BHS HS Spanish

SPANISH LEVEL 3

UNIT 3 CIUDADANÍA DIGITAL

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE(S)

● Entre Culturas 3 Unit 2 ● Realidades 3, Tema 2A/B

3-4 weeks

Intermediate Low

EXPLAIN NARRATE

CULTURAL CONNECTION(S)

ESSENTIAL QUESTION(S)

● Chile ● Las actitudes de los jóvenes chilenos en relación a los medios de comunicación que usan y lo que hacen para evitar abusos ● Los cambios positivos de los medios de comunicación en Chile ● Lo que hacen los jóvenes chilenos y los de mi comunidad para ser ciudadanos digitales

● ¿Qué signi fi ca la ciudadanía digital y qué papel juega en mi vida? • ¿Cómo in fl uyen las redes sociales e internet en mi vida y en la de los jóvenes chilenos? • ¿Cómo puedo promover el uso de las redes sociales e internet para mejorar mi comunidad

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Discuss ways social media is similar or different in other countries. ● Explore, explain and re fl ect on how digital citizenship has an impact on young lives and the community.

Language Functions & Features: ● words and phrases related to the internet and social media (eg. huella digital, fi abilidad, protección ● present perfect tense to indicate things you have done in the past and continue in the present (eg. El internet ha cambiado nuestras vidas.) ● impersonal se form to to generalize or to indicate an expression lacks a subject (eg. Se usa el internet para traducir palabras.) ● simple future tense to indicate something that will or shall happen (eg. Dicen que si pasan más de dos horas al día enfrente de una pantalla, provocarán la depresión.) https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf SCAFFOLDING IN ACTION Skill Building ● 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 feminine, 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