BHS HS Spanish

SPANISH LEVEL 1

UNIT 4 FOOD, FAMILY & HOME

PACING

PROFICIENCY LEVEL

RESOURCE(S)

KEY LANGUAGE USE(S)

5-6 weeks/unit

Novice Mid

Entreculturas Unit 3 & 4 Realidades 1 Tema 3A/5B/6A

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● Who makes up my family? ● What places and activities bring us together as a family? ● How is my family similar to and different from some families in the Spanish - speaking world? ● What are some iconic foods from the Spanish-speaking world? ● How do food products and food practices shape our cultural identity? ● How can exploring new foods lead me to intercultural experiences?

España/Colorado ●

Home and the spaces we share with family

●

Family life in Spain and the US

● Family ties that cross generational and geographical borders México/Carolina del Norte ● Food traditions and preferences as expressions of cultural identity ● Exploration of foods as a step to experiencing another culture

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Discuss places and activities associated with family and mealtimes using the language functions and features: ● terms and expressions related to meals, food preferences ● nouns like household items ● adjectives to describe food (estar+rico, delicioso, picante, caliente, frio, etc.) ● adverbs of frequency (a menudo, de vez en cuando, etc.) ● present tense of –er and –ir verbs ● the verbs gustar and encantar (me, te, le - me gusta(n), me encanta(n), etc. ● expressions with tener (sed, hambre, ganas de, etc.) ● Discuss family member and family obligations using the language functions and features: ● possessive adjectives ● expressions for obligations (tener que/deber + in fin itive; the verb venir, the verbs ser and estar) ● adjectives to describe things ● comparisons and superlatives ● stem(ie)-changing verbs (poder and dormir) ● af fi rmative tú commands ● the present progressive tense

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 with captions to de fi ne meaning of words and phrases. ● 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(s) in opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● 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. ● Provide more complex text in Spanish for students to read.

Extension

*Updated 7.12.23