Learner/Performance Objectives: the Student Will . . . Assessments/Evidence

Unit Plan

Unit Title: Tema 3A: ¿Qué hiciste ayer? Unit Length: 3 weeks Course: Spanish 2 Date Created:

Unit Overview

Preliminary chapter review: A ver si recuerdas

Unit Components Places in a At the post office Sporting good items Pharmacy items Running errands Useful words and community expressions

Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics

•El centro •El buzón •El equipo deportive •El cepillo de •cerrar (eie) •Se me olvidó •El consultorio •Los buzones •el palo de golf dientes •se cierra •Caramba •La estación de •la carta •Los patines •el champú •se abre •casi servicio •Echar una carta •la pelota •La pasta dental •cobrar un cheque •¡cómo no! •Las estaciones de •Enviar (i  í) •la raqueta de tenis •El jabón •cuidar a •en seguida servicio •el sello •el dentista •hasta •La farmacia •la tarjeta •la dentista •pronto •El supermercado •el medico •hasta pronto •El correo •la médica •por •devolver (uue) •quedarse •sacar •todavía •la gasoline •varios •llenar (el tanque) •varias •ir a pie Unit Components Preterite of ir/ser Preterite of tener Preterite of estar Preterite of poder Direct object pronouns

Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics

•fui •tuve •estuve •pude •lo •fuiste •tuviste •estuviste •pudiste •la •fue •tuvo •estuvo •pudo •los •fuimos •tuvimos •estuvimos •pudimos •las •fuisteis •tuvisteis •estuvisteis •pudisteis •fueron •tuvieron •estuvieron •pudieron

Learner/Performance Objectives: The student will . . . Assessments/Evidence 1. Identify and discuss places and things in the community. •Selected response (e.g., multiple choice, matching, true/false) 2. Describe things you bought and where you bought them. Multiple choice, True/falso, logical or illogical 3. Tell about things you did and where you did them. •Constructed response (e.g., fill-in-the-blank, short answer, label, graphic) 4. Explain why you couldn’t do certain things. Fill-in-the-blank, label a drawing of the town 5. Discuss cultural perspectives on shoppings •Product (e.g., essay, model, project) 6. Synthesize unit vocabulary and grammar in written form. 7. Synthesize unit vocabulary and grammar in spoken form. •Performance (e.g., speech, recital, demonstration) 8. Identify and summarize main points of a reading. Present and promote a product: speech in front of class 9. Identify and summarize main points of a listening passages. Pair practice/dialogs

•Process (e.g., conferences, observations, logs) Unit/Chapter Title: Resources/Materials  

Select literacy skills that could also be featured in this unit/chapter of study. Writing Reading for Informational Text Speaking and Listening

1. Explanatory/Informative 1. Main/Central Ideas 9. Evaluating Information and 1. Lead and participate in group 8. Use media and 2. Narrative 2. Supportive Details Detecting Discrepancies discussion. other visual 3. Persuasive/Argumentative 3. Sequential/ Order Relationships 10. Interpreting and Applying 2. Read/orally interpret text. resources during 4. Research 4. Comparison Relationships Instructions and Processes 3. Create and present speeches for presentations/spee 5. Functional (e.g., letters, 5. Cause and Effect Relationships 11. Author’s Purpose, Techniques, different purposes (e.g., persuade, ches. directions, technical 6. Problem-Solution Relationships Claims, Views, and inform, describe). 9. Summarize/parap content-related pieces) 7. Understanding Generalizations Arguments 4. Debate hrase was is 6. Summary (see reading and Conclusions 12. Integrating/ Synthesizing 5. Interact with partners and small heard, read, and skills to the right for 8. Using Words and Symbols Multiple Sources and Formats groups about content and skills. viewed. summary purposes) 13. Interpreting and Translating 6. Ask relevant questions. 10. Restate and carry Maps, Charts, and Graphs 7. Listen to and respond thoughtfully out multi-step oral and appropriately to questions and instructions. comments. 11. Identify and manage barriers to listening. 12. Take notes during lectures and discussions.

Flexible and Responsive Instruction

Select/create accommodations/differentiation activities/practices/strategies. Select/create corrective and enrichment activities/practices/strategies. Content Correctives Enrichments/Extensions How will you vary what students will learn and the materials that  re-teaching •tutoring peers represent the content?  alternative textbooks •developing practice exercises Process  alternative materials •developing related media materials How will you vary activities through which students make sense of key  workbooks and study guides •completing special projects and experiments ideas using essential skills?  academic games •developing games, problems, and contests Product  learning kits •using advanced computer-assisted/web-based lessons How will you vary the way students demonstrate and extend what they •locating background materials for future or current  cooperative groups/teams understand and can do as a result of a span of learning? topics  peer and individual tutoring •developing additional formative assessments Learning Environment  learning centers and laboratories •planning to teach a mini-unit How will you vary the classroom conditions that set the climate,  technology-assisted instruction •creating bulletin boards and displays expectations for learning, and physical conditions? (e.g., Podcasts, internet applications, •applying knowledge to a new situation video) (See Differentiation Survey for ideas.)