Teacher(s) Krysl Subject group and Lang. Acq.

- Spanish 3
discipline
Unit title 02 - El siglo de oro de España MYP year/phase MYP3 - Phase 3 Unit duration (hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Perspective Change -Personal and Cultural Expression

Statement of inquiry
During the Golden Age of Spain, people explored changing perspectives by experimening with personal and cultural expression.

Inquiry questions

Factual— How do people experiement with personal and cultural expressions?

Conceptual— How does an author comment on society through character development?
Debatable— Is social commentary more accesible through art and fiction than it is through non-fiction arguement?

Objectives Summative assessment

Outline of summative assessment task(s) Relationship between summative assessment
including assessment criteria task(s) and statement of inquiry:

Don Quixote Choice Project Students will choose one of the following:
Criterion D i, iii
A.) In a group of three people, write a
Spanish role-play that expands upon Don
Quijote in a creative way. (You might
choose to modernize it, or act out another
Students will use what they learned from the book to
form a different interpretation or explore a character’s
motivation in order to explore different persepctives
or to reinterpret a great work of literature into a
modern setting.

Middle Years Programme Unit planner 1


Criterion A - Verbal Comprehension test
Middle Years Programme Unit planner
episode, for example.) Length should be
30+ words per person. Lines should be
memorized to present to the class. Scripts
are part of the grade but will NOT be
allowed during presentation.
B.) Individually or with a partner, write a
letter in Spanish from one character in Don
Quijote to another. (If you work with a
partner, write reciprocal letters to each
other.) The letter could be a love letter, a
ransom letter, etc. Length should be 100-
120 words.
C.) Individually, create a poster that
represents an episode or character from
Don Quijote. The poster should include
original illustrations for the story and a few
sentences (30+ words) highlighting major
events in the story. You should include one
large, detailed picture or several (4-6) small
pictures, along with 6-10 sentences in your
timeline.
Students will take a listening comprehension test
over a cartoon version of the test. Using the book and class discussions in Spanish
should help students understand spoken Spanish
better. Therefore they should be able to comprehend
a video version of Don Quijote better after discussing
it after several days.
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 Approaches to learning (ATL)
In order for students to be able to express ideas and feelings, and communicate information in familiar and some unfamiliar situations (Criterion C.iii), they will need to
be able to Consider multiple alternatives, including those that might be unlikely or impossible (Communication Skills). In order to do this students will need to
explore different perspectives and ways in which theses perspectives can be portrayed.

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies Formative Assessment Differentiation

El Siglo de Oro de Monitor for understanding, exit tickets, Each assignment will have two different
España: Post-1492 practice quizes and assignments, Class forms. One will be an assignment that will
BK Rápida:
Content: discussions, comunicative activities. be adjusted for students with IEPs in mind.
- I will give a very brief introduction about I will also adjust my teaching as needed for
Art: Spain’s Golden Age to give the students all my students of different abilities.
- El greco any necessary background information.
- Diego Artist profiles and gallery walk:
Valasquez
- Students will work on an online “scanvenger
Architecture: hunt”
- El Escorial El escorial:
Grammar:
- virtual tour
- The Subjunctive
Flash Grammar and Exercises/Grammar in
Book:
Context:
- Don Quixote
- Don Quixote Subjunctive Worksheet
comic - ¿Conoces bien tu companero?
Movie:
Book:
- The Man who
- Cervantes/Don Quixote scanvenger hunt
killed Don
- Teachers guide
Quixote en
español?

Middle Years Programme Unit planner 3

Resources

Realia, Don Quijote Comic book, Subjunctive activities and note hand outs,
YouTube videos.

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit
I’m excited to begin this unit. I think the students, eve
the students who aren’t interested in history, found
something to attach to with the first unit that followed
this format of a unit. I think it gave the students the
historical context of some aspects of hispanic culture
and I will continue to do this. It has been a dream of
mine to teach Don Quijote and that dream is finally
coming true. I also think that the exploration of
personal expresion by using Don Quijote is a cool
concept and will add an authentic aspect to my
students’ Spanish. (CK - 9/25/18)
During teaching
I’m enjoying the book and I think the students are to
some extent, but I feel I could be doing a better job of
explaining it and exploring the book.
After teaching the unit
I think that I could have done a better of teaching the
book. I need to figure out more activities to explore
the absuridity of Don Quijote because I felt that we
just worked through the book and didn’t engage with
it outside of reading it. I don’t think I’ll watch the
movie next year. It took up a lot of time and the
students seem to enjoy it. Buy a class set of books in
the future.(CK - 10/28/19)

Middle Years Programme Unit planner 4