Unidad 3 ¡Comer en familia! Eat in the family! Image Sources:​comer-en-familia.jpg​, ​ ​url
Statement of Inquiry:​ ​In connecting food and family, students can see
how culture comes from a philosophy, while also recognizing the language
patterns that help them be an understanding audience​.
​Key concept: ​connections ​ related concepts: ​patterns, ​audience global context: ​Personal and Cultural Expression:​ (Philosophies and ways of life)
Inquiry questions:
Factual What Spanish language
concepts are often used to
talk about food and family
life? Conceptual Debatable How do making connections Are food and family traditions
and recognizing patterns help important characteristics of a
you be an understanding
culture? audience? In this unit, Students will… ● Interpret and analyze ideas in Spanish, as well as personally respond to written text by identifying ideas, opinions and attitudes. ● Learn about the traditions and customs of food eaten in different cultures. ● Discuss the importance of food and family in shaping a culture ● Demonstrate a family discussion students will learn... Temas de Vocabulario Lección 1: ​ ​Mi Comida Favorita
(Avancemos pgs 138 -159)
Lección 2:​ En la escuela
(Avancemos pgs.162-185)
❏ Talk about foods and
beverages
❏ Ask questions
❏ Say which foods you do
and do not like
❏
❏
❏
❏
❏
Talk about family
Ask and tell ages
Express possession
Give dates
Numbers 200-1,000,000
Gramática ❏ Interrogative words
❏ GUSTAR with nouns
❏ Present-tense of -ER and
-IR verbs
❏ The verb HACER
❏ de ​to show possession
❏ Possessive adjectives
❏ Use of ​tener ​to express
age
❏ Make comparisons
Students will show they can… ● Comprehend written and visual text. (IB Criteria B)
○ Identify basic facts, messages, main ideas and supporting details
(strand i.) -- can you understand written Spanish in a given situation?
○ Engage with written and visual Spanish by personally responding to
what you understand (strand iii.)
● Communicate in response to spoken, written and visual text (IB
Criterion C)
○ Interact in simple and rehearsed exchanges using verbal and
nonverbal language (strand ii)
● Use Spanish in written form (IB Criteria D)
○ Use language to suit the context. (strand iii) -- how will you write your
own ideas to reply to written Spanish? Students will use new verbs
and idioms to practice stating an opinion or attitude.
To be successful, Students must… Practice Communication skills
Interaction:​ Interpret and use effective modes of non-verbal
communication; Use intercultural understanding to interpret
communication ​(In your skit, what are all the ways you can
communicate in addition to words? How will you interpret what
you´re learning about family and culture through the skit you will
perform?)
Needs/Goals:​_____________________________________________
______________________________________________________
Language:​ Read critically for comprehension; Read a variety of
sources for information and for pleasure; Preview and skim texts to
build understanding ​(How will you practice these skills to be
successful in your reading assessment? What more can you find
out now that you have these skills?)
Practice Social
Collaboration skills
Collaboration:​ Delegate and share
responsibility for decision-making;
Help others to succeed; Manage and
resolve conflict, and work
collaboratively in teams; Listen
actively to others’ perspectives and
ideas; Encourage others to contribute
(How how will you collaborate with
your classmates to make your skit
a success?)
Needs/Goals:​___________________
______________________________
______________________________
Needs/Goals:​____________________________________________
______________________________
_______________________________________________________
______________________________
students show their learning with these tasks: Formative (Practiced) Assessment Tasks B(i, ii, iii) - Comprehending written and visual Spanish
Reading comprehension activities and quizzes, workbook packet, games, Powerpoint
presentations, videos and images with text. Students will have discussions, reading
activities, and hands-on experiences.
C(ii) - Respond to spoken, written Spanish
Skit practice and feedback, class activities that help repetition and memorization
D(iii) - Use language to suit the context
Workbook packet, skit practice and feedback
Summative (Graded) Assessment Tasks Lecturas de comida (Food Readings) -Reading comprehension assessment (B:i, ii, iii):
Students read 3-4 texts in Spanish and answer questions related to the separate texts.
Students identify basic facts, messages, main ideas and supporting details. Students engage
with the texts by identifying ideas, opinions and attitudes and by making a personal response
to the text. Students show recognition of basic aspects of format and style, and author’s
purpose for writing.
Due date: ​___(see Google Classroom for updates)______
En nuestra familia Skit (In Our Family Skit) -Interaction and Language use assessment
(C:ii, D:iii):
Students perform a skit featuring family relationships that uses comparisons accurately
within a visual context.
Due date: ​___(see Google Classroom for updates)______
See Rubrics below for specific expectations
Resources:
→ Google Classroom: ​https://classroom.google.com/c/MTk2NTE0NDA2Mlpa
Check often for updates, announcements, assignments and additional resources
→ Textbook: Avancemos ​www.my.hrw.com​ (username is ​tacces12​, password is ​p7b7d​) Use for
book pages, Grammar tutor, flashcards
→ Quizlet: Use for vocab practice
Lección 1: ​https://quizlet.com/88014621/unidad-3-leccion-1-mi-comida-favorita-flash-cards/
Lección 2: ​https://quizlet.com/89000321/unidad-3-leccion-2-en-mi-familia-flash-cards/
Nombre: ______________ Lecturas de comida - Rubric
Criterion B: Comprehending written and visual text
Strand i.​ ​ identify basic facts, messages, main ideas and supporting details.
Achievement
level
Task Specific Clarifications
0
The student ​does​ ​not​ reach a standard described by any of the descriptors below.
1-2
The student:
3-4
The student:
5-6
The student:
7-8
The student:
i. Identifies ​minimal​ basic facts, messages, main ideas and supporting details about the texts surrounding themes
on food.
i. Identifies ​some​ basic facts, messages, main ideas and supporting details about the texts surrounding themes on
food.
i. Identifies ​most​ basic facts, messages, main ideas and supporting details about the texts surrounding themes on
food.
i. ​Clearly​ identifies basic facts, messages, main ideas and supporting details about the texts surrounding themes
on food.
*Notes: Strand ii.​ ​Recognize basic aspects of format and style, and author’s purpose for writing.
Achievement
level
Task Specific Clarifications
0
The student ​does​ ​not​ reach a standard described by any of the descriptors below.
1-2
The student:
3-4
The student:
ii. Has ​limited​ awareness of basic aspects of format and style, and author’s purpose for writing when it comes to
different texts having to do with food themes.
ii. Has ​some​ awareness of basic aspects of format and style, and author’s purpose for writing when it comes to
different texts having to do with food themes. Student shows basic recognition of format, style, and purpose, but
provides ​few examples​ to support their understanding.
5-6
The student:
7-8
The student:
ii. Has ​considerable​ awareness of basic aspects of format and style, and author’s purpose for writing when it
comes to different texts having to do with food themes. Student shows understanding using a ​several examples
from the text to support their answers.
ii. Has ​excellent​ awareness of basic aspects of format and style, and author’s purpose for writing when it comes
to different texts having to do with food themes. Student ​clearly​ and ​with detail​ explains his/her answers ​using
many examples​ from the text.
*Notes: Strand iii.​ ​engage with the written and visual text by identifying ideas, opinions and
attitudes and by making a personal response to the text.
Achievement
level
Task Specific Clarifications
0
The student ​does​ ​not​ reach a standard described by any of the descriptors below.
1-2
The student:
3-4
The student:
5-6
The student:
7-8
The student:
iii. Engages ​minimally​ with the written and visual text by identifying ​few​ ideas, opinions and attitudes from the texts and
gives no examples. Student has difficulty making a personal response to the text; barely hints at their own thoughts or
opinion.
iii. Engages ​adequately​ with the written and visual text by identifying ​some​ ideas, opinions and attitudes from the texts
and gives ​few examples​ as evidence. Student makes s
​ ome​ personal response to the text by expressing a relevant
idea of their own related to 1-2 texts.
iii. Engages ​considerably​ with the written and visual text by identifying ​most ​ideas, opinions and attitudes in the texts
and providing ​several examples​. Student makes a personal response to ​all​ the texts.
iii. Engages ​thoroughly​ with the written and visual text by identifying ideas, opinions and attitudes in the texts and
providing ​many​ ​examples ​from the texts. Student makes a ​thoughtful and detailed​ personal response to ​all ​the texts.
*Notes: Nombre: ______________ En nuestra familia - Skit Rubric
Criterion C: Communicating in response to spoken and visual text
Strand ii.​ ​ Interact in simple and rehearsed exchanges, using verbal and nonverbal
language
Achievement
level
Task Specific Clarifications
0
The student ​does​ ​not​ reach a standard described by any of the descriptors below.
1-2
The student:
ii. Interacts ​minimally​ in simple and rehearsed exchanges, using verbal and nonverbal language.
Student is largely unexpressive with language, tone, facial expressions, and movement.
3-4
The student:
ii. Interacts ​to some degree​ in simple and rehearsed exchanges, using verbal and nonverbal
language. Student is expressive at times with language, tone, facial expressions, and movement.
5-6
The student:
ii. Interacts ​considerably​ in simple and rehearsed exchanges, using verbal and nonverbal language.
Student is expressive with language, tone, facial expressions, and movement.
7-8
The student:
ii. Interacts ​confidently​ in simple and rehearsed exchanges, using verbal and nonverbal language.
Student is very expressive with language, tone, facial expressions, and movement such that the
audience is easily engaged with the performance.
*Notes: Criterion D: Using language in spoken form
Strand iii.​ ​ Use language to suit the context
Achievement
level
Task Specific Clarifications
0
The student ​does​ ​not​ reach a standard described by any of the descriptors below.
1-2
The student:
iii. Makes ​minimal​ use of language to suit the context. Student struggles to express a complete
opinion using both a comparison and possessive adjectives. Language used is distracting to the skit
because of huge irrelevance or student does little to contribute.
3-4
The student:
iii. Uses language to suit the context to ​some​ degree. Student expresses a complete opinion using
both a an accurate comparison and possessive adjectives. Other language used is somewhat
appropriate but but may get off topic.
5-6
The student:
iii. Usually uses language to suit the context. Student expresses a complete opinion using both an
accurate comparison and possessive adjectives. Some irrelevance with the language noted but they
don’t interfere with the overall communication.
7-8
The student:
iii. Uses language ​effectively​ to suit the context. Student expresses more than one complete opinion
using both accurate comparisons and possessive adjectives. Language used was relevant, detailed,
and appropriate throughout the skit.
*Notes: