Garland SLC480 Final Unit Plan

Approximate Length
4 weeks
Language and th of Unit
Spanish 2, 10 grade
Level / Grade Approximate Number of Minutes
260
Weekly
Theme/Topic Life in the City: Community Involvement
1. What physical and social characteristics describe a good community?
2. How does the layout of the city effect interaction within the
Essential Question community?
3. How can we modify our city to maximize community values?

Unit Goals/Can Do Statements

What should learners Learners will be able to:
know and be able to Identify physical characteristics and social values held by
do by the end of the communities in different Spanish speaking countries such as Mexico,
unit? Spain, Argentina, and Costa Rica
Compare and contrast physical characteristics and social values held
by their own community with those of Spanish speaking countries
Discuss the physical effects of a city on the values held by different
communities
Determine a set of physical characteristics and social values for an
ideal community
Design a city that maximizes their determined set of values

Can Do Statements: I can

I can identify and describe social values in my own community of
Gilbert, AZ
I can identify and describe t social values in Spanish speaking
communities in Mexico, Spain, Argentina, and Costa Rica and others
I can compare and contrast the characteristics and social values held
by people in different communities around the world
I can describe different buildings and structures in a city
I can discuss how buildings and structures are important to the
community
I can determine what values make the best community
I can explain why these values maximize community involvement
I can design a new city.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2016

 Garland SLC480 Final Unit Plan

Summative assessment:
Students will design a city that demonstrates community values decided
upon by the students. Students will work in groups of four to determine a
core set of values, create a city model, and present their city. The
presentations should provide evidence to explain what values are held by the
citys community and how the citys layout and design accentuates these
values. The models can be created using whatever multimedia platform the
students decide upon such as a diorama, clay model, virtual model, etc. The
assessment will measure how well students are able to explain their values
and how they relate to their city model.
Rubric: At the end of the Unit Plan

Developing the Modes of Communication

These tasks allow Interpretive Mode
learners to
demonstrate how Using the graphic Jigsaw reading of
well they have met https://www.gilbertaz.
the goals of the unit. gov/home/showdocu
The tasks follow ment?id=3733
the format of the students will analyze
IPA, but are the photograph and
integrated fill out a worksheet
throughout the unit. identifying the
The template different structures
within the city and
encourages multiple
answering questions
interpretive tasks.
related to what
The interpretive
aspects of the city are
tasks inform the
more important
content of the
presentational and Use the webpage:
interpersonal tasks. http://www.venezuela
The tasks tuya.com/occidente/re
incorporate 21st staurantes_maracaibo.
Century Skills. htm to analyze
restaurants common
in Venezuela. Create a
list of restaurants in
different food
categories (types of
cuisine)
https://media1.britann
Watch the video:
http://www.scielo. https://www.youtube
org.mx/scielo.php .com/watch?
? v=M1GIEZHSJco
script=sci_arttext once without the
&pid=S1870- sound and once with
11912012000200 sound. Students will
001 (only valores make predictions
Rurales y urbanos about the content of
section) the video and then
identifying social analyze the values
values pertaining important to the
to the Mexican Costa Rican culture
culture within the based on the
text elements of the
Close reading of video
http://www.turigu Watch the video:
ide.com/tour-en- https://www.youtube
la-ciudad/centro- .com/watch?
historico- v=XG__gQcwHpM
reforma/44-plaza- with Spanish
de-la- subtitles about
constitucion.html bicycling boom in
identifying Latin America
cultural Watch the video:
significance of https://www.youtube

ACTFL Keys to Planning for Learning by Clementi & Terrill 2016

Garland SLC480 Final Unit Plan
ica.com/eb-
media/05/95005-004-
F55BE287.jpg &
http://arte.laguia2000.
com/wp-
content/uploads/2013/
11/PLAZA.jpg
compare and contrast
plazas (more plazas to
come)
Students will use Close jigsaw
https://www.airpano.r
u/files/Mexico-City/2-
2 (virtual field trip
mexico),
http://www.argentinav
irtual.educ.ar/localhos
t/index.html
(argentina virtual field
trip), and
https://www.sygic.co
m/blog/discover-
spain-the-land-of-the-
fiesta-in-virtual-
reality
In a stations activity.
In groups students
will explore a city and
note physical
structures and culture-
based observations
before moving to the
next city
Students will read and
annotate
https://www.disfrutam
adrid.com/plaza-
mayor paying close
attention to physical
characteristics and
social characteristics
in the description
Students will read and
annotate
http://www.turiguide.
com/tour-en-la-
ACTFL Keys to Planning for Learning by Clementi & Terrill 2016
the plaza de la .com/watch?
Constitucion v=SXz2_rGeLYk
Close reading of identifying aspects
http://www.rutasc of Lost and Found
onhistoria.es/loc/ Markets
plaza-mayor- Plaza de Catalua,
madrid about the Barcelona:
history of the https://www.conocer
plaza mayor in barcelona.com/plaza
Madrid -catalunya
http://meet.barcelon
reading and a.cat/es/descubre-
listening of barcelona/distritos/ei
http://www.veinte xample/plaza-de-
mundos.com/mag catalunya
azines/116-en/ https://www.google.
discussing siesta com/url?
tradition sa=i&rct=j&q=&esr
Close reading and c=s&source=images
listening of &cd=&cad=rja&uac
http://www.veinte t=8&ved=0ahUKEw
mundos.com/mag jJoMmRkqrTAhUEi
azines/16- 1QKHa1tDL4QjRwI
en/intercambio/ Bw&url=https%3A
discussing life %2F
and work in Costa %2Fen.wikipedia.or
Rica g%2Fwiki%2FPla
https://www.yout %25C3%25A7a_de_
ube.com/watch? Catalunya&psig=AF
v=H-29lOyuyuM QjCNGh0RcCkRLe
students will x5FU-
watch this video a6ZSECbdKdRSg&
with subtitles ust=1492472125062
making notes as 566
they are able Plaza Santo
https://www.yout Domingo:
ube.com/watch? https://www.google.
v=SkeOIuhFT5A com/url?
students will sa=i&rct=j&q=&esr
watch this video c=s&source=images
and make notes &cd=&cad=rja&uac
using a guided t=8&ved=0ahUKEw
notes worksheet jiitTijarTAhXJgFQK
https://www.yout HeSzAvUQjRwIBw
ube.com/watch? &url=http%3A%2F
v=SIcF_ziSlWU %2Ftecnologiaguian
Garland SLC480 Final Unit Plan

ciudad/centro- watch video and zasenaquindio2013.

historico-reforma/44- make observation blogspot.com
plaza-de-la- based notes %2F2013%2F06%2
constitucion.html Fcolombia-destinos-
paying close attention historicos-
to physical cartagena.html&psig
characteristics and =AFQjCNEtd82VL
social characteristics maIT4i-
noted in the articles aVoolzj4Jqh_9A&us
description t=149246975903398
7
http://www.colombia
.com/turismo/sitios-
turisticos/cartagena/
atractivos-
turisticos/sdi463/124
718/plaza-de-santo-
domingo
http://www.cartagen
a-
indias.com/Diversio
n/plaza-
santodomingo.html
Plaza Mayor de
Lima:
https://www.anywhe
re.com/es/peru/attrac
tions/main-square-
lima-cultural
http://www.nextstop
peru.com/plaza-
mayor
https://www.google.
com/url?
sa=i&rct=j&q=&esr
c=s&source=images
&cd=&cad=rja&uac
t=8&ved=0ahUKEw
jdx7WgjarTAhXljlQ
KHUiuCkoQjRwIB
w&url=http%3A
%2F%2Fvizts.com
%2Fplaza-mayor-
lima
%2F&psig=AFQjC
NEriK3NoN9FyhD

ACTFL Keys to Planning for Learning by Clementi & Terrill 2016

Garland SLC480 Final Unit Plan

OXFZBDwEEtf9H4
g&ust=1492470822
275546
Plaza Simon Bolivar
de Panama:
https://www.google.
com/url?
sa=i&rct=j&q=&esr
c=s&source=images
&cd=&cad=rja&uac
t=8&ved=0ahUKEw
jwg-
PziqrTAhVMlVQK
HfZhD8MQjRwIBw
&url=http%3A%2F
%2Ffmanegaimagen
es.blogspot.com
%2F2013%2F05%2
Fplaza-bolivar-de-
panama.html&bvm=
bv.152479541,d.cG
w&psig=AFQjCNF
Xd9zzZg0yLXsHAx
jNmN8ZCIvTLw&u
st=14924701889516
69
http://espanolaenpan
ama.blogspot.com/2
012/02/plaza-
bolivar-casco-viejo-
panama.html
http://focuspublicati
onsint.com/focuspm
a/?p=244&lang=es
Students will use these
resources in a mini-
inquiry based Project
Each group of war will
jigsaw two articles
about their chosen plaza
from around the world

ACTFL Keys to Planning for Learning by Clementi & Terrill 2016

Garland SLC480 Final Unit Plan
Presentational Mode
After looking at the pictures of
the plazas, students will present
their plaza to the class with
their description of how it looks
and what they think it is used
for
Jigsaw presentation of rural
and urban values: Students
share their part of the article
with their group
Venn diagram comparing
restaurants in Venezuela with
restaurants in community
Summary paragraph of Lost
and Found Markets with
statement of reaction and
opinion in preparation for
seminar discussion
Venn diagram comparing the
two plazas after reading both
articles
Mini poster presentation about
various plazas in Spanish
speaking communities. Students
will identify major buildings or
physical structures, different
activities that occur within the
plaza, and how people interact
with each other. Students will
present in pairs in a gallery
walk format
In groups, students will fill out
a Venn diagram comparing the
plazas described in the articles
describing el Zocalo and la
plaza Mayor de Madrid
Using notes taken during the
picture description activity,
students will present their
observations to the class in
narrative form. Groups will
nominate one person to present
ACTFL Keys to Planning for Learning by Clementi & Terrill 2016
Interpersonal Mode
Students will discuss in
groups of four a picture
of a Plaza in a Spanish
speaking country
identifying specific
features such as statues,
flags, buildings, etc.
discussion of urban and
rural Mexican values
after groups share their
information
round robin identifying
types of restaurants in
Venezuela
socratic seminar:
community support and
poverty discussion
based on Lost and
Found Markets
small group discussions
of the two plaza articles
In groups, students will
discuss their
observations from their
virtual field trips and
compare and contrast
the different
characteristics
Students will share their
observations from the
two videos of el Zocalo
and la plaza Mayor de
Madrid responding to
question prompts from
the teacher.
Students will take turns
describing the plaza
they see in the pictures
in a round robin style.
Small group and whole
group discussions about El
Grito using notes
Garland SLC480 Final Unit Plan

for each picture each day

Standards
Relating Cultural Practices and Products to Perspectives
Cultures Product: Store opening and closing times (closing in the middle of the day
(Sample Evidence) for several hours)
Practice: siesta
Indicate the Perspective: Family time is encouraged and valued in Spanish communities.
relationship between
the product, practice, Product: La Plaza de la Constitucin (El Zcalo), Mexico City
and perspective Practice: El Grito ceremony that takes place in the plaza
Perspective: Gathering together to celebrate unity and nationalism is valued
in Mexico.
Making Connections to Other Acquiring Information and
Disciplines Diverse Viewpoints
Many of the texts within this unit discuss
the historical context of Spanish speaking
Connections cities and communities. By
(Sample Evidence) understanding the history of the city and
the events that lead to the creation of
buildings, statues, plazas, and names,
students can better identify the values
that are important to the community.
Language Comparisons Cultural Comparisons
Students will compare how people Students will compare the
communicate with each other in Spanish structure of their community of
speaking communities with how people downtown Gilbert with the
use language to interact with each other physical structures of Spanish
Comparisons in their own community. Students will and Latin American cities.
(Sample Evidence) use their own personal experiences and Students will specifically
observations to make comparisons in compare how people interact
discussions after engaging in various within their communitys city
texts related to various community center with how people interact
interactions around the globe in plazas and city centers around
the world.
Communities School and Global Communities Lifelong Learning

ACTFL Keys to Planning for Learning by Clementi & Terrill 2016

Garland SLC480 Final Unit Plan

Students will have the opportunity to

interview native Spanish speakers via a
scheduled Skype interview with a family
that lives in Leon, Spain. Students will
ask questions related to how they
(Sample Evidence)
communicate and interact with their
neighbors and other members of
communities. Students will also answer
similar questions from the family
members.
Connections to
Common Core
and/or other required
standards
Toolbox
Related Structures / Priority
Language Functions
Patterns Vocabulary
Ms que, menos que, tan cmo, tanto como: La ciudad
comparisons La comunidad
conditional Valorar/valor
Los
Descriptive adjectives caractersticos
Past tense: preterite and imperfet fsicos
Los
caractersticos
sociales
Present tense
Key Learning Activities/Formative Assessments
This is a representative sample of activities/assessments across the 3 modes of communication.
Learning Activity/Formative Assessment Mode of
How does this activity support the
(Sample activities are listed from the beginning Commu
unit goals or performance tasks?
to the end of the unit). nication
Venn diagrams (throughout unit) This activity allows students to Presenta
compare and contrast different tional
aspects of cities, community writing
interactions, and cultural values
Socratic Seminar and large group discussions This activity demonstrates that Interpers
students can explain how values onal
are represented in the community Speakin
and allows students to share their g
opinions on the values that are
observed in various communities
around the world
Article Annotations(throughout unit) This allows students to express Interpret
their understanding of various ive

ACTFL Keys to Planning for Learning by Clementi & Terrill 2016

Garland SLC480 Final Unit Plan

articles that relate to the structures, Commu

cultures, and social interactions nication
around the world

Resources Technology Integration

Computer based
https://www.gilbertaz.gov/home/showdocument?id=3733 ( graphic of articles (listed in
Gilbert layout) resources)
https://www.youtube.com/watch?v=dDTpr4cCgAM (video about Computer based-
Gilbert Temple: how does religion play into community values) virtual field trips
http://activerain.com/blogsview/789996/como-se-vive-en-gilbert-az- (listed in resources
(description of Gilbert now) Skype interview
http://www.fotonostra.com/albums/america/phoenix.htm (description with Spanish family
of Phoenix) YouTube videos:
https://www.tripadvisor.es/Attractions-g31230-Activities- https://www.youtube
Gilbert_Arizona.html (top 10 entertainment activities in Gilbert- .com/watch?
discussing values through entertainment) v=SkeOIuhFT5A,
https://treecitynews.files.wordpress.com/2014/01/restaurant-heritage- https://www.youtube
marketplace-rendering.jpg .com/watch?v=H-
http://discovergilbert.com/img/gallery/eat/eat34.jpg 29lOyuyuM,
https://www.youtube
http://discovergilbert.com/img/gallery/Heritage/heritage8.jpg
.com/watch?
(downtown gilbert pictures)
v=dDTpr4cCgAM,
http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1870-
11912012000200001 (valores Rurales y urbanos: social dynamics in
Mexico)
https://www.airpano.ru/files/Mexico-City/2-2 (virtual field trip mexico)
El Zocalo:
http://www.turiguide.com/tour-en-la-ciudad/centro-historico-
reforma/44-plaza-de-la-constitucion.html
https://media1.britannica.com/eb-media/05/95005-004-F55BE287.jpg
https://www.youtube.com/watch?v=H-29lOyuyuM
Plaza Mayor de Madrid:
http://arte.laguia2000.com/wp-content/uploads/2013/11/PLAZA.jpg
https://www.disfrutamadrid.com/plaza-mayor
https://www.youtube.com/watch?v=SkeOIuhFT5A
Plaza de Mayo:
https://www.disfrutabuenosaires.com/plaza-mayo
https://turismo.buenosaires.gob.ar/es/atractivo/plaza-de-mayo
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=

ACTFL Keys to Planning for Learning by Clementi & Terrill 2016

Garland SLC480 Final Unit Plan

0ahUKEwjStIH7k6rTAhVJjVQKHaX_BxEQjRwIBw&url=https%3A
%2F%2Fwww.tes.com%2Flessons%2FtO7JZ_cSW91aVA%2Fbuenos-
aires&psig=AFQjCNG9cqT5QoCmfLSlZ1-ps2kN-
CXj4g&ust=1492472624265213
Plaza de Catalua, Barcelona:
https://www.conocerbarcelona.com/plaza-catalunya
http://meet.barcelona.cat/es/descubre-
barcelona/distritos/eixample/plaza-de-catalunya
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=
0ahUKEwjJoMmRkqrTAhUEi1QKHa1tDL4QjRwIBw&url=https
%3A%2F%2Fen.wikipedia.org%2Fwiki%2FPla
%25C3%25A7a_de_Catalunya&psig=AFQjCNGh0RcCkRLex5FU-
a6ZSECbdKdRSg&ust=1492472125062566
Plaza Santo Domingo:
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=
0ahUKEwjiitTijarTAhXJgFQKHeSzAvUQjRwIBw&url=http%3A
%2F%2Ftecnologiaguianzasenaquindio2013.blogspot.com
%2F2013%2F06%2Fcolombia-destinos-historicos-
cartagena.html&psig=AFQjCNEtd82VLmaIT4i-
aVoolzj4Jqh_9A&ust=1492469759033987
http://www.colombia.com/turismo/sitios-
turisticos/cartagena/atractivos-turisticos/sdi463/124718/plaza-de-santo-
domingo
http://www.cartagena-indias.com/Diversion/plaza-santodomingo.html
Plaza Mayor de Lima:
https://www.anywhere.com/es/peru/attractions/main-square-lima-
cultural
http://www.nextstopperu.com/plaza-mayor
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=
0ahUKEwjdx7WgjarTAhXljlQKHUiuCkoQjRwIBw&url=http%3A
%2F%2Fvizts.com%2Fplaza-mayor-lima
%2F&psig=AFQjCNEriK3NoN9FyhDOXFZBDwEEtf9H4g&ust=149
2470822275546
Plaza Simon Bolivar de Panama:
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=
0ahUKEwjwg-PziqrTAhVMlVQKHfZhD8MQjRwIBw&url=http%3A
%2F%2Ffmanegaimagenes.blogspot.com%2F2013%2F05%2Fplaza-
bolivar-de-
panama.html&bvm=bv.152479541,d.cGw&psig=AFQjCNFXd9zzZg0
yLXsHAxjNmN8ZCIvTLw&ust=1492470188951669

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Garland SLC480 Final Unit Plan

http://espanolaenpanama.blogspot.com/2012/02/plaza-bolivar-casco-
viejo-panama.html
http://focuspublicationsint.com/focuspma/?p=244&lang=es
Exceeds expectations Meets expectations Does not meet
expectations
http://www.argentinavirtual.educ.ar/localhost/index.html (argentina
comprehensib -Written work on -Written work is mostly -Illegible written work
virtual field trip)
ility city design is legible legible -Many errors in spelling
https://www.sygic.com/blog/discover-spain-the-land-of-the-fiesta-in-
-All spelling is -There are few spelling and grammar
virtual-reality (virtual reality Madrid)
correct and grammar errors -Oral communication is not
http://www.universia.es/estudiar-extranjero/espana/vivir/2881
-Comprehensible -Oral presentation is ( website
comprehensible
about living in Spain)
pronunciation during mostly comprehensible -Does not use the present
https://www.youtube.com/watch?v=M1GIEZHSJco
oral presentation (Costain
-Some confusion Rica Puraor future tense with any
Vida video) - Consistent use of using the future and accuracy
the future tense, present tense
http://www.turiguide.com/tour-en-la-ciudad/centro-historico-
present tense,
reforma/44-plaza-de-la-constitucion.html (Plaza de la constitucion)
conditional tense
during oral
presentation

Communicati -Detailed -Some detail used to -Brief description of the

on quality descriptions of the describe the final final product
final city design product -No organization is present
-Concise -Organization is in oral or written work
organization of oral sporadically used in -No references to authentic
and written presenting the final sources were made
information product
-References -Some references used
authentic resources with some relevance to
to support the final the final product
product
interculturalit -Compares and -Most (not all) values -Very few values are
y contrasts all values are compared and compared and contrasted
held by the proposed contrasted with those of with those of other
city (final product) other countries countries
with community -Few authentic -No sources are referenced
values in other resources are referenced to support the chosen
countries to support their chosen values in the oral
-References values in the oral presentation
authentic resources presentation
used in class to
support the values
held by the new city
in oral presentation
creativity -Colors and images -Some colors are used -No colors are used
accurately represent -Multimedia is used -Multimedia is not used
the new citys (may not be entirely during the presentation
cultural values in the relevant) -Final product does not
final product -Original final product reflect original work
-Relevant Use of
ACTFL Keys to Planning for Learning by Clementi & Terrill 2016
multimedia
-Original final
product