KL+3209+Unit+Plan

Kerry Litwinski Unit Plan Spanish Level Two Ven Conmigo Chapters 5 & 6 March 13 - April 9, 2009

[|Unit Outline]


 * Major Learning Activities**
 * 1) 10 Commandments of a healthy lifestyle project & presentation
 * 2) Reading the USDA Food Pyramid in Spanish
 * 3) Using a map of the city to tell people where to go
 * 4) Using a map to get to the correct location
 * 5) Learning Centers of restaurant ordering components
 * 6) Listening activities of restaurant ordering, saber vs. conocer.
 * 7) Authentic conversation with native Spanish-speaker.


 * Assessment Strategies**
 * 1) Formal quiz covering vocabulary and grammar
 * 2) Successful Completion of ordering in a restaurant
 * 3) Writing an opinion article for a class newspaper of restaurant reviews.


 * Plans for TL Use**
 * 1) Speak 75% of class in Spanish in each class
 * 2) Oral and Listening Activities in Spanish with students
 * 3) Speaking with a native speaker at a restaurant

__Create__:
 * During this unit my students will:**
 * 1) A project that covers the 10 Commandments of Living a Healthy Life
 * 2) A restaurant review for a local newspaper after visiting the restaurant.

__Evaluate__: __Analyze__:
 * 1) The differences between saber and conocer
 * 2) Activities from the book
 * 1) How to use a map to get around a Spanish-speaking country
 * 2) Readings from the book

__Apply__:
 * 1) The vocabulary and new grammar from the chapter into their descriptions, book activities and restaurant ordering.
 * 2) Previous knowledge to complete activities.

__Share__:
 * 1) Their presentations on how to live a healthy life
 * 2) Their experiences from ordering at a restaurant through writing a column about food for a local newspaper.

**Standards Proficiency-Based Goals** 1.1.M.SL.a Use the target language with culturally appropriate gestures to greet one another and engage in conversations about everyday topics such as school and community events and activities

1.1.M.SL.c Request, offer, invite, and reply appropriately using simple phrases/sentences and provide rationale for the request and/or reply

1.1.M.SL.e Share a detailed description about feelings, emotions and health of contemporary figures

1.1.M.SL.f Share a detailed description of places and things beyond their immediate environment or in the target culture

1.1.M.SL.h Ask for and obtain information in everyday situations with a complication that needs to be resolved in the target language, in person or on the telephone relating to restaurants, stores, transportation, and services

1.1.M.RW.e Share a written detailed description of feelings, emotions, and health of contemporary figures

1.1.M.RW.f Share a written detailed description of places and things beyond the student’s immediate environment or in the target culture

1.1.M.RW.j Share in writing, opinions and individual perspectives on a variety of topics dealing with contemporary issues

1.2.M.R.b Understand main idea and supporting detail, and summarize accessible written materials on familiar topics in the target language such as, textbook content, magazine and newspaper articles/ads, websites/internet, poetry or stories.

1.3.M.W.a Illustrate and present materials in the target language such as an informational brochure or instructions for accomplishing a task

2.2.M.G.c Identify and describe the neighboring countries and geographic features surrounding additional countries in which the language is spoken

3.2.M.a

Use audio, visual, and/or print materials available only in the target language to acquire information

3.2.M.a Use audio, visual, and/or print materials available only in the target language to acquire information

4.1.M.b Select grammatical structures recognizing that meaning is not always conveyed through direct word-for-word translation from one’s own language to the target language

5.1.M.a Exchange information in the target language with people locally and around the world through avenues such as pen and key pals, email, electronic presentations, and newsletters, and/or webpages

//Kerry- this unit plan looks great. I like the variety of topics and activities that you have chosen for this unit. I think that you do a really good job finding a balance between the activities in the text and outside information/original activities. It seems like you have a good range of activities involving the four skills and I also like your ideas for a performance assessment at the end of the unit.

Question: How are you making the transition from Ch. 5 to Ch. 6? Did you get approval for your field trip?! Please let me know if you have any specific questions. user:adamolau//