Student Book
Level Opener
Provides a glimpse of
some of the countries
and landmarks the
characters will visit
and discover.
Introduces the
characters for this level.
Unit Opener
10
UnitObjectives
By the end of this unit, studentswill be able to
•
greet and say goodbye by imagining that
they visitMéxico andmeet children their
own age.
•
name familymembers by studying a family
tree and completing one for their own
family.
•
introduce themselves to new friends by
imagining different scenarios and engaging
in a dialoguewith their classmates.
•
describe themselves,places,people, and
things by using adjectives in conversations
and inwriting.
Discuss theBig Idea
•
In this unit, students learn about the country
ofMéxico, and how people in the Spanish-
speakingworld greet and say goodbye
to each other. Students also learn the names
for familymembers,how they interact
with each other andwith friends, and how
places,people, and things are described.
•
Display amap ofNorthAmerica or have
students look at themap in their books.
Help them identifyMéxico and explain that
it is a country that borders theUnited States
to the south.Have volunteers sharewhat
they know aboutMéxico.
•
Point out thatMéxico is one ofmany
countrieswhere Spanish is spoken.Tell
students that theywill learn about seven
other Spanish-speaking countries in other
units of this book.
•
Explain to students that by their learning
Spanish, theywill be able to speak to about
330
millionmore people in theworld!
Preview theUnit
PRODUCTSANDPERSPECTIVES
Saludos y despedidas
Point to the top image on page 10 and tell students that this is El Zócalo—themain
plaza, or square, in the downtown area ofMéxico’s capital city.Discuss the image
with students.Then have them go back to themap and point out the capital city:
México,D.F. (Mexico City).Explain that this iswhere the characters in the story
willmeet theirMexican friends.
Big Idea
Nos conocemos
Unit
Nos conocemos
U
n
i
d
a
d
1
11
La familia
Point to the bottom image on page 10.Tell students that it shows a rural home in
México.Discuss the imagewith students.Explain that this iswhere the characters’
new friends and their familymembers live.
Los amigos
Point to the top image on page 11 and explain that it shows part of Chapultepec
Park, a famous park in theMexican capital and a popular tourist destination.You
may ask students to go back to themap and have them point to the capital city
again.Tell students that the characters and their friendswill visit this park and
meet other friends.
¿
Cómo somos?
Point to the bottom image on page 11 and
tell students that it shows a view of Cancún,
a popular beach city inMéxico.Have students
go back to themap and point out Cancún for
them.Explain that thisweek theywill learn
how to describe Cancún aswell as other
places and people.
EssentialQuestions
Youmay pose the following essential
questions at the beginning of each
week.Explain to students that theywill
be able to answer them at the end of
eachweek.
Week 1
¿
Cómonos saludamos ynos
despedimos en español?
How do
we greet and say goodbye to each
other in Spanish?
Week 2
¿
Quiénes son losmiembrosde
una familia?
What are the names
for familymembers?
Week 3
¿
Cómo se presentan losamigos?
How do friends introduce each
other?
Week 4
¿
Cómo sonalgunos lugares,
personas y cosas?
What do some
places,people, and things look
like?
México
Descubre
Voy a aprender sobre…
Shows an overview of
all week opener images
with ideas for brief
activities.
Describes unit
objectives.
Introduces and
discusses the unit’s
Big Idea.
Presents
Essential
Questions
for each
week.
Ancillaries
Provides an outline of
the
key vocabulary
,
language functions, and
main activities for each
week and day.
Unit
12
A
:
HHN ‡
6
DOXGRV \ GHVSHGLGDV
Day 1
(
pages12–13)
Language Functions
Studentswill
•
learn and practice different forms
of greetings and goodbyes.
•
identify themselves and others
in Spanish.
•
recognize the sequence of events
in a text.
Vocabulary
EssentialQuestion
¿
Cómonos saludamos ynosdespedimos
en español?
How dowe greet and say goodbye
to each other in Spanish?
ActivatePriorKnowledge
FrontloadVocabulary
BuildBackground
Language inContext
Predict
Listening and speaking activities to elicit
ideas and Spanish vocabulary tomake
predictions.
