Unit Preliminar: Introduction to Spanish Language and Culture (Weeks 1-3)
Theme, Enduring Understandings,
& Essential Questions for this Unit
Theme/Unit:
Introduction to Spanish language
and culture
Enduring Understandings:
Students will be able to:
Identify and produce the phonetic
sounds of the language.
Identify unique markings of the
Spanish language.
Identify and use basic phrases of
conversation.
Introduce themselves and others.
Identify the Spanish-speaking
countries of the world, their
location, and basic cultural
information.
Ask where another person is from
and give information regarding their
own origin.
Identify and use numbers from 1100 appropriately.
Give and receive telephone
numbers.
Identify and use the days of the
week, months of the year, and give
dates for events.
Identify and discuss basic weather.
Identify and use basic phrases for
classroom procedures and protocol.
Examine cultural elements of
Spanish culture in New York City.
How Students will Demonstrate
Their Understanding
Summative Assessment (at the end
of the unit):
Lesson review p. 26-27 – ask
students to complete different
portions with the instructor
Formative Assessments (throughout
the unit):
Participation in class
Skits
Textbook assignments
Worksheets
Map labeling
Conversation
Standards-based Essential Skills &
Concepts to be Targeted
Throughout the Unit
CONTENT STANDARDS
IN WL
9.1.1
9.1.2
9.1.4
9.1.5
9.1.6
9.1.7
9.2.1
9.2.2
9.2.3
9.2.4
9.3.2
9.3.3
9.3.4
9.4.2
9.5.1
9.7.4
9.7.5
9.7.6
9.7.7
IN CC
ACADEMIC VOCABULARY
Conjugation
Conjugate
Pronunciation
Enunciation
Idiom
Familiar and formal language
Differentiate
Distinguish
Strategies / Best Practices Used to
Explicitly Teach the Skills &
Concepts
TPR – Total Physical Response
Skit
3-2-1
Graphic organizers
Comparison chart for English and
Spanish alphabets
REMEDIATION ACTIVITIES
Worksheets from Avancemos
Resources, McDougal Littell online
activities at www.classzone.com,
textbook At Home Tutor CD-ROM
activities, paired oral and written
work with student or tutor if
available
ENRICHMENT ACTIVITIES
Supplementary cultural knowledge,
research on Spanish speaking
populations within the US,
identifying cognates in authentic
text
Resources for
this Unit
Textbook Lessons:
Avancemos I p.5-27
Manipulatives:
Alphabet flash cards
Scrabble tiles
Technology:
SMARTboard
Projector
Computer
www.classzone.com – interactive
pronunciation chart
Support Materials:
Best Practices Toolkit projectable
organizers
Personally Designed Materials:
SMARTboard presentations
Worksheet of Spanish names
Other Resources:
CIA World Factbook
US Census
Essential Questions:
What are the sounds of Spanish and
how do they differ from English?
What are some basic conversational
practices for Spanish?
How is Spanish culture in the United
States unique?
Unit 1: Estados Unidos (United States) – Un rato con los amigos (Weeks 4-7)
Theme, Enduring Understandings,
& Essential Questions for this Unit
Theme: Time with friends
Enduring Understandings:
Communication
-Talk about activities
-Say what you like and don’t like to
do
-Tell where you are from
-Describe self and others
-Identify people and things
Culture
-Los Premios Juventud
-Art of Xavier Cartada
-Activities of Florida teens
-Mexican and Tex-Mex food
-Art of Carmen Lomas Garza
Connections
Geography – Cities old and new,
census and population data,
Hispanic Heritage Month
Mathematics – Calculating distance
Language – Places in US with
Spanish names
Music: Tex-Mex
Comparisons
-Florida beaches vs our free time
location
-Famous performers and athletes
-Pronunciation of /p/ /t/ /ñ/
-Community representation in art
-Family traditions
-Places of interest in Miami and San
How Students will Demonstrate
Their Understanding
Summative assessments:
Unit 1 test
“Bulletin board” – students will find
three things they like to do in free
time. They will create a mini- BB on
poster board detailing who they are,
where they are from, what they like
to do, and why they like to do those
things.
Formative assessments:
Workbook exercises
Textbook exercises
In class conjugation activities using
dry erase boards
Conversation exercises
Worksheets from Avancemos Extra
Practice
In class participation
Standards-based Essential Skills &
Concepts to be Targeted
Throughout the Unit
CONTENT STANDARDS
IN WL
9.1.2
9.1.3
9.1.4
9.1.5
9.1.6
9.1.8
9.2.1
9.2.2
9.2.3
9.2.4
9.3.2
9.3.4
9.3.5
9.4.2
9.4.3
9.5.1
9.5.2
9.6.1
9.6.2
9.7.1
9.4.2
9.7.4
9.7.7
9.8.2
9.8.3
IN CC
Reading
1, 2, 4
Writing
2, 3, 4, 5, 6
Speaking and
Listening
1, 4
Language
3, 4
ACADEMIC VOCABULARY
Cognates
Subject pronoun
Strategies / Best Practices Used to
Explicitly Teach the Skills &
Concepts
Resources for
this Unit
Conversation
In-class writing and peer review
Graphic organizers for verbs and
guided note taking
TPR
Venn diagram for use of “gustar”
Textbook lessons:
Avancemos p. 30-81
REMEDIATION ACTIVITIES
Additional worksheets from
Avancemos Resources Unit 1
Workbook pages
Peer tutoring
@Home Tutor or ClassZone
Oral practice with instructor
Technology:
EdModo letter and grammar quizzes
Avancemos video program
US Census data website
ENRICHMENT ACTIVITIES
Additional culture resources on de
Soto (reading maps)
Researching a Tex-Mex recipe
Extra practice on
www.conjuguemos.com
Extra writing practice describing the
perfect friend
Manipulatives:
Vocabulary items brought from
home
Support materials:
Avancemos Extra Practice
worksheets
Best Practices graphic organizers
from textbook series
Personally designed materials:
Personal descriptions worksheet
Letter format worksheet and guide
Other resources:
Hispanic Heritage Month readings
on El Grito and Spanish populations
in the US
Antonio
-Traditional dishes of Mexico and
Cuba
-Personal descriptions
Communities
-Restaurants with food from
Spanish speaking countries
Essential questions:
What is the best way to spend your
free time?
How are free time activities a
representation of our culture?
What Latino cultural elements exist
in Miami and San Antonio and how
do those cultures compare with
ours?
Create
Infinitive
Pronunciation
Survey
Adjective
Gender
Agreement
Compare
Contrast
Unit 2: México – Vamos a la escuela (Weeks 8-11)
Theme, Enduring Understandings,
& Essential Questions for this Unit
Theme: Let’s go to school
Enduring understandings:
Communication
-Talk about daily schedules
-Ask and tell about time
-Say what you have and have to do
-Say what you do and how often
-Describe classes and classroom
objects
-Say where things are located
-Say where you are going
-Talk about how you feel
Cultures
-School uniforms
-Diego Rivera and Frida Kahlo
-Bilingual schools and bilingualism
-The National Museum of
Anthropology
Connections
-History: Reading historical maps
-Art: Creating maps and symbols
-Social Studies: Technology in
education
-Health: Health benefits of cacti
Comparisons
-Meeting places in Spanish speaking
countries and the US
-School uniforms
-Public artwork
-The Spanish /ch/ and /d/ and the
English sounds
How Students will Demonstrate
Their Understanding
Summative assessment:
School orientation brochure for
exchange student about WWHS
Formative assessment:
In class participation
Textbook/workbook/worksheet
assignments
Participation on EdModo
Chapter 2.1/2.2 quizzes
Conversation exercises
Writing exercises about the school
Standards-based Essential Skills &
Concepts to be Targeted
Throughout the Unit
CONTENT STANDARDS
IN WL
9.1.3
9.1.4
9.1.5
9.1.6
9.1.8
9.2.1
9.2.2
9.2.3
9.2.4
9.3.3
9.3.4
9.3.5
9.4.1
9.4.2
9.4.3
9.5.2
9.6.2
9.7.1
9.7.2
9.7.5
9.7.7
IN CC
Reading
1, 2, 3, 4, 5, 6,
7, 9
Writing
1, 4, 5, 6, 7, 10
Speaking &
Listening
1, 4, 5
Language
3, 4, 6
ACADEMIC VOCABULARY
Context clue
Compare
Contrast
Design
Representation
Composition
Strategies / Best Practices Used to
Explicitly Teach the Skills &
