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Students practice prepositions for location, ask and answer questions about where things are, and order food through speaking, reading, writing, and rotation activities. The plan includes bellringer translations, vocabulary reviews with visuals, map and itinerary reading tasks, structured grammar review of estar and location writing, self-checks, and a mock test with completed study guide work.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/scolt-unit-viajamos-a-cuernavaca-lydia-ellis-pike-county-high-school-spanish-2/424927/",{"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/scolt-unit-viajamos-a-cuernavaca-lydia-ellis-pike-county-high-school-spanish-2/424927.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What grammar and vocabulary skills do students practice in this unit?","Question",{"text":112,"@type":113},"Students practice Spanish prepositions for location (such as a, con, and en) and review estar conjugations and writing sentences about where things are.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students practice asking for and ordering food?",{"text":117,"@type":113},"Students use speaking and role-play tasks for ordering in a restaurant, including translating prompts and producing location-based dialogue and sentences.",{"name":119,"@type":110,"acceptedAnswer":120},"What activities are included during the “During” and “After” phases?",{"text":121,"@type":113},"During includes chunked instruction, mini-lectures, board practice, map activities, and group verb-list work. After includes speaking rotations, reading comprehension with an itinerary, dialogue writing, station rotations, and a mock test with a completed study guide.","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},424927,1791451920,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Teacher: Lydia Ellis Pike County High School Viajamos a Cuernavaca  \nSubject: Spanish 2  \n\n| Activities | Monday | Tuesday | Wednesday | Thursday | Friday |\n| --- | --- | --- | --- | --- | --- |\n| Students will be able to: | Students will use prepositions to say where places are located in a city. | Students will order food in a restaurant, market, or bakery situation. | Students will converse in Spanish about where things are located.\u003Cbr>Students will order food in a restaurant.\u003Cbr>Students will write in the present tense about activities in Cuernavaca. | Students will use the prepositions a, con, and en correctly. | See objectives to the left |\n| Essential\u003Cbr>Questions | How do I say where something is located? | How do I ask for food? | How do I order?\u003Cbr>Can I talk about where things are located?\u003Cbr>Can I write about things to do in Cuernavaca? | How do I say to, in, with, and at in Spanish? | See questions to the left |\n| Bellringer | Reading Activity and Questions on Palacio Cortes Adapted from this article\u003Cbr>See Appendix | Translate into Spanish.\u003Cbr>1. The bank is beside the supermarket.\u003Cbr>2. Where is the San Pedro Market?\u003Cbr>3. Is the ATM near the downtown?\u003Cbr>4. The bakery is far from my house.\u003Cbr>5. The museum is to the right of the Cathedral. | Translate into Spanish.\u003Cbr>1.I eat sweet bread from that bakery over there.\u003Cbr>2. I drink sodas from this supermarket.\u003Cbr>3. I dance on Fridays in the downtown.\u003Cbr>4.I like that bank beside the museum.\u003Cbr>5. I go to Maria’s neighborhood a lot in order to spend time with friends. | Write 5 sentences about things you can do in the places we have studied. Trade with a neighbor and proofread his/her paper. | Translate into Spanish.\u003Cbr>1. She is at the church.\u003Cbr>2.We’re going to the bank.\u003Cbr>3.I study with John.\u003Cbr>4.I’m going on the bus.\u003Cbr>The shirt is from Target |\n| Before: | Converse in Spanish for class participation points:¿Qué hiciste el fin de semana?\u003Cbr>Show photos of the famous places I went in Cuernavaca while narrating with my personal experiences. | Converse in Spanish for class participation points:¿Dónde está…?\u003Cbr>Review Vocabulary using photos on PPT\u003Cbr>Show photos of mercados, supermercados, and panderias in Cuernavaca and discuss. | 15 minutes\u003Cbr>Converse in Spanish for class participation points: ordering in a restaurant\u003Cbr>Review Vocabulary using photos on PPT\u003Cbr>Intro Reading Activity: Sra. Ellis’s itinerary: Read Mrs. Ellis’s itinerary for Cuernavaca and determine what activities she will do today. Translate and discuss. | 15 minutes\u003Cbr>Converse in Spanish for Dojo Points: ordering in a restaurant\u003Cbr>Review Vocabulary\u003Cbr>Intro Reading Activity: Letter to Sra. Clifford from Sra. Ellis about where I went and what I did there. Translate and Discuss. | 15 minutes\u003Cbr>Converse in Spanish for Dojo Points: ordering in a restaurant\u003Cbr>Review Vocabulary\u003Cbr>Questions from study guide |\n| During: | Chunk 1 (20 minutes)\u003Cbr>Pronounce vocabulary words (appendix) . (I do we do) Preposition Box Speaking Activity (You do)\u003Cbr>• Using a giant cardboard box, have students use prepositions to say where\u003Cbr>volunteers are in relation to the box. Vocabulary Crossword Puzzle (appendix) (you do)\u003Cbr>Chunk 2 20 minutes\u003Cbr>Teacher Mini Lecture: Review Estar conjugations & writing location\u003Cbr>Practice on Board: I do, we do, ya’ll do\u003Cbr>Cuernavaca Map Activity: Use the map to fill in the missing words about the Cuernavaca Tourist map (appendix) (you do) | Investigate & recall: Students will make lists of words they think they need for foods in each store: supermercado, restaurant, panderia. They may use paper dictionaries, [spanishdict.com](spanishdict.com), or their textbook.(10 minutes)\u003Cbr>Review list on board (5 minutes)\u003Cbr>Pronounce words (5 minutes)\u003Cbr>Review ordering and asking for things vocabulary (5 minutes) (list in appendix)\u003Cbr>Turn & Talk: Ask your partner for items from the food list on the board in Spanish. | Assign each group a place in Cuernavaca. They have 5 minutes to ","cbCaioNx29gBWwaA","https://ap.wps.com/l/cbCaioNx29gBWwaA","pdf",119872,"English","# Monday\n## Bellringer\n## Before\n# Tuesday\n## Bellringer\n## Before\n# Wednesday\n## Bellringer\n## Before\n# Thursday\n## Bellringer\n## Before\n# Friday\n## Before\n# During\n## Chunk 1\n## Chunk 2\n## Practice and Activities\n# After\n## Inside-Outside Circle Speaking\n## Reading and Writing\n## Rotation Stations\n## Mock Test","[{\"question\":\"What grammar and vocabulary skills do students practice in this unit?\",\"answer\":\"Students practice Spanish prepositions for location (such as a, con, and en) and review estar conjugations and writing sentences about where things are.\"},{\"question\":\"How do students practice asking for and ordering food?\",\"answer\":\"Students use speaking and role-play tasks for ordering in a restaurant, including translating prompts and producing location-based dialogue and sentences.\"},{\"question\":\"What activities are included during the “During” and “After” phases?\",\"answer\":\"During includes chunked instruction, mini-lectures, board practice, map activities, and group verb-list work. After includes speaking rotations, reading comprehension with an itinerary, dialogue writing, station rotations, and a mock test with a completed study guide.\"}]","SCOLT-Unit-Viajamos a Cuernavaca - Lydia Ellis Pike County High School Spanish 2 | PDF",1790635727]