Bayha

Olathe Public Schools 2018 — 2019

USD #233 JULY 2018 JANUARY 2019

School Year Calendar Dates S M TW T FS
1 2 3 45
Official “open to public” date for school buildings . . . . . . . . . . . July 23 S M TW T FS
Registration Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . July 26 6 7 8 9 10 11 12
New Educators Report . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 3, 6 & 7 1 2 3 4 5 67 13 14 15 16 17 18 19
Full Day Professional Day (Educator Flex Day) . . . . . . . . . . . . . . . . . Aug. 8 8 9 10 11 12 13 14 20 21 22 23 24 25 26
Professional Day . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 9, 10, 13 & 14 15 16 17 18 19 20 21 27 28 29 30 31
½ Day (AM) Grades K–5, 6, 9 . . . . . . . . . . . . . . . . . . . . . . . . Aug. 15 22 23 24 25 26 27 28
29 30 31
(No EC, 7, 8, 10, 11, 12)
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . Aug. 15 AUGUST 2018 FEBRUARY 2019
Full Day of Classes All Students (EC-PM, K-12) (EC-AM AUG. 20) . Aug. 16
Labor Day (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sept. 3 S M TW T FS S M TW T FS
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . Sept. 28 1 2 34 12
High School Only – Assessment Day (AM)/Professional Day (PM) . Oct. 10
High School Only – Full Day of classes . . . . . . . . . . . . . . . . . . Oct. 11 5 6 7 8 9 10 11 3 4 5 6 7 89
½ Day (AM) Grades K–8 (No EC). . . . . . . . . . . . . . . . . . . . . . . Oct. 11 12 13 14 15 16 17 18 10 11 12 13 14 15 16
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . . Oct. 11 19 20 21 22 23 24 25 17 18 19 20 21 22 23
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . Oct. 12 26 27 28 29 30 31 2431 25 26 27 28
Parent/Teacher Conferences - Full Day Classes K-12 (No EC) . Oct. 17
Parent/Teacher Conferences (No Students) . . . . . . . . . . . . . . . Oct. 18 SEPTEMBER 2018 MARCH 2019
No School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Oct. 19
Thanksgiving Break (No School). . . . . . . . . . . . . . . . . . . . . Nov. 21—23 S M TW T FS S M TW T FS
Semester Break (No School) . . . . . . . . . . . . . . . . . . . . Dec. 20—Jan. 2 1
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . Jan. 3-4 12
Students Return . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jan. 7 2 3 4 5 6 78 3 4 5 6 7 89
Martin Luther King Jr. Holiday (No School). . . . . . . . . . . . . . . . Jan. 21 9 10 11 12 13 14 15 10 11 12 13 14 15 16
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . .Feb. 1 16 17 18 19 20 21 22 17 18 19 20 21 22 23
Parent/Teacher Conferences - Full Day Classes K-12 (No EC) . .Feb. 6 2330 24 25 26 27 28 29 2431 25 26 27 28 29 30
Parent/Teacher Conferences (No Students) . . . . . . . . . . . . . . . .Feb. 7
No School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Feb. 8 OCTOBER 2018 APRIL 2019
Presidents’ Day (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . .Feb. 18
Spring Break (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . Mar. 11—15 S M TW T FS S M TW T FS
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . .Mar. 18 1 2 3 4 56
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . Apr. 12 1 2 3 4 56
Seniors Last Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 16 7 8 9 10 11 12 13 7 8 9 10 11 12 13
Senior Commencement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 19 14 15 16 17 18 19 20 14 15 16 17 18 19 20
Early Childhood Last Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 22 21 22 23 24 25 26 27 21 22 23 24 25 26 27
Last ½ Day (AM) Grades K—11 . . . . . . . . . . . . . . . . . . . . . . . . . May 23 28 29 30 31 28 29 30
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . . May 23
Professional Day — last day for staff . . . . . . . . . . . . . . . . . . . . . May 24
Summer Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 29-31
Reporting Periods

1st Quarter . . . . . . . . . . . . . Aug. 15 — Oct. 11 . . . . . . . . . . . . 40 Days

2nd Quarter . . . . . . . . . . . . Oct. 15 — Dec. 19 . . . . . . . . . . . . 43 Days NOVEMBER 2018 MAY 2019

3rd Quarter . . . . . . . . . . . . . . Jan. 7 — Mar. 8 . . . . . . . . . . . . . 40 Days S M TW T FS
1 23
4th Quarter . . . . . . . . . . . . . Mar. 19 — May 23 . . . . . . . . . . . . 47 Days S M TW T FS
4 5 6 7 8 9 10
Regular School Hours Hours for Aug. 15 11 12 13 14 15 16 17 1 2 34
18 19 20 21 22 23 24 5 6 7 8 9 10 11
Early Childhood (AM) . . 8:20 — 11:30 Grades K—5. . . . . . . . . 8:20 — 11:20 25 26 27 28 29 30 12 13 14 15 16 17 18
Early Childhood (PM) . . 12:30 — 3:40 Grade 6 . . . . . . . . . . . 7:50 — 12:15 19 20 21 22 23 24 25
Grades K—5. . . . . . . 8:20 — 3:40 Grade 9 . . . . . . . . . . . 8:00 — 12:15 26 27 28 29 30 31
Grades 6—8 . . . . . . . 7:50 — 3:10
Grades 9—12 . . . . . . 8:00 — 3:00 Hours for Oct. 10-11 DECEMBER 2018 JUNE 2019

High School Finals Schedule Grades K—5 . . (Oct 11). . 8:20 — 11:20
Grades 6—8 . . (Oct 11). . 7:50 — 12:15
Grades 9—12 . (Oct 10). . 8:00 — 12:15
Hours for May 23

Dec 17 & May 20. . . . . . . . . 8:00— 3:00 Grades K—5. . . . . . . . . 8:20 — 12:00 S M TW T FS S M TW T FS
Dec 18-19 & May 21-22 . . 8:00— 11:15 Grades 6—8 . . . . . . . . . 7:50 — 11:15
1 1
Grades 9—11 . . . . . . . . 8:00 — 11:15 2 3 4 5 6 78 2 3 4 5 6 78
9 10 11 12 13 14 15 9 10 11 12 13 14 15
Parent/Teacher Conference Dates Oct. 17—18, Feb. 6—7 16 17 18 19 20 21 22 16 17 18 19 20 21 22
2330 2431 25 26 27 28 29 2330 24 25 26 27 28 29
Specific information on conference times will be provided by buildings.
If Parent/Teacher Conferences are cancelled due to inclement weather, they Professional Conference Day
will be rescheduled the following week on the same day at the same time if Day EC, K—12
circumstances permit.

Notification Statement of Non—discrimination: The Olathe Public Schools prohibit discrimination on the basis of race, color, national origin, Professional Day — New Half Day—Students Holiday
sex, age, religion or disability in its programs, activities or employment, and provides equal access to the Boy Scouts and other designated Educators Pre—service Senior
youth groups to its facilities as required by: Title IX of the Education Amendments of 1972, Title VI and Title VII of the Civil Rights Act of 1964, Commencement
the Age Discrimination Act of 1975, the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act, Section 504 of Registration Day Schools Closed,
the Rehabilitation Act of 1973 and other relevant state and federal laws. Inquiries regarding compliance with applicable civil rights statutes Support Buildings Open
related to ethnicity, gender, age discrimination or equal access may be directed to Staff Counsel, 14160 S. Black Bob Road, Olathe, KS
66063-2000, phone 913-780-7000. All inquiries regarding compliance with applicable statutes regarding Section 504 of the Rehabilitation Act Revised 3/28/18 — Visit www.olatheschools.com for future calendar updates.
and the Individuals with Disabilities Education Act and the Americans with Disabilities Act may be directed to the Assistant Superintendent
General Administration, 14160 S. Black Bob Rd. Olathe, KS 66063-2000, phone (913) 780-7000. Interested persons including those with
impaired vision or hearing, can also obtain information as to the existence and location of services, activities and facilities that are accessible
to and usable by disabled persons by calling the Assistant Superintendent General Administration. (07/17)



Bell Schedule Bell Schedule

Monday, Tuesday, Friday Wednesday

1st Hour 8:00-8:48 . . . . . . . . . . . . . . . . . 1st Hour 8:00-9:28 . . . . . . . . . . . . . . . . .
2nd Hour 8:53-9:41 . . . . . . . . . . . . . . . 3rd Hour 9:33-11:01 . . . . . . . . . . . . . . . .
3rd Hour 9:46-10:34 . . . . . . . . . . . . . . . .
4th Hour 10:39-11:29 . . . . . . . . . . . . . . Lunch A . . . . . . . . . . . . . . . . 11:05-11:30
Lunch B . . . . . . . . . . . . . . . . 11:30-11:55
Lunch A . . . . . . . . . . . . . . . . .11:32-11:57
Lunch B . . . . . . . . . . . . . . . . 11:57-12:22 5th Hour . . . . . . . . . . . . . . 11:59-1:27
7th Hour 1:32-3:00 . . . . . . . . . . . . . . . .
5th Hour 12:26-1:14 . . . . . . . . . . . . . .
6th Hour 1:19-2:07 . . . . . . . . . . . . . . . . Thursday
7th Hour 2:12-3:00 . . . . . . . . . . . . . . . .
2nd Hour 8:15-9:43 . . . . . . . . . . . . . . .
Advisory 9:48-10:13 . . . . . . . . . . . . . . . . .
4th Hour . . . . . . . . . . . . . . 10:18-11:46

Lunch A . . . . . . . . . . . . . . . . 11:49-12:14
Lunch B . . . . . . . . . . . . . . . . 12:14-12:39

6th Hour . . . . . . . . . . . . . . 12:42-2:10
Seminar 2:15-3:00 . . . . . . . . . . . . . . . . . .

