Basic HTML Version
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Unit
1
:30
La leyenda de la Llorona (México)
DESAFÍO
3
Narrar
y describir
en pasado
Vocabulario
Biografías
Gramática
El pretérito
y el imperfecto
Expresiones temporales
para la narración
trece 13
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3
DESAFÍO 3
La leyenda de la Llorona
While many legends explain the origins of
things or natural phenomena, others are
cautionary tales that parents might use to
foster proper behavior in their children. La
Llorona is of this latter category. The legend,
which has several versions, tells the story
of a beautiful woman who kills her own
children. Although she is deeply remorseful,
her repentance does not grant her peace and
she is condemned to walk the Earth sobbing.
Parents often use this legend to warn their
children that they may be taken by the Llorona
if they behave badly or stay out late at night.
Picture Discussion
■■
Have students look at the images again and
review their predictions about each topic.
Then ask them to read the stories from their
Independent Starters and share their predictions
and any information they may have on these
topics in a class discussion.
Personajes de
Mafalda
(Argentina)
■■
Ask students to describe the physical
characteristics of the characters pictured and
then predict what they think these characters’
personalities might be like. Students should
use both
ser
and
estar
in their descriptions. For
example:
El primer personaje es un señor moreno,
que tiene una nariz muy grande. Parece que está
cansado.
Encourage students to be creative.
Fernando Botero (Colombia).
La familia presidencial
■■
Focus students’ attention on the shapes of the
people in the foreground and the mountains in
the background of the painting. What do they
have in common? (They are all rotund figures.)
Explain that the artist also painted himself in the
background. Ask students why they think Botero
might have done this. Do they know any other
works of art in which the artist included himself
or herself?
La leyenda de la Llorona (México)
■■
Have students focus on the figure of the woman
in the image and ask them what they think she
is doing. (crying) Do they think she is a comical
or tragic figure? What natural feature can they
identify in the image? (a river) How do they think
this body of water will play into the legend? Can
they name other tragic characters from legends
they may know?
Objectives
■■
By the end of Unit 1, students will be able to
–– Describe and compare people.
–– Talk about customary and ongoing actions
in the past.
–– Express possession.
–– Talk about the cycle of life.
–– Tell a story in the past.
–– Talk about famous Hispanic cartoon characters,
describe some famous portraits by Hispanic
painters, and familiarize themselves with some
legends from around the Hispanic world.
¿Cómo eres?
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