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Unit
1
2
Differentiated Instruction
EXPANDING LEARNERS
•
Ask students to explain what happened in
the two legends. Have students write a
paragraph to summarize what they have just
read and indicate from whom they got the
information. Ask students to use the preterite
and imperfect tenses to tell what happened.
For example:
Mientras hablaba con Tess, Asha
escuchó una leyenda de México. La leyenda
era sobre una mujer muy linda que...
DEVELOPING LEARNERS
•
Have students look through the dialogue
and identify how the previous grammar and
vocabulary lessons have made their way into
the third
Desafío
. This will show students the
importance of progression, and also show
them how each
Desafío
is interconnected.
The themes of the previous two
Desafíos
are:
Vocabulary
→
physical characteristics,
personality traits, and family.
Grammar
→
the verbs
ser
and
estar
,
comparisons and superlatives, the imperfect
and the past progressive, and expressing
possession.
Narrar y describir en pasado
DESAFÍO 3
Presentation
■■
In
Desafío
3
, Asha and Lucas will research well-
known Hispanic legends and then write one.
Students will preview vocabulary that deals
with life’s cycle and see how the preterite and
imperfect tenses are used to tell a story.
Activities
Standards
Resources
Texto
1.2, 2.2, 3.1, 3.2 Vis. Pres.
61.
1.3, 3.1
62.
1.1, 1.2, 1.3, 2.1,
2.2, 3.2
63.
1.1, 1.2, 1.3, 2.2,
3.1
Audio
64. Conexiones
1.1, 1.2, 2.1, 2.2,
3.1
Warm-Up/ Independent Starter
■■
Ask students to write the titles of some legends
they have read or heard. If they don’t know the
title, ask them to write the names of the main
characters or a line or two to summarize the plot.
Preparation
■■
Have students share their Independent Starters.
Discuss some of these legends, including the
characters, the plots, and the countries of origin.
Texto: Flor de leyendas
■■
Read the introduction to the text and ask the
class to observe the illustrations. Invite students
to speculate on a possible plot for each legend.
■■
Call on volunteers to role-play Asha, Tess, Lucas,
and Andy and read their parts in front of the
class. Had students heard of any of these legends
before? Were any of their plot predictions correct?
Activities
62.
Ask students to write some sentences that
describe what takes place in one of the two
legends they finished reading, but tell them
to write the sentences out of order. Then ask
them to exchange papers with a partner who
must put the events in the correct order.
Teaching Suggestions
42 cuarenta y dos
61
Detective de palabras
Escribe
en una tabla como esta las formas verbales del pretérito y del imperfecto
que hay en el texto.
Pretérito
Imperfecto
contaron
era
ETAPA 1
Narrar y describir en pasado
Flor de leyendas
Asha and Lucas must investigate some famous Hispanic legends that portray the cycle of
life and make up their own to narrate to the class. They are chatting online with Tess and
Andy about the legends they learned while traveling through Latin America.
DESAFÍO 3
Lucas: Andy, ¿escuchaste alguna leyenda
en tus viajes?
Andy: Sí, la leyenda que motivó la llegada
de los españoles a la Florida. Cuando
estaban en Puerto Rico, los españoles
oyeron hablar de la fuente de la eterna
juventud. La leyenda decía que el agua de
la fuente convertía a los viejos en jóvenes.
Entonces viajaron en barcos para buscarla
y llegaron a la península de la Florida.
Nunca encontraron la fuente, pero
fundaron San Agustín, la ciudad más
antigua de los Estados Unidos.
Lucas: ¡Qué interesante!
Asha: Tess, ¿conoces alguna leyenda hispana?
Tess: En México me contaron la historia de la Llorona,
pero es muy triste. Es una mujer que existió hace
muchos años. Ella era muy linda. Se casó con un
hombre muy rico y tuvieron tres hijos. Pero
el hombre se separó de ella y, enojada, ella mató
a sus hijos.
Asha: ¿Y por qué la llaman la Llorona?
Tess: Porque después ella se arrepintió
(regretted it)
,
y ahora llora todas las noches.
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ETAPA 1
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