This document outlines a unit plan for a Spanish 4 class on Medieval Spain. The unit will last 4 weeks and focus on the contributions of the Moors to Spanish history, culture, language, and architecture during the period of Al-Andalus. Students will explore the co-existence of different groups and the political implications of Queen Isabel and King Fernando's marriage. Performance tasks will include having students summarize readings about Islamic Spain by creating mini books. They will also participate in a simulation of a Medieval banquet at the Alhambra palace by taking on the roles of historical figures from the time period.

1. Spanish 4 España Medieval Spanish 4
Tema Troncal (core topic): Relaciones Sociales Aspectos: Estructuras sociales o políticas Tipo de texto: Diario personal; diálogo
Opciones Temáticas: Costumbres y Tradiciones (Acontecimientos históricos, gastronomía, artes, moda);
Diversidad Cultural (asimilación intercultural, diversidad lingüística)
Unit España Medieval May / June (4+ weeks)
Themes Contributions of the Moors to Spanish history, culture, language, architecture
Al-Andalus, co-existence
Fernando and Isabel – political implications of their marriage, etc.
Resources IB Texts Web Tools Other
Dime: Pasaporte al Fakebook Cities of Light (video in
Mundo 21 (Unidad 2.1) http://classtools.net/fb/home/page English)http://www.pbs.o
rg/programs/citiesoflight/
A Medieval Banquet in Wikispaces www.wikispaces.com
Islamic Spain video (in
the Alhambra Palace by Spanish with transcript)
Audrey Shabbas TimeRime www.timerime.com
Music and recipes for
The Alhambra told to Flickr www.flickr.com Medieval Spain
children by Ricardo
Villa- Real
Useful www.timerime.com (The following TimeRimes were not checked for accuracy)
Internet TimeRime – La Edad Media en España: PurificacionGarcia
Links TimeRime – Cronología de Al-Andalus by aainara
TimeRime – Cronología de Al-Andalus by marinayantonio
Memoria de España: El Islam y la resistencia cristiana http://www.rtve.es/alacarta/videos/memoria-de-
espana/memoria-espana-islam-resistencia-cristiana/967924/
Targeted Ask questions: Who? What? Where? When? How? How well? Why? (Developing)
Grammar Provide information: Use simple sentences, connected sentences, strings of sentences. Connect and extend
and discourse (Transitioning)
Language Ask for clarification: select substitute words, ask follow-up questions and explain one’s lack of comprehension
Functions (Developing)
Maintain Conversation: Respond to simple direct questions. Ask a few formulaic questions. (Developing)
Describe people, places: Describe people and places (character) – developing
Tell a story, describe events: Tell connected sequences, narrate past and future plans (present, present
perfect, preterit, imperfect, future, etc.)
Express opinions: Use a variety of expressions to introduce a though… Ojalá que…
Subjunctive vs. indicative moods
Essential Vocab. from Dime: Pasaporte al mundo 21 (Unidad 2, Lección 1) and from readings
Vocabulary Key subjunctive phrases
Performance Tasks
Interpretive Presentational Interpersonal
Students read different sections from a Students create Wiki page about their Simulation of Medieval Banquet at
short book geared towards students in character from Middle Ages (narrated in Alhambra – each student becomes the
Spain (book from Spain about Islamic the first person) person he/she researched and interacts
Spain). Each student creates a mini with other banquet guests (must
book that summarizes the essential complete a banquet booklet)
information through hand-drawn
pictures and simplified language. (Later ** Note In preparation for the banquet,
students share their mini books with students create a Fakebook page for
their peers and they are used as a their character. This helps them take on
Jigsaw activity.) the personality of their character and
also forces them to seek connections
Jessica Swemke WAFLT Summer Institute, August 2011 1

2. Spanish 4 España Medieval Spanish 4
with other characters, etc.
Jessica Swemke WAFLT Summer Institute, August 2011 1