¡Avancemos! Level 4 Lesson Plans Unidad 4

Unit and Lesson Opener, Presentación de vocabulario, pp. 212-217 TEKS • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Talk about family and society • Discuss relationships and social problems • Present subjunctive in noun, adjective, and adverbial clauses • Review verbs with prepositions, present progressive, future • Culture: Hispanic families; urbanization in Latin American countries FOCUS AND MOTIVATE • Direct students’ attention to the photo on p. 212. Discuss as a class whether students feel identified with the scene shown in the photo. Ask: ¿La foto muestra una típica familia de habla hispana? ¿En qué se parece y en qué se diferencia la típica familia estadounidense? Then read the statement and questions below the photo and discuss them as a class. • Have a volunteer read the first paragraph on p. 213 aloud. Allow some time to discuss the ideas presented in the text with the whole class. Then have students answer the questions. Repeat the procedure with the other two paragraphs. Finally, have students reflect on the importance of education, economy, and social awareness for societies. Ask: ¿Qué consecuencias negativas creen que tiene en una sociedad la falta de acceso a la educación? ¿Y qué consecuencias positivas tiene en una sociedad el acceso a una buena educación? ¿De qué maneras los problemas económicos afectan a una sociedad? ¿Por qué es importante que existan organizaciones que crean conciencia social? • Have students turn to pp. 214-215 and answer the questions in ¿Qué ves? feature. Then ask students: ¿Alguna vez han trabajado como voluntarios? ¿Cómo se sintieron? If students have no experience in community work, ask: ¿En qué tipo de organización les gustaría trabajar como voluntarios? ¿Por qué? • Read the Comparación cultural feature. Have students work in pairs or small groups to answer the question in Compara con tu mundo section on p. 214. Finally, ask: ¿Qué beneficios creen que aporta el trabajo voluntario a la sociedad? TEACH • Ask student to work in pairs and take turns reading Presentación de vocabulario paragraphs A-D on p. 216. Encourage them to help each other clarify unknown vocabulary words and phrases as necessary resorting to context and inferences. Advise students to pause frequently while reading to check for comprehension.

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Then, ask them a few questions to check for understanding, such as ¿Qué es una familia? ¿Qué miembros puede tener? ¿Qué problemas pueden surgir en una familia? Have volunteers read the different sections on p. 217. Allow some time to discuss the different social problems presented as a class. Then draw a two-column chart on the board (or create one with Generate Success) to classify the information into causes and effects. For example, La pobreza puede ser una causa de la delincuencia. As you are dealing with sensible issues, encourage students to avoid stereotypes and unfounded conclusions when completing the chart.

PRACTICE AND APPLY • Before class, read the script on p. 213C, so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Listen to TXT CD 2, Track 13 and have students complete ¡A responder! activity on p. 217. Have students work in small groups to write the answers and share them with the class. Finally, have students compare and contrast their own family situation to that of Daniela. Ask: ¿Qué semejanzas y diferencias encuentran entre su familia y la de Daniela? • Direct students’ attention back to the social problems they have read about. Have them reflect on the social problems they can identify in their own community and make a list on the board. Ask: ¿Los problemas sociales que identificaron son similares o distintos de los que se describen en el libro? ¿Por qué creen que es así? ¿Creen que este tipo de problemas varían según la cultura? ¿Qué factores pueden influir y transformarlos en problemas más graves? Finally, have them analyze the two posters on p. 216. Ask: ¿Creen que ese tipo de campañas son efectivas para prevenir o combatir los problemas sociales? ¿Se realizan campañas similares en su comunidad? Finally, ask students to compare and contrast social awareness campaigns in the United States and in the Spanish-speaking world (you may want to bring some more social awareness posters to class so that students have more material to compare with). ASSESS AND RETEACH • Homework: Have students study the vocabulary presented on pp. 216-217. Then, ask them to use as many vocabulary words as possible to design and write a fictitious leaflet to attract young people to community center activities in order to avoid the risk of hanging around in the streets of a dangerous city. OPTIONAL RESOURCES • Flashcards, Unidad 4, Lección 1 TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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¡Avancemos! Level 4 Lesson Plans Unidad 4

Práctica de vocabulario, pp. 218-219 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Express and justify opinions about family and society • analyze relationships and social problems • retell crime-related local news, categorize vocabulary FOCUS AND MOTIVATE • Review the vocabulary introduced on pp. 216-217 using Flashcards to reinforce understanding as needed. Bring up some recent news about a crime committed in your city or community. Comment on the news by using vocabulary from this lesson. Ask students if they have heard of any similar news and ask a few volunteers to relate them to the class. As students speak, write down on the board any crime-related words that they mention. Write the words on the board in any order, to be used at the end of the class. • Review prepositions used with verbs. Choose three or four verbs that go with the same preposition. Say the verbs and ask students which preposition follows all those verbs. For example: ayudar, negarse, atraverse… (a). Turn to pp. 43-44 for ideas. Have students use each verb with its preposition in a complete sentence about crime or social issues. If any new crime-related words come up, add them to the word bank on the board. TEACH • Have students complete Activity 1 on p. 218 on their own. Check answers as a class. • Have students work on the El trabajo comunitario activity on p. 218 on their own. Allow some time for them to complete the task, then read the complete text aloud for students to check their own work. Ask, ¿Cuáles cuatro problemas sociales veía Marta en el centro de ayuda? to check understanding. Finally, have students scan the text for new vocabulary related to crime or social issues that could be added to the word bank on the board. • Initiate a class discussion about the different ways in which reality is portrayed in fiction, and lead the conversation towards the way in which fiction can sometimes portray society in a highly stereotyped way. Ask students, ¿Creen que las telenovelas latinoamericanas reflejan con fidelidad la sociedad de América Latina? ¿Por qué? ¿Qué problemas sociales muestran las telenovelas estadounidenses? ¿Son similares a las telenovelas de América Latina? Ask students to describe some Latin American soap operas they are familiar with. Then, play TXT CD2, Track 14 and have students complete Activity 3 on p. 218

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on their own, then check their work with a partner. Discuss answers as a class and check to make sure students understand Rosalinda's and Gastón's points of view in their discussion. Finally, replay the audio segment for students to listen for any new crime-related vocabulary mentioned by Rosalinda and Gastón. Add students’ suggestions to the word bank on the board. Have students complete the Expansión activity on p. 218. Ask volunteer to read their answers to the class.

PRACTICE AND APPLY • Review the present progressive tense, then have students work in pairs to complete Activity 4 on p. 219. Ask partners to take turns playing the reporter and the boss. Then call on volunteers to act out the dialogue in front of the class. • Ask students to work in pairs to complete Activity 5 on p. 219. Ask students to talk about Alejandra’s family with a partner using the vocabulary in the box. Finally, pick up the debate about stereotypes in soap operas and ask, ¿Qué diferencias hay entre la familia de Alejandra y la familia de la telenovela “Armas y amor”? ¿Qué impacto tiene la familia en la sociedad? ¿De qué manera las familias pueden ayudar a uno de sus integrantes que tiene un problema o cometió un crimen? ASSESS AND RETEACH • Have students work in pairs to complete Para y piensa, on p. 219. Remind students to answer in complete sentences. Check answers as a class. • Homework: Cuaderno, p. 67 • Homework: Teacher’s Edition, Activity 5, Expansión, p. 219 OPTIONAL RESOURCES • Flashcards, Unidad 4, Lección 1 • Review Lección 1: Vocabulario, Self-Check Quiz • Generate Success: Web

TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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¡Avancemos! Level 4 Lesson Plans Unidad 4

Vocabulario en contexto, pp. 220-221 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Read about and compare social problems FOCUS AND MOTIVATE • Focus students’ attention on the picture on p. 220 and the head of the article, Un problema social muy grave. Ask students to describe the woman in the picture, including her clothing, her setting, and her feelings, and invite students to predict what the article might be about. IEP Modification If needed, provide additional help to guide students’ predictions by writing these words from the article on the board and asking students to predict how they might be used in the article: estadísticas, dieta, alimentar, desigualdad, indígenas, organizaciones. TEACH • Discuss the concepts of main idea and supporting details. Write a few main idea prompts (such as, Los ciudadanos pueden ayudar a su comunidad; El desempleo es un problema serio; etc.) on the board and ask students to provide three details for each. • Read the Estrategia section on p. 220. Allow several minutes for students to read the article on their own and complete one inverted pyramid for every paragraph in the article. Then have three different students read one paragraph aloud each, and ask volunteers to share their pyramids for each paragraph. Finally, work together as a class to create one inverted pyramid for the whole article. IEP Modification Instead of having students complete inverted pyramids, ask them to underline main ideas, details, and interesting information in the text using different colors. You may also consider asking them to work in pairs instead of on their own. • Lead a class discussion about the challenges posed by hunger. Ask students: ¿Qué es una buena nutrición y por qué es importante? Ask students to compare and contrast the way hunger affects urban and rural areas differently in terms of accessibility to employment, technology, and education. Then ask students to reflect on the impact of hunger in their own communities and the United States at large, and to compare it with what they have learned about hunger in Bolivia or other Latin American countries struck by hunger that they know about. Discuss things people and communities can do to help battle hunger locally and globally. PRACTICE AND APPLY

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Check detailed comprehension by asking students to write their answers to the questions in Activity 6 on p. 221 independently or in pairs. Have students work on Activity 7 on p. 221 in class, then have them write their articles as homework. Use class time to help students brainstorm possible topics for their articles and to complete Activity 7, including the Expansión activity, in order to plan their articles. Tell students they will need to research their selected topics at home in order to be able to provide details and interesting facts in their articles. Ask students to use the bullets in Activity 7 as a checklist to self-assess their final work, and work together as a class to suggest a few more items to expand the checklist, such as: Usé párrafos con ideas principales, detalles y datos interesantes. Usé el vocabulario correctamente. Usé la gramática correctamente. Incluí un título. Usé el estilo adecuado para un periódico escolar. Have students work in pairs to complete Activity 8 on p. 221. Ask them to match the verbs on the left column with suitable words on the right column, then practice conversations with their partner. Have one or two pairs act out the conversation for the whole class.

ASSESS AND RETEACH • Ask students to complete Para y piensa activity on p. 221 in writing. Remind them to write complete sentences. Have them work with a partner to check each other’s work. • Vocabulary Quiz 1, On-Level Assessment, p. 135 • Homework: Ask students to complete the Expansión activity on Teacher Edition’s p. 221. • Homework: Ask students to use their research, planning, and checklists from Activity 7 on p. 221 to write a short magazine article about a social issue they are interested in. OPTIONAL RESOURCES • Flashcards, Unidad 4, Lección 1 • News and Networking • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 1, pp. 222-225 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Present subjunctive • Relationships and social problems FOCUS AND MOTIVATE • Lead a class discussion about stepfamilies. Ask questions such as, ¿Cómo están compuestas las familias mixtas? ¿Qué desafíos enfrenta una familia mixta a diferencia de una familia tradicional? ¿Cuáles son algunos estereotipos sobre las relaciones entre los miembros de las familias mixtas, como las madrastras y los hermanastros? ¿Cuáles son las características de las familias mixtas en la actualidad? Encourage students to support their opinions with details and examples from real life as well as fiction. • Introduce students to today’s grammar topic with the following game: Place index cards with the infinitive forms of the following verbs in a bag: tener, hablar, usar, jugar, poder, pensar, querer, dormir, comenzar, destruir, dar, ir. Tell students to imagine they are meeting their new stepsibling today and that they have many different hopes and expectations for this meeting. Ask a student to draw one card from the bag and use it in a sentence about his or her stepsibling starting with Ojalá. Example: Ojalá que mi hermanastro tenga mi edad. The next students should repeat the first statement, draw a new card, and add a new statement, such as: Ojalá que mi hermanastro tenga mi edad y le guste jugar al fútbol. The next student should repeat the first two statements, draw a new card, and add a new statement, and so on. Correct verb forms as the game continues. If a student leaves out one of the statements in the chain, he or she is out. The student who remains after everyone else is out wins the game. TEACH • Read the English Grammar Connection on p. 222 and introduce or review the concepts of main and subordinate clauses. Then teach El presente del subjuntivo on pp. 222-223. • Reinforce all of the concepts introduced on pp. 222-223 with the following small group activity.

¡Avancemos! Level 4 Lesson Plans Unidad 4 Before the class, prepare as many sets as the number of small groups in your class of the following: four slips of red paper, each including one of these sentence parts: Las madres esperan…, Es imposible…, Los hermanos mayores temen…, Es inaceptable…; four slips of green paper, each including one of these sentence parts: …que los hijos tengan un gran futuro., …que los adolescents obedezcan siempre a sus padres., …que los hermanos menores ocupen su lugar en la familia., …que los abuelos no compartan tiempo con sus nietos. Provide each group with a set of red and a set of green cards and ask groups to match the sentence parts in the most logical way. Then, ask students to analyze and discuss the grammatical differences between the red and the green sentence parts. If they don’t bring it up, point out that the red parts are main clauses and that the green parts are subordinate clauses, which are acting as nouns in these sentences. Repeat the above, but this time use the following red sentence parts: Los hombres buscan una esposa… and No hay ninguna familia…, and the following blue sentence parts: …que sepa cocinar bien, …que se lleve bien todo el tiempo. After groups have matched up the sentence parts, encourage them to find any grammatical differences between these sets of red and blue sentences and the previous sets of red and green sentences. If they don’t bring it up, point out that the new set of red sentence parts are also main clauses and that the blue sentence parts are also subordinate clauses, but that this time the subordinate clauses are acting as adjectives. Have students copy the complete matched-up sentences in their notebooks and to label each clause appropriately. Ask students to think of more sentences with subordinate noun and adjective clauses. Go over suggestions as a class and copy some examples on the board. Underline the verbs in the main and subordinate clauses in the sentences on the board and work as a class to label each one as Presente del indicativo or Presente del subjuntivo. Reread pp. 222-223 together as needed to reinforce understanding. PRACTICE AND APPLY • Read the rubric for Activity 9 on p. 224 together as a class. Play TXT CD 2, Track 15 and have students complete the activity independently. Then, ask them to check and discuss their answers with a partner. Finally, check answers as a class. IEP Modification After playing the audio segment, distribute copies of the script on p. 213C for students to check their answers by reading the script. Then, replay the audio segment and ask students to read along. • Introduce Activity 10 on p. 224. Have students focus on the photo and the head of the summary and say, Vamos a leer el resumen de una novela latinoamericana. El señor de la foto es Don Rodrigo, el patriarca de una familia. Un patriarca es el hombre principal de la familia. Observen la foto. ¿Por qué creen que el título de este resumen es Pobres familias ricas? After listening to students’ predictions, ask them to scan the text to check their predictions. Tell them to ignore the gaps this time. Check answers orally. • Now ask students to fill in the gaps in Activity 10 on p. 224. Ask them to underline the words or phrases that help them decide which tense to use. Model the task by filling in the first gap: Antes del primer espacio, veo que dice “nadie

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cree”. Voy a subrayar la frase. Esta es una expresión de negación; por lo tanto, el verbo que sigue debe ser subjuntivo: tenga. Check answers as a class. Finally, wrap up the activity by asking students to summarize who each person in the soap opera is and what he or she does. • Introduce Activity 11 on p. 225. Bring an authentic newspaper from the United States. Tell students that you are going to read a few story headlines and ask them to decide whether they believe each headline is true or false. Write the phrases in the box in Activity 11 on the board and encourage students to use them as they speak. Then, scan the newspaper for interesting headlines and paraphrase a few of them in Spanish, modifying some of them to include obviously false or exaggerated information. After students have guessed whether a headline is true or false, show them the real headline for them to check their guesses. • Ask students to complete Activity 11 on p. 225 independently. Check answers as a class. • Use Activity 12 on p. 225 to wrap up the previous activity. Before asking students to complete the activity in pairs, model with a volunteer. Make sure you include many sentences that use subjunctive forms and convincing and strong reasons to support your opinions. Encourage pairs to do the same when they talk. When they finish, ask them to present an oral summary of their views and conclusions for the whole class. IEP Modification: Ask struggling students to write down a dialogue instead of talking with a partner. Have them review their dialogues and check them for grammar before handing them in for teacher correction. You may want to have those students read their dialogues in pairs next class, after having received teacher feedback. ASSESS AND RETEACH • Have students do the Para y piensa activity on p. 225. Remind them to answer in complete sentences. Check answers as a class. • Homework: Cuaderno, p. 68, p. 69 • Homework: Student Edition, p. 224: Activity 10, Expansión suggestion • Homework: Teacher’s Edition, p. 225: Activity 11, Expansión suggestion OPTIONAL RESOURCES • Grammar Summary: Present Subjunctive; Subjunctive Forms • Grammar Review Videos: El modo subjuntivo y el subjuntivo usado con verbos y expresiones de voluntad o emoción (Present subjunctive: volition and emotion), El subjuntivo para expresar duda (Present subjunctive: doubt), El subjuntivo para expresar lo indefinido (Present subjunctive: indefiniteness) • Flashcards: Unit 4, Lesson 1 • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space

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Gramática en contexto, pp. 226-227 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Present subjunctive • Talk about your community FOCUS AND MOTIVATE • Remind students that they have read in the Comparación cultural box on p. 225 that young people in Hispanic families don’t tend to move out of their parents’ house until after they get married or graduate from college. Lead a class discussion about this topic. Ask students: ¿Cuál creen que es la causa de esta costumbre en las familias hispanas? ¿Por qué creen que muchas familias norteamericanas actúan de manera diferente? ¿Cómo creen que influyen la vida rural y la vida urbana en esta práctica? Have students name some advantages and disadvantages of moving out of the family home at a young age and moving out after getting married or graduating, and ask students what they would prefer and why. • Review how to express opinions, doubt, and denial using the subjunctive. Read the Avanza box on p. 226 and tell students that they are going to read about Julia, a girl who lives in Mexico City, and her family. Write the following prompts on the board and ask students to complete them to predict what Julia’s life is like: Es posible que Julia… Quizás la familia de Julia… No creo que, en la Ciudad de México, Julia… Model some sentences yourself and ask students why you have used the subjunctive or the indicative mood. Have students write down their sentences and provide individual feedback as needed, but don’t have students share their predictions yet. TEACH • Explain the strategy of paraphrasing for reading comprehension: Una manera de saber si comprendemos lo que leemos es usar la estrategia de parafrasear, o volver a decir algo con nuestras palabras. Cuando leemos, podemos detenernos frecuentemente y decir lo que acabamos de leer con nuestras palabras. Podemos hacerlo en voz alta, para nuestros adentros o por escrito. Así, nos damos cuenta de que lo que decimos es lógico o tiene sentido. Si dudamos al parafrasear, seguramente significa que tendremos que volver a leer prestando más atención, hasta que seamos capaces de decirlo con nuestras propias palabras. Then go over the Estrategia section on p. 226. Say

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some simple sentences using the subjunctive, such as Es necesario que tengamos una buena alimentación, and ask volunteers to express them without the subjunctive. Ask students to read the dialogue on p. 226 on their own and check their predictions about Julia against the information in the text. Discuss as a whole class. Provide feedback both on the use of tenses and the general understanding of the text. Then ask students to copy the table on p. 226 on a separate sheet of paper and to work in pairs to complete it. Check answers as a class. Finish by asking students what they would do if they were Julia’s parents: ¿Están de acuerdo con los padres de Julia? ¿Creen que la familia debe quedarse en la ciudad o ir a un lugar más tranquilo? ¿Cómo sería la vida de cada miembro de la familia de Julia en otro lugar? Ask students what they know about Mexico City, and to compare and contrast it with their own city or town. Ask questions such as, ¿Qué desafíos enfrentan los ciudadanos de la Ciudad de México? ¿Qué desafíos comparten la Ciudad de México y las grandes ciudades de Estados Unidos?

PRACTICE AND APPLY • Go back to the CIUDAD-CAMPO table you created at the beginning of the lesson. Ask students if they would like to add or change anything in the table after reading about Julia. Tell them that the table may help them with the next activity. • In order to help students prepare for role-playing, read Activity 14 on p. 227 together as a class. Assign roles and have students prepare their parts by having them brainstorm and write down some useful expressions and ideas that they might need during their conversations. Model: Supongamos que soy el estudiante A. Me gusta la ciudad y no veo muchos problemas en este lugar. Primero, elegiré una ciudad de América Latina… quizás Buenos Aires. ¿Qué aspectos positivos tiene vivir en una ciudad como Buenos Aires? Voy a escribirlos… mucha vida nocturna, acceso a actividades culturales… Podría usar algunas expresiones de la página 223 para unir mis ideas: Me alegro mucho de que Buenos Aires tenga mucha vida nocturna… Nunca viviría en un lugar que no tenga teatros ni cines. • After students have prepared for their parts independently, have them work in pairs to rehearse their dialogues with a partner. They may use their notes now, but tell them they will not be allowed to use them when they act out before the class. Encourage students to help each other and improve their performance focusing both on accuracy and fluency. Tell them to pay attention to their use of tenses, fluency, communication, and how they elaborate on and justify their ideas. Finally, ask student to present their conversations for the whole class.

ASSESS AND RETEACH • Have students work in pairs to complete Para y piensa on p. 227. • Grammar Quiz, On-Level Assessment, p. 136 • Homework: Student Edition, p. 227: Activity 13, Expansión suggestion • Homework: Teacher’s Edition, p. 227: Activity 14, Expansión suggestion

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OPTIONAL RESOURCES • Grammar Summary: Present Subjunctive; Subjunctive Forms • Grammar Review Videos: El modo subjuntivo y el subjuntivo usado con verbos y expresiones de voluntad o emoción (Present subjunctive: volition and emotion), El subjuntivo para expresar duda (Present subjunctive: doubt), El subjuntivo para expresar lo indefinido (Present subjunctive: indefiniteness) • Flashcards: Unit 4, Lesson 1 • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 2, pp. 228-231 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Present subjunctive in adverbial clauses • Talk about relationships and social problems FOCUS AND MOTIVATE • Review the Future tense with a quick charades game. Ask students to work in pairs. Have each student write down five things they will be doing over the weekend, then act them out for their partners to guess. Partners should take turns acting out and guessing. Then have some volunteers act out some actions in front of the class for everybody to guess. IEP Modification Pair struggling students with more knowledgeable students who can provide kind, corrective feedback. • Review the use of the Present subjunctive tense in noun and adjective clauses. Write the following sentences on the board: Me gustaría que en el futuro mis hijos vivan en un mundo más seguro. Quiero un mundo que ofrezca las mismas oportunidades para todos. Ask students to identify the clauses and go over the uses of the subjunctive mood. Provide feedback and corrections. Reteach as necessary. TEACH • Start by teaching students to identify adverbial clauses. Read the English Grammar Connection on p. 228 with students and clarify any concepts as needed. Then write the following on the board, clarify meaning and ask students to brainstorm ideas, ¿Qué tienen en común estas palabras? ¿En qué parte de la oración se usan? ¿Qué significan? a fin de que a menos que antes (de) que con tal de que en caso de que para que sin que Ask students to complete this sentence with their own ideas:

¡Avancemos! Level 4 Lesson Plans Unidad 4 Escucho algunos ruidos afuera. Llamaré a la policía en caso de que… Teach why the subjunctive mood must be used in the adverbial clause that follows. Have students read p. 228 independently and ask them to write an example with each conjunction to check understanding. Provide feedback. •

Repeat with conjunctions and clauses of time on p. 229. Check understanding by providing the following pairs of sentences and asking students to explain the difference in meaning between the sentences in each pair: Aunque llueve, iré a visitar a mi hermanastro. Aunque llueva, iré a visitar a mi hermanastro. Prepararé el almuerzo para mis hijos antes de tener hambre. Prepararé el almuerzo para mis hijos antes de que tengan hambre. Nos vemos cuando ustedes tienen tiempo.

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Nos vemos cuando ustedes tengan tiempo. Guide students by asking, ¿Qué conjunción se usa en las oraciones? ¿Qué significan? ¿Qué tiempo verbal se usa en cada caso?

IEP Modification Have students draw and label a picture depicting the situation in each sentence. For example, for the first pair, they may draw a boy walking under the rain towards a house for Aunque llueve, iré a visitar a mi hermanastro, and they may draw the same boy carrying a closed umbrella on the way to his stepbrother’s house for the second sentence. PRACTICE AND APPLY • Introduce Activity 15 on p. 230 by asking, ¿Cuántos de ustedes creen que son optimistas sobre el futuro? ¿Creen que en cincuenta años seguirán existiendo los mismos problemas sociales que hay en la actualidad? Have students complete the survey independently. Then, ask students if they agree with their results. • Ask students, ¿Alguna vez escucharon el discurso de un político? ¿Qué esperan los ciudadanos de los alcaldes? ¿Por qué los políticos a veces no cumplen sus promesas? Before doing Activity 16 on p. 230, ask students to listen for general understanding and encourage them to list down the social problems that the mayor mentions. Then, have them complete the sentences in Activity 16 in pairs and listen again to check or complete their answers. Finish by asking students, ¿Creen que el alcalde que acabamos de escuchar es de Estados Unidos o de otro país? ¿Por qué? • Have students work on Activity 17 on p. 231 on their own. Model one or two sentences. Focus on the correct use of the subjunctive and indicative moods. Walk around the class providing feedback and ask students to hand in their work for teacher correction.

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¡Avancemos! Level 4 Lesson Plans Unidad 4 IEP Modification Make the activity more interpersonal by preparing different slips of paper with the words and phrases in Activity 17. Ask students to stand up, and walk around the class to find different students who will help them build up correct and logical sentences. Encourage communication in Spanish. • Have students read La urbanización and Compara con tu mundo in the Comparación cultural box on p. 231 on their own, then ask a volunteer to read the text aloud for the whole class. Have students exchange their views on the topic of urbanization. Guide them to compare and contrast what they have just read about urbanization in Latin America with similar past and present population shifts in the United States, including the underlying causes for these shifts and their impact on Latin American and American individuals and communities. ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 231. Have students answer in complete sentences and check each other’s answers. • Homework: Cuaderno, p. 70, p. 71 OPTIONAL RESOURCES • Grammar Summary: Present Subjunctive; Subjunctive Forms • Grammar Review Videos: El modo subjuntivo y el subjuntivo usado con verbos y expresiones de voluntad o emoción (Present subjunctive: volition and emotion), El subjuntivo para expresar duda (Present subjunctive: doubt), El subjuntivo para expresar lo indefinido (Present subjunctive: indefiniteness) • Flashcards: Unit 4, Lesson 1 • Student Edition, p. 230: Activity 16, Expansión suggestion • Teacher’s Edition, p. 230: Activity 15, Expansión suggestion • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Gramática en contexto 2, pp. 232-233 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Present subjunctive tense in adverbial clauses FOCUS AND MOTIVATE • Review the use of the Present subjunctive tense in adverbial clauses. Say, Voy a hacer una pregunta y cada uno de ustedes tendrá que dar una respuesta que empiece con la frase que yo diga. El estudiante que se queda sin ideas, es eliminado del juego. Model the Activity Por ejemplo, “¿Cuándo buscarás trabajo?” Respondan empezando con “Cuando…”. Then, students may suggest ideas like, “Cuando mis padres se cansen de darme dinero”, “Cuando quiera independizarme,” “Cuando me aburra de estar en casa”, “Cuando gane mi equipo de futbol”, entre otras ideas. Encourage students to choose the right tense based on the meaning of the phrase you provide. These are some questions that you may ask: ¿En qué casos llamarías a la policía o al 911? (Tan pronto como...) ¿Por qué algunos jóvenes trabajan de voluntarios en centros de ayuda? (A fin de…) ¿En qué caso insistirías en ayudar a alguien? (Aunque…) •

¿Para qué estudias? (Para…) Ask students to brainstorm different situations that may arise in counseling centers. Write their ideas on the board under the heading Situaciones. Some examples may be Llegan personas sin trabajo, Las madres llevan a sus hijos para que los ayuden con la tarea de la escuela, Llegan personas con adicciones en busca de consejos. Continue the discussion by asking, ¿Qué tipo de personas creen que deben trabajar en los centros de ayuda para resolver estas situaciones? ¿Creen que estas situaciones son demasiado complicadas? ¿Por qué? Narrow down the discussion by asking, ¿Cómo reaccionarían ustedes mismos en estas situaciones?

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Read the Estrategia section on p. 232 together. Then have students read the brochure and complete the chart independently. Have students check their answers in pairs. Then, give feedback as a whole class. IEP Modification Read the brochure aloud for the whole class and stop after each paragraph. Complete the chart together with students on the board as you read. Check comprehension and review the subjunctive mood by dictating the following sentences. Ask students to complete the sentences with the right tense without reading the brochure, just to check how much they remember: Simplemente di, “No gracias” si… Explica tus razones en caso de… Evita el peligro inmediato aunque… Si alguien sugiere consumir drogas, tú sugiere algo divertido para… Simplemente aléjate de la situación si… Busca nuevos amigos que no… aunque…

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Remind students that they must use the infinitive form if the subject does not change, but the subjunctive form if the subject changes.

PRACTICE AND APPLY • Have students reread the brochure and complete Activity 18, Comprensión del folleto, on p. 233. Encourage them to write their answers in complete sentences. As volunteers share their answers with the class, ask them to identify where in the brochure is the information that supports each answer. • Have students complete Activity 19 on p. 233. Ask them to describe the pictures as you help with new vocabulary, such as sacar la basura, lavar los platos, and cortar el césped. In order to help students think of ideas for their role-play, draw a three-column chart on the board with the heads hermanastro, hermanastra, padres. Brainstorm together what each person may complain or think about based on the pictures in the book. Then, read the instructions for Activity 19 and have students take some minutes to practice their conversations. Encourage them to help, give feedback, and make suggestions to each other. After students act out their conversations for the whole class, provide oral or written feedback. Finally, lead a discussion about family life: ¿Cuáles son las mejores maneras de resolver los problemas familiares? ¿En qué creen que se parecen y se diferencian los problemas de las familias hispanas de los problemas de las familias norteamericanas? ¿Creen que las familias de habla hispana resuelven sus problemas de manera diferente a la de las familias norteamericanas? ¿Qué diferencias y semejanzas ven entre la familia del libro y su propia familia? IEP Modification Ask students to write down the conversation and hand it in for teacher correction. ASSESS AND RETEACH • Have students complete Para y piensa on p. 233. Check answers as a class. • Homework: Student Edition, p. 233: Activity 18, Expansión suggestion • Homework: Teacher’s Edition, p. 233: Activity 19, Expansión suggestion

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OPTIONAL RESOURCES • Review Lección 1: Gramática, Self-Check Quiz • Flashcards: Unit 4, Lesson 1 • Grammar Summary: Present Subjunctive; Subjunctive Forms • Grammar Review Videos: El modo subjuntivo y el subjuntivo usado con verbos y expresiones de voluntad o emoción (Present subjunctive: volition and emotion), El subjuntivo para expresar duda (Present subjunctive: doubt), El subjuntivo para expresar lo indefinido (Present subjunctive: indefiniteness) TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Todo junto, pp. 234-237 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Read and take a stress test FOCUS AND MOTIVATE • Ask students, ¿Saben lo que es el estrés? Brainstorm ideas, then have a volunteer look up and read the definition in a Spanish dictionary. Narrow the discussion and anticipate the results of the quiz by asking students, ¿Creen que todos los casos de estrés son malos? En realidad, hay dos tipos de estrés: Cuando tenemos estrés negativo, decimos “no puedo” ante las demandas que se presentan, por ejemplo, cuando tenemos cuentas que pagar y no tenemos dinero. En cambio, cuando creemos que somos muy capaces de afrontar una situación difícil, sentimos estrés positivo. Estamos alegres, emocionados, tranquilos, somos productivos y creativos. Algunos ejemplos son cuando practicamos nuestro deporte favorito, cuando trabajamos horas y horas en un proyecto que nos gusta o cuando subimos a una montaña rusa. Ask students to suggest more examples. • In order to introduce the use of pyramid charts, ask students to choose five of the examples of stressful situations that you have been discussing, and have students order them from the most stressful to the least stressful. Then, use the board to model how to place them in a pyramid, with the most stressful situation at the top. Explain the main advantages of using visual aids to organize information. • Next, introduce the reading strategy of scanning with a brief game. Then divide the class in small groups and give a newspaper in Spanish to each group. Tell them that they have two minutes to find: a piece of good news, a piece of bad news, the name of the newspaper editor, and the weather forecast. Once students are done and you have checked their findings as a class, finish by explaining that the strategy that they have just used is called scanning: A veces tenemos que leer rápido porque necesitamos solo información específica. Por ejemplo, cuando usamos un buscador de internet, aparecen miles y miles de páginas web, pero leemos rápidamente buscando solo las que parecen tener lo que necesitamos.

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A veces, ayuda el tipo de letra, la posición del texto en la página y las ilustraciones. ¿En qué otras situaciones leerían de esta manera? Read the Estrategia section on p. 234 and ask students to answer the quiz and complete the pyramid chart independently. Check charts as a class. Ask students, ¿Están de acuerdo con los resultados de la prueba de estrés? ¿Por qué?

TEACH • Have students work on Activity 20 on p. 235 independently. After they have written down their answers to the questions, have them work in pairs to find out how much their partner remembers about the test by having them ask the questions to each other. Tell them to reread the test to check answers, then check answers as a class. • Link Activity 21 on p. 235 with the stress test by saying, A veces, la relación con los padres puede causar estrés. ¿Qué situaciones creen que estresan a los padres? ¿Y a los hijos? Then, have students demonstrate understanding of the different viewpoints presented in the article by asking them to complete a twocolumn chart with the heads PADRES and HIJOS and the information in the article about each one. Tell them not to pay attention to the gaps in the text yet. Check answers as a class. • Remind students of what they have learned about Hispanic families throughout Unit 4, Lesson 1. Discuss whether they believe American and Hispanic parents and children, especially teenagers, face the same conflicts, and whether they solve their issues in the same way. If they believe families in the United States and in Spanish-speaking countries present different attitudes and patterns of behavior regarding parent-child or parent-teen relationships, ask them to explain what they are and justify their answers. • Now have students complete Activity 21 on p. 235. Model the activity, then have students work on it in independently and check answers as a class. PRACTICE AND APPLY • Introduce Activity 22 on p. 236 by writing down on the board some key words and phrases that the speakers in the audio segment will mention: for example, you could write down calificaciones, nervios de punta, lío, cerveza, factores genéticos, propensa, náuseas, mareado, molestarme. Use this opportunity to pre-teach this vocabulary. Have students predict what kinds of problems they are going to hear about based on the words you have written. Play the audio segment, have students complete the table, and check answers as a class. Check students’ guesses and predictions. IEP Modification Divide students in groups with even numbers of advanced, on-level, and struggling students. After playing the audio segment once, have the students with better reading skills in each group to read the script on p. 213D while the others complete the Problemas column. Then ask students to group as a whole group to check answers together and discuss and agree on suggestions for the Recomendación column. • Model Activity 23 on p. 236 with a student. Then, have pairs complete the activity on their own. Have students write down some of their questions and answers and hand in a copy of the written dialogue for teacher correction.

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Have students complete Activity 24 p. 236. Encourage students to ask further questions in order to have more interesting conversations with their classmates. For example, after asking ¿Tienes padrastro o madrastra?, if the answer is No, suggest students ask, ¿Te molestaría tener padrastro o madrastra? ¿Por qué? Encourage students to take notes as they interview their classmates so that they can use their notes to help them write down their reports. IEP Modification Instead of having students write a summary of their findings, ask them to draw a pie chart or a bar graph showing their results. • Read the Manos a la obra section on p. 237 together as a class. Point out the pictures and their captions and focus students’ attention on Expansión box too. Ask, ¿Qué ven en estas fotos? ¿Creen que en su escuela o comunidad podría funcionar alguna de estas actividades? ¿En qué otras situaciones podría resultar útil hablar en español? Intentaremos crear planes en los que sea necesario hablar en español. Encourage all students to suggest ideas for their plans based on the places where they live and the people they know. Write down students’ suggestions on the board. • Then, divide the class in small groups and ask students to go over the Para comenzar items as a group. In order to ensure that every member of each group participates actively in the discussion, you may wish to assign different roles to each student: One student could be responsible for writing down ideas; another student might focus on brainstorming a list of the resources that are needed to carry out each idea; and so on. Walk around the classroom providing help as needed. • Finally, ask groups to write down the final version of their plan using the notes they have taken throughout their discussion. Display all the plans in the classroom or you may have students vote on the best plan and look into the possibility of carrying it out in real life. ASSESS AND RETEACH • Have students complete Para y piensa on p. 237 in pairs. Check answers as a class. OPTIONAL RESOURCES • Flashcards: Unit 4, Lesson 1 • Student Edition, p. 235: Activity 20 and p. 236: Activity 24, Expansión suggestions • Teacher’s Edition, p. 236: Activity 22, Expansión suggestion • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Lesson 1 Test TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Describe families • Discuss relationships and social problems

ASSESS AND RETEACH • Lesson 1 Test, On-level Assessment, pp. 138-143 • Assessment Audio: Examen Lección 1, Test CD 2, Track 1, Test CD 2, Track 2

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Lesson Opener, Presentación de vocabulario, pp. 240-243 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Talk about education and finances • Express attitudes about your college and financial goals • Present perfect subjunctive and imperfect subjunctive • Review direct and indirect object pronouns • Culture: proverbs in Spanish related to money; tuition costs in Spanish-speakign countries; university entrance exams; social action programs and schools in three Spanish-speaking countries FOCUS AND MOTIVATE • In order to initiate a discussion about education, provide students with the following quote by Malcom X: “La educación es el pasaporte hacia el futuro, pues el mañana pertenece solo a aquellos que se preparan para él en el día de hoy.” Ask students whether they agree or disagree with this statement and why. Then, repeat the process with the following quote by Simón Bolívar: “Las naciones marchan hacia su grandeza al mismo paso que avanza su educación.” Provide background information about Malcom X and Simón Bolívar as necessary. Finally, ask: ¿Qué semejanzas y diferencias encuentran entre las dos citas? • Have students share what they know about U.S. universities. Then, have them look at the photo on pp. 240–241. Point out that the building belongs to the Universidad Nacional Autónoma de México, one of the most prestigious universities in Latin America. Ask: ¿Hay algo en la foto que les llame la atención particularmente? ¿Lo que se ve en la foto se parece o se diferencia de la idea que tienen de una universidad estadounidense? ¿Por qué? • Read the Comparación cultural feature on p. 240. Then have students work in pairs or small groups to answer the question in Compara con tu mundo. Then, discuss the questions in ¿Qué ves? as a class. Finally, ask: ¿Alguna vez han visitado una universidad? Si es así, ¿lo que vieron allí se parecía a lo que se ve en la foto? TEACH • Show the Presentación de vocabulario on p. 242. Move through paragraphs A-D as a class while you present the organization of the education system and the specific details about universities. Point out the relationship between education and finance as described in the text. Have students repeat after you the vocabulary words they may find harder to pronounce. Then, ask students some questions to check for understanding, such as: ¿Cómo está organizado el sistema educativo?

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¿Qué se debe hacer para ser aceptado en la universidad? ¿Quiénes pueden acceder a una beca? Have students read Centro de estudiantes ofrece consejos sobre tus finanzas section on p. 243. Encourage students to use context clues to infer the meaning of each term and provide help as necessary. Then, direct students’ attention to Más vocabulario box and provide sample sentences for them to see the words in use, such as: El título más alto al que se puede aspirar en el sistema educativo es el de doctor, después de haber cursado estudios de doctorado./Periódicamente, debo pagar impuestos sobre mis ingresos./Para aprobar esta materia, debo aprobar dos exámenes parciales durante el curso y un examen final que evalúa todos los contenidos de la materia./Cuando me fui a inscribir al curso de español, ya no había más lugar y me anotaron en una lista espera por si se abre un nuevo curso.

PRACTICE AND APPLY • Before class, read the script on p. 239C, so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Play TXT CD 2, Track 18 and have students complete ¡A responder! activity on p. 243. Finally, have some volunteers share with the class how they would feel if they were Juan Luis. • Have students work with a partner to role-play a dialogue using the conversation between Juan Luis and his mother as a model. One student should speak about his or her problems related to education and/or finances and the other should provide possible solutions and give advice. Provide the following model for students’ reference: A: Estoy cansado de viajar en autobús para asistir a clases. Si tuviera dinero, me compraría un auto. B: No te preocupes. Puedes pedir un préstamo al banco y devolver el dinero en cuotas. Finally, have volunteers share their dialogues with the class. ASSESS AND RETEACH • Homework: Have students study the vocabulary presented on pp. 242-243. Challenge students to use as many vocabulary words as possible to write two paragraphs about how they imagine their future college life will be like. OPTIONAL RESOURCES • Flashcards, Unidad 4, Lección 2 • Interactive Whiteboard Activities: El colegio TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Práctica de vocabulario, pp. 244-245 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2C infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials OBJECTIVES • Ask for and give information about education and finances • Express attitudes about college and financial goals • Ask for and give advice • Compare and contrast idioms, persuade FOCUS AND MOTIVATE • Review the vocabulary introduced on pp. 242-243 using Flashcards. Randomly select a flashcard and show it to students. Have volunteers provide a sentence that clearly shows the meaning of the word or expression. For example, for estatal, students may come up with a sentence such as: Una universidad es estatal si es financiada por el Estado. Repeat the process with several words. IEP Modification If you feel this activity may be too challenging for some of your students, you may provide definitions yourself and have students tell the vocabulary words. For example, you may say El dinero que tienes para pagar los gastos to have students guess presupuesto. TEACH • Before students complete Activity 1, ¡No lo olvides!, on p. 244, review the use of direct and indirect object pronouns. Remind students that direct object pronouns must agree in gender and number with the noun phrase they replace and that the indirect object pronoun should agree in person and number with its referent. Then have students complete the activity independently. Go over the answers as a class and provide corrective feedback as needed. This is a good opportunity to clarify any doubts students may have regarding direct and indirect object pronouns. IEP Modification: Challenge more advanced students to write additional notes using the words facultad, nota, and profesor as suggested in Expansión on Teacher’s Edition p. 244. PRACTICE AND APPLY • Have students work independently to complete Activity 2, La Escuela Arco Iris, on p. 244. Check answers as a class and then ask: ¿Qué semejanzas y diferencias tienen las condiciones de la Escuela Arco Iris y las de su escuela? ¿Por qué es importante que ese tipo de condiciones estén bien claras? Then have students complete Expansión suggestion. IEP Modification: For students who have trouble identifying the words to complete the text, suggest that they pay attention to the words preceding the blanks. Model how to do it with number 1: Como antes del espacio hay un artículo femenino singular, debemos buscar un sustantivo femenino singular para completarlo.

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Before class, read the script on p. 239C, so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Play TXT CD 2, Track 19 and have students complete Activity 3, Noticias emocionantes, on p. 244. Check the answers as a class and provide corrective feedback as needed. Have students work with a partner to complete Activity 4, Consejero, on p. 245. Challenge pairs that finish early to continue the conversation by asking for and offering advice. You may provide the following model: Estudiante: ¿Qué debo tener en cuenta para elegir una universidad? Consejero: Un aspecto importante es el costo de la matrícula. Las universidades estatales suelen ser menos costosas que las privadas. Read Comparación cultural, Dichos y refranes, on p. 245. Explain any new or unknown words and make sure students understand the underlying view on money in each expression. You may want to write the idioms on the board as a visual aid during discussion. Then provide these additional Spanish proverbs and have students compare and contrast them with the ones in the reading: De mí te reirás, pero de mi dinero no. Dinero llama dinero. El dinero del avaro dos veces va al mercado. Amor y dinero nunca fueron compañeros. Más vale amigos en la plaza que dineros en el arca. As a class, discuss the questions in Comparación cultural, Compara con tu mundo, on p. 245. Then have students think about any English sayings or proverbs related to money. If students need help, you may provide some examples, such as: “A fool and his money are soon parted” or “Money doesn’t grow on trees.” Then, have students compare and contrast the Spanish and English sayings and proverbs by asking the following questions: ¿En qué se parece la concepción sobre el dinero que se puede inferir de los dichos y proverbios de cada idioma? ¿En qué se diferencia? ¿Qué proverbios se aplican mejor a su vida?

ASSESS AND RETEACH • Answer the questions in Para y piensa, on p. 245 as a class. • Homework: Based on the grandfather’s reaction to Carmen’s news in Activity 3, Noticias emocionantes, on p. 244, have students create and write down the subsequent dialogue between Carmen’s father and grandfather. Ask them to use at least five vocabulary words. • Homework: Cuaderno, p. 77 OPTIONAL RESOURCES • Review Lección 2: Vocabulario, Self-Check Quiz • Interactive Whiteboard Activities: Themes: El colegio; Grammar: Direct Object Pronouns, Indirect Object Pronouns • News and Networking

TECHNOLOGY TOOLS

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¡Avancemos! Level 4 Lesson Plans Unidad 4

Vocabulario en contexto, pp. 246-247 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Read and write a school brochure FOCUS AND MOTIVATE • Have students preview the brochure on p. 246 by reading the introduction, looking at the pictures, and skimming the text. Then ask: ¿Qué tipo de colegio parece ser este? ¿Irían a un colegio así? ¿Qué semejanzas y diferencias creen que tiene este colegio mexicano con el colegio al que asisten? ¿Conocen colegios parecidos en su ciudad? ¿Cómo son? TEACH • Explain to students that, when reading certain types of texts, paying attention to format and design is essential for understanding. This is the case, for example, when reading newspapers, magazines, brochures, and advertisements. You may want to bring some samples to class and point out the different format clues, such as heads, photos and photo captions, graphs, boxes, and bulleted items. Read the Estrategia section on p. 246 and match each entry in the chart with the different format features of the brochure. Anticipate to students that they will complete the chart after reading. • Before students read the school brochure on p. 246, draw the chart on the board or create one with Generate Success. Have students read the text independently and then complete the chart as a class. Make sure students understand that they should not repeat or summarize the information, but rather state what is the purpose or function of the feature. Finally, ask students to reread the text and underline all the education-related vocabulary words they have learned. PRACTICE AND APPLY • Have students work in pairs to answer the questions in Activity 5, Comprensión del folleto escolar, on p. 247. Tell students to go back to the text as necessary. Then, have pairs share their answers with the class and provide corrective feedback as needed. Finally, ask the questions suggested in Expansión on Teacher’s Edition p. 247 for students to answer orally. When students describe the campus, ask them whether they agree with the statement in the green banner at the bottom of the brochure and have them explain why. • Have students complete Activity 6, Tu escuela, on p. 247 independently. Tell students to brainstorm and organize their ideas before writing. Suggest that they write down the information for each bulleted item and then think about a creative way of presenting all the information using format features to appeal to the reader, referring to the brochure on p. 246 as a model. Make sure students use the appropriate register in their brochure, considering that new students are their

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target audience. Finally, have students present their brochures to the class and discuss the similarities and differences among their designs. Have students work in pairs to complete Activity 7, ¡Ustedes tienen la palabra!, on p. 247. While students discuss the questions, go around the classroom to make sure they address different perspectives for each topic and reach an agreement if they have opposite views on a certain topic. Suggest that they take notes down as a memory aid for their presentations. Then have each pair present on one of the topics.

ASSESS AND RETEACH • Have students answer the questions in Para y piensa on p. 247 using complete sentences. • Vocabulary Quiz 1, On-level Assessment, p. 148 • Homework: Have students complete Expansión in Activity 6, on p. 247. • Homework: Have students use their notes during the Wrap-up Activity to conduct their research about studying abroad. Instruct them to reflect on a career they would like to pursue and to find out what higher education institutions (universities or not) have a good reputation in their field of interest. Point out that they will need to learn some basics about the educational system of the country they have chosen. Remind students that this is a good opportunity to consider their future options, so suggest they be realistic. Students do not need to hand in a report next class, but rather can take a few weeks to complete the task. Offer ample help throughout the process. OPTIONAL RESOURCES • Flashcards, Unidad 4, Lección 2 • Interactive Whiteboard Activities: El colegio • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 1, pp. 248-251 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1G interact and react in writing using culturally appropriate expressions, register, and style • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Present and present perfect subjunctive • Express attitutes about college and financial goals FOCUS AND MOTIVATE • To activate students’ knowledge of the present subjunctive, write the following on the board: Espero que… / Ojalá que… / Dudo que… / Es imposible que… / Me alegro de que… / Temo que… / Universidad estatal / Universidad privada / Matrícula / Beca / Préstamo. Have each student produce a sentence orally about their hopes, doubts, and emotions about going to university by matching the sentence frames with one of the topics. If a student makes a mistake, have a volunteer correct him or her. TEACH • Tell students that they will learn other uses of the subjunctive. Read the English Grammar Connection on p. 248. Reinforce the concepts of main and subordinate clause as needed. Then move on to El pretérito perfecto del subjuntivo. Read the explanations aloud and have volunteers read the Spanish examples. For further practice on the present subjunctive, you may ask students to provide their own examples immediately after they read the Spanish examples. Before turning the page, elicit from students that the section they have just read deals with situations where the action in the subordinate clause takes place at the same time as the main verb or after. Turn to p. 249. Repeat the procedure with the second section, which introduces the present perfect subjunctive, except this time students do not need to provide their own examples. PRACTICE AND APPLY • Have students complete Activity 8, Un padre preocupado, on p. 250 independently. Tell students to pay attention to subordinate clauses and the type of verbs in the main clause to identify when to use the indicative and when to use the subjunctive. Once they have finished, have volunteers read the e-mail aloud and check answers as a class. Provide corrective feedback as necessary. • Before class, read the script on p. 239C so you can preview the audio for students. Read the instructions for Activity 9, De visita en la universidad, on p. 250 together as a class. Then play TXT CD 2, Track 20 and have students complete the activity independently. Tell students that all their answers should include a

¡Avancemos! Level 4 Lesson Plans Unidad 4 verb in the present perfect subjunctive. Check answers as a class. Wrap up the activity by asking students to give their opinion about the things Marisa did. Provide the following sentence frames to make sure students use the present perfect subjunctive in their answers: Me parece bien que Marisa…/Me parece mal que Marisa… • Introduce Activity 10, ¡No puede ser!, on p. 251. Explain to students that the more exaggerated and creative their original sentences, the more intense their partner’s reactions will be. Model with the following example: Estudiante A: Jamás he obtenido menos de A+ en un examen. Estudiante B: ¡No es posible que siempre hayas obtenido la calificación más alta! Have students work in pairs to complete the activity. Then you can have students vote who is the biggest liar as suggested in Expansión on Teacher´s Edition p. 251. • Have students read independently Comparación cultural on p. 251. Then lead a class discussion on the advantages and disadvantages of the university system in Spanish-speaking countries. Ask: ¿Qué opinan de que la universidad pública sea de bajo costo? ¿Para qué clase de estudiantes creen que es beneficioso? ¿En qué situación queda un estudiante que no se destaca académicamente y tampoco tiene dinero suficiente para pagar una buena universidad privada? ¿Qué opinan sobre el surgimiento de universidades que funcionan como un negocio? Next, point out the particular case of Argentine public universities, which are completely free for graduate students and do not generally have entrance examinations. Ask: ¿Qué ventajas o desventajas les parece que presenta este sistema con respecto a otros sistemas? • Have students discuss in small groups the questions in Compara con tu mundo on p. 251 and write a brief paragraph with their conclusions. Ask students to write a topic sentence with the group´s opinion and three or four supporting sentences. Instruct them to include at least one verb in the present subjunctive and one verb in the present perfect subjunctive. Then, have groups share their paragraphs with the class and analyze the different points of view and the reasons underlying them.

ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 251. Check answers as a class. • Homework: Cuaderno, p. 78, p. 79 • Homework: Have students create two sentences using the subject “Mis padres” to express their parents' expectations regarding their university life using the present subjunctive. Provide them with following infinitives: desear, esperar, querer, pretender, encantar, interesar. Then have students imagine they were able to fulfill their parents’ expectations and have them create two sentences about their success using the present perfect subjunctive. Provide them with a list of expressions: Mis padres están orgullosos de que…, Se alegran mucho de que…, Les parece estupendo que… OPTIONAL RESOURCES • Grammar Summary: Present Subjunctive; Subjunctive Forms

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Grammar Review Videos: El modo subjuntivo y el subjuntivo usado con verbos y expresiones de voluntad o emoción, El subjuntivo para expresar duda, El subjuntivo para expresar lo indefinido, Expresiones que requieren el subjuntivo o el indicativo, Los tiempos compuestos del subjuntivo Flashcards: Unit 4, Lesson 2 News and Networking Conjuguemos.com

TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Gramática en contexto, pp. 252-253 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1B ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details • 1F interact and react in spoken conversation using culturally appropriate expressions, register, and gestures • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Present perfect subjunctive • Read a blog • Talk about graduation FOCUS AND MOTIVATE • Read aloud the introductory paragraph on p. 252 for students to get an idea of the general topic in Andrés’ blog entry. Then, have students look at the photos and heads. Ask the following questions for them to make predictions about his first week at university: ¿Qué temas creen que mencionará Andrés en esta entrada de blog? ¿Por qué querrá compartir su experiencia a través de este medio? ¿Por qué será útil o interesante para su hermana? Take the opportunity to encourage a class discussion about blogs and their current use as a means for communicating ideas and experiences. Ask: ¿Leen blogs con frecuencia? Si es así, ¿qué tipo de blogs leen? ¿Se han mantenido actualizados esos blogs últimamente? ¿Creen que las redes sociales han desplazado a los blogs? ¿Creen que pueden convivir? ¿En qué se diferencian la longitud y el alcance de las publicaciones en estos dos medios? ¿Hay usos específicos de los blogs que las redes sociales no pueden reemplazar? TEACH • Before reading the blog entry, explain to students that identifying actions in a text will help them understand the sequence of events and identifying descriptive words—such as adjectives, past participles used as adjectives, and relative clauses—is useful to understand the context in which those actions take place. In this case, it is important that they understand not only what Andrés did during his first week at university, but also how he feels about it. Have students read the Estrategia feature on p. 252. Draw a two-column chart on the board or create one with Generate Success. Tell students that they will complete the chart with verbs

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in the present perfect (indicative or subjunctive) and past participles after reading the blog entry. Have students do a first reading of the blog entry on p. 252 independently. Then, ask them to work in pairs and discuss Andrés’ first week at university. Guide their discussion by posing this Question ¿Cuáles de las cosas que le pasaron a Andrés son habituales para un estudiante nuevo? Encourage them to use subjunctives. Finally, have students reread the blog entry and complete the chart with eight actions and four descriptions from the text. Write the list on the board and make sure students can differentiate the use of the present perfect indicative and present perfect subjunctive.

PRACTICE AND APPLY • Have students complete Activity 11, Comprensión del blog, on p. 253. Then review the answers as a class. Direct students’ attention to the things that Andrés is concerned about. Say: Es interesante que Andrés esté preocupado por la administración del tiempo. ¿Qué creen que podrá hacer su hermana Julia para estar mejor preparada que él al empezar las clases? ¿Qué cosas puede hacer con anticipación y qué cosas puede dejar para después? • Have students work in pairs to complete Activity 12, Entrevista, on p. 253. Tell students to prepare in advance by reading the prompts and assigning the roles. Suggest they take some minutes to brainstorm and write down the possible questions and answers they would ask and respond to during the role play. Go around the class to make sure students use the present perfect subjunctive. Once they have practiced their dialogues, have some pairs present their dialogues to the class. Tell the class to pay attention to the uses of the present perfect subjunctive in order to discuss them after each presentation. • Have students complete the Expansión on Teacher’s Edition p. 253. Tell them to make a list of the things a student should have done by the time he or she gets to university. Provide some examples: aprobar el examen de ingreso, pagar la matrícula, inscribirse en las materias. Then have students share their lists with the class using the present perfect subjunctive in complete sentences such as: Es importante que hayas aprobado el examen de ingreso. No podrás asistir a clases a menos que hayas pagado la matrícula. Una vez que te hayas inscrito en las materias, debes comprar los libros. IEP Modification: In order to provide support for struggling students, give them sentence frames so that they only need to complete them with the verb in the present perfect subjunctive form. For example: Es importante que _____ el examen de ingreso. ASSESS AND RETEACH • Have students complete independently Para y piensa activity on p. 253 and check their answers as a class. • Homework: Have students write a paragraph to answer the questions in Activity 11 Expansión on p. 253. Remind them to use subjunctives. After correcting the paragraphs, have students post them in a class blog and invite students from other classes and/or Hispanic students to leave comments. • Grammar Quiz 1, On-level Assessment, p. 149

¡Avancemos! Level 4 Lesson Plans Unidad 4

OPTIONAL RESOURCES • Grammar Summary: Subjunctive Forms • Grammar Review Videos: Los tiempos compuestos del subjuntivo • Flashcards: Unit 4, Lesson 2 • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 2, pp. 254-257 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Imperfect subjunctive • Express attitudes about college and financial goals FOCUS AND MOTIVATE • Review with students the uses of the present subjunctive and present perfect subjunctive tenses in Spanish. Then, write the following sentence on the board: Ignacio espera que su universidad otorgue becas a los estudiantes. Have volunteers come to the board and write additional sentences about college education and finances using both tenses. Make sure students use the subjunctive in noun, adjective, and adverbial clauses. For every sentence written on the board, have the volunteers underline the verbs used in the main clause and the subordinate clause and indicate the tenses of the verbs. If necessary, refer students to pp. R17-R27 to review the subjunctive. TEACH • Preview the lesson theme by reading the Goal on p. 254. Emphasize that the imperfect subjunctive is used to express the same subjectivity as the present subjunctive, but in the past. Read aloud the English Grammar Connection. Point out that if we were to translate the English examples there, we would use the imperfect subjunctive in Spanish. Have volunteers read El imperfecto del subjuntivo on pp. 254-255 as the rest of the students follow along. Pause after each sample sentence and give further explanations as necessary. • Before students move into practicing activities, focus on the formation of the imperfect subjunctive. Have them brainstorm verbs related to college education and finances and model forming the imperfect subjunctive form of each verb. Write the endings for each subject (-ra, -ras, -ra, -´ramos, -rais, and -ran) on the board and use the verbs from the brainstorming session to write a few sentences. Then, have students choose one of the verbs and write all the conjugations for that verb in their notebooks. Walk around the classroom to check students’ work and offer help as needed. Have volunteers share a few examples with the rest of the class. PRACTICE AND APPLY • Before class, read the script on p. 239C so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Have students read the prompt and statements for Activity 13, Las finanzas estudiantiles, on p. 256 on their own. Then, play TXT CD 2, Track 21 allowing students to listen to the audio as many times as necessary to complete the activity.

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Go over the answers as a class. Make sure students rewrite the false statements to make them true. You may replay the audio and make frequent pauses to have students recognize when and why the speaker uses the imperfect subjunctive. Finally, ask: ¿Qué consejos da el señor Márquez al final? Have students work independently to complete Activity 14, En aquel entonces, on p. 256. Have them skim the article and prompts and ask why they should use the imperfect subjunctive in these sentences. Expand the activity by asking students to write additional sentences as suggested on the Expansión box. Then, have volunteers read their answers and correct them as a class. Provide feedback as necessary. Give students a few minutes to look at the pictures on Activity 15, Fotos del anuario, on p. 257 and ask volunteers to describe what is happening in each one. Then, read the prompt aloud and ask students to work in pairs to write captions explaining what the characters wanted in each situation. Point out that their sentences should use the subordinating conjunction que in order to use the imperfect subjunctive, and that they should avoid simpler sentences such as Elena quiere una computadora nueva. Go around the classroom to identify any areas of difficulty that may require additional instruction and practice and provide corrective feedback as necessary. Read aloud the Comparación cultural feature on p. 257. As a class, discuss how students in the United States and in Spanish-speaking countries experience entrance examinations. Ask students the following questions: ¿Por qué creen que los estudiantes de países de habla hispana buscan juntos los resultados de sus exámenes? ¿Cómo creen que los afecta tomar un examen tan importante? ¿Sucede lo mismo con los estudiantes en Estados Unidos? Have them compare and contrast entrance examinations in Spanish-speaking countries with examinations such as the SAT or the ACT. Ask additional questions such as: ¿Qué ventajas tiene que cada universidad prepare su propio examen de ingreso en los países de habla hispana? ¿Qué ventajas tendría que se usara un examen estandarizado, como en Estados Unidos? Then, have students work in pairs to answer and discuss the questions under Compara con tu mundo. Go over their answers as a class.

ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 257 on their own. Check answers as a class. • Have students imagine they have a friend who is anxious about his/her entrance examination. Ask them to write him/her an e-mail with suggestions using the imperfect subjunctive. Have volunteers read out their e-mails and revise them as a class. If students need guidance to write sentences using the imperfect subjunctive, you may write the following phrases for students to use as a guide: Te recomendaría que... Sería importante que... Te iría mejor en tu examen si...

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Homework: Cuaderno, p. 80, p. 81 Homework: Have students complete the Teacher’s Edition Expansión suggestion on p. 257.

OPTIONAL RESOURCES • Grammar Review Videos: El imperfecto del subjuntivo • Grammar Summary: Subjunctive Forms • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Gramática en contexto 2, pp. 258-259 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation. • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation. • 1F interact and react in spoken conversation using culturally appropriate expressions, register, and gestures. • 1G interact and react in writing using culturally appropriate expressions, register, and style • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Reflect on college education • Request and give advice • Describe past experiences FOCUS AND MOTIVATE • In order to assess the use of the imperfect subjunctive in Spanish, have students play the following game. Have the two teams from the Learning Scenario activity sit around in two circles. Have each student write a sentence that uses the imperfect subjunctive on the top of a sheet of paper and exchange it with a classmate from the other team. Each student should then read the sentence silently, fold the top of the sheet of paper twice to cover the sentence, and make a drawing that describes what was written. Then, each student should pass the sheet again to a team mate in front of them and such student has to transform the drawing back into a sentence using the imperfect subjunctive. Then it is time to reveal and compare the original sentences and the new sentences. Review all the sentences as a class. Award 1 point for each grammatically correct sentence, award an additional 2 points for each new sentence that is close in meaning to the original sentence, and subtract 1 point for each sentence with incorrect use of the subjunctive. The team with the most points is the winner. Tell students to write original and challenging sentences that encourage creativity on the part of the person who is drawing. TEACH • Have students read the prompt on p. 258 silently and give them some time to skim the e-mail and underline all verb phrases. Once the students are done, read the Estrategia section as they follow along. Have students reread the e-mail on their own paying close attention to verbs that “trigger” the imperfect subjunctive in Spanish. Meantime, prepare a T-chart. You can draw it on the board or use a graphic organizer from Generate Success. Complete the chart as a class and

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provide corrective feedback as needed. Have students copy the completed chart on their notebooks. Finally, have students tell the different types of cues they have found. Have students reflect on register. Ask the following questions about the e-mail: ¿Qué registro de lengua usa Abuelo para escribirle a Andrés? ¿Qué pistas del texto nos ayudan a identificar el registro de lengua? ¿Por qué creen que usa ese registro? Then explain that although, as general norm, “usted” is formal and “tú” is informal, usage varies from country to country. For instance, in Costa Rica “usted” is used even with relatives and friends; some people in Mexico may use “usted” when speaking to their parents or, more commonly, their grandparents; and in some countries (e.g., Argentina), the informal is expressed with the pronoun “vos,” which requires a special set of verb conjugations and which may either coexist with or replace “tú.” Comment on other examples you may know and ask students to share any others. Then ask: ¿Qué creen que pueda suceder si usan una forma en lugar de otra? ¿Cuál es la importancia de usar el registro correcto según la circunstancia, pero también el país? ¿Piensan que pueda provocar dificultades graves? ¿Cuáles?

PRACTICE AND APPLY • Have students complete Activity 16, Comprensión del correo electrónico, on p. 259. Encourage students to use complete sentences when answering the questions. Then, check answers as a class. As an extension to this activity, have students work in pairs to discuss the questions on Expansión box. Then, ask students: ¿Cómo creen que la tecnología ha simplificado la vida en la universidad? ¿Hay algún aspecto de la universidad que sea más difícil para los jóvenes de hoy? ¿Cómo creen que el hecho de que sus abuelos hayan ido a la universidad ayuda a Andrés? • Have students work in pairs and complete Activity 17, Y así fue..., on p. 259. Encourage them to imagine and incorporate more events to the story. Have them refer to the chart they completed for the reading strategy on p. 258 with expressions that trigger the subjunctive. Finally, ask students: ¿Qué valores y creencias propias de la familia Pacheco piensan que representan las imágenes? ¿En qué se parece la historia de esta familia a la historia de las suyas? ¿En qué se diferencia? ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 259. Review answers as a class. • Grammar Quiz 2, On-Level Assessment, p. 150 OPTIONAL RESOURCES • Flashcards, Unidad 4, Lección 2 • Review Lección 2: Gramática, Self-Check Quiz • Grammar Review Videos: El imperfecto del subjuntivo • Grammar Summary: Subjunctive Forms

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TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Todo junto, pp. 260-263 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2C infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Present subjunctive • Feelings, wishes, and the future • Discuss relationship problems FOCUS AND MOTIVATE • Have students brainstorm persons and professionals who may help them in times of need, such as family members, friends, doctors, or school counselors. Then, have them discuss in groups the following questions: ¿A quiénes pueden acudir cuando tienen un problema personal o académico para resolverlo y evitar que interfiera con otros aspectos de su vida? ¿Qué profesiones existen para ayudarlos a resolver estos problemas? ¿Qué cualidades deben tener las personas que trabajan en estas profesiones? ¿En qué situaciones podrían necesitar su ayuda? TEACH • Read aloud Resumen paragraph on p. 260. Then, go over the viewing strategy in Estrategias section with students. Play the video ¿Hay boda o no hay boda?, first with the sound off. Ask students to pay attention to the characters’ facial expressions and body language and how they compare to typical gestures in the United States. Ask: ¿En qué se parecen los gestos que hacen los protagonistas de este video con los que ustedes ven en su vida cotidiana? ¿Hay alguna diferencia? Then, have them discuss the questions in the viewing strategy and reflect on the tactic Gloria’s mother and grandfather used to make her change her mind. Have students make predictions by asking: ¿Cuál habrá sido la táctica de la madre de Gloria? ¿Cuál habrá sido la del abuelo? ¿Creen que están usando la misma táctica? ¿Cómo reacciona Gloria a lo que dicen su madre y su abuelo? Finally, play the video again, this time with the sound on. Have students work in groups to discuss how close their predictions were to what actually happened in the video.

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Go over the reading strategy in Estrategias section on p. 260. Then, have students read the video script on pp. 260-261independently. As a class, review how the subjunctive is used in the script to express thoughts, feelings, and hopes. Have students underline the verbs in the subjunctive and the expressions associated with them, such as Espero que..., Dudo que..., Ojalá que..., Quiero que…, Necesito que… Then, have them share their work and provide corrective feedback as needed. Ask students: ¿Cómo cambian los sentimientos de los personajes a medida que avanza la escena? ¿Cuál es la causa de estos cambios? Read También se dice feature on p. 261 with students. Ask students whether they knew any of the idiomatic expressions listed, and to note any similarities to expressions in English. Point out that the expression arrimar el hombro should not be understood as the equivalent of the English expression “to lend a shoulder,” but rather as “to lend a hand.”

PRACTICE AND APPLY • Have students complete Activity 18, Comprensión del video, on p. 261 in writing. Then, check answers as a class and provide corrective feedback as needed. • Play TXT CD 2, Track 22 as students follow along the written instructions for Activity 19, Integración, on p. 262. Then have them read Fuente 1: El blog de Jaime. Have students work in groups and discuss Jaime’s relationship with his family. Ask students: ¿Cómo afecta la vida académica de Jaime el problema que tiene en su vida personal? Si no contara con el dinero de su padrastro, ¿qué opciones tendría para inscribirse en la universidad? ¿Por qué es importante para Jaime el apoyo de su familia? ¿Creen que los padres están más o menos involucrados en la educación universitaria de sus hijos en los Estados Unidos que en América Latina? ¿Por qué? • Before class, read the script on p. 239D so you can preview the audio for students. In your preview, point out the topic of the audio. Have students read the Escucha y apunta questions under Fuente 2: El discurso de la consejera. Then, play TXT CD 2, Track 23 as students take notes. To complete Activity 19, have students use the model and ideas from their notes to write an answer to Jaime. Remind students that their purpose is to have Jaime change his mind, so they should use a persuasive technique in their response. Have students use the subjunctive to include two reactions and three recommendations. IEP Modification You may provide a challenge for above-level students by having them work in pairs and role play a conversation with Jaime. One of the students should try to change Jaime’s point of view, and the student playing Jaime should react to his or her classmate’s advice, presenting additional problems to solve. This way, the student who is offering advice may need to adapt his or her persuasive strategy and suggestions to fit Jaime’s needs. Have pairs present their dialogues to the class. • Have a volunteer read the instructions for Activity 20, Hablar, on p. 263. Then, have students work in groups of four, allowing them some time to plan and rehearse the conversation. Make sure students take into account the speaking strategy, as explained in Estrategia feature. If the appropriate intonation does not come naturally to students, ask them to think of the different characters’ behavior in the video they watched. Point out that an expressive body language may help them in using appropriate intonation and conveying their emotions. Remind them

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¡Avancemos! Level 4 Lesson Plans Unidad 4 to use the subjunctive to talk about their feelings, wishes, and the future. Then, have each group act out the conversation in front of the class.

ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 263 in writing. Check answers as a class. • Homework: Have students complete Activity 21, ¡A escribir!, on p. 263. You may also have them complete Expansión activity and include a recommendation by one of their patients in their scripts for the radio station. After completing the activity, they should revise their work using the rubrics chart on p. 263.

