Reporteros 1-Teacher's Edition-Unit 2[Sample]

Amigos y familiares

Learning Goals · Unit 2, Lesson 1

Lección 1: Somos así

Essential question: What makes a family?

Steps

Para empezar

Step 1

¿Te gusta bailar?

Step 2

¿Qué música te gusta?

Step 3

Mi animal favorito

Step 4

¿Cómo es La Borinqueña?

Somos Reporteros

Los habitantes del Caribe

¡Eres Reportero/a! Journalism project

Miniproyecto 1

Un perfil en una red social

Can-Do Statements

I can understand a chat about a concert.

I can express likes and dislikes.

I can express music preferences.

I can describe characteristics and personality traits of animals and pets.

I can describe someone’s personality.

I can understand a short article about the native inhabitants of Puerto Rico.

I can write an article about the origins of an element of my culture.

I can introduce myself on a social media platform.

Find a template of this grid in

Unit at a Glance

Cultural products and practices Language

• The origins of the word Boricua

• Popular sports in Puerto Rico

• Musical styles in Puerto Rico

• Animals from Puerto Rico

• Vocabulary to talk about an artist

• Gustar + infinitive

• Agreement and disagreement

• Vocabulary for activities

• Gustar + noun

• Music, instruments and musical styles

• Noun-adjective agreement

• Quantifiers: muy, un poco

• Animals

• Personality traits and characteristics

• La Borinqueña: a Puerto Rican superheroine

• The Puerto Rican anthem

• The Taino culture

• Adjectives to describe personality

• Vocabulary and structures from Lesson 1

• Vocabulary and structures from Lesson 1

• Vocabulary and structures from Lesson 1

. Hang it on the wall and complete it as you teach the different parts of the unit. This will help make students aware of the class’ progress.

Learning Goals · Unit 2, Lesson 2

Lección 2: Mi gente

Essential question: What makes people who they are?

Steps

Para empezar

Step 1

Mi círculo

Step 2

Familias con talento

Step 3

Arte en Puerto Rico

Step 4

¿Quién es quién?

Somos Reporteros

Arturo Schomburg: el padre de la historia afrolatina y afroamericana

¡Eres Reportero/a!

Journalism project

Miniproyecto 2

Mi círculo

Proyecto final

Crear una edición especial de la revista escolar

I can understand a chat about a birthday picture.

I can talk about family members and people close to me.

I can ask and give information about family relationships.

I can describe someone’s physical appearance.

I can describe someone’s physical appearance.

I can understand a short article about a Puerto Rican personality.

• The Así Somos | Who We Are photography project

• Birthday celebrations in Puerto Rico and Mexico

• The role of family in Puerto Rico

• The importance of godparents

• The Pérez Joglar family

• Family names in Spanishspeaking countries

• Street art in Puerto Rico

• Different systems of measurement

• Life and work of Arturo Schomburg

• Vocabulary to talk about birthdays

• Possession with de

• Possessive adjectives

• Family relationships

• Review: Personality traits

• Possessive adjectives

• Family relationships

• The parts of the body

• Physical traits

• Physical traits

• Vocabulary and structures from Lesson 2

I can write a short article to present an Afrolatino/a from Puerto Rico.

I can design a poster to celebrate the most important people in my life.

I can write an article to introduce an interesting person.

• Vocabulary and structures from Lesson 2

• Vocabulary and structures from Lesson 2

• Vocabulary and structures from Unit 2

Lección 1: Somos así

pp. 74–75 Unit introduction

Video • Video script • Workbook activity 1 pp. 76–77 Para empezar

pp. 78–79 ¿Te gusta bailar?

pp. 80–81 ¿Qué música te gusta?

pp. 82–83 Mi animal favorito

pp. 84–85 ¿Cómo es La Borinqueña?

pp. 86–87 Somos Reporteros Los habitantes del Caribe

pp. 88–89 Mi gramática Gustar + nouns and infinitive verbs; Quantifiers (very, much, a little)

pp. 90–91 Mi gramática Noun-adjective agreement

pp. 92–94 Mi vocabulario

p. 94 Sonidos y letras Stressed syllables

p. 95 Miniproyecto 1 Un perfil en una red social

Prueba de la Lección 1

Audio file (text recording)

Audio file • Audio script • Audio file (text recording) • Workbook activities 2–9

Audio files (text recordings) • Audio file • Audio script • Playlist Para saber más • Workbook activities 10–16

Audio files (text recordings) • Workbook activities 17–23

Audio file (text recording) • Audio file • Audio script • Workbook activities 24–30

Extra Material Worksheet 1

Differentiation Worksheet 1

Heritage Worksheet 1

Differentiation Worksheet 2

Heritage Worksheets 2–3

Differentiation Worksheet 3

Heritage Worksheet 4

Differentiation Worksheet 4

Heritage Worksheet 5

Audio file (text recording) • Video Para saber más Extra Material Worksheet 2

Grammar Tutorials • Self-check Quizzes 1–3 • Workbook Comunicación activities 1–2

Grammar Tutorial • Self-check Quiz 4 • Workbook Comunicación activity 3

Audio files (text recordings) • Self-check Quizzes 5–8 • Workbook Comunicación activity 4

Pronunciation Tutorial • Audio files • Workbook Comunicación activity 5

Extra Material Worksheets 3–4

Extra Material • Self and Peer Assessment Rubric Assessment Rubric

See pp. T12–T13 to learn where to find all the resources.

Audio file • Audio script • Answer key • Assessment Rubrics

Lección 2: Mi gente Steps Student’s

pp. 96–97 Para empezar

pp. 98–99 Mi círculo

pp. 100–101 Familias con talento

pp. 102–103 Arte en Puerto Rico

pp. 104–105 ¿Quién es quién?

pp. 106–107 Somos Reporteros

Arturo Schomburg: el padre de la historia afrolatina y afroamericana

pp. 108–109 Mi gramática Expressing possession

pp. 110–112 Mi vocabulario

p. 112 Sonidos y letras Accent marks

p. 113 Miniproyecto 2 Mi círculo

Prueba de la Lección 2

Proyecto final

Preparo la evaluación · IPA

Nuestras culturas

Evaluación · IPA

Audio file (text recording)

Audio file (text recording) • Workbook activities 1–6

Audio files (text recordings) • Workbook activities 7–11

Video • Video script • Audio files (text recordings) • Workbook activities 12–16

Audio file • Audio script • Audio file (text recording) • Extra Material • Workbook activities 17–19

Audio file (text recording) • Video Para saber más

Differentiation Worksheet 5 Heritage Worksheet 6

Differentiation Worksheet 6 Heritage Worksheet 7

Differentiation Worksheet 7 Heritage Worksheet 8

Differentiation Worksheet 8 Heritage Worksheet 9

Grammar Tutorial • Self-check Quiz 1 • Workbook Comunicación 1

Audio files (text recordings) • Self-check Quizzes 2–3 • Workbook Comunicación 2–3

Audio file (text recording) • Workbook Comunicación 4–5

Self and Peer Assessment Rubric Assessment Rubric

Audio file • Audio script • Answer key • Assessment Rubrics

Self and Peer Assessment Rubric Assessment Rubric

Video • Video script • Assessment Rubrics • My progress Assessment Rubrics

Assessment Rubric Assessment Rubric

Video • Video script • Answer key • Assessment Rubrics

PRESENT UNIT GOALS

SUGGESTED DURATION 15 minutes

• Write the title of the unit (Amigos y familiares) on the board and ask students if they know its meaning. Use gestures and cognates to help them guess the meaning.

• Ask them what comes to mind when they hear these words and write their answers on the board. Translate if necessary.

• Present the essential questions and place them in a visible space in the classroom for the duration of the unit. Ask students to comment on both questions with a partner, then have volunteers share their thoughts.

• To motivate students, present the title of each lesson and the projects, and give some information and details. Tell them they will learn all the necessary tools to be able to do the projects.

CULTURAL NOTE

The citadel San Felipe de El Morro (photo on pp. 74–75) is a 16–18th century fortress in San Juan built by the Spanish to defend the bay. It has been a United Nations World Heritage Site since 1983 and is one of the main tourist attractions in Puerto Rico. The drawings represent:

- The palm tree (palmera), one of the most common species in Puerto Rico that generally grows on the beaches. Puerto Rico has more than 100 beaches and 300 miles of coastline. Cabo Rojo is located on the southwest coast and it is known for the diverse ecosystem. La Playuela is a crescent-shape beach, famous for its beautiful sunsets.

- The baseball bat and ball (un bate y un balón de béisbol), since baseball is the most popular sport in Puerto Rico. Many MLB players are originally from the island. Many Olympic athletes train in Puerto Rico for sports like swimming, taekwondo, beach volleyball, wrestling, etc.

- A vejigante, a folklore figure, mainly seen during Carnaval festivities, that traces back to medieval Spain. These masks are made by local artisans and are typically adorned with many horns.

2 Amigos y familiares

ESSENTIAL QUESTIONS

What makes people who they are? What makes a family?

¿Cómo están? Soy Sebastián y soy puertorriqueño.

Present Unit Goals Comprehensible input Show a personal picture of you with your family and friends to introduce Amigos y familiares. Spark students’ curiosity about the picture: ¿Dónde es la foto? ¿Cuándo es? ¿Qué personas ven en la foto? You can use this picture again later in the unit.

LECCIÓN 1

Somos así

Miniproyecto 1

Create your profile for an online platform.

LECCIÓN 2

Mi gente

Miniproyecto 2

Introduce the important people in your life.

PROYECTO FINAL

Participate in a special edition of the school magazine.

We travel to Puerto Rico to talk about friends, family, and pets.

Capital: San Juan

Ciudades importantes: Ponce, Mayagüez

Población: 3,1 millones de habitantes

Idiomas: español, inglés

Comida típica: arroz con gandules, tostones...

Datos curiosos:

• Es un estado libre asociado a los Estados Unidos.

• Los puertorriqueños son ciudadanos de los Estados Unidos desde 1917.

• La industria principal del país es el turismo. El Yunque es el parque natural más importante.

Watch the video. Answer the questions.

1. ¿Cuántos años tiene Sebastián?

2. ¿De dónde es?

3. ¿Qué idiomas habla?

4. ¿Cuáles son sus platos favoritos?

5. ¿Cuál es su deporte favorito?

6. ¿Qué cantantes de origen puertorriqueño menciona?

1A Heritage learners Students can research websites written in Spanish and add any information they find.

Accommodation Students can choose to answer three of the five topics from the chart.

1B Heritage learners Ask questions about the video, such as: ¿Qué playas menciona Sebastián? ¿Por qué es famosa la ciudad de Ponce? ¿Qué estilos musicales y artistas menciona Sebastián? ¿Cuál es su deporte favorito?

Accommodation Students only answer the topics they chose to answer in 1A.

ACTIVITY 1 · OBJECTIVES

CULTURE Basic information about Puerto Rico: location, population, languages and cultures, food…

STANDARDS Interpretive Communication (1) Relating Cultural Products to Perspectives (1)

1 SUGGESTED DURATION 30 minutes MATERIALS Video Script

Warm-up

• Show the picture of the video in class and ask students ¿Cómo se llama el reportero de la unidad? Sebastián. ¿De qué país es? De Puerto Rico. Observe the drawings in the picture and ask: ¿Qué información tienen de Puerto Rico? ¿Qué otras cosas saben de Puerto Rico?

• Explain that in this unit, we travel to San Juan to talk to Sebastián about friends, family, and pets.

• Have a heritage learner, or you, read the text aloud or put students in pairs to read. As the text is read, stop and check for comprehension, for example: ¿Cómo se dice en inglés “estado libre asociado”?

• Put students in pairs or small groups to find information about these elements: geografía, comida, música, deporte, otros datos

Possible answers Geografía: América Central / Comida: arroz con gandules, tostones / Música: Reguetón, Jennifer López, Mark Anthony, Daddy Yankee / Deporte: béisbol / Otros datos: hablan español e inglés, es un estado libre asociado a los Estados Unidos, industria principal es el turismo (Yunque)

Interpretive viewing

• Play the video once. Ask students to pay attention to the information presented by el reportero as they watch.

• Play the video a second time, then have students answer teh questions.

Possible answers 1. Tiene 16 años. / 2. Es de San Juan, la capital de Puerto Rico. / 3. Habla español e inglés. / 4. El arroz con gandules y los tostones. / 5. El béisbol. / 6. Luis Fonsi, Ricky Martin, Yadier Molina y Bad Bunny.

WORKBOOK

Students can do activity 1 on p. 59.

PUERTO RICO

Fuente: Portal Oficial del Gobierno de Puerto Rico

San Juan

PRESENT LESSON GOALS

SUGGESTED DURATION 15 minutes

• Present the title of the lesson: Somos así. See if students can guess the meaning of the sentence by asking: ¿Cómo se dice “Somos así” en inglés? (This is who we are or This is us). Explain the meaning of así (like this) and call their attention to the fact that it is one word in Spanish and two in English. Ask students what they think this lesson is about.

• Have three different students read the objectives. As each grammar point is read, take a minute to explain the meaning of gustar.

• If you plan to assign the Miniproyecto, give a brief introduction as a heads-up.

AUTHENTIC RESOURCE

Valeria Fernández, VF7 (p. 76)

• VF7 is the artistic name of Valeria Fernández, a young singer and songwriter from Cayey, Puerto Rico. She was born February 22, 2007, and she received the nickname of La princesa Urbana due to her young age (she began publishing songs at the age of 12), and her musical style (urban rhythms like reggaetón and trap).

• The poster is from her first concert, held during the 2020 pandemic in the Coliseo de San Juan, a concert venue that hosts performances from the most important Puerto Rican artists. The concert was shown on YouTube; the times when the virtual concert could be seen in different countries appear in the lower part of the poster. She goes by her initials (VF) and her favorite number (7). Before he passed away, her grandfather told her that the number 7 would bring her success.

LECCIÓN 1 Somos así

IN THIS LESSON, YOU WILL…

• express likes and dislikes

• talk about music preferences

• describe people, animals, and pets: their characteristics and their personalities

• express agreement and disagreement

BY USING...

• gustar

• a mí también / tampoco

• noun-adjective agreement

• muy, mucho, un poco

• vocabulary for activities, music, pets, and personality traits

AND YOU WILL FIND OUT ABOUT…

• the origins of the word boricua

• sports and music in Puerto Rico

• animals of Puerto Rico

• La Borinqueña, a Puerto Rican superhero

• the Taino culture

BOOST YOUR TEACHING

Authentic resource Making Connections: Geography · Gamification Hand out copies of the world map (Extra Material Worksheet). Have students locate the countries, states, and cities from the poster by writing their names on the map. The first one to finish should say ¡Ya estoy!—that means pencils down for the others. Project the map on the board and have the student who finish first write the names on the map. Go over the locations so that students can check their answers. Later ask which names correspond to countries, states and cities. Países: México, España, Colombia, Argentina y Francia. / Estados: Texas. / Ciudades: Los Ángeles y Tokio.

MINIPROYECTO 1: Create your profile for an online platform.

Sora TV Inc. & Sora and Company

LEE Y HABLA

A. Look at the poster about un concierto What did you find out about the concert?

La cantante se llama... El concierto es el día...

B. Read the chat. Answer the questions below.

Dana ¡Hola! ¿Qué tal? ¿Están bien?

Sebastián ¡Hola! ¡Muy bien! Tengo un boleto1 para el concierto de VF7. Es el 19 de junio en San Juan. ¡Es un concierto virtual!

¿VF7?

Sebastián Sí, su nombre artístico es VF7. Su nombre real es Valeria Fernández. Es una cantante boricua de reguetón.

Dana Ah, puertorriqueña, ¿como Bad Bunny y Daddy Yankee?

Sebastián

Sí, muchos cantantes de reguetón y de salsa son de Puerto Rico.

CULTURA

Boricua significa “puertorriqueño/a”.

Viene de (It comes from) Borinquén, el nombre de Puerto Rico antes de la llegada (before the arrival) de los españoles.

Borinquén es un nombre taíno; los taínos son los habitantes nativos de la isla.

COMPARACIÓN CULTURAL

Name groups of native peoples in your country.

1. ¿Quién va al concierto de VF7?

2. ¿Dónde es el concierto?

3. ¿Cuál es el estilo musical de VF7?

4. ¿De dónde es VF7?

C. ¿Qué cantantes y bandas latinos/as son famosos/as en tu país?

setenta y siete ı 77

2B Accommodation Give students a list of question words and their translations or tell them to consult p. 43 in the Student’s Edition. Challenge After doing activity 2B, have one or two pairs read aloud. Correct their pronunciation and intonation as needed.

Heritage learners Search for the Telemundo interview with Valeria Fernández in the show Un nuevo día and have students watch it. Have them answer the following questions: ¿Cuál es su artista favorito? Bad Bunny. ¿Cuándo compuso su primera canción? A los 11 años. ¿Recibe alguna ayuda para componer? No, compone sola. ¿Cuántas canciones ha compuesto? 15.

EMPEZAR · OBJECTIVES

LANGUAGE Vocabulary to talk about an artist

CULTURE Origin of the word Boricua

STANDARDS Presentational Communication (2A, 2C) Interpretive Communication (2B) Relating Cultural Products to Perspectives (2B, Cultura) Cultural Comparisons (Cultura)

2 SUGGESTED DURATION 25 minutes

MATERIALS Audio file (text recording) Extra Material WS 1

Review

Before you begin the activity, review the following concepts: the alphabet, verb llamarse and dates (months and numbers 1–31).

2A Presentational speaking

Answers La cantante se llama VF7. / El concierto es el diecinueve de junio.

2B Interpretive reading

Estrategia Encourage students to deduce the meaning of new words. With the exception of boleto and boricua, all the words are either known to them or are cognates (concierto, virtual, artístico, real). Remind them to use the footnotes.

• Ask them why they think it was a virtual concert (por la pandemia de coronavirus)

Possible answers 1. Sebastián. / 2. Es en San Juan, en el Coliseo de Puerto Rico; es un concierto virtual. / 3. El estilo musical de VF7 es el reguetón. / 4. Es puertorriqueña o boricua.

2C Presentational speaking

Comment that there are many Latino singers that live in the US. Many of them sing in both Spanish and English, while others sing mostly in English. Answers will vary.

CULTURA

SUGGESTED DURATION 5 minutes

MATERIALS Audio file (text recording)

Interpretive reading

Mention that today, many Puerto Ricans and those of Puerto Rican heritage, use the word boricua proudly as a reference to their Taino roots.

Possible answers Cherokee, Iroquois, Sioux, Pawnee, Comanche, Cheyenne, Arapaho, Pueblo, Navajo, Apache, Shoshone, Inuit…

Dana

PARA

· OBJECTIVES

LANGUAGE Gustar + infinitive; A mí también / tampoco

CULTURE

STANDARDS

Vocabulary for activities

Popular sports in Puerto Rico

Interpretive Communication (3A, 3B, 6A)

Interpersonal Communic. (3A, 4A, 4C)

Presentational Communication (5)

Relating Cultural Practices to Persp. (6A)

Cultural Comparisons (6B)

3 SUGGESTED DURATION 20 minutes

MATERIALS Audio file

Script

Differentiation WS 1

3A Interpretive reading

Read the instructions, then ask students ¿Te gusta…? using the different options. Students respond by saying sí or no.

3B Interpretive listening

• Show Sebastián’s picture on p. 74 and ask students what they remember about his likes. Tell them that Sebastián tiene un podcast que se llama “Somos como somos”. Guide them to understand the meaning of the title and make hypothesis about the content of the podcast.

• Show the pictures from 3A and tell students that they represent actividades que a Sebastián le gustan o no le gustan. After listening, ask students to share their answers. with just the words from the pictures. You might draw a heart and a thumb down on the board and list the answers below.

Answer Le gusta (thumb up): salir con amigos, escuchar música, bailar, hacer deporte, jugar al béisbol, comer chocolate, leer cómics. / No le gusta (thumb down): estudiar, ver series.

3C Focus on structures

Ask students to identify what Sebastián says to express likes and dislikes. Write the answers (me gusta and no me gusta) on the board.

4 SUGGESTED DURATION 20 minutes

4A Interpersonal speaking

Grammar presentation · Agreement and disagreement Ask a couple of students if they like the activities that Sebastián likes and react to their answers using A mí también or A mí no. You can use thumbs up / down to mime what it means. Refer students to the Mi gramática box and to the sample dialogue in 4A.

gusta bailar?

I can express likes and dislikes.

ESCUCHA Y HABLA

A. Look at the pictures. What activities do you like to do?

B. Listen to Sebastián. ¿Qué le gusta hacer a Sebastián? ¿Qué no le gusta hacer? What does Sebastián like to do? What doesn’t he like to do?

C. Listen again. How does Sebastián express his likes and dislikes?

3A TPR · Gamification One student leaves the class and the group decides on an activity to mime. When the student comes back, they need to guess what it is.

3C Comprehensible input Tell students some real facts about yourself: Me gusta ver series y no me gusta bailar. Then ask students: ¿Me gusta ver series? They should answer: Sí. You ask ¿Me gusta bailar? They should answer: No. Then ask one student: ¿Te gusta ver series? They can respond Sí / No me gusta. Then you ask the whole class: ¿A (name of the student) le gusta ver series? The class’ response should be Sí / No le gusta ver series. Continue with forms of gustar.

Reporteros

comer chocolate

escuchar música jugar al béisbol ver series

salir con amigos/as hacer deporte

leer cómics estudiar bailar

¿TE GUSTA BAILAR?

INTERACTÚA Y HABLA

A. Ask three people in your class if they like the activities on the previous page. Say if you agree or not. Make a note of their answers.

• ¿Te gusta bailar?

• Sí.

• A mí también. / A mí no

B. Read these sentences. Why do we use me and nos in each one?

A mí me gusta bailar.

A Sacha y a mí nos gusta bailar. 5

C. Share things you have in common with the other students.

A Jeremy y a mí nos gusta bailar.

ESCRIBE

Write four sentences explaining what you like and don’t like to do. Use a dictionary if necessary. 4

CONEXIÓN: DEPORTE

DEPORTES EN PUERTO RICO

En Puerto Rico el deporte rey1 es el béisbol. Muchos peloteros2 puertorriqueños están3 en la MLB de los Estados Unidos y cuatro están en el Salón de la Fama: Roberto Clemente, Orlando Cepeda, Roberto Alomar e Iván Rodríguez. El fútbol, el baloncesto4 y el boxeo5 también son deportes populares en Puerto Rico.

GUSTAR + INFINITIVE Me gusta estudiar. No me gusta estudiar.

A mí me gusta

A ti te gusta

A él / ella, usted le gusta

A nosotros/as nos gusta

A vosotros/as os gusta

A ellos/as, ustedes les gusta

AGREEMENT / DISAGREEMENT

• Me gusta estudiar.

• A mí también

• A mí no

• No me gusta leer

• A mí tampoco

• A mí sí

4B Focus on structures

• Ask students to reflect and share the difference between me and nos. You might ask: To whom does me refer? To whom does nos refer? (Me refers to me. / Nos refers to us.)

Grammar presentation · Gustar + infinitive Ask students questions with ¿Te gusta...? Write their answers on the board using le (A Liu le gusta leer). After some examples, ask them to notice what structure you use to ask the questions and add the question ¿Te gusta leer? on the board.

Repeat the same strategy to introduce ¿Les gusta? Give two separate examples for 2nd and 3rd person plural.

Reflect on why we use the different pronouns: different pronouns show the different people who like something. Refer them to the Mi gramática box. Explain that we use a mí, a ti, a él, etc. when we want to emphasize who likes something.

4C Presentational speaking Answer will vary.

Y HABLA

A. What are the four most popular sports in Puerto Rico?

B. COMPARACIÓN CULTURAL What is / are the deporte or deportes rey in your country?

5 SUGGESTED DURATION 15 minutes

Presentational writing

• Ask students what other activities they like to do. If they don’t know the words in Spanish, teach them how to best look for a word in a dictionary.

• Tell them to follow the models they have seen to write their sentences. Write a model on the board if necessary.

CONEXIÓN: DEPORTE

6 SUGGESTED DURATION 15 minutes

MATERIALS Audio file (text recording) Heritage WS 1

6A Interpretive reading

Answer El béisbol, el fútbol, el baloncesto y el boxeo.

6B Presentational speaking

Possible answer Los deportes rey en Estados Unidos son el fútbol americano, el baloncesto y el béisbol.

3B Accommodation Students may use the audio script. Challenge Find things they have and don’t have in common with Sebastián.

4A Accommodation Students may only talk to two people. Heritage learners Put students in pairs and have them add why they like or don’t like an activity and with whom they do it.

5 Challenge Have students talk about themselves and about what other people like and don’t like to do.

FORMATIVE ASSESSMENT

Self-Check Quizzes

1. Gustar + infinitive, Agree and Disagree; 5. Las actividades

WORKBOOK

GRAMÁTICA

Edwin Díaz, pelotero de los Mets

¿QUÉ MÚSICA TE GUSTA? · OBJECTIVES

LANGUAGE Gustar + noun

Vocabulary for music, instruments, and styles

CULTURE

STANDARDS

Musical styles in Puerto Rico

Interpretive Communication (7, 9, 10)

Interpersonal Communication (8)

Presentational Communication (9, 10)

Relating Cultural Products to Persp. (7, 9, 10)

Making Connections: Music (7, 8, 9, 10)

Cultural Comparisons (10B)

7 SUGGESTED DURATION 25 minutes MATERIALS Audio file (text recording)

Differentiation WS 2

Heritage WS 2

Warm-up

Tell students that these are entrevistas sobre música. Ask them if they can guess the meaning of entrevista (interview)

7A Interpretive reading

Tell students that three teenagers from different cities in Puerto Rico were interviewed. Tell them to look at the pictures and guess with whom they have similar musical tastes. Then ask them to read and see if they were right. Refer them to the Mi vocabulario boxes on p. 81.

7B Focus on structures

• Ask students to write down the different forms of the verb gustar that they find in the interviews. How many forms are there? (Two: gusta and gustan). Have them write two sentences from the interview with gusta and two with gustan underlining the phrase after each form. Let students deduce the rule in pairs. Answer gusta + singular noun / gustan + plural noun

Grammar presentation · Gustar + nouns Refer to the Mi gramática box to confirm their answers.  See p. 88 for the full explanation.

Grammar presentation · Quantifiers Ask students if Dylan likes Miles Davis a lot or just a little. Ask students to guess the meaning of mucho and tell them it is always used after the verb.  See p. 89 for the full explanation.

7C Interpretive reading

Answers 1. A Dylan / 2. A Laura y Dylan / 3. A Karelma / 4. A Karelma

7D Presentational speaking

Remind students to justify their choice.

Extension

Ask students if they recognize some of the artists. Look for audio files or videos of the mentioned artists and show them to the class. Ask: ¿Les gusta?

¿Qué música te gusta?

I can express music preferences.

LEE Y HABLA

A. ¿Te gusta la música? ¿Cuáles son tus artistas favoritos?

B. Read the interviews. Find all the sentences where the verb gustar is used. When do we use the form gusta? When do we use the form gustan?

C. Answer the questions.

LAURA, DE SAN JUAN

1. ¿Qué estilos de música te gustan?

Me gusta el rock.

2. ¿Tocas un instrumento?

Sí, toco la batería.

3. ¿Cuáles son tus artistas favoritos?

Me gustan mucho las bandas como Balún, Buscabulla y Niño Planeta.

DYLAN, DE BAYAMÓN

1. ¿Qué estilos de música te gustan?

A mí me gustan mucho el jazz y la música clásica.

2. ¿Tocas un instrumento?

Sí, toco la guitarra y el piano.

3. ¿Cuáles son tus artistas favoritos?

Me gusta mucho Miles Davis. Y también compositores como Bach y Mozart.

KARELMA, DE PONCE

1. ¿Qué estilos de música te gustan?

El reguetón y la salsa, básicamente.

2. ¿Tocas un instrumento?

No, pero canto en una banda de salsa.

3. ¿Cuáles son tus artistas favoritos?

Me gustan los boricuas: los clásicos como Héctor Lavoe y los actuales, como Bad Bunny.

MI GRAMÁTICA

GUSTAR + NOUN

1. ¿A quién le gusta la música clásica?

2. ¿Quiénes (who) tocan un instrumento musical?

3. ¿A quién le gusta el reguetón?

4. ¿A quién le gustan los artistas clásicos puertorriqueños?

D. Whose musical taste is similar to yours?

Me gusta el pop.

Me gustan las bandas de rock.

QUANTIFIERS (1): MUCHO

Me gusta mucho GRAMÁTICA pp. 88-89

7 Authentic resources Show students an NPR Tiny Desk Concert of Balún or Buscabulla and have them identify musical instruments and say if they like it.

10 School and Global Communities · Productivity and accountability Ask students to research Puerto Rican and/or Latin American artists of different musical styles. Students might start a music playlist where they suggest new songs every week. Make sure the songs suggested are appropriate for their age. Have students keep a listening log in which they document new words and cultural insights they gain from listening.

BOOST YOUR TEACHING

INTERACTÚA

What kind of music do your classmates like?

1. Ask your partner the three questions from the interview.

2. React to your partner’s answers using A mí también and A mí no

3. Share with the class what your partner likes.

ESCUCHA Y HABLA

A. Listen to Sebastián talking about his music preferences. Say what genres he likes and doesn’t like.

B. Present your music preferences.

A mí me gustan diferentes estilos de música. Por ejemplo, me gusta el…

CONEXIÓN: MÚSICA

LOS RITMOS DE PUERTO RICO

Puerto Rico es un centro de artistas con éxito1 global. En Nueva York, en la década de 1960, músicos de origen puertorriqueño y cubano fusionan2 ritmos caribeños con el jazz y crean la salsa. Tito Puente y Héctor Lavoe son clásicos de la salsa. Muchos cantantes latinos actuales tienen influencias de este estilo.

El reguetón, una fusión entre el reggae y el hip hop, es de origen puertorriqueño. Daddy Yankee, Ivy Queen y Bad Bunny son artistas puertorriqueños de reguetón.

1 success 2 mix

10

LEE, HABLA Y ESCRIBE

A. ¿Qué dos estilos musicales son de origen puertorriqueño?

B. COMPARACIÓN CULTURAL Write a short paragraph about a music genre from your country (nombre, artistas importantes, instrumentos...). Include information about origen and influencia en otros estilos

LA MÚSICA

8 Challenge Have them ask each other what instruments they play.

Workbook pp. 63-65

la banda cantar una canción to sing a song el / la compositor/a composer tocar (el piano) to play (the piano)

LOS INSTRUMENTOS

la batería drums la guitarra el piano

LOS ESTILOS

el jazz el hip hop la música clásica el pop el reggae el reguetón el rock la salsa

ochenta y uno ı 81

9 Accommodation Let students write down three or four full sentences and practice them before recording.

Heritage learners Ask students to record their music preferences, artists they listen to, and instruments they play or would like to play. They should deliver an organized speech.

10A Challenge Ask: ¿Cuál es el origen de los estilos musicales de Puerto Rico? Los ritmos caribeños y el jazz son el origen de la salsa. / El reggae y el hip hop son el origen del reguetón.

8 SUGGESTED DURATION 10 minutes

Interpersonal speaking

• Refer students to the Mi vocabulario box and tell them they are going to find out Qué música le gusta a la clase

• Ask the class: A ustedes, ¿qué música les gusta? and have a couple of them answer the question.

• Put students in pairs and have them ask each other about their musical tastes.

Focus on structures Review the structures gustar + infinitive, gustar + nouns, and agreement and disagreement before doing the activity.

9 SUGGESTED DURATION 15 minutes

MATERIALS Audio file Script

9A Interpretive listening

• Ask students ¿Qué música creen que le gusta a Sebastián? Have them answer and encourage the use of the structure Creo que… to give their opinion.

• Tell students that they will listen to Sebastián’s podcast to find out about his music preferences. After listening, have them share what they understood. Answers Le gusta la salsa, el reguetón, el pop. Le gusta la música para bailar. No le gusta el rock ni el jazz.

9B Presentational speaking

Remind students that at the end of the audio file, Sebastián asks: ¿Qué música te gusta? You can have students present in front of the class or they can record themselves.

10 SUGGESTED DURATION 20 minutes

MATERIALS Audio file (text recording) Heritage WS 3 Para saber más

10A Interpretive reading

Answers La salsa, el reguetón

You can play songs from the playlist Para saber más and ask students if they like them.

10B Presentational writing

Ask them about musical styles that are popular in your country. Take notes on the board to give them ideas.

VOCABULARIO pp. 92-93

MI VOCABULARIO

El artista de reguetón Bad Bunny

Listen to a playlist of Puerto Rican music on PARA SABER MÁS

MI ANIMAL FAVORITO · OBJECTIVES

LANGUAGE Noun-adjective agreement; Quantifiers Vocabulary for animals and personality traits

CULTURE Animals from Puerto Rico

STANDARDS

Interpersonal Communication (11, 14)

Interpretive Communication (12A, 13A)

Presentational Communication (12B, 13C)

Making Connections: Science (12)

11 DURATION 15 minutes

Warm-up

• Ask students: ¿A quién le gustan los animales? React with: A mí también / no…

• Ask them: ¿Quién tiene una mascota? and react with: Yo también / no… You can write la mascota = pet

• Tell them: Hoy hablamos de animales y mascotas.

11A Interpersonal speaking

• Show the picture of the animals and tell students which mascotas you like and don’t like. Then ask them to discuss this question in small groups: ¿Qué mascotas les gustan? Have them use the vocabulary in the picture.

• You can mention the También se dice… box, especially if you have heritage learners in your class. Ask them which word they use for guinea pig, since there are several in Spanish: güimo, cobaya, conejillo de indias

Answers will vary.

11B Interpersonal speaking

• Tell students you are going to do a class survey to find out la mascota favorita de la clase

• Have two students take turns to ask the eight questions. If some student has a pet that is not on p. 82, they can look it up in the dictionary and add it to this lesson’s word list.

• Have two different students count how many votes each pet has and write it down on the board.

• Ask: ¿Cuál es la mascota favorita de la clase? Answers will vary.

I can describe characteristics and personality traits of animals and pets.

INTERACTÚA Y ESCRIBE

A. Look at the picture. ¿Qué mascotas te gustan? Discuss in small groups.

A mí me gustan las cobayas. ¿Y a ustedes?

B. Let’s find out la mascota favorita de la clase

1. Two students ask the class: ¿A quién le gustan los perros?, ¿A quién le gustan los gatos?, etc.

2. Two other students keep track of the answers on the board.

3. ¿Cuál (what) es la mascota favorita de la clase?

