¡Avancemos! Level 4 Lesson Plans Unidad 2

Unit and Lesson Opener, Presentación de vocabulario, pp. 73-77 TEKS • 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. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Talk about outdoor sports and sports equipment • Ask and answer questions about your favorite sports • Adverbs • Reflexive pronouns • Culture: baseball’s popularity in the Caribbean; municipal sports leagues in Spanish-speaking countries FOCUS AND MOTIVATE • Introduce students to outdoor sports and the unit theme of exercising and recreation. Have students look at the photos on pp. 72–73 and ask them if they recognize the sports or activities illustrated. Ask students if they have ever been to a soccer game or to any other outdoor sporting event. Ask: ¿Cómo fue la experiencia? Have a volunteer compare his/her experience with the photo on p. 73. Continue the discussion by asking students if they know any sports chants. Encourage students to sing one. Then, have students name the sports they practice. Ask: ¿Qué deportes les gustan más? ¿Tienen algún deporte favorito? ¿De qué manera hacer ejercicio ayuda a mantener un buen estado de salud? • Have students work in pairs or small groups to read the paragraphs and captions on p. 73. Encourage a discussion among students by asking them to answer the questions posed in each paragraph. Then, call on volunteers to share their answers with the whole class. • Point out the photo on p. 75 and have students answer the questions in ¿Qué ves? section on p. 74. Ask students if they have ever gone rock climbing, and have volunteers share their experiences. Then, ask them to read the Compara con tu mundo feature and answer the questions. TEACH • Show the Presentación de vocabulario section on pp. 76–77. Have students take turns reading different paragraphs. Read again the labeled and highlighted words, and ask questions to check for understanding. Make sure to point out the different equipment needed for each outdoor sport. • Draw a three-column table on the board with the following headings: “Tierra”, “Agua,” and “Aire.” Have volunteers come to the board and categorize outdoor sports by writing them under the appropriate heading. Model the activity by giving a couple of examples.

1

¡Avancemos! Level 4 Lesson Plans Unidad 2 •

Make a list of all the items of sports equipment mentioned on pp. 76–77. Have students name the sport in which they would use each item. IEP Modification In order to help struggling students incorporate this lesson’s vocabulary, you may want to have student pairs role play a conversation at a sports store. Have them vary the sport the customer practices and the list of articles he/she wants to buy, and role play a new conversation each time. Give students some ideas by saying that the customer might be a rugby/golf player, gymnast, mountain climber, skater, diver, etc.

PRACTICE AND APPLY • Before class, read the script on p. 73C 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 1, Track 15, and have students complete the ¡A responder! activity on p. 77 in writing. • Model using Flashcards to ask and answer yes/no questions in order for students to guess the words. Students can ask questions such as: ¿Es un deporte de agua?, ¿Es un equipo para practicar un deporte de aire?, ¿Se usa para practicar esnórkel?, and so on. Then, have students work in pairs to guess each other’s words. ASSESS AND RETEACH • Homework: Have students study the vocabulary presented on pp. 76–77. Also, ask them to write two or three paragraphs describing what sports they like or would like to practice and what equipment they use or should use for that purpose. OPTIONAL RESOURCES • Flashcards, Unidad 2, Lección 1 • News + 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

2

¡Avancemos! Level 4 Lesson Plans Unidad 2

Práctica de vocabulario, pp. 78-79 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 outdoor sports and sports equipment • Ask and answer questions about your favorite sports • Adverbs • Reflexive pronouns • Culture: baseball’s popularity in the Caribbean; municipal sports leagues in Spanish-speaking countries FOCUS AND MOTIVATE • Use Flashcards to review vocabulary related to outdoor sports and equipment with students. Have students complete Activity 1, Gustos y deportes, on p. 78 on their own, and then have volunteers share their answers with the class. Then, ask students to choose what they like best from column A and to explain whether the corresponding sport from column B really suits them. Have some volunteers share their views with the class. • Ask students to answer the questions in Expansión activity in complete sentences. Then, have students mention the necessary equipment to practice all the outdoor sports listed in Activity 1 column B. TEACH • Remind students that adverbs tell when, where, how, how long, or how much. Model using adverbs by engaging in a brief dialogue with an advanced learner. Organize students in pairs to complete Activity 2, Minidiálogos, on p. 78. Make sure struggling learners are paired with more advanced learners. • Bring the class back together and expand Activity 2 by giving each student an adverb to make a sentence with. Remind students that sentences should be reasonable. Continue until all students have participated. PRACTICE AND APPLY • Before class, read the script on p. 73C, 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 3, Competencia deportiva, on p. 78. Play TXT CD 1, Track 16 and have students indicate if the statements are true or false. Make sure students correct the false statements in complete sentences and check their work. Expand the activity by asking students why Diego’s baseball team is not as good as it used to be. • Organize students in pairs and have them look at the pictures to complete Activity 4, El campamento de verano, on p. 79. If necessary, allow students some time to review sports-related vocabulary on pp. 76?77. Have students work through the

3

¡Avancemos! Level 4 Lesson Plans Unidad 2

•

activity in complete sentences. Then ask: ¿Qué otros beneficios creen que tienen los deportes, además de ayudar a mantener un buen estado de salud? ¿Qué destrezas ayudan a desarrollar los deportes en equipo? Have pairs choose a team sport and design a leaflet to advertise the benefits of practicing that sport and the skills it helps develop. Then they may present their leaflets to the class. Have students look at the pictures for Activity 5, Después de las vacaciones, on p. 79 individually and try to predict what the characters are telling each other. Then, have pairs work together to complete the activity. When the students are finished, lead a class discussion about typical holiday activities. Ask students to compare and contrast typical holiday activities in the Spanish-speaking world and in the United States.

ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 79. Remind them to answer in complete sentences. Check answers as a class. • Homework: Cuaderno, p. 23 OPTIONAL RESOURCES • Vocabulario: Self-Check Quiz, Unidad 2, Lección 1 • News + 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

4

¡Avancemos! Level 4 Lesson Plans Unidad 2

Vocabulario en contexto, pp. 80-81 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. OBJECTIVES • Read a sports article and answer questions • Talk about outdoor sports and sports equipment • Ask and answer questions about your favorite sports • Adverbs • Reflexive pronouns • Culture: baseball’s popularity in the Caribbean; municipal sports leagues in Spanish-speaking countries FOCUS AND MOTIVATE • Lead a class discussion about sports in Colombia. If there are students of Colombian descent, have them point out if there are any outdoor activities that are especially popular there. If they are not sure, have the class guess based on the geography and climate of the region. Ask: ¿Conocen a algún deportista colombiano famoso? ¿Qué deporte practica? ¿Por qué se hizo famoso? ¿Conocen a otros deportistas famosos de países hispanohablantes? ¿Qué deportes practican? ¿Por qué se hicieron famosos? TEACH • Tell students that they will read the sports page of a Colombian newspaper. First, read the Estrategia section aloud. Then, allow some time for students to read the sports page on p. 80 on their own. When they finish reading, have them work in pairs to create a newspaper headline for the most important fact about each sports event. Point out that a headline usually focuses on nouns and verbs and leaves out articles and adjectives. For instance, for the first clipping, the headline could be Victoria del equipo colombiano. Have volunteers share their headlines with the class. • Have students complete Activity 6, Comprensión de la página deportiva, on p. 81 on their own. Then, have them exchange their answers with a partner and check each other’s work. Extend the activity by asking students the questions suggested in Expansión box, on Teacher’s Edition p. 81: ¿Ustedes leen las páginas deportivas del periódico? ¿Cuál es su sección favorita del periódico? PRACTICE AND APPLY • Organize students in pairs and have them complete Activity 7, ¿Cuál prefieres?, on p. 81. Model the activity with an advanced student. Then, have volunteers act out their conversation in front of the class. If possible, try not to group students based on similarities of interests so that they can discuss different sports.

5

¡Avancemos! Level 4 Lesson Plans Unidad 2 •

Explain to students that in Activity 8, Reportaje deportivo, on p. 81, they will act out an interview between a journalist and a famous athlete. Refer students to the list of Spanish-speaking athletes they mentioned in a previous discussion. Organize students in pairs and ask each pair to choose one of the athletes from the list the class brainstormed. Give pairs some time to prepare and rehearse the interview, and tell them they may take notes to help them remember. As students create their interviews, walk around the classroom to offer help as needed. Have pairs role-play their interviews in front of the class.

ASSESS AND RETEACH • Have students work on the Para y piensa activity on p. 81 in writing. Check answers as a class. Expand the activity by asking students if the newspapers in the United States feature sports news from all over the world or just local news. • Homework: Ask students to work on the Expansión activity on p. 81 at home. They should answer in writing. • Vocabulary Quiz, On-level Assessment, p. 40 OPTIONAL RESOURCES • Flashcards, Unidad 2, Lección 1 • News + 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

6

¡Avancemos! Level 4 Lesson Plans Unidad 2

7

Presentación y práctica de gramática 1, pp. 82-86 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. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Talk about outdoor sports and sports equipment • Ask and answer questions about your favorite sports • Preterite and imperfect • Adverbs • Reflexive pronouns • Culture: baseball’s popularity in the Caribbean; municipal sports leagues in Spanish-speaking countries FOCUS AND MOTIVATE • Write some sports-related regular verbs in the infinitive form on the board. Make sure to include examples of all verb endings (-ar, -er, and -ir). List all the subject pronouns as a reminder for students: yo, tú, él/ella, nosotros/nosotras, vosotros/vosotras, ellos/ellas. Have volunteers come to the board and write the preterite and imperfect forms of one of the verbs for the subject pronoun of your choice. If students have a hard time completing the task, consider making a chart listing all verb endings for the preterite and imperfect tenses. TEACH • Read aloud the English Grammar Connection feature on p. 82. Write the English sentence “Yesterday we were playing baseball when all of a sudden it started raining” on the board. Stress that “we were playing” is an action in progress and “started raining” tells when a different action began. Then introduce the preterite and imperfect tenses in Spanish. Explain that, in Spanish, the preterite is used to talk about specific actions that happened in the past with an implied beginning and end, and the imperfect is used with general actions that happened in the past with no definite beginning or ending. • Have students read about the different uses of the preterite and the imperfect on pp. 82-83. When they finish reading, have them work in pairs to create two webs: one for the uses of the preterite and one for the uses of the imperfect. If they wish, they can use the Web graphic organizer from Generate Success. Instruct students to include a few examples on their webs. If necessary, refer them to pp. R17-R27 to check the forms of the preterite and the imperfect. As students are creating their

¡Avancemos! Level 4 Lesson Plans Unidad 2

•

•

webs, walk around the classroom to check their work and help them as needed. Then, have volunteers share their webs with the rest of the class. Point out that there are some expressions that can be used to decide which verb form is suitable. Direct students to the charts on p. 83. Tell them that they will add some other expressions to these charts. Write the following expressions on the board: anoche, generalmente, la semana pasada, a veces, en ese momento, entonces, cada año, durante toda la tarde, muchas veces, nunca, esta mañana, a menudo, hace dos años. Have students sort the expressions under the headings “Imperfecto” and “Pretérito.” Remind them that the words and phrases that indicate specific time frames point to the use of the preterite. The words and phrases that indicate repetitive, vague or non-specific time frames point to the use of the imperfect. Have students check their answers with a partner, and then review them as a class. To prepare students for Activity 9, Un día de descanso, on p. 84, review reflexive pronouns. Explain that reflexive pronouns are used to say that the subject acts upon itself (bañarme), to express reciprocal actions (se saludan), and to change the meaning of some verbs (despedirse). Reflexive pronouns are also used with many verbs that express thoughts, emotional reactions, and changes in state (preocuparse, divertirse). Read aloud all the sentences in the activity, and have students raise their hands each time you read a reflexive pronoun. Have students read the sentences on their own and complete the activity.

PRACTICE AND APPLY • Have students complete Activity 10, Lo que pasó ayer, on p. 84 on their own. If necessary, have them review their webs to decide whether they should use the preterite or the imperfect form of the verbs. Have a volunteer read aloud the completed text and have the whole class note the switching of tenses. Remind them that we use the imperfect to say what was going on or what was happening in the background. When the action is interrupted by another action, we use the preterite. • Before class, read the script on p. 73C 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 11, Recuerdos del fútbol, on p. 84. Play TXT CD 1, Track 17. Allow students to listen to the audio as many times as necessary to complete the exercise. Go over the answers as a class. • If time allows, have students complete Activity 12, Aquel año fue diferente, and Activity 13, Un estudiante extranjero, on p. 85. If not, assign as homework. • Read aloud Comparación cultural feature on p. 86. Lead a class discussion about the love for baseball in Spanish-speaking countries in the Caribbean. Ask: ¿Por qué creen que el béisbol es más popular que el fútbol en los países del Caribe? ¿Qué factores han propiciado que esto sea así? ¿Cuáles son las semejanzas y las diferencias en cuanto a la práctica de deportes entre los Estados Unidos y el Caribe? Guide students to acknowledge that factors such as history and geography may have influenced what sports are practiced in the Caribbean. Then, have students work in pairs or in small groups to answer the question under Compara con tu mundo.

8

¡Avancemos! Level 4 Lesson Plans Unidad 2 •

Have students work in pairs and think of a famous Spanish-speaking athlete, preferably one from the Caribbean. Allow them to do some research on the Web if needed. Pair an advanced student with a struggling student to write the questions for Activity 14, Personalidades, on p. 86.

ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 86 on their own. Have them check their answers in pairs. • Homework: Have students complete Activities 12 and 13 on p. 85, including the question in Expansión box (Activity 13). You may also assign the activity in Expansión box on p. 85 (Teacher’s Edition only). • Homework: Cuaderno, pp. 24-25 OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • Grammar Review Video: Preterit vs. Imperfect • Grammar Summary: Preterit Tense, Simple Indicative Tenses • News + 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

9

¡Avancemos! Level 4 Lesson Plans Unidad 2

10

Gramática en contexto, pp. 87-88 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 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. • 2C infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials OBJECTIVES • Talk about outdoor sports and sports equipment • Ask and answer questions about your favorite sports • Preterite and imperfect • Adverbs • Reflexive pronouns • Culture: baseball’s popularity in the Caribbean; municipal sports leagues in Spanish-speaking countries FOCUS AND MOTIVATE • In order to prepare students for Gramática en contexto lesson, explain that they will be using the preterite and imperfect tenses in context to talk about sports. Read the Estrategia section aloud. Give students some time to skim the interviews on p. 87 and list all the verbs. Then, have them note in a two-column chart like the one shown whether each verb is in the preterite or the imperfect. If necessary, write brief notes on the board about each tense. Have a volunteer read the verbs in the preterite and another volunteer read the verbs in the imperfect. Make corrections as a class. Ask: Según estos verbos y lo que leyeron rápidamente, ¿de qué creen que tratan las entrevistas? ¿Cómo lo saben? ¿Qué otros verbos relacionados con los deportes conocen? Elicit sports-related verbs, and have students give the preterite and imperfect form of each verb. TEACH • Explain that the purpose of an interview is to gather information and facts about someone. Read the prompt aloud (Jorge Andrade escribe para un periódico…), and ask three pairs of struggling students to each read one of the interviews, so that you have an opportunity to evaluate their reading skills. Check for comprehension by asking simple questions such as: ¿Quiénes son Elba, Luis y Amelia? ¿Qué tienen en común? ¿En qué se diferencian? Elicit from the class that Elba, Luis, and Amelia are foreign students from different Latin-American countries that practice different outdoor sports. Then ask: ¿Qué tipo de registro se usa en estas entrevistas: formal o informal? Have students notice that Jorge uses informal language to interview the foreign students. ¿Qué pistas del texto nos ayudan a identificar el registro de lengua? Elicit that Jorge uses the second-person singular (tú) to speak to the students. ¿Qué implica el uso de

¡Avancemos! Level 4 Lesson Plans Unidad 2

•

lenguaje informal en estas entrevistas? Explain to students that Jorge is also a student, a peer, and therefore, treats interviewees as equals in a friendly way. Continue checking for understanding with Activity 15, Comprensión de las entrevistas, on p. 88. Have students work in pairs to answer the questions, and then review their work as a class. Have them answer the questions in Expansión box as well. Encourage students to answer using complete sentences.

PRACTICE AND APPLY • In order to complete Activity 16, ¿A quién se describe?, on p. 88, students should work individually to create eight sentences about the four students from the reading (Jorge, Elba, Luis, and Amelia). In their sentences, they should not mention the students’ names. Check their sentences, and then organize students in pairs. They should take turns reading the sentences to each other and guessing who their partner refers to. Instruct students to use the preterite and imperfect in their sentences. • Have students work in pairs to complete Activity 17, Entrevista, on p. 88. They will act out an interview between a school newspaper reporter and a school athlete. Read aloud the prompts for Students A and B. Ask: ¿Qué registro de lengua les parece adecuado para estas entrevistas? ¿Por qué? Move around the classroom to offer help as needed. Have volunteer pairs act out their interviews in front of the class. IEP Modification Pair struggling students with more proficient learners. In order to help struggling students, ask them to write down the interview and rehearse it several times before acting it out. • Use Expansión box on p. 88 (Activity 17, Teacher’s Edition only) as an extension to the previous activity. Have students brainstorm names of famous Spanishspeaking athletes and mention their contributions to society. For example, ask students if they know who Lionel Messi is, and briefly explain that he is one of the best soccer players in the world. Have students role-play an interview between a professional reporter and a famous Spanish-speaking athlete, such as Lionel Messi or any other athlete that students brainstormed. Guide students to acknowledge that they should use a formal register for this interview. Ask: ¿Dónde creen que se podría publicar esta entrevista? ¿Qué registro de lengua usarían, y por qué? ¿Qué implicaciones y consecuencias tendría usar un registro de lengua inadecuado en una situación como esta? ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 88 on their own. Check answers as a class. • Grammar Quiz, pp. 41-42 OPTIONAL RESOURCES • Conjuguemos.com • Grammar Review Video: Preterit vs. Imperfect • Grammar Summary: Preterit Tense, Simple Indicative Tenses • News + Networking

11

¡Avancemos! Level 4 Lesson Plans Unidad 2

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

12

¡Avancemos! Level 4 Lesson Plans Unidad 2

13

Presentación y práctica de gramática 2, pp. 89-91 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. OBJECTIVES • Talk about outdoor sports and sports equipment • Ask and answer questions about your favorite sports • Preterite and imperfect • Adverbs • Reflexive pronouns • Culture: baseball’s popularity in the Caribbean; municipal sports leagues in Spanish-speaking countries FOCUS AND MOTIVATE • In order to assess the use of the preterite and imperfect tenses in Spanish, have them play Folded Story. Ask them to sit around in a circle and tell them that they will write a story by contributing one sentence each. Start by writing the first sentence, such as: Ayer, mientras Carla y José nadaban en la piscina de la escuela, algo extraño sucedió. The student sitting on your right should first read your sentence in silence, fold the paper over so no one else can see it, write his/her sentence, and pass the paper along to the student on his/her right. Have all students continue writing one sentence, folding the paper, and passing it along. This will keep the whole story a secret till the end. When all students have finished writing their sentences, read the story aloud and make the necessary corrections. Encourage students to use verbs in the preterite and imperfect, and to get creative! TEACH • Review with students that the imperfect in Spanish is used to express an ongoing past ability or situation, and the preterite is used to express a completed past action. Explain that the meaning of some verbs changes slightly depending upon the past tense that is used. Have students turn to p. 89. Read out the English Grammar Connection feature and the paragraph under Verbos con cambios de significado en pretérito. Write the verbs conocer, poder, querer, saber, and tener on the board. Point to the infinitive form of each verb and elicit the corresponding imperfect and preterite forms for all pronouns. As students produce the past tense forms, write them on the board. If necessary, have them turn to pp. R26-R27 to check the conjugation of the irregular verbs querer, saber, and tener. Then read aloud the sample sentences in the imperfect and the preterite tenses on p. 89. Have students notice that, in English, you sometimes use a different verb or

¡Avancemos! Level 4 Lesson Plans Unidad 2 expression to clarify the verbs’ meaning. Encourage students to ask follow-up questions for clarification. Recap by having volunteers use the verbs in new sentences. Make sure they clarify the meaning in English to check for comprehension. PRACTICE AND APPLY • Have students think about their first day at school this year. Lead a class discussion by asking the following questions, but do not rely on the same volunteers to answer every question: ¿Cómo se sintieron en su primer día en la escuela? ¿Querían que empezaran las clases? ¿Quiénes eran sus amigos? ¿Conocían a todos sus compañeros? ¿Pudieron hacer nuevos amigos enseguida? ¿Sabían quiénes serían sus maestros? Then, have students work individually to complete Activity 18, El primer día de clases, on p. 90. Review answers as a class, and ask students to justify their choices by explaining the meaning of the verbs in the preterite or the imperfect in English. Make corrections as needed. • Before class, read the script on p. 73D so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Have a volunteer read aloud the prompt and statements for Activity 19, La fiesta de Gonzalo, on p. 90. Then play TXT CD 1, Track 18. Allow students to listen to the conversation as many times as necessary to complete the activity. Have them rewrite the false statements to make them true. Move around the classroom to offer help as needed. Then review answers as a class. • Have students work in pairs to complete Activity 20, ¡No pude salir!, on p. 91. They should use the preterite and imperfect tenses to create eight sentences using words from the three columns. Sample sentence: Ustedes conocían a su maestro antes de comenzar las clases. Move around the classroom to identify any areas of difficulty that may require additional instruction and practice. As an extension to this activity, have students write two more sentences using the verb tener in the preterite and imperfect tenses, as suggested in Expansión box on Teacher’s Edition p. 91. IEP Modification Ask struggling students to write two complete sentences using each verb in the second column, both in the preterite and the imperfect tenses. Check their work and provide feedback as needed. • Organize students in pairs to complete Activity 21, La vida estudiantil, on p. 91. Encourage students to elaborate on the topic and provide details about their school life. Ask volunteer pairs to share their experiences with the rest of the class. • Introduce the topic of sports at school by reading aloud the Comparación cultural box on p. 91 as students follow along. Then say: En Estados Unidos, muchos estudiantes participan en programas deportivos organizados por los colegios y las universidades. Esos estudiantes generalmente reciben becas en reconocimiento por su potencial deportivo. ¿Es común esa práctica en los países de habla hispana? ¿Cómo se organizan allí los estudiantes para practicar deportes? ¿Conocen alguna liga deportiva municipal en algún país de habla hispana? ¿En qué se parecen y en qué se diferencian las ligas deportivas para estudiantes en los Estados Unidos y en los países de habla

14

¡Avancemos! Level 4 Lesson Plans Unidad 2 hispana? Have students answer the questions under Compara con tu mundo, and discuss their answers as a class. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 91 on their own. Have them check their answers in pairs. • Homework: Have students write an essay about their first day at school to complete Expansión activity on p. 90. Encourage them to use the preterite and imperfect tenses, and to include at least three of the verbs that change meaning in the preterite. • Homework: Cuaderno, pp. 26-27 OPTIONAL RESOURCES • Conjuguemos.com • Grammar Review Video: Preterit vs. Imperfect, Verbs that Change Meaning in the Preterit • Grammar Summary: Preterit Tense, Simple Indicative Tenses • News + 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

15

¡Avancemos! Level 4 Lesson Plans Unidad 2

16

Gramática en contexto 2, pp. 92-93 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. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Talk about outdoor sports and sports equipment • Ask and answer questions about your favorite sports • Preterite and imperfect • Adverbs • Reflexive pronouns • Culture: baseball’s popularity in the Caribbean; municipal sports leagues in Spanish-speaking countries FOCUS AND MOTIVATE • In order to introduce students to Gramática en contexto lesson, ask them if they have ever gone camping. Call on volunteers to share their experiences. Discuss questions such as: ¿Cómo fue la experiencia? ¿Cómo era la geografía del lugar que visitaron? ¿Cómo era el clima? ¿Cómo influyen la geografía y el clima en las oportunidades para ir de camping en determinadas zonas de los Estados Unidos y de los países de habla hispana? Guide students to acknowledge that weather conditions, geographic features, and the need to take care of the environment should be taken into consideration when planning a campout. • Direct students’ attention to the photograph on p. 92. Point to the two girls and ask: ¿Qué están haciendo las niñas? ¿Dónde creen que están? ¿Qué actividades piensan que podrían hacer allí? Have a volunteer describe the photo. Tell students that they will now read an e-mail that Laura sent to her friend Elba and find out if their predictions were right. TEACH • Tell students that the reading strategy they will be using calls for them to focus on the order of events. Read aloud the Estrategia paragraph on p. 92. Instruct students to create a two-column chart to list the verbs from the e-mail that put events in order in the first column, and other verbs in the second column. Then read aloud the prompt, and have students read the e-mail silently on their own. As a class, check if students’ predictions about the girls in the photo were correct. Give students some time to complete the chart and to think about the questions at the end of Estrategia paragraph. Discuss answers as a class.