Concepts
Venn diagram to compare schools
Graphic organizers for grammar
activities and reading activities (prereading strategies)
Checks for understanding using dry
erase and paper clocks
Multiple intelligences differentiation
REMEDIATION ACTIVITIES
ENRICHMENT ACTIVITIES
Research Kahlo and/or Rivera’s
work
Interview a bilingual person (in
person or online)
Examine language policies of all
states (we examine national
language policy and IN policy in
class)
Resources for
this Unit
Textbook lessons:
Avancemos 82-135
Manipulatives:
Paper clocks
Technology:
Microsoft Publisher for brochure
Presentation on Kahlo/Rivera
Olga’s Gallery (online art gallery
with bio/multitude of works)
Support materials:
Paper clocks
Sample school schedules taken from
school websites
Personally designed materials:
Presentation on Kahlo and Rivera
Huichol yarn painting examples and
information
School schedule outlines
Mapping the school signs
Other resources:
Yarn for painting
-School years in Mexico and the US
-Ancient artifacts and future
artifacts
-Self-portraits of Kahlo
-Favorite classes of Mexican
students
-Cultural view of the natural world
reflected in art
-School schedules in Mexico and the
US
-Huichol yarn paintings
Communities
-Arts and crafts influenced by
Spanish speaking cultures
Essential questions:
How do school systems compare in
Mexico and the US and how do they
differ?
Where would you prefer to attend
school?
Why do we celebrate Hispanic
Heritage Month?
What Spanish-speaking countries
have influenced the culture in the
US and how have they influenced
your life?
Pre-reading
Excerpt
Self-portrait
Paralysis
Anthropology
Unit 3: Puerto Rico – Comer en familia (Weeks 12-16)
Theme, Enduring Understandings,
& Essential Questions for this Unit
Theme: Eating with the family
Enduring understandings:
Communication
-Talk about foods and beverages
-Ask questions
-Say which foods you like and don’t
like
-Talk about family
-Ask and tell ages
-Express possession
-Give dates
-Make comparisons
Cultures
-Traditional cooking of Puerto Rico,
El Salvador
-Manuel Hernández Acevedo and La
Plaza de Colón in Old San Juan
-Grocery shopping
-Government election in Puerto Rico
-Rafael Tufiño and Fernando Sayan
Polo
-Instruments from Puerto Rico and
Peru
Connections
Science: Researching severe
weather
-Math: Calculating the speed of a
storm
-History: Researching Caribbean
hurricanes
-Geography: Tracking a hurricane
How Students will Demonstrate
Their Understanding
Summative assessment:
Family scrapbook or PowerPoint
assignment
Formative assessments:
Textbook/workbook/worksheet
assignments
Family tree drawing
In class participation with dry erase
boards
Speaking exercises
Brief monologue on likes/dislikes
using gustar
Writing exercise about families
Grammar and vocabulary quizzes
Standards-based Essential Skills &
Concepts to be Targeted
Throughout the Unit
CONTENT STANDARDS
IN WL
9.1.2
9.1.3
9.1.4
9.1.5
9.1.6
9.1.7
9.1.8
9.2.1
9.2.2
9.3.2
9.3.3
9.3.4
9.3.5
9.4.1
9.4.2
9.5.2
9.6.2
9.7.1
9.7.2
9.7.5
9.7.6
9.7.7
9.8.3
IN CC
Reading
1, 2, 4, 5, 6, 7, 9
(shopping), 10
(quince)
Writing
2, 3, 4, 5, 10
Speaking &
Listening
1, 5, 6
Language
3, 6
ACADEMIC VOCABULARY
Circular
Compare
Chronological
Comparatives
Strategies / Best Practices Used to
Explicitly Teach the Skills &
Concepts
Resources for
this Unit
Graphic organizers for all new
grammar topics from Avancemos
Best Practices toolkit
Exit slips
ABC organizer
Textbook lessons:
Avancemos 136-189
REMEDIATION ACTIVITIES
Peer tutoring
Extra practice worksheets and other
assignments
Additional oral practice with
instructor or peer tutor
Math practice
Technology:
DVD program
ENRICHMENT ACTIVITIES
Have students research the base of
their Spanish name and find their
patron saint (for example, Santiago
is named after San Diego, Saint
James the apostle in the Bible)
Write long hand dates of holidays
Manipulatives:
Family scrapbook examples
Support materials:
DVD program, extra practice, best
practices toolkit
Personally designed materials:
Family tree guide
Apellidos reading (taken from
authentic sources)
Other resources:
Ventanas reading on names
Comparisons
-Hot weather foods and drinks
-Traditional Puerto Rican and
Salvadorean dishes
-The Spanish letters “r” and “rr” and
the letter “j” in Spanish and English
-The quinceañera celebration
-Landmarks in Puerto Rico and the
US
-The sobremesa and other mealtime
traditions
-Elections in Puerto Rico and the US
-Portraits by R. Tufiño and Sayan
Polo
-Instruments from Puerto Rico and
Peru
-Sunday meals
Communities
-Andean music and music of other
countries
Essential questions:
What are some activities a family
should always do together?
What activities are not important
for a family to do together?
How are families and their
relationships different in Spanish
speaking countries from the US?
Unit 4: España – En el centro (Weeks 16-19)
Theme, Enduring Understandings,
& Essential Questions for this Unit
Theme: Downtown
Enduring understandings:
Communication
-Talk about what clothes you want
to buy
-Say what you wear in different
seasons
-Describe places and events in town
-Talk about types of transportation
-Say what you are going to do
-Order from a menu
Cultures
-Surrealism and Salvador Dali
-Climates around the world
-Spanish poet and novelist Antonio
Colinas
-Local markets in Spain and
Guatemala
-Las Meninas by Velasquez
-Pablo Picasso
Connections
-Art: Designing a courtyard based on
the architectural style of la
Alhambra
-Music: Researching the musical
group Al-Andalus
-Health: Learning about the health
benefits of olive oil
-Language: Tracing the Arabic
origins of Spanish words that begin
with al- or a-
How Students will Demonstrate
Their Understanding
Summative assessment:
Spain travel guide – each group will
be assigned a different region in
Spain to research and create a
travel guide using Publisher
Formative assessments:
Grammar and vocabulary quizzes
for each mini-chapter
Textbook/workbook/worksheet
activities
Conversation exercises
Writing exercises
Mini-posters on different Spanish
regions
Fashion show
Standards-based Essential Skills &
Concepts to be Targeted
Throughout the Unit
CONTENT STANDARDS
IN WL
9.1.3
9.1.4
9.1.6
9.1.8
9.2.1
9.2.2
9.2.3
9.2.4
9.3.1
9.3.3
9.3.4
9.3.5
9.4.1
9.4.2
9.4.3
9.5.2
9.6.1
9.6.2
9.7.1
9.7.2
9.7.5
9.7.7
9.8.3
IN CC
Reading
1, 2, 3, 4, 5, 7,
9, 10
Writing
1, 2, 4, 5, 6, 7,
8, 9, 10
Speaking &
Listening
1
Language
1, 2, 3, 4, 6
ACADEMIC VOCABULARY
Architecture
Influence
Surrealism
Movement (art)
Strategies / Best Practices Used to
Explicitly Teach the Skills &
Concepts
Graphic organizers for comparisons
(Venn diagram), verb conjugation
etc from Best Practices toolkit
Role play
REMEDIATION ACTIVITIES
Additional exercises from the
textbook or workbook
Identifying clothing items in
conversation
Conversing on art, etc. in the
student’s first language before the
L2 to organize thoughts
ENRICHMENT ACTIVITIES
Researching other paintings by Dali,
Picasso, or Velazquez
Examining surrealist movement
Labeling clothing items in a
magazine
Examining Arabic influence outside
of Spain
Cooking authentic Spanish foods
Resources for
this Unit
Textbook lessons:
Avancemos pages 190-243
Manipulatives:
Clothing items for fashion show
Maps
Technology:
Paintings shown from Olga’s Gallery
Research using Wikipedia, the CIA
Factbook, Encyclopedia Britannica
and www.about.com for a travel
guide
Publisher
Support materials:
Slides of paintings
Graphic organizers
Maps
Personally designed materials:
Information on the Alhambra
Pronunciation guides
Other resources:
Comparisons
-Shopping in Madrid
-The role of dreams in surrealism
-The Spanish /c/ with a, o, u and e, i
-Variations in geography and
climate in Spain and the US
-Teatro de la Comedia and other
weekend activities
-Handicrafts and collectibles in local
markets
-Two versions of the painting Las
Meninas
-Weekend activities in Madrid and
Santiago de Chile
-Art of Spain and Chile
-Leisure activities in Guatemala,
Spain, Chile, and the US
Communities
-Art from Spain or a Spanishspeaking country in a nearby
museum
Essential questions:
How does geography impact the
tourism of a region?
What cultures have influenced
Spain and how?
What is the best way to spend free
time?
Handicraft
Climate
Compare/contrast
Unit 5: Ecuador – Bienvenido a nuestra casa (Weeks 21-24)
Theme, Enduring Understandings,
& Essential Questions for this Unit
Theme: Welcome to our house!
Enduring understandings:
Communication
-Describe a house and household
items
-Indicate the order of things
-Describe people and locations
-Plan a party
-Talk about chores and
responsibilities
-Tell someone what to do
-Say what you just did
Cultures
-The art of Oswaldo Guayasamin
-The Mitad del Mundo monument
and the Argentine city of Ushuaia
-Houses and apartments in Ecuador
-Fiestas in Quito
-Otavalo textiles and textile market
-Textile art in Ecuador and Panama
-Celebrations in Spanish speaking
countries
Connections
-Mathematics: Comparing shapes
used in Incan structures
-Social studies: Researching Incan
construction methods
-History: Learning about all aspects
of the Incan empire
-Language: Finding Quechua words
that are used in Spanish
How Students will Demonstrate
Their Understanding
Summative assessment:
Unit 5 test (speaking, listening,
writing, and reading)
Formative assessment:
Chapter vocabulary and grammar
quizzes
House blue print
Researching real estate ads in
Ecuador
Speech on house/apartment from
Ecuador
Textbook/workbook/worksheet
activities
Conversation exercises
Writing exercises describing homes
and giving orders
Standards-based Essential Skills &
Concepts to be Targeted
Throughout the Unit
CONTENT STANDARDS
IN WL
9.1.4
9.1.5
9.1.6
9.1.7
9.1.8
9.2.1
9.2.2
9.2.3
9.2.4
9.3.1
9.3.2
9.3.3
9.3.4
9.3.5
9.4.1
9.4.2
9.4.3
9.5.2
9.6.1
9.6.2
9.7.1
9.7.2
9.7.5
9.7.6
9.7.7
9.8.3
IN CC
Reading
1, 2, 4, 5, 8
Writing
1, 2, 4, 6, 8, 10
Speaking &
Listening
1, 3
Language
3, 4, 6
ACADEMIC VOCABULARY
Compare
Strategies / Best Practices Used to
Explicitly Teach the Skills &
Concepts
Graphic organizers for verbs and
grammar
Venn diagram for ser and estar
Guided conversation activities
TPR (Simon says)
REMEDIATION ACTIVITIES
Additional practice exercises
Re-writes given for writing exercises
Additional labeling activities
ENRICHMENT ACTIVITIES
Research on Otavalo textiles
Creating textile art
Building a diorama/3D
representation of a house and
labeling it
Leading Simon says
Resources for
this Unit
Textbook lessons:
Avancemos pages 244-297
Manipulatives:
Technology:
Researching housing
advertisements in Ecuador
Support materials:
Blueprints
Sample real estate advertisements
Graphic organizers from Best
Practices toolkit on SMARTboard
Personally designed materials:
Real estate ad
Other resources:
Comparisons
-Types of houses and apartments
around the world
-Accenting in Spanish and English
words
-Important geographical locations
-Birthday parties
-Community celebrations
-Traditional crafts in Ecuador and
the US
-Folk dances of Ecuador and
Panama
-Otavalan tapestries in Ecuador and
Kuna women’s mola tapestries in
Panama
-Party celebrations in Panama,
Argentina, Ecuador, and the US
Communities
-Where local artists sell their work
and how speaking Spanish can help
them
Essential questions:
What are typical responsibilities for
a teen? What responsibilities should
teens have?
