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11

T

eacher

S

upport

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

87A

Evaluation criteria

r

To identify people and things.

r

To describe one’s house.

r

To describe in detail.

r

To express existence and location.

r

To describe one’s classroom.

r

To identify the location of objects.

r

To express common activities.

r

To describe characteristics of the tropics.

r

To express obligation or necessity.

Objectives

Vocabulary

r

Parts of a house.

r

Furniture.

r

Household items.

r

Household chores and actions.

r

Leisure activities.

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Useful expressions.

Grammar

r

To identify nouns,gender,number,

and articles.

r

To express existence using the verb

haber

.

r

To express location or place.

r

To conjugate present tense verbs.

r

To express obligationwith

tenerque

and

hay que

.

r

To specify frequency using adverbs.

Culture

r

The composition of the streets in

OldSan Juan.

r

Units ofmeasure used in PuertoRico.

r

Design and rationale of roofs

in PuertoRican buildings.

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Symbols of PuertoRico.

r

Famous PuertoRicanmonuments.

r

Geographicmap of PuertoRico

and theCaribbean.

Contents

r

Ask and give information about people

and things.

r

Recognize and use nouns,articles, regular

verbs,and adverbs of frequency.

r

Describe the rooms and furnishings

in a house.

r

Tell chores that one has to do and talk

aboutwhat one feels like doing.

r

Describe someone’s normal activities at

home and how frequently he or she does

them.

r

Use the verb

haber

and expressionswith

tener que

and

hay que

.

r

Express understanding of some of Puerto

Rico’s customs,geographical aspects,

and historical facts.

r

Recognize the differences between

linguistic expressions inSpanish-speaking

countries and theUnitedStates.

Unit 2

Puerto Rico

r

To ask and state frequency of chores

performed.

r

To identify key concepts in an informational

text and the facts that support them.

r

To explore cultural aspects of PuertoRico.

Unit 2

87B

Unit plan

Estimated time:

2 sessions.

Mapa cultural:

PuertoRico and

theCaribbean.

Reading:

ElMorro.

MAPA CULTURAL/LECTURA

Estimated time:

2 sessions.

Vocabulary:

Repaso.

Grammar:

Repaso.

REPASO

Estimated time:

2 sessions.

Project:

Una visita guiada por

la CasaBlanca.

Self-evaluation:

Autoevaluación.

PROYECTO

Estimated time:

6 sessions.

Dialogue:

¿Quién prende la luz?

Functions& forms:

r

Expressing certain actions using

regular

-ar

,

-er

,and

-ir

verbs.

Culture:

r

LaBahía deMosquito.

r

Asopao.

DESAFÍO3

Estimated time:

2 sessions.

Dialogue:

En San Juan.

Functions& forms:

r

Greeting people.

r

Using useful conversational

expressions.

Culture:

r

San Juan.

La llegada

Estimated time:

6 sessions.

Dialogue:

La casamás colorida.

Functions& forms:

r

Expressing the number and gender

of nouns.

r

Using articleswith nouns.

Culture:

r

Las calles delViejo San Juan.

r

Los techos tropicales.

DESAFÍO1

Estimated time:

6 sessions.

Dialogue:

Los coquíes en la casa.

Functions& forms:

r

Expressing existence using the

verb

haber

.

r

Asking questionswith

hay

.

r

Expressingwhere things are using

the expression

estar en

.

Culture:

r

Los coquíes.

r

La CasaBlanca.

DESAFÍO2

Estimated time:

6 sessions.

Dialogue:

Una excursión.

Functions& forms:

r

Expressing an obligation that

somebody has using

tener que

+ infinitive.

r

Expressing a general obligation

using

hay que

+ infinitive.

r

Expressing how often something is

done by using certain adverbs.

Culture:

r

Las cuevas de Camuy.

DESAFÍO4

Estimated time:

2 sessions.

Functions& forms:

r

Review of

Desafíos1–4.

Culture:

r

Las casas de los indígenas de

PuertoRico.

r

ElViejo San Juan.

Todo junto/El encuentro

Overview

Unit 2

Puerto Rico

87C

Standards for learning Spanish

1.1. Interpersonalmode

r

Participate in discussions on a given topic.

r

Talk to aclassmate about the challenges.

r

Discuss impressions of a photo.

r

Play a guessing game.

r

Participate in a question-and-answer

based on describing the loc

r

Compare two photoswith a

r

Take a poll among classma

household chores.

r

Interviewstudentsto gathe

1.2. Interpretivemode

r

Watch a story onDVD and a

comprehension questions.

r

View a story and demonstra

bymatching, true/false, fill-

and/ormultiple choice.

r

Read a text andmake comparisons to student’s

own experience.

r

Read a text and gain information through

the second language.

