Unit Planning Template
Teacher
Unit
Woosley
Subject
Chapter
1B:
Y
tú,
¿Cómo
eres?
Name
Overview
Common Core
Standard(s)
Spanish I
Timeline (Dates)
September 12 – September 24
This unit will teach students to read, listen to, and explain information about personality traits for themselves and others in the target language.
Communication
1.1 Interpersonal
- Talk about personality traits
- Talk about themselves and each other
- Talk about activities and personality traits
- Talk about familiar objects
1.2 Interpretive
- Read and listen to information about personality traits
- Read a picture-based story
- Listen to and watch a video about personality traits
- Listen to and identify the gender of nouns
1.3 Presentatonal
- Present descriptions of traits of themselves and others
- Use poetry to express and describe themselves
Culture
2.1 Practices and Perspectives
- Explain how Spanish in the Caribbean is influenced by the infusion of multiple European and African tongues
2.2 Products and Perspectives
- Discuss Frida Kahlo and her art
- Explain how the music in the Caribbean is influenced by the musical styles from around the world
Connections
3.1 Cross-Curricular
- Discuss important artists and their work: Kahlo
- Talk about and write a type of poem known as the diamante
Comparisons
4.1 Language
- Talk about vocabulary through the recognition of cognates
- Discuss building vocabulary through the use of root words
- Explain gender-agreement rules with the use of adjectives
- Explain the use of definite and indefinite articles
-Talk about pronunciation of the letters o and u
- Talk about placement of adjectives
1
Unit Planning Template
Essential
Question(s)
Learning
Targets
How do I describe myself and others in the target language?
1.
2.
3.
4.
Talk about personality traits
Ask and tell what people are like
Use adjectives to describe people
Discuss the Caribbean and its many cultural influences
Unit
Vocabulary
To ask people about themselves or
others:
¿Cómo eres? –How are you?
¿Cómo es? – How is he/she?
¿Cómo se llama? – What is your name?
¿Eres…? – You are?
To describe someone:
Soy – I am
No soy – I am not
Es – He/she is
To tell whom you are talking about:
El amigo – friend (male)
La amiga – friend (female)
El chico - boy
La chica - girl
La familia - family_
Yo - I
Él - he
Ella - she
To talk about what you and others are
like:
Artístico(a) - artistic
Atrevido(a) - daring
Bueno(a) - good
2
Unit Planning Template
Deportista – sports-minded
Desordenado(a) - messy
Ordenado(a) - neat
Estudioso(a) - studious
Gracioso(a) - funny
Impaciente - impacient
Paciente - patient
Inteligente - intelligent
Perezoso(a) - lazy
Reservado(a) - shy
Serio(a) - serious
Simpático(a) – nice/friendly
Sociable - sociable
Talentoso(a) - talented
Trabajador/Trabajadora – hard-working
Other useful words:
A veces - sometimes
Muy - very
Pero - but
Según – according to
Según mi familia – according to my
family
Allen County Scottsville High School
Learning Experiences Organizer
*See unit online
3
Teacher:
Woosley
Subject:
Spanish I
C
Vocabulary CODE
Hook:
Word Wall, Vocabulary
Notebook
Dates: September 12-25, 2012
O
D
Unit
Planning
Template
Vocabulary
Notebook,
Group Vocabulary Notebook, Team
& Label, 3 way tie, categories
Talk
E
Vocabulary Notebook. Which
one doesn’t fit
How will you introduce the unit to generate curiosity & excitement and connect to prior knowledge?
The teacher will ask students how they get to know each other, including what kinds of questions they ask, responses they give, etc. The teacher will then
introduce the new vocabulary to teach students how to do this in the target language.
Formative Assessments
Vocabulary Guide
Vocabulary Production
Listening Activities
Vocabulary in Context
(Wkbk pages)
Day 1
Target # 1, 2, 3
Bellringer: Return and review
Test Chapter 1A
Chapter Opener:
1.Review chapter objectives
2. Fondo cultural: Frida
Kahlo + Kahlo Youtube
video
Content:
1. Introduction Vocabulario y
gramática en contexto:
Students will be given a
graphic organizer to define
the new vocabulary and
provide examples of how
they would use the words in
context
2. Class review and
pronunciation practice of the
new vocabulary for pesos
3. Listening Activities 1 & 2
from textbook to familiarize
the students with how the
words are used in context
Week 1
Wkbk p. 23
Homework Check
Videohistoria Activities
Writing Tasks 3 & 4
Workbook pp. 24-25
Practice quiz
Writing Activities 5 & 6
Listening Activities 5 & 6
Communicative Activity 1B1
Reading/Writing Task 1B10
Prueba 1B1
Prueba 1B2
Adjectives Practice Activities
Interactive PowerPoint
Workbook 1B-5
Prueba 1B-3
Writing Activity 11
Chapter 1B Quiz
Caribbean questions
Class discussion
Day 2
Day 3
Day 4
Day 5
Target # 1,2,3
Target # 1,2,3
Bellringer: Workbook p. 23
& Homework Check for
pesos
Bellringer: Timed
Vocabulary PowerPoint
Practice Quiz
Content:
1. Preview of Videohistoria:
Students will “preview” the
video by reading the script.
Content:
1. Writing Activities 5 & 6 p.
54 of textbook
2. View Videohistoria:
Amigos por Internet video in
the target language
3. Videohistoria Activities:
Writing tasks 3 & 4 p. 53 of
textbook
4. Class discussion of
Videohistoria
2. Listening Activities 5 & 6
p. 21 of workbook
3. Communicative Activity
1B-1 pp. 64-65 of TRB
Workbook
Target # 1,2,3
Target # 1,2,3,4
Bellringer: Prueba 1B-2 &
Review for pesos
Bellringer: Study time for
quiz
Content:
1. Introduction to Spanish
Adjectives – New American
Lecture p. 55 textbook &
GPA workbook 47-48
Content:
2. Adjectives Practice
Activities
3. ¿Cómo es? Interactive
PowerPoint with Adjective
Practice
4. Reading/Writing Task 1B10
4. Workbook p. 1B-5
Wrap-up:
Prueba 1B-1
Wrap-up:
Prueba 1B-3
1. Chapter 1B Quiz
2. Caribbean video &
questions – Discovery
Education website
Wrap-up:
Caribbean culture class
discussion
Wrap-up:
Workbook pp.24-25
Wrap Up:
Workbook pp. 1B-1 & 1B-2
4
Unit Planning Template
5
Formative Assessments
Week 2
Writing Activity 11
Listening Activity 7
Definite & Indefinite Articles
Practice Activities
Workbook 1B-6
Prueba 1B-4
Timed PowerPoint Practice
Quiz
Word Order & Adjective
Placement Activities
Listening Activity 20
Writing Activities 12 & 13
Prueba 1B-5
Workbook 1B-7
Day 6
Day 7
Target # 1,2,3
Bellringer: Writing Activity 11
& class discussion (What did
you write?)
Content:
1. Listening Activity 7
2. Introduction to definite
and indefinite articles – New
American Lecture – p. 60 of
textbook
3. Definite and indefinite
articles practice activities pp.
49-50 GPA workbook &
activities 17 & 18 p. 61 of
textbook
Wrap-up:
Workbook 1B-6 & Prueba 1B4
Target # 1,2,3
Bellringer: Timed
PowerPoint – Definite &
Indefinite Articles Practice
Quiz
Content:
1. Introduction to Spanish
Word Order & Adjective
Placement – New American
Lecture – p. 62 of textbook
2. Word Order & Adjective
Placement Practice Activites
pp. 50-51 GPA Workbook,
Activities 19 & 21 pp. 62-63
of textbook
3. Listening Activity 20 p. 62
of textbook
4. Writing Activities 12 & 13
pp. 27-28 of workbook
Wrap-up:
Prueba 1B-5 & Workbook p.
1B-7
Class review/discussion
Chapter 1B Test
Unit Planning Template
Homework Check
Descriptive paragraph
Review game
Study Guide
Day 8
Target # 1,2,3,4
Bellringer: Homework Check
(Prueba 1B-5 & Workbook
1B-7) for pesos
Content:
1. Teacher will model how to
write a paragraph describing
yourself in Spanish
2. Students practice writing a
paragraph describing
themselves in Spanish.
Day 9
Target # 1,2,3,4
Day 10
Target #
Bellringer: Review for test
Content:
1. Class review for test –
teacher will answer any
questions students might have
and review key topics that
will be on the test
2. Chapter 1B Test
3. Students share (read) their
paragraphs to a partner.
4. In pairs, students review
and revise one another’s
paragraph
5. Rapid Review Game: In
teams, students play a review
game “Avalancha” to review
chapter concepts
Wrap-up:
Chapter 1B Study Guide:
Workbook 1B-7 & 1B-8
6
Unit Planning Template
7