Unit Plan 5

UNIT PLAN 3
Teacher: Oana Sofineti

Course: Spanish I
Unit Name: La familia
Unit Duration: 30 days
Key Standards: Communication
Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken
language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics.
Cultures
Standard 2.1: Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied.
Connections
Standard 3.1: Students reinforce and further their knowledge of other
disciplines through the foreign language.
Standard 3.2: Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its
cultures.
Comparisons
Standard 4.1: Students demonstrate understanding of the nature of language
through comparisons of the language studied and their own.
Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
Communities
Standard 5.1: Students use the language both within and beyond the school
setting.
C.C.S.S- C.C.R.A Standards:
R.1: Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the
text.
R.7: Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in
words.
W.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
W.10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Instructional Staircase of Complexity, Text-based Answers, Writing from Sources,
Shifts: Academic Vocabulary
Unit Overview: Vocabulary terms about family members and professions, direct object
pronouns (lo, la, los, las), present tense of the irregular verbs “ser” and
“tener”
Unit Purpose:  To be able to communicate with others when meeting a new person.
 To be able to create relationships with native speakers.
 To express and describe our ideal occupation.
 To write and present a dialogue with a native speaker.
 To know how to formulate questions.
 To compare our lives with that of a teenager in a Latin American
country.
 To describe actions that will happen in the future.
Essential  What makes some families different from others?

Questions:  How do we use vocabulary words learned into a real life situation?
 How do we describe professions in Spanish?
 How do we use the present tense of the verb “tener”?
 How do we use verbs and vocabulary words to form sentences?
 How do we ask questions?
 How do we answer in Spanish?
Content/  Describe family members’ professions

Objectives:  Describe the profession of a person the students admire
 Research information about a role model
 Conduct a conversation in Spanish
 Create a business card in Spanish
 Interpret visual and audio material in Spanish.
 Understand how to conjugate and use verbs when creating sentences
and questions.
 Connect places in Spanish-speaking countries to places known to
students
Key Terms and  Professions
Vocabulary:  Family
 The verb “tener”
 Direct objects pronouns: lo, la, los, las
 Questions
 Answers
 Skit
Supports:  For ELL and SPED allow additional time
 Native language to Spanish translation and vice versa
 Extra one-on-one time with the teacher
 Subtitles
 Symbols and colorful charts,
 Pictures representing vocabulary
 Videos and rhymes using the vocabulary
 Charts/tables scaffolding the use of different pronouns/verbs
Sources:  Texts: teacher-made
 Smartboard, computer
 PowerPoint presentations – Unit 5 (custom made by teacher)
 Handouts: http://bcs1.org/webpages/esolis/spanish7.cfm?
subpage=17854
 Internet access to video clips and images/charts – www.youtube.com
and https://youtu.be/V-ulJZ_OrEY
 Rubrics: teacher-made
Formative  Rough Drafts/Activities done in class

Assessments:  Do Now
 Oral presentations
 Peer-review (Following a rubric)
 Outlines
 Project draft
 Exit slips
Summative Students will create their ideal family tree. They will choose famous people
Assessment: (singers, actors, sports stars) to make up the family ideal tree. If they prefer,
they can use their own family members.
Steps:
1. Choose the famous person, then copy/paste their face in the
appropriate spot on the template given.
2. You will have to describe your family in Spanish by:
- Using the verb TENER, you will write your family members age,
- Finally, you will describe their personality or physical appearance.

Unit Plan 5

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Unit Plan 5

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UNIT PLAN 3

Teacher: Oana Sofineti

C.C.S.S- C.C.R.A Standards:

Essential  What makes some families different from others?

Content/  Describe family members’ professions

Formative  Rough Drafts/Activities done in class

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