Unit Plan Template
UNIT OVERVIEW

Title:
o How do you get ready? (como te preparas)

Unit Goal:
o For Unit 2a students will be able to:
1.) Describe getting ready for a special event
2.) Talk about daily routines
3.) Describe people and things
4.) Express possession
5.) Understand cultural perspectives on clothing.

Subject Area:
o Spanish II

Grade Level:
o Grade 9-12

Approximate Time Needed:
o 2 weeks

Unit Summary:
o This unit covers vocab about getting ready, things you need to get ready, talking about
a special event, talking about how you feel. The grammar aspect includes reflexive
verbs, the verbs ser and estar and the possessive adjectives.

Key Vocabulary:
o
o
o
o
o

Vocab about getting ready (acostarse, afeitarse, arreglarse etc.)
Vocab about things you need to get ready (el cepillo, el cinturon, la ducha etc.)
Vocab about a special event (la audicion, la boda, la cita etc.)
Vocab expressing emotion (nervioso, tranquilo etc.)
Other useful words and expressions (antes de, depende, elegante etc.)
Materials and Resources Needed:
o Surprise bag and props, realia, worksheets, DVD film clip, PowerPoint slides.

Technology Connections:
Overhead and projector, computers with Internet connection
LEARNING OUTCOMES

Essential Questions:
o
o
o
o
o

Can I use reflexive verbs correctly to describe my daily routine?
Can I correctly match subject pronouns with the corresponding reflexive verb?
What is a coming of age ritual?
What coming of age rituals did you celebrate?
Why are coming of age rituals important?
Standards, Skills and Learning Outcomes:
SD DOE K-12 Standard(s):
Communication: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers
on a variety of topics.
Cultures: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
Comparisons: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of
the language studied and their own.
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of
the cultures studied and their own.
Student Learning Outcomes:
For Chapter 2a students will be able to:
1.) Describe getting ready for a special event
2.) Talk about daily routines
3.) Describe people and things
4.) Express possession
5.) Understand cultural perspectives on clothing.
ASSESSMENT PLAN

Before Instruction Assessment:
o Pre-test, and KWL chart. This way I will be informed of how much information the
students already know and it will give me ideas to build on what they already know.
o Scoring Guidelines:
 Teacher judgment, a checklist next to student’s name to see how much they
know about the subject. This allows me to keep track daily of what a student
already knows

During Instruction Assessment:
White boards, homework, comprehension checks, quizzes.
These ongoing assessments will allow me to see individual progress. Who is understanding
the subject and who needs more opportunities for learning.

After Instruction Assessment:
o Unit test
o Oral presentation
These are assessments that encompass the student’s learning outcome for the whole
unit. This will help me determine what worked, what didn’t work, who needs more
practice, etc.
o Scoring Guidelines:
 Rubric, answer key, study guide
UNIT AT-A-GLANCE

Unit Daily Planner or Calendar
This unit will take 2 weeks. First week I will introduce all the vocabulary in the unit and
the grammar (reflexive verbs, possessive adjectives, ser and estar). The second week, I
will do a variety of activities with the students in which we incorporate vocab, and
grammar practice in preparation for the test.

