Spanish 4 H Interdisciplinary Unit Plan

Chapters 1: - Esas modas que van y vienen / Those styles that come and go
Pacing: 2- 2.5 weeks (start of Q1)

STAGE 1- DESIRED RESULTS

Rationale:

This interdisciplinary unit allows students to engage in conversations about fads and fashion. Students will discuss
fleeting trends in Spanish speaking countries and around the world. Via these conversations, students will be able to
discuss how fashion has evolved, how each decades events influenced the style and how technology has made a
huge impact on the evolution of cars.

Essential Questions:

What fashion trends are popular among young people today?

What is current trend that you do not follow?
What is a fashion you consider fleeting?
How does a new fashion become popular?

The theme of this unit is the influence of clothing, cars, art, music and literature throughout the years.

Goals:

Students will use vocabulary to talk about fashion trends, apply vocabulary to express their preferences about
clothing, compare and contrast fashion styles, express ideas using the present tense, describe past occurrences and
narrate using the preterit / past tense.

Communication:

Students will research trends and discuss with each other, in Spanish, how they felt about the trends.

Cultures:

Students will compare how trends differed in Spanish-speaking countries vs the rest of the world.

Connections:

Students can connect these changes to what was going on in the world (history) and how it may have impacted these
changes.

Communities:

Students can use the Spanish language to discuss cars and their upcoming driving tests.

Comparisons:

Students will compare trends in Spanish-speaking countries and other counries.

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Enduring Understanding:

Students will understandhow to make comparisons, analyze, and evaluate existing trends and those of the past by
using:

language to formulate discrete, initiated, or completed actions in the past

language to express ongoing, habitual, or continuous actions in the past

written and spoken language about unlimited trends

written and spoken language about things done in the past

Students will be able to

Discuss fashion trends and fads

Describe in the past
Talk about the influence of fashion on cars
Narrate in the past
Read information and answer questions about fashion trends and fads

Demonstrate understanding of written language about clothing and fashion

Provide information about things done in the past

Engage in conversations about past fads and fashions

Engage in conversations about actions completed in the past

Obtain information by asking questions

Demonstrate understanding of descriptions in the past

Gain knowledge about a milestone in the representation of the target culture within US popular culture (I Love
Lucy)

Exchange information about things done in the past

Engage in debates

Engage in conversations about past fads and fashions

Gain knowledge about the Spanish counterculture (La movida madrilea)

Express and defend personal opinions

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 Demonstrate understanding of a survey

Provide information about things done in the past

Express opinions

Gain knowledge about famous artists from the Spanish-speaking world

Listen to and analyze the lyrics of a popular song

Read and understand the discussion in an online forum in the target language

Practice reading strategies

Express and defend personal opinions

Describe physical and/or mental states in the past

Demonstrate understanding of written and spoken language about clothing and fashion

Engage in conversations about clothing and fashions

Demonstrate understanding of descriptions in the past

Demonstrate understanding of the contrast between preterite and imperfect in narration and description

Students will know

How to say what occurred in the past

How to classify and analyze information

How to provide descriptions in the past

How to present information by means of the preterite versus imperfect

How to write about past events

STAGE 2- INSTRUCTIONAL STRATEGIES/LEARNING PLAN

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Performance tasks:
Learning targets and activities:

A. Interpretive
Read articles on fashion and understand and interpret the message the author is trying to convey.

http://www.bbc.com/mundo/noticias/2012/07/120702_cultura_zapatos_personalidad_psicologia_wbm.shtml

Read, listen and understand descriptions on clothing, fashion and fashion trends. Demonstrate what value

these trends have in todays fashion world.

Listen and understand the lyrics to Spanish songs. Analyze lyrics to gain a deeper understanding of message

the music is conveying and what impact it has on society.

Read about the impact The Beatles and Menudo had on both fashion and music. Demonstrate evidence

through conversation of where these trends where popular

Watch a clip of an I love Lucy episode (Lucy gets a Paris gown) and discuss the value of perspective and the

role it plays in our lives.

