Learning Goal: I can make plans describing activities that I will do in the future.

Estimated Time for The Week: 120 minutes for the week

Reading and Critical Thinking

• Read the dialogue between Luis and Maria. Then answer the following questions.

Maria: ¡Hola, Luis!

Luis: ¡Hola, Maria! ¿Cómo estás?

Maria: Muy bien, ¿y tú?

Luis: Bien, tambien.

Maria: ¿Quieres ir a ver una película conmigo?

Luis: Sí. ¿Cuándo?

Maria: Puede ser el lunes.

Luis: No puedo. Tengo que trabajar todo el día. ¿Qué tal el miércoles?

Maria: No, tengo una reunión familiar ese día pero ¿qué tal el sábado?

Luis: No puedo porque voy a viajar a Caracas.

Maria: ¿Por qué no vamos ahora mismo?

Luis: Sí, muy bien. Además (besides) hoy, martes, es día de descuentos.

Maria: ¡Excelente! Los martes y los jueves siempre hay descuentos.

Luis: ¡Bien,vámonos!

• Using the text in the previous item, try to answer these questions:
  • Where does Maria want Luis to go with her and on what day?
  • Why can’t Luis go with her?
  • Why can’t Maria go on Wednesday?
  • Where is Luis going on a trip?
  • What is ´descuentos´ and when do they have them?
  • When do Luis and Maria finally decide to go?

Check Your Understanding

• Read through these slides to build your comprehension of the reading and new learning from above.

Listening and Critical Thinking

• Listen to the short conversations on this website. Scroll down to “Ejemplos de planes….” and listen to the first 2 conversations between Alejandro and Doris. Then, answer the questions( Key provided at the end bottom)
  • Conversación #1: Do they plan to do something together or with other people? How do you know?
  • Conversación #2: In what part of the conversation do you get the impression that it might take a long time to get the house clean?
• Complete this online practice and check your answers.
• Watch this short instructional video to build your comprehension and to get some extra practice.

Vocabulary

• Play this Kahoot, then practice and test your memory by taking the quiz (via an interactive tool such as Quizlet, Quizzizz, Kahoot, Gizmo, etc.)
• OPTIONAL: For five minutes, 2-5 times this week, use Quizlet (free app) to build your vocabulary skills.

Extension and Application

• Using the vocabulary you have used this week, you are to write a paragraph, in Spanish, making plans for a day this summer. You can use the verb quiero (I want to…), voy a + infinitive (I am going to…) and tengo que + infinitive (I have to …). Your paragraph should be 8-10 sentences. Remember, an infinitive is an unconjugated verb (leer, dormir, hablar, mirar, escuchar, visitar) are just a few examples. Feel free to go listen to the conversations between Alejandro y Doris for more ideas. Then, record it on this Flipgrid to share with your teachers.
• KEY: #1 They are not doing something together this time because they already have plans. Doris promises to go next time. #2 There are a couple of hints: “la casa está hecha un desastre” (can you recognize the cognate for ‘disaster’?) and “ojalá no terminen cansados” - Here, Doris says she hopes they do not end up tired (suggesting it might take a long time to clean.)

Essential Questions/Goals: How can I influence the actions of another?

Learning Goals: I can influence another person’s actions with impersonal expressions.

Estimated Time for The Week: Approximately 110 minutes

• Reading and Critical Thinking (~20 minutes)

1. Read this article about Mexico’s pollution and its effects on its fauna, population, and environment. (Source:/https://www.ecoportal.net/)
2. Answer the questions on your learning log.

• Check your understanding (~20 minutes)

1. Read the Impersonal Expressions slide show to help you understand the use of these expressions in Spanish.
2. Using the information in the previous item, do the following activity
3. After you complete this activity, check your answers!
4. Optional: For extra practice, try this practice quiz. Warning: Some of the questions in this activity will not be subjunctive when there is a phrase like “es cierto que”, “es verdad que” or “es evidente que”. This is Spanish 4 level grammar, but the reason it is not subjunctive is because you are saying something is true or evident (vs. a more subjective adjective like good/bad/important/etc). Just read the explanation below the question if you miss it and you will be one step ahead for next year!

