<p> DAY 2—notes</p><p>2.1 Warm-up: Explain family tree (5 minutes)</p><p>First, collect the homework from Day 1. Next, have the students find a partner and orally communicate in Spanish as much of their family tree/structure as possible. Each student will be given 2 minutes to talk about his or her family, while the partner draws a rough outline of what he or she hears. This will have varying results in quality, but it is a warm-up that encourages language production and comprehension.</p><p>2.2 Begin Lupita’s Story (1 minute)</p><p>Take a moment to tell the students about today’s class in which they will hear the longer version of Lupita’s story and also do a reading and a listening activity. Over the next two days, we will answer the question of how Lupe got to where she is today.</p><p>2.3 Lupita’s Childhood—reading activity (11 minutes) (handout)</p><p>Assign students to five groups. Give handout and go over directions for Actividad A. Each group will have a category of words to underline in the text. Make it clear that each group member must underline the words on his or her own sheet so that he or she can contribute to Actividad B. This should take about 3 minutes.</p><p>For Actividad B, form new groups of five (one person from each word category in Actividad A). This should take about 8 minutes.</p><p>2.4 Slideshow of Lupita’s Story: Marriage & Sickness (30 seconds) Read the text and show the pictures. Explain story if necessary.</p><p>2.5 Lupita and Luis Adopt Children—listening activity (20 minutes) (audio file) This listening activity will follow a progression and start from slide 14 of “Slideshow 2:” a. Students listen to recording and listen for words they know.</p><p>This unit created by Ashley Wallace and Kate Landau b. Teacher reads the transcript of the recording (for a clearer and perhaps slower version of the text). Ask the students who is involved in the story besides Lupe, who is speaking. </p><p>Pensaba en la adopción; yo me imaginaba que me iban a poner un poco de niños y yo iba a escoger el más bonito, el más gordito, el más sanito. Decía <<Bueno. Tengo para escoger aquí>>. Pero Dios nos dio… una… la primera hijita era una niña bien pobre, humilde, tenía un grado de desnutrición. Toda ella asi lastimadita, su cabecita toda con infecciones con piojos. Sí, ¿sabe lo que son los piojos? Los animalitos que le salen a uno en la cabeza. Pero era una niña pero que daba lástima. Así toda lastimadita con las orejitas y los ojitos así bien infectados. Pero yo le dije, <<No importa>>. Y esa niñita cuando le dio, se…me abrazó. Y dije, esta niña, pero no sé,,,Dios…por qué a veces….>></p><p>After getting some ideas from students, tell them that Lupe is talking about adopting Gani. She thought the process would be one way, but it turned out differently than she had expected. c. Show text, starting from slide 14. This time the students should be looking for the contrast between the imaginary child and Gani. d. Finally, listen to Lupe’s recording one more time. Despite Gani’s poor state of health, Lupe decides to take her in. Why? According to Lupe, who gives Gani to her?</p><p>2.6 Slideshow of Remainder of Lupita’s Story (15 minutes)</p><p>Go through the slides from number 24 to the end. Read the text on the slides. Homework 2 (handout) </p><p>Students will complete a vocabulary worksheet and be asked to spend time studying the remainder of the vocabulary list. In addition to the worksheet, ask the students to answer the following questions:</p><p> ¿Por qué sigue tan fuerte (stays so strong) Lupe?  Cuando oyes la historia de Lupe, ¿Cómo te sientes?  ¿Qué cambios ves en Lupe durante su vida?  ¿Es fiel (faithful/committed) Lupe a su familia? ¿Por qué? ¿Qué evidencia hay?  ¿Qué sacrificios hace Lupe por su familia?</p><p>This unit created by Ashley Wallace and Kate Landau Note: these answers will be discussed on Day 3.</p><p>This unit created by Ashley Wallace and Kate Landau</p>