[UNIT PLANNER TEMPLATE ]

 Teacher(s) Ana Estevez de Klein Language Spanish

Unit title Cultures: Exchanges and it influences in other MYP Phase III Unit duration 4
Esta​blishing  cultures’ behavior and lifestyle. (hours)
weeks
the purpose of 
the unit Est
Inquiry: T
​ he students will to know a range of learned shared beliefs, values, interest, attitudes, products and ways of knowing and partners of behavior created 
by human communities. 
Key concept Related concept(s) Global context

Culture Word Choice Personal and Cultural

Meaning message Expression

Statement of inquiry

Culture shapes social construction of reality.

Through the observation of visual, and written communication about other countries, the students learn how education, family, language, and
society lifestyle vary from one culture to another.

Inquiry questions
Line of inquire: ​Students will research the characteristics of Hispano-American culture and then compare it with the American culture.
Factual: ​Which similarities exist between Hispano-American culture and the United State Culture?
Line of Inquire: ​Students will identify the way on how family of Hispano-American countries support their children needs and educate them.
Conceptual: ​How the families contribute to create a society full of human values and motivation to increase the education and economy of their country.

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Database​: Students will watch some videos and read essays of exemplar Hispano-American families and compare and contrast characteristics in relation to the
education and life style. Between different culture.
MYP Objectives
Objective A: Comprehending
spoken and visual text
Identifying
Students will Identify messages and
main idea in videos, family
conversations, cultural and familiar
activities.
Applying
Students will use their knowledge in
grammar and about
Hispanic-American culture to describe
and provide oral details on how to
solve familiar and soci​al situations
using the vocabulary taught in the
Spanish language plus their own
words.
Objective B: Comprehending
Writing and Visual Text
Identifying
Student will read some essays and
observe some images of
Hispano-American cultures to identify
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Summative assessment
Outline of summative assessment task(s) including Relationship between
assessment criteria: summative assessment task(s)
Criterion A: Comprehending spoken and visual text and statement of inquiry:
Phase 3. Culture of a country is a mixing of
G) The goal is to demonstrate comprehension on how the diversity of culture that exist in
one culture can influence other culture with their lifestyle, the world and the Hispanic or
language, education and economy. American culture are not the
exception. However, this mixture
Criterion B Comprehending writing and visual text. makes that not all the culture be
R) You will act as a researcher that traveled to a equal since there are
Hispanic country to discover what is different to the characteristics that are unique of a
culture of your country and how the lifestyle, education, culture.
family, language and economy of that country could By researching about Hispanic
contribute to increase the economy of The United State and American culture, students
generating positive changes in the family, education and will not only to know other culture
the society of US or the state of TX. but they also will be able to
To provide information and details of your research, you compare the differences and
will read some essays and observe images, videos of similarities between two or more
family, education, dressing, language lifestyle cultures.
government, and economy of Hispanic and American This research and presentation
culture. will also allow the students to
interact using their knowledge of
Criterion C: Communicating in response to Spoken,
writing or visual text. the target language to express
their opinion feeling and
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the characteristics of each culture and
to highlight the main idea of each
paragraph or expressed in one image.
Comparing
Scholars will compare the
characteristics of the Hispanic culture
with American culture using
appropriate vocabulary and
grammatical structures.
Objective C: Communicating in
responding​ ​of spoken and/or
written and/or​ ​visual text
Communicating
Student will interact in conversations
expressing their ideas, felling and
preferences about different cultures
and life style using the appropriate
pronunciation and intonation when
using spoken language.
Objective D: Using Language in
Spoken and in Writing form
Creating
Student will use spoken and written
language to provide suggestions on
how to solve a problem that could
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A) If there is Hispanic or American group in your
community that you think need to change their
way of acting, because does not show human
values that help keeping the harmony of your
community, you will use your knowledge about
the education of other or your own culture or
countries to help your community to generate
positive changes for the benefits of the families,
education, life style and the economy of your
community.
B) Criterion D: Using language in spoken and
writing form
P) You will to write an essay of one or two pages and
then to create a PowerPoint presentation to show and to
expose your findings. This presentation will include,
images of activities, (economy, music, dressing,
education, government, family, and touristic activities,
suggestions for solving problem that affect the society,
education and families) of the country you will talk about.
s) ​Your presentation will have a duration of 5 minutes
or 7 minutes.
You will first observe a PowerPoint and to receive a
guide of instructions on how making your PowerPoint
and exposition in the class about your essay. You will
apply your knowledge of the vocabulary taught the
grammatical structures and conventions. Speaking Using
preference of music,, family,
social style, and to think on how a
community could contribute to
increase the economy and
generate positive changes in the
education of their country or state.
Through the use of videos, readings,
images observation, conversations,
about other cultures, scholars will
also increase their ability to
identifying main idea, responding to
spoken, writing and visual text using
their knowledge of grammatical
structures and basic vocabulary when
expressing their opinion, preferences
and feelings​.
In addition, researching about the
variation between different cultures,
students will acquire knowledge on
how to provide suggestions for
generating positive changes in the
way of acting, of the population of
their community, society, state or
country.
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affect the education, family, social good pronunciation and intonation are necessary in your
style and economy of the community presentation in order of being understood for the
or the county, audience
Student will create their essay and
PowerPoint to show and expose to
their peers and teacher their finding,
comparisons and suggestions on how
a country exchange cultural meaning
and how this contribute positively or
negatively between each one.
Approaches to learning (ATL)

