Understandings Essential Questions Documents/WORLD... · gestures and body language influence what is said? ... Learning Plan (Stage 3) Where are ... Understandings Essential Questions

Understanding By Design Unit Template

Title of Unit WL Spanish Level 1 Grade Level 9 Curriculum Area WL Time Frame 1st semester, 3-4 weeks

Developed By District WLD

Theme 1: Greetings, Introductions & Feelings Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Understandings Essential Questions Overarching Understanding Overarching Topical

1. A conversation is an exchange of information and/or opinions about feelings and emotions between 2 or more people.

2. Written & spoken language is meant to be understood.. 3. Presentations of information, concepts, & ideas are meant to be

communicated to an audience of listeners or readers. 4. Communication is essential. 5. A new language can be used for personal enjoyment & enrichment. 6. Every culture has its own unique aspects and components.

1. Why is it important to study a language?

2. How can learning a new language be used for personal enjoyment & enrichment?

3. How is technology useful in furthering your enjoyment of a new language?

4. What are some distinctive

1. How do you know when to formally or informally greet/take leave of the person to whom you are speaking?

2. How do you form a question using common interrogative words?

3. How do you form an affirmative or negative Cultural Integrations

Gestures (such as besos), personal space, awareness of formal and informal language (tú vs. Ud.)

viewpoints of the studied culture?

response to a question? 4. How do inflection,

intonation, cultural gestures and body language influence what is said?

5. How does word order affect meaning?

6. What are some tools from your own language that you can use to lean a new language?

7. How do you communicate your likes & dislikes & those of others?

8. How do you introduce yourself and others and say how you/they are & where you/they are from?

Key Concepts & Terms

Gustar, encantar & indirect object pronouns that relate to these verbs, and use with infinitives* Common interrogative words – introduce as applicable to content Word order of questions and declarative sentences Conjugations of ser and estar – minimally 5 persons (vosotros is optional); use in communicating where you are from and how you are Gustar Encantar Ser Estar Llamarse Hola Buenos días Buenas tardes Buenas noches Adiós Hasta luego Hasta mañana mal bien así así Cansado/a enfermo/a por favor gracias mucho gusto De nada igualmente cómo/ qué/ cuándo/ quién/ por qué/ cuánto/ dónde/ cuál *infinitives – jugar, bailar, leer, comer, cantar, dibujar, correr, nadar, hablar, acampar, visitar, estudiar, tocar, mirar, caminar

Competencies Students will know…

Skills Students will be able to…

1. the meaning of the spoken target language (TL) at the appropriate level

2. how to speak in the TL at the appropriate level 3. how to read and comprehend course texts and materials in the

TL 4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL

1. use common greetings & farewells 2. use expressions of gratitude & thanks 3. incorporate cultural gestures and body language 4. use common interrogative words and determine the

distinction between declarative and interrogative sentences, which can include word order & voice intonation

5. conjugate verbs like gustar & encantar & properly use the indirect object pronouns that relate to these verbs

6. express where someone is from 7. express likes, dislikes & feelings

Assessment Evidence (Stage 2) Performance Task Description

Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence

Learning Plan (Stage 3) Where are your students headed? Where have they been? How will you make sure the students know where they are going?

How will you hook students at the beginning of the unit?

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement

and effectiveness of ALL students, without compromising the goals of the unit?

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)




Theme 2: School & school supplies, alphabet & colors Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



2. Written & spoken language is meant to be understood. 3. Presentations of information, concepts, & ideas are meant to be

communicated to an audience of listeners or readers. 4. World Language is not an isolated academic subject; it pertains to

daily life and enhances the understanding of other school subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. Every culture has its own unique aspects and components.


2. Why is it important to apply language outside of the classroom?

3. Why is it important to recognize differences between language use in school & beyond school (vocabulary)?

4. How can learning a new language be used for

1. How do you know when to formally or informally address the person you are speaking to?

2. How do you form and respond to a question?

3. How does inflection or intonation influence what is said?

4. How does word order, specifically focusing on adjectives, affect meaning? Cultural Integrations

Awareness of formal & informal language (tú vs. Ud.) with new verbs; Schools in TL countries

personal enjoyment & enrichment?


