Académique Documents
Professionnel Documents
Culture Documents
Plan
Overview
Transfer
Students
will
be
able
to
independently
use
their
learning
to
The
Spanish
class
of
5th
grade
students
in
Write
a
descriptive
paragraph
about
themselves
Orchard
View
Elementary
School
incorporates
Write
a
paragraph
describing
someone
that
he
or
she
knows
TPRS
instruction
method.
Since
it
is
story-based,
Write
an
introductory
paragraph
about
oneself
and
video-record
it
each
unit
has
certain
characters,
and
each
lesson
Identify
and
use
definite
articles
and
indefinite
articles
according
to
the
gender
and
the
number
of
the
noun
has
the
episodic
stories
of
those
characters.
Identify
the
nouns,
verbs,
and
adjectives
in
Spanish
These
stories
are
used
as
tools
for
teaching
grammar
and
vocabulary
to
the
students.
Since
Define
the
verbs
ser,
tener,
hay,
and
gustar
use
them
according
to
the
content
the
school
year
is
starting
now,
the
students
are
Count
and
write
numbers
in
Spanish
from
0
to
20
learning
new
characters,
and
the
lessons
provide
Know
the
definition
of
the
words
and
phrases
from
the
vocabulary
list
and
use
them
in
their
writing
descriptions
of
each
character.
Know
the
phonetic
system
of
Spanish
and
read
their
writing
in
Spanish
Memorize
the
question
/
interrogative
words
While
TPRS
method
offers
some
benefits
such
as
Identify
Spanish-speaking
countries
and
describe
their
culture
memorizing
the
words
within
a
passage
and
understanding
their
uses,
many
of
the
stories
of
Compare
and
identify
the
cultural
as
well
as
linguistic
difference
between
English
and
Spanish
(i.e.,
gustar)
fictional
and
very
different
from
the
real
life.
This
may
result
in
lack
of
connection
to
the
actual
use
of
Spanish
in
the
everyday
life.
Therefore,
this
unit
plan
will
apply
the
learning
to
a
more
personal
level
by
leading
the
students
to
now
write
an
introductory
paragraph
about
oneself
or
a
descriptive
paragraph
about
a
person
that
he
or
she
knows.
Meaning
UNDERSTANDINGS
ESSENTIAL
QUESTIONS
Students
will
understand
that
Students
will
keep
considering
Spanish
words
have
different
phonetic
system
and
How
are
Spanish
and
English
different?
spelling
How
can
I
write
a
sentence
in
Spanish?
Spanish
and
English
sentences
have
a
different
word
How
do
I
read
in
Spanish?
order
both
in
statements
and
questions
(especially
What
do
the
pronouns
t
and
usted
mean,
and
when
with
adjectives).
Established
Goals
do
I
use
them?
In
order
to
introduce
someone,
it
is
important
to
have
What
do
the
verbs
ser,
tener,
hay,
and
gustar
Grade
5
the
basic
information
about
that
person
mean?
Gender
and
numbers
determine
the
conjugation
form
How
do
I
conjugate
the
verbs
in
Spanish?
Communication
in
Spanish
verbs
as
well
as
in
adjectives
How
can
I
use
the
words
from
the
vocabulary
list?
1.1:
Students
engage
in
conversations,
Pronouns
t
and
usted
can
both
translated
as
the
How
can
I
phrase
a
question
in
Spanish
using
provide
and
obtain
information,
express
English
be
verb
but
are
used
with
different
contents
interrogative
words?
feelings
and
emotions,
and
exchange
Spanish
numerical
system
and
questions
use
different
What
should
I
share
about
myself
with
the
native
Spanish-
options.
punctuation
marks
speaker?
1.2.
Students
understand
and
interpret
The
word
order
with
nouns
and
adjectives
are
How
can
I
write
sentences
and
a
paragraph
using
the
written
and
spoken
language
on
a
variety
of
different
in
English
and
in
Spanish
information
given
about
an
individual?
topics.
1.3.
Students
present
information,
concepts,
and
ideas
to
an
audience
of
listeners
or
(What
specically
do
you
want
students
to
understand?
readers
on
a
variety
of
topics.
What
inferences
should
they
make?)
Based
on
Wiggins
and
McTighe
(2011)
The
Understanding
by
Design
Guide
to
Creating
High-Quality
Units
and
Van
Brummelen
(2002)
Steppingstones
to
Curriculum
Cultures
2.1
Students
demonstrate
an
understanding
of
the
relationship
between
the
practices
and
perspectives
of
the
culture
studied.
2.2
Students
demonstrate
an
understanding
of
the
relationship
between
the
products
and
perspectives
of
the
culture
studied.
Connections
3.1
Students
reinforce
and
further
their
knowledge
of
other
disciplines
through
the
foreign
language.
3.2
Students
acquire
information
and
recognize
the
distinctive
viewpoints
that
are
only
available
through
the
foreign
language
and
its
cultures.
Comparisons
4.1
Students
demonstrate
understanding
of
the
nature
of
language
through
comparison
of
the
language
studied
and
their
own
4.2
Students
demonstrate
understanding
of
the
concept
of
culture
through
comparisons
of
the
cultures
studied
and
their
own.
Communities
5.1
Students
use
the
language
both
within
and
beyond
the
school
setting
Cited
from
Standards
for
Foreign
Language
Learning,
ACTFL
(American
Council
on
the
Teaching
of
Foreign
Language)
Evaluative
Criteria
1. Students
will
need
to
participate
in
the
classrooms.
2. Students
say,
write,
listen
to,
and
understand
in
Spanish.
Stage
2-
Evidence
Students
will
show
their
learning
by
PERFORMANCE
TASK(S):
Write
a
paragraph
introducing
oneself.
Video
record
themselves
introducing
themselves.
Connect
with
a
Spanish-speaking
student
and
introduce
each
other.
All
the
materials
collected
in
the
binder.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
3.
4.
(How
will
students
demonstrate
their
understanding-
meaning-making
and
transfer-
through
complex
performance?)
(What
criteria
will
be
used
in
each
assessment
to
evaluate
attainment
of
the
desired
results?)
(Regardless
of
the
format
of
the
assessment,
OTHER
EVIDENCE:
what
qualities
are
most
important?)
Quiz,
test,
and
other
classroom
activities
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Stage
3-
Learning
Plan
(What
pre-assessments
will
you
use
to
check
students
prior
knowledge,
skill
levels,
and
potential
misconceptions?)
(Toward
which
goal
does
each
Learning
Events
learning
event
build?)
Student
success
at
transfer,
meaning,
and
acquisition
depends
upon
their
participation
in
Acquisition
these
learning
events
Meaning
Transfer
Progress
Monitoring
(How
will
you
monitor
students
progress
toward
acquisition,
meaning,
and
transfer
during
lesson
events?)
(What
are
potential
rough
spots
and
student
misunderstandings?)
Star
the
multiple
means
of
representation;
underline
the
multiple
means
of
action
and
expression;
circle
the
multiple
means
of
engagement
(Are
all
three
types
of
goals
(acquisition,
meaning,
and
transfer)
addressed
in
the
learning
plan?)
(Does
the
learning
plan
reflect
principles
of
learning
and
best
practices?)
(Is
there
tight
alignment
with
Stages
1
and
2?)
(How
will
students
get
the
feedback
they
need?)
Based
on
Wiggins
and
McTighe
(2011)
The
Understanding
by
Design
Guide
to
Creating
High-Quality
Units
and
Van
Brummelen
(2002)
Steppingstones
to
Curriculum