unit and lesson opener, presentación y práctica de · pdf file ·...

¡Avancemos! Level 3 Lesson Plans Unidad 4 1

Unit and Lesson Opener, Presentación y práctica de vocabulario, pp. 208–214 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: ¿Quién te inspira? • Culture: Compare how celebrities help people. • Present and practice vocabulary: personal characteristics, descriptions, and professions. • Check for recognition. • Using ser or estar.

FOCUS AND MOTIVATE

(5 min.) Unit 1 Opener, pp. 210–211: Talk about an athlete, and what is inspiring about him or her. Ask students to talk about who their favorite athletes are and what they find inspiring.

TEACH

(10 min.) Presentación de vocabulario, pp. 212–213, paragraphs A–C. (10 min.) Audio Program TXT CD 7, tracks 1, 2.

IEP Modification Use famous people as examples of a specific trait, such as Albert Einstein for inteligente, Mother Teresa for generosa. You can also use cartoons that depict certain traits, such as Mickey Mouse is amable, and Donald Duck is mal humorado. PRACTICE AND APPLY

(5 min.) ¿Cómo es? Activity 1, p. 214. Have students work in pairs to complete sentences. (10 min.) Características deseables e indeseables, Activity 2, p. 214. Expand by having students

chose three additional professions and identify two characteristics for each. (5 min.) ¿A quién admiras? Activity 3, p. 214. Have students create a list of Cristina’s

characteristics. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 214. Expand by having students mention traits that are undesirable in the mentioned professions. (15 min.) For additional practice, use Reteaching Copymasters URB 4, pp. 1, 2, 10. Homework: Cuaderno, pp. 148–150; Cuaderno para hispanohablantes, pp. 148–151.

OPTIONAL RESOURCES Plan

• Family Letter, URB 4, p. 75 • Absent Student Copymasters, URB 4, p. 77


Present • Warm-up Transparency, Projectable Transparencies 16 • Atlas Map, Projectable Transparencies 4 • Map Transparency, Projectable Transparencies 1 • Map-Culture Activities, URB 4, pp. 65–66 • Fine Art Activities, URB 4, pp. 73–74 • Fine Art Transparencies, Projectable Transparencies 2–3 • Vocabulary Transparencies, Projectable Transparencies 6–7 • TPRS, pp. 43–49 • Audio Script, URB 4, pp. 53–58

Practice

• Practice Games, URB 3, p. 29 • ¡AvanzaCómics! Mundos paralelos, Episodio 2

Assess

• Reteaching and Practice Copymasters, URB 4, 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. 215–216 TEKS


OBJECTIVES

• Understand vocabulary related to personality characteristics. • Practice using descriptive words. • Practice using suffixes to change adjectives to nouns.

FOCUS AND MOTIVATE

(5 min.) Introduce Inés Delgado, and the characters she chose for her TV program, p. 215. TEACH

(10 min.) Listen to Audio Program TXT CD 7 track 3. (10 min.) Review use of ser and estar. Warm up activity Projectable Transparencies 16. (10 min.) Nota gramatical, p. 216. Suffixes that change adjectives to nouns (-cia, -ez, -dad, -ción)

Have student supply more examples. PRACTICE AND APPLY

(10 min.) Comprensión de la caracterización de los personajes, Activity 4, p. 216. Expand by playing ¿Quién es? with the class.

(5 min.) Cualidades admirables, Activity 5, p. 216. IEP Modification Ask yes/no questions about information on Activity 1, p. 214; for example: ¿Es Arturo popular? ¿Es la señora García atrevida? Encourage the students to point out the place in the text where they found their information, and provide complete answers. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 216. Use chart from p. 215 to help students remember the characters. (15 min.) For additional practice, use Reteaching Copymasters URB 4, pp. 1, 3.


• Student Book and Workbook Answers, Projectable Transparencies 24–27, 32–39 • Absent Student Copymasters, URB 4, p. 78

Present

• Warm-up Transparency, Projectable Transparencies 16 • Audio Script, URB 4, pp. 53–58

Practice

• Practice Games, URB 4, p. 30 Assess


• Reteaching and Practice Copymasters, URB 4, pp. 1, 3



Presentación y práctica de gramática 1, pp. 217–219 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 and practice the subjunctive with ojalá and verbs of hope. • Tell what you and others hope will happen. • Recycle: future tense. • Ask others questions about what they want. • Culture: Compare how celebrities help people.

FOCUS AND MOTIVATE

(5 min.) Talk about a popular sport and express wishes for a specific team to win. Ask students about which their favorite teams are and what they wish the next score to be.

TEACH

(5 min.) English Grammar Connection: Discuss with students that, in Spanish, you use the subjunctive alone to express wants, wishes and hopes, while in English you would use the infinitive, present and conditional forms to express these.

(15 min.) Teach formula: verbs of hope + que + subject + subjunctive (Ella quiere que su hijo gane el partido de fútbol.) .

IEP Modification Instruct students to make a list with something that they want, something that they hope happens, and something they hope somebody else will do, using ojalá. Provide examples to help students get started. PRACTICE AND APPLY

(5 min.) Las esperanzas, Activity 7, p. 218. Expand by asking students to write two things they would ask the President. Express them aloud with the whole class.

(5 min.) ¿Qué esperas? Activity 8, p. 218. Expand by asking students what behaviors are expected from a friend.

(5 min.) ¿Qué deseas? Activity 9, p. 219. Expand by asking student what they wish a friend going on vacations.

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 219. Have students complete the activity aloud. Homework: Cuaderno, pp. 151–153; Cuaderno para hispanohablantes, pp. 152–154.




Present

• Warm-up Transparency, Projectable Transparencies 17 • Grammar Presentation Transparency, Projectable Transparencies 10 • Audio Script, URB 4, pp. 53–58

Practice


• Reteaching and Practice Copymasters, URB 4, pp. 4, 5, 11



Gramática en contexto, pp. 220–221 TEKS



OBJECTIVES

• Understand grammar in context. FOCUS AND MOTIVATE

(5 min.) Remind students about the characters Inés chose for her TV show, and their personality traits. Ask students to predict what the show will be about.

TEACH

(5 min.) Warm Up activity, p. 220. Projectable Transparencies 17. (5 min.) Estrategia Leer, p. 220. Read using different techniques. (10 min.) Video Program TXT CD 7, track 4. Listen for the use of subjective.

IEP Modification Assist students in understanding Inés’s script. After each character speaks, provide a variety of ways to explain what is happening. PRACTICE AND APPLY

(5 min.) Comprensión del guión, Activity 10, p. 221. (10 min.)¡Viene el huracán!, Activity 11, p. 221. Expand by role playing the official and

providing more comments using impersonal expressions (Ojalá que… ; Es mejor que…). ASSESS AND RETEACH

(5 min.) Para y piensa, p. 221. Complete the sentences based on Inés’s TV show. Ask the following questions: “¿Qué quiere Manuel? ¿Qué es importante que hagan?”

(15 min.) For additional practice, use Reteaching Copymasters URB 4, pp. 4, 6. OPTIONAL RESOURCES Plan


Present


Practice






OBJECTIVES

• Practice using the subjunctive with verbs of influence. • Discuss different behaviors. • Practice making recommendations. • Pronunciation: the letter q. • Culture: Learn about singer and humanitarian Juan Luis Guerra.

FOCUS AND MOTIVATE

(5 min.) Presentación de gramática, p. 222. Present subjunctive with verbs of influence, using examples of a recommendation made to a younger student.

TEACH

(5 min.) Warm Up: Practice use of indicativo vs. subjuntivo. Projectable Transparencies 18. (15 min.) Presentación de gramática, p. 222. Make a chart on the board, illustrating this formula:

verb of influence + que + different subject + subjunctive. (5 min.) English Grammar Connection, p. 222. In English you can use the infinitive or the

subjunctive after verbs that are used to influence the actions of others. In Spanish, if there is a change of subject, you must use the subjunctive. Show examples.

IEP Modification Provide a list of several incomplete sentences. Start each sentence with a phrase such as Mis padres aconsejan que… Instruct students to complete the sentences on their own. Have students work in pairs to check answers. PRACTICE AND APPLY

(10 min.)¿Quién hace qué?, Activity 13, p. 223. Have student pair up and tell their classmate what he/she recommends, suggests, or wants him/her to do. Repeat changing roles.

