The second unit in our current Spanish 2 curriculum is based on the daily routine. To be frank, I have always found this unit to be anything but proficiency based. Yes you can find all of the authentic resources that you want but in reality this unit is typically written to teach reflexive verbs. It's never good to go into a unit with grammar as your driving force but for a lot of us...this is our reality at the moment until we change our curriculum. End tangent lol.
Our school has a lot of exchange programs and often host students from different countries. With that in mind, I organized this unit around the can do statement of I can discuss the benefits and challenges of experiencing another community. Here is the unit template that I used to plan and here is the student workbook that includes the interpretive resources as well as some interpersonal or presentational tasks. Part 1: I can have a conversation about the benefits of traveling abroad. To start the unit we look into the benefits of traveling abroad and taking vacations. We discuss what different kind of vacations people can take and why they are beneficial to people as a whole. The main resources used in this part of the unit include a video discussing the benefits of vacations and an article explaining why studying abroad is beneficial. The main language structures for this unit continue include the present tense to continue describing their ideal vacations and also looking at double verb constructions like puedo + infinitive, voy + a + infinitive, debo + infinitive, quiero + infinitive. The assessment for this part of the unit is an interpersonal speaking (TALK). Students will be in groups of 3-4 and ask questions to learn more about each others' ideal vacations. Part 2: I can list items that I need while studying abroad. The unit continues with the study abroad/vacationing theme and looks now at what you need when going on vacation. A lot of this vocabulary would have been introduced as part of the daily routine but this context makes more sense and is more interesting than talking about the bathroom. I also chose to have our class engage in a pretend exchange program with Cuba to add any resemblance of culture to this unit. The main resources used in this part of the unit include an information sheet on Cuba, a video of daily life on the streets of Cuba, an article about what to do in Havana, an article that gives tips on how to best pack your bag and an infographic that talks about the steps to getting your passport. The main language structures for this part of the unit are continued from the first part with present tense and double verb constructions. There is a non-graded assessment for this part of the unit. Students are asked to list their top 10 most important items for a study abroad trip and justify their reasoning for their top 3. I collect this as a formative check. Part 3: I can exchange information about what I do in the morning and at night. Here comes the daily routine that is required in the curriculum. To continue with the theme of an exchange program in Cuba, I have students imagine they are going to be staying with a host family and need to discuss their living habits with them. The resources include a PACE style lesson on reflexive verbs where they receive an email from their potential family, videos of people showing their daily routines and an article on 6 things you should not do immediately after waking up. The language structure for this part of the unit is reflexive verbs with emphasis really on the yo and tú forms and some exposure to the other forms. The assessment for this part of the unit is an interpersonal speaking task. One student pretends to be the student studying abroad while the other is from the host family. They work together to come up with a plan to share one bathroom with the whole family. Part 4: I can describe elements that make Cuba unique. To end the unit, I wanted to highlight some truly interesting information from Cuba in relation to the religion of Santeria. The main resources for this part of the unit include pictures of the gods from Santeria, a reading describing what the religion is and a song called Mister Don't Touch The Banana. The targeted structure for this unit is the present tense to describe what they see and what people do in Santeria. There is a non-graded assessment for this part of the unit. Students role play a situation in Miami where they run into a Santeria display and one student knows nothing about it and the other one needs to describe the religion to the other person. Other Information: •I have students create their own vocabulary list as we go through the unit •I do not give vocabulary or grammar quizzes. I may do a "can do check" where I ask students to prove they can do a specific unit can do and I'll collect and assess one or two categories from the rubric which may include vocabulary or grammar. •To help with reflexive verbs I do a lot of structured input activities •This unit Is about a month or so (I'd estimate 5-6 weeks) •Weekly we go to the language lab and complete a listening assessment that is an average score for the entire term
0 Comments
Leave a Reply. |
|