Close
Interactive exercise involving listening
and speaking that brings closure toDay.
Day 2
(
pages14–15)
Read
0
EW TMVkQMHIW
Warm-up
EchoRead
MultipleAccess Strategies*
Meeting IndividualNeeds*
PracticeandApply
Listening, speaking, and
reading activities.
Close
Interactive exercise involving
listening and speaking that
brings closure toDay.
Extension
Writing activity involving
Cuadernode práctica.
Day 3
(
pages16–17)
CheckComprehension
MultipleAccess Strategies*
Meeting IndividualNeeds*
ScaffoldandApply
Listening, speaking, and
reading activities.
Close
Interactive exercise involving
listening and speaking that
brings closure toDay.
Extension
Writing activity involving
Cuadernode práctica.
Day 4
(
pages18–19)
ExploreCultures
MultipleAccess Strategies*
Meeting IndividualNeeds*
ReviewandApply
InformalAssessment
CulminatingActivities
WritingProcess
Planifica
Álbum de recuerdos
Extension
Multiple Intelligences*
DescubreOnline
Writing activity involving
Cuadernode práctica.
niño/niña
señor/señora/
señorita
pirámide
cierto ≠ falso
gracias
adiós
buenos días
buenas tardes
buenas noches
¿
cómo estás?
hasta luego
hola
nos vemos
¿
qué tal?
yo soy…
Big Idea
Nos conocemos
*
Differentiated Instruction, includingAccessing Critical-Thinking Skills activities and activities for heritage speakers.
12
B
Unit Planner
:
HHN ‡
/
D IDPLOLD
Day5
(
pages20–21)
Language Functions
Studentswill
•
learn the names of familymembers.
•
introduce familymembers.
•
recognize vowels and vowel sounds.
Vocabulary
EssentialQuestion
¿
Quiénes son losmiembros
deuna familia?
What are the names of family
members?
ActivatePriorKnowledge
FrontloadVocabulary
BuildBackground
Language inContext
Predict
Listening and speaking activities to elicit
ideas and Spanish vocabulary tomake
predictions.
Close
Interactive exercise involving listening
and speaking that brings closure toDay.
Day6
(
pages22–23)
Read
1
M ¿IWXE HI GYQTPIEzSW
Warm-up
EchoRead
MultipleAccess Strategies*
Meeting IndividualNeeds*
PracticeandApply
Listening, speaking, and
reading activities.
Close
Confirm-predictions activity
and interactive exercise
involving listening and
speaking that brings closure
toDay.
Extension
Writing activity involving
Cuadernode práctica.
Day7
(
pages24–25)
CheckPronunciation
MultipleAccess Strategies*
Meeting IndividualNeeds*
ScaffoldandApply
Listening, speaking, and
reading activities.
Close
Interactive exercise involving
listening and speaking that
brings closure toDay.
Extension
Writing activity involving
Cuadernode práctica.
Day8
(
pages26–27)
ExploreConnections
MultipleAccess Strategies*
Meeting IndividualNeeds*
ReviewandApply
InformalAssessment
CulminatingActivities
WritingProcess
Escribe
Álbum de recuerdos
Extension
Multiple Intelligences*
DescubreOnline
Writing activity involving
Cuadernode práctica.
abuelo/abuela
hermano/hermana
papá/mamá
cumpleaños
familia
fiesta
pastel
perro
es
prepara,preparan
*
Differentiated Instruction, includingAccessing Critical-Thinking Skills activities and activities for heritage speakers.
Shows day-by-day
organization, with
each of sixteen days
providing a detailed
description of sections
and activities.
Conoce a Anna
y a Charlie
ElYunque,PuertoRico
Ellos descubren
osas
c
nuevas en
da
ca
país.
Anna y Charlie visitan
diferentes países.
AbanicosdeEspaña
Antigua,Guatemala
Anna y Charlie coleccionan
mapas y fotos.
Ayuda a Anna y a Charlie
a completar su colección
de mapas y fotos.
6
Guide to the Guide