¡Avancemos! Level 4 Lesson Plans Unidad 5

Unit and Lesson Opener, Presentación de vocabulario, pp. 282-287 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 • Discuss painting and music • Talk about artistic and musical interests • Future perfect, conditional perfect, and relative pronouns • Review present perfect • Culture: Pablo Picasso; Latin music FOCUS AND MOTIVATE • Have students look at the painting on p. 282 and read its caption. Ask: ¿Qué muestra esta pintura? ¿De qué manera esta pintura refleja la cultura del lugar que retrata? Then, read out the paragraph below the painting, and have students discuss their answers to the questions as a class. Make sure all students have a chance to participate in the discussion. • Ask students to read the paragraphs and captions on p. 283 on their own. Then, have them discuss their answers to the questions at the end of each paragraph in pairs. Finally, ask students to share with the class what they have learned from their partners. Ask: ¿Su compañero les contó algo interesante? ¿Tienen gustos artísticos diferentes o similares? ¿Creen que conocen suficiente sobre las expresiones artísticas de su comunidad? ¿Y del mundo hispano? ¿Sobre qué expresión artística del mundo hispano les gustaría saber más? Have students write down their answer to this last question, and keep their notes for later use. • Point out the photo on pp. 284-285 and read the caption. Have students answer the questions in ¿Qué ves? section independently, and then check their answers as a class. Next, ask them to read Compara con tu mundo feature and answer the questions as a class. Ask: ¿Qué creen que es el “Día de las Culturas Hispanas”? ¿Qué otros estilos musicales o expresiones artísticas pueden estar presentes en esa celebración? ¿Conocen algún festival o celebración similar que se realice en los Estados Unidos? ¿Qué expresiones artísticas pueden verse allí? Encourage all students to share their ideas with the class. TEACH • Hand out the Vocabulary list of Unit 5 Lesson 1 having previously erased the English equivalent of each term. Ask students to work in pairs and take turns reading Presentación de vocabulario paragraphs A-F on pp. 286-287. Have them complete the Vocabulary list with the English equivalent of each word as they encounter them in the paragraphs. Encourage students to use context clues and to help each other to understand the meaning of new words. Check students’ work as a class.

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¡Avancemos! Level 4 Lesson Plans Unidad 5 •

Check students’ comprehension of new vocabulary by asking them to write some questions about the content of the text on pp. 286-287, for example: ¿Qué se exhibe en una galería de arte? ¿Qué estilos de pintura recuerdas?, and so on. Ask them to include the answers to their questions. Then, have students test each other orally, in pairs. One student asks a question that he/she has created and corrects his/her partner’s answer. Have volunteer pairs share their questions and answers with the rest of the class.

PRACTICE AND APPLY • Before class, read the script on p. 283C so you can preview the audio for students. Read together the prompt of ¡A responder! activity on p. 287. Before students listen to the audio, have them brainstorm words related to each of the painting styles mentioned in the prompt: autorretrato, naturaleza muerta, surrealista. Ask: ¿Qué palabras creen que escucharán en el audio? For example, they may suggest ojos, mirada, gestos, or perfil for autorretrato. Write their predictions on the board. This will help them focus on the task and identify vocabulary more easily. Then, play TXT CD 3, Track 1, and have students answer ¡A responder! question on their own. Finally, check the answer as a class and ask: ¿La maestra usó alguna de las palabras que habíamos escrito en el pizarrón? ¿Qué palabras los ayudaron a saber que los estudiantes estaban pintando una naturaleza muerta? • Practice new vocabulary with a Pass-the-Parcel game. Write down a selection of this lesson’s vocabulary words on pieces of card and put them in a bag. Ask the students to sit in a circle. Stand outside the circle in order to control the CD player. As music plays, ask students to pass around the vocabulary bag. Stop the CD at intervals during the song. When the music stops playing, the student who has the bag has to pick a card from the bag and make a sentence using the vocabulary word. If the sentence is correct, he/she earns a point and keeps the card. If the sentence is incorrect, he/she puts the card back in the bag. The game continues until all cards have been used. The student who has the most cards at the end wins the game. ASSESS AND RETEACH • Homework: Have students study the vocabulary presented on pp. 286-287. Ask them to write a dialogue between artists using as many words as possible from the lesson, including Más vocabulario box on p. 287. OPTIONAL RESOURCES • Flashcards, Unidad 5, Lección 1 TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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¡Avancemos! Level 4 Lesson Plans Unidad 5

Práctica de vocabulario, pp. 288-289 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 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 • Painting and music • Artistic and musical interests FOCUS AND MOTIVATE • Use Flashcards to review vocabulary related to painting and music. Then, have each student write a vocabulary word on the board. Divide the class in small groups, and have each group create a short story using at least five vocabulary words from the list on the board. Move around the classroom to check students’ work. Ask groups to share their stories with the class, and decide as a class which story is the best one. TEACH • Read the prompt for Activity 1, Pasos artísticos, on p. 288. Explain that a syllabus, or programa de estudios in Spanish, is an outline or a summary of the main points of a course of study. Ask students to read the sentences 1-5 in the box. Tell them that, as this syllabus describes a process, there are some signal words that indicate sequence. Have students identify these words in the sentences (primer, segunda, final), and write them on the board. Then, have students complete the activity individually, and check answers as a class. • Ask students to work in small groups to create the syllabus for a course in famous Latin American painters. Have students do some research on the Web or in the school library in order to decide what painters to include. Explain that a syllabus is a kind of expository text that explains a process, so they should organize the information in a logical order and use sequence words. Encourage students to use the vocabulary they have learned, and to use the sentences in Activity 1 as a model. Move around the classroom to check students’ work and offer help as needed. Have groups present their syllabi to the rest of the class. After all groups have presented their syllabi, initiate a class discussion by asking: ¿Qué contribuciones hicieron estos pintores latinoamericanos a la cultura del mundo hispano? ¿Y a la cultura del resto del mundo? ¿Cómo evaluarían los efectos de esas contribuciones en los países de habla hispana y en los Estados Unidos? Make sure all students have a chance to participate in the discussion.

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¡Avancemos! Level 4 Lesson Plans Unidad 5 •

Model how to use context clues to complete Activity 2, Página de espectáculos, on p. 288. Read and think aloud as follows: “El festival comenzó con la (espacio), que tocó…”. “Tocó” se usa con instrumentos musicales; por lo tanto, el festival no puede haber comenzado con una cantante, porque los cantantes no tocan instrumentos. Entonces, ¿cuál es la respuesta correcta? (orquesta sinfónica) Have students complete the activity on their own. Then, check answers as a class.

PRACTICE AND APPLY • Before class, read the script on p. 283C, so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Play TXT CD 3, Track 2, and have students complete Activity 3, Amigos del arte, on p. 288 independently. Play the audio as many times as necessary, and check answers as a class. Ask students to support their answers using words from the audio. Next, have them complete the Expansión activity suggested on Teacher’s Edition p. 288. Ask: ¿Por qué creen que Gonzalo no estaba interesado en el arte? ¿Qué creen que lo hizo cambiar de opinión? ¿Qué sienten ustedes con respecto al arte? ¿Alguna vez han visitado una galería de arte? ¿Qué les pareció la experiencia? ¿Por qué creen que no es una actividad tan común entre los jóvenes y los adolescentes? Encourage all students to share their experiences and opinions, and to listen to their classmates to build on what they say. • Ask students to brainstorm musicians, musical instruments and music styles from Spanish-speaking countries, and write students’ suggestions on the board. Have students work in pairs in order to complete Activity 4, Tus gustos musicales, on p. 289. Students should ask each other five questions about their musical interests using vocabulary words and the expressions from the word bank. Model the conversation with an above-level student, and ask students to have similar conversations using the ideas on the board. Move around the class to check students’ work and provide corrective feedback as necessary. • Ask a volunteer to read aloud the prompt in Activity 5, ¿Puedo o no puedo?, on p. 289. Ask students to look at the pictures and infer what is going on. Elicit these words, which may be useful for the activity: silla de ruedas, cuadro, estilo, paisaje, pintora, concurso, primer premio. Next, have students work in pairs to practice the conversation between Estela and her art teacher. Encourage students to include as many vocabulary words as possible in their dialogues. Then, have volunteer pairs role-play their conversations in front of the class, and provide feedback mainly based on the accurate use of arts-related vocabulary. ASSESS AND RETEACH • Have students work in pairs to answer the questions in Para y piensa activity on p. 289. Check answers as a class. • Homework: Cuaderno, p. 89 • Homework: Have students complete Expansión activity on p. 288. They should write sentences with two vocabulary words related to a painting’s texture.

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¡Avancemos! Level 4 Lesson Plans Unidad 5 OPTIONAL RESOURCES • Flashcards, Unidad 5, Lección 1 • Vocabulario: Self-check Quiz, Unidad 5, Lección 1 TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Vocabulario en contexto, pp. 290-291 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 articles and ads from an arts magazine • Talk about art and music you like FOCUS AND MOTIVATE •

Bring to class some arts and entertainment magazines in Spanish. Divide the class in small groups, and have students browse the material and choose one picture that shows an arts- or music-related work, event or person they like, another picture of something or someone they dislike, and a third picture that triggers a different feeling or idea, which may not necessarily be something pleasant or unpleasant. Ask them to write a headline to match each of the pictures, based on their opinions. Have groups share their picture/headline combinations, and discuss their work as a class.

TEACH •

Tell students that they will read different sections from an arts magazine. Read out the prompt on p. 290, and then have a volunteer read aloud the Estrategia section. On the board, draw a chart like the one shown in Estrategia section, including the smiley faces. Explain students that they can use different expressions in Spanish to describe their reactions to what they are reading. Have them brainstorm expressions they may use to complete each of the rows of the chart, and write their suggestions on the board. Some sample expressions are: Me encanta, Me gusta, Me parece genial, Me divierte/No me gusta, Me aburre, Me parece fatal/Me parece que, Creo que, Pienso que, and so on. Have students read the first article, Pintura: Ver y aprender, and model how to track reactions to what they read. Say, for example: Me encanta sentir la textura de las pinturas./No me gusta el arte abstracto./Creo que la próxima semana voy a ir a una exposición. Elicit students’ feelings and opinions about the article.

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Ask students to complete the chart with their reactions to the other article, Una noche de seis voces, and the ad on p. 290. Have volunteers share their sentences with the class. In order to stress the importance of expressing personal reactions while reading, read aloud a short paragraph from one of the arts magazines that you brought to class, first with a monotonous voice and, then again, expressing true reactions to enhance meaning. Ask: ¿Cuándo comprendieron mejor lo que estaba leyendo? ¿Por qué? ¿De qué manera expresé…? (aprobación, sorpresa, desagrado, duda, etc.) Have students work in pairs to practice reading one of the articles, Pintura: Ver y aprender or Una noche de seis voces. They should take turns reading, and give each other feedback about their use of intonation, expression, and gestures to convey their reactions to the reading. Move around the classroom to check their work and provide help if needed.

PRACTICE AND APPLY •

Have students write their answers to the questions in Activity 6, Comprensión de la revista de arte, on p. 291 with a partner. Check answers as a class.

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Have students read the prompt in Activity 7, Han tocado sin parar, on p. 291. Make sure they understand that they have to use the present perfect form of the verbs in

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¡Avancemos! Level 4 Lesson Plans Unidad 5 parentheses and vocabulary words from this lesson to complete the review of the concerts. Give students some time to complete the activity on their own, and then check answers as a class. Finally, initiate a class discussion by asking the following questions: ¿Qué tipo de música creen que toca la banda “El Pasito”? ¿Cómo lo saben? ¿Cuáles son los géneros musicales más populares en México en la actualidad? ¿Cómo escuchan música la mayoría de los mexicanos? (CD, reproductores de MP3, teléfonos celulares, computadoras o conciertos en vivo) ¿Por qué creen que algunas maneras de escuchar música son más populares que otras? Give students some time to research the answers to these questions on the Web or in the school library. Encourage students to share their ideas with the class. •

Before asking students to write their art exhibition reviews for homework (Expansión activity, p. 291), list some evaluation criteria together with the class. Ask students to reread the review in Activity 7, and elicit some features of reviews. List these features on the board: Describir los datos principales del evento: nombre, fecha, lugar Elegir los aspectos más sobresalientes del evento Incluir opiniones además de información objetiva Usar vocabulario específico Optativo: Terminar con una recomendación Tell students that their reviews will be evaluated based on these criteria. •

Have students read the prompt in Activity 8, Críticos de arte, on p. 291. Model a conversation between two people that have just visited an art gallery with an above-level or an on-level student. Then, have students work in pairs to prepare their dialogues, and have volunteer pairs role-play their dialogues for the class.

ASSESS AND RETEACH •

Have students answer the questions in Para y piensa activity on p. 291 in pairs. Check answers as a class.

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Have students complete the Expansión activity suggested on Teacher’s Edition p. 291 individually. Then have students share their article titles with the class.

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Homework: Have students complete Activity 7 Expansión suggestion on p. 291, taking into account the evaluation criteria outlined in class.

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Vocabulary Quiz 1, On-level Assessment, p. 174

OPTIONAL RESOURCES • Flashcards, Unidad 5, Lección 1 • News and Networking

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Presentación y práctica de gramática 1, pp. 292-295 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 • Future perfect and conditional perfect • Talk about art and music FOCUS AND MOTIVATE • Review past participle forms in Spanish by playing a quick bingo with students. Before class, write the following infinitive forms on slips of paper and put all the slips of paper in a bag: ir, pintar, saber, tener, poner, visitar, hacer, tocar, poder, aprender, ver, oír, cubrir, dar, dibujar, estudiar, viajar. In class, write the infinitives on the board, and ask students to choose four of them. Then, have students write the past participle form of each of the verbs chosen on a sheet of paper, one below the other. Refer them to pp. R17-R27 if they need to check the past participle form of some verbs. To start the game, take one slip of paper from the bag and read the verb aloud. Ask students to cross out the past participle form of the verb if it is included in their lists. The student who first crosses out all the verbs in his/her list, should shout “¡Bingo!”. Check his/her work by having him/her come to the board and write the past participle forms of the four verbs he/she chose. Wrap up the game by asking students to use some of the past participle forms in true sentences about art and music, such as Nunca he ido a una galería de arte. Check the sentences as a class. TEACH • Challenge students to think of sentences about the future including past participle forms. Help them by writing a time expression on the board, such as: Antes de que cumpla treinta años… Write some possible endings as well, such as: …habré terminado mi carrera universitaria, …habremos recorrido toda América Central, …habré aprendido a tocar el violín. Say: Estas oraciones están en futuro perfecto. Then, challenge students to think of sentences about the past starting as follows: No gané el concurso de pintura. Si lo hubiera ganado... Again, write some possible endings on the board: …mis padres se habrían puesto muy contentos, …habría comenzado un curso más avanzado de pintura, …habría aparecido en alguna revista importante. Say: Estas oraciones están en condicional perfecto. Have students identify the auxiliary verb haber and the past participle form in each sample sentence on the board. Then, read aloud the English Grammar Connection feature and the text below El futuro perfecto y el condicional perfecto on p. 292. Explain that the future perfect is used to indicate an action that will have taken place before another action or

¡Avancemos! Level 4 Lesson Plans Unidad 5 point in the future, and can also express a supposition about events in the past. The conditional perfect is used to indicate an action that would have occurred in the past if a certain condition had been met. Check for students’ comprehension by writing the following sentences on the board and asking students to identify the verb tense in each case: Ya mañana Carlos habrá terminado el cuadro./Si hubiera podido, el pintor habría elegido otro color./A fin de año, nos habremos conocido bien./Antes del mediodía habré terminado de ensayar./Te habría llamado sin dudarlo. • Ask students to reread the section about the uses of the future perfect on p. 292 on their own. In order to check for comprehension in the use of the future perfect to express a supposition about the past, write the following sentences on the board: Se habrá perdido./Habrá ensayado mucho./Habrán ahorrado mucho dinero. Say: Voy a describir algunas situaciones, y ustedes deberán elegir una de las explicaciones del pizarrón. Then, read these sentences, one by one, and have students choose the correct inference from the board: Marcos y Carla van a dedicar todo un año a recorrer el mundo./Hay un niño llorando en el museo./Antonio ganó el concurso de música. Have students work in pairs to create other situations and give their possible explanations. Have volunteer pairs share their sentences with the class. • Have students reread the use of the conditional perfect on p. 292. Check for understanding by asking them to respond to these statements using the conditional perfect tense: Cuando era pequeño no quise aprender música./No pude invitarte al concierto./Nunca nos hicimos amigos de Juan. Check answers as a class. PRACTICE AND APPLY • Have some volunteers read out the prompt, the arts school ad, and sentences 1-7 in Activity 9, Una clase de arte, on p. 293. Ask students to tell which tense the activity is focused on (futuro perfecto) and to explain why the future perfect tense is appropriate in this situation (porque incluye acciones del futuro que sucederán antes que otra acción en el futuro: terminar el curso de arte). Have students complete the activity on their own, and then check answers as a class. Make sure students have corrected the false statements by writing complete and accurate sentences. Then, ask students to answer the questions in Expansión box in writing, and have them check their answers with a partner. • Have students work in pairs to complete Activity 10, Conclusiones, on p. 293. One partner should read out an item in the left box, and the other partner should find the correct explanation in the box on the right. Have students take turns to work with each item in the activity. Then, ask them to tell which tense the activity is focused on (futuro perfecto) and to explain why the future perfect tense is appropriate here (porque son suposiciones sobre una acción ocurrida en el pasado). Check answers as a class. • Before class, read the script on p. 283D, so you can preview the audio for students. Have students read the prompt and questions in Activity 11, Los planes de Luisa, on p. 294. Play TXT CD 3, Track 3, and allow students to listen to the audio as many times as necessary to complete the exercise. Go over the answers as a class.

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¡Avancemos! Level 4 Lesson Plans Unidad 5 •

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Read aloud the prompt for Activity 12, Pidiendo perdón, on p. 294. Have students read the e-mail quickly just to check for general comprehension, ignoring the blanks. Ask them to describe Diego based on what Tomás says. (Le aburre el arte. No es vegetariano. Le gusta la música clásica. Detesta el rock. Está interesado en Amalia. Le encanta la música norteña.) Then, have students work in pairs to fill in the gaps. Move around the classroom and provide help and corrective feedback as needed. Check answers as a class. If time allows, have students complete Activity 13, ¡Planea mejor que Manuel!, on p. 294 in writing. If not, assign as homework. Introduce Activity 14, Compromisos, on p. 295 by mentioning some personal plans as a model, using some of the time expressions in the activity. Encourage students to ask you further questions to find out more about your plans. Have students work in pairs to complete the activity orally. Use the Expansión suggestion to check answers as a class. Direct students’ attention to the painting and the caption in Comparación cultural feature on p. 295. Ask: ¿Qué ven en esta pintura? ¿Cómo pueden describir su estilo? Have a volunteer read aloud the text below La pintura de Pablo Picasso. Ask: ¿Por qué creen que Picasso fue tan importante para la historia de la pintura moderna? ¿Cuál creen que fue la influencia del cubismo en el arte moderno? Read the questions under Compara con tu mundo, and have students discuss the answers as a class. Ask students if they know any other famous paintings by Picasso. If they cannot remember any, ask them to do some research on the Web or in the school library. Each student should choose a painting, write down its title on the board, and describe the painting to the class giving as many details as possible. They should also explain what they feel when admiring the painting and what features of the painting aroused their interest.

ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 295 independently. Have them check their answers in pairs. • As an extension to Activity 12, Pidiendo perdón, ask students to write Diego’s response to his cousin’s e-mail, as suggested in Expansión box on Teacher's Edition p. 294. Have some volunteers read out their e-mails, and have the rest of the class listen carefully to check the use of verb tenses. Provide corrective feedback as needed. • Homework: Cuaderno, pp. 90-91 • Homework: Have students complete Activity 13, ¡Planea mejor que Manuel!, on p. 294, if you run out of time in class. • Homework: To complete the activity suggested in Expansión box on Teacher's Edition p. 293, ask students to write another explanation for four of the sentences in Activity 10, Conclusiones. They should write four complete sentences using the future perfect tense. OPTIONAL RESOURCES • Grammar Review Videos, Future Perfect and Conditional Perfect

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Conjuguemos.com News and Networking

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Gramática en contexto, pp. 296-297 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 • 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. OBJECTIVES • Future perfect and conditional perfect • Read a letter FOCUS AND MOTIVATE • Tell students that they will read a letter that María Elena, an art student living in San José, Costa Rica, has written to her friend, Álvaro. Direct students’ attention to the picture of the painting on p. 296, and ask them to make some guesses about it. First, ask: ¿Qué tiempo verbal usamos para hacer suposiciones o inferir algo sobre el pasado? (el futuro perfecto) Then, encourage students to use the future perfect in their guesses. Model one or two sentences, such as María Elena habrá tomado esta fotografía en un museo de San José, Ella habrá olvidado ese cuadro en su ciudad. Then have students write down their guesses. Tell them that they will check their inferences while reading the letter. TEACH • Read Estrategia section on p. 296. Explain that, when scanning, you only look for a specific fact or piece of information in a text, without reading everything. Ask: ¿Van a leer toda la carta, palabra por palabra, para buscar los sustantivos propios? (No es necesario; es suficiente con echar un vistazo, buscar las palabras que empiezan con mayúscula y verificar si realmente son nombres de persona). Have students create a three-column chart like the one shown, including the column headings. Then, ask students to scan the letter and complete the first column of the chart. Check the proper names as a class. (María Elena, Álvaro) Then, focus on the skimming strategy, and explain that skimming refers to looking only for the main ideas in a text. Ask: ¿Es necesario leer toda la carta para buscar información sobre estas personas? (Sí, pero rápidamente, solo es necesario concentrarse en la información que se busca). Ask students to skim the letter and complete the rest of the chart. Have volunteers read out their charts. IEP Modification In order to help below-level students with this activity, you may want to read the letter aloud. Make a pause every two or three sentences, and ask: ¿Leímos algo acerca de alguno de los nombres propios? Complete the chart together with students. Encourage them by explaining that using these strategies may seem slow at the beginning, but once they practice them repeatedly, it will become easier and faster.

¡Avancemos! Level 4 Lesson Plans Unidad 5 •

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Ask students to check if their predictions about the picture were correct. Ask: ¿Cuál es la mejor manera de leer la carta para saber más sobre la ilustración? (leer todo rápidamente hasta encontrar la parte que se refiere a la ilustración) Then, have volunteers take turns reading the letter aloud. When they have finished reading, ask: ¿Qué registro de lengua usa María Elena en su carta? ¿Por qué? Elicit that María Elena and Álvaro are friends, so María Elena uses the second-person singular (tú) in her letter. Guide students to identify other clues in the text that point to the use of an informal language register, such as the greeting (“Querido Álvaro”) and the expressions “Parece mentira,” “Vamos a ver si…,” or “Bueno, nos vemos pronto,” which would not be appropriate in a more formal context. Call students’ attention to the use of the future perfect and conditional perfect tenses in the letter. Ask students to underline all occurrences of each tense. Then, have volunteers read each sentence in which one of the verb tenses is used, and paraphrase it to clarify its meaning. Model the activity as follows: “Para fines de diciembre habré terminado mis clases en el Instituto de Bellas Artes…”: “Habré terminado” es futuro perfecto. En otras palabras, María Elena dice que antes de fin de año terminará de estudiar. Discuss each occurrence as a class, and provide corrective feedback as needed.

PRACTICE AND APPLY • To make sure that students have understood the details of the letter, have them answer the questions in Activity 15, Comprensión de la carta, on p. 297 independently. Encourage students to answer in complete sentences, and then check answers as a class. As an expansion to this activity, ask students to answer the questions in Expansión box. Have some volunteers share their answers with the class. IEP Modification As a challenge for above-level students, provide them with a copy of Activity 15 questions written in a random order. Ask above-level students to order the questions according to where in the letter they can find the answers. Then, have them check a partner’s answers before you check all answers as a class. • Introduce Activity 16 on p. 297 by asking: ¿Qué tienen en común María Elena y su amigo Álvaro? ¿Creen que es más fácil relacionarse con personas con las que tenemos más cosas en común? ¿Por qué? Read aloud the prompts for Students A and B. Have students work in pairs to prepare their conversations. Ask them to write down some ideas and to anticipate the vocabulary they may need during the conversation. Encourage them to use a variety of tenses, especially the future perfect and the conditional perfect. Ask: ¿Qué registro de lengua les parece adecuado para este diálogo? ¿Por qué? As pairs practice their dialogues, walk around the classroom to provide feedback as necessary. Then, have volunteer pairs act out their conversations in front of the class. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 297 independently. Check answers as a class. • Ask students to complete the Expansión activity on Teacher’s Edition p. 297. Students should act out their conversations again, but this time the two friends

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should have nothing in common. Move around the classroom to check students’ work and provide corrective feedback as necessary. Grammar Quiz 1, On-level Assessment, p. 175

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Presentación y práctica de gramática 2, pp. 298-301 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 • Adjective clauses and relative pronouns • Talk about art and music FOCUS AND MOTIVATE • Use a trivia quiz about music and art to introduce the use of relative clauses for giving definitions. Divide the class into small groups, and explain the game: Voy a decir un nombre, un objeto, un lugar u otro concepto relacionado con la música o el arte. Todos los grupos tendrán un minuto para conversar y decidir juntos cuál es la mejor definición de lo que yo he dicho. Deberán escribir su definición en un papel. Después de un minuto, todos dejarán de escribir y leerán sus definiciones. El grupo cuya respuesta sea la más acertada, recibirá un punto. El ganador será el grupo que obtenga más puntos. Use concepts that students have seen in this unit or in previous units. Encourage students to use relative pronouns in their definitions. Start by modeling the activity; say, for example: Frida Kahlo: pintora mexicana, a quien algunos consideran surrealista. These are some ideas you may use: impresionismo (estilo de pintura que se centraba en los efectos de la luz sobre los objetos) guitarrón (instrumento musical de cuerda similar a una guitarra, que se usa principalmente en la música mariachi de México) candombe (género musical típico del Río de la Plata, especialmente de Uruguay, que se toca con tambores) Pablo Picasso (pintor español; fue quien inició el cubismo en pintura) TEACH • Explain to students that relative clauses are used to define or give information about objects, people or concepts, just like they have done in the trivia game. Read the Goal section on p. 298 to preview today’s topic. Then, read out the English Grammar Connection feature. Ask students to take a look at the sample sentence in English and identify the relative clause (who plays the flute), the noun referred to (my sister), and the relative pronoun (who). • Have students read about the differences between defining and non-defining clauses in Los pronombres de relativo section on p. 298. Check students’ comprehension by asking them to tell the difference in meaning between these sentences: Mi hermana que vive en Venezuela toca en una orquesta sinfónica.

¡Avancemos! Level 4 Lesson Plans Unidad 5 Mi hermana, que vive en Venezuela, toca en una orquesta sinfónica. (En la primera oración, la persona que habla tiene más de una hermana. Una de ellas vive en Venezuela. En la segunda oración, la persona tiene solo una hermana.) Give some other similar examples to reinforce understanding. • Ask volunteers to continue reading aloud the grammar section while the rest of students follow along in their books. Make frequent pauses to give or ask for further examples. When students have finished reading p. 299, check for comprehension by asking them to complete the following sentences using a relative clause. Ask students to check their work in pairs. Then, have volunteers come to the board to write their complete sentences and check them as a class. • Cuando tenía solo cinco años, mis padres me llevaron al Museo Nacional de Bellas Artes, … (possible answers: el cual me pareció gigante, que nunca volví a visitar, lo cual me resultó muy aburrido) • Al volver de mi viaje a España, seguramente habré conocido a Shakira, … (possible answers: de quien se habla muy bien, a quien deseo conocer desde hace mucho tiempo, que es mi cantante favorita) • Me gustaría tener un maestro de música… (possible answers: que sea reconocido, con quien aprenda música contemporánea, que aprecie mi esfuerzo) PRACTICE AND APPLY • Ask students to read the text in Activity 17, Los amigos de Javi, on p. 300 on their own. Ask them to list Javi’s friends and acquaintances who are into music (compañeros en la orquesta de la escuela; dos violinistas; un trompetista; el mejor amigo, Lorenzo, que toca el saxofón). After checking students’ answers, ask them to fill in the gaps with a partner. Check answers as a class, and provide corrective feedback as needed. • Model combining sentences using relative pronouns before asking students to complete Activity 18, Combinando oraciones, in pairs. Tell students that they should focus on the meaning of the sentences, and that there may be more than one correct answer. When students have finished combining sentences, check answers as a class. • Before class, read the script on p. 283D so you can preview the audio for students. In order to introduce Activity 19, La familia de Lidia, on p. 300, tell students that they are going to listen to Lidia, whose family is fond of music. Say: ¿La música ha unido o ha dividido a la familia de Lidia? Escuchen primero solamente para responder a esta pregunta. Play TXT CD 3, Track 4, and have students discuss the effect of music on Lidia’s family. Then, play the track again, and ask students to answer Activity 19 questions on their own. Encourage them to answer in complete sentences and to use relative clauses when possible. Check answers as a class. IEP Modification In order to provide support for below-level students, give them the answers to the questions in random order. Ask students to listen and match each question with the correct answer. Have them check their answers with an on-level or above-level classmate.

