ECS3 2e FL Digital Sampler

Florida

Teacher Edition

EntreCulturas® 3

Florida Edition

Ann Mar

Jennifer Cornell

Deborah Espitia

Pamela García

Isabel Vázquez Gil

Director of Editorial: Tanya Brown

Managing Editor: Lindsey Colling

Senior Developmental Editors: Deborah Edson, Dr . Jan Hagedorn, Kelly Hass, Erika Liebel

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: San Juan, Puerto Rico streets and cityscape . ©Sean Pavone / Alamy Stock Photo

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:

Hardcover ISBN 978-1-641597-15-9

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 TE17

High-Leverage Teaching Practices

Cultivating Interculturality

Integrating Interculturality in Teaching and Learning

Staying in the Target Language

Instructional Strategies

TE17

TE20

TE21

TE24

TE26

Integrated Differentiated Instruction TE28

Assessing Language Performance in Context

Rubrics

Unit Organization

Our Digital Learning Experience

Using Readers to Support Language Acquisition

Table of Contents

Appendices Table of Contents

Heritage Learners TE30 Vocabulary Instruction in Context

Program Components and Key Features

Spanish for Life and Career Success

Cadaqués, España

El mundo hispanohablante

ESTADOS UNIDOS

ALASKA (Estados Unidos) Percentage of U.S. population that speaks Spanish according to 2020 U.S. Census data

ALASKA (Estados Unidos)

HAWAII (Estados Unidos)

HAWAII (Estados Unidos)

HAWAII (Estados Unidos)

Golfo de México

OCÉANO

México OCÉANO

REPÚBLICA DOMINICANA

COSTA RICA

REPÚBLICA DOMINICANA

PUERTO RICO

Dinamarca

Irlanda

Italia

Islas Canarias

GUINEA ECUATORIAL

Islas Canarias

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.

Ciudad de Panamá, Panamá

Welcome to EntreCulturas® 3

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 Jennifer Cornell Deborah Espi a Pamela García Isabel Vázquez Gil

Scope and Sequence: EntreCulturas

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

Unidad 4

La comida es cultura

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?

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

UNITS

Unidad 1

Aficionados unidos

ESSENTIAL QUESTIONS

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?

Unidad 2

La plaza mayor

Unidad 3

La cocina de mi familia

How do public spaces shape social interaction?

How are shopping habits shaped by culture?

How has technology transformed gathering spaces?

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?

Unidad 4

La cultura de la naturaleza

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 ®

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

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: I can compare how cultures use parks and green spaces to support sustainable living.

• 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 the ways people tell stories and how stories connect people to the past.

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 compare cultural practices that promote the well-being of a community.

• 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 rituals that are central to establishing and maintaining friendships.

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: In my own and other communities I can identify and compare linguistic diversity and indigenous languages.

• 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 how to make communities more welcoming.

• By engaging in self-assessment and intercultural refl ections to participate in cultural interactions .

Mi progreso intercultural h

Investigate: In my own and other communities I can reflect on the consequences of online behavior.

• By problem-solving global issues in diff erent cultural contexts to participate appropriately in cultural interactions .

Mi progreso intercultural h

Investigate: In my own and other communities I can identify examples of biodiversity and initiatives to protect diverse species.

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: Contextualized Language Instruction 5th ed Boston, MA: 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 target-level 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

Encuentro intercultural

País 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

Icons Legend

Icons Legend

En camino 1

Formative Assessment

En camino 2

Formative Assessment

Embedded Elements

d Reflexión intercultural

h Mi progreso intercultural h Mi progreso comunicativo

Detalle gramatical

Detalle lingüístico

Estrategias

En camino 3

Formative Assessment

The icons in this program serve the following purposes:

Recuerda

Variedad lingüística

Vocabulario personal

Vive entre culturas

Integrated Performance Assessment

The icons in this program serve the following purposes:

• Indicate the mode of communication;

• Indicate the mode of communication;

• Reference the five 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 Authentic Resource

i Interpretive Visual m Presentational Speaking p Communities

i Interpretive Visual m Presentational Speaking p Communities x Can-Do Assessment Path Appears in TE only

b Interpretive Print w Presentational Writing d Linguistic or Cultural Comparisons

b Interpretive Print w Presentational Writing d Linguistic or Cultural Comparisons

Unit Overview

Tema

Get a glimpse of what you will be learning in a new unit.

Metas

Learning Site®

EntreCulturas®3 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, interpersonal, and presentational communication as well as intercultural learning.

Preguntas esenciales

Connect day-to-day learning to bigger questions.

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

Encuentro intercultural

Start with interculturality. D

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, and your own community.

Unidad 5 | Una mano ayuda a la otra

Encuentro intercultural

Uruguay y mi comunidad

El nombre oficial de este país es República Oriental del Uruguay debido a su ubicación al este de Sudamérica. El pueblo uruguayo se caracteriza por su solidaridad, no solo con los países vecinos, sino también con otros países del mundo. Muchos inmigrantes de Europa y recientemente de otros países latinoamericanos han elegido vivir en Uruguay y han sido bienvenidos. ¿Cómo se ve la solidaridad en tu comunidad?

1 ¡Qué fascinante es Uruguay! Uruguay es un país acogedor y encantador.

1.1 Empareja el dato con la imagen i b Mira las fotos y lee Un vistazo a Uruguay. Empareja cada dato con la foto correspondiente.

1.2 Compara a Uruguay con tu comunidad d w Responde a las preguntas.

1. La literatura uruguaya es reconocida internacionalmente y es una de sus expresiones artísticas más importantes. ¿Por qué es reconocida tu comunidad?

2. El espectáculo de la murga es uno de los principales atractivos del carnaval. ¿Cómo son los eventos en tu comunidad? ¿Qué componentes tienen?

3. El gaucho es una figura representativa de la cultura uruguaya. ¿Qué símbolos o figuras hay que representen tu cultura? ¿Cómo son?

Videoblog

You will be introduced to the Spanish-speaking world with the assistance of videobloggers.

Videoblog de Maxi

es de Montevideo,

de Uruguay.

Conoce a Maxi

Conoce a Maxi, nuestro videobloguero de Uruguay. Escúchale hablar de él, y de la cultura, geografía y clima de su comunidad.

Tenemos muchísima cultura africana, europea, autóctona de la zona, y eso ha mezclado toda una cultura que se ha transformado en algo único: en su música, en sus danzas, en el deporte y en la idiosincrasia del país.

Uruguay es un país muy pequeñito, con solo 3.500.000 personas.

2 Reflexión intercultural d

What similarities and differences can you identify between Uruguay and your community? Share your ideas in the Forum

Mi progreso intercultural h

Investigate: I can identify some similarities and differences between Uruguay and my community.

Al momento de tener esas zonas vacías, pues, hay gente que progresa y, por el otro lado, hay gente que retrocede.

3.1 Lee y escribe unas predicciones b Antes de mirar el videoblog, observa el mapa, las fotos y las oraciones correspondientes. Escribe algunas predicciones. ¿De qué va a hablar Maxi?

internet realmente ha ayudado mucho a que se generen grandes movimientos.

54 Desafíos tecnológicos según Valentina Valentina nos cuenta sobre la tecnología y los desafíos (retos) para el futuro.

54.1 Lee las burbujas y predice w Lee lo que dice Valentina en su foto. Responde a las siguientes preguntas:

1. ¿Qué crees que quiere decir “zonas vacías”? ¿Hay zonas vacías en tu comunidad? ¿Cuáles son las consecuencias de las zonas vacías?

2. ¿De qué cosas buenas y malas acerca de la llegada del internet crees que hable Valentina?

3. ¿De qué movimientos puede estar hablando Valentina? Describe los que conoces y cómo el internet los ha afectado.

54.2 Mira el videoblog y toma apuntes v Mira el videoblog. Escribe las ideas que presenta Valentina, usando el organizador gráfico.

Retos Lo positivo Movimientos

Plaza de la Democracia, Montevideo En el puerto de Montevideo se recibe a los visitantes.

3

Unidad

La perspectiva de Valentina 3

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®.

Conexión cultural

22 Práctica cultural: El Rab’in Ajaw

22.1 Conexiones: Las ciencias sociales c

¿De qué manera se celebra la belleza de una persona en tu cultura? ¿Qué aspectos de la belleza se tienen en cuenta: la belleza física o la espiritual? ¿Hay celebraciones para esto? ¿Cuáles son?

Rab’in Ajaw es un término que en maya quiché significa `hija del rey´. El Rab’in Ajaw es un concurso que se realiza en julio, en la ciudad de Cobán. Participan jóvenes indígenas de todo el país. Se lanzan fuegos artificiales y se realizan desfiles y bailes tradicionales.

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®.

Aunque el Rab’in Ajaw es un concurso de belleza, no se centra en la belleza física sino en la inteligencia, la capacidad de liderazgo y el compromiso con las tradiciones culturales. Cada concursante recibe siete temas que son relevantes para las comunidades indígenas. De estos siete temas, eligen uno para presentar. Vestidas con el traje típico de su región, las jóvenes pronuncian sus discursos en su lengua materna maya y en español. Las 13 mejores pasan a la segunda fase, donde deben responder a otra pregunta. A la ganadora se le coloca una corona de plata adornada con tres plumas de quetzal verde.

Jóvenes indígenas participan en el concurso Rab’in Ajaw en Cobán, Guatemala.

Estas jóvenes, que por ser indígenas se enfrentan a la pobreza, la discriminación y la violencia, son vistas en sus comunidades como modelos a seguir.

22.2 Reflexión o

What is el Rab’in Ajaw? What elements of beauty does el Rab’in Ajaw value and celebrate? What does the winner receive? Why is the event important?

23 Reflexión intercultural d

How does el Rab’in Ajaw honor the true beauty of indigenous women in Guatemala and celebrate the beauty of their culture? In what way does your community celebrate the inner beauty of its members? What aspects of beauty portrayed in el Rab’in Ajaw resonate with you and why? Share your thoughts in the Forum

Mi progreso intercultural h

Investigate: In my own and other cultures I can identify ways in which beauty is celebrated.

Comunicación 2

Vocabulary

Así se dice

You will learn essential vocabulary presented visually in manageable chunks and in authentic contexts.

Así se dice 2

¿Cómo son los personajes? a Los cuentos nos ayudan a definir y transmitir elementos de la

West Side Story

La película es una nueva versión de la historia sobre la rivalidad entre dos bandas, una de inmigrantes puertorriqueños y otra estadounidense.

Vocabulario

personal

These additional words and phrases help you personalize your communication, often in multiple contexts.

sus metas.

no tiene prejuicios. Es muy justa

Riff es orgulloso. Se cree superior a los demás.

25 Lee la descripción y escribe un adjetivo b Lee las oraciones y escribe adjetivos para describir a cada personaje.

1. El personaje solo piensa en sí mismo y no le importan las necesidades de los demás.

2. El personaje hace cosas nuevas y no tiene miedo a fracasar (fail).

3. El personaje es muy inteligente y entiende las situaciones muy claramente.

16 Una leyenda guatemalteca

4. El personaje tiene empatía y trata a todas las personas con respeto y amabilidad.

El quetzal es el ave nacional y símbolo de la libertad en Guatemala. Diego te comparte una leyenda guatemalteca sobre el origen del quetzal.

5. El personaje trata de causar daño a la gente y no es honesto.

16.1 Conversa sobre los animales s En parejas, conversen sobre lo que representan los animales en su comunidad o en otras comunidades que conocen.

6. El personaje mantiene sus promesas y está siempre presente para las personas que quiere.

7. El personaje trata de ser imparcial y honesto.

Estudiante A: ¿Qué representa la abeja?

Estudiante B: La abeja es considerada un símbolo de la vida porque al polinizar las plantas mantiene la vida sobre la tierra.

002-073_ECS_2e_L3_SE_U1_FL.indd

Estudiante A: Es verdad. Es necesario proteger las abejas.

Vocabulario personal la abeja bee el águila eagle la araña spider el caballo horse

el cocodrilo crocodile el coyote coyote el león lion el manatí manatee

el mono monkey el oso bear el pavo turkey la serpiente snake

16.2 Mira el video v Recibes un video de Diego en el que narra la leyenda del quetzal. Mira el video y pon los eventos en orden cronológico desde uno (el principio de la leyenda) hasta seis (el final de la leyenda).

el tejón badger la vaca cow el venado deer

El quetzal cayó sobre Tecún Umán y la sangre roja manchó su pecho. Pedro de Alvarado quería conquistar el territorio y se enfrentó al rey Tecún Umán. Ellos lucharon en siete batallas.

El 20 de febrero de 1524, en su batalla final, Tecún Umán llevó plumas del quetzal en su cabeza y Pedro de Alvarado fue en su caballo. Como no conocía este animal, Tecún Umán pensó que el caballo era un monstruo y lo golpeó fuertemente pensando así matar a Alvarado.

El quetzal, un pájaro verde y rojo que vive en Guatemala, siempre acompañaba al rey Tecún Umán a las batallas porque era su animal espiritual. Tecún Umán no mató a Alvarado. Alvarado apuñaló a Tecún Umán en el corazón.

Anita es ambiciosa Trabaja fuerte para lograr

María es benévola Solo quiere que todos se lleven bien.

María

Valentina es astuta Comprende la situación y da buenos consejos.

Anita es lista Siempre sabe qué hacer.

Tony es atrevido. No tiene miedo de nada.

Unidad 2 | ¡Tanta belleza!

Detalle lingüístico

You will explore curious and useful details of the language.

Variedad lingüística

Appreciate the linguistic diversity of the Spanish-speaking world.

Estrategias: Interpretar un texto poético

Usa estas estrategias para interpretar un poema:

1. Observa la organización del texto. La poesía se puede dividir en estrofas y versos.

2. Escucha o lee en voz alta el poema y presta atención al ritmo y a las palabras que riman.

3. Identifica las figuras literarias en el poema (comparación, personificación, metáfora).

4. Presta atención a la repetición de palabras. ¿Qué significan esas palabras?

5. Piensa en qué imágenes o sensaciones te provoca cada verso o estrofa del poema.

32.2 Lee y responde c b Lee el poema otra vez. En parejas, respondan a las preguntas.

1. ¿Cuál es el mensaje del poema? ¿Qué ideas de amistad y solidaridad se expresan en el poema? Explica.

2. ¿A qué se refiere la frase “codo a codo” y por qué es importante en el poema?

3. ¿Para quién crees que fue escrito el poema? Explica.

4. ¿Cómo te sientes al leer el poema? Explica.

5. ¿Qué más quieres saber del poema, el poeta o su comunidad?

Mi progreso comunicativo h

Interpretive: I can understand the main message expressed in a poem.

32.3 Escribe un poema corto w Escribe un poema para un/a amigo/a o una persona que admiras. Puedes escribir de una persona en tu vida, una persona famosa o una persona imaginaria. Para inspirarte, usa estos fragmentos de oración y tus propias ideas.

• Eres un/a ______ que…

Eres una persona con quien…

MODELO Eres una persona con quién me río tanto. Eres una artista que inspira la creatividad. Gracias por tu amistad.

Detalle lingüístico: El voseo El voseo es el uso del pronombre vos en vez de tú para referirse a la segunda persona del singular. Proviene de la forma latina vos, que generalmente era la forma plural de la segunda persona. Se usa en la mayor parte de América Latina, aunque de forma diferente. Por ejemplo, su uso no es muy frecuente en México, Perú o Venezuela, mientras que en Chile y

Vocabulario: Resumen

Acciones

Vocabulario: Resumen

These lists summarize the vocabulary studied in the unit to help you review.

Acciones

Grammar

Observa 2

Giving Orders or Suggestions with Pronouns a

Observa

Examples of new structures in context help you to become “grammar detectives.”

You will find helpful videos called Observa on Learning Site®.

Detalle gramatical: Los mandatos de nosotros con pronombres Al agregar los pronombres nos o se al final de un mandato afirmativo en la forma de nosotros, elimina la -s al final del mandato y acentúa según las normas (tilde o acento gráfico).

Enfoquemos + nos = enfoquémonos

Concentremos + nos = concentrémonos

30 Mensajes que inspiran En la página web de tu comunidad, quieren presentar testimonios y mensajes similares a los de Costa Rica y te piden ayuda para prepararlos.

30.1 Empareja para crear un mensaje b Lee los consejos y mensajes de Costa Rica en Observa 2. Empareja las oraciones para hacer combinaciones lógicas.

1. Desconéctate de la tecnología y vive la vida.

2. Comuníquese con los seres queridos.

3. No olvides la conexión de cuerpo y mente.

4. ¡Desarrollemos nuevos talentos juntos!

a. Guarda el teléfono y mira a tu alrededor.

b. No nos aburramos en casa. ¡Hagamos cosas nuevas!

c. La familia y los amigos son lo más importante.

d. Su bienestar mental y físico van de la mano.

30.2 Conversa sobre los consejos s En parejas, conversen para intercambiar opiniones sobre los mensajes de Observa 2 y 30.1

MODELO Estudiante A: ¿Te inspira la frase “enfoquémonos en lo positivo”?

Estudiante B: ¡Sí, mucho! Me gusta porque habitualmente me enfoco mucho en lo negativo.

30.3 Graba mensajes que inspiran m En parejas, graben mensajes positivos para incluir en los anuncios diarios de la escuela. Incluyan sus propias ideas sobre las siguientes acciones y sus beneficios.

• Involucrarse en actividades extracurriculares para desarrollar nuevos talentos.

• Hidratarse para tener más energía.

• Enfocarse en lo positivo para tener éxito en los exámenes.

MODELO ¡Involúcrese en actividades extracurriculares para desarrollar nuevos talentos!

Estructura Commands with Pronouns

CÓMO MEJORAR EL BIENESTAR EMOCIONAL

Una encuesta entre los jóvenes costarricenses

¿CUÁLES SON SUS RECOMENDACIONES PARA MEJORAR EL BIENESTAR EMOCIONAL?

¡No te estreses! ¡Tranquilízate con unas clases de yoga!

¡Desahóguese! Aprenda nuevas técnicas de comunicación y aplíquelas en su vida.

¡Duerme mejor! Para ello, asiste a clases de meditación guiada. ¡Apúntate hoy!

¡Enfoquémonos en lo positivo! No nos preocupemos por lo negativo.

Hay muchos eventos en la comunidad. ¡Involúcrense hoy! ¡Díganles a sus vecinos que vengan también!

La comunidad es nuestra. ¡Protejámosla y cuidémosla!

29 ¿Qué observas? b v

Lee las recomendaciones. ¿Qué observas en las formas verbales en azul? En parejas, compartan sus observaciones. Pueden encontrar más información en los recursos de Observa y en Gramática: Resumen al final de la unidad.

Detalle gramatical

Timely grammar details will help you communicate.

Gramática: Resumen

Gramática: Resumen

Expressing Emotions

Subjunctive for Emotions

To express how someone feels about something, use an expression in the indicative mood followed by the subjunctive.

Me molesta que los adultos tomen decisiones sobre mi vida.

It bothers me that adults make decisions about my life.

Te pone triste que algunos jóvenes pasen tanto tiempo en las redes sociales.

It makes you sad that some young people spend so much time on social media.

A Juan le encanta que su clase de teatro le ayude a crecer emocionalmente.

John loves (the fact) that his theater class helps him grow emotionally.

A los estudiantes les enfada que algunos profesores no muestren más empatía.

It angers the students that some teachers do not show more empathy.

Specifying Who or What

Relative Pronouns

Relative pronouns allow us to avoid repetition, connect ideas, or provide additional information about someone or something already mentioned. The formation of relative pronouns other than que depends on the number (quien, quienes) and at times gender (el que las que, etc.) of the noun or pronoun being referred to.

Raúl me dio un libro. El libro es fascinante. El libro que Raúl me dio es fascinante.

Raúl gave me a book. The book is fascinating. The book that Raúl gave me is fascinating.

Prepositions go before the relative pronoun.

¿Cómo se llama esa tienda de la que me hablaste ayer?

What is the name of that store about which you told me yesterday?

Lara es la amiga con quien viajé a la playa.

Lara is the friend with whom I traveled to the beach.

Talking about Hypothetical Situations

Conditional

Use the conditional to talk about what would happen in a hypothetical situation. Just as in the future tense, the conditional endings are attached to the full infinitive of the verb. The endings are the same for verbs ending in -ar -er, and -ir All Regular Verbs (-ar, -er and -ir) hablar

(yo) hablaría (nosotros/as) hablaríamos (tú, vos) hablarías (vosotros/as) hablaríais (usted) hablaría (ustedes) hablarían (él, ella) hablaría (ellos, ellas) hablarían

En esa situación, yo hablaría con mi amiga.

In that situation, I would talk to my friend.

Resolveríamos el conflicto con una comunicación abierta.

We would resolve the conflict with open communication.

Irregular stems in the conditional are the same as those in future tense.

dir- (decir)

habr- (haber)

har- (hacer)

podr- (poder)

pondr- (poner)

Gramática: Resumen

This summary contains explanations of grammatical structures to help you review.

Estrategias

These brief learning strategies will help you maximize your learning.

querr- (querer)

sabr- (saber) saldr- (salir) tendr- (tener) vendr- (venir)

Con más información, sabríamos qué hacer.

With more information, we would know what to do.

Yo, en tu lugar, le diría la verdad a tu amigo.

If I were you, I would tell your friend the truth.

49 Los mensajes de Ana e

300-373_ECS_2e_L3_SE_U5_FL.indd 371 12/13/24 2:36 PM

Recibes unos mensajes de tu amiga Ana. Responde a sus preguntas usando los pronombres de objeto directo e indirecto para evitar la repetición.

¡Hola! Estoy estudiando varios cuentos en mis clases en este momento, y tengo una pregunta para ti. ¿Quién te cuenta buenas historias?

¡Qué interesante! Mi amigo Fer siempre me las cuenta a mí. ¿Y a quién tú le cuentas historias?

Yo siempre se las cuento a mis hermanitos. ¿Qué libro o película te enseñó una lección importante? ¿Cuál fue la lección?

¡Qué buena lección! ¿Y recuerdas quién te dio tu primer libro?

Bueno, ¡gracias por contestar mis preguntas! ¡Hablamos pronto!

50 Un cuento boricua

Pichón de temporal es un cuento del libro Fantasía boricua, de María Teresa Babín. Narra los preparativos de una familia y del vecindario para enfrentar la llegada de un huracán.

50.1 Lee y escribe sobre las personas c b Lee el pasaje del cuento. Escribe una lista de las personas mencionadas. Después, escribe las palabras que describen a cada persona.

Mi progreso comunicativo h

Interpretive: I can identify some major events in a story.

Estrategias: Comprender el vocabulario en contexto En un texto, se puede inferir el significado de las palabras no conocidas apoyándote en las palabras que sí conoces. Cuando leas, busca estas pistas para comprender mejor el texto.

Definiciones (cuando la palabra desconocida está definida dentro del texto)

• Sinónimos (las palabras con significados similares o iguales)

• Antónimos (las palabras con significados opuestos)

• Descripciones (unas frases que explican el significado de la palabra)

• Palabras conocidas (las palabras que pueden ayudar a determinar el significado de la palabra desconocida)

• Conexiones (entre la palabra desconocida y una parecida o con información que conoces)

Assessment

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.

Vive entre culturas

A summative assessment set in an authentic intercultural context will assess your progress.

Find supporting materials on Learning Site®.

En camino 2

40 Una nueva aplicación boliviana

You come across a new post from Armando, Valentina’s friend in Cochabamba, who is eager to share about the app he is developing.

40.1 Lee la entrada de Armando b

Read Armando’s post about the app he is developing and using to help preserve the culture of his grandparents in his community.

Mi progreso comunicativo h

Interpretive: I can understand key information about the impact of a digital tool or platform on a community.

40.2 Conversa sobre las aplicaciones en el futuro r s Armando wants to take his app international and has some questions for you about how you will use digital tools in different scenarios.

Mi progreso comunicativo h

Interpersonal: I can exchange information about the future impact of digital tools.

40.3 Escribe un correo con tus ideas w Armando has inspired you! Write an email to him about ideas you have for actions you can take online and the impact they will have on your community or culture if you do.

Mi progreso comunicativo h

Presentational: I can explain what I and others will do to positively impact our communities.

•

Interpretive Assessment

¿Qué es el Festival Chapín? b Read an article about the Festival Chapín that took place in California to celebrate the beauty of Guatemalan cultures.

Mi progreso comunicativo h

Interpretive: I can understand details in a text about traditions.

Interpersonal Assessment

¿Cómo has apreciado la belleza? r s

While helping prepare for the festival, you meet Ixchel, a Guatemalan artist, who plans to present her textiles at the Festival Chapín. Talk with her to share ideas about how you and others have appreciated beauty in art and in nature.

Mi progreso comunicativo h

Interpersonal: I can exchange information about what I and others have done.

Presentational Assessment

Vengan a visitar un lugar bello m

As part of your responsibilities as an intern for the festival, record a description of the festival location for visitors who want to know more about the geography they can observe while attending the festival.

Mi progreso comunicativo h

Presentational: I can describe some features of a beautiful place to visit.

Global Community

Mi comunidad global

Investigate the local or global community and interact with Spanish speakers in your community or internationally.

Mi comunidad global

53 ¿Es mi comunidad la próxima zona azul?

En parejas, van a entrevistar a un hispanohablante mayor de tu comunidad sobre sus hábitos saludables para una vida longeva. ¿Es posible que tu comunidad sea la próxima zona azul?

53.1

Escribe una lista de preguntas w

En parejas, escriban una lista de, por lo menos, diez preguntas para utilizar en su entrevista. Consideren los factores importantes para mantener un bienestar equilibrado y las características de las zonas azules que promueven una vida longeva.

MODELO ¿Qué hábitos recomienda usted para mantener un bienestar equilibrado entre lo físico y lo emocional?

53.2 Entrevista a una persona p s

En las mismas parejas, localicen a un hispanohablante mayor de su comunidad para entrevistarlo sobre sus hábitos saludables. Usen sus preguntas de 53.1 y tomen turnos haciéndolas. Graben la entrevista para revisarla después.

MODELO Estudiante A: ¡Hola! Le agradezco mucho por hablar con nosotros. ¿Qué hábitos recomienda usted para mantener un bienestar equilibrado entre lo físico y lo emocional?

Entrevistado/a:

Estudiante B: ¡Interesante! ¿Cuáles son los factores más importantes para la longevidad? ¿Por qué?

Entrevistado/a:

Estudiante A: ¡Fascinante! ¿Qué iniciativas existen en su comunidad para mejorar el bienestar de los residentes? ¿Cuáles son los servicios que más necesita?

Mi progreso intercultural h

Interact: I can interact to learn about healthy habits that promote well-being and longevity.

Mi comunidad global

53.3 Compara tu comunidad con la zona azul de Nicoya w

Basándote en la entrevista de 53.2, compara los hábitos saludables de la gente de tu comunidad con los de la zona azul de Nicoya, Costa Rica, en cuanto al acceso a la medicina preventiva y la actividad física constante. Escribe ejemplos de esas prácticas en tu comunidad y considera también lo que ella necesita mejorar.

Mi progreso intercultural h

Investigate: In my own and other cultures I can compare characteristics that result in a longer, healthier life.

53.4 Graba un video p m

En parejas, graben un video para compartir con el gobierno de tu comunidad y las organizaciones de salud. Incluyan imágenes y la siguiente información:

• un resumen de su entrevista;

• una comparación de su comunidad con la zona azul de Nicoya;

• unas iniciativas o servicios para mejorar el bienestar y la longevidad de los residentes.

MODELO ¡Saludos! Nosotros entrevistamos a... Nos contó sobre… Algunas

características de nuestra comunidad similares a las de una zona azul son... Pero podemos mejorar el bienestar y la longevidad de todos con ciertas iniciativas o servicios como…

OKINAWA (JAPÓN) NICOYA (COSTA RICA)

Unit Organization

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.IH.1.2 (27.1, 27.2)

WL.K12.IH.1.4 (27.1, 27.2)

WL.K12.IH.6.1 (27.1, 27.2)

WL.K12.IH.6.4 (27.1, 27.2)

WL.K12.IH.7.1 (27.1)

Paso 27.1

Preparation: Authentic listening can be challenging due to the new language and regional accents involved. Giving students an opportunity to view a video with an initial simplified task will increase comprehension and build confidence. Use the Give One Take One technique as described in the Instructional Strategies Toolkit on Learning Site®.

Culture Note: In the video, one of the participants mentions a custom called el pregón. When there is good or bad news that needs to be shared, el pregonero is hired. He takes his small drums, walks through the town, and spreads the important news. El pregonero is paid for his service and serves a vital role in the community.

Answers 1. F; Los artistas confeccionan los barriletes por pasión y arte.

2. C 3. F; Un grupo de jóvenes participó este año y lleva trece años participando.

4. C 5. F; Este año, un grupo conformado solo por mujeres participó por primera vez.

6. C

Paso 27.2

Teaching Tip: As an expansion, instruct students to record a message in response to Shalom’s message. Tell students to cover the following points in their reply:

• Make a positive comment about the barriletes festival in Sumpango.

• Ask a question or two about the festival.

• Briefly tell Shalom about a festival in their own community.

27 El Festival de Barriletes Gigantes de Santiago

Tu amiga Shalom, de Guatemala, asistió al Festival de Barriletes Gigantes de Santiago y quiere compartir su experiencia contigo.

27.1 Mira el video y verifica c v Recibes un reportaje de Shalom sobre el evento. Mira el video de Guatevisión Los Barriletes Gigantes de Santiago Sacatepéquez cumplen 119 años e indica si cada oración es cierta (C) o falsa (F). Si es falsa, corrígela.

1 C F Los artistas confeccionan los barriletes como parte de su trabajo regular.

2 C F Las personas que se involucran en la preparación de los barriletes no duermen mucho durante el período de fabricación.

3 C F Solo los adultos pueden participar en el festival.

4 C F Algunos barriletes reflejan la cultura de Santiago, donde tiene lugar el festival.

5 C F Solo los hombres participan en la creación de los barriletes.

6 C F Algunos visitantes se levantaron muy temprano para ir al festival.

Mi progreso comunicativo h

Interpretive: I can understand some details in a video about a cultural tradition.

27.2 Escucha la descripción y escribe a Después del festival, recibes un mensaje de audio de Shalom. Escucha su mensaje y escribe la siguiente información sobre la tradición:

1. el tamaño de un barrilete;

2. el tiempo de elaboración de un barrilete;

3. el lugar de la celebración.

You have the option to turn on the captions for the video in Paso 27.1. Consider splitting the group up into two ability groups: one group watches without captions and the other group watches with captions. Then create pairs with one student from each group. They can explain what they understood about the event.

Challenge

After completing Actividad 27, encourage students to make a video report about a festival in their own community. If they can collect footage of an actual festival going on or use their own videos or pictures, that would be great. Otherwise they can use other images from the internet. They should also interview several community members or classmates about how they celebrate the festival and what they like about it.

Fuente

27.3 Escribe una comparación d w

Escribe un mensaje a Shalom para comparar la tradición del Festival de los Barriletes Gigantes con una tradición de tu comunidad u otra que conozcas.

MODELO Hola, Shalom. ¡El Festival de los Barriletes Gigantes es espectacular! En mi comunidad también hay un festival tradicional. Sin embargo, en ese festival los artesanos no confeccionan barriletes, sino muebles de madera. En ese festival…

Mi progreso comunicativo h Presentational: I can describe a cultural tradition.

28 Las alfombras de aserrín

Tu vecino Gabriel fue a Antigua, Guatemala, para la Semana Santa y te comparte su experiencia.

28.1 Lee sobre la celebración y escribe b Lee la entrada del blog de Gabriel sobre la celebración y responde a las preguntas.

1. ¿Adónde fue Gabriel?

2. ¿Qué tiempo hacía?

3. ¿Qué vio?

4. ¿Cómo eran las alfombras de aserrín que vio?

5. ¿Quién más estaba en las calles?

https://bloguerosdelmundo.gt/gabriel/abril/mi-excursion-a-antigua-guatemala

Mi excursión a Antigua, Guatemala

El Viernes de Pascua, mi hermano y yo salimos a las calles de Antigua por la mañana temprano porque queríamos ver las alfombras de aserrín (sawdust). Hacía muy buen tiempo y no llovía. Las alfombras, vistosas y coloridas, brillaban al sol. Eran de una belleza indescriptible por la originalidad de los diseños.

A esa hora de la mañana, todavía las estaban acabando de realizar y tenían diseños de flores y frutos. Los artistas colocaban el aserrín para crear figuras geométricas y otros dibujos de escenas religiosas. Había mucha gente en las calles, además de las personas que terminaban las alfombras. Las familias, que venían de todo el país, salían a pasear con sus hijos. ¡Fue una experiencia fenomenal!

Supporting Heritage Learners

If you have reluctant heritage speakers, find small ways to get them to speak more. As you are going through the answers to Paso 27.1, ask a follow-up question to engage them in conversation, e.g., ¿Qué piensas del Festival y de los barriletes? Build on shorter interactions and ask open-ended questions that require some amount of narration to challenge students and help them grow, e.g., ¿Qué hiciste este fin de semana?

Unidad 2 | ¡Tanta belleza!

To help build vocabulary for all modes of communication, direct students to create an interactive word wall. Tell them to choose any words or phrases that they want to remember from Actividad 27 and Actividad 28. They can include drawings or pictures to convey the meaning of some of the words. From time to time, play vocabulary review games using the language to reinforce learning.

X Paso 27.3

Teaching Tip: Pass out message templates on small pieces of paper that students can use to write their messages to Shalom on. Then have pairs exchange their messages and read them. Each student answers the message for Shalom in writing and gives it back to the sender.

Answers

Answers will vary.

Paso 28.1

Teaching Tip: Tell students that they are going to create their own design for an alfombra de aserrín. Provide students with large pieces of paper on which they draw the outline of their design before using colors to fill it in. Encourage students to include symbols and colors that represent who they are or what they want to express.

Answers

1. Fue a Antigua, Guatemala. Salió a las calles.

2. Hacía muy buen tiempo y no llovía.

3. Vio alfombras de aserrín y también vio artistas que colocaban aserrín en las alfombras.

4. Eran bellas, vistosas y coloridas. Tenían diseños de flores, frutos y figuras geométricas.

5. Su hermano también estaba, y otras familias que vinieron a pasear y ver las alfombras. Los artistas también estaban en las calles.

Can-Do Icon

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 .

109

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Using Readers to Support Language Acquisition

This edition of EntreCulturas® includes a companion reader, La receta secreta, that is aligned to the goals and content of EntreCulturas® 3 . 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, La receta secreta, 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

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 .

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• 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

Preguntas

UNIDAD 2: ¡Tanta belleza!

Preguntas esenciales

1.

UNIDAD 3: ¡Pura vida!

Costa Rica y mi comunidad

Videoblog de Inés v

Comunicación 1: Mejoremos el bienestar físico

Conexión cultural: Pura vida

Así se dice 1: Acciones para mejorar el bienestar físico

Observa 1: Giving Orders or Suggestion v

Estrategias: Hacer una presentación formal

La perspectiva de Inés 1 v

En camino 1 Formative Assessment

Comunicación 2: Elevemos el bienestar emocional

Conexión cultural: El turismo de bienestar

Así se dice 2: Acciones para elevar el bienestar emocional

Observa 2: Giving Orders or Suggestions with Pronouns v

Detalle gramatical: Los mandatos de nosotros con pronombres

La perspectiva de Inés 2 v

En camino 2 Formative Assessment

Comunicación 3: Invirtamos en la salud

Conexión cultural: Un país sin ejército

Así se dice 3: Las claves para la longevidad

Observa 3: Expressing Opinions about Others’ Actions: v

Detalle gramatical: El presente de subjuntivo de los verbos irregulares

La perspectiva de Inés 3 v

3

Preguntas esenciales

1. What does it mean to live a healthy life?

2. How can we achieve a balanced life?

3. How can we achieve healthier communities?

UNIDAD 4: Un futuro conectado

Preguntas esenciales

1.

2.

3.

UNIDAD 5: Una mano ayuda a la otra

Comunicación 1: Los jóvenes de hoy

Conexión cultural: El gaucho

Así se dice 1: Los desafíos de los adolescentes de hoy

Observa 1: Expressing Emotions v

La perspectiva de Maxi 1 v

Comunicación 2: El valor de la amistad

Conexión cultural: Tomar un mate como gesto de amistad

Así se dice 2: Pasar un rato con amigos

2: Specifying Who or What v

gramatical: El subjuntivo con antecedentes indefinidos

Interpretar un texto poético

Comunicación 3: Comunidades solidarias

cultural: Las ollas populares

se dice 3: Fortalecer la comunidad con el voluntariado

3: Talking about Hypothetical Situations v

gramatical: Los verbos irregulares en el condicional

Preguntas esenciales

1. How can young people overcome obstacles to meet goals?

2. How does knowing who I am help me connect with others?

3. What role do youth play in forming a strong community?

Appendix A: Can-Do Statements

Appendix B: Rubrics

Appendix C: AP® and IB Correlation Guides

Appendix D: Grammar Index

Glossary of Classroom and Activity Instructions

Glossary: Spanish – English

Glossary: English – Spanish

Credits

San Juan, Puerto Rico

Acknowledgements

We offer our heartfelt appreciation to the authors Ann Mar, Jennifer Cornell, Deborah Espitia, Pamela García, and Isabel Vázquez Gil 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 3 centers around the theme of healthy and balanced lives and communities, which provides the context for students to build communicative and cultural proficiency. As you discuss personal habits and routines as they relate to physical and emotional health and wellness, be sensitive to students who may not want to share their personal information. Offer to all students alternatives to describing their own information (e.g., describing those of a friend or fictitious or famous person instead).

Teaching Tip: Ask students to engage in conversation on issues that affect their physical and mental well-being, e.g., ¿Qué impacto tiene el estrés en su bienestar mental y físico? ¿Cuáles son algunas estrategias para manejarlo? ¿Qué más puedes hacer? Write key words and ideas on the board and ask followup questions.

Using the Photo/Title

Teaching Tip: Say: Mira la foto. ¿Qué hay en la foto? ¿Dónde está la persona? ¿Cómo se llama este lugar? Imaginen el tipo de actividades que se hacen allí. ¿Qué actividades se pueden hacer en un lugar así? Write the activities mentioned on the board. ¿Qué tiempo hace? Mira a la persona otra vez. ¿Qué lleva? ¿Qué puede hacer con esa ropa en ese clima? Keep the conversation going with follow-up questions to further describe the picture and practice clothing and weather.

Culture Note: As students view the image, share information about Arenal Volcano National Park, e.g., El volcán Arenal es el volcán más conocido de Costa Rica. Es enorme y tiene una forma simétrica. Se encuentra en el Parque Nacional Volcán Arenal donde se pueden hacer varias actividades como visitar la catarata La Fortuna y las aguas termales. Además, hay una gran variedad de flora y fauna, como perezosos, jaguares, colibríes, quetzales, palmas, orquídeas y helechos. As you list the flora and fauna, ask: ¿Qué significa? and write the words on the board. See if students can figure out jaguares and orquídeas before seeing them written.

UNIDAD 3 ¡Pura vida!

Improve your personal health and well-being by learning how communities build balanced lives.

• 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

Planning for Proficiency

Path to Proficiency

Review Proficiency Benchmarks and Performance Indicators on ACTFL’s website for Intermediate Learners in each mode of communication and intercultural communication. The Can-Do statements and rubrics in EntreCulturas® follow these guidelines.

Before students begin Vive entre culturas, review the Unit 3 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® 3 transcripts on Learning Site®. You can also stream and download all audio and video files on Learning Site®.

Metas

Tema

El volcán Arenal

Unidad 3

•

Costa Rica y mi comunidad Videoblog de Inés

Comunicación 1

Mejoremos el bienestar físico

Así se dice 1 Acciones para mejorar el bienestar físico

Comunicación 2

Elevemos el bienestar emocional

Así se dice 2 Acciones para elevar el bienestar emocional

Observa 1 Giving Orders or Suggestions: Usted, ustedes, and nosotros Commands 166 Observa 2 Giving Orders or Suggestions with Pronouns: Commands with Pronouns

La perspectiva de Inés 1 Mi vida saludable

En camino 1 Un pódcast sobre el bienestar

En camino 2 Mejora el bienestar de la comunidad escolar

¿Es mi comunidad la próxima zona azul?

entre culturas

Una feria de salud y bienestar

Comunicación 3

Invirtamos en la salud

Preguntas esenciales

Use the 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 Spanish using what they have learned.

Encuentro intercultural

Observa 3 Expressing Opinions about Others’ Actions: Subjunctive with Impersonal Expressions

En camino 3 El bienestar y la longevidad en las zonas azules

Planning for Proficiency

Modes of Communication

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 physical and emotional health and wellness routines; they will interpret an authentic webpage about healthy habits; they will record a video in pairs to present to their community about mental health; they will discuss lifestyle factors that are key to longevity and identify which are already present in their community and which their community still needs.

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.

Tell students this unit’s Encuentro intercultural invites them to compare similarities and differences among the cultural products, practices, and perspectives of Costa Rica and their own community. They will also meet Inés from San José, Costa Rica, who will tell them about herself, Costan Rican culture, local climate, and what she does to stay healthy physically and emotionally.

Mi comunidad global

Students will work in pairs to interview an older Spanish-speaker from their community. They will create at least ten questions, find an interviewee, record their interaction, and use what they learned to compare their community to Nicoya, Costa Rica. They will then record a video in which they summarize their interview, compare their community to Nicoya, and give suggestions for initiatives or services to improve the wellbeing and longevity of the residents of their community.

Vive entre culturas

The Vive entre culturas summative assessment asks students to enter a contest to create the best project on how to live a healthy and balanced life. They will listen to a podcast on physical and emotional wellbeing, use their notes from the podcast and what they learned from the unit to answer interview questions on a radio show, and use these resources to create an infographic to enter into the contest.

Forum

Florida Benchmarks

WL.K12.IH.2.1 (1.1)

WL.K12.IH.5.4 (1.2)

WL.K12.IH.6.3 (1.2, 2)

WL.K12.IH.6.4 (1.2, 2)

WL.K12.IH.8.2 (1.1, 1.2)

WL.K12.IH.8.3 (1.2, 2)

Encuentro intercultural

Discuss these Mi progreso intercultural Can-Do statements so students understand expectations:

Investigate: I can identify some similarities and differences between Costa Rica and my community.

Investigate: I can identify some similarities and differences between a teen in Costa Rica and myself.

Paso 1.1

Teaching Tip: Have students work in pairs. As they work, have them discuss the cultural concept and picture, e.g., ¿Qué significa gallo pinto? Se ve delicioso. ¿Cuáles son los ingredientes? Go over the answers, pose similar questions, and help students with the answers, e.g., Gallo pinto significa spotted rooster.

Answers

1. g 2. h 3. c 4. a 5. f 6. b 7. d 8. e

Paso 1.2

Teaching Tip: Have students work in small groups and use a Venn diagram. Say: ¿Qué semejanzas y diferencias existen entre Costa Rica y nuestra comunidad? ¿Tenemos algo similar para cada punto en la lista? Busca en internet si no pueden pensar en algo. ¿Qué podemos aprender de los ticos?

Answers

Answers will vary.

Actividad 2

Teaching Tip: Have students use their notes from the Teaching Tip for Paso 1.2 to create an outline. Have them write a short introduction and a few sentences about similarities and differences. To conclude, have them discuss which cultural element stood out most to them and why.

Answers

Answers will vary.

Unidad 3 | ¡Pura vida!

Encuentro intercultural Costa Rica y mi comunidad

Costa Rica es un país armonioso, y su naturaleza espectacular ofrece la posibilidad de seguir una dieta variada y sana. Se destaca por tener una democracia sin ejército, un sistema de salud pública de calidad y una alta expectativa de vida de más de 80 años. Los costarricenses, también llamados ticos, son famosos por su amabilidad y hospitalidad hacia los visitantes y residentes extranjeros. ¿Qué caracteriza a la gente de tu comunidad?

1 ¡Conéctate con Costa Rica!

Costa Rica es un país pacífico y hermoso.

1.1 Empareja el dato con la imagen i b

Mira las fotos y lee Un vistazo a Costa Rica. Empareja cada dato con la foto correspondiente.

1.2 Compara a Costa Rica con tu comunidad d w Responde a las preguntas.

1. Costa Rica tiene un nivel de alfabetización (literacy) muy alto. ¿Cómo es el sistema educativo en tu comunidad?

2. El agua de pipa es una bebida sana y popular en Costa Rica. ¿Qué comidas y bebidas sanas son populares en tu comunidad?

3. El diseño de los billetes de Costa Rica revela que los ticos valoran la naturaleza. ¿Cómo se representan los valores de tu comunidad?

2 Reflexión intercultural d

What similarities and differences can you identify between Costa Rica and your community? Share your ideas in the Forum.

Mi progreso intercultural h

Investigate: I can identify some similarities and differences between Costa Rica and my community.

Strategies for Differentiation Challenge

Give students fifteen minutes to research aspects of their local community to compare them with what they learn about Costa Rica for Actividades 1 and 2. Tell them to explore how literacy rates are measured and to try to find rates of practical literacy that measure or estimate how many people can read for work, education, or personal uses. Have them compare rates between Costa Rica, their community and country, and a handful of other countries around the world for context.

Differentiate

After completing Paso 1.1, show students images of the Costa Rican colón, Japanese yen, and American dollar. Say: ¿Qué imágenes hay en las monedas? Comparen las imágenes. El yen tiene imágenes de la puerta de Shureimon y del científico Hideyo Noguchi. El dólar tiene imágenes de presidentes y el colón tiene dibujos de paisajes y animales. ¿Qué diferencias culturales hay en estas representaciones? ¿Cómo representan valores diferentes? Ask follow-up questions to deepen the conversation.

Una octogenaria disfruta de las aguas termales cerca del volcán Arenal.

La gastronomía costarricense es conocida por ser muy sana, variada y deliciosa.

Unidad 3

Costa Rica y mi comunidad

a b c

Un vistazo a Costa Rica

1. El desayuno típico de los ticos se llama gallo pinto y siempre lleva arroz y frijoles.

2. La península de Nicoya es conocida por sus playas bonitas, su biodiversidad y la longevidad y buena salud de su gente.

3. Franklin Chang-Díaz es el primer astronauta latinoamericano de la NASA. Es conocido por sus contribuciones a la tecnología de propulsión de plasma. También es médico.

4. Costa Rica no tiene fuerzas armadas. En vez de financiar un ejército, el dinero se usa para la educación y el 97,8 % de su población sabe leer.

5. Epsy Campbell Barr es la primera mujer afrodescendiente en ocupar la vicepresidencia de Costa Rica.

6. El agua del coco verde o agua de pipa, como se llama en Costa Rica, es una parte importante de la dieta de los ticos.

7. Costa Rica tiene cinco volcanes activos y muchos otros que se encuentran inactivos o extintos.

8. El dinero costarricense presenta un paisaje y animal diferente en cada billete.

Strategies for Differentiation

Supporting Heritage Learners

As heritage learners read Costa Rica y mi comunidad and Un vistazo a Costa Rica, have them focus on spelling, e.g., ¿Cómo se escriben armonioso, calidad y expectativa? Have them compare armonioso with words they might expect to have an “h” but do not in Spanish. Then have them think of other words where they are not aware of the “h” because it is silent.

AP® Strategies

After completing Paso 1.2, have students discuss their answers in pairs, noting similarities and differences between their community and Costa Rica, e.g., Estudiante A: ¿Qué comidas y bebidas sanas son populares aquí? Yo escribí… Estudiante B: Estoy de acuerdo con lo que escribiste. También tengo… ¿Las comidas y bebidas populares aquí son similares o diferentes de las de Costa Rica? As they talk, have them note similarities and differences in two columns.

Teaching Tips:

• Call on students to read a sentence of Costa Rica y mi comunidad and Un vistazo a Costa Rica. Highlight unfamiliar words, e.g., expectativa.

• Stop between students to give more detail and ask follow-up questions, e.g., La salud pública se enfoca en el estudio de la salud y la enfermedad en las poblaciones. Su meta es proteger y mejorar la salud y el bienestar de la población. Según el párrafo, ¿por qué son famosos los costarricenses?

• As you go over the answers for Paso 1.1, ask students to describe the images, e.g., Describan el colón. ¿Cuántos colores observan?

Culture Note: Share with students some information about Blue Zones and that one of the Blue Zones is located in Costa Rica, e.g., Nicoya, en Costa Rica, es una zona azul, lo que quiere decir que es una región con personas que viven por mucho tiempo. Hay varios factores que contribuyen a esto. Uno es que muchos tienen un plan de vida o razón de vivir. Otro es que reconocen la importancia de la familia y de reír. También suelen ser activos y comen una dieta nutritiva.

Florida Benchmarks

WL.K12.IH.2.1 (3.1)

WL.K12.IH.8.2 (3.1)

ELA.K12.EE.1.1 (3.1)

ELA.K12.EE.3.1 (3.1)

Videoblog de Inés

To introduce Inés and her videoblog, ask students to observe the two pages while you ask them questions, e.g., ¿Cómo se llama la videobloguera? ¿De dónde es ella? ¿En qué parte del mundo está Costa Rica? Mira los dibujos. ¿Qué piensan que le gusta hacer a Inés? Ahora mira lo que dice Inés. ¿Cómo es la gente de Costa Rica, según Inés? ¿Cómo se cuida Inés? Students can use this conversation to support them as they complete Paso 3.1

Paso 3.1

Teaching Tip: Have students read the speech bubbles several times before they take notes on the suggested categories. Once they are finished, help students understand what Inés is sharing by asking questions like: Según Inés, ¿cómo es la gente de Costa Rica? ¿Qué actividades hace Inés?

Sample Answers

personalidad: N/A; familia: N/A; cultura/ clima: los costarricenses son abiertos, cordiales y siempre mantienen una sonrisa; actividades: tocar el piano, cantar, escuchar música y ver películas; idiomas: N/A; cómo se cuida: física y emocionalmente

Unidad 3 | ¡Pura vida!

Videoblog de Inés

3 Conoce a Inés

Conoce a Inés, nuestra videobloguera de Costa Rica. Escúchale hablar de ella, y de la cultura, geografía y clima de su comunidad.

En mi tiempo libre me gusta tocar piano, cantar, escuchar música y ver películas.

En Costa Rica, somos personas muy abiertas, muy cordiales y siempre mantenemos esa sonrisa.

Yo me cuido mucho física y emocionalmente.

3.1 Lee y escribe unas predicciones b

Antes de mirar el videoblog, observa el mapa, las fotos y las oraciones correspondientes. Toma apuntes de lo que comprendes de cada categoría. No tienes información para todas las categorías todavía.

personalidad familia cultura/clima

actividades idiomas cómo se cuida

Strategies for Differentiation Scaffold

For Paso 3.3, have students read the modelo and encourage them to follow it to start their conversation. Brainstorm other expressions they have learned or might find useful in sharing ideas, e.g., (No) Estoy de acuerdo. Creo que ella dijo que… No pude oír lo que dijo sobre… Always tell them to be polite to their partners and to thank them at the end of their conversation, e.g., Gracias por tu ayuda. Siempre aprendo mucho contigo.

Challenge

After completing Actividad 3, have students take turns presenting themselves and their community as they relate to the unit topic. This is a great opportunity for students to practice presentational speech and past vocabulary and structures while preparing for the new unit theme. Consider having multiple students present in small groups at the same time. Circulate to support students and provide feedback.

Mar Caribe

Oceáno Pacífico

Inés es de San José, la capital de Costa Rica.

Unidad

Encuentro intercultural

3.2 Mira el videoblog y toma apuntes v Mira el videoblog. Escribe el resto de la información de cada categoría de 3.1

3.3 Conversa para verificar la información s

En parejas, conversen sobre sus apuntes de 3.2. Tomen más apuntes según lo que aprenden durante su conversación.

MODELO Estudiante A: Yo entendí que el portero Keylor Navas es del pueblo de la madre de Inés. ¿Qué entendiste tú?

Estudiante B: Ah, sí, tengo eso también. Yo entendí que…

3.4 Escribe un correo electrónico a Inés w

Escribe un correo electrónico para presentarte a Inés. Incluye información personal y unas comparaciones entre tú e Inés. También incluye unas preguntas para ella.

MODELO Hola, Inés. Muchas gracias por tu videoblog. Me llamo Patricio y soy de Los Ángeles, California. Soy… Me gusta… Al igual que tú, tengo un hermano pequeño y un gato. ¿Cómo es tu hermano? El mío es muy activo y le gusta practicar todos los deportes. A diferencia de ti, no toco el piano, pero sí me gusta tocar la guitarra…

4 Reflexión intercultural d

What have you learned about life in Costa Rica? What is similar or different between life in Costa Rica and life in your community? What is Inés like? How are you two similar? How are you different? Share your ideas in the Forum

Mi progreso intercultural h

Investigate: I can identify some similarities and differences between a teen in Costa Rica and myself.

Supporting Heritage Learners

For Paso 3.4, ask heritage learners to identify the parts of an email, e.g., asunto, saludo. Ask: ¿Es un correo formal o informal? ¿Cómo afecta lo que van a escribir? Review the other requirements in the instructions. Consider providing a checklist so that students do not forget required components. Emphasize the importance of asking Inés questions as this is a requirement of the AP® Spanish Language and Culture exam.

College and Career Readiness

Share that it is good practice to plan presentational writing before beginning to write. Before completing Paso 3.4, ask students to look at the notes they took about Inés in Pasos 3.13.3 and mark what they have in common with her. Then ask them to do the same for their differences with a distinct mark or color. Have them pick two to three similarities and two to three differences to include in their email. Then ask them to write at least two questions they have for Inés.

Florida Benchmarks

WL.K12.IH.1.2 (3.2)

WL.K12.IH.1.3 (3.2)

WL.K12.IH.1.4 (3.2)

WL.K12.IH.1.5 (3.2)

WL.K12.IH.3.1 (3.3)

WL.K12.IH.3.2 (3.3)

WL.K12.IH.5.1 (3.4)

WL.K12.IH.5.2 (3.4)

WL.K12.IH.5.7 (3.4)

WL.K12.IH.8.3 (3.4, 4)

Paso 3.2

Teaching Tip: Play the videoblog several times, stopping it when Inés talks about each category. This will give students more time to process the information and take notes.

Sample Answers

personalidad: amable, generosa, un poco introvertida; familia: Vive con su papá, su mamá, su hermano pequeño y su gato; cultura/clima: Los costarricenses son abiertos, cordiales y siempre mantienen una sonrisa. Hay dos estaciones: la estación lluviosa y la estación seca; actividades: tocar el piano, cantar, escuchar música y ver películas; idiomas: Habla francés, español e inglés; cómo se cuida: física y emocionalmente, hace deporte, va al gimnasio con sus amigos, suele ir a caminar, saca tiempo para ella misma cada día, mantiene una actitud positiva, hace remedios caseros.

Paso 3.3

Preparation: Give students time to compare their notes in pairs. Then have them develop questions for the conversation. Students should then switch partners to have the conversation so that their partners do not know all of their questions.

Answers

Answers will vary.

Paso 3.4

Teaching Tip: Ask students to highlight what they have to do and include in their messages. Circulate around the room, providing feedback and guidance as students draft their messages.

Answers

Answers will vary.

Actividad 4

Teaching Tip: Encourage students to use a Venn diagram to answer the questions. Then in the Forum, have them read other classmates’ posts and react with a statement and a related question to at least three other posts.

Answers Answers will vary.

Parque Braulio Carrillo, San José

Unidad

Florida Benchmarks

WL.K12.IH.3.1 (5)

WL.K12.IH.3.6 (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 CanDo statement in their Portfolio on Learning Site®.

Mi progreso comunicativo

X Interpretive: I can understand recommendations about how to lead a healthy life.

X Interpersonal: I can exchange information about living a healthy life.

X Presentational: I can create a personal plan to improve an aspect of my health.

Pregunta esencial

Teaching Tip: Have students look at the Pregunta esencial and read it aloud. Then use these additional questions to prompt further conversation in Spanish about it: ¿Por qué es necesario vivir una vida saludable? ¿Qué hacen las personas que viven una vida saludable? ¿Crees que en tu comunidad la mayoría de la gente vive una vida saludable? Remind students to share ideas regarding the Pregunta esencial and comment on classmates’ posts in the Forum on Learning Site®.

Actividad 5

Teaching Tip: Have students read the modelo and look at the picture. Then, put students into small discussion groups and project these questions for them to reference as they talk: ¿Qué actividades al aire libre te gustan? ¿Es importante salir al aire libre? ¿Por qué? ¿Es saludable pasar mucho tiempo dentro de la casa? ¿Por qué? ¿Crees que los costarricenses tienen una vida saludable en general? ¿Por qué?

Answers

Answers will vary.

Comunicación 1: Mejoremos el bienestar físico

Pregunta esencial

What does it mean to live a healthy life?

5 Conversa sobre tus ideas i s

En Comunicación 1, vas a descubrir qué es lo que necesitamos para mejorar nuestro bienestar físico. En parejas, conversen sobre lo que observan en la imagen.

MODELO

Estudiante A: Veo que los jóvenes navegan en kayak. ¿Qué piensas?

Estudiante B: Creo que las actividades al aire libre son buenas para la salud.

For Actividad 7, have students create an outline for their reflection. They should first discuss how their culture or community supports the various aspects of well-being and then describe if there is something similar to the concept of pura vida in their culture or community. Ask them to explain the connections to the notion of pura vida or why such a concept does not exist in their culture. Have them write from their outline and include supporting details.

Differentiate

For Actividad 6, ask students to work in small groups to reflect on greetings in English. Say: Piensen en los saludos y las despedidas en español e inglés. ¿Hay una expresión como “pura vida” en inglés? ¿Hay otras expresiones en español que tengan la misma connotación? Write the English and Spanish language examples they think of on the board. Compare and contrast as a class? Ask: ¿Por qué “pura vida” es especial como concepto y mentalidad?

Unos jóvenes navegan en kayak en Golfito, Costa Rica.

Unidad

Conexión cultural

6 Práctica cultural: Pura vida

6.1 Conexiones: La salud c

¿Qué actitudes o actividades hay en tu país o región que promueven el bienestar? ¿En qué consisten?

La expresión pura vida está relacionada con Costa Rica y su gente. Se usa en muchísimas situaciones y se oye por todo el país. A veces se usa para saludar a una persona. Es una manera de preguntarle si todo está bien. También se puede usar para despedirse en el sentido de “espero que todo vaya bien contigo”.

Además, se utiliza para disculparse por algo. Por ejemplo, si uno llega tarde a una cita, empieza con un pura vida y es como decir: “disculpe, llego tarde, pero todo está bien”. Sin embargo, el significado auténtico de la expresión es una actitud ante la vida. Para los costarricenses, pura vida es una invitación a disfrutar de los placeres sencillos de la vida. Significa vivir la vida sin preocupaciones, tomarse las cosas con calma, sin estrés, y disfrutar de la familia, los amigos y el entorno natural. Estos son los elementos que hacen a una persona feliz. Esa armonía entre lo natural, social y personal es lo que supone el concepto de pura vida para los costarricenses. ¡Pura vida!

6.2 Reflexión o

Florida Benchmarks

WL.K12.IH.6.1 (6.2, 7)

WL.K12.IH.6.3 (6.2, 7)

WL.K12.IH.7.1 (6.1)

WL.K12.IH.8.1 (7)

WL.K12.IH.8.3 (7)

Conexión cultural

Paso 6.1

Teaching Tip: Read the text with students, clarifying unfamiliar terms as needed. Write this question on the board: ¿Cuándo usan los costarricenses la expresión “pura vida”? Encourage students to share answers, citing evidence from the text.

Answers

Answers will vary.

Paso 6.2

How does the expression pura vida honor the concept of a healthy lifestyle in Costa Rica? What aspects of well-being portrayed in pura vida resonate with you and why?

7 Reflexión intercultural d

Pura vida is a concept that fosters the social, physical, and emotional well-being of an individual and the community. How do your culture and community promote those aspects of well-being? Is there a specific practice, expression, or belief that cultivates them? How does this practice or belief mirror the concept of pura vida in Costa Rica? Share your ideas in the Forum

Mi progreso intercultural h

Investigate: In my own and other cultures I can compare cultural practices that promote the well-being of a community.

Strategies for Differentiation

Supporting Heritage Learners

For Actividad 7, as heritage learners are reflecting, encourage them to also talk about how these notions may be similar to or different from their Spanish-speaking community in the U.S. or their heritage culture. Have them think about how sociocultural concepts may differ between cultures, e.g., the difference between the idea of affection in the U.S. and cariño in the Spanish-speaking world. How is the role of the individual similar or different within a community?

AP® Strategies

Draw students’ attention to the line in Paso 6.1 that says: Esa armonía entre lo natural, social y personal… Then ask students to describe the image from Actividad 5 again. Where do they see lo natural, social y personal? Then have pairs discuss if these elements are important to them, e.g., Estudiante A: ¿Valoras lo natural, social y personal? Estudiante B: Lo natural es muy importante para mí porque me ofrece tranquilidad. Valoro mucho lo social y por eso paso mucho tiempo con mis amigos y mi familia. Lo personal también es importante y siempre trato de… ¿Y tú?

Teaching Tip: Discuss with students whether they know any other expressions similar to pura vida from other cultures around the world. Ask: ¿Hay otras culturas que tienen expresiones similares a “pura vida”? ¿Por qué podemos asociar “pura vida” con la buena salud? Remind students to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.

Answers

Answers will vary.

Actividad 7

Teaching Tip: To maintain a high level of target language discussion, address the Reflexión intercultural questions in Spanish with your students, e.g., “Pura vida” es un concepto que promueve el bienestar social, físico y emocional de un individuo y su comunidad. ¿De qué manera fomentan tu cultura y tu comunidad estos aspectos del bienestar? ¿Hay alguna actividad, expresión o creencia que los fomente? ¿Cómo refleja esta actividad o creencia el concepto de “pura vida”? Explica tus comentarios en el Foro.

Answers

Answers will vary.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

Unos niños disfrutan de un torneo de surf en Jaco, Costa Rica.

Unidad

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 Tip: Project Así se dice 1 and have a conversation with students about actions we have to take to lead a healthier lifestyle. Ask: ¿Qué necesitamos hacer para tener buena salud o bienestar físico? (Write the question on the board.) Elicit phrases like: practicar deportes, comer comida saludable. Say: ¡Claro! Necesitamos hábitos saludables. Hay que establecer una rutina y cuidarse. (Write hábitos saludables, establecer una rutina, and cuidarse on the board. Use gestures and pictures to explain cuidarse.) Ask: (Name of student), ¿tienes hábitos saludables? ¿Puedes dar un ejemplo? (Name of another student), ¿tienes una rutina saludable? ¡Muy bien! Say: Además, es importante hacer ejercicio e hidratarse. (Write hacer ejercicio e hidratarse on the board.) Point out that there are many cognates related to health. Students may recognize them when they see the written version. Continue having a similar conversation, emphasizing the words in blue and personalizing the content for students to foster retention.

Así se dice 1

Acciones para mejorar el bienestar físico a

Georgina y Alfred quieren organizar un viaje para aprender más sobre el bienestar físico. Ven un anuncio de un taller de bienestar en Costa Rica.

¿Necesita una escapada?

Venga a Costa Rica y mejore su bienestar físico

Aprenda cómo adoptar estos hábitos saludables y alcanzar sus metas personales

Establecer una rutina para cuidarse

Hacer ejercicio y probar actividades nuevas

Hidratarse Tratar de tomar agua antes de tener sed.

Mantener una dieta equilibrada, seleccionar alimentos sanos y evitar los dulces y las grasas

Caminar, respirar aire puro y practicar actividades recreativas

Before reviewing Así se dice 1 with students, have them use prereading strategies with a partner to increase their understanding. Ask them to read the title and look at the images before reading the new vocabulary in blue. Tell them to finish by taking turns reading aloud to practice pronunciation and to better internalize the new words. Encourage the partner not reading to point to the image their partner is describing.

Descansar adecuadamente.

Differentiate

As you review Así se dice 1 with students, have them actively engage with the vocabulary to better learn the terms, e.g., as students are learning how to describe healthy habits in Spanish, have them say (no) lo hago for each one depending on what they do. They can also say how often they perform the activity, rank them in order of importance, or say how much they like them. This will help to personalize the new vocabulary for students.

Georgina

Unidad 3

Florida Benchmarks

¿Qué piensas, Alfred? Creo que Costa Rica es el destino ideal.

Para mí también. Es esencial tener apoyo para mantenerse motivado y alcanzar las metas personales

WL.K12.IH.2.1 (8)

Sí, estoy de acuerdo. Parece un buen programa. Necesito establecer metas personales a corto y largo plazo. Para mí, eso es muy difícil.

8 Empareja las frases b Empareja la acción con la recomendación correspondiente para mejorar el bienestar físico.

1. caminar en el parque

2. beber agua

3. dormir un mínimo de ocho horas

4. comer muchas frutas y verduras

a. descansar adecuadamente

b. establecer una rutina

c. hidratarse

d. respirar aire puro

WL.K12.IH.2.4 (8)

Teaching Tips:

• Copy and cut up the dialog. Use one color of paper for Alfred’s lines and another for Georgina’s. Give pairs time to read and put the dialog in order. Next, play the audio several times so students can check their answers and rearrange the dialog pieces if needed.

• Say: Costa Rica es el país perfecto para adquirir hábitos saludables y alcanzar metas personales. (Write alcanzar metas personales on the board.) (Name of student), ¿tienes metas personales para mejorar la salud? Clarify the meaning of unknown words by acting them out and showing pictures.

Actividad 8

Teaching Tip: Have students work in pairs or small groups. Write on the board: Una persona debe (acción) para (recomendación). Give an example: Una persona debe caminar en el parque para respirar aire puro. Encourage students to write down the rest of the sentences, following the model on the board.

5. no variar mucho la rutina diaria

e. mantener una dieta equilibrada

Supporting Heritage Learners

While reviewing Así se dice 1, find ways for heritage learners to practice the vocabulary in context, e.g., ask them to describe their daily routines while also pointing out habits they already practice to lead a healthy and balanced life. They can also describe the habits they would like to adopt and explain why, e.g., Como bien y tengo una rutina, pero necesito dormir más. Dormir es muy importante para la salud, pero casi nunca descanso adecuadamente.

IB Strategies

This unit discusses health and well-being, a sub-theme of the Identities theme in the IB curriculum. After reviewing Así se dice 1, ask pairs to discuss which actions they already do, which they would like to do, and which they find challenging to do, e.g., Estudiante A: Yo hago ejercicio y me hidrato, pero quiero descansar más y mantener una dieta equilibrada. Es muy difícil para mí evitar los dulces y las grasas porque me gustan mucho. ¿Y tú? Estudiante B: Yo…

Answers 1. d 2. c 3. a 4. e 5. b

Unidad 3

Florida Benchmarks

WL.K12.IH.2.1 (9.1)

WL.K12.IH.2.4 (9.1)

ELA.K12.EE.1.1 (9.1)

ELA.K12.EE.2.1 (9.1)

X Paso 9.1

Preparation: Prior to completing this task, activate students’ background knowledge by asking them to look at the pictures and identify the habits that they understand, e.g., dormir por 8 horas. Next, read the infographic with students, clarifying the meaning of unknown words.

Sample Answers

Hacer ejercicio: Hacer 30 minutos de actividad física; Mantener una dieta equilibrada: Comer frutas y verduras, Evitar las grasas, Comer 5 comidas al día; Hidratarse: Beber 2 litros de agua al día; Descansar adecuadamente: Dormir 7 u 8 horas.

9 Los hábitos saludables

Inés te recomendó la página web Gym Virtual que promueve la necesidad de llevar una vida saludable. Explora los hábitos esenciales que recomiendan y trata de ponerlos en práctica.

9.1 Organiza en categorías b Lee la infografía y escribe las recomendaciones en la categoría correspondiente.

Hacer ejercicio Mantener una dieta equilibrada

Hidratarse Descansar adecuadamente

Mi progreso comunicativo h

Interpretive: I can understand recommendations about how to lead a healthy life.

Hábitos saludables www.gymvirtual.com

Aquí van algunos hábitos saludables…

Hacer 30 minutos diarios de actividad física y asumir otros hábitos saludables te ayudará a sentirte mejor, tanto por dentro como por fuera. Mantenerse motivado Beber 2 litros de agua

Usa etiquetas en las redes sociales para motivarte. #fuerapereza #atope #yopuedo

Evitar las grasas

Evita las grasas saturadas que tienen los productos industriales. Puedes permitirte un capricho de vez en cuando.

Bebe un mínimo de 2 litros de agua al día para mantenerte bien hidratado. ¡Llévate siempre contigo una botella!

Comer 5 comidas al día

Come 5 comidas al día en pequeñas cantidades. Y no te saltes nunca el desayuno porque es muy importante.

Strategies for Differentiation

For Paso 9.3, brainstorm other expressions students can use that are similar to me/te inspira(n), e.g., me/te motiva(n). Encourage students to give a reason with porque and to use negation as well. They can also talk about suggestions they already implement or have tried, e.g., Estudiante A: ¿Cuáles son los hábitos que ya practicas? Estudiante B: Bebo dos litros de agua cada día, pero es difícil evitar las grasas. ¿Evitas las grasas tú?

Hacer 30 minutos de actividad

Hay que tener una vida activa y moverse todo el día. Evita el ascensor. Ve en bicicleta o caminando.

Dormir 7 u 8 horas

Duerme entre 7 u 8 horas diarias para estar más descansado y tener más energía todo el día.

Comer frutas y verduras

Come diariamente un total de 5 piezas entre frutas, verduras y hortalizas.

Evitar malas posturas

Evita las malas posturas porque perjudican nuestra salud y generan problemas como dolores y contracturas.

Challenge

After completing Actividad 9, challenge students to work in small groups to take one of the suggestions from the webpage and to create an infographic for that topic. Tell each student to focus on one aspect of the issue, e.g., for eating fruits and vegetables, one student can write about the importance of fiber in the diet, another can write about vitamins and minerals. Ask them to create a catchy title and incorporate images to attract readers and persuade them to try their suggestion.

Fuente auténtica

Unidad

Scaffold

9.2 Escribe tus hábitos y metas w

Usando como fuente de inspiración la infografía, escribe oraciones describiendo lo que haces y quieres hacer para mejorar tu salud y tus hábitos. Usa solo las primeras dos columnas del organizador gráfico.

Lo que hago Lo que quiero hacer Lo que quiere hacer mi compañero/a

Como muchas frutas para...

Quiero dormir, por lo menos...

9.3 Conversa sobre los consejos y toma apuntes s

En parejas, conversen sobre los consejos de la infografía y los apuntes de 9.2. Escribe lo que quiere hacer tu compañero/a en la última columna del organizador de 9.2

MODELO Estudiante A: ¿Qué hábitos de la infografía te inspiran más?

Estudiante B: Uno de los hábitos que más me inspira es...

10 Metas a corto plazo

Para motivarte a adoptar hábitos saludables, escuchas el pόdcast de una joven costarricense sobre el bienestar físico.

10.1 Escucha el pódcast y selecciona a Escucha el pόdcast y selecciona solo las acciones mencionadas por la joven para mejorar el bienestar físico.

Intento no variar mucho mi rutina diaria.

Trato de dormir un mínimo de ocho horas cada noche. Voy al gimnasio cuatro veces a la semana.

10.2 Conversa sobre los hábitos s

Bebo agua para mantenerme hidratada.

Como muchos cereales y lácteos. Camino en el parque tres veces a la semana.

En parejas, conversen sobre lo que escucharon en el pódcast. De los hábitos mencionados, comparen qué tienen en común tú y tu compañero/a con la presentadora. Traten de usar el vocabulario de Así se dice 1

MODELO Estudiante A: De los hábitos que menciona la presentadora, ¿cuáles practicas? ¿Qué hábitos tienen en común?

Estudiante B: Yo practico actividades recreativas. Por ejemplo...

Supporting Heritage Learners

For Paso 9.3, invite heritage learners to give specific details about how they want to implement some of the suggestions, e.g., Voy a caminar a la escuela para hacer más ejercicio. Me gusta mucho bailar también. Por eso, voy a ser miembro del club de baile de nuestra escuela y bailar dos veces a la semana en el club. Tell them to also ask follow-up questions to their partners to learn more details about the habits that they want to adopt.

Comparisons

Have pairs create a Venn diagram with three circles before beginning Paso 10.2. They should label the circles with their name, their partner’s name, and Mariana. During their conversation, they should note the similarities and differences they find. Once they finish, ask students to use the diagram to independently create a post with relevant images and share two similarities and two differences from their conversation, e.g., (Partner’s name) y yo…, pero Mariana…

Florida Benchmarks

WL.K12.IH.1.1 (10.1)

WL.K12.IH.1.3 (10.1)

WL.K12.IH.1.4 (10.1)

WL.K12.IH.1.5 (10.1)

WL.K12.IH.3.1 (9.3, 10.2)

WL.K12.IH.3.2 (9.3, 10.2)

WL.K12.IH.3.5 (9.3, 10.2)

WL.K12.IH.3.8 (9.3, 10.2)

WL.K12.IH.5.1 (9.2)

WL.K12.IH.5.2 (9.2)

WL.K12.IH.5.4 (9.2)

ELA.K12.EE.1.1 (9.2, 9.3, 10.2)

Paso 9.2

Teaching Tips: After completing the Paso on their own, create a physical or virtual collaborative space where students can contribute their thoughts for each column. Tell students they will fill out the final column of the graphic organizer during the interpersonal speaking in Paso 9.3.

Answers

Answers will vary.

Paso 9.3

Teaching Tip: Use the High Five strategy (see Instructional Strategies Toolkit) and have students follow the modelo as directed. Provide time for students to fill out the final column of the graphic organizer. Repeat the process several times.

Answers

Answers will vary.

Paso 10.1

Teaching Tip: Have students read over the phrases before they listen to the podcast. As they listen to the audio, ask them to raise their hand every time they hear one of the phrases mentioned.

Answers

Intento no variar mucho mi rutina diaria; Trato de dormir un mínimo de ocho horas; Bebo agua para mantenerme hidratada; Camino en el parque tres veces a la semana.

Paso 10.2

Teaching Tip: Tell students to refer back to Paso 10.1 during their conversation so that they can refer easily to the habits the podcaster mentioned. Tell partners to make a list of the habits that they both have in common with the podcaster.

Answers

Answers will vary.

Planeta bienestar

Episodio 1: Mi progreso personal

Florida Benchmarks

WL.K12.IH.2.1 (11.1)

MA.K12.MTR.3.1 (11.1)

MA.K12.MTR.4.1 (11.1)

MA.K12.MTR.5.1 (11.1)

ELA.K12.EE.2.1 (11.1)

Paso 11.1

Teaching Tip: Have students complete the evaluation on their own and then compare their answers with a partner. Tell them to elaborate and give detail, e.g., Me hidrato. Me despierto a las siete de la mañana y bebo inmediatamente un vaso de agua. Encourage them to use adverbs and descriptive language and to ask follow-up questions.

Answers

Answers will vary.

11 Mi estado de bienestar

El estado de bienestar de cada uno de nosotros puede ser diferente.

¿En qué aspecto de tu bienestar te gustaría trabajar?

11.1 Evalúa tu bienestar b

Lee y completa la evaluación del estado de bienestar físico que propone una revista sobre la salud. Por cada respuesta positiva, date un punto. Luego, lee el listado de puntos para comprobar tu nivel de bienestar. Escribe algunas oraciones con tus resultados y lo que piensas sobre la evaluación.

Los hábitos saludables y equilibrados para mantener el bienestar físico

Duermo entre siete y nueve horas cada noche.

Hago ejercicio.

Camino y respiro aire puro.

Me hidrato.

Mejoro mi dieta.

Leyenda del bienestar físico

5 puntos - ¡Fenomenal! Estás en buen estado físico. Piensa en otras áreas que puedes mejorar.

3 a 4 puntos - ¡Muy bien! Considera lo que necesitas hacer para mejorar el bienestar físico todavía más.

1 a 2 puntos - ¡No te preocupes! Todos tenemos que mejorar nuestros hábitos de bienestar físico.

Lo importante es hacer el esfuerzo.

0 puntos - ¡No hay problema! Trata de empezar hoy a desarrollar uno de estos hábitos.

Strategies for Differentiation

For Paso 11.2, guide students to extract sentence frames from the modelo that they can use to write their own meta personal, e.g., Quiero (personal goal). Voy a (actions they are going to take to achieve it). Normalmente, solo (what they currently do). Entonces, creo que… (keep the third sentence the same). Voy a establecer esta rutina durante (time period in which they will establish the routine). Write the sentence frames on the board for students to reference as they write.

Challenge

For Paso 11.2, challenge students to add in a sentence or two about how their health will change if they achieve their meta personal, e.g., Si mejoro mi dieta, voy a tener más energía y sentirme mejor. También… If students are unsure of how achieving their goal will benefit their health, encourage them to research the benefits in Spanish using a search like: beneficios de mejorar la dieta. Including the benefits in their description will prepare students to share them in Paso 11.3

Unidad 3

11.2 Escribe una meta personal w Basándote en los resultados de la evaluación, piensa en una meta a corto plazo para mejorar tu bienestar físico. Escribe sobre esta meta que quieres alcanzar y estima el tiempo que necesitas para esto.

MODELO

Quiero dormir entre siete y nueve horas cada noche. Voy a poner la alarma de mi teléfono para las diez de la noche y voy a acostarme a esa hora. Normalmente, solo duermo de cinco a seis horas. Entonces, creo que esta es una meta realista para alcanzar. Voy a establecer esta rutina durante tres semanas.

Mi progreso comunicativo h

Presentational: I can create a personal plan to improve an aspect of my health.

11.3 Comparte tu meta y analiza s

Comparte tu meta con otra persona. En parejas, conversen sobre cómo va a mejorar la salud si alcanzan esas metas personales. Si es necesario, cambien esas metas por unas más realistas.

Florida Benchmarks

WL.K12.IH.3.4 (11.3)

WL.K12.IH.3.8 (11.3)

WL.K12.IH.5.1 (11.2)

WL.K12.IH.5.2 (11.2)

WL.K12.IH.5.4 (11.2)

MA.K12.MTR.3.1 (11.2, 11.3)

MA.K12.MTR.4.1 (11.2, 11.3)

MA.K12.MTR.5.1 (11.2, 11.3)

X Paso 11.2

Teaching Tip: Ask students questions to support them in describing their motivations and how they plan to reach their goals, e.g., ¿Cuál es tu meta? ¿Por qué la tienes? ¿Qué vas a hacer para alcanzar tu meta? ¿Tienes un sistema de apoyo para ayudarte? Si no, ¿cómo puedes crearlo? ¿Cómo puedes ayudar a otras personas con sus metas?

Answers

Answers will vary.

MODELO Estudiante A: ¿Cuál es tu meta personal y cómo va a mejorar tu salud al alcanzarla?

Estudiante B: Mi meta personal es dormir entre siete y nueve horas cada noche. Si duermo más, voy a tener más energía durante el día para los estudios y los deportes. ¿Y tú?

Supporting Heritage Learners

For activities like Pasos 11.2 and 11.3, encourage heritage learners to give reasons, provide details, and to use their experiences to elaborate on their answers, e.g., Quiero dormir entre siete y nueve horas cada noche porque tengo un horario muy ocupado con la escuela y los deportes. Si no duermo lo suficiente, no puedo jugar fútbol ni prestar atención en clase. Voy a hablar con mis padres porque tienen hábitos muy buenos.

AP® Strategies

Before pairs have their conversation for Paso 11.3, review ways to talk about if a goal is reasonable or not with questions and statements like: ¿Piensas que mi meta es realista? ¿Crees que puedo alcanzar mi meta? No sé si tu meta es realista porque… Creo que vas a necesitar más tiempo para alcanzar tu meta porque… Creo que tu meta es realista porque… Write questions and statements on the board for students to reference throughout their conversation.

Paso 11.3

Teaching Tip: Have students go around the room and share their personal goal until they find someone with a similar one. Tell them to compare and contrast their goals and how they are going to achieve them. Encourage them to consider what they can learn from their partner to make their goals more realistic and attainable.

Answers

Answers will vary.

Unidad

Florida Benchmarks

WL.K12.IH.2.1 (12.1)

WL.K12.IH.2.3 (12.1)

WL.K12.IH.3.1 (12.2)

WL.K12.IH.3.7 (12.2)

WL.K12.IH.3.8 (12.2)

ELA.K12.EE.1.1 (12.2)

Paso 12.1

Teaching Tip: As students complete the survey, have them compare their options to make their choices and jot down their thoughts, e.g., No necesito el apoyo de un reloj inteligente porque prefiero usar la aplicación en mi celular. La aplicación tiene muchos videos de ejercicios que quiero probar y no puedo verlos en el reloj.

Answers

Answers will vary.

X

Paso 12.2

Teaching Tip: Tell students to explain their choices and to give examples, e.g., Para mejorar mi salud, necesito el apoyo de mis amigos porque siempre me apoyan y me ayudan. Además, tengo dos amigos que quieren mejorar su salud. Uno quiere mejorar su dieta y el otro quiere hidratarse más. Podemos apoyarnos con nuestras metas.

Answers

Answers will vary.

12 Cómo alcanzar las metas personales

Estás diseñando una aplicación para incentivar a los jóvenes a que alcancen sus metas personales de salud. Buscas más información sobre qué tipo de apoyo y premios los motivan más.

12.1 Selecciona lo que te motiva b Lee una encuesta que el Gobierno costarricense utilizó para crear una aplicación similar. Selecciona los tipos de apoyo que te motivan. Para mejorar mi salud, necesito el apoyo de:

los amigos la familia la escuela una aplicación en mi celular

un reloj inteligente un diario de salud charlas con otras personas con metas similares una comunidad virtual con metas similares

12.2 Compara las listas y explica s

En parejas, comparen sus listas de 12.1 y expliquen por qué ese tipo de apoyo funciona para ustedes.

MODELO Estudiante A: ¿Crees que te puede motivar más una comunidad virtual o una aplicación?

Estudiante B: Yo uso mucho la tecnología y me parece que una aplicación o un reloj inteligente me pueden motivar con notificaciones.

Mi progreso comunicativo h

Interpersonal: I can exchange information about living a healthy life.

Before pairs have their conversations for Paso 12.2, have them list a few reasons or specific examples for how each type of motivation they chose in Paso 12.1 helps them, e.g., los amigos: Si mis amigos tienen la misma meta o los mismos hábitos, es mucho más fácil para mí alcanzar la meta o seguir el hábito. Por ejemplo, si queremos hacer más ejercicio, podemos montar en bicicleta o correr juntos. Have students reference these ideas in their conversations.

Differentiate

For Paso 12.3, have students create a physical or digital calendar or agenda to help them organize their metas and premios. They should list their meta(s) at the top of the page and then show what they plan to do to reach them before each premio. Students can write their goal for the day in each calendar box, e.g., comer cinco frutas y verduras. As they accomplish their daily or weekly goals, they can check them off. At the end of each goal time, they should list their premio

Unidad

12.3 Escribe una lista de premios w

Algunas aplicaciones te premian para motivarte. En parejas, preparen una lista de premios para incluir en su plan a corto y largo plazo. Expliquen por qué estos premios pueden motivar a otros jóvenes también.

MODELO

Premio Tiempo

Explicación

una actividad especial al aire libre con los amigos dos semanas Es una opción relajante, flexible y fácil de planificar.

Mi progreso comunicativo h

Presentational: I can create a personal plan to improve an aspect of my health.

12.4 Comparte tu lista y comenta e

Comparte tu lista de premios en el Foro. Explica qué te motiva de cada premio. Interactúa en el Foro, escribiendo comentarios y preguntas y respondiendo los que recibes.

Florida Benchmarks

WL.K12.IH.3.1 (12.4)

WL.K12.IH.3.4 (12.4)

WL.K12.IH.3.7 (12.4)

WL.K12.IH.3.8 (12.4)

WL.K12.IH.5.1 (12.3)

WL.K12.IH.5.2 (12.3)

WL.K12.IH.5.3 (12.3)

WL.K12.IH.5.4 (12.3)

X Paso 12.3

MODELO A mí me motiva la idea de hacer una actividad especial al aire libre con los amigos. Por ejemplo, podemos ir a un lago para nadar y jugar. Es una actividad divertida que nos relaja. También me gusta la idea de tener una noche de juegos con la familia. Eso me motiva porque me gustan mucho los juegos de mesa y toda la familia se puede desconectar de la tecnología.

Supporting Heritage Learners

For Paso 12.4, encourage heritage learners to elaborate with details. Give them ways to do this naturally, e.g., Da un ejemplo de una ocasión en la que te hayas regalado uno de esos premios. ¿Qué estabas celebrando? ¿Con quién? ¿Dónde? ¿Por cuánto tiempo? This will also help them to incorporate more complex language by writing in different tenses.

College and Career Readiness

For Paso 12.4, have students work on making their post clear, organized, and engaging for their readers. Tell them to find an image that represents each of their premios and to divide their descriptions to go with each picture. To help their readers understand their plan better, encourage students to include what they will do to earn each reward, e.g., Para ganar el premio de… tengo que… Me motiva este premio porque…

Teaching Tip: Tell students to think of at least five creative and attainable prizes, making them specific to their personal goals from Paso 11.2 and other goals they may have. Have pairs discuss their prizes, times, and explanations and ask follow-up questions, e.g., Estudiante A: ¿Por qué quieres este premio? Estudiante B: Lo quiero porque me gusta pasar tiempo con mis amigos.

Answers

Answers will vary.

Paso 12.4

Teaching Tip: Have students follow the modelo for their post and encourage them to relate their prizes to their goals. Tell them to provide substantive comments to at least three posts, e.g., Escribí algo muy similar. ¡Me encanta ver películas con mi familia también! ¡Es mi premio favorito!

Answers

Answers will vary.

El lago Arenal

Florida Benchmarks

WL.K12.IH.1.2 (13)

WL.K12.IH.1.6 (13)

WL.K12.IH.2.1 (13)

ELA.K12.EE.3.1 (13)

ELA.K12.EE.4.1 (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. Make sure students know the infinitives for the verbs in blue and write them on the board (e.g., calmarse, intentar). Act out or show pictures to clarify their meaning. Project Observa 1 and have a conversation with students about giving orders or suggestions. Say: ¡Qué desorden! Marina y sus amigas tienen muchas opciones para el viaje a Limón. Intentemos comprender las opciones. (Write intentemos under intentar on the board.) Make a gesture to encompass the whole class and say: Nosotros intentemos. Tratemos de comprender. (Write tratemos on the board.) Imagina que tenemos un examen muy difícil mañana. ¿Qué expresión similar puedo usar con mis amigos? Elicit: intentemos or tratemos de estudiar. Then say: Marina le hace preguntas al chatbot. El chatbot es muy formal y trata a Marina de usted. Mira, el chatbot dice “camine”. (Write camine on the board.) Continue having a similar conversation with students, emphasizing the verbs in blue.

Actividad 13

Teaching Tips:

2. Allow students time to reflect and take notes on the Observa graphic organizer and to share their thoughts with a partner or group. Draw their attention to patterns by asking: ¿Cuándo uso intentamos? ¿Cuál es la diferencia entre intentamos e intentemos? ¿Y camina y camine? Encourage students to make linguistic comparisons to their home language.

3. Ask: ¿Qué observan ustedes? Note answers on the board for the previous questions. Guide your students to check their hypotheses with Gramática: Resumen

Answers

Answers will vary.

Unidad 3 | ¡Pura vida!

Observa 1

Giving Orders or Suggestions a

Marina y sus amigas buscan opciones para su viaje a Limón, Costa Rica, utilizando un chatbot.

¡Ay, Marina! Hemos buscado mucho y aún no sabemos lo que haremos.

Estructura

Usted, ustedes, and nosotros Commands

Quiero viajar a Limón de vacaciones. Háblame de las actividades que puedo realizar allí.

Muy bien, cálmense todas. Intentemos mantener la mente abierta. Tratemos de preguntarle a este chatbot a ver lo que nos dice.

Camine por las selvas del Refugio Nacional GandocaManzanillo. Salga a observar aves y vea jaguares. ¿Algo más?

Quisiera aprender de las culturas indígenas.

Visite un pueblo bribri. Observe cómo los bribris preparan la medicina tradicional a base de hierbas. ¿Algo más?

Mis amigas y yo queremos probar la comida afrocaribeña de la región.

Vayan a una soda en Puerto Viejo. Coman rondón, un guiso típico de la cocina caribeña.

13 ¿Qué observas? b v

Lee la conversación de Marina y el chatbot. Fíjate en las terminaciones de los verbos en azul. ¿Qué observas? ¿A quién se refiere cada verbo? En parejas, compartan sus observaciones. Pueden encontrar más información en los recursos de Observa y en Gramática: Resumen al final de la unidad.

For Paso 14.1, write the habits and advice on sentence strips and have small groups match them together. Go over the answers and have students explain why the choice is correct or incorrect. Then ask students to explain how the command structurally agrees with the person or people mentioned. Underline and draw arrows on the board to show the connection.

Challenge

As you review students’ answers for Paso 14.2, have them think of at least three other commands that they would give to the people they list, e.g., Mis amigos: Limpien sus habitaciones. Hablen con sus abuelos por teléfono. Hagan su tarea. Write these on the board for students to see the forms. Use this as an opportunity to recycle previous vocabulary while challenging and helping students to better understand the new concept.

Unidad

14 Recomendaciones para tener hábitos más saludables

Te gusta leer un blog sobre el bienestar. El blog tiene un foro para dar y recibir consejos.

14.1 Empareja el hábito con el consejo b

Lee el hábito no saludable que comparten las personas. Empareja cada hábito con el consejo correspondiente.

a. Duerman más horas.

b. Camine una hora.

c. Comamos alimentos saludables. d. Beba más agua.

Trabajo todo el día frente a la computadora.

Mis padres y yo habitualmente dormimos 4 o 5 horas cada noche.

Soy adicta a las bebidas gaseosas.

Tú y yo comemos mucha comida rápida.

Mi progreso comunicativo h

Interpretive: I can understand recommendations about how to lead a healthy life.

14.2 Escribe a quién darle el consejo b

Escribe quiénes son las personas en tu vida que pueden beneficiarse de los consejos.

1. Duerman más horas. mis amigos

2. Caminen una hora.

3. Coma alimentos saludables.

4. Beba más agua.

14.3 Conversa sobre los consejos s

En parejas, conversen sobre los consejos que tienen para varias personas que conocen.

MODELO Estudiante A: ¿Qué consejos tienes para tus amigos y por qué son importantes?

Estudiante B: A mis amigos les digo que duerman más horas porque sé que muchos de ellos solo duermen 4 o 5 horas cada noche.

Supporting Heritage Learners

For Pasos 14.2 and 14.3, ask heritage learners to give reasons and details to elaborate on their responses, e.g., Para dormir más horas, les digo a mis amigos que empiecen a acostarse cada vez más temprano. Si se acuestan a las once usualmente, les digo que se acuesten a las diez y media. Creo que es más fácil hacer un cambio gradualmente.

Communities

After reviewing Observa 1, have students work on identifying solutions to problems. Project descriptions or images of current challenges that individuals or communities are facing and ask small groups to come up with a solution for the issue using an usted, ustedes, or nosotros command as appropriate, e.g., Issue: Tenemos un examen en la clase de español mañana. Solution: ¡Estudiemos! Have each group member write the solution on a mini whiteboard.

Florida Benchmarks

WL.K12.IH.2.1 (14.1, 14.2)

WL.K12.IH.3.4 (14.3)

WL.K12.IH.3.5 (14.3)

WL.K12.IH.3.7 (14.3)

WL.K12.IH.3.8 (14.3)

X Paso 14.1

Teaching Tip: After completing the Paso, have pairs think of at least one or two more pieces of advice for each person, e.g., Tome descansos cortos con frecuencia.

Answers

1. b 2. a 3. d 4. c

Paso 14.2

Teaching Tip: Project the Paso on the board and ask students to come to the front and underline the ending of the verbs that match their subject choice, e.g., For item one, they should underline -an for mis amigos. Ask students how the piece of advice would change if it were for a different person, e.g., el vecino instead of mis amigos.

Answers

Answers will vary.

Paso 14.3

Preparation: Make a four-column chart on the board and name the columns: Amigos, Problemas, Consejos, Razones. Ask: (Name of student), ¿cómo se llaman tus amigos? (e.g., Inés y Abby.) ¿Qué problema tienen? (e.g., No quieren comer verduras.) ¿Qué les dices a Inés y Abby? (e.g., Coman muchas verduras.) ¿Por qué es importante? (e.g., Porque son buenas para la salud.) Leave the chart on the board for students to reference during their conversation.

Answers

Answers will vary.

Unidad

Florida Benchmarks

WL.K12.IH.2.1 (15.1)

WL.K12.IH.3.4 (15.2)

WL.K12.IH.3.5 (15.2)

WL.K12.IH.3.7 (15.2)

WL.K12.IH.3.8 (15.2)

Paso 15.1

Teaching Tip: As an extension, ask pairs to create nonsensical mismatched goals and activities, e.g., Hidrátese: Bebamos refrescos con mucho azúcar todos los días. Then have pairs exchange their nonsensical goals and activities with another pair and tell them to update them so that they make sense, e.g., Bebamos agua y otros refrescos sin azúcar todos los días.

Answers

1. b 2. d 3. c 4. a 5. e

X Paso 15.2

Preparation: Before completing the Paso, ask students to write a list of as many healthy habits as they can for one minute. Then provide sentence stems on the board like: Tratemos de (infinitive verb). Me gusta la idea de (infinitive verb). Encourage students to refer to the lists and the sentence stems to try to expand their responses.

Answers

Answers will vary.

15 Adoptemos hábitos saludables

El Club de Español organiza una Semana de la Salud para la comunidad escolar.

15.1 Empareja la meta con la actividad b

La directora del club tiene una meta para cada día de la Semana de la Salud, y los miembros han recomendado ideas para sus actividades. Empareja cada meta con la actividad correspondiente.

1. Practique actividades recreativas.

2. Hidrátese.

3. Seleccione alimentos sanos.

4. Haga ejercicios de fuerza.

5. Establezca metas.

a. Levantemos pesas.

b. Juguemos partidos de minifútbol en el gimnasio.

c. Merendemos frutas y verduras y no alimentos procesados.

d. Regalemos botellas reutilizables y contemos cuántas botellas de agua bebemos al día.

e. Seleccionemos aplicaciones para monitorear nuestras metas personales.

15.2 Conversa sobre los consejos s

En parejas, conversen sobre los cambios que tú y tus amigos pueden hacer durante la Semana de la Salud y los hábitos saludables que van a adoptar. Incluyan consejos.

MODELO

Estudiante A: ¿Qué cambios quieres hacer durante la Semana de la Salud?

Estudiante B: Tratemos de seleccionar solamente alimentos sanos y no procesados. Me gusta la idea de ofrecer meriendas saludables y no procesadas a todos los estudiantes.

¿Qué más hacemos?

Mi progreso comunicativo h

Interpersonal: I can exchange information about living a healthy life.

for Differentiation

Before completing Paso 15.2, encourage pairs to create a concept map using bubbles and lines with healthy habits written in a central bubble that connect to other bubbles with ideas for how to implement those habits. Have them create multiple maps for their ideas and see what overlap there is, e.g., Is there an activity that will help them to be physically active while also improving sleep quality?

Differentiate

Before Actividad 15, invite a Spanish-speaking guest speaker to share what healthy habits they practice to feel their best. Prior to their arrival, have students work in pairs to create a list of at least ten questions to ask them. Ask the speaker to bring pictures or some of the items they may use (e.g., a water bottle or smart watch) and to speak for a few minutes before engaging students with their questions and asking questions back to them.

15.3 Graba un video con tus ideas m

En las mismas parejas, graben una presentación de video para el Comité Organizador de la Semana de la Salud. Recomienden hábitos saludables y actividades recreativas que apoyen estos hábitos. Usen imágenes para representar las actividades que sugieren.

MODELO

¡Saludos, miembros del comité! Durante la Semana de la Salud, adoptemos todos nuevos hábitos saludables. Para practicar actividades recreativas, juguemos partidos de minifútbol en el gimnasio. Tenemos otras ideas como…

Florida Benchmarks

WL.K12.IH.4.1 (15.3)

WL.K12.IH.4.2 (15.3)

WL.K12.IH.4.3 (15.3)

WL.K12.IH.4.4 (15.3)

WL.K12.IH.4.6 (15.3)

WL.K12.IH.5.1 (15.4)

WL.K12.IH.5.2 (15.4)

WL.K12.IH.5.3 (15.4)

ELA.K12.EE.5.1 (15.4)

Paso 15.3

Mi progreso comunicativo h

Presentational: I can present information about establishing healthy habits.

15.4 Escribe un mensaje w

El Comité Organizador de la Semana de la Salud te pide mandar un mensaje al director de la escuela con las ideas que proponen. Escribe el mensaje para contarle las ideas del grupo e incluye también una pregunta para él.

MODELO Estimado director:

Somos miembros del Club de Español y le escribimos para contarle nuestras ideas para la celebración de la Semana de la Salud…

Estrategias: Hacer una presentación formal

Antes de hacer una presentación formal, organiza tus ideas y practica la presentación.

1. Organiza tus ideas según los temas. Incluye una oración que resuma la idea principal de cada tema. Prepara algunos detalles o ejemplos para apoyar cada idea.

2. Prepara un apoyo visual que ilustre tus ideas.

3. Prepara una introducción que cautive el interés del público.

4. Prepara una conclusión sólida que resuma los puntos principales de la presentación.

5. Incluye expresiones de transición entre las ideas presentadas y practícalas.

6. Usa el lenguaje corporal. Practica tu presentación con el tono de voz y volumen apropiados para comunicar el mensaje.

Supporting Heritage Learners

For Paso 15.3, tell heritage learners to write an outline and script for their video. Remind them that their goal is not to memorize the script word-for-word, but rather to plan their overall talking points and the flow of their video. Have pairs write their outline together to make a cohesive video and peer edit each other’s writing for structure, style, and flow.

College and Career Readiness

Prior to their conversation in Paso 15.2, ask students to individually brainstorm one or two other ideas that they could propose to reach each goal listed in Paso 15.1, e.g., Establezca metas: Tengamos una charla sobre cómo escoger metas realistas y alcanzables. This will prepare them for subsequent Pasos while still allowing for spontaneous conversation since their partner will not know what they have brainstormed. During the conversation, tell pairs to note which ideas they choose.

Teaching Tip: Using the material from Paso 15.2, tell pairs to write a script for the video. Once they are finished, ask them to swap scripts with another pair to peer edit. Pairs should implement their classmates’ recommendations and switch papers one more time, repeating the process, to refine their speech. Allow them to practice the presentation several times before recording.

Answers

Answers will vary.

Paso 15.4

Teaching Tip: Remind students that the email register should be formal and they should address the director as usted. Review other formal structural aspects (e.g., su, verb endings). Provide students with an interpersonal writing rubric (see Appendix B) prior to writing their email and tell them to use it as a guide for what to incorporate. Then tell them to swap emails with another student. As they give each other feedback, they should point out to their partner if they are following the rubric guidelines or not.

Answers

Answers will vary.

Estrategias

Teaching Tip: Review the steps for creating a formal presentation with the class. Then have pairs use the steps as a checklist as they prepare their presentation for Paso 15.4. Prior to recording, have two pairs practice their presentations for each other and give each other feedback according to the steps listed.

Actividad 16

Teaching Tip: Have students work with a partner and use prereading techniques to get context for the reading in Actividad 16 Tell them to read the title of the reading, headings, and words in bold. Have them describe the pictures and discuss how all of these components might relate to the reading. Ask them to take turns reading, section by section.

16 La Semana del Bienestar Físico en Costa Rica

Cristina, una amiga de Inés, te manda información sobre la Semana del Bienestar Físico en Costa Rica.

Programa de actividades

Día 1: ¿Qué significa “bienestar físico”?

Aprenda de expertos en nutrición, deporte y salud lo que significa el bienestar físico para que pueda cuidarse mejor.

Día 2: Actividades comunitarias

Visite los mercados al aire libre y aprenda a cocinar platos y meriendas saludables, utilizando alimentos frescos y productos nativos de Costa Rica.

Día 3: Excursión

Vaya de paseo y haga una caminata por las cataratas y los puentes colgantes en la zona del volcán Arenal. Respire aire puro, haga ejercicio y conozca la belleza natural del país.

Día 4: Probar actividades nuevas ¡Navegue en kayak, tome una clase de ejercicio en la playa o ande en bicicleta de montaña! Consulte la guía de actividades para ver los detalles.

Día 5: Feria de la Salud

Participe en una clase de ejercicios bailables, tome jugos frescos para hidratarse, converse con expertos en salud y nutrición y, para terminar el día, relájese con una clase de yoga al aire libre.

Strategies for Differentiation

To support comprehension of the reading in Actividad 16, have pairs ask each other about which activity they see in each of the images, e.g., Estudiante A: ¿Qué ves en esta foto? Estudiante B: Veo la caminata por los puentes colgantes. ¿Y qué ves en esta foto? Tell pairs to alternate asking and describing. Review each image as a class after pairs finish. Add on follow-up questions to prepare students for subsequent Pasos, e.g., ¿Te gustaría caminar por los puentes colgantes?

Challenge

For Paso 16.4, tell the class that they will all be at la Semana del Bienestar Físico together. While leaving their comments, tell them to also invite at least three classmates to do a specific activity. When responding, challenge students to use a nosotros command, e.g., Estudiante A: ¿Quieres tomar la clase de yoga al aire libre el último día? Estudiante B: ¡Sí! Tomemos la clase de yoga./No, no tomemos la clase de yoga. Cenemos en un restaurante el último día.

Unidad

16.1 Lee y escribe lo que te interesa b

Vas a estar en Costa Rica durante la Semana del Bienestar Físico. Lee el programa de actividades y escribe una lista de las tres actividades que más te interesan y explica por qué.

Recuerda ir de excursión to go on an excursion hacer una caminata to take a hike escalar montañas to climb mountains

16.2 Conversa con Cristina r s

andar en bicicleta (de montaña) to go (mountain) bike-riding navegar en kayak to kayak

Cristina, la amiga de Inés, tiene preguntas sobre cuáles actividades te interesan del programa. Responde sus preguntas e incluye una para ella.

Mi progreso comunicativo h

Interpersonal: I can exchange information about living a healthy life.

16.3 Crea una meta personal w

Escribe una meta personal para la Semana del Bienestar en Costa Rica que pasarás con Cristina. Incluye:

• las actividades específicas en las que quieres participar y por qué;

• la meta que quieres alcanzar durante la semana;

• cómo las actividades te van a ayudar a alcanzar tu meta.

MODELO Quiero navegar en kayak y hacer una caminata por el volcán Arenal durante la Semana del Bienestar en Costa Rica porque quiero pasar mucho tiempo al aire libre. Mi meta personal de la semana es probar, por lo menos, dos nuevas actividades recreativas. Voy a alcanzar mi meta porque son dos actividades totalmente nuevas para mí.

Mi progreso comunicativo h

Presentational: I can create a personal plan to improve an aspect of my health.

16.4 Comparte tu meta e Comparte tu meta de 16.3 en el Foro. Interactúa en el Foro, escribiendo comentarios y preguntas y respondiendo los que recibes.

MODELO Yo también quiero probar actividades nuevas. ¿Te interesan los deportes de aventura o las actividades más tranquilas?

Supporting Heritage Learners

For Paso 16.2, instruct heritage learners to speak for the entire response time by giving details and reasons for their answers. Give them a checklist and have them listen to their recording to identify their strengths and areas of growth. This will help them to reflect on their performance and ensure that they incorporated required elements like asking Cristina a question, a requirement for the speaking assessment in the AP® Spanish Language and Culture exam.

AP® Strategies

To prepare students for Paso 16.2, ask them to look over the conversation outline to anticipate the language and structures they will need. After they brainstorm, ask them to talk in pairs about the activities that interest them and to decide on at least three activities they would like to do together, e.g., Estudiante A: ¿Quieres visitar los mercados al aire libre? Estudiante B: Sí, visitemos los mercados al aire libre. Have students complete Paso 16.2 after talking in pairs.

Florida Benchmarks

WL.K12.IH.2.1 (16.1)

WL.K12.IH.2.4 (16.1)

WL.K12.IH.3.2 (16.2, 16.4)

WL.K12.IH.3.4 (16.2, 16.4)

WL.K12.IH.3.5 (16.2, 16.4)

WL.K12.IH.3.8 (16.2, 16.4)

WL.K12.IH.5.1 (16.3)

WL.K12.IH.5.2 (16.3)

WL.K12.IH.5.4 (16.3)

ELA.K12.EE.2.1 (16.1)

Paso

16.1

Teaching Tip: Encourage students to create their list and explanations as complete sentences, e.g., Me interesa visitar los mercados al aire libre, aprender a cocinar platos y meriendas saludables y hacer una caminata por las cataratas porque me gusta cocinar e ir a sitios bellos.

Answers

Answers will vary.

Recuerda

Teaching Tip: Either in small groups or as a class, brainstorm other activities that students have learned in the past to add to the Recuerda section. Encourage them to use these activities throughout Actividad 16.

X Paso 16.2

Teaching Tip: Have students read over the conversation outline to anticipate the vocabulary and structures they will need. Tell students to listen to their answers after they record a first time and reflect on what they did well and where they could improve. Have them record a second time to incorporate the improvements they identified.

Answers

Answers will vary.

X Paso 16.3

Teaching Tip: Have students prepare to write their meta personal by brainstorming answers for the bulleted questions. Then have them extract sentence starters from the modelo, e.g., Voy a alcanzar mi meta porque…

Answers

Answers will vary.

Paso 16.4

Teaching Tip: Ask students to respond to at least three other students with a substantive comment and a question. Then have students respond to all questions they receive.

Answers

Answers will vary.

Actividad 17

Teaching Tip: Have students apply what they learned from the article. Ask: ¿Por qué las meriendas típicas de una máquina expendedora no son muy saludables? Then have students use the guidelines to describe three healthy snacks they eat regularly or to create recipes for ones they would like to try.

17 Una merienda saludable

Estás en Costa Rica para celebrar la Semana del Bienestar y lees un artículo sobre las meriendas que comen los jóvenes costarricenses.

Fuente auténtica

Conozca cómo preparar meriendas saludables

Uno de los problemas más graves del siglo XXI en materia de salud pública es la obesidad infantil, que afecta a nivel mundial y aumenta progresivamente en países de bajos y medianos ingresos. Para la doctora Katherine Asch, representante del Colegio de Profesionales en Nutrición (CPNCR), existen varios factores que pueden influir en una mala alimentación, como por ejemplo la oferta de la industria alimentaria.

La experta añadió que “la mayoría de las galletas o snacks que encontramos son altos en grasa, azúcar y sodio lo que, a largo plazo, afecta la salud de nuestros chicos. Es por esta razón que es realmente importante

utilizar la creatividad y los productos naturales o no procesados para realizar preparaciones que sean divertidas, sabrosas y, lo más importante, nutritivas”.

Para preparar una merienda saludable se deben incluir distintos tipos de alimentos, como frutas, vegetales, lácteos, proteínas, carbohidratos y grasas saludables. Asimismo, se aconseja involucrar a la gente joven en la planeación, la compra y preparación de estos alimentos.

Have students create their videos in pairs for Paso 17.4. Ask them to each present and describe three healthy snacks, both from Costa Rica and their community. Ask them to include a picture for each snack as well as title it using an ustedes command. Tell them to include the ustedes command in their presentation, e.g., Coman patacones con guacamole. Coman esta merienda deliciosa porque está llena de fibra, proteína y vitaminas.

Challenge

For Paso 17.3, challenge students to look up at least three healthy snacks from Costa Rica and brainstorm at least three from their community. Have them complete their research in Spanish by using a search like: meriendas saludables en Costa Rica. Additionally, ask students to look up the macro and micronutrients for each snack and to include them in their descriptions, e.g., Los patacones tienen proteína, fibra y otros nutrientes como potasio y vitamina A.

En Costa Rica, una merienda típica puede ser patacones o plátanos fritos con pico de gallo y guacamole tico.

Unidad 3

17.1 Conversa sobre las meriendas s

En parejas, conversen sobre lo que suelen comer para las meriendas. Incluyan opiniones sobre lo que dice la otra persona. ¿Son similares o diferentes sus meriendas? Expliquen por qué.

MODELO Estudiante A: Normalmente como fruta o un yogur después de la escuela. ¿Piensas que es una merienda saludable? ¿Cómo puedo mejorarla?

Estudiante B: ¡Es más saludable que mi merienda! Lo típico para mí son…

Vocabulario personal

una barrita de granola granola bar un paquete de... a package of… integral whole grain los lácteos dairy products

17.2 Lee el artículo y escribe b

un par de... a couple… un trozo de... a piece of… (part of a unit)

En parejas, lean el artículo Conozca cómo preparar meriendas saludables, de una revista sobre la alimentación en Costa Rica. Escriban los dos puntos más importantes de cada uno de los párrafos del artículo.

Mi progreso comunicativo h

Interpretive: I can understand recommendations about how to lead a healthy life.

17.3 Conversa y escribe una descripción w

En parejas e inspirándose en las ideas del artículo, piensen qué meriendas saludables recomendar a un/a adolescente. Escriban una descripción de las meriendas y expliquen por qué las recomiendan.

MODELO Una merienda costarricense típica y fácil de preparar es una ensalada de frutas tropicales. Recomiendo esta merienda porque las frutas son deliciosas y contienen muchas vitaminas.

17.4 Graba un video m

Quieres incentivar a otros jóvenes a preparar y comer meriendas saludables. Graba un video para subir a las redes sociales. Presenta tus recomendaciones con los siguientes detalles:

• una descripción de las meriendas;

• una explicación de por qué estas meriendas son no solo saludables, sino apetitosas.

Mi progreso comunicativo h

Presentational: I can present information about establishing healthy habits.

Supporting Heritage Learners

For Actividad 17, encourage heritage learners to discuss snacks from their heritage culture that they eat regularly. Project guiding questions to help them reflect on the dish and its cultural importance, e.g., ¿Qué vas a comer para la merienda? ¿Cuáles son los ingredientes? ¿Cómo es el sabor? ¿Por qué es nutritiva? ¿La comes con mucha frecuencia? ¿Qué importancia tiene culturalmente?

Communities

After completing Actividad 17, ask the class if everyone has access to healthy snacks, e.g., ¿Todo el mundo tiene acceso a las meriendas saludables? ¿Por qué? Write students’ answers on the board, e.g., A veces son más caras. Then ask small groups to create a poster in which they highlight at least four healthy snacks that are quick to prepare and budget-friendly. Ask them to describe them using an ustedes command, e.g., Coman una manzana con mantequilla de maní.

Florida Benchmarks

WL.K12.IH.2.1 (17.2)

WL.K12.IH.2.3 (17.2)

WL.K12.IH.3.2 (17.1)

WL.K12.IH.3.5 (17.1)

WL.K12.IH.3.8 (17.1)

WL.K12.IH.4.1 (17.4)

WL.K12.IH.4.2 (17.4)

Paso 17.1

WL.K12.IH.4.4 (17.4) WL.K12.IH.4.6 (17.4) WL.K12.IH.5.1 (17.3)

Teaching Tip: Tell students to give details about what they eat and drink for snacks and why they choose them, e.g., Me gusta comer una merienda bastante grande antes del entrenamiento de fútbol porque necesito energía para correr mucho. Prefiero una barrita de granola, un yogur, una banana y agua.

Answers

Answers will vary.

Vocabulario personal

Encourage students to use these words to personalize and enhance their communication.

Teaching Tip: Have students use the new vocabulary to discuss the reading and to create sentences about snacks and healthy eating that define or clarify the meaning of the word, e.g., Me gustan los lácteos como el yogur, el queso y la leche para la merienda.

X Paso 17.2

Teaching Tip: Have students organize their notes by paragraph, stating the main idea and a supporting detail for each.

Answers

Answers will vary.

Paso 17.3

Teaching Tip: Ask students to elaborate by also stating why they think a young person would like the snacks they chose e.g., El hummus con verduras es muy fácil de llevar a la escuela y comer entre una clase y otra.

Answers

Answers will vary.

Paso 17.4

Teaching Tip: Have students post their videos on the Forum so that they can watch each others’ presentations. Ask them to post a substantive comment on at least three other videos.

Answers

Answers will vary.

Una ensalada de frutas tropicales

Florida Benchmarks

WL.K12.IH.5.1 (18)

WL.K12.IH.5.3 (18)

WL.K12.IH.5.4 (18)

WL.K12.IH.5.6 (18)

Actividad 18

Preparation: To model how to complete the Actividad for students, consider creating a short text about your lifestyle and ask students to give you recommendations following the modelo. Write students’ contributions on the board, showing them how to use words like además, asimismo, and adicionalmente to organize their ideas. Then have students complete the Actividad on their own, referencing the examples on the board.

Answers

Answers will vary.

18 Consejos de nutrición w

Las siguientes personas necesitan consejos relacionados con su alimentación. Lee las situaciones y escribe algunas recomendaciones para cada persona.

Liliana

Soy estudiante. Con los estudios, no tengo tiempo para preparar platos sanos. Prefiero comer dulces y comida rápida.

Hago ejercicio todos los días, pero nunca tomo agua. Solo bebo café y refrescos.

Tratamos de alcanzar metas personales a largo plazo, pero no podemos mantenernos motivados. Al final, volvemos a comer muchos alimentos procesados.

Liliana, ¡selecciona frutas y verduras frescas! Es rápido y sano.

Señora Martínez, beba... Señores Ramos, para motivarse...

For Actividad 18, once students have written a short piece of advice for each person, have them choose one and elaborate, describing small, gradual changes the person can make to have a better chance of sticking with them, e.g., Señora Martínez, beba un vaso de agua al despertarse cada mañana. Después de una semana así, comience a reemplazar un café o un refresco por un vaso de agua. Si quiere un poco más de sabor, añada limón.

Differentiate

For Paso 19.1, divide students into different groups according to their interests, activities, or goals, e.g., athletics, music, theater, creating and maintaining a schedule. Have them create lists of suggestions for physical and mental health according to their own needs and challenges, e.g., Tomemos pausas mientras hacemos la tarea para poder relajarnos y pasar tiempo con nuestros amigos y nuestras familias.

MODELO

La señora Martínez Los señores Ramos

Unidad 3

La perspectiva de Inés 1

Mis hábitos son ir al gimnasio con mis amigos y pasear por el bosque para respirar aire puro y también porque es agradable.

Hagan ejercicio de manera regular y manténganse siempre positivos.

Florida Benchmarks

WL.K12.IH.1.1 (19.2)

WL.K12.IH.1.3 (19.2)

WL.K12.IH.1.4 (19.2)

WL.K12.IH.1.5 (19.2)

WL.K12.IH.5.1 (19.1)

WL.K12.IH.5.3 (19.1)

WL.K12.IH.5.4 (19.1)

ELA.K12.EE.1.1 (19.2)

19 Los hábitos saludables de Inés

Inés nos da consejos para llevar una vida saludable.

19.1 Escribe una lista de consejos w Antes de mirar el videoblog de Inés, escribe una lista de consejos para mantenernos física y emocionalmente saludables.

MODELO Mantengámonos siempre hidratados. Bebamos agua a lo largo del día.

19.2 Mira el videoblog y escribe los consejos v Mira el videoblog. Indica los consejos de 19.1 que menciona Inés. Luego, mira otra vez y escribe el resto de los consejos que ella da.

Supporting Heritage Learners

For Paso 19.2, have heritage learners compare their habits for physical and emotional health to Inés’ and elaborate with details and reasons, e.g., Inés duerme unas nueve horas cada noche, pero yo no puedo dormir tanto. Sin embargo, me gusta dar paseos con mis amigos para hablar y para respirar aire puro como ella. Tiene razón en que es importante establecer hábitos saludables. Ahora, trato de comer, al menos, cinco porciones de frutas y verduras todos los días.

AP® Strategies

Have students practice seeking and offering help using Actividad 18 as a model. First, have them post a detailed problem that is common among students in the nosotros form, e.g., Tomamos cuatro clases avanzadas y tenemos varias actividades extracurriculares. No tenemos suficiente tiempo para dormir ni para relajarnos. ¿Qué debemos hacer? Then have them comment on at least three posts with recommendations, e.g., Dejen una actividad si es posible. Hagan un horario para dormir.

La perspectiva de Inés 1

Paso 19.1

Teaching Tip: Turn this Paso into a game. Divide the class into groups. Set a timer for two minutes. During that time frame, all members of the group should come up with a list of as many healthy lifestyle tips in the form of nosotros commands as they can. The team with the most answers wins. Have them share their answers with the whole class.

Answers

Answers will vary.

Paso 19.2

Teaching Tip: Turn this Paso into a game. Play the video once and have students underline the habits that Inés mentions on their lists from Paso 19.1. Award one point per healthy habit underlined. Play the video again and have students add the other habits that Inés mentions. Award one point for every additional habit that students write and that Inés mentions.

Answers

ir al gimnasio con amigos; pasear por el bosque para respirar aire puro; mantenerse hidratado; dormir nueve horas por día; comer comida saludable; evitar comer dulces y comida procesada; protéjanse siempre la piel del sol; hidrátense constantemente; hagan ejercicio de manera regular; manténganse siempre positivos.

Florida Benchmarks

WL.K12.IH.3.1 (19.3)

WL.K12.IH.3.2 (19.3)

WL.K12.IH.3.4 (19.3)

WL.K12.IH.3.5 (19.3)

WL.K12.IH.3.7 (19.3)

WL.K12.IH.3.8 (19.3)

WL.K12.IH.4.1 (19.4)

WL.K12.IH.4.2 (19.4)

WL.K12.IH.4.3 (19.4)

WL.K12.IH.4.4 (19.4)

WL.K12.IH.4.6 (19.4)

WL.K12.IH.8.3 (20)

ELA.K12.EE.1.1 (19.3, 20)

Paso 19.3

Preparation: Provide time for students to brainstorm questions prior to beginning the conversation. Encourage them to come up with at least one question per bullet point. Invite students to share their questions; write them on the board. Students can reference these questions throughout their conversations.

Answers

Answers will vary.

Paso 19.4

Preparation: Model the activity for your students by creating your own video and playing it for the class. Ask your students to identify the strengths of your video, e.g., visuals, use of nosotros commands, organization and flow.

Answers

Answers will vary.

Actividad 20

Preparation: Have students use a Venn diagram and title the circles Inés and Yo. Tell them to write their differences in the separate circles and their similarities in the overlapping one. Encourage them to use the diagram to organize their thoughts before adding them to the Forum and commenting on their classmates’ posts.

Answers

Answers will vary.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

19.3 Conversa sobre los consejos s

En parejas, conversen sobre los consejos y el videoblog de Inés. Incluyan:

• las semejanzas y diferencias entre sus listas de 19.1;

• las semejanzas y diferencias entre sus listas y la de Inés;

• sus opiniones sobre los consejos de Inés;

• los consejos que son más importantes para ustedes y por qué.

19.4 Crea un video promocional m Inés te ha motivado y quieres hacer un video para inspirar a tus compañeros de clase a mantenerse saludables. Graba un video con, al menos, cuatro consejos de lo que deben hacer para mantener el bienestar físico.

MODELO Todos nosotros en la clase de español debemos esforzarnos para ser más sanos. ¡Animémonos a incorporar hábitos más saludables! Primero, mantengámonos hidratados. Bebamos ocho vasos de agua al día. Esto es importante porque…

20 Reflexión intercultural d

What healthy habits are most important to you? Based on her videoblog, does it seem that Inés shares the same priorities? What are some similarities and differences between your perspectives on physical and emotional health? Share your ideas in class and in the Forum.

Mi progreso intercultural h

Investigate: I can identify some similarities and differences between a Costa Rican teen’s perspectives on healthy habits and my own.

Differentiate

Set clear expectations and provide students with a checklist for Paso 19.4. Tell students to include at least two pieces of advice for mental health and two for physical. Ask them to include a visual for each piece of advice. Remind them to speak clearly and to practice at least two times prior to recording. Encourage students to allow the images to guide them rather than following a script word-for-word.

To conclude Comunicación 1, ask students to work in small groups to create a video, infographic, or another type of presentation to answer the Pregunta esencial: ¿Qué significa vivir una vida saludable? Set guidelines for the presentations (e.g., must include at least five ways to live a healthy life) so that there are clear expectations. Have groups present their ideas to the class and allow time in between for students to comment and ask questions.

Unidad 3

En camino 1

21 Un pódcast sobre el bienestar

You like to listen to podcasts for motivation and better health ideas. One of your favorites is Tu bienestar from Costa Rica. You have been invited to be interviewed about advice for meeting personal health goals.

21.1 Escucha el pódcast y toma apuntes a

Listen to the Tu bienestar podcast to hear advice for living a healthy life. As you listen, take notes on the recommendations you hear. Consider what you already do and what you would like to do as ideas to share on the show.

Mi progreso comunicativo h

Interpretive: I can understand recommendations about how to lead a healthy life.

21.2 Interactúa en una entrevista r s

Your wellness journey can inspire others. Marcos, the podcaster from Tu bienestar, would like to interview you about positive changes you have made in your life by forming personal goals and how you inspire others to make their own changes.

Mi progreso comunicativo h

Interpersonal: I can exchange information about living a healthy life.

21.3 Crea una meta personal w

Create one healthy goal that you can adopt into your daily routine within a specific time frame. Explain the steps you will take to successfully implement your goal.

Mi progreso comunicativo h

Presentational: I can create a personal plan to improve an aspect of my health.

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 what it means to live a healthy life in Costa Rica and their own community. 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’ ideas of wellness are similar and different. How has learning about wellness and health in Costa Rica opened students’ minds to new ideas and perspectives?

Florida Benchmarks

WL.K12.IH.1.1 (21.1)

WL.K12.IH.1.4 (21.1)

WL.K12.IH.3.7 (21.2)

WL.K12.IH.3.8 (21.2)

WL.K12.IH.5.1 (21.3)

WL.K12.IH.5.2 (21.3)

En camino 1

Formative Assessment: This performance assessment targets the Intermediate Low 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 High and Intermediate Mid levels. Use the provided rubric to assess your students’ performance.

X Paso 21.1

Teaching Tip: Tell students to only focus on filling out the first column as they listen to the audio. They should write all the recommendations that Marcos gives in that column. Once the audio is over, students can fill out the second two columns using the information from the first. The second two columns will prepare them for the following two Pasos.

Mi progreso comunicativo: Tell students the communicative goal they are targeting in this Paso will be assessed again in Vive entre culturas

Paso 21.2

Teaching Tip: First, tell students to look over the conversation outline to anticipate the language and structures needed. Remind students to consider the structures they have learned in Comunicación 1 and where and how they could incorporate them.

Paso 21.3

Teaching Tip: Tell students to complete the table about their goal before beginning to write about it. When they begin writing, tell them to keep organization and clarity in mind. Consider encouraging students to use bullet points for the steps to reach their goal and the advice they have received.

Florida Benchmarks

WL.K12.IH.3.1 (22)

WL.K12.IH.3.6 (22)

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 CanDo statement in their Portfolio on Learning Site®.

Mi progreso comunicativo

X Interpretive: I can understand recommendations for leading a more balanced life.

X Interpersonal: I can exchange information about how to live a more balanced life.

X Presentational: I can present recommendations for leading a more balanced life.

Pregunta esencial

Teaching Tip: Have students look at the Pregunta esencial and read it aloud. Then use these additional questions to prompt further conversation in Spanish about it: ¿Qué significa tener una vida equilibrada?

¿Crees que tienes una vida equilibrada?

¿Qué podemos hacer para tener una vida equilibrada? Remind students to share ideas regarding the Pregunta esencial and comment on classmates’ posts in the Forum on Learning Site®.

Actividad 22

Teaching Tip: Create a set of question cards per group to help students describe and talk about the picture. Include one question per card, e.g., ¿Dónde está la mujer? ¿Cómo es el lugar? ¿Qué puedes ver en el lugar? ¿Quién piensas que tomó la foto? ¿Quién piensas que es la mujer? ¿Qué hace allí?

Answers

Answers will vary.

Comunicación 2: Elevemos el bienestar emocional

Pregunta esencial

How can we achieve a balanced life?

22 Conversa sobre tus ideas i s

En Comunicación 2, vas a descubrir qué es lo que necesitamos para alcanzar una vida equilibrada. En parejas, conversen sobre lo que observan en la imagen.

MODELO Estudiante A: Es un lugar muy tranquilo y bonito.

Estudiante B: Me gusta el lugar porque no hay muchas personas.

Strategies for Differentiation

For Paso 23.1, encourage students to use context clues while reading with a partner to figure out new words. Project questions to help them look for these clues, e.g., ¿Hay una definición o una palabra con la misma raíz? ¿Hay sinónimos o antónimos? ¿Hay ejemplos que definen lo que es? ¿Hay otras palabras que dan una idea de lo que es? Invite pairs to share unknown words and what they think they mean. Write the words and their guesses on the board. Confirm their meaning and celebrate students’ use of context clues.

Differentiate

Media around wellness tourism may give students the idea that wellness is only achieved through travel to places like Costa Rica. After completing Actividad 23, have small groups reflect on how to incorporate wellness into their daily lives, e.g., local options for wellness and tranquility, ways to create wellness with a busy schedule. Have students form new groups with a representative from each original group and share what they learned.

En Playa Tamarindo se puede montar a caballo.

Unidad

Scaffold

Conexión cultural

23 Producto cultural: El turismo de bienestar

23.1 Conexiones: El marketing c

¿Qué tipo de actividades turísticas hay en tu región?

¿Qué lugares naturales de tu país o región visitan los turistas?

El turismo de bienestar busca mejorar la calidad de vida de quienes participan en él, ya sean turistas internacionales o nacionales. Por su rica naturaleza, excelente sistema de salud nacional y clima privilegiado, Costa Rica es un lugar ideal para el turismo de bienestar. Por eso, el Gobierno costarricense está promoviendo el país como el destino definitivo para el bienestar. Los componentes de la iniciativa son servicios y experiencias que combinan el turismo con la naturaleza, la salud y la gastronomía local para buscar el equilibrio cuerpo-mente-espíritu.

Florida Benchmarks

WL.K12.IH.6.1 (23.2)

WL.K12.IH.6.4 (23.2, 24)

WL.K12.IH.7.1 (23.1)

WL.K12.IH.8.3 (24)

Un ejemplo de este tipo de turismo es el termalismo, o sea, las visitas a aguas termales. En la región del volcán Arenal, existen aguas termales medicinales donde los visitantes pueden disfrutar del agua y recibir tratamientos con barro volcánico rico en minerales. Esta actividad atrae a familias ticas, turistas internacionales y nómadas digitales que desean relajarse, prevenir enfermedades y promover la salud y el bienestar físico y mental.

¿Quieres participar en un retiro (retreat) de yoga en medio del bosque? ¿Te interesa la gastronomía local? ¿Necesitas reducir la tensión y priorizar la salud? Ven a disfrutar de todo lo que ofrece Costa Rica y siente el bienestar. ¡Pura vida!

23.2 Reflexión o

How does wellness tourism reflect Costa Rican culture? What kind of wellness activities would interest you as a tourist in Costa Rica?

24 Reflexión intercultural d

Why is Costa Rica so well suited to this type of tourism? Do you think visitors to your region would enjoy similar activities? Think of a natural feature in your area. What activities do you think wellness tourists might enjoy in that particular area?

Mi progreso intercultural h

Investigate: In my own and other cultures I can compare cultural products that promote the emotional well-being of a community.

Strategies for Differentiation

Supporting Heritage Learners

During Actividad 23, be sensitive to heritage learners’ thoughts and feelings around complex issues like tourism in their heritage culture or places that may share some commonalities. These situations often highlight inequities between locals and tourists. Tourism is an important industry in many economies and may benefit some local communities, but such topics sometimes lead to insensitive discourse. Maintain balance in the conversation by exploring tourism from multiple points of view.

Comparisons

For Actividad 24, ask students to consider how wellness activities in their area and Costa Rica could promote self-awareness, a greater ability to identify one’s emotions, and help to develop interests and sense of purpose. In their response, ask students to include this information for at least one specific activity in each region. Depending on comfort level, students can include personal information about what they have done or would like to do and how they anticipate it affecting them.

Conexión cultural

Paso 23.1

Teaching Tip: Find a very short video online on termalismo and show it to students. Read the article with them and clarify meaning as needed. Discuss the following questions with the class: ¿Qué es el termalismo? ¿Te interesa el termalismo? ¿Por qué? ¿Con qué ayuda el termalismo?

Answers

Answers will vary.

Paso 23.2

Teaching Tip: Ask: ¿Por qué asociamos el turismo de bienestar con Costa Rica? ¿Qué actividades te gustaría hacer en Costa Rica? Have students work in pairs to compile a list of ways that wellness tourism reflects Costa Rican culture and a list of activities they can do there. Remind students to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.

Answers

Answers will vary.

Actividad 24

Teaching Tip: Have a discussion with students. Say: Costa Rica es un país perfecto para el turismo de bienestar. (Name of student), ¿crees que existen lugares similares a Costa Rica en los Estados Unidos? ¿Cuáles? ¿Qué actividades son más relevantes para la gente de nuestra región? (Name of another student), piensa en un lugar en (name of your town) donde podemos hacer alguna actividad de turismo de bienestar. ¿Qué podemos hacer allí? Remind students to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.

Answers

Answers will vary.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

Turistas extranjeros y costarricenses visitan a las aguas termales de Tabacón cerca del volcán Arenal.

Unidad

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 on Learning Site®.

Teaching Tips:

• Have students read and listen to Así se dice 2 and make sure they understand the general meaning of the text.

• Project a relaxing picture of volcán Arenal and say: Vamos a imaginar que estamos en Costa Rica, en el volcán Arenal. ¡Necesitamos mucha tranquilidad porque tenemos muchísimo estrés! (Write the word tranquilidad on the board.) ¡Claro! Estamos aquí para sentirnos mejor, para tener tranquilidad y mejorar nuestro bienestar emocional. (Write bienestar emocional on the board.)

• ¿Cómo podemos mejorar el bienestar emocional? Necesitamos adoptar hábitos de autocuidado. (Make a gesture of hugging yourself and write hábitos de autocuidado on the board.) Un hábito de autocuidado es dormir lo suficiente. (Write dormir lo suficiente on the board.) (Name of student), ¿qué hábitos de autocuidado tienes? ¿Cuántas horas duermes? (React to what they say, e.g., ¡Cuatro horas no son suficientes!) ¿Vas al gimnasio? (React to what they say, e.g., Ah, ¡eso es excelente!)

• También necesitamos controlar y comunicar adecuadamente las emociones. Los sentimientos son las emociones. (Write comunicar adecuadamente los sentimientos on the board.) Es difícil, pero es posible. (Name of student), ¿comunicas los sentimientos adecuadamente? Sí, es difícil, pero hay que practicarlo mucho. Es importante comunicar los sentimientos para desahogarse. (Write desahogarse on the board.) Es necesario desahogarse, es decir, hablar con amigos o la familia. Continue having a similar conversation with students, emphasizing the words in blue.

Así se dice 2

Acciones para elevar el bienestar emocional a

La Senda de la Tranquilidad

Descubra su propio camino hacia la tranquilidad a la sombra del espectacular volcán Arenal.

Aprenda a alcanzar el bienestar emocional con nuestros expertos.

Mejore su bienestar emocional

Adoptar hábitos de autocuidado incluye dormir lo suficiente.

Comunicar adecuadamente los sentimientos permite desahogarse y no aislarse

Practicar la meditación y el yoga ayuda a tranquilizarse

After reviewing Así se dice 2, find fun ways to help students practice the new vocabulary, e.g., acting or drawing games that will help students to connect the new words and meanings. For charades, have students guess while using a specific tense to spiral in a previous structure, e.g., Tú estás desconectando. Have students play in small groups so that more students can actively participate simultaneously.

Differentiate

To help students internalize the new vocabulary from Así se dice 2, encourage them to personalize their vocabulary lists in a way that fits their learning style, e.g., They could group the terms in a way that is meaningful to them, write synonyms or antonyms in Spanish, make flashcards, or draw visual representations of the definitions. The more personal connections that students can associate with new words, the more likely they are to recall and incorporate them.

Florida Benchmarks

Realizar actividades placenteras es bueno para desestresarse

Enfocarse en lo positivo de la vida y tener prioridades permite reducir la ansiedad

Desconectarse de la tecnología libera tiempo para desarrollar nuevos talentos.

de familia y amigos.

Trabajar en obras caritativas como voluntario es un modo de involucrarse en la comunidad.

25 ¿Mantienes el bienestar emocional? b

Lee la infografía. Empareja cada categoría de bienestar con la acción correspondiente.

1. tranquilizarse

2. desestresarse

3. desarrollar nuevos talentos

4. adoptar hábitos de autocuidado

5. involucrarse en la comunidad

Supporting Heritage Learners

After reviewing Así se dice 2, have heritage learners practice the vocabulary by creating a self-care pamphlet in which they give short descriptions of how people can implement the various concepts, giving examples, e.g., Para desestresarse, es importante realizar actividades placenteras como leer un libro o ver una película. Hay otras actividades, como pasar tiempo en las redes sociales, que pueden causar mucho estrés.

a. trabajar en obras caritativas

b. dormir lo suficiente

c. desconectarse de la tecnología

d. practicar la meditación

e. realizar actividades placenteras

IB Strategies

Así se dice 2 pairs well with the Health and Wellness subtheme of the IB Identities theme. After completing Actividad 25, ask students to independently review the infographic and make a mark next to each item they believe would benefit students at their school. Then ask small groups to discuss what they marked and why, e.g., Pienso que los estudiantes necesitan adoptar mejores hábitos de autocuidado porque… ¿Y tú? Invite each group to share habits they think would benefit students and why.

WL.K12.IH.2.1 (25)

WL.K12.IH.2.4 (25)

Teaching Tip: Project a picture of volcán Arenal and say: La vida puede ser difícil a veces, pero necesitamos enfocarnos en lo positivo de la vida. (Write enfocarnos en lo positivo de la vida on the board.) ¿Comprenden enfocarnos? Es centrar el enfoque. (Make a focus gesture with your hand around your eye.) (Name of student), ¿cuál es una cosa positiva en tu vida? (React to student response, e.g., ¡La familia, claro!) ¿Y para ti, (name of another student)? (e.g., ¡Por supuesto, los amigos!) También necesitamos tener prioridades. ¿Cuáles son algunas de tus prioridades? (Students might respond with: la familia, la escuela. Write prioridades and student responses on the board.) Tener prioridades es importante para reducir la ansiedad. (Write reducir la ansiedad on the board.) Continue having a similar conversation with students, personalizing vocabulary for maximum retention.

Actividad 25

Preparation: Divide students into groups. Create two sets of flashcards on two different colors or paper, e.g., set 1: categories (numbers 1-5) and set 2: actions (letters a-e). Tell groups to match the category with the appropriate action. Then ask students to create one to two more flashcards for actions to go with each category.

Answers

1. d 2. e 3. c 4. b 5. a

Ser empático ayuda a mantener buenas relaciones y asegura el apoyo

Florida Benchmarks

WL.K12.IH.1.2 (26.1)

WL.K12.IH.1.3 (26.1)

WL.K12.IH.1.4 (26.1)

WL.K12.IH.4.1 (26.3)

WL.K12.IH.4.2 (26.3)

WL.K12.IH.4.3 (26.3)

WL.K12.IH.4.6 (26.3)

WL.K12.IH.5.1 (26.2)

WL.K12.IH.5.2 (26.2)

WL.K12.IH.5.3 (26.2)

WL.K12.IH.5.4 (26.2)

X Paso 26.1

Teaching Tip: Before watching the video, have students research the Gasol brothers, e.g., where they are from, where they have played, the name and purpose of their foundation, other interesting facts. Tell them to share what they find in small groups. Then show the video once all the way through and twice more, pausing periodically.

Answers

El bienestar emocional es importante…; Expresar las emociones es importante; No expresar las emociones afecta…; Expresar lo que sentimos nos ayuda...

Paso 26.2

Teaching Tip: Tell students to include details and reasons for each of their answers to the bulleted questions, e.g., Estoy de acuerdo en que el bienestar emocional es importante para la salud. Cuando no estoy emocionalmente bien, es difícil enfocarme. Otras prácticas que mejoran mi bienestar emocional son pasar tiempo con amigos y familia y hablar con mi terapeuta. Invite students to share their answers and take notes on the board as they do. Leave their ideas there so they can reference them during the following Paso

Answers

Answers will vary.

X Paso 26.3

Teaching Tip: Tell students to use their summaries from Paso 26.2 to write outlines for their videos. Encourage them to include visuals in their videos to support their perspective and engage viewers. Have students post their videos on the Forum and tell students to respond to at least three classmates.

Answers

Answers will vary.

26 Tu estado emocional

Los hermanos Gasol, jugadores de baloncesto famosos internacionalmente, promueven el bienestar emocional entre los jóvenes en la serie de videos La Galaxia Saludable.

26.1 Mira el video e indica v Mira el video de los hermanos Gasol. Selecciona solo las ideas sobre el bienestar emocional mencionadas en el video.

El bienestar emocional es importante para llevar una vida sana.

Hay que desarrollar nuevos talentos. Expresar las emociones es importante.

Mi progreso comunicativo h

No expresar las emociones afecta otros aspectos de la salud.

Expresar lo que sentimos nos ayuda a tener equilibrio.

Es necesario desconectarse de la tecnología.

Interpretive: I can understand recommendations for leading a more balanced life.

26.2 Escribe un resumen w Escribe un resumen de tus ideas sobre el video. Considera estas preguntas:

• ¿Estás de acuerdo con lo que dicen los hermanos Gasol?

• ¿Expresar lo que sientes te levanta el ánimo?

• ¿Qué otras prácticas mejoran tu bienestar emocional?

MODELO Estoy de acuerdo en que es importante comunicar los sentimientos. Intento desahogarme charlando con mi padre o una amiga. También yo...

26.3 Graba un video presentando tus ideas m Los hermanos Gasol piden videos a los jóvenes para compartir su perspectiva en las redes sociales de su fundación. Graba una presentación de tus ideas sobre cómo mejorar el bienestar emocional. Puedes incluir también las ideas de los hermanos Gasol.

MODELO Amigos, podemos mejorar el bienestar emocional. Los hermanos Gasol dicen que es muy importante expresar los sentimientos. Estoy de acuerdo. Por eso, intento ser empático con mi familia y amigos. Charlamos juntos cuando necesito desahogarme. Algo que me ayuda mucho también es...

Mi progreso comunicativo h

Presentational: I can present recommendations for leading a more balanced life.

Before Paso 27.2, guide students to notice how reacciones and reaccionas are used differently, e.g., Ask: ¿Cuáles son algunas reacciones típicas al estrés? As they answer, repeat: Sí, ___ es una reacción común al estrés. Then ask how students react to stress themselves, e.g., ¿Cómo reaccionas tú al estrés? As they answer, rephrase using other forms to show that reaccionas is a verb, e.g., (Name of student) reacciona…

Challenge

For Pasos 26.1 and 27.1, challenge students to reflect on the leftover options or the options that they did not choose for themselves. Ask them questions like: ¿Cómo nos sirve desarrollar nuevos talentos? ¿Es necesario desconectarnos de la tecnología? ¿Por qué? ¿Conoces a personas que tienen reacciones diferentes al estrés? ¿Cómo reaccionan? Pose the questions to the class and then have students discuss their answers in partners or small groups.

Unidad

27 Las reacciones al estrés

La gente reacciona de forma diferente al estrés o cuando no duerme lo suficiente. Tus reacciones pueden tener consecuencias para la salud.

27.1 Lee la lista y selecciona b ¿Cómo reaccionas cuando no duermes lo suficiente o te estresas? Lee las ideas de la lista y selecciona todas las que describen tus reacciones.

Cuando no duermo lo suficiente o cuando me estreso:

No expreso los sentimientos.

Me enfoco en lo negativo.

27.2 Conversa sobre el estrés s

En parejas, conversen sobre la forma en que reaccionan cuando están estresados o no duermen. ¿Reaccionan de la misma manera o de formas diferentes?

MODELO Estudiante A: Cuando no duermo lo suficiente, me pongo de mal humor. ¿Te pones de mal humor también?

Estudiante B: ¡Sí, yo también! Me enfoco en lo negativo y no realizo actividades placenteras.

Supporting Heritage Learners

For Paso 27.1, ask heritage learners to consider any other reactions that may apply to them as well and to add them to their list. Then ask: ¿Por qué reaccionas así? ¿Qué estrategia puedes usar para cambiar tus reacciones y mejorar tu bienestar? ¿Qué sugiere tu familia que hagas? Have them reflect on these answers and incorporate them into their conversations in Paso 27.2.

College and Career Readiness

Ask students to create an audiovisual presentation for Paso 26.3. They should create slides with images and bullet points; however, they should not include a script and should use few, if any, complete sentences on their slides. Encourage students to include a slide for each habit they share and bullet points for how that habit is helpful for emotional wellness. Tell students to practice multiple times before recording and to allow the visuals and the bullet points to guide them.

Florida Benchmarks

WL.K12.IH.2.1 (27.1)

WL.K12.IH.3.3 (27.2)

WL.K12.IH.3.8 (27.2)

Paso 27.1

Teaching Tip: Have students write down the reactions that apply to them and add porque after to explain why they think that happens. Ask: ¿Qué estrategia puedes usar para cambiar tus reacciones y mejorar tu bienestar? Have them reflect and then invite students to share.

Answers

Answers will vary.

Paso 27.2

Teaching Tip: Have students use what they wrote using the Teaching Tip for Paso 27.1 to extend their conversation by asking followup questions and offering advice for how to handle stress, e.g., Estudiante A: ¿Crees que puedes reaccionar de otra forma? Estudiante B: Sí, creo que puedo respirar profundamente y pensar en lo positivo para no ponerme de tan mal humor. Ask students to keep track of what reactions they have in common. Invite pairs to share.

Answers

Answers will vary.

Me pongo de mal humor.

Me enfermo. No practico hábitos de autocuidado.

Como muchos dulces. Consumo mucha cafeína.

Me siento distraído/a.

Florida Benchmarks

WL.K12.IH.2.1 (28.1)

WL.K12.IH.2.3 (28.1)

WL.K12.IH.3.3 (27.3)

WL.K12.IH.3.7 (27.3)

WL.K12.IH.3.8 (27.3)

X Paso 27.3

Teaching Tip: Have students read the text exchange and brainstorm some reactions. Have them use other information from the text message to give advice, e.g., Son las diez y cuarenta y siete de la mañana. ¿Por qué no almuerzas en el parque con un amigo? Puedes comer algo saludable y sabroso, respirar aire fresco y hablar con alguien para sentirte mejor.

Answers

Answers will vary.

Paso 28.1

Teaching Tip: Say to students: Lean el correo electrónico para comenzar a planear lo que van a hacer con sus compañeros y cómo van a responder al correo. Piensen en los detalles para su propuesta y hagan una conexión entre todos los elementos de la presentación: el tema, la merienda y sus ideas para desestresarse y desconectarse de la tecnología.

Answers

Answers will vary.

27.3 Aconseja a Inés e Tú e Inés han intercambiado textos sobre el bienestar emocional. Hoy ella está triste y te pide ayuda para sentirse mejor. Ayuda a Inés dándole consejos.

Hoy me siento sin energía. ¿Qué debo hacer?

En mi opinión, debes salir a dar un paseo al aire libre.

Buena idea. ¿Qué hay que hacer para sentirse bien cuando uno está triste sin saber el motivo?

¿Y qué puedo hacer para ponerme a estudiar cuando no tengo ganas?

Me siento mejor y voy a hacer lo que recomiendas.

¿Cómo puedo ayudarte a mejorar tu bienestar?

Es bueno hablar contigo. Muchas gracias. ¡Hasta pronto!

Mi progreso comunicativo h

Interpersonal: I can exchange information about how to live a more balanced life.

28 El Día Mundial de la Salud Mental

El diez de octubre es el Día Mundial de la Salud Mental y tu comunidad va a celebrarlo con presentaciones y actividades. Los organizadores buscan estudiantes que hablen español para hacer las presentaciones.

28.1 Conversa sobre las opciones b s

En el Día Mundial de la Salud Mental quieres hacer una presentación para la comunidad. En parejas, lean el correo y conversen sobre sus opciones. Decidan cuál prefieren.

MODELO Estudiante A: Me gustaría hacer una demostración de... porque... ¿Qué idea quieres presentar?

Estudiante B: Pues, a mí no me interesa mucho... ¿Y si presentamos ideas para...?

Strategies

Text message exchange activities like Paso 27.3 are contextualized, authentic practice that also allow students to analyze their writing in shorter exchanges. After each reply, have students focus on how well they answered Ines’ question. Then have them look closely at the quality of their writing, including vocabulary and structures. Then, tell them to look at the overall exchange for quality of writing and task completion.

Differentiate

Before completing Actividad 28, invite a Spanish-speaking school counselor to come speak to your class about managing stress and the services offered by the counseling center. It is important for students to know school staff, trust them, and know that they are there to help. You can also take details from the presentation and use it to further develop this theme in class. Encourage students to ask the counselor questions and to incorporate what they learn into their work for this unit.

De: Comité Organizador

Asunto: Propuestas para presentaciones

¡Hola, estudiantes!

Buscamos nuevas ideas para nuestra celebración del Día Mundial de la Salud Mental. Miren las opciones y contesten nuestro correo con su propuesta. El Comité revisará las propuestas y seleccionará las mejores.

Incluyan lo siguiente:

• una observación sobre la salud mental de los jóvenes en su escuela;

• una demostración de cómo preparar una merienda saludable;

• ideas para desestresarse y desconectarse de la tecnología.

¡Anímense y presenten sus propuestas!

Comité Organizador

28.2 Responde al correo r e

Responde al correo con la propuesta que decidieron presentar en 28.1. Menciona los tres elementos que el Comité Organizador te pidió incluir en tu presentación y escribe dos o tres preguntas para sus miembros.

MODELO Estimados miembros del Comité Organizador: Me gustaría hacer una presentación para enseñar algunas formas de desestresarse. Estas son las actividades que voy a sugerir…

28.3 Graba la presentación m ¡Felicitaciones! ¡Su presentación fue seleccionada! Ahora necesitan practicar antes del evento. En las mismas parejas de 28.1, graben la presentación.

MODELO ¡Bienvenidos todos a nuestra presentación para el Día Mundial de la Salud Mental! Hoy les vamos a hablar sobre algunas formas de desestresarse. Por ejemplo, una buena estrategia es…

28.4 Interactúa escribiendo e Comparte tu video de 28.3 en el Foro. Interactúa en el Foro, escribiendo preguntas y comentarios y respondiendo los que recibes.

MODELO Sí, vamos a hablar sobre la práctica del yoga y explicar dónde las personas pueden tomar las clases. ¿Ustedes van a hacer una demostración de cocina? Me gustaría probar recetas nuevas.

Supporting Heritage Learners

Use short writing assignments like Paso 27.3 to give regular, targeted feedback to heritage learners. Use a system of error codes (e.g., A= acentuación, O=ortografía, C=conjunción, CV= conjugación verbal) and have students work individually or in pairs to figure out how to correct their draft. Offer resources to consult. Emphasize the importance of editing to promote building on existing skills rather than fixing deficiencies.

College and Career Readiness

After students read the email in Paso 28.1, have them practice preparing for a conversation by providing time to jot down ideas for each bullet point before talking. Remind them that it is always a good idea to take notes during a professional conversation; they should note the ideas they decide on during this one. Having that information handy will allow them to reference it as they write their email in Paso 28.2 and plan their presentation in Paso 28.3

Florida Benchmarks

WL.K12.IH.3.1 (28.4)

WL.K12.IH.3.7 (28.2)

WL.K12.IH.3.8 (28.2, 28.4)

WL.K12.IH.4.1 (28.3)

WL.K12.IH.4.2 (28.3)

WL.K12.IH.4.3 (28.3)

WL.K12.IH.4.4 (28.3)

WL.K12.IH.4.5 (28.3)

WL.K12.IH.4.6 (28.3)

ELA.K12.EE.1.1 (28.2)

Paso 28.2

Teaching Tip: Ask: ¿Es un correo electrónico formal o informal? ¿Cómo lo sabemos? ¿Cuáles son los componentes necesarios de un correo formal? Write the requirements on the board. Have students read the modelo and follow it to get started. Then have them proofread their emails with a partner for vocabulary, structure, style, and required components.

Answers

Answers will vary.

Paso 28.3

Teaching Tip: Have pairs write a script for their video. Encourage them to use connector words and to connect the different parts of their presentation by showing the relationship between the issue they are presenting, healthy eating, and their other suggestions. Tell them to introduce themselves and their presentation and to thank the audience at the end.

Answers

Answers will vary.

Paso 28.4

Teaching Tip: Instruct students to watch at least three videos and to leave a thoughtful, substantive comment and question. Have them follow the modelo and respond to each of the questions they receive.

Answers

Answers will vary.

Florida Benchmarks

WL.K12.IH.1.2 (29)

WL.K12.IH.1.6 (29)

WL.K12.IH.2.1 (29)

MA.K12.MTR.1.1 (29)

MA.K12.MTR.2.1 (29)

MA.K12.MTR.3.1 (29)

Observa 2

MA.K12.MTR.4.1 (29)

MA.K12.MTR.5.1 (29)

MA.K12.MTR.6.1 (29)

MA.K12.MTR.7.1 (29)

ELA.K12.EE.3.1 (29)

ELA.K12.EE.4.1 (29)

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. Project Observa 2. Write tú, usted, nosotros, ustedes, and la comunidad on the board. Put a picture of an older, stressed person on the board. Say: ¿Cuáles son las ideas de los ticos para mejorar el bienestar? Mira la primera: ¡No te estreses! (Write no te estreses under tú. Emphasize no by pointing at it on the board and te by pointing at one student.) Clase, (name of student) tiene mucho estrés. ¿Cuál es el consejo? Elicit: ¡No te estreses! Otro consejo es: ¡Tranquilízate! (Write it under tú.) Talk to the picture of the stressed older person: Usted tiene muchísimo estrés. ¡Desahóguese! (Write it under usted.) Aprenda técnicas y aplíquelas en su vida. (Write it on the board under usted. Make gestures to show that the pronoun las refers to las técnicas.) Continue having a similar conversation with students, emphasizing the pronouns and their placements for commands.

Actividad 29

Teaching Tips:

2. As students reflect on what they observe, encourage them to take notes on the Observa graphic organizer and to share them with a partner or group. Ask students to pay attention to patterns by asking: ¿Son iguales o diferentes no te estreses y desahóguese? ¿Cuándo uso te y cuándo uso se? ¿Qué observas sobre la posición de se y te? ¿Cuándo van al final del verbo? ¿Cuándo van antes del verbo? Encourage students to make linguistic comparisons to their home language.

3. Note answers on the board. Guide students to check their hypotheses with Gramática Resumen

Answers

Answers will vary.

Observa 2

Giving Orders or Suggestions with Pronouns a

Estructura Commands with Pronouns

CÓMO MEJORAR EL BIENESTAR EMOCIONAL

Una encuesta entre los jóvenes costarricenses

¿CUÁLES SON SUS RECOMENDACIONES PARA MEJORAR EL BIENESTAR EMOCIONAL?

¡No te estreses! ¡Tranquilízate con unas clases de yoga!

¡Desahóguese! Aprenda nuevas técnicas de comunicación y aplíquelas en su vida.

¡Duerme mejor! Para ello, asiste a clases de meditación guiada. ¡Apúntate hoy!

¡Enfoquémonos en lo positivo! No nos preocupemos por lo negativo.

Hay muchos eventos en la comunidad. ¡Involúcrense hoy! ¡Díganles a sus vecinos que vengan también!

La comunidad es nuestra. ¡Protejámosla y cuidémosla!

29 ¿Qué observas? b v

Lee las recomendaciones. ¿Qué observas en las formas verbales en azul? En parejas, compartan sus observaciones. Pueden encontrar más información en los recursos de Observa y en Gramática: Resumen al final de la unidad.

Strategies for Differentiation Challenge

Play a game in which students work in pairs to take the verbs in blue from Observa 2 and conjugate them for other people, e.g., tú, nosotros, ustedes. Give each pair a die and tell them to conjugate for tú if they roll a one or a two, nosotros if they roll a three or a four, and ustedes if they roll a five or a six. If they roll a number that corresponds to the original form, they should roll again. Play a few times as a class to practice. Tell them to play as many times as they can in five minutes and to write down their answers.

Differentiate

After reviewing Observa 2 with students, show a series of images that relate to the commands in blue. Give each student a mini whiteboard and ask them to write the command or advice that they would give to each person or group of people. Tell students that they should change the command to reflect to whom they are speaking. Have students lift up their boards when they are finished. Call on students to share their answers.

Detalle gramatical: Los mandatos de nosotros con pronombres

Al agregar los pronombres nos o se al final de un mandato afirmativo en la forma de nosotros, elimina la -s al final del mandato y acentúa según las normas (tilde o acento gráfico).

Enfoquemos + nos = enfoquémonos

Concentremos + nos = concentrémonos

30 Mensajes que inspiran

En la página web de tu comunidad, quieren presentar testimonios y mensajes similares a los de Costa Rica y te piden ayuda para prepararlos.

30.1 Empareja para crear un mensaje b Lee los consejos y mensajes de Costa Rica en Observa 2. Empareja las oraciones para hacer combinaciones lógicas.

1. Desconéctate de la tecnología y vive la vida.

2. Comuníquese con los seres queridos.

3. No olvides la conexión de cuerpo y mente.

4. ¡Desarrollemos nuevos talentos juntos!

30.2 Conversa sobre los consejos s

a. Guarda el teléfono y mira a tu alrededor.

b. No nos aburramos en casa. ¡Hagamos cosas nuevas!

c. La familia y los amigos son lo más importante.

d. Su bienestar mental y físico van de la mano.

En parejas, conversen para intercambiar opiniones sobre los mensajes de Observa 2 y 30.1.

MODELO Estudiante A: ¿Te inspira la frase “enfoquémonos en lo positivo”?

Estudiante B: ¡Sí, mucho! Me gusta porque habitualmente me enfoco mucho en lo negativo.

30.3 Graba mensajes que inspiran m

En parejas, graben mensajes positivos para incluir en los anuncios diarios de la escuela. Incluyan sus propias ideas sobre las siguientes acciones y sus beneficios.

• Involucrarse en actividades extracurriculares para desarrollar nuevos talentos.

• Hidratarse para tener más energía.

• Enfocarse en lo positivo para tener éxito en los exámenes.

MODELO ¡Involúcrese en actividades extracurriculares para desarrollar nuevos talentos!

Supporting Heritage Learners

Heritage learners often struggle to know where to put accents. If they are just now starting to learn, have them start with an awareness of words that regularly have an accent mark, e.g., -ción. After looking at Observa 2 and Detalle grammatical, point out that commands with pronouns take accents to maintain the original pronunciation of the verb. Give students a few examples without the accent and ask them to decide where to place it.

College and Career Readiness

For Paso 30.3, have students practice seeking and offering help. Tell them to record their messages like a dialogue with one student stating the issue and the other offering advice. Tell them to alternate roles, e.g., Estudiante A: No tengo energía. ¿Qué debo hacer? Estudiante B: Hidrátate para tener más energía. Estudiante B: Queremos tener éxito en los exámenes. ¿Qué debemos hacer? Estudiante A: ¡Enfoquémonos en lo positivo! Consider having students create an audiovisual message in which they act out the issue and advice.

Florida Benchmarks

WL.K12.IH.2.1 (30.1)

WL.K12.IH.2.4 (30.1)

WL.K12.IH.3.1 (30.2)

WL.K12.IH.3.2 (30.2)

WL.K12.IH.3.3 (30.2)

WL.K12.IH.3.5 (30.2)

WL.K12.IH.3.8 (30.2)

WL.K12.IH.4.1 (30.3)

WL.K12.IH.4.2 (30.3)

WL.K12.IH.4.4 (30.3)

WL.K12.IH.4.6 (30.3)

Detalle gramatical

Teaching Tip: After students have read the explanation, give them other examples and challenge them to practice forming the affirmative nosotros command, e.g., vamos + nos = vámonos.

Paso 30.1

Teaching Tip: Pair students up and have them cover the second column (letters a-d). Give them five minutes to write down as many ideas related to items one through four, e.g., No uses el teléfono todo el día. El teléfono no es un amigo. Then tell them to look at the second column and work together to complete the Paso. Review the answers and invite pairs to share their other ideas.

Answers

1. a 2. c 3. d 4. b

Paso 30.2

Teaching Tip: When doing pair conversation work, some students might dominate the talking time. Avoid this situation by deciding who talks first beforehand, e.g., Say: La persona con el pelo más largo habla primero. La persona más joven habla primero.

Answers

Answers will vary.

Paso 30.3

Teaching Tip: Allow students to prepare by giving them time to write ideas before recording. Ask that they put the three bulleted actions into command form and also include at least three of their own ideas.

Answers

Answers will vary.

Actividad 31

Preparation: Activate students’ background knowledge by having a conversation around these questions: ¿Te gustaría hacer tu trabajo en línea? ¿Por qué? ¿Trabajarías desde otro lugar? ¿Desde qué lugar(es) trabajarías? ¿Cuáles son las ventajas y desventajas del trabajo en remoto? ¿Qué piensas que es un nómada digital?

31 Nómadas digitales en busca del bienestar emocional

Las personas que solo necesitan una computadora y acceso a internet para hacer su trabajo pueden trabajar desde cualquier lugar. Costa Rica es un lugar ideal.

Carolina, una nómada digital en Costa Rica

Periodista: ¿Por qué decidiste trabajar desde Costa Rica?

Carolina: Primero visité Costa Rica como turista. Encontré a la gente superamable y me encantó el estilo de vida. ¡Pura vida!

Periodista: Y entonces, ¿tomaste la decisión de vivir un tiempo en el país?

Carolina: Sí, decidí mudarme de Chile a Costa Rica porque es fácil trabajar en remoto. El gobierno ayuda con programas especiales. Hay excelente conectividad, una situación política estable y alojamiento económico. ¡Pero lo mejor son las playas, las montañas y el clima!

Periodista: Mencionaste la expresión ¡Pura vida! ¿Cómo influye en tu bienestar emocional vivir en Costa Rica?

Carolina: Sentirme bien física y emocionalmente es parte de mi rutina diaria aquí. Vivo cerca de la playa y el sonido de las olas me tranquiliza. Practico yoga en la playa todos los días y eso me desestresa. ¡Hasta estoy desarrollando nuevos talentos! ¡Estoy tomando clases de surf! Incluso me involucro en la comunidad, como voluntaria, para proteger los hábitats de las tortugas marinas.

Periodista: ¿Tienes recomendaciones para otros potenciales nómadas digitales?

Carolina: ¡Sí! ¡Vengan a Costa Rica! Infórmense sobre las posibilidades. Visiten la página web del Ministerio de Turismo.

Have students complete Paso 31.1 in pairs. Encourage them to employ prereading strategies, e.g., read the title and look at the images to make an educated guess as to what they will read. Then tell them to each take one of the roles and to read and act out the interview. Tell them to stop when they find a positive aspect of life in Costa Rica that Carolina mentions. Both students should write down each aspect.

Differentiate

Working in pairs, ask students to conduct an interview similar to Actividad 31. Tell them to think of where they want to be in five or ten years and to write a short paragraph about their future lives for their partner. Ask them to include how they will take care of their emotional wellbeing. Then have them exchange paragraphs and write five interview questions about their goals, lifestyle, and wellness. Tell them to take turns completing their interviews.

Carolina

31.1 Lee la entrevista y escribe una lista b Lee la entrevista y escribe una lista de los aspectos positivos de la vida en Costa Rica que menciona Carolina.

31.2 Conversa sobre la entrevista y tu comunidad s En parejas, conversen sobre las ventajas que ofrece su comunidad a los nómadas digitales. Mencionen lo siguiente:

• los aspectos de su comunidad que pueden ser atractivos para el bienestar emocional;

• una comparación entre los aspectos positivos de su ciudad/estado/zona geográfica y los que menciona Carolina.

MODELO Estudiante A: ¿Qué piensas que ofrece nuestra comunidad para apoyar el bienestar emocional de la gente?

Estudiante B: Creo que nuestra región produce mucha agricultura orgánica y, como menciona Carolina, nosotros tenemos muy buena conectividad.

31.3 Escribe un mensaje a Carolina w

Escribe un mensaje a Carolina para invitarle a considerar tu ciudad/estado/zona geográfica para su próximo destino como nómada digital en busca de bienestar.

MODELO ¡Hola, Carolina! Me fascinó leer tu entrevista y me hizo pensar en cuál podría ser tu próximo destino para continuar con el trabajo en remoto. Donde vivo, no hay playa, pero sí hay unas montañas muy bonitas. ¡Ven y tranquilízate meditando al aire libre! Además…

Mi progreso comunicativo h

Presentational: I can present recommendations for leading a more balanced life.

31.4 Escribe unos eslóganes w Carolina vive la experiencia de pura vida en Costa Rica. En parejas, escriban unos eslóganes en forma de mandatos para promocionar su comunidad para los nómadas digitales.

MODELO ¡Desestrésate con una caminata en nuestras hermosas montañas Sawtooth de Idaho!

AP® Strategies

For Paso 31.2, invite heritage learners to also reflect on and discuss what it would be like to be a digital nomad in their heritage culture, e.g., ¿Cuáles son los aspectos positivos de conocer mejor tu cultura de herencia? ¿Puedes pasar tiempo con familia allí? Have them tailor the bullet points from the instructions to their heritage culture and encourage them to compare their local community to their heritage culture and what they know about Costa Rica.

After completing Actividad 31, tell students to each pick a place where they would like to be a digital nomad and write their top five reasons they think it would support their emotional wellbeing, e.g., Hay muchas playas en Costa Rica para tranquilizarme. Then ask students to write a nosotros command for each reason, e.g. , Tranquilicémonos en las playas de Costa Rica. Have pairs try to convince each other to be digital nomads in their chosen spot. At the end of the conversation, they should decide where to go, e.g., Vámonos a Costa Rica.

Florida Benchmarks

WL.K12.IH.2.1 (31.1)

WL.K12.IH.3.1 (31.2)

WL.K12.IH.3.2 (31.2)

WL.K12.IH.3.4 (31.2)

WL.K12.IH.3.5 (31.2)

WL.K12.IH.3.8 (31.2)

WL.K12.IH.5.1 (31.3, 31.4)

WL.K12.IH.5.2 (31.3, 31.4)

WL.K12.IH.5.3 (31.3, 31.4)

WL.K12.IH.5.4 (31.3, 31.4)

WL.K12.IH.5.7 (31.3)

ELA.K12.EE.2.1 (31.1)

Paso 31.1

Preparation: Before reading, create anticipation by asking pairs of students to make a list of the positive aspects of working remotely from Costa Rica. Say: Imagina que eres un/a nómada digital. ¿Cuáles son los aspectos positivos de vivir en Costa Rica y trabajar desde allí?

Sample Answers

gente amable, estilo de vida, conectividad, situación política estable, alojamiento económico, las playas, las montañas, el clima, el sonido de las olas, el yoga, el surf, oportunidades de involucrarse en la comunidad

Paso 31.2

Preparation: Provide time for students to think of questions and to jot down notes for each bullet point before beginning the conversation. Invite students to share their ideas with the class. Write them on the board so students can reference them.

Answers

Answers will vary.

X Paso 31.3

Teaching Tip: Help students organize their thoughts by asking them to think about at least three different reasons why their community is a good destination for Carolina. Encourage them to include a suggestion for each reason in the form of a positive or negative command.

Answers

Answers will vary.

Paso 31.4

Teaching Tip: Remind students to follow the format for mandatos as seen in Observa 2. As a follow up, students could create paper or digital posters for their slogans and include pictures of their communities.

Answers

Answers will vary.

Florida Benchmarks

WL.K12.IH.2.1 (32.1)

WL.K12.IH.2.4 (32.1)

ELA.K12.EE.2.1 (32.1)

X

Paso 32.1

Teaching Tip: Have students read the title of the article. Ask: ¿Qué significa “impartir” en ese el contexto? ¿Cuáles son algunos sinónimos de “impartir”? Ask pairs to alternate reading the article aloud. Tell them to note the answers to the following questions as they read: ¿Qué es el yoga? ¿Cuáles son los beneficios? ¿Recomiendan el yoga para las escuelas de su comunidad y estado? ¿Por qué? ¿Cómo puede ayudar a los estudiantes?

Answers

Answers will vary.

32 El bienestar en la escuela

El Departamento de Educación de tu estado pide el apoyo de los gobiernos estudiantiles de las escuelas secundarias para ayudar con una nueva iniciativa de salud. Como representante de tu clase, decides usar tu conocimiento de los programas de Costa Rica para ayudar.

32.1 Lee el artículo y conversa b

En tu investigación para informar la iniciativa, encuentras el artículo Escuelas públicas con opción para impartir yoga, de La República. En parejas, lean el artículo y conversen sobre la iniciativa y cómo puede beneficiar a las escuelas de su estado.

Mi progreso comunicativo h

Interpretive: I can understand recommendations for leading a more balanced life.

https://www.larepublica.net/noticia/escuelas-publicas-con-opcion-para-impartir-yoga

Escuelas públicas con opción para impartir yoga

Las escuelas públicas pueden ofrecer lecciones de yoga si el docente de educación física lo sugiere, pues esta actividad fue declarada de interés público en Costa Rica desde octubre.

El yoga consiste en un grupo de prácticas físicas, mentales y espirituales desarrolladas en la India.

Ya existe un plan piloto en algunas escuelas. Allí se imparten las lecciones a niños de primer y segundo grado gracias a un programa elaborado por la Fundación Gaia.

El yoga, más que una actividad física, es un estilo de vida que procura sanar, cuidar y fortalecer el cuerpo, la mente y el espíritu mediante determinadas posturas, la respiración y la meditación. Además, su práctica contribuye a evitar la violencia, lo que ayudará a generar un clima de armonía.

For Paso 32.1, ask pairs to find the following words and phrases in the article: self-esteem (autoestima), strengthens the body (fortalece el cuerpo), teacher (el docente), public interest (el interés público), developed (desarrolladas), breath (la respiración). Pairs will need to use critical thinking and context clues to find the words and it will support their overall understanding of the article. Review the answers as a class.

Differentiate

The article in Paso 32.1 discusses Costa Rican schools offering yoga, a popular exercise originally from India, for physical education. Have students brainstorm some products, practices, and perspectives that are popular in their community that may have originated in another culture. Ask: ¿Cómo se hizo popular aquí? If they are not sure, have them research their topics and share what they learn. What did they learn about how products, practices, and perspectives are spread within and across cultures?

© Candilejas, “Escuelas públicas con opción para impartir yoga”.

Fuente auténtica

32.2 Responde al correo r e

Lee el correo del Departamento de Educaciόn y responde a cada pregunta. Incluye tus propias ideas, algunas del artículo y, al menos, una pregunta para los asesores.

¡Buenos días!

Queremos conocer la opinión de los estudiantes sobre una nueva iniciativa para ofrecer lecciones de yoga en los cursos de educación física. Por favor, responde a las siguientes preguntas:

• ¿Qué efectos positivos puede tener el yoga en tu bienestar emocional?

• ¿Las clases deben ser obligatorias u opcionales? ¿Por qué?

• ¿Qué recomendaciones tienes para que el programa funcione bien? Gracias por tu ayuda. ¡Hagamos innovaciones!

Esperamos tu respuesta, Marina Céspedes y Andrés Martínez Asesores del Departamento de Educación Pública

MODELO Estimados asesores:

Como líder estudiantil de mi escuela, me da mucho gusto participar en la creación de esta iniciativa. Mis recomendaciones son…

Mi progreso comunicativo

h

Interpersonal: I can exchange information about how to live a more balanced life.

32.3 Conversa sobre iniciativas s

En parejas, conversen sobre la idea de crear un programa similar con yoga u otra actividad en las escuelas de tu comunidad.

MODELO Estudiante A: Pienso que el yoga puede ayudar a muchos estudiantes porque… ¿Hay un programa similar en las escuelas públicas aquí?

Estudiante B: Las escuelas no tienen clases de yoga, pero sí hay...

Supporting Heritage Learners

For Actividad 32, find a few other articles about school initiatives in Spanish-speaking countries. Have heritage learners choose one of the articles to read. They can then make comparisons between initiatives. They can also compare the language the articles use to present the initiatives, looking for similarities in style and vocabulary.

College and Career Readiness

For Paso 32.2, tell students to make three columns and title them with each of the three bulleted questions from the email. Note that the first question asks students to cite evidence and the second two ask them for their opinion and recommendations. For the first question, tell students to use information from the article and to do an internet search in Spanish (e.g., los beneficios del yoga) to find more information to include. For the third question, tell them to aim for at least two to three recommendations.

