BHS HS Spanish

SPANISH LEVEL 2

UNIT 3 LA RUTINA DIARIA

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE(S)

● Entre Culturas 2 Unit 2 ● Realidades 2, Tema 2A

4-6 weeks

Novice High

INFORM EXPLAIN NARRATE

CULTURAL CONNECTION(S)

ESSENTIAL QUESTION(S)

● Mexico ● Appropriate greetings and conversation at family and social events ● Roles of family members in the home ● Role of men and women in Spanish-speaking countries

●

What do families and households look like?

● What is the culture of your family like and how has it changed from past generations? ● What do you want in a home or family unit in the future?

END OF UNIT COMPETENCIES WITH LANGUAGE EXPECTATIONS ● Talk about getting ready and the things you need using the language functions and features: ● las características físicas ● vocabulary associated with hygiene (el cepillo, el cinturon, el desodorante… ) ● Talk about daily routines, special events ● re fl exive verbs ( eg. me acuesto ) ● possessive adjectives ( mío, tuyo, suyo, nuestro, vuestro, suyo etc .)

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 introduce and help students identify key vocabulary. You can use magazine pictures and the name of a celebrity to practice descriptive adjectives ● 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. ● 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. ● Students look at pictures of households in a Spanish-speaking country and ask students to write as many sentences in Spanish as they can compare them to their own. ● Provide more complex text in Spanish for students to read.

Extension

● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Students can practice translating from English to Spanish in speech or writing.

● 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.

*Updated 7.12.23