Unit Plan: Daily Lessons

Lesson Lesson Activity Assessment Materials/

# Title Resources

Oral: Open with a song that introduces the vocabulary Teacher observation, Cancin:
1 De and grammar of the day. note taking to keep https://www.yo
dnde Follow with a NLA oral sequence, reinforcing the track of student utube.com/watc
eres? structures. progress. h?v=9bFRTm4J7
Soy Students choose their country for the final PM
project and postcard projects and tell them to
de...y t?
the teacher.
Students then work in small groups to create
their own songs, following the structure of the
video, that include the names of the countries Exit Slip: De donde
that they have chosen. es tu familia?

Soy Follow a NLA oral sequence for the grammatical Teacher observation
2 (canadie structures of the week. Introduce students to the and note taking to
nse, idea of a research project. Students practice keep track
peruano/ introducing themselves to each other and use of student progress.
a etc.) the structures learnt the day before to have mini
Hablo conversations with each other. Exit slip: Cual es tu
(ingls). nacionalidad?

Mensaje As per the NLA, the mensaje del da is a Teacher Observation Mensaje del da.
3 del da: postcard from a Spanish-speaking country,
Reading including the new structures that were learnt in Take notes: keeping
the past week, as well as several adjectives and track students
questions. Students will take turns reading out progress in
loud and work together to analyze the pronunciation when
adjectives/descriptors and find the patterns and reading out loud.
learn a new grammatical concept (gender of
adjectives).
Students work together to create a response to
the letter (oral, not written yet), answering the
questions posed.

Postcards Introduce the students to the idea of writing Review postcards to

4 I their own postcards. Using either the mensaje find out where they
del da from yesterday or a new sample, break are at in their writing
down the parts of the postcard with the skills and follow their
students: address, greeting, body, conclusion, progress throughout
farewell greeting. this task.
 Students, partnered according to linguistic
ability, then compose their own postcard to a
friend as if they are visiting the country that they
chose for their final project, using the model.

Students decorate and mail their postcards to Teacher Craft materials,

5 Writing/ their friends. As it is a Friday, class ends with the observations. postcards
Oral: students playing a game to review the countries
and structures learnt during the week.

Qu Teacher brings in a snack that is appropriate to Teacher Snacks

6 comes en their country of origin to start off the class. Using observations.
tu casa? the snack as a prop, follow an NLA oral sequence
to reinforce the structures of the day.

Cul es Spanish cooking show - Exit slip: Qu Spanish Cooking

7 un plato Use NLA oral sequence to review the structures comida es tpica en Show:
tpico de of yesterday and add to them with the new tu pas? https://www.yo
tu pas? vocabulary. utube.com/watc
Spanish cooking show - have students watch h?v=PSnfQH9JyF
cooking show. Q
Divide students into partners and have them
describe a typical dish from their chosen.

Reading: The mensaje del da is a reply from the pen pal, Teacher Drawing and
8 La using the structures learnt over the week to observations, writing supplies
comida expand on the postcard. Teacher reads out loud student A recipe (in
penpal describing a typical country dish and how collaboration. Spanish) of the
to make it. teachers choice
Have students read (in pairs) the recipe that the
teacher has prepared from a food of her chosen
country. Have them draw a picture and label the
ingredients of a dish of their choice.

Postcards Students will receive the letter from their pen pal Teacher Postcard
9 II from the week before. After reading it, they will observations. supplies
write a brief response, including vocabulary and
structures from the theme of the week. Time
permitting, they will decorate their response
postcards.

Final Students will begin to compose a brief paragraph Teacher observation Final Project
10 Project of interesting facts/information about the and questioning. supplies
Work country that they chose in the first week. This Collaborative work
Period will eventually be presented to the class in the between students.
form of an oral presentation.
 They will also begin to create a mini-collage (8x10
construction paper) of images that represent the
country that they have chosen, as part of the
final project.

Cules Follow NLA oral sequence to model grammar and Teacher observation Art supplies
11 fiestas structures, teacher introduces different and questioning.
celebras? celebrations that are celebrated around the Student
world. collaboration.
Students draw a picture of a holiday that they Exit slip: Cul es tu
enjoy and share it with their peers. fiesta favorita?

12 Big Set up Centres - Each centre has different oral Teacher observation Props to initiate
Review activities that will help to review and strengthen and continue to take conversation for
Session what concepts of the language they have notes of student each station:
discovered in the unit to date. progress. foods, holiday
Students will form groups and visit each centre props, flag
over the course of the period. emblems

13 Reading Bring in the book Nios del mundo Teacher observation Book: Nios del
Review (multicultural book that discuss what different and pronunciation mundo
Session children around the world eat, play and corrections.
celebrate). Children take turns reading a page
each.

14 Postcards Students will be given a new partner to Teacher observation Postcard

III correspond with for their next postcard. They and feedback. supplies
write a brief message, making sure to include
structures and vocabulary learnt this week. Time
permitting, they will decorate the postcard
before sending it.

15 Final Students will work on researching and adding Teacher observation, Final Project
Project information to their country paragraph that has collaboration. Supplies
Work to do with holidays and traditions. The rest of the
Period class will be dedicated to working on the
mini-collages for the final project.

16 Qu Follow NLA oral sequence to model grammar and Teacher directed Art supplies
deportes structures: Teacher models En Canad, se juega discussion,
se mucho hockey. Que deporte se juega en tu corrective feedback
practican pas? Exit slip: Cul es tu
en su Students draw pictures of their favourite sports deporte favorito?
pas? and share them with each other to practice the
vocabulary.
 17 Peer Students partner up and take turns reading, Peer feedback loops. Final Project
Feedback silently and out loud, their partners country Teacher observation supplies
Loop paragraph. They give each other feedback (at and moderation of
least one positive and one constructive). constructive
The rest of class time is dedicated to working on feedback (no hurt
their mini-collages for the final project. feelings!).

18 Postcard Students receive their final postcard and respond Teacher Postcard
Response to it using the grammar and vocabulary of the observations and supplies
III week. Time permitting, they also decorate the feedback.
postcards.

19 Presentat The class is broken into groups of 4 (varying Peer feedback loops.
ion linguistic capabilities) and they rehearse their Teacher moderation
Rehearsa research projects with their peers. of constructive
l feedback (no hurt
feelings!).

20 Final Students present the findings of their research Summative: project Graphic
Presentat project to the class in the form of a short is evaluated based organizer with
ion presentation. The audience is given a graphic on the rubric (see names of each
organizer to fill out with the information/fun Assessments). student.
facts that they learnt from each presentation (no Audience members
more than 1 fact per country). are formatively
assessed on their
learning based on
the contents of their
graphic organizers.

Adapted by Jeff Turner (2016) from:

Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexander, Virginia: Association for Supervision and
Curriculum Development.

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.
 Exemplary Proficient Emerging Insufficient

Engaging The text is very The text The text The text
Content interesting, demonstrates a demonstrates a demonstrates a
demonstrating an deepening rudimentary misunderstanding
exemplary understanding of understanding of or incorrect
understanding the country that the country that assumptions
and appreciation the student has the student has about the country
of the country that chosen. chosen. that the student
the student has has chosen.
chosen.

Grammar, The grammar and The grammar and The grammar and There are
Syntax and syntax of the syntax contain syntax contain numerous
Vocabulary project is free of minor errors that many errors that grammar and
errors. The do not impede occasionally syntax errors,
vocabulary used understanding. impede making the project
is rich and varied. The vocabulary understanding. difficult to
used is diverse. The vocabulary understand. The
used is limited. vocabulary is
lacking or
 misused.

Organization, The project has a The project has a The project has a The project is
Conventions clear beginning, beginning, middle beginning, middle missing a
middle and end. and end. There and end. There beginning, middle,
There are no are a few errors of are many errors of or end. There are
conventions- conventions but conventions that many errors of
related errors. they do not distract from the conventions that
distract from the project. distract from the
project. project.

Oral Production, The student The student The student The student is
Pronunciation presents in a presents in a clear inconsistently inaudible or hard
confident voice, voice, presents in a clear to understand.
without referring occasionally voice, often They read the
to any written referring to written referring to written whole
notes. There are notes. There are a notes. There are presentation.
few pronunciation few pronunciation many There are
errors and the oral errors and the oral pronunciation numerous
presentation flows presentation flows errors, and the pronunciation
well. somewhat well. presentation lacks errors that make
flow as a result. the meaning hard
to understand.