Spanish Curriculum MYP 6th Grade
1st 9 weeks
1. MYP lesson Objective: Classroom Procedures/Introductions.
Guiding Question: How will learning Spanish affect my community?
Goals/Focus: Classroom procedures and basic introductions, asking what is your name? And were
you from? In Spanish.
Integrated Subjects: Language Arts.
What do I want students to know/be able to do as a result of this unit?
Activities/Labs/Performances: Students will copy introductions, and will practice orally while
learning each other’s names, and were they are from. Students will review classroom procedures.
Modeling/Instruction: Teacher will model oral introductions in Spanish and will require student to
repeat introductions, and practice with each other by walking around the classroom.
Resources: Overhead Projector, classroom procedures handouts, whiteboard, notebooks.
Assessments: Students will walk around asking five other students what is their name and were are
they from, will write the answers in their notebooks. Assessment will be done through their
responses and participation during the activity.
Areas of Interaction: Community and Service, Approaches to Learning.
TEKS Objective(s):
(1). Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(2). Cultures. Student gains knowledge and understanding of other cultures.
(3). Connections. The student uses the language to make connections with other subject
areas and to acquire information.
2. MYP Interdisciplinary Unit Objective: Why learn Spanish? – Lengua B ¿Por qué
aprender español?
MYP Guiding Question (Essential Question) to Focus the Students: How will I interact in this new
environment?
Goals/Focus: Why learn Spanish? Vowels, and alphabet. Asking questions: How do you say? What
does this mean?
Integrated Subjects: Language Arts. Prior to the lesson students will review their knowledge of the
English alphabet, compare new vowels, and review the long sounds in English, which do not apply in
Spanish.
What do I want students to know/be able to do as a result of this unit?
Students will learn the importance of learning a second language. Students will learn the sounds to
the vowels, alphabet and two basic questions to find meaning of new words, and how to say basic
vocabulary words, as well as being able to ask what do expressions mean and how to say certain
vocabulary in Spanish.
Activities/Labs/Performances: Throughout the unit students will view video, “Why Learn Spanish?
will take Cornell notes during the video, will create a threefold flier giving examples of the
importance of learning Spanish.
Students will listen to the Spanish alphabet, vowels, will learn alphabet song, song La Mar, which
teaches the vowel sounds. Students will create an alphabet book.
Modeling: Teacher will model sounds of alphabet, and vowels or may use CD or deviant’s video to
model sounds.
Resources: Why learn Spanish video, Exprésate textbook, p. T64. Use dictionaries, textbooks to
translate sentences. Software programs Comic Life, I photo and I movie. Overhead Projector.
Different Spanish speakers from various countries recite alphabet CD, Deviants DVD.
Assessment: A flier, and an alphabet book. Oral response for alphabet will also be assessed.
Flier directions: every student will receive a letter size color paper. Students will fold their paper in
three, in every side the student will write a reason they think is important to speak Spanish and they
will draw a picture or cut a picture from a magazine.
Area(s) of Interaction (AOI):
*Approaches to Learning (ATL)
*Community and Service (CS)
*Environment (E)
*Health and Social Education (HSE)
*Homo Faber (HF)
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: students will learn “how” to learn another language; as well as how to
work individually and collaboratively; and they will learn why is important to acquire a second
language.
Homo Faber: Students will create an alphabet book.
Community and Services: Learning why is important to learn Spanish and about the Spanish
culture will encourage responsibility and appreciation towards the Spanish speaking community.
TEKS: 114.22 (c) Knowledge and skills.
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading, and writing. The student is expected to: A) engage in
oral and written exchanges of learned material to socialize and to provide and obtain
information.
Final Product: Why learn Spanish flier, and alphabet book.
Modifications/Adjustments:
3. MYP Interdisciplinary Unit Objective: How to greet each other in Spanish.
MYP Guiding Question: How will my world change by being able to communicate in Spanish?
Goals/Focus: Polite conversation, greetings in Spanish. Technology use and its importance.
Integrated Subject: Technology
What do I want students to know/be able to do as a result of this unit? Students will be able to
introduce themselves, others and to ask information to others, such as names, places of origin, state
of being, etc.
Activities/Labs/Performances:
1.
2.
3.
4.
Students will work cooperatively creating a list of most common greetings, such as meeting
someone new, and finding how another person is doing. They will use dictionary, or
textbooks to find out how to say it in Spanish. Together with the teacher they will make a
common list.
Students will take notes as the teacher gives directions to the programs, comic life, I Photo.
Students will write a draft to the story they will create using the Spanish greetings,
introductions and questions.
In the computer lab students will make a digital story.
Modeling: Teacher will go over greetings out loud to model how to sound them out.
