Spanish 1 Unit 2

TeacherAlexandra Serrano
Subject AreaSpanish
Grade Level8
Week #9-14
Unit of Instruction2
Standard(s) Taught

COMMUNICATION

1.1. Interpersonal mode

  • Participate in discussions on a given topic.
  • Talk to a classmate about the challenges.
  • Discuss impressions of a photo.
  • Play a guessing game.
  • Participate in a question-and-answer sequence based on describing the location of objects.
  • Compare two photos with a classmate.
  • Take a poll among classmates to rank household chores.
  • Interview students to gather information.

1.2. Interpretive mode

  • Watch a story on DVD and answer comprehension questions.
  • View a story and demonstrate comprehension by matching, true / false, fill-in-the blanks, read a text and make comparisons to student’s own experience.
  • Read a text and gain information through the second language.

1.3. Presentational mode

  • Write captions for a series of photos.
  • Write a description of one’s house.
  • Give an oral description of a floor plan.
  • Act out a dialogue written by the student.
  • Note items in a photo or not in the photo.
  • Describe the location of personal items.
  • Write a postcard to a friend describing a room in one’s home.
  • Represent the findings of a poll in a bar graph.
  • Write a letter to one’s parents describing the chores one has while on a trip to Puerto Rico.

CULTURE

2.1. Practices and perspectives

  • Understand the reasons for the composition of old streets in Puerto Rico.
  • Recognize the system of measurement in Puerto Rico.
  • Understand why Puerto Ricans build their houses and roofs the way they do.
  • Understand the origins of Puerto Rican traditional dishes.

2.2. Products and perspectives

  Obtain information about the Bahía de Mosquito, the cuevas de Camuy, El Yunque the coquíes, and understand their importance to Puerto Rican patrimony.

  • Reflect on the houses of indigenous people in Puerto Rico and why they were constructed the way they were.
  • Reflect on the contributions of famous Puerto Ricans.
  • Research the biographies of famous Puerto Ricans.
  • Understand the importance of El Morro in Puerto Rican history.
  • Understand the importance of the Casa Blanca to Puerto Ricans.

CONNECTIONS

3.1. Interdisciplinary connections

  • Research the building of roads during
    the colonial period.
  • Learn about Old San Juan.
  • Research apartment advertisements online
    and in newspapers.
  • Research tropical rainforests and their characteristics.
  • Research the phenomena of “bioluminescence.”
  • Use a Venn diagram to display information.

3.2. Viewpoints through language / culture

  • Gain information on why houses in Puerto Rico predominantly have flat roofs.
  • Learn about the wonders of the Bahía de Mosquito.
  • Learn about the cuevas de Camuy.
  • Discover the types of Taino homes.

COMPARISONS

4.1. Compare languages

  • Compare gender and number of nouns in Spanish and English.
  • Compare noun-adjective agreement in Spanish and English.
  • Compare the punctuation used with questions in Spanish and English.
  • Compare contractions and their use in Spanish and English.
  • Compare verb patterns in Spanish and English.

4.2. Compare cultures

  • Compare common household chores at home and in other cultures.
  • Compare typical dishes
    in various cultures.
  • Compare architectural features affected by culture and climate.

COMMUNITIES

5.1. Spanish within and beyond the school setting

  • Gain information through advertisements.
  • Write a postcard.
  • Represent information using graphs.
  • Prepare an oral presentation of a photo diary.
  • Write a short text about a famous historical monument.

5.2. Spanish for lifelong learning

  • Take a virtual tour
    of La Casa Blanca.
  • Design a poster.
  • Play a famous monument guessing game.
Learning Targets and Learning Criteria

Unit 2

Puerto Rico

Objectives

  • To identify people and things.
  • To describe one’s house.
  • To describe in detail.
  • To express existence and location.
  • To describe one’s classroom.
  • To identify the location of objects.
  • To express common activities.
  • To describe characteristics of the tropics.
  • To express obligation or necessity.
  • To ask and state frequency of chores performed.
  • To identify key concepts in an informational
    text and the facts that support them.
  • To explore cultural aspects of Puerto Rico.
Classroom Activities

Day

Objectives

Sessions

Activities

Time

Standards

Resources / Homework

1

 

To introduce Puerto Rico and to discuss the pairs’ challenges

Puerto Rico / La llegada (86–91)

•   Warm-Up: Country orientation

•   Puerto Rico / Images and functions

•   Presentation: En San Juan

•   Expresiones útiles and ¿Quién ganará?

 

 

 

1

2–5

 

10 m.

20 m.

25 m.

35 m.

RH 1.2; SL 1.1, 1.3, 2.4; NM 1.2, 2.1, 2.4, 3.2, 3.3, 8.1; NH 2.2, 6.1, 6.3, 6.4, 8.1

Visual Presentation

Audio

Video

Practice Workbook

2

 

To introduce Old San Juan, to speak about the parts of a home, and to speak about people, animals, places, and things

Desafío 1 – La casa más colorida / Vocabulario / Gramática (92–97)

•   Warm-Up: Independent Starter

•   Fotonovela: La casa más colorida

•   Cultura: Las calles del Viejo San Juan

•   Vocabulary: La vivienda

•   Comunidades: Apartamento disponible

•   Grammar: Los nombres

•   Comparaciones: Los techos tropicales

 

 

 

6–8

9

10–12

13–14

 

15–18

19

 

 

5 m.

20 m.

10 m.

20 m.

5 m.

 

25 m.

5 m.

RH 1.2; SL 1.1, 1.3; NM 1.2, 1.4, 2.1, 2.3, 2.4, 3.4, 5.1, 5.5, 6.2, 6.4, 7.1, 7.2, 8.1, 9.2; NH 2.1, 6.1, 6.4, 7.1, 7.2, 8.2, 8.3, 9.1

Visual Presentation

Audio

Video

Practice Workbook

Tu desafío

3

 

To speak about people, animals, places, and things and to integrate vocabulary and grammar and to assess student proficiency

Desafío 1 – Gramática / Comunicación / Evaluación (98–101)

•   Warm-Up: Independent Starter

•   Grammar: Los artículos

•   Comunicación: Review

•   Final del desafío

•   Quiz on Desafío 1

 

 

 

20–24

25–27

28

 

 

5 m.

30 m.

25 m.

15 m.

15 m.

RH 1.2; SL 1.3, 2.4; WHST 1.2; NM 1.4, 2.4, 4.1, 4.5, 4.6, 5.1, 5.2, 6.4, 7.1, 8.1; NH 2.1, 6.1, 8.2, 9.1

Audio

Practice Workbook

 

 

4

 

To introduce coquíes and to speak about furniture

and objects

in the home

Desafío 2 – Los coquíes en la casa / Vocabulario (102–105)

•   Warm-Up: Independent Starter

•   Fotonovela: Los coquíes en la casa

•   Cultura: Los coquíes

•   Vocabulary: Muebles y objetos de la casa

•   Cultura: La Casa Blanca

 

 

 

29–31

32–33

34–36

 

37

 

 

5 m.

30 m.

10 m.

35 m.

 

10 m.

RH 1.2; SL 1.1, 1.3; NM 1.2, 1.4, 2.1, 2.4, 3.2, 5.1, 6.4, 7.1, 7.2; NH 6.1, 6.4, 7.1, 8.3

Visual Presentation  Audio

Tu desafío

5

 

To express existence, to say where things are,  and to integrate vocabulary and grammar

Desafío 2 – Gramática / Comunicación
(106–111)

•   Warm-Up: Independent Starter

•   Grammar: Expresar existencia. El verbo ‘haber’

•   Grammar: Expresar lugar

•   Conexiones: El Yunque

•   Comunicación: Review

 

 

 

38–42

 

43–46

47

48–50

 

 

5 m.

25 m.

 

25 m.

5 m.

30 m.

RH 1.2; SL 1.1, 1.3; WHST 1.2; NM 1.2, 1.4, 2.1, 3.2, 3.5, 4.1, 4.2, 5.1, 5.4, 7.1, 7.2; NH 2.1, 5.1, 7.1, 8.1, 8.2, 9.1, 9.2

Audio

Practice Workbook

Tu desafío

6

 

To assess student proficiency, to introduce Mosquito Bay,

to speak about household tasks

Desafío 2 – Evaluación / Desafío 3 – ¿Quién prende la luz? / Vocabulario (111–115)

•   Warm-Up: Final del desafío

•   Quiz on Desafío 2

•   Fotonovela: ¿Quién prende la luz?

•   Cultura: La Bahía de Mosquito

•   Vocabulary: Las tareas domésticas

 

 

 

51

 

52–54

55

56–59

 

 

 

15 m.

15 m.

25 m.

10 m.

25 m.