Florida Benchmarks

WL.K12.IH.3.1 (32.2, 32.3)

WL.K12.IH.3.7 (32.2, 32.3)

WL.K12.IH.3.8 (32.2, 32.3)

ELA.K12.EE.1.1 (32.2)

X Paso 32.2

Teaching Tip: Read the email and the modelo together as a class. Ask students what differences in style and register they notice between the two and why. Before writing a draft, have them outline their email with bullet points and provide a checklist so that they do not forget any elements of an email, e.g., greeting, answers, their own question, closing.

Answers

Answers will vary.

Paso 32.3

Teaching Tip: Prior to beginning the conversation, brainstorm questions and vocabulary with students to help them prepare and to be able to speak longer, e.g., ¿Podemos reemplazar unas secciones de educación física con clases de yoga? Write reemplazar on the board as a new word. Encourage students to also incorporate the questions from the email in Paso 32.2

Answers

Answers will vary.

Florida Benchmarks

WL.K12.IH.3.1 (33.2)

WL.K12.IH.3.7 (33.2)

WL.K12.IH.3.8 (33.2)

WL.K12.IH.4.1 (33.3)

WL.K12.IH.4.2 (33.3)

WL.K12.IH.4.3 (33.3)

WL.K12.IH.4.6 (33.3)

WL.K12.IH.5.1 (33.1)

WL.K12.IH.5.2 (33.1)

WL.K12.IH.5.3 (33.1)

Paso 33.1

Teaching Tip: Read the modelo with students. Ask: ¿Qué forma verbal usa el modelo para expresar las sugerencias? Call on students to give a few example suggestions using nosotros commands. Have them share and write their suggestions in small groups using a learning strategy like Talking Chips (see Instructional Strategies Toolkit).

Answers

Answers will vary.

Paso 33.2

Teaching Tip: Have students read through as many posts as they can in fifteen minutes. Ask them to leave a comment and question on at least three posts, asking for details about their classmates’ ideas, e.g., when and where a food festival could be held, whom they would invite, how they would promote it.

Answers

Answers will vary.

X

Paso 33.3

Preparation: Have students use their ideas from Paso 33.1 and what they learned from Paso 33.2 to write a script for their podcast. Tell them to write a hook to engage their listener, transitions between topics, and reasons and details for their suggestions. Tell them to include a closing statement to end the show as well.

Answers

Answers will vary.

33 Anímense, comunidad

Has aprendido que Costa Rica promueve el bienestar emocional de sus habitantes de varias maneras. ¿Puedes aplicar algunas de estas iniciativas en la comunidad donde vives?

33.1 Lee y escribe sugerencias w Para cada iniciativa, escribe sugerencias para indicar cómo implementarlas en tu comunidad.

1. promover la alimentación sana

2. ofrecer actividades comunitarias gratuitas

3. ofrecer clases de yoga en las escuelas públicas

4. diseñar programas para atraer a nómadas digitales

5. educar sobre técnicas de relajación

MODELO Promover la alimentación sana: Involucrémonos en las actividades de la comunidad y realicemos un festival de comida de productores locales. Hagamos un concurso entre nuestros mejores chefs.

33.2 Interactúa sobre las sugerencias e Comparte tus sugerencias en el Foro. Interactúa en el Foro, escribiendo comentarios y preguntas y respondiendo los que recibes.

MODELO ¡Me encanta la idea del festival! ¿Qué opinas si la gente tiene la oportunidad de probar y votar por sus platos preferidos?

33.3 Graba un pódcast m Graba un pódcast para compartir tus sugerencias sobre nuevas iniciativas que promuevan el bienestar emocional en tu comunidad.

MODELO Amigos, ¡involucrémonos en proyectos de nuestra comunidad! Mejoremos el bienestar emocional de todos. Les voy a sugerir algunas iniciativas que podemos implementar que ya tienen éxito en Costa Rica. Por ejemplo, para promover la alimentación sana y las actividades comunitarias gratuitas, mis recomendaciones son: enfoquémonos en un festival de barrio con comida de productores locales…

Mi progreso comunicativo h

Presentational: I can present recommendations for leading a more balanced life.

Strategies for Differentiation

Have students work in pairs for Paso 33.1 and have them write their suggestions in steps. First, tell them to write their suggestion using the infinitive, e.g., involucrarnos en la comunidad con… Then tell them to put their suggestion into a command form, e.g., involucrémonos en… Tell them to come up with at least two suggestions per initiative. Invite pairs to share their ideas with the class; write what they share on the board.

Challenge

After Actividad 33, invite students to pretend that a local organization has decided to take up their suggestions and that it is the first day of implementation. Have them take turns in small groups to give a pep talk to the team at the program. What should they do to ensure the success of these new measures? Have them provide five suggestions for implementation and for interacting with people they are helping in the community, e.g., ¡Hoy es el día! ¡Démosle toda nuestra energía! ¡Enfoquémonos en…!

Unidad 3

Scaffold

La perspectiva de Inés 2

También necesitamos comunicar nuestros sentimientos.

Para mantener nuestra salud mental y para no estar estresados, necesitamos primero dormir bien.

Vean la vida a través de ojos positivos.

Florida Benchmarks

WL.K12.IH.1.1 (34.2)

WL.K12.IH.1.3 (34.2)

WL.K12.IH.1.4 (34.2)

WL.K12.IH.1.5 (34.2)

WL.K12.IH.2.1 (34.1)

WL.K12.IH.2.3 (34.1)

34 Consejos de Inés para desestresarse

Inés nos cuenta sobre cómo cuidar a una persona que está estresada.

34.1 Pon en orden los consejos b

Lee los consejos que luego escucharás a Inés presentar en su video. Ponlos en orden de importancia, de uno (más importante) a cinco (menos importante), según tu opinión. Luego, escribe una oración donde expliques por qué la idea uno es la más importante.

Duerman bien.

Comuniquen sus sentimientos.

Creen una rutina.

Busquen un pasatiempo.

Tengan una actitud positiva.

34.2 Mira el videoblog y escribe los detalles v

Mira el videoblog. Escribe todos los detalles de los consejos de Inés. Usa la lista de consejos de 34.1 para organizar tus apuntes.

Strategies for Differentiation

Supporting Heritage Learners

For Paso 33.3, encourage creativity from heritage learners by suggesting that they invite other heritage learners to be guests on their podcasts as experts on topics like sleep or nutrition. One student can moderate the podcast and ask the questions while adding details, comments, and insight to what guests are saying. Encourage free conversation so that students practice extemporaneous speech. They can prepare with an outline and list of topics.

AP® Strategies

For Paso 33.1, ask students to include at least two suggestions for each initiative and to organize them using bullet points. Then, for Paso 33.3, challenge students to use the modelo, the list of initiatives, and their bullet points as a guide for their podcast rather than writing a script. Remind students to include an introduction and a farewell and to keep listeners engaged with quality information, clarity, and enthusiasm for the suggestions they are proposing. Encourage them to practice multiple times before submitting.

La perspectiva de Inés 2

Paso 34.1

Teaching Tip: Have students write the explanation for their ranking as a paragraph in which they describe the pieces of advice and give their reasons for their order of importance, using superlatives where possible, e.g., En mi opinión, el consejo más importante es “duerman bien”, porque no puedo concentrarme si no duermo bien.

Answers

Answers will vary.

Paso 34.2

Teaching Tip: Show the videoblog once all the way through and then twice more, pausing periodically to give students time to take notes. Have them initially write each suggestion as a bullet point, but leave space to add in more detail with successive listenings, e.g., dormir bien: al menos nueve horas a diario.

Sample Answers

Duerman bien: unas nueve horas de sueño a diario; Comuniquen sus sentimientos: a un amigo o un miembro de la familia, pero siempre a una persona cercana y de confianza; Creen una rutina: para mantenernos ocupados y para tener el día estructurado; Busquen un pasatiempo: podría ser meditar o aprender yoga para siempre estar tranquilos con nosotros mismos; Tengan una actitud positiva: asegúrense siempre de desestresarse y vean la vida a través de ojos positivos.

Unidad

Florida Benchmarks

WL.K12.IH.3.1 (34.3)

WL.K12.IH.3.2 (34.3)

WL.K12.IH.3.5 (34.3)

WL.K12.IH.3.8 (34.3)

WL.K12.IH.4.1 (34.4)

WL.K12.IH.4.2 (34.4)

WL.K12.IH.4.3 (34.4)

WL.K12.IH.4.6 (34.4)

WL.K12.IH.8.3 (35)

Paso 34.3

Teaching Tip: In addition to the requirements in the instructions, ask students to compare their habits to Inés’ and to ask their partners about themselves, e.g., Estudiante A: Inés dice que duerme al menos nueve horas cada noche, pero yo duermo ocho y es difícil dormir más. ¿Y tú? Estudiante B: Duermo entre siete y ocho horas.

Answers

Answers will vary.

Paso 34.4

Teaching Tip: Have students record their messages and post them in the Forum. Ask students to listen and respond to at least three of their classmates’ messages with a comment and at least one other strategy that the original message did not mention.

Answers

Answers will vary.

Actividad 35

Teaching Tip: Project the questions from the instructions as bullet points so that students can check them off as they answer them. Remind students to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum.

Answers

Answers will vary.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

vida!

34.3 Conversa sobre el videoblog s

En parejas, conversen sobre las ideas presentadas por Inés en su videoblog. Mencionen si están de acuerdo con sus consejos o no y por qué. ¿Qué otras ideas tienen ustedes que no se comentan en el videoblog?

MODELO Estudiante A: ¿Piensas también que todos necesitamos nueve horas de sueño?

Estudiante B: Creo que sí. Los adolescentes necesitamos aún más que los adultos. Cuando tengo sueño, es cuando más sufro de ansiedad y estrés.

34.4 Graba un mensaje a Inés m

Graba un mensaje a Inés como respuesta a su videoblog. Comenta las ideas que más te gustaron y por qué e incluye algunas ideas nuevas para ella.

MODELO Gracias por tu videoblog, Inés. Estoy de acuerdo contigo en que lo más importante para reducir el estrés es dormir bien y las horas adecuadas. Yo sufro mucho más de ansiedad y estrés cuando no duermo bien o cuando duermo poco. Otra manera de reducir el estrés es hacer ejercicio físico regularmente. También…

35 Reflexión intercultural d

What ideas for stress relief seem to be most important to Inés? Do you agree? What are some others that she did not mention, and which are most important to you? Why might Inés’ perspective on stress be different from yours? Share your ideas in class and in the Forum

Mi progreso intercultural h

Investigate: I can identify some similarities and differences between a Costa Rican teen’s perspectives on relieving stress and my own.

Strategies for Differentiation

Scaffold

Before their conversations in Paso 34.3, have students look at their notes from Paso 34.2 and note if they agree or disagree with Inés’ advice and why. If they are unsure if Inés’ advice is accurate (e.g., they may not know how much sleep is recommended for their age group), encourage them to research it prior to deciding on their opinion. Remind them to write one or two of their own ideas that Inés did not mention. Tell students to reference their notes during their conversation.

Differentiate

To conclude Comunicación 2, ask students to work in small groups to create a poster to answer the question: ¿Cómo podemos lograr tener una vida equilibrada? Ask them to include at least six recommendations and gear them toward other students their age. Tell them to make the title for each recommendation an ustedes command (e.g., ¡Duerman por lo menos ocho horas!) and to then list two recommendations for how to achieve it (e.g., Recomendamos que…). Remind groups to include an engaging visual for each recommendation.

Unidad 3

En camino 2

36 Mejora el bienestar de la comunidad escolar

Your school is discussing initiatives to promote emotional well-being. You are part of the planning committee for Wellness Day and read an online forum with testimonies from families in your school district.

36.1 Lee el foro y responde b

In preparation for Wellness Day, your school created a bilingual online forum where students and caregivers can discuss issues affecting the well-being of the school community. Read the forum entries and answer the questions.

Mi progreso comunicativo h

Interpretive: I can understand recommendations for leading a more balanced life.

36.2 Interactúa en un foro e

The school has asked you to participate in a live chat forum to offer advice to teachers, parents and caregivers. Respond to their questions and recommend how the community can address issues related to emotional well-being. Include a question for each chat participant.

Mi progreso comunicativo h

Interpersonal: I can exchange information about how to live a more balanced life.

36.3 Graba un pódcast m

Create a podcast in Spanish for your school. Give recommendations about activities or services that members of the school community can take advantage of to improve the community’s emotional well-being.

Mi progreso comunicativo h

Presentational: I can present recommendations for leading a more balanced life.

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 ways to support emotional wellbeing in Costa Rica and their own community. 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 practices that promote emotional wellbeing are similar and different in students’ community and Costa Rica. How has learning about the importance of emotional wellbeing in Costa Rica opened students’ minds to new ideas and perspectives?

Florida Benchmarks

WL.K12.IH.2.1 (36.1)

WL.K12.IH.3.3 (36.2)

WL.K12.IH.3.7 (36.2)

WL.K12.IH.3.8 (36.2)

WL.K12.IH.4.2 (36.3)

WL.K12.IH.4.3 (36.3)

En camino 2

Formative Assessment: This performance assessment targets the Intermediate Low 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 High and Intermediate Mid levels. Use the provided rubric to assess your students’ performance.

Paso 36.1

Teaching Tip: Remind students to read the questions they will need to answer prior to reading the forum entries. Tell them to take notes as they find the answers. Confirm that students do not need to include personal information for question three if they do not feel comfortable; they can invent the information or write about a friend, family member, or character.

X Paso 36.2

Teaching Tip: Tell students to read each entry fully and to jot down notes for possible recommendations and questions before they begin writing their response. Encourage them to use the entries in Paso 36.1 as models for their responses.

Mi progreso comunicativo: Tell students the communicative goal they are targeting in this Paso will be assessed again in Vive entre culturas.

Paso 36.3

Teaching Tip: Remind students to complete the graphic organizer prior to recording their podcast. Encourage them to use the previous Pasos to inform what they say. Challenge students to use the graphic organizer to guide their podcast rather than writing a script. Tell them to include an opening and a closing.

Building Proficiency

Florida Benchmarks

WL.K12.IH.3.1 (37)

WL.K12.IH.3.6 (37)

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 information about practices that support long-term health.

X Interpersonal: I can exchange opinions about practices that support long-term health.

X Presentational: I can recommend practices that support long-term health.

Pregunta esencial

Teaching Tip: Have students look at the Pregunta esencial and read it aloud. Then use the following questions to prompt further conversation about it in Spanish: ¿Por qué es importante tener bienestar cuando eres joven? ¿Cuáles son los resultados de haber tenido una vida saludable cuando eres mayor? ¿Cuáles son los secretos para tener una vida longeva? Remind students to share ideas regarding the Pregunta esencial and comment on classmates’ posts in the Forum on Learning Site®.

Actividad 37

Preparation: Teach students words that can be useful to describe pictures, e.g., el fondo, el primer plano, el centro, a la derecha, a la izquierda, arriba, abajo. Write and leave these words on the board so students can refer to them during their conversation.

Answers

Answers will vary.

Comunicación 3: Invirtamos en la salud

Pregunta esencial

How does taking care of ourselves now benefit us later?

37 Conversa sobre tus ideas i s

En Comunicación 3, vas a descubrir qué es invertir en la salud diaria para conseguir una vida longeva. En parejas, conversen sobre lo que observan en la imagen.

MODELO

Estudiante A: ¿Qué están haciendo las personas en la calle?

Estudiante B: Veo unos adultos corriendo en una carrera.

Strategies for Differentiation

For Paso 38.1, have pairs read the text aloud and give them hints on how to say words they have seen before but may not remember, e.g., dates, percentages, large numbers. Review some before students begin reading and have them practice saying them a few times, e.g., El primer día del mes es el primero. ¿Cómo se lee la fecha mencionada? ¿Y el año?

Challenge

After reading Paso 38.1, project Ferrer’s quote from the reading (“No quiero…”) and ask students: ¿Qué significa? ¿Qué ocurrió después? ¿Son necesarios los ejércitos? ¿Por qué? ¿Hay otros países que no tienen ejércitos? ¿Tienen algún tipo de fuerza armada? Have them discuss their answers in pairs or small groups and then invite them to share with the class.

Unos adultos participan en el Maratón de San José.

Unidad

Conexión cultural

38 Práctica cultural: Un país sin ejército (army)

38.1 Conexiones: Las ciencias sociales c

¿En qué situaciones fuera del combate puede ayudar un ejército? ¿Crees que un país puede no tener un ejército? ¿Por qué crees que hay países sin ejército?

El 1 de diciembre de 1948, el entonces presidente de Costa Rica, José Figueres Ferrer, dijo: “No quiero un ejército de soldados, sino de educadores”. Ese mismo día, Costa Rica eliminó el ejército. Antes, Costa Rica había tenido una guerra civil que causó más de 2.000 muertes y dejó un ejército destruido y sin recursos. Reconstruir el país iba a costar mucho dinero. Por eso, Figueres propuso usar el dinero para crear una sociedad civil fuerte e invertir en educación, cultura, investigación y salud pública. Además, se prohibió la discriminación contra las personas afrodescendientes y se aprobó el voto femenino.

Florida Benchmarks

WL.K12.IH.6.1 (38.2)

WL.K12.IH.6.3 (38.2)

WL.K12.IH.7.1 (38.1)

Uno de los resultados de esa decisión es la educación gratuita y obligatoria para todos los costarricenses. Gracias a eso, Costa Rica ocupa el primer lugar en calidad del sistema educativo en América Latina. Su tasa de alfabetización es del 97,8 %. Otra prioridad para el Gobierno de Costa Rica es el reconocido sistema de salud pública universal. La Caja Costarricense de Seguro Social (CCSS) provee acceso gratuito, o de muy bajo costo, a modernos hospitales, clínicas, laboratorios y farmacias en todo el país, incluidas las zonas rurales.

38.2 Reflexión o

Does the lack of a military seem to work in Costa Rica? What do you think are some positive or negative consequences of not having an army? Would such a decision work in your country? Why or why not?

39 Reflexión intercultural d

Does it surprise you that Costa Rica ranks high on the International Happiness Index each year? How does the focus on health care and education relate to the idea of pura vida, a balanced and peaceful life? How does your community or country encourage well-being? Could it do more? Share your ideas in the Forum

Mi progreso intercultural h

WL.K12.IH.8.1 (39)

WL.K12.IH.8.3 (39)

Conexión cultural

Paso 38.1

Teaching Tip: Encourage students to highlight the causes of the elimination of Costa Rica´s army in one color and its outcomes in another. Then have a discussion with students by asking: ¿Cuáles fueron las causas de la eliminación del ejército en Costa Rica? ¿Cuáles fueron/son los resultados? Write students´ answers on the board.

Answers

Answers will vary.

Paso 38.2

Investigate: In my own and other cultures I can compare cultural practices that promote the wellbeing of a community.

Supporting Heritage Learners: For the Pregunta esencial, invite heritage learners to reflect on the importance of a long life. Ask: ¿Quieres una vida longeva? ¿Por qué? ¿Cuáles son las razones para querer vivir por mucho tiempo? Ask follow-up questions that lead to discussions of family or what some of their goals are. Give them time to research what the life expectancy for their generation is. Ask: ¿Qué quieren hacer con este tiempo? ¿Cómo pueden ayudar los hábitos saludables a lograr esas metas?

AP® Strategies

After completing Actividad 37, ask students to find and post an image that they believe represents invertir en la salud diaria. Tell them to explain why using a sentence frame such as: Pienso que esta imagen representa invertir en la salud diaria porque… Then ask students to comment on at least three posts with why they agree or to ask a question, e.g., Estoy de acuerdo contigo porque… ¿Puedes explicar más sobre…?

Teaching Tip: Ask students if they knew that some countries have no military forces and if they know of any others. Ask them to consider how spending this money on education and health made Costa Rica a better country for all of its citizens. Consider discussing how this magnitude of a shift in spending would impact their country and culture. Remind students to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.

Answers

Answers will vary.

Actividad 39

Teaching Tip: To maintain a high level of target language, discuss these questions in Spanish with your students: ¿Te sorprende que Costa Rica esté considerado como uno de los países más felices en el Índice Mundial de Felicidad? ¿Qué relación hay entre el enfoque en la salud y la educación y la idea de “pura vida”, una vida equilibrada y pacífica? ¿Cómo se promueve el bienestar en tu comunidad o país? ¿Se podría hacer más? ¿Cómo podemos todos promover el bienestar y la paz en el mundo?

Answers

Answers will vary.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

José Figueres Ferrer, expresidente de Costa Rica

197

Unidad

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 on Learning Site®.

Teaching Tip: Have students listen to the audio as they read the text. Project Así se dice 3 and have a conversation with students about the keys for longevity. Say: ¡Costa Rica es un país maravilloso! (Name of student), ¿por qué crees que Costa Rica es el país más feliz de América Latina? (React to student’s answer, e.g., ¡Claro! Viven una vida sin mucho estrés.) Necesitamos aprender de ellos y beneficiarnos. (Write beneficiarnos on the board.) El Gobierno de Costa Rica da prioridad a la salud pública. (Write salud pública on the board.) (Name of student), ¿cuál consideras que es la prioridad del Gobierno de (name of your town)? ¿Ustedes están de acuerdo? Bueno, sigamos con Costa Rica que es muy interesante. El sistema sanitario se enfoca en la medicina preventiva. (Write el sistema sanitario and la medicina preventiva on the board.) (Name of student), ¿es una buena idea enfocarse en la medicina preventiva? ¿Por qué? ¿Es similar o diferente en nuestro (e.g., pueblo, ciudad, estado, país)? ¿Cómo es de similar y cómo es de diferente? Todos los ticos tienen acceso a médicos y clínicas. (Write acceso a médicos on the board.) Continue having a similar conversation as the one modeled above, teaching vocabulary in context and avoiding translation.

Culture Note: Share with students that, according to the World Happiness Index, Costa Rica is not only one of the happiest countries in the world, but it also has a life expectancy of 78.5 years, which is longer than the U.S.

Así se dice 3

Las claves para la longevidad a

Un reportaje sobre Costa Rica

El país más feliz de Latinoamérica

El estilo de vida costarricense se conoce como pura vida y se caracteriza por evitar el estrés tan frecuente en el mundo moderno. De hecho, Costa Rica aparece en el Índice Mundial de Felicidad como el país más feliz de Latinoamérica. ¿Cómo consigue esta calidad de vida tan alta? Descubramos los secretos de la pura vida y aprendamos a beneficiarnos de ellos.

Prioridades del Gobierno Costa Rica no tiene ejército. En su lugar, el Gobierno da prioridad a la educación gratuita y la salud pública para todos.

• El sistema sanitario de Costa Rica se enfoca en la medicina preventiva de los residentes.

• El acceso a médicos y clínicas está garantizado en todo el país, incluidas las zonas rurales.

• La telemedicina también ha sido importante para proveer citas médicas a pacientes en áreas remotas.

Comunidades conectadas

El bienestar comunitario es otro pilar de la vida costarricense. Los polideportivos o centros comunitarios ofrecen diversas clases y también deportes para niños y adultos. Además de promover la salud, los polideportivos proporcionan un sentimiento de pertenencia y unen a las personas.

Ask students to read through Así se dice 3 in pairs. Provide guiding questions for them for each section to support their comprehension, e.g., ¿Cuáles son las prioridades del Gobierno de Costa Rica? ¿Cómo se mantiene el bienestar comunitario? ¿Cómo son las redes familiares? ¿Qué es una zona azul? ¿Dónde está la zona azul en Costa Rica? ¿Qué principios siguen allá? Review the answers as a class once they have finished.

Differentiate

Ask students to create a post with an image and vocabulary from Así se dice 3 in which they share about the quality of life in their own community. Ask them to write three to five sentences in which they refer to specific places and programs, e.g., La calidad de vida en (name of community) es… El sistema sanitario aquí… La gente puede acceder a comida saludable en… Las redes familiares aquí son… Encourage students to also include improvements they would like to see, e.g., Creo que podemos mejorar…

Florida Benchmarks

Las redes familiares

Las redes familiares fuertes proporcionan apoyo y sentido de pertenencia. Además, transmiten las tradiciones de una generación a otra. Las ferias del agricultor permiten el acceso a alimentos económicos, frescos y saludables en todas partes del país.

Y, por supuesto, las playas, bosques, volcanes y abundante vida salvaje de Costa Rica ofrecen oportunidades para respirar aire puro y disfrutar de la naturaleza cada día.

La longevidad en la península Nicoya

Costa Rica posee una de las cinco zonas azules del mundo. Estas zonas son áreas con una alta concentración de centenarios —personas que superan los 100 años— y otras personas mayores que viven vidas longevas y saludables. La calidad de vida en Nicoya se refleja en su esperanza de vida, que es una de las más altas del mundo. El secreto de su longevidad se atribuye a un estilo de vida que se resume en estos cinco puntos principales que usted también puede seguir:

• Tener un propósito en la vida, una razón para levantarse cada día.

• Comer alimentos tradicionales. Los nicoyanos siguen la dieta de sus antepasados chorotegos. Esta dieta incluye el maíz, que no se come tanto en otras partes del país.

WL.K12.IH.2.1 (40)

WL.K12.IH.2.4 (40)

• Dar prioridad a las relaciones sobre las tareas. Mantener la red familiar sobre todo.

• Realizar trabajo físico todos los días. Incluso caminar de un lugar a otro sirve para mantener la salud.

• Vivir al aire libre tanto como sea posible. ¡Y no olvide tomar suficiente sol!

40 ¿Cómo es el estilo de vida en Costa Rica? b

Lee el artículo. Indica si la información es cierta (C) o falsa (F)

1. C F Nicoya tiene más centenarios que otras partes del país.

2 C F El sistema sanitario se centra en la atención urgente.

3 C F La calidad de vida en Costa Rica no es muy alta.

4 C F Costa Rica tiene un gran ejército.

5 C F Valoran las relaciones sobre las tareas.

Supporting Heritage Learners

After reviewing Así se dice 3, invite heritage learners to research more about longevity and life expectancy in their heritage culture. Ask them to look up the answers to questions like: ¿Cuál es la esperanza de vida en tu cultura de herencia? ¿Cómo es la salud pública? ¿Qué factores contribuyen a la calidad de vida allá? If students have family living in the country of their heritage culture, encourage them to ask their family members there these questions. If comfortable, invite students to share what they find with the class.

AP® Strategies

After reviewing Así se dice 3, ask pairs to discuss las claves para la longevidad in Costa Rica. What did they learn about Costa Rica? How is their community similar and different? Are there practices in Costa Rica that they wish their community practiced more frequently as well? Brainstorm possible questions and write them on the board before pairs begin, e.g., ¿Cuáles son las prioridades del gobierno? ¿Cuáles son las claves para la longevidad en la península de Nicoya? ¿Nuestra comunidad tiene estas prácticas?

Teaching Tip: Project Así se dice 3 and say: ¡Qué interesante es Costa Rica! Por supuesto, como en todo el mundo hispano, la familia es muy, muy importante. Las redes familiares, es decir, las conexiones familiares, proporcionan y dan apoyo a todos. (Write las redes familiares and proporcionan on the board.) (Name of student), ¿crees que las redes familiares son muy, muy importantes en (name of your town or area)? Todos los costarricenses tienen acceso a la comida fresca y saludable gracias a las ferias del agricultor. (Write ferias del agricultor on the board.) (Name of student), ¿tenemos ferias similares en (name of your town or area)? ¿Cuáles son las semejanzas y diferencias entre las ferias de agricultores de Costa Rica y las de (name of your town or area)? Continue presenting the vocabulary in blue in context, avoiding translation, and writing the new expressions on the board.

Actividad 40

Teaching Tip: Encourage pairs of students to highlight the evidence from the text as they answer the true or false statements. To extend, tell them to correct the false ones and make them true.

Answers

Florida Benchmarks

WL.K12.IH.2.1 (41.1)

WL.K12.IH.2.4 (41.1)

Paso 41.1

Teaching Tip: Students will need to be familiar with these words when they listen to Paula’s video. If you have not already, emphasize that Costa Rica has a centralized health service for everyone. Anyone can go to los EBAIS (Equipos Básicos de Atención Integral en Salud) and get help. You can compare this with the health services in your community.

Answers

1.

41 La longevidad en Costa Rica

Inés te manda un video hecho por su amiga Paula para explicarte lo que hace Costa Rica para promover el bienestar y la longevidad en sus comunidades.

41.1 Empareja el elemento con la descripción b Antes de mirar el video, empareja cada descripción con el elemento relacionado con la longevidad en Costa Rica.

1. Centros comunitarios que promueven el deporte y la recreación.

2. Almuerzo saludable típico con arroz, frijoles, ensalada, plátano maduro y carne.

3. Clínicas de medicina preventiva y salud pública.

4. Mercados locales con frutas, verduras y legumbres frescas de bajo costo.

Strategies for Differentiation Challenge

After completing Paso 41.4, challenge students to have a similar conversation with a partner or in a small group about how they believe their community promotes quality of life and what they think their community could do better. Tell them to incorporate examples of what they have learned about Costa Rica. Give students a few minutes prior to the conversation to brainstorm questions and talking points. Invite pairs or small groups to share their thoughts after.

Differentiate

After completing Paso 41.1, ask students to describe the images and show them media that will deepen their understanding of them, e.g., a recipe video for a casado, a commercial for a polideportivo, a pamphlet for EBAIS centers, a video tour of a feria del agricultor. Have students describe what they see (e.g., the different fruits and vegetables at the market, the activities at the polideportivo) and compare them to their own community.

Las ferias del agricultor

Casado, un plato costarricense

Centros de salud EBAIS

Unidad 3

Florida Benchmarks

41.2 Mira y selecciona lo mencionado v Mira el video de Paula. Selecciona de la siguiente lista las actividades que ella menciona que se realizan en Costa Rica para promover el bienestar.

Costa Rica tiene polideportivos donde la gente puede hacer muchas actividades físicas.

WL.K12.IH.1.2 (41.2, 41.3)

WL.K12.IH.1.3 (41.2, 41.3)

WL.K12.IH.1.4 (41.2, 41.3)

WL.K12.IH.3.1 (41.4)

WL.K12.IH.3.7 (41.4)

Los productos agrícolas son frescos y en la feria del agricultor son de bajo costo.

Los médicos costarricenses prefieren ofrecer citas de telemedicina.

Puedes hacer deportes en muchos colegios.

El clima de Costa Rica no es bueno para los centenarios.

Los EBAIS (Equipos Básicos de Atención Integral en Salud) tienen clínicas donde jóvenes y mayores pueden recibir atención.

Un almuerzo típico y saludable consiste en arroz y frijoles con carne y ensalada.

Mi progreso comunicativo h

Interpretive: I can understand information about practices that support long-term health.

41.3 Mira otra vez y toma apuntes v

En su video, Paula se encuentra en tres lugares diferentes de su comunidad. Mira el video otra vez y toma apuntes sobre qué hace la gente en cada lugar y cómo los lugares y actividades contribuyen a la longevidad.

Lugar Actividad Cómo contribuyen a la longevidad

La feria del agricultor En la feria del agricultor venden productos frescos a bajo precio.

El centro de salud

El polideportivo

41.4 Conversa con Paula r s

Una dieta sana es importante para...

Paula tiene preguntas sobre cómo tu país promueve la calidad de vida. Responde sus preguntas e incluye una para ella.

Mi progreso comunicativo h

Interpersonal: I can exchange opinions about practices that support long-term health.

Supporting Heritage Learners

After completing Actividad 41, support academic writing skills by inviting heritage learners to write about an aspect of life in Costa Rica, e.g., education, longevity, happiness. Have them cite Paula‘s video, the Así se dice 3 reading, and Un país sin ejército. Tell them to try to incorporate information from each source and to write as much as they are able. After they complete a rough draft, have them edit their work and add transition words.

College and Career Readiness

For Paso 41.4, first have students review the conversation outline to anticipate the questions they might hear and the vocabulary and structures they might need. Ask students to listen to their answers after they have submitted them the first time and reflect on what they did well and what they would like to improve. Encourage students to jot down a few bullet points, but discourage them from writing out their answers. Then have students record their answers a second time.

WL.K12.IH.3.8 (41.4)

X Paso 41.2

Teaching Tip: After completing the Paso, ask students to choose the question that this video best answers. Write these questions on the board: 1. ¿Qué hace la familia de Paula para tener bienestar físico y emocional? 2. ¿Qué hace el Gobierno de Costa Rica para promover el bienestar físico y emocional? 3. ¿Qué hacen los estudiantes para lograr el bienestar físico y emocional? Students should choose answer two. Invite students to share their choice and explain why they chose it.

Answers

Costa Rica tiene…; Los productos agrícolas…; Puedes hacer…; Los EBAIS tienen clínicas…; Un almuerzo típico…

Paso 41.3

Teaching Tip: Give students a few minutes to read the chart before playing the video. Play the video and pause it after each place is mentioned to give students time to write. After, have students compare and add to their notes with a partner or small group.

Answers

La feria del agricultor: Actividad: comprar productos frescos a bajo precio; Cómo contribuye a la longevidad: Las frutas y verduras frescas son la base de una dieta sana; El centro de salud: Actividad: Hay psicólogos y médicos; Cómo contribuye a la longevidad: Los médicos y otros profesionales contribuyen a la medicina preventiva y así la gente se enferma menos; El polideportivo: Actividad: Promueve la recreación y el deporte; Cómo contribuye a la longevidad: Las actividades físicas y sociales mejoran la calidad de vida y la salud.

X Paso 41.4

Teaching Tip: Before beginning the conversation, give students time to look at the outline and predict what questions Paula might ask and what vocabulary and structures they might need.

Answers

Answers will vary.

Actividad 42

Teaching Tip: Have students read the article aloud in pairs and take notes, organizing their outline by each major point. Tell them to take notes on the main idea of each section. Encourage them to highlight unfamiliar words and to use context clues to make guesses about their meaning. Once they finish, review what students understood and make a list of the new words they learned on the board. Celebrate what students have understood and their growing interpretive skills.

Unidad 3 | ¡Pura vida!

42 El sistema sanitario de Costa Rica

Paula te manda un reportaje sobre los elementos del sistema sanitario en Costa Rica. Ella también quiere aprender de tu comunidad y los servicios disponibles al público.

El sistema sanitario de Costa Rica

No es sorprendente que Costa Rica cuente con un alto número de centenarios y una excelente calidad de vida, porque los costarricenses de todas las edades se benefician del sistema sanitario.

Existe una integración nacional de la salud pública y la medicina preventiva. Es un sistema eficiente que asegura el acceso al cuidado de la salud para todos los costarricenses. En Costa Rica, la salud es un derecho humano.

Hay equipos multidisciplinarios de médicos, enfermeros y asistentes, nutricionistas, psicólogos y farmacéuticos. La gente recibe atención en clínicas, en la comunidad y citas en casa.

Hay una buena distribución geográfica de los centros y equipos de salud EBAIS. Los equipos de profesionales de la salud priorizan las áreas rurales para tratar de igualar el acceso a los servicios.

Hay una coordinación nacional de estadísticas sobre la población y la salud. Así el gobierno sabe dónde se necesitan más profesionales o más clínicas. Esto ayuda también a mejorar la medicina preventiva.

La tecnología digital es muy importante para el sistema sanitario moderno. Para cada paciente hay un récord digital. Los equipos EBAIS usan tabletas para las visitas a la casa, y la telemedicina permite visitas médicas incluso en las zonas rurales.

Differentiate

Have students work in pairs to read the article in Actividad 42 and summarize each section. Have the pairs write the important ideas or details and compare their notes with another pair. Then ask groups of four to each share the most important details of an assigned section with the class. As each group presents, ask students to compare their notes with what is shared and to add anything they do not have. Students can use this information as they complete Paso 42.1

Before completing Actividad 43, ask students to look up the international rankings for Costa Rica and their country for issues that affect quality of life, e.g., access to healthcare, overall happiness. From what they know and have learned, what do students believe contribute to the rankings? Is there anything that surprised them? Ask students to incorporate this information as well as their reaction to the information into their reflection.

42.1 Lee el artículo y contesta las preguntas b

En parejas, lean la información sobre el sistema sanitario de Costa Rica y respondan a las preguntas.

1. ¿Cuáles son los componentes del sistema sanitario de Costa Rica? ¿Son similares o diferentes de los que hay en tu comunidad y en tu país? ¿Por qué?

2. ¿Cómo es el acceso a médicos y clínicas para los costarricenses que viven en zonas rurales? ¿Cómo es en tu país?

3. ¿Cómo usa la tecnología el sistema sanitario de Costa Rica? ¿Cómo la usa el sistema de tu comunidad?

42.2 Crea un póster digital c w

Crea un póster digital sobre el sistema sanitario de tu comunidad para compartir con Paula. Sigue el modelo del póster sobre Costa Rica. Incluye imágenes y la siguiente información:

• el sistema sanitario y su acceso;

• la medicina preventiva;

• los médicos y las citas;

• la telemedicina y la tecnología.

Mi progreso comunicativo h

Presentational: I can recommend practices that support long-term health.

42.3 Compara y graba un mensaje de voz d m

Paula está interesada en saber qué tienen en común los sistemas de salud de Costa Rica y de tu país. Compara la información de los pósteres digitales de 42.1 y 42.2 y graba un mensaje de voz para Paula para contarle tus observaciones.

MODELO ¡Hola, Paula! Quiero compartir contigo algunas observaciones sobre los sistemas sanitarios en Costa Rica y en mi país. Por ejemplo…

43 Reflexión intercultural d

What are some similarities and differences between the health system in Costa Rica and the one in your country or community? Share your ideas in class and in the Forum.

Mi progreso intercultural h

Investigate: I can compare the health system in Costa Rica to that of my own community.

Supporting Heritage Learners

Have heritage learners research a key theme from the reading in Actividad 42: equalizing healthcare. Tell them to focus on initiatives in their community that seek to equalize healthcare for marginalized groups. Ask: ¿Qué iniciativas existen para igualar el acceso al sistema sanitario en nuestra comunidad? ¿Qué más se puede hacer para aumentar el acceso? ¿Hay componentes del sistema de salud de Costa Rica que necesitamos en nuestra comunidad?

Communities

Students may not be familiar with how the health system works in their community. Ask them to research this information in groups of four before creating their poster for Paso 42.2. Encourage them to also research if there are demographics that have limited access to the health system in their community and why. Then have groups create the poster together. Remind them that they are all responsible for the finished product and will need to be able to describe it independently in Paso 42.3.

Florida Benchmarks

WL.K12.IH.2.1 (42.1)

WL.K12.IH.2.3 (42.1)

WL.K12.IH.2.4 (42.1)

WL.K12.IH.4.2 (42.3)

WL.K12.IH.4.3 (42.3)

WL.K12.IH.4.6 (42.3)

WL.K12.IH.5.1 (42.2)

WL.K12.IH.5.3 (42.2)

Paso 42.1

WL.K12.IH.5.4 (42.2)

WL.K12.IH.6.1 (42.1, 42.2, 42.3, 43)

WL.K12.IH.7.1 (42.2)

WL.K12.IH.8.3 (42.3, 43)

ELA.K12.EE.1.1 (42.3)

ELA.K12.EE.2.1 (42.1)

Teaching Tip: Have students answer individually and then compare their answers with a partner. Ask: ¿Están de acuerdo? ¿Por qué? ¿Cuáles son los puntos similares y diferentes entre el sistema de Costa Rica y el de nuestra comunidad? Encourage students to use a Venn diagram or a T-chart to document their answers and comparisons.

Answers

Answers will vary.

X Paso 42.2

Teaching Tip: Have students work in pairs to first brainstorm the information they already know about each bullet point. Then have them research anything of which they are unsure. Tell them to stick to and incorporate the language from Así se dice 3 and the poster that Paula sent rather than looking up new words.

Answers

Answers will vary.

Paso 42.3

Teaching Tip: Have students use what they learned from Pasos 42.1 and 42.2 to organize their thoughts into an outline or script. Tell them to include at least one observation per poster section. Remind them to practice their messages multiple times prior to recording.

Answers

Answers will vary.

Actividad 43

Teaching Tip: Give students time to research details and aspects of Costa Rican and American healthcare to learn about them in greater depth and minimize misinformation. Ask students to make at least one observation per poster section and to comment on each other’s posts in the Forum.

Answers

Answers will vary.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

Florida Benchmarks

WL.K12.IH.1.2 (44.1)

WL.K12.IH.1.3 (44.1)

WL.K12.IH.1.4 (44.1)

WL.K12.IH.2.1 (44.2)

WL.K12.IH.2.3 (44.2)

WL.K12.IH.6.1 (44.1, 44.2)

ELA.K12.EE.2.1 (44.2)

X Paso 44.1

Teaching Tip: Play the video once all the way through and then twice more, pausing so that students can read the information on the screen. As students watch the video, ask them to describe what they see and to make comparisons to their local community.

Answers

buena salud física, tradición alimentaria, sólida fe y espiritualidad, apoyo de red familiar, actividad física constante, un propósito de vida

Paso 44.2

Teaching Tip: Consider completing this activity as a listening exercise. Find the timestamps for the images from the video, pause the video, and ask students to describe each of the places. Show students where they are on the map. Then read the description from the book without showing students and ask which factor of longevity they represent.

Answers

1. b 2. c 3. a 4. d

44 La longevidad en las zonas azules

Inspirado por el video ¿Qué son las Zonas Azules?, presentado en el Encuentro Mundial Zonas Azules de Nicoya, decides escribir un artículo para el periódico digital de tu escuela sobre los factores de una vida longeva.

44.1 Mira el video y toma apuntes v Mira el video y escribe cinco de los factores que contribuyen a la longevidad en las zonas azules.

Fuente auténtica

Mi progreso comunicativo h

Interpretive: I can understand information about practices that support long-term health.

44.2 Lee las descripciones y combina b Lee las descripciones de algunas comunidades de la zona azul de Costa Rica. Empareja cada factor para la longevidad mencionado en el video con la descripción correspondiente.

1. buena salud física

2. tradición alimentaria

3. apoyo de red familiar

4. un propósito de vida

a. En Santa Cruz, las familias son muy unidas. Muchos abuelos viven cerca de sus hijos y nietos, hacen actividades juntos más de dos veces por semana y se ayudan mucho entre sí.

b. En Hojancha, es frecuente ver a la gente hacer actividades recreativas porque hay muchos parques. Su polideportivo es muy activo y grande.

c. Nandayure tiene acceso a muchos mercados de agricultores. Hay una gran variedad de productos frescos, naturales y no muy caros para cocinar platos saludables.

d. En Nicoya, hay muchos clubes para todo tipo de edades, intereses, lenguas y culturas. Son lugares ideales para hacer amigos, aprender algo nuevo y mejorar como persona.

For Paso 44.3, guide students to identify the sentence frame in the modelo that they can use to ask their questions, e.g., ¿Qué tenemos en nuestra comunidad como ejemplo de (longevity factor)? Then brainstorm a sentence frame they can use to ask about what their community needs and write it on the board, e.g., ¿Qué necesita nuestra comunidad para mejorar (longevity factor)? As they converse, tell students to take notes about each of the examples they discuss; they will use them in the next Paso Challenge

After completing Actividad 44, challenge groups to create a video about how their local community already implements the longevity factors and also what improvements they believe can be made. Tell them to make at least one observation about each longevity factor. They should include relevant images and specific details about their local community. Ask them to post their videos on the Forum and comment on at least three other videos.

Unidad

44.3 Conversa sobre los factores s

En parejas, conversen sobre los cinco factores de la longevidad de 44.1 y escriban ejemplos de esas prácticas en su comunidad. Hablen también de lo que todavía necesita su comunidad.

MODELO Estudiante A: ¿Qué tenemos en nuestra comunidad como ejemplo de la buena salud física?

Estudiante B: Tenemos polideportivos con clases de bajo costo.

44.4 Escribe un artículo w

Escribe un artículo para el periódico digital de tu colegio sobre los factores que contribuyen a una vida longeva en una zona azul. Incluye un título, imágenes y lo siguiente:

• los elementos comunes a las comunidades longevas;

• los aspectos de tu comunidad que contribuyen a la longevidad;

• tus recomendaciones sobre lo que tu comunidad necesita mejorar.

Mi progreso comunicativo h

Presentational: I can recommend practices that support long-term health.

Supporting Heritage Learners

For Paso 44.4, encourage heritage learners to also compare and contrast the longevity factors with their heritage culture. They might need to look up some of the information or ask a family member. Ask them to also include in their articles if there are longevity practices in their heritage culture that they would like their local community to incorporate and why.

College and Career Readiness

To organize themselves for Paso 44.4, ask students to first list the common elements of the comunidades longevas. Under each element, ask students to write what their own community does to contribute to it. Then have them write their recommendations for any or all of the elements in which they believe their community could improve. Once they have this information, they can start writing their article. Remind them to include an opening and a conclusion.

Florida Benchmarks

WL.K12.IH.3.1 (44.3)

WL.K12.IH.3.7 (44.3)

WL.K12.IH.3.8 (44.3)

WL.K12.IH.5.1 (44.4)

WL.K12.IH.5.2 (44.4)

WL.K12.IH.5.3 (44.4)

WL.K12.IH.5.4 (44.4)

WL.K12.IH.5.7 (44.4)

WL.K12.IH.6.1 (44.3, 44.4)

WL.K12.IH.8.3 (44.3, 44.4)

ELA.K12.EE.1.1 (44.3)

Paso 44.3

Teaching Tip: Have students complete this Paso as a Think-Pair-Share activity (see Instructional Strategies Toolkit). Tell them to list the five longevity factors and brainstorm as many examples as they can for each factor within a specified time. Then have them converse with their partner and compare and contrast their ideas. Invite pairs to share their main points with the class.

Answers

Answers will vary.

X Paso 44.4

Teaching Tip: Have students take notes for each bullet point before beginning to write. Since this is an article, remind them to include an opening and a conclusion as well. Have students exchange their articles with another student to proofread and give feedback. Ask students to post their articles on the Forum. Answers Answers will vary.

Unidad

Florida Benchmarks

WL.K12.IH.1.2 (45)

WL.K12.IH.1.6 (45)

WL.K12.IH.2.1 (45)

MA.K12.MTR.1.1 (45)

MA.K12.MTR.2.1 (45)

MA.K12.MTR.3.1 (45)

Observa 3

MA.K12.MTR.4.1 (45)

MA.K12.MTR.5.1 (45)

MA.K12.MTR.6.1 (45)

MA.K12.MTR.7.1 (45)

ELA.K12.EE.3.1 (45)

ELA.K12.EE.4.1 (45)

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. Project Observa 3 and write these verbs on the board: tener, consumir, hidratarse, mantener, hacer, quedarse, and salir. Have a conversation with students using the subjunctive for interpersonal expressions. Say: La abuelita de Daniela vive en Nicoya, Costa Rica. (Name of student), ¿por qué es famosa Nicoya? ¿Recuerdas? Claro, hay muchas personas longevas. La abuela tiene consejos para Inés y para nosotros. Mira el primer consejo. Es esencial que tengas un propósito en la vida. (Write tengas under tener.) ¡Qué profundo! Mi propósito en la vida es ser feliz con mi familia y mis amigos. Ahora pasemos al segundo consejo: Es fantástico que consumas una dieta rica en frutas y verduras. (Write consumas under consumir.) Yo no tengo una dieta excelente. Necesito ser más responsable con mi dieta. (Name of student), ¿consumes una dieta rica en frutas y verduras? Continue the conversation with students while continuing to emphasize the subjunctive triggers.

Actividad 45

Teaching Tips:

2. Allow students time to reflect and encourage them to take notes on the Observa graphic organizer and to share their thoughts with a partner or their group. Encourage students to pay attention to patterns by asking: ¿Qué tienen en común tener y tengas? ¿Y consumir y consumas? ¿Cuándo y por qué cambia el verbo? ¿Qué tipo de frase viene antes? Encourage students to make linguistic comparisons to their home language.

3. Ask: ¿Qué observan ustedes? Note answers on the board for the previous questions. Guide your students to check their hypotheses with Gramática: Resumen.

Answers

Answers will vary.

Unidad 3 | ¡Pura vida!

Observa 3

Expressing Opinions about Others’ Actions a

Estructura

Subjunctive with Impersonal Expressions

La bisabuela de Daniela vive en Nicoya, Costa Rica, y tiene noventa y cinco años. Daniela le pide recomendaciones para tener una vida longeva.

Challenge

45 ¿Qué observas? b v

Tengo cinco recomendaciones para ti.

1. Es esencial que tengas un propósito en la vida. Necesitas una razón para levantarte cada mañana. Debes saber que tu familia cuenta contigo.

2. Es fantástico que consumas una dieta rica en frutas, verduras y legumbres y que no comas demasiado. Y es necesario que te hidrates

3. Valora a tu familia. Es aconsejable que mantengas fuertes conexiones familiares para contar siempre con su apoyo. Y que ellos también cuenten contigo.

4. Es importante que hagas actividades físicas todos los días como parte de tu rutina diaria. No es bueno que te quedes sentado/a la mayor parte del día. El movimiento es sano.

5. Aprende a disfrutar al aire libre. Es una lástima que la gente en la ciudad se quede en casa y no salga a tomar el sol. Estar al aire libre levanta el ánimo.

Lee las recomendaciones. ¿Qué observas en las expresiones en azul? ¿Y en las formas verbales en verde? En parejas, compartan sus observaciones. Pueden encontrar más información en los recursos de Observa y en Gramática: Resumen al final de la unidad.

Differentiate

Challenge students to give their classmates compliments using the impersonal expressions from Observa 3, e.g., Es fantástico que siempre estés listo para la clase. Have them write on small pieces of paper and hand them to their classmates. Alternatively, students could write their compliments with the student’s name and turn them in, e.g., Es fantástico que (name) siempre esté… Read the compliments aloud or distribute them to the corresponding student.

After reviewing Observa 3, encourage students to find a Spanish-speaking wellness influencer online. Show them how to do this by going to a specific platform and searching hashtags in Spanish or an action like reducir el estrés. Ask students to share a link on the Forum and to write a sentence to express their opinion about what the influencer shared, e.g., Es bueno que (influencer) comparta recetas con frutas y verduras.

46 Los hábitos saludables de las zonas azules

Te interesan mucho los consejos de la bisabuela de Daniela sobre cómo vivir una vida longeva al estilo de las zonas azules.

46.1 Empareja los hábitos saludables b Empareja los hábitos saludables con las opiniones correspondientes.

1. ejercicio físico

2. hidratación

3. alimentación

4. medicina

5. amistades y familia

6. reducir el estrés

a. Es bueno que vayamos a la clínica de medicina preventiva.

b. No es bueno que estemos muy tensos.

c. Es importante que hagas actividades físicas.

d. Es recomendable que comamos muchas frutas y verduras.

e. Es esencial que tomes suficiente agua.

f. Es fantástico que podamos compartir con amigos y familiares.

46.2 Conversa sobre los hábitos s ¿Tú y tus amigos practican todos los hábitos saludables que recomienda la bisabuela de Daniela? En parejas, conversen sobre los hábitos que practican y los que no. Mientras conversan, tomen apuntes.

MODELO Estudiante A: ¿Cuáles de los hábitos recomendados practicas tú?

Estudiante B: Yo hago ejercicio, pero no voy nunca al médico para la consulta de medicina preventiva. Solo voy a la clínica cuando estoy enferma.

46.3 Escribe una lista e interactúa w

Comparte los hábitos que escribiste durante tu conversación en 46.2 en el Foro Interactúa en el Foro escribiendo opiniones sobre los hábitos en el formato de Observa 3

MODELO Es bueno que hagas ejercicio, pero es importante que asistas a las consultas de medicina preventiva.

Supporting Heritage Learners

After reviewing Observa 3, have heritage learners take on different roles to practice expressing opinions about others’ actions, e.g., a patient talking to a nutritionist about healthy habits. Estudiante A: Es esencial que te hidrates. ¿Cuánta agua tomas cada día? Estudiante B: No mucha. ¿Cuánta agua necesito tomar? Have students alternate playing the role of the person giving advice. If comfortable, invite heritage learners to share their conversations with the class and ask non-heritage learners comprehension questions.

College and Career Readiness

Have students prepare for Paso 46.2 by reviewing the recommendations in Observa 3 and noting which ones they already do. For each habit they practice, ask them to write a specific detail about it, e.g., Cada día como fruta en mi desayuno. Then have students think of two to three related goals they have, e.g., Una de mis metas es salir a caminar más. Paso mucho tiempo enfrente de una pantalla. Encourage students to reference their brainstorms during their conversations without reading directly from them.

Florida Benchmarks

WL.K12.IH.2.1 (46.1)

WL.K12.IH.3.1 (46.2)

WL.K12.IH.3.8 (46.2)

WL.K12.IH.5.1 (46.3)

WL.K12.IH.5.2 (46.3)

WL.K12.IH.5.3 (46.3)

Paso 46.1

Teaching Tip: Use mini whiteboards or paper to do this activity. Say an item from one of the columns (e.g., medicina, es esencial que tomes…) and ask students to write the item from the opposite column that corresponds to it (e.g., es bueno que vayamos…, hidratación). Tell students to hold up their whiteboards or paper and review the answers.

Answers 1. c 2. e 3. d 4. a 5. f 6. b

Paso 46.2

Teaching Tip: Have students prepare additional questions before they start the conversation, e.g., ¿Tienes una dieta rica en frutas y verduras? As an alternative to pairs, ask students to have the conversation in a small group. One student should ask a question to another. The second student will answer and will ask a question to a different classmate. Tell the students to repeat the process until everyone has had the chance to ask or answer at least two times. Remind students to take notes during their conversation.

Answers

Answers will vary.

Paso 46.3

Teaching Tip: Remind students they need to use the notes from the previous Paso to be able to give opinions and recommendations to their classmates. Complete several examples as a class to model for students how to use what they wrote in their notes and convert it to the Observa 3 format.

Answers

Answers will vary.

Unidad

Florida Benchmarks

WL.K12.IH.1.2 (47.1)

WL.K12.IH.1.4 (47.1)

Paso 47.1

Teaching Tip: Make sure students read the statements before watching Paula’s video. Play the video once all the way through. Ask questions like: ¿Cuál es la idea central del video? ¿Qué detalles son interesantes? Play the video again and have students answer the true or false questions. Tell students to check their answers and corrections with a partner. Then review the answers as a class.

Answers

1. F, está en la provincia de Guanacaste 2. C 3. F, porque les gusta bailar y montar en bicicleta 4. C 5. C 6. C

47 Nicoya, un lugar para vivir

Paula viajó a la península de Nicoya para describir cómo es esta zona azul. Te mandó un video de su experiencia.

47.1 Mira el video y verifica v Mira el video de Paula sobre su visita a Nicoya. Indica si cada oración es cierta (C) o falsa (F). Si es falsa, corrígela.

1 C F Nicoya está ubicada en la provincia de Heredia, donde vive Paula.

2 C F Nicoya es una zona azul porque hay personas que alcanzan más de cien años.

3. C F Los nicoyanos tienen una calidad de vida especial porque les gusta cantar y montar en moto.

4 C F Se benefician de otros hábitos como una dieta basada en comida natural y dormir suficientes horas.

5 C F En cuanto al bienestar emocional, los nicoyanos tienen un propósito en la vida expresado en su gran deseo de vivir y tener felicidad.

6 C F Los nicoyanos se benefician, gracias a su localización, del buen clima y de estar rodeados de zonas naturales.

Challenge

After completing Paso 47.3, challenge students to use interpersonal expressions and the factors that make Nicoya a blue zone to make suggestions for how to live a long, rewarding life, e.g., Es esencial que tengas relaciones fuertes con tu familia y tus amigos para tener una vida longeva. Have students create a post with at least three suggestions and include an image for each.

Differentiate

After completing Actividad 47, divide students into four groups to research the other four blue zones and to compare and contrast them with the Nicoya Peninsula. Ask them to create a slide with images and to answer the following questions: ¿Cuáles son los hábitos de esta zona azul? ¿Qué tiene en común esta zona azul con Nicoya y su comunidad? ¿Qué es diferente? ¿Qué podemos aprender de esta zona azul? Usen algunas expresiones impersonales para dar su opinión.

47.2 Mira otra vez y escribe v Mira el video otra vez. Escribe los factores de longevidad que menciona Paula, organizándolos en las siguientes categorías.

Hábitos físicos Hábitos emocionales Factores ambientales dormir lo suficiente tener un propósito en la vida vivir en un clima agradable

47.3 Escribe tu opinión w

Te impresiona la longevidad de los habitantes de Nicoya. Usando tus apuntes de 47.2, escribe tu opinión sobre los hábitos físicos, emocionales y los factores ambientales de la región.

MODELO Es bueno que sigan una dieta basada en productos naturales. Es excelente que vivan en un clima agradable.

47.4 Conversa con Pablo Enrique r s

Pablo Enrique, un amigo nicoyano de Paula, tiene preguntas sobre tus opiniones de la vida en la península de Nicoya. Responde a sus preguntas e incluye una para él.

Mi progreso comunicativo h

Interpersonal: I can exchange opinions about practices that support long-term health.

Detalle gramatical: El presente de subjuntivo de los verbos irregulares

Aunque la mayoría de los verbos son regulares en el presente de subjuntivo, algunos son irregulares: dar estar haber ir saber ser ver dé, des, dé, demos deis, den esté, estés, esté, estemos, estéis, estén haya, hayas, haya, hayamos, hayáis, hayan vaya, vayas, vaya, vayamos, vayáis, vayan sepa, sepas, sepa, sepamos, sepáis, sepan sea, seas, sea, seamos, seáis, sean vea, veas, vea, veamos, veáis, vean

Supporting Heritage Learners

For Paso 47.2, invite heritage learners to create a second chart for longevity factors in their heritage culture. For Paso 47.3, they can express their opinion about the longevity factors in Nicoya and also compare them to their heritage culture, e.g., Es bueno que en los dos lugares coman una dieta basada en productos naturales. En Nicoya, se come… En (heritage culture), se come… For Paso 47.4, encourage heritage learners to incorporate information about their local community and heritage culture to answer Pablo Enrique’s personal questions.

AP® Strategies

After Paso 47.3, ask students to use what they wrote to discuss their thoughts about the longevity habits in the Nicoya Peninsula. Model what this sounds like with students, e.g., Estudiante A: ¿Qué piensas de los hábitos físicos en la península de Nicoya? Estudiante B: Es fantástico que monten en bicicleta con frecuencia. Me gustaría montar más en bici. ¿Y tú? ¿Qué piensas de…? This conversation will help students start to incorporate the impersonal expressions and will prepare them for Paso 47.4

Florida Benchmarks

WL.K12.IH.1.2 (47.2)

WL.K12.IH.1.4 (47.2)

WL.K12.IH.3.1 (47.4)

WL.K12.IH.3.8 (47.4)

WL.K12.IH.5.3 (47.3)

WL.K12.IH.5.4 (47.3)

Paso 47.2

Teaching Tip: Review the types of habits mentioned in the chart. Check for comprehension by asking: Menciona un ejemplo de un hábito físico/emocional saludable. Menciona un ejemplo de un factor ambiental. Play the video and pause it after habits for each category are mentioned so that students have time to write. Then have pairs compare and add to their notes.

Sample Answers

Hábitos físicos: dormir lo suficiente, comer una dieta basada en productos naturales, consumir pocos medicamentos, bailar y montar en bicicleta, acceder a sistemas de sanidad; Hábitos emocionales: transmitir felicidad, tener un gran deseo de vivir, manejar el estrés, mantener las redes de familia y comunidad; Factores ambientales: un buen clima, estar rodeado de zonas naturales.

Paso 47.3

Teaching Tip: Tell students that they will need their notes from the previous Paso to do this task. Remind them to use the Observa 3 format and complete a few examples together.

Answers

Answers will vary.

X Paso 47.4

Teaching Tip: Before recording their answers, allow students to review the vocabulary they have learned about life in Nicoya. Review the conversation outline and explain the verbs that indicate they have to answer in a particular way (e.g., salúdale, exprésale tu opinión). Tell students to anticipate what types of questions Pablo Enrique might ask them and to brainstorm vocabulary and structures they might need.

Answers

Answers will vary.

Detalle gramatical

Teaching Tip: After reviewing the irregular forms, guide students to incorporate them into their opinion statements for Paso 47.3, e.g., Es excelente que haya un buen clima en Nicoya. Create two examples together and then ask them to use at least two irregular verbs in their sentences.

Playa Tambor, península de Nicoya

Unidad

Actividad 48

Teaching Tip: Say: Usen las imágenes y los símbolos para poder leer el horario de las actividades. Then ask students the following questions about each of the activities: ¿Cuándo es? ¿Dónde tiene lugar? ¿Cuánto cuesta? ¿Qué actividades te interesan? ¿Por qué? ¿Cuántas veces quieres ir a la semana?

48 Tu visita a un polideportivo

Vas a estar en Costa Rica y Paula te invita al polideportivo cerca de su casa. Ella te manda el horario de clases para saber cuáles te interesan.

Inscripción abierta

Fútbol

Parque Chacabuco

Lunes y miércoles de 19:00 a 19:50

Actividad gratuita

Inscripción abierta

Boxeo recreativo

Parque Chacabuco

Martes y jueves de 18:00 a 20:00

Actividad gratuita

Inscripción abierta

Ritmos folclóricos

Parque Chacabuco

Miércoles de 14:30 a 17:00

Actividad gratuita

Inscripción abierta

Natación

Parque Chacabuco

Martes y jueves de 9:00 a 9:50

Actividad gratuita

For Paso 48.2, guide students to extract sentence frames from the modelo that will help them write their message to Paula, e.g., Me interesa mucho la clase de (class) porque… También (impersonal expression) que tengan actividades como (activity) porque… ¡(Impersonal expression) que tengan polideportivos tan (adjective)! Remind students to include a greeting and a closing.

Challenge

After completing Actividad 48, challenge pairs to look up extracurricular and wellness activities in a Costa Rican school and compare them to the ones in their school. Ask them to answer the following questions and to post them on the Forum with an image of the school and a link to their offerings: ¿Qué opinan de las actividades en la escuela? ¿Son similares o diferentes a las actividades en su escuela? ¿Hay actividades en la escuela en Costa Rica que les gustaría tener aquí también? ¿Cómo piensan que apoyan las actividades el bienestar de los estudiantes?

48.1 Conversa sobre las opciones s

Te gusta mucho la idea de visitar un polideportivo en Costa Rica y compararlo con el centro comunitario de tu comunidad. En parejas, conversen sobre las clases que ven en el horario y compárenlas con las opciones que hay en su comunidad.

MODELO Estudiante A: ¿Qué opinas de las clases que ofrece el polideportivo?

Estudiante B: Es interesante que tengan clases de boxeo. Aquí he tomado clases de artes marciales, pero no de boxeo.

48.2 Escribe un mensaje a Paula w

Escribe un mensaje a Paula para explicarle qué clases del polideportivo prefieres y por qué.

MODELO ¡Hola, Paula!

Me interesa mucho la clase de ritmos folclóricos porque no sé mucho de los bailes costarricenses típicos. También es excelente que tengan actividades como el fútbol, porque me encanta jugar. ¡Es magnífico que tengan polideportivos tan buenos! ¡Pura vida!

Supporting Heritage Learners

For Paso 48.2, encourage heritage learners to use more complex writing in their answers (e.g., moving between different tenses), e.g., Me interesa la clase de ritmos folclóricos porque bailaba mucho de niña y siempre me ha gustado ver el baile folclórico en las celebraciones de mi ciudad. Short writings are also a great way to give students targeted feedback both as you circulate and while reading their finished product.

AP® Strategies

For Paso 48.2, ask students to write a cultural comparison between the polideportivo in Costa Rica and a centro comunitario in or near their community. Encourage students to research a community center in or near them to find out what they offer. Have students follow the modelo and incorporate their comparisons, e.g., El centro comunitario de mi comunidad también tiene natación. Es bueno que la tengan porque a mí hermano le encanta nadar.

Florida Benchmarks

WL.K12.IH.3.1 (48.1)

WL.K12.IH.3.8 (48.1)

WL.K12.IH.5.1 (48.2)

WL.K12.IH.5.2 (48.2)

WL.K12.IH.5.3 (48.2)

Paso 48.1

Teaching Tip: Give students time to brainstorm questions to ask ahead of time, e.g., ¿Qué clases tenemos aquí también en nuestra comunidad? ¿Qué actividades te interesan? ¿Qué actividades no te interesan? ¿Por qué? ¿Qué opinas de la clase de…? Then invite pairs to share their opinions and to explain them, e.g., Es fantástico que tengan… En nuestra comunidad, (no) hay… A mí me interesa mucho la clase de (class) porque… A mi compañero le interesa mucho (class) porque…

Answers

Answers will vary.

Paso 48.2

Teaching Tip: Have students use details from their conversations from Paso 48.1 to elaborate on their ideas. Have them follow the modelo and instruct them to greet Paula, explain their preferences giving reasons and details, and close the communication at the end. Remind students to include some of their opinions using impersonal expressions.

Answers

Answers will vary.

Parque La Sabana, San José

Norman and Jean Reach Park, Miami 211

Unidad

Florida Benchmarks

WL.K12.IH.2.1 (49.1)

WL.K12.IH.2.4 (49.1)

ELA.K12.EE.2.1 (49.1)

Paso 49.1

Teaching Tip: Read a verse with students and invite them to share the words and ideas that they associate with una vida equilibrada and una vida en armonía, e.g., Para mí, la idea de “nos reciben de una forma acogedora” está relacionada con una vida en armonía. Then tell students to read the rest of the poem aloud in pairs. After each stanza, tell pairs to discuss the words and ideas that stand out to them. Then have pairs read the entire poem aloud again with their deeper understanding.

Answers

Answers will vary.

49 Pura vida en paz

La expresión pura vida, que implica vivir en armonía con la naturaleza y la gente, está muy relacionada con el estilo de vida de las comunidades en zonas azules. Explora un aspecto nuevo de este concepto a través del poema de Luis Pérez.

PURA VIDA, COSTA RICA

Pura vida transmite Costa Rica

Cuando su gente amable, fauna y flora

Nos reciben de forma acogedora 1 Y medio mundo así lo certifica.

Su futuro a sabiendas 2 edifica 3

Mientras en sus entrañas 4 atesora

Una gran voluntad prometedora,

Tanto que nadie a su país critica.

Tanto que la paz sin armas es posible

Se manifiesta aquí con el ejemplo,

Por más que a los políticos les disguste, 5

Pues al corrupto vuelve incompatible

Poder vivir sin custodiar su templo

Frente a su pueblo guste o no le guste.

Luis Pérez

Mi progreso comunicativo h

As a pre-reading activity for Actividad 49, divide the class into groups of four and give them an envelope with the verses for one stanza on separate slips of paper. Ask them to put it together as best as they can. Ask: ¿Tiene sentido su estrofa? ¿Piensan que los versos están en el mismo orden que en el poema original? ¿Cuál es el esquema de la rima? Have them look at the poem to check their answers.

49.1 Lee e identifica las palabras importantes b

¹ acogedora - welcoming

En parejas, lean el poema y conversen para identificar las palabras o ideas importantes asociadas con una vida equilibrada y en armonía.

Estudiante B: Yo estoy de acuerdo y también quiero añadir...

MODELO Estudiante A: Para mí, la palabra amable está relacionada con una vida equilibrada. ¿Qué piensas tú?

Interpretive: I can identify words and phrases in a poem that are associated with living a long, balanced life.

Challenge

Challenge students to adapt the expressions from the Vocabulario personal to discuss a piece of art from Costa Rica. Search for a piece that ties into the messages of the poem. Project it and have students discuss their thoughts with a partner and then as a class. Before the discussion, note that some sentence starters might need slight adjustments, e.g., Pues, para mí, esta imagen significa…

Fuente auténtica

Unidad

Vocabulario personal

Para reaccionar

Para mí, esto significa...

To me, this means...

Pues, para mí, esta oración hace referencia a... porque...

Well, to me, this sentence refers to… because...

¡Ah! ¡Qué curioso! Yo no lo veo así. Para mí, quiere decir...

Ah! That is interesting! I do not see it like that, to me, it means...

Bueno, no estoy seguro/a del todo, pero pienso que...

