Lenape Regional High School District – BOE Approved 2/15/12
Spanish Communication 1 Level 4
[Implement start year? (2012-2013)]
Jennifer Pirrotta, Nicholas Orphanos, Cindy Gallimore, Jim Spicer
Unit #4 Topic: The Spanish-speaking community
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(https://www13.state.nj.us/NJCCCS/)
7.1 World Languages All students will be able to use a world language in
addition to English to engage in meaningful conversation, to understand
and interpret spoken and written language, and to present information,
concepts, and ideas, while also gaining an understanding of the
perspectives of other cultures. Through language study, they will make
connections with other content areas, compare the language and culture
studied with their own, and participate in home and global communities.
A. Interpretive Mode
B. Interpersonal Mode
C. Presentational Mode
st
21 Century Themes
( www.21stcenturyskills.org )
_X_ Global Awareness
_X_Financial, Economic, Business and
Entrepreneurial Literacy
_X_Civic Literacy
___Health Literacy
_X_Environmental Literacy
st
21 Century Skills
Learning and Innovation Skills:
_X_Creativity and Innovation
_X_Critical Thinking and Problem Solving
_X_Communication and Collaboration
Information, Media and Technology Skills:
_X_Information Literacy
_X_Media Literacy
_X_ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
_X_Flexibility and Adaptability
___Initiative and Self-Direction
_X_Social and Cross-Cultural Skills
___Productivity and Accountability
___Leadership and Responsibility
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Enduring Understandings: (Topical to this unit)
Students will understand that . . .
Essential Questions:
EU1:
EU1: Geography affects every aspect of a culture.
EU2: To truly understand people, you must understand where
they come from.
Why is “where” important?
EU2:
How does where I live shape who I am?
Knowledge:
Students will know . . .
EU1:
Skills:
Students will be able to . . .
EU1:
Spanish-speaking countries & their capitals
Location of Spanish-speaking countries on a map
Prominent landmarks, bodies of water, major cities
Locate Spanish-speaking countries on a map.
Identify the capitals of Spanish-speaking countries.
Locate prominent landmarks, bodies of water and major
cities on a map.
EU2:
Regional traditions, celebrations, food, music, clothing and
their origins.
EU2:
Compare and contrast the cultural differences among
Spanish-speaking countries.
Differentiate the unique identities of people from Spanishspeaking countries.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Stage 2 – Assessment Evidence
Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
Students will independently be able to plan and create a travel itinerary for a client wishing to travel to a Spanish-speaking country.
The student is a travel agent and will be given the travel criteria, interests, likes and dislikes of a potential client. The student will have
to research and determine a travel location which corresponds to the wishes of the client. The student will have to get prices for
airfare, hotel information, transportation and other related traveling fees. She/he will also have to plan activities according to the
client’s interests. Students will be evaluated on how well the trip they planned corresponds to the needs of the client.
Other Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
Take map quizzes on the different Spanish-speaking regions: Spain, Mexico, Central America & the Caribbean, South America.
Students should locate the countries, bodies of water and prominent landmarks.
Take matching quizzes on the Spanish-speaking countries and their capitals.
Discuss how understanding the cultures of Spanish-speaking countries can prevent us from stereotyping Spanish-speaking people.
Analyze what geography reveals about culture.
Self-assess the limits of my knowledge about geography and culture.
Examine how my views about Spanish-speaking people are shaped by experiences, habits and prejudices.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements
At the beginning of the unit, have students list what they know, think they know and want to know (RBT activator) about Spanish-speaking
people/countries. At the end of the unit, have students revisit their list and reflect if they were correct and incorrect and why. (A, M)
Label maps from the different Spanish-speaking regions: Spain, Mexico, Central America & the Caribbean, South America. Label the
countries, major bodies of water and prominent landmarks. (A)
Make flashcards of the Spanish-speaking countries and their capitals. Write the country on one side and its capital on the other side. (A)
Use online resources such as the following to practice working with maps: (A)
http://www.lizardpoint.com/fun/geoquiz/
http://www.sheppardsoftware.com/Geography.htm
http://www.ilike2learn.com/ilike2learn/Samerica.html
http://www.yourchildlearns.com/map-puzzles.htm
http://www.funbrain.com/where/
Use picture prompts of various locations, landmarks, celebrations and foods to ask students to identify and explain what is being shown. (A, M)
Research and find an article about a Spanish-speaking country. Read and summarize the article. (A, M)
Design a writing prompt to address the real lives of individual students. Ask for personal stories of either their experiences or a family
member/friend’s experiences with Spanish speakers or Spanish-speaking countries. (M)
Create a scavenger hunt where students will identify a country using facts and clues given to them. (A, M)
Students can search YouTube and Pandora to find authentic examples of music from Spanish-speaking countries. (M)
Have students create a bumper sticker for a Spanish-speaking country using all of the information they learned about that country. (A, M)
Have students summarize a Spanish-speaking country in one sentence incorporating all of who, what, when, where, why and how creatively.
(A, M)
Students can imagine they work for a company, such as ACIS, that plans trips for teachers and students. The students have to plan a trip that
potential students and teachers could take to a Spanish speaking country. They would have to come up with an itinerary of things to do and
see each day of the trip. (T)
LRHSD (2011) Adapted from ASCD © 2004