HS Spanish Guide

SPANISH LEVEL 1

UNIT 3 MY SCHOOL DAY & PASTIMES

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE(S)

● Entreculturas Unit 2 ● Realidades 1 Tema 2A/B

5-6 weeks

Novice Mid

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● What places, people and activities de fi ne student life? ● How is student life at my school similar to and/or different from student life at a school in Costa Rica? ● How do schools re fl ect the values of their communities?

● Costa Rica/California ● Typical school days in Costa Rica and the U.S. ● Cultural values re fl ected in schools

LEARNING PROGRESSIONS FOR NOVICE MID PROFICIENCY LISTENING SPEAKING When students exhibit Novice Mid listening pro fi ciency in Spanish, they can understand: 1. Simple words and phrases about daily activities 2. Simple questions on familiar topics 3. Multi-step directions or instructions, especially when accompanied by gestures and repetition 4. What people say in a short conversation on familiar topics

When students exhibit Novice Mid speaking ability in Spanish, they can: 1. Greet someone in a culturally appropriate manner 2. Introduce self 3. Ask “how are you?” 4. Respond appropriately to the question “how are you?” 5. Answer simple questions to provide basic information 6. Ask simple, formulaic questions 7. Provide simple information on subject matter content When students exhibit Novice Mid writing ability in Spanish, they can: 1. Write basic personal information (name, address, phone number, birth date) 2. Brie fl y describe people or places mostly in list form 3. Respond to simple questions 4. Write simple information related to subject matter content WRITING

READING

When students exhibit Novice Mid reading ability in Spanish, they can read: 1. Words on a list from very familiar topics 2. Very simple information on familiar topics 3. Short, simple descriptions, especially if there are pictures or other supportive visuals

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Discuss school day using the language functions and features: ● words and phrases to describe supplies, subjects, places, activities and people ● time expressions to indicate time of day (a la … de la mañana, etc.) ● prepositions of location (a, entre, hacia, etc.) to tell where you go

● de fi nite articles to indicate gender of nouns (el, la, los, las) ● hay + inde fi nite articles or numbers to indicate quantity ● subject pronouns (yo, tu, el, ella, nosotros, ustedes) ● present tense of the verb “to go” (ir + a + in fi nitive, -ar verbs) ● Talk about when things are done using: ● leisure activities ● expressions for extending, accepting, and declining invitations

● expressions to tell when something happens ● present tense verbs (ir + a + in fi nitive, -ar verbs)

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 de fi ne meaning of words and phrases (ie. pictures of people greeting one another, etc.). *Updated 6.10.24