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The unit theme is La Gallinita Roja and the focus vocabulary centers on classroom supplies such as el papel and el lápiz. Mamá Osa leads counting to nine while characters interrupt and support activities that reinforce greetings, courtesy expressions, and Spanish numbers through video viewing, active viewing techniques, TPR commands, extension tasks, and observational assessment of verbal or non-verbal comprehension.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":53,"@type":76,"position":81},"https://docshare.wps.com/document/lifestyle/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/salsa-episode-22-lesson-plan/490261/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/salsa-episode-22-lesson-plan/490261.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the pacing recommendation for SALSA Episode 122 in first and second grades?","Question",{"text":112,"@type":113},"Use two weeks per episode. Show the video at least twice each week, with a first full viewing and a second viewing using active viewing techniques.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which vocabulary and cultural objectives are emphasized in the lesson plan?",{"text":117,"@type":113},"Focus vocabulary includes el papel and el lápiz, along with classroom expressions of courtesy (por favor, gracias, de nada) and review of numbers using manipulatives. Students build cultural understanding through appropriate language practices.",{"name":119,"@type":110,"acceptedAnswer":120},"How are students assessed during the activities?",{"text":121,"@type":113},"Assessment is based on observing verbal or non-verbal indications of comprehension, using the assessments provided and monitoring students during TPR and dialogue activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},490261,1791405418,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":52,"category_name":53,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","Sample Pacing of Episode 122  \n\n|  |  |  |\n| --- | --- | --- |\n|  | First and Second Grades\u003Cbr>Week One:\u003Cbr>• Show the video Episode 122 all the way through.(16 minutes)\u003Cbr>• Show the video again using active viewing techniques. (20 minutes)\u003Cbr>• Continue saying hola as your students enter the room and hasta luego as they leave as well as using as many other words as you and your students can use.\u003Cbr>• Try two extension activities.\u003Cbr>Week Two:\u003Cbr>• Show the video once again using active viewing techniques. (20 minutes)\u003Cbr>• Try two or more extension activities (25-40 minutes) or show video again, stopping to ask students to anticipate what comes next. (20 minutes)\u003Cbr>• Continue using the Spanish numbers, greetings, and other focus vocabulary in your classroom.\u003Cbr>• Check off student learning on the assessment |  |\n|  | id d |  |\n\n\n| SALSA Episode 122-Page 1 |  |  |\n| --- | --- | --- |\n| Unit Theme: La Gallinita Roja\u003Cbr>Focus Vocabulary:\u003Cbr>• El papel (paper)\u003Cbr>• El lápiz (pencil)\u003Cbr>Characters/Personajes:\u003Cbr>• Perro (Dog)\u003Cbr>• Mamá Osa\u003Cbr>• Niña\u003Cbr>• Armadillo\u003Cbr>• Bebé Oso\u003Cbr>• Ratoncito\u003Cbr>• Gatita (Cat)\u003Cbr>• Perrito (Puppy)\u003Cbr>• Ardillas (Squirrels)\u003Cbr>• Niños (All students/puppets)\u003Cbr>• Legumbres (vegetables)\u003Cbr>Synopsis\u003Cbr>Playing teacher, Mamá Osa tries to lead the “class” in counting to nine. However, there are constant interruptions preventing them from getting there! Armadillo and Ratoncito get into an argument over paper. Then the two squirrels entice the entire class outside. Then the Three Goats (Los Tres Chivos) arrive with pizza for the class. But in the end Mamá Osa finally succeeds in counting to nine.\u003Cbr>Wyoming Standards:\u003Cbr>1. Communication:\u003Cbr>Students communicate in a language other than English to exchange information. | Essential Activities:\u003Cbr>1) Watch the SALSA series guide for Episode 122. Practice the focus words in preparation for introducing the episode to your students.\u003Cbr>2) Show the SALSA video of Episode 122 to your class at least twice each week. (See below for active viewing ideas to involve\u003Cbr>your students as they watch it the second time!) You may wish to break it up into segments, or show it in its entirety. (20 minutes) Recommended pacing: two weeks per episode in first and second grades. (See scope and sequence in the general guidelines and materials.)\u003Cbr>Continue greeting your students with ¡Hola! each time they enter your classroom and saying goodbye with hasta luego. Continue using Spanish words with which you and your class are familiar and comfortable.\u003Cbr>Ideas for Expansion Activities:\u003Cbr>Sample Lesson for Day 1 : (Estimated time: 25 minutes)\u003Cbr>The “index-card” script follows this section.\u003Cbr>1. With a hand puppet model the following dialogue:\u003Cbr>(Allow a student to play the role of the puppet.)\u003Cbr>T: Buenos días,(puppet’s name.) Good morning,   .\u003Cbr>(Or Buenas tardes, as appropriate.) Good afternoon\u003Cbr>P: Buenos días, Señor/Señora/Señorita  .\u003Cbr>Good morning, Mr./Mrs./Miss   .\u003Cbr>T: ¿ Cómo estás tú? How are you?\u003Cbr>P: Muy bien. Así, así. Muy mal. Very good/ So-so/ Very bad.\u003Cbr>T: ¡Qué bien! That’s good--if the student answers fine.\u003Cbr>¡Qué lastima! That’s too bad--if the student answers so-so or very bad.\u003Cbr>P ¿Yusted? And you?\u003Cbr>T: Muy bien, gracias. Fine, thank you.\u003Cbr>T: ¡Fantástico! | Notes: |\n\n\n| SALSA Episode 122-Page 2   |  |  |\n| --- | --- | --- |\n| 2. Culture––\u003Cbr>Students develop cultural understanding and demonstrate practices appropriate to the culture(s) in which the language is used.\u003Cbr>Objectives:\u003Cbr>Students will be able to:\u003Cbr>1. demonstrate verbally or non-verbally comprehension of the focus vocabulary.\u003Cbr>2. Review:\u003Cbr>• Expressions of courtesy (por favor, gracias, denada)\u003Cbr>• Traditional Spanish music.\u003Cbr>Other: review of numbers using manipulatives\u003Cbr>Materials Needed:\u003Cbr>• Pictures of or actual classroom objects.\u003Cbr>• TPR page (provided)\u003Cbr>Correctives and Enrichments: Please see the expansion activities provided with this episode.\u003Cbr>Assessment\u003Cbr>Obse","cbCaiv3kHViZtJRZ","https://ap.wps.com/l/cbCaiv3kHViZtJRZ","pdf",1008295,27,"English","# Unit Theme and Focus Vocabulary\n## Unit Theme: La Gallinita Roja\n## Focus Vocabulary and Characters\n# Week One Pacing\n## Active viewing and classroom greetings\n## Extension activities\n# Week Two Pacing\n## Active viewing and anticipation prompts\n## Continued vocabulary practice\n# Essential Activities\n## Episode introduction and repeated viewing\n## Assessment alignment\n# Sample Lesson for Day 1\n## Puppet dialogue script\n## Culture focus and objectives\n## Materials and correctives","[{\"question\":\"What is the pacing recommendation for SALSA Episode 122 in first and second grades?\",\"answer\":\"Use two weeks per episode. Show the video at least twice each week, with a first full viewing and a second viewing using active viewing techniques.\"},{\"question\":\"Which vocabulary and cultural objectives are emphasized in the lesson plan?\",\"answer\":\"Focus vocabulary includes el papel and el lápiz, along with classroom expressions of courtesy (por favor, gracias, de nada) and review of numbers using manipulatives. Students build cultural understanding through appropriate language practices.\"},{\"question\":\"How are students assessed during the activities?\",\"answer\":\"Assessment is based on observing verbal or non-verbal indications of comprehension, using the assessments provided and monitoring students during TPR and dialogue activities.\"}]","SALSA Episode 22 - Lesson Plan | PDF",1790835099,42]