MS Spanish Guide

SPANISH LEVEL A

UNIT 3 FOOD

PACING

PROFICIENCY LEVEL

RESOURCES

KEY LANGUAGE USE(S)

6-8 weeks

Novice Mid

Auténtico or Realidades A

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● How do you discuss food preferences? ● How do you stay healthy? ● Food/drinks ● Meal times ● Open air markets 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 understand … 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

● Talk about meals and beverages using the language functions and features: ● adverbs (nunca, siempre) and other expressions (todos los días) to Indicate frequency ● the verbs encantar and gustar to indicate that you like or love something ● the verb “tener” + the noun “sed” or “hambre” to indicate being hungry and thirsty ● the verbs “comer” and “compartir” ● Discuss different foods, beverages, and your health using the language functions and features: ● to indicate preference (pre fi ero, pre fi eres) ● to indicate agreement or disagreement (creo que, de acuerdo) ● to ask a question or give an answer (porque, ¿por qué?) ● the verb “ser” - to be ● verbs and expressions to describe a healthy diet (caminar, hacer ejercicio, levantar pesas, para la salud, para mantener la salud) ● plural adjectives with feminine/masculine agreement (eg. sabrosos(as)) and other expressions (eg. popular) to describe food or activities https://wida.wisc.edu/sites/default/ fi les/resource/WIDA-ELD-Standards-Framework-2020.pdf

SCAFFOLDING IN ACTION

● 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 with word banks.

Skill Building

* Updated 6.10.24