Mariana Echeverria

Veronica Martinez
Integrated Thematic Unit Calendar
DAY 1
Foreign Lang.- Spanish
Discovering the richness of culture in
Spanish Speaking countries
Standard:
WL.CM1.I
Demonstrate understanding of the main
idea and some details on some informal
topics related to self and the immediate
environment. Demonstrate understanding
of sentences and strings of sentences in
authentic texts that are spoken, written, or
signed.
Objective:
Students will be able to communicate using
the target language and explore Spanish
speaking countries.
Assessments:
● Formative assessments; class
monitoring,
Anticipatory set:
Names of all countries in Spanish
https://www.youtube.com/watch?
v=TS8Tx4oZ5PM
Instruction:
● Intro to vocabulary
● Note Taking verb conjugations of
present progressive
● How many Spanish speaking
countries do we have in the world?
lecture
Independent Practice: Graphic Organizer
Closure: Crossword puzzle
DAY 2
7th grade Mathematic
Content Standard:
CCSSM 7.RP:
2. Recognize and represent proportional relationships between
quantities.
Mathematical Practices
MP 3: Make sense of problems and persevere in solving them.
Content Objective:
Students will be able to list the similarities and differences
between proportional relationships and linear non-proportional
relationships.
ELD Standard:
Productive 10. Writing (Bridge)
b. Write clear and coherent summaries of texts and experiences
using complete and concise sentences and key words
(e.g., from notes or graphic organizers).
ELD Objective:
Students will be able to write a clear and coherent summary,
comparing and contrasting the two math problems, using
complete and concise sentences.
Assessments:
Formative assessments; class monitoring
Anticipatory set: Think and Record
Students will write about
“How can people compare the price of different airlines,
especially when the airlines offer different discounts? ”
Instruction:
Introduce the math problems
Ask students to identify the following
1: theme of each word problem (what is the problem about)
2: quantities on the problem (numbers plus its units)
3: meaning of each question (what are we looking for)
Independent Practice:
Students will first attempt to answer the questions of the graphic
organizer.
After 15 minutes of individual/private thinking, students will join
their assigned groups to continue working on the assignment.

Closure:
In writing compare and contrast the two different scenarios

Note: one scenario represents a proportional relationship. The

other scenario is a linear relationship, but it is not proportional.

