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Includes vocabulary integration (places, events, foods, beverages, adjectives, numbers), pronunciation practice for letter c, direct object pronouns, reading-based practice, cumulative review, and an end-of-unit test.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/whatcott-spanish-b-semester-plans/492902/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/whatcott-spanish-b-semester-plans/492902.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Which grammar topics are emphasized in Week Beginning 1?","Question",{"text":63,"@type":64},"Week Beginning 1 targets stem-changing verbs, specifically o→ue (including poder) and e→i, with practice for using these verbs to describe what to do in the city and to talk about foods and related content.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the plan address transportation and location in Spanish?",{"text":68,"@type":64},"It emphasizes communication using correct forms with ir, including distinguishing ir + place to express where someone is going versus ir + infinitive to express what someone is going to do, supported by questions like ¿Adónde vas? and ¿Qué vas a hacer?",{"name":70,"@type":61,"acceptedAnswer":71},"What assessment is included in the semester plans?",{"text":72,"@type":64},"The plan includes a U4L2 Test on Day 10 under Week Beginning 2, following cumulative vocabulary and grammar review sessions on Days 8 and 9.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},492902,1790977738,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| Name:\u003Cbr>Whatcott |  |  | Grading Quarter: 1 | Week Beginning: 1 |  |\n| --- | --- | --- | --- | --- | --- |\n| School Year: |  |  | Subject: Spanish B |  |  |\n| Mo\u003Cbr>nda\u003Cbr>y | Notes:\u003Cbr>U4L2\u003Cbr>Day 1 | Objective:\u003Cbr>Culture: learn about Spain Vocabulary: places and events in town Lesson Overview:\u003Cbr>Introduce lesson theme: ¿Qué hacemos esta noche? Culture: Discuss activities teens do on the weekend in different countries. |  |  | Academic Standards:\u003Cbr>2.2 Products and perspectives 4.2 Compare cultures |\n| Tue\u003Cbr>sda\u003Cbr>y | Notes:\u003Cbr>Day 2 | Objective:\u003Cbr>Communication: talking about transportation\u003Cbr>Lesson Overview:\u003Cbr>Understand activity vocabulary in context. Make sure students can make the distinction between ir a + place to tell where someone is going and ir a + infinitive to tell what someone is going to do. Ask questions starting with ¿Adónde vas? and ¿Qué vas a hacer? to elicit correct responses. |  |  | Academic Standards:\u003Cbr>1.1 Engage in conversation, Understand language, Present information |\n| We\u003Cbr>dne\u003Cbr>sda\u003Cbr>y | Notes:\u003Cbr>Day 3 | Objective:\u003Cbr>Grammar: stem-changing verbs: o ➞ ue\u003Cbr>Lesson Overview:\u003Cbr>Write the forms of the verb poder on the board. Call on a student to underline the o ➞ ue stem changes. Practice using o ➞ ue stem-changing verbs and lesson vocabulary. |  |  | Academic Standards:\u003Cbr>4.1 Compare languages |\n| Thu\u003Cbr>rsd\u003Cbr>ay | Notes:\u003Cbr>Day 4 | Objective:\u003Cbr>Communication: use stemchanging verbs: o ➞ ue to talk about things todo in the city\u003Cbr>Lesson Overview:\u003Cbr>Identify o ➞ ue stem-changing verbs in context. Talk about places around town and what you find there. |  |  | Academic Standards:\u003Cbr>1.1 Engage in conversation, 1.2 Understand language, Telehistoria, 1.3 Present information |\n| Frid\u003Cbr>ay | Notes:\u003Cbr>Day 5 | Objective:\u003Cbr>Grammar: stem-changing verbs: e ➞ i\u003Cbr>Lesson Overview:\u003Cbr>Practice present tense of e ➞ i stemchanging verbs.• Practice lesson vocabulary: foods • Recycle: Direct object pronouns.