Amy+Unit+plan1

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 * Burhop, Amy **
 * En Espanol 1 **
 * Unidad 5 Etapas 3
 * Barcelona- **** ¡Que buena celebración! **
 * March 9- March 23 **

· Superlatives · Preterite · Kitchen · Food · Large numbers
 * New grammar:**
 * Vocabulary: **

Timeline: 1. Watch episode of “On the Road Again” to reinforce food and kitchen vocabulary (this was covered earlier in the year) 2. Barcelona project: PowerPoint, presentation and essay 1. Students will have two days in the computer lab to design a trip to Barcelona for a celebrity. Students will be making a PowerPoint showing what they have planned for their trip. They must include a stay in an apartment complete with descriptions and pictures of the rooms in the apartment and the furniture in each room. They must also include information about restaurants in the area, which quarter of Barcelona they are staying in, flight information, and recommendations of things to do in the city while they are there. Students must also provide prices for all of the expenses they will incur while on their trip. 2. Students will present their PowerPoints to the class. 3. They will also be writing an essay to support their project about why someone should choose the trip they have planned. 4. Students will also be a Quest (50 pt. quiz) and a Chapter 5 test at the end of the unit. PowerPoint and video provide great structure for target language use as the visuals aid in developing student understanding. I designed the PowerPoint assignment based on the introduction of Barcelona that I gave them and hoped that having a PowerPoint with vocabulary written out on it would give them some support while they were speaking the TL and their peers while they were listening to other students speak in the TL. __ Create __ a trip to Barcelona! They will have the opportunity to craft the perfect trip. They will also create their ideal houses. __ Evaluate __ their understanding of grammar and cultural topics discussed in class by using them in a meaningful context (Barcelona project). __ Analyze __ information that they find on the web and decide how to use it and what information is relevant to them. __ Apply __ grammar concepts and vocabulary learned in class to their projects. __ Share __ their findings with their classmates.
 * Major Learning Activities **
 * Assessment Strategies **
 * Plans for TL Use **
 * During this unit my students will: **

** Communication: · **1.1.N.SL.k** Share opinions and preferences in the target language with their classmates · **1.1.M.RW.c** Request, offer, invite, and reply appropriately in writing using memorized phrases. · **1.2.N.R.b** Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-appropriate magazine and newspaper articles/ads, websites/ internet, poetry or stories · **1.M.W.b** Create original compositions or journal entries in the target language. · **1.1.A.S.c** Present oral reports on familiar and unfamiliar topics in target language.
 * Standards Proficiency-Based Goals:

· **2.1.N.F.b** Describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities appropriate to various periods during the day). · **2.1.M.F.d** Describe leisure activities associated with a particular community, region, or culture in which the target language is spoken. · **2.2.M.G.a** Identify and describe regions and their distinctive characteristics within the countries where the language is spoken. · **2.2.N.C.a** Identify current cultural icons (arts, music, literature, film, and the creators of these products as well as natural sites). · **3.1.N.a** Reinforce previously learned content knowledge through the target language. · **4.1.N.b** Identify basic differences and similarities in grammatical structures between one’s own language and the target. · **5.2.N.b** Use authentic target language print materials and electronic media to explore topics of personal interest and enjoyment.
 * Culture:**
 * Connections:**
 * Comparisons:**
 * Communities:**

__Comments:__ -Overall, everything sounds really great, but I had an issue viewing your timeline in order to see how it all fit together. Is there anyway you could upload it as a Word file or something my computer can view? - The Barcelona project seems really cool! I was wondering about the PowerPoint you presented to them, is it modeled after the format you wish them to use? It would be a great way to see exactly what they need to do while learning! -As for the project itself, will the students be talking about what their celebrity did? I noticed the preterit was one of the grammar focuses, so are students going to be writing about the trip in the past tense in 3rd person? It's hard to see exactly how this all works since I couldn't see your file. -Also, how will students be researching information for the project? Will there be library days or will students work solely at home? Are you going to be giving students websites to use? There might be a problem if the websites were all in the Spanish but most have an English option. If you wanted them to use the Spanish version, having a sheet with keywords would be nice to assist them! user:ZirollerCoaster