Olivia Hines

Dr. Castaeda
EDT 444
9 December 2015

UPI & Final Project Components

I. Unit Plan Inventory

Language Spanish; novice mid => novice high Approximate 5-6 weeks
and Length of Unit
Level /
Grade

Approximate 200-250
Number of
Minutes Weekly

Theme/To Transportation and Travel

pic

Essential How do U.S. and Spanish citizens travel and use transportation in their perspective countries?
Question

Standards ACTFL World Readiness Standards:

Interpersonal Communication, Interpretive Communication, Relating Cultural Practices to Perspectives, Acquiring Information and
Diverse Perspectives, Cultural Comparisons, Lifelong Learning, Making Connections

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 Ohio New Learning Standards: World Languages Grades 9-12

Interpretive Communication: 1 a, 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2c 2d, 3a, 3b, 3c, 3d, 3e, 3f, 3g, 4e, 4g

Interpersonal Communication: 1 a, 1b, 1c, 1d, 1e, 2b, 2c, 2d, 2e, 2f, 2g, 2h

Presentational Communication: 1 b, 1c, 1g, 2c, 2d

Culture Standard: 1a, 1b, 1c, 1d, 1e 1g, 1h, 1i

Goals Learners will be able to:

What ~Explore different modes of transportation & travel in Spain & the U.S. via websites & videos to identify popular modes of travel
should ~Compare travel and transportation patterns of people in the U.S. & Spain
learners ~Make recommendations for ways to make travel and transportation plans in a variety of circumstances
know and
~Create a presentation for for the community highlighting ways to travel and use transportation in Spain
be able to
do by the
end of the
unit?

Interpretive Mode
Summativ
e
https://www.metromadrid.es/export/sites http://www.renfe.com/EN/viajeros/ https://www.youtub
Performa
/metro/comun/documentos/planos/Plano e.com/watch?v=bp6
nce esquematicoingles.pdf https://www.united.com/ual/en/us/?root=1 hoRY__Is
Assessme
nt Students will observe and analyze a Students will look up ticket prices and compare them to the U.S. (plane, train, etc.) and Students will view
metro map of Madrid that is used by ensure comprehension and promote comparison by responding questions presented by the video and
These tasks Spanish citizens. They will demonstrate teacher. summarize and

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allow comprehension by answering questions identify main ideas
learners to about main ideas and will complete and create a
demonstrat flowchart with step
e how well by step
they have directions/steps for
met the riding the metro in
goals of the Madrid
unit.
They are Presentational Mode Interpersonal Mode
integrated
throughout Students will present a plan of travel beginning in Madrid and ending in a city of their choice in Spain. In pairs or small groups, learners
the unit. Students will be required to use authentic materials and incorporate cultural norms. Student will present share what they have learned about
The
their plan in an edited and well-put-together PowerPoint presentation for another foreign language class. travel and transportation in U.S.
template
This presentational assessment will be broken into sections that create checkpoints and opportunities for and Spain and how this relates to
encourages
multiple
revision, depth and quality of presentation. their daily lives. They compare
interpretive their travel & transportation with
tasks. those of their group/partner and a
The typical Spanish student their own
interpretive age. Learners will use the language
tasks chunks and vocabulary integrated
inform the throughout the unit to build
content of
dialogues and engage in
the
interpersonal communications.
presentatio
nal and
interperson
al tasks.
The tasks
should
incorporate
21st Century
Skills.

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Cultures Product: metro map of Madrid
(Sample Practice: navigating a major Spanish city
Evidence) Perspective: Spaniards value public transportation, especially in a big city like Madrid

Indicate the
Product: Renfe website
relationship
Practice: buying train tickets online
between the
product, Perspective: the importance of knowing how to buy tickets and navigate a popular mode of transportation
practice,
and
perspective.

Connectio Making Connections Acquiring Information

ns
(Sample ~learning location of specific Spanish
Evidence) Geography: learning about the geography of Spain cities and Spanish geography in a
global context
Economics: comparing the price of goods (tickets, maps, flights, etc.) in 2 countries and how this ~elements of culture that are highly
affects the cultural practices valued by Spanish people (travel)

Comparis Language Comparisons Cultural Comparisons

ons
(Sample Metro (Subway) ~Transportation etiquette
Evidence) Parada (stop) ~Public knowledge about
Me bajo en la siguiente (I am getting off at the next stop) transportation
billete (ticket) ~Learning about how Spaniards travel
comprar (buy) and plan vacations
seguir (follow) ~Acquiring an appreciation for
transportarse (to transport oneself) different lifestyles

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 tomar (to take-used in a variety of linguistic contexts)
etiqueta (tag)
ida y vuelta (round trip)
clase econmica (economic class)
viajar (to travel)
las vacaciones (vacation)
Semana Santa (Holy Week)

Communi School and Community Lifelong Learning

ties
(Sample Share information on traveling abroad with community Be able to interpret and evaluate
Evidence) different systems of transportation and
travel

Connectio Reading: R1, R2, R4, R5, R7, R9

ns to Writing: W2 , W4, W5, W6, W7, W8, W9, W10
Common Speaking and Listening: SL1, SL2, SL4, SL5
Core Language: L3, L4, L6

Toolbox

Language Functions and/or Can-do Statements Related Structures / Vocabulary Expansion

Patterns

Compare transportation and travel in the U.S. and Spain Es comn (its Tier 1
common), en los expressions of basic
Estados Unidos (in the travel practices
United States), En (planning, buying,
Espaa (in Spain), ms etc.)
barato (cheaper), ms
caro (more expensive)

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 expressions of
comparison

Describe the process of buying a ticket, getting on the metro, etc. Me voy a Transportacin pblica
Necesito comprar Autobs
Quiero ir a. Metro
Estamos en la calle. Avin
Siga el recorrido Billete
En cul para estamos? Albono transporte
Perdname Horario
Parada

Ask & answer questions about the daily commutes in Spain Cada maana.
Vivo en
Trabajo en.
Tengo que ir.
Me bajo en

Express the need and importance of travel planning De vez en cuando.

Este verano nos vamos
a.
Cada ao.
Para las prximas
vacaciones
Me gustara ir a.

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Make suggestions to friends about travel plans and how to successfully navigate transportation in Spain Deberas ir a. Tier 2
Te recomiendo que. relajarse (to relax)
Has ido a? las redes sociales
Qu te gusta hacer? (social media/access)
Cuando llegues a entrada (entrance)
deberas.? salida (exit)

Key Learning Activities/Formative Assessments

Key Learning Activity/Formative Assessment How does Mode of Intercult

(representative samples from beginning to end of unit) this activity Communicati urality
support the on Self
unit goals or Commun
performance ity
tasks? World

Students will state their basic travel plans in partners Students will Interpersonal
practice using
the basic
language
chunks of
transport &
travel

Students will read transportation schedules and select the option that is best for them (students will be given Students will Interpretive

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time parameters) show their
abilities to
read &
decipher time
schedules

Students will be asked to compare (in partners) the similarities and differences between two bus schedules; one Students will Interpersonal
from the U.S. & one from Spain be able to
compare and
talk about the
differences in
public
transportation

Students will go to a website and be prompted to present the best travel plan to the class Students are Presentational
utilizing
language
chunks and
21st century
skills while
sharpening
their
presentationa
l skills.

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 Resources Technology Integration

Website for Students to use planning trips:

https://www.united.com/ual/en/us/?root=1 Teachers can utilize authentic
http://www.iberia.com/us/?gclid=CI38nPb3kskCFdgLgQodbQkAaw materials (US & Spanish
http://www.renfe.com/EN/viajeros/ websites) to instruct students.
https://www.metromadrid.es/es/viaja_en_metro/red_de_metro/estaciones/PrincipePio.html Students will also be
http://www.spain.info/es/que-quieres/ciudades-pueblos/grandes-ciudades/madrid/como_moverse_madrid.html sharpening their 21st century
skills while navigating more
Infographics: complicated websites.
https://www.google.com/search?q=basic+transportation+vocabulary+spanish&espv=2&biw=1373&bih=678&tbm=isch&tb
o=u&source=univ&sa=X&ved=0CCIQsARqFQoTCNv6-en4kskCFQHoJgodiWAD7w#tbm=isch&q=infographic+spanish+
transportation+&imgrc=NSD09BC2vrRu1M%3A
Teachers can create a more
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCOD visually stimulating and
Hoaz5kskCFQk4JgodfYQFfA&url=https%3A%2F%2Fwww.pinterest.com%2Fcindytchr%2Fspanish%2F&psig=AFQjCN intriguing learning
ESO58Ace-3uKkTVPaFYyP-kfobYw&ust=1447694636201623 environment while
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCKC incorporating these
fuMT5kskCFcTwJgodTNMJ1g&url=http%3A%2F%2Fwww.24point0.com%2Fppt-shop%2Fspain-map-editable-ppt&psig infographics. Additionally,
=AFQjCNFdCM9NBFgkvSS7hs-MKr9aGL6Xig&ust=1447694796055207 these could be sources for
formative assessments
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCPm throughout the unit.
Tz8r5kskCFUc8JgodeOgGbg&url=http%3A%2F%2Fwww.dreamstime.com%2Fstock-illustration-spain-infographics-statist
ical-data-sights-vector-illustration-image46539619&psig=AFQjCNFdCM9NBFgkvSS7hs-MKr9aGL6Xig&ust=144769479
6055207

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2. Culture Activity & Reflection

3 Ps introduced in Unit Plan Inventory

Product: metro map of Madrid

Practice: navigating a major Spanish city
Perspective: Spaniards value and utilize the public transportation that is available to them, especially in a large city like Madrid

When implementing the 3 Ps into the classroom, the teacher will focus on the enduring understanding, the perspective. The
perspective, in this particular cultural activity, is the knowledge that students will acquire about the use and value of public
transportation in Madrid, specifically the metro system. This activity will inherently allow room for students to compare their
transportation routines and habits compared to the typical high school students routines in Spain. In addition to presenting the metro
map of Madrid, the teacher will present a video. This video is about two minutes long and features a native Spanish speaker giving
instructions on how to navigate the kiosk and purchase metro tickets.

Title: Mastering the Metro

National Standards: Interpersonal Communication, Interpretive Communication, Relating Cultural Practices to Perspectives, Making
Connections, Acquiring Information and Diverse Perspectives, Cultural Comparisons, Lifelong Learning

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State Standards:

Interpretive Communication: 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2d, 3a, 3b, 3d, 3f, 3g

Interpersonal Communication: 1a, 1b, 1c, 1d, 2b, 2c, 2d, 2f, 2g, 2h

Presentational Communication: n/a

Culture Standards: 1a, 1b, 1c 1d, 1e, 1g, 1i

Objectives:
~Learners will be able to describe the process of navigating the metro
~Learners will acquire basic language chunks and vocabulary that are associated with the metro
~Learners will be synthesize and analyze a metro map and become more familiar with the organization of Madrid

Recipe Style Procedures:

1. Pass out copies of the metro map to each student

2. Ask the students to work in pairs and circle words, phrase or language chunks that that they recognize
3. After this brief lesson warm up, students will watch 2 videos (links below) and interpret the information being presented in the
videos.
4. After each video is presented, pass out the questions for students to complete with their partners
5. After completing the activity, prompt students to utilize the newly acquired language chunks and vocabulary by asking them to
outline the process of using the metro with their partner
6. To ensure comprehension, students will be asked to locate a metro map of a major U.S. city and point out similarities and
differences between the metro map of choice and the metro map of Madrid. The following class, students will present their findings in
conversational partners to promote interpersonal communication and language development.

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12
Triangle

Perspectives

Practices Products
Assessment

Students will be assessed on their knowledge of the 3 Ps by writing a step by step guide/pamphlet on how to purchase a metro
ticket, get to the destination using visual cues/maps and why this cultural practice shows the importance of public transportation in
Spain. This assessment will have two parts. The first part will be the formative assessment previously mentioned to be completed as
homework. The second part will be part of the presentation given to the community. As part of the presentational summative
assessment, students will be compiling all the information about Spanish transportation and travel into a concise, helpful and
informational handout to give to the audience. This guide/handout should inform the audience and be able to be used while abroad
(Guidelines for the second part of this cultural activity can be located under the guidelines/rubric for presentation summative
assessment)

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Cultural Understandings

As educators concerned with the acquisition of cultural knowledge, we must integrate and embed cultural products, practices and
perspective into lessons and unit plans to prepare students for real life experiences in the target culture as well as their global
competency. The focus of this lesson is to expose students to the transportation products, practices and perspectives of the Spanish
people, specifically in Madrid. Madrid is very large European city, and for many citizens daily travel, public transportation is the most
reliable, affordable and convenient option. Comparatively speaking, most Americans rely on cars to for daily transport. The aim and
focus of this lesson is for students to become accustomed to a new way of transport and see the cultural perspective. By the end of
this lesson, students will have the ability to virtually and hypothetically use the metro system and understand why this mode of
transportation is so popular in Spanish cities like Spain. In regards to the Unit Plan as a whole, this lesson will serve as one of the
pillars that form the cultural foundation. The emphasis of this lesson and one of the focuses of this unit, is for students to become
aware of the variety of transportation and travel options in Spain compared to the U.S. This cultural activity will prove to be beneficial
when crafting the final presentation (see presentational assessment guidelines). The metro and its meaning is just one facet of the
breadth of Spanish transportation. Culture, at its very core is diverse. The very essence of culture is diversity and it is our job as
foreign language educators to present and promote cultural elements in the classroom. Students, much like culture, value different
things and have varying norms and routines. Cultural activities must be dynamic and engaging in nature to ensure that students will
acquire and enduring understanding and appreciation of foreign culture.

Materials needed for Cultural Activity

1. Metro map of Madrid (see below)

https://www.metromadrid.es/en/viaja_en_metro/red_de_metro/planos/

2. Videos

How to buy a metro ticket:

https://www.youtube.com/watch?v=1ZGMgdNcklc

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3. Interpersonal Communication Activity (see below)

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Name: Class:

What is the process for buying a metro ticket?

