Unit Design
for
Una Fiesta de Cumpleaños Mexicana
A Mexican Birthday Party
Developed by:
Gretchen Marshall-TothFejel
Charter Name:
Marvin L. Winans Academy of Performing Arts
Understanding by Design
Unit Design Worksheet
Unit Title: Una Fiesta de Cumpleaños Mexicana(A Mexican Birthday Party) / Subject: Spanish
Topic: Birthday Celebrations in Mexico / Grade: First / Staff Name:
Señora Gretchen Marshall-TothFejel
Stage 1 – Desired Results
LITERACY GOALS (Reading/Writing):
1.W.7 Common Core – Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
1.3.N.W.b Michigan World Language Content – Prepare illustrated stories (big books, posters, dioramas, cartoons) about activities or events in student’s personal life, and share these with an audience.
4.1.N.d Michigan World Language Content – Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between one’s own language and the target language.
ORAL LANGUAGE GOALS (Listening/Speaking):
1.1.N.SL.d Michigan World Language Content – Request, offer, invite, and reply appropriately using memorized phrases.
CULTURE GOALS:
2.1.N.F.e Michigan World Language Content – Explain the practices and significance of an important civil or religious holiday or celebration, regional holiday or celebration, and personal or family holiday or celebration within a community or culture in which the target language is spoken.
G4.0.1 Social Studies GLCE – Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in family life.
COMMUNITIES GOALS:
4.10 Health: Apply “please,” “thank you,” “excuse me,” and “I am sorry” to appropriate situations.
5.2.N.b Michigan World Language Content – Provide services to others in the school district through activities in the target language such as skits and/or musical presentations, or by reading to others in the target language.
Understandings:
Students will understand that
1. Spanish and English contain similar or overlapping words and sounds.
2. they can combine phrases to create unique sentences in Spanish.
3. celebrations and get-togethers around the world have similarities and differences and are important to people from all over the world.
4. people from every culture want to be included and make friends. / Essential Questions:
1. How are Spanish words related to parties similar or different from the English words for the same thing?
2. How can you include a Spanish-speaking person in a celebration or activity?
3. How are celebrations in Mexico the same or different to your own celebrations?
4. How could you make a Spanish-speaking friend?
Students will know about
1. Spanish party and invitation vocabulary.
2. forming and ordering phrases in Spanish.
3. Mexican birthday traditions, artifacts, and music.
4. polite words in Spanish and how to use them to make friends. / Students will be able to
1. write a how-to book about parties in Spanish.
2. invite a friend to a birthday party or an activity in a variety of ways using Spanish.
3. write a note to their parents about what Mexican tradition or product to include in their next family tradition.
4. include someone from a different cultural background in an event.
Unit Enduring Understanding:
Students will understand how using another language and knowing a different culture can improve social interaction.
Students will understand about how to include people from different cultural backgrounds and try out new traditions and products. / Unit Question:
How do we celebrate birthdays in different cultures?
Stage 2 – Assessment Evidence
Performance Tasks:
Goal: To create a 6 page How-to book about Mexican birthday parties with illustrations
Role: Event Coordinator/Party Planner
Audience: A family member
Situation: Your family is about to celebrate a birthday party for someone or get together for a family reunion. You are helping to plan the party. You have invited a friend from Mexico and want to include one or two Mexican traditions or products in your party or get-together. You must convince the adults in your family to go along with your idea.
Performance: Students create books and present them to their parents in Spanish along with ideas in English of how to enhance their next family celebration or get-together with Mexican traditions or products.
Standard: The book must be 6 pages long with a title page and written only in Spanish with meaning-enhancing illustrations.
