UNIT PLAN: Clothing, colours, and seasons

SUBJECT Spanish

GRADE: Entry 9

DURATION: 14-17 classes

Desired Results
Established Goals (Curricular Competencies)

Extract,retrieve,andprocessselectedinformationfromSpanishlanguageresourcestocompletemeaningfultasks
Explainacquiredinformationinoral,visual,andsimplewrittenforms
Communicatelikes,dislikes,needs,andwants
Shareopinionsandpreferences,givingsimplereasons
Describeandexchangeinformationaboutactivities,people,places,andthings
Communicateinpresentandsimplefuture
Participateinselectedmeaningful,reallifesituations
Derivemeaninginnewlanguagesituations

Understandings
Students will understand that:

Direct translation is not always possible

Semaa Santa religion in culture.
The difference between where one places an adjective in
English vs. where one places an adjective in Spanish.
There are different words for the same thing in different
countries or that the same word may mean something
different in another country.

Essential Questions

Students will know: (Content)

How to write, read, and discuss clothing

How to write, read and discuss seasons
How to properly conjugate regular and e => ie stem
changing verbs
Direct Object pronouns

Do you shop? What are the skills you need for shopping?
Why do we learn about clothing?
How is clothing relevant in our culture today?
Why do we need to be able to communicate about seasons?
How is what we are learning relevant and applicable to our lives?
How do we communicate what we like, think, want, prefer,
understand, etc.?
Where do we see that there is not always a direct translation in
Spanish and English and why is this important?

Students will be able to:

Discuss their preference of clothing

Describe clothing
Shop ask about prices, size, describe items of clothing/ have a
simple conversation with a sales clerk in present tense.
Will be able to correctly conjugate e => ie verbs in present tense

How to use tener expressions

How to ask about prices and tell the price.

See the difference between English and Spanish ways of saying

things. Eg. I am lucky vs I have luck.
Talk about the seasons
Identify colours
Know about fashion week in Sao Pablo
Read, write, speak, and listen (comprehend when Spanish is being
spoken to them) about clothing, seasons,
Use direct object pronouns in sentences and understand when they
are being used when students are reading and conversation.

Assessment Evidence
Performance Task:
Conversations Pronunciation, sentence structure, and willingness to
try amount of Spanish vs English.

Other
Formative Assessment

Fashion Week Project Full rubric based off of Corrines rubric.

Journals spelling, correct verb conjugation, uses all the elements
asked for.

Poem creativity, originality, at least 5 lines long, word choice,

spelling.
Alfombra how well do students work together and use only Spanish
when speaking to each other, creativity, and participation is what will be
looked at.

Red light yellow light green light or 5, 3, 1 used during lessons

especially when about to move onto another concept
Games these are an indicator to see how well the students know
the information and if there needs to be more time spent on the
concept or not
Closures can be used to indicate which areas student are strong
in and which concepts need review

Summative Assessment

Test
Fashion Project

Student Assessment

Every 3 days students will fill out evaluation sheets about their
understanding and make comments about areas that they feel they
have grown in, need improvement in, and are strong in.
For fashion project the teacher will give the students a grade
according to the rubric and then the students will decide who gets
what on their project.

Learning Plan
Lesson
& Date

Curricular
Competencie
s

Specific Lesson
Outcomes
SLO (students should be

Activities
Teaching Strategies

Materials/ Resources

Assessment

Formative assessment
Discussion
question indicator
if the students are
able to have
conversations
about the past
topics we have
covered.
Pronunciation with
clapping
indicator as to how
well the students
are able to
pronounce the
words in Spanish
Erase bingo are
the students able to
hear and recognize
the words in
Spanish
Can they translate
the English into
Spanish
Written portion is
an indicator as to
the vocab they
have learned as
well as if they are
able to have proper
spelling and
sentence structure.

able to..)

New vocab
1 day

Extract,
retrieve,and
process
selected
information
fromSpanish
language
resourcesto
complete
meaningful
tasks
explain
acquired
informationin
oral,visual,
andsimple
writtenforms

communicate
inpresent
andsimple
future
- describeand
exchange
information
about
activities,
people,
places,and
things
- explain
acquired

Recall
information
from past
units
Use past
knowledge of
Spanish to
help guess
new words
Pronounce
new
vocabulary
Recognize
new vocab
when they
hear the
words
Write simple
sentences
describing
clothing.

Discussion
warm up
question
Guess the
word in
Spanish Vocab sheet
3 columns 1
column for
drawing, 1 for
Spanish word,
1 for English
word have
different have
1/3 of the
vocab filled
out leave
some blank
spaces for
words that
they want to
know that are
not on the
vocab list.
Practice
pronunciation
of new vocab
with clapping
Erase bingo
In partners
write what the
other person is
wearing.

Power point of clothing

Vocab sheet
Whiteboard markers
Pens (in case students need extras)
Either personal white boards or clear file
sheets from staples with paper through it
to use as a whiteboard.

information
inoral,
visual,and
simple
writtenforms

Cultural day
building
alfombras
Guatemala 2 days

Focus on
clothing and
colour with a
review of
numbers
1 day

Describe
andexchange
information
about
activities,
people,
places,and

Learn about
new cultures

Recall new
vocab from
previous class
See the
relativity of
being able to
talk about

Closure

Talk about
Guatemala
culture and
tradition
around
Semana Santa
show
pictures
Dye the saw
dust different
colours
Work on
creating
different
alfombras.
Destroy it at
the end
Discuss the
process and
how they felt.
How is this
different than
our culture?
*this activity will
include using Spanish
terms for colours and
clothing, and culture.
Identify the
items
(avancemos
pg. 196)
Discussion
question
Which
scenarios do

Saw dust or sand

Dye
Cut outs for designs.
Pictures
Vocab sheet
Powerpoint I create this
Discussion questions

Formative assessment
Discussion
shows if they
understand and can
relate to the culture
and if they see
cultural differences
Through working
together seeing if
they can use the
colours and certain
verbs to ask for
what they want or
need for their
portion of the
alfombra

Text book
Corrines warm up questions ppt.
List of different activities.
Clothing with price tags on them.
Paper
Pens

Formative assessment
Identify the
items
Discussion
question
Price is right

things

Communicat
einpresent
andsimple
future
Explain
acquired
information
inoral,
visual,and
simple
writtenforms

clothing
Discuss
prices
Describe
items of
clothing

Lesson
centered
around
seasons

Derive
meaningin
newlanguage
situations

1 day

Extract,
retrieve,and
process
selected
information
from
Spanish
language
resourcesto
complete
meaningful
tasks
Explain
acquired

Translate
words from
Spanish to
English and
English to
Spanish.
Read and
understand
short pieces
about
clothing,
activity and
seasons.
Identify the
seasons.
Listen and
answer
questions
about a
conversation

we talk about
clothing?
Have list of
different
activities
(think pair
share)
students write
down what
they would
wear for each
one.
Quick review
of numbers
Price is right
Closure

Fly swatter
Discussion
questions
Read short
blurbs and
identify the
seasons due to
the activities
and clothing
Which season
am I thinking
of game?
Listen to
recording
about seasons
and answer
questions.
Read about
Antonio
Colinas and
his poem

Fly swatters
Whiteboard markers
Warm up question ppt
Whiteboard
Short blurbs photocopy from Mosaicos.
Pen
Paper
CD recording that you got from Corrine
linked to Avancemos!
Avancemos! textbook pg 210-211

Formative assessment
Fly Swatter
game
Identify
seasons
Listening
activity

information
inoral,
visual,and
simple
writtenforms

Using tener
phrases and
how/ why
they are
different than
English.
1 day

Stem
changing e=>
ie verbs
Can talks
about wants,
preferences,
Understandin
g, think about,
etc. when it
comes to
clothing and
shopping.

extract,
retrieve,and
process
selected
information
from
Spanish
language
resourcesto
complete
meaningful
tasks
explain
acquired
information
inoral,

Understand
that there is
not always a
direct
translation
from English
to Spanish eg.
the difference
between
English and
Spanish with
I am cold vs I
have cold or I
have heat vs I
am hot.

Being able to
share their
likes and
dislikes, what
they like
more, less, or
equal too,
what they
think of
something,
what they
prefer, want.
Know stem
changing e
=> ie verbs
and show to
conjugate

Invierno
Tardio
(Spanish poet)
Create own
poem about
the seasons
Closure
Kahoot
Discussion
question
Tener verb
conjugation
review
Tener phrases
already
learned new
tener phrases
in regards to
weather/
seasons.
Charades of
tener phrases.
Ball toss using
like, dont
like, like
more, less or
as much as in
groups
Discussion
question
Stem changing
verbs e => ie
Race of
conjugating
verbs
Magazine with
friend
discuss

Kahoot game
Warm up question ppt
Tener phrases for charades.