• Pronunciation: Practice pronouncing the letter c before e and i. |  |  | Academic Standards:\u003Cbr>1.2 Understand language, Pronunciación 1.3 Present information |\n\n\n| Name:\u003Cbr>Whatcott |  |  | Grading Quarter: 1 | Week Beginning: 2 |  |\n| --- | --- | --- | --- | --- | --- |\n| School Year: |  |  | Subject: Spanish B |  |  |\n| Mo\u003Cbr>nda\u003Cbr>y | Notes:\u003Cbr>Day 6 | Objective:\u003Cbr>Communication: Culmination: stem-changing verbs, order food\u003Cbr>Lesson Overview:\u003Cbr>Integrate lesson content. |  |  | Academic Standards:\u003Cbr>1.1 Engage in conversation, 1.2 Understand language, 1.3 Present infomation |\n| Tue\u003Cbr>sda\u003Cbr>y | Notes:\u003Cbr>Day 7 | Objective:\u003Cbr>Reading: Weekends in Spain and Chile\u003Cbr>Lesson Overview:\u003Cbr>Practice using and integrating lesson vocabulary and grammar. |  |  | Academic Standards:\u003Cbr>1.2 Understand language, 1.3 Present information |\n| We\u003Cbr>dne\u003Cbr>sda\u003Cbr>y | Notes:\u003Cbr>Day 8 | Objective:\u003Cbr>Vocabulary and grammar review\u003Cbr>Lesson Overview:\u003Cbr>Review vocabulary and grammar from U4L2 |  |  | Academic Standards:\u003Cbr>5.2 Life-long learners |\n| Thu\u003Cbr>rsda\u003Cbr>y | Notes:\u003Cbr>Day 9 | Objective:\u003Cbr>Vocabulary and grammar review\u003Cbr>Lesson Overview:\u003Cbr>Review vocabulary and grammar from U4L2 |  |  | Academic Standards:\u003Cbr>1.2 Understand language 1.3 Present information 3.2 Acquire information |\n| Frid\u003Cbr>ay | Notes:\u003Cbr>U4L2 Test\u003Cbr>Day 10 | Objective:\u003Cbr>Assessment\u003Cbr>Lesson Overview: |  |  | Academic\u003Cbr>Standards: |\n| Name:\u003Cbr>Whatcott |  |  | Grading Quarter: 1 | Week Beginning: 3 |  |\n\n\n| School Year: |  |  | Subject: Spanish B |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Mo\u003Cbr>nda\u003Cbr>y | Notes:\u003Cbr>Antes de\u003Cbr>Avanzar\u003Cbr>Day 1 | Objective:\u003Cbr>Review the vocabulary: activities, snack foods, days of the week, descriptive adjectives. Review vocabulary: activities, foods and beverages, adjectives.\u003Cbr>Lesson Overview:\u003Cbr>Read aloud the vocabulary and have students repeat.•Review meanings of the vocabulary words. Vocabulary recognition and production for foods, beverages, activities, adjective","cbCainLCzPEZ1H8V","https://ap.wps.com/l/cbCainLCzPEZ1H8V","pdf",295600,18,"English","# Grading Quarter 1 - Week Beginning 1\n## U4L2 Day 1: Culture and town vocabulary\n## Day 2: Transportation communication with ir\n## Day 3: o→ue stem-changing verbs (poder)\n## Day 4: Use o→ue verbs to talk about city tasks\n## Day 5: e→i stem-changing verbs and pronunciation\n# Grading Quarter 1 - Week Beginning 2\n## Day 6: Culmination—stem-changing verbs and ordering food\n## Day 7: Reading—weekends in Spain and Chile\n## Day 8: Vocabulary and grammar review (U4L2)\n## Day 9: Vocabulary and grammar review (U4L2)\n## Day 10: U4L2 Test\n# Grading Quarter 1 - Week Beginning 3\n## Antes de Avanzar: Vocabulary review and recognition/production\n## Day 2: Subject pronouns, ser, and gustar\n## Day 3: Tener expressions and telling time/frequency\n## Day 4: estar and ir forms\n## Day 5: Food/family vocabulary, possessive adjectives, dates\n# Grading Quarter 1 - Week Beginning 4\n## Day 6: Review and practice er/ir present tense verbs","[{\"question\":\"Which grammar topics are emphasized in Week Beginning 1?\",\"answer\":\"Week Beginning 1 targets stem-changing verbs, specifically o→ue (including poder) and e→i, with practice for using these verbs to describe what to do in the city and to talk about foods and related content.\"},{\"question\":\"How does the plan address transportation and location in Spanish?\",\"answer\":\"It emphasizes communication using correct forms with ir, including distinguishing ir + place to express where someone is going versus ir + infinitive to express what someone is going to do, supported by questions like ¿Adónde vas? and ¿Qué vas a hacer?\"},{\"question\":\"What assessment is included in the semester plans?\",\"answer\":\"The plan includes a U4L2 Test on Day 10 under Week Beginning 2, following cumulative vocabulary and grammar review sessions on Days 8 and 9.\"}]","Whatcott - Spanish B Semester Plans | PDF",1790872165,45]