Tema 3, Capítulo 3A Completed

Day 1
Learn about the painter Bartolomé Murillo National Standards
Learn new vocabulary about foods and beverages eaten for breakfast and lunch 1.2, 2.1, 2.2, 3.1
Listen to and understand statements about food and beverages
Listen to and distinguish between statements about breakfast and lunch

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary

Technology: Overhead/LCD projector, CD player
Pacing: 90 minutes

1. WARM-UP/ASSESS (10 minutes) Targeted Resources

ALL STUDENTS Examen del capítulo, 2B
Return the Examen del capítulo Answer Key: Examen del
Go over any recurring errors that students may have made, reteaching as capítulo, 2B
necessary. REALIDADES para
hispanohablantes: Examen
del capítulo, 2B
REALIDADES para
hispanohablantes: Answer
Key: Examen del capítulo, 2B

2. PRESENT/PRACTICE (35 minutes) Targeted Resources

ALL STUDENTS Vocabulary & Grammar
Objectives (p. 123) Transparencies:
Go over the chapter objectives with students to prepare them for the new Transparencies 12-20
material. Atlas, Cap. 3A
Fondo cultural: Bartolomé Murillo (p. 122)
Go over the information and have students respond to the questions.

3. PRESENT/PRACTICE Targeted Resources

ALL STUDENTS Vocabulary, Cap. 3A
Core Instruction: Vocabulario y gramática en contexto (p. 124) Act. 1, Act. 2 Audio, Cap. 3A
Play Tracks 1 and 2. Present new vocabulary about foods and beverages Vocabulary & Grammar
eaten for breakfast and lunch. Transparencies:
Actividad 1 ¿Beber o comer? (p. 125) Transparency 65
Play Track 3. Students listen to someone talk about food and beverage Vocabulary & Grammar
vocabulary. Transparencies:
Actividad 2 ¿El desayuno o el almuerzo? (p. 125) Transparency 66
Play Track 4. Students listen to someone talk about food vocabulary and TRB: Cap. 3A, Input Script
distinguish between breakfast and lunch. TRB: Cap. 3A, Vocabulary
HERITAGE LANGUAGE LEARNERS Clip Art
Ask students to name fruits, vegetables, and meats that are popular in TPR Stories: Tema 3
their heritage countries. Have them give an example of where these TRB: Cap. 3A, Audio Script
products are available in their community. Answers on Transparencies:
STUDENTS WITH LEARNING DIFFICULTIES Cap. 3A, Act. 1 Answers
Provide students with a two-column chart to help them organize Answers on Transparencies:
vocabulary. Cap. 3A, Act. 2 Answers
Have students write grocery lists with four or five items from the picture
on p. 124. Working in pairs, have students take turns reading prices from
the advertisement while their partner checks items off the list.
 4. WRAP-UP/HOMEWORK OPTIONS (5 minutes) Targeted Resources
ALL STUDENTS Practice Workbook: 3A-1
Practice Workbook 3A-1, 3A-2 Practice Workbook: 3A-2
Assign 3A-1 and 3A-2 for homework or in-class work. Practice Workbook: 3A-1
Go Online (p. 123) Answers
Have students Go Online at home or in class to view the Online Atlas. Practice Workbook: 3A-2
Go Online (p. 125) Answers
Have students Go Online at home or in class for more practice with the REALIDADES para
new vocabulary. hispanohablantes: Cap. 3A, A
HERITAGE LANGUAGE LEARNERS primera vista
Realidades para hispanohablantes: A primera vista, 3A. Assign for REALIDADES para
homework or in-class work. hispanohablantes Answer
STUDENTS WITH SPECIAL NEEDS Key: Cap. 3A, A primera vista
Guided Practice Activities for Vocabulary and Grammar: Vocabulary Flash Guided Practice Activities:
Cards, Vocabulary Check. Have students fill in vocabulary flash cards as Vocabulary Flash Cards,
in-class work or homework. Vocabulary Check
Guided Practice Activities
Answer Key: Vocabulary
Flash Cards, Vocabulary
Check

5. BLOCK SCHEDULE (40 minutes) Targeted Resources

Have students write the new vocabulary for food and beverage items in
Spanish on individual index cards. Collect the cards and put them into a
box. Then assign each student either breakfast or lunch. Students should
choose three cards and tell you if the food is logical for the meal you
assigned them.

Tema 3, Capítulo 3A Completed

Day 2
Learn additional vocabulary and grammar in visual and story context National Standards
Recognize similarities and differences between breakfast and lunch in Costa Rica and the 1.2, 1.3
United States
Watch and listen to the video and understand new vocabulary and grammar in authentic
context
Read and demonstrate comprehension of statements about the video

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary

Technology: VCR/DVD player, Overhead/LCD projector, CD player
Pacing: 90 minutes

1. WARM-UP/ASSESS (5 minutes) Targeted Resources

ALL STUDENTS Practice Workbook: 3A-1
Homework check Practice Workbook: 3A-2
Review the previous day’s homework assignment. Go over any recurring Practice Workbook: 3A-1
errors that students may have made, reteaching as necessary. Answers
Practice Workbook: 3A-2
Answers

2. PRESENT/PRACTICE (40 minutes) Targeted Resources

ALL STUDENTS Vocabulary, Cap. 3A
Core Instruction: Videohistoria El desayuno (pp. 126-127) Vocabulary & Grammar
 Present additional vocabulary and grammar by showing transparencies Transparencies:
and having students look at pictures and read dialogue from characters in Transparency 67
the Videohistoria. Preview the video. Vocabulary & Grammar
Transparencies:
Transparency 68
TRB: Cap. 3A, Audio Script

3. PRESENT/PRACTICE Targeted Resources

ALL STUDENTS TRB: Cap. 3A, Video Script
Video Activity 1 Writing, Audio & Video Activity
Assign Video Activity 1 for in-class work. Workbook: Cap. 3A, Video
View: Videohistoria Activities 1, 2, 3, 4
Show the video for Capítulo 3A. Through multiple viewings, students Writing, Audio & Video Activity
learn new vocabulary and grammar in context. Workbook Answer Key: Cap.
Video Activities 2, 3, 4 3A, Video Activities 1, 2, 3, 4
Assign Video Activities 2, 3, and 4 for in-class work. Answers on Transparencies:
Actividad 3 ¿Comprendes? (p. 127) Cap. 3A, Act. 3 Answers
Students indicate reading comprehension by answering questions about Act. 3 Answers, Cap. 3A
the Videohistoria. Pre-AP* Resource Book:
STUDENTS WITH SPECIAL NEEDS Vocabulary Strategies
Provide hearing-impaired students with a copy of the script of the
Videohistoria so that they may follow along and engage in postviewing
activities.
ADVANCED LEARNERS / PRE-AP*
Have students prepare a short dialogue based on the Videohistoria in
which they change the foods that are discussed, and then present their
dialogues to the class.

4. WRAP-UP/HOMEWORK OPTIONS (5 minutes) Targeted Resources

ALL STUDENTS Practice Workbook: 3A-3
Practice Workbook 3A-3, 3A-4 Practice Workbook: 3A-4
Assign 3A-3 and 3A-4 for homework or in-class work. Practice Workbook: 3A-3
Go Online (p. 127) Answers
Have students Go Online at home or in class for more practice with the Practice Workbook: 3A-4
new vocabulary. Answers
Prueba 3A-1: Vocabulary recognition Prueba 3A-1, Vocabulary
Remind students to prepare for Prueba 3A-1, which will be administered recognition
during the next class period, and ask if they have any questions about the Answer Key: Prueba 3A-1,
material to be covered. Vocabulary recognition
REALIDADES para
hispanohablantes: Prueba
3A-1, Vocabulary recognition
REALIDADES para
hispanohablantes: Answer
Key: Prueba 3A-1,
Vocabulary recognition
QuickTake Quiz 3A-1

5. BLOCK SCHEDULE (40 minutes) Targeted Resources

Have students write the new vocabulary for food and beverage items in
Spanish on individual index cards. Collect the cards and put them into a
box. Then assign each student either breakfast or lunch. Students should
choose three cards and tell you if the food is logical for the meal you
assigned them.
Tema 3, Capítulo 3A Completed
Day 3
Write names of breakfast and lunch foods National Standards
Use a Venn diagram to organize ideas 1.1, 1.2, 1.3, 2.2, 3.1,
Listen to and comprehend descriptions of food 4.2
Review prepositions of location
Ask and answer questions about eating habits
Talk about food likes and dislikes
Learn about using nouns to modify another noun
Write about food in a personalized context
Learn about social and historical connections of the Columbian Exchange
Read a Mexican recipe and write about inter-cultural ingredients
Write and speak about favorite meals

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary

Technology: Overhead/LCD projector, CD player
Pacing: 90 minutes

1. WARM-UP/ASSESS (20 minutes) Targeted Resources

ALL STUDENTS Vocabulary & Grammar
Actividad 4 ¿El desayuno o el almuerzo? (p. 128) Transparencies:
Students write names of breakfast and lunch foods, and use a Venn Transparency 2
diagram to organize ideas. Act. 4 Answers, Cap. 3A
Homework check Practice Workbook: 3A-3
Review the previous day’s homework assignment. Go over any recurring Practice Workbook: 3A-4
errors that students may have made, reteaching as necessary. Practice Workbook: 3A-3
Prueba 3A-1: Vocabulary recognition Answers
Administer Prueba 3A-1 in class. Practice Workbook: 3A-4
STUDENTS WITH SPECIAL NEEDS Answers
For Actividad 4, pair visually impaired students with other students who Prueba 3A-1, Vocabulary
will say the Spanish names of the items pictured. Have the visually recognition
impaired students say whether or not the item is appropriate for Answer Key: Prueba 3A-1,
desayuno, almuerzo, or los dos. Vocabulary recognition
REALIDADES para
hispanohablantes: Prueba
3A-1, Vocabulary recognition
REALIDADES para
hispanohablantes: Answer
Key: Prueba 3A-1,
Vocabulary recognition

2. WARM-UP/ASSESS (ADDITIONAL RESOURCES) Targeted Resources

QuickTake Quiz 3A-1

3. PRESENT/PRACTICE (25 minutes) Targeted Resources

ALL STUDENTS TRB: Cap. 3A, Audio Script
Actividad 5 ¿Dónde están? (p.128) Act. 5 Audio, Cap. 3A
Play Track 6. Students listen to someone reading descriptions of food and Answers on Transparencies:
indicate comprehension. Cap. 3A, Act. 5 Answers
Actividad 7 ¿Qué comes? (p. 129) Answers on Transparencies:
Working with a partner, students ask and answer questions about eating Cap. 3A, Act. 7 Answers
habits. Answers on Transparencies:
 Actividad 8 Mis comidas favoritas (p. 130) Cap. 3A, Act. 8 Answers
Working with a partner, students talk about food likes and dislikes. Answers on Transparencies:
Exploración del lenguaje: Using a noun to modify another noun (p. Cap. 3A, Exploración del
130) lenguaje Answers
Present the concept of and rules for using a noun to modify another noun. Writing, Audio & Video Activity
Audio Activities 5, 6 Workbook: Cap. 3A, Audio
Play Tracks 7 and 8 and have students complete Audio Activities 5 and 6 Activity 5
in class. Writing, Audio & Video Activity
STUDENTS WITH LEARNING DIFFICULTIES Workbook: Cap. 3A, Audio
Have students illustrate some of the word combinations in the Activity 6
Exploración del lenguaje by cutting images from a magazine and pasting Writing, Audio & Video Activity
them on a poster board. Workbook Answer Key: Cap.
ADVANCED LEARNERS / PRE-AP* 3A, Audio Activity 5
Ask students to think of three brand names of food and drink items. Have
them say only the brand name, and call on a volunteer to explain what it
is. Continue the game with another brand.

4. PRESENT/PRACTICE (ADDITIONAL RESOURCES) Targeted Resources

Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 3A, Audio Activity 6

5. WRAP-UP/HOMEWORK OPTIONS (5 minutes) Targeted Resources

ALL STUDENTS Answers on Transparencies:
Actividad 6 ¿Qué bebes? (p. 129) Cap. 3A, Act. 10 Answers
Students write about food in a personalized context. Act. 10 Answers, Cap. 3A
Actividad 9 El intercambio entre dos mundos (p. 131) Prueba 3A-2, Vocabulary
Students read about the Colombian Exchange. production
Actividad 10 Las enchiladas (p. 131) Answer Key: Prueba 3A-2,
Students read a Mexican recipe and write about inter-cultural ingredients. Vocabulary production
Actividad 11 Y tú, ¿qué dices? (p. 131) REALIDADES para
Students write and speak about their favorite meals. hispanohablantes: Prueba
Prueba 3A-2: Vocabulary production 3A-2, Vocabulary production
Remind students to prepare for Prueba 3A-2, which will be administered REALIDADES para
during the next class period, and ask if they have any questions about the hispanohablantes: Answer
material to be covered. Key: Prueba 3A-2,
HERITAGE LANGUAGE LEARNERS Vocabulary production
Realidades para hispanohablantes: Manos a la obra, 3A. Assign for REALIDADES para
homework or in-class work. hispanohablantes: Cap. 3A,
ADVANCED LEARNERS / PRE-AP* Manos a la obra
After reading Actividad 9, have students begin a research project about REALIDADES para
the development of the Spanish colonies in Central and South America hispanohablantes Answer
after the arrival of Columbus. Key: Cap. 3A, Manos a la
obra

6. BLOCK SCHEDULE (40 minutes) Targeted Resources

Have students write the new vocabulary for food and beverage items in
Spanish on individual index cards. Collect the cards and put them into a
box. Then assign each student either breakfast or lunch. Students should
choose three cards and tell you if the food is logical for the meal you
assigned them.

Tema 3, Capítulo 3A Completed

Day 4
Learn about the present tense of -er and -ir verbs National Standards
Write complete sentences with forms of an -ir verb 1.1, 1.2, 1.3, 4.1
Ask questions using comer and beber

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary

Technology: VCR/DVD player, Overhead/LCD projector, CD player
Pacing: 90 minutes

1. WARM-UP/ASSESS (25 minutes) Targeted Resources

ALL STUDENTS Writing, Audio & Video Activity
Writing Activity 10 Workbook: Cap. 3A, Writing
Assign Writing Activity 10 for in-class work. Activity 10
Communicative Activity Writing, Audio & Video Activity
Assign the Communicative Activity for in-class work. Workbook Answer Key: Cap.
Homework check 3A, Writing Activity 10
Review the previous day’s homework assignment. Go over any recurring TRB: Cap. 3A,
errors that students may have made, reteaching as necessary. Communicative Activities
Prueba 3A-2: Vocabulary production Answers on Transparencies:
Administer Prueba 3A-2 in class. Cap. 3A, Act. 10 Answers
Prueba 3A-2, Vocabulary
production
Answer Key: Prueba 3A-2,
Vocabulary production
REALIDADES para
hispanohablantes: Prueba
3A-2, Vocabulary production
REALIDADES para
hispanohablantes: Answer
Key: Prueba 3A-2,
Vocabulary production

2. PRESENT/PRACTICE (20 minutes) Targeted Resources

ALL STUDENTS Vocabulary & Grammar
Core Instruction: Present tense of -er and -ir verbs (p. 132) Transparencies:
Present the grammar box about the present tense of -er and -ir verbs. Transparency 69
View: GramActiva Video (p. 132) TRB: Cap. 3A, Video Script
Show the GramActiva video about the present tense of -er and -ir verbs. Answers on Transparencies:
Actividad 12 ¿Quiénes comparten el almuerzo? (p. 132) Cap. 3A, Act. 12 Answers
Students write complete sentences with forms of an -ir verb. Answers on Transparencies:
Actividad 13 ¿Qué beben y qué comen? (p. 133) Cap. 3A, Act. 13 Answers
Working with a partner, students ask questions using comer and beber. Writing, Audio & Video Activity
Audio Activity 7 Workbook: Cap. 3A, Audio
Play Track 9 and have students complete Audio Activity 7 in class. Activity 7
STUDENTS WITH LEARNING DIFFICULTIES Writing, Audio & Video Activity
When presenting the Gramática, point out the infinitives and demonstrate Workbook Answer Key: Cap.
how the -er and -ir are removed and new endings added. Review the 3A, Audio Activity 7
process of changing verb forms with -ar verbs. TRB: Cap. 3A, Audio Script
ADVANCED LEARNERS / PRE-AP* Pre-AP* Resource Book:
Have students draw pictures to illustrate the -er and -ir verbs. Ask them to Listening Strategies
write a subject pronoun for each illustration. Have pairs exchange papers Pre-AP* Resource Book:
and say what the people are doing in the drawings. Speaking Strategies
 3. WRAP-UP/HOMEWORK OPTIONS (5 minutes) Targeted Resources
ALL STUDENTS Practice Workbook: 3A-5
Practice Workbook 3A-5 Practice Workbook: 3A-5
Assign 3A-5 for homework or in-class work. Answers
Go Online (p. 133) Guided Practice Activities:
Have students Go Online at home or in class for more practice with -er 3A-1, Present tense of -er
and -ir verbs. and -ir verbs
STUDENTS WITH SPECIAL NEEDS Guided Practice Activities:
Guided Practice Activities for Vocabulary and Grammar: Present tense of 3A-2, Present tense of -er
-er and –ir verbs. Have students complete guided practice activities for and -ir verbs
homework or in-class work to reinforce grammar concepts for extra Guided Practice Activities
practice. Answer Key: 3A-1, Present
tense of -er and -ir verbs
Guided Practice Activities
Answer Key: 3A-2, Present
tense of -er and -ir verbs

4. BLOCK SCHEDULE (40 minutes) Targeted Resources

Have students write the new vocabulary for food and beverage items in
Spanish on individual index cards. Collect the cards and put them into a
box. Then assign each student either breakfast or lunch. Students should
choose three cards and tell you if the food is logical for the meal you
assigned them.

Tema 3, Capítulo 3A Completed

Day 5
Read a postcard and write correct verb forms National Standards
Write and talk about foods in a personalized context 1.1, 1.2, 1.3, 2.1, 4.2
Write and read sentences based on chart information
Learn about breakfast in Spanish-speaking countries

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary

Technology: Overhead/LCD projector
Pacing: 90 minutes

1. WARM-UP/ASSESS (10 minutes) Targeted Resources

ALL STUDENTS Writing, Audio & Video Activity
Writing Activity 11 Workbook: Cap. 3A, Writing
Assign Writing Activity 11 for in-class work. Activity 11
Homework check Writing, Audio & Video Activity
Review the previous day’s homework assignment. Go over any recurring Workbook Answer Key: Cap.
errors that students may have made, reteaching as necessary. 3A, Writing Activity 11
Practice Workbook: 3A-5
Practice Workbook: 3A-5
Answers

2. PRESENT/PRACTICE (35 minutes) Targeted Resources

ALL STUDENTS Answers on Transparencies:
Actividad 14 Una tarjeta postal (p. 133) Cap. 3A, Act. 14 Answers
Students read a postcard and indicate comprehension by writing correct Act. 14 Answers, Cap. 3A
verb forms. TRB: Cap. 3A, GramActiva
Actividad 15 Los sábados y la comida (p. 134) BLMs
 Working with a partner, students write and talk about foods in a TRB: Cap. 3A,
personalized context. Communicative Activities
Actividad 16 Los hábitos de la clase (p. 134)
Students write and read sentences based on chart information from
Actividad 15.
Fondo cultural: El desayuno (p. 134)
Go over the information and have students respond to the question.
Communicative Activity
Assign the Communicative Activity for in-class work.
STUDENTS WITH LEARNING DIFFICULTIES
For Actividad 15, provide students with colored pencils. Have them fill in
their information and their classmates’ information with different colors.

3. WRAP-UP/HOMEWORK OPTIONS (5 minutes) Targeted Resources

ALL STUDENTS Prueba 3A-3, Present tense
Prueba 3A-3: Present tense of -er and -ir verbs (p. 132) of -er and -ir verbs
Remind students to prepare for Prueba 3A-3, which will be administered Answer Key: Prueba 3A-3,
during the next class period, and ask if they have any questions about the Present tense of -er and -ir
material to be covered. verbs
REALIDADES para
hispanohablantes: Prueba
3A-3, Present tense of -er
and -ir verbs
REALIDADES para
hispanohablantes: Answer
Key: Prueba 3A-3, Present
tense of -er and -ir verbs
QuickTake Quiz 3A-3

4. BLOCK SCHEDULE (40 minutes) Targeted Resources

Have students write the new vocabulary for food and beverage items in
Spanish on individual index cards. Collect the cards and put them into a
box. Then assign each student either breakfast or lunch. Students should
choose three cards and tell you if the food is logical for the meal you
assigned them.

Tema 3, Capítulo 3A Completed

Day 6
Learn about using me gustan and me encantan National Standards
Listen to food vocabulary and indicate likes and dislikes using manipulatives 1.1, 1.2, 1.3, 4.1, 5.2
Write personalized sentences about food preferences
Answer survey questions about likes and dislikes
Read and understand a menu

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary

Technology: VCR/DVD player, Overhead/LCD projector, CD player
Pacing: 90 minutes

1. WARM-UP/ASSESS (15 minutes) Targeted Resources

ALL STUDENTS Vocabulary & Grammar
Review of -er and -ir verbs (p. 132) Transparencies:
Review the presentation about the present tense of -er and -ir verbs. Transparency 69
 Prueba 3A-3: Present tense of -er and -ir verbs TRB: Cap. 3A, Video Script
Administer Prueba 3A-3 in class. Prueba 3A-3, Present tense
of -er and -ir verbs
Answer Key: Prueba 3A-3,
Present tense of -er and -ir
verbs
REALIDADES para
hispanohablantes: Prueba
3A-3, Present tense of -er
and -ir verbs
REALIDADES para
hispanohablantes: Answer
Key: Prueba 3A-3, Present
tense of -er and -ir verbs
QuickTake Quiz 3A-3

2. PRESENT/PRACTICE (30 minutes) Targeted Resources

ALL STUDENTS Grammar, Cap. 3A
Core Instruction: Me gustan, me encantan (p. 135) Act. 17 Audio, Cap. 3A
Present the grammar box about me gustan and me encantan. Act. 18 Answers, Cap. 3A
View: GramActiva Video (p. 135) TRB: Cap. 3A, Video Script
Show the GramActiva video about me gustan and me encantan. TRB: Cap. 3A, Audio Script
Actividad 17 ¿Gusta o gustan? (p. 135) Answers on Transparencies:
Play Track 10. Students listen to food vocabulary and indicate likes and Cap. 3A, Act. 17 Answers
dislikes using manipulatives. Vocabulary & Grammar
Actividad 18 ¿Qué te gusta? (p. 135) Transparencies:
Students write personalized sentences about food preferences. Transparency 71
Actividad 19 ¿Qué te gusta más? (p. 136) Writing, Audio & Video Activity
Working with a partner, students answer survey questions about likes and Workbook: Cap. 3A, Audio
dislikes. Activity 8
Audio Activities 8, 9 Writing, Audio & Video Activity
Play Tracks 11 and 12 and have students complete Audio Activities 8 and Workbook: Cap. 3A, Audio
9 in class. Activity 9
STUDENTS WITH SPECIAL NEEDS Writing, Audio & Video Activity
For Actvidad 17, provide students that may have difficulty manipulating Workbook Answer Key: Cap.
three pieces of paper with four different index cards, labeled me gusta, 3A, Audio Activity 8
me gustan, no me gusta, and no me gustan.

3. PRESENT/PRACTICE (ADDITIONAL RESOURCES) Targeted Resources

Writing, Audio & Video
Activity Workbook Answer
Key: Cap. 3A, Audio Activity 9

4. WRAP-UP/HOMEWORK OPTIONS (5 minutes) Targeted Resources

ALL STUDENTS Practice Workbook: 3A-6
Practice Workbook 3A-6, 3A-7 Practice Workbook: 3A-7
Assign 3A-6 and 3A-7 for homework or in-class work. Practice Workbook: 3A-6
Actividad 20 ¿Qué comida hay en el Ciberc@fé @rrib@? (p. 137) Answers
Students read a menu and demonstrate reading comprehension by Practice Workbook: 3A-7
answering questions. Answers
Go Online (p. 137) Vocabulary & Grammar
Have students Go Online at home or in class for more practice with me Transparencies:
gusta(n) / me encanta(n). Transparency 72
Prueba 3A-4: Me gustan, me encantan Prueba 3A-4, Me gustan, me
 Remind students to prepare for Prueba 3A-4, which will be administered encantan
during the next class period, and ask if they have any questions about the Answer Key: Prueba 3A-4,
material to be covered. Me gustan, me encantan
STUDENTS WITH LEARNING DIFFICULTIES REALIDADES para
Suggest specific examples that students might know of the vocabulary in hispanohablantes: Prueba
Actividad 19, rather than just giving them the word in English. For 3A-4, Me gustan, me
Actividad 20, have students read the ¿Comprendes? questions first, then encantan
refer them to the visuals before asking them to read the menu. REALIDADES para
STUDENTS WITH SPECIAL NEEDS hispanohablantes: Answer
Guided Practice Activities for Vocabulary and Grammar: Me gustan, me Key: Prueba 3A-4, Me
encantan. Have students complete guided practice activities for gustan, me encantan
homework or in-class work to reinforce grammar concepts for extra QuickTake Quiz 3A-4
practice.

WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL

5. RESOURCES) Targeted Resources
Guided Practice Activities:
3A-3, Me gustan, me
encantan
Guided Practice Activities:
3A-4, Me gustan, me
encantan
Guided Practice Activities
Answer Key: 3A-3, Me
gustan, me encantan
Guided Practice Activities
Answer Key: 3A-4, Me
gustan, me encantan

6. BLOCK SCHEDULE (40 minutes) Targeted Resources

Have students write the new vocabulary for food and beverage items in
Spanish on individual index cards. Collect the cards and put them into a
box. Then assign each student either breakfast or lunch. Students should
choose three cards and tell you if the food is logical for the meal you
assigned them.
Tema 3, Capítulo 3A Completed
Day 7
Learn to pronounce the consonants h and j in Spanish National Standards
Learn about foods from Spanish-speaking countries that have become popular in the United 1.2, 1.3, 2.2, 3.1, 4.1,
States 4.2, 5.1
Read and understand an article about fruits and vegetables native to the Americas
Read and understand a recipe for a licuado de plátano
Write and talk about fruits, vegetables, and recipes
Read about making churros y chocolate

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary

Technology: Overhead/LCD projector, CD player
Materials: 1 cup water, 1/4 teaspoon salt, 4 large eggs, 1 cup sugar, 1/2 cup unsalted butter
(=1 stick), 1 cup all purpose flour, oil for deep frying
Pacing: 90 minutes
1. WARM-UP/ASSESS (25 minutes) Targeted Resources
ALL STUDENTS Writing, Audio & Video Activity
Writing Activities 12, 13 Workbook: Cap. 3A, Writing
Assign Writing Activities 12 and 13 for homework or in-class work. Activity 12
Homework check Writing, Audio & Video Activity
Review the previous day’s homework assignment. Go over any recurring Workbook: Cap. 3A, Writing
errors that students may have made, reteaching as necessary. Activity 13
Writing, Audio & Video Activity
Workbook Answer Key: Cap.
3A, Writing Activity 12
Writing, Audio & Video Activity
Workbook Answer Key: Cap.
3A, Writing Activity 13
Practice Workbook: 3A-6
Practice Workbook: 3A-7
Practice Workbook: 3A-6
Answers
Practice Workbook: 3A-7
Answers
Vocabulary & Grammar
Transparencies:
Transparency 72

2. WARM-UP/ASSESS Targeted Resources

ALL STUDENTS Prueba 3A-4, Me gustan, me
Prueba 3A-4: Me gustan, me encantan encantan
Administer Prueba 3A-4 in class. Answer Key: Prueba 3A-4,
Me gustan, me encantan
REALIDADES para
hispanohablantes: Prueba
3A-4, Me gustan, me
encantan
REALIDADES para
hispanohablantes: Answer
Key: Prueba 3A-4, Me
gustan, me encantan
QuickTake Quiz 3A-4

3. PRESENT/PRACTICE (20 minutes) Targeted Resources

ALL STUDENTS TRB: Cap. 3A, Audio Script
Pronunciación: The letters h and i (p. 136) Audio, Cap. 3A
Play Track 13 and go through the Pronunciación with students. Present Answers on Transparencies:
the consonant sounds in Spanish using several examples from the new Cap. 3A, ¿Comprendes?
vocabulary. Answers
El español en la comunidad (p. 137) Answers, Cap. 3A
Students learn about different types of foods that come from Spanish- Pre-AP* Resource Book:
speaking countries that are popular in the United States. Reading Strategies
Lectura: Frutas y verduras de las Américas (p. 138)
Students read about fruits and vegetables native to the Americas and a
recipe for a licuado.
¿Comprendes? (p. 139)
Students demonstrate comprehension of the Lectura by writing and
discussing answers to several questions.
STUDENTS WITH LEARNING DIFFICULTIES
 For longer reading passages, pair students with learning difficulties with a
more skillful reader.
HERITAGE LANGUAGE LEARNERS
Emphasize the distinction between h and j to students, especially in
writing.
ADVANCED LEARNERS / PRE-AP*
Have students research fruits from Latin America and prepare a poster
showing pictures and informative captions in Spanish.

4. WRAP-UP/HOMEWORK OPTIONS (5 minutes) Targeted Resources

ALL STUDENTS REALIDADES para
La cultura en vivo: Churros y chocolate (p. 140) hispanohablantes: Cap. 3A,
Present the material from La cultura en vivo and have students make the ¡Adelante!
recipe in class. REALIDADES para
Go Online: Lectura (p. 139) hispanohablantes Answer
Have students Go Online at home or in class to do an Internet link Key: Cap. 3A, ¡Adelante!
activity. Guided Practice Activities:
HERITAGE LANGUAGE LEARNERS 3A-5, Lectura: Frutas y
Allow students familiar with other snacks from Spanish-speaking verduras de las Américas
countries to describe the snack and tell whether there is a special way to Guided Practice Activities
eat it. Answer Key: 3A-5, Lectura:
Realidades para hispanohablantes: ¡Adelante!, 3A. Assign for homework Frutas y verduras de las
or in-class work. Américas
STUDENTS WITH SPECIAL NEEDS Reading and Writing for
Guided Practice Activities for Vocabulary and Grammar: Lectura: Frutas y Success: Test 5
verduras de las Américas. Have students complete guided practice Reading and Writing for
activity for homework or in-class work. Success Answer Key: Test 5
STANDARDIZED TEST PRACTICE
Reading and Writing for Success: Assign a practice standardized test for
homework or in-class work. Review with students how the test will be
scored, including how the rubric is used.

5. BLOCK SCHEDULE (40 minutes) Targeted Resources

Have students write the new vocabulary for food and beverage items in
Spanish on individual index cards. Collect the cards and put them into a
box. Then assign each student either breakfast or lunch. Students should
choose three cards and tell you if the food is logical for the meal you
assigned them.

Tema 3, Capítulo 3A Completed

Day 8
Learn about fruits and vegetables imported from Chile National Standards
Read about and discuss the countries in northern South America 1.1, 1.2, 1.3, 2.2, 3.1,
Prepare to role-play a telephone conversation between and American exchange student and 4.2
a host student in Uruguay

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary

Technology: Overhead/LCD projector, CD player
Pacing: 90 minutes

1. WARM-UP/ASSESS (5 minutes) Targeted Resources

ALL STUDENTS
Fondo cultural: Frutas y verduras (p. 139)
 Go over the information and have students respond to the question.

2. PRESENT/PRACTICE (40 minutes) Targeted Resources

ALL STUDENTS Presentación oral and escrita
La cultura en vivo: Churros y chocolate Rubrics
(p. 140) REALIDADES para
Have students answer the questions in the final section of La cultura en hispanohablantes:
vivo in class. Presentación oral and escrita
El mundo hispano: América del Sur, Parte Rubrics
norte (pp. 142-143) Vocabulary & Grammar
Present the material from El mundo hispano and have students complete Transparencies:
the activities in class. Transparency 15
Presentación oral: Step 1 (p. 141) TRB: Cap. 3A, Situation
Have students begin work on Step 1 in class. Cards
Situation Cards TRB: Cap. 3A,
Assign the Situation Cards as in-class pair work. Communicative Activities
Communicative Activities Atlas, Cap. 3A
Assign the Communicative Activities for in-class work. Pre-AP* Resource Book:
ADVANCED LEARNERS / PRE-AP* Speaking Strategies
Have students research the Inca empire. Allow them to focus on a
specific topic of their choice. Encourage them to present their findings to
the class, or to create a display.
HERITAGE LANGUAGE LEARNERS
If the heritage country of some students was presented in El mundo
hispano, have those students research the natural resources of that
country, and make a brief presentation of their findings.

3. WRAP-UP/HOMEWORK OPTIONS (5 minutes) Targeted Resources

ALL STUDENTS Presentación oral and escrita
Presentación oral: Step 2 (p. 141) Rubrics
Have students complete Step 2 in class. REALIDADES para
Preparación para el examen 3, 4, 5 (p. 145) hispanohablantes:
Have students complete tasks 3, 4, and 5 in class. Presentación oral and escrita
STUDENTS WITH SPECIAL NEEDS Rubrics
Guided Practice Activities for Vocabulary and Grammar: Presentación TRB: Cap. 3A, Audio Script
oral. Have students complete guided practice activity for homework or in- Answers on Transparencies:
class work. Cap. 3A, Preparación para el
examen Answers
Answers, Cap. 3A
Guided Practice Activities:
3A-6, Presentación oral
Guided Practice Activities
Answer Key: 3A-6,
Presentación oral

4. BLOCK SCHEDULE (40 minutes) Targeted Resources

Have students write the new vocabulary for food and beverage items in
Spanish on individual index cards. Collect the cards and put them into a
box. Then assign each student either breakfast or lunch. Students should
choose three cards and tell you if the food is logical for the meal you
assigned them.

Tema 3, Capítulo 3A Completed

Day 9
Role play a telephone conversation between and American exchange student and a host National Standards
student in Uruguay with a partner in class 1.1, 1.2, 1.3, 4.2

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary

Pacing: 90 minutes

1. WARM-UP/ASSESS (5 minutes) Targeted Resources

ALL STUDENTS Presentación oral and escrita
Homework check Rubrics
Review the previous day’s homework assignment. Go over any recurring REALIDADES para
errors that students may have made, reteaching as necessary. hispanohablantes:
Presentación oral and escrita
Rubrics
TRB: Cap. 3A, Audio Script
Answers on Transparencies:
Cap. 3A, Preparación para el
examen Answers

2. PRESENT/PRACTICE (40 minutes) Targeted Resources

ALL STUDENTS Presentación oral and escrita
Presentación oral: Step 3 (p. 141) Rubrics
Students will pair with a partner and read the conversations in class. REALIDADES para
Vocabulario y gramática (p. 144) hispanohablantes:
Review chapter vocabulary and grammar with students to prepare them Presentación oral and escrita
for the Examen del capítulo. Rubrics
Preparación para el examen 1, 2 (p. 145) TRB: Cap. 3A, Audio Script
Play Track 15. Have students complete tasks 1 and 2 in class. TRB: Cap. 3A, Vocabulary
STUDENTS WITH LEARNING DIFFICULTIES Clip Art
Provide sample questions to help students with individual assessment TRB: Cap. 3A, Situation
needs. Be sure to discuss not only the test content, but also the format. Cards
ADVANCED LEARNERS / PRE-AP* Answers on Transparencies:
Have students write a paragraph or create a graph they can use to Cap. 3A, Preparación para el
compare their typical diet and favorite foods to those of someone they examen Answers
know. Students can present the information to the class orally or turn in a Go Online
report. Pre-AP* Resource Book:
Speaking Strategies

3. WRAP-UP/HOMEWORK OPTIONS (5 minutes) Targeted Resources

ALL STUDENTS Practice Workbook: 3A-8
Practice Workbook 3A-8, 3A-9 Practice Workbook: 3A-9
Assign 3A-8 and 3A-9 for homework or in-class work. Practice Workbook: 3A-8
Go Online: Self-test (p. 145) Answers
Have students Go Online at home or in class to prepare for the Examen Practice Workbook: 3A-9
del capítulo. Answers
Go Online: El mundo hispano (p. 142) REALIDADES para
Have students Go Online at home or in class to view the Online Atlas. hispanohablantes: Cap. 3A,
HERITAGE LANGUAGE LEARNERS Repaso del capítulo
Realidades para hispanohablantes: Repaso del capítulo, 3A. Assign for REALIDADES para
homework or in-class work. hispanohablantes Answer
Key: Cap. 3A, Repaso del
capítulo
 4. WRAP-UP/HOMEWORK OPTIONS Targeted Resources
ALL STUDENTS Examen del capítulo, 3A
Examen del capítulo, 3A Answer Key: Examen del
Remind students to review for the Examen del capítulo. capítulo, 3A
REALIDADES para
hispanohablantes: Examen
del capítulo, 3A
REALIDADES para
hispanohablantes: Answer
Key: Examen del capítulo, 3A
QuickTake Chapter Test
Examen del capítulo Rubrics
Listening Comprehension
Scripts
Speaking Proficiency Scripts
REALIDADES para
hispanohablantes: Examen
del capítulo Rubrics
REALIDADES para
hispanohablantes: Listening
Comprehension Scripts

WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL

5. RESOURCES) Targeted Resources
REALIDADES para
hispanohablantes: Speaking
Proficiency Scripts
ExamView, All Students: Test
Bank A, Cap. 3A
ExamView, All Students: Test
Bank B, Cap. 3A
ExamView, Heritage
Learners: Cap. 3A
ExamView, Pre-AP*: Cap. 3A

6. BLOCK SCHEDULE (40 minutes) Targeted Resources

Have students write the new vocabulary for food and beverage items in
Spanish on individual index cards. Collect the cards and put them into a
box. Then assign each student either breakfast or lunch. Students should
choose three cards and tell you if the food is logical for the meal you
assigned them.

Tema 3, Capítulo 3A Completed

Day 10
National Standards
1.1, 1.2, 1.3, 4.2
Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary
Pacing: 90 minutes

1. WARM-UP/ASSESS (50 minutes) Targeted Resources

ALL STUDENTS Practice Workbook: 3A-8
Homework check Practice Workbook: 3A-9
 Review the previous day’s homework assignment. Go over any recurring Practice Workbook: 3A-8
errors that students may have made, reteaching as necessary. Answers
Answer questions Practice Workbook: 3A-9
Give students a chance to ask any last-minute questions before Answers
administering the Examen del capítulo.

2. WARM-UP/ASSESS Targeted Resources

ALL STUDENTS Examen del capítulo, 3A
Examen del capítulo, 3A Answer Key: Examen del
Administer Examen del capítulo, 3A in class. capítulo, 3A
HERITAGE LANGUAGE LEARNERS REALIDADES para
Realidades para hispanohablantes Assessment Program: Examen del hispanohablantes: Examen
capítulo. Administer Examen del capítulo, 3A in class. del capítulo, 3A
STUDENTS WITH SPECIAL NEEDS REALIDADES para
Alternate Assessment Program: Examen del capítulo. Administer hispanohablantes: Answer
Examen del capítulo, 3A in class. Key: Examen del capítulo, 3A
QuickTake Chapter Test
Examen del capítulo Rubrics
Listening Comprehension
Scripts
Speaking Proficiency Scripts
REALIDADES para
hispanohablantes: Examen
del capítulo Rubrics
REALIDADES para
hispanohablantes: Listening
Comprehension Scripts

3. WARM-UP/ASSESS (ADDITIONAL RESOURCES) Targeted Resources

REALIDADES para
hispanohablantes: Speaking
Proficiency Scripts
Alternate Assessment:
Examen del capítulo, 3A
Answer Key: Alternate
Assessment: Examen del
capítulo, 3A
ExamView, All Students: Test
Bank A, Cap. 3A
ExamView, All Students: Test
Bank B, Cap. 3A
ExamView, Heritage
Learners: Cap. 3A
ExamView, Pre-AP*: Cap. 3A

4. BLOCK SCHEDULE (40 minutes) Targeted Resources

Have students write the new vocabulary for food and beverage items in
Spanish on individual index cards. Collect the cards and put them into a
box. Then assign each student either breakfast or lunch. Students should
choose three cards and tell you if the food is logical for the meal you
assigned them.