Subject LONG RANGE PLANS

August September October November December

LONG RANGE PLANS

Subject January February March April May



August 2018

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31























September 2018

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

2345678

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30



















October 2018

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31



World Language Standards
Level 2 - Novice High

Communication Standard Benchmark

Culture Interpersonal Communication: Learners can communicate and exchange information about familiar topics
Connection Learners interact and negotiate meaning in spoken, signed, or written in one time frame using phrases and simple sentences, sometimes
Comparisons conversations to share information, reactions, feelings, and opinions. supported by memorized language. They can usually handle short social
Communities interactions in everyday situations by asking and answering simple
Interpretive Communication-Listening: questions.
Learners understand, interpret, and analyze what is heard, read, or Learners can often understand words, phrases, and simple sentences
viewed on a variety of topics. related to everyday life. They can recognize pieces of information and
Interpretive Communication-Reading: sometimes understand to main topic of what is being said.
Learners understand, interpret, and analyze what is heard, read, or Learners can easily understand the main idea of texts related to everyday
viewed on a variety of topics. life, personal interest, and studies. They can sometimes follow stories and
Presentational Communication-Speaking: descriptions about events and experiences in various time frames.
Learners present information, concepts, and ideas to inform, explain, Learners can present basic information on familiar topics in one time frame
persuade, and narrate on a variety of topics using appropriate media using language they have practiced by using phrases and simple
and adapting to various audiences. sentences.
Presentational Communication-Writing:
Learners present information, concepts, and ideas to inform, explain, Learners can write short messages and notes in one time frame on familiar
persuade, and narrate on a variety of topics using appropriate media topics related to everyday life using simple sentences.
and adapting to various audiences of readers or viewers.
Descriptor
Standard
Learners can engage in age-appropriate and culturally appropriate
Relating Cultural Practices to Perspectives: practices.
Learners use the language to investigate, explain, and reflect on the
relationship between the practices and perspectives of the cultures Learners can observe and identify tangible products of the target culture.
studied.
Relating Cultural Products to Perspectives: Learners can connect with other disciplines and acquire information and
Learners use the language to investigate, explain, and reflect on the diverse perspectives in order to use the language to function in academic
relationship between the products and perspectives of the cultures and career-related situations.
studied.
Making Connections: Learners can use authentic materials to access new information and gain
Learners build, reinforce, and expand their knowledge of other diverse perspectives.
disciplines while using the language to develop critical thinking and to
solve problems creatively. Learners can develop insight into the nature of language through the
comparison of the target language and their own.
Acquiring Information and Diverse Perspectives:
Learners access and evaluate information and diverse perspectives Learners can demonstrate understanding of the concept of culture through
that are available through the language and its cultures. the comparison of the target culture and their own.

Language Comparisons: Learners can communicate and interact with cultural competence in order
Learners use the language to investigate, explain, and reflect on the to participate in multilingual communities—both their own and around the
nature of language through comparisons of the language studied and world.
their own.
Cultural Comparisons:
Learners use the language to investigate, explain, and reflect on the
concept of culture through comparisons of the cultures studied and their
own.

School and Global Communities:
Learners use the language both within and beyond the classroom to
interact and collaborate in their community and the globalized world.

Lifelong Learning: Learners can show evidence of becoming lifelong learners by using the
Learners set goals and reflect on their progress in using languages for target language for personal enjoyment and enrichment.
enjoyment, enrichment, and advancement.

Olathe Public Schools, Olathe, Kansas BOE Approved (04/2018)
This material was developed for the exclusive use of USD #233 staff

Olathe Common Unit Plans – Spanish

Language and Spanish 2 Approximate Length
Level / Grade of Unit
Performance Novice High – Intermediate Approximate Number of Minutes
Range Low Weekly

Theme/Topic Los Deportes y las Actividades Escolares

AP Theme Families and Communities
Essential
Question What is a typical school day?

What should Unit Goals
learners know and
be able to do by Learners will be able to:
the end of the unit?
● Describe their daily school schedule.
● Compare and contrast the school day in other cultures.
● Discuss activities that students participate in including sports, clubs, and groups.
● Describing classes, teachers, activities, and peers from school.

• These tasks allow Summative Performance Assessment Tasks
learners to Interpretive Mode
demonstrate how
well they have Presentational Mode Interpersonal Mode
met the goals of Polished:
the unit.
On Demand:
• The tasks follow
the format of the
IPA, but are
integrated
throughout the
unit.

● The template
encourages
multiple
Interpretive
tasks.

• The Interpretive
tasks inform the
content of the
Presentational
and
Interpersonal
tasks.

• The tasks
incorporate 21st
Century
Learning.

Standards

Cultures Relating Cultural Practices and Products to Perspectives

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

(Sample Evidence) Product: El recreo
Practice: En varios lugares en el mundo hispano los estudiantes tienen un recreo de una hora o
Indicate the más para almorzar. A veces regresan a casa a comer o tomar una siesta.
relationship Perspective: Es común que en las escuelas no haya cafeterías escolares como en los EEUU.
between the
product, practice, Product: Acquiring Information and Diverse
and perspective Practice: Viewpoints
Perspective:
Connections Class schedules from other cultures
(Sample Evidence) Making Connections to Other Disciplines

Comparisons Language Comparisons Cultural Comparisons

(Sample Evidence) Identify cognates in names of classes Differences in class schedules
Eating at lunch
Communities School and Global Communities
(Sample Evidence) Lifelong Learning

Connections to
Other Standards

Toolbox

Interpretive Can Do Statements (Learning Targets)
Presentational Formative and Summative Assessments assess these items
Interpersonal (Reading/Listening) I can interpret a student’s schedule (school/activity) from a target culture.
(Reading/Listening) I can identify classes, activities, and sports in a written or audio passage.

