SANTILLANA USA - ES HS Teacher Guide Sampler Level 1 -2018

Unit2 85B Unit Plan Estimated time: 1session. Mapa cultural: PuertoRicoand theCaribbean. Reading: ElMorro. MAPA CULTURAL / LECTURA Estimated time: 2sessions. Project: Una visita guiada por la CasaBlanca. Self-evaluation: Autoevaluación. PROYECTO / EVALUACIÓN Estimated time: 1session. Dialogue: En San Juan. Functions& forms: • Greetingpeople. • Usingusefulconversational expressions. Culture: • San Juan . La llegada Estimated time: 4sessions. Dialogue: La casamás colorida. Functions& forms: • Expressingthenumberandgender ofnouns. • Usingarticleswithnouns. Culture: • Las calles delViejo San Juan. • Los techos tropicales. DESAFÍO1 Estimated time: 4sessions. Dialogue: Los coquíes en la casa. Functions& forms: • Expressingexistenceusingthe verb haber . • Askingquestionswith hay . • Expressingwherethingsareusing theexpression estar en . Culture: • Los coquíes. • La CasaBlanca. DESAFÍO2 Estimated time: 4sessions. Dialogue: ¿Quién prende la luz? Functions& forms: • Expressingcertainactionsusing regular -ar , -er ,and -ir verbs. Culture: • LaBahía deMosquito. • Asopao. DESAFÍO3 Estimated time: 4sessions. Dialogue: Una excursión. Functions& forms: • Expressinganobligationthat somebodyhasusing tener que +infinitive. • Expressingageneralobligation using hay que +infinitive. • Expressinghowoftensomethingis donebyusingcertainadverbs. Culture: • Las cuevas de Camuy. DESAFÍO4 Estimated time: 1session. Dialogue: En elViejo San Juan. Functions& forms: • Reviewof Desafíos1–4. Culture: • Las casas de los indígenas de PuertoRico. • ElViejo San Juan. TODO JUNTO / El encuentro Evaluation Criteria Contents Overview 85A l i ri ri • Toidentifypeopleandthings. • Todescribeone’shouse. • Todescribeindetail. • Toexpressexistenceandlocation. • Todescribeone’sclassroom. • Toidentifythelocationofobjects. • Toexpresscommonactivities. • Todescribecharacteristicsofthetropics. • Toexpressobligationornecessity. Objectives Vocabulary • Partsofahouse. • Furniture. • Householditems. • Householdchoresandactions. • Leisureactivities. • Usefulexpressions. Grammar • Toidentifynouns,gender,number, andarticles. • Toexpressexistenceusingtheverb haber . • Toexpresslocationorplace. • Toconjugatepresenttenseverbs. • Toexpressobligationwith tenerque and hay que . • Tospecifyfrequencyusingadverbs. Culture • Thecompositionofthestreetsin OldSanJuan. • UnitsofmeasureusedinPuertoRico. • Designandrationaleofroofs inPuertoRicanbuildings. • SymbolsofPuertoRico. • FamousPuertoRicanmonuments. • GeographicmapofPuertoRico andtheCaribbean. • Askandgiveinformationaboutpeople andthings. • Recognizeandusenouns,articles,regular verbs,andadverbsoffrequency. • Describetheroomsandfurnishings inahouse. • Expressplaceandlocation. • Tellchoresthatonehastodoandtalk aboutwhatonefeelslikedoing. • Describesomeone’snormalactivitiesat homeandhowfrequentlyheorshedoes them. • Usetheverb haber andexpressionswith tener que and hay que . • ExpressunderstandingofsomeofPuerto Rico’scustoms,geographicalaspects, andhistoricalfacts. • Recognizethedifferencesbetween linguisticexpressionsinSpanish-speaking countriesandtheUnitedStates. • Toaskandstatefrequencyofchores performed. • Toidentifykeyconceptsinaninformational textandthefactsthatsupportthem. • ToexploreculturalaspectsofPuertoRico. Unit 2 Puerto Rico TEACHER’S EDITION At-a-glance look at unit objectives, language skills covered, lesson duration, themes, functions and forms, and cultural activities Standards covered in the unit and crosswalk of communicative and cross-curricular standards Pacing Guide for 50-and 90-minute class periods 85C Standards for Learning Spanish 1.1. Interpersonalmode • Participate in discussions on a given topic. • Talk to a classmate about the challenges. • Discuss impressions of a photo. • Play a guessing game. • Participate in a question-and-answer sequence based on describing the location of objects. • Compare two photoswith a classmate. • Take a poll among classmates to rank household chores. • Interview students to gather information. 1.2. Interpretivemode • Watch a story onDVD and answer comprehension questions. • View a story and demonstrate comprehension bymatching, true/false, fill-in-the blanks, and/ormultiple choice. • Read a text andmake comparisons to student’s own experience. • Read a text and gain information through the second language. 1.3.Presentationalmode • Write captions for a series of photos. • Write a description of one’s house. • Give an oral description of a floor plan. • Act out a dialoguewritten by the student. • Note items in a photo or not in the photo. • Describe the location of personal items. • Write a postcard to a friend describing a room in one’s home. • Represent the findings of a poll in a bar graph. • Write a letter to one’s parents describing the chores one haswhile on a trip to PuertoRico. 2.1.Practices and perspectives • Understand the reasons for the composition of old streets in PuertoRico. • Recognize the system ofmeasurement in PuertoRico. • Understandwhy PuertoRicans build their houses and roofs theway they do. • Understand the origins of PuertoRican traditional dishes. 2.2.Products and perspectives • Obtain information about the Bahía deMosquito , the cuevas deCamuy , ElYunque , the coquíes , and understand their importance to Puerto Rican patrimony. • Reflect on the houses of indigenous people in PuertoRico andwhy theywere constructed theway theywere. • Reflect on the contributions of famous Puerto Ricans. • Research the biographies of famous Puerto Ricans. • Understand the importance of ElMorro in PuertoRican history. • Understand the importance of the CasaBlanca to PuertoRicans. 3.1. Interdisciplinary connections • Research the building of roads during the colonial period. • Learn aboutOldSan Juan. • Research apartment advertisements online and in newspapers. • Research tropical rainforests and their characteristics. • Research the phenomena of “bioluminescence.” • Use a Venn diagram to display information. 3.2.Viewpoints through language/culture • Gain information onwhy houses in PuertoRico predominantly have flat roofs. • Learn about thewonders of the Bahía de Mosquito . • Learn about the cuevas de Camuy . • Discover the types of Taino homes. 4.1.Compare languages • Compare gender and number of nouns inSpanish and English. • Compare noun-adjective agreement inSpanish and English. • Compare the punctuation usedwith questions inSpanish and English. • Compare contractions and their use inSpanish and English. • Compare verb patterns inSpanish and English. 4.2.Compare cultures • Compare common household chores at home and in other cultures. • Compare typical dishes in various cultures. • Compare architectural features affected by culture and climate. 5.1. Spanish beyond the school setting • Gain information through advertisements. • Write a postcard. • Represent information using graphs. • Prepare an oral presentation of a photo diary. • Write a short text about a famous historical monument. 5.2. Spanish for lifelong learning • Take a virtual tour of La CasaBlanca. • Design a poster. • Play a famousmonument guessing game. Unit 2 Puerto Rico Unit2 85D Communicative Skills Activities Activities Interpersonal Mode Speaking • Participateindiscussiononagiventopic. • Initiateaguessinggamewithanotherstudent. • Discussphotoswithaclassmate. • Interviewstudentstogatherinformation. • 11,24,25,26,36,41,42,60,70,75, 83,86,88,97,101 • 27,34,56,99 • 25,27,41,44,50,64,87 • 36,60,70,83,90,97 Writing • Obtaininformationfromanoralexchange. • Understandapartner’scluesinordertoexchangeinformation. • 22,31,80 • 49,73,91 Listening • Obtaininformationfromanoralexchange. • Understandapartn ’scluesinordertoexchangeinformation. • 36,60,70,83,90,97 • 6,27,34,99 Reading • UnderstandatextorblogaboutPuertoRico. • Understandanonlinearticleonaparticulartopic. • 49,82,91,94, Lectura • Tu desafío Interpretive Mode Listening • Listenandidentifyideasorphotos. • Listenandevaluateorinterprettheinformation. • 2,10,17,25,35,54,57,68,77, 89,93 • 30,40,48,71,79,81,82,85 Reading • Usecontextinordertocompleteatext • Obtainlit ralinfomationandmakeinferencesfromatext. • S nthe izingkeyc nceptsinareadingpassage. • 6,18,28,29,51,74,92, • 94,96,102 • Lectura Presentational Mode Speaking • Presentinformationorresultsorallytotheclass. • Actoutascriptordialogue. • 49,60,95,100 • 28,51,74,92 Writing • Summarizeorreportinformation. • 24,45,46,58,59,70,72,85,89,90, 95,103 Cross-Curricular Standards Subject Standard Activities Activities Activities Language Arts • CompareelementsofEnglishgrammarwithSpanishequivalents. • Proofreadanoriginalpieceofwriting. • 15,20,38,43,61,66,84 • Proyecto Social Studies • LocatepoliticalandgeographicaldivisionsofPuertoRico andtheCaribbean. • ResearchtheearlyhistoryofPuertoRico. • 99 • Proyecto Art • Learnaboutindigenousandmodernarchitecture. • LearnaboutfamousPuertoRicanartistsanddesigners. • 19,96 • 100 Drama • Writeascript. • Actoutadialogue. • Proyecto • 28,51,74,92, Proyecto Overview Day Objectives Sessions Activities Time Standards Resources/ Homework 1 Tointroduce PuertoRicoand todiscussthe pairs’challenges PuertoRico / La llegada (86–91) • Warm-Up:Countryorientation • PuertoRico/Imagesandfunctions • Presentation: En San Juan • Expresiones útiles and ¿Quién ganará? 1 2–5 10m. 20m. 25m. 35m. 1.1,1.2,1.3,2.1, 2.2,3.1,4.1,5.1, VisualPresentation Audio Video PracticeWorkbook 2 TointroduceOld SanJuan,to speakaboutthe partsofahome, andtospeak aboutpeople, animals,places, andthings Desafío1 – La casamás colorida / Vocabulario / Gramática (92–97) • Warm-Up:IndependentStarter • Fotonovela: La casamás colorida • Cultura: Las calles delViejo San Juan • Vocabulary: La vivienda • Comunidades:Apartamento disponible • Grammar: Los nombres • Comparaciones : Los techos tropicales 6–8 9 10 – 12 13 – 14 15–18 19 5m. 20m. 10m. 20m. 5m. 25m. 5m. 1.1,1.2,1.3,2.1, 2.2,3.1,3.2,4.1, 4.2,5.1 VisualPresentation Audio Video PracticeWorkbook Tu desafío 3 Tospeakabout people,animals, places,andthings andtointegrate vocabularyand grammarandto assessstudent proficiency Desafío1 –Gramática / Comunicación / Evaluación (98–101) • Warm-Up:IndependentStarter • Grammar: Los artículos • Comunicación: Review • Final del desafío • Quizon Desafío1 20–24 25–27 28 5m. 30m. 25m. 15m. 15m. 1.1,1.2,1.3,2.1, 2.2,3.1,4.1,4.2, 5.1,5.2 Audio PracticeWorkbook 4 Tointroduce coquíes andto speakabout furniture andobjects inthehome Desafío2 – Los coquíes en la casa / Vocabulario (102–105) • Warm-Up:IndependentStarter • Fotonovela: Los coquíes en la casa • Cultura: Los coquíes • Vocabulary:Muebles y objetos de la casa • Cultura: La CasaBlanca 29–31 32–33 34–36 37 5m. 30m. 10m. 35m. 10m. 1.1,1.2,1.3,2.2, 3.1,3.2,4.2,5.2 VisualPresentation Audio Tu desafío 5 Toexpress existence,tosay wherethingsare, andtointegrate vocabularyand grammar Desafío2 –Gramática / Comunicación (106–111) • Warm-Up:IndependentStarter • Grammar: Expresar existencia.El verbo ‘haber’ • Grammar: Expresar lugar • Conexiones: ElYunque • Comunicación :Review 38–42 43–46 47 48–50 5m. 25m. 25m. 5m. 30m. 1.1,1.2,1.3,2.1, 2.2,3.1,3.2,4.1, 4.2,5.1 Audio PracticeWorkbook Tu desafío 6 Toassessstudent proficiency,to introduce MosquitoBay, tospeakabout householdtasks Desafío2–Evaluación / Desafío3–¿Quién prende la luz? / Vocabulario (111–115) • Warm-Up: Final del desafío • Quizon Desafío2 • Fotonovela: ¿Quién prende la luz? • Cultura: LaBahía deMosquito • Vocabulary : Las tareas domésticas 51 52–54 55 56–59 15m. 15m. 25m. 10m. 25m. 1.1,1.2,2.1,2.2, 3.1,3.2,5.1,5.2 VisualPresentation Audio Video PracticeWorkbook Tu desafío Lesson Plans (90-Minute Classes) 85G Day Objectives Ses 7 Todescribefamily relationships,to express possession,to integratevocabulary andgrammar,and toassessstudent proficiency Desafío3 –Gramática / (115–121) • Warm-Up: Conexiones: • Grammar:Verbos reg • Cultura:Asopao • Grammar:Verbos reg Presente • Comunicación: Review 8 Toassessstudent proficiency,to introducethe Río Camuy Caves,and toexpressleisure activities Desafío3 – Evaluación / deCamuy (121–125) • Warm-Up: Final del de • Quizon Desafío3 • Fotonovela: Las cueva • Cultura: Las cuevas d • Vocabulary: Actividad 9 Toexpressan obligationandto expressfrequency, tointegrate vocabularyand grammar,toassess studentproficiency, andtointegrate languageincontext Desafío4 –Gramática / Evaluación / Todo junto ( • Warm-Up:Independen • Grammar: Expresar o • Comunicación: Review • Final del desafío • Quizon Desafío4 • Todo junto 10 Tolearnabout PuertoRicanculture andtraditions, tolearnabout ElMorro ,and toreviewvocabulary, grammar,and culture El encuentro / Mapa cult • Warm-Up:Independen • Conexiones: Las casa PuertoRico • El encuentro: En elVi • Mapa cultural: Puerto • Lectura: ElMorro • Readprojectoutline( 11 Tocreateaguided tourof La Casa Blanca andto assessstudent proficiency Proyecto /Assessment ( • Projectpresentations • Autoevaluación • Test Unit 2 Puerto Rico Resources for easy, stress-free planning Teacher SmartCenter TM provides an array of resources to help plan and deliver lessons and assess student progress, including teacher dashboard, online assessment, interactive performance assessments, and more! 3