Iralys Lpez

Dr. Brandon Miller

EDTF/EDTC 509- Community, Pedagogy, and Practice
August 14th, 2016.

Understanding by Design Template

Stage 1 - Desired Outcome
Established Goals:
* What relevant goals (e.g. content standards, course or program objective, learning outcomes) will this
design address?

Students will be able to use the Spanish language to understand and make connections between
Hispanic cultures and their own culture.
Story Hablame de ti written by El Instituto de la Mujer
Understandings:
U Essential Questions:
Q
Students will understand
* What provocative questions will foster inquiry,
that
understanding, and transfer of learning?

Every Spanish
speaking country has
its own unique
culture.
Short stories serve as
a literary way to
capture aspects of
how people live.
Spanish is tied to
diverse and
multicultural countries
around the world.

What can stories tell us about people?

What can I learn about my own identity from the
study of other cultures?
How do short stories impact cultural knowledge?
How does Spanish impact my community?

How does language reflect the culture

of each country?

Students will know . . .

K Students will be able to
What key knowledge and skills students acquire as a result of this
unit?
* Key Vocabulary
* Characteristics of stories
* Story structure
* Cultures of Spanish- speaking people
What should they eventually be able to do as a result of such knowledge and skill?
* Apply reading strategies
* Recognize the beginning, middle and end of a story
* Present and describe the differences in Spanish speaking cultures
* Compare and contrast the similarities and differences between Hispanic cultures and their own

Stage 2 - Assessment Evidence

Iralys Lpez
Dr. Brandon Miller
EDTF/EDTC 509- Community, Pedagogy, and Practice
August 14th, 2016.
Performance Tasks:

Comparative Chart:
Following the sample chart on the board students will
describe 5 cultural characteristics of a Spanish
speaking country and 5 cultural characteristics of
their own culture. After writing their comparative
chart, each student will have the opportunity to
present their charts to their shoulder partner. This will
help them see and understand how different or
similar their culture and other cultures can be.
Students must keep in mind what they have learned
from the short stories the teacher read.

Other Evidence:

OE

1. Summary- Students will write a short

summary of the story using the story
structure they learned in class.
2. Letter- Each student will write a oneparagraph letter to a child from a Spanishspeaking country.
3. Reflection- students will write a

reflection on the connections between

Spanish cultures and their own culture
4. Exit Ticket- students will answer reading
comprehension questions.

Stage 3 - Learning Plan

Learning Activities:

What learning experiences and instruction will enable students to achieve the desired results?

Introduce essential questions, evaluation method and the final task.

Read short stories
Class discussion on the short stories (Story structure and characteristics)
Write new vocabulary words
Using graphic organizers to make connections between cultures
Geography activity Mapping cultures around the world
Comparison of Spanish-speaking cultures by reading short stories
Writing letter to students from Spanish speaking countries (Students will review a sample letter prior
to writing their own letter)
Skit- students will perform one of the stories read in class, and after the dialogue they will reflect
their cultural identity
Exit Ticket- evaluation on the taught material