Module One: Interpretive Mode
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Background and Context
Background: This module is designed as a supplement to the Avancemos Series Unidad 3 Lección 1: Mi Comida Favorita. This module is part of a fifteen day unit for Spanish I students. In the unit, students will learn to talk about foods and beverages, ask questions, and say which foods they like and dislike. Students will also be discussing similarities and differences in relation to grocery store adds from one culture to another. Throughout the unit students will build their vocabulary for the culminating product. Students will create a product, a grocery list for a party they will be hosting.
Meaningful Take-Aways From the Unit
Enduring Understanding:
- Where I live affects what I eat.
- Everyone has likes and dislikes when it come to food and drink.
- Why do grocery lists differ from one person to another?
- How do historical influences affect the food people eat?
- What do you like to eat and drink?
- Students will be able to talk about foods and beverages.
- Students will be able to ask questions.
- Students will be able to say which foods they like and dislike.
- Students will be able to discuss cultural similarities and differences.
- Student will create a grocery list for a party.
STANDARDS ADDRESSED IN Module I: Interpretive Mode
ACTFL Standards
Communication
Communicate in Languages Other Than English
1.2: Students understand and interpret written and spoken language on a variety of topics.
Students will be comparing adds from two different grocery stores: Safeway (United States) and Soriana (Mexico).
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Based on what students have learned, they will create a grocery list for a party they will host on a budget.
Cultures
Gain Knowledge and Understanding of Other Cultures
2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
After comparing grocery store adds from the United States and Mexico, students will understand how and why the adds are similar and different. Students will have to think about what is available for each culture and why it is available.
Connections
Connect with Other Disciplines and Acquire Information
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Students will be looking at the geography, imports, exports and climate of Mexico and the US to analyze how are diets are similar and different.
Comparisons
Develop Insight Into the Nature of Language and Cultures
4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Tying into Cultures 2.2, after comparing grocery store adds from the United States and Mexico, students will understand how and why the adds are similar and different. Students will have to think about what is available for each culture and why it is available.
ITSE Standards: Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
Students will be analyzing and evaluating commercial adds and brochures for grocery stores in the United States and Mexico.
d. Process data and report results
Students will be converting pesos to dollars in order to compare product prices in the US and Mexico.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
As students evaluate the adds they have the opportunity to ask questions of each other.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
Anytime technology is used, students need to be aware of the responsible use of technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
Focusing on positive attitude and learning, students will need to be honest in class. They will only be using technology for the purpose of researching adds. Looking at a website in another language can be overwhelming with the limited amount of vocabulary level I students have. Student will need to practice patience and independent learners.
Communication
Communicate in Languages Other Than English
1.2: Students understand and interpret written and spoken language on a variety of topics.
Students will be comparing adds from two different grocery stores: Safeway (United States) and Soriana (Mexico).
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Based on what students have learned, they will create a grocery list for a party they will host on a budget.
Cultures
Gain Knowledge and Understanding of Other Cultures
2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
After comparing grocery store adds from the United States and Mexico, students will understand how and why the adds are similar and different. Students will have to think about what is available for each culture and why it is available.
Connections
Connect with Other Disciplines and Acquire Information
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Students will be looking at the geography, imports, exports and climate of Mexico and the US to analyze how are diets are similar and different.
Comparisons
Develop Insight Into the Nature of Language and Cultures
4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Tying into Cultures 2.2, after comparing grocery store adds from the United States and Mexico, students will understand how and why the adds are similar and different. Students will have to think about what is available for each culture and why it is available.
ITSE Standards: Students
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
Students will be analyzing and evaluating commercial adds and brochures for grocery stores in the United States and Mexico.
d. Process data and report results
Students will be converting pesos to dollars in order to compare product prices in the US and Mexico.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
As students evaluate the adds they have the opportunity to ask questions of each other.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
Anytime technology is used, students need to be aware of the responsible use of technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
Focusing on positive attitude and learning, students will need to be honest in class. They will only be using technology for the purpose of researching adds. Looking at a website in another language can be overwhelming with the limited amount of vocabulary level I students have. Student will need to practice patience and independent learners.
ACTFL and ISTE Standards
ITSE Standards: Students
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media d. Process data and report results 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity |
ACTFL Standards
Communication Communicate in Languages Other Than English 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2: Students understand and interpret written and spoken language on a variety of topics. 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures Gain Knowledge and Understanding of Other Cultures 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections Connect with Other Disciplines and Acquire Information 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Comparisons Develop Insight Into the Nature of Language and Cultures 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. |
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