unit and lesson opener, presentación y práctica de ... 3 lesson plans unidad 6 1 unit and lesson...

¡Avancemos! Level 3 Lesson Plans Unidad 6

1

Unit and Lesson Opener, Presentación y práctica de vocabulario, pp. 328–334

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: La vida en la ciudad. • Culture: Compare gathering places in cities. • Present and practice vocabulary: places in a neighborhood and things in a home. • Check for recognition. • Recycle: preterite.

FOCUS AND MOTIVATE

(5 min.) Unit 6 Opener, pp. 330–331: Have students look at the photos and discuss aspects of city life shown in them. Ask them to compare briefly urban life in Spain and in the United States.

TEACH

(10 min.) Ask students the Comparación Cultural, Exploring the Theme questions, p. 330. (10 min.) Presentación de vocabulario, pp. 332–333, paragraphs A–D. (5 min.) Ask students if they use different words for any of the objects identified in the photos, to

introduce the concept of linguistic regionalisms. IEP Modification Ask students which products or services they could obtain at the various shops identified in the photos: e.g., “¿Qué compras en la carnicería?” Model the answer: “Compro carne.” PRACTICE AND APPLY

(10 min.) Lesson 1 Opener, pp. 330–331. Read Comparación cultural. Have students view the photograph and respond to the ¿Qué ves? questions. Encourage them to discuss of the role of the plaza as a meeting place and whether there are comparable places in the U.S.

(50 min.) Play TXT CD 11, tracks 1 and 2 to do ¡A responder! activity, p. 333. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 334. Have students work in pairs and complete the exercise. (15 min.) Vocabulary Recognition Quiz, On-level Assessment, p. 261. Homework: Cuaderno, pp. 246–248; Cuaderno para hispanohablantes, pp. 246–249.

OPTIONAL RESOURCES Plan

• Family Letter, URB 6, p. 75 • Absent Student Copymasters, URB 6, p. 77


2

Present

• Warm-up Transparencies, Projectable Transparencies 16 • Atlas Map, Projectable Transparencies 6 • Map Transparencies, Projectable Transparencies 1 • Map-Culture Activities, URB 6, pp. 65–66 • Vocabulary Transparencies, Projectable Transparencies 6–7 • TPRS, pp. 71–77 • Situational Transparencies and Copymasters, Projectable Transparencies 14–15, pp. 1–2 • Audio Script, URB 6, pp. 53–58

Practice

• Practice Games, URB 6, p. 29 • ¡AvanzaCómics! Mundos paralelos, Episodio 3

Assess

• Reteaching and Practice Copymasters, URB 6, 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


3

Vocabulario en contexto, pp. 335–336

TEKS • 2A demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual

materials in a variety of contexts. OBJECTIVES

• Recognize, understand, and produce vocabulary about apartments and neighborhoods in context.

• Learn about the architecture of Antoni Gaudí and discuss places of interest. • Culture: Parc Güell and Antoni Gaudí.

FOCUS AND MOTIVATE (5 min.) Ask students if they read any comic strips. You might want to distribute some comic

strips for them to discuss.

TEACH (10 min.) Audio Program TXT CD 11, track 3. Play audio while students read along. (10 min.) Read the comic strip and have students repeat the dialogue after you for correct

pronunciation and intonation. (10 min.) Read Comparación cultural and engage students in a discussion of architectural

landmarks near where they live. PRACTICE AND APPLY

(5 min.) Have students complete the Estrategia in pairs. (10 min.) Have volunteers act out the comic strip. (10 min.) Have students complete Activities 3–4, p. 336.

IEP Modification Ask students yes/no questions to help them understand the comic strip. For

example, ¿Sabe la mamá de Amparo que su suegra viene de visita? ¿Está ordenada la casa? ¿Tienen todo lo que necesitan para la visita?

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 336. Explain to students the difference between the words muebles and inmuebles and ask them to categorize the items as one or the other.

(15 min.) Ongoing Assessment, p. 336. Have students work in pairs to review the items in the para y piensa section. Use Reteaching Copymasters, URB 6, pp. 1, 3.

(15 min.) Vocabulary Production Quiz, On-level Assessment, p. 263.


• Practice Games, URB 6, p. 30 • Student Book and Workbook Answers, • Absent Student Copymasters, URB 6, p. 78

Present

• Warm-up Transparencies, Projectable Transparencies 16


4

• Audio Script, URB 6, pp. 53–58 Practice

• Practice Games, URB 6, p. 30 Assess

• Reteaching and Practice Copymasters, URB 6, pp. 1, 3

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


5

Presentación y práctica de gramática 1, pp. 337–339 TEKS

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



OBJECTIVES

• Present the formation and use of past participles as adjectives. • Practice describing states of being using past participles as adjectives. • Pronunciation practice: the letter h.

FOCUS AND MOTIVATE

(5 min.) Presentación de gramática, p. 337. Explain that past participles are formed from verbs and are used as adjectives with the verb to be (estar) to describe people, places, and things.

TEACH

(15 min.) Explain that past participles are commonly used with the verb estar to describe the result of an action.

(15 min.) Explain how to form the past participle for regular -ar, -er, and -ir verbs. (Drop the infinitive ending and add -ado to -ar verbs or -ido to -er and -ir verbs.) Write examples on the board and ask for other examples from the class.

(15 min.) Review the list of irregular past participles and ask students to repeat them after you. IEP Modification Presentación de gramática, p. 337: Ask students to complete phrases that start with the estar + past participle construction. For example, Me lavo las manos, por lo tanto, las manos están. (Answer: lavadas.) PRACTICE AND APPLY

(25 min.) Práctica de gramática, Activities 5–8, pp. 338–339. (5 min.) Audio Program, TXT CD 11, track 4. Play audio and ask students to pronounce the

words after you. Explain to students that the silent h evolved over time and that in medieval Spanish it was pronounced as f.

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 339. Remind students that past participles that function as adjectives should agree in gender and number with the noun they modify.

(10 min.) Ongoing Assessment, p. 339. Use Reteaching Copymasters, URB6, pp. 4–5. Homework: Cuaderno, pp. 249–251; Cuaderno para hispanohablantes, pp. 250–252.


• Student Book and Workbook Answers, Projectable Transparencies 24–27, 32–39 • Absent Student Copymasters, URB 6, p. 79


6

Present

• Warm-up Transparencies, Projectable Transparencies 17 • Grammar Presentation Transparencies, Projectable Transparencies 10 • Audio Script, URB 6, pp. 53–58

Practice


• Reteaching and Practice Copymasters, URB 6, pp. 4–5



7

Gramática en contexto, pp. 340–341 TEKS



OBJECTIVES

• Practice grammar in context through a magazine interview. • Practice describing people, places, and things. • Recycle: Direct object pronouns.

FOCUS AND MOTIVATE

• (5 min.) Explain to the students that an interview (entrevista) is a meeting at which information is obtained from a person (by a reporter, commentator, pollster, etc.). Ask if any of them have ever taken part in an interview.

TEACH

• (15 min.) Audio Program TXT CD 11, track 5. Play audio and read the interview to students to reinforce pronunciation and intonation. • (15 min.) Ask for volunteers to read and act out the parts of the interviewer and interviewee. Correct any errors as they go along. • (5 min.) Review Direct Object Pronouns, p. R27.

IEP Modification Ask students to identify whether the interview is conducted formally or informally by focusing on the pronouns used by both parties. Remind them that vosotros is the second-person plural pronoun for informal address and is used almost exclusively in Spain. PRACTICE AND APPLY

• (5 min.) Activity 9, p. 341. Call on students to give the answers. Have them come up with additional interview questions. • (10 min.) Activity 10, p. 341. Have students work in pairs and take turns asking and answering the questions. • (10 min.) Activity 11, p. 341. Have students work in pairs and make a list of adjectives/past participles that describe their families.

ASSESS AND RETEACH

• (5 min.) Para y piensa, p. 341. Have students complete the sentences based on the interview. • (15 min.) Ongoing Assessment, p. 341. For additional practice, use Reteaching Copymasters, URB 6, pp. 4, 6, 11. • (20 min.) Grammar Quiz, On-level Assessment, p. 264–265.


• Student Book and Workbook Answers, Projectable Transparencies 24-27, 32-39 • Absent Student Copymasters, URB 6,p. 80


8

Present

• Warm-up Transparencies, Projectable Transparencies 17 • Audio Script, URB 6, pp. 53–58

Practice

• Practice Games, URB 6, p.32 Assess

• Reteaching and practice copymasters, URB 6,pp. 4,6,11



9




OBJECTIVES

• Present the formation and use of the present perfect tense. • Recognize and practice the present perfect tense. • Practice talking about things that have happened in the recent past. • Culture: Flamenco music.

FOCUS AND MOTIVATE

(5 min.) Presentación de gramática, p. 342. Introduce the formation and use of the present perfect tense.

TEACH

(10 min.) Presentación de gramática, p. 342. Explain to students that the present perfect tense describes an event or action that has taken place. In Spanish, you use the auxiliary verb haber to form the present perfect tense (preterito perfecto).

(10 min.) Conjugate the present tense of the verb haber on the board. Give examples of the present perfect tense by adding the past participle of the main verb. Then call on students to provide the present perfect form of other past participles.

(5 min.) Explain that when you use object or reflexive pronouns with the present perfect tense, you put them before the conjugated form of haber. Write examples on the board.

IEP Modification Explain to students that in Spanish any verb is reflexive if the action refers to the subject that executes it: me baño, él se cayó, nos vestimos. Point out that the majority of reflexive verbs in Spanish are not reflexive in English. PRACTICE AND APPLY

(10 min.) Audio Program, TXT CD 11, track 6. Play audio and have students complete Activity 12, p. 343. Call on students for the answers.

(20 min.) Activity 13, p. 343. Have students read the ads and answer the questions. Then ask them to write an ad based on the interview with Amparo and to include at least three examples of verbs in the present perfect tense.

(10 min.) Activity 14, p. 344. Have students work in pairs. (10 min.) Activity 15, p. 344. Read the Comparación cultural section to the students and engage

them in a discussion using the given questions as a starting point. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 344. Indicate to students that answers must include the present perfect tense. Homework: Cuaderno, pp. 252–254; Cuaderno para hispanohablantes, pp. 253–256.

OPTIONAL RESOURCES


10

Plan


Present

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

Practice

• Practice Games, URB 6, p. 33 • Audio Script, URB 6, pp. 53–58

Assess




11

Todo junto, pp. 345–347 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

• Review and practice vocabulary and grammar in the context of a dialogue. • Integrate lesson content.

FOCUS AND MOTIVATE

(5 min.) Todo junto, p. 345. Explain to students that a dialogue is a conversation or exchange of ideas and opinions between two or more persons. Ask them where they might experience dialogues on a daily basis.

TEACH

(10 min.) Read Resumen, contextos 1 y 2 out loud, p. 345, as review. (10 min.) Audio Program TXT CD 11, track 7. Play audio two times, once straight through, and

the second time with periodic pauses for comprehension checks. (10 min.) Audio Program TXT CD 11, tracks 8–9. Play audio and use with Audio Script, TE, p.

329B to complete Activity 18. PRACTICE AND APPLY

(10 min.) Have students work in pairs and practice the dialogue. Ask for volunteers to present dialogue to the class. Have students complete the Estrategia exercise and compare results with a partner.

(5 min.) Activity 16, p. 346. Have students complete the exercises and call on them for the answers.

(15 min.) Activity 17, p. 346. Ask students to form groups and present their results to the class. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 347. Have students complete the exercise. Homework: Cuaderno, pp. 255–256; Cuaderno para hispanohablantes, pp. 257–258.

IEP Modification Before the exercise, review the formation of past participles and make sure students know the past participles of the given verbs. OPTIONAL RESOURCES Plan



12

Present


Practice

• Learning Scenarios • Conversation cards • Practice Games, URB 6, p. 34

Assess

Reteaching and Practice Copymasters, URB 6, pp. 7, 9



13

Lectura literaria y Conexiones, pp. 348–352 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 and analyze a short story by contemporary Spanish author Elvira Lindo • Read, analyze: learn about Spanish portrait painting. • Make connections with art history.

FOCUS AND MOTIVATE

(5 min.) Explain to students that a nickname (motes o apodos) isusually a descriptive name given instead of, or in addition to, the one belonging to a person, place, or thing. Ask the class to share any nicknames they may have.

TEACH

(10 min.) Present the author and ensure that the students understand the Nota cultural, p. 348. (10 min.) Audio Program TXT CD 11, track 10, pp. 349–351. Play audio and read story with

students, pausing to assess comprehension. IEP Modification Check comprehension with simple yes/no questions to ensure students don’t lose narrative thread. Model: ¿Vive Manolito en el barrio Carabanchel? Sí. ¿Es Orejones el enemigo de Manolito? No.

(10 min.) Conexiones, El Arte, p. 352. Read article with students, pausing to assess comprehension. Explain that a portrait (retrato) is a pictorial representation of a person that shows the face. Ask if any of the students have had portraits done.

PRACTICE AND APPLY

(10 min.) Ask students to hold a debate on nicknames. Divide the class into two teams and assign each a point of view to defend. Ensure that all students have the opportunity to express their views.

(30 min.) El Arte, Proyecto, p. 352. Practice in descriptive writing. Have volunteers read their essays to the class.

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 351. Have the students complete the exercise and call on them for the answers.

(20 min.) Culture Quiz, On-level Assessment, p. 266. OPTIONAL RESOURCES Plan


14


Present

• Warm-up Transparencies, Projectable Transparencies 19 • Fine Art Activities, URB 6, pp. 69, 70, 72 • Fine Art Transparencies, Projectable Transparencies 2, 3, 5

Practice

• Lecturas para todos, pp. 66–72 • Lecturas para hispanohablantes • Practice Games, URB 6, p. 35

TECHNOLOGY TOOLS



15

En resumen, Repaso de la lección, pp. 353–355 TEKS

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


OBJECTIVES

• Review lesson grammar and vocabulary. FOCUS AND MOTIVATE

(10 min.) En resumen, p. 353. Review all vocabulary terms and grammar. TEACH

(10 min.) En resumen, p. 353. Assess which vocabulary terms need more practice and encourage students to form sentences with each.

(10 min.) Repaso de la lección, pp. 354–355. Encourage students to create mnemonic aids to help them learn the vocabulary and grammatical terms presented in the lesson.

PRACTICE AND APPLY

(5 min.) Repaso de la lección, Activity 1, p. 354. Play TXT CD 11, track 33 while students do Activity 1. (25 min.) Have students complete Activities 2–5, pp. 354–355.

IEP Modification Review the imperative mode in Spanish, stressing the irregular formation of verbs indicating a direct order with the form tú. For example, hacer-haz, decir-di, poner-pon, ser-sé, etc. ASSESS AND RETEACH

Homework: Study En resumen, p. 353; Cuaderno, pp. 257–268; Cuaderno para hispanohablantes, pp. 259–268.

(50 min.) Lesson Test, On-level Assessment, pp. 267–273. OPTIONAL RESOURCES Plan


Present


Practice

• Practice Games, URB 6, p. 36 • Sing-along Songs


16

Assess • Review Games Online • Lesson Test, Modified Assessment, pp. 206–212 • Lesson Test, Pre-AP Assessment, pp. 206–212 • Lesson Test, Heritage Learners Assessment, pp. 212–218



17

Lesson Opener, Presentación y práctica de vocabulario, pp. 356–360 TEKS



OBJECTIVES

• Introduce lesson theme: Fuera de la ciudad. • Learn past perfect and future perfect tenses. • Culture: Compare regional architecture. • Present vocabulary: describing an excursion. • Practice and recognize vocabulary: talk about real or imagined trips. • Recycle: present perfect; tú commands.

FOCUS AND MOTIVATE

(5 min.) Show the students a map of Spain and point out the places they will be learning about in the lesson. Using the photo on pp. 356–357 as a starting point, discuss differences between Spanish villages and U.S. small towns.

TEACH

(10 min.) Presentación de vocabulario, pp. 358–359. Play Audio Program, TXT CD 12, tracks 1–2, and read the script along with the students, pausing to assess comprehension.

(15 min.) With students, review answers to Activities 1–3, p. 360, using Projectable Transparencies 28–31.

PRACTICE AND APPLY

(10 min.) Lesson Opener, pp. 356–357. Have students read the Comparación cultural and respond to the Exploring the Theme and ¿Qué ves? questions.

(5 min.) Guide students through the ¡A responder! activity, p. 359. (15 min.) Práctica de vocabulario, p. 360. Have students complete Activities 1–3.

IEP Modification Help students remember vocabulary in context by giving them sentence starters and asking them to complete the sentences. Example: Hace calor en el tren, por eso abro...(la ventanilla). ASSESS AND RETEACH

(5 min.) Para y piensa, p. 360. Have students complete the activity. (15 min.) Vocabulary Recognition Quiz, On-level Assessment, p. 279. Homework: Cuaderno, pp. 269–271; Cuaderno para hispanohablantes, pp. 269–272.


• Absent Student Copymasters, URB 6, p. 85 Present



18

• Vocabulary Transparencies, Projectable Transparencies 8–9 • TPRS, pp. 78–84 • Audio Script, URB 6, pp. 59–64

Practice


• Reteaching and Practice Copymasters, URB 6, pp. 12, 13, 21 • Student Book and Workbook Answers, Projectable Transparencies 28–31, 40–47

TECHNOLOGY TOOLS



19

Vocabulario en contexto, pp. 361–362 TEKS


OBJECTIVES

• Practice and produce vocabulary in context: talking about places. • Reading and listening comprehension: the travel guide. • Check comprehension of the reading. • Practice using vocabulary in context. • Culture: autonomías of Spain.

FOCUS AND MOTIVATE

(5 min.) Show students a travel guide and ask if they have ever read or used one. Ask them what they would include in a travel guide and why.

TEACH

(10 min.) Audio Program TXT CD 12, track 3, p. 361. Play audio and read the script along with the students, pausing to assess comprehension.

(5 min.) Review the Reading Strategy and ensure all students understand how to apply it, p. 361. (10 min.) Read the Comparación cultural, p. 362, pausing to assess comprehension, so that

students can answer the Essential Question. Ask students to compare the autonomías with U.S. states.

IEP Modification Have students review the written script before playing the audio and have them underline or highlight words they do not recognize. PRACTICE AND APPLY

(5 min.) Comprensión de la guía del viajero, Activity 4, p. 362. Have students respond to the questions and call on them for the answers.

(10 min.) Activity 5, p. 362. Have students work in pairs and ask for volunteers to read their introductions to the class. (15 min.) Have students complete a map of Spain in which they identify the autonomías, major

cities, and other geographical features, p. 362. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 362. Expand activity and ask about museums, commercial centers, and so on. (15 min.) Ongoing Assessment, p. 362. For additional practice, use Reteaching Copymasters, URB 6, pp. 12–14. (15 min.) Vocabulary Production Quiz, On-level Assessment, p. 280.




20

Present • Warm-up Transparencies, Projectable Transparencies 20 • Audio Script, URB 6, pp. 59–64

Practice





21





OBJECTIVES

• Present and practice the past perfect. • Review ya and todavía. • Pronunciation of the /rr/ sound. • Recycle: places in the neighborhood, past participles as adjectives.

FOCUS AND MOTIVATE

(5 min.) Presentación de gramática, p. 363. Introduce and explain the formation and usage of the past perfect tense.

TEACH

(10 min.) Presentación de gramática, p. 363. Conjugate the imperfect tense of the verb haber on the board and give a few past participles as examples to complete the compound verb.

