UNIT PLAN 3
Teacher: Oana Sofineti
Course: Spanish I
Unit Name: La familia
Unit Duration: 30 days
Key Standards: Communication
Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken
language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics.
Cultures
Standard 2.1: Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied.
Connections
Standard 3.1: Students reinforce and further their knowledge of other
disciplines through the foreign language.
Standard 3.2: Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its
cultures.
Comparisons
Standard 4.1: Students demonstrate understanding of the nature of language
through comparisons of the language studied and their own.
Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
Communities
Standard 5.1: Students use the language both within and beyond the school
setting.
C.C.S.S- C.C.R.A Standards:
R.1: Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the
text.
R.7: Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in
words.
W.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
W.10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Instructional Staircase of Complexity, Text-based Answers, Writing from Sources,
Shifts: Academic Vocabulary
Unit Overview: Vocabulary terms about family members and professions, direct object
pronouns (lo, la, los, las), present tense of the irregular verbs “ser” and
“tener”
Unit Purpose: To be able to communicate with others when meeting a new person.
To be able to create relationships with native speakers.
To express and describe our ideal occupation.
To write and present a dialogue with a native speaker.
To know how to formulate questions.
To compare our lives with that of a teenager in a Latin American
country.
To describe actions that will happen in the future.
Essential What makes some families different from others?
Questions: How do we use vocabulary words learned into a real life situation?
How do we describe professions in Spanish?
How do we use the present tense of the verb “tener”?
How do we use verbs and vocabulary words to form sentences?
How do we ask questions?
How do we answer in Spanish?
Content/ Describe family members’ professions
Objectives: Describe the profession of a person the students admire
Research information about a role model
Conduct a conversation in Spanish
Create a business card in Spanish
Interpret visual and audio material in Spanish.
Understand how to conjugate and use verbs when creating sentences
and questions.
Connect places in Spanish-speaking countries to places known to
students
Key Terms and Professions
Vocabulary: Family
The verb “tener”
Direct objects pronouns: lo, la, los, las
Questions
Answers
Skit
Supports: For ELL and SPED allow additional time
Native language to Spanish translation and vice versa
Extra one-on-one time with the teacher
Subtitles
Symbols and colorful charts,
Pictures representing vocabulary
Videos and rhymes using the vocabulary
Charts/tables scaffolding the use of different pronouns/verbs
Sources: Texts: teacher-made
Smartboard, computer
PowerPoint presentations – Unit 5 (custom made by teacher)
Handouts: http://bcs1.org/webpages/esolis/spanish7.cfm?
subpage=17854
Internet access to video clips and images/charts – www.youtube.com
and https://youtu.be/V-ulJZ_OrEY
Rubrics: teacher-made
Formative Rough Drafts/Activities done in class
Assessments: Do Now
Oral presentations
Peer-review (Following a rubric)
Outlines
Project draft
Exit slips
Summative Students will create their ideal family tree. They will choose famous people
Assessment: (singers, actors, sports stars) to make up the family ideal tree. If they prefer,
they can use their own family members.
Steps:
1. Choose the famous person, then copy/paste their face in the
appropriate spot on the template given.
2. You will have to describe your family in Spanish by:
- Using the verb TENER, you will write your family members age,
- Finally, you will describe their personality or physical appearance.