B. Interpersonal

Learn and practice vocabulary on fashion and car trends. Create lists of popular cars and how they have

advanced through the years. (Physically and technologically)

Find and discuss current events on fashion. The fashion industry is crucial to the American and global

economy. Support this statement through he use of on line current events.

Watch award shows and discuss the fashion on the red carpet. Evaluate the creative aspect of fashion and

how this contributes to the popularity of red carpet stars.

Write about their dream car. Produce a new product your dream car. Be specific and creative when

detailing your car. Be prepared to communicate with others and answer questions about your prototype.

C. Presentational

Discuss trends in each decade. Create a fashion show with detailed differences and similarities of the

different decades
Discuss why a trend will stay; is it due to social, personal or economical reasons?
Create and present a new fashion. The class will decide if it will have commercial success. Think about the

current necessities in society.

Have conversations as the hippie of the 60s, a disco fanatic of the 70s, the yuppie of the 80s or the rap

artist of the 90s. Talk about what they had for lunch, what they read, what they wore, what they discovered,

etc. Make sure you represent information from that era.

Discuss the evolution of the 007 James Bond cars. Use specific examples from the text to speak about the

past cars of James Bond.

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Culture: Participate in one of the following blogs and share your opinions:

Access the top 10 fashion bloggers from Spain http://cocorosa.com/2012/07/top-10-fashion-bloggers-from-spain.html

Access the 20 most influential personal style bloggers. http://fashionista.com/2016/03/style-bloggers-2016

STAGE 2B: DIFFERENTIATED INSTRUCTION

Class assignments are structured so they require high levels of critical thinking but permit a range of responses.
Evidenced by classroom projects such as creating a photo album and group conversations about childhood
memories.

Students are provided with opportunities to explore topics in which they have strong interest and find personal
meaning. Evidenced by sharing childhood memories and pictures about childhood with the class.

Activities are created and geared to different learning styles, readiness and levels of interest. Evidenced by
individual, pair and group teared work groups as well as TPR activities, listening, reading, writing, speaking activities
and use of 1 to 1 computer activities. Evidenced by the use of 4 corners activity.

With the teacher's guidance, students choose ways to learn and how to demonstrate what they have learned.
Evidenced by integrated skills assignments with provide options for students to showcase abilities and student
presentations in which they create learning activities to share with the class.

Students are permitted to opt out of material they already know and progress at their own pace through new material.
Evidenced by the use of online practice activities through Quia, Quizzlet, realidades.com and other online Spanish
resources.

Each unit includes a wide variety of assignments and assessments, tailored to reach high, average and low levels of
student achievement. Evidenced by wide variety of activities within the three modes of communication and
instructional methods that use graphic organizers, post it notes, yes and no cards, white board responses. Evidenced
by differentiated groupings by ability.

High expectations for all students. Evidenced through daily use of target language, class discussions, class

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participation and activities use of total immersion whenever possible.

21st CENTURY SKILLS:

X x
Global Awareness Financial, Economic, Civic Literacy Health Literacy
Business, and
Entrepreneurial Literacy
X x x x
Creativity and Innovation Critical Thinking and Problem Communication and Information Literacy
Solving Collaboration
x x x
Media Literacy Information & Communication Life and Career Skills
Technology Literacy

Interdisciplinary Connections: School climate, Technology, social relationships.

Integration of Technology: Web-Quest, Internet use, language lab, digital voice recorders

Equipment needed: EPSON setup, student computer/Internet access language lab, digital voice recorders
DILL/Garage band, web based Schoology.
Collaboration:

Students as collaborators use their native and acquired languages to learn from and work cooperatively across
cultures with global team members, sharing responsibility and making necessary compromises while working toward
a common goal.

Critical Thinking & Problem Solving:

Students as inquirers frame, analyze, and synthesize information as well as negotiate meaning across language and
culture in order to explore problems and issues from their own and different perspectives.

Creativity & Innovation:

Students as creators and innovators respond to new and diverse perspectives. They use language in imaginative and
original ways to make useful contributions.

Informational Literacy:

Students as informed global citizens access, manage, and effectively use culturally authentic sources in ethical and
legal ways.

Media Literacy:

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Students as active global citizens evaluate authentic sources to understand how media reflect and influence
language and culture.

