1. neglected Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is neglected. Say it with me: neglected. If you neglected something, you did not pay attention to it or care for it properly. I neglected the plants when I forgot to water them, and the plants died.
2. En español, to neglect quiere decir “no prestart atención a algo, descuidar, desatender.” Desatendí mis plantas. Se me olvidó regarlas con agua y se murieron.
3. Now let’s look at a picture that demonstrates the word neglected. (Point to the dishes.) Someone neglected to wash the dishes. They are still piled in the sink after lunch. I wonder who neglected to do their job?
PARTNER TALK
4. Tell a partner about a time when you neglected to do a chore. What did you neglect to do and what happened as a result?
5. Work with a partner to complete this sentence frame: When the baker neglected to take the bread out of the oven on time, ____________. (Answers might include: The bread burned. The bread was ruined.)
6. Now let’s say neglected together three more times: neglected, neglected, neglected.
neglected

2. appreciated Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is appreciated. Say it with me: appreciated. If you appreciated something, you were thankful for it. I appreciated it when everyone listened carefully to my directions.
2. En español, to appreciate quiere decir “sentir agradecimiento por algo, agradecer.” Agradecí que todos escucharan mis instrucciones en silencio.
3. Now let’s look at a picture that demonstrates the word appreciated. (Point to the girl receiving the gift.) This girl appreciated the gift her grandfather gave her. She was thankful that he gave her a present.
PARTNER TALK
4. The girl in this picture appreciated the gift her grandfather gave her. Tell a partner about something you have appreciated. What was it, and why were you thankful for it?
5. Now work with your partner to list some ways you could show you appreciated something. Share your list with the class. (say “thank you,” smile, do something nice in return, send a thank-you note, give a hug)
6. Now let’s say appreciated together three more times: appreciated, appreciated, appreciated.
appreciated

3. misunderstood Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is misunderstood. Say it with me: misunderstood. If you misunderstood something, you did not understand it correctly. You may have confused someone’s words or actions. I misunderstood the assignment and did the wrong page by mistake.
2. En español, to misunderstand quiere decir “no comprender algo, entender mal.” Entendí mal la tarea e hice los ejercicios de la página equivocada.
3. Now let’s look at a picture that demonstrates the word misunderstood. (Point to the woman talking on the cell phone.) This woman misunderstood the person talking to her on the phone. She was confused by what the person said and had to ask him to repeat it.
PARTNER TALK
4. Talk with a partner about some stories you’ve read in which a main character misunderstood something. What funny things happened as a result of the misunderstanding? Share some examples with the class.
5. Pretend you misunderstood the directions to your friend’s house. With your partner, role play a conversation with your friend in which you explain that you misunderstood the directions. Ask your friend to repeat the directions. Then switch roles.
6. Now let’s say misunderstood together three more times: misunderstood, misunderstood, misunderstood.
misunderstood

4. desperate Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is desperate. Say it with me: desperate. If you are desperate, you want or need something very badly. After playing outside all day, I was desperate for a glass of water.
2. En español, desperate se dice “desesperado.” Es como te sientes cuando quieres o necesitas mucho de algo. Después de jugar afuera todo el día estaba desesperado por beber agua.
3. Desperate in English and desesperado in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
PARTNER TALK
4. Now let’s look at a picture that demonstrates the word desperate. (Point to the silhouette of the woman.) This woman is desperate to get help. She is hunched over and holding her head. She has a problem, and she can’t think of a way to solve it.
5. Imagine you are stranded on a desert island. What would you be desperate for? Share your ideas with your partner. Then share them with the class. (Examples might include: food, water, someone to rescue me, a boat)
6. Now complete this sentence frame with your partner: The team was desperate to ____________.
7. Now let’s say desperate together three more times: desperate, desperate, desperate.
desperate

5. endured Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is endured. Say it with me: endured. Endured means “lasted through or survived.” The athlete endured the pain of her sore foot in order to finish the race.
2. En español, to endure quiere decir “aguantar, soportar, sobrevivir.” El atleta aguantó el dolor de su pie lesionado para poder terminar la carrera.
3. Now let’s look at a picture that demonstrates the word endured. (Point to the woman with the backpack.) This woman endured snow and freezing temperatures to climb the mountain. Her warm jacket and equipment helped her endure the harsh weather.
MOVEMENT
4. Show me what you would look like if you had just endured a long race. (Students should look tired, mop their brow, put their feet up, etc.)
5. Now imagine you were playing on a hot day. Show me how you endured the heat. (Students might fan themselves, pretend to drink water, rest under something shady, or jump in a pool.)
6. Now let’s say endured together three more times: endured, endured, endured.
endured

6. obedience Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is obedience. Say it with me: obedience. Obedience is following orders and doing what you are told. My dog went to obedience class to learn how to behave properly and follow my orders.
2. En español, obedience quiere decir “cumplimiento de órdenes, obediencia.” Llevé a mi perro a clases de obediencia para que aprendiera a hacer lo que le digo y a comportarse bien.
3. Obedience in English and obediencia in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word obedience. (Point to the dog.) This dog is demonstrating obedience. He is listening to his owner and following her commands.
PARTNER TALK
5. What are some ways you show obedience at school? Share your ideas with your partner. Then share them with the class. (Examples might include: listening to the teacher and principal, not running in the halls, not being late, returning library books on time, raising your hand to speak)
6. Now complete this sentence: One way to show obedience in the cafeteria is to ____________.
7. Now let’s say obedience together three more times: obedience, obedience, obedience.
obedience

7. to be a horror Function Words & Phrases Unit 3 ● Week 2 TEACHER TALK
1. To be a horror is to be very bad in some way. Say it with me: to be a horror. A room that is a horror may be very messy and out of order.
2. En español, to be a horror quiere decir “estar hecho un horror, ser un espanto.” Una habitacíón que está hecha un horror está toda desarreglada.
3. This picture demonstrates the phrase to be a horror. The woman is sitting at her messy desk. The desk is a jumbled mess of papers, books, and other things. The desk is a horror to work at because it is messy.
CHORAL RESPONSE
4. I’m going to describe some things. If you think something is a horror, say “What a horror!” If not, don’t say anything.
your favorite dinner
a screaming child
a dog that chews furniture and socks
a vase of flowers
5. Let’s work together to create an outfit that is a horror. As you suggest things, I’ll draw them. When the outfit is finished, we’ll all say, “It’s a horror!” Let’s start with a pair of socks with holes in the toes. (Draw the socks on the board. Then add students’ suggestions.)
6. Repeat the phrase three times with me: to be a horror, to be a horror, to be a horror.
to be a horror

8. to clear up something Function Words & Phrases Unit 3 ● Week 2
TEACHER TALK
1. When you clear up something, you explain it and get rid of any misunderstandings. Say it with me: to clear up something. To clear up a misunderstanding with a friend, you may need to explain your actions.
2. En español, to clear up something quiere decir “aclarar algo.” Para aclarar un malentendido con un amigo, puede que tengas que explicar tus acciones.
3. This picture demonstrates the phrase to clear up something. These men have cleared up a disagreement. They are shaking hands to show that they now understand and respect each other’s point of view.
PARTNER TALK
4. Think about a time when you had a misunderstanding with a friend or a partner. What did you do to clear up the problem? Tell a partner.
5. Imagine you don’t understand something in class. What could you do to clear up your confusion? Share your ideas with a partner. (Examples: ask the teacher to explain again; ask a friend for help; ask a family member for help)
6. Repeat the phrase three times with me: to clear up something, to clear up something, to clear up something.
to clear up something

9. wait and see Function Words & Phrases Unit 3 ● Week 2 TEACHER TALK
1. When you wait and see, you do not find out the answer or the result of something until later. Say it with me: wait and see. We will have to wait and see what the weather will be like tomorrow.
2. En español, to wait and see quiere decir “esperar a ver qué pasa.” Hay que esperar hasta mañana para averiguar cómo estará el tiempo.
3. This picture demonstrates the phrase wait and see. These students are performing a science experiment. They will have to wait and see what the results, or outcome, will be.
CHORAL RESPONSE
4. I’m going to ask some questions. Respond to each question by saying “You’ll have to wait and see.”
Will I get an A on the next test?
What will I get for my birthday?
Will something exciting happen tomorrow?
5. I’m going to name some situations. If you’ll have to wait and see to find out what will happen, say the phrase wait and see. If you already know the answer, don’t say anything.
what you had for breakfast this morning
what you will have for dinner tonight
what you did last weekend
what you will do next weekend
6. Repeat the phrase three times with me: wait and see, wait and see, wait and see.
wait and see

10. feel queasy Function Words & Phrases Unit 3 ● Week 2 TEACHER TALK
1. When you feel queasy, your stomach feels sick, as if you might vomit. Say it with me: feel queasy. Being ill, nervous, or upset can all make you feel queasy.
2. En español, to feel queasy quiere decir “sentir náusea, con ganas de vomitar.” Si estás enfermo, nervioso o ansioso, puedes sentir náusea.
3. The girl in this picture feels queasy. She is resting in bed because her stomach does not feel good.
CHORAL RESPONSE
4. I’m going to name some things. If the thing I say might make you feel queasy, say, “I feel queasy.”
being on a rocking ship in a storm
eating too much and then riding a roller coaster
getting a good night’s sleep knowing that you did something wrong and are in trouble
5. What are some other things that make you feel queasy? What do you do to feel better? (Call on a few students to respond. Examples: eating something you don’t like, having a virus, riding in a car; resting or getting fresh air can make you feel better)
6. Repeat the phrase three times with me: feel queasy, feel queasy, feel queasy.
feel queasy

11. get-well card Basic Words Unit 3 ● Week 2 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
get-well card

12. letter Basic Words Unit 3 ● Week 2 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
letter

13. typewriter Basic Words Unit 3 ● Week 2 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
typewriter

14. mail Basic Words Unit 3 ● Week 2 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
mail

15. envelope Basic Words Unit 3 ● Week 2 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
envelope

16. stamp Basic Words Unit 3 ● Week 2 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
stamp

17. Basic Words Unit 3 ● Week 2 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.