(Speaking/Writing) I can describe activities that I am involved in.
(Speaking/Writing) I can describe my classes, teachers, and peers at school.
(Speaking/Writing) I can describe my school schedule.
(Writing) I can compare my school schedule to a school schedule from the target culture.

(Speaking) I can ask and answer questions about school schedules.
(Speaking) I can ask and answer questions about school activities and sports.
(Speaking) I can discuss the activities that I am involved in.
(Speaking) I can describe my classes, teachers, and peers at school.

Supporting Supporting Structures / Priority Vocabulary
Functions Patterns
Tell time Descriptions
a la/s…. de la aburrido, fácil, difícil, interesante, alto, artístico, bajo, bonito,
Describe personality mañana/tarde/noche bueno, cómico, guapo, joven, divertido, delgado, flaco, fuerte,
and physical Es la… débil, pelo, ojos, rubio, pelirrojo, moreno, castaño, corto, largo, liso,
characteristics Son las… rizado, aburrido
Describe Soy…
characteristics of a Es… Sports
class Tiene los ojos (color) voleibol, béisbol, baloncesto, básquetbol, natación, fútbol, fútbol
Describe likes and La clase de …. es... americano, tenis, pista y campo, softbol, la gimnasia, la lucha libre,
dislikes el sóftbol, la porrista, baile
Compare schedules Me gusta/n….
and activities
pero Classes/Clubs
también
y química, álgebra, inglés, historia, matemáticas, ciencias, ciencias
con sociales, geometría, educación física, la práctica de …, español, el
más (que) club de …., banda, coro, biología

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

menos (que) Activities
mejor jugar (deportes), cantar, tocar (instrumentos), bailar, ir, nadar,
peor textear, escribir, hablar, comer, ganar/perder (el partido), correr,
leer, tener

People
maestro, profesor, entrenador, novio, el alumno

Ask and answer ¿A qué hora es…? Places
question about ¿Cuándo …? la piscina, la escuela, la pista, el gimnasio, la oficina,
schedules ¿A qué hora tienes…? la clase de...
¿A qué hora vas…?
¿A qué hora…?

Key Learning Activities/Formative Assessments
This is a representative sample of activities/assessments across the 3 modes of communication.

Learning Activity/Formative Assessment How does this activity support the unit Mode of
(Sample activities are listed from the beginning goals or performance tasks? Communication

to the end of the unit).

Students look at a school schedule from a target Compare/contrast school schedule

culture and then compares and contrasts the Interpretive/
schedule to their own by writing. Presentational
(_Horarios de clase.docx / _Horarios de clase.pdf)

Students listen to/watch several videos of Identify personal characteristics
musicians describing themselves and then decide
which English descriptor of the person does not Interpretive
match
(_como eres? videos.mp4/_como eres? Describe teachers and classes Presentational/
videos.docx) Discuss activities and sports that they are in Interpersonal
Students explain their school schedule describing
the teacher as well as the class subject. Interpersonal

Students discuss with each other what they do
during various points of the day.

Resources Language Lab Activities

http://auforlanguageeduca.wixsite.com/school-
schedules/gallery

http://zachary-
jones.com/zambombazo/comparaciones-
horarios-de-clases-2017/ - Article about

different hours.
(_Horarios de clase.pdf)

http://spanishlistening.org/content/287-seiji-
bolivia-study.html - video about favorite class
(_que materia te gusta mas?.mp4)
http://spanishlistening.org/content/016-adelina-
spain-deportes.html - video about favorite sports
(_que deportes te gusta practicar?.mp4)

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

Olathe Common Unit Plans – Spanish 2

Language and Spanish 2 Approximate Length
Level / Grade Novice High – Intermediate of Unit
Performance Low Approximate Number of
Range Minutes Weekly
La Salud
Theme/Topic

AP Theme Science and Technology

Essential Question What constitutes a healthy routine?

Unit Goals

Learners will be able to:

What should ● Describe their own daily routine and lifestyle.
learners know and ● Compare and contrast their daily routine with a target culture.
be able to do by the ● Make recommendations on how to live a healthy lifestyle.
end of the unit? ● Interview others about their daily routine and health habits.

Summative Performance Assessment Tasks

• These tasks allow Interpretive Mode
learners to
demonstrate how Students read an infographic Students listen to a podcast of
well they have met regarding the amount of sleep a futbolista describing his daily
the goals of the a child should get in routine. Students pull out
unit. comparison to an adult and appropriate information.
answer questions.
• The tasks follow
the format of the Presentational Mode Interpersonal Mode
IPA, but are
integrated Polished:

throughout the Students create a pamphlet which describes the
unit. elements of a healthy routine.
● The template
encourages On Demand:
multiple
Interpretive tasks.
• The Interpretive
tasks inform the
content of the
Presentational
and Interpersonal
tasks.
• The tasks
incorporate 21st
Century Learning.

