Unit Plan 6z4n1u

Unit Plan – Spanish III Literary Unit: “La momia desaparece” Donnie Phelps, M.Ed. Learning Objectives (SWBAT):       

Read analytically to decipher main ideas and make inferences about characters and cultural scenarios. Find ing details to summarize stories according to elements as identified with the Aristotelian plot model (la exposición, la trama, el climax, el desenlace, y la resolución). Recognize familiar vocabulary (and cognates) as well as grammatical constructions in context. Decipher meanings of new/unfamiliar vocabulary based on context clues and other L1 reading strategies. Retell or summarize events of a story using the past tenses (preterit & imperfect correctly). Use the Present Perfect to describe what they (or characters) have done in the past & use the Past Perfect to describe what they (or characters) had done prior to the occurrence of a subsequent event. Predict future events in their lives or the novel (using foreshadowing) through new knowledge of the Future and Conditional tenses.

Productive Language Skills Focus:

 Reading: Students will read authentic text in the target language (the novel).*  Writing: Students will write summaries of every 2 chapters of the text.*  Speaking: Students will participate in class discussions surrounding the characters, plot, and other literary elements. Additionally, students will present relevant cultural information to the class.*  Listening: Students will experience spoken Spanish daily through normal instruction and classroom management. Additionally, they will be exposed to authentic cultural materials as well as simulations relevant to the plot and context of the story.*  Cultural Competency: Students will explore cultural points addressed in the novel through independent research and class presentations. *Students will experience all communication modes (interpersonal, interpretive, presentational) through a variety of higher cognitive activities and projects.

Materials:     

La momia desaparece novel Comprehension Questions (generated by teacher) Character, Vocabulary & Plot tracking packet (generated by teacher) Formative Assessments & Unit Test (summative) Internet/Presentational software

Pacing: In a blocked course, this unit should take 10 school days. The 10th day is reserved for assessment over all knowledge acquired and practiced toward mastery during the unit of instruction. (See Procedures/Plans section below for more specific information.)

Procedures/Plans:  







     

At a minimum, 2 chapters of the 16-chapter novel must be covered per day. Day 1: Introduction o Students receive novel, packet of comprehension questions, & character tracker/vocabulary/summaries packet. Teacher will present the vocabulary for Chapters 1-4 using a PowerPoint presentation. It is important to define the words in Spanish and avoid direct language translations. The teacher will read Chapters 1 & 2 aloud, stopping occasionally to collect character descriptions and other relevant developing information. A special focus will be placed on the use of the past tenses in the beginning of the story. The teacher should use an inquiry-based presentational method to incite rationale from students on the uses of the 2 past tenses in context. Evaluation of understanding will be based on teacher observation. The teacher will also check comprehension by varying the discussion through asking direct questions about the developing plot and also by making statements that are true or false to spark conversation. The teacher will introduce the Present Perfect grammar structure using an inquirybased approach, beginning with prior knowledge (the verb “hay”). Building on prior knowledge the teacher will present the present tense forms of “haber” and past participles. It should be noted that past participles can function as adjectives when used with ser/estar – teacher provides examples in Spanish. The irregular participles will be presented using a mnemonic device. Students will complete an in-class practice of the new verb tense. Students will write a summary of chapters 1 & 2 and complete a grammar practice for homework. Day 2: Review action with a Hollywood in groups of 3. Chapters 3 & 4 (in class). Review sheet over “who said what” and vocabulary crucigrama. Quiz over chapters 14. Additional practice over the present perfect will be done, but this time with more production focus. Homework: Read Chapter 5 Day 3: As a reading check “quiz”, students will respond to true/false questions and short-answer/extended response questions. Chapters 6 & 7 will be read in class. The present perfect will be practiced in class. A grammar quiz will be given over the present perfect. Homework: Read Chapter 8. Day 4: As a reading check “quiz”, students will respond to true/false questions and short-answer/extended response questions. Chapters 9 & 10 will be read in class. Quiz Chapters 5-9. Present Past Perfect tense & practice. Homework: Grammar, Vocabulary practice & summaries. Day 5: Read Chapters 11 & 12 in class. Continued Past Perfect Practice. Reading Quiz Chapters 10-12. Grammar quiz before the end of class. Day 6: Read Chapters 13 & 14 in class. Quiz Chapters 13-14. Homework: Read Ch. 15. Present Future Tense & Conditional Tense and practice. Students will predict what will happen in the novel as the action is wrapping up. Day 7: As a reading check “quiz”, students will respond to true/false questions and short-answer/extended response questions. Read Chapter 16 in class. Day 8: Grammar Quiz & DLA to review the book. Day 9: Continue DLA – Also do sequencing activity over all of the book’s events. Students receive study guides (HW). Day 10: Summative Assessment (Exam includes character descriptions, MultipleChoice comprehension questions over the plot, Vocabulary application in context of the plot, Grammar in context – assessed through sentence translation or changing of verb tenses, Writing through objective questioning requiring students to move through various verb tenses from their repertoire of knowledge.)

Evaluation Methods: 

   

Vocabulary & Comprehension Formative Assessments (Quizzes): o Chapters 1-4 o Chapters 5-9 o Chapters 10-12 o Chapters 13-14 Cumulative Project (in groups) Written Summaries DLA to review novel, vocabulary & grammar Summative Unit Assessment (See Day 10 above)