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Table of Contents
Unit
Information
and
Overview
..1
Rationale
and
Planning2
Evaluation/Assessment..3
Instructional
Strategies
Plan4
Introductory
Activity...5
Daily
Lesson
Plans
.6
Accommodation
Plan..7
Culminating
Activity.8
Appendix Items:
Materials
Used:
Lesson
1
Textbook
Pen/pencil
&
paper
Wall
maps
Region
maps
(copies
for
each
student)
Colored
pencils
for
maps
Lesson
2
Textbook
Pen/pencil
&
paper
Whiteboards
&
markers
Wall
maps
Region
maps
(copies
for
each
student)
Colored
pencils
for
maps
Computer
Presentation
Projector
Lesson
3
Laptops
&
list
of
sites
Pen/pencil
&
paper
Wall
maps
Region
maps
(copies
for
each
student)
Colored
pencils
for
maps
Information
Outline
(copies
for
each
student)
Passport
for
information
(copies
for
each
student)
Computer
Projector
Spain
Presentation
Lesson
4
Laptops
&
list
of
helpful
sites
Pen/pencil
&
paper
Wall
maps
Region
maps
(copies
for
each
student)
Colored
pencils
&
paper
for
country
maps
&
flags
Information
Outline
(copies
for
each
student)
Passport
for
information
(copies
for
each
student)
Computer
Projector Spain Presentation Lesson 5 Laptops & list of helpful sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils & paper for country maps & flags Information Outline (copies for each student) Passport for information (copies for each student) Computer Projector Spain Presentation Lesson 6 Laptops & list of helpful sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils & paper for country maps & flags Information Outline (copies for each student) Passport for information (copies for each student) Computer Projector Spain Presentation Lesson 7 Laptops & list of helpful sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils & paper for country maps & flags Information Outline (copies for each student) Passport for information (copies for each student) Computer Projector Spain Presentation Lesson 8 Laptops & list of helpful sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils & paper for country maps & flags
Lesson 9 Laptops & list of sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils for maps Information Outline (copies for each student) Passport for information (copies for each student) Lesson 10 Projector, computer, & presentations Pen/pencil & paper Information Outline (copies for each student) Passport for information (copies for each student)
Information Outline (copies for each student) Passport for information (copies for each student) Computer Projector Spain Presentation
Overview
This
unit
covers
the
government,
history,
geography,
economy,
customs
and
traditions,
and
other
information
about
the
Spanish-speaking
world.
It
is
expected
to
be
taught
over
two
to
three
weeks
and
is
aimed
for
a
high
school
Spanish
I
class.
The
purpose
of
the
unit
is
to
broaden
the
worldview
and
perspective
of
students,
allowing
them
to
have
a
deeper
understanding
of
and
respect
for
other
people
throughout
the
world.
By
the
end
of
the
unit,
students
will
be
able
to
label
Spanish-speaking
countries
and
their
capitals
on
a
map
and
have
an
understanding
of
topics
surrounding
them.
Unit Objectives Students
will
be
introduced
to
the
Spanish-speaking
countries
of
the
world.
Students
will
be
introduced
to
basic
information
about
the
Spanish-speaking
countries
of
the
world.
Students
will
recognize
the
differences
between
language
use
across
cultures
and
regions.
Students
will
be
introduced
to
the
government
system
of
Spain
and
will
begin
research
of
the
government
system
of
their
chosen
country.
Students
will
identify
the
countries
and
capitals
of
the
22
Spanish-speaking
countries
on
a
map.
Students
will
be
introduced
to
the
background
of
Spain
and
will
begin
researching
this
aspect
of
their
chosen
country.
Students
will
be
introduced
to
the
geography
of
Spain
and
will
begin
researching
this
aspect
of
their
chosen
country.
Students
will
be
introduced
to
the
economy
of
Spain
and
will
begin
researching
this
aspect
of
their
chosen
country.
Students
will
be
introduced
to
the
customs/traditions
of
Spain
and
will
begin
researching
this
aspect
of
their
chosen
country.
Students
will
be
introduced
to
other
interesting
information
of
Spain
and
will
begin
researching
this
aspect
of
their
chosen
country.
Instructional Strategies & Best Practices Examples include: Performing pre- and post assessments to gauge student knowledge and understanding Asking students to recall previously learned information Class discussion Exploring topics through a variety of technology and other resources Directed note-taking through a graphic organizer Review materials daily in order to aid in retention of information Teacher demonstration Open-ended questions KWL Chart Learning Styles Visual o Examples include: Powerpoint, computer, handouts, flags, and maps Auditory/Verbal o Examples include: Class discussions and spoken part of presentations Tactile/Kinesthetic o Examples include: Note-taking and map and flag creating
Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 1 Introductory Activity Objective: Students will be introduced to the Spanish-speaking countries of the world. 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken 4.1.N.a Identify basic differences and similarities in vocabulary between ones own language and the target language (cognates and borrowed words) Materials: Textbook Pen/pencil & paper Whiteboard & markers Wall maps Region maps (copies for each student) Colored pencils for maps Starter: Bell work activity on board: Make a list of all of the places in the world that you know of that speak Spanish. Add to your list things that you know about those places. (These will be incorporated into a KWL chart.) Steps: 1. We will create a list on the board of all the countries students came up with. 2. We will recognize that many country names are cognates. 3. As a class, we will share what facts we know about Spanish-speaking countries already with a mind map on the board. 4. We will then brainstorm why those countries speak Spanish. Why do we speak English? How do languages spread? 5. Students will receive region maps with countries and their capitals labeled. 6. Using their textbooks and wall maps, students will color in the Spanish-speaking countries and label each continent that contains at least one country. 7. Begin writing questions in the W of the KWL chart. Closer: We will share any surprises or new info learned today. Students will be told to begin brainstorming questions that they have. Assessment: The KWL chart will be turn in at the end of the unit. Throughout the class
time, I will travel around the room with a roster, performing a formative assessment as students brainstorm and discover. Group discussion will also serve as formative assessment.
Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 2 Objective: Students will be introduced to basic information about the Spanish-speaking countries of the world. Students will recognize the differences between language use across cultures and regions. 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken 2.2.N.G.c Identify the neighboring countries and geographic features surrounding a country in which the language is spoken Materials: Textbook Pen/pencil & paper Whiteboards & markers Wall maps Region maps (copies for each student) Colored pencils for maps Computer Presentation Projector Starter: Bell work activity on board: On a white board, write one new thing that you learned yesterday. Be prepared to share. Steps: 1. Students will share their new piece of info from yesterday. 2. Students will receive blank region maps with capitals indicated but not labeled. 3. As a class, we will create lists of countries by continent. Students will label the countries on their maps. 4. We will introduce the capitals of each country as well as a fact or two through the Spanish-speaking country presentation. Students will label the capitals on their maps. 5. Unit project will be introduced. Students will be asked to choose one of the countries that we have looked at to do an in-depth study on. 6. Students will decide on a country. They will then begin drawing the flag and map of their country, including important geographical features, landmarks, and cities. (No two students can do the same country) 7. Students will continue writing questions in the W of the KWL chart.
Closer: Students will report out what country they chose and show me the progress on their maps and flags. Assessment: The KWL chart will be turned in at the end of the unit. Throughout the class time, I will travel around the room with a roster, performing a formative assessment as students brainstorm and discover. Group discussion will also serve as formative assessment.
Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 3 Objective: Students will be introduced to the government system of Spain and will begin research of the government system of their chosen country. Students will identify the countries and capitals of the 22 Spanish-speaking countries on a map. 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken 2.2.N.G.c Identify the neighboring countries and geographic features surrounding a country in which the language is spoken 2.1.N.H.b Name the governmental system(s) and key political figures in a country in which the language is spoken Materials: Laptops & list of sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils for maps Information Outline (copies for each student) Passport for information (copies for each student) Computer Projector Spain Presentation Starter: On the board: Take a blank map from the front table. Do your best at writing in the country and capital names on the map. Use the word bank on the back of the map only if you need it. Students will then self-check their maps with the answer key and report their level of proficiency to me on their proficiency checklists. Steps: 1. I will hand out the Information Outline and go through the necessary components with students. 2. I will also pass out the Passport that students will use to record information about each country during the presentations. 3. I will present the Government portion of the Spain Presentation according to the outline and we will begin completing the Spain passport. 4. Students will research the government of their country using the encyclopedias and suggested websites.