(5 min.) ¿Qué te piden otros? Activity 15, p. 224. Play Audio Program: TXT CD 7, track 6. (10 min.) Famosos que ayudan a la comunidad, Activity 16, p. 224. Write a short paragraph

about someone who has done much for the community. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 224. Have students write full answers. (15 min.) For additional practice, use Reteaching Copymaster, URB 4, p. 8. Homework: Cuaderno, pp. 154–156; Cuaderno para hispanohablantes, pp. 155–158.


• Student Book and Workbook Answers, Projectable Transparencies 24–27, 32–39


• Absent Student Copymasters, URB 4, p. 81 Present

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

Practice

• Practice Games, URB 4, p. 33 • Audio Script, URB 4, pp. 53–58

Assess

• Reteaching and Practice Copymasters, URB 4, pp. 7–8



Todo junto, pp. 225–227 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

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

FOCUS AND MOTIVATE

(5 min.) Notice how Inés, the actors, and a 7-year-old boy use the subjunctive to talk about their hopes and desires. Talk about actions that you or others hope will occur.

TEACH

(5 min.) Warm Up: Review subjunctive and influence verbs. Projectable Transparencies 18. (10 min.) Review contextos 1 and 2 aloud. Introduce Contexto 3 Diálogo. (10 min.) Video Program TXT CD 7, track 7.

PRACTICE AND APPLY

(10 min.) Comprensión del diálogo, Activity 17, p. 226. Play TXT CD 7, tracks 3, 4, 7, 8, 9. (10 min.) Integración, Activity 18, p. 227. Practice using reading, writing, listening, and speaking

skills. (30 min.) ¡A escribir! Activity 19, p. 227. Have students practice scenes with a classmate to

present in front of the class. IEP Modification Based on their talents and strengths, ask students to imagine what kind of “superhero” they would be if they were on a television show. Encourage students to use adjectives and the subjunctive when possible. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 227. Have students complete the exercise aloud in pairs. (15 min.) For additional practice, use Reteach Copymasters URB 4, pp. 7, 9. Homework: Cuaderno, pp. 157–158; Cuaderno para hispanohablantes, pp. 159–160.




Present • Warm-up Transparency, Projectable Transparencies 18 • Audio Script, URB 4, pp. 53–58

Practice

• Learning Scenarios • Conversation cards • Video Activities, URB 4, pp. 49–50 • Practice Games, URB 4, p. 34

Assess




Lectura literaria y Conexiones, pp. 228–232 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 a segment of a novel by Esmeralda Santiago. • Analyze the summary of the story. • Culture: Esmeralda Santiago; immigration. • Read about the statistics of four Caribbean men in the Baseball Hall of Fame.

FOCUS AND MOTIVATE

(5 min.) El sueño de América, pp. 229–231. Read aloud the first excerpt as students listen. Then have students read the segment quietly on their own. Suggest that students create a list of questions they have about the piece

TEACH

(5 min.) Warm Up ¿Sustantivo o adjetivo? Projectable Transparencies 19. (5 mn.) Estrategia Leer, p. 228. Use a honeycomb map to summarize the reading. (10 min.) Audio Program: TXT CD 7, track 10.

PRACTICE AND APPLY

(5 min.) Reflexiona, pp. 229–330. Allow students to go back to the text to answer these questions.

(10 min.) Conexiones, p. 232. Read text. Make a chart showing each players’ statistics. IEP Modification Read the first part of El sueño de América as a class. Ask students several yes/no questions to check for comprehension such as ¿La historia ocurre un día sábado? (No), ¿Hay una mujer que habla con su tía? (Sí). If students answer a question incorrectly, carefully review what happens in that part of the story. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 132. Have students complete the exercise in pairs. (10 min.) Have students make a flow chart to process what happens in the story. (20 min.) Debate: have students divide into two groups: one for letting children learn through

their own mistakes, and the other one against it. OPTIONAL RESOURCES Plan



Present

• Warm-up Transparency, Projectable Transparencies 19 Practice

• Lecturas para todos, pp. 40–45 • Lecturas para hispanohablantes • Practice Games, URB 4, p. 35

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


En resumen, Repaso de la lección, pp. 233–235 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. 233. Review all vocabulary terms and grammar items. TEACH

(10 min.) En resumen, p. 233. Assess which vocabulary terms need more practice and encourage students to form sentences with each.

(5 min.) Repaso de la lección, pp. 234–235. Have students form two questions to ask classmates. Encourage complete answers.

PRACTICE AND APPLY

(5 min.) Listen and understand, Activity 1, p. 234. Play Audio Program TXT CD 7, track 11, while students do Activity 1. (5 min.) Describe people, Activity 3, p. 235. Review suffixes from p. 216. (10 min.) Express wishes and desires, Activity 4, p. 235. Review of subjunctive with ojalá and verbs of hope

IEP Modification Go over questions in activity 5, and provide a sentence starter for each question. Then ask students to fill in the missing information. For example: Juan Luis Guerra es de… ASSESS AND RETEACH

Homework: Study En resumen, p. 233; Cuaderno, pp. 153–170; Cuaderno para hispanohablantes, pp. 161–170.


• Student Book and Workbook Answers, Projectable Transparencies 24–27, 32–39 • Absent Student Copymasters, URB 4, p.84

Present


Practice

• Practice Games, URB 4, p. 36 • Sing-along Songs Audio CD


Assess

• Review Games Online • Lesson Test, Modified Assessment, pp. 119–125 • Lesson Test, Pre-AP Assessment, pp. 119–125 • Lesson Test, Heritage Learners Assessment, pp. 125–131



Lesson Opener, Presentación y práctica de vocabulario, pp. 236–240 TEKS



OBJECTIVES

• Introduce lesson theme: ¿Quiénes son los héroes? • Culture: Compare Caribbean artists and heroes from Puerto Rico and the Dominican Republic. • Present vocabulary: qualities people need for different professions. • Check for recognition. • Practice vocabulary: describing people and professions.

FOCUS AND MOTIVATE

(5 min.) Unit 4 Opener, pp. 236–240: Show the illustration and ask students what they think is happening. Where is it? Why is a red helicopter at the center?

TEACH

(5 min.) Warm Up Projectable Transparencies 20. Change nouns into adjectives. (10 min.) Presentación de vocabulario, pp. 238–239, paragraphs A–C. Present qualities people

need for different professions. (10 min.) Play Audio Program TXT CD 8, tracks 1, 2, as students read A–C.

IEP Modification Play visual games. For example, ask a student to draw a picture of one of the professions on a board, or role play it while classmates guess the word/profession. PRACTICE AND APPLY

(10 min.) Cualidades profesionales Activity 1, p. 240. Have students work in pairs. (10 min.) Una actriz famosa Activity 2, p. 240. Expand by having students describe a famous

actor/actress that they admire.

ASSESS AND RETEACH (5 min.) Para y piensa, p. 240. Encourage complete answers. (15 min.) For additional practice, use Reteaching Copymasters URB 4, pp. 12, 13. Homework: Cuaderno, pp. 171–173; Cuaderno para hispanohablantes, pp. 171–174.



• Warm-up Transparency, Projectable Transparencies 20 • Vocabulary Transparencies, Projectable Transparencies 8–9 • TPRS, pp. 50–56


• Audio Script, URB 4, pp. 59–64 Practice


• Reteaching and Practice Copymasters, URB 4, pp. 12, 13, 22 • Student Book and Workbook Answers, Projectable Transparencies 28–31, 40–47

TECHNOLOGY TOOLS



Vocabulario en contexto, pp. 241–242 TEKS


OBJECTIVES

• Understand vocabulary related to describing heroes in your community. • Practice using descriptive words and superlative forms. • Practice describing people and places.

FOCUS AND MOTIVATE

(5 min.) Talk about everyday heroes in your community, p. 241. TEACH

(5 min.) Warm Up Projectable Transparencies 20. Find a profession that matches the adjective. (10 min.) Listen to Audio Program TXT CD 8 track 3. (10 min.) Read Contexto 1, Artículo de opinión, p. 241. Make a list of qualities Enrique admires about his father. (10 min.) Repaso gramatical, p. 242. Review how to form superlatives. Remind students that in

English the superlative comes before the noun, while in Spanish the superlative form comes after the noun (the nicest teacher/la maestra más amable).

PRACTICE AND APPLY

(5 min.) Comprensión del artículo de compresión, Activity 3, p. 242. Ask students to ask a classmate two more questions about the text.

(10 min.) El más…, Activity 4, p. 242. Expand by asking students to explain why they nominated each place or member of the community.

IEP Modification Read the article with students before listening to the audio. Generate a list of vocabulary words and review with students. Then play audio two or three times as students read along. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 242. Have students write/say complete answers. (15 min.) For additional practice, use Reteaching Copymasters URB 4, pp. 12, 14.



Present


Practice






OBJECTIVES

• Present and practice the subjunctive with expressions of doubt, denial, disbelief, and disagreement. • Tell about things you disagree with or doubt. • Learn to distinguish when to use subjunctive or indicative. • Recycle: Family relationships. • Talk about things you want to do in life. • Culture: Unique artistic styles.

FOCUS AND MOTIVATE

(5 min.) Introduce the idea about doubling school hours. Encourage students to engage in a discussion of weather they agree or disagree.

TEACH

(5 min.) Warm Up activity, p. 243. Projectable Transparencies 21. Review superlatives. (15 min.) Teach formula: expression of doubt + que + different subject + subjunctive (No creo que el tren llegue a tiempo).

IEP Modification Instruct students to make a list of reasons why they think school hours should not be doubled. Provide examples to help students get started. PRACTICE AND APPLY

(5 min.) ¡Qué noticias! Activity 5, p. 244. Audio Program: TXT CD 8, track 4. (10 min.) Dudas y certezas, Activity 6, p. 244. Have students write three sentences about their

families. (15 min.)¿Lo lograré? Activity 8, p. 245. Expand by asking pairs of students to write a short

paragraph about their classmate’s goals and why you think it is important that he/she achieve them.

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 245. Work in pairs. Homework: Cuaderno, pp. 174–176; Cuaderno para hispanohablantes, pp. 175–177.





• Warm-up Transparency, Projectable Transparencies 21 • Grammar Presentation Transparency, Projectable Transparencies 12 • Audio Script, URB 4, pp. 59–64 • Fine Art Activities, URB 4, p. 75 • Fine Art Transparencies, Projectable Transparencies 4

Practice


• Reteaching and Practice Copymasters, URB 4, pp. 15–16



Gramática en contexto, pp. 246–247 TEKS



OBJECTIVES

• Develop listening, reading, and writing skills. • Understand and correctly produce the subjunctive.

FOCUS AND MOTIVATE

(5 min.) Remind students about the use of the subjunctive when talking about the qualities of a person. Introduce Enrique Rivera’s editorial about everyday heroes.

TEACH

(5 min.) Warm Up activity, p. 246. Projectable Transparencies 21. Review the use of the subjunctive when expressing doubt. (5 min.) Estrategia Leer, p. 246. Compare the three heroes using the graphic organizer.

IEP Modification Ask several yes/no questions to check for comprehension, ¿Grisel es la heroína de Gladys? No. Dulce es la heroína de Gladys. Invite students to create their own yes/no questions to ask the class. PRACTICE AND APPLY

(5 min.) Comprensión de las cartas del editor, Activity 9, p. 247. Have students complete the sentences and turn in for review.

(10 min.) Héroes y heroínas, Activity 10, p. 247. Based on context 1, expand by asking students which of the three is their favorite hero, and briefly explain why.

(10 min.)¿Quién es tu héroe? Activity 11, p. 247. Ask students to nominate one of the three heroes for an award. Make sure they explain why.

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 247. Ask students to agree or disagree with the statements. (15 min.) For additional practice, use Reteaching Copymasters URB 4, pp. 15, 17.



Present



Practice • Practice Games, URB 4, p. 40

Assess





• 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 subjunctive with expressions of emotion. • Discuss both positive and negative emotions. • Pronunciation: The letter j. • Recycle: the suffix -ísimo. • Culture: Learn about artist Myrna Báez.

FOCUS AND MOTIVATE

(10 min.) Presentación de gramática, p. 248. Present subjunctive with expressions of emotion. Discuss both positive and negative emotions. Ask students how they would feel if it rained 20 days in a row, for example.

TEACH

(5 min.) Warm Up Practice. Review subjunctive with expressions of doubt. Projectable Transparencies 22.

(10 min.) Presentación de gramática, p. 248. Make a chart on the board, illustrating the formula: expression of emotion +que + different subject + subjunctive.

IEP Modification Provide a list of several incomplete sentences. Start each sentence with a phrase such as: Me sorprende que la biblioteca… Instruct students to complete the sentences on their own. Have students work in pairs to check answers. PRACTICE AND APPLY

(5 min.) ¿Cómo se sienten?, Activity 12, p. 249. Work in pairs and check answers. (10 min.)¡Qué emoción! Activity 13, p. 249. Expand by having students express four doubts

about “salsa007’s” trip and make four recommendations. (10 min.) Activity 16, p. 250. Comparación cultural.

ASSESS AND RETEACH

(5 min.) Para y piensa, p. 250. Have students work in pairs, and ask each other why they feel that way. Encourage them to use complete sentences: ¿Por qué te enoja que…?

(15 min.) For additional practice, use Reteaching Copymaster, URB 4, pp. 18, 19, 21. Homework: Cuaderno, pp. 177–179; Cuaderno para hispanohablantes, pp. 178–181.




Present • Warm-up Transparency, Projectable Transparencies 22 • Fine Art Activities, URB 4, p. 76 • Fine Art Transparencies, Projectable Transparencies 5 • Grammar Presentation Transparency, Projectable Transparencies 13

Practice

• Practice Games, URB 4, p. 41 • Audio Script, URB 4, pp. 59–64

Assess

• Reteaching and Practice Copymasters, URB 4, pp. 18, 19, 21



Todo junto, pp. 251–253 TEKS




OBJECTIVES

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

FOCUS AND MOTIVATE

(5 min.) Review the first two parts of the Contexto aloud. Predict what Enrique is going to do next.

TEACH

(5 min.) Warm Up: Review superlatives. Projectable Transparencies 22. (10 min.) Video Program TXT CD 7, track 8. (5 min.) Discuss Estrategia, Escuchar: Listen for the plan, the possibility, and the problem.

PRACTICE AND APPLY

(10 min.) Comprensión del diálogo, Activity 17, p. 252. Play TXT CD 8, tracks 3, 5, 7, 8, 9. Expand by asking students to summarize the text in five sentences.

(5 min.) Integración, Activity 18, p. 253. Practice using reading, writing, listening, and speaking skills. TXT CD 8, tracks 8, 9.

(25 min.) ¡A escribir! Activity 19, p. 253. Ask students to read their essays to the class. IEP Modification Activity 18. Read text aloud with students before listening to the audio. Ask yes/no questions to check for comprehension. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 253. Expand by asking students to integrate their sentences into a dialog that makes sense.

(15 min.) For additional practice, use Reteach Copymasters URB 4, pp. 18, 20. Homework: Cuaderno, pp. 180–181; Cuaderno para hispanohablantes, pp. 182–183.


• Student Book and Workbook Answers, Projectable Transparencies 28–31, 40–47. • Absent Student Copymasters, URB 4, p. 90

Present

• Warm-up Transparency, Projectable Transparencies 22


• Audio Script, URB 4, pp. 59–64 Practice

• Learning Scenarios • Conversation cards • Practice Games, URB 4, p. 42

Assess




Lectura literaria y Escritura, pp. 254–258 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 selection by Julia Álvarez. • Summarize the selection. • Culture: Julia Álvarez and popular customs. • Interview a person of interest. • Write a biographical sketch of that person using the information gathered from the interview.

FOCUS AND MOTIVATE

(5 min.) Talk about different ways of greeting people, depending on customs.. TEACH

(5 min.) Warm Up: Subjuntivo con duda y emoción Projectable Transparencies 23. (20 min.) Read La ñapa, pp. 255–257. (10 min.) Audio Program: TXT CD 8 track 10.

PRACTICE AND APPLY

(5 min.) Para leer, p. 254. Based on the chart, ask students about differences in customs with regards to greeting people, or asking for more. What is customary in Dominican Republic?

(5 min.) Ask students if they have traveled to other countries and learned about customs that they have felt comfortable/uncomfortable with. Did Miguel seem comfortable at the airport?

(5 min.) Do A pensar activities, pp. 256–257. IEP Modification Break down the sequence of events in the story to help students answer the comprehension questions. Start by identifying the main idea of the passage. Then ask students to add details and events in the order that they appear in the story. ASSESS AND RETEACH

(5 min.) Para y piensa, p. 257. Answer the ¿Comprendiste? and ¿Y tú? questions Homework: Ask student to write five sentences about a place they have been to before and their hometown.




• Absent Student Copymasters, URB 4, pp. 91–92 Present

• Warm-up Transparency, Projectable Transparencies 23 Practice

• Lecturas para todos, pp. 46–53 • Lecturas para hispanohablantes • Practice Games, URB 4, p. 43



En resumen, Repaso de la lección, pp. 259–261 TEKS



OBJECTIVES

• Review lesson grammar and vocabulary. FOCUS AND MOTIVATE

(10 min.) En resumen, p. 259. Review all vocabulary terms and grammar items. TEACH

(10 min.) En resumen, p. 259. Assess which vocabulary terms need more practice and encourage students to form sentences with each.

(5 min.) Repaso de la lección, pp. 260–261. Have students form two questions to ask a classmate. Encourage complete answers.

PRACTICE AND APPLY

(5 min.) Listen and understand, Activity 1, p. 260. Play Audio Program: TXT CD 8, track 4, while students do Activity 1. (10 min.) Express doubt, denial, and disbelief, Activity 3, p. 261. Review subjunctive with doubt from p. 243. (10 min.) Describe people and things, Activity 4, p. 261. Review of superlative.

IEP Modification Support ideas with details. Based on activity 4, have students write about the situations an individual may face as a fireperson or police officer. Encourage them to use the subjunctive to express doubt, denial, and disbelief. ASSESS AND RETEACH




Present


Practice

• Practice Games, URB 4, p. 44


• Sing-along Songs Audio CD Assess

• Review Games Online • Lesson Test, Modified Assessment, pp. 131–137 • Lesson Test, Pre-AP Assessment, pp. 131–137 • Lesson Test, Heritage Learners Assessment, pp. 137–143

TECHNOLOGY TOOLS



Comparación cultural, Gran Desafío, Repaso inclusivo, pp. 262–267 TEKS





OBJECTIVES

• Read two students’ accounts about their cities and heroes from their history. • Students describe a hero from their area and compare their hero with those described by the two students. • Introduce the fourth mission of the Desafío. • Cumulative review.

FOCUS AND MOTIVATE

(5 min.) Have students read the title on p. 262. On the board, brainstorm as a class the names of important figures from Caribbean history as well as any other historical information they know about Puerto Rico and the Dominican Republic.

TEACH

(15 min.) Lectura y escritura, pp. 262–263. Read Fernandos and Inés’s letters, then play Audio Program: TXT CD 8, track 12.

(10 min.) Use writing strategy to identify introduction, description, and conclusion in the letters. Play El Gran Desafío Video: DVD 2.

PRACTICE AND APPLY

(20 min.) Have students use the model described in Lectura y escritura, p. 262, to write an essay. (10 min.) Compara con tu mundo, p. 262. Have students compare their hero/heroine with the

ones described by Fernando and Inés. (20 min.) El Gran Desafío: Do Activities 1–3, p. 264, and Toma apuntes and Después del Video,

p. 265. IEP Modification Working in pairs, students will make a list of five adjectives describing each team member. They cannot use the same adjectives used in the video. Then have them take turns guessing the adjectives their partner has chosen. ASSESS AND RETEACH




• Absent Student Copymasters, URB 4, pp. 94–95 Present

• Video Script, URB 4, p. 52 • Audio Script, URB 4, pp. 59–64

Practice

• Video Activities, URB 4, pp. 49–50 • Situational Transparencies and Copymasters, Projectable Transparencies 14–15, pp. 1–2 • Family Involvement Activity, URB 4, p. 76

Assess

• Unit Test, Modified Assessment, pp. 143–149 • Unit Test, Pre-AP Assessment, pp. 143–149 • Unit Test, Heritage Learners Assessment, pp. 149–155 • Integrated Performance Assessments, pp. 28-36


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