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Language and th Approximate Length

6 – Spanish I 11 weeks
Level / Grade of Unit (weeks)
Approximate Number of
Targeted Novice Low-Novice
Minutes (minutes/day 48 minutes 3x/week
Performance Mid
and days/wk)

Theme/Topic Family & Traditions (traditions and values)

Essential What is a family?


Question How do my traditions reflect my culture?

Unit Goals
Learners will be able to:

-Discuss Day of the Dead traditions


What should
-Identify aspects of Day of the Dead found in readings/infographics
learners know
-Analyze the importance of family in cultures and how that is represented during Day of
and be able to
the Dead
do by the end of
-Describe members of your family
the unit?
-Indicate the relationships between different family members
-Use tener to give the age of people in your family
-Understand and respond to questions about an informational video in Spanish
-Read and discuss Tumba in Spanish
-Make connections from Tumba and The Book of Life to authentic pictures of DotD
traditions
Summative Performance Tasks
• These tasks Interpretive Mode
allow learners
Students will use their Students will label a family Students will read a sample
to
Plickers card and use it to tree of a character from calavera poem and answer
demonstrate
chose the answer (family Tumba and answer questions about it. They will
how well they
member) that fits the questions about the then write their own with a
can apply the
description. For example: la relationships. MadLibs outline.
goals of the
madre de mi madre es mi
unit.
abuela
Ÿ The tasks
follow the
format of the Presentational Mode Interpersonal Mode
IPA, but may
be integrated Students will present the Students will interview classmates about their
throughout names, ages, families/pets and a tradition of theirs. The partners will
the unit. characteristics, and record the conversations using Flipgrid.
• The template hobbies of five people from
encourages their family. They will use
multiple pictures and will create
their presentation using

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2016


interpretive GoogleSlides, Prezi, or


tasks. VoiceThread. Alternative:
Ÿ The students may use the family
interpretive of a celebrity.
tasks inform
the content of
the
presentational
and
interpersonal
tasks.
Ÿ The tasks
incorporate
st
21 Century
Skills.
Standards

Relating Cultural Practices and Products to Perspectives


Product: Sugar skulls
Practice: Making a decorating
Perspective: Purpose and what they are used for. Is there a significance in the design?

Cultures Product: Ofrenda/altar


(Sample Practice: Building/creating the altar/ofrenda for Day of the Dead
Evidence) Perspective: There is no wall between the living and the dead – items all represent
different aspects of rememberance and may offer “help” during the journey.
Indicate the
relationship Product: Pan de Muertos
between the Practice: Preparing the bread and placing it on the altar
product, Perspective: People believe that their loved ones need food for the journey to the
practice, and afterlife.
perspective
Product: Family pictures
Practice: Taking pictures and displaying them
Perspective: Making and preserving memories, sharing a “story” with an image, shows
family dynamic and make up (who is in the picture, who is taking the picture, etc.)

Making Connections to
Acquiring Information and Diverse Viewpoints
Other Disciplines
Students will make a Students will watch videos and read articles that are
connection to their Egypt authentic resources to acquire information about Day of
Connections
unit in History when we the Dead. Students will also compare these videos and
(Sample
discuss altars and the pictures of authentic DotD celebrations by different
Evidence)
rituals around death in families and discuss if images and topics are accurately
Mexico. represented in Book of Life.
Students will make
connections to Language

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2016


Arts when they write the


Calavera poem.

Language Comparisons Cultural Comparisons


Uses of tener vs English Students will explore the dfferent aspects of the DotD
(Tengo 12 años vs. I am 12 celebrations, altar, what the food represents, etc. to
Comparisons years old) practices in the United States. They will also compare their
(Sample school ‘patio’ vs house family make up, events, and dynamics to those of families
Evidence) patio in Mexico.
Identifying cognates
How are questions posed
in Spanish vs. English?

School and Global


Lifelong Learning
Communities
-Movie afternoon with The Students will view cultural celebrations around the world
Book of Life open to MS and how they compare to their own. They will participate
students in hands on learning activities that will enrich their
Communities -Create an altar/ofrenda for understanding of the practices. They will also be able to
(Sample the chicken mummy in apply what they are learning to their own life through the
Evidence) History family tree project.
-Make tissue paper flowers
to decorate bulletin boards
outside.

Related Structures /
Can-Do Statements Priority Vocabulary
Patterns
Interpretive
I can read a book and identify Tener Day of the Dead vocabulary
important parts. Tener que i.e. flores, velas, calavera,
I can watch a video in Spanish and Tener expressions ofrenda, altar, etc.
answer Possessive pronouns Review: School vocabulary
questions about it. Ser Review: Gustar and infinitives
I can connect cultural information Family vocabulary
learned to a
book while reading it

Presentational
I can explain the significance of items
found during the Day of the Dead.

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2016


Interpersonal
I can discuss my likes and dislikes with
a
classmate.
I can describe my family members.
I can ask others about their family.

Key Learning Activities/Formative Assessments


This is a representative sample of activities/assessments across the 3 modes of communication.
Learning Activity/Formative Assessment
(Sample activities are listed from the How does this activity support the unit goals Mode of
beginning or performance tasks? Communication
to the end of the unit).
Students gain new vocabulary to be able to
talk about their family. Students will answer
Intro to vocabulary in Auténtico 1 questions (in Spanish) on Plickers Interpretive
demonstrating understanding of their new
words.
Use vocabulary and practice using tener.
What is your family like? Interpersonal

Discuss their own traditions and compare


them to those of other students. Students Interpretive,
Traditions Venn Diagram
then compare their traditions to those of the Interpersonal
Spanish-speaking world.
Watch video on youtube about altars in the
Day of the Dead: Altars DotD celebrations and then follow Interpretive
instructions to build (mini) one in class.

Read Tumba (over many days) Interpretive

Students will read about Day of the Dead


Bread and its (and other food items) purpose
Day of the Dead Bread Interpretive
on the altar. They will then make it during an
extended class/lunch session.
Students are understanding the text and
demonstrating understanding of vocabulary. Interpretive,
Family tree of Alex’s family in Tumba
Students will discuss his family tree with a Interpersonal
partner on Flipgrid.

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2016


Pictures of families celebrating DotD –


Photo chat students will talk about what they see with a Interpersonal
partner.
Summarize what you have learned and how it
Project about Day of the Dead Presentational
is similar to a holiday that you celebrate.
Using family vocabulary and grammar in the
Project using VoiceThread Presentational
form of a summative assessment.

Resources Technology Integration

-VoiceThread -Sycamore Portal


-Plickers -iPads
-EDpuzzle -Auténtico 1 online book
-GoogleDocs
-Youtube
-Kahoot
-Señor Wooly
-Señor Jordan
-Flipgrid
-Tumba by Mira Canion
-Auténtico 1 (and resources with the online
text)

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2016