La mascota favorita es el / la…

CONEXIÓN: CIENCIA

LOS ANIMALES DE PUERTO RICO

Los animales más representativos de Puerto Rico son el manatí, un mamífero marino que vive en las costas del Caribe y también del Golfo de México, y el coquí, una rana1 que solo2 existe en Puerto Rico. 1 frog 2 only

LEE Y HABLA

A. ¿Dónde vive el manatí? ¿Qué es el coquí?

B. Research information about an animal that only exists in your country. ¿Cómo se llama? ¿Dónde vive?

11A Kinesthethic and visual learners After introducing the animals, name an animal and have students imitate or draw it.

12 Collaboration If you have a partner school in Colombia (or in another Spanish-speaking country), team with the Colombian students to identify and compare endangered species in both countries. They can produce a multi-media presentation.

14 Gamification Name an animal and a characteristic to describe it, then have students act it out only when you say Simón dice + animal + characteristic.

Manatí de Puerto Rico

Coquí de Puerto Rico

cobaya

lagarto

LEE, HABLA Y ESCRIBE

A. Read the opinions about animals written by two of our reporteros Do you agree with them? ¿Cuál es tu opinión? Yo creo que las tortugas (no) son…

LA PERSONALIDAD (1)

CONEXIÓN: CIENCIA

12 SUGGESTED DURATION 10 minutes

MATERIALS Audio file (text recording)

Heritage WS 4

Warm-up

TU ANIMAL FAVORITO

Me gustan mucho los gatos porque son independientes y divertidos. La gente dice que1 son distantes, pero yo creo2 que son muy cariñosos.

UN ANIMAL QUE NO TE GUSTA

No me gustan los lagartos. Son feos y un poco aburridos. Y no son cariñosos.

1 people say that 2 I think

ANDRÉS, PERÚ GUADA, MÉXICO

TU ANIMAL FAVORITO

Mi animal favorito es la tortuga. En mi familia tenemos dos.

Me gustan porque son tranquilas y muy bonitas. Son un poco lentas, ¡pero yo también!

UN ANIMAL QUE NO TE GUSTA

No me gustan los caballos porque son nerviosos y muy grandes.

B. Read the sentences below. In pairs, discuss why bonito/s and bonita/s have different endings.

1. El gato es bonito. 3. Los gatos son bonitos. 2. La tortuga es bonita. 4. Las tortugas son bonitas.

C. Write about an animal that you like and one that you don’t like. Explain why.

Me gustan los perros porque son…

JUEGO: EL JUEGO DEL MIMO

CARACTERÍSTICAS

NOUN-ADJECTIVE AGREEMENT

El perro es bonito La tortuga es bonita

El gato es inteligente La gata es inteligente

Los perros son bonitos Las tortugas son bonitas Los gatos son inteligentes Las gatas son inteligentes

QUANTIFIERS (2): MUY, UN POCO

Son muy inteligentes. They are very intelligent. Son un poco feas. They are a little ugly.

pp. 89-90

1. In groups, a student uses actions to describe one of the adjectives: divertido/a, distante... 2. The other students guess which adjective is being mimed.

ochenta y tres ı 83

12B Heritage learners Students present the name, geographical information, and give other important and relevant characteristics of the animal chosen.

13C Accommodation Give students some prompts.

Challenge Have students write about more than one pet. Heritage learners Students use vocabulary not presented in the unit and talk about other features of their pet: what it eats, what it likes to do, etc. They should give advice to others who have the same pet at home.

Show a picture of a manatee and ask: ¿Qué animal es? ¿Es una mascota? ¿Es un animal de montaña? ¿Es un animal de agua? Use the drawing technique to help understand the words that they don’t know (agua, montaña).

12A Interpretive reading (p. 82)

Answer El manatí vive en las costas del Caribe y el Golfo de México. El coquí es una rana.

12B Presentational speaking (p. 82)

Answers will vary.

13 SUGGESTED DURATION 25 minutes

MATERIALS Audio file (text recording) Differentiation WS 3

13A Interpretive reading

Tell students they can check the Mi vocabulario boxes as needed while they read. Refer to the sample sentence.

13B Focus on structures

• Ask students to observe the sentences in the blue box and reflect. They can share their thoughts with a partner before discussing it with the whole group.

Grammar presentation · Noun-Adj. agreement Confirm the rule and/or refer them to the Mi gramática box.  See p. 90 for the full explanation. Grammar presentation · Quantifiers Ask students to guess the meaning of muy and un poco. Refer them to the Mi gramática box and call their attention to the difference between mucho (+ verb) and muy (+ adjective).  See p. 89 for the full explanation.

13C Presentational writing

Students can write a text that is very close to the examples of this page. Answers will vary.

14 SUGGESTED DURATION 10 minutes

14 Interpersonal speaking

Students can use the Mi vocabulario box if they need it.

FORMATIVE ASSESSMENT WORKBOOK

Self-Check Quizzes

3. Quantifiers; 4. Noun-Adj. agreem.

p. 94

MI VOCABULARIO

GRAMÁTICA

MI GRAMÁTICA

¿CÓMO ES LA BORINQUEÑA? - OBJECTIVES

LANGUAGE Adjectives to describe personality

Adjective placement

CULTURE La Borinqueña: a Puerto Rican superheroine

STANDARDS Interpretive Communication (15B, 15C, 16)

Presentational Communication (15A, 16)

Relating Cultural Products to Persp. (15)

Cultural Comparisons (Cultura)

AUTHENTIC RESOURCE

La Borinqueña (p. 84)

• La Borinqueña is a comic book series created by Edgardo Miranda-Rodríguez. The main character is an Afro-Puerto Rican superheroine committed to solving environmental issues in Puerto Rico. The plot is full of mythological and cultural references to Puerto Rico and it brings up topics about identity and diversity. It also aims to break Latino stereotypes.

• Edgardo Miranda-Rodríguez also does important philanthropic work through his project Ricanstruction: Reminiscing & Rebuiliding Puerto Rico. For more information visit la-borinquena.com

Borinqueño/a is a synonym of boricua (  see Cultural Note on p. 77).

15 SUGGESTED DURATION 45 minutes MATERIALS Audio file (text recording)

Differentiation WS 4

Heritage WS 5

Warm-up

• Ask students: ¿A ustedes les gusta leer cómics? ¿Qué comics son famosos?

• Ask them to look at the comic book cover on p. 84.

• Ask them: ¿Cómo se llama el cómic? You can provide more information about it (  see Authentic Resource box on this page).

15A Presentational speaking

• Ask students: ¿Cómo creen que es La Borinqueña? ¿Cuáles son sus características? Read the words aloud so that students can hear the pronunciation. Most of these words are cognates. Use gestures to explain the meaning.

Formative assessment Ask them to use the thumbs-up/thumbs-down technique to show how well they understood.

• Write on the board the most common words that describe La Borinqueña, according to the students. Possible answer Creo que La Borinqueña es leal, abierta, inteligente, valiente y honesta.

¿Cómo es La Borinqueña?

I can describe someone’s personality.

LEE Y HABLA

Antes de leer

A. Look at the comic book cover. Choose three words that you think apply to this superhero.

Creo que La Borinqueña es…

BOOST YOUR TEACHING

15 Authentic resource Bring a sample of the comic book to class and encourage students to read it to learn more about Puerto Rican culture and identity.

15A Critical thinking Use the thinking routine See, Think, Wonder. Show the image from p. 84 and ask: ¿Qué ves? Una muchacha, una bandera…. Follow with: ¿Qué crees que es? Un cómic, un póster… Finally, ask: ¿Qué preguntas tienes? ¿Es una persona real? ¿Es de Puerto Rico?…

16 Creativity and innovation Ask students to name characteristics of a good friend and create a word cloud to put up in the classroom.

La Borinqueña Edgardo MirandaRodríguez, Somos Arte (2016)

Reporteros 1

nerviosa

tímida honesta valiente

abierta inteligente leal

Lee el texto

B. Read the text about La Borinqueña. Answer the questions below.

Marisol Ríos De La Luz es una muchacha de Nueva York. Tiene diecinueve años. Es afropuertorriqueña.

A Marisol le gusta mucho hacer deporte.

Marisol estudia en la universidad en Puerto Rico. En Puerto Rico se convierte1 en una superheroína con superpoderes: La Borinqueña. Su objetivo es proteger el medioambiente2

La Borinqueña es una muchacha inteligente, leal y trabajadora. También es abierta, valiente y muy patriota. El uniforme de La Borinqueña representa los colores de la bandera de Puerto Rico. La Borinqueña es un símbolo del orgullo3 de ser de Puerto Rico.

La mejor amiga de Marisol es Lauren “La La” Liu. Es de origen chino y dominicano. Lauren es honesta, valiente y leal.

1 (she) becomes 2 to protect the environment 3 pride

1. ¿De dónde es Marisol? 4. ¿Cuál es la ocupación de Marisol? 2. ¿Cuántos años tiene? 5. ¿Quién es La Borinqueña y cuál es su objetivo? 3. ¿Qué hace Marisol en su tiempo libre? 6. ¿Cómo es La Borinqueña? ¿Y Lauren?

C. Read this sentence from the text. Do the adjectives describing personality go before or after the noun? Is it different in English?

La Borinqueña es una muchacha inteligente, leal y trabajadora.

Después de leer

D. Write a short paragraph to describe the personality of your favorite comic book character or other fictional character.

ESCUCHA Y ESCRIBE

Listen to Sebastián interviewing his friend Gabriela. ¿Cómo es un buen amigo o una buena amiga para Gabriela? Para Gabriela, un buen amigo o una buena amiga es una persona…

“La Borinqueña” es también el nombre del himno de Puerto Rico.

COMPARACIÓN CULTURAL

Do you know the names of other national anthems?

15C Accommodation Have students work with a partner. Heritage learners Type in La Borinqueña, primera super heroína latina in an online search engine. You will find a report from Telemundo that includes an interview with the author. Have students watch it and take notes on what they find most interesting. Later, they will report what they learned to the class.

15B Interpretive reading

Ask them to read the text about La Borinqueña. They can refer to the Mi vocabulario box if needed.

Answers 1. Es de Nueva York. / 2. Tiene 19 años. / 3. Le gusta hacer deporte. / 4. Estudia en la universidad. / 5. Es una superheroína y su objetivo es proteger el medioambiente. / 6. Es inteligente, leal, trabajadora, abierta, valiente y muy patriota. Lauren es honesta, valiente y leal.

15C Focus on structures

Language Comparisons Write the sentence from the blue box on the board and translate it. Underline the adjectives and circle the verbs.  See p. 90 for a complete explanation about adjectives.

Answer In Spanish, the adjectives describing personality go after the noun. In English, they go before.

15D Presentational speaking

Show students pictures of superhéroes such as Batman, Wonder Woman, and Spiderman (el Hombre Araña) and ask: ¿Cómo es Superman? Note the adjectives students say on the board. Continue with more examples if needed and ask them to describe their favorite character in writing or orally.

16 SUGGESTED DURATION 10 minutes

MATERIALS Audio file Script

Interpretive listening

Ask students ¿Cómo se llama la mejor amiga de Marisol y cómo es? Students may go back to the text in 15. Tell students they will listen to another episode of Sebastián’s podcast where he interviews a friend and she talks about las características de un buen amigo

Answer Un buen amigo o amiga es amable, leal, escucha y ayuda. Es divertido y tranquilo.

CULTURA

SUGGESTED DURATION 5 minutes

MATERIALS Audio file (text recording)

Interpretive reading

Before reading, tell students that the orgin of the name La Borinqueña is Borinquén (  see Cultura box on p. 77). The national anthem takes its name from what the Taino’s called the island of Puerto Rico.

Possible answers The Star-Spangled Banner (US), God Save the Queen (UK), La Marseillaise (France)

FORMATIVE ASSESSMENT

Self-Check Quiz

VOCABULARIO p. 94

MI VOCABULARIO

SOMOS REPORTEROS · OBJECTIVES

LANGUAGE Vocabulary for geography and culture

CULTURE The Taino culture

STANDARDS Interpretive Communication (17)

Presentational Communication (18, 19, ¡Eres reportero/a!)

Relating Cultural Products and Practices to Persp. (17, 18, 19, ¡Eres reportero/a!)

Making Connections (19)

School and Global Communities (¡Eres reportero/a!)

17 SUGGESTED DURATION 15 minutes MATERIALS Audio file (text recording)

Video Para saber más

Extra Material WS 2

Warm-up

• Show the students a blank map of the Caribbean (Extra Material Worksheet 2) and ask: ¿Qué países están en el Caribe? ¿Dónde está Puerto Rico?

• Show them the map on p. 86. Go over the countries in the area and show them el territorio de los taínos Ask: ¿Quiénes son los taínos? After a few answers, tell them they were los habitantes del Caribe.

Interpretive reading

Have different students each read a paragraph to the class. Recommend they be active readers and take note of new words.

Answers 1. Los taínos y los caribes. / 2. El nombre de la isla, comida (yuca, batata, piña o papaya), tradiciones (los vejigantes), palabras taínas en español (barbacoa).

Extension

Show students the video on how to make a vejigante mask (Para saber más). This can be a fun arts and crafts activity.

CULTURAL NOTE

Around two million Tainos lived in the Caribbean in towns they built close to rivers and lakes. They farmed yucca, papaya, pineapple, and corn and made pottery to support their agriculture. Music, dancing, and the ball game batú were their main entertainment. A century after the arrival of the Spaniards, around the 16th century, the population had drastically dropped due to new diseases introduced by the Europeans and the brutality of the conquistadores. Nowadays, there are still traces of Taino DNA among the inhabitants of Puerto Rico and many of them identify with their ancestors.

Source: Encyclopedia Britannica

SOMOS REPORTEROS

I can understand a short article about the native inhabitants of Puerto Rico.

LOS HABITANTES DEL CARIBE

por Sebastián Martínez, reportero de Puerto Rico

El Caribe es la región de los países que tienen costa en el Mar Caribe. Muchos países son islas: Bahamas, Cuba, Jamaica, Puerto Rico…

LOS TAÍNOS Y LOS CARIBES

Cuando llegan los españoles en 1492, principalmente dos pueblos viven en las islas del Caribe: los taínos y los caribes.

En Puerto Rico viven los taínos. Viven de1 la agricultura, la caza2 y la pesca3

1 (they) live off 2 hunting 3 fishing

Read the text. Answer the questions.

1. Who are the native people of the Caribbean islands?

2. What aspects of the Puerto Rican culture come from orígen taíno?

Translate into English all the words of taíno origin in the article.

Did you need a dictionary? Why (not)?

Do you think taíno culture has influenced your culture too? In what way?

Why do you think Puerto Ricans are proud of their roots?

17 Cultural Comparisons · Pre-AP Have students make comparisons between the history of the Taino people and the Native Americans. You can mention that with the arrival of the Europeans on the American continent, the majority of the natives either died in conflicts, or from illnesses that were brought over to the Americas, while many survivors were expelled from their territories.

¡Eres reportero/a! Collaboration Give students three articles from other classmates. As they read them, have them take notes on new information they learn from each article.

CONEXIÓN:

BOOST YOUR TEACHING

LOS TAÍNOS EN EL PRESENTE

La influencia de los taínos en la cultura de Puerto Rico es muy importante.

BORICUAS

Los taínos llaman Boriquén a la isla de Puerto Rico. Hoy, los puertorriqueños se llaman también boricuas

LA COMIDA

La yuca, la batata, la piña y la papaya son de origen taíno.

¡ERES REPORTERO/A!

1. Write a brief article about the origins of an element of your culture: a dish, a word, a tradition...

2. Look for some pictures to illustrate it.

LAS TRADICIONES

Los famosos vejigantes, máscaras de carnaval típicas de Puerto Rico, son de origen taíno también.

EL IDIOMA

El español tiene muchas palabras taínas como barbacoa, canoa, hamaca, huracán o iguana, que también existen en inglés y otros idiomas.

ORÍGENES DIVERSOS

Los puertorriqueños de hoy tienen orígenes taínos, europeos y africanos. Los puertorriqueños están muy orgullosos4 de su diversidad.

4 (they) are very proud

ESTRATEGIAS

Keep it simple

Write short sentences and use the texts in this unit as a guide for your writing.

ochenta y siete ı 87

¡Eres reportero/a! Accommodation Create a template with the headings Origen and En la actualidad. Write some sentence starters for students to complete. Include some blank lines at the bottom for them to add their own sentences if they wish. DIFFERENTIATED INSTRUCTION

18 DURATION 5 minutes

Presentational speaking

Making Connections: English If students aren’t sure how to answer the second question, help them by asking: ¿Hay comida taína en nuestra cultura? ¿Hay palabras taínas en nuestra cultura? ¿Tenemos influencias taínas? Have them answer in Spanish, using English only for unknown words. Possible answers No uso el diccionario porque estas palabras son similares en inglés (son cognados). / La cultura taína influencia mi cultura porque como comida del caribe y uso palabras taínas.

19 DURATION 5 minutes

Presentational speaking

Critical thinking Allow students to answer in English if they need to.

Possible answer Because they have very diverse origins. / Because some of these origins have been forgotten for a long time.

¡ERES REPORTERO/A!

SUGGESTED DURATION 20 minutes

Presentational writing

• Tell students it’s their turn to be reporteros. They will write a brief article about the origins of an aspect of their culture.

• Together, brainstorm possible topics for their article (apple pie, the 4th of July, Halloween, the imperial system of measurement, the word shampoo, etc.)

• Make a list of options on the board and allow students to choose their topic. They can choose a different topic if they wish.

Estrategias They can use the article from pp. 86-87 as a model. Remind them that short sentences are expected, and that they should use the vocabulary and grammar they’ve learned thus far.

Puesto de barbacoa en El Yunque Máscara de vejigante

Watch a video about vejigantes on

MI GRAMÁTICA

1. GUSTAR + NOUNS AND INFINITIVE VERBS

SUGGESTED DURATION 20 minutes

MATERIALS Grammar Tutorial

Grammar presentation

• Draw three columns on the board titled actividad, música, and animales.

• Ask two volunteers about their likes: ¿Qué actividades / música / animales les gustan?

• Jot down their answers on each column, correct their grammar if needed.

• Looking at the examples, ask students: When do we use gusta? (with infinitive verbs and singular nouns) And gustan? (with plural nouns)

• Note that the articles el, la, los, and las are always used with nouns when expressing likes and dislikes.

• Explain the difference between the indirect pronouns in blue, and the form a + noun or pronoun.

• Draw their attention to the bell icon and make sure to note that gustar doesn’t work in the same way as the verbs they learned in unit 1.

Language Comparisons You may want to tell students that the translation of this verb is X is pleasing to me

• Present the forms for agreement and disagreement, add one negative sentence to each column on the board, read them, and react with your opinion.

• Have students read the explanation, and ask them to react to the statements, by practicing the forms.

Formative assessment Ask them to show you how they feel about this topic using the thumbs up / down / middle technique.

1. GUSTAR + NOUNS AND INFINITIVE VERBS

WHEN DO WE USE IT?

• Gustar (to like) is used to express likes and dislikes. Me gusta la salsa. I like salsa.

WHAT FORMS DOES IT HAVE?

• Mainly we use two forms: - gusta + infinitive verbs and singular nouns - gustan + plural nouns

WORD ORDER

• Gustar is preceded by the following pronouns.

(A mí) me (A ti) te (A él / ella, usted) le (A nosotros / nosotras) nos (A vosotros / vosotras) os (A ellos / ellas, ustedes) les + gusta

la salsa infinitive noun: singular + gustan las tortugas noun: plural

Note that gusta and gustan match what is liked, not who likes it. The literal translations in English is “it pleases me.”

• We use a + noun or pronoun (mí, ti, etc.) to clarify or emphasize who likes something.

¿A John le gusta bailar? ¿A ti te gusta bailar? Does John like dancing? Do you like dancing?

EXPRESSING AGREEMENT AND DISAGREEMENT WITH GUSTAR

• When somebody expresses likes and dislikes, you can use también, tampoco, sí, and no to express agreement and disagreement.

A mí me gustan los animales. A mí no me gustan los animales.

A mí también So do I.

A mí no I don’t.

A mí tampoco Neither do I.

A mí sí I do.

27 20

Complete the sentences using gusta or gustan

a. A mis amigos les … los animales.

b. Nos mucho los gatos.

d. Me … bailar.

Self-Check Quizzes

1. Gustar + infinitive / Agreement and disagreement

2. Gustar + noun

FORMATIVE ASSESSMENT WORKBOOK

SUGGESTED DURATION 25 minutes MATERIALS Comunicación (p. 72)

1. Interpretive reading

Identify some information in a profile description Language: Gustar; Quantifiers Vocabulary for activities, pets, characteristics, and personality traits

c. Me la música caribeña.

e. A Sandra y a Pablo les tocar la guitarra. f. ¿Te las personas independientes?

BOOST YOUR TEACHING

Grammar presentation (1) Intrapersonal learners Using an online poll tool, present statements with Me gusta/n and No me gusta/n and ask students to express agreement (a mí también / a mí tampoco) or disagreement (a mí, sí / a mí no). Share the results with the class.

22 Verbal learners In small groups, one student starts a sentence using gusta or gustan and the next student completes the sentence using an infinitive or a noun in singular or plural. Encourage them to use different pronouns (me, te, le…). Other students in the group should agree or disagree with the statement.

bailar

What do you and your friends like?

Write five sentences.

Listen to a teenager talking about what he likes and doesn’t like to do.

React using A mí también / tampoco or A mí sí / no

2. QUANTIFIERS ( VERY, MUCH , A LITTLE )

WHEN DO WE USE THEM?

• We use quantifiers to accentuate or limit the meanings of words.

WHAT FORMS DO THEY HAVE?

• In this unit we will focus on muy (very), un poco (a little) and mucho (very much)

WORD ORDER

• When quantifiers refer to an adjective, we place them before the adjective.

• When they refer to a verb, we place them after the verb.

es muy bonito/a + + me gusta(n) mucho + + es un poco aburrido/a - -

Mi perro es muy simpático Me gusta mucho cantar. My dog is very nice. I like singing very much.

Mi perro es un poco nervioso Me gustan mucho los gatos. My dog is a little nervous. I like cats very much.

Choose the appropriate quantifier for each sentence.

a. Spider-Man es muy / mucho ágil.

b. Chris Rock es mucho / muy divertido.

c. Sonia es un poco / muy inteligente.

d. Los peces son muy / mucho independientes.

e. Las tortugas son mucho / muy lentas.

f. Me gusta muy / mucho bailar.

g. Los elefantes son muy / mucho grandes.

h. • ¿A Jenny le gustan las cobayas?

• Sí, le gustan muy / mucho

21 Accommodation Refer students to the vocabulary on pp. 92–93 to help them write their sentences.

Heritage learners Have students write a short text about what they have in common with their friends. They can also give details about when, where, and how.

Practice

20

Answers a. gustan / b. gustan / c. gusta / d. gusta / e. gusta / f. gustan

21

Answers will vary.

22

Possible answers comer chocolate: a mí sí - a mí tampoco / ver series: a mí sí - a mí tampoco / estudiar: a mí no - a mí también / hacer deporte: a mí no - a mí también

2. QUANTIFIERS (VERY, MUCH, A LITTLE)

SUGGESTED DURATION 10 minutes

Grammar presentation

• Tell students about a friend that you really like and why, using quantifiers: Me gusta mucho mi amigo/a… Es muy…

• Remind students of the meaning of mucho and muy and when we use them. Ask them to read p. 89.

• Remind them of the word order for quantifiers.

• You can ask students to go back to activity 21 and add mucho if needed.

Formative assessment Ask them to use the Fist to Five technique to show how well they understood.

23

Answers a. muy / b. muy / c. muy / d. muy / e. muy / f. mucho / g. muy / h. mucho

FORMATIVE ASSESSMENT

Self-Check Quiz

3. Quantifiers

WORKBOOK

SUGGESTED DURATION 15 minutes MATERIALS Comunicación (p. 74)

2. Interpretive listening

Identify some information in a podcast about friends Language: Gustar; Quantifiers

Vocabulary for activities and music

3. NOUN-ADJECTIVE AGREEMENT

SUGGESTED DURATION 30 minutes

MATERIALS Grammar Tutorial

Extra Material WS 3

Extra Material WS 4

Grammar presentation

• Write on the board: Tengo un perro inteligente, bonito y cariñoso. Tengo una gata inteligente, bonita y divertida. Circle the adjectives and ask students: What are these adjectives used for? (to describe your dog and your cat).

Language Comparisons Encourage students to translate the sentences on the board into English and then ask the question from the first yellow box (before the noun).

• Underline the endings, and ask them why the adjectives have different endings.

• Ask for volunteers to read the phrases from the charts on p. 90.

Language Comparisons Ask students the question in the second yellow box (yes)

Formative assessment Change the beginning of the sentences on the board to: Tengo dos perros… Tengo dos gatas… and ask students to finish them. (…inteligentes, bonitos y cariñosos.; …inteligentes, bonitas y cariñosas.).

• Draw students' attention to the bell icon and the examples.

Formative assessment Write on the board: Mis perros y mis gatas son… Make students complete the sentence: …inteligentes y bonitos.

• For a gender inclusive grammar explanation, use the Extra Material Worksheet 3.

3. NOUN-ADJECTIVE AGREEMENT

WHAT ARE ADJECTIVES?

• Adjectives are the words we use to describe nouns. In Spanish, they are normally placed after the noun. Es un muchacho tímido He is a shy boy

� Where do you usually place adjectives in English: before or after the noun?

WHAT FORMS DO THEY HAVE?

• In Spanish, adjectives always agree in gender and number with the nouns or pronouns they describe.

Tengo una tortuga pequeña I have a small turtle Tengo dos perros grandes I have two big dogs

GENDER

� In English, do you pluralize adjectives?

endings MASCULINE FEMININE -o -a el muchacho simpático la muchacha simpática -e -e el muchacho valiente la muchacha valiente -or -ora el muchacho trabajador la muchacha trabajadora consonant consonant el muchacho ágil la muchacha ágil

NUMBER

endings SINGULAR PLURAL

vowel + -s el perro tranquilo el perro inteligente los perros tranquilos los perros inteligentes consonant + -es el perro ágil los perros ágiles

We use the masculine plural form when we refer to both a masculine and a feminine noun.

es tímido Gabriela es tímida

Grammar presentation (3) Gamification · Collaboration The Agreement Game Put students in groups of four or five and give each group a set of cards (Extra Material Worksheet 4). One student randomly draws a card and reads the word aloud. The other members of the group need to give an adjective that agrees with that word. For example, la tortuga > simpática, los caballos > bonitos, etc. The student who chose the card writes down the noun-adjective combination. The first student who correctly says a matching adjective draws the next card.

At the end, each group turns in their noun–adjective combinations to be corrected.

Guillermo

Guillermo y Gabriela son tímidos

BOOST YOUR TEACHING

Write the correct endings for each word.

a. Mi profesora es inteligente

b. Me gustan las personas positiv...

c. Pedro es un muchacho divertid

d. Mi papá es un poco perezos

e. Las actividades son fácil

f. Los elefantes son grand

g. Mi gato es muy independient

h. La amiga de Lucía es muy trabajador

i. Mis amigos son tranquil...

j. Las tortugas son lent

k. Roberto Clemente es un pelotero famos

Read the sentences.

Choose an adjective that matches each description. Note that you need to make the noun and adjective agree.

inteligente trabajador impaciente dependiente tímido amable

a. Sebastián trabaja y estudia mucho. Es muy trabajador

b. Es una persona que ayuda (helps) mucho a sus amigos. Es muy

c. Mi perro depende de nosotros para todo. Es muy ...

d. Tus amigas no hablan mucho en las fiestas. Son muy

e. Mi mamá es profesora en la universidad. Es muy

f. Tus amigos no tienen paciencia. Son muy

Choose three adjectives to define the following people and animals. Write sentences for each of them.

DIFFERENTIATED INSTRUCTION

Grammar presentation (3) Accommodation The Agreement Game (  see Boost Your Teaching on p. 90). Put students in groups according to level. Give students a list of adjectives from this unit in the masculine singular form. Monitor the answers and give input as needed.

Grammar presentation (3) Challenge The Agreement Game (  see Boost Your Teaching on p. 90) Put students in groups according to level. These groups will play without cards – they will call out the names and adjectives they remember.

Practice

24

Answers a. inteligente / b. positivas / c. divertida / d. perezoso / e. fáciles / f. grandes / g. independiente / h. trabajadora / i. tranquilos / j. lentas / k. famoso

25

Answers a. trabajador / b. amable / c. dependiente / d. tímidas / e. Inteligente / f. Impacientes.

26

Answers will vary.

FORMATIVE ASSESSMENT

Self-Check Quiz

4. Noun-Adjective agreement

WORKBOOK

SUGGESTED DURATION 20 minutes MATERIALS Comunicación (p. 75)

3. Presentational writing

Introduce their best friend in a blog post Language: Gustar; Quantifiers; Noun-Adjective agreement

Vocabulary for activities, music, and personality traits

El puertorriqueño Roberto Clemente (1934-1972) es uno de los peloteros más importantes de la historia

tu animal favorito tu persona favorita

tu cantante favorito/a

MI VOCABULARIO

MI VOCABULARIO

SUGGESTED DURATION 30 minutes

MATERIALS Audio files (text recordings)

Vocabulary learning strategies (pp. 92–94)

• Take time to suggest, explain, or practice the following strategies that can help students memorize and recall the vocabulary. They will help students develop both confidence and independence as learners.

Draw and write Suggest they create their own illustrated dictionary. Have students write a word from the unit, draw the meaning of the word, and write a sentence using it.

Personalize Suggest they organize new words, making sure they learn first the ones that are more useful to them. For example, for a student it might be more useful to learn bailar than jugar al béisbol

Write a story Suggest they write a story using the vocabulary for activities, music, and animals.

Create flashcards Make flashcards with the Spanish word on one side and the English on the other, or better yet, use a picture instead of the English.

Practice

Have students complete the vocabulary exercises in the Workbook if they haven’t already done so.

LAS ACTIVIDADES 

LA MÚSICA

FORMATIVE ASSESSMENT

Self-Check Quizzes

5. Las actividades

6. La música y los estilos musicales

7. Los animales y las mascotas

8. La personalidad

WORKBOOK

SUGGESTED DURATION 20 minutes

MATERIALS Comunicación (p. 76)

4. Presentational speaking

Present one’s likes and dislikes in a video Language: Gustar; Quantifiers; Noun-Adjective agreement Vocabulary for activities, music, and personality

BOOST YOUR TEACHING

Suggest that they put into practice the strategy that best suits their learning style.

Kinesthethic learners · TPR Put students in pairs. Student A acts out an activity, a musical instrument, a style of music, or an animal while Student B tries to guess the word.

Auditory learners Have students listen to the pronunciation of the words and create a song that can help them learn.

LOS ESTILOS MUSICALES

LOS ANIMALES Y LAS MASCOTAS

MI VOCABULARIO

SUGGESTED DURATION 5 minutes

También se dice…

Language Comparisons Mention that all languages have dialects or variations, in other words, words or structures are said differently in different regions. Explain that although all variations are correct, they will learn the most commonly used ones. Give the example of subway (US) vs. underground (UK).

• Remind them of the Puerto Rican variants they learned in this lesson:

In Puerto Rico: el güimo = la cobaya el / la pelotero/a = el / la jugador/a de

DIFFERENTIATED INSTRUCTION

Heritage learners · Enrichment words la equitación • horseback riding cocinar • to cook divertirse • to have fun ir al cine • to go to the movies jugar al fútbol americano • to play football jugar al baloncesto • to play basketball pasear • to go for a walk tocar el violín • to play the violin tocar la flauta • to play the flute tocar la trompeta • to play the trumpet tocar el saxofón • to play the saxophone

la serpiente • snake

Heritage learners Ask students to share any variants of the vocabulary words used in their country or region.

Interpersonal learners Put students in pairs. Student A names an animal, then Student B has 10 seconds to list as many adjectives associated with that animal.

Verbal learners Have students write sentences describing a friend or a pet.

Logical learners Have students create mind maps.

Intrapersonal learners Have students write or talk about their favorite and least favorite activities, styles of music, and animals.

STRESSED SYLLABLES

SUGGESTED DURATION 20 minutes

MATERIALS Pronunciation Tutorial

Audio files

Presentation

• Write on the board words that are challenging for students to pronounce and ask them to repeat them after you. Mark the stressed syllable as you pronounce each word.

Language Comparisons Ask students if they know what the emphasized syllable is called in English. Explain that Spanish also has these kind of syllables.

• Use the words on the board to explain where the stress can fall in different words and refer to the explanation on p. 94. You can also show the Pronunciation Tutorial

• Mention that, if a word has an accent mark, that syllable is stressed. If there is no accent mark, the next to last syllable might be stressed, since it’s the most common in Spanish words. The last syllable is always stressed an infinitive. Paying attention and imitating pronunciation is the best way to improve. Formative assessment Have students use the Fist to Five technique to show how well they understood.

Practice

27

Students can listen and repeat chorally. Or, if they do it individually, they can record themselves and listen to their pronunciation of each word and compare it to the audio file. They should keep practicing until they feel comforable with the pronunciation.

28

Answers a. sal- / b. -men- / c. -tí / d. -tan- / e. -lir / f. -dor

PERSONALIDAD

abierto / abierta

tímido / tímida sociable ≠ shy

amable kind

cariñoso / cariñosa ≠ distante loving ≠ distant creativo / creativa creative divertido / divertida

aburrido / aburrida fun

dependiente ≠ independiente dependent ≠ independent honesto / honesta honest

LAS CARACTERÍSTICAS

STRESSED SYLLABLES

• When a word has more than one syllable, one of the syllables is stressed or emphasized more than the others. We call it the stressed syllable

• The stressed syllable can be found: - on the final syllable: le-al - on the next-to-last syllable: po-si-ti-vo. - on the third-to-last syllable: tí-mi-do.

27 28

Listen and repeat these words. a. simpática d. tranquilo b. tortuga e. música c. estudiar f. canción

Listen to the following words. Find the stressed syllable in each word. a. sal-sa d. can-tan-te b. ins-tru-men-to e. sa-lir c. ma-na-tí f. tra-ba-ja-dor

WORKBOOK

SUGGESTED DURATION 20 minutes

MATERIALS Comunicación (p. 77)

5. Interpersonal writing

Reply to a social media post about likes and dislikes

Language: Gustar; Quantifiers; Noun-Adjective agreement

Vocabulary for activities, music, and personality traits

UN PERFIL EN UNA RED SOCIAL

CONTEXT

You need to create a profile for a social media platform.

PRODUCT

A social media profile about yourself

1. Fill in a chart with the following information about yourself.

• Nombre, apellido, nacionalidad, residencia, cumpleaños

• Personalidad, características

• Aficiones, animales favoritos, número favorito, música favorita, personalidades favoritas

2. Write a paragraph introducing yourself.

3. Add extra information.

4. CONEXIÓN: ARTE Draw an avatar of yourself.

Design your profile like a real social media profile.

