Julie Bayha

○ green
○ blue
○ pink
○ purple
○ black
○ brown
○ white
○ gray
● Pop-Up Grammar, such as:
○ Adjective placement
○ To buy (all forms)
○ To wear (all forms)
○ Possessive adjectives
○ Demonstrative adjectives (French)
● Relevant high frequency vocabulary
● Additional vocabulary as needed to interpret the
materials (such as authentic materials, readers,
articles, podcasts, videos, music, etc.)
● Relevant cultural information related to beauty and
aesthetics:
○ currency
○ shopping customs (greetings, hours, specific

style items)
○ sizing differences
● Relevant idiomatic expressions (introduced and
supported by teacher)

STANDARDS ALIGNMENT
Missouri Learning Standards for World Languages

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence
Unit Learning Goal: Students will be able to discuss their personal preferences and style in regard to fashion.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 When speaking in the target language, the student will:
● describe what someone is wearing
● answer questions about clothing and clothing preferences
● describe family and friends regarding what they are wearing

When writing in the target language, the student will:
● describe what someone is wearing / likes to wear
● describe a character using body parts vocabulary words
● answer questions about clothing and clothing preferences

When listening in the target language, the student will:
● recognize colors
● recognize body parts
● understand descriptions of clothing

When reading in the target language the student will:
● understand descriptions of clothing items to make a purchase
● understand basic information from an ad

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information, such as: describing what someone is wearing or likes to wear
When writing in the target language, the student will:
● provide basic information, such as: describing what someone is wearing or likes to wear, the
description of a character, and shopping preferences
When listening in the target language, the student will:
● recognize basic vocabulary such as: familiar words, phrases, and simple sentences about clothing,
colors, body parts, and shopping when they hear them spoken
When reading in the target language, the student will:
● recognize basic vocabulary such as: familiar words, phrases, and simple sentences about clothing,
colors, body parts, and shopping
However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

Unit Overview

Course Title: World Languages - Level I

Unit Title: Global Challenges

Summary of Unit: In this unit students learn to talk about relevant environmental issues. Using the target language
vocabulary they acquire throughout the unit, students will discuss current environmental events and weather. By the
end of the unit, students will understand that environmental and weather-related issues are relevant around the world.
Students will engage with a variety of authentic and pseudo-authentic materials to expand their vocabulary and deepen
their understanding of the theme.

Approximate Unit Length: 3 weeks

Unit Learning Goals
Students will be able to discuss the weather, seasons, geographical features and environmental issues. (Overarching
Learning Goals #1, #2, #3)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…

identify common global challenges using the target language.

MEANING

Essential Questions Enduring Understandings

Students will consider… Students will understand that…
● What are some environmental issues that societies ● Connections exist between global challenges and

encounter throughout the world? environmental issues.

● Environmental challenges are universal.

● Environmental challenges are impacted by
geography.

ACQUISITION

Key Knowledge Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at…
● Vocabulary: Interpersonal Communication - Novice
○ weather
○ temperature ● communicating on very familiar topics using a
○ What’s the weather like? variety of words and phrases that they have
○ It’s hot. practiced and memorized, such as:
○ It’s cold. ○ ask and respond to questions about the
○ It’s raining. weather in both the native and target culture
○ It’s snowing. ○ ask and respond to questions pertaining to
○ It’s sunny. environmental issues
○ It’s windy.
○ It’s cloudy. Presentational Speaking - Novice
○ It’s cool. ● presenting information about self and some other
○ The weather is good. very familiar topics using a variety of words,
○ The weather is bad. phrases, and memorized expressions, such as:
○ give a weather report
○ list the months and seasons

○ storm Presentational Writing - Novice
○ flood ● writing lists, memorized phrases, and short
○ earthquake messages on familiar topics, such as:
○ tornado ○ describe clothing needed for different
○ fire seasons/weather on a trip
○ nature
○ sun Interpretive Listening - Novice
○ tree ● recognizing familiar words, phrases, and simple
○ plant sentences when they hear them spoken, such as:
○ flowers ○ recognize common weather expressions
○ river ○ understand some facts about the weather
○ lake when weather symbols are used
○ ocean ○ understand the main idea of video/podcast
○ sea about environmental issues
○ mountain
○ forest Interpretive Reading - Novice
○ jungle ● when reading, understand familiar words, phrases,
○ desert and sentences within short and simple texts such as:
○ Earth ○ understand the main idea of a simple text
○ animal about environmental issues
○ to recycle ○ read the labels on a recycling bin
○ can ○ read a weather forecast
○ bottle
○ glass
○ paper
○ plastic
○ metal
○ pollution
○ trash

○ water
○ air
○ energy
○ electricity
○ ecological/eco-friendly
○ spring
○ summer
○ winter
○ fall
○ season
● Pop-up Grammar:
○ to have to/must
○ should (Spanish & German)
○ It’s necessary to (French)
● Relevant high frequency vocabulary.
● Additional vocabulary as needed to interpret the
materials (such as authentic materials, readers,
articles, podcasts, videos, music, etc.)
● Relevant cultural information related to global
challenges:
○ seasonal differences
○ Celsius/Fahrenheit
○ conservation of resources
○ recycling practices

STANDARDS ALIGNMENT
Missouri Learning Standards for World Languages

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence

Unit Learning Goal: Students will be able to discuss the weather, seasons, geographical features and environmental
issues.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 When speaking in the target language, the student will:
● ask and respond to questions about the weather
● ask and respond to questions pertaining to environmental issues
● talk about the day’s weather
● name the months and seasons

When writing in the target language, the student will:
● describe clothing needed for different seasons/weather on a trip
● give a short weather report

When listening in the target language, the student will:
● understand common weather expressions
● understand the main idea of video/podcast about environmental issues

When reading in the target language the student will:
● understand the main idea of a simple text about environmental issues
● understand a weather forecast

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information, such as: responding to questions about weather, talking about the day’s
weather, and naming the months and seasons
When writing in the target language, the student will:
● provide basic information, such as: describing the appropriate clothing needed for certain
seasons/situations
When listening in the target language, the student will:
● recognize basic vocabulary such as: common weather expressions, weather reports, and news
reports/podcasts about environmental issues
When reading in the target language, the student will:
● recognize basic vocabulary such as: the main idea of a simple text about environmental issues and/or
a weather forecast
However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

Unit Overview

Course Title: World Languages - Level I

Unit Title: Science and Technology

Summary of Unit: In this unit students learn to talk about modern technology applications. Using the target language
vocabulary they acquire throughout the unit, students will describe how they use technology to communicate with
others. Students will also acquire the necessary skills to discuss the sequences and processes to use modern devices,
such as cellphones and computers. Students will engage with a variety of authentic and pseudo-authentic materials to
expand their vocabulary and deepen their understanding of the theme.

Approximate Unit Length: 3-4 weeks

Unit Learning Goals
Students will be able to discuss the technology that they use in their daily lives and whether or not it helps their learning.
(Overarching Learning Goals #1)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…

identify topics and issues related to science and technology using the target language.

Essential Questions MEANING
Enduring Understandings

Students will consider… Students will understand that…

● What developments in science and technology affect ● Changes in science and technology affect our lives.
our lives?
● Technology serves a variety of purposes and can aid
● Does technology help you learn? understanding and learning.

ACQUISITION

Key Knowledge Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at…
● Vocabulary:
○ wireless Interpersonal Communication - Novice
○ technology ● communicating on very familiar topics using a
○ computer variety of words and phrases that they have
○ laptop practiced and memorized, such as:
○ tablet ○ discuss what they learn and do with
○ printer technology
○ screen ○ invite and make plans with someone using
○ touch screen technology
○ mouse ○ respond to email
○ keyboard
○ web page Presentational Speaking - Novice
○ website ● presenting information about self and some other
○ social media/network very familiar topics using a variety of words,
○ username phrases, and memorized expressions, such as:
○ talk about how they use technology in their

○ password daily lives
○ to click on Presentational Writing - Novice
○ email
○ information ● writing lists, memorized phrases, and short
○ message messages on familiar topics, such as:
○ text message ○ write about how technology helps them learn
○ cell phone ○ create lists of topics or categories using
○ headphones vocabulary they have learned
○ (digital) camera ○ create an email/text message
○ photo/photograph ○ describe a technology item and how it is used
○ video
○ slow Interpretive Listening - Novice
○ fast ● recognizing familiar words, phrases, and simple
○ slowly sentences when they hear them spoken, such as:
○ quickly ○ understand the main idea of a voice message
○ to use or description of technology and its use
○ to post ○ understand the main idea of a short video
○ to take photos (YouTube) clip
○ to charge
○ to search/research Interpretive Reading - Novice
○ to print ● when reading, understand familiar words, phrases,
○ to send and sentences within short and simple texts such as:
○ to receive ○ understand the main idea of email/text
○ to ring/to sound/to alert message/social media message or article
○ to turn off about technology
○ to turn on
○ to function/work
○ to follow
○ to communicate

○ to protect
○ to steal
○ to record
○ to download
○ to upload
○ to cheat
○ to change
○ to erase/delete
○ to save/keep
○ to copy
○ to share
○ link
○ post
○ file
○ intellectual property
○ thoughts
○ piracy
○ communication
● Pop-Up Grammar:
○ Present Progressive (Spanish)
● Relevant high frequency vocabulary.
● Additional vocabulary as needed to interpret the
materials (such as authentic materials, readers,
articles, podcasts, videos, music, etc.)
● Relevant cultural information related to science and
technology:
○ Popular social networking sites in the target

cultures
○ Accessibility of technology in target cultures

STANDARDS ALIGNMENT
Missouri Learning Standards for World Languages

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence

Unit Learning Goal: Students will be able to discuss the technology that they use in their daily lives and whether or
not it helps their learning.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 When speaking in the target language, the student will:
● discuss use of personal technology

When writing in the target language, the student will:
● write about technology use in daily life
● describe technology and how it is used

When listening in the target language, the student will:
● understand the main idea of a voice message, function of technology, and/or a short video clip

When reading in the target language the student will:
● understand the main idea of email/text message/social media message or article about technology

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information such as: discussing what they do with technology
When writing in the target language, the student will:
● provide basic information such as: writing about how technology helps them learn, creating lists of
topics or categories using vocabulary they have learned, and describing technology and how it is used

When listening in the target language, the student will:
● recognize basic vocabulary such as: understanding the main idea of a voice message, function of
technology, and/or a short video clip

When reading in the target language, the student will:
● recognize basic vocabulary such as: understanding the main idea of email/text message/social media
message or article about technology

However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support



Unit Overview
Course Title: World Languages - Level II
Unit Title: Personal and Public Identities
Summary of Unit: In this unit students deepen their knowledge of their personal and public identities. Using the target language
vocabulary they acquire throughout the unit, students will describe their personalities and how their identities develop over time.
In addition, students will investigate the public identities of popular figures/celebrities in the target culture. By the end of the unit,
students will understand that a variety of factors impact one’s identity and that one’s identity can change. Students will engage with
a variety of authentic and pseudo-authentic materials to expand their vocabulary and deepen their understanding of the theme.
Approximate Unit Length: 6-7 weeks

Unit Learning Goals
Students will be able to discuss their personalities and how their identities develop over time. (Overarching Learning Goals #1, #2,
#4)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…
investigate the cultural influences on personal and public identities using the target language.

Essential Questions MEANING
Enduring Understandings

Students will consider… Students will understand that…

● What factors contribute to the development of my ● Social, environmental and cultural factors contribute to
personal identity? the development of his or her identity.

● Does my personal identity differ from my public ● Personal identity typically differs from public identity.
identity? ● An individual’s culture is part of one’s identity.

● What influence does my culture have on my identity?

ACQUISITION

Key Knowledge Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at…
● Vocabulary:
○ excited Interpersonal Communication - Novice
○ tired ● communicating on some very familiar topics using single
○ stressed words and phrases that they have practiced and
○ depressed memorized, such as:
○ worried ○ answer questions about likes/dislikes
○ surprised ○ ask/say/write something about classmates,

○ artistic friends or coworkers
○ lazy ○ talk with someone about
○ honest
○ dishonest hobbies/interests/school/work
○ educated ○ talk about their current identity and how it has
○ embarrassed
○ organized/neat changed from when they were younger
○ unorganized/messy ○ talk about their personal and public roles within
○ jealous
○ responsible their communities
○ social
○ to be in a good mood Presentational Speaking - Novice
○ to be in a bad mood ● presenting information about self and some other very
○ to be in style/fashionable familiar topics using a variety of words, phrases, and
○ fan memorized expressions, such as:
○ athlete ○ describe where they work and what they do
○ player (baseball player, soccer player, etc.) ○ describe likes/dislikes (sports, activities, hobbies)
○ gymnast
○ cheerleader Presentational Writing - Novice
○ dancer ● writing lists, memorized phrases, and short messages on
○ swimmer familiar topics, such as:
○ musician ○ write about their current identity
○ artist ○ describe how they used to be when they were
○ actor younger
○ actress
○ cook Presentational Writing - Intermediate
○ lifeguard ● write briefly about most familiar topics and present
○ babysitter information using a series of simple sentences, such as:
○ waiter ○ write about a famous athlete, celebrity or
○ waitress historical figure
○ cashier ○ describe the physical appearance or personality of
a friend or family member

Interpretive Listening - Novice

○ volunteer ● understanding familiar words, phrases, and simple
○ strange sentences when they hear them spoken, such as:
○ unique ○ understand when people introduce and describe
○ Freshman themselves
○ Sophomore ○ understand questions about how old they are,
○ Junior where they live, and what they do in their free
○ Senior time (etc.)
○ bully ○ understand physical descriptions of a photo
○ victim ○ understand questions or statements about my
○ witness friends/classmates
● Pop-Up Grammar, such as:
○ Present tense (review) Interpretive Reading - Novice
○ Adjective agreement (review) ● when reading, understand familiar words, phrases, and
○ Ser vs. estar (Spanish) sentences within short and simple texts such as:
○ Comparisons & Superlatives ○ understand the message conveyed through ads,
○ Introduce imperfect tense pamphlets or articles related to identity
● Relevant high frequency vocabulary
● Additional vocabulary as needed to interpret the Interpretive Reading - Intermediate
materials (such as authentic materials, readers, articles, ● understand the main idea of short and simple texts when
podcasts, videos, music, etc.) the topic is familiar, such as:
● Relevant cultural information related to personal and ○ understand some information on job postings
public identity ○ understand personal information about
○ Review of school structure athletes/celebrities
○ Jobs (for teenagers)

STANDARDS ALIGNMENT

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence

Unit Learning Goal: Students will be able to discuss their personalities and how their identities develop over time.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.
3.0 The student will apply appropriate vocabulary acquired in Levels I and II.

