Unit Theme: Don quijote
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
Context for the Integrated Performance Assessment
One of the richest assets in any culture is its wealth of literature. Stories enrich the lives of the people of a culture, and they help to
explain a portion of their beliefs. Students will read Don Quijote
Interpretive Task
First, you will read Don Quijote and answer questions in English. You will comment on how basic human characteristics like bravery,
and courage are exemplified in this story.
Interpersonal Task
Using what you wrote about the various characteristics, discuss with a partner how they are treated in this legend and if these
characteristics are still relevant today in our culture.
Presentational Task
Write an article about a modern day Don Quijote.
Unit Project
Film project- Students will develop a modern day version of Don Quijote.
Unit Understanding(s)
Students will understand that…
Stories are used to emphasize different themes
Stories are used to teach life lessons
Stories are used to teach historical events
 Society is reflected in the literature of the period.
 Literature often gives us insight into history of the people.
 Literature has a historical, a societal, and emotional context.
Unit Essential Question(s)
 How can we understand society through literature?
 What is the message of a piece of literature?
 What do we learn from literature?
 What does the artistic style of the artist tell us about the period
of time in which it was created?
How does literature affect the way you view the world in
which you live?
What does literature teach children?
Is literature a reflection of the culture in which one lives?
Eugene Ashley High School
Unit Theme: Don quijote
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
Students will …
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Read and interpret authentic literature from the target language
Analyze and discuss how Don Quijote relates to the systems and cultures of society
Examine and compare literature from target culture and their own culture
North Carolina Essential Standards for World Languages
Students
IL.CLL.1.1 Carry out unrehearsed conversations on familiar topics with some details.
IL.CLL.2 Understand words and concepts presented in the language.
IL.CLL.2.1 Su mmarize main ideas and a few details in short conversations and some forms of media.
IL.CLL.2.2 Summarize main ideas and a few details in texts that contain familiar vocabulary.
IL.CLL.2.3 Recognize that ideas and expressions may be presented differently in the target language than the students’ language.
IL.CLL.2.4 Compare fiction texts and non-fiction texts about familiar topics.
IL.CLL.3 Use the language to present information to an audience.
IL.CLL.3.2 Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture.
IL.CLL.3.3 Use a series of phrases and sentences to give spoken and written presentations about familiar topics, situations, and
experiences with some details.
IL.CLL.3.4 Create dialogues and skits to present with some details about familiar topics.
IL.CLL.4 Compare the students’ culture and the target culture.
IL.CLL.4.1 Classify cultural practices of people in the target culture and the students’ culture using familiar topics, situations, and
experiences.
IL.CLL.4.2 Use cognates, loan words, and some idiomatic expressions to express information about familiar topics.
IL.CLL.4.3 Analyze the language conventions in authentic written and spoken texts.
IL.COD.2 Understand words and concepts presented in the language.
IL.COD.2.1 Analyze the relationship between words from the target language and the students’ language to expand vocabulary related
to academic topics.
IL.COD.2.2 Differentiate the structural patterns of the target language and the students’ language.
IL.COD.2.3 Understand main ideas and a few details in class discussions and some forms of media.
IL.COD.2.4 Understand main ideas and a few details in academic texts that contain familiar vocabulary.
IL.COD.2.5 Remember expanded vocabulary and language structures essential to comprehension in academic class discussions and
presentations.
IL.COD.3 Use the language to present information to an audience.
IL.COD.3.1 Use academic content terminology in a series of phrases and sentences with a few details to give spoken or written
presentations in the target language on familiar topics.
Eugene Ashley High School
Unit Theme: Don quijote
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
IL.COD.4 Compare the students’ culture and the target culture.
IL.COD.4.1 Analyze cultural practices and perspectives from the target culture with the students’ culture.
IL.CMT.2 Understand words and concepts presented in the language.
IL.CMT.2.1 Understand practices, products, and perspectives from texts about familiar topics with some details.
IL.CMT.2.2 Understand the meaning of messages on familiar topicsdisplayed in the community or created by peers learningthe same
target language.
IL.CMT.3 Use the language to present information to an audience.
IL.CMT.3.1 Use a series of phrases and sentences to describe arts, sports, games, and media from the target culture.
IL.CMT.4 Compare the students’ culture and the target culture.
IL.CMT.4.1 Integrate traditions and activities of the target culture and the students’ culture.
Eugene Ashley High School
Unit Theme: Don quijote
Vocabulario
La barba
El carne
La sobrina
El terreno
El campo
El galgo
Caballería
La ama de casa
Majestad
Desván
armarse
bisabuelo
la celada
la espada
Rocín
moza
puebla
armadura
dama
ciego
Carretero- wagon driver
leonero-lion keeper,
rey-king
valentia-bravery
jaula-cage
batallas
alma
Mozas
Posada
Posadero
Velar
Falta jucio
Level 3, Unit 4
Spanish
Grammar
Content
-Correlation of verb
tenses
-using the gerund
-using the participle
Duration of Unit: 30 hours
Suggested Resources
and Materials
Suggested
Instructional Strategies
Templates for
graphic organizers
including Venn
diagrams, t-charts
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Internet resources:
http://www.spaleon.com
/ - Conjugating Verbs
online – students get
immediate feedback, but
cannot be submitted to
teacher
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-
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http://www.youtube.com 
/user/SrMara - Parodies 
of Justin Timberlake for

Verb Conjugations
http://www.quia.com/ quiz students online
http://www.epals.com/ get an internet pen pal –
you register and all
emails go to you first
http://www.studyspanish
.com/ http://www.moma.org/ art exhibits online –
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Paired activities
Content summaries
of readings
Guided writing
activities
Oral presentations
Listening activities
Oral/silent reading
Direct instruction of
vocab
Questioning
strategies
Cooperative learning
Communication gap
activities
Language ladder to
add more advanced
vocabulary
Communication gap
activities
Paired activities
Cooperative learning
Questioning strategies
(yes/no, either/or,
multiple choice, oneword, short answer)
TPR
Direct instruction of
vocabulary
Graphic organizers
Eugene Ashley High School
Suggested Interim
Assessments/ Culture
Culture:
 Art
 Music
 Literature
Assessment:
- Identify and interpret
the message of
authentic articles
and/or videos
-
Read and respond
to media sources
-
Maintain journals
-
Create a literature
file based on
summaries and
questions of articles
read.
-
Create a modern film
-
Group presentation
of original myth
-
Timelines of stories
-
Main idea of short
stories or text
Unit Theme: Don quijote
Escudero
La vela
Insula- island
molinos de viento
Heridas
gigantes
Brisa
Aspa
Intenta
rehusa
darle de palos
El hecho
Poner en rodillas
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
especially useful during  Oral/silent reading
 Listening activities
http://www.polleverywh  Oral presentations
ere.com/ - like a twitter,  Guided writing
anonymous polling – Be
activities
careful with the texting
 Content summaries of
comments because you
readings
cannot track comments
 Jigsaw
 Interview
http://www.sheppardsoft
 job interview
ware.com/ - geography
 real world show
puzzle pieces
casting call
http://www.newseum.or  Present to the class
about yourself for 2 –
g - online new articles
5 minutes, the rest of
the class is looking for
http://freerice.com/ mistakes
internet flashcards –

Have Native speakers
random vocabulary
present 10 vocabulary
words
words native to their
language
http://jeopardylabs.com

I have never – student
– create a jeopardy game
calls out
for your students.
 Have students create a
story
Options for Online
Projects
 Put up a picture and
http://animoto.com/ have the students
online projects
describe it for a
minute.
http://www.audacity.co
m/ - upload voices
 When was the last
time-give the student
http://www.pixton.com/
a topic (i.e. When
- create your own
Eugene Ashley High School
-
Retell the events of a
story
Unit Theme: Don quijote
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
comics – best if used as
was the last time you
a project outside of class
played a board
or in 20 minutes at a lab
game)
(not including
instructional time)
 Lotería de Nombres
– Bingo Nombre –
http://goanimate.com/ put a list of questions
create your own
on the board –
character – send project
students must write
with students and have
the questions into a
them e-mail it to the
bingo board –
teacher.
students then walk
around and find the
Additional resources:
students
http://quizlet.com/ Free site that allows
 Pelota Mala –
you and your students
students speak in
to make electronic
Spanish, if anyone is
flash cards
speaking English,
they are thrown a
www.mindomo.com –
ball. They now have
students can create Venn
pelota mala.
diagrams
Whoever has it at the
end of the block
www.techsmith.com/jin
must do something
g/ - this allows students
(like push in chair,
to capture images and
be the last to leave,
create videos or share
etc.)
information
 Silent Ball – students
www.voki.com – this
are in a circle, sitting
allows students to add a
on their desks. silent!
voice and information to
They toss the ball to
various characters. It
each other and call
makes the content come
out vocabulary
Eugene Ashley High School
Unit Theme: Don quijote
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
words. Review
activity.
www.voicethread.com –
this allows students to
 Onion activity –
create a slide show while
have students (or
narrating the information
teacher) write
on various slides
questions on paper
and crumple up the
www.glogster.compaper and roll the
students can create
paper on top of the
online collages to show
other papers.
the material they are
Teacher plays music,
learning
and students’ play
hot potato with the
www.hippocampus.org
ball. When the
– online digital media
music stops, they
that provides homework
must peel a question
help and additional
off the onion and
material
answer it
to life.
vimeo.com – this allows
students upload videos
http://www.izzit.org/eve
nts/index.php - This site
provides a different
daily news article with a
series of discussion
questions every weekday
throughout the school
year.
www.wordle.com –
students can create

