STANDARDS-BASED THEMATIC UNIT PLAN€¦ · ¿En cuál año empezó la Copa Mundial? 1930 ¿En cuál año se fundó FIFA? 1904 ¿Qué significa cada letra de FIFA? Federación Internacional

STANDARDS-BASED THEMATIC UNIT PLAN

Language and Level Spanish II/Novice

Theme Fútbol vs. Football: Comparing US and Latin American Sports Culture

Important/EssentialQuestion(s)

1) What role does soccer play in Latin American culture? 2) How is sports cultural similar and different in the US and in Latin America (e.g. major events, rivalries)

GoalsWhat should students know and be able to do by the end of the unit?

1) SWBAT compare Latin American soccer culture with American football culture.2) SWBAT create their own soccer team and talk about it in the target language3) SWBAT write a sports report about a game.

PerformanceTasks

(Note: The presentational and interpersonal tasks follow the interpretive task and are informed by the information and knowledge gained from the interpretive task. )

Interpretive

Students will complete a WebQuest that contains authentic articles about the history of soccer and the World Cup.https://sites.google.com/a/miamioh.edu/por-que-es-importante-el-futbol/

Presentational Interpersonal

Students will create their own soccer team (complete with players, statistics, mascot, etc.) and present a poster of this fantasy soccer team to the class.

Students will participate in an information gap about the soccer team they create for the presentational task.

Cultures

Product: Song: “Latinoamérica” by Calle 13 Practice: Hard work Perspective: Latin Americans have been historically repressed, but they persevere and still retain pride in their culture. Product: World Cup Tournament

Clementi/Terrill Template Design – Central States, 2013

https://sites.google.com/a/miamioh.edu/por-que-es-importante-el-futbol/


Practice: Supporting teams and watching the World CupPerspective: Latin Americans believe that success in professional soccer is an opportunity to be globally respected.

ComparisonsCulture Language

Sports culture in the US vs. in LA

x

ConnectionsOther Disciplines Technology

Physical Ed./ Social Studies Videos/Projector/Computer Lab (for webquest)

Communities X

Connections to Common Core

Social studies (geography)Gym (soccer game)

Tool Box

Language Functions Structures / Patterns Essential Vocabulary

Comparisons Present Tense Empate (tie), pelota (ball), cancha (field), partido (game), ganador (winner), perdador (loser), campeón (champion), campeonato (championship), equipo (team), camiseta (jersey), tradición (tradition), ver los deportes (watch sports), celebración (celebration), el futból [americano] (soccer/football), experiencia (experience)

Reactions Interjections

Más que/Menos que (more/less than)

Key Learning Activities

StandardsFocus Learning Activity Purpose In-class /

Home

4.2 Venn Diagram Compare IC

4.2 Class Discussion: Soccer Cultural Comparison IC



World Wide

4.2 Tailgating: American vs. Latin America

Compare IC

3.1 Play Soccer Connections/PE IC

Resources

Videos: “Latinoamérica” Calle 13 - http://www.youtube.com/watch?v=DkFJE8ZdeG8

“Wavin' Flag” K'naan - http://www.youtube.com/watch?v=dQJpejTszsU

“Nike World Cup Video” - http://www.youtube.com/watch?v=R_VtUNq0uxk

Una Breve Historia de Latinoamérica Powerpoint and Comprehension Quiz

Culture Comparisons Venn Diagram

Poster-sized paper and markers for Graffiti Carousel

Soccer ball, cones/net, whistle for soccer game

Webquest and Worksheet for Webquest

Information Gap Worksheet

Posterboard and markers/colored pencils

Blank world map worksheet


Interpretive Task: WebQuesthttps://sites.google.com/a/miamioh.edu/por-que-es-importante-el-futbol/WebQuest Questions¿En cuál país antiguo comenzó el fútbol? Egipto¿Qué es otro nombre para el fútbol? el balompie¿Cuántos jugadores juegan a la vez? 11¿Cuáles son tres responsabilidades del árbitro? (respuestas varias)¿Cuánto tiempo dura un partido? 90 minutos¿Cuáles son las tres tipos de saques? El saque de banda, el saque de portería, el saque de esquina¿En cuál año empezó la Copa Mundial? 1930¿En cuál año se fundó FIFA? 1904¿Qué significa cada letra de FIFA? Federación Internacional de Fútbol Asociación

https://sites.google.com/a/miamioh.edu/por-que-es-importante-el-futbol/

Interpretive Task: Webquest Rubric

Can my writing be understood?

(Comprehensibility)

I can be understood with difficulty by the teacher.

My answers contain many grammatical errors that impede understanding.

I can be understood by the teacher.

My answers contain some grammatical errors that impede understanding.

I can be easily understood by the teacher.

My answers do not contain grammatical errors.

How well do I use the Spanish Language?

(Language Control & Vocabulary)

I am correct only at the word level.

My vocabulary is limited/repetitive.

I use English.

I am mostly correct with memorized language functions.

I use the taught vocabulary accurately.

I am correct with memorized language functions and am able to create unique sentences, even if they are sometimes incorrect.

How well do I answer the question?

(Task Completion)

Some questions are left unanswered. I did not expend calculable effort in answering the questions I did answer.

Most questions are answered fully and it is apparent I made an effort to answer the questions correctly.

All questions are answered fully and it is obvious that I went above and beyond to answer the questions correctly.

I provide extra detail.

1 2 3

Interpersonal Task: Info Gap ActivityUsa esta tabla para preguntar a su compañero sobre los equipos de unas personas en la clase.Llena los espacios vacíos. Llena la columna de “Yo” con la información de tu propio proyecto.

Frases útiles:¿Quién es... del equipo de Eduardo? (para personas)¿Qué es/son... del equipo de Eduardo? (para cosas)

Eduardo Marcos Yo Mi compañero

la mascota Los leones

los colores Amarillo y negro

el portero Pepe Reina

la ciudad Buenos Aires

marca de equipo Nike

el mejor volante AndrésGuardado

Usa esta tabla para preguntar a su compañero sobre los equipos de unas personas en la clase.Llena los espacios vacíos. Llena la columna de “Yo” con la información de tu propio proyecto.

Frases útiles:¿Quién es... del equipo de Eduardo? (para personas)¿Qué es/son... del equipo de Eduardo? (para cosas)

Eduardo Marcos Yo Mi compañero

la mascota Las abejas

los colores Rojo y oro

el portero Victor Valdes

la ciudad Ibiza

marca de equipo Adidas

el mejor volante JamesRodríguez

Info Gap Activity Rubric

1 point 3 points 5 points

Participation Student does notspeak in Spanish ordoes not participate

Student participatesbut does not speakentirely in Spanish

Student activelyparticipates andspeaks only Spanish

Comprehensibility Student is notunderstood bypartner, nonegotiation ofmeaning

Student is somewhatunderstood bypartner, nonegotiation ofmeeting

Student is mostlyunderstood bypartner, and usesnegotiation ofmeaning to aidunderstanding

Completion Student does notcomplete assignment

Student partiallycompletedassignment, somespaces are stillempty

Assignment is fullycompleted

Students will create a fantasy soccer team to present to the class. The fantasy team needs to include the correct number of players, the positions each of the players plays, the team’s [imaginary] statistics, team’s colors, mascot, practice schedule and home city. The students are the coach of the team. Students create a poster depicting all of this information and present to the audience/class. The presentation will be rehearsed and polished.

Oral Presentation Rubric : Equipo Fantasía de Fútbol

Student Name: ________________________________________

CATEGORY 4 3 2 1Content Presentation includes

all 11 players, positions of players, team stats, colors, mascot etc.

Presentation is missing 1-3 parts of the project.

Players chosen are made up and there are many parts missing.

More than half of the parts are missing.

Comprehension Student is well understood with little to no errors. Student is able to accurately answer almost all questions posed by classmates about the topic. Preparation is obvious.

Student makes few errors in speech, continues to speak in complete sentences. Still appears to have prepared speech.

Student makes many errors, and does not stay in the Target Language. Preparation is not apparent.

Student cannot answer any questions about project. Speaks in mostly English and does not try to remain in the Target Language.

Written Portion Student has no errors on the written portion of the poster.

A few errors exist in spelling and grammar on the poster.

Student uses English for unknown words and did not write in complete sentences or correct grammar format.

No writing on poster.

Creativity Poster is colorful, detailed and effort is apparent.

Poster is slightly unorganized, messy, and some effort is apparent.

Poster is unorganized, un tidy and no creative attempt apparent.

No poster.

Date Created: May 03, 2013 05:05 pm (CDT)

Culture Activity and Content Based Instruction (CBI) Activity Instructions and Evaluation Checklist

1. Culture Activity: Flesh out the infusion of culture in your Unit. First write a description of your activity in one or two paragraphs. Next use the triangle to list the ways in which you will address the Products, Practices and Perspectives. Attach all required materials.

2. Content Activity. Flesh out the Content you will address in your unit. First identify at least two content areas you will address in your unit. Next write, a description of how you will conduct the activity. Attach all required materials.

Culture Activity Not met (0)

Somewhat (1)

Yes (2)

Description: Reader understands what will take place in the classroom, how the activity will flow.Product: Clearly presents the a product of the Target Culture.Practice: Clearly presents the a practice of the Target CulturePerspective: Clearly presents the a perspective of the Target Culture.Materials: Required materials (e.g. worksheets, presentations, readings, etc.) are attached.Content Activity Not

met (0)Somewhat (1)

Yes (2)

Description: Reader understands what will take place in the classroom, how the activity will flow.Content Area 1: First content area is identified and goes beyond listing the area, the content area is fleshed out and specific (e.g. metric system in arithmetic)Content Area 2: Second content area is identified and goes beyond listing the area, the content area is fleshed out and specific (e.g. metric system in arithmetic)

See Samples below

Culture Activity Description: Students will pick a World Cup year at random to research with a partner. Students will pretend to be working with a committee to decide who will host the 2013 World Cup based on past games. They will receive a worksheet with questions about the game. Non-negotiables: Who played? Who won? What was the score? Where was it? What were the celebrations like?. Students can add any information that they feel is relevant. They will use the questions from this worksheet along with any other relevant information to create a poster, which they will present to the World Cup City Selection Committee (class).Questions to Guide Poster Creation:Non-negotiables: Who played? Who won? What was the score? In what city was it held? In what city/venue? What were the celebrations like?What other relevant information would you like to share with the class?

The 3 Ps: The Culture Triangle

Practice: Supporting teams and watching the World Cup

Product: World Cup tournament

Perspective: Latin Americans believe that success in professional soccer is an opportunity to be globally respected.

CBI Activity

Content #1: Physical Education: Students will learn the rules of soccer and play a mock game.

Content #2: Social Studies: Students work to color in the countries that have hosted the World Cup on a blank map provided to them by the teacher. Students label the countries using the country’s Spanish name (e.g. Brazil > Brasil).

Collaborating teachers: Social studies teacher and the gym teacher.

Activity Description: Physical Education: On a day when the weather is nice, teacher will review rules of soccer with students (that were learned in physical education). Teacher will borrow materials (soccer ball, jerseys, cones, whistle) from the gym teacher and orchestrate a game outdoors. Students will be assessed based on participation and good sportsmanship. After a mini game, students will participate in a mock celebration (e.g. chants) in the classroom.

Activity Description: Social Studies: Teacher will provide students with a blank world map and colored pencils. The teacher will give the students time in the computer lab to research past World Cup hosts and color in the countries on the map. Students must also label the countries in Spanish (e.g. Switzerland = Suiza and color it in on the map). Teacher will collect the maps and check for accuracy.

Instrucciones: Llenan los paises en los cuales La Copa Mundial ha sido alojada.

Miami University Foreign Language Lesson Plan Template

THEME: Fútbol vs. Football

LESSON TOPIC: Introduction to Unit

OBJECTIVES (language, content, culture, etc.):Students will be able to:Complete Graffiti Carousel activity using their own background knowledge about football, soccer, the World Cup and the Super BowlList traits of successful soccer teams and football teamsComplete a Think-Pair-Share activity about their own experiences watching sportsCompare cultural sports practices from Latin America and the US using a Venn Diagram

NATIONAL STANDARDS (include number, write out):1.1 Students engage in conversations, provide and obtain information, express

feelings and emotions, and exchange opinions.2.1 Students demonstrate an understanding of the relationship between the

practices and perspectives of the culture studied.4.2 Students demonstrate understanding of the concept of culture through

comparisons of the cultures studied and their own.STATE STANDARDS (include number and letter, write out):Interpretive Communication2d. Use information and viewpoints from authentic sources to inform or enhance a more sophisticated conversation, presentation or expression of creativity.Cultures1c. Analyze and compare a variety of products, practices and perspectives of the U.S. And target cultures.1h. Examine cultural perspectives as they are portrayed in the media and other sources and describe them to others.

KEY VOCABULARY/LANGUAGE CHUNKS:El equipo ideal tiene/es... - The perfect team has/is...Ver los deportes (el fútbol americano, el fútbol) – Watch sports (football/soccer)Tradiciones – traditionsEn mi experiencia – in my experience...Ya sé... – I already know...

ACADEMIC LANGUAGE: (key buzz words in SLA and in education that are the focus of your lesson):Background Knowledge ( Minsky, 1975, Schank & Abelson 1977)Comprehensible input (Krashen)Negotiation of meaning (Long 1996)

MATERIALS (attach all materials):Videos:Nike World Cup Commercial: http://www.youtube.com/watch?v=R_VtUNq0uxk Wavin' Flag World Cup video: http://www.youtube.com/watch?v=dQJpejTszsUVenn DiagramPoster-sized paper and markers

Castañeda, Last modified, Jan. 2013

http://www.youtube.com/watch?v=R_VtUNq0uxk

http://www.youtube.com/watch?v=dQJpejTszsU


Soccer ball

ANTICIPATORY SET (hook, routine and building background): When students enter, there will be a soccer ball at the front of the room in a visible location, and there will be four poster-sized papers, one at each corner of the room, set up for the Graffiti Carousel activity. The teacher will divide students into four groups, and have each group start at a different paper. The papers will have the headings Soccer, Football, World Cup and Super Bowl written on them, respectively. The teacher will ask students to write 5 words they associate with the topic on their paper in the target language (as much as possible), then the groups will rotate until all groups have visited all papers. The class will then discuss the results of the carousel.

PRESENTATION OF MATERIAL (language and content objectives, comprehensible input, strategies, interaction, feedback):Teacher will play Nike video and will ask students to volunteer some traits of a good soccer team based on the video. The teacher will write these on the board. Then the teacher will add another column and ask students to provide traits of a good football team based on their personal experiences and background knowledge.

GUIDED PRACTICE (interaction, feedback):Students will complete a Think-Pair-Share activity; They will write down any traditions they have regarding watching or playing sports, then will pair up and share their responses, and then each student will summarize their partner's traditions for the class.

STRATEGIES AND ACTIVITIES (meaningful activities, interactions, strategies, practice, application, feedback):Students will complete a Venn Diagram comparing sports traditions in the U.S. And Latin America based on the video and their background knowledge.

ASSESSMENT (description of formative, summative; attach checklists, rubrics, etc.)Teacher will assess participation throughout the class period, and will collect the Venn Diagrams and check for completion.

Lesson Plan Evaluation Checklist:✓+ exemplary ✓ accomplished

- ✓ emergingObjectives are measurable:National Standards are related to content and detailed



State Standards are related to content and detailedKey vocabulary/language chunks are related to contentMaterials are attachedAnticipatory set includes routinePresentation of material is related to contentPresentation of material uses comprehensible strategiesPresentation of material contains interactionGuided practice is related to contentStrategies and activities are meaningfulStrategies and activities provide feedbackAssessment is included



LESSON TOPIC: Attitudes & Views of Latin America

National Standards: 1.1: Students engage in conversations, provide and obtain information,express feelings and emotions, and exchange opinions.1.2: Students understand and interpret written and spoken language on a variety of topics.2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own

State Standards: Communication: Interpretive

1) Derive meaning from messages and texts using listening, reading and viewing strategies.

a) Focus on the overall meaning of the message or text to avoid stumbling on unknown words and expressions.

3) Comprehend and interpret information in authentic messages and informational texts.

b) Comprehend and interpret information in authentic messages and informational texts.

Communication: Interpersonal1) Negotiate meaning using requests, clarifications and conversation strategies.

a) Use a range of common expressions to make requests and seek clarification.

Cultures:2) Experience the target language and culture(s) and share information and personal reactions with others.

h) Develop an understanding that people in other cultures might view aspects of U.S. mainstream culture differently than the majority of U.S. residents view them.

OBJECTIVES (language, content, culture, etc.):• SWBAT create a concept map using their pre-existing knowledge about Latin

America• SWBAT analyze a music video by Calle 13 about Latin America and create a

list of cultural traits • SWBAT compare the traits of a Latin American soccer team to the traits of

Latin American seen in the Calle 13 video

KEY VOCABULARY/LANGUAGE CHUNKS: • Vocabulary: pobreza (poverty), orgullo (pride), trabajo en equipo

(teamwork), perseverancia (perseverance), lealtad (loyalty), trabajador (hardworker), represión (repression)

• Language Chunks:



“…más [adj] que…” (more [adj] than) “…menos [adj] que…” (less [adj] than) “tan [adj] como” (equally [adj] as)

MATERIALS (attach all materials): • White board• Markers• Projector• Computer• Internet access• Music video• PowerPoint

ANTICIPATORY SET (hook, routine and building background): The everyday class routine is to come in and work on the assignment on the board until the teacher starts class. This is different everyday and varies based on the lesson topic. For this particular day, students enter and see a blank concept map on the board (a circle with “Latinoamérica” written inside) with “¿Qué sabes tú de Latinoamérica?” above. Students work silently to brainstorm a list of things they already know about Latin America. Once class begins, students collaborate with their peers and the teacher to organize their pre-existing knowledge about Latin America on the concept map.

PRESENTATION OF MATERIAL (language and content objectives, comprehensible input, strategies, interaction, feedback):

Following ACTFL’s standards, the class is conducted 90% in Spanish (ACTFL, 2012). The 10% of English is during the initial concept map since it is likely that students do not have the necessary vocabulary at the start of the session. Using 90% Spanish reflects an aspect of Stephen Krashen’s Input Hypothesis, which says that students need to be exposed to copious amounts of input when acquiring a second language (Krashen, 1977).

When delivering the PowerPoint about Latin American history, the teacher uses comprehensible input methods (e.g. simplifying sentence structure, using cognates, encouraging meaningful repetition, using expressive gestures, etc.) to help students understand the material included in the presentation (Krashen, 1985).

Similarly, during the PowerPoint, the teacher will use Binding to help students associate the form of the word to its meaning (Terrell, 1986). For example, the teacher shows a picture of Spaniards arriving in Latin America in the 15th century when saying the word “conquistadores”.



When constructing the concept map, the teacher employs Vygotsky’s Zone of Proximal Development (ZPD) to scaffold learning (Vygotsky, 1978). The ZPD helps close the gap between what the learner is able to do and what the learner needs to do to complete the task. The ZPD involves an expert (teacher) working with a learner (student) to complete a task (complete a concept map).

ACTIVITIES (meaningful activities, practice and application):Activity 1: Students assist the teacher in creating a concept map on the board using their pre-existing knowledge about Latin America. This could be completed in English.Activity 2: Students watch a short PowerPoint presentation prepared by the teacher about the history of Latin America and Latin America in present day.Activity 3: Students watch the video Latinoamérica by Calle 13. Students make a list of the cultural traits they observe in the video (e.g. value of hard work, pride in one’s country).Activity 4: Students use their notes from the previous class (see other attached lesson plan) to compare the traits of a Latin American soccer team and the Latin American culture that they observe in the Calle 13 video. This is completed in groups using a chart created by the teacher.Activity 5: Students revisit the concept map from earlier and add any new knowledge.

ASSESSMENT (description of formative, summative; attach checklists, rubrics, etc.)

The teacher will assess participating using the seating charts. Students will receive either a -,√, or + depending on how much they participate. A – indicates that the student did not participate at all (e.g. did not respond when called on, did not raise hand, did not participate in group work, etc.). A √ indicates that the student participated when called on but did not raise hand to initiate participation and participated moderately in group work. A + indicates that the student raised his/her hand to participate and actively participated in group work.

Students will also take a short 5-question quiz to check comprehension after viewing the PowerPoint presentation about the history of Latin America. The teacher will collect the quizzes and grade them for accuracy (#/5). These quiz grades will be recorded into ProgressBook in the quizzes category. See attached quiz.

Lesson Plan Evaluation Checklist:



✓+ exemplary ✓ accomplished ✓- emerging

Objectives are measurable:National Standards are related to content and detailedState Standards are related to content and detailedKey vocabulary/language chunks are related to contentMaterials are attachedAnticipatory set includes routinePresentation of material is related to contentPresentation of material uses comprehensible strategiesPresentation of material contains interactionGuided practice is related to contentStrategies and activities are meaningfulStrategies and activities provide feedbackAssessment is included





Prueba: La Historia de Latinoamérica

Instrucciones: Escoge la respuesta correcta para cada pregunta.

1) ¿Cuándo llegó Cristobal Colón? a. 1942b. 1249c. 1429d. 1492

2) ¿Trajó Cristobal Colón enfermedades a Latinoamérica? a. Síb. No

3) ¿Qué fue el resultado de las revoluciones?a. Nadab. Pobrezac. Riquezad. Poder

4) La actitud que tiene Latinoamérica hoy es:



a. Débilb. Tristec. Fuerted. Frustrado

LINK: video Latinoamérica Calle 13http://www.youtube.com/watch?v=DkFJE8ZdeG8


Documents

STANDARDS-BASED THEMATIC UNIT PLAN€¦ · ¿En cuál año empezó la Copa Mundial? 1930 ¿En cuál año se fundó FIFA? 1904 ¿Qué significa cada letra de FIFA? Federación Internacional