Florida
Teacher Edition
EntreCulturas® 1
Florida Edition
Ann Mar
Robert L. Davis
George Watson-López
Maritza Sloan
Director of Editorial: Tanya Brown
Managing Editor: Lindsey Colling
Senior Developmental Editors: Deborah Edson, Dr . Jan Hagedorn, Kelly Hass
Digital Developmental Editor: Jacob Asnicar
Senior Editor: Kathryn Strasser
Editors: Lariza Fuentes, Isaily Pérez
Cover Designer: Jaana Bykonich
Graphic Designers: Jaana Bykonich, Sawyer McCarron-Rutledge, Hannah Rowlett
Production Designers: Derrick Alderman, Rivka Levin
Cover image: Colorful paintings and artifacts along a walkway in Guatape, Colombia . ©Studio One-One / Getty Images
Copyright © 2026 by Wayside Publishing
All rights reserved . No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher .
The marks [EntreCulturas®, EntreCultures®, FlexText®, Learning Site®, Wayside Publishing®] (collectively “the Marks”) are registered in the U.S. Patent and Trademark Offi ce and owned in their entirety by Wayside Publishing (“Wayside”) . Any use of the Marks without the express written permission of Wayside is prohibited . Printed in USA
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Print date: XX
Hardcover ISBN 978-1-641597-09-8
Mapa del mundo hispanohablante .
Welcome to EntreCulturas®
Scope and Sequence
. TE4
. TE6
TE8
Florida’s CPALMS World Languages Standards . . TE16
Approaches to Teaching and Learning
High-Leverage Teaching Practices
Cultivating Interculturality
Integrating Interculturality in Teaching and Learning
Staying in the Target Language
Instructional Strategies
Integrated Differentiated Instruction
Heritage Learners
. TE17
. TE17
TE20
TE21
TE24
TE26
. TE28
TE30
Vocabulary Instruction in Context .
Grammar Instruction in Context
TE31
TE32
Assessing Language Performance in Context . . TE34 Rubrics
Unit Organization
Our Digital Learning Experience . . . .
Using Readers to Support Language Acquisition TE50
Program Components and Key Features TE51
Table of Contents TE52
Appendices Table of Contents TE58
Acknowledgements TE59
Spanish for Life and Career Success LCS1
El mundo hispanohablante
ALASKA (Estados Unidos)
(Estados Unidos)
HAWAII (Estados Unidos)
HAWAII (Estados Unidos)
HAWAII (Estados Unidos)
ESTADOS UNIDOS
ESTADOS UNIDOS
EL SALVADOR MÉXICO
COSTA RICA
REPÚBLICA DOMINICANA PUERTO RICO
REPÚBLICA DOMINICANA
Islas Canarias
PUERTO RICO
REPÚBLICA DOMINICANA PUERTO RICO
COSTA RICA
OCÉANO
GUINEA ECUATORIAL Irlanda
Welcome to EntreCulturas ®
EntreCulturas® Mission and Vision
EntreCulturas® is a four-level, standards-based, thematically-organized program . Each level is comprised of six units that provide learners with opportunities to interact and engage with authentic materials and adolescent speakers of the language . By learning in an intercultural context, students acquire communication skills and content knowledge while exploring the products, practices, and perspectives of Spanish-speaking cultures .
EntreCulturas® Mission
EntreCulturas® aims to prepare learners to communicate, explore, and connect across cultures in order to foster attitudes of mutual understanding and respect .
EntreCulturas® Vision
Our vision is a world where language learning takes place through the lens of interculturality, so students can discover appropriate ways to interact with others whose perspectives may be diff erent from their own .
Vinicunca, Perú
Welcome to EntreCulturas® 1
Dear colleagues,
Welcome to EntreCulturas®: Communicate, Explore, and Connect Across Cultures, an innovative approach to teaching languages through the lens of interculturality . The goal of the four-level program is to help learners develop communicative and cultural competences as well as intercultural understanding .
EntreCulturas® was written by Spanish teachers who understand and appreciate the dynamics of language education and know that teachers need strong support in their daily instruction . Using the World-Readiness Standards for Learning Languages as a framework, the program provides engaging activities that emphasize authentic language use in all three modes of communication . Through topics and materials that are carefully aligned to the themes, structures, and tasks of the Advanced Placement® (AP®) and International Baccalaureate® (IB) programs, students begin preparing early for advanced coursework .
In each unit of EntreCulturas®, learners meet a videoblogger from a Spanish-speaking country and are immersed in meaningful contexts . Rich, authentic resources allow students to learn about the products, practices, and perspectives of Spanish-speaking countries and to engage with people from other linguistic and cultural backgrounds . To promote an attitude of curiosity and intercultural understanding, students are provided with frequent opportunities to refl ect and comment on what they have learned .
Muy atentamente,
Ann Mar Robert L. Davis Maritza Sloan George Watson-López
Scope and Sequence: EntreCulturas ® 1
UNITS ESSENTIAL QUESTIONS
Unidad 1
¡Hola, mucho gusto!
Unidad 2
La escuela de la vida
How does who I meet affect how I communicate?
How does where I live influence who I am?
How do my interests and talents shape who I am?
Where, how, and why do we learn throughout life?
How do communities create a culture of learning?
How do schools prepare students for the future?
Unidad 3
Mi familia es tu familia
What does it mean to be a family?
How does where we live influence family life?
How do family and friends shape who we are?
Unidad 4
La comida es cultura
How are our ideas about balanced diets formed?
How do food practices shape cultural identity?
How does where we live influence what we eat?
Unidad 5
¡A pasarla bien!
Unidad 6
Caminando por el mundo
What leisure activities define my community and me?
How do popular celebrations reflect history and culture?
How do leisure activities create bridges between cultures?
How do surroundings shape one’s identity?
How do people connect across the world?
How do my actions affect the world beyond me?
UNIT GOALS
Recognize basic information that people share about themselves
Exchange information to get to know people
Present basic information about yourself, your identities, and your preferences
Reflect on how to communicate respectfully when meeting people from other cultures
Interpret images, videos, and schedules to gain insight into learning in different cultures
Exchange information about school schedules and classes
Present information about school activities
Investigate how approaches to learning throughout life reflect cultural perspectives
Interpret short texts about family structures and activities
Exchange information about home life and family
Present a digital album about home and family
Explore the role of family and where we live in shaping who we are
Interpret short texts to discover how geography and culture affect food traditions
Share preferences, opinions, and habits about foods
Create and present menus that express your food preferences and traditions
Describe how sharing in the food of another culture can lead to intercultural understanding
Interpret images and texts to learn about celebrations in the Dominican Republic
Interact with others to make simple plans for leisure activities
Express preferences for leisure activities in short presentations
Find and create opportunities for intercultural communication through leisure activities
Interpret images and texts to learn about climate and weather in diverse regions of the Spanish-speaking world
Exchange information about ways to connect with others across cultures
Share how geography and culture shape identity in your own and other communities
Identify ways in which our actions impact other communities around the world
INTERCULTURAL FOCUS
Conexiones culturales
Práctica cultural: Los saludos
Producto cultural: ¡Soy latino! y otros eslóganes
Práctica cultural: La danza de la botella
Conexiones culturales
Producto cultural: Los colegios técnicos y las pasantías
Práctica cultural:
El día escolar costarricense
Práctica cultural: Servicio comunal estudiantil
Conexiones culturales
Práctica cultural: Nuevos modelos de familia
Producto cultural: Los espacios donde vivimos
Práctica cultural: Comidas en familia
Conexiones culturales
Producto cultural: La gastronomía mexicana
Práctica cultural: ¿Comer afuera o en casa?
Práctica cultural: Comprar los alimentos
Conexiones culturales
Producto cultural: La pelota dominicana y la vitilla
Práctica cultural: La bachata
Producto cultural: El dominó en la comunidad
Conexiones culturales
Producto cultural:
El sistema métrico
Práctica cultural: El ciclismo
Práctica cultural: La globalización
VOCABULARY TOPICS IN CONTEXT
¡Mucho gusto!
Pleased to meet you!
Mi identidad
My identity
Mis actividades favoritas
My favorite activities
¿Dónde aprendemos?
Where do we learn?
Mi horario escolar
My school schedule
Mi día típico
My typical day
Esta es mi familia
This is my family
Donde vive mi familia
Where my family lives
¿Qué quieres hacer este fin de semana?
What do you want to do this weekend?
Bien comer, buen vivir
Good eating, good living
¿Qué te gusta comer durante el día?
What do you like to eat during the day?
De compras en el mercado
Shopping in the market
¡Es difícil hacer planes!
It is difficult to make plans!
Celebraciones con amigos y familiares
Celebrations with friends and family members
Preparando un viaje
Preparing for a trip
Me visto según el clima
I dress according to the climate
¿Cómo te conectas?
How do you connect?
Un mundo conectado
A connected world
Scope and Sequence: EntreCulturas
STRUCTURES IN CONTEXT (With Video)
Greeting Others Appropriately: Formal vs . Informal Language
Expressing Identity: The Verb ser
Expressing Likes and Dislikes: The Verb gustar with Infinitives
Expressing Existence:
Indefinite Articles and hay
Referring to People, Places, and Things: Definite Articles
Expressing Activities: Present -ar Verbs
Describing People: Adjective Agreement
Expressing Location: The Verb estar
Expressing Activities with More Verbs: Present of -er and -ir Verbs
Making Requests and Recommendations:
Stem-Changing Verbs e ie
Expressing Preferences: Gustar and encantar
Referring to Specific Items: Demonstrative Adjectives
Expressing What I Can Do:
Stem-Changing Verbs o ue
Telling What I Do: Present Irregular yo Forms
Discussing the Future: Ir + a + Infinitive
ADDITIONAL FEATURES
Detalle gramatical: Los sustantivos en español; Las conjunciones y, o; Preguntas con la forma tú
Detalle lingüístico: Los números del 1 al 100; Los títulos formales; ¿Quiénes son americanos?; Las etapas del proceso educativo
Estrategias:
Listening and Reading for Cognates
Detalle gramatical:
Cómo expresar la fecha; Muy y mucho; ¿A qué hora?; Los días de la semana
Estrategias:
Follow-up Questions
Detalle gramatical:
La preposición de; Los adjetivos posesivos; Estar en para indicar lugar; Las contracciones al y del; El verbo ver; El verbo ir
Detalle lingüístico: Las preguntas de confirmación
Detalle gramatical: ¿Cuánto cuesta?
Estrategias:
Scanning a Text
Expressing Reflexive Actions: Reflexive Verbs
Talking about Actions in Progress: Present Progressive
Describing Actions: Adverbs
Detalle gramatical:
Los verbos conocer y saber
Cómo hablar de deseos o expectativas futuras
Scope and Sequence: EntreCulturas ® 2
UNITS ESSENTIAL QUESTIONS
Unidad 1
Aficionados unidos
Unidad 2
La plaza mayor
What does it mean to be part of a group or team?
How do we connect through community events?
How does music build a global community?
How do public spaces shape social interaction?
How are shopping habits shaped by culture?
How has technology transformed gathering spaces?
Unidad 3
La cocina de mi familia
Unidad 4
La cultura de la naturaleza
How do foods connect us to our past?
How does food connect us to family and community?
How do our eating habits impact the environment?
How do cultures show appreciation for the natural world?
How are we connected with nature?
How can we care for the world around us?
Unidad 5
Las piedras hablan
Unidad 6
Comunidades unidas
Why do people and civilizations construct monuments?
How does life today reflect our past?
What will our future communities look like?
How do personal responsibilities shape my daily life?
How do individuals contribute to their communities?
How does diversity strengthen communities?
UNIT GOALS
Listen to and read about the interests and activities of young people in Spanish-speaking communities
Exchange invitations and information about sports and extracurricular groups or clubs
Share information with others about community events
Investigate how common interests unite people in different cultures
Listen to and read about places in the Spanishspeaking world where people interact in person and virtually
Exchange information about the places and ways you interact with others
Present information about your shopping habits and social interactions
Investigate how technology can provide opportunities for intercultural experiences
View, listen to, and read information about food
Exchange information about your own food preferences now and in the past
Present to others about some foods you enjoy with family and friends
Investigate how the foods we eat connect us with the world and impact the environment
Interpret images, texts, and videos to discover the natural world in Spanish-speaking areas and the activities people enjoy there
Exchange information about past travel and experiences in nature
Present information about past experiences
Investigate and compare how cultural practices reflect values relating to the natural world and conservation
Interpret texts about past civilizations and future communities
Exchange information about communities past and present
Present ideas for the development of communities in the future
Explore the influence of the past on the present lives of individuals and communities
Interpret information about volunteer projects and opportunities
Exchange information about the ways in which people contribute to their home, school, and greater communities
Describe the ways in which people can work together and make connections with each other Explore the ways in which people celebrate cultural heritage and contribute to united communities
INTERCULTURAL FOCUS
Conexiones culturales
Práctica cultural: Participar en los deportes de Chile
Producto cultural: Los equipos profesionales
Producto cultural: El Festival Internacional de la Canción de Viña del Mar
Conexiones culturales
Práctica cultural: Historia y memoria
Práctica cultural: La compra diaria
Práctica cultural: Los préstamos lingüísticos
Conexiones culturales
Producto cultural: Las diferentes influencias en la comida cubana
Producto cultural: Los paladares
Producto cultural: El ajiaco
Conexiones culturales
Producto cultural: El Sistema Nacional de Áreas Protegidas en Ecuador
Producto cultural: El bosque de Polylepis
Perspectiva cultural: El ecocidio y los derechos de la naturaleza
Conexiones culturales
Producto cultural: Las líneas de Nasca
Producto cultural: Los quipus
Práctica cultural: Wifi para todos
Conexiones culturales
Práctica cultural: La división del trabajo
Producto cultural: El canal de Panamá
Producto cultural: Los palenques
Scope and Sequence: EntreCulturas
VOCABULARY TOPICS IN CONTEXT
¿En qué grupos participas?
What groups do you participate in?
¿Quieres ir conmigo?
Do you want to go with me?
Opiniones sobre la música
Opinions about music
¿Qué lugares quieres conocer?
What places would you like to know about?
¿Adónde puedo ir?
Where can I go?
¿Hacemos una reunión virtual?
Should we have a virtual meeting?
Recordar la cocina de mi abuela
Remembering my grandmother’s kitchen
¿Dónde quieres comer?
Where do you want to eat?
La agricultura sostenible en las ciudades
Sustainable agriculture in cities
Viajar sin causar daño
Traveling without causing harm
Mi viaje inolvidable
My unforgettable trip
Hábitos para cuidar nuestro planeta Habits for taking care of our planet
STRUCTURES IN CONTEXT (With Video)
Asking Questions: Interrogatives
Expressing Preferences and Obligations: Infinitive Expressions
Making Comparisons: Comparatives
Making Suggestions: Affirmative tú Commands
Indicating Enduring Actions: Impersonal and Passive se
Expressing Reciprocal Actions: Reciprocal Verbs
ADDITIONAL FEATURES
Estrategias: Asking Questions
Cusco, una ciudad antigua y también moderna
Cusco, an ancient and also modern city
El valor de la tradición
The value of tradition
Las ciudades del futuro Cities of the future
Mis responsabilidades
My responsibilities
Voluntariado en la comunidad
Volunteer work in the community
Comunidades diversas y unidas
Diverse and united communities
Describing Habitual Actions in the Past: Imperfect -ar Verbs
Avoiding Repetition:
What or Whom: Direct Object Pronouns
Describing Habitual Actions in the Past with More Verbs: Imperfect -er and -ir Verbs
Expressing Completed Actions: Preterit -ar Verbs
Expressing Completed Actions with More Verbs: Preterit -er and -ir Verbs
Expressing Completed Actions with Irregular Verbs: Irregular Preterit Stems
Describing the Past:
Imperfect and Preterit
Expressing Interruptions in the Past: Imperfect and Preterit for Interrupting Actions
Expressing an Opinion: Impersonal Expressions with Infinitives
Expressing Completed Actions with Stem Changers: Preterit Stem-Changing Verbs
Avoiding Repetition: To Whom or for Whom:
Indirect Object Pronouns
Telling Someone What Not to Do: Negative tú Commands
Detalle gramatical: Mandatos afirmativos informales de verbos irregulares
Estrategias:
Increasing Your Vocabulary
Detalle gramatical: Pronombres de objeto directo con el infinitivo; Los verbos irregulares en el imperfecto
Estrategias:
Cómo entender una narración en diferentes tiempos
Detalle gramatical: Los verbos terminados en -car, -gar, -zar en el pretérito; El uso de antes y después; Verbos irregulares en pretérito; El verbo hacer en el pretérito
Estrategias:
Conectar ideas usando elementos de transición
Detalle gramatical:
El superlativo; Los verbos con cambios i y en el pretérito
Estrategias:
Observar los productos, las prácticas y las perspectivas culturales en los videos
Detalle gramatical: La a personal
Scope and Sequence: EntreCulturas ® 3
UNITS
Unidad 1
¡Cuéntame!
ESSENTIAL QUESTIONS
How does storytelling impact our identities?
How do characters embody different traits?
How do shared stories help us make sense of events?
UNIT GOALS
Interpret stories and legends from Puerto Rico
Exchange information about the attributes and actions of characters and people
Tell a story about a familiar event
Examine how stories contribute to cultural identity
INTERCULTURAL FOCUS
Conexiones culturales
Producto cultural:
El cuentacuentos
Producto cultural: Los vejigantes de Puerto Rico
Producto cultural:
La naturaleza como símbolo de la resiliencia boricua
Unidad 2
¡Tanta belleza!
Unidad
3
¡Pura vida!
How do we appreciate the beauty of a country?
How do a community’s traditions reflect its beauty?
How is beauty expressed through the arts?
What does it mean to live a healthy life?
How can we achieve a balanced life?
How can we achieve healthier communities?
Unidad 4
#UnFuturo Conectado
Unidad 5
Una mano ayuda a la otra
How do online platforms influence young people’s lives?
How can digital tools improve life within a community?
How can influence be used for positive change?
How can young people overcome obstacles to meet goals?
How does knowing who I am help me connect with others?
What role do youth play in forming a strong community?
Interpret videos, articles, and messages about how the beauty of a country is represented in its landscapes, traditions, and arts
Exchange information about the beauty of a country, its traditions, and its arts
Present personal interpretations of beauty and how it is represented across communities
Explore how beauty is represented throughout Guatemala and your own community
Interpret images and text about what it means to live a healthy life
Exchange information about healthy living and its many benefits
Present the elements of healthy lifestyles in your own and other communities
Explore how healthy living is represented throughout Costa Rica and our own communities
Interpret videos, articles, and online messages about how communities connect with technology
Exchange information about technology uses and apps with a positive impact on communities
Present digital messages to promote causes and positive use of social media
Explore how online platforms impact communities in Bolivia and throughout the world
Discover perspectives on friendship and solidarity as you interpret authentic resources from Uruguay
Interact to share ambitions, experiences of friendship, and volunteer opportunities to build a better world
Encourage others to pursue their goals, work together to volunteer, and promote community solidarity
Communicate across cultures to exchange ways to build friendship and solidarity
Conexiones culturales
Producto cultural:
Reserva de la Biosfera
Maya
Práctica cultural:
El Rab’in Ajaw
Producto cultural: El Popol Vuh
Conexiones culturales
Práctica cultural:
Pura vida
Producto cultural:
El turismo de bienestar
Práctica cultural: Un país sin ejército
Conexiones culturales
Práctica cultural:
El carnaval de Oruro
Producto cultural:
La diversidad lingüística de Bolivia
Práctica cultural: El Willkakuti
Conexiones culturales
Producto cultural:
El gaucho
Práctica cultural: Tomar un mate como gesto de amistad
Producto cultural: Las ollas populares
VOCABULARY TOPICS IN CONTEXT
Las partes de un cuento
The parts of a story
¿Cómo son los personajes?
What are the characters like?
Lo que se expresa a través de los cuentos
What is expressed through stories
Scope and Sequence: EntreCulturas
STRUCTURES IN CONTEXT (With Video)
Talking about the Past: Preterit Verbs that Change Meaning
Describing Who, What, and How: Ser vs . estar
Using Multiple Pronouns to Avoid Repetition:
Direct and Indirect Object Pronouns
ADDITIONAL FEATURES
Estrategias: Comprender el vocabulario en contexto
Detalle gramatical: Los pronombres de doble objeto
La belleza de un país
The beauty of a country
La artesanía de mi región
The arts and crafts of my region
La creatividad artística
Artistic creativity
Acciones para mejorar el bienestar físico
Actions to improve physical well-being
Acciones para elevar el bienestar emocional
Actions to raise emotional well-being
Las claves para la longevidad
The keys to longevity
Conéctate en Bolivia
Get connected in Bolivia
La transformación digital
Digital transformation
Conectando comunidades
Connecting communities
Los desafíos de los adolescentes de hoy
The challenges adolescents face today
Pasar un rato con amigos
Spending time with friends
Fortalecer la comunidad con el voluntariado
Strengthening the community with volunteer work
Telling a Reason or Purpose: Por vs para
Emphasizing to Whom Something Belongs:
Stressed Possessive Adjectives
Talking about the Recent Past: Present Perfect
Giving Orders or Suggestions:
Usted, ustedes, and nosotros Commands
Giving Orders or Suggestions with Pronouns:
Commands with Pronouns
Expressing Opinions About Others’ Actions:
Subjunctive with Impersonal Expressions
Talking about the Future: Future
Talking about Possible or Likely Events:
Si + Present + Future
Asking for Information: Qué vs cuál
Expressing Emotions:
Subjunctive for Emotions
Specifying Who or What: Relative Pronouns
Talking about Hypothetical Situations: Conditional
Estrategias:
Interpretar videos
Detalle lingüístico: Los sustantivos ambiguos
Estrategias:
Hacer una presentación formal
Detalle gramatical: Los mandatos de nosotros con pronombres; El presente de subjuntivo de los verbos irregulares
Estrategias:
Utilizar aplicaciones y sitios web en español
Detalle gramatical: Los verbos irregulares en el tiempo futuro
Estrategias:
Interpretar un texto poético
Detalle gramatical: El subjuntivo con antecedentes indefinidos; Los verbos irregulares en el condicional
Detalle lingüístico: El voseo
Scope and Sequence: EntreCulturas ®
UNITS ESSENTIAL QUESTIONS
Unidad 1
La vida actual
Unidad 2
La creatividad
How are we influenced by the people around us?
How do we communicate in today’s world?
What is the difference between a traveler and a tourist?
As a traveler, how do we experience daily life in another culture?
How is artistic creativity a form of cultural expression?
How are universal themes reflected in various forms of art?
How does design reflect cultural identity?
How does globalization impact what we wear?
Unidad 3
Las identidades
Unidad 4
Las comunidades
What can we learn from historical figures?
How can an individual transform history?
What elements shape our identity?
How do language and traditions contribute to form a cultural identity?
What is a global citizen?
How can we support the well-being of communities?
What are the barriers to education?
How can a community collaborate in the educational process?
Unidad 5
El bienestar
How do traditional and modern health practices co-exist?
How can we improve access to medical care?
How does technology use affect health?
How can we use technology to maintain a healthy lifestyle?
UNIT GOALS
Compare products, practices, and perspectives about human connections and experiences in your own and other cultures
Understand information in authentic sources about human connections and experiences
Exchange information and express opinions about human connections and experiences . Present information about human connections and experiences .
Compare products, practices, and perspectives in different forms of art, fashion, and design; analyze the impact of globalization on what you wear . Understand information in authentic sources about creativity, art, and globalization .
Exchange information and express opinions about creativity, art, and globalization .
Present information about creativity, art, and globalization .
Compare products, practices, and perspectives about cultural heritage and identity and describe how these are linked to language and traditions . Understand information in authentic sources about cultural heritage and identity
Exchange and share ideas, information, and opinions about cultural heritage and identity
Present information about cultural heritage and identity
Compare products, practices, and perspectives about global citizenship and support for learning in your own and other cultures
Understand authentic sources about global citizenship and support for learning
Exchange information and express opinions about global citizenship and support for learning Present information about global citizenship and support for learning
Compare products, practices, and perspectives about health and technology in your own and other cultures
Understand information in authentic sources about health and technology . Exchange information and express opinions about health and technology . Present information about complementary health and technology .
INTERCULTURAL FOCUS
Conexiones culturales
Práctica cultural: Celebrando el Día de la Amistad
Práctica cultural: Probando tortillas en Ecuador
Conexiones culturales
Práctica cultural:
La restauración de la paz
Práctica cultural: Las cholitas luchadoras
Conexiones culturales
Producto y perspectiva cultural: Guernica: Una obra de arte que refleja un evento histórico español
Producto cultural: El fútbol
Conexiones culturales
Práctica y perspectiva cultural:
José Andrés, un chef humanitario
Producto cultural: Las escuelas clandestinas en Ecuador
Conexiones culturales
Práctica y perspectiva cultural: La medicina mapuche
VOCABULARY TOPICS IN CONTEXT
La amistad
Friendship
La comunicación
Communication
Los viajes
Travel
La vida cotidiana
Daily life
Las bellas artes
Fine arts
El arte escénico
Theatrical arts
La vestimenta y los diseños
Clothing and design
Los estilos globales
Global clothing styles
Las figuras históricas
Historical figures
Los personajes legendarios
Legendary personalities
Las raíces culturales
Cultural roots
La lengua y las tradiciones
Language and traditions
La solidaridad
Solidarity
El voluntariado
Volunteerism
Los desafíos a la educación
Challenges to education
Las comunidades de aprendizaje
Learning communities
La medicina tradicional y moderna
Traditional and modern medicine
El acceso a la salud
Access to health care
Los efectos de la tecnología
Effects of technology
La tecnología y el bienestar
Technology and health
Scope and Sequence: EntreCulturas
STRUCTURES IN CONTEXT (With Video)
Talk about Someone or Something Unknown: Presente de subjuntivo
ADDITIONAL FEATURES
Detalle gramatical: Presente de subjuntivo de verbos que terminan en -cer
Describe Objects, Places, or People: Participio pasado como adjetivo
Detalle gramatical: Palabras femeninas que empiezan con a; Presente de subjuntivo después de expresiones impersonales; Pronombres relativos
Express Emotions or Recommendations in the Past: Imperfecto de subjuntivo
Express something possible or conditional:
Oraciones con si
Express Emotions or Desires about a Completed Action: Presente perfecto de subjuntivo
Detalle gramatical: Números ordinales; Como si + el imperfecto de subjuntivo; Formación de adverbios
Variedad lingüística: Formación del subjuntivo
Detalle gramatical: El pluscuamperfecto de indicativo
Express Uncertain Future Actions: Expresiones temporales con indicativo o subjuntivo
Detalle gramatical: Hace + el tiempo + que + el pretérito de indicativo
Florida’s CPALMS World Languages Standards
Florida’s CPALMS World Languages Standards
Florida’s CPALMS World Languages Standards
EntreCulturas® is a four-level Spanish program aligned with Florida CPALMS standards and the ACTFL World-Readiness Standards. It promotes communicative competence, critical thinking, and cross-curricular connections in Mathematics, ELA, and ELD. The program supports students’ progress from Novice to Advanced proficiency using ACTFL Proficiency Guidelines, Performance Descriptors, and NCSSFL-ACTFL Can-Do Statements.
World Languages
Communication Interpersonal: Interactive speaking and writing activities for sharing and expressing opinions.
Interpretive: Understand authentic audio, video, and text resources.
Presentational: Deliver information using culturally appropriate media.
Cultures Explore the relationship between cultural products, practices, and perspectives, promoting cultural awareness and respect.
Reflect on global diversity through rich, authentic resources and themes.
Connections Interdisciplinary lessons link language learning to subjects like geography, history, and STEM, enhancing critical thinking skills.
Broaden perspectives with tasks rooted in academic and career-related contexts.
Comparisons Highlight the differences and similarities between Spanish and English, deepening understanding of linguistic and cultural nuances.
Communities Engage with real-world Spanish-speaking communities through projects.
Equip students for lifelong learning with practical language applications.
Mathematics (B.E.S.T.): Strand: Mathematical Thinking and Reasoning
1. Actively participate in effortful learning both individually and collectively
2. Demonstrate understanding by representing problems in multiple ways.
3. Complete tasks with mathematical fluency.
4. Engage in discussions that reflect on the mathematical thinking of self and others.
5. Use patterns and structure to help understand and connect mathematical concepts.
6. Assess the reasonableness of solutions.
7. Apply mathematics to real-world contexts.
English Language Arts (B.E.S.T.): Expectations
1. Cite evidence to explain and justify reasoning.
2. Read and comprehend grade-level complex texts proficiently.
3. Make inferences to support comprehension.
4. Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
5. Use the accepted rules governing a specific format to create quality work.
6. Use appropriate voice and tone when speaking or writing.
English Language Development (ELD)
1. Language of Social and Instructional Purposes
Approaches to Teaching and Learning
High-Leverage Teaching Practices
EntreCulturas® fully supports the ten High-Leverage Teaching Practices (HLTP) identified by Glisan and Donato . 1
1. Facilitating Target Language Comprehensibility
Acquiring language is an unconscious process . In order for an independent language system to develop in the brain, learners must interact with large amounts of compelling input that is comprehensible and meaningful to them . Likewise, learners must have opportunities to engage with others to express themselves in the language . We strongly encourage classes to be conducted 90% or more in Spanish from the beginning of level 1 . To facilitate this, EntreCulturas® focuses on high frequency vocabulary used in real-world contexts that interest students . Authentic resources are supported by images and other context clues . Emphasis is also placed on word families and cognates to expand vocabulary . 2
2. Building a Classroom Discourse Community
Interacting with others is at the heart of communication . EntreCulturas® provides a variety of real-world oral and written interpersonal communication tasks in every unit . Students have opportunities to exchange information and ideas; to meet needs and address situations; and to express, react, and support preferences and opinions in formats ranging from in-class pair or group discussions, text message exchanges, formal and informal email exchanges, AP®-style simulated conversations, posting and responding to posts in an online discussion forum, and more . The communication is meaningful, purposeful, and engaging Where needed, there is just-in-time support such as Recuerda features to remind students of previously learned material, Variedad lingüística and Detalle gramatical features with useful language information, and Vocabulario personal features for personalized vocabulary .
1 Glisan, E W & Donato, R (2017) Enacting the Work of Language Instruction The American Council on the Teaching of Foreign Languages Glisan, E . W . & Donato, R . (2021) . Enacting the Work of Language Instruction: Volume 2 . ACTFL .
2 See Staying in the Target Language in this section for more information about the roles of Comprehensible Input and Comprehensible Output in EntreCulturas®
Approaches to Teaching and Learning
3. Guiding Learners to Interpret and Discuss Authentic Texts
Authentic materials provide language in real-life contexts as well as insight into target culture perspectives . Learners interact with authentic resources in a wide variety of text types involving print, audio, video, and images Activities that accompany these resources are designed to “edit the task, not the text” to ensure that students can access the information Interacting with resources created for and by native speakers allows learners to reflect on cultural products, practices, and perspectives to develop interculturality. In addition to a wealth of authentic resources, videobloggers from across the Spanishspeaking world provide unscripted language and a glimpse into their lives . See Cultivating Interculturality and Integrating Interculturality in Teaching and Learning in this section .
4. Focusing on Form in a Dialogic Context Through PACE
Observa sections in each unit introduce language structures in context through PACE, an acronym for Presentation, Attention, Co-Construction, and Extension . Learners are encouraged to look for language patterns and develop hypotheses about how language works . Short videos provide additional language in context and model the discovery process . See Grammar Instruction in Context in this section for more information .
5. Focusing on Cultural Products, Practices, Perspectives in a Dialogic Context
In addition to interacting directly with authentic resources, Conexión cultural segments provide information about products and practices seen in the unit and include questions designed to guide students in reflecting about similar products or practices in their own communities as well as the target culture . Students respond in a discussion forum where they can read and respond to each other’s ideas . Reflexión intercultural questions encourage students to identify perspectives and make cultural comparisons . The Vive entre culturas summative assessments include an assessment of interculturality based on the unit theme . Each unit concludes with a section called Mi comunidad global, which provides opportunities to use Spanish in the real world to investigate culture and interact with the global community of Spanish speakers .
6. Providing Oral Corrective Feedback to Improve Learning Performance
Providing specific and timely feedback is one of the top ten influences on student achievement, according to Hattie (2009) . 3 While oral corrective feedback is the responsibility of the teacher, EntreCulturas® supports other ways of providing feedback to students . Teachers have access to a variety of rubrics, including analytic growth, holistic, single-point, and assessment-specific. Teachers can give written feedback or record oral feedback for every activity on Learning Site® as well as in response to student selfassessment using the Portfolio . See Assessing Language Performance in Context and Rubrics in this section .
3 Hattie, J A C (2009) Visible learning New York, NY: Routledge
Approaches to Teaching and Learning
7. Establishing a Meaningful and Purposeful Context for Language Instruction
EntreCulturas® provides real-world settings and purposes for every activity so that learners understand the greater purpose and benefits of developing their proficiency in Spanish . The Mi comunidad global section of each unit encourages students to engage directly with Spanish speakers to make language and culture come alive . See Vocabulary Instruction in Context, Grammar Instruction in Context, and Assessing Language Performance in Context in this section .
8. Planning for Instruction Using an Iterative Process for Backward Design
EntreCulturas® was developed using the backward design process . Authors began planning each unit by identifying the essential questions and learning objectives based on target proficiency levels and Advanced Placement® (AP®) themes, finding authentic resources, developing the Vive entre culturas summative assessment, and then creating each Comunicación section, beginning with the En camino formative assessment and working backwards to design the learning experiences . In this way, authors ensure that activities support formative assessments and formative assessments lead to success on summative assessments .
9. Engaging Learners in Purposeful Written Communication
EntreCulturas® provides many opportunities for students to engage in presentational writing in real-world contexts in a variety of genres including narrating a story or personal event, describing events, giving instructions, expressing and supporting opinions, sharing research, and more . Students interact with authentic resources that become models for presentational writing tasks as they develop literacy in Spanish . In addition, Estrategias features provide students with explicit guidance for tasks such as writing a formal email, inviting someone to an event, preparing a comparative presentation, and constructing an argumentative essay .
10. Developing Contextualized Performance Assessments
EntreCulturas® uses performance-based assessments to show what students can do in real-world contexts . While activities within the Comunicación sections may push students to higher performance levels, the formative and summative assessments are written to demonstrate proficiency at the target levels, which have been determined based on current research in the field. All assessments are designed around authentic, respectful tasks that mirror what has been taught and practiced in the Comunicación sections . Each assessment includes tasks in each mode of communication: Interpretive, Interpersonal, and Presentational The summative assessment in each unit is an Integrated Performance Assessment (IPA) that includes interculturality and brings together the unit’s essential questions See Assessing Language Performance in Context in this section
Approaches to Teaching and Learning
Cultivating Interculturality
What is Interculturality?
EntreCulturas® operates on the cutting-edge principle that to develop language skills and foster intercultural understanding, learners need multiple opportunities to refl ect on their own culture and gain cultural knowledge of Spanish-speaking communities early in the language learning process .
Intercultural refl ection prompts and Can-Do self-assessments featured in each unit support teachers with the integration of cultural awareness, appreciation, and understanding within each theme .
How Can Students Demonstrate Interculturality?
• Cultural Products & Practices:4 Learners use their language skills to investigate the world beyond their familiar environment.
• Cultural Perspectives: Learners use their language skills to recognize and understand others’ ways of thinking as well as their own.
• Intercultural Interactions: Learners use their language skills and cultural understanding to interact in a cultural context other than their own.
4 LinguaFolio®, NCSSFL . (2014) . Interculturality. Retrieved from http://ncssfl .org/secure/index. php?interculturality, March 6, 2016 .
Approaches to Teaching and Learning
Integrating Interculturality in Teaching and Learning
This graphic shows interculturality (i) at the core of learning languages, encompassing all of the goal areas of the World Readiness Standards, the communicative modes, and the steps a learner takes to acquire the mindset of an intercultural citizen: Knowing Myself, Exploring Communities, and Engaging with the World . The learning environment cultivates the attitudes of curiosity, open-mindedness, respect, tolerance, and empathy toward others that lead learners to want to communicate and engage in another language .
Reproduced with permission from Clementi, D & Terrill, L . (2017) . Keys to Planning for Learning . Alexandria, VA: American Council on the Teaching of Foreign Languages .
Approaches to Teaching and Learning
Interculturality is an outcome of a learning environment that purposefully cultivates the attitudes of curiosity, open-mindedness, respect, tolerance, and empathy toward others . As learners become comfortable with learning about others and their cultures through products, practices, perspectives, and interactions, they develop the skills to reflect on their feelings, thoughts, perceptions, and reactions to understand what it is like to be in someone else’s shoes .
1. Knowing Myself:5 How can learners understand their own culture and use their own language skills to investigate products and practices of Spanish-speaking cultures?
• By investigating, explaining, and reflecting on common cultural products of Spanish-speaking cultures .
Mi progreso intercultural h
Investigate: In my own and other cultures I can identify slogans that reflect cultural identity.
• By investigating, explaining, and reflecting on common cultural practices of Spanish-speaking cultures .
Mi progreso intercultural h
Investigate: In my own and other cultures I can identify musical and dance styles that contribute to cultural identity.
2. Exploring Communities: How can learners use their language skills to recognize, understand, and connect to others’ ways of thinking in their own community and beyond?
• By demonstrating curiosity, open-mindedness, respect, tolerance, and empathy while exploring communities in order to gain a balanced understanding of Spanish-speaking cultures .
Mi progreso intercultural h
Investigate: In my own and other cultures I can identify opportunities for learning outside of the classroom.
• By identifying and comparing cultural beliefs and values in order to understand the cultural perspectives of Spanish-speaking speakers .
Mi progreso intercultural h
Investigate: In my own and other cultures I can identify the ways in which school schedules are organized.
5 Clementi, D & Terrill, L (2017) Keys to Planning for Learning Alexandria, VA: American Council on the Teaching of Foreign Languages .
Approaches to Teaching and Learning
3. Engaging with the World: How can learners use their language skills and cultural understanding to function at a survival level (Novice) or functional level (Intermediate) in cultural contexts outside of the classroom?
• By developing a sensitivity and awareness of cultural practices and perspectives to participate appropriately in cultural interactions .
Mi progreso intercultural h
Investigate: I can identify some similarities and differences between formality of language in Paraguay and in my own community.
• By engaging with age-similar native speakers in a variety of Spanishspeaking countries by means of video blogs, interviews, blogs, podcasts, and social media messages to participate in cultural interactions .
Mi progreso intercultural h
Interact: I can interact to learn about shopping habits and preferences.
• By engaging in self-assessment and intercultural refl ections to participate in cultural interactions .
Mi progreso intercultural h
Investigate: In my own and other cultures I can identify activities that unite communities.
• By problem-solving global issues in diff erent cultural contexts to participate appropriately in cultural interactions .
Mi progreso intercultural h
Investigate: I can identify how fair trade practices benefit producers and consumers throughout the world.
Approaches to Teaching and Learning
Staying in the Target Language
How to Get Started?
First of all, talk to learners about the use of Spanish in the classroom . Remind them that they are not expected to understand everything that they hear, read, or see . Just like in English, they need to infer meaning based on the words they know along with any visual clues or body language . Learning a language requires learners to tolerate ambiguity.
The Role of Comprehensible Input (CI)
Comprehensible input (CI) is based on Stephen Krashen’s Input Hypothesis,6 that second language acquisition occurs when learners receive an optimal quantity of comprehensible input that is a little beyond the current level of competence (i +1); “i” indicates input at the current competence of the learner, and “+1” represents the next level of competence . It is the language that the learner is not yet able to produce but still understands.
Hearing and seeing chunks of functional and high frequency language: Ahora vamos a...
Real world and/or personalized examples and tasks set in a cultural context .
The Role of Comprehensible Output (CO)
Comprehensible output is based on Merrill Swain’s Output Hypothesis,7 that learners need opportunities to produce output that is meaningful, purposeful, and motivating so students can engage in collaborative dialogue, using and reflecting on what they have learned, to produce output that communicates what they want to say or write . The learning takes place in the struggle to produce appropriate output.
Negotiating meaning: Asking for clarification and using circumlocution
Participating actively in the process of noticing and discovery .
See Instructional Strategies in this section for specific examples of what comprehensible input (CI) and comprehensible output (CO) look and sound like in the classroom .
6 Krashen, S (1982) Principles and practice in second language acquisition, Oxford, UK: Pergamon Press
7 Swain, M . (2000) The output hypothesis and beyond: Mediating acquisition through collaborative dialogue . In J . P. Lantolf (Ed .) Sociocultural theory and second language acquisition (pp . 97-114) Oxford, UK: Oxford University Press
Approaches to Teaching and Learning
EntreCulturas® is designed to assist teachers in achieving at least 90% use of Spanish in the classroom beginning in level 1 and eventually move to 100% in levels 2 and 3, providing guidance to help teachers implement the ACTFL Position Statement (2010) on Use of the Target Language in the Classroom . 8
Bill VanPatten sums it up this way: “Communicative ability develops in only one way: through engaging in communication. That is, people learn to communicate by engaging in acts of expressing and interpreting meaning in many varied contexts. Communicative ability cannot be “drilled.” It cannot be practiced in the traditional sense of practice. Communicative ability develops because we find ourselves in communicative contexts. Thus, output (the expression of meaning) plays a major role in the development of communicative ability.”
VanPatten, B (2014) Creating Comprehensible Input and Output: Fundamental Considerations in Language Learning (pp . 24-26) . ACTFL, The Language Educator, Oct/Nov 2014 .
There are multiple levels of support to assist teachers to “stay in the target language”:
• Teacher notes in the Teacher Edition address what to say and do to make meaning comprehensible for learners .
• Learning Strategies teach learners to build their communicative skills (for example, tips for reading comprehension) .
• A rich variety of visuals in the Student Edition and Learning Site® allows learners to associate vocabulary and structures directly with images and contexts, rather than with a translation
• Activities have built-in comprehension checks and formative assessments
• A variety of scaffolded interpersonal tasks encourage learners to negotiate for meaning and be creative with the target language
• Rubrics, designed as informative tools for teachers, provide feedback to learners to help them monitor their own growth .
• Ongoing progress checks encourage learners to monitor how well they are able to meet the communicative and intercultural goals .
• Learning Site® allows learners to record audios and videos, while teachers can provide audio and textual feedback on each recording .
• Animated instructional videos for grammatical concepts (Observa) have learners focus on noticing grammatical patterns in Spanish after they have processed for meaning . These videos include explanations in English, except at level 4, so that learners can view them outside of the classroom, and class time can be dedicated to target language use .
8 ACTFL Position Statement . (2010) . Use of the Target Language in the Classroom . American Council on the Teaching of Foreign Languages: Alexandria, VA, Retrieved 3/9/16 from http://www.actfl.org/news/position-statements/use-the-targetlanguage- the-classroom-0
Approaches to Teaching and Learning
Instructional Strategies
What do Comprehensible Input (CI) and Comprehensible Output (CO) look like and sound like in the classroom?
As the teacher provides CI in the ways described under What The Teacher Does (CI), student engagement in the learning process What Students Do (CO) builds proficiency toward Comprehensible Output . See Staying in the Target Language in this section for an overview of Comprehensible Input (CI) and Comprehensible Output (CO) Language Acquisition Theories
What The Teacher Does (CI)
Provides meaningful, authentic, and personalized communicative activities that meet a communicative goal
Makes connections from prior learning contexts to new learning objectives
Uses body language: actions, gestures, and facial expressions
Uses rich visuals and concrete objects
Integrates target vocabulary and structures into natural connected context
Provides useful expressions and questions to negotiate meaning
Uses a variety of relevant and appropriate authentic sources
Emphasizes meaning and content over form
Uses frequent comprehension checks (e .g ., questioning, pointing, signaling, and cueing with incomplete statements)
Enhances comprehension by using cognates, when appropriate
What Students Do (CO)
Know expectations, activate prior knowledge, make connections, and engage with topic
Build on prior language and content
Demonstrate comprehension through gestures, actions, and L2 production
Use graphic organizers to record observations, take notes, and support collaborative interactions
Process (by hearing and seeing) target vocabulary and structures in real life contexts, not in isolated lists
Negotiate meaning, ask for clarification, and use circumlocution
Interact collaboratively with peers to infer meaning based on context, visual clues, and sensible guessing
Demonstrate comprehension, make connections, and ask for clarification
Demonstrate comprehension (e .g ., answering; pointing; signaling, such as thumbs up/down; and drawing)
Make connections and demonstrate comprehension
Related Materials And Resources in EntreCulturas®
Activities, Mi progreso comunicativo Can-Do statements, Teacher notes, and online Instructional Strategies Toolkit
Activities begin with pre-reading, pre-viewing, and pre-listening tasks .
Activities, Teacher notes, and Learning Strategies
A rich variety of visuals: images for vocabulary, advertisements, photos, infographics, graphic organizers, and drawings
Vocabulary presentations, grammar presentations, activities, and Estrategias
Vocabulario personal, activities, and Estrategias
Activities and Estrategias
Activities and Estrategias
Mi progreso comunicativo CanDo statements and the online Portfolio, activities, and Más práctica (Workbook)
Vocabulario personal, Variedad lingüística, and Estrategias
Approaches to Teaching and Learning
What The Teacher Does (CI)
Uses repetition, rephrasing, and paraphrasing, and adjusts rate of speech to level of learners
Uses tone of voice and intonation to target new language in context
Elicits language repairs and requests clarification
Uses a variety of questions, simple to complex: yes/no, either/or, WH-questions, and open-ended questions
Models tasks with examples in context
Uses real world purposeful communicative tasks set in a cultural context
Models simple to complex language elements in context to scaffold output as learners: build from words and phrases to sentences, to question words to question formation
Uses co-construction: has students notice words and structural patterns in contexts
Uses pair- and small-group formats for activities: flexible and heterogeneous grouping
Provides specific, interactive, and meaningful feedback
What Students Do (CO)
Focus on new language with multiple opportunities to process meaning and demonstrate comprehension
Focus on new words and structures in connected contexts
Related Materials And Resources in EntreCulturas®
Teacher notes, online Instructional Strategies Toolkit, and Estrategias
Teacher notes and online Instructional Strategies Toolkit, audio recordings of vocabulary and grammar presentations, and Observa videos
Demonstrate comprehension and use self-correction to improve the comprehensibility of message
Produce language using scaffolded input
Demonstrate comprehension, produce language, act as peer motivator and peer editor
Engage in theme, interact collaboratively and socially with peers to make and negotiate meaning
Progress from simple to complex language elements to produce language in a manageable sequence
Notice, make connections, and participate actively in the process of discovery
Interact collaboratively, assist, negotiate, and make meaning using language
Notice, reflect, process, and self-correct to provide evidence of learning
Teacher notes, student recording, self-correction, and teacher feedback on Learning Site®
Activities provide a variety of question sequences and sentence starters
Tasks provide models and examples, graphic organizers, and checklists (Student Edition and Learning Site®) .
Activities set in real-world contexts and Mi comunidad global projects
Activities and Estrategias
Language examples in context with targeted forms in bold and Observa videos
Teacher notes, Instructional Strategies Toolkit
Mi progreso comunicativo Can-Do statements, Teacher notes, and the online Portfolio
Approaches to Teaching and Learning
Integrated Differentiated Instruction
As the world shrinks and global interaction is more commonplace, acquiring more than one language becomes essential for all students – not just those in advanced programs . Moreover, world language classrooms are composed of a mix of students who acquire language at diff erent rates and in diff erent ways. EntreCulturas® recognizes that teachers must actively plan for varied approaches to what students will learn, how they will learn, and how they will show what they know and can do .
Therefore, the program embraces a diff erentiated instructional approach, which meets the needs of the learner by appealing to a variety of interests and off ering varied levels of complexity to accommodate multiple rates of learning . Detailed Teacher Edition notes provide suggestions for scaff olding activities as well as challenging students, and the searchable, online Instructional Strategies Toolkit off ers hundreds of strategies for personalizing learning in your classroom .
According to Carol Ann Tomlinson,9 diff erentiation is a teacher’s response to learners’ needs based on guiding principles, such as continuous assessment, fl exible grouping, and respectful tasks. Eff ective teachers weave diff erentiation into three areas of the curriculum: content (what they will learn), process (how they will acquire the content), and product (how they will demonstrate and extend what they know and can do) based on learners’ interests, learning profi les, and readiness levels.
EntreCulturas® invites teachers to diff erentiate their classrooms through the fi ve “nonnegotiable” principles of Tomlinson’s approach by incorporating a variety of strategies and activities .
9 Carol Ann Tomlinson, The Diff erentiated Classroom, 2nd ed., ASCD, Alexandria, VA (2014).
Approaches to Teaching and Learning
1. Supportive Learning Environment
Units are designed to build a sense of community among students, which promotes risktaking and collaboration . The online Learning Site® extends support through a variety of resources to facilitate differentiation, such as scaffolding and supplementary resources.
2. Continuous Assessment
Each unit consists of a series of activities and steps that provide teachers with ongoing feedback on learners’ progress . These activities include the following:
• Pre-assessment tasks, which tap into learners’ background knowledge, interests, and readiness levels .
• Formative assessments, which build learners’ content knowledge and skills in the language and provide both teacher and learner with evidence of progress toward proficiency through a variety of tasks and check-ins. When needed, the En camino formative assessments have two additional tiered versions on Learning Site® so that teachers can empower students of all ability levels to demonstrate their progress with an appropriately rigorous and challenging task .
• Summative assessments, which are performance based to enable learners to demonstrate what they know and can do in the language .
3. Articulated Curriculum
EntreCulturas® lays the foundation for learners to build proficiency from Novice through Intermediate levels, preparing them to tackle the more advanced proficiency and content expectations in programs such as AP® and IB
4. Respectful Tasks
Unit topics are relevant and based in contexts that immerse students in the cultures that speak the language . Activities and assessments incorporate authentic sources and are set in theme-related, real-life cultural contexts . Tasks promote student choice and demonstration of what learners can do in the language Moreover, tasks are tiered from the Novice through the Intermediate levels to promote higher level thinking
5. Flexible Grouping
Suggestions are provided for diversified grouping scenarios that are dynamic in nature and that vary based on learners’ interests, learning modalities, and readiness levels .
Approaches to Teaching and Learning
Heritage Learners
EntreCulturas® recognizes that students in North American classrooms come from increasingly diverse backgrounds, and that a growing number of them are heritage learners of Spanish—students who may have varying levels of exposure to the language and/or its cultures in their homes or communities . Our Learning Site® contains resources that will help meet the needs of heritage learners of Spanish .
Engaging Heritage Learners of Spanish
Heritage learners...
1. grow up in homes or communities where Spanish is spoken;
2. may speak Spanish or only understand it;
3. may never have studied the language in school .
Effective Strategies for Engaging Heritage Learners of Spanish:
Vocabulary Development
Provide rich exposure to Spanish and develop vocabulary through comprehensible input . Encourage heritage learners to expand their vocabulary by seeking out online resources such as magazines or fi lms that interest them.
Literacy Development
Expand the bilingual range of heritage learners by providing engaging text, audio, and visual materials from a variety of contexts . Heritage learners may struggle with reading and writing; provide open-ended writing tasks to allow them to express themselves at their level . Provide specifi c feedback and support to help them improve.
Cooperative Learning
Provide learners with opportunities to use Spanish in meaningful, purposeful, and interesting ways to build self-esteem and confi dence in their academic and social skills.
Culturally Relevant Instruction
Include references to students’ bicultural world and acknowledge their bilingual abilities . Bilingual and heritage students often receive negative messages about their language ability and cultural identity, so stay positive; validate and include in your curriculum examples of the language varieties used in heritage communities .
Approaches to Teaching and Learning
Vocabulary Instruction in Context
EntreCulturas® introduces vocabulary in thematic chunks to fulfi ll the specifi c communicative goals indicated in the Mi progreso comunicativo Can-Do learning targets throughout the units . Vocabulary is presented visually, in context, and with Spanish synonyms or defi nitions.
All unit activities include listening, reading, and/or viewing comprehensible input that focuses on the target vocabulary in the thematic context . Following the input, a variety of interpretive, interpersonal, and presentational tasks in communicative and cultural contexts enable learners to produce the vocabulary they have processed for meaning . Additional vocabulary practice and tasks in the context of each unit are in the Workbook .
EntreCulturas® presents unit vocabulary in several manageable groupings:
• Así se dice is essential vocabulary for the thematic unit needed for success on the formative and summative assessments, and for use beyond the classroom .
• Vocabulario personal is a collection of thematic vocabulary words and expressions that allow students to further personalize with language .
• Vocabulario: Resumen is a compilation of unit vocabulary organized by topics at the end of each unit .
EntreCulturas® has a series of student-friendly Learning Strategies that help learners maximize their language learning, including vocabulary building . These are geared for Novice- through Intermediate-level learners .
Approaches to Teaching and Learning
Grammar Instruction in Context
The EntreCulturas® series aligns with the collaborative, co-constructive or dialogic10 approach to grammar instruction . This approach takes into account the sociocultural and interactive aspects of learning while balancing inductive and deductive discovery techniques . Learners are provided with multiple opportunities to personalize meaning of language in context through listening, viewing, and reading before they are asked to notice patterns or word order in the same familiar context
Observa
Learners observe highlighted grammatical features in communicative contexts that they have previously processed for meaning, then are asked to analyze the salient features, e .g ., associating verb ending patterns with the meaning . This approach allows learners to take an active role in co-constructing the grammar concept by collaborating with peers and the teacher . The structures are integrated into thematic-based communicative tasks . Additional optional grammar practice, tasks, and animated videos on Observa concepts are available on Learning Site® .
Recuerda
This feature provides grammar or vocabulary reminders from prior levels or units that learners will need for communicative tasks at their current level .
Detalle gramatical
Here, students see an explicit explanation of a new grammar concept needed to complete specific communicative tasks in the unit activities. In levels 1 and 2, the explanations are in English; in levels 3 and 4, they are in Spanish .
Gramática: Resumen
This reference resource summarizes the structures presented in the unit for self study outside of class and when preparing for assessments .
10 Glisan, E . W & Shrum, J . L . (2016) . Teacher’s Handbook:
Cengage Learning
Approaches to Teaching and Learning
Animated Videos
The animated videos provide reinforcement and additional instruction of the grammatical concepts . They are designed to be used outside the classroom to help the teacher to speak Spanish more consistently in the classroom . The videos feature recurring characters who focus learners’ attention on noticing grammar patterns in a familiar context .
• Observa videos model the inductive approach to teaching grammar . The videos are in English in levels 1, 2, and 3 . Students can watch the Observa video after they have been through the discovery of patterns (inductive) process on the same grammar structure in the classroom .
• If the teacher is new to the inductive approach, these Observa videos can serve as models for how to present new material in this framework
• Enfoque en la forma videos in level 4 model the deductive approach, with an explicit description of the grammatical structures All videos are in Spanish, and are designed to be used outside of the classroom to provide additional examples in context beyond what students see in the classroom .
Steps to follow to guide learners to discover grammatical patterns:
1. Focus attention on the properties of language after ensuring students comprehend the meaning of the language that they are asked to notice .
2. Use guiding questions such as the following:
a. What patterns did you see?
b. Can you summarize your observations?
3. Engage in a think-pair-share hypothesis process:
a. Jot down any observations individually .
b. Share observations with classmates .
c. Share conclusions with the class and teacher .
4. Co-construct grammar paradigm explanations with the teacher and the class:
a. Collaborate: What are the hypotheses? What conclusions have you drawn?
b. Provide more models for the students to test their hypotheses .
c. Draw final conclusions.
5. Provide purposeful communicative applications
Approaches to Teaching and Learning
Assessing Language Performance in Context
Assessments
EntreCulturas® applies the backward-design planning process, beginning with the end in mind; that is, each unit leads students to what they will need to know and be able to do to demonstrate their communicative skills and cultural and content knowledge at the end of the unit . Essential questions and unit performance goals were developed first, followed by a Standards-Based Integrated Performance Assessment12 (IPA) for the unit . The unit activities, communicative tasks, and formative performance-based tasks are developed with the IPA in mind
The Can-Do Assessment Path highlights the backward design by incorporating the Assessed Can-Do Icon x in the Teacher’s Edition at point-of-use for each paso where it applies This visual indicator quickly allows teachers to identify which Mi progreso comunicativo Can-Do statements are threaded into formative and summative assessment .
Vive entre culturas, a summative IPA, is a series of interrelated performance-based tasks integrating each communicative mode in a personalized cultural context based on the unit goals of the thematic unit . Each unit’s Table of Contents provides a glimpse of the IPA; a more detailed overview of the thematic summative assessment is at the end of each unit . The assessment itself, instructions, and IPA analytic rubrics are on Learning Site® .
En camino is a formative assessment that prepares students for the summative IPA . This assessment, its differentiated versions, instructions, and single-point rubrics are on Learning Site® . Mi progreso comunicativo and Mi progreso intercultural are Can-Do Statements13 embedded in the activities encouraging students to self-assess their level of performance: I can do this consistently, I can do this with help, or This is still a goal . 14 The Can-Dos were developed so that learners can keep track of their own progress . To document their progress, learners use the Portfolio on Learning Site® to upload evidence of their linguistic and intercultural development . Access the Portfolio Guidelines on Learning Site® for details about using the Can-Do statements .
Understanding of their current level of performance allows students to remain sensitive to their needs for either additional support or for extensions . This facilitates the use of tiered formative assessments .
All students taking an En camino assessment will be completing the same tasks, but slightly different versions of the tasks are provided so that students performing at different levels can experience an appropriately rigorous assessment
ACTFL proficiency levels are used to identify the leveled formative assessments The below targetlevel version provides additional supports for students who are currently struggling to apply the expected concepts . The on-level version is likely to be the most used as it is designed for students performing as expected. Finally, the above target-level version of the assessment is differentiated to provide advanced students with an appropriately rigorous task that will allow these students to be challenged .
12 The IPA was designed by ACTFL to measure learners’ knowledge and skills in authentic “real-world” situations within a cultural context that reflects the content in the thematic unit.
13 The Can-Do Statements are Wayside Publishing’s alone and are aligned to the NCSSFL-ACTFL Can-Do Statement Performance Indicators
14 NCSSFL-ACTFL Can-Do Statements for Use with LinguaFolio®, NCSSFL (2018) Novice Low Retrieved from https://ncssfl.org/linguagrow-linguafolio/2017-can-do-statements/, April 14, 2023.
Approaches to Teaching and Learning
Rubrics
Analytic Growth Rubrics15
Level-specific analytic rubrics are informative tools for teachers and learners to measure growth on the learner’s path to proficiency for the following communicative modes:
• Interpretive Reading, Listening, and Viewing
• Interpersonal Communication: Speaking and Writing
• Presentational Speaking
• Presentational Writing
Learners are encouraged to self-assess their communicative skills, intercultural growth, and use of strategies that help them progress on their path to proficiency. Teachers are encouraged to meet with students one-on-one to provide specific feedback on their communicative skills and intercultural growth
Holistic Rubrics
Teachers and learners are encouraged to apply Can-Do holistic rubrics for daily use and formative assessments:
• Interpretive Reading, Listening, and Viewing: Daily comprehension checks and formative assessments
• Interpersonal Communication: Classwork, exchange of information, messaging, participation, pair and group work .
• Presentational Speaking: Reporting or presenting to the class, presenting in a group, oral reflections.
• Presentational Writing: Reflections, exit slips, short notes, letters, summaries, descriptions, reviews, questions and answers .
Formative Assessment Rubrics
You can use the single-point rubric to provide detailed feedback on what students were able to complete for each Can-Do statement and which areas they could work to improve .
Whichever combination of rubrics you choose to use, make sure that your students are aware of and understand how to work with the rubrics themselves .
Integrated Performance Assessment Rubrics
The summative Integrated Performance Assessment Rubrics align with the task components for the unit IPAs . The rubrics describe the level of performance for each communicative task in the three communicative modes: Interpretive, Interpersonal, and Presentational . There are four levels of performance on each rubric, adapted from the ACTFL Proficiency Guidelines.16
There are Assessment Guidelines on Learning Site® teacher resources, with explanations of the assessment components, how to use the online Portfolio in Learning Site®, and how to score an IPA performance using the rubrics provided .
15 Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky) and Howard County Public Schools World Languages (Maryland) .
16 ACTFL Proficiency Guidelines (ACTFL, 2012) Retrieved (3-1-2016).
https://www.actfl.org/sites/default/files/pdfs/public/ ACTFLProficiencyGuidelines2012_FINAL. pdf
Unit Organization
Unit Organization
Encuentro intercultural
País, estado y mi comunidad
Videoblog
Comunicación 1
Conexión cultural
Así se dice 1
Observa 1
La perspectiva del videobloguero 1
Comunicación 2
Conexión cultural
Así se dice 2
Observa 2
La perspectiva del videobloguero 2
Comunicación 3
Conexión cultural
Así se dice 3
Observa 3
La perspectiva del videobloguero 3
Mi comunidad global
Gramática: Resumen
Vocabulario: Resumen
En camino 1
Formative Assessment
En camino 2
Formative Assessment
En camino 3
Formative Assessment
Embedded Elements
d Reflexión intercultural
h Mi progreso intercultural
h Mi progreso comunicativo
Detalle gramatical
Detalle lingüístico
Estrategias
Recuerda
Variedad lingüística
Vocabulario personal
Vive entre culturas
Integrated Performance Assessment
Icons Legend
Icons Legend
The icons in this program serve the following purposes:
The icons in this program serve the following purposes:
• Indicate the mode of communication;
• Indicate the mode of communication;
• Reference the fi ve goal areas as listed in the World-Readiness Standards for Learning Languages; and,
• Reference the five goal areas as listed in the World-Readiness Standards for Learning Languages; and,
• Prepare teachers and learners for the type of each task/activity .
• Prepare teachers and learners for the type of each task/activity.
A Interpretive Audio S Interpersonal Speaking O Cultures R AP® Task
a Interpretive Audio s Interpersonal Speaking o Cultures r AP® Task
V Interpretive Audiovisual E Interpersonal Writing C Connections Authentic Resource
v Interpretive Audiovisual e Interpersonal Writing c Connections
i Interpretive Visual m Presentational Speaking p Communities
I Interpretive Visual M Presentational Speaking P Communities x Can-Do Assessment Path
B Interpretive Print W Presentational Writing D Linguistic or Cultural Comparisons
b Interpretive Print w Presentational Writing d Linguistic or Cultural Comparisons
Appears in TE only
Fuente auténtica
Fuente auténtica
Unit Overview Learning Site®
Tema
Get a glimpse of what you will be learning in a new unit.
Metas
EntreCulturas®1 Learning Site® resources include videoblogs, audio/ video authentic resources, vocabulary, grammar and learning strategies videos, additional vocabulary practice, discussion forums, and more. You will also collect evidence of growth in your online Portfolio.
Review learning targets for interpretive,
Preguntas esenciales
Connect day-to-day learning to bigger questions.
D
Encuentro intercultural
Start with interculturality.
Comunicación
Integrate language and culture to communicate.
La
perspectiva
Así se dice
Begin with the essential vocabulary chunks.
View and gain the videoblogger’s unique cultural perspectives about the themes via unscripted language.
Mi comunidad global
Connect and interact with communities, authentic products, and native speakers.
Observa
View and make hypotheses as you reflect on language patterns.
En camino
Check progress with these formative assessments after each unit section.
Vive entre culturas
Apply learning in the summative unit assessment.
Resúmenes
Review core structures and vocabulary presented.
Interculturality
Encuentro intercultural
Begin each unit by making comparisons between the country of focus, a similar U.S. state, and your own community.
Encuentro intercultural
Paraguay, Texas y mi comunidad
Muchas personas en Paraguay y Texas son bilingües. Paraguay tiene dos lenguas oficiales, y la mayoría de la población habla el español y entiende el guaraní, una lengua indígena. En Texas, casi el 30 % de la población habla español en casa, y la mayoría lo entiende.
Videoblog
You will be introduced to the Spanish-speaking world with the assistance of videobloggers.
Videoblog de Jazmín
La perspectiva de Jazmín 3
Me gusta trabajar de voluntariado con personas mayores y dependientes. Y a ti, ¿qué te gusta hacer?
No me gustan los videojuegos.
Paraguay.
3 Conoce a Jazmín Meet Jazmín, our videoblogger from Paraguay.
1. Soy una persona alegre, extrovertida y empática.
2. En mi casa, vivo con mi papá, mi mamá y mis cuatro hermanos.
3. Hablo castellano,1 guaraní,2 inglés y portugués. ¹ castellano – español ² guaraní
and language in Paraguay
59 Lo que le gusta hacer a Jazmín Jazmín tells us about what she likes and does not like to do.
59.1 Conversa sobre Jazmín b Read Jazmín’s quotes from her videoblog and think about what you learned about her in previous videos. In partners, discuss what her speech bubbles mean and make a list of activities you predict she will say that she likes and does not like to do. A Jazmín le gusta… A Jazmín no le gusta…
59.2 Mira el videoblog y verifica tus predicciones v Watch the videoblog. In your same pairs, indicate the items on your list from 59.1 that Jazmín mentioned. Converse and add to your notes everything you understood from the videoblog.
Conexión cultural
Learning about cultural products, practices, and perspectives will give you a foundation for intercultural reflections.
You will share reflections on Learning Site®.
Reflexión intercultural
After a variety of experiences with cultural products, practices, and perspectives, you will reflect on your growing intercultural awareness.
You will share reflections on Learning Site®.
Mi progreso intercultural
This unique self-assessment feature clarifies your intercultural goals and guides you throughout the unit. You will provide evidence of growth in your Portfolio on Learning Site®.
Conexión cultural
27 Producto cultural: ¡Soy latino! y otros eslóganes
27.1 Conexiones: La sociología c
Where have you seen slogans in your community? Can you think of examples of slogans from well-known brands or organizations? Does your school or community have a slogan? What makes slogans so effective and powerful?
¡Soy latino! is something you might hear Spanish speakers around the world proudly proclaim. In many parts of the Spanish-speaking world, people use sayings that encapsulate their culture and spread messages of orgullo latino (Latino pride).
Country Slogan
U.S./Mexico ¡Viva la raza!
Meaning
Long live the heritage or race
27.2 Reflexión o
Embrace Paraguay
Perfectly at peace
Costa Rica ¡Pura vida! Pure or simple life Puerto Rico ¡Echa p’alante! Move forward Paraguay ¡Abrazá Paraguay! Javy’a Paraguáipe (guaraní). Tranquilopa.
What type of information does each slogan convey? Are they effective? Why or why not?
28 Reflexión intercultural d
Come up with a slogan in English for your community or a community you identify with. What type of language might you use? How does yours compare with those of Spanish-speaking countries? Share your ideas in class and in the Forum.
Mi progreso intercultural h
Investigate: In my own and other cultures I can identify slogans that reflect cultural identity.
Comunicación 2
Vocabulary
Así se dice
You will learn essential vocabulary presented visually in manageable chunks and in authentic contexts.
Vocabulario personal
These
and phrases help you personalize your communication, often in multiple contexts.
Me preparo para mi aventura
8 Empareja las frases b Empareja la descripción con el tiempo correspondiente.
a. Llueve.
I
Vocabulario personal
1. Estoy en el desierto.
2. Estoy en las montañas.
3. Estoy cerca de un glaciar.
4. Estoy en una selva tropical.
5. Estoy en los llanos.
20.3 Interactúa en una conversación s
b. Hace viento.
c. Hace calor.
d. Nieva.
e. Hace fresco.
Interact in a conversation appropriately. In pairs, take turns assuming the presented identities and greet one another. profesor/a doctor/a abuelo/a compañero/a de clase
MODELO Estudiante A: Buenos días, ¿cómo estás?
Estudiante B: Buenos días, profesor. Estoy bien, ¿y usted? Mi progreso comunicativo h
Interpersonal: I can ask and answer questions to meet and greet someone in an appropriate manner.
Detalle
lingüístico
You will explore curious and useful details of the language.
Variedad lingüística
Appreciate the linguistic diversity of the Spanish-speaking world.
Vocabulario: Resumen
These lists summarize
the
to help you review.
A: ¿Dónde prefieres vivir?
Estudiante B: Prefiero vivir en otra ciudad.
Mi progreso comunicativo h
Interpersonal: I can ask and answer questions about the homes where people live.
Unidad 3 | Mi familia es tu familia
Unit Organization
Grammar
Observa 2
Expressing Identity a
Observa
Examples of new structures in context help you to become “grammar detectives.”
You will find helpful videos called Observa on Learning Site®.
32.2 Escribe las identidades b
For each photo from 32.1, write the corresponding identity from the word bank. artista vegetariano/a voluntario/a músico/a estudiante poeta/poetisa atleta jugador/a bailarín/bailarina ciclista
a. b. c. d. e. f.
Detalle gramatical: Las conjunciones y, o Y becomes e when it precedes a word that begins with the i sound. Inés y Gabriela Inés and Gabriela Gabriela e Inés Gabriela and Inés O becomes u when it precedes a word that begins with the o sound. Orlando o Javier Orlando or Javier Javier u Orlando Javier or Orlando
32.3 Conversa con los voluntarios s
In pairs, take turns conversing about who you are, based on your interests. Use a conjunction in your questions and responses to bring two separate ideas together.
MODELO Estudiante A: ¿Eres artista o atleta?
Estudiante B: Soy artista, pero no soy atleta. Mi progreso comunicativo h
Interpersonal: I can ask and answer simple questions about identity.
Comunicación 2
Nosotros (tú y yo) somos estudiantes.
dónde es usted?
35 ¿Qué observas? b v
¿De dónde son ustedes? ¿De dónde eres tú?
Read the statements describing the people in the pictures. Notice the words in green. Can you figure out to whom they are referring? Notice the words in blue. Can you figure out when to use each form? What is the relationship between the two sets of words? Discuss your ideas with your classmates and teacher, view the Observa video, and check the Gramática: Resumen pages at the end of this unit to help you find out.
Detalle gramatical
Timely grammar details will help you communicate.
Él es de México. Ella es de Paraguay.
Ellos son doctores.
Yo soy de los Estados Unidos.
Ellas son doctoras.
Gramática: Resumen
Gramática: Resumen
Greeting Others Appropriately
Formal vs. Informal Language
Greetings
Informal,
Expressing Identity
Gramática: Resumen
This summary contains explanations of grammatical structures to help you review. C
Expressing Likes and Dislikes
The Verb gustar with Infinitives
In Spanish, you can ask about a friend’s likes and dislikes using ¿Te gusta _____? with the infinitive form of a verb (ending in -ar -er -ir) in the blank.
¿Te gusta pintar?
Do you like to paint?
To answer the question, use Me gusta _____. Me gusta pintar. I like to paint.
To make the sentence negative, add no before te gusta or me gusta. Sí, me gusta pintar, pero no me gusta escribir poemas. Yes, I like to paint, but I do not like to write poems.
Estrategias
These brief learning strategies will help you maximize your learning. D
002-077_ECS_2e_L1_SE_U1_FL.indd 75 11/4/24 1:31 PM 37 Día Nacional del Merengue
El artículo 26 de Noviembre: Día Nacional del Merengue, de la Agencia EFE, explica cómo República Dominicana celebra una de sus expresiones artísticas.
https://www.conectate.com.do/articulo/dia-nacional-del-merengue-26-de-noviembre/
26 de Noviembre: Día Nacional del Merengue
Efemérides, 26 de noviembre, Norys Velez
¿Qué dominicano se resiste a bailar un buen merengue? Y es que el merengue definitivamente es nuestro ritmo por excelencia que contagia,1 une e invita a los dominicanos a celebrar.
El 26 de noviembre fue escogido para conmemorar el Día Nacional del Merengue.
El merengue es un tipo de música y danza que se originó en República Dominicana, y se ha convertido2 en un género muy popular en toda América Latina y en varias importantes ciudades estadounidenses que tienen comunidades hispanas.
Es interpretado tradicionalmente con instrumentos como el tambor de dos parches,3 la güira y el acordeón. Los merengues más modernos incorporan instrumentos eléctricos e influencias de la salsa y el rock and roll.
1 contagia – infects 2 se ha convertido – has become 3 parches – drumheads
Estrategias: Scanning a Text
Sometimes when reading, we do not need to read an entire text. Use the scanning strategy to find specific information you need quickly.
1. Be sure you know exactly what information you need to find.
2. Quickly scan the material, moving your eyes over the text until you find it.
3. When you identify the place in the text with the information you need, slow down and carefully read that part.
Fuente auténtica
Unidad 5 | ¡A pasarla bien!
C
Assessment
A Vive entre culturas
En camino
Formative assessment will help you measure your progress toward unit goals.
Find supporting materials on Learning Site®.
Mi progreso comunicativo
You will provide evidence of growing proficiency in your online Portfolio on Learning Site®, which contains all Can-Do statements included throughout the unit.
En camino 3
56 ¿Qué te gusta hacer en familia?
You are interested in a summer exchange program in Spain and in potentially hosting a family in your home as well. Learn about potential host families and tell about yours.
56.1 Escucha la información sobre las familias a
You are trying to decide which host family to stay with in a summer exchange program. Listen to two students talk about the activities they do with their families.
Mi progreso comunicativo h
Interpretive: I can understand basic descriptions of the activities people do.
56.2 Escribe un correo electrónico w
Identify the family that you would most like to live with during the exchange. Write a short email to tell about your family and the activities you do.
Mi progreso comunicativo h
Presentational: I can describe activities people do with family and friends.
56.3 Conversa con la profesora r s
Your family has decided to host a teacher from Spain who will be coming to your community to teach Spanish in an elementary school. She is also excited to help you improve your own Spanish. She would like to know more about your family before she arrives. Participate in a phone conversation and answer her questions.
