MS Spanish Guide

SPANISH LEVEL 1B

UNIT 6 THE HOUSE

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

6-8 weeks

Novice Mid

Auténtico o Realidades B

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● Responsibilities, gender roles, home layouts in other countries ● Flags and other decorations

What are my responsibilities? How do I describe objects or places around the home? How do I make comparisons? How do I give commands?

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Talk about homes and lifestyle preferences using the language functions and features: ● types of homes (casa, apartamento, condominio) ● areas of a home (planta baja, primer piso, sótano, etc.), rooms (cocina, cuarto, garaje, etc.) and the things in a room (muebles, cosas electrónicas, etc.) ● descriptive words (colores, sucio, limpio, bonito, importante, etc.) to describe things ● chores (ayudar, arreglar, hacer la cama, lavar, etc.)

● gerunds/present progressive tense (estar + stem + -ando/-iendo, etc.) ● making comparison, using superlatives (menos que, mejor que, etc.) ● stem-changing verbs (jugar, poder, dormir) ● af fi rmative tú form of verbs (hacer => haz, poner => pon etc.) to give commands ● identify root words (com- = comer/comida) to build vocabulary

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

SCAFFOLDING IN ACTION Skill Building ● Introduce vocabulary using a variety of visuals and a graphic organizer.

● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters with word banks (eg. Hello. What is your bedroom like? Who does [chores] in your house?). ● 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. ● Recite vocabulary and practice spelling aloud (eg. student A tells student B how to spell a name or word). ● 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