8
Unit Features
Day
3
16
| Unit1
CheckComprehension
INTERPRETIVE
£5Yr VIGYIVHEW#
•
Write the sequencewords on the board and tell students that
since the text on page 14was so simple, it did not include
any time and orderwords or phrases.Then have students turn
to page 16.Have a volunteer read the title
¿
Qué recuerdas?
Then have the class chorally repeat the title.
A.
Read the direction and have students read alongwith you.
Help students identifywhat happens first,next, and last
according to the dialogues they heard/read on page 14.
Ask:
¿
Qué pasa primero?
What happens first?
¿
Qué pasadespués?
What happens next?
¿
Qué pasa porúltimo?
What happens last?
B.
Have volunteers read each statement under the illustrations
and saywhether it is
cierto
(
true) or
falso
(
false) according
to the story or common sense. Finally, read each statement,
adding the corresponding
cierto
or
falso
,
and have students
repeat after you.
1.
Yo soyTomás. Falso
I’mTomás.
False
2.
¡
Hola!
Cierto
Hello!
True
3.
Adiós.
Cierto
Goodbye.
True
4.
Buenosdías. Falso
Goodmorning. False
MultipleAccess Strategies
AccessingConcepts
Ask students to name theword or
phrase for “first,”“next,” and “last” from the board.Help
them repeat these after you:
primero,después, porúltimo
.
Then
distribute
Hojadeactividad 44
,
which shows the three images
from activityA.Ask students to copy the sequence expressions
on the corresponding images.Have them cut out the three
images and glue them into a booklet. Finally,have them use
the bookletwith a classmate for additional oral practice using
the sequence espressions.
AccessingContent
Distribute
Hojadeactividad
44
and
ask students to complete it by filling in the sequence
expressions and greetings such as
hola
and
buenosdías
in the
first box, thewords
visita/visitan
or
pirámides
in the second
box, and thewords
adiós
or
hasta luego
in the third box.
México • Week
Good toKnow!
SPANISHANDOTHERDISCIPLINES
La
secuencia
es el orden en el que ocurren los sucesos
enunanarración.Comprender en qué orden ocurren los
sucesos te ayuda a formar ideas y opiniones sobreuna
narración.Palabras y frases como “primero”, “después”
y “porúltimo” indican el orden de los sucesos enuna
narración.
Sequence is the order inwhich things happen in a
story.Understanding the order inwhich events take place
helps you form ideas and opinions about a story.Words
and phrases, such as
primero
(
first),
después
(
next),
and
porúltimo
(
last), often signal the order of events
in a story.
DAY
3
Unidad1
16
¿
Qué recuerdas?
A.
Ordena.
B.
¿
Cierto o falso?
2.
3.
Adiós.
4.
Buenosdías.
1.
1.
2.
3.
Hola.
Adiós.
(3)
por último
Falso
Falso
Cierto
Cierto
(1)
primero
(2)
después
Nos conocemos |
17
AccessingCritical-Thinking Skills
Distribute
Hojade
actividad
44
and ask students to complete it using phrases
or sentences.Encourage students to use the vocabulary for
greetings and goodbyes they have already practiced aswell as
vocabulary such as
niños
and
pirámides
.
Have students share
their phrases or short sentenceswith the class.
Meeting IndividualNeeds
Intensive
Youmay assist studentswho exhibit or have been
identified as having a learning disability by focusing on one
concept at a time, such as
cierto
and
falso
.
Make several true/
false statements in English and have students practice the skill
by saying
cierto
or
falso
after they hear each statement.
Challenge
Encouragemore-advanced students and/or heritage
speakers to come upwith other sequencewords or ordinal
numbers. For example, elicit
segundo
(
second),
tercero
(
third),
cuarto
(
fourth), and otherwords.Write these on the board and
have students explain to the classwhat theymean.
ScaffoldandApply
INTERPERSONAL
,
SPE ] EHM{W
A.
Have students turn to page 17 in their books.Read the title,
Hola yadiós,
aloud.Read the direction aloud and have
students read along.Have students listen as you read and
model the pronunciation and the intonation of all three
dialogues.Then have them close their books as you conduct a
choral repetition of the dialogues.
•
After they open their books again,have students get together
with a partner to practice the dialogues using the different
greetings and goodbyes.
B.
Have volunteers read the direction, and then have the entire
class say theword
Conversa
with you.
Role-Play
Explain that the expressions under
Saludos
and
Despedidas
are some of themost common greetings and
goodbyes in Spanish.Encourage students tomake up dialogues
with those expressions, and invite them to act them out in front
of the class.Be sure that students only usewordswithwhich
they are familiar.
Have students open their
Cuadernode práctica
to page 6.
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
INTERPRETIVE
Have students revisit the predictions theymade.Direct
their attention to the predictions on the board.Have
them discuss how their predictionswere the same as
or different from the dialogues in
Las pirámides.
Day
3
Semana1
17
Hola y adiós
Hola.
Hola.
Adiós.
¿
Qué tal?
¿
Cómoestás?
Hasta luego.
Nosvemos.
A.
Escucha y repite.
B.
Conversa.
Las respuestas varían.
Check Comprehension
(
Check Pronunciation
on Day 7,
Check Language
on Day 11,
Check Functions
and Forms
on Day 15)
Suggests activities to
bring
closure to day
.
Scaffold and Apply
including new vocabulary
activities that build on
previously presented
vocabulary and skills.
Meeting Individual Needs
activities for Benchmark,
Strategic, or Intensive groups, plus a Challenge activity
for more-advanced students and/or heritage speakers.
Multiple Access Strategies
for
concepts, content, and critical-
thinking skills.
Main Sections
Explore Cultures
(
Explore Connections
on Day 8,
Explore Comparisons
on Day 12,
Explore Communities
on Day 16)
Multiple Access
Strategies
for concepts,
content, and critical-
thinking skills.
Day 4
Multiple Intelligences
Logical/Mathematical
Provide copies of the image side of the
Tarjeta
fotográfica
that shows aMexican pyramid.
Explain that this pyramid has four triangular sides
and a square base,while others, such as Egyptian
pyramids,were builtwith three triangular sides and
a triangular base.
Distribute
Hojadeactividad
45
and have
students design and color their ownMexican
pyramid.Have them cut out and glue their pyramids
together.Display students’ artwork in the classroom.
18
| Unit1
México • Week
DAY
4
18
Unidad1
Buenos días, buenas tardes,
buenas noches
B.
Conversa.
Buenosdías,Lisa.
Buenosdías,
señoraLópez.
Buenasnoches,Lisa.
Buenasnoches,
mamá.
Buenas tardes,
señorGómez.
Buenas tardes,Pedro.
A.
Escucha y repite.
ExploreCultures
PRACTICESANDPERSPECTIVES
&
YIRSW HvEW FYIREW XEVHIW
FYIREW RSGLIW
•
Have students turn to page 18 in their books.Call on
a volunteer to read the title,
Buenosdías, buenas tardes,
buenasnoches
,
and then have the class chorally repeat
the title after you.
A.
Read the direction aloud and have students read along.Then
read the three dialogues aloud and have students listen.Read
them again and have students repeat after you.Youmaywish
to repeat the procedurewhile students have their books
closed.
B.
Have volunteers read the direction,
Conversa
.
Explain that
buenosdías
(
goodmorning),
buenas tardes
(
good afternoon),
and
buenasnoches
(
good evening/good night) are also
common Spanish greetings—and, in addition,
buenasnoches
is used to say goodbye.
•
Point out that
señor
(
Mr./sir) and
señora
(
Mrs./ma’am) are
formal forms of address for teachers,parents, and other
adults.
•
Point to the scene depicting Lisa and hermother, and explain
that inmost Spanish-speaking countries it is common for
familymembers or close friends to kiss on the cheekwhen
they greet each other orwhen they say goodbye.
MultipleAccess Strategies
AccessingConcepts
Have students point towords and to
phrases such as
buenosdías, buenas tardes
,
and
buenasnoches
,
and ask them to say them back to you.
AccessingContent/Role-Play
Have pairs of students take turns
role-playing all three dialogues from activityA.
