MS Spanish Guide

SPANISH LEVEL 1B

UNIT 5 FAMILY AND CELEBRATIONS

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

6-8 weeks

INFORM

Novice Mid

Auténtico or Realidades B

CULTURAL CONNECTION(S)

ESSENTIAL QUESTION(S)

● What is my family like? ● How does my family celebrate? ● How do I describe food?

● Popular holidays, activities, food, and typical decorations ● Meal times ● The way places look in other countries ● What a “typical” family is ● Restaurant etiquette

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● Talk about family members and activities using the language functions and features: ● adjectives to compare ages (mayor, menor)

● question words and phrases to discuss age (¿cuantos años tiene …?, tiene …) ● family members (abuelo(a), esposo(a), hermano(a), padre, madre, primo(a), etc.) ● the verb “gustar” to discuss what someone likes (le gusta, le encanta) ● items (piñata, globo, dulces, fl ores, etc.) and activities to discuss a celebration (abrir, celebrar, decorar, preparar, sacar fotos, etc.) ● the verb “tener” to indicate possession or relationship (tengo, tienes, tiene, tenemos, tenéis, tienen) ● adjectives to indicate possession (mi(s), tu(s), su(s), nuestro/a(s), su(s), and “de” etc.) ● Describe people and things using the language functions and features: ● adjectives (alto(a), bajo(a), corto(a), guapo(a), etc.) ● verb phrases (tener frío, tener calor, tener sueño, etc.) to indicate how someone is feeling ● Talk about food using the language functions and features: ● words (delicions(a), rico(a)) and phrases related to eating out (plato principal, postre, la cuenta, el menú, camarero(a)) and table settings (azúcar, cuchara, tenedor, taza, vaso, pimienta, plato, sal, etc.) ● adjectives ending in ísimo to convey the idea of “extremely” ● the verbs “venir”, “ser”, “estar” ● the verb ir + a + in fi nitive ● para + in fi nitive verb https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf Skill Building ● Group/partner students to allow opportunity for them to speak in Spanish. Model the conversation, and provide sentence frames or sentence starters with word banks (eg. Hello. How old is your (family member? When is your birthday? How do you celebrate your birthday?). ● 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). SCAFFOLDING IN ACTION

Extension

● Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Provide more complex text in Spanish for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.)

*updated 7.12.23

Made with FlippingBook HTML5