HS Spanish Guide

SPANISH LEVEL 2

UNIT 4 LAS COMUNIDADES

PACING

PROFICIENCY LEVEL RESOURCE(S)

KEY LANGUAGE USE

4-6 weeks

Novice High

● Entre Culturas Unit 3 ● Realidades Tema 3A/B ● 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 places, services, and activities in the community. 2. Directions for getting from one place to another. 3. Information about transportation, community events, and celebrations. 4. Questions and responses about shopping, volunteer work, and community services. 5. Announcements and messages related to community activities and events.

When students exhibit Novice High speaking ability in Spanish, they can: 1. Ask for and give directions using familiar commands. 2. Exchange information about places, transportation, and community services. 3. Describe their community and explain what people do there. 4. Discuss community celebrations and volunteer opportunities. 5. Recommend places, activities, and services within a community.

READING

WRITING

When students exhibit Novice High writing ability in Spanish, they can: 1. Provide basic information about places, community services, transportation, and events. 2. Describe places, activities, and experiences within the community. 3. Compose questions to gather information about places, directions, transportation, and community activities.

When students exhibit Novice High reading ability in Spanish, they can understand: 1. Maps, signs, schedules, and community directories. 2. Short descriptions of places, services, and transportation. 3. Community announcements, advertisements, and event fl yers. 4. Directions for traveling to familiar locations. 5. Short informational texts about communities and cultural celebrations.

END OF UNIT COMPETENCIES WITH LANGUAGE EXPECTATIONS

Students will demonstrate their ability to communicate about communities, transportation, directions, and civic involvement while exploring ways people contribute to their communities.

Students: - Describe places and services in a community. - Ask for and give directions. - Explain how people contribute through volunteer work and community service. - Compare communities in Spanish-speaking countries with their own. - Recommend ways to improve a community.

Students use the language functions and features: - Vocabulary related to places in the community, stores, community services, transportation, directions, celebrations, and volunteerism (e.g., la biblioteca, la panadería, el ayuntamiento, el autobús, doblar a la derecha, el des fi le, hacer trabajo voluntario) - Uses of saber and conocer (e.g., sé cómo llegar, conocemos la comunidad, ¿Sabes dónde está la farmacia?, conozco a la voluntaria) - Preterite tense: regular and irregular verbs (e.g., caminé, compré, visité; fui, hice, di, leí, oí) - Preterite spelling-change verbs: -car, -gar, and -zar (e.g., busqué, llegué, empecé) - Af fi rmative and negative familiar commands (e.g., gira, cruza, sigue, ven; no cruces, no dobles, no vayas)

Possible evidence of learning: - Designing a community guide - Giving directions during a map activity - Creating a volunteer campaign - Presenting a community improvement proposal - Comparing two communities

*Updated 6.26.26