BHS HS Spanish

SPANISH LEVEL 3

UNIT 2 LOS JOVENES DE HOY

PACING

PROFICIENCY LEVEL

RESOURCE(S)

KEY LANGUAGE USE(S)

● Entre Culturas 3 Unit 1 ● Realidades 3 2A/B

3-4 weeks

Intermediate Low

EXPLAIN NARRATE

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● España ● La vida familiar y social de adolescentes españoles de diferentes regiones del país ● La importancia de ser ciudadano/a intercultural ● La diversidad de la población española ● El servicio comunitario que hacen los jóvenes españoles

● ¿Cómo soy un re fl ejo de mis pasatiempos, mi personalidad y mis experiencias en el pasado? ● ¿En qué me parezco a un adolescente de España? ● ¿Cómo puedo crear un mundo mejor usando principios éticos?

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Talk about what you do in your free time and how it is similar or different to others. ● Explore, explain and re fl ect on how today's young intercultural citizens help create a better world.

Language Functions & Features: ● words and phrases to indicate activities you and others do including volunteering ● adjectives to describe positive qualities and interrogatives to indicate what you and others are like using the verbs “ser y estar” (¿cómo somos?)

● expressions to indicate your likes/dislikes and preferences (fascinar, molestar, fastidiar, interesar) ● preterite and imperfect to ask and discuss what you and others did in the past (¿qué hacíamos?)

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. ● For additional adjective practice, have students change the adjective form from masculine to femine, from singular to plural form to describe different individuals. ● Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Provide more complex text in Spanish for students to read. ● 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