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¡Avancemos! Level 3 Lesson Plans Unidad 3 1

Unit and Lesson Opener, Presentación y práctica de vocabulario, pp. 148–154 TEKS

• 2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts.

• 2D compare and contrast cultural practices from authentic print, digital, audio, and audiovisual materials. OBJECTIVES

• Introduce lesson theme: ¿Cómo será el futuro? • Culture: Explore lakes in Nicaragua and talk about Central American endangered species. • Present and practice vocabulary: issues that affect the environment. • Check for recognition.

FOCUS AND MOTIVATE

(5 min.) Unit 3 Opener, pp. 150–151: Have students look at the picture of the tropical forest on pages 150 and 151. Try to guess what animals might live there.

TEACH

(20 min.) Presentación de vocabulario, pp. 152–153. IEP Modification Ask students yes/no questions. Encourage complete answers: e.g., “¿El petróleo, es un recurso renovable?” Model the answer: “No, el petróleo no es un recurso renovable.” PRACTICE AND APPLY

(10 min.) Presentación de vocabulario, pp. 152–153. Read Reporte anual. Have students view the photographs and respond to the ¿Qué ves? questions.

(5 min.) Play TXT CD 5, track 1, 2. ¡A responder! activity, p. 153. (20 min.) Práctica de vocabulario, Activities 1–3, p. 154. Have students work in pairs. Use reading, writing, and

speaking skills listed next to the activity. Review commands. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 154. Pair students and do the exercise. Expand to other activities, such as role playing a journalist and preparing a report on global warming.

For additional practice, use Reteaching and Practice Copymaster, URB 3, pp. 1, 2. Homework: Cuaderno, pp. 99–101; Cuaderno para hispanohablantes, pp. 99–102.

OPTIONAL RESOURCES Plan

• Family Letter, URB 3, p. 75 • Absent Student Copymasters, URB 3, p. 77

Present

• Warm-up Transparencies, Projectable Transparencies 16 • Atlas Map, Projectable Transparencies 3 • Map Transparencies, Projectable Transparencies 1 • Map-Culture Activities, URB 3, pp. 67–68 • Fine Art Activities, URB 3, pp. 71 • Fine Art Transparencies, Projectable Transparencies 3 • Vocabulary Transparencies, Projectable Transparencies 6–7 • TPRS, pp. 29–35 • Audio Script, URB 3, pp. 55–60

Practice

• Practice Games, URB 3, p. 31 • ¡AvanzaCómics! Mundos paralelos, Episodio 2


Assess

• Reteaching and Practice Copymasters, URB 3, pp. 1, 2, 10 • Student Book and Workbook Answers, Projectable Transparencies 24–27, 32–39

TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities @Home Tutor Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Rubric Generator News and Networking Pre-AP Resources Pre-AP Resources


Vocabulario en contexto, pp. 155-156 TEKS


OBJECTIVES

• Understand vocabulary related to environmental concerns, in context. • Practice using vocabulary to express environmental concerns. • Recycle: ir a + infinitive. • Culture: Lake Nicaragua.

FOCUS AND MOTIVATE

(10 min.) Talk about technological changes that have taken place over the past few years. Read Informe escolar, p. 155.

TEACH

(5 min.) Listen to Audio Program: TXT CD 5, track 3. Have students identify vocabulary related to the environment. (5 min.) Make a list of new vocabulary.

PRACTICE AND APPLY

(10 min.) Apply problem-solving chart strategy to enhance comprehension, p. 155. (10 min.) Comprehension Activities: 4, 5 p. 156.

IEP Modification Slower-paced Learners: Ask yes/no questions with one word from new vocabulary. Encourage complete answers. ASSESS AND RETEACH

(10 min.) Para y piensa, p. 156. Review problem chart on page 155. For additional practice, use Reteaching & Practice Copymasters, URB 3, pp. 1, 3, 11.


• Student Book and Workbook Answers, Projectable Transparencies 24–27, 32–39 • Absent Student Copymasters, URB 3, p. 78

Present • Warm-up Transparencies, Projectable Transparencies 16 • Audio Script, URB 3, pp. 55–60

Practice • Practice Games, URB 3, p. 32

Assess

• Reteaching and Practice Copymasters, URB 3, pp. 1, 3, 11


TECHNOLOGY TOOLS

Teacher Tools Student Tools Teacher One Stop Student One Stop Interactive Whiteboard Activities @Home Tutor Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Rubric Generator News and Networking Pre-AP Resources Pre-AP Resources


Presentación y práctica de gramática 1, pp. 157–159 TEKS

• 1A ask and respond to questions about and beyond the scope of everyday life with simple elaboration in spoken and written conversation.



