Unit Plan Overview

Unit: El Nuevo Houdini

Stage 1- Desired Results
Connections to Context:
The students have recently been
learning about the imperfect and its
many uses, and last semester they
learned about the preterite. Now, we
are going to read a book that
incorporates both of them, along
with new vocabulary, so that they
can see both of them being used in a
book. This will help them to see and
hear both of them being used, so
that it becomes more natural to
them.
Since this is the first time that
students are reading an entire book
in Spanish, this will give them
confidence that they now know
enough to be able to comprehend an
entire book in a foreign language.
For the students, this unit plan will
be a step forward in reading
comprehension skills, which is
essential for learning a foreign
language. And learning a foreign
language ultimately connects to the
mission of Grand Rapids Christian
High School -- to prepare students to
be effective servants of Christ in
contemporary society since
languages can really be used to
serve those who speak the language;
in this case, it is the Spanishspeaking population.
(How does this fit with students
experiences, the school goals, and the
larger societal issues?)

Transfer
Students will be able to independently use their learning to
Comprehend and explain the main events of written texts in Spanish
Exchange opinions and express feelings and emotions in Spanish
Apply the two past tenses (preterite and imperfect) correctly in both verbal and written language
Translate texts from Spanish to English
Consider the importance of rules in their lives
(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Students will understand and be able to
What are the main ideas in this chapter? In the
describe the main events of the book.
story?
Students will understand that there are good
Which rule did Brandon break in this chapter?
reasons that authority figures give them
What do you think of his actions?
rules.
Are rules good or bad? What happens when we
do not follow rules?
(What specifically do you want students to
understand?
What inferences should they make?)

(What thought-provoking questions will foster inquiry,

meaning- making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Students will know
Students will be skilled at
Students will exhibit
Identify and describe the
Summarize readings
Evaluate and discern
main events of each chapter
(reading comprehension)
Brandons actions
throughout the book
Distinguish and describe the
Exchange information and
Develop a positive attitude
characters of the story
opinions in Spanish
toward reading and
Apply the two past tenses
Translate written texts from
understanding a book in
(preterite and imperfect)
Spanish to English
Spanish
correctly
Create a short skit based on
Assess the reasons we have
Use the vocabulary correctly
the main events of the story
rules in our lives
Use props given to act out
the story
(What facts and basic concepts
should students know and be
able to recall?)

(What discrete skills and processes

(What values and commitments and

attitudes should students acquire or
wrestle with?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

should students be able to use?)

Established Goals
Michigan World Language Standards
1.1 Interpersonal Communication:
Students engage in
conversations, provide and
obtain information, express
feelings and emotions, and
exchange opinions.
Exchange information in the
target language on familiar
topics such as personal
interests, memorable
experiences, school activities,
and family life
Share opinions and
preferences in the target
language with their
classmates
1.2 Interpretive Communication:
Students understand and interpret
written and spoken language on a
variety of topics.
Understand main idea of an
audio presentation (CD,
lecture, radio, podcast,
songs/music)
Understand main idea of
simple accessible written
materials in the target
language such as, textbook
passages, age-appropriate
magazine and newspaper
articles/ads, websites/
internet, poetry or stories
1.3 Presentational Communication:
Students present information,
concepts, and ideas to an audience
of listeners or readers on a variety of
topics
Present songs, poems or
stories in the target language
Record materials in the target
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

language, such as a puppet

show, fashion show, or
weather report
(What content standards and programor mission-related goal(s) will the unit
address?
What habits of mind and crossdisciplinary goal(s)- for example 21st
century skills, core competencies- will
this unit address?
Include source and identifying number)

Evaluative Criteria
Explain the main events of the story
Form and use the preterite and
imperfect correctly in spoken and
written language
Translate from Spanish to English
(What criteria will be used in each
assessment to evaluate attainment of
the desired results?)

Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Answering comprehension questions correctly
Writing a summary for each chapter using the preterite, imperfect, and vocabulary correctly
Expressing their own opinions in Spanish and supporting them with examples
Doing homework that reinforces the main points of a chapter
Translating certain parts of the story from Spanish to English correctly in class
Taking quizzes on chapters of the book
Performing their Readers Theater projects
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)

(Regardless of the format of the

assessment, what qualities are most
important?)

The most important quality is that

students are able to comprehend
and explain the main events of the
story. It would be nice if the students
are also able to use the preterite,
imperfect, and vocabulary correctly,
but the main point is for them to
apply their knowledge in
understanding the book.

OTHER EVIDENCE:
Discussing the chapters or the book using the preterite, imperfect, and new vocabulary (as a class
or in their groups)
Playing a Kahoot vocabulary game and assessing their acquisition of vocabulary
Pre-assessments, formative assesssments, and summative assessments (specific)
Pre-assessments (for learning): Ask students how to form the preterite and imperfect and when to
use them, write ch. 3 and 4 summaries at the beginning of the class, comprehension questions on
ch.8 at the start of class
Formative (for learning) assessments: Ask comprehension questions when we read, ch. 1 quiz, ch. 5
and 6 quiz, writing summaries as homework, character chart, ch. 4 reading guide, ch. 6 and 7 comic
strip,
Formative (as learning) assessments: Writing summaries together as a class, responding to
questions that are asked in the summary and vocabulary packet, Kahoot vocabulary game,
discussion about Brandons actions and rules
Summative assessments: Readers Theater project, final quiz
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Stage 3- Learning Plan

Ask students when to use the preterite and when to use the imperfect
Ask students how to form the preterite and how to form the imperfect
Pre-assessment- due ________

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does
Learning Events
each learning event build?)
Acquisition
Meaning
Transfer

Student success at transfer, meaning, and acquisition depends upon their

participation in these learning events

Progress Monitoring

Reading together as a class (roleplaying, Readers Theater, etc.)

Listening to recordings and following along with their books
Answering questions when the teacher asks
Writing a summary for each chapter using the preterite, imperfect, and
vocabulary correctly
Filling out a character chart to keep track of all the characters
Explaining parts of the story to each other and expressing their own opinions
in Spanish
Translating certain parts of the story from Spanish to English (included in the
homework)
Taking quizzes as assessments for whether or not they are understanding the
story
Participating in the discussion about rules
Creating and performing a skit based on two assigned chapters in their
groups

(How will you monitor students

progress toward acquisition,
meaning, and transfer during
lesson events?)

I will ask them reading

comprehension questions, why
the preterite/imperfect is used
in these sentences rather than
the other, and how to translate
certain sentences from Spanish
to English. I will also assess
their understanding of the book
with quizzes on the chapter.

(How will students monitor

their own progress toward
acquisition, meaning, and
transfer?)

The students will use their

homework, quizzes, discussion,
and rubric for the Readers
Theater project in order to
monitor their own progress.

(What are potential rough spots

and student misunderstandings?)

For some students, the idea of

reading a book completely in
Spanish, writing summaries
about it, and discussing it is
very difficult, so a potential
rough spot is an attitude of I
just cant do it. I would like to
encourage them to continue
and to affirm when they
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Star the multiple means of representation; underline the multiple means of

action and expression; circle the multiple means of engagement
(Are all three types of goals (acquisition, meaning, and transfer) addressed in
the learning plan?)

(Does the learning plan reflect principles of learning and best practices?)

(Is there tight alignment with Stages 1 and 2?)

translate correctly or
understand the story.

(How will students get the

feedback they need?)

Students will get feedback from me

primarily through classroom
discussion, homework
assignments, and quizzes.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum