7th Grade Unit Outline: Unidad 1 México
Language and Level/Grade: Intermediate Spanish.
Approximate Length of Unit: 9 weeks (1st Quarter).
Essential Question: What roles do I play in my family and community?
Unit 1 Goals
Learners will be able to:
· Greet and say goodbye.
· Introduce oneself or others formally and informally.
· Identify oneself and others.
· Describe people’s physical and personality characteristics.
· Describe family members.
· Express temporary states, sensations, and conditions.
· Express one’s age and ask for the age of others.
· Formulate questions.
· Ask and tell one’s origin.
· Describe the customs, geographical aspects, and diversity of Mexico.
Summative Performance Tasks
Students will complete steps to address the following context in an Integrated Performance Assessment:
A nearby art museum will be hosting an exhibition with the theme of families around the world. As part of their community outreach, they want to see how families depicted in artwork are similar and different to the families in your community. You will present your family alongside a family portrait by a Mexican artist.
Interpretive
· To identify family relationships in a text about a Mexican painting.
o Observe a painting by Frida Kahlo and read a text describing the relationship between the people in the painting. Complete written activities to demonstrate comprehension, interpretation, and cultural awareness.
Presentational
· To describe people in two portraits painted by a Mexican.
o Find a painting by a Mexican artist that shows at least one person. With a partner, observe the two paintings and describe the people depicted in them. Make a list of the sentences.
· To identify and describe your family members and people in a Mexican painting.
o Display the painting you chose next to a portrait of your family. In an oral presentation, identify the people in each image and give a brief description of each
Cultures
Relating Cultural Practices and Products to Perspectives
Product: Act. 103: Examine the photo on page 78 and this map of Teotihuacan. Where was the photo taken from? With the help of the map and the texts, identify the places and the buildings you see in the photo.
Practice: Act. 73: Observa y escribe. Look at the dialogue below and write a list of all of the words you see that refer to people. For each one, write what it means or write the name of that person in your family.
Lee y comenta. Read what Tess and Elena said at Elena’s quince celebration. Do you think Elena had a good time at the party?
Escribe. Work with a partner to write a conversation that Tess might have had with Elena’s grandparents or with one of her friends.
Representa. Act out your script in front of the class.
Connections
Making Connections to Other Disciplines
Acquiring Information and Diverse Viewpoints
Act. 34: What American artists do you know? Are their depictions realistic or unrealistic?
Act. 33: Completa. Diana has written a description of the Frida Kahlo painting: El autobús. Complete the paragraph with the correct forms of the verb ser.
Habla. Talk to a partner and identify the six people on the bus.
Can-Do Statements
Interpretive
· I can recognize words for people in a conversation in Mexico.
· I can recognize words that describe people in a conversation about a famous Mexican artist.
· I can identify words relating to family relationships in dialogue set in Mexico.
· I can understand a dialogue relating to feelings at a cultural event in Mexico.
· I can identify cognates and infer their meanings in order to better understand a text about a Mexican landmark.
· I can identify key information about an influential Mexican artist.
Presentational
· I can present information about my family members and people I know.
· I can identify the person who is performing an action.
· I can identify myself and others in my own and other cultures.
· I can write a description of my own physical and personality traits.
· I can present information about people’s ages and belongings.
· I can describe relationships between family members in my own and other cultures.
· I can describe the feelings of myself and others in my own and other cultures.
· I can describe figures in a Mexican painting using practiced phrases and short sentences.
Interpersonal
· I can identify people in a conversation.
· I can describe people to a partner using practiced words.
· I can participate in conversations describing a Mexican artist and other people.
· I can describe my family tree with a partner using practiced words and phrases.
· I can express ownership using simple phrases in a conversation.
· I can ask and answer questions about feelings using practiced words and phrases.
· I can ask and answer questions about other people’s conditions and feelings.
Vocabulary
· Identify myself and others appropriately in my own and other cultures
· Describe myself and others in my own and other cultures
· Describe family relationships
· Express temporary conditions and talk about my feelings and those of others
· To express identity: personal pronouns
· The verb ser
· To describe people: descriptive adjectives and gender and number agreement
· To express conditions: the verbs tener and estar
· To express age: the verb tener
· To tell one’s origin: de verb ser + de
· To form questions
· People
· Family
· Physical characteristics
· Personality characteristics
· Temporary states and conditions