• Present and practice the future tense. • Recycle: media vocabulary • Practice making predictions.

FOCUS AND MOTIVATE

(10 min.) Presentación de gramática, p. 157: Introduce the future tense by talking about the present and comparing to an event in the future. Use words and phrases such as mañana, la semana que viene, esta tarde.

TEACH

(5 min.) Explain that future tense endings are the same verbs ending in -ar, -er, -ir. (5 min.) Explain that the irregular form of the verb changes the stem before adding the ending. (5 min.) Explain that the future tense can be used to wonder or make a guess about something: “¿Lloverá mañana?”

IEP Modification Presentación de gramática, p. 158: Ask: “¿Vendrás a la escuela el sábado?” Elicit response: “No, no vendré a la escuela el sábado.” PRACTICE AND APPLY

(10 min.) Práctica de gramática, Activities 6–7, p. 158. Write the answers. (15 min.) Práctica de gramática, Activities 8–9, p. 159. Practice in pairs. Call on students to ask and answer

questions for the whole class to hear. Ask for volunteer pairs to ask and answer original questions in front of the class.

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 159. For additional practice, use Reteaching & Practice Copymasters, URB 3, pp. 4, 5, 12. Homework: Cuaderno, pp. 102–104; Cuaderno para hispanohablantes, pp. 103–105.



Present

• Warm-up Transparencies, Projectable Transparencies 17 • Grammar Presentation Transparencies, Projectable Transparencies 10 • Audio Script, URB 3, pp. 55–60

Practice

• Practice Games, URB 3, p. 33

Assess • Reteaching and Practice Copymasters, URB 3, pp. 4, 5, 12


TECHNOLOGY TOOLS

Teacher Tools Student Tools Interactive Whiteboard Activities @Home Tutor Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Rubric Generator News and Networking Pre-AP Resources Pre-AP Resources


Gramática en contexto, pp. 160–161 TEKS



OBJECTIVES

• Practice using grammar in context. FOCUS AND MOTIVATE

(5 min.) Ask students how they envision life in the year 2050. TEACH

(5 min.) Listen to Audio Program: TXT CD 5, track 5. (5 min.) Discuss comprehension of tape. Isolate fragments and identify meaning. (10 min.) Read !Lo que vendrá! p. 160. Verify comprehension and isolate verbs in future tense.

IEP Modification Review future tense endings. PRACTICE AND APPLY

(5 min.) Comprensión del cuaderno personal, Activity 10, p. 161. (10 min.) Consecuencias, Activity 11, p. 161. Write letter in small groups.

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 161. Ask questions about the future of transportation, for example. Have students work in pairs.

For additional practice, use Reteaching & Practice Copymasters, URB 3, pp. 4, 6. OPTIONAL RESOURCES Plan




Assess

• Reteaching and Practice Copymasters, URB 3, pp. 4, 6


TECHNOLOGY TOOLS






• Present and practice the uses of por and para. • Practice pronouncing the hard /g/ sound in Spanish. • Culture: Endangered species.

FOCUS AND MOTIVATE

(10 min.) Presentación de gramática, p. 162. Present prepositions por and para, and their uses. TEACH

(5 min.) English Grammar Connection, p. 162. Make a list on the board with uses of each preposition. (5 min.) Ask students to find examples of each.

IEP Modification Explain that prepositions por and para are used in Spanish in place of “for” in English. Clarify that they are used in different instances. Focus on one preposition at a time. PRACTICE AND APPLY

(10 min.) Practica de gramática: p. 163. Activities 13, 14. (5 min.) Pronunciación: Practice pronouncing the hard /g/ sound in Spanish p. 163.

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 164. Expand by having students write three sentences using por and three using para. For additional practice, use Reteaching & Practice Copymasters, URB 3, pp. 7, 8. Homework: Cuaderno, pp. 105–107; Cuaderno para hispanohablantes, pp. 106–109.



Present

• Warm-up Transparencies, Projectable Transparencies 18 • Grammar Presentation Transparencies, Projectable Transparencies 11

Practice

• Practice Games, URB 3, p. 35 • Audio Script, URB 3, pp. 55–60

Assess

• Reteaching and Practice Copymasters, URB 3, pp. 7–8


TECHNOLOGY TOOLS



Todo junto, pp. 165–167 TEKS



• 2B paraphrase the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials.

• 3C inform others orally and in writing about a variety of topics using connected sentences with details and elaboration.

OBJECTIVES

• Practice using and integrating lesson grammar and vocabulary. FOCUS AND MOTIVATE

(5 min.) Todo junto, p. 165. Review vocabulary related to the environment, and the use of the future tense. TEACH

(5 min.) Play Audio Program: TXT CD 5, track 7. (5 min.) Discuss students’ understanding of the dialogue and characters involved. (5 min.) Listen to Audio Program again; try to identify words from vocabulary, and verbs in future tense.

PRACTICE AND APPLY

(5 min.) Comprensión del diálogo, Activity 17, p. 166. Listen to Audio Program to complete table. (10 min.) Activities 18–19, p. 167. Practice using reading, writing, listening, and speaking skills. Audio Program

TXT CD 5, tracks 8, 9. IEP Modification Focus on one environmental issue: for example, the use of large vehicles. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 167. Have students research more about solar energy. For additional practice, use Reteaching & Practice Copymasters, URB 3, pp. 7, 9. Homework: Cuaderno, pp. 108–109; Cuaderno para hispanohablantes, pp. 110–111.



Present

• Warm-up Transparencies, Projectable Transparencies 18 • Audio Script, URB 3, pp. 55–60

Practice

• Learning Scenarios • Conversation cards • Practice Games, URB 3, p. 36

Assess



TECHNOLOGY TOOLS



Lectura literaria y Conexiones, pp. 168–172 TEKS


• 2B identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials.

• 2C infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials. OBJECTIVES

• Read an essay written by Salvadoran author Carlos Balaguer. • Analyze the author’s perspective on the stages of life. • Analyze the essay’s references to age and stages of life. • Culture: Carlos Balaguer. • Read about the patriotic symbols of Central American countries.

FOCUS AND MOTIVATE

(20 min.) Talk about the stages of life, and ask students to imagine themselves when they become older. Read La mejor edad, pp. 169–171.

TEACH

(5 min.) Read Nota cultural: p. 168 about the author Carlos Balaguer. (5 min.) Review vocabulary that might help students understand passage, such as: caramelos, cazar, ilusión, devenir,

ideal, eternidad, grandeza, etc. (5 min.) Play TXT CD 5, track 10. Ask students how many stages of life are described in the passage and how is

each characterized. PRACTICE AND APPLY

(15 min.) Have students choose a stage in life as described in the passage, and expand with elements of their own. (10 min.) Have students look at the three illustrations and discuss what each of these represents.

IEP Modification Paraphrase the paragraphs in the passage using cognates. ASSESS AND RETEACH

(20 min.) Para y piensa, p. 171. Group discussion about questions 1–4. Have students write a short paragraph about ¿Cuál es la mejor edad?

Ongoing Assessment, p. 171. OPTIONAL RESOURCES Plan


Present

• Warm-up Transparencies, Projectable Transparencies 19 • Fine Art Activities, URB 3, p. 70 • Fine Art Transparencies, Projectable Transparencies 2

Practice

• Lecturas para todos, pp. 28–33 • Lecturas para hispanohablantes • Practice Games, URB 3, p. 37


En resumen, Repaso de la lección, pp. 173–175 TEKS

• 2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts.

• 2D compare and contrast cultural practices from authentic print, digital, audio, and audiovisual materials.

OBJECTIVES • Review lesson grammar and vocabulary.

FOCUS AND MOTIVATE

(20 min.) En resumen, p. 173. Review all vocabulary terms and grammar items. TEACH

(5 min) En resumen: Assess which vocabulary terms need more practice and encourage students to form sentences with each.

(5 min.) Repaso de la lección, pp. 174–175. Have students make two statements about their environmental concerns, and supply a possible solution.

