Spanish 3 CPE Interdisciplinary Unit Plan

Chapters 4: - Cmo te llevas con los dems?

Pacing: 1- 1.5 weeks (any time during Q4)

STAGE 1- DESIRED RESULTS

Rationale:

Students really enjoy learning about things that are meaningful to them. They are extremely engaged when they are
given the opportunity to discuss topics in which they are the "experts." This interdisciplinary unit will give students the
opportunity to examine their own lives and compare them to the lives of adolescents their age group in other cultures.
Students will be able to discuss what the idea of "being a teenager" means in different cultures.

Essential Questions:

What does it mean to be an adolescent?

The theme of this unit is relationships between teenagers. How do young friends and romantic acquaintances interact
in Spanish-speaking countries in comparison to American teenagers?

Goals:

Students will refine their use of the present, imperfect and the preterite tense. Students will understand and use
object pronouns. Students will learn and use a wide variety of vocabulary that Spanish-speaking people of their own
age use in daily life. Students will try to answer the essential question by presenting to the class what they learned via
class discussions, blog postings, and written and oral conversations.

Communication:

Students will interpret both written and spoken communication in Spanish and then discuss it both in writing and
orally to their class and on their own blogs.

Cultures:

Students will explore concepts and perspectives familiar to them in the context of the country of Spain. They will be
able to point out similarities and differences between American "teenager-ism" and the idea of youth in Spain.

Connections:

Students can connect this section to a global issues (Language Arts) or Social Studies class.

Communities:

Students can use the language not only with their own class, but also with other Spanish classes in the school and to
look at Spanish teenagers' blogs. Students can connect the language with things happening in their own lives.

Comparisons:

Students will discover the similarities between cultures with respect to their young lives. They will match their own
experiences to experiences of Spanish speaking teenagers (Spain).

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Enduring Understanding:

Students will understand

Descriptions of activities they and other people did in the past.

What one used to do in the past.

Description of people in the present and in the past.

The ways in which teenagers communicate with each other.

The ways in which teenagers communicate with their adult counterparts.

Activities and vocabulary related to typical adolescent lives.

Stories and anecdotes shared by classmates.

Abbreviations used by teenagers to write instant messages and/or post online comments.

Descriptions of people and places in the past.

Students will be able to

Express what they and others do on a daily basis and in the past.

Respond to questions in the present and in the preterite tense.

Talk about past actions using the imperfect tense.

Describe people and places in the present and in the past.

Talk about non-school daily activities.

Describe their day before and after school.

Share stories and anecdotes.

Express how they relate to friends and family.

Explain what is needed to maintain friendship.

Express how they feel under certain circumstances.

Talk about friendship, conflicts and how to resolve them.

Students will know

How to write texts using regular verbs conjugation, specific irregular verbs in the present tense, imperfect tense,
preterite tense and other structures.

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 How to describe people and places in the present and in the past.

How to use Spanish slang vocabulary to communicate with other teenagers online and in person.

How to use a visual prompt for writing.

How to incorporate technology to present a story.

STAGE 2- INSTRUCTIONAL STRATEGIES/LEARNING PLAN

Performance tasks:
Learning targets and activities:

A. Interpretive

Read, listen and understand as people talk about other peoples appearance and likes and dislikes.

Read, listen and understand descriptions of clothing, fashion and fashion trends.

Read, listen and understand peoples opinions regarding popular music and sports.

Gain knowledge about the youth in Spain via a PowerPoint Presentation.

Read an authentic blog post from a teenager in Spain telling her story about how she had a bad day at
school involving friendships and school issues.

Watch a clip from Shes All That an American movie concerning the prom.

B. Interpersonal

Learn and practice Spanish technology vocabulary.

Use an interactive website in Spanish.

Set up their own blogs on a Spanish website and make their first posts.

Use typical abbreviations used by Spanish-speaking teenagers in order to text/ write blogs.

Join the class Spanish blog community.

Discuss what being an American teenager means.

Write about the topic: Have the things that happened to the Spanish teenager in the blog ever happened to
you?.

C. Presentational

Discussion: Teenagers in America and teenagers in Spain: How are they similar? How are they different?

Discussion: How does a group use slang to differentiate themselves? Is this unique to young people?

Students will collaborate with a partner to write their own gossip column. This should describe an event (real
or imaginary) that happened at school.

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 Students will present their work in front of the class (should talk for, at least, 2 minutes).

Students will perform mini skits where they ask another student(s) for advice about what they should do in a
typical situation that arises in school and/or between friends.

Culture:

Access to three famous YouTube channels/ blogs frequently used by teenagers in Spain:

ElRubius (dedicated to videogames, internet challenges, sports and humor in general)

Auronplay (decicated to music critique combined with humor).

YuYa (decicaded to makeup, style and fashion).

Abbreviations commonly used by teenagers in Spain:

-q/k: que -aunk: aunque -n: en -wapa: guapa -xk: porque -bn: bien -cmo: como

-tmbn: tambin -bno: bueno -t: te -ste: este

STAGE 2B: DIFFERENTIATED INSTRUCTION

Class assignments are structured so they require high levels of critical thinking but permit a range of responses.
Evidenced by classroom projects such as creating a photo album and group conversations about childhood
memories.

Students are provided with opportunities to explore topics in which they have strong interest and find personal
meaning. Evidenced by sharing childhood memories and pictures about childhood with the class.

Activities are created and geared to different learning styles, readiness and levels of interest. Evidenced by
individual, pair and group teared work groups as well as TPR activities, listening, reading, writing, speaking activities
and use of 1 to 1 computer activities. Evidenced by the use of 4 corners activity.

With the teacher's guidance, students choose ways to learn and how to demonstrate what they have learned.
Evidenced by integrated skills assignments with provide options for students to showcase abilities and student
presentations in which they create learning activities to share with the class.

Students are permitted to opt out of material they already know and progress at their own pace through new material.
Evidenced by the use of online practice activities through Quia, Quizzlet, realidades.com and other online Spanish
resources.

Each unit includes a wide variety of assignments and assessments, tailored to reach high, average and low levels of
student achievement. Evidenced by wide variety of activities within the three modes of communication and
instructional methods that use graphic organizers, post it notes, yes and no cards, white board responses. Evidenced
by differentiated groupings by ability.

High expectations for all students. Evidenced through daily use of target language, class discussions, class
participation and activities use of total immersion whenever possible.

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21st CENTURY SKILLS:

X x
Global Awareness Financial, Economic, Civic Literacy Health Literacy
Business, and
Entrepreneurial Literacy
X x x x
Creativity and Innovation Critical Thinking and Problem Communication and Information Literacy
Solving Collaboration
x x x
Media Literacy Information & Communication Life and Career Skills
Technology Literacy

Interdisciplinary Connections: School climate, Technology, social relationships.

Integration of Technology: Web-Quest, Internet use, language lab, digital voice recorders

Equipment needed: EPSON setup, student computer/Internet access language lab, digital voice recorders
DILL/Garage band, web based Schoology.

Collaboration:

Students as collaborators use their native and acquired languages to learn from and work cooperatively across
cultures with global team members, sharing responsibility and making necessary compromises while working toward
a common goal.

Critical Thinking & Problem Solving:

Students as inquirers frame, analyze, and synthesize information as well as negotiate meaning across language and
culture in order to explore problems and issues from their own and different perspectives.

Creativity & Innovation:

Students as creators and innovators respond to new and diverse perspectives. They use language in imaginative and
original ways to make useful contributions.

Informational Literacy:

Students as informed global citizens access, manage, and effectively use culturally authentic sources in ethical and
legal ways.

Media Literacy:

Students as active global citizens evaluate authentic sources to understand how media reflect and influence
language and culture.