Standards

Cultures Relating Cultural Practices and Products to Perspectives

(Sample Evidence) Product:

Indicate the Practice:
relationship Perspective:

between the Product:
product, practice, Practice:
and perspective Perspective:

Connections Making Connections to Other Disciplines Acquiring Information and Diverse
(Sample Evidence) Viewpoints

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

Comparisons Language Comparisons Students use an infographic to pull out
(Sample Evidence) information regarding healthy routines and
practices.

Cultural Comparisons

Differences in meal times and sleep times.

Communities School and Global Communities Lifelong Learning
(Sample Evidence)

Connections to
Other Standards

Toolbox

Can Do Statements (Learning Targets)
Formative and Summative Assessments assess these items
Listening: I can often understand information related to routine and healthy habits.

Interpretive Reading: I can easily understand the main idea of texts and infographics related to daily routine.
Reading: I can understand food pyramids and texts related to healthy options.

(Speaking+Writing) I can describe my routine and healthy habits using phrases and simple
sentences.

Presentational (Speaking+Writing) I can present information comparing routines and healthy lifestyles in the
target culture and the US using phrases and simple sentences.

(Writing) I can make simple recommendations about a healthy lifestyle.

(Speaking+Writing) I can compare and contrast the daily routines of myself and others in my
family.

Interpersonal I can communicate and exchange information about routines and healthy lifestyles in one time
frame using phrases and simple sentences, sometimes supported by memorized language.

I can ask and answer simple questions about other people’s routine and healthy lifestyle choices.

I can answer questions about my daily routine.

Supporting Functions Supporting Structures / Priority Vocabulary
Describe daily routine Patterns
Daily routine actions
Me despierto me despierto, me levanto, me lavo, me baño, me cepillo
Se despierta (dientes/pelo), me afeito, me pongo, me visto, me acuesto, me
Me pongo…(ropa) duermo, me entreno, me arreglo (me preparo)

Clothing
los vaqueros (los jeans), los pantalones cortos, la camisa,

Daily routine objects
el cepillo de dientes, la pasta de dientes, el cepillo, el peine, la
toalla, el secador de pelo, la cama, desodorante, la crema/loción,
el jabón, el champú, el gel de baño

Body parts (partial)
la cara, las manos, la cabeza, el cuerpo, el cabello, las piernas

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

Give recommendations Es sano comer … muchas horas / pocas horas

about a healthy Es importante dormir … Alimentos/Nutrición
carne, pollo, pescado, verduras (brócoli, zanahorias, ejotes,
lifestyle Debes ... lechuga, tomate, pimientos) frijoles, huevos, nueces, fruta
(manzana, uvas, banana, naranja, fresas), grasas y aceites, dulces,
Express the order and Primero, ….. leche, yogur, queso, pan, cereal, arroz, pasta.
frequency of daily Antes de acostarme, ….. primero, segundo, luego, después
routine
antes de, después de

Ask and answer ¿A qué hora te levantas? todos los días, a veces, una vez por.., nunca, siempre
questions about daily ¿Cuándo …? preferir, gustarle
routine and healthy ¿Prefieres … o …?
habits ¿Cuántas veces … al día? más, menos, peor, mejor
saludable, sano
Compare lifestyles and Es más/menos … que …
daily routines Es tan … como
Lo mejor/peor es …
Lo más/menos sano es …

Key Learning Activities/Formative Assessments

This is a representative sample of activities/assessments across the 3 modes of communication.

Learning Activity/Formative Assessment How does this activity support the unit Mode of
(Sample activities are listed from the beginning goals or performance tasks? Communication

to the end of the unit).

Students listen to students from the target culture Describe daily routine Interpretive
describe their daily routine and health habits. (listening)
Students compare their own routine to one from the Presentational
target culture by writing.

Students read descriptions of school meals around the Understand nutritional choices in other Interpretive

world and write a comparison piece contrasting their cultures at school and expressing (reading)

school meal to the text of their choice. opinions. Presentational

Students write a description of a balanced lifestyle Describe a balanced lifestyle Presentational

Students design a survey about lifestyles and survey Surveying and expressing lifestyle Presentational/
their peers preferences Interpersonal

Students Interpretive
(listening)

Resources

Menús mensuales - Colegio El Porvenir (España)

Menús saludables (México)
Cinco hábitos saludables para los niños (Interpretive Reading - long text, very comprehensive)
Decálogo de hábitos saludables
https://www.youtube.com/watch?v=CDUdztn2x34

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

(Interpretive listening)

Pirámide de hábitos saludables, p. 13, 14.

https://youtu.be/8-GxLRQeT_o Video that shows the routine of a girl from Colombia and Spain

(_Reglas de Moda Argentina.pdf)

Interpretive reading - Read the fashion rules and draw what you understand

https://www.youtube.com/watch?v=FJoAUBacVxU

Como se entrena Messi? (futbolista argentino) Interpretive listening

https://www.youtube.com/watch?v=cpRk_-h5U80

Como es la dieta de Messi? (futbolista argentino) Interpretive listening

https://www.profedeele.es/actividad/vocabulario/acciones-habituales/

(listening activities)

Language Lab Activities

Notes

**Nutrition" Words related to food are unique to diverse cultures. Our textbooks have traditionally included
Spain's terminology for food. We propose using US Spanish (closer to Mexico) in our vocabulary list, but
include both terms, when possible.

