Grade 5 Spanish - Unit 3 - Where will your hunger take you?
Unit Focus
This unit introduces grade 5 Spanish students to many high frequency words and structures associated with regional foods and meals. During this unit students will collaborate to compare and
contrast foods from Spanish speaking countries with foods they are familiar with. Students will be able to express their likes and dislikes as they relate to food as well as identifying content
specific nouns and verbs (third person, present tense). Students will read and dramatize a series of mini stories, and reinforce high frequency vocabulary with many TPRS related games and
strategies, such as: PQA and MovieTalk. Students will also work collaboratively on a jigsaw activity to build their cultural knowledge of regional foods in six different Spanish speaking
countries and share their findings. Students will develop their spontaneous speaking skills through a paired food related bargaining activity and later on their PBA. Through dialogue practice
without scripts, students will practice the skill of perseverance. At the end of the unit, pairs of students will participate in a bargaining exchange in a market place in the capital of a Spanish
speaking country. Let's make a deal!
STAGE 1: DESIRED RESULTS – KEY UNDERSTANDINGS
ESTABLISHED GOALS
World Readiness Standards for Learning Languages
World-Readiness Standards for Learning Languages (All)
C.1 COMMUNICATION - Communicate effectively in
more than one language in order to function in a variety of
situations and for multiple purposes
• C.1.1 Interpersonal Communication: Learners interact
and negotiate meaning in spoken, signed, or written
conversations to share information, reactions, feelings and
opinions
• C.1.2 Interpretive Communication: Learner understand,
interpret, and analyze what is heard, read, or viewed on a
variety of topics
• C.1.3 Presentational Communication: Learners present
information, concepts, and ideas to inform explain,
persuade, and narrate on a variety of topics using
appropriate media and adapting to various audiences of
listeners, readers, or viewers
C.2 CULTURES - Interact with cultural competence and
understanding
• C.2.2 Relating Cultural Products to Perspectives:
Learners use the language to investigate, explain, and
TRANSFER
T1 Gather information from a variety of resources and perspectives to build cultural context.
T2 Produce clear and coherent statements through attention to detail (e.g., purpose, task, audience, appropriate vocabulary, sentence
structure)
T3 Initiate communication on and respond effectively to a given topic based on interactions/exchanges.
MEANING
UNDERSTANDINGS
U1 The examination of cultural products and practices creates
opportunities to better understand and appreciate another culture
and its people.
U2 Spontaneous and appropriate responses are vital to keep the
discourse flowing around a common topic/goal. (Interpersonal)
U3 Effective communicators make linguistic choices about how to
deliver their message. (Presentational Communication)
ESSENTIAL QUESTIONS
Q1 How do I use acquired high frequency words to
comprehend various texts (stories, video, etc)?
Q2 How do I use my target language to work with others to
achieve a common goal?
Q3 How does the target language/culture compare and contrast
with my own? How do I use that comparison to connect with
people?
Q4 How will the acquisition of high frequency words help me
communicate in the target language?
Madison Public Schools | June 2016
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STAGE 1: DESIRED RESULTS – KEY UNDERSTANDINGS
reflect on the relationship between the products and
perspectives of the cultures studied.
C.3 CONNECTIONS - Connect with other disciplines and
acquire information and diverse perspectives in order to
use the language to function in academic and career
related situations
• C.3.2 Acquiring Information and Diverse Perspectives:
Learners access and evaluate information and diverse
perspectives that are available through the language and its
cultures
C.4 COMPARISONS - Develop insight into the nature of
language and culture in order to interact with cultural
competence
• C.4.2 Cultural Comparisons: Learners use the language to
investigate, explain, and reflect on the concept of culture
through comparisons of the cultures studied and their own.
Student Growth and Development 21st Century
Capacities Matrix
Self-Direction
• Perseverance: Students will be able to identify problem(s)
and use appropriate strategies to continue toward a desired
goal.
Q5 Is what I'm saying understood?
Q6 How is the study of geography beneficial to learning
Spanish?
ACQUISITION OF KNOWLEDGE AND SKILL
KNOWLEDGE
K1 High Frequency words part 4
SKILLS
S1 Demonstrating listening comprehension of texts containing
high frequency vocabulary.
el jueves, tiene hambre, yo tengo hambre, abre, cierra, el
refrigerador, el iman, los imanes, se pega a, que ridiculo, comida,
quiere comer
S2 Speaking in the third person of present tense to
communicate their understanding of the text.
K2 High frequency words part 5
S3 Identifying high frequency words in context.
despega, vuela, pais, quiere ir, todavía, llora
S4 Reading contextually to comprehend a variety of texts.
K3 High Frequency words - Food
S5 Writing using high frequency words.
el desayuno, el almuerzo, la cena, el postre, me gusta(n), te
gusta(n), le gusta(n)
S6 Providing simple responses to oral questions.
K4 Spanish speaking countries and capitals- Caracas, Venezuela,
Bogota, Colombia, Quito, Ecuador, Lima, Peru, La Paz, Bolivia,
Asuncion, Paraguay, Buenos Aires, Argentina, Montevideo,
Uruguay, Mexico, Mexico, Guatemala, Guatemala, Tegucigalpa,
Honduras, San Salvador, El Salvador, Managua, Nicaragua, San
Jose, Costa Rica, Panama, Panama, Havana, Cuba, Santo Domingo,
Dominican Republic, San Juan, Puerto Rico, Madrid, Spain
K5 Gusta/gustan and pronouns me, te, le
S7 Identifying cognates in texts in the target language in order
to make meaning.
S8 Expressing their likes and dislikes as it relates to food.
S9 Collaborating in the target language as a group in order to
achieve a common goal.
S10 Using a variety of high frequency words and structures in
order to engage in conversation.
K6 High Frequency words associated with bargaining (Disculpe,
Busco....¿Cuánto cuesta(n)....?Cuesta(n) ...... pesos. El precio ¡Es
una ganga! ¡Es un robo! ¡Es un insulto! Es mucho
Madison Public Schools | June 2016
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