📚 Complete Unit Plan: Cuentos de las Familias

Unit Overview

Unit Title: Cuentos de las Familias (Family Stories)

Duration: Approximately 6-7 weeks (Spanish portion)

Standards Addressed

• RL.1.2 - Retell stories including key details and central message
• RL.1.3 - Describe characters, setting, and major events using key details
• RL.1.9 - Compare and contrast adventures/experiences of characters
• W.1.3 - Write narratives with sequenced events, details, temporal words, and closure

Texts Used in Spanish Instruction

Student Population Considerations

This plan addresses students with:

• Autism Spectrum Disorder (ASD)
• Attention-Deficit/Hyperactivity Disorder (ADHD)
• Dysgraphia
• Visual Processing Disorders
• Developmental Delays
• Emergent/Pre-readers (not yet reading fluently)

UDL Framework Integration

Multiple Means of Engagement (The WHY)

• Connect all texts to students' own families and experiences
• Use culturally relevant texts featuring diverse family structures
• Incorporate movement breaks with TPR vocabulary signs
• Allow choice in which family memory to write about
• Break writing tasks into small, manageable chunks
• Use visual progress trackers and celebrate incremental progress

Multiple Means of Representation (The WHAT)

• Enlarge all anchor charts and graphic organizers
• Use high-contrast colors on visual supports
• Provide audio versions of texts
• Pre-teach ALL vocabulary with visuals, TPR, and realia
• Create personal picture dictionaries for each student
• Use story retell manipulatives (puppets, felt boards)

Multiple Means of Action & Expression (The HOW)

• Allow all alternative response formats
• Provide large-grip writing tools
• Use raised-line or highlighted paper
• Accept dictated responses
• Reduce amount of writing required
• Focus on content over neatness
• Use stamps, stickers, cut/paste

Scaffolded Vocabulary Instruction

Core Vocabulary with Scaffolds

Vocabulary Introduction Routine (Daily)

1. SHOW the visual (5 seconds silent looking)
2. SAY the word (teacher models, students echo 3x)
3. SIGN/GESTURE the TPR (all together)
4. DEFINE in simple language
5. CONNECT to students' lives with a question
6. PRACTICE using in a simple sentence

Differentiated Lesson Structure

Modified Daily Lesson Framework (40-45 minutes)

Focus Question: ¿Qué es una narrativa y cuáles son sus elementos?

Texts: Abuela

Key Concepts: A narrative tells a story; Stories have characters (who) and setting (where/when)

Visual Supports Needed This Week:

• Character photo cards from Abuela
• Setting photo bank (casa, escuela, parque, ciudad, cielo)
• "Who/Where/When" icon cards
• Story element anchor chart with pictures
• Character puppets for Abuela (Rosalba and Abuela)
• Felt board with velcro pieces
• i-Ready login cards/visual directions
• Feelings check-in chart for assessment days

Focus Question: ¿Cómo podemos describir a un personaje?

Texts: La Asombrosa Graciela, Abuela

Key Sentence Frame: "___ es ___ porque dice/hace/piensa ___"

Focus Question: ¿Qué es un problema y una solución en un cuento?

Texts: El juego de la Lotería, Jabari Salta

Focus Question: ¿Cómo puedo recontar una historia con todos sus elementos?

Texts: La bendición de Zahra, El Tapiz de Abuela

Focus Question: ¿Cómo usamos palabras de transición para contar una historia en orden?

Texts: Estoy orgullosa de mi pasado, ¡Gracias, Omu!

Focus Question: ¿Cómo puedo planificar mi narrativa personal sobre mi familia?

Pre-Writing Supports

1. Family Story Brainstorm - Send home interview sheet asking for 2-3 memories/traditions
2. Photo Support - Students bring photos of family events
3. Oral Rehearsal - Students tell their story to partners before writing

Writing Booklet Structure (4-5 pages)

• Page 1: Cover - Title + picture of family
• Page 2: PRIMERO... (First event + picture)
• Page 3: DESPUÉS... (Second event/problem + picture)
• Page 4: ENTONCES/AL FINAL... (Solution + picture)
• Page 5: ¿Cómo me sentí? (Feelings + picture)

Final Product Options by Tier

Publishing Options (Allow Choice)

• 📖 Illustrated booklet (traditional)
• 🎥 Video recording of student reading/telling story
• 💻 Digital story (if technology available)
• 🎭 Story performance for family/class
• 🖼️ Poster with drawings and captions

Assessment Modifications

Formative Assessment Adaptations

• Picture-based exit tickets with pointing/circling options
• Verbal responses recorded by adult
• Thumbs up/down/sideways for quick checks
• Drawing responses accepted
• Observation checklists tracking participation, not just accuracy

Summative Assessment: Adapted Rubric (All Tiers)

Writing Checklist for Students (Picture-Based)

Accommodations by Disability

🧩 Autism Spectrum Disorder

• Provide visual schedule for each lesson
• Use same routine/structure daily
• Give advance notice of changes
• Create social stories for group work
• Allow movement breaks between activities
• Reduce sensory input during listening
• Use clear, literal language

⚡ ADHD

• Chunk all tasks into small steps
• Use timer for each activity segment
• Provide fidget tools during listening
• Seat near teacher, away from distractions
• Use attention signals before directions
• Build in movement throughout lesson
• Offer choice when possible

✍️ Dysgraphia

• Allow all alternative response formats
• Provide large-grip writing tools
• Use raised-line or highlighted paper
• Accept dictated responses
• Reduce amount of writing required
• Focus on content over neatness
• Use stamps, stickers, cut/paste

👁️ Visual Processing Disorders

• Enlarge all materials (150-200%)
• Use high-contrast colors
• Reduce visual clutter on pages
• Highlight key information
• Provide individual copies of anchor charts
• Use colored overlays if helpful
• Allow extended time

🌱 Developmental Delays

• Pre-teach vocabulary extensively
• Use concrete, hands-on materials
• Provide many repetitions
• Simplify language in all instructions
• Focus on fewer objectives per lesson
• Accept approximations and growth
• Celebrate all attempts

Materials Checklist

Visual Supports to Create:

• Story element anchor chart (with TPR gestures)
• Problem/Solution anchor chart (red/green coding)
• Transition words sequence strip
• Character traits word bank with pictures
• Feelings chart (expanded vocabulary)
• Setting picture bank
• Story Hand visual
• Retelling checklist (picture-based)
• Writing checklist (picture-based)

Graphic Organizers to Prepare:

• Character/Setting 2-box organizer (3 tiers)
• Problem/Solution organizer (3 tiers)
• Story sequence 4-box strip
• Personal narrative planning page (3 tiers)
• Retelling rubric (picture-based)

Manipulatives to Gather:

• Character puppets for each text
• Felt board with story pieces
• Sequence cards for each text
• Velcro vocabulary cards
• Story element sorting mats
• Sentence strip holders and cards

Writing Supports:

• Adapted writing paper (wide lines, picture boxes)
• Narrative booklet templates (4-5 pages)
• Transition word cards/stamps
• Personal word dictionaries for each student
• Sentence starter strips

Family Communication:

Summary: Key Differentiation Principles

1. Teach vocabulary explicitly with visuals, gestures, and repetition
2. Chunk all instruction into small, manageable segments
3. Provide multiple means of expression - drawing, speaking, acting, writing
4. Use graphic organizers at every stage of the writing process
5. Honor all response formats as valid demonstrations of learning
6. Connect to students' lives to build relevance and engagement
7. Celebrate growth over perfection
8. Communicate with families as partners in learning
9. Be flexible - if something isn't working, try a different approach
10. Remember: The goal is for every student to share a family story - the format matters less than the storytelling