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The unit includes recognition of beauty salon and barber shop items and styles, plus real-world speaking activities such as video sharing about hair, maintenance routines, and personal preferences for an e-portfolio. Learning is supported with handouts, projected images, audio from Dominican salons, and videos including Una visita a la peluquería Shadaii and La barbería El Toro. Assessment is task-based with a final rubric, and plans progress from greetings and warm-up reflections to a first pedagogical task centered on the #LOLLEVAMOSRIZO hashtag and an article on Lo Llevamos Rizo.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/unit-9-lesson-plan-spanish-i/417997/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/unit-9-lesson-plan-spanish-i/417997.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main target task of Unit 9?","Question",{"text":112,"@type":113},"Describe, share about, and celebrate Black hair, using real discourse examples and input-based tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students demonstrate achievement of the learning objectives?",{"text":117,"@type":113},"Through task-based assessment, including a video where students share about their hair, maintenance routine, and what they love about their hair for the learning e-portfolio, guided by a final rubric.",{"name":119,"@type":110,"acceptedAnswer":120},"What materials support the unit activities?",{"text":121,"@type":113},"Handouts for multiple tasks, a projected image for visual context, an audio file from Dominican salons, and videos such as Una visita a la peluquería Shadaii and La barbería El Toro, with an optional classroom library connection to Lori Tharps’ books.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},417997,1791459853,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Spanish I  \nUnit 9 Lesson Plan  \nUnit 9 objectives:  \n•  Target task: Describe, share about, and celebrate Black hair  \n• Recognize items and styles at a beauty salon and a barber shop  \n• Real discourse examples (input-based tasks)  \nMeasure for achieving learning objectives (task-based assessment) :  \n• Video of you sharing about your hair, your maintenance routine, and what you love about your hair (This should go in your learning e-portfolio)  \nMaterials:  \n• Handouts for Task 1, Task 2, Task 3; Task 4 post-task grammaticization activity, and final assessment task with rubric  \n• Image to project: Linguistic Landscape in Miami: La barbería de todos, fades, Shaves y Line-up  \n• Audio file: Dominican salons be like  \n• Videos:  \no Una visita a la peluquería Shadaii  \no La barbería El Toro  \no Dominican salons be like  \no Community Leader Video by autor Lori Tharps  \n• Optional: Teacher could bring to class some books by Lori Tharps. Two of her books, Hair story: Untangling the roots of Black hair in America and Kinky Gazpacho: Life, Love & Spain, fit nicely with this unit and with the goals of language learning.  \nPlan  \nI. Greetings  \n• Teacher greets students as they come into class in Spanish  \n• “How is everyone, let’s do a quick check-in!”  \n• Teacher asks students to turn to the person next to them and ask how they are doing in Spanish, share about how they are, how they are feeling. (Teacher quickly models this with a student before everyone begins)  \n• Teacher reminds class about their learning e-portfolio to showcase their learning over time. Teacher asks students to share how their portfolios are going so far  \nII. Warm-up  \no “Last week we learned about the Afrodiaspora and Afroindigenous communities in Latin America, and we reflected on Blackness in relation to Latinidad. Let’s think back to some of the topics we discussed. Think about the task we did based on Dr. López Oro’s video for us.”Teacher asks students:  \n1. For how long have Spanish-speaking Black folks been living in the US?  \n2. What is mestizaje? What is Afrolatinidad, and how can Afrolatinidad help to resist mestizaje, according to Dr. López Oro?  \no “For one of your final assessment tasks, you had to research an Afro-Latin American cultural group. What did you all discover? Can we have any volunteers share with us what they learned?”  \no (Teacher gives students time to share about their research)  \no “Last week ya’ll also learned about Esteban Sinisterra Paz. Who is he, and what is he doing in Latin America?  \no Let’s relate why we learned about “Esteban African” to one ofDr. López Oro’s messages: that it is important for Afrolatinx folks in the United States to have a public identification with their Blackness. In your other final assessment task, ya’ll had to think about this in Spanish. Es decir, tuvieron que reflexionar sobre cómo pueden darle visibilidad a la afrodiáspora en Latinoamérica  \no aquí en los Estados Unidos.”  \no (Teacher invites students to share on their second task outcome from last week. They could either share in the class or show the videos that they made) . Teacher could easily make this report into atask itself, comparing and contrasting, or, categorizing, all of the different ideas that students offer.  \no “For this week, our unit will focus on celebrating Black hair. (Remember – the entire design of this curriculum was based on a needs analysis study. We interviewed over 100 students of Spanish and asked them what their needs are in the Spanish language. All of the units that we have designed are fully based off of what FMU and FIU students told us what we want. One of the needs was to learn about Black hair, to learn about going to the barber shop or salon, and to explore the ways in which it is celebrated in Latin America) . Aquí vamos. J”  \nIII. Plan  \nPEDAGOGICAL TASK 1: \\#LOLLEVAMOSRIZO-Celebrating the beauty of Black hair Pre-task  \n• To start off, I want to ask you what ya’ll think this hashtag means: \\#LOLLEVAMOSR","cbCaibDxs6pbTioh","https://ap.wps.com/l/cbCaibDxs6pbTioh","pdf",797209,"English","# Unit 9 objectives\n# Target task and success measures\n## Video e-portfolio assessment\n# Materials\n# Plan\n## I. Greetings\n## II. Warm-up\n## III. Plan (Pedagogical task 1)","[{\"question\":\"What is the main target task of Unit 9?\",\"answer\":\"Describe, share about, and celebrate Black hair, using real discourse examples and input-based tasks.\"},{\"question\":\"How do students demonstrate achievement of the learning objectives?\",\"answer\":\"Through task-based assessment, including a video where students share about their hair, maintenance routine, and what they love about their hair for the learning e-portfolio, guided by a final rubric.\"},{\"question\":\"What materials support the unit activities?\",\"answer\":\"Handouts for multiple tasks, a projected image for visual context, an audio file from Dominican salons, and videos such as Una visita a la peluquería Shadaii and La barbería El Toro, with an optional classroom library connection to Lori Tharps’ books.\"}]","Unit 9 Lesson Plan - Spanish I | PDF",1790611514,23]