Guia de ensenanza nativos 1A & 1B

Spanish for Native Speakers 1 

 
    Objectives  Resources and Suggested Activities# 90 -min blocks est. 
 August- Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic print Develop an awareness of the similarities and differences of genres of written texts in Spanish and English by listing the characteristics of a mythDifferentiate between lenguaje, lengua, and idiomaWrite a narrative essay Engage in informational writing by incorporating research from appropriate sources such as interviewsDevelop an appreciation for cultural differences by comparing patterns of his/her own behavior or interaction with others in various cultural settings by interviewing persons from own culture and from othersCompare and contrast cultural legendsIdentify the letters of the Spanish alphabetDemonstrate evidence of self-correction in communication by editing writing for common errorsAssess mastery of Lección 1 objectives   1.01, 1.02, 1.03, 1.04, 1.05, 2.03, 2.04, 2.05, 2.06, 3.03, 3.04, 4.03, 5.01, 5.02, 5.07, 6.01, 6.02, 7.02, 7.03, 7.04  Unit 1: El sentido de nuestras vidasLección 1 – Los tres consejos  Resources
  • Text pg. 2-11
  • Transparencies 1.1 A, B, C
  • Teacher’s Guide pg. 2-3
  • Language workbook pg. 2-12, 173-179, 183-185
  • Testing Guide pg. ix-xi, 1-2, 89
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Spanish for Native Speakers Curriculum Binder
  • Exprésate – Reading Strategies and Skills Handbook
 Suggested Activities
  • Set up class expectations and student portfolio
  • Administer a diagnostic
  • Interview a respected older person about their life experiences
  • Write an essay about advice someone has given to you
  • Read a newspaper article and determine the lesson or advice that the author is trying to convey
  • Create a newspaper article based on the facts of this  legend
 		  6
 September Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic print Analyze moral, theme, and purpose of the textInterpret a variety of a text by making predictions, inferences, and drawing conclusions about what will happen in the storyDescribe the elements of a complete sentenceSummarize capitalization rules of Spanish language and use them correctlyDemonstrate evidence of self-correction in communication by editing writing for common errorsAssess mastery of Lección 2 objectives       1.01, 1.02, 1.03, 1.04, 1.05, 2.03, 2.04, 2.05, 2.06, 3.03, 3.04, 4.03, 5.02, 5.07, 6.01, 6.02, 7.02, 7.03, 7.04 Unidad 1: El sentido de nuestras vidasLección 2 – La comadre Sebastiana Resources
  • Text pg. 12-20
  • Transparencies 1.2, 1.3 A, B
  • Teacher’s Guide pg. 4-5
  • Language workbook pg. ix-xi, 13-18, 173-179, 183-185
  • Testing Guide pg. 3-4, 89
  • Spanish-Spanish dictionaries
  • Spanish language newspapers
  • Spanish for Native Speakers Curriculum Binder
  • Exprésate – Reading Strategies and Skills Handbook
 Suggested Activities
  • Write an essay about your philosophy on life and death and the idea of fate
  • Read a newspaper article identify the different uses of capitalization rules in context
  • Read a newspaper article and identify the theme and purpose of the text
  • Invent a new version of the story based on your neighborhood and modern times
  6
 September Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic print Identify major geographical features, cities and regions of Mexico and Puerto Rico Recognize the impact of Hispanic/Latino historical events and cultures such as Aztecs on contemporary cultureCompare and contrast of “Los Novios” and “Guanina”Identify the subject and predicate of a sentenceIdentify capitalization rules used in sentencesDemonstrate evidence of self-correction in communication by editing writing for common errorsAssess mastery of Lección 3 objectives     1.01, 1.02, 1.03, 1.04, 1.05, 2.03, 2.04, 2.05, 2.06, 3.01, 3.03, 3.04, 4.03, 4.06, 4.09, 5.02, 5.07, 6.01, 6.02, 6.04,  7.03, 7.04 Unidad 1: El sentido de nuestras vidasLección 3 – Los Novios y Guanina   Resources
  • Text pg. 21-38
  • Transparencies 1.4, 1.5 A, B, C
  • Teacher’s Guide pg. 6-7
  • Language workbook pg. 19-22, 173-179, 183-185
  • Testing Guide pg. ix-xi, 5-6, 89
  • Spanish-Spanish dictionaries
  • Spanish language newspapers
  • Spanish for Native Speakers Curriculum Binder
  • Exprésate – Reading Strategies and Skills Handbook
 Suggested Activities
  • Investigate other stories with cases of unconditional love during a difficult situation such as Romeo and Juliet
  • Research the history of the Aztec culture
  • Research the use of hieroglyphics in ancient writings
  • Compose a 5-verse poem about nature
 5 ½ 
 October Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic print Identify major geographical features, cities and regions of Puerto Rico and the Caribbean Sea by locating the major sites and features on maps, globes, and atlasesDevelop an awareness of the similarities and differences of genres of written texts in Spanish and English by listing the characteristics of a mythDifferentiate between variable and invariable wordsIdentify omitted letters and self-correct errorsUse a comma and period correctlyDiscuss and exchange information acquired from other disciplines in the Spanish classroom to include areas such as math and science concepts and career awarenessDemonstrate evidence of self-correction in communication by editing writing for common errorsAssess mastery of Lección 4 objectives   1.01, 1.02, 1.03, 1.04, 1.05, 2.03, 2.04, 2.05, 2.06, 3.01, 3.03, 3.04, 4.03, 4.06, 4.09, 5.02, 5.04, 5.07, 6.01, 6.02, 6.04,  7.03, 7.04 Unidad 1: El sentido de nuestras vidasLección 4 – La creación (hace mucho tiempo)   Resources
  • Text pg. 39-49
  • Transparencies 1.4, 1.6 A, B, C. 4.6
  • Teacher’s Guide pg. 8-9
  • Language workbook pg. 23-26, 173-179, 183-185
  • Testing Guide pg. ix-xi, 7-9, 90
  • Spanish-Spanish dictionaries
  • Spanish language newspapers
  • Spanish for Native Speakers Curriculum Binder
  • Exprésate – Reading Strategies and Skills Handbook
 Suggested Activities
  • Create a poster based on a passage from the story
  • Investigate various theories about the world’s creation
  • Write an descriptive essay based on group posters
