Unit Plan Template
UNIT OVERVIEW
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Title:
o ¿Como te prepares?
Unit Goal:
o To be able to talk about getting ready and preparing for events
Subject Area:
o Spanish 2
Grade Level:
o 9-12 graders
Approximate Time Needed:
o 2 weeks (10 days)
Unit Summary:
o Students will be able to talk about getting ready for a special event, talk about daily
routines and express possession.
Key Vocabulary:
o Vocab list from page 96 and 97 in Realidades 2, Reflexive verbs, Ser/Estar, and
possessive adjectives
Materials and Resources Needed:
o Textbook (Realidades 2), blank paper, pencil/pen, chrome books, planners
Technology Connections:
o Studying vocab and grammar concepts using Quia to create practice quizzes, using the
“Describe what you learned in 140 characters” activity on twitter and using media
offered with the book for vocabulary activities.
LEARNING OUTCOMES
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Essential Questions:
o How do you describe how to get ready for a special event in Spanish?
o How do you explain your daily routine in Spanish?
o How do you describe people and things in Spanish?
o How do you express possession in Spanish?
o What are some cultural perspectives on clothing?
Standards, Skills and Learning Outcomes:
o Identify the standards (MUST reference SD DOE K-12 content standards) and
Student Learning Outcomes for this unit.
SD DOE K-12 Standard(s): Standard 1.1: Students engage in conversations, provide and
obtain information, express feelings and emotions, and exchange opinions. Standard 1.2:
Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics. Standard 4.1: Students demonstrate understanding of the nature
of language through comparisons of the language studied and their own. Standard 4.2:
Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.
 Student Learning Outcomes:
o Students will know: How to describe people and things using a list of vocab
o Students will understand: multiple vocab words of an relating to preparing for
a special event, going through a typical routine, expressing possession
o Students will be able to do: Understand cultural perspectives on clothing
ASSESSMENT PLAN
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Before Instruction Assessment:
o As a pre-assessment, I will have the students go through a list I have prepared for them
of all the vocab we will encounter this section as well as some of the vocab they already
possess that may be helpful. The students will go through this list and define as many
of these words as they can. The list will not be graded, but I will use at as a reference
to understand what materials I may need to re-address.
o Scoring Guidelines:
 The completion of this vocab list will be reviewed by me and I will use it to decide
whether or not we need to review some of the important words that the students
should already know.
During Instruction Assessment:
o Formative assessment will take place throughout the chapter in the form of workbook
pages that I will hand out to them. The students will complete these homework
worksheets for a grade. I will use this information to gage how fast the students are
picking up on new material and what we need to spend more time on prior to the after
Instruction Assessment.
After Instruction Assessment:
o This summative assessment will be in the form of a presentation between two students.
They will discuss and use the vocab and grammar concepts that we addressed during
this unit in order to describe an event that they will be attending.
o Scoring Guidelines: RUBRIC:
 Use of Reflexive verbs
A- Uses 2 or more reflexive verbs correctly
B- Uses One reflexive verbs correctly but others with error
C- Uses ONE reflexive verb correctly
D- Incorrectly uses a reflexive verb
F- Does not use a reflexive verb
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Use of ser/estar
A- Uses ser and estar multiple times without error
B- Uses ser and estar without error at least once
C- Uses ser and estar one time in conversation but with one or less errors
D- Uses either ser OR estar once in conversation but with errors
F- Does not use ser or estar
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Use of Possessive Adjectives
A- Uses multiple possessive adjectives correctly
B- Uses one possessive adjective correctly
C- Uses possessive adjective incorrectly
D- Does not use possessive adjectives
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Preparation
A- Student completed the presentation with no prompts in conversation
B- Student completed presentation with only one prompt
C- Student completed the presentation with 2 or less prompts
D- Student completed the presentation but requires multiple prompts to
complete the conversation
F- Student did not complete the presentation
UNIT AT-A-GLANCE
WEEK #1
UNIT INTRODUCTION: I will introduce the unit by ask students what some special
events that they attend are. I will follow it up by asking them about some of the
things they do to get ready in the morning. We will then begin by going through the
new vocab.
Day 1
Lesson
Go over 2A
Vocab,
possessive
Adjectives
Day 2
Lesson
Review vocab,
Ponchos and talk
about reflexives
Instructional
Activities
Instructional
Activities
Read through
Pronunciation
Ponchos
with
Cultural, Talk
chromebooks,
about our uses
smart board
versus
notes on
Hispanics,Activity
possessive
8 with partners,
adjectives
begin working on
homework
Assessment
Assessment
Write all vocab
More worksheet
words down
assignments due
Spanish/English, by day 3, will go
worksheet on
over in class
possessive
adjectives
Day 1
Lesson
Day 2
Lesson
Estar
Ser
Instructional
Activities
Go over quiz
together, uses of
ser, smart board
activity (only ser
conjugations)
Assessment
Worksheet on
Instructional
Activities
More on ser’s
uses and
compare it to
uses of estar,
activity 19 with
partners, activity
20
Assessment
Worksheet
Day 3
Lesson
More reflexives
Day 4
Lesson
More
possessive
adjectives
Day 5
Lesson
QUIZ DAY/
Introduce
ser/estar
Instructional
Activities
Activity 6 (also
uses vocab)
Instructional
Activities
Activity 10, 9
and 22
Smart board
activity on
possessives (fill
in the blank
with partner)
Instructional
Activities
Vocab review
game (board
races), Quiz,
discuss the
idea that there
are two ways to
say “to be” in
spanish
Assessment
Exit slip, write a
sentence about
the first thing
you did that
morning.
Assessment
Watch them
work on smart
board and go
over it as class
Assessment
Prepare them
for tomorrow by
memorizing
conjugations of
ser
Day 4
Lesson
Presentation
work day
Day 5
Lesson
Presentations
Instructional
Activities
Walking around
room, helping
prepare for
presentation
Instructional
Activities
Grade student
preformances
based on rubric
Assessment
Watching them
Assessment
Students will
WEEK #2
Day 3
Lesson
Presentation
intro/ser vs.
estar
Instructional
Activities
Group quiz on
ser vs. estar
uses (grade as
class) introduce
the chapter
project
Assessment
Evaluate who
different uses of
ser.
assignment on
ser vs estar
still needs
ser/estar
practice
work on
presentations
give
Presentations
UNIT CONCLUSION: Students will receive a grade on their presentations, any
common errors will be addressed and any questions students have on their grade
will be answered.
DIFFERENTIATION PLAN
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Differentiated Instructional Support for All Learners:
o Describe how instruction can be differentiated according to learner needs, to help all
learners either meet the intent of the standard, or, if the standard is already met, to
advance beyond the specified indicator(s).
Learner
Resource or
Struggling
Student
Suggestions for Differentiated Instructional Support
1. Look for a struggling learners positive and offer instruction that caters to what
they excel at
2. Assess students first: Rather than waiting until the unit of study is complete,
assess struggling students throughout the unit to determine the student’s current
level of understanding and skill.
Non-Native
English
Speaker or
ELL Student
1. Get to know as much as possible about each student, English Language
Learners represent a wide range of academic skills, interests, languages, English
language proficiency levels, and cultures. The more a teacher can learn about
each student's background, the better prepared they can be to provide
appropriate instruction for that student.
2. Use ongoing assessment to guide instruction — Ongoing, informal
assessment is vitally important to matching instruction to students' changing
needs.
1. Offer pretests, if a student has already mastered concepts that are about to be
taught, offer them the assignments for that lesson, they don’t need instruction of
something they’ve already mastered.
2. Lots of gifted students are very interested in technology or the arts, allows
these gifts students to use their interests in order to complete a final project or
end of the year assessment.
Gifted or
Accelerated
Student
LESSON PLANS
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Select and fully develop AT LEAST two lessons using the following format:
Lesson 1: PART I: PRE PLANNING
LESSON IN CONTEXT: Ser/Estar
What did students learn
Previous Lesson was a vocab lesson, students will use that
about this topic in the
vocab while differentiating between SER/ESTAR
PREVIOUS lesson?
What will the students
They will be learning the specific rules of when to use ser vs.
learn about this topic in
estar
the FOLLOWING
lesson?
UNIT GOAL
Successfully differentiate between the two ways that
Spanish speakers say “to be”, also use them
interchangeably in conversation.
OBJECTIVES
Conjugate ser
Conjugate estar
ACTIVITIES
Smart Board activity in
which I will write the
different conjugations
ASSESSMENTS
Make sure this is in their
notes
Smart Board activity in
which I will write the
different conjugations
Make sure this is in their
notes
Worksheet in with students
Know that the two have
are told whether ser or
different uses
estar is used but must
choose the proper
conjugation
K-12 SD DOE STANDARDS ALIGNMENT
Score on the worksheet
Standard 1.1: Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on
a variety of topics.
ESSENTIAL QUESTIONS
What are the different conjugations of ser and estar?
Are ser and estar used interchangeably?
KEY VOCABULARY
Different Conjugations of both ser and estar
MATERIALS/SUPPLIES
Textbook, scratch paper,
penil/pen
TECHNOLOGY
none
CLASSROOM
ENVIRONMENT
Students will be seated
next to a partner in rows.
Students will be discussing
the answers with each
other.
Will consult me when need
and will need to be focused
when going over answers
together.
PART II: INSTRUCTIONAL PROCEDURE & LESSON FORMAT
ANTICIPATORY SET: (Time needed? _____5min_____) (NOTE: What will you do to focus student
attention and prepare them for the lesson?)
I will get the students seated immediately and have them go over their vocab that was previously
written down while I take attendance. All students will then go get books.
LESSON SEQUENCE: (Time needed? _____25min_____) (NOTE: What is your plan for carrying
out the lesson with clear directions, smooth transitions, etc.)
I will instruct students to turn to page 86 in their text books. While they are turning the page I will pull
up my pre-prepared smartboard slides. Begin by explain that there are two different ways to say to
be in the Spanish language. Followed by the slides that have the different conjugations of ser,
students will copy this into their notes, then we will go through pronunciations. Followed by the slide
of estar and go through pronunciations, also needs to be copied into student’s notes. Read through
the different uses so students have a basic understanding that they are different from eachother Will
then introduce worksheets to students and do the first one together. This worksheet will require
students to correctly conjugation ser and estar. Remainded will be work time or these worksheets.
CONTINGENCY PLAN: (NOTE: What is your plan if the lesson is not working, you are running out
of time, you have time to spare, etc.)
With time to spare we will play a vocab review game, if not enough time the remainder of the
worksheet will be homework for students.
CLOSURE: (Time needed? ____2 min______) (NOTE: How will you conclude the lesson by
bringing it back full circle to the objectives and actively involve students in doing so?)
Explain that remainder is homework and that tomorrow we will focus on the specific uses of both ser
and estar. Exit slip to turn in before students leave in a piece of scratch paper with the answer to this
question: What are both ser and estar used to say? ANSWER: to be
Lesson 2: PART I: PRE PLANNING
LESSON IN CONTEXT: Vocab Lesson to talk about a routine
What did students learn
Nothing, this will be the first lesson on the new vocab of this
about this topic in the
unit.
PREVIOUS lesson?
What will the students
Student will learn the new vocab words and their definitions
learn about this topic in
the FOLLOWING
lesson?
UNIT GOAL
Begin to understand the uses of the vocab words that will
assist them in talking about a routine, a special event and
possessions
OBJECTIVES
Correctly Pronounce new
vocab
Begin to understand the
meaning of the word in the
vocab list
Correctly spell the new
vocab list
ACTIVITIES
Use Media included in book
to hear native speaker
pronounce vocab words
ASSESSMENTS
Students will repeat after
native speaker, I will listen
to ensure they pronounce
correctly
Read definition aloud as
class after pronunciation
I will listen to students
repeat definitions
Copy the Spanish then
English into notes
Full list completed for next
day of class
K-12 SD DOE STANDARDS ALIGNMENT
Standard 4.1: Students demonstrate understanding of the nature of language
through comparisons of the language studied and their own.
ESSENTIAL QUESTIONS
What are the vocab words used to talk about getting ready, talk about things used to get
ready, talk about a special event, talk about how you feel, and some other useful words.
KEY VOCABULARY
List of vocab on pg. 96 in Realidades 2
MATERIALS/SUPPLIES
Textbook, worksheet
pages, smartboard, book’s
technology materials,
pen/pencil
TECHNOLOGY
CLASSROOM
ENVIRONMENT
Technology provided by
Class will be set up in rows,
book to hear native speaker student will be focused on
pronunciation
smart board for
pronunciation and on their
books to copy list of vocab.
PART II: INSTRUCTIONAL PROCEDURE & LESSON FORMAT
ANTICIPATORY SET: (Time needed? ____5min______) (NOTE: What will you do to focus student
attention and prepare them for the lesson?)
Students will get books from shelf as they enter classroom. Turn to page of vocab of vocab list.
Begin copying vocab as I open the pronunciation from the native speaker that is provided with the
book. At this point I will hand back old tests and let students look through their error
LESSON SEQUENCE: (Time needed? _____25min_____) (NOTE: What is your plan for carrying
out the lesson with clear directions, smooth transitions, etc.)
I will ask students to close their notebook so that they aren’t distracted by continuing to copy their
vocab lists. I will go through tests previously completed and graded. I will open the pronunciation by
native speaker. I will instruct the students to repeat after the native speaker and go through the entire
list of vocab words. I will repeat any words that students struggle to pronounce. Once we make it
through the list the first time we will go through list and they will repeat after me followed by the
English definition. Once we have gone through pronunciation and definitions students will be able to
continue to work on writing out their vocab lists.
CONTINGENCY PLAN: (NOTE: What is your plan if the lesson is not working, you are running out
of time, you have time to spare, etc.)
If lesson is running out of time I will have students read definitions to each other, If I have time to
spare we can play a hangman game with the vocab lists at hand.
CLOSURE: (Time needed? ____5______) (NOTE: How will you conclude the lesson by bringing it
back full circle to the objectives and actively involve students in doing so?)
Explain that the new chapter will be discussing how to talk about getting ready, talk about things used
to get ready, talk about a special event and talk about how you feel which is why we have the list of
words we do. I will explain that any vocab lists not completed should be completed for the next day in
class.