¡Avancemos! Level 4 Lesson Plans Unidad 2 IEP Modification: Help struggling readers by having volunteers read the article aloud, one paragraph each. Pause after each paragraph, provide help with vocabulary as needed, and classify the verbs as a class. • Ask students to skim the e-mail and find verbs that change meaning in the preterite, such as poder, querer, conocer, tener, and saber. List the verbs on the board and have students explain their meaning in the context of the e-mail. Then, ask: ¿Qué registro de lengua usa Laura para escribirle a Elba? ¿Cómo lo saben? ¿Por qué creen que usa ese registro? Guide students to acknowledge that informal language is commonly used with friends and relatives in casual situations. PRACTICE AND APPLY • Have students complete Activity 22, Comprensión del correo electrónico, on p. 93 individually, and then review their answers as a class. Then, give students some time to think about the sports they would not practice when they were children in order to answer the questions in Expansión box. Discuss the answers as a class. • Prepare students for Activity 23, ¿Por qué no viniste?, on p. 93 by explaining that they will act out a conversation between a student who was not able to go camping with his/her friends and one of the students who did go camping. Organize students in pairs and ask them to read the prompts for Students A and B. Ask: ¿Qué registro de lengua van a usar en esta conversación? ¿Por qué? While students prepare their dialogues, move around the classroom to offer help as needed. If time allows, have students switch roles and repeat the activity. Then, have volunteer pairs act out their conversations in front of the class. • As an extension to the previous activity, have partners act out the roles of the student who was not able to go camping and his/her parents, as suggested in Expansión box on Teacher’s Edition p. 93. Encourage students to use the appropriate tone of voice to express the characters’ state of mind. Guide them to acknowledge that they should use an informal register for this dialogue, too. Have volunteer pairs act out their conversations in front of the class. ASSESS AND RETEACH • Have students work on Para y piensa activity on p. 93 individually. Check answers as a class. • Grammar Quiz 2, On-level Assessment, p. 42 OPTIONAL RESOURCES • Flashcards, Unidad 2, Lección 1 • Review Lección 1: Gramática, Self-Check Quiz • Grammar Review Video: Preterit vs. Imperfect, Verbs that Change Meaning in the Preterit • Grammar Summary: Preterit Tense, Simple Indicative Tenses • News + Networking • Conjuguemos.com

17

¡Avancemos! Level 4 Lesson Plans Unidad 2 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

18

¡Avancemos! Level 4 Lesson Plans Unidad 2

19

Todo junto, pp. 94-97 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. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and 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 a brochure FOCUS AND MOTIVATE • Direct students’ attention to the photographs on p. 94. Ask them if they have ever practiced surfing or any other water sport. Ask volunteers to share their experiences. Then, read the prompt and ask: ¿Por qué creen que el surf es tan popular en países como México, Costa Rica, Panamá, Perú, Chile y España? ¿En qué tipo de lugares se puede practicar surf? ¿Por qué? Tell students that they will now read a brochure for a surfing school to learn more about this sport. TEACH • Before students read the brochure, have them focus on the reading strategy on p. 94. Read aloud the Estrategia paragraph about making a mind map. Explain that a mind map is like a web of related ideas. If they wish, they can use the Web graphic organizer from Generate Success. Students should write the main topic of the brochure in the center, and key phrases from the reading in the attached circles. Encourage students to attach more circles to show as many details as possible. Have them read the brochure individually and then work in small groups to complete their webs. Move around the classroom to check students’ work. • Explain that brochures can be informative, educational, persuasive, or instructional. They are commonly used by companies or organizations for advertising purposes. Guide students to acknowledge that the brochure about OlaAzul they have just read is both informative and persuasive: it describes the surfing school and, at the same time, it tries to convince people to go to the school by offering promotion packages and showing beautiful pictures. Then, before moving to comprehension activities, introduce unfamiliar vocabulary as necessary

¡Avancemos! Level 4 Lesson Plans Unidad 2 by encouraging students to figure out the meaning of unfamiliar words or phrases based on context clues. PRACTICE AND APPLY • Have students reread the brochure before completing Activity 24, Comprensión del folleto, on p. 95 independently. Then check answers as a class. As an expansion to this activity, ask students to answer the questions in Expansión box in pairs. Then have volunteers share their answers with the class. • Before class, read the script on p. 73D so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Tell students that they will listen to phone messages from three OlaAzul surfing school clients. Play TXT CD 1, Track 19, and have students complete Activity 25, Unas llamadas al surfcamp, on p. 95 in writing. Replay the audio as many times as necessary, and pause after each message to allow students to write down their answers. Review answers as a class. • Initiate a class discussion about how customers may respond to a good or bad customer service experience. Ask: ¿Qué piensan del mensaje del Sr. Peñas? ¿Por qué creen que vuelve a llamar a la escuela? ¿Qué piensan de la reacción del Sr. Bustamante? ¿Qué recursos tiene un cliente que no está satisfecho con un servicio? ¿Sucede lo mismo en todos los países? ¿Creen que hay diferencias en el comportamiento de los clientes en Estados Unidos y en los países de habla hispana? ¿Por qué? Have students discuss their ideas in small groups, building on classmates’ ideas and expressing their own clearly and persuasively. Then share groups’ ideas as a class. • Organize students in pairs and have them complete Activity 26, Minidiálogos, on p. 95. While students speak with their partners, move around the classroom to offer help as needed. Remind them to use vocabulary from this lesson. Then, have volunteer pairs act out their dialogues in front of the class. If time allows, have partners act out a conversation between a boy or a girl who wants to practice a dangerous sport and his/her parents, as suggested in Expansión activity on Teacher’s Edition p. 95. IEP Modification Pair up below-level students with on-level or above-level students. Ask on-level and above-level students to guide and help below-level students as necessary. • Before students work on Activity 27, Una experiencia inolvidable, on p. 96, review the uses of the preterite and imperfect tenses in Spanish by asking students when they would use each tense. Write down their correct responses on the board for students to use as a guide. After students complete the activity on their own, check answers as a class. Then, refer to Expansión suggestion on Teacher’s Edition p. 96, and have students explain why they used the preterite or the imperfect in each case. • Prepare students for Activity 28, Una encuesta, on p. 96 by telling them that they will move around the classroom to interview their classmates. Read aloud the prompt. Advise students to take brief notes about each of their classmates while they talk, and remind them that notes do not have to be in complete sentences. Instruct students to include the questions in Expansión box in their surveys. After students have interviewed all their classmates or a significant number of them,

20

¡Avancemos! Level 4 Lesson Plans Unidad 2

•

have them write a summary reporting their findings. Ask volunteers to read out their summaries. Working in small groups, students will create a brochure for an ideal sporting school located on a tropical island. Ask students to follow the prompts in Para crear activity on p. 97. First of all, have students reflect on and answer the questions in Para comenzar section to use as a guide or checklist. Encourage students to use their imagination and to be creative. When their brochures are ready, you may post them to a classroom bulletin board and comment on other groups’ ideas as a class.

ASSESS AND RETEACH • Have students work on Para y piensa activity on p. 97 on their own. Check answers as a class. • Homework: Cuaderno, pp. 28-29 OPTIONAL RESOURCES • Flashcards, Unidad 2, Lección 1 • Generate Success, Interactive Graphic Organizers • News + 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

21

¡Avancemos! Level 4 Lesson Plans Unidad 2

22

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 • Ask and answer questions about sports • Preterite and imperfect • Verbs that change meaning in the preterite ASSESS AND RETEACH • Lesson 1 Test, On-level Assessment, pp. 43-48 • Assessment Audio: Examen Lección 1, Test CD 1, Track 7, Test CD 1, Track 8 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

¡Avancemos! Level 4 Lesson Plans Unidad 2

23

Lesson Opener, Presentación de vocabulario, pp. 100-103 TEKS • 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. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Talk about indoor sports and activities • Discuss what you and others do in your free time • Comparatives • Progressive verb forms • Culture: sports-related proverbs in Spanish; sports clubs in Spanish-speaking countries; domino playing in Miami; Latin American sports celebrities FOCUS AND MOTIVATE • Have students look at the photo on pp. 100-101 and read the caption. Then, ask them the questions in ¿Qué ves? box. Have them discuss the answers in pairs. • Ask students to read Comparación cultural, Compara con tu mundo feature. Have them discuss the answer to the question as a class: ¿Alguna vez han asistido a un evento deportivo como el que se muestra en la foto? ¿Cómo fue? Also, ask them if they know any other indoor sports that are popular in Spanish-speaking countries. Then, have them mention the indoor sports that are most popular in their area. Ask: ¿Cómo se comparan los deportes bajo techo que se practican en su área con los deportes bajo techo que se practican en otras regiones o países? ¿Por qué creen que unos deportes pueden ser más populares que otros en cada lugar? TEACH • Show the Presentación de vocabulario section on pp. 102-103. Move through paragraphs A-G and have students read about the different indoor sports and activities. Also, point out the different board games. Ask students what factors might lead people to practice some of these sports and activities instead of outdoor sports and activities. Guide them to acknowledge that some factors, such as geography, climate and even the use of electricity, may have historically affected what activities people practiced both in their region and in Spanishspeaking countries. • Point out that several of the words presented in these pages derive, or are loanwords, from English. Ask students if they can recognize any cognates in the vocabulary, and have them make a list of the Spanish words and its English

¡Avancemos! Level 4 Lesson Plans Unidad 2 equivalents. Give students some examples to start with: fútbol/football, pimpón/ping-pong, etc. IEP Modification In order to provide additional support for students who might struggle with vocabulary, bring in photos of the indoor sports and activities mentioned in the lesson. Hold up each photo, say the vocabulary term, and have the class repeat the term after you. Then hold up each photo in a different order, and have students generate the words themselves. PRACTICE AND APPLY • Before class, read the script on p. 99C, 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 1, Track 20, and have students complete the ¡A responder! activity on p. 103. They should make a list of the activities mentioned in the audio, identify which activities the speakers finally decide to do, and then choose which activities they would like to do on a rainy day. Have them share their answers in small groups. • Ask students to work in pairs and role-play a phone conversation to make plans for the weekend involving indoor activities. Then, have them act out their dialogue in front of the class. ASSESS AND RETEACH • Homework: Have students study the vocabulary presented on pp. 102-103. Ask them to then use as many of those words as possible to design and write a fictitious leaflet of a community center offering indoor sports and activities for children and young people on weekends. OPTIONAL RESOURCES • Flashcards, Unidad 2, Lección 2 • News + 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

24

¡Avancemos! Level 4 Lesson Plans Unidad 2

Práctica de vocabulario, pp. 104-105 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 OBJECTIVES • Talk about indoor sports and activities • Discuss what you and others do in your free time • Comparatives • Progressive verb forms • Ir a + infinitive FOCUS AND MOTIVATE • Use a foam ball or another object that can be safely tossed across the classroom. Review vocabulary related to indoor sports and free-time activities by having a student call out a vocabulary term and then toss the ball. The student who catches it or is nearest to where it lands has to use the term in a sentence. That student then chooses the next term and throws the ball. Scaffolded TEACH Have students work on Activity 1: A jugar bajo techo, on p. 104. Then, have them share their results with the class. Do they agree with their quiz results? Why or why not? • Ask students to work on Expansión activity on p. 104. They should briefly describe the differences between the sports. Then, ask students to share with the class which sport they prefer and why. Encourage a class discussion about the reasons to practice one sport or the other taking into account factors such as climate and location. • Have students complete Activity 2: Nuevo centro de juegos, on p. 104. Ask: ¿Cuál es el principal propósito de cada uno de estos juegos o actividades? Have them use as many vocabulary terms as possible to complete the activity. Then, have students choose two of the games or sports mentioned in Activities 1 and 2, and ask them to write a brief paragraph comparing and contrasting those sports. To finish up the activity, students may present their paragraphs to the rest of the class. • Ask students to read the Comparación cultural box on p. 105 aloud. Then, have them discuss their answers to the question under Dichos y refranes. Ask: ¿Qué cualidades relacionadas con el deporte resaltan estos dichos? ¿Por qué creen que esos valores son importantes en una sociedad? ¿Se les ocurren otros valores o cualidades asociados con el deporte? Then, have students answer the questions under Compara con tu mundo. As an expansion activity, you may want to have students search the Web or the school library to find and compare and contrast some other common sayings in Spanish and English that have to do with effort, perseverance, and other values associated with sports.

25

¡Avancemos! Level 4 Lesson Plans Unidad 2 PRACTICE AND APPLY • Before class, read the script on p. 99C, 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 questions for Activity 3: Planes para el viernes, on p. 105. Then, play TXT CD 1, Track 21 and have students answer the questions in small groups. • Have students work in groups to complete Activity 4: Horarios, on p. 105. Students should take turns giving information about their favorite game and guessing what that favorite game is. In order to guess the game, students may ask yes/no questions as appropriate. IEP Modification: Make sure struggling students are grouped together with stronger learners. Encourage students to add their own games and sports to the word bank. ASSESS AND RETEACH • Have students work in pairs to do Para y piensa activity on p. 105. Have students answer in complete sentences and check each other’s answers. • Homework: Cuaderno, p. 33 OPTIONAL RESOURCES • Flashcards, Unidad 2, Lección 2 • Vocabulario: Self-Check Quiz, Unidad 2, Lección 2 • Teacher’s Edition, p. 104: Activity 2, Expansión suggestion • News + 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

26

¡Avancemos! Level 4 Lesson Plans Unidad 2

Vocabulario en contexto, pp. 106-107 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Talk about indoor sports and activities • Discuss what you and others do in your free time • Comparatives • Progressive verb forms • Ir a + infinitive FOCUS AND MOTIVATE • Initiate a class discussion by asking the following questions. To engage more students in the discussion, have a first student answer one question and then ask another student if he or she agrees or disagrees with that answer. Keep going until at least three students have participated in each question: ¿Para qué creen que sirven las reglas en un juego o en un deporte? ¿Por qué es importante respetarlas? ¿Cuáles son las sanciones, o castigos, comunes que se aplican cuando un jugador o un equipo rompe las reglas? ¿Creen que las reglas y sanciones se aplican de la misma manera en los Estados Unidos y en los países hispanohablantes? ¿Por qué? TEACH • Have students read the basic rules of foosball on p. 106. Have them take turns reading each section or item aloud. Next, have students read the Estrategia section and use the pyramid chart shown as a model for summarizing the steps of the game. Have volunteers read their finished charts to the class. • Have students read the rules again on their own and complete Activity 5: Comprensión del reglamento, on p. 107. Have them discuss their answers in pairs. • Have pairs work on the Expansión activity on p. 107. Students should write a paragraph comparing and contrasting the rules and features of foosball and those of air hockey. Have them note which vocabulary words can be used for both games. To finish up the activity, students may present their paragraphs to the rest of the class. IEP Modification: Have struggling students use a Venn Diagram graphic organizer to explore similarities and differences between foosball and air hockey before they write their paragraph for Expansión activity. Explain how to use the Venn Diagram to list the ways in which the two activities are alike and different. PRACTICE AND APPLY • Review and model how to talk about the future using ir a + infinitive. Have students think of sample sentences using this structure and sports-related vocabulary. Ask volunteers to write their sample sentences on the board. The rest

27

¡Avancemos! Level 4 Lesson Plans Unidad 2 of the class may take turns to spot and fix the mistakes, if any. Then have students complete Activity 6: ¿Qué van a hacer?, on p. 107. IEP Modification: If appropriate, modify Activity 6 by pairing struggling students with more proficient learners. While doing the activity, have students take turns to complete each other’s sentences. One starts with the Si clause and the other one creates the main clause. Encourage students to add different actions to the word bank. • Ask students if there is any sport or game whose rules they don’t fully understand. If there are students in the class who happen to know that sport or game, they should explain its rules to their classmates. Encourage them to use the pyramid chart from the Estrategia section on p. 106 to summarize the most important steps of that sport or game. If no one in the class knows the sport or game mentioned, have students search the Web or the school library to find the rules, and then complete the pyramid chart as a class. • Have students do Activity 7: Tu reglamento, on p. 107. You may want to expand the activity by asking students to represent their game, listing the rules and pausing to explain them. ASSESS AND RETEACH • Have students work on the Para y piensa activity on p. 107 in writing. Check answers as a class. • Vocabulary Quiz, On-level Assessment, p. 53 OPTIONAL RESOURCES • Flashcards, Unidad 2, Lección 2 • Generate Success, Interactive Graphic Organizers, Venn Diagram • Teacher’s Edition, p. 107: Activity 7, Expansión suggestion • News + 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

28

¡Avancemos! Level 4 Lesson Plans Unidad 2

29

Presentación y práctica de gramática 1, pp. 108-110 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. OBJECTIVES • Talk about indoor sports and activities • Discuss what you and others do in your free time • Comparatives • Progressive verb forms • Ir a + infinitive FOCUS AND MOTIVATE • Draw a Venn diagram on the board similar to the Venn Diagram graphic organizer from Generate Success. Tell students that they will compare and contrast checkers and chess. Write “Damas”” and “Ajedrez” on top of each circle. Ask students to brainstorm characteristics of each game. They should take turns to come to the board and write down their ideas in the appropriate place in the diagram. Guide them to think about points of comparison such as number of players, number of pieces needed, game board, game time, how game pieces move, etc. Once completed, have students copy the Venn diagram, and tell them to keep it for later use. TEACH • Read aloud the English Grammar Connection feature on p. 108, and then present the use of comparatives in Spanish. Write each sample sentence on the board, and have students think of other sentences in Spanish using the same structures. Have volunteers write their sentences on the board, and have the rest of the class spot and fix the mistakes, if any. • Have students go back to the Venn diagram they completed at the beginning of the lesson. They should use the expressions for making comparisons you just presented to write sentences comparing and contrasting the two games. You could use the following sentence frames to help them get started: En el ajedrez, juegan______ jugadores ______ en las damas. En el juego de damas, se usan ______ piezas ______ en el ajedrez. El ajedrez es un juego ______ estratégico ______ las damas. Have volunteers share their sentences with the class. PRACTICE AND APPLY

¡Avancemos! Level 4 Lesson Plans Unidad 2 •

•

Before class, read the script on p. 99C 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 1, Track 22, and have students complete Activity 8 on p. 109. Check the answers as a class. Have volunteers correct the false statements on the board. Remind them to use complete sentences. Have students work in pairs to complete Activity 9, Paco y el extraterrestre, on p. 109. Encourage them to use all the comparative structures they have learned in Presentación de gramática. Move around the classroom to clear up doubts and check students’ work.

IEP Modification: In order to support struggling students, you may ask them to briefly describe both characters before they complete the activity. Have them make a comparison chart using questions such as the following to compare Paco and Zörg: ¿De dónde es? ¿Cuantos años tiene? ¿Cuántos brazos tiene? ¿Cuántas cabezas tiene? ¿De qué color tiene el pelo? • Have students work individually to complete Activity 10, Necesidades, on p. 109. Remind them that the comparisons should be reasonable. Then have volunteers share their answers with the class. • Have students complete Activity 11, Isabel y yo, on p. 110 in writing. Then, check answers as a class by having students take turns to each read a comparative sentence. • Have students work in pairs to complete Activity 12, Otros colegios, on p. 110. You may expand the activity by having students compare the schools from the point of view of a student from the other school. • Read and discuss Comparación cultural box on p. 110 with students. Ask: ¿Por qué creen que los clubes deportivos son importantes en Hispanoamérica? ¿Creen que los clubes tienen la misma importancia en su comunidad que en los países de Hispanoamérica? ¿Por qué? ¿Qué semejanzas y diferencias creen que habrá entre los clubes de su comunidad y los de Hispanoamérica? Encourage students to use expressions for making comparisons in their discussion. Then have students discuss their answer to Compara con tu mundo with a partner. ASSESS AND RETEACH • Have students complete the Para y piensa activity, on p. 110, on their own. Check answers as a class. • Homework: Student Edition, p. 109, Actividad 9, Expansión • Homework: Cuaderno, pp. 34-35 OPTIONAL RESOURCES • Grammar Review Video: Comparativos de igualdad y de desigualdad; El superlativo • Generate Success, Interactive Graphic Organizers, Venn Diagram • Grammar Summary: Comparatives • Interactive Whiteboard: Comparative form of adjectives

30

¡Avancemos! Level 4 Lesson Plans Unidad 2 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

31

¡Avancemos! Level 4 Lesson Plans Unidad 2

32

Gramática en contexto, pp. 111-112 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. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations OBJECTIVES • Talk about indoor sports and activities • Discuss what you and others do in your free time • Comparatives • Progressive verb forms • Ir a + infinitive FOCUS AND MOTIVATE • Have students look at the photo accompanying the article on p. 111 and read the title of the article. Ask: ¿Sobre qué piensan que trata el artículo? ¿Dónde imaginan que puede estar el lugar que muestra la foto? ¿Les gustaría visitar ese lugar? ¿Qué actividades piensan que podrían hacer allí que no pueden hacer donde viven? ¿Por qué? Tell students that they will later read the article and find out if their predictions were right. • Encourage a class discussion about the purpose and value of reviews when deciding where to stay or what to do on vacation. Ask: ¿Para qué sirven las reseñas? ¿Leen reseñas antes de hacer un viaje? ¿Qué información les parece más importante en la reseña de un hotel? ¿Por qué? TEACH • Before reading the article, focus on the reading strategy that students will be working on. Have students read the Estrategia paragraph on p. 111. They should make a two-column chart like the one shown to write down, as they read, the key nouns and adjectives that will help them summarize the article. Then read aloud the introduction to the article, and have students read the article on their own. IEP Modification: In order to provide support for struggling students, have volunteers read the article aloud, one paragraph at a time. Pause after each paragraph to help students with unknown vocabulary as needed and then find key nouns and adjectives as a class. • Have students skim the article to find comparative structures. List the comparative sentences students find on the board. PRACTICE AND APPLY • Have students reread the article and complete Activity 13: Comprensión de la reseña, on p. 112. Have volunteers share their answers with the class. As they give their answers, ask the class to identify where in the article is the information

¡Avancemos! Level 4 Lesson Plans Unidad 2 that supports each answer. Expand the activity by having students compare the number of billiard tables with the number of foosball tables. • Have students work in pairs to complete Activity 14: ¡Fue horrible! on p. 112. Then review the answers as a class. Direct students’ attention to how the comments about Hotel Arroyo are organized and how formal or informal they are when compared to the review about Hotel del Lago. Say: Vimos que Roberto Lozano trabaja para una revista turística. ¿Dónde creen que se publicaron estos comentarios sobre el Hotel Arroyo? ¿Cómo lo saben? Have students reflect on the differences they may find between a review published on a magazine or a newspaper and the comments posted by users on a social networking site or a blog. You may expand the activity by having students search the Web to find a review about a hotel, restaurant, or tourist attraction in a Spanish-speaking country, and compare it to a travel blog post about the same place. • Have students work in pairs to complete Activity 15: Sitios turísticos on p. 112. Then have them work on the Expansión activity suggested on Teacher’s Edition, p. 112. They should write a letter to each hotel to describe their experience, and make positive or negative comments about the hotel services and/or facilities. Encourage them to use comparatives and vocabulary related to free-time activities. They should keep in mind that a formal register is expected in their writing. When they finish, they may share their letters with the class. ASSESS AND RETEACH • Have students do the Para y piensa activity on p. 112. Remind them that, for every comparative sentence, they can write an alternative one using the opposite comparative. Say: Pueden expresar la misma idea de “Compramos más lápices de los que necesitamos” si dicen “Necesitamos menos lápices de los que compramos”. Have students write the alternative sentence for each of the three sentences they just completed. • Grammar Quiz 1, On-level Assessment, p. 54 OPTIONAL RESOURCES • Teacher’s Edition, p. 112: Activity 15, Expansión suggestion • Grammar Summary: Comparatives • Grammar Review Video: Comparativos de igualdad y de desigualdad; El superlative • Conjuguemos.com • Interactive Whiteboard: Comparative form of adjectives 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

33

¡Avancemos! Level 4 Lesson Plans Unidad 2

34

Presentación y práctica de gramática 2, pp. 113-117 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 • Talk about indoor sports and activities • Discuss what you and others do in your free time • Comparatives • Progressive verb forms • Ir a + infinitive FOCUS AND MOTIVATE • Go over the English Grammar Connection feature on p. 113 with students. Explain that in this lesson they will learn how to use gerunds in Spanish. Write the following sentences on the board. Have students try to identify the helping verbs and the gerunds based on the English sample sentences they have read. • Ana está escuchando música en su reproductor MP3. • El jugador de ajedrez estaba moviendo las piezas sin pensar. • Estamos escribiendo las reglas de un nuevo juego de mesa. • Guide students to grasp the meaning of each sentence. Then play the following game with students. Have a volunteer come to the front of the class. Secretly suggest a game or a sport they have learned in the previous lessons, such as jugar a los bolos or practicar surf a vela. The student should act out the activity, and you should ask to the rest of the class: ¿Qué está haciendo [student’s name]? The class should guess which activity is being represented, and answer using the following sentence frame: __________ (student’s name) está ___________ . (gerund form of the verb) TEACH • Read pp. 113-114 to present and explain the gerundio in Spanish. As you read each combination of a helping verb and a gerund, have students take turns to create additional sentences based on the structure of the sample sentences in the book. Encourage them to use vocabulary related to free-time activities. Write the students’ sentences on the board. PRACTICE AND APPLY • Have students work in pairs to complete Activity 16: Minidiálogos, on p. 115. Then, have volunteers act out the dialogues to check their work. When they finish, have students answer the questions in Expansión box on their own in complete sentences, and ask them to share their answers with the class. IEP Modification: In order to provide support for struggling students, you may write the helping verbs needed for the mini-dialogues on the board.

¡Avancemos! Level 4 Lesson Plans Unidad 2 •

•

•

•

•

•

Have students work in pairs to complete Activity 17: ¿Qué están haciendo?, on p. 115. They should take turns asking and answering the questions. Remind them to answer using complete sentences. Move around the classroom to provide help as needed and check students’ work. Before class, read the script on p. 99D 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 questions for Activity 18: De vacaciones, on p. 116. Then play TXT CD 1, Track 23 and have students answer the questions in small groups. Check the answers as a class. Then, give students some time to read the Expansión suggestion and think how Santiago’s mother would share Santiago’s news with her husband. Discuss the answers as a class, playing the audio again if necessary. Have students work individually to complete Activity 19: El partido de fútbol, on p. 116. Then ask volunteers to write their answers on the board, and have the rest of the class spot and fix the mistakes, if any. Have students work in pairs to complete Activity 20: De regreso en casa, on p. 116. Move around the classroom to provide help as needed and check students’ work. Then, have them work on the Expansión activity suggested on the Teacher’s Edition by answering the questions as if everything had changed. Have partners switch the order in which they ask and answer the questions. Have students complete Activity 21: Entre amigos, on p. 117. Then, have them check their work with a classmate. You may want to expand this activity by asking students to use the same verbs to create their own sports-related sentences and share them with the class. Have students read Comparación cultural box on p. 117 on their own. Initiate a class discussion about how culture and climate may influence the type of games that are usually played in a community. Ask: ¿Cómo influye que el clima sea templado? ¿Ven personas jugando a juegos de mesa en algún parque cercano a su casa? ¿Cuál creen que es el papel del dominó en la comunidad cubana y cubanoamericana de Miami? ¿Conocen algún juego que practique otra comunidad para socializar, en Estados Unidos o en otros países latinoamericanos? Then, have students discuss their answers to the questions under Compara con tu mundo.

ASSESS AND RETEACH • Have students complete the Para y piensa activity, on p. 117, on their own. Check answers as a class. • Homework: Cuaderno, pp. 36-37 OPTIONAL RESOURCES • Conjuguemos.com • Grammar Summary: Present Participles • Interactive Whiteboard: Present progressive formation and uses • News + Networking

35

¡Avancemos! Level 4 Lesson Plans Unidad 2 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

36

¡Avancemos! Level 4 Lesson Plans Unidad 2

37

Gramática en contexto 2, pp. 118-119 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 • 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. • 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 • Talk about indoor sports and activities • Discuss what you and others do in your free time • Comparatives • Progressive verb forms • Ir a + infinitive FOCUS AND MOTIVATE • Tell students that they will read the personal Web site of a Colombian student called Jorge. Go over the reading strategy on p. 118 with students. Have them complete a three-column chart like the one shown using what they already know about Web sites, as well as the images and headings from Jorge’s personal Web site. • Ask: ¿Cuál es la función de las redes sociales en Internet? ¿Participan ustedes en alguna red social? ¿Alguna vez la han usado para contactar con personas de otros países? Have students imagine that they are planning a trip to Colombia. ¿Qué necesitan saber antes de viajar? ¿Cómo podrían usar las redes sociales para saber más sobre el lugar que van a visitar? ¿Cómo las usarían para hacer amistades y buscar actividades locales? Make sure all students have a chance to participate in the discussion. TEACH • Read the prompt aloud, and have students read Jorge’s profile on p. 118 on their own. As they read, have them write down or underline any combination of helping verb + gerund they find. Then, ask: ¿Qué tienen ustedes en común con Jorge? ¿En qué se diferencian? ¿Les gustaría trabajar en el periódico de la universidad? ¿Alguna vez han participado en un periódico escolar o en algún club de su escuela? ¿Qué actividades realizaban allí? Have students write a short paragraph describing their experiences at a school newspaper or school club.

¡Avancemos! Level 4 Lesson Plans Unidad 2

•

Ask them to use the preterite and imperfect tenses, and helping verbs + gerunds. As students write their paragraphs, move around the classroom to offer help as needed. Then, have volunteers read their paragraphs to the rest of the class. Have students read the prompt and sentences in Activity 22: Comprensión de la página Web, on p. 119. They should indicate whether the sentences are true or false, and justify each answer. Instruct them to use the progressive form in all answers, as shown in the sample. Check answers as a class. Then, have them work on the Expansión activity. Students may go back to the reading to give an answer. Have them check their answers with a partner.

PRACTICE AND APPLY • Have students work in pairs to complete Activity 23: Planes para el fin de semana, on p. 119. They will act out a conversation between two friends who are making plans for the weekend. Read aloud the prompts for Students A and B. Ask: ¿Qué registro de lengua van a usar en la conversación? ¿Por qué? (Sample answer: Informal. Es una conversación entre amigos). As students rehearse the conversation, have them take notes or write the dialogue for reference. Then, have them present their dialogue to the class. You may expand this activity by asking students to imagine that it is raining and they can’t go out. They should modify their conversations taking into account the new situation. • Ask students to imagine that they are athletes wishing to spend a semester at Jorge’s university. Have them write a letter to the university’s authorities describing their background and asking questions about student life in Colombia. Guide them to acknowledge that they should use a formal register in their letters. Explain that the formal register is more appropriate for professional and academic writing and for writing letters to an important person or a stranger. Then, ask volunteers to share their letters with the class. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 119 on their own. Have them check their answers in pairs. • Grammar Quiz 2, On-level Assessment, p. 55 OPTIONAL RESOURCES • Flashcards, Unidad 2, Lección 2 • Review Lección 2: Gramática, Self-Check Quiz • Grammar Summary: Present Participles • 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

38

¡Avancemos! Level 4 Lesson Plans Unidad 2

39

Todo junto, pp. 120-123 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. • 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 • Talk about indoor sports and activities • Discuss what you and others do in your free time • Comparatives • Progressive verb forms • Ir a + infinitive FOCUS AND MOTIVATE • Tell students that they will learn about different characters and the vacations they have planned or enjoyed. Have students discuss what activities are commonly enjoyed by tourists and travelers in Spanish-speaking countries. Ask: ¿Qué actividades piensan que pueden realizar en una gran ciudad, como Buenos Aires o Madrid? ¿Qué actividades podrían disfrutar en parques nacionales o reservas naturales alejados de las ciudades? ¿Qué tipo de actividades prefieren ustedes? ¿Por qué? TEACH • Go over the viewing strategy on p. 120 with students. Then, show the video De vacaciones to the class, first with the sound off. Ask students to pay close attention to the characters’ body language. Have students guess how comfortable Carlos is with tents and camping. Ask: ¿Les parece que Carlos tiene experiencia en armar una tienda? ¿Por qué? Then, play the video again, this time with the sound on, and ask students to check if their guesses were right. • Have three volunteers read the video script on pp. 120-121. They should read the parts of Isabel, Doña Eva, and Carlos with the appropriate intonation and expression. Then, go over the reading strategy, and have students answer the question. Ask students to find other instances in which the preterite and imperfect tenses are used to talk about the past. Have volunteers share their suggestions with the class, and write the phrases on the board. Then ask: ¿Se les ocurren vacaciones que se adapten tanto a los gustos de Isabel como a los de Carlos? ¿Con qué destinos y actividades disfrutarían ambos por igual?

¡Avancemos! Level 4 Lesson Plans Unidad 2 •

Direct students’ attention to También se dice feature. Ask: ¿Pueden encontrar en el video otros ejemplos de palabras o frases que se dicen de distinta manera en los diferentes países de habla hispana? (traje de baño, tienda de campaña, pasajes) ¿Por qué creen que existen estas diferencias en la forma de hablar si el idioma es el mismo? Encourage all students to participate in the discussion.

PRACTICE AND APPLY • Have students complete Activity 24: Comprensión del video, on p. 121. Then, have them check their answers in pairs and share them with the class. • Play TXT CD 1, Track 24 as students read the prompt for Activity 25: Integración, on p. 122. Then, have them read the text under Fuente 1: Descripción del viaje de Nico. Check students’ comprehension by asking: ¿A qué lugares fue Nico? ¿Qué hizo en sus vacaciones? Have them mention the activities Nico did with his friends, and list all the activities on the board. Then, ask students to find the definition of entomología in a dictionary. ¿Qué oración del texto apoya la idea de que Nico quiere estudiar entomología? • Before class, read the script on p. 99D 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 questions under Fuente 2: Conversación entre Pilar y Melanie. Then, play TXT CD 1, Track 25 as students take notes. Point out the colloquial expressions used by Melanie and Pilar, such as de película, super animada, and movida de noche, and explain their meaning using examples. Have students answer the questions, and ask volunteers to read out their answers. List on the board the activities that Melanie and Pilar did on their vacations, next to the activities Nico did. Ask: ¿Qué semejanzas y diferencias hay entre las vacaciones de Nico, Melanie y Pilar? ¿A cuál de esas vacaciones les gustaría ir? ¿Irían solos, con su familia, o con amigos? ¿Adónde le aconsejarían viajar a Melanie para sus próximas vacaciones? To complete Activity 25, ask students to choose one of the characters and write five questions that they would like to ask them in an interview. Remind them to use the preterite and imperfect in their questions. • Read the Estrategia section in Activity 26: Hablar, on p. 123. Guide students to reflect on what they know about the characters. Ask: ¿Cómo describirían a Nico, Melanie y Pilar? ¿Qué tienen en común y en qué se diferencian? ¿Con cuál de los tres les gustaría ir de viaje? ¿Por qué? In order to help students describe the characters and represent them accurately in their interviews, you may have them use the Character Description Chart graphic organizer from Generate Success. They should use a different chart for each of the characters. Then, have them work in pairs to prepare the interview using the questions they wrote in Activity 25. If possible, have them find classmates who chose the same character so that they can use character-specific questions. Encourage them to use several sentences to answer each question, and to include opening and closing lines in their dialogue. Finally, have them act out their interviews in front of the class. • IEP Modification Pair struggling students with more proficient learners. In order to help struggling students, have them think of a few adjectives that they feel describe the characters they chose, based on what they have learned about them.

