¡Avancemos! Level 4 Lesson Plans Unidad 6

Unit and Lesson Opener, Presentación de vocabulario, pp. 352-357 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. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Talk about television equipment, programming and advertising • Discuss what you like and don’t like to watch on television • Imperfect subjunctive and adverbial clauses • Imperfect subjunctive to express hypothetical or contraty-to-fact situations • Review comparatives and preterite vs. imperfect • Culture: soap operas in Latin America; popular Spanish-language television programs FOCUS AND MOTIVATE • Read the Unit’s title: Ver, divertirse e informarse. Call students’ attention to the photo on p. 352. Discuss as a class whether students feel identified with the scene shown in the photo. Then, have them read the statements and questions below the photo and discuss them with the class. Ask: ¿Mirar televisión en familia es una actividad común también entre los estadounidenses? • Divide the class into three groups. Assign each group one of the sections on p. 353. Tell them to analyze the photo, read and discuss the text, and answer the questions. Then, bring the class together and have each group retell the main ideas from the text they have been assigned and the most interesting points from their debate. • Turn to p. 354 and allow a few minutes for students to go over the lesson theme and contents. Then read aloud Compara con tu mundo. Point out that “El show de Cristina” was a very popular talk show created in the U.S., but hosted by a Cuban and aired throughout Latin America for more than 20 years. Then have students look at the photo on pp. 354-355 and respond the questions in ¿Qué ves? Finally, discuss as class the question in Compara con tu mundo: ¿Por qué creen que este tipo de programa es tan popular? Expand by asking: ¿Ustedes suelen mirar ese tipo de programas? ¿A qué público creen que apuntan los programas con panel? ¿Creen que los invitados son espontáneos en sus participaciones o que la producción prepara una charla guionada? TEACH • Show the Presentación de vocabulario section on pp. 356–357. Ask students to work in pairs and take turns reading the different paragraphs. Encourage them to help each other clarify unknown vocabulary words and phrases as necessary resorting to context and inferences. Make sure they also read the Más vocabulario box. Then, bring the class back together and write the following statements on the board for students to match them with the corresponding vocabulary word.

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Aparato para manejar el televisor a distancia (control remoto) Caja que sirve para recibir la señal digital de televisión (recibidor) Característica de los televisores modernos (alta definición) Dispositivo con el que se puede grabar programas (grabador de DVD) Lo que podemos consultar para conocer la programación (guía de televisión) Personas que miran la televisión (televidentes) Tipo de programa al que va la gente para hacerse famosa (de talento) Tipo de programa dividido en capítulos continuados (miniserie) Tipo de programa muy famoso en el mundo hispano (telenovela) Uno de los servicios que ofrece la suscripción al cable (paquetes) IEP Modification If your class is up for the challenge, after completing this activity have students work in pairs to create their own definitions. Then have pairs read their statements and ask the rest of the class to match the vocabulary word. Have students say out loud as many names of TV programs as possible. Encourage students to mention different types of programs by asking what other members of their family usually watch. Write the names on the board. Then, have students work independently to classify those TV shows according to their type: Telenovelas, Programas de chismes, Programas de talento, Programas de vida animal, Programas infantiles, Programas de cocina, Programas con paneles, Series, Miniseries, Documentales, Programas de ventas. If any of the categories is vacant, think together of a show to fill in that box.

PRACTICE AND APPLY • Play TXT CD 3, Track 13 and have students complete ¡A responder! activity on p. 357 independently and in writing. Challenge them to include as many vocabulary items as possible. Ask volunteers to read their answers to the class. • Divide the class into two groups. Show one of the Flashcards and have Group A provide a sentence using that vocabulary word. Then, show another Flaschard and have Group B use the word to expand on the first sentence or create a new sentence that is related to the first one. Repeat the procedure with Group A, and so on. Write down the sentences on the board. Continue until all vocabulary words have been used. The resulting paragraph must have cohesiveness, but does not need to be coherent. Make sure students understand that they can make adjustments to verb forms, number and gender agreement, etc. as necessary. For example, you show the word cable. Group A provides the sentence La televisión por cable es paga. Group B expands this sentence as follows: La televisión por cable y la televisión por satélite son pagas. ASSESS AND RETEACH • Homework: Have students study the vocabulary presented on pp. 356–357. Ask them to prepare a 12-hour schedule proposal for a new TV network, stating the type of program for each hour. Remind them to bear in mind the most usual target audience at different times of day. OPTIONAL RESOURCES • Generate Success, Classification Chart

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Práctica de vocabulario, pp. 358-359 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Describe television programming and equipment • Express likes and dislikes about TV programs • Express opinions about TV watching habits FOCUS AND MOTIVATE • Before class, look for a one-week TV programming guide from one of the TV networks that broadcast in Spanish in the U.S. and make copies to hand out. Divide the class in small groups and distribute the copies. Have students analyze the types of programs, the times they are broadcast, their length, how many times a week they are broadcast, and any other pattern or characteristic that draws their attention. Then bring the class back together and have them share their ideas and reflections. Ask: ¿En qué se parece esta guía de programación a la de cualquier canal estadounidense que ustedes conozcan? ¿En qué se diferencia? ¿Hay algún tipo de programa que no sea usual ver en los canales que transmiten en inglés? ¿Hay programas que estén doblados del inglés? ¿Qué efecto imaginan que tienen estos programas en los Estados Unidos, sea en la comunidad hispana o no? TEACH • Review vocabulary related to television equipment and programming with students. Draw a three-column chart on the board or create one using Generate Success with the following heads: Equipamiento, Programación, and Otras palabras. As you say each vocabulary word, ask students to place them in the chart. Then randomly point out words and have volunteers establish a relationship with other vocabulary words. For example, if you point out the term “programas de chismes,” the volunteer may establish a relationship with the word “farándula” by providing the following sentence: Los televidentes interesados en la vida de la farándula miran programas de chismes. PRACTICE AND APPLY • Have students complete Activity 1, La programación de Canal Todos, on p. 358 on their own, and then check their answers as a class. Then have students think about five TV programs and mention what type of program each is, as suggested in Expansión (Teacher’s Edition only). Finally, have students go through the

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Canal Todos programs again and ask: ¿Qué programas del Canal Todos mirarían? ¿Por qué? ¿Suelen mirar programas parecidos? ¿Cuáles? Have students complete Activity 2, Secretos de la televisión, on p. 358. Check answers as a class and then have students answer the questions in Expansión activity on p. 358 writing complete sentences. Finally, briefly discuss as a class the following questions: ¿Qué efectos positivos y negativos creen que tiene mirar televisión? ¿Creen que esos efectos varían según la edad, el grupo social o la comunidad a la que pertenece el televidente? Before class, read the script on p. 353C, so you can preview the audio for students. In your preview, ask students to pay attention to which of the participant’s mood changes by the end of the conversation. Have students read the prompt for Activity 3, Televisión en pareja, on p. 359. Play TXT CD 3, Track 14 and have students complete the chart. Play the audio a second time for students to review their answers and then check their work as a class. Finally, ask: ¿Qué sucede cuando ustedes quieren ver un programa y alguien de su familia quiere ver otro? Have students work in pairs to complete Activity 4, Programadores de TV, on p. 359. Suggest students they first discuss and agree on the characteristics of their channel and its target audience. Then encourage pairs to include as many vocabulary words as they can in their dialogues. Finally, have some volunteers role play their dialogues for the rest of the class. Before asking students to work in pairs to complete Activity 5, ¿Qué vamos a ver? on p. 359, discuss the illustrations as a class using the following questions: ¿Qué le gustaría ver al joven? ¿La joven tiene ganas de ver lo mismo? ¿Qué le gustaría ver a ella? ¿A él lo atrae esa idea? ¿Qué se le ocurre a la pareja? ¿Hay semejanzas entre sus ideas? Tell pairs that they should use the class’ answers as reference when creating their dialogues. Finally, challenge students to draw a final frame for the cartoon and exchange it with another pair to role play how the story ends.

ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 359. Remind them to answer in complete sentences. Check answers as a class. • Homework: Cuaderno, p. 111 OPTIONAL RESOURCES • Flashcards, Unidad 6, Lección 1 • Review Lección 1: Vocabulario: Self-Check Quiz • News and Networking

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Vocabulario en contexto, pp. 360-361 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Compare TV services and programming FOCUS AND MOTIVATE • Before class, look for different types of ads published in Spanish-language newspapers and magazines. Show them to the class and have students compare them to the advertisements they looked at in the Lesson Opening activity. Lead a discussion about the changes and adjustments that the ads in Spanish may require if the target audience were Americans. Ask: ¿Qué partes del aviso mantendrían? ¿Por qué? ¿Qué partes del aviso modificarían? ¿Por qué? TEACH • Read the Goal and the Estrategia section on p. 360 as students follow along. Tell students that comparing and contrasting two things is a useful strategy to help them make informed decisions. Direct students’ attention to the decision making model and explain how it works. Tell students that they will identify the negative and positive aspects of two TV services. • Ask a volunteer to read the introductory paragraph on p. 360 for the class and have students read the two coupons independently. Then, bring the class back together to complete the chart. Allow students some time to ponder the advantages and disadvantages of each service and reach a decision on their own, based on their personal preferences. Call on some volunteers to share their decisions with the class and explain the reasons behind their choice. • Explain to students that advertisements use persuasive language to attract consumers. This means that they will highlight the benefits and advantages of their product or service by using exaggerations, exclamations, and words with a positive connotation. As an example, you may point out the following phrases from the coupons on p. 360: imagen perfecta, ¡sin comerciales!, a mejor precio, programas favoritos, gratis. Challenge students work in pairs and suggest one persuasive statement to add to each coupon. PRACTICE AND APPLY • Have students complete Activity 6, Comprensión de los cupones publicitarios, on p. 361 on their own, but ask them to check answers in pairs. Go around the class and provide corrective feedback as necessary. Extend the activity by asking students the question suggested in Expansión box (Teacher’s Edition only) on p. 361: ¿Qué cosas les parecen más importantes al decidir entre dos servicios de televisión? Make

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sure students understand that their answers to this question are the subjective factors behind the decision they made earlier today after pondering the advantages and disadvantages of each service in Estrategia section. Before students complete Activity 7, Compara los dos, on p. 361 independently, have a volunteer read the model. Point out that they should use comparative s—such as más, menos, más que, menos que, tan como— in order to express their opinions and preferences regarding these services and packets. Encourage students to write complete sentences and have volunteers share their answers with the class. Draw students’ attention to similarities and differences in their opinions and ask for the reasons behind each of their preferences. Have students work in pairs to complete Activity 8, Cable para la familia, on p. 361. Have students read the prompt and refer them to the coupons on p. 360 for ideas. Allow some time for pairs to brainstorm the benefits explained by Student A and to anticipate the questions and objections posed by Student B. As students prepare their conversations, walk around the class to offer help as needed. Have pairs role play their conversations in front of the class.

ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 361 in writing. Check answers as a class. • Vocabulary Quiz 1, On-level Assessment, p. 213 • Homework: Ask students to complete Expansión activity on p. 361 in writing. Remind them to use comparatives to explain the reasons for their preferences regarding TV services and programming. OPTIONAL RESOURCES • Flashcards, Unidad 6, Lección 1 • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 1, pp. 362-366 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 • Subjunctive and imperfect subjunctive in adverbial clauses • Discuss television programming and equipment FOCUS AND MOTIVATE • Review the imperfect indicative and imperfect subjunctive in Spanish. Write the following verb forms on the board: comenzábamos compraran estuvieran tenías bajaba encendieras comenzara veía viéramos llegaba estaban bajáramos terminaba comprábamos tuviera encendían llegara terminaras Then draw a three-column chart, or create one with Generate Success, with the following heads: Infinitivo, Imperfecto del indicativo, Imperfecto del subjuntivo. Model how to complete the chart with one of the verbs you wrote on the board and then complete it as a class. Then challenge students to provide the complete conjugation of the imperfect subjunctive of each verb. Call students’ attention to verb stem changes in irregular verbs, such as tener, estar, and ver.

