MS Spanish Guide

SPANISH LEVEL 2

UNIT 4 LAS COMUNIDADES

PACING

PROFICIENCY LEVEL

RESOURCE(S)

KEY LANGUAGE USE(S)

● Entre Culturas Unit 3 ● Realidades Tema 3A/B

4-6 weeks

Novice High

INFORM EXPLAIN NARRATE

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● How does culture shape where people go and what they do in their communities? ● How do people come together to celebrate their cultural identity and communities? ● How can community members work together to improve their quality of life? ●

Explore the layout, services, and transportation of communities in Nicaragua. ● Understand and provide directions to get around in communities. ● Explain how volunteers inspire and organize others to make a difference. ● Disseminate information to get people involved in community improvement projects in Central America.

END OF UNIT COMPETENCIES WITH LANGUAGE EXPECTATIONS

● Describe places in your community, things you can do and explain how to get around using the language functions and features: ● las actividades y lugares en la comunidad como tiendas y servicios, el transporte ● cómo pedir y dar direcciones ● uses of the verbs saber and conocer ● af fi rmative and negative familiar regular and irregular commands ● Describe how people contributed to community projects and celebrations using the language functions and features: ● la identidad de la comunidad como las celebraciones, el voluntariado y el trabajo ● preterite regular verbs: -car, -gar, -zar verbs ● irregular preterite verbs: ir, ser, ver, dar, hacer, leer, and oír https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf Use a variety of visuals with 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. ● 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. ● 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. ● Provide more complex text in Spanish for students to read. ● Give the students a story/cartoon topic. Provide them with as much or as little information as you’d like (maybe the main character and a few compulsory events). Then, have students write and illustrate the story and present it verbally to the class. SCAFFOLDING IN ACTION Skill Building ● Extension

*Updated 7.12.23

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