MS Spanish Guide

SPANISH LEVEL 1A

UNIT 3 FOOD

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

6-8 weeks

Novice Mid

Auténtico or Realidades A

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● How do you discuss food preferences? ● How do you stay healthy?

● foods/drinks from other countries ● popular sports ● history of chocolate ● Ratoncito Perez (queso) ● meal times, siesta

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● Talk about meals and beverages using the language functions and features: ● adverbs (nunca, siempre) and other expressions (todos los días) to Indicate frequency ● the verbs encantar and gustar to indicate that you like or love something ● the verb “tener” + the noun “sed” or “hambre” to indicate being hungry and thirsty ● the verbs “comer” and “compartir” ● Discuss different foods, beverages, and your health using the language functions and features: ● to indicate preference (pre fi ero, pre fi eres) ● to indicate agreement or disagreement (creo que, de acuerdo) ● to ask a question or give an answer (porque, ¿por qué?) ● the verb “ser” - to be ● verbs and expressions to describe a healthy diet (caminar, hacer ejercicio, levantar pesas, para la salud, para mantener la salud) ● plural adjectives with feminine/masculine agreement (eg. sabrosos(as)) and other expressions (eg. popular) to describe food or activities https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf ● 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 with word banks. ● Check for understanding in different ways (eg. TPR, whiteboards, hand signals or gestures). ● For listening activities provide Cloze activity sheets with word banks for students to reference. Provide the responses on the back or in a separate document for the student to receive immediate feedback. ● For written responses provide exemplars of possible student responses highlighting key language and structure (eg. if a student is writing sentences, include an example highlighting the differences in the English and Spanish alphabet and/or grammatical structures). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in more student-teacher conversation aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the student can ask about their favorite meals for breakfast, lunch and dinner and create a dialogue using memorized words. ● Students can build and categorize word lists (eg. synonyms, antonyms). ● 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 SCAFFOLDING IN ACTION Skill Building

*updated 7.12.23