Objectives• Read three personal accounts about

important people in teens’ lives.• Compare one of these important people

to someone who is special to you.• Write a paragraph about a person who is

important in your life.

Core Resources• Cuaderno, pp. 341–343• Video Program: DVD 3• Audio Program: TXT CD 8 Track 23

Presentation Strategies• Instruct students to look at the three

pictures before reading the accounts and ask them to note any similarities. Then read the title aloud and ask students to guess the topic of each account.

• Play the audio and encourage students to follow it in their text.

• Show the culture video.• Encourage students to write information

about each person the three teens mention. Ask them how these people are similar and how they are different.

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ParaguayGuatemala

RepúblicaDominicana

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AUDIOUna persona importante para míLectura y escritura1 Leer We all have a special person whom we admire or who is

important in our lives. Read the descriptions of people who arespecial to Anahí, Eduardo, and Pedro.

2 Escribir Write a brief paragraph about someone whom you admireor who is important in your life. Use the three descriptions as models.

STRATEGY EscribirUse a star for an important personDraw a star. Use the points of the starto help you write the paragraph abouta person who is important to you.

Step 1 At each point, write a fact about the person: name,relationship to you (examples: dad, friend, or favoriteteacher), personality, work or hobby, and importance to you.

Step 2 Use the information from the star to write the paragraph.Check your writing by yourself or with help from a friend.Make final additions and corrections.

WebQuestClassZone.com

Compara con tu mundoUse the paragraph you wrote about a special person and compare it withthe description by Anahí, Eduardo, or Pedro. In what ways are the specialpeople alike? In what ways are they different?

Unidad 7cuatrocientos doce

Cuaderno pp. 341–343 Cuaderno para hispanohablantes pp. 341–343

1.2 Understand language1.3 Present information

S TA N D A R D S

Differentiating Instruction

Unidad 7

COMPARACIÓN CULTURAL

Multiple IntelligencesLinguistic/Verbal Ask students to write a story involving one of the teens and his or her important person. Have them expand upon the information presented in the paragraph to develop the story, possibly explaining further why the relationship between the two individuals is special.

Slower-paced LearnersRead Before Listening Suggest that students preview the three accounts prior to listening to the audio. Have them determine whether the important person whom each teen is talking about is a friend, a relative, or a mentor. Ask them to think about similar people important to them.

Ask students to assume the role of one of the three important people mentioned in the accounts: Silvia, Eduardo’s godmother, or Luis García. Instruct them to write a paragraph as that person that explains why Anahí, Eduardo, or Pedro is special to him or her.

CommunicationRole-Playing and Skits

Instruct students to add two more sentences to each paragraph. One sentence should use a comparative phrase that compares the important person to the teen. The other sentence should use a superlative phrase that compares the important person to a larger group of people.

ConnectionsGrammar Activity

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See these pages come alive!

¿Qué tal? Soy Anahí y vivo en Asunc ión. Una persona importante para mí es Silvia, mi compañera de baile. Las dos estudiamos danzas folklóricas paraguayas. Silvia comenzó a tomar clases cuando era muy pequeña y ahora es la mejor de la clase. Ahora estamos aprendiendo los pasos ¹ de una polca paraguaya. Es un baile complicado y es nec esario que prac tiquemos todos los días. Por suerte, Silvia me est á ayudando. ¡Tiene mucha pac ienc ia!¹ steps

AnahíParaguay

¡Hola! Me llamo Eduardo y vivo en Guatemala. La persona más querida para mí es mi madrina. Nos entendemos muy bien. A ella no le gusta quedarse mucho en la casa, por eso ella y yo hacemos caminatas largas. Mi madrina no sólo es generosa sino muy inteligente también. Además, a ella le encanta cocinar ¡y a mí me encanta comer!

EduardoGuatemala

413República Dominicana

cuatrocientos trece

¡Saludos desde Santo Domingo! Me llamo Pedro. Una persona importante para mí es nuestro entrenador de béisbol. Se llama Luis García y entrena a los muchachos en la escuela. Es una persona muy paciente y sincera, y juega muy bien. Dice que lo más importante en el deporte es divertirse mucho y llevarse bien con los compañeros de equipo.

PedroRepública

Dominicana

Rubric Lectura y escritura

Ongoing Assessment✓✓

Writing Criteria

Very Good Profi cient

Not There Yet

Content Paragraph contains a lot of the informa-tion.

Paragraph contains some informa-tion.

Paragraph lacks informa-tion.

Communi-cation

Organized and easy to follow.

Fairly well organized and easy to follow.

Disorga-nized and hard to follow.

Accuracy Few mistakes in grammar and vocabulary.

Some mistakes in grammar and vocabulary.

Many mistakes in grammar and vocabulary.

Differentiating Instruction

InclusionSynthetic/Analytic Support Direct students to write down any words or phrases in the paragraphs that they do not understand. Then help them decipher the meaning based on the context of the words or phrases that they do understand.

Heritage Language LearnersWriting Skills Encourage students to write a paragraph about someone special to them, using at least five words or phrases from the unit vocabulary and at least one comparative or superlative.

Quick Check Ask students quick comprehension questions about each of the three paragraphs. ¿Qué hace Anahí con Silvia? ¿Quién es la persona importante para Eduardo? ¿En qué equipo juega Pedro?

Ongoing Assessment✓✓

Unidad 7

COMPARACIÓN CULTURAL

Exploring the ThemeThe relationships one has with friends, family, and mentors are important in all cultures, but those relationships develop in different circumstances. The relationships presented here evolve against cultural backdrops specific to each country. In Spanish-speaking countries, especially in rural areas, these relationships tend to endure even beyond the circumstances in which they are forged, creating a strong and lasting sense of community.