UNIT PLAN: Clothing, colours, and seasons SUBJECT Spanish
GA!E: Entr" #
!UATI$N: %&'%( classes
!esired esults Esta)lished Goals *Curricular Co+petencies Co+petencies • • • • • • • •
Extract, retrieve, and process selected information from Spanish-language resources to complete meaningful tasks Explain acquired information in oral, visual, and simple written forms Communicate likes, dislikes, needs, and wants Share opinions and preferences, giving simple reasons Describe and exchange information about activities, people, places, and thing s Communicate in present and simple future Participate in selected meaningful, real-life situations Derive meaning in new language situations
Understandings Students will understand that: • • •
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Direct translation is not always possible Semaña Santa – religion in culture. The difference between where one places an adjective in English vs. where one places an adjective in Spanish. There are different words for the same thing in different countries or that the same word may mean something different in another country.
Essential -uestions • • • • • • •
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Students will know: (Content) • •
"ow to write# read# and discuss clothing "ow to write# read and discuss seasons
Do you shop? hat are the s!ills you need for shopping? hy do we learn about clothing? "ow is clothing relevant in our culture today? hy do we need to be able to communicate about seasons? "ow is what we are learning relevant and applicable to our lives? "ow do we communicate what we li!e# thin!# want# prefer# understand# etc.? here do we see that there is not always a direct translation in Spanish and English and why is this important?
Students will be able to: • •
Discuss their preference of clothing Describe clothing
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"ow to use tener e)pressions "ow to as! about prices and tell the price.
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See the difference between English and Spanish ways of saying things. Eg. * am luc!y vs * have luc!. Tal! about the seasons *dentify colours +now about fashion wee! in Sao ,ablo -ead# write# spea!# and listen comprehend when Spanish is being spo!en to them/ about clothing# seasons# 0se direct object pronouns in sentences and understand when they are being used when students are reading and conversation.
Assess+ent E.idence Per/or+ance Tas0: 1onversations – ,ronunciation# sentence structure# and willingness to try amount of Spanish vs English.
$ther 2ormative 6ssessment •
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2ashion ee! ,roject – 2ull rubric based off of 1orrine3s rubric. •
4ournals – spelling# correct verb conjugation# uses all the elements as!ed for.
Summative 6ssessment • •
,oem – creativity# originality# at least 5 lines long# word choice# spelling.
6lfombra – how well do students wor! together and use only Spanish when spea!ing to each other# creativity# and participation is what will be loo!ed at.
-ed light yellow light green light or 5# 7# 8 – used during lessons especially when about to move onto another concept 9ames – these are an indicator to see how well the students !now the information and if there needs to be more time spent on the concept or not 1losures – can be used to indicate which areas student are strong in and which concepts need review Test 2ashion ,roject
Student 6ssessment •
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Every 7 days students will fill out evaluation sheets about their understanding and ma!e comments about areas that they feel they have grown in# need improvement in# and are strong in. 2or fashion project the teacher will give the students a grade according to the rubric and then the students will decide who gets what on their project.
Learning Plan Lesson 1 !ate
Curricular Co+petencie s
Speci/ic Lesson $utco+es SL$ *students should )e
Acti.ities Teaching Teaching Strategies
3aterials4 esources
Assess+ent
a)le to22
:ew vocab 8 day
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- Extract, retrieve, and process selected information from Spanishlanguage resources to complete meaningful tasks - explain acquired information in oral, visual, and simple written forms
communicate in present and simple future ; describe and exchange information about activities, people, places, and things
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-ecall information from past units 0se past !nowledge of Spanish to help guess new words ,ronounce new vocabulary -ecogni'e new vocab when they hear the words rite simple sentences describing clothing.
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Discussion warm up
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,ower point of clothing =ocab =ocab sheet s heet hiteboard mar!ers ,ens in case students need e)tras/ Either personal white boards or clear file sheets from staples with paper through it to use as a whiteboard.
2ormative assessment Discussion
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information in oral, visual, and simple written forms
1ultural day – building alfombras – 9uatemala ; > days
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earn about new cultures
1losure
Tal! about 9uatemala culture and tradition around Semana Santa – show pictures Dye the saw dust different colours or! on creating different alfombras. Destroy it at the end Discuss the process and how they felt. "ow is this different than our culture? @this activity will include using Spanish terms for colours and clothing# and culture. *dentify the items avancemos pg. 8AB/ Discussion •
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Saw dust or sand Dye 1ut outs for designs. ,ictures =ocab =ocab sheet ,owerpoint – * create this Discussion
2ormative assessment Discussion – shows if they understand and can relate to the culture and if they see cultural differences Through wor!ing together seeing if they can use the colours and certain verbs to as! for what they want or need for their portion of of the alfombra
Te)t boo! 1orrine3s warm up
2ormative assessment *dentify the items Discussion
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2ocus on clothing and colour with a review of numbers
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• Describe and exchange information about
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-ecall new vocab from previous class class See the
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things • Communicat e in present and simple future • Explain acquired information in oral, visual, and simple written forms
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clothing Discuss prices Describe items of clothing
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esson centered around seasons
• Derive meaning in new language situations
8 day
• Extract, retrieve, and process selected information from Spanishlanguage resources to complete meaningful tasks
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Translate words from Spanish to English and English to Spanish. -ead and understand short pieces about clothing# activity and seasons. *dentify the seasons. isten and
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we tal! about clothing? "ave list of different activities thin! pair share/– students write down what they would wear for each one. Cuic! review of numbers ,rice is right 1losure
2ly swatter Discussion
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2ly swatters hiteboard mar!ers arm up 8F;>88
2ormative assessment 2ly Swatter game *dentify seasons istening activity •
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information in oral, visual, and simple written forms
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0sing tener phrases and how( why they are different than English. 8 day
Stem changing e$% ie verbs 1an tal!s about wants# preferences# 0nderstandin g# thin! about# etc. when it comes to
• extract, retrieve, and process selected information from Spanishlanguage resources to complete meaningful tasks • explain
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0nderstand that there is not always a direct translation from English to Spanish eg. the difference between English and Spanish with * am cold vs * have cold or * have heat vs * am hot.