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Technology Literacy:

Students as productive global citizens use appropriate technologies when interpreting messages, interacting with
others, and producing written, oral, and visual messages.

Flexibility and Adaptability:

Students as flexible and adaptable language learners are open-minded, willing to take risks, and accept the ambiguity
of language while balancing diverse global perspectives.

Initiative and Self-Direction:

Students as life-long learners are motivated to set their own goals and reflect on their progress as they grow and
improve their linguistic and cultural competence.

Social and Cross-Cultural Skills:

Students as adept language learners understand diverse cultural perspectives and use appropriate socio-linguistic
skills in order to function in diverse cultural and linguistic contexts.

Productivity and Accountability:

Students as productive and accountable learners take responsibility for their own learning by actively working to
increase their language proficiency and cultural knowledge.

Leadership and Responsibility:

Students as responsible leaders leverage their linguistic and cross-cultural skills to inspire others to be fair, accepting,
open, and understanding within and beyond the local community.

Career Ready Practices:

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence

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STAGE 3- EVIDENCE OF LEARNING

ASSESSMENT EVIDENCE:

May include but not limited to:

Formative assessments:

Class participation/Checking for understanding white board activities, signaling, TPR, drawing to demonstrate
understanding.

Completed graphic organizers, vocabulary list, structure notes.

Interpretive reading and listening tasks about students stories describing how they were and what they did in the
past.

Student to student conversations about friendships and typical teenage issues.

Written quizzes on school vocabulary and learned structures.

Summative assessments: Integrated skills

Chapter Unit Test

Theme Project: Oral Presentation

Discussion: Teenagers in America and teenagers in Spain: How are they similar? How are they different?

Discussion: How does a group use slang to differentiate themselves? Is this unique to young people?

Students will collaborate with a partner to write their own gossip column. This should describe an event (real
or imaginary) that happened at school.

Theme Support: Bulletin Boards: Qu significa ser adolescente (What does it mean to be a teenager?)

Students will cut out, copy or download photos of American adolescents and teenagers in Spain.

Reading/Speaking/listening/Writing:

Class participation/Checking for understanding: white board activities, signaling, TPR, answering and asking
questions, engaging in conversations, listening and watching to interpret, drawing and writing to demonstrate
understanding.

Listening/Reading/Writing:

Students will listen to and understand students stories and anecdotes about how they were and what they did
when they were a little bit younger.

Students will write descriptions of their classmates based on what they have listened.

Completion of written activities, graphic organizers; translation and use of vocabulary lists and structure of class
notes.

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 Written and listening comprehension quizzes on vocabulary and learned structures.

Standard and CPI:

7.1.NH.A.1: Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly
contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic
information sources related to targeted themes.
7.1.NH.A.2: Demonstrate comprehension of a series of oral and written directions, commands, and requests through
appropriate physical response.
7.1.NH.A.3: Recognize some common gestures and practices of the target culture.
7.1.NH.A.4: Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5: Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6: Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally
authentic materials.
7.1.NH.B.1: Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted themes.
7.1.NH.B.2: Give and follow a series of oral and written directions, commands, and requests for participating in age-
and level- appropriate classroom and cultural activities.
7.1.NH.B.3: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language during daily interactions.
7.1.NH.B.4: Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.B.5: Converse on a variety of familiar topics and/or topics studied in other content areas.
7.1.NH.C.1: Recombine basic information at the word and sentence level related to self and targeted themes to create
a multimedia-rich presentation to be shared virtually with a target language audience.
7.1.NH.C.2: Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar
vocabulary orally or in writing.
7.1.NH.C.3: Describe in writing people and things from the home and school environment.
7.1.NH.C.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NH.C.5: Tell or write about cultural products associated with the target culture(s), and simulate common cultural
practices.

(*This lesson plan includes appropriate 504/IEP support accommodations where applicable)