Unit Theme: How Do I Stay Healthy? Level 2, Unit 2

Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours Context for the Integrated Performance Assessment Students will be part of a mentor program for Hispanic students and are to investigate good choices regarding health and well-being.

Interpretive Task First, read suggestions for living better from a Spanish website. Summarize the main idea of these suggestions.

Interpersonal Task Students will discuss their personal health habits and any changes for improvement.

Presentational Task Choose one area of self-improvement and tell why i.e., exercise, sleep, eating healthy

Project Mi Rutina

Unit Understanding(s) Unit Essential Question(s) Students will understand that…  What factors influence teen choices in a given culture?  Opportunities and choices vary in target countries.  How does the notion of teenage independence vary  Peers in target countries may have different interests from culture to culture? and perspectives.  How does culture impact teenage awareness of social  Health habits vary based on culture, geography, issues? economy and history.  In what areas do teenagers have control?  The foods we eat often reflect our backgrounds and  What decisions are teenagers expected to make? traditions.

Students will … ask for and exchange information about teenage opportunities. compare their opportunities with those of other students. describe personal habits related to teenage life. make recommendations about positive choices.

Eugene Ashley High School Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours North Carolina World Language Essential Standards Students NM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or other stimuli NM.CLL.2.1 Understand the meaning of memorized phrases and questions about familiar topics and surroundings. NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language. NM.CLL.3.1 Use memorized words and phrases in presentations on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings. NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations. NM.CLL.4.1 Compare basic cultural practices of people in the target culture and the students’ culture. NM.COD.2.3 Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.). NM.CMT.1.1 Use memorized words and phrases to ask and answer simple questions on familiar topics. NH.CLL.1.1 Use simple phrases and short sentences to exchange information about familiar topics NH.CLL.1.4 Use simple questions about familiar topics to acquire needed information. NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics.

Eugene Ashley High School Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours

Suggested Suggested Lexical Support Resources and Instructional Culture Content Structures Materials Strategies Vocabulary for  Structures for  Avancemos 2 Instructional *Food and eating identifying health comparing as  Avancemos 1 Strategies: habits and fitness activities appropriate  Lotería de Nombres *Hygiene Acostarse  Reflexives (p. Internet resources: – Bingo Nombre – *Healthy lifestyle Afeitarse 119) http://www.spaleon.com/ - put a list of questions choices Apagar la luz  Present Conjugating Verbs online on the board – *Galeria Hispanica – Arreglarse Progressive (p. – students get immediate students must write take photos and upload feedback, but cannot be Bañarse 124) the questions into a to a power points. submitted to teacher Cepillarse los dientes  Direct Object bingo board – Teacher writes an Despertarse Pronouns (p. students then walk excerpt for each picture Dormirse http://www.youtube.com/u (Flags, people, food, 41) ser/SrMara - Parodies of around and find the Ducharse  Indirect Object Justin Timberlake for Verb students literature, art, all about Encender la luz Pronouns (p. Conjugations one country ) Entrenarse 46)  Pelota Mala – Lavarse  Tener http://www.quia.com/ - students speak in Levantarse  Tener ganas de quiz students online Spanish, if anyone is Maquillarse  Tener que speaking English, Peinarse http://www.epals.com/ - they are thrown a Ponerse la ropa get an internet pen pal – ball. They now have La rutina you register and all emails pelota mala. Secarse go to you first Whoever has it at the Tener prisa end of the block Tener sueno http://www.studyspanish.c must do something om/ - La cara (like push in chair, El codo be the last to leave, El cuello http://www.moma.org/ - art exhibits online – etc.) El dedo especially useful during Del dedo del pie  Silent Ball – students El diente http://www.polleverywher are in a circle, sitting La garganta e.com/ - like a twitter, on their desks. silent!

Eugene Ashley High School Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours El hombro anonymous polling – Be They toss the ball to La muñeca careful with the texting each other and call El odío comments because you out vocabulary La uña cannot track comments words. Review activity. Personal care items http://www.sheppardsoftw are.com/ - geography El cepillo puzzle pieces  Onion activity – El champú have students (or La crema de afeitar http://www.newseum.org - teacher) write El desodorante online new articles questions on paper El jabón and crumple up the La pasta de dientes http://freerice.com/ - paper and roll the El piene internet flashcards – paper on top of the El secador de pelo random vocabulary words other papers. La toalla Teacher plays music, http://jeopardylabs.com – and students’ play Más create a jeopardy game for hot potato with the La boca your students. ball. When the El brazo music stops, they La cabeza Options for Online must peel a question Projects El corazón off the onion and http://animoto.com/ - El cuerpo online projects answer it El estómago La mano http://www.audacity.com/  Speaking Drills – La nariz - upload voices create a transparency El ojo (or any other data Los pulmones http://www.pixton.com/ - point) with columns La oreja create your own comics – of information. El pelo best if used as a project Students must El pie outside of class or in 20 quickly go through La piel minutes at a lab (not the information and La pierna including instructional speak. You can do La rodilla time) this with ANY El tobillo information you are http://goanimate.com/ - Eugene Ashley High School Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours Alisar el pelo create your own character covering. Make it La base – send project with work for you. They La colonia students and have them e- are super easy to Cortarse el pelo mail it to the teacher. create Los cortaúñas Additional resources: El esmalte  Speak for 1.5 http://quizlet.com/ - Free La loción site that allows you and minutes about El perfume your students to make getting to know each El pintalabios electronic flash cards other – talk about Pintarse el pelo gestures in other El rímel www.mindomo.com – countries – ask Rizarse el pelo students can create Venn students to La seda dental diagrams incorporate La sombra de ojos appropriate gestures www.techsmith.com/jing/ Staying Healthy - this allows students to  conversation circles Enfermo capture images and create – 10 questions on a Fuerte videos or share note card, divide information Herido students up – inside Levantar pesos www.voki.com – this circle has a questions La salud allows students to add a and asks the same Sano voice and information to question – outside Doler various characters. It circle moves and Elbloqueador de sol makes the content come to answers Bucear life. Caminar  Attendance Hacer esquí acuático www.voicethread.com – questions – 10 min. El mar this allows students to activity - while La playa create a slide show while taking attendance, narrating the information Tomar el sol students answer El/la doctor(a) on various slides certain questions, El/la paciente www.glogster.com- sometimes all the El consultorio students can create online same, sometimes all Tener una cita collages to show the different – up to the

Eugene Ashley High School Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours La alergia material they are learning teacher La gripe El resfriado www.hippocampus.org –  Buenas noticias – 30 Estornudar online digital media that sec activity - Toser provides homework help students begin with and additional material La medicina the weather and date and information for vimeo.com – this allows -hacer ejercicio students upload videos the day -remar -levantar pesas http://www.izzit.org/events  Yarn activity – -fumar /index.php - This site student is required to -comida saludable provides a different daily pull out colored yard -pirámide de comidas news article with a series and speak in Spanish -dieta of discussion questions until the color o the -perder peso every weekday throughout yarn changes – other -aumentar peso the school year. students are to listen -lastimar(se) and answer random -limited body parts as questions needed www.wordle.com – students can create various -me duele(n)  Talk a thons – 2 -evitar word art using terms from daily lesson week activity - -vegetariano students are giving a -vitaminas www.timetoast.com – this document and have -azúcar provides interactive to write the -granos timelines for students to conversation with -sangre view and they can create the questions who, -mantenerse en forma their own what when where why and how. The Expressions of www.bubblecomment.com conversations are frequency – this allows teachers or graded on their -primero students to add 30 second grammar and are -entonces videos in a bubble form to paired up. The any website -luego students then -más tarde onetruemedia.com - students can create various memorize parts of Eugene Ashley High School Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours -por fin videos the conversation and -siempre present it to the class -nunca http://www.opendiary.com -a veces / - online diary that -normalmente students can use for daily Listening Activities -generalmente writing assignments and can share with others in the -aveces class or teachers  Alphabet song -con quizlet.com – students can http://www.youtube. frecuencia/frecuentam create flashcards that are com/watch? ente interactive, practice v=JUcu9PUh9_A -de vez en cuando material in test form, play review games  Numbers to 30 Vocabulary to http://www.youtube. describe choices http://www.vizu.com/inde com/watch? and obligations x.html - this allows you to v=L26jwqF9Zro -es importante + create polls you can use in infinitive you classroom that students can respond to  Take a Spanish song -es necesario + and delete some of infinitive www.doodle.com –this the words. Students -hay que + inf. allows students to respond receive bonus credit -deber + inf. to events you are holding for every word they -poder + inf. or use calendars to remind get correct. them of assignments Vocabulary to  20 yr old guy who describe timeframes www.slideshare.com – this knows 11 languages -después de la allows students to upload – Alex Rawlings escuela PowerPoint’s to create a http://www.youtube. -el fin de semana video com/watch? -por la mañana v=55_G66g02QU -por la tarde www.xtranormal.com – -por la noche this allows students to create cartoons to express  1 semester of their comprehension of the Spanish love song material http://www.youtube. com/watch?