In order for students to apply their knowledge in Spanish to interact providing their opinion, preference, feeling and provide suggestion for
problem solving, and to create their essay, and PowerPoint to show their findings they will use the following ​approaches:
Thinking Skills​: Scholars will interpret data about the culture of different country (Sport, important places, family, education, lifestyle) and
interpret expressions. The learners will also create visual diagrams to generate new ideas and inquires, using existing works and ideas in new
ways to create their essays and PowerPoint about the characteristics of a country and its culture.
Social Skills​: Student will exchange their knowledge with their peers to combine ideas and to exchange information between each other about
their knowledge of the culture of a country and how to create a significant PowerPoint that includes the steps required for their presentation.
Students will use social media network appropriately to build and develop relationship between a culture and other including, music, family,
education, important places, sport economy, social exchanges or life style.
Communication Skill: ​Students will use gesture, appropriate intonation and pronunciation to expose their finding in the class. The learners will
also apply their knowledge about how to write a sentence, paragraph and essay to report their finding and provide the suggestions to generate
positive changes in a culture, community or society.​ ​In order to be clear when write their essay, students will apply their knowledge about
grammatical structure and the vocabulary learned in Spanish class and interacting with Spanish speakers.

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Self-Management skill: ​Student will act in a natural way using their preferred style of learning, but using appropriate strategies to organize the
information that they consider are complex. This can be a concept map, draw a picture and describe the characteristics of the culture using basic
words or a range of vocabulary related to their presentation.
Research Skill: ​Student will communicate their findings and ideas effectively to the audience, using a variety of media and format
(reading, videos, TV shows, images, literatures, others).

 
Action: Teaching and learning through inquiry 
Content Learning activities Teaching Strategies

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Week 10: ▪ Making connection with the topics that were studied 9 ● Activating prior knowledge ​A brief
Review: Irregular week 4-9) and student learning experience​ ​before review of the class of the week before
verbs, clothes, years’ where student express what did they
seasons learned and how this knowledge could
be used to talk about other culture
(sport, family, education, life style)
A ​conocer Nuevos
lugares
(​Costa Rica, Austin) Activities ▪ Modeling and role playing: ​read the
a) Vamos de viaje. Students dialogue about their favorite place for vacations. And words, student repeat these. Providing
Going to a trip after watching a video of Costa Rica and Austin the examples of using the vocabulary in
b) Cuéntame de tus answer questions and describe and compare both different sentences and in shot texts
vacaciones (On culture. (Touristic places, music, clothes, celebrations
vacation) education, economy and lifestyle)

Grammar contents: Describing and completing transitional activities using the ● Selective attention: ​Writing and
vocabulary (clothes, places season of the year. defining words highlighted in a text.
● Direct and
Indirect object Then using it in different
▪ Students will read sentences and short text to focus on communicative situations:
pronouns
key words or concepts to be learned. (direct objectives conversation and written text, songs​.
● Possessions:
pronouns, ordinal numbers, irregular verbs)
Prepositions of
location, places
● around town;
▪ I will present a question task about the importance of ▪ Think pair share: ​One Spanish
Daily activities.
knowing about other cultures. Students will think about speaker will be the leader of the group
and will help the students to provide a

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 ● Interrogatives: their response and then share and discuss their response response using their knowledge in the
Days of the week, with their partners. target language
parties. ▪ I will mix Spanish speaker with one
● Ordinal numbers who does not speak.
PowerPoint: country
culture presentation. ● Projects: ​students will receive
instruction on how to create a
▪ After watching a video of Costa Rica and Austin PowerPoint for their presentation to
Week 11: Somos students will converse about the difference and
Saludables (Argentina y expose their finding about the country
similarities between these two cultures. They will make and culture assigned. I will to model a
Puerto Rico) a list of the positive things that they consider could be project about culture to familiarize the
La Copa Mundial used to create a better society in their community in students with the way on how they will
Que Vamos Hacer? Austin TX. make and expose their presentation.
a) Sports and health: Activating prior Knowledge. ​A brief review
parts of the body ▪ Students will express their knowledge acquired during of the class of the week before were student
b) Telling time, the week 10 about the United States and Costa Rica express what did they learned and how this
places around culture and will express their opinion on how the knowledge could be used to talk about other
town. families and the education system of both culture culture (sport, family, education, lifestyle).
c) Daily routines contribute to create a society full of human value and to
G​rammar increase the economy of these country.
Modeling: ​I read the words, student repeat
1. Present tense of ▪ Which characteristics of the culture of Costa Rica and the vocabulary. Providing examples, using the
irregular verbs Austin did you discovered last week? vocabulary in full sentences, in conversations
2. ( Yo) ▪ Is there some value that you discovered and that could and in short text​.
3. Pronouns after contribute to create a society full of human values?
prepositions.
Activities

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 4. Preterite of ​ar er Practicing the vocabulary of the lesson:
ir​ verbs; Student Listen the words projected from the internet and Conversation Role Playing: ​from a text about
5. Demonstrative repeating the words. Then they use these in oral and in written Costa Rica and Austin students will collect a
adjectives and communication to talk about the sport of Argentina and Puerto list of words according to the topic taught.
pronouns Rico and the importance of caring their body.
6. Reflexive verbs Questionnaire: ​student will respond questions
verbs, Present Student will answer the questions: about their favorite sport, and about the
progressive. ▪ What is your favorite sport? important of exercising.
▪ Do you participate in sport?
▪ What do you do when your favorite team wins?
Project​:
Presentation, ▪ Why it is important to exercise? Early production: ​Choosing materials with
▪ What is the favorite sport of Argentina? familiar vocabulary to support understanding
Essay characteristics: of new words (visuals, gestures and physical
Introduction, body, ▪ What is the favorite sport of Puerto Rico?
demonstrations) Student will also provide
conclusion some writing examples using, preterite verbs,
▪ ​ dvance students​ will read an essay, then they will to
A
highlight the main ideas and ordering these using demonstrative adjectives and pronouns.
ordinal numbers according to the number of paragraphs
of the text.
▪ Beginner students ​will use the ordinal numbers to say
what ordinal number corresponds to each day of the
week and to complete sentences replacing the cardinal
Activating prior Knowledge. ​A brief review
number for an ordinal number.
of the class of the week before were student
Exchanging previous knowledge; express what did they learned and how this
Week 12 knowledge could be used to talk about other
Exchanging informations
culture (sport, family, education, lifestyle).

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Mexico: Culture Te gustarìa participar en una de las festividades que se celebran Practicing the vocabulary through the use of
Antigua, ciudad en tu comunidad o en tu escuela? images, videos reading, and conversations
Moderna. Si ya eres parte de una de ellas, por quė la elegiste?
a) Legend and Crees que los bailes son una parte importante en todas las
Stories: daily culturas? Por qué?
activities arts and
craft Que es el Tamarito?
b) Past and Present Student will work in peer to complete activities of the textbook
Grammar: “Avancemos” and other activities in the board. Student will
also work in the presentation of their project about knowing ● Peer tutoring:​ student who has
1. Preterite and other cultures. A student who achieved his knowledge will be acquired the knowledge of the
imperfect tense: mentor to one who need extra work to achieve the acquisition language will work with one who is in
expressions of of the content. lower level in the language acquisition.
frequency:
weather
expressions, daily Students will respond the above questions, and the vocabulary
activities. will be collected from their answers.
2. Arts and Crafts
3. Project Activities​: Students will watch videos of Mexico and of the
United State to compare both cultures.
Edit and correct Cooperative learning
mistakes in the project Student will have the opportunity to express as
Scholars will also talk about the different industry of the United much they can about Mexican and the United
State, the clothes, Music companies, education and will says States cultures.
how the Mexican culture influence the United States culture:
which thinks are commons between both cultures and what In cooperative learning ​scholars write and
things both culture share. They also express the benefit for the then share their opinions or ideas with the rest
economy of these two cultures. -Which human values they of the class. In each group there will be a

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 consider each culture could share for the benefit of the
educational field, family and the community.
The corrections of the presentation will consist in following the
steps of the presentation, organizing and correcting the ideas,
and the redaction, verifying if the grammatical structures are
used correctly.
Week 13.
Students will use their skills and knowledge acquired during
the three weeks to expose and compare the characteristics of
P​roject: two cultures. They will present their finding to the rest of the
class and the audience will have the opportunity to ask them
PowerPoint Presentation
tree questions about their exposition.
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leader to guide the rest of the group in the
questions and to collect the ideas.
Student will use the vocabulary of daily
activities, to talk about the Mexican families
and comparing them with the American
families. They will also use frequencies to talk
about past activities celebrated in Mexico and
in the United State. And compare them with
current lifestyle in both cultures.
Silent way
Students will be the expositors in the class and
the teacher will be the facilitator.
Role playing. ​Students expose their finding,
comparisons, suggestions about different
Hispano-American cultures and a jury of 4
students in each group, will assess the
presentation using a punctuation from 1- 5
each one (20%)
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 Formative assessments

Pre-assessment
Spoken and written interaction: ​students will express their opinion orally and written using the appropriate vocabulary and applying
the knowledge in grammar when answer questions about the lifestyle of the different Hispano-American Culture, and when talking
about their preference in sport, clothes, music, food, and lifestyle.
Interim Assessment:​ Student will be engaged in transitional practice to demonstrate their ability for using the language for analyzing
and completing short and complex text. Scholar also create their own writing using the grammatical partners learned in Spanish class
and in other classes.
The assessment will include: the use of regular e irregular verbs when written the essay to talk about the different culture. Scholars
will apply their knowledge using the verbs, in past, present, and in imperfect tense.
Student will be assessed through transitional activities completing and constructing sentences using direct object pronouns, positions,
preposition.
Post assessment
At the end of each day, the students will express what did they learned. Their understanding will be demonstrated through the writing
of a sentences using the grammatical structure correctly. Finding the mean idea in a paragraph. Writing a short paragraph at the end
of the class following the requirements to do it. Highlighting the mean Idea in a paragraph. Expressing with their own words in a short
writing text, their preferences of culture, sports, education, music, thipical clothes, celebrations, foods, year station, others.
Quiz every two weeks to access the students’ understanding about the contents.
Feedback and Reinforcement​: Student will also be assessed through the use of the language when present information in both ways
written and orally demonstrating understanding of the contents. Each assessment will be accompanied of feedbacks and written and
oral reinforcements to clarify doubts in the use of grammatical structures of the language and in the redactions of the ideas.
Differentiation

Students will work with activities lest complex.

The use of visual and oral language will be applied more frequently with IEP students.

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 Through the use of images, videos and organizing the learners with special need in small groups to work closely with me. They will
develop activities, such as cutting and pasting, draw and describe with simple sentences using the vocabulary that I will provide to
them.
Dictations of simple sentences. Highlighting key vocabulary in short text and discovering their meaning through the use of Images will
be activities developed with students with special needs.
While other students write full sentences, students with special need fill in blank to complete simple sentences with the appropriate
words. Those activities will be connected to the topic but with less complexity.

Resources

Attach video clips, hand-outs, urls of websites, games, hand-outs, etc

Educación en Costa Rica
be.com/watch?v=Qw3iXHpNnSchttps://www.youtu
Que debes aprender en casa?
https://www.youtube.com/watch?v=-aln4XEwDdM
diferentes culturas Hispanas. ( comida, musica, fiestas y mas)
http://hablemosdeculturas.com/traje-tipico-de-costa-rica/

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Grammar
Direct objects Pronouns
Pronombres directos
https://www.youtube.com/watch?v=hVXSusr9nTg

Pautas para crear el Power Point

https://www.youtube.com/watch?v=zSlphB24lVU

Numeros ordinales
https://www.youtube.com/watch?v=RUuzZyY4M0Y
Example of Powerpoint

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Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
Identify the lessons and gathering
material.
Thinking what to plan to say to explain the
lesson and the directions to the students.
preparing the material student will use so that
I will have an example to show and if is
necessary, examples in various stages of
completion.
Combining with teachers
I will coordinate with the teacher who work in
computer lab to see if there is the possibility
that she/or he allow my students to use the
internet and PowerPoint to develop their
instructional guide for their presentation about
Hispanic-American Culture.
This is because they will be engaged in both
learning.
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During teaching
Clear instructional guide.
Introduce vocabulary gradually.
I say, you say. I write you write.
Modeled talk: ​Student use modeled talk from
teacher and other students​ to ​provide their
responses or ideas about the topic taught
Retell interesting events: ​this include
students talking about parties, celebrations,
familiar activities daily life routines,
community events.
Mentoring, motivating and ​providing extra
explanation when is needed.
Using verbal expectations for class
assignments.
Assisting learners in oral and written
presentations.
Providing the necessary tools for best
understanding of the topic​. Students will
receive explanations, exemplary and
instruction oral visual, and written before
After teaching the unit
A review will be made through the use of a
reflection about the families, and community
harmony, and the importance of using the
language to know about other culture.
Students will have the opportunity of
expressing their feeling their learning and how
these could be applied in our daily life.
Students will complete a review and a
summative test (essay) will be presented to
assess students understanding and to reinforce
those contents where they demonstrated
weakness.
Students with lower level will work using
sentences in a simple way to express their
learning about Hispanic-American culture and
understanding of the content taught in the
unit.
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 each transitional activity or formative Students will reflex and provide opinion on
assessment. how to use the knowledge acquired in their
Scaffolding daily life.

Student will be motivated to work

independently using their abilities (listening, Scholar will assess the classes expressing
talking, reading and writing) to develop what could be different and what they expect
different activities and to create their own for future unit plan.
texts or essays.

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