Salzman

III – Unidad 3 La Comunidad y La Vivienda

Cultures Relating Cultural Practices and Products to Perspectives
(Sample Evidence)
Product:
Indicate the Practice:
relationship Perspective:
between the
product, practice, Product: Acquiring Information and Diverse
and perspective Practice: Viewpoints
Perspective:
Connections
(Sample Evidence) Making Connections to Other Disciplines

Comparisons Language Comparisons Cultural Comparisons
(Sample Evidence)

Communities School and Global Communities Lifelong Learning
(Sample Evidence)

Connections to
Other Standards

Interpretive Toolbox
Presentational
Interpersonal Can Do Statements (Learning Targets)
Formative and Summative Assessments assess these items
I can identify elements of a home and/or community.

I can describe my home and community.
I can compare my home to a home from the target culture.
I can compare my community to a community of the target culture.
I can explain the purpose of housing and community structures.
I can ask and answer questions about homes and communities.

Supporting Supporting Structures / Priority Vocabulary
Functions Patterns el hogar, la vivienda, el piso, el balcón, la terraza, la lavadora,
tender la ropa, el horno de microondas, la entrada, el portón, el
Describe homes in (Nunca) He vivido, mueble, la calefacción, el aire acondicionado, los azulejos
their own community ¿Dónde has vivido?
and abroad ¿Cómo es/era tu hogar? el banco, la carnicería, la pastelería, la peluquería. el salón de
Tiene/Tenía... belleza, la frutería, el correo, el kiosco, la florería, gasolinera,
Compare and contrast pero, sin embargo estacionamiento, la acera, la autopista, la parada de autobús, la
homes in their own mientras que, no obstante, estación de metro, el cajero automático, la panadería
community with al contrario
homes in the Spanish
speaking world. se abre
Compare and contrast se cierra
their own community
with communities in
the Spanish speaking
world.

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

III – Unidad 3 La Comunidad y La Vivienda

I can explain the por.... el transporte público, el clima, los lugares públicos, la ubicación,
purpose of housing ya que cerca de, lejos de
and community como
structures. Está ubicado/a From Level 2, Unit 3
Está localizado/a Home Description
sala, dormitorio, cocina, comedor, garaje, baño, escaleras, sótano,
pisos, cuarto, habitación, la tina/la bañera, la ducha, el lavabo, el
fregadero, los gabinetes, la estufa, el refrigerador, el suelo, la
alfombra, la cama, la cómoda, el armario, el sofá, el sillón, la silla,
la mesa, grande, pequeño, enfrente de, detrás de, al lado de, encima
de, debajo de, casa, apartamento, escalera, el jardín, el hogar, el
microondas

Places in the City
calle, esquina, manzana, piscina, parque, centro comercial,
vecindario, barrio, comunidad, escuelas, supermercado, la plaza

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).

Write: Describe your own home and compare it to Describe homes in their own community Presentational
at least one home in a Spanish speaking country and abroad

Explain key differences between homes in your Describe homes in their own community Presentational /
community and those in Spanish-speaking and abroad Interpersonal
countries. Provide evidence to support your
observations.

Resources Technology Integration

http://spanishlistening.org/content/420-
jennifer-republica-barrio.html - An individual
describing her house/neighborhood.
http://spanishlistening.org/content/020-
adelina-spain-preferencias.html - An
individual talks about her preferences in
puchasing/renting a home.

http://spanishlistening.org/content/057-
graciela-costarica-

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

III – Unidad 3 La Comunidad y La Vivienda

discribesusapartamento.html - An individual
describes her apartment
http://spanishlistening.org/content/252-
David_Venezuela_housing.html - An
individual talks his preferences in living.

Describe tu barrio o ciudad- Republica Domin.
http://www.spanishlistening.org/content/420-
jennifer-republica-barrio.html
Comunidad y familia en las cosas escolares
https://i.pinimg.com/originals/ec/77/61/ec776196e
38ead3c4e034b7b8e8a8fe8.png
http://www.ikea.es/
https://www.elcorteingles.es/hogar/?level=1
shop online for furniture
Present perfect listening - que has comprado?
http://www.spanishlistening.org/content/015-
adelina-spain-compras.html

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

III – Unidad 4 El Medio Ambiente

Olathe Common Unit Plans – Spanish

Language and Spanish 3 Approximate Length
Level / Grade Intermediate Low – of Unit
Performance Intermediate Mid Approximate Number of Minutes
Range Weekly
El Medio Ambiente
Theme/Topic

AP Theme Global Challenges

Essential How do our actions affect the environment?
Question

Unit Goals

Learners will be able to:

What should ● compare and contrast environmental issues in their community and in Spanish-speaking
learners know and
be able to do by countries.
the end of the unit? ● identify solutions to environmental issues.
● discuss environmental issues and natural disasters.
● make predictions about causes and effects related to the environment.

• 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

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

III – Unidad 4 El Medio Ambiente

Cultures Relating Cultural Practices and Products to Perspectives
(Sample Evidence)
Product:
Indicate the Practice:
relationship Perspective:
between the
product, practice, Product: Acquiring Information and Diverse
and perspective Practice: Viewpoints
Perspective:
Connections
(Sample Evidence) Making Connections to Other Disciplines

Comparisons Language Comparisons Cultural Comparisons
(Sample Evidence)

Communities School and Global Communities Lifelong Learning
(Sample Evidence)

Connections to
Other Standards

Toolbox

Interpretive Can Do Statements (Learning Targets)
Presentational Formative and Summative Assessments assess these items
I can identify environmental issues and/or natural disasters when reading text or listening/watching
Interpersonal an audio/video.
I can describe causes and effects of past environmental issues and natural disasters.
I can compare environmental issues in my community with those from the target culture.
I can provide suggestions and recommendations for protecting the environment
I can ask and answer questions about environmental issues and natural disasters.
I can ask and answer questions about personal responsibilities regarding the environment.
I can discuss the actions others and I take to preserve the environment.
I can comment on recommendations and suggestions regarding the environment.

Supporting Supporting Structures / Priority Vocabulary
Functions Patterns
la contaminación, la biodiversidad, la deforestación, la erosión, el
Describe es… derrumbe, las especies en peligro de extinción, el reciclaje, el árbol
environmental issues
and natural disasters. fue… el aire puro, el humo, el basurero, el cartón, el vidrio
el clima
era…

había… el huracán, los incendios forestales, la inundación, el temblor, el
hubo… volcán, entrar en erupción

el medio ambiente / el mundo / no renovable / el petróleo / el
planeta / el recurso natural / la responsabilidad / la sequía / el smog
/ el suelo

Ask and answer Actualmente, …… apoyar / dañar / destruir / investigar / proteger / respirar
questions about how ¿Cómo ….. reutilizar / valorar / apreciar / la investigación / reducir
to take care of the ¿Cómo podemos ….? reemplazar / amenazar / informar(se) / responsable / conservar
environment

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

III – Unidad 4 El Medio Ambiente

(No) debemos ……..

Provides suggestions Es (adjective) que… adjectives
and recommendations …... que….. bueno, malo, necesario, importante, posible, recomendable
for protecting the
environment recommendation action and hopes
recomiendo (que) / aconsejo (que) / quiero (que) / espero (que) /
Make predictions and será… ojalá (que)
discuss causes and habrá…
effects related to the recommended action
environment Un día…. mejorar, desarrollar, informar(se)
En el futuro…. apoyar / dañar / destruir / investigar / proteger / respirar
reutilizar / valorar / apreciar / la investigación / reducir
reemplazar / amenazar / informar(se)

por

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 Technology Integration

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

III – Unidad 5 Las Redes Sociales

Olathe Common Unit Plans – Spanish

Language and Spanish 3 Approximate Length
Level / Grade Intermediate Low – of Unit
Performance Intermediate Mid Approximate Number of Minutes
Range Weekly
Las redes sociales
Theme/Topic

AP Theme La Tecnología y La Ciencia

Essential Question How does technology affect our daily lives?

