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Alignment Template
Name of Unit: Guided Language Immersion: Past Time Narration - Spanish

Terminal Objective A: In meaningful*, authentic conversation with native speakers, intermediate-level Spanish learners control the past time frame in the indicative mode with increased accuracy and conDidence. Enabling Objectives Assessment Idea Absorb Activity Do Activity 1. Students practice narrating in Formative. Face to face (in class). Students listen to the teacher Face to face (in class). In writing, the past with a focus on 6 Performance based. Student narrate in the past, modeling students narrate scenes from speciDic past-tense contexts. practice narrating in the past correct use of preterite vs their favorite movie in the past with classmates with peer and imperfect. They then read a using adverbs of time. teacher feedback. transcript of the teacher's narration. Face to face (in class)

Connect Activity Face to face (in class). Students then relay these scenes to classmates to see if classmates can guess the movie. Face to face (in class). As a class, students create a summary of all the uses of the preterit and imperfect learned in this module. Face to face (in class). As a class, students vote to rate the 4 most important historical events that have happened in the last 15 years.

2. Students identify 4 speciDic contexts of the preterit tense with 100% accuracy.

Formative. Online. Written Students read about 4 contexts matching test with opportunities for the preterite in the course to retake. textbook. Students view a narrated powerpoint online describing 4 contexts in which the preterit tense is used.

Online. Students classify sentences that use the preterit tense by the reason for the preterit's use. Face to face (in class). Students describe what they think the instructor did the day before. Face to face (in class). In pairs, students list the 6 most important historical events that have happened in the last 15 years. They then explain why they used the preterit in each case.

3. Students apply two main uses of the imperfect tense with 100% accuracy.

Formative. Online. Written Dill in Students read about two uses of Face to face (in class). In pairs, the blank test with opportunities the imperfect tense in the course students describe themselves as to retake. textbook. children. Students view a presentation in- class describing two main uses of the imperfect tense.

Face to face (in class). As a group, students name other circumstances in which the imperfect is used and the instructor writes these on the board. Face to face (in class). In a meaningful conversation with native speakers via Skype, students describe their childhoods and listen to their partners describe theirs. Face to face (online). In a discussion forum, students share stories/examples from their lives or from the media where

4. Students produce comprehensible pronunciation of preterit and imperfect tenses as determined by native speakers

Summative. Performance-based. Students submit a 7-10 minute video segment of their conversation with virtual partner

Students listen to a discovery story by the teacher where he/ she was misunderstood due to mispronunciation, where he/she

Drill-and-practice. In an online 'verb library', students students repeat after a native speaker pronouncing 10 verbs of their

Face to face (in class). In pairs, students list the 6 most important historical events that have happened in the last 15 years. They then explain why they used the preterit in each case. 3. Students apply two main uses of the imperfect tense with 100% accuracy. Formative. Online. Written Dill in Students read about two uses of Face to face (in class). In pairs, the blank test with opportunities the imperfect tense in the course students describe themselves as to retake. textbook. children. Students view a presentation in- class describing two main uses of the imperfect tense. Face to face (in class). As a group, students name other circumstances in which the imperfect is used and the instructor writes these on the board. Face to face (in class). In a meaningful conversation with native speakers via Skype, students describe their childhoods and listen to their partners describe theirs. Face to face (online). In a discussion forum, students share stories/examples from their lives or from the media where pronunciation has gotten in the way of understanding. The class votes to elect one story that will be used as an example in course materials in the future.

4. Students produce comprehensible pronunciation of preterit and imperfect tenses as determined by native speakers used to dealing with non-native speakers.

Summative. Performance-based. Students submit a 7-10 minute video segment of their conversation with virtual partner to to their 'virtual partner,' using Jing application, and virtual partner gives feedback on comprehensibility using rubric provided.

Students listen to a discovery story by the teacher where he/ she was misunderstood due to mispronunciation, where he/she hadn't previously been aware of the distinction before the misunderstanding. Students listen to a native speaker pronouncing 10 verbs of their choice from a 'verb library' in the preterit and imperfect tenses.

Drill-and-practice. In an online 'verb library', students students repeat after a native speaker pronouncing 10 verbs of their choice. Gatekeeper tasks are used to demonstrate completion. Students practice marking stressed syllables after listening to recordings of native speakers pronouncing verbs (online). Students create a video of themselves describing a day of their choice from the previous week. Face to face (in class). In writing, students narrate scenes from their favorite movie in the past using adverbs of time.

5. Students utilize adverbs of Formative. Face to face (in class). Students read about adverbs of time to narrate a series of events. Performance-based. Student time in the course textbook. practice narrating in the past with classmates with peer and teacher feedback.

Face to face (in class). Students then relay these scenes to classmates and classmates must guess the movie. As homework, students evaluate the importance of adverbs of time in past-tense narrations. They answer the question, "In your daily communication with friends and family, how would not being able to use adverbs of time affect how well you can tell a story?"

Terminal Objective B: In meaningful*, authentic conversation, intermediate-level Spanish learners discuss their favorite movies from 2012-2013. Enabling Objectives 1. Using target vocabulary, students explain aspects of their favorite movies that were worthy of awards. Assessment Idea Formative. Face to face (in class). Performance-based. In pairs, using target vocabulary, students converse about aspects of their favorite movies that were worthy of awards, and give each other feedback using a provided template. Absorb Activity Students read about the teacher's favorite movie from the previous year, and why it did (or should have) won awards. Do Activity Online. Students complete a Dill- in-the-blank activity using target (movie) vocabulary. Online. Students match target vocabulary to deDinitions. Face to face. Individually, using target vocabulary, students write about aspects of their favorite movies that were worthy of awards. In pairs, they converse about their choices. Students watch an online video of a key scene from the teacher's (or a native speaker's) favorite movie, and then listen to the teacher narrate that scene in the past. Face to face (in class). In writing, students narrate scenes from their favorite movie in the past using adverbs of time. They then relay these scenes to classmates and classmates must guess the movie. Connect Activity At the end of the online activities, students are asked this rhetorical question: What aspects of ,ilmmaking does Hollywood tend to do especially well? What aspects do foreign ,ilms tend to do especially well? Face to face (in class). In a meaningful, authentic conversation with native speakers via Skype, students discuss their favorite movies.

2. Students narrate a key scene in their favorite movie in past time.

Summative. Online. Performance-based. Students submit a YouTube video of themselves narrating in past time a key scene in their favorite movie to instructor for grade and feedback. (One assessment activity is used for both enabling objectives.)

Online. In a discussion forum, students each submit one question about the whether to use the preterit/imperfect in one of their sentences for the assessment activity. Each student must respond to one other question, linking to an online Students create a YouTube video explanation or referencing a of themselves narrating in past page from the textbook (i.e. time a key scene in their favorite conducting research). The movie. instructor guides research by providing a few reliable sources for information. The instructor weighs in on all questions.

*In second language acquisition, a meaningful activity is one in which more is achieved than pure linguistic practice; real and personal information is exchanged.