Technology Literacy:

Students as productive global citizens use appropriate technologies when interpreting messages, interacting with
others, and producing written, oral, and visual messages. Use of technology is present is modes of communication
tasks.

Flexibility and Adaptability:

Students as flexible and adaptable language learners are open-minded, willing to take risks, and accept the ambiguity
of language while balancing diverse global perspectives. Tasks presented demonstrate these strengths.

Initiative and Self-Direction:

Students as life-long learners are motivated to set their own goals and reflect on their progress as they grow and
improve their linguistic and cultural competence. Self- assessment rubrics are used after tasks for improvement.

Social and Cross-Cultural Skills:

Students as adept language learners understand diverse cultural perspectives and use appropriate socio-linguistic
skills in order to function in diverse cultural and linguistic contexts. Performance tasks presented encourage and
enhance these skills.

Productivity and Accountability:

Students as productive and accountable learners take responsibility for their own learning by actively working to
increase their language proficiency and cultural knowledge. Particular attention is given by the teacher to creation
and collaboration not just final product through use of rubrics.

Leadership and Responsibility:

Students as responsible leaders leverage their linguistic and cross-cultural skills to inspire others to be fair, accepting,
open, and understanding within and beyond the local community. Evidenced by continuous collaborative efforts
present in the performance tasks.

Career Ready Practices:

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

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 CRP12. Work productively in teams while using cultural global competence

STAGE 3- EVIDENCE OF LEARNING

ASSESSMENT EVIDENCE:

May include but not limited to:

Formative assessments:

Class participation/Checking for understanding white board activities, signaling, TPR, drawing to demonstrate
understanding.

Completed graphic organizers, vocabulary list, structure notes.

Interpretive reading and listening tasks about students stories describing how they were and what they did in
the past.

Student to student conversations about friendships and typical teenage issues.

Written quizzes on school vocabulary and learned structures.

Summative assessments: Integrated skills

Chapter Unit Test

Theme Project: Oral Presentation

Create and present a new fashion. The class will decide if it will have commercial success

Theme Support: Bulletin Boards: Is fashion cyclical? Do some of our trends resemble those of the past?

Students will be assigned a decade and create a visual of the fashion trends of their decade and how they
differ to todays style.

Reading/Speaking/listening/Writing:

Class participation/Checking for understanding: white board activities, signaling, TPR, answering and asking
questions, engaging in conversations, listening and watching to interpret, drawing and writing to demonstrate
understanding.

Listening/Reading/Writing:

Students will listen songs that were popular by decade.

Have conversations as the hippie of the 60s, a disco fanatic of the 70s, the yuppie of the 80s or the rap artist
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 of the 90s. Talk about what they had for lunch, what they read, what they wore, what they discovered, etc.

Completion of written activities, graphic organizers; translation and use of vocabulary lists and structure of
class notes.

Written and listening comprehension quizzes on vocabulary and learned structures.

Standard and CPI:

7.1.NH.A.1: Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly
contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic
information sources related to targeted themes.
7.1.NH.A.2: Demonstrate comprehension of a series of oral and written directions, commands, and requests through
appropriate physical response.
7.1.NH.A.3: Recognize some common gestures and practices of the target culture.
7.1.NH.A.4: Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5: Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6: Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally
authentic materials.
7.1.NH.B.1: Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted themes.
7.1.NH.B.2: Give and follow a series of oral and written directions, commands, and requests for participating in age-
and level- appropriate classroom and cultural activities.
7.1.NH.B.3: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language during daily interactions.
7.1.NH.B.4: Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.B.5: Converse on a variety of familiar topics and/or topics studied in other content areas.
7.1.NH.C.1: Recombine basic information at the word and sentence level related to self and targeted themes to create
a multimedia-rich presentation to be shared virtually with a target language audience.
7.1.NH.C.2: Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar
vocabulary orally or in writing.
7.1.NH.C.3: Describe in writing people and things from the home and school environment.
7.1.NH.C.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NH.C.5: Tell or write about cultural products associated with the target culture(s), and simulate common cultural
practices.

(*This lesson plan includes appropriate 504/IEP support accommodations where applicable)