Learning Goal: I can order at a restaurant / I can express what foods I like.

Estimated Time for The Week: 115 minutes for the week

Learn & Practice:

Reading and Critical Thinking

• Read the example of how to order in a restaurant: Script
• Using the text in the previous item, try to answer these questions:
  • Question 1: ¿Qué bebe Gloria?
  • Question 2 ¿Qué pide Pablo?
  • Question 3 ¿Es Pablo un novio bueno o malo?

Vocabulary

• Learn the Vocabulary. Use this everyday at the beginning of each lesson
  • Flashcards 3-5 time on the first day (once or more on days that follow)
  • Learn
  • Match
  • Test

Culture and/or Extended Writing

• Read this short excerpt and view the images about a famous restaurant in Madrid, Spain.

How is the food different than you expected? Which would you prefer to try first?

• Notice the verbs in the slides are in different colors...why do you think that is? Check your answer on slide # 8-9. Read over how to conjugate this style of verbs and look closely at the examples.

Check Your Understanding

• Answer these questions in Spanish. Answer key at the bottom.

1. ¿Cual es tu restaurante favorito?
2. ¿Qué sirve en McDonalds?
3. ¿Qué pides en Chick-fil-a?
4. ¿Qué te gusta comer en tu restaurante favorito?

• Translate the following sentences. Answer key at the bottom.

1. We eat lunch at the restaurant.
2. I like steak and salad.
3. She sets the table with a fork, a spoon, and a knife.
4. The waiter is going to serve the food.
5. I am going to order the chicken.

• Complete this Grammar Practice: Complete the basic quiz for activities 28. 29.30.
• Complete this Stem Changing Verb Practice Game

Listening and Critical Thinking

• Listen to this interview between Mami and her son.
  • If it will not play, here is the script (slides 4-6)
• Write down key words you heard.
• In Spanish, write down what you think the main idea is.

Extension and Application

• Graphic Novel Ordering Practice on Slide #11
• Now, act it out at home!! Pon la mesa en tu casa and describe to a family member in Spanish all of the items on the table. Then, tell your family what tú quieres comer para la cena y tú cocinas! Record yourself on this flipgrid.
• CREATE - Have fun with this project:

You will create your own newscast in Spanish and video yourself. Use other family members or stuffed animals as people in your video if needed. Be creative! You may use iMovie, record yourself off your chromebook and insert the videos into slides, or record it on this flipgrid. Share via email it with your teacher when complete. You are the Anchorman/woman, the Meteorologist, the Sportscaster, and the Reporter. Try to include the following segments:

• Anchorman/woman at the news desk
• The Weather
• The Sports Report (maybe someone was injured)
• Segment on the Home (this might be a lifestyle or real estate segment)
• Business around town (use your prepositional phrases)
• Restaurante Review
• Spotlight of a person with description and their routine (for example, athlete of the week, student of the week, hero of the week, etc.)

Can’t wait to see YOU!

Answer key to Check Your Understanding:

• Answer these questions in Spanish (examples).

1. ¿Cual es tu restaurante favorito? Mi restaurante favorito es...
2. ¿Qué sirve en McDonalds? McD sirve hamburguesas y papas fritas.
3. ¿Qué pides en Chick-fil-a? En Chick-fil-a pido pollo frito.
4. ¿Qué te gusta comer en tu restaurante favorito? Me gusta comer lasaña.

• Translate the following sentences.

1. We eat lunch at the restaurant. Comemos en el restaurante
2. I like steak and salad. Me gusta comer bistec y ensalada
3. She sets the table with a fork, a spoon, and a knife. Ella pone la mesa con un tenedor, una cuchara y un cuchillo.
4. The waiter is going to serve the food. El mesero va a servir la comida.
5. I am going to order the chicken. (Yo) voy a pedir pollo.

Learning Goal: I can talk about my hopes for the future.

Estimated Time for The Week: Approximately 1 hour and 50 minutes for the week

Learn & Practice:

Watch this video from Mrs. Wishon for a quick introduction.

Reading and Critical Thinking (15 minutes)

• Watch this and this video of Brindle The Lost Dog. Brindle is a dog that showed up on the doorstep of our house while we were watching TV.
• Read about Mrs. Wishon’s reactions to finding Brindle here, then answer the questions on slide 2.
• Update: Brindle was okay, and we found his owner. Apparently bulldogs just make zombie noises on the regular.

Check Your Understanding (~30 minutes)

• Read this short explanation of what Ojalá means and how we use it with the subjunctive. Press the audio button next to each example to listen to it.
• Practice using ojalá with the subjunctive with this Gimkit Assignment.
• Now, here is a quick review of everything we have learned about the subjunctive!
• For more practice with subjunctive conjugations, do this conjuguemos activity for 5 minutes 2-5 times this week (it has car, gar, zar, irregular yo verbs, and stem changers, so use the hints liberally if needed).
• Optional: For those of you wanting to review topics from earlier in the year, check out studyspanish.com! On the left hand side, click on the grammar you want to practice, read the explanation to review, then click on Generate Unique Quiz to test your skills! Try reviewing one a week if you want to get some extra practice over the summer!

Listening and Critical Thinking (~15 minutes)

• Let’s review ways we can use the subjunctive! Listen to the audioclip on this page. Then, fill in the blanks and click submit to check your answers. What trigger phrases are used in the listening activity?
• Let’s try one more! Listen to this audio clip and fill in the blanks as you listen.
• Change three sentences from their original trigger phrases to “Ojalá”. Example: Ojalá que enseñe clases interesantes para mis estudiantes. (from listening one--- changed es importante que to Ojalá). How does this small word choice difference change the meaning or feel of the sentence?

Extension and Application (~20 minutes)

• This time of year, I like to try and have a guest speaker come in and talk to my class. Today, we have three guest speakers talking about their careers and how they use Spanish!
• Watch the video of Detective Katie Gordon here, the video of Captain Cristian Rodriguez here, and the video of Stylist Natalie Vélez here!
• Answer these questions about what you heard in the videos:
  • ¿Que te recomienda Katie que tú hagas?
  • Complete the sentence from Cristian: “Ojalá ________”
  • What is one way Spanish can help you in your career?
• Write three sentences using Ojalá to say what you hope for your own future! You can write about your career, where you might live, what you want to study, etc.

Vocabulary (5 minutes per day)

• This week, all of our vocab practice is going to be focused on you building a habit! Learning Spanish long-term and getting good at it takes more than just what we learn in a classroom (or from the Continuous Learning Dashboard).
• Choose one of these apps/websites: Memrise, Drops, Duolingo
• For five minutes everyday this week, practice vocab on the app of your choice. Try and continue this habit throughout the summer! With learning a language, a little bit each day really adds up!

Culture (~20 minutes)

• Read about Juan Luis Guerra, the Dominican Republic, and his song “Ojalá que llueva café” here.
• Write 5 statements stating what you hope it rains using Ojalá in your notebook or doc.
• Answers will vary. Example: Ojalá que llueva bulldogs.

[OPTIONAL] 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 use courtesy expressions.

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

Learn & Practice:

Vocabulary

• Type the food and beverage vocabulary you learned last week. If needed, watch the Vocabulary List on page 332 and page 333 again.

Reading and Critical Thinking

• Read the dialogue在快餐店 on p. 336.
• Using the text in the previous dialogue, try to answer these questions:
  • Question 1 - 张国华要点什么东西？
  • Question 2 - 张国华要喝什么饮料？
  • Question 3 - 张国华要喝大杯还是小杯的饮料？
  • Question 4 - 你会点什么呢？
  • Question 5 - 你喜欢去快餐店吃饭吗？
  • Question 6 - 你常常去哪一家快餐店吃饭？
• Read the 麦当劳菜单 , list the items you want to order and add the amount you need to pay.

Check Your Understanding

• Look at the pictures on page 339 # 5 then connect with a classmate, take turns asking and answering what you would like to eat. Use the conjunction “还是” in forming your questions. For example: A: 你要吉士汉堡包还是三明治？ B: 我要三明治。
• Add “一下” to the sentences shown on page 339 #6 to make them sound more polite.

For example: 我要看电视。 – 》 我要看一下电视。

• Look at the pictures on p. 340 # 8. Write down what each student needs to do before the dinner. For example: 王芳晚饭以前想想游一下泳。
• Connect to a classmate to ask him/her to choose from two choices on page 340 #9 for dinner. Follow the model: A: 你要咖啡还是水？ B: 我要水。 Listening and Critical Thinking
• Listen to 他们点什么 on page 334 #1, say the item and the quantity of what the people ordered.
• Listen to the dialogue “ 在快餐店“ on page 336. Write down the food Zhang Guohua ordered.
• In Chinese, write a dialogue between you and your classmate to order food in the fast food restaurant.

Extension and Application

• Write a skit to play the roles of two customers who order something to eat and drink in a restaurant and the server who waits on them. Includes the followings:

1. The server greets the customers and asks what they would like to eat and drink.
2. Each customer orders something to eat and drink.
3. The server asks what size drink they would like.
4. Each customer expresses if he or she wants a small, medium, or large.
5. The server repeats the two orders and politely asks the customers to wait for a while.

• Share the skit with your teacher and perform it to the class next semester.

Culture and Extended Writing

• Read the culture window “International Food and Drink Franchises in China” on page 337 and 338. Answer the questions that follow the passage.
• Go online to find out which American fast food chains are in China. Compare the same and different in the menu, price and taste, ..etc.

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.

Learning Goal: I can describe the rooms and household items in my house.

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

Learn & Practice:

Vocabulary

• Write the rooms vocabulary you learned last week. If needed, watch the Vocabulary List on page 274, page 275 and page 277 again.

Reading and Critical Thinking

• Read the dialogue 你家真漂亮 on page 281.
• Using the text in the previous item, try to answer these questions:
  • Question 1 – 李云英的家人？他们是谁？喜欢在客厅里做什么？
  • Question 2 – 赵梅觉得李云英家的家具怎么样？
  • Question 3 – 他们在参观房子的时候，李云英的么们正在做什么？
  • Question 4 – 李云英的妈妈要他们去做什么？
  • Question 5 – 游戏机在客厅里吗？
  • Question 6 – 声音是从哪里来的？那是什么声音？
  • Question 7 – 李云英的房间跟她爸妈的房间，哪一间大？
  • Question 8 – 说一说你的房间里有什么家具？
• Read the passage of 买了新房子 on page 290. Answer the questions that follow.

Check Your Understanding

• Answer the personal questions on page 278 # 3.
• Connect with a classmate, look at the photos on page 285 # 8, take turns asking and answering each other using the adverb “正在“ . Follow the model:

A: 刘杰在做什么？ B: 他正在点菜。

• Choosing the complements to complete the eight sentences shown on page 285 # 9 with the verbs provided and add the appropriate complements.
• Rephrase the following questions using the pattern V 了没有V shown on page 286,# 10

For example: 他看病了吗？-》他看病了没有？

• Use the pattern “一边..一边..” to describe the following photos shown on page 286 # 11.

Listening and Critical Thinking

• Listen to four people describing their houses. Choose the drawing on page 278 #1 that best matches what they describe.
• Listen to the recording. Match the objects you hear with the corresponding pictures on page 278 # 2.
• Answer the following questions based on your own experiences and opinions.

1. 你家有几间房间？
2. 你家有阁楼或地下室吗？
3. 你的房间里面有沙发吗？
4. 你的房间里面有浴室吗？
5. 你房间的墙壁是什么颜色的？

Culture and Extended Writing

• Read the culture window on page 283 and 284 about Filial Piety then decide if the following statements are true or false. Correct the false statements.

1. The character “孝” was formed by the character for old and the character for child.
2. Filial piety means to respect one’s teachers.
3. Most Chinese students work part-time to pay for their tuition.
4. The cost of raising a child takes up roughly 40% of a family’s total expenses.
5. Children show filial piety toward their parents to show gratitude for what their parents have done for them.

6. When Chinese parents grow old, they depend on institutions to care for them.

7. Having no time to work part-time jobs is a problem that the young Chinese

generation must face.

• Compare the similarities and differences between Chinese and American the filial piety for their parents. Write a short essay about it.

Extension and Application

• Make a survey to find out what your classmates’ homes are like by asking 3 of your classmates what rooms they have in their house. Draw a table like the one on page 287 # 12. Write the Chinese names of the three classmates and track the types and the number of rooms they have in their homes. When you are finished, share your results with the teacher.

For example: 你: 你家有什么房间？ 王小明：我家有客厅，饭厅，厨房，三间卧房，两间厕所，两间浴室，地下室，还有一间游戏间。

Click the link to see the survey form.

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.

Learning Goal: I can read and listen to information about the Cannes Film Festival. I can identify genres of films in French. I can write about things I like in films.

Estimated Time for The Week: 1 hour, 30 minutes for the week

Learn & Practice

Reading and Critical Thinking

• Read this text about the famous film festival of Cannes, France. Please look up any words you do not know.
  • Le festival de Cannes, créé en 1946 par Jean Zay, ministre de l’éducation nationale et des beaux arts, est le festival de cinéma le plus médiatisé au monde notamment lors de la cérémonie d’ouverture et la montée des marches avec le tapis rouge et ses 14 marches nommées “marches de la gloire”.
• Using the text in the previous item, try to answer these questions:
  • Quand est-ce que le festival a été créé?
  • Qui a créé le festival?
  • De quelle couleur sont les marchés?
  • Answers shown below.

Vocabulary

• Learn the film vocab here then practice and test your memory by taking the quiz at the end of the week.
• For five minutes, 2-5 times this week, use this quizlet to build your vocabulary skills.

Check Your Understanding

• Watch this short informational video here (personal device required to view) to build your comprehension of the reading and new learning from above.
• Write 3 things you understood from the video in your notebook in French.
• Which one of the posters shown was your favorite? Why? Write it in your notebook.
• Which films that you have already watched are your favorites in the following genres? Look up what their titles are in French using Google.
  • Film d’aventure
  • Film d’horreur
  • Film de guerre
  • Film d’espionnage
  • Film comique
  • Film de science-fiction
  • Film d’amour

Listening and Critical Thinking

• Watch the short film Merci! By Christine Rabette.
• This short film won the Golden Wave award in the 2003 Bordeaux International Festival of Women in Cinema - a smaller, but similar film festival to the Cannes festival.
• Answer these reflection questions about the film in your notebook.
  • Did this film impact you, why, or why not?
  • Why do you think this film is titled Merci! ?

Extension and Application

• Can you guess these famous films from their French titles?
  • Retour vers le futur
  • La guerre des étoiles
  • Il faut sauver le soldat Ryan
  • S.O.S. fantômes
  • Answers shown below.

Culture and/or Extended Writing

• On a personal internet device, look up some of the winners of the Palme d’Or. Look up the film that won the year you were born, the year you lost your first tooth, your favorite singer's birth year - whatever you are curious about!
• Pick one of the films and write 2-3 sentences describing the film using the new vocab from the unit.

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.

Answers to Reading and Critical Thinking.

• En 1946
• Jean Zay, ministre de l’éducation nationale et des beaux arts
• Les marches sont rouges.

Answers to Check Your Understanding

• Answers will vary

Answers to Listening

• Answers will vary.

Answers to Culture and/or Extended Writing

• Answers will vary.
• Example: 1998: L'Eternité et un jour est un film grec. C’est une drame sur un homme, s’appelle Alexander et son chien.

Answers to Extension and Application

• Back to the Future
• Star Wars
• Saving Private Ryan
• Ghostbusters

Learning Goal:

• I can ask and answer basic questions about personal information using interrogatives such as who, what, when, where, why, how, etc.
• I can express time, manner, and place using German adverbs when asking and answering such questions.

Estimated Time for the Week: 100 minutes

Learn and practice:

Vocabulary:

• Familiarize yourself with some German question words (interrogatives).
• Learn 3 types of adverbs:

1. Time- Wann?
2. Manner-Wie?
3. Place-Wo?

• Practice interrogative flash cards

Listening and Critical Thinking:

• Think about how you describe your daily actions. Adverbs are often used to add important details such as when, how, or where something takes place.
• Review the question words again
• Watch the video about personal information. Listen and write down each interrogative you hear. Remember, these words all start with the letter w which sounds similar to the english letter v!

Reading and Critical Thinking:

• Read the script from the video and check if you wrote down all of the question words from the video.
• Check what you found here.
• Do any of the interrogative words seem to have more than one meaning or use?

Check Your Understanding:

• Organize the responses you watched in the correct order here
• Form questions using the cues provided.
• Practice one more time here!

Extension and Application:

• Create a short profile about yourself by answering the following personal questions:

1. Wer bist du?
2. Wie geht es dir heute?
3. Wo wohnst du?
4. Woher kommst du?
5. Wie alt bist du?
6. Was ist dein Telefonnummer?
7. Was machst du samstags?
8. Warum lernst du Deutsch?
9. Wann ist dein Geburtstag?
10. Wie heißen deine Eltern?

Culture and/or Extended Writing:

• Do you recall the adverbs of time, manner, and place you learned earlier?
• Review them one more time!
• Write a short paragraph in German about your favorite sport and answer the questions by including at least 2 adverbs you have learned.

1. Wann spielst du...?
2. Wie oft spielst du…?
3. Spielst du allein?
4. Wo spielst du…?
5. Warum spielst du....?

Learning Goals:

• I can identify and say the German names of the countries in the European Union.
• I can talk about the European Union.
• I can use “wo”-compounds.

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

Learn & Practice:

Critical Thinking

• Consider the following questions:
  • What is the European Union?
  • When and why was the European Union founded?
  • What European countries are currently members of the European Union?

Reading

• Read Die Geschichte der Europäischen Union about the history of the European Union.
• Check your understanding by doing the exercise that follows the text.

Vocabulary

• Learn and practice the die Europäische Union vocabulary and then practice and test your memory by using the flashcards and games.
• Build your vocabulary by listening to and learning the Wortschatz.
• Use these sites for 10 minutes 3-5 times a week to increase your skills.

Listening and Critical Thinking

• Listen and watch Die EU.
• Write down key words you hear.
• What do you think the main idea is?
• What does Yara consider doing in the future?

Check Your Understanding

• Complete the exercise about Yara und ihr Vermieter following the video from above.
• Listen to Brauchen wir die EU?, a radio forum in which two Europeans state their opinions about the EU. Repeat as many times as needed to answer the questions following each statement. Note: there can be more than one correct answer.
• Read and review the use of “wo”-compounds.

“Wo”-compounds are used in questions in which they replace a prepositional phrase

that refers to an inanimate object. It stands for “what.” Remember that an “r” is

added to “wo” if the preposition begins with a vowel.

Ex. Worüber sprichst du? (What are you talking about?)

• Review wo-compounds. Practice 5 minutes for 2-5 times a week.
• Practice writing wo- Fragewörter exercises 2 and 3.
• Practice listening to and speaking the “wo”-compounds in Wofür interessierst du dich?

Extension and Application

• Create a poster or a Google Slide report about one of the European Union member countries that you would like to visit. Illustrate and/or write 3-5 interesting facts about the country that interests you.

Culture

• Discover Ludwig van Beethoven’s contribution to the European Union by listening to his 9th symphony, Ode to Joy, the anthem (This is the EU’s anthem.)
• Explore these symbols of the EU.

the flag, the motto the currency

Reflect

• Create a Digital Learning Log where you write about the most important things you learned this week. In addition, share your thoughts and opinion about the future of the European Union with your classmates or 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:

Reading and Critical Thinking

• Navigate to stage 22: 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.
• Click on the “Explore the story” of Memor Suscipit II. Click on ”Explore the Story” and translate.
• Click on the “Explore the Story” section. Listen to the story by clicking on the “Listen” section of the story.

Check Your Understanding

• Click on the “Think” section and answer those questions.

Listening and Critical Thinking

• Listen to the Vilbia story.
• Write down five new words you recognize. Click on the derive section at the top of Vilbia. Click on a gray underlined word. Look down at the bottom. Write down the English, French and Spanish of five words.

Extension and Application

• 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.

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.