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Read the prompt for Activity 20, Dime, on p. 301. First, ask students to answer the questions about themselves. Then, ask them to walk around the classroom asking and answering questions until they find at least one classmate who has given the same answer to one of the questions. Wrap up the activity by asking students to present an oral summary of their findings. Encourage them to use relative clauses in their summary. As students speak, ask them to support their answers and to provide examples of their likes and dislikes. Provide corrective feedback as necessary. Refer students to the photo in Comparación cultural section on p. 301. Ask: ¿Conocen a este cantante? ¿Qué saben de él? (Es Marc Anthony. Nació en Nueva York, Estados Unidos; hijo de padres puertorriqueños, cantante de salsa, ganador de premios importantes, muy reconocido en todo el continente). Say: Gracias a algunos artistas como Marc Anthony, la salsa y otros ritmos latinos se han hecho más famosos en todo el mundo. Have students brainstorm other Latin music styles, singers, and bands that have become more popular in the United States recently. Write their ideas on the board. Then, ask a volunteer to read the text under La música latina, and tell the class: Vamos a ver si podemos completar nuestras notas del pizarrón. While reading, complete the notes on the board. Extend the discussion by asking students to answer the questions under Compara con tu mundo in pairs. Finally, ask: ¿Qué efectos han tenido las contribuciones de la música latina en la música de los Estados Unidos? ¿Y en la música de otros países? Encourage all students to participate in the discussion.

ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 301 independently. Check answers as a class. • Extend Activity 20, Dime, on p. 301 by having students answer the questions from their best friend’s point of view, as suggested in Expansión box. Check answers as a class. • Homework: Cuaderno, pp. 92-93 • Homework: Ask students to create two additional sentences for Activity 18, Combinando oraciones. They should use the words el amplificador and la batería, as suggested in Teacher’s Edition Expansión box, on p. 300. OPTIONAL RESOURCES • Grammar Review Videos: Relative Pronouns • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader

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Gramática en contexto 2, pp. 302-303 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Relative pronouns FOCUS AND MOTIVATE • Introduce the topic of making and accepting/refusing invitations with the following game. Ask students to write an invitation to an art or music event on a piece of paper. Ask them to include a relative clause in their invitations, and encourage them to be creative and funny. Suggest these examples: ¿Qué te parece si (vamos al Museo de Juguetes del que todos hablan)?, ¿Por qué no (hacemos juntos un curso de música clásica)?, ¿Te gustaría (ir al concierto de Marc Anthony, a quien siempre quise ver)? Collect students’ invitations and put them in a bag. Then, ask them to write an excuse for not accepting an invitation on another piece of paper, and put all the excuses in another bag. You may give these ideas: Me encantaría, pero tengo que ir a mi clase de trombón y arpa; Gracias, pero prefiero salir a pasear a mi perro; Lo siento, pero soy vegetariano. Have students work in pairs. Partners should take a piece of paper from each bag and read them aloud. It will be funny to see how an invitation matches a random excuse. For instance, students may read: ¿Qué te parece si vamos al Museo de Juguetes del que todos hablan? Lo siento, pero soy vegetariano. • In order to introduce the characters in this section, ask: ¿Se acuerdan de María Elena? ¿Qué hace en Costa Rica? ¿De dónde es? ¿Quién es Álvaro? If necessary, refer students to p. 296 and ask them to find the answers to these questions in the letter. Then, tell them that they are going to meet Fernando, another friend of María Elena, and read together Goal section on p. 302. TEACH • Read the prompt of the dialogue on p. 302 and have students work in pairs to read out the dialogue between Fernando and María Elena. Guide students to use context clues and their previous knowledge to decode the meaning of any unknown words, and remind them to turn to Flashcards when needed. Before they start reading, set a reading purpose by asking: ¿Qué harán María Elena y Fernando este viernes? When they finish reading, ask volunteers to answer this question giving as many details as possible and check their answers as a class.

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Ask students to read the dialogue again on their own and to underline any relative clauses they find. Have volunteers read out each relative clause and tell if the relative pronoun could be replaced by any other relative pronoun. Model the activity with the first clause: En “… ¿te acuerdas de esa exposición de arte abstracto, la que dan en el Museo Municipal?”, la cláusula adjetiva es “la que dan en el Museo Municipal”. El pronombre relativo es “que”, junto con el artículo “la”. “La que” podría reemplazarse por “que” o “la cual”. You may ask further questions, such as: ¿Qué diferencia hay entre “la que” y “la cual”? (la segunda es más formal) or ¿Esta información es esencial o no? ¿Cómo lo saben? (no es esencial; por la coma) Continue until you have discussed all relative clauses in the dialogue. Read together Estrategia section on p. 302. Ask students to copy the three-column chart and complete it independently. Tell students to go back to the text as necessary. Then, check answers as a class. If time allows, extend the activity by asking students to create a similar chart to describe three or four of their classmates, and have some volunteers share their charts with the class.

PRACTICE AND APPLY • Have students work on their own to answer the questions in Activity 21, Comprensión del diálogo, on p. 303. Have students work on Expansión activity as well. Encourage them to elaborate on and justify their personal opinions. Then, check answers as a class. • Ask students to work in pairs to complete Activity 22, Entrevista, on p. 303. Ask partners to read only the prompts for their part of the conversation and allow them some time to plan what they can say. Tell students that they may take notes as a guide for the conversation. Encourage them to use specific vocabulary and relative clauses. In addition, stress the importance of making detailed descriptions and developing personal ideas or opinions. After some planning time, ask pairs to practice the conversation. Finish off by asking pairs to act out their conversations in front of the class. Provide corrective feedback as needed. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 303 independently. Check answers as a class. • Extend Activity 22 by having students act out their dialogues again, but this time Student B wants to go to a rock concert, as suggested in Expansión box on Teacher’s Edition p. 303. • Grammar Quiz 2, On-level Assessment, p. 176 OPTIONAL RESOURCES • Flashcards, Unidad 5, Lección 1 • Gramática, Self-check Quiz, Unidad 5, Lección 1 • News and Networking • Conjuguemos.com

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Todo junto, pp. 304-307 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. • 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 an entertainment guide FOCUS AND MOTIVATE • Direct students’ attention to the entertainment guide on p. 304, and ask them to look at the pictures and read the headings. Initiate a class discussion about the use of entertainment guides to plan leisure activities. Use the following questions to guide the discussion: ¿Dónde se pueden leer este tipo de guías? ¿Qué tipo de información contienen? ¿Creen que son comunes en los países de habla hispana? ¿Por qué? ¿Les parecen útiles para planear las salidas? ¿Qué otros medios pueden usar para buscar información sobre eventos culturales o artísticos en los países de habla hispana? Make sure all students contribute to the discussion. TEACH • Read aloud the Estrategia section on p. 304. Then, read aloud the information about Club Electricity to model how to fill in the pros-and-cons chart. Stress the importance of expressing reactions while reading a text instead of reading passively. Also, make sure students understand that this activity is based on inferences they can make from the text and on their personal opinions about what they read; therefore, there may be more than one way to fill in the chart. Have students copy the chart and complete it. They should include a positive and a negative aspect of each of the events or places listed in the guide. Have volunteers share their charts with the class. Encourage all students to comment on their classmates’ choices. • Go back to the entertainment guide to help students with any unfamiliar vocabulary. Ask them to infer the meaning of the words en vivo, afamada, dramaturga, compañías, and charla based on context. Then, call students’ attention to the use of informal language in the guide. Ask: ¿A qué público está dirigida la guía? ¿Cómo lo saben? ¿Qué expresiones les parecen adecuadas

¡Avancemos! Level 4 Lesson Plans Unidad 5 para un registro de lengua informal pero no para uno más formal? Guide students to identify expressions such as “Agarra la buena onda,” “No te pierdas…,” “Si no tienes dinero…”. Discuss what the guide would be like if it were addressed to middle-aged people. Ask students to think of a title and an introduction to this imaginary guide, and to suggest expressions that would be more appropriate for the target audience. Write all their suggestions on the board. Then, ask: ¿Qué implicaciones y consecuencias tendría no usar un registro de lengua apropiado en estas dos guías, dirigidas a públicos diferentes? Encourage all students to contribute to the discussion. PRACTICE AND APPLY • Have students complete Activity 23, Comprensión de la guía del ocio, on p. 305 independently. Explain that this activity is also based on making inferences from the reading, since they will not find answers literally stated in the text. Encourage students to use their background knowledge as well as the information from the guide to answer the questions, and then check answers as a class. Extend the activity by asking students to answer the questions in Expansión box. Have volunteers share their answers with the class. • Read together the prompt for Activity 24, ¿Qué habrían hecho?, on p. 305. Make sure students understand the meaning of all the verbs in the box. Have students explain why they should use the conditional perfect in their sentences (para expresar una situación o una acción hipotética en el pasado). Ask them to write their sentences independently. Then, have them work in pairs. Partners should read out the sentences to each other and add some more details to elaborate on their ideas. Move around the classroom to provide corrective feedback as needed. • Have students continue working in pairs to complete Activity 25, Vamos a salir, on p. 305. Have volunteers read the prompts for Students A and B. Tell students that they should not write down the complete dialogue. Instead, they may take notes and elaborate on them as they improvise the conversation orally. Have pairs practice the conversation, and then have volunteer pairs role-play the conversation in front of the class. • Before asking students to complete Activity 26, Una visita muy movida, on p. 306, ask them to read the text just to get the gist of it, ignoring the gaps, and to summarize the content in one sentence. Then, review the differences between defining and non-defining relative clauses. Ask: ¿Qué indica la coma en esta oración?: “Mi amigo, a quien le fascinan los musicales, me invitó a un espectáculo.” (La coma encierra información que no es esencial sobre mi amigo). ¿Cambiaría el significado de la oración sin la coma? (Sí, la cláusula adjetiva serviría para definir de cuál de mis amigos estoy hablando). If necessary, have students read the grammar summary on p. 309. Then, ask students to identify the relative clauses in the e-mail and to fill in the gaps with the correct relative pronouns first. Then, explain that the other gaps should be filled in with the correct form of the verbs in the conditional perfect tense. Check answers as a class. IEP Modification Ask above-level students to do the activity on their own, without any guidance. Then, have them justify their choices.

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Introduce Activity 27, Una encuesta, on p. 306 by saying: ¿Creen que en esta clase hay talentos ocultos? ¿Qué habilidades musicales o artísticas tienen sus compañeros? Vamos a averiguarlo con esta actividad. Read the prompt together, and have students walk around the classroom to ask and answer the questions. They should take notes of what their classmates answer. Ask them to follow the suggestion in Expansión box as well. Then, as homework, ask students to write a summary of their findings based on their notes. Review the features of reports as reference for students: Reports are divided into different paragraphs: one paragraph may describe the characteristics of the survey, another one may include the results, and a final paragraph may be a personal conclusion or interpretation of the survey results. Direct students’ attention to the painting on p. 307. Give a few facts about the painter and his style: José Morillo nació en 1975 y es uno de los principales representantes de la pintura naif de la República Dominicana. Este estilo artístico se caracteriza por ser ingenuo, espontáneo, colorido y muchas veces similar a los dibujos infantiles. Los temas de las pinturas naif suelen ser la vida campesina, la familia, las costumbres, las tradiciones y la religión. Guide students to describe and interpret the painting by asking these questions: ¿Cuál es el tema de esta pintura? ¿Qué están haciendo estas personas? ¿Dónde están? ¿Qué dice esta pintura sobre las costumbres de los pueblos de la República Dominicana? Then, ask students to look for the meaning and origin of the word merengue on the Web or in the school library, and ask: ¿Por qué creen que el merengue como género musical se volvió tan popular en la República Dominicana y se extendió también a los demás países de habla hispana? Make sure all students participate in the discussion. Have students read the prompts in Para crear activity on p. 307, including items 1-6 in Para comenzar section. Elicit the main features of a good short story, and list them on the board: A simple plot with a beginning (presentation of characters and setting), a middle, and an ending Descriptions to help the reader picture characters, places or objects more vividly Dialogues to make characters speak and express their emotions Have students work in small groups to complete the steps and write a short story. Move around the classroom to provide help as needed and to correct students’ drafts. Once students finish writing, ask a representative from each group to read their story aloud to the rest of the class. As an extension to this activity, you may want to compile all the short stories in a sort of magazine or book and make copies to distribute them among other classes in the school.

ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 307 independently. Check answers as a class. • Homework: Ask students to create two additional events to include in the entertainment guide. Then, ask students to explain why they would have liked to attend those events, as suggested in Teacher’s Edition Expansión box, on p. 305.

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Homework: Have students write the survey report to complete Activity 27, Una encuesta, on p. 306. Homework: Ask students what they would have done at the party depicted in the painting, and whether they would have liked to be there or not. Have them answer these questions in writing to complete Expansión activity on Teacher’s Edition p. 307. Homework: Cuaderno, pp. 94-95

OPTIONAL RESOURCES • Flashcards, Unidad 5, Lección 1 • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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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 • Painting and music, artistic and musical interests • Future perfect, conditional perfect, relative pronouns ASSESS AND RETEACH • Lesson 1 Test, On-level Assessment, pp. 177-182 • Assessment Audio: Examen Lección 1, Test CD 2, Track 7, Test CD 2, Track 8

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Lesson Opener, Presentación de vocabulario, pp. 310-313 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 sculpture and literature • Discuss arts-related activities • Passive voice and passive se, impersonal se, se for unintentional events • Review futre and imperfect • Culture: arts-related proverbs in Spanish; art museums in Madrid; Mexican-American murals; museums and musicians in Spanish-speaking countries FOCUS AND MOTIVATE • Have students look at the photo on pp. 310-311 and read the caption. Then, ask them the questions in ¿Qué ves? box. Have them discuss the answers in pairs. Finally, have students share their answers with the class. • Ask students to read Compara con tu mundo feature. Have them discuss the answer to the question ¿Qué museos de arte te gustaría conocer? as a class. Have students mention some art museums in Spanish-speaking countries. If they can’t think of any, ask them to do some research on the Web or in the school library. Then, initiate a class discussion by asking: ¿Hay algún museo de arte en el área donde viven? ¿Conocen a muchas personas que estén interesadas en el arte? ¿Qué creen que aporta el arte a las personas que lo experimentan? ¿Creen que el arte se valora más en unas sociedades que en otras? ¿Por qué? ¿En qué se parece y en qué se diferencia la relación con el arte en los Estados Unidos y en los países de habla hispana? Give students some time to discuss the answers to these questions in small groups. Ask students to build on others’ ideas and to express their own persuasively. Then, have students share their answers with the class. TEACH • Show Presentación de vocabulario section on pp. 312-313. Have students take turns reading the different paragraphs in Escuela de Arte, Talleres section on p. 312. Repeat the labeled and highlighted words for students to learn this lesson’s vocabulary, and then ask some questions to check for understanding, such as: ¿Cuál de las actividades de la escuela de arte les gusta más? ¿Por qué? ¿Alguna vez han trabajado con materiales como el yeso, la piedra, la madera o el metal? ¿Cómo fue la experiencia? Have volunteers share their experiences with the class. • Have other students take turns reading Escuela de Arte, Rincón Literario section on p. 313. Have students repeat the vocabulary words. Then ask some questions to check for understanding: ¿Cuál de estos géneros literarios les resulta más

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interesante? ¿Por qué? ¿Qué género elegirían para escribir en el periódico escolar? Make sure all students participate in the discussion. Read aloud the words in Más vocabulario box on p. 313. Tell students that these words are also related to literature. Then write the following situation on the board: Acabas de publicar un libro. Te encuentras con un amigo a quien le cuentas cómo luce el libro, de qué trata, en qué formatos está publicado y dónde se puede conseguir. Organize students in pairs, and have them write a dialogue to role-play this situation using the words from Más vocabulario box and any other words from pp. 312-313. Have volunteer pairs role-play the dialogue in front of the class. The class should check and, if necessary, correct the use of vocabulary words in their classmates’ dialogues.

PRACTICE AND APPLY • Before class, read the script on p. 309C so you can preview the audio for students. Before listening to the audio, read the prompt for ¡A responder! activity on p. 313. Play TXT CD 3, Track 5 and have students complete the activity individually in writing. Check answers as a class. • Have students imagine that they are attending an art workshop or a creative writing workshop. Have them write a paragraph individually about the activities they do at the workshop, using as many of the vocabulary words they have learned as possible. Have some volunteers read their paragraphs to the class. Provide corrective feedback as necessary. ASSESS AND RETEACH • Homework: Have students study the vocabulary presented on pp. 312-313. Then, ask them to use as many vocabulary words as possible to design and write a fictitious leaflet of a community center offering arts-related activities for children and young people on weekends. OPTIONAL RESOURCES • Flashcards, Unidad 5, Lección 2 • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Práctica de vocabulario, pp. 314-315 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Sculpture and literature • arts-related activities FOCUS AND MOTIVATE • Use Flashcards to review arts-related vocabulary. Then, have students work in pairs. One partner should create a word web with all the sculpture-related vocabulary words he/she can think of; the other should create a word web with vocabulary words related to literature. If they wish, they may use the Web graphic organizer from Generate Success. They should write Escultura or Literatura in the center circle, and the related vocabulary words in the attached circles. When they finish, have them exchange their webs and check each other’s work. Then, have volunteer pairs come to the board and write one sentence with a sculpturerelated word and one sentence with a literature-related word. TEACH • To review the forms of the future tense in Spanish, write the verb endings -é, -ás, -á, -emos, -éis, -án on the board. Ask students to read the sentences in Activity 1, Pasos artísticos, on p. 314, and highlight all the verb endings they find. Have them identify if the verbs are regular or irregular. Remind them that, to form the future tense of regular verbs, they should add the appropriate endings to the infinitive. To form the future tense of irregular verbs, they need to add the same endings to the irregular stems. Then make a two-column chart on the board to list the infinitive form of the verbs in the first column and the future form in the second column, for example: hacer, harás. Have volunteers come to the front of the class to complete the chart. • Have students work individually to complete Activity 1. Ask students to read the title, Pasos artísticos, and the sentences in the box. Guide them to understand that they should use vocabulary words related to sculpture only, and suggest them to analyze all the elements in each sentence in order to choose the correct vocabulary word. Also, explain that some words or phrases such as luego or al terminar point to the use of the future. Choose different volunteers to read aloud each complete sentence. Repeat the vocabulary word that should be used in each sentence, and write it on the board for students to check their answers. • Remind students that a literary review is a piece of writing in which a reviewer analyzes a published book and gives his/her opinion about it. Books can be reviewed for printed periodicals, magazines, and newspapers, or for book Web sites or blogs. A reviewer may evaluate a book based on its content, style, or even his/her personal taste. Ask students to work with a partner to complete Activity 2, Editor(a) de literatura, on p. 314. Tell students that they should arrange the

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¡Avancemos! Level 4 Lesson Plans Unidad 5 sentences in a logical order. Have partners check each other’s work. Then, have a volunteer read aloud the complete text in order. PRACTICE AND APPLY • Before class, read the script on p. 309C, so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Play TXT CD 3, Track 6 and have students complete Activity 3, Clase de literatura, on p. 314 on their own. Check answers as a class. • Have students work in pairs to complete Activity 4, Charla entre escultores, on p. 315. Ask them to use the words from the word bank and to enrich their dialogues with other vocabulary words and expressions related to sculpture and art in general. Have volunteer pairs role-play their conversation in front of the class. • Have students read Dichos y refranes section in Comparación cultural feature on p. 315 on their own. Ask volunteers to explain in their own words what the sayings Contra gustos no hay nada escrito, Quien canta sus males espanta, and Quien mal canta, bien le suena mean. Next, divide the class in small groups and assign each group an arts-related Spanish saying, such as La música amansa a las fieras, Pinta tu aldea y pintarás el mundo, Una imagen vale más que mil palabras, Cada uno es maestro en su arte, La pluma es más poderosa que la espada, and so on. Ask groups to discuss the meaning of the saying and to explain its connection to arts-related activities. Also, ask groups to describe a situation in which the saying could be used. Give students some time for group discussion and allow them to do some research on the Web or in the school library if needed. Then, have them present their ideas to the class • Ask students to read Compara con tu mundo section and answer the questions in writing. Ask a few volunteers to read out their answers.

ASSESS AND RETEACH • Have students work in pairs to complete Para y piensa activity on p. 315. Remind them to answer the questions in complete sentences. Have partners check each other’s answers. • Have students give the definitions of the verbs moldear and tallar. To complete the Expansión activity suggested on Teacher’s Edition p. 314, have them mention materials for molding and materials for carving. Then, ask them to write two more sentences to add to Activity 1 Taller de arte box using the verbs moldear and tallar in the future tense. Have students check their work in pairs. • Homework: Have students complete Expansión activity on p. 314. They should write the text in the front and back covers of their favorite book. Have volunteers share their texts with the class. • Homework: Cuaderno, p. 99. • Homework: Ask students to choose a book they have recently read and write a brief review about it. Remind them to use the proper language register, and to check for spelling and grammar mistakes. OPTIONAL RESOURCES

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Flashcards, Unidad 5, Lección 2 Vocabulario: Self-Check Quiz, Unidad 5, Lección 2

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Vocabulario en contexto, pp. 316-317 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2C infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Read a blog • Learn about sculpture and literature • Compare artistic preferences FOCUS AND MOTIVATE • Have students take a look at Leonardo Casas’ blog sample on p. 316. Ask students to have a look at the blog’s design and format only, without reading the content. Ask: ¿Cómo describirían un blog personal? ¿Cuáles son su características principales? Have the whole class contribute to the description. Elicit from students that a typical personal blog has entries, dates, news headings, readers’ comments, personal pictures, links to related Web pages, and so on. Then, ask: ¿Qué contenido se puede encontrar en un blog personal? ¿Tienen o les gustaría tener su propio blog? ¿Qué tipo de contenido tendrían en su blog? Have students share their ideas, experiences, and preferences. • Direct students’ attention to the blog heading “Jornadas artísticas en Montevideo”. Ask: ¿Qué creen que son las “jornadas artísticas”? ¿Alguna vez participaron en alguna? ¿Qué tipo de actividades creen que se pueden realizar en una jornada artística? Have students share their ideas and ask them to take notes so that, after reading the blog, they can check if their guesses were right. TEACH • Read aloud the Estrategia section and the prompt on p. 316. On the board, draw a chart like the one shown, and explain students that using a schedule may help them keep track of all the activities Leonardo did. Ask students to read the two main paragraphs in the blog and list all the events and activities Leonardo mentions. Then, they should copy the chart and complete it by writing the events and activities in the correct column, depending on whether they took place in the morning or in the afternoon. Have volunteers share their charts with the class, and provide corrective feedback as needed. Then, have students read the margin features of the blog, and ask the following questions: ¿Qué tipo de contenido tiene el blog de Leonardo Casas? ¿Sobre qué habla Leonardo en las entradas más recientes de su blog? ¿Tenían razón sobre las actividades que se realizan

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en una “jornada artística”? ¿Por qué? ¿Cuál es la actitud de Leonardo hacia las personas que leen su blog? Discuss the answers to these questions as a class. Have students work in pairs to answer the questions in Activity 5, Comprensión del blog, on p. 317. Provide guidance and clarification as needed. Partners should check each other’s work. Next, ask a volunteer to read the question in Expansión box. Have students look for the word candombe in the blog text, and remind them that they can use context clues to guess the meaning of unknown words. Then, have volunteers answer the question in Expansión box. In order to check if their answers were correct, have students look up the word candombe in a Spanish dictionary. Ask: ¿De dónde proviene la palabra “candombe”? ¿Qué tipo de música imaginan que es? ¿Por qué? ¿Dónde se escucha actualmente este tipo de música? To end up this activity, you may want to download some candombe music for students to listen. Play the music and have students share their feelings and reactions.

PRACTICE AND APPLY • Ask students to complete Activity 6, Comentarios para Leonardo, on p. 317 individually. Give students some time to write their comments. Encourage them to use as many vocabulary words as possible, apart from the words in the word bank. Have a volunteer share his/her comments with the class. Ask: ¿Cómo respondería Leonardo a esa opinión? Have volunteers guess Leonardo’s answer. Have some other volunteers read their comments and ask the class to think of Leonardo’s answers to those comments as well. • Ask students the questions suggested in Expansión box, on Teacher’s Edition p. 317: ¿A cuál de las dos jornadas habrían preferido asistir? ¿Por qué? Ask students to answer in complete sentences and justify their choices. • Have students work in groups of three to complete Activity 7, En las jornadas, on p. 317. Have group members work collaboratively to write questions and answers. Remind them to use as many arts-related vocabulary words as possible. Ask groups to act out their dialogues in front of the class. Have the rest of the class check students’ use of grammar and vocabulary. ASSESS AND RETEACH • Ask students to complete Para y piensa activity on p. 317 in writing. Remind them to answer in complete sentences. Check answers as a class. • Homework: Ask students to search Spanish-language sources (such as books or Web sites) to find information about the typical music from Río de la Plata, in South America. Then, have them write a brief report summarizing their findings. Remind them to organize their paragraphs in a clear and logical way, and to pay attention to grammar, vocabulary, spelling, and punctuation. • Vocabulary Quiz, On-level Assessment, p. 187 OPTIONAL RESOURCES • Flashcards, Unidad 5, Lección 2 • News and Networking

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Presentación y práctica de gramática 1, pp. 318-321 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 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 • Discuss literature and other arts-related activities • Passive voice, passive se, impersonal se FOCUS AND MOTIVATE • Write some arts-related verbs in the infinitive form on the board, for example, escribir, pintar, leer, esculpir, tallar, interpretar, componer, exhibir. Have volunteers use these verbs to create sentences based on the structure of this sample sentence: Cervantes escribió Don Quijote de la Mancha. Ask students to come to the board to write their sentences, and check the sentences as a class. (Make sure sentences follow the subject + action verb + object structure, and keep them on the board for later use.) Explain that these sentences are in the active voice, which is the most frequent way to express an action both in English and in Spanish. Then, read aloud the English Grammar Connection feature on p. 318. Ask students to think how they would translate the English sample sentence into Spanish, and tell them that they will learn how to form the passive voice in Spanish in this lesson. TEACH • Read aloud the explanation on the uses of the passive voice and passive se on p. 318, and make frequent pauses to check for students’ comprehension. Explain that the active voice is used to emphasize who or what is carrying out the action, while the passive voice is used to emphasize the action itself. In passive sentences, who or what is carrying the action is unimportant, unknown, or assumed to be commonly known. Ask students to turn to the sentences written on the board and to rewrite them using the passive voice with the verb ser. Model the activity by writing the sample sentence in the passive voice: Don Quijote de la Mancha fue escrito por Cervantes. Check students’ work as a class and provide feedback as needed. • Stress that, although the structure of the passive voice is similar in English and in Spanish, the passive voice with the verb ser is less frequently used in spoken Spanish because it is considered rather formal. It is mostly found in official language or in newspaper articles and literature. In everyday speech, Spanish speakers prefer to use the passive se. The passive se is also used in signs and

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advertisements. Write these sentences on the board, and ask students to rewrite them using the passive se: La música es escuchada en todas partes. / Las pinturas han sido exhibidas muchas veces. / Los libros fueron publicados en 1945. / Las esculturas fueron vendidas. Then, check sentences as a class. Read out the section about the use of the impersonal se. Tell students that they should be careful not to confuse these impersonal expressions with the passive se. Impersonal expressions have no subject, and they are always used with a verb in the third person singular. They can be used to find out (in interrogatives) or to describe how things are done according to custom, rule, or general consensus. They are helpful for asking for directions, how to say things properly, or what the rules in a specific place are; making general statements; and so on. Have students complete the following sentences using the impersonal se: En el museo… (no se puede sacar fotos) / En verano… (se duerme mal porque hace mucho calor) / Aquí… (se trabaja bien). Then check answers as a class.

PRACTICE AND APPLY • Ask students to complete Activity 8, Un robo en el Museo de Arte, on p. 319 on their own. Point out that they only have to use the passive voice with ser in this activity. Have them reread the first part of La voz pasiva, se pasiva y se impersonal section on p. 318 if needed. Then, ask a volunteer to read the complete text, and check answers as a class. To extend this activity, have students retell the story at the art museum using the active voice instead, as suggested in Teacher’s Edition Expansión box. They should write the story on a piece of paper and then exchange papers with a partner to check each other’s work. Have one volunteer read out the text to the class. • Ask students to work in pairs to complete Activity 9, El rincón artístico, on p. 319. Tell them that, in this activity, they should only use the passive se. Encourage students to be creative, and remind them to pay attention to noun-verb agreement. Ask some volunteers to read their sentences, and have the class check their classmates’ work. • Before class, read the script on p. 309C, so you can preview the audio for students. Read aloud the prompt for Activity 10, En la clase de arte, on p. 319. Play TXT CD 3, Track 7, and have students first list the verbs used in the audio. Play the audio again if necessary. Have one volunteer read his or her list of verbs aloud. Make corrections as needed, and then have students complete the rest of the activity. Have volunteers share their sentences with the class and provide corrective feedback as necessary. • Have students work in pairs to complete Activity 11, Las reglas del museo, on p. 320. Tell them that they should use the correct form of the passive and make sure that the message is clearly understood. Then, have pairs work on Expansión activity. Ask them to give detailed answers, and check students’ work as a class. • Have a volunteer read out the prompt for Activity 12, Autores y artistas, on p. 320, and have students read the items on the three columns on their own. Ask them if there is any work or artist they have never heard about, and tell them that they can use their previous knowledge and make some inferences to match the elements. Have students work individually to complete the activity. Choose different volunteers to say each sentence, and have the class check the use of the

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¡Avancemos! Level 4 Lesson Plans Unidad 5 passive voice. You may extend the activity by asking students to create additional sentences in the passive voice to tell about their favorite songs and films, as suggested in Expansión box on Teacher’s Edition p. 320. Once students have finished, ask them to turn all their sentences into the active voice. Have volunteers share their sentences in the active voice with the class and provide corrective feedback as necessary. • Divide the class into small groups and have them work on Activity 13, Pasado, presente y futuro, on p. 321. Point out to students that they should use three different verb tenses to describe life in the past, the present, and the future. Review the imperfect tense conjugations, and remind students that the imperfect expresses actions that used to happen in the past. Allow students some time to write their sentences. Then, call on groups to read aloud their descriptions. While one group member reads aloud the text, another one will write all the examples of passive se and impersonal se on the board for their classmates to read and check. IEP Modification To provide further support for struggling students with the use of the imperfect tense, write ten verbs in the infinitive form on the board. Call on a volunteer to write the imperfect conjugation of the first verb and say a sentence with it. Have another volunteer write down the sentence on the board and read it aloud. Check the sentence as a class. Continue the activity untill all verbs have been used. • Ask students to read the paragraph under the head El Prado in Comparación cultural box on p. 321 on their own. Then, call on one volunteer to read it aloud to the class. Check for comprehension by asking: ¿En qué ciudad se encuentra el Museo del Prado? ¿Cuáles son los otros dos museos importantes de esa ciudad? ¿Por qué creen que son tan importantes? Ask students to read the questions under Compara con tu mundo, discuss the answers in pairs and then share their ideas as a class. Next, have students work in small groups to find information on the Web or in the school library about the most important art museums in these cities: Buenos Aires, Ciudad de México, Caracas, Lima, Bogotá, and Santiago de Chile. Assign one of the cities to each group, and ask students to write a brief report explaining why they think the museums are important or interesting. They should focus on the museums’ architecture, art collections, and cultural value. Ask all groups to share their paragraphs with the class. Then, ask: Si tuvieran que hacer una lista de los cinco museos más importantes del mundo hispano, ¿cuáles elegirían? ¿Por qué? ¿Qué aprendieron al hacer su investigación y escuchar lo que investigaron los otros grupos? Encourage all students to contribute to the discussion. ASSESS AND RETEACH • Have students work in pairs to complete Para y piensa activity on p. 321. Ask partners to check each other’s answers. • Homework: Cuaderno, pp. 100-101. • Homework: To extend Activity 9, El rincón artístico, have students work on Expansión activity on p. 319. Ask them to choose the right verbs to write about what they do in history, math, and biology classes, based on the sentences they have already completed.

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¡Avancemos! Level 4 Lesson Plans Unidad 5 •

Homework: Ask students to look for three paragraphs from different books with examples of passive voice with ser, passive se, and impersonal se. Tell them to copy the sentences in which passive voice or passive se are used and to turn them into the active voice. Then, they should copy any sentences with impersonal se and rewrite them using a subject.

OPTIONAL RESOURCES • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Gramática en contexto, pp. 322-323 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. OBJECTIVES • Passive voice • Read an announcement • Talk about a school poetry contest FOCUS AND MOTIVATE • Tell students that printed or online announcements are one way in which we can learn about events of public interest. Have students take a quick look at the announcement on p. 322, without reading the text. Have them focus on the announcement’s main features, such as the title, the organization, the picture and its caption. Discuss with students the function of literary contests and their relevance for new writers. Ask: ¿Qué importancia cultural tienen los concursos literarios? ¿Cuál es el beneficio para los escritores que participan en estos concursos? ¿Creen que es una buena forma de darse a conocer para los escritores nuevos? ¿En qué tipo de publicaciones se puede encontrar un anuncio como este? Make sure all students participate in the discussion. TEACH • Read the Estrategia section on p. 322. Have students create a two-column chart like the one shown, including the column headings. Ask students to go to p. 335 and review the uses of the passive voice with ser and the passive se. Have one volunteer create a sentence in the passive voice using the verb ser, and have another volunteer create a sentence with the passive se. Write the sentences on the board, and have students identify the subject, the agent, and the main verb in each sentence. Ask students to bear in mind the question at the end of the Estrategia paragraph while they read the announcement. • Have students read the prompt and the announcement on their own, and then have volunteers read aloud one paragraph each. Clarify and discuss any unfamiliar vocabulary. Check for comprehension by asking: ¿Podrá Rosa, la amiga de María Elena, presentar sus poemas en el concurso? ¿Por qué? Then, have students complete the chart with at least three examples both of the passive voice with ser and the passive se from the announcement. Have volunteers share their examples with the class. Finally, ask students to answer the question in Estrategia section based on the examples they found. Discuss their ideas as a class. • Lead a class discussion on the use of the passive voice in the announcement. Ask: ¿Por qué hay tantos ejemplos de voz pasiva en el texto? ¿A qué tipo de

¡Avancemos! Level 4 Lesson Plans Unidad 5 público está dirigido este anuncio? ¿Qué registro de lengua se usa y por qué? Elicit that the use of the passive voice points to a formal register. Explain that announcements are usually impersonal and formal, and that formal language may bring an extra degree of seriousness to the subject. Have students try to rewrite some of the sentences in the announcement to make it more informal or colloquial, and then ask: ¿Le darían la misma importancia al anuncio si estuviera escrito de manera más informal? ¿Por qué? Encourage all students to contribute to the discussion. PRACTICE AND APPLY • Have students answer the questions in Activity 14, Comprensión del anuncio, on p. 323 on their own. Remind students to answer in complete sentences and to use the passive voice when possible. When they finish, have them complete Expansión activity. Ask them to provide their answers in writing. Invite some volunteers to share their answers with the class. Check students’ work as a class. • Ask students to work in pairs to complete Activity 15, Entrevista, on p. 323. Read aloud the prompts for Students A and B. Ask students to use literature-related vocabulay words in their dialogues. Allow pairs some time to prepare and rehearse their dialogues, and then invite volunteer pairs to act out their dialogues in front of the class. Ask: ¿Qué registro de lengua usaron en sus diálogos? ¿Por qué? ¿Qué diferencias de nivel de lengua hay entre un anuncio publicado en un periódico y una conversación entre amigos? Encourage students to express their ideas clearly and persuasively. If time allows, ask students to prepare a similar dialogue about a visual arts contest, as suggested in Expansión box on Teacher’s Edition p. 323. If not, assign this activity as homework. ASSESS AND RETEACH • Have students work in pairs to complete Para y piensa activity on p. 323. Have partners check each other’s answers. • Homework: Have students write a dialogue similar to the one they created for Activity 15, Entrevista, but about a visual arts contest, as suggested in Expansión box on Teacher’s Edition p. 323. • Grammar Quiz 1, On-level Assessment, p. 188 OPTIONAL RESOURCES • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 2, pp. 324-327 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. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Unintentional events using se and indirect object pronouns • Discuss arts-related activities FOCUS AND MOTIVATE • Discuss unintentional events with students by asking the following questions: ¿Alguna vez les sucedieron hechos inesperados que les trajeron complicaciones? ¿En qué momento les sucedió algo así? ¿En el trabajo? ¿En la escuela? ¿En la vida diaria? Ask volunteers to share an experience in which everything went wrong. Encourage students to share interesting experiences. Check students’ use of language and how they express unintentional events. Tell students they will learn how to express unintentional events using the reflexive pronoun se in Spanish. TEACH • Read the English Grammar Connection on p. 324 as students follow along in their books. Explain that English and Spanish speakers tend to use agents, or active subjects, when describing actions. However, in Spanish, accidental events are considered as happening to someone, and the reflexive pronoun se is used for that purpose. Guide students through the explanation of how the reflexive pronoun se is used to express accidental, unintentional, or unprepared events. Call on volunteers to read the sample sentences on p. 324 aloud. Pause after each sample sentence and ask students to point out the verb-noun agreement. Write the Spanish formula (se + indirect object pronoun that describes who is affected by the action + verb that agrees with the object that follows it) on the board and give further explanations as necessary. Ask students to think of other verbs that express unintentional events to add to the list on p. 324 (terminarse, derretirse, estropearse…). PRACTICE AND APPLY • Before class, read the script on p. 309C, so you can preview the audio for students. Play TXT CD 3, Track 8, and have students complete Activity 16, Un día fatal, on p. 325. Have volunteers read their answers aloud and check them as a class. Then, play the audio one more time and ask students to write down at least 4 examples of the reflexive pronoun se for unintentional events. If time allows, have students complete the Expansión suggestion on Teacher’s Edition p. 325,

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and check their use of the reflexive pronoun se for unintentional events. If not, assign as homework. Ask students to complete Activity 17, Artistas distraídos, on p. 325. Point out that the sentences in the blue box are written using the reflexive pronoun se for unintentional events. Clarify meaning of unfamiliar words as necessary. Then, have students work individually to complete the activity. In order for students to match the sentences correctly, suggest that they relate the noun in the first part of the sentence (yellow box) with the vocabulary words in the second part of the sentence (blue box). Have volunteers read aloud their sentences and check them as a class. Expand the activity by asking students to write three more sentences using the verbs suggested in Expansión box. Ask students to work in pairs to complete Activity 18, Hermanos gemelos, on p. 326. Review the use of the preterite and the imperfect as necessary. Remind students to pay close attention to the noun-verb agreement when completing the sentences. Ask partners to check each other’s work. Have volunteers share their answers and review them as a class. Expand the activity by asking partners to discuss the questions in Expansión box. Have students work individually to complete Activity 19, Familia y amigos, on p. 326. Ask them to write complete sentences. Remind students to check the verb tenses and the grammar structure of the expressions with the reflexive pronoun se for unintentional events. When they are finished, have some volunteers read out one of their sentences. Have the class check volunteers’ sentences and provide corrective feedback as neccesary. You may also want to write on the board any gramatically incorrect sentences for students to correct them. Have students look at the illustrations for Activity 20, Una fiesta caótica, on p. 327. Ask them to write down sentences explaining what happened when Daniel invited his art classmates over to his house, using the reflexive pronoun se for unintentional events. Then, organize students in groups of four to act out a conversation between Daniel and his friends, as suggested in Expansión box on Teacher’s Edition p. 327. If necessary, allow groups enough time to write down their conversations, and suggest that they use many different verbs to express the unintentional events. Ask a volunteer group to act out their conversation in front of the class and to write the expressions they used for unintentional events on the board. Ask the class to check the group’s work. Ask students to complete Activity 21, En clase, on p. 327. Have a couple of volunteers perform their dialogs in front of the class. Students should take turns saying what unintentional events have happened to them and asking their partner if the same happens to him/her. Check students’ work as a class. Ask students to look at the picture and read the caption in Comparación cultural section on p. 327. Ask the following questions: ¿Dónde está este mural? ¿Por qué se puede pensar que el mural no está en los Estados Unidos? ¿Por qué creen que se pintó este mural? Have students reflect on and evaluate the effects that Mexican culture has on the United States. Then, read out the text under El muralismo mexicanoamericano as students follow along in their books. Discuss as a class how murals express a social message, whether they are in the United States or in Spanish-speaking countries. Ask: ¿Vieron algún mural en un país de

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¡Avancemos! Level 4 Lesson Plans Unidad 5 habla hispana? ¿Cómo era? ¿A qué pintor pertenecía? ¿Qué mensaje social o político transmitía? ¿Qué efecto tienen los murales en su entorno? ¿Qué efecto pueden tener los murales en las personas que los miran? ¿Conocen algún mural de Diego Rivera o David Alfaro Siqueiros? Refer students to p. 272 in Unit 4 to recall and discuss the murals at Universidad Nacional Autónoma de México. Finally, have students work in pairs to discuss the questions under Compara con tu mundo, and ask them to share their answers with the class. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 327 on their own in writing. Then, have students check their answers with a partner. • Homework: Have students complete the Expansión suggestion on Teacher’s Edition p. 325. • Homework: Choose a number of murals for students to research on their own. If possible, include at least one local mural students see at school or in their community. Ask students to write a brief report to compare and contrast the murals in Spanish-speaking countries and in the United States, and to determine the cultural impact of Spanish-speaking muralists’ works on the language and culture of the United States. Ask students to do some research on the Web or in the school library to include detailed information in their reports. • Cuaderno, pp. 102-103 OPTIONAL RESOURCES • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Gramática en contexto 2, pp. 328-329 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. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Se for unintentional events FOCUS AND MOTIVATE • Have students take a quick look at the e-mail on p. 328, without reading the text. Have them focus on the e-mail’s main features: opening, closing, paragraph structure, emoticons. Ask students: ¿Qué tipo de correo electrónico es este? ¿Formal o informal? ¿Personal o laboral? ¿Qué relación puede haber entre la persona que lo envía y la que lo recibe? ¿Qué asunto puede comunicar? ¿Por qué hay emoticonos en el texto? Discuss with students the use of e-mails and other written means of communication to ask for explanations and to give excuses. Encourage all students to participate in the discussion. TEACH • Read Estrategia section aloud. Give students some time to read the e-mail on p. 328 on their own, and clarify any unfamiliar vocabulary as necessary. Then, have students complete a two-column chart like the one shown with the instances where Mauro recounts what happened to him and to other people. Suggest students to use the T-chart from Generate Success for this purpose. If necessary, write brief notes on the board about the use of the reflexive pronoun se for unplanned or unintentional events as a remainder. Finally, have volunteers share their charts and make corrections as a class. • Focus students’ attention on the language register and the grammar structure of expressions with se used in the e-mail on p. 328. Point out that there are many expressions with se throughout the text, as well as several emoticons that express different moods. Then, lead a discussion by asking the following questions: ¿Qué registro de lengua tiene este texto? ¿Por qué creen que hay tantos ejemplos del pronombre reflexivo se para acontecimientos imprevistos? ¿Son creíbles las excusas y explicaciones que da Mauro? ¿Cuál podría ser la respuesta de los amigos de Mauro a este correo electrónico? ¿Cómo se comportan las personas de su comunidad cuando les surge un imprevisto y no pueden asistir a un evento? ¿Cómo reaccionan ustedes? ¿Es habitual pedir disculpas y dar excusas falsas en los Estados Unidos? ¿Y en los países de habla hispana?

¡Avancemos! Level 4 Lesson Plans Unidad 5 PRACTICE AND APPLY • Ask students to work individually to complete Activity 22, Comprensión del correo electrónico, on p. 329. Have students answer the questions in writing, and then invite volunteers to read their responses aloud. Check answers as a class. Expand the activity by asking students to answer the questions in Expansión box and discuss their responses with a partner. • Have students work in pairs to complete Activity 23, ¿Por qué no viniste?, on p. 329. Read the prompts for Students A and B while students follow along in their books. Tell partners that the activity requires them to ask for explanations and to give excuses. Ask: ¿Qué registro de lengua van a usar en esta conversación? ¿Por qué? ¿Qué implicaciones y consecuencias tendría no usar el registro apropiado en una conversación como esta? Remind students to use the correct form of the reflexive pronoun se for unplanned events in their dialogues. Allow students enough time to prepare and rehearse their dialogues. Move around the classroom to offer help as needed. Then, have volunteer pairs act out their conversations in front of the class. If time allows, have students switch roles and repeat the activity. As an extension to this activity, discuss the situation suggested in Expansión box on Teacher’s Edition p. 329 as a class. ASSESS AND RETEACH • Homework: Ask students to exchange their e-mails from the wrap-up activity with a partner and write a response to their friend. • Have students complete Para y piensa activity on p. 329 on their own. Check answers as a class. • Grammar Quiz 2, On-level Assessment, p. 189 OPTIONAL RESOURCES • Homework: Ask students to exchange their e-mails from the wrap-up activity with a partner and write a response to their friend. • Have students complete Para y piensa activity on p. 329 on their own. Check answers as a class. • Grammar Quiz 2, On-level Assessment, p. 189 TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Todo junto, pp. 330-333 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. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials • 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 • Future, conditional perfect, adjective clauses, passive voice • Talk about arts-related activities FOCUS AND MOTIVATE • Have students brainstorm vocabulary words connected with sculpture, literature and other arts-related activities. Ask them to name all the words they can remember from the lesson. Write a list on the board of up to 20 words, or the amount of words necessary for each student to participate at least once in this activity. Ask random students to define each vocabulary word in Spanish and to use it in a sentence. For example: barro; material blando que se usa para hacer esculturas. If a student does not remember the meaning of a word, do not reveal the meaning right away. You may provide a sentence for the student to use context clues to get the meaning of the word. • Have students look at the video still on p. 330. Invite a few volunteers to describe the people in the picture and to make inferences about the relationship between them. Have students make predictions about what the situation will be about. Guide them to use the passive voice and verb tenses correctly to talk about the people and the situation. Finally, tell students that they will later read the dialogue and watch the video to find out if their predictions were right. TEACH • Before reading the script, explain and discuss the strategies in Estrategias section, on p. 330. Explain that paying close attention to people’s gestures can help you decide whether they are giving you honest first impressions or not. Also, have students reflect on when and why people sometimes tell white lies. Then, show the video ¡Pobre Carlos! to the class with the sound off. Ask students to pay attention to the characters’ body language, facial expressions, and timely reactions. Ask students how they compare to typical gestures in the United States. Ask: ¿Les parece que Carlos está entusiasmado? ¿Por qué? ¿Qué puede

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indicar eso sobre Carlos? ¿Cuáles son sus primeras impresiones? ¿Cómo reacciona Isabel frente a los comentarios de Carlos? ¿Por qué creen que reacciona de esa manera? Then, play the video again, this time with the sound on, and have students discuss how close their predictions were. After watching the video, ask students the following questions: ¿Qué hubieran hecho ustedes en el lugar de Carlos? ¿Y en el de Isabel? ¿Por qué? ¿Cuál es la actitud común sobre las primeras impresiones en la cultura estadounidense? ¿Y en los países de habla hispana? Have students work in groups of three and ask each member to read a character’s lines of the dialogue on pp. 330?331 aloud with the appropriate intonation, expressions, and timely reactions. The experience of turn-taking will help them better follow the conversation. When they finish reading, have them underline examples of future and conditional perfect tenses, adjective clauses, and the passive voice. Review the examples as a class. Then, have students discuss whether Carlos and Isabel are being honest or telling white lies. Ask: ¿Quién creen que está mintiendo y quién está siendo sincero? ¿Qué demuestra que Carlos está mintiendo? Have students reflect upon the importance of honesty and the consequences of lying, and guide them to ackowledge that lying is part of human nature and not culture-specific. Direct students’ attention to También se dice feature on p. 331. Discuss why different countries might each use a different term to describe something or someone. Read the examples and ask students if the terms listed in the box are formal or informal language, and if they know any other terms similar in meaning from other Spanish-speaking countries. (México: chido; España: guay; Argentina: copado) Then, ask: ¿Pueden encontrar en el video otros ejemplos de palabras o frases que se digan de otra manera en diferentes países de habla hispana? (maleta también se dice valija; apartamento se dice departamento o piso en algunos países de habla hispana)

PRACTICE AND APPLY • Have students complete Activity 24, Comprensión del video, on p. 331 in writing. Remind students to rewrite the false statements to make them true using complete sentences. Review answers as a class. • Play TXT CD 3, Track 9 as students follow along the written instructions for Activity 25, Integración, on p. 332. Then, have four volunteers read aloud the paragraphs under Fuente 1: Folleto del museo. Check students’ comprehension by asking simple questions. Next, have students turn to Fuente 2: Anuncio del programa. Read the questions aloud and play TXT CD 3, Track 10. Before class, you can read the script on p. 309D to preview the audio for students. Encourage them to take notes as they listen. Then, have students work individually to write their journal entries. Move around the classroom to offer help as needed. Have volunteers share their entries with the rest of the class. • Have students work in pairs to complete Activity 26, Hablar, on p. 333. Read and discuss the speaking strategy (circumlocution) as a class. Provide ample time for students to plan and rehearse their dialogues. Suggest students to use Flashcards as needed. Then, ask volunteers to act out their dialogues in front of the class and provide corrective feedback as necessary.

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ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 333 on their own in writing. Then, have partners share their answers and check each other’s sentences. • Homework: Have students research one of the artists mentioned in the audio from the program in Activity 25 as suggested in Expansión box on Teacher’s Edition p. 332. Students should write a brief report about the artist, analyze his contributions to the Spanish-speaking culture and present it to the class. • Homework: Have students complete the task suggested in Expansión box in Activity 27, ¡A escribir!, on p. 333. They should choose an artistic technique and create a work of art of their own imitating the style of their favorite artistic period. Display students’ works of art inside or outside the classroom. OPTIONAL RESOURCES • Flashcards, Unidad 5, Lección 2 • Cuaderno, Actividades de video, p. 110 • News and Networking • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Lectura literaria Day 1, pp. 336-339 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 boyhood memories • Analyze descriptions and imagery FOCUS AND MOTIVATE • Tell students that they will read an account of boyhood memories and have them read the Goal section on p. 336. Ask students about forms of imagery, such as auditory or visual, and have them provide simple examples. If students are not familiar with the concept, give examples yourself and have them infer the meaning. Then point out that students should pay attention to what specific time and place is recreated by the author. • Tell students that the story they will read was written by Aquileo J. Echeverría, a writer from Costa Rica. Ask students what they know about this country based on their prior knowledge and on what they have learned in previous units and/or levels. Next, read aloud the Sobre el autor feature in the Nota cultural box on p. 336 while students follow along in their books. Ask students what topic Echeverría frequently writes about in his works, and explain that a chronicle of customs depicts local everyday life, manners, and customs in a realistic way. Highlight that the author was close to Rubén Darío, one of the most prominent Latin American poets and founder of the literary movement called modernism, of great influence in the entire Spanish-speaking world. TEACH • Have students read the Vocabulario para leer feature on p. 336 and focus their attention on the story’s title and the paintings that illustrate the story on pp. 337338. Have students describe what they see in the paintings, and encourage them to predict how they may relate in the story using all the sources they have at hand (Goal and Nota cultural features, vocabulary section, story title, illustrations). • Introduce the Estrategia para leer on p. 336. Elicit from students what they may know about a memoir (a written account in which someone describes past experiences). Remind them that the author uses vivid descriptions and imagery in the story to recreate a specific time and place. Tell students that completing a mind map will help them visualize the two settings of the story: a river and an orchard. Have them prepare the two mind maps now so that they can complete them while reading the story.

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¡Avancemos! Level 4 Lesson Plans Unidad 5 PRACTICE AND APPLY • Have students turn to p. 337 and read aloud lines 1-18 of the story while students follow along in their books. Remind students to start completing their mind map for el río y la ribera. Ask questions to check comprehension: ¿En qué ciudad transcurre la historia? ¿Dónde solía jugar el autor y qué hubo allí luego? ¿Qué era “La Presa” y por qué se lo llamaba así? ¿Por qué era el lugar preferido de los muchachos para bañarse en el río? • Read aloud lines 19-31 of the story while students follow along in their books. Remind students to start completing their mind map for el huerto. Ask questions to check comprehension: ¿Qué había en la orilla opuesta a los muchachos? ¿Cómo era el dueño? ¿Qué frase del cuento les indica que el viejecito tenía mal carácter? ¿Para qué querían entrar al huerto los muchachos? ¿Cómo perdían el miedo y cómo se organizaban? ¿Quién era “el enemigo”? ¿Cuál era el botín? Have students answer the questions in the A Pensar box and the Reflexiona feature on p. 337 as a class. • Read aloud lines 32-36 of the story while students follow along in their books. Have students answer the question in the A Pensar box on p. 338 as a class. Then have them comment on the vividness of the paragraph. • Allow students some time to work in pairs to exchange ideas about their mind maps so far. Tell them to reread lines 1-36 and to discuss ideas as necessary. 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. • Gather the class together and read aloud lines 37-43 of the story while students follow along in their books. Point out that now they are back in the river. Point out that in two instances (the scene in the orchard and the “naval battle”) the narrator uses war-related terms in his descriptions of events. Ask students to reread lines 19-40 of the story to look for these terms (Jefe, centinelas, enemigo, robo, botín, batallas navales, ardor bélico, defendían, atacaban, castillo, guerra). Now direct students’ attention to lines 41-43 and have students answer the questions in the A pensar box on p. 339 as a class. Why do they think that despite the orchard intrusions and “engaged in war” the narrator describes the kids’ games as innocent and simple? ASSESS AND RETEACH • Homework: Have students finish their mind maps individually. Invite them to use the maps as input to create a drawing of the places. They can choose to draw a specific scene of the story or just outline the general landscape. Remind students to either give the picture a title or add a caption. Instruct them to bring to class both their mind maps and their drawings and be prepared to present them orally. • Homework: Cuaderno, p. 97 OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • Spanish Interactive Reader

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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

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Lectura literaria 1 Day 2, pp. 336-339 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 • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials OBJECTIVES • Read boyhood memories • Analyze descriptions and imagery FOCUS AND MOTIVATE • Have students discuss the pictures in the art gallery. Ask them to share their opinions about how accurate they seem, how original they are, and how much dedication the artists put into their works. Choose two or three pieces that you and your students feel stand out from the rest and invite the artists to briefly present them to the class. Then, direct students’ attention to the paintings on p. 337 and p. 338. Ask: ¿Creen que las pinturas ilustran adecuadamente los dos ambientes del cuento? ¿Por qué? This activity should be an opportunity to summarize last class’ reading. You can ask your students to consult their mind maps as needed. TEACH • Read aloud lines 44-58 of the story on p. 339 while students follow along in their books. Ask questions to check comprehension: ¿Cómo se sentía ahora el narrador? ¿Ha pasado el tiempo para el narrador? ¿Y para “La Presa”? ¿Qué emociones siente el narrador al regresar? ¿Por qué no lloró? ¿A qué se refiere la frase “mudos testigos”? ¿Quiénes creen que eran los “antiguos visitantes”? ¿Qué simboliza “La Presa” para el narrador y sus amigos? • Reread aloud the first sentence in lines 44-45 on p. 339. Have students reflect on the periods this text compares. To what decades do they think the phrases “hace pocos días” and “aquellos tiempos felices” refer to? Students can infer this from Echeverría’s dates of birth and death as stated in the Nota cultural box on p. 336. After hearing students educated guesses, point out that this memoir was originally written in 1889. Then work with students to complete mind maps similar to the ones on p. 336 in order to compare and contrast the narrator’s experience in his childhood and some years later. You may write La Presa, antes and La Presa, después at the center circle of each mind map, and emociones del narrador, quiénes estaban allí, and qué hacían allí in the remaining circles. Elicit from students information from the story to complete the mind maps. PRACTICE AND APPLY • Have students work independently to answer the questions in ¿Comprendiste? section on p. 339 in full sentences. Tell students that they may go back to the story as necessary. Then, have students work in small groups to discuss their responses.

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Have students work in small groups to answer the questions in ¿Y tú? section on p. 339: ¿Han vuelto alguna vez a un lugar en el que jugaban cuando eran niños(as)? ¿Cómo se sintieron al verlo de nuevo? Ask students to describe the place, what they used to do there, and what emotions the place aroused in them when they returned to it later on. Encourage them to say whether they felt the same way as the narrator or not. Then, have one volunteer from each group share with the class the emotions that visiting the place where they played in their childhood aroused in the group members, and encourage other group members to express agreement or disagreement. Ask students to complete Desde tu mundo activity on p. 339. Have them work in pairs to talk about the places where they used to play with their friends in their childhood and share with their partner what they remember about that time. Encourage them to state what emotions these memories arouse in them and why, and invite them to express agreement or disagreement with their partner’s viewpoint.

ASSESS AND RETEACH • Homework: Para escribir, p. 339. Have students write two or three paragraphs about their childhood pranks. Suggest them to use an appropriate graphic organizer of their choice to organize the ideas they will include in their writing, and encourage them to vividly describe both the settings and the events. • Homework: Have students review the entire reading in order to make sure that they understand everything. Encourage them to look up any words they do not understand, and to write down any questions they may have. • Homework: Have students work in small groups to do research on Aquileo Echeverría using original sources in Spanish. Ask them to write a short biography in which they highlight the author’s contribution to Costa Rican society not only as a writer but also as a military man, a journalist, and a diplomat. OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • 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

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Lectura literaria 2, pp. 340-341 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Analyze a poem FOCUS AND MOTIVATE • Have students read the poem’s title on p. 340. Ask them whether the word fatal has a positive or negative connotation, and what emotions they associate with it. Then, ask students to look at the painting on p. 341 and to read its caption. Encourage them to describe what they see in the painting, as well as the emotions and feelings that the painting arouses in them. Ask: ¿Cuál creen que será el tono del poema? ¿Por qué? TEACH • Have students read the Nota cultural on p. 340 independently. Then, point out • that the term modernismo refers to a literary movement that took place in Latin America and Spain between the late 19th century and the early 20th century, though • its influence on prose and poetry extended well into the 20th century. Explain that this movement was characterized by an emphasis on language and form, and encourage students to infer the meaning of the expression el arte por el arte: the idea that a work of art has an intrinsic value without didactic or moral purposes. Finally, point out that Rubén Darío’s book Cantos de vida y esperanza blends formal experimentation with an expression of despair or joy. Ask: Basándose en lo que ya comentaron sobre el poema, ¿creen que el poema expresa desesperación o alegría? • Have students read silently the Goal on p. 340. Then read aloud lines 1-4 of the poem on while students follow along in their books. Make sure to use the appropriate pauses and intonation to emphasize the poem’s tone. Ask questions to check comprehension: ¿Por qué el poeta piensa que el árbol es dichoso? ¿Por qué piensa que la piedra dura es aún más dichosa? ¿Cuál es para el poeta su mayor pesadumbre? Then, have students answer the question in the A pensar box as a class. Finally, ask: ¿Qué sentimientos evoca el poema hasta ahora? IEP Modification If students have difficulty identifying which feelings are expressedin the poem so far, list some feelings on the board, such as: alegría, tristeza, felicidad, entusiasmo, angustia, melancolía, confusión, miedo, emoción. Ask students which of those feelings they think are expressed or evoked in the poem, and if they would add any other feelings to the list. • Read aloud lines 5-13 of the poem on p. 341 while students follow along in their books. Ask questions to check comprehension: ¿A qué le teme el poeta? ¿Cuáles son las dos cosas que, según el poeta, no sabemos los seres humanos? Have students identify and make a list of the feelings evoked in this part of the poem. Then, invite some volunteers to mention the feelings they have identified while you write them on the board. Finally, ask: ¿Creen que el tema que plantea el poeta es propio

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de una cultura determinada o es universal? ¿A qué temen los seres humanos? ¿Por qué? Direct students’ attention to repetitive use of the conjunction y in lines 5-13 of the poem. Explain that the repetition of conjunctions very close to one another, especially where some could be omitted, is a literary device called polisíndeton in Spanish. Point out that this literary device may be used to achieve different effects in both prose and poetry, such as increasing rhythm, speeding or slowing pace, creating a sense of being overwhelmed. Ask students what effect they think is achieved by using this literary device in the poem. Scaffolded Lesson Format: Comprehensible Input, Guided Practice, Student Reflection Communicative Mode: Interpretive, Interpersonal Skill: Reading, Speaking

PRACTICE AND APPLY • Have a volunteer read aloud the Estrategia para leer on p. 340 while students follow along in their books. Then, work with students to fill out a Venn Diagram similar to the one on p. 341 in order to compare and contrast man’s existence with that of objects. Ask students to mention characteristics that are specific of human beings and of objects first, and then encourage them to identify any similarities and differences between them. Finally, ask students if there is any non-human characteristic that they would like to possess, and why. • Have students work independently to answer the questions in ¿Comprendiste? section on p. 341. Tell students that they may go back to the poem as necessary. Then, discuss their responses as a class. • Have students work in small groups to answer the questions in ¿Y tú? section on p. 341: ¿Están de acuerdo con el poeta cuando dice “no hay dolor más grande que el dolor de ser vivo”? ¿Por qué sí o por qué no? Encourage students to state and support their viewpoints, and to agree or disagree with the viewpoints expressed by their classmates. Tell those students who don’t agree with the poet to mention what they consider to be the greatest pain. Then, ask some volunteers to share their viewpoints with the rest of the class. • Have students complete Desde tu mundo activity on p. 341 in small groups. Tell them to first discuss the poet’s attitude towards conscious life and to then discuss whether their own attitude towards life is more positive than the poet’s. Encourage students to reflect on whether people’s attitudes towards life varies from culture to culture or not, and to compare their own culture with others they may know about. After the discussion, invite some volunteers to tell the rest of the class what attitude each group member has towards life, and what they know about other cultures. ASSESS AND RETEACH • Homework: Para escribir, p. 341. Tell students to think about difficult moments they experienced in their lives, and encourage them to reflect on what they have learned from these moments. Suggest students to use an appropriate graphic organizer of their choice to organize the ideas they will include in their paragraphs.

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Homework: Ask students to write a short poem about one of the universal topics they have discussed, and encourage them to express their feelings and emotions. After revision, you can gather the poems in a booklet to circulate around the school or have the poems published in the school journal.

OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • 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

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Conexiones, pp. 342 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Describe painting • Research and present findings • Compare and contrast FOCUS AND MOTIVATE • Show students the paintings Mercado by Salvadoran artist Fausto Pérez on p. 282 and Merengue en el pueblo by Dominican artist José Morillo on p. 307. Ask students what they may learn about life in El Salvador and the Dominican Republic by looking at the paintings. Then, encourage them to compare and contrast life in El Salvador and the Dominican Republic with life in their community and/or in the United States. Encourage those students who have visited a Spanish-speaking country to describe an aspect of the country’s culture that called their attention and to explain why. TEACH • Tell students that paintings are useful to learn about cultures at present, but also about their past. Read aloud the title on p. 342. Point out that historical sources tell us about history, and invite students to brainstorm some other examples of historical sources, such as official documents, newspapers, everyday objects, etc. Then, have a volunteer read aloud the first paragraph while students follow along in their books, and ask them what historians and biographers can learn about history from paintings. • Have another volunteer read aloud the second paragraph on p. 342 while students follow along in their books. Then, encourage them to discuss what historical information they can learn from the paintings. Tell students to focus on the events and the people, as well as how people are dressed and what objects surround them. PRACTICE AND APPLY • Show students the paintings mentioned in the Proyecto activity on p. 342, and ask them to describe what they see in each one. Then, have students choose a painting each to carry out the Proyecto activity on p. 342 independently. Students may report on one of the paintings you just presented or a painting they already know. Students should avoid spending too much time choosing the painting as time should be devoted to research and presentation. Encourage students to search for information in sources in Spanish on the Internet or in the school library, and suggest them to use an appropriate graphic organizer of their choice to organize the ideas they will include in their reports. Hand in cards for students to write their reports on. Remind them to include a copy of the painting as well.

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Circulate the reports around the class. Encourage students to ask questions and/or to discuss elements of the paintings they find interesting in their classmates´ reports. Ask what they have learned about different Spanish-speaking cultures and their past in this activity and invite them to compare and contrast different aspects with their own culture. Ask: ¿Qué aprendieron sobre la cultura y la historia de los países hispanoamericanos a partir de las pinturas que vieron en esta lección? ¿Hubo algo que les recordara a la historia estadounidense? ¿Ven alguna relación entre las pinturas y la historia o la cultura estadounidenses? ASSESS AND RETEACH • Homework: Have students complete the En tu comunidad activity on p. 432. Divide the class in two or three groups. First, ask them to do research on the Internet or in the school library about an event or person of historical importance to their community and to look for an artistic representation to illustrate the event or person. Then, ask them to prepare an oral report to present their findings. Remind them to state the historical importance of the event or person. If there is any student from a foreign country, you may ask him or her to report on an important event or person from his or her country. Have students present their reports the next class and display the images in a class mural. • Homework: Have students review their reports from the Proyecto activity on p. 432 and ask them to include any information they think could be added after the class discussion. OPTIONAL RESOURCES • Generate Success, Interactive Graphic Organizers • Spanish Interactive Reader: El imperio incaico: una gran civilización; Los viajes de exploración; Los aztecas: una sociedad compleja; La Contrarreforma; La revolución de Texas TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Escritura, pp. 343 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations OBJECTIVES • Analyze literature • Describe reading habits and ways of reading • Compare and contrast reading habits and ways of reading • Review a literary work • Express opinions FOCUS AND MOTIVATE • Read aloud the title on p. 343, and discuss with students what a review is: an essay in which someone gives his/her opinion of a book, a film, a play, an art exhibition, etc. Then, read aloud the instruction line, and elicit from students what they should include in their reviews. Give students a few minutes to think about the book they will review. Point out that, since they will be writing during class, they should choose a work they are familiar with. Alternatively, you can ask students in advance to bring their favorite books to class. Have students share their choices. TEACH • Prepárate para escribir: Read aloud the instructions in item 1 on p. 343. Instruct students to include a summary of the work’s plot, a description of its characters, an analysis of its style, and a conclusion evaluating both its strengths and weaknesses. Also, remind students that they should provide essential information, so they need to choose their supporting details very carefully. Point to the diagram and explain to students that they will use it to write down the ideas they will include in their reviews. Ask them to copy the diagram on a separate sheet of paper and allow them some time to write down their ideas in each box. • Escribe: Before students begin their drafts, explain how they should organize their ideas into paragraphs. Read aloud the requirements for each paragraph in item 2 on p. 343 and then discuss the questions and prompts orally. Tell students to refer back to the diagram, and to add any other relevant ideas based on what they have just discussed. PRACTICE AND APPLY • Escribe: Have students write their drafts using the ideas from the diagram as well as the questions and prompts for each paragraph as a guide. Remind them to use the present tense to summarize the plot, describe the characters, and analyze the style, and

¡Avancemos! Level 4 Lesson Plans Unidad 5 to use relative pronouns and the conditional perfect tense to give their opinions and explain what they would have done differently. • Revisa tu composición: Pair students. Ask them to exchange their drafts with their partner so that each student reviews his or her partner’s draft and provides feedback. Have students consider these three questions in item 3 on p. 343 when providing feedback to their partners: ¿Están incluidos el resumen, la descripción, el análisis y la conclusión? ¿Están claramente desarrolladas las ideas? ¿Ha podido tu compañero(a) combinar la brevedad con unos ejemplos relevantes? ¿Es convincente la conclusión? ¿Te explica por qué vale la pena leer la obra? Presta atención al uso de los pronombres de relativo y del condicional perfecto. ASSESS AND RETEACH • Homework: Cuaderno, p. 98, p. 108 (Students may choose one of the writing assignments.) • Homework: Have students make final corrections to their reviews based on the feedback they received and then type their reviews on a computer. OPTIONAL RESOURCES • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 1, pp. 344-347 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Read about and compare art museums FOCUS AND MOTIVATE • Read the Goal on p. 344. Tell students that today they will read about three art museums in the Spanish-speaking world. Elicit from students what museums from the Spanish-speaking world they have learned about in this unit: Museo del Prado, Centro de Arte Reina Sofía, and Museo Thyssen-Bornemisza. Then, have students look at the reading’s title and the museums’ names, photographs, and paintings on pp. 344-345. Encourage students to predict what kinds of works are exhibited in each museum. TEACH • Have students read about the museums and the paintings on pp. 344-345 independently. Instruct them to complete a chart with the following heads as they read: Nombre del museo, País, Movimientos artísticos, Tipos de obra, and Artistas. Help them with unfamiliar vocabulary, but first ask them to infer the meaning of unfamiliar words based on context. Also, explain any unfamiliar artistic movements as necessary. Have students check whether the predictions they made in the previous activity were right or not. • Have students work with a partner to share their notes about the museums. Then ask them to answer ¿Comprendiste? questions 1-5 on p. 345 in writing. Check students’ answers as a class. IEP Modification Pair below-level students with on-level or above-level students so that the latter guides and helps the below-level student as necessary. PRACTICE AND APPLY • Keep students in pairs, but invite them to take a few alone minutes to look carefully at the paintings, and to reread about them as necessary. Then have pairs discuss what information the paintings provide about women, Indians, and AfroHispanic people in these Spanish-speaking countries. Finally, encourage students to compare and contrast these people as depicted in the paintings with different communities in the United States. Ask students to take notes and then share their thoughts with the class.

¡Avancemos! Level 4 Lesson Plans Unidad 5 •

Have students work on Compara con tu mundo feature on p. 345 in small groups. Ask students to brainstorm museums in their state or region, and to discuss what kind of exhibitions they offer. Also, ask students to brainstorm famous museums and artists in the United States. Then, invite volunteers to share their answers with the class. Make a list of the museums and artists on the board as students mention them. Encourage students to identify similarities and differences between the museums in the United States and museums in the Spanish-speaking world, whether the ones they have just read about or others they know about.

ASSESS AND RETEACH • Homework: Have students choose one of the museums from their state/region that they discussed in Compara con tu mundo feature on p. 345 and write a short report about it similar to the ones they have read on pp. 344-345. Encourage students to do research on the works that are exhibited in the museum, and ask them to choose one to describe in detail. Suggest students to use an appropriate graphic organizer of their choice from Generate Success to organize the information they will include in their reports, and encourage students to include visuals in them. OPTIONAL RESOURCES • Interactive Whiteboard Activities, Theme: Pasatiempos, artes y manualidades • Spanish Interactive Reader • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 2, pp. 344-347 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 • Read about and compare music FOCUS AND MOTIVATE • Tell students that they will read about a singer from Spain and an Andean orchestra from Ecuador. Elicit from students what music style is typical of Spain (flamenco) and what indigenous musical instruments they have learned about in the previous lesson (arpas, quipas, flautas). Play a bit of traditional flamenco and of traditional Andean music. Then, ask students to read the title of each reading and to look at the pictures on pp. 346-347. Ask them what indigenous musical instruments they can see, and guide them to infer what the singer and the orchestra have in common --they blend music styles. Make sure students understand these artists do not play the traditional music they have just heard, but rather use it as their foundation. • Direct students’ attention to the text type of both readings: these are interviews. Then, ask: ¿Por qué son interesantes las entrevistas? ¿Qué información puede aportar una entrevista que no se obtiene de un artículo informativo? ¿Suelen leer entrevistas? ¿Por qué? TEACH • Have students read the interviews on pp. 346-347 independently. Guide them to use context clues to guess the meaning of unfamiliar vocabulary. Then, ask students what music styles the singer and the orchestra blend. Finally, ask: ¿Qué es el flamenco para Rosario Flores? ¿Qué buscaba la orquesta cuando se formó? ¿En qué se diferencia la orquesta andina de las orquestas clásicas? • Have students say what words from the interviews on pp. 346-347 are unfamiliar to them, and make a list on the board as they mention them. Then, have students work in small groups to look up the words in a monolingual dictionary and encourage them to use the words in new sentences. Finally, invite students to share their sentences with the class. Provide corrective feedback as necessary. PRACTICE AND APPLY • Have students answer ¿Comprendiste? questions 1-4 on p. 347 in writing. Check students’ answers as a class, and encourage discussion of question 1 by asking: ¿Están de acuerdo con la opinión de Rosario Flores de que la música es sanadora? ¿Por qué? ¿Qué sienten ustedes cuando escuchan música? Then read aloud question 5 and expand by playing a song by Rosario Flores and another by the Orquesta de Instrumentos Andinos (you can check the Internet for audio tracks or videos). Have students compare these to the music you played during the Focus and Motivate activity. Then have volunteers tell the class which of the two artists they are

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more interested in and why, and invite other students to say whether they agree or disagree with the reasons provided by their classmates. Work on the first part of Compara con tu mundo feature on p. 347 as a class. Ask students what they know about music fusions in the United States. Then, ask them what music styles are traditional of the United States and how these styles are blended with contemporary music. Instruct students to take notes for later use.

ASSESS AND RETEACH • Homework: Have students complete the Compara con tu mundo activity on p. 347. First, have students search the Web in order to find three traditional music styles from the United States, and American groups/bands that blend these with contemporary music. Then, invite students to write an essay about these groups/bands. Suggest an appropriate graphic organizer from Generate Success to organize the information. • Homework: Cuaderno, Cultura, p. 109 OPTIONAL RESOURCES • Interactive Whiteboard Activities, Themes: Entretenimiento • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 3, pp. 344-347 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 • Read about and compare music FOCUS AND MOTIVATE • Have students stand up and move their desks to one corner to play the following game. Explain that you will be playing different Latin or Hispanic music styles. Students will go about the classroom dancing to them, trying to follow each particular rhythm, i.e. reacting to the emotions transmitted by them. When the music stops, students must stay still. The first student to say the name of the music style receives 1 point. Students who can name the country of origin or provide a fact about the rhythm receive 1 point, too. Add any information about the music style you find interesting. Then play the next track. The student with most points wins the title of Experto musical. Include an example of flamenco and of Andean music. TEACH • Have volunteers read aloud the reports they wrote as homework about a local museum two classes ago. Then work as a class to compare and contrast them with the museums they read about on pp. 344-345. Encourage students to account for these similarities and differences. 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 roleplay an interview with either a famous singer or band from a Spanish-speaking country or with a famous American singer or band that has Latin or Hispanic influences. First, ask them to choose a singer or band and to write down any questions that they would like to ask. Then, ask them to do research in order to write plausible answers. Finally, allow them 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. • Have students work in small groups to create an entertainment guide with upcoming cultural events in their community. First, ask them to do research on upcoming events in their community, such as concerts, plays, and art exhibitions. Then, have them write a short paragraph about each event giving basic information about the event, as well as the date, time, place, and ticket price. Suggest them an appropriate graphic organizer from Generate Success to organize their information, and encourage them

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to include visuals to enhance their guides. You may consider posting the guides in the school bulletin board. Have students work individually to write an e-mail to a friend telling him/her about a visit to one of the museums they read about in this unit. They will need to do some research to provide details not included in their books. Tell students to describe what they saw at the museum and what impressions they had. Have them focus on one of the pieces exhibited at the museum. Encourage them to persuade their friend to visit the museum. Encourage students to use vocabulary and structures from the unit, and suggest them an appropriate graphic organizer from Generate Success to organize the ideas they will include in their e-mails. Remind them to use appropriate style, language, and tone. ASSESS AND RETEACH • Homework: Have students write a short report explaining how the different forms of artistic expression reflect culture. Ask them to include examples from their books and from their research to support their arguments. • Culture Quiz, On-level Assessment, p. 190 OPTIONAL RESOURCES • Interactive Whiteboard Activities, Themes: Entretenimiento; Pasatiempos, artes y manualidades • Spanish Interactive Reader • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Repaso inclusivo, Day 1, pp. 348-349 TEKS • 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 • Explore artistic and musical interests • Answer questions about musical rhythms • Express personal preferences • Give biographical information FOCUS AND MOTIVATE • Divide the class in groups of three to play a game based on the students’ background knowledge about artists from Spanish-speaking countries. Allow five minutes for each group to write down a list of as many Spanish and Latin American artists as possible. Each group will score 1 point for each artist they write down. To score extra points, the group must mention the artist’s profession (writer, actor, painter, musician, etc. --1 extra point), his or her country of birth (1 extra point) or one of his or her works (2 extra points). Have each group share all the data they have, tally their points, and find out who the winner is. TEACH • To review the use of the passive voice, remind students that the verb ser should agree with the subject receiving the action, and that the past participle should agree in gender and number. Then write the following paragraph on the board: El club comunitario premió a María Laura por su estupenda actuación en el festival de canto. El público ovacionó a la niña. Los finalistas del concurso la felicitaron con gran emoción. Sus padres la acompañarán a recibir el premio. Call on volunteers to change each sentence to the passive voice. Make sure students keep the same verb tense. • To review the use of the passive voice with se, remind students that when the person who did the action is not known or important, the passive voice is commonly expressed with the pronoun se and the third person form of the verb, which agrees in number with the noun receiving the action. Then write the following sentences on the board: En Colombia, la gente escucha vallenato. En Argentina, la gente baila tango. En Uruguay, la gente festeja el carnaval. En República Dominicana, la gente canta bachata.

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¡Avancemos! Level 4 Lesson Plans Unidad 5 Ask students: En estas oraciones, ¿es importante la información que brinda el sujeto? Then have volunteers change each sentence into the passive voice with se. Model with the first sentence: En Colombia, se escucha vallenato. PRACTICE AND APPLY • Before class, read the script on p. 309F so you can preview the audio for students. Then, before playing TXT CD 3, Track 11, tell students that they will listen to a report about three Latin music styles: salsa, merengue, and cumbia. Ask: ¿Qué saben acerca de esos tres estilos? ¿Conocen artistas que los interpreten? Then play the audio and have students complete Activity 1, Escucha, comprende y compara, on p. 348 individually. Check answers as a class and provide corrective feedback as necessary. • Read the instructions for Activity 2, Lee y escribe un artículo, on p. 348 aloud. Then have students read the article about Juanes and discuss with a partner how the information is organized. Next, have students answer the following questions to organize their ideas: ¿A qué se dedica exactamente su músico latino preferido? ¿En qué país nació? ¿Canta? ¿Toca algún instrumento? ¿Es compositor? ¿A qué género pertenece su música? ¿Cuáles han sido sus mayores logros? ¿Ha dado un show importante últimamente? ¿Ha participado en algún festival? ¿Ha recibido algún premio? Have students refer to their answers to write the article individually. • Have students work in pairs to complete Activity 3, Haz una entrevista, on p. 349. Make sure that the interviewers do not include yes or no questions in their lists, but rather open-ended questions, and that they address different periods in the artist’s life for them to use a variety of verb tenses. Tell students playing the role of the artist to pay attention to the verb tense in the questions when giving their answers. Have students rehearse their interviews before presenting them to the class and include an additional question about something the artist would have done differently, as suggested in Expansión. ASSESS AND RETEACH • Cuaderno, p. 94 Hablar, p. 95 Escribir, p. 96 Escuchar • Homework: Have students bring Latin music to the class as suggested in Expansión (Teacher’s Edition only), on p. 348. Instruct them to research some background information about the artist and his or her level of popularity in the United States. Tell them that they will share this information with the class. • Homework: As a preparation for Activity 5, Haz un informe oral, on p. 349, ask students to think of their favorite book or work of art, and to bring a copy next class. OPTIONAL RESOURCES • Flashcards (Unidad 5, Lección 1) • Gramática: Self-Check Quiz (Unidad 5, Lección 1) • Vocabulario: Self-Check Quiz (Unidad 5, Lección 1) • Conjuguemos.com • News and Networking

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Interactive Whiteboard Activities, Themes: Pasatiempos, artes y manualidades; Grammar: Present perfect, preterite

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Repaso inclusivo, Day 2, pp. 348-349 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. • 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 • Describe a painting, a literary piece, and a music concert • Express agreement or disagreement • Express personal preferences FOCUS AND MOTIVATE • Initiate a class debate by introducing the following controversial statement: “El arte es una experiencia que solo se disfruta plenamente en soledad”. Have students express their agreement or disagreement with the above statement and justify their point of view. Then, have them think about different situations and events in which art becomes a shared and collective experience, for example, a music concert, a poetry recital, a play, a dance show, street performances, etc. Ask: ¿En qué sentido puede ser enriquecedor que haya otras personas compartiendo una misma experiencia artística? ¿Creen que las reacciones de los demás pueden afectar las impresiones propias? ¿Creen que hay ramas del arte que sean más propicias para experimentarlas con otras personas? TEACH • Anticipate that today students will need to discuss different forms of artistic expression. Explain that when they describe a piece or an event, whether for informational or promotional purposes, they should present the information with attention to detail bearing in mind their goal and audience. For instance, when presenting a work of art to peers, they should discuss not only its formal aspects, but also its mood and the impressions it may trigger. In order to achieve this, a good strategy might be to describe the piece as if the audience has no clue about it, has never seen it before, and knows nothing about it. Point out that each type of artistic expression will require that they focus on different aspects. For most artistic expressions, they should mention the author’s name and country of origin, the piece’s title, period, art movement, etc. In the case of literary pieces, they may also include genre, use of language, writing style, themes, plot, characters, setting, etc. When

¡Avancemos! Level 4 Lesson Plans Unidad 5 describing a painting, they may talk about its size, material, colors, painting technique, etc. PRACTICE AND APPLY • Have a volunteer read aloud the prompt for Activity 4, Organiza un festival, on p. 349. Have them work in groups to organize the art festival. To narrow down the options, suggest they choose a theme for their festival, for example, a period, a country, an art movement, a topic. Encourage students to be creative and integrate different art expressions in some of the suggested activities. Bring to class different programs for students to use as models: point out how the most relevant information (name of the festival, date, time, location, schedule) is displayed in those programs. For the billboard promoting their festival, remind students to think about their intended audience to make it more appealing and target-oriented. Finally, have groups present their festival’s program and billboard to the rest of the class explaining and describing the artistic activities. • Read aloud the prompt for Activity 5, Haz un informe oral, on p. 349. Students will prepare an oral presentation on the book or work of art they chose as their favorite as homework. Provide students with a graphic organizer they can use for preparation and as a visual aid during their presentation. Facilitate the graphic organizer that best suits each student’s choice. For example, students that choose a book may work with the Story Map from Generate Success to summarize the plot. Tell students that they may find comparatives—such as menos que, más que, tan como— very useful in this type of presentation in which they will be evaluating a work of art as compared to others. Make sure students understand that their comparisons should not necessarily be limited to express personal preferences; they may also compare, for example, the film version of a book, two books by the same authors, two pieces with similar plots, two pieces from the same art movement, etc. Finally, have students make their presentations in front of the class. Remind them to circulate a copy of the book or work of art. • Have students work in pairs to discuss what their favorite bands or musicians are, the reasons why they like them, what type of music they play, whether they have attended a live show by them, etc. Then, have students complete Activity 6, Imagina y describe, on p. 349. Allow them some time to organize their ideas. Remind them to use detailed and powerful phrases to describe the location, events, participants, mood, and feelings. Have students write their descriptions individually. Then, have pairs exchange their texts to correct each other’s work, paying special attention to the correct use of preterite, imperfect, and gerunds. You may wish to create a rubric using Generate Success for students to use as reference. Finally, have volunteers share their descriptions with the class. ASSESS AND RETEACH • Cuaderno, p. 104 Hablar, p. 105 Escribir, p. 106 Escuchar OPTIONAL RESOURCES • Flashcards (Unidad 5, Lección 2) • Gramática: Self-Check Quiz (Unidad 5, Lección 2) • Vocabulario: Self-Check Quiz (Unidad 5, Lección 2)

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Conjuguemos.com Spanish Interactive Reader News and Networking Interactive Whiteboard Activities, Themes: Pasatiempos, artes y manualidades; Grammar: comparative form of adjectives, future, imperfect, preterite

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Actividades preparatorias, pp. 350-351 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 1G interact and react in writing using culturally appropriate expressions, register, and style. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Express opinions about painting and sculpture • Eescribe artistic interests • Indicate relationships between artists’ lives and arts-related activities • Write an e-mail FOCUS AND MOTIVATE • Before class, search for some self-portraits by Frida Kahlo online or in the school library to show students. In class, allow some time for students to appreciate the works and then provide the following quotes by the artist: “Mis temas son mis sensaciones, mis estados de ánimo y mis reacciones ante la vida y también es mi México, por supuesto, un país en donde todo es arte, del más humilde utensilio culinario al más opulento altar barroco”. “Nunca pinté mis sueños. Pinté mi propia realidad”. “Me retrato a mí misma porque paso mucho tiempo sola y porque soy el motivo que mejor conozco”. “Mi pintura lleva con ella el mensaje del dolor”. Lead a class discussion for students to express their impressions about the paintings and to point out the relationships they can establish between the paintings and the artist’s words. If students do not mention the connection between Frida Kahlo and Mexico, bring it forward yourself and then ask: ¿Qué artista local asocian ustedes más estrechamente con la cultura estadounidense? ¿Por qué? ¿Cómo se refleja eso en su obra? TEACH • Tell students that they will first listen to a short narrative about the life of the Mexican artist Frida Kahlo and that they will then read a text about the Chac Mool and the Mayan culture. Introduce unfamiliar vocabulary as necessary.

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Explain to students that a biography is a description of a person’s life, including their personal story and their professional career. Biographies often try to make connections between the person’s private and public life. Then ask students: ¿Han leído alguna biografía que les pareciera interesante por algún motivo en especial? ¿Por qué creen que a las personas les resulta atractivo conocer la biografía de los personajes famosos?

PRACTICE AND APPLY • Before class, read the script on p. 309F so you can preview the audio for students. Read aloud the introduction for the listening activity on p. 350 as students follow along in their books and reinforce unfamiliar vocabulary as necessary. Make sure students bear in mind that they will listen to the questions in the audio after the narrative. Then play TXT CD 3, Track 12. Encourage students to take down notes of the main ideas and details of the audio. Play the audio a second time for students to answer the questions. Finally, check answers as a class. • Read aloud the title and the introduction for Activity 2 on p. 350 as students follow along in their books. As a warm-up for this activity, ask students to work in pairs in order to discuss their thoughts about pursuing a career in arts. This will also help them organize their ideas before they start writing. Then, have students write the e-mail individually. Remind them that they are writing to a friend and that they should use informal vocabulary and register. Finally, ask them to work with a partner to correct each other’s emails for vocabulary and grammar. • Ask a volunteer to read the instructions for Activity 3 on p. 351. Introduce unfamiliar vocabulary as necessary by encouraging students to figure out the meaning of unknown words or phrases based on context clues. Then, have students read the text silently and complete the multiple-choice exercise individually. Check answers as a class. • Before class, search for some images of Chac Mool sculptures to show students. Then, lead a class discussion about how a sacred representation that was part of a culture’s daily life turns into an artwork for other cultures. Ask: ¿Por qué creen que no se sabe con certeza qué era el Chac Mool para los mayas? ¿Cómo cambió el valor simbólico de la representación del Chac Mool cuando dejó de tener una función práctica para la cultura maya? ¿Qué les sugiere a ustedes la imagen vista desde su propia cultura y época? ASSESS AND RETEACH • Student Resources for AP® Preparation, Tema 6: La belleza y la estética • Homework: Have students research rain deities or rituals from Native American peoples, for example, Tó Neinilii, the rain god of the Navajo people. Ask them to write two or three paragraphs comparing and contrasting the information they find with the information they read about Chac Mool. OPTIONAL RESOURCES • Teacher Resources for AP® Preparation Teacher • Teacher Resources for AP® Preparation Teacher: Examination Practice • Lecturas literarias, Chac Mool • News and Networking

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Unit Test 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. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Describe painting and music • Express artistic, musical and literary interests and preferences

ASSESS AND RETEACH • Unit 5 Test, On-level Assessment, pp. 201-207 • Assessment Audio: Examen Unidad 5, Test CD 2, Track 11, Test CD 2, Track 12 OPTIONAL RESOURCES •

Integrated Performance Assessment

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Integrated Performance Assessment TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Describe painting and music • Express artistic, musical and literary interests and preferences ASSESS AND RETEACH • Integrated Performance Assessment OPTIONAL RESOURCES • •

Unit 5 Test, On-level Assessment, pp. 201-207 Assessment Audio: Examen Unidad 5, Test CD 2, Track 11, Test CD 2, 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