Digital Unit Plan Template

Unit Title:Como hablamos Name:Maria Montoya

Content Area: Spanish Grade Level: Native Spanish 2
CA Content Standard(s)/Common Core Standard(s):

WLCS: Stage IV:

4.1 Students address complex, concrete, factual, and abstract topics
related to the immediate and external environment, including:
a. Societal expectations
WLCS:Stage III:
3.0 Students use planned language (paragraphs and strings of paragraphs).
3.6 Produce and present a written, oral, or signed (ASL) product in a culturally authentic way

Big Ideas/Unit Goals:

-People have different ways of communicating within the same language

-Although there is a standard Spanish other forms of Spanish are just as valid forms of the language

-It is necessary to be able to adapt ones ways of communication to adhere to different life situations

- A dialect is not an uncivilized language but rather a specific form of a language that an individual speaks

Unit Summary:
Students will explore and learn about different dialects in the Spanish world including their own, they will conduct field research by interviewing a

person with a different dialect than their own. they will also complete one short essay based on their observations and research s well as a second

essay in which they will explore a series of questions. Students will create a short presentation and or a skit reflecting a specific dialect.

Assessment Plan:
Entry-Level: Brainstorm: Students will create a
mind map as a class around the word dialect.
The instructor will model the first two or three
words. Students can contribute as much as they
like, and the activity will have a time limit of
three minutes.
Formative:
Puzzle: students will complete a word search
and or cross word puzzle. This will assess
knowledge of definitions and vocabulary terms
before the quiz.
Quiz: Students will be assessed on key
vocabulary terms. Spelling and knowledge of
definitions will be assessed. (Words can include
things like: dialecto, diversidad, estandar, etc.)
Exit Slips: Students will receive a daily question
or survey at the end of the day. Questions can
include vocabulary terms, concepts, or thought-
provoking questions in preparation for the next
class session.
Survey: In preparation for the essay and group
presentations. Students must complete an open-
ended question survey about their interview.
The survey must be completed before students
start their presentations. The survey will assess
the completion of the fieldwork/interview.
Summative:
Group presentation- in groups of three to four
students will give an oral presentation about
fieldwork/ interview results and the dialect
characteristics they encountered. Presentation
must be a minimum of eight minutes and each
group member must speak and contribute to the
overall presentation. Student will be graded on
public speaking, content, creativity and original
conclusions. Presentations must e conducted in
Spanish.
Persuasive essay/letter: Students will e graded
on appropriate use of the Spanish language,
creativity, evidence supported arguments,
grammar and spelling as well as format.
Students will develop critical thinking skills as
well as threat technology-based skills.

Lesson 1 (Teacher Lecture)

Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): -Students will take notes using the guided notes provided by the instructor.
Students will learn about Students will demonstrate -during the lessons students will pair share using background knowledge and personal
the difference between knowledge by completing experiences/ observations
languages and dialects. a short multiple-choice
AS well as learning what quiz, covering key
a dialect is and what vocabulary and concepts.
factors can influence a
person’s dialect.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Webercise is completed -Students may work individually or in pairs to complete the weebercise.
Students will learn about and answers imply critical -Students must follow each link and review the information on each page in order to answer
the different ways to thinking and analysis the questions.
speak Spanish by
conducting web- based
research as well as real
life observations.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Completion of the Students may work individually or in pairs to read the article and complete the double-entry
Students will learn about double- entry journal journal.
new vocabulary being follows guidelines
introduced to the Spanish provided in the rubric.
dictionary and arguments
for these changes by
reading and discussing
the article, “Los
protectores de la lengua
española consideran
nuevas palabras para su
diccionario”, by author,
Carolina A. Miranda.

Unit Resources:
“¿Qué pasa USA?”: Sitcom episodes found on YouTube
-Specific clips will e shown in class to demonstrate different factors that affect dialects
Lazarillo de Tormes: excerpts from this story will be read in class and at home
-As well as a variety of you tube videos demonstrating and explaining differences in certain dialects including:

“Formas de tratamiento formal e informal Español”

“¿En qué se diferencian el español de España y el de Latinoamérica?”

Useful Websites:

• Real Academia Española (Dictionary)

• Google Scholar (search engine)
• Jstor (database)
• School library database