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About HACERSE MAYOR
The HACERSE MAYOR series dives into the emotional journeys of adolescence: love, identity, friendships, and self-discovery. Designed for learners ready to deepen their personal and language growth, these reader-story titles use authentic, age-relevant topics to engage and educate.
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Why HACERSE MAYOR?
- Connect with real teenage experiences.
Each book includes an engaging narrative about a young person facing universal life transitions—perfect for connecting Spanish learning to students’ own experiences of growing up. -
Support language development naturally.
These readers are framed for Intermediate learners and feature integrated glossaries, footnotes, and cultural notes to clarify vocabulary and social context—without interrupting the story flow. -
Explore cultural views on youth and adulthood.
Cultural commentary throughout gives deeper insight into how coming-of-age plays out in Spanish-speaking cultures—adding dimension to every storyline.
- Build listening and comprehension skills.
Every title includes an audio version. Students can listen along while reading, reinforcing pronunciation, listening, and reading comprehension. -
Think, reflect, and discuss.
Pre- and post-reading activities encourage personal reflection, peer discussion, and emotional engagement—all ideal for deepening communicative competence. -
Flexible for varied classroom uses.
Use these readers in teen/adult classes, Spanish-for-young-adults modules, independent reading, or to enrich any intermediate Spanish curriculum.
Go through the samples
How to Use HACERSE MAYOR in Class?
1. “Mi voz interior” Monologues
Students write and perform short monologues from the main character’s point of view—reflecting on key moments (a breakup, a decision, a confession).
Focus: Past tense narration, expressing emotions, reflective language.
2. Advice Column: “Querido diario…”
Turn story conflicts into anonymous letters asking for advice (like an “Ask Abby” column). Peers write responses using conditional:
“Deberías…”
Focus: Persuasive writing, giving advice, empathy in language.
3. Scene Rewrites
In pairs or groups, students rewrite a key scene from a different perspective (another character or in an alternate ending). Perform or storyboard it.
Focus: Dialogues, vocabulary expansion, creative use of structures.
4. Text-to-Self Connection Posters
After reading a chapter, students create a mini-poster connecting a theme to their own life: “Una vez me pasó algo parecido…”
Focus: Personal storytelling, connections between text and self, using sequencing.
5. Inner vs. Outer Voice
Choose a key moment in the story and have students script two speech bubbles: what the character says out loud vs. what they’re really thinking.
Focus: Contrastive thinking, expressing emotion, nuance in language.
6. Soundtrack for a Chapter
Students choose a Spanish-language song to represent a scene or emotion in the story. They present the lyrics and justify why it fits the moment.
Focus: Cultural comparison, thematic analysis, vocabulary from songs.
Let's Talk!
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