Understandings Essential Questions Documents/WORLD...the meaning of verbs with or without the reflexive pronoun? 5. ... Learning Plan (Stage 3) Where are ... Title of Unit WL Spanish

Understanding By Design Unit Template

Title of Unit WL Spanish Level 2 CCP Grade Level 9 or 10 Curriculum Area WL Time Frame 1st semester, 10-12 weeks

Developed By District WLD

Theme 1: Daily routine, chores & errands Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Understandings Essential Questions Overarching Understanding Overarching Topical

1. A conversation is an exchange of information and/or opinions about feelings and emotions between 2 or more people.

2. Written & spoken language is meant to be understood & applied. 3. Presentations of information, concepts, & ideas are meant to be

communicated to an audience of listeners or readers. 4. World Language pertains to daily life and enhances the

understanding of other subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. There is a world of language beyond the classroom setting. 8. Every culture has its own unique aspects and components. 9. There is a relationship between the practices & perspectives of a

culture.

1. Why is it important to continue to study a language?

2. How can learning a language be used for personal enjoyment & enrichment?

3. How is technology useful in furthering your enjoyment of a language?

4. How do we use prior knowledge from other disciplines to further understand a language and its related cultures?

1. How do you form and respond to questions about your daily routine, chores & errands?

2. How does inflection or intonation influence what is said?

3. How does word order affect meaning?

4. How do you differentiate the meaning of verbs with or without the reflexive pronoun?

5. How do you organize your message to effectively communicate it to your audience?

6. How do verbs change to appropriately communicate your message in the present tense?

Cultural Integrations Awareness of formal and informal language (tú vs. Ud.)

Key Concepts & Terms

Reflexive verbs Present tense review w/reflexives and chores vocabulary Review of stem changing verbs/spelling changing: especially poner & hacer Irregular present tense verbs Afeitar(se), despertar(se), dormir(se), vestir(se), quitar(se), lavar(se), cepillar(se), acostar(se), levantar(se), mirar(se), poner(se), secar(se), bañar(se), Maquillar(se) Poner/quitar la mesa, cortar el césped, lavar la ropa, sacar la basura, pasar la aspiradora, hacer/tender la cama, barrer el piso, trabajar en el jardín, preparar la comida, la cena, el almuerzo, el desayuno

Competencies Students will know…

Skills Students will be able to…

1. the meaning of the spoken target language (TL) at the appropriate level

2. how to speak in the TL at the appropriate level 3. how to read and comprehend course texts and materials in the

TL 4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL

1. communicate about the daily routine, chores & errands of themselves & others

2. conjugate the verbs (above) in the present indicative 3. conjugate verbs with stem changes, spelling changes, and

other common irregular verbs 4. correctly use the reflexive pronouns 5. apply previous vocabulary & grammatical structures to this

material

Assessment Evidence (Stage 2) Performance Task Description

Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence

Learning Plan (Stage 3) Where are your students headed? Where have they been? How will you make sure the students know where they are going?

How will you hook students at the beginning of the unit?

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and

knowledge?

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)




Theme 2: Healthy lifestyles, body parts Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



2. Written & spoken language is meant to be understood and applied. 3. Presentations of information, concepts, & ideas are meant to be



culture.



3. What are some distinctive viewpoints of the studied culture?

4. How do we use prior knowledge to further understand a language and its related cultures?

1. How do you form and respond to a question about your health?

2. How does word order, specifically with intrinsic verbs, affect meaning?


4. How do verbs change to appropriately communicate your message in the present tense?

5. How do you form, use & respond to informal commands?

Cultural Integrations Awareness of formal and informal language (tú vs. Ud.) Healthy lifestyles in TL countries


Intrinsic verbs (doler, review gustar, encantar, etc) Ser & estar – differences esp. with “estar enfermo” Informal positive & negative commands Doler, lastimar(se), estar a dieta, engordar(se), bajar de peso, estar enfermo Repaso del cuerpo del nivel uno y: la muñeca, el codo, el cuello, el pecho, la espalda, el muslo, la pantorrilla, el ombligo, el oído, el doctor/médico, la enfermera, la medicina/el medicamento






1. express healthy living, pain & injury 2. identify & describe body parts 3. use intrinsic verbs with correct indirect object pronoun 4. form and use informal positive & negative commands 5. apply previous vocabulary & grammatical structures to this

material


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence



What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?









Theme 3: Literature 1st semester Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 3.1: Reinforce and further students’ knowledge of other disciplines through WL. 3.2: Students acquire information & recognize distinctive viewpoints that are available through WL & its cultures. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied & their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.


1. Written & spoken language is meant to be understood & interpreted. 2. Presentations of information, concepts, & ideas are meant to be

communicated to an audience of listeners or readers. 3. World Language is not an isolated academic subject. 4. A variety of media is essential for language understanding. 5. A new language can be used for personal enjoyment & enrichment. 6. There is a world of language beyond the classroom setting. 7. Every culture has its own unique aspects and components. 8. There is a relationship between the practices & perspectives of a

culture and the products & perspectives of a culture.

1. Why is it important to study a language?

2. Why is it important to apply language outside of the classroom?

3. How can learning a new language be used for personal enjoyment & enrichment?


5. How do we use prior knowledge to further understand a new language and its related cultures?

1. How do you formulate and respond to literature-based questions?

2. What are some tools (punctuation, cognates, etc.) from your own language that you can use to learn a new language?

3. How do the customs of the culture studied compare to your own?

4. How can your knowledge of the plot and characters be used in oral & written communication?

5. What geographical facts do you know about the country?

Cultural Integrations Geography, location, capital city of country in reading selection; 4 (minimally) cultural customs (i.e. holidays, celebrations, names, family structures, religious practices, food); Awareness of cultural differences and stereotypes


Word order and language in context Supports previously acquired grammatical concepts Supports previously acquired vocabulary while building a working reading vocabulary Improves spelling






1. identify at least 4 cultural customs practiced in country in written text

2. identify geographical facts about said country 3. identify & describe the main ideas & characters from the

text 4. identify cognates & idiomatic expressions 5. retell the plot summary


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence










Title of Unit WL Spanish Level 2 CCP Grade Level 9 or 10 Curriculum Area WL Time Frame 2nd semester, 8-10 weeks


Theme 4: Pastimes; review of seasons, weather, clothing, family, home Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.






culture.





1. How do you form and respond to a question about your hobbies and pastimes?



4. How do verbs change to appropriately communicate your message, whether in the present or preterit tense?

Cultural Integrations Awareness of formal and informal language (tú vs. Ud.) Family structure and holidays/pastimes


Review of possessive adjectives Preterit mood: formation and use with previously taught verbs, especially irregulars (tener, ser, ir, dar, hacer, saber, estar, querer, ver, venir, poner, poder, decir, andar, conducer, traer) Boncearse, bucear, navegar, tomar el sol, hacer un picnic, ir al parque de diversiones, escalar las montañas, pescar La tormenta, el huracán, el terremoto, la inundación, Los anteojos/gafas de sol, las sandalias, la toalla, el barco, la lancha, el bronceador/bloqueador, la montaña rusa, el carrusel






1. communicate about hobbies & pastimes 2. form and correct use of preterit for the above verbs for

describing past events 3. apply previous vocabulary & grammatical structures to this

material


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence












Theme 5:Travel and food/restaurant Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.








2. Why is it important to recognize differences between language use in school & beyond school (vocabulary, dialect, pronunciation)?


4. How is technology useful in furthering your enjoyment

1. How do you form and respond to a question?



4. How do verbs change to appropriately communicate your message, whether in the present, preterit or imperfect tense?

5. How do you communicate about a restaurant or travel Cultural Integrations

Awareness of formal and informal language (tú vs. Ud.) Traveling and cultural expectations and differences

of a language? 5. What are some distinctive

viewpoints of the studied culture?


experience in a present or past timeframe?

6. How do you differentiate items using demonstrative adjectives?

7. How do you make comparisons?


Demonstrative adjectives Preterite Comparisons and superlatives Estar de vacaciones, viajar, traer, servir, costar, pedir, volar, empacar El aeropuerto, la estación de tren, la estación de autobús, la agencia de viajes, la aduana, el hotel, el avión, el guía, la cuenta, el menú, camarero/mesero-a, entremeses/tapas, el postre. el plato principal, la maleta/el equipaje, el crucero, el viaje, la propina La comida: las bebidas, el agua, la leche, el jugo, los refrescos, la limonada La hamburguesa, el bistec, el pollo, el pavo, el jamón, el tocino, los huevos, el pescado, el queso, las papas fritas, las papas al horno, la sopa, la ensalada, la lechuga, el tomate, la zanahoria, la cebolla, el pimiento, la sal, el pan, la mantequilla, la fruta, la manzan, la fresa, la naranja, el limón, la uva, el helado, la vainilla, el chocolate Demonstrative adjectives (este, ese, aquello, etc.) Mejor, peor, and other superlatives/comparatives






1. communicate about traveling, food, eating in restaurants 2. form and use of the preterit as well as present indicative of

verbs (above) 3. use of demonstrative adjectives 4. form and use comparisons and superlatives 5. apply previous vocabulary & grammatical structures to this

material


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence












Theme 6: Literature 2nd semester Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 3.1: Reinforce and further students’ knowledge of other disciplines through WL. 3.2: Students acquire information & recognize distinctive viewpoints that are available through WL & its cultures. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied & their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.


1. Written & spoken language is meant to be understood & interpreted. 2. Presentations of information, concepts, & ideas are meant to be

communicated to an audience of listeners or readers. 3. World Language is not an isolated academic subject. 4. A variety of media is essential for language understanding. 5. A new language can be used for personal enjoyment & enrichment. 6. There is a world of language beyond the classroom setting. 7. Every culture has its own unique aspects and components. 8. There is a relationship between the practices & perspectives of a


1. Why is it important to study a language?


3. How can learning a new language be used for personal enjoyment & enrichment?


5. How do we use prior knowledge to further understand a new language and its related cultures?

1. How do you formulate and respond to literature-based questions?

2. What are some tools (punctuation, cognates, etc.) from your own language that you can use to learn a new language?

3. How do the customs of the culture studied compare to your own?

4. How can your knowledge of the plot and characters be used in oral & written communication?

5. What geographical facts do you know about the country?

Cultural Integrations Geography, location, capital city of country in reading selection; 4 (minimally) cultural customs (i.e. holidays, celebrations, names, family structures, religious practices, food); Awareness of cultural differences and stereotypes


Word order and language in context Supports previously acquired grammatical concepts Supports previously acquired vocabulary while building a working reading vocabulary Improves spelling






1. identify at least 4 cultural customs practiced in country in written text

2. identify geographical facts about said country 3. identify & describe the main ideas & characters from the

text 4. identify cognates & idiomatic expressions 5. retell the plot summary


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence







