Thematic Unit: La familia y su ritmo de vida. Targeted Language Level: Spanish Novice-High Essential Question: How does having different kinds of families make the world and our classroom community a richer place? The Unit: Lesson 1 : ¿Quiénes son los miembros de tu familia? Objectives:  I can identify different family members and how they are related to me and to each other.  I can introduce family members by their first name. Lesson 2: La familia y sus ocupaciones Objectives:  I can identify the profession of at least four family members.  I can identify six professions and explain what one of their duties are. Lesson 3 : ¡Las fiestas en familia!  I can describe what my family members like to do when organizing a party.  I can identify what I like to do when organizing a party and compare it with my classmate’s.  I can present and explain my family tree to the class. LA FAMILIA By: Anyelin K. Herrera SUNY Old Westbury IPA OBJECTIVES Interpretive:  I can identify at least 7 family members.  I can create a family tree based on a description of a family relationship and label them.  I can identify the names of each family member. Interpersonal:  I can ask at least 4 simple questions to my classmate about his family members’ names and occupations.  I can answer at least 4 simple questions to my classmate about my family members’ names and occupations. Presentational:  I can create my own family tree and label at least 7 family members.  I can present my family tree and explain my family members’ names, occupations and likes. Interpretive:  Students will create a family tree based on the audio the teacher provides.  Students will add each family member title based on their relationships. They will also write the name of each family member using the verb “llamarse” and will use the correct grammatical gender for each label. The audio is spoken by a native speaker. Interpersonal:  Each student will fill in a table sheet with their families’ information and then work in pairs.  Student A asks questions about his/her partner’s family member as modeled in the Power Point. Student B answers the questions based on what he/she wrote on the table.  Students switch roles. Presentational:  Students will create a poster to describe their family tree and present it to the class using some simple sentences learned throughout the unit. IPA TASKS IPA RUBRICS Exceeds ExpectationsMeets ExpectationsDoes Not Meet Expectations Text Type I can describe my family tree and explain family members’ names, occupations and likes using some simple sentences some strings of sentences. I can describe my family tree and explain family members’ names, occupations and likes using some simple sentences and memorized phrases. I can describe my family tree and explain family members’ names, occupations and likes using only isolated words. Impact I can present in a clear and organized manner. My poster contains unexpected features that captures the audiences’ attention and interest. I can present in a clear and organized manner. My poster contains appropriate images to maintain the audiences’ attention and interest. My presentation lacks organization and is unclear. I have a hard time maintaining the audiences’ attention. Comprehensibility I can generally be understood with occasional difficulty by those accustomed to interacting with non-natives speakers, although repetition or rephrasing may be required. I can be understood with occasional difficulty by those accustomed to interacting with non-natives speakers, although repetition or rephrasing may be required. My pronunciation and poster is unintelligible. Language controlI can show control of vocabulary and produce simple sentences in present time. I can show control of most of the memorized vocabulary, including phrases. I can show very limited control of vocabulary pronunciation even with memorized words. Presentational Rubric Interpretive Rubric Interpersonal Rubric