Thematic Unit Planning

Unit: Writing a Spanish Global Newspaper

Goals:
Write in a presentational form (specifically journalism) in the target
language
Listen and comprehend native speakers
Take part in interpersonal communication with a native speaker
Be aware of issues happening in communities around the world
Learn about cultural products and practices from Spanish speaking countries
Research for journalistic writing
Standards:
ACTFL1.1 Students engage in conversation, provide and obtain information,
express feelings and emotions, and exchange opinions
1.2 Students understand and interpret written and spoken languages
on a variety of topics
1.3 Students present information, concepts, and ideas to an audience
of listeners or readers on a variety of topics
2.1 Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied
2.2 Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied.
3.1 Students reinforce and further their knowledge of other
disciplines through the foreign language
3.2 Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its
cultures
4.2 Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own
ICTFL28.A.1a Recognize basic language patterns
28.A.2a Comprehend illustrated stories, audiovisual programs or
websites
28.A.2b Follow instructions in the target language, given one step at a
time, for a wide range of activities

28.B.1a Respond and ask simple questions with prompts

28.C.1a Recognize the written form of familiar spoken language and
predict meaning of key words in a simple story, poem, or song
28.C.2a Infer meaning of cognates from context
28.C.2b Decode new vocabulary using contextual clues and drawing on
words and phrases from prior lessons
28.C.3a Comprehend the main message of a variety of written
materials with the help of resources to expand vocabulary
28.C.4a Comprehend key vocabulary as well as main message of
complex written materials without the help of visuals
28.D.3a Write compositions and reports with a specific focus,
supporting details, logical sequence and conclusion
28.D.3b Present findings from research on unfamiliar topics
28.D.4c Present a short original piece on a given theme with some
guidelines
29.A.1a Use common forms of courtesy, greetings and leave-takings
appropriate to the time of day and relationship
29.A.5 Analyze and interpret manners and customs within the social,
academic, and work environments of selected target language societies
29.B.1a Identify one or more art forms representative of areas where
target language is spoken
29.B.3b Understand and use the essential target language vocabulary
referring to tools, processes and products in one or more of the art forms
29.B.5b Create an interpretive presentation of a selected art form
based on research or a field experience
29.D.1 Recognize important people and events in the history of areas
where the target language is spoken
29.D.3 Identify key historical figures and events associated with
areas where the target language is spoken and explain their influence
30.A.2d Use the target language to participate in and/or describe
games, dances and sports
30.A.4c Use target language to analyze the impact of human activity
on the natural environment in areas where the target language is spoken
30.A.5c Use the target language to analyze current science issues
from the perspective of speakers of the language
Contexts/Outcomes:
Students will be shown samples of seven types of articles in a

hypothetical newspaper and will learn how to research and prepare topics in
groups for these types. Each student in the group will be assigned which
topic they are to write their article about after all of the research is
conducted as a group. Each student will write one article for the classroom
newspaper.
Essential Skills/Knowledge
Three years of Spanish instruction prior (class for seniors in high school)
Intermediate communication skills (all three areas)
Using the internet for research
Experience in writing in the target language
Assessments:
Checkpoints during the unit
Active group participation
Final product
Instructional Strategies:
Lesson one- Introduction to assignment, division into groups, and showing
where and how to research
Lesson two- Showing a news article about the unemployment rate in Spain; in
their groups, students will explore and research other possible topics
provided by the teacher of ongoing issues in Spanish-speaking countries
Lesson three- Showing a news article about Semana Santa; in their groups,
students will research and explore possible holidays or celebrations of
Spanish culture from a list provided by the teacher and learning the
vocabularies that go along with the topics chosen by each group
Lesson four- Showing a news article about the Sevilla Ftbol Club; going over
a list of all the Spanish countries who have soccer teams, having the groups
pick which teams they would like to write about, watching video clips of
games, and reviewing sports vocabulary
Lesson five- Reading an interview with a native speaker while also listening to
the interview; having students come up with questions in their groups for

their own interviews with native speakersThere will be a separate days for
interviews to be conducted by each group and recorded via skype and also in
the classroom.
Lesson six: Showing an article about the art of flamenco; groups will pick a
form of art or product produced in Spanish-speaking countries from a
provided list and will research them
Lesson seven: Showing a movie review of Volver; in their groups students will
pick which movie they are going to review and the teacher will go over
vocabulary that should be used in movie reviewgroups will be responsible
for watching the movies outside of class
Lesson eight: Showing a sample obituary of Selena; groups will pick a
Hispanic deceased historic figure or famous person from the provided list
and will do research about this person given a list of things that should go in
an obituary
Resources:
Sample articles provided by teacher
Lists of approved topics provided by teacher
Spanish news websites and other internet sources
Vocabulary lists provided by teacher that accompany each chosen topic
Movies provided by teacher
Computer lab access
Performance task:
After all the research has been done by the groups, they will draw
randomly which article they are to write for the classroom newspaper.