Digital Unit Plan Template

Unit Title: Vamos a conversar Name: Maria Teresa Echeverria

Content Area: Spanish Grade Level: 9 - 10
CA Content Standard(s)/Common Core Standard(s):
Content: 1.1.a Greetings and introductions.
Communication: 1.1 Engage in oral, written, or signed (ASL) conversations.
Communication: 1.3 Present to audience of listeners, readers, or ASL viewers.
Big Ideas/Unit Goals:
- Students will be able to verbally introduce themselves.
- Students will be able to create a written introduction and expand conversation.
- Students will engage with their peers to verbally practice content.
- Students will understand the importance of tamales as a cultural unifier in Latin America.
Unit Summary:

In unit one, students will learn the necessary vocabulary to greed others and introduce themselves. The students are going to be assessed initially to determine the
academic level they posses to monitor the progress they made by comparing the before and after. They are going to engage in verbal assignments in pairs or small
groups to practice and respond to conversations. Also this unit will include a written introduction for students to utilize and expand simple phrases about themselves
and their peers. They will practice greeting vocabulary as well as grammar while introducing other students to the class as well as engaging in conversation. The
tamale, a staple food in Latin American culture, will be utilized in a manner to amplify its historical and cultural significance. Students will used that knowledge for
conversation that apply the grammatical lessons that were taught in the unit.

Assessment Plan:
Entry-Level:
In order for me to assess your prior knowledge of
Spanish language vocabulary you will take a
vocabulary benchmark quiz. It will determine the
level of instruction of the class. You will be asked to
translate from English to Spanish and Spanish to
English basic vocabulary needed to build upon your
ability to communicate in Spanish. The vocabulary
covered in this unit will permit you to utilize
greetings (formal and informal), the proper usage of
personal pronouns, including vos and vosotros.
Formative:
In groups of two, you will practice speaking ordering
tamales. This will include correct subject verb,
conjugation, pronunciation and vocabulary usage.
Students will form simple sentences about tamales
using correct grammar, punctuation and spelling.
Students will complete a graphic organizer in
Spanish outlining the historical and cultural
significance of tamales using unit vocabulary.
Students will review and provide informal feedback
of speaking and writing exercises.
Summative:
Students will write a five-sentence paragraph in
Spanish using proper subject agreement present tense
verbs. The sentences will be measured for
grammatical correctness, spelling and the inclusion
of unit vocabulary.
Students will participate in an enactment of a
Christmas time tamalada. Students will be
measured for pronunciation, voice and proper usage
of the unit vocabulary.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): Worksheet to fill-inthe-blanks with the proper pronouns.
Students will learn to Practice worksheets. Worksheet to fill-in-the-blanks the word formal or informal depending on the specific
differentiate between Formal and informal pronoun.
formal and informal quizzes. Latin American map to identify the differences in pronoun usage in Spanish speaking countries.
greetings and pronouns to Small group conversation Using a riddle to help with spoken greetings and introductions.
use in simple as a cumulative exam. Song to learn unit vocabulary.
conversation.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Rubrics. Review you tube videos.
Students will learn the Quizzes. Complete worksheets and webercise questions.
history, traditions and Vocabulary practice Construct a role - play on Christmas tamales.
cultural significance of worksheets. Write a basic five sentence paragraph using proper grammar spelling and unit vocabulary about
tamales through videos, Webercise questions. one aspect of tamales.
discussions, role-play and Role-play.
to construct a simple Written Artifact.
written paragraph.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Completion of each of the Compare and contrast activity: students will compare and contrast two types of tamales.
Students will organize the three graphic organizers. Students will use an organizer to write about the concept of a tamalada using three main ideas
information to complete Completion of the oral and their development.
three different presentation. Students will make a time line in how to prepare tamales.
assignments using graphic Students will make a three to five minute presentation of a topic of their choice from the
organizers. Culminating webercise page.
with an oral presentation.
Unit Resources:
Text book
Dictionary
You tube videos

Useful Websites:
www.rocketlanguages.com
rockalingua.com
http://dle.rae.es/
www.readconmigo.org
Youtube.com
http://www.digitaldialects.com/