Nicole

Thompson
AMLA 612

Unit Template: De Boda a Matrimonio

Language and
Level/Grade:

Spanish 4
Grades 8-12

Approximate Length:
Approximate number of
minutes weekly:
Number of lessons in the
unit:

Theme/Topic:

Enduring Understanding(s):

Essential Question(s):

Unit Goals: Language and Content

Summative Performance
Assessments:

6 weeks
180 or 240
minutes (depends
on schedule)
24

De Boda a Matrimonio
Love, Romance, Weddings and the Subjunctive

Life in Spanish-speaking cultures moves at a slower pace
than American culture.
Every culture has different norms in courtship, dating,
engagement, weddings and marriage, but there are also
some things that are shared.
Religion influences values and beliefs regarding dating and
marriage.
How are courtship and dating different and similar in the US
and in Spanish-speaking countries?
How has la serenata evolved over time in Mexican culture?
What are some of the major traditions at Spanish weddings
and Mexican weddings?
How have perceptions about and laws regarding same-sex
marriage changed over time in Spanish-speaking countries
and the US?
What makes a strong marriage? Are these values unique to
just one culture, or do they transcend national and linguistic
boundaries?
Students will be able to
Compare and contrast norms of courtship in the US and
Spanish-speaking countries.
Describe the role of la serenata in Mexican society and the
different types of la serenata.
Discuss major traditions at Mexican and Spanish weddings
Explain their own views on same-sex marriage and what the
laws are in a variety of Spanish-speaking countries.
Express their own hopes or goals for the future using the
subjunctive.
Debate what values make a strong marriage.
Interpretive Mode:
Students will read an article about la serenata, a Mexican
tradition, and fill out a comprehension guide asking them to
identify the main idea, supporting details, determine words from

context clues and consider the cultural perspectives behind

serenades.
Interpersonal Mode:
Students will engage in an interpersonal conversation discussing
which values make a strong marriage, and if these values
transcend national or linguistic boundaries.
Presentational Mode:
Students will write a formal composition in which they describe
and analyze traditions of typical weddings in Spain, Mexico, and
other countries where Spanish is spoken.
Standards/Benchmarks to be addressed:

ACTFL World-Readiness Standards

Communication:
Interpersonal:
Interpretive:
Presentational:
Learners interact and
Learners understand,
Learners present
negotiate meaning in
interpret, and analyze
information, concepts,
spoken, signed, or
what is heard, read, or and ideas to inform,
written conversations
viewed on a variety of
explain, persuade, and
to share information,
topics.
narrate on a variety of
reactions, feelings, and
topics using
opinions.
appropriate media
and adapting to
various audiences of
listeners, readers, or
viewers.
Culture:
Products: Specific components of traditional wedding ceremonies in Spain
and Mexico: Las arras, las moneditas, el gaiter, el lazo, la mantilla, los
mariachis, la serenata
Practices: Tradition and history, the actual ceremony itself
Perspectives: Why are these things significant? What connection do each
of these things have to Mexican / Spanish culture?
Connections:
Making Connections:
Acquiring Information and Diverse
We will make some connections Perspectives:
to content that students have
Students will search for and interpret
studied in social studies,
authentic materials that are readily
especially in AP Human
available online in order to examine
Geography.
what weddings are like in Spain and
Mexico.
Comparisons:
Language Comparisons: Students Cultural Comparisons:
will compare Spanish to English
Students will compare and contrast
syntax (sentence structure,
traditions in courtship and dating in
specifically word order). Students Spain and Mexico.
will also connect new vocabulary They will also compare and contrast
to vocabulary they learned in
wedding ceremonies.
Spanish I, II, and III.
Communities:
School and Global Communities: Lifelong Learning:
Learners use the language within Learners set goals by using the unit
the classroom to interact and
guide, and reflect on how this new

collaborate in their community.

content could be useful in their futures

as they look to travel to a Spanish-
speaking country or a non-Spanish
speaking country. What if they date
someone while studying abroad?

Common Core:
RI 2. Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of
the text. (Interpretive readings)
RI 4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
(Interpretive readings)
W 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension. (Presentational task writing assessment)
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audiences knowledge of the
topic. (Presentational task writing assessment)
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts. (Presentational task writing assessment)
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
(Presentational task writing assessment)
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. (Presentational task writing assessment)
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented. (Presentational task writing assessment)
ISTE Technology Standards:
2b. Communicate information and ideas effectively to multiple audiences using a variety of media and
formats (Presentational task writing assessment done via google docs and shared with classes)
3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media (researching more information about weddings in Spain and Mexico)
5d. Exhibit leadership for digital citizenship (use researched information without plagiarizing and using
images that are labeled for non-commercial reuse)
Wisconsin DPI Standards for World Languages:
INTERPERSONAL (In the Interpersonal Conversation)
A.1. Conversations: Students will discuss or debate a wide variety of topics from the local to the
international level, hypothesizing, convincing, persuading, and negotiating to reach a conclusion
A.2. Questions: Students will ask and answer a variety of questions that require elaboration and
substantiation of opinions
A.3. Opinions: Students will defend personal preferences, feelings, and opinions with substantive
arguments
INTERPRETIVE (In the interpretive tasks)
B.1. Listening: Students will understand spoken language on a wide variety of topics
B.4. Reading: Students will comprehend the main idea and supporting ideas, and make inferences in a

wide variety of authentic written materials

B.5. Strategies: In addition, students will analyze the author's use of language to understand a written
text
PRESENTATIONAL (In the Presentational task)
C.1. Oral presentations: Students will present student-created works
C.2. Speeches: Students will write and present a speech on a topic that has been researched
CULTURE (In the interpretive task, independent research, interpersonal conversation and presentational
task)
D.2. Cultural activities: Students will examine the role and importance of various social activities within
the cultures studied (such as religious celebrations, historical events, rites of passage)
D.3. Beliefs and attitudes: Students will explain how beliefs, perspectives, and attitudes affect the target
countries' position on global issues
PRODUCTS (In the interpretive task, independent research, interpersonal conversation and
presentational task)
E.4. Geography: Students will explain the impact of the target country's geography on the people's
beliefs, perspectives, and attitudes
Toolbox

Language Functions: Content
Related Structures/Patterns
Vocabulary Expansion
Compatible and Content
Obligatory
Express their own hopes and goals Subjunctive
Tier 1:
Words to describe
for the future romantic life.

dating and

weddings.
Tier 2:
Words to describe

values in a

relationship (trust,
faith, etc).

Key Learning Activities/Formative Assessments

Key Learning Activity/Formative
How does this activity
Mode of Communication:
Assessment
support the unit objectives
(language and content)?

Students will read an article about la
Students will be able to
Interpretive
serenata.
describe the role of la

serenata in Mexican
society and the different
types of la serenata.
Students will watch videos about
Students will be able to
Interpretive and Interpersonal
Spanish and Mexican weddings and
compare and contrast
discuss their observations in a small
norms of courtship in the
group while filling out a graphic
US and Spanish-speaking
organizer.
countries.
Discuss major traditions at
Mexican and Spanish
weddings
Students will listen to a native speaker
Students will be able to
Interpretive
describe her own wedding and
compare and contrast
marriage.
norms of courtship in the

US and Spanish-speaking
countries.
Students will research laws on same-sex Explain their own views on Interpretive and Presentational
marriage in different Spanish speaking
same-sex marriage and
countries, present jigsaw-style, and
what the laws are in a
then write a reflection expressing their variety of Spanish-speaking
own views on the issue.
countries.

Students will engage in an interpersonal Students will be able to
Interpersonal
conversation discussing which values
debate what values make a
make a strong marriage, and if these
strong marriage.
values transcend national or linguistic
boundaries.
Students will create a padlet to help
Students will be able to
Presentational
them organize their ideas before
discuss major traditions at
writing the formal composition (below). Mexican and Spanish
weddings
Students will be able to
express their own hopes or
goals for the future using
the subjunctive.
Students will write a formal
Students will be able to
Presentational
composition in which they describe and discuss major traditions at
analyze traditions of typical weddings in Mexican and Spanish
Spain, Mexico, and other countries
weddings
where Spanish is spoken.
Students will be able to
express their own hopes or
goals for the future using
the subjunctive.
Resources
Technology Integration
Texts/articles from a number of resources (personal Videos from YouTube
connections and the internet)
Internet researching
Video of Sandra (friend) describing her wedding and Padlet
marriage