Quin vive en mi casa?

- Unit Template
*Based on the Keys to Planning

Language and Level/Grade: Approximate 2 weeks

Length:
Spanish Novice - Kindergarten Approximate 150 minutes
(Immersion Program) number of minutes
weekly:
Number of lessons in 10 lessons
the unit:
Theme/Topic: Quin vive en mi casa? / Who lives at home?

Enduring Understanding(s): There are different types of families in any society.

Essential Question(s): Where is Spain? Where else is Spanish spoken?

Where is Latin America?
How are families in various Spanish speaking
countries?
How is your family compare to another Spanish
family?
Do all families have the same number of members?
Is your family important to you? Why?
Unit Goals: Language and SWBAT:
Content identify at least one country where the Spanish
language is spoken.
describe similarities and differences between own
family and another Spanish family.
identify several family members by relationships.
identify different types of families.
create a photo album or video representing the
members of your own family.
aware of the importance of the family.

Summative Performance Interpretive Mode:

Assessments: Students will listen El libro de las familias to understand
the different kinds of families in our societies.

Interpersonal Mode:
Students, by pairs, will compare their own family members
with his/her friends family first, and then with another
Spanish family chosen.

Presentational Mode:
Students create a Family photo project at home (to make
that connection with their own families) and share it later
in class. They can either create a book using color papers or
create a video using Animoto.
Standards/Benchmarks to be addressed:
ACTFL World-Readiness Standards
Culture: Products: members of families.
Practices: the role of the members of a family.
Perspectives: importance of family members.

Connections: Making Connections: Acquiring Information and Diverse

Social Studies - students are
able to explore different
types of families,
encouraging understanding
and tolerance.
Perspectives:
Students will gain information about
types of families through pictures and
online resources exposed in the class.

Comparisons: Language Comparisons: Cultural Comparisons:

Students will make Students will compare and contrast
comparisons when learning Spanish families with their own.
feminine and masculine
words.
Communities: School and Global Lifelong Learning:
Communities: Families are part of the communities.

Common Core:
R.L.K.4. Ask and answer questions about unknown words in a text.
R.I.K.9. With prompting and support, identify basic similarities in and differences between
two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
W.K.2. Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply
some information about the topic.
S.L.K.1. Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
S.L.K.5. Add drawings or other visual displays to descriptions as desired to provide
additional detail.
K.C.1.1 Explain similarities in self and others.

Other State Language Standards or Benchmarks:

N/A
Toolbox
Language Functions: Related Vocabulary Expansion
Structures/Patterns
- Compare and contrast - Verbs ser, tener Tier 1: Family vocabulary
own family structure with different Adjectives (colors).
with others. subject. Numbers.
- Ask questions. - Masculine/feminine Verbser.
- Describe family forms. Tier 2:
members.
 Key Learning Activities/Formative Assessments
Key Learning Activity/Formative
Assessment
Students will point out first where is
their hometown on a world map
(using Google Map and Google
Earth). Secondly, they will learn
where Spain is and guess if there are
other Spanish countries and where
they are located.
Students will practice family
vocabulary with the book El libro
sobre la familia. When they listen a
word (for example, mum), they need
to relate it to a picture and write the
name down. After that, they will sing
the song la familia.
Students will learn family
relationships vocabulary viewing
videos regarding the members of a
family from different Spanish
countries (using ViewPure).
Students will make a family tree.
They will draw the faces of their
family members in the blank boxes
on the family tree outline. They can
write the name of that person below
it by relationship.
Theatre with reading books about
the family. In groups, they are
How does this Mode of Communication:
activity support the
unit objectives
(language and
content)?
This activity will Interpretive
prepare students to be
aware of the amount
of Spanish countries
and promote
enthusiasm for
communicating with
other people in the
target language.
This activity will help Interpretive/ Interpersonal
them to identify the
vocabulary (picture -
word) in order to use
it for interpersonal
mode.
They are learning new Interpretive / Interpersonal
vocabulary that they
will be expected to
use. At the same time
they are using
questions to compare
between those kind of
families in different
countries and their
owns families.
This activity will help Interpersonal
students to be more
familiar with the
vocabulary as well as
making relations
between picture and
word.
This activity will help Interpersonal / Presentational
students for their final
reading and practicing theater presentational
books to represent later in class. assessment. They will
work together in order
to perform a little
theatre book about
families.

Students will create their own This activity prepares Presentational - final project
Family photo project to make at students for
home and establish that connection expressing themselves,
to their families. identifying and
providing little
They will have to choose one of information about
these options: their families. This also
- Family photo album project: helps to use the
students will use real expressions este/a
pictures of their family es....
members that they can cut
out (also including
grandparents, siblings,
uncles, etc). They are asked
to put the picture and say
who is este/esta es mi.
They will share their project
in class using the projector.
At the end, they will express
verbally why their families
are important to them.

- With the help of an adult,

make a video using Animoto
(following the same steps
above picture - phrase).

Resources Technology Integration

Youtube videos La Familia (using Projector

ViewPure to skip any inappropriate Computers
commercials).
Books and infographics about
familias.
Song La familia.
Animoto
Google Earth and Google maps