When speaking in the target language, the student will:
● talk about likes/dislikes (sports, activities, hobbies, school, and work)
● describe classmates, friends or coworkers
● talk about their current identity and how they were when they were younger
● talk about their personal and public roles within their communities

When writing in the target language, the student will:
● write about current identity and how they used to be when they were younger
● write about a famous athlete, celebrity or historical figure
● describe the physical appearance and personality of a friend or family member

When listening in the target language, the student will:
● understand when people introduce and describe themselves
● understand questions about how old they are, where they live, and what they do in their free time
● understand questions or statements about friends/classmates

When reading in the target language, the student will:
● understand the message conveyed through ads or articles related to identity
● understand some information on job postings

● understand personal information about athletes/celebrities
The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information, such as: talking about likes/dislikes (sports, activities, hobbies), describing
classmates, friends or coworkers, talking about their current identity and how it has changed from when they
were younger, talking about their personal and public roles within their communities
When writing in the target language, the student will:
● provide basic information, such as: writing about current identity and comparing that to how they used to be
when they were younger, writing about a famous athlete/celebrity, and describing the physical appearance or
personality of a friend or family member
When listening in the target language, the student will:
● recognize basic vocabulary such as: understanding when people introduce and describe themselves, questions
about how old they are, where they live, what they do in their free time, and questions or statements about my
friends/classmates
When reading in the target language, the student will:
● recognize basic vocabulary such as: understanding the message conveyed through ads or articles related to
identity, some information on job postings, and personal information about athletes/celebrities
However, the student exhibits major errors or omissions regarding the more complex ideas and
processes.

1.0 Partial success with 2.0 content and 3.0 content with support

Unit Overview
Course Title: World Languages - Level II
Unit Title: Families and Communities
Summary of Unit: In this unit students talk about their own communities and communities of the target culture. Using the
target language vocabulary they acquire throughout the unit, students will describe what constitutes a community as well as
different roles within each community. By the end of the unit, students will understand that culture has an impact on the make-up
of a community. Students will engage with a variety of authentic and pseudo-authentic materials to expand their vocabulary and
deepen their understanding of the theme.
Approximate Unit Length: 6 weeks

Unit Learning Goals
Students will be able to discuss modes of transportation, places in the community and the errands that coincide with those places.
(Overarching Learning Goals #1, #2, #4)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…
Use the target language to make comparisons and connections regarding communities in the native and target cultures.

Essential Questions MEANING
Enduring Understandings

Students will consider… Students will understand that…

● What are communities in the native and in the target ● Individuals have responsibilities in contributing to
cultures? communities.

● What are common roles within different communities ● Communities differ around the world.
(i.e. school, teams, church, jobs)?
● An individual’s role changes within different
communities.

ACQUISITION

Key Knowledge Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at…
● Vocabulary:
○ neighbor Interpersonal Communication - Novice
○ owner ● communicating on some very familiar topics using single
○ boss words and phrases that they have practiced and
○ manager memorized, such as:
○ cashier ○ say who they are going to see
○ salesclerk ○ make plans to do something or go somewhere

○ firefighter ○ tell someone where they are going
○ doctor ○ talk about places they know
○ nurse ○ answer questions about where they are going or
○ police officer
○ country where they went
○ state ○ exchange information about where to go, such as
○ city
○ town the store, the movie theater, etc.
○ place ○ exchange information through participation in a
○ community
○ neighborhood mini-society in the target culture
○ downtown
○ shopping mall Presentational Speaking - Novice
○ movie theatre ● presenting information about self and some other very
○ hospital familiar topics using a variety of words, phrases, and
○ church memorized expressions, such as:
○ salon/hair dresser ○ tell about what happens after school or work
○ pool ○ present basic information about their
○ beach community, town/city, state or country
○ store ○ describe a landmark or location they visited
○ pharmacy
○ post office Presentational Writing - Novice
○ museum ● writing lists, memorized phrases, and short messages on
○ market familiar topics, such as:
○ supermarket ○ write about what happens after school or on the
○ butcher shop weekend in different communities
○ bakery ○ write a postcard message about a place they
○ shoe store visited
○ park ○ write about an activity (field trip, website, etc.) in
○ city/town square which they participated
○ university/college
Presentational Writing - Intermediate
● write briefly about most familiar topics and present
information using a series of simple sentences, such as:

○ stadium ○ write about a place they visited
○ station (of) (police, fire, subway, train, etc.) ○ write about a holiday, celebration or vacation
○ airport ○ write about the errands they completed last
○ bank
○ to drive weekend
○ modes of transportation (train, bus, on foot,
Interpretive Listening - Novice
plane, subway, boat, ship, bicycle, car) ● understanding familiar words, phrases, and simple
○ driver’s license/permit sentences when they hear them spoken, such as:
○ responsibility ○ understand questions about what they do in their
○ job free time
● Pop-Up Grammar, such as: ○ sometimes understand a simple transaction
○ Past Tense (passé composé with avoir and être - between a clerk and a customer

French, present perfect - German, preterite - Interpretive Reading - Novice
Spanish) ● when reading, understand familiar words, phrases, and
○ Spanish: Irregular preterite sentences within short and simple texts such as:
○ locate places on city maps
■ Must be able to interpret and produce all ○ understand a store’s hours of operation
forms of: ir, ver, dar, venir, decir, poner, ○ understand a public transportation schedule
saber, tener, hacer ○ understand postcards from friends
○ identify major attractions and destinations on a
■ Interpretive mode only: traer, leer, caer, travel brochure
poder, querer, creer, oír
Interpretive Reading - Intermediate
○ French: Introduce regular past participles (-er, - ● understand the main idea of short and simple texts when
ir, and -re verbs) and irregular past participles the topic is familiar, such as:
(faire, être, prendre, voir, vouloir, pouvoir, dire, ○ understand a text from a friend about plans
avoir, devoir, lire, écrire, recevoir) ○ understand when a friend accepts/rejects an
invitation
○ French: stress pronouns ○ understand the main idea and some details of
● Relevant high frequency vocabulary articles about communities and modes of
● Additional vocabulary as needed to interpret the

materials (such as authentic materials, readers, articles,
podcasts, videos, music, etc.)
● Relevant cultural information related to family and
community.

