Unit Plan: Paises Hispano-Hablantes

Unit Plan:

Paises Hispano-Hablantes

Table of Contents

Unit Information and Overview …………………………………………………………………………..1 Rationale and Planning…………………………………………………………………………………………2 Evaluation/Assessment………………………………………………………………………………………..3 Instructional Strategies Plan…………………………………………………………………………………4 Introductory Activity…………………………………………………………………………………………...5 Daily Lesson Plans ……………………………………………………………………………………………….6 Accommodation Plan…………………………………………………………………………………………..7 Culminating Activity…………………………………………………………………………………………….8

Appendix Items: Materials Used: Lesson 1

• Textbook • Pen/pencil & paper • Wall maps • Region maps (copies for each student) • Colored pencils for maps

Lesson 2

• Textbook • Pen/pencil & paper • Whiteboards & markers • Wall maps • Region maps (copies for each student) • Colored pencils for maps • Computer • Presentation • Projector

Lesson 3

• Laptops & list of sites • Pen/pencil & paper • Wall maps • Region maps (copies for each student) • Colored pencils for maps • Information Outline (copies for each student) • “Passport” for information (copies for each student) • Computer • Projector • Spain Presentation

Lesson 4

• Laptops & list of helpful sites • Pen/pencil & paper • Wall maps • Region maps (copies for each student) • Colored pencils & paper for country maps & flags • Information Outline (copies for each student) • “Passport” for information (copies for each student) • Computer

• Projector • Spain Presentation

Lesson 5 • Laptops & list of helpful sites • Pen/pencil & paper • Wall maps • Region maps (copies for each student) • Colored pencils & paper for country maps & flags • Information Outline (copies for each student) • “Passport” for information (copies for each student) • Computer • Projector • Spain Presentation

Lesson 6

• Laptops & list of helpful sites • Pen/pencil & paper • Wall maps • Region maps (copies for each student) • Colored pencils & paper for country maps & flags • Information Outline (copies for each student) • “Passport” for information (copies for each student) • Computer • Projector • Spain Presentation

Lesson 7


Lesson 8

• Laptops & list of helpful sites • Pen/pencil & paper • Wall maps • Region maps (copies for each student) • Colored pencils & paper for country maps & flags

• Information Outline (copies for each student) • “Passport” for information (copies for each student) • Computer • Projector • Spain Presentation

Lesson 9

• Laptops & list of sites • Pen/pencil & paper • Wall maps • Region maps (copies for each student) • Colored pencils for maps • Information Outline (copies for each student) • “Passport” for information (copies for each student)

Lesson 10

• Projector, computer, & presentations • Pen/pencil & paper • Information Outline (copies for each student) • “Passport” for information (copies for each student)

References

• Descubre text Internet

• Eduplace.com

Overview This unit covers the government, history, geography, economy, customs and traditions, and other information about the Spanish-‐speaking world. It is expected to be taught over two to three weeks and is aimed for a high school Spanish I class. The purpose of the unit is to broaden the worldview and perspective of students, allowing them to have a deeper understanding of and respect for other people throughout the world. By the end of the unit, students will be able to label Spanish-‐speaking countries and their capitals on a map and have an understanding of topics surrounding them. Unit Objectives

• Students will be introduced to the Spanish-‐speaking countries of the world. • Students will be introduced to basic information about the Spanish-‐speaking

countries of the world. • Students will recognize the differences between language use across cultures

and regions. • Students will be introduced to the government system of Spain and will begin

research of the government system of their chosen country. • Students will identify the countries and capitals of the 22 Spanish-‐speaking

countries on a map. • Students will be introduced to the background of Spain and will begin

researching this aspect of their chosen country. • Students will be introduced to the geography of Spain and will begin researching

this aspect of their chosen country. • Students will be introduced to the economy of Spain and will begin researching

this aspect of their chosen country. • Students will be introduced to the customs/traditions of Spain and will begin

researching this aspect of their chosen country. • Students will be introduced to other interesting information of Spain and will

begin researching this aspect of their chosen country.

Rationale and Planning

This unit is important as it satisfies the expectations laid out by the state of Michigan for Connections and Culture in World Languages. This connects to students' lives as it broadens their understanding of Spanish, Spanish speaking people, and the cultures of many countries throughout the world. This unit ties in aspects of language, geography, and technology.

Instructional Strategies Plan

This unit has been created to reach every learner in the classroom. A wide variety of instructional strategies and best practices have been used in each lesson. A diverse group of activities and assessments has been created to reflect the diverse learners. Instructional Strategies & Best Practices Examples include:

• Performing pre-‐ and post assessments to gauge student knowledge and understanding

• Asking students to recall previously learned information • Class discussion • Exploring topics through a variety of technology and other resources • Directed note-‐taking through a graphic organizer • Review materials daily in order to aid in retention of information • Teacher demonstration • Open-‐ended questions • KWL Chart

Learning Styles

• Visual o Examples include: Powerpoint, computer, handouts, flags, and maps

• Auditory/Verbal o Examples include: Class discussions and spoken part of presentations

• Tactile/Kinesthetic o Examples include: Note-‐taking and map and flag creating

Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 1 – Introductory Activity Objective:

Students will be introduced to the Spanish-‐speaking countries of the world. 2.2.N.G.a Identify countries, their capital and major cities in which the

language is spoken 4.1.N.a Identify basic differences and similarities in vocabulary between

one’s own language and the target language (cognates and borrowed words)

Materials:

• Textbook • Pen/pencil & paper • Whiteboard & markers • Wall maps • Region maps (copies for each student) • Colored pencils for maps

Starter: Bell work activity on board: “Make a list of all of the places in the world that you know of that speak Spanish. Add to your list things that you know about those places.” (These will be incorporated into a KWL chart.) Steps:

1. We will create a list on the board of all the countries students came up with. 2. We will recognize that many country names are cognates. 3. As a class, we will share what facts we know about Spanish-‐speaking countries

already with a mind map on the board. 4. We will then brainstorm why those countries speak Spanish. Why do we speak

English? How do languages spread? 5. Students will receive region maps with countries and their capitals labeled. 6. Using their textbooks and wall maps, students will color in the Spanish-‐speaking

countries and label each continent that contains at least one country. 7. Begin writing questions in the “W” of the KWL chart.

Closer: We will share any surprises or new info learned today. Students will be told to begin brainstorming questions that they have. Assessment: The KWL chart will be turn in at the end of the unit. Throughout the class

time, I will travel around the room with a roster, performing a formative assessment as students brainstorm and discover. Group discussion will also serve as formative assessment.

Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 2 Objective:

Students will be introduced to basic information about the Spanish-‐speaking countries of the world. Students will recognize the differences between language use across cultures and regions. 2.2.N.G.a Identify countries, their capital and major cities in which the

language is spoken 2.2.N.G.c Identify the neighboring countries and geographic features

surrounding a country in which the language is spoken Materials:

• Textbook • Pen/pencil & paper • Whiteboards & markers • Wall maps • Region maps (copies for each student) • Colored pencils for maps • Computer • Presentation • Projector

Starter: Bell work activity on board: “On a white board, write one new thing that you learned yesterday. Be prepared to share.” Steps:

1. Students will share their new piece of info from yesterday. 2. Students will receive blank region maps with capitals indicated but not labeled. 3. As a class, we will create lists of countries by continent. Students will label the

countries on their maps. 4. We will introduce the capitals of each country as well as a fact or two through

the Spanish-‐speaking country presentation. Students will label the capitals on their maps.

5. Unit project will be introduced. Students will be asked to choose one of the countries that we have looked at to do an in-‐depth study on.

6. Students will decide on a country. They will then begin drawing the flag and map of their country, including important geographical features, landmarks, and cities. (No two students can do the same country)

7. Students will continue writing questions in the “W” of the KWL chart.

Closer: Students will report out what country they chose and show me the progress on their maps and flags. Assessment: The KWL chart will be turned in at the end of the unit. Throughout the class time, I will travel around the room with a roster, performing a formative assessment as students brainstorm and discover. Group discussion will also serve as formative assessment.


Students will be introduced to the government system of Spain and will begin research of the government system of their chosen country. Students will identify the countries and capitals of the 22 Spanish-‐speaking countries on a map. 2.2.N.G.a Identify countries, their capital and major cities in which the


surrounding a country in which the language is spoken 2.1.N.H.b Name the governmental system(s) and key political figures in a

country in which the language is spoken

Materials: • Laptops & list of sites • Pen/pencil & paper • Wall maps • Region maps (copies for each student) • Colored pencils for maps • Information Outline (copies for each student) • “Passport” for information (copies for each student) • Computer • Projector • Spain Presentation

Starter: On the board: “Take a blank map from the front table. Do your best at writing in the country and capital names on the map. Use the word bank on the back of the map only if you need it.” Students will then self-‐check their maps with the answer key and report their level of proficiency to me on their proficiency checklists. Steps:

1. I will hand out the “Information Outline” and go through the necessary components with students.

2. I will also pass out the “Passport” that students will use to record information about each country during the presentations.

3. I will present the “Government” portion of the Spain Presentation according to the outline and we will begin completing the Spain passport.

4. Students will research the government of their country using the encyclopedias and suggested websites.

5. Students will have time to work on maps, flags, or Powerpoint presentations of their countries or to study the country/capital geography.

Closer: Students will report out about what they accomplished that day. Assessment: At any point, students will have the opportunity to be assessed over the Spanish-‐speaking countries & capitals using a blank map.


Students will be introduced to the background of Spain and will begin researching this aspect of their chosen country. Students will identify the countries and capitals of the 22 Spanish-‐speaking countries on a map.

2.1.N.F.e Explain the practices and significance of an important:

-‐ civil or religious holiday or celebration AND -‐ regional holiday or celebration AND -‐ personal or family holiday or celebration within a

community or culture in which the target language is spoken 2.2.N.G.a Identify countries, their capital and major cities in which the

language is spoken 2.1.N.H.a Identify and explain the impact of three major historic events and

their impact on the culture of a community or country in which the language is spoken

2.1.N.H.e. Identify and explain how the language and culture expanded throughout the world

Materials:


Starter: On the board: “Add to your KWL chart in the W & L columns.” Steps:

1. I will remind students to get out their “Information Outline” and “Passport.” 2. I will present the Roman numeral portion: Background of the Spain Presentation

and we will complete that part of the Spain “passport.” 3. Students will research the background of their country using the encyclopedias

and suggested websites.

4. Students will have time to work on maps, flags, or Powerpoint presentations of their countries or to study the country/capital geography.

Closer: Students will report out about what they accomplished that day. Assessment: At any point, students will have the opportunity to be assessed over the Spanish-‐speaking countries & capitals using a blank map. They must achieve proficiency on Spanish-‐speaking countries and capitals by the end of the unit.


Students will be introduced to the geography of Spain and will begin researching this aspect of their chosen country. Students will identify the countries and capitals of the 22 Spanish-‐speaking countries on a map. 2.2.N.G.a Identify countries, their capital and major cities in which the

language is spoken 2.2.N.G.b Identify major geographic features (rivers, mountains, deserts,

forests) of a country in which the language is spoken 2.2.N.G.c Identify the neighboring countries and geographic features

surrounding a country in which the language is spoken 2.2.N.G.d Describe the climate and typical seasonal weather patterns in

various parts of a country in which the language is spoken Materials:



1. I will remind students to get out their “Information Outline” and “Passport.” 2. I will present the Roman numeral portion: Geography of the Spain Presentation

and we will complete that part of the Spain “passport.” 3. Students will research the geography of their country using the encyclopedias

and suggested websites. 4. Students will have time to work on maps, flags, or Powerpoint presentations of

their countries or to study the country/capital geography. Closer: Students will report out about what they accomplished that day.

Assessment: At any point, students will have the opportunity to be assessed over the Spanish-‐speaking countries & capitals using a blank map. They must achieve proficiency on Spanish-‐speaking countries and capitals by the end of the unit.


Students will be introduced to the economy of Spain and will begin researching this aspect of their chosen country. Students will identify the countries and capitals of the 22 Spanish-‐speaking countries on a map. 2.1.N.E.b Identify the economic system in a community or culture in which

the language is spoken 2.1.N.E.c Identify ways in which people of all ages earn money and/or make

a living in a community or culture in which the language is spoken 2.2.N.G.a Identify countries, their capital and major cities in which the

language is spoken Materials:



1. I will remind students to get out their “Information Outline” and “Passport.” 2. I will present the Roman numeral portion: Economy of the Spain Presentation

and we will complete that part of the Spain “passport.” 3. Students will research the economy of their country using the encyclopedias and

suggested websites. 4. Students will have time to work on maps, flags, or Powerpoint presentations of

their countries or to study the country/capital geography. Closer: Students will report out about what they accomplished that day. Assessment: At any point, students will have the opportunity to be assessed over the

Spanish-‐speaking countries & capitals using a blank map. They must achieve proficiency on Spanish-‐speaking countries and capitals by the end of the unit.


Students will be introduced to the customs/traditions of Spain and will begin researching this aspect of their chosen country. Students will identify the countries and capitals of the 22 Spanish-‐speaking countries on a map. 2.1.N.F.c Describe how daily needs are met within a community or culture

in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)

2.1.N.F.e Explain the practices and significance of an important: -‐ civil or religious holiday or celebration AND -‐ regional holiday or celebration AND -‐ personal or family holiday or celebration within a





1. I will remind students to get out their “Information Outline” and “Passport.” 2. I will present the Roman numeral portion: Customs/Traditions of the Spain

Presentation and we will complete that part of the Spain “passport.” 3. Students will research the customs/traditions of their country using the

encyclopedias and suggested websites. 4. Students will have time to work on maps, flags, or Powerpoint presentations of

their countries or to study the country/capital geography.



Students will be introduced to other interesting information of Spain and will begin researching this aspect of their chosen country. Students will identify the countries and capitals of the 22 Spanish-‐speaking countries on a map. 2.1.N.F.d Describe typical leisure activities commonly practiced within a

community or culture in which the language is spoken 2.1.N.F.e Explain the practices and significance of an important:

-‐ civil or religious holiday or celebration AND -‐ regional holiday or celebration AND -‐ personal or family holiday or celebration within a





1. I will remind students to get out their “Information Outline” and “Passport.” 2. I will present the last Roman numeral portion of the Spain Presentation: Other

Interesting Information and we will complete that part of the Spain “passport.” 3. Students will research other interesting information about their country using

the encyclopedias and suggested websites. 4. Students will have time to work on maps, flags, or Powerpoint presentations of

their countries or to study the country/capital geography.



Students will finish research of their chosen countries. Students will identify the countries and capitals of the 22 Spanish-‐speaking countries on a map. 2.2.N.G.a Identify countries, their capital and major cities in which the


surrounding a country in which the language is spoken

Materials: • Laptops & list of sites • Pen/pencil & paper • Wall maps • Region maps (copies for each student) • Colored pencils for maps • Information Outline (copies for each student) • “Passport” for information (copies for each student)

Starter: On the board: “Review for country & capital assessment. In five minutes, we will be taking a blank map country & capital quiz.” Steps:

1. Students will take an assessment where they will write in the countries and capitals on a blank map.

2. Students will have time to finish research, work on their Powerpoint, fill in their KWL chart, and/or complete their flags and maps.

Closer: Students will report out about what they accomplished that day. They will also draw numbers to decide presentation order for the following day(s). Assessment: Students’ knowledge of Spanish-‐speaking countries and their capitals will be assessed with a summative map quiz.

Accommodation Plan

This unit uses a variety of instructional strategies and activities to meet the needs of all of the students in the classroom. All instructions will be read aloud for those students. Also, students are able to work at their own pace. This means that students may choose to work along with the class while others work ahead of the rest of the class. Students will be free to move around the room. Supplementary materials are always available in the classroom for exploration and support. This unit is student driven. Those students who require additional assistance in the classroom will receive adaptation according to the requirements outlined by their IEP.

Teacher: Michaela Klusman Subject Area/Grade Level: High School Spanish I Lesson 10 – Culminating Activity Objective:

Students will present their Powerpoint presentations over their chosen countries. Students will complete their “Passport” packet with the country information presented by their classmates. 2.1.N.H.a Identify and explain the impact of three major historic events and

their impact on the culture of a community or country in which the language is spoken

2.1.N.H.b Name the governmental system(s) and key political figures in a country in which the language is spoken

2.1.N.H.c Identify one important political issue in a country in which the language is spoken

2.1.N.H.d Identify and describe significant current events in a country in which the language is spoken

2.1.N.H.e. Identify and explain how the language and culture expanded throughout the world

2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken

2.2.N.G.b Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken

2.2.N.G.c Identify the neighboring countries and geographic features surrounding a country in which the language is spoken

2.2.N.G.d Describe the climate and typical seasonal weather patterns in various parts of a country in which the language is spoken

2.1.N.E.b Identify the economic system in a community or culture in which the language is spoken

2.1.N.E.c Identify ways in which people of all ages earn money and/or make a living in a community or culture in which the language is spoken

2.1.N.F.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)

2.1.N.F.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken

2.1.N.F.e Explain the practices and significance of an important: -‐ civil or religious holiday or celebration AND -‐ regional holiday or celebration AND -‐ personal or family holiday or celebration

within a community or culture in which the target language is spoken

Materials:

• Projector, computer, & presentations • Pen/pencil & paper • Information Outline (copies for each student) • “Passport” for information (copies for each student)

Starter: On the board: “Write any remaining information into your KWL chart.” Steps:

1. Students will present their countries one at time. 2. Students who aren’t presenting will fill out their passports and ask questions of

presenters. Closer: Students will all vote about which country they would most like to visit. The “winning country” presenter will get a prize. Assessment: Students’ presentations will be assessed according to the presentation rubric. After the unit is completed, students will complete a brief compare/contrast essay using information from their “Passport” and their own experience.

Information Outline To help you get started, the following outline could be used to both conduct your research AND organize your PowerPoint presentation:

I. Forms of government a. Name of president/dictator/ruling group/political party

II. Background a. History b. Indigenous groups c. Famous explorers d. Languages spoken besides Spanish

III. Geographical makeup a. Coasts, mountains, deserts, valleys, etc. b. Population c. Climate

IV. Economy a. Major imports/exports b. Agriculture c. Tourism d. Monetary system

V. Customs and Traditions a. Religions b. Major national holidays c. Typical foods.

VI. Include interesting, intriguing and/or unusual findings about this country.

The PowerPoint presentation should include images of interesting places in this country, pictures of the people from that country, monuments, natural wonders, events, festivities, etc. The PowerPoint should contain at the very least 15 slides.

Glossary • Mapa = Map – a drawing of the earth's surface or of part of it, usually showing countries, cities, rivers, seas, lakes, and mountains. • Bandera = Flag – a piece of cloth with a pattern or picture on it that stands for some country, city, party, club, or other group, or that gives some information or signal. Flags are hung on poles over buildings, ships, army camps, etc. • Ubicación = Location – a plot of ground marked out by boundaries • Capital = Capital – the city or town where the government of a country, state, or province is officially located. Washington, D.C., is the capital of the United States. Each state of the United States has a capital. • Clima = Climate – the kind of weather a place has over a period of years. Climate includes conditions of heat and cold, moisture and dryness, clearness and cloudiness, wind and calm. • Población = Population – the number of people of a city, country, or district. • Gobierno = Government – the ruling of a country, state, district, or other area; direction of the affairs of state. • Cultura = Culture – the civilization of a given people or nation at a given time or over all time; its customs, its arts, and its conveniences. • Religión = Religion – belief in God or gods.

Documents

Unit Plan: Paises Hispano-Hablantes