We will watch the video several times. The first time, simply watch and do your best to understand the process and focus on the
language chunks he is using. The last 2 times, write down symbols, familiar objects and language chunks/patterns & vocabulary that
you recognize. Following the video, complete the following:

DIRECTIONS

1. With a partner, discuss the following questions using the vocabulary and basic grammar patterns/chunks we have learned
thus far in the unit

2. After approximately 5 minutes, we will re-group as a class and discuss what we have learned and how we can connect this to
other lessons and content areas

QUESTIONS

1. Have you used a ticket-dispensing machine like this before? If so, how did it compare?

2. What are two important things to consider when buying a metro pass/ticket?

3. Are there multiple ways to purchase tickets or just one? If multiple means, describe them.

4. Ask your partner to describe the basic process of purchasing a metro ticket.

5. What are some new phrases or words your learned?

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3. Content Activity & Reflection

Title: Introduction to the Geography of Spain

National Standards: Interpersonal Communication, Interpretive Communication, Relating Cultural Practices to Perspectives, Making
Connections, Acquiring Information and Diverse Perspectives, Cultural Comparisons

State Standards:

Interpretive Communication: 2a, 2b, 2c, 2d, 3a, 3b, 3d, 3e, 3f, 3g, 4e, 4g

Interpersonal Communication: 1a, 1b, 2b, 2c, 2d, 2e, 2f, 2g, 2h

Presentational Communication: 1b, 1g, 2c, 2d

Culture Standard: 1c, 1e, 1g, 1h, 1i

Objectives:

~Learners will be able to recognize the major Spanish cities and identify what region they are in
~Learners will practice reading coordinates on a map & develop their abilities to locate locations via coordinates
~Learners will learn about basic facts about the different regions of Spain (autonomous communities)
~Learners will develop their technological skills while being asked to multi-task in activities and identify multiple sources

Recipe Style Procedures:

1. Students will be instructed to work with a partner of their choice

2. Teacher will pass out both parts of the content activity

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3. Students will complete both parts of the activity
4. When all groups are finished, students will chose one region/city to present on briefly for the class

Acquiring new information in the FL

As a foreign language teacher, the instruction of key geographical and cultural elements cannot be eliminated. The Spanish speaking
world is extremely diverse and this activity introduces students to the many facets of Spanish geography and culture. The intent of
this activity is for students to visualize (via the information gap) the regions/autonomous communities of Spain in order for them to
successfully complete the rest of unit. Additionally, students will be required to draw up geography and computer skills in order to
complete this activity. This activity will aid students in their general knowledge of the target language and introduce them to the
geographical terms in Spanish. For example, students will be using Google Earth in the Spanish setting to learn how to read maps in
Spanish and identify the Spanish names of the cities rather than the English adaptations/translation. While this activity doesnt
explicitly instruct linguistic elements, it encourages and forces students to learn aspects of the TL. Even in content activities, the
dynamic culture of the Spanish speaking world must be presented in order for students to acquire a deep knowledge of the Spanish
speaking world. Culture and its dynamic characteristics must be deeply embedded in lesson plans, objectives and activities in order
to ensure the transfer of knowledge to students.

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Materials Needed for Content Activity
Part 1 Materials:

Directions: Y ou and your partner will receive two

different worksheets. Each worksheet has missing
pieces and you will have to engage in conversation
to fill in the blanks.

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21
Directions: You and your partner will receive two different worksheets. Each worksheet has missing pieces and you will have to
engage in conversation to fill in the blanks.

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Name:

Class:

Geography of Spain, Pt. 2

Directions

1. After completing the information gap activity with your partner, select 5 Spanish autonomous communities that you would like to
investigate further.
2. Using a valid search engine and sources, identify the capital city of each region that you have selected
3. After selecting the cities, go to Google Earth (use the Spanish settings) and look for each city and identify its coordinates
4. Finally, using valid sources, identify 2-3 cultural elements unique to each city or region (ex: Madrid is known for its fast-pace
culture and way of life)

Autonomous Capital Coordinates 2-3 Cultural elements

Community unique to the region

(Comunidad
Autnoma)

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4. Complete Lesson Plan

Language Level Novice Grade 9-12 Date 12-2-15 Day in n/a Minutes 15-20
Unit

Unit Theme and Transportation & Travel: Comparing Spanish and American travel & transportation
Question How do people in Spain and the United States travel and use transportation and does this develop into cultural
differences and similarities.

Daily topic: Basic wants and needs of Spanish and American people

STANDARDS LESSON OBJECTIVES

What are the Communication Which modes of Learners will be able to:
communicative and communication will ~name wants and needs of the American people & the Spanish people
and be addressed?
cultural objectives ~identify cultural differences and similarities based on wants and
for the lesson? Cultures needs
o Interpersonal
~use basic languages chunks to express their needs and wants
o Interpretive ~ask and answer questions about their needs and wants and also those
of their conversation partner
o Presentational ~identify key cultural differences via products

If applicable, Connections connect to other classes

indicate how
Connections Comparisons Students will learn cultural comparisons between Spain and the U.S. that will prepare them for
Comparisons future travel and equip them with the knowledge to be competent global learners & travelers

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 Communities Communities
Common Core will
be part of your Common Core
lesson.

