Sarah+Blitz+Unit+Plan

__**Introduction:**__

I chose //The Hispanic World// as my Spanish thematic unit plan context, because I seek to get students motivated to learn by exploring Spanish-speaking countries, the people that inhabit them and the culture that defines them. Another goal of this unit plan is for the students to educate themselves in a culture different from their own. Students will communicate, become cultured, connect to other disciplines, compare and form communities. In addition, they will be able to formulate opinions, perspectives and insights into the very diverse Hispanic world. As language is an important facet of an individual’s culture, my essential question is "How are culture, geography and groups of people related to language?" Through this unit plan, I seek to connect these three elements to the study of language. //The Hispanic World// thematic unit plan can be adapted to any level of Spanish. I am gearing it towards Spanish III or IV. This topic and question can be related to the National Foreign Language Standards, or “5 C’s”, in the following ways:

· **Communication** – Students will communicate through readings, writing, collaboration with their peers and other resources, and an oral presentation, all in the Spanish language. They will use their Spanish skills to obtain information, understand and interpret written and spoken language on a variety of topics related to culture, geography and groups of people in the Hispanic world.

· **Cultures** – Students will be introduced to and educated in the diverse cultures of the Hispanic world. Students will also develop new perspectives of the Hispanic world based on their research relating to countries of the Hispanic world, people and culture.

· **Connections** - Students will connect their new information with skills learned from other disciplines, such as geography, writing, reading, art, science and social studies. Through the interaction of these disciplines, students will be tasked to educate themselves in the Hispanic world and formulate opinions, perspectives and insights about their findings.

· **Comparisons** – Students will develop new insight and perspective through research on the diverse cultures of the Hispanic world. They will then compare their findings to their own culture, people and geography.

· **Communities** – Students will develop skills to participate in multilingual communities at home and around the world. They will also work within a community to fulfill the requirements of this unit, i.e. collaborating with their peers.

__**Objectives, Activities & Vocabulary:**__


 * Content Learning Objectives**
 * 1) Students will use vocabulary relating to travel and other issues, as well as the present, past, future, subjunctive and conditional tenses, to complete assignments in this unit.
 * 2) Students may also use impersonal formation of sentences to write a paper in Spanish comparing Hispanic culture to their own.
 * 3) Students will use comparisons of inequalities in their assignments and discussions.
 * 4) Students will enhance their prior knowledge of the Spanish-speaking world, such as culture, language, and people.
 * 5) Students will gain new perspectives and, hopefully, appreciations for cultures different than their own.
 * 6) Students will compare cultures of the Spanish-speaking world to their own culture.
 * 7) Students will use question and answer formation.


 * Language Learning Objectives**
 * 1) Students will enhance listening comprehension skills through watching documentary videos on Mexican seasonal migration, South American agriculture and drug trafficking, Spanish Catholicism, and other facets of Hispanic culture and geography.
 * 2) Students will enhance Spanish reading, writing and speaking skills through such activities as research of a Spanish-speaking country, creation of a travel brochure and presentation.

> **Vocabulary:** el actor/la actriz (actor/actress), la aérea línea (airline), la agricultura (agriculture), los alojamientos (accommodations**)**, la altura (altitude), las Amazonas (Amazon), América Central (Central America), un americano (American), la Argentina (Argentina), la arquitectura (architecture), el arte (art), los artistas (artists), las atraciones (attractions), el autobús (the bus), el avión (plane), los beneficios (benefits), el boleto (ticket), Bolivia (Bolivia), un boliviano/a (Bolivian), los caminos (roads), un cantante (singer), el catolicismo (Catholicism), Centroamérica (Central America), el chicano (Hispanic person), Chile (Chile), el cine (movies), la ciudad (city), la clima (climate), Colombia (Colombia), un colombiano/a (Colombian), la comparación (comparison), la concentración (concentration), los cuadros (paintings), Cuba (Cuba), un cubano/a (Cuban), la comida (food), una comunidad hispana (Hispanic community), comprar (to buy), el continente (continent), corrupto (corrupt) cruzar (to cross), la cuesta (cost), las cuestas (costs), la cultura (culture), la cultura popular (popular culture), la deforestación (deforestation), los deportes (sports), el dialecto (dialect), los dibujos (drawings), las drogas (drugs), las diferencias (differences), el dinero (money), el documental (documentary), la economía (economy), el Ecuador (Ecuador), un ecuatoriano/a (Ecuadorian), elevada (elevated), el emigrante/la migra (migrant), emigrar (to emigrate), emigración (migration), en contra de (against/in opposition to), encontrar(se) (to find), la entrada (admission ticket), las esculturas (sculptures), España (Spain), un español/a (Spaniard), los Estados Unidos (United States), un estadiounidense (American), estar (to be), el explorador (explorer), la familia (family), el fe (faith), el folleto (brochure), la frontera (border), el futuro (future), la gente (the people), la geografía (geography), la granja (farm), el granjero (farmer), El Greco (El Greco), el hispanohablante (Spanish speaker), el hombre (man), el hotel (hotel), de ida y vuelta (round-trip), la iglesia (church), el impacto (impact), la influencia (influence), la iglesia (church), ilegal (illegal), la indígena (indigenous person), la investigación (research), investigar (to research), el jugador (sports player), Latino/a (Latin person), el ley (law), la lengua (language), la literatura (literature), la llegada (arrival), el lugar (place), la maleta (suitcase), el mapa (map), la maquiladora (factory), el mar (sea), México (Mexico), migración (migration), la moda (style/fashion), las montañas (mountains), la mujer (woman), el mundo (world), la música (music), el narco tráfico (drug trafficking), el nativo (native person), las obras (works), Panamá (Panama), los papeles (roles), el Perú (Peru), los países andinos (countries of the Andes Mountains), Papa (pope), la patria (homeland), el peruano/a (Peruvian person), la población (population), la playa (the beach), plantar (to plant), la política (politics), el presupuesto (budget), el pueblo (village), un puertorriqueño/a (Puerto Rican), la región (region), la religión (religion), los retratos (portraits), rezar (to pray), los ríos (rivers), la ropa (clothes), las ruinas (ruins), la sociedad (society), la salida (departure), ser (to be), los similitudes (similarities), el sitio (site), Sudamérica (South America), el televisión (television), el tiempo (weather), la tierra (earth), las tradiciones (traditions), el tren (the train), el vacación (the vacation), vender (to sell), Venezuela (Venezuela), el viaje (trip), el vuelo (flight)
 * Activities**
 * 1) Students will watch documentary videos on Mexican seasonal migration, South American agriculture and drug trafficking, and other facets of Hispanic culture and how geography defines one’s culture.
 * 2) Students will write a comparison paper on a Spanish-speaking country discussed in class and their own country/culture.
 * 3) Students will research a Spanish-speaking country, create a brochure and present it to the class.
 * 4) Students will have daily in-class and homework assignments related to culture and geography in the Spanish-speaking world.

__**Unit Assessments:**__



__**Daily Schedule:**__



__**Substitutes:**__



__**PowerPoint Presentation:**__




 * __Other Lesson Plans:__**


 * suitcase template & Machu Picchu lecture are posted on website: http://sarahlynnblitz.googlepages.com/thematicunitplan