  • Write a descriptive essay on a monument you would create for the character, Yucaju
  • Research and present information about the scientific explanation of natural phenomenon
  • Investigate the careers of scientists, geologists, meteorologists, zoologists and others who study natural occurrences and animals
 		 5 ½
 October 4-11 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic print Recognize the changing nature of language and the impact of Spanish and English on each other by recognizing roots, prefixes, suffixes and identifying their role in Spanish and English vocabularyCorrect interchanged letters in writingIdentify and use common punctuation symbolsDemonstrate evidence of self-correction in communication by editing writing for common errorsAssess mastery of Lección 5 objectives  1.01, 1.02, 1.03, 1.04, 1.05, 2.03, 2.04, 2.05, 2.06, 3.01, 3.03, 3.04, 4.03, 5.01, 5.02, 5.05, 5.07, 6.01, 6.02, 6.04,  7.03, 7.04 Unidad 1: El sentido de nuestras vidasLeccion 5 –  La trampa del coyote  Resources
  • Text pg. 50-61
  • Transparencies 1.7 A, B, C
  • Teacher’s Guide pg. 10-12
  • Language workbook pg. 27-30, 173-179, 183-185
  • Testing Guide p. ix-xi, 11-13, 90
  • Spanish-Spanish dictionaries
  • Spanish language newspapers
  • Spanish for Native Speakers Curriculum Binder
  • Exprésate – Reading Strategies and Skills Handbook
  Suggested Activities
  • Visualize a scene and have a class discussion about it
  • Write a dialogue for a scene from the story
  • Write a new version of the story
  • Read newspaper article and identify uses of punctuation symbols along with pre-fixes and suffixes
  • Analyze the importance of teamwork and how cooperation gets more accomplished in writing or in a presentation
 		 5
  Review Unit 1 objectivesAssess mastery of Unit 1 objectives Unit 1: El sentido de nuestras vidasSynthesis and Connection of Concepts  Resources
  • Text pg. 62-65
  • Teacher’s Guide pg. 12
  • Language workbook pg. 31-40, 177
  • Testing Guide p. 15-17, 90
 Suggested Activities
  • Investigate others myths and legends and their characteristics
  • Write and correct your own legend
  • Revise, finalize, and organize work in your portfolio
 		  2
 October 13- Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic print Investigate the life and achievements of Jesus Maldonado and discuss his contributions to his own and other culturesDevelop an awareness of the differences and similarities in structural patterns in Spanish and English by examining nouns and gender and number agreementDemonstrate sensitivity and use appropriate level of formality and language for intended audiences according to status and age by knowing when to use 2nd and 3rd person pronouns tu and ustedDifferentiate between the use of ll and y in writingDemonstrate evidence of self-correction in communication by editing writing for common errorsAssess mastery of Lección 1 objectives  1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.03, 2.04, 2.05, 2.06, 3.01, 3.03, 3.04, 4.03, 5.01, 5.02, 5.05, 5.07, 6.01, 6.02, 6.04,  7.03, 7.04 Unit 2: Nuestra vida en comunidadLeccion 1 – Don Juanito  Resources
  • Text pg. 71-74
  • Transparencies 2.1 A, B, C
  • Teacher’s Guide pg. 14-17
  • Language workbook pg. 41-44, 173-179, 183-185
  • Testing Guide p. ix-xi, 19-22, 91
  • Spanish-Spanish dictionaries
  • Spanish language newspapers
  •  Spanish for Native Speakers Curriculum Binder
  • Exprésate – Reading Strategies and Skills Handbook
 Suggested Activities
  • Describe memories from your neighborhood
  • Build a model of or create a map of your neighborhood
  • Invent your own television show based on your neighborhood
 		 5 ½
 2 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic print Investigate the life and achievements of Sandra Cisneros and discuss her contributions to her own and other cultures Develop literacy skills in Spanish that will support student success in other disciplines by recognizing the literary elements of theme, setting, characters, timeline, conflict, and point of viewIdentify and use personal pronouns in a sentenceIdentify and use an onomatopoeiaDifferentiate between the use of b and v in writingDemonstrate evidence of self-correction in communicationAssess mastery of Lección 2 objectives        1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.03, 2.04, 2.05, 2.06, 3.01, 3.03, 3.04, 4.03, 5.01, 5.02, 5.05, 5.07, 6.01, 6.02, 6.04,  7.03, 7.04 Unit 2: Nuestra vida en comunidadLeccion 2 – Once Resources
  • Text pg. 81-87
  • Transparencies 2.2 A, B, C, 2.3
  • Teacher’s Guide pg. 18-20, 21-26*
  • Language workbook pg. 45-50, 178-186
  • Testing Guide ix-xi, 23-25, 91
  • Spanish-Spanish dictionaries
  • Spanish language newspapers
  • Spanish for Native Speakers Curriculum Binder
  • Exprésate – Reading Strategies and Skills Handbook
 Suggested Activities
  • Create a poster based on your interpretation of quotes from the story
  • Write a monologue based on the point-of-view of a character
  • Design a birthday card for Raquel describing her bad experience on her birthday
  • Write a narrative essay about a personal experience where you were embarrassed at school
  • Read and analyze supplemental story*
  		 5 ½
 3 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic print Investigate the life and achievements of Cesar Vallejo and discuss his contributions to his own and other culturesDevelop literacy skills in Spanish that will support student success in other disciplines by recognizing the poetic elements of theme, purpose, and voiceAnalyze the tone of the storyDevelop an awareness of the differences and similarities in structural patterns in Spanish and English by examining use of definite articlesSpell words with the letter “h” correctlyDemonstrate evidence of self-correction in communication by editing writing for common errorsAssess mastery of Lección 3 objectives   1.01, 1.02, 1.03, 1.04, 1.05, 2.03, 2.04, 2.05, 2.06, 3.01, 3.03, 3.04, 4.03, 5.02, 5.05, 5.07, 6.01, 6.02, 6.04,  7.02, 7.03, 7.04 Unit 2: Nuestra vida en comunidadLeccion 3 – Masa Resources
  • Text pg. 94-101
  • Transparencies 2.4 A, B, C
  • Teacher’s Guide pg. 27-28
  • Language workbook pg. 51-54, 178-186
  • Testing Guide pg. ix-xi, 27-28, 91-92
  • Spanish-Spanish dictionaries
  • Spanish language newspaper
  • Spanish for Native Speakers Curriculum Binder
  • Exprésate – Reading Strategies and Skills Handbook
 Suggested Activities
  • Write a dialogue between the author and another person about their feelings towards war
  • Write an essay discussing the tone and theme of the poem
  • Analyze the tone of common types of text by reading several newspaper articles
  • Investigate the causes for various wars in history (Spanish-American War, Civil War, Vietnam War, WWI, WWII, War on Terrorism, etc) and the human sacrifice it causes
  • Write letters to military troops to thank them for their hard work for our country
 5
 3 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic print Investigate the life and achievements of Nicolas Guillen and discuss his contributions to his own and other culturesDevelop literacy skills in Spanish that will support student success in other disciplines by analyzing the literary element of themeIdentify differences in cultural perspectives which lead to generalizations among Hispanic cultures by identifying examples of stereotypesIdentify qualifying  and determinative adjectivesUse appropriate vocabulary in appropriate situationsUse the letter “h” correctly within a wordDemonstrate evidence of self-correction in communication by editing writing for common errorsAssess mastery of Lección 4 objectives  1.01, 1.02, 1.03, 1.04, 1.05, 2.03, 2.04, 2.05, 2.06, 3.01, 3.03, 3.04, 4.03, 4.04, 4.05, 5.02, 5.05, 5.07, 6.01, 6.02, 6.04,  7.02, 7.03, 7.04  Unit 2: Nuestra vida en comunidadLeccion 4 – Poema con niños Resources
  • Text pg. 105-113
  • Transparencies 1.2, 2.5 A, B, C
  • Teacher’s Guide pg. 29-30
  • Language workbook pg. 55-59, 178-186
  • Testing Guide pg. ix-xi, 29-30, 92
  • Spanish-Spanish dictionaries
  • Spanish language newspapers
  • Spanish for Native Speakers Curriculum Binder
  • Exprésate – Reading Strategies and Skills Handbook
 Suggested Activities
  • Create a poster illustrating a quote from the story
  • Write a critical analysis of one group’s poster
  • Research racial stereotypes seen in newspaper or on television
  • Investigate the demographics of the United States and the idea of the country being a “melting pot” of cultures
  • Interview students at school to research the racial climate at your school
 		  5 ½  
 3 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic print Investigate the life and achievements of Ana Maria Matute and discuss her contributions to her own and other culturesDevelop literacy skills in Spanish that will support student success in other disciplines by analyzing the literary elements of theme, setting, characters, timeline, and conflictIdentify differences in cultural perspectives which lead to generalizations among Hispanic cultures by identifying examples of stereotypesAnalyze the story from different points of viewDevelop an awareness of the differences and similarities in structural patterns in Spanish and English by making adjectives and nouns agree in number in number and genderIdentify homophones of words that begin with “h”Demonstrate evidence of self-correction in communication by editing writing for common errorsAssess mastery of Lección 5 objectives  1.01, 1.02, 1.03, 1.04, 1.05, 2.03, 2.04, 2.05, 2.06, 3.01, 3.03, 3.04, 4.03, 4.04, 4.05, 5.02, 5.05, 5.07, 6.01, 6.02, 6.04,  7.02, 7.03, 7.04  Unit 2: Nuestra vida en comunidadLeccion 5 – Los chicos Resources
  • Text pg. 118-131
  • Transparencies 2.6 A, B, C
  • Teacher’s Guide pg. 31-33
  • Language workbook pg. 61-66, 178-186
  • Testing Guide pg. ix-xi, 31-33, 92
  • Spanish-Spanish dictionaries
  • Spanish language newspaper
  • Spanish for Native Speakers Curriculum Binder
  • Exprésate – Reading Strategies and Skills Handbook
 Suggested Activities
  • Analyze the causes of discrimination
  • Research cases of racial profiling in the newspaper and on television
  • Collaborate and create a dialogue from a different point of view and present it to the class
  • Create a time capsule with a letter explaining today’s problems
  • Write a version of the story from a different point of view
  		 5 ½  
 3 Review Unit 2 objectivesAssess mastery of Unit 2 objectives Unit 2: Nuestra vida en comunidadSynthesis and Connection of Concepts  Resources
  • Text pg. 132-135
  • Teacher’s Guide pg. 33-34
  • Language workbook pg. 67-74
  • Testing Guide p. 35-38, 92
 Suggested Activities
  • Write and correct a letter  to a character from Unit 2
  • Write and correct a letter describing your school community
  • Revise, finalize, and organize work in your portfolio
 		  2
 3 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printInterpret print materials by making predictions, inferences, and drawing conclusions about the motives, feelings, and the future actions of the main characterIdentify the root and the ending of a verbIdentify an infinitive in a sentenceRecognize the changing nature of language and the impact of Spanish and English on each other by analyzing “Spanglish”Develop an awareness of the differences and similarities in structural patterns in Spanish and English by separating words into syllablesDemonstrate evidence of self-correction in communication by editing writing for common errors Assess mastery of Lección 1 objectives 1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 3.04, 3.06, 3.08, 4.03, 4.05, 4.08, 5.02, 5.05, 6.01, 6.02, 6.03, 7.02, 7.03, 7.04   Unit 3: La experiencia migranteLección 1 – Cajas de cartón Resources
  • Text pg. 138-158
  • Transparencies 3.1 A, B, C
  • Teacher’s Guide pg. 37-40
  • Language workbook pg. 75-78, 178-186
  • Testing Guide pg. ix-xi, 39-41, 93
  • Spanish-Spanish dictionaries
  • Spanish language newspaper
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 1-3
  •  Spanish for Native Speakers Binder
  • Internet
 Suggested Activities
  • Create a poster representing the theme of the story
  • Write an essay predicting the main character’s life in 20 years
  • Write a poem about a time you had to leave someone or something behind
  • Read articles in the newspaper about migrant workers
 		 6
 4 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printIdentify nouns, verbs, and adjectives in a textInterpret the literary elements of the story such as theme, setting, characters, and conflictIdentify the tense and mode of a verbRecognize the changing nature of language and the impact of Spanish and English on each other by recognizing examples  of “Spanglish” in a textIdentify the different types of dipthongs Demonstrate evidence of self-correction in communication by editing writing for common errors Assess mastery of Lección 2 objectives   1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 3.04, 3.06, 3.08, 4.03, 4.05, 4.08, 5.02, 5.05, 6.01, 6.02, 6.03, 7.02, 7.03, 7.04 Unit 3: La experiencia migranteLección 2 – El trabajo en el campo Resources
  • Text pg. 159-172
  • Transparencies 1.2, 3.2 A, B, C
  • Teacher’s Guide pg.  41-42
  • Language workbook pg. 79-82, 178-186
  • Testing Guide pg. ix-xi, 43-44, 93
  • Spanish-Spanish dictionaries
  • Spanish language newspaper
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 1-3, 6-7, 75
  •  Spanish for Native Speakers Binder
  • Internet
 Suggested Activities
  • Interview a person about a difficult work experience
  • Write a screenplay of “El trabajo en el campo” that could occur in modern times
  • Write a dialogue that could occur between characters from a scene of the story
  • Write a letter from Rosa (“El trabajo en el campo”) to Panchito (“Cajas de carton”) about the importance of working hard
 		 5
 4 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printCompare and contrast vocabulary using analogiesIdentify personal pronouns Recognize an ellipse in a sentenceDemonstrate an awareness of regional and national sound pattern differences within Spanish dialectsRecognize an hiato within a textDemonstrate evidence of self-correction in communication by editing writing for common errors Assess mastery of Lección 3 objectives      1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 3.04, 3.06, 3.08, 4.03, 4.05, 4.08, 4.09, 5.02, 5.05, 6.01, 6.02, 6.03, 7.02, 7.03, 7.04  Unit 3: La experiencia migranteLeccion 3 – Los inocentes Resources
  • Text pg. 173-188
  • Transparencies 3.3 A, B, C
  • Teacher’s Guide pg. 43-44
  • Language workbook pg. 83-87
  • Testing Guide pg. ix-xi, 45-46, 93
  • Spanish-Spanish dictionaries
  • Spanish language newspaper
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 1-3, 8
  •  Spanish for Native Speakers Binder
  • Internet
 Suggested Activities
  • Interview a family member or friend who has immigrated from another country
  • Illustrate your perception of the migrant experience
  • Write a biography of the person who has immigrated from another country in the form of an essay or a poem
  • Research Spanish-speaking countries around the world
 		 5
 4 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printDevelop an awareness of the similarities and differences of genres of written texts in Spanish and English by identifying the characteristics of the different a poem such as prose, verses, and stanzasConjugate verbs and identify verb conjugationsDifferentiate between literary and common language usageIdentify tripthongsDemonstrate evidence of self-correction in communication by editing writing for common errors Assess mastery of Lección 4 objectives   1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 3.04, 3.06, 3.08, 4.03, 4.05, 4.08, 5.02, 5.05, 6.01, 6.02, 6.03, 7.02, 7.03, 7.04  Unit 3: La experiencia migranteLeccion 4 - ¡Al partir! Resources
  • Text pg. 189-195
  • Transparencies 3.4 A, B, C, 3.5, 4.6
  • Teacher’s Guide pg. 45-46
  • Language workbook pg. 89-92, 178-186
  • Testing Guide pg. ix-xi, 47-48, 93-94
  • Spanish-Spanish dictionaries
  • Spanish language newspapers
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 1-3, 14-15, 27-28,
  •  Spanish for Native Speakers Binder
  • Internet
 Suggested Activities
  • Read a poem or song and identify the elements of a poem
  • Memorize a poem or song and recite it to the class
  • Write a postcard based on feelings expressed in the poem
  • Write a description of the creation of the poem (the muse)
  • Write a diary entry about the author’s trip from Cuba
 		  5
 4 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printInterpret print materials by making predictions, inferences, and drawing conclusions about the motives, feelings, and future actions of the main characterIdentify and conjugate regular and irregular verbsDifferentiate between real and false cognatesDifferentiate between a dipthong, tripthong, and an hiatoDemonstrate evidence of self-correction in communication by editing writing for common errors Assess mastery of Lección 5 objectives   1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 3.04, 3.06, 3.08, 4.03, 4.05, 4.08, 5.02, 5.05, 6.01, 6.02, 6.03, 7.02, 7.03, 7.04  Unit 3: La experiencia migranteLeccion 5 – Kike Resouces
  • Text pg. 196-214
  • Transparencies 3.6 A, B, C
  • Teacher’s Guide pg. 47-48
  • Language workbook pg. 93-96
  • Testing guide pg. ix-xi, 49-50, 94
  • Spanish-Spanish dictionaries
  • Spanish language newspapers
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 57
  •  Spanish for Native Speakers Binder
  • Internet
 Suggested Activities
  • Describe a difficult situation that you have overcome
  • Draw and label a brochure that welcomes people to the U.S.
Event plan for a trip you would take to a different country		 5
  Review Unit 3 objectivesAssess mastery of Unit 3 objectivesUnit 3: La experiencia migranteConclusion of the Unit Resources
  • Text pg. 214-223
  • Teacher’s Guide pg. 48-50
  • Language workbook pg. 97-105
  • Testing Guide p. ix-xi, 51-54, 94
 Suggested Activities
  • Use graphs to illustrate the Hispanic population in the US
  • Assume the role of a character from one of the stories in the unit and conduct an interview with someone
  • Describe the main characters of each story using various adjectives within a graphic organizer
  • Write an autobiography of your own experiences migrating from one country to another
  • Revise, finalize, and organize work in your portfolio
 2
  Spanish for Native Speakers 1Units 4, 5 and Cajas de Cartón 
 Quarter Objectives  Resources and Suggested Activities# of90 min. blocksest. 
 

1

 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printInvestigate the life and achievements of author Senel PazRecognize when to use the present tenseConjugate regular verbs in the present tenseDemonstrate sensitivity and use appropriate level of formality and language for intended audiences according to status and age by knowing when to use formal vs. non-formal language in professional letter writingEngage in informational writing by writing a professional letterUse accents correctly on “las palabras agudas”Demonstrate evidence of self-correction in communication with others by editing writing for common errors Assess mastery of Lección 1 objectives    1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.03, 2.04, 2.05, 3.03, 3.04, 3.06, 3.08, 4.03, 4.06, 4.09, 5.02, 5.04, 6.01, 6.02, 7.03, 7.04     Unit 4: Relaciones familiaresLección 1 – Como un escolar sencillo Resources
  • Text pg. 226-246
  • Transparencies 1.2, 4.1 A, B, C
  • Teacher’s Guide pg. 53-54
  • Language workbook pg. 2-6, 107-112, 183-185
  • Testing Guide pg. ix-xi, 55-56, 95
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 14-15, 27-28, 78, 90
  • Spanish for Native Speakers Binder*
  • Internet
 Suggested Activities
  • Set up class expectations and student portfolio
  • Administer a diagnostic*
  • Compare and contrast yourself and the narrator
  • Write an essay comparing and contrasting the popularity of the main character in the story and how would he be in your school
  • Write a letter from Pedrito to his mother describing his school environment and life
  • Investigate the geography and history of Cuba and leader Fidel Castro
  • Write a letter to the Spanish language newspaper to thank them for their donation to the school
   		  7
 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printInvestigate the life and achievements of author Cristina Peri RossiDifferentiate between the use of  preterite and imperfect tenseDemonstrate sensitivity and use appropriate level of formality and language for intended audiences according to status and age by knowing when to use formal vs. non-formal language in informal letter writingUse accents correctly for “las palabras llanas”Demonstrate evidence of self-correction in communication with others by editing writing for common errors Assess mastery of Lección 2 objectives   1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.03, 2.04, 2.05, 3.03, 3.04, 3.06, 3.08, 4.03, 4.06, 4.09, 5.02, 5.04, 6.01, 6.02, 7.03, 7.04 Unit 4: Relaciones familiaresLección 2 – Primer amorResources
  • Text pg. 247-258
  • Transparencies 4.2 A, B, C, 4.3
  • Teacher’s Guide pg. 55
  • Language workbook pg. 113-117, 183-185
  • Testing Guide pg. ix-xi, 57-60, 95
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg.17-18, 39, 51, 63-64
  • Internet
 Suggested Activities
  • Compose a poem to a family member telling them your feelings
  • Write an essay defending or opposing of how much parents should listen to children
  • Write a letter to a friend or family member who lives in another country
 

 6

  Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printInvestigate the life and achievements of author Sabine UlibarriIdentify narrative elements of the story such as setting, theme, main characters, and point of viewRecognize the elements of a biographical sketchUse and differentiate between the present perfect and past perfect tensesDemonstrate sensitivity and use appropriate level of formality and language for intended audiences according to status and age by knowing when to use formal vs. non-formal language in using titles such as Señor, Señora, Señorita, Don, and Dona correctlyUse accents correctly on “las palabras esdrújulas y sobreesdrújulas”Demonstrate evidence of self-correction in communication with others by editing writing for common errors Assess mastery of Lección 3 objectives    1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.03, 2.04, 2.05, 3.03, 3.04, 3.06, 3.08, 4.03, 4.06, 4.09, 5.02, 5.04, 6.01, 6.02, 7.03, 7.04  Unit 4: Relaciones familiaresLección 3 – Mi abuela fumaba puros Resources
  • Text pg. 259-280
  • Transparencies 1.2, 4.4 A, B, C
  • Teacher’s Guide pg. 56-57
  • Language workbook pg.119-123, 183-185
  • Testing Guide pg. ix-xi, 61-62, 95
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 90, 113
  • Internet
 Suggested Activities
  • Revise a biographical sketch of one of the characters of the story and have a partner proofread it
  • Write your own biographical sketch about a family member, friend, or celebrity
  • Create a brochure about the place where you grew up
  • Investigate the Hispanic presence in the Southwest United States in states such as New Mexico
 

 7

  Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printInvestigate the life and achievements of author Roberto FernandezRecognize the impact of Spanish and English on each other by investigating the use of “Spanglish” Predict outcomes, make inferences and draw conclusions from print passages by analyzing the thoughts and actions of main charactersRecognize and use the conditional verb tense in contextUse abbreviations correctlyDifferentiate between accented and non-accented homophonesDemonstrate evidence of self-correction in communication with others by editing writing for common errors Assess mastery of Lección 4 objectives      1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.03, 2.04, 2.05, 3.03, 3.04, 3.06, 3.08, 4.03, 4.06, 4.09, 5.02, 5.04, 6.01, 6.02, 7.03, 7.04  Unit 4: Relaciones familiaresLección 4 – Raining Backwards Resources
  • Text pg. 281-299
  • Transparencies 1.2, 4.5 A, B, C, 4.6
  • Teacher’s Guide pg. 58
  • Language workbook pg. 125-128
  • Testing Guide pg. ix-xi, 63-64, 96
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 4-5, 22-26, 91--92
  • Internet
 Suggested Activities
  • Hypothesize solutions to family problems which are caused by immigration in a group and present this to the class
  • Write interview questions for someone 60 or older about their lives
  • Create a magazine article of the interview
  • Write a new ending to the story
  • Write a persuasive essay arguing that your solution to problems with immigration is the best
  • Investigate the Cuban presence in Miami, Florida
  • Analyze the use of “Spanglish” in newspapers and on television
 		 

6

  Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printInvestigate the life and achievements of author Rosaura SanchezAnalyze the theme of the storyRecognize the impact of Spanish and English on each other by investigating the use of “Spanglish”Identify and differentiate between the use of direct, indirect and personal pronounsDevelop an awareness of the similarities and differences of familiar genres of written texts such as writing invitationsReview the use of accentsDemonstrate evidence of self-correction in communication with others by editing writing for common errors Assess mastery of Lección 5 objectives    1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.03, 2.04, 2.05, 3.03, 3.04, 3.06, 3.08, 4.03, 4.06, 4.09, 5.02, 5.04, 6.01, 6.02, 7.03, 7.04      Unit 4: Relaciones familiaresLección 5 – Tres generaciones Resources
  • Text pg. 300-319
  • Transparencies  4.6, 4.7 A, B, C
  • Teacher’s Guide pg. 59-69*
  • Language workbook pg. 129-132
  • Testing Guide pg. ix-xi, 65-66, 96
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 113
  • Internet
   Suggested Activities
  • Write about a situation where you and and older person (parent, grandparent, etc) had a different opinion about a situation
  • Analyze the story from the point of view of different characters*
  • Create a new dialogue between characters and present it to the class
  • Write an evaluation of the dialogues other students wrote
  • Write a biographical sketch of Mari as if she were much older
  • Analyze the use of “Spanglish” amongst different generations
 		 

7

  Review Unit 4 objectives

Assess mastery of Unit 4 objectives

 Unit 4: Relaciones familiaresSynthesis and Connection of Concepts Resources
  • Text pg. 320-323
  • Transparencies 1.4
  • Teacher’s Guide pg. 69-70
  • Language workbook pg. 133-138, 177
  • Testing Guide p. ix-xi, 67-70, 96
 Suggested Activities
  • Investigate the differences between the vocabulary used in the cultures of the different stories (Uruguan, Cuban, Chicano)
  • Assume the identify of one of characters of the stories and write a letter to another character of a story
  • Write a biography of the life experiences of a family member or friend
  • Revise, finalize, and organize works in your portfolio
 		 2
  Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printInvestigate the life and achievements of author Esmeralda SantiagoIdentify the different types of adverbsUtilize and cite a variety of authentic sources in Spanish to obtain information by exploring and evaluating a variety of sources from which information may be attained such as a Spanish dictionary, bilingual dictionary, atlas, thesaurus, and encyclopediaDifferentiate between the use of c, s, and z in writingDemonstrate evidence of self-correction in communication with others by editing writing for common errors Assess mastery of Lección 1 objectives     1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.03, 2.04, 2.05, 3.03, 3.04, 3.06, 3.08, 4.03, 4.06, 4.09, 5.02, 5.04, 6.01, 6.02, 6.03, 7.03, 7.04  Unit 5: Cuando era puertorriqueñaLección 1 – Primera parte Resources
  • Text pg. 326-339
  • Transparencies  5.1 A, B, C
  • Teacher’s Guide pg. 72-74
  • Language workbook pg. 139-142
  • Testing Guide pg. ix-xi, 71-72, 97
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 7, 62
  • The movie “Freedom Writers” (PG13)
  • Internet
  Suggested Activities
  • Make predictions about the story based on the title
  • Draw a symbol in order to represent the characters of the story
  • Investigate the reasons why students separate themselves at school in groups by discussing in class, interviewing other students in school, and organizing ideas in order to present a report your findings
  • Write an essay comparing and contrasting your school to the main character’s school
  • Create bumper stickers that would have a short message conveying the message of cooperation and tolerance within your school
 		 

6

  Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printRecognize and use conjunctions in sentencesUtilize and cite a variety of authentic sources in Spanish to obtain information by identifying the abbreviations used in the Spanish dictionaryUse the letters cc, z, and x correctly in writingDemonstrate evidence of self-correction in communication with others by editing writing for common errors Assess mastery of Lección 2 objectives    1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.03, 2.04, 2.05, 3.03, 3.04, 3.06, 3.08, 4.03, 4.06, 4.09, 5.02, 5.04, 6.01, 6.02, 6.03, 7.03, 7.04  Unit 5: Cuando era puertorriqueñaLección 2 – Segunda parte Resources
  • Text pg. 341-350
  • Transparencies  1.2, 5.2 A, B, C
  • Teacher’s Guide pg. 75
  • Language workbook pg. 143-146
  • Testing Guide pg. ix-xi, 73-74, 97
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 111-112
  • Internet
 Suggested Activities
  • Write about a memory you have of when you were learning English
  • Conduct an interview with an ESL student about both your experiences learning English
  • Research different high schools, universities, and careers that you may want to pursue in the future
  • Write a poem about your future plans
 		 

