BHS HS Spanish

SPANISH LEVEL 4

UNIT 6 LAS IDENTIDADES

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

3-4 weeks

Intermediate Mid

EXPLAIN NARRATE ARGUE

● Entre Culturas 4 Unit 3 ● Temas

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● ¿Qué podemos aprender de las fi guras históricas ? ● ¿Cómo puede un individuo transformar la historia ? ● ¿Qué elementos forman nuestra identidad? ● ¿Cómo los idiomas y las tradiciones contribuyen para formar una identidad cultural?

● los héroes y los personajes históricos ● la identidad nacional y la identidad étnica

● las tradiciones y los valores ● el lenguaje y la literatura

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Compare products, practices and perspectives about the contributions of historical fi gures and describe how their cultural identity is linked to language and traditions. ● Understand essential information and main ideas in authentic sources about the contributions of historical fi gures, cultural identity, language and traditions in other cultures. ● Exchange and share ideas, information and opinions about the contributions of historical fi gures, cultural identity, language and traditions in your own and other cultures. ● Present information to describe, predict, inform, compare and make recommendations about historical fi gures, cultural identity, language and traditions in your own and other cultures. Language Functions & Features: ● words and phrases related to rights and obligations (los personajes legendarios, las raíces culturales, la lengua y las tradiciones, etc.) ● imperfect subjunctive to express emotions or recommendations in the past (si + el imperfecto de subjuntivo ) ● express something possible or condicional (oraciones con si ) ● pronombres relativos (el/la que, el/la quien, los/las que, el/la cual, los/las cuales) to refer back to a noun, pronoun phrase that was talked about previously ● verbs ending in -cer (-zco) (eg. pertenecer) https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf SCAFFOLDING IN ACTION ● 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. ● Provide more complex text in Spanish for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● 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 Skill Building

*Updated 7.12.23