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Students learn to communicate verbally and in writing about travel experiences, benefits of traveling, and daily leisure activities. The unit builds interpretive, interpersonal, and presentational skills using simple sentences and key language functions such as descriptions, preferences, comparatives/superlatives, and past tense forms (preterite and imperfect). 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Students will express the benefits that traveling could bring in a global community. |  |  |\n| Stage 1-Desired Results |  |  |\n| STANDARDS | Transfer |  |\n| Interpretive:\u003Cbr>Reading: (I-L1) I can identify the topic and related information from the simple sentences in short informational texts.\u003Cbr>Listening: (I-M3) I can identify the main idea and key information in short straightforward conversations.\u003Cbr>Interpersonal:\u003Cbr>Writing: (N-M2)I can express basic needs related to | Students will be able to communicate verbally and textually around travel and entertainment. |  |\n|  | Meaning |  |\n|  | ENDURING UNDERSTANDINGS Students will understand that…\u003Cbr>Each Spanish Speaking Country is unique in their music,food, traditions etc. Traveling can bring benefits to both the traveler and the Country that you visit in terms of intercultural and economical exchange. Traditional products and services of a community impact tourism. | ESSENTIAL QUESTIONS\u003Cbr>Students will continue to consider  \u003Cbr>● What can you learn about a Spanish Speaking Country when you travel?\u003Cbr>● Why would you like to travel?\u003Cbr>● How does your daily and leisure activities impact the quality of life in your community? |\n|  | Acquisition |  |\n\n\n| familiar and everyday activities, using a mixture of practiced or memorized words, phrases, and questions.\u003Cbr>Speaking: (N-H2)\u003Cbr>I can interact with others to meet my basic needs related to routine everyday activities, using simple sentences and questions most of the time.\u003Cbr>Presentational:\u003Cbr>Writing: (N-H1)\u003Cbr>I can present personal information about my life and activities, using simple sentences most of the time.\u003Cbr>Speaking: (N-H1)\u003Cbr>I can present personal information about my life and activities, using simple sentences most of the time.\u003Cbr>Intercultural\u003Cbr>Communication: (novice)\u003Cbr>In my own and other cultures, I can identify products and practices to help me understand perspectives. | Students will know…\u003Cbr>Language Functions:\u003Cbr>● Be able to give detailed descriptions when traveling and leisure activities using the correct structures of superlatives and comparatives.\u003Cbr>● Tell a story about the last trip you took using the correct forms of the past tense and appropriate vocabulary.\u003Cbr>● Identify perspectives of leisure and travel activities from different Spanish Speaking Countries\u003Cbr>● Identify cultural differences in regards to leisure activities and travel from short presentations.\u003Cbr>Related Structures/patterns:\u003Cbr>● Polite requests and expressions of desires/preferences (me gustaría, me encantaría, preferiría,quisiera)\u003Cbr>● Comparative and superlatives\u003Cbr>● Adjectives and adverbs\u003Cbr>● Past tense: preterite and imperfect\u003Cbr>● Irregular and Regular verbs (the differences between the 2 tenses)\u003Cbr>● Affirmative and negative expressions\u003Cbr>● Affirmative and negative informal (“tú”) commands\u003Cbr>● Accent marks: Agudas & graves o llanas\u003Cbr>● Spelling / Homonyms ( b & v)\u003Cbr>Priority vocabulary:\u003Cbr>● Leisure and travel activities; itineraries | Students will be skilled at…\u003Cbr>Interpretive\u003Cbr>● Understand the benefits of traveling\u003Cbr>● Identify the most representative products and traditions ofthe Spanish Speaking Countries\u003Cbr>● Identify some different currencies of Spanish Speaking Countries\u003Cbr>Interpersonal\u003Cbr>● Participate in small group discussions about the benefits of traveling (advantages and disadvantages)\u003Cbr>● Exchange information about likesand dislikes about traveling and their favorite places\u003Cbr>● Respond to an email about their traveling experiences and or preferences.\u003Cbr>Presentational\u003Cbr>● Describe y","cbCaisy6ZgvKZuGW","https://ap.wps.com/l/cbCaisy6ZgvKZuGW","pdf",96459,"English","# Unit Summary\n## Stage 1-Desired Results\n## Enduring Understandings and Essential Questions\n## Students Will Know and Students Will Be Skilled At\n## Supporting SEL Standards\n## Stage 2-Evidence\n## Stage 3-Learning Plan","[{\"question\":\"What is the main theme of Heritage Spanish 1 Unit 2?\",\"answer\":\"The unit centers on contemporary life, especially travel \\u0026 leisure and entertainment \\u0026 fun, including how these experiences reflect perspectives of Spanish-speaking countries.\"},{\"question\":\"Which language functions and grammar points does Unit 2 emphasize?\",\"answer\":\"Students focus on describing travel and leisure activities, telling stories about the last trip, using comparatives and superlatives, and applying past tense forms: preterite and imperfect. The unit also includes polite requests and desires/preferences, commands, and accent and spelling patterns (agudas/llanas, b \\u0026 v).\"},{\"question\":\"How do students demonstrate learning in this unit?\",\"answer\":\"The unit includes stage-based assessment elements such as performance tasks, including IPA template and student self-assessment and reflection under Stage 2 evidence.\"}]","Contemporary Life: Travel & Leisure, and Entertainment & Fun - Unit 2 | PDF",1790639033]