PRACTICE AND APPLY

(5 min.) Repaso de la lección, Activity 1, p. 174. Play TXT CD 5 track 11 while they do Activity 1. (20 min.) Complete activities 2–5, pp. 174–175.

IEP Modification Personalize It: Have students choose three verbs to describe what they can do in the future to protect the environment.

ASSESS AND RETEACH Homework: Study En resumen, p. 173; Cuaderno, pp. 110–121; Cuaderno para hispanohablantes, pp. 112–121. Ongoing Assesments, pp. 174, 175.





Assess • Review Games Online • Lesson Test, Modified Assessment, p. 83–89 • Lesson Test, Pre-AP Assessment, p. 83–89 • Lesson Test, Heritage Learners Assessment, pp. 89–95


TECHNOLOGY TOOLS



Lesson Opener, Presentación y práctica de vocabulario, pp. 176–180 TEKS



• Introduce lesson theme: Por un futuro mayor. • Culture: technology’s impact on Panama and native art throughout Central America. Present and practice

vocabulary: government, society, and business. • Check for recognition. • Recycle: commands.

FOCUS AND MOTIVATE

(10 min.) Unit 1 Opener, pp. 176–177: Comparación cultural. Have students view the photographs and respond to the ¿Qué ves? questions.

TEACH

(5 min.) Review use of the subjunctive for impersonal expressions. (20 min.) Presentación de vocabulario A–D, pp. 178–179. (10 min.) Listen to Audio Program: TXT CD 6, tracks 1, 2. Ask yes/no question to verify comprehension.

IEP Modification Write an impersonal expression on the board, such as Es importante... reciclar. Ask students to add similar expressions about the Audio Program. PRACTICE AND APPLY

(5 min.) Lesson 2 Opener, pp. 176–180. Talk about ideas students might have on how to improve the environment/ school cafeteria. Encourage them to use the subjunctive.

(5 min.) A responder, p. 179. Have students complete the activity. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 180. Work in small groups. For additional practice, use Reteaching Copymasters, URB 3, pp. 13, 14. Homework: Cuaderno, pp. 122–124; Cuaderno para hispanohablantes, pp. 122–125.


• Absent Student Copymasters, URB 3, p. 85 Present

• Warm-up Transparencies, Projectable Transparencies 20 • Vocabulary Transparencies, Projectable Transparencies 8–9 • TPRS, pp. 36–42 • Audio Script, URB 3, pp. 61–66

Practice

• Practice Games, URB 3, p. 39 Assess

• Reteaching and Practice Copymasters, URB 3, pp. 13, 14, 22 • Student Book and Workbook Answers, Projectable Transparencies 28–31, 40–47


Vocabulario en contexto, pp. 181–182 TEKS


OBJECTIVES

• Understand and practice vocabulary related to promotion and business in context. • Practice expressing points of view.

FOCUS AND MOTIVATE

(5 min.) Talk about experiments and how they become inventions. TEACH

(10 min.) Vocabulary Warm up: p. 181. Use Projectable Transparencies 20. Have students repeat the words after you for correct pronunciation. Briefly use the words in a sentence.

(5 min.) Video Program TXT CD 6, track 3. Write new words on the board. (5 min.) Apply the pyramid chart strategy to aid comprehension.

PRACTICE AND APPLY

(5 min.) Activity 4, p. 182. Have students work individually to complete the sentences. (10 min.) Activity 5, p. 182. Have students write a short paragraph about the topic that interests them the most.

IEP Modification Ask students to assume the role of Liliana and explain her invention. ASSESS AND RETEACH

(15 min.) Para y piensa, p. 182. Have students create an advertisement for Liliana’s invention using vocabulary words.

For additional practice, use Reteaching Copymaster, URB 3, pp. 13, 15. OPTIONAL RESOURCES Plan




Assess • Reteaching and Practice Copymasters, URB 3, pp. 13, 15







• Present the subjunctive of regular verbs. • Practice using the subjunctive with impersonal expressions. • Recycle: Impersonal expressions. • Culture: The Panama Canal.

FOCUS AND MOTIVATE

(20 min.) Presentación de gramática, p. 183. Present a situation where you would use the present subjunctive, such as impersonal expressions starting with Es importante que...

TEACH

(5 min.) Explain that the present subjunctive is formed in the same way as most command forms. (5 min.) Compare with English and point out that the que in the Spanish construction is obligatory, unlike the that in

English. (5 min.) Write the endings on the board for students to see how the verb is formed. Have students come up with

examples as you write. IEP Modification Focus more on examples than explanation. Use repetition and yes/no questions to increase skill level. Group students in pairs and have them ask and answer questions using the subjunctive. Encourage the use of complete answers. PRACTICE AND APPLY

(20 min.) Práctica de gramática, Activities 6–9, pp. 184–185. Write the answers. (10 min.) Comparación cultural, p. 184. Talk about the Panama Canal and ask ¿De qué manera es importante la

posición geográfica de un país respecto del comercio? (10 min.) Have students write a short paragraph about the geographical importance of a country’s location and how

its location affects the people who live there. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 185. Homework: Cuaderno, pp. 125–127; Cuaderno para hispanohablantes, pp. 126–128. For additional practice, use Reteaching Copymaster, URB 3, pp. 16, 18.



Present

• Warm-up Transparencies, Projectable Transparencies 21 • Grammar Presentation Transparencies, Projectable Transparencies 12 • Audio Script, URB 3, pp. 61–66

Practice

• Practice Games, URB 3, p. 41


Assess • Reteaching and Practice Copymasters, URB 3, pp. 16, 17, 23



Gramática en contexto, pp. 186–187 TEKS



OBJECTIVES

• Understand the objective in context. FOCUS AND MOTIVATE

(5 min.) Review Liliana’s invention, and ask students what they would do if they had an invention that they truly thought would be helpful to other people.

TEACH

(10 min.) The subjunctive in context. Read Se buscan jóvenes inventores. (10 min.) Video Program TXT CD 6, tracks 5, 6. Listen for subjunctive forms and have students try to identify and

write as many as they hear. Play more than once if necessary. (5 min.) Complete the hierarchy chart, p. 186, with three different uses of the subjunctive, and give examples.

IEP Modification Yes/no questions. Read Contexto 2, review what MejorAire claims to do and how it works. Check comprehension of the bulleted points in the anuncio by asking whether Liliana’s invention meets each standard. PRACTICE AND APPLY

(5 min.) Comprensión del anuncio, Activity 10, p. 187. Play TXT CD 6, tracks 5, 6. Call on students to give the answers.

(10 min.) Un invento novedoso, Activity 11, p. 187. In small groups, think of a problem students encounter on a daily basis, such as finding their school supplies, and ask them to come up with an invention that would solve that problem.

(5 min.) Pronunciación: Review pronunciation of letter g with -e, and -i. Read the words and have students repeat. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 187. Complete the sentences based on the advertisement: Se buscan jóvenes inventores. Ongoing Assessment: Dictation, p. 187. For additional practice, use Reteaching Copymaster, URB 3, pp. 16, 18.



Present


Practice



TECHNOLOGY TOOLS



• 1A ask and respond to questions about everyday life with simple elaboration in spoken and written conversation. • 2D identify cultural practices from authentic print, digital, audio, and audiovisual materials.

OBJECTIVES

• Present and practice using irregular forms of the subjunctive. • Recycle: future tense. • Culture: How artists represent the world around them.

FOCUS AND MOTIVATE

(20 min.) Presentación de gramática, p. 188. Present conjugation of irregular verbs in the subjunctive form. TEACH

(10 min.) Presentación de gramática, p. 188. Make a chart on the board conjugating infinitive verbs ending –ar, –er, and –ir, showing them in a pattern.

(5 min.) Explain that verbs ending in –ar and –er have the same stem changes as in the present indicative: cerrar – cierres.

(5 min.) Explain that verbs ending in –ir follow the pattern for the present indicative for all forms except nosotros and vosotros. (divertirse – diviertan / dormir – durmamos).

IEP Modification Write out conjugation charts for –ir stem-changing verbs. Have students say the conjugations a loud, preceding each verb with que.

PRACTICE AND APPLY

(5 min.) Unos consejos, Activity 13, p. 189. Role play in pairs. Pretend you are co-workers, and co-worker 1 is giving advice to co-worker 2.

(15 min.) Un futuro próspero, Activity 15, p. 190. Have students prepare their paragraphs and then exchange with a partner. The partner should explain why or why not he/she approves the investment.

(15 min.) Es interesante que... Activity 16, p. 190. Individual work or additional work for students needing more practice.

