Asbury Park
School District
Name of Unit: ¿Qué te gusta hacer?
Unit #1 Duration: 6 weeks
Content Area: World Language
Grade Level: Novice Low (6-8)
Big Idea: The activities we do and don’t do shape us into who we are.
Essential Questions:
I Can Statements:
● How do I describe things I do and don’t do in Spanish?
● talk about activities
● How do I use subject pronouns in Spanish?
● tell where I am from
● How do I use the verb ser to say where people are from?
● say what I like and don’t like to do
● How do I use the verb gustar to say things that others like
or don’t like to do? ?
Common Core State Standard
7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions
7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic
information sources related to targeted themes.
This CPI supports Anchor Standards 1, 2, & 3 CCSS-ELA Reading.
7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. This CPI supports Anchor
Standards 1, 2, & 3 CCSS-ELA Reading.
7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted
themes. This CPI supports Anchor Standard 6 CCSS-ELA Writing and Anchor Standard 1 CCSS-ELA Speaking & Listening.
7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily
interactions.
7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
This CPI supports Anchor Standard 1 CCSS-ELA Speaking & Listening.
7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted
themes to be shared virtually with a target language audience.
This CPI supports Anchor Standards 4, 5, & 6 CCSS-ELA Writing and Anchor Standard 4 CCSS-ELA Speaking & Listening.
7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
This CPI supports Anchor Standard 4 CCSS-ELA Writing and Anchor Standard 4 CCSS-ELA Speaking & Listening
Interdisciplinary Connections:
Symbol: **IC
Technology Integration: (Standards included only if students will be demonstrating knowledge/understanding/skill.)
● Teacher created presentations using i.e. PowerPoint
● Use of CD listening materials
● Use of videos as appropriate and available
● Use of data projector and Elmo as appropriate and available
Symbol: ***TI
Texts
Primary Text:
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Avancemos 1A
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Secondary/Supplemental Texts:
www.quizlet.com
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www.quizizz.com
www.classzone.com
● www.youtube.com
Suggested Instructional Activities/Strategies
Direct instruction of vocabulary using video, audio, overhead transparencies
Cooperative paired and small group activities
Individual practice at ClassZone.com
TPRS – questioning strategies (yes/no, either/or, multiple choice, one word/short answer) – cultural comparisons
Differentiated instruction for slower paced learners ,multiple intelligences, inclusion, heritage language learners, and English
learners English Grammar Connections for supporting grammar acquisition in Spanish – See also Unit 1 Lesson Plans
● Reading, writing, speaking, and listening strategies embedded at point of use in Pupil Edition
Teacher Resources
Pupil Edition, pp. 28– 57: vocabulary, grammar, and communication activities
Teacher’s Edition, pp. 29a–57: suggestions for differentiating instruction, additional communicative activities
Video: Vocabulary Presentation, Comparación cultural, Telehistoria
Audio: TPR activity for each Lesson Opener, listening activities
PowerPoint Presentations: Vocabulary Clip Art based on; Vocabulary, Grammar, and Situational Transparencies from the book
ClassZone: Cultura interactiva, Games
@Home Tutor: Animated Grammar, flashcards, leveled vocabulary and grammar practice
TPRS: Minicuentos
Unit 1 Resource Book: Practice Games, Video Activities
Cuaderno and Cuaderno para hispanohablantes – Lecturas para todos, Reading support and practice
Best Practices Toolkit: Trans. E6
Easy Planner: Conversation cards, Learning scenarios
Vocabulary
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Domain Specific Academic Vocabulary (Tier 3)
LEVEL 1 Unit 1 Lesson 1 Vocabulario
Talk About Activities
alquilar un DVD to rent a DVD
andar en patineta to skateboard
aprender el español to learn Spanish
beber to drink
comer to eat
comprar to buy
correr to run
descansar to rest
dibujar to draw
escribir correos electrónicos to write e-mails
escuchar música to listen to music
estudiar to study
hablar por teléfono to talk on the phone
hacer la tarea to do homework
jugar al fútbol to play soccer
leer un libro to read a book
mirar la televisión to watch television
montar en bicicleta to ride a bike
pasar un rato con los amigos to spend time with friends
pasear to go for a walk
practicar deportes to practice / play sports
preparar la comida to prepare food/a meal
tocar la guitarra to play the guitar
trabajar to work
Snack Foods and Beverages
el agua (fem.) water
la fruta fruit
la galleta cookie
el helado ice cream
General Academic Vocabulary (Tier 2)
Other Words and Phrases
la actividad activity
antes de before
después (de) afterward, after
la escuela school
más more
o or
pero but
también also
The verb SER
The verb GUSTAR
el jugo juice
las papas fritas French fries
la pizza pizza
el refresco soft drink
Say What You Like and Don’t Like to Do
¿Qué te gusta hacer? What do you like to do?
¿Te gusta...? Do you like . . . ?
Me gusta... I like . . .
No me gusta... I don’t like . . .
Formative Assessments:
● Daily written/verbal check-ins
● Group conversations
● Group activities
● Online activities
● Think-Pair-Share
● Games (charades, Bingo, etc)
● Exit Ticket
Assessments
Summative Assessment:
● Common Unit Assessment at end of each Unit –
Required
● Performance Task (See Below) - Required
● Oral/written exams (Mid Marking Period)
● Projects Portfolios
● Oral questioning
● Homework/book activities
● Grammar worksheets
● Listening activities
● Group presentation Quiz/Test
Differentiation/Scaffolding
(for example ELL, students who are classified, struggling learners, etc.)
Visual
Auditory
Kinesthetic
Language Development
● Bring in pictures of the the vocabulary mentioned in the lesson. Hold up pictures and have the
class repeat the words after you. Next hold up the pictures and have students generate the words
themselves
● Study sheet
● Flexible grouping
● Multiple texts
● Enhanced written directions
● Learning stations
● Allow students to write down the meaning of the vocabulary before speaking, and then pair
them with stronger students to facilitate the activity
● Read it to them
● Enhanced directions
● Flexible grouping based on ability/interest level
● Preferential seating
● Flexible grouping
● Tiered Activities (leveled reading)
● One-on-one instruction
● Extra time/adjust pacing
Appendix 1
(graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.)
● www.classzone.com
● Textbook (Avancemos) Activities created by teacher (including cultural passage readings), Computer stations, Powerpoint,
LCD projector, Google and other supported technology at teacher discretion. Computer links- http://www.spanishspanish.com
www.quia.com www.duolingo.com www.edmodo.com www.brainpop.com www.learnspanish.com
● Teacher or students may set up an online activity through www.skype.com, www.voicethread.com, or www.edmodo.com so
that they can communicate with students in other locations
Appendix 2
(Quad D Exemplar Lesson Plan)