Curriculum Map for Thematically-Linked Multi

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Ellen Dunn
Theme, Enduring Understandings, &
Essential Questions for this Unit
Theme/Unit:
Conducting an Interview
First Week:
Overarching EQ: How do I
form questions in preparation
for an interview?
 EQ: What are the
cultural
differences/similarities
between American and
Peruvian modern life?

What is the meaning of
each Spanish
interrogative?
Enduring Understandings
Understanding Spanish
structures helps me exchange
spoken and written info.
effectively.
How Students will Demonstrate
Their Understanding
Initially, the teacher will
administer a Spanish III
interrogatives pre-assessment
for guiding future instruction
and determining the amount of
review time required.
Performance Assessment
The students will develop
questions in groups in order to
interview American
missionaries living in Cusco,
Perú. Nathan and Audrey
Wilson will visit Spanish III on
Monday, Aug. 12 to share their
perspectives on Peruvian
culture.
Unit Curriculum Map
Spanish III
Standards-based Essential Skills &
Concepts to be Targeted
Content Standards:
ML III.IP1.
E. Give and follow detailed
directions and
instructions.
F. Ask questions and
provide responses on
topics and events found
in a variety of print and
non-print sources.
ML III.IP 2
A. Participate in extended
oral and written
activities reflecting the
present.
ML. III. CU1
B. Discuss patterns of
behavior typically
associated with other
cultures.
August 2013
Strategies / Best Practices Used to
Explicitly Teach the Skills
Resources for
this Unit
Each day, TSW will engage in
“Repaso y Prevista”, or a review
and preview of skills to come.
This Smartboard organizer will
consist of three daily questions
to be answered individually in
each student’s spiral notebook
and reviewed as a whole class.
This portion of class constitute
a portion of the participation
grade as well as homework.
The teacher will implement the
mini-lesson: Interrogatives
The students will view a
SmartExchanges ppt. to
review question words. TSW
brainstorm interview questions
for my sister, Audrey and her
husband, Nathan. Each member
will contribute in preparing for
their visit.
En Español, textbook Resource
1. SmartExchange
Presentations
2. Practice book activities f
of current
standards/skills
3. Audio-CDs for listening
to native proficiency
4. Señor Wooly verb
reviews
Technology: The students will
research Peruvian life.
Support Materials:
anchor charts.
Word walls for helpful review o
Theme, Enduring
Understandings, & Essential
Questions for this Unit
Theme/Unit:
Conducting and Interview
Week 2:
EQs:
Overarching: How can I
initiate, sustain and close oral
and written exchanges in
Spanish?
 Which interrogative
words are used in asking
for and giving
information?
 What are the rules for
conjugating present
tense verbs, past tense
and future?
Enduring Understanding: Asking
questions is vital to
communicating.
How Students will Demonstrate
Their Understanding
Formative Assessments
Vocab Quiz on interrogative
words and present tense verb
conjugations.
Journal Entry: Now that the
interview is complete, what
information surprised you?
What are your thoughts or
reflections on life in Cusco,
Perú?
Teacher Observation
Standards-based Essential
Skills & Concepts to be
Targeted
Content Standards:
(same standards from week 1+)
ML.III.CCC 2.
A. Discuss the influences
of events and issues on
the relationships
between countries where
the target language is
spoken and the students’
own culture.
B. Compare and contrast
social conventions of the
target cultures with the
students’ own culture.
Strategies / Best Practices
Used to Explicitly Teach the
Skills
During mini-lesson, TSW begin
defining vocabulary associated
with Unit 2, chapter 2:
Resources for
this Unit
Technology: TSW practice
verbs conjugations using the
interactive board.
TSW review interrogative
words in pairs in a guided
discussion to prepare for quiz.
Support Materials:
Practice book for HW
assignments
TSW review distinguishing the
preterite from imperfect in
varied formats: warm-ups,
practice exercises and quick
writes.
Word Walls
Anchor charts
Señor Wooly grammar review
songs
Theme, Enduring
Understandings, & Essential
Questions for this Unit
Theme/Unit: Chapter 2, unit 2
Week 3: Celebrations
(TSW continue reviewing verb
conjugations.)
Enduring Understandings:
In Spanish, speaking
effectively means choosing the
correct verb conjugation for
the speaker and situation.
Essential Questions:
Which vocabulary words share
planning for a celebration?
When is it appropriate to use
the preterite or imperfect?
How Students will Demonstrate
Their Understanding
Summative Assessment:
Test over Chapter 2 vocabulary
and preterite vs. imperfect
verbs
Formative: Quick writes using
the statements “aunque” and
“mientras” to distinguish the
two past tenses
Teacher observation
Standards-based Essential
Skills & Concepts to be
Targeted
MLIII.IP1A Express needs and
desires
ML111.IP.1D Give detailed
descriptions.
Strategies / Best Practices
Used to Explicitly Teach the
Skills
Mini-lessonCooperative grouping –
TSW engage in the use of
celebration vocabulary and past
tense verbs through listening
comprehension activities to
hear native proficiency.
Resources for
this Unit
Graphic organizers for
differentiating preterite from
imperfect
Practice Book: HW for verb
conjugations and vocab practice
Technology:
Interactive Games for verb
conjugations
Support Materials:
Word walls
Anchor charts
Note-taking
Señor Wooly site
Theme, Enduring Understandings,
How Students will Demonstrate
Standards-based Essential Skills &
Strategies / Best Practices Used to
Resources for
& Essential Questions for this Unit
Their Understanding
Concepts to be Targeted
Explicitly Teach the Skills
this Unit
Theme: Reading
Comprehension
Week 4: La novela, Pobre Ana
Enduring Understandings:
In Spanish, reading effectively
means using cognates and
context clues to aid one’s
comprehension.
Essential Questions:
What is the gist of what I
read?
Formative:
Journal entries capturing the
gist of what is read daily.
Teacher Observation during
discussion time
MLIII.INT1F Demonstrate
Novice-High to to
Intermediate-Low proficiency
in listening, viewing and reading
comprehension.
MLIII.P1A Summarize and
communicate main ideas and
supporting details from a
variety of authentic language
materials.
Cooperative Learning:
TSW engage in literature
circles where everyone has a
role after reading selected
passages. TSW discuss what
they understand and how they
figured out the meaning of
difficult passages.
Technology for researching
difficult words or phrases
(online dictionaries)
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