Teacher will create a Comic using projector and computer; students will take notes of every step they
need to take to create their own Comic.
Resources/Equipment to be utilized: Projector. Computers. Internet dictionaries and Expresate
textbook.
General Assessments: Students will be evaluated in participation and cooperation with other students.
Greetings Rubric: Greetings list will have a list of ten sentences minimum translated into Spanish.
Comic Life will be assessed.
Digital story rubric: 100 points: the project should have 10 slides with one sentence in Spanish and
English. . Minus 10 points per slide missing.
MYP Subject-Specific Assessments: (Explain how each criterion will be met)
Criterion A: Oral expression. The Students will be able to greet each other, ask questions and give a
logic response.
Criterion B: Oral expression. Students will be able to maintain a conversation.
Criterion C: The student will be able to put in writing a basic conversation.
Criterion D: The student will be able to write using correct spelling.
Criterion E: Students will comprehend questions and prompts by teacher and other students.
Criterion F: Reading comprehension. Students will be able to read a text and comprehend its
meaning.
Area(s) of Interaction (AOI) you will focus on in your subject area for this unit: (Circle all that apply)
*Approaches to Learning (ATL)
*Community and Service (CS)
*Environment (E)
*Health and Social Education (HSE)
*Homo Faber (HF)
Justification for the chosen Area(s) of Interaction:
Approaches to Learning, students will learn how to learn another language, individually and
collaboratively. They will learn why is important to acquire a second language.
TEKS: 114.22 (c) Knowledge and skills.
(1) Communication. The student communicates in a language other than
English using
the skills of listening, speaking, reading, and writing. The student is expected to:
A) Engage in oral and written exchanges of learned material
to provide and obtain information;
to socialize and
2) Cultures. The student gains knowledge and understanding of other cultures. The student
is expected to:
(A) Demonstrate an understanding of the practices (what people do) and how
they are related to the perspectives (how people perceive things) of the
cultures studied; and
(B) Demonstrate an understanding of the products (what people create) and
how they are related to the perspectives (how people perceive things) of the
cultures studied.
(3) Connections. The student uses the language to make connections with other subject
areas and to acquire information. The student is expected to:
(A) Use resources (that may include technology) in the language and
cultures being studied to gain access to information;
Design Cycle:
Will the design cycle be utilized? YES/NO
How the design cycle will be implemented:
*Investigate: Using a dictionary and textbooks students will find the meaning of basic greetings such
as hello, how are you? Where are you from? Etc.
*Plan: Students will write a draft to the story they are going to create before going to the computer
lab.
*Create: students will use their draft and computer notes to create a story.
*Evaluate: stories will be shown in class and evaluated by the students. Students will use the rubric
given to evaluate.
Final Product (if applicable):
Digital Story.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. In certain cases
students will copy notes from other students or handouts will be given. Notes will be written on the
board to help students that struggle taking notes. Assignments will be shortened when needed. Extra
time will be given to turn work in. Spanish speaking students or those students that have grasp
concepts quickly will help students that need more assistance. CD’s will me made with the oral
lessons to help students study and memorize sounds and vocabulary words.
Intercultural Approach/Multicultural Connections:
Students will learn about the Spanish language and its different cultures. In this unit students will
hear different dialects and will watch videos explaining lives and traditions from Spain.
4. MYP Lesson Objective: To learn school vocabulary and useful sentences.
Guiding Question: How does Spanish and English grammar relate to each other?
Goals Focus: Students will learn school vocabulary and useful sentences that will help them interact
in the classroom.
Integrated Subjects: Language Arts.
What do I want students to know/be able to do as a result of this unit? Students will be able to ask
and respond to basic questions use in the classroom and through out the school.
Activities/labs/performances: Students will learn school vocabulary and useful classroom sentences.
Students will be able to respond to simple commands use in school and school vocabulary.
Modeling/Instruction: Students will use worksheets to learn classroom vocabulary
Resources/equipment: Exprésate textbook, and DVD to learn the expression classroom useful
sentences and school vocabulary.
General Assessments: Give examples and/or descriptions. Attach copies of rubrics-if used.
Formative/Summative: MYP Subject-Specific Assessments: (Explain how each criterion will be met)
Criterion A:
Criterion B:
Criterion C:
Criterion D:
Criterion E:
Criterion F:
Area(s) of Interaction (AOI) you will focus on in your subject area for this unit:
*Approaches to Learning (ATL)
*Community and Service (CS)
*Environment (E)
*Health and Social Education (HSE)
*Homo Faber (HF)
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: students will learn how to learn another language, individually and
collaboratively. Students will learn how to use a bilingual dictionary.
