Glastonbury Foreign Language Program
Curricular Unit: Al-Andalus, the Islamic Legacy in Spain (Spanish)
Grade: 7
Subject/Topic Area(s): History, Art and architecture, Music, Language
Key Words: mezquita, palacio, castillo, árabe, Islam, caligrafía, geométrico, Córdoba, Granada

Standards:

Major standards— connections, comparisons
Supporting standards— communication

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

The students will learn about the Islamic history and legacy in Spain. They will learn the significance of a mosque, palace and castle through powerpoints, virtual tours, and readings. They will also learn to use the past tense to anwser questions about the historical period. They will study how arabic influenced Spanish and about the importance of geometric design and calligraphy in Islamic art. They will also hear music from that period and compare it to contemporary Sephardic music and Christian as well as present Flamenco music.

Number of days for activity: 10 to 15 days

Materials and resources (including technology and multimedia):

Reading on 3 religions taken from Reportero Doc with Comprehension question sheet
Powerpoint of slides on Al Andalús by augusta with vocabulary sheet
Virtual tour of La Mezquita with a packet of questions
http://cvc.cervantes.es/actcult/mezquita_cordoba/indice.htm
On line vocabulary quiz with Quia.com
"In Spain" reading on Al Andalús history(in English) with question sheet in Spanish using the past tense.
Guide sheet to Past tense and Present tense of ser/estar/tener/ir and regular verbs
Powerpoint on Arte Geométrico by Sonja in a repeated showing mode for hands- on art project
Power point to introduce and practice past tense by Sonja
Past tense practice packet
Reading from Juntos p. 222-225 with workbook pag.109-110 as assessment
Alquerque game from Juntos Activities
Alhambra Art Sheet from Juntos Activities

Identifying Desired Results

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

1. What is a Mezquita?
2. Why is "La Mezquita de Córdoba" a monument? What does it represent?
3. What is la Alhambra and what does it represent?
4. How are geometric designs used in the Mezquita , the Alhambra and in different buildings?
5. What Spanish words come from Arabic?
6. What are Arabic instruments and music of the period like and how are they similar to Spanish music?

•  What enduring understandings are desired?

Student will understand...

1. When one culture dominates a pre-existing culture, there will always remain evidence and influences of the dominating culture on the invaded cultures.
2. The Islamic/ Arabic influence in Spain can be seen in its architecture, art, agriculture, music and language.
3. Buildings reflect their purpose such as religious( Mezquita), royal residence(palace), and defense (castle).

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

Students will know…

1.how to form and use the preterite tense of ser, estar, tener and ir
2. how to form the preterite of the regular ar, er and ir conjugations.
3. vocabulary related to the powerpoint, story and articles on Al Andalus. See attached list

Students will be able to…

Write a composition in the past tense.

Vocabulary:
vocab

Grammar:
grammar

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

The students learned the difference between ser and estar in the Geography unit. 7 th grade.
The students learned the ar, er, ir present tense in 6 th grade and now add the preterite.

Determining acceptable evidence

•  What evidence will show that students understand?

Performance Tasks: Draw a sample of geometric art; write a composition as a Muslim in 1492 just out of al-Andalus; virtual tour with questions on the mezquita; draw instruments used in in music of al-Andalus
Quizzes, Tests, Prompts, Work Samples: Two quizzes, one test and about 7 worksheets on the preterite tense.
Unprompted Evidence (observations, dialogues): Questions asked about information learned
Student Self-Assessment:

Lessons:

lessons

Links to Relevant Web Sites:  

links

Assessment Blueprint (Performance Tasks)

Task Title: Al Andalus culminating assessment
Approximate Time Frame: 1-2 class periods
Standards: 1.3, 2.1, 2.2, 3.1, 4.1,
Purpose: check those that apply Formative – Summative – x
Description of Task:

Students will respond to questions regarding their "past" in Al-Andalus. By answering the directed questions, students will be composing an essay that reflects the unit topics learned.

Evidence of desired understanding:

Students will complete the essay with only the help of their classroom notes and handouts.

Criteria of judgment:

Teacher will use the Foreign Language rubric used to score exams.

Evaluative Tools: check those that apply
Analytic Rubric –
Holistic Rubric – x
Criterion (performance) list –
Checklist –

Assessment Blueprint (Other Evidence)

•  What is being assessed?

Speaking

•  Describe the assessment.  

Students will answer one of the guiding questions from the Al-Andalus unit in the target language.

•  What is the purpose of the assessment?      

To demonstrate understanding of the key vocabulary and concepts explored in unit.

•  Criteria of judgment/evaluative tools:

Teacher will use the Foreign Language rubric used to score exams.