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Geing able to share their li!es and disli!es# what they li!e more# less# or e
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*nvierno Tardio Spanish poet/ 1reate own poem about about the seasons 1losure +ahoot Discussion
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+ahoot game arm up
2ormative assessment +ahoot Discussion 1harades • • •
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Gall arm up
2ormative assessment Gall toss Discussion 4ournal activity • • •
8 day
1ommunicating
thoughts feelings# and opinions – putting verbs verbs into sentences. This day is putting everything together. 8 day
visual, and simple written forms • communicate likes, dislikes, needs, and wants • explain acquired information in oral, visual, and simple written forms • Communicat e likes, dislikes, needs, and wants • share opinions and preferences, giving simple reasons • describe and exchange information about activities, people, places, and things
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them rite about and discuss preferences of clothing. •
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-ecall verb conjugation Discuss their surrounding# weather# seasons# clothing# and colours. 0nderstand direct object pronouns and and when to use them. -ead Spanish with proper pronunciation pronunciation and understand what is being
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clothing in seasons# what you want prefer# li!e# li!e# have# etc. *ndividually write a journal about clothing you want# li!e# prefer# tal! tal! about family members and friends and what you thin! they would prefer# etc. Seis y seis game verb conjugation/ :ature wal!( wal!( discussion
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Seis y seis photo copy of game Dice ,encils hite board hite board mar!er 0se dialogue you created during practicum ,ractice wor!sheet -ubric for written dialogue.
2ormative assessment Seis y Seis game ,ractice wor!sheet -eading – pronunciation pronunciation Shopping activity •
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1ulture of 2ashion in Sao ,aulo 7 ;J classes > to prep 8 – > to present
and simple future • Participate in selected meaningful, real-life situations • derive meaning in new language situations • explain acquired information in oral, visual, and simple written forms • Identify and describe similarities and differences between their own customs and those of Hispanic cultures • Explain acquired information in oral, visual, and simple written forms
Spanish
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*dentify# translate and use proper verb conjugation in the right places in present tense. tense. See the difference and similarities between fashions in Sao ,aulo vs. new yor! see a side of latin 6merican
is shopping as! sales cler! about items. *n convo must useI tener phrases# e $% $% ie verbs# colours# seasons# clothing items# li!e# disli!e# etc.
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Different sheets around room with different instructions; students race in partners to answer each sheet. Discussion
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Sheets for the game. Scrap paper ,ens(pencils arm up
2ormative assessment -ace to complete different activities on sheet. Discussion
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Summative assessment 6ssessment on either their fashionshow. ill e)amine use of verbs# direct object pronoun use# use# colours# •
2ashion show videos. -eview( summative assessment > days
Demonstrate Demonstrate the !nowledge they have ac
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Day of review activities – will build day around different activities that * have seen as areas that need to become stronger within the unit we have studied. Test
opinion.
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-eview games Test Te)t boo!s =ocab =ocab sheets shee ts
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Summative assessment Test ; loo! at all the different parts of the unit. ill have a listening# written and reading component – spea!ing component will be seen in the project.
-esource list and GibliographyI 62,ES. >FFA# 4anuary >J/ Semana de la Moda de Sao Paulo Apuesta al Optimismo . httpsI((www.youtube.com(watch?v$+S7LK7g;sbg 1astells# H.# 9u'mMn# E.# apuerta# ,. N 9racOa# 1. >FF>/. Mosaicos: Spanish Spanish as a World World Language Language.. 0pper Saddle -iver# :4. ,rentice "all. 1astells# H.# 9u'mMn# E.# apuerta# ,. N 9racOa# 1. >FF>/. Mosaicos: Spanish Spanish as a World World Language Language LA! LA! MA"#AL. MA"#AL. 0pper Saddle -iver# :4. ,rentice "all. "olt# HcDougal. >FF>/ 1uaderno prMctica por niveles. $A%ancemos& Evanston# $A%ancemos& Evanston# *. HcDougal ittell. ittell# HcDougal . >FFL/. $ A%ancemos& Evanston# A%ancemos& Evanston# *. HcDougal ittell. Huir# 1. Power 1. Power Points Points.. ,ersonal 1ontact. Huir# 1. Seis ' Seis ,ersonal Seis ,ersonal 1ontact.
:otes from Hundo Spanish Spanish School. School.