Lesson Sequence Activity/Activities Time* Materials Resources

What will learners do? How many Technology
What does the teacher do? minutes will Be specific. What materials will you
this segment develop? What materials will you
take? bring in from other sources?

Gain Attention / Teacher displays an assortment of images depicting wants and needs 2-3 Images depicting wants and
Activate Prior of the class. These images will be recognizable to the students and needs of students. These images
Knowledge they will be asked to categorize them into 1. wants and 2. needs will be personalized for the class
Learners will be given several minutes to interpret the image and and introduce them into the topic
mentally categorize them before this activity is done as a class. of wants and needs. These
images will preferably images
that have been taught in previous
units or from different courses so
students will begin to make
comparisons and connections.

Provide Input ~learners will be introduced to the material through a powerpoint 5-7 powerpoint that outlines needs
~
developed by the teacher and wants of both cultures by
~the powerpoint will consist of four slides: American needs, providing real examples for each
American needs, Spanish needs & Spanish needs
~the teacher will introduce the concepts of wants and needs by using
the images from each of the powerpoint slides
~the teacher will introduce an image (key vocabulary for the unit)
and model the language chunks by using the vocabulary (ex: yo

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 necesito agua limpia // this particular example depicts the language
chunk and models grammar; introduces water as a necessity and also
a key vocabulary chunk for the unit)
~teacher will introduce all images and wants/needs and ask students
to utilize the language chunks that are modeled throughout the time
of input to track progress
~teacher will ask students to differentiate between the 2 main
language chunks (yo quiero and yo necesito) by asking them if
they need or want the images that are presented

Elicit Performance ~once the teacher has completed the brief input on each slide , 5-7 ~printed images from the
/ Provide Feedback students will focus their attention to the images of the vocabulary powerpoints
presented that have been passed out ~printed words for images from
~the teacher will have drawn 2 venn diagrams on the board. One powerpoints
venn diagram will be for needs and the additional venn diagram will ~worksheet for students to
be for wants.At this point in the lesson, students will be asked to complete venn diagrams
focus their attention on this guided practice
~teacher will go through each slide of the powerpoint and ask
students to identify the object they have.
~when a students object is called on the teacher will ask the student
to utilize the language chunk and categorize the item as a want or
need
~each object corresponds to the four previously mentioned
categories of wants and needs and students will be asked to tape the
object in the correct place in the venn diagram
~in addition to the venn diagrams on the whiteboard, each student
will complete two venn diagrams individually (see below for all
attached materials). Instead of physically placing the pictures,
students will be shown the spellings of vocabulary words and

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 language chunks by the teacher placing the words next to the
pictures (see below for attached words)

Provide Input If applicable

Elicit Performance ~students will get into pairs to complete and information gap about 3 information gap activity that
~
/ Provide Feedback wants and needs requires students to work in
~this activity will require students to use the language chunks and pairs. This information gap will
vocabulary that was presented in the input while comparing two have two parts: partner A &
cultures and developing interpersonal communication (see below for partner B
attached activity)

Closure ~teacher will end class by explicitly reviewing key grammar 3 ~grammar review sheet
~students will be prompted identify the grammatical structures and
patterns in the language chunks
~teacher will ensure the understanding and acquisition of the
grammatical structures by asking students how to end verbs and
conjugate depending on the subject

Enhance Retention Teacher will provide students with access to the activities in class 1
& Transfer and ask them to identify 3 needs & wants outside of the input and
prompt them to use the newly acquired language patterns/chunks.

~ex: Yo quiero viajar

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 (while the verb viajar was not presented in the input, students have
acquired the basic language chunk of I want and are able to use
this flexibly in the language production

Reflection Notes I believe the strength of this lesson is the heavy integration of culture and focus on small, obtainable language chunks. I
to Self think the mode of presentation, the powerpoint with simple pictures and ideas, works well because it doesnt overload
What novice learners with information that is too difficult. In retrospect, I think something that didnt work as well as intended
worked well? Why? is the separation of Spanish and American wants and needs. Students felt slightly overwhelmed but the four different
What didnt categories and often confused the venn diagrams. If I were to teach this lesson again, I would select images that are
work? Why? specific to each culture so there is less confusion while still making a cultural comparison. Additionally, I would make
What sure the language that students need to complete the information gap is present in the input and clearly defined and
changes would you modeled before asking students to utilize that language chunk. Finally, I would model the information gap with one
make if you taught student to ensure that students have a grasp on the objective of the activity.
this lesson again?
????