**Stress that in mainstream Spanish, desayunar/almorzar/cenar are used more regularly than comer el desayuno/el
almuerzo/la cena

**If you feel more body parts are necessary, feel free to use TPR to add more vocab

**Culturally, bañarse incorporates bathing and showering and swimming
**Start using the word ‘alimento’ instead of ‘comida’ when talking to students.

*Remember that ‘entonces’ is not used in Spanish to illustrate a sequence of events. Students should use ‘luego’ instead.
(Primero, me cepillo los dientes. Luego, me lavo la cara.)

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

I

Olathe Common Unit Plans – Spanish

Language and Spanish 2 Approximate Length
Level / Grade Novice High – Intermediate Low of Unit
Performance Mi hogar y mi comunidad Approximate Number of
Range Minutes Weekly

Theme/Topic

AP Theme Families and Communities

Essential Question

Unit Goals

Learners will be able to:

What should ● Answer questions about their home and community.
learners know and ● Describe what they do in their home.
be able to do by the ● Describe and answer questions about the layout and items in their home.
end of the unit? ● Compare the family structure of their community with that of the target culture.

• These tasks allow Summative Performance Assessment Tasks
learners to Interpretive Mode
demonstrate how
well they have met Presentational Mode Interpersonal Mode
the goals of the Polished:
unit.
On Demand:
• The tasks follow
the format of the
IPA, but are
integrated
throughout the
unit.

● The template
encourages
multiple
Interpretive tasks.

• The Interpretive
tasks inform the
content of the
Presentational
and Interpersonal
tasks.

• The tasks
incorporate 21st
Century Learning.

Standards

Cultures Relating Cultural Practices and Products to Perspectives
(Sample Evidence)
Product:
Indicate the Practice:
relationship Perspective:

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

between the Product: Acquiring Information and Diverse Viewpoints
product, practice, Practice:
and perspective Perspective:

Connections Making Connections to Other Disciplines
(Sample Evidence)

Comparisons Language Comparisons Cultural Comparisons
(Sample Evidence)

Communities School and Global Communities Lifelong Learning
(Sample Evidence)

Connections to
Other Standards

Toolbox

Can Do Statements (Learning Targets)
Formative and Summative Assessments assess these items

(Reading + Listening) I can understand descriptions of homes and communities of others.

Interpretive (Reading + Listening) I can understand descriptions of what others do in their homes and communities.

(Reading and Listening) I can understand directions being ready

Presentational (Speaking + Writing) I can describe the layout of my home and community.
Interpersonal (Speaking + Writing) I can present information about the things I do in my home and community.
I can ask and answer questions concerning my home and others in my community.
I can ask and answer questions concerning the activities I and others do in my home and community.

Supporting Supporting Structures / Patterns Priority Vocabulary
Functions amable, chismosa, entrometido, mandón, exigente, cariñoso
Personality Mi…...es . . .
description of family más . . . que
members menos . . . que
tan . . . como
Understand spoken
commands Favor de…..(limpiar)
…..
Limpia el cuarto.

Describe objects in Tiene . . . sala, dormitorio, cocina, comedor, garaje, baño, escaleras,
rooms sótano, pisos, cuarto, habitación, la tina, la ducha, el lavabo, el
Está en . . . fregadero, los gabinetes, la estufa, el refrigerador, el suelo, la
Hay….en alfombra, la cama, la cómoda, el armario, el sofá, el sillón, la
silla, la mesa, grande, pequeño, la casa, el apartamento, la
escalera, el jardín, el hogar, el horno microonda

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

enfrente de, detrás de, al lado de, encima de, debajo de

Describe their Está . . . calle, esquina, manzana, piscina, parque, centro comercial,
community ¿Dónde queda….. vecindario, barrio, comunidad, escuelas, supermercado
Es. . .
Describe what you Tiene . . . primero, segundo, tercero, entonces, luego, después, antes, antes
do in the community de, después de, finalmente, por fin, normalmente, generalmente,
Voy a….. para….. a veces, de vez en cuando, siempre, nunca, mucho, poco
Veo una película en…..
descansar, dormir, limpiar, lavar, estudiar, hacer ejercicio, hacer
Describe what they ¿Qué haces en ….. la tarea, trabajar, preparar la comida, jugar, hablar, caminar,
do at home textear, mirar la tele, charlar, platicar, sacar la basura, cortar el
Frequency…..verb césped, ordenar la habitación, tender la cama, acomodar, hacer la
-Siempre……. colada, cuidar a hermanos, mascotas, etc., ayudarles a los
-ex (estudio en mi dormitorio) padres, los abuelos, etc., sacudir los muebles

Compare and En….. mientras que….. hermanastros, compadre, madrastra, comadre, padrastro,
contrast family Vivo con….. madrina, primos, esposos, padrino, tíos, hijos, vecinos, sobrinos,
structures in the nietos, suegros, yerno, cuñados, nuera
target culture

Key Learning Activities/Formative Assessments

This is a representative sample of activities/assessments across the 3 modes of communication.

