HS Spanish Guide

SPANISH LEVEL 3

UNIT 6 EL MUNDO LABORAL

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

● Entre Culturas Unit 6 ● Realidades Tema

3-4 weeks

Intermediate Low

EXPLAIN NARRATE ARGUE

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● ¿Por qué debo conocer mis derechos y obligaciones en mi entorno diario? ● ¿Cuál es mi responsabilidad para ayudar a prevenir la discriminación de grupos desfavorecidos en mi país y en el extranjero? ● ¿Qué programas humanitarios podemos implementar para promover un mundo solidario?

● Uruguay ● Derechos y obligaciones de los jóvenes en Uruguay ● Inmigración en Uruguay ● Grupos desfavorecidos en mi país y en Uruguay ● Las causas justas en Uruguay y en la comunidad global

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Analyze my rights and obligations and those of Uruguayan youth, at school, family and community, and recommend changes. ● Explore ways we can help disadvantaged communities in my country and in Uruguay. ● Illustrate how humanitarian values could be promoted and thereby improve the global community. Language Functions & Features: ● words and phrases related to rights and obligations (los derechos y obligaciones: en el colegio, en la familia, en la comunidad, derechos de inmigrantes, etc.) ● subjunctive form to express emotion and doubt (eg. no parece que vaya mejorar la situación.) ● provide a solution and promote just causes (eg. para … uno necesita …) ● prepositions por and para to indicate for for, but also by, on, through, because of, in exchange for, in order to, etc. ● Use a variety of visuals with captions to de fi ne meaning of words and phrases. ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in Spanish, then present your fi ndings to the class. ● Provide more complex text in Spanish for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and re fl ect on their progress. ● Students can practice translating from English to Spanish in speech or writing. Extension ● possessive pronouns (eg. mio, mios, mia, mias, etc.) ● negative imperative form (eg. no trabajen demasiado) https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf SCAFFOLDING IN ACTION Skill Building

*Updated 7.12.23