DAY 3- Joint Session DAY 4

Foreign Lang.- Spanish Content Standard:
CCSSM 7.G:
Intro to Service Learning
Standard: WL.CM4.I
Participate in opportunities to use age-
appropriate, culturally authentic, real-world,
and academic language in transactional
and some informal settings within target-
language communities in the United States
and around the world.
Objective: Students will be able to choose
where they will be doing their service-
learning and bring their knowledge of the
language and other skills to their
community.
Assessments: Class sign up, verification
of hours through service log, In-class
activities
Anticipatory set: Motivational video Why
should you do service-learning?
https://www.youtube.com/watch?
v=rwelE8yyY0U
Instruction:
● Continue with grammar; present
progressive
● Intro to Service- learning project
Independent Practice:
● In-class practice; vocab. And
present progressive verb form.
Closure: Expectations for service-learning
https://www.youtube.com/watch?
v=HianSu9ZzkY
DAY 5
Foreign Lang.- Spanish
Let’s explore
Standard: WL.CL2.I
1. Solve problems involving scale drawings of geometric figures,
including computing actual lengths and areas from a scale
drawing and reproducing a scale drawing at a different scale.
Mathematical Practices
MP 6: Attend to precision.
Content Objective:
Students will be able to draw on scale the map of a spanish
speaking country with accuracy.
ELD Standard:
Collaborative 1. Exchanging information/ideas (Bridge)
contribute to class, group, and partner discussions by following
turn-taking rules, asking relevant questions, affirming others,
adding relevant information and evidence, paraphrasing key
ideas, building on responses, and providing useful feedback.
ELD Objective:
Students will be able to contribute to the groups discussion by
following turn-taking rules, asking relevant questions, affirming
others, adding relevant information and evidence, paraphrasing
key ideas, building on responses, and providing useful feedback.
Assessments:
Formative assessments; class monitoring
Check the accuracy on the scale drawing and the data point
provided by the students.
Anticipatory set: Think and Record
Students will be asked to enlarge or reduce some geometric
figures using dot grid paper.
Instruction:
Introduce the task of the day.
1) Each group will get the name of a spanish speaking
country. This country will be their focus of study for both
their Spanish and their Math class.
2) Each group will get the map of their assigned Spanish
speaking country.
3) Their task is to enlarge the map by at least 300%
4) Students will be required to gather data about the
dimensions of the original map and of the copy (their
enlarged map)
Independent Practice:
Students will spend some minutes independently writing up a
plan to complete the task of the day. Then, the students will get
into groups to collaborate to complete the task.
Closure:
The teacher will call some students at random to ask them to
share their strategy to scale a figure (the map) and/or to explain
how we can check if a scale is accurate.
DAY 6
Content Standard:
CCSSM 7.RP:
1. Compute unit rates associated with ratios of fractions,
including ratios of lengths, areas and other quantities
Experience, recognize, and explore the
relationships among typical age-
appropriate target cultures’ products,
practices, and perspectives in culturally
appropriate ways in transactional situations
and some informal settings.
Objective: Students will be able to
continue to work in their assigned country
and explore the different cultures, hotels,
and food related to their country.
Assessments: Class monitoring, check for
understanding, exit ticket, self-
assessment.
Anticipatory set:
Intro to El camino de Santiago and the
importance it has all over the world and the
culture and religion behind it all.
https://www.youtube.com/watch?
v=OJ44g_P2IWg
Instruction:
● Reading Aloud “El camino de
Santiago en Navarne España”
● Intro to Spanish project the
informational Pamphlet based on the
country assigned.
Independent Practice:
● Research videos and articles related
to their Spanish Speaking country
assigned.
● Pamphlet/Brochure class
time/materials provided
Closure: Exit Ticket
Q’s: What is el camino de Santiago?”
Where is Naverne located?
DAY 7
measured in like or different units. For example, if a
person walks 1/2 mile in each 1/4 hour, compute the unit
rate as the complex fraction 1⁄2/1⁄4 miles per hour,
equivalently 2 miles per hour.
Mathematical Practices
MP 2: Reason abstractly and quantitatively.
Content Objective:
Students will be able to compute unit rates associated with ratios
of fractions, including ratios of length, areas and other quantities
measured in like or different units.
ELD Standard:
Collaborative 1. Exchanging information/ideas (Bridging)
contribute to class, group, and partner discussions by following
turn-taking rules, asking relevant questions, affirming others,
adding relevant information and evidence, paraphrasing key
ideas, building on responses, and providing useful feedback.
ELD Objective:
Students will be able to contribute to the groups discussion by
following turn-taking rules, asking relevant questions, affirming
others, adding relevant information and evidence, paraphrasing
key ideas, building on responses, and providing useful feedback.
Assessments:
Formative assessments; class monitoring
Check that student compute unit rates between dollars and the
money used on their assign Spanish speaking country
Anticipatory set: Think and Record
Students will be given a questionnaire about things that they
should know about their assign Spanish speaking country (one
of the questions ask about the currency used in that country)
Instruction:
1: Students will get some time to fish writing their analysis about
the scale drawing
3: the teacher will summarize all the learning that has occured in
this unit. She will give formal notes about vocabulary terms
3: the teacher will give on what the unit rate is and how it can be
used to compare quantities.
Independent Practice:
Students will fill out the graphic organizer where they will find the
unit rate for currency. They will also use the unit rate to compare
the prices of products from different brands.
Critical Question: In what country are the products more
expensive, relative to the currency of the money of that country?
Closure:
The teacher will call some students at random to ask them to
share an example of how we can use the knowledge of unit rate
in real life scenarios.
DAY 8
Content Standard:
Foreign Lang.- Spanish
Culture & Livelihood
Standard:WL.CL3.I
Exchange information about similarities and
differences among common daily products,
practices, and perspectives in the
immediate environment in the mainstream
Mathematical Practices
cultures of the United States, the students’ MP 2: Reason abstractly and quantitatively.
own cultures, and the target cultures.
Objective: Students will explore and
understand the differences and similarities
of their assigned country’s cultures and
compare it with their own.
Assessments: Class monitoring, check for
understanding,
Anticipatory set: Intro to history and
cultures of Latin America
https://www.youtube.com/watch?
v=54VsCVEmp9w
Instruction:
● Intro to Latin American History and
various indigenous cultures and
roots of religion throughout the
Spanish-speaking countries.
● Vocab list/Graphic organizer
Independent Practice:
● Graphic organizer
● Continue with Travel Brochure
Closure:Turn in completed travel brochure
of their assigned country.
DAY 9
Foreign Lang.- Spanish
Presentations
Standard: WL.CM3.I
Make simple presentations in culturally
CCSSM 7.RP:
2. Compute unit rates associated with ratios of fractions,
including ratios of lengths, areas and other quantities
measured in like or different units. For example, if a
person walks 1/2 mile in each 1/4 hour, compute the unit
rate as the complex fraction 1⁄2/1⁄4 miles per hour,
equivalently 2 miles per hour.
Content Objective:
Students will be able to compute unit rates associated with ratios
of fractions, including ratios of length, areas and other quantities
measured in like or different units.
ELD Standard:
Collaborative 1. Exchanging information/ideas (Bridging)
contribute to class, group, and partner discussions by following
turn-taking rules, asking relevant questions, affirming others,
adding relevant information and evidence, paraphrasing key
ideas, building on responses, and providing useful feedback.
ELD Objective:
Students will be able to contribute to the groups discussion by
following turn-taking rules, asking relevant questions, affirming
others, adding relevant information and evidence, paraphrasing
key ideas, building on responses, and providing useful feedback.
Assessments:
Formative assessments; class monitoring
Anticipatory set:
3 Act Math - Nana's Chocolate Milk - Act 1
Students will write a solution to this problem.
Instruction:
The teacher will give students some time to research and decide
which recipe each group will choose to represent their country of
focus.
students will collaborate to modify the recipe that they got from
the internet or from a interviewer
Independent Practice:
students will decide which recipe they will use to represent their
country of focus.
Then, students will collaborate to modify the recipe that they got
from the internet or from an interviewer to make so that they can
serve 78 people.
Closure:
Students will turn in their new recipes identifying each ingredient
and the proper measurement to get feedback from the teacher.
DAY 10
Content Standard:
CCSSM 7.RP:
1. Compute unit rates associated with ratios of fractions,
including ratios of lengths, areas and other quantities
measured in like or different units. For example, if a
appropriate ways on transactional and
informal topics related to self and the
immediate environment. Use sentences
and strings of sentences through spoken,
written, or signed language using the most
suitable media and technologies to present
and publish.
Objective: Students will be able to identify
the similarities and differences of the
Spanish-Speaking countries presented.
Assessments: Class monitoring,
presentations included in rubric for service
learning.
Anticipatory set: Review
rubric/Presentations
Instruction:
● Presentations
Independent Practice:
● Practice for their presentations
Closure:Thanks to students for helping
put in their community with Moana song
“You’re welcome” but in Spanish
https://www.youtube.com/watch?
v=HS2qe2nL2Co
Describe how the different content areas are addressing the theme
Theme: Students will learn the food, geography, and culture about Spanish speaking countries.
Spanish: Students will learn the language of the country through vocabulary, grammar and history of
a country and they will apply what they have learned in a final project.
person walks 1/2 mile in each 1/4 hour, compute the unit
rate as the complex fraction 1⁄2/1⁄4 miles per hour,
equivalently 2 miles per hour.
Content Objective:
Students will be able to compute unit rates associated with ratios
of fractions,.
ELD Standard:
Productive 9. Presenting (Bridging)
Plan and deliver longer oral presentations on a variety of topics
in a variety of disciplines, using reasoning and evidence to
support ideas, as well as growing under- standing of register.
ELD Objective:
Students will be able to deliver oral presentations, using
reasoning and evidence to support ideas, as well as growing
understanding of register.
Assessments:
Rubrics for presentations which includes assessment of
presentations skills and accuracy of the use of the unit rate to
make the new recipe.
Anticipatory set:
Students will write a small reflection about their learning through
this unit.
Instruction:
The teacher makes four new groups such that each country is
represented in each group.
Independent Practice:
Presentations: each presenter will present the country their
group investigated. The presenter will explain the meaning of
each of the symbols that they decided to draw on the map and
finally the presenter will share with the audience the recipe that
their group cooked to take to the homeless shelter.
Closure:
Students will write a little reflection about what they learned with
each presentation and they will answer the essential question
Why is it important to value the diversity of cultures?
Math: Students will apply their knowledge about proportional learning to compare different aspects of
their own country and the country that they are investigating. These aspects will include money,
currency, price of different products, measurements. Students will also use proportional thinking in
real life by cooking a new recipe; the food will be donated to the homeless shelters.

For the Service Learning component, just describe what the students will be doing to satisfy
that requirement.

Students will have the opportunity to choose between two options(roles)

1) Assist on the distribution of food in a shelter facility.
2) Serve as translators (on public resources facilities)

Community Service is part of the expectation for every student. Each student will need to commit to 8
to 10 hours for their individual service project. Students will present their community service project
to their class by the end of the 2 weeks.

The Service Project should include the following:

1) A Service Log Listing 6 or more hours
2) A Visual Presentation that is Organized student created
3) An Oral Presentation that is clear and well prepared
4)A Written/Typed Paragraph explaining what you did and what you learned.