Englewood Schools Unit Plan

Template
Unit Author
First and Last Name: Catherine Savage
School Name: Englewood Middle School
Grade Level/Content
6th Grade/Spanish I
Area:
Time Frame and Duration: 4 weeks – 40 min. periods, 5 days/week
Unit Overview
Unit Plan Title: Education for All
Curriculum-Framing Questions and Area of Interaction Connections
Finding the Big
Education is a universal value for self-improvement.
Idea:
Area of
Interaction Community and Service: social awareness and initiative and action
Focus:
Unit Questions: How is education a universal value for self-improvement?
Approaches to Learning Skills
Recognize examples.
Participate in discussions.
Draft journalistic notes and simple letters.
How are AtL Skills Taught?
Students will use examples for schedule foldie, awareness poster, and letter to member of congress.
Students will reflect on norms for class discussions when they occur with respect to topics of how
education is valued in the U.S. and in other countries.
Students will practice taking notes when they listen to the interview with Shakira.
Unit Summary:
In this unit, students will learn how to talk about their classes, their class schedule, teachers, and school
supplies while they learn about; all the while becoming confident advocates for educational opportunities
for all children around the world. They see what school is like in different Latin American countries and
learn about the different obstacles that keep 70 million children out of school. Students use vocabulary
practice, communicative activities, and oral skit practice. They create and design awareness posters for
the Millenium Development Goal #3 on universal education for Latin American countries in Spanish.
Culminating assessments will be a Unit test with listening, reading, writing, and speaking sections, and a
letter to a member of congress in support of the Education for All Act.
Colorado Content Standard Area(s): Click box(es) of the subject(s) for the Unit targets.
Art Math Science
Language Arts Music Social Studies
✘ Foreign Language Physical Education Other:
Brainstorming Significant Content and/or Skills

CO Foreign Language Standards

1.4 WRITING
Students write in a foreign language for a variety of purposes and for diverse audiences.
Essential Learning Target
 recognize and implement thematic vocabulary and grammar
 recognize common expressions and cognates
 recognize interrogatives
 apply rules of pronunciation
Vocabulary and Grammar Content
Tengo/Tienes Necesito/ Necesitas
para la clase de
school supplies school subjects
order of things describing classes
school activities ¿Quántos hay?

ar verb conjugation present tense

Student Assessments:
Colorado Foreign Language Standards
1.4 WRITING
Students write in a foreign language for a variety of purposes and for diverse audiences.

MYP Objectives
Communicate information, ideas and opinions.
Understand and use grammatical structures and vocabulary.
MYP Criteria
C – written expression – message and organization
D – written expression – language
MYP Task
The student will write a 100-200 word description of their school day. The writing will contain description of class schedule, teachers, and
materials needed.
Formative Assessments
Preguntas Diarias (warm-up review questions), quizzes, class work, exit slips, individual check-ins with students, classroom observations and
questioning, unit test.
Learning Experiences and Teaching Strategies:
Pre-assessment of Spanish language objectives and universal education objectives.

Introduce Essential Question “How is education a universal value for self-improvement?”

• Pass out vocabulary, ask students to make predictions about unit objectives
• Show pictures of my school and talk about how the community supported the school. Ask students to think of ways that the Englewood
community supports their school.
• Practice a typical student formation (i.e. go to the front of the school and line up by height and stand at attention)

Go over class subject vocabulary on their vocabulary sheets, having students fill in what they know by looking for cognates.

Practice class subjects vocabulary by having students fill in a graphic organizer of their actual schedule and their “Horario de Mis Sueños”.

Communicative activity where students pair up and practice asking questions about their schedules.

Play “Soy Yo” with examples from different schedules. (i.e. “Tengo la clase de matemáticas en la primera hora.”)

Practice listening skills with Realidades listening activity about class schedules.

Formative assessment – quiz on class subject and order of things vocabulary.

Subject Pronouns
• make subject pronoun chart
• Quack video on subject pronouns
• subject pronoun flashcards
• stand-up with pronoun cards and move about the room into different categories (singular/plural, formal/informal, masculine/feminine, 1st/2nd/3rd
person)
• flyswatter game with subject pronouns

Formative assessment – quiz over subject pronouns

Ar verb conjugation with school activities (enseñar, estudiar, hablar, necesitar)
• Gramactiva Video on AR verb conjugation
• explain 3-step process (choose a pronoun and a verb, drop the AR, add the new ending that agrees with the pronoun)
• individual Palabras Vivas practice (each student has a set of cards on the desk)
• Writing practice with conjugation
• Listening practice with conjugation (i.e. determine the subject of the sentence from the verb ending that you hear)
• Play thumbs up/thumbs down with powerpoint presentation pictures of Spanish speaking students (¿él estudia? ¿Ellos estudian?)

Formative assessment – quiz over AR verb conjugation

United Nations Millenium Development Goal #3

• Show opening scene of The Interpreter, have students do a Think/Write, Pair, Share about what they saw and what they think goes on at the
UN
• Ask students to explore the UNDP website especially the area of the Millenium Development Goals
• As a class, discuss the meaning of MDG’s (definition, purpose, progress, and implications for our country)
• Explain Awareness Poster assignment

Why are some kids not able to estudiar?

• listen to Shakira interview and take notes, then share notes in class discussion, teacher clarifies questions and comments
• hear about youth project in Peru where kids are raising guinea pigs to earn money for their school supplies.

School supplies
• go over school supply vocabulary
• practice worksheet with school supplies vocabulary
• Play los estudiantes contra la profesora with school supply vocabulary
• Recall/review numbers by counting school supplies - ¿Cuántos hay?

Create Awareness Poster – w/ title, name of country, picture, conversation bubbles (i.e. “Me gusta estudiar pero nesecito un lápiz y una carpeta!”)
Remaining miscellaneous vocabulary (para, quién, anything else that needs to be clarified)

Create class schedule foldie – includes subject, order, and three sentences: who the teacher is, what they need, and what the class is like.
• here they are combining writing about all aspects of school/classes.

Unit 3 Exámen

Letter to member of US congress in support of Education for All Act. (prewriting with graphic organizer, rough draft, and final copy)
________________________________________________________________________________________________________________
Provide a detailed description within the instructional cycle, including the purpose, methods and sequence of student learning and an explanation of
how the procedures will engage the students in planning their own learning.
Instructional Cycle – Transforming Students into Learners:
Stage 1 – Generate Interest (engage learners through ‘Data Driven Dialog’, self-assess based upon learner outcomes, analyze formative assessments,
activate prior knowledge)
Stage 2 – Teach the Content (differentiate instruction for a variety of learners)
Stage 3 – Practice with the Content (identify learning gaps and re-teach/re-cycle)
Stage 4 – Integrate/Transfer the Content
Instructional Best Practices: Click box(es) for any of the high yield strategies that will be used. These research-based strategies have been
found to demonstrate a strong effect on student achievement.
✘ Similarities and Differences ✘ Non-linguistic representation

✘ Summarizing and Note taking Cooperative Learning

Reinforcing Effort - Providing Recognition ✘ Setting Objectives and Providing Feedback
✘ Homework and Practice Generating and Testing Hypothesis
Cues, Questions and Advance Organizers
Materials and Resources Required For the Unit:
Technology – Hardware:
✘ Compact Disks Laser Disk VCR
✘ Computer(s) ✘ Printer Video Camera
Digital Camera ✘ Projection System ✘ Visualizer (Digital Presenter)

✘ DVD Player Scanner Student Response System

✘ Internet Connection Television (Qwizdom Clickers)
Other:

Technology – Software:
Databases Inspiration, Kidspiration ✘ Office Suite (Word, Excel,

E-mail Software ✘ Internet Web Browsers Powerpoint, Publishing)

Graphics Software Multimedia Web Page Development
Image Processing Test Generator Software Content Specific Application
Software (please specify)
Realidades textbook and workbook
Printed Resources:

Realidades CD/DVD
Quack: Subject Pronouns on DVD
The Interpreter on DVD
photographs of Peruvian village school
Other Resources: Shakira Interview on NPR (npr.com)
United Nations Development Program (undp.com)
Voicethread.com
websites of Colorado members of congress

big paper for awareness posters

Supplies and Materials: colored pencils/markers

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© 2000 Intel Corporation. All Rights Reserved. INTEL® TEACH TO THE FUTURE
8/1/2006
Instructional Accommodations:
Eliminate or make optional non-basic vocabulary, flashcards, word
Special Education
banks and multiple choice for assessments, pairing with other
Students:
students,

English Language N/A

Learners:

Opportunities for independent research on the issue of universal

primary school enrollment and the UN MDG’s that will support
Gifted Student:
awareness poster and letter to congress. Investigation on careers of
interpreters in international organizations.

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© 2000 Intel Corporation. All Rights Reserved. INTEL® TEACH TO THE FUTURE
8/1/2006