Salzman

Spanish 1 – Common Units

Unit # 1 2 3

Theme/Topic ¿Qué pasa? Mis amigos y yo La Escuela
La Vida Contemporánea – Educación y
AP Theme Families and Communities Las Identidades Personales y Públicas Carreras
Essential Question What is a typical school day?
Unit Goals How do I interact with someone in another Who am I?
language and culture? Learners will be able to:
What should learners Learners will be able to:
know and be able to Learners will be able to: ● Describe their school day.
do by the end of the ● Describe personal characterizes and ● Describe their school and
unit? ● Greet and take leave of someone in a culturally activity preferences
appropriate manner. supplies.
● Ask and answer questions about activity ● Compare and contrast schools in
● Ask and answer questions regarding the preferences
weather, current day and date. the TL culture and their
● Describe the personal and physical community.
● Introduce themselves to others with their name. characteristics of another person
● Ask and answer questions about how they and
● Understand someone describing
someone else are feeling. themselves

Unit # 4 5 6

Theme/Topic Mi Familia y La Cocina Mi Comunidad Mi Casa
AP Theme
Essential Question Las Familias y Comunidades - La Estructura Families and Communities Personal and Public Identifies – Social Customs
Familiar and Values
What makes up a community? What makes a home?
What is a family and normal diet?

Unit Goals Learners will be able to: Learners will be able to: Learners will be able to:
● Ask and answer questions about their
What should learners ● Answer questions about what they do in ● Compare the layout of homes in their
know and be able to immediate family members. my community. community with that of the target culture.
do by the end of the ● Describe their food preferences and daily
unit? ● Ask and answer questions about clothing ● Ask and answer questions about the
meals. preferences. activities and chores they do at home.
● Compare and contrast families in the TL
● Compare their community with that of the ● Describe the layout and items in their
culture and their community. target culture. home.
● Compare and contrast food habits in the TL
● Answer questions about what they are ● Ask and answer questions about who
culture and their community. going to do over the weekend. lives in their home.

Spanish I – Units At a Glance

Spanish I – Grammatical Structures

Scope of Sequence of Grammatical Structures
*Grammatical structures should be modeled in context in order to accomplish the learning target. Students are not expected to
recognize grammatical terminology or perform rote grammatical tasks. Refer to the Unit Plan to see how these structures are used in
context for communication.

Depending on the activity or input that you are giving students, you and the students may use other structures. For example, you
may start talking with your students in the past after a few weeks if that is where your conversation goes. The list below just outlines
the scope of sequence of when the grammatical structures naturally fit into the theme or topic. However, at the end of the year,
students should be able to use the structures outlined in the unit plans.

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
¿Qué pasa? Mis Amigos y Yo La Escuela Mi Familia y La Cocina Mi Comunidad Mi Casa

Estar Ser Hay Gustar Future (ir a) Deber
(estoy/estás) (es/soy) (le gusta/les gusta) Quiero/Prefiero
Tener
Llamarse Tener (tengo/tengo que) Verb conjugations
(me llamo/te (tiene/tengo/tiene) (ar/er/ir - all forms)
llamas) Ir
Gustar
(me gusta/te Estar (location)
gusta/nos gusta) (está)

Verb conjugations
(ar/er/ir - yo/tú
form)

World Language Standards
Level 1 - Novice Mid

Standard Benchmark

Interpersonal Communication: Learners can communicate on very familiar topics using a
Learners interact and negotiate meaning in spoken, signed, or written variety of words and phrases that they have practiced and
conversations to share information, reactions, feelings, and opinions. memorized.

Communication Interpretive Communication-Listening: Learners can recognize some familiar words and phrases
Learners understand, interpret, and analyze what is heard, read, or viewed on when they hear them spoken.
Culture a variety of topics. Learners can understand some learned or memorized words
Connection and phrases when they read. They can sometimes identify
Comparisons Interpretive Communication-Reading: the main idea of what they have read on topics that are
Communities Learners understand, interpret, and analyze what is heard, read, or viewed on familiar to them.
a variety of topics. Learners can present information about themselves and
some other very familiar topics using a mixture of practiced
Presentational Communication-Speaking: or memorized words, phrases, and simple sentences.
Learners present information, concepts, and ideas to inform, explain,
persuade, and narrate on a variety of topics using appropriate media and Learners can write lists and memorized phrases on familiar
adapting to various audiences. topics.
Presentational Communication-Writing:
Learners present information, concepts, and ideas to inform, explain, Descriptor
persuade, and narrate on a variety of topics using appropriate media and
adapting to various audiences of readers or viewers. Learners can engage in age-appropriate and culturally
appropriate practices.
Standard Learners can observe and identify tangible products of the
target culture.
Relating Cultural Practices to Perspectives: Learners can connect with other disciplines and acquire
Learners use the language to investigate, explain, and reflect on the information and diverse perspectives in order to use the
relationship between the practices and perspectives of the cultures studied. language to function in academic and career-related
Relating Cultural Products to Perspectives: situations.
Learners use the language to investigate, explain, and reflect on the Learners can use authentic materials to access new
relationship between the products and perspectives of the cultures studied. information and gain diverse perspectives.
Making Connections:
Learners build, reinforce, and expand their knowledge of other disciplines
while using the language to develop critical thinking and to solve problems
creatively.

Acquiring Information and Diverse Perspectives:
Learners access and evaluate information and diverse perspectives that are
available through the language and its cultures.

Language Comparisons: Learners can develop insight into the nature of language
Learners use the language to investigate, explain, and reflect on the nature of through the comparison of the target language and their own.
language through comparisons of the language studied and their own.

Cultural Comparisons: Learners can demonstrate understanding of the concept of
Learners use the language to investigate, explain, and reflect on the concept culture through the comparison of the target culture and their
of culture through comparisons of the cultures studied and their own. own.

School and Global Communities: Learners can communicate and interact with cultural
Learners use the language both within and beyond the classroom to interact competence in order to participate in multilingual
and collaborate in their community and the globalized world. communities—both their own and around the world.

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

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

I – Unidad 1 ¿Qué Pasa?

Olathe Common Unit Plans – Spanish

Language and Spanish 1 Approximate Length
Level / Grade Novice-Low / Novice - Mid of Unit
Performance ¿Qué Pasa? Approximate Number of Minutes
Range Weekly

Theme/Topic

AP Theme Daily Life

Essential Question How do I interact with someone in another language and culture?

Unit Goals

Learners will be able to:

What should ● Greet and take leave of someone in a culturally appropriate manner.
learners know and ● Ask and answer questions regarding the weather, current day and date.
be able to do by the ● Introduce themselves to others with their name.
end of the unit? ● Ask and answer questions about how they and someone else are feeling.

Summative Performance Assessment Tasks

• These tasks allow Students listen to an audio of Interpretive Mode
learners to people meeting. Students
demonstrate how indicate whether or not they Interpersonal Mode
well they have met greeted and/or took leave of Teacher greets students and asks basic
the goals of the one another. Students write introductory questions. Student asks questions
unit. down information about age back.
of the speakers.
• The tasks follow
the format of the Presentational Mode
IPA, but are
integrated Polished:
throughout the
unit. On Demand:

● The template Student creates a short dialog between two
encourages people introducing themselves and taking leave
multiple from one another.
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: Shaking hands and/or kissing on cheek
Indicate the Practice: Meeting someone for the first time, or meeting with friends
relationship Perspective: More physical in greetings / Politeness

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

I – Unidad 1 ¿Qué Pasa?

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

Connections Making Connections to Other Disciplines
(Sample Evidence)

Comparisons Language Comparisons Cultural Comparisons
(Sample Evidence) good day (buenos días) vs good morning Personal space
Physical contact with greetings
Communities Differences in letter sounds (the vowels, The ‘h’
(Sample Evidence) in Spanish is silent, etc). Lifelong Learning

School and Global Communities

Connections to Toolbox
Other Standards Can Do Statements (Learning Targets)
Formative and Summative Assessments assess these items
Interpretive I can understand names and words when they are spelled to me.

(Speaking & Writing) I can introduce myself with basic personal information.

Presentational (Speaking) I can spell my name.
(Speaking & Writing) I can talk about today’s weather.

(Speaking & Writing) I can state what day it is.
I can answer questions about my personal information related to name, age, and phone number.

Interpersonal I can ask and answer questions about how I and others are feeling.
I can respond to questions about the weather.

Supporting Functions Supporting Structures / Priority Vocabulary
Patterns Buenos días / Buenas tardes / Buenas noches / hola

Greeting -

Taking leave - Adiós / Buenas noches / Hasta luego / Hasta mañana

Describe day ¿Qué día es hoy? lunes, martes, miércoles, jueves, viernes, sábado, domingo
Hoy es…..

Inquire after telephone ¿Qué día es mañana? uno/dos/tres/cuatro/cinco/seis/siete/ocho/nueve/cero
number Mañana es...
¿Cuál es tu número de
teléfono?

Mi número de teléfono
es...

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

I – Unidad 1 ¿Qué Pasa?

Show politeness in ¿Cómo te llamas? Gracias, por favor, perdón, sí, no, ¿y tú? ¿y usted?
conversation Me llamo……. (el alfabeto)
Ask and answer about
names

¿Cómo se llama
(él/ella)…?
Se llama…….

Me llamo….. Se
escribe….

Describe weather ¿Qué tiempo hace hoy? hace calor, hace frío, hace sol (está soleado), hace viento (hay

¿Cómo está el tiempo? mucho viento), llueve, nieva (está nevando)
Hoy…..

Inquire after how ¿Cómo estás? bien, mal, muy bien, regular
someone is Estoy….

¿y tú?

¿y usted?

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

goals or performance tasks? Communication

2 minute interview (Students ask and answer I can answer questions about my personal

questions about personal information (name,phone information related to name, age, and

number, feeling) with a partner. phone number.

Interpersonal

I can ask and answer questions about how I

and others are feeling.

Students memorize and act out a dialog in front of I can introduce myself with basic personal Presentational
the class. information.

Resources Interpretive
Language Lab Activities

Notes

It is important to practice these basic questions and expressions throughout the year. Many times students forget
these phrases at the end of Spanish 1 because they don’t continue to use them. For example, how often do you ask
them what their name is after the first couple weeks. Idea...have them introduce themselves once in a while to their
partners.
There are many variances in describing the weather such as hace sol and está soleado. Either can be used in class
as long as students have a way to describe the weather.
Note that when saying the date or writing it on the board you write, “Hoy es el 3 de septiembre” or “Hoy es viernes,
3 de septiembre”. When you add the day of the week, you drop the article.
The following vocabulary has been dropped as being low frequency.

“Mal, Más o menos, qué pasa, el gusto es mío, encantado, te/le presento a”

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

I – Unidad 1 ¿Qué Pasa?

Asking where someone is from appears in unit 2 when describing self.

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

I – Unidad 2 Mis amigos y yo

Olathe Common Unit Plans – Spanish

Language and Spanish 1 Approximate Length
Level / Grade Novice - Mid of Unit
Performance Mis amigos y yo Approximate Number of Minutes
Range Weekly

Theme/Topic Personal and Public Identities – Self-image

AP Theme

Essential Question Who am I?

Unit Goals

Learners will be able to:

What should ● Describe personal characteristics and activity preferences
learners know and ● Ask and answer questions about activity preferences
be able to do by the ● Describe the personal and physical characteristics of another person
end of the unit? ● Understand someone describing themselves

Summative Performance Assessment Tasks

• These tasks allow Students watch commercial Interpretive Mode Students listen to a native
learners to and listen for likes and speaker describing him/herself
demonstrate how dislikes. (_Anuncio Students read an advertisement while taking notes. Student
well they have met Galletas.docx / _Anuncio for various clubs and answer identifies the person being
the goals of the Galletas.mp4) questions regarding keyword described from a selection of
unit. recognition, main idea, people matching them to the
Students listen to people supporting details and corresponding character traits.
• The tasks follow describe their personalities inferencing.
the format of the and what they like to do. (Interpretive reading IPA)
IPA, but are Students choose which club
integrated those students should join Students read an interview of a
throughout the based on what they like to soccer player describing
unit. do. (Performance listening-3 himself/herself. Students
audios and club description) identify familiar words and
● The template phrases related to describing and
encourages likes/dislikes.
multiple
Interpretive tasks. Presentational Mode Interpersonal Mode
Polished:
• The Interpretive Students answer questions about their personal
tasks inform the Students write a letter to a penpal introducing characteristics, what they like to do on
content of the themselves. (_PenPal.docx) Saturdays and what they like to do with friends.
Presentational (Interpersonal and Presentational IPA)
and Interpersonal
tasks.

• The tasks
incorporate 21st
Century Learning.

Students write about what club they would Teacher asks students questions about what
choose to join based on their personality and they like to do and students respond to the
interests. (Interpersonal and Presentational IPA) question and ask the teacher what he/she likes
to do.
Students write an email to their parents
describing a new friend.

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

I – Unidad 2 Mis amigos y yo

On Demand:

Students write a short blog introducing
themselves and asking questions for people to
respond to.

Students write a short autobiography describing
their physical characteristics and their leisure
preferences.

Standards

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

Geography:
Students can identify North and South America
on a map.

Comparisons Students understand that Central America is part Cultural Comparisons
(Sample Evidence) of North America.

Language Comparisons

Playing vs touching an instrument (tocar)

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
(Reading + Listening) I can identify physical and personal descriptions, and likes and dislikes,
when I hear someone describing themselves in short audio passages or read it in a text.

(Reading + Listening) I can answer questions about the characteristics and place of origin of
another person when reading or listening to a description.

Presentational (Speaking + Writing) I can write or say simple sentences about my likes and dislikes, my personal
characteristics, and where I am from.

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

I – Unidad 2 Mis amigos y yo

(Speaking + Writing) I can use simple sentences to communicate the likes and dislikes and
personal descriptions of others.

(Writing) I can write a short autobiography introducing myself to others.

Interpersonal I can ask and answer questions about where I am from, my personal characteristics, and what I like
to do.

I can ask and answer questions about where other people are from, what they like to do, and about
their personal characteristics.

Supporting Functions Supporting Structures / Priority Vocabulary

Describe physical Patterns Individuals
characteristics
Soy……..
….. es….

el chico / el hombre / la mujer / el estudiante / mi amigo

physical descriptions and characteristics:
alto / artístico / atlético / bajo / bonito / bueno / cómico /
desorganizado / estudioso / grande / guapo / joven / inteligente /
malo / organizado / pequeño / divertido

Describe hair and eye Tengo/Tiene los ojos….. castaño
color Tengo/Tiene el pelo ……

marrones/azules/verdes

Describe likes and ¿Qué te gusta? aprender (español), beber (agua, refresco, jugo,) caminar, comer
dislikes (no) Me gusta…. (papas fritas, frutas, helado, galletas), jugar (deportes,
¿Te gusta…? videojuegos), ir de compras, correr, descansar, dibujar, escribir,
estudiar, hacer (la tarea), leer (un libro), mirar (la tele), montar (la
A nosotros, nos gusta bici), nadar (en la piscina/en el lago), pasar un rato con amigos,
pasear, practicar deportes, preparar (la comida), tocar (el piano, la
Expressing with whom con …… guitarra, un instrumento), trabajar, textear.

mi amigo, mis amigos, mi familia, mi madre, mi padre

Describe frequency (frequency)..me gusta…. nunca, siempre, a veces

Showing accord También…… Los Estados Unidos, Kansas, Norteamérica, Sudamerica,
Express origin pero, sin embargo, y
¿De dónde eres?
Compare leisure and Soy de….
descriptions
¿De dónde es….?
Es de…..

Soy …..pero mi amigo
es…..

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

I – Unidad 2 Mis amigos y yo

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

goals or performance tasks? Communication

Students read an interview of a soccer player Understand someone describing themselves

describing himself/herself. Students identify

familiar words and phrases related to describing and

likes/dislikes. Interpretive

Students listen to a native speaker describing
him/herself while taking notes. Student identifies
the person being described from a selection of
people matching them to the corresponding
character traits.
(https://www.laits.utexas.edu/spe/beg07.html -
Spanish Proficiency Exercises, Beginning: Describe
physical characteristics),

Students read an infographic about preferred leisure Understand likes & interests in a text Interpretive
activities in Spanish-speaking countries and answer (reading)
questions to determine comprehension. Describe the personal and physical
(_pasatiempos infographic, _pasatiempos questions) characteristics of another person Presentational
Students present to the class or partner telling them
about things they like to do.

Students introduce and describe themselves to
another person.

Students write a short autobiography describing Describe the personal and physical
what they look like and what they like to do. characteristics of another person.

Students write a short paragraph about their favorite
teacher. (_Favorite teacher writing prompt.docx)

Students will discuss their likes and dislikes with a Interpersonal/
partner filling in a venn diagram. (_gustar venn Presentational
diagram)

Teacher asks students questions about what they Describe personal characterizes and
like to do and students respond to the question and activity preferences
ask the teacher what he/she likes to do.
Ask someone about their leisure activities
Students work in pairs asking and answering and preferences
questions about likes and dislikes.

Students move around room asking classmates if Ask someone about their leisure activities Interpersonal
they like various things to fill in as many boxes on & preferences
their bingo sheet as they can. (_encuentra a alguien
quien)

Students play Guess Who in Spanish. Guess Who Describe & understand personal
board (_guesswho) characteristics of people

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

I – Unidad 2 Mis amigos y yo

Students interview their peers about their likes and Ask and answer about activity preferences Interpersonal and
dislikes to identify similarities and differences. Presentational
(_Qué te gusta hacer.docx)

Students read a description about a person and then Describe the personal and physical Interpretive and
write short details about themselves based on what characteristics of another person. Presentational
they have read about the other person. (personality
and appearance infographic) Describe personal and physical
characteristics.
Resources
Language Lab Activities

Commercial
https://youtu.be/z7RUZ5zemvY

Escaleras - Translation Partner Game
(_vocescaleras.docx)

Notes

Later in the year when we introduce and work a lot with family members, it is a good time to introduce and/or
recycle ‘le gusta’ and then compare with ‘nos gusta’. So don’t feel like students need to know how to describe all
people and groups (nos/les/le gusta). The most important is me gusta and te gusta. Of course you can use all forms
in class discussion, but the focal points for students are me gusta and te gusta.

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

I – Unidad 3 En la escuela

Olathe Common Unit Plans – Spanish 1

Language and Spanish 1 Approximate Length
Level / Grade Novice-Low/ Novice - Mid of Unit
Performance At School (La Escuela) Approximate Number of Minutes
Range Weekly

Theme/Topic La Vida Contemporánea – Educación y Carreras

AP Theme

Essential Question What is a typical school day?

Unit Goals

Learners will be able to:

What should ● Describe their typical school day.
learners know and ● Describe their school and supplies.
be able to do by the ● Compare and contrast schools in the TL culture and their community.
end of the unit?

Summative Performance Assessment Tasks

• These tasks allow Interpretive Mode
learners to
demonstrate how Acompañame a escuela Qué lleva en mi mochila - video Qué hay en mi mochila - video
well they have met video & interpretive task. & interpretive task. (_qué lleva) & interpretive task (_qué hay)
the goals of the (_acompañame a escuela in
unit. performance folder)

• The tasks follow Presentational Mode Interpersonal Mode
the format of the
IPA, but are Polished: Students are given a random partner & a
integrated Paper about school. (_School presentationl) situation (example: one is new to the school &
throughout the the other will help them learn what to expect
unit. On Demand: from their school) and must have a spontaneous
conversation either recorded or in front of their
● The template teacher.
encourages
multiple Standards
Interpretive tasks. Relating Cultural Practices and Products to Perspectives

• The Interpretive Product:
tasks inform the Practice:
content of the Perspective:
Presentational
and Interpersonal
tasks.

• The tasks
incorporate 21st
Century Learning.

Cultures
(Sample Evidence)

Indicate the
relationship

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

I – Unidad 3 En la escuela

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

Connections Making Connections to Other Disciplines
(Sample Evidence)

Comparisons Language Comparisons Cultural Comparisons
(Sample Evidence) School and Global Communities
Comparing schools in various Spanish-speaking
Communities countries and schools here in Olathe.
(Sample Evidence)
Lifelong Learning

Connections to Toolbox
Other Standards
Can Do Statements (Learning Targets)
Interpretive Formative and Summative Assessments assess these items
(Reading + Listening) I can identify school classes and objects when I read or hear them in an
authentic source.

(Listening) I can identify where things are located in short audio passages.

(Speaking + Writing) I can write simple sentences about my class schedule.

(Speaking + Writing) I can write and say simple sentences about what I do and have to do in my
classes

Presentational (Speaking + writing) I can describe what I do at school.

(Speaking + Writing). I can compare and contrast a classmates schedules with my own.

(Writing)

I can ask and answer questions about what I do and go during the school day.

Interpersonal I can ask and answer questions about my classes at school.

Supporting Functions Supporting Structures / Priority Vocabulary
Patterns
Describe school el arte/las ciencias/el español/ la historia/el inglés/las matemáticas/
schedule Primera hora tengo…… el coro / la banda / el almuerzo
Segunda hora tengo….
Hora 3 tengo..(la clase de)

Describing classes La clase de…. es …. el examen/fácil/difícil/aburrido/divertido/interesante

Telling and Es la…. de la mañana/de la tarde/de la noche/la hora/ el
Referencing time Son las… horario/tarde/temprano/cuando

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

I – Unidad 3 En la escuela

Describing school ¿A qué hora tienes la el borrador/la calculadora/el cuaderno/el escritorio/el lápiz/los
supplies clase de…..? lápices/el mapa/la mochila/el papel/el pizarrón/los pizarrones/la
pluma/la puerta/el reloj/la silla/la ventana
Describing layout of Tengo la clase de…. a el baño/la biblioteca/la cafetería/el gimnasio/la oficina del (de la
classroom and school las… de la …. directora)/el pasillo
Uso….. en la clase de….
Tengo …. en la mochila.
Hay ….. en la clase de…
….. está ….. de …..

al lado/cerca/debajo/delante/dentro/detrás/encima/lejos/a la
derecha/a la izquierda

Describe frequency of ……..en la clase de vez en cuando/muchas veces/mucho/nunca/siempre/todos los
días/en/el problema
activities in classes de….yo….

…..en la clase de…..tengo enseñar/llegar/necesitar/sacar buena mala nota/sacar una mala

que…. nota/tomar apuntes/usar la computadora/

La maestra……. en la
clase de…..

Describe activities at ¿qué haces en….? en la escuela / en la cafetería / en los pasillos/ en la biblioteca
school (Como en la cafetería)
como/voy/hablo/estudio/bebo
¿hablas en…? comes/vas/hablas/estudias/bebes
Sí, ….
No….

Compare and Contrast Yo…..pero mi compañero tengo / tiene / tenemos
school day of self and …… voy / va / vamos
a peer Los dos……

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 ask and answer questions about where Describe layout of school

classes are located in a school building with a Interpersonal

partner.

Students write a paragraph describing what classes Describe school day Presentational
they have during the day.

Students create a school map and present where Describe frequency of activities in classes Presentational
classes are located and what students do in those
classes. Compare and contrast schools in the TL
culture and their community.
Students read an article comparing schools in the
target culture and student’s school. Students pull
out key information

Interpretative

Students watch videos on the site below & identify Identify school objects from a video.
the items mentioned by each person.
(_yo_soy_franky for worksheet, link below for

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

I – Unidad 3 En la escuela

videos) Identify school objects from a text
http://zachary-jones.com/zambombazo/yo-soy-
franky-que-hay-en-mi-bolso/

Students will examine the infographic regarding
back-to-school costs in Mexico and complete the
shopping activity. (_Cost of Back to School in
Mexico, _Cost of Back to School ws)

Resources Language Lab Activities

School Maps -
https://www.google.com.mx/search?q=planos+de
+colegio&biw=1399&bih=645&tbm=isch&sourc
e=iu&pf=m&ictx=1&fir=wEKxOHxyn-
WT7M%253A%252Cb5jkVjJ_SeXxVM%252C_
&usg=__EoMnuLZHFD2fkxOvQuH7VoH3F4o
%3D&sa=X&ved=0ahUKEwiG7ZmjtPXWAhV
D6IMKHV_gDuwQ9QEILTAA#imgrc=wEKxO
Hxyn-WT7M:

School Video - Republica Dominicana
https://www.youtube.com/watch?v=jHymjNOp-
Z0

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

I – Unidad 4 La Comida y Mi Familia

Olathe Common Unit Plans – Spanish 1

Language and Spanish 1 Approximate Length
Level / Grade Novice-Low/ Novice - Mid of Unit
Performance Approximate Number of Minutes
Range Weekly

Theme/Topic My Family and Cuisine (La Comida y Mi Familia)

AP Theme Families and Communities – Family Structure

Essential Question What is a family and normal diet?

Unit Goals

Learners will be able to:

What should ● Ask and answer questions about their immediate family members.
learners know and ● Describe their food preferences and daily meals.
be able to do by the ● Compare and contrast families in the TL culture and their community.
end of the unit? ● Compare and contrast food habits in the TL culture and their community.

Summative Performance Assessment Tasks

• These tasks allow Interpretive Mode
learners to
demonstrate how Students read the Students read suggestions for a
well they have met infographic about Mexican week’s worth of healthy
the goals of the families & complete the breakfasts & complete
unit. interpretive task. (_Mexican interpretive task. (_Healthy
Family Infographic, breakfast article, _Healthy
• The tasks follow _Mexican Family breakfast task)
the format of the Interpretive)
IPA, but are
integrated Presentational Mode Interpersonal Mode
throughout the
unit. Polished: Students ask and answer questions related to
their family and food.
● The template Students create a PowerPoint slide(s) comparing
encourages and contrasting their daily meal times and foods
multiple with that of another Spanish speaking country.
Interpretive tasks.
Students create a PowerPoint slide(s) comparing
• The Interpretive and contrasting the family structure in their
tasks inform the community and own family with that of a
content of the Spanish-speaking country.
Presentational
and Interpersonal Students create a presentation (format of their
choice) to introduce their family to the class.
tasks. (_family presentation)
• The tasks

incorporate 21st
Century Learning.

On Demand:

Students write about a typical week in regards to
what they eat and drink.

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

I – Unidad 4 La Comida y Mi Familia

Students create a family tree and describe the
people in their family.

Standards

Cultures Relating Cultural Practices and Products to Perspectives
(Sample Evidence)
Product: Family
Indicate the Practice: Live in close proximity and do activities together
relationship Perspective: Family is an important component of the Hispanic culture
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) School and Global Communities Layout of homes / yards

Communities Meal times
(Sample Evidence)
Lifelong Learning

Connections to
Other Standards

Toolbox

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

Interpretive (Reading + Listening) I can understand words and phrases about food preferences and family
descriptions in a text or audio recording.

(Listening) I can understand someone talking about their family members.

(Speaking + Writing) I can compare and contrast my family members.

Presentational (Speaking + Writing) I can make simple statements about my food preferences.

Interpersonal I can ask and answer questions about food preferences for different meals of the day.
I can ask and answer questions about my family members.

Supporting Supporting Structures / Priority Vocabulary
Functions Patterns
almuerzo /bebida/ café / carne / cena/ comida/ delicioso / desayuno/
Describe food and Para …..(meal), como ……. ensalada/ fresa/ hamburguesa/ huevos/ jamón / jugo/ leche/
meals mantequilla de cacahuate/ manzana/ naranja / pan/ papas / pescado/
La comida es ….. pollo/ queso / sándwich/ sopa/ uvas

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

I – Unidad 4 La Comida y Mi Familia

Me gusta(n)…….

horrible / rico / nutritivo /

Describe feelings Cuando tengo sed/hambre, bebo, tomo, como
related to food bebo/como/tomo….
Mi….. es abuelo / gato / hermano / medio hermano / hermanastro / hijo/
Describe family madrastra / madre/ nieto / padrastro / padres (papas) /perro/ primo/
members A mi ….., le gusta… sobrino / tío / padre
Vivo/Vivimos……pero una casa / un apartamento
Compare and en/con ……viven
contrast family en/con….. pero, y, también, tampoco, sin embargo, ambos, los dos,
structure Me gusta…pero a mi
Compare and hermano le gusta…
contrast family
members A los dos, nos gusta….