Speaking Drills –
create a transparency
(or any other data
point) with columns
of information.
Students must
quickly go through
the information and
speak. You can do
this with ANY
information you are
covering. Make it
work for you. They
are super easy to
create
Eugene Ashley High School
Unit Theme: Don quijote
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
various word art using
terms from daily lesson
 Speak for 2.5
minutes about
www.timetoast.com –
getting to know each
this provides interactive
other – talk about
timelines for students to
gestures in other
view and they can create
countries – ask
their own
students to
incorporate
www.bubblecomment.co
appropriate gestures
m – this allows teachers
or students to add 30
 conversation circles
second videos in a
– 10 questions on a
bubble form to any
note card, divide
website
students up – inside
onetruemedia.com circle has a questions
students can create
and asks the same
various videos
question – outside
circle moves and
http://www.opendiary.co
answers
m/ - online diary that
students can use for
 Attendance
daily writing
questions – 10 min.
assignments and can
activity - while
share with others in the
taking attendance,
class or teachers
students answer
quizlet.com – students
certain questions,
can create flashcards that
sometimes all the
are interactive, practice
same, sometimes all
material in test form,
different – up to the
play review games
teacher
http://www.vizu.com/ind 
ex.html - this allows you
to create polls you can
Buenas noticias – 30
sec activity students begin with
Eugene Ashley High School
Unit Theme: Don quijote
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
use in you classroom
the weather and date
that students can
and information for
respond to
the day
www.doodle.com –this
allows students to
respond to events you
are holding or use
calendars to remind
them of assignments
www.slideshare.com –
this allows students to
upload PowerPoint’s to
create a video
www.xtranormal.com –
this allows students to
create cartoons to
express their
comprehension of the
material
www.animoto.com –
this allows students to
create a short video that
contains content
information
www.zooburst.com –
this allows students to
create interactive 3D pop
up books
www.imageloop.com –

Yarn activity –
student is required to
pull out colored yard
and speak in Spanish
until the color o the
yarn changes – other
students are to listen
and answer random
questions

Talk a thons – 2
week activity students are giving a
document and have
to write the
conversation with
the questions who,
what when where
why and how. The
conversations are
graded on their
grammar and are
paired up. The
students then
memorize parts of
the conversation and
present it to the class
Listening Activities
Eugene Ashley High School
Unit Theme: Don quijote
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
this allows students to
 Take a Spanish song
create videos using
and delete some of
images and content
the words. Students
receive bonus credit
www.toondoo.com –
for every word they
this allows students to
get correct.
create cartoon strips for
the information
 20 yr old guy who
knows 11 languages
www.chestercomix.com
– Alex Rawlings
– this allows you to find
http://www.youtube.
comic books that discuss
com/watch?v=55_G
social studies topics
66g02QU
www.linoit.com – this
allows you to create a
bulletin board of post it
notes that students can
add to and you can have
an online discussion or
share information
www.wikispaces.com –
this allows you to create
a document that students
can edit and add
information to
bubbl.us –students can
create thinking maps
Eugene Ashley High School
Unit Theme: Don quijote
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
Interpersonal Task:
You will answer 5 out of 8 questions.
1. ¿Tienes apodo? ¿Cuál es? ¿Por qué lo tienes?
2. ¿Crees que libros, películas, y programas de televisión pueden tener un efecto profundo en las personas? ¿Crees que el efecto puede ser tanto
positivo como negativo?
3. ¿Cómo reaccionarías si vieras (if you saw)una figura tan extrano como don Quijote?
4. ¿Cómo describirías el carácter y la apariencia de don Quijote?
5. Imagina que eres director o directora de cine. Quieres hacer una película de esta novela. ¿A qué actores escogerías para los papeles
principales?
6. ¿Te parece melancólico, imaginativo o ridículo don Quijote?
7. ¿Qué crees? ¿Por qué decidió el ventero darle el orden de caballería a don Quijote?
Eugene Ashley High School
Unit Theme: Don quijote
Level 3, Unit 4
Spanish
Duration of Unit: 30 hours
Presentational Task:
Prompt 1: Escribe un párrafo. ¿Crees que libros, películas, y programas de televisión pueden tener un efecto profundo en las personas? ¿Crees que el
efecto puede ser tanto positivo como negativo? Debe ser 100 palabras y no puede usar los apuntes ni el lilbro.
Prompt 2: Escribe un párrafo. ¿Cómo reaccionarías si vieras (if you saw)una figura tan extrano como don Quijote? Debe ser 100 palabras y no puede
usar los apuntes ni el lilbro.
Rubric
1 Does not meet
expectations
Student gives limited
or no details or
examples.
2 Meets expectations
Accuracy
Student’s accuracy
with vocabulary and
structure is limited
Student’s accuracy
with vocabulary and
structure is adequate
Student’s accuracy
with vocabulary and
structure is exemplary.
Comprehensibility
Student’s ideas lack
clearity and are
difficult to understand.
Student’s ideas are
adequately clear and
fairly well understood.
Student’s ideas are
precise and easily
understood.
Vocabulary
Student uses limited
repetive vocabulary
Student uses only
recently acquired
vocabulary
Student uses both
recently and
previously acquired
vocabulary.
Amount of
communication
3 Exceeds
expectations
Student gives adequate Student gives
details or examples
consistant details and
examples.
Eugene Ashley High School