Unit IV: Evolution

Spanish 4 Regular Topic Outline Course Description and Philosophy

Spanish 4 Regular course is design for the students who may not continue to Spanish 5 Advanced Placement course. It is basically a course with emphasis on grammar and vocabulary as communicative tool. It also introduces culture and literature of Latin American and Spain. The textbook used for this course consist of 6 “ Collections”. Each collection includes two or three readings with information and activities to facilitate comprehension of the material. There is also a supplementary reading in each unit. Various literary genders will be studied such as, short story, drama, poetry and novel. There will also be a great variety of cultural material about the history, society and the language of the different Spanish-speaking countries. Students will also have the opportunity to listen and see other young Spanish-speaking students talking about stimulant and current topics. The grammar, vocabulary and spelling sections will serve to refine their knowledge, to explain and to give examples using a great variety of exercises. At the end of each Unit there are three sections to provide a Unit closure. In the writer workshop, students will put to practice what they have read and studied through out the Unit and they will write their own narrative. In the section “Let’s see if I can”, students will review the main points of the Unit. The course will be conducted basically in the Spanish language with the obvious exemptions necessary to achieve complete understanding when the situation requires it. Students will participate in class by teacher-student interaction, small group and partner interaction, they will expose to listening through a media program consisting of an audio program with interviews, listening activities and a video program with cultural topics, interviews of the authors, young people fem Spanish- speaking countries and other cultural topics. Quizzes, tests, oral class participation, extra credit work, oral reports, essays and special projects will evaluate students.

Text Reference: Ana Roca, Isabel Schon, Maria Treviño Ven Conmigo, Nuevas Vistas, 2003 by Holt, Rinehart and Winston. 1080 N. MoPac Expressway, Building 3, Austin, Texas

1 Written - 2005

Unit I: ¡Viva la juventud! (Long live youth)

Essential Question: How would I express my feelings correctly in Spanish? How would I speak about cause and effect correctly? How will I narrate correctly in the past? How will I evaluate a written work correctly? How will I use correctly a prefix and a suffix? How will I use correctly nouns, definite and indefinite articles? Do I know basic information about Nicaragua? Do I know anything about the writer Ruben Dario? Question all students should be able to answer; organizing concept for the unit of study?

Objectives: Students will be able to: 1. Understand the reading “mis primeros versos”. 2. Understand the reading about Ruben Dario. 3. Answer oral and written questions about readings. 4. Understand reading about Nicaragua. 5. Answer written and oral questions about Nicaragua’s reading. 6. Understand reading “Primero de Secundaria” by Gary Soto. 7. Understand reading about Gary Soto. 8. Answer oral and written questions about both readings (6 and 7). 9. Understand Panorama Cultural readings. 10. Answer oral and written questions. 11. Compare and contract both readings. 12. Understand reading “ Un cuentecillo triste” by Gabriel Garcia Marquez. 13. Understand reading about Gabriel Garcia Marquez. 14. Understand reading about Spanish-speaking people. 15. Use correctly vocabulary in context. 16. Understand meanings of prefixes and suffixes. 17. Use a list of nouns using correctly by learning their proper gender. 18. Use definite and indefinite articles correctly by properly adding them to masculine or feminine nouns.

2 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS: Unit I

Topic 1: Lectura 1. Mis primeros versos  Antes de leer Test/ Quizzes text Lecture Internet 7.1 / 7.2  Reading comprehension. Homework Practice book Discussion VCR  Crea significados. Oral reports Audio Program Small group Work Audio  Opciones Essays Video Program Individual work Smart board Extra assignments Web page

Topic 2: Cultura y lengua. As Above As above As above As above 7.1 / 7 Nicaragua.  Asi se dice

Topic 3: Elementos de literature. As above As above As above As above 7.1 / 7.2

Biografías, autobiografías, ensayos, artículos  Reading comprehension.

Topic 4: lectura 2. Primero de secundaria. As above As above As above As above 7.1 / 7.2  Antes de leer..  Reading comprehension.  Crea significados.  Opcoines.

Topic 5: panorama cultural.  Reading comprehension  Para pensar y hablar. As above As above As above As above 7.1 / 7.2

Topic 6: Lectura 3. Un cuentecillo triste. As above As above As above As above 7.1 / 7.2  Estrategias para leer.  Reading comprehension.  Conoce al escritor.

Topic: 7: Comunidad y oficio. As above As above As above As above 7.1 / 7.2  Reading comprehension.

Topic 8: Vocabulary. As above As above As above As above 7.1 3  Vocabulary in context  Mejora tu vocabulary.  Aplicacion.

Topic 9: Gramática As above As above As above As above 7.1 / 7.2  Los susutantivos  Practica.  Los artículos definidos e indefinidos.  Practica.  Los adjetivos.  Practica. . Topic 10.: Comparación y contraste. As above As above As above As above 7.1  Los artículos definidos e indefinidos.  Práctica.

Topic 11: Ortografía.  Letras h  El sonido Y  Practica. As above As above As above As above 7.1  La acentuación.  Dictado. Topic 12: Taller de escritores. As above As above As above As above 7.1 / 7.2  Episodios autobiográficos.  Antes de escribir.  El borrador.

Topic 13. A ver si puedo. As above As above As above As above 7.1  Completar ejercicios.

Topic 14: Vocabulario esencial. As above As above As above As above 7.1  Aprender vocabulario.

Differentiated Learning Activities Slower pace students will study additional vocabulary from “Mis primeros versos”. Advanced students will do “cuaderno del escritor”

Ethical Decision Making/Character Education The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class, and multicultural comparisons.

4 Unit II: Habla con los animales. (Speak to the animals)

Essential Question: How will I make a correct description in Spanish? How will I make a comparison or a contrast? How will I say what I should do? How will I combine sentences? How will I speak or write in the past tense correctly? How will I use correctly some verbs that refer to a special state in the past? How will I be able to pronounce correctly the letter b and v in Spanish?

Objectives: Students will be able to: 1. Understand reading “La Guerra de los yacarés” 2. Understand reading about Horacio Quiroga. 3. Answer questions about stories (1, 2) 4. Understand reading about Uruguay. 5. Make comparisons about Uruguay and the USA. 6. Understand reading about elements of literature. 7. Understand a passage from a novel “Platero y yo” 8. Understand reading about the writer Juan Ramón Jimenez. 9. Answer questions about readings (4, 6, 7, 8) 10. Read, understand and answer questions about panorama cultural. 11. Read, understand and answer questions about narrative” Me llamo Rigoberta Menchú” 12. Read, understand and answer questions about reading on Rigoberta Menchú. 13. Read, understand and answer questions about reading “ el español y la conservación del medio ambiente” 14. Use in context vocabulary learned from readings. 15. Use correctly the imperfect or the preterit past tense when referring to a past action.

5 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS: Unit II

Topic 1: Lectura 1. La Guerra de los Yacarás.  Antes de leer Test/ Quizzes text Lecture Internet 7.1 / 7.2  Reading comprehension. Homework Practice book Discussion VCR  Crea significados. Oral reports Audio Program Small group Work Audio  Opciones Essays Video Program Individual work Smart board Extra assignments Web page

Topic 2: Cultura y lengua. As Above As above As above As above 7.1 / 7.2 Uruguay  Reading on Uruguay.  Modismos y regionalismos.  Asi se dice

Topic 3: Elementos de literature. As above As above As above As above 7.1 / 7.2 Cuentos: argumentos, caracterización Ambiente,punto de vista, ironía, tema.  Reading comprehension.

Topic 4: lectura 2. Platero y yo As above As above As above As above 7.1 / 7.2  Antes de leer..  Reading comprehension.  Crea significados.  Opcoines.  Conoce al escritor.

Topic 5: panorama cultural.  Reading comprehension  Para pensar y hablar. As above As above As above As above 7.1 / 7.2

Topic 6: Lectura 3. De humano se nace. As above As above As above As above 7.1 / 7.2  Estrategias para leer.  Reading comprehension.  Conoce al escritor.

Topic: 7: Comunidad y oficio. As above As above As above As above 7.1 / 7.2 6  Reading comprehension. Topic 8: Vocabulary. As above As above As above As above 7.1  Vocabulary in context  Mejora tu vocabulary.  Aplicacion.

Topic 9: Gramática As above As above As above As above 7.1 / 7.2  El verbo  Practica.  El tiempo presente.  Practica.  El imperfecto.  Practica.  El preterito.  Practica.  Usos del imerfecto y del preterito.  Practica.

Topic 10.: Comparación y contraste. As above As above As above As above 7.1  El aspecto de estados en el pasado.  Práctica. Topic 11: Ortografía.  Letras b or v  Sílabas  Practica. Topic 12: Taller de escritores. As above As above As above As above 7.1 / 7.2  El cuento.  Antes de escribir.  El borrador.

Topic 13. A ver si puedo. As above As above As above As above 7.1  Completar ejercicios.

Topic 14: Vocabulario esencial. As above As above As above As above 7.1  Aprender vocabulario.

 Differentiated Learning Activities Advanced students will complete exercises “A ver si puedo”. Slower pace learners will study “Vocabulario esencial”

7 Ethical Decision Making/Character Education The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class, and multicultural comparisons. Unit III: Fábulas y leyendas. (Fables and legends)

Essential Question: How will I express certainty correctly? How will I present ideas and connect them correctly? How will I express doubt correctly? How will I speak about causes and effects correctly? What is the subjunctive mood in Spanish? What are the present tense forms of subjunctive mood in Spanish? What is a nominal clause in Spanish grammar? What is an adverbial clause in Spanish? When do I need to use the present subjunctive tense in those clauses? When will I need to use the infinitive form of the verb instead of the present subjunctive form? Will I be able to read and understand the literary elements of this Unit? Will I be able to read and understand the cultural elements of this Unit?

Objectives: Students will be able to: 1. Read, understand and answer oral and written questions about the narrative “Posada de las tres cuerdas”. 2. Read, understand and answer oral and written questions on the reading about Ana María Shua. 3. Read, understand and answer oral and written questions on the reading about Argentina. 4. Read, understand and answer oral and written questions about the narrative “ La puerta del infierno”. 5. Read, understand and present an oral report based on “Panorama cultural”. 6. Read, understand and answer oral and written questions about the narrative “ gueso y pellejo” and its author. 7. Complete exercises based on vocabulary learned from the readings and use it correctly orally and in writing. 8. Write a summary of each of the readings read in this Unit. 9. Present an oral report on one of the readings read in this Unit. 10. Complete exercises based on the grammar points learned in this Unit and use these grammar points correctly in their writing.

8 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS: Unit III

Topic 1: Lectura 1. Posada de las tres cuerdas.  Antes de leer Test/ Quizzes text Lecture Internet 7.1 / 7.2  Reading comprehension.  Conoce a la autora Homework Practice book Discussion VCR  Crea significados. Oral reports Audio Program Small group Work Audio  Opciones Essays Video Program Individual work Smart board Extra assignments Web page

Topic 2: Cultura y lengua. Argentina As Above As above As above As above 7.1 / 7.2

 Reading on Argentina.  Modismos y regionalismos.  Asi se dice

Topic 3: Elementos de literature. As above As above As above As above 7.1 / 7.2  Reading comprehension.

Topic 4: lectura 2. La puerta del infierno. As above As above As above As above 7.1 / 7.2  Antes de leer..  Reading comprehension.  Crea significados.  Opciones.

Topic 5: panorama cultural.  Reading comprehension  Para pensar y hablar. As above As above As above As above 7.1 / 7.2

Topic 6: Lectura 3. Gueso y pellejo. As above As above As above As above 7.1 / 7.2  Estrategias para leer.  Reading comprehension.  Conoce al escritor.

Topic: 7: Comunidad y oficio. As above As above As above As above 7.1 / 7.2  Reading comprehension. Topic 8: Vocabulary. As above As above As above As above 7.1 9  Vocabulary in context  Mejora tu vocabulary.  Aplicacion.

Topic 9: Gramática. As above As above As above As above 7.1  El modo.  Práctica.  Presente subjunctivo.  Práctica.  Claúsulas nominales.  Práctica.  Claúsulas adverbials  Práctica

Topic 9: Comparación y contraste. As above As above As above As above 7.1  El infinitivo y las claúsulas nominales.  Práctica.

Topic 10: Ortografía. As above As above As above As above 7.1  El sonido s  Práctica  La acentuación.  Práctica.