40

¡Avancemos! Level 4 Lesson Plans Unidad 2 Then, ask them to write down the interview and rehearse it several times before acting it out. ASSESS AND RETEACH • Have students work on Para y piensa activity on p. 123 on their own. Call on volunteers to read their answers. • Homework: Student Edition, Activity 27, ¡A escribir!, p. 123. Ask students to describe a real or imaginary trip. Encourage students to find more information about one of the places that Nico visited, as suggested in Teacher’s Edition Expansión box, on p. 122. They can also find photos to accompany their descriptions, either on the Internet or in other sources. Tell them to include interesting details in their descriptions, and to pay attention to grammar, vocabulary, and text organization. When they finish writing, they should revise their texts taking into account the rubrics chart on p. 123. • Cuaderno, pp. 38-39 OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • Flashcards, Unidad 2, Lección 2 • Conjuguemos.com • Interactive Whiteboard: Verbs, Preterite and imperfect • News + 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

41

¡Avancemos! Level 4 Lesson Plans Unidad 2

Lectura literaria 1 Day 1, pp. 126-129 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 an analyze a story FOCUS AND MOTIVATE • Tell students that they will read a short story about people exaggerating about an event and have them skim the Goal section on p. 126. Then read aloud the Sobre el autor feature in the Nota cultural box while students follow along in their books. Ask students what they know about Mark Twain’s life and work. Then, ask the class: En base a la información de esta nota, ¿por qué creen que a José Antonio Campos se lo llamó el Mark Twain de Ecuador? ¿Qué tienen en común? Next, elicit from students what they may know about satire. Explain that it is a humorous literary genre presenting ridiculous characters and situations with the actual intent of criticizing, usually society. Finally, ask students what they think may be the author´s contribution to literature in Spanish based on what they have learned so far. TEACH • Read aloud the Sobre los nombres de los personajes feature in the Nota cultural box on p. 126 while students follow along in their books. Explain any unfamiliar words. Ask the class what people usually think of Ancient Greeks and have students predict whether the characters will be as wise as the men in the board. • Have students read the Vocabulario para leer feature on p. 126 and focus their attention on the story’s title and the pictures on pp. 127-129. Have them predict what the story might be about. Ask: ¿Qué creen que pasará en el cuento? ¿Sobre qué hablarán los personajes en las ilustraciones? ¿Por qué serán importantes los cuervos en el cuento? Have a volunteer write on his or her notebook the conclusion reached by the class. • Introduce the Estrategia para leer on p. 126. Discuss with students the concept of “chain reaction.” PRACTICE AND APPLY • Today students will read aloud in pairs the beginning and development of the story. They will complete the exercises in the Student Book as a class and will discuss further details based on your questions. Have two volunteers read the parts of the general and the colonel on p. 127 (lines 1-16) while the rest of the class follows along in their books. Have students answer the questions in the Reflexiona

42

¡Avancemos! Level 4 Lesson Plans Unidad 2

•

•

•

•

feature at the bottom of the page as a class. Point out that in each successive exchange the general talks to a military man of lesser rank. Have two other volunteers read the parts of the general and the major on pp. 127128 (lines 17-34) while the rest of the class follows along in their books. Have students answer the question in the A pensar box on p. 127 as a class. Then, ask: ¿Por qué se enfermó el soldado? ¿Es este un detalle importante para el general? ¿Qué es lo importante para el general? Have students predict what will happen next. Ask: ¿Qué creen que le contará el capitán Aristófanes al general? Have two other volunteers read the parts of the general and the captain on p. 128 (lines 35-50) while the rest of the class follows along in their books. Ask: ¿En qué se diferencia la historia que cuenta el capitán de la que contaron el comandante y el coronel? ¿Por qué el general usa la expresión “¡Vamos al grano!”? ¿Qué es lo que le interesa saber el general? Have students predict what will happen next. Ask: ¿Qué creen que le contará el teniente al general? Have two other volunteers read the parts of the general and the lieutenant on pp. 128-129 (lines 51-62) while the rest of the class follows along in their books. Ask: ¿En qué se diferencia la historia que cuenta el teniente de la que contaron el comandante, el coronel y el capitán? Have students answer the question in the Reflexiona feature at the bottom of p. 128 as a class. Then tell students that next class they will read the end of the story, when they will come to know what the sergeant really witnessed. Review the prediction about the plot the students made as a class in Teach. Ask: ¿En qué se parece la historia a lo que se imaginaron? ¿En qué se diferencia? Ahora que han leído el principio y el desarrollo del cuento, ¿cómo creen que terminará?

ASSESS AND RETEACH • Homework: Have students write a short summary of the events so far by completing the circle diragram on p. 126 from points 3 through 7 only. • Homework: Cuaderno, p. 31 OPTIONAL RESOURCES • Generate Success • Spanish Interactive Reader • Lecturas literarias 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

43

¡Avancemos! Level 4 Lesson Plans Unidad 2

44

Lectura literaria 1 Day 2, pp. 126-129 TEKS • 1B ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details • 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 • Read and analyze a story FOCUS AND MOTIVATE • Have students work in pairs in order to exchange the summaries they wrote as homework. Have them review their partner’s summary and then, after any necessary corrections have been made, ask some volunteers to read aloud their final summaries to the class. Provide feedback as needed. Have students predict what will happen next. Ask: ¿Qué creen que le contará el sargento al general? ¿Qué creen que informó el general al Ministerio? IEP Modification: Pair below-level students with above- or on-level students for the first part of this activity. TEACH • Have two volunteers read the parts of the general and the sergeant on p. 129 (lines 6380) while the rest of the class follows along in their books. Ask: ¿En qué se diferencia la historia que cuenta el sargento de la que contaron el comandante, el coronel, el capitán y el teniente? ¿En qué se diferencia la historia que cuenta el general de las historias que contaron los otros personajes? Have students answer the question in the A pensar box on p. 129. • Have students infer the meaning of the expression “¡Diablos!” in line 79. This is an interjection to express annoyance in the face of a setback. Then have students answer the question in the A pensar box on p. 128. • Refer students to the verse that gives rise to the rumor in lines 70-73 on p. 129. Check comprehension by asking ¿Cuál es el origen del rumor? ¿Con qué compara el sargento la cosa oscura que vomita el soldado? PRACTICE AND APPLY • Have students work independently to complete points 1 and 2 from the circle diagram they started as homework and then to answer the questions in ¿Comprendiste? section on p. 129. Tell students that they may go back to the story as necessary. Then, discuss their responses as a class. IEP Modification If students have difficulty answering the questions on their own, pair them so that they can discuss their ideas when in doubt.

¡Avancemos! Level 4 Lesson Plans Unidad 2 •

Have students work in small groups to discuss the question in ¿Y tú? section on p. 129: ¿Por qué creen que las personas exageran a veces? Suggest students to think about the experiences they shared the previous day about how they or someone they know use/used exaggerations, and encourage them to think about what may lead them and people in general to use exaggerations. Have students state and support their views. Ask volunteers to express agreement or disagreement with their classmates’ views. • Ask students to complete Desde tu mundo activity on p. 129. Have them work in groups to talk about situations in which they tend to exaggerate and to discuss why they do so. Encourage students to state whether their reasons for exaggerating match the ones they discussed in the previous activity or not. After the discussion, have one volunteer from each group share with the class what the group discussed about why they exaggerate. IEP Modification Encourage confident students to write down any other expressions they can think of that express exaggeration, and ask them to describe in what context they used such expressions. ASSESS AND RETEACH • Homework: Have students review the entire reading to improve understanding. Invite them to look up any unknown words or expressions, and to think of questions they may still have about the reading. Make yourself available to go over any issues students cannot solve on their own. • Homework: Para escribir, p. 129. Have students write two paragraphs about the problems that can result from miscommunication. Ask them to justify their opinions. Have them bear in mind what they discussed in the wrap-up activity when writing. • Homework: Have students work in small groups to research on other José Antonio Campos’ works using original sources in Spanish. Ask them to prepare a poster to in which they highlight the author’s contribution to Ecuadorean society as a writer and as a journalist. OPTIONAL RESOURCES • Generate Success 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

45

¡Avancemos! Level 4 Lesson Plans Unidad 2

Lectura literaria 2, pp. 130-131 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Read and analyze a poem FOCUS AND MOTIVATE • Have students read the poem’s title on p. 131 and explain the meanings of the word “idilio”: romance or a period of happiness, but also a poetic genre with love as its main theme and countryside as its setting. Then, ask students to look at the painting on p. 131 and read the caption. Ask them what they know about Spanish artist Pablo Picasso and point out that this painting belongs to what is known as his blue period, a melancholic time of his life. Encourage students to describe what they see in the painting and to infer how they think the people depicted in it feels. Have them note that the poem’s title and the illustration are contradictory by asking: ¿Piensan que la ilustración coincide con el título del poema? ¿Por qué creen que se eligió esta pintura para ilustrar el poema “Idilio”, entonces? TEACH • Have students read the Nota cultural on p. 130 independently. Then lead a class discussion about the tone and topics that are distinctive of José Asunción Silva’s poems. Then, ask students what they know about Edgar Allan Poe and encourage them to infer how Poe might have influenced Silva’s work. Finally, have students predict what the tone of the poem might be based on what they have learned about its author and what they have discussed in the previous activity. • Read aloud the first line of the poem on p. 131 and have students answer the question in the A pensar box as a class. Then, read aloud the rest of the poem and have students discuss whether their predictions about the poem’s tone were right or not, and explain why. PRACTICE AND APPLY • Present the Estrategia para leer on p. 130. Work with students to complete the timeline on p. 130 in order to put the events described in the poem in order from past to present time. Ask them to mention the events in order, and have them say what verb tense is used to narrate each event (imperfect, preterite, present). Encourage them to explain why such tenses are used in the poem. Complete the ¿Comprendiste? activity on p. 131 as you move along. • Invite students to reread the poem. Point out that it consists of an introductory line followed by a conversation between two people. Have three volunteers to read aloud the poem while the rest of the class follows along in their books. Then, discuss how the poem expresses the emotions associated with each event, what the poem’s tone is, and how the poet conveys that tone in just a few verses.

46

¡Avancemos! Level 4 Lesson Plans Unidad 2 •

Have small groups answer the question in ¿Y tú? section on p. 131: ¿Ha habido alguien que en algún momento fue muy importante en tu vida pero que ahora no es parte de ella? • Have small groups complete the Desde tu mundo activity on p. 131. Have them discuss reasons why love relationships or friendships end, and what people may do in such cases. Encourage students to reflect on whether attitudes and practices towards relationships and closure vary from culture to culture or not. Have them compare their own culture with others. ASSESS AND RETEACH • Homework: Para escribir, p. 131. Remind students to state and support their views. Encourage them to use an appropriate graphic organizer. You can suggest confident students to adopt a position contrary to their own in order to make the activity more challenging. OPTIONAL RESOURCES • Generate Success 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

47

¡Avancemos! Level 4 Lesson Plans Unidad 2

Conexiones, pp. 132 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Reflect and share about sports that are popular in Spanish-speaking countries • Reflect on the health benefits of doing sports and exercising based on their prior knowledge • Demonstrate understanding of what happens in our bodies when we do sports and exercise by analyzing information from other disciplines • Research places in their community where they can practice sports and do exercise in order to stay healthy FOCUS AND MOTIVATE • Mention that soccer is a very popular sport in many Spanish-speaking countries. Ask students whether they know the rules, and any famous team and/or player. If any of your students is a soccer fan, have him or her share any additional information he or she may have. Ask the students about other sports Spanish-speaking countries are typically passionate about, such as baseball or basketball. Have volunteers tell the class why they like such sports or not, and explain why. • Have students work in small groups to discuss the health benefits of doing sports and exercising, as well as the consequences of not doing any physical activity. Have them complete a Graphic Organizer of their choice and present their conclusions to the class describing the benefits and consequences in detail. TEACH • Read aloud the title and the introduction as students follow along on p. 132. Explain that physiology is the study of the normal function in living systems, i.e. the study of processes. Clarify vocabulary, structure, meaning etc. as needed. • Then have students read the examples silently, using the diagram as help to understand the different processes that take place in our bodies when we are doing sports or we are exercising. Have volunteers describe what the role of blood and oxygen is, how the lungs and heart help the muscles, and why the stomach stays at rest. Ask students to draw conclusions about what would happen if any of these body parts did not work properly. PRACTICE AND APPLY • Have students work in pairs to create possible questions for the survey they will carry out as part of the Proyecto activity on p. 132. Remind them to cover all the topics mentioned in the instructions and encourage them to include other topics as well. Have them prepare a chart to record their findings. Once all students are ready, have them walk about the class and conduct the survey among their classmates.

48

¡Avancemos! Level 4 Lesson Plans Unidad 2

•

49

IEP Modification If a pair of students has difficulty creating survey questions by themselves, suggest they choose and expand on two of the topics mentioned in the instructions. You can provide them with some prompts if necessary. Once students have carried out the survey of the Proyecto activity on p. 132, allow them some time to gather their results and ask pairs to present their findings on one of the topics to the class. Have the rest of the class confirm or refute those findings. Finally, have the class address the following questions: ¿Está la clase en forma o no? ¿A qué se debe esto?.

