BHS HS Spanish

SPANISH LEVEL 2

UNIT 2 DE VUELTA A CLASES

PACING

PROFICIENCY LEVEL

RESOURCE(S)

KEY LANGUAGE USE(S)

● Entre Culturas 2 Unit 1 ● Realidades 2 PE, T.1

4-6 weeks

Novice High

INFORM EXPLAIN NARRATE

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● What helps students engage in their school community? ● What factors support student learning and success? ● How do schools in different cultural contexts meet the needs of their students? ●

Ecuador

● Role of teachers and students in schools across cultures ● Needs of students in different school settings ● School schedules and course offerings across cultures

END OF UNIT COMPETENCIES WITH LANGUAGE EXPECTATIONS ● Describe and compare schools, class schedules, teachers, extracurricular activities using the language functions and features: ● las partes de la escuela ● simple notes asking or answering about personal information, class schedule, extracurricular activities, teacher and school buildings. ● include simple questions about class schedule, teachers and extracurricular activities. ● give opinions about extracurricular activities schools should offer ● present tense: regular and irregular verbs ● comparisons with más/menos … que, tan … como … ● Write about and discuss my class schedule using the language functions and features: ● las profesiones en la escuela ● las actividades extracurriculares ● las reglas en la escuela ● el ambiente de la escuela ● present tense: regular and irregular verbs ● hay que, tener que, se prohíbe, debe +in fi nitive ● Write about and discuss preferences in classes, classroom activities including technology and how it meets the needs of students and creates learning opportunities using the language functions and features: ● las actividades del aula ● las asignaturas ● las evaluaciones y las tareas ● Describe, in written and spoken form, the attributes of an ideal teacher using the language functions and features: ● ser/estar + adjectives ● descriptive words and phrases 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 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. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in Spanish, then present your fi ndings to the class. ● Students look at a picture of a school in a Spanish-speaking country and ask students to write as many sentences in Spanish as they can compare it to their own school. ● Provide more complex text in Spanish for students to read. Extension

*Updated 7.12.23