Eugene Ashley High School Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours www.animoto.com – this v=ngRq82c8Baw allows students to create a short video that contains content information

www.zooburst.com – this allows students to create interactive 3D pop up books

www.imageloop.com – this allows students to create videos using images and content

www.toondoo.com – this allows students to create cartoon strips for the information

www.chestercomix.com – this allows you to find comic books that discuss social studies topics

www.linoit.com – this allows you to create a bulletin board of post it notes that students can add to and you can have an online discussion or share information

www.wikispaces.com – this allows you to create a document that students can edit and add information to

bubbl.us –students can create thinking maps

Eugene Ashley High School Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours

Context for the Integrated Performance Assessment Students will be part of a mentor of a mentor program for Hispanic students and are to investigate good choices regarding health and well-being.

Interpretive Task  First, read suggestions for living better from a Spanish website. Summarize the main idea of these suggestions.

Interpersonal Task  Students will discuss their personal health habits and any changes for improvement.

Presentational Task  Choose one area of self-improvement and tell why i.e. exercise, sleep, eating healthy.

Assessment Rubrics Interpretive Task

Eugene Ashley High School Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours No rubric necessary

Interpersonal Task Rubric 1 Does not meet 2 Meets 3 Exceeds expectations expectations expectations Language Use Student uses little or Student uses the Student uses the no target language target language target language and relies heavily on consistently but may exclusively and native language mix native and target integrates target word order. language word language word order order. into conversation.

Ability to Sustain Student only Student answers Student asks and Conversation answers partner’s partner’s questions answers questions direct questions. and uses rejoinders and extends the to continue the conversation. conversation. Vocabulary Use Student uses limited Student uses only Student uses both and repetitive recently acquired recently and vocabulary. vocabulary. previously acquired vocabulary.

Presentational Task Rubric

1 Does not meet 2 Meets 3 Exceeds expectations expectations expectations Amount of Student gives limited Student gives Student gives Communication or no details or adequate details or consistent details examples. examples. and examples.

Accuracy Student’s accuracy Student’s accuracy Student’s accuracy with vocabulary and with vocabulary and with vocabulary and structures is limited. structures is structures is

Eugene Ashley High School Unit Theme: How do I stay healthy? Level 2, Unit 2 Spanish 2 Duration of Unit: 30 hours adequate. exemplary.

Comprehensibility Student’s ideas lack Student’s ideas are Student’s ideas are clarity and are adequately clear and precise and easily difficult to fairly well understood. understand. understood.

Rubrics Adapted from Prentice Hall’s Paso a Paso series with permission

Eugene Ashley High School