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    Brenda Bonillachapter3

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    This unit introduces students to basic Spanish through games and activities to encourage risk-taking. Students will learn pronunciation, greetings, basic conversation skills, cultural similarities and differences between Spanish and other languages. The goal is for students to understand that learning a new language requires continuous practice, feedback, and adjustments in order to gain independence and connect with other cultures. Students will be assessed on spelling, listening, conversations, and other tasks involving dates, times, numbers, weather, and classroom language.

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    Brenda Bonillachapter3

    Uploaded by

    api-258839964
    86 views3 pages
    This unit introduces students to basic Spanish through games and activities to encourage risk-taking. Students will learn pronunciation, greetings, basic conversation skills, cultural similarities and differences between Spanish and other languages. The goal is for students to understand that learning a new language requires continuous practice, feedback, and adjustments in order to gain independence and connect with other cultures. Students will be assessed on spelling, listening, conversations, and other tasks involving dates, times, numbers, weather, and classroom language.

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    brenda bonillachapter3

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    This unit introduces students to basic Spanish through games and activities to encourage risk-taking. Students will learn pronunciation, greetings, basic conversation skills, cultural similarities and differences between Spanish and other languages. The goal is for students to understand that learning a new language requires continuous practice, feedback, and adjustments in order to gain independence and connect with other cultures. Students will be assessed on spelling, listening, conversations, and other tasks involving dates, times, numbers, weather, and classroom language.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    86 views3 pages

    Brenda Bonillachapter3

    Uploaded by

    api-258839964
    This unit introduces students to basic Spanish through games and activities to encourage risk-taking. Students will learn pronunciation, greetings, basic conversation skills, cultural similarities and differences between Spanish and other languages. The goal is for students to understand that learning a new language requires continuous practice, feedback, and adjustments in order to gain independence and connect with other cultures. Students will be assessed on spelling, listening, conversations, and other tasks involving dates, times, numbers, weather, and classroom language.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Stage 1 – Desired Results

    Goal

    This unit exists to introduce students to Spanish in a safe


    environment where they students are encouraged to take risks
    using Spanish to share and obtain basic through the enjoyment of
    games and activities conducted in Spanish.

    Students become aware of cultural differences and similarities as


    they relate to polite formal and informal introductions and basic
    conversation.

    Essential question A “Meaning”


    Students will keep considering… Students will understand that…
    * How do I effectively learn a * Learning a language requires
    language? * What can I use from continuous risk-taking—producing
    my first language-learning communication, being open to
    experience? What adjustments feedback, and making
    do I need to make? immediate adjustments (if
    * How do I use my multi-language necessary).
    abilities to open up new * Learning languages creates
    opportunities? independence in your personal
    and professional life, providing a
    direct connection to people and
    cultures.

    Knowledge & Skill

    Students will know:


    * Spanish alphabet * basic pronunciation (letter sounds)
    * how to use a bilingual dictionary, textbooks, and technology as
    resources
    * What is culture? Products, Practices, Perspectives (comparisons)
    * Benefits of learning a second language
    * What cognates are versus false cognates

    Students will be able to


    * Understand and respond to basic classroom survival phrases
    * Greet and introduce
    * Say goodbye and use courtesy expressions
    * Describe classroom items
    * Ask basic questions
    * Express date and days of week
    * Count 1-31
    * Describe weather
    * Tell time and describe classroom schedules

    Stage 2- Assessment Evidence


    Performance Task Other Evidence
    Performance task to stimulate their
    Alphabet Speaking Test thinking, not graded
    Interview a family member or
    Spelling Test reflect on personal experience
    taking care of young kids for how
    Listening Test language is learned.

    Interpersonal Greeting
    Conversation Make a Quiz about how to write
    the time in Spanish

    End of unit test (Performance


    Assessment)

    * Textbook activities: pp. 2-3


    * Practice Workbook (pp. 7-8)
    and Speaking and Listening
    Workbook (page 1-14).
    * Textbook activities: pp. 16-17
    * Practice Workbook (pp. 21-22)
    and Speaking and Listening
    Workbook (pp.1-14 ).

    Interpretive (listening or reading):


    Recognize classroom instructions,
    complete math problem,
    recognize classroom objects,

    recognize time. A script is


    provided.

    Interpersonal (listening/speaking
    or reading/writing): Teachers are
    welcome to convert
    presentational speaking to
    interpersonal.

    Presentational (speaking or
    writing): State today’s date, state
    three classes, state what you
    need for class or objects in a
    classroom.

    Stage 3- Learning Plan

    Learning Activities:

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