Download a template from

Sebastián

Me llamo Sebastián y soy de San Juan, Puerto Rico.

Me gusta hacer deporte, bailar y salir con los amigos.

SUGGESTED DURATION 50 minutes

MATERIALS

MINIPROYECTO 1 · OBJECTIVES

LANGUAGE Gustar; Quantifiers; Noun-Adjective agreement

Vocabulary for activities, music, animals, characteristics, and personality traits

STANDARDS Interpretive Communication

Presentational Communication

Making Connections: Art

SUGGESTED DURATION

Teacher presentation 10 minutes

Execution 20 minutes

MATERIALS

Extra Material: Social media profile template

Alternativa digital: a video recording device

Teacher presentation

Introduce the project and explain the final product. This project should be done individually.

Execution Communication · Creativity and Innovation

Students will introduce themselves in a social media profile and create an avatar that describes them.

Student presentation

• Remind students that it is helpful to write one sentence at a time. They should re-read their paragraph to make sure they added everything and that the language, and vocabulary used is comprehensible.

• Have students present their profiles in a portfolio platform or post them on the classroom wall.

• Students can read each other’s profile and add A mí también / tampoco or A mí sí / no

MATERIALS Self and Peer Assessment Rubric  See Formative Assessment box on p. 115 for more information.

MATERIALS Assessment Rubric  See Formative Assessment box on p. 115 for more information.

Record a “videoprofile” introducing yourself.

PRESENT LESSON GOALS

SUGGESTED DURATION 15 minutes

• Introduce the title and ask if some students can guess its meaning (My people). Help them by saying that in this lesson the topic is mi gente, mis personas importantes. Remind students that at the end of the lesson they will be able to discuss the Essential Question: What makes a family?

• Have three different read the communicative goals, grammar and vocabulary topics, and cultural objectives.

• If you plan to assign the Miniproyecto, you may give a brief introduction as a heads-up.

AUTHENTIC RESOURCE

Así somos - Who we are: A Photography Project of Puerto Rico by Mark Joseph and Ada Nivia López (p. 96)

• The picture is part of the collection Así Somos - Who We Are, a project created by Ada Nivia López (an educator and community leader) and Mark Joseph (a photographer). Their main goal was to show the richness and diversity of Puerto Rican culture. These pictures were exhibited in San Juan and the book Así somos - Who we are was published in 2014.

• Así Somos - Who We Are is part of the Who We Are - National Project, a non-profit organization that wants to inform and enrich the understanding of all people to promote acceptance through photography.

• For other pictures of the project, visit the website: www.asisomoswhoweare.org

LECCIÓN 2 Mi gente

IN THIS LESSON, YOU WILL...

• talk about family members and people who are close to you

• describe someone’s physical appearance

BY USING...

• de to express possession

• possessive adjectives

• vocabulary for family relationships, physical traits, and the parts of the body

AND YOU WILL FIND OUT ABOUT…

• the role of family in Puerto Rico

• the importance of godparents

• family names in Spanish-speaking countries

• street art in Puerto Rico

• Arturo Schomburg, a Puerto Rican historian and activist

BOOST YOUR TEACHING

1A Thinking routine (See, Think, Wonder) Before reading activity 1A, show only part of the picture and ask students: ¿Qué ves? Veo… Then ask, ¿Qué crees? Creo que… ¿Qué preguntas tienes? ¿Qué…? ¿Quién…?

1A Culture boost Play and teach one of the many versions of La canción del cumpleaños in Spanish. You can also describe different traditions related to birthday celebrations in some Spanish-speaking countries: tirar de las orejas in Spain and Argentina, romper una piñata in Mexico...

MINIPROYECTO 2: Introduce the important people in your life.

Así somos - Who we are A Photography Project of Puerto Rico © Mark Joseph and Ada Nivia López

LEE Y HABLA

A. Look at the picture on the previous page. Answer the questions.

1. ¿Qué celebran las personas de la fotografía? 2. En tu opinión, ¿quiénes son estas personas?

B. Read the chat. Check your answers.

¡Hola! Esta foto es de un libro de fotografías de Puerto Rico. El libro se llama Así somos

¡La foto es muy buena! Me gusta mucho.

Guada ¿Quiénes son las personas de la foto?

Sebastián Sí, es muy bonita. El muchacho del centro es mi amigo Eduardo. Celebran su cumpleaños. Sebastián Son miembros de su familia.

Guada Los mexicanos también celebramos el cumpleaños con toda la familia.

C. COMPARACIÓN CULTURAL What do you celebrate with your family?

DIFFERENTIATED INSTRUCTION

1A Accommodation Give a translation of the pronouns Qué and Quién Challenge Ask students to answer in complete sentences. You can also ask them ¿Por qué creen que es un cumpleaños? or ¿Qué hacen las personas?

Possible answers Porque tiene un pastel. / Cantan la canción del cumpleaños.

1C Heritage learners Ask students to prepare a short oral or written presentation about two festivities that they celebrate with their families. The presentation should include an answer to these questions ¿Qué?, ¿Cuándo?, ¿Cómo?.

PARA EMPEZAR · OBJECTIVES

CULTURE The Así Somos - Who We Are photographic project, Birthday celebrations in Puerto Rico and Mexico STANDARDS Presentational Communication (1A, 1C) Interpretive Communication (1B) Cultural Comparisons (1C)

1 SUGGESTED DURATION 25 minutes MATERIALS Audio file (text recording)

1A Presentational speaking

• Show students the picture and ask the first question. Remind students of the structure Creo que… to give an opinion. Then ask the second question.

Answers 1. Celebran un cumpleaños. / 2. amigos, familia.

• Help students with new words by writing them on the board. Remind them they can ask: ¿Cómo se dice … en español?

1B Interpretive reading

• Have students read the text individually or in pairs.

• Ask them to guess the meaning of the words they don’t know. All new words in the chat are cognates, but you can clarify as needed.

• Ask students the two questions in 1A again so that they can give more detailed answers.  See the Authentic Resource note on p. 96 for more context on the photography project.

Answers 1. Celebran el cumpleaños de Eduardo, un amigo de Sebastián. / 2. Son miembros de la familia de Eduardo.

1C Presentational speaking

• Have students reflect upon this question: ¿Qué celebran con la familia? individually or in pairs. Suggest they take notes to be able to participate when it’s their turn to share.

• Assist students with the name of celebrations they might not know and/or encourage the use of a(n) (online) dictionary.

• When the group discussion is over, each one should name una celebración. You can write them on the board.

Possible answers cumpleaños, Navidad, Hanukkah, Diwali, Acción de gracias, Quinceañera...

Review

Review how to say dates (months and numbers up to 31). Then ask: ¿Cuándo es tu cumpleaños? You can create a class birthday calendar.

Guada

Sebastián

Sebastián

MI CÍRCULO · OBJECTIVES

LANGUAGE Possession with de; Possessive adjectives

Vocabulary for family relationships;

Review: Vocabulary for personality traits

CULTURE The role of family in Puerto Rico

The importance of godparents

STANDARDS Interpretive Communication (2, 3A)

Presentational Communication (3B, 3C)

Language Comparisons (2B)

Cultural Comparisons (Cultura)

2 SUGGESTED DURATION 25 minutes

2A Interpretive reading

Ask En su opinión, ¿de qué habla Sebastián en estas páginas? Then show students the árbol familiar and ask them if they can guess the meaning of the words on the árbol (el abuelo, la esposa, el hijo...). Students may complete the tree individually or in pairs. Tell them they might have to refer to the Mi vocabulario box.

Answers Elena: la abuela / Natalia: la mamá, la hija / Pedro: el exesposo / Sofía: la hermana / Jayden: el nieto

2B Interpretive reading

Focus on structures Write La mamá de Sebastián es profesora. on the board and ask students ¿Cómo se dice en inglés?. The direct translation might help: the mother of Sebastián. Then ask the questions in 2B.

Answers The word order changes in Spanish: we say first who (la mamá) and then the possession (de Sebastián). The Spanish word corresponding to “‘s” is de Grammar presentation · Possession with de Show that the sentences in activity 2A contain the same structure and refer to the Mi gramática box for more examples.  See p. 108 for the full explanation.

CULTURA

SUGGESTED DURATION 5 minutes

MATERIALS Audio file (text recording)

Interpretive reading

Ask students ¿Qué palabras relacionan con “familia”? (personalidad, profesiones, etc). Read the text aloud and, for an active reading, have students mark any cognates that may be useful to them.

Interpersonal speaking

Possible answers Sí, es similar. Para mí, la familia es muy importante porque ayuda y celebra cumpleaños...

Mi círculo

I can talk about family members and people close to me.

LEE Y ESCRIBE

A. Read these sentences about Sebastián’s family. Complete his family tree.

1. Natalia es la mamá de Sebastián, Sofía y Jayden.

2. Sofía es la hermana de Jayden y Sebastián.

3. Natalia es la hija de Elena y José Antonio.

4. Elena es la abuela de Sebastián, Sofía y Jayden.

5. Jayden es el nieto de María Fernanda y Roberto.

6. Pedro es el exesposo de Natalia.

esposa

B. Read the following sentences.

La mamá de Sofía es profesora. Sofía’s mother is a teacher.

Is the word order the same in English and Spanish? What Spanish word corresponds to ’s?

BOOST YOUR TEACHING

WORKBOOK

VOCABULARIO p. 110 MI VOCABULARIO

CULTURA

La familia es muy importante en Puerto Rico y, en general, en Latinoamérica. La familia es importante para ayudar (help), tomar decisiones y celebrar. Son familia los papás y los hermanos, pero también la familia extensa y los amigos cercanos (close friends)

COMPARACIÓN CULTURAL Is the concept of family similar in your country?

2A Comprehensible input Present a picture of your family and explain each person’s relationship to you (Este es mi papá; Esta es mi hermana…). Students listen to the words you are using and identify them in the Mi vocabulario box.

2B Gamification Have students sit in a circle and answer the questions you ask: ¿Cómo se llama tu papá / mamá / hermano…? After everyone has shared, have students say the names of their classmates’ family members: La mamá de… se llama… This can be played as a class or in small groups.

MARÍA FERNANDA ROBERTO

JOSÉ ANTONIO

ELENA

NATALIA

SOFÍA

LEE Y ESCRIBE

A. Read Sebastián’s blog post.

Complete this definition of mi círculo.

“Mi círculo” es una representación de...

MI CÍRCULO

Hoy en la escuela hablamos de un tema interesante: “Mi círculo”. La idea es escribir tu nombre en un círculo pequeño, en el centro. En un círculo más grande escribes el nombre de las personas más importantes para ti: amigos, profesores…

Este es mi círculo:

MI GRAMÁTICA

POSSESSIVE ADJECTIVES (1) mi hermano / hermana mis hermanos / hermanas tu hermano / hermana tus hermanos / hermanas

GRAMÁTICA p. 108

RECUERDA LA FAMILIA (2) el padrino, la madrina godfather, godmother

VOCABULARIO p. 110

3

SUGGESTED DURATION 25 minutes

MATERIALS Audio file (text recording) Differentiation WS 5

Heritage WS 6

Warm-up

• Project the illustration. Ask students: ¿Quién es “yo”? Sebastián, ¿Qué nombres identificas? to review the vocabulary and grammar from activity 2A. Answers la mamá, Jayden es el hermano de Sebastián, Sofía es la hermana.

3A Interpretive reading

Tell students to focus on the first paragraph. Possible answer “Mi círculo” es una representación de las personas más importantes para mí.

3B Interpersonal speaking

YO

ENTRENADOR CUEVAS

Mi mamá es una persona esencial en mi vida. Es cariñosa, inteligente y trabajadora.

Mi padrino José es como un papá para mí. Ayuda mucho a mi familia. Es muy bueno, trabajador y divertido. Mis hermanos son también muy importantes para mí. Sofía escucha siempre y es muy inteligente. Aprendo mucho de ella. ¡Mi hermano Jayden es divertido y cariñoso! Luis es mi mejor amigo. Me gusta cómo es: creativo, con ideas increíbles y muy independiente.

El entrenador Cuevas es mi entrenador de béisbol. Es trabajador, valiente y muy positivo. Es un ejemplo para mí. JAYDEN

B. ¿Cómo son las personas del círculo de Sebastián?

Describe their personalities.

La mamá de Sebastián es...

C. Identify and describe two people from your inner circle.

Mi

cariñoso / cariñosa loving creativo / creativa divertido / divertida fun independiente inteligente positivo / positiva trabajador / trabajadora hardworking valiente brave

VOCABULARIO p. 94

CULTURA

Los padrinos y las madrinas tienen un rol importante en las familias de Puerto Rico. Son como “segundos” (second) papás. Están muy presentes en la vida de las personas, especialmente durante celebraciones como el cumpleaños, la graduación, etc.

COMPARACIÓN CULTURAL

Does the role of godparent exist in your culture? What are their responsabilities?

noventa y nueve ı 99

2A Heritage learners Ask students to choose a picture of their family and create an audio file. Students should describe the people in the picture and give some information about them: quiénes son, su profesión, qué les gusta.

3C Accommodation During the preparation, have students write full sentences and read their descriptions. Ask them to try to use two new adjectives. Challenge Have students describe the two people without using any notes.

Tell students to copy Sebastián’s circle in their notebooks and write the personality of each person next to their name. Ask them to present their answers: ¿Cómo es la mamá de Sebastián / Sofía /…?, and take notes on the board.

Answers La mamá es cariñosa, inteligente y trabajadora. José es bueno, trabajador y divertido. Sofía es inteligente. Jayden es divertido y cariñoso. Luis es creativo y independiente. El entrenador es trabajador, valiente y positivo.

3C Presentational speaking

Grammar presentation · Possessive adjectives (1) Refer students to the Mi gramática box. Ask students what the difference is between mi and mis. Then mention that this happens with other possessive adjectives (tu / tus).

Answer “Mi” = possession of one thing (singular), “mis” = possession for more than one thing (plural).

• To help students, write on the board: ¿Quién es importante en tu vida? ¿Quién te ayuda cuando tienes problemas? Students work individually and then share their descriptions in groups. Encourage students to check the Recuerda box.

CULTURA

SUGGESTED DURATION 5 minutes MATERIALS Audio file (text recording)

Interpretive reading

Read the text to the class or ask students to read aloud in order to practice pronunciation and intonation.

Presentational speaking

Ask students who have padrinos o madrinas to share their experience with the class.

Activities 5 and 6

MI VOCABULARIO

FAMILIAS CON TALENTO · OBJECTIVES

LANGUAGE Possessive adjectives

Vocabulary for family relationships

CULTURE The Pérez Joglar familiy; Family names in Spanish-speaking countries

STANDARDS Interpretive Communication (4A, 4B)

Interpersonal Communication (5)

Presentational Communication (4D, 6)

Relating Cultural Practices to Persp. (7)

Language Comparisons (4C)

4 SUGGESTED DURATION 25 minutes

MATERIALS Audio file (text recording)

Differentiation WS 6

Heritage WS 7

Warm-up

Show the picture on p. 100 and read the caption. Explain that Eduardo, Ileana y René son miembros de Calle 13 Have students guess the link between the title of the double page (Familias con talento) and the picture.

4A Interpretive reading

Refer them to the Mi vocabulario box La familia

Answers 1. De Puerto Rico / 2. Música urbana / 3. Su mamá es actriz, su papá es músico y escritor, su media hermana es cantante y compositora y su hermanastro es compositor y toca muchos instrumentos. / 4. Committed

4B Interpretive reading

This activity can be done as homework. Answer

Sra. Martínez Sr. Cabra

Eduardo Cabra Martínez

Ileana Cabra Joglar

4C Interpretive reading

Flor Joglar

Reinaldo Pérez

René Pérez Joglar

Grammar presentation · Possessive adjectives (2)

Remind students that su / sus work exactly like mi / mis and tu / tus. Refer them to the Mi gramática box to show them that su / sus is used for both él and ella  See p. 108 for the full explanation.

Focus on structures Ask students to translate the words in bold.

Answers 1. all words = his. / 2. all words = her.

4D Focus on structures

Answers 1. Soy cantante y compositor. Mi mamá es actriz y mi papá es músico y escritor. Mis hermanos son Ileana y Eduardo. / 2. Soy cantante y compositora. Mi banda es Calle 13. Mis hermanos son René y Eduardo.

Familias con talento

I can ask and give information about family relationships.

LEE Y ESCRIBE

A. Read the article. Answer the questions below.

René Pérez Joglar (1976) es un cantante y compositor puertorriqueño de música urbana. René tiene una familia con talento.

Su mamá, Flor Joglar, es actriz y su papá, Reinaldo Pérez, es músico y escritor.

Su media hermana, Ileana Cabra Joglar, es cantante y compositora. Es hija de la mamá de René y de su esposo, padrastro de René.

Su hermanastro, Eduardo Cabra Martínez, también es compositor y toca muchos instrumentos. Es hijo del padrastro de René y otra mujer.

De 2005 a 2014, los tres forman Calle 13, una banda famosa internacionalmente. René es una persona comprometida: colabora con Unicef y Amnistía Internacional.

1. ¿De dónde es René Pérez?

2. ¿Qué tipo de música canta?

3. ¿Por qué tiene una familia con talento?

4. ¿Qué crees que significa la palabra “comprometido”?

B. Draw the family tree de la familia Pérez Joglar

C. Read these sentences about the Pérez Joglar family. What words do you use in English for the words in bold?

René es cantante y compositor. Su mamá es actriz y su papá es músico y escritor. Sus hermanos son Ileana y Eduardo.