Closer: Students will report out about what they accomplished that day. Assessment: At any point, students will have the opportunity to be assessed over the Spanish-speaking countries & capitals using a blank map.
5. Students will have time to work on maps, flags, or Powerpoint presentations of their countries or to study the country/capital geography.
Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 4 Objective: Students will be introduced to the background of Spain and will begin researching this aspect of their chosen country. Students will identify the countries and capitals of the 22 Spanish-speaking countries on a map. 2.1.N.F.e Explain the practices and significance of an important: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration within a community or culture in which the target language is spoken 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken 2.1.N.H.a Identify and explain the impact of three major historic events and their impact on the culture of a community or country in which the language is spoken 2.1.N.H.e. Identify and explain how the language and culture expanded throughout the world Materials: Laptops & list of helpful sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils & paper for country maps & flags Information Outline (copies for each student) Passport for information (copies for each student) Computer Projector Spain Presentation Starter: On the board: Add to your KWL chart in the W & L columns. Steps: 1. I will remind students to get out their Information Outline and Passport. 2. I will present the Roman numeral portion: Background of the Spain Presentation and we will complete that part of the Spain passport. 3. Students will research the background of their country using the encyclopedias and suggested websites.
Closer: Students will report out about what they accomplished that day. Assessment: At any point, students will have the opportunity to be assessed over the Spanish-speaking countries & capitals using a blank map. They must achieve proficiency on Spanish-speaking countries and capitals by the end of the unit.
4. Students will have time to work on maps, flags, or Powerpoint presentations of their countries or to study the country/capital geography.
Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 5 Objective: Students will be introduced to the geography of Spain and will begin researching this aspect of their chosen country. Students will identify the countries and capitals of the 22 Spanish-speaking countries on a map. 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken 2.2.N.G.b Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken 2.2.N.G.c Identify the neighboring countries and geographic features surrounding a country in which the language is spoken 2.2.N.G.d Describe the climate and typical seasonal weather patterns in various parts of a country in which the language is spoken Materials: Laptops & list of helpful sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils & paper for country maps & flags Information Outline (copies for each student) Passport for information (copies for each student) Computer Projector Spain Presentation Starter: On the board: Add to your KWL chart in the W & L columns. Steps: 1. I will remind students to get out their Information Outline and Passport. 2. I will present the Roman numeral portion: Geography of the Spain Presentation and we will complete that part of the Spain passport. 3. Students will research the geography of their country using the encyclopedias and suggested websites. 4. Students will have time to work on maps, flags, or Powerpoint presentations of their countries or to study the country/capital geography. Closer: Students will report out about what they accomplished that day.
Assessment: At any point, students will have the opportunity to be assessed over the Spanish-speaking countries & capitals using a blank map. They must achieve proficiency on Spanish-speaking countries and capitals by the end of the unit.
Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 6 Objective: Students will be introduced to the economy of Spain and will begin researching this aspect of their chosen country. Students will identify the countries and capitals of the 22 Spanish-speaking countries on a map. 2.1.N.E.b Identify the economic system in a community or culture in which the language is spoken 2.1.N.E.c Identify ways in which people of all ages earn money and/or make a living in a community or culture in which the language is spoken 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken Materials: Laptops & list of helpful sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils & paper for country maps & flags Information Outline (copies for each student) Passport for information (copies for each student) Computer Projector Spain Presentation Starter: On the board: Add to your KWL chart in the W & L columns. Steps: 1. I will remind students to get out their Information Outline and Passport. 2. I will present the Roman numeral portion: Economy of the Spain Presentation and we will complete that part of the Spain passport. 3. Students will research the economy of their country using the encyclopedias and suggested websites. 4. Students will have time to work on maps, flags, or Powerpoint presentations of their countries or to study the country/capital geography. Closer: Students will report out about what they accomplished that day. Assessment: At any point, students will have the opportunity to be assessed over the
Spanish-speaking countries & capitals using a blank map. They must achieve proficiency on Spanish-speaking countries and capitals by the end of the unit.
Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 7 Objective: Students will be introduced to the customs/traditions of Spain and will begin researching this aspect of their chosen country. Students will identify the countries and capitals of the 22 Spanish-speaking countries on a map. 2.1.N.F.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services) 2.1.N.F.e Explain the practices and significance of an important: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration within a community or culture in which the target language is spoken 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken Materials: Laptops & list of helpful sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils & paper for country maps & flags Information Outline (copies for each student) Passport for information (copies for each student) Computer Projector Spain Presentation Starter: On the board: Add to your KWL chart in the W & L columns. Steps: 1. I will remind students to get out their Information Outline and Passport. 2. I will present the Roman numeral portion: Customs/Traditions of the Spain Presentation and we will complete that part of the Spain passport. 3. Students will research the customs/traditions of their country using the encyclopedias and suggested websites. 4. Students will have time to work on maps, flags, or Powerpoint presentations of their countries or to study the country/capital geography.
Closer: Students will report out about what they accomplished that day. Assessment: At any point, students will have the opportunity to be assessed over the Spanish-speaking countries & capitals using a blank map. They must achieve proficiency on Spanish-speaking countries and capitals by the end of the unit.
Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 8 Objective: Students will be introduced to other interesting information of Spain and will begin researching this aspect of their chosen country. Students will identify the countries and capitals of the 22 Spanish-speaking countries on a map. 2.1.N.F.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken 2.1.N.F.e Explain the practices and significance of an important: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration within a community or culture in which the target language is spoken 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken Materials: Laptops & list of helpful sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils & paper for country maps & flags Information Outline (copies for each student) Passport for information (copies for each student) Computer Projector Spain Presentation Starter: On the board: Add to your KWL chart in the W & L columns. Steps: 1. I will remind students to get out their Information Outline and Passport. 2. I will present the last Roman numeral portion of the Spain Presentation: Other Interesting Information and we will complete that part of the Spain passport. 3. Students will research other interesting information about their country using the encyclopedias and suggested websites. 4. Students will have time to work on maps, flags, or Powerpoint presentations of their countries or to study the country/capital geography.
Closer: Students will report out about what they accomplished that day. Assessment: At any point, students will have the opportunity to be assessed over the Spanish-speaking countries & capitals using a blank map. They must achieve proficiency on Spanish-speaking countries and capitals by the end of the unit.
Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 9 Objective: Students will finish research of their chosen countries. Students will identify the countries and capitals of the 22 Spanish-speaking countries on a map. 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken 2.2.N.G.c Identify the neighboring countries and geographic features surrounding a country in which the language is spoken Materials: Laptops & list of sites Pen/pencil & paper Wall maps Region maps (copies for each student) Colored pencils for maps Information Outline (copies for each student) Passport for information (copies for each student) Starter: On the board: Review for country & capital assessment. In five minutes, we will be taking a blank map country & capital quiz. Steps: 1. Students will take an assessment where they will write in the countries and capitals on a blank map. 2. Students will have time to finish research, work on their Powerpoint, fill in their KWL chart, and/or complete their flags and maps. Closer: Students will report out about what they accomplished that day. They will also draw numbers to decide presentation order for the following day(s). Assessment: Students knowledge of Spanish-speaking countries and their capitals will be assessed with a summative map quiz.
Accommodation Plan
This
unit
uses
a
variety
of
instructional
strategies
and
activities
to
meet
the
needs
of
all
of
the
students
in
the
classroom.
All
instructions
will
be
read
aloud
for
those
students.
Also,
students
are
able
to
work
at
their
own
pace.
This
means
that
students
may
choose
to
work
along
with
the
class
while
others
work
ahead
of
the
rest
of
the
class.
Students
will
be
free
to
move
around
the
room.
Supplementary
materials
are
always
available
in
the
classroom
for
exploration
and
support.
This
unit
is
student
driven.
Those
students
who
require
additional
assistance
in
the
classroom
will
receive
adaptation
according
to
the
requirements
outlined
by
their
IEP.
Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 10 Culminating Activity Objective: Students will present their Powerpoint presentations over their chosen countries. Students will complete their Passport packet with the country information presented by their classmates. 2.1.N.H.a Identify and explain the impact of three major historic events and their impact on the culture of a community or country in which the language is spoken 2.1.N.H.b Name the governmental system(s) and key political figures in a country in which the language is spoken 2.1.N.H.c Identify one important political issue in a country in which the language is spoken 2.1.N.H.d Identify and describe significant current events in a country in which the language is spoken 2.1.N.H.e. Identify and explain how the language and culture expanded throughout the world 2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken 2.2.N.G.b Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken 2.2.N.G.c Identify the neighboring countries and geographic features surrounding a country in which the language is spoken 2.2.N.G.d Describe the climate and typical seasonal weather patterns in various parts of a country in which the language is spoken 2.1.N.E.b Identify the economic system in a community or culture in which the language is spoken 2.1.N.E.c Identify ways in which people of all ages earn money and/or make a living in a community or culture in which the language is spoken 2.1.N.F.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services) 2.1.N.F.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken 2.1.N.F.e Explain the practices and significance of an important: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration within a community or culture in which the target language is spoken
Materials:
Starter: On the board: Write any remaining information into your KWL chart. Steps: 1. Students will present their countries one at time. 2. Students who arent presenting will fill out their passports and ask questions of presenters. Closer: Students will all vote about which country they would most like to visit. The winning country presenter will get a prize. Assessment: Students presentations will be assessed according to the presentation rubric. After the unit is completed, students will complete a brief compare/contrast essay using information from their Passport and their own experience.
Projector, computer, & presentations Pen/pencil & paper Information Outline (copies for each student) Passport for information (copies for each student)
Information Outline
To
help
you
get
started,
the
following
outline
could
be
used
to
both
conduct
your
research
AND
organize
your
PowerPoint
presentation:
I. Forms
of
government
a. Name
of
president/dictator/ruling
group/political
party
II. Background
a. History
b. Indigenous
groups
c. Famous
explorers
d. Languages
spoken
besides
Spanish
III. Geographical
makeup
a. Coasts,
mountains,
deserts,
valleys,
etc.
b. Population
c. Climate
IV. Economy
a. Major
imports/exports
b. Agriculture
c. Tourism
d. Monetary
system
V. Customs
and
Traditions
a. Religions
b. Major
national
holidays
c. Typical
foods.
VI. Include
interesting,
intriguing
and/or
unusual
findings
about
this
country.
The
PowerPoint
presentation
should
include
images
of
interesting
places
in
this
country,
pictures
of
the
people
from
that
country,
monuments,
natural
wonders,
events,
festivities,
etc.
The
PowerPoint
should
contain
at
the
very
least
15
slides.
Glossary
Mapa
=
Map
a
drawing
of
the
earth's
surface
or
of
part
of
it,
usually
showing
countries,
cities,
rivers,
seas,
lakes,
and
mountains.
Bandera
=
Flag
a
piece
of
cloth
with
a
pattern
or
picture
on
it
that
stands
for
some
country,
city,
party,
club,
or
other
group,
or
that
gives
some
information
or
signal.
Flags
are
hung
on
poles
over
buildings,
ships,
army
camps,
etc.
Ubicacin
=
Location
a
plot
of
ground
marked
out
by
boundaries
Capital
=
Capital
the
city
or
town
where
the
government
of
a
country,
state,
or
province
is
officially
located.
Washington,
D.C.,
is
the
capital
of
the
United
States.
Each
state
of
the
United
States
has
a
capital.
Clima
=
Climate
the
kind
of
weather
a
place
has
over
a
period
of
years.
Climate
includes
conditions
of
heat
and
cold,
moisture
and
dryness,
clearness
and
cloudiness,
wind
and
calm.
Poblacin
=
Population
the
number
of
people
of
a
city,
country,
or
district.
Gobierno
=
Government
the
ruling
of
a
country,
state,
district,
or
other
area;
direction
of
the
affairs
of
state.
Cultura
=
Culture
the
civilization
of
a
given
people
or
nation
at
a
given
time
or
over
all
time;
its
customs,
its
arts,
and
its
conveniences.
Religin
=
Religion
belief
in
God
or
gods.