TEKS: Spanish Level 1 Unit 7— Celebrations and Holidays Spain & Uruguay INTERPRETIVE COMMUNICATION In the interpretive mode of communication, students demonstrate understandings of spoken and written communication within appropriate cultural contexts. Examples of this type of “one­way” Reading or listening include but are not limited to comprehension of digital texts, as well as printed, audio, and audiovisual materials. C2: Interpretive Communication: reading and listening. The student comprehends sentence­length information from culturally authentic print and digital materials and audio and audiovisual materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication using appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: TEKS: Specifications: a) demonstrate understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; Throughout all listed below, students will draw inferences and make connections to their own life and own culture. b) identify key words and details from fiction and nonfiction texts and audio and audiovisual materials; ●
c) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and ● C2: A­D: Listen, reflect, and respond to Spanish speakers around the world in Spanish interviews about different holidays and celebrations in Spanish speaking countries. d) identify cultural practices from authentic print, digital, audio, and audiovisual materials. INTERPERSONAL COMMUNICATION In the interpersonal mode of communication, students engage in direct oral or written communication with others. Examples of this “two­way” communication include but are not limited to conversing face­to­face, participating in digital discussions and messaging, and exchanging personal letters. a) ask and respond to questions about everyday life in spoken and written conversation: C1​
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Interpersonal Communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: b) express and exchange personal opinions or preferences in spoken or written conversation c) ask and tell others what they need to do, should, or must do in spoken or written conversation d) articulate requests, offer alternatives, or develop plans in spoken or written conversation e) participate in spoken conversation using culturally appropriate expressions, register, and gestures; and f) participate in written conversation using culturally appropriate expressions, register, and style. ● C1:A­F: Students will write an e­mail to a friend inviting them to come join them on their favorite holiday and why it’s important. The friend will in turn respond saying why he can/can’t attend and inviting him/her to accompany his/her family for their favorite holiday and why. PRESENTATIONAL COMMUNICATION In the presentational mode of communication, students present information, concepts, and ideas in spoken or written form to an audience of listeners or readers with whom there is no immediate interaction. Examples of this “one­to­many” mode of communication include but are not limited to a presentation to a group; creating and posting digital content; or writing reports, compositions, or articles for a magazine or newspaper. a) state and support an opinion or preference orally and in writing; and C3: Presentational Communication: The student will present information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: b) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases and simple sentences. ●
● C3: A­B: Students will write a letter to their teacher explaining why they shouldn’t have to come to school on their birthday and why it should be a holiday. Unit 7: Holidays and Celebrations Countries of Focus: Uruguay and Spain Unit Overview Enduring Understandings: Conceptual Lens​
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Celebrations, Holidays, & Traditions Approximate Time: 6 weeks Holidays and celebrations are an integral part of people’s lives in every culture. What do traditional holidays and celebrations say about one’s culture? What do you celebrate? What are your family’s traditions during holidays? Have you ever been to a parade during Carnaval or witnessed Holy Week in Seville? In this unit, you will learn new vocabulary, expressions, and grammar that will facilitate your ability to speak about holidays, celebrations, and cultural similarities and differences. By the end of this unit, you will have acquired the language necessary to converse about holidays and celebrations in authentic situations. ● Religion plays an important role in many holidays. ● Traditional customs may vary within shared holidays. ● Language proficiency fosters personal connections. ● Correct grammar and vocabulary use is necessary for effective communication. ● Understanding, Responding to, and Producing Language ▪ Family and Friends ▪ Holiday Traditions ▪ Conversation and Communication ▪ Consideration of Audience ▪ Pronunciation, Phonetics, and Intonation ▪ Syntax ● Using Language in Cultural Contexts ▪ Cultural Celebrations/Holidays ▪ Religion ▪ Symbols ▪ Traditions ▪ Role of Time Guiding Questions: VOCABULARY 1. Which holidays and/or celebrations are celebrated in the United States and/or Hispanic countries? 2. How do you prepare for a celebration? 3. What are common expressions used at a party? 4. What do you do during a party? 5. How do you describe a party you attended? Learning Targets: (Based on ACTFL proficiently guideline) GRAMMAR 1. How do you express an opinion and your plans with “pensar”? 2. What is the difference between “saber” and “conocer”? 3. What are fixed phrases and how and when do you use them? 4. How do you express a time frame that began in the past and is still happening using the expression “hace + time + que + present”? CULTURE 1. How do studying and experiencing holidays and celebrations in Hispanic countries promote cultural awareness and appreciation? 2. How do different cultures view and use symbols? 3. What role does religion play within certain holidays and celebrations in Hispanic cultures? Proficiency Learning Targets: The student will be able to correctly… ● describe current celebrations o party preparations o attendants o party conversation o party activities Grammar Learning Targets: The student will be able to correctly… ● use “pensar”. ● use “saber” and “conocer”. ● use fixed phrases + infinitive verbs. ● use the “hace + time + que + present” expression. Assessments: TEKS addressed Topics of Chapter 7 Facts Formative: ● Encuesta with lab ● Lógico/Ilógico ● Escribamos ● Hablemos ● ¿Quién tiene? ● Quiz ­Quiz Trade ● Cooperative Learning Activities Summative: ● Interpretive​
= Listen to a woman explain her favorite celebration and how to prepare for it; Read an article explaining the meaning of traditional holiday, how it is celebrated, and respond to questions in English ● Interpersonal​
= With a partner, you will “text” back and forth about an upcoming party and how to prepare for it See TEKS matrix above. Content­Based: ● Holiday and Celebration Vocabulary ● “Pensar” ● “Saber” vs. “Conocer” ● Fixed Phrases + Infinitive ● Hace + Time + Que + Present Expression Culture­Based: ● Holidays and Traditions ● Celebrations ● Holiday Symbols 1. “Pensar” used with “que” means “to think that”. 2. We must conjugate the verb that follows “que” in two­claused sentences (a sentence that requires two conjugated verbs). 3.
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Language of Instruction List of Authentic Resources “Pensar” with an infinitive means “to plan to do”. “Saber” means to know factual information and how to do something. “Conocer” means to know/meet people, places, or things. Fixed phrases like “antes de/después de/para” will be followed by infinitive verbs. 7. “Hace + time + que + present” is a time expression that is used to talk about an action that began in the past and is still happening. 8. In the formula “Hace + time + que + present”, the main verb must be conjugated to the present tense. Nouns Stem Change Verbs Time Expression Action Clause Expressions Personal “a” Conjugation Spelling Change Agreement Subject Pronoun Cognate Rib Chart Infinitive Fixed Phrase LAITS Yabla SpanishListening.org Newspapers/Magazines Videos from Expresate