6. What are some distinctive viewpoints of the studied culture?

5. What are some tools from your own language that you can use to learn a new language?

6. How do you change verbs to appropriately communicate about your school day and describe school supplies?

7. How do the letters of the Spanish alphabet compare to the English alphabet?


Conjugations of tener, querer, necesitar, ir, estudiar, leer, escribir, escuchar, hablar, dibujar Hay Word order of questions and declarative sentences Adjective agreement for colors tener, querer, necesitar, ir, estudiar, leer, escribir, escuchar, hablar, dibujar blanco negro rojo azul anaranjado amarillo verde gris rosado marrón/café violeta/morado clase francés inglés español alemán matemáticas arte ciencia música educación física/salud ciencias sociales/historia lápiz bolígrafo/pluma mesa escritorio papel libro goma marcador calculadora computadora mochila cuaderno carpeta puerta pizarra silla las letras del alfabeto





TL

1. Spell in Spanish (alphabet) 2. Correctly conjugate the verbs tener, querer, necesitar,

estudiar, leer, escribir, escuchar, hablar, dibujar (5 persons minimally) in questions and statements

3. Describe school supplies

4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL

4. Express what they do in specific classes or with certain school supplies (use verbs in #2)

5. Apply prior knowledge to this material (i.e. likes, dislikes, etc.)


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence






How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?






Theme 3: Numbers, Calendar, seasons, time, weather, clothing Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



2. Written & spoken language is meant to be understood & interpreted. 3. Presentations of information, concepts, & ideas are meant to be

communicated to an audience of listeners or readers. 4. World Language is not an isolated academic subject; it pertains to

daily life and enhances the understanding of other school subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. Every culture has its own unique aspects and components.






6. How do we use prior knowledge from other disciplines to further understand a new language and its related cultures?



3. How does word order, specifically focusing on time and dates, affect meaning?

4. How are idiomatic expressions used in telling time and describing weather?

5. How do you change verbs to appropriately communicate your message?

6. What is appropriate clothing for specific weather and seasons?

7. What are the numbers 0-100?

Cultural Integrations Awareness of formal and informal language (tú vs. Ud.) with new verbs, calendar week begins with Monday, 24-hour clock, months and days are not capitalized


Common interrogative words Word order of questions and declarative sentences Conjugations of hacer, llevar, ponerse – minimally 5 persons (vosotros is optional) Days of the week, months of the year, numbers 0-100, the seasons, some basic clothing Telling time (ser) cómo/ qué/ cuándo/ quién/ por qué/ cuánto/ dónde/ cuál llevar ponerse hacer números: 0-100 los meses los días de la semana las estaciones el año el calendario la hora el tiempo la ropa el traje los pantalones la blusa la falda la chaqueta los zapatos el vestido la gorra/el sombrero la ropa interior el abrigo la camisa/camiseta los pantalones cortos las sandalias la bufanda los guantes el paraguas las botas el traje de baño los calcetines nieva llueve hace sol, viento, frío, calor, fresco está nublado hace buen/mal tiempo






1. tell time 2. talk/write about the weather 3. count to 100 4. use a Spanish calendar 5. describe clothing & which items are appropriate given

weather conditions, time of year, etc. 6. use the common interrogative words and make the

distinction between declarative & interrogative sentences which can include word order & voice intonation

7. apply prior knowledge (vocabulary & grammatical structures) to this material


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence












Theme 4: Literature 1st semester Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 3.1: Reinforce and further students’ knowledge of other disciplines through WL. 3.2: Students acquire information & recognize distinctive viewpoints that are available through WL & its cultures. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied & their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



communicated to an audience of listeners or readers. 3. World Language is not an isolated academic subject. 4. A variety of media is essential for language understanding. 5. A new language can be used for personal enjoyment & enrichment. 6. There is a world of language beyond the classroom setting. 7. Every culture has its own unique aspects and components. 8. There is a relationship between the practices & perspectives of a

culture and the products & perspectives of a culture.