(10 min.) Review the usage of the words ya and todavía with the past perfect tense, p. 363. (5 min.) Audio Program, TXT CD 12, track 4, p. 364. Play audio and have students practice the

rr sound by asking each of them to read the Trabalenguas out loud.

PRACTICE AND APPLY (30 min.) Práctica de gramática, pp. 364–365. Have students complete Activities 6–9. (20 min.) Have students devise a timetable for train service in their local area. Ensure that they

include Destination, Departure, Arrival, Platform, and Status information on their timetables. IEP Modification Pair students to work on Activity 6. Have one student say the first part of the sentence conjugating haber and have the other one complete the sentence including the past participle. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 365. Expand activity by writing other actions on the board and call on students to give the past perfect tense of those actions.

(15 min.) Ongoing Assessment, p. 365. For additional practice, use Reteaching Copymasters, URB 6, pp. 15–16.

Homework: Cuaderno, pp. 272–274; Cuaderno para hispanohablantes, pp. 273–275. OPTIONAL RESOURCES Plan



22

Present • Warm-up Transparencies, Projectable Transparencies 21 • Grammar Presentation Transparencies, Projectable Transparencies 12 • Audio Script, URB 6, pp. 59–64

Practice





23

Gramática en contexto, pp. 366–367 TEKS



OBJECTIVES

• Practice vocabulary and the past perfect in context. • Learn about the history of Toledo.

FOCUS AND MOTIVATE

(5 min.) Explain to students that they will be reading an historical summary. Ask them why they think that the past perfect tense would be appropriate to use in that context.

TEACH

(5 min.) Review what students have learned so far about Toledo and the concept of chronological order, p. 366.

(10 min.) Audio Program TXT CD 12, track 5, p. 366. Play audio and read the script along with students, pausing to assess comprehension.

IEP Modification Have students read the Contexto before listening to it, and have them write down the names of important individuals and groups. They will use this information to complete the reading strategy. PRACTICE AND APPLY

(5 min.) Have students complete the Estrategia exercise, p. 366. (10 min.) Have students complete Activities 10, 11, p. 367. (10 min.) Activity 12, p. 367. Have students work in pairs to complete this activity. Point out that

they can use the Estrategia exercise as a starting point. Have them present the results to the class. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 367. Have students complete the activity. (15 min.) Ongoing Assessment, p. 367. For additional practice, use Reteaching Copymasters,

URB 6, pp. 15, 17. OPTIONAL RESOURCES Plan

• Student Book and Workbook Answers, Projectable Transparencies 28–31, 40–47 • Absent Student Copymasters, URB 6 p. 88

Present


Practice


24





25


• 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 the future perfect. • Present the future perfect to speculate. • Culture: Learn about the work of El Greco in Toledo.

FOCUS AND MOTIVATE

(5 min.) Presentación de gramática, p. 368. Present and explain the formation and usage of the future perfect tense.

TEACH

(10 min.) Presentación de gramática, p. 368. Conjugate the future tense of the verb haber on the board and give a few past participles as examples. Then ask students to complete the compound verb conjugation themselves as you call out other past participles.

(10 min.) Review the usage of the phrases para and dentro de + a time reference with the future perfect tense, p. 368.

(5 min.) Audio Program, TXT CD 12, track 4. Play audio for Activity 13, p. 369. PRACTICE AND APPLY

(20 min.) Práctica de gramática, Activities 13–15, p. 369–370. Have students complete the activities.

(10 min.) Activity 16, Comparación cultural, El Greco y Toledo, p. 370. Read the passage and discuss the essential question with students and elicit their responses. Have them view the painting closely and engage them in discussion about landscape painting and the Mannerist (manierista) style of painting of El Greco.

IEP Modification Pair weaker students with stronger ones for Activity 15 and have them “brainstorm” the topics given and write down their ideas together. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 370. Expand activity by adding other persons. (50 min.) On-level Assessment, Grammar Quiz, pp. 281–282. Homework: Cuaderno, pp. 275–277; Cuaderno para hispanohablantes, pp. 276–279.



