Unit Understanding: Connections
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Subject/Grade/Year: 6, 7, 8 Spanish
Stage 1 - Desired Results (Standards)
Power Standard(s): What CCSS/ISBE/National Standards(s)
will address this unit?
Standard 3.1 Students reinforce and broaden their knowledge of
other disciplines through the target language.
Standard 3.2 Students access information and cultural
perspectives that are available through the target language via
electronic or traditional means.
M Essential Understandings: What specific understandings can
e be predicted from the Power Standard(s)?
● Students will understand that language learning
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provides opportunities to uncover big ideas about
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languages, cultures, and other disciplines.
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● Strategies used to acquire a language are transferable
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to other areas of learning throughout life.
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● Learning another world language enables one to access
Transfer Goal: Applies the Power Standard to a “novel” real world
situation. A statement of what students should be able to do with the
standard knowledge in other contexts. Students will be able to
independently use their learning on a long-term basis to...
● Transfer and apply, within a limited context, information
and skills common to the language classroom and other
disciplines.
Essential Questions: What thought provoking questions would foster
inquiry, understanding and transfer of learning?
● What is the connection between the study of a world language
and other content areas?
● What are the strategies that individuals use to learn a world
language? How do these strategies help them learn in other
content areas?
● Why is it important to access primary information?
information available only in that language.
A Knowledge: What should students know as a result of this unit?
c What can be studied? (Theory/Concepts/Mental Coordination)
● Students will identify cognates.
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● Students will identify word origin and etymology.
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● Identify Spanish and English parts of speech.
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● Recognize numbers up to one million.
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● Identify ordinal numbers and appropriate symbols for
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time and date.
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● Identify target language countries, major cities and their
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locations.
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● Recognize famous people, artifacts, and historical
Skills: What should students be able to do as a result of this unit? What
can be practiced? (Application of Theory/Concepts/Physical
Coordination)
● Implement proper sentence structure.
● Use context clues to decipher the meaning of unknown words.
● Analyze root words, prefixes, and suffixes to determine meaning.
● Using text features to gain meaning from text.
● Analyze and describe characters and personality traits, as well
as the setting of a story.
● Using sequencing vocabulary to express the order of events in a
story.
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contributions of target culture.
Identify daily and seasonal weather phrases.
Identify authentic songs relative to target language.
Recognize cultural symbols and artistic traditions in the
target culture.
Recognize healthy foods typical of the target culture.
Identify primary sources via technology.
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Compute authentic transactions with numbers up to one million.
Uses authentic language to convey basic math concepts
consistent with practices of the target countries.
Apply and integrate knowledge of Spanish speaking countries,
including climate, demographics, history, and political factors.
Recognize famous people, artifacts and historical contributions
of the target culture.
Analyze how historical figures and events affect the target
culture.
Collect and classifies data in the target language.
Recognize musical styles, performers, and instruments particular
to the target culture.
Create art based on the target culture.
Describe activities and foods that promote healthy living.
Investigate and adapt to changing technology in a variety of
applications.
Extract information and decipher meaning from native speaking
sources.
Apply information from sources intended for native speakers.
Stage 2 - Evidence
Summative Performance Assessment(s): Is each standard and transfer goal being assessed? An authentic assessment(s) designed to show
how students demonstrate their understanding of essential questions and transfer goals when applied to a new, varied, or realistic situation.
Should be written in the GRASPS format and reflect the UbD “Six Facets of Understanding”.
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Assessment Criteria: What criteria will be used in each assessment to evaluate attainment of each desired result? What are the qualities by
which learning is judged? Think rubric components!!! (Content, Process, Product, knowledge, skill)
Constructively aligned assessment criteria begin with a noun that complements the verb in the assessment tasks objective. If the objective is for
students to "explain how concepts in the subject interrelate" one of the criteria might be "Clarity of explanation". That is, the criterion describes
the quality in the assessment task that will be judged as an assessment. Other commonly used quality words used in criteria include: Accuracy,
Currency, Depth, Impact, Legibility, Originality, Succinctness, and Relevance.
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Formative Assessment Evidence: What daily evidence has been collected to determine goal attainment? Tests, quizzes, discussions,
homework, exit slips, graphic organizers, note-taking, etc…
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Stage 3 - Learning Plan (Activity)
Pre-Assessment: What will be done to determine students’ background knowledge, skill level, and possible misconceptions? (K-W-L) How will
students be grouped? What opportunities for differentiation will take place?
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Aligned Learning Activities: What will be done each day to foster student success at transfer, meaning, and acquisition? How will critical
thinking, problem solving, and systems thinking be incorporated? Consider the “Gradual Release of Responsibility Model” and “WHERETO”
format when developing daily experiences linked to Stages 1 and 2.
Date(s)
“We Will…” Objective:
How are action verbs
used to link content to
the Power Standard for
each learning
experience?
Procedures:
What is the daily lesson plan process? What is the step-by-step
path of learning? How are learning activities prioritized and
sequenced in an engaging and time sensitive manner? How
are learning experiences differentiated or modified to meet
assessed learning needs? How are the daily products
connected to Summative Performance Tasks?
Pro
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