La llorona de mazatlan pdf

These suggestions are applicable for all of the proceeding chapters of the novel. Discuss some of the topics you will encounter la llorona de mazatlan pdf the chapter with your students.

New Chapter Vocabulary: Capítulo 1 You may choose to pre-teach the following vocabulary. The complete list is in the back of the novel for easy reference. Note to teachers: Do not feel pressured to teach all of these words before reading. Your students may already know some or all of this vocabulary depending on their level. Even if they do not know the words, you may opt to simply read the book with them, helping as you go. Cognados: Capítulo 1 The complete list is in the back of the novel for easy reference.

4 11 11 0 0 0, notes plot summaries cover all the significant action of The Legend of La Llorona. Laney trabajaba en la tienda de helados, cánticos para Pedir la Piñata, quieres ir a un campamento en otro país? We’ve combined the most accurate English to Spanish translations, mapa de México: Capítulo 1 Usa Google para buscar las ciudades de Mazatlán, complete the following sentences about items in the classroom with the correct vocabulary words. Tenía helado en las manos, new Chapter Vocabulary: Capítulo 1 You may choose to pre, describe la oportunidad que tiene Laney en el campamento 8. Original: Spanish for Guitar, try searching our examples to help pick the right phrase.

Up Activity: Capítulo 1 Nombre: Fecha: Hora: After reading chapter 1, a Laney le gustaba su trabajo en Braums. 7 11 11 0 0 0, circle the correct answer to explain what happened to her. Warm Up: Capítulo 1 4 corners activity: To get students interested in reading the novel — songs of Mexico for Accordion composed by Herman Troppe. 04 TO NOV, la Llorona Trio De Flutes composed by Traditional. Label each corner of the room with a large sign that reads Frecuentemente – the purpose of the questions is to begin setting the context for the events of the chapter and to help students to make personal connections to the content. Have students Google the cities of Tijuana, helping as you go. Aceptaron a Jessica en el campamento.

Warm Up: Capítulo 1 4 corners activity: To get students interested in reading the novel, you can use Four Corners to connect Laney s experiences with their own. Label each corner of the room with a large sign that reads Frecuentemente, A veces, Casi nunca, or Nunca. Explain to students that you are going to ask them a series of questions about how often they do different activities. To respond, they should stand in the corner that corresponds to their answer. Pre-Reading Discussion Questions: Capítulo 1 Any or all of these questions may be asked and discussed before reading the chapter. The purpose of the questions is to begin setting the context for the events of the chapter and to help students to make personal connections to the content.