BHS HS Spanish

SPANISH LEVEL 3

UNIT 4 LA VIDA SANA Y EQUILIBRADA

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE(S)

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

3-4 weeks

Intermediate Low

EXPLAIN NARRATE

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● ¿Cómo puedo lograr y mantener una vida sana y equilibrada? ● ¿Cómo puedo incorporar algunos hábitos saludables del mundo hispanohablante en mi comunidad? ● ¿Cómo puedo contribuir al bienestar de la comunidad local y global?

● Colombia ● Los factores económicos que han cambiado la dieta y el ejercicio tradicional de varios países hispanohablantes ● Ciertos productos y valores de algunas poblaciones contribuyen a una vida sana ● Algunos hábitos ejemplares de vida sana en el mundo hispanohablante

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Examine how to achieve and maintain a healthy and balanced life based on nutrition and exercise. ● Explore and recommend examples of healthy practices from the Spanish-speaking world to my community. ● Illustrate ways in which I can contribute to the well-being of my community and the global community.

Language Functions & Features: ● words and phrases related to healthy practices and/or lifestyles (comer bien, etiqueta en las comidas, frutas, cena, publicidad que engorda, actividad física, ciclovía, otros hábitos) ● Imperative form of “you” (Ud., Uds.) to give advice (come, bebe, haz ejercicio) ● subjunctive tense to express wishes and recommendations (eg. duerma, duermas, duerma, durmamos, duerman) ● future tense to suggest future possibilities (eg. duerma cuando menos 8 horas al día)

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. ● 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. ● 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