Kindergarten Spanish - Unit 2 - La Aventura (The Adventure)
Unit Focus
Kindergarten students continue on their Spanish adventure (la aventura) through the jungle (la selva). Students met Tomás el Tucán in the previous unit, and will now meet his friend Manny the
Mono (monkey) who will continue on the adventure with them. This unit will expose students to high frequency words, including high frequency verbs like is, has, and eats. Students will also
learn how to say boy and girl and tell what their names are. Students will learn TPR gestures for each high frequency word, listen to and participate in mini-stories, and other engaging activities.
Students will ultimately build on their citizenship skill from the previous unit by producing their own book to give back to their school library/nursery. The class will compile a big book of little
stories. The jungle adventure will end when students make it to El Volcán. Put on your sombrero, grab your maraca, and let's have a ¡FIESTA!
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.2 CULTURES - Interact with cultural competence and
understanding
• C.2.1 Relating Cultural Practices to Perspectives: Learners
use the language to investigate, explain, and reflect on the
relationship between the practices and perspectives of the
cultures studied.
Student Growth and Development 21st Century
Capacities Matrix
Collaboration/Communication
• Product Creation: Students will be able to effectively use a
medium to communicate important information (findings,
ideas, feelings, issues, etc.) for a given purpose.
TRANSFER
T1 Read, listen, or view text to comprehend information and identify what's important and/or personally meaningful.
T2 Initiate communication on and respond effectively to a given topic based on interactions/exchanges.
T3 Produce clear and coherent statements through attention to detail (e.g., purpose, task, audience, appropriate vocabulary,
sentence structure)
MEANING
UNDERSTANDINGS
U1 Spontaneous and appropriate responses are vital to keep the
discourse flowing around a common topic/goal. (Interpersonal)
U2 Effective readers, listeners, and viewers access texts (e.g.,
film, interviews, blogs, artwork) and examine the author's,
speaker's, or director's choices that affect its use.
U3 Effective communicators make linguistic choices about how
to deliver their message. (Presentational Communication)
ESSENTIAL QUESTIONS
Q1 What am I trying to say and how do I say it?
Q2 What does the source or text say? What does it mean?
Q3 How does Spanish help us explore the world?
ACQUISITION OF KNOWLEDGE AND SKILL
KNOWLEDGE
SKILLS
K1 High frequency words group 1, weeks 13-18 (Hay, (Un/El)
Niño, (Una/La) Niña, Se llama, (La) selva)
K2 High frequency words group 2, weeks 19-24 (es) grande,(es)
pequeño/a, mochila, come, tiene)
K3 High frequency words group 3, weeks 25 - 30 (Ojos, Nariz,
Boca, Pelo, Orejas, Cabeza)
S1 Demonstrating listening comprehension of texts with high
frequency vocabulary by using accurate and appropriate
gestures.
S2 Identifying high frequency words in context.
S3 Using appropriate high frequency words for greetings, leave
takings, and common classroom or social interactions.
Madison Public Schools | June 2016
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