Unit Plan

Teacher name: Language: Grade/Level: Duration:

UNIT OVERVIEW1
Unit theme Essential question Scenario or hook
In ~200 words, tell a story that presents the theme and 1-sentence descriptions of each performance assessment. Use language that you can share with students.

Goals or objectives
List 2-4, depending on the level

Clothes What is your personal clothing style? You need a new outfit so you go to the mall with your friends. You need to be able to ask your friends what they're going to be wearing to the mall, and their suggestions about what would look best on you. You need to use comparisons about the different clothing in order to make a decision about the clothing you want to wear and which stores to go into. You need to be able to talk to the sales clerk and tell them about your size, what your clothing should made of, and how much money you have to spend. You also need to choose your style by interpreting different looks you see at the store and by looking at the different types of clothing stores you walk by. You should express why different stores matter to you based on your personal style. Students will be able to describe attire and personal style preferences using comparisons, superlatives and subjunctive (expressing desires, wishes, doubt) Students will be able to communicate about what to wear to specific places and what outfit is important to them to wear. Student will be able to use their knowledge to create a store with all of the clothes that expresses their style of clothing and creating a sales pitch to describe what makes their personal style important.

INTEGRATED PERFORMANCE ASSESSMENTS

This section describes performance assessments for each of the three modes of communication (interpretive, interpersonal, presentational). These can be spread throughout the duration of the unit (e.g., one at the end of each week of the unit); dont wait until the very end and bunch them up at once . Often, the interpretive assessment comes first. Note that these are performance assessments written quizzes and tests are meant to supplement these assessments, not supplant them. These assessments should be aligned with the goals/objectives listed above and be designed so that students can show you they met those goals/objectives. Be sure to attach a rubric for EACH of the three assessments to the end of this document. There is a template provided for you to use and/or adapt.

This unit plan template is an amalgamation and adaptation of resources created by H. Curtain, D. Clemente, U. Lentz, P. Sandrock, and S. Warner. Original materials are available at www.carla.umn.edu, www.startalk.umd.edu, and http://depts.washington.edu/mellwa/Events/20081105/sandrock_ipa_handout.pdf.

Unit Plan
Teacher name: Language: Grade/Level: Duration:

Assessment Type Interpretive

Begin with the gist, and/or character/script recognition Move to deeper level of detail Use context clues Predict, guess, use structures and patterns to aid meaning Use authentic materials The message is the most important thing, not only accuracy Spontaneous, not scripted, memorized or rehearsed Attends to partners ideas Two-way communication Negotiated meaning, opportunities/requirem ents for clarifying and confirming meaning

Description
Students will look up the stores in a mall and decide which stores are most appropriate to their style. They may also look up different Spanish and American clothing store websites to tailor more to their style. Students need to describe the clothing store and clothing within the stores use the vocabulary, make comparisons between their style and a different store's style, and why they chose a certain store to describe their style. They will offer suggestions, desire, wishes and doubts about what they think their ideal will contain or not contain. They will write this.

Interpersonal

Students will have a partner and will be given a scenario. Each group will receive a different scenario. One student plays role of a friend asking about the other students' outfit. They will have to have an indecisive conversation about what to wear to the mall, they must use comparisons to debate about what would look better, advise their friends to wear a specific type of clothing using vocabulary words, and describe what looks really good on their friend or themselves in relation to their preference and sense of style. They can also talk about which stores they would like to visit and compare them. They will present this in front of the class, speaking in pairs to one another.

Unit Plan
Teacher name: Language: Grade/Level: Duration:

Presentational
Accurate delivery of coherent message is most important Message tailored to audience Attends to genre Keeps audiences attention One-way communication Edited, polished, aesthetically engaging

Students will design their own clothing store catered to their specific style. They will describe the type of fabric they use for their clothing, compare different outfits, put emphasis on why they clothing is the best, and make an overall sales pitch as why their style and store is the best. They use the subjunctive to make doubts about other store's styles, and thus compare their store to a store with a different type of style. They will have to make a PowerPoint presentation that they present in front of the class for this.

THE OTHER Cs
The previous section is clearly about communication. How does the unit address the other four Cs? Please give short, narrati ve answers, not codes/excerpts from the state standards. What aspects of target language Culture(s) does the unit include? What Connections to other school subjects does the unit offer? How does the unit provide language and cultural Comparisons? How does the unit connect to target language Communities in and out of school? Clothing styles from different Spanish speaking countries, the concept of malls in the U.S. versus in Spanish speaking countries, integrating Hispanic style if applicable to that student's sense of style. Business/Sales - being able to sell your business, make comparisons as to why your item is the best Comparing different clothing stores against one another and explaining why one is more interesting to that student's sense of style. Being exposed to the type of fashion relevant in Spanish speaking countries and contrasting against the student's own personal sense of style. What type of clothing store is offered in Spanish speaking countries, what malls are like outside the United States, style in Hispanic countries. Selling their items and clothing store to the audience.

UNIT CONTENT
Functions
Chunked or patterned language that helps us accomplish specific tasks/objectives, such as

Structures
Specific grammatical items/rules, such as Verb conjugations Verb tenses

Vocabulary
Think domains and categories, not specific lists of words. It is helpful to divide

Resources
Technology Arts/crafts materials Major photocopying Access to

Differentiation
On what basis do you need to differentiate? Disability Heritage learners

Unit Plan
Teacher name: asking for help introducing ourselves dis/agreeing with someone expressing doubts or hopes requesting (versus asking for) something asking questions negating Here, it is NOT important that students understand the grammatical basis/logic of the function, just how to use it, what it means, what it can accomplish. -expressing doubt -describing an outfit -comparing -adding emphasis Language: Word order Adjectives, adverbs Comparisons, superlatives, etc. Word order Here, it is important that students understand the grammatical basis/logic of the item and how to use it accurately. Grade/Level: these domains/categories into those that are essential (e), helpful (h), and ideal (i). school/community facilities Guests to class Duration: Multilevel class Other? What are the major strategies you will use to differentiate the unit?

-comparatives -superlatives -subjunctive with doubt, hopes, desires, wishes -clothes vocabulary

- clothes -adjectives for clothes -phrases for clothes shopping

-access to school resources -access to Spanish 3 resources from previous years - access to computer lab for final project to make presentations

- For hearing impaired students, they may write a conversation instead of speak it in front of the class about what they are wearing to the mall. - For blind students, they can listen to a conversation presented in front of the class and describe what the students were talking about to the teacher. - For the final presentation, a blind student may bring in their own articles of clothing and focus on describing texture of

Unit Plan
Teacher name: Language: Grade/Level: Duration: objects as opposed to looks to describe their sense of style. They can focus on comfort level of clothing. -For the interpretative assessment, they can choose stores that they are familiar with and then listen to an audio cast that describes different clothing stores in Spanish speaking countries in order to help them get cultural exposure.

LESSON PLAN OUTLINE

In the table below, list as many lessons as will be included in the unit. Depending on your curriculum and bell schedule, one lesson may be the same as one class session, or it may take 2-3 class sessions to cover one lesson. As such, indicate how many minutes or class sessions the lesson requires in the right-hand column.

Lesson #
1 2 3 4 5 6 7 8 9

What is the major focus of the lesson? (bullet point descriptors big picture!) TPRS learning movements for underwear and shopping vocabulary Comparisons Superlatives Interpretative assessment Subjunctive with Doubt Review for test Test + Interpersonal Assessment Work on Presentational Assessment in computer lab Present projects (Presentational Assessment)

Amount of time
3 days 2 days 2 days 1 days 2 days 1 days 2 days 2 days 2 days

1 day = 72 minutes

Unit Plan
Teacher name: Language: Grade/Level: Duration:

ASSESSMENT RUBRIC
This document should be completed in student-friendly language. Whether the document is completed in English or the TL depends on the course level. Adjust the number of columns as needed/desired to reflect how many points each assessment is worth.

INTERPERSONAL - Oral Speaking Assessment Criterion

Items in this column could include: Accuracy Fluency/clear message Addressed assigned vocabulary domains Used appropriate functions as assigned Professionalism or quality (things like the work was turned in on time, neatly designed/presented, etc.) Try not to have more than 5 criteria

Exceeds expectations
In the remaining columns, clearly define what merits exceeds versus meets versus approaches If you prefer to use points rather than descriptors as column headers, that's fine, but arrange the scale like this, from highest to lowest possible grade

Meets expectations

Approaches expectations

Incomplete

3 Grammar/Language Zero grammatical errors with verbs, pronunciation, and spoken sentence structure.

2 A few grammatical errors with verbs, pronunciation, and spoken sentence structure.

1 Many grammatical errors with verbs, pronunciation, and spoken sentence structure. Grammar is below a Spanish 3 level.

0 Does not demonstrate understanding of grammar, verb conjugation, pronunciation, and spoken sentence structure for a

Unit Plan
Teacher name: Language: Grade/Level: Duration:

Vocabulary

Content/Effort

Uses at least 5 new vocabulary words from the chapter with zero errors in pronunciation. All vocabulary makes sense and there is effort to use advance vocabulary. Effort is relevant to the topic. Demonstrates mastery of talking about clothing with vocabulary and grammar.

Uses 3-4 new vocabulary words with some errors in pronunciation. Most vocabulary makes sense.

Uses 1-2 more new vocabulary words with many errors in pronunciation. Much of the vocabulary does not make sense or is hard to understand. Little substance, inadequate effort.

Spanish 3 level. Uses zero new vocabulary words. Does not demonstrate understanding of new vocabulary and is almost impossible to understand. Not enough is given to evaluate.

Adequate effort, could use more details at times.

Presentational Rubric: 10 9 8 Overall sentence structure Student can and overall use of demonstrate abilities vocabulary in forming complex sentence structures effectively. 7 6 5 Commonly encountered sentence structures are clear, and/or some complex structures may be unclear. Subjunctive verbs have some error in conjugation, some 4 3 2 Commonly encountered sentence structures are usually clear; complex structures are unclear. There were very few examples of the subjunctive with 1 0 Complex structures are either not attempted or unclear.

Grammar

The subjunctive was conjugated with few errors or no errors.

There was barely an attempt to use subjunctive with

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Teacher name: Language: Grade/Level: Duration:

Content and explanation

Images and Creativity

Comparisons and superlatives were used with few errors or no errors. Students have explained with a developed sales pitch as to why their store is the best and compared their store to another's including their personal sense of style. The presentation is creatively made with colors and appropriate images.

comparisons were used correctly, some superlatives were used correctly. The sales pitch and use of comparisons are misused and/or the vocabulary is misused. Relation to personal style is mentioned but not developed fully.

doubt, comparisons and superlatives.

doubt, comparisons and superlatives.

The sales pitch and way of making comparisons are confusing and the vocabulary is lacking. Student alludes to personal style, but does not specifically describe it. The presentation is Something is made with colors and dramatically lacking: images, but lacks color, images or creativity. creativity.

There was barely an attempt to communicate a sales pitch and explain why their store is the best using comparisons. Student does not mention personal style. There is no attempt to be creative or include images.

Interpretive Assessment

10 9 8 Overall sentence structure Student can and overall use of demonstrate abilities vocabulary in forming complex sentence structures effectively.

7 6 5 Commonly encountered sentence structures are clear, and/or some complex structures may be unclear.

4 3 2 Commonly encountered sentence structures are usually clear; complex structures are unclear.

1 0 Complex structures are either not attempted or unclear.

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Teacher name: Language: Grade/Level: Duration:

Grammar

Content and explanation

The subjunctive was conjugated with few errors or no errors. Comparisons and superlatives were used with few errors or no errors. Students have described their sense of style based on all the stores that they have viewed. They have viewed at least 4 different stores.

Subjunctive verbs have some error in conjugation, some comparisons were used correctly, some superlatives were used correctly. Students have described their sense of style based on some of the stores that they have viewed. They have viewed at least 2 different stores.

There were very few examples of the subjunctive with doubt, comparisons and superlatives.

There was barely an attempt to use subjunctive with doubt, comparisons and superlatives.

Students have described a store that they have viewed but made no comparisons to their own style and expressed why they chose to describe the store against their personal style.

There was barely an attempt to communicate about a store that they student viewed. Student does not mention personal style.