Ileana es cantante y compositora. Su banda es Calle 13. Sus hermanos son René y Eduardo.

D. Rewrite the sentences in the first person (yo). What words do you need to change?

BOOST YOUR TEACHING

4A Reading & Listening Play the recording of the text and have students take note of words they recognize as they listen. Then play it a second time and have them read along, paying attention to the pronunciation.

6 Collaboration · TPR Hang the descriptions around the classroom and organize a gallery walk. Students will circulate reading their classmates’ work. As they do this, they need to answer questions that you have prepared in advance (after reading all their descriptions). For example: ¿Quién tiene un papá que se llama Felipe?

Eduardo, Ileana y René en los Latin Grammy Awards

JUEGO: ¿QUIÉN SOY?

1. In pairs, write all the family relationships you know in Spanish on different note cards.

2. Student A gets a card and holds it to his / her forehead.

3. Student B describes the person on the card.

4. Student A guesses who the person is.

¿Mi tía? La hermana de tu madre.

ESCRIBE

Choose a famous person or a person you admire. Research his or her family. Write a brief description of the family.

Millie Bobby Brown es una actriz inglesa. Su mamá se llama…

ESTRATEGIAS

Use learning flash cards Use the note cards as learning flash cards. Write the English word on the other side of the card.

LOS DOS APELLIDOS EN EL MUNDO HISPANOHABLANTE

En los países de habla hispana, las personas tienen dos apellidos: normalmente, el primero1 es el primer apellido del papá y el segundo2, el primer apellido de la mamá.

Hoy en día, en muchos países, las familias deciden el orden de los apellidos. Cuando se casan3 , las mujeres4 no usan el apellido de su esposo.

LEE Y HABLA

A. Read the text and look at the driver’s license. What is Juana’s father’s family name? What is her mother’s family name? Explain why Juana has two different family names.

B. COMPARACIÓN CULTURAL How do family names work in your country? Are there any set rules?

6 Accommodation Have students do the research in English and work with a partner. Challenge Have students do the research using websites in Spanish. Heritage learners Have students research on websites in Spanish and write more detailed information about the people. Encourage them to describe a famous person from their country of heritage.

7B Heritage learners Have students research how other cultures in the world pass on their last names. Some interesting countries to research are Iceland, Japan, Portugal, etc.

5 SUGGESTED DURATION 10 minutes

Interpersonal speaking

• Before the activity, tell students to think about their families and go over the words they have learned so far. Then ask them which terms for family members they don’t know yet in Spanish. You will be able to introduce the Mi vocabulario box La familia (4).

• Then tell students they will play a game called ¿Quién soy? in pairs. They will have to create 15 flashcards with the terms for family relationships and then read the instructions.

Estrategias After the game ends, refer to the Estrategias box.

6 SUGGESTED DURATION 15 minutes

Presentational writing

Before doing research on their celebrity of choice, the class can brainstorm what kind of information to look for as you write it on the board (family members, name, nationality, city where they live, age, profession, etc.)

CULTURA

7 SUGGESTED DURATION 15 minutes MATERIALS Audio file (text recording)

Warm-up

Explain that the picture is a driver’s license. Write the name Juana Martínez Rodríguez on the board and ask students ¿Por qué tiene dos apellidos? then tell them to read the text to find the answer.

7A Interpretive reading

Answers Es Martínez. Es Rodríguez. Tiene dos apellidos porque el primero es el primer apellido de su papá y el segundo es el primer apellido de su mamá.

To go further, you can also analyze René Pérez Joglar’s, Ileana Cabra Joglar’s and Eduardo Cabra Martínez’s family names to help students understand how the family names construction works (  See p. 100).

7B Presentational speaking

Answers will vary, but it is interesting to show students that las mujeres no usan el apellido de su esposo.

FORMATIVE ASSESSMENT

Quizzes 1. Expressing possession; 2. La familia

LA FAMILIA (4)

VOCABULARIO p. 110

MI VOCABULARIO

Espécimen de la licencia de conducir de Puerto Rico

ARTE EN PUERTO RICO · OBJECTIVES

LANGUAGE Vocabulary for physical traits and for the parts of the body

CULTURE Street art in Puerto Rico

STANDARDS

Interpretive Communication (8B, 8C, 9A)

Presentational communication (8A, 8D, 9B)

Interpersonal communication (9A)

Relating Cultural Products to Perspectives (8, 9, Cultura)

8 DURATION 30 minutes

MATERIALS Video Script

Differentiation WS 7

8A Interpretive viewing

Answers eyes, head, hair, hand

Formative assessment After watching the video, ask students to point to the body part you name, instead of using English.

8B Interpretive viewing

• Before playing the video again, go over the Mi vocabulario box and, as an example, describe yourself: Tengo los ojos.. Llevo....

Answers 1. Es grande y muy realista. / 2. Es joven, de 12 o 13 años. Tiene el pelo rizado, largo y negro y sus ojos son negros. / 3. Es el equipo de béisbol de Loíza.

• While checking answers, remind students of the Noun-Adjective agreement: los ojos verdes, el pelo largo, las manos grandes…

8C Presentational speaking

• Read the Cultura box on p. 103 and present one of the art festivals. Videos and pictures of them are available online. Create questions for students to engage with the pictures you show. ¿Qué ves en las imágenes? ¿Animales, personas, etc.? ¿Qué imagen te gusta?

• Students can describe a mural of their choice (resources: www.elegel.com/gritawalls, www. yaucromatic.com).

AUTHENTIC RESOURCE

Luis Alejandro Rodríguez, La Cocotera (p. 102)

Luis Alejandro Rodríguez is the mural painter who created La Cocotera in collaboration with the Monument Art Project in Loíza. This mural represents the strength and capacity of all Puerto Rican women.

WORKBOOK

Activities 12, 13, 15

I can describe someone’s physical appearance.

MIRA, HABLA Y ESCRIBE

Mira el video

A. Sebastián is visiting a street art event in Loíza. Deduce the meaning of the following words.

los ojos la cabeza la mano el pelo

B. Answer the questions.

1. ¿Cómo es el mural?

2. ¿Cómo es la muchacha físicamente?

3. ¿Qué es Los Cocoteros?

Después de ver el video

RETO

C. Look for another Puerto Rican mural. Describe it.

¿Cómo es la persona físicamente?

8A Authentic resource Show a map of Puerto Rico and point out Loíza, Humacao, San Juan, and Yauco (places where there are street art festivals in Puerto Rico). Tell students about Yauco’s Yaucromatic, an open air street art museum where people can discover Puerto Rico’s colorful works of art.

9B Creativity and innovation Have students choose one picture and write about who they think the person depicted is: name, nationality, age, likes and dislikes, family, personality. / Another option is to draw or paint a portrait and then present it to the class.

Luis Alejandro Rodríguez, La Cocotera Proyecto Monument Art

BOOST YOUR TEACHING

LEE, HABLA Y ESCRIBE

A. Read the information about three Puerto Rican murals. In pairs, match the descriptions to the correct murals.

Tiene el pelo largo y negro. Tiene los ojos negros y la nariz grande. Lleva barba.

Tiene el pelo corto y blanco. Tiene los ojos negros. Lleva lentes y bigote.

B. Write a description for the fourth mural. ¿Cómo es la persona?

Tiene el pelo largo, castaño y liso. Tiene las manos grandes.

CULTURA

En Puerto Rico el arte callejero (street art) es muy importante. Existen festivales prestigiosos como «Humacao Grita», en la costa este de Puerto Rico, «Santurce Es Ley», en San Juan, y «Yaucromatic», en Yauco.

COMPARACIÓN CULTURAL

Is street art considered an art in your country? Is it similar to the street art in Puerto Rico?

8A Challenge Ask why they like (or don’t like) the painting.

8D Accommodation Let students choose to present the information in writing or orally.

9B Accommodation Have students write the description in pairs.

Challenge Ask students to imagine the personalities of the people portrayed. Then have them add a sentence about their personalities to each description.

Heritage learners Have students write about someone whose portrait they would like to see represented in their community.

9 SUGGESTED DURATION 15 minutes

MATERIALS Audio file (text recording) Heritage WS 8

9A. Interpretive reading

Answers Text 1 = Picture D / Text 2 = Picture A / Text 3 = Picture C

9B. Presentational writing

Students may use the words in the Mi vocabulario box on p. 102 to complete their writing.

CULTURA

SUGGESTED DURATION 10 minutes

MATERIALS Audio file (text recording)

Interpretive reading

• Have a heritage student, or you, read the text. You can follow the instructions of activity 8D of this Teacher’s Edition if you haven’t done it yet. Then ask students if they know of any art festivals in their community.

• Put students in small groups to discuss the street art in their community. Present language structures such as: En mi comunidad, el arte urbano (no) es…

• You can also give them some adjectives that they can use: vistoso/a, bonito/a, feo/a, decorativo/a, comprometido/a

AUTHENTIC RESOURCES

Murals (p. 103)

A. The author of this mural is David Zayas and the image portrays Eduardo Nieves, a wood-carving artist, as a tribute to all craftsmen. It is located in Las Piedras.

B. Danilo Lozada y Diego Rodríguez are the creators of the mural El receptor. It shows a kid as the recipient of actions and decisions that adults make. That is why the eyes have different colors—kids’ reactions depend on adults’ behavior. It was created for Yaucromatic (Yauco).

C. Luis Alejandro Rodríguez created this mural to promote art education after some schools were closed by the government. It also hopes to break stereotypes and gender roles. The mural was created during the festival Santurce es Ley

D. It’s an anonymous mural in Cabo Rojo. It portrays Ramón Batances, a Puerto Rican doctor and diplomat with abolitionist beliefs who was a supporter of the Puerto Rican independence movement.

WORKBOOK

Activities 14, 16

Danilo Lozada y Diego Rodríguez

¿QUIÉN ES QUIÉN? - OBJECTIVES

LANGUAGE Vocabulary for physical traits

CULTURE Different systems of measurement

STANDARDS Interpretive communication (10, 11)

Presentational communication (10, 11)

Interpersonal communication (12)

SUGGESTED DURATION 15 minutes

10

MATERIALS Audio file

Script

Differentiation WS 8

Warm-up

Tell students that you are near the end of the core lesson. Ask: ¿Qué información tenemos de Sebastián? Have students share what they remember. Help them to focus on la familia, la descripción física, el círculo de Sebastián. Write their answers in a three-column grid on the board.

Interpretive listening

• Refer students to the Mi vocabulario box and read it with them. You can use gestures to explain the meaning of alto/a and bajo/a.

• Tell students that they will listen to Sebastián’s last podcast and that he has prepared a game for them. Read the instructions. Before listening to the audio, file tell students to observe the pictures carefully and to brainstorm the words Sebastián may use.

• Put students in pairs to play the game. You can play the audio file twice.

Answers �. su tío (pelo corto, barba, alto) / 2. Su entrenador (bigote, barba, un poco bajo, pelo corto y negro) / 3. Su padrino (pelo negro y corto, muy alto, lentes) / 4. Su amigo Leo (pelo rubio y rizado, lentes)

• Check to see if students clearly understood the words in the vocaublary box by asking: ¿Cuáles son las diferencias entre el entrenador y el tío Andrés?

¿Quién es quién?

I can describe someone’s physical appearance.

ESCUCHA Y ESCRIBE

Listen to Sebastián talking about su entrenador, su padrino, su amigo Leo y su tío. Match each description to the corresponding picture. Explain your answer: ¿cómo es cada persona?

Creo que el entrenador de Sebastián es el hombre de la fotografía… porque…

SUGGESTED DURATION 5 minutes

MATERIALS Audio file (text recording) CULTURA

Interpretive reading

• Read the text aloud, then tell students your height in meters, and ask them to guess the equivalency in feet.

• Ask students to do the math and share their height in meters. Write the structure Yo mido... on the board.

BOOST YOUR TEACHING

10 Intrapersonal learners Ask students to bring in a picture of a group of people that are important to them. In pairs, they describe the people and their partners guess who is who.

11 Gamification Put students in groups. One student physically describes their favorite TV character’s physical appearance and personality traits while other students guess who the character is.

12 Creativity and innovation Have students create their own version of ¿Quién es quién? with their classmates or well-known Latinos that they learn about throughout the school year.

LEE Y

HABLA

A Puerto Rican producer is looking for actors for a new series about a family. Read el anuncio.

Find students in your class that meet the requirements. ¿Cómo son?

CASTING PARA UNA NUEVA SERIE

Buscamos1 a un muchacho y una muchacha de entre 13 y 16 años para una nueva serie de televisión.

PERFIL DE ÉL

¿Eres un muchacho?

¿Tienes el pelo castaño y corto?

¿Tienes los ojos marrones? ¿Llevas lentes?

PERFIL DE ELLA

¿Eres una muchacha? ¿Tienes el pelo negro, largo y rizado? ¿Tienes los ojos azules?

Escribe un correo electrónico a: castingpr@mail.difu.

1 (we) are looking for

JUEGO: ¿QUIÉN ES QUIÉN?

1. Your teacher will give you and your classmate a game board.

2. In pairs, one student chooses a character.

The other student guesses who the character is by asking only yes or no questions.

¿Es una muchacha?

¿Tiene el pelo negro?

11 SUGGESTED DURATION 15 minutes

MATERIALS Audio file (text recording)

Heritage WS 9

Warm-up

• Present a picture of a Puerto Rican TV show or movie such as Los Domirriqueños and ask three students to describe one character each using the vocabulary they learned.

• Write some key-words on the board and ask other students to add more adjectives, if needed.

Interpretive reading

Tell students to read the ad for un casting para una serie en Puerto Rico. Students identify classmates who correspond to the ad and share their thoughts with the class.

12 SUGGESTED DURATION 10 minutes

Interpersonal speaking

MATERIALS Extra Material Self-Check Quiz 3. La descripción física, Las partes del cuerpo

• Before distributing the Extra Material for the game, ask two students to read the sample conversation in the textbook and review how to ask yes / no questions. Ask students to brainstorm and give examples of questions.

• Students play with a partner. Depending on the time, they may play with other classmates. Use this game throughout the school year for review.

FORMATIVE ASSESSMENT

SOMOS REPORTEROS · OBJECTIVES

LANGUAGE Vocabulary for physical and personality traits

CULTURE Life and work of Arturo Schomburg

STANDARDS

Interpretive Communication (13, 14)

Presentational Communication (14, ¡Eres reportero/a!)

Interpersonal communication (15)

Relating Cultural Products to Perspectives (13, 14, 15, 16, ¡Eres reportero/a!)

Making Connexions (15)

School and Global Communities (¡Eres reportero/a!)

13 SUGGESTED DURATION 20 minutes

MATERIALS Audio file (text recording)

Warm-up

• Show the students a picture of the cover of the book Schomburg: The Man Who Built a Library / El hombre que creó una biblioteca by Carole Boston Weatherford without telling them who Schomburg is.

• Ask: ¿Cómo es esta persona físicamente? You can ask specific questions if needed: ¿Tiene barba o bigote? ¿Es alto o bajo? ¿Cuántos años crees que tiene? En tu opinión, ¿cómo es su personalidad? ¿Qué le gusta?

• Finally, ask if they know who the person is or have them guess.

Interpretive reading

Remind students to be active readers and mark words that they can use in the future. Refer to the glossary at the bottom of the text as well.

Answers 1. Correcto / 2. Correcto / 3. Incorrecto (Arturo cree que los afrolatinos son importantes para la historia de Puerto Rico.)

14 DURATION 10 minutes

MATERIALS Audio file (text recording)

Interpretive reading

• Ask students the first question.

Answer En Nueva York, Schomburg colecciona muchos libros, obras de arte y objetos de la historia africana. Es miembro del Renacimiento de Harlem y escribe sobre personalidades afroamericanas.

• Ask a student to focus on the paragraph En Nueva York and answer the second question.

Answer Es un movimiento de intelectuales y artistas afroamericanos que expresan su identidad y su cultura en sus obras.

SOMOS REPORTEROS

I can understand a short article about a Puerto Rican personality.

ARTURO SCHOMBURG: EL PADRE DE LA HISTORIA AFROLATINA Y AFROAMERICANA

por Sebastián Martínez reportero de Puerto Rico

¿QUIÉN ES ARTURO SCHOMBURG?

Es un intelectual importante de Puerto Rico. Nace en Santurce en 1874. Es de origen africano y alemán.

¿CÓMO ES?

Es una persona muy inteligente. Le gusta mucho leer y también le gusta mucho la historia.

“Educación cultural es empoderamiento.”

En el colegio quiere1 aprender historia afrolatina, pero una profesora le dice2 que los afrolatinos no son importantes en la historia de Puerto Rico. Schomburg dedica su vida a probar3 que su profesora no tiene razón4 .

Read the article and these sentences. Say if they are correctas or incorrectas Correct the wrong ones.

1. Arturo Schomburg es afrolatino.

2. Le gusta mucho la historia.

3. Cree que los afrolatinos no tienen historia.

What does he do in New York?

What is el Renacimiento de Harlem?

Discuss in pairs and then with the class: Why do you think Arturo Schomburg’s work is important to society?

Can you name two artists from the Harlem Renaissance not mentioned in the text?

13 Culture boost Bring in the book Schomburg: The Man Who Built a Library / El hombre que creó una biblioteca by Carole Boston Weatherford and encourage students to read it.

15 Making Connections Connect with history class that could feature Arturo Schomburg in the curriculum. If possible, co-organize a field trip to the Schomburg Center to show students how huge Schomburg’s impact was on American history, culture, and society.

¡Eres reportero/a! Collaboration Put students in groups of three to peer edit their articles. They should provide tips on how to improve the writing.

Schomburg: The Man Who Built a Library (© 2017). Texto de Carole Boston Weatherford. Ilustraciones de Eric Velasquez. Reproducido con permiso de Candlewick Press.

BOOST YOUR TEACHING

EN NUEVA YORK

Con 17 años Schomburg emigra a Nueva York. Allí colecciona muchos libros, obras de arte y objetos de la historia africana.

Schomburg es un miembro del Renacimiento de Harlem, un movimiento de intelectuales y artistas afroamericanos que expresan su identidad y su cultura en sus obras.

PERSONALIDADES DE ORIGEN AFRICANO

Schomburg investiga y escribe sobre personalidades afrolatinas y afroamericanas, por ejemplo la escritora Phillis Weathley, el pintor José Campeche, el inventor Benjamin Banneker o el líder abolicionista Frederick Douglass.

PARA SABER MÁS

¡ERES REPORTERO/A!

1. Search online for one of the following afrolatinos from Puerto Rico: José Celso Barbosa, Sylvia del Villard, Julia de Burgos, or Piri Thomas.

EL CENTRO SCHOMBURG

La colección de Arturo Schomburg es ahora el Centro Schomburg para la Investigación de la Cultura Afroamericana. Está en Nueva York.

2. Write a short article. Include a picture and the following information: nombre, lugar y fecha de nacimiento, ocupación, personalidad y contribución a la sociedad.

ESTRATEGIAS

Plan your article

You can already write a short article with your level of Spanish! Make headings from the information in step 2 (occupation, personality, etc.). Write one or two sentences under each heading.

13, 14 Accommodation Some students may benefit from listening to the text while reading. You can also opt for a step-by-step approach: tell students to read the paragraphs ¿Quién es Arturo Schomburg? and ¿Cómo es? for activity 13. Then, they can read the last three paragraphs for activity 14.

15 Challenge / Heritage learners Ask students to create a poster about Schomburg explaining: ¿Quién es? ¿Por qué es importante? ¿Qué personas forman parte del renacimiento de Harlem?

15 DURATION 10 minutes

MATERIALS Video Para saber más

Interpersonal speaking

Critical thinking After reading the question, give students time to go over the text and take notes about their thoughts before sharing them with a partner.

• Remind students of the expression Creo que… and encourage them to use words from the text and those learned so far.

Formative assessment Walk around the classroom and assist students with vocabulary and grammar review. Take notes on the board as they share their thoughts with the class.

Extension

You can watch the video Para saber más before or after activity 15, or even as a review for the following class.

16 DURATION 5 minutes

Presentational speaking

This activity can be done at home or in class by those students who finished activity 15 early.

¡ERES REPORTERO/A!

SUGGESTED DURATION 30 minutes

Presentational writing

• Students can present other Afrolatinos that they know and would like to write about.

Estrategias Ask students to read the box to help them organize their work. Give students enough time to look for the information, organize it in paragraphs with titles, and finally write the article.

AUTHENTIC RESOURCES (pp. 106–107)

• Schomburg:TheManWhoBuiltaLibrary by Carole Boston Weatherford, illustrated by Eric Velásquez, Spanish translation by Teresa Mlawer. Weatherford is an African-American author of children’s and historical books. She received the SCBWI Golden Kite and WNDB Walter Award for this book.

• The Schomburg Center for Research in Black Culture is part of The New York Public Libraries. It was founded in 1925 during the Harlem Renaissance as a home for Schomburg’s collection. It is considered the biggest research library in the world that is focused on documenting the history and cultures of peoples of African descent.

Miembros del Renacimiento de Harlem

Schomburg: The Man Who Built a Library (© 2017). Texto de Carole Boston Weatherford. Ilustraciones de Eric Velasquez. Reproducido con permiso de Candlewick Press.

Watch a video about Arturo Schomburg on

Centro Schomburg, en Harlem (Nueva York)

MI GRAMÁTICA

EXPRESSING POSSESSION

SUGGESTED DURATION 25 minutes

MATERIALS Grammar Tutorial

Grammar presentation

Possession with de

Language Comparisons You can refer to this part of the explanation just after, or insted of, doing activity 2B (p. 98). Read the sentence presented in the box and ask students the differences in structure between Spanish and English.

Answer The word order changes and the ‘“s” changes to de. The direct translation is “the family of Sebastián”.

Possessive adjectives

• Explain the role of possessive adjectives and ask students to look at the forms in the chart. Remind them that vuestro/a is the form mostly used in Spain, but su is used for formal situations as well.

• Ask students why nuestro and vuestro have different endings.

Answer Like all adjectives that end with the letter “o”, they agree in gender with the noun.

Language Comparisons Ask students about the differences they observe with Spanish and English. Write on the board an English possessive adjectives chart on the board to help students compare the differences.

They should notice that, in Spanish, possessive adjectives agree in number and in gender with the nouns that follow them. Also, they should notice that English has many different forms that correspond to su(s): his, her, its, your (polite), their.

• Mention to students the difference between mi and mí and tu and tú. The accent is used to differentiate the meaning of the word that is spelled the same way.

Formative assessment Ask students to use the Fist to Five technique to show how well they understood.

FORMATIVE ASSESSMENT

Self-Check Quiz

1. Expressing possession

EXPRESSING POSSESSION

POSSESSION WITH DE

• You can express possession and relationships with the preposition de

This is Sebastián’s family

POSSESSIVE ADJECTIVES WHAT ARE THEY?

• Possessive adjectives tell you who owns something or describe relationships between people and things. Nuestra hermana vive en San Juan. Our sister lives in San Juan.

possessive adjective possessive adjective

WHAT FORMS DO THEY HAVE?

• They agree in number (singular or plural) with the nouns they describe. Mi primo lleva lentes. Mis primos llevan lentes.

mi tío my mi tía my mis tíos my mis tías my tu tío your (fam.) tu tía your (fam.) tus tíos your (fam.) tus tías your (fam.) su tío his / her / its / your (formal) su tía his / her / its / your (formal) sus tíos his / her / its / your (formal) sus tías his / her / its / your (formal) nuestro tío our nuestra tía our nuestros tíos our nuestras tías our vuestro tío your vuestra tía your vuestros tíos your vuestras tías your su tío their, your (formal) su tía their, your (formal) sus tíos their, your (formal) sus tías their, your (formal) � In English, do possessive adjectives agree in number with the noun they describe? singular plural

• Nuestro/a and vuestro/a also agree in gender (masculine or feminine) with the nouns they describe.

Nuestro tío es muy simpático. Nuestra tía es muy simpática.

BOOST YOUR TEACHING

Grammar presentation Verbal learners Create situations in class where students use the two structures to express possession. For example, ask routinely: ¿Qué cumpleaños celebramos este mes? ¿De quién es este libro/cuaderno...?

Possible answers Es el cumpleaños de mi mamá, hermana, etc. / Es mi libro. / Es su libro. / Es el libro de Jane.

Visual learners Ask students to make a poster for the class that shows how to express possession.

Esta es la familia de Sebastián.

Complete the sentences using the correct possessive adjective.

a. I’m talking about me. Mi gata se llama Peluche y perro, Patitas.

b. I’m talking about Francisco. ... ojos son azules.

c. I’m talking about my classmates and me. profesora es mexicana.

d. I’m asking your sister and you. ¿Cómo se llama abuelo?

e. I’m asking you (one person, formal). ¿Cómo se llama mamá?

f. I’m talking about Olga. hermano es rubio.

Rewrite the sentences using a possessive adjective. Then, translate them into English.

a. Carlos tiene un hermano. Es su hermano. / He is his brother.

b. Carolina tiene un hermano.

c. Yo tengo una prima.

d. Yo tengo cinco primos.

e. Sergio y Antonio tienen un perro.

Read the information about Raúl’s family. Find all six possessive adjectives. Complete the family tree.

Esta es mi familia.

Yo me llamo Raúl. Tengo dos hermanos: Juan y Rosi. Nuestros papás se llaman Felipe y Antonia. Mi hermano Juan está casado (he is married) con Belén y tienen dos hijas. Sus hijas se llaman Lidia y Leticia. Mi sobrina Lidia tiene diez años y Leticia, dos.

Mis hijos se llaman Ari y Pablo.

f. Susana y Natalia tienen un perro.

g. Mi esposa y yo tenemos una mascota.

h. Mi esposa y yo tenemos un gato.

i. Mis papás tienen dos pájaros.

Practice

17

Answers

a. Mi gata se llama Peluche, mi perro Patitas.

b. Sus ojos son azules.

c. Nuestra profesora es mexicana.

d. ¿Cómo se llama su/vuestro abuelo?

e. ¿Cómo se llama su mamá?

f. Su hermano es rubio.

18

Answers

b. Es su hermano. / He is her brother.

c. Es mi prima. / She is my cousin.

d. Son mis cinco primos. / They are my five cousins.

e. Es su perro. / It is their dog.

f. Es su perro. / It is their dog.

g. Es nuestra mascota. / It is our pet.

Look at Raúl’s family tree. Say how these people are related to him using de

a. Antonia Es la mamá de Raúl.

b. Felipe

c. Juan

d. Rosi

e. Lidia y Leticia

f. Ari y Pablo

DIFFERENTIATED INSTRUCTION

h. Es nuestro gato. / It is our cat.

i. Son sus pájaros. / They are their birds.

19

Answers Possessive adjectives: mi, nuestros, mi, sus, mi, mis.

Family tree

20

Answers

b. Felipe = Es el papá de Raúl.

c. Juan = Es el hermano de Raúl.

d. Rosi = Es la hermana de Raúl.

e. Lidia y Leticia = Son las sobrinas de Raúl.

f. Ari y Pablo = Son los hijos de Raúl.

19 Heritage learners You can suggest two possible extension activities. On the one hand, you can ask them to rewrite the text starting from this sentence: Esta es la familia de Raúl. Tiene dos hermanos... On the other hand, you can ask them to write the family description from Ari’s perspective. In the first option, they will need to change possessive adjective and use the Possession with de structure. In the second they will also need to use vocabulary related to family members.

WORKBOOK

SUGGESTED DURATION 15 minutes MATERIALS Comunicación (p. 90)

1. Interpretive reading

Understanding an email between two exchange students

Language: Expressing possession

Vocabulary for family relationships, personality and physical traits

Raúl

Felipe

Belén

Lidia Antonia Juan Leticia Ari Pablo Raúl Rosi

MI VOCABULARIO

SUGGESTED DURATION 20 minutes

MATERIALS Audio files (text recordings)

Vocabulary learning strategies (pp. 110–112)

• Take time to suggest, explain or practice the following strategies that can help students to memorize and recall the vocabulary. They will help your students develop both confidence and independence as learners.

Use visual connection Have students use a picture of their family and write their relationship with the people pictured.

Have students look at the words about physical traits and associate them with people they know who have those characteristics. Connecting the word with a person increases their chances of remembering it.

Contextualize Have students write a sentence that will help them remember the meaning of the word.

Use online applications Use QuizletTM, GimkitTM or other applications to review the vocabulary by matching and spelling words.

Listen, read, repeat Have students listen to the words while they read and repeat them again, paying attention to pronunciation.

Use Spanglish To memorize and use the vocabulary, tell students to start using words in Spanish when they speak or text their friends or others outside Spanish class. For example, when talking to a friend say: My pelo looks crazy today.

Create flashcards On one side of the card students write the Spanish words and expressions, and on the other side, students draw the characteristic. Tell them to review the flashcards daily for 5 minutes.

Practice

Have students complete the vocabulary exercises in the Workbook if they haven’t already done so.

FORMATIVE ASSESSMENT

Self-Check Quizzes

2. La familia

3. La descripción física, Las partes del cuerpo

WORKBOOK

SUGGESTED DURATION 15 minutes

MATERIALS Comunicación (p. 92)

2. Interpretive listening

Understand a podcast about Puerto Rican families. Language: Vocabulary for family relationships Culture: Families in Puerto Rico

MI VOCABULARIO



LA FAMILIA

mi papá mi mamá mi hermano/a mi primo/a mi tío yo mi tía mi abuela mi abuelo

los esposos spouses el esposo husband la esposa wife

los papás = los padres parents el papá = el padre father la mamá = la madre mother

los hijos children el hijo son la hija daughter

los hermanos siblings el hermano brother la hermana sister

los abuelos grandparents el abuelo grandfather la abuela grandmother

los nietos grandchildren el nieto grandson la nieta granddaughter

los tíos uncles and aunts el tío uncle la tía aunt

los primos cousins el primo cousin la prima cousin

los sobrinos nephews and nieces el sobrino nephew la sobrina niece

los padrinos godparents el padrino godfather la madrina godmother

los exesposos ex-spouses el exesposo ex-husband la exesposa ex-wife

los padrastros stepparents el padrastro stepfather la madrastra stepmother

los medio hermanos half-siblings el medio hermano half brother la medio hermana half sister

BOOST YOUR TEACHING

Suggest students put into practice the strategy that best suits their learning style.

Verbal learners Have students form two circles, an inner and an outer circle, that face each other. Give them a word, such as hermano, and students talk for 1 minute each about a person they know who is (or has) a brother: El hermano de mi amiga es Joe. Tiene 15 años. Es alto, tiene el pelo negro y largo… After 2 minutes, tell students in the inner circle to rotate so that they talk to the next person. Give another word.

CARLA

LA DESCRIPCIÓN FÍSICA

Kinesthethic learners - TPR Ask students to choose a song and create a simple choreography or a mock fitness class. Every time they move or touch a parte del cuerpo, they have to say its name. For the physical description, ask them to read the words aloud while using gestures.

Gamification Write names of body parts on the board and ask two students to come forward. One student in the class points to a part of the body and the first student to find the corresponding word on the board gets a point. Whoever has three points first wins and two new students come forward.

DIFFERENTIATED INSTRUCTION

Heritage learners · Enrichment words

los cuñados = cuñado / cuñada • brother-in-law / sister-in-law

los suegros = suegro / suegra • father -in-law / motherin-law

Es de mediana estatura • medium height

Lleva flequillo • bangs

Lleva lentes de contacto • contact lenses

Tiene los ojos grises / color avellana • gray / hazelnut eyes

Tiene el pelo teñido • dyed hair

Tiene el pelo ondulado • wavy hair

calvo • bald

cejas espesas, finas • thick, fine eyebrows

dientes alineados, desiguales • aligned, uneven teeth

labios finos, gruesos • thin, thick lips

mejillas redondas • round cheeks

nariz aguileña, chata, fina • hook, flat, thin nose

Heritage learners Ask heritage speakers to share any variances of the vocabulary words used in their country or region.

WORKBOOK

SUGGESTED DURATION 15 minutes

MATERIALS Comunicación (p. 93)

3. Presentational writing

Presenting a fictional family

Language: Expressing possession

Review: Noun-adjective agreement

Vocabulary for family relationships, personality and physical traits

BOOST YOUR TEACHING

ACCENT MARKS

SUGGESTED DURATION 20 minutes

Presentation

• Remind students of what they learned regarding stressed syllables in Lesson 1. If you haven’t worked on that, explain to students that every word in Spanish has a syllable that is stressed. The stressed syllable can be found on the final syllable (leal), on the next to last syllable (positivo) or on the third-tolast syllable (tímido)  See Stressed syllables on p. 94.

• Ask students if they can think of any words from the lesson that have accent marks (tío, papá, mamá...) Write them on the board. Encourage students to look through the book. Make sure to add words such as tu and tú and question words such as ¿Quién?, ¿Cuándo? Then refer the explanation in the textbook. Estrategias Make sure to read the Estrategias box so that students are aware of the existence of the rules and also the importance of remembering when a word has an accent mark.

Practice

Put students in small groups and have them repeat the words in the explanation (pa-pá, atlé-ti-co...) Students can also record themselves and listen to their pronunciation of each word and compare it to the audio file. They should keep practicing as needed.

21

Answers a. simpático / b. física / c. papá / d. tío / e. ¿Cómo? / f. colección

WORKBOOK

SUGGESTED DURATION 15 minutes MATERIALS Comunicación (p. 94)

4. Presentational speaking

Record a radio ad for a casting audition looking for actors

Language: Review: Noun-Adjective agreement Vocabulary for physical traits

WORKBOOK

SUGGESTED DURATION 15 minutes MATERIALS Comunicación (p. 95)

5. Interpersonal writing

Write an email replying to a casting advertisement

Language: Review: Noun-Adjective agreement Vocabulary for family relationships, personality and physical traits

LAS PARTES DEL CUERPO

ACCENT MARKS

• Some words in Spanish have an accent mark. The accent mark indicates the stressed syllable. Accents marks are only placed on a vowel. pa-pá tí-mi-do/a tam-bién mú-si-ca

• The accent mark can be used to distinguish words that are spelled alike but have different meanings. el (the) ≠ él (he) mi (my) ≠ mí (me) tu (your) ≠ tú (you)

• All the question words have an accent mark in Spanish. ¿cómo? ¿cuándo? ¿dónde? ¿qué? ¿quién? ¿cuál?

All these words have an accent mark. Listen to them and write the missing accent marks. a. simpatico d. tio b. cancion e. adios c. pajaro f. mama

For novice students, it is not essential to learn all the rules for the written accent; however, pay attention to the accent marks because they change the pronunciation of that word, and sometimes its meaning. la cabeza head los ojos eyes

Rules for accent marks

BOOST YOUR TEACHING

Accent marks TPR While they listen to word pronunciation, tell them to nod when they hear a stressed syllable in a word.

MINIPROYECTO 2

MI CÍRCULO

CONTEXT

You want to celebrate the most important people in your life.

PRODUCT

A poster of the people in your inner circle

1. Think about the important people in your life (familia, profesores, amigos, entrenadores...).

2. Choose two to six people.

3. Write the following information:

• nombre y apellido

• relación contigo (with you)

• descripción física y de personalidad

• gustos y aficiones

• por qué es importante para ti

4. CONEXIÓN: ARTE Draw tu círculo on a poster.

ESTRATEGIAS

Be creative

Before you start designing, take time to think about where best to place the elements, what colors to use, etc. Make sure that the poster is legible from afar.

ALTERNATIVA DIGITAL

Create a presentation in a digital program where you can pan and zoom on the different descriptions about your inner circle.

SUGGESTED DURATION 50 minutes

MATERIALS Prueba de la Lección 2, ASSESSMENT PROGRAM, Assessment Rubric, ASSESSMENT PROGRAM, Answer Key, ASSESSMENT PROGRAM, SUMMATIVE ASSESSMENT · LECCIÓN 2

MINIPROYECTO 2 · OBJECTIVES

LANGUAGE Possession with de; Possessive adjectives; Vocabulary for family relationships, physical traits, parts of the body

STANDARDS Presentational Communication Making Connections: Art School and global communities

SUGGESTED DURATION

Teacher presentation: 10 minutes

Execution: 35 minutes

MATERIALS

Poster board; Different colored markers and pens

Alternativa digital: a digital presentation or slideshow program

Teacher presentation

• Read the instructions and clarify any questions from students. As a model, present two people who are in your inner circle.

Estrategias Read the strategy and recommend they work on the design of the circle/presentation once they have written their paragraph.

Execution

Creativity and innovation Students demonstrate different and innovative ways to present, write and talk about their inner circle.

Students presentation

Hang posters in the classroom or hallways so that other students can read about the important people in their classmates’ lives.

FORMATIVE ASSESSMENT · MINIPROYECTO 2

MATERIALS Self and Peer Assessment Rubric  See Formative Assessment box on p. 115 for more information.

SUMMATIVE ASSESSMENT · MINIPROYECTO 2

MATERIALS Assessment Rubric  See Formative Assessment box on p. 115 for more information.

PROYECTO FINAL · OBJECTIVES

LANGUAGE Gustar; Quantifiers; Noun-Adjective agreement; Possession with de; Possessive adjectives

Vocabulary for activities, music, animals, characteristics, personality family relationships, physical traits, parts of the body

STANDARDS Interpersonal Communication

Presentational Communication

School and Global Communities

Making Connections: Art

SUGGESTED DURATION

Teacher presentation: 15 minutes

Execution: 2 hours

MATERIALS

Pens and paper, a voice recorder (optional)

Alternativa digital: Camera, video editing program

Teacher presentation

• Introduce the project, present the final product and the Assessment Rubrics with the expectations and give a deadline.

• Have students brainstorm who to include in the list of people in the school community (teachers, nurses, etc.) You should contact some members of the community and ask for volunteers. Having a list of volunteers will help you support students in finding interviewees.

Estrategias Refer to the How to... box on p. 115 while students are writing the result of their interview.

Execution

21st Century Skills This project provides the opportunity for students to develop most of the 21st Century Skills:

• Communication

• Collaboration

• Critical thinking and problem solving

• Creativity and innovation

• Media literacy

• Initiative and self-direction

• Social and cross-cultural skills

• Productivity and accountability

• Leadership and responsibility

Student presentation

• If several students interview the same person, their pieces can be published in different versions of the magazine.

• Ask for volunteers to help put together the magazine. Contact (Digital) Art, Media, or Newspaper teachers.

• Have students brainstorm where the magazine can be available (administration offices, waiting rooms, teacher’s lounge, newsletters, bulletin board, etc.)

PROYECTO FINAL

CREAR UNA EDICIÓN ESPECIAL DE LA REVISTA ESCOLAR

CONTEXT

Your class is helping to produce a Spanish special edition of the school magazine.

PRODUCT

An article introducing an interesting person

NOS INSPIRAMOS

1. Make a list of people that you find interesting in your school community.

2. Decide who (one person) you would like to interview.

3. Contact the person.

DEFINIMOS LOS ELEMENTOS

4. Make a list of the questions you can ask him or her. Here are the topics you should include:

• Información personal: nombre, nacionalidad, idiomas...

• Personalidad

• Gustos y preferencias: música, animales, aficiones…

ENTREVISTAMOS

5. Use Spanish if the person speaks the language. Otherwise, use English. You can translate the answers later.

6. Take notes of the conversation or record it if the person approves.

ESCRIBIMOS

7. Read or listen to your notes.

8. Write a profile of the person. Use the information that he or she gave you and add other information (ocupación, relación con ustedes, descripción física...).

9. Edit and correct the profile.

FINALIZAMOS

10. Collect all the articles and create the special edition of the magazine.

11. Together, design a cover for the magazine.

CONEXIÓN: ARTE

Reporteros 1

HOW TO WRITE AN ARTICLE ABOUT SOMEONE

• Start by writing a draft

• Write short, simple sentences

• Be sure to use the grammar structures and vocabulary you have learned so far

• Re-read your text and improve what you can.

• Write a clean copy of the text.

• If possible, put a large picture of the person in his / her work environment.

• Write a caption

• Don’t forget to sign the article! Create

MATERIALS Self and Peer Assessment Rubric

• Self-Assessment Rubrics are an opportunity for students to note what they have mastered and what areas need improvement. This tool will also help them prepare for future projects and assessments.

• Peer Assessment Rubrics help to better understand the assessment criteria and show students how to be objective and fair with themselves and others. They also help students to remain attentive and participate during the presentations of other classmates.

MATERIALS Assessment Rubric

Use this rubric to evaluate students’ proficiency level in the skills involved in this project.

ALTERNATIVA DIGITAL

INTEGRATED PERFORMANCE ASSESSMENT (IPA)

Integrated Performance Assessments (IPA) help determine how well students perform in the three modes of communication (Interpretive, Interpersonal and Presentational), interacting with authentic documents and acting in real-life situations.

• REPORTEROS’ Evaluación IPA (  See Assessment program, ) consists of three activities, one for each mode of communication based on authentic realia and real-world contexts.

• REPORTEROS’ Preparo la Evaluación IPA helps students prepare for the Evaluación IPA and other kinds of assessment.

In this section, students will complete similar tasks, both written and oral, based on the three modes of communication. Likewise, all of the documents included are authentic realia and all activities are based on real-world contexts.

Furthermore, there are a variety of helpful strategies for the different activities.

Lastly, they will be able to refer back to the grammar and vocabulary sections for help.

PREPARO LA EVALUACIÓN · OBJECTIVES

LANGUAGE Gustar; Quantifiers; Possession with de; Possessive adjectives; Review: NounAdjective agreement

Vocabulary for activities, music, animals, characteristics, personality, family relationships, physical traits, parts of the body

PERFORMANCE INDICATORS

Interpretive reading Understand an authentic article about the main characters of the Puerto Rican comic Pepito

Interpretive viewing Understand information about a Puerto Rican teenager’s family

Presentational writing Describe a superhero for an online magazine

Presentational speaking Record a video about pets

Interpersonal writing Reply to a post on a forum explaining what American students like to do in their free time

Interpersonal speaking Record an interview about families and pets

INTERPRETIVE

INTERPRETIVE READING

Read the text. Answer the questions.

PEPITO , UN CÓMIC PUERTORRIQUEÑO

Pepito es un cómic sobre la familia puertorriqueña y una variedad de temas como la política y los problemas sociales de Puerto Rico.

Los personajes

Pepito es un muchacho curioso de siete años. Vive con su mamá, su papá y su abuela. Tiene dos mascotas, Chupi y Thomas. Le gustan mucho los mantecados1 y su artista favorito es Daddy Yankee.

Mamá es el pilar de la casa y papá usualmente es la víctima de los problemas del país. Tata es la abuela de Pepito y mamá de su mamá. Es una mujer fuerte.

Mofin es un amigo de Pepito. Le gustan mucho la tecnología y la piña2

Yelitza es una amiga de Pepito. Es una niña muy inteligente y su interés principal es el rol de las mujeres en la sociedad.

1

1. ¿Cuántos años tiene Pepito?

2. ¿Cuántas personas viven con Pepito?

3. ¿Quiénes son Chupi y Thomas?

4. ¿Qué estilo de música le gusta a Pepito?

5. ¿Cómo es su abuela?

6. ¿Qué le gusta a su amigo Mofin?

7. ¿Quién es Yelitza? ¿Cómo es?

MATERIALS Assessment Rubrics

Review

Review the question words on p. 43 and write them on a piece of paper that you can refer to when you need them.

Formative assessment You can give and explain the Assessment Rubrics to students to inform them of what will be assessed and how. This will help them better prepare for this section and thus take responsibility for their own learning. You can also use the Assessment Rubrics to see if students have achieved the unit goals and decide to re-teach any problem areas and/or add extra practice before the Evaluación IPA Summative assessment You can use the Assessment Rubrics to track students’ performance level in the three communicative skills.

GRAMÁTICA pp. 88-90

VOCABULARIO pp.

ice cream 2 pineapple Pepito Cómics, Harold Jessurun y Aníbal Quiñones

INTERPRETIVE VIEWING

Watch the video. Answer the questions below.

1. ¿Quién no vive con Gabi: su papá o su mamá?

2. ¿Cuántos años tiene su hermano?

3. ¿Quién es muy deportista?

4. ¿A quién le gusta jugar a videojuegos?

5. ¿Quién es una persona trabajadora?

6. ¿Quiénes son personas artísticas?

7. ¿Quién tiene setenta años?

PRESENTATIONAL

PRESENTATIONAL WRITING

You collaborate with a pop culture online magazine. This month's topic is about superheroes. Choose a superhero you like. Write about him or her, including the following information:

• ¿Cómo se llama?

• ¿Cómo es su personalidad? ¿Cómo es físicamente?

• ¿Qué le gusta?

PRESENTATIONAL SPEAKING

Your school participates in a virtual exchange with a partner school in Puerto Rico. You exchange videos with the other students. This week, the topic is: la mascota ideal Record a video including the following information:

• ¿Cuál es la mascota ideal para ti?

• ¿Cómo es su personalidad?

• ¿Qué le gusta y qué no?

GRAMÁTICA pp. 88-90 VOCABULARIO pp. 92-94, 110

2. INTERPRETIVE VIEWING

SUGGESTED DURATION 20 minutes

MATERIALS Assessment Rubric

Video

Script

Estrategias Give them two minutes to read the questions and concentrate on the keywords they might hear in the video.

Answers 1. Su mamá. / 2. Su hermano tiene 14 años. 3. Su hermano es muy deportista. / 4. A su hermano. / 5. Su mamá. / 6. Gabi y su mamá. / 7. Su abuela tiene 70 años.

3. PRESENTATIONAL WRITING

SUGGESTED DURATION 20 minutes

MATERIALS Assessment Rubric

GRAMÁTICA pp. 88-90, 108 VOCABULARIO pp. 92-94, 110-111

ESTRATEGIAS

Focus on the task

When you write a paragraph, focus on giving the information you are asked to give Write it one sentence at a time using what you have learned.

GRAMÁTICA pp. 88-90, 108 VOCABULARIO pp. 92-94

ESTRATEGIAS

Rehearse before speaking Practice before doing the presentation. The clearer your pronunciation is, the better the other person will understand you.

1. INTERPRETIVE READING

SUGGESTED DURATION 20 minutes MATERIALS Assessment Rubric

Estrategias Remind them to read the questions before reading the article and to use context and cognates to understand words that they don’t know.

Answers 1. 7 años. / 2. Tres. / 3. Son las mascotas de Pepito. / 4. El reguetón. / 5. Es una mujer fuerte. / 6. Le gustan la tecnología y la piña. / 7. Es una amiga de Pepito y es muy inteligente.

Estrategias Tell students to spend some time taking notes on what to include in their article. After that, they can start writing one sentence at a time using the structures that they have learned.

Estrategias Before submitting the article, students should proofread it and make sure all the content is included in their writing.

Answers will vary.

4. PRESENTATIONAL SPEAKING

SUGGESTED DURATION 20 minutes

MATERIALS Assessment Rubric

Estrategias Tell students to take some time to think about what they will include in their video. Remind them to include a greeting at the beginning and a farewell at the end of the video.

Estrategias Before submitting, students should listen to the video to check that they included everything and make changes if needed.

Answers will vary.

AUTHENTIC RESOURCES

Pepito (p. 116)

Pepito is a comic about a Puerto Rican family’s daily life. It talks about politics, human rights, social issues in a light and funny way, because everything is seen through the eyes of its main character: a nine-year-old child. It was created by Harold Jessurun in 2006 and cowritten by Aníbal E. Quiñones since 2012.

La familia, Alejandro Yegros (p. 117)

Alejandro Yegros interviews a Puerto Rican teenager who lives with her mother, her brother and her grandmother.

ciento

La familia Alejandro Yegros

En Puerto Rico

TAMBIÉN SE DICE…

5.

SUGGESTED DURATION 20 minutes

MATERIALS Assessment Rubric

Estrategias Remind students they need to greet the person and answer all the questions. The more information they give using and showing what they have learned, the better they will communicate with the person.

Answers will vary.

6.

SUGGESTED DURATION 20 minutes MATERIALS Assessment Rubric

Estrategias Give students time to prepare the questions they will ask each other. Remind them they may pause to think, they may correct themselves if necessary, and they can ask their partner the meaning of words as long as they both use Spanish to communicate.

Answers will vary.

INTERPERSONAL

INTERPERSONAL WRITING

A. Read a message that an English teacher posted on a Puerto Rican online forum.

¿Qué hacen los estadounidenses en su tiempo libre?

Hola a todos. Soy profesora de inglés en Puerto Rico y mis estudiantes tienen una unidad sobre los Estados Unidos. Hablamos de actividades que las personas hacen en su tiempo libre y comparamos qué hacen los jóvenes de Puerto Rico y de EE. UU. ¡Necesitamos información!

¿Qué les gusta hacer en su tiempo libre? ¿Qué música les gusta? ¿Qué artistas son populares en su país?

B. Reply to her by addressing all her questions.

INTERPERSONAL SPEAKING

A. You are participating in a Spanish club. Today, the topic is families and pets. In pairs, interview each other, including the following information:

• How many people are there in your family?

• Who are they?

• Who is your favorite family member?

• What is your favorite pet?

• Why do you like it?

B. Record the interview.

ESTRATEGIAS

Use linking words

Use linking words like y pero and porque to link your sentences. They will make your writing more freeflowing.

ESTRATEGIAS

Negotiate meaning If you don’t understand something, ask for clarification using: No entiendo… ¿Puedes repetir, por favor?, or ¿Qué significa…? This is an important skill for interactive communication. Your teacher will assess that you used them properly.

NUESTRAS CULTURAS

COMPARACIÓN CULTURAL

ESCRIBE

Choose one of the following topics. Complete the chart below with information from this unit. Write three to four sentences to compare both cultures.

1. La música en Puerto Rico y la música en tu país.

2. El concepto de familia en Puerto Rico y en tu país.

3. El arte urbano en Puerto Rico y en tu país.

TOPIC:

IN PUERTO RICO IN YOUR COUNTRY

ESTRATEGIAS

Use resources to compare Write or say simple sentences about each culture. Use words such as y, pero, sí, no también, and tampoco and phrases such as es similar a and es diferente a to connect and compare them.

HABLA

Choose one of the following topics. Complete the chart below with information from this unit. Record an audio track or a video to compare both cultures.

1. Los deportes en Puerto Rico y en tu país.

2. Personajes de ficción de Puerto Rico y de tu país.

3. Los pueblos nativos de Puerto Rico y de tu país.

TOPIC:

IN PUERTO RICO IN YOUR COUNTRY

SUMMATIVE ASSESSMENT · EVALUACIÓN IPA

SUGGESTED DURATION 50 minutes

MATERIALS Evaluación IPA, ASSESSMENT PROGRAM, Assessment Rubric, ASSESSMENT PROGRAM,

• The Evaluación IPA consists of three activities, one for each mode of communication based on authentic realia and real-world contexts.

• You can use the Evaluación IPA from Unit 2 and its Assessment Rubric to track students’ performance level in the three modes of communication in real-life situations and when interacting with documents related to the concepts of this unit.

NUESTRAS CULTURAS

SUGGESTED DURATION 35 minutes 1 2 MATERIALS Assessment Rubric

Estrategias The charts can be used as an outline for writing or speaking. Students can include any useful information; the important thing is that they write something in the two columns to be able to compare both cultures.

Estrategias Remind students that they already know some linking words for comparison. They can write a sentence about Puerto Rico followed by a sentence about their country using one of these structures:

Y en mi país también / tampoco.

Pero en mi país sí / no.

Answers will vary.

FORMATIVE ASSESSMENT · CULTURE QUIZ

SUGGESTED DURATION 10 minutes

MATERIALS Culture Quiz, WORKBOOK (p. 96)

Culture Self-Check Quiz

FORMATIVE ASSESSMENT · MY PROGRESS

SUGGESTED DURATION 10 minutes MATERIALS My progress

• In this self-assessment chart in form of Can-Do Statements, students can keep track of how well they can perform the different actions and functions studied in this unit.

Estrategias If they need additional practice, they can follow the suggested reinforcement strategies in the last column.