Unit 3
¡Verdes somos!
Statement of Inquiry: Advice on saving the environment needs the language patterns used in giving directions.
Competencies
(1) Citizenship: I can consider ethical, cultural and environmental implications
(2) Communication: I can communicate in a clear and connected manner making it easy for audiences to understand what I am trying to express
Sentence Builder
Assessment
Writing: Students complete a poster (infographic), in Spanish, working individually, about a specific, country-focussed, environmental issue(s) from a list of 5-6 issues chosen by the teacher. To be successful students need to include ways to help and solutions as well as detailing the problem. Word count 150-200 words.
Listening: Students listen to a 2-3 minute news item about an environmental issue covered in class with comprehension questions and/or listen to an environmental song with comprehension questions. There will also be questions on conventions about environmental issues in the TL country and questions on connecting the grammar, picking out the grammar used in the videos.
Inquiry Questions
Factual Questions: What are some environmental problems and their consequences in the Spanish-speaking countries? What are some endangered animals in the Spanish-speaking countries? How can we help solve environmental issues of the Spanish-speaking countries? What are some words for the outdoors environment?
Conceptual Questions: What verb forms do I need to know to instruct others to do things?
Debatable Questions: Does adding politeness terms (please, thank you) to commands make it more or less likely that those commands will be followed?