Unit Overview
Content Area: Spanish
Unit Title: El Calendario (The Calendar) Unit: 3
Target Course/Grade Level: Kindergarten Timeline:7-8 weeks (ongoing for days, months,
numbers, clothing, and weather)
Unit Summary
Using a calendar every day enables students to learn about days, weeks, months, and seasons. It helps them to count in the target language. Also, it encourages discussions about the weather and the clothing needed to be worn at different times of the year. The calendar is a fun and effective way to introduce holidays in Spanish-speaking and English-speaking countries.
Primary interdisciplinary connections:Math, Science, Social Studies, English Language Arts
21st century themes and skills: Critical Thinking and Problem Solving; Collaboration, Teamwork, and Leadership; Cross-Cultural Understanding and Interpersonal Communication
Unit Rationale
It is important for elementary school children to learn a world language so they can communicate with the ever growing diverse population of the United States.
Learning Targets
Standards
7.1 World Languages
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
9.1 21st – Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Content Statements: Interpretive Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.
Cultural:
Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and pastimes.)
Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. (Topics and activities that assist in the development of this understanding shouldinclude, but are not limited to: authentic celebrations, songs, and dances.)
Healthy eating habits and fitness practices may vary across cultures. (Topics that assist in the development of this understanding should include, but are not limited to: foods, shopping, eating at home or in restaurants, and wellness practices.)
Many products and practices related to home and community are shared across cultures; others are culture-specific. (Topics that assist in the development of this understanding should include, but are not limited to: home life, places in the community, activities within the community, and travel.)
What is perceived as “basic needs” varies among and within cultures. (Topics that assist in the development of this understanding should include, but are not limited to: safety, food, shelter, and purchase and sale of goods such as toys, games, travel, and luxury items.)
Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second-language learners who have limited proficiency in the language. (Content areas that assist in the development of this understanding should include, but are not limited to: history, economics, science, and geography.)
Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. (Content that assists in the development of this understanding should include, but is not limited to: all content areas and popular culture.)
The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.
Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency.
Effective communication skills convey intended meaning to others and assist in preventing misunderstandings.
Content Statements: Interpersonal Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
  • Respond to learned questions.
  • Ask memorized questions.
  • State needs and preferences.
  • Describe people, places, and things
Cultural:
The Novice-Mid Cultural Content Statements remain the same for all the strands.
Content Statements: Presentational Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
  • Make lists.
  • State needs and preferences.
  • Describe people, places, and things.
Cultural:
The Novice-Mid Cultural Content Statements remain the same for all the strands.
CPI # / Cumulative Progress Indicator (CPI) for Interpretive Mode
7.1.NM.A.2 / Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
7.1.NM.A.3 / Recognize a few common gestures and cultural practices associated with the target culture(s).
7.1.NM.A.4 / Identify familiar people, places, and objects based on simple oral and/or written descriptions.
7.1.NM.A.5 / Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics.
9.1.4.A.5 / Apply critical thinking and problem-solving skills in classroom and family settings
9.1.4.C.1 / Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play).
CPI # / Cumulative Progress Indicator (CPI) for Interpersonal Mode
7.1.NM.B.2 / Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.
7.1.NM.B.3 / Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.
7.1.NM.B.4 / Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
7.1.NM.B.5 / Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
9.1.4.D.1 / Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.
CPI # / Cumulative Progress Indicator (CPI) for Presentational Mode
7.1.NM.C.2 / Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3 / Copy/write words, phrases, or simple guided texts on familiar topics.
Unit Essential Questions
  • Are calendars the same in all languages?
  • Why don’t children look the same in all countries?
/ Unit Enduring Understandings
  • Calendars are important tools that we use to keep track of dates and events.
  • Calendars are not the same in all languages.
  • Some clothing that is worn by Hispanic children is the same as ours, and some is very different.
  • Seasons are different in various parts of the world.
  • Hispanic children celebrate many different holidays than we do.

Unit Learning Targets
Students will ...
  • Recite the names of the days of the week and recognize that the Hispanic calendar starts with Monday.
  • Name the current month and recite the date.
  • Recite the current season and explore the concept of season reversal in North and South America.
  • Identify articles of clothing and associate appropriate clothing with seasonal weather patterns.
  • Choose a weather word to describe the current day’s weather conditions.
  • Count aloud from 11-15 in the target language.
  • Name body parts for arms, legs, hands, and feet.
  • Compare and contrast holidays and celebrations commonly observed in Spanish-speaking cultures with their own.
  • Recognize that days of the week and months of the year are not capitalized in Spanish.

  • Evidence of Learning

Summative Assessment
  • Favorite season drawing with label
  • Clothing pictures on whiteboards
  • Clothing and weather skill sheets
  • Counting aloud body parts, days of the week, and months of the year
  • Vocabulary term exercises

Equipment needed:
Magnetic date board
Large calendar
Articles of clothing for dress-up
Authentic Mexican clothing (sombreros and serapes)
Snowman costume
Song posters
Days of the week, months of the year, and seasons posters
Flashcards, picture cards
CDs and CD player
Computer, SMARTBoard, ELMO
Teacher Instructional Resources:
My Body, Mi Cuerpo -Gladys Rosa-Mendoza
My Clothes, Mi Ropa -Gladys Rosa-Mendoza
Clothes, La Ropa -Barron’s Bilingual First Books
Weather, El Tiempo -Barron’s Bilingual First Books
Globe-Toddlers Adventures in Mexico, DVD -Tot Talk
Teach Them Spanish!, Grade K -Instructional Fair
Skills for Scholars -Frank Schaffer Publications
English Spanish Everything for Early Learning, Kindergarten -School Specialty Publishing
CDs: Spanish -Twin Sisters Productions
I Love Spanish -Language Adventure Publications
Rock’N Learn Spanish Vol. 1
Ole! Ole! Ole! -Dr. Jean en Espanol
Formative Assessments
  • Listening activities
  • Role playing with U.S./Mexican dress up clothing
  • Teacher observation
  • Calendar activity participation
/
  • Think, pair, share
  • Group/individual oral participation (songs/activities for days, months, clothing, weather, numbers, and body parts)
  • Number packet 11-15
  • Participation in holiday discussions

Integration of Technology:
Computer, internet, SMARTBoard, ELMO, CD player with CDs
Technology Resources
Click the links below to access additional resources used to design this unit:




Opportunities for Differentiation
  • VAKT learning modalities – instructional and assessments
  • Student centered activities
  • Cooperative grouping
  • Multiple intelligence learning styles
  • Additional independent activities for higher leveled learners
  • Questioning/discussion techniques

Teacher Notes: