UBD Lesson

Understanding By Design Lesson Template


Title of Lesson
Let’s Get Started
Grade Level
7th Grade
Curriculum Area
Spanish I
Time Frame
10 Days
Developed By
Michael Menditto
Identify Desired Results (Stage 1)
Content Standards
7.1 Communication
A. Interpretive Mode (understanding and interpretation of spoken or written communication)
1. Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
2. Compare and contrast the use of verbal and non-verbal etiquette in the target culture with their own culture in the use of gestures, intonation, and other visual and auditory clues.
§ Eye contact and interpersonal social distance
§ Table manners and telephone practices
3. Discuss people, places, objects, and daily activities based on oral or written descriptions.
§ Grade level appropriate social studies topics (e.g., famous historical and contemporary personalities from the target culture; regions, cities, historical and cultural sites in the target country; events from U.S. history and target culture history from a specific era)
4. Comprehend conversations and written information on a variety of topics.
§ Academic and social interests
§ Current or past issues and events at home or in the target country
B. Interpersonal Mode (direct spoken or written communication)
1. Give and follow a series of oral and written directions, commands, and requests for participating in age-appropriate classroom and cultural activities.
2. Use appropriate gestures, intonation and common idiomatic expressions of the target culture in familiar situations.
3. Engage in short conversations about personal experiences or events, and/or topics studied in other core content areas.
§ Grade level social studies topics (e.g., family celebrations and coming of age customs
Presentational Mode (spoken or written communication for an audience)
1. Present student-created and/or authentic short plays, skits, poems, songs, stories or reports.
§ Grade level appropriate visual and performing arts, language arts and career education (e.g., staging a dramatic presentation of a significant aspect of the life of an important person in the target culture; doing an oral presentation on a famous person, place, or event from target culture supported by research obtained in the target language; creating a visual representation of region or country supported by technological resources and other media
7.2 Culture
A. Interpretive Mode (understanding and interpretation of spoken or written communication)
1. Explain how the attitudes and beliefs (perspectives) of the target culture(s) are reflected in cultural practices.
B. Interpersonal Mode (direct spoken and written communication)
1. Use culturally appropriate etiquette in verbal and non-verbal communication in a variety of social situations.
2. Discuss various elements of age-appropriate, culturally authentic selections and identify how they reflect certain aspects of the target culture.
3. Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture(s) and make comparisons with the U.S.
C. Presentational Mode (spoken and written communication for an audience)
1. Present the results of research showing the extent of diversity in products and practices that exist within the target language/culture(s).
2. Prepare an analysis showing how expressive products or innovations of the target culture(s) influence the global community.
New Jersey Core Curriculum Standards- World Languages
http://www.nj.gov/education/cccs/



Understandings
Essential Question(s)
Overarching Understanding
Overarching

1.Compare and Contrast basic conversational skills in both the Spanish and English languages
2 .How to familiarize themselves with another person in the target language.

3. How to function in real life conversation scenarios upon initial meetings.
Topical Questions
1. What is a conversation?
2. What is effective dialogue?
3. What are basic conversational tasks?
4. How can you communicate basic information to one another?
5. How do you differentiate between formal and non-formal dialogue?
1. What elements are essential to a basic start of a conversation with someone else?
2. What is a greeting? Learning someone’s name? Origin? Age? Etc.
3. What are various ways Spanish speakers greet one another in comparison to non-Spanish speakers?
4. How do you greet a peer? How do you greet a parent or elder?


Related Misconceptions
1. Slang versus Formal
2. Verb tenses
3. All Cultures greet each other the same way.
4. Dialects

Knowledge
Students will know…

1. How to understand and demonstrate essential vocabulary. (For example- Me llamo, ¿Cómo te llamas? ¿Cómo estás? Adios? ¿De Dónde eres?)
2. How to demonstrate comprehension of oral and written instruction connected to daily activities through responses. (7.1 1a)
3. How to evaluate the use of verbal and non verbal etiquette in the target culture with their own culture through the use of gestures, intonation, and other visual and auditory clues. ( 7.1 2a)

Students will be able to:



1. Understand and follow a series of oral and written directions.
2. Understand appropriate gestures and expressions of the target culture in familiar situations.
3. Illustrate and point out any similarities and difference they notice between greeting styles in Spanish speaking cultures and those in English speaking cultures. 4. Demonstrate their knowledge of the basic conversational vocabulary through the biopoem, cartoon sketch, RAFT Essay and oral presentation.

Assessment Evidence (Stage 2)
Performance Task Description
Goal
You have been asked to create an informal dialogue for Access Hollywood between a Spanish Speaking Actor and an English Speaking Actor.
Role
Actor from a specific target culture
Audience
Target for the Seventh Grade
Situation
Access Hollywood is working with your textbook Avancemos to create audio clips of dialogue for students at the seventh grade level.
Product/Performance
Dialogue, Presentation, Audio Clip
Standards
7.1 and 7.2
Other Evidence
1. BioPoem
2. Presentation
3. Oral Quiz
4. Journal Entry
5. Cartoon Sketch
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
My students are headed towards real life communicative exchanges. The students have limited background in the target language from the elementary school level. Students will participate in multiple sensory drills targeted at gaining knowledge of basic conversational questions.
How will you hook students at the beginning of the unit?
Modeling conversational skills involving both informal and formal skills. Also will show video clips and have students listen to audio clips on dialogue.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
I will break the whole lesson into parts. The first part is the model, the second part are taking each question individually and drilling them through think pair-share activities. We will present short demonstration of each question modeling all of the conservational objectives separately.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
Students will be critiqued after each demonstration. Students will change partners frequently to experience different inflection and accent. Students will be asked to make journal entry reflecting on their daily work, where their strengths lie and what areas need to be improved.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Students will exhibit their skills by making a cartoon sketch and a biopoem using all of the skills that they have learned from the basic objectives of 1. Greeting 2. Name 3. Age 4. Origin and 5. Leave taking expressions.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
Set specific time limits for each objective and continuous drilling in a multi -sensory approach. Read journal entries and give specific comments on where each student can improve.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
Help students think how language is structured before they do the activity. Explain why some answers make sense, and why others do not. As part of the introductory dialogue, students will discuss about how they are, where they are from, and as well as their names and ages. It is organized from modeling, to teaching, to student teaching, audio and visual learning and finally through cartoon sketch, biopoem, Raft essay and oral presentation.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)