35
3
Caperucita Roja (tal como se la contaron a Jorge)
A+ Common Core Spanish Literacy Lesson Plan © Santillana USA
bonito(a)
–
hermoso(a); bello(a)
/ pretty; beautiful
bosque
–
lugar lleno de animales y vegetación
/ woods; forest
cazador(a)
–
persona que caza animales
/ hunter
cerca de
–
próximo a
/ near; close to
disfrazado(a)
–
vestido como otra persona,
animal o cosa
/ disguised; dressed up
feroz
–
muy salvaje, que ataca fácilmente/
ferocious; fierce
hermoso(a)
–
bello
/ beautiful; lovely
lejos
–
a mucha distancia
/ far
panza
–
barriga grande
/ pot-belly
rapidísimo
– a gran velocidad
/ very
fast or quickly
Advanced Vocabulary
acostado(a)
–
tumbado; echado al suelo
/ lying down
advirtió (advertir)
–
avisar
/ to warn;
to advise
apareció (aparecer)
–
presentarse de repente
/ to appear
cruzar
–
atravesar; moverse de un lado al otro
/ to cross
engañar
–
hacer creer algo falso
/ to trick;
to fool or deceive
oír
–
percibir sonidos
/ to hear
oler
–
percibir un aroma
/ to smell
reconoció (reconocer)
–
distinguir
/ to
recognize
I
NSTRUCTIONAL
S
HIFT
:
Academic Vocabulary
V
OCABULARY
V
OCABULARY
D
EVELOPMENT
¨
Introduce vocabulary by providing a description, explanation, or example of all the words
presented in the vocabulary and any additional vocabulary you may wish to discuss prior to the
reading activities. You may use pictures and gestures to explain the meaning of each word.
¨
Be sure that students understand all the vocabulary necessary to complete the activities and review
directions and commands, such as
describe, dibuja
,
compara y contrasta,
etc. as necessary.
¨
Have students take turns explaining new vocabulary in their own words. Encourage them to use
words, models, and pictures as they come up with their own definitions. You may also wish to have
students give an example of what the words do not mean as a way of reinforcing comprehension.
¨
Create BINGO cards with the vocabulary words. Distribute them to students. Then randomly
choose a definition to read and have students locate the word on their BINGO card. The first
student to get five words in a row wins.
¨
Draw a three-column chart on the board. Label the columns
Verbos
(Verbs),
Sustantivos
(Nouns),
and
Adjetivos
(Adjectives). Review the different parts of speech and what types of words belong in
each category:
Un sustantivo es una palabra que nombra a una persona, animal o cosa. Un verbo es
una palabra que expresa una acción. Un adjetivo es una palabra que describe a una persona, animal o
cosa
. (A noun is a word that names a person, animal or thing. A verb is a word that expresses an
action. An adjective is a word that describes a person, animal or thing.) Have students classify the
words. Discuss with students the reasons for their classifications:
¿Por qué es un sustantivo?, ¿Por qué
es un adjetivo?
, or
¿Por qué es un verbo?
Encourage students to use complete sentences:
Porque es una
palabra que…
(Because it is a word that…)
¨
Write the different vocabulary words on notecards and have students place the words in alphabetical
order. Be sure students explain how they determined the alphabetical order of the words.
LITERARY TEXT
LESSON PLAN AND ACTIVITIES
