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TSD World Languages UbD Unit Template

Language
Course/level
Targeted Proficiency
Level
Thematic unit
Unit length

Spanish
Spanish 300
Intermediate-Low
Live and Feel: Lens-Balance
6 Classes (60 min)
Stage 1: Desired Results

__X___1.1 Interpersonal communication


__X___1.2 Interpretive communication
__X___1.3 Presentational communication
__X___2.1 Cultural practices and perspectives
Standards: Check as
_____2.2 Cultural products and perspectives
many as apply.
__X___3.1 Connections to other disciplines
__X___3.2 Acquiring new information
_____4.1 Language comparisons
__X___4.2 Cultural comparisons
Enduring
Finding balance in life is the best way to succeed in life.
Understanding(s)
People find balance in different ways
Essential Question
What schedule will allow you to have the most successful life while incorporating all
your special hobbies?
Guiding Questions
What is your dream job?
How many hours are you required to work?
Do you have family priorities? (We want family to be priority number one)
What hobbies do want to try or do when you are older?
What is the best schedule for this individual? (Classmates schedule)
What do students in other latin american countries do on a daily basis?
Learning goals
At the end of this unit, students will:
Have a clear understanding of how to find balance in life through a schedule that
promotes time with family.
Will be able to create and explain a schedule.
Be able to create imaginary lives.
Be able to explain daily life schedules of citizens from latin american countries of their
same age
Functions
Knowledge
What can learners do?
What context, structure and culture will learners need to show their knowledge?
Functions
Context
Structure
Culture
Discuss different activities
hobbies
Prese
they want to do in their lives
nt
explain their
and activities other students
Cond
priorities
have to do on a daily basis in
itional
explain others
latin american cultures.
priorities
Create a weekly plan for other
Hours
Prese
Social
students outlining their
nt
Classes
Hobbies
priorities.
Futur
Family
e
Give a descriptive summary of
Prese
Latina foreigner's daily lifestyle.
nt
America
(Daily schedule)
Give reasons for different daily
Economics
Prese
Latinschedules for specific Latin Family
nt
America
American cultures.
Prete
rit

Interpretive
Interpersonal
Presentational

Stage 2: Assessment Evidence


Summative Performance Assessments
Read each others activities, decipher each others needs.
Explain why people from around Latin-America have a very different
schedule than us.
Explain how different priorities influence each others daily schedules.
Share their schedule with the class and a schedule of a person their own age from a LatinAmerican country.
Formative Assessments
Other Summative Assessments
Present in Spanish what their schedule looks like that was
Time quizzes (what is the time?)
created by their classmate and explain the schedule of a
Vocab quizzes
child in a latin-american country and the reasoning behind
o Hobby list
this specific schedule.
o Numerical
1st,
2nd, 3rd
o Family Tree
Map Quiz?
Stage 3: Learning Activities
Interpersonal

Explain the how their schedule may differ


if they would have designed it themselves.
Identify difficulties about the country of
origin they are studying.

Interpretive

Presentational

Be able to read each others priorities


and hobbies and create a daily
schedule for a classmate using their
requirements.

Present what their schedule is


according to the designer and
give a brief summary of the
investigated country schedule
for a child their own age and
what hardships they face on a
daily basis.

Other Learning Activities

Resources

Life in Spain (.pdf)


Life in Bolivia