Presents objectives
for the week in the
form of
language
functions
.
Introduces
vocabulary
for the
unit, which includes
highlighted student
book vocabulary plus
additional, relevant
vocabulary for the
week. Includes
Essential
Question
for the week
with suggested activity.
Provides
predicting
activities
to elicit ideas
and vocabulary to be
revisited later.
Suggests activities to
bring
closure to day
.
Week Opener
Day 1
12
| Unit1
Language Functions
Studentswill
•
learn and practice different forms of greetings
and goodbyes in Spanish.
•
identify themselves and others in Spanish.
•
recognize the sequence of events in a text.
Vocabulary
ActivatePriorKnowledge
INTERPERSONAL
FrontloadVocabulary
•
Ask students how they greet and say goodbye in English.
Explain that in Spanish you say “hi”or “hello”by saying
hola
.
Say
hola
to a student.Thenwave and say
adiós
to him or her.
Have the student say
hola
and
adiós
back to you.Repeat
with a fewmore students.
•
Then have students start this process: one student says
hola
to the student on his or her right, and then says
adiós
to that
student,who turns to the next student and says
hola
and
then
adiós
to him or her.Continue until all students have
participated.
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…
EssentialQuestion
¿
Cómonos saludamos ynosdespedimos en español?
How dowe greet and say goodbye to each other
in Spanish?
Write the question on the board, or create a sentence strip
and place it in a sentence strip chart or attach it to the
wall.Read the question and have students repeat it after
you.Have volunteers try to answer the question.Explain
to students that by the end of the firstweek of study,
theywill be able to greet and say goodbye to each other
in Spanish.
BuildBackground
PRODUCTSANDPERSPECTIVES
•
Explain to students that throughout this book theywill learn
aboutAnna and her brother Charlie, two children from the
United States,whowill visitMéxico and seven other Spanish-
speaking countries.
•
Direct students’ attention to theweek opener image on
student book pages 12–13.Then explain thatmost cities
in Spanish-speaking countries have amain square, or
plaza
central
,
in the downtown area.Tell students that the name
of this plaza is El Zócalo.Ask students if they have ever been
to or seen similar plazas.
Saludos y despedidas
México • Week
DAY
1
¡
Buenosdías!
Yo soyCharlie.
Yo soyTomás.
¡
Hola!
Yo soyAnna.
Nos conocemos |
13
Predict
INTERPRETIVE
•
Explain to students that theywill read two dialogues.Have
them turn to page 14 and quickly scan the illustrations.Then
ask themwhat they think the dialogues are about, according
towhat they see.Elicit ideas by referring students to this
unit’sBig Idea.Write students’ ideas on the board and do not
erase them until you confirm predictions after the reading.
•
Have students again saywho the characters on pages 12–13
are.Ask themwhere they thinkTomás is from.Elicit that he
might be fromMéxico.Have students discusswhether they
thinkTomáswill be in the dialogues or not.
Standards
National
Communication: 1.1–1.3
Cultures: 2.1
Connections: 3.1
Close
INTERPRETIVE
TotalPhysicalResponse
Have students
build a Character Poster using poster board,
adhesive tape, and the Character Cutouts.Then ask
students to pick up a particular character and tape
it to the poster.Model as necessary.
TomaaAnna.Ponla en el cartel.
TakeAnna.
Place her on the poster.
TomaaCharlie.Ponlo en el cartel.
Take Charlie.
Place him on the poster.
Language inContext
•
Read the dialogue on page 12 to students as they follow
along.Then have students chorally repeat the dialogue
after you.Youmaywish to have them close their books
and repeat the dialogue after you two or three times before
they open their books again as you have them repeat one
more time.
Role-Play
Have volunteers form groups of two or four
to role-play the dialogue.
•
Read aloud the introductions on page 13, except for the
incomplete one.Have volunteers read the introductions
aloud again.Then point to yourself and say:
Yo soy el señor/la señora/la señorita
_____ [
your name].
I’mMr./Mrs./Ms. _____.
•
Next,have students look at the incomplete introduction on
page 13 and repeat the pattern,
Yo soy
_____,
filling in their
name.Have all students in the class introduce themselves
individually.
Day
1
=S WS]
Yo soyAnna.
Yo soyTomás.
Yo soyCharlie.
Activates students’ prior knowledge
by frontloading
vocabulary, building background, and providing language-
in-context activities.
Lists appropriate
standards that will be
covered throughout the
week.
7
Each of the eight units is divided into four weeks of study. Even though each “week” is
composed of four “days,” the flexibility of the program allows teachers to accommodate to
whatever pacing schedule they have and complete each “week” in two or more actual weeks. The
four days of each week follow the same pattern.
Day
2
14
| Unit1
MultipleAccess Strategies
AccessingConcepts
Help students point to and identify the
characters.Ask these questions:
¿
Quiénes conversan en losdiálogos?
(
Pilar,Anna,Tomás
y Charlie)Who are talking in the dialogues? (Pilar,Anna,
Tomás, and Charlie)
AccessingContent
Ask these questions:
¿
Quépalabrasusanpara saludarse? (buenosdías,hola)
Whatwords are used for greetings? (goodmorning,hello)
¿
Qué palabrasusan paradespedirse? (adiós,hasta luego)
Whatwords are used to say goodbye? (goodbye, see you
later)
AccessingCritical-Thinking Skills
Ask these questions:
¿
Quéhacen losniños? (Visitan las pirámides.)
What are
the children doing? (They’re visiting the pyramids.)
¿
Quién esPilar? (la guía)
Who’s Pilar? (the guide)
México • Week
Read
INTERPRETIVE
0
EW TMVkQMHIW
Warm-up
Ask students if they knowwhat pyramids are.Display
the
Tarjeta fotográfica
that shows a
pirámide
.
If time allows,do some of the suggested activities on the back
of the card.
•
Have students turn to page 14.Ask volunteers to read the
title.Then read the title and have the class repeat after you.
•
Explain to students that there are pyramids in several areas of
México, and that the pyramid shown here is in Chichén Itzá,
which is located on theYucatán Peninsula.
EchoRead
•
Read the dialogues and have students follow along.Then read
them again,having students chorally repeat after you.
•
Conduct an echo read of the dialogues,having students
gradually repeatwords,phrases, and then sentences after you.
Good toKnow!
PRODUCTSANDPERSPECTIVES
Las
pirámides
sonantiguosmonumentos. La gente
construyó pirámides endistintas partesdelmundo,
comoEgipto yMéxico. Las pirámides se construyeron para
ceremonias religiosas y como tumbas.
Pyramids are structures built by ancient peoples
in several parts of theworld, such as Egypt andMéxico.
Pyramidswere built for religious ceremonies or as burial
grounds.
DAY
2
14
Unidad1
0
EW TMVkQMHIW
Buenosdías.YosoyPilar.
¡
Hola!Yo soyAnna.
Adiós,Pilar.
Yo soyTomás.
Hasta luego.
¡
Graciasporvisitar laspirámides!
Nos conocemos |
15
¿
Cómo se saludan los personajes? (Dicen “hola” o “buenos
días”.)
How do the characters greet each other? (They say
“
hello”or “goodmorning.”)
¿
Cómo sedespiden los personajes? (Dicen “adiós” o “hasta
luego”.)
How do the characters say goodbye? (They say
“
goodbye”or “see you later.”)
¿
Qué esuna pirámide?
(
What is a pyramid?)
Meeting IndividualNeeds
Strategic
Youmay simplify instruction for students
who exhibit difficulty learning themeaning and/or the
pronunciation ofmostwords by having them listen to the
dialogues on
AudioCD
Track 1 several times, and by having
them practice the pronunciation of the greetings (
buenosdías,
hola
)
and then of the goodbyes (
adiós,hasta luego
).
Challenge
Call on four volunteers tomemorize the dialogues,
but replace the names of Pilar and the childrenwith their own.
Then have them act out the dialogues in front of the class.
PracticeandApply
INTERPERSONAL
A.
Have students turn to page 15 in their books.Then have
them listen as you read andmodel the pronunciation and the
intonation of thewords under the illustrations.Then have
students repeat thewords.
B.
Read the direction and have students read alongwith you.
Then have volunteers read each sentence, choosing one of
thewords from activityA to complete it.
•
After each student reads,model reading the sentencewith
the correctword and have the class repeat after you.
C.
Read the direction and have students read alongwith you.
Read, explain, andmodel the conversation situation before
asking students to greet Pilar andTomás.
Hola,Pilar/Tomás.
Buenosdías,Pilar/Tomás.
Have students open their
Cuadernode práctica
to page 5.
Read the directions and have students read alongwith you.
Explain the directions andmodel the activity/activities.Then
have students complete the page as independent classwork
or homework.
Close
PRACTICESANDPRESPECTIVES
Have pairs of students take turns practicing greetings
and goodbyes.Have students use gestures as they
greet each other.
Hola…
Hello ...
Buenosdías…
Goodmorning ...
¿
Cómo estás?...
How are you? ...
Adiós...
Goodbye ...
Hasta luego...
See you later ...
Day
2
15
Semana1
Hola
A.
Escucha y repite.
niña
niño
pirámide
C.
Conversa.
B.
Completa.
™
ImaginaquevisitasMŽxico.
1.
Saludaa Pilar.
2.
Saludaa Tomás.
1.
¡
!
Yo soy Tomás.
2.
Anna visita la
.
3.
Yo soy Tomás. Yo soy un
4.
Yo soyAnna. Yo soy una
Hola
niña
niño
pirámide
Las respuestas varían.
Meeting Individual Needs
activities for Benchmark,
Strategic, or Intensive groups,
plus a Challenge activity for
more-advanced students and/
or heritage speakers.
Read
(
dialogue or passage)
Multiple Access Strategies
for concepts, content, and
critical-thinking skills.
Practice and Apply
includes
structured opportunities to go
over concepts and vocabulary.
Suggests activities to bring
closure to day
.
Unit Features
Good to Know!
box includes relevant
cultural and linguistic
information.
15