ES Middle and High School Texas Edit. Rev.2

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103
Presentation
.In Desafío2 Tim and Mack search forcoquíes
atMrs.García’s house in order to take pictures.
Students talk about where people,animals,and
things are located using the verbestar.
Expresar existencia y lugar
DESAFÍO 2
Unit 2
Expresar existencia y lugar
DESAFÍO 2
Warm-Up/Independent Starter.Ask students to write six sentences in Spanish
about the houses and streets of Old San Juan.
Preparation.Ask volunteers to read the text in the speech
bubbles for each image.
La fotonovela
Before Viewing.Ask students to review the expressions they
learned in Unit 1 to greet someone they meet
for the first time.
While Viewing.Ask students to pay close attention to Ana
After Viewing
Activities
Teaching Suggestions
DEVELOPING LEARNERS
WL.K12.NM.2.4
EXPANDING LEARNERS
WL.K12.NM.5.1
HERITAGE LANGUAGE LEARNERS
WL.K12.NH.6.4
COOPERATIVELEARNING
ents in groups of four. Each group
e:
ng readers inSpanish.
entswho need helpwith reading
Spanish.
ents read (or reread) the dialogue
tudents pick out thewords they
d from the dialogue such as
previous vocabulary,and previous
al structures.
WL.K12.NM.8.1,WL.K12.NM.8.2
33. Ask students to look up the animal t
represents their state if they do not
out that every state also has a state
Differentiated Instruction
Activities Level I TEKS Resources
Fotonovela 2B,2C,2D Vis. Pres.
29. 2B
30. 2B Audio
31. 2B
32. Cultura 2B
33. Cultura 1B
Tu desafío 2A
AUDIO SCRIPT
See page 85I.
29. 1. en 4. en
2. Dónde 5. encima
3. detrás
30. 1. Cierto 4. Falso
2. Falso 5. Cierto
3. Falso
31. 1. c 2. d 3. a 1. b
32. Answers will vary.
33. Answers will vary. Sample answer:
The bald eagle is the symbol of the United
States. It is found in theWest andSouthwest
of the country. It is a bird that represents
might,speed,and strength,which are
admired qualities.
Answer Key
Los coquíes
The sou d th n e coquífrogs make at nig
very distinct. The inhabitants of the island
often say they miss the murmur of these
creatures when they go to sleep if they move
to other countries. Because of this,it is
relatively easy to find recordings of the
coquíes on the web.
Some students may relate to this if they grew
up in rural areas where the sound of crickets
or birds may fill the nights.
ULTURA C
Additional Resources
Fans Online activities
102 cientodos
29 Detective de palabras
Completa.Complete the statements using the fotonovelaabove.
1. Nohay casas feas 1 elViejoSan Juan.
2. ¿ 2 están los coquíes? ¿Están 3 de la escalera?
3. ¡Abuelo,hayun coquí 4 la estantería! ¡Está 5 de los libros!
Los coquíes en la casa
Continuará…
TimandMackarriveatAnaGarcía’shome.There theyhave to find sixcoquíes
hidden throughout thehouseand takephotosof them.
DESAFÍO 2 Expresar existencia y lugar
Gracias, señoraGarcía.Usted
tieneunacasamuybonita.
Gracias,Tim. ¡Nohaycasas
feasenelViejoSanJuan!
¿Dóndeestán loscoquíes?
¿Estándetrásde la
escalera?
¡Abuelo,hayuncoquí
en laestantería! ¡Está
encimade los libros!
Hola,Mack.Hola,
Tim.Bienvenidos
amicasa.
Sí.
Mira,abuelo,unacasaamarilla
con jardín. Es lacasade la señora
García.¿Tocoa lapuerta?
ciento tres 103
0 3 ¿Comprendes?
Escucha y decide. Listen and decidewhether the five sentences you hear
are true(cierto) or false (falso).
Modelo 1. Cierto.
1 3 ¿Dónde están?
Une.What is the caption foreachphoto?Match thephrases in the columns to create
the captions.
A B
1.El coquí está a. al ladode la casa.
2.Los coquíes están b. en la cocinadeAnaGarcía.
3.El jardín está c. detrásde la escalera.
4.Timestá d. encimade los libros.
Los coquíes
El coquíesuna rana (frog)pequeña.Esun símbolo
dePuertoRico.Los coquíesproducenun sonido similar
a sunombre: “co-quí”.
32 ¿Cómo son los coquíes?
Elige.Choosewords to compose an accurate description of a coquí .
3 3 Comparación
What animal represents your state or your country?Why do you think itwas chosen
as a symbol?
TU DESAFÍO Use thewebsiteto listen to a coquí.
feo animal bonito pequeño simbólico grande
1 3 2 4
A full range of instructional resources supports
instruction, provides flexibility, and facilitates
classroom management.
Teacher Support
Teacher’s Edition
Wrap-around Teacher’s Edition is an all-in-one, manageable guide designed to
help deliver effective instruction.
• Comprehensive lessons with suggestions, strategies, and activities help
teachers adjust instruction to any teaching situation.
• Differentiated instruction activities in every lesson help meet the needs of all
students—from beginning to advanced and heritage speakers.
• Pacing guide for 50- and 90-minute class periods.
Differentiated Instruction
activities in every lesson
At-a-glance look at standards
covered and materials needed
García’s house and write down the names of
the parts of the house that they observe in the
video based on the vocabulary they learned
in Desafío1.
.Ask students to write a summary of what
happened.
32. Point out that the wordcoquí is masculine:
el coquí. As a result, it is modified by masculine
adjectives (ending in o).
102
Point-of-use icons
Additional cultural information to support
instruction as students complete the
activities in the “C-boxes”
Unit 2
hat
know. Point
flower.
ht is
Guided viewing activities
help with comprehension
rewrite the fotonovela and
ords they know from the
nd the previousdesafío . Then
unt the number ofwords
wmanywords do they already
rAsk students to cover the speech bubbles
in the fotonovela so only the pictures remain.
rHave studentswrite ascript ofwhat they
would say in each situation.
rThe coquíis a typical animal of PuertoRico.
As a result it is a symbol of national identity.
What other symbols are representative of
otherSpanish-speaking countries?Some
examples:El toro en España; el cóndor
en Perú; el quetzal enGuatemala.
r Place stud
should hav
–Two stro
– Two stud
skills in
r Have stud
together.S
understan
cognates,
grammatic
r Have students
highlight thew
previous unit a
ask them to co
know?
Teacher Support
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