TEKS: Spanish Level 1 Unit 9 Daily Routines and Health United States & Panama 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 D: Listen, reflect, and respond to Spanish speakers around the world in Spanish interviews about staying healthy and fit and morning routines. C2: A D: Read and respond to an authentic health article from Spanish magazine 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 perform a school nurse and sick student scenario. C1: A F: Students will create a journal in Spanish recording foods they eat each day for a week. Students will trade journals with a fellow student and reflect on how their peer can live a healthier life in writing and speaking.
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. They will then reflect on their eating habits and write notes on how they can better their health and eating habits.
Unit 9: Daily Routine and Healthcare Countries of Focus: Panama & United States Unit Overview Approximate Time: 6 weeks Health and nutrition are an integral part of people s daily lives in every culture. What do daily routines and quality of health say about one s culture? In this unit, you will learn new vocabulary, expressions, and grammar that enable you to speak about daily routines, health, and cultural similarities and differences. What do you do in the morning to get ready? What do you do to take care of your health? How would you rate your overall quality of health and that of your country? How are daily routines and quality of health different in Spanish speaking countries? Enduring Understandings: By the end of this unit, you will have acquired the language necessary to converse about daily routines and health practices in authentic situations. Health, fitness and exercise look different across cultures. Conceptual Lens: Healthcare, Daily Routines, & Traditions Understanding, Responding to, and Producing Language Fitness and Exercise Daily Routines Health and Nutrition Consideration of Audience Conversations and Communication Pronunciation, Phonetics and Intonation Syntax Using Language in Cultural Contexts (National) Sports Healthy Living Expressions Idioms Role of Time with Routines
Guiding Questions: VOCABULARY 1. What is your daily routine? 2. How do you stay healthy? 3. How would you describe your emotional and physical state? 4. How do you give advice to someone regarding an ailment they have? 5. How would you communicate with a doctor regarding your symptoms? GRAMMAR 1. How do we express our emotional and physical state using estar, and tener? 2. How do we appropriately use estar and tener in the past tense to express our of state of being? 3. What makes a verb reflexive? 4. What are reflexive pronouns and how do we use them? CULTURE 1. Does knowledge of nutrition and exercise impact one s health? 2. What emphasis is placed on fitness in Hispanic countries in comparison to the United States? Learning Targets: (Based on ACTFL proficiently guideline) Proficiency Learning Targets: The student will be able to correctly talk about his or her daily routines. o what they are doing or did o list activities o schedule, sequence, frequency talk about nutrition, fitness, physical and emotional health. give advice and suggestions regarding health/fitness. Grammar Learning Targets: The student will be able to correctly 1. identify the difference between reflexive and non reflexive verbs. 2. use and conjugate a reflexive verb. 3. use estar, and tener idioms in the present and past tenses.
Assessments: Formative: Find your match Escuchemos Quiz Quiz Trade Matamoscas Cooperative Learning Activities Summative: Interpersonal =Write to a doctor about an ailment/illness that you have; respond to a patient with recommendations for their ailment/illness TEKS addressed See TEKS matrix above. Topics of Chapter 9 Facts Content Based: Vocabulary Reflexive Verbs Estar, Tener Culture: Health and Nutrition Fitness Medical Services Role of Time in Routines 1. A verb is reflexive if the action falls back upon the subject. 2. A reflexive verb must use a reflexive pronoun. (me, te, se, nos, os, se) 3. When we conjugate a reflexive verb, we put the reflexive pronoun before the conjugated verb. 4. When reflexive verb is in its infinitive form, we leave the reflexive pronoun attached to the end. 5. Estar (to be) is used to describe physical and emotional states. 6. Tener is used with memorized idioms when describing a person. 7. Adjectives are used with estar while nouns are used with tener idioms.
8. The imperfect tense of estar (estaba) and tener (tenía) are most often used to express physical and emotional state in the past tense unless it is a completed action. Language of Instruction Nouns Stem Change Verbs Irregular Adjectives Subject Pronoun Expressions Reflexive Conjugation Pronouns Agreement Idioms Cognate Preterite Infinitive Imperfect List of Authentic Resources Yabla LAITS SpanishListening.org Expresate Videos Magazine/Newspaper Articles