• Vocabulary ( ~20 minutes)

1. Learn the vocab by practicing and testing your memory by using the Quizlet
2. Practice for 10 minutes today using flashcard or learn mode, then another 10 minutes using the test, match, gravity, or another mode to see how well you know your vocab!
3. Do this activity for five minutes, 2-5 times this week, use this Quizlet to practice vocabulary skills.
4. Continue expanding your vocabulary with the app/website Drops. The lessons are only 5 minutes a day, see how long you can keep your streak going!

• Extension and Application (~20 minutes)

1. Compose a letter about the solutions that you would like to see in response to the contamination to help your community. Your letter can be to someone local or to a world leader.
2. Use the impersonal expressions that you have learned and subjunctive verbs to express what you want them to do. We suggest at least 8 sentences. If you need to review, feel free to use our Quizlet and grammar lessons from #4.

• Optional: Listening, Culture and Critical Thinking (~25 minutes)

1. Last week we learned Bachata. Learn the basic steps to salsa here! You may need to go to youtube on a different device and look up 5-ish Minute Dance Lessons- Salsa.
2. Watch Mariel: Bachata & Salsa interview
3. Listen carefully to her interview. You can repeat it as needed. As you listen, write down meaningful words that you recognized from the video. Meaningful words mean nouns, verbs, adjectives... not articles like "la" and such.
4. Answer the questions about her interview on this listening activity, use the transcript below if you need it. Check your answers by clicking “Compare to Answer Key”at the bottom of the webpage.
5. Share the video with a friend or family member and talk about whether you like bachata or salsa the most.

• Reflect (~5 minutes)
  1. 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.

1. Transcript to the Interview with Mariel (#17):

Hola.

Hola. Vamos a hablar de tu arte. Yo sé que tú eres una profe de bailar. ¿Cuánto tiempo tú llevas enseñando baile?

Tengo más de cinco años enseñando baile.

OK. ¿Qué tipos de bailes tú enseñas?

Enseño bachata, salsa, merengue y muchos bailes tradicionales de nuestro país.

¿Y como cuántas horas a la semana tú enseñas baile?

Enseño entre diez a doce horas.

¿En qué lugar tú enseñas? ¿En un estudio? ¿Dónde tú enseñas?

Yo enseño en un estudio pero hay veces que por motivo de tiempo, hay parejas o personas que quieren que vaya a su casa, y dependiendo si tienen el espacio también hago privado en la casa mía o en la casa de ellos.

¿Por qué te gusta enseñar baile?

Me encanta enseñar baile porque me hace feliz, fue lo primero que aprendí de mis abuelos y es algo que me da orgullo hacer.

Entonces tú mencionaste de todos los bailes, tú mencionaste bachata. ¿Nos puedes tocar un poquito de bachata para la audiencia?

Sí. ¿Cómo no?

Entonces, vamos a hablar de ese tipo de música. Primero, ¿qué instrumentos podíamos escuchar ahí?

Lo más importante en la bachata es la guitarra, eso es lo primero que tú vas a escuchar. Después vas a escuchar la tambora, la güira, el saxofón, el piano, esos son los instrumentos más importantes de la bachata.

¿Cuáles tú piensas que es la característica de ese tipo de música y de los temas de la letra?

La característica de la música son algunos platónico, amor platónico, amor del pasado, amor con muchos traumas o también son cortes para darle a la mujer. Siempre hablan de la mujer.

¿Qué es corte?

Corte es cuando tú quieres tener algo en serio con una mujer, por ejemplo, la forma en que tú la tratas. Hay veces que tú la puedes tratar de una forma, quieres algo serio con esa persona o no quieres algo serio.

Entonces eso es en términos del tema. En términos de la música en sí, ¿cómo tú caracterizarías a la música?

La música es alegre. La música es una música que tiene el básico, para los lados son tres pasos y un paro en el cuarto, a la derecha, tres pasos y un paro en el cuarto a la izquierda. Se repite de lado a lado. Lo mismo es caminando para atrás y para adelante.

Tú dijiste otro tipo de baile popular es la salsa.

Sí.