○ modes of transportation transportation
○ specialty stores/markets
○ store hours of operation
○ age for driver’s license
○ post-secondary education/paths
○ city/town structure
○ 24-hour clock system (French & German)

STANDARDS ALIGNMENT

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence

Unit Learning Goal: Students will be able to discuss modes of transportation, places in the community and the errands that
coincide with those places.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.
3.0
The student will apply appropriate vocabulary acquired in Levels I and II.

When speaking in the target language, the student will:
● make future plans and discuss past happenings (What?, Where?, When?, With whom?, How?, etc.)

● exchange information about where to go, such as the store, the movie theater, etc.
● present basic information about the community, town/city, state or country
● describe a landmark or location visited
When writing in the target language, the student will:
● write about what happened over the weekend, about a place he/she visited, an activity (field trip, website, etc.)

in which he/she participated, a holiday, celebration or vacation
When listening in the target language, the student will:

● understand questions about where he/she goes/went in his/her free time
When reading in the target language, the student will:

● understand a text from a friend about plans and when a friend accepts/rejects an invitation
● understand the main idea and some details of a short text and/or articles about communities and modes of

transportation
The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information, such as: making future plans and discussing past happenings (What?, Where?,
When?, With whom?, How?, etc.), exchanging information about where to go, such as the store, the movie
theater, etc., presenting basic information about the community, town/city, state or country, and describing a
landmark or location visited
When writing in the target language, the student will:
● provide basic information, such as: writing about what happened over the weekend, about a place he/she
visited, an activity (field trip, website, etc.) in which he/she participated, a holiday, celebration or vacation
When listening in the target language, the student will:
● recognize basic vocabulary such as: where a person goes/has gone in the community
When reading in the target language, the student will:
● recognize basic vocabulary such as: understanding a text from a friend about plans and when a friend
accepts/rejects an invitation and understanding the main idea and some details of a short text and/or article
about communities and modes of transportation
However, the student exhibits major errors or omissions regarding the more complex ideas and
processes.

Unit Overview

Course Title: World Languages - Level II

Unit Title: Contemporary Life

Summary of Unit: In this unit students talk, at a basic level, about modern life on topics relating to responsibilities at
home and ailments. Using the target language vocabulary they acquire throughout the unit, students describe where
rooms and items are located in a home and symptoms of their ailments. By the end of the unit, students understand that
culture and ailments have an impact on one’s responsibilities and quality of life. Students engage in a variety of
authentic and pseudo-authentic materials to expand their vocabulary and deepen their understanding of the theme.

Approximate Unit Length: 5-6 weeks

Unit Learning Goals

● Students will be able to discuss physical health and well-being. (Overarching Learning Goals #1, #2 , #4)
● Students will be able to describe and identify placement of rooms and objects in a home. (Overarching Learning

Goals #1, #2)
● Students will be able to talk about their chores and responsibilities at home. (Overarching Learning Goals #1, #2)

Stage 1 - Desired Results

TRANSFER

Students will be able to independently use their learning to…

Use the target language to make comparisons and connections regarding contemporary life in the native and target
cultures.

Essential Questions MEANING
Enduring Understandings

Students will consider… Students will understand that…

● What are my responsibilities at home and how do ● Responsibility is part of contemporary life.
they affect my life?
● Taking responsibility at home (such as doing
chores) improves one’s overall quality of life.

● How can communicating in the target language help ● It is necessary to be able to communicate one’s
me to maintain a good quality of life? needs effectively in order to maintain a good quality
of life.

ACQUISITION

Key Knowledge Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at…
● Vocabulary:
○ Health & Wellness: Interpersonal Communication - Novice
■ health ● communicating on some very familiar topics using
■ healthy single words and phrases that they have practiced
■ sickness/illness and memorized, such as:
■ flu ○ tell someone where something is located (e.g.
■ to have a cold next to, across from, or in the middle of, etc.)
■ cough ○ talk with someone about family or household
■ fever tasks
■ pain ○ talk with a medical professional about
■ throat symptoms
■ stomach ○ request an appointment (with a doctor)
■ allergies
■ to be allergic Presentational Speaking - Novice
■ medicine ● presenting information about self and some other
■ prescription very familiar topics using a variety of words,
■ to be in shape phrases, and memorized expressions, such as:
■ to sneeze ○ talk about home/room and what is in it
■ to break ○ talk about locations of objects in a room
■ to injure oneself ○ talk about symptoms of ailments
■ to exercise
■ to feel well Presentational Writing - Novice
■ to feel bad ● writing lists, memorized phrases, and short
■ to hurt messages on familiar topics, such as:
■ accident ○ write about responsibilities in the home
■ symptom ○ write about the location of rooms and

