Objectives• Read and write about vacations around

the world.• Compare your vacation with Laura’s,

Lucas’s, and Francisco’s vacations.

Core Resources• Cuaderno pp. 47–49• Audio Program: TXT CD 2 Track 23• Video Program: DVD Track 1

Presentation Strategies• Ask the students to read the headings

and look at the photos and to predict what they will read in the text. List their responses on the board.

• Have students listen to the audio as they follow along in their text.

• Assign students to read each of the three accounts. Encourage them to say if they also like to do the activities described when they are on vacation.

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1.2 Understand language1.3 Present information4.2 Compare cultures

S TA N D A R D S

82

De vacaciones

Unidad 1ochenta y dos

AUDIO

Chile

Costa Rica

Puerto Rico

Lectura y escritura1 Leer Vacations vary around the world. Read where and how

Laura, Lucas, and Francisco spent their vacations.

2 Escribir Using the three descriptions as models, write a shortparagraph about a vacation that you took.

STRATEGY EscribirUse a mind map To writea paragraph about yourvacation, make and use amind map like the one shown.

Step 1 On the mind map, add details of the place where youvacationed, what you did there, and your reaction.

Step 2 Write the paragraph, building on the information in yourmind map. Check your writing by yourself or with helpfrom a friend. Make final additions and corrections.

Cuaderno pp. 47–49 Cuaderno para hispanohablantes pp. 47–49

Compara con tu mundoUse the paragraph you wrote to compare your vacation with that of Laura,Lucas, or Francisco. In what ways is your vacation the same or different?

WebQuestClassZone.com

Mis vacaciones

Mi reacción

Actividades

Lugar(es)

Compara con tu mundoUse the paragraph you wrote to compare your vacation with that of Laura,Lucas, or Francisco. In what ways is your vacation the same or different?

WebQuestClassZone.com

Mis vacaciones

Mi reacción

Actividades

Lugar(es)

Differentiating Instruction

Multiple IntelligencesVisual Learners Instruct students to make a comic strip that illustrates the events of the last vacation they took. Tell students that stick figures are fine but that they should try to illustrate vacation activities as best as they can. Students do not have to write captions but should be able to explain in their own words what is happening in the drawings.

Pre-APUse Transitions Tell students to add transitional phrases to the descriptions of their vacations. Instruct students to use phrases such as luego, entonces, and por esoas they describe a series of events. Explain that using these phrases will make the text flow more smoothly for the reader.

Put students in small groups. Tell students in each group to talk about vacations they have taken. Then have students compare their vacations with vacations their classmates have taken.

CommunicationInterpersonal Mode

Peer Assessment Have students exchange the descriptions of their vacations with a classmate. Tell pairs to read each other’s papers and offer suggestions or point out errors orally.

Ongoing Assessment✓✓

Unidad 1

COMPARACIÓN CULTURAL

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See these pages come alive!

ChileLaura

¿Qué tal? Mi nombre es Laura y vivo en Chile. En

julio, durante las vacaciones de invierno, fui de

excursión con la clase a la isla de Pascua. Pasamos

tres días en un hostal para estudiantes. Fue un viaje

muy interesante. Vi muchas atracciones del lugar,

como el Parque Nacional Rapa Nui. También visité el

Museo de Isla de Pascua. Allí compré unas bellas

artesanías del lugar.

83Costa Rica

ochenta y tres

¡Hola! Soy Francisco. El verano pasado fui con unos amigos al pueblo 1 de La Parguera, en el sur de Puerto Rico. Allí está la Bahía Fosforescente. Acampamos cerca de La Parguera, y por la noche alquilamos un bote 2

para visitar la bahía. En el agua vimos millones de luces 3. ¡Qué bella sorpresa!1 town 2 boat 3 lights

FranciscoPuerto Rico

¡Hola! Me llamo Lucas. Soy de Costa Rica. El mes pasado fui de vacaciones a las playas de Guanacaste, en el océano Pacífico. Mucha gente hace surfing allí. Durante mi viaje di caminatas por la playa y monté a caballo. ¡Qué divertido! Después tomé muchas fotos y compré recuerdos del lugar para mis amigos.

Costa Rica Lucas

Rubric Lectura y escritura

Ongoing Assessment✓✓

Writing Criteria

Very Good Profi cient Not There Yet

Content Descriptioncontains manyvacationactivities.

Descriptioncontains somevacationactivities.

Descriptioncontains few or no vacationactivities.

Communi-cation

Paragraph is well-organized and easy to follow.

Paragraph is fairly well-organized and easy to follow.

Paragraph is disorga-nized and hard to follow.

Accuracy Paragraph has few mistakes in grammar andvocabulary.

Paragraph has some mistakes in grammar andvocabulary.

Paragraph has many mistakes in grammar andvocabulary.Differentiating Instruction

Unidad 1

COMPARACIÓN CULTURAL

Slower-paced LearnersSentence Completion Give slower-paced students a worksheet with several sentences about the reading, leaving out key words or phrases. Allow students to use the text to complete the sentences. Go over the answers as a class. If a student gives an incorrect answer, guide him or her to the place in the text where he or she will most likely find the answer.

InclusionMultisensory Input/Output Use a variety of strategies to help students understand the vacation descriptions. Ask students to scan the paragraphs and make a list of any expressions that they do not understand. Have students share those phrases with the class and convey the meaning with gestures, simple explanations, or drawings.

Put students into pairs. Ask the pairs to make a list of all the verbs in the preterite tense in the three descriptions. Reward pairs who successfully found all the verbs with a small “premio” such as a piece of candy.

CommunicationGrammar Activity

Background InformationThe glowing Bahía fosforescente(Bioluminescent Bay) in southern Puerto Rico is a beautiful sight. Bioluminescence is a natural defense system. When protozoans, or single-celled animals invisible to the naked eye, are being attacked, the movement in the water excites them. This results in a chemical reaction that produces light.