¿Cómo tú compararías la salsa con la bachata?

La única comparación es que te tienes que saber mover. La bachata tiene menos pasos, tiene los pasos fijos y siempre hay un paro. Pero la salsa tiene pasos que no se pueden parar, entonces siempre vas a estar fluyente y no hay pasos, los tradicionales de salsa siempre van a estar fluyentes.

En tus lecciones de baile, ¿qué tú piensas que es más popular? ¿La bachata o la salsa u otro tipo de baile?

Yo creo que los dos son populares.

¿Iguales?

Iguales, sí. Yo creo que depende de la persona qué le gusta hacer. Depende de cómo te criaste, en una, y dos, cuáles son tus áreas de ir a gozar o pasar una noche bien, si es noches, eventos de salsa o eventos de bachata.

Muchas gracias.

Gracias.

Adiós.

Learning Goal: I can discuss a variety of sports and activities.

Estimated Time for The Week: 1hour, 40 minutes for the week

Learn & Practice:

Vocabulary

• Learn the vocabulary from Zhen Bang book II - Unit 1 Lesson A page 56 to page 59, then practice and test your memory by taking the quiz .
• For five minutes, 2-5 times this week, use Yellow Bridge to build your vocabulary skills and to write Chinese characters in correct stroke order.

Check Your Understanding·

• Read the Language Patterns on page 321 to build your comprehension of the reading and new learning.
• Write sentences based on the patterns shown above.
• Practice grammar by filling in the blanks

1. A: 你周末要去做什么？B： 我要 ______ 慢跑。

2. 哥哥 _____ 他的朋友去海边冲浪。

3. 我的朋友 ______ 我家看电视。

4. 你们下个星期六 _____ 去哪儿？。

• Connect to a classmate over the phone. Take turns to ask and answer the following questions:

1. 你喜欢什么运动？

2. 你什么时候会去慢跑？

3. 你的朋友会去哪儿冲浪？

4. 中文一的学生谁会打网球？

5. 你喜欢看什么电视？

6. 你可以去哪儿滑雪？

7. Oklahoma City 有什么购物中心？

8. 你觉得做瑜伽容易吗？

9. 你可以在公园做什么？

10. 你觉得我们学校的篮球场怎么样？

11. 你知道谁喜欢举重？

12. 你觉得做有氧运动有意思吗？

13. 你几岁学会骑自行车？

Reading and Critical Thinking

Read the 便笺 (memo) on page 327.

• Using the text in the previous item, try to answer the following questions in Chinese:

○ Question 1 - Who wrote this note and to whom?

○ Question 2 - On what day of the week was this note written?

○ Question 3 - The person who wrote this note is in which grade?

○ Question 4 - How does Luo Mi’ou know Zhu Liye?

○ Question 5 - What is the relationship between the note giver and receiver?

○ Question 6 - What does the author of the note like to do?

○ Question 7 - On what day is the author of the note planning to go to the movies?

○ Question 8 - What is the cell phone number of the person who wrote the notes?

Listening and Critical Thinking

• Listen to the sports vocabulary from page 316 to page 318.
• Listen to 周末 on page 322.
• Write down the key words you hear.
• In Chinese, write down what you think the main idea is for this conversation.

Extension and Application

● Write a short essay about your weekend plans.

● Connect to a classmate to discuss your favorite activities..

Reflect

1. 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 understand, read, write, and listen to information about the environment. I can understand how and why Earth Day started. I can identify various animals and where they live.

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

Learn & Practice:

Reading and Critical Thinking

• Read this text:
  • Le Jour de la Terre : Célébré pour la première fois (time) le 22 avril, 1970 pour encourager les étudiants à sensibiliser à l’environnement dans leurs communautés. Ce premier Jour de la Terre a mené (led) à la création de l’agence de protection de l’environnement des Etats-Unis. Le Jour de la Terre correspond à l’équinoxe de printemps et coïncide avec la première photo de la terre vue de l’espace.
• Using the text in the previous item, try to answer these questions:
  • Quand est-ce qu’on célèbre le Jour de la Terre?
  • À quelle création est-ce que le premier Jour de la Terre a mené?
  • Le Jour de la Terre correspond à quels deux événements?
  • Quel verbe dans ce texte est dans le passé?

