HS Spanish Guide

SPANISH LEVEL 2

UNIT 3 LA CULTURA DE UNA FAMILIA

PACING 4-6 weeks

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

Novice High

● Entre Culturas 2 Unit 2 ● Realidades 2, Tema 2A ● HS DLI/WL PL Canvas Course ● USBE Standards ● World Language Readiness

INFORM EXPLAIN NARRATE

WIDA Website

LEARNING PROGRESSIONS BY NOVICE HIGH PROFICIENCY LISTENING SPEAKING When students exhibit Novice High reading ability in Spanish, they can understand: 1. Conversations about family members, relationships, and household responsibilities. 2. Descriptions of people using physical characteristics and personality traits. 3. Information about daily routines, chores, and family traditions. 4. Questions and responses about family activities, responsibilities, and values. 5. Short descriptions of childhood experiences and future family plans.

When students exhibit Novice High speaking ability in Spanish, they can: 1. Introduce and describe family members and friends using physical characteristics and personality traits. 2. Ask and answer questions about family relationships, routines, and responsibilities. 3. Compare people, routines, and family traditions using connected sentences. 4. Describe childhood routines and past family experiences. 5. Discuss future family plans, responsibilities, and celebrations. When students exhibit Novice High writing ability in Spanish, they can: 1. Describe family members and friends using physical characteristics and personality traits. 2. Write about family relationships, household responsibilities, and daily routines. 3. Write simple comparisons about family traditions, routines, or responsibilities. 4. Describe childhood routines and family experiences. 5. Write questions to gather information about another person's family and traditions. WRITING

READING

When students exhibit Novice High reading ability in Spanish, they can understand: 1. Family pro fi les, family trees, and descriptions of family members. 2. Short texts about daily routines, chores, and family traditions. 3. Personal messages and invitations related to family events. 4. Questions and responses about family relationships and responsibilities. 5. Short informational texts about families and traditions in Spanish-speaking cultures.

END OF UNIT COMPETENCIES WITH LANGUAGE EXPECTATIONS Students demonstrate their ability to communicate about family relationships, routines, responsibilities, and traditions while comparing family life across cultures. Students: - Describe family members using physical characteristics and personality traits. - Explain family relationships, routines, and household responsibilities. - Compare people, routines, and family traditions. - Describe past family routines and childhood experiences. - Discuss future family plans and responsibilities. - Re fl ect on how family values and traditions shape daily life across cultures. Students use the language functions and features: - Vocabulary related to family members, relationships, physical features, personality traits, household chores, routines, and family values (e.g., primo, padre, amable, trabajador, hacer la cama, respeto) - Comparisons and superlatives (e.g., más...que, menos...que, tan...como, el/la más, el/la menos) - Re fl exive and reciprocal verbs (e.g., despertarse, vestirse, acostarse; ayudarse, llevarse bien, hablarse)

- Imperfect tense (e.g., era, tenía, hacía, jugaba, vivía) - Ir + a + in fi nitive (e.g., voy a ayudar, vamos a visitar, van a celebrar)

Possible evidence of learning: - Creating a family pro fi le or digital family album. - Presenting about family members, routines, and values. - Comparing their family traditions with those of another culture.

*Updated 6.26.26