Unit Plan Spanish III

Literary Unit: La momia desaparece

Donnie Phelps, M.Ed.

Learning Objectives (SWBAT):
Read analytically to decipher main ideas and make inferences about characters and
cultural scenarios.
Find supporting details to summarize stories according to elements as identified with
the Aristotelian plot model (la exposicin, la trama, el climax, el desenlace, y la
resolucin).
Recognize familiar vocabulary (and cognates) as well as grammatical constructions in
context.
Decipher meanings of new/unfamiliar vocabulary based on context clues and other L1
reading strategies.
Retell or summarize events of a story using the past tenses (preterit & imperfect
correctly).
Use the Present Perfect to describe what they (or characters) have done in the past &
use the Past Perfect to describe what they (or characters) had done prior to the
occurrence of a subsequent event.
Predict future events in their lives or the novel (using foreshadowing) through new
knowledge of the Future and Conditional tenses.

Productive Language Skills Focus:
Reading: Students will read authentic text in the target language (the novel).*
Writing: Students will write summaries of every 2 chapters of the text.*
Speaking: Students will participate in class discussions surrounding the characters,
plot, and other literary elements. Additionally, students will present relevant cultural
information to the class.*
Listening: Students will experience spoken Spanish daily through normal instruction
and classroom management. Additionally, they will be exposed to authentic cultural
materials as well as simulations relevant to the plot and context of the story.*
Cultural Competency: Students will explore cultural points addressed in the novel
through independent research and class presentations.
*Students will experience all communication modes (interpersonal, interpretive, presentational)
through a variety of higher cognitive activities and projects.

Materials:
La momia desaparece novel
Comprehension Questions (generated by teacher)
Character, Vocabulary & Plot tracking packet (generated by teacher)
Formative Assessments & Unit Test (summative)
Internet/Presentational software

Pacing: In a blocked course, this unit should take 10 school days. The 10
th
day is reserved for
assessment over all knowledge acquired and practiced toward mastery during the unit of
instruction. (See Procedures/Plans section below for more specific information.)


Procedures/Plans:
At a minimum, 2 chapters of the 16-chapter novel must be covered per day.
Day 1: Introduction
o Students receive novel, packet of comprehension questions, & character
tracker/vocabulary/summaries packet. Teacher will present the vocabulary for
Chapters 1-4 using a PowerPoint presentation. It is important to define the
words in Spanish and avoid direct language translations. The teacher will read
Chapters 1 & 2 aloud, stopping occasionally to collect character descriptions and
other relevant developing information. A special focus will be placed on the use
of the past tenses in the beginning of the story. The teacher should use an
inquiry-based presentational method to incite rationale from students on the
uses of the 2 past tenses in context. Evaluation of understanding will be based
on teacher observation. The teacher will also check comprehension by varying
the discussion through asking direct questions about the developing plot and
also by making statements that are true or false to spark conversation. The
teacher will introduce the Present Perfect grammar structure using an inquiry-
based approach, beginning with prior knowledge (the verb hay). Building on
prior knowledge the teacher will present the present tense forms of haber and
past participles. It should be noted that past participles can function as
adjectives when used with ser/estar teacher provides examples in Spanish.
The irregular participles will be presented using a mnemonic device. Students
will complete an in-class practice of the new verb tense. Students will write a
summary of chapters 1 & 2 and complete a grammar practice for homework.
Day 2: Review action with a Hollywood in groups of 3. Chapters 3 & 4 (in class).
Review sheet over who said what and vocabulary crucigrama. Quiz over chapters 1-
4. Additional practice over the present perfect will be done, but this time with more
production focus. Homework: Read Chapter 5
Day 3: As a reading check quiz, students will respond to true/false questions and
short-answer/extended response questions. Chapters 6 & 7 will be read in class. The
present perfect will be practiced in class. A grammar quiz will be given over the
present perfect. Homework: Read Chapter 8.
Day 4: As a reading check quiz, students will respond to true/false questions and
short-answer/extended response questions. Chapters 9 & 10 will be read in class.
Quiz Chapters 5-9. Present Past Perfect tense & practice. Homework: Grammar,
Vocabulary practice & summaries.
Day 5: Read Chapters 11 & 12 in class. Continued Past Perfect Practice. Reading Quiz
Chapters 10-12. Grammar quiz before the end of class.
Day 6: Read Chapters 13 & 14 in class. Quiz Chapters 13-14. Homework: Read Ch.
15. Present Future Tense & Conditional Tense and practice. Students will predict what
will happen in the novel as the action is wrapping up.
Day 7: As a reading check quiz, students will respond to true/false questions and
short-answer/extended response questions. Read Chapter 16 in class.
Day 8: Grammar Quiz & DLA to review the book.
Day 9: Continue DLA Also do sequencing activity over all of the books events.
Students receive study guides (HW).
Day 10: Summative Assessment (Exam includes character descriptions, Multiple-
Choice comprehension questions over the plot, Vocabulary application in context of the
plot, Grammar in context assessed through sentence translation or changing of verb
tenses, Writing through objective questioning requiring students to move through
various verb tenses from their repertoire of knowledge.)



Evaluation Methods:
Vocabulary & Comprehension Formative Assessments (Quizzes):
o Chapters 1-4
o Chapters 5-9
o Chapters 10-12
o Chapters 13-14
Cumulative Project (in groups)
Written Summaries
DLA to review novel, vocabulary & grammar
Summative Unit Assessment (See Day 10 above)