Unit Plan

Appendix I: Spanish
Language and Level / Grade	1st grade Spanish	Approximate Length of Unit				4 weeks
Performance Range	Novice Low	Approximate Number of Minutes Weekly				150min (30min/day)
Theme/Topic	Sports and the Body
Essential Question	How do you prepare for a (insert sport) game?
Unit Goals
What should learners know and be able to do by the end of the unit?	Learners will be able to: Perform basic actions on command (brush hair, put on shoes, wash hands). Carry out short conversations about different sports. Identify different parts of the body
Summative Performance Assessment Tasks
•  These tasks allow learners to demonstrate how well they have met the goals of the unit. Ÿ The tasks follow the format of the IPA, but are integrated throughout the unit. ·  The template encourages multiple Interpretive tasks. Ÿ The Interpretive tasks inform the content of the Presentational and Interpersonal tasks. Ÿ The tasks incorporate 21st Century Learning.	Interpretive Mode
	Simón Dice: -commands given and students will act out sports/actions. Depending on students’ capabilities, they can take over as Simón. Ex: Simón dice toquen la nariz. Simón dice jueguen fútbol.	Create a cuento: Students will use their knowledge of sports and body vocab to create a story. I will provide a basic structuring, but students will fill in names, sports, etc. (TPRS)			Video- different people are asked and respond what their favorite sport is. Students will circle the corresponding pictures to match the sports they hear. https://youtu.be/8HKfV9u6ehE
	Presentational Mode			Interpersonal Mode
	Polished: Students will look through simple Spanish books on famous sports players and pick one to present on. They will dress up using clothes provided and will tell us about their chosen player.			“Yo tengo…. ¿Quién tiene…?” -          Students will be given a flashcard with a picture of a sport. They will have to ask around to find the corresponding equipment/clothing (specified on card) -          Once they find their match they will create a sentence using the two pictures
	On Demand: Go around the room and ask students basic questions about their favorite sports. Ex: ¿Cómo se juega el futbol? ¿Qué tipo de bola usas para jugar al beisbol?
Standards
Cultures (Sample Evidence) Indicate the relationship between the product, practice, and perspective	Relating Cultural Practices and Products to Perspectives
	Product:  What do you use to play your sport? (bat? Ball? Glove?)            Practice: How do students play sports in other countries? Does their equipment change? Perspective: Compare the two. How are they the same? How are they different? Product: What sports brands are most popular in your country? Practice: What are the most popular sports in Spanish-speaking countries? Perspective:  Consider how your sports would be different if you switched countries for a day.
Connections (Sample Evidence)	Making Connections to Other Disciplines			Acquiring Information and Diverse Viewpoints
	Healthy living -sports and healthy habits Math-numbers for score, fingers, etc Science- basics of anatomy Reading- 2-3 sentences on famous athletes. Focus on sounding out words.			-          Video shows different children in different cultures -          Read books about famous athletes from different countries
Comparisons (Sample Evidence)	Language Comparisons			Cultural Comparisons
	Bola/ball           beisbol/baseball        Futbol/football (UK)    HSKT song melody and movements are the same			Similar favorite sports Learn about how sports change
Communities (Sample Evidence)	School and Global Communities			Lifelong Learning
	Partner work for YtQt Learn more about our classmates by learning their favorite sports			-          Learning how to research and present information
Connections to Other Standards	CommonCore ELA- Reading: Literature, Reading: Informational Text, Reading: Foundational Skills, Writing, Speaking and Listening, Language
Toolbox
Can Do Statements
Interpretive	I can recognize the names of known sports
Presentational	I can talk about what equipment and body parts are used in my favorite sport
Interpersonal	I can ask/tell what sports I prefer. I can also give commands.
Supporting Functions		Supporting Structures / Patterns			Priority Vocabulary
Expressing preferences		Me gusta, mi deporte favorito es, no me gusta			-          Sports names -          Sports equipment -          Describing preferences -          Body parts -          Basic routines -          Commands
Asking and telling how to play sports		¿Cómo se juega…? Usas… Llevas…
Identifying body parts		Tengo…, Lavo…, Toco…
Commands dealing with healthy habits		Cepíllate el pelo, ponte los zapatos, lávate las manos
Key Learning Activities/Formative Assessments This is a representative sample of activities/assessments across the 3 modes of communication.
Learning Activity/Formative Assessment (Sample activities are listed from the beginning  to the end of the unit).		How does this activity support the unit goals or performance tasks?					Mode of Communication
Head, Shoulders, knees, and toes Song and Dance		Reviews spoken vocab and is an easy connection					Presentational
TPRS story - Students help to fill in story with vocab and then answer questions about the created text.		Reinforces vocab					Interpretive
Simón Dice- Simon says		Commands/body parts vocab					Interpretive
Work together to create sentences in YtQt		Vocab usage Grammar					Interpersonal
Resources			Technology Integration
https://youtu.be/8HKfV9u6ehE favorite sports https://youtu.be/hqH_FGwg2Fc bath time https://youtu.be/Ovc3IG3pBBQ head, shoulders, knees, and toes https://www.teacherspayteachers.com/Product/Los-Deportes-Sports-in-Spanish-Reading-and-Activities-4438293?utm_source=pinterest&utm_campaign=deportes%20gallery%20walk%20Gdrive Worksheets; provide names, sports, and other info			Computer/ projector for youtube videos The majority of the unit will be hands on and interactive.