2. INTENDED CONTEXT
AP Spanish Language
class are a few seniors, with mostly sophomores and
juniors
almost all third generation native speakers of Spanish
majority born here in Miami with high rates of fluency
more than half of the class is of Cuban heritage
None of them have IEPs or behavioral plans
could benefit from varied methods of instruction to
encourage their engagement and challenge their self-
management
3. OVERARCHING
LEARNING GOALS
acquire and improve academic research skills
to improve informal and formal writing skills
improve formal oral presentation skills
gain confidence in the aforementioned abilities as
well as experience in preparation for real world
encounters such as college and professional jobs.
4. SUNSHINE STATE
STANDARDS
“incorporate with ease appropriate idiomatic and culturally
authentic expression in presentations (WL.K12.AH.4.6)”
“Discriminate between different registers of language
(formal/informal, literary/colloquial, written/conversational),
and explain their cultural implications (WL.K12.AL.8.2)”
“Demonstrate understanding of idiomatic expressions,
proverbs, and sayings from a variety of texts and derive
meaning from unknown words by using context clues
(WL.K12.AH.2.4)”
“Use previously acquired vocabulary to discuss familiar
topics in other subject areas such as geography, history, and
language to reinforce and further knowledge of other
disciplines through the target language (WL.K12.IM.7.2)”.
5. PBL ASSIGNMENT:
“Petition to secede from Spain”
All 3 formative assessments will be embedded into
the final summative PBL project (group oral
presentation)
Formative assessments
1. MLA annotated bibliography
1. minimum of 2 primary sources and 2 secondary sources
from which the students will base the information in their
pamphlet
2. rough draft of an evidential pamphlet to be work-
shopped in class (students pick 5 categories from a list
of options as sections in their brochure styled
pamphlet)
3. outline of the persuasive proposal essay
7. UDL AND ELL
PREPARATIONS
hypothetical classed based off my field experience has no ELL
there are a few ESOL students
class itself is an AP class in which English is discouraged in
order to promote the proficiency of the students’ Spanish.
if there were any ELL students in the class who are
simultaneously learning Spanish:
certain materials would be given in that student’s native
language along side the Spanish materials, depending on their
level of language proficiency
according to if they were in a specified ELL or ESOL exit
program those students would also receive certain information
in English as well as their native language
Assessments would reflect their linguistic levels, using their
native language in the assessments if necessary
sheltered instructional supports would be offered to those
students in class as well as in instructional materials