RH 1.2; SL 1.3; NM 1.1, 1.2, 1.4, 2.1, 2.4, 3.3, 3.6, 4.5, 5.1, 5.4, 7.1, 7.2; NH 2.1, 7.1, 9.1

Visual Presentation

Audio

Video

Practice Workbook

Tu desafío

7

 

To describe family relationships, to express possession, to integrate vocabulary and grammar, and to assess student proficiency

Desafío 3 – Gramática / Comunicación
(115–121)

•   Warm-Up: Conexiones: Una encuesta

•   Grammar: Verbos regulares en -ar.

•   Cultura: Asopao

•   Grammar: Verbos regulares en -er y en -ir. Presente

•   Comunicación: Review

 

 

60

61–64

65

66–70

 

71–73

 

 

5 m.

25 m.

5 m.

30 m.

 

25 m.

SL 1.3, 2.4; WHST 1.2; NM 1.2, 2.1, 2.4, 3.2, 3.3, 4.3, 4.4, 5.1, 5.2, 5.4, 6.4, 7.1, 7.2; NH 3.2, 5.2, 5.4, 6.1, 6.3, 7.2, 8.2, 8.3, 9.1, 9.2

Audio

Practice Workbook

Tu desafío

 

 

8

To assess student proficiency, to introduce the Río Camuy Caves, and to express leisure activities

Desafío 3 – Evaluación / Desafío 4 – Las cuevas de Camuy / Vocabulario (121–125)

•   Warm-Up: Final del desafío

•   Quiz on Desafío 3

•   Fotonovela: Las cuevas de Camuy

•   Cultura: Las cuevas de Camuy

•   Vocabulary: Actividades de ocio

 

 

 

74

75–77

78

79–83

 

 

 

15 m.

15 m.

25 m.

5 m.

30 m.

RH 1.2; SL 1.3; NM 1.2, 2.1, 2.3, 2.4, 3.3, 4.5, 5.1, 5.3, 5.5, 7.1, 7.2, 9.2; NH 1.2, 1.4, 2.2, 7.1, 8.1, 9.1

Visual Presentation

Audio

Practice Workbook

Tu desafío

9

To express an obligation and to express frequency, to integrate vocabulary and grammar, to assess student proficiency, and to integrate language in context

Desafío 4 –Gramática / Comunicación / Evaluación / Todo junto (126–131)

•   Warm-Up: Independent Starter

•   Grammar: Expresar obligación

•   Comunicación: Review

•   Final del desafío

•   Quiz on Desafío 4

•   Todo junto

 

 

 

84–88

89–91

92

 

93–95

 

 

5 m.

20 m.

20 m.

10 m.

15 m.

20 m.

RH 1.2; SL 1.1, 1.3, 2.4; WHST 1.2; NM 1.2, 2.1, 3.3, 4.4, 4.5, 4.6, 5.1, 5.3, 5.4, 5.5, 7.1, 9.1; NH 1.2, 2.1, 2.2, 4.2, 5.1, 5.2, 5.4, 8.2, 9.2

Audio

Practice Workbook

Tu desafío

10

 

To learn about Puerto Rican culture and traditions,
to learn about
El Morro, and
to review vocabulary, grammar, and culture

El encuentro / Mapa cultural / Lectura (132–137)

•   Warm-Up: Independent Starter

•   Conexiones: Las casas de los indígenas de Puerto Rico

•   El encuentro: En el Viejo San Juan

•   Mapa cultural: Puerto Rico

•   Lectura: El Morro

•   Read project outline (142–143)

 

 

96

97–98

 

99–100

101–103

 

 

5 m.

5 m.

 

25 m.

25 m.

25 m.

5 m.

RH 1.2; SL 1.1, 1.3, 2.4; WHST 1.2; NM 1.4, 2.1, 3.2, 3.3, 3.4, 5.1, 5.5, 6.4, 7.2; NH 2.1, 4.1, 5.1, 6.1, 6.3, 6.4, 7.1, 7.2, 9.1

Video

Practice Workbook

Tu desafío

Repaso – Vocabulario

(138–139)

Repaso – Gramática

(140–141)

Project work

11

 

To create a guided tour of La Casa Blanca and to assess student proficiency

Proyecto / Assessment (142–143)

•   Project presentations

•   Autoevaluación

•   Test

 

 

40 m.

10 m.

40 m.

 

SL 2.4; WHST 1.2; NM 2.1, 3.2, 3.3, 3.4, 4.1, 4.4, 4.5, 6.4; NH 5.6, 6.4, 7.1, 8.3

 
Assignments Due

STEM Proyecto Viviendas Cómodas Unit 2 Spanish Lesson Plan

Additional Resources