Objectives• Culture: Compare where people shop and

what they buy in Peru, Panama, and Puerto Rico.

• Read about different teens’ shopping experiences.

• Write about where you shop and what you buy.

Core Resources• Cuaderno, pp. 145–147• Audio Program: TXT CD 4 Track 23• Video Program: DVD 1

Presentation Strategies• Review the locations of Peru, Panama,

and Puerto Rico on a map.• Have students compare and contrast

what the people are doing in the three photos.

• You may have students read the notes, listen to the audio, or access them online.

190

Puerto Rico

PerúPanamá

190

¡Me encanta ¡Me encanta ir de compras! ir de compras!

Unidad 3ciento noventa

AUDIO

Lectura y escritura1 Leer Where people shop and what they buy varies around the

world. Read about the shopping trips of Marcos, Juanita, andValeria.

2 Escribir Using the three descriptions as models, write a shortparagraph about where you shop and what you buy.

STRATEGY EscribirTake notes about your shopping trip Take notes in an organizedway and use them to write about your shopping trip.

Step 1 First take notes on where you were, then what you bought(and for whom, if it was not for you), and finally the resultor response.

Step 2 Write the paragraph about your shopping trip, includingall the information in the notes. Check your writing byyourself or with help from a friend. Make final additionsand corrections.

Compara con tu mundoUse the paragraph you wrote to compare your shopping trip with thatof Marcos, Juanita, or Valeria. In what ways is your shopping trip differentor similar?

WebQuestClassZone.com

ResultadoQuéDónde

Cuaderno pp. 145–147 Cuaderno para hispanohablantes pp. 145–147

1.2 Understand language1.3 Present information4.2 Compare cultures

S TA N D A R D S

Differentiating Instruction

Unidad 3

COMPARACIÓN CULTURAL

Pre-APSequence Information Have students tell a partner about a recent shopping trip, following the models of Marcos, Juanita, and Valeria. They should be careful to sequence the information logically. Their partner should help them by asking key questions for information not included.

Slower-paced LearnersPeer-study Support Have students compare pre-writing notes and offer suggestions to their partner for filling in gaps or improving sequencing of information. After writing, have students exchange papers again for peer editing before they write their final draft to turn in.

Pre-writing Strategy Have students fill in details about a recent shopping trip, including where they went, what they bought, and what the results were. Encourage them to include interesting details for each category of information.

Long-term RetentionPersonalize It

191

See these pages come alive!

¡Hola! Soy Marcos. Me encanta comprar regalos parami familia. Generalmente voy a un c entro comerc ialpe ro ayer estuve en unas tiendas en la calle. Allívenden art íc ulos de papel, de madera, de c uero y más.Compré un c inturón para mi papá. Después fui a unazapatería y le compré a mi mamá unas sandalias dec uero muy de moda. ¡Le encantaron!

Marcos

191Puerto Rico

ciento noventa y uno

¿Qué tal? Me llamo Valeria y vivo en San Juan, Puerto Rico. A veces voy al centro comercial con mis primas o con una amiga. Muchos muchachos y muchachas van allí a pasar el rato. Ayer mi amiga y yo compramos unos sombreros muy bonitos. También compré un vestido, pero me quedó grande. ¡Me encanta comprar ropa!

ValeriaPuerto Rico

¡Saludos desde Panamá! Mi nombre es Juanita.

El sábado pasado fue el cumpleaños de mi

hermana mayor. Mi amiga fue conmigo a un

mercado al aire libre y ella me ayudó a

encontrar una pulsera muy fina de plata. A mi

hermana le quedó perfecta. ¡Mi hermana menor

me pidió una también para su cumpleaños!

Juanita Panamá

Perú

Rubric: Lectura y escritura

Ongoing Assessment✓✓

Writing Criteria

MaximumCredit

Partial Credit

MinimumCredit

Content Includes all of the informa-tion.

Includesmost of the informa-tion.

Includeslittleinforma-tion.

Communi-cation

Informa-tion is presented clearly and is very under-standable.

Informa-tion is presented fairly clearly and is somewhatunder-standable.

Informa-tion is presented poorly and is hard to under-stand.

Accuracy Fewmistakes in grammar or vocabu-lary.

Someerrors in grammar or vocabu-lary.

Manyerrors in grammar andvocabulary.

Differentiating Instruction

InclusionClear Structure Guide students through each step on page 190 to prepare them for writing their own description. Encourage them to use the writing strategy to organize their thoughts about their shopping trip.

English LearnersBuild Background Ask students to talk about some of the interesting places to shop nearby. They should say what kinds of stores there are and what sort of merchandise they sell. Ask students to evaluate each store for its interest to local residents or tourists of various ages.

Exploring the ThemeRegional Accents Have students listen to the audio to hear the different accents of Spanish speakers from Peru, Panama, and Puerto Rico. Ask if they notice any particular letters or sounds that are pronounced differently or if they notice a difference in rhythm of speech from one country to the other.

Unidad 3

COMPARACIÓN CULTURAL