Well, I am not completely sure, but I think that...

Y tú, ¿cómo lo ves?

And you, what do you think?

¿Qué significa esto para ti?

What does this mean to you?

49.2 Escribe oraciones sobre el poema w

Escribe oraciones opinando sobre las ideas del poema. Usa las listas para guiarte y combina un elemento de cada columna.

Expresión impersonal

Es importante que...

Es bueno/malo que...

Es fantástico que...

Es recomendable que...

Es esencial que...

Idea del poema

la gente amable la paz sin armas la flora y fauna los políticos el futuro

Florida Benchmarks

WL.K12.IH.5.3 (49.2)

WL.K12.IH.5.4 (49.2)

WL.K12.IH.5.6 (49.2)

Vocabulario

personal

Encourage students to use these words to personalize and enhance their communication.

Teaching Tip: Review these sentence starters and questions with students before reading Pura vida, Costa Rica. Give examples of how to adapt them to what they want to say, e.g., Para mí, la palabra acogedora significa que es un lugar donde hay cariño. Have students create similar examples to demonstrate comprehension.

Paso 49.2

MODELO Es bueno que los costarricenses experimenten la paz sin armas.

Supporting Heritage Learners

After reading Pura vida, Costa Rica, invite heritage learners to find a poem about their heritage culture. Does it evoke any similar feelings or images as the one about Costa Rica? Ask them to use the Vocabulario personal and the impersonal expressions from Paso 49.2 to write about their reaction to and their opinion of the poem. Then ask them to pair up with another heritage learner to discuss their poems.

College and Career Readiness

For Paso 49.1, give students time to prepare their thoughts for the conversation. Tell them to review the poem and mark the words and lines that stand out to them as representing a balanced and harmonious life. Then tell them to look over the Vocabulario personal and consider how they can incorporate it into the conversation. Remind students to write their ideas as short notes rather than full sentences with the goal of incorporating them naturally rather than reading from them word-for-word.

Teaching Tip: Have students read the modelo and give them relevant but different topics about Costa Rica (e.g., la educación, los factores de la longevidad) to create a few example sentences together as a class, e.g., Es fantástico que la educación sea tan buena en Costa Rica.

Answers

Answers will vary.

Playa Flamingo, Guanacaste

213

Unidad 3

Florida Benchmarks

WL.K12.IH.3.1 (49.3)

WL.K12.IH.3.8 (49.3)

WL.K12.IH.5.2 (49.4)

WL.K12.IH.5.3 (49.4)

WL.K12.IH.5.4 (49.4)

Paso 49.3

Teaching Tip: Tell students to go back and forth with their partners, giving their opinions and expressing whether or not they agree, giving reasons and details as to why. Encourage them to modify phrases from the Vocabulario personal section on the previous page to express themselves, e.g, No estoy segura, pero pienso que la paz sin armas es posible y es importante que creemos un mundo sin guerra. Remind pairs to write down their ideas as they share them.

Answers

Answers will vary.

Paso 49.4

Teaching Tip: Have students read the modelo to get started and invite them to use poetic devices such as rhyme. Encourage them to brainstorm what wellness and longevity in their community could mean and look like prior to writing their poem. Encourage them to use a rhyming dictionary in Spanish if they would like to include a rhyme scheme. Once they have finished, tell them to decorate their poem with visuals that represent the ideas they included. Post their poems around the room and have them read each other’s poems.

Answers

Answers will vary.

Unidad 3 | ¡Pura vida!

49.3 Genera ideas s

En parejas, conversen sobre 49.2 y expresen sus opiniones sobre la longevidad y las comunidades con buena calidad de vida. Escriban todas las ideas que se les ocurran.

MODELO

Estudiante A: ¿Cuáles son los factores que contribuyen a una buena calidad de vida y a la longevidad?

Estudiante B: Es importante que la comunidad viva en paz. También es esencial que…

49.4 Escribe un poema w

En las mismas parejas, escriban un poema que promueva el bienestar y la longevidad de una comunidad. Usen la información de 49.1 a 49.3 y palabras del banco de palabras. Recuerden que un poema no tiene que rimar.

beneficiarse de la calidad de vida centenario/a la esperanza de vida superar longevo/a el propósito de la vida la red familiar dar prioridad a proporcionar

MODELO

Pura vida, pura calidad. Es esencial que no nos estresemos. Es fundamental que demos prioridad a la salud, la familia, la comunidad.

Rodearnos de gente amable.

La calidad de vida es la clave para una vida longeva.

Los mayores lo saben. Es importante que tengamos equilibrio. Es recomendable que nos beneficiemos de lo que la naturaleza nos proporciona.

Flora y fauna. Paz.

Pura vida, pura calidad.

Strategies for Differentiation

Challenge

After pairs have completed writing their poem in Paso 49.4, challenge them to make a short public service announcement promoting one of the ideas from their poem. Tell each pair to record a video in which they make a suggestion and give at least three supporting details to convince their audience to try their idea. To close their video, ask them to read their poem. Have them post their video on the Forum

Differentiate

After completing Paso 49.4, have the class put on a poetry reading in which each pair reads their poem. Ask them to create a slide or poster with visuals to represent their poem. Remind pairs to decide beforehand who will read what and to practice multiple times before presenting. Consider inviting another Spanish class as guests to the poetry reading.

La perspectiva de Inés 3

Cuando estoy enferma yo voy al doctor.

Además de tomar estas medicinas, también me hago remedios caseros.

Es importante que tome las medicinas recomendadas por su doctor.

Florida Benchmarks

WL.K12.IH.1.2 (50.2)

WL.K12.IH.1.3 (50.2)

WL.K12.IH.1.4 (50.2)

WL.K12.IH.3.2 (50.1)

WL.K12.IH.3.5 (50.1)

WL.K12.IH.3.7 (50.1)

WL.K12.IH.3.8 (50.1)

50 Los remedios de Inés

Inés nos cuenta lo que hace cuando se siente enferma.

50.1 Conversa sobre los remedios s Antes de mirar el video, conversen en parejas sobre lo que hacen cuando se sienten enfermos. Incluyan:

• lo primero que hacen cuando se sienten mal;

• los remedios que usan en sus casas y para qué sirven;

• otros remedios que conocen y para qué se sirven;

• sus opiniones sobre ir al médico.

50.2 Mira y selecciona los consejos v Mira el videoblog. Selecciona solo las ideas mencionadas por Inés.

Es importante que vayas al doctor para que te diagnostique.

Es importante que descanses lo suficiente para permitir que tu cuerpo se recupere.

Es beneficioso que tomes agua caliente con limón, miel y jengibre para la tos y el dolor de garganta.

Es recomendable que tomes remedios caseros como la sopa de pollo y el atol.

Es necesario que bebas mucha agua para mantener tu cuerpo hidratado y eliminar toxinas.

Es fundamental que te cuides del frío cuando estés enfermo.

Es importante que tomes las medicinas recomendadas por tu doctor.

Es recomendable que evites la actividad física intensa hasta que te sientas mejor.

Supporting Heritage Learners

As an alternative to Paso 49.4, invite heritage learners to write a poem about wellness and longevity in their heritage culture. Tell them to brainstorm words, phrases, and ideas that they associate with living in balance and harmony in their heritage culture. Encourage them to use Pura vida, Costa Rica and the modelo as guides. Tell them they might also consider using a rhyming dictionary in Spanish if they would like to include a rhyme scheme.

AP® Strategies:

After completing Paso 50.2, have pairs complete a cultural comparison by researching remedios caseros en Costa Rica and comparing them with home remedies in their culture(s). Ask them to create a post with images and answers to the following questions: ¿Hay remedios similares en otras culturas? ¿Para qué se usan? ¿Hay remedios diferentes? ¿Hay remedios ticos que les gustaría probar? ¿Por qué?

La perspectiva de Inés 3

Paso 50.1

Teaching Tip: Give students time to jot down ideas and useful words they think fit in each conversation topic. Next, allow students to talk about the topics in pairs. Finally, have an open-class discussion and write students’ contributions on the board.

Answers

Answers will vary.

Paso 50.2

Teaching Tip: Make sure you read each statement with your students, clarifying vocabulary and reading them aloud. This will help students identify the words for which they will need to listen. Have students compare their answers with a partner and then review them as a class.

Answers

Es importante que vayas al doctor para que te diagnostique; Es beneficioso que tomes agua caliente con limón, miel y jengibre para la tos y el dolor de garganta; Es recomendable que tomes remedios caseros como la sopa de pollo y el atol; Es fundamental que te cuides del frío cuando estés enfermo; Es importante que tomes las medicinas recomendadas por tu doctor.

Florida Benchmarks

WL.K12.IH.3.7 (50.4)

WL.K12.IH.3.8 (50.4)

WL.K12.IH.5.1 (50.3)

WL.K12.IH.5.2 (50.3)

WL.K12.IH.5.3 (50.3)

WL.K12.IH.8.3 (51)

Paso 50.3

Teaching Tip: Prior to writing their personal plans, have students discuss the recommendations and home remedies that they already use or that they would like to try, e.g., Me gustaría probar el remedio de… porque… ¿Y a ustedes? ¿Qué les gustaría probar? Tell students to write down ideas they gain from the conversation. Then have them write their own plan according to the modelo.

Answers

Answers will vary.

Paso 50.4

Teaching Tip: Encourage students to use impersonal expressions as they write their comments, e.g., ¡Maravilloso! Es muy importante que… Ask them to comment on at least three different classmates’ plans and to answer all questions asked of them.

Answers

Answers will vary.

Actividad 51

Teaching Tip: Ask students to complete a Venn diagram by writing about their experiences getting sick in one circle, what Inés does in the other circle, and what they both do in the overlapping area. Remind students to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.

Answers

Answers will vary.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

Unidad 3 | ¡Pura vida!

50.3 Crea un plan de cuidado personal w Crea un plan de cuidado personal para la próxima vez que te enfermes. Incluye las recomendaciones del video, adaptadas a tus propias necesidades y hábitos de vida, y tus propias soluciones.

MODELO Este es el plan que voy a seguir la próxima vez que me enferme.

1. Voy a seguir las indicaciones de mi médico para los medicamentos y el tratamiento.

2.

50.4 Interactúa escribiendo sobre los planes e Comparte tu plan de 50.3 en el Foro. Interactúa en el Foro, escribiendo comentarios y preguntas y respondiendo los que recibes.

MODELO También tengo en mi plan que voy a seguir las recomendaciones de mi médico. ¿Siempre vas al médico con los primeros síntomas o esperas antes de llamarlo?

51 Reflexión intercultural d

What are some similarities and differences between what Inés does when she gets sick and what you do? Why might people in different places have different norms when it comes to what to do when one gets sick? Share your ideas in class and in the Forum

Mi progreso intercultural h

Investigate: I can identify some similarities and differences between a Costa Rican teen’s perspectives on illness and remedies and my own.

For Paso 50.3, encourage students to begin each element of their plan with a related statement using an impersonal expression, e.g., Es esencial que nos mantengamos hidratados. Por eso, voy a… Encourage them to include remedios caseros that they would like to try and explain why, e.g., Voy a incorporar el remedio casero del agua caliente con limón, miel y jengibre porque me interesa mucho usar la comida como medicina.

Differentiate

After completing Actividad 51, have small groups consider the Pregunta esencial again to conclude Comunicación 3. Ask each group to create a poster and use impersonal expressions with explanations to answer the question: ¿Cómo nos beneficiaremos luego si nos cuidamos ahora?, e.g., Es necesario que reduzcamos el estrés ahora para mantener el bienestar físico y emocional. Have groups hang their posters around the room. Encourage students to read them, reflect, and invite them to share their opinions and give compliments to other groups.

Sopa de pollo

Agua caliente con limón, miel y jengibre

Unidad 3

En camino 3

52 El bienestar y la longevidad en las zonas azules

A national organization dedicated to the promotion of well-being and longevity is offering funds to local communities to adopt healthy habits from the Blue Zones by establishing Costa Rican-inspired polideportivos or community centers. You join the effort to put together a proposal so your community will receive the grant.

52.1 Lee el sitio web y toma apuntes b

Read the information on the national organization’s website about the five Blue Zones. Use the graphic organizer to identify healthy habits and traditions from these communities. Then suggest activities that promote these healthy traditions at your community’s future polideportivo.

Mi progreso comunicativo h

Interpretive: I can understand information about practices that support long-term health.

52.2 Conversa con un miembro de la comunidad r s

To get feedback from the public, the city is having volunteers take calls from community members to get their opinions and ideas for the polideportivo and how to tie the center to living longer lives. Participate in a phone conversation with a community member and include a question for the person.

Mi progreso comunicativo h

Interpersonal: I can exchange opinions about practices that support long-term health.

52.3 Crea un póster digital w

The number of recommendations and opinions posted on the city website regarding Blue Zones and plans for the new polideportivo is so large that the city has decided to create a digital poster to present and summarize the ideas for the proposal. Create the digital poster in Spanish.

Mi progreso comunicativo h

Presentational: I can recommend practices that support long-term health.

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 key longevity factors practiced in Costa Rica. 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 practices in students’ community are similar and different. How has learning about investing in health and longevity opened students’ minds to new ideas and perspectives?

Florida Benchmarks

WL.K12.IH.2.1 (52.1)

WL.K12.IH.3.1 (52.2)

WL.K12.IH.3.7 (52.2)

WL.K12.IH.3.8 (52.2)

WL.K12.IH.5.1 (52.3)

WL.K12.IH.5.3 (52.3)

En camino 3

Formative Assessment: This performance assessment targets the Intermediate Low 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 High and Intermediate Mid levels. Use the provided rubric to assess your students’ performance.

Paso 52.1

Teaching Tip: Review the graphic organizer with students prior to reading the article. Clarify that they should find the tradiciones saludables in the article and use what they have learned to complete the column with the actividades para incentivar

Paso 52.2

Teaching Tip: Remind students to read the directions and the conversation outline ahead of time to anticipate questions and to brainstorm vocabulary and structures they might need. Remind students to fill the entire time with as many relevant details as they can.

X Paso 52.3

Teaching Tip: Remind students to plan their poster using the graphic organizer prior to creating it. Encourage them to look through the information they learned in Pasos 52.1 and 52.2 for inspiration.

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.IH.3.1 (53.2)

WL.K12.IH.3.2 (53.2)

WL.K12.IH.3.5 (53.2)

WL.K12.IH.3.7 (53.2)

WL.K12.IH.3.8 (53.2)

WL.K12.IH.5.1 (53.1)

WL.K12.IH.5.4 (53.1)

WL.K12.IH.9.1 (53.2)

WL.K12.IH.9.2 (53.1, 53.2)

ELA.K12.EE.4.1 (53.1, 53.2)

ELA.K12.EE.5.1 (53.1, 53.2)

ELA.K12.EE.6.1 (53.1, 53.2)

ELD.K12.ELL.SI.1 (53.1, 53.2)

Mi comunidad global

Students will develop interculturality by interviewing an older Spanish-speaker from their community about their healthy habits for a long life. They will demonstrate what they have learned in a video in which they present the main ideas of their interview, compare their community to Nicoya, Costa Rica, and give suggestions for initiatives or services to improve the wellbeing and longevity of the residents of their community based on this information.

Mi progreso

intercultural

In Mi comunidad global, students demonstrate their progress toward these intercultural Can-Do statements:

Interact: I can interact to learn about healthy habits that promote well-being and longevity. Investigate: In my own and other cultures, I can compare characteristics that result in a longer, healthier life.

Paso 53.1

Teaching Tip: Remind pairs to work together to ensure that they have questions that touch on a variety of important topics for longevity, e.g., family and friends, physical activity, a positive attitude. Tell them to be ready to ask five questions each and to be prepared for questions and comments from their interviewee.

Answers

Answers will vary.

Paso 53.2

Teaching Tip: Have students follow the modelo and show their appreciation for their interviewee. Remind them to thank them for their time and have them write a thank you note in Spanish or create a card to show their gratitude.

Answers

Answers will vary.

Mi comunidad global

53 ¿Es mi comunidad la próxima zona azul?

En parejas, van a entrevistar a un hispanohablante mayor de tu comunidad sobre sus hábitos saludables para una vida longeva. ¿Es posible que tu comunidad sea la próxima zona azul?

53.1 Escribe una lista de preguntas w

En parejas, escriban una lista de, por lo menos, diez preguntas para utilizar en su entrevista. Consideren los factores importantes para mantener un bienestar equilibrado y las características de las zonas azules que promueven una vida longeva.

MODELO ¿Qué hábitos recomienda usted para mantener un bienestar equilibrado entre lo físico y lo emocional?

53.2 Entrevista a una persona p s

En las mismas parejas, localicen a un hispanohablante mayor de su comunidad para entrevistarlo sobre sus hábitos saludables. Usen sus preguntas de 53.1 y tomen turnos haciéndolas. Graben la entrevista para revisarla después.

MODELO Estudiante A: ¡Hola! Le agradezco mucho por hablar con nosotros. ¿Qué hábitos recomienda usted para mantener un bienestar equilibrado entre lo físico y lo emocional?

Entrevistado/a:

Estudiante B: ¡Interesante! ¿Cuáles son los factores más importantes para la longevidad? ¿Por qué?

Entrevistado/a:

Estudiante A: ¡Fascinante! ¿Qué iniciativas existen en su comunidad para mejorar el bienestar de los residentes? ¿Cuáles son los servicios que más necesita?

Mi progreso intercultural h

Interact: I can interact to learn about healthy habits that promote well-being and longevity.

Strategies for Differentiation

To prepare for Paso 53.2, have pairs practice their interview with each other and answer from their own perspective. Tell them to ask followup questions and make comments to keep the conversation going. This will give students a sense of how their interviewee might respond so that they are better prepared. Have pairs edit their questions and plan some responses with what they learn.

Differentiate

After pairs complete their video for Paso 53.4, have them write a formal letter inviting their interviewee to come back and watch the video featuring information from their interview. After watching the videos, allow time for students and guests to interact, ask each other questions, and share what they learned from the videos. Have students thank their guests for their time and wisdom before they leave.

OKINAWA (JAPÓN)

NICOYA (COSTA RICA)

CERDEÑA (ITALIA) ICARIA (GRECIA)

LOMA LINDA (ESTADOS UNIDOS)

Unidad 3

Mi comunidad global

53.3 Compara tu comunidad con la zona azul de Nicoya w Basándote en la entrevista de 53.2, compara los hábitos saludables de la gente de tu comunidad con los de la zona azul de Nicoya, Costa Rica, en cuanto al acceso a la medicina preventiva y la actividad física constante. Escribe ejemplos de esas prácticas en tu comunidad y considera también lo que ella necesita mejorar.

Mi progreso intercultural h

Investigate: In my own and other cultures I can compare characteristics that result in a longer, healthier life.

53.4 Graba un video p m

En parejas, graben un video para compartir con el gobierno de tu comunidad y las organizaciones de salud. Incluyan imágenes y la siguiente información:

• un resumen de su entrevista;

• una comparación de su comunidad con la zona azul de Nicoya;

• unas iniciativas o servicios para mejorar el bienestar y la longevidad de los residentes.

MODELO ¡Saludos! Nosotros entrevistamos a... Nos contó sobre… Algunas características de nuestra comunidad similares a las de una zona azul son... Pero podemos mejorar el bienestar y la longevidad de todos con ciertas iniciativas o servicios como…

Supporting Heritage Learners

For Pasos 53.3 and 53.4, invite heritage learners to include the healthy habits of their heritage culture in their comparisons. They might do this by discussing their heritage culture in addition to their local community and Nicoya, or they might choose to interview a family member from their community for the interview. If they choose the second, encourage heritage learners to ask their interviewee both about their local community and their heritage culture.

College and Career Readiness

Review all of the Pasos in Actividad 53 with students before they begin writing their interview questions. Once they know the end goal and the comparison they will need to make, they will have a better idea of the questions they need to ask. For Paso 53.1, suggest that students first write down the characteristics that they learned about the Blue Zones. Tell them to write at least one question per characteristic, e.g., ¿Qué tipo de comida recomienda usted? ¿Hace usted algún tipo de actividad física todos los días?

Florida Benchmarks

WL.K12.IH.4.1 (53.4)

WL.K12.IH.4.2 (53.4)

WL.K12.IH.4.3 (53.4)

WL.K12.IH.4.4 (53.4)

WL.K12.IH.4.6 (53.4)

WL.K12.IH.5.1 (53.3)

WL.K12.IH.5.2 (53.3)

WL.K12.IH.5.3 (53.3)

WL.K12.IH.5.4 (53.3)

WL.K12.IH.9.1 (53.4)

WL.K12.IH.9.2 (53.3, 53.4)

ELA.K12.EE.1.1 (53.3, 53.4)

ELA.K12.EE.4.1 (53.4)

ELA.K12.EE.5.1 (53.3, 53.4)

ELA.K12.EE.6.1 (53.3, 53.4)

ELD.K12.ELL.SI.1 (53.3, 53.4)

Paso 53.3

Preparation: Review the instructions for this Paso before students write their questions or conduct their interviews. It will give students an idea of what types of questions to ask and what information they will need for their comparison. Once they have their interview recorded, have them listen to it a few times to take notes on the information they need to begin writing.

Answers

Answers will vary.

Paso 53.4

Teaching Tip: Tell students to attend to each required part, but to make sure that each one is connected to the next in how they present the information and connect the sections of the video, e.g., Según Pablo, nuestro entrevistado, es muy importante que pasemos tiempo con la familia. Por ejemplo, él cuida a su nieta cada día después de la escuela. Los centenarios en Costa Rica dicen lo mismo.

Answers

Answers will vary.

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 including a cultural practice in Costa Rica that promotes the well-being of a community and comparing it to practices in their own community. Use the Integrated Performance Assessment Rubric on Learning Site® to assess students’ proficiency.

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

Una feria de salud y bienestar

Your school is hosting a bilingual health and wellness fair. There is a contest to create the best project on how to live a healthy and balanced life and you have decided to participate.

Metas

• 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 in Costa Rica and our own communities

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 the keys to living a healthy and balanced life in Costa Rica and their own community. Ask students to work in partners and list products, practices and perspectives they have learned about in this unit. Invite students to share about what intrigued them the most.

Unidad 3

Interpretive Assessment

Un pódcast saludable a

Your class has decided to create presentations to inform the community about good practices for a healthy lifestyle. Inés sends you a podcast that she participated in that deals with physical and emotional well-being to help you with your project.

Mi progreso comunicativo h

Interpretive: I can understand recommendations about how to lead a healthy life.

Interpersonal Assessment

Una entrevista en la radio r s

Your teacher contacted the local Spanish-language radio station about the health and wellness fair, and a reporter wants to interview you about your project. Use your notes from the podcast and the information you have learned about Costa Rica to answer the reporter’s questions on the radio.

Mi progreso comunicativo h

Interpersonal: I can exchange information about how to live a more balanced life.

Presentational Assessment

Una infografía con tus ideas w

Create an infographic in Spanish for your health and wellness fair project. Use your notes from the podcast, ideas from your interview, and what you have learned about healthy practices.

Mi progreso comunicativo h

Presentational: I can recommend practices that support long-term health.

Supporting Heritage Learners

For the Interpersonal and Presentational Assessments, encourage heritage learners to reflect on what they know about their local Spanish-speaking community to inform their answers to questions in the interview and the information they present in their infographic. Encourage them to include visuals and details that reflect their connection to their local community.

AP® Strategies

For the Interpersonal Assessment, remind students to fill the entire time with relevant details and that their goal is to show how much they have learned. Review phrases ahead of time to stall if they need to think for a moment, e.g., Es una buena pregunta. Déjeme pensarlo un momento. As students review the conversation outline, tell them to brainstorm as many details as they can about the keys to longevity to have them fresh in their minds during the conversation.

Florida Benchmarks

WL.K12.IH.1.1 (Interpretive Assessment)

WL.K12.IH.1.4 (Interpretive Assessment)

WL.K12.IH.3.7 (Interpersonal Assessment)

WL.K12.IH.3.8 (Interpersonal Assessment)

WL.K12.IH.5.1 (Presentational Assessment)

WL.K12.IH.5.3 (Presentational Assessment)

Interpretive Assessment

Teaching Tip: Play the audio for students at least two times so that they can gather as much information from it as possible. Tell them they do not need to write in complete sentences as they are completing the graphic organizer.

Interpersonal Assessment

Teaching Tip: Remind students to review the conversation outline to anticipate the reporter’s questions and to brainstorm vocabulary and structures they might need. Since the instructions state that the reporter would like to know more about their project, suggest that students consider the health and wellness recommendations on which they would like to focus prior to recording their conversation.

Presentational Assessment

Teaching Tip: Encourage students to use impersonal expressions and commands to write their recommendations for their infographic. They can use a mix of structures, but remind them that they are giving suggestions to the community and to consider that when they are deciding which form to use. Tell students to take their time and to reflect on the keys to longevity that they have learned throughout the unit.

Unidad

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.

Usted, Ustedes, and Nosotros Commands

Teaching Tip: After students have read the explanation, play a review game with mini whiteboards or paper. Divide students into groups and give a mini whiteboard or piece of paper to each group member. Project one image of an action at a time and call out or write a subject pronoun, e.g., show an image of people walking and call out or write ustedes. Tell groups to first discuss the correct answer and then have each group member write it on their whiteboard or paper. Tell all members of a group to hold up their whiteboard or paper when they are ready. Assign a point to all groups in which every group member has written the correct answer. In this way, groups will support each other and invest in all group members learning and reviewing.

Gramática: Resumen

Giving Orders or Suggestions

Usted, ustedes, and nosotros Commands

Usted and ustedes commands

To give commands, orders or suggestions to others using usted and ustedes, follow these steps:

1. Find the yo form of the present tense of the verb.

2. Drop the “o”.

3. Add -e or -en to -ar verbs and -a or -an to -er and -ir verbs.

Camine en el parque.

Walk in the park.

Duerman más de 5 horas cada noche.

Sleep more than 5 hours each night.

Nosotros commands

To give suggestions to a group that includes yourself using nosotros commands, follow these steps:

1. Find the yo form of the present tense of the verb.

2. Drop the “o”.

3. Add -emos to -ar verbs and -amos to -er and -ir verbs.

Conversemos sobre las recomendaciones.

Let’s chat about the recommendations.

Hagamos cambios juntos.

Let’s make changes together.

To support students in forming commands with pronouns, have them practice commands in context with only one kind of pronoun at a time (e.g., reflexive pronouns, direct object pronouns), e.g., Have them make suggestions to a friend about their daily routine, e.g., Primero, levántate temprano para tener tiempo para prepararte para el día. Segundo, cepíllate los dientes.

Differentiate

Have students play a game of Simón dice to practice commands. They can use usted commands to command their teacher to do something and the ustedes and nosotros forms with the group and themselves. Students who do not act when given a command with Simón dice, do the wrong action, or do it without the lead student first saying Simón dice are disqualified until there is a winner. Use this game to review and to get students moving. You might also have students play in small groups.

Unidad

Gramática: Resumen

Giving Orders or Suggestions with Pronouns

Commands with Pronouns

When using commands with reflexive or object pronouns, the pronouns are attached to the end of the command form of the verb in affirmative commands. In negative commands, the pronoun is placed before the verb.

¡Tranquilízate con unas clases de yoga!

Relax (yourself) with some yoga classes!

¡No te estreses!

Don’t stress (yourself) out!

When you add a pronoun to an affirmative command, count the syllables in the command from right to left and put the accent on the third syllable to keep the spoken emphasis in the correct place.

Expressing Opinions about Others’ Actions

Subjunctive with Impersonal Expressions

Use impersonal expressions with the subjunctive to express opinions about others’ actions.

Es importante que hagas ejercicio. It is important that you exercise No es bueno que te quedes sentado/a. It’s not good that you stay seated.

To form the present subjunctive for regular verbs, follow these steps:

1. Start with the yo form of the present tense.

2. Remove the -o ending.

3. Add the opposite endings (-ar verbs take -er/-ir endings and vice versa).

Regular -ar Verbs descansar

Regular -er/-ir Verbs mantener

descanse descansemos mantenga mantengamos descanses descanséis mantengas mantengáis descanse descansen mantengan mantengan descanse descansen mantengan mantengan

Supporting Heritage Learners

Heritage learners may have different needs when it comes to forming commands and using impersonal expressions; some may need practice with forming the structures while others could benefit from practice with spelling and accents. Have them complete contextualized practices and provide feedback targeting their needs, e.g., post a short story in the Forum pretending to be a stressed student asking for suggestions. Have students provide suggestions and give them feedback according to their needs.

AP® Strategies

Commands with Pronouns

Teaching Tip: Read the explanation with students, making clarifications as needed. Then find images of people or animals that appear to be under stress or in need of wellness tips. Project one of the pictures, and ask groups of students to write as many positive or negative suggestions for them as possible. To ensure that groups utilize commands that have pronouns, brainstorm some and write the infinitives on the board prior to beginning, e.g., tranquilizarse, estresarse, hidratarse, enfocarse, desconectarse, comunicarse, protegerse. Then invite groups to share their answers.

Subjunctive with Impersonal Expressions

Teaching Tip: Use the same images as in the Teaching Tip for Commands with Pronouns and have students work in the same groups. Tell them to turn the commands they wrote before into impersonal expressions using the subjunctive, e.g., ¡Bebe mucha agua! Es importante que bebas mucha agua.

Have pairs take turns asking for and giving advice on the Forum or a free language platform with instant messaging capability. This will allow students to practice interpersonal writing and to give advice in the form of commands and impersonal expressions, e.g., Estudiante A: Tengo mucha tarea y actividades y no puedo dormir bien. Estudiante B: Es esencial que duermas por lo menos ocho horas. ¿Puedes cambiar tu horario?

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 are not assessed.

Acciones para mejorar el bienestar físico

Teaching Tip: Write words from this section on sticky notes and place them around your classroom. Ask students to circulate around the room and write sentences using at least five of the words, e.g., Es necesario que adoptemos hábitos saludables. After several minutes, tell students to share their sentences with a partner or group for feedback. Invite students to share with the class.

Acciones para elevar el bienestar emocional

Teaching Tip: Ask groups of students to rank the actions to achieve emotional wellbeing from the most to the least important. Have students create a post with images and explanations for their top two actions, e.g., El bienestar emocional es lo más importante para mí porque… Then have students read and comment on each other’s posts.

Unidad 3 | ¡Pura vida!

Vocabulario: Resumen

Acciones para mejorar

adoptar hábitos saludables alcanzar el bienestar físico a corto plazo cuidarse descansar adecuadamente la dieta equilibrada establecer una rutina evitar los dulces y las grasas hacer ejercicio

el bienestar

to adopt healthy habits to achieve physical well-being short-term to take care of oneself to rest adequately

balanced diet to establish a routine to avoid sweets and fats to exercise

físico

hidratarse a largo plazo mantenerse (e➞ie) motivado/a la meta personal practicar actividades recreativas probar (o➞ue) actividades nuevas seleccionar alimentos sanos tener (e➞ie) apoyo tratar de

to hydrate long-term to stay motivated personal goal to practice recreational activities to try new activities to choose healthy foods to have support to try to

Acciones para elevar el bienestar emocional

el bienestar emocional comunicar adecuadamente los sentimientos desahogarse desarrollar nuevos talentos desconectarse de la tecnología desestresarse enfocarse en lo positivo los hábitos de autocuidado

emotional well-being to adequately express feelings to vent (one’s feelings) to develop new talents to disconnect from technology to de-stress to focus on the positive self-care habits

mantener (e➞ie) buenas relaciones no aislarse practicar la meditación realizar actividades placenteras reducir la ansiedad ser empático/a tener (e➞ie) prioridades trabajar en obras caritativas tranquilizarse

to maintain good relationships to not isolate oneself to practice meditation to do enjoyable activities to reduce anxiety to be empathetic to have priorities to work with charities to relax, to calm down

Strategies for Differentiation

Differentiate

Divide the class into small groups and have them each use the vocabulary to create short skits about physical and emotional wellness. Assign this about two weeks before students will present and give them ten minutes of class time each day to write their script and practice. Encourage groups to use props and costumes and to be as creative as they can.

Challenge

Challenge students to choose a few pieces of wellness advice that are important to them and record a video about them with suggestions for how to achieve the advice. They should begin with an impersonal expression to share the advice and then give commands for how to achieve it, e.g., Es importante que te desconectes de la tecnología a veces. Para hacer esto, apaguen o guarden sus teléfonos durante la cena o cuando hablan con los amigos. También…

Vocabulario: Resumen

Las claves para la longevidad

La medicina preventiva el acceso (a) la cita dar prioridad a la feria del agricultor la medicina preventiva access (to) appointment to give priority to (something) farmers’ market preventative medical care el/la médico/a el polideportivo la salud pública el sistema sanitario la telemedicina doctor community center, sports complex public health health care system telemedicine

Los hábitos saludables de las zonas azules beneficiarse de la calidad de vida centenario/a la esperanza de vida la longevidad longevo/a to benefit from quality of life a hundred-year-old person life expectancy longevity long-lived (life)

mayor proporcionar el propósito en la vida la red familiar

older, elderly to provide purpose in life family network (support)

Supporting Heritage Learners

Create fictitious characters with fictitious problems and invite your heritage learners to pretend to be advice columnists. Have them write a response to the issue, giving advice using commands and impersonal expressions while also practicing unit vocabulary. Have them post and read each other’s advice. Ask them to decide if they would take the advice columnist’s advice or not and explain their reasoning in a comment.

AP® Strategies

Encourage students to talk to their Spanishspeaking peers or Spanish-speaking staff members about their habits for physical and emotional wellness. Tell them to ask as many questions as they can and to use follow-up questions and comments. Have them take notes on what the person shares and post what they learned on the Forum. Tell them to share how their habits are similar and different.

Las claves para la longevidad

Teaching Tip: Ask students to write one of the vocabulary words from this section on a piece of paper and crumple it up into a ball. When you say ¡Guerra de nieve!, they should throw their “snowballs” across the room. Tell students to pick up one of the “snowballs” and write a sentence with the word it has inside. Repeat the process several times.

Unidad