Basic HTML Version
36
Unit
1
0
Differentiated Instruction
EXPANDING LEARNERS
•
Have students answer the following
questions about the art presented on this
page. Then have them use the answers to
write a paragraph about the work of art they
like the most and why.
1.
Compara las características físicas de las
familias en los tres cuadros de esta página.
2.
¿Cuál de las obras es más realista?
3.
¿Cuál te gusta más? ¿Por qué?
DEVELOPING LEARNERS
•
Ask students to use the reading strategies
from
Desafío
1
to assist them in the reading
of this text. First have students read the
title and the introduction to the task. Then
have them skim the text for cognates and
familiar words. Finally have students look for
the instances of the verbs
ser
and
estar
to
check for verb tense and uses of the verb.
Once students have finished, ask them which
of the reading strategies worked the best to
aid them in this passage, and remind them
to continue to use the strategy in future
passages.
DESAFÍO 2
Hablar de acciones pasadas
Presentation
■■
In
Desafío 2
, Eva y Ethan share information about
three Hispanic painters and their family portraits.
Students will preview language used to define family
relationships and to describe actions in the past.
Activities
Standards
Resources
Texto
1.2, 2.1, 2.2,
3.1, 3.2
Vis. Pres.
34.
1.2, 1.3, 2.2,
3.1
35.
1.1, 2.1, 2.2,
3.1
36.
1.1, 1.2, 1.3,
2.2, 3.1
Audio
37. Conexiones
1.1, 1.2, 2.1,
2.2, 3.1, 3,2,
4.2
Warm-Up/ Independent Starter
■■
Have students study the paintings on page 30
and write their impressions of the similarities and
differences among all three.
Preparation
■■
Discuss the differences between a portrait and a
photograph of a family. Suggest that artists often
reflect something about the subjects’ nature that
a camera cannot capture.
■■
Ask students to imagine that an artist is going
to paint a portrait of them and their family. Who
would be included? What would they wear and
where would they pose?
Texto: Retratos de familia
■■
Invite volunteers to share their Independent
Starters. Then ask the class to try to guess the
time period in which the portraits were painted.
■■
Read the introduction to the text. Then ask for
volunteers to read Eva’s and Ethan’s lines. Did
students guess the time period correctly? Discuss
as a class the main characters of each portrait.
Activities
36.
Call on volunteers to read their descriptions
aloud and ask the class to guess which
painting is being described.
Teaching Suggestions
30 treinta
34
Detective de palabras
completa
estas oraciones.
1.
Los
1
de la princesa Margarita están reflejados en un espejo.
2.
María Luisa era la
2
de Carlos IV.
3.
Luis de Borbón era el
3
de Carlos IV y María Luisa.
4.
La
4
del cuadro de Botero está formada por la
5
, el
6
, la
7
y una
8
.
ETAPA 1
Hablar de acciones pasadas
Retratos de familia
Eva and Ethan must find information about three
important paintings to prepare an audio guide
for the art department’s webpage at their school.
DESAFÍO 2
Eva: Este cuadro es de Fernando Botero, un pintor
colombiano actual. También representa a una familia:
la abuela, el padre, la madre y una niña.
Ethan: A mí me recuerda al cuadro de Velázquez.
Detrás está el pintor…
¡Y hay un gato!
Francisco de Goya (España).
La familia de Carlos IV.
Diego Velázquez (España).
Las Meninas.
Fernando Botero (Colombia).
La familia presidencial.
Ethan: Este cuadro es de Francisco de Goya, un
pintor español del siglo xviii. En el cuadro están
el rey Carlos IV y su familia: su esposa María
Luisa, sus hermanos, sus hijos y su yerno
(son-in-law)
Luis de Borbón.
Eva: Este cuadro es de Diego Velázquez, un pintor español
del siglo xvii. Sus retratos
(portraits)
del rey y de su
familia son muy famosos. Aquí está la princesa
Margarita con sus criadas
(maids)
. Sus padres están
reflejados en el espejo y el pintor también está en el
cuadro.
400189 _ 0012-0055.indd 56
22/03/12 15:31
P
l r
i nes
Eva a d Et a m st fi d i for atio abo t t ree
i porta t pai ti gs to prepare a a dio g ide
for t e art depart e t’s ebpage at t eir sc ool.
36