Topic 11: Taller de escritor. As above As above As above As above 7.1 / 7.2  Escritura libre  Investiga medios de comunicación.  Explora causas y efectos.  Busca pruebas.

Topic 12: A ver si puedo. As above As above As above As above 7.1  Completar los ejercicios.

Topic 13: Vocabulario esencial. As above As above As above As above 7.1

Differentiated Learning Activities Foe auditory learners, students will get in groups and they will discuss three advantages of immigration and the mix of varies languages and cultures in the same place. They will present their ideas and then they will answer questions.

Ethical Decision Making/Character Education

10 The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class, and multicultural comparisons. Unit IV: Dentro del corazón (Inside your heart)

Essential Question: Will I be able to read, understand, and complete exercises and answer oral and written questions about the readings in this Unit? Will I be able to answer questions based on the readings about the authors of the narratives? Will I be able to express myself in Spanish about the past using the correct tense? Will I be able to ask or clarify an opinion correctly in Spanish? Will I be able to speak about hypothetical situations? Will I be able to use the subjunctive past tense correctly? Will I be able to use the conditional tense correctly? Will I be able to use the future tense correctly?

Objectives: Students will be able to: 1.Read, understand and answer oral and written questions about the narrative “Mañana de sol”. 2. Read, understand and answer oral and written questions on the reading about the Quinteros’s brothers. 3. Read, understand answer oral and written questions and complete exercises on the reading about Spain 4. Read, understand and answer oral and written questions about the narrative “ De Paula”. 5. Read, understand and answer oral and written questions on the reading about the author Isabel Allende. 6. Read, understand and present an oral report based on “Panorama cultural”. 7. Read, understand and answer oral and written questions about the poems “versos sencillos” and “verde luz”. 8. Read, understand and answer oral and written questions on the reading about authors José Martí and Antonio Cabán. 9. Complete exercises based on vocabulary learned from the readings and use it correctly orally and in writing. 10. Write a summary of each of the readings read in this Unit. 11. Present an oral report on one of the readings read in this Unit. 12. Complete exercises based on the grammar points learned in this Unit and use these grammar points correctly in their writing.

11 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS: Unit IV

Topic 1: Lectura 1. Mañana de sol.  Antes de leer Test/ Quizzes text Lecture Internet 7.1 / 7.2  Reading comprehension.  Conoce a los escritores. Homework Practice book Discussion VCR  Crea significados. Oral reports Audio Program Small group Work Audio  Opciones Essays Video Program Individual work Smart board Extra assignments Web page

Topic 2: Cultura y lengua. España. As Above As above As above As above 7.1 / 7.2

 Reading on Spain.  Modismos y regionalismos.  Asi se dice

Topic 3: Elementos de literature. As above As above As above As above 7.1 / 7.2 Drama.  Reading comprehension.

Topic 4: lectura 2. De Paula. As above As above As above As above 7.1 / 7.2  Antes de leer..  Reading comprehension.  Conoce a la autora.  Crea significados.  Opciones.

Topic 5: panorama cultural.  Reading comprehension  Para pensar y hablar. As above As above As above As above 7.1 / 7.2

Topic 6: Lectura 3. Versos sencillos. As above As above As above As above 7.1 / 7.2  Estrategias para leer.  Reading comprehension.  Conoce al escritor.

Topic: 7: Comunidad y oficio. As above As above As above As above 7.1 / 7.2 12  Reading comprehension.

Topic 8: Vocabulary. As above As above As above As above 7.1  Vocabulary in context  Mejora tu vocabulary.  Aplicacion.

Topic 9: Gramática. As above As above As above As above 7.1  El imperfecto del subjuntivo.  Práctica.  El condicional.  Práctica.  El futuro.  Práctica.

Topic 9: Comparación y contraste. As above As above As above As above 7.1  El tiempo futuro y los modales.  Práctica.

Topic 10: Ortografía. As above As above As above As above 7.1  El sonido k  Práctica  Las palabras llanas.  Práctica.  Dictado.

Topic 11: Taller de escritor. As above As above As above As above 7.1 / 7.2  La persuación.  Antes de escribir.  El borrador.  Evaluación y revisión.

Topic 12: A ver si puedo. As above As above As above As above 7.1  Completar los ejercicios.

Topic 13: Vocabulario esencial. As above As above As above As above 7.1

13 Differentiated Learning Activities For the visual and kinesthetic learners, students will make flashcards for the new vocabulary by drawing or pasting a representation of the word on one side and writing the vocabulary item on the other.

Unit V: Caminos (Roads)

Essential Question: Will I be able to read, understand, and complete exercises and answer oral and written questions about the readings in this Unit? Will I be able to answer questions based on the readings about the authors of the narratives? Will I be able to speak about a poem using the correct vocabulary? Will I be able to present and support and opinion? Will I be able to speak about someone using the past tense correctly? Will I be able to use the present perfect indicative tense correctly? Will I be able to use the present perfect subjunctive tense correctly? Will I be able to use the pluperfect subjunctive tense correctly? Will I be able to use the pluperfect indicative tense correctly? Will I be able to use the correct sequence of verbs in the main and dependent clause of a sentence?

Objectives: Students will be able to: 1.Read, understand and answer oral and written questions about the narrative “La tortugal”. 2. Read, understand and answer oral and written questions on the reading about Pablo Neruda. 3. Read, understand answer oral and written questions and complete exercises on the reading about Chile 4. Read, understand and answer oral and written questions about the narrative “ El forastero gentil”. 5. Read, understand and answer oral and written questions on the reading about the author Sabine Ulibarri. 6. Read, understand and present an oral report based on “Panorama cultural”. 7. Read, understand and answer oral and written questions about the poems “Coplas por la muerte de su padre” and “De soledades y campos de Castilla”. 8. Read, understand and answer oral and written questions on the reading about authors Jorge Marrique and Antonio Machado. 9. Complete exercises based on vocabulary learned from the readings and use it correctly orally and in writing. 10.Write a summary of each of the readings read in this Unit. 11.Present an oral report on one of the readings read in this Unit. 12.Complete exercises based on the grammar points learned in this Unit and use these grammar points correctly in their writing.

14 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS: Unit V

Topic 1: Lectura 1. Hay un naranjo ahí, la tortuga.  Antes de leer Test/ Quizzes text Lecture Internet 7.1 / 7.2  Reading comprehension.  Conoce al autor. Homework Practice book Discussion VCR  Crea significados. Oral reports Audio Program Small group Work Audio  Opciones Essays Video Program Individual work Smart board Extra assignments Web page

Topic 2: Cultura y lengua. Chile. As Above As above As above As above 7.1 / 7.2

 Reading on Chile.  Modismos y regionalismos.  Asi se dice

Topic 3: Elementos de literature. As above As above As above As above 7.1 / 7.2 Poesía  Reading comprehension.

Topic 4: lectura 2. El forastero gentíl. As above As above As above As above 7.1 / 7.2  Antes de leer..  Reading comprehension.  Conoce a la autora.  Crea significados.  Opciones.

Topic 5: panorama cultural.  Reading comprehension  Para pensar y hablar. As above As above As above As above 7.1 / 7.2

Topic 6: Lectura 3. Coplas por la muerte de su padre. As above As above As above As above 7.1 / 7.2  Estrategias para leer.  Reading comprehension.  Conoce al escritor.

Topic: 7: Comunidad y oficio. As above As above As above As above 7.1 / 7.2 15  Reading comprehension.

Topic 8: Vocabulary. As above As above As above As above 7.1  Vocabulary in context  Mejora tu vocabulary.  Aplicacion.

Topic 9: Gramática. As above As above As above As above 7.1  El presente perfecto del indicativo.  Práctica.  El presente perfecto del subjuntivol.  Práctica.  El pluscuamperfecto del indicativo  Práctica.  Las secuencias de tiempos verbales  Práctica.

Topic 9: Comparación y contraste. As above As above As above As above 7.1  El infinitivo y los tiempos verbales.  Práctica.

Topic 10: Ortografía. As above As above As above As above 7.1  El sonido x  Práctica  Las palabras agudas, esdrújulas, sobresdrújulas.  Práctica.  Dictado.

Topic 11: Taller de escritor. As above As above As above As above 7.1 / 7.2  La persuación.  Antes de escribir.  El borrador.  Evaluación y revisión.

Topic 12: A ver si puedo. As above As above As above As above 7.1  Completar los ejercicios.

Topic 13: Vocabulario esencial. As above As above As above As above 7.1

16 Differentiated Learning Activities For the auditory learner, students will listen to a CD with the authors on voice recitation of the poem La tortuga. After listening to the poem, students will read it trying to imitate the poet’s own style.

Unit VI: Tierra, sol y mar. (The earth, sun and sea)

Essential Question: Will I be able to read, understand, and complete exercises and answer oral and written questions about the readings in this Unit? Will I be able to answer questions based on the readings about the authors of the narratives? How will I express correctly similarities and differences? How will I combine sentences correctly? What words will I need to know to evaluate a written assignment correctly? When will I need to use the infinitive form of the verb? When will I need to use the gerund form of the verb? What are the most used prepositions in Spanish and when are they used?

Objectives: Students will be able to: 1. Read, understand and answer oral and written questions about the narrative “de valle del fuego”. 2. Read, understand and answer oral and written questions on the reading about Alejandro Balaguer. 3. Read, understand answer oral and written questions and complete exercises on the reading about Perú 4. Read, understand and answer oral and written questions about the narrative “ de Aydin”. 5. Read, understand and answer oral and written questions on the reading about the author Jordi Sierra. 6. Read, understand and present an oral report based on “Panorama cultural”. 7. Read, understand and answer oral and written questions about the poems “Romance de sonámbulo” 8. Read, understand and answer oral and written questions on the reading about author Federico García Lorca. 9. Complete exercises based on vocabulary learned from the readings and use it correctly orally and in writing. 10.Write a summary of each of the readings read in this Unit. 11.Present an oral report on one of the readings read in this Unit.

17 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS: Unit VI

Topic 1: Lectura 1. De valle del fuego.  Antes de leer Test/ Quizzes text Lecture Internet 7.1 / 7.2  Reading comprehension.  Conoce al escritor. Homework Practice book Discussion VCR  Crea significados. Oral reports Audio Program Small group Work Audio  Opciones Essays Video Program Individual work Smart board Extra assignments Web page

Topic 2: Cultura y lengua. Perú As Above As above As above As above 7.1 / 7.2

 Reading on Perú  Modismos y regionalismos.  Asi se dice

Topic 3: Elementos de literature. As above As above As above As above 7.1 / 7.2 La novela  Reading comprehension.

Topic 4: lectura 2. De Aydin. As above As above As above As above 7.1/ 7.2  Antes de leer..  Reading comprehension.  Conoce al autor.  Crea significados.  Opciones.

Topic 5: panorama cultural.  Reading comprehension  Para pensar y hablar. As above As above As above As above 7.1 / 7.2

Topic 6: Lectura 3. Romance sonámbulo. As above As above As above As above 7.1 / 7.2

 Reading comprehension.  Conoce al escritor.

Topic: 7: Comunidad y oficio. As above As above As above As above 7.1 / 7.2 18  Reading comprehension.

Topic 8: Vocabulary. As above As above As above As above 7.1 /  Vocabulary in context  Mejora tu vocabulary.  Aplicacion.

Topic 9: Gramática. As above As above As above As above 7.1 /  El infinitivo.  Práctica.  El gerundio.  Práctica.  Las preposiciones  Práctica.

Topic 9: Comparación y contraste. As above As above As above As above 7.1  Los gerundios y los infinitivos.  Práctica.

Topic 10: Ortografía. As above As above As above As above 7.1  El sonido R / Y / RR  Práctica  Los diptongos y los hiatos.  Práctica.  Dictado.

Topic 11: Taller de escritor. As above As above As above As above 7.1 / 7.2  La exposición.  Antes de escribir.  El borrador.  Evaluación y revisión.

Topic 12: A ver si puedo. As above As above As above As above 7.1  Completar los ejercicios.

Topic 13: Vocabulario esencial. As above As above As above As above 7.1

19 Differentiated Learning Activities For group work, students will pair up and investigate the legend of the Aztecs and how they discovered the place where they situated themselves and built the city of Tenochticlan. They will present it to the class as a Power Point project.