¡Avancemos! - Holt McDougal - Houghton Mifflin Harcourt

Arkansas Lesson Plans

ii 

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ISBN 13: 978-0-547-19148-5 

ISBN 10: 0-547-19148-0 

1 2 3 4 5 6 7 8 9—MJT—12 11 10 09 08

Copyright © by McDougal Littell, a division of Houghton Miffl in Company. 

Contents 

Lesson Plan Overview iv 

Sample Pacing Guide ix 

Substitute Teacher Lesson Plans xi 

Cultural Mini Lessons 1 

Lección preliminar 13 

Unidad 1 

Lección 1 21 

Lección 2 29 

Unidad 2 

Lección 1 39 

Lección 2 47 

Unidad 3 

Lección 1 57 

Lección 2 65 

Unidad 4 

Lección 1 75 

Lección 2 83 

Unidad 5 

Lección 1 93 

Lección 2 101 

Unidad 6 



Unidad 7 



Unidad 8 



IEP Modifications 165 

Arkansas Foreign Language 

Curriculum Framework Spanish III 171 

¡Avancemos! 3 iii

Lesson Plan Overview 

1. Introduction to lesson plans 

It is natural for teachers to take time adjusting to a new textbook program, especially to set an 

appropriate pace. To help you teach successfully right from the start, the ¡Avancemos! program 

provides a wealth of tools and resources. 

In this book, you will find detailed lesson plans for the different sections of each ¡Avancemos! 

unit. These lesson plans offer strategies for presenting material on a section-by-section basis and 

are designed to show the variety of teaching options available. In general, each lesson plan 

includes the sections to be taught in one traditional 50-minute class period. 

2. Using the lesson plans 

As you will see from the Sample Lesson Plan Pacing Guides on pp. ix–x, the suggested pacing 

cycle for each ¡Avancemos! lesson is nine days for traditional schedules and five days for block 

schedules. It is very important to be flexible in order to achieve an appropriate pace of instruction 

and still teach the required material in a timely fashion. The lesson plans contained in this book 

offer a wealth of options for teaching and practicing the material, managing the classroom, 

assessing, and reteaching. You may want to consider all the options within each lesson plan and 

choose the most appropriate ones according to your particular classroom needs and schedules. 

Lesson plan structure 

Objectives The main objectives for each textbook section are included here for your use 

during lesson planning. 

Course Objectives The Arkansas Foreign Language standards for each lesson are succinctly 

listed for your convenience. 

Focus and Motivate Each lesson plan provides a suggestion for how to grab your students’ 

attention at the beginning of the lesson. 

Teach The main points that you need to cover in each lesson are clearly laid out in an easyto-follow 

checklist. 

Practice and Apply This list contains suggestions of the activities to assign in class so that 

your students practice the material you present in each lesson. 

Assess and Reteach ¡Avancemos! provides a variety of ways to assess that your students 

have understood the material and you can choose the best method for your classes from the 

options provided. 

Optional Resources The wealth of resources available within the ¡Avancemos! program are 

listed here with page references for all related material. You will fi nd this useful as you vary 

and enrich each lesson to suit the needs of your classroom. 

Technology Tools ¡Avancemos! is supported by a robust technology package that offers 

tools for you as well as many ways to provide your students with additional practice. 

iv Lesson Plan Overview 

¡Avancemos! 3 

Copyright © by McDougal Littell, a division of Houghton Miffl in Company.


3. Traditional scheduling 

Traditional scheduling refers to classes of 45–50 minutes in duration that meet every school day 

for an entire school year. Teachers will find these lesson plans well suited for their schedule, as 

each lesson plan details the material to be taught in a 45–50 minute class. 

The eight plans for Lesson 1 correspond to the first eight days of the teaching cycle as depicted on 

the 50-Minute Sample Lesson Plan Pacing Guide on p. ix. The ninth day of the cycle is designated 

for the Lesson 1 Test and does not require a lesson plan. 

Lesson 2 of each unit contains three more sections than Lesson 1: Comparación cultural, El Gran 

Desafío, and Repaso inclusivo. As a result, the lesson plans do not correspond exactly to the 

Pacing Guide. The first six lesson plans correspond to the first six days of the Lesson 2 cycle 

(days 10–15 in the Pacing Guide on p. ix). The next day of the Pacing Guide calls for the 

completion of the Lectura literaria, Escritura, and the Repaso de la lección. The lesson plan for 

the Lectura literaria includes the Escritura, but the Repaso de la lección has a distinct lesson plan. 

These three sections are all optional, and can be used at your discretion. You may find it 

necessary to teach only two of these sections. The Repaso de la lección does offer students 

excellent opportunities for review, and the Escritura gives students an excellent chance to practice 

their writing skills. The final lesson plan contains the Comparación cultural, El Gran Desafío, 

and Repaso inclusivo, which are all on the final day of the Pacing Guide, following the 

assessment day. 

Please note that the lesson plan for the Repaso de la lección lists the Lesson 2 Test under Assess 

and Reteach while the lesson plan for the Comparación cultural and Repaso inclusivo lists the 

Unit Test. It is not necessary to give both tests. If you decide to give the Lesson 2 Test and not 

the Unit Test, you can follow the suggested sequence in the Pacing Guide. If you decide to give 

the Unit Test instead, then students would benefit from completing some or all of the Repaso 

inclusivo. In that case, we recommend switching days 17 and 18 of the Pacing Guide to afford the 

students extra review time. 

It is important to note that both the lesson plans and the Pacing Guide on p. ix are suggestions, 

and you can feel free to adjust them. We recommend striving to cover the core instruction in 

¡Avancemos! from the Unit Opener (in Lesson 1) or Lesson Opener (in Lesson 2) through Todo 

junto. Once you complete the Todo junto section of a lesson, you can decide which remaining 

sections to teach and which to teach partially, assign as homework, or skip completely, as your 

schedule dictates. While the Todo junto section reviews the content from the entire lesson, we 

recommend assigning further review such as the Repaso de la lección pages prior to giving a 

Lesson or Unit Test. 

The Unit Opener and Lesson Opener are important for establishing the cultural context and learning 

goals of the unit and lesson, in terms of location, culture, vocabulary, grammar, and communication. 

However, establishing the goals and the cultural context does not require a great deal of time. You 

might focus initially on pointing out the essential parts of these pages. Later in the program, if you 

find that you have extra time, you may choose to explore these pages more in-depth. 

¡Avancemos! 3 Lesson Plan Overview v

4. Keeping the pace: Adjusting for block scheduling 

Block scheduling varies from school to school. Sometimes block schedule classes meet less 

frequently than traditional classes, or for only part of the school year. While they are always 

longer than traditional classes, their exact duration varies. For our purposes, we are assuming that 

block schedule classes are 90 minutes in duration. The lesson plans contained herein are easily 

adapted to this schedule. Since each lesson plan contains the material for a 45–50 minute class, 

two lesson plans can be taught in each 90-minute class. For 90-minute classes, each ¡Avancemos! 

lesson can be completed in about five days. Just as with the 50-minute classes, you can adapt the 

lesson plan and pacing guide as necessary. 

You will note differences between the 50-Minute Pacing Guide and the 90-Minute Pacing Guide, 

especially in the sequence of instruction. For example, the Conexiones feature appears with the 

Lectura literaria on day 7 of the 50-minute guide, followed by the Repaso de la lección on day 8. 

On the 90-minute guide, however, the Conexiones feature comes after the Lesson 1 Test on day 5. 

This change permits the teaching of the Repaso de la lección on day 4, giving students more time 

to review for the test. The sequence of instruction is no different for Lesson 2, but the time allotted 

to the Lectura literaria, Escritura, and Repaso de la lección is two times that of the 50-Minute 

Pacing Guide. This will allow teachers to finish all three sections and offer ample time for review. 

While the total amount of class time is the same for the 50- and 90-minute cycles of each unit 

(900 minutes), the time allotted to each lesson section is sometimes less in the 90-minute cycle. 

This difference should not amount to more than five minutes and is easily corrected by omitting 

the Warm Up for the second half of each day’s lesson. However, you may find additional 

adjustments necessary in order to complete each lesson in the time allotted. In cases where time 

does not permit completion of the entire lesson, focus first on the core sections, then choose from 

the remaining sections based on your instructional needs. 

Another difference between the 50- and 90-minute cycles is the assignment of homework. Since 

each class of the 90-minute guide essentially covers the same amount of material as two days of 

the 50-minute guide, then two days’ worth of homework is assigned on each day of the 90-minute 

guide. This amount of homework may or may not be realistic, depending on how frequently the 

90-minute classes meet. You may need to be selective about the homework you assign, being 

careful to assign homework that will give students the chance to practice what they have learned 

without assigning excessive amounts. 

5. Making choices for variety 

The ¡Avancemos! program affords many opportunities to vary instruction and assessment that 

enhance students’ learning experience. For example, you can present the Contexto activities on 

audio or by reading them aloud while students follow along in the text. You can also have students 

read the script aloud or role play it with their classmates. You can choose from a great variety of 

in-class activities in the Pupil Edition, the Teacher’s Edition, and ancillary materials, such as the 

Situational Transparencies from the Unit Transparency Books. Additional options for presenting 

new material include the Vocabulary and Grammar Presentation Transparencies. 

vi Lesson Plan Overview 




As you know, students retain what they have learned more readily if it is reinforced with 

challenging and fun review and homework options. ¡Avancemos! offers many different formats 

for homework and review. The Assess and Reteach portion of the Lesson Plans lists Para y piensa 

activities, Cuaderno: práctica por niveles, and Cuaderno para hispanohablantes for almost every 

section of the unit. The workbooks contain activities of different levels. Level A activities offer 

much more structure and guidance, level B activities are similar in difficulty to activities in the 

Pupil Edition, and level C activities require higher levels of critical thinking. These activity 

sections all focus on the same core grammar and vocabulary skills, and completion of these 

activities will move students toward mastery of these skills regardless of the activity level. 

Toward the end of each lesson, Repaso de la lección and En resumen pages are included under 

Assess and Reteach. These review pages, in addition to the Repaso inclusivo, can be used as 

homework or classwork during the unit, provided you assign material that the students have 

learned. The lesson plan for the Repaso de la lección day also lists the Review Games Online 

as a homework option. There are many other activities on Classzone.com that can be assigned 

throughout the unit as well. The Teacher’s Edition contains many activities that can be used for 

classwork or homework expansion. You will also find specific references to the Reteaching and 

Practice Copymasters review pages from the Unit Resource Book in the Para y piensa Ongoing 

Assessment boxes in the Teacher’s Edition. Many other ancillary materials would also provide 

excellent reinforcement while piquing student interest, such as Lecturas para todos, 

AvanzaCómics comic books, TPRS, Unit Resource Books, and Unit Transparency Books. 

¡Avancemos! also includes a four-tiered differentiated assessment program which includes Pre-AP 

Assessment, for more advanced students; On-level Assessment, for students working at the level 

of the Pupil Edition; Modified Assessment, for at-risk or slower-paced learners; and Heritage 

Learners Assessment, for native Spanish speakers. These testing materials have leveling similar 

to the Cuaderno. Again, regardless of level, all testing materials assess comprehension of the 

same vocabulary and grammar. 

The method of usage for leveled materials is at your discretion. Some teachers prefer to level 

classes as a whole, while other teachers find it useful to level individual students based on each 

student’s learning needs and level of ability. For students who have specialized education plans 

that require modified testing and practice, you can use the level A Cuaderno activities and 

Modified Assessment book. 

6. Making choices for pacing 

If this is your first year using the ¡Avancemos! program, you may want to plan to skip some of the 

Pupil Edition sections that are not considered core. Especially at the beginning of the school year, 

it is most important to give students ample time to practice the essential vocabulary and grammar 

before moving on to sections geared toward expansion. As the school year progresses and you 

become more comfortable with the program, you may find that you have the extra time to teach 

more sections from the Pupil Edition. If this is the case, try them out as the schedule allows. You 

will find that these sections provide a refreshing enhancement to language and culture practice in 

your classroom. You may wish to concentrate on teaching more of the expansion pages in your 

second year with the program, and adding more each subsequent year. This type of enrichment 

will give students a more complete (and fun!) language-learning experience. 

¡Avancemos! 3 Lesson Plan Overview vii


50-Minute Sample Lesson Plan Pacing Guide 

Week 1 Day 1 

Unit 1 Opener 

Lesson 1 

Opener 

Presentación 

de vocabulario 

Práctica de 

vocabulario 

Week 2 Day 6 

Todo junto 

Week 3 Day 11 

Vocabulario 

en contexto 

Week 4 Day 16 

Lectura 

literaria 

Escritura 

Repaso de 

la lección 

Day 2 

Vocabulario 

en contexto 

Day 7 

Lectura 

literaria 

Conexiones 

Day 12 

Presentación 

de gramática 

Práctica de 

gramática 

Day 17 

Lesson 2 Test 

or Unit 1 Test 

Unidad 1 

Day 3 

Presentación 

de gramática 

Práctica de 

gramática 

Day 8 

Repaso de 

la lección 

Day 13 

Gramática 

en contexto 

Day 18 

Comparación 

cultural 

El Gran 

Desafío 

Repaso 

inclusivo 

Day 4 

Gramática 

en contexto 

Day 9 

Lesson 1 Test 

Day 14 

Presentación 

de gramática 

Práctica de 

gramática 

Day 5 

Presentación 

de gramática 

Práctica de 

gramática 

Day 10 

Lesson 2 

Opener 

Presentación 


Práctica de 

vocabulario 

Day 15 

Todo junto 

¡Avancemos! 3 Sample Pacing Guide ix

90-Minute Sample Lesson Plan Pacing Guide 

Week 1 Day 1 

Unit 1 Opener 

Lesson 1 

Opener 

Presentación 


Práctica de 

vocabulario 

Vocabulario 

en contexto 

Week 2 Day 6 

Lesson 2 

Opener 

Presentación 


Práctica de 

vocabulario 

Vocabulario 

en contexto 

x Sample Pacing Guide 

Day 2 

Presentación 

de gramática 

Práctica de 

gramática 

Gramática en 

contexto 

Day 7 

Presentación 

de gramática 

Práctica de 

gramática 

Gramática en 

contexto 

Unidad 1 

Day 3 

Presentación 

de gramática 

Práctica de 

gramática 

Todo junto 

Day 8 

Presentación 

de gramática 

Práctica de 

gramática 

Todo junto 

Day 4 

Lectura 

literaria 

Repaso de 

la lección 

Day 9 

Lectura 

literaria 

Escritura 

Repaso de 

la lección 

Day 5 

Lesson 1 Test 

Conexiones 

Day 10 

Lesson 2 Test 

or Unit 1 Test 

Comparación 

cultural 

El Gran 

Desafío 

Repaso 

inclusivo 




Substitute Teacher Lesson Plans 

Teacher name Date / / 

Class 

Class period Class location and meeting time 

Culture 

❑ Have students look at the Tradiciones Cultural Mini-lesson on pp. C – C of their 

text or have them preview it online at ClassZone.com. Before they read, have a pre-reading 

discussion about the topic based on the photos and students’ prior knowledge. Have students 

read the text silently or do a round-robin reading by calling on different students to read 

aloud sentences from the text and photo captions. Have students answer the Comparación 

cultural questions on a separate sheet of paper. Follow up with a class discussion about the 

reading and students’ answers to the Comparación cultural questions. 

❑ Have students read the Comparación cultural spread for Unit on pp. – of their 

text. If computer access is available, have students read the online version at ClassZone.com 

and click on the icons for expanded cultural information. After reading, have students complete 

the workbook pages in the Cuaderno that correspond to the spread (pp. – ). 

❑ Copy and hand out the Fine Arts Activities for Unit , Lesson found on pp. – 

in the Unit Resource Book for Unit . Post the corresponding Fine Art Transparencies 

(Transparencies & in the Unit Resource Book) on the overhead for students to 

view. Discuss the works and ask students to react to them. Have students complete the Fine 

Art Activities. 

As a follow-up, have a class discussion where students share their responses to the questions. 

❑ Have students review the information found in the Unit Opener for Unit of their text on 

p. . If computer access is available, have students read the online version at ClassZone. 

com and click on the icons for expanded cultural information. Use the Map Transparency, 

found in the Unit Transparency Book for Unit . Show students the cultural segment of 

the video (DVD , Unit ). As a follow-up, have students complete the Map/Culture 

Activities on pp. – , of the Unit Resource Book for Unit . Use the Map/Culture 

Activities Answer Key on p. of the Unit Resource Book to go over the answers as a class. 

Additional information: 

¡Avancemos! 3 Substitute Teacher Lesson Plans xi


Class 


Reading and Writing 

❑ Have a Silent Reading Day. Have students preview and use the Strategy for the Lectura literaria 

on pp. – of their text. Next, have students silently read the Lectura literaria. After 

reading, have them complete the Para y piensa questions that follow. Refer to the Teacher’s 

Edition for answers to the questions. 

❑ Have students read and complete all activities for the selection on pp. – of the 

Lecturas para todos workbook. Guide students through the Reading Strategy and background 

information, as well as the activities that appear in the side columns of the pages. Use the 

Teacher’s Edition of the Lecturas para todos text for answers to all activities. If time permits, 

have students listen to the recording of the reading as they follow along in their books (LPT 

CD , Track ). 

❑ Have students complete the following Escribir Activity from the Repaso inclusivo page for 

Unit (p. ): . Encourage students to plan out their writing and write 

a fi rst draft before turning in their fi nal draft. Allow students the opportunity for peer editing 

if time permits. 

Video 

❑ Copy and hand out the Video Activities Copymasters for Unit , Lesson , found on 

pp. – in the Unit Resource Book for Unit ______. Have students review El Gran 

Desafío on pp. – of their text. Before viewing the video, have them complete the 

Pre-viewing Activity. Show the Gran Desafío Video (DVD , Unit ). Replay the 

video, and while students are watching the second time, have them complete the Viewing 

Activity. After they have viewed the video, have students complete the Post-viewing activity. 

Students can also view the video at ClassZone.com. Use the Video Activities Answer Key in 

the Unit Resource Book on pp. – to go over the activities as a class. 


xii Substitute Teacher Lesson Plans 





Class 


ClassZone.com 

❑ Have students complete the on-line Self-check Quiz(zes) for Unit , Lesson(s) 

at ClassZone.com. Encourage them to use the Animated Grammar feature for further 

explanations of the lesson’s grammar boxes and the Interactive Flashcards for help with 

the lesson’s vocabulary. 

❑ Have students click on the @HomeTutor feature at ClassZone.com and complete the selfguided 

leveled practice activities for Unit , Lesson(s) . Encourage them to use the 

Animated Grammar feature for further explanations of the lesson’s grammar boxes and the 

Interactive Flashcards for help with the lesson’s vocabulary. 

❑ Have students complete the Review Games for Unit , Lesson(s) at ClassZone.com. 

Encourage them to use the Animated Grammar feature for further explanations of the lesson’s 

grammar boxes and the Interactive Flashcards for help with the lesson’s vocabulary. 

❑ Have students complete the practice activities for Unit ______, Lesson(s) ______ found in 

The Conjugator feature of ClassZone.com. Encourage them to use the Animated Grammar 

feature for further explanations of the lesson’s grammar boxes and the Interactive Flashcards 

for help with the lesson’s vocabulary. 

❑ Have students complete the WebQuest for Unit ______ at ClassZone.com. Tell students to 

print out the charts and organizers included in the Process section and to follow all steps as 

they proceed with the activity. 

Practice and Review 

❑ Copy the Practice Games on pp. – of the Unit Resource Book for Unit and 

have students complete the activities. Use the Answer Key provided on pp. – of the 

Unit Resource Book to go over the activities as a class. 

❑ Copy the Did You Get It? Reteaching and Practice Copymasters on pp. – of the 

Unit Resource Book for Unit and have students complete the activities. Encourage 

students to refer to their textbooks for help. Use the Answer Key provided on pp. – 

of the Unit Resource Book to go over the activities as a class. 

❑ Copy the ¿Recuerdas? Reteaching and Practice Copymasters on pp. – of the Unit 

Resource Book for Unit and have students complete the activities. Encourage students 

to reread those sections of their texts that introduce these topics. Use the Answer Key 

provided on pp. – of the Unit Resource Book to go over the activities as a class. 


¡Avancemos! 3 Substitute Teacher Lesson Plans xiii

❑ Show students the Situational Transparency on p. of the Unit Transparency Book for 

Unit or copy and hand out the Situational Student Copymaster (without labels) on 

p. of the Unit Transparency Book. On a separate sheet of paper, have students write 

explanations or descriptions of what is happening in each of the illustrations. Encourage 

them to use as much of the unit’s vocabulary as possible. Encourage students to refer to 

their textbooks for help. As a follow-up, have students read their descriptions aloud as 

others try to guess which drawing they are describing. 

❑ Using the information included on the En resumen page (p. ) for Unit , Lesson 

of their text, have students write sentences that include vocabulary words and grammar 

structures that were learned in the unit. Have student volunteers write their sentences on the 

board. Have other student volunteers come to the board and circle the vocabulary words and 

examples of the grammar structures used. While going over the sentences, ask students the 

meanings of the circled vocabulary words and have them explain the grammatical structures. 

❑ Using their textbooks, have students answer all Para y piensa questions for Lesson(s) 

of Unit(s) on a separate sheet of paper. Encourage students to use their texts as a 

resource and encourage them to reread sections if they need to in order to answer the 

questions. Have students self-check their answers on pp. R –R in their text when 

they fi nish. 

❑ Have students complete pp. – in the Cuaderno. Encourage them to use their 

textbooks for help. Post answers for workbook activities (pp. – of the Unit 

Transparency Book for Unit ) on the overhead for students to see and go over them 

as a class. 

❑ Have students complete the following Activities from Unit , Lesson of their 

textbooks on a separate sheet of paper: 

Post answers for activities (pp. – of the Unit Transparency Book for Unit ) 

on the overhead for students to see and go over them as a class. 

❑ Provide each student with index cards and have them create their own set of fl ashcards for 

each of the words found on the En resumen page of Unit , Lesson (p. ). 

Encourage students to draw pictures of words and terms when possible. Have students pair 

up and quiz each other on the vocabulary using their fl ashcards. 


xiv Substitute Teacher Lesson Plans 




Mitos y leyendas, pp. C2–C3 

OBJECTIVES 

Familiarize students with some well-known myths 

and legends of the Spanish-speaking world. 

Compare these myths and legends with those they 

already know. 

FOCUS AND MOTIVATE 

❑ Direct students’ attention to the pictures and elicit 

reactions. Does anyone recognize images from 

any myths they know? 

TEACH 

❑ Start by conducting the 50-minute lesson on p. C2 of your Teacher’s Edition. 

❑ Does the guaraní myth of Las cataratas del Iguazú remind students of any other myths they know about two 

ill-fated lovers? How are they similar, and how different? (In Level 2, Unit 4, students learned about the myth 

of Ixtaccihuatl and Popocatépetl, whom the gods turned into two mountains.) 

❑ As an expansion activity, ask students to research and report on five other Mayan deities, including a 

description of their powers. 

IEP Modification Have students, in pairs, choose one myth and illustrate it, creating a cartoon, a short picture 

book, or a poster. Have them use their illustrations to help them retell the myth to another pair. 

PRACTICE AND APPLY 

❑ Have students brainstorm a list of mythical beings and phenomena in U.S. culture, such as the man in the 

moon and a pot of gold at the end of a rainbow. Did they believe in these as children? 

OPTIONAL RESOURCES 

Plan 

Best Practices Toolkit 

TECHNOLOGY TOOLS 

Teacher Tools Student Tools 

Power Presentations @Home Tutor 

EasyPlanner CD-ROM ClassZone.com 

Test Generator CD-ROM eEdition Online or CD-ROM 

Arkansas Standards 

CMC.1.SIII.3, CMC.3.SIII.1, CLT.4.SIII.2, 

CLT.4.SIII.3, CLT.5.SIII.2, CLT.6.SIII.1, 

CLT.6.SIII.3, CNN.7.SIII.1, CNN.7.SIII.2, 

CNN.8.SIII.3, CMP.10.SIII.2 

Present 

Atlas Map, UTB 1, Transparencies 1–5 

¡Avancemos! 3 Cultural Mini-Lessons 1 

¡AVANCEMOS! 

Cultural Mini Lessons

¡AVANCEMOS! 

Cultural Mini Lessons 

2 

Comida de las Américas, pp. C4–C5 

OBJECTIVES 

Familiarize students with foods of the pre-Columbian 

Americas. 

Encourage students to make comparisons between the 

different foods described. 


❑ Direct students’ attention to the pictures and elicit reactions. Where do tomatoes, avocados, potatoes, and 

chocolate grow—on trees? Are avocados a vegetable or a fruit? 

TEACH 


❑ To expand on the Connections/Science activity on p. C4 of your Teacher’s Edition, have the same small 

groups of students list three dishes in which the food is used in the U.S., and two in Latin America or Europe. 

❑ For the Enrichment/Role-play activity, encourage students to search on the Internet or in the library for 

recipes in Spanish, note measurements, and use new food preparation terms they find in their cooking shows. 

IEP Modification Have students, in pairs, discuss when, how, and with what they eat the four foods mentioned 

here (tomatoes, avocados, potatoes, and chocolate), recycling vocabulary from the Lección preliminar. 


❑ Have students keep a list of all the foods they eat for two days, then create a chart showing where each came 

from originally. Do they know where the foods they ate were grown? 


Plan 


Present 


Teacher Tools 


Student Tools 








CNN.7.SIII.1, CNN.7.SIII.2, CNN.8.SIII.2, 


Cultural Mini-Lessons ¡Avancemos! 3 



Ferias de España, pp. C6–C7 

OBJECTIVES 

Familiarize students with some festivals and celebrations 

in various Spanish towns and cities. 

Encourage students to make comparisons between the 

celebrations described. 


❑ Direct students’ attention to the pictures and elicit reactions. 

If students could participate in only one of the festivals pictured, 

which would they chose, and why? 

TEACH 


❑ To expand on the Pacing Suggestions/Link to Unit Vocabulary activity on p. C7 of your Teacher’s Edition, 

ask students to research when each festival takes place, and plan their itinerary accordingly. Ask them to 

research hostels or hotels they would like to stay in, and even restaurants they would like to eat in. 

❑ To expand on the Pacing Suggestions/Link to Unit Grammar activity, have students, in groups of four, take 

turns using the present perfect to describe festivals (those featured here, or ones they attend at home), and 

have the rest of the group guess the festival being described. 

IEP Modification Have students rewrite one of the two photo captions on p. C6, changing the verbs to the present 

perfect. Then have them exchange papers with another student and check each other’s work. 


❑ Have students, in small groups, plan a festival for their community. Ask them to include details about 

parades, competitions and prizes, food, dances, and music. 


Plan 


Present 

Atlas Map, UTB 1, Transparency 6 

Teacher Tools 


Student Tools 







CLT.6.SIII.2, CLT.6.SIII.3, CNN.7.SIII.1, 

CNN.7.SIII.2, CNN.8.SIII.3 


¡AVANCEMOS! 


¡AVANCEMOS! 


4 

Bailes típicos, pp. C8–C9 

OBJECTIVES 

Familiarize students with some traditional dances 

of the Spanish-speaking world. 

Encourage students to make comparisons between 

the dances and the customs that go with them. 



Has anyone seen traditional dances performed? What did people 

wear, and what was the music like? 

TEACH 


❑ For the Pacing Suggestions/Link to Unit Vocabulary activity on p. C9 of your Teacher’s Edition, ask students 

to give examples of words they would use in their online searches (búsquedas). What information might they 

get from Web sites (sitios web), and what from chat rooms (salones de charla)? 

❑ To expand on the Pacing Suggestions/Link to Unit Grammar activity, have students, in groups of four, take 

turns using the present perfect to describe festivals (those featured here, or ones they attend at home), and 

have the rest of the group guess the festival being described. 

IEP Modification Have students, in small groups, take turns commenting on the festivals featured here using 

expressions of emotions they learned in Unit 4, such as me sorprende que, me alegra que, and dudo que + the 

subjunctive. 


❑ Have students, in small groups, prepare a demonstration of a dance, either based on research on one of the 

dances shown on pp. C8–C9 or a traditional dance of their region. 


Plan 


Present 


Teacher Tools 


Student Tools 








CNN.7.SIII.2, CNN.8.SIII.3, CMP.10.SIII.2 




¡Fútbol!, pp. C10–C11 

OBJECTIVES 

Make students aware of the importance of soccer in the 

Spanish-speaking world. 

Familiarize students with various soccer championships 

and their importance in the Spanish-speaking world. 


❑ Direct students’ attention to the pictures and elicit reactions. What are the most popular sports in the U.S.? 

TEACH 


❑ Ask students to share what they know about soccer in the rest of the world, including leading teams, top 

players, and how spectators behave. 

❑ To prepare for the Enrichment/Role-play activity, have students make a list of words to describe the plays in a 

soccer game. Encourage them to look up any additional terms they may need for their sportscast in a 

dictionary or on the Internet. 

IEP Modification Have students, in pairs, take turns describing the people in the photos using relative pronouns. 

Model a sentence: El hombre que lleva gafas está alegre. 


❑ If the U.S. were to have one national sport, what do students think that should be? Have students write their 

choice on a piece of paper, ask a volunteer to poll the results, then discuss. 


Plan 


Present 


Teacher Tools 


Student Tools 






CLT.4.SIII.3, CLT.5.SIII.1, CLT.5.SIII.2, CLT.6.SIII.1, 


CNN.8.SIII.3 


¡AVANCEMOS! 


¡AVANCEMOS! 


6 

Telas y tejidos, pp. C12–C13 

OBJECTIVES 

Make students aware of the variety of fabrics 

and weavings that are created throughout the 


Encourage students to make comparisons among 

the different types of fabrics and weavings shown. 


❑ Direct students’ attention to the pictures and elicit reactions. What fabrics and patterns do students 

particularly like in clothes? Does anyone make clothes, or have handmade articles of clothing? 

TEACH 


❑ As an expansion activity, have students research the clothing their great-grandparents (or people of that time) 

wore and write a description of it, including information about the fabrics and design details. 

❑ To practice the future tense, have students, in pairs, write descriptions of the fabrics and designs people will 

wear in the year 2050. 

IEP Modification Have students, in pairs, take turns describing the clothes they will wear tomorrow, using the 

future tense. Encourage them to describe the fabrics and colors of those clothes. 


❑ Have students, in groups of four, write descriptions of how members of their peer group dress, including 

information about the fabrics, colors, and designs of their clothes. Have them write about what these clothes 

communicate to others. 


Plan 


Present 


Teacher Tools 


Student Tools 












¡Buena suerte!, pp. C14–C15 

OBJECTIVES 

Familiarize students with good luck traditions 

throughout the Spanish-speaking world. 

Encourage students to compare these good luck 

traditions with their own. 


❑ Direct students’ attention to the pictures and 

elicit reactions. Do students have any good luck 

charms themselves, or know people who do? 

TEACH 


❑ To expand on the Long-term Retention activity on p. C14 of your Teacher’s Edition, discuss the role of good 

luck charms and practices in sports, such as baseball and horse racing. 

❑ To help students prepare for the interviews they conduct in the Enrichment activity on p. C15 of your 

Teacher’s Edition, have them list various reasons charms are typically used, such as to guarantee success, 

health, and wealth. 

IEP Modification Have students draw a picture of a good luck charm that exists or that they create and write a 

sentence about its intended effect, using the subjunctive and one of these expressions: para que, con tal que, a fin 

que, antes de que, or a menos que. Have them share these with another student. 


❑ Have students write a description of the amulets, gestures, and practices that they believed, as children, 

conferred good luck. At what age did they stop believing in these? Are there any they still believe in? 

❑ Have students write a description of the amulets, gestures, and practices that they believed, as children, 

brought bad luck, such as black cats or stepping on cracks. 


Plan 


Present 


Teacher Tools 


Student Tools 











¡AVANCEMOS! 


¡AVANCEMOS! 


8 

Vaqueros, pp. C16–C17 

OBJECTIVES 

Familiarize students with the tradition of the cowboy 

in North and South American culture. 

Encourage students to make comparisons among the 

cowboys from different cultures. 


❑ Direct students’ attention to the pictures and elicit reactions. When students think of “cowboys,” what comes 

to mind? Write their responses on the board. 

TEACH 


❑ For the Pacing Suggestions activity on p. C17 of your Teacher’s Edition, have students map out the 

information they will present in their documentary (intro, exposition, conclusion). 

❑ For the Enrichment/Presentation activity, have students research what primary job functions the various 

vaqueros performed, such as guarding and moving groups of animals. After the groups have presented their 

findings, ask them to compare and contrast the three types of vaqueros. 

IEP Modification Have students, in pairs, write a diary of the day in the life of a vaquero, specifying at least 

five things a vaquero might do every day. Have them present their diaries to another pair and compare and contrast 

activities. 


❑ Have students, in pairs, write a list of adjectives they think apply to cowboys. Can cowboys, with these 

qualities, only exist in wild, open spaces? What might the term “urban cowboy” mean? 


Plan 


Present 

Atlas Map, UTB 1, 

Transparencies 1, 3, 5 

Teacher Tools 


Student Tools 












Quinceañeras, pp. C18–C19 

OBJECTIVES 

Familiarize students with the quinceañera celebration as 

it is practiced in the U.S. 

Show students some of the elements of the celebration. 



Do these celebrations remind them of any in the U.S.? 

TEACH 


❑ To expand on the Connections/Music activity on p. C18 of your Teacher’s Edition, have students, in small 

groups, compare mariachi music with the music played at Sweet Sixteen parties in the U.S. 

❑ For the Enrichment/Bulletin Boards activity on p. C19 of your Teacher’s Edition, have students highlight 

words they do not know and provide definitions for them at the bottom of their print outs. 

IEP Modification Have students, in pairs, write a list of friends and family members they would invite to a 

quinceañera or a Sweet Sixteen party, recycling vocabulary from Unit 1, Lesson 2. Then have them take turns 

saying whom they would invite, completing the sentence Quiero invitar a . 


❑ Have students, in pairs, complete a Venn diagram comparing elements of a quinceañera celebration and a 

similar celebration in the U.S., such as a Sweet Sixteen party, a prom, or a wedding. Encourage them to 

include multiple details, such as dress, music, dances, and the role of relatives. Then have them share their 

diagrams with another pair. 


Plan 


Present 

Atlas Map, UTB 1, Transparencies 1, 3 

Teacher Tools 


Student Tools 










¡AVANCEMOS! 


¡AVANCEMOS! 


10 

Actuaciones callejeras, pp. C20–C21 

OBJECTIVES 

Familiarize students with the history and kinds 

of street theater in the Spanish-speaking world. 

Encourage students to make comparisons among 

the performances. 



What do students think of when they think of farces? 

TEACH 


❑ To give more structure to the Pacing Suggestions/Link to Unit Vocabulary activity on p. C21 of your 

Teacher’s Edition, have students, in small groups, chose only one aspect of their topic to satirize. 

❑ For the Enrichment/Role-play activity, tell students to first guess the type of person being portrayed (such as 

a political leader or musician), then try to guess the person’s name. 

IEP Modification Have students, in pairs, think of two comedy performers or performance groups they know 

and compare them, using the Unit 8, Lesson 2 theater vocabulary and superlatives. 


❑ Would students like to see street performers on a regular basis in their communities? Would anyone like to be 

part of a street performance group? What kinds of performances would they give? 


Plan 


Present 


Teacher Tools 


Student Tools 








CNN.8.SIII.3 




Los mercados, pp. C22–C23 

OBJECTIVES 

Familiarize students with the role of markets in the 


Encourage students to analyze the role shopping 

plays in societies. 


Plan 






Present 

Atlas Map, UTB 1, Transparencies 3, 5, 6 








❑ Direct students’ attention to the pictures and elicit reactions. Ask students to share experiences they have had 

in open-air markets. 

TEACH 


❑ As an extension of the Communities/Spanish in the Supermarket activity on p. C23 of your Teacher’s Edition, 

have students research and list the names and addresses of specialty stores in their community that sell food 

from Spain or Latin America. 

❑ For the Enrichment/Presentation activity, encourage students to bring in pictures of the markets and identify 

foods and goods sold there. 

IEP Modification For the Enrichment/Role-play activity, divide students into mixed-level groups of four. 

Encourage them to use humor when bargaining by offering ridiculously low amounts and exaggerating responses. 

Ask them to make lists of expressions they can use, such as ¡Te lo juro! and ¡Qué caro! 


❑ Ask students to compare a mercado to a mall as a place to hang out. What might each offer? 


¡AVANCEMOS! 


¡AVANCEMOS! 


12 

Banderas nacionales, pp. C24–C25 

OBJECTIVES 

Familiarize students with the symbolism 

of colors and images in flags from the 


Encourage students to compare the symbolism 

of the different colors and images in the flags 

of other countries with their own. 


❑ Direct students’ attention to the pictures and elicit reactions. What other kinds of flags can students think of? 

Can anyone describe the state flag? 

TEACH 


❑ For a Long-term Retention/Critical Thinking activity, have students, in groups of four, list all the places they 

normally see the U.S. flag, such as on court buildings, then compare their lists. Are any places required to 

display the flag? 

❑ As an extension of the Enrichment/Presentation activity on p. C25 of your Teacher’s Edition, have students 

analyze the similarities and differences between the various national flags, then group them according to 

categories they specify, such as color or symbols. 

IEP Modification Have students, in pairs, choose an environmental cause and design a flag for it. Have them 

describe their flag to another pair, recycling vocabulary from Unit 3, Lesson 1. 


❑ Have students, in small groups, research and write about the rules and regulations for handling and 

displaying the U.S. flag. Then discuss whether they think each rule is a good one, or not, and why. 


Plan 


Present 

Atlas Map, UTB 1, Transparencies 1, 3, 4, 5 

Teacher Tools 


Student Tools 








CNN.8.SIII.3 




Preliminary Lesson Opener, 

Mis amigos y yo, pp. C26–5 

OBJECTIVES 

Introduce lesson theme: Una vida ocupada. 

Culture: sayings. 

Understand vocabulary: people and activities. 

Check for comprehension. 

Practice verbs like gustar; present tense of regular verbs. 

Review lesson vocabulary in context. 

Pronunciation: the letters b and v. 


❑ Preliminary Unit Opener, pp. C26–1: Ask students about their favorite pastimes. Have them describe 

activities they enjoy doing with friends. 

TEACH 

❑ Mis anigos y yo: Point out the blog on pp. 2–3 in paragraphs A and B. Read aloud the introduction to the blog 

on p. 2. 

❑ Audio Program TXT CD 1, track 1. Before playing the audio, tell students to listen for details about Lucía, 

her friends, and her favorite pastimes. Complete ¡A Responder! activity, p. 3. TXT CD 1, track 2. 

❑ Read aloud Repaso: Verbs like gustar, p. 4. With students, form sentences with encantar and interesar. 

Replace object nouns with indirect object pronouns. 

IEP Modification Draw a two-column chart on the board with the headings Lucía and José. Have students use 

the chart to compare Lucía and José. 


❑ Activities 1 and 3, pp. 4–5. Have students work in pairs to complete the activities. 

❑ Have students list five activities they’ve experienced with family and/or friends during a summer vacation. 

Ask students to share their experiences with the class. 

❑ ¿Qué les gusta?, Activity 2, p. 4. Read aloud the instructions. Have students complete the activity. 

ASSESS AND RETEACH 

❑ Diagnostic Test, On-level Assessment, pp. 1–6 

❑ Para y piensa, p. 5. Have students complete the activity. Ask students to name two activities they like and two 

they dislike in a separate paragraph. 

❑ ¡A responder!, p. 3. Play Audio Program TXT CD 1, track 2. Have students work in groups to write responses 

to each of the eight selections. 

❑ Homework: Have students expand on the Para y piensa exercise on p. 5 by creating a short personal blog 

about themselves and their friends. 


Plan 


PE Answers, UTB 1, Transp. 34–35 

Present 

Warm-up Transp., UTB 1, Transp. 22 

Audio Script, URB 1, p. 79 

Practice 

Back to School Resources, URB 1, pp. 1–4 

¡AvanzaCómics! Mundos paralelos, Episodio 1 





Cultura interactiva 

eEdition Online or CD-ROM 


CMC.1.SIII.1, CMC.1.SIII.4, CMC.2.SIII.2.a, 

CMC.2.SIII.3, CMC.3.SIII.2.b, CMC.3.SIII.5, 

CMC.3.SIII.6, CMP.9.SIII.1 

Assess 

Heritage Learner Diagnostic Test, Heritage Learners Assessment, 

pp. 1–6 

¡Avancemos! 3 Lección preliminar 13 

¡AVANCEMOS! 

Lección preliminar

¡AVANCEMOS! 

Lección preliminar 

14 

¿Qué saben hacer?, pp. 6–9 

OBJECTIVES 

Understand vocabulary used to talk about what people 

know how to do. 


Practice the present tense of irregular verbs and irregular 

yo verbs. 



❑ Have students list three things they know how to do. Ask volunteers to share the skill they most prefer and 

explain how they learned this skill. 

TEACH 

❑ Have students study the photos on pp. 6–7, noticing the names of the four people featured in this section. 

❑ Audio Program, TXT CD 1, track 4. Play the audio as students follow along in their textbooks. 

❑ ¡A Responder!, p. 7. Read aloud the instructions. Play Audio Program TXT CD 1, track 5 and ask students to 

respond with “thumbs up” or “thumbs down.” 


❑ La familia Núñez, Activity 5, p. 8. Have students work in pairs to complete the activity. 

❑ Review present tense of irregular yo verbs on p. 9. Ask students to write sentences about themselves using 

conocer, dar, saber, ver, hacer, poner, salir, and traer. 

IEP Modification Yo también, Activity 6, p. 9. Say aloud the affirmative statements in this activity. Have 

volunteers respond with the negative statements. 


❑ Para y piensa, p. 9. Have students complete the exercise. 

❑ Homework: ¿De dónde soy?, Activity 4, p. 8. Have students complete the activity. 


Plan 



Present 



Lección Preliminar 

Practice 

Back to School Resources, URB 1, 

pp. 5–8 







CMC.1.SIII.4, CMC.2.SIII.2.a, CMC.3.SIII.2.a, 

CMP.9.SIII.1 




¿Qué saben hacer?, pp. 10–11 

OBJECTIVES 

Practice the present tense of stem-changing verbs, 

including decir, tener, and venir. 



❑ Write decir, tener, and venir on the board, and have students 

translate the verbs. Explain that the stem vowels change in 

the present tense. Have students name similar verbs. 

TEACH 

❑ Read aloud Repaso: Stem-changing Verbs, p. 10. Turn to p. R35 to review other stem-changing verbs. 

❑ Show photos of people and activities. Use the present tense form of poder to say something about one photo, 

then ask students to use poder to talk about other photos. 

❑ Read aloud Repaso: The verbs decir, tenir, and venir, p. 11. Have students practice the yo forms of these 

verbs by constructing sentences. 


❑ ¡Otra vez a la escuela!, Activity 8, p. 10. Have students complete the activity. 

❑ ¿A qué hora?, Activity 9, p. 11. Read aloud the instructions and example. Have students work in pairs to ask 

and answer questions in the activity. 


❑ Para y piensa, p. 11. Have students conjugate the verbs in the exercise. 

❑ Homework: Pequeño cuestionario, Activity 10, p. 11. Have students write responses to the questions in the 

activity. 

IEP Modification With students, brainstorm and write down verbs they can use to write a five-sentence account 

of their first week at school. Circle any stem-changing verbs. 


Plan 



Present 


Audio Script, URB 1, pp. 79–80 

Practice 


pp. 9–10 







CMC.1.SIII.1, CMC.2.SIII.2.a, CMC.3.SIII.2.a, 

CMP.9.SIII.1 


¡AVANCEMOS! 

Lección preliminar

¡AVANCEMOS! 


16 

¿Lo conoces?, pp. 12–15 

OBJECTIVES 

Understand vocabulary used to talk about 

people and places you know. 

Check for comprensión. 

Practice saber and conocer, ser, and estar. 

Review lesson vocabulary in context 


❑ Write the names of some landmarks in your 

state. Ask students to identify each, name 

its location, and suggest other places of 

interest in the state. 

TEACH 

❑ Have students look at the photos on pp. 12–13. Ask students to describe scrapbooks or photo albums of places 

they have visited. 

❑ ¿Lo conoces?: Audio Program TXT CD 1, tracks 6 and 7. Play the audio. Discuss how a friend’s opinion of an 

event or place influences them. 

❑ Read aloud Expanded Information, p. 13 of the Teacher’s Edition. Show photos of the places and people 

described in this section. Ask if students have personal knowledge of these topics. 

IEP Modification In groups, have students make cards for the vocabulary, illustrating one side and writing the 

word on the reverse. Have them use the cards for review. 


❑ Read aloud and discuss Repaso: Saber or conocer, p. 14. Have students work in pairs to complete Activity 11, 

Mi amigo Marcos. 

❑ Personas famosas, Activity 12, p. 14. Have groups of three talk about people they know and know about. 

Listen for appropriate use of saber and conocer. 

❑ Describe la pintura, Activity 14, p. 15. Read aloud this section. Have students work in pairs to write the 

descriptions and identify the reflection. 


❑ Para y piensa, p. 15. Have students complete the activity. 

❑ Homework: Un político estadounidense, Activity 13, p. 15. Have students complete the activity. 


Plan 


PE Answers, UTB 1, 

Transp. 38–39 

Present 




Practice 


pp. 11–14 







CMC.1.SIII.3, CMC.1.SIII.5, CMC.2.SIII.1, 

CMC.2.SIII.2.a, CMC.3.SIII.1, CMP.9.SIII.1 




Mi rutina diaria, pp. 16–19 

OBJECTIVES 

Understand vocabulary: routine activities. 


Practice reflexive verbs. 



❑ Describe your daily routine to students. Ask volunteers 

to discuss their daily routines, and how routines may 

change on weekends and during school breaks. 

TEACH 

❑ Audio Program TXT CD 1, track 8. Play the audio of A–F. Discuss how Jimena’s routine is similar to or 

different from those of the students. 

❑ Read aloud the reflexive verbs on pp. 16–17. Ask students to translate the verbs. Brainstorm other daily 

activities that can be expressed with reflexive verbs. 

❑ ¡A responder!, p. 17. Read the instructions. Play Audio Program TXT CD 1, track 9. 

Have students complete the activity. 


❑ ¿Qué van a hacer?, Activity 15, p. 18. Read aloud the instructions. Have students work in pairs to complete 

the activity. 

❑ Hábitos, Activity 16, p. 18. Play Audio Program TXT CD 1, track 10. Have students work with partners to 

read aloud and respond to the questions. 

❑ Un día típico, Activity 17, p. 19. Complete the activity with students. Have students work in pairs to talk about 

their own daily routines. 

IEP Modification Have students draw six illustrations that reflect a typical Saturday for them. Ask students to 

include a caption and clock, using Activity 17 as a model. 



❑ Homework: ¿Y tú? Activity 18, p. 19. Read aloud the questions in class. Have students complete them at 

home. 


Plan 



Present 


Audio Script., URB 1, p. 80 

Practice 


pp. 15–17 







CMC.1.SIII.4, CMC.2.SIII.2.b, CMC.3.SIII.2.a, 

CMP.9.SIII.1 


¡AVANCEMOS! 

Lección preliminar

¡AVANCEMOS! 


18 

Guía de restaurantes, pp. 20–22 

OBJECTIVES 

Understand vocabulary: restaurants and food. 



❑ Ask students to name their favorite foods and restaurants. 

Have students explain their choices, and use at least one 

adjective in their descriptions. 

TEACH 

❑ Have students look at the photos on pp. 20–21. Ask if they are familiar with the pictured foods, or if they have 

dined in similar restaurants. 

❑ Audio Program TXT CD 1, track 11. Play the audio as students follow along. Have them define the bolded 

words from context. 

❑ With students, celebrate Mexican and Spanish cuisine by having a food-tasting party. Have students supply 

the recipes of their contributions to the party. 


❑ Ask students to draw a T-chart, heading the columns with the names of their two favorite restaurants. Have 

students use the chart to compare the restaurants. 

❑ ¡A responder!, p. 21. Play Audio Program TXT CD 1, track 12. Have students complete the exercise. 

❑ Review Repaso: Unequal Comparisons. Arturo y Mariana, Activity 19, p. 22. Play Audio Program TXT 

CD 1, track 13. Have student partners complete the activity. 


❑ Haz comparaciones, Activity 20, p. 22. Read aloud the instructions and example. Have students complete the 

activity. 

❑ Homework: Have students create a “food chain” with words as described in the bottom channel on p. 21 of 

the Teacher’s Edition. 

IEP Modification Have students plan a menu for a restaurant they would like to open. Encourage students to use 

illustrations, special fonts/handwriting, to create the menus. 


Plan 


PE Answers, UTB 1, Transp. 41 

Present 




Practice 


pp. 18–21 








CMC.2.SIII.3, CMC.3.SIII.2.a, CMP.9.SIII.1 




Guía de restaurantes, pp. 23–24 

OBJECTIVES 

Practice unequal and equal comparisons. 



❑ Ask students to name two foods, activities, pets, or 

other things they like equally as well. Write equal 

comparisons on the board using student responses. 

TEACH 

❑ Explain that adjectives describe nouns and pronouns, while adverbs describe verbs, adjectives, or other 

adverbs. 

❑ Read Repaso: Equal Comparisons. With students, practice comparing movies, songs, and sports. 


❑ Mi amigo y yo and No eres mejor, Activities 21 and 22, p. 23. Have students work in pairs to complete the 

activities. 

❑ Compárate con tu amigo(a), Activity 23, p. 23. Have students complete the activity, and share their 

comparisons with a partner. 

❑ En tu opinión and ¿Qué piensas?, Activities 24 and 25, p. 24. In groups, have students complete the speaking 

activities. 

IEP Modification Show students photos of a lion and a mouse. Using the sentence shell El es más 

que el ., have students write four comparisons of the two animals. 



❑ Homework: Have students write a comparison of themselves today to themselves as young children. 

Encourage them to include photos or sketches. 


Plan 



Present 


Practice 


pp. 18–21 







CMC.2.SIII.1, CMC.2.SIII.3, CMC.3.SIII.2.b, 

CMP.9.SIII.1 


¡AVANCEMOS! 

Lección preliminar

¡AVANCEMOS! 


20 

En Resumen, Repaso de la Lección, pp. 25–27 

OBJECTIVES 

Review lesson’s grammar and vocabulary. 


❑ Ask students to write and illustrate one silly sentence 

containing two vocabulary terms. Have volunteers show 

their sketches for classmates to guess the sentences. 

TEACH 

❑ List ten verbs on the board; five should be reflexive verbs. Have students identify the reflexive verbs and 

write sentences using the verbs. 

❑ Give students cards with half of different unequal comparisons written on them. Have each student find the 

student whose card completes the comparison. 

❑ On separate cards, write acostarse, despertarse, cepillarse los dientes, lavarse, levantarse, ponerse la 

ropa, and secarse. Have volunteers put the cards in order. 


❑ Repaso de la lección, Activity 1, p. 26. Play TXT CD 1, track 14. Have students complete the activity. 

❑ Repaso de la lección, Activity 2, p. 26. Ask students to complete the activity. Survey and chart all students’ 

responses according to activity and frequency. 

❑ Repaso de la lección, Activity 5, p. 27. Have students work in pairs to complete the activity. 

IEP Modification Modify Activity 4, p. 27, by asking students to respond as you combine the words to form 

questions. 


❑ Pair students by asking the name of their favorite food. Have each pair write a paragraph comparing their 

favorite food to a food they both dislike. 

❑ Homework: Activity 3, p. 27. 

❑ Lesson Test, On-level Assessment, pp. 7–12; TEST CD 1, tracks 1 and 2. 


Plan 


PE Answers, UTB 1 Transp. 44–45 

Present 




Assess 

Lesson Test, Modified Assessment, 

pp. 1–6; TEST CD 1, tracks 1–2 

Lesson Test, Pre-AP Assessment, 

pp. 1–6; TEST CD 1, tracks 1–6 

Lesson Test, Heritage Learners 

Assessment, pp. 7–12; HL CD 3, tracks 1–6 






Oklahoma Standards 

CMC.1.SIII.4, CMC.3.SIII.2.d, CMC.3.SIII.6 




Unit and Lesson Opener, 

Presentación y práctica de vocabulario, pp. 28–34 

OBJECTIVES 

Introduce lesson theme: Vamos a acampar. 

Culture: Compare the nature and geography of 

Mexico and the U.S. 

Present and practice vocabulary: camping, hiking, and 

other outdoor activities. 

Check for recognition. 


❑ Unit 1 Opener, pp. 28–29: Have students look at the map of Mexico and the photos, and talk about how 

Mexico has changed since the days of the Aztecs. 

TEACH 

❑ Presentación de vocabulario, pp. 32–33, paragraphs A–E. 

❑ Listen to Vocabulary Presentation and ¡A Responder! audio. TXT CD 1 tracks 15, 16. 

IEP Modification Ask students to say both the Spanish and English names for each labelled item in the photos on 

p. 32. Discuss similarities between the terms (e.g., tienda/tent, campaña/camp, cantimplora/canteen, and others). 


❑ Lesson 1 Opener, pp. 30–31. Have students look at the photograph and share their experiences with camping. 

❑ Write the following phrases on the board: beber el agua dulce, encender un fósforo, cocinar con una olla, 

and seguir el sendero. Have students translate the phrases and associate each with one of the photos on p. 32. 

❑ Práctica de vocabulario, Activities 2–3. Have students work in pairs to converse in Activity 2. 


❑ Para y piensa, p. 34. Ask groups of students to list as many responses as possible for each question. Have 

groups share their responses with the class. Record students’ responses on the board. 

❑ Act. 3, ¡Preguntas, preguntas!, p. 34. Pair students and complete the exercise. Form groups of three pairs, and 

have students compare and discuss their responses. 

❑ Vocabulary Recognition Quiz, On-level Assessment, p. 17. 

❑ Homework: Cuaderno, pp. 1–3; Cuaderno para hispanohablantes, pp. 1–4. 


Plan 

Family Letter, URB 1, p. 105 

Family letters in Haitian Creole and Spanish on 

ClassZone.com 


Absent Student Copymasters, URB 1, p. 107 

Present 


Atlas Map, UTB 1, Transp. 3 

Map Transp., UTB 1, Transp. 7 

Map-Culture Activities, URB 1, pp. 95–96 

Música del mundo hispano 

Fine Art Activities, URB 1, pp. 99, 100 

Fine Art Transp., UTB 1, Transp. 8, 9 

Vocabulary Transp., UTB 1, Transp. 12–13 

TPRS, pp. 1–7 


Practice 

Practice Games, URB 1, p. 55 


Assess 

Reteaching and Practice Copymasters, URB 1, 

pp. 27–28 

PE and Workbook Answers, UTB 1, 

Transp. 46, 54–55 









CMC.2.SIII.2.a, CMC.2.SIII.3, CMC.3.SIII.2.a, 

CMC.3.SIII.2.d, CLT.5.SIII.1 

¡Avancemos! 3 Unidad 1, Lección 1 21 

¡AVANCEMOS! 

Unidad 1 Lección 1

¡AVANCEMOS! 

Unidad 1 Lección 1 

Vocabulario en contexto, pp. 35–36 

OBJECTIVES 

Practice using outdoor vocabulary in context. 

Recycle: tener que. 

Practice pronouncing /k/ spelled ca, co, cu. 


❑ Contexto 1, Poster. Read the Leer strategy on p. 35. Draw a mind-map on the board and record 

students’ responses. 

TEACH 

❑ Context 1. Play TXT CD 1 track 17 to introduce the poster on p. 35. 

❑ Read aloud the poster on p. 35. After each bulleted point, ask a volunteer to read aloud the point and translate 

the words into English. 

❑ Warm-up UTB 1 Transp. 26. Have students volunteer to “unscramble” the underlined vocabulary words. 


❑ Comprensión del póster, Activity 4, p. 36. Play TXT CD 1 track 17. Ask students to respond either “True” or 

“False” to the statements, providing an explanation for false statements. 

❑ Review the irregular present tense of verbs on p. 8 before completing Activity 5 on p. 36. Ask students to 

work in pairs. 

IEP Modification Have students work in groups to research a state or country, and create their own “trip” 

posters. Posters should be written in Spanish. 


❑ Para y piensa, p. 36. Suggest that students visualize the poster on p. 35 before responding. 

❑ Vocabulary Production Quiz, On-level Assessment, p. 18. 

❑ Homework: Reteaching Copymasters, URB 1, pp. 27, 29. 


Plan 



Absent Student Copymasters, URB 1, 

p. 108 

Present 



22 Unidad 1, Lección 1 

Practice 


Assess 

Reteaching and Practice Copymasters, 

URB 1, pp. 27, 29 

Teacher Tools 


Student Tools 






CMC.3.SIII.2.a, CMC.3.SIII.6 




Presentación y práctica de gramática 1, pp. 37–39 

OBJECTIVES 

Talk about outdoor activities in the past using the preterite. 

Culture: Influence of nature on art. 


❑ Presentación y práctica de gramática, pp. 37–38: 

Model present and preterite tense verbs by saying 

Hoy Marta navega por rápidos and Ayer Marta navegó por rapidos. Have students use the word 

ayer to begin each sentence in the activity. See Activity 6, p. 38. TXT CD 1, track 19. 

TEACH 

❑ Draw a timeline on chart paper with the points “last year” and “now” labeled from left to right. On separate 

sticky notes, write Yo salgo mi casa. Yo salí mi casa. Have students direct the placement of the notes at the 

appropriate places on the timeline. 

❑ Explain that many verbs look and sound the same in the preterite and present tenses of the nosotros form. 

Suggest that students consider sentence context in addition to the tense of the surrounding sentences to help 

them translate correctly. 


❑ Práctica de gramática, Activity 7, p. 38. Have students work in pairs to complete this activity. 

❑ Práctica de gramática, Activity 8, p. 39. Have students work in pairs to practice asking and answering a 

question based on each of the photos in the activity. Ask volunteer partners to share a question/response 

dialog with the class. 


❑ Para y piensa, p. 39. Have students identify the verbs in the activity that will change spelling in the preterite 

yo form (utilizar, pagar) before completing the activity. 


IEP Modification Help students brainstorm other outdoor activities they enjoy. List student responses on the 

board. Have students work with a partner to create a poster illustrating the activity. Have students use the preteritetense 

verb in the yo form as the poster’s title. 


Plan 



Transp. 47; 55–56 


Easy Planner CD-ROM 

ClassZone.com 

Present 


Grammar Presentation Transp., UTB 1, Transp. 16 


Practice 


Assess 


pp. 30–31 

Teacher Tools 


Student Tools 





CMC.1.SIII.4, CMC.2.SIII.2.d, CMC.3.SIII.2.d, 

CLT.5.SIII.4, CNN.7.SIII.1, CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 1 Lección 1

¡AVANCEMOS! 


Gramática en contexto, pp. 40–41 

OBJECTIVES 

Develop listening, reading, and writing skills. 

Understand and correctly produce the forms of 

the preterite. 


❑ Contexto 2, Correos electrónicos, p. 40. Point out 


to students that three people sent e-mail responses to Javier’s poster. Brainstorm with students things Javier 

may look for in each e-mail to help him choose his two companions. 

TEACH 

❑ Have students scan the e-mails. 

❑ Audio Program TXT CD 1, track 20. Play audio for Contexto 2 as students follow along in their texts. Discuss 

with students how Javier might regard each applicant based on his e-mail message. 

❑ Draw two columns on the board with the headings Presente and Pretérito. Ask students to name the verbs in 

the three e-mails and identify whether they are present or preterite tense. List the verbs in the appropriate 

columns on the board. 

IEP Modification On the board, list regular verb endings for present and preterite tenses. With students, 

conjugate the verbs volar and navegar in both tenses. 


❑ Comprensíon de los correos electrónicos, Activity 10, p. 41. Read aloud the instructions and each question. 

Ask students to volunteer the answers to the questions. 

❑ ¡A escribir!, Activity 11, p. 41. Read aloud the clues on p. 41. Ask students to vote to determine the two 

people Javier will select. Choose one of the two successful applicant e-mails and, with students, formulate 

a response from Javier. 


❑ Para y piensa, p. 41. Ask students to work in pairs to complete the sentences with the appropriate verb and 

tense. Have students underline the word(s) in the sentence that help them identify the correct tense. 

❑ Grammar Quiz, On-level Assessment, p. 19 



Plan 




p. 110 

Present 



Practice 


Assess 


URB 1, pp. 30, 32 

Teacher Tools 


Student Tools 






CMC.1.SIII.5, CMC.2.SIII.1, CMC.2.SIII.2.d, 

CMC.3.SIII.2.c 





OBJECTIVES 

Practice using irregular preterite verbs. 

Talk about outdoor activities in the past. 

Recycle: preterite stem changes. 

Culture: Parks near Monterrey. 


❑ Write these sentences on the board: I (run) 

to school every day this year, but last year 

I (run) only twice. My brother (eat) onions on his hamburgers now, but he (eat) only catsup and pickles on his 

hamburgers when he was little. Ask volunteers to read the sentences aloud, inserting the appropriate forms of 

the verbs indicated. Point out that both English and Spanish have irregular verbs. 

TEACH 

❑ On separate, large sticky notes, write the stems and preterite endings for each of the following irregular 

verbs: hacer, querer, venir, haber, poder, poner, saber, andar, estar, tener, decir, traer, and conducir. 

Explain that each of these verbs has an irregular stem and ending in the preterite tense. 

❑ Draw a chart showing the irregular preterite forms of the verbs ser and ir, dar, and ver. Point out the 

similarities in the endings of the four verbs. 


❑ ¿Qué hicieron?, Activity 13, p. 43. Read aloud the instructions, and have students volunteer the correct verb 

form for each of the statements. 

❑ Una excursión al campo, Activity 14, p. 43. Have groups of students form sentences using the entries in the 

three columns on this page. The sentences should accurately reflect the text. Students should act out the 

sentences they form. 

❑ A acampar en Chipinque, Activity 16, p. 44. Read aloud Monterrey y sus parques. Read aloud the questions 

in Compara con tu mundo, and ask volunteers to respond. 

IEP Modification ¡Qué aventura!, Activity 15, p. 44. Read aloud the instructions. With students, answer 

questions 1–5. Discuss what students might have done if they had gotten lost or separated from the group in 

this situation. 


❑ Para y piensa, p. 44. Have students work in pairs to complete this activity, taking turns asking and responding 

to the questions. 

❑ Homework: Cuaderno, pp. 7–9; Cuaerno para hispanohablantes, pp. 8–11. 


Plan 


PE and Workbook Answers, UTB 1, Transp. 48, 

56–57 


Present 



Practice 



Assess 


pp. 33–34, 36 

Teacher Tools 


Student Tools 





CMC.1.SIII.3, CMC.2.SIII.2.d, CMC.3.SIII.2.b, 

CLT.5.SIII.4 


¡AVANCEMOS! 

Unidad 1 Lección 1

¡AVANCEMOS! 


Todo junto, pp. 45–47 

OBJECTIVES 

Practice using and integrating lesson grammar and 

vocabulary. 


❑ Ask students to write three or four sentences about a 

recent e-mail they sent or received. When they have 

finished, ask them to name a verb they used in their 

accounts. List the verbs, and point out that they are 

all in preterite, or past, tense. 

TEACH 

❑ Audio Program TXT CD 1, track 21. Play the dialog while students follow along in their textbooks. Ask 

students to name the preterite verbs in the dialog. List student responses on the board. 

❑ Draw a flow chart on the board. Have students identify the steps Javier follows to reach a decision. 


❑ Activity 17, Comprensión del diálogo, p. 46. Have students draw three columns on a sheet of paper. The 

column headings should be “Javier,” “Madre,” and “Padre.” Have students write the description numbers in 

the appropriate columns. 

❑ Activity 19, Integración. Audio Program TXT CD 1, tracks 22 and 23. Play the audio of the opinion article 

and the telephone message while students follow along on p. 47. With students, brainstorm other options they 

might use for resolving the reservation problem. 

❑ Una tarjeta postal, Activity 20, p. 47. Ask students to form groups to compose a postcard to a friend. The 

card should address the following questions: ¿Adónde fuiste? ¿Con quién(es)? ¿Qué hiciste? ¿Qué 

sorpresa tuviste? 


❑ Para y piensa, p. 47. Have students copy the statements, underlining the verbs. Ask students to rewrite the 

statements, changing the underlined verbs to the preterite tense. Have students exchange papers to check 

their work. 

❑ Grammar Quiz 2, On-level Assessment, p. 20. 

❑ Homework: Cuaderno, pp. 10–11, WB CD 1, tracks 1–4; Cuaderno para hispanohablantes, 

pp. 12–13, HL CD 1, tracks 1–4 

IEP Modification Ask students to work with a partner to choose the applicant they feel is best qualified to 

accompany Javier on his trip. Students should write the name of the applicant at the top of their papers, and list 

four reasons for their selection. 


Plan 



Transp. 48–49, 57 


Present 

Warm-up Transp., UTB 1 Transp. 28 



Practice 

Learning Scenarios on Easy Planner 

Conversation Cards on Easy Planner and 

ClassZone 


Assess 


pp. 33, 35 

Teacher Tools 


Student Tools 







CMC.3.SIII.2.c, CMC.3.SIII.2.d, CMC.3.SIII.3, 

CMC.3.SIII.6 




Lectura literaria y Conexiones, pp. 48–52 

OBJECTIVES 

Read and listen to the poetry of Octavio Paz. 

Analyze the poem’s references to nature. 

Culture: Octavio Paz, influence of nature on literary works. 

Read about the life cycle and migration patterns of Monarch 

butterflies. 


❑ Write the following Spanish words on the board: circulación, 

artista, argumento, elegante. Ask students to identify 

English words that share similar sounds, spellings, and 

meanings. (circulation, artist, argument, elegant) 

TEACH 

❑ Explain that sometimes cognates help readers identify the meanings of new vocabulary words. Discuss how 

understanding the vocabulary in poetry helps people enjoy what they read. 

❑ Tell students that the Nobel Prize in Literature has been awarded since 1901 to writers of poetry, plays, 

essays, short stories, speeches, and novels. Candidates must be nominated by qualified individuals selected 

by the five-member Nobel Committee. 

IEP Modification Have students list elements of literature on which they judge the merit of a literary selection. 

List their responses on the board. Invite them to refer to these criteria as they read the poetry of Octavio Paz. 


❑ Audio Program TXT CD 1, track 24. Play the audio of “Hermandad” as students follow along 

on p. 49. Discuss the connection between the poet and the night sky. 

❑ Audio Program TXT CD 1, track 25. Play the audio of “Viento, agua, piedra” as students follow along 

on p. 50. Ask students if one of the elements—wind, water, stone—is more powerful than the others. 

❑ Have students work with a partner to select an item in nature with which they feel a connection. Ask them to 

write a four-line poem about this connection. 


❑ Para y piensa, p. 51. Ask students to form groups to discuss each of the questions in this activity. 

❑ Culture Quiz, On-level Assessment, p. 21 

❑ Homework: Ask students to sketch or paint an image from one of the two poems in this lesson. 


Plan 




p. 113 

Present 



Teacher Tools 


Student Tools 






CMC.3.SIII.1, CMC.3.SIII.2.d, CMC.3.SIII.4, 



Practice 

Lecturas para todos, pp. 2–6, 

LPT CD 1, tracks 1–2 

Lecturas para hispanohablantes 



¡AVANCEMOS! 

Unidad 1 Lección 1

¡AVANCEMOS! 


En resumen, Repaso de la lección, pp. 53–55 

OBJECTIVES 

Review lesson content. 


❑ Write each vocabulary word or term on a sticky note. 

List their English translations on the board. Distribute 

the notes to students. Have students take turns placing 

their notes on the English translations. 

TEACH 

❑ En resumen. Reverse the process in Focus and Motivate. Erase the vocabulary words and terms, leaving 

only the sticky notes. Ask students to volunteer to write the Spanish words or phrases that correspond to the 

sticky notes. 

❑ Say aloud the preterite endings to the stems of regular verbs. Have students identify the verb family to which 

the endings belong. Do the same for the irregular verbs in preterite tense. 


❑ Repaso de la lección, Activity 1, p. 54. Play TXT CD 1, track 26, while students answer the questions. 

❑ Repaso de la lección, Activities 2–4, pp. 54–55. Have students work with a partner to complete these 

activities. 

IEP Modification List the following cognates on the board: aqua, arbor, nature, equipment, discount, serpent. 

Ask students to mentally recall the vocabulary words that have similar sounds, spellings, and meanings. 


❑ Homework: Repaso de la lección, Activity 5, p. 55. 

❑ Cuaderno, pp. 12–23, WB CD 1, tracks 5–10; Cuaderno para hispanohablantes, pp. 14–23 

❑ Lesson Test, On-level Assessment, pp. 22–28, Test CD 1, tracks 7–8. 


Plan 


PE Answers, UTB 1 Transp. 49 


p. 114 

Present 



Practice 


Sing-along Audio CD 


Assess 

Review Games Online 


pp. 11–17, Test CD 1, tracks 7–8 




Assessment, pp. 17–23, HL CD 3, 

tracks 7–12 

Teacher Tools 


Student Tools 




McDougal Littell Assessment System 


CMC.1.SIII.4, CMC.3.SIII.6 




Lesson Opener, 


OBJECTIVES 

Introduce lesson theme: Vamos a la playa. 

Culture: compare beach activities. 

Present and practice vocabulary: family relationships and 

beach activities. 


Talk about what you did at the beach using the preterite tense. 

Talk about preferences for a future vacation. 


❑ Presentación de vocabulario, p. 58. Have students identify the following people in the photo: el bisabuelo, 

la bisabuela, el biznieto, la biznieta. 

TEACH 

❑ Presentación de vocabulario, pp. 58–59, paragraphs A–E. Have students look at the photos as you read aloud 

the paragraphs. 

❑ Audio Program TXT CD 2, tracks 1 and 2. Play the audio, and have the students follow along in their 

textbooks, paying close attention to the pronunciation of the vocabulary words. 

❑ Vocabulary Transp. 14–15. Display the transparencies and ask volunteers to act out the activities described. 

IEP Modification Ask students to name activities they enjoy with their families. List the activities on the board. 

With students, express these activities in Spanish. 


❑ Lesson 1 Opener, pp. 56–57. Discuss how the photo shows the blending of past and present cultures in 

Mexico. Ask students to share other places they have visited that show both past and present cultures. 

❑ Asociaciones, Activity 1, p. 60. Have students work with a partner to complete the activity. 

❑ Actividades playeras, Activity 2, p. 60. Discuss how brochures make places and activities appealing to 

readers. Have pairs design a page promoting one of the activities pictured in the Hotel Miramar brochure. 



❑ Have students draw a family tree that includes the current and previous three generations. Ask students to 

write the vocabulary word that shows the person’s relationship to the family. 

❑ Vocabulary Recognitíon Quiz, On-level Assessment, p. 34 



Plan 



Present 



TPRS, pp. 8–14 


Fine Art Activities, URB 1, pp. 101, 102 

Fine Art Transp., UTB 1, Transp., 10, 11 

Practice 










CMC.2.SIII.2.d, CMC.2.SIII.2.g, CMC.2.SIII.3, 

CMC.3.SIII.2.a 

Assess 


pp. 37–38 

PE and Workbook Answers, UTB 1, Transp. 50, 62– 

63 


¡AVANCEMOS! 

Unidad 1 Lección 2

¡AVANCEMOS! 


30 


OBJECTIVES 

Understand family and vacation vocabulary in context. 

Check comprehension of the reading. 

Practice using vocabulary in context. 

Recycle: saber and conocer. 


❑ Ask students if they, a friend, or a relative have created 

a personal blog. Discuss information that people include 

on personal websites. 

TEACH 

❑ Audio Program TXT CD 2, track 3. Play the audio to introduce the blog on p. 61. 

❑ Read aloud the blog on p. 61. Draw a family tree on the board, and ask students to help you complete it for 

Sandra’s family. 

❑ Warm-up UTB 1 Transp. 30. Have students volunteer the appropriate vocabulary words for this exercise. 


❑ Review the preterite tense of verbs saber and conocer on p. 62 before completing Activity 5 on p. 62. Ask 

students to work in pairs as they read aloud and do the activity. 

❑ Ask students to volunteer to play the roles of Sergio, Rafael, Luisa, Renata, Rosita, and Olga. Ask other 

students to volunteer to introduce and converse with Sandra’s “family members.” 

IEP Modification Have students write three sentences describing one of their family members. Students should 

be sure to include a word or phrase that indicates that person’s relationship to the family. 


❑ Para y piensa, p. 62. Have students respond to the questions in this exercise. 


❑ Homework: Reteaching Copymasters, URB 1, pp. 37, 39, 46. 


Plan 




p. 116 

Present 



Practice 


Assess 


URB 1, pp. 37, 39, 46 

Teacher Tools 


Student Tools 






CMC.3.SIII.6, CMP.9.SIII.1 

Unidad 1, Lección 2 ¡Avancemos! 3 




OBJECTIVES 

Present and practice irregular verbs in the imperfect. 

Use the imperfect to describe some ongoing actions 

in the past. 

Compare some extreme sports in Mexico and the U.S. 

Culture: Learn about cliff diving and discuss 

extreme sports. 


❑ Draw two columns on the board, heading the columns “Once” and “Ongoing.” Ask students to name 

activities they enjoyed as young children, indicating whether they occurred once or on an ongoing or 

recurring basis. List their responses in the columns. 

TEACH 

❑ Write the following sentences on the board: “I pet my dog as I was watching TV.” “He ate his breakfast 

while he was reviewing for today’s test.” Ask students to identify the past and past progressive verbs in each 

statement. Explain that past tense in English is preterite in Spanish. Similarly, past progressive in English is 

imperfect in Spanish. Work with students to rewrite the sentences in Spanish. 

❑ Have students suggest other regular verbs to conjugate. Have students volunteer the endings as you conjugate 

each verb on the board. 


❑ Audio Program TXT CD 2, track 4. Play the audio to assist students in completing Activity 6 on p. 64. 

❑ Un diario, Activity 7, p. 64. Read aloud the instructions. Have students work in pairs to complete the activity. 

❑ Mucha gente en la playa, Activity 8, p. 65. Read aloud the instructions. Have students form groups of nine to 

complete this activity. Each student should write and read aloud a statement about one of the photos. 


❑ Para y piensa, p. 65. Have students complete this exercise, utilizing the imperfect tense. 


IEP Modification Have students sketch or display a photo of a recurring activity they enjoyed in elementary 

school. Ask students to write one or two sentences about the activity, being sure to use the imperfect tense. 


Plan 



Transp. 50–51, 63–64 



ClassZone.com 

Present 




Practice 


Assess 


pp. 40–41 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.e, CMC.3.SIII.2.a, CLT.5.SIII.4, 

CLT.5.SIII.5, CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 1 Lección 2

¡AVANCEMOS! 


32 


OBJECTIVES 

Practice the preterite and imperfect in context. 

Practice vocabulary for beach activities. 


❑ Write the following sentences on the board: Alex (read) 

as he was (wait) for the taxi to arrive. His parents (take) 

a vacation, and (plan) to be gone for two weeks. With 

students, insert the appropriate past or imperfect form 

of each verb. 

TEACH 

❑ Ask volunteers to conjugate the imperfect tense of the verbs hablar, comer, and vivir on the board. The 

remaining students may offer assistance from their seats if needed. 

❑ Audio Program TXT CD 2, track 5. Play the audio for Contexto 2 as students follow along in their texts. Have 

students jot down all imperfect tense verbs as they listen. Ask students to work in pairs to label the verbs are 

singular or plural. 

IEP Modification Ask students to write on the board another regular verb. Have them work in pairs to conjugate 

their verbs in the imperfect tense. 


❑ Comprensíon de la novela gráfica, Activity 10, p. 67. Have students complete the activity. 

❑ Y entonces, Activity 11, p. 67. Ask students to work in groups to read aloud and complete the activity. 


❑ Para y piensa, p. 67. Ask volunteers to read the roles of Sandra and Santiago. Discuss what is happening in 

these scenes. Afterward, have students complete the activity. 




Plan 




p. 118 

Present 



Practice 


Assess 


URB 1, pp. 40, 42 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.g, CMC.3.SIII.6 





OBJECTIVES 

Review and practice the uses of the preterite 

and the imperfect tense. 

Practice pronunciation of the letters 

c (with e and i) and z. 

Recycle: expressions of emotions. 

Culture: the artwork of Maria Izquierdo. 


❑ Say aloud this sentence: I always liked to chew gum as I was playing basketball. Ask students to identify the 

verbs in this statement, and to classify them as recurring, ongoing, or unfinished. 

TEACH 

❑ Ask students to describe a film in which events are happening in the background while the main action of the 

scene is taking place. Write down their accounts on the board, using both preterite and imperfect tenses. Ask 

students to identify actions that ended in the past, and those that were unfinished. 

❑ Ask a student to volunteer what she or he did before coming to school that day. Have the student identify the 

time of day in which one or more actions occurred. Record the student’s comments. With students, rewrite 

the comments in Spanish. 


❑ ¿Qué pasó?, Activity 12, p. 69. Read aloud the instructions, and have students work in pairs to complete 

the activity. 

❑ ¿Qué verbo?, Activity 13, p. 69. Read aloud the instructions. Ask volunteers to read aloud the questions in 

this activity, inserting the appropriate verb forms. 

❑ Pronunciación, Audio Program TXT CD 2, track 6. Play the audio, asking students to follow along in their 

textbooks on p. 69 as they listen closely for the pronunciation of the letter c with e and i and the letter z. 

IEP Modification Show students a photo or drawing in which background activities are taking place in addition 

to the main activity. Ask them to name activities in the picture that should be described in the imperfect tense. 


❑ Para y piensa, p. 70. Have students complete the exercise and share their responses with a partner. 

❑ Have students sketch or paint a picture that represents something meaningful about their families. Students 

should name their pictures in Spanish. 

❑ Homework: Cuaderno, pp. 30–32; Cuaerno para hispanohablantes, pp. 31–34. 


Plan 



Transp. 51–52, 64–65 


Present 


Fine Art Activities, URB 1, p. 101 

Fine Art Transp., UTB 1, Transp. 10 


Practice 



Assess 


pp. 43, 44, 47 

Teacher Tools 


Student Tools 



Test Generated CD-ROM eEdition Online or CD-ROM 



CMC.2.SIII.2.d, CMC.2.SIII.2.e, CMC.3.SIII.2.c, 

CMC.3.SIII.2.d, CMC.3.SIII.6, CLT.6.SIII.1, 

CMP.9.SIII.1, CMP.9.SIII.3 


¡AVANCEMOS! 

Unidad 1 Lección 2

¡AVANCEMOS! 


34 


OBJECTIVES 


vocabulary. 


❑ Have students verbally recount to a partner what they 

did on a family vacation or during summer break. Ask 

each partner to record a sentence that uses the past tense, 

and another that uses the past progressive tense. Have 

partners work together to rewrite these sentences in Spanish. 

TEACH 

❑ Review the concept of cause and effect. Ask students to name words that signal cause and effect, such 

as because/porque, as a result/consecuentemente, due to/debido a, and so/tan. 

❑ Audio Program TXT CD 2, track 7. Play the audio as students read the dialog between Carmen 

and Sandra. 

❑ Draw a two-column chart on the board. Head one column “Santiago” and the other column “Jorge.” Ask 

students to name details that Sandra admires about each of these young men. Write the details in the 

appropriate columns. 


❑ Comprensión del diálogo, Activity 17, p. 72. Have students draw two columns labeled “True” and “False” 

on their papers. Read aloud the activity as students follow along. Have students write the number of each 

statement in the appropriate column. 

❑ Audio Program TXT CD 2, tracks 8 and 9. Play the audio of the magazine article and radio report in 

Integración, Activity 18, on p. 73. Have students work in pairs to complete the questions in Escucha y apunta. 

❑ Querido diario, Activity 19, p. 73. Ask students to work in groups to create a “Dear Diary” entry about a real 

or fictitious trip. Have students illustrate their entries, and display all entries in the classroom. 


❑ Para y piensa, p. 73. Have students work with a partner to read aloud and complete the exercise. 

❑ Grammar Quiz, On-level Assessment, p. 37. 

❑ Homework: Cuaderno, pp. 33–34, WB CD 1, tracks 11–14; Cuaderno para hispanohablantes, pp. 35–36, HL 

CD 1, tracks 5–8. 

IEP Modification Have students work in groups to plan the “perfect” vacation day. Groups should select a 

secretary, who will set up a chart with the hours of the day from 7:00 A.M. to 10:00 P.M. Have group members work 

together to create a log of activities in Spanish. 


Plan 



Transp. 52–53, 65 


Present 


Audio Script, URB 1, pp. 89–91; 93 

Practice 


Conversation Cards on Easy Planner 

and ClassZone 


Assess 


pp. 43, 45 

Teacher Tools 


Student Tools 






CMC.2.SIII.1, CMC.2.SIII.2.d, CMC.2.SIII.2.e, 


CMC.3.SIII.6 




Lectura literaria y Escritura, pp. 74–78 

OBJECTIVES 

Read and listen to a story excerpt by a Mexican author. 

Culture: learn about life in rural Mexico in 1900. 

Analyze the roles of women in the early 1900s. 


❑ Ask students to share information about the reasons for 

the American Revolution, and how these reasons may be 

similar to those for the Mexican Revolution of 1910–1917. 

TEACH 

❑ Read aloud Nota cultural, and discuss with students the life of the Mexican peasant in the early 1900s. Ask 

students to name other literary works written about the struggle for political freedoms and personal liberties. 

❑ Discuss the roles of American women and men in the early twentieth century. Ask students to compare the 

personal liberties of each gender. Record student responses on the board in a two-column chart headed 

“Men” and “Women.” 

❑ Explain that surrounding words and sentences provide context clues to help readers figure out the meanings 

of new words. Have students use context clues as they read “Chocolate.” 

IEP Modification Ask students to name machinery and modern conveniences that were not part of daily life 

in the early 1900s. Discuss with students how the lives of men and women today would be different without 

these devices. 


❑ Audio Program TXT CD 2, track 10. Play the audio of “Como agua para chocolate” as students follow along 

in their textbooks. Discuss how students would feel and act in this situation. 

❑ Read aloud the A pensar questions. Ask volunteers to answer these questions about the story. 

❑ Una experiencia inolvidable, p. 78. Ask students to recall a personal experience that was unforgettable. Have 

students answer the questions in the table on this page to organize information. Have students work with a 

partner to evaluate and revise according to the directions in Revisa tu composición, Activity 3, p. 78. 


❑ Para y piensa, p. 77. Ask students to work in pairs to answer the questions in this exercise. 

❑ Culture Quiz, On-level Assessment, p. 38. 

❑ Homework: Ask students to illustrate the final drafts of their stories. 


Plan 



p. 121 

Present 



Teacher Tools 


Student Tools 







CMC.3.SIII.3, CLT.4.SIII.3, CLT.6.SIII.2, 

CLT.6.SIII.3, CLT.6.SIII.4, CNN.7.SIII.1 

Practice 

Lecturas para todos, pp. 7–13, LPT CD 1, 

track 3 




¡AVANCEMOS! 

Unidad 1 Lección 2

¡AVANCEMOS! 


36 


OBJECTIVES 

List unforgettable life experiences. 

Use the preterite and imperfect to write a composition 

about an unforgettable experience and its effect. 

Peer edit compositions. 


❑ Audio Program TXT CD 2, track 11. Play the audio of Activity 1 on p. 80. Ask students to follow along, and 

insert the appropriate vocabulary words. 

TEACH 

❑ Remind students that the imperfect tense is used whenever time or weather conditions surrounding past 

events are discussed, and when ongoing, recurring, or unfinished past events are described. Read Activity 2 

aloud, asking students to volunteer the appropriate verb forms. 

❑ Review the preterite forms of regular verbs. With students, form the sentences in Activity 3 on p. 81, using 

the correct verb forms. 


❑ Repaso de la lección, Activity 4, p. 81. Have students work in pairs to complete this exercise. 

❑ Repaso de la lección, Activity 5, p. 81. Have students work in groups to answer the questions. 

IEP Modification Have students draw a T-chart with the column headings “United States” and “Mexico.” Ask 

students to work with a partner to list one fact about each country in the areas of sports, fine arts, and family 

relationships. 


❑ Homework: Cuaderno, pp. 35–46, WB CD 1, tracks 15–20; Cuaderno para hispanohablantes, pp. 37–46. 



Plan 



Transp. 53, 65–69 


p. 122 

Present 



Practice 



Assess 








tracks 13–18 

Teacher Tools 


Student Tools 






CMC.1.SIII.4, CMC.2.SIII.2.d, CMC.2.SIII.2.e, 

CMC.3.SIII.6 




Comparación cultural, Gran Desafío, 

Repaso inclusivo, pp. 82–87 

OBJECTIVES 

Read two students’ descriptions of their 

hometowns and the regions in which they live. 

Compare students’ hometowns and regions with 

those described. 

Students write a description of their hometown 

and region. 

Introduce the first challenge of this second, and 

final, round of the Desafío. 

Cumulative review. 


❑ Direct students’ attention to the photos on pp. 82–83. Ask students to comment on the regional differences in 

Mexican culture based on the photos on these pages. 

TEACH 

❑ Have students research statistics and details about your locality. With students, organize student information 

in a chart such as the one pictured on p. 82. 

❑ El Gran Desafío Video DVD 2. Play the video and have students take notes on the challenge project. Ask 

students to relate this idea to current TV programs, and answer the video questions on p. 85. 


❑ Repaso de la lección, Activity 1, p. 86. Play TXT CD 2, track 13, and ask students to work in pairs. 

❑ Repaso de la lección, Activity 4, p. 86. As a class, research information about famous beaches and parks in 

Mexico. Assign groups of students one location about which to design a promotional poster. 

IEP Modification Have students work in groups to write an episode of the TV soap opera Súper Sandra. Ask 

students to write the short episode in Spanish, and present it to the class. 


❑ Homework: Repaso inclusivo, Activity 7, p. 87. Have students translate the e-mail pictured on this page. 

❑ Unit Test, On-level Assessment, pp. 51–57. Test CD 1, tracks 19–20 


Plan 

Absent Student Copymasters, URB 1, pp. 123–124 

Present 

Video Script, URB 1, p. 78 


Practice 

Video Activities, URB 1, pp. 75–76 

Situational Transp. and Copymasters, UTB 1, 

Transp. 20–21, pp. 1–2 

Family Involvement Activity, URB 1, p. 106 

Assess 

Unit Test, Modified Assessment, pp. 35–41, 

Test CD 1, tracks 19–20 

Unit Test, Pre-AP Assessment, pp. 35–41, 


Unit Test, Heritage Learners Assessment, 

pp. 41–47, HL CD 3, tracks 19–24 

Teacher Tools 


Student Tools 

EasyPlanner CD-ROM @Home Tutor 

Test Gen erator CD-ROM ClassZone.com 

McDougal Littell Assesment System Cultura interactiva 




CMC.2.SIII.1, CMC.2.SIII.2.a, CMC.2.SIII.2.d, 

CMC.2.SIII.2.e, CMC.2.SIII.3, CMC.2.SIII.4, 

CMC.2.SIII.6, CMC.3.SIII.2.c, CMC.3.SIII.2.d, 





Unidad 1, Lección 2 37 

¡AVANCEMOS! 

Unidad 1 Lección 2




OBJECTIVES 

Introduce the lesson theme: ¡Todos para uno y uno 

para todos! 

Culture: Community activities. 

Present and practice using vocabulary: volunteer 

work and organizing community service. 


Recycle: Irregular preterite. 


❑ Unit 2 Opener, pp. 88–89: Show students a demographic map of the United States. Ask students to volunteer 

the names of the states with the highest Hispanic populations. 

TEACH 

❑ Presentación de vocabulario, pp. 92–93, paragraphs A–E. 

❑ Audio Program TXT CD 3, tracks 1, 2. Listen to Vocabulary Presentation audio. 

❑ Have students name volunteer efforts in the local community, particularly those in which they have 

participated. Ask students to suggest the possible benefits of volunteering. 

IEP Modification Ask students to name cognates in English that help them understand the meanings of some of 

the vocabulary words, such as delegar/delegate, envase/vase, and noticias/news. 


❑ Lesson 1 Opener, pp. 90–91. Have students look at the photograph and respond to the ¿Qué ves? questions. 

❑ Trabajos voluntarios, Activity 2, p. 94. Review the conjugation of irregular preterite verbs. 

❑ ¡A cambiar el mundo!, Activity 3, p. 94. Read aloud the activity. Have students work in groups to choose a 

volunteer activity and design a poster, brochure, or other form of written promotional material for the activity. 


❑ Para y piensa, p. 94. Pair students for this exercise. Have students take turns asking and answering the 

questions in complete sentences. 

❑ Vocabulary Recognition Quiz, On-level Assessment, p. 63 



Plan 



ClassZone.com 



Present 


Atlas Map, UTB 1, Transp. 1, 3 




Fine Art Activities, URB 2, pp. 70–71 

Fine Art Transp., UTB 2, Transp. 2–3 


TPRS, pp. 15–21 


Practice 



Assess 


pp. 1–2 


Transp. 24, 32 









CMC.2.SIII.6, CMC.3.SIII.2.a, CMC.3.SIII.5, 

CMN.11.SIII.1 


¡AVANCEMOS! 

Unidad 2 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Recognize, understand, and produce vocabulary 

in context: community service, persuasion, 

polite requests. 


❑ Ask students to name types of media that can be 

used to promote volunteer activities, such as radio, 

TV, newspapers, magazines, brochures, flyers, and 

posters. Write student responses on the board. 

TEACH 

❑ Contexto 1 Cartas. Audio Program, TXT CD 3, track 4. Play the audio to introduce the letters on p. 95. 

❑ Read aloud the letters on p. 95. Ask volunteers to translate the salutations and closings. Ask students to 

choose the most effective letter, and to provide the rationale for their selections. 

❑ Warm-up UTB 2, Transp. 16. With students, complete the exercise. Ask volunteers to name the position 

within a volunteer effort in which they feel most comfortable. Have students provide explanations for their 

choices. 


❑ Comprehensión de las cartas, Activity 4, p. 96. Read aloud each question as students follow along in their 

textbooks. Allow time for students to write their responses before proceeding to the next question. 

❑ Repaso gramatical, p. 96. Read aloud this section. Then list the following commands on the board: Siéntese 

abajo. (Sit down.) Venido a la tabla comer. (Come to the table to eat.) Déme su capa. (Give me your coat.) 

Have volunteers translate the commands. 

❑ ¿Podría colaborar?, Activity 5, p. 96. Have students work in pairs to complete this activity. 

IEP Modification Have students work in groups to write and enact a “television” public announcement spot 

promoting a volunteer activity in their community. 


❑ Para y piensa, p. 96. Have students complete this exercise. 

❑ Vocabulary Production Quiz, On-level Assessment, p. 64 



Plan 




p. 78 

Present 




Practice 


Assess 


URB 2, pp. 1, 3 

Teacher Tools 


Student Tools 






CMC.1.SIII.5, CMC.2.SIII.2.g, CMC.3.SIII.2.a 





OBJECTIVES 

Present, review and practice using affirmative and 

negative tú commands. 

Instruct or tell others what to do. 

Recycle: Family relationships. 

Culture: Museums of Latin Art: El Museo del Barrio. 


❑ Write the following pairs of commands on the board. 

Siéntese abajo. (Sit down.) ¡No hablé! (Do not talk!) 

No respire hacia fuera. (Do not breathe out.) Ask 

students to translate each command based on what 

they read and what you do. 

TEACH 

❑ Repaso: Tú commands, p. 97. Read aloud this section. With students, form positive and negative commands 

with the verbs tener, poder, dar, ir, and venir. Write the commands on the board. 

❑ Have each student choose a partner. Ask partners to take turns giving and acting on positive and negative 

commands. Listen and observe to be sure students are correctly giving positive and negative commands. 


❑ ¡Los deberes!, Activity 6, p. 98. Play Audio Program TXT CD 3, track 5, and have students work in groups to 

complete this activity. Ask students to write three or four additional positive and negative commands they 

receive from their parents. 

❑ ¡Quiero ayudar!, Activity 7, p. 98. Read aloud the instructions for this activity. Ask students to work in pairs 

to complete the seven commands on this page. 


❑ Para y piensa, p. 99. Have students identify and write three positive and three negative commands new 

students in your school should follow. 


IEP Modification Have students make two signs—one positive and one negative commands—found in most 

communities, such as ¡No camine en la hierba! (Do not walk on the grass!), ¡No fume! (No smoking!), and Vaya 

lentamente aquí. (Go slowly here.) 


Plan 


PE and Workbook Answers, UTB 2, Transp. 24–25, 

33 


EasyPlanner CD-ROM 

ClassZone.com 

Present 




Practice 


Assess 


pp. 4, 5, 10, 11 

Teacher Tools 


Student Tools 






CLT.5.SIII.1, CLT.6.SIII.3, CMP.9.SIII.1, 

CMN.11.SIII.1 


¡AVANCEMOS! 

Unidad 2 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Recognize commands in context. 

Interpret commands for a public service 

announcement on television. 

Produce positive and negative commands. 

Pronunciation: the sound ch. 


❑ Ask students to draw a two-column chart such as the one pictured on the top of p. 100. Write the following 

commands on the board: No estés enojado. (Don’t be angry.), Camina esta manera. (Walk this way.), and 

Impulsión con seguridad. (Drive safely.) Ask students to write the commands in the appropriate columns on 

their charts. 

TEACH 

❑ Explain that storyboards show their messages in chronological order. Using a computer and the Internet, 

show students some storyboards, and discuss the appeal of this medium. 

❑ Contexto 2, Bosquejo, p 100, Audio Program TXT CD 3, track 6. Have students scan the storyboard frames 

for tú commands. Have students volunteer the commands they found. Write student responses on the board, 

and ask for volunteers to translate them. 

❑ With students, analyze the tú commands used in this storyboard. Classify them as “I” for indirect requests 

and “D” for direct commands. Ask students to identify the type of commands that are most common in 

Irma’s storyboard. 

IEP Modification On the board, list regular verb endings for present and preterite tenses. With students, 

conjugate the verbs volar and navegar in both tenses. 


❑ Comprensíon del bosquejo, Activity 10, p. 101. Read aloud the instructions. Ask students to work in pairs to 

complete the activity. 

❑ Pronunciación: El sonido ch, p. 101. TXT CD 3, track 7. Read aloud this section. Ask students to suggest 

other Spanish words with the ch sound. List the words on the board, and repeat the correct pronunciation. 


❑ Para y piensa, p. 101. Ask students to work in pairs to make a poster with three positive and three negative 

rules for doing volunteer projects at school. 

❑ Grammar 1 Quiz, On-level Assessment, p. 65 



Plan 




Present 




Practice 


Assess 


pp. 4, 6 

Teacher Tools 


Student Tools 







CMC.3.SIII.4, CMC.3.SIII.5, CMC.3.SIII.6 





OBJECTIVES 

Review other command forms (usted, ustedes, 

and nosotros); use commands to persuade and 

influence others. 

Recycle: beach activities, ir a + infinitivo. 

Culture: Learn about artists in their communities: 

Pablo O’Higgins. 


❑ Say to a student, “Come here, please.” Then say, “Let’s 

walk to the back of the classroom.” Finally, address the 

remaining students and say, “Give us a round of applause, 

please.” Discuss how the verb in each command in English remains the same, although you are addressing 

first one person, addressing yourself and that person, and finally addressing the remaining class members. 

TEACH 

❑ Repaso: Other Command Forms, p. 102. Ask students to name the infinitive forms of other -ar, -er, and 

-ir regular verbs. Have students volunteer to write the yo form of the present tense of each verb. Ask other 

students to write and translate aloud the usted, ustedes, and nosotros command forms of these verbs. 

❑ Write the usted command forms of the following verbs: buscar, pagar, and empezar. Have students 

volunteer to write the ustedes and nosotros command forms of the verbs. 


❑ En la playa, Activity 13, p. 103. Read aloud the instructions. Ask volunteers to say aloud and translate the 

commands. 

❑ ¡Vamos a comenzar!, Activity 14, p. 103. Have students work in pairs to complete the activity. 

❑ ¡Organicémonos!, Activity 15, p. 104. Ask students to form groups to discuss the homeless problem in your 

community. Have groups decide on a school project that would benefit the homeless. 

IEP Modification With students, brainstorm school projects that would raise money or materials for homeless 

persons in your community. List the projects on the board, and discuss their advantages and disadvantages. As a 

class, select a project, and outline a timeline of steps necessary to accomplish the goal. Have students copy the 

timeline, and rewrite it in Spanish. 


❑ Para y piensa, p. 104. Have students work in groups of three to complete this exercise, taking turns giving 

and acting out the commands. 



Plan 



Transp. 25–26, 33–34 


Present 





Practice 



Assess 


pp. 7, 8, 12 

Teacher Tools 


Student Tools 





CMC.1.SIII.3, CMC.2.SIII.1, CMC.3.SIII.2.c, 

CMC.3.SIII.2.d, CLT.5.SIII.1, CLT.6.SIII.4, 

CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 2 Lección 1

¡AVANCEMOS! 



OBJECTIVES 


vocabulary in context. 


❑ Have students suggest ways in which school grounds and 

their home neighborhoods could benefit by environmental 

clean-up activities. Write student responses on the board. 

TEACH 

❑ Contexto 3, TXT CD 3, track 8. Discuss what is happening in the photo on p. 105. Ask students to scan the 

dialog for the names of the people in the photo. Play the introduction and dialog while students follow along 

in their textbooks. 

❑ Explain to students that Irma is responsible for organizing both adult and youth volunteers. Discuss how they 

might speak differently to someone their own age than to an adult. 


❑ Comprensión del diálogo, Activity 17, p. 106. Have students form groups of four, with each group member 

assuming one of the roles pictured in the activity. Have members take turns reading an activity their 

characters would undertake. 

❑ Activity 18, Integración, p. 107. Audio Program TXT CD 3, tracks 9 and 10. Play the audio of Jaime’s speech 

while students follow along on in their textbooks. Read aloud the questions in Escucha y apunta on this page. 

Ask students to respond. 

❑ Ask students to give examples of volunteer work they do in their school or community. Write student 

responses on the board. With students, rewrite the responses in Spanish. 



❑ Grammar 2 Quiz, On-level Assessment, p. 66. 

❑ Homework: Cuaderno, pp. 59–60, WB CD 1, tracks 21–24; Cuaderno para hispanohablantes, pp. 61–62, HL 

CD 1, tracks 9–12. 

IEP Modification List words commonly found in street directions on the board: del norte, del sur, del este, 

del oeste, calle, avenida, carril, camino, carretera. Ask each student to write directions from school to his or 

her home. 


Plan 





p. 82 

Present 




Practice 



ClassZone 


Assess 


URB 2, pp. 7, 9 

Teacher Tools 


Student Tools 







CMC.3.SIII.2.d, CMC.3.SIII.6 





OBJECTIVES 

Read a short story about the Cuban-American 

community of Miami, Florida. 

Listen to regional accents. 

Read, listen, and analyze. 

Learn about the Latino leader César Chávez. 

Make connections with history. 


❑ Estrategia leer, p. 108. Have students complete the 

diagram for their favorite children’s story. 

Invite volunteers to share their diagrams with 

the class. Explain that students will use this diagram as they read “En la Ocho y la Doce.” 

TEACH 

❑ Ask students to name aspects of a culture, such as language, foods, holidays, religion, and arts. Discuss 

cultures represented in the local community. Ask students for examples of the various cultures. 

❑ Show students a map of the United States, Cuba, and Central America. Point out the proximity of Cuba and 

Central America to Florida. Explain that, according to the 2000 U.S. Census, Florida’s total population was 

15,982,378, of which 2,682,715 (or 16.8%) were Hispanic or Latino. 

❑ Vocabulario para leer, p. 108. Review the vocabulary words with students. 

IEP Modification Have students research Hispanic and Latino influences in Florida today. Ask students to work 

in pairs to prepare something from this culture to the class, such as a food item, music, dance, a report on an artist 

or writer, and so on. 


❑ Have students scan “En la Ocho y la Doce” for the names of the characters in the story. 

❑ Audio Program TXT CD 3, track 11. Play the audio for “En la Ocho y la Doce” as students follow along. Have 

students work in pairs to complete the Circle Game diagram on p. 108 for this story. 

❑ Have student pairs draw a two-column chart, with the column headings “American” and “Cuban.” Ask 

students to record in the chart cultural details the author includes about both the United States and Cuba. 




❑ Homework: Ask students to write a paragraph in Spanish about the blending of cultures in “En la Ocho y la 

Doce.” 


Plan 



p. 83 

Present 



Teacher Tools 


Student Tools 









CNN.8.SIII.3, CMP.9.SIII.2, CMP.10.SIII.1, 

CMP.10.SIII.2, CMN.11.SIII.1 


Practice 


LPT CD 1, track 4 




¡AVANCEMOS! 

Unidad 2 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Review lesson grammar and vocabulary. 


❑ Have students form groups of four. Give each group a set of 

40 cards: 20 cards contain vocabulary words and the other 

20 their English translations. Have students take turns 

turning over two cards. If a student turns over a vocabulary 

word and its translation, the student “keeps” the cards and 

gets another turn. Students should play until all cards have 

been matched. The student with the most cards wins. 

TEACH 

❑ Review the tú positive and negative commands by listing the regular and irregular verb forms on the board. 

Ask volunteers to translate the following commands: ¡Vaya a dormir! (Go to sleep!), ¡Haba su trabajo! 

(Do your work!), ¡No utilice el tabaco! (Don’t use tobacco!) 

❑ Review the usted, ustedes, and nosotros commands. With students, write commands in these forms of the 

following verbs: organizar, jugar, sacar. 


❑ Repaso de la lección, Activity 1, p. 114. Play TXT CD 3, track 12, and have students answer the questions. 

❑ Repaso de la lección, Activities 2–4, pp. 114–115. Have students work with a partner to complete these 

activities. 

IEP Modification Activity 3, p. 115. With students, write the verb or verb phrase described in each picture. 

Review the command forms of vamos a used to refer to one or more people. Have students work in pairs to write 

commands for the activity. 



❑ Lesson Test, On-level Assessment, pp. 68–74. Test CD 1, tracks 25–26. 


Plan 



Transp. 27, 35–39 


p. 84 

Present 



Practice 




Assess 







Assessment, pp. 53–59, HL CD 3, tracks 

25–30 

Teacher Tools 


Student Tools 












OBJECTIVES 

Introduce lesson theme: ¿Cómo nos organizamos? 


Culture: Learn about celebrities who raise money, 


Spanish newspapers in the United States, and types 

CMC.3.SIII.2.d 

of music in the United States. 

Present and practice vocabulary: media-related and fundrasing. 


Recycle: preterite vs. imperfect. 


❑ Presentación de vocabulario, p. 118. Brainstorm types of media that communicate information. With students, 

connect the vocabulary words to the media. 

TEACH 

❑ Presentación de vocabulario, pp. 118–119, paragraphs A–C. Read the paragraphs. 

❑ Audio Program TXT CD 4, track 1. Have students follow along, noticing cognates that help them remember 

words or terms. 

❑ ¡A responder!, p. 119. TXT CD 4, track 2. Have students indicate their agreement or disagreement with each 

of the eight opinions by giving a “thumbs-up” or a “thumbs-down.” 

IEP Modification Make a picture for each vocabulary word or term. Have students work in pairs with the cards 

to learn the vocabulary words. 


❑ Lesson 2 opener, pp. 116–117. Point out the medium students are using (signs). Ask students about signs they 

have made to attract attention to an event or cause. 

❑ Las partes del periódico, Activity 1, p. 120. Give student partners a newspaper. Have students clip and label 

sections listed in the letter column on p. 120. 

❑ ¿Qué hay en la tele?, Activity 2, p. 120. Have students work in pairs to ask and respond to the questions in 

the activity. 


❑ Para y piensa, p. 120. Have students write a paragraph of 4–5 sentences in response to the question. Remind 

students to include reasons for their choices. 




Plan 



Present 



TPRS, pp. 22–28 




Practice 


Assess 


pp. 13, 14, 22 


Transp. 28, 40–41 








¡AVANCEMOS! 

Unidad 2 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Understand vocabulary related to newspapers 

and fundraising. 

Practice expressing opinions in context. 

Review using the impersonal se. 


❑ Distribute copies of a news article containing numerical expressions relating to people, dates, and money. 

Have students circle all numerical expressions. 

TEACH 

❑ Contexto 1, Periódico escolar, Audio Program TXT CD 4, track 3. Play the audio to introduce the school 

newspaper articles on p. 121. 

❑ Read aloud the articles on p. 121. Ask students to name numerical expressions regarding persons, dates, and 

money. Record responses in columns on the board. 

❑ Warm-up UTB 2 Transp. 20. Have students unscramble the vocabulary words. 


❑ Comprensión del periódico escolar, Activity 4, p. 122. Have students complete the activity. 

❑ Repaso: gramatical, p. 122. Review the use of se in impersonal constructions. With students, compose other 

sentences that demonstrate this use of se. 

❑ ¿Qué se hace en la teletón?, Activity 5, p. 122. Ask students to work in pairs to ask and respond to questions. 

Have them also write their responses. 

IEP Modification Have students work in pairs to change the following into impersonal construction statements: 

Necesitamos a voluntarios. Apreciamos toda la ayuda. 


❑ Para y piensa, p. 122. Have students select the items present in the reading. 




Plan 




p. 86 

Present 




Practice 


Assess 


URB 2, pp. 13, 15 

Teacher Tools 


Student Tools 






CMP.9.SIII.1 





OBJECTIVES 

Review and practice using pronouns with 

commands and giving commands. 

Recycle: beach vocabulary. 

Culture: Volunteer work of famous artists. 


❑ Say “Stop!” Then say “Stop it!” Discuss the 

difference in the commands. Explain that “Stop it!” 

refers to a specific activity. Brainstorm other commands. 

TEACH 

❑ Explain the difference between subject and object pronouns. With students, list various object pronouns on 

the board (in both singular and plural forms). 

❑ Repaso: Pronouns with Commands, p. 123. Read aloud the section. Ask students to suggest other verbs. Form 

positive and negative commands with the verbs. 

❑ Warm Up UTB 2, Transp. 21. Display the transparency, and ask volunteers to convert the statements into 

commands with object pronouns. 


❑ Activities 6 and 7, p. 124. Read aloud the instructions. Have students work in pairs to complete the activities. 

❑ Comparación cultural, Concierto para todos, p. 124. Read aloud the section. Play aloud some music by Carlos 

Santana. Discuss how famous people can help others. 

❑ ¡A la playa!, Activity 8, p. 125. Read aloud the instructions and the e-mail. After each question in the 

message, give students time to write a command. 


❑ Para y piensa, p. 125. Have students complete this exercise. 


IEP Modification Read aloud the instructions and clues for ¡Nuestra teletón!, Activity 9, p. 125. In groups, have 

students divide the tasks and complete the activity. 


Plan 



Transp. 29, 41–42 


p. 87 


ClassZone.com 

Present 


Grammar Presentation Transp., UTB 2, 

Transp. 12 


Practice 


Assess 


URB 2, pp. 16, 17, 23 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.e, CMC.3.SIII.2.c, CMC.3.SIII.5, 


CLT.6.SIII.3, CLT.6.SIII.4, CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 2 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Develop listening, reading, speaking, and writing skills. 

Practice using object pronouns with commands. 

Practice making suggestions to others using commands. 


❑ Direct students’ attention to the pie graph on p. 126. Discuss 

why pie graphs are a good way to show how donated money is allocated. 

TEACH 

❑ Have students skim the annual report on p. 126. 

❑ Contexto 2, Informe, p. 126. TXT CD 4, track 4. Play the audio. Have students copy the organizer in the 

Reading Strategy, and use it to note commands in the text. 

IEP Modification Distribute cards that show the formal and informal command forms of regular and irregular 

verbs. Have student partners use the cards to find the commands. 


❑ Comprensión del informe, Activity 10, p. 127. Have students complete the activity. 

❑ ¡Elige uno!, Activity 11, p. 127. Ask students to work in pairs to write and read aloud their announcements. 

❑ ¡A pintar!, Activity 12, p. 127. Have student partners create a poster-sized drawing or painting that will 

beautify their school. Display them in the school. 



❑ Grammar Quiz, On-level Assessment, p. 82 



Plan 




p. 88 

Present 




Practice 


Assess 


URB 2, pp. 16, 18 

Teacher Tools 


Student Tools 







CMC.3.SIII.2.d, CMC.3.SIII.4, CMC.3.SIII.5 





OBJECTIVES 

Review and practice impersonal expressions with 

infinitives. 

Practice making suggestions, requests or observations. 

Recycle: Volunteer activities. 

Pronunciation: The letter d. 

Culture: Spanish language newspapers in the United States. 


❑ Write “To be, or not to be—that is the question.” on the board. Explain infinitives and the source of this 

quote. Ask students to compose other “infinitive quotes.” 

TEACH 

❑ Discuss why people might use impersonal expressions with infinitives to encourage someone’s cooperation 

or assistance. 

❑ Review the forms of ser. 

❑ Repaso: Impersonal Expressions + Infinitive, p. 128. With students, read aloud and translate the opinions. 

Have students express other opinions with infinitives. 


❑ ¡Es importante!, Activity 13, p. 129. Play Audio Program TXT CD 4, track 5. Have students decide whether 

the statements are true or false. 

❑ ¿Qué dices?, Activity 14, p. 129. Read aloud the instructions. Ask volunteers to say aloud impersonal 

expressions about the six scenes pictured on this page. 

❑ Unos letreros, Activity 15, p. 130. Read aloud the activity. In pairs, have students create a signboard with 

impersonal commands to promote a community project. 

IEP Modification Have students scan the glossary for words containing the letter d. In pairs, ask students to say 

aloud these words, using appropriate pronunciation. 



❑ As a class, assemble a newspaper in Spanish about school events. Have students volunteer to write articles or 

opinion pieces, edit, take photographs, and so on. 



Plan 



Transp. 29–30, 42–43 


Present 



Practice 



Assess 


pp. 19, 20, 24 

Teacher Tools 


Student Tools 







CMC.3.SIII.2.d, CMC.3.SIII.4, CMC.3.SIII.6, 

CLT.4.SIII.2, CLT.5.SIII.1, CMN.11.SIII.1, 

CMN.12.SIII.3 


¡AVANCEMOS! 

Unidad 2 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Practice using and integrating grammar and vocabulary. 


❑ Ask students to talk about telethons they have seen on TV 

or in which they have participated. Ask students to predict 

the topics of discussion in Roberto’s telethon. 

TEACH 

❑ Explain that businesses often contribute large sums of money to charitable events and efforts. Discuss the 

benefits to both charities and sponsors. 

❑ Have students look at the photo on p. 131, and scan the script to identify the people involved in the interview 

and their roles in the telethon. 

❑ Contexto 3, p. 131. TXT CD 4, track 7. Play the audio as students read along. 


❑ Comprensión del diálogo, Activity 17, p. 132. Play Audio Program TXT CD 4, tracks 3, 4 and 7. Have 

students match the descriptions to the people in the telethon. 

❑ Integración, Activity 18. TXT CD 4, tracks 8 and 9. Play the audio, and have students work in pairs to 

complete the questions in Escucha y apunta on p. 133. 

❑ Un artículo de opinión, Activity 19, p. 133. Read aloud the instruction and explain the rubric. Have students 

work in groups to complete this activity. 



❑ Grammar Quiz 2, On-level Assessment, p. 83 

❑ Homework: Cuaderno, pp. 82–83, WB CD 1, tracks 31–34; Cuaderno para hispanohablantes, pp. 84–85, 

HL CD 1, tracks 13–16. 

IEP Modification In an opinion article containing commands using pronouns and impersonal expressions, have 

students circle commands and underline the expressions. 


Plan 



Transp. 30, 43–44 


p. 90 

Present 




Practice 



ClassZone 


Assess 


URB 2, pp. 19, 21 

Teacher Tools 


Student Tools 







CMC.3.SIII.6 




Lectura literaria y Escritura pp. 134–138 

OBJECTIVES 

Read an excerpt from a novel by Sandra Cisneros. 

Analyze the relationships in the story. 

Culture: Las mañanitas. 

Write a short composition about the importance 

of volunteer work. 


❑ Discuss birthday customs in the United States. 

Find the lyrics to “Las mañanitas,” and distribute them to 

the class. Translate the lyrics with students, and play the 

song for them to sing. 

TEACH 

❑ Discuss with students how family intergenerational relationships can be both rewarding and trying. Ask how 

their families demonstrate love and affection. 

❑ Read aloud the vocabulary words, and discuss the clues they may provide about the story. 

❑ Las mañanitas, TXT CD 4, track 10. Have students skim the text before playing the audio. After listening to 

the audio, discuss the personalities of the story characters. 

IEP Modification Have students sketch one of the characters in the story. Beneath the sketch, students should 

write three adjectives that describe the character. 


❑ Read aloud the A pensar questions. Ask students to volunteer the answers. 

❑ Reflexiona, p. 136. Ask the question, and discuss how and why people react differently to surprises. Ask 

students if they agree/disagree with the characters. 


❑ Para y piensa, p. 137. Have students work in pairs to complete the exercise. 


❑ Homework: Have students write a brief character sketch of a parent or grandparent. 


Plan 



pp. 91–92 

Present 



Teacher Tools 


Student Tools 









CMP.10.SIII.1 

Practice 






¡AVANCEMOS! 

Unidad 2 Lección 2

¡AVANCEMOS! 


En resumen, 

Repaso de la lección, pp. 139–141 

OBJECTIVES 



❑ Warm-up Transp., UTB 2, Transp. 23. Have 

students write the words in the correct order. 

Review command forms. 

TEACH 

❑ Group students. Give each group a newspaper. Have students recall vocabulary terms that pertain to 

newspapers, and label sections of the paper accordingly. 

❑ Review impersonal constructions with se. With students, complete Activity 2 on p. 140. 

❑ Discuss the people and events introduced in Lesson 2. Ask students the questions in Activity 5, p. 141. 


❑ Repaso de la lección, Activity 1, p. 140. Play Audio Program TXT CD 4, track 11. Have students work in 

pairs to complete the activity. 

❑ Repaso de la lección, Activity 4, p. 141. Have students work in pairs to read each statement, and respond with 

an impersonal expression containing an infinitive. 

IEP Modification Activity 4, p. 141. Write the statements and impersonal expressions with infinitives. Ask 

students to read and agree with one of each pair of statements. 





Plan 



Transp. 31, 44–47 


p. 93 

Present 



Practice 




Assess 









Teacher Tools 


Student Tools 












OBJECTIVES 

Read two students’ accounts about music 

traditions and their musical preferences. 

Students write a description of the music 

in their area. 

Compare the music in students’ area and 

their musical preferences to those described 

by the two students. 

Introduce the second mission of the Desafío. 



❑ Survey students on their favorite types of 

music. Ask students to name popular and 

ethnic types of music in the local community. 

TEACH 

❑ Have students research the types of cultural groups within the local community. Ask students to report on 

ethnic music types popular among local citizens. 

❑ El Gran Desafío Video DVD 2. Preview the photos before playing the video. Ask Antes del video, Toma 

apuntes, and Después del video questions on pp. 144–145. 


❑ Repaso inclusivo, Act. 1, p. 146. Play TXT CD 4, track 13, and have students work in pairs. 

❑ Repaso inclusivo, Activity 3, p. 146. Divide students into groups. Read aloud the instructions and clues. Have 

groups complete the activity. 

IEP Modification Read aloud the instructions for Activity 3, p. 146. Ask students to respond in writing to each of 

the clues, asked as questions. 


❑ Homework: Repaso inclusivo, Activity 4, p. 147. Read aloud the instructions. Have students write an advice 

column as described in this activity. 

❑ Unit Test, On-level Assessment, pp. 97–103, Test CD 1, tracks 37–38. 


Plan 


pp. 94–95 

Present 



Practice 

Video activities, URB 2, pp. 51–52 


Transp. 14–15, pp. 1–2 


Assess 






pp. 77–83, HL CD 3, tracks 37–42 

Teacher Tools 


Student Tools 


Test Generator CD-ROM ClassZone.com 

McDougal Littell Assessment System Cultura interactiva 





CMC.2.SIII.2.e, CMC.2.SIII.3, CMC.2.SIII.4, 

CMC.2.SIII.6, CMC.3.SIII.2.b, CMC.3.SIII.2.d, 





CMN.11.SIII.2, CMN.12.SIII.2 


¡AVANCEMOS! 

Unidad 2 Lección 2




OBJECTIVES 

Introduce lesson theme: ¿Cómo será el futuro? 

Culture: Explore lakes in Nicaragua and talk about 

Central American endangered species. 

Present and practice vocabulary: issues that affect 

the environment. 



❑ Lesson Opener, pp. 150–151: Have students look at the picture of the tropical forest. Try to guess what 

animals might live there. Ask the ¿Qué ves? questions on p. 150. 

TEACH 

❑ Presentación de vocabulario, pp. 152–153. Play audio for TXT CD 5, track 1. 

IEP Modification Ask students yes/no questions. Encourage complete answers: e.g., “¿El petróleo, es un recurso 

renovable?” Model the answer: “No, el petróleo no es un recurso renovable.” 


❑ Presentación de vocabulario, pp. 152–153. Read Reporte anual. Have students view the photographs. 

❑ Play TXT CD 5, track 2 to complete the ¡A responder! activity, p. 153. 

❑ Práctica de vocabulario, Activities 1–3, p. 154. Have students work in pairs. Use reading, writing, and 

speaking skills listed next to the activity. Review commands. 


❑ Para y piensa, p. 154. Pair students and do the exercise. Expand to other activities, such as role playing a 

journalist and preparing a report on global warming. 

❑ For additional practice, use Reteaching and Practice Copymasters, URB 3, pp. 1, 2. 




Plan 



ClassZone.com 



Present 






Fine Art Activities, URB 3, pp. 71 



TPRS, pp. 29–35 


Practice 



Assess 


pp. 1, 2, 10 

PE and Workbook Answers, UTB 3, Transp. 

24, 32–33 









CMC.2.SIII.3, CMC.3.SIII.2.a, CLT.5.SIII.4, 

CNN.7.SIII.1 


¡AVANCEMOS! 

Unidad 3 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Understand vocabulary related to environmental 

concerns, in context. 

Practice using vocabulary to express environmental 

concerns. 

Recycle: ir a + infinitive. 

Culture: Lake Nicaragua. 


❑ Talk about technological changes that have taken place over the past few years. Read Contexto 1, 

Informe escolar, p. 155. 

TEACH 

❑ Listen to Contexto 1, TXT CD 5, track 3. Have students identify vocabulary related to the environment. 

❑ Make a list of new vocabulary. 

❑ Use a vocabulary word in a question. 


❑ Apply problem-solving chart strategy to enhance comprehension, p. 155. 

❑ Complete Activities 4 and 5 on p. 156. 

IEP Modification Slower-paced Learners: Ask yes/no questions with one word from new vocabulary. Encourage 

complete answers. 


❑ Para y piensa, p. 156. Review problem chart on page 155. 


❑ For additional practice, use Reteaching & Practice Copymasters, URB 3, pp. 1, 3, 11. 


Plan 




p. 78 

Present 




Practice 


Assess 


URB 3, pp. 1, 3, 11 

Teacher Tools 


Student Tools 







CLT.6.SIII.2, CNN.7.SIII.1, CNN.7.SIII.2 





OBJECTIVES 

Present and practice the future tense. 

Recycle: media vocabulary. 

Practice making predictions. 


❑ Presentación de gramática, p. 157: Introduce the future 

tense by talking about the present and comparing to an 

event in the future. Use words and phrases such as mañana, la semana que viene, esta tarde. 

TEACH 

❑ Explain that future tense endings are the same verbs ending in -ar, -er, -ir. 

❑ Explain that the irregular form of the verb changes the stem before adding the ending. 

❑ Future tense can be used to wonder or make a guess about something: “¿Lloverá mañana?” 

IEP Modification Presentación de gramática, p. 157: Ask: “¿Vendrás a la escuela el sábado?” Elicit response: 

“No, no vendré a la escuela en sábado.” 


❑ Práctica de gramática, Activities 6–7, p. 158. Write the answers. For Activity 6, listen to TXT CD 5, track 4. 

❑ Práctica de gramática, Activities 8–9, p. 159. Practice in pairs. Call on students to ask and answer questions 

for the whole class to hear. Ask for volunteer pairs to ask and answer original questions in front of the class. 


❑ Para y piensa, p. 159. Complete activity. 

❑ For additional practice, use Reteaching & Practice Copymasters, URB 3, pp. 4, 5, 12. 



Plan 



Transp. 25–26, 33–34 


p. 79 


ClassZone.com 

Present 



Transp. 10 


Practice 


Assess 


URB 3, pp. 4, 5, 12 

Teacher Tools 


Student Tools 





CMC.1.SIII.4, CMC.2.SIII.1, CMC.2.SIII.2.f, 

CMC.3.SIII.2.a, CNN.7.SIII.1 


¡AVANCEMOS! 

Unidad 3 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Practice using grammar in context. 


❑ Ask students how they envision life in the year 2050. 

TEACH 

❑ Listen to Contexto 2, Cuaderno personal TXT CD 5, track 5. 

❑ After the students have listened to the audio, have them 

summarize the passage in their own words. 

❑ Read ¡Lo que vendrá! p. 160. Have students find all the verbs 

that are in the future tense. Make a list of them on the board. 

IEP Modification Review future tense endings. 


❑ Comprensión del cuaderno personal, Activity 10, p. 161. 

❑ Consecuencias, Activity 11, p. 161. 


❑ Para y piensa, p. 161. Ask questions about the future of transportation, for example. Have students work 

in pairs. 


❑ For additional practice, use Reteaching & Practice Copymasters, URB 3, pp. 4, 6. 


Plan 




p. 80 

Present 




Practice 


Assess 


URB 3, pp. 4, 6 

Teacher Tools 


Student Tools 






CMC.2.SIII.1, CMC.2.SIII.2.f, CMC.2.SIII.3, 


CMC.3.SIII.4 





OBJECTIVES 

Present and practice the uses of por and para. 

Practice pronouncing the hard /g/ sound in Spanish. 

Culture: Endangered species. 


❑ Presentación de gramática, p. 162. Present prepositions 

por and para, and their uses. 

TEACH 

❑ English Grammar Connection, p. 162. Make a list on the board with uses of each preposition. 

❑ Ask students to find examples for each use. 

❑ Focus on one preposition at a time. 

IEP Modification Explain that prepositions por and para are used in Spanish in place of “for” in English. 

Clarify that they are used in different instances. Focus on one preposition at a time. 


❑ Practica de gramática: p. 163. Activities 13, 14. 

❑ Practice pronouncing the hard /g/ sound in Spanish, p. 163. Listen to TXT CD 5, track 6. 


❑ Para y piensa, p. 164. Expand by having students write three sentences using por and three using para. 




Plan 



Transp. 26, 34–35 


p. 81 

Present 



Transp. 11 

Practice 



Assess 


URB 3, pp. 7–8 

Teacher Tools 


Student Tools 









CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 3 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Practice using and integrating lesson grammar 

and vocabulary. 


❑ Todo junto, p. 165. Review vocabulary related to the 

environment, and the use of the future tense. 

TEACH 

❑ Play Contexto 3, TXT CD 5, track 7. 

❑ Discuss students’ understanding of the dialogue and characters involved. 

❑ Listen to the audio again; try to identify words from vocabulary, and verbs in the future tense. 


❑ Comprensión del diálogo, Activity 17, p. 166. Listen to TXT CD 5, track 7 to complete table. 

❑ Activities 18–19, p. 167. Practice using reading, writing, listening, and speaking skills. Audio Program TXT 

CD 5, tracks 8, 9. 

IEP Modification Focus on one environmental issue: for example, the use of large vehicles. 


❑ Para y piensa, p. 167. Have students research more about solar energy. 






Plan 



Transp. 26–27, 35 


p. 82 

Present 




Practice 


Conversation cards on Easy Planner 

and ClassZone 


Assess 


URB 3, pp. 7, 9 

Teacher Tools 


Student Tools 







CMC.3.SIII.3, CMC.3.SIII.4, CMC.3.SIII.6 





OBJECTIVES 

Read an essay written by Salvadoran author Carlos Balaguer. 

Analyze the author’s perspective on the stages of life. 

Analyze the essay’s references to age and stages of life. 

Culture: Carlos Balaguer. 

Read about the patriotic symbols of Central American 

countries. 


❑ Talk about the stages of life, and ask students to imagine 

themselves when they become older. Read La mejor edad, 

pp. 169–171. 

TEACH 

❑ Nota cultural, p. 168. Read about the author Carlos Balaguer. 

❑ Review vocabulary that might help students understand the passage, such as: caramelos, cazar, ilusión, 

devenir, ideal, eternidad, grandeza, etc. 

❑ La mejor edad, p. 169. Play TXT CD 5, track 10. Ask students how many stages of life are described in the 

passage and how each is characterized. 


❑ Have students choose a stage of life as described in the passage, and expand with elements of their own. 

❑ Have students look at the three illustrations and discuss what each of these represents. 

IEP Modification Paraphrase the paragraphs in the passage using cognates. 


❑ Para y piensa, p. 171. Group discussion about questions 1–4. Have students write a short paragraph about 

¿Cuál es la mejor edad? 


❑ Ongoing Assessment, p. 171 of the Teacher Edition wrap. 

❑ Homework: Cuaderno, pp. 113–115; Cuaderno para hispanohablantes, pp. 112–115 


Plan 


Workbook Answers, UTB 3, Transp. 

36–37 


p. 83 

Present 





Teacher Tools 


Student Tools 








CLT.6.SIII.3, CNN.7.SIII.1 

Practice 






¡AVANCEMOS! 

Unidad 3 Lección 1

¡AVANCEMOS! 



OBJECTIVES 



❑ En resumen, p. 173. Review all vocabulary terms 

and grammar items. 

TEACH 

❑ En resumen. Assess which vocabulary terms need more practice and encourage students to form sentences 

with each one. 

❑ Repaso de la lección, pp. 174–175. Have students make two statements about their environmental concerns, 

and supply a possible solution. 


❑ Repaso de la lección, Activity 1, p. 174. Play TXT CD 5 track 11 while students do Activity 1. 

❑ Complete activities 2–5, pp. 174–175. 

IEP Modification Personalize It: Have students choose three verbs to describe what they can do in the future 

to protect the environment. 


❑ Homework: Study En resumen, p. 173; Cuaderno pp. 110–112, WB CD 2, tracks 5–10 and pp. 116–121; 

Cuaderno para hispanohablantes, pp. 116–121. 

❑ Ongoing Assesments, pp. 174, 175 of the Teacher Edition wrap. 

❑ Lesson Test, On-level Assesment, pp. 114–120; Test CD 2, tracks 1–2 


Plan 


PE and Workbook Answers, UTB 3 

Transp. 27, 35–39 


p. 84 

Present 



Practice 




Assess 



pp. 83–89; Test CD 2, tracks 1–2 




Assessment, pp. 89–95; HL CD 4, 

tracks 1–6 

Teacher Tools 


Student Tools 












OBJECTIVES 

Introduce lesson theme: Por un futuro major. 

Culture: technology’s impact on Panama and native 

art throughout Central America. 

Present and practice vocabulary: government, society, 

and business. 


Recycle: commands. 


❑ Lesson 2 Opener, pp. 176–177: Comparación cultural. Have students view the photographs and respond to the 

¿Qué ves? questions. 

TEACH 

❑ Review use of the subjunctive for impersonal expressions. 

❑ Presentación de vocabulario A–D, pp. 178–179. 

❑ Listen to Audio Program: TXT CD 6, track 1. Ask yes/no questions to verify comprehension. 

IEP Modification Write an impersonal expression on the board, such as Es importante... reciclar. Ask students 

to add similar expressions about the Audio Program. 


❑ Talk about ideas students might have on how to improve the environment or your school cafeteria. 

Encourage them to use the subjunctive. 

❑ ¡A responder!, p. 179. Use TXT CD 6, track 2. Have students complete the activity. 


❑ Para y piensa, p. 180. Work in small groups. 

❑ For additional practice, use Reteaching Copymasters, URB 3, pp. 13, 14. 




Plan 



p. 85 

Present 



TPRS, pp. 36–42 


Practice 


Assess 


URB 3, pp. 13, 14, 22 


Transp. 28, 40–41 










CLT.5.SIII.4 


¡AVANCEMOS! 

Unidad 3 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Understand and practice vocabulary related to promotion 

and business in context. 

Practice expressing points of view. 


❑ Talk about experiments and how they become inventions. 

TEACH 

❑ Warm up: p. 181. Use UTB 3, Transp. 20. Have students repeat the words after you for 

correct pronunciation. Briefly use the words in a sentence. 

❑ Contexto 1, Audio Program TXT CD 6, track 3. Write new words on the board. 

❑ Apply the pyramid chart strategy to aid comprehension. 


❑ Activity 4, p. 182. Have students work individually to complete the sentences. 

❑ Activity 5, p. 182. Have students write a short paragraph about the topic that interests them the most. 

IEP Modification Ask students to assume the role of Liliana and explain her invention. 


❑ Para y piensa, p. 182. Have students create an advertisement for Liliana’s invention using vocabulary words. 


❑ Vocabulary Production Quiz, On-level Assessment, p. 127 


Plan 




p. 86 

Present 




Practice 


Assess 


URB 3, pp. 13, 15 

Teacher Tools 


Student Tools 





CMC.1.SIII.1, CMC.1.SIII.2, CMC.3.SIII.2.a 





OBJECTIVES 

Present the subjunctive of regular verbs. 

Practice using the subjunctive with impersonal 

expressions. 

Recycle: Impersonal expressions. 

Culture: The Panama Canal. 


❑ Presentación de gramática, p. 183. Present a situation where 

you would use the present subjunctive, such as impersonal expressions starting with Es importante que... 

TEACH 

❑ Explain that the present subjunctive is formed in the same way as most command forms. 

❑ Compare with English and point out that the que in the Spanish construction is obligatory, unlike the that in 

English. 

❑ Write the endings on the board for students to see how the verb is formed. Have students come up with 

examples as you write. 

IEP Modification Focus more on examples than explanation. Use repetition and yes/no questions to increase skill 

level. Group students in pairs and have them ask and answer questions using the subjunctive. Encourage the use of 



❑ Práctica de gramática, Activities 6, 8, and 9, pp. 184–185. Complete the activities. 

❑ Comparación cultural, p. 184. Talk about the Panama Canal and ask ¿De qué manera es importante la 

posición geográfica de un país respecto del comercio? 

❑ Have students write a short paragraph about the geographical importance of a country’s location and how its 

location affects the people who live there. 




❑ For additional practice, use Reteaching Copymasters, URB 3, pp. 16, 17, 23. 


Plan 



Transp. 28–29, 41–42 


p. 87 


ClassZone.com 

Present 



Transp. 12 


Practice 


Assess 


URB 3, pp. 16, 17, 23 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.i, CMC.2.SIII.3, CMC.3.SIII.2.a, 


CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 3 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Understand the subjunctive in context. 


❑ Review Liliana’s invention and ask the students what they 

would do if they had an invention that they truly thought 

would be helpful to other people. 

TEACH 

❑ The subjunctive in context. Read Se buscan jóvenes inventores, p. 186. 

❑ Contexto 2, Audio Program TXT CD 6, track 5. Listen for subjunctive forms and have students try to identify 

and write as many as they hear. Play more than once if necessary. 

❑ Complete the hierarchy chart, p. 186, with three different uses of the subjunctive, and give examples. 

IEP Modification Yes/no questions. Read Contexto 2, review what MejorAire claims to do and how it works. 

Check comprehension of the bulleted points in the anuncio by asking whether Liliana’s invention meets each 

standard. 


❑ Comprensión del anuncio, Activity 10, p. 187. Call on students to give the answers. 

❑ Un invento novedoso, Activity 11, p. 187. In small groups think of a problem students encounter on a daily 

basis, such as finding their school supplies, and ask them to come up with an invention that would solve 

that problem. 

❑ Pronunciación, p. 187. Play TXT CD 6, track 6. Review pronunciation of letter g with -e, and -i. Read the 

words and have students repeat. 


❑ Para y piensa, p. 187. Complete the sentences based on the advertisement: Se buscan jóvenes invetores. 




Plan 




p. 88 

Present 




Practice 


Assess 


URB 3, pp. 16, 18 

Teacher Tools 


Student Tools 






CMC.2.SIII.1, CMC.2.SIII.2.i, CMC.2.SIII.6, 

CMC.3.SIII.2.d, CMC.3.SIII.6, CMP.9.SIII.3 





OBJECTIVES 

Present and practice using irregular forms of 

the subjunctive. 

Recycle: future tense. 

Culture: How artists represent the world around them. 


❑ Presentación de gramática, p. 188. Present conjugation 

of irregular verbs in the subjunctive form. 

TEACH 

❑ Presentación de gramática, p. 188. Make a chart on the board conjugating infinitive verbs ending in –ar, –er, 

and –ir, showing them in a pattern. 

❑ Explain that verbs ending in –ar and –er have the same stem changes as in the present indicative: cerrar – 

cierres. 

❑ Explain that verbs ending in –ir follow the pattern for the present indicative for all forms except nosotros and 

vosotros. (divertirse – diviertan / dormir – durmamos). 

IEP Modification Write out conjugation charts for –ir stem-changing verbs. Have students say the conjugations 

a loud, preceding each verb with que. 


❑ Unos consejos, Activity 13, p. 189. Role play in pairs. Pretend you are co-workers, and co-worker 1 is giving 

advice to co-worker 2. 

❑ Un futuro próspero, Activity 15, p. 190. Have students prepare their paragraphs and then exchange with a 

partner. The partner should explain why or why not he/she approves the investment. 

❑ Es interesante que... Activity 16, p. 190. Individual work or additional work for students needing more 

practice. 


❑ Para y piensa, p. 190. Remind students to use new vocabulary. 




Plan 



Transp. 29, 42–43 


p. 89 

Present 





Transp. 13 

Practice 



Assess 


URB 3, pp. 19, 20, 24 

Teacher Tools 


Student Tools 





CMC.1.SIII.3, CMC.2.SIII.1, CMC.2.SIII.2.i, 



CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 3 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Integrate lesson content. 

Practice integrating and using lesson grammar and 

vocabulary in context. 


❑ Todo junto, p. 191. Summarize contextos 1 and 2. Predict 

what is going to happen with Liliana’s invention. 

TEACH 

❑ Contexto 3, Diálogo, p. 191. Audio Program: TXT CD 6, track 7. Listen to the conversation between Liliana 

and Ernestina. Focus on the language they use to present and support their opinions. 

❑ Make a list of costs and potential benefits. 

❑ Teach expressions used in other countries to support an opinion: ¡Es lógico!, ¡Pues claro!, ¡Se cae de la 

mata!, and ¡Obvio! 


❑ Comprensión del dialogo, Activity 17, p. 192. Have students write what they would do in Liliana’s place. 

❑ Integración, Activity 18, p. 193. Play audio TXT CD 6, tracks 8 and 9. Practice using reading, writing, 

listening, and speaking skills. 

❑ ¡A escribir! Activity 19, p. 193. Ask students to write a short paragraph describing Efraín’s car. 

IEP Modification Allow students to write about one of their own inventions in Activity 19. If they chose to do 

this, they should take the role of someone else (a teacher or a friend) giving them advice. 


❑ Para y piensa, p. 193. Remember to have students use the subjunctive forms. 






Plan 





p. 90 

Present 


Audio Script, URB 3, pp. 61–63, 65 


Practice 



and ClassZone 


Assess 


URB 3, pp. 19, 21 

Teacher Tools 


Student Tools 







CMC.3.SIII.2.b, CMC.3.SIII.2.d, CMC.3.SIII.6 





OBJECTIVES 

Read a Mayan fable. 

Analyze the story’s perspective on humankind and nature. 

Culture: the Mayan civilization. 

Analyze the fable’s references to nature. 

Write a business proposal to an investor. 


❑ Lectura, pp. 195–197. Ask students if they can think of a fable. 

Discuss what a fable is. 

TEACH 

❑ La tristeza del maya. Play TXT CD 6, track 10. Read the Mayan fable, 

pp. 195–197. Ask about the different animals mentioned and what they represent in the fable. 

❑ Analyze the fable’s references to nature. What elements are mentioned in this fable that belong purely to 

nature? (lluvia, fuerza, plantas medicinales, etc.) 

❑ Use dialog clues from punctuation and wording: Find clues in the markers before each segment of dialog. 

(Explain use of hyphen in Spanish, and quotation marks in English to signal dialog.) 


❑ Reflexiona/A pensar, pp. 195, 196, 197. Expand by analyzing what each animal has to offer the Mayan, and 

why they cannot give him happiness. 

❑ Escribe, Activity 2, p. 198. 

❑ Revisa tu composición, Activity 3, p. 198. Work in pairs. Have students discuss peer edits and incorporate 

them into their paragraphs. 

IEP Modification Survey the class to find out what each person considers to be the most challenging word or 

phrase to spell or use correctly. List them on the board. Have the class share any tricks or strategies they use to 

remember the word or phrase. 


❑ Para y piensa, p. 197. Answer the questions individually and then compare answers aloud as a group. 

❑ Alternative strategy, Teacher Edition Wrap, p. 197. After discussing the A pensar questions, have students 

rewrite La tristeza del maya in a modern-day setting. Encourage them to be creative in altering the characters 

and their abilities. 


Plan 



pp. 91–92 

Present 



Teacher Tools 


Student Tools 








CLT.6.SIII.1, CLT.6.SIII.3, CNN.7.SIII.1 



Practice 






¡AVANCEMOS! 

Unidad 3 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Review lesson vocabulary and grammar. 


❑ En resumen, p. 199. Review all vocabulary terms and 

grammar items. 

TEACH 

❑ En resumen, p. 199. Assess which vocabulary terms need more practice and encourage students to form 

questions with each. Encourage the use of full answers. 

❑ Repaso de la lección, pp. 200–201. Have students memorize two questions that they are having difficulty 

with, and their answers. 


❑ Listen and understand, Activity 1, p. 200. Play TXT CD 6, track 11, while students do Activity 1. 

❑ Discuss obligations and responsibilities, Activity 2, p. 200. 

❑ Present and support an opinion, Activity 4, p. 201. Work in pairs. 

IEP Modification Activity 1, p. 200. Remind students of the use and formation of subjunctive regular forms 

and the always-present que. Give an example: Es importante que escuches esta noticia. 


❑ Homework: Study En resumen, p. 199; Cuaderno, pp. 133–144, WB CD 2, tracks 15–20; 


❑ If students have more than one mistake in any activity, they should review the indicated PE pages. For 

additional practice, students can visit ClassZone.com. 

❑ Lesson Test, On-level Assessment, pp. 131–137, Test CD 2, tracks 7–8 


Plan 



Transp. 30–31, 43–47 


p. 93 

Present 



Practice 




Assess 








tracks 7–12 

Teacher Tools 


Student Tools 










Comparación cultural, Gran Desafío, Repaso inclusivo, 

pp. 202–207 

OBJECTIVES 

Read students’ descriptions of natural resources and 

programs to protect those resources in their area. 

Students write a description of the natural 

environment in their region. 

Compare the natural environment of students’ region 

and the programs to protect it with those described 


Introduce the third mission of the Desafío. 



❑ Protejamos la naturaleza, pp. 202–203. Talk about the 

geographical location of Guatemala and Costa Rica, 

and how this might play a role in the number of national 

reserves located in Central America. 

TEACH 

❑ Read Ruth and Manuela’s descriptions of natural resources and programs to protect them on p. 203. 

Play TXT CD 6, track 12. 

❑ Use the LAP (Lugar, Actividades, Personas) diagram, as a writing strategy, p. 202. 


❑ Have students look at the illustrations on pp. 204–205, and comment on what they represent. Ask students to 

think about the significance of the pictures of the plants, shears, and rake in the frame. 

❑ Show DVD 2, Episodio 3. Have students volunteer Despues del video answers to the questions. 

❑ Repaso inclusivo: pp. 206, 207. Activities 1–5. Have students turn them in for review. For Activity 1, play 

TXT CD 6, track 13. 

IEP Modification Have students form pairs and talk about which of the three activities was the most important 

for protecting the environment. Ask them to consider which activity they would most like to participate in, and why. 


❑ Homework: Study En resumen, p. 199; Cuaderno, pp. 145–147; Cuaderno para hispanohablantes, pp. 145–147. 

❑ Unit Test, On-level Assessment, pp. 143–149; Test CD 2, tracks 13–14. 


Plan 


Workbook Answers, UTB 3, Transp. 47 

Present 


Audio Script, URB 3, pp. 62, 64–66 

Practice 

Video activities, URB 3, pp. 51–52 


Transp. 14–15, pp. 1–2 


Teacher Tools 


Student Tools 



Test Generator CD-ROM Cultura interactiva 

McDougal Littell Assessment System eEdition Online or CD-ROM 




CMC.2.SIII.2.d, CMC.2.SIII.2.e, CMC.2.SIII.2.f, 

CMC.2.SIII.2.i, CMC.2.SIII.3, CMC.2.SIII.4, 

CMC.2.SIII.6, CMC.3.SIII.2.b, CMC.3.SIII.2.c, 




CNN.8.SIII.4 

Assess 

Unit Test, Modified Assessment, pp. 107–113, Test 

CD 2, tracks 13–14 

Unit Test, Pre-AP Assessment, pp. 107–113, Test 



pp. 113–119 HL CD 4, tracks 13–18 


¡AVANCEMOS! 

Unidad 3 Lección 2




OBJECTIVES 

Introduce lesson theme: ¿Quién te inspira? 

Culture: Compare how celebrities help people. 

Present and practice vocabulary: personal characteristics, 

descriptions, and professions. 


Using ser or estar. 


❑ Lesson 1 Opener, pp. 210–211: Talk about an athlete, and what is inspiring about him or her. Ask students to 

talk about who their favorite athletes are and what they find inspiring. 

TEACH 

❑ Presentación de vocabulario, pp. 212–213, paragraphs A–C. 

❑ Play Audio Program TXT CD 7, tracks 1, 2. Complete ¡A Responder! activity on p. 213. 

IEP Modification Use famous people as examples of a specific trait, such as Albert Einstein for inteligente, 

Mother Teresa for generosa. You can also use cartoons that depict certain traits, such as Mickey Mouse is amable, 

and Donald Duck is mal humorado. 


❑ ¿Cómo es? Activity 1, p. 214. Have students work in pairs to complete sentences. 

❑ Características deseables e indeseables, Activity 2, p. 214. Expand by having students choose three additional 

professions and identify two characteristics for each. 

❑ ¿A quién admiras? Activity 3, p. 214. Have students create a list of Cristina’s characteristics. 


❑ Para y piensa, p. 214. Expand by having students mention traits that are undesirable in the mentioned 

professions. 

❑ For additional practice, use Reteaching Copymasters URB 4, pp. 1, 2, 10. 




Plan 



ClassZone.com 



Present 

Warm-up Transparency, UTB 4, Transp. 16 


Map Transparency, UTB 4, Transp. 1 




Fine Art Transparencies, UTB 4, Transp. 2–3 

Vocabulary Transparencies, UTB 4, Transp. 6–7 

TPRS, pp. 43–49 


Practice 



Assess 


pp. 1, 2, 10 


32–33 










CNN.7.SIII.1 


¡AVANCEMOS! 

Unidad 4 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Understand vocabulary related to personality characteristics. 

Practice using descriptive words. 

Practice using suffixes to change adjectives to nouns. 


❑ Introduce Inés Delgado, and the characters she chose for 

her TV program, p. 215. 

TEACH 

❑ Listen to Contexto 1, Audio Program TXT CD 7 track 3. 

❑ Review use of ser and estar. Warm up activity UTB 4, Transp. 16. 

❑ Nota gramatical, p. 216. Suffixes that change adjectives to nouns (-cia, -ez, -dad, -ción). Have students supply 

more examples. 


❑ Comprensión de la caracterización de los personajes, Activity 4, p. 216. Expand by playing ¿Quién es? with 

the class. 

❑ Cualidades admirables, Activity 5, p. 216. 

IEP Modification Ask yes/no questions about the information in Activity 1, p. 214; for example: ¿Es Arturo 

popular? ¿Es la señora García atrevida? Encourage the students to point out the place in the text where they 

found their information, and provide complete answers. 


❑ Para y piensa, p. 216. Use chart from p. 215 to help students remember the characters. 

❑ For additional practice, use Reteaching Copymasters URB 4, pp. 1, 3. 



Plan 




p. 78 

Present 

Warm-up Transparency, UTB 4, 

Transp. 16 



Practice 


Assess 


URB 4, pp. 1, 3 

Teacher Tools 


Student Tools 






CMC.2.SIII.3, CMC.3.SIII.2.a, CMP.9.SIII.1 





OBJECTIVES 

Present and practice the subjunctive with ojalá 

and verbs of hope. 

Tell what you and others hope will happen. 


Ask others questions about what they want. 

Culture: Compare how celebrities help people. 


❑ Talk about a popular sport and express wishes for a specific team to win. Ask students about their favorite 

teams, and what they hope the score of the next game will be. 

TEACH 

❑ English Grammar Connection: Discuss with students that, in Spanish, you use the subjunctive alone to 

express wants, wishes and hopes, while in English you would use the infinitive, present, and conditional 

forms to express these. 

❑ Teach formula: verbs of hope 1 que 1 subject 1 subjunctive (Ella quiere que su hijo gane el partido 

de fútbol.) . 

IEP Modification Instruct students to make a list of something that they want, something that they hope happens, 

and something they hope somebody else will do, using ojalá. Provide examples to help students 

get started. 


❑ Las esperanzas, Activity 7, p. 218. Expand by asking students to write two things they would ask the 

President. Have them share their questions aloud with the whole class. 

❑ ¿Qué esperas? Activity 8, p. 218. Expand by asking students what behaviors are expected from a friend. 

❑ ¿Qué deseas? Activity 9, p. 219. Expand by asking students what they would tell a friend going on vacation. 


❑ Para y piensa, p. 219. Have students complete the activity aloud. 



Plan 



Transp. 24–25, 33–34 


p. 79 


ClassZone.com 

Present 


Transp. 17 

Grammar Presentation Transparency, 

UTB 4, Transp. 10 


Practice 


Assess 


URB 4, pp. 4, 5, 11 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.i, CMC.3.SIII.2.a, CLT.6.SIII.4, 

CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 4 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Understand grammar in context. 


❑ Remind students about the characters Inés chose 

for her TV show, and their personality traits. Ask 

students to predict what the show will be about. 

TEACH 

❑ Warm Up activity, p. 220. UTB 4 Transp. 17. 

❑ Estrategia Leer, p. 220. Read using different techniques. 

❑ Contexto 2, Audio Program TXT CD 7, track 4. Listen for the use of the subjunctive. 

IEP Modification Assist students in understanding Inés’s script. After each character speaks, provide a variety 

of ways to explain what is happening. 


❑ Comprensión del guión, Activity 10, p. 221. 

❑ ¡Viene el huracán!, Activity 11, p. 221. Expand by role playing the official and providing more comments 

using impersonal expressions (Ojalá que… ; Es mejor que…). 


❑ Para y piensa, p. 221. Complete the sentences based on Inés’s TV show. Ask the following questions: “¿Qué 

quiere Manuel? ¿Qué es importante que hagan?” 




Plan 




p. 80 

Present 


Transp. 17 



Practice 


Assess 


URB 4, pp. 4, 6 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.i, CMC.3.SIII.2.a 





OBJECTIVES 

Practice using the subjunctive with verbs of influence. 

Discuss different behaviors. 

Practice making recommendations. 

Pronunciation: the letter q. 

Culture: Learn about singer and humanitarian Juan 

Luis Guerra. 


❑ Presentación de gramática, p. 222. Present subjunctive with verbs of influence, using examples of a 

recommendation made to a younger student. 

TEACH 

❑ Warm Up: Practice use of indicativo vs. subjuntivo. UTB 4, Transp. 18. 

❑ Presentación de gramática, p. 222. Make a chart on the board, illustrating this formula: verb of influence + 

que + different subject + subjunctive. 

❑ English Grammar Connection, p. 222. In English you can use the infinitive or the subjunctive after verbs that 

are used to influence the actions of others. In Spanish, if there is a change of subject, you must use the 

subjunctive. Show examples. 

IEP Modification Provide a list of several incomplete sentences. Start each sentence with a phrase such as Mis 

padres aconsejan que… Instruct students to complete the sentences on their own. Have students work in pairs to 

check answers. 


❑ ¿Quién hace qué?, Activity 13, p. 223. Have students pair up and tell their classmates what they recommend, 

suggest, or want them to do. Repeat changing roles. 

❑ ¿Qué te piden otros? Activity 15, p. 224. Play Audio Program: TXT CD 7, track 6. 

❑ Famosos que ayudan a la comunidad, Activity 16, p. 224. Write a short paragraph about someone who has 

done much for the community. 


❑ Para y piensa, p. 224. Have students write full answers. 

❑ For additional practice, use Reteaching Copymasters, URB 4, pp. 7–8. 



Plan 



34–35 


Present 


Transp. 18 

Grammar Presentation Transparency, UTB 4, 

Transp. 11 

Practice 



Assess 


pp. 7–8 

Teacher Tools 


Student Tools 






CMC.2.SIII.1, CMC.2.SIII.2.i, CMC.2.SIII.3, 

CMC.3.SIII.2.b, CMC.3.SIII.2.d, CMC.3.SIII.6, 


CMP.9.SIII.3 


¡AVANCEMOS! 

Unidad 4 Lección 1

¡AVANCEMOS! 



OBJECTIVES 



vocabulary. 


❑ Notice how Inés, the actors, and a 7-year-old boy use the 

subjunctive to talk about their hopes and desires. Talk 

about actions that you or others hope will occur. 

TEACH 

❑ Warm Up: Review subjunctive and influence verbs. UTB 4, Transp. 18. 

❑ Review contextos 1 and 2 aloud. Introduce Contexto 3 Diálogo. 

❑ Play Audio Program TXT CD 7, track 7. 


❑ Comprensión del diálogo, Activity 17, p. 226. Play TXT CD 7, tracks 3, 4, and 7 as needed. 

❑ Integración, Activity 18, p. 227. Practice using reading, writing, listening, and speaking skills. 

❑ ¡A escribir! Activity 19, p. 227. Have students practice scenes with a classmate to present in front of the class. 

IEP Modification Based on their talents and strengths, ask students to imagine what kind of “superhero” they 

would be if they were on a television show. Encourage students to use adjectives and the subjunctive when possible. 


❑ Para y piensa, p. 227. Have students complete the exercise aloud in pairs. 


❑ Homework: Cuaderno, pp. 157–158; WB CD 2, tracks 21–24. Cuaderno para hispanohablantes, pp. 159–160; 




Plan 



Transp. 26–27, 35 


p. 82 

Present 

Warm-up Transparency, UTB 4 

Transp. 18 



Practice 



and ClassZone 


Assess 


URB 4, pp. 7, 9 

Teacher Tools 


Student Tools 












OBJECTIVES 

Read a segment of a novel by Esmeralda Santiago. 

Analyze the summary of the story. 

Culture: Esmeralda Santiago; immigration. 

Read about the statistics of four Caribbean men in the 

Baseball Hall of Fame. 


❑ El sueño de América, pp. 229–231. Read aloud the first 

part of the excerpt as students listen. Then have students 

read the segment quietly on their own. Suggest that 

students create a list of questions they have about 

the piece. 

TEACH 

❑ Warm Up ¿Sustantivo o adjetivo? UTB 4, Transp. 19. 

❑ Estrategia Leer, p. 228. Use a honeycomb map to summarize the reading. 

❑ Play El Sueño de América, pp. 229–231. Audio Program: TXT CD 7, track 10. 


❑ Reflexiona, pp. 229–330. Allow students to go back to the text to answer these questions. 

❑ Conexiones, p. 232. Read the text. Make a chart showing each players’ statistics. 

IEP Modification Read the first part of El sueño de América as a class. Ask students several yes/no questions to 

check for comprehension such as ¿La historia ocurre un día sábado? (No), ¿Hay una mujer que habla con su 

tía? (Sí). If students answer a question incorrectly, carefully review what happens in that part of the story. 


❑ Para y piensa, p. 231. Have students complete the exercise in pairs. 

❑ Have students make a flow chart to process what happens in the story. 

❑ Debate: have students divide into two groups: one for letting children learn through their own mistakes, and 

the other one against it. 



Plan 



p. 83 

Present 


Transp. 19 


Teacher Tools 


Student Tools 









Practice 






¡AVANCEMOS! 

Unidad 4 Lección 1

¡AVANCEMOS! 



OBJECTIVES 



❑ En resumen, p. 233. Review all vocabulary terms and 

grammar items. 

TEACH 


sentences with each. 

❑ Repaso de la lección, pp. 234–235. Have students form two questions to ask classmates. Encourage 



❑ Listen and understand, Activity 1, p. 234. Play Audio Program TXT CD 7, track 11, while students do 

Activity 1. 

❑ Describe people, Activity 3, p. 235. Review suffixes from p. 216. 

❑ Express wishes and desires, Activity 4, p. 235. Review of subjunctive with ojalá and verbs of hope. 

IEP Modification Go over questions in activity 5, and provide a sentence starter for each question. Then ask 

students to fill in the missing information. For example: Juan Luis Guerra es de… 




❑ If students have more than one mistake, direct them to the review pages in the PE. Ask students to make up 

one or two additional questions for the activity and give them to a partner to complete, checking the work 

for accuracy. 



Plan 


PE and Workbook Answers, UTB 

Transp. 27, 35–39 


p. 84 

Present 


Transp. 19 



Practice 



Assess 









Teacher Tools 


Student Tools 












OBJECTIVES 

Introduce lesson theme: ¿Quiénes son los héroes? 

Culture: Compare Caribbean artists and heroes from 

Puerto Rico and the Dominican Republic. 

Present vocabulary: qualities people need for different 

professions. 


Practice vocabulary: describing people and professions. 


❑ Lesson Opener, pp. 236–237: Show the illustration and ask students what they think is happening. Where is 

it? Why is a red helicopter at the center? 

TEACH 

❑ Warm Up UTB 4, Transp. 20. Change nouns into adjectives. 

❑ Presentación de vocabulario, pp. 238–239, paragraphs A–C. Present qualities people need for different 

professions. 

❑ Play Audio Program TXT CD 8, tracks 1, 2, as students read A–C. 

IEP Modification Play visual games. For example, ask a student to draw a picture of one of the professions 

on a board, or role play it while classmates guess the word/profession. 


❑ Cualidades y profesiones Activity 1, p. 240. Have students work in pairs. 

❑ Una actriz famosa Activity 2, p. 240. Expand by having students describe a famous actor/actress that 

they admire. 


❑ Para y piensa, p. 240. Encourage complete answers. 





Plan 



p. 85 

Present 


Transp. 20 

Vocabulary Transparencies, UTB 4, 

Transp. 8–9 

Fine Art Transparencies, UTB 4, Transp. 

4–5 

TPRS, pp. 50–56 


Practice 


Assess 


URB 4, pp. 12, 13 


Transp. 28, 40–41 








CMC.1.SIII.1, CMC.3.SIII.2.a 


¡AVANCEMOS! 

Unidad 4 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Understand vocabulary related to describing heroes in your 

community. 

Practice using descriptive words and superlative forms. 

Practice describing people and places. 


❑ Talk about everyday heroes in your community, p. 241. 

TEACH 

❑ Warm Up UTB 4, Transp. 20. Find a profession that matches the adjective. 

❑ Listen to Audio Program TXT CD 8 track 3, Contexto 1, Artículo de opinion. 

❑ Read Contexto 1, Artículo de opinión, p. 241. Make a list of qualities Enrique admires about his father. 

❑ Repaso gramatical, p. 242. Review how to form superlatives. Remind students that in English the superlative 

comes before the noun, while in Spanish the superlative form comes after the noun (the nicest teacher/la 

maestra más amable). 


❑ Comprensión del artículo de compresión, Activity 3, p. 242. Ask students to ask a classmate two more 

questions about the text. 

❑ El más…, Activity 4, p. 242. Expand by asking students to explain why they nominated each place or member 

of the community. 

IEP Modification Read the article with students before listening to the audio. Generate a list of vocabulary words 

and review with students. Then play audio two or three times as students read along. 


❑ Para y piensa, p. 242. Have students write/say complete answers. 

❑ For additional practice, use Reteaching Copymasters URB 4, pp. 12, 14, 22. 



Plan 




p. 86 

Present 


Transp. 20 



Practice 


Assess 


URB 4, pp. 12, 14, 22 

Teacher Tools 


Student Tools 











OBJECTIVES 

Present and practice the subjunctive with expressions 

of doubt, denial, disbelief, and disagreement. 

Tell about things you disagree with or doubt. 

Learn to distinguish when to use subjunctive or 

indicative. 

Recycle: Family relationships. 

Talk about things you want to do in life. 

Culture: Unique artistic styles. 


❑ Introduce the idea about doubling school hours. Encourage students to engage in a discussion of whether 

they agree or disagree. 

TEACH 

❑ Warm Up activity, p. 243. UTB 4, Transp. 21. Review superlatives. 

❑ Teach formula: expression of doubt 1 que 1 different subject 1 subjunctive (No creo que el tren llegue 

a tiempo). 

IEP Modification Instruct students to make a list of reasons why they think school hours should not be doubled. 

Provide examples to help students get started. 


❑ ¡Qué noticias! Activity 5, p. 244. Audio Program: TXT CD 8, track 4. 

❑ Dudas y certezas, Activity 6, p. 244. Have students write three sentences about their families. 

❑ ¿Lo lograré? Activity 8, p. 245. Expand by asking pairs of students to write a short paragraph about each 

other’s goals and why they think it is important to achieve them. 


❑ Para y piensa, p. 245. Work in pairs. 



Plan 


PE and Workbook Answers, UTB 4, Transp. 28–29, 

41–42 



ClassZone.com 

Present 



Transp. 12 



Fine Art Transparencies, UTB 4, Transp. 4 

Practice 


Assess 


pp. 15–16 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.i, CMC.2.SIII.3, CMC.3.SIII.2.a, 



¡AVANCEMOS! 

Unidad 4 Lección 2

¡AVANCEMOS! 



OBJECTIVES 


Understand and correctly produce the subjunctive. 


❑ Remind students about the use of the subjunctive 

when talking about the qualities of a person. Introduce 

Enrique Rivera’s editorial about everyday heroes. 

TEACH 

❑ Warm Up activity, p. 246. UTB 4, Transp. 21. Review the use of the subjunctive when expressing doubt. 

❑ Read Contexto 2. Then play TXT CD 8, track 5. 

❑ Estrategia Leer, p. 246. Compare the three heroes using the graphic organizer. 

IEP Modification Ask several yes/no questions to check for comprehension, ¿Grisel es la heroína de Gladys? 

No. Dulce es la heroína de Gladys. Invite students to create their own yes/no questions to ask the class. 


❑ Comprensión de las cartas del editor, Activity 9, p. 247. Have students complete the sentences and turn in 

for review. 

❑ Héroes y heroínas, Activity 10, p. 247. Based on context 1, expand by asking students which of the three is 

their favorite hero, and briefly explain why. 

❑ ¿Quién es tu héroe? Activity 11, p. 247. Ask students to nominate one of the three heroes for an award. Make 

sure they explain why they chose that particular hero. 


❑ Para y piensa, p. 247. Ask students to agree or disagree with the statements. 




Plan 




p. 88 

Present 


Transp. 21 



Practice 


Assess 


URB 4, pp. 15, 17 

Teacher Tools 


Student Tools 






CMC.2.SIII.3, CMC.3.SIII.2.a, CMC.3.SIII.2.b, 






OBJECTIVES 

Present and practice using the subjunctive with 

expressions of emotion. 

Discuss both positive and negative emotions. 

Pronunciation: The letter j. 

Recycle: the suffix -ísimo. 

Culture: Learn about artist Myrna Báez. 


❑ Presentación de gramática, p. 248. Present subjunctive with expressions of emotion. Discuss both positive and 

negative emotions. Ask students how they would feel if it rained 20 days in a row, for example. 

TEACH 

❑ Warm Up Practice. Review subjunctive with expressions of doubt. UTB 4, Transp. 22. 

❑ Presentación de gramática, p. 248. Make a chart on the board, illustrating the formula: expression of emotion 

+ que + different subject + subjunctive. 

IEP Modification Provide a list of several incomplete sentences. Start each sentence with a phrase such as: Me 

sorprende que la biblioteca… Instruct students to complete the sentences on their own. Have students work in 

pairs to check answers. 


❑ ¿Cómo se sienten?, Activity 12, p. 249. Work in pairs and check answers. 

❑ ¡Qué emoción! Activity 13, p. 249. Expand by having students express four doubts about “salsaOO7’s” trip 

and make four recommendations. 

❑ Me gusta, no me gusta, Activity 16, p. 250. Comparación cultural. Discuss what students see when they look 

at Myrna Báez’s Mangle (1997). 


❑ Para y piensa, p. 250. Have students work in pairs, and ask each other why they feel that way. Encourage 

them to use complete sentences: ¿Por qué te enoja que…? 




Plan 



42–43 


Present 



Fine Art Transparencies, UTB 4, Transp. 5 


Transp. 13 

Practice 



Assess 


pp. 18, 19, 21 

Teacher Tools 


Student Tools 









¡AVANCEMOS! 

Unidad 4 Lección 2

¡AVANCEMOS! 



OBJECTIVES 



vocabulary. 


❑ Review the first two parts of the Contexto aloud. Predict 

what Enrique is going to do next. 

TEACH 

❑ Warm Up: Review superlatives. UTB 4, Transp. 22. 

❑ Audio Program TXT CD 8, track 7. 

❑ Estrategia Escuchar. Listen for the plan, the possibility, and the problem. 


❑ Comprensión del diálogo, Activity 17, p. 252. Play TXT CD 8, tracks 3, 5, 7. Expand by asking students to 

summarize the text in five sentences. 

❑ Integración, Activity 18, p. 253. Practice using reading, writing, listening, and speaking skills. TXT CD 8, 

tracks 8, 9. 

❑ ¡A escribir! Activity 19, p. 253. Ask students to read their essays to the class. 

IEP Modification Activity 18. Read text aloud with students before listening to the audio. Ask yes/no questions 

to check for comprehension. 


❑ Para y piensa, p. 253. Expand by asking students to integrate their sentences into a dialog that makes sense. 






Plan 



Transp. 30–31, 43 


p. 90 

Present 


Transp. 22 

Audio Script, URB 4, pp. 58–60; 62–63 


Practice 



and ClassZone 


Assess 


URB 4, pp. 18, 20 

Teacher Tools 


Student Tools 












OBJECTIVES 

Read a selection by Julia Álvarez. 

Summarize the selection. 

Culture: Julia Álvarez and popular customs. 

Interview a person of interest. 

Write a biographical sketch of that person using the 

information gathered from the interview. 


❑ Talk about different ways of greeting people, depending 

on customs. 

TEACH 

❑ Warm Up: Subjuntivo con duda y emoción UTB 4, 

Transp. 23. 

❑ Read La ñapa, pp. 255–257. Then listen to Audio 

Program: TXT CD 8 track 10. 


❑ Para leer, p. 254. Based on the chart, ask students about differences in customs with regards to greeting 

people, or asking for more. What is customary in the Dominican Republic? 

❑ Ask students if they have traveled to other countries and learned about customs that they have felt 

comfortable/uncomfortable with. Did Miguel seem comfortable at the airport? 

❑ Do A pensar activities, pp. 256–257. 

IEP Modification Break down the sequence of events in the story to help students answer the comprehension 

questions. Start by identifying the main idea of the passage. Then ask students to add details and events in the order 

that they appear in the story. 


❑ Para y piensa, p. 257. Answer the ¿Comprendiste? and ¿Y tú? questions. 

❑ Ask students to write five sentences about a place they have been to before and their hometowns. 



Plan 



pp. 91–92 

Present 


Transp. 23 


Teacher Tools 


Student Tools 










Practice 






¡AVANCEMOS! 

Unidad 4 Lección 2

¡AVANCEMOS! 



OBJECTIVES 



❑ En resumen, p. 259. Review all vocabulary 

terms and grammar items. 

TEACH 



❑ Repaso de la lección, pp. 260–261. Have students form two questions to ask a classmate. Encourage 



❑ Listen and understand, Activity 1, p. 260. Play Audio Program: TXT CD 8, track 11, while students do 

Activity 1. 

❑ Express doubt, denial, and disbelief, Activity 3, p. 261. Review subjunctive with doubt from p. 243. 

❑ Describe people and things, Activity 4, p. 261. Review of superlatives. 

IEP Modification Support ideas with details. Based on activity 4, have students write about the situations an 

individual may face as a fireperson or police officer. Encourage them to use the subjunctive to express doubt, 

denial, and disbelief. 




❑ If students have more than one mistake, direct them to the review pages in the PE, and to get help online 

at Classzone.com. 



Plan 



Transp. 31, 43–47 


p. 93 

Present 


Transp. 23 



Practice 



Assess 









Teacher Tools 


Student Tools 






CMC.1.SIII.4, CMC.3.SIII.6, CLT.6.SIII.1 






OBJECTIVES 

Read two students’ accounts about their cities and 

heroes from their history. 

Students describe a hero from their area and compare 

their hero with those described by the two students. 

Introduce the fourth mission of the Desafío. 



❑ Have students read the title on p. 262. On the board, 

brainstorm as a class the names of important figures from Caribbean history as well as any other historical 

information they know about Puerto Rico and the Dominican Republic. 

TEACH 

❑ Héroes del Caribe, pp. 262–263. Read Fernando’s and Inés’s letters, then play Audio Program: TXT CD 8, track 12. 

❑ Use writing strategy to identify introduction, description, and conclusion in the letters. 

❑ Play El Gran Desafío Video: DVD 2. Episodio 4. 


❑ Have students use the model described in Lectura y escritura, p. 262, to write an essay. 

❑ Compara con tu mundo, p. 262. Have students compare their hero/heroine with the ones described by 

Fernando and Inés. 

❑ El Gran Desafío: Do Activities 1–3, p. 264, and Toma apuntes and Después del Video, p. 265. 

❑ Repaso inclusivo, Activity 1, p. 266. TXT CD 8, track 13. 

IEP Modification Working in pairs, students will make a list of five adjectives describing each team member. 

They cannot use the same adjectives used in the video. Then have them take turns guessing the adjectives their 

partner has chosen. 


❑ Homework: Study En resumen, p. 259; Cuaderno, pp. 194–196; Cuaderno para hispanohablantes, pp. 194–196. 

❑ If students have more than one mistake, direct them to the review pages in the PE, and to get help online at 

Classzone.com. 

❑ Midterm Exam, On-level Assessment, pp. 201–210, Test CD 2, tracks 37–38. 



Plan 



Present 



Practice 


Situational Transparencies and Copymasters, 

UTB 4, Transp. 14–15, pp. 1–2 


Assess 

Unit Test, Modified Assessment, pp. 143–149; 


Unit Test, Pre-AP Assessment, pp. 143–149; 



pp. 149–155; HL CD 4, tracks 31–36 

Midterm Exam, Modified Assessment, 


Midterm Exam, Modified Assessment, 


Midterm Exam, Heritage Learners Assessment, 

pp. 161–170; HL CD 4, tracks 37–42 

Teacher Tools 


Student Tools 







CMC.2.SIII.2.a, CMC.2.SIII.2.f, CMC.2.SIII.2.i, 


CMC.3.SIII.2.a, CMC.3.SIII.2.c, CMC.3.SIII.2.d, 




¡AVANCEMOS! 

Unidad 4 Lección 2




OBJECTIVES 

Introduce the lesson theme: Comuniquémonos 

entre naciones. 

Culture: Talk about organizations that have 

international members. 

Present and practice vocabulary: personal items, 

computers, and the Internet. 


Commands with tú. 


❑ Unit 5 Opener, pp. 268–269: Ask students how they like to have fun. How important is communication in 

everything we do? How do individuals, communities, and countries communicate with each other? 

TEACH 

❑ Review the location of Andean countries. 

❑ Presentación de vocabulario, pp. 272–273, paragraphs A–D. Present vocabulary: personal items, computers, 

and the Internet. 

❑ Play Audio Program TXT CD 9, tracks 1, 2, as students read A–D. Complete ¡A responder! activity. 

IEP Modification Choose five personal items from the vocabulary, list them on the board, and have each student 

re-order them according to their importance to him or her. Have them compare their choices with a partner. 


❑ ¿Qué es? Activity 1, p. 274. Expand by having students identify items they use on a regular basis. 

❑ La computadora nueva, Activity 2, p. 274. Have students make a list about how to use a computer safely. 

❑ Mi cartera Activity 3, p. 274. Have students complete the activity on their own. 


❑ Para y piensa, p. 274. Call on students to complete the exercise aloud. 





Plan 



ClassZone.com 



Present 



Map Transparency, UTB 5, Transp. 1 




Fine Art Transparencies, UTB 5, Transp. 2, 3 

Vocabulary Transparencies, UTB 5, Transp. 6–7 

TPRS, pp. 57–63 


Practice 



Assess 


pp. 1, 2, 10 


Transp. 24, 32–33 









CMC.3.SIII.2.b, CLT.5.SIII.2, CMP.10.SIII.2 


¡AVANCEMOS! 

Unidad 5 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Discuss how language reflects a person’s personality. 


Review irregular present tense. 

Practice using expressions with sea. 


❑ Talk about chat rooms, and ask students whether they like to use them, p. 275. 

TEACH 

❑ Warm Up UTB 5, Transp. 16. Mandatos. 

❑ Listen to Audio Program TXT CD 9, track 3. 

❑ Read Contexto 1, Salón de charlas, p. 275. Use the chart to summarize the chat room conversation. 


❑ Comprensión del salón de charlas, Activity 4, p. 276. Work in pairs. Ask students to add items they would 

recommend Raúl and Sofía to bring on their trip. 

❑ Como sea, Activity 5, p. 276. 

IEP Modification Ask yes/no questions about the chats on page 275. Begin with questions that use cognates; for 

example, ¿Necesitan una computadora portatil Raúl y Sofía? 


❑ Para y piensa, p. 276. Call on students to answer the questions aloud. 




Plan 




p. 78 

Present 


Transp. 16 



Practice 


Assess 


URB 5, pp. 1, 3 

Teacher Tools 


Student Tools 






CMP.9.SIII.1 





OBJECTIVES 

Present the subjunctive after certain conjunctions. 

Practice using the subjunctive with conjunctions. 

Tell about actions that may happen in the future. 

Recycle: Professions vocabulary. 

Culture: the Museum of Precious Metals in Bolivia. 


❑ Introduce the use of the subjunctive with conjunctions. 

Have students take notes. 

TEACH 

❑ Warm Up activity, p. 277. UTB 5, Transp. 17. 

❑ English Grammar Connection, p. 277. Explain to students the difference between conjunctions in English and 

conjunctions in Spanish. Read sentences aloud to practice the difference. 

IEP Modification Have students prepare flashcards for the conjunctions used with the subjunctive. 


❑ Todo depende, Activity 6, p. 278. Have students work on these in pairs, then compare their answers. 

❑ En caso de que, Activity 7, p. 278. Read the beginning of the sentences aloud and ask students to answer them 

aloud. 

❑ ¡Consejos, por favor! Activity 9, p. 279. Expand by asking students to write a brochure about attractions in 

your city. Encourage them to use conjunctions. 


❑ Para y piensa, p. 279. Expand by having students provide additional suggestions in their answers. 


❑ For additional practice, use Reteaching and Practice Copymasters URB 5, pp. 4, 5, 11. 


Plan 



Transp. 25, 33–34 


p. 79 


ClassZone.com 

Present 



Transp. 10 


Practice 


Assess 


URB 5, pp. 4, 5, 11 

Teacher Tools 


Student Tools 






CMC.3.SIII.2.a, CMC.3.SIII.2.c, CMC.3.SIII.5, 




¡AVANCEMOS! 

Unidad 5 Lección 1

¡AVANCEMOS! 



OBJECTIVES 


Use the subjunctive to talk about future plans. 


❑ Talk about the UN (ONU) and what the acronym 

stands for. Review Raúl’s plans to attend a 

conference in Perú. 

TEACH 

❑ Use chart from reading strategy, p. 280, to help students with comprehension. 

❑ Audio Program: TXT CD 9, track 4. Play Contexto 2, Sitío Web, as students follow along on p. 280. 

IEP Modification Read before listening. Assist students in understanding the web site before listening to the 

audio. Ask questions after each bullet point. 


❑ Comprensión del sitio web, Activity 10, p. 281. Have students complete this exercise in writing and turn in for 

evaluation. 

❑ De visita, Activity 11, p. 281. Expand by asking students to provide alternative plans in their travel itineraries 

if there were changes. 

❑ El fin de semana, Activity 12, p. 281. Have students complete this exercise in pairs. 


❑ Para y piensa, p. 281. Have students complete this exercise in pairs. 




Plan 




p. 80 

Present 


Transp. 17 



Practice 


Assess 


URB 5, pp. 4, 6 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.i, CMC.2.SIII.3, CMC.3.SIII.2.a 





OBJECTIVES 

Present the subjunctive with the unknown. 

Practice using the subjunctive to talk about 

the unknown. 

Pronuncation: The sounds L and LL. 

Culture: Indigenous art from Tigua. 


❑ Presentación de gramática, p. 282. Review 

the use of the subjunctive when talking 

about the unknown. 

TEACH 

❑ Warm Up Practice: subjunctive with conjunctions. UTB 5, Transp. 18. 

❑ Presentación de gramática, p. 282. As a class, go over the Subjunctive with the Unknown aloud with students. 

IEP Modification Provide a list of several incomplete sentences. Start each sentence with a phrase such as No 

conozco a nadie que… Instruct students to complete the sentences on their own. Have students work in pairs to 

check answers. 


❑ Una computadora nueva, Activity 13, p. 283. Audio Program: TXT CD 9, track 5. 

❑ No hay nadie, Activity 14, p. 283. Have students answer the questions on their own, then exchange papers. 

Read aloud the answers while students correct the papers. 

❑ ¿Qué quieren? Activity 15, p. 284. Have students finish these sentences aloud. Call on different students as 

you go along. 


❑ Para y piensa, p. 284. Have students complete this exercise in pairs. 




Plan 



Transp. 26, 34–35 


p. 81 

Present 


Transp. 18 


Fine Art Transparencies, UTB 5, 

Transp. 2 



Practice 



Assess 


URB 5, pp. 7–8 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.a, CMC.2.SIII.2.i, CMC.2.SIII.3, 

CMC.3.SIII.2.b, CMC.3.SIII.6, CLT.5.SIII.1, 



¡AVANCEMOS! 

Unidad 5 Lección 1

¡AVANCEMOS! 



OBJECTIVES 


Practice using and integrating lesson 

vocabulary and grammar. 


❑ Review Contextos 1 and 2 aloud. Play audio for 

listening skills. TXT CD 9, tracks 3 and 4. 

TEACH 

❑ Warm Up: Review the subjunctive. UTB 5, Transp. 18. 

❑ Estrategia Escuchar, p. 285. Have students list cognates while listening to the audio. 

❑ Read aloud pp. 285–286. Have student volunteers play the different characters. 


❑ Comprensión del diálogo, Activity 17, p. 286. Play audio as many times as needed to answer questions. 

Audio Program, TXT CD 9, track 7. 


tracks 8, 9. 

IEP Modification Encourage students to use a wider range of vocabulary as they complete Activity 19. Instruct 

students to refer to previous units and use dictionaries. 


❑ Para y piensa, p. 287. Have students work on their own to complete the activity. They could share their 

answers aloud. 






Plan 





p. 82 

Present 


Transp. 18 



Practice 


Conversation cards on Easy Planner and 

ClassZone 


Assess 


URB 5, pp. 7, 9 

Teacher Tools 


Student Tools 












OBJECTIVES 

Read a segment of a story by Edmundo Paz Soldán. 

Take notes on the history presented in the story. 

Culture: Maps of the world. 

Read about indigenous languages. 


❑ Talk about how you rely on maps for accurate information. 

Ask students what they would do if the information on a 

map were wrong. 

TEACH 

❑ Read La ciudad de los mapas, pp. 289–291. Have students 

take turns reading aloud. 

❑ Play audio for the Lectura, TXT CD 9, track 10. 


❑ A pensar activities, pp. 290, 291. Review these questions aloud with the class. 

IEP Modification Ask heritage speakers to take turns reading parts of La ciudad de los mapas aloud in class. At 

the end of each page, ask students to explain what happened in their own words. Encourage the rest of the class to 

ask heritage speakers questions to help clarify the story. 


❑ Para y piensa, p. 291. Answer the ¿Comprendiste? and ¿Y tú? Questions. 

❑ Ask students to write five sentences summarizing the text. 




Plan 


Workbook Answers, UTB 5, Transp.36–37 


p. 83 

Present 


Transp. 19 


Teacher Tools 


Student Tools 







CMC.3.SIII.2.d, CNN.7.SIII.1, CNN.8.SIII.2, 

CNN.8.SIII.3, CMP.10.SIII.2, CMN.12.SIII.3 

Practice 

Lecturas para todos, pp. 54–59; 





¡AVANCEMOS! 

Unidad 5 Lección 1

¡AVANCEMOS! 



OBJECTIVES 




and grammar items. 

TEACH 

❑ En resumen, p. 293 Assess which vocabulary terms need more practice and encourage students to form 

sentences with each term. 

❑ Activity 2, Repaso de la lección, p. 294. Review vocabulary terms with the students and go over what each 

item is needed for. 


❑ Listen and understand, Activity 1, p. 294. Play Audio Program: TXT CD 9, track 11, while students do 

Activity 1. 

❑ Talk about requirements, Activity 3, p. 295. Review subjunctive with conjunctions from p. 277. 

❑ Express what does and does not exist, Activity 4, p. 295. Review the subjunctive with the unknown, p. 282. 

IEP Modification Have students practice writing responses within a time limit by giving them two minutes to 

answer each question in Activity 5. 


❑ Homework: Study En resumen, p. 293; Cuaderno, pp. 208–210, WB CD 3, tracks 5–10, and pp. 214–219; 


❑ If students have more than one mistake, direct them to the review pages in the PE, and to get help online at 


❑ Lesson Test, On-level Assessment, pp. 221–227; Test CD 3, tracks 1–2. 


Plan 



Transp. 27, 35–39 


p. 84 

Present 


Transp. 19 


Practice 




Assess 








tracks 1–6 

Teacher Tools 


Student Tools 












OBJECTIVES 

Introduce lesson theme: Nuevos amigos, nuevas 

oportunidades. 

Culture: la Plaza de Armas. 

Present and practice vocabulary: leisure activities. 


❑ Lesson Opener, pp. 296–297: Show the illustration 

and have students predict which topics might be 

included in the lesson. 

TEACH 

❑ Warm Up UTB 5, Transp. 20. Subjunctive review. 

❑ Presentación de vocabulario, pp. 298–299, paragraphs A–C. 

❑ Play Audio Program TXT CD 10, tracks 1, 2, as students read A–C. 

IEP Modification When discussing juegos de mesa, bring in examples of some of the most popular board games 

that students enjoy. They can play them, speaking only in Spanish. 


❑ ¿Tiene sentido? Activity 1, p. 300. Have students work in pairs to complete the activity. 

❑ ¡A pasar un buen rato! Activity 2, p. 300. Have students add their favorite pastimes to the list. Write them on 

the board as you go along. 

❑ ¿Qué pasó en la conferencia? Activity 3, p. 300. Preterite review. 


❑ Para y piensa, p. 300. Ask students to write a question and put it in a box. These questions can be used for a 

trivia game, forming two groups and using the questions in the box. 




Plan 



p. 85 

Present 


Transp. 20 

Vocabulary Transparencies, UTB 5, 

Transp. 8–9 

TPRS, pp. 64–70 


Practice 


Assess 


URB 5, pp. 12, 13, 22 


Transp. 28, 40–41 









CMC.3.SIII.2.a, CLT.5.SIII.1 


¡AVANCEMOS! 

Unidad 5 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Understand lesson vocabulary in context. 

Read and talk about a student’s experience at a model 

UN conference. 

Talk about meetings and leisure at a conference. 

Use ¿qué? And ¿cuál? correctly. 


❑ Ask students if they keep an agenda of their activities. How do they organize it? 

TEACH 

❑ Warm Up UTB 5, Transp. 20. Define activities as work or leisure. 

❑ Listen to Contexto 1, TXT CD 10, track 3. 

❑ Read Contexto 1, Blog, p. 301. Write down Gladys’s schedule of events. Include events and people. 


❑ Comprensión del blog, Activity 4, p. 302. Expand by asking students to classify activities according to how 

interesting they seem. 

❑ Haz la pregunta, Activity 5, p. 302. Have students ask questions about their favorite board games using qué 

and cuál. 

IEP Modification Have students make three lists with the verbs used in the blog: one for verbs in the past tense, 

one for the present, and one for the future. 


❑ Para y piensa, p. 302. Complete the exercise. Students can also make a list of their own activities and classify 

them as work or leisure. 




Plan 




p. 86 

Present 


Transp. 20 



Practice 


Assess 


URB 5, pp. 12, 14 

Teacher Tools 


Student Tools 






CMC.3.SIII.2.a, CMP.9.SIII.1 





OBJECTIVES 

Present and practice using the conditional tense. 

Recycle: computer vocabulary. 

Culture: Andean music. 


❑ Ask students to read the English Grammar 

Connection and paraphrase it. 

TEACH 

❑ Warm Up activity, p. 303. UTB 5, Transp. 21. Organize Gladys’s activities in chronological order. 

❑ Present the Conditional tense to the class, using examples of what they would or would not do if school were 

cancelled tomorrow. 

IEP Modification Instruct students to make a list of reasons why they think school hours should not be doubled. 

Provide examples to help students get started. 


❑ De viaje, Activity 6, p. 304. Expand by asking where students would find information if they were planning 

a vacation. 

❑ Decisiones dificiles, Activity 7, p. 304. Have students work in pairs. 

❑ ¿Qué harías? Activity 9, p. 305. Expand by asking students to write a short paragraph about what a classmate 

would do if he/she had his/her house all to himself/herself for a week. 


❑ Para y piensa, p. 305. Have students write complete answers. 



Plan 



Transp. 29–31, 41–42 


p. 87 


ClassZone.com 

Present 


Transp. 21 




Practice 


Assess 


URB 5, pp. 15, 16, 21 

Teacher Tools 


Student Tools 





CMC.1.SIII.3, CMC.2.SIII.1, CMC.2.SIII.2.g, 

CMC.3.SIII.2.b, CLT.5.SIII.2, CLT.5.SIII.5, 

CLT.6.SIII.3, CNN.8.SIII.2, CMP.9.SIII.1, 

CMP.10.SIII.2 


¡AVANCEMOS! 

Unidad 5 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Practice using the conditional in context. 


❑ Read the Guía del ocio as a class for an overview. 

TEACH 

❑ Warm Up activity, p. 306. UTB 5, Transp. 21. 

Review the use of conditional verbs. 

❑ Play Contexto 2, TXT CD 10, track 4. 

❑ Estrategia Leer, p. 306. Make a chart to track the uses of the conditional tense. 

IEP Modification Encourage students to engage in a debate about whether a dance hall modeled after Salón 

Amazonas would be a positive addition to their community. 


❑ Comprensión de la guía del ocio, Activity 10, p. 307. Expand by asking students to write two more questions 

about guía del ocio. 

❑ ¿Qué pasaría? Activity 11, p. 307. Have students write a question for each item in Activity 11. 

❑ En tu lugar… Activity 12, p. 307. Have students write a complete answer to the email with advice on what to 

wear, and what they would do before and after their stay. 


❑ Para y piensa, p. 307. Have students complete the exercise in pairs. 




Plan 




p. 88 

Present 


Transp. 21 



Practice 


Assess 


URB 5, pp. 15, 17 

Teacher Tools 


Student Tools 





CMC.1.SIII.1, CMC.1.SIII.2, CMC.3.SIII.2.c 





OBJECTIVES 

Present reported speech. 

Practice using the conditional with reported speech. 

Practice pronouncing words using the letter p. 

Compare archaeological ruins of Peru with other 

historical sites. 

Culture: ancient civilizations in Peru. 


❑ Presentación de gramática, p. 308. Encourage students to take notes as you explain grammar. Give examples 

relating to students for increased comprehension. 

TEACH 

❑ Warm Up, p. 308 UTB 5, Transp. 22. 

❑ Presentación de gramática, p. 308. Discuss the different tenses with the students, using the same idea three 

different ways. 

IEP Modification Have students take notes in the form of a three-column chart with labels Dijo que hizo, Dijo 

que hacía, and Dijo que haría. Have students fill in each column with the appropriate variations of sentences like 

Andrés dijo que (sacó, sacaba, sacaría) la basura. 


❑ El ocio, Activity 13, p. 309. Play TXT CD 10, track 5. 

❑ Una entrevista, Activity 14, p. 309. Have students write five more examples of things the critic said would 

happen. 

❑ ¡Tarde! Activity 15, p. 310. Work in pairs. Expand by having students report three more comments to their 

classmate. 


❑ Para y piensa, p. 310. Encourage the use of complete sentences. 




Plan 



Transp. 29–30, 42–43 


p. 89 

Present 


Transp. 22 



Practice 


Assess 


URB 5, pp. 18–19 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.b, CMC.2.SIII.2.d, CMC.2.SIII.2.e, 

CMC.2.SIII.2.g, CMC.3.SIII.2.a, CLT.5.SIII.1, 

CMP.9.SIII.1, CMP.9.SIII.3, CMP.10.SIII.2 


¡AVANCEMOS! 

Unidad 5 Lección 2

¡AVANCEMOS! 



OBJECTIVES 


Practice using and integrating lesson vocabulary 

and grammar. 


❑ Review Contextos 1 and 2. As students listen, 

have them make a list of possible places to visit. 

TEACH 

❑ Warm Up, p. 311, UTB 5, Transp. 22. 

❑ Play Contexto 3, Diálogo. TXT CD 10, track 7. 

❑ Estrategia Escuchar, p. 311. With the class, compare the sorts of activities you might do in Peru versus what 

you might do at home. 


❑ Comprensión del diálogo, Activity 17, p. 312. In pairs, have students answer the questions aloud. 


tracks 8, 9. 

❑ Mi profesión favorita Activity 19, p. 313. Ask students to read their essays to the class. 

IEP Modification Help students plan their writing in Activity 19 by using an idea web. 


❑ Para y piensa, p. 313. Have students write down their answers, and turn them in for review. 


❑ Homework: Cuaderno, pp. 229–230, WB CD 3, tracks 11–14; Cuaderno para hispanohablantes, 

pp. 231–232, HL CD 2, tracks 5–8. 



Plan 



Transp. 28–31, 40–47 


p. 90 

Present 


Transp. 22 

Audio Script, URB 5, pp. 59–60, 62–63 


Practice 



ClassZone 


Assess 


URB 5, pp. 18, 20 

Teacher Tools 


Student Tools 












OBJECTIVES 

Read about how knowledge of chess affected an Inca ruler. 

Keep track of cause and effect throughout the reading 

using the reading strategy. 

Read and listen to a Peruvian short story. 

Analyze cause and effect in the narrative. 

Write an essay describing what you would do on a trip 

to Bolivia, Peru, or Ecuador. 


❑ Ask students if they like to play chess, checkers, or 

backgammon. Ask what they like about it. 

TEACH 

❑ Read Los incas ajedrecistas, pp. 315–317, aloud with the students. Have students take turns reading. 

❑ Estrategia p. 318. Use chart to help students organize information. 

❑ Play audio for the short story. TXT CD 10, track 10. 


❑ Reflexiona, p. 315. Have students discuss aloud. 

❑ A pensar, pp. 316, 317. Discuss aloud with students. 

❑ Escritura. Descripción de un viaje, p. 318. Encourage students to use the subjunctive and conditional forms. 

IEP Modification Remind students to look for English cognates as they read. 


❑ Para y piensa, p. 317. Answer the ¿Comprendiste? and ¿Y tú? questions. 

❑ Ask students to summarize the text in five sentences. 




Plan 


Workbook Answers, UTB 5, Transp. 44– 

45 


pp. 91–92 

Present 


Transp. 23 


Fine Art Transparencies, UTB 5, 

Transp. 4 


Teacher Tools 


Student Tools 








Practice 






¡AVANCEMOS! 

Unidad 5 Lección 2

¡AVANCEMOS! 



OBJECTIVES 



❑ En resumen, p. 319. Review all vocabulary 

terms and grammar items. 

TEACH 



❑ Repaso de la lección, pp. 320–321. 


❑ Listen and understand, Activity 1, p. 320. Play Audio Program: TXT CD 10, track 11, while students 

complete Activity 1. 

❑ Talk about the day’s activities, Activity 2, p. 320. Discuss aloud what the characters are doing in each 

situation. 

❑ Say what would or would not happen, Activity 3, p. 321. Review conditional tense from p. 303. 

IEP Modification Based on information presented about different areas, have students explain their geographical 

preferences. They should mention reasons for their preferences. 


❑ Homework: Study En resumen, p. 319; Cuaderno, pp. 231–233, WB CD 3, tracks 15–20 and pp. 237–242. 




Plan 



Transp. 31, 43–47 


p. 93 

Present 


Transp. 23 



Practice 

Practice Games, URB 5, pp. 43–44 


Assess 







Assessment, pp. 188–194, 

HL CD 5, tracks 7–12 

Teacher Tools 


Student Tools 












OBJECTIVES 

Read two students’ descriptions of the 

geographical features of their countries. 

Students describe the geographical features 

of their area. 

Compare the geography of the students’ areas 

with the geography of the areas described by 

the two students. 

Introduce the fifth mission of the Desafío. 

Review unit grammar and vocabulary. 


❑ Ask two volunteers to paraphrase in Spanish 

the information from both descriptions on p. 323. 

Encourage them not to refer to the textbooks as they paraphrase. Classmates can help them when necessary. 

TEACH 

❑ Read Antonio and Dolores’s letters on p. 323, then play Audio Program: TXT CD 10, track 12. 

❑ Use writing strategy to gather and organize cultural information. 

❑ El Gran Desafío Video: DVD 3, pp. 324–325. 


❑ Have students use the chart on p. 322 to write an essay about the geography of their region. 

❑ Compara con tu mundo, p. 322. Have students compare their regions to the ones described by Antonio and 

Dolores. 

❑ El Gran Desafío: Do Antes del video, Activities 1–3, p. 324, and Toma apuntes and Después del video, p. 325. 

IEP Modification Before completing Activity 7 on p. 327, remind students to put themselves in the shoes of the 

exchange organization. What characteristics would they be looking for in a host? 


❑ Homework: Have students review their own essays and correct for grammar and vocabulary. 

❑ Homework: Cuaderno, pp. 243–245, Cuaderno para hispanohablantes, pp. 243–245. 



Plan 



Present 


Audio Script, URB 5, pp. 60, 62, 64 

Practice 



UTB 5, Transp. 14–15, pp. 1–2 


Assess 






pp. 200–206, HL CD 5, tracks 13–18 

Teacher Tools 


Student Tools 







CMC.2.SIII.2.a, CMC.2.SIII.2.d, CMC.2.SIII.2.e, 

CMC.2.SIII.2.g, CMC.2.SIII.2.i, CMC.2.SIII.3, 




CNN.7.SIII.2 


¡AVANCEMOS! 

Unidad 5 Lección 2




OBJECTIVES 

Introduce lesson theme: La vida en la ciudad. 

Culture: Compare gathering places in cities. 

Present and practice vocabulary: places in a 

neighborhood and things in a home. 


Recycle: preterite. 


❑ Lesson Opener, pp. 330–331: Have students look at the photos and discuss aspects of city life shown in them. 

Ask them to compare urban life in Spain and in the United States. 

TEACH 

❑ Ask students the Comparación cultural, Exploring the Theme questions, p. 330. 

❑ Presentación de vocabulario, pp. 332–333, paragraphs A–D. 

❑ Ask students if they use different words for any of the objects identified in the photos, to introduce the 

concept of linguistic regionalisms. 

IEP Modification Ask students which products or services they could obtain at the various shops identified in the 

photos: e.g., “¿Qué compras en la carnicería?” Model the answer: “Compro carne.” 


❑ Lesson 1 Opener, pp. 330–331. Read Comparación cultural. Have students look at the photograph and respond 

to the ¿Qué ves? questions. Encourage them to discuss the role of the plaza as a meeting place and whether 

there are comparable places in the U.S. 

❑ Play TXT CD 11, tracks 1 and 2 to do ¡A responder! activity, p. 333. 


❑ Para y piensa, p. 334. Have students work in pairs and complete the exercise. 




Plan 



ClassZone.com 



Present 






Fine Art Activities, URB 6. pp. 69–70 

Fine Art Transp., UTB 6. Transp. 2–3 


TPRS, pp. 71–77 


Transp. 14–15, pp. 1–2 


Practice 



Assess 


pp. 1, 2, 10 


Transp. 24, 32–33 









CMP.10.SIII.1 


¡AVANCEMOS! 

Unidad 6 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Recognize, understand, and produce vocabulary about 

apartments and neighborhoods in context. 

Learn about the architecture of Antoni Gaudí and 

discuss places of interest. 

Culture: Parc Güell and Antoni Gaudí. 


❑ Ask students if they read any comic strips. You may want to distribute some comic strips for them to discuss. 

TEACH 

❑ Play TXT CD 11, track 3 while students read along with Contexto 1: Historieta on p. 335. 

❑ Read the comic strip and have students repeat the dialog after you for correct pronunciation and intonation. 

❑ Read Comparación cultural and engage students in a discussion of architectural landmarks near 

where they live. 


❑ Have students complete the Estrategia on p. 335 in pairs. 

❑ Have volunteers act out the comic strip. 

❑ Have students complete Activities 3–4, p. 336. 

IEP Modification Ask students yes/no questions to help them understand the comic strip. For example, ¿Sabe 

la mamá de Amparo que su suegra viene de visita? ¿Está ordenada la casa? ¿Tienen todo lo que necesitan para la 

visita? 


❑ Para y piensa, p. 336. Explain to students the difference between the words muebles and inmuebles and ask 

them to categorize the items as one or the other. 

❑ Ongoing Assessment, p. 336. Have students work in pairs to review the items in the Para y piensa section. 

Use Reteaching Copymasters, URB 6, pp. 1, 3. 



Plan 




p. 78 

Present 




Practice 


Assess 


URB 6, pp. 1, 3 

Teacher Tools 


Student Tools 






CLT.5.SIII.1 





OBJECTIVES 

Present the formation and use of past participles as adjectives. 

Practice describing states of being using past participles 

as adjectives. 

Pronunciation practice: the letter h. 


❑ Presentación de gramática, p. 337. Explain that past participles 

are formed from verbs and are used as adjectives with the 

verb to be (estar) to describe people, places, and things. 

TEACH 

❑ Explain that past participles are commonly used with the verb 

estar to describe the result of an action. 

❑ Explain how to form the past participle for regular -ar, -er, and -ir verbs. (Drop the infinitive ending and add 

-ado to -ar verbs or -ido to -er and -ir verbs.) Write examples on the board and ask for other examples from 

the class. 

❑ Review the list of irregular past participles and ask students to repeat them after you. 

IEP Modification Presentación de gramática, p. 337: Ask students to complete phrases that start with the estar + 

past participle construction. For example, Me lavo las manos, por lo tanto, las manos están. (Answer: lavadas.) 


❑ Práctica de gramática, Activities 5–8, pp. 338–339. 

❑ Audio Program, TXT CD 11, track 4. Play the audio for Pronunciación: La letra h on p. 339 and ask students 

to pronounce the words after you. Explain to students that the silent h evolved over time and that in medieval 

Spanish it was pronounced as f. 


❑ Para y piensa, p. 339. Remind students that past participles that function as adjectives should agree in gender 

and number with the noun they modify. 

❑ Ongoing Assessment, p. 339. Use Reteaching Copymasters, URB 6, pp. 4–5. 



Plan 



Transp. 25, 33–34 


p. 79 


ClassZone.com 

Present 



Transp. 10 


Practice 


Assess 


URB 6, pp. 4–5 

Teacher Tools 


Student Tools 





CMC.2.SIII.1, CMC.2.SIII.2.i, CMC.3.SIII.2.b, 

CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 6 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Practice grammar in context through a 

magazine interview. 

Practice describing people, places, and things. 

Recycle: Direct object pronouns. 


❑ Explain to the students that an interview 

(entrevista) is a meeting at which information is obtained from a person (by a reporter, commentator, 

pollster, etc.). Ask if any of them have ever taken part in an interview. 

TEACH 

❑ Audio Program TXT CD 11, track 5. Play the audio for Contexto 2: Entrevista and read the interview to 

students to reinforce pronunciation and intonation. 

❑ Ask for volunteers to read and act out the parts of the interviewer and interviewee. Correct any errors as they 

go along. 

❑ Review Direct Object Pronouns, p. R27. 

IEP Modification Ask students to identify whether the interview is conducted formally or informally by focusing 

on the pronouns used by both parties. Remind them that vosotros is the second-person plural pronoun for informal 

address and is used almost exclusively in Spain. 


❑ Activity 9, p. 341. Call on students to give the answers. Have them come up with additional interview 

questions. 

❑ Activity 10, p. 341. Have students work in pairs and take turns asking and answering the questions. 

❑ Activity 11, p. 341. Have students work in pairs and make a list of adjectives/past participles that describe 

their families. 


❑ Para y piensa, p. 341. Have students complete the sentences based on the interview. 

❑ Ongoing Assessment, p. 341. For additional practice, use Reteaching Copymasters, URB 6, pp. 4, 6, 11. 



Plan 




p. 80 

Present 




Practice 


Assess 


URB 6, pp. 4, 6, 11 

Teacher Tools 


Student Tools 






CMC.2.SIII.1, CMC.2.SIII.2.d, CMC.3.SIII.2.a, 

CMC.3.SIII.2.b 





OBJECTIVES 

Present the formation and use of the present 

perfect tense. 

Recognize and practice the present perfect tense. 

Practice talking about things that have happened 

in the recent past. 

Culture: Flamenco music. 


❑ Presentación de gramática, p. 342. Introduce the 

formation and use of the present perfect tense. 

TEACH 

❑ Presentación de gramática, p. 342. Explain to students that the present perfect tense describes an event or 

action that has taken place. In Spanish, you use the auxiliary verb haber to form the present perfect tense 

(preterito perfecto). 

❑ Conjugate the present tense of the verb haber on the board. Give examples of the present perfect tense by 

adding the past participle of the main verb. Then call on students to provide the present perfect form of other 

past participles. 

❑ Explain that when you use object or reflexive pronouns with the present perfect tense, you put them before 

the conjugated form of haber. Write examples on the board. 

IEP Modification Explain to students that in Spanish any verb is reflexive if the action refers to the subject that 

executes it: me baño, él se cayó, nos vestimos. Point out that the majority of reflexive verbs in Spanish are not 

reflexive in English. 


❑ Audio Program, TXT CD 11, track 6. Play audio and have students complete Activity 12, p. 343. Call on 

students for the answers. 

❑ Activity 13, p. 343. Have students read the ads and answer the questions. Then ask them to write an ad based 

on the interview with Amparo and to include at least three examples of verbs in the present perfect tense. 

❑ Activity 14, p. 344. Have students work in pairs. 

❑ Activity 15, p. 344. Read the Comparación cultural section to the students and engage them in a discussion 

using the given questions as a starting point. 


❑ Para y piensa, p. 344. Indicate to students that answers must include the present perfect tense. 



Plan 



34–35 


Present 



Practice 



Assess 


pp. 7–8 

Teacher Tools 


Student Tools 






CMC.2.SIII.1, CMC.2.SIII.2.h, CMC.2.SIII.3, 



CMP.10.SIII.2 


¡AVANCEMOS! 

Unidad 6 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Review and practice vocabulary and grammar 

in the context of a dialog. 



❑ Todo junto, p. 345. Explain to students that a 

dialog is a conversation or exchange of ideas 

and opinions between two or more persons. 

Ask them where they might experience dialogs 

on a daily basis. 

TEACH 

❑ Read Resumen, contextos 1 y 2 out loud, p. 345, as review. 

❑ Audio Program TXT CD 11, track 7. Play the audio for Contexto 3: Diálogo on pp. 345–346 twice; once 

straight through, and the second time with periodic pauses for comprehension checks. 

❑ Audio Program TXT CD 11, tracks 8–9. Play the audio and have students complete Activity 18. 


❑ Have students work in pairs to practice the dialog. Ask for volunteers to present the dialog to the class. Have 

students complete the Estrategia exercise and compare results with a partner. 

❑ Activity 16, p. 346. Have students complete the exercises and call on them for the answers. 

❑ Activity 17, p. 346. Ask students to form groups and present their results to the class. 

IEP Modification Before the exercise, review the formation of past participles and make sure students know the 

past participles of the given verbs. 



❑ Homework: Cuaderno, pp. 255–256, WB CD 3 tracks 21–24; Cuaderno para hispanohablantes, 

pp. 257–258, HL CD 2 tracks 9–12. 



Plan 



Transp. 26–27, 35 


p. 82 

Present 




Practice 



ClassZone 


Assess 


URB 6, pp. 7, 9 

Teacher Tools 


Student Tools 






CMC.1.SIII.7, CMC.2.SIII.1, CMC.2.SIII.2.h, 


CMC.3.SIII.6 





OBJECTIVES 

Read and analyze a short story by contemporary Spanish 

author Elvira Lindo. 

Read, analyze: learn about Spanish portrait painting. 

Make connections with art history. 


❑ Explain to students that a nickname (motes o apodos) is 

usually a descriptive name given instead of, or in addition 

to, the one belonging to a person, place, or thing. Ask the 

class to share any nicknames they may have. 

TEACH 

❑ Present the author and ensure that the students understand the Nota cultural, p. 348. 

❑ Audio Program TXT CD 11, track 10, pp. 349–351. Play the audio and read the story with students, pausing to 

assess comprehension. 

IEP Modification Check comprehension with simple yes/no questions to ensure students don’t lose narrative 

thread. Model: ¿Vive Manolito en el barrio Carabanchel? Sí. ¿Es Orejones el enemigo de Manolito? No. 

❑ Conexiones, El Arte, p. 352. Read article with students, pausing to assess comprehension. Explain that a 

portrait (retrato) is a pictorial representation of a person that shows the face. Ask if any of the students have 

had portraits done. 


❑ Ask students to hold a debate on nicknames. Divide the class into two teams and assign each a point of view 

to defend. Ensure that all students have the opportunity to express their views. 

❑ El Arte, Proyecto, p. 352. Practice in descriptive writing. Have volunteers read their essays to the class. 


❑ Para y piensa, p. 351. Have the students complete the exercise and call on them for the answers. 




Plan 



36–37 


Present 



Fine Art Activities, URB 6, pp. 69, 70, 72 

Fine Art Transp., UTB 6, Transp. 2, 3, 5 

Teacher Tools 


Student Tools 







CMC.3.SIII.2.d, CMC.3.SIII.6, CLT.4.SIII.2, 


CNN.7.SIII.1 

Practice 






¡AVANCEMOS! 

Unidad 6 Lección 1

¡AVANCEMOS! 



OBJECTIVES 




and grammar. 

TEACH 



❑ Repaso de la lección, pp. 354–355. Encourage students to create mnemonic aids to help them learn the 

vocabulary and grammatical terms presented in the lesson. 


❑ Repaso de la lección, Activity 1, p. 354. Play TXT CD 11, track 11 while students do Activity 1. 

❑ Have students complete Activities 2–5, pp. 354–355. 

IEP Modification Review the imperative mode in Spanish, stressing the irregular formation of verbs indicating 

a direct order with the form tú. For example, hacer-haz, decir-di, poner-pon, ser-sé, etc. 


❑ Homework: Study En resumen, p. 353; Cuaderno, pp. 257–259, 263–268, WB CD 3 tracks 25–30; 




Plan 



Transp. 27, 36–39 


p. 84 

Present 



Practice 




Assess 









Teacher Tools 


Student Tools 












OBJECTIVES 

Introduce lesson theme: Fuera de la ciudad. 

Learn past perfect and future perfect tenses. 

Culture: Compare regional architecture. 

Present vocabulary: describing an excursion. 

Practice and recognize vocabulary: talk about 

real or imagined trips. 

Recycle: present perfect; tú commands. 


❑ Show the students a map of Spain and point out the places they will be learning about in the lesson. Using the 

photo on pp. 356–357 as a starting point, discuss differences between Spanish villages and U.S. small towns. 

TEACH 

❑ Presentación de vocabulario, pp. 358–359. Play Audio Program, TXT CD 12, tracks 1–2, and read the script 

along with the students, pausing to assess comprehension. 

❑ With students, review answers to Activities 1–3, p. 360, using UTB 6, Transp. 28. 


❑ Lesson Opener, pp. 356–357. Have students read the Comparación cultural and respond to the Exploring the 

Theme and ¿Qué ves? questions. 

❑ Guide students through the ¡A responder! activity, p. 359. 

❑ Práctica de vocabulario, p. 360. Have students complete Activities 1–3. 

IEP Modification Help students remember vocabulary in context by giving them sentence starters and asking 

them to complete the sentences. Example: Hace calor en el tren, por eso abro...(la ventanilla). 






Plan 



p. 85 

Present 




Fine Art Transp., UTB 6, Transp. 4–5. 


TPRS, pp. 78–84 


Practice 


Assess 


URB 6, pp. 12, 13, 21 


Transp. 28, 40–41 









CMC.2.SIII.2.h, CMC.3.SIII.2.a 


¡AVANCEMOS! 

Unidad 6 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Practice and produce vocabulary in context: talking 

about places. 

Reading and listening comprehension: the travel guide. 

Check comprehension of the reading. 


Culture: autonomías of Spain. 


❑ Show students a travel guide and ask if they have ever read or used one. Ask them what they would include in 

a travel guide and why. 

TEACH 

❑ Contexto 1, Guía del Viajero. Play TXT CD 12, track 3, and read along with the students on p. 361, pausing to 


❑ Review the Reading Strategy and ensure all students understand how to apply it, p. 361. 

❑ Read the Comparación cultural, p. 362, pausing to assess comprehension, so that students can answer the 

Essential Question. Ask students to compare the autonomías with U.S. states. 

IEP Modification Have students review the Toledo guidebook before playing the audio and have them underline 

or highlight words they do not recognize. 


❑ Comprensión de la guía del viajero, Activity 4, p. 362. Have students respond to the questions and call on 

them for the answers. 

❑ Activity 5, p. 362. Have students work in pairs and ask for volunteers to read their introductions to the class. 

❑ Have students complete a map of Spain in which they identify the autonomías, major cities, and other 

geographical features, p. 362. 


❑ Para y piensa, p. 362. Expand activity and ask about museums, commercial centers, and so on. 

❑ Ongoing Assessment, p. 362. For additional practice, use Reteaching Copymasters, URB 6, pp. 12, 14. 



Plan 




p. 86 

Present 




Practice 


Assess 


URB 6, pp. 12, 14 

Teacher Tools 


Student Tools 







CMC.3.SIII.5, CLT.5.SIII.2, CNN.7.SIII.1, CMP.10. 

SIII.2 





OBJECTIVES 

Present and practice the past perfect. 

Review ya and todavía. 

Pronunciation of the /rr/ sound. 

Recycle: places in the neighborhood, 

past participles as adjectives. 


❑ Presentación de gramática, p. 363. Introduce and explain the formation and usage of the past perfect tense. 

TEACH 

❑ Presentación de gramática, p. 363. Conjugate the imperfect tense of the verb haber on the board and give a 

few past participles as examples to complete the compound verb. 

❑ Review the usage of the words ya and todavía with the past perfect tense, p. 363. 

❑ Pronunciación, p. 364. TXT CD 12, track 4. Play audio and have students practice the rr sound by asking 

each of them to read the Trabalenguas out loud. 


❑ Práctica de gramática, pp. 364–365. Have students complete Activities 6–9. 

❑ Have students devise a timetable for train service in their local area. Ensure that they include Destination, 

Departure, Arrival, Platform, and Status information on their timetables. 

IEP Modification Pair students to work on Activity 6. Have one student say the first part of the sentence 

conjugating haber and have the other one complete the sentence including the past participle. 


❑ Para y piensa, p. 365. Expand activity by writing other actions on the board and call on students to give the 

past perfect tense of those actions. 

❑ Ongoing Assessment, p. 365. For additional practice, use Reteaching Copymasters, URB 6, pp. 15–16. 



Plan 



Transp. 29, 41–42 


p. 87 


ClassZone.com 

Present 



Transp. 12 


Practice 


Assess 


URB 6, pp. 15–16 

Teacher Tools 


Student Tools 





CMC.1.SIII.1, CMC.2.SIII.1, CMC.2.SIII.2.h, 



¡AVANCEMOS! 

Unidad 6 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Practice vocabulary and the past perfect 

in context. 

Learn about the history of Toledo. 


❑ Explain to students that they will be reading 

a historical summary. Ask them why they 

think that the past perfect tense would be 

appropriate to use in that context. 

TEACH 

❑ Review what students have learned so far about Toledo and the concept of chronological order, p. 366. 

❑ Contexto 2: TXT CD 12, track 5. Play audio and read p. 366 along with the students, pausing to assess 

comprehension. 

IEP Modification Have students read the Contexto before listening to it, and have them write down the names of 

important individuals and groups. They will use this information to complete the reading strategy. 


❑ Have students complete the Estrategia exercise, p. 366. 

❑ Have students complete Activities 10 and 11, p. 367. 

❑ Activity 12, p. 367. Have students work in pairs to complete this activity. Point out that they can use the 

Estrategia exercise as a starting point. Have them present the results to the class. 






Plan 



Absent Student Copymasters, URB 6 

p. 88 

Present 




Practice 


Assess 


URB 6, pp. 15, 17 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.d, CMC.2.SIII.2.h, CMC.3.SIII.1, 






OBJECTIVES 

Present and practice using the future perfect. 

Present the future perfect to speculate. 

Culture: Learn about the work of El Greco 

in Toledo. 


❑ Presentación de gramática, p. 368. Present and 

explain the formation and usage of the future 

perfect tense. 

TEACH 

❑ Presentación de gramática, p. 368. Conjugate the future tense of the verb haber on the board and give a few 

past participles as examples. Then ask students to complete the compound verb conjugations as you call out 

other past participles. 

❑ Review the usage of the phrases para and dentro de + a time reference with the future perfect tense, p. 368. 

❑ Audio Program, TXT CD 12, track 6. Play audio for Activity 13, p. 369. 


❑ Práctica de gramática, Activities 13–15, p. 369–370. Have students complete the activities. 

❑ Activity 16, Comparación cultural, El Greco y Toledo, p. 370. Read the passage and discuss the essential 

question with students and elicit their responses. Have them view the painting closely and engage them in 

discussion about landscape painting and the Mannerist (manierista) style of painting of El Greco. 

IEP Modification Pair weaker students with stronger ones for Activity 15 and have them “brainstorm” the topics 

given and write down their ideas together. 


❑ Para y piensa, p. 370. Expand activity by adding other persons. 

❑ Homework: Cuaderno, pp. 275–277; Cuaderno para hispanohablantes, pp. 276 –279. 


Plan 



Transp. 30, 42–43 


p. 89 

Present 





Transp. 13 

Practice 



Assess 


URB 6, pp. 18–19 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.h, CMC.3.SIII.2.a, CMC.3.SIII.2.d, 




¡AVANCEMOS! 

Unidad 6 Lección 2

¡AVANCEMOS! 



OBJECTIVES 


Practice using and integrating lesson 

vocabulary and grammar. 


❑ Review Contextos 1 and 2 and ask the class 

what they would do on a visit to a friend 

in Toledo, p. 371. 

TEACH 

❑ Audio Program TXT CD 12, track 7, pp. 371–372. Play audio and then read the dialog along with students, 

pausing to assess comprehension. After they have read and listened to the Contexto, have groups of three act 

out the dialog. 

❑ Integración. TXT CD 12, tracks 8–9, p. 373. Have students read the dialog and then listen to the audio with 

particular attention to the past perfect. Call on students to identify the past perfect in the text and then expand 

to other examples. 

IEP Modification To ensure students have followed events in the Contexto, ask them a series of yes/no 

questions—for example: ¿Visitó José Luis la sinagoga de Santa María la Blanca? 


❑ Activity 17 , p. 372. Have students complete the exercise and then call on them to answer questions to assess 


❑ Activity 18, p. 372. Have students work in pairs and have them present their results to the class. 

❑ Activities 19–20, p. 373. Have students complete the activities. 


❑ Para y piensa, p. 373. Discuss responses with students. 


❑ Homework: Cuaderno, pp. 278–279, WB CD 3 tracks 31–34; Cuaderno para hispanohablantes, pp. 280–281, 

HL CD 2 tracks 13–16. 



Plan 





p. 90 

Present 




Practice 



ClassZone 


Assess 


URB 6, pp. 18, 20 

Teacher Tools 


Student Tools 






CMC.2.SIII.1, CMC.2.SIII.2.h, CMC.2.SIII.3, 


CMC.3.SIII.2.d, CMC.3.SIII.5, CMC.3.SIII.6 





OBJECTIVES 

Read a poem. 

Analyze and interpret the imagery. 

Culture: Traditional and modern romances. 

Make future predictions. 

Use the future perfect to write a composition about 

what will have happened in students’ lives by age 30. 

Peer edit compositions. 


❑ Introduce Garcia Lorca and provide background information on the Romantic period and the 

Spanish Civil War, p. 374. 

TEACH 

❑ Review the Vocabulario para leer with the class and give a few examples of images from the poem to get the 

students started on the Estrategia, p. 374. 

❑ Romance sonámbulo, TXT CD 12, track 10, pp. 375–377. Play the audio for the poem once through, then play 

it again, pausing as necessary to field questions from students. Assign a stanza to each student to read out loud. 

❑ Escritura, p. 378. Ask students to share some of their goals for the future and then write their ideas on the 

board to stimulate participation in the exercise. 

IEP Modification Have students work in pairs to identify images that Lorca uses in the poem. Ask them to 

discuss what ideas come to mind when they read the phrases and what the meaning of the images might be. 


❑ Have the students complete the strategy as they read. Invite them to share their interpretations with a partner, 

pp. 375–377. 

❑ Have students answer the Reflexiona and A pensar questions on pp. 375–377 as they read the poem, and then 

have them write a prose summary of the poem to assess their comprehension. 

❑ Escritura, p. 378. Have students complete sections 1–3 and have them peer-edit the completed letters before 

turning them in. 


❑ Para y piensa, p. 377. Have students answer the ¿Comprendiste? and ¿Y tú? questions. 




Plan 


Workbook Answers, UTB 6, Transp. 44– 

45 


pp. 91–92 

Teacher Tools 


Student Tools 









Present 



Practice 






¡AVANCEMOS! 

Unidad 6 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Review lesson vocabulary and grammar: train and 

excursion vocabulary, past perfect, future perfect. 

Assess: Lesson test. 

Review: games online. 

Tutorial online. 


❑ En resumen, p. 379. Review lesson vocabulary and grammar. 

TEACH 



❑ Review the past perfect and future perfect tenses, pp. 380–381. 

❑ Review the Comparación cultural, p. 381. 


❑ Repaso de la lección, Activity 1, p. 380. Play Audio Program TXT CD 12, track 11, to complete the activity. 


IEP Modification Have students in pairs make a list of reflexive verbs used to talk about daily routines. Have 

them take turns completing sentences to say what they did yesterday using the past perfect tense of the verb. 


❑ Have students complete Activity 1, p. 380, in writing to turn in for assessment. 

❑ Homework: Cuaderno, pp. 280–282, 286–291, WB CD 3 tracks 35–40; Cuaderno para hispanohablantes, 

pp. 286–291. 



Plan 



Transp. 31, 43–47 


p. 93 

Present 


Practice 




Assess 









Teacher Tools 


Student Tools 











pp. 382–387 

OBJECTIVES 

Read two students’ descriptions of the features 

and activities in their regions. 

Students describe their city and state. 

Compare students’ area with the areas described 


Introduce the sixth mission of the Desafío. 



❑ Write the phrases Lo moderno and Lo tradicional 

on the board and have students provide examples 

of features and attractions in each category. 

TEACH 

❑ Comparación cultural, pp. 382–383. Play Audio Program TXT CD 12, track 12, then have students read the 

text. Call out features of the two regions and have students respond Cataluña or Andalucía. 

❑ Gran Desafío, p. 384. Review the clues together with students and play Gran Desafío Video DVD 3. 

❑ Repaso inclusivo, pp. 386–387. Review the En resumen pages in Unit 6 to prepare students for Activities 1–7. 

IEP Modification Gran Desafío, p. 384. Ask students yes/no questions such as: ¿Es verdad que la pista “Noticia 

de ayer” quiere decir que Carmen y Luis tienen que buscar el kiosko? 


❑ Comparación cultural, p. 382. Have students do the Compara con tu mundo activity and discuss afterward. 

❑ Gran Desafío, p. 385. Ask students to take notes while the video is playing and then answer the Mira el video: 

Toma apuntes and Después del video questions. 

❑ Repaso inclusivo, pp. 386–387. Play Audio Program TXT CD 12, track 13 and have students read the script to 

complete Activity 1. Have students complete Activities 2–7. 





Plan 


Present 



Practice 



Transp. 14–15, pp. 1–2 


Assess 

Unit Test, Modified Assessment, pp. 230–236; 


Unit Test, Pre-AP Assessment, pp. 230–236; 



pp. 236–242; HL CD 5, tracks 31–36 

Teacher Tools 


Student Tools 








CMC.2.SIII.2.e, CMC.2.SIII.2.f, CMC.2.SIII.2.g, 

CMC.2.SIII.2.h, CMC.2.SIII.2.i, CMC.2.SIII.3, 



CMC.3.SIII.6, CLT.4.SIII.1 


¡AVANCEMOS! 

Unidad 6 Lección 2




OBJECTIVES 

Introduce lesson theme: Recuerdos. 

Culture: Learn about television in Venezuela and 

celebrations in Colombia and the U.S. 

Present and practice vocabulary: words that relate to 

work and school activities. 



❑ Unit 7 Opener, pp. 388–389. Show students a map of South America highlighting Colombia and Venezuela, 

and point out the capital cities and other outstanding geographical features of the two countries. 

TEACH 

❑ Presentación de vocabulario, pp. 392–393. Ask students to repeat new vocabulary words after you. 

❑ Audio Program, TXT CD 13, tracks 1–2, pp. 392 –393. Play audio, pausing to assess comprehension. 


❑ Lesson 1 Opener, p. 390. Read the Comparación cultural. Have students view the photograph and respond to 

the ¿Qué ves? questions. 

❑ Have students complete the ¡A responder! activity, p. 393. 

❑ Práctica de vocabulario, Activities 1–3, p. 394. Have students work in pairs and ask each other questions 

about their school activities and friends. 

IEP Modification Ask students simple and brief yes/no questions about their school activities, such as: ¿Vistes 

uniforme escolar?, ¿Participas en el coro?, and so on. 


❑ Para y piensa, p. 394. Expand to other activities such as hacer ejercicio en el gimnasio, hacer la tarea, and 

preparar la cena. 




Plan 


Family letters in Haitian Creole and Spanish 

on ClassZone.com 



Present 









TPRS, pp. 85–91 


Practice 



Assess 


pp. 1, 2, 10 


Transp. 24, 32–33 









CMC.2.SIII.2.h, CMC.2.SIII.3, CMC.3.SIII.2.d, 

CLT.6.SIII.2 


¡AVANCEMOS! 

Unidad 7 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Understand vocabulary related to describing 

schedules and school activities. 

Practice using the conditional tense. 

Practice describing activities and jobs. 


❑ Review the concept of a schedule (horario) as a plan that indicates the time and sequence of each activity, 

p. 395. Ask students to think about how the schedules relate to their school activities. 

TEACH 

❑ Contexto 1, TXT CD 13, track 3, p. 395. Play audio and have students read the script, pausing as necessary to 


❑ Draw a Venn diagram on the board to compare Victoria and Esperanza. Call on students to provide 

similarities and differences between them, p. 395. 

IEP Modification Ask students what school activities they like or don’t like. Give them an example of an activity 

and model the answer: “Me gusta . No me gusta .” 


❑ Divide the class into small groups and have the groups create a dramatization or sketch about a typical day 

in the life of a high school student. Encourage all group members to participate. 

❑ Comprensión de los horarios, Activity 4, p. 396. Call on students to give the answers. 

❑ Have students complete Activity 5, p. 396. Have students work in pairs and present their results to class. 


❑ Para y piensa, p. 396. Do a quick review of school activities. 




Plan 




p. 78 

Present 




Practice 


Assess 


URB 7, pp. 1, 3 

Teacher Tools 


Student Tools 






CMC.3.SIII.2.a 





OBJECTIVES 

Present and practice using the imperfect subjunctive. 

Talk about hopes, doubts, emotions, and opinions 

in the past. 

Talk about things that others wanted you to do 

in the past. 

Recycle: subjunctive with doubts. 

Cultura television in Venezuela. 


❑ Presentación de gramática, p. 397. Review the present subjective as used to express hope, doubt, emotion, 

or opinion. Point out that, in general, the imperfect subjunctive is used in the same way as the present 

subjunctive. 

TEACH 

❑ On the board, show students how to form the imperfect subjunctive. 

❑ Explain that the imperfect subjunctive has two endings for each conjugation, which may be used indistinctly: 

-ara, -ase for verbs ending in –ar; and -iera, -iese for verbs ending in -er, -ir. 

❑ Point out that the subjunctive tense, present or past, is determined by the tense used in the main clause of the 

sentence. Draw a diagram on the board with the headings “cláusula principal” and “oración subordinada 

(subjuntivo)” and fill in the appropriate tenses under each heading. 

IEP Modification Have students create a study or quick reference card with the formation of the imperfect 

subjunctive and make sure they include irregular verbs in the preterite such as ser and querer. 


❑ Práctica de gramática, Activities 6–8, p. 398. Have students work in pairs to complete the exercises. 

❑ Práctica de gramática, Activity 9, p. 399. Ask volunteers to read the emails they wrote. 

❑ Comparación cultural, p. 399. Have students read the text and answer the questions. Have them discuss 

characteristics of the telenovela based on their knowledge of soap operas in the U.S. 


❑ Para y piensa, p. 399. Have students complete and turn in the activity to assess their mastery of the imperfect 

subjunctive. 




Plan 



Transp. 24–25, 33–34 



ClassZone.com 

Present 




Practice 


Assess 


URB 7, pp. 4, 5, 11 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.i, CMC.3.SIII.2.d, CLT.6.SIII.3, 

CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 7 Lección 1

¡AVANCEMOS! 



OBJECTIVES 


Understand and correctly produce the imperfect 

subjunctive. 


❑ Ask students if they have ever read advice columns 

such as Dear Abby or Ann Landers in U.S. newspapers. 


Distribute photocopies of an appropriate column to the class to compare with the Tía Esmeralda column. 

TEACH 

❑ Contexto 2, Cartas, p. 400. TXT CD 13, track 4. Play audio and read text to students, pausing as necessary to 


❑ Draw on the board the situational flow chart as described in the Estrategia, p. 400. Call on students to fill in 

the chart with the answers. 

❑ After the students have listened to the audio and read the text, have them compare the Tía Esmeralda column 

with the column you distributed. 

IEP Modification Ask students several yes/no questions to check for comprehension: ¿Está preocupada 

Victoria?, ¿Victoria firma la carta con su nombre?, and so on. Invite students to create their own yes/no question 

to ask the class. 


❑ Activity 10, Comprensión de las cartas, p. 401. Call on students to give the answers and have them write 

responses to Victoria’s letter. 

❑ Activity 11, p. 401. Have students work in pairs to complete the activity. 

❑ Activity, 12, p. 401. Have students complete the activity and exchange their letters with a partner. Have them 

respond to their partner’s letter after they have read it. 


❑ Para y piensa, p. 401. Have students complete the sentences to assess their mastery of the imperfect 

subjunctive. 




Plan 




p. 80 

Present 



Practice 


Assess 


URB 7, pp. 4, 6 

Teacher Tools 


Student Tools 








CMC.3.SIII.2.c, CMC.3.SIII.2.d 





OBJECTIVES 

Practice using the subjunctive forms of the 

present perfect and past perfect. 

Discuss how you feel about events that had 

occurred in the past. 

Culture: Learn about El carnaval. 


❑ Presentación de gramática, p. 404. Introduce 

the two compound tenses of the subjunctive, the 

present perfect (preterito perfecto) and the past 

perfect (pluscuamperfecto). Point out that both are formed using the auxiliary verb haber and the past 

participle of the verb being conjugated. 

TEACH 

❑ Presentación de gramática, p. 402. Conjugate examples of the present perfect and past perfect tenses of the 

subjunctive on the board. Call out verbs and have students conjugate them. 

❑ Explain that both tenses refer to actions that occurred in the past. Point out that in the present perfect 

the speaker refers to a possible action in the past, while in the past perfect, the speaker refers to a 

hypothetical action. 

❑ Pronunciación, p. 403. TXT CD 13, track 6. Play audio several times for students and then call on them to say 

the Trabalenguas to practice pronunciation of the letter r. 


❑ Play TXT CD 13, track 5, and have students complete Activity 13. 

❑ Activities 14–15, pp. 403–404. Have students work in pairs to complete activities. 

❑ Activity 16, p. 404. Read the Comparación cultural and call on students to answer the questions. Point out 

that Carnaval is also celebrated in the U.S. before Lent, primarily on the Gulf Coast. Engage students in a 

discussion of why Mardi Gras is celebrated in those states and not elsewhere in the U.S. 

IEP Modification Have students complete impersonal sentences with the present perfect and past perfect 

subjunctive. Allow them to consult their textbooks as necessary. 


❑ Para y piensa, p. 404. 



Plan 



Transp. 26, 34–36 


Present 



Transp. 11 

Practice 



Assess 


pp. 7, 8, 12 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.h, CMC.2.SIII.2.i, CMC.3.SIII.2.a, 



CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 7 Lección 1

¡AVANCEMOS! 



OBJECTIVES 


Practice using and integrating lesson vocabulary 

and grammar. 


❑ Todo junto, p. 405. Read Resumen contextos 

1 and 2 aloud to prepare the students for Contexto 3. 

TEACH 

❑ Contexto 3, p. 405. TXT CD 13 track 7. Play audio and read text with students, pausing to assess 


❑ Estrategia, p. 405. Write a storyline on the board to track sequence and tone. Call on students to complete the 

storyline. 

❑ Have students work in pairs and practice the dialog to present to the class. 


❑ Activities 17–18, p. 406. Have students work in pairs to complete activities. 

❑ Play TXT CD 13, tracks 8–9, to complete Activity 19, p. 407. 

❑ Activity 20, p. 407. Have students turn in the completed letters and use the rubric to assess their 

compositions. 

IEP Modification Have students create an outline before writing. The outline should map out what happened 

and the vocabulary they will need to write the letter. 


❑ Para y piensa, p. 407. Expand activity and ask students to complete phrases like Fue asombroso que..., 

Me pareció ilógico que... 






Plan 



Transp. 26–27, 36 


p. 82 

Present 




Practice 



and ClassZone 


Assess 


URB 7, pp. 7, 9 

Teacher Tools 


Student Tools 














OBJECTIVES 

Read a segment of a novel by Gabriel García Márquez. 

Find the ordinary and magical elements of the story. 

Culture: Gabriel García Márquez. 

Make a cultural connection between Venezuela and 

Colombia and traditional music. 


❑ Read the Nota cultural aloud to provide background 

on García Márquez and magical realism. 

TEACH 

❑ Lectura literaria, pp. 408 –411. Review the vocabulary terms with students. Read aloud the excerpt and then 

ask students to read it a few times on their own. Encourage them to write down any questions they may have 

about the reading. 

❑ Conexiones, La música, p. 412. Read the selection aloud, pausing to assess comprehension. Use the En tu 

comunidad questions as a starting point for class discussion. 

IEP Modification Ask students yes/no questions to draw their attention to the most important details in the 

selection. For example, ¿De dónde es el joropo?, ¿la cumbia? 


❑ Lectura literaria, p. 408. Have students create a chart, as specified in the Estrategia, to list both magical and 

ordinary elements from the excerpt. Help them by providing a few examples of each beforehand. 

❑ Lectura literaria, pp. 410–411. Have students answer the Reflexiona and A pensar questions as you read 

the story. 

❑ Proyecto, p. 412. Have students look at the photos and identify the origins of the musical instruments. 


❑ Para y piensa, p. 411. Have students answer the questions. Help slower learners by writing incomplete 

answers to the questions on the board. 


❑ Cuaderno, pp. 309–311; Cuaderno para hispanohablantes, pp. 308–311. 


Plan 




p. 83 

Present 



Teacher Tools 


Student Tools 








CLT.5.SIII.5, CNN.7.SIII.1, CMP.10.SIII.2 

Practice 

Lecturas para todos, pp. 80–86 




¡AVANCEMOS! 

Unidad 7 Lección 1

¡AVANCEMOS! 



OBJECTIVES 



❑ En resumen, p. 413. Review lesson vocabulary 

and grammar. 

TEACH 


sentences with each one. 

❑ Repaso de la lección, pp. 414–415. Recite sentences that omit verb phrases and call on students to complete 

them. 


❑ Repaso de la lección, Activity 1, p. 414. Play TXT CD 13, track 10, and have students complete Activity 1. 

❑ Review Activities 2–5, pp. 414–415. Have students work individually and then pair up with a partner after 

each activity to check their answers. 

IEP Modification Give students a copy of the script for Activity 1 before listening to the audio. Ask them to read 

the script on their own and to highlight any parts they do not understand. Review those parts with the class. 


❑ Homework: Study En resumen, p. 413; Cuaderno, pp. 306–308, WB CD 4, tracks 5–10, and pp. 312–317; 




Plan 



Transp. 27, 36–39 


p. 84 

Present 



Practice 




Assess 








tracks 1–6 

Teacher Tools 


Student Tools 












OBJECTIVES 

Introduce lesson theme: Nuevos principios. 

Culture: schools, professions, and art in Colombia 

and Venezuela. 

Present and practice vocabulary: careers and 

professional qualities. 


Recycle: impersonal expressions with subjunctive, 

conditional tense. 


❑ Engage students in a discussion about graduation, college, and careers. Ask them what careers they would 

like to pursue. 

TEACH 

❑ Presentación de vocabulario, pp. 418–419. Have students read the text in pairs or small groups. Then play 

Audio Program, TXT CD 14, tracks 1–2, pausing to review new vocabulary words and assess comprehension. 

❑ Review answers to Activities 1–3, p. 420, with students, using UTB 7, Transp. 28. 


❑ Lesson Opener, pp. 416–417. Have students look closely at the photo on pp. 416–417 and ask them to read the 

Comparación cultural and respond to the Exploring the Theme and ¿Qué ves? questions. 


❑ Práctica de vocabulario, p. 420. Have students complete Activities 1–3. 

IEP Modification When reviewing Activity 3 answers, preview the subjunctive with si clauses by beginning 

sentences with the conditional, and having them complete them. Example: Si yo fuera dueño de una empresa... 

(Possible response: ...contrataría empleados.) 


❑ Para y piensa, p. 420. Have students complete the activity and expand it by discussing other careers they have 

learned about. 




Plan 



Present 



TPRS, pp. 92–98 




Practice 


Assess 


pp. 13, 14, 22 


Transp. 28, 40–41 









CLT.4.SIII.3, CLT.6.SIII.3 


¡AVANCEMOS! 

Unidad 7 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Understand vocabulary related to careers and 

professions in context. 

Practice using college and career vocabulary 

in context. 



❑ Ask students if they have ever read or answered 

job classified ads in newspapers, trade magazines, 

or the Internet. Ask them to share with the class any 

responses they received to their inquiries. 

TEACH 

❑ Contexto 1, p. 421. TXT CD 14, track 3. Read through the preface and ads as a class, then play the audio 

for students, pausing to assess comprehension. 

❑ Review the Reading Strategy and ensure all students understand what they should include on the chart, 

p. 421. 

IEP Modification Have students review the text before playing the audio, and have them underline or highlight 

words they do not recognize. 


❑ Comprensión de los anuncios clasificados, Activity 4, p. 422. Have students respond to the questions and 

call on them for the answers. 

❑ Activity 5, p. 422. Have students work in pairs and ask for volunteers to read their sentences to the class. 

❑ Have students complete Activity 6, p. 422, and turn in completed work for assessment. 


❑ Para y piensa, p. 422. Discuss answers with students. 




Plan 




p. 86 

Present 




Practice 


Assess 


URB 7, pp. 13, 15, 23 

Teacher Tools 


Student Tools 












OBJECTIVES 

Show students how to express contrary-to-fact 

conditions by using the imperfect subjunctive with 

si clauses and the conditional tense. 

Use si clauses. 

Recycle: architectural structures. 

Culture: Fernando Botero. 


❑ Presentación de gramática, p. 423. Introduce and 

explain the use of si clauses to express a hypothesis. 

TEACH 

❑ Presentación de gramática, p. 423. Write si clauses in the simple present on the board, and have students 

complete with the future tense in the main clause. Write si clauses in the imperfect subjunctive on the board 

and have students complete with the conditional in the main clause. 

❑ Activity 8, p. 424. TXT CD 14, track 4. Play audio and ensure students use si clauses in their answers. 

IEP Modification Review the formation of the imperfect subjunctive. Conjugate different regular verbs and ask 

students to replace the endings and then summarize the rule. 


❑ Práctica de gramática, p. 424. Have students work in pairs to complete Activities 7 and 9. 

❑ Activity 10, p. 425. Have students exchange their work with a partner to peer review. 

❑ Have students read the Comparación cultural, p. 425 and discuss the answers to the Essential Question and 

the Compara con tu mundo section. 


❑ Para y piensa, p. 425. Call on students for the answers. 




Plan 



Transp. 29, 41–42 


p. 87 


ClassZone.com 

Present 



Transp. 12 


Practice 


Assess 


URB 7, pp. 16, 17, 24 

Teacher Tools 


Student Tools 






CMC.2.SIII.1, CMC.2.SIII.2.a, CMC.2.SIII.2.f, 

CMC.2.SIII.2.g, CMC.2.SIII.2.i, CMC.3.SIII.2.d, 

CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 7 Lección 2

¡AVANCEMOS! 



OBJECTIVES 



❑ Explain to students that they will be reading a résumé 

or curriculum vitae, and define what that is. Explain 

that résumé comes from French and means summary, 

and that curriculum vitae comes from Latin and 

means “course of life.” 

TEACH 

❑ Ask volunteers to read each section of the résumés aloud while others read along, pausing to assess 

comprehension, p. 426. 

❑ Contexto 2, p. 426. TXT CD 14, track 5. Play audio and have students take notes. 

IEP Modification As a class, come up with a list of yes/no questions about Guille, which can be answered from 

his résumé—for example, ¿Tiéne experiencia con computadoras? ¿Es puntual? 


❑ Have students complete the Estrategia exercise, p. 426. 

❑ Have students complete Activities 11–12, p. 427. 

❑ Activity 13, p. 427. Point out to students that they can use the Estrategia exercise as a starting point to cull 

information for résumés. Have them present their finished résumés to the class. 


❑ Para y piensa, p. 427. Call on students for the answers. 




Plan 




p. 88 

Present 




Practice 


Assess 


URB 7, pp. 16, 18 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.a, CMC.2.SIII.2.d, CMC.2.SIII.2.f, 

CMC.2.SIII.2.g, CMC.2.SIII.2.i, CMC.3.SIII.2.a, 

CMC.3.SIII.2.c 





OBJECTIVES 

Practice talking about what you want or wanted 

others to do. 

Explain and practice deciding when to use the 

present subjunctive and when to use the imperfect 

subjunctive. 

Pronunciation: the letter t. 

Practice using the correct sequence of tenses with 


Culture: How history affects education. 


❑ Presentación de gramática, p. 428. Present the proper sequence of tenses for any sentence in the indicative 

and the subjunctive. 

TEACH 

❑ Presentación de gramática, p. 428. Explain that the tense of the subjunctive, present or past, is determined by 

the tense used in the main clause. Write a table with the headings “main clause” and “subordinate clause” and 

fill in the relevant tenses under each heading. 

❑ Review the usage of the word ojalá with the subjunctive, p. 428. 

❑ Pronunciación, p. 429. TXT CD 14, track 6. Play audio and call on each student to read the Refrán to assess 

pronunciation of the letter t. 

IEP Modification As a memory aid, point out that, with the exception of ojalá, the sentences calling for the 

present subjunctive all have another verb in a present or future tense, and those calling for the past subjunctive have 

another verb in a past or conditional tense. 


❑ Práctica de gramática, Activities 14–15, p. 429. Have students work in pairs to complete the activities. 

❑ Activity 16, p. 430. Have students turn in work for assessment. 

❑ Activity 17, Comparación cultural, Universidades, p. 430. Read the passage and discuss the essential question 

with students and elicit their responses. Have them discuss universities in their local area and in the U.S. 


❑ Para y piensa, p. 430. Call on students to assess their answers. 




Plan 



42–43 


Present 



Practice 



Assess 


pp. 19–20 

Teacher Tools 


Student Tools 








CMC.2.SIII.2.h, CMC.2.SIII.2.i, CMC.3.SIII.2.a, 

CMC.3.SIII.6, CLT.5.SIII.2 


¡AVANCEMOS! 

Unidad 7 Lección 2

¡AVANCEMOS! 



OBJECTIVES 



vocabulary. 


❑ Review Contextos 1 and 2 and ask students to make 

predictions about the dialog according to the 

strategy, p. 431. 

TEACH 

❑ Contexto 3, p. 431. TXT CD 14, track 7. Play audio and then read the dialog as a class, pausing to assess 

comprehension. After they have read and listened to the Contexto, have students check their predictions. 

❑ Activity 20, p. 433. TXT CD 14, tracks 8–9. Explain the concept of a cover letter to the students, then have 

students read the text and listen to the audio with particular attention to the jobs and qualifications mentioned 

in order to complete the activity. 

IEP Modification To ensure students have understood the Contexto, ask them a series of yes/no questions—for 

example: ¿Tiene Guille aptitud para las computadoras? 


❑ Comprensión del diálogo, Activity 18 , p. 432. Have students complete the exercise and then call on them to 

answer questions to assess comprehension. 

❑ Activity 19, p. 432. Have students work in pairs and have them present their results to the class. 

❑ Activities 21, p. 433. Have students turn in their work for assessment. 




❑ Homework: Cuaderno, pp. 327–328, WB CD 4, tracks 11–14, Cuaderno para hispanohablantes, pp. 329–330, 




Plan 





p. 90 

Present 




Practice 



and ClassZone 


Assess 


URB 7, pp. 19, 21 

Teacher Tools 


Student Tools 











CMC.3.SIII.6 





OBJECTIVES 

Read a Colombian short story about an unusual encounter. 

Analyze the story’s perspective on what is normal or natural. 

Culture: surrealism in Latin American narratives. 

Answer comprehension questions. 

Write about and analyze last year’s and next year’s activities. 


❑ Read the Nota cultural to provide background for students, p. 434. Discuss any terms they do not understand. 

TEACH 

❑ Review the Vocabulario para leer with the class and give a few examples of both normal and unusual 

elements from the story to get the students started on the Estrategia, p. 434. 

❑ El Esqueleto de Visita, pp. 435–437. TXT CD 14, track 10. Play the audio, pausing as necessary to field 

questions from students. 

❑ Escritura, p. 438. Model Step 1 on the board or use an overhead transparency, giving examples from your 

own life. 

IEP Modification Have students take turns reading in small groups. Each group should choose a leader who will 

pose the question ¿Que ha pasado? after each section and a group secretary to write down the answers. Circulate 

among the students to correct any misconceptions. 


❑ Have students answer the Reflexiona and A pensar questions on pp. 435–436 as they read the story, and then 

have them work with a partner to classify the behavior of the skeleton in the story, citing evidence of good or 

poor manners. 

❑ Escritura, p. 438. Have students complete sections 1–3 and have them peer-edit the completed compositions 

before turning them in. 


❑ Para y piensa, p. 437. Have students answer the ¿Comprendiste? and ¿Y tú? questions. 

❑ Ongoing Assessment, p. 437. Have students make a chart with the headings “En el parque,” “En el 

restaurante,” and “En la casa.” Then have them write a sentence in each column to summarize the action 

in each scene. 



Plan 



pp. 91–92 

Present 



Teacher Tools 


Student Tools 









Practice 

Lecturas para todos, pp. 87–94, LPT CD 2 

track 5 




¡AVANCEMOS! 

Unidad 7 Lección 2

¡AVANCEMOS! 



OBJECTIVES 




and grammar. 

TEACH 



❑ Review si clauses and the sequence of tenses with the subjunctive, pp. 439–441. 

❑ Review the Comparación cultural, p. 441. 


❑ Repaso de la lección, Activity 1, p. 440. Play TXT CD 14 track 11 to complete the activity. 


IEP Modification Have students make up two sentences relating to their own lives using si clauses: one in the 

simple present and future and the other using the imperfect subjunctive and the conditional. 


❑ After the students have completed Activities 1–5, review the answers on the board. 




Plan 



Transp. 31, 44–47 


p. 93 

Present 



Practice 




Assess 








tracks 7–12 

Teacher Tools 


Student Tools 











pp. 442–447 

OBJECTIVES 

Read two students’ descriptions of their schools. 

Students describe a school in their area. 

Students compare the school they described with 

those of the two students. 

The seventh mission of the Desafío. 

Review and synthesize vocabulary, grammar, and 

culture from Units 1–7. 


❑ Write the phrase Educación especializada on the 

board and have students brainstorm topics 

suggested by the term and list them on the board. 

TEACH 

❑ Comparación cultural, pp. 442–443. Play Audio Program: TXT CD 14, track 12. 

❑ Gran Desafío, pp. 444–445. Review the clues together with students and play Gran Desafío Video DVD 3. 

❑ Repaso inclusivo, pp. 446–447. Review the En resumen pages in Unit 7 to prepare students for Act. 1–7. 

IEP Modification Comparación cultural, p. 443. Provide incomplete sentences based on the readings and have 

students complete them. Examples: Álvaro estudia en el Colegio . Estela estudia en el Colegio . 


❑ Comparación cultural, p. 442 . Have students increase their cultural awareness by doing the Compara con 

tu mundo activity and discussing afterward. 

❑ Gran Desafió, pp. 444–445. Ask students to take notes while the video is playing and then answer the Mira 

el video: Toma apuntes and Después del video questions. 

❑ Repaso inclusivo, pp. 446–447. Play Audio Program TXT CD 14, track 13 and have students read the text to 

complete Activity 1. Have students complete Activities 2–7. 





Plan 



Present 


Audio Script, URB 7, pp. 61, 63, 65 

Practice 



UTB 7, Transp. 14–15, pp. 1–2 


Teacher Tools 


Student Tools 










CMC.3.SIII.2.c, CMC.3.SIII.2.d, CMC.3.SIII.4, 



Assess 

Unit Test, Modified Assessment, pp. 266–272, Test 





pp. 272–278, HL CD 6, tracks 13–18 


¡AVANCEMOS! 

Unidad 7 Lección 2




OBJECTIVES 

Introduce lesson theme: Cuentos y poesía. 

Culture: a book fair in Buenos Aires. 

Present and practice vocabulary: discuss and 

critique literature. 


Identify genres of literature. 


❑ Unit 8 Opener, pp. 448–449. Refer students to the map of South America, highlighting the countries of the 

Cono Sur, and point out the capital cities and other outstanding geographical features of the two countries. 

TEACH 

❑ Presentación de vocabulario, pp. 452–453. As you present new vocabulary to the class, ask students to repeat 

the words after you. 

❑ Presentación de vocabulario, pp. 452–453. Audio Program, TXT CD 15, track 1. Play audio, pausing to assess 



❑ Lesson 1 Opener, p. 450. Have students view the photograph and respond to the ¿Qué ves? questions. 

❑ Have students complete the ¡A responder! activity, p. 453. Play TXT CD 15, track 2. 

❑ Práctica de vocabulario, Activities 1–3, p. 454. Have students work in pairs and exchange their work with a 

partner to stimulate discussion. 

IEP Modification Ask students yes/no questions about the book reviews on p. 453, starting with cognates: 

excelente, significar, biografía, titularse, increíble, metáforas. 


❑ Para y piensa, p. 454. Ask students why those particular texts/authors/genres are their favorites. 

❑ Ongoing Assessment, Teacher Edition Wrap, p. 454. For additional practice, use Reteaching Copymasters, 

URB 8, pp. 1–2. 




Plan 



ClassZone.com 



Present 









TPRS, pp. 99–105 


Practice 



Assess 


pp. 1–2 


Transp. 24, 32–33 











¡AVANCEMOS! 

Unidad 8 Lección 1

¡AVANCEMOS! 



OBJECTIVES 

Understand vocabulary related to literary style. 

Practice using literary terms in context. 

Practice analyzing a story. 

Culture: literature and the movies. 


❑ Review aspects of literary style with the students such as 

point of view, repetition, mood, realism, fantasy, and so on. 

TEACH 

❑ Contexto 1, p. 455. TXT CD 15, track 3. Play audio and read the text along with students, pausing as 

necessary to assess comprehension. 

❑ Model the Estrategia on the board and ask students for comments. Use those comments as a basis for writing 

a critique of the story. Explain that the critique should include at least one sentence expressing agreement or 

disagreement with Laura’s comment. 

IEP Modification Help students with their critiques by having them complete simple agreement or disagreement 

statements. Model: Estoy de acuerdo con.... No estoy de acuerdo... 


❑ Comprensión del micro cuento, Activity 4, p. 456. Expand by having students write two additional questions 

based on the reading and have them exchange with a partner and discuss the answers. 

❑ Have students complete Activity 5, p. 456. Call on students for the answers. 

❑ Comparación cultural, p. 456. Have students read the text and answer the questions. Have them discuss any 

books they may have read that have been made into movies. Ask them which version they liked best. 


❑ Para y piensa, p. 456. Call on students to name the stories they chose. 




Plan 




p. 78 

Present 




Practice 


Assess 


URB 8, pp. 1, 3 

Teacher Tools 


Student Tools 






CMC.3.SIII.2.a, CLT.5.SIII.5, CNN.7.SIII.1 





OBJECTIVES 

Present and practice using past progressive tenses. 

Discuss events in the past and actions that were 

in progress at the same time. 

Recycle: Preterite vs. imperfect. 


❑ Presentación de gramática, p. 457. Review the 

present progressive in order to introduce the past 

progressive compound tense. 

TEACH 

❑ On the board, show students how to form the past progressive by conjugating several sample verbs with both 

the imperfect and the preterite of estar + the present participle, p. 457. 

❑ Explain that students can use the preterite form of the verbs continuar, seguir, and quedarse with the 

present participle to emphasize the continuation or start of an ongoing action, p. 457. 

IEP Modification As a memory aid, have students create flashcards with the present participle of several verbs, 

the imperfect form of estar, and preterite of commonly used verbs, to use in class and for homework. 


❑ Práctica de gramática, Activity 6, p. 458. Ask volunteers to read the completed text to the class. 

❑ Práctica de gramática, Activity 7, p. 458. Play TXT CD 15, track 4, and have students complete the exercise. 

Ask them to write sentences about three additional park activities. 



❑ Para y piensa, p. 459. Have students complete and turn in the activity to assess their mastery of the past 

progressive. 




Plan 



Transp. 24–25, 33–34 


p. 79 


ClassZone.com 

Present 



Transp. 10 


Practice 


Assess 


URB 8, pp. 4, 5, 10 

Teacher Tools 


Student Tools 






CMC.3.SIII.2.a, CMP.9.SIII.1 


¡AVANCEMOS! 

Unidad 8 Lección 1

¡AVANCEMOS! 



OBJECTIVES 


Understand and correctly produce the past 

progressive. 


❑ Review with students that a metaphor (metáfora) 

is a figure of speech in which a word or phrase 

denoting one kind of object or idea is used in place 

of another to suggest a likeness between them. 

Compare metaphors with similes (símil) and the 

use of the word como. 

TEACH 

❑ Contexto 2, p. 460. TXT CD 15, track 5. Have students scan the poem before playing the audio. 

❑ On the board, make a table as described in the Estrategia. Call on students to fill in the chart with the 

answers, p. 460. 


❑ Activity 10, Comprensión del poema, p. 461. Have students write two additional questions and exchange their 

papers with a partner to answer the questions. 

❑ Activity 11, p. 461. Have students draw pictures to accompany the sentences. 

❑ Activity, 12, p. 461. Have students work in pairs to complete the activity. Have students write a brief poem 

based on their results, including at least two instances of the past progressive. 

IEP Modification Assist students with Activities 10 –11 by starting sentences for them and asking them to fill in 

the missing information. Encourage them to consult their textbooks to find the necessary information. 


❑ Para y piensa, p. 461. Have students turn in their work for assessment. 




Plan 




p. 80 

Present 




Practice 


Assess 


URB 8, pp. 4, 6 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.c, CMC.2.SIII.5, CMC.3.SIII.1, 

CMC.3.SIII.2.a, CMC.3.SIII.2.b, CNN.7.SIII.1, 

CNN.7.SIII.2 





OBJECTIVES 

Practice using the subjunctive with conjunctions. 

Discuss when one event occurred in relation to 

another event. 

Recycle: Professions. 

Pronunciation: The letter y. 

Practice using conjunctions of time with the 

subjunctive and the indicative. 

Culture: Surrealist artist Roberto Matta Echaurren 


❑ Presentación de gramática, p. 462. Introduce the list of conjunctions and tell students to focus on the 

occurrence of one event in relation to another event. 

TEACH 

❑ Presentación de gramática, p. 462. Write all the relevant conjunctions on the board and explain which mood 

is used with each one. 

❑ Presentación de gramática, p. 462. When there are two possibilities, explain that the indicative is used to 

express that the outcome definitely occurred in the past, while the subjunctive is used to express that the 

outcome may occur in the future. 

❑ Pronunciación, p. 463. TXT CD 15, track 6. Play audio several times for students and then call on students to 

say the Trabalenguas to practice pronunciation of the letter y. 

IEP Modification Have students write the word “subjunctive” on one card and “indicative” on another. Then 

provide them with sentences using conjunctions of time and ask them to determine if the subjunctive or indicative is 

being used by holding up the appropriate card. 


❑ Activities 13–15, p. 463–464. Have students work in pairs to complete activities and call on them for the 

answers. 

❑ Activity 16, p. 464. Call on volunteers to read their responses to the letter. 

❑ Activity 17, p. 464. Read the Comparación cultural and call on students to answer the questions. Engage 

students in a discussion of surrealism and ask them to compare Matta and Dalí. 


❑ Para y piensa, p. 464. Call on students for answers to assess their mastery of conjunctions. 




Plan 



34–35 


Present 





Practice 



Assess 


pp. 7, 8, 11 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.i, CMC.3.SIII.2.a, CMC.3.SIII.2.d, 

CMC.3.SIII.6, CLT.5.SIII.3, CMP.9.SIII.1, 

CMP.9.SIII.3 


¡AVANCEMOS! 

Unidad 8 Lección 1

¡AVANCEMOS! 



OBJECTIVES 


Practice using and integrating grammar 



❑ Todo junto, p. 465. Read Resumen contextos 1 and 2 

aloud to prepare the students for Contexto 3. 

TEACH 

❑ Contexto 3, p. 465. TXT CD 15, track 7. Play audio and read text along with students, pausing to assess 


❑ Estrategia, p. 465. Have students expand their list of positive and negative expressions for reacting to 

literature. Give them an example to get them started. 

❑ Have students work in pairs and practice the dialog to present to the class. 


❑ Activity 18, p. 466. Have students summarize the action of Contexto 3 in one paragraph. 

❑ Play TXT CD 15, tracks 8–9, to have students complete Activity 19, p. 467. 

❑ Activity 20, p. 467. Have students turn in the completed book reviews and use the rubric provided to assess 

their compositions. 

IEP Modification Show students a text of the interview in Activity 19 before listening to the audio. Generate a 

list of problem vocabulary words on the board and review them with the students. 


❑ Para y piensa, p. 467. Ensure that students’ writing includes all the conjunctions with both the indicative and 







Plan 



Transp. 26–27, 35 


p. 82 

Present 




Practice 



ClassZone 


Assess 


URB 8, pp. 7, 9 

Teacher Tools 


Student Tools 







CMC.3.SIII.6 





OBJECTIVES 

Read a segment of a novel by Antonio Skármeta. 

Analyze the summary of the story. 

Culture: Antonio Skármeta and Pablo Neruda. 

Read about seasons in the opposite hemispheres. 


❑ Read the Nota cultural aloud to provide background on 

Antonio Skármeta and Pablo Neruda, p. 468. Ask them 

if they have seen the film Il Postino and to comment on 

the relationship between Mario and Neruda. 

TEACH 

❑ Lectura literaria, pp. 469 –471. Read aloud the excerpt from Ardiente paciencía, and then ask students to read 

it a few times on their own. Then play TXT CD 15 track 10. Encourage them to write down any questions 

they may have about the reading. 

❑ Conexiones, La geografía, p. 472. Read the selection aloud, pausing to assess comprehension. Use the En tu 

comunidad questions as a starting point for class discussion. 

IEP Modification Ask students yes/no questions to draw their attention to the most important points in the 

selection. For example, ¿El ecuador divide los hemisferios oeste y este?, ¿Norte y sur? 


❑ Lectura literaria, p. 468. Have students create a chart to list new expressions, cognates with English, and 

expressions of emotions. Have them create a second chart with the headings Metáfora and Símil and list five 

items from the excerpt under each heading. 

❑ Lectura literaria, pp. 469–471. Have students answer the Reflexiona and A pensar questions as you read the 

story. 

❑ Display a map of the world and have students locate the places mentioned in the selection, as well as the 

Tropics of Capricorn and Cancer, p. 472. 


❑ Para y piensa, p. 471. Have students answer the ¿Comprendiste? questions and help slower learners by 

writing incomplete answers to the questions on the board. Use the ¿Y tú? questions to stimulate class 

discussion. 




Plan 



36–37 


p. 83 


Teacher Tools 


Student Tools 






CMC.3.SIII.1, CNN.7.SIII.1, CNN.7.SIII.2 

Present 


Practice 


LPT CD 2 track 6 




¡AVANCEMOS! 

Unidad 8 Lección 1

¡AVANCEMOS! 



OBJECTIVES 




and grammar. 

TEACH 



❑ Repaso de la lección, pp. 474–475. Write complete sentences on the board that contain a past progressive 

phrase or a conjunction of time with the subjunctive, in the wrong order. Call on students to fix the sentences. 


❑ Repaso de la lección, Activity 1, p. 474. Play TXT CD 15, track 11, and have students complete Activity 1. 

❑ Complete review Activities 2–5, pp. 474–475. Have students work individually and then have them pair up 

with a partner after each activity to check their answers. 

IEP Modification Preview the questions in Activity 1 and ask students to identify the participants. Ask them to 

read the questions and to highlight key phrases such antes de que or cuando that indicate what specific information 

the answers should contain. 


❑ Homework: Study En resumen, p. 473; Cuaderno, pp. 355–357, WB CD 4, tracks 25–30 and pp. 361–366; 




Plan 



Transp. 27, 35–39 


p. 84 

Present 



Practice 




Assess 



pp. 278–284, Test CD 4, tracks 19–20. 


pp. 278–284, Test CD 4, tracks 19–24. 



tracks 19–24. 

Teacher Tools 


Student Tools 












OBJECTIVES 

Introduce lesson theme: El drama. 

Culture: student theater in Argentina. 

Present and practice vocabulary: words to help 

interpret a short play. 


Talk about aspects of writing and performing a drama. 


❑ Ask students if they enjoy the theater, what kind of theater they prefer, and if they have ever written, 

performed, or worked backstage in a play. 

TEACH 

❑ Presentación de vocabulario, pp. 478–479. Present all new vocabulary orally and on the board. Have students 

practice saying all the words and phrases, and then write them in their notebooks. 

❑ Play Audio Program, TXT CD 16, tracks 1–2, for the students, pausing to assess comprehension. 

❑ Review answers to Activities 1–2, p. 480, with students, using UTB 8 Transp. 28. 


❑ Lesson Opener, pp. 476–477. Have students look closely at the photo on pp. 476–477 and ask them to read the 

Comparación cultural and respond to the Exploring the Theme and ¿Qué ves? questions. 


❑ Práctica de vocabulario, p. 480. Have students complete Activities 1–2 and call on students for answers. 

IEP Modification Ask students to draw a picture to represent one of the theater-related terms on the board while 

other classmates guess the word. 


❑ Para y piensa, p. 480. Expand activity with other theater persons such as el director, los técnicos, and so on. 





Plan 



p. 85 

Present 



TPRS, pp. 106–112 




Practice 


Assess 


URB 8, pp. 12–13 


Transp. 28, 40–41 











¡AVANCEMOS! 

Unidad 8 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Understand vocabulary related to 

expressing opinions. 

Practice expressing opinions in context. 

Practice using past tense forms. 

Practice describing people. 

Culture: Carnaval in Uruguay. 


❑ Explain to students that an opinion (cognate with opinión) is a view or an appraisal formed in the mind about 

a particular matter. Explain that they will be identifying both positive and negative opinions about 

Christopher Columbus. 

TEACH 

❑ Contexto 1, p. 481. TXT CD 16, track 3. Read through the play as a class, then play audio for students, 

pausing to assess comprehension. 

❑ Review the Reading Strategy and ensure all students understand what they should include on the chart, 

p. 481. 

IEP Modification Have students work in pairs to review the text and have them generate a list of problem words. 

Write the words on the board and review them with students. 


❑ Comprensión de la obra de teatro, Activity 3, p. 482. Have students write two additional sentences about 

Columbus based on the text, and two other sentences that have the same meaning as the first two. 

❑ Activity 4, p. 482. Have students work in pairs. Ask one student to write a positive description, and the other 

a negative description. Have them change perspectives and then compare their results. 

❑ Have students read the Comparación cultural, p. 482, and discuss the answers to the Essential Question and 

the Compara con tu mundo section as a class. 


❑ Para y piensa, p. 482. Expand activity by having students write their opinions about the persons listed. 




Plan 




p. 86 

Present 




Practice 


Assess 


URB 8, pp. 12, 14 

Teacher Tools 


Student Tools 






CMC.3.SIII.2.a, CLT.4.SIII.3, CLT.5.SIII.5, 

CLT.6.SIII.3 





OBJECTIVES 

Present se and indirect object pronouns. 

Practice using se to express accidental 

occurrences. 

Tell about things that have happened to 

people unexpectedly. 


❑ Presentación de gramática, p. 483. Introduce 

and explain the use of reflexive and indirect 

object pronouns to express accidental or unplanned occurrences. 

TEACH 

❑ Presentación de gramática, p. 483. Explain that the reflexive pronoun is combined with the indirect object 

pronoun to indicate that the person is not responsible for the action. 

❑ Write the following sentence on the board in English: “She dropped a piece of paper on the street.” Indicate 

that this would be equivalent to Ella tiró un papel en la calle or A ella se le cayó un papel en la calle, 

depending on whether one wishes to indicate intention or an accident. 

❑ Activity 7, p. 485. TXT CD 16, track 4. Play audio and ensure students use reflexive and indirect object 

pronouns in their answers. 

IEP Modification Give students a series of verbs and have then complete them with the reflexive and indirect 

object pronouns. Make sure they place the accent mark correctly in each instance. 


❑ Práctica de gramática, p. 484. Have students work in pairs to complete Activities 5 and 6. Have them take 

turns in each role. 

❑ Activity 8, p. 485. Have students write their own ad with verbs that describe unexpected events. 


❑ Para y piensa, p. 485. Call on students for the answers to assess their use of the reflexive pronoun. 




Plan 



Transp. 28–29, 41–42 


p. 87 


ClassZone.com 

Present 



Transp. 12 


Practice 


Assess 


URB 8, pp. 15–16 

Teacher Tools 


Student Tools 





CMC.2.SIII.1, CMC.3.SIII.2.a, CMP.9.SIII.1, 

CMP.9.SIII.3 


¡AVANCEMOS! 

Unidad 8 Lección 2

¡AVANCEMOS! 



OBJECTIVES 

Develop listening, reading, speaking, and 

writing skills. 

Understand and correctly use se to explain 

unplanned occurrences. 


❑ Review the use of se to explain unexpected 

occurrences, and then complete the Warm Up, 

using UTB Transp. 21, p. 486. 

TEACH 

❑ Ask volunteers to read each part of the dialog aloud while others read along, pausing as necessary to assess 

comprehension, p. 486. 

❑ Contexto 2, p. 486. TXT CD 16, track 5. Play audio and have students take notes while they listen. Ask them 

to paraphrase the most important ideas. 

IEP Modification Ask students several yes/no questions to check for comprehension; for example, ¿Se sabe 

mucho de Colón?, ¿Era curioso?, and so on. If students answer incorrectly, review the corresponding section. 


❑ Have students scan the reading to complete the Estrategia exercise, p. 486. 

❑ Have students work in pairs to complete Activities 9–10, p. 487. Invite them to invent an additional situation 

and explain what they would do in that situation. 

❑ Activity 11, p. 487. Have them include Columbus’s return to Spain in their scenes and then have them read the 

scenes to the class. 


❑ Para y piensa, p. 487. Discuss student responses to assess their mastery of reflexive and indirect object 

pronouns. 




Plan 




p. 88 

Present 




Practice 


Assess 


URB 8, pp. 15, 17, 21 

Teacher Tools 


Student Tools 






CMC.3.SIII.1, CMC.3.SIII.2.d, CMC.3.SIII.4 





OBJECTIVES 

Review and practice using various contexts for the 

subjunctive. 

Express opinions, wishes, and doubts about literary texts. 

Practice using the subjunctive to discuss literary texts. 

Recycle: literary vocabulary. 

Pronunciation: The letter z. 

Culture: Learn about the Teatro Colón. 


❑ Presentación de gramática, p. 488. Review various 

contexts for the subjunctive. 

TEACH 

❑ Presentación de gramática, p. 488. Write charts to demonstrate uses of the subjunctive on an overhead and 

add an example to each. For example: expression of hope, doubt, influence, emotion + que + different 

subject + subjunctive/Espero + que + el autor + escriba más libros. 

❑ Pronunciación, p. 489. TXT CD 16, Track 6. Play audio and call on each student to read the Refrán to assess 

pronunciation of the letter z. 

IEP Modification As a memory aid, play a game in which you write sentences with the subjunctive on the board, 

mixing up the order of the words. Then ask students to write the sentence in the correct order in their notebooks. 



❑ Activity 14, p. 490. Have students turn in work for assessment. 

❑ Activity 15, Comparación cultural, Los teatros, p. 490. Read the passage and discuss the question with 

students. Have them discuss theatres in their local area and in the U.S, using the Compara con tu mundo 

section as a starting point. 


❑ Para y piensa, p. 490. Call on students to assess their answers. 

❑ Ongoing Assessment, p. 490. For additional practice, use Reteaching Copymasters, URB 8, pp. 18–19, 22. 



Plan 



42–43 


Present 



Practice 



Assess 


pp. 18, 19, 22 

Teacher Tools 


Student Tools 






CMC.2.SIII.2.i, CMC.3.SIII.1, CMC.3.SIII.2.c, 

CLT.5.SIII.1, CMP.9.SIII.1, CMP.9.SIII.3 


¡AVANCEMOS! 

Unidad 8 Lección 2

¡AVANCEMOS! 



OBJECTIVES 


Practice using and integrating lesson grammar 



❑ Discuss with students what it is like to explore 

a new place. Then expand the discussion to 

Columbus and his exploration of the New World. 

TEACH 

❑ Contexto 3, p. 491. TXT CD 16, track 7. Review Contextos 1 and 2 aloud and then play audio as students read 

along. Ask students to take notes on reasons for and against Columbus going on his trip. 

❑ Activity 18, p. 493. TXT CD 16, tracks 8–9. Before playing the audio, model a chart on the board with the 

headings Campos and Ríos and the subheadings Positivo/negativo y ¿Por qué? to help students organize 

their thoughts in order to complete the activity. 

IEP Modification To ensure students have understood the Contexto, ask them several comprehension questions 

about the story. Paraphrase any parts of the text that prove difficult for them to comprehend. 


❑ Activity 16 , p. 492. Have students complete the exercise and then call on them to answer questions to assess 


❑ Activity 17, p. 492. Have students work in pairs and then present their results to the class. 

❑ Activity 19, p. 493. Have students turn in their work for assessment. 








Plan 



Transp. 30–31, 43 


p. 90 

Present 




Practice 



ClassZone 


Assess 


URB 8, pp. 18, 20 

Teacher Tools 


Student Tools 









CMC.3.SIII.6 





OBJECTIVES 

Read a segment of a play by Adela Basch. 

Analyze the action in the story. 

Culture: Adela Basch, Cristóbal Colón. 

Write an autobiography. 


❑ Read the Nota cultural to provide background for students, p. 494. Discuss what challenges Columbus’s 

journey presents and what rewards he hopes to obtain from the venture. 

TEACH 

❑ Review the Vocabulario para leer, p. 494, with the class and have them use each word in a sentence. Then 

collect the sentences and read some aloud, omitting the vocabulary words. Have students guess the missing 

words. 

❑ Audio Program, TXT CD 16, track 10, pp. 495–497. Play audio, pausing as necessary to assess 

comprehension. On the board, break down the sequence of events in the play to help students answer 

comprehension question. 

❑ Escritura, p. 498. Read the page aloud as a class and model a timeline on the board, using examples from your 

own life. 


❑ Have students answer the Reflexiona and A pensar questions on pp. 495–496 as they read the story, and then 

have them work with a partner to complete the Estrategia, p. 494. 

❑ Divide students in groups of 3 –4. Ask the groups to write a dialog between Columbus and the King and 

Queen of Spain. Have the groups present the dialog to the class, p. 496. 

❑ Escritura, p. 498. Have students complete sections 1–3 and have them peer-review the completed 

compositions before turning them in. 

IEP Modification Pair weaker and stronger students and have them brainstorm ideas together for step 2 of the 

Escritura activity. Then have them complete the diagrams individually and exchange papers to check each other’s 

spelling and grammar. 


❑ Para y piensa, p. 497. Have students answer the ¿Comprendiste? questions and call on them to assess their 

answers, then use the ¿Y tú? questions as point of departure for class discussion. 




Plan 



44–45 


pp. 91–92 


Teacher Tools 


Student Tools 








Present 


Practice 

Lecturas para todos, pp. 103–110, LPT 

CD 2, track 7 




¡AVANCEMOS! 

Unidad 8 Lección 2

¡AVANCEMOS! 



OBJECTIVES 




and grammar. 

TEACH 



❑ Review the use of reflexive and indirect object pronouns to express unintentional occurrences and the use of 

the subjunctive in various contexts, pp. 499–501. 

❑ Review the Comparación cultural, p. 501, and discuss answers as a class. 


❑ Repaso de la lección, Activity 1, p. 500. Play Audio Program TXT CD 16, track 11, to complete the activity. 

❑ Have students complete review Activities 2–5, pp. 500–501. 

IEP Modification Show students the script for Activity 1. Ask them to read the script on their own and highlight 

any parts they do not understand. Review the problem areas as a class. 


❑ After the students have completed Activities 1–5, review the answers on the board or on overhead 

Transparency 31, p. 501. 

❑ Homework: Cuaderno, pp. 378–380, WB CD 4, tracks 35–40 and pp. 384–389; Cuaderno para 

hispanohablantes, pp. 387–389. 



Plan 



Transp. 31, 43–47 


p. 93 

Present 




Practice 



Assess 









Teacher Tools 


Student Tools 











pp. 502–507 

OBJECTIVES 

Read descriptions of students’ favorite authors. 

Students describe an important author from 

their country. 

Compare the students’ authors with those 

described by the two students. 

Introduce the final mission of the Desafío. 

Unit Culmination. 


❑ Explain the meaning of the term cuna (cradle 

or birthplace) and have students brainstorm topics 

suggested by the term and list them on the board. 

TEACH 

❑ Comparación cultural, pp. 502–503. Play Audio Program: TXT CD 16, track 12, and have students follow 

along in their text. 

❑ Gran Desafío, pp. 504–505. Review the clues together with students and play Gran Desafío Video DVD 3. 

❑ Repaso inclusivo, pp. 506–507. Review the En resumen pages in Unit 8 to prepare students for Activities 1–7. 

IEP Modification Comparación cultural, pp. 502–503. Have students create a list of useful vocabulary before 

they begin their essays. Allow them to focus on any writer or publication they enjoy. 


❑ Comparación cultural, p. 502. Have students research and organize their materials and ask them to 

incorporate the Compara con tu mundo questions into their essays. 

❑ Gran Desafió, pp. 504–505. Ask students to take notes while the video is playing and then answer the Mira el 

video: Toma apuntes and Después del video questions. 

❑ Repaso inclusivo, pp. 506–507. Play TXT CD 16, track 13, and complete Activity 1. 


❑ Comparación cultural, p. 502. Assess student essays using the rubric provided on p. 503. 



❑ Final Exam, On-level Assessment, pp. 400–409. Test CD 4, tracks 37–38. 


Plan 



Present 



Practice 



Transp. 14–15, pp. 1–2 


Assess 






pp. 308–314, HL CD 6, tracks 31–36 

Final Exam, Modified Assessment, pp. 314–323, 


Final Exam, Pre-AP Assessment, pp. 314–323, 


Final Exam, Heritage Learners Assessment, 

pp. 320–329, HL CD 6, tracks 37–42 

Teacher Tools 


Student Tools 







CMC.2.SIII.2.c, CMC.2.SIII.2.d, CMC.2.SIII.2.e, 

CMC.2.SIII.2.f, CMC.2.SIII.2.g, CMC.2.SIII.2.h, 


CMC.2.SIII.6, CMC.3.SIII.2.a, CMC.3.SIII.2.c, 


CMC.3.SIII.6, CLT.4.SIII.1, CNN.7.SIII.1, 



¡AVANCEMOS! 

Unidad 8 Lección 2


Instructional Modifications for At-Risk Language 

Learners 

Name of Student ____________________________________________ Class ________________________ 

Week Starting ____________________________________________________ 

The following modifications have been made for this student: 

Make Classroom Accommodations 

Accommodation ✔ 

Provide a simple study guide for the day’s activities. 

Present major points orally and on overheads simultaneously. 

Provide guided pair work activities to practice / reinforce a concept, pair stronger / weaker 

language learners. 

Task-analyze the concept to be learned and talk students through the sequence of steps needed 

to master the concept (especially important in teaching grammar concepts). Have written 

samples to show. 

Require students to keep a notebook and help them organize it. 

Speak slowly and with clear pronunciation, using same phrases repeatedly. Print out the 

material and distribute it so students can follow along by pointing at each word as you speak. 

Provide daily structured written reviews of material covered that day. 

Use verbal / visual (pictorial) mnemonic devices to assist in memory; let students design their 

own mnemonic devices and discuss value of this strategy. 

Write vocabulary words on the board as you say them slowly sound by sound and / or syllable 

by syllable; students repeat each word slowly three times, and write each word in their 

notebooks. 

Develop a routine where the class slowly repeats a new multisyllabic vocabulary word after you 

say it and then says the word slowly syllable by syllable as they tap out each syllable. 

Use color coding to illustrate grammar rules (e.g., pair blue verb stems with red endings); ask 

students to explain the grammar rule as they practice matching verb stems with endings. 

Provide a list with explanations of “Key Words” or “Clue Words” (such as completa, habla, 

escucha, imagínate, describe, explícale, etc.) as a tool to decode direction lines. 

Use the modelos for each activity so that students have a clear understanding of what they are 

expected to do. 

Confirm students’ understanding of the task by having them repeat directions orally. 

Have a peer restate the directions to a task so that students have another discrete delivery and 

greater chance of correctly internalizing the directions. 

Use the bookmarks in the back of the Cuaderno and Cuaderno para hispanohablantes as a 

study guide. 

Use devices such as games, movement, music, mnemonic devices, jingles, and stories for 

review and practice so that students have a variety of sensory memory aids. (Total Physical 

Response Storytelling, Sing-Along Audio CD) . 

Other: 

¡Avancemos! 

Level 3 Instructional Modifi cations for At-Risk Language Learners 

165

166 

Other: 

Other: 

Customize Materials 

Skill focus: L = Listening R = Reading O = Organization 

S = Speaking W = Writing 

Skill 

focus 

L Provide Audio CD so student can replay as often as he / she needs. 

L, R Provide printed Audioscript so student can follow along during listening activities. 

L Provide DVD so student can replay as often as he / she needs. 

L, R Provide student with Videoscript so he / she can follow along during viewing 

activities. 

L, S Administer Vocabulary Quizzes orally. 

L, S Administer Grammar Quizzes orally. 

R, W Assign Cuaderno, Level A activities. 

L, R, W Assign @HomeTutor Level A activities (on CD-ROM or online). 

R Use Lecturas para todos for reading comprehension support. 

R Project the Power Presentations CD-ROM. 

R Use Grammar Presentation Transparencies. 

L Play Sing-Along Audio CD. 

R Allow flashcards to practice and review so students have visual reminders of key 

information. Students can make their own or use the Vocabulary flashcards on 


L Establish a listening goal and work with the student to help him or her choose how 

to achieve that goal. Choices may include: 

DVD and accompanying Video Activities in the Unit Resource Book, Audio 

CD, Escuchar activities in the Pupil Edition, Cuaderno, Cuaderno para 

hispanohablantes, and @HomeTutor. 

S Establish a speaking goal and work with the student to help him or her choose 

how to achieve that goal. Choices may include: Conversation Cards or Learning 

Scenarios on Classzone.com, and projects in the Teacher Edition. 

R Establish a reading goal and work with the student to help him or her choose how 

to achieve that goal. Choices may include: Lectura or Lectura cultural in the Pupil 

Edition or Lectura para todos, Lectura activities on the @HomeTutor, or Reading 

A, B, or C in Cuaderno. 

W Establish a writing goal and work with the student to help him or her choose how to 

achieve that goal. Choices may include: Comparación cultural in the Pupil Edition, 

or WebQuests on Classzone.com. 



✔ 



L, S, R, 

W 

L, S, R, 

W 

Establish a vocabulary practice goal and work with the student to help him or her 

choose how to achieve that goal. Choices may include Vocabulario A, B, or C in 

Cuaderno, Flashcards on Classzone.com, activities in the Pupil Edition, the @ 

HomeTutor, or vocabulary songs on the Sing-Along Audio CD. 

Establish a grammar practice goal and work with the student to help him or her 

choose how to achieve that goal. Choices may include: Gramática A, B, or C 

in Cuaderno, Gramática on the @HomeTutor, activities in the Pupil Edition, 

Grammar Presentation Transparencies, grammar songs on the Sing-Along Audio 

CD, or Power Presentations CD-ROM. 

Other: 

Other: 

Other: 

Manage behavior 

Set up explicit class routines and schedules and alert students in advance of any change so that 

expectations are clear and students are not unduly surprised or frustrated by changes. 

Use Absent Student Copymasters to provide a checklist of materials needed in class so 

students will have help remembering and be able to focus on the essentials of any lesson or 

activity. These can also function as short-term contracts so that students are more likely to 

maintain focus and remain motivated. Use short-term contracts so that students have frequent 

opportunities to confirm successful learning and behaviors. 

Use the Warm Up Transparencies at the beginning of class to help students focus and make 

the transition to their Spanish class. 

Pair students with good role models in pair work so that they can learn by peer example. 

Build frequent breaks or movement into the class periods so that students maintain interest and 

energy. 

Give active students roles such as handing out and collecting materials, rearranging chairs, 

and running errands. This way they learn the importance of responsible contributions to the 

classroom as a whole and are less restless. 

Teach students polite code words or phrases that they can use so that they can signal when they 

may not have seen or heard important information. Demonstrate when and how to use these 

signals effectively. 

Provide a clear view of and close proximity to speakers so that students see and hear everything 

they need in order to participate successfully in class. 

Give students private space for independent study when appropriate so they are not distracted by 

other classroom activities. The @HomeTutor works well for independent study. 

Have frequent one-on-one conferences so that students know that learning is an ongoing process 

and that their performance will be evaluated consistently. 

Explain all evaluation and grading requirements and procedures clearly so that students can 

learn to respect reliability and know what to work for. Provide students with the grading rubrics 

beforehand. 

Send daily and / or weekly progress notes home. Use the Family Letters and Family 

Involvement Activities in the Unit Resource Book so that the reinforcement process 

consistently involves the parents as well. 



✔ 

167

168 

Increase frequency of feedback so that students are not discouraged or frustrated by delay 

between the time they complete a task and the time they are evaluated. The @HomeTutor 

provides students with immediate feedback. 

Have students complete the Para y piensa review at the end of each section so that they can see 

that they have achieved the section objectives and celebrate their accomplishments. 

Provide reading, writing, listening, and speaking activities for each lesson so that students have 

opportunities for multiple input / output of information. 

Other: 

Other: 

Other: 

Alter assignments 

Allow students to demonstrate understanding by providing oral response in addition to written 

completion of assignments. 

Use fill-in-the-blank rather than written-answer practice and review questions for students 

who have difficulty writing, so they have adequate opportunity to concentrate on essential 

information and perform successfully. 

Allow students to start an assignment earlier or finish it later as needed, so they have added 

opportunities to succeed and demonstrate understanding. 

Special projects in lieu of assignments: 

Reduced assignments: 

Other: 

Other: 

Other: 

Assessment 

Use short, frequent quizzes such as the Vocabulary and Grammar Quizzes so that students 

can maintain better focus and concentration and have frequent opportunities to experience 

success. 

Use the Test Generator or McDougal Littell Assessment System to group questions into 

smaller sections, for example, three instead of five or five instead of ten, and use separate 

directions for each group of questions so that students more easily maintain focus and more 

authentically express their acquired knowledge. 

Group similar types of questions together. For example, all questions that ask students to 

“define” something should be grouped together, so that students get comfortable with one 

question type before being expected to change to another. 



✔ 

✔ 



Allow students to use computer test programs such as McDougal Littell Assessment System 

or word processing for assessment purposes so that students who have difficulty writing have 

appropriate opportunities to succeed and demonstrate content mastery. 

Provide a “mini-word bank” under the blank or provide a word bank for each test section so that 

students have clear and easy-to-access choices. 

Use the Audioscript to read the Listening Comprehension portions of the test at a slower speed. 

Provide enlarged copies of tests to students with vision problems. 

Allow students with hearing problems to do listening portions of tests using headphones so they 

can adjust the volume to suit their hearing. 

Provide large blanks for fill-in-the-blank questions so that students with sight and / or motorcontrol 

problems have adequate and appropriate opportunities to enter or mark answers legibly. 

Modify your standard test by circling targeted items that the student must answer to demonstrate 

mastery of core content. 

Permit breaks during tests so that students can more easily maintain concentration and do not 

become frustrated by the test-taking situation. 

Allow untimed testing so that a sense of being rushed does not interfere with an authentic 

representation of knowledge. Allow students to start earlier or finish later as needed so they 

have appropriate opportunities to demonstrate authentic content mastery. 

Other: 

Other: 



169

170 

Instructional Modifications for At-Risk Language 

Learners 

Name of Student ____________________________________________ Class ________________________ 

Week Starting ___________________________________________________ 

The following modifications have been made for this student: 

Accommodations: 

Customize Materials: 

Manage Behavior: 

Alter Assignments: 

Assessment: 





STRAND: COMMUNICATION 

McDougal Littell 

¡Avancemos! 3tres ©2007 

correlated to the 

Arkansas 

Foreign Language 

Curriculum Framework 

Spanish III 

Standard 1: Students shall process oral, written and/or visual messages in Spanish (interpretive). 

CMC.1.SIII.1 Interpret the principal message and cultural nuances of environmental print, gestures and 

intonation (e.g., advertisements, street signs, body language). 

PE/TE: 2-3, 6-7, 12-13, 20-21, 32-33, 58-59, 55, 73 (Activity 18), 92-93, 95, 119, 121, 

133 (Activity 18), 155, 181, 204-205, 215, 227 (Activity 18), 253 (Activity 18), 275, 

301, 313 (Activity 18), 347 (Activity 18), 361, 392-393, 395, 407 (Activity 19), 421, 

433 (Activity 20), 442-443 

CMC.1.SIII.2 Use reading and listening strategies to enhance comprehension. 

PE/TE: 35 (Estrategia), 40 (Estrategia), 61 (Estrategia), 66 (Estrategia), 71 (Estrategia), 

74(Estrategia), 82 (Estrategia), 95 (Estrategia), 100 (Estrategia), 105 (Estrategia), 

108 (Estrategia), 121 (Estrategia), 126 (Estrategia), 131 (Estrategia), 









468 (Estrategia), 486 (Estrategia), 491 (Estrategia) 

CMC.1.SIII.3 Examine main ideas and supporting details from a variety of authentic and/or adapted literary 

texts or expository texts and conceptualized visuals. 

PE/TE: 51 (Para y piensa), 77, 82-83, 111 (Para y piensa), 137 (Para y piensa), 142-143, 

171 (Para y piensa), 197 (Para y piensa), 202-203, 231 (Para y piensa), 257 (Para 

y piensa), 262-263, 291 (Para y piensa), 317 (Para y piensa), 322-323, 351 (Para y 

piensa), 377 (Para y piensa), 382-383, 411 (Para y piensa), 437 (Para y piensa), 442- 

443, 471 (Para y piensa), 497 (Para y piensa), 502-503 

CMC.1.SIII.4 Identify main ideas and supporting details from a variety of authentic auditory sources, with 

or without visual clues (e.g., CDs, radio, television, podcasts). 



171

172 

PE/TE: 18 (Activity 16), 22 (Activity 19), 38 (Activity 6), 64 (Activity 6), 66, 80 (Activity 

1), 86 (Activity 1), 94 (Activity 1), 129 (Activity 13), 184 (Activity 7), 

200 (Activity 1), 224 (Activity 15), 244(Activity 5), 283 (Activity 13), 

309 (Activity 13), 346 (Activity 16), 369 (Activity 13), 372 (Activity 17), 

403 (Activity 13), 406 (Activity 17), 424 (Activity 8), 440 (Activity 1) 

CMC.1.SIII.5 Identify proverbs, colloquialisms and complex idiomatic expressions (e.g., quizás, tal vez, 

ojalá). 

PE/TE: 40 (También se dice), 95 (También se dice), 160 (También se dice), 191 (También 

se dice), 220 (También se dice), 251 (También se dice), 254 (Vocabulario para leer), 

254 (Nota cultural), (También se dice), 286 (También se dice), 

335 (También se dice), 372 (También se dice), 406 (También se dice), 

432 (También se dice), 466 (También se dice) 

CMC.1.SIII.6 Draw inferences based on oral, written and/or visual messages. 

PE/TE: C2-C3 (Comparación cultural), C4-C5 (Comparación cultural), 

C6-C7 (Comparación cultural), C8-C9 (Comparación cultural), 





35 (Estrategia), 38 (Comparación cultural), 44 (Activity 16), 45 (Estrategia), 

51 (Para y piensa), 64 (Comparación cultural), 70 (Activity 16), 71(Estrategia), 

77 (Para y piensa), 84-85, 92-93 (A responder), 98 (Comparación cultural), 

104 (Activity 16), 105 (Estrategia), 111 (Para y piensa), 121 (Estrategia), 

124 (Comparación cultural), 130 (Activity 16), 131 (Estrategia), 137 (Para y piensa), 

144-145, 155 (Estrategia), 156 (Comparación cultural), 164 (Activiy 16), 165 (Estrategia), 

171 (Comprendiste), 184 (Comparación cultural), 190 (Activiy 16), 191 

(Estrategia), 197 (Para y piensa), 205 (Mira el video), 219 (Comparación cultural), 

224 (Activiy 16), 225 (Estrategia), 231 (Para y piensa), 239 (A responder), 241 

(Estrategia), 251 (Estrategia), 257 (Para y piensa) 

CMC.1.SIII.7 Interpret the principal message of tone, pitch and emotion in oral communication (e.g., humor, 

regional accents). 

PE/TE: Opportunities to address this standard can be found on the following pages: 

45, 61, 65 (Activity 9), 66, 71, 73 (Activity 18), 98 (Activity 6), 100, 105, 

107 (Activity 18), 118, 121, 126, 131, 155, 160, 165, 181, 184 (Activity 7), 186, 215, 

220, 225, 241, 244, 246, 247 (Activity 10), 251, 280, 285, 306, 311, 335, 

341 (Activity 11), 361, 366, 395, 400, 421, 431 

CMC.1.SIII.8 Follow multi-step directions for unfamiliar concepts and situations (e.g., testing instructions, 

manuals, forms). 

PE/TE: 52 (Proyecto), 78 (Escritura), 82 (Lectura y escritura), 85 (Mira el video), 

101 (Activities 11-12), 103 (Activities 13-14), 107 (Activity 19), 

124-125 (Activities 7-9), 127 (Activities 11-12), 138 (Escritura), 142 (Lectura y 

escritura), 145 (Mira el video), 172 (Proyecto), 198 (Escritura), 202 (Lectura y escritura), 

205 (Mira el video), 258 (Escritura), 262 (Lectura y escritura), 

265 (Mira el video), 292 (Conexiones), 112 (Proyecto), 138 (Escritura), 

172 (Proyecto), 198 (Escritura), 205 (Mira el video), 232 (Proyecto), 

258 (Escritura), 262 (Lectura y escritura), 265 (Mira el video), 292 (Proyecto), 








502 (Lectura y escritura), 505 (Mira el video) 



173

174 

Standard 2: Students shall interact verbally and/or in writing in Spanish (interpersonal). 

CMC.2.SIII.1 Sustain original conversation about familiar or general topics. 

PE/TE: 4 (Activity 1), 14 (Activity 12), 39 (Activity 8), 41 (Activity 12), 65 (Activity 9), 70 

(Activity 14), 99 (Activity 8), 125 (Activity 9), 159 (Activity 9), 185 (Activity 9), 


245 (Activity 8), 341 (Activity 11), (Activity ), 360 (Activity 2), 370 (Activity 15), 


459 (Activity 9), 489 (Activity 13) 

CMC.2.SIII.2 Communicate using multiple tenses and moods in context: 

present indicative. 

PE/TE: 219 (Activity 9), 223 (Activity 14), 245 (Activity 8), 429 (Activity 15) 

immediate future. 

PE/TE: 156 (Activity 5), 310 (Activity 15) 

progressive tenses. 

PE/TE: 458 (Activity 7), 459 (Activities 8-9), 461 (Activities 11-12) 

preterite. 

PE/TE: 39 (Activity 8), 41 (Activity 12), 70 (Activity 14), 310 (Activity 15), 

341 (Activity 10), 398 (Activities 7-8), 414 (Activity 3) 

imperfect. 

PE/TE: 65 (Activity 9), 70 (Activity 14), 398 (Activities 7-8), 404 (Activity 15), 

429 (Activity 14) 

future. 

PE/TE: 159 (Activities 8-9), 369 (Activity 14), 370 (Activity 15) 

conditional. 

PE/TE: 310 (Activity 15) 

perfect tenses. 

PE/TE: 344 (Activity 14), 365 (Activity 9), 404 (Activity 15), 429 (Activity 15) 

subjunctive mood. 

PE/TE: 185 (Activities 8-9), 187 (Activity 11), 189 (Activities 12-14), 201 (Activity 4), 218 

(Activity 8), 223 (Activity 14), 244 (Activity 7), 245 (Activity 8), 


CMC.2.SIII.3 Support opinions, viewpoints and personal preferences using correct register. 

PE/TE: 39 (Activity 9), 70 (Activity 16), 73 (Activity 19), 78, 96 (Para y piensa), 

104 (Activity16), 112, 124 (Comaparción cultural),133 (Activity 19), 138, 






187 (Activity 11),193 (Activity 19), 197 (Para y piensa), 216 (Activity 5), 

231 (Para y piensa), 245 (Activity 8), 291 (Para y piensa), 327 (Activity 4), 

362 (Comparación cultural), 387 (Activity 7), 407 (Activity 20), 433 (Activity 21), 


CMC.2.SIII.4 Employ circumlocution skills to exchange information about unfamiliar topics. 

PE/TE: Opportunities to address this Standard can be found on the following pages: 

9 (Activity 7), 11 (Activity 9), 14 (Activity 12),39 (Activity 8), 41 (Activity 12), 51 

(Para y piensa), 65 (Activity 9), 87 (Activity 5), 96 (Para y piensa), 

103 (Activity 14), 124 (Comaparción cultural), 129 (Activity 14), 146 (Activity 2), 

147 (Activity 5), 154 (Activity 3), 159 (Activities 8-9), 161 (Activity 12), 

187 (Activity 11), 197 (Para y piensa), 216 (Activity 5), 218 (Activity 8), 

231 (Para y piensa), 242 (Activity 4), 245 (Activity 8), 291 (Para y piensa), 

302 (Activity 5), 339 (Activity 7), 370 (Activity 16), 399 (Comparación cultural), 


CMC.2.SIII.5 Discuss reactions to literary and multimedia sources. 

PE/TE: 32-33 (A responder), 35 (Estrategia), 45 (Estrategia), 51 (Para y piensa), 58-59 (A 

responder), 71(Estrategia), 77 (Para y piensa), 84-85, 92-93 (A responder), 

105 (Estrategia), 111 (Para y piensa), 119 (A responder), 121 (Estrategia), 

131 (Estrategia), 137 (Para y piensa), 144-145, 155 (Estrategia), 165 (Estrategia), 

171 (Comprendiste), 191 (Estrategia), 197 (Para y piensa), 205 (Mira el video), 225 

(Estrategia), 231 (Para y piensa), 239 (A responder), 241 (Estrategia), 

251 (Estrategia), 257 (Para y piensa), 272-271 (A responder), 280 (Estrategia), 

291 (Para y piensa), 340 (Estrategia), 350-351 (Para y piensa), 392-393 (A responder), 

409-411 (Para y piensa), 435-437 (Para y piensa) 

CMC.2.SIII.6 Use persuasion to advocate a position. 

PE/TE: 34 (Activity 2), 51 (Y tú), 77 (Y tú), 107 (Activities 18-19), 115 (Activity 4), 

130 (Activity 16), 133 (Activity 19), 138, 146 (Activity 3), 147 (Activity 4), 

164 (Activity 16), 164 (Activity 19), 171 (Y tú), 193 (Activity 19), 198, 231 (Y tú), 

253 (Activity 19), 257 (Y tú), 267 (Activity 6), 326 (Activity 3), 327 (Activity 7), 




175

176 

Standard 3: Students shall present to an audience of listeners and/or readers in Spanish 

(presentational). 

CMC.3.SIII.1 Share original or prepared summaries of authentic or adapted texts (e.g., articles, short stories, 

wikis). 






C22-C23 (Comparación cultural), C24-C25 (Comparación cultural), 77 (Para y 

piensa), 137 (Para y piensa), 197 (Para y piensa), 257 (Para y piensa), 317 (Para y 

piensa), 377 (Para y piensa), 437 (Para y piensa), 497 (Para y piensa) 

CMC.3.SIII.2 Write on a variety of topics: 

lists. 


147 (Activities 4-5), 193 (Activity 19), 207 (Activity 6), 214 (Activity 3), 



notes. 

PE/TE: 46 (Activity 18), 47 (Activity 20), 48 (Estrategia), 61 (Estrategia), 



formal and informal correspondence. 




clear, well-structured compositions. 

PE/TE: 78, 82 (Escribir), 87 (Activity 6), 107 (Activity 19), 133 (Activity 19), 138, 142 

(Escribir), 147 (Activity 6), 167 (Activity 19), 202 (Escribir), 

207 (Activity 7), 253 (Activity 19), 258 (Escribir), 262 (Escribir), 

266 (Activities 2-3), 287 (Activity 19), 313 (Activity 19), 318, 322 (Escribir), 326 

(Activity 2), 347 (Activity 19), 373 (Activity 20), 382 (Escribir), 

433 (Activity 21), 442 (Escribir), 446 (Activity 2) 

CMC.3.SIII.3 Employ the writing process, including peer editing. 

PE/TE: 78, 82, 130 (Activity 15), 138, 142 (Escribir), 167 (Activity 19), 202 (Escribir), 253 

(Activity 19), 258 (Escribir), 262 (Escribir), 313 (Activity 19), 318, 

322 (Escribir), 347 (Activity 19), 373 (Activity 20), 378, 382 (Escribir), 

433 (Activity 21), 438, 442 (Escribir) 

CMC.3.SIII.4 Give rehearsed and impromptu presentations on a variety of topics (e.g., skits, speeches, interviews). 

PE/TE: 24 (Activity 25), 34 (Activity 2), 41 (Activity 12), 60 (Activity 3), 70 (Activity 14), 

86 (Activities 2-3), 87 (Activity 5), 94 (Activity 3), 146 (Activities 2-3), 





147 (Activity 5), 206 (Activities 3-4), 207 (Activities 5-6), 221 (Activity 12), 

245 (Activity 8), 250 (Activity 15), 257 (Activities 5-7), 266 (Activities 2-3), 

281 (Activity 11), 326 (Activity 3), 327 (Activities 5-6), 386 (Activities 2-3), 

387 (Activities 5-6), 446 (Activity 3), 447 (Activities 4-6) 

CMC.3.SIII.5 Produce level-appropriate visual or multimedia projects using technology (e.g., poster, brochure, 

slideshow, podcast, blog). 

PE/TE: 35 (Estrategia), 86 (Activity 4), 87 (Activity 6), 101 (Activities 11-12), 

125 (Activity 9), 172, 206 (Activity 2), 207 (Activity 6), 267 (Activity 7), 

281 (Activity 11), 326 (Activity 3), 352, 387 (Activity 5), 412, 447 (Activity 5) 

CMC.3.SIII.6 Use syntax, orthography and pronunciation effectively according to language development 

level. 

PE/TE: 5 (Pronunciación), 36 (Pronunciación), 69 (Pronunciación), 101 (Pronunciación), 

129 (Pronunciación), 163 (Pronunciación), 187 (Pronunciación), 

223 (Pronunciación), 249 (Pronunciación), 283 (Pronunciación), 

309 (Pronunciación), 339 (Pronunciación), 364 (Pronunciación), 403(Pronunciación), 

429 (Pronunciación) 



177

178 

STRAND: CULTURE 

Standard 4: Students shall demonstrate understanding of the practices of the Spanish-speaking 

world (practices). 

CLT.4.SIII.1 Interact using culturally appropriate behaviors (e.g., verbal and nonverbal greetings, gestures, 

customs). 

PE/TE: Opportunities to address this standard can be found on the following pages: 

9 (Activity 7), 11 (Activity 9), 14 (Activity 12), 41 (Activity 12), 65 (Activity 9), 86 

(Activity 3), 87 (Activity 5), 96 (Para y piensa), 103 (Activity 14), 


159 (Activities 8-9), 161 (Activity 12), 187 (Activity 11), 216 (Activity 5), 

218 (Activity 8), 242 (Activity 4), 245 (Activity 8), 302 (Activity 5), 304 (Activity 

7), 305 (Activity 9), 310 (Activity 15), 326 (Activity 3), 327 (Activity 4), 

360 (Activity 2), 394 (Activity 2), 398 (Activities 7-8), 424 (Activity 9), 


CLT.4.SIII.2 Analyze in Spanish, various aspects of universal cultural practices. 

PE/TE: 38 (Comparación cultural), 48 (Nota cultural), 64 (Comparación cultural), 

74 (Nota cultural), 90 (Comparación cultural), 98 (Comparación cultural), 

104 (Activity 16), 108 (Nota cultural), 116 (Comparación cultural), 

124 (Comparación cultural), 130 (Activity 16), 142 (Compara con tu mundo), 

164 (Activity 16), 194 (Sobre las leyendas), 202, 219 (Comparación cultural), 

224 (Activity 16), 228 (Sobre la inmigración), 245 (Comparación cultural), 

250 (Activity 16), 254 (Sobre las costumbres populares), 284 (Activity 16), 

288 (Sobre los mapas), 304 (Comparación cultural), 344 (Activity 15), 348 (Sobre 

los motes), 374 (Sobre el romance), 404 (Activity 16), 408 (Sobre el realismo 

mágico), 430 (Activity 17), 434 (Nota cultural), 442 (Compara con tu mundo), 

456 (Comparación cultural), 482 (Comparación cultural), 490 (Activity 15), 

494 (Nota cultural) 

CLT.4.SIII.3 Analyze in Spanish, differences in practices among cultures of the Spanish-speaking world 

(e.g., holiday traditions, wedding customs, national holidays). 

PE/TE: C2-C3, C4-C5, C6-C7, C8-C9, C10-C11, C12-C13, C14-C15, C16-C17, C18-C19, 

C20-C21, C22-C23, C24-C25, 70 (Activity 16), 82-83, 134 (Nota cultural), 

168 (Nota cultural), 190 (Activity 16), 292 (Conexiones), 314 (Nota cultural), 

336 (Comparación cultural) 





Standard 5: Students shall demonstrate understanding of the products of the Spanish-speaking 

world (products). 

CLT.5.SIII.1 Analyze in Spanish, the relationship between Spanish-speaking cultures and their tangible 

products (e.g., national monuments, murals, symbols). 






C22-C23 (Comparación cultural), C24-C25 (Comparación cultural), 28-29, 

44 (Activity 16), 70 (Activity 16), 82-83, 98 (Comparación cultural), 148-149, 172, 

184 (Comparación cultural), 194 (Nota cultural), 262-263, 268-269, 

310 (Activity 16), 328-329, 336 (Comparación cultural), 388-389, 448-449 

CLT.5.SIII.2 Analyze in Spanish, the relationship between Spanish-speaking cultures and their intangible 

products (e.g., Spanish monarchy, Mexican political structures, Colombian educational 

system). 

PE/TE: C25 (Comparación cultural), 82-83, 112, 168 (Nota cultural), 194 (Nota cultural), 

228 (Nota cultural), 314 (Nota cultural), 362 (Comparación cultural), 430 (Activity 

17), 442- 443, 503 

CLT.5.SIII.3 Compare and contrast in Spanish, the products from the different cultures of the Spanishspeaking 

world. 

PE/TE: 28-29, 98 (Comparación cultural), 104 (Activity 16), 130 (Activity 16), 88-89, 148- 

149, 190 (Activity 16), 208-209, 232, 268-269, 278 (Comparación cultural), 304 

(Comparación cultural), 328-329, 344 (Activity 15), 352, 370 (Activity 16), 382-383, 

388-389, 399 (Comparación cultural), 412, 448-449 

CLT.5.SIII.4 Assess in Spanish, the relationship between environments and products of Spanish-speaking 

cultures (e.g., relationship between deforestation, pollution, geography, natural resources, 

politics, society, or migration and products). 

PE/TE: 52, 77 (Para y piensa), 82-83, 88-89, 108 (Nota cultural), 147 (Activity 7), 

148-149, 155, 184 (Comparación cultural), 202-203, 206 (Activities 2-4), 

207 (Activities 5-6), 208-209, 228 (Nota cultural), 268-269, 292, 322-323, 

328-329, 382-383, 388-389, 448-449, 472 

CLT.5.SIII.5 Interpret the performing arts of Spanish-speaking cultures (e.g., music, dance, movies, plays). 


C21 (Comparación cultural), 124 (Comparación cultural), 134 (Comparación cultural), 

142-143, 224 (Actifi ty 16), 304 (Comparación cultural), 321 (Activity 5), 344 

(Activity 15), 355 (Activity 5), 412, 482 (Comparación cultural) 



179

180 

Standard 6: Students shall demonstrate understanding of the perspectives of the Spanish-speaking 

world (perspectives). 

CLT.6.SIII.1 Analyze in Spanish, unique cultural perspectives refl ected in products (e.g., mate, sarapes, 

boleros). 




C20-C21 (Comparación cultural), 70 (Activity 16), 73 (Activity 18), 88-89, 

104 (Comparación cultural), 130 (Activity 16), 142, 155, 164 (Activity 16), 

194 (Nota cultural), 208-209, 224 (Comparación cultural), 278 (Comparación cultural), 

284 (Activity 16), 304 (Comparación cultural), 344 (Activity 15), 352 

CLT.6.SIII.2 Analyze in Spanish, unique cultural perspectives refl ected in practices (e.g., siesta, dating 

customs, mealtimes). 




C22-C23 (Comparación cultural), 74 (Nota cultural), 208-209, 268-269, 317 (Para y 

piensa), 328-329, 388-389, 404 (Activity 16), 430 (Activity 17), 442-443, 

448-449, 456 (Comparación cultural) 

CLT.6.SIII.3 Compare and contrast in Spanish, the perspectives among Spanish-speaking communities as 

related to products and perspectives (e.g., celebrations, music, literature). 




C20-C21 (Comparación cultural), C24-C25 (Comparación cultural), 49-51, 

70 (Activity 16), 75-77, 88-89, 98 (Comparación cultural), 109-111, 

124 (Comparación cultural), 135-137, 142-143, 169-171, 172, 195-197, 208-209, 

224 (Activity 16), 229-231, 245 (Comparación cultural), 255-257, 268-269, 

278 (Comparación cultural), 289-291, 304 (Comparación cultural), 315-317, 

328-329, 344 (Activity 15), 349-351, 352, 370 (Activity 16), 375-377, 388-389, 409- 

411, 412, 435-437, 448-449, 469-471 

CLT.6.SIII.4 Interpret in Spanish, the events and individuals that infl uence cultural perspectives (e.g., 

Sammy Sosa, Eva Peron, Latin Grammy, Mexican Revolution). 


C20-C21 (Comparación cultural), C24-C25 (Comparación cultural), 15 (Activity 

14), 48 (Nota cultural), 70 (Activity 16), 74 (Nota cultural), 104 (Activity 16), 

108 (Nota cultural), 112, 124 (Comparación cultural), 134 (Nota cultural), 

148-149, 164 (Activity 16), 168 (Nota cultural), 190 (Activity 16), 194 (Nota cultural), 

214 (Activity 3), 219 (Comparación cultural), 224 (Activity 16), 

228 (Nota cultural), 232, 245 (Comparación cultural), 254 (Nota cultural), 

262-263, 266 (Activities 1-2), 288 (Nota cultural), 314 (Nota cultural), 348 (Nota 

cultural), 352, 374 (Nota cultural), 408 (Nota cultural), 425 (Comparación cultural), 

434 (Nota cultural), 468 (Nota cultural) 





STRAND: CONNECTIONS 

Standard 7: Students shall apply the Spanish language to reinforce and expand their knowledge of 

other subject areas (cross-curricular). 

CNN.7.SIII.1 Discuss topics from other disciplines (e.g., historical facts, geographical concepts, mathematical 

terms and concepts, scientific information). 

PE/TE: 52 (En tu comunidad), 112 (En tu comunidad), 172 (En tu comunidad), 232 (En tu 

comunidad), 292 (En tu comunidad), 352 (En tu comunidad), 412 (En tu comunidad), 

472 (En tu comunidad) 

CNN.7.SIII.2 Compare and contrast familiar topics using vocabulary from other disciplines. 

PE/TE: 52, 78, 82, 112, 138, 142, 172, 198, 202, 232, 258, 262, 292, 318, 322, 352, 378, 

382, 412, 438, 442, 472, 498, 502 



181

182 

Standard 8: Students shall recognize the common and unique views and contributions of the language 

and cultures of the Spanish-speaking world (global perspectives). 

CNN.8.SIII.1 Analyze in Spanish, the role of the United States in the world as viewed by various Spanishspeaking 

peoples, using authentic resources (e.g., literary viewpoints, political policies). 


38 (Comparación cultural), 52, 88-89, 95, 98 (Comparación cultural), 

104 (ACtivity 16), 108 (Nota cultural), 112, 115 (Activity 5), 121, 130 (Activity 

130), 147 (Activities 6-7), 228 (Nota cultural), 344 (Activity 15) 

CNN.8.SIII.2 Examine the contribution of products on other cultures (e.g., piñata, chocolate, sugar cane, 

coffee, the arts). 




C20-C21 (Comparación cultural), 70 (Activity 16), 73 (Activity 18), 88-89, 

104 (Comparación cultural), 130 (Activity 16), 142, 155, 164 (Activity 16), 

194 (Nota cultural), 208-209, 224 (Comparación cultural), 278 (Comparación cultural), 

284 (Activity 16), 304 (Comparación cultural), 344 (Activity 15), 352, 388-389, 

456 (Comparación cultuaral) 

CNN.8.SIII.3 Gather information about a topic of personal interest using authentic or adapted sources and 

media (e.g., community members, television programs, periodicals, Internet). 

PE/TE: 6-7, 35, 40, 41 (Activity 11), 44 (Activity 16), 73 (Activity 18), 82-83, 

87 (Activities 5-6), 95, 100, 107 (Activity 19), 133 (Activity 18), 138, 

146 (Activity 3), 147 (Activity 5), 160, 207 (Activity 5), 224 (Activity 16), 232, 253 

(Activity 18), 266 (Activities 1-3), 287 (Activity 18), 327 (Activity 4), 

344 (Activity 15), 352, 399 (Comparación cultural), 456 (Comparación cultural) 

CNN.8.SIII.4 Analyze in Spanish, the interdependence that exists between the Spanish-speaking cultures 

and the world, using authentic sources (e.g., imports/exports, natural resources, medicine). 

PE/TE: 28-29, 38 (Comparación cultural), 44 (Activity 16), 52, 88-89, 104 (Activity 16), 

105, 107 (Activity 18), 142-143, 148-149, 155, 164 (Activity 16), 167 (Activity 18), 

198, 202, 207 (Activity 6), 208-209, 224 (Activity 16), 228 (Nota cultural), 268-269, 

328-329, 448-449 





STRAND: COMPARISONS 

Standard 9: Students shall demonstrate understanding of the similarities and differences between 

the Spanish language and their own (languages). 

CMP.9.SIII.1 Compare the differences in complex language structure (e.g., double object pronouns, double 

negatives). 

PE/TE: 14 (Repaso), 15 (Repaso), 18 (Repaso), 37 (English Grammar Connection), 

42 (English Grammar Connection), 62 (Repaso gramatical), 63 (English Grammar 

Connection), 68 (English Grammar Connection), 97 (English Grammar Connection), 

122 (Repaso gramatical), 123 (English Grammar Connection), 

157 (English Grammar Connection), 162 (English Grammar Connection), 



242 (Repaco gramatical), 243 (English Grammar Connection), 248 (English Grammar 

Connection), 277 (English Grammar Connection), 282 (English Grammar 

Connection), 303 (English Grammar Connection), 308 (English Grammar Connection), 

337 (English Grammar Connection), 342 (English Grammar Connection), 363 

(English Grammar Connection), 368 (English Grammar Connection), 397 (English 

Grammar Connection), 423 (English Grammar Connection), 428 (English Grammar 

Connection), 462 (English Grammar Connection) 

CMP.9.SIII.2 Recognize Anglicisms to derive meaning (e.g., librería/biblioteca, lonche/almuerzo). 


25, 32-33, 53, 58-59, 79, 92-93, 113, 118, 139, 152-153, 173, 178-179, 199, 

212-213, 233, 238-239, 259, 272-273, 293, 298-299, 319, 332-333, 353, 358-359, 

379, 392-393, 413, 418-419, 439 

CMP.9.SIII.3 Compare idiomatic expressions and proverbs (e.g., tomar el pelo/to pull one’s leg). 

PE/TE: 40 (También se dice), 71 (También se dice), 95 (También se dice), 160 (También 

se dice), 191 (También se dice), 220 (También se dice), 251 (También se dice), 286 

(También se dice), 306 (También se dice), 335 (También se dice), 

372 (También se dice), 406 (También se dice), 432 (También se dice) 



183

184 

Standard 10: Students shall demonstrate understanding of the similarities and differences between 

the cultures of the Spanish-speaking world and their own (cultures). 

CMP.10.SIII.1 Compare social patterns (e.g., meeting new people, dating, school, employment, transportation). 

PE/TE: 64 (Comparación cultural), 82 (Compara con tu mundo), 88-89, 

90 (Comparación cultural), 35-37 (Y tú), 116 (Comparación cultural), 

124 (Comparación cultural), 142 (Compara con tu mundo), 169-171 (Y tú), 

208-209, 224 (Compara con tu mundo), 254 (Sobre las costumbres populares), 

328-329, 330 (Compara con tu mundo), 388-389, 390 (Compara con tu mundo), 416 

(Compara con tu mundo), 430 (Compara con tu mundo), 442-443 

CMP.10.SIII.2 Identify infl uences of historical and current ethnicities found in Spanish-speaking cultures 

(e.g., Gitanos, Incas, Borinqueños). 

PE/TE: 98 (Comparación cultural), 245 (Comparación cultural), 278 (Comparación cultural), 

284 (Comparación cultural), 296 (Comparación cultural), 

304 (Comparación cultural), 310 (Comparación cultural), 336 (Comparación cultural), 

344 (Comparación cultural), 356 (Compara con tu mundo), 

370 (Comparación cultural) 





STRAND: COMMUNITIES 

Standard 11: Students shall use Spanish in the classroom, school and beyond (involvement). 

CMN.11.SIII.1 Investigate the infl uences of the Spanish language on the global community (e.g., place 

names, occupations, special events). 

PE/TE: 27A (Web Research), 56 (Compara con tu mundo), 87A (Bulletin Board), 

87A (Web Research), 207A (Web Research), 207A (Bulletin Board), 232, 

266 (Activity 2), 267A (Bulletin Board), 267A (Web Research), 327A (Bulletin 

Board), 327A (Web Research), 387A (Bulletin Board), 412 (En tu comunidad), 447B 

(Game), 447B (Web Research) 

CMN.11.SIII.2 Model activities representative of Spanish-speaking communities (e.g., sports, games, travel, 

media, music, cooking). 

PE/TE: 27B (Games), 27B (Recipe), 86 (Activity 3), 87A (Art Project), 87B (Recipe), 146 

(Activity 3), 207A (Music), 207B (Recipe), 267B (Music), 267B (Recipe), 326 (Activity 

3), 327B (Music), 327B (Recipe), 386 (Activities 2-3), 

387B (Games), 387B (Music), 387B (Recipe), 447 (Activities 5-7), 

447B (Recipe) 

CMN.11.SIII.3 Communicate with Spanish speakers (e.g., interviews, e-mails, letters). 

PE/TE: 41 (Activities 11-12), 47 (Activity 20), 60 (Activity 3), 70 (Activities 14-15), 

86 (Activities 2-3), 87 (Activity 5), 87 (Activity 7), 94 (Activity 3), 99 (Activity 9), 

104 (Activity 15), 125 (Activity 8), 146 (Activities 2-3), 147 (Activity 5), 147 (Activities 

6-7), 206 (Activities 3-4), 207 (Activities 5-6), 221 (Activity 12), 245 (Activity 

8), 250 (Activity 15), 257 (Activities 5-7), 266 (Activities 2-3), 267 (Activity 4), 

281 (Activity 11), 307 (Activity 12), 326 (Activity 3), 

327 (Activities 5-7), 386 (Activities 2-3), 387 (Activities 5-6), 407 (Activity 20)446 

(Activity 3), 447 (Activities 4-6) 



185

186 

Standard 12: Students shall demonstrate evidence of becoming lifelong learners by using Spanish for 

personal enjoyment and enrichment (ownership). 

CMN.12.SIII.1 Identify contemporary interests which infl uence Spanish-speaking cultures in the local community 

or the world (e.g., collect realia, attend field trips, travel internationally). 

PE/TE: 56 (Compara con tu mundo), 172 (Proyecto), 206 (Activities 3-4), 232, 

412 (En tu comunidad) 

CMN.12.SIII.2 Participate in enrichment experiences (e.g., videos, festivals, music, travel). 

PE/TE: 27A (Art Project), 27A (Bulletin Board), 86 (Activity 4), 87 (Activities 5-7), 147 

(Activities 5-6), 206 (Activities 3-4), 207 (Activities 5-6), 207A (Music), 267 (Activities 

4-7), 267A (Art Project), 326 (Activity 3), 327 (Activity 7), 327B (Art Project), 

387A (Art Project), 387A (Bulletin Board), 446 (Activity 3), 447A (Art Project) 

CMN.12.SIII.3 Examine the use of Spanish in daily life and future occupations. 

PE/TE: 52, 86 (Activity 2), 87B (Careers), 147 (Activity 7), 206 (Activity 3), 

207 (Activities 5-6), 207B (Careers), 267B (Careers), 327 (Activities 5-6), 

387 (Activity 6), 412 (En tu comunidad), 446 (Activity 3)

¡Avancemos! - Holt McDougal - Houghton Mifflin Harcourt

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