Unit Planning – Unit 1:

Welcome to Class

UNIT INFORMATION
**Cut and paste this information from the applicable unit within your Long Term
Plan**

Grade/Subject
Spanish I – 10th Grade
:
Unit Name: Welcome to Spanish Class

Length of
3 Weeks
Unit:
UNIT LEARNING GOALS
**Cut and paste this information from the applicable unit within your Long Term
Plan**

Learning Goals/Standards/Performance Indicators

1A Exchange names and present basic introductions.
1B Recognize and use the Spanish alphabet to spell
Spanish words.
1C Recognize useful classroom expressions, objects,
dates, and telling time.
1D Recognize spoken numbers.
1E Use numbers to exchange telephone numbers.
1F Exchange greetings and present and respond to
introductory conversations.
1G Recognize and use basic classroom commands and
questions.
1H Interpret and present seasons and weather
conditions.

1I Describe the origin of the Spanish language and where

it is spoken in
the world.
1J Recognize appropriate salutations (formal vs. informal)
and gestures.
1K Identify the benefits of studying another language and
culture.
 Basic building blocks:
Accents
Alphabet
Numbers 0-30
Date format
Essential Classroom commands and questions
Structures Hacer with weather
Ser with days of the week,
dates and telling time
Llamarse
Estar with greetings

• N/A for first unit

Spiraling

Remedial (R)
Enrichment
(E)
(to be completed
after receiving
diagnostic
assessment
results)

UNIT GOAL
What will my students know and be able to do after this unit that they could not
do before?
Why does this matter to my students?

Students will average mastery of 80% the first unit’s of content

according to MCPS indicators, write 25 words in Spanish, and
answer reading and listening questions aligned to the content
with an average of 80% mastery.

At the end of this unit, students will have mastery of the “basic
building blocks” of Spanish. This knowledge is essential as the
foundation of the language and as an introduction. The material
covered in the first unit will cycle through the entire year. They
will also begin to understand the role of the Spanish language
and Spanish speakers in the world.

Please note: I assess speaking in a formal way 4 times a year,

at the end of each quarter, so this exam does not include a
speaking task. For this unit, students will be assessed on their
ability to “Use numbers to exchange telephone numbers” to
meet learning goal 6, which the teacher will do individually with
each student during the summative assessment.

* If you are a social studies teacher, complete the following

section.*

ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS (EQs)
(EUs)
Students will understand that… 1. Why should we not let a computer just
• Language study builds on prior study. We translate what we want to say or write?
need a bank of knowledge to use when 2. Why are some words in English similar to
communicating, and that means studying and those in Spanish?
memorizing vocabulary. 3. How does learning culture help me
• Word-by-word translation does not work! communicate?
Grammatical patterns as well as expressions 4. Where can I apply what I’m learning? When
vary with language and culture. We must will I ever use this?
learn to communicate in the language, not
merely memorize words.
• Language is meant to be used creatively.
Once we know certain patterns, we can apply
new vocabulary to those patterns.
• We live in an increasingly globalized world.
We are all interconnected and understanding
others’ perspectives is critical to building
peace and partnership.
• In the United States, the Spanish-speaking
population is growing. Learning Spanish
enables us to not only engage in activities
previously unavailable to us, such as music,
literature, and plays, but also helps us reach
out and become more of a community. Being
able to communicate in Spanish is
increasingly valuable in sectors such as
healthcare, law, and education.

* If you are a social studies teacher, complete the following

section.*

PRIORITIZED KNOWLEDGE AND SKILLS

What will lead students to the EUs and EQs?
These are the prioritized knowledge and skills you unpacked from your learning
goals.
Knowledge Skills
Basic building blocks:
Accents - Introduce themselves to others and use
greetings
Alphabet
- Ask how others are
Numbers 0-30
- Ask and provide the correct time
Date format
- Ask for and provide the date or date of the
Classroom commands and
week
questions - Talk about the weather
Hacer with weather - Respond to classroom commands
Ser with days of the week, - Use informal and formal address
dates and telling time
Llamarse
Estar with greetings

