Teacher reviews uses of the imperfect to discuss actions and events in the past. Teacher asks class to identify whether the speakers come from rural or urban families. Teacher divides class into partners. Teacher asks class to brainstorm several points from Day 1's reading on rural and urban Hispanic families. Then, students share their homework compositions in pairs.
Teacher leads discussion of reading on the changes in Hispanic families.
Class is divided into small groups, with each group assigned a section of the reading. Each group is responsible for summarizing for the class the group's section. New vocabulary items are pointed out by teacher. Teacher asks small groups to discuss the changes that have occurred in U.S. families. Later, small groups share their changes with class, and class discusses changes in Hispanic and U.S. families, focusing on whether there are more similarities or differences.