Unit+Plan+-+Katie+H.,+Caitlin

 **__Unit Introduction - Ir de Compras en Ecuador__** >> >> >>
 * **Textbook:** ¡Ven conmigo! Holt Spanish Level 2. Holt, Rinehart, and Winston. 2000.
 * **Unit:** Chapter 9 (pages 216-245)
 * **Rationale:** This unit begins with an introduction into the language techniques necessary for a successful shopping trip in a Spanish-speaking country. Whether someone has a serious desire to learn the Spanish language, or simply wants to pick up a few key phrases to use in future travel plans, this unit is very important because it covers the essentials for preparing to navigate in the city center and peruse the markets. Students often travel to Spanish-speaking countries (Mexico, Dominican Republic, etc.) for spring break vacations, so it will be useful to them to learn these basic language skills (as it will for any tourist!). It incorporates sufficient practice in all four skill areas of a language: listening, speaking, reading, and writing.
 * **Theme:** A Day at the Market
 * **Proficiency Goals:** In this unit we will address a number of the standards for the state of Michigan. These will include:
 * 1.1.N.SL.i- Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and services
 * 1.1.N.RW.i- Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants, stores, transportation, and services
 * 2.1.N.F.c- Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)
 * 2.2.N.F.a- Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services)
 * 4.1.N.a- Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed words)
 * **National Standards:** We will incorporate all of the 5 "C"s into this unit.
 * Communication. A trip to the market is an inherently communicative activity. It is a real world situation which students would likely participate in if they were to travel to a Spanish-speaking country. We will give them the language tools they would need for this particular situation.
 * Culture: We will also use cultural aspects of this theme in our lessons, and explain the cultural similarities and differences that a trip to the market might include. We will discuss the ways in which it is similar to and different from the students own culture, and also the ways in which the marketplace varies from place to place within the Spanish-speaking world.
 * Comparisons: We will encourage students not only to compare and contrast cultures, but also languages. We will encourage students to make conjectures about patterns in the target language and allow them to see the similarities and differences between the two languages.
 * Connections: We want the students to connect the similarities between the American culture to the culture of Ecuador. It is important to understand that as different as we are, we are also very much alike. We are also connecting the fashion industry into this unit plan.
 * <span style="font-family: Tahoma,Geneva,sans-serif">Communities: We plan to invite a native speaker from a Spanish-speaking country into our classroom to talk to our students about growing up in their native country. The students will also be able to ask questions, using their language skills in a very authentic way. This is definitely a great motivation tool!

<span style="font-family: Tahoma,Geneva,sans-serif">Unit Plan Web Unit Daily Schedule Choice Lesson Plans Technology-based Lesson Plan Substitute Lesson Plan Learning Centers Lesson Plan Unit Plan Test<span style="font-family: Tahoma,Geneva,sans-serif"> <span style="font-family: Tahoma,Geneva,sans-serif"> Unit Final Project