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 people’s daily lives in every culture.

What do daily routines and quality of health say about one’s 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 one’s 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” (tenía) 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

Exprésate videos

Magazine/Newspaper Articles