7

  Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printPredict outcomes, make inferences and draw conclusions from print passages by analyzing the inner thoughts and dreams of a main characterIdentify prepositions and prepositional phrases in sentencesDifferentiate between homophones with the letters c, z, and sDemonstrate evidence of self-correction in communication with others by editing writing for common errors Assess mastery of Lección 3 objectives   1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.03, 2.04, 2.05, 3.03, 3.04, 3.06, 3.08, 4.03, 4.06, 4.09, 5.02, 5.04, 6.01, 6.02, 6.03, 7.03, 7.04   Unit 5: Cuando era puertorriqueñaLección 3 – Tercer parte Resources
  • Text pg. 351-361
  • Transparencies  5.3 A, B, C
  • Teacher’s Guide pg. 76
  • Language workbook pg. 147-150
  • Testing Guide pg. ix-xi, 75-76, 97
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 19-20
  • Internet
 Suggested Activities
  • Give an oral presentation about the culture and geography of Puerto Rico and the presence of Puerto Ricans in New York (“Newyoricans”)
  • Research the lives of famous “Newyoricans” such as Jennifer Lopez
  • Illustrate a passage from the story and present it to the class
  • Draw a symbol to represent the life of the characters of the story and write a paragraph explaining the symbolism
  • Research the history behind “Reggaeton” music
  • Write a rap song about the life of Esmeralda
 		 

6

  Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printUtilize and cite a variety of authentic sources in Spanish to obtain information by exploring and evaluating a variety of sources from which information may be attained such as specialized dictionaries and the Dewey Decimal SystemRecognize conjunctions and conjunctive phrases in textRecognize the spelling rules of using conjunctions of y and o Differentiate between the use of the letters m, n, mn, and nnDemonstrate evidence of self-correction in communication with others by editing writing for common errors Assess mastery of Lección 4 objectives  1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.03, 2.04, 2.05, 3.03, 3.04, 3.06, 3.08, 4.03, 4.06, 4.09, 5.02, 5.04, 6.01, 6.02, 6.03, 7.03, 7.04  Unit 5: Cuando era puertorriqueñaLección 4 – Cuarta parte Resources
  • Text pg. 362-374
  • Transparencies  5.4 A, B, C
  • Teacher’s Guide pg. 77
  • Language workbook pg. 151-155, 189-190
  • Testing Guide pg. ix-xi, 77-78, 98
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 110-112
  • Internet
  • Library
 Suggested Activities
  • Summarize 6 events from the story on folded paper
  • Write interview questions for Esmeralda
  • Write a narrative essay of a difficult time in your life
  • Design a video game based on the life of the main character in Brooklyn
  		 7
  Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printUtilize and cite a variety of authentic sources in Spanish to obtain information by exploring and evaluating a variety of sources from which information may be attained such as using the internet as a resource to research informationDifferentiate between the use of the letters r and rrDemonstrate evidence of self-correction in communication with others by editing writing for common errors Assess mastery of Lección 5 objectives   1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.03, 2.04, 2.05, 3.03, 3.04, 3.06, 3.08, 4.03, 4.06, 4.09, 5.02, 5.04, 6.01, 6.02, 6.03, 7.03, 7.04  Unit 5: Cuando era puertorriqueñaLección 5 – Quinta parte Resources
  • Text pg. 375-381
  • Transparencies  5.5 A, B, C
  • Teacher’s Guide pg. 78
  • Language workbook pg. 157-161
  • Testing Guide pg. ix-xi, 79-81, 98
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 98, 102
  • Internet
 Suggested Activities
  • Illustrate the theme of the story on a poster
  • Write a paragraph about your opinion of the story
  • Write a letter to a friend who likes to read and tell them whether or not you would recommend this story and why
  • Research the life of a bilingual Latino(a) who lives here in the U.S., write a short biography on them, and present your findings to class
 		 6
  Review Unit 5 objectives

Assess mastery of Unit 5 objectives

 Unit 5: Cuando era puertorriqueñaSynthesis and Connection of Concepts Resources
  • Text pg. 382-385
  • Teacher’s Guide pg. 78-79
  • Language workbook pg. 163-169, 173-186
  • Testing Guide pg. ix-xi, 83-85, 98
 Suggested Activities
  • Write a description of what happened in the 10 years between the 4th and 5th part of the story
  • Research different schools that the main character attended such as Harvard University and other high-achieving high schools in your area
  • Design a poster in order to motivate students to realize their dreams
  • Write a children’s story about overcoming a difficult obstacle in your life and/or realizing your dream
  • Write a letter to Esmeralda about your thoughts about the story
  • Revise, finalize, and organize works in your portfolio
 		 2
 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printDemonstrate evidence of self-correction in communicationExamine via current events how contemporary issues affect Hispanics/Latinos in North CarolinaIdentify major geographical features, cities and regions of the countries where Spanish is spokenAssess mastery of Chapter 1 objectives 1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 2.07, 3.01, 3.03, 3.04, 3.06, 3.07, 3.08, 4.02, 4.03, 4.04, 4.05, 4.09, 5.01, 5.02, 5.05, 6.01, 6.02, 6.04, 7.03, 7.04Unit 6: Cajas de cartónChapter 1 - BAJO LA ALAMBRADA Resources
  • Text pg. 1-14
  • Study Guide pg. 2-3
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • The Movie A Day Without Mexicans (R)
 Suggested Activities
  • Review the geography of California
  • Investigate immigrant life here in North Carolina and other states with high Hispanic immigrant populations
  • Examine the current debate on immigration laws in the United States
  • Keep a reflective journal about reactions to the reading
 		 2
 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printDemonstrate evidence of self-correction in communicationExamine via current events how contemporary issues affect Hispanics/Latinos in North CarolinaIdentify major geographical features, cities and regions of the countries where Spanish is spokenAssess mastery of Chapter 2 objectives 1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 2.07, 3.01, 3.03, 3.04, 3.06, 3.07, 3.08, 4.02, 4.03, 4.04, 4.05, 4.09, 5.01, 5.02, 5.05, 6.01, 6.02, 6.04, 7.03, 7.04 Unit 6: Cajas de cartónChapter 2 - DE ADENTRO HACIA AFUERA Resources
  • Text pg. 15-26
  • Study Guide pg. 4
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
 Suggested Activities
  • Keep a reflective journal about reactions to the reading
  • Write about your first day of school at a new school
  • Write a letter to an incoming student to your school describing what a typical day is like here
 		 2
 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printDemonstrate evidence of self-correction in communicationExamine via current events how contemporary issues affect Hispanics/Latinos in North CarolinaIdentify major geographical features, cities and regions of the countries where Spanish is spokenAssess mastery of Chapter 3 objectives 1.01, 1.02, 1.03, 1.05, 2.03, 2.04, 2.05, 2.07, 3.01, 3.03, 3.04, 3.06, 3.07, 3.08, 4.02, 4.03, 4.04, 4.05, 5.01, 5.02, 5.05, 6.01, 6.02, 6.04, 7.03, 7.04Unit 6: Cajas de cartónChapter 3 - UN MILAGRO EN TENT CITY Resources
  • Text pg. 27-43
  • Study Guide pg. 5
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
 Suggested Activities
  • Keep a reflective journal about reactions to the reading
 		 2
 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printDemonstrate evidence of self-correction in communicationExamine via current events how contemporary issues affect Hispanics/Latinos in North CarolinaIdentify major geographical features, cities and regions of the countries where Spanish is spokenAssess mastery of Chapter 4 objectives 1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 2.07, 3.01, 3.03, 3.04, 3.06, 3.07, 3.08, 4.02, 4.03, 4.04, 4.05, 4.09, 5.01, 5.02, 5.05, 6.01, 6.02, 6.04, 7.03, 7.04Unit 6: Cajas de cartónChapter 4 - EL ANGEL DE ORO, EL AGUINALDO Y MUERTE PERDONADA Resources
  • Text pg. 44-59
  • Study Guide pg. 6
  • Spanish language newspapers
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg. 1-5
  • Sendas Literias I, Language workbook – pg. 111, 116, 122, 126-127
 Suggested Activities
  • Keep a reflective journal about reactions to the reading
  • Review the alphabet, vowels, consonants, and how to break words down into syllables
  • Review the rules of accents
 		2
 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printDemonstrate evidence of self-correction in communicationExamine via current events how contemporary issues affect Hispanics/Latinos in North CarolinaIdentify major geographical features, cities and regions of the countries where Spanish is spokenAssess mastery of Chapter 5 objectives 1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 2.07, 3.01, 3.03, 3.04, 3.06, 3.07, 3.08, 4.02, 4.03, 4.04, 4.05, 4.09, 5.01, 5.02, 5.05, 6.01, 6.02, 6.04, 7.03, 7.04Unit 6: Cajas de cartónChapter 5 - EL COSTAL DE ALGODON Resources
  • Text pg. 60-71
  • Study Guide pg. 7
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
  • Exprésate – Cuaderno para hispanohablantes pg.
  • Sendas Literias I, Language workbook – pg. 141, 145
 Suggested Activities
  • Keep a reflective journal about reactions to the reading
  • Differentiate between the spelling of words with z and s
 		2
 Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printDemonstrate evidence of self-correction in communicationExamine via current events how contemporary issues affect Hispanics/Latinos in North CarolinaIdentify major geographical features, cities and regions of the countries where Spanish is spokenAssess mastery of Chapter 6 objectives  1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 2.07, 3.01, 3.03, 3.04, 3.06, 3.07, 3.08, 4.02, 4.03, 4.04, 4.05, 4.09, 5.01, 5.02, 5.05, 6.01, 6.02, 6.04, 7.03, 7.04 Unit 6: Cajas de cartónChapter 6 - CAJAS DE CARTON Resources
  • Text pg. 72-82
  • Study Guide pg. 8
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
   Suggested Activities
  • Keep a reflective journal about reactions to the reading
  • Research the use of imagery in this chapter
  • Write about a time where you had to move to a new city and school
 		 2
  Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printDemonstrate evidence of self-correction in communicationExamine via current events how contemporary issues affect Hispanics/Latinos in North CarolinaIdentify major geographical features, cities and regions of the countries where Spanish is spokenAssess mastery of Chapter 7 objectives                             1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 2.07, 3.01, 3.03, 3.04, 3.06, 3.07, 3.08, 4.02, 4.03, 4.04, 4.05, 4.09, 5.01, 5.02, 5.05, 6.01, 6.02, 6.04, 7.03, 7.04 Unit 6: Cajas de cartónChapter 7 - EL JUEGO DE LA PATADA Y TENER Y RETENER Resources
  • Text pg. 83-110
  • Study Guide pg. 9
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
 Suggested Activities
  • Keep a reflective journal about reactions to the reading
  • Interview someone who has worked as a migrant farm worker
  • Describe your ideal summer vacation
 		 2
  Acquire and use culturally acceptable vocabularyDemonstrate the ability to read informational textsIdentify main ideas and supporting details from authentic printDemonstrate evidence of self-correction in communicationExamine via current events how contemporary issues affect Hispanics/Latinos in North CarolinaIdentify major geographical features, cities and regions of the countries where Spanish is spokenAssess mastery of Chapter 8 objectives 1.01, 1.02, 1.03, 1.04, 1.05, 2.01, 2.03, 2.04, 2.05, 2.07, 3.01, 3.03, 3.04, 3.06, 3.07, 3.08, 4.02, 4.03, 4.04, 4.05, 4.09, 5.01, 5.02, 5.05, 6.01, 6.02, 6.04, 7.03, 7.04 Unit 6: Cajas de cartónChapter 8 - PEREGRINOS INMOVILES Resources
  • Text pg. 111-132
  • Study Guide pg. 10
  • Spanish-Spanish dictionaries
  • Exprésate - Reading Strategies and Skills Handbook
 Suggested Activities
  • Keep a reflective journal about reactions to the reading
  • Discuss the words of the “Declaration of Independence” along with other important American texts such as the “Pledge of Allegiance” and “The Star Spangled Banner”
 		 2
  Review objectives of the Unit 6Assess mastery of Unit 6 objectivesUnit 6: Cajas de cartónFinal Exam Resources
  • Study Guide pg. 11-12
 		1