MS Spanish Guide

SPANISH LEVEL 1B

INTRODUCTION PARA EMPEZAR

PACING

PROFICIENCY LEVEL

RESOURCES

KEY LANGUAGE USE(S)

2-3 weeks

Novice Mid

Auténtico o Realidades B

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● What strategies and/or resources will help me to communicate in linguistically culturally appropriate ways? ● How do Spanish speakers greet each other, demonstrate courtesy, and request essential information? ● How can students discuss everyday activities and events?

● Review topics related to Spanish-speaking countries: ● greetings and expression of courtesy ● time expressions ● weather in the northern & southern hemisphere

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● Talk about general topics and identify the key language using the language functions and features: ● numbers, weather vocabulary and expressions (hace calor, hace frío, hace sol, etc.) to read and listen to descriptions of the weather and compare the northern and southern hemisphere ● school vocabulary and verbs in the in fi nitive form to respond to classroom directions (levantar la mano, escuchar, mirar, leer, etc.) ● numbers and expressions to ask about and tell time (¿qué hora es?, son las …, etc.)

● the Spanish alphabet to spell and pronounce key phrases ● de fi nite articles (el, la, los, las) to use the correct tense of verbs ● adjectives that agree in gender and number form (-a ending, -s ending) ● Greet others using the language functions and features: ● greetings and expressions of courtesy (hola, ¿cómo estás?, etc.) ● words to distinguish different times of the day (buenos dias, buenas tardes,etc.) ● words to introduce yourself (me llamo, ¿cómo te llamas?, mucho gusto, etc.)

https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf

SCAFFOLDING IN ACTION

Skill Building ● Use a variety of visuals with Spanish terms to de fi ne meaning of words and phrases (eg. pictures of people greeting one another. ● Use a graphic organizer to differentiate the Spanish alphabet and phonemes from English (eg. ll, ñ, ch, ga, gue, gui, go, gu, que, qui, gender associated with nouns, etc). ● Use Total Physical Response to review vocabulary and classroom objects. (eg. put the sun on the chair.) ● Group students to allow opportunity for them to practice Spanish. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters with word banks (eg. Hello. My name is … What is your name? … Nice to meet you.). ● 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

*updated 7.12.23

Made with FlippingBook HTML5