AccessingCritical-Thinking Skills/Role-Play
Have pairs of
students create their own dialogues using their names.Have
them act out the dialogues in front of the class.
Meeting IndividualNeeds
Benchmark
Youmay assist students havingminor difficulties
pronouncing the letter
ñ
in
señor
and
señora
by having them
pretend that thewords are spelled
senyor
and
senyora
as they
try saying them again.
Challenge
Call on volunteers to name two objects in the
illustrations, such as
libro
(
book) and
pelota
(
ball).
For additional practice and reinforcement of the skills
and concepts presented thisweek,have students access
the
DescubreOnline
activities for this unit andweek.
Las respuestas varían.
Nos conocemos |
19
ReviewandApply
INTERPERSONAL
Have students turn to page 19.Read the topic under
Repasa
and reviewwith students new concepts and vocabulary learned
throughout theweek. Skim through previous pages and use
Tarjetas fotográficas
and items from theManipulativesKit
as necessary.
InformalAssessment
•
For the
Aplica
activity, read the three commands and have
individual students stand up and perform one command each.
•
When you say
Saludaaunniño
(
Greet a boy), the student
should stand up and greet a boy, following themodel
¡
Hola!
Yo soy…
(
Hello!My name is…) or
Buenas tardes, yo soy…
(
Good afternoon,my name is…)
•
When you say
Saludaaunaniña
(
Greet a girl), the student
should stand up and greet a girl.Then choose a girl and have
her pretend that she is señora López.Explain
Despídetede.
Have students practice
despídetede
using
adiós
(
goodbye),
hasta luego
(
see you later), and
nos vemos
(
I’ll see you).
•
Be sure that all students participate, and evaluate students’
performance.
•
Revisit the EssentialQuestion for theweek and ask students
to answer it using concepts and vocabulary learned during
theweek.
Have students open their
Cuadernode práctica
to page 7.
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.
CulminatingActivities
PRESENTATIONAL
WritingProcess
Students planwhat they are going to
write by drawing,developing ideas, and
organizing their drawings and ideas.
•
Have students repeat the activity title
¡
A escribir!
after you.Then have the class read the line
Tema:
Mi familia
.
Explain to students that in the next few
weeks, theywill prepare illustrated stories about
their families.
•
Brieflymention the four stages of thewriting
process.Explain that thisweek they are at the
Planifica
stage.Discuss themeaning of the stage
and ask students to draw a picture of themselves
and all their familymembers on a sheet of paper.
Álbumde recuerdos
•
Explain to students thatAnna and Charlie are
keeping a scrapbook containing pictures and
items they collect of the places they visit.They
call it
Elálbumde recuerdosdeAnna yCharlie
(
Anna and Charlie’s scrapbook).
Tell students that theywill create their own
álbumde recuerdos
as they accompanyAnna
and Charlie on their travels.Then distribute
Hojade
actividad
12
,
and hand out the blank scrapbooks.
Have students label the cover
Miálbumde recuerdos
.
This can be a home connection activity.
•
Explain to students that, to start, they need to draw
themselves greetingTomás.Then they have to cut
out the speech bubbles and glue themwhere they
belong in the drawing.When finished,have students
glue their
recuerdo
inside their
álbum
.
Day
4
9
¤% IWGVMFMV
Semana1
Repasa
™
los saludos y lasdespedidas
Aplica
1.
Saludaa unniño.
2.
Saludaa unaniña.
3.
Despídetede la señora López.
Tema:
Mifamilia
¡
Hola!
Yo soy Janet.
Las respuestas varían.
Extension activities with
Multiple
Intelligences
and
Descubre Online.
Meeting Individual Needs
activities
for Benchmark, Strategic, or Intensive
groups, plus a Challenge activity for
more-advanced students and/or heritage
speakers.
Culminating Activities
involving the writing
process, scrapbook, or
journal keeping.
Review and Apply
including informal
assessment activities.
Featured Section
Good to Know!
These boxes are featured just about anywhere on the unit pages, and the information in them
is meant to be read aloud to students. Although most of the boxes include cultural information,
some of them also present relevant explanations that may help teachers better understand the
intricacies of the Spanish language as compared with English.