Standards National Standards (ACTFL):

Interpersonal Communication, Interpretive Communication, Relating Cultural Practices to Perspectives, Acquiring

Information and Diverse Perspectives, Cultural Comparisons, Lifelong Learning

State Standards (Ohios New Learning Standards: World Languages Grades 9-12):

Interpretive Communication: 1a, 1b, 1c, 1d, 1f, 3a, 3b, 3c, 3d, 3f, 3g

Interpersonal Communication: 1a, 1b, 1c, 1d, 1e, 2c, 2d, 2f, 2g, 2h,

Presentational Communication: 1b, 1c, 1g, 2c,

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 Cultures Standard: 1a, 1b, 1c, 1g, 1i,

* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second
cycle (provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class
period.

Materials Needed for Lesson Plan

1. Words to be printed full size

NECESIDADES

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DESEOS
UNA CASA
LA COMIDA
EL AGUA
LOS AMIGOS
EL APARTAMENTO
EL ALBONO TRANSPORTE
MIRAR FTBOL
MIRAR FTBOL AMERICANO
UN COCHE
LA COMIDA
EL AGUA
LOS AMIGOS

2. Language chunks to be printed and displayed for students to visualize & utilize during activities & formative
assessments

Yo necesito

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Tu necesitas
T necesitas?

Mara necesita
Qu necesita Mara?

Yo quiero

Tu quieres
T quieres?

Mara quiere
Qu quiere Maria?

3. Pictures displayed on PowerPoint & during the venn diagram activity

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4. Venn Diagram Activity

Directions: Using the images presented, fill out the Venn Diagram

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5. Information Gap Activity

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 Directions: You and your partner will receive two different worksheets. Each worksheet has missing pieces and you will have
to engage in conversation to fill in the blanks.

40
Directions: You and your partner will receive two different worksheets. Each worksheet has missing pieces and you will have to
engage in
conversation to fill in
the blanks.

41
PowerPoint to be used during input:

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5. Formative Assessments

Three Formative Assessments

1. Formative Assessment #1: Stating Basic Travel Plans

Goal: to see students implementing and utilizing the basic language chunks and vocabulary of transportation and travel

Recipe Style Procedures:

1. Students will be assigned a conversation partner to complete this interpersonal, formative assessment
2. Students will be asked to describe their weekend plans to their partner
3. After roughly five minutes of conversation, students will present one element of their partners travel plans to the class.
4. As a way to assess, the class will respond with a thumbs up for agreement with travel plans or a thumbs down if they
dont agree
5. Teacher will go through checklist to make sure students are utilizing language chunks and basic vocabulary

Materials needed for this assessment:

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 Checklist for Stating Weekend Travel Plans

Student Name: Class:

____ Student utilized basic first person verbs

____ Student can say This weekend I am going to

____ Student can say I need to and I want to

____ Student is developing the ability to use language without memorization

____ Student is familiar with common transportation and travel vocabulary

Score: /5

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2. Formative Assessment #2: Information Gap Activity (Adapted from Lesson Plan)

Recipe Style Procedures

1. This Information Gap activity will serve as a formative assessment after the input from the lesson plan is presented in
class.
2. Students are required to work in pairs and the activity should take 5-7 minutes
3. After completing the Information Gap, students will select one Spanish character and one American character to
present to their partner. The informal presentation can be needs or wants, it is up to the students.
4. The teacher will take several minutes to walk around the classroom and go through the checklist with the conversation
pairs (students will be evaluated individually)

Materials needed for this assessment:

1. Information Gap (identical to activity in LP)

2. Checklist for interpersonal communication

Directions for Information Gap: (formatting did not allow for directions to be on the sheet)

With a partner, fill out the information gap activity. You will each receive a sheet with blanks and will be required to use the
language chunks at the bottom of the page to engage in a conversation that will aide in filling out the activity.

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Checklist (to be used by Instructor)

-------------------------------------------------------------------------------------------------

Name: Class:

___ Student identifies needs/wants of the Spanish student

___ Student is able to articulate needs/wants of the American students

___ Student has identified basic language chunks and is using them in their speech

___ Student is developing correct pronunciation of the Spanish Language

Grade: /4

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3. Formative Assessment #3: Venn Diagram Activity

Goal of Assessment: to assess students abilities to identify needs and wants of Spanish and American students and
how to express these needs and wants.

Recipe Style Instructions:

1. Before beginning the lesson, pass out Venn Diagram Activity so time is not wasted in between input and activity
2. After the input is presented (powerpoint), students will work in pairs to complete the activity
3. Students will be referring to the input and language chunks that were presented in order to complete the questions that
accompany the Venn Diagram
4. To assess the students, the teacher will walk around while students are working and once they have finished the
activity to complete the checklist (see below)

Materials needed for Formative Assessment #3:

1. Information Gap Activity

2. Formative Assessment Checklist

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Directions: With a partner, complete the Venn Diagram based on the material that was presented. You may refer to the
Venn Diagram that was created during the lesson. Select one or two wants/needs that you feel confident in and be ready
to informally present your findings to the teacher.

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Directions: With a partner, complete the Venn Diagram based on the material that was presented. You may refer to the
Venn Diagram that was created during the lesson. Select one or two wants/needs that you feel confident in and be ready
to informally present your findings to the teacher.

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Name: Student:

Checklist for Venn Diagram Assessment

___ Student is able to separate several needs/wants of Spanish and American people

___ When asked, students are able to respond with language chunks that have been presented

___ Student can produce novice level sentences/phrase in regards to the material presented

___ Student can ask their conversation partner very basic questions using the verbs necesitar and querer

Score: /4

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6. Summative Assessments (PBAs)

1. Presentational Summative Assessment

Description of Assessment in UPI:

Students will present a plan of travel beginning in Madrid and ending in a city of their choice in Spain. Students will be required to use
authentic materials and incorporate cultural norms. Student will present their plan in an edited and well-put-together PowerPoint
presentation for another foreign language class or the community. This presentational assessment will be broken into sections that
create checkpoints and opportunities for revision, depth and quality of presentation.

Recipe Style Instructions:

1. At the beginning of the unit, students will be informed that this PBA;s will be used as a way to assess and measure the knowledge
and skills they have acquired throughout the unit
2. Students will be given an information/instruction sheet (see below) with dates and checkpoints
3. Students will be completing this task individually, but will work in partners at several stages of the project to allow room for
feedback and revision from peers.
4. The final product will be in the form of a powerpoint presentation and a travel itinerary. Each final product will be assessed
according to the rubric that students receive (see below)

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 Transportation & Travel: Presentational Assessment

Goal/Final Product: This assessment has two parts. The first, is to create a travel plan that begins and Madrid and end in
a Spanish city of your choice. The second part of the assessment is to create an itinerary that can be passed out to the
audience (another foreign language class or the community)

Guidelines:

1. When creating your travel plans, use authentic Spanish websites and/or resources. The goal is to make plans as if
we were Spanish citizens.
2. Begin with Madrid and select a Spanish city of your choice (I recommend one of the cities we identified in the
geography activity)
3. Begin planning your trip. It is up to you to decide what means of transportation you will use (bus, train, plane) but
the goal is to make this trip as cost effective as possible. Spanish people are tight with money and we will be as
well when completing this project.
4. You will be designing a week long trip for 2 people and must include:
a. travel to the destination
b. lodging for 5 nights
c. at least 5 cultural activities/destinations to visit and how to purchase tickets or navigate there
d. travel back to Madrid
5. When planning your trip, make sure to save all websites and other resources used to include as part of you final
presentation.
6. All of this information will be compiled into a neat and presentable PowerPoint, Prezzi or other presentational
technology that you would like (infogram is a valid option as well). The presentation should be clear, detailed and
easy to follow
7. You are also to create a basic itinerary to pass out to the audience that includes the websites/resources you used
so that they are able to use these in making their own travel plans.

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Checkpoints

To ensure that the final product is well edited, there will be 2 checkpoints for students in this assessment. The first will be
a week after the project is presented and the second a week before the project is due. The first checkpoint will be a
demonstration (to a partner) their initial findings and travel plans. In this checkpoint, students are evaluating the quality
and accuracy of their partners plans. The second checkpoint is to ensure that both aspects of the presentation are
grammatically and aesthetically appealing. This checkpoint will require students to have approximately of their project
done. One day of class will be devoted to this checkpoint and students will be working in pairs as well as individual time
with the teacher to improve their presentations.

Rubrics

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Rubric for Part 1: The Presentation (PPT, Prezzi, Infogram)

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Checklist for the Travel Itinerary (Part 2)

*Each checkpoint is worth 10 points and students can earn up to 10 points

Grammar: /10

Organization: /10

Use of Authentic materials/resources: /10

Aesthetic Appeal: /10

Usefulness/Practicality: /10

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 Transportation and Travel: Interpreting the Metro System

Goal/Objective: Students will demonstrate their ability to interpret and synthesize information presented in the target
language and foster their abilities to conceptualize and summarize by responding to the questions presented via a
handout

Recipe Style Procedures:

1. This assessment will serve as one of the 3 PBAs of the unit and will focus on interpretive skills
2. Teacher will show the video and instruct students to pay close attention to the details of the video (what is the person
doing? What did they do first? What structures, words or steps are familiar to you?)
3. Students will receive handout (see below) and complete the questions
4. Teacher will assess the handout when it is completed and award a grade via the rubric (see below)

Materials needed for this assessment:

1. Handout for students to complete (see below)

2. Rubric for handout (see below)
3. Link to video: https://www.youtube.com/watch?v=bp6hoRY__Is

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Name: Class:

Interpretive Assessment: The Basics of the Metro System

Directions:

After watching the short clip, you will have approximately 15 minutes to complete the following activity. Answers will be
graded based on the rubric that was handed out before the start of this activity. Do you best to incorporate the language
and vocabulary that we have learned in this unit.

1. What are the basic steps to getting on the metro (Be sure to use process words)

2. What are some key elements/structures of a typical metro stop?

3. How is riding the metro similar to riding the bus? How is it different?

4. What is proper metro etiquette?

5. What are the basic steps for exiting the metro?

6. Give 2-3 recommendations for new metro users .

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Checklist for Evaluation of Interpretive Assessment:

Name: Class:

Students will be rewarded points/scores based on their abilities to: articulate a clear and concise response, utilize
language chunks and vocabulary integrated into the unit, draw upon main ideas and present valid interpretations of the
material. Students can earn up to 10 points per question.

1. /10

2. /10

3. /10

4. /10

5. /10

6. /10

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 Transportation & Travel: Communication Station

Goal/Objective: Students will share and compare transportation and travel in the U.S. and Spain

Recipe Style Procedures:

1. Students will break into pairs or small groups

2. Students will use the conversation guide (see below) to facilitate a meaningful conversation that draws upon all the
information that they have learned throughout the unit
3. After every student has had the chance to speak and/or the group feels ready to present their findings, the teacher will
ask each student to report several things that they have learned (the goal is not to see perfect speech, but spontaneous
speech that shows the progression of students language capabilities)
4. Students will be assessed based on participation, language abilities and completion of the dialogue

Materials needed for Summative Assessment #3 Interpersonal Mode

1. Conversation Guide ( of paper)

In your conversation groups, be sure to discuss the following:

*Keep as much of the dialogue/discussion in Spanish as you can

~What you have learned about travel & transportation in the U.S. & Spain?
~How do people in the U.S. use transportation compared to Spain?
~How would you compare your typical travel & transportation plans to those of your group members and a typical Spanish
student?

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2. Checklist/Grading Scale for Summative Assessment #3

Name: Class:

1. Task Completion /10

2. Grammatical Accuracy /10

3. Pronunciation /10

4. Fluency /10

5. Effort & Enthusiasm /10

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7. Reflections

1. Lesson Plans Creation Reflection-SLA

When creating my lesson plan and UPI, the entire focus was to bring to life the communication and culture of the
target language. Successful SLA relies on the integration of meaningful communication that is based in the culture of the
target language that will eventually launch students to be competent in the target culture. By focusing lessons around the
2 Cs of Culture and Communication, teachers are able to foster deep cultural understandings as well as intrinsically
motivating students to learn and develop language skills. In the creation of my lesson plan, my intent was to take a
concept, like wants and needs, that are present in American culture and Spanish culture and implicitly teach grammar
while focusing on the transmission of cultural values. SLA relies, and rightfully so, on the effective teaching of culture and
communication to develop students language abilities.

2. Lesson Plan Reflection-Knowing Students

As a teacher, one of our primary roles is knowing our students on an academic as well as a personal level. The
importance of knowing students goes beyond pedagogy and is transferable to lesson planning, creating activities and a
supportive learning environment. As a teacher, I plan on capitalizing on the knowledge my students already possess in
order to design a classroom that is both comfortable and challenging for them. Additionally, I want to create an
environment where students are comfortable enough to try out their new language skills and not be afraid to make
mistakes. I plan on using a wide variety of assessments, both formative and summative, to ensure that all students are
given equal opportunities to succeed on assessments. In conclusion, I will strive to keep my activities, lesson plans,
assessments, etc., to a level that both engages students and challenges them in their language learning.

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3. Lesson Plan Reflection-Standards

In regards to Standards, both national and state, I believe that teachers should be conscious of the standards and
intentional with their integration and completion in planning. While it is impossible to meet every standard in every lesson,
Unit Plans and their lessons, activities and assessments should be a plan to meeting standards. Additionally, I believe that
teachers have the responsibility of ensuring that standards are met but not seeing them as a motivator. Of course I want
my students to meet standards but I dont want that to be their motivation for learning a language. I want the 5 Cs (World
Readiness Standards, ACTFL) to be so ingrained in my lessons that students dont feel like their are working toward a
checklist but the ability to effectively communicate in the target language.

4. Lesson Plan Reflection- Materials based on 5 Cs

When I designed my activities and selected my materials, I chose and designed activities that would create
meaningful communication and focus on the teaching of culture and implicitly teaching grammar. I wanted students to be
interested in what they were learning and force them to engage in higher levels of thinking by doing comparisons and
activities like information gaps. These activities and materials were chosen and created with intentionality to create a
learning environment and classroom context that invited students to communicate with their peers as well as challenge
their own linguistic and cultural understandings. The entire unit encompasses nearly all of the 5 Cs and are integrated in
a way that will challenge students to go outside their comfort zone but also be intrigued by the unknown.

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