Digital Unit Plan Template

Unit Title: ¿Hablas español? Name: Cecilia Kim

Content Area: Spanish (World Language) Grade Level: 11-12th grade (IB/AP) Advanced
CA Content Standard(s)/Common Core Standard(s):
Communication:

• 1.3 Present to an audience of listeners, readers, or ASL viewers.

• 2.0 Students use created language (sentences and strings of sentences).
• 3.0 Students use planned language (paragraphs and strings of paragraphs).
• 4.4 Discuss, compare and contrast, and support an opinion; persuade.

Cultures:

• 4.1 Demonstrate culturally appropriate use of products, practices, and perspectives to others.
• 4.2 Explain similarities and differences in the target cultures and between students’ own cultures

Structures:

• 3.0 Students use knowledge of text structure to understand topics related to the external environment.
• 4.0 Students use knowledge of extended discourse to understand abstract and academic topics.

Setting:

1. 3.0 Students use language in informal and some formal settings.

2. 3.1 Initiate age-appropriate cultural or language-use opportunities outside the classroom.

Big Ideas/Unit Goals:

• Engage students with the real world with data, tools, and experts that they will encounter in college, on the job, and in life; students learn best
when actively engaged in solving meaningful problems.
• Enables innovative learning methods that integrate the use of supportive technologies, inquiry, and problem-based approaches and higher order
thinking skills.
• Encourages knowledge sharing among communities of practitioners, using face-to-face, virtual and blended communications.
Unit Summary:
In this unit, we will apply all our prior knowledge and learnings with different settings. Students will participate in a bilingual community activity/service
in groups. Then, they will interview and analyze the effectiveness of applying bilingualism. In the end, students will share their findings by creating a
presentation to the class that will help students to understand the benefits about mastering another language, and how the language can be a powerful
resource to the community to bring success and acknowledge, and if the group didn't like the program they visited, they can give opinions and solutions to
assist better the community.

Assessment Plan:
Entry-Level:
In the entry level, we will warm up with a Quick
Write. This assignment will help students to get
connected with the lesson and also to make sure
that students are understanding the objectives for
the lesson. The questions will allow students to
create a brainstorm for the class and will be the
introduction for the lesson, so they can have some
ideas when we start with the activity. The teacher
will scaffold and answer when there are questions
that students cannot answer or provide hints so
that students can apply their cognitive skills to
participate in the activity. When done, they will
upload to receive credit. Students can either write
the response online or attach their responses.
Student may check the rubric for the grading
criteria.
Formative:
In the formative assessment, students will begin
to prepare and start to work with the materials
for the research. Before we will review and
practice the vocabulary words in English and
Spanish to understand the meaning using
the Quizlet to make sure that the students fully
understand the Spanish words and can apply
effectively during the activity. Next, using
the Survey Monkey, students will answer some
questions that can help them focus about the
event about their communities and what are the
comparisons with the research target that the
students chose for the project. Lastly, students
will begin applying all the information and
resources found in online and in scholar materials
to build their project. Student may check the
rubric for the grading criteria.
Summative:
Summative (end of the lesson): For the
summative assessment, students will
demonstrate that they were capable to use the
language proficiently and the research are well
made. The group will present maximum of 10
minutes and while students present, the rest of
the class will be writing their comments and
grade the group, which this will be their exit card
before leaving the classroom. If the presentation
cannot be finished in one day, we will continue
next day. However, all the students who were
listening in the presentation must turn in the exit
card to receive their participation point for the
class.

Lesson 1 (Teacher Lecture)

Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): 1.- Students will watch the lecture slide show.
• Students will recall • Guided notes 2.- The teacher will go through the lecture slides, explaining in detail, giving examples and
the new lesson by recalling content or vocabulary to help students follow up during the lecture.
answering the guided 3.- Students will have a guided note that during the lecture that needs to be completed. When
notes. completed, students will turn in the guided note to receive credit.
• Students will apply
the new lecture in the
given assessments.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: • iPad lesson 1.- Students will use an iPad for this lesson.
• Students can create a • “My Spanish Story 2.- They will use Puppet Pals to create and animated story in Spanish. They will follow the
story using Book” activity instructions on the app before they start. If not, the teacher will play a short clip about the
technology. • Puppet Pals app tutorial of the app. The time limit for the story is maximum 5 minutes. Per group, they will write
• Students can interact • iTranslate app on a separate sheet of paper the dialogue in Spanish. Teacher will show a sample to students for
with the content. • Story dialogue the writing activity.
• Students can perform 3.- Students of 3-4, everyone must participate and be a character, the story should contain an
and formulate in introductions, climax, and conclusion. The story should be related with Spanish, and must be
groups. spoken in Spanish. If they unknown a word or doesn’t know how to say it, they can use the
iTranslate to clarify. I will introduce the iTranslate before they begin with the dialog.
4.- Finally, the written dialog and the play should be turned in to the teacher.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: • Graphic Organizer 1.- Students will watch the video clips that the teacher prepared. These two videos will help
• Students can “Saludos y Diálogos” students understand how to create a good interview versus a bad interview. For students who
demonstrate in • YouTube (video clips) struggles with oral understanding, may use the captions in English to provide better
Spanish fluently when • Rubric understanding.
interviewing the 2.- After they watched the video clips, students will practice in the “Saludos y Diálogos”
person face-to-face. worksheet to evaluate their understanding of English and Spanish. Then, they will create
• Can use and apply the questions on their own to apply their practice into more challenging task. There’s a rubric that
language and students can follow up and the teacher to evaluate the student’s work.
vocabulary.
Unit Resources:
• Survey Monkey - easy online survey creation tool
• Google Classroom - lets educators create classes, distribute assignments, send feedback, and see everything in one place.
• Google Docs - Can share and concurrently edit files. Can provide just a link to share a file—no need for log in if users only view files.
• Prezi - create interactive and engaging online presentations
• Live Binders - Organize your resources in an online e-binder
• BASE - Academic search engine; To search academic web resources
• SpanishDict - the most accurate Spanish to English to Spanish translation through our Spanish translators, dictionaries, and verb conjugations.
Useful Websites:
• Machine translation vs. human translation: The Wall Street Journal interview with Adolfo Hernandez
o https://www.youtube.com/watch?v=1B_1sWihk1g
• Free Bilingual Libraries Bring Communities Together
o https://www.youtube.com/watch?time_continue=2&v=TBUTgovXKA4
• NOPD building team of bilingual officers to improve language access for all communities
o https://www.youtube.com/watch?v=c2KOiBh7Ye4
• CU Denver Launches Bilingual HDFR Program
o https://www.youtube.com/watch?v=CSsZdSGm8fo
• Breaking the language barrier | Tim Doner | TEDxTeen 2014
o https://www.youtube.com/watch?v=xNmf-G81Irs
• The Importance of Being Bilingual | Maria Giannini | TEDxSantaCatalinaSchool
o https://www.youtube.com/watch?v=MeAy558K27U