Understanding By Design Unit Template

Title of Unit La salud y el bienestar Grade Level 11, 12

Subject Spanish 3 Time Frame 14 classes

Developed By Annie Kelly

Stage 1 - Identify Desired Results

Broad Areas of Learning

As the unit title suggests, the broad areas of learning incorporated into this chapter are health and wellbeing. This unit covers
eating habits, exercise, physical illness, and medicine. During the unit, students will focus on how their lifestyle and choices
affect their physical, emotional, and mental well-being and the environmental health of the planet. .

Cross-Curricular Competencies

Developing identity and interdependence:

● Understanding, valuing, and caring for oneself: This chapter discusses good and bad eating habits, exercise habits,
and lifestyle choices. Throughout the unit, I want my students to reflect on their own choices and think critically
about how they care for themselves. This is especially important when the students are living away from home and
have to figure out how to maintain their health away from their parents. They are forced to be independent here at a
much younger age, and they discuss these issues in their first two years during their LinC classes. This unit can help
reiterate what they have learned in those classes. I also want my students to start to think about mental and
emotional health, even though this is not included in the textbook. I want them to start to think of mental health as
an extension of physical health rather than a completely separate issue. The fact that this area of health is not
included in the chapter can even be a part of the discussion.
Developing thinking:
● Think and learn contextually: One focus of the chapter is the students’ personal lifestyle choices. Students must
think contextually when reflecting on their own practices: St. Paul’s offers a specific context where students have to
navigate the dining hall, social pressures, body image, mental health, stress, and the health center. Another focus is
on how their perspectives are influenced by a North American lens. Students should explore and understand health
issues in Spanish-speaking countries and what their conversations are around those themes. The students will
discuss how their own identities combine with external influences (the media, commercials, doctors, parents,
educational institutions, etc.) to affect their understanding of health and wellbeing. Students can discuss who creates
rules and guidelines for healthy living and why.

Learning Outcomes
Culture: Students will read and watch a short video about the wellness program in Bogotá, Colombia called “Ciclovía.” This
will be an entry point into discussions about different health initiatives and the forms they take in different places. Students
will also read about Onchocerciasis in Colombia, discussing regional diseases and their effects on the community.
Connections: Through the discussions about the ciclovía and onchocerciasis, the class will draw connections between
physical health, environmental health, and community well-being.
Comparisons (culture): Students will compare the health issues in the United States with those of other countries and how they
are dealt with. Examples: regional diseases, obesity, physical disabilities, mental health, gender, exercise, etc.
Comparisons (language): Students will learn commands and the subjunctive mood and identify when to use them.
Communities: Students will recognize the stigmas that exist in many regions around certain illnesses.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? What provocative questions will foster inquiry into the
What misunderstandings are predictable? content?

Students will understand that: ● What decisions do you affect your health?
● They play a role in their own health. Exercise, ● How are health issues viewed in different
eating, and other lifestyle choices can affect their contexts? Why?
wellbeing. ● What effect do regional health dangers, like Zika
● Illness should not be stigmatized. or Onchocerciasis, have on their communities?
● Health is not only an individual issue, but a
community issue.
Related misconceptions:
● Mental illness, although not the same as physical
illness, is a health issue.

Knowledge: Skills

Students will know... Students will be able to…

● Health vocabulary: los síntomas, las enfermedades, la ● Give and accept advice and commands
salud, el bienestar, los médicos, el hospital, las ● Describe their own health
medicinas, y los tratamientos ● Compare and contrast how different cultures
● The subjunctive in noun clauses understand health and medicine
● Commands ● Distinguish between when to use por and para
● Por and para ● Analyze how different people relate to health.
● The battle of onchocerciasis in Colombia These could be from scientific, spiritual, fearful,
● About the ciclovía en Bogotá, Colombia. misunderstanding, or traditional perspectives
● About the short film “Éramos pocos”t ● Explain what onchocerciasis is and how it affects
areas of Colombia

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
(describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to
apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario
below)
By what criteria will performances of understanding be judged?

GRASPS Elements of the Performance Task

G – Goal Part 1: Track your health for 2 days.

What should students accomplish by ● Food (What? When?)
completing this task? ● Exercise (What do you do? For how long? If you do not exercise, what do
you do in your free time?)
● Sleep (How long? At what hours? What affects this?)
R – Role
● General feeling (Happiness, sadness, stress, anxiety)
What role (perspective) will your
● Water intake
students be taking?
● Medications (Optional: Do not have to disclose)
Part 2: In pairs, students discuss why they make those decisions, what outside
A – Audience factors are involved, whether technology helps or harms (fitness trackers might help
Who is the relevant audience? students keep track of their health, but phones, computers, and television might be
more negative), etc.
Part 3: In the same pairs, students create a list of questions doctors frequently ask
S – Situation and write answers to them based on the logs. Using these questions, they write a
The context or challenge provided to script for a scene at a doctor’s office. One person is the doctor and the other person
the student. is the patient. They may use their own experiences or fictionalize the scene. The
students will be given time to memorize this script before performing it in front of
the class. Students should focus on their use of the subjunctive mood, mandates, and
P – Product, Performance the vocabulary from the chapter.
What product/performance will the Part 4: Reflect on the experience of tracking your health.
student ● Were some things easier to track than others? Were some more difficult to
create? write down or discuss? Why? Are there any changes you would like to
make to your lifestyle?
● Who dictates the guidelines and rules for healthy living? What other
factors influence what you or society deems healthy? How does your own
identity and your context affect your idea of a healthy lifestyle?

S – Standards & Criteria for Success

Create the rubric for the Performance Rubric
Task

Other Evidence Student Self-Assessment

Through what other evidence will students demonstrate How will students reflect upon or self-assess their learning?
achievement of the desired results? Formative and
summative assessments used throughout the unit to arrive at
the outcomes.
 ● 3 vocabulary quizzes ● Comprehension questions for readings.
● 1 quiz on subjunctive ● Vocabulary games (taboo and charades)
● Workbook HW ● Por and para quiz: self-graded
● Class discussion/observation
● Chapter test
● End of term test (not specifically about this unit,
just unfortunately timed to interrupt it)

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?

Where are your students headed? Where have they been? How will you make sure the students know
where they are going? What experiences do the learners bring to the unit? How have the interests of
the learners been ascertained? Have the learners been part of the pre-planning in any way? What
individual needs do you anticipate will need to be addressed? Learning environment: Where can this
learning best occur? How can the physical environment be arranged to enhance learning?

● The students will have spoken about their own health and lifestyle before in LinC classes.
● The students will have already covered the grammar, so this will be a more in-depth exploration of
the material.
● The desks are in a semicircle, which is good for class discussion, but also easy to split into groups.
● Essential questions are posed throughout the unit as new conversations arise.

How will you engage students at the beginning of the unit? (motivational set)

● Draw on previous knowledge. Ask them to share what they already know about the various topics
we will cover.
● Ask students to relate the material back to St. Paul’s, which not only helps to address some of the
essential questions, but also makes the material personal.

What events will help students experience and explore the enduring understandings and essential
questions in the unit? How will you equip them with needed skills and knowledge?
 # Lesson Activities CCCs Resources

1 Developing Organización
thinking; Mundial de la
● Reading about Zika.
Developing Salud.
● Grammar review in context of reading.
literacies Texbook
● Discussion of readings (Zika and Onchocerciasis)
● Discussion of regional diseases
● Vocabulary drill

2 ● Vocab review and quiz Developing Textbook

● P. 137 Actividad 3 identity and
● Trigger words interdependenc
e; Developing
● Discussion about the connection between
literacies
physical, mental, emotional and environmental
health.
● Read about the ciclovía en Bogotá, Colombia.

3 ● Review homework. Developing https://www.

● Boardwork literacies; youtube.com/
● Quiz: subjunctive developing watch?v=ELa
social
● Watch clip on ciclovía: 5CHsUepo
responsibilites
● Discussion of ciclovía and similar health
initiatives

4 ● Boardwork Developing Advertisement:

● Vocabulary drill and quiz thinking; video and
● Por and para: brainstorm. Developing image from
identity and online.
● P. 146 exercises 1 & 2.
interdependenc Textbook.
● Discussion about obesity and the role of media
e
on our understanding of health.

5 ● Repaso del trimestre: Jeopardy

6 ● Examen del trimestre

7 ● Small group conversations about vacations

● Review of subjunctive, por & para, vocabulary
● Devolver exámenes
8 ● Review homework Developing Worksheet
● Small group conversations literacies https://spanis
● Vocabulary quiz h.yabla.com/p
● Por and para reading and worksheet layer_cdn.ph
● Yabla video: “Los médicos explican” p?tlang_id=e
n&id=11321

9 ● Quiz on por and para Developing

● Think pair share: mandates identity and
● Simon says interdependenc
e, developing
● Discussion about health logs
thinking

10 ● Vocabulary drill and quiz Developing Textbook

● Book exercises with mandates literacies
● Work on script for project

11 ● Present the skits

● Worksheet on mandates

12 ● Watch video: éramos pocos. Developing Online

● Discussion about film literacies; component of
developing textbook
social
responsibilities

13 ● Repaso

14 ● Examen