Key Criteria:
Spanish ¡Fiestas! book/10 / Exceeds Mastery (11-14 points) / Mastery
(9-10 points) / Progressing Toward Mastery (6-8 points) / Limited Mastery/
Needs Improvement
(3-5 points)
Assignment is complete and written in Spanish only (4) / Title page, 6 pages, End page and invitations are complete. Extended vocabulary is used. (5) / Title page and 6 pages and End page are complete and contain essential vocabulary. (4) / Four to five pages are complete and contains limited vocabulary and/or some English (3) / Three or fewer pages are complete and/or the book is in English and/or a few Spanish words (2)
Phrases make sense and relate to the topic (3) / Phrases are in particularly logical or interesting order and relate to the topic (4) / Phrases make sense and relate to the topic (3) / One phrase does not make sense or relate to the topic (2) / Two or more phrases do not make sense or do not relate to the topic (1)
Images correspond to and add meaning to the text. A Mexican tradition or product is included (1) / Images correspond to and add a unique, personalized meaning to the text. A Mexican tradition/ product is included (2) / Images correspond to the text for all 6 pages. A Mexican tradition/product is included (1) / Images do not match on 1 page
A Mexican tradition/product is not clear. (0) / Images do not match on 2 pages or more. A Mexican tradition/product is not included. (0)
Spelling is correct, Handwriting is easy to read (2) / Spelling and punctuation is correct and/or Handwriting is very clear and even (3) / Spelling is correct and/or handwriting is readable (2) / Spelling contains 1-3 errors and/or handwriting is somewhat hard to read (1) / Spellings contains 4 errors or more and handwriting is very difficult to read (0)
Other Evidence:
Before
In Spanish: Brief True/False group questions using party vocabulary.
In Spanish: Matching vocabulary worksheet.
In Spanish: “Slap-Happy” flashcard game of party vocabulary. [Listening Comprehension]
In English: Show images of different birthday-related products from Mexico or the United States and discuss.
In English: Ask for volunteers to share their experiences making new friends.
In Spanish: Read the Fiesta book and ask comprehension questions. / During
In Spanish: Practice party invitation mini-dialog with a partner.
In Spanish: “Maestro-Niños” flashcard game [Language Production—Student lead small groups with party vocabulary].
In Spanish: Use flashcards to create visual sentences (Question Picture + Verb Picture + Food/Place Picture?) and read to a partner.
In English: Simulate a Mexican birthday party and explore cultural traditions and products.
In Spanish: Talk with a partner about what you plan to do to make a Spanish-speaking friend.
In Spanish: Read teacher-created ¡Fiestas! Book and ask comprehension questions.
In Spanish: Students put party components in a unique order and narrate. / After
In Spanish: Invite a friend to party in Spanish (mini-dialog) (Whole class practices with a partner and teacher observes and/or partner groups present to the class).
In English: Students will write a short note to their parents in English about what Mexican birthday-related tradition or product they want at their next birthday party or get-together and why.
In Spanish: Students create a 6 page mini ¡Fiestas! Book with a title page, their name, 4-5 phrases in a unique order with illustrations and an end page.
In English: Students read their Spanish mini books to their parents as well as the English note and have a discussion about their next party or get-together. Parents check off a list of completed items, sign, and return.
Describe the assessment/s and state the prompt if applicable. x F x S
What type of scoring tools will be used for evaluation?
□ Analytic rubric □ Checklist
□ Holistic rubric □ Answer Key
x Criterion rubric □ Other
Student Self-Assessment and Reflection:
Students will pair up and talk about the following prompts.
– What is your favorite Mexican birthday tradition or product?
– What did your family say about including a Mexican tradition or product during your next family event?
– What would you do to include a Mexican or Spanish-speaking friend in your event?
Then the teacher will choose volunteers to share what their partner said.
Stage 3 – Learning Plan
Differentiated Instruction:
In Spanish:
C Level (Progressing Toward Mastery – all are required)
1. Matching vocabulary worksheet
2. Reviewing flashcards with the teacher
3. Memorizing the model conversation and performing with teacher assistance
B Level (Mastery)
(Students pick one activity each from the following clusters: 1 /2 & 3/4 & 5/6 & 7/8 and must complete 9)
1. Playing the teacher role in the vocabulary review flashcard game
2. Playing the student role in the vocabulary review flashcard game
3. Memorizing the model conversation and performing during partner work
4. Memorizing the model conversation and performing for the class
5. Answer comprehension questions about Fiesta book
6. Answer comprehension questions about teacher created ¡Fiestas! book
7. Share completed ¡Fiestas! book with a partner
8. Share completed ¡Fiestas! book with the class
9. Creating mini-book with title page, 4-5 phrases and end page
A Level (Exceeds Mastery)
(Students must do 1 & 2, and have a choice between 3 & 4)
1. Changing the model conversation and performing for the class
2. Adding extra phrases and vocabulary to mini-book
3. Write questions corresponding to image prompts
4. Arrange images and read unique questions
In English:
C Level (Progressing Toward Mastery – all are required.)
1. Identifying Mexican and American birthday products
2. Engaging in class discussion about Mexican birthday traditions and comparing them to American traditions
3. Watching and discussing a Cantinflas (famous Mexican comedian) Youtube clip showing a traditional mariachi serenade
B Level (Mastery)
(Students pick one activity each from the following clusters: 1 /2, 3/4 & 5/ 6)
1. Sharing a personal experience with inviting someone or including someone with a partner
2. Sharing a personal experience with inviting someone or including someone with the class
3. Choosing two of five Mexican birthday centers for cultural exploration:
– Watch a Youtube video of a mariachi band playing Las mañanitas and play along with shakers
– “Fill” a piñata with pictures of traditional (nuts and fruits) and non-traditional products (candy and small toys)
– “Make” and “decorate” a layered cake (i.e. Tres leches) using colored construction paper, markers and glue
– “Play” table table-top soccer (fútbol) with a mini soccer ball
– Cut out papel picado and decorate the classroom
A Level (Exceeds Mastery)
(Students must do 1 and have a choice between 2 & 3)
1. Writing a note to a family member explaining what Mexican tradition or product they want at their next family event and why.
2. Sharing with the class about their discussion with a family member and if they were successful at convincing him or her or not.
3. Share with a partner about their discussion with a family member and if they were successful at convincing him or her or not.
Learning Activities:
W Where are we going? Exploring the rich cultural traditions of Mexico
Why? Students must have the skills to work together with people who are different from them, to appreciate the traditions of others and use Spanish as a tool for building relationships and including Spanish-speakers within their communities.
H Student interested will be hooked by exploring the fun ways Mexican like to celebrate, by appealing to their emotions regarding how it feels to be left out, by providing them with ways to express themselves through visual art, story-telling and drama and by empowering them to involve their parents in their Spanish learning process.
E Students will be equipped to do well on this unit through dramatic play, social games in the target language, easy-to-understand short Spanish stories, facts which can be used as evidence in their discussion with parents and repeated practice of basic party and invitation vocabulary.
R Students will be asked to rethink and revise their work through whole class and partner discussions.
E Students will self-evaluate through journaling and a post-test reflection activity.
T The activities allow for student choice and creating a unique product.
O The learning sequence is organized using the calendar below. Unit is organized into 10-15 lessons for 25-50 minute periods.
Essential Vocabulary
In Spanish:
¿Quieres…? : Do you want to…?
¿Quieres…conmigo? : Do you want to…with me?
Sí, quiero.: Yes, I want to.
No, no puedo.: No, I can’t.
¡Qué ilusión!: How exciting!
¡Qué lástima!: What a shame!
Por favor: Please
Gracias: Thank you
invitar: to invite
romper: to break
comer: to eat
beber: to drink
decir: to say
comprar: to buy
cantar: to sing
bailar: to dance
llenar: to fill
el parque: the park
la piscina: the pool
el patio: the backyard
la playa: the beach
el campo de fútbol: soccer field
la cancha de básquet: basketball court
el pastel: the cake
la magdalena: the cupcake
el helado: the ice cream
el dulce: the piece of candy
la galleta: the cookie or cracker
el taco: the hard shelled tortilla filled with meat, cheese and vegetables
el tamal: the cornmeal mixed with meat, cheese or chili peppers and wrapped in a corn husk
el asado: the barbecued meat
el burrito: the tortilla wrapped up and filled with meat, cheese and vegetables
la gordita: the deep-fried tortilla filled with meat, cheese and vegetables
la piñata:
In English:
Cultural tradition: how people solve problems
Cultural product: the stuff people make to solve their problems
Sequencing the Learning
Week 1
Introduction of Vocabulary / Monday/Tuesday
Day 1
Teacher introduces new birthday song Las Mañanitas
Teacher introduces essential vocabulary
Students practice listening with “Slap-Happy” flashcard game
Teachers and students identify Mexican and American birthday products / Wednesday/Thursday
Day 2
Las Mañanitas
Teacher reviews essential vocabulary using True/False questions answered in the whole group
Students complete vocabulary matching worksheet
Students watch Cantinflas video clip
Teacher introduces new birthday song Piñata (Dale dale) / Friday
Day 3 (Extension)
Las Mañanitas
Students vote in Spanish on English language culture book including
Piñata (Dale dale)
Week 2
Model conversation and practice vocabulary / Monday/Tuesday
Day 4
Las Mañanitas Teacher reviews vocabulary and introduces model conversation
Students practice conversation with a partner
Teacher leads a class discussion about how to make a Spanish-speaking friend and include them in an event or activity
Piñata (Dale dale) / Wednesday/Thursday
Day 5
Las Mañanitas Teacher reads Fiesta book and asks comprehension questions
Students work in “Maestro-Niños” small groups and lead vocabulary review
Talk with a partner about how to make a Spanish-speaking friend and include them in an event or activity
Piñata (Dale dale) / Friday
Day 6 (Extension)
Las Mañanitas
Students vote in Spanish on English language culture book including:
Piñata (Dale dale)
Week 3
Practice conversation and practice writing / Monday/Tuesday
Day 7
Las Mañanitas Teacher introduces extended vocabulary
Students work with a partner and use images to create unique questions. Teacher monitors and offers support.
Students review Mexican/American birthday products and discuss with a partner
Piñata (Dale dale) / Wednesday/Thursday
Day 8
Las Mañanitas Teacher models ways to modify conversation
Students are assigned to work with the teacher for extra practice (conversation or vocabulary) or practice a modified conversation
Modified conversations are presented
Piñata (Dale dale) / Friday
Day 9 (Extension)
Las Mañanitas
Students “read” images as questions and write corresponding Spanish words and phrases
Piñata (Dale dale)
Week 4
Create product / Monday/Tuesday
Day 10
Las Mañanitas Introduce mini-book instructions
Create title page, name and pages 1-2. Teacher monitors progress and offers support.
Piñata (Dale dale) / Wednesday/Thursday
Day 11
Las Mañanitas Review mini-book instructions
Create pages 3-5 and end page. Teacher monitors progress and offers support.
Piñata (Dale dale) / Friday
Day 12 (Extension)
Las Mañanitas Students finish mini-books
Students share mini-books with a partner and/or with the class
Piñata (Dale dale)
Week 5
Present conversation and explore culture / Monday/Tuesday
Day 13
Las Mañanitas Practice conversation with partners
Perform conversation for class
Introduce instructions for Mexican birthday culture simulation
Piñata (Dale dale) / Wednesday/Thursday
Day 14
Las Mañanitas Mexican birthday culture simulation
Piñata (Dale dale) / Friday
Day 15 (Extension)
Las Mañanitas Reflect on unit with a partner and share with class
Students lead “Slap-Happy” listening flashcard game as teachers and students
Piñata (Dale dale)
UbD Unit Design Worksheet / Saginaw Valley State University 2