How does the real estate market
compare in the US and Ecuador?
How did Incan culture impact South
America?
Indicate
Create
Accent
Textile
empire
Unit 6: República Dominicana – Mantenerse un cuerpo sano (Weeks 25-28)
Theme, Enduring Understandings,
& Essential Questions for this Unit
Theme: Staying healthy
Enduring understandings:
Communication
-Talk about sports
-Talk about whom you know
-Talk about what you know
-Talk about parts of the body
-Make excuses
-Say what you did
-Talk about staying healthy
Cultures
-The Serie del Caribe
-Dominican artist Jaime Colson
-Sports clubs in Santo Domingo
-Healthy habits when spending time
doing outdoor sports
-The art of Clara Ledesma
-The Merengue Festival of Santo
Domingo
-The meanings of gestures and
proverbs from Spanish speaking
countries
-Popular sports
Connections
-Social studies: Researching the
Dominican flag and coat of arms
-History: Researching the Dominican
struggle for independence
-Art: Designing a flag for the school
-Physical education: Writing about
the role of flags and anthems in
How Students will Demonstrate
Their Understanding
Summative assessment:
Brochure and presentation for a
health resort
Formative assessments:
In class conversation activities
In class writing work
Textbook, workbook, and
worksheet assignments
In class participation utilizing cold
call, dry erase, red/green cards, etc.
Collage of sports and labels
Bulletin board creation
Lesson quizzes for grammar and
vocabulary concepts
Standards-based Essential Skills &
Concepts to be Targeted
Throughout the Unit
CONTENT STANDARDS
IN WL
9.1.3
9.1.4
9.1.5
9.1.6
9.1.7
9.1.8
9.2.1
9.2.2
9.2.3
9.3.1
9.3.2
9.3.3
9.3.4
9.3.5
9.4.2
9.4.3
9.5.1
9.5.2
9.6.1
9.6.2
9.7.2
9.7.7
9.8.2
IN CC
Reading
1, 2, 4, 5, 9, 10
Writing
1, 2, 3, 4, 5, 6,
8, 10
Speaking &
Listening
1, 2, 3, 4, 5
Language
3, 6
ACADEMIC VOCABULARY
Symbolism
Create
Present
Differentiate
Strategies / Best Practices Used to
Explicitly Teach the Skills &
Concepts
Multiple intelligences vocabulary
presentation: kinesthetic, auditory,
visual, etc.
ABC organizer of sports terms
Graphic organizers for readings and
new grammar concepts
REMEDIATION ACTIVITIES
Peer tutoring or CT time
collaboration with instructor
Additional handouts, worksheets,
textbook exercises
Additional practice speaking for
those identified as week in
productive language by instructor
Providing checklists for learners
who require extra help completing
project
Resources for
this Unit
Textbook lessons:
Avancemos pages 298-351
Manipulatives: Brochures, sports
equipment
Technology: SMARTboard
presentations, Avancemos DVD
program (Telehistoria), sports
videos from Spanish speaking
countries of soccer and other typical
sports of the regions
Support materials: Avancemos Best
Practices Toolkit, Resource Book
Personally designed materials:
Brochure example, bulletin board
materials, collages
ENRICHMENT ACTIVITIES
Designing bulletin board on sports
Other resources:
or health activities outside the room Magazines
Health worksheets from the health
textbook (crosswords, etc.) for
native Spanish speakers
sports
Comparisons
-Sports in the DR and the US
- The Serie del Caribe and other
championships
-The Spanish letter /g/ with a, o, and
u and e and i
-Outdoor activities and staying
healthy
-The Merengue Festival, music
festivals in the US
-World-class Dominican and
Venezuelan athletes
-Gestures and proverbs in Spanish
speaking countries
-Students’ favorite sports in the DR,
Honduras, Venezuela, and the US
Communities
-Variations in the meaning of
gestures, especially in the business
world
Essential questions:
How can I stay healthy?
