LEARNING INTENTIONSSUCCESS CRITERIA We are learning (to)…  use essential vocab to talk about foods and beverages we eat/drink and express how often 

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1 LEARNING INTENTIONSSUCCESS CRITERIA We are learning (to)…  use essential vocab to talk about foods and beverages we eat/drink and express how often  conjugate all regular verbs (-ar, -er, and –ir using comer, beber & compartir as key examples)  talk about our likes/dislikes using gustar & encantar We’ll know we’re successful when we can… recognize, pronounce, and use each new food/drink term correctly in a variety of contexts use the correct forms of ‘comer’ & ‘beber’ in context use the correct forms of verbs, including compartir, regardless of their infinitive endings in a variety of context ask and answer target questions ¡Buenos días! 1) Pongan la tarea en la cesta. (Put HW in the basket.) 2) Hagan la actividad en la tarjeta de salida. 3) Practiquen la pregunta: ¿Te gusta(n) ____? con un compañero.

2 a) el __________________ de fresa (strawberry yogurt) b) la sopa de ____________________ (vegetable soup) c) el jugo _________ naranja (orange juice) d) ______________________________________ (apple juice) e) A mí ___________ gustan las papas fritas. f) A ________ te gusta el café con leche y azúcar. g) ________ mi amigo y a mí nos gusta comer el almuerzo juntas. h) Me _________________ los huevos para el desayuno. i) Yo ______________ la limonada en el verano cuando hace calor. ¿Están correctos?

3 Tier 1Tier 2Tier 3 Take turns quizzing each other with the vocabulary cards. Include an appropriate article for each item. Play once using the definite articles and once using the indefinite articles. Use your book (pg. 124/125 or 144) if you need extra support. Ex. “la/una leche” “las/unas galletas” Take turns quizzing each other with the vocabulary cards. For each food or beverage, express how often you eat or drink the item. Ex. “(Yo) como las galletas en vez de cuando.” “(Yo) bebo la leche todos los d ías.” Place all of the cards out on the desk in front of you. Ask & answer the target questions: “¿Qué bebes para (el desayuno/el almuerzo/la cena)?” “¿Qué comes para (el desayuno/el almuerzo/la cena)?” “¿Con qué frecuencia comes/bebes _______?” “¿Bebes t ú ____?” “¿Comes t ú ____?”

4 La Videohistoria: “El desayuno” Abren los libros a p. 126 and 127 Trabajan con sus compañeros en un grupo de cuatro. Hacen las cosas importantes:  Read through the story aloud.  Translate as you go along and discuss possible meanings of unfamiliar vocabulary.  Decode the new vocabulary identified in blue.  Work to understand the basic gist of the plot.  Reread the story aloud, each person in the group taking one part and acting out the scene.  Be ready to discuss!

5 El vocabulario nuevo: ‘Comprendo’ ________________________ ‘No comprendo’ ______________________ ‘por supuesto’ ________________________ ‘¡Qué asco!’ __________________________ ‘Me encantan’ ________________________ ‘Comparto’ __________________________ ‘¿Compartes?’_______________________ ‘Más o menos’ ________________________ ‘¿Cuál?’ _____________________