Learning Activity/Formative Assessment How does this activity support the Mode of Communication
(Sample activities are listed from the beginning unit goals or performance tasks?

to the end of the unit).

Read classified ads for homes/apartments that are for rent or Describe their home and Interpretive

for sale in Spanish-speaking countries. community.

Create a floorplan of their home that includes furniture and Describe their home and Presentational
built-ins that are labeled. Present floorplan explaining where community with details. Interpretive
rooms and elements within them are located in relation to Interpersonal
each other. Identify chores that children ages 3
Read an article about chores for all ages and up are able to accomplish
(_Interpretive Performance Assessment
quehaceres.docx/_Interpretive Performance Assessment Describe what they do at home.
quehaceres article.docx)
Students can discuss what they do at home in order to
identify similarities and differences.

Resources Language Lab Activities

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

https://www.fotocasa.es/es/comprar/casas/espana/todas-las-
zonas/l
https://www.argentina.gob.ar/interior-planvivienda/noticias
https://www.pinterest.es/pin/487866572116302473/
https://familias.com/88/dividiendo-los-quehaceres-del-
hogar-en-el-matrimonio
https://www.planillaexcel.com/calendario-de-tareas-de-
hogar-en-excel

https://www.pinterest.es/pin/546272629788174231/
http://www.upsocl.com/creatividad/acepta-este-desafio-de-
31-dias-para-ordenar-tu-hogar-de-forma-economica-y-
creativa/
https://rimixradio.com/una-villa-hermosa-que-surgio-en-las-
laderas-de-medellin/
https://www.apartments.com/es/

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

Olathe Common Unit Plans – Spanish

Language and Spanish 2 Approximate Length
Level / Grade Novice High – Intermediate of Unit
Performance Low Approximate Number of Minutes
Range Weekly
De Viaje
Theme/Topic

AP Theme Contemporary Life - Travel and Leisure

Essential Question Why do people travel?

Unit Goals

Learners will be able to:

What should ● Describe how people prepare for a trip.
learners know and ● Explain what people consider when choosing a travel destination.
be able to do by the ● Describe a past vacation/trip.
end of the unit? ● Compare and contrast possible excursion activities in target culture locations and their own

community.

• These tasks allow Summative Performance Assessment Tasks
learners to Interpretive Mode
demonstrate how
well they have met Presentational Mode Interpersonal Mode
the goals of the Polished:
unit.
On Demand:
• The tasks follow
the format of the
IPA, but are
integrated

throughout the
unit.
● The template
encourages
multiple
Interpretive tasks.
• The Interpretive
tasks inform the
content of the
Presentational
and Interpersonal
tasks.
• The tasks
incorporate 21st
Century Learning.

Standards

Cultures Relating Cultural Practices and Products to Perspectives

(Sample Evidence) Product:

Indicate the Practice:
relationship Perspective:

between the Product:
product, practice, Practice:
and perspective Perspective:

Connections Making Connections to Other Disciplines Acquiring Information and Diverse
(Sample Evidence) Viewpoints

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

Comparisons Language Comparisons Cultural Comparisons
(Sample Evidence)

Communities School and Global Communities Lifelong Learning
(Sample Evidence)

Connections to Toolbox
Other Standards
Can Do Statements (Learning Targets)
Interpretive Formative and Summative Assessments assess these items
I can identify activities and excursions offered to travelers in the target culture when reading text or
listening/watching audio/visual passages.

I can understand where somebody went and what they did on a trip/vacation

Presentational I can explain why I chose a travel destination.
Interpersonal
I can describe vacation/excursion activities that interest me.

I can describe how I prepare for travel.

I can compare and contrast possible excursion activities.

I can describe a trip/vacation that I took.

I can answer questions about where I travel, what I do while on vacation, and why I chose the
destination.

I can ask questions about where others travel, what they do while on vacation, and why they chose
the destination.

I can answer questions about a past vacation/trip that I took.
I can ask questions about a friend’s past vacation/trip.

Supporting Functions Supporting Structures / Priority Vocabulary
Planning a trip Patterns
Planning a trip
Antes de viajar… buscar información,viajar, el lugar, el destino. la ciudad, el campo,
Despues de… el país, empacar, comprar, el boleto, la maleta, el aeropuerto, el
Primero carro, llegar

Describe vacation durante Packing:
activities primero el traje de baño, los pantalones cortos, las sandalias, la camiseta,
después los zapatos de tenis, el bronceador, las botas, el abrigo, los jeans, la
luego chaqueta, el suéter, etc.
más tarde

Describe a past el (verano) pasado On vacation
vacation/trip el (mes) pasado el hotel, la habitación, la llave, la playa, el volcán, la catarata, las
el año pasado montañas, el lago, la piscina, el transporte público, la estación de
tren, autobús, metro

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

Tell what you el fin de semana pasado Activities on a trip
buy/bought yo fui a… esquiar, visitar museos, pescar, acampar, escalar, ir de excursión,
yo traje … explorar, ir de compras, ver atracciones, nadar, broncearse,
Ask questions about yo empaqué… descansar, tomar fotos, tomar el sol, relajarse, divertirse
shopping items yo vi…
Souvenir shopping
¿Qué compraste? el recuerdo, la camiseta, el llavero, la bolsa, las sandalias, la toalla,
la gorra, las joyas, los aretes, la pulsera, el collar, de metal, de
Compré plata, de oro, el mercado, barato, caro, las artesanías, el precio

¿Cuánto cuesta(n)? pagar con la tarjeta de crédito/(el dinero en) efectivo
¿Es de…?
¿De que es?
¿Podria ver…?
Me gustaría ver…

Ask questions about a ¿....tú? ¿....viste / acampaste / viajaste / visitaste / etc.
trip ¿Qué hiciste…?
¿Cuándo... tu…?

¿Adónde fuiste?

¿Qué compraste?

¿Qué viste?

Key Learning Activities/Formative Assessments

This is a representative sample of activities/assessments across the 3 modes of communication.

Learning Activity/Formative Assessment How does this activity support the unit Mode of
(Sample activities are listed from the beginning goals or performance tasks? Communication

to the end of the unit).

Resources Language Lab Activities

Travel tips viajar en avion.mp4
(video explaining how to prepare for airplane travel
and what to do in the airport)
Como hacer bien la maleta.docx
(reading from a blog about packing tips)

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

Olathe Common Unit Plans – Spanish

Language and Spanish 2 Approximate Length
Level / Grade Novice High – Intermediate of Unit
Performance Low Approximate Number of Minutes
Range Weekly
La Niñez
Theme/Topic

AP Theme Personal and Public Identities

Essential Question How do you change as you age?

Unit Goals

Learners will be able to:

What should ● Describe habitual experiences throughout childhood.
learners know and ● Describe their personality throughout childhood.
be able to do by the ● Ask and answer questions about childhood experiences including preferences about
end of the unit?
activities.
● Compare their childhood to the life of a youth in the target culture.

• These tasks allow Summative Performance Assessment Tasks
learners to Interpretive Mode
demonstrate how
well they have met Presentational Mode Interpersonal Mode
the goals of the Polished:
Show and Tell
unit. _Show and tell rubric.pdf
• The tasks follow
On Demand:
the format of the
IPA, but are
integrated
throughout the
unit.
● The template
encourages
multiple
Interpretive tasks.
• The Interpretive
tasks inform the
content of the
Presentational

and Interpersonal
tasks.
• The tasks
incorporate 21st
Century Learning.

Standards

Cultures Relating Cultural Practices and Products to Perspectives

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017

(Sample Evidence) Product: Acquiring Information and Diverse
Practice: Viewpoints
Indicate the Perspective:
relationship
between the Product:
product, practice, Practice:
and perspective Perspective:

Connections Making Connections to Other Disciplines
(Sample Evidence)

Comparisons Language Comparisons Cultural Comparisons
(Sample Evidence)

Communities School and Global Communities Lifelong Learning
(Sample Evidence)

Connections to Toolbox
Other Standards
Can Do Statements (Learning Targets)
Interpretive Formative and Summative Assessments assess these items
Presentational I can understand the main idea of authentic printed materials about childhood activities.
Interpersonal I can understand the main idea of a description of someone’s childhood.
I can understand simple questions or statements about someone’s childhood.
I can describe my childhood by expressing my preferences and what I was like.
I can compare and contrast my childhood with the childhood of someone from the target culture.
I can ask and answer questions about preferences as a child.
I can and answer questions about what I was like as a child.

Supporting Supporting Structures / Priority Vocabulary
Functions Patterns
Describe what I was Description
like as a child Era extrovertido / introvertido, talentoso, sociable
(physical appearance tenía travieso, antipatico, amable, agradable
and personality) timido, honesto, obediente/desobediente
Express preferences (no) me gustaba(n)... divertido,aventurero, consentido,impaciente, amigable, callado,
from my childhood Me interesaba(n)... animado, torpe, imaginativo, ansioso, pesado, ruidoso, flaco, flojo
Me importaba(n)...
Asking about another Me encantaba(n)... Reacciones personales
person’s childhood. Prefería enojarse con, preocuparse por, reunirse, divertirse, portarse
¿Qué (no) te gustaba(n)...? bien/mal, columpiarse
Expressing frequency ¿Cómo eras?
of actions/events. ¿Tenías? Actividades
¿Preferías? llorar, pelearse, esconderse, trepar a los árboles, construir, jugar a
¿Qué veías? casita, disfrutar, compartir, leer/escuchar cuentos, ver los dibujos
¿Qué comías? animados/caricaturas
Siempre, todos los días,
muchas veces, de vez en Los Juegos y juguetes
cuando, cada…(mes, dia, el juego, el juguete, los bloques, animal de peluche, el camión, el
semana), nunca, a veces triciclo, la pelota, el peluche, la muñeca/el muñeco, el trampolín, el

Adapted from ACTFL Keys to Planning for Learning by Clementi & Terrill © 2017