OPTIONAL RESOURCES • Flashcards, Unidad 4, Lección 2 • Cuaderno, Actividades de video, p. 88 • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Lectura literaria, Day 1, pp. 266-269 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials. • 2C infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Read a memoir • Compare experiences FOCUS AND MOTIVATE • Tell students that they will read excerpts of a woman’s memoir. First, have them read the ¡Avanza! box on p. 266. Then, point out that the story was written by Josefina González, an exiled Cuban. Have students read Sobre la autora feature in Nota cultural box on p. 266. Ask students to work in groups to discuss the following questions: ¿Por qué creen que la autora cambió de carrera y decidió estudiar educación? ¿Cómo creen que sus experiencias como refugiada influyeron en esta decisión? Have students think of ways in which education can help refugees adapt to their new communities. Then, have one representative from each group present their ideas to the rest of the class. • Ask students what they know about Cuba and the Cuban exile. Read Sobre los refugiados cubanos feature on p. 266 and explain that many families fled Cuba when Fidel Castro took over the country in 1959, and ended up in the closest country, the United States. Lead a class discussion about exile by asking the following questions: ¿Por qué creen que muchos cubanos huyeron de su país después de la revolución? ¿Creen que es una decisión fácil de tomar? ¿Por qué? ¿Conocen casos de otros países cuyos habitantes hayan tenido que escapar y buscar refugio en los Estados Unidos? ¿De qué maneras influyen estas comunidades sobre la vida de las personas en los Estados Unidos? TEACH • Explain to students that a memoir is a non-fiction literary account of somebody’s personal life and past experiences. In this memoir, the author focuses on personal observations about external events rather than on herself. Then, go over the words in Vocabulario para leer box on p. 266 with students and check for comprehension. Finally, have students focus their attention on the memoir’s title and on the photographs on pp. 267?268. Ask: A partir del título y de las fotografías, ¿cuál creen que será el tono de la narración? • Ask students to read Estrategia section on p. 266. Tell students that predicting is a reading comprehension strategy that will allow them to make connections between new information and their own prior knowledge before reading the text.

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¡Avancemos! Level 4 Lesson Plans Unidad 4 Allow students some time to complete Primera oración del párrafo and Mi predicción sobre el párrafo charts by reading the first sentence in each paragraph and anticipating what may come next based on context clues and on their prior knowledge. Advise them to underline or highlight key words that could help them make an educated guess. As they read the memoir, students will complete Contenido del párrafo chart, will compare their predictions with the actual text and will check whether they were accurate or not. PRACTICE AND APPLY • Read aloud the introduction paragraph on p. 267 along with students. Draw students’ attention to the term idiosincrasia, and ask a volunteer to look it up in a monolingual dictionary and share its meaning with the rest of the class. Then, ask a volunteer to read the first paragraph. Ask: ¿Qué significa tener un nudo en la garganta y un nudo en el estómago? ¿Cómo se sentirían ustedes si tuvieran un nudo en la garganta y un nudo en el estómago? ¿Creen que estas personas están contentas de irse de Cuba? ¿Cómo creen que se sienten? Then, discuss if students’ predictions for this paragraph were correct. Next, have students answer the question in A pensar box as a class. • Have students work in pairs to reflect on the information from the introduction and the first paragraph they have just read and to discuss the questions in Reflexiona feature at the bottom of the page. Then, discuss answers as a class. • Call different volunteers to read aloud the second and third paragraphs on p. 268 and ask students to infer the meaning of unfamiliar words based on context clues. Then check if students’ predictions for these paragraphs were correct. Ask: ¿Cómo hicieron los refugiados para sobrevivir? Next, have students answer the question in A pensar box as a class. Then ask: ¿Por qué creen que muchos norteamericanos rechazaban a los refugiados? ¿Piensan que la llegada de refugiados puede ser causa de conflictos? ¿Por qué? • Have students work in pairs to reflect on the information from the two paragraphs on p. 268 and discuss the questions in Reflexiona feature at the bottom of the page. Then, discuss answers as a class. • Finally, have a different volunteer read the last paragraph of the text on p. 269 and check students’ predictions. Then ask: ¿En qué se parecen sus predicciones sobre la lectura con lo que pasó en realidad en cada párrafo? ¿En qué se diferencian? ¿Les sorprendió la evolución de la historia? Finally, have students answer the question in the A pensar box as a class.

ASSESS AND RETEACH • Homework: Cuaderno, p. 75 • Homework: ¡Avanza! box, p. 266. Have students write a short text comparing the experiences of Josefina González as a refugee with what they might have felt and done in similar circumstances.

OPTIONAL RESOURCES

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Lecturas literarias, El nido ajeno Teacher Resources for AP® Preparation, pp. 57-59: Las identidades personales y públicas News and Networking Spanish InterActive Reader, El nido ajeno

TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Lectura literaria 1 Day 2, pp. 266-269 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials. • 2C infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Read a memoir • Compare experiences FOCUS AND MOTIVATE • Test how much students remember about “A pesar de todo” by asking simple questions. Ask students to go back to their diagrams and read the four sentences in Primera oración del párrafo chart. Elicit that these four sentences provide a brief summary of the text. Then ask: ¿Cuál es la idea principal del texto? ¿Qué detalles apoyan esta idea principal? • Have students look at the photographs on pp. 267-269. Ask the following questions: ¿Cómo refleja la primera fotografía cómo se sentían los cubanos? ¿Cómo creen que se siente la niña de la fotografía de la página 267? Then, have students compare the first photograph to the photograph on p. 268. Ask: ¿Por qué creen que sonríen las personas de la fotografía de la página 268? ¿Cómo creen que las dos fotografías ilustran los dos sentimientos más importantes que expresa la autora? TEACH • Guide students to analyze how different emotions and feelings are portrayed in the reading. Ask a volunteer to read aloud p. 267 while the rest of the class follows along in their books. Point out the following words and expressions: optimismo, alegría, entusiasmo, nudo en la garganta, nudo en el estómago, preocupación, desasosiego, inquietudes, incertidumbre. Ask students to classify the expressions above into Emociones positivas and Emociones negativas in a T-chart that you may draw on the board or create with Generate Success. Encourage students to find more examples of emotions on pp. 268-269 and to include them in their own charts (rechazo, detestaban, nobles, lástima, ayuda, acogieron, negaban, salvar los obstáculos, apoyo, comprensión, consuelo, orgullosos, compadecer, desafiantes, valor, cooperación, unión). • Draw students’ attention to El Refugio, the U.S. Cuban Relief Agency, mentioned on p. 268, line 18. Have students search the Web or the school library in order to find out what kind of work El Refugio used to do to help refugees. Then, lead a class discussion about the role of the government in the lives of immigrants and refugees. Ask students: ¿Conocen alguna agencia del gobierno u organización no gubernamental que ofrezca ayuda a los inmigrantes y refugiados? ¿Qué papel

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¡Avancemos! Level 4 Lesson Plans Unidad 4 creen que debe cumplir el gobierno en la vida de los inmigrantes y refugiados? ¿Qué tipo de ayuda debería ofrecer? PRACTICE AND APPLY • Have different volunteers reread the memoir on pp. 267-269 aloud. Then, have students work independently to answer the questions in ¿Comprendiste? feature on p. 269 in writing. Encourage them to go back to the text as necessary to find supporting evidence for their answers. When students have finished, discuss their responses as a class. • Have students reflect on ¿Y tú? prompt on p. 269. Have them imagine having to leave the United States alone and with no money and ask them to write an e-mail to a relative or close friend describing their situation and feelings. Encourage students to use expressions about feelings and emotions from the T-charts they completed before and to include new words as well. Have some volunteers share their e-mails with the class and provide corrective feedback as necessary. • Have students work in groups to discuss the situation presented in Desde tu mundo feature on p. 269. If students finish their discussions quickly, guide them with the following additional questions: ¿Qué les gustaría saber sobre el país extranjero antes de irse? ¿Qué preparativos deberían hacer antes de partir y qué cosas intentarían llevar en la maleta? Have a volunteer from each group share the group’s conclusions with the class. ASSESS AND RETEACH • Homework: Have students complete the activity in Para y piensa: Para escribir on p. 269. Encourage students to use as much new vocabulary as possible from the reading. • Homework: Have students review the entire reading and use it as a starting point to learn more about the waves of Cuban exiles to the United States from different printed or online sources. OPTIONAL RESOURCES • Lecturas literarias, El nido ajeno • Teacher Resources for AP® Preparation, pp. 57-59: Las identidades personales y públicas TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Lectura literaria 2, pp. 270-271 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials OBJECTIVES • Read and discuss a poem FOCUS AND MOTIVATE • Activate students’ prior knowledge about the women’s rights movement and the past and ongoing struggles of women for having their rights recognized. Lead a discussion by asking the following questions: ¿Qué problemas sociales han afectado de modo especial a las mujeres a lo largo de la historia? ¿Cuál puede haber sido el papel de las artistas y escritoras en la lucha contra estos problemas? ¿Creen que la lucha de las mujeres ha sido distinta en América Latina y en Estados Unidos? ¿Por qué? ¿Creen que todavía existe desigualdad de género? TEACH • Tell students they will be reading a poem by Puerto Rican writer Julia de Burgos. Read Goal section on p. 270 aloud. Then, have students read Nota cultural section on p. 270 independently and ask them how the character and personality of the author might reflect on the topic of the poem they are about to read. Also, have students predict what the tone of the poem might be based on what they have learned about its author. Then, read aloud the Estrategia section on p. 270 and anticipate that they will later complete the chart to compare and contrast the differences between the two Julias. • Read the poem on pp. 270-271 aloud to model appropriate pronunciation, intonation, pausing, and word stress as students follow along, and then have different students read sections of the poem to practice reading poetry. Help students as necessary to clarify the poetic language used in the poem. Then, ask the following questions to check for general comprehension: ¿Creen que el poema refleja lo que dice la nota cultural sobre Julia de Burgos? ¿Por qué? ¿Qué emociones expresa la autora en su poema y qué conflicto plantea? ¿Por qué creen que hay una lucha entre las dos Julias? ¿Piensan que existe una relación entre la época o los lugares donde vivió la autora y el contenido del poema? ¿Por qué? Then, have students discuss whether their predictions about the poem’s tone were right or not, and explain why. • Have volunteers reread the poem aloud. Pause after a few verses and ask questions about the text to check for comprehension. For example: ¿Por qué la autora compara una parte de sí misma con una muñeca? ¿A qué se refiere con “miel de cortesanas hipocresías”? ¿Qué sentimiento expresa la autora cuando se compara con Rocinante? Then, have students answer A pensar question on p. 270 and discuss

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the following additional questions: ¿Por qué creen que Julia de Burgos escribió este poema? ¿Creen que estaba conforme consigo misma? ¿Por qué? Have students study the painting by Frida Kahlo on p. 271 and describe it. Ask: ¿Qué ideas o sentimientos expresa este cuadro? ¿Por qué creen que lo eligieron para ilustrar el poema? ¿Qué diferencias hay entre las dos Fridas? ¿Por qué podemos ver los corazones de ambas? ¿Qué dice Julia de Burgos acerca de su corazón?

PRACTICE AND APPLY • Have students work in pairs to complete the chart on p. 270 to compare and contrast the outer Julia with the inner Julia. Encourage students to interpret and paraphrase the terms used in the poem as they complete the chart. Finally, have students share their ideas and complete the chart as a class on the board with input from all pairs. • Have students answer the questions in ¿Comprendiste? feature on p. 271 on their own in writing. Encourage them to go back to the poem as necessary to find supporting evidence for their responses. Discuss their answers as a class. • Have students read ¿Y tú? prompt on p. 271 and discuss as a class any experiences or feelings they may have had which were similar to the poet’s. IEP Modification If you notice that struggling students need more time to reflect on issues relating to identity, assign ¿Y tú? activity as written homework. • Read the prompt in Para escribir section on p. 271 aloud. Discuss the following questions as a class and assign the writing activity as homework: Piensen en cómo actúan y se sienten en sus casas, en la escuela o con sus amigos. ¿Se comportan de distinto modo en diferentes situaciones de su vida? ¿Cómo son interiormente? ¿Qué los hace sentir verdaderamente libres? Students should complete the activity by writing one or two paragraphs on the topic. • Have students work in groups to discuss the idea presented in Desde tu mundo feature on p. 271. Have groups write down their conclusions and share them with the rest of the class. ASSESS AND RETEACH • Homework: Para escribir: Have students write one or two paragraphs explaining the different facets of their personality. • Homework: Have students do some research on two other Puerto Rican female authors and prepare a short oral presentation or essay on their lives and works. Have students compare and contrast their information with that about Julia de Burgos. OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • Teacher Resources for AP® Preparation, p. 51: Las identidades personales y públicas TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards

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Conexiones, pp. 272 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Discuss universities and campus architecture in Spanish-speaking countries FOCUS AND MOTIVATE • Prompt class discussion on higher education institutions in the United States and in Spanish-speaking countries. Ask students: ¿Qué universidades estadounidenses son prestigiosas? ¿Qué otras universidades prestigiosas del mundo conocen? ¿Conocen alguna de algún país hispanoparlante? ¿Por qué son reconocidas? ¿Conocen a personas admiradas o exitosas que hayan estudiado en ellas? Provide a list of 5 to 10 of the most renowned universities from Latin American and Spain. (There exist international rankings you can use as source.) Remember to explain the criteria behind your list. • Read the title and the introduction of Universidades monumentales, on p. 272, as students follow along. Have students work in small groups to discuss the importance of universities in society. Ask students: ¿Qué factores, además de la arquitectura y el arte, le pueden dar prestigio a una universidad? ¿Cuál puede ser el impacto de tener una universidad de renombre en la ciudad? ¿De qué forma puede beneficiar a la economía de la región? Call on volunteers to share the groups’ opinions with the class. TEACH • Have students read the first section of the article on p. 272, La Universidad de Salamanca silently. Ask them to underline any unknown words. When they finish reading, ask the following questions to check comprehension: ¿Qué estilos arquitectónicos encuentran en Salamanca? ¿De qué estilo arquitectónico es el frente de la Universidad de Salamanca? ¿Cuáles son sus características y por qué se lo llama así? ¿En qué año se fundó la universidad y de qué siglo es su fachada? Discuss with students any terms they still do not understand. Then repeat the procedure with the second section, La Universidad Nacional Autónoma de México. You may want students to turn to p. 241 to see a larger photograph of the university’s library. When they finish reading, tell students that the modern university was founded in 1910, although its predecessor dates back to the 16th century. Clarify that it is the campus that was built in the 1940s-1950s. Ask: ¿Qué edificios de la universidad fueron intervenidos por artistas mexicanos? ¿Qué artistas participaron y qué hizo cada uno? ¿De qué manera la Biblioteca Central representa la historia y la cultura de México? Discuss any pending unknown words. • Have students comment on the relationship between these universities and the culture and history of the cities they are in. ¿Cómo creen que los recintos de estas universidades reflejan la cultura o la historia de Salamanca y de México? ¿Cómo