¡Avancemos! Level 4 Lesson Plans Unidad 6

TEACH • Read aloud the English Grammar Connection feature on p. 362. Provide the Spanish version of the sentence : Encendí el televisor para que pudiéramos ver nuestro programa favorito. Ask: ¿Cuál es la cláusula principal? ¿Cuál es la cláusula subordinada? ¿Qué conjunción encabeza la cláusula subordinada? ¿Qué tiempo verbal se usa en cada cláusula? • Explain that the imperfect subjunctive is used in Spanish in many subordinate adverbial clauses. Then go over the information under Imperfecto del subjuntivo en cláusulas adverbiales on pp. 362-363. Next write the following sentences on the board: Mis padres no me permitían ver televisión a menos que terminara la tarea. Ayudábamos con las tareas de la casa con tal de que mamá nos dejara ver la telenovela. Mi padre iba a comprar un reproductor de DVD en cuanto cobrara el sueldo. Saldríamos a jugar al parque en cuanto terminara nuestro programa favorito. In each sentence, point out the verb tense in the main clause and the corresponding verb tense in the subordinate clause. Make sure students understand when events occur in each case, either at the same time or after the verb in the main clause or in a future seen from the past. Dare students to create one sentence using adverbial clauses in the imperfect subjunctive and conjunctions from one of the two boxes. PRACTICE AND APPLY • Before asking students to complete Activity 9, ¿Eres teleadicto(a)? on p. 364, have them identify the conjunctions used in each sentence and think about when the actions take place. Then have them complete the activity on their own and check answers as a class. Discuss whether the sentences apply to their TV watching habits or not and then ask the questions in Expansión box. Encourage students to answer in complete sentences so that they can practice the imperfect subjunctive. • Have students work individually to complete Activity 10, Un sábado lluvioso, on p. 364. Have volunteers read the sentences once completed and ask the rest of the class to say which verb tense is used in each case. • Before class, read the script on Teacher’s Edition p. 353D so you can preview the audio for students. In your preview explain that the speaker mentions what her daughter must and can do. Have students read the incomplete sentences in Activity 11, Las instrucciones de mamá, on p. 364, and direct their attention to the conjunctions. Make sure students understand that they will have to complete the adverbial clauses using the imperfect subjunctive. Then play TXT CD 3, Track 15 and have students complete the activity. Check answers as a class and provide corrective feedback as needed. • Have students work in pairs to complete Activity 12, Aficionados a la televisión, on p. 365 in writing. Explain that more than one correct answer is possible. If necessary, review the vocabulary words students will need to complete the activity. If there is not enough time to complete this activity, you may assign it as homework. • Have students work in pairs to complete Activity 13, Excusas, on p. 365. Using the model, explain to students that the parent uses the preterite in the questions because

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he or she assumes the action is completed, and that the answers use iba a + infinitive because the action is projected forward from a past moment. Tell pairs to take turns playing the roles, so that both have the opportunity to ask and answer questions. Finally, have some volunteers role-play their dialogues for the class. Have students work in pairs to complete Activity 14, A menos que…, on p. 365. Refer them back to pp. 362-363 to look for appropriate conjunctions. Go around the classroom to offer help and provide feedback as needed. Once pairs are finished, challenge them to make two more questions, as suggested in Expansión. Read Comparación cultural box on p. 365 as a class. Ask: ¿Qué semejanzas y diferencias hay entre las telenovelas de los Estados Unidos y las de Hispanoamérica? Tell students that although plots vary, many Latin American soap operas follow a similar outline: Una muchacha, generalmente pobre e indefensa, se relaciona con un hombre rico y poderoso, a quien conoce por casualidad. Estas dos personas se enamoran, pero para poder estar juntas deben sortear una gran cantidad de obstáculos. El final siempre es feliz y en el último capítulo se suele celebrar la boda de los sufridos protagonistas. Then ask: ¿Pueden identificar una estructura argumental básica en alguno de los programas que miran? ¿En qué consiste? ¿Por qué creen que hay fórmulas que se repiten y siguen teniendo éxito? Finally, discuss the questions in Compara con tu mundo.

ASSESS AND RETEACH • Have students complete Para y piensa activity, on p. 365, on their own. Check answers as a class. • Homework: Have students complete Expansión activity suggested in Activity 10, Un sábado lluvioso, on p. 364 (Teacher’s Edition only). • Homework: Have students research online one famous Latin American soap opera, such as Yo soy Betty, la fea, Marimar, or La extraña dama. Have them prepare a written report including its country of origin, plot outline, cast, popularity across borders, and any other interesting information they may find. Invite them to reflect on the soap opera’s impact on American society, if any. For instance there may exist an American version of that same program, the leading actor/actress may be well known in the U.S., the show may be widely popular within the Hispanic-American community, etc. Encourage students to use the imperfect subjunctive. • Homework: Cuaderno, p. 112, p. 113 OPTIONAL RESOURCES • Grammar Review Video, Expresiones que requieren el subjuntivo o el indicativo, El imperfecto de subjuntivo • Grammar Summary, Subjunctive Forms • Flashcards, Unidad 6, Lección 1 • Generate Success, Interactive Graphic Organizers • News and Networking • Conjuguemos.com

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Gramática en contexto, pp. 367-368 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1B ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details • 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 • Imperfect subjunctive after conjunctions • Use conjunctions in conversation with a partner FOCUS AND MOTIVATE • Refer to the chart you created in the Lesson Opening activity. Divide the class into two groups: one group will make a presentation supporting the current programming by using the reasons in the advantages column; the other group will argue that and will support their viewpoint with the reasons in the disadvantages column. Have both groups present their arguments. Encourage students to express their ideas clearly and persuasively. Instruct them to use the imperfect subjunctive in adverbial clauses. • Anticipate to students that they will read an interview by Ana, who is an American student preparing an article on immigrants. She will be asking questions to Mr. Lezama about the role played by television in helping him get to know and integrate to American culture. Lead a class discussion about television and culture as seen from the eyes of a foreigner. Ask: ¿Por qué es interesante entrevistar a una persona extranjera sobre aspectos de nuestra propia cultura? ¿Qué creen que se puede aprender sobre la propia cultura cuando la describe un inmigrante? ¿Se irían a vivir a otro país cuyo idioma no dominaran bien? ¿En qué sentido será la televisión un aliado para insertarse mejor en esa cultura nueva? TEACH • Read Estrategia section on p. 367. Explain that, while reading the interview, they should notice the use of the imperfect subjunctive after conjunctions to tell why and under what circumstances things happen. Write the following sentences on the board and guide students to identify the conjunctions, and the main and subordinate clauses. No me iría a vivir a otro país a menos que viajara con toda mi familia. Me recomendaron varios documentales para que conociera mejor la cultura del país donde me iba a vivir. Volvería a mi tierra en caso de que no me adaptara a esa nueva cultura. Ask: ¿Qué información aporta la cláusula subordinada? ¿Cuál es el tiempo y el modo verbal de la cláusula subordinada en esos casos? • Draw the table from p. 367 on the board, or create a similar one with Generate Success. Allow students some time to read the interview. Have them underline the

¡Avancemos! Level 4 Lesson Plans Unidad 6 conjunctions and identify the verbs in the main and the subordinate clauses as they read. Once they are finished, have volunteers share their answers while you complete the table on the board. Ask: ¿Qué notan acerca de los tiempos y modos verbales que se usan con cada conjunción? IEP Modification Pair below-level students with above-level students or on-level students. The proficient students can then guide their partners and help them with text comprehension and grammar items. Have them complete the chart together, but make sure both students participate. PRACTICE AND APPLY • Have students reread the interview and complete Activity 15, Comprensión de la entrevista, on p. 368 in writing. Ask volunteers to share their answers with the class and provide corrective feedback as necessary. Then, answer the questions in Expansión activity as a class. Also ask: Después de leer la entrevista, ¿cómo cambió su opinión sobre el papel que tiene la televisión a la hora de difundir aspectos de nuestra cultura? ¿Qué aspectos de la mirada de un inmigrante les llamaron la atención? Según lo que describe el señor Lezama, ¿en qué sentido es la televisión un reflejo genuino de nuestra cultura? • For Activity 16, Entrevista, on p. 368, ask students to work in pairs and choose a role. Read aloud the prompt for Students A and B and allow them some time to plan and rehearse their dialogue. Ask them to write down some ideas and to anticipate the vocabulary they may need during the conversation. Encourage students to use conjunctions and the imperfect subjunctive for sentences in which the director has to explain why and under what circumstances he made some decisions for his documentary. Have volunteers role-play their dialogue for the rest of the class. IEP Modification Pair struggling students with more proficient learners to prepare and role-play the dialogue. Encourage more proficient students to suggest ideas for his or her partner’s part. • As an expansion to Activity 16, ask student to complete Expansión activity on Teacher’s Edition p. 368. Unlike the first interview, this time there are no details provided about the content of the documentary. Allow some time for students to discuss the contents they will address during the interview. Ask them to bear in mind that this is a documentary about 25-year-old people, which the interviewer has really enjoyed. Have volunteers role-play their dialogue for the rest of the class. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 368. • Grammar Quiz 1, On-level Assessment, p. 214 OPTIONAL RESOURCES • Grammar Review Video, Expresiones que requieren el subjuntivo o el indicativo, El imperfecto de subjuntivo • Grammar Summary, Subjunctive Forms • Flashcards, Unidad 6, Lección 1 • Generate Success, Interactive Graphic Organizers • Review Lección 1: Gramática, Self-Check Quiz

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Presentación y práctica de gramática 2, pp. 369-371 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 • Imperfect subjunctive in clauses • Talk about television programming FOCUS AND MOTIVATE • Use the sentences that you wrote on the board in the previous activity to review the conditional tense. Ask students to identify the tense that is used in all sentences, and point out that one use of the conditional is to refer to hypothetical situations. Finally, ask them to use the tense in new sentences to describe what daily life would be like without technology at large, e.g. without cell phones, computers, tablets, MP3 players, watches, etc. Provide feedback as needed. • Read aloud the Goal section on p. 369 as students follow along in their books in order to preview the topic for this lesson: the use of the imperfect subjunctive in clauses beginning with como si and ni que to refer to hypothetical situations. Then, read aloud the English Grammar Connection feature as students follow along in their books and provide clarification as needed. Finally, check comprehension by asking: ¿Qué tiempo verbal se usa en inglés después de “if” y “as if”? ¿Qué tiempo verbal se usa en español después de “si” y “como si”? TEACH • Read aloud the use of the imperfect subjunctive after si in Más usos del imperfecto del subjuntivo box on p. 369 as students follow along in their books. Point out the use of the conditional in the main clause. Provide clarification as needed. Encourage students to use the imperfect subjunctive after si in new sentences to talk about television programming. Provide feedback as needed. • Then, read aloud the use of the imperfect subjunctive after the expression como si in Más usos del imperfecto del subjuntivo box on p. 369 as students follow along in their books. Provide clarification as needed. Encourage students to use the imperfect subjunctive after the expression como si in new sentences to talk about television programming. Provide feedback as needed. • Finally, read aloud the use of the imperfect subjunctive after the expression ni que in Más usos del subjuntivo box on p. 369. Provide clarification as needed. Encourage students to use the imperfect subjunctive after the expression ni que in new sentences to talk about television programming. Provide feedback as needed. PRACTICE AND APPLY • Have students complete Activity 17, Si las cosas fueran diferentes, on p. 370 on their own. Check students’ answers as a class.

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IEP Modification Suggest below-level students to circle si, como si, and ni que and to identify the main and the subordinate clauses in each sentence to help them decide whether they should choose the imperfect subjunctive or the conditional tense. Before class, read the script on p. 353D so you can preview the audio for students. In your preview, point out that the speaker mentions many different ideas, so they will need to pay close attention. Give students some time to read the prompt and the questions in Activity 18, La carrera de César, on p. 370 and then play TXT CD 3, Track 16. Allow students to listen to the audio as many times as necessary for them to answer the questions on their own. Check students’ answers as a class. Have students work in pairs to complete Activity 19, Para ganar, on p. 370. Tell them to write down their sentences, using both the imperfect subjunctive and the conditional tense. Encourage them to use different sentence frames using the subjunctive, not just Si Rosario quisiera ganar la competencia… Then, have volunteers share their sentences with the class. Provide feedback as needed. Have students work in pairs to complete Activity 20, Situaciones, on p. 371. First, have students discuss each situation using as many details as possible. Then, have some volunteers share with the class what they discussed with their partners. Refer students to the photo and the caption in Comparación cultural box on p. 371. Then, have a volunteer read aloud the text under Programas de ayer y hoy. Tell students that Sábado gigante is actually a Chilean show that went international in 1986 when its American version was created to reach the Latin community in the U.S. Point out that the show was finally canceled in 2015 after 53 years in the air. Consider showing some images of the show for students to get a better picture of its contents. Then ask: ¿Qué tipos de programas de las cadenas de televisión latinoamericanas eran más populares en el pasado? ¿Cuáles son más populares en el presente? ¿Por qué creen que se produjo ese cambio? Have students work in small groups to answer the questions under Compara con tu mundo on p. 371. Encourage them to use the vocabulary they have learned so far to talk about television and to include hypothetical or contrary-to-fact situations. Then, have volunteers share their answers with the class. Finally, expand on the activity by asking: ¿Qué programas son populares en la televisión estadounidense en la actualidad? ¿Son los mismos que en la televisión hispana? ¿A qué creen que se debe esto?

ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 371 on their own. Check students’ answers as a class. • Have students write three questions they could ask their favorite actor or actress, as suggested in Expansión box on p. 371. Then, have volunteers share their questions with the class. • Homework: Cuaderno, p. 114, p. 115 OPTIONAL RESOURCES • Grammar Review Video, El imperfecto de subjuntivo • Grammar Summary, Subjunctive Forms

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Flashcards, Unidad 6, Lección 1 News and Networking Conjuguemos.com

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Gramática en contexto 2, pp. 372-373 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations OBJECTIVES • Ask and answer questions about TV packets • Describe hypothetical situations • Express and justify preferences • Make inferences, negotiate FOCUS AND MOTIVATE • Review the use of the conditional tense and the imperfect subjunctive to talk about hypothetical situations by playing this game. Have one student think of a hypothetical situation and say a subordinate clause beginning with si, such as Si fuera famoso, Si tuviera mucho dinero, Si estudiara más. The student to his or her right needs to complete the sentence using the conditional and then begin a new sentence with si. Continue until all students have contributed. Then repeat the procedure with contraryto-fact situations where students need to use como si or ni que. Encourage students to think situations that are ridiculous yet plausible to make the game more fun. Provide corrective feedback as needed. • Elicit from students what they remember about the characters Ana and Mr. Lezama from previous lessons. If necessary, refer students to p. 367 in order to jog their memory. Then, tell students that Ana interviews Mr. Lezama again and read aloud the Goal section on p. 372 as students follow along in their books. TEACH • Read aloud the prompt on p. 372 and set a reading purpose by asking: ¿Qué quiere saber Ana? Then, have students work in pairs to role-play the interview between Ana and Mr. Lezama. Instruct them to pause as often as needed to check understanding. Guide them to use context clues and their previous knowledge to decode the meaning of any unknown words. Once they have finished reading, ask volunteers to answer the question. • Read aloud the Estrategia section on p. 372 as students follow along in their books. Then, ask students to work in pairs to reread the interview and find three hypothetical sentences in it. Once students have identified the hypothetical sentences, ask them to copy the two-column chart on a separate sheet of paper or create one using Generate Success, and complete it with the hypothetical sentences from the interview and their equivalent statements. Check students’ answers as a class.

¡Avancemos! Level 4 Lesson Plans Unidad 6 PRACTICE AND APPLY • Have students complete Activity 21, Comprensión de la entrevista, on p. 373 on their own. Tell them to reread the interview as needed, and encourage them to write their answers in complete sentences. Check students’ answers as a class. Then have students analyze whether their predictions in the Lesson Opening activity were correct.. • Have students work in pairs to complete Activity 22, Entrevista, on p. 373. Ask them to choose a role and to read the prompts for their part of the conversation. Allow them some time to plan what they can say. Tell students that they may take notes as a guide for their conversation, and remind them to use television-related vocabulary, as well as the conditional and the imperfect subjunctive. After planning time, ask pairs to practice their conversation. Move around the classroom and offer help as needed. Finally, ask pairs to act out their conversations in front of the class. Provide corrective feedback as needed. You can extend the activity by having students act out a conversation between the students and his or her parent, who is angry because the salesperson tried to sell his or her child the expensive packet, as suggested in Expansión box on Teacher’s Edition on p. 373. This time students should improvise. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 373 on their own. Check students’ answers as a class. • Grammar Quiz 2, On-level Assessment, p. 215 • OPTIONAL RESOURCES • Grammar Review Video, El imperfecto de subjuntivo • Grammar Summary, Subjunctive Forms • Flashcards, Unidad 6, Lección 1 • Generate Success, Interactive Graphic Organizers • Review Lección 1: Gramática, Self-Check Quiz 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. 374-377 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials. • 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 the effect of teens having televisions in their rooms FOCUS AND MOTIVATE • First, read aloud the Goal section on p. 374 as students follow along in their books. Then, ask: ¿Cómo creen que puede afectar a los adolescentes el tener un televisor en la habitación? ¿Creen que son más los efectos negativos que los positivos? ¿Por qué? Finally, tell students that they will read a scientific article about the effects that having a television in their room has on teens. • Direct students’ attention to the scientific article on p. 374. Then, ask: ¿Dónde pueden leer este tipo de artículos?¿Qué tipo de información se da en este tipo de artículos? ¿Qué esperan encontrar: datos u opiniones? ¿Por qué? ¿Cómo pueden servir los datos para fundar opiniones? TEACH • Read aloud the Estrategia section on p. 374 as students follow along in their books. Explain that the same fact or finding may arouse different reactions, so there may be more than one way to complete the chart. Read the sample answers in the chart and ask: ¿A todos les sorprende este dato? ¿Creen que el porcentaje sería el mismo en los países de habla hispana? ¿Por qué? Then, instruct students to look for four or five facts or findings in the article as they read it. Have them copy the chart on a separate sheet of paper or create one using Generate Success. • Have a volunteer read aloud the prompt of the article on p. 374. Then, have students read the article on their own. Guide them to use context clues and their prior knowledge to decode the meaning of any unknown words. Have students complete their charts with the facts or findings in the left column and their reactions in the right column. Once they have finished reading the article, discuss with them whether the effects they discussed before match the ones mentioned in the article. Also discuss their charts.

¡Avancemos! Level 4 Lesson Plans Unidad 6 IEP Modification Have struggling readers work in small groups to complete the activity. Students can take turns reading the text aloud and collaborate to clarify vocabulary or content. They can complete the left column in their charts together, but make sure the right column is the product of students’ individual reflection. PRACTICE AND APPLY • Have students complete Activity 23, Comprensión del artículo científico, on p. 375 as a class. As an extension to this activity, lead a class discussion based on the questions in Expansión box about students’ personal experience and opinion. • Have students complete Activity 24, Se fue el televisor, on p. 375 on their own. Then, check students’ answers as a class. As an extension to this activity, invite volunteers to role-play the conversation between Esteban and his father, as suggested in Expansión box on Teacher’s Edition p. 375. Then, ask: ¿Qué problemas tiene que corregir Esteban, según sus padres? ¿Qué opinan sus propios padres de que ustedes tengan un televisor en la habitación? ¿Por qué opinan eso? • Have students work in pairs to complete Activity 25, ¿En pro o en contra?, on p. 376. Encourage them to use the imperfect subjunctive and the conditional to write about hypothetical situations, as in the sample, affecting different people. Have volunteers read their sentences. IEP Modification You may make this activity more challenging by giving students a fixed amount of time to write their sentences. The pair who writes more correct sentences in that amount of time wins. • Have students work in pairs to complete Activity 26, ¿Qué te parece?, on p. 376. Before students begin working on the activity, model the dialogue with an advanced student. While students speak with their partners, move around the classroom to offer help as needed. Then, have volunteer pairs role-play their dialogues in front of the class. • Read aloud the prompt for Activity 27, Una encuesta, on p. 376 as students follow along in their books. Then, invite students to walk around the classroom to ask and answer the questions, including those suggested in Expansión box. Advise them to take notes of their classmates’ answers, as they will need them to write a summary of their findings as homework. • Read aloud the title and the prompt for Para crear activity on p. 377 as students follow along in their books. Then, ask students to take a look at the pictures and the captions, and invite them to brainstorm other television programs that they have learned about in Lesson 1. You may consider showing Flashcards as needed. Then, divide the class in small groups and ask students to carry out items 1-5 in Para comenzar section. If possible, show students a sample script, and remind them to include both speech and instructions. Walk around the classroom to offer help as needed. Provide ample time. When students are ready, have them present their plans to the class. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 377 on their own. Check students’ answers as a class.

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Homework: Have students write the survey report from Activity 27, Una encuesta, on p. 376. Tell students to use the scientific article they read today as reference. Encourage them to use the vocabulary and grammar structures they learned throughout this lesson. Homework: Cuaderno, p. 116 Hablar, p. 117 Escribir

OPTIONAL RESOURCES • Flashcards, Unidad 6, Lección 1 • Generate Success, Interactive Graphic Organizers • 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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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. • 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 televison programs and advertising • Express television viewing preferences ASSESS AND RETEACH • Lesson 1 Test, On-level Assessment, pp. 216-221 • Assessment Audio: Examen Lección 1, Test CD 2, Track 13, Test CD 2, Track 14 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 Opener, Presentación de vocabulario, pp. 380-383 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 news covereage in the media • Talk about current events • Past perfect subjunctive • Sequence of tenses • Review past perfect indicative • Culture: proverbs in Spanish related to communication; Spanish-language television channels; political activism among Latin American students; Latin American TV stations, programs, and actors FOCUS AND MOTIVATE • Introduce students to this lesson’s topic by reading the lesson title and having them describe in as much detail as possible the background photo on pp. 380-381. Use the questions in the ¿Qué ves? box on p. 380 to initiate a discussion about media and technology. Then focus students’ attention on the technical equipment in the photo. Ask: ¿Cuál creen que ha sido el impacto de los avances tecnológicos en el mundo de las noticias? ¿Cómo creen que ha cambiado la manera de informar a la población debido a los avances tecnológicos? ¿De qué manera la Internet y las redes sociales modificaron la forma en que las personas se informan hoy? ¿Cómo interactúan la Internet y las redes sociales con los noticieros tradicionales? • Allow some minutes for students to scan the lesson overview on p. 380 on their own. Then ask students if they watch any news programs on TV or visit any news websites on a daily basis. Ask them how important they think it is to stay informed about current events in the U.S. and the rest of the world. Have students compare television and the Internet as sources of information and news, and decide which media they prefer and why. Ask them: ¿Qué ventajas y desventajas tienen estos medios de difusión? • Have a volunteer read the Comparación cultural section on p. 380. Point out that the background photo shows the news program described in the paragraph. Ask students if they have ever watched a news report on a Spanish-speaking television channel. Then show a few minutes of a news program in Spanish. Students do not need to fully understand the reports, but should grasp the overall ideas and pay attention to the program format. Based on the video and students’ prior knowledge, ask: ¿Encuentran alguna diferencia entre los noticieros de habla hispana y los noticieros de los Estados Unidos? ¿Tratan los mismos temas? ¿Los tratan de la misma manera? ¿Le dedican a misma cantidad de tiempo a cada tema? ¿Usan el mismo tipo de lenguaje, vestimenta y grado de formalidad al presentar las

¡Avancemos! Level 4 Lesson Plans Unidad 6 noticias? Discuss what might be the cultural reasons and implications of any such differences. TEACH • Direct students to the Presentación de vocabulario section on pp. 382-383. Allow a few minutes for students to read silently paragraphs A-H and the Más vocabulario box. Instruct them to write down any queries that may arise. Then have volunteers read the paragraphs aloud for the class and discuss students’ queries. Have students pause after each paragraph and focus on the highlighted terms. Clarify meaning as necessary. Have students repeat after you the vocabulary words they may find harder to pronounce. PRACTICE AND APPLY • Have students describe the photos on pp. 382-383 using the vocabulary they just learned. Assign each student one of the photos and have students write three or four sentences about it. Then have volunteers read their descriptions to the class. Provide feedback as necessary. IEP Modification In order to provide additional support for students who might be struggling with the new vocabulary, have struggling students pair with advanced students to complete this activity. • Before class, read the script on p. 379C so you can preview the audio for students. In your preview, point out that the speakers’ intonation varies very little, so it is not useful as a hint to complete the activity. Have students listen to TXT CD 3, Track 17 and then complete the ¡A responder! activity on p. 383. Suggest they note down isolated word and phrases as they listen. Play the track two or three times as needed and have the class answer the question. • Have students work in small groups to choose one local current event, such as an art gallery opening or the win of a local sports team, they find interesting or relevant and use the vocabulary pp. 382-383 as well as prior knowledge to discuss what would be the best way to cover those news, be it a TV broadcast, social media, national network, or anything else they can think of. Encourage them to consider how technology may impact the coverage. Ask students to take notes. Have each group share their conclusions with the rest of the class. • Next, have each group either write a short piece reporting the local news they have selected or role-play a brief news program report. Allow students some time to brainstorm and organize their ideas, and tell them they can invent any details they do now know to fill in the gaps. Suggest they use a Graphic Organizer from Generate Success. Ask them to adapt content and language to the media they have chosen. Then have students read or act out in front of the class. ASSESS AND RETEACH • Homework: Have students study the vocabulary presented on pp. 382-383 and write five sentences using new words in context. OPTIONAL RESOURCES • Flashcards, Unidad 6, Lesson 2 • News and Networking

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Práctica de vocabulario, pp. 384-385 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Express opinions about news coverage in the media • Describe current events; express TV preferences FOCUS AND MOTIVATE • Ask students if they are interested in politics and whether they talk about them at home with their parents. Ask them: ¿Ven con sus padres programas de política o reportajes a candidatos cuando hay elecciones? ¿Les interesa votar? ¿Cómo se prepararían antes de votar? ¿Se informan sobre otros temas políticos, como protestas o huelgas? Lead a small class debate and check for vocabulary use. • Have a brief class discussion about award shows. Ask students, ¿Les gusta mirar las entregas de premios? ¿Cuál es su preferida? ¿Qué parte disfrutan más? Ask students what other types of TV shows they enjoy watching and which ones they do not enjoy watching and why. TEACH • Have students read the Comparación cultural box on p. 385 individually. Discuss each Spanish saying as a class. Have different students explain each saying in their own words. Ask students, ¿De qué manera estos dichos representan los valores y las actitudes de las culturas de habla hispana? ¿Creen que estos dichos podrían ser usados en los Estados Unidos? ¿Creen que son universales? Then have students complete the Compara con tu mundo activity as a class. PRACTICE AND APPLY • Have students complete Activity 1, Candidata para alcaldesa, on p. 384 independently. Then check answers as a class. Have a volunteer read the paragraph using appropriate intonation for a political speech. • Have students complete Activity 2, Una noche de estrellas, on p. 384 in pairs. Check answers as a class. Have a pair role-play the conversation. Then have pairs complete the Expansión activity. Once each pair has written down five questions they would ask a celebrity on the red carpet, ask them to role-play the interview by taking turns playing the celebrity and the reporter and asking and answering the questions. • Before class, read the script on p. 379C, so you can preview the audio for students. In your preview, invite students to picture the scene the female speaker describes. Play TXT CD 3, Track 18 and have students complete Activity 3, Las noticias de anoche, on p. 384. Have students check answers in pairs. Provide feedback as needed. Have volunteers read the corrected sentences.

¡Avancemos! Level 4 Lesson Plans Unidad 6 •

Have six volunteers each describe one of the pictures in Activity 4, ¿Qué viste en la tele? on p. 385. Then have students work in groups of 3 to complete the activity.

ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 385. Ask them to work in pairs to check each other’s work. • Homework: Have students complete the Teacher Edition Only Expansión Activity on Teacher’s Edition p. 384. • Homework: Cuaderno, p. 121 OPTIONAL RESOURCES • Flashcards, Unidad 6, Lección 2 • Review Lección 2: Vocabulario, Self-Check Quiz • News and Networking • Conjuguemos.com

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Vocabulario en contexto, pp. 386-387 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Read a biography • Prepare and interview • Create a commercial FOCUS AND MOTIVATE • Discuss TV news announcers with students. Ask: Se dice que los presentadores son “la cara” de los noticieros. ¿Qué quiere decir esto? Then ask: ¿Hay algún presentador o presentadora de noticiero que les guste especialmente? ¿Por qué les gusta? ¿Qué cualidades creen que deben tener un buen presentador? ¿Por qué? Let students brainstorm ideas. TEACH • Read the Goal on p. 386 aloud for the whole class. Then read the Estrategia and discuss the diagram with students. Ask students to copy the diagram on a separate sheet of paper or to create on with Generate Success. Then have them read the biography independently and complete the diagram as they read. Finally, have volunteers read the paragraphs aloud and clarify any unknown vocabulary as needed. Check diagrams as a class. • Have students complete Activity 5, Comprensión del artículo biográfico, on p.387 in pairs. Check answers as a class. Ask students: ¿Qué clase de persona creen que es Adriana? Basándose en lo que conocen sobre su biografía, ¿qué inferencias pueden hacer sobre sus cualidades y sus gustos? Ask a volunteer to describe Adriana’s picture on p. 386. Ask students: ¿Qué inferencias pueden hacer sobre la personalidad de Adriana a partir de su fotografía? Finally, ask: Basándose en la información del texto, ¿qué predicciones pueden hacer sobre el futuro de Adriana como presentadora? Guide students to support their inferences and predictions with details from the text. PRACTICE AND APPLY • Divide students into small groups and present Activity 6, Otra cara nueva, on p. 387. Have groups think of at least five questions for the interview. Encourage students to include as many new vocabulary words as possible in their questions. Then ask groups to act out the interview, with one student playing the part of the announcer and the other team members asking the questions. • Introduce Activity 7, Comercial para las noticias, on p. 387. Have students work in pairs to brainstorm ideas and allow some time for pairs to write down their commercials. Then have volunteers read their commercials to the class. Encourage them to imitate the speaking style and intonation of typical TV commercials as they

¡Avancemos! Level 4 Lesson Plans Unidad 6 read. Then instruct them to adjust their commercials to include some recent news headlines, as suggested in the Expansión activity in Teacher’s Edition p. 387. ASSESS AND RETEACH • Have students do the Para y piensa activity on p. 387. Check answers as a class. • Homework: Have students do the Expansión in Activity 5 on p. 387. • Vocabulary Quiz 1, On-level Assessment, p. 226 OPTIONAL RESOURCES • Flashcards, Unit 6, Lesson 2 • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 1, pp. 388-391 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 • Learn to form the past perfect subjunctive • Talk about news coverage and current events FOCUS AND MOTIVATE • Review with the class the present perfect and past perfect on p. 158. Remind students that the former is used to say what has happened while the latter is used to say what had happened. Write two examples of each on the board, then have volunteers share some examples of their own. TEACH • Read the English Grammar Connection on p. 388 while students follow along in their books. Then teach the Spanish past perfect subjunctive. Read El pluscuamperfecto del subjuntivo on pp. 388-389 aloud to students while they follow along in their books. Take some time to analyze the examples with them. For examples of sentences which refer to actions that happened before a past-tense verb in the main clause, draw time lines on the board and call on students to come to the front and locate each event in the sentences on the time line in chronological order. For examples of contrary to fact or hypothetical situations or events, copy the sentences on the board and have volunteers come to the front, underline what would be true, and circle the information that is contrary to fact. PRACTICE AND APPLY • Have students complete Activity 8, En las noticias, on p. 390 independently, then have them work with a partner to check each other’s work. • Invite some volunteers to answer the following question: ¿Cómo se sentirían si se hubieran postulado para el cargo de alcade y hubieran perdido la elección? Provide feedback on the use of the past perfect subjunctive as needed. Then have students work in pairs to complete Activity 9, Una elección del año pasado, on p. 390. Check answers as a class. Next, ask students why candidates loose an election, as suggested in Expansión box on Teacher’s Edition p. 390. • Before class, read the script on p. 379C so you can preview the audio for students. In your preview, point out that although there are only two speakers, a number of people are involved in the situation. Have students work on Activity 10, Noticia de un robo, on p. 390. Play TXT CD 3 Track 19 once and encourage students to take notes of any important facts as they listen. Then have students read the prompt and the statements,

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and play the audio one more time for students to complete the activity. Correct answers as a class. Have volunteers correct the false statements. Focus students’ attention on the photo and the caption in the Comparación cultural box on p. 391. Ask students whether they know her. If they do, have them describe what they know about her. If they don’t, have a volunteer describe the picture in as much detail as possible, and another volunteer make inferences about her personality and professional life. Then have another volunteer read La televisión por cable y las cadenas de noticias aloud for the rest of the class. Point out the three networks mentioned there and provide some background on them. Then lead a class debate about cable TV and news networks. Have students compare and contrast news networks in the United States with those in Spanish-speaking countries. Ask: ¿Creen que la aparición de la televisión por cable y las grandes cadenas de noticias ha afectado de la misma manera a las comunidades de Estados Unidos y de los países de habla hispana? ¿Por qué? ¿Cuál creen que ha sido el impacto de estas cadenas en las sociedades de habla hispana? ¿Y en la sociedad estadounidense? Then have students answer the questions in the Compara con tu mundo activity orally.

ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 391. Ask them to work in pairs to check each other’s work. • Homework: Have students write a short essay with the following title: ¿Cómo sería nuestra vida si no existieran los noticieros? •

Homework: Cuaderno, p. 122, p. 123

OPTIONAL RESOURCES • Grammar Review Videos: El pluscuamperfecto, Los tiempos compuestos del subjuntivo • Grammar Summary: Present Subjunctive; Subjunctive Forms • Flashcards, Unit 6, Lesson 2 • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Gramática en contexto, pp. 392-393 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Past perfect indicative and subjunctive • Talk about past events FOCUS AND MOTIVATE • Have students turn to p. 392 and remind them of Mr. and Mrs. Lezama. Ask students to predict what the couple may be talking about based on what they have been reading about them. Review the past perfect subjunctive with the class inviting volunteers to refer to the illustration to produce sentences about Mr. and Mrs. Lezama. Guide them to revisit the different situations in which the tense is used. Give students clues as necessary. TEACH • Before moving onto the reading, explain to students that identifying actions in a text will help them understand the sequence of events and keep track of what happened when. In this case, it is important that they understand which events happened recently, and which ones happened longer ago. Read the Estrategia feature on p. 392 as students follow along. Then, a draw timeline on the board like the one shown and tell students that they will complete it with events after reading the conversation. Then have two students play the roles of Mr. and Mrs. Lezama and read the conversation aloud. Encourage them to look up from the page when they speak, and to use natural intonation and appropriate gestures. • Have students reread the dialogue independently and complete the timeline on their own. Then call on volunteers to come to the board and plot the different events from the dialogue in chronological order on the timeline. Make sure students can differentiate the uses of the past perfect subjunctive and provide feedback as needed. • Have students reflect upon the following questions in small groups: ¿Cómo se habrían sentido si hubieran tenido que mudarse a otro país? ¿Qué diferencia habría habido si hubiera sabido hablar el idioma o no? ¿Cómo los habrían ayudado los avances en las comunicaciones? Invite a volunteer from each group to share their conclusions. Provide feedback on the use of the past perfect subjunctive as needed. PRACTICE AND APPLY • Have students work independently to complete Activity 11, Comprensión del diálogo, on p. 393 based on the dialogue they have just read. Instruct them to answer the questions in writing using complete sentences. Then, pair students with a partner to

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review their answers. Finally, have pairs discuss the questions on Expansión box and ask volunteers to share their conclusions with the class. IEP Modification Pair struggling students with more proficient learners. Ask on-level and above-level students to guide and help below-level students and provide kind, corrective feedback as necessary. Have the same student pairs look at the illustrations for Activity 12, Cuéntalo de nuevo, on p. 393. Ask students to describe them and write down a short story explaining what happened and what would have happened to the burglar, using the past perfect subjunctive. Have pairs read aloud their short stories and provide corrective feedback as necessary. Ask students to change partners to complete Activity 13, Entrevista, on p. 393. Assign roles and have students work independently to prepare their parts. Encourage them to brainstorm and write down useful expressions and ideas that they might need during their conversations. Expand the activity by asking students to include in their conversations something that they might have done differently if they knew what they know now, as suggested in Expansión box on p. 393 in Teacher’s Edition only. Then, have student pairs rehearse their dialogues and use their notes as a guide. Finally, ask student to present their conversations for the whole class.

ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 393 on their own. Review answers as a class. • Homework: Have students use the Wrap-up discussion to write a poem as if they were immigrants from a Spanish-speaking country (either a hypothetical one like Mr. and Mrs. Lezama or a specific one) in the U.S. In the poem students should express their experiences, expectations and feelings of living in a different country. Encourage them to use the past perfect subjunctive, and to watch for mood and tone. Then post volunteers’ poems in the school bulletin board. • Homework: Have students work in pairs to prepare an interview to a Spanishspeaking immigrant. Review the questions and organize a meeting with a group of Spanish-speakers who are willing to share their experiences. After the interview, you can ask pairs to prepare an oral presentation with their findings. How did the answers compare to their expectations? • Grammar Quiz 1, On-Level Assessment, p. 227 OPTIONAL RESOURCES • Grammar Review Video, Los tiempos compuestos del subjuntivo • Grammar Summary, Present Subjunctive; Subjunctive Forms • Flashcards, Unit 6, Lesson 2 • Review Lección 2, Gramática, Self-Check Quiz • Conjuguemos.com • News and Networking

Teacher Tools

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¡Avancemos! Level 4 Lesson Plans Unidad 6 Interactive Whiteboard Activities Performance Space Teacher Dashboard Examview Test Generator Generate Success Rubric Generator Resources for AP Preparation

36 Flashcards Performance Space InterActive Reader News + Networking Resources for AP Preparation

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Presentación y práctica de gramática 2, pp. 394-397 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Review the sequence of tense and mood in subordinate clauses • Talk about news coverage and current events FOCUS AND MOTIVATE • Before class, select several news stories from newspapers in Spanish that contain clear sequences of events. Arrange students into small groups, provide each group with cut-up strips from the same news story and ask them to arrange the strips in order to tell the story in its correct sequence. Have groups read their news stories aloud and correct as a class if necessary. Finally, tell students that they will review the sequence of tenses and mood in subordinate clauses to talk about news coverage and current events. TEACH • Read aloud the English Grammar Connection feature on p. 394 and review the concepts of main and subordinate clauses as needed. Then, move on to La secuencia de tiempos verbales on pp. 394?395. Read the explanations aloud as students follow along and have volunteers read the Spanish examples. Make sure students understand that the time frame of any sentence is established by the tense of the verb in the main clause, and that the need for the indicative or the subjunctive in the subordinate clause depends on the meaning of the main verb. If the main verb of a sentence is in the past, the tense must be in harmony with the past time frame while the meaning of that verb may “trigger” either the indicative or the subjunctive. • Reinforce all of the concepts introduced on pp. 394?395 with the following activity. Invite students to retell the sequence of a current event in five or more sentences using the past frame. If necessary, allow them to go through the newspapers in Spanish for ideas. Students should write their sentences paying close attention to the sequence of tenses. While they are writing, move around the classroom and provide feedback as needed. Then, have each student share his or her sentences with a partner, who will try to rewrite the story in sequential order using the present frame. Provide feedback as necessary. IEP Modification If your students find this activity too challenging, you can provide a story either in the present or the past yourself and have the students rewrite it on their own.

¡Avancemos! Level 4 Lesson Plans Unidad 6 PRACTICE AND APPLY • Have students turn to p. 396 to complete Activity 14, Una manifestación. Before class, read the script on pp. 379C-379D so you can preview the audio for students. In your preview, point out that in many Spanish-speaking countries there is a “plaza de la Constitución,” so that is not indicative of any country in particular. Then, play TXT CD 3, Track 20 and have students complete the activity independently. Allow students to listen to the conversation as many times as necessary. Move around the classroom to offer help as needed. As an extension, have students rewrite the false statements to make them true. Then review answers as a class. • Have students work in pairs to complete Activity 15, ¡Avalancha! on p. 396. Ask them to underline the words or phrases that help them decide which tense to use. Once they finish filling the blanks, have a volunteer read aloud the article and review answers as a class. Then, ask students to retell the event as if they were TV reporters on the scene, as suggested on Expansión box in Teacher’s Edition p. 396. Students should work on their own and use the present tense to complete the activity in writing. Instruct them not to write the same paragraph changing the tenses, but rather mimic what a reporter may say about the event. If time does not allow, assign the Expansión suggestion as homework. • Have students work in small groups to discuss the illustrations on Activity 16, Siguiendo la elección, on p. 397. Then, have a volunteer from each group narrate the events using a logical sequence of tenses. • Ask students to look at the picture and read the caption in Comparación cultural section on p. 397. Ask the following questions: ¿Por qué podrían estar manifestándose estos estudiantes? ¿Qué reclamarían ustedes en una manifestación? Then, have students read Los estudiantes y la política on their own. Have students exchange their views on the topics of political engagement and political activism at a young age. Guide them to compare and contrast what they have just read about students’ political participation in Latin American countries with political participation in the United States. Then, discuss the questions under Compara con tu mundo as a class. Ask these additional questions to expand the debate: ¿Por qué creen que los jóvenes se involucran en asuntos políticos? ¿Creen que es positivo? ¿Por qué? ¿Por qué es importante poder expresar la opiniones propias y debatir con quienes tienen otras opiniones? ¿De qué manera los medios pueden influir en las opiniones de las personas? ¿El debate alcanza para cambiar la realidad? ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 397 on their own in writing. Review answers as a class. • Cuaderno, p.124, p. 125 OPTIONAL RESOURCES • Flashcards, Unidad 6, Lección 2 • News and Networking • Conjuguemos.com

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¡Avancemos! Level 4 Lesson Plans Unidad 6 TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Gramática en contexto 2, pp. 398-399 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 • Explore news coverage in the media • Recount and report events FOCUS AND MOTIVATE • Introduce the topic of direct and indirect speech with this quick question drill. Ask a student a question such as, ¿Con qué frecuencia lees el periódico? Then, pretend you didn’t hear his or her response and ask another student what he or she said. Repeat the drill by asking different questions so that students can grasp the idea. Then, explain that journalists inform what people say by quoting the exact words of the speaker (direct speech) and by reporting what the speaker said (indirect speech). • In order to introduce the characters in this section, ask: ¿Se acuerdan de Ana? ¿Qué hace Ana? If necessary, refer students back to p. 367 and ask them to find the answer. Then, tell them that they are going to meet Miguel, Úrsula, and Samuel. Read together the Goal section on p. 398. TEACH • Read aloud the Estrategia section on p. 398. Tell students that while they read the summaries they should pay close attention to the sequence of tenses. Ask four volunteers to play the roles of Miguel, Úrsula, Samuel, and Ana, and read aloud the conversation. Then, explain to students that they will need to spot the reporting verbs in each summary. Model with the first summary (dijo, aseguró, dijo) and have students reread the remaining summaries on their own to spot the rest of the verbs. Meantime, draw a T-chart on the board or use a graphic organizer from Generate Success. Model completing the chart with the indirect and direct quotes from the first summary. Have students notice the backshift of verb tenses and the changes of pronouns. Then, ask them to work in pairs to complete the chart. Review answers as a class and provide corrective feedback as needed. PRACTICE AND APPLY • Have students complete Activity 17, Comprensión del diálogo, on p. 399 based on the dialogue they have just read. Ask students to answer the questions in writing using complete sentences, and then have volunteers read their responses aloud. Review answers as a class. As an extension, have students discuss the question in Expansión box in small groups. Then, have volunteers share their answers. To broaden the discussion, ask these additional question: ¿Por qué cubrirían ese tipo de acontecimientos y no otros?

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To prepare students for Activity 18, Un accidente de tránsito, on p. 399, have students imagine that they are reporters and that they have covered an accident in their city. Based on the illustration, have students work independently and write down what happened yesterday at the scene. Instruct them to include indirect speech and to use the correct sequence of tenses. Then, have volunteers read aloud their work and correct as a class. Organize students in pairs to complete Activity 19, Entrevista, on p. 399. Ask partners to read only the prompts for their part of the conversation and allow them some time to prepare their dialogue and take notes to use as a guide. Then, ask pairs to practice and rehearse their conversation and have volunteers act them out in front of the class. Provide corrective feedback as needed. As an expansion, have students role-play the telephone conversation suggested in Expansión box in Teacher’s Edition p. 399.

ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 399 on their own in writing. Then, ask them to turn the sentences into direct speech to reflect what each person actually said. Review answers as a class. • Grammar Quiz 2, On-Level Assessment, p. 228 • Homework: Have students work in pairs or small groups to prepare a report about an event that took place in their school. Students should gather and organize information about the event, write a script, and record a video of their oral presentation. Play the videos for the class. Consider getting permission from students’ parents to submit the videos to News + Nerworking for publication in Yo periodista.

OPTIONAL RESOURCES • • • • •

Flashcards, Unidad 6, Lección 2 Review Lección 2: Gramática: Self-Check Quiz Generate Success, Interactive Graphic Organizers 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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Todo junto, pp. 400-403 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. • 2C infer meaning of unfamiliar words or phrases in texts, 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 • Subjunctive and sequence of tenses • Prepare logical arguments and publicity campaigns FOCUS AND MOTIVATE • Encourage a class discussion about the role of television in our society today. Ask the following questions to guide the discussion: ¿Cómo creen que influye la televisión en la vida diaria y en la conducta de las personas? ¿Qué problemas pueden surgir en una familia por la televisión? ¿Cómo ayuda o no la tecnología a evitar esos problemas? Have students reflect on TV-watching habits in Spanish-speaking countries and tell them that they are going to watch a video in which a Spanishspeaking couple is trying to agree on what TV program they will watch together. TEACH • Allow some minutes for students to take a look at the Goal and Resumen on p. 400. Before playing the video, explain and discuss the viewing strategy in Estrategias section about visual clues. Explain how people’s gestures can reflect their attitudes and moods. Then, show the video Mirando la tele to the class. Ask students to pay attention to the characters’ voices, facial expressions, and body language. Ask students how they compare to typical gestures in the United States. Then, ask the following questions: ¿Con qué miembro de la familia suelen ver más televisión? ¿Se ponen de acuerdo en qué programa ver o deben “negociar” para ver sus programas favoritos? ¿Se sienten identificados con Isabel o con Carlos? ¿Cómo creen que ha cambiado la experiencia de ver televisión después de la aparición de las nuevas tecnologías y de Internet? • Before students read the script, explain and discuss the reading strategy in Estrategias section on p. 400 about interpreting different verb forms. Explain how verb tenses can indicate if people are discussing real events or making suggestions. Then, ask pairs of students to take turns reading the characters’ lines of the conversation on pp. 400?401

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aloud. This time, tell them to focus on the use of the subjunctive and command forms to decide whether Carlos and Isabel are talking about real or hypothetical events. Have students underline a few examples of each case and review as a class after they finish reading. Direct students’ attention to También se dice feature on p. 401. Remind them that, as Spanish is spoken in many different countries, certain expressions may vary across regions. Read the examples provided and ask students if any of the words sound familiar to them. Note that food often receives different names in different countries, such as maíz, choclo, and elote for “corncob” Have students recall or elicit from them other examples.

PRACTICE AND APPLY • Have students complete Activity 20, Comprensión del video, on p. 401 in writing. Remind students to write complete sentences when rewriting the false statements to make them true. Review answers as a class and provide corrective feedback as necessary. • Play TXT CD 3, Track 21 as students follow along the written instructions for Activity 21, Integración, on p. 402. Explain to students that they will have to write an advertising script for a radio and TV network. Then, have four volunteers read aloud the paragraphs under Fuente 1 (Guía televisiva CRCN: Programación de otoño). Have students identify the main idea of each TV program that they will need to write the advertising script. Review as a class. IEP Modification Organize the students in small groups to complete this activity. Each group should read the four paragraphs under Fuente 1 and clarify vocabulary and content on their own. Ask them to identify the main idea in each. Then review as a class. • Before class, read the script on p. 379D 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 22 and have students take notes to answer the questions on Fuente 2 (Anuncio de radio) on p. 402. Have volunteers read out their answers. Then, ask the following questions: ¿Hay algún programa de radio especialmente popular que conozcan? ¿En qué franja horaria se emite? ¿Conocen a algún locutor de radio famoso? Finally, have students write a script advertising the television programming of CRCN network individually. • Organize students in small groups to complete Activity 22, Hablar, on p. 403, and have a volunteer read aloud the instructions. Make sure students take into account the speaking strategy, as explained in Estrategia feature. As students debate, move around the classroom to offer help as needed. Remind them to make hypothetical statements using the subjunctive. Then, have volunteers from each group share their conclusions with the rest of the class. As an extension, have students discuss their favorite TV programs as a class, as suggested in Expansión box on Teacher’s Edition p. 403. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 403 as a class. • Homework: Cuaderno, Hablar, p. 126, Escribir, p. 127, Actividades de video, p. 132

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Homework: Have students record their advertising scripts from Activity 21, Integración, as suggested in Expansión box on p. 402. Encourage them to include music and sound effects in their recordings.

OPTIONAL RESOURCES • Flashcards, Unidad 6, Lección 2 • News and Networking • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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¡Avancemos! Level 4 Lesson Plans Unidad 6

Lectura literaria, Day 1, pp. 406-409 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials. • 2C infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Read a story • Analyze plot, narration, and dialogue FOCUS AND MOTIVATE • Have students read the story title and look at the images on p. 407 to predict what the story might be about. Invite them to describe the people depicted in the illustrations, including what they are wearing and how they seem to be feeling. Suggest students use reflexive pronouns to express reciprocal actions (e.g., El hombre pobre y el hombre rico se llevan mal) and to express characters’ thoughts, emotional reactions and changes of state (e.g., El hombre pobre se imagina que es rico). Then ask: ¿Sobre qué creen que trata el cuento? ¿En qué época piensan que está ambientado? ¿Cuál creen que es la relación entre los personajes? • Go over the Vocabulario para leer box on p. 406 to help students familiarize themselves with some key words from the text. • Have students read Sobre la autora Fernán Caballero in the Nota cultural box on p. 406. Ask students: ¿Por qué creen que la autora usó un seudónimo masculino? Lead a brief discussion about social prejudices against women writers in the past as well as in present times. Then ask: ¿Qué otros prejuicios sociales o culturales creen que pudieron afectar en el pasado la carrera literaria de los escritores? Discuss the role technological advances and new forms of communications might have played in helping writers produce and distribute, and gain recognition for, their work. TEACH • Ask students to read the Estrategia paragraph on p. 406. Have them copy the table on a separate sheet of paper and instruct them to fill it in as they read. Then allow several minutes for students to complete a first reading of the story on their own and complete their tables. If needed, guide them to use prior knowledge, context clues, and inferences to decode any unknown vocabulary. • Go over the first half of the story with students. Read aloud the first page of the story on p. 407 as students follow along in their books. Draw students’ attention to the expression Terrible es la tentación on line 11. Point out that this is a case of hipérbaton, a literary device in which the logical or normally expected word order (La tentación es terrible) is altered. Ask students what effect they believe the author might have wanted to achieve by using this device.

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Draw students’ attention to the word pregonaron on p. 407, line 15. Discuss the ways in which important information was made public in the past and the ways in which people keep informed nowadays with the aid of technology.

PRACTICE AND APPLY • Have students consider the question in the A pensar box and discuss their answers as a class. • Have students answer the question in the Reflexiona section on p. 407. Ask them to support their answers with evidence and examples from the text. • Point students’ attention to Fernán Caballero’s definition of the novel on p. 406: La novela no se inventa; se observa. Discuss this definition with students, then ask them to write a short paragraph explaining what they think this quote means. ASSESS AND RETEACH • Homework: Cuaderno, p. 131. OPTIONAL RESOURCES • Flashcards, Lesson 1 • Flashcards, Lesson 2 • Generate Success • Conjugemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Lectura literaria 1 Day 2, pp. 406-409 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Read a story • Analyze plot, narration, and dialogue FOCUS AND MOTIVATE • Ask a volunteer to narrate the events in the story La bolsa up to line 28 on p. 407. Provide guidance or correction as needed. Then have students read the last two pages of the story, on pp. 408-409. Have several volunteers take turns reading one paragraph each while the rest of the class follows along. If they haven’t done so, students should now complete their summary charts from Day 1 as they read. Once they have finished, check charts as a class. TEACH • Have students read the A pensar box and the Reflexiona section on p. 408 and discuss their answers to the questions. Let several students share how they would have solved the issue if they had been the king or queen. Encourage them to use the past perfect subjunctive they learned in Unit 6 Lesson 2. Help them by asking, Si hubieras sido el rey, ¿qué habrías hecho? • Have students consider the A pensar question on p. 409. Ask: ¿Qué es la ironía? Help students define irony as needed, or provide a definition if they seem to struggle. Introduce the concepts of situational, verbal, and dramatic irony, and ask students to identify which type(s) can be found in La bolsa. Ask students to use evidence from the text to justify their responses. Then ask: ¿Creen que el comerciante comprendió la ironía del rey? ¿Creen que el leñador comprendió la ironía? ¿Cómo creen que reaccionó cada uno? PRACTICE AND APPLY • Read aloud the questions in ¿Comprendiste? on p. 409 and have students answer them independently. Discuss their responses as a class. Ask additional questions to check students’ comprehension and encourage reflection as needed, such as ¿Cuál es el tema del cuento? • Ask students to identify instances of formal and informal speech throughout the story. Ask: ¿Qué clase de lenguaje usan el leñador, el comerciante y el rey al interactuar entre ellos? ¿Qué información brinda esto sobre las relaciones entre las clases sociales sociales de la época?

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Have students scan the story for cognates and false friends. Draw a two-column chart on the board and write down cognates and false friends from the story as students mention them. Point out that some cognates, such as crédito/credit, have more than one meaning in Spanish as well as in English. Ask students to work in small groups to discuss the questions in ¿Y tú? on p. 409. Have students complete Desde tu mundo on p. 409 with a partner. Remind students to include details to create the right mood and to pay attention to time frames. Have pairs read their endings to the class.

ASSESS AND RETEACH • Homework: Have students review the entire reading at home. • Homework: Ask students to choose one of the characters in the story and to write his biography. Tell them they are free to use information from the story as well as to incorporate as much new information and details as they like.

OPTIONAL RESOURCES • Flashcards, Lesson 1 • Flashcards, Lesson 2 • Generate Success • Conjugemos.com • News and Networking

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

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Lectura literaria 2, pp. 410-411 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 • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Analyze a poem FOCUS AND MOTIVATE • Discuss metaphors with students. Ask students to define what a metaphor is or provide a definition yourself if they struggle. Write the following words in one column on the board: el árbol, el mar, el fuego, el otoño, la luz. Write these words on a second column on the board: la vida, la vejez, el amor, el conocimiento, la muerte. Ask students to suggest which word(s) in the first • Read the Nota cultural feature on p. 410 as a class to introduce the author to students. Display a map of Spain and have students help you locate the Spanish cities and regions mentioned in the biographical note. Ask students whether they have ever been to any of those places, and if so, invite them to describe them for the rest of the class. If they haven’t, ask them what they know or have heard about them. Ask students: ¿Cómo creen que el paisaje y la geografía de la tierra natal de Machado influyeron en su obra? ¿Qué temas de la obra de Antonio Machado el texto es más probable que comparta con poetas estadounidenses? ¿Por qué? Guide students to find the most universal topics in the poetry of Machado that are mentioned in the biographical note. • Divide the class into small groups. Have different groups research Antonio Machado’s life, the Generation of ’98, the history of Spain during Machado’s lifetime, and each one of his poetry collections. Provide print and online resources and allow a good amount of time for students to research their topics and prepare a brief presentation. Have groups come to the front and present their findings to the class. Discuss as a class how the events in Antonio Machado’s life as well as the historical events which took place during his lifetime might have affected his work. TEACH • Have students read Poema XXIII on p. 411 silently on their own, then read it aloud for the whole class. Have them complete the chart in the Estrategia section, on p. 410, in a separate sheet of paper. Help students find and interpret one metaphor from the poem, then ask them to continue by their own. Remark that almost every line in the poem includes a metaphor. Have students look at the question in the A pensar box on p. 411 for ideas. Discuss their charts as a class.

¡Avancemos! Level 4 Lesson Plans Unidad 6 •

Ask students: ¿Hay rima en el poema de Machado? ¿Qué versos riman? Point out that the repetition of vowel sounds in rhyme is called rima asonante. Discuss the effectiveness of rhyme in poetry. Ask students to look for other poetic devices in the poem. If they struggle, suggest they look for instances of repetition and hyperbaton.

PRACTICE AND APPLY • Have students answer the questions in the Comprendiste section on p. 411. Ask them to work with a partner to check each other’s work, then discuss answers as a class. • Ask students to work in pairs to come up with a title for this poem that doesn’t include the words camino and caminante. Write each pair’s suggested title on the board and vote on the best title as a class. • Ask a couple of volunteers to describe the image on p. 411 in as much detail as possible. Ask whether they know Argentine painter Xul Solar, and if they don’t, provide a brief biography. Ask: ¿Qué sienten al ver esta imagen? ¿Cómo se relaciona la imagen con el tema del poema? Have students work in pairs to write a brief paragraph that answers these questions. • Have students work in small groups to complete the Desde tu mundo activity on p. 411. Ask each group to choose a volunteer to present their conclusions to the class. ASSESS AND RETEACH • Homework: Have students write a short poem around a metaphor they like. • Homework: Have students complete the ¿Y tú? activity on p. 411. • Homework: Have students complete the Para escribir activity on p. 411. OPTIONAL RESOURCES • Flashcards, Lesson 1 • Flashcards, Lesson 2 • Conjugemos.com • News and Networking • Spanish InterActive Reader 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. 412 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. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Express preferences/opinions with reasons • Ask and respond with details to a wide variety of questions including follow-up questions that request details FOCUS AND MOTIVATE • Discuss with students how hurricanes or other natural disasters affect our lives. Ask: ¿Qué puede hacer una comunidad para minimizar los daños producidos por un desastre natural? ¿Alguna vez han trabajado en la prevención de un desastre natural? ¿Qué hicieron? Explain to the class that the Spanish verb prevenir has two different meanings: to warn and to prevent. • Students should be more or less familiar with hurricanes. However, review some of their characteristics in order to introduce some key Spanish vocabulary terms related to the topic. Ask: ¿Cómo es un huracán? ¿En qué se diferencia de una tormenta común? ¿Cuáles pueden ser las consecuencias del paso de un huracán? ¿Cuál fue el huracán más fuerte que recuerdan haber vivido o del que hayan escuchado hablar? TEACH • Review how latitude and longitude are used to identify and locate places on a map. Introduce students to the Spanish terms for some key concepts such as latitud, longitud, coordenadas geográficas, meridiano, ecuador, trópico, and the names of the cardinal points (norte, sur, este, oeste). Display a large world map with a latitude and longitude grid. Provide the longitude and latitude for your town and locate it on the map. Then provide Spanish coordinates for different Latin American cities and have different students locate them on the map. • Read aloud the title and first paragraph of the text on p. 412 as students follow along. Then have students read the second paragraph silently and trace the route of the hurricane on the map. Once students have finished, have them compare their results with a partner. PRACTICE AND APPLY • Ask students: ¿Con qué palabras describirían la ruta del huracán Gustav? ¿En qué se parece a la ruta del huracán Frances? ¿En qué se diferencia? ¿Qué estados se ven afectados por cada uno?

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Have students work on the Proyecto activity on p. 412. Provide ample time for them to conduct their research using the school library, the Internet, and miscellaneous resource materials that you may choose to provide them with. Bring copies of different graphic organizers such as the ones in Generate Success for students to gather and present the information if they wish to. Allow every student to present the results of his or her research to the class, even if researched topics overlap. Have students complete the En tu comunidad activity on p. 412. You may wish to provide them with miscellaneous resource materials, such as textbooks, city council information, old newspapers and magazines, and maps to help them in their research. Discuss students’ findings and the En tu comunidad questions as a class. Now discuss as a class the similarities and differences between natural disasters in the United States and in Latin American countries. Ask questions such as: ¿Las comunidades de Estados Unidos y de los países latinoamericanos reaccionan de la misma manera ante los desastres naturales? ¿El impacto de un desastre natural es mayor, menor o igual en las comunidades norteamericanas y latinoamericanas? ¿Qué cambia y qué es igual? ¿Qué factores influyen en la manera en la que una comunidad puede prevenir un desastre natural, prepararse para afrontarle y remediar sus daños?

ASSESS AND RETEACH • Homework: Have students write a brief television report in a Spanish-speaking news program forecasting a hurricane. Prompt them to use all of the news-related vocabulary they have learned in class.