Mi progreso comunicativo h
Interpersonal: I can ask and answer questions about activities people do.
A summative assessment set in an authentic intercultural context will assess your progress.
Find supporting materials on Learning Site®.
Vive entre culturas
Aprendemos
Your
Investigate
Interpretive Assessment
¿Dónde se aprende en Costa Rica? a
Tomás, one of the students from Costa Rica who will be attending your school next year, is interested in exploring the different places in your community. He calls to tell you about the places he likes to learn in his community.
Mi progreso comunicativo h
Interpretive: I can recognize places of learning when someone describes their community.
Interpersonal Assessment
Conversa con Tomás r s
Tomás is excited to be a part of your school community next year and wants to know more about what your school is like. Respond to his questions about your school and community.
Mi progreso comunicativo h
Interpersonal: I can exchange information about my school day in a spoken conversation.
Presentational Assessment
Crea un mapa w
You want to familiarize the arriving students with your school and community. Create an annotated guide or map of your school or community highlighting an activity you do in each place.
Mi progreso comunicativo h
Presentational: I can tell someone my daily school activities.
Vive entre culturas
Global Community
Mi comunidad global
Investigate the local or global community and interact with Spanish speakers in your community or internationally.
Mi comunidad global
En el mercado mexicano
55 Visitando un mercado mexicano
Learn about the foods in a Mexican grocery store and how to find ingredients for a Mexican dish of your choice.
Oxxo es un minimercado popular en México. Se vende pan dulce en una panadería de Chicago.
Hay varias frutas en los mercados de Ciudad de México. La tienda Dulcelandia es popular en Chicago.
55.1 Mira y conversa i s Mira las imágenes. En parejas, conversen sobre cuáles son las características de los mercados mexicanos.
MODELO Estudiante A: ¿Qué venden en la tienda de la imagen número cuatro? Estudiante B: Venden piñatas y dulces
55.2 Investiga y prepara w p Investiga para escoger un plato mexicano que quieres preparar y un mercado en tu región que puedes visitar para comprar los ingredientes. Responde a las preguntas.
1. ¿Qué plato quieres preparar?
2. ¿Cuáles son los ingredientes del plato?
3. ¿Qué mercado puedes visitar para comprar los ingredientes?
4. ¿Cuáles son algunas frases que puedes usar en el mercado?
55.3 Visita p s Visita el mercado de 55.2 y encuentra los ingredientes para el plato mexicano. Toma fotos de cada ingrediente. Habla con alguna persona del mercado si necesitas ayuda para encontrar un ingrediente. Usa tus frases de 55.2 para hablar en español con personas en el mercado.
Mi progreso intercultural h
Interact: I can interact appropriately to meet my needs in a Mexican market.
56 Reflexión intercultural d
Have you shopped for ingredients like these before? How do ingredients in Mexican markets lend themselves to preparing culturally authentic dishes? How does shopping in a Mexican mercado compare to your experiences at markets or grocery stores?
Mi progreso intercultural h
Investigate: I can compare a Mexican market to other places to
numeral
Unidad
Teacher’s Edition
Florida Benchmarks
Florida World Languages CPALMS benchmarks associated with every activity are indicated on each page to assist with lesson planning .
Culture
Additional tips to expand students’ cultural knowledge or provide supplementary information .
Instructional Notes
Details and tips for planning and implementing activities .
Answers
Answers or possible answers, where appropriate .
Scaffold, Challenge, Differentiate
Three diff erent types of diff erentiation notes that rotate with suggestions for adding support, providing an extra challenge, or meeting students’ learning preferences .
Florida Benchmarks WL.K12.NM.2.1 (33.1, 33.2)
Actividad 33
Culture Note: As you complete this activity, be sure to have discussions with students about the timing of Hispanic Heritage Month (September 15th - October 15th annually).
Share with students that many Latin American countries celebrate their independence during this time including Costa Rica, Chile, Cuba, El Salvador, Guatemala, Honduras, Mexico, and Nicaragua. Encourage students to attend local celebrations in your community and to share their experience with the class.
Paso 33.1
Teaching Tip: Activate students’ background knowledge before completing Paso 33.1 While showing a picture of a famous American athlete, ask students: ¿Qué atleta es famoso en los Estados Unidos? While showing a picture of an American musician, ask: ¿Qué músico es famoso? Continue with all the professions in the word bank.
Empareja la descripción con la persona b i Match each
a. Es atleta. Es jugador de béisbol. Es de Panamá.
b. Es inteligente. Es astronauta y científico. Es de Costa Rica.
c. Es atleta. Es jugador de básquetbol. Es de España.
d. Es bilingüe. Es política. Es vicepresidenta de Costa Rica.
e. Es músico. Es director de la Orquesta Filarmónica. Es de Venezuela.
Paso 33.2
Culture Note: Consider highlighting other identities of the famous individuals presented, e.g., Franklin Chang Díaz es atleta, Sonia Sotomayor es ciclista, José Andrés es ciudadano de los Estados Unidos
f. Es atleta. Es nadadora. Es campeona olímpica. Es de Puerto Rico.
g. Es actriz. Es cantante. Es de ascendencia puertorriqueña. Es bilingüe.
h. Es medallista olímpica. Es gimnasta. Es de ascendencia puertorriqueña.
i. Es chef. Es filántropo y voluntario. Es de España.
j. Es jueza en la Corte Suprema de los Estados Unidos. Es de ascendencia puertorriqueña.
Create a slide deck with the images of the people from Paso 33.1 or find other images of people in the same professions from Spanish-speaking backgrounds. Ask students sí/no, then o/o, and finally ¿Cuál es su profesión? questions, e.g., Es gimnasta, ¿sí o no?; ¿Es jueza o astronauta?; ¿Cuál es su profesión? Ask students to respond either aloud as a class or on whiteboards.
Challenge
After reading Calixto’s speech bubbles in Actividad 34, challenge students to personalize them with their own information. What do they think Calixto is saying when he says: Hablo dos idiomas: el inglés y el guaraní? How would they change that to make it true for themselves? Celebrate students’ appropriate personalization of the meaning rather than emphasizing appropriate structures since students have not learned them yet.
Marc Gasol Gustavo Dudamel Epsy Campbell Barr Franklin Chang Díaz Sonia Sotomayor
Maritza Correia McClendon Mariano Rivera Michaela Jaé Rodriguez Laurie Hernandez José Andrés
Unidad 1 | ¡Hola, mucho gusto!
Can-Do Icon
34 Conoce a Calixto
Calixto lives in the United States and enjoys being able to communicate with people in different languages. He has shared a video with you describing his experiences as a polyglot.
34.1 Lee y selecciona las categorías b
Look at the picture of Calixto and read the information in the speech bubbles. Select the categories of information you learn about him. Copy the details from the speech bubbles that correspond to the categories you selected.
❑ origin
❑ favorite sports ❑ languages ❑ favorite holidays
Mi progreso comunicativo h
Interpretive: I can recognize key words about identity in a simple biography.
34.2 Mira y completa las oraciones v Watch the videoblog. For each blank, write the word or phrase from the word bank that you hear Calixto say.
me llamo soy los Estados Unidos idiomas mucho hablo amigos hasta pronto
1. Hace 29 años que estoy viviendo en
2. El español es el idioma que uso en mi trabajo.
3. El guaraní es el idioma que utilizo con mis familiares y
34.3 Presenta una comparación d
Based on what Calixto says, explain in English one way you are similar and one way you are different from one another. Include examples.
For Paso 34.3, invite heritage learners to complete the task in Spanish, English, or a mix of the two. Heritage learners have a rich linguistic repertoire and developing skills in and through both languages is advantageous to them linguistically and scholastically. This practice is called translanguaging and is also used in this activity by having the class listen to Calixto in Spanish and work in English.
Have students research a Spanish-speaking person who has one of the professions from Actividad 33 but is not mentioned in the activity. Have students create a post with their photo, age, origin, and profession using the descriptions in Paso 33.2 as a model. Have students read and make comments on three posts using reactions like: ¡Qué interesante! Yo también soy (de) ___./No soy (de) ___.
Actividad 34
Teaching Tip: Before students watch the video, ask or project the following questions: ¿De dónde es Calixto? ¿Qué idiomas habla Calixto? Have students answer the questions using the information from Calixto’s speech bubbles.
xPaso 34.1
Teaching Tip: Before completing the task for Paso 34.1, have students alternate reading the speech bubbles aloud in pairs. Encourage students to guess the meaning of unknown words through context.
Answers Origin: Soy de Paraguay. Languages: español, inglés, guaraní
Paso 34.2
Teaching Tip: Play the audio once for students to get the gist of the message. Play it once more for students to write down the words Calixto says. Ask students what they think Calixto is saying in each of the three sentences.
Answers 1. los Estados Unidos 2. mucho 3. amigos
Paso 34.3
Teaching Tip: Ask students to make a T-chart. On the left, tell them to list what they have learned about Calixto, his life, and the languages he speaks. On the right, tell them to note how their lives are similar or different.
Ask: ¿En qué son similares o diferentes Calixto y tú? Call on volunteers to share.
Answers Answers will vary.
Activities with x support and share a Can-Do statement with the En camino formative performance assessment and in some instances, the Vive entre culturas summative IPA .
Supporting Heritage Learners
These notes provide suggestions for meeting the individual needs of heritage learners in your class .
Other
Additional categories include AP® Strategies, IB Strategies, College and Career Readiness, and additional connections to the goal areas of the ACTFL Standards .
Soy de Paraguay.
Aparte del español, hablo dos idiomas: el inglés y el guaraní.
El guaraní es el idioma que utilizo para comunicarme con la gente del Paraguay.
Our Digital Learning Experience
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• Select from diverse activities, media, assessments, games, and interpersonal speaking practice with Nualang.
• Provide students with dynamic learning paths tailored to their language goals and proficiency levels.
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• Find, present, assign, and grade—all in one place, eliminating the need for multiple tabs and tools.
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• Fully compatible with LMS and SIS systems using standards like LTI 1.3, OneRoster, and QTI.
• Easily exchange rosters, assignments, and grades to streamline workflows across your institution.
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What’s New on Learning Site?
• NEW Enhanced eBook Features: Enjoy mobile support, highlighting, notetaking, search functionality, and more.
• NEW Administrative Reporting: Gain insights into student activity and user actions with detailed reports.
• NEW Embedded Portfolio: Help students track their progress towards Can-Do Statements and personal goals.
• NEW LMS/SIS Integrations: Benefit from streamlined rostering, grade exchange, and SSO compatibility.
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Using Readers to Support Language Acquisition
Using Readers to Support Language Acquisition
This edition of EntreCulturas® includes a companion reader, Brandon Brown quiere un perro, that is aligned to the goals and content of EntreCulturas® 1 . On Learning Site®, the reader appears as an additional component along with activities, a glossary, and a Teacher’s Guide with detailed teacher tips and answer keys .
Reading has been shown to have a strong impact on both vocabulary development and the acquisition of language structures. Just as young learners benefi t from leveled readers to develop reading skills in their fi rst language, these companion readers provide targeted input of the vocabulary and structures Spanish learners need to progress toward reading authentic literature. Students benefi t from stories that are both comprehensible and compelling to them . You can provide additional support by doing the following:
• Pre-teach any needed vocabulary so that the comprehension level is very high while students are reading, especially if they will be reading at home .
• Do pre- and post-reading activities to get students to interact at a deeper level with the content they are learning about in the story .
Readers as Part of Your Curriculum
Here are some suggestions for incorporating readers to enhance student progress toward profi ciency. The Teacher’s Guide on Learning Site® contains additional ideas .
• Plan to include the reader at any point in the year. The reader, Brandon Brown quiere un perro, was chosen for its simplicity and repetition of basic structures, allowing it to be eff ectively integrated at almost any point throughout the year. Guide students through the book with in-class reading during the fi rst semester or give them a chance to fi nd success more independently toward the end of the year.
• Set aside time daily/weekly over a set period. Read a little bit each day or on a set day each week until the reader is completed . To keep students’ interest level high, read regularly and avoid long gaps between reading sessions .
• Replace other homework with daily reading. Assign the chapters to be read independently outside of class . Preview the chapter when it is assigned and follow up with comprehension tasks after reading .
Program Components and Key Features
Program Components and Key Features
EntreCulturas® Second Edition components are available digitally on Learning Site® unless noted as also available in print format .
For the Teacher
• Teacher Edition: Available in Print and Digital formats .
• Assessment Program: Includes a suite of assessments and rubrics to customize to each student’s need, from proficiency-based Formative and Summative Assessments to Alternative Objective Tests in an autograded delivery format .
• Letters to Guardians: Highlight the key information for each unit of study for parents and guardians .
• Lesson Plan Builder: Pulls directly from the textbook to create engaging, tailored lessons that can be exported to multiple formats, including slides—saving teachers time and boosting student engagement .
• Personalized Assignments and Assignment Controls: Empower teachers to adapt tasks to each student’s needs, enhancing engagement and learning outcomes .
• Learning Pathways: Aligned with Can-Do statements and assessments, our pathways guide teachers to essential activities for building proficiency, providing clear guidance for new teachers and flexibility for experienced educators .
• Instructional Strategies Toolkit: Ready-to-use, research-based activities organized by communication mode, skill, and proficiency level—keeping students engaged and helping every learner thrive in the target language
• Administrative Reporting: Provides powerful insights on student activity and user actions, making it easy for administrators to manage and safeguard the platform effectively.
• Performance Towards Proficiency Growth: Gives insights into student growth towards proficiency.
• Standards: At point of use, standards ensure our content aligns with educational benchmarks, empowering teachers to meet key learning goals with confidence.
• Personalized Settings: Allow teachers to customize timed tasks, transcripts, and captions, giving them flexible tools to meet the unique needs of their students and classroom.
• Professional Learning: Brings unmatched expertise and personalized training to support successful program implementation, empowering teachers with tailored, research-backed strategies to elevate language instruction and foster meaningful student engagement .
For the Student
• Student Edition: Available in Print and Digital formats .
• Workbook Grammar and Vocabulary Activities: Additional activities to practice vocabulary and grammar from each unit Available in Print and Digital formats
• Spanish for Life and Career Success: Students engage with practical, real-world language skills that connect directly to future careers
• eBook: A page-by-page representation of the Student Edition with highlight and note-taking functionality
• Nualang Activities with Heritage Path: Students engage in conversation and receive personalized feedback from our chatty little helpers, the Nualas .
• Flashcards: Practice key vocabulary from the unit . Available in Print and Digital formats .
• Companion Reader: Each level of the program includes a comprehensible Spanish reader .
• Portfolio: Students document the growth of language learning
UNIDAD 1:
mucho gusto!
Preguntas esenciales
1.
UNIDAD 2: La escuela de la vida
Preguntas esenciales
1.
UNIDAD 3: Mi familia es tu familia
Encuentro intercultural
España, Colorado y mi comunidad
Videoblog de Gisela v
Comunicación 1: La vida familiar
Conexión cultural: Nuevos modelos de familia
Así se dice 1: Esta es mi familia
Detalle gramatical: La preposición de
Detalle gramatical: Los adjetivos posesivos
Observa 1: Describing People v
perspectiva de Gisela 1 v
Comunicación 2: Donde vivimos
Conexión cultural: Los espacios donde vivimos
Así se dice 2: Donde vive mi familia
Observa 2: Expressing Location v
Detalle gramatical: Estar en para indicar lugar
Detalle gramatical: Las contracciones al y del
Comunicación 3: Las actividades
Así se dice 3: ¿Qué quieres hacer este fin de semana?
Observa 3: Expressing Activities with More Verbs v
Detalle gramatical: El verbo ver
Detalle gramatical: El verbo ir
Preguntas esenciales
1. What does it mean to be a family?
2. How does where we live influence family
3. How do family and friends shape who we are?
Unidad 4: La comida es cultura
Preguntas esenciales
1. How are our ideas about balanced diets formed?
2. How do food practices shape cultural identity?
3. How does where we live influence what we eat?
UNIDAD 5: ¡A pasarla bien!
Comunicación 1: ¡Vamos a hacer planes!
Conexión cultural: La pelota dominicana y la vitilla
Así se dice 1: ¡Es difícil hacer planes!
Observa 1: Expressing What I Can Do v
perspectiva de Guilligan 1 v
Comunicación 2: Las celebraciones populares
cultural: La bachata
se dice 2: Celebraciones con amigos y familiares
Observa 2: Telling What I Do v
Scanning a Text
2
Comunicación 3: ¡Vamos a disfrutar!
dice 3: Preparando un viaje
3: Discussing the Future v
Preguntas esenciales
1. What leisure activities define my community and me?
2. How do popular celebrations reflect history and culture?
3. How do leisure activities create bridges between cultures?
UNIDAD 6: Caminando por el mundo
Preguntas esenciales
1. How do surroundings shape one’s identity?
2. How do people connect across the world?
3. How do my actions affect the world beyond me?
Appendix A: Can-Do Statements
Appendix B: Rubrics
Appendix C: AP® and IB Correlation Guides A23
Glossary of Classroom and Activity Instructions
Glossary: Spanish – English
Glossary: English – Spanish
Credits
Appendix D: Grammar Index A26
Santa María de Jesús, Guatemala
We offer our heartfelt appreciation to the authors Ann Mar, Robert L. Davis, Maritza Sloan, and George Watson-López for their hard work and dedication to improving an already incredible product. Because of your efforts, thousands of teachers and students across the country will be on the path to proficiency and becoming intercultural citizens of our world. Thank you to the Wayside Publishing Spanish Editorial team for your contributions too numerous to cite: Jacob Asnicar for his tireless work on securing permissions for all of our authentic resources; Deborah Edson for her work on incorporating culture into vocabulary and grammar spreads through text and visuals; Lariza Fuentes and her extensive knowledge of the Spanish language and familiarity with its associated cultural products, practices, and perspectives; Dr . Jan Hagedorn for her vision and precision behind the program’s scope and sequence, overseeing all components of backward design; Kelly Hass for her mission to increase comprehensibility of the vlogger video program through visual supports and scaffolded activities; Erika Liebel for her drive to create intercultural curiosity through authentic resources; Isaily Pérez for questioning everything in her relentless pursuit of linguistic and cultural perfection; and Kathryn Strasser for her pedagogical leadership and content contributions to the Teacher’s Editions .
We appreciate the unending support from Senior Managing Editor Tanya Brown and Managing Editor of Spanish Lindsey Colling . Their everlasting belief in us, and in this project, has been key since day one
To our contributing authors and editors Michael Allred, Leah Donohue, Scot Esposito, Gabriela Ferland, Jason Kemp, Ana Martínez, María Matilla, Megan McDonald, and María Carolina Reyt, we are thankful for all of the wonderful supporting activities and teacher notes that you so thoughtfully created and reviewed .
Thank you to Dr . Mary Risner for her vision and enthusiasm in creating the Spanish for Life and Career Success supplement .
We thank the Wayside Publishing Digital Development team for their work in transforming our manuscripts into such a beautiful book and engaging digital experience . We are especially thankful to Jaana Bykonich for her work on the cover and interior template designs, Sawyer McCarron-Rutledge and Hannah Rowlett for creating the beautiful graphics and layouts in each unit, and Sarah Schimidt-Boldon for converting everything into an interactive digital experience .
We extend a special thank you to the Wayside Publishing Technology & Operations team and the Sales, Adoptions, Marketing, and Professional Learning team for their support during this journey . We are so grateful for the wisdom, vision, and support of everyone at Wayside Publishing who contributed to the creation of this wonderful program .
Tema
Unidad 4 centers around the theme of food as culture, which provides the context for students to build communicative and cultural proficiency.
As you discuss food, be sensitive to students with eating disorders and students experiencing food insecurity by offering to all students alternatives to describing their own habits and preferences (e.g., describing a friend or fictitious/famous person instead).
Teaching Tips:
• Direct students to the unit title: La comida es cultura. Students can use the cognate cultura and the associated image to deduce that the tema of Unidad 4 is food. Encourage curiosity by asking students to share what they know about food in Spanish-speaking cultures. What do they want to be able to say about food?
• Read the Metas and Preguntas esenciales Then have students brainstorm and jot down ideas to answer the questions:
• What are common foods in your community and why do you think they are common?
• What are some foods reserved for special occasions?
• What foods represent your family/ community and why?
• How can we ensure equal access to nutritious foods?
Using the Photo/Title
Teaching Tip: Ask guiding questions accompanied by hand gestures to help students analyze the title, e.g., ¿Estás de acuerdo con el título? ¿Es la comida una parte de nuestra cultura?¿Qué plato representa la cultura de tu región? Then ask students these questions to interpret the photo: ¿Es un mercado o un supermercado? ¿Qué frutas y verduras ves? ¿De qué colores son?
UNIDAD 4 La comida es cultura
The food we enjoy with friends and family are an important part of our own culture. Learning about and sharing food connects us with others across cultures.
• Interpret short texts to discover how geography and culture affect food traditions Share preferences, opinions, and habits about foods
• Create and present menus that express your food preferences and traditions
• Describe how sharing in the food of another culture can lead to intercultural understanding
Path to Proficiency
Planning for Proficiency
Review Proficiency Benchmarks and Performance Indicators on ACTFL’s website for Novice learners in each mode of communication and intercultural communication. The Can-Do statements and rubrics in EntreCulturas® follow these guidelines. Before students begin the Vive Entre Culturas, review the Unit 4 Integrated Performance Assessment Rubric in Appendix B and on the EntreCulturas® Learning Site®. Each assessment has been designed through backward planning with students’ successful pathway to proficiency in mind.
Access the EntreCulturas® 1 transcripts in the Authentic Resources Transcripts Appendix and on Learning Site®. You can also stream and download all audio and video files on Learning Site®.
Metas
Tema
Una mujer en La Merced, un mercado en la Ciudad de México. 230
Unidad 4
How are our ideas about balanced diets
•
• How does where we live influence what we
México, Carolina del Norte y mi comunidad Videoblog de Fernanda
Comunicación 1
Nuestras elecciones alimentarias
Así se dice 1
Bien comer, buen vivir
Making Requests and Recommendations: Stem-Changing Verbs e ➞
La perspectiva de Fernanda 1 En mi cocina
En camino 1 Recuerdos de
Comunicación 2 Los platos que comemos
¿Qué te gusta comer durante el día?
Preguntas esenciales
Use Preguntas esenciales to guide the learning goals of the unit, connect to other disciplines, and spark curiosity and deeper understanding of the unit theme. Return to the Preguntas esenciales throughout the unit as students gain related vocabulary in Spanish. At the end of each Comunicación, guide students to answer the questions in a basic way using what they have learned.
Encuentro intercultural
Tell students this unit’s Encuentro intercultural invites them to compare similarities and differences among the cultural products, practices, and perspectives of Mexico, North Carolina, and their own community. They will also meet Fernanda from Puebla, Mexico, who will tell them about where she lives and some of her favorite dishes.
Mi comunidad global
Explain to students they will learn about items sold in Mexican food stores. They will choose a recipe for a Mexican dish, locate the ingredients at a local market, and then compare this experience to their family’s regular grocery shopping.
Vive entre culturas
The Vive entre culturas summative assessment asks students to create a fusion meal. First, they will watch a video about two popular salsas from Mexico. Next, they will have a phone conversation with the cook from the video about Mexican cuisine and their own preferences. Lastly, they will create a fusion meal with ingredients from Mexico and their own culture.
Pathway to Proficiency
Communication Modes
Throughout this unit, students will continue to develop their skills in the three modes of communication. Some highlights are: students will listen to this unit’s videoblogger describe her family and some of her favorite foods; they will compare nutritional recommendations from Mexico and the United States; they will describe their favorite moments and foods from an important event in their life; they will discuss two menus and share their preferences in small groups.
Forum
Use the Forum on Learning Site® to reflect on the Preguntas esenciales, Conexiones culturales, and Reflexiones interculturales. The Forum can serve as a place for students to respond outside of the classroom in English on a deeper level than their current target language performance allows. Forum responses can also be added to the student Portfolio as evidence of their intercultural growth.
Encuentro intercultural
Discuss these Mi progreso intercultural Can-Do statements so students understand expectations:
Investigate: I can identify some similarities and differences between Mexico and my own community.
Investigate: I can identify some similarities and differences between a Mexican teen and myself.
México, Carolina del Norte y mi comunidad
Teaching Tips:
• Go over the introduction, map, and infographic. Say: México es un país de Norteamérica, pero Carolina del Norte es un estado de los Estados Unidos. Ask: ¿Cuáles fotos son de comidas y cuáles de música?
¿Cuáles son de lugares naturales? ¿Cuál es más grande: México o Carolina del Norte?
¿Cuál es el idioma principal de México? ¿Y de Carolina del Norte? ¿Dónde se hablan varios idiomas indígenas?
• Ask pairs to read the captions, list cognates, and indicate the items in the images that correspond to each word. Then ask comprehension questions, e.g., ¿Dónde se producen batatas? (Carolina del Norte.) ¿Qué actividad puedes hacer en Tulum? (Visitar ruinas, nadar.)
Culture Note: Highlight the primary indigenous languages spoken in Mexico. Divide the class into six groups and ask each group to research and be prepared to share about one of the languages. Tell them to address these questions: Where do people speak the language? Which indigenous group speaks it? How many speakers are there? Is it a national language of Mexico? Are there any language revitalization projects to help keep it alive? If so, what are they?
Encuentro intercultural México,
Carolina del Norte y mi comunidad
La comida y la música tienen profundas raíces culturales tanto en México como en Carolina del Norte.
Strategies for Differentiation
Ask questions to help students make connections between Encuentro intercultural and their own community, e.g., ¿Qué ingredientes son importantes para nuestra comunidad? ¿Hay espacios naturales o monumentos históricos aquí? ¿Cuáles son? ¿Qué idiomas se hablan aquí? Have students write the heading Nuestra comunidad and take notes.
Challenge
Challenge students to write their answers for Actividad 2 in Spanish. Show them how to do this using the model sentences in Paso 1.2, e.g., En México puedes (activity), pero en (students’ community) no puedes (activity). En los dos lugares hay/usan/comen/tienen… Then create with the class one example sentence expressing a similarity and one expressing a difference. Write them on the board to serve as a model.
Carolina del Norte
El maíz, el café y el tomate son productos importantes de México.
El mariachi utiliza violín, trompeta y guitarra. Aquí se producen frijoles, batatas (sweet potatoes) y carne.
La música folclórica y country utiliza el bajo (bass), la guitarra y el violín.
Tulum tiene playas y ruinas mayas.
Las ruinas de Teotihuacán son muy antiguas.
Hay varios espacios naturales que puedes visitar como las montañas, los lagos y la playa.
Ciudad de México, la capital, tiene más de 150 museos y el parque urbano más grande de América Latina.
La capital, Raleigh, tiene museos de arte, historia y ciencias.
tzotzil, zapoteco y 62 más)
1 México y Carolina del Norte
Usa las fotos y otra información para comparar México y Carolina del Norte.
1.1 Compara Carolina del Norte y México i b
Lee la información de Encuentro intercultural y mira las imágenes y gráficas. Usa el diagrama de Venn para comparar Carolina del Norte y México.
MODELO
1.2 Escribe sobre las imágenes d w
Escribe por lo menos cuatro oraciones que comparen a Carolina del Norte con México, una para cada categoría del banco de palabras.
Categorías
música productos lugares actividades
MODELO Lugares En México puedes visitar ruinas mayas, pero en Carolina del Norte no puedes.
Música En los dos lugares usan la guitarra y el violín.
2 Reflexión intercultural d
What is Mexico like? What is your community like? Using the images and information about products and practices in Mexico, describe some ways that your community is similar and some ways it is different.
Mi progreso intercultural h
Investigate: I can identify some similarities and differences between Mexico and my own community.
In addition to the resources provided in this unit and in the EntreCulturas® series, explore these outside sources for further discovery of Mexico and unit themes.
Musical Artists: Maná, Julieta Venegas, Café Tacvba, Los Tigres del Norte, Lila Downs, Natalia Lafourcade, Rodrigo y Gabriela, Carla Morrison, Luis Miguel, Vicente Fernández, Juan Gabriel, Chavela Vargas, Jesse & Joy, Belanova.
Musical genres: Mariachi, Banda, Norteño.
Authors: Octavio Paz, Juan Rulfo, Carlos Fuentes, Laura Esquivel, Rosario Castellanos, Elena Poniatowska, Juan José Arreola.
Artists: Frida Kahlo, Diego Rivera, José Clemente Orozco, David Alfaro Siqueiros, María Izquierdo, Julia López.
News sources: Reforma, El Universal.
Florida Benchmarks
WL.K12.NM.2.1 (1.1)
WL.K12.NM.5.1 (1.2)
WL.K12.NM.5.5 (1.2)
WL.K12.NM.6.4 (1.1, 1.2, 2)
WL.K12.NH.2.1 (1.1)
WL.K12.NH.2.4 (1.1)
WL.K12.NH.6.4 (1.1. 1.2, 2)
WL.K12.NH.7.2 (1.1)
WL.K12.NH.8.3 (1.1, 1.2, 2)
MA.K12.MTR.2.1 (1.1)
Paso 1.1
Teaching Tip: Have students fill out a Venn diagram. Tell them to use the categories from Paso 1.2 to help focus their comparisons. Ask guiding questions to get students started, e.g., ¿Qué actividades puedes hacer en México? ¿Qué actividades puedes hacer en Carolina del Norte? ¿Qué actividades tienen en común?
Sample Answers
México: productos (maíz, café, tomate), lugares (ruinas, playas, ciudades), actividades (visitar ruinas); Carolina del Norte: productos (frijoles, batatas, carne), lugares (lagos), actividades (escuchar música folclórica); Los dos: lugares (playas, ciudades), actividades (visitar museos, escuchar música).
Paso 1.2
Preparation: Show students how to extract the sentence frames from the model, e.g., En México puedes (activity), pero en Carolina del Norte no puedes. En los dos lugares
Tell students the first sentence indicates a difference and the second one, a similarity.
Answers
Answers will vary.
Actividad 2
Teaching Tip: To help students organize their thoughts, have them add a circle for their community to their Venn diagram from Paso 1.1 which overlaps only with Mexico. Tell them to list three differences and three similarities. Model comparisons in Spanish, e.g., En México, hay ruinas. En mi comunidad, no hay ruinas. En los dos lugares, hay parques.
Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.
Carolina del Norte México
Florida Benchmarks
WL.K12.NM.1.1 (3.2)
WL.K12.NM.2.1 (3.1)
WL.K12.NM.6.4 (3.1, 3.2)
WL.K12.NH.1.1 (3.2)
WL.K12.NH.1.4 (3.2)
WL.K12.NH.1.5 (3.2)
Videoblog de Fernanda
Preparation: Say: La videobloguera se llama Fernanda. Es de Puebla, México. Point to or project a map and ask: ¿Dónde está México en el mapa? ¿Y Puebla? Students may volunteer to show you. If not, point to it and say: Puebla está aquí. En su video, Fernanda describe su personalidad, sus actividades favoritas y un poco sobre la cultura de Puebla. También describe algunos de sus platos favoritos.
Paso 3.1
Teaching Tip: Have students read the categories. Then tell pairs to alternate reading the speech bubbles aloud before listing corresponding words. Remind students that food is part of culture. After pairs read the first speech bubble, ask them to guess what distraída means and confirm they understand “distracted.”
Answers
Personalidad: alegre, divertida, distraída; Familia: madre, padre, dos hermanos pequeños; Idiomas: NA; Cultura: los tacos (al pastor); Clima: NA
Paso 3.2
Culture Note: Share that the deporte de pelota Fernanda refers to is a version of an ancient mesoamerican ball game in which two teams hit a ball back and forth using only their hips.
Teaching Tip: Play the videoblog, pausing it after Fernanda talks about each category to give students time to write. Repeat the process a second time. Play the video a third time without pausing and have students check their answers.
Suggested Answers
Additions include: Familia: tres perros; Idiomas: inglés, español; Cultura: la gringa, pirámides, música tradicional, bailes típicos, el deporte de pelota; Clima: tropical
Unidad 4 | La comida es cultura
Videoblog de Fernanda
3 Conoce a Fernanda
Soy una persona alegre, divertida y a veces un poco distraída.
Conoce a Fernanda, nuestra videobloguera de México.
Vivo con mi madre, con mi padre y con mis dos hermanos pequeños.
3.1 Lee y escribe en categorías b Antes de mirar el videoblog, observa el mapa, las fotos y las oraciones correspondientes. Escribe las palabras que comprendes de cada categoría. No tienes información para todas las categorías todavía.
Personalidad Familia Idiomas
alegre
3.2 Mira el videoblog y toma apuntes v Mira el videoblog. Escribe las palabras que comprendes de cada categoría en el organizador gráfico de 3.1.
Strategies for Differentiation
For Paso 3.2, play the videoblog in sections and tell students which category to listen for before playing it. Tell students to write what they hear and compare their words with a partner. Play each section a second time and ask students to add additional words. Have partners compare their words again. Play the full videoblog and ask students to circle their words as they hear them.
Challenge
For Paso 3.3, challenge pairs to create sentence starters for the categories from Paso 3.1 not included in the model (idiomas, cultura, clima). Invite pairs to share. Write their sentence starters on the board, e.g., Idiomas: Fernanda habla___ y yo también/pero yo… Then tell students to write one similarity or difference for each of the categories in Paso 3.1.
Cultura Clima
Puebla
Ciudad de México
ESTADOS UNIDOS
MÉXICO
Golfo de México
Océano Pacífico
Fernanda es de Puebla, que es la ciudad capital del estado Puebla en el centro de México.
Mi comida favorita de mi país son los tacos, sobre todo los tacos al pastor.
Unidad 4
3.3 Escribe unas comparaciones d w
¿Cómo eres de similar a Fernanda? ¿Cómo eres de diferente? Escribe tres oraciones.
MODELO Fernanda es alegre, y yo también soy alegre.
Fernanda tiene dos hermanos, pero yo solo tengo una hermana.
3.4 Ordena los platos de acuerdo a tu preferencia i
Ves cuatro platos (dishes) populares de la región de Fernanda en su videoblog: el mole poblano, el chile en nogada, los tacos al pastor y la gringa. Mira las fotos. Pon en orden los platos del 1 (no te interesa tanto probarlo) al 4 (te interesa mucho probarlo).
___ el mole poblano
___ el chile en nogada
___ los tacos al pastor
___ la gringa al pastor
4 Reflexión intercultural d
What is Fernanda like? How are you similar and how are you different? What cultural elements did you observe in Fernanda’s video? What similarities and differences do you notice between the culture of Mexico and the culture of your community? What was the reasoning behind how you ranked the dishes in 3.4?
Share your ideas in class and in the Forum
Mi progreso intercultural h
Investigate: I can identify some similarities and differences between a teen in Mexico and myself.
Supporting Heritage Learners
For Actividad 4, invite heritage learners who are ready to complete this activity in Spanish as a composition. Give them specific guidelines for task completion: three sentences comparing themselves to Fernanda, another three comparing their community to Mexico, and three more in which they rank the dishes and explain their rankings. Suggest they use at least one adjective to describe each dish. This activity’s structure is similar to Actividad 2, but has the students transition from talking and sharing ideas to academic writing.
Comparisons
Share with students that Actividad 4 gives them an opportunity to build self-awareness and positive relationships. Have students imagine Fernanda is a student in their class. Ask students to answer these questions in the Forum: How could understanding your own and Fernanda’s identity and culture help you develop a positive relationship with her? How does learning about similarities and differences in cultures develop our cultural competency?
Florida Benchmarks
WL.K12.NM.2.1 (3.4)
WL.K12.NM.5.3 (3.3)
WL.K12.NM.6.4 (3.4)
WL.K12.NH.1.1 (3.4)
WL.K12.NH.8.3 (3.3, 4)
Paso 3.3
Preparation: Play the first part of the videoblog again and ask students to add Fernanda’s activities (e.g., nadar, correr) to their graphic organizer from Paso 3.1. Then have them star what they have in common with Fernanda. Tell them to use this information to write their sentences.
Answers
Answers will vary.
Paso 3.4
Teaching Tip: Divide students into groups and assign each group one of the dishes to research. Tell them to find out the ingredients, the meaning of the name, the history of the dish, and how it represents Mexican culture. Ask each group to create a slide presentation for their dish. Suggest they list the ingredients in English and Spanish. Invite groups to present their dish.
Answers
Answers will vary.
Actividad 4
Teaching Tip: To help students organize their thoughts, tell them to write out each question and number them from one to five. Ask students to write at least one response for each of the five questions. Remind them to refer to their tables from Paso 3.1 and their sentences from Paso 3.3.
Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.
Mole poblano con pollo
Chile en nogada
Tacos al pastor Gringa al pastor
Florida Benchmarks
WL.K12.NM.2.1 (5)
WL.K12.NM.3.2 (5)
WL.K12.NM.3.8 (5)
WL.K12.NH.6.4 (5)
Comunicación 1
Several Can-Do statements appear in Comunicación 1. Those below are assessed in En camino 1. Encourage students to upload evidence of their progress toward each Can-Do statement in their Portfolio on Learning Site®.
