Unit+Instruction

d. A "Unit of Instruction" page (this page will include, at a minimum: your Scope and Sequence chart (embedded), COPY AND PASTE of the [|Unit Outline], leaving room for your technology tools, with an annotation describing how you believe the use of this tool will change learning in a way that would not occur without the use of the tool;   SECONDARY        Scope and Sequence Investigation           ||   TEACHER NAME: Lamont DeFoor        ||||    Content: Foundation Spanish   ||    Course    ||||||     Sub Units COVERED    ||   Foundation Spanish to X      Completion of all nine categories supplies the student with a full Ten at the end of this two weeks coarse.    ||    Alphabet—I    ||    Names—II    ||    Months—III    ||   Numbers—IV    ||    Countries—V    ||    Nationalities—VI    ||   Self—VII    || Foods—VIII   || Small Talk—IX  || Part I: non sequential ||  Writing the Alphabet  || Hearing the Alphabet || Saying the Alphabet || Numbers 1 to 25 || Number 25 to 50 || Numbers 50 to 100 || Months 1 to 6 || Month 7 to 12 || Days of Month || Part II: non sequential  || Part III: non sequential ||  Names of Counties  || Nationalities || Spanish Counties || Describing Self || Describing Someone Else || Likes and Dislikes || Important Foods || Spanish Foods || Small Talk || For my grade level 11th grade class, I am choosing to do a unit from the Introduction to the Spanish course and my unit will be, “Starting Out The Right Way”. || **Concepts and skills students will need to have (and I will need to teach) in order to be successful in this unit. **    English Verses Spanish ||   We will discuss the use of numbers, different continents and counties, food, and compare the alphabet sound of the English speaker verses the sound of the Spanish speaker. The concept that I would like for them to appreciate in the beginning is that they are about to acquire a possession or tool in which to communicate with others, and a boarder outlook of the world and people. ||  The Connection  || They will be taught to relate physical things to an ideal and then interpret the ideal into their new language, relieving them of the stress of forced memorization. The time they save will be used for building their own form for obtaining their new speech  || People   || Historical events will be linked to the counties and continents in which they occurred. These events will be taken from what I understand has been already taught them. ||  Food    || The types of foods that I know that they are familiar with will be taught to them. I will show them that if they prepare things differently, by adding or subtracting certain things, they can come up with certain Spanish dishes. They will also be taught the unique foods of different Spanish countries that are totally different form their own. ||  Writing and Grammar    || Writing and Grammar will be presented as and importance of really understanding how to express themselves differently. Grammar will be very simple but the structure of all tenses will be located in a map form. So that they will be prepared for the complexities of the Spanish Grammar System. I will explain here that patience and learning a language is very important. ||  The class will start off with only about 5% Spanish spoken and finish with 80% spoken. ||   I will constantly use certain vocabulary and grammar structures that they will become accustomed and pick up naturally. ||  Review—Review—Review. . .   ||    Each class will always consider what has already been taught constantly strengthening their ability to grasp for new material. ||
 * Alphabet and sounds ** ||
 * Alphabet and words ** ||
 * Important words ** ||
 * Same Name SPA ENG ** ||
 * Spanish Names ** ||
 * First Name & Last ** ||
 * Using Numbers ** ||
 * Using Number to tell time ** ||
 * Using Numbers Math ** ||
 * Using Number to tell time ** ||
 * Using Numbers Math ** ||