Unit Template

*Based on the Keys to Planning

Language and Level/Grade:
Spanish 1A (Novice Mid) 7th & 8th
grade

Theme/Topic:
Enduring
Understanding(s):

Essential Question(s):

Unit Goals: Language

and Content

Summative
Performance

Approximate
Length:
Approximate
number of minutes
weekly:

20 school
days
2-3 classes a
week (166249
minutes)
20 lessons

Number of lessons
in the unit:
Family & Relationships (La Familia & Las
Relaciones)
Culture traverses boundaries through the
migration of peoples in global communities.
The idea of family is important in Latin
American cultures.
Families can be very diverse and of different
make-ups.
What is a family?
How are you interconnected to people within
your culture?
What is the importance of family in
Argentina?
What are the different ways a family can be
diverse?
How do family values carry from generation
to generation and what influences these
values (geography, history, time, culture,
etc.)?
What role does familial heritage play in ones
culture and self-identity?
SWBAT describe family structures, how last
names are formed in Argentina, and what
makes up a family
SWBAT discuss the importance of family in
Argentina
SWBAT compare and contrast family
structures in Argentina with family structures
in the US
SWBAT imagine what it would be like living
with a host family in Argentina
Interpretive Mode:
Students will read short biographies of

Assessments:
Students will be
imagining they are
going to study abroad
in Argentina. First,
they will select the
family they wish to
stay with. Second,
they will introduce
themselves in a short
email and ask the
family questions.
Third, students will
present about their
own family (or
imaginary family) to
their host family in
Argentina.

perspective host families in Argentina and

choose one they would like to stay with.
They will then explain why they chose their
family in English.
Interpersonal Mode:
After selecting a host family to stay with in
Argentina, students will send a short email to
them introducing themselves, explaining why
they chose them as a host family, and ask
them a few questions.
Presentational Mode:
Students will create a VoiceThread to present
about their own family (or an imaginary
family) in Minnesota to their host families in
Argentina. Students will explain who is in
their family and describe each family
member.

Standards/Benchmarks to be addressed:
ACTFL World-Readiness Standards
Communication: Interpersonal:
Interpretive:

Presentational:

Conversation
between
students asking
about one
anothers
families
Culture:

Connections:

Reading
Presenting
biographies of
about one
potential host
anothers
families as well
families
as viewing
videos about
Argentine
families
Products: Last names
Practices: How last names are formed
Perspectives: Pride associated with last names and
family
Products: Family structures
Practices: How families are formed and the diversity
of family structures
Perspectives: What is considered a family and the
importance of family in Argentina
Making Connections:
Acquiring Information and
Diverse Perspectives:
History- tracing family
roots and heritage
Students will research

Comparisons:

Communities:

Who migrated to
Argentina?

cultural heritages in
Argentina and trace family
roots for themselves

Language
Comparisons:

Cultural Comparisons:

Students will compare

names of different
family members in
English and in Spanish
as well as how last
names are formed
School and Global
Communities:
Students will
communicate with
potential host families
and/or other
Argentines

Students will be comparing

and contrasting what
families look like in the US
and in Argentina

Lifelong Learning:
Students will gain an
understanding of how
people are interconnected
in the world

Common Core:
N/A
Content-Area Standards (CBI):
N/A
ISTE Technology Standards:
1b. Students create original works as a means of personal or group
expression
2a. Students interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and media.
2b. Students communicate information and ideas effectively to multiple
audiences using a variety of media and formats.
2c. Students develop cultural understanding and global awareness by
engaging with learners of other cultures.
Other State Language Standards or Benchmarks:
N/A
Toolbox
Language Functions:
Related
Content Compatible and Structures/Patterns
Content Obligatory
Describing family
Possessive adjectives,

Vocabulary Expansion
Tier 1:

Family

members, expressing
likes and dislikes,

tener, gustar, ser,

llamar
Tier 2:

members,
descriptive
adjectives
Orgullo,
herencia,
apellido,
paterno,
materno

Key Learning Activities/Formative

Assessments
Key Learning
How does this
Mode of
Activity/Formative
activity support
Communication:
Assessment
the unit objectives
(language and
content)?
Creating a family album
This activity
Presentational
(real or imaginary) using
supports the unit
Haiku Deck
language objective
of having students
describe family
members
Watching One Day on
This activity
Interpretive
Earth, complete a graphic
supports the unit
organizer using Popplet
objective of having
comparing and contrasting
students describe
what families look like in
what families look
Argentina and in the US
like in Argentina as
well as the
importance of
family in Argentina
QR code scavenger hunt of This activity
Interpretive
descriptions of famous
supports the unit
people
language objective
of having students
describe family
members (people
in general)
Asking and responding to
This activity
Interpersonal
questions about family with supports the unit
a partner using Kaizena
language objective
of having students
describe family
members
Resources
Technology Integration
https://www.youtube.com/watch?
YouTube

v=zt9SZo5ZfZU
https://www.youtube.com/watch?
v=94_Y74chtd8

Popplet
QR codes
Kaizena
Plickers
Haiku Deck