Spanish I Interdisciplinary Unit Plan: Restaurants & Currency Exchange

1. PHOTO ALBUM PROJECT
KATHERINE MARKS
WALDEN UNIVERSITY
EDUC- 6731-B
Dr. Margaret Boice
2/15/2016

2. What is the purpose of this?
■ To see what we are going to learn in this unit.
■ To see what is expected of you.
■ To make sure that you are meeting the expectations.
■ To see what you are going to have to do in the unit.
■ To know how you are going to be graded.

3. Restaurants and Currency Exchange
UNIT 6

4. At the end of the unit you are going to
understand:
■ It is appropriate to use formal language with a waiter or diner.
■ Spanish-speaking countries have different types of currencies.
■ Currency exchange rates vary throughout Spanish speaking
countries.
■ Items are priced differently in foreign countries.
■ In Spanish there are two verbs that mean “to be” and they are
used in different situations.

5. From what I learn and understand, I will
be able to…
■ Use the target language to order food.
■ Understand questions regarding restaurant ordering in the
target language.
■ Calculate various currency exchange rates using an online
application.
■ Describe food in the target language using “ser” and “estar.”

6. Standards that are incorporated:
■ Ohio New Learning StandardsWorld LanguagesGrades 9-12: Communication Standard: Interpretive
Communication 1 : Derive meaning from messages and texts using listening, reading, and viewing
strategies.
■ Ohio New Learning StandardsWorld LanguagesGrades 9-12: Communication Standard: Interpersonal
Communication 2: Interact with others using culturally appropriate language and gestures on familiar
and some unfamiliar topics.
■ Ohio New Learning StandardsWorld LanguagesGrades 9-12: Cultures Standard 1:Analyze and
describe relationships among products, practices and perspectives and compare them across cultures.
■ Ohio New Learning StandardsWorld LanguagesGrades 9-12: PresentationalCommunication 1: Convey
meaning using writing processes and presentation strategies.
■ Ohio New Learning StandardsWorld LanguagesGrades 9-12: PresentationalCommunication 3:
Present a range of literary, creative, and artistic endeavors to audiences near and far.
■ Ohio New Learning Standards Social Studies:Topic: Fundamentals of Economics: 3. People cannot have
all the goods and services they want and, as a result, must choose some things and give up others.

7. Essential Questions that you will be able
to answer during the unit:
■ When is “usted” used?
■ How do I order a meal in the target language?
■ What is the type of currency used in Mexico?
■ What is the current $USD to $MXN exchange rate?
■ How much does a gallon of milk cost in Mexico?
■ When is “ser” used?
■ When is “estar” used?

8. Assessments andWhy?
■ Pre-assessments-To see how you learn best, which Spanish speaking country you would most
like to visit, and what skills you already bring to a subject so I know how to teach you best.
■ Formative Assessments-To see how you are doing during the unit.These allow me to modify
instruction if need be and help you see how you are doing so you can change study habits if
you find you are falling behind.These are not graded!
– These include: Student Self-Monitoring Unit Checklist & Goals Record Sheet, Interpersonal
CommunicationSelf-Assessment Rubric, activities on Quizlet,Conjuguemos, and Kahoot!,
just to name a few.
■ Summative Assessments-These will tell us if you have mastered the content and met the
learning goals. These are graded!
– These include:Currency Exchange Rate worksheet, Restaurant and Menu Skit, and Chapter
6Test.

9. Pre-
Assessment:
Spanish
Previous
Experience
Survey
To find out what you can already do with
Spanish and if your family speaks Spanish.

10. Pre-
Assessment:
Multiple
Intelligences
Quiz
To find out how you learn best. You will
follow this link:
http://www.edutopia.org/multiple-
intelligences-learning-styles-quiz
When finished, print your results and turn
them in.

11. Formative Assessment: Interpersonal Speaking Self-
Assessment Rubric
So you can keep track of your Spanish speaking skills and if you are meeting expectations.

12. Formative
Assessment:
Spanish I:
Restaurant and
Currency
Exchange Unit
Goals Checklist
and Reflection
Spanish I: Restaurant and Currency Exchange Unit Goals Checklist and Reflection
Instructions: As we move through the unit, answer the questions when you are have
learned the material.
I. Essential Questions:
1. When is ser used? _______________________________________________
2. When is estar used? ______________________________________________
3. When is usted used? ______________________________________________
4. What is the type of currency used in Mexico? __________________________
5. What is the Mexican currency exchange rate? ___________________________
II.Check off these items as you understand or able to perform them:
1. Use the target language to order food. ________
2. Share descriptions of food in the target language. ________
3. Ask questions and provide answers during a restaurant outing in the target language.
___
4. Understand questions regarding restaurant ordering in the target language. ______
5. Calculate various currency exchange rates using an online application. ________
III.Create at least two goals for yourself pertaining to this unit. When you have met
each goal, check it off.
Goal 1: ________________________________________________________________
Goal 2: ________________________________________________________________
So you can ensure that you are
meeting the goals of the unit and of
your own self-created goals and
learning everything needed to be
successful. You will also reflect on
your performance in this assessment
at the end of the unit.

13. PerformanceAssessment: Restaurant
Skit and Menu Instructions
In groups of three, you are pretending to be business partners who want to open a
restaurant together and you need to get an investor to back your restaurant. Your goal is
create a menu to be used in your restaurant and produce a dialogue that you and you
partners will act out and record to be watched in class to prove to your investors (Mrs.
Marks and classmates) that you are able to take orders and answers questions from your
diners in a restaurant setting.
To be successful in gaining an investor for your restaurant, in your performance one group
member is a waiter and two members are diners in a restaurant. Within the skit, the
diners will order their food, ask questions/make comments about their food, ask for the
bill, and pay the bill.This will be video recorded and eventually viewed in class to your
investors. Your menu will need 4 food groups (appetizers, main dishes, desserts, drinks)
and have a description of the food in Spanish and photos to represent each food and
drink.

14. Examples of PerformanceAssessment:
Restaurant Skit and Menu
Click waiter to view an example of a skit

15. Performance
Task
Needs Improvement
1pt.
Meets Expectations
2pts.
Exceeds Expectations
3pts.
Completion of
Skit
Skit is incomplete. During the skit, one or more of the requirements are
missing:
 Student greets waiter/diner
 Student orders one item from menu
 Asks one question about a food
 Comments on a food
 Asks for the check
 Pays the check
 Says goodbye
(missing requirement is circled)
Skit is complete. During the skit:
 Students greets waiter/diner
 Student orders one item from menu
 Asks one question about a food
 Comments on a food
 Asks for the check
 Pays the check
 Says goodbye
Skit is complete and contains more than what is required.
During the skit:
 Students greets waiter/diner
 Student orders more one item from menu
 Comments on more than one food
 Asks more one question about a food
 Asks for the check
 Pays the check
 Says goodbye
Grammar and
Vocabulary
Student rarely or never uses correct grammar or vocabulary in the skit.
 Verbs are rarely or never conjugated correctly
 Prepositions are rarely or never used correctly
 Language is informal among diner and waiter
 Ser and estar is not used in the correct context
 Student rarely or never uses appropriate vocabulary and phrases to
complete the task
 Sentences rarely or do not have correct structure
(areas needing improvement are circled)
Student usually uses correct grammar and vocabulary in the
skit.
 Verbs are usually conjugated correctly
 Prepositions are usually used correctly.
 Language is usually formal among diner and waiter
 Ser and estar is usually used in the correct context
 Student usually uses appropriate vocabulary and
phrases to complete the task
 Sentences usually have correct structure
Student always uses correct grammar and vocabulary in
the skit.
 Verbs are always conjugated correctly
 Prepositions are always used correctly
 Language is always formal among diner and waiter
 Ser and estar is always used in the correct context
 Student always uses appropriate vocabulary and
phrases to complete the task.
 Language is always formal among diner and waiter
 Sentences always have correct structure
Pronunciation
and Fluidity
Pronunciation and fluidity needs improvement:
 Student rarely pronounces words correctly
 Student usually stumbles on words
 Fluidity is rarely natural with many pauses
 Speech is rarely comprehensible to audience
Pronunciation and fluidity is overall good:
 Student usually pronounces words correctly
 Student rarely stumbles on words
 Fluidity is usually natural with very few pauses
 Speech is usually comprehensible to audience
Pronunciation and fluidity is fantastic:
 Student always pronounces words correctly
 Student never stumbles on words
 Fluidity is always natural with no pauses
 Speech is always comprehensible to audience
Organization Skit overall is organized poor and needs improvement.
 Sequence of events are rarely logical
 Events and what is taking place can rarely followed by audience
Skit overall is organized well.
 Sequence of events are usually logical
 Events and what is taking place can usually be easily
followed by audience
Skit overall is organized superbly.
 Sequence of events are always logical
 Events and what is taking place can always be easily
followed by audience
Spanish I: Restaurant Skit Analytic Rubric

16. Paper and Pencil Assessment: Chapter 6
Test
■ What is the test going to be like?
– 5 matching questions based on listening
– 5 true/false questions based a reading passage
– 20 multiple choice questions based on vocabulary
– 15 multiple choice questions based on grammar
– 3 translation sentences
– 3 short answer questions based on ordering food in a restaurant

17. Paper and PencilAssessment Blueprint Based onWebb’s Depth of Knowledge
Course: Spanish I Chapter Test 6
2015-2016
Learning Expectations Assessment
Learning Expectations (List
Standards)
Target DOK
Level
Method DOK 1
Recall or reproduce
DOK 2
Basic application of
skills/concepts
DOK 3
Strategic Thinking
DOK 4
Strategic Thinking
Total Points %
Standard:
Interpretive Communication
1.a and 1.e
1 and 2 Listening comprehension Recall Infer/interpret 5/63 8 %
Standard:
Interpretive
Communication
1.a, 1.d, 1.e
1 and 2 Reading comprehension Recall Infer/interpret 5/63 8%
Standard:
Interpretive Communication
1.a, 1.d, 1.e
1 and 2 Selected response Recall Infer/interpret 35/63 56%
Standard:
Interpretive
Communication
1.a, 1.d, 1.e
1 Translation Recall 13/63 21
Standard:
Interpersonal
Communication
2.b
1 and 2 Short answer Recall Organize 5/63 8%
Total Points 63
% 100%

18. Dimension/Task Below Expectations (1 point) Meets Expectations (2 points) Above Expectations (3 points)
1.
Learning Goals Matched
to Assessment Method
Teacher does not or rarely aligns interdisciplinary unit
learning goals with various assessment methods to
provide alternative ways to measure student learning
Authentic, real-world application of knowledge is not
or rarely incorporated to engage and make learning
relevant
Teacher does not or rarely incorporates 21st-century
skills to provide for college and career readiness
Learning goals do not or rarely reflect state or
national standards, enduring understandings, and
essential questions for the unit. Unit standards,
enduring understandings, and essential questions are
always clearly stated
Teacher usually aligns interdisciplinary unit learning
goals with various assessment methods to provide
alternative ways to measure student learning
Authentic, real-world application of knowledge is
usually incorporated to engage and make learning
relevant
Teacher usually incorporates 21st-century skills to
provide for college and career readiness
Learning goals usually clearly reflect state or national
standards, enduring understandings, and essential
questions for the unit. Unit standards, enduring
understandings, and essential questions are always
clearly stated
Teacher always aligns interdisciplinary unit learning
goals with various assessment methods to provide
alternative ways to measure student learning
Authentic, real-world application of knowledge is
always incorporated to engage and make learning
relevant
Teacher always incorporates 21st-century skills to
provide for college and career readiness
Learning goals always clearly reflect state or national
standards, enduring understandings, and essential
questions for the unit. Unit standards, enduring
understandings, and essential questions are always
clearly stated
EDUC- 6731B Photo Album Rubric

19. 2.
Diagnostic Assessments
(pre-assessments)
Less than two pre-assessments (diagnostic
assessments) are described for the unit.
The assessment provided is not focused on gaining
relevant insights into family/community as related to
the content or demands of the unit (e.g., family
questionnaire or survey).
Teacher does not or rarely provides useful student data
to identify misconceptions, inform instructional
decisions, and support students prior to beginning the
unit
Two pre-assessments (diagnostic assessments) are described for the
unit.
One of the assessments is focused on gaining relevant insights into
family/community as related to the content or demands of the unit (e.g.,
family questionnaire or survey).
Teacher usually provides useful student data to identify
misconceptions, inform instructional decisions, and support students
prior to beginning
More than two pre-assessments (diagnostic assessments) are
described for the unit.
One of the assessments is focused on gaining relevant insights into
family/community as related to the content or demands of the unit
(e.g., family questionnaire or survey).
Provides useful student data to identify misconceptions, inform
instructional decisions, and support students prior to beginning the
unit
3.
Description of Formative
Assessments
Less than two formative assessments are described for
the unit
Teacher never or rarely identifies how he or she will
monitor student progress toward the learning goals of
the unit and provide meaningful feedback to students.
The assessment does not or poorly identifies how
timely, meaningful feedback will be provided to
students.
The assessment does not provide or poorly provides an
opportunity for students to self-assess and set goals for
learning.
Two formative assessments are described for the unit
Teacher usually and clearly identifies how he or she will monitor student
progress toward the learning goals of the unit and provide meaningful
feedback to students.
Each assessment usually and clearly identifies how timely, meaningful
feedback will be provided to students.
One assessment provides an opportunity for students to self-assess and
set goals for learning.
More than two formative assessments are described for the unit
Teacher always clearly identifies how he or she will monitor student
progress toward the learning goals of the unit and provide meaningful
feedback to students.
Each assessment clearly identifies how timely, meaningful feedback
will be provided to students.
One assessment clearly provides an opportunity for students to self-
assess and set goals for learning.

20. 4.
Outline of
Performance
Assessment
(summative
assessment)
Does not identify the authentic performance task.
Exemplars are not provided.
Does not state how the performance task is aligned to the
learning goals and/or standards.
Does not explain which essential question(s) are addressed.
Does not explain how enduring understanding(s) are
demonstrated.
Does not identify how assessment incorporates 21st-century
skills.
Does not provide opportunities for students to self asses.
Less than two options for differentiation are described.
The authentic performance task is identified but it is not clearly stated
what the student does or creates.
Exemplars are provided but quality is not specified.
Learning goals and standards are identified. Alignment to
performance task is present but unclear.
Limited explanation of which essential question(s) are addressed.
Limited explanation of how the enduring understanding(s) are
demonstrated.
Adequately identifies how assessment incorporates 21st-century skills.
Provides opportunities for students to self-assess and/or peer
assess. Does not provide clear opportunities for student to adjust or
revise their work.
Two options for differentiation are described.
Clearly identifies the authentic performance task (Clearly states what
the student does or creates)
Exemplars of both high and low quality are provided.
Clearly states how performance task is aligned with all learning goals
and standards.
Clearly explains which essential question(s) are addressed.
Clearly explains how enduring understanding(s) are demonstrated.
Clearly/masterfully identifies how assessment incorporates 21st-
century skills.
Provides opportunities for students to self-assess and/or peer assess
and adjust or revise their work
More than two options for differentiation are described
5. Rubric for
Performance
Assessment
Rubric does not provide objective scoring and/or the graduations
of quality are unclear and/or inconsistent for each level of
criterion for each category.
Information provided in the rubric is not easily understood.
Categories for criteria are not identified.
Rubric provides objective scoring with graduations of quality for each
level of criterion for each category.
Information provided in the rubric is easy to understand.
Categories for criteria are identified.
Rubric provides objective scoring with clearly described and consistent
graduations of quality for each level of criterion for each category
Information provided in the rubric is easy to understand and written
with age-appropriate language
Categories for criteria are clearly identified

21. 6.
Paper-and-Pencil
Assessments
Contains minimal knowledge or content, concepts, and/or skills
learned during the unit.
Provides three or fewer varieties of assessment categories (i.e.
true/false, multiple choice, fill in the blank, diagram labeling,
essay, matching, etc.)
Adequately builds upon knowledge of content, concepts, and skills
learned during the unit.
Provides four varieties of assessment categories (i.e. true/false,
multiple choice, fill in the blank, diagram labeling, essay, matching,
etc.)
Masterfully builds upon knowledge of content, concepts, and skills
learned during the unit that align with the standards learning goals.
Provides more than four varieties of assessment categories (i.e. true/false,
multiple choice, fill in the blank, diagram labeling, essay, matching, etc.)
7.
Presentation
Appearance
More than one of the following criteria (standards, enduring
understandings, and essential questions) are not clearly
identified -or- one or more is missing.
More than one of the following criteria (teacher’s name, unit
overview, theme of unit, and grade level) is not clearly
identified -or- one or more is missing.
Table of Contents is missing two or more criteria.
Graphics are not included.
Font size/structure does not vary.
Contains 3 or more grammatical and/or spelling errors
Content is not logically organized and/or provides no
connection to the unit theme and learning goals.
All standards, enduring understandings, and essential questions are
present but one is not clearly identified.
Teacher’s name, unit overview, theme of unit, and grade level are
present but one is not clearly identified.
Table of Contents is missing one criteria.
Graphics are included but not all are relevant to the content.
Font size/structure varies randomly and does not explain and
reinforce content.
Content contains 1-2 grammatical and/or spelling errors.
Content organization is limited and/or provides an unclear
connection to the learning goals.
All standards, enduring understandings, essential questions are clearly
identified.
Teacher’s name, unit overview, theme of unit, and grade level are clearly
identified.
Table of Contents includes all criteria
Relevant graphics are included to explain and reinforce content.
Font size/structure varies to explain and reinforce content
Content contains no grammatical or spelling errors
Content is well organized/provides a clear connection to the unit theme
and learning goals