Glastonbury Foreign Language Program
Spanish Curricular Unit: Animales y más animales
Grade : 3
Subject/Topic Area(s): habitats, physical characteristics
Key Words:
continentes, océanos, clima, selva tropical, desiertos, montañas, llanos
león, tigre, leopardo, puma, elefante, jirafa, cebra, hipopótamo, rinoceronte, gorila, mono, orangután, oso(polar), camello, llama, ñandú, pingüino, oso marino, delfín, tiburón, ballena, foca, pez, tucán, águila, perezoso, serpiente, tortuga
Características físicas: patas, cola, melena, trompa, orejas, bigotes, aletas, hocico, alas, plumas, pico, cresta, pelo, manchas, raya, feroz, grande, mediano, pequeño (muy), fuerte
Verbos: vivir, tener, ser, estar, pertenecer, correr, dar, volar, nadar
Designed by: Monica Shuler
Standards:
Major standards— 1.1 1.2 3.1 4.1
Supporting standards— 1.3 2.1 5.1 5.2
Brief Summary of Unit (including curricular context and unit goals):
Students will identify and name the continents and the oceans
Students will identify and name animals that live in the seven continents and the four oceans
Students will describe the physical characteristics of various animals
Students will describe different climates associated with the habitat
Students will complete a project- Mi libro de los animales
Number of days for activity: four weeks
Materials and resources (including technology and multimedia):
Maps and globe
Pictures of animals, stuffed animals
Flash cards with names of different animals
Video
Books
Songs
Project example
Identifying Desired Results
What essential questions will guide this unit and focus teaching/learning?
Why do animals live where they live?
Where do animals live?
What do some animals have in common?
What enduring understandings are desired?
Students will understand…
Where animals live
What animals look like
Why animals live where they live
How the climate affects animal characteristics
What key knowledge and skills will students acquire as a result of this unit?
Students will know… Students will be able to… (include all relevant structures, grammar, vocabulary, etc)
Grammar:
The students will recognize...
_Naming words (common and proper nouns)
_Action words (verbs)
_Describing words (adjectives)
_Present, past, future tenses
Form correctly...
_Regular and irregular plurals
Use correctly...
_Subject pronouns
Writing process:
_ use writing to convey meaning
_ use the following conventions of writing
_spacing between words and sentences
_ capitalization
_ punctuation
_end marks
_commas
_ accent marks
The students will know the names of various animals
The students will know how to describe animals by color, size, and shape
The students will know how to categorize animals
The students will know the names of different animal habitats
_ Estos son animales. ¿Qué son? Son animales.
_ Esta es la/una llama. ¿Qué animal es? Es la/una llama.
_ Los animales son de muchos colores, formas y tamaños. ¿De qué color es el tigre? El tigre es anaranjado y negro _Hay tigres de color blanco también.. ¿De qué tamaño es el tigre? El tigre es mediano. ¿Cómo es el tigre? El tigre es feroz.
_Podemos agrupar los animales en distintas formas.
¿Cómo podemos agrupar los animales? Los podemos agrupar por color, tamaño, características físicas, dónde viven
_ Aquí tenemos el león, el tigre, el leopardo y el puma. ¿Qué tienen en común? ¿Por qué están agrupados? Son animales. Pertenecen a la misma familia. Son gatos/felinos.
_ Si piensan en las características físicas… ¿Qué animal no pertenece con el resto? El león ¿Por qué? El león tiene melena. El tigre, el leopardo y el puma no tienen melena.
_ Esta es la/una cebra. ¿Te gusta la cebra? Sí, me gusta la cebra. ¿Te gusta el hipopótamo? No, no me gusta el hipopótamo. ¿Cuál es tu animal favorito? Mi animal favorito es el elefante. ¿Por qué? Porque es grande y fuerte
Vocabulary:
continentes, océanos, clima, selva tropical, desiertos, montañas. llanos
león, tigre, leopardo, puma, elefante, jirafa, cebra, hipopótamo, rinoceronte, gorila, mono, orangután, oso(polar), camello, llama, ñandú, pingüino, oso marino, delfín, tiburón, ballena, foca, pez, tucán, águila, perezoso, serpiente, tortuga
Características físicas: patas, cola, melena, trompa, orejas, bigotes, aletas, hocico, alas, plumas, pico, cresta, pelo, manchas, raya, feroz
Verbos: vivir, tener, ser, estar, pertenecer, comer, dar, volar, corer, nadar
todos los colores
grande, mediano, pequeño, (muy), fuerte
• What do they already know that will help them learn new information? Where and when did they learn it?
The students know the names of farm animals when they learned them in 2 nd grade. The students also learned some vocabulary to describe items by color, size and shape.
The students know continents and oceans which becomes relevant when talking about the origin of some animals and their habitat
The students know animal body parts
The students also know weather expressions and climate.
Determining acceptable evidence
• What evidence will show that students understand?
Performance Tasks: project, class participation
Quizzes, Tests, Prompts, Work Samples: homework, Spanish notebook
Unprompted Evidence (observations, dialogues): question/answer, observation
Student Self-Assessment: homework, test, notebook
Lessons:
Links to Relevant Web Sites: In progress
Assessment Blueprint (Performance Tasks)
Task Title: Mi libro de los animales
Approximate Time Frame: 4-5 days
Standards: 1.1 1.2 3.1 5.1 1.3 4.1 5.2
Purpose: (check those that apply)Formative – O
Summative – ODescription of Task: The students will complete a project- Mi libro de los animales
Evidence of desired understanding: The students will be able to draw, color and write descriptions of four animals of their choice.
Criteria of judgment: The students drew four animals and wrote descriptions that would fit their drawings.
• Evaluative Tools: ( check those that apply)Analytic Rubric – O
Holistic Rubric – O
Criterion (performance) list – O
Checklist – 4
Checklist
• Follows directions correctly.
• Draws four animals of his/her choice
• Describes the animals using varied vocabulary and structures
• Demonstrates good effort.
Assessment Blueprint (Other Evidence)
• What is being assessed ?
Knowledge of animal vocabulary
Usage of descriptive vocabulary
Usage of structures learned in class
• Describe the assessment.
Oral assessment
Throughout the unit individual students will periodically be assessed on their understanding of the vocabulary and their ability to apply concepts taught in class.
• What is the purpose of the assessment?
Lesson 4
To see whether the students have learned the vocabulary, concepts and the structures taught in the unit
• Criteria of judgment/evaluative tools:
Holistic Scoring ( See A Collection of Performance Tasks and Rubrics Foreign Languages by Deborah Blaz)
When the students are asked questions or when asked to participate they…q Made and effort, but really didn't understand the question.
q Some understanding, but limited.
q Good understanding, but answer not through.
q Good understanding, quality answer