1.3.Presentationalmode

r

r

r

r

r

r

r

r

r

2.1.Practices and perspectives

r

Understand the reasons fo

old streets in PuertoRico.

r

Recognizethe systemofme

Rico.

r

UnderstandwhyPuertoRica

and roofs theway they do.

r

Understand theoriginsofPu

dishes.

2.2.Products and perspectives

r

Obtain informationabout

La

Las cuevas de Camuy

,

ElYu

r

r

r

r

r

3.1. Interdisciplinary connections

r

Research the building of roa

the colonial period.

r

Learn aboutOldSan Juan.

r

Research apartmentadvert

and in newspapers.

r

Research tropical rainforest

characteristics.

r

Research the phenomena o

r

Use a Venn diagramto disp

3.2. Viewpoints through language/culture

r

r

r

r

4.1.Compare languages

r

Compare gender

and number of nouns

inSpanish and English.

r

Compare noun-adjective

g

ti S i h

r

r

r

4.2.Compare cultures

r

r

r

5.1. Spanish beyond

the school setting

r

r

r

r

r

5.2. Spanish for lifelong

learning

r

r

r

sequence

ation of objects.

classmate.

tes to rank

r informatio

nswer

te compreh

in-theblank

Write captions fora series of photos.

Write a description of one’s house.

Give an oral description ofa floor plan.

Actoutadialoguewrittenbythestudent

r the compo

asurement

nsbuild the

ertoRican t

Bahía deM

nque

,

los co

ds during

isements on

s and their

f “biolumine

lay informat

a reemen n pans

and English.

Compare the punctuation

usedwith questions

Unit 2

87D

Communicative skills

Activities

Activities

Interpersonal mode

Speaking

r

Participate in discussion on a given topic.

r

Initiate a guessing gamewith another student.

r

Discuss photoswith a classmate.

r

Interview students to gather information.

r

11,24,25,26,36,41,42,60,70,75,

83,86,88,97,102

r

27,34,56,99

r

25,27,41,44,50,64,87

r

36,60,70,83,90,97

Writing

r

Write captions for a series of photos.

r

Write a descriptive letter or postcard.

r

22,31,80

r

49,73,91

Listening

r

Interview a classmate and interpret his/her answers.

r

Play a guessing gamewith a partner.

r

36,60,70,83,90,97

r

6,27,34,99

Reading

r

Read a text or blog about PuertoRico.

r

Read an online article.

r

49,82,91,94,

Lectura

r

Tu desafío

Interpretive mode

Listening

r

Listen and identify ideas or photos.

r

Listen and evaluate or interpret the information.

r

2,10,17,25,35,54,57,68,77,

89,93

r

30,40,48,71,79,81,82,85

Reading

r

Read a text and answer comprehension questions.

r

Fill in keywords in a story or paragraph.

r

Read about culture,synthesizing key concepts.

r

94,96,103

r

6,18,23,28,29,51,52,74,92

r

Lectura

Presentational mode

Speaking

r

Present information or results orally to the class.

r

Act out a script or dialogue.

r

49,60,95,101

r

28,51,74,92

Writing

r

Summarize or report information.

r

24,45,46,58,59,70,72,85,89,90,

95,104

Cross-curricular standards

Subject

Standard

Activities

Activities

Activities

Language

Arts

r

Compare elements of English grammarwithSpanish equivalents.

r

Proofread an original piece ofwriting.

r

15,20,38,43,61,66,84

r

Proyecto

Social

Studies

r

Locate political and geographical divisions of PuertoRico

and theCaribbean.

r

Research the early history of PuertoRico.

r

99

r

Proyecto

Art

r

Learn about indigenous andmodern architecture.

r

Learn about famous PuertoRican artists and designers.

r

19,96

r

101

Drama

r

Write a script.

r

Act out a dialogue.

r

Proyecto

r

28,51,74,92,

Proyecto

Overview

Video Program

The video program includes nine video segments that

present:

The geographical and cultural context of the unit

The cultural challenges (or

Desafíos

) the student book

characters embark on

The dialogues that model the target vocabulary and

language covered in the unit

1

5

1

6

5

4

3

2

1

©

2

0

1

4

S

a

n

t

i

l

VideoProgram

1