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Additional Resources
30
T32
Keys for teaching and learning.
The
Teacher's Edition
The pages at the beginning of each unit offer a broad overview as well as tools
for the organization and planning of school activities.
Unit3
143B
Unit plan
Estimated time:
1 session.
Dialogue:
EnAntigua.
Functions& forms:
@
To compare the prices of items.
@
Expressions used for shopping
(Es barato
,
¿Cuánto cuesta?).
@
Demonstrative adjectives.
@
Stem-changing verbs.
@
The verb
gustar.
Culture:
@
Antigua.
@
Traditional and ritual clothing.
Estimated time:
1 session.
Mapa cultural:
Guatemala
andCentral America.
Reading:
Desde Chichicastenango.
MAPACULTURAL / LECTURA
Estimated time:
1 session.
Project:
Una exposición demuñecos
quitapenas.
Self-evaluation:
Autoevaluación.
PROYECTO
Estimated time:
4 sessions.
Dialogue:
Lamáscara de jade.
Functions& forms:
@
Expressions related to shopping.
@
Actions in the present using
e> ie
and
ir.
Culture:
@
Antigua.
@
El jade.
DESAFÍO1
Estimated time:
4 sessions.
Dialogue:
Vamos de compras.
Functions& forms:
@
Clothing and shoes.
@
Expressing likes and dislikes
(gustar).
Culture:
@
Lamoda enGuatemala.
@
Moda y cultura.
@
Palabras prestadas.
DESAFÍO2
Estimated time:
4 sessions.
Dialogue:
Tres trajes típicos.
Functions& forms:
@
Describing clothing and shoes.
@
Expressing location (demonstrative
adjectives and pronouns).
@
Comparing objects and qualitites
(más que,menos que, tan como,
mejor,peor).
Culture:
@
La ropa tradicional.
@
Nomás preocupaciones
.
@
La perspectiva.
@
Una personamayor.
DESAFÍO3
Estimated time:
4 sessions.
Dialogue:
Unmercado especial.
Functions& forms:
@
Using common shopping
expressions.
@
Expressing the cost of items
(Cuestamucho).
@
Expressing numbers between
31 and100.
@
Expressing certain actions using
o>ue
stem-changing verbs
(costar).
Culture:
@
Chichicastenango.
@
El dinero deGuatemala.
@
El costo de la vida.
DESAFÍO4
Estimated time:
1 session.
Functions& forms:
@
Review of
Desafíos1–4.
Culture:
@
Tikal.
TODO JUNTO /
143A
Evaluation criteria
@
To talk about shopping and schedules.
@
To expressmovement and to ask and state
where someone is going.
@
To expresswhat someonewishes
to purchase.
@
To ask and statewhen someone is going
to a location.
@
To express likes and dislikes.
@
To ask and state the location of items
in relation to other items.
@
To describe and compare clothing
and footwear.
@
To compare the prices of items.
@
To ask and answer about the existence
of a product.
@
To explore cultural aspects ofGuatemala.
Objectives
Vocabulary
@
Stores in a shopping center.
@
Clothing.
@
Footwear.
@
Characteristics of clothing and
footwear.
@
Useful expressionswhen shopping.
@
Two functions of theword
mayor
.
Grammar
@
To express actions in the present
through irregular verbs:
e> ie,o> ue.
@
To expresswhere someone is going:
the verb
ir.
@
To express likes and dislikes:
the verb
gustar.
@
To express location of objects:
demonstrative adjectives.
@
Tomake comparisons.
Culture
@
Geography ofGuatemala andCentral
America.
@
Cultural information aboutGuatemala:
el quetzal
,Tikal,RigobertaMenchú,
and
lamarimba
.
@
Antigua.
@
Themarket inChichicastenango.
@
Muñecos quitapenas
.
@
The role of jade in ancient culture.
@
Clothing and textiles.
@
Currency inGuatemala.
Contents
@
Recognize the differences between
linguistic expressions inSpanish-
speaking countries and in theUnited
States.
@
Ask about the opening and closing times
of an establishment.
@
Talk about shopping.
@
Ask and statewhere andwhen someone
is going.
@
Use the verbs ir and gustar and irregular
verbs that change
e
>
ie
and
o
>
ue
.
@
Describewhat someonewishes
to purchase.
@
Expresswhat someone likes or dislikes.
@
Compare the location of items in relation
to other items.
@
Describe and compare the quality
of items.
@
Compare the prices of items.
@
Describe customs, geographical aspects,
and historical facts ofGuatemala.
Unit 3
Unit3
143D
Communicative skills
Activities
Activities
Activities
Activities
Activities
Interpersonalmode
Speaking
+
Talk to a partner about clothing and/or clothing stores.
+
Share opinionswith classmates.
+
Describe images to a classmate.
+
Interview a classmate to gather information.
+
3,10,27,77,79,96,R4,
Proyecto
+
41,46,52,57,71
+
49,95
+
43,48,79,86,91
Writing
+
Write a descriptive paragraph.
+
Make a list based on personal information and personal knowledge.
+
Summarizewritten notes.
+
24,28
+
23,36,81,102
+
18,48,56,
Lectura
Listening
+
Understand the data being collected in a survey.
+
Obtain information from a oral exchange.
+
25,42,43,86
+
25,27,43,86
Reading
+
Understand the role of historical figures inGuatemala.
+
Use pictures to infermeanings.
+
99
+
Lectura
Interpretivemode
Listening
+
Identify themain ideas of an oral text.
+
Interpret audio and video about cultural topics.
+
Obtain information from a conversation or an oralmessage.
+
17,62,80,93
+
Fotonovelas,
9,33,78
+
2,11,22,26,33,51,67,70,76
Reading
+
Understand themeaning of awritten document.
+
Understand cultural texts using cognates as a reading strategy.
+
18,74,75,
Lectura
+
Fotonovelas
,5Cs boxes,
Mapa cultural,
Lectura
Presentationalmode
Speaking
+
Design and present an original creation.
+
Display results of an interview.
+
29,46,63,71,86,92,95,96
+
43,86,91
Writing
+
Write and present a skit.
+
Create awritten conversation to practice and present to the class.
+
71,89,95
+
24,63,71,89,92,94,R4,
Proyecto
Cross-curricular standards
Subject
Standard
Activities
Language
Arts
+
Use dictionary skills to findwords in aSpanish-English dictionary.
+
Discover grammatical structures in English.
+
9
+
15,20
Social
Studies
+
Expand knowledge of a subject through research.
+
Research statistics on the cost of living in rural vs. urban areas.
+
Using amap, learn about the location of countries inCentral America.
+
19
+
87
+
19,98
Art
+
Use research to learn aboutGuatemalan fashion designers.
+
Learn about perspective in the visual arts.
+
Create aworry doll and design a display for showcasing it.
+
35
+
64
+
Proyecto
Math
+
Convert currencies.
+
Calculate percentages.
+
Use a pie chart to display survey findings.
+
82
+
25
+
25
143C
Standards for learning Spanish
1.1. Interpersonalmode
+
Ask classmates how oftenthey visit certain
laces andw
p
hy.
+
Conduct a survey of clothing preferences.
+
Interview students to gather information
and chart the results.
+
Conduct interviews aboutother families’ leisure
activities and organize findings.
+
Compare views on clothing.
+
Write a friendly letter.
1.2. Interpretivemode
+
Listen to a storyandanswer comprehension
questions about the content.
+
Demonstrate listening comprehension.
+
Show comprehension through drawings.
1.3.Presentationalmode
+
Describe activities and plans.
+
Write a skit about shopping.
+
List places to go and activities to do.
+
Participate in interviews.
+
Describe an ad,amystery person,
and a classmate’s style of dress.
+
State preferences and opinions.
+
Share an original radio ad.
+
Note schedules for purchasing a listof
needed items.
+
Design and present radioads.
+
Display results of interviews.
2.1.Practices and perspectives
+
Understand the significance of jade
to theMayas.
+
Discoverwhypeoplemay believe inworry dolls.
+
Understand the different usages of theword
mayor
.
+
Understand the importance
of theChichicastenangomarket
to the indigenous population.
+
Understand the value ofGuatemalan currency.
+
List reasonswhy the cost of living is lower
inGuatemala.
2.2.Products and perspectives
+
Describe aspects of the commerce
ofGuatemala.
+
Discover theindigenous population
ofGuatemala.
+
Reflecton thepresenceofwords inone language
that have been borrowed from another.
+
Reflect on differences in dress due to location.
+
Expand knowledge ofGuatemalan indigenous
dress.
+
Learn aboutGuatemalan cities,singers,
and celebrations.
3.1. Interdisciplinary connections
+
Use the dictionary to define theword
antigua
.
+
Research thecountries ofCentral America.
+
Conduct a survey and present findings
in a pie chart.
+
Research the
huipil
.
+
Learnmore aboutChichicastenangomarket.
+
Learn aboutGuatemalan currency
and conversions.
+
Learn about visual perception in a painting.
3.2. Viewpoints through language/culture
+
Discover viewpoints on aging by researching
theweb.
+
Learn about the concept of cost of living.
+
Discover thesignificance of jade to theMayas.
+
Learn howworry dolls aremade andmake one.
4.1.Compare languages
+
Compare theirregular verbs
inSpanish and English.
+
Compare how English and
Spanish express
to like
.
+
Compare how English
andSpanish express
the relativelocation
of an object or person.
+
Reflect on comparative
forms of
good
and
bad
.
+
Analyze the usage
of the verb
to cost
.
4.2.Compare cultures
+
Compare clothing
preferences.
+
Compare typical clothing
in different parts of the
UnitedStates.
+
Reflect on reasonswhy
people dress theway
they do.
+
Compare beliefs and
superstitions.
+
Comparemarkets in the
UnitedStateswith
Chichicastenango.
+
Compare festivals in
Guatemala and in the
UnitedStates.
5.1. Spanish beyond
the school setting
+
Present the results of
amarket research project.
+
Donateworry dolls to
people in the community.
5.2. Spanish for lifelong
learning
+
Take a virtual tour
of Antigua.
+
Listen to a popular
Guatemalan singer.
Unit 3
Unit3
143F
Day Objectives
Sessions
Activities Time Standards Resources/
Homework
11
and shoes
Desafío3–Vocabulario
(170–171)
,
Warm-up: Independent starter
,
Vocabulary:
Describir la ropa y el calzado
,
Cultura:Nomás preocupaciones
55–58
59
5m.
35m.
10m.
1.1,1.2,1.3,
2.1,3.1,4.2
Audio
PracticeWorkbook
12
To use
demonstrative
adjectives and
pronouns and to
compare objects
and qualities
Desafío3–Gramática
(172–175)
,
Warm-up: Independent starter
,
Grammar:
Los demostrativos
,
Conexiones:La perspectiva
,
Grammar:
La comparación
60–63
64
65–68
5m.
20m.
5m.
20m.
Audio
PracticeWorkbook
13
To integrate
vocabulary and
grammar and to
assess student
proficiency
Desafío3–Comunicación
/
Evaluación
(176–177)
,
Warm-up:
Cultura:Una personamayor
,
Comunicación:
Review
,
Final del desafío
,
Quiz on
Desafío3
69
70–73
74
5m.
20m.
10m.
15m.
Audio
PracticeWorkbook
14
To talk about going
shopping
Desafío4–Unmercado especial
(178–179)
,
Warm-up: Independent starter
,
Fotonovela:Unmercado especial
,
Cultura
:
Chichicastenango
75–77
78
5m.
35m.
10m.
1.1,1.2,1.3,
2.1,2.2,4.2
Visual Presentation
Audio
Video
Tu desafío
15
To speak about
purchasing goods
Desafío4–Vocabulario
(180–181)
,
Warm-up: Independent starter
,
Vocabulary:
Las compras
,
Conexiones:El dinero deGuatemala
79–81
82
5m.
35m.
10m.
1.1,1.2,1.3,
2.1,2.2,3.1,
4.2
Audio
PracticeWorkbook
16
To use irregular
verbs
o > ue
Desafío4–Gramática
(182–183)
,
Warm-up: Independent starter
,
Grammar:
Verbos con raíz irregular (o > ue)
,
Comparaciones
:
El costo de la vida
83–86
87
5m.
35m.
10m.
1.1,1.2,1.3,
2.1,3.1,3.2,
4.1,5.1
PracticeWorkbook
Tu desafío
17
To integrate
vocabulary and
grammar and to
assess student
proficiency
Desafío4–Comunicación
/
Evaluación
(184–185)
,
Warm-up: Independent starter
,
Comunicación
:Review
,
Final del desafío
,
Quiz on
Desafío4
88–91
92
5m.
20m.
10m.
15m.
1.1,1.2,1.3,
5.1
Audio
PracticeWorkbook
18
To integrate
language in context
Todo junto
/
El encuentro
(186–189)
,
Warm-up: Independent starter
,
Todo junto
,
El encuentro: En la ciudadmaya deTikal
93–95
96–97
5m.
25m.
20m.
1.1,1.2,1.3,
2.1,2.2,5.1
Audio
PracticeWorkbook
19
To learn about
Guatemalan
customs
and traditions and
to learn about
Chichicastenango
Mapa cultural
/
Lectura
(190–193)
,
Warm-up: Independent starter
,
Mapa cultural:Guatemala
,
Lectura: Chichicastenango
,
Read project outline (198–199)
98–99
100–102
5m.
20m.
20m.
5m.
1.1,1.2,1.3,
2.1,2.2,3.1,
3.2,4.1,4.2,
5.1,5.2
Video
PracticeWorkbook
Tu desafío
Projectwork
20
To present projects
Proyecto
(198–199)
,
Prepare project presentations
,
Project presentations
5m.
45m.
1.1,1.2,1.3,
2.1,2.2,3.1,
4.2,5.1,5.2
PracticeWorkbook
Repaso–Vocabulario
(194–195)
Repaso–Gramática
(196–197)
Autoevaluación
(199)
Lesson plans (50-minute classes)
Day Objectives
Sessions
Activities Time Standards Resources/
Homework
1
To introduce
Guatemala and to
discuss the pairs’
challenges
Guatemala
/
La llegada
(144–149)
,
Warm-up:Country orientation
,
Guatemala
,
Images and functions
,
Presentation:
EnAntigua
,
Expresiones útiles
and
¿Quién ganará?
1
2–5
5m.
5m.
10m.
10m.
20m.
1.1,1.2,1.3,
2.1,2.2,4.1
Visual Presentation
Audio
Video
PracticeWorkbook
2
To speak about
shopping
Desafío1–Lamáscara de jade
(150–151)
,
Warm-up: Independent starter
,
Fotonovela: Lamáscara de jade
,
Cultura:Antigua
6–8
9
5m.
35m.
10m.
1.2,1.3,3.1,
4.1
Visual Presentation
Audio
Video
Tu desafío
3
To speak about
shopping
Desafío1–Vocabulario
(152–153)
,
Warm-up: Independent starter
,
Vocabulary:
El centro comercial
,
Cultura
:
El jade
10–13
14
5m.
35m.
10m.
1.1,1.2,1.3,
2.1,3.1
Audio
PracticeWorkbook
Tu desafío
4
To learn and use
irregular
e
>
ie
verbs and to say
where someone is
going
Desafío1–Gramática
(
154–157
)
,
Warm-up: Independent starter
,
Grammar:
Verbos con raíz irregular (e> ie)
,
Conexiones:¿DóndeempiezaCentroamérica?
,
Grammar:
El verbo ‘ir’
15–18
19
20–24
5m.
20m.
5m.
20m.
1.1,1.2,1.3,
2.1,3.1,4.1,
5.1
Audio
PracticeWorkbook
Tu desafío
5
To integrate
vocabulary and
grammar and to
assess student
proficiency
Desafío1 –Comunicación
/
Evaluación
(158–159)
,
Warm-up:
Conexiones:Una entrevista
,
Comunicación:
Review
,
Final del desafío
,
Quiz on
Desafío1
25
26–30
31
5m.
20m.
10m.
15m.
1.1,1.2,1.3,
2.2,5.1
Audio
PracticeWorkbook
6
To express
preferences
Desafío2–Vamos de compras
(160–161)
,
Warm-up: Independent starter
,
Fotonovela:Vamos de compras
,
Cultura
:
Lamoda enGuatemala
32–34
35
5m.
35m.
10m.
1.1,1.2,1.3,
2.2,3.1,4.1,
4.2
Visual Presentation
Audio
Tu desafío
7
To speak about
clothes and shoes
Desafío2–Vocabulario
(162–163)
,
Warm-up: Independent starter
,
Vocabulary:
La ropa y el calzado
,
Comunidades
:
Moda y cultura
36–38
39
5m.
35m.
10m.
1,1,1.2,1.3,
2.1,2.2,4.2,
5.1
PracticeWorkbook
Tu desafío
8
To express like or
dislike
Desafío2–Gramática
(164–165)
,
Warm-up: Independent starter
,
Grammar:
El verbo ‘gustar’
,
Conexiones:Palabras prestadas
40–43
44
5m.
35m.
10m.
1.1,1.2,1.3,
2.2,3.1,4.1,
5.1
Audio
PracticeWorkbook
9
To integrate
vocabulary and
grammar and to
assess student
proficiency
Desafío2–Comunicación
/
Evaluación
(166–167)
,
Warm-up: Independent starter
,
Comunicación:
Review
,
Final del desafío
,
Quiz on
Desafío2
45–48
49
5m.
20m.
10m.
15m.
1.1,1.2,1.3,
2.2,5.1
Audio
PracticeWorkbook
Tu desafío
10
To describe and
compare clothes
and shoes
Desafío3–Tres trajes típicos
(168–169)
,
Warm-up: Independent starter
,
Fotonovela:Tres trajes típicos
,
Cultura:La ropa tradicional
50–53
54
5m.
35m.
10m.
1.1,1.2,1.3,
2.1,2.2,3.1,
4.2,5.1
Visual Presentation
Audio
Tu desafío
143E
Unit 3
Objectives, contents,
and evaluation criteria.
Detailed description of
the standards for learning
Spanish in the unit.
Detailed lesson plans
for 50- and 90-minute
classes.
Outline of the unit and
estimated time for
completing each section.
Standards for other
areas also discussed.
Communicative abilities
practiced in the unit
classified by skill
(speaking, writing,
istening, and reading)
l
and by use (interpersonal,
nterpretative, and
i
presentational).