Mi progreso comunicativo
x Interpretive: I can identify basic facts about food that I read in an online post. x Interpersonal: I can present information about a culturally significant dish.
x Presentational: I can ask and answer questions about food preferences.
Pregunta esencial
Teaching Tip: Ask students to respond to the Pregunta esencial and comment on classmates’ posts in the Forum on Learning Site®. Suggest they describe what they consider constitutes a balanced diet in terms of food, meal times, and food preparation. Ask them to also consider who has influence over them when it comes to what they eat (e.g., family, friends, healthcare professionals, teachers, celebrities).
Actividad 5
Teaching Tip: Consider showing students a short video about street markets in Mexico. Then point to the image in the book and say: Este es un mercado callejero. ¿Qué significa mercado callejero? Then say: Allí tienen frutas y verduras como mangos, papayas y maíz. ¿Hay mercados callejeros en tu comunidad? ¿Dónde? For Actividad 5, ask pairs to describe the person in the photo (e.g., age, physical traits), the colors and items they know in Spanish, and how many fruits they see.
Answers
Answers will vary.
Comunicación 1: Nuestras elecciones alimentarias
Pregunta esencial
How are our ideas about balanced diets formed?
5 Conversa sobre tus ideas i s
En Comunicación 1 vas a hablar de las dietas balanceadas y los platos mexicanos. En parejas, conversen sobre lo que observan en la imagen.
MODELO Estudiante A: ¿Dónde está la persona? Estudiante B: Está en un mercado.
For Actividad 5, write questions on the board that pairs can use for their conversation: ¿Cómo es la chica? ¿Cuántos años tiene más o menos? ¿Qué colores ves en la foto? ¿Piensas que el mercado está en la ciudad, en un pueblo o en el campo? ¿Cuántas frutas hay? Tell pairs to alternate asking questions beginning with those in the modelo. Call on pairs to review the answers as a class.
Differentiate
Have students complete Paso 6.1 in groups of three and suggest each member read one of the paragraphs aloud. Tell groups to list the foods mentioned in each paragraph. Then ask each group member to indicate each food as one they have already tried, one they would like to try, or one they would not like to try.
Una vendedora de verduras en un mercado callejero.
Unidad 4
Conexión cultural
6 Producto cultural: La gastronomía mexicana
6.1 Conexiones: Las artes culinarias c
What foods from different cultures have you heard about or tried? What ingredients or cooking techniques are particular to the dishes you have tried?
In 2010, the United Nations recognized traditional Mexican cuisine as a part of the Intangible Cultural Heritage of Humanity. Dishes like tacos, tamales, and chiles rellenos incorporate agricultural practices, ingredients, and cooking techniques originated by indigenous peoples thousands of years ago. Corn, beans, and chiles form the basis for many regional dishes that are prepared today in gourmet restaurants, taquerías, and homes all around the world.
The country’s diverse geography provides conditions for growing a wide variety of ingredients in Mexican cuisine. Pineapple is eaten with meat and spicy sauces in dishes like tacos al pastor. Street vendors sell fresh fruits, which are eaten with salt, lime juice, and chili powder, and aguas frescas and paletas (frozen fruit popsicles) in flavors like watermelon, coconut, tamarind, and hibiscus.
In Mexico, people traditionally learn to prepare food by watching and helping family members, not from cookbooks. The deep history behind the food and the importance of recipes handed down for generations make Mexican cuisine a source of pride and a strong marker of cultural identity for people of Mexican heritage around the world.
6.2 Reflexión o
Florida Benchmarks
WL.K12.NM.6.4 (6.2)
WL.K12.NH.6.1 (6.2)
WL.K12.NH.6.2 (6.2)
WL.K12.NH.7.1 (6.1, 6.2)
Conexión cultural
Paso 6.1
Teaching Tips
Research the history of some of the key ingredients of a food you enjoy. What can you learn about the history, geography, and culture of a community by studying its food?
Supporting Heritage Learners
Show students a Mexican youth’s Qué como en un día video online. Search for one featuring the use of fresh produce in meal preparation. Discuss with students whether they think this person has a healthy diet. Then tie the discussion into the Pregunta esencial by asking: ¿De qué modo influyen los youtubers y los videos como este en nuestras percepciones de la alimentación saludable?
Cultures
Highlight the United Nations’ list of Intangible Cultural Heritage of Humanity in Conexión cultural and have students browse the online list. Tell pairs to discuss knowledge or practices in their families or communities that could be lost if not intentionally preserved. Then ask: What is our responsibility in keeping cultural and linguistic assets alive and how can we do that?
• Have students list international foods they can find in their local supermarket. Start them off with tortilla chips and ramen noodles. Ask students to name the ingredients next to each food or dish on their list. Then discuss food preparation techniques and which ones they associate with items on their list.
• Have students find answers to these questions as they read: Why are dishes like tacos, tamales, and chiles important to Mexico’s cultural heritage? What foods form the basis of many regional dishes in Mexico? In what ways does Mexico’s tropical weather show up in what people eat? How do people generally learn to cook in Mexico? How do people in Mexico feel about their cuisine? Discuss their ideas as a class.
Culture Note: The Mayans used to drink xocolatl (bitter water), a drink made from cocoa, cornmeal, and peppers. They would drink this beverage from large vessels with spouts and would pour the liquid between bowls to make the drink frothy. Montezuma II would drink fifty goblets of this chocolate elixir a day.
Answers
Answers will vary.
Paso 6.2
Teaching Tip: Suggest students include research of a dish in which an ingredient is used as medicine. Ask them to find out where the ingredient was originally grown or produced and how it was used. Remind students to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.
Ingredientes frescos, típicos de la gastronomía mexicana.
Así se dice 1
Así se dice introduces essential vocabulary through visuals and in written contexts to make new language comprehensible without translation. Access the audio and Más práctica de vocabulario for additional vocabulary practice on Learning Site®.
Teaching Tips:
• Project images. Point at them and make comments or ask questions within the context of a healthy diet. Indicate the fruits and say: Las frutas forman parte de la buena nutrición. Como muchas frutas. ¿Comes frutas? Me gustan especialmente los plátanos. ¿El plátano es bueno o malo para ti? Continue with a few more items. Then check comprehension with questions and model correct answers, e.g., point to the banana and ask: ¿Es un plátano o una manzana? Move through the remaining items.
• After demonstrating understanding, invite students to ask each other if they like the food items, e.g., Estudiante A: ¿Te gusta el queso? Estudiante B: Sí, me encanta el queso./No, no me gusta el queso.
• Divide students into groups. Give each group a set of cards with the Así se dice 1 foods and a set of labels. Have students place the images and labels facedown to play a memory game. Tell them to alternate turning over one food card and label at a time to find a match. The student with the most matches wins.
Así se dice 1
Bien comer, buen vivir a Boletín de nutrición
Frutas
Verduras
Strategies for Differentiation
Project Así se dice 1 images without words and have students answer scaffolded questions. Point to a food and say: ¿Es (food)? ¿Sí o no? Repeat with a few more items. Next, point to an item you practiced and ask: ¿Es (food) o (food)? Finally, point to each item and ask: ¿Qué es? Continue with remaining foods, breaking up the practice into chunks. Have students respond orally or on whiteboards and keep their books open for reference.
Differentiate
Ask pairs to take turns drawing and guessing food vocabulary from Así se dice 1. Before students begin, have a volunteer draw a food item on the board and model questions, e.g., the volunteer draws some apples and you say: ¿Son los tomates? (No.) ¿Son las manzanas? (Sí.) Tell pairs to keep their books open for reference. For a challenge, tell students to close their books and guess without looking at the words.
el plátano la manzana el brócoli el pepino
el tomate la sandía el maíz la lechuga
Proteínas
el pollo la carne de res la carne de cerdo el pescado
los frijoles las lentejas las nueces (la nuez)
la leche el queso el huevo
Unidad 4
Comunicación 1
Cereales
Florida Benchmarks
Es mejor tener un plato de muchos colores. Cada color ofrece diferentes nutrientes.
WL.K12.NM.2.1 (7)
WL.K12.NH.2.3 (7)
WL.K12.NH.2.4 (7)
WL.K12.NH.7.2 (7)
Teaching Tip: Have students read the tips from the nutritionist and pay attention to the words in blue. Then project the tips from the nutritionist and have volunteers come to the front to indicate the image that corresponds to each word in blue. Help students infer the meaning of unknown words and expressions by using gestures, e.g., Es mejor (thumbs up), No te olvides (hand on the forehead), ¡Qué rico! (kissing tips of fingers).
Actividad 7
Teaching Tip: After students complete their graphic organizer, have them state if they think they have a healthy diet or not. Model an example: Tengo una dieta saludable porque como muchas frutas y verduras frecuentemente./No tengo una dieta saludable porque nunca como verduras.
Answers
Como frecuentemente
el brócoli
¡Y no olvides tomar agua todos los días! Aquí se ven huevos, tomate, lechuga y queso. ¡Qué rico!
7 Clasifica las comidas b
Mira las comidas de Así se dice 1. Escribe el nombre de cada comida en el organizador gráfico según (according to) la frecuencia con que la comes.
Answers will vary.
Supporting Heritage Learners
For Actividad 7, invite heritage learners to compare their tables with a partner by asking and answering questions about diet and food culture, e.g., ¿Prefieres comer verduras o carne? ¿Qué verdura te gusta más? ¿Por qué? ¿Tienes una dieta saludable? ¿Por qué? Encourage students to also share dishes they eat with these ingredients and their personal or cultural importance, e.g., Me encantan las tortillas porque mi mamá me hace enchiladas.
AP® Strategies
Have pairs practice circumlocution by describing foods from Así se dice 1 without saying the word. Partners guess which foods students are describing. Write food categories (fruta, verdura, proteína, cereal), colors (verde, rojo/a, marrón, amarillo/a, blanco/a), and the sentence starter Es delicioso/a con… on the board. Model an example and ask students to guess the food, e.g., Es una fruta. Es rojo. Es delicioso con fideos. (el tomate).
la tortilla (de maíz) los fideos el arroz
pan
papa
numeral
239
Unidad 4
Florida Benchmarks
WL.K12.NM.2.1 (8)
WL.K12.NH.2.1 (8)
WL.K12.NH.2.4 (8)
WL.K12.NH.7.1 (8)
WL.K12.NH.7.2 (8)
Actividad 8
Preparation: Before students complete the activity, have them review the images in El plato del bien comer. Ask if there are any foods they cannot identify and provide the Spanish versions as needed.
Teaching Tips:
• Bring in packages of peas, lentils, and chickpeas or show images of them and explain: Los guisantes, las lentejas y los garbanzos son leguminosas.
• For additional practice, call out a food item from Así se dice 1 and have students identify the category it belongs to in El plato del bien comer. For example, ask: ¿A qué categoría corresponde el queso? (Leguminosas y alimentos de origen animal.)
Sample Answers
Las verduras y frutas: el brócoli, el plátano; Las leguminosas y alimentos de origen animal: el pescado, la nuez, el huevo; Los cereales: el arroz, el pan
8 El plato del bien comer (México) b c
Mira El plato del bien comer, una guía mexicana de la nutrición. Escribe por lo menos dos comidas de Así se dice 1 en cada una de las categorías de la guía.
Las verduras y frutas Las leguminosas y los alimentos de origen animal Los cereales el tomate
Mi progreso comunicativo h
Interpretive: I can identify categories in a guide to healthy eating.
To prepare for Paso 9.2, have students create a Venn diagram to compare El plato del bien comer and MiPlato. Tell them to add the unique recommendations of each in the separate circles and their similarities in the overlap. Also coconstruct with the class a sentence expressing a similarity, e.g., El plato del bien comer y MiPlato recomiendan comer frutas.
Differentiate
For Actividad 10, divide students into groups and assign each group a different category: history, geography/climate, agriculture, culture, traditions. Ask groups to discuss how their category might have influenced dietary recommendations in Mexico and the United States. Tell them to research if they are unsure. Have groups record their discussion points on chart paper and present them to the class.
Fuente auténtica
9 MiPlato (Estados Unidos)
Como voluntario/a en un programa de salud (health) local, explicas las recomendaciones alimentarias a un grupo de niños hispanohablantes.
9.1 Lee las recomendaciones estadounidenses b w
Lee la infografía MiPlato del Gobierno de los EUA. Dibuja una recreación de MiPlato para usar con los niños. En tu dibujo, escribe las palabras de Así se dice 1 en las categorías.
MODELO
Mi progreso comunicativo h
Interpretive: I can identify categories in a guide to healthy eating.
9.2 Compara las recomendaciones w Otro voluntario quiere comprender las diferencias entre las recomendaciones de México y las de los EUA. Escribe un mensaje con tres semejanzas o diferencias entre las recomendaciones.
MODELO MiPlato recomienda beber lácteos (leche), pero El plato del bien comer no recomienda la leche específicamente
10 Reflexión intercultural d
Why do you think there are differences between Mexico’s dietary recommendations and those of the United States? How might each country’s recommendations have been influenced by history, geography/climate, agriculture, culture, or traditions? Share your reflections in the Forum
Mi progreso intercultural h
Investigate: I can compare dietary recommendations of Mexico to those of the United States.
Supporting Heritage Learners
For Actividad 10, encourage students to research the influences online and answer the questions in Spanish. Provide key words for their search, e.g. México/Estados Unidos + recomendaciones dietéticas + influencia + cultura. You can have pairs research one of the influences more deeply, share findings with their classmates, and compare and contrast. As this topic is dense, encourage code switching for meaning making.
College and Career Readiness
Divide students into groups and ask them to create a digital poster with an image for each food they list in Paso 9.1. Then have groups complete Paso 9.2 together. Finally, project El plato del bien comer and each group’s poster and ask groups to present their similarities and differences. Tell students that each group member should present and point to the appropriate guide and images as they speak.
Florida Benchmarks
WL.K12.NM.2.1 (9.1)
WL.K12.NM.5.1 (9.1)
WL.K12.NM.5.6 (9.1)
WL.K12.NH.2.1 (9.1)
WL.K12.NH.2.4 (9.1)
WL.K12.NH.5.1 (9.1, 9.2)
WL.K12.NH.6.1 (10)
WL.K12.NH.6.2 (10)
Paso 9.1
Preparation: Have students provide an example for each category to ensure they understand which foods correspond to each one. Ask students to deduce the meaning of lácteos (milk products).
Answers
Answers will vary.
Paso 9.2
Teaching Tip: Project El plato del bien comer and MiPlato side-by-side. Ask questions like: ¿Cuántas categorías hay en El plato del bien comer? (tres) ¿Cuántas categorías hay en MiPlato? (cinco) Utilizan los mismos nombres para las categorías? (No) ¿Hablan las dos infografías de los mismos alimentos? (Sí) Then have pairs identify similarities and differences between the infographics. Provide a model for a difference and a similarity, e.g., MiPlato recomienda granos y El plato del bien comer recomienda cereales. Los granos y cereales son iguales.
Answers
Answers will vary.
Actividad 10
Preparation: Suggest students discuss these questions in the Forum to help them reflect on the questions for Actividad 10: How do the seasons and weather affect the food we have available? What types of foods are grown or produced in your region? What types of foods do your friends prefer? How do food choices affect our health? How can a food guide promote healthy choices? Challenge students to use this discussion to inform their reflection.
Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.
USDA’s Center for Nutrition Policy and Promotion, “MiPlato”.
Fuente auténtica
Proteína el pescado
Unidad
Florida Benchmarks
WL.K12.NH.2.1 (11.1)
WL.K12.NH.6.3 (11.1)
WL.K12.NH.6.4 (11.1)
WL.K12.NH.7.1 (11.1)
Actividad 11
Preparation: Activate students´ background knowledge by asking: ¿Te gusta la comida mexicana? ¿Cuál es tu restaurante de comida mexicana favorito? Share your personal favorite. Then ask: ¿Cuáles son tus platos mexicanos favoritos? ¿Te gustan (e.g., las enchiladas, las fajitas, los tacos)?
x Paso 11.1
Teaching Tips:
• Before completing Actividad 11.1, say to students: En este texto hay muchos cognados. ¿Cuáles son? (e.g., ingredientes, experiencia, historia). Then ask them to list unfamiliar words (e.g., sabor, se sienten) and work with a partner to guess their meanings from context. Invite pairs to share their guesses. Confirm or guide students to revise them as needed.
• Send students online to find additional basic ingredients in Mexican cuisine. Discuss findings with the class and what students think of them.
Answer
b. La gastronomía tiene una rica historia; sabores audaces; diversidad geografía y cultural; una forma de vida; especial.
11 ¿Cómo es la cocina mexicana?
Aprendes a preparar unos platos de México en una clase de cocina. Antes de la clase, quieres saber más sobre la historia de la cocina mexicana.
https://hispanosemprendedores.com/platos-mas-comunes-en-un-restaurant-mexicano-en-usa/
La gastronomía mexicana
La gastronomía mexicana es una de las más populares en Estados Unidos. ¿Qué la hace tan especial?
• El sabor: La comida mexicana es conocida por sus sabores audaces.1 Los ingredientes más comunes son los chiles, la lima, el cilantro y el aguacate, que se unen para crear una experiencia deliciosa.
• La historia: La gastronomía mexicana tiene una rica historia. La diversidad geográfica y cultural del país ha dado lugar a una cocina única.
• La gente: La cocina mexicana, más que comida, es una forma de vida. Los mexicanos se sienten orgullosos2 de compartir las comidas con la familia y amigos. Comer es una experiencia social.
1 sabores audaces - bold flavors
2 orgullosos - proud
11.1 Lee e indica la idea central b c
Lee La gastronomía mexicana, una entrada del blog de Hispanos emprendedores Indica la oración que refleja la idea central y escribe las frases de la entrada que apoyan (support) esa idea.
a. La cocina mexicana es deliciosa.
b. La comida mexicana es especial por sus ingredientes, su historia y sus tradiciones.
c. Es común comer en familia y con amigos en México.
Mi progreso comunicativo h
Interpretive: I can identify basic facts about food that I read in an online post.
Strategies for Differentiation
For Paso 11.2, guide students to break the text message down into four questions and suggest they answer each one separately before putting them together in their reply. Tell students to refer to the blog post to answer all questions except for the one about their own community. Encourage students to also contribute their own knowledge of Mexican cuisine.
Challenge
For Paso 11.3, challenge pairs to ask about the cuisines listed in Vocabulario personal after using all phrases in the word bank, e.g., ¿Comes comida etíope con frecuencia? Show students how to talk about different cuisines by placing the feminine or neutral adjective after comida, e.g., comida india, comida estadounidense. Encourage pairs to incorporate multiple phrases into one question, e.g., ¿Comes comida italiana en un restaurante con frecuencia?
© Hispanos Emprendedores, “Platos más comunes en un restaurante mexicano”.
Fuente auténtica
11.2 Responde al mensaje sobre la comida e Recibes un mensaje de texto de tu amigo Javi sobre la comida mexicana. Responde a su mensaje.
¡Hola! Voy al restaurante mexicano mañana. ¿La comida mexicana es popular en tu comunidad? ¿Cuáles son los ingredientes? ¿Hay variedad en los platos? ¿Qué más sabes de la cocina mexicana?
La comida mexicana es muy popular en Miami. Los ingredientes más comunes son las tortillas, los chiles y el aguacate.
Vocabulario personal
la gastronomía cuisine chino/a Chinese etíope
Ethiopian
estadounidense from the United States francés/francesa French indio/a Indian
11.3 Conversa sobre tus experiencias s
italiano/a Italian peruano/a Peruvian tailandés/tailandesa Thai
En parejas, conversen sobre la entrada del blog y compartan sus opiniones sobre la comida mexicana y otras comidas. Usen el banco de palabras para guiar la conversación.
la comida mexicana los chiles los frijoles las tortillas comer con amigos un restaurante
MODELO Estudiante A: ¿Comes chiles con frecuencia?
Estudiante B: Como chiles a veces. Me gusta comer chiles en la salsa
Mi progreso comunicativo h
Interpersonal: I can ask and answer questions about food preferences.
Supporting Heritage Learners
As an expansion to Paso 11.3, ask students to discuss the dishes, ingredients, and traditions they associate with Mexican cuisine, e.g. ¿Cuáles platos/ingredientes/tradiciones asocias con la comida mexicana? Then discuss the same aspects of American cuisine and have students state their preferences, e.g., Prefiero la comida mexicana porque la comemos en casa. If time allows, extend the discussion to the cuisines listed in Vocabulario personal
College and Career Readiness
After completing Paso 11.1 independently, ask pairs to share the reasons they connected certain blog phrases with the main idea, e.g., I chose compartir las comidas con la familia y amigos for question three because sharing meals with family and friends supports that it is common to eat with family and friends. Call on pairs to share their phrases and reasons.
Florida Benchmarks
WL.K12.NH.6.3 (1.2, 11.3)
WL.K12.NH.6.4 (1.2, 11.3)
Paso 11.2
Teaching Tip: Read the text message with students. Tell them they should answer all four questions in their response and use specific information from the blog to respond to the second, third, and fourth questions.
Answers
Answers will vary.
Vocabulario personal
Encourage students to use this vocabulary to personalize and enhance their communication.
Preparation: Create a simple slide with an image of each type of cuisine.
Teaching Tip: Show slides of each cuisine, stating what it is, e.g. Es un ejemplo de la gastronomía tailandesa. Then ask students to identify the cuisine in each slide, e.g., ¿Es la cocina tailandesa o la francesa? Highlight that the endings of the cuisines agree with the noun they follow by providing examples, e.g., El quiche es un plato francés. Es un ejemplo de la gastronomía francesa.
x Paso 11.3
Teaching Tip: Have students prepare two questions using the modelo. Sitting in a circle, one student asks a question to a classmate. This person answers and asks a question to another classmate. Tell students to repeat this process until they have asked all of their questions.
Answers
Answers will vary.
MODELO
Unidad
Florida Benchmarks
WL.K12.NM.2.1 (12.1)
WL.K12.NH.2.4 (12.1)
WL.K12.NH.6.4 (12.1)
Vocabulario personal
Encourage students to use this vocabulary to personalize and enhance their communication.
Teaching Tip: Present each expression by making comments on the foods in Paso 12.1 and using facial expressions and gestures, e.g. Me encantan los tacos al pastor. ¡Qué rico! La sopa de lentejas es asquerosa. No me gusta para nada. La pizza vegetariana siempre es sabrosa.
Paso 12.1
Preparation: Project the menu and point out the ingredients with which students are unfamiliar, e.g., piña, chile poblano, jitomate, camarones, chapulines, ajo. Before completing the graphic organizer, ask students if they like the individual ingredients listed for the various dishes and encourage them to respond using Vocabulario personal. Model several exchanges, e.g. ¿Te gusta la carne de cerdo? (¡No! Es asquerosa.)
Culture Note: Share with students that chapulines are commonly eaten as snacks in Mexico. They are crunchy and salty. One of the most common ways to eat them is in tacos or tostadas with guacamole. Ask students ¿Qué ingredientes de la comida de tu cultura pueden considerarse exóticos?
Answers
Answers will vary.
12 Mi plato preferido
Tú y tus amigos quieren comida mexicana de tu restaurante favorito. Consultan su menú para llevar (takeout)
Vocabulario personal ¡Qué rico! How delicious! asqueroso/a yucky, gross sabroso/a yummy, delicious
12.1 Lee el menú y opina b
Lee las descripciones del menú. En el organizador gráfico, escribe cada plato e indica si lo quieres comer o no.
Have pairs take turns reading the menu descriptions to each other in Paso 12.1. As one student reads, the other should point to each ingredient as it is said. Remind pairs to read very slowly and confirm their partner has pointed to the appropriate ingredient. After finding each ingredient, encourage pairs to use Vocabulario personal to react to each dish, e.g., La pizza vegetariana, ¡qué rico!
Challenge
Have students make a list of the menu items from Paso 12.1. Then call on volunteers to play their recording from Paso 12.3 for the class. Tell students to indicate the menu items each time they hear them ordered. Then ask: ¿Cuáles son los platos más populares de la clase? ¿Cuáles son los platos menos populares?
Tacos al pastor Cinco tacos pequeños con carne de cerdo, cebolla y piña
Sopa de lentejas Lentejas con chili poblano y queso
Torta de jamón Pan con jamón, queso y cebolla
Pizza vegetariana Pizza con cebolla, queso y salsa de jitomate
Camarones a la diabla Camarones con salsa picante (spicy)
Chapulines y guacamole Chapulines (grasshoppers) fritos con ajo, limón, sal y chiles
Unidad
Comunicación
Quiero comer No quiero comer
12.2 Conversa sobre tus preferencias s
En grupos pequeños, conversen sobre el menú. Explica qué prefieres y por qué.
MODELO Estudiante A: ¿Quieres los tacos al pastor?
Estudiante B: No, prefiero la pizza vegetariana porque no como carne. / Sí, siempre me gusta comer tacos
Mi progreso comunicativo h
Interpersonal: I can ask and answer questions about food preferences.
12.3 Graba tu pedido m
Graba un mensaje para el restaurante con los detalles de la orden.
MODELO Quiero los tacos al pastor y dos pizzas vegetarianas, por favor.
Mi progreso comunicativo h
Presentational: I can express what I and others want to eat.
Florida Benchmarks
WL.K12.NH.3.3 (12.2)
WL.K12.NH.3.7 (12.3)
WL.K12.NH.3.8 (12.3)
WL.K12.NH.4.1 (12.3)
x Paso 12.2
Teaching Tips:
• Encourage students to give reasons why they like or dislike the dishes using the expressions in Vocabulario personal.
• Have students role-play a conversation between a waiter (Estudiante A) and a customer (Estudiante B) using questions similar to those in the modelo
Answers
Answers will vary.
Paso 12.3
Teaching Tip: Before recording their order, remind students that they should use the appropriate plural forms if they want to order more than one item, e.g, dos pizzas vegetarianas, tres tacos al pastor, dos tortas de jamón. Provide time to rehearse before recording.
Answers
Answers will vary.
Supporting Heritage Learners
For Paso 12.3, ask heritage learners to record the message ordering food for a group of people, like a family gathering or party with friends. Ask them to order for themselves and at least four other people. More advanced speakers can provide details (e.g., Quiero un plato de la sopa de lentejas y salsa para los tacos al pastor.). They can also make special requests, such as a less spicy version of the camarones a la diabla.
AP® Strategies
For Paso 12.2, ask small groups to incorporate Vocabulario personal and other conversational phrases into their conversations, e.g., ¡Qué sabroso! Yo también quiero la sopa de lentejas. ¿Y tú, (name of other student)? Share that these phrases demonstrate active listening and interest in the conversation, and help the conversation flow.
Unidad
Florida Benchmarks
WL.K12.NM.1.2 (13)
WL.K12.NM.2.4 (13)
WL.K12.NH.1.2 (13)
WL.K12.NH.2.2 (13)
WL.K12.NH.8.2 (13)
MA.K12.MTR.1.1 (13)
Observa 1
Observa presents grammar through a coconstructive approach or discovery method. Access audio, the Observa video, and Más práctica de gramática activities on Learning Site®.
Teaching Tip: Follow these steps to facilitate co-construction of grammar with students.
1. Act out a similar scene to Observa 1. Start with sí/no questions, e.g., ¿Quieres comer una manzana tú? ¿En general, tú prefieres las verduras? Move between asking individual students and polling the class. Levanta la mano si tú prefieres las frutas Ahora, levanta la mano si tú prefieres las verduras. As you introduce these new forms, emphasize them and use them with an explicit subject or subject pronoun to help build connections between person and verb form.
Actividad 13
Teaching Tips:
2. Guide pairs to use the questions in Actividad 13 to uncover patterns. They should note their observations on the graphic organizer on Learning Site®. Write these questions on the board to focus discussions: ¿Por qué usamos quiero o queremos? ¿Hay una diferencia entre la pronunciación de quieren y queremos? Encourage students to make linguistic comparisons to their home language.
3. Ask: ¿Qué observan ustedes? and note answers on the board. It is okay if students answer you in English. Guide them to check their hypotheses with Gramática: Resumen. Invite students to share how accurate their hypotheses were and celebrate their pattern detection. Then ask: ¿Para qué usamos querer, recomendar y preferir?
Culture Note: Tell students aguas frescas are drinks made from fruit, flowers, cereals, or seeds and blended with water and sugar. Tamarindo (tamarind) is a sweet and sour fruit that grows in tropical climates and horchata is a beverage made from white rice.
Observa 1
Making Requests and Recommendations a
¡Hola, chicos! ¿Quieren algo de beber?
Estructura Stem-Changing Verbs: e ➞ ie
¡Sí! Queremos algo frío, por favor. ¿Qué recomienda usted?
Tenemos agua fresca de sandía, plátano, manzana, tamarindo y horchata. Recomiendo el agua de sandía.
Yo quiero una de sandía, por favor. Y tú, ¿cuál prefieres?
13 ¿Qué observas? b v
Prefiero la de plátano. Es mi fruta favorita.
Read the dialogue and listen to Lucía and Pablo as they talk about what they want to drink. Notice the verbs in blue. Focus on the spelling and pronunciation of each form and notice any patterns. How are these verbs different from other verbs you have seen? Discuss your ideas with your classmates and teacher, view the Observa video online, and check the Gramática: Resumen pages at the end of this unit to help you find out.
Differentiate
For Actividad 13, write querer, tener, preferir, and recomendar on the board. Then tell students to compare these infinitives with the verbs in bold and say what they notice. Next, ask them how they talk about age in Spanish and highlight the use of tiene. Have students compare tiene with tenemos, and quiero and quieren with queremos. Finally, ask students to guess the nosotros forms for recomendar and preferir.
For Actividad 14, have students complete a cloze activity to focus on listening for stemchanging verbs. Provide students with a script of the dialogue with all forms of querer and tener removed. Ask students to fill in the blanks as they listen. Play the audio a few times so students can check their work. Have pairs compare answers and check Gramática: Resumen to confirm spelling.
Unidad 4
14 En el mercado
Eres un estudiante de intercambio en Oaxaca, México. Estás en el Mercado de la Merced con doña Clara y su hija Jazmín, tu familia de acogida (host family)
14.1 Escucha la conversación y verifica a Doña Clara y Jazmín hablan con un vendedor (seller). Lee las oraciones. Después, escucha la conversación e indica si las oraciones son ciertas (C) o falsas (F)
1 C F Doña Clara y Jazmín quieren comprar (to buy) frutas.
2 C F Las dos quieren comer algo (something) en el mercado.
3. C F El vendedor recomienda tres tipos de agua fresca.
4 C F Doña Clara y Jazmín quieren comprar dos aguas de manzana.
5. C F Las aguas cuestan (cost) 20 pesos.
Supporting Heritage Learners
Invite heritage learners to describe other items sold in markets that are not depicted in the photo. If the students’ community has a market, have them compare it to others with which they are familiar. As students’ proficiencies will likely vary, scale the activity from identifying objects to describing them, how they are used, and reasons their families go to the market. Tell students this discussion will prepare them for Mi comunidad global
AP® Strategies
Show images of the drinks mentioned in Observa 1. Then model making and accepting recommendations. Say: Hay agua de tamarindo y horchata. Recomiendo la horchata. ¿Qué quieres beber? Call on a volunteer to respond, e.g., Quiero la horchata, por favor. Write key question and answer frames on the board. Then challenge pairs to have a similar conversation. Encourage them to replace the aguas frescas with other foods and drinks they know.
Florida Benchmarks
WL.K12.NH.1.2 (14.1)
Paso 14.1
Teaching Tip: Before playing the audio, have students read the true/false statements and ask if they need any clarification of vocabulary. Play the audio once all the way through and have students mark their answers. Play it again, stopping after each question. Ask students to give the answer and explain why it is correct.
Culture Note: Have students interpret the photo and caption. Ask: ¿Quién es la mujer? ¿Dónde está? ¿Qué hace? Then have students imagine what the market is like, e.g., ¿Cómo es el mercado? ¿Qué se vende allí? ¿Tenemos este tipo de mercado en los Estados Unidos? ¿Son similares o diferentes nuestros mercados del mercado en la foto? ¿Cómo?¿Nuestros mercados tienen (item) también?
Answers
Vendedora en el Mercado de la Merced
numeral
247
Unidad 4
Florida Benchmarks
WL.K12.NH.2.2 (14.2)
WL.K12.NH.4.4 (15)
Paso 14.2
Teaching Tip: Tell students that each number represents a line in a conversation. Have students read the lines in pairs to determine the answers, asking each other questions and explaining how they know who it is, e.g., Estudiante A: ¿Quién es? Estudiante B: Pienso que es doña Clara porque habla con el vendedor.
Answers
1. b 2. c 3. b 4. c 5. b 6. a 7. b 8. c 9. b 10. a 11. b
Actividad 15
Teaching Tip: Tell students to speak about themselves and two family members or friends with different tastes. Read the modelo to them, highlighting elements in the structure of the descriptions. Suggest students write down key words to help them remember what they wish to say and practice their statements before recording.
Answers
Answers will vary.
14.2 Lee e indica quién habla b Lee la conversación. Para cada oración, indica quién habla: Jazmín, doña Clara o el vendedor.
a. Jazmín b. doña Clara c. el vendedor
1 Buenos días, señor. ¿Qué frutas recomienda usted?
2 Recomiendo los mangos, señora. Están muy buenos hoy.
3 Bueno, póngame dos kilos, por favor.
4 ¿Algo más, señora?
5 ¿Qué frutas quieres, Jazmín?
6 Limón. Limón, por favor.
15 Preferencias diferentes m
7 ¿Y cómo están los limones hoy?
8 Todos están muy frescos. ¿Prefiere usted los limones verdes o amarillos?
9 Los amarillos, por favor.
10 No, mami, prefiero los verdes.
11. Bueno, póngame medio kilo de limones verdes.
Piensa en personas que tienen preferencias alimentarias diferentes. Graba una explicación con las diferentes opiniones.
MODELO Yo siempre quiero comer frutas y ensaladas, pero mi amiga Patricia prefiere carne y pescado. Yo prefiero la comida italiana, pero mi hermano siempre quiere comida mexicana.
Differentiate
For Actividad 15, have students make two T-charts to compare their food preferences with those of two others. Guide students to list their preferences in the first column of both charts and those of the other two people in the second column. Have students use the T-charts as a support while making their recording.
For Paso 16.1, use the Line Ups strategy (see Instructional Strategies Toolkit) so students receive feedback from multiple partners. Tell students to use the modelo to ask each of their partners about their food preferences and take notes on their answers. Tell them that they will need their notes to complete Paso 16.2. Encourage students to react with phrases they have learned, e.g., ¡Qué rico!
16 ¡Una fiesta para tus amigos!
Quieres planear una fiesta para tu clase.
16.1 Conversa sobre qué prefieres s
Para planear el menú, decides hablar con personas de tu clase. En parejas, conversen sobre las preferencias alimentarias. Usen el organizador gráfico para inspirarse.
Frutas Verduras Plato principal las manzanas las naranjas los plátanos ¿...? la lechuga el brócoli ¿...? el pollo el pescado la carne ¿...?
MODELO Estudiante A: ¿Qué fruta prefieres, las manzanas o las naranjas?
Estudiante B: Prefiero las manzanas. ¿Y tú?
Estudiante A: Prefiero las manzanas también.
Mi
progreso
comunicativo h
Interpersonal: I can ask and answer questions about food preferences.
16.2 Resume las preferencias de la clase w
Decides contratar un servicio de cáterin para la fiesta. Escribe a la dueña, la señora Gómez, un correo electrónico con el menú. Para explicar las preferencias de todos en tu clase, usa la forma de nosotros
Para: info@lasenoraguzman.com
Asunto: La fiesta
Estimada señora Guzmán:
Gracias por su ayuda. Mis compañeros y yo…
Atentamente,
Mi progreso comunicativo h
Presentational: I can express what I and others want to eat.
Supporting Heritage Learners
For Paso 16.2, have heritage learners focus on formal forms of address and closings. Also suggest they add context to the email by confirming the date and time of the party, stating any special dietary needs of guests, and by asking a few questions. Pair students with their partner from Paso 16.1 to write the email. Then have them exchange emails with another pair for peer-editing. Tell them to comment on register, structure, spelling, and accents.
College and Career Readiness
For Paso 16.2, guide students to organize their email in a logical and professional manner. First, share sentence starters like: Para las frutas/las verduras/el plato principal… Then tell students they should ask Señora Guzmán for a recommendation. Remind them to use the usted form. Lastly, have students review their email for organization, punctuation, and professional tone.
Florida Benchmarks
WL.K12.NH.3.3 (16.1)
WL.K12.NH.5.5 (16.2)
x Paso 16.1
Teaching Tips:
• Suggest students add one or two foods to each list. Tell them to discuss preferences from each food group with two classmates. Call on volunteers to report their and their partners’ preferences to the class, e.g., Como plato principal, yo prefiero el pescado, pero Marcos y Keisha prefieren el pollo.
