4th Year – Unit 5 – Generations / Family Movement
INTERPRETIVE MODE
Listening
I can…
 understand short
films and
presentations
about family
and
generations. 
 understand
descriptions
about family
and
community
relationships. 
INTERPERSONAL MODE
(Spontaneous Personto-Person)
Reading
I can…

interpret and
analyze
authentic
materials and
literary works
about family
and
community
relationships.
Speaking & Writing
I can…


 

Unit Length/Unit
theme/ Enduring
understanding
Unit length
About 5-6 weeks
Unit theme -Family /
Generations in
Movement
Enduring
understanding
 I am an integral
part of my
family and
my community.
ask about,
justify, and
support
opinions
about family
and
community
relationships
.
express
hopes,
dreams, and
concerns
about my
family and
community
relationships
.
narrate and
elaborate on
present, past,
and future
events. 
Unit Guiding
Questions
 What is my place
and my role in
my family and
community? 
 How are my family
and my
community
interconnected? 
PRESENTATIONAL MODE
Prepared Speaking
Prepared Writing
I can…
 express hopes,
dreams,
concerns,
and opinions
about
relationships. 
 hypothesize and
propose
solutions. 
I can…
 summarize,
interpret,
and analyze
authentic
materials and
literary works
about
families and
communities. 
 hypothesize and
propose
solutions. 
 justify and support
my opinions
about
relationships
.
Assessment




series of
formative and
summative
assessments,
both
achievement
and
performance
research
project/prese
ntation
readings
Functions








hypothesize
propose
solutions
persuade
others
analyze
evaluate
design/create
/invent with
language
critique
synthesize


Context
 family life/structures 
 interpersonal
relationships
 stages of life 
 personality 
 cultural beliefs/
values/practice
s
 customs/ceremonies 
•
Culture
 contemporary life 
about
personal
relationships
book
listening
assessments
A common
building
assessment
that examines
the five
disciplines of
reading,
writing,
speaking,
listening,
culture as
well the
vocabulary
and structure
of the unit.






elaborate
make
predictions
justify and
support
opinions
express
hopes/drea
ms/concerns
narrate and
elaborate on
present,
past and
future
events
summarize,
interpret and
analyze
authentic
materials and
literary
works
Structure




Bloom’s
Resources
Taxonomy
DOK
levels 1,2,3,4
District Resources–
the subjunctive
Remembering,
 Imagina
in adjective
explaining,
using
clauses
 Unit 3
reflexive verbs information,
 Other
distinguishing
resources
por / para
between
differences,

Internet sites
To become:
evaluating
a
position,
 TECLA
hacerse,
and
creating
a
point
ponerse,

volverse, llegar of view.
a ser.


Connections
Social Studies
Consumer and Family
Studies

Comparisons
comparing target
culture /family to self
and community
 family/communities 
 personal/public identities 
 beauty/aesthetics 
 literary works 


Health

comparing family
structures / benefits /
drawbacks across
cultures