Standards – Based Instructional Unit
Subject: Spanish
COURSE: Spanish I GRADE/LEVEL: 9
Topic: Communication, Cultures, Connection, Comparisons, Communities th grade
Lesson Objective(s):
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Communications:
1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2
Students understand and interpret written and spoken language on a variety of topics.
1.3
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
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Cultures:
2.1
Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.
2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
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Connection:
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2 Students acquire information and recognize the distinctive viewpoint that are only available through the foreign language and its cultures.
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Comparisons:
4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Communities:
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.
21 st
Century Graduation Expectation(s):
1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.2,3.3, 4.1, 4.2, 4.3, 4.4
Standards:
1. Communicate in Spanish.
2. Gain knowledge and understanding the cultures of the world.
3. Connect with other disciplines through the foreign language.
4. Develop insight into the nature of language and culture.
5. Participate in multilingual communities at home
GSES:
R2, R3,R7, R8,W1, W6, W9, W10, W11, OC1,
OC2, T4

and around the world.
Reading
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Students read throughout the year.
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Students read a variety of culture notes that encourage them to think and to compare them with their own culture. Also, allowing them to make observations about the culture.
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Students read popular sayings, songs, tongue twisters, and pieces of authentic literature.
Writing
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Greeting people at different times of the day, describing weather conditions, comparing weather in the Northern and Southern Hemispheres, describing likes and dislikes, using adjectives to describe people, describing a classroom and where things are located.
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Describing foods and beverages for breakfast and lunch, writing about food, health, and exercising choices.
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Writing about activities outside the school. Extending, accepting, and declining invitations.
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Describing family members, celebrations, and parties.
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Identifying rooms in a house and naming household chores.
Problem Solving
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Understanding the difference between Celsius and Fahrenheit.
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Researching and presenting the latest census to determine the number of Spanish-speaking people in the world.
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Using a map to locate Spanish-speaking countries and their capitals.
Researching and presenting the history of the most important civilization in Central and
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South America. Ex: Aztecs, Mayan, Incas.
Researching and presenting the influence of Africans in Spanish-speaking countries.
Researching and presenting in topics like poetry, music, historical and current events, writers, etc. that have influenced all the Spanish-speaking countries.
Essential Question(s):
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How will students be able to greet people at different times of the day?
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How will students be able to describe weather conditions, name classrooms items, express likes and dislikes?
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How will students be able to describe their favorite foods and have a conversation in the target language at a restaurant?
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How will students be able name household chores and different rooms in a house?

Content Topics:
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Greetings, weather, likes and dislikes, body parts, tu vs. usted, time, personality traits, describing people, school schedules and subjects, foods and beverages, meals of the day, visiting a restaurant, food choices, leisure activities, places to go and to visit, family members, celebrations and parties, rooms in the house, and understanding a variety of cultural topics of Spanish speaking communities.
Student-Centered Instructional Strategies:
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Oral presentations, dialogues, research specific topics, listening comprehension activities, peer and group activities, portfolios, art work, picture dictionaries, cultural projects, short paragraphs and compositions.
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Student-Centered Learning Tasks and Opportunities:
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Students make projects and then short presentations on: likes and dislikes, describing their personalities, their class schedules, a menu from a restaurant and healthy choices, and their dream house.
Instructional Resources and Equipment:
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Overhead transparencies, web sites videos, tapes for listening comprehension, and video tapes to watch “videohistorias” and soap operas.
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Assessment Task(s):
The teacher will guide students to help them achieve these goals. Teacher will ask to for rough drafts all the time a project is assigned. The teacher will establish guidelines using rubrics to assess student’s performance.
Rubric(s) for Assessment:
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See attached rubrics
Reflection/Comments:
Teacher should keep a journal to record and reflect on everyday teaching experiences. Also, work in collaboration with the rest of the foreign language teachers to create more effective lesson plans. Finding ways to encourage students and reward the ones that are performing at their highest standards. And creating ways to help the others that struggle in the class.