OPTIONAL RESOURCES • Flashcards, Lesson 1 • Flashcards, Lesson 2 • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Escritura, pp. 413 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • List the main ideas and some details of a text • Express preferences/opinions with reasons • Ask and respond with details to a wide variety of questions including follow-up questions that request details • Recount an event in a logical sequence of sentence FOCUS AND MOTIVATE • Lead a class discussion about the impact of technology on TV news reporting and people’s habits for keeping informed. Ask: ¿Cómo creen que Internet y las redes sociales influyen en la manera en la que se presenta la información en la televisión? ¿Cómo creen que Internet y las redes sociales han influido en los hábitos de las personas con respecto a las noticias televisivas? Discuss how audiences engage with the processing and distribution of news these days, such as by leaving comments on blog posts or social media, or using devices to record crimes or disasters live and distributing those videos or images. TEACH • Discuss news style with students in terms of vocabulary, sentence structure, paragraph structure, and tone. Help students realize that news stories, whether they are meant to be read or listened to by their intended audience, usually attempt to answer the basic questions of who, what, where, when, and how. Point out that news stories are usually written in the third person, and that they attempt to be as explicit, concise, and precise as possible. Sentences tend to be short and simple for maximum effect. Then ask students: ¿Por qué creen que esto es así? ¿Qué efectos creen que producen estas convenciones de estilo en el público que recibe las noticias? ¿Creen que estas convenciones son universales? ¿Se parecen los noticieros norteamericanos a los de los países de habla hispana en cuanto al tipo de lenguaje y la estructura del discurso? • Prepárate para escribir: Read the Estrategia text on p. 413 and discuss the diagram on the same page as a class. Tell students that all the information in their scripts should be clearly organized and that a diagram can be very useful to help them achieve this. Distribute copies of authentic news stories from Spanish-speaking newspapers or online news portals. Have students work in small groups to read the stories and look for answers to the following questions: ¿Qué sucedió? ¿Dónde? ¿Cuándo? ¿(A)

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quién(es)? ¿Cuáles fueron las causas? ¿Y las consecuencias? Then, have them list the main idea and at least three essential details in the story. Escribe: Read the whole section aloud for students and review as a class the questions that a news story needs to answer. Stress the importance of conciseness. Discuss some strategies for keeping the audience engaged. Then allow ample time for students to write their drafts.

PRACTICE AND APPLY • Revisa tu composición: Pair students. Have them exchange drafts with their partners. Each student should edit his/her partner’s draft and provide feedback based on the bulleted questions in this section. Point out the sample draft at the bottom of p. 413 and suggest students use it as a guide when checking verb tenses in their partners’ work. Allow students some more time to edit their drafts and produce a final version. ASSESS AND RETEACH • Homework: Cuaderno, p. 130 • Generate Success Students may wish to use a graphic organizer to prepare their drafts. Cause-and-Effect Chain, Flow Chart and 5 Ws and an H could be especially useful for this task. OPTIONAL RESOURCES • Flashcards, Lesson 1 • Flashcards, Lesson 2 • News and Networking • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 1, pp. 414-417 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Read about and compare television packages FOCUS AND MOTIVATE • Ask a volunteer to narrate the events in the story La bolsa up to line 28 on p. 407. Provide guidance or correction as needed. Then have students read the last two pages of the story, on pp. 408-409. Have several volunteers take turns reading one paragraph each while the rest of the class follows along. If they haven’t done so, students should now complete their summary charts from Day 1 as they read. Once they have finished, check charts as a class. TEACH • Have students read the A pensar box and the Reflexiona section on p. 408 and discuss their answers to the questions. Let several students share how they would have solved the issue if they had been the king or queen. Encourage them to use the past perfect subjunctive they learned in Unit 6 Lesson 2. Help them by asking, Si hubieras sido el rey, ¿qué habrías hecho? IEP Modification: Pair strong readers with students who need fluency support. Have one student read page 408 and the other read page 409. Encourage partners to provide constructive feedback to one another. • Have students consider the A pensar question on p. 409. Ask: ¿Qué es la ironía? Help students define irony as needed, or provide a definition if they seem to struggle. Introduce the concepts of situational, verbal, and dramatic irony, and ask students to identify which type(s) can be found in La bolsa. Ask students to use evidence from the text to justify their responses. Then ask: ¿Creen que el comerciante comprendió la ironía del rey? ¿Creen que el leñador comprendió la ironía? ¿Cómo creen que reaccionó cada uno? PRACTICE AND APPLY • Read aloud the questions in ¿Comprendiste? on p. 409 and have students answer them independently. Discuss their responses as a class. Ask additional questions to check students’ comprehension and encourage reflection as needed, such as ¿Cuál es el tema del cuento? • Ask students to identify instances of formal and informal speech throughout the story. Ask: ¿Qué clase de lenguaje usan el leñador, el comerciante y el rey al interactuar entre ellos? ¿Qué información brinda esto sobre las relaciones entre las clases sociales sociales de la época?

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Have students scan the story for cognates and false friends. Draw a two-column chart on the board and write down cognates and false friends from the story as students mention them. Point out that some cognates, such as crédito/credit, have more than one meaning in Spanish as well as in English. Ask students to work in small groups to discuss the questions in ¿Y tú? on p. 409. Have students complete Desde tu mundo on p. 409 with a partner. Remind students to include details to create the right mood and to pay attention to time frames. Have pairs read their endings to the class.

ASSESS AND RETEACH • Homework: Have students review the entire reading at home. • Homework: Ask students to choose one of the characters in the story and to write his biography. Tell them they are free to use information from the story as well as to incorporate as much new information and details as they like.

OPTIONAL RESOURCES • Flashcards, Lesson 1 • Flashcards, Lesson 2 • Generate Success • Conjugemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 2, pp. 414-417 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 • Read about and compare television packages FOCUS AND MOTIVATE • Go over the students’ homework answers to the Para y piensa questions on p. 415 from Day 1. Discuss the similarities and differences between cable TV packages in Colombia, Nicaragua, and Venezuela, and in the United States. • Have students overview the TV grids on pp. 416-417. Ask them to make inferences about the type and content of each program. Then have them make inferences about each network’s profile and intended audience based on its title, logo, and programming. Ask: ¿Creen que la programación que ofrecen estos canales de televisión es variada? ¿Qué tipos de programas creen que faltan en cada uno? ¿Qué canal prefieren ustedes? TEACH • Ask a volunteer to read Telenovela: La quiero a morir on p. 416. Ask questions to assess comprehension, such as: ¿Qué tipo de programa es? ¿De qué trata? ¿Quiénes son los protagonistas? ¿Qué hace Manuela cuando su marido la abandona? ¿Quién es Sergio? ¿Cuál creen que es el público ideal de este programa? Ask students if they can think of an American program that is similar to La quiero a morir, and to mention some similarities and differences between the two. Then ask students whether they would be interested in watching this program and why or why not. • Ask a second volunteer to read Telediario: El 2 en la Nación on p. 416. Ask questions to assess comprehension, such as: ¿Qué tipo de programa es? ¿Quién es el presentador del programa? ¿A qué personas suele entrevistar? ¿Qué temas ha tratado recientemente? ¿Cuál creen que es el público ideal de este programa? Ask students if they can think of a television program in their community that is similar to El 2 en la Nación. Then ask them whether they would be interested in watching this program and why or why not. • Ask a third volunteer to read Somos tú y yo on p. 417. Ask questions to assess comprehension, such as: ¿Qué tipo de programa es? ¿De qué trata? ¿Quiénes son los protagonistas? ¿Cómo se sienten Sheryl y su madre? ¿Cuál creen que es el público ideal de este programa? Ask students if they can think of a television

¡Avancemos! Level 4 Lesson Plans Unidad 6 program in their community that is similar to Somos tú y yo. Then ask them whether they would be interested in watching this program and why or why not. PRACTICE AND APPLY • Have students work in pairs to answer the ¿Comprendiste? questions on p. 417 in writing. Check answers as a class. • Have students complete the Compara con tu mundo activity on p. 417 in writing. If an Internet connection is not available for them to research American programs, tell them to write about what they know or remember, or provide them with print materials such as TV grids or TV show reviews in newspapers and magazines to conduct a brief research. Have some volunteers read their answers aloud, then discuss the similarities and differences between the American and Latin American programs as a class. Lead discussion towards the question of whether the American programs mentioned by students would work for Latin American audiences and vice versa, why this might be, and what this means in terms of cultural identity, values, and habits. ASSESS AND RETEACH  Homework: Have students choose one program from each network on pp. 416-417. Have them research that program and write a brief report on the main characteristics of each show, including what type of show it is, what it is about, who is/are the presenter/s or protagonist/s, what time it is aired, and who the intended audience is.  Homework: Cuaderno, p. 131 OPTIONAL RESOURCES • Flashcards, Lesson 1 • Flashcards, Lesson 2 • News and Networking • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 3, pp. 414-417 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Read about and compare television packages FOCUS AND MOTIVATE • Go over the reports that students have prepared as homework. Have different students read reports for each one of the TV programs featured in the grids on on pp. 416-417. Discuss program types, contents, and audiences as a class. Ask students whether they would be interested in watching those programs and why. TEACH • Pick up the topic of persuasive techniques in writing and advertising. Have students scan the TV cable packages advertisements on pp. 414-415 in search for persuasive sentences, such as ¡Te sentirás como si lo vieras en persona!, ¡Sus hijos se lo agradecerán!, ¡Tenemos la tecnología que quieres!, or No lo pienses más… Review what makes these sentences persuasive. Then, have students work in pairs to use persuasive writing to create a magazine advertisement promoting one of the programs they researched as homework. Assign each pair of students a different TV program for variety. Allow ample time for students to write their advertisements, then have them share their work with the rest of the class. • Ask students to write a sentence using the expressions sinfín and a tu alcance. Then, have them exchange their writing with a partner and extend the sentences of their pair using the words brindar and merecer. Encourage students to write subordinate, adverbial clauses. If students need help using the imperfect subjunctive, refer them to pp. 362-365. PRACTICE AND APPLY • Have students create a TV program title. Then, ask them to exchange their made-up titles with a partner, who should invent and write a description summarizing the program’s topic and main features. Invite volunteers to read their descriptions to the class. Provide feedback as needed. • Have students write a review of an American TV show they like. The review should be addressed to a Latin American audience, and should compare the show to a similar program from a Latin American country. Then, have some volunteers read their writing to the class.

¡Avancemos! Level 4 Lesson Plans Unidad 6 ASSESS AND RETEACH • Have students complete Culture Quiz, On-level Assessment, p. 246. OPTIONAL RESOURCES • Flashcards, Lesson 1 • Flashcards, Lesson 2 • Generate Success • Interactive White Board Activities: Los medios de comunicación • News and Networking • Conjuguemos.com • Spanish Interactive Reader 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. 418-419 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Explore television programming • Explore news coverage in the media • Ask and answer interview questions • Write a newspaper article FOCUS AND MOTIVATE • Lead a class discussion about what students have learned about television, advertising, and news coverage in the media by reviewing the unit’s vocabulary. Show one Flashcards for Unidad 6 Lección 1 and one for Unidad 6 Lección 2. Have a student combine both words in one sentence about the above topic. Continue until all students have contributed. Encourage them to share their knowledge and opinions about Spanish-speaking countries. Model with this example: En las telenovelas latinoamericanas las tragedias son personales, nunca aparecen desastres naturales. Then Invite volunteers to mention what Spanish-speaking programs they know for the different types of program they have learned. TEACH • Review with students the uses of the imperfect subjunctive in adverbial clauses. Point out that the conjunctions that tell why or how (a fin de que, a menos que, con tal de que, en caso de que, para que, sin que) require a verb in the subjunctive mood. Explain that when the verb in the main clause is in the preterite or imperfect, and the action in the subordinate clause happened at the same time or after the action in the main clause, then the imperfect subjunctive should be used in the subordinate clause. Also, point out that the conjunctions that tell when (cuando, después de que, en cuanto, hasta que, tan pronto como) require either a verb in the indicative mood to refer to habitual or completed events or a verb in the subjunctive mood to refer to future events. Refer students to pp. 362-363 to reinforce these and other uses of the imperfect subjunctive. Then, invite volunteers to use the imperfect subjunctive in adverbial clauses in sentences. Ask the rest of the class to determine whether the imperfect subjunctive was used correctly or not. Provide feedback as needed. • Remind students that, in Spanish, the imperfect subjunctive is used to talk about situations that are hypothetical or contrary to fact. The imperfect subjunctive is used after si in the subordinate clause of conditional sentences (with the conditional in the main clause). The imperfect subjunctive is also used after the expression como si to express “as if” and after the expression ni que to express “it’s not as if.” Refer

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students to p. 369 to reinforce these uses of the imperfect subjunctive. Then, invite volunteers to use the imperfect subjunctive in sentences. Ask the rest of the class to determine whether the imperfect subjunctive was used correctly or not. Provide feedback as needed. Remind students that, in Spanish, the tense of the verb in the subordinate clause depends on the tense of the verb in the main clause, and also on whether the action in the subordinate clause happens at the same time, before, or after the action in the main clause. Additionally, the verb in the subordinate clause will be in the indicative mood or the subjunctive mood depending on the meaning of the clause. Refer students to pp. 394-395 to reinforce the sequence of tenses.

PRACTICE AND APPLY • Before class, read the script on p. 379F so you can preview the audio for students. Then, before playing TXT CD 3, Track 23, tell students that they will listen to a school news bulletin. Ask: ¿Qué información suele darse en el boletín informativo de una escuela? Next, play TXT CD 3, Track 23 and have students answer the questions on items 1-7 of Activity 1, Escucha, comprende y decide, on p. 418 independently. Point out that, in item 7, the chronological order refers to when the events took place or will take place, not to the order in which they are mentioned in the news bulletin. Check students’ answers as a class. Finally, ask: ¿Cuál de las cuatro noticias creen que es improbable que escuchen en el boletín informativo de una escuela estadounidense? ¿Por qué? • Before students read the text in Activity 2, Lee y continúa un artículo, on p. 418, tell them that they will read an article about a missing cat. Ask students to look at the article and ask: ¿Qué tipo de artículo es? ¿Qué características de ese tipo de artículo tiene? Point out that the article is humorous and that it parodies the journalistic style. Then, have volunteers read aloud the article while the rest of the class follows along in their books. Once students have finished reading the article, discuss with them the meaning of some unknown key words, such as escondite, insólito, or infortunio. Next, have students write the second part of the article by answering the questions at the end of it. Remind them to pay special attention to the sequence of tenses, as well as to the use of the indicative and the subjunctive as necessary. Suggest they use the graphic organizer 5 Ws and an H from Generate Success to record their answers to the questions, replacing the labels in the graphic organizer with the questions in the article. Once students have finished, pair them up to check each other’s use of sequence of tenses, the indicative, and the subjunctive. As an expansion activity, you may ask students to share and comment on their versions of the second part of the article, as suggested in Expansión box on Teacher’s Edition p. 418. • Before students begin working on Activity 3, Haz una entrevista, on p. 419, briefly discuss with them what it takes to be a good class president. Then, ask students to write down ten questions for the candidates about the topics mentioned in the instructions. Remind them to use comparatives, as well as the preterite, the imperfect, the future, the conditional, and the imperfect subjunctive correctly. Then, invite students to work with a partner in order to role-play their interviews. One of the students will be the interviewer and the other will be the candidate. Then have students swap roles.

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ASSESS AND RETEACH • Cuaderno, Hablar p. 116, Escribir p. 117, Escuchar p. 118 • Homework: Based on Activity 3, have students write a brief speech as if they were candidates for class president. Encourage students to include proposals that meet the needs of students from foreign countries, either immigrants or from exchange programs. OPTIONAL RESOURCES • Gramática: Self-Check Quiz (Unidad 6, Lección 1) • Vocabulario: Self-Check Quiz (Unidad 6, Lección 1) • Conjuguemos.com • Spanish Interactive Reader • Interactive Whiteboard Activities, Themes: Los medios de comunicación, Noticias e información; Grammar: Comparative form of adjectives, Future, Imperfect, Preterite TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Repaso inclusivo, Day 2, pp. 418-419 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. • 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 events and pieces of news • Ask and answer questions about events of personal interest • Summarize events of personal interest in writing • Write a report about a personal past experience • Orally present pieces of news • Express and justify preferences FOCUS AND MOTIVATE • Direct students’ attention to the characteristics of a piece of news. Ask: ¿Cuáles son las características que definen a una noticia? ¿Qué preguntas debe responder? Provide an example of a recent event and analyze with the class the answers to the questions that any piece of news should include: qué, quién, cuándo, dónde, cómo, por qué. • Discuss with students what Americans can learn about different Spanish-speaking countries from news coverage in the local media. Ask: ¿Qué tipos de noticias sobre los países hispanohablantes creen que se dan con más frecuencia en los noticieros o periódicos de los Estados Unidos? ¿Qué han aprendido sobre los países hispanohablantes a partir de esas noticias? ¿Creen que lo que pasa en los países hispanohablantes es similar a lo que pasa en los Estados Unidos? ¿Por qué? Remind students that whenever they read or listen to a piece of news, they need to have a critical approach to it, instead of believing it to the letter. TEACH • Reinforce the use of passive voice, passive se, and impersonal se by displaying the Grammar Review Video about passive voice. Then, ask students to think about a past, present, or future event in their community, and invite some volunteers to use passive voice, passive se, or impersonal se in new sentences to talk about it. Ask the rest of the class to say whether the sentences were correct or not. Provide corrective feedback as needed.

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Review the different verb tenses that students have dealt with throughout the year. Write verb tenses on separate slips of paper, such as: pretérito, imperfecto, condicional, pretérito perfecto, imperfecto del subjuntivo, pluscuamperfecto del subjuntivo. Then, hand out one slip of paper to each student and ask them to use the verb tense in their slip of paper in a sentence. Point out that verb tenses in the subjunctive require a sentence with both a main clause and a subordinate clause. Invite some volunteers to say their sentences, and ask the rest of the class to say which verb tense or tenses were used. Provide corrective feedback as needed.

PRACTICE AND APPLY • Have students work in small groups to complete Activity 4, Organiza el sitio Web de la clase, on p. 419. First, have them interview their classmates in order to find out which events were or will be most important to them, the class, or the school. Tell them to take notes of their classmates’ answers. Then, have students combine and organize the results in order to decide which events will make the front page. Remind students to write a headline and a summary for each event, and suggest them to use a graphic organizer from Generate Success, such as 5Ws and an H, to record the information they will include in their summaries. As a follow-up activity, ask the different groups to present their Web sites to the class. • Have students work on Activity 5, Haz un informe escrito, on p. 419 independently. Tell them to first choose the event that has affected them the most and to then write about it explaining all the topics mentioned in the instructions. Remind students to use verb tenses and reflexive pronouns appropriately in their reports, and suggest them to use an appropriate graphic organizer from Generate Success, such as a Spider Map or a Square Map, to organize their ideas. Once students have finished their reports, ask them to read them to the class. Provide corrective feedback as needed. • Have students work in small groups to complete Activity 6, Presenta las noticias, on p. 419. Ask them to brainstorm ideas for each of the topics mentioned in the instructions and to decide who will cover each topic. Suggest students to use an appropriate graphic organizer from Generate Success to organize the information they will include for each topic, and remind them to use the sequence of tenses, the passive forms, the direct and indirect object pronouns, and the indicative and subjunctive moods appropriately. When students are ready, have them present their news programs to the rest of the class. While groups make their presentations, have the rest of the class pay special attention to the tenses, moods, and pronouns in order to spot and fix possible mistakes. Provide corrective feedback as needed. ASSESS AND RETEACH • Cuaderno, Hablar p. 126, Escribir p. 127, Escuchar p. 128 OPTIONAL RESOURCES • Flashcards (Unidad 6, Lección 2) • Gramática: Self-Check Quiz (Unidad 6, Lección 2) • Vocabulario: Self-Check Quiz (Unidad 6, Lección 2) • Conjuguemos.com • Spanish Interactive Reader

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Interactive Whiteboard Activities, Themes: Los medios de comunicación, Noticias e información; Grammar: Direct object pronouns, Impersonal se, Indirect object pronouns, Reflexive pronouns, Imperfect, Present perfect, Preterite, Preterite and imperfect News and Networking

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Actividades preparatorias, pp. 420-421 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 • 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 • Describe environmental problems and conservation measures • Compare and contrast environmental problems and conservation measures • Synthesize information from different sources • Write a formal essay FOCUS AND MOTIVATE • Expand on the lesson opening by having students work in small groups to discuss the causes of current environmental problems. Ask students to complete an appropriate graphic organizer from Generate Success, such as a T-Chart/Two-Column Chart or a Classification Chart, by writing the environmental problems in the left column and their causes in the right column. Then, invite one volunteer from each group to share with the class the graphic organizer they completed. TEACH • Tell students that they will first read a museum brochure about environmental problems and protection in Peru, then they will read an article about environmental problems and protection in Chile, and finally they will listen to an audio segment about ecosystems and environmental protection in South America. Introduce unfamiliar vocabulary as needed. • Display a political map of South America and help students locate Peru, Chile, Costa Rica, Argentina, Paraguay, and Brazil. Then, display a physical map of South America and help students locate Amazonia (mostly in Peru and Brazil), the Andes (Peru and Chile), and Atacama Desert (Chile). Finally, point out that there is a huge variety of ecosystems in South America, and make sure students understand the meaning of the word ecosistema. Invite volunteers to say what ecosystems they know, and review some adjectives that are used to describe them, such as: seco, húmedo, cálido, frío, templado, llano, árido. PRACTICE AND APPLY • Read aloud the title and the introduction for Activity 1 on p. 420 as students follow along in their books. Then, have students read the museum brochure silently. Once they have read it, ask these questions to check comprehension: ¿Qué ecosistemas se

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mencionan en el folleto y qué características tienen? ¿Qué aporte hicieron los incas a la agricultura de Perú en el pasado? ¿Qué problemas ambientales enfrenta Perú en la actualidad? ¿Cuáles son las causas de esos problemas? ¿Qué medidas tomó el gobierno para enfrentarlos? ¿En qué deben seguir inspirándose los peruanos para preservar la riqueza de su país? Have students read the article on p. 421 silently. Then, ask these questions to check comprehension: ¿Cuál es la meta del programa de producción más limpia? ¿Cómo podrían usarse las nuevas tecnologías para aprovechar las fuentes renovables de energía? ¿Qué medidas se tomaron con respecto a los pesticidas? Before class, read the script on p. 379F so you can preview the audio for students. Read aloud the introduction for the listening activity on p. 421 as students follow along in their books and reinforce unfamiliar vocabulary as necessary. Point out that this audio has some specialized vocabulary terms and provides plenty of details, so they may need to listen to it several times in order to understand it. Then, play TXT CD 3, Track 24 and encourage students to take down notes of the ecosystems that can be found in South America. Finally, have volunteers mention the ecosystems. Play TXT CD 3, Track 24 again and ask students to focus on what is done to protect the environment. Encourage them to take down notes of conservation programs and measures. Then, ask these questions to check comprehension: ¿Qué han creado los países de Sudamérica para proteger su patrimonio natural? ¿En qué conceptos se basan las reservas naturales? ¿Qué país cuenta con un ambicioso programa de conservación? ¿Qué medidas han tomado los gobiernos y las organizaciones internacionales para conservar la diversidad biológica? Help students recall the information mentioned in the audio, and play the audio again as needed. Have students write a formal essay about this question: ¿Cuáles son algunos de los problemas ambientales que enfrenta el mundo hispanohablante y qué medidas se están tomando para la conservación? Ask students to reread the museum brochure and the article and to refer to their notes as necessary in order to synthesize what they have learned from the three sources of information. Suggest students to use an appropriate graphic organizer from Generate Success, such as a Classification Chart or a T-Chart/Two-Column Chart, to list environmental problems and conservation measures. Remind students that they are expected to use a formal register in their essays. Once students have finished, have them exchange essays with a partner in order to check each other’s work.

ASSESS AND RETEACH • Student Resources for AP® Preparation, Tema 1: Interpersonal Writing; Tema 2: Interpersonal Writing, Cultural Conversation; Tema 4: Interpretive Listening; Tema 6: Interpersonal Writing • Homework: Have students write a persuasive essay to prompt people in their community to protect the environment OPTIONAL RESOURCES • Teacher Resources for AP® Preparation Teacher • Teacher Resources for AP® Preparation Teacher: Examination Practice

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Lecturas literarias Interactive Whiteboard Activities, Themes: El medio ambiente Spanish Interactive Reader: El imperio incaico: una gran civilización, Contaminación del aire 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. OBJECTIVES • Describe televison programs and advertising • Express television viewing preferences • Describe elements of news coverage • Express opinions and news and current events ASSESS AND RETEACH • Unit 6 Test, On-level Assessment, pp. 240-246 • Assessment Audio: Examen Unidad 6, Test CD 2, Track 17, Test CD 2, Track 18 • OPTIONAL RESOURCES • Integrated Performance Assessment TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

¡Avancemos! Level 4 Lesson Plans Unidad 6

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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. OBJECTIVES • Describe televison programs and advertising • Express television viewing preferences • Describe elements of news coverage • Express opinions and news and current events ASSESS AND RETEACH • Integrated Performance Assessment TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation