Specifications: a) demonstrate understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

Transcription

1 TEKS: Spanish Level 1 Unit 6 Let s Eat Dominican Republic & Peru INTERPRETIVE COMMUNICATION In the interpretive mode of communication, students demonstrate understandings of spoken and written communication within appropriate cultural contexts. Examples of this type of one-way Reading or listening include but are not limited to comprehension of digital texts, as well as printed, audio, and audiovisual materials. C2: Interpretive Communication: reading and listening. The student comprehends sentence-length information from culturally authentic print and digital materials and audio and audiovisual materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication using appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: TEKS: a) demonstrate understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; b) identify key words and details from fiction and nonfiction texts and audio and audiovisual materials; c) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and d) identify cultural practices from authentic print, digital, audio, and audiovisual materials. Specifications: Throughout all listed below, students will draw inferences and make connections to their own life and own culture. C2:A/ C2:C: Read and respond to an authentic menu in Spanish C2:A/C2:B/ C2/ C2:D: Listen, reflect, and respond to Spanish speakers around the world in Spanish interviews about foods, favorite foods and restaurants. INTERPERSONAL COMMUNICATION In the interpersonal mode of communication, students engage in direct oral or written communication with others. Examples of this two-way communication include but are not limited to conversing face-to-face, participating in digital discussions and messaging, and exchanging personal letters. C1: Interpersonal Communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: a) ask and respond to questions about everyday life in spoken and written conversation: b) express and exchange personal opinions or preferences in spoken or written conversation c) ask and tell others what they need to do, should, or must do in spoken or written conversation d) articulate requests, offer alternatives, or develop plans in spoken or written conversation e) participate in spoken conversation using culturally appropriate expressions, register, and gestures; and f) participate in written conversation using culturally appropriate expressions, register, and style. C1: A-E: Students will ask and respond to one another, express and exchange opinions and preferences in regards to foods. C1: A-E: Students will perform a waiter/customer scenario in Spanish reflecting on use of register and using key phrases from the chapter.

2 PRESENTATIONAL COMMUNICATION In the presentational mode of communication, students present information, concepts, and ideas in spoken or written form to an audience of listeners or readers with whom there is no immediate interaction. Examples of this one-to-many mode of communication include but are not limited to a presentation to a group; creating and posting digital content; or writing reports, compositions, or articles for a magazine or newspaper. C3: Presentational Communication: The student will present information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: a) state and support an opinion or preference orally and in writing; and b) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases and simple sentences. C3:A/C3:B: Students will create their own journal based on the foods they order/cafeteria serves each day for one week at school (6). *highlighted TEKS mean we are formally assessing the kids in this manner

3 Unit 6: Food and Culinary Traditions Countries of Focus: Dominican Republic & Peru Approximate Time: 6 weeks Unit Overview: Eating is an integral part of people s daily lives in every culture. What does traditional food say about one s culture? What do you like to eat? Are you daring enough to try different kinds of food? Have you ever eaten Spanish, Mexican, or Latino food? In this unit, you will learn new vocabulary, expressions, and grammar that will enable you to speak about food, meals, and cultural similarities and differences. Enduring Understandings: Conceptual Lens: Food and Traditions Guiding Questions: By the end of this unit, you will have acquired the language necessary to converse about food and culinary traditions in authentic situations. Culture and traditions of a people are reflected through food and culinary practices. Language proficiency fosters personal connections. Correct grammar and vocabulary use is necessary for effective communication. o Understanding, Responding to, and Producing Language Health and Wellness Daily Life Interests Conversation and Communication Consideration of Audience Pronunciation, Phonetics, and Intonation Syntax o Using Language in Cultural Contexts Expressions Cultural Awareness and Appreciation Etiquette Role of Time VOCABULARY 1. What types of foods do you eat for breakfast, lunch, and dinner? 2. How would you order and speak with a waiter/waitress at a restaurant? 3. What meals do you like/know how to prepare?

4 GRAMMAR 4. What are direct objects? 5. What are direct object pronouns, and how do you use them in a sentence? 6. How do you form and use the present progressive? 7. How do you use direct object pronouns with the present progressive? Learning Targets: (Based on ACTFL proficiency guideline) CULTURE 1. Is the American replication of foreign dishes authentic? 2. How does understanding and trying different Hispanic foods help students better understand the culture? 3. Are your expectations of helping in the kitchen different than in other cultures? 4. What types of Hispanic foods can I find at most American grocery stores? 5. When are meals typically eaten in Spanish-speaking countries, and how is it different from our meal times? Proficiency Learning Targets: The student will be able to correctly talk about what he/she eats and food preferences communicate in a restaurant setting. o order a meal from a menu. communicate when cooking or preparing food in a kitchen. o offer help in the kitchen and in the food preparation. o tell someone how to prepare something to eat. Grammar Learning Targets: The student will be able to correctly use a direct object pronoun. use the present progressive. Assessments: Formative: Vocabulary/Grammar Checkpoints Active Expressions quick check Word Chop Quiz-Quiz Trade Table Conversations Summative: Interpretive: Read and respond to an authentic Spanish cuisine recipe Interpersonal: Waiter-Customer conversation with teacher

5 Presentational: Review an authentic Latino dish TEKS Addressed: See TEKS matrix above Topics of Chapter 6 Facts: Content-based: Food and Restaurant Vocabulary Direct Objects and Pronouns Present Progressive Culture: Meal times American customization of Hispanic food Grocery store shopping Influence of Food in one s culture 1. To find a direct object in a sentence, ask who? or what? is receiving the direct action of the verb. 2. A direct object pronoun replaces a direct object. (me,te,lo/la,nos,os,los/las) 3. A direct object pronoun can be placed before the conjugated verb or attached an infinitive verb. 4. A participle is a verb that functions as an adjective. For instance, you can make to talk into talking. 5. The present progressive particle is paired with the verb estar. 6. To create a participle, you typically add -ando, iendo, or yendo to the verb s stem. Ex) I am talking. Estoy hablando. 7. There are 5 verbs that can mean to be. They are tener with idioms, hacer with weather, hay with existence of person/object, ser (DOTIP), and estar (CHELP). Language of Instruction: Nouns Pronouns Verbs Cognate Adjectives Direct Objects Expressions Subject Pronouns Conjugation Definite Article Agreement Irregular Verbs Cognate Participles

6 Infinitive List of Authentic Resources: