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IN-CLASS ACTIVITIES
- Direct students’ attention to Sobre
el autor. Ask them how the demystification of cultural icons is carried out
in El avaro.
- Work through Después de leer
activities 1 and 2 for El avaro with the class. Follow the anno in the
IAE to ask students how the main character became obsessed with money. Put
students in pairs for Después de leer activity 3.
- Present the vocabulary list for La
prodigiosa tarde de Baltazar, modeling the Spanish words and expressions.
Put students in pairs to discuss the Conexión personal questions
for La prodigiosa tarde de Baltazar. Ask pairs to summarize their
discussions for the class.
- Direct students’ attention to Sobre
el autor. Ask students what they know about Gabriel García
Márquez and magic realism.
- Have students read the first 30 lines of the
story aloud. Ask them to describe the story’s setting and the personality
of Baltazar and Úrsula. Ask them what they think the cage might symbolize
(Análisis literario).
- Collect and correct the paragraphs students
wrote for Después de leer activity 4 for El
avaro.
ASSIGNMENT
- Study the Vocabulario for La
prodigiosa tarde de Baltazar.
- Read Antes de leer and La
prodigiosa tarde de Baltazar.
- Prepare the Después de leer
activities for La prodigiosa tarde de Baltazar for the next
class.
- Continue preparing the Literatura
activity from the VENTANAS web site to be submitted electronically
before class on Day 4.
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