MS Spanish Guide

SPANISH LEVEL 1B

UNIT 4 PAST TIMES

PACING

PROFICIENCY LEVEL

RESOURCES

KEY LANGUAGE USE(S)

6-8 weeks

Novice Mid

Auténtico or Realidades B

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● Differences in daily routines of youth, special events, and extracurricular activities in Spanish speaking countries ● Poetry, music, drama

What is my typical day like? How do I ask others about their school day? How do I describe others?

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● Talk about getting ready and the things you need using the language functions and features: ● physical characteristics ● vocabulary associated with hygiene (el cepillo, el cinturon, el desodorante… ) ● Talk about daily routines, special events using the language functions and features: ● re fl exive verbs ( eg. me acuesto )

● possessive adjectives ( mío, tuyo, suyo, nuestro, vuestro, suyo etc .) ● Talk about your school day using the language functions and features: ● classroom items, activities, and rules ● stem-changing verbs ● interrogatives ● -ir verbs ● Describe others using the language functions and features: ● adjectives that describe physical characteristics ● de fi nite and inde fi nite articles ● verb “to be” - ser (soy, eres, es) for identity ● singular forms: tener, hablar, ser

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

SCAFFOLDING IN ACTION

Skill Building ● Introduce vocabulary with captions using a variety of visuals and a graphic organizer. ● Group/partner students to allow opportunity for them to speak in Spanish.

● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters with word banks (eg. Hello. How do you prepare for the day? What is your day like?). ● 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 writing 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). ● 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. ● 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