■ to bump/run into household items
■ to fall down
■ to get sick Presentational Writing - Intermediate
■ to cough ● write briefly about most familiar topics and present
■ to sprain information using a series of simple sentences, such
■ ankle as:
■ wrist ○ develop a questionnaire or survey about
■ knee ailments
■ to be sick ○ write about a time when they were sick or
○ Home/Chores injured
■ room
■ bedroom Interpretive Listening - Novice
■ bathroom ● understanding familiar words, phrases, and simple
■ kitchen sentences when they hear them spoken, such as:
■ living room ○ understand the main idea of a conversation
■ dining room between a doctor and patient
■ basement ○ understand the main idea and some details of
■ garage a house description
■ floor/ground
■ garden Interpretive Reading - Novice
■ lawn ● when reading, understand familiar words, phrases,
■ hallway and sentences within short and simple texts such as:
■ furniture ○ understand basic information from a real
■ bed estate ad
■ table ○ understand a medical questionnaire
■ chair
■ armchair Interpretive Reading - Intermediate
■ television set ● understand the main idea of short and simple texts
■ refrigerator when the topic is familiar

■ sofa/couch
■ oven
■ microwave
■ dishwasher
■ stove
■ washing machine
■ clothes dryer
■ salt
■ pepper
■ plate
■ bowl
■ napkin
■ glass
■ cup
■ fork
■ knife
■ spoon
■ chores
■ to take out the trash
■ to wash the dishes
■ to do laundry
■ to mow the lawn
■ to vacuum
■ to dust
■ to tidy/straighten up one’s bedroom
■ to sweep the floor
■ to cook
■ to dry
■ to set the table

■ to clear the table
■ to make the bed
■ to clean
■ clean
■ dirty
● Pop-Up Grammar, such as:
○ to hurt/to have pain
○ preterite vs. imperfect (Spanish & French)
○ to have to/must/should
○ commands (French & German)
○ direct object pronouns (French & Spanish)
● Relevant high frequency vocabulary
● Additional vocabulary as needed to interpret the
materials (such as authentic materials, readers,
articles, podcasts, videos, music, etc.)
● Relevant cultural information related to
contemporary life.
○ National health systems
○ Physical health and quality of life
○ Homes/housing
○ Numbering of floors
○ Place settings and customs at meals (French
& German)
○ Closets vs. wardrobes
○ Rental gardens (German)

STANDARDS ALIGNMENT

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence

Unit Learning Goal: Students will be able to discuss physical health and well-being.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 The student will apply appropriate vocabulary acquired in Levels I and II.

When speaking in the target language, the student will:
● talk with a medical professional about symptoms and ailments

When writing in the target language, the student will:
● write about a time when he/she was sick or injured

When listening in the target language, the student will:
● understand the main idea of a conversation between a doctor and patient

When reading in the target language, the student will:
● understand the main idea of short and simple texts on health and wellness

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.

When speaking in the target language, the student will:
● provide basic information, such as: talking with a medical professional about symptoms and ailments

When writing in the target language, the student will:
● provide basic information, such as: writing about a time when he/she was sick or injured

When listening in the target language, the student will:
● recognize basic vocabulary such as: the main idea of a conversation between a medical professional
and patient

When reading in the target language, the student will:
● recognize basic vocabulary such as: the main idea from an article on health or wellness

However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

Unit Learning Goal: Students will be able to describe and identify placement of rooms and objects in a home.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 The student will apply appropriate vocabulary acquired in Levels I and II.

When speaking in the target language, the student will:
● tell someone where something is located (e.g. next to, across from, or in the middle of, etc.)
● talk about home/room and what is in it
● talk about locations of objects in a room

When writing in the target language, the student will:
● write about the location of rooms and household items

When listening in the target language, the student will:

● understand the main idea and some details of a house description
When reading in the target language, the student will:

● understand basic information from a real estate ad
● understand the main idea of short and simple texts about homes or living in the target cultures
The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information, such as: telling someone where something is located (e.g. next to, across
from, or in the middle of, etc.), talking about home/room and what is in it, talking about locations of
objects in a room
When writing in the target language, the student will:
● provide basic information, such as: writing about the location of rooms and household items
When listening in the target language, the student will:
● recognize basic vocabulary such as: descriptions/locations of household rooms and items
When reading in the target language, the student will:
● recognize basic vocabulary such as: understanding basic information from a real estate ad and
understanding the main idea of short and simple texts about homes or living in the target cultures
However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

Unit Learning Goal: Students will be able to talk about their chores and responsibilities at home.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 The student will apply appropriate vocabulary acquired in Levels I and II.

When speaking in the target language, the student will:
● talk with someone about family or household tasks

When writing in the target language, the student will:
● write about responsibilities in the home

When listening in the target language, the student will:
● understand the main idea and details of short and simple conversations about household chores

When reading in the target language, the student will:
● understand the main idea and details of short and simple texts about household chores

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information, such as: talking about family or household chores
When writing in the target language, the student will:
● provide basic information, such as: writing about responsibilities in the home
When listening in the target language, the student will:
● recognize basic vocabulary such as: understanding the main idea and details of short and simple
conversations about household chores
When reading in the target language, the student will:
● recognize basic vocabulary such as: understanding the main idea and details of short texts about
household chores
However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

s Unit Overview

Course Title: World Languages - Level II
Unit Title: Beauty & Aesthetics

Summary of Unit: In this unit students learn to talk about beauty and hygiene. Using the target language vocabulary
they acquire throughout the unit, students will describe the concepts of beauty and aesthetics in both their native culture
and that of the target culture. Students further develop their cumulative language skills by describing their daily routine
and use of hygiene products. By the end of the unit, students will understand that culture has an impact on one's
perception of beauty and aesthetics. Students will engage with a variety of authentic and pseudo-authentic materials to
expand their vocabulary and deepen their understanding of the theme.

Unit Length: 5-6 weeks

Unit Learning Goals
Students will explain personal daily routines, hygiene practices, and public expectations. (Overarching Learning Goal #1,
#2, #4)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…
understand cultural products, practices, and perspectives of beauty and aesthetics.

Essential Questions MEANING
Enduring Understandings

Students will consider… Students will understand that…

● How is beauty defined in both the native and target ● there are similarities and differences between
cultures? perceptions of beauty in the native and target
cultures.

● What products, practices, and perspectives ● the use of different hygiene products and practices
influence perceived beauty and aesthetics in the impacts one’s physical appearance and perception of
target culture? beauty.

ACQUISITION

Key Knowledge Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at…
● Vocabulary:
○ daily routine Interpersonal Communication - Novice
○ to brush one’s teeth ● communicating on some very familiar topics using
○ to bathe oneself single words and phrases that they have practiced
○ to shower oneself and memorized, such as:
○ to shave one’s face ○ answer questions about their daily routine

○ to shave one’s legs Presentational Speaking - Novice
○ to brush one’s hair ● presenting information about self and some other
○ to comb one’s hair very familiar topics using a variety of words,
○ to put on oneself phrases, and memorized expressions, such as:
○ to wash one’s hands ○ talk about their daily routines
○ to wash one’s face ○ talk about the hygiene products they use
○ to wash one’s hair ○ name activities and times in their daily
○ to cut one’s hair schedules
○ to put makeup on oneself
○ to dress oneself Presentational Writing - Novice
○ to take off ● writing lists, memorized phrases, and short
○ to dry oneself messages on familiar topics, such as:
○ to go to bed ○ write about their daily routines
○ to fall asleep ○ write about the hygiene products they use
○ to get up ○ write about activities and times in their daily
○ to wake up schedules
○ to leave
○ to fix one’s hair Interpretive Listening - Novice
○ to feel ● understanding familiar words, phrases, and simple
○ to stay/remain sentences when they hear them spoken, such as:
○ soap ○ understand the main idea of a commercial
○ make-up about beauty or hygiene products
○ shampoo
○ mirror Interpretive Reading - Novice
○ deodorant ● when reading, understand familiar words, phrases,
○ toothpaste and sentences within short and simple texts such as:
○ toothbrush ○ understand basic information from an ad
○ shaving cream ○ sometimes understand the purpose of a
○ towel

○ brush brochure

○ comb Interpretive Reading - Intermediate
● understand the main idea of short and simple texts
○ bathroom sink when the topic is familiar, such as:
○ toilet ○ understand what they read about a person’s
daily routine
○ shower

○ bathtub
○ alarm clock

○ then

○ later
○ in the morning

○ in the evening/at night

○ in the afternoon
○ At what time?

○ early

○ late
○ on time

● Pop-Up Grammar, such as:
○ Present tense of reflexive verbs
○ Past tense of reflexive verbs in listening &
reading tasks (Spanish & French)
○ Telling time (review)
○ Direct Object Pronouns (German)

● Relevant high frequency vocabulary
● Additional vocabulary as needed to interpret the

materials (such as authentic materials, readers,

articles, podcasts, videos, music, etc.)
● Relevant cultural information related to beauty and

aesthetics.
○ 24-hour clock system (French & German)

○ Water conservation (short/cold showers)

STANDARDS ALIGNMENT

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence

Unit Learning Goal: Students will explain personal daily routines, hygiene practices, and public expectations.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 The student will apply appropriate vocabulary acquired in Levels I and II.

When speaking in the target language, the student will:
● discuss daily routine and the hygiene products used
● name activities and times in daily schedules

When writing in the target language, the student will:
● write about daily routine and hygiene products used
● write about activities and times in daily schedules

When listening in the target language, the student will:
● understand the main idea of a commercial and/or podcast about beauty or hygiene products

When reading in the target language, the student will:
● understand basic information from an ad about beauty or hygiene
● understand an article or reading about a person’s daily routine

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information, such as: discussing daily routine, hygiene products used, and activities
done at certain times of the day
When writing in the target language, the student will:
● provide basic information, such as: writing about daily routine, hygiene products used, activities and
times in daily schedules
When listening in the target language, the student will:
● recognize basic vocabulary such as: understanding the main idea of a commercial or podcast about
beauty or hygiene products
When reading in the target language, the student will:
● recognize basic vocabulary such as: understanding basic information from an ad about beauty or
hygiene, or a reading or article about a person’s daily routine
However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

Unit Overview

Course Title: World Languages - Level II

Unit Title: Science & Technology

Summary of Unit: In this unit students learn to talk about media, film, and television. Using the target language
vocabulary they acquire throughout the unit, students will investigate how advancements in technology make accessing
information and entertainment easier and more immediate. Students will engage with a variety of authentic and pseudo-
authentic materials to expand their vocabulary and deepen their understanding of the theme.

Approximate Unit Length: 3 weeks

Unit Learning Goals
● Students will be able to discuss the significance of media, film, and television in their daily lives. (Overarching

Learning Goals #1 and #3)
● Students will be able to convey an opinion using the target language. (Overarching Learning Goal #1)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…

make observations about topics and issues related to technology using the target language.

Essential Questions MEANING
Enduring Understandings

Students will consider… Students will understand that…

● What is the significance of media, television, and ● Media, television, and film have an impact on
film? society.

● What impact does bias have on society? ● Bias in media, television, and film influences
societal perceptions.
● How do advancements in technology change the
way we receive information and entertainment? ● Advancements in technology make accessing
information and entertainment easier and more
immediate.

Key Knowledge ACQUISITION
Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at…
● Vocabulary:
○ Media Interpersonal Communication - Novice
■ announcement/commercial/ad ● communicating on some very familiar topics using
■ article single words and phrases that they have practiced
■ (daily) news and memorized, such as:
■ live ○ respond and ask who, what, where, when
■ writer questions
■ biased/unbiased ○ answer questions about something seen or
■ news report heard on TV, film, radio
■ (inter)national
■ media Presentational Speaking - Novice
■ newspaper ● presenting information about self and some other
■ journalism very familiar topics using a variety of words,
■ press phrases, and memorized expressions, such as:
■ radio ○ talk about a simple TV episode or film clip or
■ social media trailer
■ reporter ○ talk about where they get news and/or stay
■ magazine informed
■ headlines
■ listener Presentational Writing - Novice
■ radio announcer ● writing lists, memorized phrases, and short
■ public/audience messages on familiar topics, such as:
■ interview ○ write about something learned from: news,
○ Television & Film review, article, etc.
■ critic
■ ticket Presentational Writing - Intermediate
■ movie genres: documentary, action, ● write briefly about most familiar topics and present

mystery, suspense, comedy, scary, information using a series of simple sentences, such
romantic, drama, science-fiction, as:
fantasy
■ cartoons ○ write about a television show
■ dramatic ○ write about a news story
■ entertainment ○ summarize and critique a movie plot (with
■ entertaining (French & German)
■ foreign the aid of in-class Writer’s Workshop)
■ character
■ game show Interpretive Listening - Novice
■ soap opera (Spanish) ● understanding familiar words, phrases, and simple
■ reality TV sentences when they hear them spoken, such as:
○ Verbs ○ sometimes understand a movie trailer, movie
■ to tell review, or short news report
■ to describe
■ to last (duration) Interpretive Reading - Novice
■ to inform/report ● when reading, understand familiar words, phrases,
■ to enjoy/have fun and sentences within short and simple texts such as:
● Pop-Up Grammar, such as: ○ understand the main idea of a movie poster,
○ Expressing opinions movie review, or short news report
○ Indirect Object Pronouns ○ understand a full-length film with the aid of
○ Verbs that use indirect object pronouns: subtitles in the native language
■ to be pleasing
■ to be interesting Interpretive Reading - Intermediate
■ to seem/appear ● understand the main idea of short and simple texts
■ to be enchanting (Spanish) when the topic is familiar, such as:
■ to entertain (Spanish) ○ understand genre of film from a short
● Relevant high frequency vocabulary synopsis

● Additional vocabulary as needed to interpret the
materials (such as authentic materials, readers,
articles, podcasts, videos, music, etc.)

● Relevant cultural information related to science and
technology, such as:
○ telenovelas (Spanish)
○ television channels in target language
(Spanish & French)
○ film industry, Cannes film festival (French)

STANDARDS ALIGNMENT

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence
Unit Learning Goal: Students will be able to discuss the significance of media, film, and television in their daily lives.
4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 The student will apply appropriate vocabulary acquired in Levels I and II.

When speaking in the target language, the student will:
● answer questions about TV, film, or radio
● talk about a simple TV episode, film clip, or trailer
● talk about where they get news and/or how they stay informed

When writing in the target language, the student will:
● write about a television show or film
● summarize a movie plot (with the aid of in-class Writer’s Workshop)

When listening in the target language, the student will:
● understand the main idea of a movie trailer, movie review, podcast, or short news report
● understand a full-length film with the aid of subtitles in the native language

When reading in the target language, the student will:
● understand the main idea of a movie poster, movie review, article, or short news report
● understand genre of film from a short synopsis

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information, such as: answering questions about something seen or heard about TV,
film, or radio, talking about a simple TV episode, film clip, or trailer, and talking about where they get
news and/or how they stay informed
When writing in the target language, the student will:
● provide basic information, such as: writing about a television show or film, or summarizing/critiquing
a movie plot (with the aid of in-class Writer’s Workshop)
When listening in the target language, the student will: