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Your unit plan should enable you to answer the following questions:y What exactly will my students be able to do at the end of this unit and why is this important for my Big Goal?y How will I know that my students have reached mastery at the end of this unit? Can I describe what mastery looks like?y How did I organize the learning of this unit to build logically so that students arent expected to do something that they are not prepared to do?

Unit 1: Welcome to Spanish class- Bienvenidos a la clase de espaol

Unit Vision:

At the end of this Unit SWBAT perform the most basic activities with respect to any human interactionin Spanish whenever they meet a stranger who does not speak English and they only language theyspeak is Spanish. They will learn to ask for someones name and greet a person and respond withproper address form (formal or informal). Ss will recognize written and spoken numbers in Spanishand apply them in a variety of contexts such as telephone number exchange , dates, as well as givingand requesting the time. They will learn about their classroom environment in Spanish and what theteacher expects them to do utilizing Spanish commands and familiar classroom expressions that willcycle throughout the entire year. Additionally, Ss wi ll learn about the weather and how to explain its

state on a basic level. Ss will also begin to identify the origins of the language and how importantpersonalities from the Spanish-speaking, a world where people share a different culture, influence theworld in which students live.

At the end of this unit Ss will average mastery of 80% the first units of content according to MCPSindicators, write 25 words in Spanish, and answer reading and listening questions aligned to thecontent with an average of 80% mastery. This will be assessed in a unit test where basic buildingblocks of will be tested. Speaking will be assessed shortly during the test only using the numbers and

response to Spanish prompts (exchange telephone numbers) to meet learning goal 1E.

Stage 1: Identify Desired Results

Unit Learning Goals:

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1A Exchange names and present basic introductions.1B Recognize and use the Spanish alphabet to spell Spanish words.1D Recognize spoken numbers.

1E Use numbers to exchange telephone numbers.

1C Recognize useful classroom expressions, objects, dates, and telling time.

1F Exchange greetings and present and respond to introductory conversations.

1G Recognize and use basic classroom commands and questions.

1H Interpret and present seasons and weather conditions.

Culture

1I Describe the origin of the Spanish language and where it is spoken in

the world.1J Recognize appropriate salutations (formal vs. informal) and gestures.

1K Identify the benefits of studying another language and culture.

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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 ashealthcare, law, education, business and politics.

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language and where it is spoken inthe world.

1J Recognize appropriate salutations

(formal vs. informal) and gestures.46-50 5

1K Identify the benefits of studying

another language and culture.52 3

Reading comprehension Sect 3 53-57 10

Writing Sect 4 10

TOTAL: 73

DAILY OBJECTIVES

Date Objective Learning Goal (#) thisBuilds Towards:

8/24

1. SWBAT follow procedures for word of the day inSpanish and English and warm up activities

2. SWBAT identify on a basic level procedures to befollowed in class

3. SWBAT internalize the classroom managementsystem comprised of rewards and consequences

8/25

1. SWBAT list the different posters located in the

classroom and their purpose

2. SWBAT to identify the type of information locatedin each poster (las noticias, en tu ausencia)

3. SWBAT distinguish the locations in the classroomwhere several procedures will take place daily

4. SWBAT assimilate the similarities they share withother students in the classroom

Stage 3: Plan for LearningDaily Objectives: (Optional; these can be includedin the calendar below)

y

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8/26

1. SWBAT identify the types of jobs available forthem to show some level of leadership in the class

2. SWBAT distinguish different Spanish words andcommands used in the classroom

3. SWBAT suggest other jobs they want available inthe classroom

8/27

1. Students Will Be Able To (SWBAT) analyzedisciplinary problems presented in the classroom

and what are the types of consequences and rewards

implemented

2. SWBAT compare and contrast the severity andlevels of good and bad behavior in the classroom

8/28

1. 1K. 1 SWBAT learn the importance of learningSpanish

2. SWBAT seek other reasons to learn Spanish1K

8/31SWBAT create an outline for their first project on what theyalready know about the Spanish-speaking world

9/1

1B. 1 SWBAT identify vowels in Spanish and cognates

between English and Spanish to realize that they know someSpanish already1K 2 SWBAT to identify the components of a language

1B, 1K

9/21B.2 SWBAT identify letters in the alphabet1B.3 SWBAT spell words in Spanish

1B

9/31J.1 SWBAT identify the people with whom they would useinformal and formal address.

1J

9/41I.1 SWBAT describe the origin of the Spanish language

1I

9/8

1A.1 SWBATask for and provide a name1A

9/91F.1 SWBAT greet and take leave from conversations

1 F

9/10

1F.2 SWBAT express their pleasure at having met

someone.

Remedial half day.

1F

9/111F.3 SWBAT ask and answer how they and others are

doing1F

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9/141I.2 SWBAT identify the location of Spanish-speaking

countries. 1I

9/15 Culture: 1K.3 SWBAT define culture1K.4 SWBAT identify the benefits of studying another culture

1K

9/161C.1 SWBAT identify 7classroom objects and use 7classroomexpressions.

Play Bingo to reinforce vocabulary

1C

9/171G.1 SWBAT recognize vocabulary for 5 classroom commands.1G.2 SWBAT give and respond to the 5 classroom commands.

1G

9/21

1A.2 SWBAT ask for and state origin

Review for test

9/22 Review for test andTest day for first half of Standards

9/231D.1 SWBAT identify numbers 1 to 30 1D

9/241D.1 SWBAT identify numbers 30-100 1D

9/281E ask for and provide a telephone number using numbers

1-91E

9/29 Remedial day 1C

9/30 1C.1 SWBAT tell time by the hour and minutes in Spanish. 1C

10/1 1C.2 SWBAT identify days of the week 1C

10/21C. 3 SWBAT identify the months of the year1C.4 SWBAT state the date in Spanish

1C

10/51H.1 SWBAT identify seasons

1H

10/6

1H.2 SWBAT ask for the weather conditions.

1H.3. SWBAT to respond questions about the weatherconditions differentiating the from hace and esta in weatherresponses

1H

10/7 Test review for second portion of Standards

10/8 Test for second parts of Standards

Comment [X1]: Great job of using indicatorlanguage for this!

Comment [X2]: How do you know 1C will needto be covered on the remedial day?

Comment [X3]: Yes! This is greatyoure

reaching the comprehension level here!

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Calendar the Unit

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY1. 8/24 SWBAT follow

procedures for word of

the day in Spanish and

English and warm up

activities

2. SWBAT identify on abasic level procedures

to be followed in class3. SWBAT internalize the

classroom management

system comprised of

rewards and

consequences

8/251. SWBAT list the

different posters located

in the classroom and

their purpose

2. SWBAT to identify thetype of information

located in each poster(las noticias, en tu

ausencia)

3. SWBAT distinguish thelocations in the

classroom where several

procedures will take

place daily4. SWBAT assimilate the

similarities they share

with other students inthe classroom

y 8/261. SWBAT identify the

types of jobs available

for them to show some

level of leadership in

the class

2. SWBAT distinguish

different Spanishwords and commands

used in the classroom

3. SWBAT suggest otherjobs they want

available in the

classroom

y 8/27

1. SWBAT analyzedisciplinary problems

presented in the

classroom and whatare the types of

consequences and

rewards implemented

2. SWBAT compare andcontrast the severity

and levels of good and

bad behavior in the

classroom

y 8/281. 1K. 1 SWBAT learn

the importance of

learning Spanish

2. SWBAT seek otherreasons to learn

Spanish

8/31 SWBAT create anoutline for their first project

on what they already know

about the Spanish-speakingworld

y 9/11B. 1 SWBAT identify vowelsin Spanish and cognatesbetween English andSpanish to realize that theyknow some Spanish already

1K 2 SWBAT to identify thecomponents of a language

y 9/21B.2 SWBAT identify letters

in the alphabet

1B.3 SWBAT spell words inSpanish

y 9/31J.1 SWBAT identify thepeople with whom theywould use informal andformal address.

y 9/41I.1 SWBAT describe the

origin of the Spanish

language

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y 9/7 HOLIDAY y 9/81A.1 SWBATask for andprovide a name

y 9/91F.1 SWBAT greet and

take leave from

conversations

y 9/101F.2 SWBAT express their

pleasure at having met

someone.

Remedial half day.

y 9/111F.3 SWBAT ask and

answer how they and others

are doing

y 9/141I.2 SWBAT identify

the location of Spanish-

speaking countries.

y 9/15

Culture: 1K.3 SWBAT

define culture1K.4 SWBAT identify thebenefits of studying anotherculture

y 9/161C.1 SWBAT identify7classroom objects and use 7

classroom expressions.

Play Bingo to reinforcevocabulary

y 9/171G.1 SWBAT recognizevocabulary for 5 classroom

commands.

1G.2 SWBAT give and respondto the 5 classroom commands.

y 9/18 PD

y 9/211A.2 SWBAT ask for andstate origin

Review for test

y 9/22Review for test and Test day

for first half of Standards

y 9/231D.1 SWBAT identifynumbers 1 to 30

y 9/241D.1 SWBAT identifynumbers 30-100

y 9/25Term Midpoint

y 9/281E ask for and provide a

telephone number using

numbers 1-9

y 9/29Remedial day

y 9/301C.1 SWBAT tell time by

the hour and minutes in

Spanish.

y 10/11C.2 SWBAT identify days

of the week

y 10/21C. 3 SWBAT identify the

months of the year

1C.4 SWBAT state the datein Spanish

y 10/51H.1 SWBAT identifyseasons

y 10/61H.2 SWBAT ask for the

weather conditions.

1H.3. SWBAT to respondquestions about theweather conditions

differentiating the fromhacer and estar inweather responses

y 10/7Test review for secondportion of Standards

y 10/8Test for second parts ofStandards

y 10/9

AdditionalInformationLessonPlanIdeas:(Optional) PotentialStudentMisunderstandings: (Optional)

y y

Comment [X4]:Nice thinking! I would definitely

add PD dates to your calendar.

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