• Ask pairs to list three people they want to invite to the party and decide what they want to have on the menu based on their guests. Suggest they also include drinks and desserts. Invite pairs to present their guest list and menu items for the class, e.g., Queremos invitar a (guests) a la fiesta. Queremos tener pescado con arroz como plato principal.
Answers
Answers will vary.
Paso 16.2
Teaching Tip: Discuss with the class how to open and close a formal email and what information to include in the body. Ask students to write the email with their partner from Paso 16.1 and have another pair proofread it. After revising, have them send the email to you, the caterer.
Answers
Answers will vary.
Florida Benchmarks
WL.K12.NM.2.1 (17.1)
WL.K12.NM.6.4 (17.1)
WL.K12.NH.2.1 (17.1)
WL.K12.NH.6.4 (17.1)
ELA.K12.EE.2.1 (17.1)
x Paso 17.1
Teaching Tip: Students might use previously learned vocabulary to react to the recipe, e.g., Pienso que los chiles rellenos son (sabrosos/ asquerosos) porque (no) me gustan. Show students images of a similar dish, chiles en nogada. Ask them to compare it to chiles rellenos. Tell students that chiles en nogada is considered a national dish of Mexico. Ask them if they can tell why. If students are unsure, ask them to look up the Mexican flag and information about the dish’s cultural importance.
Answers
1. chiles poblanos 2. queso o carne 3. en un caldillo de tomate
17 Los chiles rellenos, un plato emblemático de México
Quieres preparar chiles rellenos para un festival multicultural de tu comunidad. 17.1 Lee y responde a las preguntas b
Encuentras un blog culinario sobre los chiles rellenos. Lee el texto y responde a las preguntas.
http://www.bloguerosmexicanos.mx/entrada_14872_comida/los_chiles_rellenos
A preparar los chiles rellenos
Los chiles rellenos
Los chiles rellenos son un plato tradicional de México que consiste en chiles poblanos asados y rellenos con queso o carne.
A los chiles se les envuelve (they are coated) en una capa (layer) de huevo batido (beaten) y se les fríe.
Se sirven en un caldillo (broth) de tomate.
1. ¿Cuál es el ingrediente principal del plato?
2. ¿Con qué está relleno el chile?
3. ¿Con qué se sirven los chiles rellenos?
Mi progreso comunicativo h
Interpretive: I can identify basic facts about food that I read in an online post.
For Paso 17.1, ask students to find the following key words in the blog: stuffed (rellenos), grilled (asados), fry (fríe). Share that this will support students in using context clues to decode specific words and help them to gain a fuller understanding of the blog. Ask students to compare answers with a partner. Review the answers with the class and celebrate students’ decoding skills.
Challenge
After completing Actividad 17, challenge students to describe a traditional dish of their own culture or a culture they know well. Guide students to extract these sentence frames from the blog to use in their description: (Dish name) es/son un plato tradicional de (country/region) que consiste en (ingredients). Se sirve(n) en/con (additional elements). Ask students to post their description with an image of their dish.
17.2 Empareja las fotos con las instrucciones i Recibes un video de Fernanda que explica la preparación de los chiles rellenos. Antes de mirar el video, estudia las imágenes y lee las instrucciones de la receta. Empareja cada instrucción con la imagen correspondiente.
1. asar (roast) los chiles
2. meter (put) los chiles en el huevo batido
3. pelar los chiles
4. rellenar los chiles con queso
17.3 Mira el video de Fernanda v Mira el video y confirma tus respuestas de 17.2. En tu opinión, ¿es un proceso fácil o difícil?
17.4 Escribe una descripción w Escribe una descripción del plato que Fernanda cocina. Incluye los ingredientes principales.
MODELO En el plato de los chiles rellenos hay…
Mi progreso comunicativo h
Florida Benchmarks
WL.K12.NM.1.2 (17.3)
WL.K12.NM.1.4 (17.3)
WL.K12.NM.1.6 (17.3)
WL.K12.NM.2.1 (17.2)
WL.K12.NM.2.4 (17.2)
WL.K12.NH.1.4 (17.3)
WL.K12.NH.1.6 (17.3)
WL.K12.NH.5.3 (17.4)
Paso 17.2
Teaching Tips:
• Direct students to notice the verb forms and ask: ¿En qué forma están los verbos? (En el infinitivo.) Point out that recipes are written with infinitives for directions, e.g., Las recetas se escriben usando infinitivos.
• Ask students to identify cognates in the directions (e.g., pelar) and mime what they think they mean. Then have students complete the Paso.
Answers
1. a 2. d 3. b 4. c
Supporting Heritage Learners
For Paso 17.4, invite heritage learners who may be familiar with chiles rellenos or a similar dish to include additional information to answer the following questions: ¿Se pueden preparar durante una semana ocupada o días antes de la cena? ¿Es mejor prepararlos para una celebración? ¿Son buenos para los niños chiquitos? ¿Sugieres la versión con carne o con queso? ¿Por qué? ¿Qué otras sugerencias tienes para el lector?
Presentational: I can present information about a culturally significant dish.
AP® Strategies
After completing Actividad 17, ask students to use what they learned in this activity and Actividades 11 and 12 to create a cultural comparison between Mexican cuisine and another they know well. Provide these sentence frames: La comida mexicana usa (ingredient), pero no hay mucho/a (ingredient) en la comida (second cuisine). La comida mexicana y la comida (second cuisine) usan (ingredient).
Paso 17.3
Teaching Tip: After students comment on the difficulty of the recipe, ask students about their cooking abilities, e.g., ¿Puedes hacer un chile relleno? ¿Por qué? ¿Cocinas bien/mucho? ¿Ayudas a tus padres en la cocina?¿Qué haces? ¿Preparas tu propio almuerzo? ¿Qué te gusta cocinar? ¿Qué quieres aprender a cocinar?
Answers
Answers will vary.
x Paso 17.4
Teaching Tip: Have students pretend to be food writers and create an appealing description that lists the dish’s ingredients, describes how it tastes, and includes images. Encourage them to use an interesting layout as if for a food magazine. To expand, ask students to research and write about side dishes.
Answers
Answers will vary.
Unidad 4
Florida Benchmarks
WL.K12.NM.6.4 (18, 19)
WL.K12.NH.5.3 (18)
WL.K12.NH.6.1 (18, 19)
WL.K12.NH.8.3 (18, 19)
x Actividad 18
Teaching Tip: Have students sign up for a food to avoid duplicates. Point out the sentence frames students can use in their descriptions. Suggest that students aim for fifty words in their description and encourage them to post it to the Forum.Then ask them to read three other posts and leave replies to each, e.g., Me encantan los corn dogs también. Siempre como corn dogs cuando voy a festivales. ¡Son deliciosos!
Answers
Answers will vary.
Actividad 19
Teaching Tip: Have students research the popularity of chiles rellenos in Mexico and the American Southwest and where to eat them in their community. Have students include this information in their reflection on the Forum. Encourage students to read and comment on their classmates’ reflections.
Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.
Answers
Answers will vary.
18 La comida y la identidad w Fernanda quiere saber algo sobre las comidas tradicionales en tu comunidad o región. Escribe una descripción de un plato o una comida que es importante en tu familia o en tu comunidad. En tu descripción incluye:
• el nombre del plato o de la comida;
• los ingredientes;
• cuándo y con quién comes el plato o la comida;
• una imagen de la comida.
Si visitas mi comunidad, comemos… Recomiendo… Preferimos… Bebemos…
En este plato hay…
Mi progreso comunicativo h
Presentational: I can present information about a culturally significant dish.
19 Reflexión intercultural d
Of all the dishes Fernanda knows, why do you think she chose to present chiles rellenos in her video? Where might you have an opportunity to try this dish? What dish is emblematic of your community’s identity and why? How is it similar to or different from the chiles rellenos prepared by Fernanda? Do you know how to prepare it? Share your ideas in class and in the Forum.
Mi progreso intercultural h
Investigate: I can identify some similarities and differences between foods in Mexico and in my community.
For Actividad 18, ask pairs to first match up each sentence starter with one of the requirements, e.g., los ingredientes: en este plato hay… Then use the sentence starters to co-construct a model with students with what they have learned about chiles rellenos, e.g., Si visitas mi comunidad, comemos chiles rellenos. En este plato hay…
Challenge
Pre-teach sano, saludable, and postre and write them on the board. After completing Paso 20.2, challenge students to watch the video again and answer: ¿Qué incluye una comida balanceada? (Proteína, verduras, carbohidratos, postre.) ¿Qué comida sana come Fernanda, pero no le gusta? (Las lentejas.) ¿Qué comida poco saludable le gusta, pero no come? (El helado.) Review and ask: ¿Están de acuerdo con Fernanda?
La perspectiva de Fernanda 1
Yo prefiero comer de entrante una ensalada.
Florida Benchmarks
WL.K12.NM.1.2 (20.2)
WL.K12.NH.1.4 (20.2)
WL.K12.NH.5.1 (20.1)
Mi mamá es la que cocina en casa, y mi abuela a veces.
20 En la cocina de Fernanda Fernanda nos cuenta su perspectiva sobre sus preferencias de platos e ingredientes.
20.1 Escribe tu opinión w Antes de mirar a Fernanda describir sus preferencias, escribe tus opiniones. Responde a las preguntas.
1. ¿Cuáles son tus comidas e ingredientes favoritos?
2. ¿Qué alimentos e ingredientes no te gustan?
20.2 Mira y escribe una lista de ingredientes v Mira el videoblog de Fernanda. Escribe una lista de todos los ingredientes que escuchas en el video. Compara listas con otra persona en tu clase.
Supporting Heritage Learners
For Paso 20.1, invite heritage speakers to provide elaborate responses explaining their answers using connectors like porque. They can detail what dishes these ingredients appear in and why they are culturally important in their community, such as how they form a part of family meals or celebrations. Ask proficient students to write a paragraph and those who are working on their writing skills to provide a couple of complex sentences.
AP® Strategies
After completing Paso 20.2, ask pairs to write one or two sentences in Spanish to describe the main idea of the video. Remind students that the main idea is the general point and does not include specific details, e.g., Fernanda describe una comida balanceada, sus comidas favoritas y la comida que come generalmente. Invite pairs to share and have the class give feedback, e.g., It needs fewer specific details.
La perspectiva de Fernanda
Actividad 20
Preparation: Have students read the speech bubbles. After the first, ask: ¿Qué es un entrante? After the second, ask: ¿Quién cocina en tu casa? After the third, point to the image and say: Es el helado de grosella. Significa currant. Levanta la mano si quieres probar el helado de grosella.
Paso 20.1
Teaching Tip: Tell students to refer back to Así se dice 1 to answer these questions. Ask the class how to begin their answers and write their responses on the board, e.g., Mis comidas e ingredientes favoritos son…; No me gustan… Invite students to share some of their favorite and least favorite ingredients.
Answers
Answers will vary.
Paso 20.2
Teaching Tip: Play the video in sections and have students list ingredients for these categories: ingredientes de los tacos al pastor; ingredientes de los chilaquiles; comida que cocina su mamá; lo que prefiere como entrante, plato principal, postre. Suggest that students focus on words from Así se dice 1 and other activities from this unit.
Answers
Answers will vary.
Te recomiendo probar o tomar el helado de grosella.
Helado de grosella
Desayuno de chilaquiles
Florida Benchmarks
WL.K12.NH.1.1 (20.3)
WL.K12.NH.1.4 (20.3)
WL.K12.NH.1.6 (20.3)
WL.K12.NH.3.1 (20.4)
WL.K12.NH.3.2 (20.4)
WL.K12.NH.3.3 (20.4)
WL.K12.NH.3.4 (20.4)
WL.K12.NH.8.3 (20.4)
WL.K12.NH.8.3 (21)
Paso 20.3
Teaching Tip: First, clarify the meaning of ingredients students may not know (e.g., cebolla, piña). Then play only the section of the video in which Fernanda describes tacos al pastor. Play that section again so students can confirm their answers.
Answers
carne de cerdo, cebolla, limón, piña, queso
Paso 20.4
Recycle: Review the tú and yo forms of preferir and recomendar as well as when to use yo and tampoco
Preparation: Ask students to review their list of ingredients from Paso 20.2 and indicate if they like a food or not. Tell students to refer to their list during the activity.
Answers
Answers will vary.
Actividad 21
Teaching Tip: As an extension, encourage students to respond to the questions in Spanish. Ask the class for input on how to start each answer and write the sentence starters on the board, e.g., Fernanda prefiere Yo también prefiero…; No me gusta(n)...; Quiero probar…; En la casa de Fernanda comen…; En mi casa/comunidad comemos…
Answers
Answers will vary.
Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.
Unidad 4 | La comida
20.3 Selecciona los ingredientes v Selecciona solo los ingredientes y acompañamientos que Fernanda menciona para su plato favorito, los tacos al pastor.
❑ carne de cerdo
❑ cebolla ❑ limón ❑ manzana ❑ pera ❑ piña ❑ queso ❑ pollo
20.4 Conversa sobre las preferencias d s En su videoblog, Fernanda describe los ingredientes que prefiere. En parejas, conversen para saber si ustedes prefieren los mismos ingredientes que Fernanda.
MODELO Estudiante A: En su video, Fernanda tiene ensalada. ¿Recomiendas tú la ensalada?
Estudiante B: No. Yo prefiero la manzana. ¿Y tú?
Estudiante A: Yo prefiero la ensalada, como Fernanda. / Yo, tampoco. Yo prefiero…
21 Reflexión intercultural d
What are Fernanda’s preferences? What ingredients and dishes did Fernanda mention that you like or think you might like? Which do you dislike? Was there anything she pointed out that you have never tried but would like to? Compare the foods and eating habits you saw in Fernanda’s videoblog to those where you live. Share your ideas in the Forum
Mi progreso intercultural h
Investigate: I can compare some culturally significant dishes in Mexico to some in my own community.
Strategies for Differentiation Challenge
For Paso 20.4, challenge pairs to ask each other what they like to eat with their preferred foods (e.g., ¿Te gusta comer pizza con piña? ¿Con qué prefieres comer manzanas?) and react to their partner’s answers (e.g., ¿En serio? ¡Me encanta la pizza con piña!; ¡Qué asco! No quiero manzanas con pollo.). Tell students this will prepare them for En camino 1.
Pregunta esencial
Challenge students to think about how their ideas about balanced diets are formed. Create a digital wall titled ¿Cómo se forman nuestras ideas sobre las dietas equilibradas? to answer the Pregunta esencial. Provide the following sentence frame: Yo aprendo sobre las dietas equilibradas de…
En camino 1
22 Recuerdos de México
The history, traditions, climate, and geography of a region or community often influence what the people eat there.
22.1 Lee la conversación y responde b
Your friend’s mom, Juana Gorman, is from Mexico. She posted on social media about a beverage she used to drink as a child and the fond memories she recalls. Read the post and an exchange between her and one of her followers. Then answer the questions.
Mi progreso comunicativo h
Interpretive: I can identify basic facts about food that I read in an online post.
22.2 Describe una comida de tu cultura w
What foods do you associate with your culture? Create a post sharing information about a dish that is important to your community or region’s identity.
Mi progreso comunicativo h
Presentational: I can present information about a culturally significant dish.
22.3 Conversa sobre tus preferencias s
The school cafeteria director wants to make sure the cafeteria is offering healthy options that students want to eat. He has asked you and a friend to make a list of food students like. Talk with a partner to ask and answer questions about what you each like to eat in order to find at least three foods that you both prefer.
Mi progreso comunicativo h
Interpersonal: I can ask and answer questions about food preferences.
Florida Benchmarks
WL.K12.NH.2.1 (22.1)
WL.K12.NH.3.1 (22.3)
WL.K12.NH.3.2 (22.3)
WL.K12.NH.3.3 (22.3)
WL.K12.NH.3.4 (22.3)
WL.K12.NH.5.1 (22.2)
WL.K12.NH.5.2 (22.2)
WL.K12.NH.5.3 (22.2)
WL.K12.NH.5.4 (22.2)
En camino 1
Formative Assessment: This performance assessment targets the Novice High proficiency level. Use one, two, or all three of these tasks based on your students’ needs. The full prompts, all related resources, and answer keys can be found on Learning Site® , along with differentiated versions that target Novice Mid and Intermediate Low levels. Use the provided rubric to assess your students’ performance.
Paso 22.1
Teaching Tip: Encourage students to preview the questions before reading the post. Remind them that the questions are in the order in which the information appears in the text. After the assessment, help students to reflect on the product, practices and perspective that Juana describes.
Paso 22.2
Teaching Tip: Tell students their post should describe the dish, including its ingredients, and explain why it is representative of their region. Tell students to use Juana’s post for ideas on how to organize their information.
x Paso 22.3
Previewing the rubric
Preview the provided rubric with students prior to beginning the En camino formative assessment. Give specific on-level examples using language from the unit for each domain so that students understand how they are being assessed. Consider providing paper or digital copies to students and encourage them to take notes on the rubric.
Interculturality
Remind students they are not only learning to communicate in Spanish, but also about the culture of food in Mexico. Ask the class to list some ideas they have learned in Comunicación 1. Then ask them to categorize each as a product, practice, or perspective. Ask how students’ food traditions are similar and different. How has learning about the culture of food in Mexico opened students’ minds to new ideas and perspectives?
Teaching Tip: Assign partners on assessment day so their interaction is spontaneous, not a practiced, memorized dialogue. Students do not need to be matched in terms of proficiency, but avoid partnering students with vastly different proficiency levels. Remind students to use prepositions to add details to their comments and questions: ¿Te gusta la pizza con piña?
Mi progreso comunicativo: Tell students the communicative goal they are targeting in this paso will be assessed again in Vive entre culturas
Florida Benchmarks
WL.K12.NM.2.1 (23)
WL.K12.NH.3.1 (23)
WL.K12.NH.3.2 (23)
WL.K12.NH.3.4 (23)
WL.K12.NH.6.4 (23)
Comunicación 2
Several Can-Do statements appear in Comunicación 2. Those below are assessed in En camino 2. Encourage students to upload evidence of their progress toward each Can-Do statement in their Portfolio on Learning Site®.
Mi progreso comunicativo
x Interpretive: I can understand some basic facts about a culturally significant dish in a video.
x Interpersonal: I can exchange information about foods eaten at different mealtimes.
x Presentational: I can present information about meals and food.
Pregunta esencial
Teaching Tip: Invite students to share about aspects of their cultural identity that are tied to food practices. To help students answer the question, tie food practices to more concrete things like daily routines, when mealtimes are, where and with whom they eat, and which dishes they associate with special occasions. Remind students to share ideas regarding the Pregunta esencial and comment on classmates’ posts in the Forum on Learning Site®.
Actividad 23
Teaching Tip: Discuss the picture and caption, e.g., ¿Dónde cocinan? ¿Qué preparan? ¿Qué colores ves? ¿Qué más ves en la foto? ¿Quién cocina en tu familia?
Culture Note: Discuss emblematic dishes like mole: El padre y el hijo preparan un mole. Es una salsa y un plato nacional de México. Es uno de los alimentos de origen prehispánico que sigue estando presente en la dieta de los mexicanos. ¿Qué significa prehispánico? Se come en celebraciones importantes.
Answers
Answers will vary.
Comunicación 2: Los platos que comemos
Pregunta esencial
How do food practices shape cultural identity?
23 Conversa sobre tus ideas i s
En Comunicación 2 vas a hablar de la comida que te gusta y descubrir platos nuevos. En parejas, conversen sobre lo que observan en la imagen.
MODELO Estudiante A: ¿Quiénes son las personas?
Estudiante B: Son un padre y un hijo.
Ask pairs to take turns reading the Conexión cultural aloud. Tell them to take notes on the following two questions as they read: What factors does the reading mention that can affect food practices in a culture? What food practices in Mexico does the reading mention? Ask pairs to star the food practices that they also observe in their own community. Review the answers as a class.
Differentiate
Create an online survey for students to answer after Paso 24.1 to find out how similar the class’s eating habits are to those of Mexico. Ask questions using information from Conexión cultural like: Do vendors sell local foods here? Is street food popular here? Do you cook meals at home often? Do you frequently have post-meal conversations? Project the anonymous results and ask students to compare them with what they just read.
Un padre y su hijo preparan mole en la terraza de su casa.
Unidad 4
Conexión cultural
24 Práctica cultural: ¿Comer afuera o en casa?
24.1 Conexiones: Antropología c
What places do you associate with eating? What kind of foods do you like to eat at home, at school, or when you go out? Where do you usually eat your meals? How does your physical location affect your eating habits?
Practices around eating vary from culture to culture. The patterns in each community depend on lifestyle, climate, access to resources, and tradition. Some communities have a wide range of restaurants from which to choose, while others have fewer options. In many places where Spanish is spoken, there are openair restaurants and places to enjoy meals outdoors when the weather is nice.
In towns and cities across Mexico, vendors in markets and on la calle prepare and serve food para llevar (to go). Street food, fondas (small restaurants that are often family-run), and larger restaurants are popular. Many people in Mexico spend time each day shopping for ingredients, preparing food, and enjoying meals at home too. After a meal, la sobremesa, or after-dinner conversation, is an important time to share with family.
24.2 Reflexión o
Florida Benchmarks
WL.K12.NH.6.2 (24.2)
WL.K12.NH.7.1 (24.1)
WL.K12.NH.8.3 (25)
Conexión cultural
Actividad 24
How do climate and geography affect where people in Mexico eat? Do culture and tradition also play a role?
25 Reflexión intercultural d
How do the eating-out habits of people in your community compare with those of people in Mexico? Investigate popular places people eat in other Spanish-speaking countries, and compare them to the places you already know. Share your ideas in the Forum
Mi progreso intercultural h
Investigate: I can compare common places people eat in my own and other communities.
Supporting Heritage Learners
For Actividad 25, if they are comfortable, invite heritage learners to compare how Mexicans and Americans spend their time, using information from the reading in Paso 24.1. What are the advantages and disadvantages of each way of life? Which do they prefer and why? Encourage students to answer the questions in Spanish. Before posting, have them switch their drafts with another student to edit for grammar, tone, spelling, accents, and punctuation.
Connections: Anthropology
After Conexión cultural, return to the essential question and ask pairs to discuss and give examples for how the following might shape cultural identity: access to local/global food, having meals in groups and talking after, cooking/not cooking often, travel and experience with different food practices, local markets and street food. Invite pairs to share and ask volunteers to record the ideas on chart paper.
Preparation: To activate prior knowledge, ask students: ¿Prefieres comer afuera en un restaurante o en casa? ¿Por qué? Call on volunteers to explain their preference from a list of possibilities you write on the board, e.g., porque es divertido, mi mamá/papá/guardián (no) prepara (food), todos pueden comer un plato diferente
Paso 24.1
Teaching Tip: Show students images of Mexican street food, e.g., paletas, elotes, tacos. Have them describe them and practice numbers by reading out prices. Ask follow-up questions, e.g., ¿Tenemos comida callejera en nuestra comunidad? ¿Comen ustedes comida callejera?
Answers
Answers will vary.
Paso 24.2
Teaching Tip: Discuss the effect of the walkability of many communities in Mexico on the popularity of street food. Ask students to connect climate, eating habits, and history from previous Pasos and to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.
Paso 25
Teaching Tip: Have students research a specific restaurant or street food. Ask them to incorporate their findings as they answer the questions on the Forum. Have them read and respond to their classmates’ posts.
Mi progreso intercultural: Have students read the Can-Do statement and rate their progress
Muchas personas comen en una fonda, un pequeño restaurante local.
numeral
257
Unidad 4
Así se dice 2
Así se dice introduces essential vocabulary through visuals and in written contexts to make new language comprehensible without translation. Access the audio and Más práctica de vocabulario for additional vocabulary practice on Learning Site®.
Teaching Tips:
• Assume the role of a person who lives in the United States during the school year and in Mexico for the summer. Project Así se dice 2 and talk about meals while pointing at the images, e.g., En el verano, voy a México. El desayuno es a las 7 y me encanta beber un batido de plátano y chía. Ask students: ¿Te gusta el batido de plátano? ¿Te gusta la chía? Continue talking about the rest of the items. Say: En los Estados Unidos las comidas son diferentes. ¿A qué hora es el almuerzo en los Estados Unidos? ¿Y en México? Point at the images and talk about the items. Continue to ask simple comprehension questions.
• Explain to students that even though comida means food, it also means the main meal of the day in Mexico and other countries of the Spanish-speaking world.
Culture Note: Send students online to find out why pastel de tres leches is called that. Encourage students to find a simple pastel de tres leches recipe to bake at home.
Así se dice 2
¿Qué te gusta comer durante el día? a
Vivo entre dos culturas
En los veranos vivo en México. Hago varias comidas al día.
el
Durante el año escolar vivo en los Estados Unidos. Allí como…
el pan tostado con mantequilla, el café con azúcar y el jugo de naranja
hamburguesa y la ensalada
¡Y en los dos lugares, me encanta el postre!
Differentiation
Differentiate
After introducing Así se dice 2, ask students to create a post with relevant images about what they want or prefer when they are hungry and thirsty, e.g., Cuando tengo hambre, quiero una ensalada con pollo. Cuando tengo sed, prefiero tomar té helado. Have students read and comment on each other’s posts to note connections and differences, e.g., ¡Qué delicioso! ¡Me encanta el té helado!
Challenge
Project images of two foods or meals at a time from Así se dice 2 and ask pairs to take turns asking which food or meal the other prefers, e.g., Estudiante A: ¿Prefieres los tacos o la hamburguesa? Estudiante B: Prefiero los tacos. Estudiante A: Yo también./Yo no. Prefiero la hamburguesa. Write prefieres and prefiero on the board and model this exchange twice with volunteers before asking pairs to do it on their own.
el desayuno
almuerzo la comida la cena
el batido de plátano y chía
los tacos de papa y el agua de horchata la sopa de camarones con arroz el atole y el pan dulce
el desayuno el almuerzo la cena
la
pasta y el té con limón
el helado de chocolate el pastel de tres leches el flan
la sal la pimienta
Florida Benchmarks
Vivir en dos lugares es maravilloso porque…
¡Me gusta probar todo tipo de comida!
Cuando tengo hambre, hay muchas opciones. El sándwich es mi plato favorito.
Pero necesito comer la comida sin nueces. Soy alérgico
Cuando prefiero
26 ¿Qué te gusta comer y beber en un día típico?
Tu profesor/a de español quiere planear un evento culinario.
26.1 Selecciona lo que te gusta b
Tu profesor/a quiere saber las preferencias de la clase. Selecciona los platos y bebidas que te gustan para cada comida.
El desayuno
Generalmente, como…
Generalmente, bebo…
❑ el pan
❑ el pan dulce
❑ otro alimento
❑ el jugo
❑ el batido
❑ el café
❑ otra bebida
El almuerzo La cena El postre
❑ la hamburguesa
❑ el sándwich
❑ otro alimento
❑ el agua
❑ el té
❑ otra bebida
Supporting Heritage Learners
For Paso 26.1, have heritage learners complete the activity and then engage in a conversation with a classmate on how their eating habits vary by activity or for special occasions (e.g., sports, birthdays, vacations). If students visit family members in other countries, invite them to share how their eating habits change, e.g., ¿Qué te gusta comer y con quién cuando visitas a tu familia? ¿Cambian tus hábitos? ¿Qué es diferente?
❑ la pasta
❑ la sopa
❑ los camarones
❑ otro alimento
❑ el agua
❑ la leche
❑ el refresco ❑ otra bebida
❑ el helado
❑ el pastel
❑ el refresco
❑ el agua
❑ otra bebida
AP® Strategies
Ask pairs to reread Así se dice 2 and write two similarities and two differences between eating habits in Mexico and the United States, e.g., Hay cuatro comidas en México, pero hay tres en los Estados Unidos. El desayuno en México y los Estados Unidos es a las siete. Call on pairs to share. Ask the class follow-up questions about their statements, e.g., Sí. Hay cuatro comidas en México. ¿Cuáles son?
WL.K12.NM.2.1 (26.1)
WL.K12.NM.2.4 (26.1)
Teaching Tip: Write the expressions tengo hambre and tengo sed on the board. Explain each one by acting them out. Then ask: ¿Tienes hambre? ¿Tienes sed? ¿Quieres un sándwich? Elicit yes or no answers.
Paso 26.1
Teaching Tip: After students have selected the items, provide a sentence frame, e.g., Para el desayuno, generalmente como (food) y bebo (drink). Ask: ¿Qué comes y bebes para el desayuno? Continue asking about the other meals and invite students to share.
Answers
Answers will vary.
Florida Benchmarks
WL.K12.NM.1.2 (27.1)
WL.K12.NH.1.3 (27.1)
WL.K12.NH.5.1 (26.3)
x Paso 26.2
Teaching Tip: Encourage students to refer to the food items they selected for Paso 26.1, including at least one item they like for each meal.
Answers
Answers will vary.
Vocabulario personal
Encourage students to use this vocabulary to personalize and enhance their communication.
Teaching Tip: Explain to students that the nouns desayuno, almuerzo, and cena have their verb counterparts: desayunar, almorzar, cenar. Model how to use each, e.g., Como pan para el desayuno (noun). Desayuno pan todos los días (verb).
Paso 26.3
Teaching Tip: Challenge students to use desayunar, almorzar, and cenar for this activity, e.g., Me gusta el pan dulce para desayunar. Desayuno pan dulce.
Answers
Answers will vary.
Paso 27.1
Teaching Tip: Have students listen to the audio once to determine if the neighbors are hungry. Play the audio again and have them listen for their food preferences for dinner.
Sample Answers
1. Sí; las sopas, las ensaladas, las verduras (pepinos, papas) 2. Sí; la carne, las hamburguesas con queso, el pescado, los camarones 3. No; un sándwich, una ensalada, un batido de frutas, un café con leche
Unidad 4 | La comida
26.2 Conversa sobre los platos s En parejas, conversen sobre los platos que prefieren. Tomen apuntes.
MODELO Estudiante A: ¿Te gusta el pan para el desayuno?
Estudiante B: Sí, me gusta el pan. ¿Y a ti?
Mi progreso comunicativo h
Interpersonal: I can exchange information about foods eaten at different mealtimes.
Vocabulario personal desayunar to eat breakfast almorzar to eat lunch cenar to eat dinner
26.3 Escribe un mensaje w
Escribe un mensaje a tu profesor/a con tres oraciones sobre lo que te gusta.
MODELO Me gusta el pan dulce para el desayuno.
27 El menú para la cena
Invitas a tus vecinos, la familia Ramírez Ortiz, para la cena. Quieres preparar los platos favoritos de todos los miembros de la familia.
27.1 Escucha y escribe los detalles a El día de la cena, recibes un mensaje de la familia. Escucha la descripción de cada persona y escribe los detalles.
Persona ¿Tiene hambre? ¿Qué prefiere comer en la cena?
1. Armando, el padre
Strategies for Differentiation
For Paso 27.1, encourage students to keep their books open to Así de dice 2 as they listen to each person describe what they prefer. Remind students to look only at the first two sections. Explain that seeing the vocabulary words while listening to the audio might help students more clearly identify what they hear.
Challenge
For Paso 27.3, tell students to explain why they chose each menu item, e.g., Comemos una sopa de papas porque Armando es vegetariano y prefiere las sopas con verduras. Challenge students to record their messages while looking only at their menu items and the table from Paso 27.1 rather than reading prepared sentences. Encourage students to practice their message a few times prior to recording.
2. Ximena, la hija
3. la señora Ortiz, la abuela
27.2 Escribe un mensaje con preguntas w Escribe un mensaje a la familia para hacer preguntas sobre sus preferencias.
MODELO ¡Hola! Ximena, ¿qué verduras prefieres con tu hamburguesa?
27.3 Graba un mensaje para explicar los platos m Graba un mensaje a la familia Ramírez Ortiz para explicar los platos que preparas para la cena.
MODELO Hola. En la cena de hoy, comemos… También cenamos…
Mi progreso comunicativo h
Presentational: I can present information about meals and food.
Variedad lingüística
Food terminology varies throughout the Spanish-speaking world. Regional variations for words for food reflect variations in local ingredients as well. If you order a sandwich in Mexico, you would likely eat una torta, which is prepared on a large flat roll. A sandwich in Spain, however, is called un bocadillo and served on a baguette.
sandwich: la torta (Mexico), el bocadillo (Spain), el sándwich (other Spanish-speaking countries) dish (prepared food): el platillo (Mexico), el plato (other Spanish-speaking countries)
Florida Benchmarks
WL.K12.NH.4.1 (27.3)
WL.K12.NH.4.2 (27.3)
WL.K12.NH.5.1 (27.2)
Paso 27.2
Teaching Tip: Tell students to use the notes they took for Actividad 27.1 to ask the guests follow-up questions, following the modelo.
Answers
Answers will vary.
x Paso 27.3
banana: el plátano (Mexico, Peru, Spain), el cambur (Venezuela), el guineo (Dominican Republic)
tomato: el jitomate (Mexico), el tomate (other Spanish-speaking countries)
peanut: el cacahuate (Mexico), el cacahuete (Spain), el maní (Argentina, Colombia, Venezuela, Chile)
Supporting Heritage Learners
For Paso 27.2, in addition to the questions, have heritage learners write a short list for themselves in which they brainstorm what they are going to prepare for the dinner. Ask them to use adjectives to describe each dish to entice their guests. For Paso 27.3, have students leave personalized voice mails for each of the four members of the family. They should describe what they are preparing specifically for them and why.
College and Career Readiness
For Paso 26.2, ask the class to brainstorm possible follow-up questions to the model and write them on the board, e.g., ¿Qué prefieres comer con el pan? ¿Te gusta el pan con mantequilla? ¿Qué tipo de pan prefieres? Explain that asking follow-up questions demonstrates active listening and allows us to learn more information about our partners. Encourage partners to ask at least one follow-up question per meal.
Teaching Tip: Encourage students to follow the modelo and to explain the dishes with more detail, e.g., En la cena hoy comemos pescado con ensalada porque Ximena quiere comer proteína. Allow time to practice. Suggest that they close the message with one of the following: ¡Hasta luego! ¡Nos vemos pronto!
Answers
Answers will vary.
Variedad lingüística
Teaching Tip: After students read Variedad lingüística, play a quick game. Say: Quiero un bocadillo. ¿De dónde soy? (De España.) Quiero comer jitomate. ¿De dónde soy? (De México.)
Unidad 4
Florida Benchmarks
WL.K12.NM.2.1 (28.1)
WL.K12.NH.3.1 (28.1)
WL.K12.NH.3.2 (28.1)
WL.K12.NH.3.3 (28.1)
WL.K12.NH.7.1 (28.1)
Paso 28.1
Teaching Tip: Encourage students to expand their conversations, e.g., Estudiante A: No sé qué prefiero. ¿Qué otros ingredientes tienen los tacos de camarón? Estudiante B: Tienen cebolla y tomate. Estudiante A: No me gusta la cebolla. Share that students can invent information to answer their partner’s questions if they are unsure.
Answers
Answers will vary.
28 Ordenando comida
Decides pedir (order) comida de un restaurante local, Don Camarón.
D on C amarón
Inicio | Conócenos | MENÚ | Contáctenos
Tacos de camarón
Tacos de carne de res
Tostadas de pescado
Plátano frito
Chiles rellenos
Coctel de fruta
Agua fresca
28.1 Lee el menú y conversa b s c
Lee el menú. En parejas, conversen sobre lo que quieren comer.
MODELO
Estudiante A: ¿Qué prefieres del menú?
Estudiante B: Quiero los tacos de carne de res. ¿Y tú?
Mi progreso comunicativo h
Interpretive: I can recognize dishes and ingredients on a menu.
To prepare for Paso 28.2, ask students to write down their partner’s order in Paso 28.1. In addition, have students create and write down an order for their vegetarian friend that they will include in their text conversation. To help students anticipate the requirements of the conversation, tell them that they will need to invent information and be creative with their answers (e.g., while answering the question about potential allergies).
Differentiate
For Pasos 28.2 and 28.3, model answers with varying degrees of detail, e.g., Question: ¿Quiere sal y pimienta? Answers: Sí. (no detail); No. No me gusta la sal. (some detail); Sí, gracias. Quiero sal, pero no necesito pimienta. (very detailed). Explain that all answers are appropriate, but students will gain more practice by including more details. Ask students to reflect on how they typically answer questions, and challenge them to answer at the next level.
Pedir en línea
Fuente auténtica
28.2 Responde a los mensajes del restaurante e Un amigo vegetariano quiere comer con ustedes. Usa el chat de Don Camarón para explicar lo que quiere comer cada persona.
D on C amarón
¡Hola, bienvenidos al menú en línea de Don Camarón! ¿Qué platos quiere del menú?
Claro, no hay problema. ¿Tiene alguna alergia?
Muy bien. ¿Quiere sal y pimienta con sus platos?
Perfecto. ¿Quiere algo de postre? Tenemos pastel y helado de fruta.