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 190. Remind students to use new vocabulary. For additional practice, use Reteaching Copymasters, URB 3, pp. 19, 20, 24. Homework: Cuaderno, pp. 128–130; Cuaderno para hispanohablantes, pp. 129–132.



Present

• Warm-up Transparencies, Projectable Transparencies 22 • Fine Art Activities, URB 3, p. 72 • Fine Art Transparencies, Projectable Transparencies 4 • Grammar Presentation Transparencies, Projectable Transparencies 13

Practice

• Practice Games, URB 3, p. 43 • Audio Script, URB 3, pp. 61–66

Assess

• Reteaching and Practice Copymasters, URB 3, pp. 19, 20, 24


TECHNOLOGY TOOLS



Todo junto, pp. 191–193 TEKS



• 3C inform others orally and in writing about a variety of topics using connected sentences with details and elaboration.

OBJECTIVES

• Integrate lesson content. • Practice integrating and using lesson grammar and vocabulary in context.

FOCUS AND MOTIVATE

(10 min.) Todo junto, p. 191. Summarize contextos 1 and 2. Predict what is going to happen with Liliana’s invention.

TEACH

(10 min.) Audio Program: TXT CD 6, track 7. Listen to conversation between Liliana and Ernestina. Focus on the language they use to present and support their opinions.

(5 min.) Make a list of costs and potential benefits. (5 min.) Teach expressions used in other countries to support an opinion: ¡Es lógico!, ¡Pues claro!, ¡Se cae de la

mata!, and ¡Obvio! PRACTICE AND APPLY

(5 min.) Comprensión del dialogo, Activity 17, p. 192. Have students write what they would do in Liliana’s place. (10 min.) Integración, Activity 18, p. 193. Practice using reading, writing, listening, and speaking skills. (10 min.) ¡A escribir! Ask students to write a short paragraph describing Efraín’s car.

IEP Modification Allow students to write about one of their own inventions in Activity 19. If they chose to do this, they should take the role of someone else (a teacher or a friend) giving them advice. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 193. Remember to have students use the subjunctive forms. For additional practice, use Reteaching Copymasters, URB 3, pp. 19, 21. Homework: Cuaderno, pp. 131–132; Cuaderno para hispanohablantes, pp. 133–134.



Present


Practice

• Learning Scenarios • Conversation cards • Practice Games, URB 3, p. 44

Assess



Lectura literaria y Escritura, pp. 194–198 TEKS


• 2B paraphrase the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials.

• 2C infer meaning of unfamiliar words or phrases in contextualized texts, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences with details and

elaboration. OBJECTIVES

• Read a Mayan fable. • Analyze the story’s perspective on humankind and nature. • Culture: the Mayan civilization. • Analyze the fable’s references to nature. • Write a business proposal to an investor.

FOCUS AND MOTIVATE

(5 min.) Lectura, pp. 195–197. Ask students if they can think of a fable. Discuss what a fable is. TEACH

(20 min.) Play TXT CD 6, track 10. Read the Mayan fable, pp. 195–197. Ask about the different animals mentioned and what they represent in the fable.

(10 min.) Analyze the fable’s references to nature. What elements are mentioned in this fable that belong purely to nature? (lluvia, fuerza, plantas medicinales, etc.)

(5 min.) Use dialog clues from punctuation and wording: Find clues in the markers before each segment of dialog. (Explain use of hyphen in Spanish, and quotation marks in English to signal dialog.)

PRACTICE AND APPLY

(10 min.) Reflexiona/A pensar, pp. 195, 196, 197. Expand by analyzing what each animal has to offer the Mayan, and why they cannot give him happiness.

(20 min.) Escribe, Activity 2, p. 198. (15 min.) Revisa tu composición, Activity 3, p. 198. Work in pairs. Have students discuss peer edits and incorporate

them into their paragraphs. IEP Modification Survey the class to find out what each person considers to be the most challenging word or phrase to spell or use correctly. List them on the board. Have the class share any tricks or strategies they use to remember the word or phrase. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 197. Answer the questions individually and then compare answers aloud as a group. (10 min.) Alternative strategy, p. 197. After discussing the pensar questions, have students rewrite La tristeza del

maya in a modern-day setting. Encourage them to be creative in altering the characters and their abilities.


• Student Book and Workbook Answers, Projectable Transparencies 28–31, 40–47 • Absent Student Copymasters, URB 3, pp. 91–92

Present

• Warm-up Transparencies, Projectable Transparencies 23 • Fine Art Activities, URB 3, p. 73 • Fine Art Transparencies, Projectable Transparencies 5


Practice • Lecturas para todos, pp. 34–39 • Lecturas para hispanohablantes • Practice Games, URB 3, p. 45

TECHNOLOGY TOOLS



En resumen, Repaso de la lección, pp. 199–201 TEKS



• Review lesson vocabulary and grammar. FOCUS AND MOTIVATE

(20 min.) En resumen, p. 199. Review all vocabulary terms and grammar items. TEACH

(5 min.) En resumen, p. 199. Assess which vocabulary terms need more practice and encourage students to form questions with each. Encourage the use of complete answers.

(5 min.) Repaso de la lección, pp. 200–201. Have students memorize two questions that they are having difficulty with, and their answers.

PRACTICE AND APPLY

(5 min.) Listen and understand, Activity 1, p. 200. Play TXT CD 6, track 11, while students do Activity 1. (5 min.) Discuss obligations and responsibilities, Activity 2, p. 200. (5 min.) Present and support an opinion, Activity 4, p. 201. Work in pairs.

IEP Modification Activity 1, p. 200. Remind students of the use and formation of subjunctive regular forms and the always-present que. Give an example: Es importante que escuches esta noticia. ASSESS AND RETEACH

Homework: Study En resumen, p. 199; Cuaderno, pp. 133–144; Cuaderno para hispanohablantes, pp. 135–144. If students have more than one mistake in any activity, they should review the indicated SE pages.


• Student Book and Workbook Answers, Projectable Transparencies 28–31, 40–47 • Absent Student Copymasters, p. 93

Present


Practice


• Review Games Online • Lesson Test, Modified Assessment, pp. 95–101 • Lesson Test, Pre-AP Assessment, pp. 95–101 • Lesson Test, Heritage Learners Assessment, pp. 101–107


Comparación cultural, Gran Desafío, Repaso inclusivo, pp. 202–207 TEKS



• 2D compare and contrast cultural practices from authentic print, digital, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences with details and

elaboration. OBJECTIVES

• Read students’ descriptions of natural resources and programs to protect those resources in their area. • Students write a description of the natural environment in their region. • Compare the natural environment of students’ region and the programs to protect it with those described by the two

students. • Introduce the third mission of the Desafío. • Cumulative review.

FOCUS AND MOTIVATE

(10 min.) Protejamos la naturaleza, pp. 202–203. Talk about the geographical location of Guatemala and Costa Rica, and how this might play a role in the number of national reserves located in Central America.

TEACH

(10 min.) Read Ruth and Manuela’s descriptions of natural resources and programs to protect them. (10 min.) Use the LAP (Lugar, Actividad, Persona) diagram, as a writing strategy, p. 202.

PRACTICE AND APPLY

(5 min.) Have students look at the illustrations on pp. 204–205, and comment on what they represent. Have them think about the significance of the pictures of the plants, shears, and rake in the frame.

(5 min.) Have students volunteer Después del video answers to the questions. (25 min.) Repaso inclusivo: pp. 206, 207. Activities 1–5. Have students turn them in for review.

IEP Modification Have students form pairs and talk about which of the three activities was the most important for protecting the environment. Ask them to consider which activity they would most like to participate in, and why. ASSESS AND RETEACH

Homework: Study En resumen, p. 199; Cuaderno, pp. 133–144; Cuaderno para hispanohablantes,pp. 135–144. OPTIONAL RESOURCES Plan

• Absent Student Copymasters, URB 3, pp. 94–95 Present

• Video Script, URB 3, p. 54 • Audio Script, URB 3, pp. 61–66

Practice

• Video activities, URB 3, pp. 51–52 • Situational Transparencies and Copymasters, Projectable Transparencies 14–15 • Family Involvement Activity, URB 3, p. 76

Assess • Unit Test, Modified Assessment, pp. 107–113 • Unit Test, Pre-AP Assessment, pp. 107–113


• Unit Test, Heritage Learners Assessment, pp. 113–119 • Integrated Performance Assessments, pp. 19-27


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