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Unit of Instruction
November 24, 2013

Shannon D. Foster Dr. Jeon EdTech 506 Unit of Instruction Outline

Grade 1 Spanish: Unit 4 Numbers 0-20

1. Unit Goals (long rangehow does this unit fit with yearlong goals?)

Students will: Identify the numbers 0-20 in Spanish. Practice and produce accurate pronunciation for numbers 0-20 in Spanish. Demonstrate proper use of numbers in mathematical contexts.
2. Specific ways to relate goal(s) to curriculum (team/department, system and state frameworks)

Knowing numbers is foundational vocabulary in any language. This is a volunteer program at the school and there is no foreign language teacher, so there is no standard for students to meet. Students will add to previously learned vocabulary lists as they work toward proficiency in Spanish. Currently, there are no foreign language standards for elementary students in the State of Montana. Unit standards are based on (American Council On The Teaching of Foreign Language, n.d.).
3. Characteristics of the students for whom this unit is intended (needs in the cognitive, affective, physical, and social areas)

Students are typical 1st grade students in a traditional English-speaking classroom learning Spanish for the first time. All children who participate in the classroom will participate in Spanish lessons. Because there is no standard for elementary foreign languages in Montana, this is a supplemental program. Students are interested in learning how to talk to other children in a different language (Foster, 2013). These students are unafraid to try a new language, prejudices have not set in, and they are excited to learn Spanish.
4. Students Present Level of Performance and Knowledge (Do the students have the adequate knowledge to complete the unit successfully? What prerequisite skills must the students have to complete the unit content? Include technology skills.

Performance and Knowledge:

Children are native English speakers in a traditional brick and mortar classroom. They have learned basic Spanish vocabulary for greetings and introductions, animals and colors. No pre-requisite other than knowledge of classroom etiquette is required for the classroom.

1 * Adapted from Unit Plan at

Children are familiar with turning an electronic device (computer, tablet, and laptop) on and off, mousing, pointing and clicking, and finding programs already installed on the device. Students are familiar with a computer keyboard and are able to control a devices volume. 5. Classroom Layout and grouping of students (Where will the learning take place? How will the room be organized? How will students be grouped (whole group, individuals, pairs, small groups, etc.) The teacher will present a 30-minute whole class lesson once a week. There will be a Spanish Language Center for individual or paired practice for students. Classroom teacher will incorporate the use of new vocabulary in other classroom subjects if possible. 6. Introductory procedures (How will you introduce the unit and the goals?) The teacher introduced the overall Grade1 Spanish program at the beginning of the year. Students completed Unit 1 -3 already. Students are aware of the three areas of proficiency to achieve identification of new vocabulary as words, pictures, or objects; spoken language proficiency; and new vocabulary use. Unit 4, Spanish Numbers 0-20, is introduced during the first weekly group lesson. Remind students of the three overall program goals: identification, spoken proficiency, and use. The focus of Unit 4 is Number 0-20. The teacher reads a book in Spanish focusing on numbers 0-20 and then uses flashcards and oral repetition as students familiarize themselves with the new vocabulary. 7. Materials and media (any resource, persons or materials: be as specific as possible. Identify resource, its availability, how it is to be used and why. Poster for classroom reference Introduction: storybook in Spanish using numbers 0-10 Oral Repetition: large flashcards of target vocabulary for teacher use individual flashcards for individual practice Center Manipulatives: Dice (red, yellow, green, and blue if possible) with the 6 spots side covered for a 0 side song sheet rhythm sheet CD player or electronic device access Handouts/Webpages: number identification dice dot counting mathematical concepts mathematical sentence (equation) writing End of unit quiz: number identification number usage in mathematics oral pronunciation checklist 2 * Adapted from Unit Plan at

8. Visuals (although this is part of the materials and media, I want this to be a specific part of your plan). Identify at least EIGHT static graphic visuals (NOT links to video clips or websites, please) that you will be creating and use, their purpose, and design. Los nmeros poster Cancin de nmeros song sheet Large Flashcards 0-20 Ritmo de nmeros rhythm sheet Number Matching practice page Count the Colored Number Balls practice page Math Concepts practice page Number Tree practice page End of Unit 4 Quiz

9. Assessment and evaluation of learner understanding (Identify the methods the teacher will use to identify student learning levels and needs. Describe when these will be used during the unit) Use large flashcards weekly to review numbers in large group lesson and individual flashcards for daily practice. Weekly large group activities and numbers song Individual assessment Practice handouts Pronunciation interaction with the teacher Evaluation Listening and oral quiz for identification Spot checking for accurate pronunciation Number usage in mathematics

10. Relate assessment instruments to the outcomes stated in the goals. Informal assessment: Large group activities (Objectives 1, 2, and 3) Flashcards (Objectives 1 and 2) Listening and speaking activities (Objectives 1, 2, snd 3) Spot check oral practice (Objectives 1, 2, and 3) Formal assessment: End of Unit 4 Quiz (Objectives 1, 2, and 3)

3 * Adapted from Unit Plan at

References American Council On The Teaching of Foreign Language. (n.d.). National Standards for Foreign Language Education. ACTFL. Retrieved October 17, 2012, from

4 * Adapted from Unit Plan at