Soy alto, pero mi hermana
es baja.

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 write a paragraph describing their family Describe family / Compare and contrast

members. family

Students keep track of a food blog about what they Presentational
and/or a friend eat during the week.

Students create a VENN diagram illustrating the
characteristics of their family and common foods
with that of the target culture.

Students ask and answer questions about family Describe family / Compare and contrast
members and family situations. family

Students will ask about age and birthday of 5 Describe age and birthday as well as find Interpersonal
classmates and then respond to various questions similarities and differences between Interpretive
about the interviewees. (_Birthday-Age Interview) students

Students move around room asking questions about Describe family
classmates and filling in their paper (_cómo es tu
familia) Understand descriptions
Students listen to an interview of someone talking
about their family and pull out key details.

Students listen to a song about a peculiar family and Listen and describe a family based on what Interpretive &
describes what that family consists of. (_Una you hear. presentational
familia grande canción)

Resources Language Lab Activities

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

I – Unidad 4 La Comida y Mi Familia

YouTube kids talking about their family.
https://youtu.be/Q5EotVQc2QU

https://www.laits.utexas.edu/spe/beg13.htm
l
(video/audio to go along with _Como es tu
familia ESCUCHAR.docx in Activities)

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

I – Unidad 5 Mi Comunidad

Olathe Common Unit Plans – Spanish

Language and Spanish 1 Approximate Length
Level / Grade Novice - Mid of Unit
Performance Approximate Number of Minutes
Range Weekly

Theme/Topic Mi Comunidad (My Community)

AP Theme Contemporary Life – Travel and Leisure

Essential Question What makes up a community?

Unit Goals

Learners will be able to:

What should ● Answer questions about what they do in their community.
learners know and ● Ask and answer questions about clothing preferences.
be able to do by the ● Compare their community with that of the target culture.
end of the unit? ● Answer questions about what they are going to do over the weekend.
● Say what they are going to do over the weekend.

Summative Performance Assessment Tasks

• These tasks allow Interpretive Mode
learners to
demonstrate how Read an infographic about
well they have met clothing styles in different
the goals of the countries and identify key
unit. words/phrases. (_Mi
comunidad Interpretive
• The tasks follow IPA.docx)
the format of the
IPA, but are Presentational Mode Interpersonal Mode
integrated Polished:
throughout the Talk with a partner about an upcoming trip.
unit. Choose a destination and write about what Talk about appropriate clothing to wear based
clothing is needed or what you want to wear for on the climate and how much the clothing
● The template that trip. costs.
encourages (_Mi comunidad presentational writing.docx) (_Mi comunidad Interpersonal IPA-script,
multiple map.docx,pdf)
Interpretive tasks.
Students present to the class a picture of their
• The Interpretive community and that of the target culture.
tasks inform the Students explain the similarities and differences
content of the of what people can do in each city.
Presentational
and Interpersonal On Demand:

tasks.
• The tasks

incorporate 21st
Century Learning.

Students create a timeline of what they plan to
do during the week in their community.

Standards

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

I – Unidad 5 Mi Comunidad

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) School and Global Communities Frequency of supermarkets

Communities Outdoor markets
(Sample Evidence)
Community structure and city layout
Lifelong Learning

Connections to Toolbox
Other Standards
Can Do Statements (Learning Targets)
Interpretive Formative and Summative Assessments assess these items
I can identify places, clothing items, and restaurant vocabulary when I hear short audio passages or
read it in a text.

I can write and/or present in simple sentences about what I wear in various seasons.

Presentational (Writing and speaking) I can describe what someone can do in the community.
I can write about where I go and what I am going to do in the near future.

I can ask and answer questions about where I am going and what I am going to do.

I can ask others about where they are going and what they are going to do.

Interpersonal I can ask and answer questions about what I and others wear during different seasons.
I can answer questions about what I prefer or want to buy.

I can ask questions to find out what someone wants or prefers.

I can answer questions about what I do in the community.

Supporting Supporting Structures / Priority Vocabulary
Functions Patterns el precio, el dólar, el euro,

Describe ítems in a ……cuesta….
store ……cuestan…..

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

I – Unidad 5 Mi Comunidad

Describe when ¿Qué llevas en… el invierno, el otoño, la primavera, el verano
clothing is worn Llevo……en…. tengo calor, tengo frío
Me gusta llevar….en … la blusa/los calcetines/la camisa/la camiseta/la chaqueta/los
Describing clothing Llevo…cuando… pantalones vaqueros (los jeans) /los pantalones/los pantalones
cortos/la ropa/el sombrero/el vestido/los zapatos/el gorro/el suéter/
…. es…..
amarillo/anaranjado/azul/blanco/marrón/marrones/negro/rojo/verde
Me gusta……. /bonito/feo/nuevo

Llevo…..cuando tengo
frío/calor

Llevo …durante

Describe restaurant Generalmente, pido….. el camarero/la cuenta/de postre/el menú/la mesa/ el plato
experience El camarero (me) sirve /da… principal/la propina/el arroz/el bistec/el brócoli/la carne/la
Nunca tomo…. ensalada/los frijoles/el pastel/la patata/el pescado/el pollo/el
Como…. tomate/las verduras

Describing wants ¿Qué prefieres…. siempre, nunca, a veces, generalmente
and preferences ¿Qué quieres? Llevar, comer, ir

Prefiero….. el café/ el centro/la tienda/el cine/el parque/el restaurante/el
Quiero….. teatro/el concierto/la iglesia/el centro comercial/el lugar
ver una película
Describe actions in ¿Qué puedes hacer en….” a pie/en autobús/en coche

the community Puedo….. en hay, pero, sin embargo

¿Qué haces en….? piensas/pienso
…… en. vas/voy

Generalmente, ……

Compare own ¿Cómo vas a….?
community to that Voy …..
of the TL En mi comunidad hay, pero
en ……… hay…
Describe future
plans En mi comunidad, se
puede….. pero …..
¿Qué piensas hacer….?

Este fin de semana,
pienso…..

¿Qué vas a hacer el sábado?
El sábado, voy a ….

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).

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

I – Unidad 5 Mi Comunidad

Read a restaurant review from tripadvisor.mx and I can identify places, clothing items, and Interpretive
identify key words/phrases. restaurant vocabulary when I hear short
audio passages or read it in a text.
Students will explore the website for a Spanish
department store and complete the worksheet. (_el Recognize/understand clothing related
corte inglés) words

Draw a map of their community and write a short Describe various places in the community
paragraph about what they do in each place. (or as
an advertisement regarding what people can do in
each place.)

Create an outfit using the Mango website and Describe what clothing I want to wear. &
describe the outfit with the costs. Also compare and compare ad campaigns of clothing stores.
contrast the ad campaign video with those found in
the United States. (_Mango - La Tienda Presentational
Española.docx)

Students will describe physical and personal Ask and answer questions about what I and
characteristics as well as what they are wearing. others wear during different seasons.
Then students will play guess who to find out who
each of their classmates are describing. (_Que
llevan los companeros.docx)

Students write about what they are going to do for Describe what I’m going to do over the
the weekend. (_Mi comunidad writing prompt.docx) weekend.

