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Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Language and
Level / Grade

2 Grade
Novice Low

Theme/Topic

All about me

Essential Question

Goals
What should learners know
and be able to do by the
end of the unit?

Approximate Length
of Unit
Approximate Number
of Minutes Weekly

nd

1.
2.

Nine weeks
200 Minutes

How can I talk About myself in Spanish?


How can I describe myself in Spanish?

I can do the following:

say hello or goodbye to my friends or my teacher

give my name

tell someone how I am feeling

what language I speak

what country I come from

give the colors of my flag and the flag of Singapore

give my age

say what I like/ don't like - food, some verbs

describe myself (physical and personality).


I can ask & answer simple questions targeting the responses above

Interpretive Mode
Summative
Performance
Assessment
These tasks allow
learners to demonstrate
how well they have met
the goals of the unit.
They are integrated
throughout the unit.
The template
encourages multiple
interpretive tasks.

Students are shown a Muzzy


video introducing a new
topic. After being shown the
short clip 3 times, students
then need to think of a
question to ask their friend
which uses this new
vocabulary.

Students are read a book


about Fernando el Perro.
Students then need to
sequence the cut out pages of
the book into a chronological
sequence and retell the story.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Students are given pieces of


fake hair, eyes, noses, and
mouths. Students need to
create a face that resembles
their own and describe that
face to a friend.

Appendix I.
The interpretive tasks
inform the content of the
presentational and
interpersonal tasks.
The tasks should
incorporate 21st Century
Skills.

Standards-Based Unit Template by Clementi & Terrill November 2013

Presentational Mode
Students are divided into pairs. Students are given a
flipchart to help guide their questions. Students use
puppet pals to have a conversation in Spanish with a
friend using the question cheat sheet. Once finished,
students show their work to the entire class and give
feedback to other groups.

Cultures
(Sample Evidence)
Indicate the relationship
between the product,
practice, and perspective.

Connections
(Sample Evidence)

Comparisons
(Sample Evidence)

Communities

Interpersonal Mode
Split the classroom into pairs and give each person a
puppet. When the music plays, the students dance
around the room with their puppets but when the
music stops students have to find a partner and ask
them different questions.

Product: Flags from different countries


Practice: Ask friends questions to figure out which flag belongs to that person
Perspective: What questions can I ask to figure out which country my friend is from?
Product: Looking at a cartoon from a South American country
Practice: Notice the differences between this cartoon and a U.S cartoon
Perspective: How are the two cultures different?
Making Connections
Acquiring Information and Diverse Perspectives
Why do some verbs in in an o? Is there a
How would a student from India or another country answer
pattern with these verbs?
the simple questions we learned differently from an
American?
Language Comparisons
Cultural Comparisons
Show a sentence in English with the phrases
Compare the different customs of students in our class
I ____ and show sentences in Spanish
during UN day by having students share their costume and
showing Yo ____ and ask students to figure talk about their culture.
out the meaning of the Spanish word by using
the English comparison.
School and Global Communities
Lifelong Learning

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.
(Sample Evidence)

Connections to
Common Core

Standards-Based Unit Template by Clementi & Terrill November 2013


How can we respect other cultures and
Understanding everyone is different and brainstorming ways
languages that are different from our own?
to show respect to everyone.
Doing math problems in Spanish when we learn how to say the words in Spanish.

Key Learning Activity/Formative Assessment


(representative samples from beginning to end of unit)

Students are shown a Muzzy video introducing a new


topic.
Students use puppet pals to have a conversation in Spanish with
a friend using the question cheat sheet.
Students have to find a partner and ask them different questions.

How does this activity


support the unit goals or
performance tasks?
Being able to pick out key
vocabulary worlds
Being able to work in
partners and have a simple
conversation
Speaking spontaneously

Resources
Muzzy
123 Spanish
Raz Kids

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Mode of
Communication

Interculturality
Self
Community
World

Interpretive

Self

Presentational

Community

Interpersonal

Self

Technology Integration
Using ipads to do presentations and using the
promethean board to do vocabulary activities.