HS Spanish Guide

SPANISH LEVEL 1

UNIT 5 FOOD

PACING 4-6 weeks

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

Novice Mid

● Entreculturas Unit 5 & 6 ● Realidades 1, Temas 4A 5A ● HS DLI/WL PL Canvas Course ● USBE Standards ● World Language Readiness

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE MID PROFICIENCY LISTENING SPEAKING When students exhibit Novice Mid listening pro fi ciency in Spanish language, 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 Students demonstrate their ability to communicate about food preferences, meal choices, and cultural food traditions by creating and presenting a menu inspired by a Spanish-speaking country. Students:

Possible Evidence of Learning: - Menu design and presentation - Restaurant role-play - Cultural food infographic - Digital slide or video presentation

- Discuss food preferences, opinions, and eating habits. - Request and purchase foods and beverages in a simulated dining or shopping situation. - Describe foods using appropriate vocabulary and adjectives. - Express likes, dislikes, wants, and preferences. - Interpret menus, advertisements, photographs, videos, and blogs related to food and meals. - Explain how food traditions re fl ect culture and identity. Students create a menu, presentation, display, infographic, video, or digital product that includes: - Foods and beverages commonly associated with a Spanish-speaking country. - Descriptions of menu items using appropriate adjectives. - Prices and food purchase information.

Students use the language functions and features: - Food, beverage, meal, and purchasing vocabulary - Expressions for likes, dislikes, wants, and preferences (gustar, encantar) - Expressions with tener (hambre, sed, ganas de) - Adjectives to describe foods (rico, delicioso, picante, caliente, frío, etc.) - Estar + adjectives to describe food - Stem-changing verbs (e ie) - Prices and food purchasing expressions

- Personal preferences and recommendations. - Information about cultural food traditions. - Visuals that support communication and cultural understanding.

*Updated 6.23.26