Unit Template

*Based on the Keys to Planning

Language and Level/Grade:

Approximate Length: 3 weeks

Approximate number 200
of minutes weekly:
Number of lessons in 15
the unit:

Theme/Topic:
Enduring
Understanding(s):

Essential Question(s):
Unit Goals: Language
and Content

Summative
Performance
Assessments:

Schedules and School

- Students will understand cultural differences

in scheduling
- Students will understand the impact of
social status in schedules
-

What do schedules reveal about culture?

How does social status impact daily life?

- Students can use tener idioms, use ser,

conjugate -ar verbs, and use interrogative words
- Students can interpret schedules to gain
information and learn about a topic

Interpretive Mode:
- Students write about their schedule and
compare it to another

Interpersonal Mode:
- Students will be shown different schedules
and will have conversations in small groups

Presentational Mode:
- Students present their schedule to the class
and compare it to that of a student in Latin America

Standards/Benchmarks to be addressed:
ACTFL World-Readiness Standards

Culture:

Products: Schedules
Practices: How we live our daily life
Perspectives: What is important, how do we structure
our lives
Products: Schedule
Practices: Private/public schools
Perspectives: How are lives different culturally and
economically

Connections:

Comparisons:

Communities:

Making Connections:
Using basic math skills to
figure out schedule times
or to use schedules to
enhance social studies
knowledge with
culture/countries

Acquiring Information and

Diverse Perspectives:

Language Comparisons:
Students will examine
tener+que and how it
shows necessity

Cultural Comparisons:

School and Global

Communities:
Students will reflect upon
how their schedules impact
the community

Lifelong Learning:

Different schedules will challenge

students to examine differences in
social and income

Students will examine schedules

in the U.S. versus others of Latin
America

Students set goals to meet our

Learning Targets at the beginning
of each chapter

Common Core:
----

Other State Language Standards or Benchmarks:

----

Toolbox
Language Functions:
-

Tener idioms

Related Structures/Patterns Vocabulary Expansion

-

Interrogative

Tier 1:

Schedule,

AR verbs
Ser

Words

activities,
actions

Tier 2:

Comparison/
Examination
words

Key Learning Activities/Formative Assessments

Key Learning
Activity/Formative
Assessment

How does this activity Mode of

support the unit
Communication:
objectives (language
and content)?

CFA- question/answer with

questions that pertain to chapter

Gets students comfortable Interpretive (students will

with the material and
know questions ahead of
talking with it
time and have list)

Write a list of classes that student

has and present to the class

Ties directly into content

and gives students
practice writing with tener
and AR verbs

Students will be presented different Students will examine

schedules and will read/listen to
similarities/differences
them and then respond to questions between cultures and
income
Students will be given different
schedules and will then have a class
discussion pertaining to the
schedules and relating it to different
concepts learned throughout the
chapter

Resources
-

Presentational

Interpretive

Students will use all

Interpersonal
language aspect learned in
this chapter and different
ideas they have
encountered to have a
discussion.

Technology Integration
Authentic schedules
Readlang
PowerPoint

- Blog
- At the moment I am still trying
to figure out technology integration
aspect