¡Genial! Le mando un enlace (link) para pagar. La orden llega pronto. ¡Buen provecho!
28.3 Conversa con el repartidor r s
El restaurante entrega (is delivering) la comida a tu casa. El repartidor (delivery person) tiene preguntas para ti. Responde a sus preguntas.
Supporting Heritage Learners
After completing Paso 28.3, invite heritage learners to role-play the following situation in pairs: The student who ordered the food realizes that one order is incorrect. The vegan meal has cheese. The friend who ordered this dish is allergic and this ingredient is not on their website. The student should negotiate getting the correct order to the house. The delivery person should apologize. Invite more proficient students to model this.
AP® Strategies
After completing Paso 28.3, ask students to listen to their conversation and take notes on questions they missed and information they could have added. Allow students to ask you clarifying questions. Then have them look at their notes one last time before putting them away and recording the conversation again. Tell students to listen to the new recording and note their improvements. Ask them to share.
Florida Benchmarks
WL.K12.NM.3.8 (28.3)
WL.K12.NH.3.1 (28.2, 28.3)
WL.K12.NH.3.2 (28.2, 28.3)
WL.K12.NH.3.3 (28.2)
WL.K12.NH.3.7 (28.3)
WL.K12.NH.3.8 (28.2)
Paso 28.2
Preparation: Before answering the chat, clarify to students that there are three people for whom they need to order food: the student, the partner, and a vegetarian friend.
Answers
Answers will vary.
Paso 28.3
Preparation: Discuss expressions that customers use when receiving a delivery order from a restaurant, e.g., Gracias, aquí está el dinero. Next, share expressions that delivery people use, e.g., ¿Puede confirmar su orden? ¡Buen provecho! ¿Está todo bien?
Answers
Answers will vary.
Unidad
Florida Benchmarks
WL.K12.NH.1.1 (29.2)
WL.K12.NH.1.4 (29.2)
WL.K12.NH.2.1 (29.1)
WL.K12.NH.5.1 (29.1)
Paso 29.1
Preparation: Before completing Paso 29.1, review qué, cuántos, and por qué. Remind students that qué asks about a noun, cuántos asks about a number and por qué asks about a reason.
Teaching Tip: Model and write the first question on the board: ¿Qué es el mole? Encourage pairs to use the question words, quince, and platillos principales to write the following questions. Review questions with the class.
Sample Answers
1. ¿Qué es el mole? 2. ¿Cuántos ingredientes hay en el mole? 3. ¿Por qué es importante el mole?
x Paso 29.2
Teaching Tip: Review each of the words listed. Encourage students to focus only on the list of words as you play the video the first time. Play the video a second time for students and ask them to confirm their answers.
Answers
Las nueces, los chiles, el chocolate amargo
29 El mole, un plato en cada mesa mexicana
Ana María, la guía turística mexicana, habla en el video La importancia del mole sobre uno de los platos populares de México.
1. El mole es una salsa.
2. Se prepara con aproximadamente quince ingredientes.
3. Ese es uno de nuestros platillos principales.
29.1 Lee y escribe preguntas b w Lee las oraciones de Ana María. Escribe la posible pregunta a la que responde Ana María en cada oración de la imagen.
1. ¿ ?
2. ¿ ?
3. ¿ ?
29.2 Mira el video y selecciona los ingredientes v Mira el video. Selecciona solo los tres ingredientes del mole que menciona Ana María.
Mi progreso comunicativo h
Interpretive: I can understand some basic facts about a culturally significant dish in a video.
Strategies for Differentiation
For Paso 29.1, write question words on the board: ¿Quién? ¿Qué? ¿Dónde? ¿Cuándo? ¿Cómo? ¿Por qué? ¿Cuántos? Ask pairs to read each statement and decide which question it answers, e.g., El mole es una salsa (¿Qué?). Once they have the beginning of the question, have pairs complete the rest of it. Tell students that it may help to think of which question they would ask in English to get the same answer.
Differentiate
As an alternative to Paso 29.4, ask students to present their dish to the class. Have students prepare a slide with images of the dish and its ingredients for their presentation. Encourage them to bring in the dish to share with the class if possible. Ask the students in the audience to take short notes as they hear about each dish. Ask comprehension questions in between presentations like: ¿Qué ingredientes hay en (dish)? ¿Por qué es importante?
29.3 Termina las oraciones b
Indica la(s) frase(s) que pueden terminar (end) cada afirmación, según el video.
1. El mole es____
2. Hay mucha preparación, pero es importante para____
3. Para Ana, el mole simboliza____ a. comer bien con la familia. b. una salsa.
c. tradiciones familiares.
29.4 Graba un video m
d. un plato principal mexicano. e. reunirse con la familia.
Graba un video sobre un plato importante en tu vida. Incluye:
• el nombre del plato;
• los ingredientes principales;
• la importancia del plato en tu vida.
Mi progreso comunicativo h
Presentational: I can present information about meals and food.
Supporting Heritage Learners
For Paso 29.4, invite heritage learners to speak for three to five minutes, depending on students’ proficiency and previous performance. They can speak on the following: how the dish is made, its importance in culinary tradition and community, and its history. The time limit or the complexity of the task may be challenging for some students. Allow them to write drafts and peer edit with other students before recording. Liken this to preparing for a big speech.
IB Strategies
Paso 29.4 pairs well with the IB theme of identities and how culture contributes to identity. For their presentations, ask students to incorporate the sentences from Paso 29.3 about their own dish, e.g., (Dish) es…; Hay mucha/poca preparación, pero es importante para…; Para mí, (dish) simboliza… Share that this helps link food to culture and culture to identity.
Florida Benchmarks
WL.K12.NH.2.1 (29.3)
WL.K12.NH.4.3 (29.4)
WL.K12.NH.4.4 (29.4)
WL.K12.NH.4.6 (29.4)
Paso 29.3
Preparation: Before completing this paso, explain to students that there may be more than one correct answer for two of the questions. Challenge them to find which ones.
Answers
1. b, d 2. a, e 3. c
x Paso 29.4
Preparation: Project a picture of a dish and, using the sentence stems below, model to students what their recorded presentation should be like.
Teaching Tips:
• Make sure students know the name of their country/region and their dish’s main ingredients in Spanish.
• Provide the following sentence stems: El nombre de mi plato es (dish). Es un plato de (country/region). Mi plato tiene muchos ingredientes deliciosos como (at least five main ingredients). (Dish) es muy importante para mí porque (three reasons). If their dish does not have at least five ingredients, encourage students to share side dishes or drinks that might accompany it. Allow time to practice.
Answers
Answers will vary.
Unidad 4
Florida Benchmarks
WL.K12.NM.2.4 (30)
WL.K12.NH.1.2 (30)
WL.K12.NH.1.4 (30)
WL.K12.NH.8.2 (30)
Observa 2
Observa presents grammar through a co-constructive approach or discovery method. Access Audio, the Observa video, and Más práctica de gramática activities on Learning Site®.
Teaching Tip: Follow these steps to facilitate a co-constructive approach or discovery method.
1. Have a conversation using the verbs gustar and encantar. Use visuals, toy food, and gestures. Hold a picture of food in general and ask a student: ¿Qué comida del día te gusta más? Then hold a picture of breakfast and say: A mí me gusta el desayuno. Ask another student: ¿Qué comidas te gustan a ti? Hold a picture of dinner and say with emphasis: También me encanta la cena. Then say: A mi familia le gusta preparar la cena. Hold a picture of dessert and say: A mi hermano y a mí nos gusta el postre. Hold a picture of several ice creams and say: Me encantan los helados. Finally, hold a picture of an ice cream store and say: A mis hermanos les gusta mucho.
Actividad 30 ¿Qué observas?
Teaching Tips:
2. Ask: ¿Qué observas? Encourage students to take notes and to share their thoughts with a partner or group. Ask them to pay attention to patterns by asking: ¿Son iguales o diferentes gusta y gustan? ¿Y encanta y encantan? Ask: ¿Cuándo uso (indirect object pronoun)? ¿Puedes relacionarlos con (clarifier such as a mí)? Write the new structures on the board for reference. Students can use the Observa graphic organizer to record their findings. Encourage students to make linguistic comparisons to their home language.
3. Ask: ¿Qué observan ustedes? and note answers on the board. It is okay if students answer you in English. Guide them to check their hypotheses with Gramática: Resumen. Invite them to share how accurate their hypotheses were and celebrate their pattern detection. Answers
Answers will vary.
Observa 2
Expressing Preferences a
Estructura
Gustar and encantar
Ay, siempre tengo hambre, Alex. Pues a mí me gusta el desayuno. ¿Qué comidas te gustan a ti?
¡Claro que sí! Me encantan los helados de fruta. Pero no me gustan los helados de chocolate.
30 ¿Qué observas? b v
¡Igual! Oye, Carmen, ¿cuál comida del día
Me encanta la cena. A mi familia le gusta preparar cenas vegetarianas. ¡Y a mi hermano y a mí nos gusta el postre! Oye, ¿te gusta el helado?
In the conversation, notice the expressions that show what people like. Can you figure out when the speakers use gusta vs. gustan or encanta vs. encantan? Which word tells who likes the different foods and activities? How do the additional expressions a mí, a ti, a mi familia, a mi hermano y a mí, and a mis hermanos help to reinforce who likes something? Discuss your ideas with your classmates and teacher, view the Observa video online, and check the Gramática: Resumen pages at the end of this unit to help you find out.
Strategies for Differentiation
Provide additional examples for Observa 2 on the board or a slide with the verb endings and definite articles color-coded or in bold, e.g., Me gustan las sopas en general, pero me encanta la sopa de brócoli y queso. Ask students to observe the color-coded/bold parts and to consider them as they form their hypotheses. Have pairs share their observations and then ask them to share with the class before checking Gramática: Resumen
Challenge
probar?
After completing Paso 31.1, show five images of food and their names in Spanish and ask students to write on whiteboards if they (do not) like or love each food, e.g., Show spinach and write la espinaca. Possible student answers are: (No) Me gusta la espinaca. ¡Me encantan las fresas! Read some answers aloud to emphasize correct usage: ¡Ah! ¡A Julián le encantan las fresas!
Me encanta la idea. ¡Vámonos!
te gusta más?
Hay una heladería nueva y a mis hermanos les gusta mucho. ¿Quieres
Unidad
31 Las preferencias de Carmen y Alex
Lee la transcripción de la conversación entre Carmen y Alex.
31.1 Indica el símbolo apropiado b
Indica si a la persona le encanta (❤ ) o le gusta (�� ) según la conversación de Observa 2
1. A Carmen a. le encanta ❤ b. le gusta �� el desayuno.
2. A Alex a. le encanta ❤ b. le gusta �� la cena.
3. A Carmen a. le encantan ❤ b. le gustan �� los helados de fruta.
4. A los hermanos de Alex a. les encanta ❤ b. les gusta �� la heladería.
5. A Alex y a Carmen a. les encanta ❤ b. les gusta �� la idea.
31.2 Indica a qué persona Alex se refiere b Alex menciona otras preferencias de las personas de su familia. Indica a qué persona se refieren estas preferencias.
a. a mí b. a ti c. a nosotros d. a los primos e. a la tía
1. Me encanta el desayuno.
2. Nos gusta el postre.
3. Les gusta comer el almuerzo juntos.
4. ¿Qué comidas te gustan?
5. Les encanta la heladería.
6. Le gusta preparar el pollo.
31.3 Conversa sobre las comidas s En parejas, conversen sobre las comidas que les gustan. el postre los camarones el pastel la sopa de verduras la ensalada el té con limón las frutas los frijoles
MODELO Estudiante A: ¿Te gusta el postre?
Estudiante B: Sí, me encanta el postre. ¿Te gustan los helados de fruta?
Estudiante B: No, no me gustan los helados de fruta.
Mi progreso comunicativo h
Interpersonal: I can exchange information about food preferences.
For Paso 31.3, require heritage learners to provide at least three exchanges per partner, with Estudiante A asking follow up questions, e.g., Estudiante B: No, no me gustan los camarones. Estudiante A: ¿Por qué?/Si no te gustan los camarones, ¿qué comida te gusta? Estudiante B: No me gusta la salsa que se sirve con los camarones./ Prefiero el pollo. Make sure each pair takes turns being Estudiantes A and B. Encourage students to explain their answers.
College and Career Readiness
Share that many educational and professional conversations require advanced preparation. For Paso 31.3, ask students to prepare by creating a T-chart with the headings Me gusta and Me gustan. Tell students to place the foods in the word bank in the appropriate category. Then ask them to indicate if they love the food or do not like it. Encourage students to use this chart during their conversation.
Florida Benchmarks
WL.K12.NM.2.1 (31.2)
WL.K12.NH.2.1 (31.1)
WL.K12.NH.3.3 (31.3)
Paso 31.1
Preparation: Ask students about their and others’ preferences to report them, e.g., Ashley, ¿qué te gusta cenar? (Me gusta cenar espagueti.) Brian, ¿qué le gusta cenar a Ashley? (Le gusta cenar espagueti.) Do this five times and include both plural and negative forms.
Answers
Paso 31.2
Teaching Tip: Students may have trouble connecting the pronouns in the answers with the indirect object pronouns in the questions. Before starting, ask them to pair them up. When reviewing the answers, ask them to create emphatic complete sentences with both, e.g., A mí me encanta el desayuno.
Answers
Paso 31.3
Teaching Tip: Require each pair to discuss each word in the box with at least two exchanges per partner with Estudiante A asking why or asking what Estudiante B likes instead, e.g., Estudiante B: No, no me gusta el pastel. Estudiante A: ¿Por qué?/Si no te gusta el pastel, ¿qué postre te gusta? Estudiante B: No es saludable./Prefiero la fruta.
Answers
Answers will vary.
Unidad
Florida Benchmarks
WL.K12.NH.1.1 (32)
WL.K12.NH.3.4 (33.3)
WL.K12.NH.5.1 (33.1, 33.2, 33.4)
WL.K12.NH.5.2 (33.1, 33.2, 33.4)
WL.K12.NH.5.4 (33.4)
WL.K12.NH.5.5 (33.3, 33.4)
Actividad 32
Teaching Tip: Ask students to explain what is liked or loved, e.g., Para número dos, ¿qué le encanta a la madre de esta persona? Play the audio twice. Pause after each question. Review the answers and why the verb is singular or plural.
Answers
1. gusta 2. encanta 3. encantan 4. gustan 5. gusta 6. encantan
Paso 33.3
Teaching Tip: After students have gathered their classmates’ opinions, ask them to post their results in the Forum. They should write sentences following the modelo. If a food has already been posted, students should upvote it. The five foods with the most votes will be the new weekly menu.
Answers
Answers will vary.
Paso 33.4
Teaching Tip: Ask students to write two paragraphs of at least three sentences. The first should describe agreements in food preference and the second should describe disagreements. Have students use connector words such as pero and sin embargo.
Answers
Answers will vary.
32 Escucha e indica a
Escucha las oraciones. Indica la palabra que oyes.
1. a. gusta b. gustan
2 a. encanta b. encantan
3. a. encanta b. encantan
33 ¿Qué te gusta?
4 a. gusta b. gustan
5 a. gusta b. gustan
6. a. encanta b. encantan
El director de la cafetería escolar quiere crear un nuevo menú con las comidas favoritas de los estudiantes.
33.1 Escribe una lista de tus comidas favoritas w
Escribe una lista de lo que te gusta comer en las diferentes comidas del día.
MODELO Para el desayuno, me encanta el café con azúcar.
33.2 Escribe preguntas w
Escribe preguntas para saber si a otros estudiantes les gustan las comidas de tu lista de 33.1
MODELO Para el desayuno, me encanta el café. ➞ ¿Te encanta el café para el desayuno?
33.3 Conversa y escribe las respuestas de tus compañeros s Conversa con al menos seis compañeros de clase. Usa tus preguntas de 33.2
Escribe sus opiniones.
MODELO Estudiante A: ¿Te encanta el café con azúcar?
Estudiante B: No, no me encanta el café con azúcar.
Mi
progreso
A María no le encanta el café con azúcar.
comunicativo h
Interpersonal: I can exchange information about food preferences.
33.4 Escribe un mensaje al director w
Escribe un mensaje al director con una comparación de tus preferencias y las de tus compañeros.
MODELO A María no le encanta el café con azúcar, pero (a mí) me encanta.
A Jorge y a mí nos gustan los frijoles y el arroz.
Explain how students should write their sentences for Pasos 33.3 and 33.4 without giving complex grammatical reasons. Say: To identify who likes something, use: a (name). Use le to talk about one person and les to talk about more than one. Use nos gusta(n)/encanta(n) to convey we like/love. Use an -a for a singular item liked and -an for a plural item. Reinforce correct usage in your examples and speech.
Differentiate
For Paso 33.3, provide a nine-square grid and ask students to label each column with a different meal (e.g., desayuno) and write sentence starters for their conversations, e.g., ¿Te gusta(n)…? Para la cena, me gusta(n)… Then have students place their foods from Paso 33.1 in boxes in the appropriate column. Tell students to walk around and ask a different student about each food and record their answers in the box.
34 El restaurante Parrilla Mission
Son las 8:00 de la mañana y tienes hambre. Encuentras este menú del restaurante Parrilla Mission.
Menú del desayuno
Huevos al gusto
Parrilla Mission Restaurante pesos P/Llevar
(rancheros, a la mexicana, divorciados, con chorizo)
Omelet
(con jamón, queso o champiñones)
Enchiladas
(rojas o verdes)
Quesadillas
Club Sándwich
Tacos dorados
Panqueques
Tostada
$25
$33
$35
$35
$40
$35
$35
$40
Batido de frutas $30
Ingrediente extra
$10
Aguas $10 $10
(horchata y jamaica)
Jugo de naranja
Agua embotellada
$13
¡Gracias por su visita!
34.1 Lee el menú y selecciona los elementos b c
Lee el menú. Selecciona solo los elementos que encuentras en el menú. Luego, escribe palabras o frases del menú que apoyan (support) tus selecciones.
❑ los ingredientes
❑ las bebidas frías
❑ los postres
❑ los precios
Mi progreso comunicativo h
❑ el tipo de menú
❑ la información nutritiva
❑ las preparaciones para los huevos
Interpretive: I can recognize dishes and ingredients on a menu.
Supporting Heritage Learners
For Paso 34.1, have heritage learners each choose a menu item, look up its ingredients and preparation, and study its history. Have them write a five sentence paragraph with this information, stating if they recommend the dish, to create a guide for people who want to try Mexican food, but do not know where to start.
College and Career Readiness
Explain that knowing how to find exchange rates and convert currency is a good skill to have for studying, traveling, and working in other countries. After reading the menu in Actividad 34, direct students to a currency conversion website. Have them find the exchange rate for Mexican pesos to U.S. dollars and then convert the price of five menu items to U.S. dollars. Ask students if they think the prices are reasonable.
Florida Benchmarks
WL.K12.NH.2.1 (34.1)
WL.K12.NH.7.1 (34.1)
Actividad 34
Teaching Tip: Have students use context and what they know about menus to guess the meaning of key elements in the menu. What does P/Llevar stand for? What does it mean? Why are the prices in this column often more than those in the pesos column? What is a good deal? What do the different egg preparations mean? Invite students to share their guesses and then confirm the correct answers.
Paso 34.1
Teaching Tip: Have students create a list with each of the categories in Paso 34.1 Direct them to find examples of vocabulary or answers for each of those terms in the menu above and to write all relevant words and phrases. Warn them that one or two categories may not be present in the menu and to underline them.
Sample Answers
los ingredientes: jamón, queso las bebidas frías: batido de frutas, aguas, jugo los postres: – los precios: pesos, $ el tipo de menú: desayuno la información nutritiva: – las preparaciones para los huevos: rancheros, a la mexicana, omelet
Fuente auténtica
Florida Benchmarks
WL.K12.NM.1.5 (35.1)
WL.K12.NM.2.2 (35.1)
WL.K12.NM.2.4 (35.2)
WL.K12.NH.3.1 (34.2)
WL.K12.NH.3.2 (34.2)
WL.K12.NH.3.3 (34.2)
WL.K12.NH.3.4 (34.2)
WL.K12.NH.4.4 (34.3)
WL.K12.NH.6.4 (35.1, 35.2)
WL.K12.NH.7.1 (35.1, 35.2)
ELA.K12.EE.2.1 (35.1, 35.2)
Paso 34.2
Teaching Tip: Specify that each partner should take two turns and talk about at least six menu items, providing details and explanations as in the modelo. Students will take turns being Estudiantes A and B Estudiante A should also ask follow up questions after Estudiante B’s initial response to continue the conversation.
Answers
Answers will vary.
Paso 34.3
Teaching Tip: Encourage students to speak for one minute. Ask them to say whether or not they want to try the restaurant and to give three reasons why, such as dishes and price. Give examples to scaffold, e.g., Quiero almorzar en el restaurante Parrilla Mission porque prefiero desayunar en casa.
Answers
Answers will vary.
Paso 35.1
Preparation: To prepare students for the poem, ask students to discuss these questions: ¿Cuál es la celebración familiar más importante en tu familia? ¿Por qué es importante? ¿Dónde celebras y con quién? ¿Quién prepara la comida? ¿Qué prepara? ¿Qué memorias tienes de esta celebración? Students may use some English in their responses. Review the words in the gloss before reading.
Answers
1. c 2. a 3. b
34.2 Conversa sobre el menú s
En parejas, conversen sobre las comidas del menú.
MODELO Estudiante A: ¿Te gustan las enchiladas para el desayuno?
Estudiante B: No, no me gustan las enchiladas para el desayuno. Me encantan para la cena.
Mi progreso comunicativo h
Interpersonal: I can exchange information about food preferences.
34.3 Graba tu opinión del restaurante m
¿Quieres probar el restaurante Parrilla Mission? ¿Por qué? Graba una explicación con tu preferencia.
MODELO (No) quiero probar el restaurante porque…
35 ¡Me gustan los tamales!
Tomas un curso de cocina mexicana.
35.1 Escucha el poema y empareja las palabras a b c
Para inspirar a los estudiantes, la profesora presenta el poema A tía Julia de María
Lupe. Escucha el poema y empareja las palabras que riman.
1. me encanta el arroz
2. ¡qué bonita estación!
a. con toda su tradición
3. en la masa trabajar
b. ¡me enseñas a amar!
c. el canto de tu voz
35.2 Lee el poema y escribe los elementos b c
Lee el poema. Escribe los ingredientes, platos y lugares que reconoces.
Mi progreso comunicativo h
Interpretive: I can identify how familiar words contribute to the meaning of a poem.
Strategies for Differentiation
Scaffold
For Paso 34.2, ask pairs to brainstorm questions for their conversations, e.g., ¿Qué comidas (no) quieres probar? ¿Cómo prefieres los huevos? Invite pairs to share. Write their questions on the board for reference during the conversations. Remind students to ask follow-up questions like ¿Por qué? and ¿Qué te gusta comer con (menu item)? and to provide details in their answers beyond sí/no, no me gusta(n).
Differentiate
After completing Paso 35.2, assign each line of A tía Julia to students (individuals, pairs, or groups depending on class size). Ask students to draw an image that represents their line and to practice presenting it while emphasizing the rhyme. Have the class read the poem aloud and ask students to stand up and show their image as they say their line.
A tía Julia
Me gustan los frijoles, me encanta el arroz, me gusta, en la cocina, el canto de tu voz.1
Me gustan las Posadas,2 ¡qué bonita estación!
Me encantan los tamales con toda su tradición.
Me gusta ver tus manos3 en la masa4 trabajar, me encanta cómo en la cocina ¡me enseñas5 a amar!
Gracias, tía Julia, por enseñarme esta tradición familiar. ¡Me encanta pasar las Navidades6 contigo!
María Lupe
1 el canto de tu voz – the sound of your voice
2 Las Posadas – days of celebration before Christmas
3 ver tus manos – watch your hands
4 la masa – cornmeal dough
5 me enseñas – you show me
6 las Navidades – Christmas
Paso 35.2
Teaching Tip: Read the glossed words, directions, and poem to your students. Read it twice, pausing between lines. Ask: ¿Qué palabras oyeron? Okay, what is the poem about? Ask follow up questions based on what your students say. You can have them fill out a table with ingredientes, platos, and lugares as columns.
Culture Note: Explain to your students that tamales are a Mesoamerican dish made of a corn-based dough and a filling that is steamed in a corn husk or banana leaf. It is eaten in Mexico and the American Southwest, often around the Christmas holiday. Families often make tamales together as a holiday practice.
Sample Answers
Ingredientes: los frijoles, el arroz, la masa; Platos: los tamales; Lugares: la cocina
Supporting Heritage Learners
For Paso 35.2, invite heritage learners to talk about whom they look forward to seeing during the holidays and what they have learned from them, e.g., ¿Qué piensas del poema? ¿Por qué? ¿Qué memoria especial tienes de tu familia? ¿Con quién te gusta pasar las fiestas? ¿Qué hacen ustedes juntos? ¿Por qué es una persona importante para ti? ¿Qué aprendes de esta persona? Project these questions for their discussion.
Cultures
To prepare students for Actividad 35, write the question on the board and ask: ¿Las emociones y la comida están conectadas? Write the sentence frame on the board and give examples: Me siento (feeling) cuando como (food) porque pienso en (person/memory), e.g., Me siento feliz cuando como pastel de mantequilla porque pienso en mi padrino. Pre-teach me siento and pienso en. Invite students to reflect and share.
Unidad
Florida Benchmarks
WL.K12.NH.5.3 (35.3)
x Paso 35.3
Teaching Tip: Have students share their answers with a small group of students. Ask them to compare their answers, finding similarities and differences and reporting these to practice negative and plural verb forms, e.g., A Sarah y a mí nos gusta hacer galletas para la Navidad. Me encanta cantar, pero a Sarah no le gusta.
Answers
Answers will vary.
Unidad 4 | La comida es cultura
35.3 Describe un evento importante w En el poema hay una descripción de las comidas que se sirven en las Posadas. Describe las comidas y los momentos centrales de un evento importante en tu vida. Para preparar tu descripción, primero toma apuntes en el organizador gráfico.
MODELO
El evento Las comidas Los momentos favoritos Las Posadas tamales atole café frijoles y arroz cantar participar en la procesión tocar un instrumento preparar comidas
Un evento importante en mi vida son las Posadas. Como tamales. Me encanta cantar y participar en la procesión
Mi progreso comunicativo h
Presentational: I can present information about meals and food.
Scaffold
Find a short video to share with students about how Las Posadas is celebrated in Mexico. Show the video and ask pairs to discuss and identify a cultural product, practice, and perspective they observe. Then challenge students to identify a cultural product, practice, and perspective from the event, foods, and moments they describe in Paso 35.3.
For Paso 36.1, tell students to list foods without using name brands. Brainstorm common brands that students might eat and how to describe them without mentioning the brand, e.g., un sándwich de galletas de chocolate con crema de vainilla. Also, model for students how to be specific about the foods they list, e.g., tacos vs. tacos de pollo; pizza vs. pizza con cebollas.
Unidad
La perspectiva de Fernanda 2
Solemos comer quesadillas de cena.
Florida Benchmarks
WL.K12.NH.5.2 (36.1)
En mi familia hay mucha variedad de gustos diferentes.
Algo que tienen que probar son los tamales, tanto de dulce, si es que te gusta el dulce, como el tamal rojo.
36 Las comidas habituales de Fernanda Fernanda nos cuenta lo que come durante un día.
36.1 Escribe sobre tus comidas habituales w En la columna “Yo” del organizador gráfico, escribe:
• la hora en que comes cada comida;
• lo que comes normalmente en esa comida.
Desayuno a las 7:30 de la mañana, pan tostado, jugo de naranja
Almuerzo
Comida
Cena
Supporting Heritage Learners
For Paso 36.1, invite heritage learners to provide greater detail by describing with whom they eat, portion sizes (e.g., una copa de jugo de naranja, una manzana pequeña), or other reasons for why they eat these foods, e.g., a las seis de la mañana porque tengo práctica de fútbol después. Encourage them to include frequency phrases such as cada día or generalmente as well.
IB Strategies
Paso 35.3 connects to the IB theme of experiences. Ask students to create an audiovisual presentation in which they record themselves presenting a slide with images related to the event, food, and moments they describe. Invite students to use personal pictures if they feel comfortable. In addition to the model, ask students to complete the sentence: (Event/ food) es (muy) importante para la cultura (name of culture).
La perspectiva de Fernanda
Paso 36.1
Preparation: Have volunteers read the speech bubbles. After the first, ask: ¿Les gustan las quesadillas? After the second, say: Levanta tu mano si tu familia tiene gustos diferentes. Levanta tu mano si tu familia no tiene gustos diferentes. After the third, point to the images and say: Es el tamal dulce y el tamal picante. El azúcar es dulce. ¿Qué significa dulce? Los jalapeños son picantes. ¿Qué significa picante?
Teaching Tip: Ask questions to ensure comprehension of the table, e.g., ¿Qué significa comida? Highlight a las in the model to say at a certain time. Review the phrases: de la mañana, de la tarde, de la noche. Ask students to fill out the first column.
Answers
Answers will vary.
Yo Fernanda
Tamales picantes
Tamales dulces
Unidad 4
Florida Benchmarks
WL.K12.NH.1.5 (36.2)
WL.K12.NH.3.1 (36.3)
WL.K12.NH.3.2 (36.3)
WL.K12.NH.3.3 (36.3)
WL.K12.NH.3.4 (36.3)
WL.K12.NH.6.1 (37)
Paso 36.2
Preparation: Tell students that they will hear Fernanda say suelo and solemos various times in her videoblog. Share that they mean I usually and we usually
Teaching Tip: Share that Fernanda does not mention a time for all meals and she sometimes mentions the time after describing the meal.
Answers
Desayuno: a las 8 de la mañana, cereal con leche
Almuerzo: a las 12 del día, galletas, frutos secos, un sándwich de jamón y queso Comida: a las 3 de la tarde, una ensalada, una sopa, una crema de verduras, pollo, carne, o pescado, un postre de fruta (las manzanas o la pera)
La cena: no time listed, quesadillas
Paso 36.3
Teaching Tip: Ask students to read Anita’s texts and ask clarifying questions. If students answer a question negatively, encourage them to follow up with a dish they like. If they answer affirmatively, encourage them to share how they like to eat it or another dish they like.
Answers
Answers will vary.
Actividad 37
Teaching Tip: Tell students to look for at least one similarity and one difference regarding eating habits and ingredients between what Fernanda mentions and their own community.
Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.
Challenge
36.2 Mira y escribe la información de Fernanda v Mira el videoblog. En el organizador gráfico de 36.1, escribe la hora y lo que come habitualmente Fernanda en cada comida.
36.3 Compara las preferencias e Recibes unos mensajes de texto de tu amiga Anita con preguntas sobre el video de Fernanda. Responde a sus mensajes. Al final, escribe una pregunta para tu amiga.
A la mamá de Fernanda le gusta todo con queso, pero a mí no. ¿Y a ti?
A la hermana menor de Fernanda le encantan los postres. A mí no me gustan. ¿Y a ti?
Al hermano de Fernanda le encanta la comida picante. ¿Y a ti?
El plato mexicano mole poblano tiene chiles, que me encantan. ¿Qué plato con verduras te gusta a ti? ¿Qué ingredientes tiene?
A mí tampoco me gusta el queso. Prefiero la fruta. / A mí sí me gusta el queso. ¡Y me gusta la fruta también!
37 Reflexión intercultural d
How do the foods and eating times Fernanda mentioned compare with eating habits in your community? What is a dish that is typical of where you live or from your culture? Which ingredients does it have that are similar to or different from the dishes listed by Fernanda? Share your ideas in class and in the Forum.
Mi progreso intercultural h
Investigate: In my own and other cultures I can identify some practices relating to foods and meal times.
For Actividad 37, challenge students to answer the questions in Spanish. Write these sentence starters on the board, e.g., Fernanda come (meal) a las (time), y/pero en mi comunidad…; Fernanda y su familia comen (food), y/pero en mi comunidad…; Un plato típico de mi cultura es (dish) y los ingredientes son…; Los ingredientes que Fernanda y yo (no) tenemos en común son…
Pregunta esencial
To reflect on the Pregunta esencial, create a digital wall titled ¿Cómo influyen las prácticas alimentarias en la identidad cultural? Have students reflect on their own experience and what they learned this unit to complete this sentence frame: (Food practice) es parte de mi identidad/de la identidad cultural de Fernanda, e.g., Comer pavo durante el Día de Acción de Gracias es parte de mi identidad cultural.
Anita
En camino 2
38 Lo que comemos
To prepare for an upcoming culinary exposition, you and your classmates are researching dishes from different communities.
38.1 Mira el video y escribe los detalles v Fernanda shares in a video a dish that is important in her community in Mexico. Watch the video to learn more about the dish and write some important details.
Mi progreso comunicativo h
Interpretive: I can understand some basic facts about a culturally significant dish in a video.
38.2 Conversa con un estudiante mexicano r s
Fernanda’s classmate Juan has called you with questions about eating preferences and habits in your community. Participate in a conversation with Juan to answer his questions.
Mi progreso comunicativo h
Interpersonal: I can exchange information about foods eaten at different mealtimes.
38.3 Presenta tus comidas m
Juan has asked you to record information about what you eat for meals in your community to share with his class.
Mi progreso comunicativo h
Presentational: I can present information about meals and food.
Florida Benchmarks
WL.K12.NH.1.1 (38.1)
WL.K12.NH.1.3 (38.1)
WL.K12.NH.1.4 (38.1)
WL.K12.NH.1.5 (38.1)
WL.K12.NH.1.6 (38.1)
WL.K12.NH.3.1 (38.2)
WL.K12.NH.3.2 (38.2)
WL.K12.NH.3.3 (38.2)
En camino 2
WL.K12.NH.3.4 (38.2)
WL.K12.NH.4.1 (38.3)
WL.K12.NH.4.2 (38.3)
WL.K12.NH.4.3 (38.3)
WL.K12.NH.4.4
Previewing the rubric
Preview the provided rubric with students prior to beginning the En camino formative assessment. Give specific on-level examples using language from the unit for each domain so that students understand how they are being assessed. Consider providing paper or digital copies to students and encourage them to take notes on the rubric.
Interculturality
Remind students they are not only learning to communicate in Spanish, but also about how food practices shape cultural identity. Ask the class to list some ideas they have learned in Comunicación 2. Then ask them to categorize each as a product, practice, or perspective. Ask how students’ food practices are similar and different. How has learning about the intersection of food practices and cultural identity in Mexico opened students’ minds to new ideas and perspectives?
Formative Assessment: This performance assessment targets the Novice High proficiency level. Use one, two, or all three of these tasks based on your students’ needs. The full prompts, all related resources, and answer keys can be found on Learning Site®, along with differentiated versions that target Novice Mid and Intermediate Low levels. Use the provided rubric to assess your students’ performance.
x Paso 38.1
Teaching Tips:
• Pre-teach unfamiliar words by showing pictures of espumoso, maíz, puerco, especias.
• Note that the Novice Mid and Novice High versions are the same. Consider differentiating them in one or more of the following ways: have students use subtitles for Novice Mid; adjust expectations for responses (e.g., number of ingredients listed).
Mi progreso comunicativo: Tell students the communicative goal they are targeting in this Paso will be assessed again in Vive entre culturas.
Paso 38.2
Teaching Tip: Have students highlight the verbs that indicate what they have to do and predict what questions Juan might ask. Review ways to react in a conversation (e.g., ¡Qué interesante!, ¡Qué bien!) and say hello and goodbye (e.g., Hola, ¿Qué tal?, ¡Hasta mañana!).
Paso 38.3
Teaching Tip: Suggest that students write notes and rehearse their presentation before recording it. Ask them to consider comprehensibility, intonation, and pace as they record. If appropriate for your students, have them practice in pairs and exchange feedback prior to recording.
Florida Benchmarks
WL.K12.NH.3.2 (39)
WL.K12.NH.3.3 (39)
WL.K12.NH.6.4 (39)
Comunicación 3
Several Can-Do statements appear in Comunicación 3. The following are assessed in En camino 3. Encourage students to upload evidence of their progress toward each Can-Do statement in their Portfolio on Learning Site®.
Mi progreso comunicativo
x Interpretive: I can understand some key details in an article about ingredients in Mexico.
x Interpersonal: I can ask and respond to questions about eating habits and preferences.
x Presentational: I can describe the ingredients of a dish or drink.
Pregunta esencial
Teaching Tip: Ask your students to think about the question at different levels, e.g., they may live in a region with a large immigrant population with foods from around the world or a region where a certain crop is grown. Students may be aware of concepts like food deserts or have experience going to orchards. Remind students to share ideas regarding the Pregunta esencial and comment on classmates’ posts in the Forum on Learning Site®.
Actividad 39
Teaching Tip: Have students point out as many things as they notice in the image. Scale from basic words such as naming objects and colors to more complex topics such as specific cultural items and what the people in the image are doing. This allows students of varying proficiency levels to participate while also leaving room for interesting cultural discussions.
Answers
Answers will vary.
Comunicación 3: En el mercado
Pregunta esencial
How does where we live influence what we eat?
39 Conversa sobre tus ideas i s
En Comunicación 3 vas a aprender sobre los ingredientes que se usan en México y en otros países. En parejas, conversen sobre lo que observan en la imagen.
MODELO Estudiante A: ¿Dónde están las personas?
Estudiante B: Están en un mercado. ¿Qué hacen?
Strategies for Differentiation
Challenge
For Actividad 39, write question words on the board (¿Quién? ¿Qué? ¿Dónde? ¿Cuándo? ¿Cómo? ¿Por qué? ¿Cuántos?) and challenge pairs to think of at least one question per word to ask about the image, e.g., ¿Cuántas personas hay? ¿Quiénes son las personas? ¿Cómo están? ¿Por qué están en el mercado? Invite pairs to share and make a list of the questions on the board for students to reference during the activity.
Differentiate
Ask pairs to reflect and take notes for each question in Actividad 41. Pre-enter the questions onto a free word cloud creator, project the questions, and ask students to respond there. Narrate what you observe as their answers pop up and ask follow-up questions in between each question, e.g., I see supermarkets, farmers markets, CSAs, mini-marts… Where do you think most people shop in our community and why?
Unas personas compran en un mercado mexicano
Unidad 4
Conexión cultural
40 Práctica cultural: Comprar los alimentos
40.1 Conexiones: Los estudios sociales c
What are the places in your community where people can access healthy food?
In Mexico, people can buy food in open-air mercados and tianguis, which sell fresh produce and clothes, but have a smaller selection than supermercados, which are larger stores with a wide variety of foods. Unlike in supermarkets, prices in smaller markets are not fixed and it is common to regatear, or bargain, with vendors on the final price.
The Mexican State of Oaxaca was the first to ban selling junk food to children with a law commonly called la ley antichatarra (the anti-junk food law). An attempt to promote healthy eating, the law prohibits the sale and promotion of sugary drinks and unhealthy food to children under the age of 18. The law applies to businesses, as well as vending machines in schools.
40.2 Reflexión o
Florida Benchmarks
WL.K12.NH.6.1 (40.2)
WL.K12.NH.7.1 (40.1)
WL.K12.NH.8.3 (41)
Conexión cultural
Actividad 40
Teaching Tips:
Where are some of the places people in Mexico shop for food? Do you think it is easy or difficult to find healthy foods? What do you think about the anti-junk food law in Oaxaca?
41 Reflexión intercultural d
What kinds of food markets are there in your community? Where can people in your community access foods high in nutrition? How are these places similar to or different from the places people shop for food in Mexico?
Mi progreso intercultural h
Investigate: In my own and other communities I can identify places where people can access healthy foods.
Supporting Heritage
Learners
For Actividad 41, ask heritage learners to look into food scarcity, la escasez de alimentos, and food deserts, los desiertos de comida. Project questions about these issues, e.g., ¿Hay personas en tu comunidad que no tienen acceso a la comida saludable? ¿Es más fácil encontrar la comida chatarra? ¿Por qué? Share that they may not know every word, but they should only look up those that keep them from understanding.
Connections: Sociology
Highlight the question in Actividad 41 about where people can access foods high in nutrition. Then ask: How does (lack of) access influence what people eat. Why might people not have access? Is access to nutritious food a right or a privilege? Ask pairs to research food insecurity (inseguridad alimentaria) in the U.S. and Mexico to find the percentage of food insecurity in each country and at least two causes of it.
• Have students complete Paso 40.1 in small groups and report answers to the class. Discuss where people can buy healthy food in their communities.
• Ask students to write a sentence to summarize each paragraph.
Paso 40.2
Teaching Tip: For Paso 40.2 have students answer the questions in small groups. Invite them to express if they are for or against the anti-junk food in Oaxaca in class and on the Forum on Learning Site® and to comment on each other’s ideas.
Answers
Answers will vary.
Actividad 41
Teaching Tip: Have students answer the first two questions in pairs. For the last question, encourage students to use a Venn diagram to reflect on the similarities and differences between the healthy food stores in their communities and the ones in Mexico. Remind students to share their thoughts on the Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.
Mi progreso intercultural: Have students read the Can-Do statement and rate their progress
El tianguis tiene muchas frutas y verduras frescas.
Así se dice 3
Así se dice introduces essential vocabulary through visuals and in written contexts to make new language comprehensible without translation. Access the audio and Más práctica de vocabulario for additional vocabulary practice on Learning Site®.
Recycle: Activate background knowledge by asking students: ¿Cuál es tu fruta favorita? (e.g., El plátano, la pera, la sandía.) ¿Cuál es tu verdura favorita? (e.g., La lechuga, el brócoli, la espinaca.)
Teaching Tips:
• Have students look at the images and ask: ¿Cuáles te gustan más: las fresas o las peras? ¿Cuáles son más deliciosas: las espinacas o las coliflores? Continue asking comprehension questions until you have covered all items.
• Play the audio as students follow along to clarify pronunciation.
• Project one image (without the word) at a time. Ask students to write down the name of the fruit or vegetable on a whiteboard or piece of paper. Provide feedback.
Culture Note: Share with students that there are more than sixty types of chiles produced in Mexico. There are fresh chiles (e.g., jalapeño, habanero, serrano, poblano, mirasol) and dried ones (e.g, ancho, cascabel, guajillo), among many others.
Así se dice 3
De compras en el mercado a Supermercado Tapatío
¡Tenemos todo lo que necesita! Vendemos muchas variedades de frutas y verduras.
Pre-load the Así se dice 3 vocabulary into a free online drawing and guessing game. Project the code and ensure all students sign in. The game will randomly assign students to draw while the rest of the class guesses. Ask if any students would prefer not to draw and make sure to skip those students as it may cause them anxiety; however, all students should guess. Encourage students to refer to Así se dice 3 as necessary.
Challenge
Challenge pairs to use context to guess the meaning of the Así se dice 3 words and phrases that do not have pictures (e.g., cuestan). Model it first by saying: Look at the word before cuestan (cuánto). This is a supermarket. What might they do with fruits and vegetables? What might a customer want to know about them? Then ask for students’ ideas. Read the sentence in English with their guesses and ask if they make sense. Ask pairs to make guesses for the other words and then check Vocabulario: Resumen
Mamá, preparo una salsa para la comida. Se ve muy rica, ¿verdad?
¡Ay, no, mamá! Pica, pero no es demasiado picante
Sí, ¿puedes comprar fresas, por favor? Las necesito para hacer un batido más tarde.
Sí, mija. Se ve muy bien, pero ya sabes que no me gusta la comida picante
Bueno, confío en ti �� . Ahorita vuelvo a casa. ¿Necesitas algo del supermercado?
¡Cómo no! Las traigo conmigo.
Florida Benchmarks
WL.K12.NH.7.2 (42)
Teaching Tips:
• Have students deduce the meaning of highlighted words in the dialog and share their ideas with a partner.
• Play a quick game of Two Truths and a Lie. Share two statements that are true and one that is false about the dialogue and have them guess the false one, e.g., La hija prepara la salsa (cierto); La madre necesita fresas (cierto); La hija compra dos kilos de fresas (falso). Then have students create their own statements to play with their groups.
Actividad 42
Recycle: Have students review the frutas y verduras from Así se dice 3. Encourage them to list the names of other fruits and vegetables they remember.
Las fresas cuestan 62 pesos el kilo.
Me gustaría comprar unas fresas. ¿Cuánto cuestan?
Sample Answers
Frutas: las fresas, las uvas, las cerezas, las papayas, los limones, las peras, los chiles, los aguacates, las calabazas, los pimientos Verduras: las espinacas, los coliflores
Póngame un kilo, por favor.
42 Lee y escribe una lista b Compras en el mercado de frutas y verduras. Escribe una lista de frutas y una lista de verduras.
Frutas Verduras
Supporting Heritage Learners
For Actividad 42, ask heritage learners to write five fruits and vegetables, their quantities in words (to learn how to spell numbers), and the dishes in which they will be used, e.g., tres zanahorias para una ensalada, doscientos gramos de queso para una pasta. Encourage them to look up common metric weights for these ingredients and prices in pesos to better understand shopping in another country like Mexico.
College and Career Readiness
Explain that students will use a different currency and potentially a different measurement system if they study, work, or travel in another country. Tell students that one kilogram is approximately 2.2 pounds. Ask pairs to open an online currency converter to find the prices for at least five of the Así se dice 3 supermarket items in U.S. dollars. Then ask questions like: ¿Cuánto cuestan las fresas en dólares?
Unidad
Florida Benchmarks
WL.K12.NH.3.3 (43.2)
WL.K12.NH.4.6 (43.3)
WL.K12.NH.5.1 (43.1)
WL.K12.NH.5.3 (43.3)
Paso 43.1
Teaching Tips: Set a timer for one minute and challenge students to write the names of as many fruits and vegetables as they can. The person who has the most words wins. Have students share with a partner if they like the items they wrote.
Answers
Answers will vary.
Paso 43.2
Teaching Tip: Encourage students to use adjectives from Vocabulario Personal to elaborate, e.g., No, no me gustan los limones porque son agrios./Sí, me gustan las fresas porque son dulces.
Answers
Answers will vary.
Vocabulario personal Encourage students to use this vocabulary to personalize and enhance their communication.
Teaching Tip: Teach Vocabulario personal in context, e.g., say: Los limones son agrios (wrinkle your nose); Las fresas son dulces. Tienen azúcar.
x Paso 43.3
Preparation: Have students prepare a digital presentation on la ensalada or el batido. Tell students to include at least five ingredients in their presentation.
Teaching Tip: Before recording for Paso 43.3, use the modelo to show students how to get started. Suggest they rehearse with a partner or in small groups. Encourage students to use the connectors pero and también
Answers
Answers will vary.
43 Una receta especial
Preparas un batido o una ensalada para una celebración.
43.1 Escribe la lista de ingredientes w Escribe una lista con seis frutas o verduras que usarás en tu receta.
43.2 Conversa sobre las preferencias s Pregunta a cinco personas de tu clase si les gustan o no las frutas y verduras de tu lista. Toma apuntes.
MODELO Estudiante A: ¿Te gustan los limones?
Estudiante B: Sí, me gustan los limones. / No, no me gustan los limones
Vocabulario personal agrio/a sour amargo/a bitter dulce sweet salado/a salty sin picante without spice
43.3 Presenta un batido o una ensalada w m
Usa las preferencias de tus compañeros para crear un batido o una ensalada. Crea un anuncio con imágenes que describan los ingredientes del batido o de la ensalada. Graba una presentación del anuncio.
MODELO En mi batido hay fresas, espinacas y un poco de azúcar.
Mi progreso comunicativo h
Presentational: I can describe the ingredients of a dish or drink.
Differentiate
For Paso 43.3, challenge students to give their smoothie or salad a creative name and to include a sentence about its flavor profile using Vocabulario personal, e.g., El otoño: es un batido de calabaza, espinaca, especias y leche. Es un batido dulce y delicioso. Have students watch and leave comments on each other’s presentations, e.g., ¡Quiero probar tu ensalada! ¡Me encantan los jalapeños!
After completing Paso 44.2, ask pairs to read the conversation twice more, inserting a different fruit or vegetable and taking turns playing each role. Encourage pairs to begin without advanced preparation so that their partner will have to react spontaneously regarding the new fruit or vegetable, its flavor (e.g., dulce, picante), and price. Invite pairs to act out their conversation for the class.
44 Compramos en el mercado
Visitas el mercado con tu amiga Alma.
Recuerda
veinte twenty treinta thirty cuarenta forty cincuenta fifty sesenta sixty setenta seventy ochenta eighty noventa ninety
44.1 Escucha y selecciona el alimento a Escucha las conversaciones entre los vendedores y los clientes. Para cada audio, indica el producto que compra el cliente. Después, escribe cuánto cuesta el producto.
1. _____ _____ pesos
2. _____ pesos
3. _____ _____ pesos
44.2 Empareja las preguntas con las respuestas b Lee los fragmentos de una conversación. Empareja la oración de la cliente con la respuesta lógica del vendedor.
1. Buenos días, señor. ¿Cómo está usted?
2. Quiero comprar fruta. ¿Vende usted cerezas?
3. Póngame un kilo, por favor.
4. ¿Cuánto cuestan?
5. ¿Esas cerezas están dulces?
6. Muchas gracias, señor. Hasta luego.
a. Sí, vendo cerezas. Aquí están.
b. Hola, señora. Estoy bien, gracias. ¿Y usted?
c. Sí, están muy dulces. Están deliciosas.
d. Muy bien. Aquí lo tiene.
e. Cuesta 30 pesos el kilo.
f. Gracias a usted. Adiós.
Supporting Heritage Learners
For Paso 44.2, discuss register and formality with your heritage learners, e.g., ¿Hay palabras formales en esta conversación? ¿Cuáles son? ¿Usas estas formas con alguien? ¿Quién? Formality has been discussed in previous strategies (e.g., formal emails), but this helps to develop awareness of formality in conversation. Have them practice this kind of exchange with a classmate to make these forms more natural.
AP® Strategies
For Paso 43.2, encourage students to incorporate Vocabulario personal and add how they like to eat the ingredient, e.g., Sí, me gustan los limones porque son agrios. Me gusta tomar agua con limón. ¿Y tú? If students do not like an ingredient, tell them to explain why or share something they like instead, e.g., No, no me gustan los limones porque son amargos, pero me gustan las fresas.
Florida Benchmarks
WL.K12.NM.2.4 (44.2)
WL.K12.NH.1.2 (44.1)
Recuerda
Teaching Tip: Remind students how to count by tens by writing the numbers on the board (e.g., 20, 30, 40) Then point at 20 and ask: ¿Qué número es? Write out the numbers on the board.
Paso 44.1
Teaching Tips:
• Before listening, make sure students understand the pictures by asking questions, e.g., ¿Qué es f? (Las coliflores.)
• The first time you play the audio, pause after each item to give students a chance to write. Play the audio again to confirm answers.
Answers 1. b, 54 pesos 2. c, 82 pesos 3. e, 12 pesos 4. f, 30 pesos 5. d, 16 pesos
Paso 44.2
Teaching Tip: Ask students to work in pairs. Help them guess unknown vocabulary using context clues.
Answers
Florida Benchmarks
WL.K12.NM.4.5 (44.3)
WL.K12.NH.3.1 (44.3)
WL.K12.NH.3.3 (44.3)
WL.K12.NH.3.7 (44.3)
WL.K12.NH.3.8 (44.3)
Detalle gramatical
Teaching Tips: Remind students that cuesta and cuestan agree in number with the item(s) being described. Review the examples and then ask questions like: ¿Cuánto cuestan los aguacates? Write a number on the board and call on students to answer your question using the price you wrote, e.g., Los aguacates cuestan 12 pesos el kilo.
Paso 44.3
Teaching Tip: Use the High Five strategy (see Instructional Strategies Toolkit) and have students follow the modelo as directed. Repeat the process several times.
Answers
Answers will vary.
Detalle gramatical: ¿Cuánto cuesta?
To ask or tell how much something costs, use cuesta when referring to one item or cuestan when referring to more than one item.
¿Cuánto cuesta el jugo de naranja? El jugo cuesta 12 pesos.
¿Cuánto cuestan los aguacates? Cuestan 40 pesos el kilo.
44.3 Conversa con los clientes y los vendedores s Alma y tú quieren trabajar en el mercado. Mira los productos y los precios. En parejas, conversen tomando las identidades de vendedor/a y cliente. Intercambien roles.
MODELO
Estudiante A: Buenos días, señor/a. ¿Cuánto cuestan las calabazas?
Estudiante B: El kilo de calabazas cuesta 18 pesos
Estudiante A: Póngame tres kilos, por favor.
Estudiante B: Aquí están.
Estudiante A: Muchas gracias.
Mi progreso comunicativo h
Interpersonal: I can interact to make a simple purchase.
Strategies for Differentiation
First, have students identify each of the images in Paso 44.3 by matching them with a word and image from Así se dice 3. Then practice asking and stating cost before pairs converse independently. Ask the class while emphasizing the endings: ¿Cuánto cuestan las fresas? ¿Cuánto cuesta la espinaca? Then ask: How would you ask how much the papaya costs? What about the avocado?
Challenge
After completing Paso 45.1, divide students into groups of four and assign each group a menu day. Challenge them to create a slide with images that represent their day’s items and label them with the ingredients. Tell groups to not list the dish names or day on their slide and to look up unfamiliar ingredients. Then project the slides and ask questions like: ¿Qué día representa? ¿Qué plato es? ¿Es un plato dulce o salado?
Scaffold
45 Una comida mexicana
Trabajas como voluntario/a en la cafetería de una escuela en México.
45.1 Lee y escribe los detalles b
Recibes las Recomendaciones para el menú escolar de la directora. Lee el documento y escribe los nombres de:
1. dos o más proteínas del menú; 2. cuatro o más frutas del menú; 3. cuatro o más verduras del menú.
Florida Benchmarks
WL.K12.NH.2.1 (45.1)
Paso 45.1
Teaching Tip: Have students read the menu. Then tell them to annotate the text using different colors or symbols to indicate proteins, fruit, and vegetables.
Recomendaciones para el menú escolar (platos y sus ingredientes)
LUNES
Espaguetis rojos
• pasta
• jitomate, cebolla, ajo
• agua y sal
Tortas de papa con ensalada de lechuga
• papa
• lechuga, limón
• queso
• huevo
Fruta fantasía
Crema de flor de calabaza
• flor de calabaza
• cebolla
• leche
Mole de olla
• carne de res
• elote, calabaza, zanahoria
• jitomate, cebolla, ajo
• naranja, papaya, sandía, melón Zanahoria rallada
Agua fresca de naranja
• naranja
• azúcar
• agua
• zanahoria
• limón y sal
• chile en polvo
Agua fresca de mandarina
• mandarina
• azúcar
• agua
Arroz con verduras
• arroz
• jitomate, cebolla
• zanahoria, papa, elote, calabaza
Flautas de pollo con ensalada
• pollo, tortillas, queso
• lechuga, limón, jitomate
Fruta
• manzana
Mi progreso comunicativo h
Agua fresca de papaya
• papaya
• azúcar
• agua
Sopa de verduras
• fideos
• jitomate
• brocoli
• agua y sal
Tortas de espinaca
• espinaca, jitomate, cebolla, ajo
• huevo, queso
Gelatina
• gelatina de agua
Agua fresca de sandía
• sandía
• azúcar
• agua
Crema de chile poblano
• chile poblano
• elote
• cebolla
• leche
Fajitas de pollo con verduras
• pollo
• zanahoria, papa, brócoli, coliflor, calabaza
Barra de granola
• granola
Interpretive: I can identify items on a school cafeteria menu.
Supporting Heritage Learners
For Paso 45.1, have heritage learners pretend that the cafeteria has run out of some ingredients. The students will take turns pretending to realize that an ingredient is missing and their partner will think of a food from that category (protein, fruit, or vegetable) that can take its place. Have the original student agree or disagree and either state if it sounds delicious or if it should be replaced with something else.
Agua fresca de fresa
• fresa
• azúcar
• agua
Culture Note: Share with students that it is common for Mexican students to go home for lunch, mainly in elementary school.
Suggested answers
1. pollo, carne de res, huevos 2. jitomate, limón, sandía, papaya, naranja, mandarina, guayaba 3. espinaca, zanahoria, papa, cebolla, brócoli, coliflor
AP® Strategies
After completing Paso 45.1, ask pairs to take turns asking each other what their preferred menu day is and why, e.g., Estudiante A: ¿Qué día prefieres y por qué? Estudiante B: Prefiero el jueves porque soy vegetariana y me gusta mucho la espinaca. ¿Y tú? To make the exchange as spontaneous as possible, encourage students to avoid preparing their answers and to use only the menu as a reference as they respond.
numeral
Unidad 4
Florida Benchmarks
WL.K12.NH.1.3 (45.3)
WL.K12.NH.2.3 (45.2)
Paso 45.2
Preparation: Make sure that students understand the ingredients are purchased fresh each morning, e.g., El chef principal (head) de la cafetería va al mercado cada día muy, muy, muy temprano por la mañana para comprar frutas y verduras frescas. Por eso, compra las frutas y verduras el mismo día, horas antes del almuerzo, para cocinarlas. Act this out, exaggerating words like muy, muy, muy to aid in comprehension. Then have students look at the list of ingredients and read them aloud. Direct them to look at the menu on the page before to answer the questions.
Answers
1. lunes, jueves 2. lunes, martes, miércoles 3. lunes, martes, miércoles, jueves 4. jueves
Paso 45.3
Teaching Tip: Play the audio and ask students to listen for the gist. Encourage students to write down some notes on the ingredients. Then play the audio again and pause after each speaker so students can write down answers. Finally, suggest students use the menu to suggest a day for each speaker.
Answers
1. miércoles 2. miércoles 3. lunes
Unidad 4 | La comida es cultura
45.2 Lee e indica el día de compras b Lee el menú e indica los días en que necesitas comprar cada ingrediente en el mercado.
a. lunes b. martes c. miércoles d. jueves e. viernes
1. sandía
2. limón
3. jitomate (tomate)
4. espinacas
45.3 Escucha los mensajes y recomienda un día b a Tres estudiantes quieren comer en la cafetería de la escuela esta semana. Escucha sus preferencias y escribe el día de la semana que recomiendas para cada estudiante.
1. Mateo
2. Santiago
3. Lariza
Strategies for Differentiation
For Paso 45.3, play the audio twice and tell students to focus only on writing down each student’s preferences. Then have them refer back to the menu and use their notes to decide which day they recommend for each student. Ask students to explain their recommendations and provide this frame: Recomiendo el (day) para (student) porque hay (menu items) y a (student) le gusta (preferences).
Challenge
For Paso 45.4, have pairs ask about the dishes they each want to try and why, e.g., Estudiante. A: ¿Qué platos quieres probar y por qué? Estudiante. B: Quiero probar la crema de flor de calabaza porque me gustan mucho las sopas y la comida salada. ¿Y tú? Encourage students to incorporate the flavor vocabulary, share connections (e.g., ¡Me gustan las sopas también!), and ask follow-up questions (e.g., ¿Cuál es tu sopa favorita?).
45.4 Escribe un mensaje w
Escribe un mensaje al director de la escuela. Menciona tres platos y una bebida que quieres probar y explica por qué.
MODELO Quiero probar los espaguetis rojos porque me gusta la pasta con verduras.
Mi progreso comunicativo h
Presentational: I can describe the ingredients of a dish or drink.
46 Reflexión intercultural d
In recent years, the government of Mexico has made recommendations for healthier food options at schools. What kinds of recommendations do leaders in your community make related to school food choices? How do the menu options in 45.1 compare to the food options available at your school?
Mi progreso intercultural h
Investigate: I can compare nutritional recommendations and school menu options in Mexico to those in my own community.
Florida Benchmarks
WL.K12.NH.5.1 (45.4)
WL.K12.NH.6.1 (46)
WL.K12.NH.6.2 (46)
WL.K12.NH.8.3 (46)
x Paso 45.4
Teaching Tips:
• Remind students that they should use me gusta with one food item and me gustan with more than one.
• Ask pairs to assume the role of the principal and a student. The student should tell the principal what they would like to try, following the modelo. The principal should react to their requests, e.g., No, cuesta mucho dinero. No, no hay espaguetis ahora.
Answers
Answers will vary.
Actividad 46
Teaching Tips:
• Send students online to find out if the leaders in their communities have made any recommendations regarding school food choices. Encourage students to share their findings with the class.
• For the second question, model comparisons in Spanish, e.g., En las escuelas de México hay muchos platos con proteínas, frutas y verduras para el almuerzo En mi escuela hay pocas opciones saludables para el almuerzo. Encourage students to make their own comparisons following your model.
Answers
Answers will vary.
Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.
Supporting Heritage Learners
For Actividad 46, invite heritage learners to write a formal, persuasive letter in Spanish to the Director for Nutrition in your school district. Ask them to focus on writing a header, body, opening, and closing. They can take a stance either on the healthfulness or variety of the cafeteria offerings at your school in five to seven sentences for the body of the letter. Have students peer edit for formality, tone, spelling, and grammar.
Connections: Sociology
For Actividad 46, ask pairs to research and take notes on who makes decisions about school lunches and what the FDA guidelines are. Share that this helps them understand the influences organizations can have. Invite pairs to share what they find. Tie in the essential question and ask: Thinking of what you just learned, how does where you live influence what you eat at school?
Unidad
Florida Benchmarks
WL.K12.NM.2.4 (47)
WL.K12.NH.1.2 (47)
WL.K12.NH.8.2 (47)
Observa 3
Observa presents grammar through a co-constructive approach or discovery method. Access audio, the Observa video, and Más práctica de gramática activities on Learning Site®.
Teaching Tip: Follow these steps to facilitate co-construction of grammar with students.
1. Have a conversation using the demonstrative adjectives from Observa 3. Use visuals, toy food, and gestures. Hold a picture of a batido and say: Me encanta este batido. Give the picture of the batido to another student and, pointing at the far-away picture, ask: ¿Te gusta ese batido? Hold a picture of an apple and say: Esta manzana es grande. Then hold two apples and say: Estas manzanas son grandes. Give the two apples or two pictures to another student. Hold a picture of two bananas and say: Quiero comprar estos plátanos. Then point at the two far-away apples and say: Esas manzanas son pequeñas. Give a picture of two bananas to another student and say: Quiero comprar esos plátanos.
Actividad 47 ¿Qué observas?
Teaching Tips:
2. Ask: ¿Qué observas? Encourage students to take notes on the graphic organizer on Learning Site® and to share their thoughts with a partner. Ask students to pay attention to patterns by asking: ¿Son iguales o diferentes esta y estas? Write the demonstrative adjectives on the board for reference.
3. Reflect on the form and meaning connection by asking: ¿Cuándo uso (demonstrative adjective)? Encourage students to make linguistic comparisons to their home language. Invite students to share.
Answers
Answers will vary.
Observa 3
Referring to Specific Items a
¿Te gusta ese batido de espinacas?
Estructura
Demonstrative Adjectives
Sí, este batido está delicioso.
¿Esas frutas están dulces?
están dulces. ¿Quiere probar
¡Ñam, ñam! Estas fresas están sabrosas.
47 ¿Qué observas? b v
Quiero comprar estos plátanos.
¿Esos pimientos están picantes?
¿Esos pimientos rojos? No, no están picantes.
Strategies for Differentiation Differentiate
Set the stage for Observa 3 by beginning the class describing a drink or food that you have with you. Show students the item and exaggerate how delicious it is. You might eat or drink some of it as you describe it. Point to the item each time you use the demonstrative adjective, e.g., ¡Mmm! ¡Este café es riquísimo! ¡Me encanta este café! If a student has water, point and ask: ¿Te gusta esa agua o prefieres este café?
In the speech bubbles, notice the words in blue. How many different words do you see in blue? What do they all have in common? What is different about them? Do you notice any patterns? Can you figure out when they are used and what they mean? Look at the words este and ese What does each one describe? Discuss your ideas with your classmates and teacher, view the Observa video online, and check the Gramática: Resumen pages at the end of this unit to help you find out.
Challenge
After completing Observa 3, challenge students to post a video in the next week of themselves eating or drinking something and describing how delicious or disgusting it is. They could do this independently or with others at school, home, or a restaurant, e.g., students could record themselves in the school cafeteria eating lunch and saying: ¡Guau! ¡Esta pizza es muy sabrosa!
Sí. Esas manzanas son más pequeñas.
Esta manzana es muy grande.
Sí,
este mango?
48 ¿Te gusta este pastel o ese helado?
Comes en un restaurante con un grupo de amigos y con Juan Pablo, un estudiante que visita tu comunidad.
48.1 Indica a qué se refiere Juan Pablo b A Juan Pablo le gusta hablar de la comida. Lee sus comentarios e indica si se refieren a un alimento que está cerca o lejos de él.
a. alimento cerca de él
1. Estos tacos son muy ricos.
2. Esa bebida está fría, ¿verdad?
3. Este pastel tiene mucha azúcar.
b. alimento lejos de él
4. Me gustan estas papayas. Están muy dulces.
5. Los champiñones en esa sopa son grandes.
6. ¿Quieres probar esta papaya?
48.2 Empareja la pregunta con la palabra lógica b Juan Pablo pregunta a sus amigos sobre sus preferencias. Empareja cada pregunta con la palabra correspondiente.
1. ¿Quieres probar este sándwich o esa _____ ?
2. ¿Prefieres esas nueces o esas_____con tu helado?
3. ¿Te gustan esos _____?
4. ¿Compramos esta carne o este _____?
a. sopa
b. pescado
c. aguacates
d. frutas
48.3 Escribe unos comentarios w Después de comer, tus amigos y tú quieren escribir algunos comentarios en el sitio web del restaurante. Escribe un comentario para cada foto.
hay papas y salsa.
Supporting Heritage Learners
For Paso 48.3, ask heritage learners to become food critics. Have them write reviews, giving their impressions of a dish in terms of taste and appearance, e.g., Este pollo está muy sabroso y las verduras tienen colores muy bonitos. They should describe key ingredients with additional commentary, e.g., Este plato es bueno para las personas que quieren comer mucha proteína. Finally, they should leave a rating on the dish.
IB Strategies:
After completing Paso 48.3, have students converse about the images. This can help them practice for the internal assessment. Use the book images or project others of foods and drinks that students know in Spanish. Tell pairs to take turns imagining eating each item, giving their opinion of it, and asking their partner a question about it, e.g., Estudiante A: ¡Estos tacos están muy ricos! ¿Quieres probar estos tacos? Estudiante B: Sí/No, no quiero probar esos tacos.
Florida Benchmarks
WL.K12.NM.2.4 (48.1, 48.2)
WL.K12.NH.5.1 (48.3)
WL.K12.NH.5.4 (48.3)
Paso 48.1
Teaching Tip: Have students work in pairs, taking turns reading sentences. Ask them to find the answer and write the word that indicates it. Call on pairs to answer and explain. Have them change the demonstrative adjective and describe how the meaning of the sentences has changed.
Answers
Paso 48.2
Teaching Tip: Ask students how words fit into the sentences in terms of meaning and structure. This will help develop metalinguistic awareness and is also a valuable test-taking skill to narrow possible answers and write more accurately. Encourage students to think about gender and number of words and how these affect their usage.
Answers
1. a 2. d 3. c 4. b
Paso 48.3
Teaching Tip: Have students write one sentence to describe their impression of the dish and another to list the key ingredients. If students finish quickly, encourage them to elaborate with more adjectives, ingredients, or insights or to describe other dishes to get more practice.
Answers
Answers will vary.
el pollo la sopa los plátanos fritos las aguas frescas
MODELO Este pollo está muy sabroso. En este plato
Actividad 49
Teaching Tips:
• Break students into groups of four. Looking at the calendar, have them discuss their favorite dishes seasonally, e.g., Me encantan las naranjas de noviembre y diciembre. Then ask groups to write a list of ingredients they would like to grow in the garden. They should describe the color and quantity (written out) of each ingredient.
• Explain that several sections of the garden will be devoted to growing food for the local food bank. Have each group choose three ingredients and write short messages for recipients that describe the color, flavor, and ways to use and eat each crop. Encourage them to provide example dishes and easy recipes.
Vocabulario personal
Encourage students to use this vocabulary to personalize and enhance their communication.
Teaching Tip: Ask students to apply the new words to the fruits and vegetables in the calendar in Actividad 49, e.g., ¿De qué color son las calabazas? (Son anaranjadas.) Also, have students describe the color of new foods regularly to have them practice this skill and strengthen it over time.
49 Los alimentos y sus temporadas
Un grupo en tu escuela quiere crear un jardín comunitario.
Calendario de frutas y verduras de temporada en México
Mes Fruta Verdura
Vocabulario personal amarillo/a yellow anaranjado/a orange azul blue blanco/a white morado/a purple negro/a black rojo/a red rosado/a pink verde green
For Actividad 49, ask pairs to name the fruits and vegetables they see on the calendar and to make their own list. Have them use Vocabulario personal to individually label each item by its color(s), e.g., la manzana: roja, verde. Then ask the class comprehension questions about the calendar and colors, e.g., ¿De qué color es el limón? ¿Cuál es una fruta morada que se produce en diciembre?
Challenge
After completing Paso 49.3, ask groups to describe other foods from the unit that are not on the calendar. Provide the sentence frame: Esta (fruta/verdura/proteína/cereal) es (color). Es popular durante (meal). Se come en/ con (other food), e.g., Esta verdura es verde. Es popular durante el almuerzo. Se come en una ensalada (la lechuga). Ask each group to share a description with the class for the other groups to guess.
49.1 Analiza y categoriza las comidas b
Analiza el diagrama de la presencia de frutas y verduras durante el año. Escribe cada fruta y verdura en la categoría correspondiente.
Se produce todo el año No se produce todo el año
Mi progreso comunicativo h
Interpretive: I can identify key details in an infographic about food.
49.2 Escucha e indica el producto a
La directora del jardín describe lo que quiere plantar. Escucha lo que dice e indica qué comida describe.
49.3 Describe y adivina s
Escoge (choose) un alimento del calendario y descríbelo en un grupo pequeño. Las personas de tu grupo van a adivinar (guess) el alimento que describes. Tomen turnos.
MODELO ��
Estudiante A: Esta fruta se produce todo el año. Es amarilla
Estudiante B: ¿Esa fruta es un plátano?
Estudiante A: ¡Sí!
Supporting Heritage Learners
For Paso 49.3, challenge heritage learners to create longer descriptions for the produce, e.g., Pueden ser pequeñas o grandes. Muchas veces son anaranjadas y son muy populares como decoración para el Día de Brujas. They can describe size, color, taste, and uses. Encourage them to brainstorm or look up unknown words to build on their funds of knowledge.
College and Career Readiness
Project five images of foods from Actividad 49, say or write incorrect information about each of them, and ask students to correct you, e.g., project a picture of a lemon and say: Esta fruta es roja y se produce en julio. (No, esa fruta es amarilla y no se produce en julio.). Share with students that referencing resources for correct information is a skill used frequently in educational and professional settings.
Florida Benchmarks
WL.K12.NH.1.4 (49.2)
WL.K12.NH.2.1 (49.1)
WL.K12.NH.2.4 (49.1)
WL.K12.NH.3.2 (49.3)
WL.K12.NH.6.3 (49.1)
Paso 49.1
Teaching Tip: In the Forum, ask students in English to weigh in on questions about seasonality of ingredients, e.g., Why is some produce grown all year long and some not? Are there seasonal crops we can buy yearround? Why is it better to buy produce in season? Outside of the grocery store, where might we see this kind of seasonality? Why? This will help them connect notions of healthy eating, agriculture, regionality of ingredients, and lowering carbon emissions to healthy eating and how our eating changes throughout the year.
Answers
Se produce todo el año: plátano, calabaza, chile, tomate, espinaca, coliflor; No se produce todo el año: aguacate, fresa, manzana, naranja, limón, sandía, cereza, pera, papaya, pepinos, maíz, champiñones
Paso 49.2
Teaching Tip: Before listening, have students name each item and describe its taste, appearance, and state if they like it. This will help students use vocabulary that they will hear in the recording, e.g., Para la letra a, ¿cómo se llama esta fruta? ¿De qué color es? ¿Te gusta? ¿Por qué?
Answers
1. d 2. b 3. a 4. c 5. f
Paso 49.3
Teaching Tip: Ask students to list words from Así se dice 3 as preparation. Students can work in pairs or groups of three to four. Give them ideas for what to say, e.g., Comes esta comida para el desayuno. Usas esta fruta en una salsa.
Answers
Answers will vary.
1. 2. 3. 4. 5.
Actividad 50
Teaching Tip: Call on one student to read the title and directions for the activity. Direct that student to call on another using the popcorn method, having each successive student call on the next to read the next heading or sentence until the reading is done. Review important information about each market after each section. Divide the class into groups and assign each group one of the markets. Ask them to find three images of their market and at least five facts about it that they find interesting. Give them twenty minutes to research and create a short audiovisual presentation with the images and information. Invite each group to present their findings to their classmates. You might also consider having each group split up and present to members of another group, having the presentations run simultaneously.
50 Una temporada de alimentos
Estás en la Ciudad de México para estudiar en una escuela de idiomas. Quieres ir al mercado para comprar algunos alimentos.
Los mercados más famosos de la Ciudad de México
Los mercados son lugares maravillosos llenos de color y vida. Carne fresca, verdura fresca y barata, piñatas, dulces, juguetes, ropa y cualquier cosa que necesites se puede conseguir en estos lugares.
Estos son algunos de los mercados más famosos de la ciudad.
La Merced
Este mercado es el más conocido en el país. Se construyó en 1860.
En este lugar puedes encontrar una gran variedad de frutas, verduras, chiles secos, carnes y dulces a precios accesibles.
Rosario 156, La Merced, Merced Balbuena
Mercado de San Juan
Es un conjunto de cuatro mercados que están en el Centro Histórico de la Ciudad de México.
La Central de Abastos
Es el centro de mayoreo1 más grande del mundo. Cada día recibe a más de 350 000 visitantes.
Tienen una gran selección de flores, frutas y legumbres.
Canal Río Churubusco s/n, Área Federal Central de Abastos
En este lugar puedes comprar todo tipo de carnes. También se vende de pescado.
2.a Calle de Ernesto Pugibet 21, Colonia Centro
Mercado de la Nueva Viga
Es el mercado de pescados y mariscos más grande de América Latina.
En este mercado puedes comprar piezas habituales como el camarón y otras menos comunes también.
Andamio 560, Área Federal Central de Abastos.
Differentiate
For Paso 50.2, ask students to write down the shopping list in their notebooks. As pairs decide where to go for each item, tell them to indicate where the item is mentioned in the article and write the market name next to the item on their list. Tell pairs to alternate who suggests where to go for each item.
Have students create a post for Paso 50.3 with an image of the market they are describing. Encourage them to find an image that contains items in their description. Then ask students to read their classmates’ posts and leave at least three comments stating if they like or dislike that market and why, e.g., Me gusta ese mercado también porque…; No me gusta ese mercado porque… Prefiero el mercado…
50.1 Lee el artículo y empareja las descripciones b
Quieres escoger un mercado. Lee el artículo sobre cuatro mercados en la Ciudad de México. Empareja cada descripción con el mercado correspondiente.
1. En este mercado hay muchas frutas, verduras y chiles.
2. Puedes comprar muchos tipos de pescado en este mercado.
3. Se venden muchas flores en este mercado.
4. Puedes comprar carne en este mercado.
Mi progreso comunicativo h
a. La Merced
b. La Central de Abastos
c. El Mercado de San Juan
d. El Mercado de la Nueva Viga
Interpretive: I can understand some key details in an article about ingredients in Mexico.
50.2 Conversa sobre la fiesta s
Tienes una lista de compras para una fiesta de tu clase. En parejas, conversen sobre dónde pueden comprar lo que necesitan para la fiesta.
MODELO Estudiante A: ¿Compramos frutas en La Merced?
Estudiante B: Sí, hay muchas frutas en ese mercado.
50.3 Escribe una entrada sobre los mercados w Después de visitar los cuatro mercados, decides escribir una entrada de blog sobre ellos. Escribe una descripción de los mercados. Incluye lo que hay en cada mercado, si te gusta o no y por qué.
MODELO En el mercado de La Merced, hay… Me gusta este mercado porque…
Mi lista de compras
Florida Benchmarks
WL.K12.NH.2.1 (50.1)
WL.K12.NH.3.3 (50.2)
WL.K12.NH.3.7 (50.2)
WL.K12.NH.3.8 (50.2)
WL.K12.NH.5.1 (50.3)
WL.K12.NH.5.2 (50.3)
WL.K12.NH.5.3 (50.3)
WL.K12.NH.6.4 (50.1, 50.2, 50.3)
x Paso 50.1
Teaching Tip: Have students complete the activity in pairs, taking turns reading the sentences aloud. Ask that they find the information from the reading that supports their answers to each question.
Answers
Paso 50.2
Teaching Tip: Instruct students to complete a similar exchange for each of the items on the list. Direct students to find as many options as possible for each item. If more than one market sells the same item, have students negotiate a reason to choose one over the other, e.g., Prefiero la Central de Abastos porque es un mercado de mayoreo y las frutas cuestan menos en este mercado.
Answers
Answers will vary.
Paso 50.3
Teaching Tip: Have students expand upon the presentation they did for Actividad 50 (see Teaching Tip) and submit their blog post to the Forum. Give them specific guidelines for task completion, e.g., express preferences using gustar, encantar, querer, or preferir related to products sold at the market; at least two recommendations using the verb recomendar; reference to specific fruits and vegetables that can be bought there; images to support their specific assertions.
Answers
Supporting Heritage Learners
For Paso 50.2, invite heritage learners to include more details such as prices or specific products that may be sold at markets. This increases students’ cultural knowledge and reference points and helps them to develop research skills should they ever visit such a market. Give them a few minutes to do this research with key words like precios, regatear, or productos. For Paso 50.3, give similar instructions as the Teaching Tip, but encourage students to expand from there.
AP® Strategies
For Actividad 50, ask pairs to research one of the markets listed and compare it with a market in their community. They should write at least two ways that it is similar and two ways that it is different. Provide the sentence frames: (Mercado 1) es similar a (Mercado 2) porque los dos venden/tienen…; (Mercado 1) es diferente de (Mercado 2) porque (Mercado 1) tiene/vende (item) y (Mercado 2) no. Invite pairs to share.
Answers will vary.
Florida Benchmarks
WL.K12.NH.2.3 (51.1)
WL.K12.NH.3.3 (51.2)
WL.K12.NH.4.4 (51.3)
Paso 51.1
Teaching Tips:
• Ask students to work in pairs and to give simple reasons for their answers, e.g., Prefiero la hamburguesa de Restaurante Riquísimo porque las hamburguesas son muy deliciosas.
• In the Forum, have students discuss the cultural elements they notice in each dish, e.g., the worms and chopsticks in the dish from Japan. Ask them to consider questions like: Would most Americans eat this dish? Why or why not? Why might it be a good idea to eat bugs from the standpoint of sustainability?
Answers
Answers will vary.
x Paso 51.2
Preparation: Brainstorm with students words and phrases they can use in this conversation. For instance, you can discuss how to use negative words like ninguno found in the modelo
Answers
Answers will vary.
Paso 51.3
Teaching Tip: As an alternative, consider having groups divide and create new groups to which they will take turns presenting. This way, one student from each group can present simultaneously to a few of their fellow classmates. This reduces the amount of time it takes to present and lowers the affective filter, the nerves that may impede student performance in the target language.
Answers
Answers will vary.
4 | La comida es
51 ¿Quieren probar algo nuevo?
Tú y unos compañeros de clase quieren ir a un restaurante.
51.1 Lee e indica el plato que quieres b
Lee los menús de los dos restaurantes. Indica si prefieres el plato de Restaurante Riquísimo, tu favorito, o el plato de Restaurante Interesante, un restaurante nuevo. Restaurante Riquísimo Restaurante Interesante 1. a.
51.2 Conversa sobre las elecciones s
En grupos pequeños, conversen sobre los platos que prefieren de 51.1 y por qué. ¿Tu grupo va al Restaurante Riquísimo o al Restaurante Interesante?
MODELO Estudiante A: Prefiero esta hamburguesa porque tiene queso
Estudiante B: Quiero ese mansaf porque me gusta probar cosas nuevas
Estudiante C: No quiero ninguno porque soy vegetariana.
Mi progreso comunicativo h
Interpersonal: I can ask and respond to questions about eating habits and preferences.
51.3 Presenta el restaurante que visitas m
En sus grupos, presenten y expliquen su decisión final de 51.2 a la clase.
MODELO Preferimos los platos de… porque…
Strategies for Differentiation
Challenge
For Paso 51.1, challenge students to write a sentence about why they like or dislike each item, e.g., Me gusta la hamburguesa porque me encantan los sándwiches; No me gusta el mansaf porque no me gusta el cordero. Encourage them to be as descriptive as they can. Tell them that this will prepare them for their conversations in Paso 51.2.
Create a cloze activity for Paso 52.2 with blanks for the dishes and ingredients. Play the videoblog at least twice as students fill in the words they hear. Then have pairs discuss what they heard and where to place each dish on the table. Share that Fernanda does not mention every course by name and that pairs should use reason to figure out dish placement. Invite pairs to share their answers and reasoning.
la hamburguesa (los Estados Unidos) el mansaf con arroz y cordero (lamb) (Jordania) 2. a. b.
los tacos de pescado (México) el pescado frito (Francia)
la pasta vegana (los Estados Unidos) los fideos con gusanos (worms) (Japón)
la tarta de fresas (Inglaterra) el pastel de limón y maní (Togo)
Scaffold
La perspectiva de Fernanda 3
Florida Benchmarks
WL.K12.NH.1.4 (52.2)
WL.K12.NH.5.4 (52.1)
En los mercados en México puedes encontrar todo tipo de frutas y verduras.
Hay mucha gente y mucho ruido.
52 Del mercado local de Fernanda Fernanda nos cuenta lo que compra en el mercado y qué va a cocinar.
La perspectiva de Fernanda 3
Actividad 52
Teaching Tip: Before students watch the video, ask or project the following questions: ¿Qué se puede comprar en los mercados? ¿Cómo son los mercados en México? Have students answer the questions using the information from Fernanda’s speech bubbles.
52.1 Escribe una lista de ingredientes frescos w Escribe una lista de frutas y verduras que compra tu familia. Luego, escribe los platos que cocinan con estos ingredientes. Compara listas con otra persona de tu clase.
52.2 Mira el videoblog y escribe los ingredientes v Mira el videoblog. Escribe los ingredientes que va a usar Fernanda para cada plato.
Plato, ingredientes
Entrante Crema de calabaza: calabaza
Plato principal
Bebida
Postre
Strategies for Differentiation
Supporting Heritage Learners
In the videoblog for Actividad 52, Fernanda discusses how to be polite in a market. Have heritage learners practice these interactions in a simulated interaction at a market and discuss other situations in which they may use these expressions. Have them brainstorm other useful expressions for these kinds of exchanges. They can also practice other linguistic and cultural aspects of these interactions such as weight and price of products and bargaining for a better price.
College and Career Readiness
For each question in Paso 51.2, tell groups to write which restaurant had more votes and why, e.g., 1. Restaurante Riquísimo: Dos miembros del grupo prefieren la hamburguesa. If there is no majority, have them explain why, e.g., 1. (Name) y (Name) prefieren platos diferentes y (Name) es vegetariano. Share that this helps students practice making collaborative decisions and will prepare them for Paso 51.3.
Paso 52.1
Teaching Tips:
• Have students write about at least three dishes with two or more ingredients each. Tell them to invent dishes if they do not want to share personal information.
• Write these phrases on the board to compare lists: Nosotros dos tenemos…; Tú tienes (item), pero yo no; Yo tengo (item), pero tú no
Answers
Answers will vary.
Paso 52.2
Teaching Tip: Play the videoblog once through and tell students to only focus on listing the ingredients they hear. Then play the last part twice (starting with Esta vez se va a juntar…) and ask students to fill in the table. Explain that Fernanda does not mention all course names and students will need to use the model and process of elimination to complete the table.
Answers
Entrante: crema de calabaza: calabaza
Plato principal: pollo asado: salsa picante con chiles, pimiento asado, coliflor, champiñones
Bebida: agua fresca de limón: agua, limón
Postre: fruta: las uvas, las frambuesas, la papaya
Florida Benchmarks
WL.K12.NM.4.6 (52.3)
WL.K12.NH.8.3 (52.3, 53)
Paso 52.3
Teaching Tip: Ask students to think of a dish or drink with at least three ingredients, and tell them to write its name and ingredients. Ask students to write why they like each ingredient using flavor words like picante and dulce. Then have students find an image of their dish or drink. Tell them to use their table from Paso 52.2 to compare their dish or drink to Fernanda’s, e.g., El plato de Fernanda no tiene…
Guide students to use the modelo and their notes to write their description. Tell students to practice their presentation twice before recording. Ask them to point to the ingredients as they describe them.
Answers
Answers will vary.
Actividad 53
Teaching Tips:
• Ask students to look at their table from Paso 52.2 and indicate which ingredients are common in their community and which are not.
• Play Fernanda’s videoblog again and ask students to note which items she does and does not like. Tell students to indicate preferences they have in common.
• Challenge students to respond in Spanish using the sentence frames: Los ingredientes que (no) tenemos en común son…; A Fernanda (no) le gusta (item) y a mí también/tampoco; A Fernanda (no) le gusta (item), pero a mí sí/no. Remind students to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.
Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.
Unidad 4 | La comida es cultura
52.3 Compara las preferencias d m
¿Cuál plato o bebida te gusta? Describe tu plato y sus ingredientes. Luego, compáralo con el plato que presentó Fernanda. Graba la descripción de tu plato y tu comparación. Usa fotos en tu presentación y muéstralas mientras hablas.
MODELO
Esta es la imagen de la hamburguesa de un restaurante local y es mi hamburguesa favorita. Esa lechuga es fresca y ese queso es muy rico. La hamburguesa siempre tiene muchos tomates que me encantan. El plato de Fernanda también tiene tomates. ¡Qué rico!
53 Reflexión intercultural d
Which of Fernanda’s items are common ingredients in dishes in your community? Which are not commonly used? Fernanda mentioned some items she likes and others she does not. How are your preferences similar or different? Share your ideas in class and in the Forum
Mi progreso intercultural h
Investigate: I can identify some similarities and differences between a Mexican teen’s produce selections and preferences and my own.
Strategies for Differentiation
Challenge
Challenge students to complete Paso 52.3 using only their image and a notecard with the following steps and sentence frames: 1. Esta es la imagen de… 2. Esa/ese (ingrediente) es (adjetivo) or ¡Me encanta ese/esa (ingrediente)! (repeat step three times) 3. El plato de Fernanda también tiene/no tiene… 4. Final exclamation. Encourage pairs to practice presenting to each other before recording.
Pregunta esencial
To reflect on the Pregunta esencial, create a digital wall titled ¿Cómo influye donde vivimos en lo que comemos? Have students reflect on their own experience and what they learned in this unit to complete this sentence frame: Donde vivo hay (geography, crops, cultural elements) e influye en lo que como, e.g., Donde vivo hay muchos árboles de frutas tropicales e influye en lo que como.
Unidad 4
En camino 3
54 Una celebración de bebidas de México
You and your classmates are planning a tasting event and will invite students in your school to taste popular Mexican drinks, as well as some drinks of your own creation.
Fuente auténtica
54.1 Lee y responde b
Read a blog post from Historia Cocina about healthy drinks in Mexico to learn more about their ingredients and preparation.
Mi progreso comunicativo h
Interpretive: I can understand some key details in an article about ingredients in Mexico.
54.2 Conversa sobre las preferencias s
You are preparing to go to the market to buy ingredients to prepare some Mexican drinks and foods. Ask your partner about the foods they like and answer your partner’s questions in order to make decisions about what to buy.
Mi progreso comunicativo h
Interpersonal: I can ask and respond to questions about eating habits and preferences.
54.3 Presenta el menú w m
Create a visual advertisement for a school event in which students will have the opportunity to try freshly-prepared drinks from Mexico as well as drinks of your own creation.
Mi progreso comunicativo h
Presentational: I can describe the ingredients of a dish or drink.
Building Proficiency
Previewing the Rubric
Preview the provided rubric with students prior to beginning the En camino formative assessment. Give specific on-level examples using language from the unit for each domain so that students understand how they are being assessed. Consider providing paper or digital copies to students and encourage them to take notes on the rubrics.
Intercultural Development
Remind students they are not only learning to communicate in Spanish, but also about the intersection between geographical location and food consumption in Mexico. Ask the class to list some ideas they have learned in Comunicación 3. Then ask them to categorize each as a product, practice, or perspective. Ask how students’ geographical location affects their eating habits. How has learning about how location influences food consumption opened students’ minds to new ideas and perspectives?
Florida Benchmarks
WL.K12.NH.2.1 (54.1)
WL.K12.NH.3.1 (54.2)
WL.K12.NH.3.2 (54.2)
WL.K12.NH.3.3 (54.2)
WL.K12.NH.3.4 (54.2)
WL.K12.NH.3.8 (54.2)
WL.K12.NH.4.1 (54.3)
En
camino 3
WL.K12.NH.4.2 (54.3)
WL.K12.NH.4.3 (54.3)
WL.K12.NH.4.6 (54.3)
WL.K12.NH.5.1 (54.3)
Formative Assessment: This performance assessment targets the Novice High proficiency level. Use one, two, or all three of these tasks based on your students’ needs. The full prompts, all related resources, and answer keys can be found on Learning Site® , along with differentiated versions that target Novice Mid and Intermediate Low levels. Use the provided rubric to assess your students’ performance.
Paso 54.1
Teaching Tip: Remind students to think about the context to help them anticipate the content. They do not need to know every single word in the article to understand the main idea. Encourage them to rely on cognates and familiar vocabulary to help them infer the rest.
Paso 54.2
Teaching Tip: Encourage students to use a variety of question words to ask specific questions and to use reactions from Así se dice to make the conversation as realistic as possible. Use the Proficiency Pairs strategy (see Instructional Strategies Toolkit) to assign student partners on the day of the assessment.
x Paso 54.3
Teaching Tip: Recommend that students name their drink. They should also describe the ingredients. Encourage them to add a description of the flavor. Your feedback on students’ performance on this En camino formative assessment will guide them as they build proficiency for the summative Vive entre culturas assessment at the end of Unidad 4.
Mi progreso comunicativo: Tell students the communicative goal they are targeting in this Paso will be assessed again in Vive entre culturas.
numeral
295
Unidad 4
Florida Benchmarks
WL.K12.NH.3.2 (55.1)
WL.K12.NH.6.4 (55.1)
Mi comunidad global
Students will choose a traditional Mexican dish to prepare and locate a local market that has their ingredients.
Mi progreso intercultural
In Mi comunidad global, students demonstrate their progress toward these intercultural Can-Do statements:
Interact: I can interact appropriately to meet my needs in a Mexican market.
Investigate: I can compare a Mexican market to other places to buy food in my community.
Paso 55.1
Teaching Tip: Suggest students focus on one image at a time and note their observations. Encourage them to share by conversing as a class or in pairs, using simple questions (e.g., ¿Qué hay en…? ¿Dónde está el/la…?). Provide sentence starters as needed.
Answers
Answers will vary.
Mi comunidad global En el mercado mexicano
55 Visitando un mercado mexicano
Learn about the foods in a Mexican grocery store and how to find ingredients for a Mexican dish of your choice.
55.1 Mira y conversa i s Mira las imágenes. En parejas, conversen sobre cuáles son las características de los mercados mexicanos.
MODELO Estudiante A: ¿Qué venden en la tienda de la imagen número cuatro?
Estudiante B: Venden piñatas y dulces
Strategies for Differentiation
Challenge
For Paso 55.1, challenge pairs to compare the market pictures to markets in their own community during their conversation. Encourage pairs to note similarities and differences, e.g., Oxxo es similar a (mercado) porque también vende (producto). Dulcelandia es diferente de (mercado) porque vende/no vende (producto).
Scaffold
If students are able to visit the market, suggest that they bring their list of frases útiles from Paso 55.2 with them. Encourage them to put a check mark next to a frase each time they use it. In class, invite students to share about their experiences using Spanish to communicate. Ask them questions like: Did it help to have your list? How did you feel communicating in another language? Did the person with whom you spoke understand you? Did you understand any words that they said to you?
Oxxo es un minimercado popular en México.
Se vende pan dulce en una panadería de Chicago.
Hay varias frutas en los mercados de Ciudad de México.
La tienda Dulcelandia es popular en Chicago.
Unidad
55.2 Investiga y prepara w p
Mi comunidad global
Investiga para escoger un plato mexicano que quieres preparar y un mercado en tu región que puedes visitar para comprar los ingredientes. Responde a las preguntas.
1. ¿Qué plato quieres preparar?
2. ¿Cuáles son los ingredientes del plato?
3. ¿Qué mercado puedes visitar para comprar los ingredientes?
4. ¿Cuáles son algunas frases que puedes usar en el mercado?
55.3 Visita p s
Visita el mercado de 55.2 y encuentra los ingredientes para el plato mexicano. Toma fotos de cada ingrediente. Habla con alguna persona del mercado si necesitas ayuda para encontrar un ingrediente. Usa tus frases de 55.2 para hablar en español con personas en el mercado.
Mi progreso intercultural h
Interact: I can interact appropriately to meet my needs in a Mexican market.
56 Reflexión intercultural d
Have you shopped for ingredients like these before? How do ingredients in Mexican markets lend themselves to preparing culturally authentic dishes? How does shopping in a Mexican mercado compare to your experiences at markets or grocery stores?
Mi progreso intercultural h
Investigate: I can compare a Mexican market to other places to buy food in my community.
Strategies for Differentiation
Supporting Heritage Learners
For Actividad 56, invite heritage learners to talk about their favorite memories of shopping with their parents, giving as much detail as possible. Ask them to make comparisons with other shopping experiences, e.g., ¿Adónde van? ¿Ven a amigos o familiares en estos lugares? ¿Qué asocias con estos lugares? (e.g., los aromas, los sabores.) ¿Qué puedes comprar en un mercado hispano que no puedes comprar en uno típico de los Estados Unidos? ¿Por qué?
AP® Strategies
Invite students to present their dish in Spanish, e.g., Este plato se llama (nombre). Los ingredientes son… Ask students in the audience to react to the dishes and describe why they think they would like them or not. e.g., Me gusta mucho el pastel de tres leches porque me gusta la comida dulce. Ask students how this experience has opened up their minds to new flavors and perspectives.
Florida Benchmarks
WL.K12.NH.3.3 (55.3)
WL.K12.NH.3.7 (55.3)
WL.K12.NH.3.8 (55.3)
WL.K12.NH.5.1 (55.2)
WL.K12.NH.8.3 (56)
WL.K12.NH.9.1 (55.2, 55.3)
Paso 55.2
Teaching Tip: Begin by highlighting the cultural dishes mentioned in the unit. Then encourage students to use a web-based navigation app to find mercados close to where they live. Brainstorm with the class a list of frases útiles for grocery shopping.
Answers
Answers will vary.
Paso 55.3
Teaching Tips:
• Invite parents/guardians to participate in this intercultural experience by accompanying their students.
• Encourage students to make the dish they chose with their found ingredients and bring it into share with the class, if permitted in your school.
• Invite students to share about their experience and about any words and phrases that they spoke, heard, or read in Spanish.
• As an alternative to visiting a market, have pairs share information about the dishes they chose and the ingredients they need to locate using their answers to Paso 55.2.
Answers
Answers will vary.
Actividad 56
Teaching Tip: Encourage students to be nonjudgmental about their experiences and stick to the facts. Ask them to recall any thoughts or feelings they had before, during, and after their visit.
Answers
Answers will vary.
numeral
297
Unidad 4
Vive entre culturas
Summative Assessment: Use these interrelated performance-based tasks to assess students’ proficiency in all three communicative modes. Tell students they can demonstrate their intercultural understanding in the Presentational Assessment by describing the importance of food as a reflection of culture. Students might list specific ingredients important to different cultures in their original fusion dishes. Discuss the Integrated Performance Assessment Rubric on Learning Site® to assess students’ proficiency. The full assessment prompts, all related resources, and answer keys can be found on Learning Site®.
Metas
Teaching Tip: The day before students complete Vive entre culturas, go over the Metas and point out how each one corresponds to one of the assessments. In pairs, ask students to name the Can-Do statements aligned with each Meta, discuss their confidence level and progress, and then make a review plan to prepare for the assessment. Circulate to encourage and ensure students plan to review vocabulary and structures.
Vive entre culturas
Un menú de dos culturas
A friend at your school grew up in Mexico. You want to make your friend feel at home by preparing an authentic Mexican dish along with some influences from your own culture—a fusion meal.
Metas
• Interpret short texts to discover how geography and culture affect food traditions
• Share preferences, opinions, and habits about foods
• Create and present menus that express your food preferences and traditions
• Describe how sharing in the
Building Proficiency
Previewing the rubric
Preview the provided rubric with students prior to beginning the Vive entre culturas summative assessment. Give specific on-level examples using language from the unit for each domain so that students understand how they are being assessed. Consider providing paper or digital copies to students and encourage them to take notes on the rubrics.
Intercultural Development
Remind students they have engaged in numerous conversations about cultural products, practices, and perspectives related to food and cultural identity. Ask students to work in partners and list products, practices and perspectives they have learned in this unit. Invite students to share about what intrigued them the most.
Unidad
Vive entre culturas
Interpretive Assessment
Salsas populares v
You found a video of a Mexican cook named Ana María preparing two popular salsas used in most Mexican kitchens. Watch her video to see and learn about the tradition and ingredients of these two salsas
Florida Benchmarks
WL.K12.NH.1.3 (Interpretive Assessment)
WL.K12.NH.1.4 (Interpretive Assessment)
WL.K12.NH.1.5 (Interpretive Assessment)
WL.K12.NH.1.6 (Interpretive Assessment)
WL.K12.NH.3.1 (Interpersonal Assessment)
WL.K12.NH.3.2 (Interpersonal Assessment)
Mi progreso comunicativo h
Interpretive: I can understand some basic facts about a culturally significant dish in a video.
Interpersonal Assessment
Una entrevista con Ana María r s
You want to learn more about what to include in an authentic Mexican meal. You comment on Ana María’s video, and she agrees to speak with you via phone to brainstorm ideas. Answer her questions about your food preferences.
Mi progreso comunicativo h
Interpersonal: I can ask and respond to questions about food preferences.
Presentational Assessment
Un menú para tu comida w
Now that you’ve spoken to a cook from Mexico, you are ready to create your own fusion menu. You can use both traditional Mexican ingredients and ones from your own culture. Present your menu in writing.
Mi progreso comunicativo h
Presentational: I can describe the ingredients of a dish or drink.
Strategies for Differentiation
Supporting Heritage Learners
Some of your heritage learners may eat traditional Mexican ingredients (or those that are very similar) frequently. In this case, encourage students to fuse their traditional ingredients with those of another culture for the Presentational Assessment. They may choose other ingredients from their community or another country/region.
College and Career Readiness
Students have had practice throughout the unit anticipating the themes and questions that might come up in a conversation based on the subject of the conversation. Tell students to take a moment to brainstorm individually the types of questions Ana María might ask them in the Interpersonal Assessment and the types of expressions they might use to describe their eating habits and preferences.
WL.K12.NH.3.3 (Interpersonal Assessment)
WL.K12.NH.3.4 (Interpersonal Assessment)
WL.K12.NH.5.1 (Presentational Assessment)
WL.K12.NH.5.2 (Presentational Assessment)
WL.K12.NH.5.3 (Presentational Assessment)
WL.K12.NH.5.4 (Presentational Assessment)
Interpretive Assessment
Teaching Tip: Before students watch the videos, remind them that they have practiced identifying key information in videos several times in this unit. Students should use the graphic organizer to focus their listening for key words and details; they should not be expected to understand every word in the video. Remind students to focus on the overall message and key details rather than trying to understand individual words.
Interpersonal Assessment
Preparation: To prepare for the conversation, remind students to read the whole outline of the conversation and write down possible words, expressions, and scenarios related to the topic. Encourage students to pay close attention to the words they understand since those will be their context clues and key words in the conversation. Tell students to add as many details as possible to demonstrate their level of proficiency.
Presentational Assessment
Teaching Tips: Share that students could create a T-chart with the following headings: Ingredientes mexicanos, Ingredientes de mi cultura. Suggest that they combine ingredients from both cultures that might be delicious together. Encourage students to create their own images for the fusion dishes and write down captions to explain them in detail.
numeral
Unidad 4
Gramática: Resumen
Tell students Gramática: Resumen is a reference they can use to check their hypotheses regarding structures presented in Observa 1–3 and see other examples of the concepts.
Stem-Changing Verbs: e ➞ ie
Teaching Tip: Encourage students to converse with Spanish-speaking members of their school and community and ask about their preferences and recommendations for local food restaurants, e.g., ¿Qué restaurantes prefieres en (community)? ¿Qué mercados recomiendas en (community)? Invite students to share about their conversations, e.g., (Name) recomienda el restaurante (name of restaurant).
Gustar and encantar
Teaching Tip: As an extension for expressing preferences for meals and food, provide additional examples with dar igual. If students want more information about this construction, point out that the other forms of gustar (e.g., gustas, gustamos) are not used with this meaning.
Gramática: Resumen
Making Requests and Recommendations
Stem-Changing Verbs: e ➞ ie
Action verbs require conjugation—changing the ending to express who is doing the action. Some verbs require additional changes to the stem (the main part of the word, before the ending), when the stress falls on it. Two different types are shown below. You must memorize which verbs have which type of change.
1. The final -e- of the stem changes to -ieStem change e ➞ ie No stem change quiero queremos bebo bebemos
quieres queréis bebes bebéis
quiere quieren bebe beben
2. The final -o- of the stem changes to -ueStem change o ➞ ue No stem change
pruebo probamos tomo tomamos
pruebas probáis tomas tomáis
prueba prueban toma toman
In EntreCulturas, we indicate that a verb has a stem change by listing it after the infinitive (e.g., costar (o ➞ ue).
In varieties of Spanish that use vos, the corresponding verb forms have stress on the ending, so the stem stays -e- or -o-: vos querés, vos probás
Expressing Preferences
Gustar and encantar
You already know how to express likes and dislikes with (no) me gusta Encantar works the same way as gustar, but is used to express something you really like or love. These expressions are different from the action verbs you have learned so far, which change their ending to tell who is performing the action. The phrase me gusta literally means “to me it is pleasing” and me encanta literally means “to me it is enchanting”.
We use the pronoun set me, te, le, nos, os, les to show to whom something is pleasing or enchanting. The “something” is the subject of the verb, so we use gusta/encanta for one thing or gustan/encantan for plural things.
Strategies for Differentiation
Differentiate
Have students record themselves discussing food items and using the structures from this unit, e.g., ¡Estas manzanas están muy ricas! ¡Me encantan las manzanas! Recomiendo las manzanas de (place). Encourage students to do this together and record a short conversation to discuss a food, e.g., Estudiante A: ¿Te gustan las manzanas? Estudiante B: ¡Sí! ¡Me encantan!
Differentiate
Have students complete a Find Someone Who activity (see Instructional Strategies Toolkit) to ask each other questions about their food likes and preferences. You can provide students with questions, have them create their own, or do a mixture of the two. After completing the activity, students should create a post with five things they learned about their classmates’ likes and preferences.
Unidad
Gramática: Resumen
Sometimes, it is necessary to include a clarifier such as a mí me gusta, a ti te gusta, a nosotros nos gusta, a él/ella/usted le gusta, a ellos/ellas/ustedes les gusta. These clarifiers are used primarily to differentiate in the first and familiar second person forms, but are often needed in the formal second and third person forms.
Me encanta la pizza, pero a ti no te encanta
I love pizza, but you do not love it
A él le gustan las papas fritas, pero a mí me encantan
He likes French fries, but I love them
Nos gusta probar platos nuevos. We like to try new dishes
As you have seen already, there are many different regional and stylistic variations to express “you”. Below are the patterns for verbs like gustar:
A vos te gusta(n)
You like (Arg., C. Am., etc.)
A usted le gusta(n)
You like (formal)
Referring to Specific Items
Demonstrative Adjectives
A vosotros os gusta(n)
You all like (España)
A ustedes les gusta(n)
You all like
Use demonstrative adjectives to describe the relative position of a noun in time or space. A demonstrative adjective comes before all other adjectives in the noun phrase.
este/esta, estos/estas = this, these ese/esa, esos/esas = that, those
In Spanish, the demonstrative adjective must match the noun in gender and number.
Esta/Esa comida es deliciosa. This/That food is delicious.
Estas/Esas comidas son picantes. These/Those foods are spicy.
Este/Ese plato tiene tres ingredientes. This/That dish has three ingredients. Estos/Esos platos son dulces. These/Those dishes are sweet.
Gustar and encantar
Teaching Tip: Find a song in Spanish that expresses preferences using gustar and encantar multiple times throughout. Create a cloze activity with the lyrics for students with the forms of gustar, encantar, and other words left out. Listen to the song with students multiple times as they fill in the blanks. Then ask comprehension questions about the song’s meaning and the ways gustar and encantar are used in it.
Demonstrative Adjectives
Teaching Tip: Students used demonstrative adjectives to describe specific foods in this unit. Challenge them to think of other ways to use demonstrative adjectives to describe specific items or items that are close to them. Model phrases like: ¿De quién es este libro?
¿Este libro es rojo o azul? Students can practice writing descriptions of the places in their school to recycle school vocabulary from Unidad 2, e.g., Esta clase es muy interesante. Esta cafetería es muy grande. Estos estudiantes son muy inteligentes.
Strategies for Differentiation
Supporting Heritage Learners
Consider using vos and its verb forms throughout the unit as examples in a variety of situations. This would reassure students that it is an acceptable form of speech.
AP® Strategies
Have groups of four ask questions about what foods they like and dislike, and prefer and do not prefer. Their goal is to find one food they all have in common, one food that only three of them like, one food that only two of them like, and one food unique to one student. Share that this will help students strengthen their interpersonal communication skills. Have groups share what they find. Students will need nos gusta(n) and preferimos to share what they all like or prefer.
numeral
301
Unidad 4
Vocabulario: Resumen
Vocabulario: Resumen includes the words and expressions from Así se dice 1–3. Tell students this vocabulary is essential for completing assessments. Supplementary terms from Vocabulario personal do not appear here since they will not be assessed.
Bien comer, buen vivir
Teaching Tips:
• Use semantic mapping to review the unit vocabulary. Start with comida in the center of the board and add spokes off the center: frutas y verduras, proteínas, cereales. Encourage students to take turns going to the board to complete the graphic organizer.
• Write la papa, el papá, and el Papa on the board and ask students what they notice and what each means. Emphasize the importance of accents so that students are not saying that their dad is a potato or that they like eating fried dads. Share that the last word refers to the Pope in Spanish (Catholicism).
• Share a copy of the vocabulary with students at the beginning of the unit so that they can add notes and additional vocabulary. Add blank tables below each section or at the end of the list and encourage students to add the new words they learn throughout the unit.
Vocabulario: Resumen
Bien comer, buen vivir
Las frutas y las verduras el brócoli la lechuga la manzana el maíz
Las proteínas la carne de cerdo la carne de res los frijoles el huevo la leche
Los cereales el arroz los fideos el pan
el pepino el plátano la sandía el tomate
las lentejas la nuez el pescado el pollo el queso
Las bebidas y los platos el agua water el plato
Strategies for Differentiation
Challenge
Project various words for food items and have pairs use Circumlocution (see Instructional Strategies Toolkit) to describe them to each other. Have partners sit back-to-back; one sees and describes the words and the other guesses. Then have them switch roles. Model describing la lechuga: Es una verdura verde. Es un ingrediente común en las ensaladas.
Differentiate
Encourage students to go to a local restaurant that serves food from a Spanish-speaking country. If their server speaks Spanish, they should try to order their food in Spanish. After their visit, invite students to share what dish they ate, the ingredients, what type of food it was, if they liked it, and any Spanish that they heard, spoke, or read.
Vocabulario:
¿Qué te gusta comer durante
el día?
Las comidas tomar la comida la cena to have (a drink) meal, food dinner el desayuno el postre breakfast dessert
Los platos, las bebidas y los ingredientes alérgico/a el azúcar el batido el café el camarón con la ensalada la hamburguesa el helado el jugo de naranja la mantequilla el pan dulce allergic sugar smoothie coffee shrimp with salad hamburger ice cream orange juice butter sweet bread, pastry la pasta el pastel la pimienta probar la sal el sándwich sin la sopa el té con limón tener hambre tener sed
De compras en el mercado
pasta cake pepper to taste, to try salt sandwich without soup tea with lemon to be hungry to be thirsty
Los productos el aguacate la calabaza la cereza el champiñón el chile la coliflor la espinaca avocado pumpkin cherry mushroom chili pepper cauliflower spinach la fresa el limón la papaya la pera el pimiento la salsa la uva strawberry lemon papaya pear pepper sauce, salsa grape
Conversando con los vendedores comprar
¿Cuánto cuesta? ¿Cuánto cuestan? demasiado to buy How much does it cost? How much do they cost? too much picante póngame por favor vender hot, spicy give me, I will have please to sell
Strategies for Differentiation
Supporting Heritage Learners
Throughout the unit, highlight other variations of specific dishes or the different names used across the Spanish-speaking world. Many ingredients in Latin American cuisine and their names are influenced by its rich history and diversity; make cultural connections to the ingredients mentioned throughout the unit as often as possible.
AP® Strategies
Have students practice their interpersonal writing skills by having a text conversation with another student or Spanish-speaking person to plan what they are going to eat and drink for a certain meal. They should ask questions like: ¿Qué quieres comer/beber para (meal)? ¿Prefieres (food/drink) o (food/drink)? ¿Te gusta la comida (dulce/picante)?
¿Qué te gusta comer durante el día?
Teaching Tip: Play a Fly Swatter game. You will need two fly swatters and images of the words. Write all the words randomly on the board, and divide students into two teams. Have one member from each team come to the board. Show an image that corresponds to one of the words. The first person to swat the word stays at the board. The next player from the opposing team comes to the board. Play continues until everyone has had a chance to play.
De compras en el mercado
Teaching Tip: Print and cut sets of all the words and expressions and give each set to a group of students. Challenge them to sort them into categories. Ask students to report to the class which categories they chose and why.
numeral
Unidad 4