¿Cómo son los juegos?

¿Por qué jugamos los juegos?

< < < para el profe > > >

This is an introduction to the new unit that you can do after the previous unit’s assessment or start class with it and immediately lead into the first lesson.

Prep:

  • Download the “Objective Sheet” and “Homework” from the download on main unit page
    • Print/copy for each student (can be put front/back)
  • Optional props to help with comprehension throughout the unit

Introduce Unit 

Start by introducing the new unit to the students to let them know what they will be learning.

Ask the question in Spanish “What are your favorite games?”

Essential Questions & Intercultural Reflections

Introduce the essential questions for the unit. See what they already think.

Option: Start a journal (written or video). Give them time to reflect back after lessons. There’s a document on the Reflection Day that you can use.

Unit Objectives

This part may be done in English depending on their proficiency level.

Print this from the main unit page.

Ask what they think they will need to learn to be able to understand information about games and describe them. Make a list of what they say.

Pass out the Objective Sheet for this unit to students. Have them circle their proficiency goal at the bottom. Refer back to the rubric if needed.

If you want to do a pre-assessment, they could try to do each of the objectives.

Experiences / Homework

Give them the experiences sheet. Go over the options. See if they have any other ideas that would connect with the 5 C’s (community, cultures, communication, connections, comparisons). Explain how, how many, and when to turn it in. Also explain guidelines for the “Your Option” like does it need to be approved first.

Vocabulary

Most students need to learn how to take notes and figure out what is important. To strengthen this skill, use blank vocabulary sheets and add to it throughout the unit.

At the end of each lesson, give them some time to add new words to this sheet (there are two options in the download). They may pick different words and that’s ok. You may need to do this with them the first few times to build this skill and to ensure that they are picking the most needed words.

This could also be a good way to set up a word wall by categories or daily lessons. Add the new words at the end of the lesson.

Extension Ideas:

  • For students with higher proficiency levels (intermediate and up), give them a pre-assessment to see their strengths and areas for growth.
  • Ask the art and/or humanities teacher to tell you about what they are learning to make some cross-curriuluar connections.

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