This is the first unit I teach in my current Spanish 2 course and it is based on the idea of friendship. The unit was originally written as the typical "intro unit" but as the Creative Language Class says you should ditch that review unit and start teaching.
The overall goal for the unit is I can describe what I do with my friends. Here is the template that I used to plan out my unit as well as all of the student workbook that I give my students that includes interpretive activities and some of the interpersonal or presentational ones as well. Part 1: I can explain to someone why I am a good friend In this first part of the unit we are working on classifying characteristics and actions that someone does as either those of a good friend or a bad friend. The main resources I use include a fragment from an article on qualities of a good friend, an online test that tells you whether you are a good friend or not and a video from El Hormiguero that talks about strange things that celebrities like. All of this is combined with the language structures of the present tense with emphasis on the yo and tú forms of regular and some irregular verbs based on what's relevant for the unit. For the assessment students are entering a contest to explain how they are the best friend to someone else and they need to explain their reasoning. Part 2: I can classify actions with friends as positive or negative based on their impact The unit continues with more of an interpretive focus. The main resources include infographics on bullying, the song Échame La Culpa by Luis Fonsi and Demi Lovato and a video that talks about what you can do for a fun night with your friends. For the infographics I am using Leslie Grahn's idea of having a Tiered Text where students read infographics that are at their level. The language structures continue with the present tense and we begin to add in the él/ella forms and the ellos/ellas forms of regular and irregular verbs based on what's relevant for the unit. For the assessment students are going to read a different infographic on bullying and answer interpretive questions. Part 3: I can exchange information about what I do with my friends. I end the unit with students doing a lot of speaking as they discuss what is fun to do with friends. The only interpretive resource I use in this section is a weather website where students investigate the weather in Spain and talk about what they do for fun in that weather (this is because the textbook used to require weather to be reviewed here...). The language structures continue with the present tense and adds in the nosotros forms. The assessment is a required common assessment amongst all Spanish 2 teachers and is an email about a student coming to WHS who wants to know more about the school and their friends. 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 the present tense I do a lot of structured input activities to help them focus on meaning and forms •This unit takes me about a month to complete after the first few days of school and a quick review of what a proficiency classroom looks like.
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