Formative assessment
Kahoot
Discussion
Charades

Formative assessment
Ball toss
Discussion
Journal
activity

Ball
Warm up question ppt.
White board
Whiteboard markers
Either personal white boards or clear file
sheets from staples with paper through it
to use as a whiteboard.
Magazines
Paper
Pen

1 day

Communicating

thoughts
feelings, and
opinions
putting verbs
into
sentences.
This day is
putting
everything
together.
1 day

visual,and
simple
writtenforms

communicate
likes,
dislikes,
needs,and
wants
explain
acquired
information
inoral,
visual,and
simple
writtenforms

Communicat
elikes,
dislikes,
needs,and
wants
share
opinionsand
preferences,
givingsimple
reasons
describe
andexchange
information
about
activities,
people,
places,and
things

Communicat
einpresent

them
Write about
and discuss
preferences of
clothing.

Recall verb
conjugation
Discuss their
surrounding,
weather,
seasons,
clothing, and
colours.
Understand
direct object
pronouns and
when to use
them.
Read Spanish
with proper
pronunciation
and
understand
what is being
communicate
d.
Shop in

clothing in
seasons, what
you want
prefer, like,
have, etc.
Individually
write a journal
about clothing
you want, like,
prefer, talk
about family
members and
friends and
what you
think they
would prefer,
etc.
Seis y seis
game (verb
conjugation)
Nature walk/
discussion
questions
Direct object
pronouns
Practice work
sheet
Read dialogue
of a sample
convo in a
clothing store
out loud with
partner. Create
a list of 5
items of
clothing you
want give to
partner. 1 is a
sales clerk one

Seis y seis photo copy of game

Dice
Pencils
White board
White board marker
Use dialogue you created during
practicum
Practice worksheet
Rubric for written dialogue.

Formative assessment
Seis y Seis
game
Practice
worksheet
Reading
pronunciation
Shopping
activity

Culture of
Fashion in
Sao Paulo
3 -4 classes
2 to prep
1 2 to
present

andsimple
future
Participate
inselected
meaningful,
reallife
situations
derive
meaningin
newlanguage
situations
explain
acquired
information
inoral,
visual,and
simple
writtenforms
Identifyand
describe
similarities
and
differences
betweentheir
owncustoms
andthoseof
Hispanic
cultures
Explain
acquired
information
inoral,
visual,and
simple
writtenforms

Spanish

Identify,
translate and
use proper
verb
conjugation
in the right
places in
present tense.
See the
difference
and
similarities
between
fashions in
Sao Paulo vs.
new york
see a side of
latin
American
culture.

is shopping
ask sales clerk
about items. In
convo must
use: tener
phrases, e =>
ie verbs,
colours,
seasons,
clothing items,
like, dislike,
etc.

Different
sheets around
room with
different
instructionsstudents race
in partners to
answer each
sheet.
Discussion
question
Show fashion
show in
Spanish
Students work
on creating
their own
fashion show
in groups (1.5
days)
Present

Sheets for the game.

Scrap paper
Pens/pencils
Warm up question ppt.
Youtube video of fashion show
https://www.youtube.com/watch?
v=KS37Y3g-sbg
Instructions for project.
Rubric for fashion show
Projector
Video cameras or phones
Computer

Formative assessment
Race to
complete
different
activities on
sheet.
Discussion
question
Summative
assessment
Assessment
on either their
fashionshow.
Will examine
use of verbs,
direct object
pronoun use,
colours,
clothing,
seasons,
thoughts/

Fashion show
videos.
Review/
summative
assessment
2 days

Demonstrate the
knowledge they have
acquire throughout
previous units and
this unit and how they
interact together.

Day of review
activities
will build day
around
different
activities that I
have seen as
areas that need
to become
stronger
within the unit
we have
studied.
Test

opinion.

Review games
Test
Text books
Vocab sheets

Summative
assessment
Test - look at all the
different parts of the
unit. Will have a
listening, written and
reading component
speaking component
will be seen in the
project.

Resource list and Bibliography:

AFPES. (2009, January 24) Semana de la Moda de Sao Paulo Apuesta al Optimismo. https://www.youtube.com/watch?v=KS37Y3g-sbg
Castells, M., Guzmn, E., Lapuerta, P. & Graca, C. (2002). Mosaicos: Spanish as a World Language. Upper Saddle River, NJ. Prentice Hall.
Castells, M., Guzmn, E., Lapuerta, P. & Graca, C. (2002). Mosaicos: Spanish as a World Language LAB MANUAL. Upper Saddle River, NJ. Prentice
Hall.
Holt, McDougal. (2002) Cuaderno prctica por niveles. Avancemos! Evanston, IL. McDougal Littell.
Littell, McDougal . (2007). Avancemos! Evanston, IL. McDougal Littell.
Muir, C. Power Points. Personal Contact.
Muir, C. Seis y Seis. Personal Contact.
Santizo, L. Note Package. San Juan Del Obispo, Guatemala. Mundo Spanish School.

Notes from Mundo Spanish School.