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Capítulo 1

Teacher’s Manual

Robo en la noche Capítulo 1

Written by

Kristy Placido

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Capítulo 1 Robo en la noche Teacher’s Manual

copyright © 2009 TPRS Publishing, Inc. • 800-877-4738 • www.tprstorytelling.com

Introduction to the Robo en la noche Teacher’s Manual

I. Organization The teacher's manual is aligned with research concerning reading strategies. Good

readers: • predict • make connections between the a) text and themselves, b) text and other texts, and c) text and the world around them • visualize what they read • reread • use contextual clues to decipher unknown vocabulary There are plenty of activities to help students become better readers. Instill an interest in

the topic and steer students into conversations in the target language about the events and the characters in the novel, both before and during the reading of the chapters.

Ensure students know the essential vocabulary before reading the chapter. More time should be spent on pre‐reading activities than post‐reading activities. II. Topics

The novel has some very basic topics that would fit any level‐one curriculum: • Body parts • Numbers • Family relationships • Dates • Geography • Descriptions of people • Likes and dislikes • Expressing an opinion • Variety of verb conjugations presented through dialogues • High‐frequency vocabulary SAMPLE



III. Cultural Context: Costa Rica and the environment

This novel is based on real issues facing the governments of Costa Rica and the United States. Amigos de las Aves is a real organization located in Alajuela, Costa Rica. The organization is housed at La Finca Flor de Mayo and is a privately‐run refuge. Although all of the characters in the novel are fictional, your students will experience a realistic Costa Rican adventure. Here are some of the topics that can be explored and/or enhanced using the novel as a

springboard. • The rainforest of Costa Rica • Illegal animal poaching as an industry • MINAE (Ministerio de Ambiente y Energia) • “Tico” culture • Traveling in Costa Rica • Geography of Costa Rica • Typical Costa Rican foods and eateries • The Nicoya Peninsula • The Curú Wildlife Refuge http://www.curuwildliferefuge.com/ • The concept of sustainable development • Eco‐tourism

IV. Major themes in the novel • The environment • Freedom versus captivity • Honesty versus greed • Loss and grief • Blended families; single‐parent families • Male‐female relationships • Technology and its role in the lives of teens • New beginnings • Friendships

V. Author of the Novel Kristy Placido teaches Spanish I through IV at Fowlerville High School in Michigan. She is the co‐author of the Cuéntame Más and Cuéntame Mucho curricula for Spanish levels 1 and 2. In addition, she has presented workshops across the country to help teachers learn more about teaching languages with comprehensible input. Her passion for creating engaging student‐friendly materials is fueled by her love of teaching her own students!

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Before Reading

Discuss some of the topics you will encounter in chapter one with your students. Provide them with any vocabulary needed for the discussion by simply writing it on the board as you go.

For a successful discussion to take place, students must be engaged in the topic and they must be able to understand. Speaking in the target language is not enough. Teachers must assure that students comprehend the message and that they are attentive to the discussion. The more lighthearted you can be, the better. Take time to stop and enjoy a moment chatting in Spanish with some individual students. Joke and laugh a bit. Use dramatic pauses or voice inflection to increase interest (just as you would if you were reading a story to a young child or telling a story around a campfire). Focus first on gaining their interest and second on the “curriculum at hand.” And always be sensitive to those students who may have difficulties going on in their lives. They may not want to talk about what their father does for a living, what their home is like, or where they have traveled.

Vocabulario: mudó = moved (Mudó is a useful word for this discussion which you may wish to write on the board.) Remember to go SLOWLY and continually check that students comprehend the discussion. For some really helpful techniques in leading class discussions, you may wish to read the book PQA in a Wink by Ben Slavic, available at www.benslavic.com.

¿Quién se mudó a otra ciudad en su vida? ¿Cómo te sentías? ¿Estabas emocionado? ¿Triste? ¿Contento? ¿Enojado? ¿Nervioso? ¡Imagina si fueras a otro país!

¿Te gusta viajar en avión? ¿Te gustaría sentarte al lado de una persona que…? (habla mucho; tiene muchas fotos de sus hijos; tiene un bebé; etc)

¿Cómo te sientes cuando no tienes tecnología? ¿Puedes sobrevivir sin teléfono celular? ¿Cómo prefieres comunicarte con tus amigos?

Imagina que vas a mudarte a Costa Rica con tu familia. ¿Quiénes te acompañarían? ¿Qué ropa necesitarías? ¿Qué dejarías en los Estados Unidos? ¿Dónde vivirías en Costa Rica?

(In this chapter we will discover that Makenna’s mother has passed away. Remember during class discussions that your students may be very sensitive to this topic.)

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Vocabulario Pre‐teach the following vocabulary.

This 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, or, if students are reading independently, instruct them to view the glossary in the back of their novel.

With beginning students, it may be helpful to read the novel aloud, translating as you go along. Alternately, you may wish to only translate unknown vocabulary. If you feel strongly about not speaking English in the classroom, you may also wish to put some key vocabulary on the board and refer to it as you read.

amigos ‐ friends años ‐ years con ‐ with cuando ‐ when de ‐ of, from dice ‐ s/he says ellos ‐ them, they es ‐ is escucha ‐ s/he listens to está ‐ s/he is estoy ‐ I am habla ‐ s/he talks, speaks hablar ‐ to speak, talk hermana ‐ sister ir ‐ to go le gusta ‐ s/he likes (it is pleasing to him/her) lee ‐ s/he reads

mira ‐ s/he watches or looks at mirando ‐ looking mujer ‐ woman necesita ‐ s/he needs nuevo ‐ new otra vez – again para ‐ for pero ‐ but piensa ‐ s/he thinks por eso ‐ therefore, for that reason porque ‐ because pregunta ‐ a question, s/he asks puede ‐ s/he can, is able to quiere ‐ s/he wants se llama ‐ is called (his/her name is)

se llamaba ‐ was called (his/her name was) sienta ‐ s/he sits su(s) ‐ his, her también ‐ too, also tener ‐ to have tengo ‐ I have tenía ‐ s/he had tiempo ‐ time tiene ‐ s/he has tiene ___ años ‐ s/he has ____ years (is ___ years old) trabajo ‐ work, job triste ‐ sad va ‐ s/he goes vas ‐ you go, you are going ventana ‐ window viejo(a) ‐ old

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Discussion Questions

These questions may be asked during reading, after reading, or may be completed in writing by the students using the blackline master on the following page. 1. ¿Quién está en el avión con Makenna?

2. ¿Dónde está la mujer vieja?

3. ¿Cuál es la profesión del papá de Makenna?

4. ¿Dónde trabajó el papá en Michigan?

5. ¿Qué lee el papá?

6. ¿Adónde van en al avión?

7. ¿Quiénes NO van a Costa Rica con Makenna?

8. ¿Por qué no va la mamá de Makenna?

9. ¿Cuántos años tiene el papá?

10. ¿Qué piensa la hermana de Makenna sobre la vida romántica del papá?

11. ¿Qué animal dejó Makenna en Michigan?

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Nombre: __________________________ Fecha: _______________ Hora: ____

1. ¿Quién está en el avión con Makenna?

2. ¿Dónde está la mujer vieja?





7. ¿Quiénes NO van a Costa Rica con Makenna?


9. ¿Cuántos años tiene el papá?



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Pruebecita - Quiz



a. su hermana b. un ave c. su mamá

d. su papá e. toda la familia


a. ecólogo b. escritor c. piloto

d. policía e. técnico de computadoras


a. en un avión b. en una estación c. en un aeropuerto

d. en una oficina e. en una universidad


a. un libro b. Sports Illustrated c. Bird World

d. Reader’s Digest e. La Biblia


a. a Costa Rica b. a Michigan c. a California

d. a Guatemala e. a La Florida


a. se murió b. trabaja c. no quiere ir

d. está divorciada de su papá e. cuida a la hermana


a. no necesita un romance b. necesita un romance


a. un ave b. un perro c. un gato

d. una iguana e. un caballo

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Beyond the Text

See the PowerPoint of Costa Rica photos included on this CD if you would like to give your students an overview of what Costa Rica looks like!

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Answer keys


1. ¿Quién está en el avión con Makenna? Su papá

2. ¿Dónde está la mujer vieja? En el asiento número 7D / al lado de Makenna

3. ¿Cuál es la profesión del papá de Makenna? ecólogo

4. ¿Dónde trabajó el papá en Michigan? En la universidad de Michigan State

5. ¿Qué lee el papá? La revista Bird World

6. ¿Adónde van en al avión? A Costa Rica

7. ¿Quiénes NO van a Costa Rica con Makenna? Su hermana, su mamá, su caballo

8. ¿Por qué no va la mamá de Makenna? Se murió

9. ¿Cuántos años tiene el papá? 44 años


Que necesita un romance

11. ¿Qué animal dejó Makenna en Michigan? Su caballo, Bender

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Pruebecita – Quiz ANSWER KEY



a. su hermana b. un ave c. su mamá d. su papá e. toda la familia


a. ecólogo b. escritor c. piloto d. policía e. técnico de computadoras


a. en un avión b. en una estación c. en un aeropuerto d. en una oficina e. en una universidad


a. un libro b. Sports Illustrated c. Bird World d. Reader’s Digest e. La Biblia


a. a Costa Rica b. a Michigan c. a California d. a Guatemala e. a La Florida


a. se murió b. trabaja c. no quiere ir d. está divorciada de su papá e. cuida a la hermana


a. no necesita un romance b. necesita un romance

8. Qué animal dejó Makenna en Michigan?

a. un ave b. un perro c. un gato d. una iguana e. un caballo

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