Unit Title: 3

UNIT INFORMATION
**Cut and paste this information from the applicable unit within your Long
Term Plan**

Grade/Subjec
Spanish 3
t:

Unit Name: Qué haces para estar en forma?

Length of
8 Weeks
Unit:

UNIT LEARNING GOALS

**Cut and paste this information from the applicable unit within your Long
Term Plan**

Learning Goals/Standards/Performance Indicators

3A1 SWBAT read(Spanish teen mag) and understand info about
health, food, and nutrition
3A2 SWBAT listen to, and understand info about health, food, and
nutrition
3A3 SWBAT describe staple foods in Latin America (quinua)
3B1 SWBAT discuss eating habits
3B2 SWBAT use informal and formal commands to give advice
about health
3C1 SWBAT read, listen to and understand info about exercise
3C2 SWBAT give advice about getting exercise
3D1 SWBAT use the subjunctive of regular verbs in context of
fitness advice
3D2 SWBAT use the irregular subjunctive in context of fitness
3E1 SWBAT read about an ancient team sport in Mexico
3E2 SWBAT summarize information in a non-fiction article
3F1 SWBAT write a persuasive letter to themselves with
recommendations or commands of how to make their ideal world
come true

Essential Structures
Essential
-informal and formal commands
Structures
-regular subjunctive
-irregular subjunctive
 -preterite vs imperfect
Spiraling - estar + past participle
-ser vs estar

UNIT GOAL
What will my students know and be able to do after this unit that they could
not do before?
Why does this matter to my students?

The main goal of this unit is for students to internalize the

difference between the present, past imperfect, progressive,
and preterite tenses before moving on to commands and
the subjunctive. This will be done through a reading/writing
workshop in which students create a portfolio. They will
write about what they were in their imaginary “past life” to
use the 2 past tenses, then a letter about what they are like
now, etc. Students will write one letter for each tense
covered so far to a classmate who will read their letter and
peer edit it for them. Ideally, native speakers will be paired
with non-native speakers. Throughout this phase of the unit,
students will watch “Bajo La Misma Luna”, a movie in
Spanish about an 8 year old boy, Carlitos, attempting to
cross the Mexican border illegally to reach his mother.
Students will watch the movie in 20 minute segments while
writing the letters review previous tenses learned. Finally, I
will introduce the subjunctive tense which students will use
to write a letter of advice to Carlitos telling him what to do
to cross the border successfully and find his mother or not to
cross at all. Then students will move on to practice the
subjunctive even more in more traditional lesson plan
formats.
 CALENDAR OF DAILY OBJECTIVES
Aug/Sept. 2009
Monday Tuesday Wednesda Thursday Friday
y
11/30 12/1 12/2 12/3 12/4
Track test Put 2nd letter in
Track test Put 1 letter in Put 1 letter in
st st
folder-I correct
Intro to portfolio folder – I folder – I correct
project Intro to portfolio correct Go over progressive
project Go over present tense– review
Review all tenses Go over letter – review
covered so Review all tenses present letter reflexive verbs, Write progressive
far covered so far – review “gustar” review, letter
reflexive & present
Read example of Read example of verbs, irregulars Peer edit
past tense past tense “gustar”
letter letter review, & Write present Watch 20 min-
present tense letter answer progressive
Students write Students write past irregulars questions DURING
past tense tense letter to Peer edit the movie
letter to a a classmate Write present
classmate tense letter Watch 20 min – Hw-redo letter
Students peer edit misma luna –
Students peer past life letter Peer edit answer present
edit past tense questions
life letter Watch 20 min
– misma luna –Hw-redo letter
answer
present tense
questions

Hw-redo letter

12/7 12/8 12/9 12/10 12/11

Put 2nd letter in Put 3rd letter in folder- Put 3rd letter in Students will read an
folder-I correct I correct – prep to folder-I correct – Students will advice letter to Carlito
share one letter – prep to share read an advice – answer
Go over practice presentation one letter – letter to Carlito – comprehension Qs (20)
progressive – – videotaped practice answer
meaning ING presentation – comprehension Qs SWBAT identify
videotaped (20) informal commands
Write Students will share 1
progressive letter to practice SWBAT identify Students will draft
presenting( 35 min) Students will informal advice letter to Carlito
letter
share 1 letter to commands in response to Qs with
practice at least 5 informal
Peer edit Watch 20 min presenting( 35 Students will draft commands (30)
Students will identify min) advice letter to Watch 20 min
Watch 20 min- Carlito in response
immigration VOCAB
answer (20) to Qs with at Hw- practice
progressive Watch 20 min least 5 informal
questions Students will commands (30)
DURING the Hw-vocab prep- identify Watch 20 min
movie immigration immigration
VOCAB (20) Hw- practice
 ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS (EQs)
(EUs)
Students will understand that… 1. Why should we not let a computer
· Language study builds on prior just translate what we want to say
study. We need a bank of or write?
knowledge to use when 2. Why are some words in English
communicating, and that means similar to those in Spanish?
studying and memorizing 3. How does learning culture help me
vocabulary. communicate?
· Word-by-word translation does not 4. Where can I apply what I’m
work! Grammatical patterns as learning? When will I ever use this?
well as expressions vary with
language and culture. We must
learn to communicate in the
language, not merely memorize
words. This makes learning Spanish
get easier and easier!
· Language is meant to be used
creatively. Once we know certain
patterns, we can apply new
vocabulary to those patterns.
· We live in an increasingly
globalized world. We are all
interconnected and understanding
others’ perspectives is critical to
building peace and partnership.
· In the United States, the Spanish-
speaking population is growing.
Learning Spanish enables us to not
only engage in activities previously
unavailable to us, such as music,
literature, and plays, but also helps
us reach out and become more of a
community. Being able to
communicate in Spanish is
increasingly valuable in sectors
such as healthcare, law, and
education and for meeting the
goals of going to college, getting
jobs, traveling, and making money.