Check Your Understanding

• Watch this short instructional video (personal device required to view) about ways to improve the environment to add to your comprehension of the reading and new learning from above. (Skip the ads).
• Out of the ten practices that she mentioned in the above video, which ones do you practice at home? Write them in your notebook using the French vocabulary.
• Practice by doing this Quizlet over environmental vocabulary.
• For five minutes, 2-5 times this week, practice your environmental vocabulary in Quizlet above. At the end of the week, take the test.

Listening and Critical Thinking

• Listen to this girl tell her story here.
• Write down the French and English words for the animals in her story in your notebook. Write where the animal lives in French, for example “dans la forêt”
• In French, write down your favorite part, or most interesting part of the story. .

Vocabulary

• Learn the animals and places vocabulary from the story here, then practice and test your memory by taking the quiz.
• For five minutes, 2-5 times this week, use these quizlets to build your vocabulary skills.

Culture and/or Extended Writing

• Read this explanation about the song Le Fou de Bassan.
  • The first bird to be caught and cleaned during the Deepwater Horizon oil spill in 2008 was known as the “Crazy Bird of the Basin” (a gannet). Their nesting areas are found in Quebec and Newfoundland.
• Go to Youtube (on your own device) and listen to Zachary Richard explain his song in French.
  • On Youtube you will also find pictures and videos of gannets (les Fous) diving into the ocean for their prey.
• Now watch the video of the song (personal device required to view) and follow along with the lyrics below.

Le Fou - Par Zachary Richard

On m’appelle Fou de Bassan

Mais je ne suis pas si fou que ça

Les vieux m’appellent margot

Tel le faisait Jacques Cartier

De l’Ile Bonaventure

Jusqu’au golfe du Mexico

Je suis celui qui plonge

Le plus fou des oiseaux

Tous ensemble, ensemble tous

C’était le 20 avril

Dans le tranche de Macondo

J’ai entendu crier

Et j’ai vu l’explosion

Le tour s’est effondré

A la perte de beaucoup de vie

Et depuis la marée noire

N’arrête pas de s’étirer

Tous ensemble, ensemble tous

Au golfe du St-Laurent

Sur le rocher des oiseaux

Aussi loin du Mexico

Je suis enfin au repos

La mer n’est agitée

Que par le vent du nord

Il n’y a pas de marée noire

Il n’y a pas de tour pétrole

Pour troubler mon espoir

Tous ensemble, ensemble tous

• Make a list of the vocabulary that you would like to know from the song, then use Reverso or Word Reference to find out what the word means in English.
• Reflect on your reaction to the song and how this event is still affecting the environment.

Reflect

• Watch the video of the song “Mets du respect dans ton bac” (personal device required to view) which we have listened to in class. After learning about the environmental issues above, has your opinion about this song changed? Write your new opinion of this song in your notebook.
• 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.

Answers to Reading and Critical Thinking:

• On célèbre le Jour de la Terre le 22 avril.
• Le premier Jour de la Terre a mené à la création de l’agence de protection de l’environnement des Etats-Unis.
• Le Jour de la Terre correspond à l’équinoxe de printemps et coïncide avec la première photo de la terre vue de l’espace.
• Verbe dans le passé - a mené

Answers to Listening and Critical Thinking:

un singe - a monkey - la jungle, les arbres

une chauve-souris - a bat - une grotte

un crocodile - a crocodile - un étang

un hippopotame - a hippopotamus - une rivière

une girafe - a giraffe - les plaines, la forêt

une grenouille - a frog - un étang

un tigre - a tiger - la jungle

un lion - a lion - la jungle

un mammouth - a mammoth - les plaines

Answers will vary

Learning Goal:

• I can express my likes and dislikes in German by using the modal verb mögen.
• I can make comparisons by saying what I would rather eat and what I most like to eat.
• I can ask others about what foods and drinks they like.

Estimated Time for the Week: 100 minutes

Learn and practice:

Vocabulary:

• In German, there is more than just one way to express what one likes. We learned about the adverb gern not too long ago!
• This week we will practice with the actual verb to like- mögen
• Practice the different forms of to like by visiting this site.
• Review some of the new vocabulary that was introduced last week here

Listening and Critical Thinking:

• Remember last week that Nico just went to stay at Inge´s house for a few days.
• Watch the story as they continue to talk about likes and preferences.
• Match the forms of the verb mögen.

Reading and Critical Thinking:

• Read the actual script from the video. What do you think lieber and am liebsten mean?
• Match the comparisons to the pictures

Check Your Understanding:

• Practice talking about likes and dislikes. Read along as you listen to the questions about what vegetables, fruits, and drinks. Answer what you personally like and dislike.

Extension and Application:

• Create a Venn Diagram with a family member in your household. Compare the foods and drinks (in German) that you both like by writing Wir mögen... in the middle part of intersecting circles. On the two non-intersecting parts of the circles, write the different items that you like using Ich mag... and what the other person likes that is different using Er/Sie mag…
• Read about specific details about different ways to make other comparisons in German.

Culture and/or Extended Writing:

• Read the short article about German cabbage and sauerkraut.
• Magst du Kraut? Welche Gemüse isst du gern? Was isst du nicht gern? Was isst du am liebsten? Write a short paragraph in German about vegetables you like, dislike, and which vegetable you like the most.

Learning Goals:

• I can talk about nature.
• I can talk about outdoor activities.

Estimated Time for The Week: 2 hours, 30 minutes

Learn & Practice

Critical Thinking

Consider the following questions:

• How would I describe the nature where I live?
• How does nature affect my outdoor activities?
• How would I describe nature in Germany?

Vocabulary

• Learn the Natur vocabulary.
• Practice and test your memory by using the tools, such as the flashcards and games on the above-listed site.
• Build your vocabulary skills by using these sets for 10-15 minutes every day.

Listening and Critical Thinking

• Watch and listen to Ein neuer Wanderweg in den Alpen as many times as needed.
• Describe the nature scenes.
• Identify the main outdoor activity.
• Compare the nature scenes to the nature where you live.

Check Your Understanding

• Complete activities 1-3 that follow the video to build your comprehension and listening skills.

Extension and Application

• Create a selfie video where you show and describe the nature around you in German. Then share it with a classmate or your teacher.

Culture

• Watch, listen to and read along to this fable about a bird and a whale,

Herr Vogel und Frau Wal.

Reflect

• Create a digital “Learning Log” (paper or Google document) where you write notes about the most important things you learned this week. Share with a classmate or your teacher.

Learning Goal: I can read and answer comprehension questions from the stories. I can recognize and translate grammatical structures that are more complicated. I can recognize sentence patterns.

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

Learn & Practice: Navigate to https://elevate.cambridge.org/elevate/Reader/viewer.aspx#book/558/Stage21. Click on the CSCP section at the top of the page. Read through some of the information and write down four facts you’ve learned.

1. Reading and Critical Thinking Click on the Explore the story of Memor Suscipit I. Translate the last ten lines.
2. Write down and translate 4 perfect passive participles.
3. Using the text in the previous item, try to answer these questions:
   1. Question 1 construction and translation of vir summae prudentia (line 1)
   2. Question 2 Are Memor’s words true?
   3. Question 3 What dilemma is he caught in?
   4. Question 4 what does Memor think Salvius is asking of him, when Slavius says the phrase in lines 8-9 (Cogidubnus….vult.)?
4. Check Your Understanding
5. Question 5 What arguments does Salvius employ to overcome Memor’s scruples?
6. Do you expect Memor to execute his plan? Why or why not?
7. Why does Salvius proceed in such a roundabout way, rather than kill King Cog.
8. Listening and Critical Thinking
9. Listen to Memor Suscipt I again by clicking on the listen section of the explore the story.
10. Write down five new words you’ve learned.
11. Write down the main steps of the murder plot that Salvius has outlined.
12. Extension and Application
13. Click on the “Test Your Vocabulary”. Spend at least 2-5 minutes everyday going over this section. In the sorting words section practice the exercise there as much as you can.
14. Reflect
15. 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.