Learning Goal: I can talk about what I did last week (preterite). I can talk about what I used to normally do (imperfect).

Estimated Time for The Week: 1 hours, 35 minutes

Essential Questions: What did I do differently this past week because of the quarantine and what did I used to do before the quarantine?

Learn & Practice:

First, watch this video to hear an introduction of this lesson

Reading and Critical Thinking (~20 minutes)

• Read this journal entry by Profe Madrigal answering the question ¿Qué hiciste la semana pasada que normalmente no hacías antes de la cuarentena?
• Answer the true or false questions on slide 2 on paper, in your notebook, or on a doc.
• Answer the short answer questions on slide 4 on paper, in your notebook, or on a doc.

Vocabulary (~10 minutes)

• Study this Quizlet set for 10 minutes by using the flashcard mode, learn mode, quiz mode, or other modes to review some common verbs and phrases that we can use to accomplish our learning goal for the week.

Check Your Understanding (~30 minutes)

• Read through these grammar lesson slides that explain how we talk about the past using preterite and imperfect a bit more in detail and watch the videos included there.
• Practice the conjugations of regular verbs in the preterite and imperfect by by doing 5 minutes of graded practice mode with each of the following activities:
• Regular Preterite
• Regular Imperfect
• If needed, refer to these notes for irregular preterite verbs and irregular imperfect verbs

Listening and Critical Thinking (~10)

• Use the link to the slides and watch the video of Mrs. Wishon (and Tico!) from Edmond North answering our essential question for the week.
• On slide 2 from above, fill in the blank with what you heard from the video on paper, your notebook, or a doc.
• On slide 4 from above answer the two short answer questions

Extension and Application (~15 minutes)

• Create a TikTok, Instagram/Snapchat story, or a short video (vlog) that shares 3 things you did last week and at least one thing you would do before the quarantine began that you couldn’t do last week in Spanish!
• Reference Mrs. Wishon’s video from our listening activity for an example.
• When you finish share it with your teacher or a friend.

Culture and/or Extended Writing (~5 minutes)

• Look at these illustrations made by BBC Mundo in Spain
• Choose your favorite and tell a non spanish speaker what it means

Reflect (~5 minutes)

In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, etc.). You can share this with your teacher in any virtual sessions you have.

Learning Goal:

I can express my emotions about other people’s actions and give recommendations about environmental topics. I can understand main ideas and some supporting details from authentic texts.

Theme: Global Challenges: Taking care of environment

Estimated Time for The Week: 1 hour and 30 minutes

Learn & Practice:

Reading, Vocabulary, and Critical Thinking (20 minutes)

• Write your answers in a notebook or a Google Doc to keep your work together. Pre-reading questions:

¿Qué saben ustedes sobre las Mariposas Monarca?

¿Quieren que su familia visite a una reserva de las Mariposas Monarca?

• Build your vocabulary before reading, use the following dictionary to find the meaning of these terms:

Travesía

Patrón

Algodoncillo

Depredador

Venenoso

Oruga

Check Your Understanding (20 minutes)

• Read this text to learn about the Monarch butterfly migration and its role in preserving our environment. (Optional: If you wish to read more, click on this article, personal device required.)
• Answer the following questions:

¿Cuántas millas viajan las mariposas monarca en el viaje?

¿Cuántas generaciones de una familia viajan para terminar un viaje?

¿Por qué hay peligro para las mariposas durante el verano?

¿Por qué hay peligro para las mariposas durante el invierno?

Answer key is found at the end of this document.

Extension: (30 minutes)

• Read the summary below to learn more about the efforts made by people in the community of Michoacán, Mexico and the impact butterflies have on the environment.
• Main ideas:
  1. En Michoacán la gente de la comunidad ayuda para que aumente el número de mariposas monarca en su área.
  2. Hay 58 comunidades civiles e indígenas en Michoacán que trabajan para reconstruir el hábitat que se estaba perdiendo.
  3. Todos los animales e insectos tienen un papel muy importante en la conservación de la cadena alimenticia.
  4. Las mariposas son polinizadores. Sin polinizadores no hay alimentos para los otros animales e insectos.
  5. (Optional) Watch this short Video (personal device required to view, the summary above provides information contained in the video).(Optional:Use the captions on the video to read along while listening, if necessary).
• Write 4-5 sentences about what you recommend other people do to protect the butterflies using subjunctive and the expressions below. Express how you feel about what they do in Michoacán and other places you may know.

For example: Recomiendo que las personas cuiden (cuidar) mejor el

medio ambiente para proteger las mariposas y su territorio.

1.Quiero que

2.Espero que

3.Deseo que

4.Estoy feliz de que

5.Estoy preocupado de que

• Remember how to form the present subjunctive:

Start with the yo form of the verb in the present tense (Tener-Tengo)

Drop the O (Teng)

Add the opposite ending (ar-er endings, er/ir-a endings Tenga,Tengas,Tenga,Tengamos,Tengáis,Tengan)

• Practice grammar and conjugation on Quizlet.( Approximately five minutes, 2-5 times this week)

Speaking Extension and Application (10 minutes)

• ¿Qué saben ahora de las Mariposas Monarcas? (5 facts)
• (Optional)Use the infographic as an additional resource to complete the task.
• Use your own words with vocabulary that you have learned to record a presentation.
• Use this flipgrid or use other technology to record your answer.
• Share your recording with a classmate for feedback. If using flipgrid you can comment on your classmate’s video.
• Include your emotions and opinions (grammar structures) in your 1.5 minute recording.

Culture and Extended Writing (15 minutes)

• Write a letter to your friend in Mexico. Include the following in your letter:
  • Greet your friend.
  • Ask how he/she is doing.
  • Tell him/her what you are doing in your life currently.
  • Share something you have learned about the Monarch butterflies.
  • Tell him/her when to expect to see the butterflies in his/her area.
  • Tell him/her how you feel about the Monarch’s journey and the protected

Reserves.

• Share your writing with a classmate, family member, native speakers, and/or your teacher in any virtual sessions you have.

Reflect (5 minutes)

• In your ongoing Google doc (“Learning Log”), reflect about the most important things you learned this week topic, new vocabulary, etc.)

Answer Key

Article 1 (“Lectura” on slides)

¿Cuántas millas viajan las Mariposas Monarca en el viaje?

Answer: 5.000 kilómetros = 3.106+ millas

¿Cuántas generaciones de una familia viajan para terminar un viaje?

Answer: Usualmente 3-4 generaciones porque los tataranietos terminan la travesía

¿Por qué hay peligro para las mariposas durante el verano?

Answer: Porque al este de las montañas rocallosas hay menos lugares donde crecen las plantas de algodoncillo.

¿Por qué hay peligro para las mariposas durante el invierno?

Answer: Porque en México hay desastres naturales que afectan el hábitat de las mariposas.

Estimated Time for The Week: 2 hours

Learning Goal:

• I can describe people’s appearance.I can talk about different kinds of shoes.
• I can negotiate and bargain.

Learn & Practice:

Log into your online textbook account and complete Unit 6 Lesson D assignment .

Day 1: ( 20 minutes)

Complete assignment # 1 - # 2

Answer the following questions.

1.你有很多鞋子吗？几双？

2.你有皮鞋吗？

3.你喜欢穿夹脚拖鞋吗？

4.上课的时候，你穿运动鞋还是拖鞋？

5.冬天的时候，你穿袜子睡觉吗？

6.你最喜欢什么颜色？

7.你觉得什么口味的冰淇淋最好吃？

8.你觉得什么样的衣服很丑？

9.明天是你朋友的生日晚会，你想穿什么？

Day 2: ( 25 minutes)

Read and listen to the Dialogue of Unit 6 Lesson D

Answer the following questions according to the dialogue.

• Question 1 - 为什么白苹要买裙子？
• Question 2 - 白苹最后买几号的裙子？
• Question 3 - 白苹买的裙子是什么颜色的？
• Question 4 - 白苹买的裙子要多少钱？

Complete textbook assignment 4 - 6

Day 3: ( 20 minutes)

Complete textbook assignment 7

Reduplicate the verbs in the sentences below to soften the tone.

1.请你们等。 2.你听这首歌。

3.店员请他试40号。 4.你要不要来我家喝茶。

5.小李星期天想看电影。 6.他们喜欢每天下午打球。

7.下课以后，她要去图书馆看书。 8.周末的时候，我喜欢去海边游泳。

Complete textbook assignment 9

Day 4: ( 20 minutes)

Complete textbook assignment 10 & 12

Extension and Application

Create a conversation with two other classmates. Play the roles of a shop assistant in a clothing store, a person who will go to Canada in December and wants to buy a new coat, ans a person who accompanies his/her friend (the shopper) to the store to buy the coat.

You need to include the followings:

● The shop assistant asks the shopper what he/she wants to buy.

● The shopper answers with what he/she is looking for (a coat).

● The shop assistant asks the shopper why he/she wants to buy a coat, and what

it is for.

● The shopper picks one and asks the shop assistant if he/she can try it on.

● After trying on the coat, the shopper asks his/her friend for advice and the

friend

gives his/her opinions.

● The shopper asks the shop assistant if this coat comes in different colors or sizes.

● The shop assistant looks at the shopper and suggests a color and size that

would suit him/her.

● The shopper asks the shop assistant the price of the coat.

● The shop assistant tells the shopper how much it is.

● The shopper asks if there is a discount and bargains the price with the shop

assistant.

Day 5: ( 35 minutes)

Extension and Application

• Connect with two classmates and role play the dialog you created on the previous day.

1. Review the vocabulary of this lesson
2. Write down the Chinese phrases that match the English meanings in slide#3.
3. Extended Writing: List 20 items that you need to bring for a trip.

Reflect

• In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, etc.). You can share this with the teacher in any virtual sessions you have.

Learning Goal: I can discuss my activity preferences. I can describe people and their actions.

Estimated Time for The Week: 1 hour 20 minutes

Learn & Practice:

Teacher Video Introducing The Week’s Content: Link

Reading and Critical Thinking

• Read along with the words (text) in the above video.
• Use the text from the video to answer these questions:
  • Is “faire” a regular or an irregular verb? Explain.
  • What impacts the conjugation of a verb?
  • When / why would a verb remain unconjugated (in its infinitive form)?

Vocabulary

• Review the vocabulary for activities with the interactive video. Link
• Learn the vocabulary for places with the interactive video. Link

Check Your Understanding

• Look at the pictures and match them to the corresponding vocabulary word. Link
• Organize the activities from the video into preference categories.
  • (J’adore…J’aime bien… J’aime… Je n’aime pas… Je déteste… etc.).
• Practice by doing Quia: Link
• Apply your knowledge to complete this activity. Link
• Analyze the sentences by saying if they are true or false. Link
• Use your knowledge to complete this crossword puzzle. Link
• Practice grammar and conjugation here (each day for five minutes).

Listening and Critical Thinking

• Listen to the description of a celebrity in French.
• Select the picture of the famous person who you think it is. Link

Extension and Application

• Create a journal entry using the vocabulary to write who you do these activities with.
  • You are welcome to be creative or make things up! Challenge yourself to write 10 sentences in French (:
  • Exemple: “Je mange un sandwich avec Antoine au cybercafé.”
  • Helpful tip: avec = with

Culture and/or Extended Writing

• Explore a favorite French pastime “Pétanque” by watching this video. Link (personal computer required to view this video)
• Critical thinking:
  • What pastime activities do we have that are unique to the United States?

Reflect

• In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, reflections etc.). You can share this feedback with your teacher during their office hours.

FRENCH 3 - Week 1

Learning Goal: I can understand the main idea and some pieces of information on familiar topics from the assigned text. I can understand information about the francophone world in an informational video. I can create an itinerary for a trip to a French-speaking country.

Estimated Time for The Week: 2 hours, 30 minutes for the week

Learn & Practice:

Reading and Critical Thinking

• Read L’Europe francophone Géoculture in Bien Dit 3, p. 270-273 and look at the corresponding pictures. You will need to log in and then go to these page numbers OR access it through our Canvas page.
• Using the text in the previous item, try to answer these questions:
  • Où se trouve le siège de l’Union européenne?
  • Qu’est-ce que le traité de Westphalie a accordé à la Suisse?
  • Quelles sont les contributions de Rainier III à Monaco?
  • (Answers appear at end of this document. )

Check Your Understanding

• Watch the short video located on p. 270 of Bien Dit 3 about L’Europe francophone to build your comprehension of the reading and new learning from above.
• Write a short paragraph based on the text/images and describe a location you would love to visit!
• Practice by doing this Quizlet, but don’t take the test yet.

Listening and Critical Thinking

• Listen to the Géoculture paragraphs on pages 270-273, by clicking on the sound icons next to each short paragraph.
• Write down key words you hear.
• In French, write down what you think the main idea is from each of the short paragraphs.

Extension and Application

• Create an itinerary for the place that you said that you wanted to visit in the above activity. Tell what things you want to do there and in what order. Remember to use transitional words such as (ensuite, après, finalement, etc.)

Vocabulary

• Practice the vocabulary of the countries, capitals, and significant facts, then test your memory by taking the quiz on the quizlet shown above.

Reflect

• In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, etc.). You can share this with your teacher during their office hours.

Check your answers to questions above:

• Le siège se trouve à Bruxelles, capitale de la Belgique.
• Le traité a accordé à la Suisse son indépendance et sa neutralité
• Rainier III a transformé Monaco en centre financier et touristique, et il a créé Monte Carlo.

German 2: Week 1

Estimated Time for The Week: 2 hours

Learning Goals:

• I can talk about travel.
• I can talk about public transportation.
• I can talk about trips in general.

Learn & Practice: (30 min.)

Video Introducing The Lesson’s Content

• Watch the episode from Nico’s Weg Series “Unterwegs” (“On the road”). In this episode Pepe has come to take Nico back to their parents in Spain. But Nico doesn’t want to go with him. It turns into a serious argument. When the situation escalates, Max asks Pepe to leave the restaurant.

Check Your Understanding

• Learn and Practice by completing activities 1-5 that follow the video to check your understanding and to familiarize yourself with the lesson’s vocabulary. With these activities you will activate your listening and reading skills.

Reflect

• Complete activity 6 that follows the video to answer the questions about your personal preferences about travelling and vacation. With these activities you will activate your speaking skills.

______________________________________________________________________

Learning Goals:

• I can book my trip on the internet.
• I can book my trip at a travel agency.
• I can book my trip over the phone.

Learn & Practice: (30 min.)

Listening and Critical Thinking

• Listen to the two interviews on the topic "Booking trips on the internet or at a travel agency" and write the missing words in the blanks.

• Practice by completing activities 8 and 9 that follow the video episode from Nico’s Weg Series “Unterwegs” (“On the road”). You will listen to the dialog and to the conversation with the travel agent and will answer the questions. With these activities you will activate your listening, reading and writing skills.

Extension and Application

• Connect with a classmate over the phone and role play the dialog about how to book a flight over the phone. One of you is a travel agent and another one is a customer. In preparation, review the dialog between Nico and Lisa. With these activities you will activate your speaking skills.

______________________________________________________________________

Learning Goals:

• I can ask for information about the hotel rooms in German language.
• I can book a room at a hotel in a German-speaking country.
• I can tell what hotel employees do.

Learn & Practice: (30 min.)

Video Introducing The Lesson’s Content

• Watch the episode from Nico’s Weg Series “Im Hotel” (“At the Hotel”). In this episode Pepe decides to stay in the city for now and looks for a hotel room. But when he tries to use his credit card to pay for the room, the card is rejected …

Check Your Understanding

• Learn and Practice by completing activities 1-5 that follow the video to check your understanding and to familiarize yourself with the lesson’s vocabulary. With these activities you will activate your listening and reading skills.

Extension and Application

• Imagine that you have won first prize in a crossword puzzle competition and get to go to a spa with one other person for three nights for free. You reserve your room by telephone. Listen to the receptionist’s questions and answer in complete sentences.

______________________________________________________________________

Learning Goals:

• I can understand directions in the target language.
• I can follow directions in German in order to find a place I am looking for.
• I can tell what hotel employees do.

Learn & Practice: (30 min.)

Listening and Critical Thinking

• Listen to the dialogue between the receptionist and Pepe. Pepe wanted to go to his room, but couldn't find it. He asks for help. Answer the questions that follow.

Check Your Understanding

• Learn and Practice by completing activities 8 and 9 that follow the video episode from Nico’s Weg Series “Im Hotel” (“In the Hotel”). You will listen to the dialog and to the spoken directions and will answer questions. With these activities you will activate your listening, reading and writing skills.

Read the receptionist’s job description and answer the questions to demonstrate your understanding about what hotel employees do.

Latin 1 - Week 1

Learning goal: I can read and translate Latin stories while recognizing the grammatical structures you have learned

Estimated time for week: 2.5 hours

Learn and Practice

Reading and critical thinking

Refer to Cambridge Elevate website and navigate to Stage 10

Reading and critical thinking:

• Translate into English the model sentences on pp 132-5
• Use the model sentences to answer the following questions:
  • What is happening?
  • Who are the major characters?
  • What job occupations are being shown/discussed?
  • What did the Romans think about the Greeks and vice versa?
• Listen to the video on Cambridge Elevate entitled Controversia Intro
• Read pg 138 and digest the material regarding pronouns
• Navigate to Controversia section under the Explore the Story section
  • Translate into good English while taking note of pronouns

Test your vocabulary:

• Use the “Test Your Vocabulary” section to quiz yourself on the vocabulary for this stage
• Write 2 sentences in Latin using both pronouns and comparatives
• 3 times a week for 5 minutes, review the vocabulary for the stage including pronouns

Listening and Critical Thinking:

• Choose Controversia under the Explore the Story section
  • Click on “listen” at the top
  • Click on the first line of the story, which will play the entire story
  • Listen to the entire story without reading. Try to pick out specific words or phrases and write them down
    • Now read the story and check what you’ve written down

Extension and application:

• Choose one of the lines of the story you have translated and write a short paragraph about which aspects of Roman culture it reflects.

Culture

• Research the importance of rhetoric and rhetoricians in Rome.
• Answer the following question: Why was it important for Patrician men to be skilled in the field of rhetoric?

Reflect

In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, etc.). You can share this with your teacher in any virtual sessions you have.

Latin 3-4 Week 1

Learning goal: I can read and translate Latin stories while recognizing the grammatical structures you have learned

Estimated time for week: 2.5 hours

Learn and Practice:

Reading and critical thinking:

• Refer to Cambridge Elevate website and navigate to Stage 26
  • Read and digest pg 94
• Translate the sentences under numbers 2 and 3
  • Read and digest pg 96
• Put into your own words what gerundives are
• Translate sentences under #3
• Navigate to “Explore the Story” section and click on Adventus Agricolae
• Translate the story into English

Check for understanding

• Reread your translations and check for grammatical errors

Test your vocabulary

• Use the “Test Your Vocabulary” section to quiz yourself on the vocabulary for this stage
• Write 2 sentences in Latin using purpose clauses
• 3 times a week for 5 minutes, review the vocabulary for the stage including pronouns

Listening and Critical Thinking:

• Choose Adventus Agricolae under the Explore the Story section
  • Click on “listen” at the top
  • Click on the first line of the story, which will play the entire story
  • Listen to the entire story without reading. Try to pick out specific words or phrases and write them down
• Now read the story and check what you’ve written down

Extension and application:

• Choose one of the lines of the story you have translated and write a short paragraph about which aspects of Roman culture it reflects.

Reflect

• In an ongoing digital “Learning Log” (paper or Google Doc), write notes about the most important things you learned this week (topic, new vocabulary, etc.). You can share this with your teacher in any virtual sessions you have.

Culture:

• Research common abbreviations used in Latin inscriptions
• Research the importance of farmers in early Rome (509-300 BC)
  • Beyond supplying food, what key role did farmers play as citizens?