Level 1 Spanish

Teacher Candidate
Whitney Murray

Date Implemented

Cooperating Teacher

Integrated Curriculum Areas

Grade Level

Unit Length (hours/days)

Goal I

X
X
X

All subjects
Art
English/Language Arts
Foreign Language
Health/Physical Education
History/Government
Mathematics
Music
Psychology
Science
Social Studies (economics, geography, sociology)
Speech/Theatre

9th through 12th

Teaching Model(s) Goal I

1.) Inquiry Learning
2.) Discussion Based
3.) Concept Attainment
4.) Cooperative Learning
5.) Direct Instruction

OVERVIEW & ANTICIPATORY SET Goals I & II

I selected this unit because of the basics that this plan will teach. In this unit plan, students will begin to learn the basics of
the Spanish language. As our country becomes more diverse, it is important for students to expand from what their "norm"
is and to begin to learn different languages. The unit is appropriate at this time because of the basics that it teaches. If a
student chooses to take my level 1 Spanish class, then they need to start at the beginning. The unit teaches students how to
communicate orally and written. Students currently know that there are other people in the world who speak different
languages than them. So by taking this course, they gain a broader understanding of other people's language and culture.
Before one can delve into the language completely, they must know the basic knowledge of the language. That is why we
are spending this amount of time in this unit. To begin this unit plan, I will introduce the language by showing them a video
on the Spanish culture. I will show them a timeline of what the class will be doing of the period of time. This is appropriate
because generally speaking, if a student is taking this class, the odds are they have not been taught about the Spanish
language or culture.

UNIT GOALS (learner outcomes) Goal I

The student's will have a basic understanding of the Spanish Language
The student's will be aware of the Spanish Culture
The student's will communicate in a basic conversation in Spanish

Candidate Unit Plan

Page 1

RELATED STATE AND NATIONAL LEARNING STANDARDS Goal I

Standard 1.1 Communication - Interpersonal/Conversational; The student engages in conversations, provides, and obtains
information, expresses feelings and emotions, and exchanges opinions.
Standard 1.2 Communication - Interpretive; The student understands and interprets written and spoken/signed language on a
variety of topics
Standard 1.3 Communication - Presentational; The student conveys information, concepts, and ideas to an audience of
listeners, viewers, and readers for a variety of purposes.
Standard 4.1 Comparisons - Languages; The student understands the nature of language by making comparisons between
the target language and English

DAILY MATERIALS, RESOURCE LIST, &

BIBLIOGRAPHY Goal I

PREPARATION
(Including Learning Centers and Bulletin Boards)
Goals I & II

Spanish Alphabet Song

No long range prep would be need. Just to make sure that all
List of the Spanish Alphabet
of these materials would be ready.
Spanish Alphabet Worksheet
Spanish Alphabet Powerpoint
Handout with Spanish Greetings
Presentation of Spanish Greetings
IPad, Cellphone, or laptops
Time Worksheet
Clock Worksheet
Time Test
Create Vocab List
Write a list of questions to ask in the beginning of discussion
Materials to help assist in their project

DAILY LESSON PLAN CHART Goals I, II, III

Lesson
Spanish Alphabet

Spanish Greetings

Objective

Instruction

Assessment

ABCD daily
objective(s)

Summary of
instructional
approach. reading
strategies?
Technology?

How do you know

they have met the
objective?

The students hold a

basic conversation in
Spanish with the
following words
included but not
limited to: Hola,
Como estas, Como
te llamas, Cuntos
aos tienes.

Demonstration of
basic conversation
with greetings

Their youtube video

will the be assessment

View presentation
Recording of their
Spanish greeting
conversation
Candidate Unit Plan
Page 2

Adaptations
Select a student in
class, how will you
ensure this student
learns?

Time Lesson Plan

Places in the City

The students will

demonstrate
knowledge of
concepts of time in
Spanish. The students
will be able to ask for
the time as well as
give the current time.

View powerpoint of
time

The students will

demonstrate
knowledge of places
in a city. (i.e. Town
Hall, Laundromat,
Library, Police
Station, Grocery
Store)

Discussion

Multiple Choice test

on Time

Play Time Loteria

Multiple choice test
on time

Handout on Vocab
List

The construction of
their town and their
tour

Powerpoint of Vocab

The native and fluent

speakers will present
either in english or
have a presentation in
both English and
Spanish ready.

Overview of Project

UNIT ASSESSMENT OF LEARNER PERFORMANCE

(Describe these tools here and attach copy to appropriate lesson plan.) Goal II

Preassessment:
In my lesson plans, I do not incorporate pre-assessments. I start from the beginning because of the fact that this is a
level 1 Spanish class. For my class, if a student believes that they want to start in a higher level Spanish class, then I
will have an assessment written up that they will need to take in order to be allowed into this class.

Formative Assessments:
I have a few short assessments throughout this unit. The will be able to quickly let me know if I need to review any of
the subject matter we have reviewed.

Summative Assessment:
Most of my lesson plans will have a project that will assess their final grade for the lesson. I believe that if a student
has the knowledge of what is being taught, they will be able to apply that knowledge.
Results:
As a result, the student should show demonstrated knowledge of all of the lessons in this unit

Candidate Unit Plan

Page 3

PREPARATORY ACTIVITIES FOR DIVERSE LEARNERS (Including meetings with

appropriate staff, record review, etc.) Goals I & II
For those students with exceptionalities, I will make sure to incorporate the lessons according to their IEP. For those
learners who seem to pick of the lessons very quickly, I will be sure to add extra credit ( or optional) work that would
further expand their learning capabilities.

Candidate Unit Plan

Page 4