Students ask each other questions about what they Discussing what to order in a restaurant
are going to order in a restaurant and why.

Students talk with a partner asking each other Discussing future plans for the weekend Interpersonal
questions about where they plan to go over the
weekend and what they will do there.

Resources Language Lab Activities

https://shop.mango.com/es/mujer

https://www.elcorteingles.es/

Notes

Remember that students need to see the word ‘quiero’ more than ‘querer’. So model and show the forms of ‘quiero and
quieres’ more than the word ‘querer’ since that word is very low frequency in Spanish.

Additionally, it is not important to teach all the verbs that have a common grammatical function. For example, just
because students start using ‘quiero’ and ‘puedo’ doesn’t mean that they need to now learn all the verbs that share a
grammatical commonality such as entender, dormir, morir, almorzar,empezar,comenzar,cerrar. Those verbs do not fit the
theme and cannot be naturally tied in. Only the verbs that naturally fit the theme have been included in the unit outline.

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

I – Unidad 6 Mi Casa

Olathe Common Unit Plans – Spanish

Language and Spanish 1 Approximate Length
Level / Grade Novice - Mid of Unit
Performance Mi Casa Approximate Number of Minutes
Range Weekly

Theme/Topic Personal and Public Identifies – Social Customs and Values

AP Theme

Essential Question What makes a home?

Unit Goals

Learners will be able to:

What should ● Compare the layout of homes in their community with that of the target culture.
learners know and ● Ask and answer questions about the activities and chores they do at home.
be able to do by the ● Describe the layout and items in their home.
end of the unit? ● Ask and answer questions about who lives in their home.

• 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
unit. Polished: Students have an unscripted conversation with a
Students create a presentation demonstrating the classmate discussing and comparing their
• The tasks follow differences between their home and homes in a homes.
the format of the Spanish-speaking country.
IPA, but are
integrated On Demand:
throughout the
unit. Students write a short paragraph describing how
their home is different than homes in the target
● The template culture.
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

I – Unidad 6 Mi Casa

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

Connections Making Connections to Other Disciplines
(Sample Evidence)

Comparisons Language Comparisons Cultural Comparisons
(Sample Evidence) School and Global Communities
Layout of home
Communities Plaza and Patio
(Sample Evidence) Backyard

Lifelong Learning

Connections to Toolbox
Other Standards Can Do Statements (Learning Targets)
Formative and Summative Assessments assess these items
Interpretive I can identify words and phrases about houses and chores in audio or in written passages.
Presentational
I can identify what someone just did in audio or written passages.
I can say or write where people or things are located within a house.

I can say or write about what chores I or family members do in the household.

I can ask and answer simple questions about houses and household items

Interpersonal I can ask and answer simple questions about the location of people and objects.
I can ask and answer simple questions about chores and responsibilities at home.

I can ask and answer questions about what someone just did.

Supporting Functions Supporting Structures / Priority Vocabulary
Describe household Patterns ayudar, cocinar, barrer el suelo, pasar la aspiradora, sacar la basura,
chores poner la mesa, lavar los platos, darle de comer al perro (gato, etc)
En mi casa, yo…..
Describe layout of En mi casa, mi apartamento / casa / ventana / puerta / pared / piso
home and items in hermano…. baño / cocina / comedor / cuarto / garaje/ habitación/ jardín / sala /
rooms A veces, ……
Debo….
El/La…. está…. de….

Mi casa tiene….

sótano / pisos / planta baja / patio

armario / cama / cómoda/ comedor/cortinas/ espejo / estufa / horno
/ lámpara / mesa / refrigerador/ sillón/ televisión / lavabo / inodoro
/ ducha

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

I – Unidad 6 Mi Casa

**Talking about chores is part of the performance assessment but
chore vocabulary is missing from essential vocabulary.

Describe actions in En….., yo… con, siempre, a veces
home (ej. En el comedor, como platicar, jugar videojuegos, leer (review from year)
con mi familia. )

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).

Interpretive

Students draw a picture of their home and write a
paragraph describing the layout of their home.

Students write a paragraph describing what Presentational
activities and/or chores they do in each room of
their house.

Teacher asks students questions about houses, Interpersonal
household items, what chores they and family Language Lab Activities
members do in the house and the order they
complete the chores. Students respond to the
questions and ask the teacher about houses,
household items, what chores s/he and family
members do in the house and the order they
complete the chores.

Students work in pairs asking and answering
questions about houses, household items, what
chores they and family members do in the house
and the order they complete the chores.

Resources

Mi casa es su casa

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



Spanish III – Units At a Glance

Spanish 3 – Common Units

Unit # 1 2 3
Theme/Topic El Ocio La Gastronomía
AP Theme La vida contemporánea La Vida Contemporánea La Comunidad y La Vivienda
Essential Question What influences what I eat?
Unit Goals How do leisure activities differ among cultures? Las Familias y Las Comunidades
How are homes and neighborhoods
What should learners Learners will be able to: different based on their location?
know and be able to ● Compare and contrast leisure activities in the
do by the end of the Learners will be able to: Learners will be able to:
unit? target culture and their own.
● Ask and answer questions about past leisure ● Discuss what influences the diet of a ● Discuss what homes are like in
culture. different Spanish speaking
activities and excursions. countries.
● Write personal information about their ● Compare and contrast common foods
and dishes of a variety of countries in ● Compare and contrast homes in
activities preferences and past activities the Spanish-speaking world. their own community with homes
they’ve done. in the Spanish-speaking world.
● Describe the fundamental differences
of foods in the Spanish-speaking ● Compare and contrast their own
world. community with communities in
the Spanish-speaking world.
● Compare and contrast food practices
and routines of the target culture and ● Explain the purpose of housing
their own family and community. and community structures.

Spanish III – Units At a Glance

Unit # 4 5

Theme/Topic El Medio Ambiente Las Redes Sociales

AP Theme Desafios Mundiales La Tecnología y La Ciencia
How does the environment influence our daily
Essential lives? How does technology influence daily life?
Question
Learners will be able to:
Unit Goals

What should ● identify and discuss environmental Learners will be able to:
learners know
and be able to problems in their own community and ● ask and answer questions about personal
do by the end technology use.
of the unit? abroad
● understand the basic purpose of ● describe preferences, feelings and opinions
on technology use.
authentic materials about the
● write basic instructions regarding social
environment media.
● understand basic messages about the
● compare and contrast their technology use
environment with a target culture.
● express, ask about, and react to

environmental issues or disasters
● make predictions and discuss causes

and effects related to the environment

Spanish III – Grammatical Structures

Scope of Sequence of Grammatical Structures
*Grammatical structures should be modeled in context in order to accomplish the learning target. Students are not expected to
recognize grammatical terminology or perform rote grammatical tasks. Refer to the Unit Plan to see how these structures are used in
context for communication.

Depending on the activity or input that you are giving students, you and the students may use other structures. For example, you p
may start talking with your students in the past after a few weeks if that is where your conversation goes. The list below just outlines
the scope of sequence of when the grammatical structures naturally fit into the theme or topic.

