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Alejandra`s unit planner

Language and Level/Grade:

Theme/Topic:

Approximate
Length:
Approximate
number of minutes
weekly:
Number of lessons
in the unit:
Customs and traditions

5 weeks
280 min
40

Enduring
Understanding(s):

People use language as a way to


communicate customs, traditions and allow
inter-cultural understanding.
Essential Question(s): How do people communicate?
What is language?
How do people use language to share
costumes and traditions?
How our language reflects our customs and
traditions?
How can language help to promote intercultural awareness?
Unit Goals: Language
and Content

1. SWBAT to understand sharing our customs and


traditions leads to inter-cultural
understanding.
2. SWBAT to understand that stories have a plot;
identify the main idea; discuss and outline the
sequence of events leading to the final
outcome
3. SWBAT to use language to explain, inquire and
compare; use complete sentences in context
to express needs and ideas
4. SWBAT to create and use a particular impact,
for example dominant images to show what is
important in a story/text

Summative
Performance
Assessments:

Interpretive Mode:
Students will assume the role of
ethnographers, they will become experts of
their country and create a Lonely planet
volume. Creating this book will allow
students gain awareness of their costumes
and traditions and provide them with tools to
promote inter-cultural awareness.
Interpersonal Mode:
At the beginning of their sharing session

each student will have a short game in order


to engage the audience, and identify how
much they know about this country. At the
end of their presentation they will end with
some reflection questions about their
performance, and they will as the audience
to name some ideas about inter-cultural
understanding based on their presentation.
Presentational Mode:
Students will present their Lonely Planet
books will grade 4 students in a sharing
session. They will explain how they created
this book, and the highlights of their customs
and traditions.
Standards/Benchmarks to be addressed:
ACTFL World-Readiness Standards
Interpersonal:
Communication: Interpretive:
Finding out:
Reading,
gathering
information,
writing their own
question

Sorting out and


going further:
organizing and
analyzing data,
class discussions,
negotiate
meaning

Presentational:
Making
conclusion and
taking action:
Present their
understandings,
what they have
created, and
done.

Based on K. Murdochs inquiry cycle


http://www.kathmurdoch.com.au/new-page-2-1/

Culture:

Products: Lonely Planet book


Practices: fining out and learning about other
Perspectives: intercultural awareness

Connections:

Making Connections:

Acquiring Information and


Diverse Perspectives:

Comparisons:

Language
Comparisons:

Cultural Comparisons:

Communities:

School and Global


Communities:

Lifelong Learning:

Common Core:
NA

Content-Area Standards (CBI):


NA
ISTE Technology Standards:
2. Communication and collaboration: Students use digital media and
environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of
others.
b. Communicate information and ideas effectively to multiple audiences
using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging
with learners of other cultures
3. Research and information fluency: Students apply digital tools to
gather, evaluate, and use information.
a. Plan strategies to guide inquiry
d. Process data and report results
Other State Language Standards or Benchmarks:
ACTFL
Cultures: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied.
Communication: Communicate in Languages Other Than English
Standard 1.3: Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics.
Toolbox
Language Functions:
Content Compatible and
Content Obligatory
Descriptive text
Fact and opinion

Related
Structures/Patterns

Vocabulary Expansion

Adjectives
Complete sentences
Paragraph structure
Punctuation marks

Tier 1:

Key Learning Activities/Formative


Assessments
Key Learning
How does this
Activity/Formative
activity support
Assessment
the unit objectives
(language and
content)?
Film Forum
This Learning
The students will watch the experiencing will
movie: The book of life
allow the teacher
(Jorge Gutierrez, 2014).
to activate

Tier 2:

Unit
Vocabulary

Mode of
Communication:

Interpretive
Interpersonal

Next we will have a class


discussion, and they will
write an opinion paragraph
based on some guided
questions.

students` prior
knowledge and
gain some ideas of
how much they
already know
about this unit.
Unit goal: 2

Module 2:
Product: Virtual trip
Student will choose one
country, and then, after
researching more they will
choose one city. Student
will use Google maps
(might change) to guide
their classmates around
this place, which will be
added in tier final book for
their summative
assessment.

This Learning
experiencing will
allow students to
inquire about
Cultural Products
and Practices, and
to participate in
cultural
interactions.

Module 3:
Product: Survey
Students will design and
create a survey using
surveymonkey.com
They will use this data to
deepen their understanding
about customs and
traditions and gain learn
how to collect, organize,
analyze to and present
data. This findings will also
be used in the creation of
their final book.

This Learning
experiencing will
provide
opportunities for
interactions, and
use language to
explain, inquire
and compare.

Resources
The book of life

Interpersonal
Presentational

Unit goal: 4
ISTE: 2 b, c
ACTFL: 1.3

Interpersonal

Unit goal: 1, 3
ISTE: 3 a, d
ACTFL: 1.3

Technology Integration
https://www.google.com/earth/
https://www.google.com/earth/
https://www.surveymonkey.com

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