Unit Activity

Spanish 1

Unit: Friends and Family

This Unit Activity will help you meet these educational goals:
Vocabulary SkillsYou will use new and learned vocabulary in different real-world
situations.
Cultural AwarenessYou will investigate the culture and customs of other countries and
compare them to your own.
Communication SkillsYou will practice reading, writing, and listening skills to
communicate meaningfully in a new language.
21st Century SkillsYou will employ online tools for research and analysis.

Introduction
This is the culminating activity of the unit that you have studied, where you learned to name
and describe members of your immediate and extended family and various types of
relationships you have with friends and acquaintances. You also learned about different
family events and some basic navigational vocabulary. Learning Spanish becomes more fun
and interesting when you understand the social dynamics of Spanish-speaking cultures.
Please save this document before you begin working on the assignment. Type your answers
directly in the document.
___________________________________________________________________

Directions and Analysis

Task 1: Vocabulary Table and Grammar Guide
Update the vocabulary table and grammar guide that you worked on in the earlier units with
the new vocabulary and grammar rules that youve learned in this unit.
a. Update your Vocabulary Table here: (Insert your table from the previous unit here and
update it.)
Vocabulary Table
Spanish Word/Phrase
casa
padre
cancion
derecho
izquierda
parar
cerca
lejos
tomar

English Equivalent or
Context Reminder
house
father
song
straight
left
stop
close
far
drink

Pronunciation Tips
like the a in father
Like the a in amazing
Like the a in airplane
Like the e in elephant
Like the z in zebra
Like the a in attitude
Like the e in envelop
Like the e in enter
Like the o in orange

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2013 EDMENTUM, INC.

llamar
comer
correr
vender
Aprender
Caminar

call
eat
run
sell
learn
walk

Like the l in light

Like the o in odd
Like the o in obstacle
Like the e ejection
Like the p in post
Like the a in activity

b. Update your Grammar Guide here: (Insert your guide from the previous unit here and
update it.)
Grammar Guide
Word
t (pronoun)

Meaning
you (informal)

When to Use
When Not to Use
to address a friend
to address an older
or a younger person person or someone
you respect
To address a friend To thing already
or family member
when you put some
To address a friend To address when
you already ate

poner

To put

comer

To eat

Caminar
usted

To walk
You(formal)

usar

To use

seguir

To go

To address
someone

venir

To come

To address any
person

decir

To respond

ser

To be

To address a
person your
responding to
To address a friend

tener

To have

To address any one

To address a adult
or older person
To address a friend
or family memeber

To address a
younger person
To address a
person you talk to
yesterday
To address
someone in present
tense
To address
someone in present
tense
To address
someone in
present tense
To address
someone in present
tense
To address
someone in
present tense

Task 2: Immediate and Extended Family

a.
Create a three-generation family tree where you, or your avatar, are included in the
third generation. You can use the family tree template provided here or create your own.
To use the template, double-click inside the boxes and enter the names of the family
members and the Spanish terms for their relationships with you. Add or delete boxes in
each branch based on your family structure.

.
fernando

Samir

ana

Diana

valentina

b.

Claudia

You

John

louis

Once you complete the family tree, list five questions and their corresponding answers
(in Spanish) that describe the relationships between the members of your extended family.
Example:
Quin es el to de Silvia?
George es el to de Silvia.
Type your response here:

Task 3: Social Networking

a.
Create a mock social-networking profile in Spanish. You may include some basic
information such as your name, location, school, family members, hobbies and interests,
etc.
Be cautious not to violate copyright laws.
Nombre: Mateo Vargas
Lugar: Queens, New York.
Pais: Estados Unidos
Escuela: Aviation High School
Familia:
Madre: Diana
Padre: Samir
Abuelo: Fernando
Abuela: Ana
Tio: Tavo
Tia: Claudia
Amigos: John, Rohan, Kevin, Massimo, Isabel.

b.

Include some classmates and family members as "friends," note your relationship with
each of them, and list the activities they like to do or those that you like to do with them.

c.

Write a short blog in Spanish describing some activities that your friends do during
weekends, in their jobs, or at family events such as a wedding or a birthday party.

Type your response here: En los fin de semana yo voy a el parque y jugar futbol. Yo
juego Fifa 15 en el playstation cuatro con mis amigos. Yo alguna veces voy a fiesta de
cumpleaos.
Task 4: My Friends
a. Imagine you are Eric writing an email to a Spanish-speaking friend in the United States.
Describe your friends in Mexico, the activities you like to do with them, and things that
might have happened at a specific event you attended with them. For example, you can
write about a wedding, a birthday party, or a sporting event. Please type your response in
Spanish.
Type your response here:
Task 5: Directions
a. Find the directions from the Mexico International Airport to Erics host city of Puebla.
b. Write the directions in Spanish.
c. Include a screenshot of the map. You can use the Print Screen button to take a screen
shot of the map and then paste it into this document.

Resources:
Google Maps
Ir derecho a Eje 1 Nte
25 m

girar a la izquierda sobre Eje 1 Nte

120 m

girar a la derecho sobre Calle Alberto Santos Dumont

22 m

virar a la izquierda sobre 1 Nte/Miguel Lebrija

200 m

virar a la izquierda sobre Luis Bleriot

800 m

girar a la derecho sobre Calz Ignacio Zaragoza

Task 6: Family and Professions

Look at the family tree. Using an audio recorder available on your computer, record a few
sentences in Spanish describing each persons relationship to Gloria and what they do.
Submit that audio file to your teacher by way of the drop box.
1. Maria es una profesora y es la madre de Goloria
2. Renaldo es un estudiante y es el hijo de maria
3. Jose es un ingeniero y es el abuelo de Renaldo
4. Gloria es una dentista y es la prima de juanita
5. Emesto es un medico y es la mama de renaldo

Jose
(ingeniero)

Ernesto
(mdico)

Renaldo
(estudiante)

Paloma
(ama de casa)

Maria
(profesor)

Salvador
(banquero)

Gloria
(dentista)

Juanita
(periodista)

Rosa
(secretaria)

Pedro
(escritor)

Evaluation
Your teacher will use these criteria to evaluate your work.
Task 1: Vocabulary Table and Grammar Guide

(1 point)Beginning (2 points)Developing (3 points)Proficient

(4 points)Distinguished

Criteria

Completes the vocabulary table comprehensively: includes a comprehensive list of vocabulary

terms from the unit, correctly translates the words or gives context clues in Spanish, and provides
accurate pronunciation tips

Creates a comprehensive grammar guide: correctly establishes the rules for writing Spanish,
based on lessons from the unit

Completes the vocabulary table adequately: includes many vocabulary terms from the unit,
correctly translates most words or gives context clues in Spanish, and provides adequate
pronunciation tips

Creates an adequate grammar guide: adequately establishes the rules for writing Spanish,
based on lessons from the unit

Completes the vocabulary table partially: includes some vocabulary terms from the unit, correctly
translates some words or gives context clues in Spanish, and provides some pronunciation tips

Creates a somewhat adequate grammar guide: somewhat correctly establishes the rules for
writing Spanish, based on lessons from the unit

Completes the vocabulary table partially and incorrectly: includes very few vocabulary terms
from the unit, translates words or gives context clues in Spanish with several errors, and provides very
limited pronunciation tips

Creates a grammar guide with several errors: establishes very few or incorrect rules for writing
Spanish, based on lessons from the unit

Task 2: Immediate and Extended Family

Criteria

point)Beginning (1 Developing (2 points) points)Proficient (3 (4 points)Distinguished

Creates a three-generation tree with accurate information

Correctly shows understanding of the relationships between the members of a family
Accurately lists five questions and answers

Creates a three-generation family tree with mostly accurate information

Shows relevant understanding of the relationships between the members of a family
Lists five questions and answers in mostly complete sentences with some errors

Creates a three-generation family tree with some accuracy

Shows some understanding of the relationships between the members of a family
Lists five questions and answers in mostly complete sentences with several errors

Creates a three-generation family tree with many errors

Shows minimal understanding of the relationships between the members of a family

Lists five questions and answers in mostly incomplete sentences with many errors

Task 3: Social Networking

(4 points)Distinguished

Criteria

Accurately creates a social networking profile

Uses a wide variety of vocabulary to express relationships with family and friends

Uses a wide variety of vocabulary to describe social activities

(1 point)Beginning (2 points)Developing points)Proficient (3

Creates a social networking profile with mostly accurate information

Uses a moderate variety of vocabulary to express relationships with family and friends
Uses a moderate variety of vocabulary to describe social activities

Creates a social networking profile with some accuracy

Uses a limited set of vocabulary to express relationships with family and friends
Uses a limited set of vocabulary to describe social activities

Creates a social networking profile with many errors

Uses a very limited set of vocabulary to express relationships with family and friends
Uses a very limited set of vocabulary to describe social activities

Task 4: My Friends
(4 points)Distinguished

Criteria

Writes an email that conveys information accurately and meaningfully

Uses a wide variety of words and phrases to describe relationships with friends and social
activities

Uses correct grammar and spelling

point)g (1Beginnin (2 points)Developing (3 points)Proficient

Writes an email that mostly conveys information accurately and meaningfully

Uses a moderate variety of words and phrases to describe relationships with friends and social
activities

Work includes a few grammar and spelling errors

Writes an email that conveys information somewhat accurately

Uses a limited set of words and phrases to describe relationships with friends and social
activities
Work includes several grammar and spelling errors

Writes an email with inaccurate or insufficient information

Uses a very limited set of words and phrases to describe relationships with friends and social
activities

Work includes many grammar and spelling errors

Task 5: Directions
points)Proficient (3 (4 points)Distinguished

Criteria

Includes an image of the map and reads the map accurately

Gives the directions requested in Spanish correctly

Includes an image of the map and reads the map mostly accurately
Gives the directions requested in Spanish mostly correctly

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(1 point)Beginning (2 points)Developing

Includes an image of the map and reads the map somewhat accurately

Gives the directions requested in Spanish somewhat correctly

Includes an image of the map and reads the map somewhat with many errors
Gives the directions requested in Spanish incorrectly

Task 6: Family and Professions (Audio Recorder Activity)

(4 points)Distinguished

(3 points)Proficient

Communicates clearly in the target language, uses sufficient vocabulary; a few pronunciation
or sentence structure errors that slightly impede understanding

(2 points)Developing

Criteria

Response is not on topic or us too brief or low level; may be of little value (e.g., yes or no
answers)

Unclear communication in the target language; uses limited vocabulary; makes several
pronunciation or sentence structure errors that significantly impede understanding

Response is completely on topic

Communicates clearly in the target language; uses a variety of vocabulary; rare instances of
pronunciation or sentence structure errors that impede understanding

Response is related to the topic

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(1 point)Beginning

Response does not relate to the topic or is inappropriate or irrelevant

Does not communicate in the target language in a coherent manner; does not use much
vocabulary; makes many pronunciation or sentence structure errors that make the audio difficult
to understand

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