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 #3 Topic: Describing yourself and others
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
___Financial, Economic, Business and
Entrepreneurial Literacy
___Civic Literacy
___Health Literacy
___Environmental Literacy
st
21 Century Skills
Learning and Innovation Skills:
_X_Creativity and Innovation
___Critical Thinking and Problem Solving
_X_Communication and Collaboration
Information, Media and Technology Skills:
_X_Information Literacy
___Media Literacy
___ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
___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: The ability to describe oneself helps form connections with
others.
EU2: Conversations are more than just talking about me.
How would I describe myself?
How can describing myself make me appealing to others?
How does my perception of myself differ from the perception
others have of me?
EU2:
What do I hear when I listen to others describe themselves?
How do my words help or hurt someone’s reputation?
Knowledge:
Students will know . . .
Skills:
Students will be able to . . .
EU1:
EU1:
Adjectives
Subject / Adjective agreement based on gender
The verb ser: soy / eres
EU2:
Ask people to describe themselves.
Use the verb Ser to give a description of themselves.
Choose the correct adjective ending when describing themselves.
EU2:
Adjectives
Subject / Adjective agreement based on gender
The verb ser: es
Le gusta / No le gusta
Definite / Indefinite articles
Noun / Adjective word order
Ask for descriptions of others
Use the verb Ser to describe others.
Choose the correct adjective ending to describe someone else.
Tell what someone else likes or dislikes.
Use definite and indefinite articles to clarify the gender of the
subject.
Determine the correct placement of adjectives in relation to
nouns.
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 describe themselves, family and friends. The student will write an e-mail to a perspective pen pal in a
Spanish-speaking country. In this e-mail, the student will introduce himself, describe himself, talk about his likes and dislikes, describe a friend
or family member and talk about his/her likes and dislikes. Student will also ask the pen pal to describe himself and what he likes and dislikes.
Students will receive the name and country of origin of their pen pal from the teacher. Students will be evaluated on the completion of the task,
correct use of verbs and adjectives and the correctness of their questions.
Other Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
Take a comprehensive test where the students will fill in the blanks and answer questions about describing themselves and others using the
verb Ser and correct adjective agreement.
Describe other people and what they like and dislike based on picture prompts.
List how word order in Spanish is similar to / different than English.
Determine how definite and indefinite articles help us identify the gender of nouns.
Identify context clues to determine if the person being spoken about is male or female.
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
Students write a Haiku (a three-line poem: 5-syllables, then 7, then 5) to describe themselves and what they like and/or dislike. (A, M)
Create a digital presentation (PowerPoint, Voki, Photo Story, etc.) to describe themselves and others. (A, M)
Teachers will conduct a mock interview with the students. Students will not know the questions beforehand. Questions will focus on their
name, describing themselves and what they like/dislike. (M, T)
Using picture prompts of celebrities/cartoon characters, students will have to describe the pictures. (A, M)
Create a fake social networking page. Students can put pictures of themselves and family members or friends and write descriptions. (M, T)
Watch a video where a heritage speaker is communicating via e-mail. Given a list of activities, students will decide which character likes to do
each activity (text pg. 61 activity 4). (A, M)
Looking at profile example of students, put them in pairs according to who you think would make good friends. Base your decision on
personality traits and favorite activities (text pg. 63 activity 6). (A, M)
Make flashcards of the adjectives. Put the English word on one side and the Spanish word on the other. (A)
Using picture prompts, give the students a choice of two adjectives to describe the picture. (A)
Create a Venn diagram to compare and contrast the descriptions of the student and their best friend (text pg. 64 activity 8). (A, M)
Choose sentence parts from word banks and put them in the correct order to form complete sentences (text pg. 72 activity 23). (A)
Listen to a character in a Spanish soap opera describe his ex-girlfriend. Make a list of her good/bad qualities (text pg. 83 activity 1). (A, M)
LRHSD (2011) Adapted from ASCD © 2004