Unit Introduction and Conclusion:
Introductiono Pre-test students to see what they already know. Share with the students a personal
story about a special event I attended, what I wore and what the event meant to me.
o ConclusionHave students write a reflection paper where they write ways that they can connect this
lesson to their personal lives. They should include what they liked most, what they liked
least and suggestions of improvement. They must give themselves a performance
score.
WEEK #1
UNIT INTRODUCTION: what do you already know
Day 1
Lesson
-Introduce
reflexive verbs
-Introduce
vocab (to talk
about getting
ready)
-Practice
Instructional
Activities
-Surprise bag
(student picks
an object from
bag)
-Dice game in
pairs D-1
subject
pronoun, D2
the reflexive
verb)
Day 2
Lesson
-Introduce
Possessive
Adjectives
-Introduce
vocabulary (to
talk about
things you
need to get
ready)
-Practice
Instructional
Activities
Day 3
Lesson
-Introduce vocab
(to talk about a
special event)
-Practice with
possessive
adjectives and
reflexive verbs
-Review and clarify
questions
Day 4
Lesson
-Introduce Ser
vs. Estar
-Introduce
vocab (to talk
about how you
feel)
-Practice
Instructional
Activities
Instructional
Activities
Practice
possessive
adjectives in
pairs
- Whole group
whiteboard activity
with possessives
and reflexive verbs
- Worksheets
with reflexive
verbs and
possessive
adjectives
-board races with
vocab
-Analyze ser
vs. estarstudents come
up with their
own rules.
Then we
come together
as a class and
analyze what
works and
what doesn’t
work
questions/answers
Day 5
Lesson
-Review Ser
and Estar
-Practice
-Introduce
vocab (other
useful words
and
expressions)
Instructional
Activities
-Quiz
-whole group
white board
activity with
ser and estar
-Listening
activity with
vocab
-Practice
worksheet ser
vs. estar
Assessment
Assessment
-Student must Worksheets in
come up with
class
is own
reflexive verb
based on the
object he picks
from the bag
Assessment
Whiteboards
Assessment
Homework
assignments
Assessment
-Quiz on
possessive
and reflexive
verbs
Day 1
Lesson
Day 2
Lesson
-Work on
pg.74-75
Vocabulario en
Contexto
-Work on
pg.76-77
-Extra credit
opportunityattend a
Quinceanera
-Work on
pg.78-79
-Work on pg.
84, Juego and
practice
Escribir,
hablar
-Work on pg.
88,89
Instructional
Activities
-Have
students
write/make up
their own
routine for a
special event
-Guest
speaker: talk
about
Quinceanera
Instructional
Activities
Assessment
Exit slip
WEEK #2
Day 3
Lesson
Introduce
pronunciation
(consonants that
change their
sounds)
-practice
-review and clarify
questions
Instructional
Activities
-Quiz
-Listening activity
-review all
vocab
-writing and
speaking
activities
Assessment
Quiz on ser
and estar
-Board races with
vocab
Questions/answers
Assessment
Homework
assignments
UNIT CONCLUSION: reflection paper
Day 4
Lesson
-presentacion
oral in small
groups
Day 5
Lesson
-Test day
-Play hot seat
to review and
recap for test
Instructional
Activities
-oral
presentation
on attending a
special event
Instructional
Activities
Test day
-hot seat for
review and
recap
Assessment
Hot seat
Assessment
Test day
DIFFERENTIATION PLAN

Differentiated Instructional Support for All Learners:
o Describe how instruction can be differentiated according to learner needs, to help all
learners either meet the intent of the standard, or, if the standard is already met, to
advance beyond the specified indicator(s).
Learner
Resource or
Struggling
Student
Suggestions for Differentiated Instructional Support
-Review student’s IEP plan to develop the necessary instructional
accommodations and adaptions for the student.
-Reduce amount of homework/reading, allow for extra time, highlight important
ideas in worksheets, provide vocab and definitions, give student copy of lecture
notes, and provide study guides.
Non-Native
English
Speaker or
ELL Student
-Extended Time
-Alternative Materials
- Modified Assignments (shorter, easier)
-Interpreting, Transliterating
Gifted or
Accelerated
Student
1. Explore concepts in depth and encourage independent
study
2. Encourage creative expression and thinking by allowing students to
choose how to approach a problem or assignment
4. Avoid drill and practice activities with these students
5. Ask students’ higher level questions that require students
To look into causes, experiences, and facts to draw a
Conclusion or make connections to other areas of learning.
6.If possible, compact the lesson for gifted
students to move more quickly through the material.
7. Encourage the students to make transformations- use a
common task or item in a different way
LESSON PLANS

