Digital Unit Plan Template Unit Title: How the Aztecs influenced Spanish Content Area: Spanish

CA Content Standard(s)/Common Core Standard(s):

Name: Alise Salcido Perez Grade Level: 10th grade

Stage I Culture 1.0 Students use appropriate responses to rehearsed cultural situations. 1.1 Associate products, practices, and perspectives with the target culture. 1.2 Recognize similarities and differences in the target cultures and between students own cultures. 1.3 Identify cultural borrowings. Communication 1.0 Students use formulaic language (learned words, signs [ASL], and phrases). 1.1Engage in oral, written, or signed (ASL) conversations. 1.2 Interpret written, spoken, or signed (ASL) language. 1.3 Present to an audience of listeners, readers, or ASL viewers. Functions

1.4 List, name, identify, and enumerate. 1.5 Identify learned words, signs (ASL), and phrases in authentic texts. 1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way. Stage II 2.0 Students use created language (sentences and strings of sentences). 2.1 Engage in oral, written, or signed (ASL) conversations. 2.2 Interpret written, spoken, or signed (ASL) language. 2.3 Present to an audience of listeners, readers, or ASL viewers.
Big Ideas:

Who were the Aztecs? What did they share with the Spaniards? How can two different cultures co-exist? Do you think the Aztecs' influence continues to be present today?

Unit Goals and Objectives:

Students will learn about the Aztec civilization. Students will identify borrowed words from other languages that they use everyday. Students will understand the influence the Aztec language, Nahuatl, had and continues to have on Spanish. Students will practice speaking, reading, and writing in Spanish.

 Students will creatively present their word. Students will recognize similarities and differences between two cultures.
Unit Summary:

Students will be introduced to the Aztec Empire. Throughout this unit, Students will become familiar with the Aztec culture, society, and language. The different activities will be geared toward expanding students' knowledge about the Aztecs and their continued influence on modern day language. Students will be able to identify words that they use in everyday English as borrowed words from Nahuatl. Students will also learn about the importance of understanding the influence of ancient, instrumental culture. During the introduction to this unit, students will identify words, in English, that they use everyday. Then they will be taught the translation of those words in Spanish. Students will then be given background information about the words in Spanish and their Nahuatl influence. Students will learn the definition of a borrowed word. Students will learn to identify borrowed words in English and later in Spanish too. To summarize the unit, students will each be given a Nahuatl word and they will research their word. They will be responsible for educating the class on the word's origin, meaning, and how it is used. The student will also bring some type of example, a visual aid or food, to help their fellow students understand the word and remember it. Students' presentations will be between one and two minutes. The presentation must be conducted in Spanish and in front of the class. A written summary of at least a paragraph of six sentences will also be due the day of the presentation.
Assessment Plan: Entry-Level: What is a borrowed word? -Students will be given five words and asked if they recognize common words and if they are familiar with the words and their origin. -Students will then learn about the definition of a borrowed word (in English and in Spanish). Formative: What was the Aztec culture like? -Students will watch a short movie about the Aztec culture and it influenced the Spaniards. Then write a paragraph summarizing what they learned. -Students will take a quiz to evaluate their progress and their knowledge. -Student will complete a Webquest about an Aztec legend. This will be completed during class in the computer lab. -Students will begin their research for their presentations. Summative: How are Nahuatl words still used today? -Students will present their word, its definition and how it is used. -Students will turn in a paragraph summarizing their research. -Students will display their work and then do a Gallery Scroll. -After completing the Gallery Scroll, students will evaluate their work and other students presentations and what they learned.

-Students create a Popplet with the information they have gathered for their presentation. This will be an indicator as to how much research they have completed. Lesson 1 Student Learning Objective: Students will learn to identify borrowed words, about the Aztecs culture, history and language. Students will be able to identify similarities between the Aztec culture and their own. Lesson 2 Student Learning Objective: Students will learn about the Aztec culture and evaluate its influence on todays culture. Lesson 3 Student Learning Objective: Throughout this unit, students will conduct their own research about their Nahuatl word. Acceptable Evidence: -Students presentations will indicate their level of understanding the Aztec culture. -Students will submit summaries about their own work and also an evaluation of their peers work. Instructional Strategies: Communication Collection Presentation Organization Interaction
Lesson Activities: -Students will create a Popplet. -The information used in the Popplet will also be used for the Word Presentation. -Students will organize their information and add images. -Students will present their Word and do a Gallery Scroll. -Students will submit two paragraphs; one to summarize their own presentation and a second to evaluate their own work and their peers presentations.

Acceptable Evidence: -Students will break into groups and review a list of words and identify them. -Students will take a short quiz that will assess their knowledge and understanding of this lesson.

Instructional Strategies: Communication Presentation Interaction

Lesson Activities: -Students will be introduced to a short list of words. -Students will break into groups and identify the words and if they use them. -Students will watch a short video about Nahuatl. -The teacher will begin the class discussion by defining a borrowed word. -Students will be given their Nahuatl word that they will research and present at the end of the unit.

Acceptable Evidence: -Students will complete a Webercise on an Aztec legend. -Students will have a better understanding of Aztec beliefs and ideas.

Instructional Strategies: Presentation Collaboration

Lesson Activities: -Students will complete a handout about the legend of Popocatepetl and

Iztacchuatl. -Students will have access to computers and browse websites that the teacher has found appropriate for the class and specific unit.

Unit Resources:
http://quizlet.com/18133899/aztec-terms-flash-cards/ http://www.omniglot.com/writing/nahuatl.htm http://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/ConquestPaintings/Pages/default.aspx http://aztec.com/page.php?page=history2 http://www.thefreedictionary.com/Borrowed+word http://jpgmag.com/stories/14201

http://www.inside-mexico.com/legends/volcanes.htm http://www.volcanodiscovery.com/popocatepetl.html http://www.volcanodiscovery.com/iztaccihuatl.html http://www.youtube.com/watch?v=3ATDHCtaMBs

Useful Websites:
http://www.calvin.edu/library/knightcite/ This site lets you plug in your source information and it generates a citation for you. http://plagiarism-detect.com This site allows you to submit your work and it will let you know if you need to revise your work or cite your sources better. http://aztecs.mrdonn.org/achievements.html This site has some information about the Aztecs and some of their achievements and innovations.