11
3
Un díamás y otras historias
A+ Common Core Spanish Literacy Lesson Plan © Santillana USA
adherido
–
pegado
/ stuck on
ascender
–
subir
/ to rise
cavidad
–
hueco
/ hollow space
despavorido
–
muerto de miedo
/ terrified
divisar
–
ver a la distancia
/ to sight, to make out
impenetrablemente
–
de manera que se
vuelve imposible entrar o ver
/ impenetrably
introducir
–
meter algo en otra cosa
/ to insert
presentir
–
tener la sensación de que algo
va a suceder
/ to have a feeling
reproducirse
–
tener hijos o crías
/ to breed
retumbar
–
hacer un gran ruido que resuena
/
to resound
rondar
–
andar por un lugar dando vueltas
/ to wander around
vistoso
–
que es atractivo y llama la atención
/
attractive
Advanced Vocabulary
carroña
– carne podrida / carrion
cuenca
–
territorio cuyas aguas fluyen
a un mismo río
/ basin
desovar
–
poner huevos
/ to lay eggs
occidental
–
del Oeste
/ western
oriental
–
del Este
/ eastern
rapaz
–
que se alimenta de cazar a otros
animales
/ predatory
tala
–
corte de los árboles
/ tree felling
traficar
–
comerciar con algo de forma ilegal
/ to traffic
ulular
–
dar aullidos o alaridos
/ to howl
V
OCABULARY
V
OCABULARY
D
EVELOPMENT
¨
Introduce vocabulary by providing a description of all the words presented in the vocabulary
section and any additional vocabulary you may wish to discuss prior to the reading activities.
¨
Make sure students understand all the vocabulary needed to complete the activities (e.g.,
causa,
estructura, proverbio
) and instruction words, such as
analiza, cita, comparte, evalúa, infiere, justifica.
¨
Ask students to take turns explaining in their own words to a partner what each word means.
¨
Remind students that analyzing the structure of a word will help them figure out its meaning.
Point out the prefix
re-
in
reproducirse
and explain that it indicates repetition of an action. Explain
the meaning of
des-
(opposite),
im-/in-
(negation), and
sub-
(under). Have students find words with
these prefixes. Point out the suffix
-mente
in
impenetrablemente
and explain that it refers to the
manner in which something is done. Then have students determine the meaning of
acaloradamente
(p. 62),
amenazadoramente
(p. 43),
detenidamente
(p. 31), and
majestuosament
e (p. 76).
¨
Point out the word
ulular
(pp. 46 and 67) in the vocabulary list and explain that it describes
making a sound. Have students look for words that have to do with sounds or noises in the text
and complete a two-column chart (Graphic Organizer #16) listing the sounds and telling who or
what makes it. Examples:
bramido, graznar, gruñir, quejido, rechistar, resoplido,
and
zumbido.
Allow
them to look up some of the words in the dictionary.
¨
Explain to students that a proverb (
proverbio
) is a short phrase—usually very old—that is
considered by many to be true. Divide the class into small groups and assign one of these proverbs
to each group:
“Al que madruga Dios lo ayuda
” (p. 32),
“A buena hambre, no hay pan duro”
(p. 36),
and
“Del árbol caído todos hacen leña”
(p. 37). Have them discuss the meaning of the proverb and
whether they think it is true.
I
NSTRUCTIONAL
S
HIFT
:
Academic Vocabulary
LITERARY TEXT
LESSON PLAN AND ACTIVITIES
