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Instructional Planning: Unit Plan (K-12) Template

Unit IV
Subject/Course: Spanish I
Title: Lets hang out!
Grade/s: 10th-12th Name: Megan Freel

Stage 1: Desired Results

Standards/Goals: Students will continue to discuss why language and culture are of critical importance for them to understand in
an increasingly globalized world. They will continue to critically analyze the history, tradition, and false stereotypes of Spanish-
speaking peoples. Students will compare and contrast these diverse cultures to help connect what they are learning to their own
Additionally, students will learn basic vocabulary to talk about playing sports, seasons, and leisure activities in their
Community. Students will begin forming phrases and sentences to talk about what they like to do by using the verbs jugar, gustar,
and ir. Students will also be able to give and ask for directions to locations within their community.

Supporting/Repeating Standards:
Learners interact and negotiate meaning in spoken, signed, or written conversations to share information,
reactions, feelings, and opinions. (1.1.)
Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. (1.2.L.)
Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. (1.2.R.)
Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics
using appropriate media and adapting to various audiences of listeners, readers, or viewers. (1.3.S.)
Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics
using appropriate media and adapting to various audiences of listeners, readers, or viewers. (1.3.W.)

Understandings: Essential Questions:

Students will understand that
Why is speaking Spanish relevant
Immigrants/immigration issues are relevant in Baltimore City. to us in Baltimore City?

No human being is illegal. How can we compare/contrast our

lives with latinx immigrants?
Spanish-speaking immigrants come to the U.S. from all over
central/south America (not just Mexico). What does it mean historically to
be an immigrant in the U.S.?
Being able to discuss what we like to do and where we like
to go is pivotal to speaking any language. Why is talking about what I do for
fun crucial to speaking in the
Spanish language?

How will speaking Spanish benefit

me in the future?

John Hopkins University School of Education

Unit Plan (K-12) Template 1
Students will know Students will be able to

Directional terms Give and ask for directions to a given location
Present tense conjugation of the verb ir within the community.
Present tense conjugation of the verb jugar Use the verb ir to discuss where they go after
Present tense conjugation of the verb gustar school and on weekends.
Sports Use the verb gustar to discuss leisure
Leisure activities activities/sports they like or dislike doing.
Places in the community Discuss how they get to school and other
Seasons (review months) places in the City.
Transportation methods Build upon previous vocabulary to discuss
what their friends and family members like to
Culture: do outside of work/school.
A brief history of latinx immigrants in the U.S. Discuss (with their peers) why false
Personal accounts of immigrants experiences and struggles. stereotypes about immigrants exist in our
Why speaking Spanish is an advantage to them in their personal country.
and professional lives. Articulate why they personally believe learning
a second language is valuable to them.

How do these desired results align with your class vision?

My class vision is for all of my students to achieve 80% mastery of the written objectives every unit. These desired results all push
my students to be able to interpret and write in a way that builds upon what they have previously learns. They will not simply be
memorizing a set of words in Spanish, they will be practicing the words they already know how to use in conjunction with the new
words/verbs/structures in an effort to be able to write even more complex and interesting paragraphs about their lives.

Stage 2a: Assessment/Evidence

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Unit Plan (K-12) Template 2
Explain any performance tasks you will use (major projects and core task, i.e., common assessments):

Proyecto uno: students will poll the class on a variety of likes/dislikes related to vocabulary covered in the unit.
For instance, some students may do it on sports students in the class watch or play. others may do it the most
popular places to visit in the city. After gathering data students will create a graph to represent the material
(making sure to label their graph and have a suitable title in Spanish). Students will then present their finished
graphs/findings to the class with at least three sentences in Spanish summarizing the results.

Proyecto dos: The second project students do will be creating/presenting a dialogue in Spanish with a partner
over the content learned. They must include: 1. A greeting 2. A question 3. A response and 4. A goodbye at
minimum. Students will work with a partner to write the conversation and practice saying it to each other. Then
students will each stand up and present their dialogues in a presentational voice. This is also an opportunity
for to discuss what an appropriate and respectful audience looks and sounds like.

Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and observations):

Once every week students progress towards the class goal will be measured when I ask them to write an open-
ended paragraph in Spanish that: introduces themselves, introduces a family member, and describes what both
people like to do for fun. Students will be given a scenario each week that asks them to give this information.
They will see a very similar prompt on the end of unit exam.
Students are given a team quiz or prueba de equipo once a week so that they can work with a partner to show
mastery of the material. This is a great opportunity for students who are struggling to be taught by students who
are excelling with the content.
Students are observed everyday when they are working on their independent practice/individual activities. I walk
around and write down which students may need further help/remediation during this time period.

How do these assessments measure your students progress toward your classes big goal(s)?

Our academic big goal is to reach 80% mastery of the written objective. These assessments show whether my students
are grasping the new content and effectively combining it with the previous language we have learned in class. When
students are able to do this effectively it will show in their writing most clearly. Therefore, we emphasize presentational
writing in practice every day and on assessments. This ensures that my students fully understand the class goal and
how it is directly connected with their developing understanding of the Spanish language. In addition, It has been made
clear that their success at reaching this goal directly influences their grade in the course.

Another large goal for our class is to become more tolerant and aware of other cultures and peoples. My students and I
discuss why this goal is just as important as their language acquisition. They examine different Latin American countries
as well as latinxs who live and work in the U.S. to understand and connect with different peoples. I was influenced by
the Unit Planning Think-Aloud prezi, in which the creator of the French I Unit Plan explains how and why she
constructed her big goals. I love that she had a separate big goal in order to address students becoming more
culturally aware. This is such an important part of my students learning that I felt it was a necessary addition to my
primary big goal. I will work to introduce it to my students this week and ask what they think of it.

John Hopkins University School of Education

Unit Plan (K-12) Template 3
Stage 2b: Summative Assessment for this Unit
Create and/or copy/paste the summative assessment that accompanies this unit here. Note if you have created the
summative assessment for this unit in another file, you may zip the two files together to submit to the gradebook.

Explain how you have designed your assessment, so you can easily track mastery by objective. You may
explain this here or if its easiest to track changes in your assessment and explain why you organized it as you
have, please feel free to do so.

See attached zip file. Please note, I use only 3-4 of the scenarios for each class; however, every period has different
scenarios taken from this Baltimore City Curriculum Unit Assessment, as to ensure that students do have any
opportunity to cheat. In addition, students are first assessed on their listening abilities based on how well they can hear
and respond to a native-speaker discussing what they like/dislike doing.

My students are measured on their ability to listen, read, write, speak, and analyze culture. Therefore, I first begin by
measuring their ability to listen and respond to questions from a native speaker covering the content from the unit (and
previous content). Next, students will be asked to prepare to speak about their likes and dislikes as well as the likes and
dislikes of a friend to measure their speaking abilities (scenario 1). They take notes on this and then are called to me to
perform this conversation one at a time. After this students will work on the most important part of the exam,
presentational writing. This is the most emphasized in our practice and students know that it is worth the most points
because it directly corresponds with our big goal. Students will be asked to describe themselves and a friend including

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Unit Plan (K-12) Template 4
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Unit Plan (K-12) Template 5
Stage 3: Learning Plan

Learning Plan (Activities and Resources):

Day 1: SWBAT: reflect on what they learned in the last unit and how their learning experience could have been
improved. SWBAT: identify and use various sports words in Spanish.

Day 2: SWBAT: use and conjugate the verb gustar in conjunction with their sports vocabulary to discuss/write about
which sports they like and dont like. SWBAT: discuss why bull fighting is a controversial issue in Spain and how it can
be seen as tradition and also cruel.

Day 3: SWBAT: review how to use gustar and sports vocabulary. SWBAT: Identify and use the seasons and months of
the year to describe what time of the year we play certain sports. (done through movement-TPRS) SWBAT: analyze and
discuss the historical importance of how immigrants have been treated over the past 100 years in the U.S.

Day 4: SWBAT: SWBAT: use and conjugate the verb jugar. SWBAT: identify and use various leisure activities
Practice writing paragraphs that describe who they as well as their likes/dislikes in order to work towards our class

Day 5: SWBAT: analyze texts/videos about latinx immigrants. SWBAT: compare/contrast their own experiences with
those of latinx immigrants. SWBAT: create and present a dialogue with a partner.

Day 6: SWBAT: Identify and use directional terms. SWBAT: identify and use locations throughout the city in conjunction
with directional terms. SWBAT: articulate why speaking Spanish is valuable to them and their future.

Day 7: SWBAT: Use and conjugate the verb ir to create sentences that describe where they go after school and on
weekends. SWBAT:

Day 8: SWBAT: identify and use transportation methods. SWBAT: take a class poll and create a bar graph about sports
or leisure activities. SWBAT: watch an authentic video of a Spanish woman and answer questions about her life (La
vida Loca).

Day 9: SWBAT: write a personal and complex paragraph that discusses what they and a family member like and dislike
in regards to leisure activities and sports. SWBAT: take a team quiz on the concepts learned in unit IV to work through
more difficult areas.

Day 10: SWBAT: Participate in review activities to show they are prepared for the IV unit exam. SWBAT: read about the
DREAM act and its impact on immigrants.

Day 11: SWBAT: Take an exam that tests their ability to speak, read, write, and read about the unit IV content to show
mastery of the material. SWBAT: describe the key role latinx immigrants play in the U.S.

Note: the order of these objectives was created with Chapter 4 of Teach For Americas work, Instructional Planning &
Delivery in mind. I attempted to move from lower level skills like memorization of vocabulary to higher order skills like
creating complete sentences and paragraphs. However, in terms of cultural discussion students will be asked to critically
analyze and articulate their thoughts throughout the entire unit. (Teach For America 2011).

Other Notes/Handouts/Rubrics:

John Hopkins University School of Education

Unit Plan (K-12) Template 6
Works Cited

Multimedia: Laureate Education, Inc. (Executive Producer). (2012). Unit planning think-aloud. Baltimore, MD: Author.
(approximate length: 5 minutes

Teach For America. (2011). Instructional planning & delivery.

Retrieved from https://docs.google.com/file/d/0B9aKdxaTnscyZmZ4aVh5Wnd4aG8/view?pli=1

John Hopkins University School of Education

Unit Plan (K-12) Template 7