HS Spanish Guide

● Exchange opinions about globalization and its impact on fashion, design, and artistic expression. ● Present information and recommendations about creativity, cultural identity, and global in fl uences. ● Support ideas with examples using appropriate vocabulary and grammar.

expression and clothing ● present perfect to describe actions or changes that began in the past and continue to the present ● relative pronouns to connect and refer to previously mentioned people, objects, or ideas ● past participles used as adjectives to describe works of art, clothing, places, and people ● feminine nouns beginning with "a" (e.g., el águila, el agua ) ● connected sentences and paragraph-length language to compare, explain, justify opinions, make recommendations, and present information about art, fashion, design, and cultural perspectives

Possible Evidence of Learning: ● a presentation ● museum exhibit ● fashion portfolio ● podcast ● video ● debate ● digital magazine ● multimedia project SCAFFOLDING IN ACTION Skill Building

● 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. ● For additional adjective practice, have students change the adjective form from masculine to feminine, from singular to plural form to describe different individuals. ● Provide opportunities for more conversation with fl uent speakers via Zoom or Google Meet. ● Provide more complex text in Spanish for students to read. ● 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

*Updated 6.30.26