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Understanding by Design
Two Week Unit Plan
Teacher__Susan Contini_______________ Grade__9th-12th______________
Date__April 17, 2011_________________ Subject___Spanish 1-2 P_________
Unit En Casa
Stage 1- Desired Results
Established Goals:
G
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 spoken and written Spanish on a variety of
topics.
Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of
listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices
and perspectives of Hispanic cultures.
Standard 4.2: Students demonstrate understanding of the concepts of culture through
comparisons between Hispanic cultures and their own.
Understandings:
Students will understand that…..
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Essential Questions:
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There is a distinction between pensar
and creer
Words ending in –z require spelling
change in plural: la luz- las luces; el
lapis- los lapices
Verbs tener que and deber express
obligations
Verbs gustaria and querer express
wishes and preferences
When combined with en, que or de, the
verb pensar has several different uses.
Some verbs are stem changing: e-ie,
such as empezar, querer, sentir,
Demonstrative adjectives always
precede the noun they modify to draw
attention to where something is located
in relation to oneself
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Q
What do you/the members of your
family have to do in the kitchen?
Do you like to be in the kitchen? Why?
What do you think about when you are
in the kitchen?
Do you like to set the table, wash the
dishes, other household chores?
What do you plan to do later
today/tomorrow/next summer/in the
future?
What do you/your family/friends think
about when you plan for a holiday
dinner/party/special event?
What does your house look like?
What would you like to have in your
ideal house?
What do you want to be/do in the
future?
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Words ending in –z require spelling
change in plural: la luz- las luces; el
lapis- los lapices
 There are several characteristics of
informal letter writing in Spanish
(dates, salutations and farewells)
 The concept of casa may vary among
cultures and even among Spanish
speakers
 When summarizing what someone
says, use que between decir and the
expression or phrase that follows.
 Verb pedir does not require the
preposition for because it is already
included in the verb.
Student will know….
K
 Objects in the kitchen
 Verb-poner with some expressions
 Verb-tener que and deber
 Stem changing verbs: e- ie
 Distinction between pensar and creer
 Words ending in –z require spelling
change in plural: la luz- las luces; el
lapiz- los lapices.
 Objects on the table
 Demonstrative adjectives
 Verb- decir
 Expressions to discuss quantities at the
table: más, menos, mucho, poco, un
poco de sal, un poquito, un poco
más/menos, ni un poquito
 Rooms and floors of a house
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Where would you like to
live/study/work?
Student will be able to…
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Identify items in the kitchen and at the
dinner table
Express obligations, wishes and
preferences
Talk about everyday activities
State an opinion
Discuss food and table items
Point out people and things
Describe a household
Tell what someone says
Say how someone is doing
Describe his/her home
Stage 2- Assessment Evidence
Performance Tasks:
T
Dream House Project:
 Draw plan of your dream house and
label all the rooms and items in it.
 Write an essay describing the house of
your dreams.
Other Evidence:
OE
Academic Prompts
Informal Checks for Understanding through
teacher questioning, observations, examining
student work, and think-alouds
Cooperative Learning Exercises
Classwork/Homework: Text/Workbook
exercises
Vocabulary Quiz
Unit Test (at end of 3rd week)
Role-Playing (Dialogues):
Kitchen/Table/House
Readings
Stage 3 Learning Plan
WHERETO
Monday
1. Kitchen vocabulary: Q: What do you have in your kitchen? Use overhead to introduce
kitchen words and expressions. Point to object in kitchen and identify it in Spanish.
Students repeat after teacher models. Continue with following items and repeat the
process. Discuss kitchen chores you and other family members do. H
2. Teacher will pass out blank vocabulary/sentence worksheet to the class. On overhead,
teacher will write vocabulary words in. Students will do the same on their worksheets, so
words and their numbers match. They will draw a picture for each word. Volunteers will
come up to draw the pictures on overhead. After this is done, teacher will model a
sentence with word number 1, such as Lavo platos con el lavaplatos. Student volunteer
will share a sentence for word number 2, which will be written on overhead. Students
will now invent their own sentences for the following vocabulary words. E, R, T.
3. Dialogue p. 228 P/S E, R
4. Introduction of expressing obligations with tener que and deber
5. Writing and Speaking Practice- Cooperative Learning Exercise p. 230 E, T, R, O
6. Homework: Finish Vocabulary Sentence worksheet E, T, R, O
Wednesday
1. Essential Questions and Distinction between pensar and creer p. 231 H
2. Introduction and practice with Stem changing (shoe) verbs. Conjugation Write
Worksheet of e- ie verbs: preferir, sentir, querer, cerrar, empezar, encender p.232 W, E,
R
3. Personal Questions using shoe verbs p.233 (Listening/Writing/Speaking) R, T, E, O
4. Homework: Study and Practice Vocabulary W, E
Friday
1. Begin with an entry question (What’s in my grocery bag?) to hook students into
considering possible items in bag. H
2. Begin taking out table items one by one, having volunteer students lay them on the table
and place their visual word card at side or front of item (words: tablecloth, napkin, bowl,
teaspoon/tablespoon/knife/fork, bread, butter, sugar, salt, pepper) W, E
3. Teacher will model pronunciation of words, using cards, and have students repeat words
3 times while viewing word card and item on table. E
4. Teacher will take away word cards from place settings, and randomly pass out cards to
student volunteers who will match them with their appropriate item on the table. R
5. Teacher will pass out blank vocabulary/sentence worksheet to the class. On overhead,
teacher will write vocabulary words in. Students will do the same on their worksheets, so
words and their numbers match. They will draw a picture for each word. Volunteers will
come up to draw the pictures on overhead. After this is done, teacher will model a
sentence with word number 1, such as Yo pongo la servilleta en la mesa. Student
volunteer will share a sentence for word number 2, which will be written on overhead.
Students will now invent their own sentences for the following vocabulary words. E, R,
T.
6. Students are given some time to work, and then if not finished, will do finish for
homework. T, O
7. Teacher presents a lesson on demonstrative adjectives on the overhead. Students take
notes in their notebooks. Teacher uses a chart to explain with examples of different
genders and forms (singular/plural) of demonstratives. E.g. near- este/a estos/estas ;
away from- ese/esa esos/esas; very far- aquel/aquella aquellos/aquellas. Examples
include: Este cuchillo; Esta taza; Estos cuchillos; Estas tazas; students provide other
examples, practicing with that/those ; teacher models with ítems on table and moves
them to different distances. E, T, R, O
8. Students receive workbook exercises p. 108-109 to demonstrate comprehension; students
may work collaboratively to complete in class. R, E
9. Students end class with ice cream party, practicing their table vocabulary communication
skills: Please pass me a spoon/cup/napkin/helado…. E, T, O
Tuesday
1. Presentation of Casa Vocabulary through La casa de Julian Reading (informal letter) p.
244 plus Basic letter writings greetings and farewells. Essential Questions: What does
your house look like? How many rooms are there? Name and describe the different
rooms in it. WHERETO
2. Discussion about distinction of meaning of casa. R, O
3. Dialogue P/S p. 246 R, E
4. Explanation and Practice of Decir + que Practica 10 p.248
5. True or False News Headlines Exercise practicing critical listening. Teacher tells the
class that he/she is going to share with them several interesting news headlines and pieces
of personal information. Some statements will be true and others will be false. The
students will listen to each statement and then decide: Dice la verdad or No dice la
verdad/Dice una mentira. If time permits, pairs of students will prepare a list of recent
headlines to present to the class.
6. Assignment of Dream House Project p. 264. Due on May 3rd. W, E, T, O
7. Homework: Workbook exercises R, E
Thursday
1. Students will be told that today’s class will combine already learned verbs (querer and
gustar) using a new form to express personal wishes, desires or plans for future. Students
will first revisit- What is an infinitive? Next, learn- querer + infinitive and gustaria on
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5.
6.
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overhead; student note taking; review of other stem changing (shoe/boot) verbs such as
pensar to demonstrate similarities. Volunteer to color in boot on overhead to demonstrate
what that means. Students will understand differences in –ar and –er verbs. They will
practice with examples of - I want + infinitive, I would like + infinitive. They will
practice asking and responding in pairs: What do you want (to do) now? What would
you like to do today? W, H, E, R, T, O
Concurrently, Heritage speaking students will practice and enhance their literacy skills in
L1 by choosing a group reading book in Spanish to start reading silently at desks in
hallway while non-native speaking students are practicing grammatical structure. W, H,
E, T, O These students will rejoin whole group later in classroom for interview activity,
in which they will be used as model speakers.
Students will share their pair conversations with whole class. R, T, O
Students will copy a series of essential (personal) questions on a piece of binder paper
which include: What do you want to be? What do you want to do in the future? Where
would you like to study? Where would you like to work? Would you like to be famous?
Where would you like to travel? What countries do you want to visit? They will write
answers for these questions using complete sentences. They may be creative or truthful.
They are encouraged to share, in order to get to know each other. Students will write
name on other side of page. Teacher walks around to support students as they work
through their answers. Once done, students pass papers to teacher. W, H, E, R, E, T O
Students will play Who am I? Guessing Game Volunteer will come to front of the class
to read one student’s answers to all questions, and rest of class will need to guess which
classmate is being described. They learn additional expressions to indicate their
similarities, such as Me too. Guessing Game will repeat with a new volunteer and a new
description several times. WHERETO
One heritage speaker at a time will be asked to enter the classroom to be interviewed by
the entire class. Students will randomly be given question numbers 1-7 to ask. Person
interviewed may not view questions on the overhead. He/she must look at person
speaking to them, and ask classmate to repeat question if not understood. Students learn
about each other in the process and findings are quite interesting to them. Repeat
interviews with other 4 heritage speakers, one by one WHERETO
Homework: Study for Vocabulary Quiz on Monday (p. 226, 234, 244)
Note: This Unit needs one more week to complete, as classes are on block schedule and meet
every other day.
MONDAY
(90 Min.)
Cumpleaños de
Walker
Cantar Mañanitas
KitchenVocabularyListening/Speaking/
Writing
Dialogue p.228
Pair/Share
WEDNESDAY
(90 Min.)
Pensar vs.Creer p. 231
Cumpleaños de Anna
Introdution and Practice
with Stem Changing
(shoe) verbs
Cantar Mañanitas
Classwork Conjugation
Write Worksheet of e- ie
stem changing verbs:
preferir/sentir/querer/
cerrar/empezar/
encender p.232
Expressing
Obligations with Tener
que and Deber
Personal Questions
using shoe verbs p.233
Cooperative Learning (Listening/Writing/
Practice p. 230
Speaking)
HomeworkFinish Vocabulary
sentences worksheet
FRIDAY
(90 Min.)
Homework:
Study and Practice
Vocabulary
TUESDAY
(90 Min.)
Casa Vocabulary
Listening/Speaking/Reading/Writing
Table Vocabulary
Listening/Speaking/Writing
Demonstrative Adjectives p.238
Classwork: Workbook Exercises
to be turned it at end of class
Ice Cream Social
HomeworkFinish Vocabulary sentences
worksheet
THURSDAY
(90 Min.)
Expressing wishes with Querer and
Gustaría
Casa de Julián Reading p.244
Guided Practice with Querer and Gustaría
Informal Letter Writing
Dialogue P/S
Writing/Speaking Practice: Guessing
Game and Native Speaker Personal
Interviews
Decir plus other verbs + que
True/False Headline News Exercise
Writing/Speaking Practice
Performance Task: Dream House
Project Due on May 3rd
HomeworkFinish Vocabulary sentences worksheet
and Workbook Exercises
HomeworkStudy for Vocabulary Quiz (p. 226, 234,
244) on Monday