Realidades 4 Chapter 4 El individuo y la
personalidad
Content Area:
Course(s):
Time Period:
Length:
Status:
World Language
Generic Course, World Language
2nd Marking Period
5 Weeks
Published
Unit Overview
In Chapter 4, students will be introduced to vocabulary, phrases and concepts related to describing themselves and
others. The students will be able to discuss various traits and activities. Emphasis will be placed on basic
communication and comprehension in everyday situations. Students will continue to gain a working knowledge of the
structures of the target language including the reflexive forms of verbs
Transfer
Students will be able to:
1. Describe others' in appearance and personality.
2. Describe people and things.
3. React to common situations.
MEANING:
Understandings
Students will understand:
1. The difference between reflexive and non-reflexive verbs.
2. How to more effectively communicate feelings.
3. The difference btween Indicative and Subjunctive clauses.
Essential Questions
How do others see me?
How do I express my feelings?
What characteristics do I look in relationships?
Application of Knowledge and Skill
Students will know...
Students will know:
1. How to describe personality and character.
2. How to discuss self-esteem.
3. Correct positioning of adjectives.
Students will be skilled at...
Students will be able to:
1. Describe themselves and others.
2. Express preferences.
3. Telling what has happened.
4. Analyze a song.
Academic Vocabulary
atletico
athletic
bruto
stupid, dense
comico
funny
coqueta(on)
flirtatious
egoista
selfish
hablador(a)
talkative
listo(a)
bright, smart
(im)maduro(a)
immature/mature
optimista
optimistic
pesimista
pessimistic
perezoso
lazy (holgazan/a, flojo/a)
pesado
dull
(ir)responsable
responsible
seguro de si mismo
sure of self
sensible
sensitive
sofisticado
sophisticated
tipico
typical
tonto
silly, dumb
torpe
clumsy
la apariencia fisica
physical appearance
calvo
bald
debil
weak
delgado
thin
el rasgo
trait, feature
esbelto
slender
flaco
skinny
lacarateristica
characteristic
ser moreno
brunette
ser pelirrojo
red-head
ser rubio
blonde
sena personal
distinguishing feature
castano
hazel/ chestnut
rojizo
reddish (hair)
liso
straight (hair)
ondulado
wavy
rizado
curly
barba
beard
bigote
moustache
la cicatriz
scar
el lunar
beautymark
pecas
freckles
Learning Goal
Proficiency Scale
NJ CCCSfor
Strand: World Language
Score
4.0
Realidades 4 Capitulo 4 El individuo y la personalidad
Grade/Course: SpanishV and AP
Sample Activities
In addition to Score 3.0, student makes in-depth inferences and
applications that go beyond what was taught.
Including but not limited to:
Student goes above and beyond in speaking, reading, writing and
speaking/writing/listening/reading
listening when describing and asking about leisure activities and in activities,cultural comparison/contrast, web
Spanish.? Student sounds very close to a native Spanish speaker.
quests, group communicative activities,
projects
3.5
Score
3.0
In addition to score 3.0 performance, in-depth inferences
and applications with partial success.
The student:
Shows appropriate and accurate use of Spanish language
90% of the time.
Vocabulary:
Identify/Describe/Compare/Contrast
Adjectives:? personality, appearance, esteem
Including but not limited to:
speaking/writing/listening/reading
activities,cultural comparison/contrast, web
quests, group communicative activities,
projects
Grammar:
Reflexive verbs
Present Perfect
Adjective placement and meaning changes
Score
2.0
The student exhibits no major errors or omissions.
2.5
No major errors or omissions regarding 2.0 content and
partial knowledge of the 3.0 content.
The student:
Shows appropriate and accurate use of Spanish language
80% of the time.
Vocabulary:
Identify/Describe/Compare/Contrast
Adjectives:? personality, appearance, esteem
Grammar:
Reflexive verbs
Present Perfect
Adjective placement and meaning changes
Score
1.0
However, the student exhibits some errors or omissions
regarding the more complex ideas and processes.
1.5
Partial knowledge of the 2.0 content, but major errors or
omissions regarding the 3.0 content.
With help, a partial understanding of some of the simpler details
and processes and some of the more complex ideas and
processes.
The student:
Shows appropriate and accurate use of Spanish language
Including but not limited to:
speaking/writing/listening/reading
activities,cultural comparison/contrast, web
quests, group communicative activities,
projects
70% of the time.
Vocabulary:
Identify/Describe/Compare/Contrast
Adjectives:? personality, appearance, esteem
Grammar:
Reflexive verbs
Present Perfect
Adjective placement and meaning changes
Score
0.0
The student exhibits major errors or omissions.
0.5
With help, a partial understanding of the 2.0 content, but
not the 3.0 content.
Even with help, no understanding or skill demonstrated.
?2010 Marzano Research Laboratory
WL.7.1.AL.A.5
Evaluate information from oral and written discourse dealing with a variety of
topics.
WL.7.1.AL.A.2
Demonstrate comprehension of spoken and written language and nuances of
culture, as expressed by speakers of the target language, in informal and some
formal settings.
WL.7.1.AL.A.7
Infer the meaning of some unfamiliar words and phrases in academic and formal
contexts.
WL.7.1.AL.A.1
Analyze and critique the validity of culturally authentic materials using electronic
information and other sources related to targeted themes.
WL.7.1.AL.A.L.1.a
Analyze written and oral text.
WL.7.1.AL.A.8
Analyze elements of the target language that do not have a comparable linguistic
element in English.
WL.7.1.AL.A.L.1.c
Identify most supporting details in written and oral text.
WL.7.1.AL.A.L.1.f
Identify some cultural perspectives.
WL.7.1.AL.A.L.1.b
Synthesize written and oral text.
WL.7.1.AL.A.L.1.d
Infer meaning of unfamiliar words in new contexts.
WL.7.1.AL.A.C.2
Being able to view one’s own culture through the lens of others assists in
understanding global issues. (Topics that assist in the development of this
understanding should include, but are not limited to: freedom of speech and other
civil, international, and human rights, as they relate to a variety of issues.)
WL.7.1.AL.B.L.1.e
Offer and support opinions.
WL.7.1.AL.B.L.1.d
Compare and contrast.
WL.7.1.AL.A.L.1.e
Infer and interpret author’s intent.
Target 1-- Retrieval
SWBAT:
1.Describe themselves and others.
2. Identify examples reflexive verbs.
3. Use gender appropriate adjectives.
Target 2-- Comprehension
SWBAT:
1. Describe the effects of low and high esteem.
2. Describe the relationship between mood and behavior.
Target 3-- Analysis
SWBAT:
1. Summarize A Julia de Burgos.
2. Explain what conclusions can be drawn from Willy Chirino's "Soy"
Target 4-- Knowledge Utilization
SWBAT:
1. To critique "Soy" and/or A Julia de Burgos.
Summative Assessment
1. Vocabulary and grammar quizzes.
2. Assessment of reading, writing,listening, speaking skills.
3. End od unit exams.
4. Mid or end of unit projects.
5. Student presentations.
Formative Assessment and Performance Opportunities
1. In-class reading, writing, speaking and listening activities.
2. Class participation.
3. Cooperative learning activities.
4. Digital assessments with accompanying assignments.
5. Webquests.
6. Review games.
7. Surveys.
8. Think/Pair/Share activities.
9. Teacher-directed Q and A.
10. Teacher observation.
11. Additional practice activities.
Differentiation / Enrichment
Differentiation:
1. Strategic seating for reduced distraction, enabling better lesson focus.
2. Small-group, teacher-monitored learning activities.
3. Provision of graphic organizers, vocabulary lists, note-taking techniques and devices.
Enrichment:
1. Expand and extend concepts, ideas, relationships, and generalizations.
2. Students will be provided with additional resources on relative topics.
3. Provide students with supplemental resources to expand knowedge base.
4. Create experiences for deeper learning.
Unit Resources
REALIDADES:
Print and online interactive textbook
Online practice workbook
Writing, Audio and Visual workbook
Leveled Vocabulary and Grammar Workbook
Teacher Resource Book Temas 1-4/5-9
Additional related online websites