Unit Goals

Learners will be able to:

What should ● ask and answer questions about personal technology use.

learners know and ● describe preferences, feelings and opinions about technology use.
be able to do by the
end of the unit? ● describe appropriate social media use and etiquette.
● compare and contrast their use of technology with that of the target culture.

Summative Performance Assessment Tasks

• These tasks allow Interpretive Mode
learners to
demonstrate how Students read an article
well they have about how technology has
met the goals of changed throughout the
the unit. years.

• The tasks follow Presentational Mode Interpersonal Mode
the format of the
IPA, but are Polished: Students ask and answer questions about their
integrated Students compare and contrast the use of daily technology use.
throughout the technology today vs. 10 years + ago.
unit.
On Demand:
● 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

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

III – Unidad 5 Las Redes Sociales

Cultures Relating Cultural Practices and Products to Perspectives
(Sample Evidence)
Product:
Indicate the Practice:
relationship Perspective:
between the
product, practice, Product: Acquiring Information and Diverse
and perspective Practice: Viewpoints
Perspective:
Connections
(Sample Evidence) Making Connections to Other Disciplines

Comparisons Language Comparisons Cultural Comparisons
(Sample Evidence)

Communities School and Global Communities Lifelong Learning
(Sample Evidence)

Connections to
Other Standards

Toolbox

Interpretive Can Do Statements (Learning Targets)
Formative and Summative Assessments assess these items
I can understand the basic purpose of authentic materials about social media.

Presentational I can make basic recommendations regarding social media use and etiquette.
Interpersonal I can describe my technology use and that of others.
I can describe changes in technology and social media use.
I can ask and answer questions regarding social media use.
I can discuss preferences and opinions about social media.

Supporting Supporting Structures / Priority Vocabulary
Functions Patterns
Describe technology redes sociales: actualizar su ( mi, tu, etc.) estado, chatear, entrar,
use yo…..mas que, menos publicar, salir de, twittear (tuitear), el estado, poner ‘me gusta’, el
que, muro, el nombre de usario, el perfil, la publicación/las
Ask and answer publicaciones, bloguear, bajar, subir, textear, la aplicación, la Red,
questions to personal (no) prefiero, el foro/el blog, las visitas, mandar/enviar, seguir, los seguidores, un
technology use por filtro

¿Te gusta?
¿cual prefieres?

¿Has… hoy/esta semana?

Provide suggestions (No) es importante que… comentar, la contraseña, reenviar, responder, responder a todos,
for technology (No) es bueno que… borrar, guardar, cambiar, cargar, grabar
use/etiquette Es malo que…
un celular (móvil), una tableta, una computadora portátil
Describe changes in Es mejor que...
technology use Usaba….
Empecé a usar…..cuando

tenía..
Recibí… cuando…..

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

III – Unidad 5 Las Redes Sociales

...pero ahora...

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 give advice for proper social media Presentational
etiquette.

Students ask and answer questions about personal Interpersonal
technology use. (I got a cell phone when I Interpretive
was….etc.) (I prefer to use snapchat instead of
facebook)

Students read about social media etiquette

Students read different articles about social media Interpretive/Interper
use and trends in Spanish-speaking countries then sonal
speak about what the trends are in the country they
read about and and fill in chart based on what
partner shares about their article.

Resources Technology Integration

Ciberacoso:
https://gesvin.wordpress.com/2015/02/23/ciberaco
so-conocelo-y-evitalo-infografia/

http://www.spanishlistening.org/content/379-
janina-honduras-social.html - Should kids use
social media?

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