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¡Avancemos! Level 4 Lesson Plans Unidad 4 se sentirían respecto de estos edificios y el arte que hay en ellos si hubiesen nacido en estos lugares? ¿Les parecen lugares interesantes para visitar como turistas? Then ask students which ideas they associate with these universities based on their architecture. Have them reflect on whether they would be interested in studying in either of them and why. PRACTICE AND APPLY • Tell students to complete the Proyecto activity on p. 272 independently. Students can choose a university from the list you provided at the beginning of the class, or a university they already knew and feel curious about. Provide them with reference materials from print and/or digital sources in Spanish, such as universities’ websites/brochures or websites/guides on career exploration. Suggest they use a graphic organizer, such as a Four-Square Map, to organize and analyze information. Direct them to Generate Success. Remind students to take notes on all the items mentioned in the prompt, and allow them to add others. Then, have students prepare a brief oral report that synthesizes the information they gathered. IEP Modification Pair struggling students with more proficient students to do research together. Make sure they both participate on the process. Students can take on different tasks each for organization purposes. • Organize students in small groups to share their findings. Have them compare and contrast the universities they have explored and decide which would fit best their interests. Then, each group should choose a representative to explain their decision, describe the university they chose and give reasons as to why it stood out above the rest. If students could not reach an agreement, ask different representatives to explain the reasons for their preferences. ASSESS AND RETEACH • Homework: Have students complete the En tu comunidad activity on p. 272. Instruct them to conduct research on the universities of their region. Remind them to focus on their artistic and architectural value. Then have them write a report with their findings. OPTIONAL RESOURCES • Flashcards, Unit 4 Lesson 2 http://my.hrw.com/sacar.de.student.resources TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Escritura, pp. 273 TEKS • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Explain what they think the value of Spanish will be in the future • Evaluate how Spanish-speaking societies may contribute to tackling world social issues in the future FOCUS AND MOTIVATE • Lead a class discussion with students about the concerns of people their age by asking questions such as, ¿Qué problemas sociales existen en la actualidad? ¿Qué problemas afectan especialmente a los jóvenes? ¿Piensan que sus padres se preocupaban por los mismos problemas cuando tenían su edad? ¿Qué cosas han mejorado desde entonces y qué problemas creen que continúan? ¿Qué problemas les preocupan sobre el futuro? ¿Cuáles creen que se resolverán en las próximas décadas? • Have students read the title and the introduction on p. 273 silently. Invite volunteers to share anecdotes about themselves and their families by asking questions such as, ¿Cómo se imaginaban su futuro hace 5 ó 10 años? ¿Tenían planes? ¿Conocen los sueños y las aspiraciones de sus papás cuando tenían su edad? ¿Cómo hicieron para cumplirlos? ¿Algún familiar suyo tiene una vida que no imaginaba? Finally, elicit from students that the situation presented calls for an informal letter and briefly review its structure, organization, and layout on the board. Keep the board notes until the end of the class. TEACH • Prepárate para escribir: Have a student read the strategy in item 1 on p. 273 aloud. Meanwhile draw a three-column chart on the board or create one using Generate Success. Have students copy it in their notebooks. Model the strategy by writing one or two sentences with your own predictions for each category on the chart. Make sure you use the subjunctive tense in your sample sentences for students to practice. • Escribe: Go over the writing plan on p. 273 with students before they begin to write. Have different volunteers read aloud the requirements for each of the three paragraphs. Discuss the questions and prompts together, and invite students to use discussion from Focus and Motivate as input for their letters. Remind them to use the appropriate conventions and layout, and to pay close attention to tenses. PRACTICE AND APPLY • Escribe: Have students work on their own to write their drafts using their charts from item 1, and the questions and prompts for each paragraph as a writing guide. Encourage them to use the future and subjunctive tenses throughout their letters.

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¡Avancemos! Level 4 Lesson Plans Unidad 4 IEP Modification Refer struggling students that need help using tenses while writing to the Grammar Summary on pp. R17-R27. • Revisa tu composición: Organize students in pairs. Have each student exchange their drafts with their partner. Each student should review his/her partner’s letter and provide feedback. In order to evaluate the final product, have students consider these three questions in item 3 on p. 273 when providing feedback to their partners: • ¿Ha incluido tu compañero(a) predicciones para sí mismo(a), su familia y la sociedad? • ¿Ha explicado qué hará para realizar sus metas y solucionar problemas? • ¿Son correctas las formas verbales? Presta especial atención al uso del futuro y del subjuntivo. • Revisa tu composición: Ask students to share with the class what type of corrections they received from their partners. Assess as a class what the group’s main weaknesses are and suggest resources or activities for further improvement. Also congratulate the class for their strengths. ASSESS AND RETEACH • Cuaderno, p. 86 • Homework: Have students write a persuasive paragraph about what the future role of Spanish-speaking countries may be in addressing world social issues. OPTIONAL RESOURCES • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 1, pp. 274-277 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Read about and compare social action programs • Read about and compare schools FOCUS AND MOTIVATE • Have students look at pp. 274-275. Ask students what they have learned about Bolivia in this unit. Tell them that they will read three letters to the editor about social action programs in Bolivia, Chile, and the Dominican Republic. Elicit from students that hunger is a very serious social problem in Bolivia, and ask them to mention other social problems there (poverty, lack of education, lack of health care systems). Then, encourage students to predict and infer whether these problems are exclusive of Bolivia or they also exist in other Latin American countries, such as Chile and the Dominican Republic. Have students share their views with the class. TEACH • Read aloud the title on p. 274, and ask students to discuss what the aim of social action programs is. Then, have them take turns to read the letters to the editor on pp. 274-275. Help them with unfamiliar vocabulary as needed, but first ask them to infer the meaning of unfamiliar words based on context. Next, have students check whether the social problems they read about were the ones they predicted in the previous activity for Bolivia, Chile and the Dominican Republic. • Have students work with a partner to fill out a Three-Column Chart about the topics covered in each letter. Each of the three columns should include the name and description of the social action organization, whom the social action organization helps, and what social problems it deals with. Tell them to write the name of the country at the top of each column, and to include the subheadings “Organización”, “A qué se dedica”, “A quién ayuda”, and “Problemas sociales” in each column. • Have volunteer student pairs share the information in their Three-Column Charts with the class. Encourage them to describe similarities and differences between the social problems in each country.

¡Avancemos! Level 4 Lesson Plans Unidad 4 IEP Modification Encourage confident students to attempt to explain what factors may account for these similarities and differences based on what they have read and what they know about these countries. PRACTICE AND APPLY • Have students answer ¿Comprendiste? questions 1-4 on p. 275 in writing. Check students’ answers as a class. • Read aloud the first question in Compara con tu mundo feature on p. 275: En tu opinión, ¿cuáles son los problemas sociales más graves de Estados Unidos? Have students work in pairs or in small groups to discuss what social problems they think are most serious in the United States, and then encourage them to compare and contrast these problems with the ones in Bolivia, Chile, and the Dominican Republic. Have volunteers share their opinions with the class and ask them to explain their reasoning. • Read the second question in Compara con tu mundo feature on p. 275: ¿Qué organizaciones o grupos conoces que trabajan para combatir y solucionar estos problemas? Have students mention organizations working in the United States to solve the social problems they discussed in the previous activity, and ask them to say what each organization does and what social problem(s) it deals with. Make a list of the organizations on the board as students mention them. As homework, students will research online about a social problem of their choice and about an organization that works to solve it. ASSESS AND RETEACH • Homework: First, have students research online one of the social problems they discussed in Compara con tu mundo feature on p. 275, as well as an organization in the United States working to solve that problem. Remind them to look for information about what kind of work the organization does and how people could contribute to it. Then, ask students to write a letter to the editor similar to the ones they have read on pp. 274-275 about a social action organization in the United States. Suggest them to use an appropriate graphic organizer, such as a Classification Chart, to organize the information they will include in their letters. Encourage students to prompt readers to volunteer for the organization. OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • Spanish Interactive Reader, Contaminación del aire TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 2, pp. 274-277 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Read about and compare social action programs • Read about and compare schools FOCUS AND MOTIVATE • Tell students that they will read about three unique schools in Bolivia, Chile, and the Dominican Republic that address the needs of specific groups of people by combining education with social responsibility. Ask students what they think may be the advantages of this type of institutions. Then, ask students to read the name of each school and to look at the pictures on pp. 276-277. Encourage them to predict how each of these educational institutions may help the students who attend them. TEACH • Have students read pp. 276-277 independently. Guide them to use context clues to guess the meaning of unfamiliar vocabulary. Then, discuss with students whether their predictions from the previous activity were right or not. • Have students say what words from the texts on pp. 276-277 are not familiar to them, and make a list on the board as students mention them. Then, have students work in small groups to look up those words in a dictionary (preferably monolingual), and write a sentence with each of the words. Finally, check students’ sentences as a class and provide corrective feedback as necessary. PRACTICE AND APPLY • Have students answer ¿Comprendiste? questions 1-4 on p. 277 in writing. Check students’ answers as a class. IEP Modification If below-level students have difficulty answering the questions on their own, pair them up with on-level or above-level students so that they can discuss the answers to the questions when in doubt. • Divide the class into three groups and assign one of the schools on pp. 276-277 to each group. Have each group reread the assigned section silently, and then encourage groups to discuss how the kind of education and the social responsibility programs their assigned school offers caters for the needs of the students who attend it and contributes to prevent and solve social problems. Next, invite one volunteer from each group to share their group’s conclusions with the rest of the class, and discuss as a class how these schools cater for the needs of the people in each community.

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Have students reread the information on the Bolivian school on p. 276. The school needs volunteers who speak Spanish for certain tasks. Encourage students to write an e-mail to the school offering to do volunteer work. Ask them to include the following information in their e-mails: why they are interested in volunteering for the school, why they consider themselves to be suitable candidates to do the tasks mentioned, and what skills they have would benefit the program. Remind students to use a formal register, and suggest them to use an appropriate graphic organizer from Generate Success in order to organize the information they will include in their e-mails. Finally, have some volunteers read their emails for the class, and provide corrective feedback as necessary. ASSESS AND RETEACH • Homework: Compara con tu mundo, p. 277. Have students search the Web in order to find three schools, universities, or educational programs in their state or region that address a social problem. Then, ask them to choose one of those educational institutions and write a report similar to the ones presented in the lesson. Suggest students to use an appropriate graphic organizer from Generate Success in order to organize the information they will include in their reports. • Homework: Cuaderno, Cultura, p. 87 OPTIONAL RESOURCES • Interactive Whiteboard Activities, Themes: Carreras y profesiones, Los oficios y las profesiones TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 3, pp. 274-277 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Read about and compare social action programs • Read about and compare schools FOCUS AND MOTIVATE • Begin the lesson by asking volunteers to read aloud the reports they wrote as homework about one of the schools, universities, or educational programs they researched as part of Compara con tu mundo feature on p. 277, and provide feedback as needed. Then, in order to check for comprehension of volunteers’ texts, you may ask the rest of the class questions such as: ¿De qué problema social se ocupa esta institución? ¿Cómo aborda el problema? ¿Qué herramientas ofrece a los estudiantes? ¿Les gustaría estudiar allí? ¿Por qué? TEACH • Review the entries for the social action organizations and schools on pp. 274-277. Then, work with students to complete a Four-Column Chart with the following column heads: País, Organización/Escuela, Meta, and Actividades. Ask students to complete the chart with the information about each of the schools on pp. 274-277 and about the social action organizations they researched as homework. Point out that the organizations’ main goal will not always be explicitly stated, so they will sometimes need to infer it using context clues. • Have students use their charts to compare and contrast the Latin American organizations and schools they read about on pp. 274-277 with the ones in the United States. Ask them to discuss whether social problems in Latin American countries and in the United States are similar or different, and encourage them to explain why this may be so. PRACTICE AND APPLY Choose one of the projects below to help students integrate the readings and the material presented in the unit.

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Have students work individually to write a magazine article about a serious social problem in their community or in the United States. Ask them to choose one of the social problems they discussed in Compara con tu mundo feature on p. 275 and to do some research on facts and statistics about that problem. Remind students to organize the information by order of importance, starting with the main idea, then adding key facts, and finally presenting interesting details. Suggest them to use the inverted pyramid format when writing their articles. IEP Modification If below-level students have difficulty writing the magazine article, suggest them to use the magazine article on p. 220 as a model. • Have students work in small groups to create a 2-3 minute radio advertisement promoting a benefit concert for a fictional social action program. Tell students that they should first write a script describing the program’s name, goals, and activities, as well as providing relevant information about the concert, such as date, venue, ticket price, and singers or bands that will be playing. Remind students that their ads should be both informative and engaging for radio listeners, and suggest them to use an appropriate graphic organizer of their choice from Generate Success to organize the information they will include. Allow students some time to practice reading aloud their ads before sharing them with the class. Then, have volunteers from each group present the ad in front of the class. Encourage use of appropriate language, tone, and register. IEP Modification If struggling students feel they are not creative enough to prepare an ad for a fictional social action program, ask them to choose one of the programs they have read about or researched in previous lessons. • Have students work in small groups to design a plan for creating or expanding a social action program in their own school. First, ask students to think about the social problems that affect people in their community and to discuss possible ways in which the school may help to relieve them. Then, ask them to choose one problem, design a plan to relieve it, and write an e-mail to the school principal telling him/her about their plan. Suggest students to use an appropriate graphic organizer from Generate Success to organize the ideas they will include in their e-mails. Finally, invite one volunteer from each group to read aloud the group’s e-mail, and have the rest of the class give feedback and suggest ways to improve the plans. Allow some time for groups to make any necessary corrections. ASSESS AND RETEACH • Culture Quiz, On-level Assessment, p. 151 • Homework: Have students create visual aids to accompany their projects. If you chose Project 1, students should create a graphic organizer with Generate Success to summarize the content of their articles; if you chose Project 2, students should design a poster to advertise the benefit concert; if you chose Project 3, students should make a slideshow presentation to accompany their e-mails. OPTIONAL RESOURCES • Interactive Whiteboard Activities, Themes: Carreras y profesiones, Los oficios y las profesiones

Teacher Tools

TECHNOLOGY TOOLS Student Tools

¡Avancemos! Level 4 Lesson Plans Unidad 4 Interactive Whiteboard Activities Performance Space Teacher Dashboard Examview Test Generator Generate Success Rubric Generator Resources for AP Preparation

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Repaso inclusivo, Day 1, pp. 278-279 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations OBJECTIVES • Describe social problems, give advice on how to solve a social problem, ask and answer interview questions, write a report FOCUS AND MOTIVATE • Use Flashcards from Unit 4 Lesson 1 and Flashcards from Unit 4 Lesson 2 to review vocabulary words and phrases related to social problems and education. Show both sets of flashcards and have students identify which words and phrases are related to social problems and which ones are related to education. Then, invite volunteers to choose one word and use it in a sentence. Ask the rest of the class to determine whether the word was used correctly or not. Provide feedback as needed. IEP Modification Challenge advanced students to use more than one vocabulary word or phrase in a single sentence. TEACH • Review with students the differences between direct and indirect object pronouns. Remind them that, when using a direct and an indirect object pronoun together in a sentence, the indirect object pronoun comes first. Point out that, if the direct and the indirect object pronouns are used together and both begin with the letter l, then le(s) changes to se. Also, point out that, if the verb phrase contains an infinitive or gerund, pronouns may be attached to the infinitive or gerund. Refer students to pp. 18-19 to reinforce the uses of direct and indirect object pronouns. Then, invite volunteers to use pronouns in sentences. Ask the rest of the class to determine whether the pronouns were used correctly or not. Provide feedback as needed. • Refer students to pp. 222-223 to review the uses of the present subjunctive in noun and adjective clauses and to pp. 228-229 to review the uses of the present subjunctive in adverbial clauses. Then, ask students to write one sentence about a social problem or an educational issue in their community using the present subjunctive. Finally, invite volunteers to read aloud their sentences. Ask the rest of the class to determine whether the subjunctive was used correctly or not. Provide feedback as needed. IEP Modification Encourage advanced students to use an irregular, stem-changing, or spelling-changing verb from pp. R17-R27 in the present subjunctive in their sentences.

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Remind students that, if the verb in the main clause is in the present and the verb in the subordinate clause is in the present subjunctive, then the present subjunctive tells them that the action in the subordinate clause happens at the same time or after the action in the main clause. However, if the action in the subordinate clause happened before the action in the main clause, then the present perfect subjunctive should be used, as in Espero que hayas rendido bien tu examen de ingreso. If the verb in the main clause is in the preterite, imperfect, or conditional, and the action in the subordinate clause happened at the same time or after the action in the main clause, then the imperfect subjunctive should be used, as in Le recomendé que estudiara para el examen. Refer students to pp. 248-249 to reinforce other uses of the present perfect subjunctive and to pp. 254-255 to reinforce other uses of the imperfect subjunctive. Invite volunteers to use the present perfect subjunctive or the imperfect subjunctive in sentences about universities and schools. Ask the rest of the class to determine whether the present perfect subjunctive or the imperfect subjunctive were used correctly or not. Provide feedback as needed.

PRACTICE AND APPLY • Before class, read the script on p. 239D and p. 239F so you can preview the audio for students. Play TXT CD2, Track 24 and have students answer the questions on items 1-7 of Activity 1, Escucha, comprende y decide, on p. 278 independently. Correct students’ answers as a class. Then, lead a discussion about stress with questions such as: ¿En qué situaciones se sienten estresados? ¿Qué factores estresantes les producen esa sensación? ¿Piensan que los factores estresantes que menciona la psicóloga son universales o varían de una cultura a otra? ¿Por qué? ¿Qué factores estresantes creen que son comunes en los Estados Unidos? ¿Y en los países de habla hispana? ¿Creen que esos factores están relacionados con los problemas sociales de cada lugar? • Tell students that they will now read some advice on how to solve conflicts, and have volunteers read aloud the posters in Activity 2, Lee y escribe un cartel, on p. 278 while the rest of the class follows along in their books. Then, ask: ¿Están de acuerdo con los consejos que se dan en estos carteles? ¿Por qué? ¿Recuerdan algún conflicto que hayan tenido? ¿Cómo lo resolvieron? ¿Aplicaron alguno de estos consejos? IEP Modification In order to reinforce the use of reflexive pronouns, indirect object pronouns, and the subjunctive, you may consider asking students to identify and circle any instances of reflexive pronouns, indirect object pronouns, and verbs in the subjunctive mood while reading the posters. This will help below-level students when writing their own posters in the next activity. • After reading the sample posters in Activity 2 on p. 278, have students create a similar poster with advice on how to solve another problem. Before they begin writing, ask them to brainstorm problems. Then, ask them to choose one problem for their posters and to list possible pieces of advice in an appropriate graphic organizer from Generate Success. Remind them to use reflexive and indirect object pronouns, as well as the subjunctive, in their posters. Once students have finished, pair them up to check each other’s use of reflexive and indirect object pronouns and the subjunctive. Finally, you may consider displaying the final posters on the school bulletin board.

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Have students read the prompt in Activity 3, Haz una entrevista, on p. 279. Ask them to prepare 6-8 questions for the applicants about their academic records, aspirations, community service, and opinions on some social problems. Remind them to use the preterite, the future, the conditional, and the subjunctive correctly, and elicit from students whether the interview requires a formal or an informal register. Briefly discuss with them what would happen in real life if they did not use the appropriate register in an admission interview. Then, invite students to work with a partner in order to role-play the interview in the next activity. IEP Modification If below-level students have difficulty preparing the interview questions on their own, pair them up with on-level or above-level students. Ask onlevel and above-level students to guide and help below-level students as needed.

ASSESS AND RETEACH • Homework: Have students write a report on who they consider to be the best applicant from the previous activity and why. • Cuaderno, p. 72 Hablar, p. 73 Escribir, p. 74 Escuchar OPTIONAL RESOURCES • Gramática: Self-check Quiz (Unidad 4, Lección 1) • Vocabulario: Self-check Quiz (Unidad 4, Lección 1) • Conjuguemos.com • Grammar Review Videos TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Repaso inclusivo, Day 2, pp. 278-279 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Describe social problems, give advice on how to solve a social problem, ask and answer interview questions, write a report FOCUS AND MOTIVATE • Have students recall what they have learned in this unit about universities in Spanishspeaking countries and in the United States. Ask: ¿Qué aprendieron sobre el costo de la matrícula en las universidades estatales y privadas de los países de habla hispana y de los Estados Unidos? ¿Y sobre los exámenes de ingreso? Then, have them think about the issues that college students face in these countries. Ask: ¿Qué problemas creen que enfrentan los estudiantes universitarios en los Estados Unidos? ¿Qué problemas creen que son más comunes en los países de habla hispana? Guide students to discuss issues such as finances, social life, and achieving academic excellence. TEACH • Reinforce the use of the present subjunctive, the present perfect subjunctive, and the imperfect subjunctive by displaying the appropriate Grammar Review Videos. Then, invite some volunteers to use the present subjunctive, the present perfect subjunctive, and the imperfect subjunctive in new sentences about college and finances. Help students with any questions they may have. • Review the future tense by displaying the Grammar Review Video about the future. Then, invite some volunteers to use the future tense in new sentences to talk about their college goals. • Write the following sentences on the board to review the gerund in Spanish: La delincuencia está desapareciendo en nuestra comunidad. El tabaco sigue siendo un problema importante entre los jóvenes. Ando buscando becas para asistir a una buena universidad. •

Llevo varios años estudiando Medicina en la universidad. Have volunteers identify the helping verb and the gerund in each sentence, and encourage them to explain what each combination of helping verb and gerund tells them about the action. Then, encourage students to discuss whether they agree or disagree with the first two sentences and to justify their opinions.

¡Avancemos! Level 4 Lesson Plans Unidad 4 PRACTICE AND APPLY • Have students read the prompt for Activity 4, Escribe, informa y ayuda, on p. 279. Then, ask the class: ¿Qué problemas creen que puede encontrar un estudiante en una escuela nueva? ¿Qué problemas encontraron ustedes cuando entraron en esta escuela? ¿Qué preguntas se hicieron o qué dudas tuvieron? ¿Qué les hubiera gustado saber antes de entrar? Next, have students work in small groups to brainstorm ideas for each of the items mentioned in the instructions. Suggest them to use an appropriate graphic organizer from Generate Success, such as a Spider Map, to organize the information they will include in their information packages, and remind them to use the indicative and subjunctive moods, as well as comparatives, appropriately. Encourage students to use photographs or drawings to illustrate their information packages. As an extension to this activity, you may ask students to include a summary of what the first year will be like and what school events there will be. As a follow-up activity, you may have students upload their work to a class blog. • Have students work on Activity 5, Describe y compara, on p. 279 independently. Before they start writing their reports, remind them to think about what they discussed about universities at the beginning of the lesson, and ask students to choose two universities where they would like to study. Then, have students complete a TChart/Two-Column Chart from Generate Success to list the advantages and disadvantages of the two universities. Finally, have them write their reports. Remind them to use comparatives, the present perfect, and the conditional correctly in their reports. • Before students start working on Activity 6, Haz un informe oral, on p. 279 independently, have the class brainstorm other problems in their community. Then, suggest students to use a Four-Square Map from Generate Success to organize the information they will include in their oral reports. Remind them to use gerunds, the present perfect, the subjunctive, the future, and the conditional appropriately in their oral reports. While students make their oral presentations, have the rest of the class pay special attention to the verb tenses in order to spot and fix possible mistakes. ASSESS AND RETEACH • Cuaderno, p. 82 Hablar, p. 83 Escribir, p. 84 Escuchar OPTIONAL RESOURCES • Gramática: Self-check Quiz (Unidad 4, Lección 2) • Vocabulario: Self-check Quiz (Unidad 4, Lección 2) • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Actividades preparatorias, pp. 280-281 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Describe family relationships, describe traditions and viewpoints of other cultures • Compare and contrast traditions and viewpoints with own culture • Agree or disagree • Present information orally • Give advice • Ask for and give information FOCUS AND MOTIVATE • Expand on the lesson opening by having students discuss the impact of ancestors on the present culture. Ask: ¿Qué pueblos de indígenas norteamericanos conocen? ¿Cómo han influido esos pueblos en la cultura actual de los Estados Unidos? ¿Qué pueblos de indígenas latinoamericanos conocen? ¿Qué contribuciones han hecho esos pueblos a la cultural actual de la región donde vivieron? TEACH • Tell students that they will first read an excerpt from a story about the relationship between a grandmother and her grandson, and that they will then listen to an essay about what a granddaughter inherited from her grandmother. Introduce unfamiliar vocabulary as necessary. • Work with students to brainstorm social issues that were perceived differently in the past, such as divorce, domestic violence, drug addiction, or AIDS. Guide them to acknowledge that social views on these issues have changed dramatically in the past decades. Ask: ¿Cómo ha cambiado la percepción de estos problemas con el paso del tiempo? ¿Creen que la visión que se tiene de estos problemas es igual en todas las sociedades o culturas? ¿Cuál es la visión que se tiene de estos problemas en los países de habla hispana? ¿Y en los Estados Unidos? ¿A qué se debe esto? PRACTICE AND APPLY

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Read aloud the title and the introduction for Activity 1 on p. 280 as students follow along in their books. Then, have students read the excerpt silently. Once they have read it, discuss the bond between grandmother and grandson with students. Ask: ¿Sobre qué conversaban la abuela y el nieto? ¿Por qué creen que era importante para Júbilo descifrar los fechamientos mayas? ¿Qué es lo que Júbilo recordará siempre? Before class, read the script on p. 239F so you can preview the audio for students. Read aloud the introduction for the listening activity as students follow along in their books. Point out that this audio has some complex and abstract vocabulary terms, so they may need to listen to it several times in order to get the gist. Then, play TXT CD 2, Track 25 and encourage students to take down notes of the values that the grandmother passed on to her granddaughter. Have students mention those values, and encourage volunteers to state whether they agree or disagree with the grandmother’s viewpoint. Ask: ¿Comparten la opinión de la abuela sobre el dinero y la tierra? ¿Por qué? Have students prepare a formal oral presentation that summarizes how the two sources address the following topic: ¿Qué heredan los jóvenes de sus mayores y cuál es la importancia de tales herencias? Ask students to reread the passage and to refer to their notes as necessary, and suggest them to use an appropriate graphic organizer from Generate Success, such as a T-Chart/Two-Column Chart or a Classification Chart, to list the main ideas of each source. Remind students that they are expected to use a formal register in their presentations, as well as proper intonation and body language. Ask them to give their formal oral presentations to the class when they are ready, and provide some corrective feedback after each presentation. Finally, ask volunteers to explain whether the values they inherited from their grandparents match the ones mentioned in the story and the essay. Read aloud the title and the introduction for Activity 2 on p. 281 as students follow along in their books. Elicit from them the structure of a letter (greeting, body, closing), as well as what information they should include in it and what tone they should use. Then, have them complete the activity. Have volunteers share their letters with the class, and provide feedback as necessary. Before class, read the script on p. 239F so you can preview the audio for students. Then, read aloud the title and the introduction for Activity 3 on p. 281 as they follow along in their books. Have students brainstorm what kind of information may be requested in an interview for an exchange program. Then, have students work in pairs to complete the activity. While you play TXT CD 2, Track 26, one of the students should play the role of the interviewee and the other student should provide corrective feedback. Then have students switch roles.

ASSESS AND RETEACH • Student Resources for AP® Preparation, Tema 1: Persuasive Essay; Tema 3: Interpretive Reading and Listening; Tema 4: Interpretive Listening; Tema 5: Interpretive Reading, Cultural Comparison; Tema 6: Interpretive Reading OPTIONAL RESOURCES • Teacher Resources for AP® Preparation Teacher

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Teacher Resources for AP® Preparation Teacher: Examination Practice Lecturas literarias Interactive Whiteboard Activities, Themes: La familia, Los parientes

TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Unit Test TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Describe families • Discuss relationships and social problems • Express attitudes about college and financial goals ASSESS AND RETEACH • Unit 4 Test, On-level Assessment, pp. 162-168 • Assessment Audio: Examen Unidad 4, Test CD 2, Track 5, Test CD 2, Track 6

TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Integrated Performance Assessment TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Conduct research and then compare and contrast admissions requirements to universities in Latin America and the United States ASSESS AND RETEACH • Integrated Performance Assessment TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation