Teacher Work Sample
Oak Canyon Junior High School, Alpine District
___ 1) Unit Title: Accidents/Healthcare
___ 2) Unit Overview: (What information would a colleague need to decide whether or not to use the unit?)
This 2 week, 5 lesson unit is based on the vocabulary of Chapter 4B of Exprésate II. It engages beginning/intermediate Junior High Spanish level II students in exploring the theme of how we react to different physical accidents. During the unit, students will learn to analyze the relationship between economics and healthcare, compare and contrast their experiences with those in Latin America, and express opinions about responses to different accidents using irregular preterit verbs and accident vocabulary.
The unit will revolve around 3 primary topics: How a country’s economic status affects their ability to respond to various accidents, how to respond to certain situations and how to inform others of those steps. Major activities include:
Analyzing elements of Diego Rivera’s painting, La medicina moderna y la Antigua
Creating and performing Public Service Announcements
Analyzing Public Service Announcements from Latin American countries
Journal entry called “Tuve un accidente”
Discussing in partnerships different accidents and how to respond to them
Various vocabulary games
The unit culminates in a writing project in which students will choose a figure from the
Diego Rivera painting and write a story, poem, or song from the person’s perspective.
Additional assessments of student progress include: Observation of public service announcements, irregular preterit conjugation activity, white board conjugation activity, self-start conjugation activities as well as many other observations. The unit assumes that students already know how to conjugate in the preterit, analyze art, and how to use reflexives.
___ 3) Unit Rationale: (What are the pedagogical purposes of the unit & why will they matter to students?)
This unit is designed to help students understand the importance that access to medicine and health care plays in any community. It engages students in exploring how and why access to health care differs depending on where you live and your economic status. This unit gives students opportunities to understand why the new health care bill is so important and how unique or interesting it is, that most of them can go to the doctor without a second thought about the cost. These explorations support students in developing communicative proficiency by providing a means and audience to which they can discuss these “adult” issues on a comprehensible yet meaningful level.
___ 4) Standards-based Guiding Question: (What is the overarching question students will explore
through the unit?)
Students will explore the question: Economics and healthcare; how are they related and why should I care?
___ 5) National Standards: (How will your UNIT address each of the National Standards?)
Standards-based Unit Learning Goal or Outcome:
Students will . . .
Standard 1.1, Communication (Interpersonal): - Students will express their feelings about Diego Rivera’s Painting La medicina moderna y Antigua.
- Students will engage in conversation about different medical accidents and what response should be taken for each.
Standard 3.1, Connections: - Students reinforce and further their knowledge of social studies and government through the foreign language and its cultures by discussing the health care bill and the economic status of Mexico.
- Students reinforce and further their knowledge of health through discussing what medical attention should be shown to various injuries.
Standard 1.2, Communication (Interpretive): Students understand and interpret written language on social issues by reading Latin American public service announcements.
Standard 3.2, Connections: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures by analyzing the Mexican symbols in the piece of art, discussing different medical options for different situations.
Standard 1.3, Communication (Presentational) Students present Public Service Announcements to an audience of listeners on the topic of social/medical issues
Standard 4.1/4.2, Comparisons: Students demonstrate understanding of the nature of language through comparisons of the reflexive verbs and the idea of irregulars and their own by listing irregulars / irregularities in general in English, and then conjugating in Spanish and discussing you broke your arm vs. te rompiste el brazo.
Standard 2.1, Cultures: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied by writing a poem, story, or song from the perspective of a Mexican in Rivera’s painting.
Standard 5.1, Communities: Students use the language within and beyond the school setting by doing a speaking log where they speak Spanish for 30 minutes outside of the classroom.
Standard 2.1, Cultures: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied by discussing in groups why more homeopathic remedies are used in Latin America than here.
Standard 5.2, Communities: Students use the language for personal enjoyment and enrichment when they share their stories with each other about when they had an accident.