lunes, martes, miércoles, jueves, viernes, sábado, domingo, hoy, mañana, ayer, es, fue…. Conversational Aspects: ¿Qué día el hoy? Hoy es . . ¿Qué día fue ayer? Ayer fue… ¿Qué día es mañana? Mañana es . . .¿Cuál es la fecha de hoy? La fecha de hoy es . . .ti . el otoño, la primavera, el verano, el invierno Hace, Está, frio, calor, sol, viento, nublado, lloviendo, nevando, el día, la noche, el mediodía, la mañana. Conversational Aspects: ¿Qué tiempo hace? ¿Qué temporada es?

Matching/sentences Test Oral peer performance Written Translations Exercises Spelling tests Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities

TPR actions Smartboard with work sheets to apply the months and days of the week. Games - Memory, Pictionary Bingo. Dry erase board writing

5FL-R1 6FL-R1 SLE – 3a, c 4a

18



Continue . . . .

19


TEACHER: Olga Unangst COURSE: Spanish – Grade 3 and 4 DATES: Second Trimester



How do I count? How do I give my phone number to a friend? How do I illustrate math facts? How do I read and understand the correct numbers? How do I pay for an item in a Spanish speaking country?

Numbers 1 – 30 Arithmetic GRAMMAR Definite and Indefinite Articles: Singular, Plural Genders: Masculine, Feminine Verb tener – tengo, tienes, tiene Cultural Appreciation: Our Lady of Guadalupe Las Posadas Mariachis

Identify, pronounce, apply, read and memorize numbers 0 - 30 Y and (+) Menos minus, less (-) Por times, (x) Dividido por divided by (÷) Es is, equals (=) Son are, equals (=) Conversational Aspects: ¿Cúal es la fecha de hoy? La fecha de hoy es . . ¿Cúal es el número de tú teléfono? El númbero de mi teléfono es . . . . . . Distinguish orally and in writing between singular and plural words based on “the” form used: el, los, la, las, un, unos, una, unas Identify and participate in the Mexican celebrations of Our Lady of Guadalupe and Las Posadas. Identify and compare the Mariachi vs. the American musician

Matching number word with number Test Oral peer performance Exercises Verbal and written abilities Spelling tests Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities

flash cards TPR actions Songs activity sheets matching the number word with the number filling in the blanks counting adding (math) Games: Pictionary Bingo Recite phone numbers and calendar Peer communication Document camera smart board

2FL-R1 3FL-R2

5FL-F1 7FL-R3 3FL-F1 6FL-F1 SLE – 3a, c, 5a

20



How do I ask for the time? How do you express time after the hour? How do I express time before the hour? How do you tell time in a Spanish-speaking country?

Telling Time Culture Appreciation: Telling time in a Spanish-speaking country

Define the time from illustrated clocks. Express times after and before the hour. Conversational Aspects: ¿Qué hora es, por favor? Son/es las/la . . . . . Son las . . . .de la mañana. Son las . . . .de la tarde. Son las . . .. .de la noche. Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities Peer tutoring

Matching Filling in the blanks Oral pronunciation Oral peer performance

Clock Illustrations TPR actions Flash cards Peer communication Activity sheets Document Camera Smart Board

5FL-R1 SLE – 4a, 5a

21



How do I ask for an item in the classroom? How do I identify the teacher? How do I explain what I need?

The School Classroom expressions GRAMMAR Definite and Indefinite Articles: Singular, Plural Genders: Masculine, Feminine

Identify, pronounce, read and apply the following vocabulary for the school and classroom: la clase, el/la profesor/a, el cuaderno, el señor, la señora, la señorita, el/la alumno/a, el papel, el lápiz, la pluma, el cuaderno, la ventana, la silla, la puerta, el tablón blanco, el escritorio, la mesa, el reloj, el borrador, la tiza, el cesto, el mapa Conversational Aspects: ¿Quién es . . . .? Es . . . ., ¿Dónde esta . . . .?, Esta en . . ¿Puedo ir a tomar agua? ¿Puedo ir a . . . . .? Distinguish orally and in writing between singular and plural words based on “the” form used: el, los, la, las, un, unos, una, unas Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities Peer tutoring

Select in writing appropriate “the” form for given Spanish words using the indefinite article Identify and translate the vocabulary Oral peer performance Written abilities

Illustrations TPR actions Flash cards Peer communication Activity sheets Fill in the blanks Dry erase board Games: Charades, Memory and Pictionary Document Camera Smart Board

1FL-R4 1FL-R5 3FL-R2 SLE – 3a, c, 4a, b

22



How do I express actions? What are the pronouns? How do pronouns affect the way I speak? What are the correct endings to subjects when the pronoun is not identified?

AR Verbs Subject Pronouns

Identify the following verbs and pronouns: comprar, entrar, contestar, escuchar, llegar, sacar, sentar, levantar, pasar, bailar, caminar, cantar, comprar, estudiar, hablar, mirar, preguntar, yo, tu, usted, él, ella, nosotros, nosotras, ustedes, ellos, ellas Conjugate the verbs using the correct subject pronoun. Add the correct endings to the verbs from the subjects identified. Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities Peer tutoring

Matching Fill in the blanks Conjugate verbs Verbal and written abilities

TPR actions Flash cards Peer communication Activity sheets Fill in the blanks Dry erase board Games: Charades, Memory and Pictionary Oral peer practice Document Camera Smart Board

2FL-R1 3FL-R2 SLE – 3a, c, 4a, b

23



Continue…..3rd trimester

24


TEACHER: Olga Unangst COURSE: Spanish – Grade 3 and 4 DATES: Third Trimester Essential Questions: Content Learning Targets/Skills Assessment Activities/

Resources Standards And SLE’s

What are the articles of clothing called? How do I identify the colors? How do I describe an article of clothing? What are the differences between the celebrations of Easter in the U.S. and in a Spanish speaking country?

Articles of Clothing Colors Verbs Adjectives Perform story Cultural appreciation: Easter Lenten prayer GRAMMAR Definite and Indefinite Articles: Singular, Plural Genders: Masculine, Feminine

Identify, pronounce, read and apply the vocabulary for the following articles of clothing: la falda, la chaqueta, la camisa, la blusa, los pantalones, los pantalones cortos, los zapatos, el vestido, el suéter, el cinto, el traje de baño, los calcetines, la pijama, el abrigo, las sandalias, la corbata, el traje, la gora, los guantes. Read and perform a short story. Verbs: pónganse, quítense, cogan pongan Adjectives: largo, corto, feo, bonito, major, peor, los colores, las emociones Mini story Identify and compare Easter in Spanish speaking countries and the United States.

Select in writing appropriate “the” form for given Spanish words using the definite article Identify and translate the vocabulary Matching/sentences Test Oral peer performance Written Translations Exercises Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities Peer tutoring

Illustrations TPR actions Flash cards Peer role playingActivity sheets Fill in the blanks Dry erase board Games: Charades, Memory and Pictionary Bingo Document Camera Smart Board Identify and describe translate the vocabulary Memorize and Recite a Lenten prayer Identify and compare Easter in Spain and in the U.S.

6FL-R2 2FL-F5 3FL-E2 4FL-R2 4FL-F1 SLE – 3a, c

25



How do I describe people? How do I describe things? How do I describe myself?

What parts of the world do people speak Spanish?

Adjectives Ser Soy Eres Likes and dislikes Cultural appreciation Spanish Speaking countries

Identily, pronounce and apply the following adjectives: grande, pequeño/a, bonito/a, feo, inteligente, tonto, rico, pobre, viejo/a, nuevo/a, alto/a, bajo/a, difícil, fácil, moreno/a, rubio/a, Americano/a, colombiano/a, delicioso, diferente, elegante, especial, excelente, famoso, horrible Identify parts of the world where Spanish is spoken. Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities Peer tutoring

Select in writing appropriate “the” form for given Spanish words using the definite article Identify and translate the vocabulary Matching/sentences Test Oral peer performance Written Translations Exercises Spelling/vocabulary tests

Illustrations TPR actions Flash cards Peer role playingActivity sheets Fill in the blanks Dry erase board Games: Charades, Memory and Pictionary Bingo Document Camera Smart Board Identify and describe translate the vocabulary internet sites

1FL-R4 2FL-R4 1FL-R3 4FL-R4 7FL-F1 SLE – 3a, b, c 5a

26



How do I identify the people in my family? How do I tell you what their names are? How do I make things plural?

Family members Grammar Rules for making words plural

Identily, pronounce and apply the following family members: el padre, la madre, el hermano, la hermana, el bebé, el abuelo, la abuela, la mascota, la hija, el hijo, el tío, la tía, el primo, la prima In conversation students will ask and answer the following questions: ¿Cómo se llama tu . . . . .? Mi . . . . . . . . .se llama . . . . . . . Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities Peer tutoring

Identify and translate the vocabulary Matching/sentences Test Oral peer performance Written Translations Exercises Spelling/vocabulary tests

Illustrations TPR actions Flash cards Peer role playingActivity sheets Fill in the blanks Dry erase board Games: Charades, Memory and Pictionary Bingo Document Camera Smart Board

1FL-R4 3FL-R3 SLE – 1a 3a, c

27



What are the items in my house called? How do I describe my house? What do you need in your rooms of your house? What do people in Mexico and the U.S. celebrate on the 5th of May?

The House Cultural appreciation Cinco de Mayo

Identify, pronounce and apply the following rooms and furniture/items in the house: La casa, el patio, la cocina, el comedor, el cuarto de baño, la sala, el dormitorio, la cama, la mesa, la lámpara, el televisor, el sofá, el teléfono, las flores. Explain why people in the U.S. Celebrate Cinco de Mayo more than they do in Mexico. Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities Peer tutoring

Identify and translate the vocabulary Matching/sentences Test Oral peer performance Written Translations Exercises Spelling/vocabulary tests

Illustrations TPR actions Flash cards Peer role playingActivity sheets Fill in the blanks Dry erase board Games: Charades, Memory and Pictionary Bingo Document Camera Smart Board

2FL-R4 4FL-F1 SLE – 3a 4b

28



How do I buy foods at a Spanish speaking country? How do I order food at a restaurant? How is food different in Spanish-speaking countries?

Foods Cultural Appreciation Foods in other countries

Identify, pronounce and apply the following foods: el pan, el queso, la mantequilla, el agua, el jugo de naranja, el pescado, el pollo, las legumbres, la leche, La carne, los vegetales, la sopa, la salchicha, el perro caliente, las papas, la ensalada, los huevos, los sándwiches, los emparedados, el helado, el vaso, el plato, las papas fritas, el arroz, la hamburguesa, el bistec, el tomate, el supermercado, el restaurante. Identify and compare foods from Spanish-speaking countries. Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities Peer tutoring

Identify and translate the vocabulary Matching/sentences Test Oral peer performance Written Translations Exercises Spelling tests

Illustrations TPR actions Flash cards Peer role playingActivity sheets Fill in the blanks Dry erase board Games: Charades, Memory and Pictionary Bingo Document Camera Smart Board Internet sites

4FL-F3 6FL-F1 SLE – 1a 3a, c 5a

Curriculum Map/Unit Lesson Plan TEACHER: Olga … Maps/Spanish 1st-4th grades.pdf · Curriculum Map/Unit Lesson Plan TEACHER: ... Grammar genders and articles ... out the skit Interventions

Documents