TEKS: Spanish Level 1 TEKS: Specifications: Daily Routines ... 1/16Sch9-Ch9...present information, ... Daily Routine and Healthcare ... Unit Overview Health and nutrition are an integral part of people’s daily lives in every culture.

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  • TEKS: Spanish Level 1

    Unit 9 Daily Routines and Health

    TEKS: Specifications:

    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 one-way 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 sentence-length 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:

    a) demonstrate understanding of culturally authentic print,

    digital, audio, and audiovisual materials in everyday contexts; 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 d) identify cultural practices from authentic print, digital,

    audio, and audiovisual materials.

    Throughout all listed below, students will draw inferences

    and make connections to their own life and own culture.

    C2: A-D: Listen, reflect, and respond to Spanish speakers around the world in Spanish interviews

    about staying healthy and fit and morning routines.

    C2: A-D: Read and respond to an authentic health

    article from Spanish magazine

    INTERPERSONAL COMMUNICATION In the interpersonal mode of communication, students engage

    in direct oral or written communication with others. Examples

    of this two-way communication include but are not limited

    to conversing face-to-face, participating in digital discussions

    and messaging, and exchanging personal letters.

    C1: 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:

    a) ask and respond to questions about everyday life in spoken

    and written conversation: 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: A-E: Students will perform a school

    nurse and sick student scenario.

    C1: A-F: Students will create a journal in

    Spanish recording foods they eat each day for a

    week. Students will trade journals with a fellow

    student and reflect on how their peer can live a

    healthier life in writing and speaking.

  • 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 one-to-many

    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.

    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:

    a) state and support an opinion or preference orally and in

    writing; and b) describe people, objects, and simple situations orally and in

    writing using a mixture of words, phrases and simple

    sentences.

    C3:A/C3:B: Students will create their

    own journal based on the foods they order/cafeteria

    serves each day for one week at school. They will

    then reflect on their eating habits and write notes on

    how they can better their health and eating habits.

  • Unit 9: Daily Routine and Healthcare

    Approximate Time: 3 weeks

    Unit Overview Health and nutrition are an integral part of peoples daily lives in every culture.

    What do daily routines and quality of health say about ones culture?

    In this unit, you will learn new vocabulary, expressions, and grammar that

    enable you to speak about daily routines, health, and cultural similarities and

    differences.

    What do you do in the morning to get ready? What do you do to take care of

    your health? How would you rate your overall quality of health and that of your

    country? How are daily routines and quality of health different in Spanish

    speaking countries?

    By the end of this unit, you will have acquired the language necessary to

    converse about daily routines and health practices in authentic situations.

    Enduring Understandings:

    Health, fitness and exercise look different across cultures.

    Conceptual Lens: Healthcare, Daily Routines, & Traditions

    Understanding, Responding to, and Producing Language Fitness and Exercise Daily Routines Health and Nutrition Consideration of Audience Conversations and Communication Pronunciation, Phonetics and Intonation Syntax

    Using Language in Cultural Contexts (National) Sports Healthy Living Expressions Idioms Role of Time with Routines

  • Guiding Questions: VOCABULARY 1. What is your daily routine? 2. How do you stay healthy? 3. How would you describe your emotional and physical state? 4. How do you give advice to someone regarding an ailment they have? 5. How would you communicate with a doctor regarding your symptoms?

    GRAMMAR 1. How do we express our emotional and physical state using estar, and

    tener?

    2. How do we appropriately use estar and tener in the past tense to express our of state of being?

    3. What makes a verb reflexive? 4. What are reflexive pronouns and how do we use them?

    CULTURE 1. Does knowledge of nutrition and exercise impact ones health? 2. What emphasis is placed on fitness in Hispanic countries in comparison

    to the United States?

    Learning Targets:

    (Based on ACTFL proficiently guideline) Proficiency Learning Targets: The student will be able to correctly

    talk about his or her daily routines. o what they are doing or did o list activities o schedule, sequence, frequency

    talk about nutrition, fitness, physical and emotional health. give advice and suggestions regarding health/fitness.

    Grammar Learning Targets: The student will be able to correctly

    1. identify the difference between reflexive and non-reflexive verbs. 2. use and conjugate a reflexive verb. 3. use estar, and tener idioms in the present and past tenses.

  • Assessments: Formative:

    Find your match Escuchemos Quiz-Quiz Trade Matamoscas Cooperative Learning Activities

    Summative:

    Interpersonal=Write to a doctor about an ailment/illness that you have;

    respond to a patient with recommendations for their ailment/illness

    TEKS addressed See TEKS matrix above.

    Topics of Chapter 9 Content-Based:

    Vocabulary Reflexive Verbs Estar, Tener

    Culture:

    Health and Nutrition Fitness Medical Services Role of Time in Routines

    Facts 1. A verb is reflexive if the action falls back upon the subject. 2. A reflexive verb must use a reflexive pronoun. (me, te, se, nos, os, se) 3. When we conjugate a reflexive verb, we put the reflexive pronoun

    before the conjugated verb.

    4. When reflexive verb is in its infinitive form, we leave the reflexive pronoun attached to the end.

    5. Estar (to be) is used to describe physical and emotional states. 6. Tener is used with memorized idioms when describing a person. 7. Adjectives are used with estar while nouns are used with tener

    idioms.

    8. The imperfect tense of estar (estaba) and tener (tena) are most often used to express physical and emotional state in the past tense

    unless it is a completed action.

  • Language of Instruction Nouns Stem Change

    Verbs Irregular

    Adjectives Subject Pronoun

    Expressions Reflexive

    Conjugation Pronouns

    Agreement Idioms

    Cognate Preterite

    Infinitive Imperfect

    List of Authentic Resources

    Yabla

    LAITS

    SpanishListening.org

    Exprsate videos

    Magazine/Newspaper Articles