Present


26

• Warm-up Transparencies, Projectable Transparencies 22 • Fine Art Activities, URB 6, p. 71 • Fine Art Transparencies, Projectable Transparencies 4 • Grammar Presentation Transparencies, Projectable Transparencies 13

Practice

• Practice Games, URB 6, p. 41 • Audio Script, URB 6, pp. 59–64

Assess




27

Todo junto, pp. 371–373 TEKS




OBJECTIVES

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

FOCUS AND MOTIVATE

(10 min.) Review Contextos 1 y 2 and ask the class what they would do on a visit to a friend in Toledo, p. 371.

TEACH

(10 min.) Audio Program TXT CD 12, track 7, p. 371. Play audio and then read the script along with students, pausing to assess comprehension. After they have read and listened to the Contexto, have groups of three act out the dialogue.

(10 min.) Audio Program TXT CD 12, tracks 8–9, p. 373. Have students read the script and then listen to the audio with particular attention to the past perfect. Call on students to identify the past perfect in the text and then expand to other examples.

IEP Modification To ensure students have followed events in the Contexto, ask them a series of yes/no questions—for example: ¿Visitó José Luis la sinagoga de Santa María la Blanca? PRACTICE AND APPLY

(5 min.) Activity 17, p. 372. Have students complete the exercise and then call on them to answer questions to assess comprehension.

(10 min.) Activity 18, p. 372. Have students work in pairs and have them present their results to the class.

(20 min.) Activities 19–20, p. 373. Have student complete the activities. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 373. Discuss responses with students. (15 min.) Ongoing Assessment, p. 373. For additional practice, use Reteaching Copymasters,

URB 6, pp. 18, 20. Homework: Cuaderno, pp. 278–279, Cuaderno para hispanohablantes, pp. 280–281.




28

Present • Warm-up Transparency, Projectable Transparencies 22 • Audio Script, URB 6, pp. 59–64

Practice

• Learning Scenarios • Conversation cards • Practice Games, URB 6, p. 42

Assess




29

Lectura literaria y Escritura, pp. 374–378 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.


OBJECTIVES

• Read a poem. • Analyze and interpret the imagery. • Culture: Traditional and modern romances. • Make future predictions. • Use the future perfect to write a composition about what will have happened in students’ lives by

age 30. • Peer edit compositions.

FOCUS AND MOTIVATE

(5 min.) Introduce Garcia Lorca and provide background information on the romance and the Spanish Civil War, p. 374.

TEACH

(5 min.) Review the Vocabulario para leer with the class and give a few examples of images from the poem to get the students started on the Estrategia, p. 374.

(10 min.) Audio Program, TXT CD 12, track 10, p. 374. Play audio once through, then play it again, pausing as necessary to field questions from students. Assign a stanza to each student to read out loud.

(5 min.) Escritura, p. 378. Ask students to share some of their goals for the future and then write their ideas on the board to stimulate participation in the exercise.

IEP Modification Have students work in pairs to identify images that Lorca uses in the poem. Ask them to discuss what ideas come to mind when they read the phrases and what the meaning of the images might be. PRACTICE AND APPLY

(10 min.) Have the students complete the strategy as they read. Invite them to share their interpretations with a partner, pp. 375–377.

(20 min.) Have students answer the Reflexiona and A pensar questions on pp. 375–377 as they read the poem, and then have them write a prose summary of the poem to assess their comprehension.

(30 min.) Escritura, p. 378. Have students complete sections 1–3 and have them peer-edit the completed letters before turning them in.


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ASSESS AND RETEACH (5 min.) Para y piensa, p. 377. Have students answer the ¿Comprendiste? and ¿Y tú? questions. (20 min.) Culture Quiz, On-level Assessment, p. 283.


• Student Book and Workbook Answers, Projectable Transparencies 28–31, 40–47 • Absent Student Copymasters, URB 6, pp. 91–92

Present


Practice • Lecturas para todos, pp. 73–79 • Lecturas para hispanohablantes • Practice Games, URB 6, p. 43

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En resumen, Repaso de la lección, pp. 379–381 TEKS



OBJECTIVES

• Review lesson vocabulary and grammar: train and excursion vocabulary, past perfect, future perfect.

• Assess: Lesson test. • Review: games online. • Tutorial online.

FOCUS AND MOTIVATE

(10 min.) En resumen, p. 379. Review lesson vocabulary and grammar. TEACH

(10 min.) En resumen, p. 379. Assess which vocabulary terms need more practice and encourage students to form sentences with each.

(10 min.) Review the past perfect and future perfect tenses, pp. 380–381. (10 min.) Review the Comparación cultural, p. 381.

PRACTICE AND APPLY

(5 min.) Repaso de la lección, Activity 1, p. 380. Play Audio Program TXT CD 12, track 11, to complete the activity.

(25 min.) Have students complete Activities 2–5, pp. 380–381. IEP Modification Have students in pairs make a list of reflexive verbs used to talk about daily routines. Have them take turns completing sentences to say what they did yesterday using the past perfect tense of the verb. ASSESS AND RETEACH

(5 min.) Have students complete Activity 1, p. 380, in writing to turn in for assessment. Homework: Cuaderno, pp. 280–291; Cuaderno para hispanohablantes, pp. 282–291. (50 min.) Lesson Test, On-level Assessment, pp. 284–290.



Present



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Practice

• Practice Games, URB 6, p. 44 • Sing-along Songs Audio CD

Assess

• Review Games Online • Lesson Test, Modified Assessment, pp. 218–224 • Lesson Test, Pre-AP Assessment, pp. 218–224 • Lesson Test, Heritage Learners Assessment, pp. 224–230

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Comparación cultural, Gran Desafío, Repaso inclusivo, pp. 382–387 TEKS





OBJECTIVES

• Read two students’ descriptions of the features and activities in their regions. • Students describe their city and state. • Compare students’ area with the areas described by the two students. • Introduce the sixth mission of the Desafío. • Cumulative review.

FOCUS AND MOTIVATE

• (5 min.) Write the phrases Lo moderno and Lo tradicional on the board and have students provide examples of features and attractions in each category

TEACH

• (10 min.) Comparación cultural, pp. 382–383. Play Audio Program TXT CD 12, track 12, then have students read the text. Call out features of the two regions and have students respond Cataluña or Andalucía.

• (10 min.) Gran Desafío, p. 384. Review the clues together with students and play Gran Desafío Video DVD 2.

• (10 min.) Repaso inclusivo, pp. 386–387. Review the En resumen pages in Unit 6 to prepare students for Activities 1–7.

IEP Modification Gran Desafió, p. 384. Ask students yes/no questions such as: ¿Es verdad que la pista “Noticia de ayer” quiere decir que Carmen y Luis tienen que buscar el kiosko? PRACTICE AND APPLY

• (10 min.) Comparación cultural, p. 382. Have students do the Compara con tu mundo activity and discuss afterward. • (10 min.) Gran Desafió, p. 385. Ask students to take notes while the video is playing and then

answer the Mira el video Toma apuntes and Después del video questions. • (45 min.) Repaso inclusivo, pp. 386–387. Play Audio Program TXT CD 12, track 13 and have

students read the script to complete Activity 1. Have students complete Activities 2–7. ASSESS AND RETEACH

• Homework: Cuaderno, pp. 292–294; Cuaderno para hispanohablantes, pp. 292–294. • (50 min.) Unit Test, On-level Assessment, pp. 296–302.


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• Absent Student Copymasters, URB 6, pp. 94–95 Present

• Video Script, URB 6, p. 52 • Audio Script, URB 6, pp. 59–64

Practice

• Video Activities, URB 6, pp. 49–50 • Situational Transparencies and Copymasters, Projectable Transparencies 14–15, pp. 1–2 • Family Involvement Activity, URB 6, p. 76

Assess

• Unit Test, Modified Assessment, pp. 230–236 • Unit Test, Pre-AP Assessment, pp. 230–236 • Unit Test, Heritage Learners Assessment, pp. 236–242 • Integrated Performance Assessments, pp.46-54

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