Select and fully develop AT LEAST two lessons using the following format:
PART I: PRE PLANNING
LESSON IN CONTEXT: (NOTE: Puts today’s lesson in context within this unit of study
being taught.)
What did students learn
In the previous lesson the students took a pre-test (similar to
about this topic in the
their summative assessment) and then they learned about
PREVIOUS lesson?
my own personal story about attending a special event.
What will the students
-Possessive adjectives
learn about this topic in
-vocab (to talk about things you need to get ready)
the FOLLOWING
lesson?
UNIT GOAL
1.) Describe getting ready for a special event
2.) Talk about daily routines
3.) Describe people and things
4.) Express possession
5.) Understand cultural perspectives on
clothing.
OBJECTIVES
ACTIVITIES
Students will be able to talk about -Surprise bag
daily routines using reflexive
(Students pick an object
verbs
from bag)
ASSESSMENTS
Student comes up with his
own reflexive verb based on
the object he picks from the
bag
Students will be able to use
reflexive verbs in the present
tense with all subject pronouns
Creating the correct
sentence using the
corresponding subject
pronoun with the reflexive
verb
-Dice game in pairs
(D1-subject pronoun, D2the reflexive verb)
K-12 SD DOE STANDARDS ALIGNMENT
Communication: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers
on a variety of topics.
ESSENTIAL QUESTIONS
-
Can I use reflexive verbs correctly to describe my daily routine?
Can I correctly match the subject pronoun with the corresponding
reflexive verb?
KEY VOCABULARY
Acostarse, afeitarse, arreglarse, banarse, cepillarse los dientes, cortarse el pelo, despertarse,
ducharse, levantarse, lavarse la cara, pedir prestado, pintarse las unas, ponerse, prepararse,
secarse, vestirse.
MATERIALS/SUPPLIES
Surprise bag and props
Verb labels
Dice cubes game
Worksheet
TECHNOLOGY
CLASSROOM
ENVIRONMENT
PowerPoint
Low-stressful environment
Desks arranged in groups of
4
PART II: INSTRUCTIONAL PROCEDURE & LESSON FORMAT
ANTICIPATORY SET: (5 min) (NOTE: What will you do to focus student attention and prepare them
for the lesson?)
Write the objectives of the day on the board and have a student read it.
Students will solve the riddle “brothers and sisters I have none but this man’s father is my father’s
son” answer is myself.
Introduce the reflexive verbs and the subject pronouns with PowerPoint slides
LESSON SEQUENCE: (15 min) (NOTE: What is your plan for carrying out the lesson with clear
directions, smooth transitions, etc.)
-Introduce the vocab “to talk about getting ready”
- Present all expressions with the surprise bag props and have students repeat after me. Ex. “yo me
bano”
Transition- “Now that I have demonstrated the activity you will each come up, grab a prop and use the
correct form of the reflexive verb”
-Assign partners and have students move around the room with their partner while I hand out the
worksheet.
-Transition- “Now with your partner we are going to be playing a dice came in which you must
correctly match the correct form of the verb with the subject pronoun. Use different colors for the
reflexives (me, te, se, nos)
-Once the students are done with the worksheet we will come together as a class and discuss the
differences in how the verb changes with the subject pronoun.
-Still in pairs students will play a competition game with cards having English reflexive verb sentences
on one side and the Spanish sentence on the other side. The one who can get the most translations
right wins
CONTINGENCY PLAN: (NOTE: What is your plan if the lesson is not working, you are running out
of time, you have time to spare, etc.)
Running out of time- assign worksheet for homework
Time to spare- watch a youtube video of a song in Spanish where students listen for the reflexive
verbs
CLOSURE: (5 min) (NOTE: How will you conclude the lesson by bringing it back full circle to the
objectives and actively involve students in doing so?)
- Ask a student to repeat the objectives of the day
- -Ask another student to review what we learned today
-
Ask students if there is any confusion or clarification needed
PART I: PRE PLANNING
LESSON IN CONTEXT: (NOTE: Puts today’s lesson in context within this unit of study
being taught.)
What did students learn
The verbs ser and estar and vocab on other useful words
about this topic in the
and expressions
PREVIOUS lesson?
What will the students
Practice writing and speaking
learn about this topic in
the FOLLOWING
lesson?
UNIT GOAL
1.) Describe getting ready for a special event
2.) Talk about daily routines
3.) Describe people and things
4.) Express possession
5.) Understand cultural perspectives on
clothing.
OBJECTIVES
ACTIVITIES
Watch a film clip about
quinceanera
ASSESSMENTS
Exit slip
Compare/ contrast
worksheet
Compare/contrast
worksheet
Students will be able to
explain what a Quinceanera
is.
Read online article about
quinceanera
Students will be able to
compare and contrast this
ritual with their own coming
of age rituals.
K-12 SD DOE STANDARDS ALIGNMENT
Communication: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
Cultures: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
Comparisons: Develop Insight into the Nature of Language and Culture
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of
the cultures studied and their own.
ESSENTIAL QUESTIONS
What is a coming of age ritual?
What coming of age rituals did you celebrate?
Why are coming of age rituals important?
KEY VOCABULARY
Quinceanera, rituals, coming of age
MATERIALS/SUPPLIES
TECHNOLOGY
CLASSROOM
ENVIRONMENT
Overhead projector
Quinceanera slide show
Film clip DVD
Compare/contrast wkst
Arrange desks in circles for
discussion
PART II: INSTRUCTIONAL PROCEDURE & LESSON FORMAT
ANTICIPATORY SET: (5 min) (NOTE: What will you do to focus student attention and prepare them
for the lesson?)
Post question “what is a coming of age ritual?” and have students come up and write answers
Tell students the objectives of the day
Discuss their answers to the question posted and show the slideshow of quinceanera
LESSON SEQUENCE: (20 min) (NOTE: What is your plan for carrying out the lesson with clear
directions, smooth transitions, etc.)
Group Activity:
Call out sticks and arrange students in groups of three while I hand out compare/contrast wkst.
Directions: choose a specific coming of age ritual that you did. Compare and contrast that with what
you already know about a Quinceanera.
Transition: Class we will now briefly discuss what each group talked about. I will call out a stick and
the person can share what your group talked about. During this discussion we will address the
essential questions. After this we will watch a clip about a Quinceanera and explore this coming of
age ritual in more depth.
Watch film clip
Special guest comes and talks about quinceanera. Students will then be able to ask questions.
CONTINGENCY PLAN: (NOTE: What is your plan if the lesson is not working, you are running out
of time, you have time to spare, etc.)
If running out of time: have the compare and contrast wkst. Due for homework
Time to spare: Have students read an online article about quinceanera and share interesting facts
with the class
CLOSURE: (5-10 min) (NOTE: How will you conclude the lesson by bringing it back full circle to the
objectives and actively involve students in doing so?)
Ask a student to read the objectives
Re-state question- what is the importance of rituals?
Exit slip- what was their favorite thing about today, what did they learn that they didn’t know before.
OBJECTIVE ASSESSMENT AND ANSWER KEY
Capitulo 2a- ¿como te preparas? Examen
Nombre:_____________________
Fecha:______________________
SECTION #1 LISTENING ACTIVITY
Multiple choice:
Directions: Listen to the recordings carefully. Each recording will be played three times. Record your answers to the
best of your ability. Each question is worth 2 points.
Scenario #1: Listen as Antonio talks about his daily routine. Organize the following sentences (1-7) in the correct
order as you hear them. (2 pts.)
_____Me ducho lentamente
_____Me afeito
_____Me despierto
_____Me pongo el desodorante
_____Me levanto
_____Me seco el pelo
_____Me arreglo
Scenario #2: You will hear 7 phrases. Some are logical and some are not. Circle Logico for a logical phrase and ilógico
for an illogical phrase. (2 pts.)
1. Lógico/ilógico
2.Logico/ilógico
3.Logico/ilógico
4.Logico/ilógico
5.Logico/ilógico
6.Logico/ilógico
7.Logico/ilógico
Scenario #3: TODOS LISTOS. Listen to Maria’s monologue as she talks about getting ready for a date. Based on what
you hear, write the letter of the item she considers least important. (2 pts.)
a.
c.
b.
d.
SECTION #2 Matching
Directions: The following section includes matching questions in which you will be asked to relate or connect a word
to its concept. Use process of elimination to determine your answer. (5 pts.)
Choose a phrase from column B that is an appropriate match to the phrase in column A.
A.
1. Para una boda llevo
B
A. para arreglarse el pelo
2. Margarita necesita un peine
B. Para ir a la escuela
3. Mi novio me invito a una cita
C. Y después me levanto
4. Hay que acostarse temprano
D. un vestido elegante
5. Me despierto
E. Vamos a ir al cine
SECTION #3 Fill in the blank
Directions: The following section includes fill in the blank questions. Each word will only be used once. Each question
is worth 2 points.
1. Estan Listos por fin? Ernestina is telling her brothers and sisters what to do in order to get ready for their mom’s
surprise party. Complete what she says, using the words in the word box. Check the reflexive word endings to help
you pick the correct word! (2 pts)
Ducharse
Lavarse los dientes
Peinarte
maquillarme
afeitarse
Nachita, apúrate en el baño porque Papi necesita __afeitarse__________. Después de Papi, Rosa necesita
_____ducharse______. Que come José? No ve que necesita __lavarse los dientes___________ ahora mismo? Y tu, con
tu pelo que es un desastre, piensas ______peinarte___________? Ay! Ya es tarde y todavía necesito
____maquillarme__________.
2. Isabel and Elena are getting ready to go to a Quinceañera. Write the correct reflexive pronoun by each number to
complete the story. (se, nos, me, te)
Isabel y Elena son dos hermanas que _se______ preparan para una fiesta de quinceañera. “Debemos
acostar__nos_____ temprano esta noche,” dice Isabel. “Si, y mañana yo __me____baño primero. Después
____me__maquillo y _me__ pinto las unas. Me gusta preparar __me___lentamente,” dice Elena. “Es verdad,” dice
Isabel. “Siempre_te____preparas mas lentamente que yo. La noche de la fiesta Elena _se___ arregla el pelo primero y
luego ayuda a Isabel. Las dos _se___ visten y salen para la fiesta a las seis y media.
3. Alfredo and Juan play in a band and are going to be entering a contest. Circle the correct verb to complete their
conversation.
Alfredo y Juan____ (son/están) chicos talentosos. ____(son/están) miembros de la banda de su escuela. Ahora los
chicos ____(son/están) en casa de Juan y se preparan para ir a un concurso de la banda.
-_____(eres/estas) nervioso, Juan?
-Si, un poco. Toda mi familia va a _____(ser/estar) allí. Mis padres, mis abuelos…
_Tu novia?
-No, hombre. Ella____(es/esta) enferma y no puede ir. Y tu, Alfredo?
-Nervioso no. Yo ______(soy/estoy) entusiasmado. Yo se que _____(somos/estamos) los mejores.
SECTION #4 Multiple Choice
Directions: Circle the appropriate phrase.
1. Yo solo __________ botas cuando nieva mucho.
a.
b.
c.
d.
me visto
me preparo
me pongo
me baño
2. prefiero usar___________cuando necesito secarme el pelo.
a.
b.
c.
d.
el agua de colonia
el secador
el cepillo
el gel
3. si no ____________antes de ir a la escuela estoy muy cansado todo el dia
a.
b.
c.
d.
me despierto
despertarme
me lavo la cara
lavarme la cara
4. Elena: ¿piensas que puedo____________esa joya de oro a tu hermana?