ASSESS AND RETEACH • Homework: Have the students complete the En tu comunidad activity on p. 132, First, have them research what recreational centers and clubs, sports leagues, and other sports-related activities in their community offer programs for young people. Then have them write a 1-page report to present their findings. Remind them to state whether they participate, or would like to participate, in any of these activities, and to explain why. Encourage students to mention what benefits these activities may bring to their health. OPTIONAL RESOURCES • Interactive Whiteboard Activities: La salud del cuerpo, Los deportes, Vida saludable • News + Networking • Have students choose one sport and create a flyer stating where it can be practiced in the community and describing all its health benefits. Encourage them to briefly describe what muscles and body parts come into action when practicing that sport, and to explain why that is a good way of staying fit and healthy. 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

¡Avancemos! Level 4 Lesson Plans Unidad 2

Escritura, pp. 133 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 • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Discuss popular sports and evaluate the impact these sports have on the people who practice them • Compare and contrast popular sports in the Spanish-speaking world and in the United States • Evaluate what factors determine what sports are popular in different communities FOCUS AND MOTIVATE • Read the instruction line on p. 133 as a class and explain to students that they will be writing an essay about their favorite sport. Have students talk about their favorite sport and other sports they practice. Ask students questions such as these to guide the discussion: ¿Qué deportes practican? ¿Cuál es su deporte preferido? ¿Por qué les gusta? ¿Es un deporte individual o de equipo? ¿Es popular en su comunidad? TEACH • Prepárate para escribir: Read the instructions in item 1 on p. 133 as a class. Tell students that they should include a variety of details in their essays. Point to the boxes and explain to students that they will use those boxes to write down the details they will include in their essays. Ask students to copy the boxes on a separate sheet of paper and to complete all the sentences in each box. Encourage them to add other relevant details as well. • Escribe: Before students begin to write their essays, explain that they should organize the information in five paragraphs. Read aloud the requirements for each paragraph in item 2 on p. 133 and then discuss the questions and prompts orally. Suggest students to write a persuasive text and give reasons why others should try and practice their favorite sport. PRACTICE AND APPLY • Escribe: Have students write their first drafts using the information from the boxes and the questions and prompts for each paragraph as a guide. Encourage them to write an interesting title for their essays. • Revisa tu composición: Pair students. Have each student pair exchange their drafts with their partner. Each student should review his/her partner’s draft and provide feedback. In order to evaluate the final product, have students consider these three questions in item 3 on p. 133 when providing feedback to their partners:

50

¡Avancemos! Level 4 Lesson Plans Unidad 2 ¿Están incluidos los tres temas centrales, tanto como la introducción y la conclusión? ¿Tiene detalles relevantes que desarrollan cada tema? ¿Son correctas las formas verbales? Presta atención al uso del imperfecto y del pretérito para narrar el recuerdo. • Revisa tu composición: Ask student pair volunteers to present their compositions to the whole class. Provide corrective feedback about students’ compositions to the whole class. IEP Modification Encourage confident students to give feedback themselves about their classmates’ essays and/or to share any experiences they had related to their classmates’ favorite sports. ASSESS AND RETEACH • Homework: Cuaderno, p. 32, p. 42 (Students may choose one of the writing assignments.) OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • Spanish Interactive Reader • News + 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

51

¡Avancemos! Level 4 Lesson Plans Unidad 2

52

Comparación cultural, Day 1, pp. 134-137 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. • 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 • Compare sports FOCUS AND MOTIVATE  Have students look at pp. 134-135. Explain that this article is taken from a sports encyclopedia, and ask students to name some features of a sports encyclopedia. Then, show students where Panama, Paraguay, and Peru are in a world map. Ask: ¿Qué saben sobre la geografía y el clima de Panamá, Paraguay y Perú? ¿Qué deportes creen que se practicarán en estos países? TEACH • Have students read Panamá, Paraguay, and Perú entries on pp. 134-135. Help students with unfamiliar vocabulary as needed. Then, ask them whether what they read matches what they discussed in the previous activity. • Have students work with a partner to fill out a Three-Column Chart about the topics covered in the text about each country: geography, popular sports, and famous sportspeople. Ask them to write the name of the country at the top of each column, and to include the subheadings Geografía, Deportes populares, and Deportistas famosos in each column. IEP Modification If students have difficulty completing the Three-Column Chart to record information about the three countries at the same time, suggest that they use a Venn Diagram or a T-Chart/Two-Column Chart to record information about only two countries at a time. Have them repeat the procedure as necessary to record information about all three countries. • Have student pairs share with the class the information in their Three-Column Charts. Encourage them to describe similarities and differences between the countries, and to explain what impact geography has on the sports that are practiced in each country. IEP Modification Encourage confident students to say what sports they like to practice and in which of the three countries mentioned in the article they could practice them. If the sports they like are not mentioned in any of the entries, ask them to make inferences based on the geography and climate of these countries.

¡Avancemos! Level 4 Lesson Plans Unidad 2 PRACTICE AND APPLY • Have students answer ¿Comprendiste? questions 1-5 on p. 135 in writing. Check students’ answers as a class. • Work on Compara con tu mundo feature on p. 135. Have students work in pairs to think of U.S. states with geographies similar to those of Panama, Paraguay and Peru. Ask them to discuss what sports are practiced in each of those states. Then, have students mention some famous sportspeople from those states and describe their achievements. Finally, have students share their answers with the class. • Have students write an entry for a U.S. state to include in the sports encyclopedia with information from the previous activity. Ask them to describe the geography of their state, mention what sports are practiced there, and name famous sportspeople. Have students use the three entries they read on pp. 134-135 as a model for their own entry. ASSESS AND RETEACH • Homework: Have students write a short report summarizing what they have discussed about the impact of geography, climate, culture, and economic status on the sports that people practice. Remind them to include examples from both Latin American countries and their own country to support their arguments. Suggest students that they use a graphic organizer, such as a Classification Chart, to organize the ideas they will include in their reports. OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • 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

53

¡Avancemos! Level 4 Lesson Plans Unidad 2

54

Comparación cultural, Day 2, pp. 134-137 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 • Compare sports FOCUS AND MOTIVATE • Tell students they will be reading fact sheets about three famous Spanish-speaking sports figures. Have them look at the pictures on pp. 136-137 and say what sports these people practice. Ask students to state whether they have ever practiced any of the sports illustrated in the pictures, and encourage volunteers to describe what the experience was like. You may ask questions such as these: ¿Alguna vez practicaron alguno de estos deportes? ¿Cómo fue la experiencia? • Then, call students’ attention to the quotations at the top of each fact sheet and ask them to work in pairs or small groups to discuss how these words relate to the sports these people practice, what it takes to practice these sports professionally, and what rewards may be obtained from them. Ask them to share their conclusions with the class. TEACH • Read pp. 136-137 as a class. You may wish to record the reading in advance and have students listen to the recording as they follow along in their textbooks. After they have completed the reading, have them make a list of at least five words they are unable to decode by context. As homework, have them look up the words in a Spanish-English dictionary, provide the definitions in the target language, and then write five original sentences using the new words. PRACTICE AND APPLY • Have students answer ¿Comprendiste? questions 1-5 on p. 137 in writing. Check students’ answers as a class and then lead a short discussion about question 5. Have some volunteers tell the class which of the three Spanish-speaking sports figures they are inspired by and why, and have other students say whether they agree or disagree. IEP Modification If students have difficulty identifying themselves with any of the three Spanish-speaking sports figures they have read about, have them think of a sportsperson they know and say why they are inspired by him/her. • Have students write one original question in Spanish about each of the sports figures described in the fact sheets. Then, group students in pairs and have them exchange their work and answer each other’s questions. • Read aloud the question in Compara con tu mundo feature on p. 137: ¿Qué sabes de las personas que practican estos deportes en los Estados Unidos? Ask students to work in small groups to discuss what they know about U.S. athletes and to identify

¡Avancemos! Level 4 Lesson Plans Unidad 2 any similarities and/or differences with the Spanish-speaking sports figures they have read about. Then, have them share their ideas with the class. ASSESS AND RETEACH • Homework: Students should select five unknown words from the reading. They should look up the words in a Spanish-English dictionary and write a definition for each word in the target language as well as five original sentences using the words. • Homework: Compara con tu mundo, p. 137. Ask students to search the Web in order to find the names of three famous sports figures from their country: a surfer, a golfer, and a chess player. Ask them to pick one of those sportspeople and to write a brief biography similar to the ones presented in the fact sheets. Suggest students to use a graphic organizer, such as a Spider Map (or any other of the graphic organizers available in Generate Success that they find appropriate), in order to organize the information they will include in their fact sheets. • Homework: Cuaderno, Cultura, p.43 OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • News + 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

55

¡Avancemos! Level 4 Lesson Plans Unidad 2

56

Comparación cultural, Day 3, pp. 134-137 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 • 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 • Compare sports FOCUS AND MOTIVATE • Begin the lesson by asking students to work in pairs in order to share, either orally or in writing, the definitions and sentences they created as homework with the new vocabulary. Have students review their partner’s sentences and then, after any necessary corrections have been made, have students read aloud their own final sentences to the class. Provide feedback as needed. TEACH • Review Panamá, Paraguay, and Perú entries on pp. 134-135. Have students mention what they remember about the geography of each country and the sports that are practiced there, and describe how geography determines the sports people practice. Also, have students briefly discuss other factors that influence what sports are practiced in each country, such as climate, culture, or economic status. • Review the fact sheets about the three famous Spanish-speaking sports figures on pp. 136-137, and then have students compare them with the U.S. athletes they have researched as homework. Ask students to discuss similarities and differences between them either in groups or as a class. PRACTICE AND APPLY Choose one of the projects below to help students integrate the readings and the material presented in the unit. • Have students work with a partner to write and role-play an interview with a fictitious sports figure. Encourage students to use vocabulary and structures from the unit in their role-plays, as well as what they have learned about sports and sportspeople in Spanish-speaking countries and in the United States. Allow students some time to write, revise, and practice their role-plays. With parental consent, you may consider videotaping the role-plays and posting them to a class webpage.

¡Avancemos! Level 4 Lesson Plans Unidad 2 IEP Modification Invite pairs of confident students to choose a famous sports figure, either from a Spanish-speaking country or from the United States, for their interviews. Encourage them to write their role-plays without saying the name of the sportsperson being interviewed, but giving enough clues for the rest of the class to guess who the person is. Ask students to role-play their interviews in front of the class, and have the class guess who the famous sportsperson is. • Have students write an entry for a sports blog praising a sports figure for something good he/she did, or criticizing him/her for something bad he/she did. Tell students to describe the episode first, and then express their opinion about it. Suggest them to use an appropriate graphic organizer to plan their writing. IEP Modification Encourage confident students to praise a sports figure they don’t admire, or to criticize a sports figure they admire in order to make the writing more challenging. Remind them to include arguments to support their opinion. • Have students write an article for the sports section of the school newspaper about some recent sports events in the United States. Students may choose to write about a single sports event, or about several sports events. Encourage them to write a main headline for their articles if they are writing about a single sports event, and to include individual headlines for each news item if they are writing about several sports events. Suggest students to use an appropriate graphic organizer, such as 5 Ws and an H, to organize the information they will include in their articles. IEP Modification If students have difficulty writing the article, suggest them to use the article on p. 80 as a model. ASSESS AND RETEACH • Culture Quiz, On-level Assessment, p. 56 OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • News + 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

57

¡Avancemos! Level 4 Lesson Plans Unidad 2

58

Repaso inclusivo, Day 1, pp. 138-139 TEKS • 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 • 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 • 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 • Discuss different sports and how practicing sports has a positive impact on health • Compare and contrast healthful habits in the United States and Spanish-speaking countries • Compare and contrast three famous Spanish-speaking sports figures with other sports figures from the United States and/or from Spanish-speaking countries FOCUS AND MOTIVATE • Ask students about their favorite outdoor and indoor sports, and how often they practice these sports. Ask: ¿Cuáles son sus deportes preferidos para practicar al aire libre? ¿Qué deportes les gusta practicar bajo techo? ¿Con qué frecuencia practican estos deportes? ¿Qué beneficios notan en su salud cuando practican deportes? TEACH • Review vocabulary used to talk about outdoor sports and sports equipment. Show Flashcards for Unit 2 Lesson 1 and have students classify the words and phrases in categories such as Deportes, Acciones, Elementos deportivos. Then, ask students to brainstorm other sports, action words/phrases, and sports equipment that they have learned in this unit. Finally, invite volunteers to choose one sport and say what equipment is needed to practice that sport, and if they know any famous sports figure from the United States or from a Spanish-speaking country who practices that sport. • Remind students that, in Spanish, the preterite and the imperfect are used to talk about past actions, just as the simple past and the past progressive are used to talk about past actions in English. Refer students to pp. 82-83 to review the differences between the preterite and the imperfect when they are used to talk about sports, physical exercise, and pastimes. Then, ask volunteers to use the