UNIT ASSESSMENT ALIGNMENT GUIDE

Learni Align
Points Points
ng ed Grade
Learning Goal Correc Possibl
Goal # Item (%)
t e
#’s
1A 1.1,1.3 Exchange names and
21-25 5
present basic introductions.
1B 1.1, 1.2 Recognize and use the 1-5
Spanish alphabet to spell Spanish Listeni 5
words. ng
1C 1.2 Recognize useful classroom
expressions, objects, dates, and 26-35 10
telling time.
1D 1.2 Recognize spoken numbers. 6-10
Listeni 5
ng
1E 1.3 Use numbers to exchange Speaki
5
telephone numbers. ng
1F 1.1, 1.2, 1.3 Exchange greetings
and present and respond to 16-20 5
introductory conversations.
 1G 1.2 Recognize and use basic
classroom commands and 41-45 5
questions.
1H 1.2, 1.3 Interpret and present
36-40 5
seasons and weather conditions.
1I 2.1 Describe the origin of the
Spanish language and where it is
46-50 5
spoken in
the world.
1J 2.1 Recognize appropriate
salutations (formal vs. informal) 11-15 5
and gestures.
1K 2.2 Identify the benefits of
studying another language and 51-55 5
culture.
Reading Comprehension 56-60 10
Writing 10
TOTAL: 80

DAILY OBJECTIVES
Learning Goal (#)
Dat
Objective this Builds
e
Towards:
1A.1 SWBAT ask for and provide a name
8/3 1K.1 SWBAT identify the benefits of studying
1A
1 another language

1A.2 SWBAT ask for and state origin

1A
9/1 1K.2 SWBAT define culture 1K
1K.3 SWBAT identify the benefits of studying
another culture
1F.1 SWBAT greet and take leave from
conversations.
9/2 1F
1F.2 SWBAT express their pleasure at having
met someone.
1F.3 SWBAT ask and answer how they and others
9/3 1F
are doing
1I.1 SWBAT describe the origin of the Spanish
language
9/4 1I. 2 SWBAT name Spanish-speaking countries 1I
1I.3 SWBAT identify the location of Spanish-speaking
countries.
 1J.1 SWBAT identify the people with whom they
9/8 1J
would use informal and formal address.
1B.1 SWBAT identify letters in the alphabet
9/9 1B
1B.2 SWBAT spell words in Spanish
9/1 1C.1 SWBAT identify 5 classroom objects and use 5
1C
0 classroom expressions.
1G.1 SWBAT recognize vocabulary for 5 classroom
9/1 commands.
1G
1 1G.2 SWBAT give and respond to the 5 classroom
commands.
1D.1 SWBAT identify numbers 1 to 30
9/1 1D
4
1E.1 SWBAT ask for and provide a telephone number 1E
using numbers 1-9
9/1 1C.1 SWBAT tell time by the hour and minutes in
1C
5 Spanish.
9/1 1C.2 SWBAT identify days of the week and months
1C
6 1C.3 SWBAT state the date in Spanish
9/1 1H.1 SWBAT identify seasons
1H
7 1H.2 SWBAT state weather conditions.
 CALENDAR OF DAILY OBJECTIVES
Sept. 2009
Monday Tuesday Wednesday Thursday Friday
8/31 9/1 9/2 9/3 9/4

1A.1 SWBAT ask for 1A.2 SWBAT ask for 1F.1 SWBAT greet 1F.3 SWBAT ask and 1I.1 SWBAT describe
and provide a name and state origin and take leave answer how they and the origin of the
from conversations. others are doing Spanish language
1K.1 SWBAT identify 1K.2 SWBAT define 1I. 2 SWBAT name
the culture 1F.2 SWBAT Spanish-speaking
benefits of studying 1K.3 SWBAT identify express their countries
another the benefits of 1I.3 SWBAT identify
pleasure at having
language studying another the location of Spanish-
met someone.
culture speaking countries.
9/7 No school 9/8 9/9 9/10 9/11

1J.1 SWBAT identify 1B.1 SWBAT identify 1C.1 SWBAT identify 1G.1 SWBAT
the people with whom letters in the alphabet 5 classroom objects recognize vocabulary
they would use informal 1B.2 SWBAT spell and use 5 classroom for 5 classroom
and formal address. words in Spanish expressions. commands.
1G.2 SWBAT give and
respond to the 5
classroom
commands.
9/14 9/15 9/16 9/17 9/18
1C.2 SWBAT identify
1D.1 SWBAT identify 1C.1 SWBAT tell time days of the week and 1H.1 SWBAT identify Review/Remediation as
numbers 1 to 30 by the hour and minutes months seasons necessary
1E.1 SWBAT ask for in Spanish. 1C.3 SWBAT state the 1H.2 SWBAT state
and provide a telephone date in Spanish weather conditions.
number using numbers
1-9
9/21 9/22 9/23 9/24 9/25

UNIT 1 TEST