What are popular sports in Spanish
speaking countries and why have
those sports flourished?
Gesture
Proverb
Unit 7: Argentina – Una semana fenomena (Weeks 29-32)
Theme, Enduring Understandings,
& Essential Questions for this Unit
Theme: A terrific week!
Enduring understandings:
Communication
-Talk about technology
-Talk about a series of events
-Say what you did
-Talk about indefinite or negative
situations
-Talk on the phone
-Say where you went, what you did,
and how it was
-Extend invitations
Culture
-The use of Iunfardo in Argentina
-The Mar del Plata beach and
Argentine artist Daniel Kaplan
-A Spanish language virus protection
questionnaire
-The port of La Boca and artist
Benito Quinquela Martin
-Argentinian cuisine
-Places to have fun in Latin America
-Last names, family trees, and photo
albums
-The role of Nazi Germany in the
ethnic makeup of Argentina
Connections
-Language: Learning the language
game jeringozo
-Social studies: Discussing the origin
and purpose of language games,
How Students will Demonstrate
Their Understanding
Summative assessment: Unit 7 test
– reading, speaking, listening, and
writing
Formative assessments:
In class participation using dry erase
Bulletin board creation
Textbook, workbook, and
worksheet exercises
Conversation exercises
Writing exercises
Standards-based Essential Skills &
Concepts to be Targeted
Throughout the Unit
CONTENT STANDARDS
IN WL
9.1.3
9.1.4
9.1.5
9.1.6
9.1.8
9.2.1
9.2.2
9.2.3
9.2.4
9.3.2
9.3.3
9.3.4
9.4.2
9.4.3
9.5.2
9.6.2
9.7.1
9.7.2
9.7.7
9.8.1
9.8.2
IN CC
Reading
1, 2, 4, 8, 10
Writing
1, 2, 4, 10
Speaking &
Listening
1, 4
Language
3, 6
ACADEMIC VOCABULARY
Questionnaire
Preterite
Generation
Diversion
Pronoun
Preposition
Strategies / Best Practices Used to
Explicitly Teach the Skills &
Concepts
Charts/organizers for last names
3-2-1
Venn diagram
Multiple intelligences
REMEDIATION ACTIVITIES
Extra exercises from textbook,
workbook, @HomeTutor
Working with partner, peer tutor or
instructor on conversation and
writing
Additional English practice in
grammar concepts
ENRICHMENT ACTIVITIES
Writing a questionnaire
Peer tutoring
Diagramming last names changes
according to Spanish way in family
trees
Additional crosswords, word games,
etc. for extra practice
Resources for
this Unit
Textbook lessons: Avancemos pages
352-405
Manipulatives: Questionnaire on
diversions
Technology: Using maps
(GoogleMaps), videos on Nazi
escapees in Latin America,
particularly Argentina, Avancemos
DVD program
Support materials: Video,
Avancemos Best Practices Toolkit,
Resource 7 Book, magazines
Personally designed materials:
Questionnaire, presentations
Other resources:
Ventanas volume 1
WWII’s impact on Latin America
-Geography: determining how
geographical location affects the
cultures of Chile and Argentina
-Science: Researching the
characteristics and value of silver
Comparisons
-Mate and regional foods and
beverages
-Slang terms in Argentina and the
US
-The sound of the Spanish qu
-Amusement parks
-The Spanish letters ll and y
-Summertime activities and places
-Port cities in Argentina and the US
-Foods in Argentina and the US
-Museums around the world
-Comparing last names
-Fun places to visit in Argentina,
Bolivia, Nicaragua, and the US
Communities
-Inquiring about family names of
Spanish speaking members of the
community
Essential questions:
How does the use of technology
compare in Spanish speaking
countries and the US?
How does technology impact your
life?
What role does geography and
history play in culture?
Unit 8: Costa Rica – Una rutina diferente (Weeks 33-37)
Theme, Enduring Understandings,
& Essential Questions for this Unit
Theme: A different routine
Enduring understandings:
Communication
-Talk about a typical day
-Talk about what you are doing
-Talk about your daily routine while
on vacation
-Talk about buying souvenirs on
vacation
-Talk about vacation activities
Cultures
-The art of Manuel de la Cruz
Gonzalez
-The use of tu, usted, and vos
-Vacation spots in Costa Rica
-Transportation in Costa Rica
-The coffee industry and the art of
Antonio Mejia
-Travel destinations in Costa Rica,
Ecuador, and Uruguay
Connections
-Science: Sections of the La Salle
Museum
-Mathematics: Museum entry fee in
colones and dollars
-Language arts: Latin and Greek
roots of Spanish words
-Art: Animals or insects found in the
museum
Comparisons
-Plant life in Costa Rica and the US
How Students will Demonstrate
Their Understanding
Summative assessment: Travel
scrapbook
Formative assessments:
Bulletin board creation
Charades
Conversation exercises
Writing exercises
In class participation using dry
erase, raising hand, red/green, etc.
Textbook, workbook, and
worksheet exercises
Standards-based Essential Skills &
Concepts to be Targeted
Throughout the Unit
CONTENT STANDARDS
IN WL
9.1.3
9.1.4
9.1.5
9.1.6
9.1.7
9.1.8
9.2.1
9.2.2
9.2.3
9.3.1
9.3.2
9.3.4
9.3.5
9.4.1
9.4.2
9.4.3
9.5.2
9.6.2
9.7.2
9.7.4
9.7.5
9.7.7
9.8.2
IN CC
Reading
1, 2, 3, 4, 10
Writing
2, 3, 4, 5, 6, 7,
8, 10
Speaking &
Listening
1, 2, 4, 5
Language
3, 4, 6
ACADEMIC VOCABULARY
Progressive
Diphthong
Exchange rate
Design
Strategies / Best Practices Used to
Explicitly Teach the Skills &
Concepts
Graphic organizers for grammar
concepts and readings
TPR – Charades
Multiple intelligences
REMEDIATION ACTIVITIES
Additional tutoring
Extra exercises from textbook,
workbook or @HomeTutor
Poster creation
Checklist completion for travel
project
ENRICHMENT ACTIVITIES
Peer tutoring
Allow to teach portions of culture
lessons
Additional writing exercises or
additional writing component for
travel brochure
Resources for
this Unit
Textbook lessons: Avancemos pages
406-459
Technology: Avancemos video
program, computer to find images
for travel in Costa Rica, oxcart
production video clip
Support materials: Video program,
Best Practices Toolkit, Resource 8
Book
Personally designed materials:
Travel scrapbook example pages,
reading organizers to be projected
for readings in class (done
independently)
Other resources:
-Features of landscapes in various
countries
-Diphthongs versus separately
pronounced pairs of vowels
-Variations in language in different
situations
-Modes of transportation in Costa
Rica and the US
-Ecotourism and other vacation
activities
-Linking words together in Spanish
-Important industries in Costa Rica
and the US
-Market places in Costa Rica,
Uruguay, and the US
-Desserts in Costa Rica and Uruguay
-Vacations of students from Costa
Rica, Ecuador, Uruguay, and the US
Communities
-How knowledge of other languages
and cultures would be an asset to a
professional chef and other careers
Essential questions:
How can I use Spanish in my future
career?
Why does language vary according
to region?
Why do so many languages have
their roots in Latin and Greek?
**All time lines are approximate.
Analyze
Handicraft
Infinitive
Conjugated
Demonstrative