MS Spanish Guide

SPANISH LEVEL 1

UNIT 3 MY SCHOOL DAY & PASTIMES

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE(S)

● Autentico ● Realidades 1 Tema 2A/B

5-6 weeks

Novice Mid

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● What places, people and activities de fi ne student life? ● How is student life at my school similar to and/or different from student life at a school in Costa Rica? ● How do schools re fl ect the values of their communities?

● Costa Rica/California ● Typical school days in Costa Rica and the U.S. ● Cultural values re fl ected in schools

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Discuss school day using the language functions and features: ● words and phrases to describe supplies, subjects, places, activities and people ● time expressions to indicate time of day (a la … de la mañana, etc.) ● prepositions of location (a, entre, hacia, etc.) to tell where you go

● de fi nite articles to indicate gender of nouns (el, la, los, las) ● hay + inde fi nite articles or numbers to indicate quantity ● subject pronouns (yo, tu, el, ella, nosotros, ustedes) ● present tense of the verb “to go” (ir + a + in fi nitive, -ar verbs) ● Talk about when things are done using: ● leisure activities ● expressions for extending, accepting, and declining invitations

● expressions to tell when something happens ● present tense verbs (ir + a + in fi nitive, -ar verbs)

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. ● 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