Unit Overview
Essential Question: Como pueden las narrativas ayudar a los escritores a usar su voz para compartir tradiciones y recuerdos familiares para celebrar quienes somos y conectarnos con los demas?
Duration: 6-7 weeks (Spanish portion)
Culminating Project: Students write a personal narrative about a family experience including characters, setting, problem, solution, and transition words.
Student Population
This differentiated plan addresses students with:
Autism Spectrum Disorder
ADHD
Dysgraphia
Visual Processing Disorders
Developmental Delays
Key Consideration: Most students are not yet reading fluently - instruction emphasizes visual supports, oral language, and alternative response formats.
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
External UDL Resources
CAST UDL Guidelines 3.0 - Official UDL framework and guidelines
UDL Downloads - Printable graphic organizers in multiple languages including Spanish
About UDL - Learn more about Universal Design for Learning
Unit Texts for Spanish Instruction
Click on resource links to find read-alouds, activities, and teaching materials.
Abuela
Introduce narrative elements; identify characters, setting, and plot; grandmother-granddaughter bond
La Asombrosa Graciela
Character traits - what a character says, does, thinks, feels; physical traits; perseverance
El juego de la Loteria
Story elements; event, problem, solution; cultural traditions (Mexican Loteria)
Jabari Salta
Problem/solution; character feelings; overcoming fear; father-child relationship
Yo recuerdo a Abuelito
Family memories; setting; cultural connections; Day of the Dead traditions
El Tapiz de Abuela
Lesson/moraleja; family traditions; cultural setting (Guatemala); perseverance
Gracias, Omu!
Retelling with all story components; community as family; sharing and generosity
General Spanish Reading Resources
Graphic Organizers in Spanish
Reading A-Z Spanish Graphic Organizers - Free printable organizers for story elements
TPT: Elementos del Cuento - Story elements resources in Spanish
Core Vocabulary with Scaffolds
Each word requires: visual support, TPR gesture, simplified definition, real-life connection, and multiple exposures (10-12 minimum).
| Vocabulario | Simplified Definition | TPR Gesture | Connection Prompt |
|---|---|---|---|
| Narrativa/Historia | Un cuento sobre algo que paso | Hands open like book | "Tu vida es una historia" |
| Personajes | Las personas o animales en el cuento | Point to self, then others | "Quien esta en tu familia?" |
| Escenario | Donde y cuando pasa el cuento | House shape + tap watch | "Donde comes la cena?" |
| Evento | Algo que pasa en el cuento | Clap hands once | "Que paso hoy en la escuela?" |
| Problema | Algo dificil que tiene que arreglarse | Worried face, hands on head | "Cuando tuviste un problema?" |
| Solucion | Como se arregla el problema | Thumbs up, smile | "Como lo arreglaste?" |
| Palabras de transicion | Palabras que nos dicen el orden | Count 1, 2, 3, 4 on fingers | "Primero, despues, luego, al final" |
| Tradicion | Algo que tu familia hace cada ano | Heart over chest, repeated motion | "Que celebra tu familia?" |
| Sentimientos | Como se siente alguien por dentro | Point to heart, face expressions | "Como te sientes ahora?" |
Vocabulary Introduction Routine (Daily)
- SHOW the visual (5 seconds silent looking)
- SAY the word (teacher models, students echo 3x)
- SIGN/GESTURE the TPR (all together)
- DEFINE in simple language
- CONNECT to students' lives with a question
- PRACTICE using in a simple sentence
UDL Framework Integration
Universal Design for Learning provides multiple means of engagement, representation, and expression.
Engagement (The WHY)
- Connect texts to students' own families
- Use culturally relevant texts
- Incorporate movement with TPR vocabulary
- Allow choice in family memory topic
- Visual progress trackers
- Celebrate incremental progress
Representation (The WHAT)
- Enlarge anchor charts & organizers
- Audio versions of texts
- Pre-teach vocabulary with visuals & TPR
- Personal picture dictionaries
- Story retell manipulatives
- Chunk complex stories
Action & Expression (The HOW)
- Alternatives to handwriting (dictation, drawing)
- Large-grip pencils, slant boards
- Oral responses recorded on device
- Choice boards for responses
- Visual task checklists
- Multiple final product formats
UDL Resources
Official CAST Resources
UDL Guidelines 3.0 - Complete framework with research evidence
UDL Downloads - Graphic organizers in 20+ languages
Week-by-Week Differentiated Plans
Click each week to expand detailed lesson plans with tiered activities.
Focus Question: Que es una narrativa y cuales son sus elementos?
Texts: Abuela, La Asombrosa Graciela
Key Concepts: A narrative tells a story; stories have characters (who) and setting (where/when)
Tier 1: Intensive Support Activities
- Use felt board characters to identify WHO is in each story
- Match character pictures to names with velcro cards
- Point to setting pictures when asked "Donde?"
- Complete character/setting sort using picture cards only
Exit Ticket: Circle the character(s) from the story (pictures provided)
Tier 2: Moderate Support Activities
- Use graphic organizer with pictures and single-word spaces
- Cut and paste characters and settings from story printouts
- Dictate descriptions of characters to adult scribe
- Complete sentence frames: "El personaje es _____. El escenario es _____."
Exit Ticket: Draw one character, point to where story happens
Tier 3: Some Support Activities
- Write character names and 1-2 descriptive words
- Draw and label setting with environmental print support
- Complete partially-filled graphic organizers
Exit Ticket: Write character name, draw/label setting
Focus Question: Que es un problema y una solucion en un cuento?
Texts: El juego de la Loteria, Jabari Salta, La bendicion de Zahra, El Tapiz de Abuela
Key Concepts: Stories have a PROBLEM (something goes wrong) and SOLUTION (how it gets fixed)
Tier 1: Intensive Support Activities
- Sort picture cards into "problema" (red) and "solucion" (green) piles
- Use story sequence cards (3-4 max) with color coding
- Match problem picture to solution picture
- Act out problem/solution from story with puppets
Story Hand Retelling: Use hand visual with velcro pictures
Tier 2: Moderate Support Activities
- Complete 2-box graphic organizer (problem | solution) with drawing
- Use sentence frame: "El problema es ___. La solucion es ___."
- Sequence 4 story events with problem/solution color coded
- Partner retell with problem/solution focus
Story Hand Retelling: Complete organizer with drawings/labels
Tier 3: Some Support Activities
- Complete problem/solution organizer with pictures and sentences
- Identify text evidence for problem and solution
- Write 2-3 sentences about problem and solution
Story Hand Retelling: Write retelling using sentence starters
Retelling Sentence Frames
Esta historia se trata de _____________. (personajes)
La historia pasa en _____________. (escenario)
Primero, _____________. (evento)
El problema es que _____________. (problema)
Al final, _____________. (solucion)
Focus Question: Como usamos palabras de transicion para contar una historia en orden?
Texts: Estoy orgullosa de mi pasado, Gracias, Omu!
Key Transition Words
| Word | Visual | Gesture |
|---|---|---|
| Primero | 1 | Hold up 1 finger |
| Despues/Luego | 2 | Hold up 2 fingers |
| Entonces | 3 | Hold up 3 fingers |
| Al final/Finalmente | 4 | Hold up 4 fingers |
| Un dia | sun | Make circle with arms |
- Use visual sequence strip with number/word cards
- Place velcro transition word cards on sequence chart
- Choral response: teacher reads, students add transition word
- Act out 4-step sequence using transition words
- Match transition words to sequence numbers
- Complete cloze sentences with transition word bank
- Draw 4-box comic with transition word in each box
- Partner sequence activity with word cards
- Write 4 sentences using different transition words
- Identify transition words in text during read-aloud
- Create personal sequence using transition words
Focus Question: Como puedo escribir mi narrativa personal sobre mi familia?
Pre-Writing Supports
- Family Story Brainstorm - Send home family interview sheet
- Photo Support - Students bring photos of family events
- Oral Rehearsal - Students tell 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: DESPUES... (Second event/problem + picture)
- Page 4: ENTONCES/AL FINAL... (Solution + picture)
- Page 5: Como me senti? (Feelings + picture)
Final Product Options:
- Draw pictures on each page
- Dictate story to adult who writes
- Record oral telling on device
- Use stamps/stickers for key words
Output: Illustrated story with adult-scribed text OR audio recording
Final Product Options:
- Draw pictures, write key words/phrases
- Use word bank and sentence starters
- Copy sentence starters, fill in blanks
- Adult supports with spelling
Output: Illustrated story with student writing (invented spelling accepted)
Final Product Options:
- Write 2-4 sentences per page
- Use word wall, personal dictionary, peer editing
- Self-check with writing checklist
Output: Multi-page narrative with illustrations
Writing Supports & Scaffolds
Simplified Planning Graphic Organizer
MI NARRATIVA DE FAMILIA
Mi familia y yo... [draw or paste photo]
En... [draw or paste photo]
PRIMERO - DESPUES - ENTONCES - AL FINAL
(happy, sad, surprised, scared, angry) - _______________
Picture-Based Writing Checklist
Mi Lista de Narrativa
| Componente | Imagen | Lo tengo? |
|---|---|---|
| Personajes (quien) | family | [ ] |
| Escenario (donde) | house | [ ] |
| Primero | 1 | [ ] |
| Despues | 2 | [ ] |
| Problema | worried | [ ] |
| Solucion | thumbs up | [ ] |
| Sentimientos | heart | [ ] |
| Mayuscula al principio | Aa | [ ] |
| Punto al final | . | [ ] |
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
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 for visual processing
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
Assessment Modifications
Formative Assessment Adaptations
- Picture-based exit tickets with pointing/circling
- Verbal responses recorded by adult
- Thumbs up/down/sideways for quick checks
- Drawing responses accepted
Adapted Rubric (All Tiers)
| Element | 3 - Got It! | 2 - Almost! | 1 - Keep Trying |
|---|---|---|---|
| Characters | Names/shows clearly | Present but unclear | Missing or confusing |
| Setting | Shows where/when | Shows where OR when | Missing |
| Events (2+) | In order with transitions | May be out of order | 1 or no events |
| Problem | Clear problem shown | Present but unclear | Missing |
| Solution | Problem gets solved | Attempted solution | Missing |
| Feelings | Shows how character feels | Feeling word used | Missing |
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
Technology Options
- Audio recordings of texts
- Voice recording apps for student responses
- Digital storytelling option (if available)
Family Communication
Estimadas familias,
Estamos comenzando una unidad llamada "Cuentos de las Familias." Sus hijos aprenderan a escribir una narrativa personal sobre un recuerdo o tradicion familiar.
Como pueden ayudar:
- Compartan 2-3 historias o tradiciones familiares con su hijo/a
- Envien fotos de eventos familiares
- Hablen con su hijo/a sobre: Que paso primero? Despues? Al final? Como se sintieron?
Vocabulario para practicar en casa:
Primero, despues, entonces, al final * Personajes, escenario, problema, solucion * Palabras de sentimientos: feliz, triste, emocionado, nervioso
Key Differentiation Principles
- Teach vocabulary explicitly with visuals, gestures, and repetition
- Chunk all instruction into small, manageable segments
- Provide multiple means of expression - drawing, speaking, acting, writing
- Use graphic organizers at every stage of the writing process
- Honor all response formats as valid demonstrations of learning
- Connect to students' lives to build relevance and engagement
- Celebrate growth over perfection
- Communicate with families as partners in learning
- Be flexible - if something isn't working, try a different approach
- Remember: The goal is for every student to share a family story - the format matters less than the storytelling