Digital Unit Plan Template

Unit Title: El origen de nuestro español en América Name: Stephanie Martinez

Content Area: Spanish Grade Level: 9th -10th
CA Content Standard(s)/Common Core Standard(s):
Stage IV:
Content
4.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
4.1 Students address complex, concrete, factual, and abstract topics related to the immediate and external environment, including:
a. Societal expectations
b. Cultural and literary archetypes
c. Endangered species
d. World events, social and political issues
e. Belief systems
f. International environmental issues
g. The visual and performing arts
h. The nature of an interdependent world
i. Issues in curricular and extracurricular subjects
j. Authors and their times
k. Transnational careers and economies
l. Issues of world hunger and health
m. Design, production, and marketing of clothing
n. Policy issues in health care
o. The promise and challenge of technology

Communication
Students use extended language (coherent and cohesive multiparagraph texts).
4.1 Engage in oral, written, or signed (ASL) conversations.
4.2 Interpret written, spoken, or signed (ASL) language.
4.3 Present to an audience of listeners, readers, or ASL viewers.
Functions
4.4 Discuss, compare and contrast, and support an opinion; persuade.
4.5 Demonstrate understanding of the main ideas and most details in authentic texts. 4.6 Produce and present a complex written, oral, or signed (ASL)
product in a culturally authentic way

Cultures
4.0 Students improvise appropriate responses to unpredictable situations.
4.1 Demonstrate culturally appropriate use of products, practices, and perspectives to others.
4.2 Explain similarities and differences in the target cultures and between students’ own cultures.
4.3 Explain the changes in perspectives when cultures come in contact.

Structures
4.0 Students use knowledge of extended discourse to understand abstract and academic topics.
4.1 Use extended discourse (native-like text structure) to produce formal communications.
4.2 Identify similarities and differences in the extended discourse (native-like text structure) of the languages the students know.

Settings
4.0 Students use language in informal and formal settings.
4.1 Sustain age-appropriate cultural or language-use opportunities outside the classroom.

Big Ideas/Unit Goals:

Students will be able to understand the differences between cultures within time, know about their past and be able to build and present a
written and oral assignment. With this, they will use higher academic vocabulary that will be used for their assignments. Students will expand
their knowledge and have a better view about their family background and their Spanish language. They will have a more extended knowledge
of cultures, languages and world events.

Unit Summary:
This Unit Plan is an interesting research study for students to make. It will help them understand when, why, and how the Spanish language has
come into their life based on their culture, traditions, and their historical background. With interviews done by students in Spanish, they will be
able to use it in a formal communication, as well as in their essay. Drawing a family tree will help them see a visual representation of what they
discovered. It will be interesting to them because they will know more about their origin or someone else’s. It is a perfect assignment to
incorporate technology by recording interviews, doing research online, and typing a 5-paragraph essay.

Assessment Plan:
Entry-Level: Formative: Summative:
 Diary: 5 sentence diary of who taught  Webercise: El misterio detrás del  Class presentation with poster or
the student Spanish, why and how? “descubrimiento de América” story board
Who continues to motivate them to  Family / friend interview: 2 people  Quiz on class lecture
speak it? What is the importance of minimum
speaking Spanish?  Family Tree
 Brainstorm outline- 5 paragraph essay
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
 Historical and (Assessments):  Students will share their diaries
cultural  Students will  The PowerPoint includes notetaking and they will be given notes that are for
knowledge begin with a 5- them to fill out and explain what I said in the lecture.
 Comprehend sentence diary  Every other slide has activities for students to work on with a partner, then they
text vocabulary  A PowerPoint will have to share it to the class.
 Formal will be given to
communication them about
 The use of an Christopher
academic Columbus
language

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Acceptable Evidence: Lesson Activities:
Objective:  Students will  Students will be able to watch a video of an interview made to an author and
 Historical and have to answer write their opinions on what he said based on the history of Christopher
cultural questions given Columbus, which will also help them see what an interview looks like.
knowledge to them based on  Students will read the article to be able to answer the questions of the Webercise
 Formal the article and and make connections to their class lecture and what they know about the origin
communication video that were of their language.
 The use of an given to them.
academic  Answers have to
language be written in an
 Understand the academic and
relationship formal language.
between a  The article and
language and its the video will
culture allow them to
connect a
historical event
to something
that took place in
this decade.

Lesson 3 (Graphic Organizer)

Student Learning Acceptable Evidence: Lesson Activities:
Objective:
  The use of an  Students will use  This brainstorm outline will help students write their ideas to continue with their
academic their “Tormenta 5-paragraph essay
language de esquema”  The outline is for students to write their ideas and what they learned from the
 Comprehend which is a interviews and compare them with their lecture
text vocabulary brainstorm  Students will turn this in for feedback and credit, then will start with their essay
 Historical and outline
cultural
knowledge
 Typing interview
quotes/
summary
 Understand the
relationship
between a
language and its
culture
 Learning about
their origin
along with their
language

Unit Resources:
Students will be able to use articles and videos based on historical events, the language in today’s society, and our origin. It will be a variety of
additional information for students to use while they learn their Spanish language origin.

Useful Websites:
 Real Academia Española (RAE)
 Word Reference
 Cambridge English – Spanish Dictionary
 Ted Talks en español

These websites will help students enhance their writing and oral skills.