MS Spanish Guide

SPANISH LEVEL 1

UNIT 2 MYSELF & OTHERS, THINGS

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE(S)

● Auténtico ● Realidades 1 - Unit 1 A&B

5-6 weeks/unit

Novice Mid

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● Who am I? How does what I do de fi ne who I am? ● How am I similar to and different from young people in the Spanish speaking world? ● How do language and music shape identity?

Paraguay/Texas ●

Expressions of cultural identity Bilingualism in Paraguay and in Texas

●

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Tell and ask about likes and dislikes using the language functions and features: ● activities and expressions for saying what you like and don’t like to do ● interrogativas (quién, qué, cuándo, dónde, cómo) ● negative statements (eg. no me gusta) ● -ar verb “gustar” ● Describe yourself and others using the language functions and features: ● adjectives and vocabulary to ask about and describe someone’s personality ● de fi nite and inde fi nite articles to indicate a known item (el, la, los, las) or an item in a general way (un(a), unos(a)) ● correct word order (eg. ¿(preposition) + question word + conjugated verb + (subject) + (additional information)?) ● verb “ser” (soy, eres, es) for identity ● interrogatives ● verbs tener, hablar

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 to de fi ne meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary. ● 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. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Listen to videos of friends meeting for the fi rst time. ● Engage the student in more student-teacher conversation in Spanish aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Interview or survey other students or bilingual individuals outside of class about a chosen topic in Spanish, then present their fi ndings to the class. ● Provide more complex text in Spanish for students to read. ● 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

*Updated 7.12.23