Standards:

Major standards— 1.1, 1.2, 1.3, 5.1,5.2
Supporting standards— 3.1,4.1

Brief Summary of Unit (including curricular context and unit goals):

In the 1 st grade, students begin their formal study of Spanish. In this unit the children will learn their Spanish names, how to say how old they are, name their body parts and name the colors. This will be done in collaboration with the 1 st grade classroom curriculum. Students' receptive language will take precedence at this level.

Number of days for activity: Three months with yearlong reinforcement

Materials and resources (including technology and multimedia):

name cards
visuals with the numbers 1-10
visuals of colors
body parts' drawings
puppets
first grade classroom realia
various books on numbers, colors, and body parts:

Contando ositos , Editorial Zendrera, 1997, Barcelona
Colores , Sigmar, 1990, Kindersly LTD., London
Diez, nueve, ocho, Bang, 1997, Mulberry, N.Y., N.Y.
Colores, Publications, International, 1992, Illinois, USA
El rojo es major, Stinson, 1985, Ekaré, Venezuela
Pica, pica, varicela, Maccarone, 1996, Scholastic, N.Y. , N.Y.

•  What essential questions will guide this unit and focus teaching/learning?

Who am I?
How old am I?
What do I look like?
What are my body parts?
What are the colors around me?

•  What enduring understandings are desired?

Students will understand…

That they will be learning a foreign language called Spanish, which is spoken by people in our country as well as in Spanish speaking countries in other parts of the world.

That they will learn how to express various basic concepts in Spanish that correspond to understandings in English.

•  What key knowledge and skills will students acquire as a result of this unit?

Students will know…

how to identify objects by color.
how to count from 1-10.
how to name their body parts.
how to describe their hair and eyes.
how to say their age.  

•  What do they already know that will help them learn new information? Where and when did they learn it?

The children already have a working knowledge of all of the concepts and vocabulary in English, which has been previously acquired in kindergarten and at home.

Determining acceptable evidence

•  What evidence will show that students understand?

Performance Tasks:
Students will answer questions related to themselves.
Students will recite rhymes and sing songs as well as follow directions all in the target language.

Quizzes, Tests, Prompts, Work Samples:
Work samples are of various worksheets that reinforce the material.

Unprompted Evidence:
Short utterances in the target language

Lessons:

Lesson 1 – What is Spanish?
Lesson 2 – What are the colors of our world?

Links to Relevant Web Sites: In progress

Assessment Blueprint (Performance Tasks)

Task Title: “Cabeza, hombros, piernas/rodillas, pies” or similar song about body parts
Approximate Time Frame: whole year
Standards: 1.2, 1.3, 4.1, 5.1
Purpose: (check those that apply)
Formative – yes
Summative – yes
Description of Task: Students will learn to sing and enact a Spanish song related to body parts.
Evidence of desired understanding: singing and performing the song.
Criteria of judgment: Amount of vocabulary, pronunciation, fluency, comprehensibility, and accuracy of performance.
Evaluative Tools:
Analytic Rubric – O
Holistic Rubric – yes
Criterion (performance) list – O
Checklist – O