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
El Ocio La Gastronomía La Comunidad y El Medio Ambiente Las Redes
Sociales
La Casa
Use of por to show
Preterite and Present Perfect (I have Present Perfect Use of por to show cause and cause and effect
Imperfect
tried, I have not tried) (He vivido, nunca he..) effect Subjunctive
(impersonal
Present Perfect Object Pronouns Preterite and Para - show purpose expressions)
(Simple phrases Imperfect Subjunctive
-nunca he ido, no Impersonal “se” (they Future Present Perfect
he ido) eat, they prepare, they Conditional
use) Preterite and
Conditional (iría a) Imperfect

Imperative:
Students should note the difference between a description/statement and a command when reading about the environment.
However, students are not expected to be able to produce command forms of verbs in different registers unless doing a specific
project or activity where it is incorporated.

Past Perfect:

Spanish III – Grammatical Structures

Past perfect is very low frequency in daily speech and difficult to incorporate naturally into the themes. However, this can be used in
class if it naturally comes up.

Conditional:
This can be incorporated into the different themes as needed. However, in level 4 it will be used more as hypothetical situations
discussed and practiced.

Present:
This can be incorporated into the different themes as needed.

World Language Standards
Level 3 – Intermediate Low

Communication Standard Benchmark

Culture Interpersonal Communication: Learners can participate in conversations on a number of familiar topics
Connection Learners interact and negotiate meaning in spoken, signed, or written using simple sentences, sometimes in two time frames. They can handle
Comparisons conversations to share information, reactions, feelings, and opinions. short social interactions in everyday situations by asking and answering
Communities simple questions with appropriate follow-up questions.
Interpretive Communication-Listening: Learners can understand main ideas in short, simple messages and
Learners understand, interpret, and analyze what is heard, read, or presentations on topics familiar to them. They can understand the main
viewed on a variety of topics. idea on simple conversations they overhear.
Interpretive Communication-Reading: Learners can understand the main idea of short and simple authentic
Learners understand, interpret, and analyze what is heard, read, or print texts when the topic is familiar to them.
viewed on a variety of topics.
Presentational Communication-Speaking: Learners can present information on most familiar topics using a series of
Learners present information, concepts, and ideas to inform, explain, simple sentences, sometimes in two time frames.
persuade, and narrate on a variety of topics using appropriate media and
adapting to various audiences. Learners can write briefly about most familiar topics and present
Presentational Communication-Writing: information using a series of simple sentences, sometimes in two time
Learners present information, concepts, and ideas to inform, explain, frames.
persuade, and narrate on a variety of topics using appropriate media and
adapting to various audiences of readers or viewers. Descriptor

Standard Learners can observe, analyze, and participate in a variety of culturally
appropriate practices.
Relating Cultural Practices to Perspectives:
Learners use the language to investigate, explain, and reflect on the Learners can observe and interact with products of the culture and
relationship between the practices and perspectives of the cultures analyze their importance.
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 that Learners can demonstrate understanding of the concept of culture
are available through the language and its cultures. through 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

III – Unidad 1 El Ocio

Olathe Common Unit Plans – Spanish

Language and Spanish 3 Approximate Length 4-5 Weeks
Level / Grade of Unit
Performance Intermediate Low – Approximate Number of Minutes
Range Intermediate Mid Weekly

Theme/Topic El Ocio (tiempo libre)

AP Theme Contemporary Life – Travel and Leisure

Essential How do leisure activities differ among cultures?
Question

Unit Goals

What should Learners will be able to:
learners know and
be able to do by ● Compare and contrast leisure activities in the Target Culture and their own.
the end of the unit? ● Ask and answer questions about past leisure activities and excursions.
● Write personal information about their activity preferences and past activities they’ve

done.

• 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

III – Unidad 1 El Ocio

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

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

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
I can identify activities and excursions done in the past.

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

I can identify leisure activities in the target culture when reading text or listening/watching
audio/visual passages.
I can explain what I did and what others did during a vacation or trip.

Presentational I can explain what I have and have not done previously for recreation.

Interpersonal I can describe a trip or vacation that I took in great detail
I can answer questions about a past vacation/trip that I took and vacations or trips others have
taken.

I can answer questions about what I did during a vacation, where I went and with whom.

I can ask others what they did on a vacation/trip, where they went and with whom.

Supporting Supporting Structures / Priority Vocabulary
Functions Patterns

Describe a past Fui a lugares
vacation trip Fuimos a
el lago / la selva / la naturaleza / el río / al aire libre / la playa / el
Hicimos… puerto / el mar

Trajimos… cosas
Usamos…. al aire libre / la camioneta / la botella / el equipo /
la estufa (de gas) / la guía / el kayac / la canoa / la olla / el saco de
dormir / la tienda de campaña / una caminata
/ la arena / la brisa / el caracol /
la orilla / el puerto / la sombrilla

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

III – Unidad 1 El Ocio

Talk about what you Primero….. ver el amanecer / ver la puesta del sol / conducir/manejar / juntarse /
did summer break, También….. hacer un crucero / ahorrar / conseguir / divertirse / encender una
activities with your fogata/ hacer una excursión / llenar una botella (de agua) / meterse
friends, or things en / montar / navegar / observar / remar / seguir / (ir) a trabajar /
done the past. practicar / jugar / relajarse

Talk about what you He …./ No he… animales y plantas
have and have not ¿Has…..? la araña / el árbol / la flor / la mariposa / el pájaro / el pez /
done before. el tiburón / la serpiente/ el águila / el cuervo / el halcón /
el búho
Talk about where you Iría a…
would go. ¿Adónde irías?
Talk nature Cuando estaba….vi…
observations
Cuando …..toqué..

Observé….

Refer to family Fuimos con el (la) bebé / el (la) bisabuelo(a) / el (la) bisnieto(a)
members Me reuní con… el (la) cuñado(a) / el (la) esposo(a) / la madrina /
el matrimonio / el (la) nieto(a) / el (la) novio(a)
/ el padrino / el pariente / el (la) sobrino(a)

con..

Compare and contrast Estuve con...
leisure activities En ….(país)....se….pero

en mi familia y/o

comunidad...

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 goals Mode of
(Sample activities are listed from the beginning or performance tasks? Communication

to the end of the unit).

Students listen to a native speaker describe their Compare and contrast leisure activities

leisure activities and vacations. Interpretive

Students discuss with other students their leisure Describe a past vacation trip Interpersonal &
activities and past vacations. Talk about what you did summer break, Presentational
activities with your friends, or things done
Students can identify the family relationships the past. Listen to others as they explain the Presentational
In pairs students take turns describing the family same thing and also share out what that
vocabulary in Spanish without using the word specific person did Interpretive
(Taboo style) “Es la madre de mi madre” while Student can discuss the environment (in
their partner guesses the word they are describing. terms of nature) they observed while on a
vacation or trip
Refer to family members vocabulary or
recall previous family members vocabulary

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

III – Unidad 1 El Ocio

Resources Technology Integration

Talk-Talk-Switch Activity → Activity where

student ask essential questions to other students
about their vacation and write down the essential
details of what that person did. After they ask
seven students they must write about those
specific responses and now narrate what those
specific people did individually. (Students must
pay attention to the changing of verbs from “yo”
conjugation to now changing it to “él” or “ella”
conjugation in their sharing of what a classmate
did). (_filename.docx) (Placed in “Unit 3
resources → Activities”)

Descanso Dominical
https://www.sciencedirect.com/science/article/pii/
S0185262016300317

The next Messi
https://www.apnews.com/5e2c65b4db374f7e8de2
4e67ff273f1f/The-next-Messi-may-be-training-at-
this-youth-soccer-academy
https://i1.wp.com/ticsyformacion.com/wp-
content/uploads/2013/07/infografia_como_pasan_
el_verano_los_espac3b1oles.png
como pasan los españoles el verano-infographic
Latino Cultures and Cultural Values
https://www.youtube.com/watch?v=15jdTQIr7j4

The importance of the SIESTA
https://drive.google.com/open?id=1AVCAN6s5xg
QwOXnqcbSXa3N551HSjNUJ
Memes:

https://www.pinterest.com/pin/3361515596726035
34/ Dogs.