5. How do we use prior knowledge to further understand a new language and its related cultures?

1. How do you formulate and respond to literature-based questions?

2. What are some tools (punctuation, cognates, etc.) from your own language that you can use to learn a new language?

3. How do the customs of the culture studied compare to your own?

4. How can your knowledge of the plot and characters be used in oral & written communication?

5. What geographical facts do you know about the country?

Cultural Integrations Geography, location, capital city of country in reading selection; 4 (minimally) cultural customs (i.e. holidays, celebrations, names, family structures, religious practices, food); Awareness of cultural differences and stereotypes


Word order and language in context Supports previously acquired grammatical concepts Supports previously acquired vocabulary while building a working reading vocabulary Improves spelling






1. identify at least 4 cultural customs practiced in country in written text

2. identify geographical facts about said country 3. identify & describe the main ideas & characters from the

text 4. identify cognates & idiomatic expressions 5. retell the plot summary


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence










Title of Unit WL Spanish Level 1 Grade Level 9 Curriculum Area WL Time Frame 2nd semester, 6-8 weeks


Theme 5: Friends, family, physical descriptions, body parts, adjectives Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied & their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.




communicated to an audience of listeners or readers. 4. World Language pertains to daily life. 5. Communication is essential. 6. There is a world of language beyond the classroom setting. 7. Every culture has its own unique aspects and components. 8. There is a relationship between the practices & perspectives of a

culture.


2. Why is it important to recognize differences between language use in school & beyond school?


4. What are some distinctive viewpoints of the studied


2. How do you ask and respond to a question?

3. How does word order, specifically focusing on adjectives, affect meaning?

4. How do you change verbs to appropriately communicate your message? Cultural Integrations

Awareness of formal and informal language Extended family structure Affectionate nicknames

culture? 5. How do we use prior

knowledge to further understand a new language and its related cultures?

5. How do you describe yourself and your relationship with others?

6. How do you describe yourself and others physically?

7. Can you recognize and respond to informal commands?


Conjugations of tocar, conocer, visitar Informal imperatives of saltar, abrir, cerrar, sentarse, levantarse, mirar (introduction as listening skill, students not expected to form these commands) Adjective placement & agreement Possessive adjectives Tocar conocer visitar La familia: el padre, la madre, el abuelo, la abuela, el hermano, la hermana, el tío, la tía, el primo, la prima, el hermanastro, la hermanastra, el padrastro, la madrastra, el sobrino, la sobrina, el hijo, la hija, el nieto, la nieta, el esposo, la esposa El amigo, la amiga; el novio, la novia (and their plural forms) El cuerpo: la cabeza, el hombro, el pie, el ojo, la oreja, la boca, la nariz, la pierna, la mano, el brazo, la rodilla, el dedo, el estómago, el pelo Adjetivos: alto, bajo, bonito, feo, guapo, simpático, antipático, flaco/delgado, gordo, cómico, inteligente, interesante, tonto, divertido, bueno, malo, contento, grande, pequeño, nuevo, viejo, joven Mi, tu, su, nuestro, (vuestro), su






1. name family members & relationships 2. name body parts 3. describe people & things, including word order & agreement

of nouns & adjectives 4. use possessive adjectives 5. conjugate verbs: tocar, conocer, visitar, and use in both

questions and statements 6. respond appropriately to informal imperatives of saltar,

abrir, cerrar, sentarse, levantarse, mirar

7. apply previous knowledge (vocabulary & grammatical structures) to this material


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence












Theme 6: Home and around town, shopping & locations Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied & their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.




communicated to an audience of listeners or readers. 4. World Language pertains to daily life. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. There is a world of language beyond the classroom setting. 8. Every culture has its own unique aspects and components. 9. There is a relationship between the practices & perspectives of a

culture and the products & perspectives of a culture. 10. In today’s increasingly globalized community, there are numerous

opportunities for learning about language and culture.








3. How do you organize your message to effectively communicate it to your audience?

4. How do you change the verb to appropriately communicate your message?

5. How do you describe the Cultural Integrations

Awareness of formal and informal language Concept of town/city square (plaza)


locations of objects and places?

6. What are the main rooms in a house and what objects are found in each one?

7. What are some useful shopping expressions and when are they used?


Conjugations of comprar, mirar, ver, caminar, vivir, dormir, comer, jugar, trabajar Cuesta/cuestan Prepositions and prepositional phrases comprar, mirar, ver, caminar, vivir, dormir, comer, jugar, trabajar cuesta/cuestan los cuartos: la sala, la cocina, el comedor, el dormitorio, el baño los muebles: la silla, el sofá, la mesa, la lámpara, la cama, la televisión/el televisor los edificios: la escuela, la biblioteca, el restaurante, el museo, la tienda, el correo, el banco, el centro comercial, el parque, el cine, el hospital, la iglesia/sinagoga, la plaza/el zócalo izquierda, derecha, delante, detrás, cerca, lejos, abajo, arriba, enfrente, encima, al lado de, dentro, fuera






1. describe the rooms of a house & the furniture in it 2. describe the location of things, buildings 3. use shopping expressions 4. communicate about the buildings in a city/town 5. conjugate verbs: comprar, mirar, ver, caminar, vivir, dormer,

comer, jugar, trabajar (5 persons minimally) 6. apply previous vocabulary & grammatical structures to this

material

Assessment Evidence (Stage 2)

Performance Task Description

Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence

Learning Plan (Stage 3)

Where are your students headed? Where have they been? How will you make sure the students know where they are going?











Theme 7: Leisure activities Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied & their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.




communicated to an audience of listeners or readers. 4. World Language pertains to daily life and enhances the

understanding of other subjects. 5. Communication is essential. 6. There is a world of language beyond the classroom setting. 7. Every culture has its own unique aspects and components. 8. There is a relationship between the practices & perspectives of a

culture.


2. Why is it important to recognize differences between language use in school & beyond school?






3. How do you organize your message to effectively communicate it to your audience?

4. How do you change the verb to appropriately communicate your message?

5. How do you describe the leisure activities of yourself and others?

6. How do you compare leisure activities in your culture to those in TL cultures?

Cultural Integrations Awareness of formal and informal language Fútbol/fútbol americano Common pastimes in TL countries


Conjugations of jugar, nadar, tocar, mirar, montar, bucear, correr, caminar/andar, leer, dibujar, escuchar, hablar, visitar, ir, cantar, bailar, hacer, acampar jugar, nadar, tocar, mirar, montar, bucear, correr, caminar/andar, leer, dibujar, escuchar, hablar, visitar, ir, cantar, bailar, hacer, acampar los deportes: el béisbol, el fútbol, el fútbol americano, el baloncesto, el voleibol, el golf, el tenis, la natación, el hockey, la lucha libre, la animadora, el lacrosse, el monopatín, el esquí otro: el cine, la televisión, la música, la playa, la calle, la escuela, la piscina, las montañas, el parque los instrumentos: la banda, la trompeta, el piano, la flauta, los tambores, el violín






1. communicate about leisure activities, including the most popular leisure activities in TL countries

2. conjugate verbs: jugar, nadir, tocar, mirar, montar, bucear, corer, caminar/andar, leer, dibujar, escuchar, hablar, visitar, ir, cantar, bailar, hacer, acampar (5 persons minimally) in both questions and statements

3. apply previous vocabulary & grammatical structures to this material


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence












Theme 8: Literature 2nd semester Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 3.1: Reinforce and further students’ knowledge of other disciplines through WL. 3.2: Students acquire information & recognize distinctive viewpoints that are available through WL & its cultures. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied & their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



communicated to an audience of listeners or readers. 3. World Language is not an isolated academic subject. 4. A variety of media is essential for language understanding. 5. A new language can be used for personal enjoyment & enrichment. 6. There is a world of language beyond the classroom setting. 7. Every culture has its own unique aspects and components. 8. There is a relationship between the practices & perspectives of a

culture and the products & perspectives of a culture.






1. How do you formulate and respond to literature-based questions?

2. What are some tools (punctuation, cognates, etc.) from your own language that you can use to learn a new language?

3. How does the culture studied compare to your own?

4. How can your knowledge of the plot and characters be used in oral & written communication?

5. What geographical facts do you know about the country?

Cultural Integrations Geography, location, capital city of country in reading selection; 4 (minimally) cultural customs (i.e. holidays, celebrations, names, family structures, religious practices, food); Awareness of cultural differences and stereotypes


Word order and language in context Supports previously acquired grammatical concepts Supports previously acquired vocabulary while building a working reading vocabulary Improves spelling






1. identify at least 4 cultural customs practiced in country in written text

2. identify geographical facts about said country 3. identify & describe the main ideas & characters from the

text 4. identify cognates & idiomatic expressions 5. retell the plot summary


Goal

Role

Audience

Situation

Product/Performance

Standards

Other Evidence







