Professional Documents
Culture Documents
This lesson is the beginning of a new unit, however this unit builds each year of Spanish. Therefore, much of the information that they are being exposed to in this unit are terms or concepts
that they have been briefly acquainted with in previous levels of Spanish as well as already familiar with these concepts in English.
Stage 1 Desired Results (Unit Level)
Established Goals: (standards)
ACTFL Standard 1.1 Students will engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
ACTFL Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics
ACTFL Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
ACTFL Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic cultures.
ACTFL Standard 3.1 Students reinforce and further their knowledge of other disciplines through Spanish.
ACTFL Standard 4.2 Students demonstrate understandings of the concept of culture through comparisons between hispanic cultures and their own.
Traditional and alternative medicines represent the products, practices, and perspectives of a culture.
How we take care of ourselves is representative of our culture. What role do wellness and medicine play in our lives?
There are advantages and disadvantages to advancing medical technologies. How do cultural beliefs, practices, geography and economics impact choices in medical
The resources of our country and region are very indicative of our own development of wellness. treatments and decisions about wellness?
How does wellness change in different regions and countries?
Objectives (students will be able to)
Content objectives Language objectives
For Formatives:
Students will be able to use the preterit and imperfect to describe food made in the Canal
Cocina video, using food vocabulary.
Students will be able to use the indicative to explain the parts of the body, through the game
Quizlet Live.
Students will be able to identify the context for use of DOP and IOP in relation to spanish food
and body parts vocabulary.
Students will be able to use D.O.P and I.O.P to explain in conversation what they ate for
dinner last night, and with whom, using food vocabulary.
Students will be able to use D.O.P and I.O.P to explain in conversation how they felt when
they were sick, using health vocabulary.
Students use the simple present to identify whether or not food is saludable or no, using the
new vocabulary related to health and wellness. (el salud y el bienestar)
Students will use the simple past to identify whether or not the food they ate for breakfast was
SWBAT Determine the main themes and significant details on primarily familiar topics from
healthy, using vocabulary related to health and wellness.
authentic multimedia and print sources, both informational text and narratives with easily
Students will use the simple past to describe what they did over winter break.
discerned storylines.
Students will use the verb ser/estar and the forms of ""me duele"" to analyze the telenovela
SWBAT Determine meaning by using vocabulary knowledge, background knowledge, and
extr@.
possibly some contextual clues.
Students will be able to define the chapter 3 vocabulary through the game 31.
SWBAT Begin to identify and appreciate the values and perspectives of the target culture
Students will be able to listen to the affirmative and negative tu commands to describe advice
from within its own cultural system rather than judging nonAmerican cultural practices
a dr should give to a patient, using the vocabulary from chapter 3.
according to American conventions.
Students will be able to identify the vocabulary from chapter 3 in the song ""Recreos
SWBAT comprehend concepts related to health promotion and disease prevention (CC
Saludables.
Standard for National Health Education)
For Summatives:
Students will be able to use the simple present to describe an alternative medicinal practice,
in latin america, using the vocabulary related to health and wellness.
Students will be able to analyze different practices of curanderas, after reading an article by
the WHO.
Students will be able to use the vocabulary related to health (la medicina alternativa) and art
to analyze different representations of curanderos in different latin american countries, while
focusing on the use of the simple present.
Students will be able to use the imperative form (affirmative/negative tu and Ud commands) to
give advice on how to improve one's health, using the vocabulary from Chapter 3B such as
dieta, receta, saludable, tomar, aumentar, hacer ejercicios, etc.
Students will be able to listen to the affirmative and negative tu commands to describe advice a dr should give to a patient, using the vocabulary from chapter 3, such as pastillas, jarabe, descansar, tomar, visitar, comer, hacer
ejercicios, dolor de cabeza, etc.
Students will be able to identify the vocabulary from chapter 3 in the song "Recreos Saludables."