He must be Spanish
https://www.pinterest.com/pin/2242652564236546
15/
Latin American Perspectives
http://journals.sagepub.com/home/lap

http://www.playasmexico.com.mx/infografia_play
as.php?id_article=4264 how Mexicans Vacation -
Infographic

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

III – Unidad 2 La Gastronomía

Olathe District Common Unit Plans – Spanish

Language and Spanish 3 Approximate Length
Level / Grade of Unit
Performance
Range Intermediate Low – Intermediate Mid Approximate Number
of Minutes Weekly
Theme/Topic
La Gastronomía: Conjunto de conocimientos y actividades que están relacionados con los
AP Theme
ingredientes, recetas y técnicas de la culinaria así como con su evolución histórica. Afición a comer

bien, apreciando y disfrutando la buena comida y los buenos restaurantes.

La Vida Contemporánea

Essential Question What influences what I eat?

Unit Goals

Learners will be able to:

What should ● Discuss what influences the diet of a culture.
learners know and ● Compare and contrast common foods and dishes of a variety of countries in the Spanish-
be able to do by the
end of the unit? speaking world.
● Describe the fundamental differences of foods in the Spanish-speaking world.
● Compare and contrast food practices and routines of the target culture and their own

family and community.

• 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.

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

III – Unidad 2 La Gastronomía

Standards

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)
Toolbox
Connections to
Other Standards Can Do Statements (Learning Targets)
Formative and Summative Assessments assess these items
Interpretive ● I can identify common foods and dishes of countries in the Spanish-speaking world.
● I can identify what influences the diet of a culture.
Presentational ● I can compare the common foods of their community with that of another country.

● I can describe differences between similar dishes in two different countries.

● I can describe the common foods of their community.

Interpersonal ● I can ask and answer questions about the fundamental differences of foods in the Spanish-

speaking world.
● I can discuss the similarities and differences of my family and community food

practices/routines with those of the target culture.

Supporting Supporting Structures / Patterns Priority Vocabulary
Functions
Se come/Se comen la empanada, el gazpacho, los mariscos, la paella, el
Compare the common Se prepara/Se preparan pollo asado, la arepa, la pupusa, los tamales, el ceviche,
foods of their el mole, la tortilla, la tortilla española, la torta, los
community with that pero, sin embargo patacones/tostones, los alimentos, alimentarse
of another country. mientras que, no obstante

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

III – Unidad 2 La Gastronomía

Describe differences Refer back to nouns: el aceite, el ajo, canela, el arroz, el azúcar, la cebolla, el
between similar Comen tamales en México, también maní/el cacahuate , el ingrediente, el pan, la pimienta, la
dishes in two las comen en Costa Rica. sal, la papa/la patata, la piña, el plátano, maduros, la
countries. lechuga, la piña, el maíz, el puré de papas, la papaya, el
café, frito/horneado, el trigo
mezclado, combinaciones,

Discuss what Se cultiva, se cultivan cultivar, crecer, fresco, el mercado, el supermercado
influences the diet of
a culture. Creo que, me parece que, según, probar, la receta, la sobremesa, los cubiertos, la cuchara,
típicamente, en general, al contrario, el cuchillo, el tenedor, tapas, entrada, plato principal,
Compare and contrast se usa, se usan, en vez de postres, sofrito
their food practices
and routines with that (no) he probado, (no) he cocinado,
of the target culture ¿Qué quieres probar? ¿Qué no te
and their own family interesa probar? ¿Probarías?
and community.
Discuss food
preferences

From Level 2, Unit 2

carne, pollo, pescado, verduras (brócoli, zanahorias,

ejotes, lechuga, tomate, pimientos) frijoles, huevos,

nueces, fruta (manzana, uvas, banana, naranja, fresas),

grasas y aceites, dulces, leche, yogur, queso, pan, cereal,

arroz, pasta.

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 Mode of
(Sample activities are listed from the beginning the unit goals or performance Communication

to the end of the unit). tasks?

Look at pictures of different food dishes and predict which presentational/
country they are from and ingredients used interpersonal

Students shop online for groceries using websites from Compare the common foods of presentational
different countries. their community with that of Interpretive
another country.
Create a Venn Diagram comparing dishes/meals between two Describe differences between
Spanish speaking countries and your own family’s meal. similar dishes in two countries.
Watch clip from the movie “Canela” of grandmother and
granddaughter preparing mole in Mexico. Discuss what influences the diet
of a culture.

Students make an infographic of a common dish (example) Compare and contrast their food
practices and routines with that
Resources of the target culture and their
https://www.youtube.com/watch?v=PgVpxliYUmo own family and community.
McDonalds in Guatemala
Technology Integration

Bizzare Foods: https://www.travelchannel.com/shows/bizarre-
foods

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

III – Unidad 2 La Gastronomía

Burger King vs. Mcdonalds in latin America
https://qz.com/464522/burger-king-is-beating-mcdonalds-in-
sales-growth-thanks-to-chicken-fries-pulled-pork-and-a-
fancier-cheeseburger/
https://www.buzzfeed.com/gretaalvarez/datos-graficos-sobre-
comidas-que-todo-el-mundo-necesita-
e?utm_term=.wna8AeG9EV#.kuWgWBA8n9
Datos Graficos sobre comida
http://www.bbc.com/mundo/noticias-
36479831?SThisFB?SThisFB?SThisFB
origen de los alimentos
Difference between moros y cristianos y gallo pinto
https://www.gumbopages.com/food/latin/moros.html
Comer Saludable: http://vivesaludable.com.co/campana-vive-
saludable-2/
https://www.youtube.com/channel/UC538kk-RDR7-_APOL-
8U43A Bien tasty- short video recipes

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

III – Unidad 3 La Comunidad y La Vivienda

Olathe District Common Unit Plans – Spanish

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

Theme/Topic La Comunidad y La Vivienda

AP Theme Las Familias y Las Comunidades

Essential How are homes and neighborhoods different based on their location?
Question

Unit Goals

Learners will be able to:

What should ● Discuss what homes are like in different Spanish speaking countries.
learners know and ● Compare and contrast homes in their own community with homes in the Spanish-speaking
be able to do by
the end of the unit? world.
● Compare and contrast their own community with communities in the Spanish-speaking

world.
● Explain the purpose of housing and community structures.

• 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