You are on page 1of 10

Unit Plan: Chapter 2A

UNIT OVERVIEW

Title:
o Chapter 2A: Cmo te preparas?
Unit Goal:
o Be able to talk about daily routines
o Be able to talk about getting ready for special events
o Properly use reflexive verbs
o Describe people and things using ser or estar
Subject Area:
o Spanish
Grade Level:
o Spanish 1 (9-12)
Approximate Time Needed:
o Two weeks
Unit Summary:
o This unit will be two weeks that will focus on reflexive verbs, ser and estar, and
possessive pronouns. Students will learn these new grammatical concepts and be able
to apply these to the new vocabulary and cultural concepts learned throughout the unit.
Key Vocabulary:
o Acostarse, afeitarse, arreglarse, baarse, cepillarse, cortarse el pelo, despertarse,
ducharse, levantarse, lavarse, pedi prestado, pintarse, ponerse, prepararse, secarse,
vestirse, el agua de colonia, el cepillo, el cinturn, el desoderante, la ducha, el gel, las
joyas (de plata, de oro), los labios, el maquillaje, el peine, el pelo, el salon de belleza, el
secador, la toalla, las uas, la audicin, la boda, la cita, el concurso, un evento
especial, entusiasmado, nervioso, tranquilo, antes de, cmodo, depende, elegante,
lentamente, luego, por ejemplo, rpidamente, t eves (bien), ser, estar
Materials and Resources Needed:
o Textbook
o IPads
o Notebooks
Technology Connections:
o Use powerpoints/smart board for notes and different review games for students
throughout the unit.
o Utilize different videos to help explain concepts to students or find songs to show
students that will also contain the vocabulary and grammatical concepts of the unit.

LEARNING OUTCOMES

Essential Questions:
o When are reflexive verbs used?
o What are the differences in use between ser and estar?
o How can possession be expressed?
o How do other cultures view clothing in comparison to your own?
Standards, Skills and Learning Outcomes:
SD DOE K-12 Standard(s):
Standards 1.1, 1.2, 2.1, 2.2, 3.2, 4.1, 4.2

Student Learning Outcomes:


o Students will know: how to use reflexive verbs, ser/estar, and possessive
adjectives
o Students will understand: cultural differences and similarities in regards to
clothing and special events
o Students will be able to do: how to use each grammatical concept to describe
people and their daily routines and how they may get ready for a special
event

ASSESSMENT PLAN

Before Instruction Assessment:


o Before Instruction Assessment for this unit will be in the form of different activities or
partner work for students. I will have students complete oral or written activities
reviewing the previous days material and I will not score these. They will be informal
activities that I am able to listen to and view to see where students are at in their
learning.
o Scoring Guidelines:
Scoring criteria for the pre-assessment will be in the form of completion for some
activities. I will view the students answers for these activities or listen to them
and gauge how they understand the material and what we need to further review.
During Instruction Assessment:
o I will use daily activities to assess students throughout the unit. I will be able to gauge
their progress and understanding by listening to their oral conversations and reviewing
their written homework to see how well they understand the material. I will use this to
help form lessons for the next day and see if there are areas where more instruction is
needed. I will also have two quizzes during the unit to assess how well students
understand two of the larger grammatical components. These will be scored and will
have a more formal format. These will be used in the same way as the other more
informal assessments to determine what information needs to be reviewed again or
developed further for better understanding.
After Instruction Assessment:
o At the end of the unit I will have a unit test that will assess students on Chapter 2A and
its concepts. This test will be comprised of different types of questions including multiple
choice, true/false, fill in the blank, and short answer. There will also be a subjective
essay question asking the students to provide a more detailed answer.
o Scoring Guidelines:
Scoring for the unit test will be included in the instructions in each section of the
test. Students will receive a certain number of points for each section and the
students will also know the total number of points on the exam prior to taking it.
The subjective essay question will require a rubric for grading.

UNIT AT-A-GLANCE

Unit Introduction and Conclusion:


o I will introduce the unit by telling the students that we will be learning about how to
prepare for special events and how to describe our daily routines. I will also tell students
that we will be talking about special events in other cultures and comparing these to
events in our own culture and the similarities and differences involved in preparing for
these events. I will conclude the unit with our chapter test and by asking students to
reflect on how they prepare for a special event and in which ways this might be similar
or different to someone from a different culture than their own.

WEEK #1
UNIT INTRODUCTION:
Day 1
Lesson
-Introduce
vocabulary for
the unit and
practice new
vocabulary
-introduce
reflexive verbs

Day 2
Lesson
-review vocab,
practice
-Go over
reflexive verbs
and practice
conjugation and
use

Day 3
Lesson
-Practice of
reflexive verbs
-Review
ser/estar
meanings,
introduce
different uses of
each verb

Day 4
Lesson
-Practice
ser/estar

Day 5
Lesson
-Quiz on
reflexive verbs
-Practice
vocabulary
-Review
ser/estar

Instructional
Activities
-Vocabulary
flashcards
-Notes on
reflexives
-Practice vocab
with partners
-Act. 1, 6

Instructional
Activities
-Act. 9, 10
-Go through
actions to
practice
reflexives

Instructional
Activities
-Act. 2, 7
-Notes on
ser/estar
-Act. 19, 21

Instructional
Activities
-Worksheet on
ser/estar and
choosing
between the
two
-Act. 20

Instructional
Activities
-Quiz
-Partner quiz on
vocabulary
-Worksheet on
ser/estar

Assessment
Monitor
students
progress
according to oral
and written work
and use this to
guide next day
lesson plan

Assessment
Monitor
students
progress
according to oral
and written work
and use this to
guide next day
lesson plan

Assessment
Monitor
students
progress
according to oral
and written work
and use this to
guide next day
lesson plan

Assessment
Monitor
students
progress
according to
oral and written
work and use
this to guide
next day lesson
plan

Assessment
-Use quiz to
monitor
progress and
understanding
on reflexive
verbs

WEEK #2
Day 3
Lesson
-Culture
-Go over
ser/estar quiz

Day 4
Lesson
-Review day for
chapter test

Day 5
Lesson
-Chapter 2A
test

Day 1
Lesson
-Introduce
Possessive
adjectives
-Review
ser/estar
-Go over
reflexive quiz

Day 2
Lesson
-Quiz on
ser/estar
-Practice
possessive
adjectives
-Review
reflexives and
vocabulary

Instructional
Activities
-Notes on
possessive
adjectives
-class smart
board activity
ser/estar

Instructional
Activities
-Quiz
-Act. 24, 25 to
practice
possessive
adjectives

Instructional
Activities
-Notes on
Quinceaeras
-Listening
activity
-Venn diagram

Instructional
Activities
-White board
races to review
vocabulary,
practice
conjugations

Instructional
Activities
n/a

Assessment
Monitor
students
progress
according to oral
and written work
and use this to
guide next day
lesson plan

Assessment
Monitor
students
progress
according to oral
and written work
and use this to
guide next day
lesson plan
-Use quiz to
monitor pogress
on ser/estar

Assessment
Monitor
students
progress
according to oral
and written work
and use this to
guide next day
lesson plan

Assessment
Monitor
students
progress
according to
oral and written
work and use
this to guide
next day lesson
plan

Assessment
Chapter 2A test

UNIT CONCLUSION: I will conclude the unit by bringing the information we learned
in the unit back to the main ideas and have students reflect on these with a written
response on their test. Students will know that these ideas and concepts will be
seen again in the following chapters.

DIFFERENTIATION PLAN

Differentiated Instructional Support for All Learners:

Learner
Resource or
Struggling
Student

Suggestions for Differentiated Instructional Support


Provide guided notes, extra time on quizzes or tests when needed

Non-Native
English
Speaker or
ELL Student
Gifted or
Accelerated
Student

Provide many images and graphics to help them understand the concepts better,
use actions whenever possible, use clear and specific instruction, extra time if
needed for taking a quiz or test
Provide extra vocabulary for them to use in their work and to expand their ideas,
provide them with extra resources for them to practice the content

LESSON PLANS
PART I: PRE PLANNING
LESSON IN CONTEXT: Learning reflexive verbs will help students be able to
communicate their daily routines and how they and others prepare for special events
What did students learn
Students were introduced to the reflexive verbs in their
about this topic in the
vocabulary for chapter 2A
PREVIOUS lesson?
What will the students
Students will continue their use of reflexive verbs and
learn about this topic in
practice using them to describe what they are doing and how
the FOLLOWING
they get ready
lesson?
UNIT GOAL
Be able to conjugate present tense reflexive verbs and know
which pronoun should be used for different subjects. They
will also understand when reflexive verbs are used.

OBJECTIVES
Students are able to
conjugate reflexive verbs
and use the correct
pronoun

ACTIVITIES
I will go over notes on
reflexive verbs and show
them verbs that have
reflexive forms and nonreflexive forms. I will also
review the pronoun chart
with the students and make
sure they know which
pronoun is used with each

ASSESSMENTS
Students are able to
correctly identify the proper
pronoun for a certain
subject when using
reflexive verbs

subject.
Students are able to identify As a class, we will go
the meaning of the reflexive through the reflexive verbs
verbs in Chapter 2A and
in chapter 2A and use
understand the meaning of actions to show what each
a reflexive verb
verb means.

Students are able to


conjugate reflexive verbs
and use the correct
pronoun

I will go over the directions


for Activity 9 with students
and then they will work on
the activity with a partner.
They will write thee activity
on scratch paper and work
on it individually first and
then after a few minutes
they will check their
answers with their partners
by reading the sentences
out loud in Spanish. We will
then go over the answers
as a class and I will ask
individuals to be prepared
to share their answers with
the class. We will also do
the same thing with Activity
10 in the textbook.
K-12 SD DOE STANDARDS ALIGNMENT
Standards 1.1, 1.2, 1.3, 4.1

Students will show that they


understand the meaning of
each verb by using correct
actions for the verbs in
chapter 2A

Students will show that they


understand how to properly
conjugate reflexive verbs
and use the correct
pronoun. I will be checking
their work as they work with
their partners and then we
will go over answers as a
class

ESSENTIAL QUESTIONS
When are reflexive verbs used?
How are reflexive verbs different than non-reflexive verbs?

KEY VOCABULARY
Acostarse, afeitarse, arreglarse, baarse, cepillarse, cortarse, despertarse, ducharse,
levantarse, pintarse, ponerse, prepararse, secarse, vestirse
MATERIALS/SUPPLIES
textbook

TECHNOLOGY
Smartboard for notes

CLASSROOM
ENVIRONMENT
I want my classroom to feel
welcoming and for each
student to feel that they are
an important part of our
class

PART II: INSTRUCTIONAL PROCEDURE & LESSON FORMAT


ANTICIPATORY SET: (Time needed? 5min____) (NOTE: What will you do to focus student
attention and prepare them for the lesson?)
To focus student attention and prepare them for the lesson I will have them take out their
books and notebooks and review their vocabulary words with their partners. They will take time to
quiz their partners on the vocabulary that we learned the previous day.

LESSON SEQUENCE: (Time needed? 35min___) (NOTE: What is your plan for carrying out the
lesson with clear directions, smooth transitions, etc.)
1. I will start the lesson by accessing the students prior knowledge and showing them verbs
on the board that have a reflexive form (but I will start by showing them the non-reflexive form and
check to make sure students know meanings)
2. Notes: I will have students open their notebooks and I will introduce reflexive verbs. Since
we reviewed the meaning of certain verbs that have reflexive and non-reflexive forms, I will start by
introducing the concept of reflexive verbs.
Reflexive verbs: verbs used to say what people do to or for themselves
Reflexive pronouns: introduce by using the pronoun chart. Review by asking students what the
chart is usually used for (yo, t, l, ella, Ud., etc.) Then show them what changes are made
and where the reflexive pronouns belong on the chart.
While I am introducing this I will be using the board and have interactive notes so that students
can be copying down the information into their notebooks to later use for studying.
3. Interactive use: As a class we will go through the reflexive verbs in chapter 2A and use
actions to show the action. This will help students to understand the idea of a reflexive verb. (Have
students stand up for verbs that it is necessary, otherwise stay seated to limit disruption/distraction)
4. Actividad 9: Students will write this activity on scratch paper. They will work on it individually
for a few minutes and then they can check their answers with a partner by reading the sentences out
loud in Spanish. We will then go over the answers as a class and I will ask individuals to be prepared
to share their answers with the class.
While the students are doing the activity I will be walking around the class to check on their
work and answer possible questions.
5. Actividad 10: We will use this activity to practice conjugating reflexives in forms other than
the yo form. This activity will let students practice the other forms of conjugation. Students will
do this activity orally with their partners and also write down the answers as they go. We will
then go over the answers as a class when students have finished to check their
comprehension.
7. I will have students prepare Actividad 11 as homework so that when they come to class
tomorrow we will work on this activity to review what we learned today.

CONTINGENCY PLAN: (NOTE: What is your plan if the lesson is not working, you are running out
of time, you have time to spare, etc.)
If there is extra time I will have students begin Activity 11 during class or have them go over
their vocabulary by using online flashcards. If we are running out of time I will not use Activity 10 but
save this to assess how students are doing the next day in class.
CLOSURE: (Time needed? 3 minutes) (NOTE: How will you conclude the lesson by bringing it back
full circle to the objectives and actively involve students in doing so?)
To conclude the lesson I will assign students with their homework for the next day and let them know
that we will be reviewing reflexive verbs in the following lesson. I will remind them that they should be
reviewing their vocabulary words as well and know how to use this in the context of the reflexive
verbs so they can talk about their daily routines or how to prepare for a special event.

PART I: PRE PLANNING


LESSON IN CONTEXT: Students will learn about the Quinceaera celebration and
compare this to rites of passage and celebrations within their own culture. They
will know that it is a special even and learn about how people prepare for one.
What did students learn
They have not previously learned about this topic
about this topic in the
PREVIOUS lesson?
What will the students
Knowing this will provide students with a greater
learn about this topic in
understanding of other cultures as we continue to learn the
the FOLLOWING
Spanish language and about the cultures that speak
lesson?
Spanish
UNIT GOAL
Students will be able to define a rite of passage and identify
how the Quinceaera is a rite of passage. They will be able
to compare this celebration with those of their own culture.
Students should also be able to talk about they would
prepare for this event in Spanish.

OBJECTIVES

ACTIVITIES

Have students
understand what a rite
of passage is and
identify some rites of
passage in their own
cultures

Students will work with partners when they enter the


classroom and brainstorm their own definition of a right of
passage. They may consult a dictionary when needed.
They will then brainstorm a list of rites of passage in their
own culture

Students will be able


to explain the

I will give a powerpoint presentation on the history and


tradition of the Quinceaera and we will discuss which

ASSESSMENT
S
We will discuss
their answers
as a class and
compare what
everyone wrote
down to make
sure we all
have an
understanding
of the term
Students will
show

importance of the
Quinceaera to
Hispanic cultures

countries celebrate this rite of passage. We will also listen


to a podcast explaining the celebration.

Students will be able


to compare and
contrast the
Quinceaera with rites
of passages from their
own cultures and
traditions

Students will work in groups of 3 to create a venn diagram


that compares and contrasts the Quinceaera with one or
two other rites of passages

understanding
by having a
class
discussion and
sharing ideas
about the
Quinceaera
The Venn
diagram will
show their
understanding
of the
Quinceaera
and how it
relates to other
cultures
traditions

K-12 SD DOE STANDARDS ALIGNMENT


Standards 2.1, 2.2, 3.1, 3.2, 4.2
ESSENTIAL QUESTIONS
Why is a Quinceaera important in Hispanic culture and how does it compare to the rites of passage
in other cultures?

KEY VOCABULARY
Quinceaera, rite of passage
MATERIALS/SUPPLI
ES
Notebooks (students)

TECHNOLOGY
Podcast
(http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=
4098)

CLASSROOM
ENVIRONMEN
T
I want my
students to feel
welcome in the
classroom and
to feel that they
each play an
important role
in the class.

PART II: INSTRUCTIONAL PROCEDURE & LESSON FORMAT


ANTICIPATORY SET: (Time needed? 10 min_____) (NOTE: What will you do to focus student
attention and prepare them for the lesson?)
Students will begin the lesson by doing a bell ringer activity. They will work with partners to
create their own definition of rite of passage. They can consult outside sources if they have trouble
defining the word. They also will have to brainstorm a list of different rites of passage in their own
culture. We will then discuss as a class what different definitions students wrote down and what rites
of passages they have been through or know of in regards to their own culture.

LESSON SEQUENCE: (Time needed? 35___) (NOTE: What is your plan for carrying out the lesson
with clear directions, smooth transitions, etc.)
1. I will give a PowerPoint presentation on the history and tradition of the Quinceaera and we
will discuss which countries celebrate this rite of passage. Students will take notes during
the presentation and I will have guided notes provided for them as we go through the
PowerPoint. We will also listen to a podcast explaining the celebration after we have gone
through the notes. This will help students to hear the information presented in a different
way.
2. After taking notes, students will work in groups of three and using IPads they will go on
youtube and look for different videos of Quinceaeras. We will then make a list on the
board of different characteristics and traditions within the celebration. Students will use
information they found in the videos and the information that I presented to them to do this.
3. I will then explain directions for our next activity in which students will work in the same
groups of three to make a Venn diagram comparing the Quinceaera with one or two
different rites of passages. They may choose which rites of passage they would like to
compare and contrast with the Quinceaera. Students will have 10-15 minutes to
brainstorm and complete their diagram. When everyone is done we will have each group
come to the front of the class and briefly present their information.

CONTINGENCY PLAN: (NOTE: What is your plan if the lesson is not working, you are running out
of time, you have time to spare, etc.)
If we are running out of time I will have students present their Venn diagrams to the class the
next day. If they still need more time to work on the diagrams that will be our bell ringer activity for the
next day. If we have extra time to spare I will ask students to talk with their partners in Spanish and
describe the steps they would take to prepare themselves for a Quinceaera. This would use their
vocab and would also have them practice using their reflexive verbs.

CLOSURE: (Time needed?3min____) (NOTE: How will you conclude the lesson by bringing it back
full circle to the objectives and actively involve students in doing so?)
I will conclude the lesson by reviewing the main ideas of a Quinceaera and rites of passage and we
can conclude our class time by sharing the Venn diagrams and the students can then show what they
have learned and how they have applied it to their own cultures.

You might also like