¡Avancemos! Level 4 Lesson Plans Unidad 2 preterite and/or the imperfect in sentences about a sport they used to practice or about a pastime they used to have, and have other students explain why each tense was used. • Review with students how reflexive pronouns are used in the context of sports and health. Provide examples of verbs that take reflexive pronouns, such as dedicarse a un deporte, retirarse, mantenerse en forma, relajarse, estirarse después de hacer ejercicio. Then, have students refer to the list of reflexive pronouns on p. R13 and ask some volunteers to make sentences using these verbs with different reflexive pronouns. • Review vocabulary words that students may need to know to write a résumé and have a job interview when seeking employment (hoja de vida, experiencia, preparación académica, entrevista, gerente, aspirante). IEP Modification Pair up confident and struggling students to write a definition for each of the vocabulary words featured above. Then, have them exchange their definitions with another pair, and have the other pair of students guess which vocabulary words the definitions correspond to. PRACTICE AND APPLY • Before class, read the script on p. 99F so you can preview the audio for students. Then, before students listen to TXT CD 1, Track 26, tell them that they will learn about three famous Spanish-speaking sports figures: Sammy Sosa (a baseball player), Miguel Induráin (a cyclist), and Arantxa Sánchez (a tennis player). Ask students if they know anything about these people. If they don’t, tell them what sports these athletes practiced, ask them what they know about these sports, and then ask them if they know any famous competitions and/or sports figures from both the United States and Spanish-speaking countries. Introduce unfamiliar vocabulary if necessary. Then, play TXT CD 1, Track 26 and have students work on items 1-7 of Activity 1 on p. 138. As a follow-up activity, have students compare and contrast the Spanish-speaking sports figures from the listening activity with the ones they discussed in the pre-listening activity. • Before students read the text in Activity 2 on p. 138, tell them that they will read a text that gives advice on exercising, health, and diet. Have volunteers read aloud the questions in the blue heads and then have students discuss the answers to these questions using their prior knowledge and what they have learned in this unit. While discussing diet, ask students to look at the picture of the food pyramid and have them brainstorm foods for each of the categories. Then, have volunteers read aloud the text in Activity 2 on p. 138 while the rest of the class follows along in their books. As an expansion activity, you may ask students to mention other ways in which people can reduce stress. • Before students begin writing about what they usually do and what they did last week to stay in shape and reduce stress, have them list activities in a TChart/Two-Column Chart graphic organizer. They may draw the chart on paper or use Generate Success. Remind them to use the preterite and reflexive pronouns in their writing. Once students have finished, pair them up to check each other’s use of the preterite and reflexive pronouns. • Before students begin working on Activity 3 on p. 139, briefly discuss with them the requirements for working in a sports club. Then, have students work

59

¡Avancemos! Level 4 Lesson Plans Unidad 2 independently to write their résumés. Remind them to include their academic records and previous job experiences. Next, have students work in pairs to roleplay an interview with the club’s manager. One of the students will be the manager and the other will be the applicant. The manager will ask questions about the applicant’s experience and knowledge, while the applicant will explain why he/she is the best candidate for the job, what his/her previous jobs are, and what he/she knows about sports. Then, if time allows, have them exchange roles. IEP Modification If students have difficulty writing their résumés and/or role-playing the job interview, refer them to p. 10 for a sample job application (which may help them to write their résumés) and to p. 22 for a sample job interview. ASSESS AND RETEACH • Homework: Have students write a report on who they consider to be the best candidate for the job and why. • Cuaderno, p. 28 Hablar, p. 29 Escribir, p. 30 Escuchar OPTIONAL RESOURCES • Flashcards (Unidad 2, Lección 1) • Gramática: Self-Check Quiz (Unidad 2, Lección 1) • Vocabulario: Self-Check Quiz (Unidad 2, Lección 1) • Generate Success, Interactive Graphic Organizers • 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

60

¡Avancemos! Level 4 Lesson Plans Unidad 2

Repaso inclusivo, Day 2, pp. 138-139 TEKS • 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. • 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 • Discuss and evaluate dangerous sports that are popular in the United States and in Spanish-speaking countries • Discuss and evaluate professions related to sports and recreation that are popular in the United States and in Spanish-speaking countries • Compare and contrast professions related to sports and recreation in the United States and in Spanish-speaking countries FOCUS AND MOTIVATE • Tell students that sports and recreation are vital for people. That’s why many people have professions related to sports. Ask: Además de trabajar en un club deportivo, ¿qué otras profesiones conocen que estén relacionadas con los deportes? If students can’t think of any other professions, you may mention physical education teacher, diving instructor, parachute instructor, mountain guide, etc. ¿Estas profesiones son comunes en los Estados Unidos? ¿Y en los países de habla hispana? ¿Qué semejanzas y diferencias encuentran entre las profesiones relacionadas con los deportes más comunes en los Estados Unidos y en los países de habla hispana? TEACH • Review the uses of the verbs ser and estar to describe people, places, and locations related to sports, such as: Ellos son deportistas; La piscina es muy grande; El club está en el centro de la ciudad. Then, invite some volunteers to use these verbs in other examples, and encourage them to use different pronouns in their sentences. • Reinforce the differences between the preterite and the imperfect by displaying the Grammar Review Video on the preterite vs. the imperfect. Then, invite some volunteers to use the preterite and the imperfect in new sentences, and solve any questions students may have. PRACTICE AND APPLY • In preparation for Activity 4 on p. 139, have students review the brochure for the surfing school on p. 94. Elicit from them what the purpose of a poster/flier should be, and brainstorm some features of a poster/brochure. Have students work in small groups to complete Activity 4 on p. 139. Ask them to discuss their ideas for the sports

61

¡Avancemos! Level 4 Lesson Plans Unidad 2 and recreation center, and remind them to use the verbs ser and estar and the pronouns appropriately in their posters/brochures. As a follow up activity, ask the different groups to present their posters/fliers to the class. IEP Modification Group below-level students with on-level or above-level students for the group part of this activity. Ask on-level and above-level students to guide and help below-level students as needed. • Have students work on Activity 5 on p. 139 independently. Ask them to include all the information requested in the instructions and encourage them to describe any similarities and differences with the sports and activities they do in their hometowns. Suggest them to use an appropriate graphic organizer to organize the ideas they will include in their oral presentations. Remind students to use the verbs ser and estar, the preterite, the imperfect, and the pronouns correctly in their reports. Encourage them to bring photos to show to their classmates. While students present their oral reports to the class, have the rest of the students pay special attention to the use of the verbs ser and estar, the preterite, the imperfect, and the pronouns in order to spot and fix possible mistakes. IEP Modification Have advanced students take notes of mistakes and offer feedback and correction at the end of each presentation. • Have students work in small groups to do Activity 6 on p. 139. Ask them to brainstorm ideas for each of the topics mentioned in the instructions and to choose who will cover each topic. Suggest students to use an appropriate graphic organizer to organize the information they will include for each topic, and remind them to use the reflexive pronouns, the verbs ser and estar, the preterite, and the imperfect appropriately. When students are ready, have them present their news program to the rest of the class. Assign each of the grammar topics (the reflexive pronouns, the verbs ser and estar, the preterite, and the imperfect) to a different group so that each group focuses on checking one grammar topic while listening to the news program. Have students provide corrective feedback as needed. ASSESS AND RETEACH • Cuaderno, p. 38 Hablar, p. 39 Escribir, p. 40 Escuchar OPTIONAL RESOURCES • Flashcards (Unidad 2, Lección 2) • Gramática: Self-Check Quiz (Unidad 2, Lección 2) • Vocabulario: Self-Check Quiz (Unidad 2, Lección 2) • Generate Success, Interactive Graphic Organizers • 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

62

¡Avancemos! Level 4 Lesson Plans Unidad 2

63

Actividades preparatorias, pp. 140-141 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 1F interact and react in spoken conversation using culturally appropriate expressions, register, and gestures. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations OBJECTIVES • Discuss and evaluate popular free-time activities among teenagers in the United States and in Spanish-speaking countries. • Compare and contrast popular free-time activities among teenagers in the United States and in Spanish-speaking countries. • Discriminate between formal and informal language and will explain their cultural implications FOCUS AND MOTIVATE • Have students work in small groups to discuss the different ways in which stress affects our lives as well as the different ways in which we can relieve stress. Ask them to complete an appropriate graphic organizer from Generate Success, such as a TChart/Two-Column Chart or a Classification Chart, with the information they gathered. Then, have one volunteer from each group share with the class the graphic organizer they completed. TEACH • Tell students that they will first read an article on how to relieve stress and then they will listen to an interview where people describe what they do when they are under pressure. Introduce unfamiliar vocabulary as necessary. • Ask students to imagine that they are under a lot of stress. First, ask them to brainstorm possible causes for their condition. Then, encourage them to use their prior knowledge and what they have learned in this unit to describe how sports and recreation may help them to relieve stress. PRACTICE AND APPLY • Read aloud the title and the introduction for Activity 1 on p. 140 as students follow along in their books. Then, have students read the article silently. Once they have read the article, discuss with them the recommendations for relieving stress. Ask students which of the recommendations they would like to follow and why. • Before class, read the script on p. 99F so you can preview the audio for students. Read aloud the introduction for the listening activity as students follow along in their books and reinforce unfamiliar vocabulary as necessary. Then, play TXT CD 1, Track 27 and encourage students to take down notes of the main ideas and details of what each speaker does to relieve stress. Finally, have volunteers mention what the speakers do to relieve stress and make a list on the board.

¡Avancemos! Level 4 Lesson Plans Unidad 2 •

•

•

•

64

Play TXT CD 1, Track 27 again and have students write down any colloquial expressions they hear in the interviews, such as de repente, qué sé yo, and o algo así. Have them analyze the differences in register between the article and the interviews. Ask: ¿Cuál de las dos fuentes es coloquial? ¿Qué tipo de lenguaje se usa en la fuente escrita? ¿Cómo lo saben? ¿Creen que el lenguaje es apropiado en cada una de las fuentes? ¿Por qué? ¿Qué implicaciones tendría usar un lenguaje formal en las entrevistas y un lenguaje informal en el artículo? Have students prepare an oral presentation that compares and contrasts the pieces of advice for reducing stress from both the article and the interviews. Ask them to reread the article and refer to their notes as necessary, and suggest them to use an appropriate graphic organizer from Generate Success, such as a Venn Diagram, to identify similarities and differences between the pieces of advice. Have them give their oral presentations to the class when they are ready. Provide feedback as necessary. IEP Modification In order to help below-level students with their presentations, you may want to pair them up with on-level or above-level students. Ask on-level and above-level students to guide and help below-level students as necessary. Read aloud the title and the introduction for Activity 2 on p. 141. Then, read aloud the title of the article and ask students to predict what they think the article may be about. Ask them to brainstorm popular free-time activities among teenagers in the place where they live. Write down students’ answers on the board, and then ask them to compare and contrast these activities with popular free-time activities among teenagers in Spanish-speaking countries. Have students do Activity 2 on p. 141 independently. Introduce unfamiliar vocabulary as necessary by encouraging students to figure out the meaning of unfamiliar words or phrases based on context clues. Check students’ answers as a class.

ASSESS AND RETEACH • Homework: Have students write a persuasive essay to prompt teenagers to adopt a more active and healthy lifestyle in their free-time. • Student Resources for AP® Preparation, Tema 2: Interpretive Listening, Interpretive Reading and Listening, Persuasive Essay; Tema 4: Interpersonal Writing; Tema 5: Conversation OPTIONAL RESOURCES • Teacher Resources for AP® Preparation Teacher • Teacher Resources for AP® Preparation Teacher: Examination Practice • Lecturas literarias • Interactive Whiteboard Activities, Themes: Entretenimiento; La salud del cuerpo; Los deportes; Los medios de comunicación; Pasatiempos, artes y manualidades TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space

¡Avancemos! Level 4 Lesson Plans Unidad 2 Examview Test Generator Generate Success Rubric Generator Resources for AP Preparation

65 InterActive Reader News + Networking Resources for AP Preparation

¡Avancemos! Level 4 Lesson Plans Unidad 2

66

Unit 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 • Identify sports, proverbs, leisure activities, and writers in Spain and Miami. • Describe Latin American popular sports, athletes, and elements of a story. • Preterite and imperfect ASSESS AND RETEACH • Unit 2 Test, On-level Assessment, pp. 67-73 • Assessment Audio: Examen Unidad 2, Test CD 1, Track 11, Test CD 1, Track 12

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

¡Avancemos! Level 4 Lesson Plans Unidad 2

67

Integrated Performance Assessment TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration 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 • 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 • ASSESS AND RETEACH • Integrated Performance Assessment OPTIONAL RESOURCES • Unit 2 Test, On-level Assessment, pp. 67-73 • Assessment Audio: Examen Unidad 2, Test CD 1, Track 11, Test CD 1, Track 12 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