6th+Grade+Unit+Plan+-+Spanish

= 6th Grade Unit Plan - Spanish = Teacher(s) || ARACELI NELSON || Subject and grade level || SPANISH I GRADE LEVEL 6 || Time frame and duration || 4 Weeks ||
 * ===== Unit title ===== || ===== A CONOCERNOS ===== ||

Stage 1: Integrate significant concept, area of interaction and unit question
Which area of interaction will be our focus? Why have we chosen this? || ===== ===== || ===== Significant concept(s) ===== What are the big ideas? What do we want our students to retain for years into the future? || Approaches to learning fits this unit because students will take what they learned in the classroom into practice in real world situations. Health and Social Education can be incorporated into this lesson because students will be discussing the cooking of their own region and identifying the different historical influences that are still apparent. ||^  ||  The importance of food in a culture. The popularity of Spanish food all over the world. How other cultures have adapted and adopted Spanish food. At the end of the Unit, students should be able to discuss the different types of food in Spanish speaking countries and our own country. Students should also be able to engage actively in oral production using comprehensible pronunciation and intonation. || How does the food of Spanish speaking countries influence other countries? Has Spanish food had any influence on Korean culture? ||
 * ===== Area of interaction focus =====
 * ===== MYP unit question ===== ||

What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? || Formative assessment: Teacher observations throughout the introduction of the Unit, the daily ongoing discussion of food in Spanish speaking countries and our own country. Daily warm ups, handouts and notes will be collected and graded by the teacher. Test questions. Summative Assessment: Students will make some food from a Spanish speaking country. Students will write a reflection on this unit making experience.
 * ===== Assessment =====

Unit introduction- During the first week of the unit, students will describe each other, practicing the vocabulary in unit and they will also practice the present tense of the verb ser. Unit Reflection- At the conclusion of the unit, students will describe themselves and their best friends using present tense of verb ser and adjectives. || Which specific MYP objectives will be addressed during this unit? || · Communicate information, ideas and opinions · Understand and use grammatical structures and vocabulary, to describe people, ask someone’s, and birthday · Use correct grammar and sentence structure || Which MYP assessment criteria will be used? || B- Organisation C- Writing expression message and organization D – Writing expression language ||

Stage 2: Backward planning: from the assessment to the learning activities through inquiry
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? || Describing friends • Numbers 32-100 • Likes and Dislikes • Describing people • Asking someone's age and birthday • Talking about what you and others like • Describing things • Gender and adjective agreement • Question formation • Nouns and definite articles • The verb **gustar, ¿Por** **qué?** and **porque** • The preposition **de** • Ways to describe people • Legal driving and voting age Describing yourself and your best friend (no) me gusta/ (no) Te gusta/ Que te gusta?/mucho/ nada Infinitives (pastimes), Adjetives (personally descriptions) Vocabulary (food) || How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? || Participate in discussions Independent work Read aloud with expression Students will learn vocabulary related to the topic of this Unit Assessments skills: self-evaluation, peer evaluation || How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know? || ======** Teaching strategies ** ====== How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? || 1. Students will complete a unit introduction that introduces the main theme. 2. Areas of Interaction and guiding questions. 3. With projects, they will be given the rubric when the project is assigned and the teacher will review it. 4. They will also be shown student and teacher examples. 5. Students will practice the skills taught throughout the unit in homework, individual/partner work, small and whole group activities, formal assessments and projects. || 1. Use focused practice on each part of the skill 2. Provide practice so that the skills become automatic and fluent (up to 24 times) 3. Students will reflect on class discussions with respect to topics of culture like music and sports. 4. Teacher will model reciting aloud with expression and students will practice and improve their expression when they create their podcasts, powerpoints using Web 2.0 tools such as: Prezi is a tool that allows students to create presentations Xtranormal, is a tool that allows students to create movies DimDim is a collaboration tool that allows students to see what other students have on their desktops. Laptops Touch screen TV  OTHER DIGITAL TOOLS SUCH AS: Flip Digital Video Camera iMovie Comic Life Inspiration Curio || What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit? || Book "Expresate" Rosettas Stones Websites for Spanish: [] [] [] [] Book "Expresate" Rosettas Stones Websites for Spanish: [] [] [] [] ||
 * ======** Content ** ======
 * • Ser ** with adjectives
 * • Comparaciones: **
 * • Comunidad: ** Customer surveys in Spanish
 * ===== Approaches to learning =====
 * ======** Learning experiences **======
 * ===== Resources =====

Ongoing reflections and evaluation

 * ===== In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of //MYP: From principles into practice//. =====

** Students and teachers **
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect—both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?

** Possible connections **
How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects? Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? How did we decide on the data to collect? Was it useful? || Figure 12 MYP unit planner
 * Assessment**
 * Data collection**