Raquel: Quizas. No se si ella necesita usarla este fin de semana.
a.
b.
c.
d.
le pido prestada
pedirle prestada
le pedir prestada
pedir prestada
5. Es un cinturón elegante, pero no debes comprarlo si no estas __________cuando lo usas
a.
b.
c.
d.
comodo
nervioso
simpático
ocupado
6. Es mi peine? Si, es ______
a.
b.
c.
d.
suyos
tuyo
mío
suya
7. Juan: ¿Dónde vas a __________esta noche?
Daniel: En una audición para el coro de la ciudad. ¡Yo ________uno de tres estudiantes de mi escuela que van!
a.
b.
c.
d.
estar/soy
estas/estoy
estas/soy
estar/estoy
8. Viveca: ¿Usas joyas para todas tus citas?
Marielena: ___________. Cuando vamos al parque no, pero si vamos a un __________, entonces llevo joyas.
a.
b.
c.
d.
por ejemplo/ cita
depende/ evento especial
por ejemplo/ luego
depende/ cita
9. Lourdes: No quiero___________este vestido. No me queda bien.
Marta: Lourdes,_____________y no tienes otro vestido elegante para tu audición
a.
b.
c.
d.
ponerme/ te ves bien
me pongo/ te vistes
vestirme/ vestirse
me visto/ vestirme
10. Es tu agua de colonia? Si, es ______
a.
b.
c.
d.
nuestra
tuya
mía
suya
SECTION #5 WRITING ACTIVITY
Directions: ESCRIBAMOS! Tonight is your cousin’s wedding and your whole family is invited! Write a letter to your
friend telling her about the wedding. Include details as to who’s wedding it is, where it is, when it is, what time, what
you will be doing before the party and what each member of your family must to in order to get ready. Spelling and
grammar count! (10 pts)
Directions: Write a paragraph in English where you explain a coming of age ritual. Compare and contrast this ritual
with a Qunceanera. Your paragraph should include six to ten sentences. Be sure to include: a topic sentence to
introduce your paragraph, supporting details or examples, and a concluding sentence. (10 pts)
SUBJECTIVE ASSESSMENT AND RUBRIC
PRESENTACION ORAL
TASK: you are an exchange student in Mexico. Your host family wants to know about special events in which you
participate in your community. Show them photos of a typical special event you or your friends might attend. To
prepare, bring a photo from home or a picture from a magazine of a special event that high school students might
attend. Think about the process of getting ready for this event. Answer the following questions for yourself or for
others. Go through your presentation several times. Provide as much information as you can about each point. Use
complete sentences and speak clearly You will have 5-10 minutes to present for your group.
Que tipo de evento es? Que ropa llevas
que haces para preparate?
Como estas? Entusiasmado? Nervioso? Contento?
RUBRIC
Criterion
Unsatisfactory
Unacceptable
1
You read your
speech and make
no eye contact
with your
audience
Script was not
memorized
Basic
Expected
2
You read your
speech and make
some eye contact
with your
audience
Hesitations when
speaking. Needs
more preparation
How well you use
details
You include no
details in your
speech
How well you
organize your
ideas
Few ideas. Not
organized
Grammar
Frequent errors
in grammar,
interferes with
meaning
Include one or
two interesting
details but need
more
Many
organizational
problems make
your speech hard
to follow
Many errors in
grammar and
basic structures
How effectively
you deliver your
speech
How complete
your preparation
is
Proficient
Excellent
3
You use eye
contact and
intonation
Distinguished
Exemplary
4
Good use of eye
contact and
intonation
Some hesitation,
however its
evident that
student prepared
previously
Many details are
included in
speech
Student was
confident and
well prepared
Occasional
organizational
problems that do
not distract from
the task
Occasional errors
in grammar that
do not distract
too much from
the task
Good use of
details makes
your speech
interesting
You organize
ideas well,
making your
speech easy to
follow.
Consistent
correct use of
grammar
functions and
targeted
structures
Score