Community and Service: Students will learn how to be responsible to the community by being able
to communicate with Spanish speaking people in the school and outside the school. By learning how
to communicate students will be able to be helpful to others. Students will make signs that will be
placed around the school that would help Spanish speakers.
TEKS/Goals/Objectives: TEKS: 114.22 (c) Knowledge and skills.
(1) Communication. The student communicates in a language other than English
using the skills of listening, speaking, reading, and writing. The student is expected
to:
(A) Engage in oral and written exchanges of learned material to socialize
and to provide and obtain information;
(B) Demonstrate understanding of simple, clearly spoken, and written
language such as simple stories, high-frequency commands, and brief
instructions when dealing with familiar topics.
(C) Present information using familiar words, phrases, and sentences to
listeners and readers.
Design Cycle:
Will the design cycle be utilized? YES/NO
State how the design cycle will be implemented:
*Investigate:
*Plan:
*Create:
*Evaluate:
Final Product (if applicable): School signs. List of vocabulary words placed in their notebooks.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. In certain cases
students will copy notes from other students or handouts will be given. Notes will be written on the
board to help students that struggle taking notes. Assignments will be shortened when needed. Extra
time will be given to turn work in. Spanish speaking students or those students that have grasp
concepts quickly will help students that need more assistance. CD’s will me made with the oral
lessons to help students study and memorize sounds and vocabulary words.
2nd 9 weeks.
5. MYP Interdisciplinary Objective Unit: I Movie/Practical use of the Spanish Language.
MYP Guiding Question: How does technology change our world?
Goals/Focus: Students will learn to make a digital story using all the expressions they have learned
during the course.
Integrated Subject: Subject: Language Arts, Technology
Resources/Equipment to be utilized: Internet. I movie, Comic Life, Garage Band, I photo. Dictionaries.
Students will need paper, pencil to write directions on how to use the programs.
Research Skills and/or technology to be used by the students: Students will use the Internet to find
photos to use as characters in their story. Students will learn to operate Mac computers and use
programs like I photo, I movie, comic life and garage band.
What do I want students to know/be able to do as a result of this unit? Students will utilize all
expressions and vocabulary learned during the first nine weeks. Students will learn how to write a
digital story using the programs, I movie, I photo, garage band, and use of Internet for character
research.
Area(s) of Interaction (AOI):
*Approaches to Learning (ATL)
*Community and Service (CS)
*Environment (E)
*Health and Social Education (HSE)
*Homo Faber (HF)
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: students will learn how to operate Mac computers and several programs.
Homo Faber: Students will create an I movie.
Community and Service: Utilizing expressions learned will encourage students to appreciate the
language and Spanish culture.
TEKS: 114.22 (c) Knowledge and skills.
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading, and writing. The student is expected to: A) engage
in oral and written exchanges of learned material to socialize and to provide and obtain
information.
Design Cycle:
Will the design cycle be utilized? YES/NO
State how the design cycle will be implemented:
*Investigate: Using dictionaries (books and on line) students will write and translate sentences they
might want to use in their story.
*Plan: students will decide how to make their book, which expressions, and characters to use.
*Create: I movie.
*Evaluate: Students will evaluate each other’s work following a specific rubric.
Activities/Labs/Performances:
Day 1: using an overhead projector students will watch as I take all the necessary steps to create an I
movie. Students will take notes. The notes will have to be present when working on the project.
Students will not be allowed to log in the computer unless they have their notes. If a student does not
have the notes they will be allowed
Final Product:
Students will make a digital movie using I movie. The final project will have ten slides with pictures
the students will chose the character they will want to use, find pictures on the Internet and
download them to I photo. They will write greeting expressions such as “hello, my name is”, “where
are you from?” I am from.” etc. the students may add transitions and music to their project.
Rubric:
-
50 points. Each movie will have ten slides.
20 points. Every slide will have a picture and an expression written in Spanish.
20 points. Every slide will have a transition or scrolling words.
10 points. Credits for every picture used.
Extra credit: Music created with Garage Band.
General Assessments
Formative: The students will be observed while working on the computer lab. The students will be
required to have their directions notes with them in the computer while working. Students will
review each other’s final product.
Summative: Students final project will be presented to the class.
MYP Subject-Specific Assessments:
Criterion A: Oral Expression and comprehension, oral message and interaction.
Criterion B: Oral language Expression.
Criterion C: Written expression, message and organization. Students will be able to write common
expressions such as greetings, introductions and goodbyes.
Criterion D: Written language expression. Students will be able to spell out words correctly.
Criterion E: Reading Comprehension.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. The steps needed
to complete the project will be posted on the board to help students that struggle taking notes, or for
those that do not have them. The project will be five slides instead of ten. Extra time will be given to
complete the project. Spanish speaking students will help students that need more assistance.
6. MYP Interdisciplinary Objective Unit: Introducing MYP.
Guiding Question: How will learning Spanish affect my community?
Goals/focus: To learn about the MYP Programme, areas of interaction and learner profile. Read and
choose one area of interaction, identify with the learner profile.
Integrated Subjects: Language Arts.
Activities/Labs/Performances: Students will begin by reading the Areas of Interaction; they will be
discussed with the teacher and among themselves.
. TEKS Objective(s):
1.Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
2. Student gains knowledge and understanding of other cultures.
3. The student uses the language to make connections with other subject areas and to
acquire information.
Areas of Interaction: Approaches to Learning, Human Ingenuity
Objective: Learning expressions to communicate basic needs in the classroom.
7. Name/Theme of the Interdisciplinary Unit: Spanish Speaking Countries.
MYP Guiding Question: How will my world be affected by learning about other countries?
Goal/Focus: Students will make list of all Spanish-speaking countries. Will research to find their
capitals, location, population, and color of their flags.
Integrated Subject: Geography
Activities/Labs/Performances: Being able to read a map, to find information in an encyclopedia,
almanac, or books. Students will listen to a CD, which will name all the Spanish-speaking countries.
They will make a list. From that list students will chose ten countries, using maps, encyclopedias,
almanacs, or books they will find the capitals for each country. From their list, students will chose
one country. They will find the location, population and location using the resources given. Students
will create a flag coloring it and drawing that country’s emblem if the country has one. In the back of
the flag the student will write the capital, population and location.
What do I want students to know/be able to do as a result of this unit?
Students will listen to a CD in Spanish and make a list of the Spanish speaking countries they hear.
Students should be able to research and find the capitals of ten countries from their list. Chose one
country, find color of the flag, capital, population, and location.
Students will learn to read a map by findings locations of Spanish speaking countries. They will learn
or review, North, South, East and West. They will learn the continents, seas, and oceans, where they
will locate Spanish-speaking countries.
Modeling:
Resources/Equipment to be utilized: White board, Overhead, Dictionary, Encyclopedias, and Maps,
Internet. White poster board, colors, and rulers.
General Assessments: Give examples and/or descriptions. Attach copies of rubrics-if used.
Formative/Summative:
The list with countries should have a list of 10 countries and their capitals.
The flag should have correct colors, and information about the country, capital, location and
population. 100 points for all items. Minus 10 points per item missing. 10 points extra for drawing of
countries’ emblem.
MYP Subject-Specific Assessments: (Explain how each criterion will be met)
Criterion A:
Criterion B:
Criterion C:
Criterion D:
Criterion E: Oral comprehension. Students will be able to recognize countries named in Spanish.
Criterion F: Reading comprehension. Students will be able to obtain information from texts in
Spanish.
Area(s) of Interaction (AOI) you will focus on in your subject area for this unit: (Circle all that apply)
*Approaches to Learning (ATL)
*Community and Service (CS)
*Environment (E)
*Health and Social Education (HSE)
*Homo Faber (HF)
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: students will learn how to research and find information about other
countries by learning how to read a map, use encyclopedias, books, and almanacs to get the
information they need. Students will work individually or in groups. Students will be allowed to help
each other in their research.
Health and Social Studies: Students will learn about other countries, their traditions, live styles. This
will help students gain an understanding an appreciation for other countries and their values in the
world.
TEKS/Goals/Objectives: TEKS: 114.22
(2) Cultures. The student gains knowledge and understanding of other cultures. The
student is expected to:
(A) Demonstrate an understanding of the practices (what people do) and how
they are related to the perspectives (how people perceive things) of the
cultures studied; and
(B) Demonstrate an understanding of the products (what people create) and
how they are related to the perspectives (how people perceive things) of the
cultures studied.
(3) Connections. The student uses the language to make connections with other subject
areas and to acquire information. The student is expected to:
(A) Use resources (that may include technology) in the language and
cultures being studied to gain access to information;
Final Product (if applicable):
List of Spanish speaking countries.
Flag of Spanish speaking country (to be displayed in the hallways)
Design Cycle:
Will the design cycle be utilized? YES/NO
State how the design cycle will be implemented:
*Investigate: Students will use materials to research and find information on the country they’ve
chosen.
*Plan: students will decide if they research will be done by using a book of the country chosen, map,
or almanac. Students may use several research tools.
*Create: Students will create a list with all the Spanish-speaking countries. Students will create a flag
of the country chosen.
*Evaluate: students will be evaluated in their effort, cooperative work. The list of countries should
have 10 countries and their capitals. The flag should have right colors, the capital, population and
location should be placed in the back.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. In certain cases
students will copy notes from other students or handouts will be given. Notes will be written on the
board to help students that struggle taking notes. Assignments will be shortened when needed. Extra
time will be given to turn work in. Spanish speaking students or those students that have grasp
concepts quickly will help students that need more assistance. CD’s will me made with the oral
lessons to help students study and memorize sounds and vocabulary words.
8. MYP Lesson Objective: numbers 0-30, days of the week, months of the year?
Guiding Question:?
Goals/Focus: To review numbers 0 - 30. Days of the week, months and songs.
Integrated Subjects: Math
What do I want students to know/be able to do as a result of this lesson? Students will copy numbers
0-30. Students will use dictionary to translate days of the week and moths of the year. Students will
learn days of the week and months of the year songs.
Students will use, dictionary of textbook to translate vocabulary. Students will repeat numbers, days
and months after teacher. Students will repeat songs after teacher without music and with music.
Students will listen to the songs once before singing by themselves.
Modeling/Instruction:
Assessment: Oral participation, translation written in notebook.
Areas of Interaction: Approaches to Learning, Human Ingenuity
TEKS Objectives:
1.Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
2.Student gains knowledge and understanding of other cultures.
3. The student uses the language to make connections with other subject areas and to
acquire information.
9. Name/Theme of the Interdisciplinary Unit: Christmas in Spain and South America.
Guiding question: How will learning about other cultures affect my own environment?
Goal/Focus: Learning how Christmas is celebrated in Spain and some South American countries.
Students will learn songs, will taste typical Christmas food, and will make Christmas cards.
Integrated Subject: Geography
What do I want students to know/be able to do as a result of this unit?
Students will learn Christmas traditions in Spain.
They will learn how to prepare typical Spanish desserts.
They will learn to ask questions related to Christmas such as what did you eat? How was your
Christmas, etc?
Activities/Labs/Performances:
1.
2.
Students will watch two videos and take notes. Two pages per video of all the main ideas.
Students will make Christmas cards. After students discussed the greetings they want to use
translations will be written on the board. Students will use at least one sentence to write in
their card. Cut outs would be use with Christmas shapes such Santa Clause’s, snow flakes,
trees, etc. students will use the cut outs to make more cut outs for their cards. Students will
be able to decorate their cards as they chose.
3.
4.
5.
6.
Students will learn the bilingual song “Feliz Navidad”.
Using Garage Band Program the students will record their Christmas song. The song will be
played during the morning announcements a week before Christmas.
Students will participate in a Christmas party. Students will try Spanish typical Christmas
desserts, some prepared by the teacher (sugar covered almonds), some brought from Spain.
Students will come to the table and placed small pieces of various desserts in a cone made
from paper just like street vendors do in Spain. While eating their sweets students will watch
a video of Spanish flamenco dancers.
After the holiday students will learn basic conversation by asking the following questions:
How was your Christmas? What did you eat during Christmas? Did you get a lot of presents
during Christmas? What did you do during Christmas?
Resources: videos, recipes, CD, computers.
General Assessments Formative/Summative:
MYP Subject-Specific Assessments: (Explain how each criterion will be met)
Criterion A: Oral Expression and comprehension, oral message and interaction. Students will be able
to read and comprehend the recital. They are required to interact with each other during the
practices without unnecessary talking or playing around. Performance will be evaluated daily.
Criterion B: Oral language Expression. Students are required to speak and sing with accurate
pronunciation making sure the audience understands them.
Criterion C: Written expression, message and organization.
Criterion D: Written language expression.
Criterion E: Reading Comprehension. Students will be required to read and comprehend recital.
Area(s) of Interaction (AOI):
*Approaches to Learning (ATL)
*Community and Service (CS)
*Environment (E)
*Health and Social Education (HSE)
*Homo Faber (HF)
Justification for the chosen Area(s) of Interaction:
Homo Faber: Culture and Art and the creative process are studied. Students will study art and
culture of Spain and other Spanish countries.
Community and Service: Gives opportunities to improve relationships and further their
understanding of societies. Students will learn how other countries celebrate Christmas. Will make
cards to give away to family and friends. Will record a Christmas song that will be played during the
morning announcements the week before Christmas.
TEKS: 114.22 (c) Knowledge and skills.
(1) Communication. The student communicates in a language other than English using
the skills of listening, speaking, reading, and writing. The student is expected to:
(A) Engage in oral and written exchanges of learned material to socialize and
to provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and written
language such as simple stories, high-frequency commands, and brief
instructions when dealing with familiar topics; and
(C) present information using familiar words, phrases, and sentences to
listeners and readers.
(2) Cultures. The student gains knowledge and understanding of other cultures. The
student is expected to:
(A) demonstrate an understanding of the practices (what people do) and how
they are related to the perspectives (how people perceive things) of the
cultures studied; and
(B) demonstrate an understanding of the products (what people create) and
how they are related to the perspectives (how people perceive things) of the
cultures studied.
(3) Connections. The student uses the language to make connections with other subject
areas and to acquire information. The student is expected to:
(A) use resources (that may include technology) in the language and cultures
being studied to gain access to information; and
(B) use the language to obtain, reinforce, or expand knowledge of other
subject areas.
(4) Comparisons. The student develops insight into the nature of language and culture by
comparing the student's own language and culture to another. The student is expected to:
(A) demonstrate an understanding of the nature of language through
comparisons of the student's own language and the language studied;
(B) demonstrate an understanding of the concept of culture through
comparisons of the student's own culture and the cultures studied; and
(C) demonstrate an understanding of the influence of one language and culture
on another.
(5) Communities. The student participates in communities at home and around the world
by using languages other than English. The student is expected to:
(A) use the language both within and beyond the school setting through
activities such as participating in cultural events and using technology to
communicate; and
(B) show evidence of becoming a lifelong learner by using the language for
personal enrichment and career development.
Source: The provisions of this §114.22 adopted to be effective September 1, 1998, 22 TexReg 4930.
Design Cycle:
Will the design cycle be utilized? YES/NO
*Investigate: Students will watch video and will take notes. Students will decide what they want their
cards to say. Students will translate expressions with the help of the teacher.
*Plan: Students will plan how to create their Christmas cards
*Create: Students will make their Christmas cards. They will also make paper cones to put the
desserts samples during the Christmas party. Students will sing and record a song.
*Evaluate: Students will evaluate each other’s cards and performance in the song.
Final Product:
Christmas cards: Students will make cards using construction paper and light colored paper. The
light colored paper will be used to write their sentences. They will use cut outs, glue, glitter, tissue
paper, etc. to decorate. Cards will have at least one greeting in Spanish with the translation in English.
Recording of Christmas song. Students will practice and learn “Felix Navidad” song by Jose Feliciano.
Students will copy words from the song; will repeat with after teacher, with teacher, and by himself
or herself several times until they memorize the song. The song will be recorded using Garage Band.
Rubric:
Christmas Cards:
100 points = 1 greeting in English and Spanish.
Card decorated.
50 points = Decoration only no sentences.
0 points = no card.
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. In certain cases
students will copy notes from other students or handouts will be given. Notes will be written on the
board to help students that struggle taking notes. Assignments will be shortened when needed. Extra
time will be given to turn work in. Spanish speaking students or those students that have grasp
concepts quickly will help students that need more assistance. CD’s will me made with the oral
lessons to help students study and memorize sounds and vocabulary words.
Intercultural Approach/Multicultural Connections:
Students will learn about the Spanish language and its different cultures. In this unit students will
hear different dialects and will watch videos explaining lives and traditions from Spain.
3rd 9 weeks
10. MYP lesson Objective: Learn how to tell time in Spanish.
Guiding Question: How will I interact in this environment?
Goals/Focus: Students will learn how to tell time in Spanish.
Integrated Subjects: Math
Activities/labs/performances: Using overhead together we will practice Days, months and numbers.
Students will view time DVD “Time Tripping”. Students will take notes.
With a partner students will answer questions to worksheet. Students will use clocks to ask question,
what time is it and give answers out loud with a partner.
Modeling/Instruction: Teacher will show several examples of times.
Resources: Exprésate textbook, and overhead. DVD Deviants, clocks, worksheet.
Assessment: Oral responses, worksheet answers.
Areas of Interaction: Approaches to Learning, Human Ingenuity
TEKS Objective(s):
1.Communication. The student communicates in a language other than English using
the skills of listening, speaking, reading and writing.
2. Student gains knowledge and understanding of other cultures.
3. The student uses the language to make connections with other subject areas and
to acquire information.
11. MYP Lesson Objective: Subject Pronouns, Verb Ser.
Guiding Question: How will learning Spanish grammar influence my learning of English grammar?
Goals/focus: Students will learn the verb ser and subject pronouns.
Integrated Subjects: Language Arts
Activities/Labs/Performances: Students will watch video subject pronouns from Exprésate textbook.
Students will take notes. Using overhead projector students will copy the verb “ser” and its
conjugated forms. Students will use dictionary to find the translation for pronouns from English to
Spanish. Using manipulative on the board students will learn and practice pronouns. Students will
complete pronouns poster. Students will view lesson, Deviants video and will take notes of important
points.
Working with partner students will complete worksheets of subject pronouns and verb ser. After
students have figured out the answers we will play a game on the board. One student from each team
will come to the board. I will call one of the numbers from their work sheet, the first student to write
it correctly will win a peso.
Rap to go over pronouns and verb “ser”.
Modeling/Instruction: We will review pronouns and verb together before they begin with their
worksheet.
Assessment: Oral responses, worksheet answers.
Areas of Interaction: Approaches to Learning, Human Ingenuity.
TEKS Objective(s):
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(2) Student gains knowledge and understanding of other cultures.
(3) The student uses the language to make connections with other subject areas and to
acquire information.
12. MYP Lesson Objective: Gender of Nouns.
Guiding Question: How will I interact in this new environment?
Goals/Focus: Gender of nouns, El and La. Students will know the difference between masculine and
feminine
Integrated Subjects: Language Arts
Activities/Labs/Performances: Students will complete exercise El o LA? And will take a quiz. Teacher
and students will review the answers. Students will read and summarize a written lesson on the uses
of Spanish articles and will take a quiz.
Modeling/Instruction:
Assessment: Quiz
Areas of Interaction: Approaches to Learning, Human Ingenuity
TEKS Objective(s):
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(3) Connections. The student uses the language to make connections with other subject
areas and to acquire information.
13. MYP Lesson Objective: Panama, family members, technology.
Guiding Question: Will learning about another world change my world?
Goals/Focus: Students will learn about the Spanish Speaking country Panama, and family members.
Integrated Subjects: Geography
Activities/Labs/Performances: Students will watch video of Panama; will take Cornell notes making
emphasis in main ideas. Students will make a poster of Panama, marking important cities, rivers, etc.
Students will use dictionary to find translation to family members. Students will make a power point
using various family members.
Modeling/Instruction: Students will listen to the teacher and repeat family members.
Areas of Interaction: Learner Profile, Community and Service
TEKS Objective(s):
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(2) Student gains knowledge and understanding of other cultures.
(3) The student uses the language to make connections with other subject areas and to
acquire information.
4th Nine Weeks
14. MYP Lesson Objective: Mother’s Day.
Guiding Question: How other countries celebrate their holidays?
Goals/focus: To learn about Spanish Speaking countries celebrations.
Integrated Subjects: Language Arts
Activities/Labs/Performances: Students will learn different traditions related to Mother’s Day in
various Spanish-speaking countries. Students will make bilingual mother’s day cards and will
complete worksheets and word search.
Modeling/Instruction: Teacher will show students how to make paper flowers, as well as different
ways of making cards, flower bases.
Areas of Interaction: Approaches to Learning Human Ingenuity
TEKS Objective(s):
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(2) Student gains knowledge and understanding of other cultures.
(3) The student uses the language to make connections with other subject areas and to
acquire information.
TEKS Objective(s):
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading and writing.
(2) Student gains knowledge and understanding of other cultures.
(3) The student uses the language to make connections with other subject areas and to
acquire information.
Areas of Interaction: Approaches to Learning Human Ingenuity
15. Name/Theme of the Interdisciplinary Unit: Weather Expressions
MYP Guiding Question (Essential Question) to Focus the Students:
Basic Concepts:
TEKS: 114.22 (c) Knowledge and skills.
(1) Communication. The student communicates in a language other than English using the
skills of listening, speaking, reading, and writing. The student is expected to: A) engage in
oral and written exchanges of learned material to socialize and to provide and obtain
information.
What do I want students to know/be able to do as a result of this unit?
Area(s) of Interaction (AOI):
*Approaches to Learning (ATL)
*Community and Service (CS)
*Environment (E)
*Health and Social Education (HSE)
*Homo Faber (HF)
Justification for the chosen Area(s) of Interaction:
Approaches to Learning:
Connection: Subject:
Resources/Equipment to be utilized: Overhead Projector.
Research Skills and/or technology to be used by the students:
Design Cycle:
Will the design cycle be utilized? YES/NO
State how the design cycle will be implemented:
*Investigate:
*Plan:
*Create:
*Evaluate:
Activities/Labs/Performances:
Final Product:
Rubric:
General Assessments Formative/Summative:
MYP Subject-Specific Assessments: (Explain how each criterion will be met)
Criterion A:
Criterion B:
Criterion C:
Criterion D:
Criterion E:
Criterion F:
Modifications/Adjustments:
Students that need modification will have extra time to copy written assignments. In certain cases
students will copy notes from other students or handouts will be given. Notes will be written on the
board to help students that struggle taking notes. Assignments will be shortened when needed. Extra
time will be given to turn work in. Spanish speaking students or those students that have grasp
concepts quickly will help students that need more assistance. CD’s will me made with the oral
lessons to help students study and memorize sounds and vocabulary words.
Intercultural Approach/Multicultural Connections:
16. Name/Theme of the Interdisciplinary Unit: Cinco de Mayo.
MYP Guiding Question: How did the Battle of Puebla change the history of Mexico?
Goals/Focus: Students will learn the history and celebrations related to Cinco de Mayo. Students will
learn why we celebrate Cinco de Mayo. Students will learn the reason why Mexicans and Mexican
Americans celebrate Cinco de Mayo.
Integrated Subject: History, Geography.
Activities/Labs/Performances: Students will watch videos. Will take notes at least one page of main
points.
What do I want students to know/be able to do as a result of this unit?
Resources/Equipment to be utilized: Internet (video). VCR, video “Cinco de Mayo”. Projector.
Construction paper, glue, tape, tissue paper, scissors. Students will watch two videos, one on the
internet and one on the VCR they will take notes from video’s main points regarding the history and
celebration of Cinco de Mayo. Students will also use Encyclopedia and Internet to research the events
and main characters involved in the Batalla de Puebla.
MYP Subject-Specific Assessments:
Criterion A: Oral Expression and comprehension, oral message and interaction. Criterion B: Oral
language Expression. Students are required to recite the poem clearly making sure the audience
understands them. Students are required to be expressive and lively during their performance.
Criterion C: Written expression, message and organization.
Criterion D: Written language expression.
Criterion E: Reading Comprehension.
Area(s) of Interaction (AOI):
*Approaches to Learning (ATL)
*Community and Service (CS)
*Environment (E)
*Health and Social Education (HSE)
*Homo Faber (HF)
Justification for the chosen Area(s) of Interaction:
Approaches to Learning: Students will learn how to research information by using videos, Internet
and encyclopedias.
Homo Faber: students will make, flags, streamers, and will write a poem.
Community and Service: students will visit other classroom and will share, through their poem the
reason we celebrate Cinco de Mayo.
TEKS: 114.22 (c) Knowledge and skills.
(2) Cultures. The student gains knowledge and understanding of other cultures. The
student is expected to:
(A) Demonstrate an understanding of the practices (what people do) and how
they are related to the perspectives (how people perceive things) of the
cultures studied; and
(B) Demonstrate an understanding of the products (what people create) and
how they are related to the perspectives (how people perceive things) of the
cultures studied.
Design Cycle:
Will the design cycle be utilized? YES/NO
*Investigate: Watch video and Internet movie with history of Cinco de Mayo. Use Internet and
Encyclopedia for further research.
*Plan: students will use their notes to work in groups and write a poem that will explain the events
and celebrations of Cinco de Mayo.
*Create: students will write a poem. Will make flags and streamers with the Mexican flag colors.
Students will also make flowers to decorate Mexican hats.
*Evaluate: other teachers and students will evaluate students as they performed the poem.
Students will attend the library, half the class will research on the internet the other half will use
encyclopedias to research the events of Cinco de Mayo.
Students will work in groups using their notes to write a poem.
Students will practice the poem until memorized.
In groups students will make streamers: using a medium size construction paper students will draw
a line on two sides of the paper. They will roll it around a pencil and taping it at the end making a
stick. Students will cut the tissue paper using only red, green and white colors. They will staple the
ribbons at the end of their stick making streamers they will use during their performance.
Students will make paper flowers to decorate straw hats.
Students will perform their poem in front of several classes, waving their flags, streamers, and
wearing their hats.
Final Product: written poem. Recite poem:
Cinco de mayo means the fifth of May,
It’s about a Mexican holiday,
The French came with their big army,
But Zaragoza fought them with tenacity,
No more rules from other lands,
To take what’s made form our hands,
We remember Cinco de Mayo today
With pride, independence and freedom all day.
So celebrate with food and song
Let us dance all day long.
At the fiesta listen to the music play
With violins, guitars, and trumpets, Ole!
Tonight we dance under the stars
While piñatas swing near and far,
When Cinco de Mayo comes to an end,
Fireworks will light up for my friends.
Rubric:
Class notes: 100 points for a whole page of notes
50 points for half a page.
0 points for no notes.
Performance: whole poem memorized, recite with enthusiasm: 100 points
Some lines memorized, recite with enthusiasm: 70 points
Some lines memorized, no enthusiasm
50 points
No lines memorized, no enthusiasm
0 points
Modifications/Adjustments:
Students that need modifications will have extra time to copy written assignments. In certain cases
students will copy notes from other students or handouts will be given. Notes will be written on the
board to help students that struggle taking notes. Assignments will be shortened when needed. Extra
time will be given to turn work in. Spanish speaking students or those students that have grasp
concepts quickly will help students that need more assistance. CD’s will me made with the oral
lessons to help students study and memorize sounds and vocabulary words.
Intercultural Approach/Multicultural Connections: students will learn how Mexicans and Mexican
Americans celebrate Cinco de Mayo. They will learn their traditions and values.