Englewood Schools Unit Plan

Template
Unit Author
First and Last Name: Catherine Savage
School Name: Englewood Middle School
Grade Level/Content
6th Grade/Spanish I
Area:
Time Frame and Duration: 3 weeks – 40 min. periods, 5 days/week
Unit Overview
Unit Plan Title: Fun isn’t Geographically Defined
Curriculum-Framing Questions and Area of Interaction Connections
Finding the Big
People all over the world find ways to entertain themselves and have fun.
Idea:
Area of
Interaction Human Ingenuity: Inventiveness and Creativity
Focus:
Unit Questions: How do people have fun around the world?
Approaches to Learning Skills
Participate in discussions.
Read for information.
Read or recite aloud with expression.
How are AtL Skills Taught?
Students will reflect on norms for class discussions when they occur with respect to topics of culture like
music and sports.
Students will learn to read for information through guided practice with the teacher as they research on
the internet about pastimes in different countries.
Teacher will model reciting aloud with expression and students will practice and improve their expression
when they create their podcasts.
Unit Summary:
In this unit, students will learn how people in different countries have different pastimes and forms of
recreation. They learn the vocabulary and grammatical structures to be able to describe their personality
and what they like to do and what they don’t like to do. Students take on a specific Spanish-speaking
country and investigate the different types of dance, song, music, TV, cooking, sports, etc. are most
popular in that country. The culminating project is a student-created podcast that is a biography of the
student as a citizen of their chosen country in which they must describe all of their personal information
and what they enjoy doing and what they do not like to do.
Colorado Content Standard Area(s): Click box(es) of the subject(s) for the Unit targets.
 Art Math Science
Language Arts Music Social Studies
✘ Foreign Language Physical Education Other:
Brainstorming Significant Content and/or Skills

CO Foreign Language Standards

1.4 WRITING
Students write in a foreign language for a variety of purposes and for diverse audiences.

Englewood Public Schools Essential Learning Target for Foreign Language

 recognize and implement thematic vocabulary and grammar
 recognize common expressions and cognates
 recognize interrogatives

 apply rules of pronunciation

Vocabulary and Grammar Content
(No) Me gusta / (No) Te gusta / ¿Qué te gusta hacer? / mucho / nada
Infinitives (pastimes)
Yo (no) soy / Tú (no) eres / ¿Cómo eres? / muy
Adjectives (personality descriptions)

Student Assessments:
Colorado Foreign Language Standards
1.4 WRITING: Students write in a foreign language for a variety of purposes and for diverse audiences.
MYP Objectives
Communicate information, ideas and opinions.
Understand and use grammatical structures and vocabulary.
MYP Criteria
C – written expression – message and organization
D – written expression – language
MYP Task
The student will write a 100-200 word description of themselves. The writing will contain description of their name, age, birthday, nationality, job,
personality, what they like to do and don’t like to do.
Formative Assessments
Preguntas Diarias (warm-up review questions), quizzes, class work, exit slips, individual check-ins with students, classroom observations and
questioning, unit test.
Learning Experiences and Teaching Strategies:
Pre-assessment of Spanish language objectives and cultural awareness objectives.

Introduce Essential Question “How do people have fun around the world?”
• Pass out vocabulary, ask students to make predictions about unit objectives
• Ask students to think of ways that they personally have fun, ways that people in Englewood have fun, ways that Coloradans have fun,
Americans, and humans.
• Show pictures of kids playing soccer with a plastic bottle – free write.
• make predictions about what pastimes are popular in different countries (i.e. hanging out with friends v. play videogames)

Go over class subject vocabulary on their vocabulary sheets, having students fill in what they know by looking for cognates.

Pantomime and have students pantomime and repeat.

Practice class subjects vocabulary by having students rank their pastimes in order from most liking to least liking.

Quack: Me Gusta

Communicative activity where students pair up and practice asking questions about what they like to do and don’t like to do.

Play “Soy Yo” with things that they like to do and don’t like to do. (i.e. “Me gusta bailar.”)

Practice listening skills with Realidades listening activity about likes and dislikes.

Formative assessment – quiz on verbs.

Flyswatter review game

Use ranked activities to practice mucho/nada (communicative activity and writing activity)
Adjectives – pantomime, flashcards

Stand up / sit down with gender of adjectives

Smily face / frown face for good personality characteristics v. bad personality characteristics.

Formative assessment – quiz over adjectives

Surveys – find people who posess certain personality characteristics.

Remaining miscellaneous vocabulary (para, quién, anything else that needs to be clarified)

Read about different types of Mexican music – article and then listen to those songs. Choose one to learn the lyrics of.

Read Fútbol v. football.

Research different pastimes in different Spanish-speaking countries.

Write an autobiography.

Create a podcast of the autobiography with images from the internet.

Unit 3 Exámen

Present and comment on each others’ podcasts.

________________________________________________________________________________________________________________
Provide a detailed description within the instructional cycle, including the purpose, methods and sequence of student learning and an explanation of
how the procedures will engage the students in planning their own learning.
Instructional Cycle – Transforming Students into Learners:
Stage 1 – Generate Interest (engage learners through ‘Data Driven Dialog’, self-assess based upon learner outcomes, analyze formative assessments,
activate prior knowledge)
Stage 2 – Teach the Content (differentiate instruction for a variety of learners)
Stage 3 – Practice with the Content (identify learning gaps and re-teach/re-cycle)
Stage 4 – Integrate/Transfer the Content
Instructional Best Practices: Click box(es) for any of the high yield strategies that will be used. These research-based strategies have been
found to demonstrate a strong effect on student achievement.
✘ Similarities and Differences ✘ Non-linguistic representation

✘ Summarizing and Note taking Cooperative Learning

Reinforcing Effort - Providing Recognition Setting Objectives and Providing Feedback
✘ Homework and Practice Generating and Testing Hypothesis
Cues, Questions and Advance Organizers
Materials and Resources Required For the Unit:
Technology – Hardware:
✘ Compact Disks Laser Disk VCR
✘ Computer(s) ✘ Printer Video Camera
Digital Camera ✘ Projection System ✘ Visualizer (Digital Presenter)

✘ DVD Player Scanner Student Response System

✘ Internet Connection Television (Qwizdom Clickers)
Other:

Technology – Software:
Databases Inspiration, Kidspiration ✘ Office Suite (Word, Excel,

E-mail Software ✘ Internet Web Browsers Powerpoint, Publishing)

Graphics Software Multimedia Web Page Development
Image Processing Test Generator Software Content Specific Application
Software (please specify) –
Podcasting software
Realidades textbook and workbook
“Lateén” magazine
Printed Resources:
Photos of Peruvian boys playing soccer with plastic bottle

Realidades CD/DVD
Quack: Me gusta on DVD
Passport information webpage
Other Resources: Find certain websites that give general information about dance/music
of specific countries
Voicethread.com

colored paper for passport

colored pencils/markers
Supplies and Materials:
Gold pens

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© 2000 Intel Corporation. All Rights Reserved. INTEL® TEACH TO THE FUTURE
8/1/2006
Instructional Accommodations:
Eliminate or make optional non-basic vocabulary, flashcards, word
Special Education
banks and multiple choice for assessments, pairing with other
Students:
students,

English Language N/A

Learners:

Opportunities for increased vocabulary knowledge to include in

Gifted Student:
podcast. Investigation on famous athlete, artists, musicians.

8
© 2000 Intel Corporation. All Rights Reserved. INTEL® TEACH TO THE FUTURE
8/1/2006