Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Language and
Level / Grade

Spanish II (native speakers)

Intermediate

Theme/Topic

Latin Traditions

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

3 Weeks
150 Minutes per week

Of the given celebrations and holidays, where do they come from, how are they celebrated, and what role do
they play in the U.S?
Learners will be able to:
understand family roles and traditions of various Latin cultures by studying unique traditions and presenting
their findings.
focus on comparisons between typical United States celebrations and compare them with their newly learned
tradition
discuss how Latin families continue to celebrate them, and the social significance that it has.
research one particular tradition and learn through peer to peer teaching as all are responsible for gaining the
appropriate knowledge about each of the traditions classmates share in their presentations.
Accurately and fluently present oral information, concepts and ideas to an audience
Read historical accounts and summarize information presented
Translate English information into the Spanish language
Write and perform a cultural play in Spanish
Assess and evaluate peer plays on selected cultural tradition or holiday
Compare various texts and reliable resources
Understand the importance of technology while also learning how to incorporate it into their learning
Collaborate and communicate with other peers to complete summative assessment
Demonstrate mastery of information, literacy tools, and the integration of secondary sources in his/her work
Make cultural comparisons within the play that must be grounded in facts and supported by proper grammar
Find ways to identify terms that are new to them through context clues
Use appropriate traditional words that describe selected tradition or holiday
Writing reflects knowledge obtained from readings and discussions

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.
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.
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

Interpretive Mode
In learning about celebrations and You will watch a video clip about Latin
Present Prezi on
holidays, you must understand
Traditions; El da de muertos en Mxico, una
Traditions and
where they originated from and
tradicin que nunca muere
Holidays. Students will
how they are celebrated in a
You will fill out a graphic organizer and
participate in class
particular origin. As one of the
participate in class discussion.
lecture/discussion about
lessons, we will dive into the
the connection Latin
Mexican culture where you will
This will allow students to bring in
American countries have
be able to be enriched with the
yesterdays learning and connect it to todays
culture and history. This will be a lesson. By using authentic texts written by
with U.S. while also
useful tool used as guidance and a members of language and culture, you are able connecting it back to
model to refer back to when
to get a sense of how to write Spanish papers
their personal lives.
working towards your summative and emulate their writing style.
assessment. The website offers a
good amount of information on
Mexico in Spanish that is
appropriate for you native
speakers. You will take notes and
respond to reading responses that
will be posted on the projector
screen.
Presentational Mode
Interpersonal Mode
In leading to your final assignment, you will dive
Through analyzing texts and reliable resources, you
into the learning of different countries and their
will be able to interview and share information attained
customs/traditions. You and 4 other peers will
that will reflect on further information gained about the
combine all the information attained from class and
selected holiday or tradition of your choice. You can
your interview to tie it into you play. You will give a
interview a close relative or someone knowledgeable of
short presentation to classmates that details
the particular tradition you and your group mates will
necessary information about your tradition. As you
select. You will demonstrate comprehension of
have become a master of the information that you

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

have studied, all classmates must also have a clear
understanding of other traditions presented before
the summative assessment. Graphic organizers will
be filled out as each student presents about their
particular tradition.

tradition from specific Latin American country and

present it to your peers.

Learners use the language to investigate, explain, and reflect on the relationship between the products and
perspectives of the cultures studied.
Cultures

Product: Google form on Mexican tradition-Day of the Dead

Practice: Understanding the form of celebration of a particular Mexican tradition
Perspective: How traditions are celebrated in Mexico vs. how they are celebrated in America

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

Connections
(Sample Evidence)

Product: Traditions and holidays in Latin America

Practice: Collaborate and research on selected Latin tradition
Perspective: Identify the 5 Ws of their selected tradition
Making Connections
Acquiring Information and Diverse Perspectives
Social Studies:
Various traditions celebrated in different Latin
American countries and how they are celebrated
Learning the history behind various
in the U.S.
Latin traditions
The impact Latin traditions have on
the U.S.
World Language (Spanish)
Synthesis of information from a
variety of reliable resources
Conducting in-depth discussions
based on personal information and
research information

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Language Comparisons

Comparisons
(Sample Evidence)

Communities
(Sample Evidence)

Connections to
Common Core

Cultural Comparisons
Reasons to distinguish the many traditions
celebrated all over Latin America
Compare the traditions and holidays Traditions in Mxico
celebrated in Latin America and how
it is celebrated in the native country
School and Global Communities
Lifelong Learning
Students will work in pairs and share
information gained from
Understand the various traditions celebrated all
interviewing someone living in the
over Latin America and the history behind each
Latin American country where the
tradition
selected tradition is celebrated
Reading
CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as
well as in words.1
CCSS.ELA-LITERACY.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Writing
CCSS.ELA-LITERACY.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally.
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.
Language
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

gathering vocabulary knowledge when encountering an unknown term important to comprehension or
expression.

Toolbox
Language Functions
Describe:
SWBAT...
Respond to daily writing prompts that help
them adjust to writing in Spanish
Summarize articles and stories read that help
educate other classmates about the
knowledge attained; writing and reading
responses aloud
How traditions vary from country to country

Related Structures / Patterns

tradiciones, pais, celebracion,
fiesta, comida, vestuario, Estados
Unidos, dias, Latino America,
historias, familia

Vocabulary Expansion
Tier 1
Describe:
-donde esta localizado, rico,
delicioso, sabroso, dulce, picante,
frio, caliente, vestido, pantalon,
hermano, hermana, tio, tia, mama,
papa
Ask/Answer Questions:
-Por que, como, quien, que, donde,
cuando, cuanto tiempo, desde
cuando
Compare:
-Mas que, menos que, lo mismo,
diferente, igual que, comparado a

Ask and Answer Questions:

SWBAT...
Reading responses to videos and readings
About the connection between Latin
American traditions and U.S. Traditions
The meaning of various Spanish words
Skit of selected tradition will teach
classmates specific questions all have been
given: where the tradition is from, how it is

Interrogative pronouns and

adjectives

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Tier 2
Describe:
-analizar, comparar, describe.
subraya, deletrea, evalua
Ask/Answer Questions:
-Hipotesis, presuncion,
tradicion, explica, describe,
patrimonio, respuesta

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

celebrated, and why it is celebrated

Compare:
SWBAT...
Latin American traditions with U.S. Traditions
How Latin traditions vary amongst each other
How Latin American traditions are practiced
in the U.S.
Compare selected group traditions and how
similar and different they are

Mas que, menos que, lo

mismo, diferente, igual que,
comparado a (more than,
less than, the same,
different, equal to,
compared to)

Compare:
-demuestra, evalua, analizar,
comparar
Tier 3
Describe:
-manifestaciones, indgena,
representativas, cristalizadas,
Candelaria, veracruzano,
parroquia
Ask/Answer Questions:
-incitando, rebelin, desfile,
oaxaqueo, alrededores,
bautizado
Compare:
-marimbas, concurridos,
mazatleca, rasgos, sacro, Mixquic

Key Learning Activities/Formative Assessments

Key Learning Activity/Formative Assessment
(representative samples from beginning to end of unit)

Analyze 2 images of a Hispanic family celebrating Christmas

and a US American family having Christmas; Qu ves en la
imagen de la celebracin de la familia latina que no ves en la
celebracin de la familia americana? Hay otras diferencias que
notan? Read a scholarly article on immigrant families living in
the U.S. Article: Amrica Latina y Estados Unidos: historia y

How does this activity

support the unit goals or
performance tasks?
Introduce the essential
questions and theme while
understanding the
similarities and differences
of traditions and holidays
celebrated in the U.S. and

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Mode of
Communication
Interpretive

Interculturality
Self
Community
World
Self, Community,
World

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

poltica pas por pas

Respond to questions and discuss; Qu es el mensaje del
autor? Cmo puedes relacionar con el punto de vista del autor?
Watch video clips about Latin Traditions; El da de muertos en
Mxico, una tradicin que nunca muere
Fill out graphic organizer and participate in class
discussion
Prezi presentation- Traditions and Holidays
Students will participate in class lecture/discussion about the
connection Latin American countries have with U.S.
Students will continue reading and analyzing articles and 1ST
person accounts on various traditions and the differences
between Latin American countries and America.
Reflexiones acerca de las familias transfronterizas y las familias
transnacionales entre Mxico y Estados Unidos

Students will use Google Chrome books to research selected

tradition/holiday by using googlescholar.com
Students will be given a handout for them to learn about and
choose from a list of Latin traditions from which they may
choose to do their project.
10 Tips for Writing a Professional Email is another handout out
that will be given to help aid in preparation to interview person
in selected country to gain more information on selected
tradition.

Latin America.
Explore elements of a Latin
American celebration.
Understand the differences
Interpretive
of traditions and holidays.
Identify the similarities of
celebrations in Latin
America and America.
Learn about families living
in America and the changes
that may occur. Why some
families decide to continue
Interpretive/int
Latin traditions while
living in America. How the erpersonal,
traditions change over
time. Develop analytical
skills and prompt critical
questions.

Understand how to interview

and extract information while
also practicing how to speak
formal Spanish

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Interpretive/int
erpersonal

Self, Community,
World

Community,
World

Self, Community,
World

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Class will watch how various Latin American countries celebrate

the Christmas season specifically. Showing a YouTube video,
teacher will prompt students to all fill in a graphic organizer that
helps everybody compare how different countries celebrate a
very standardized holiday that all American students are familiar
with.
Students get in groups according to the traditions that they have
chosen. All will share the sources they have found, help
groupmates that are struggling, and fill out a graphic organizer
that they can use to support their individual research. Teacher
will help scaffold group sharing by encouraging greater levels of
collaboration.

Teacher will pass out a graphic organizer to assist student

learning of the struggles of assimilating into United States
culture for a latino immigrant. Students will read about the
process of integration, watch a video that details another
experience, and respond to a political cartoon on the issue.
Students will take this knowledge and apply it to their studies of
Latin traditions and the importance they have on individuals
lives.

Understand how
traditions vary from
country to country
and can be a
uniquely personal
part of family or
ethnic identity
Promotes
collaboration through
peer assistance which
helps scaffold
everyone from GATE
to Struggling Readers
achieve the unit
goals.
Having students learn
a few new traditions
is fun, but having
them make personal
connections with the
people who celebrate
them is more
important. This lesson
will help students
connect to the
personal identity
crisis that comes with
moving from ones
native country and is
then forced to
assimilate.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Interpretive/int
erpersonal

Self, Community,
World

Interpretive/int
erpersonal

Self, Community,
World

Interpretive/int
erpersonal

Self, Community,
World

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Summative Assessment
Students will be placed in groups to select one tradition where
they will need approval from teacher before proceeding to
creating a sketch of a particular Latin celebration unique to a
specific country. Students are required to demonstrate where the
tradition is from, how it is celebrated, and why it is celebrated.

Demonstrate knowledge on
traditions for specific
countries and collaborate to
educate peers

Resources
http://www.donquijote.org/cultura/mexico/
Reflexiones acerca de las familias transfronterizas y las familias transnacionales
entre Mxico y Estados Unidos
Prezi presentation- Traditions and Holidays

Interpretive/int
erpersonal/Pre
sentational

Community,
World

Technology Integration
Google Chromebooks
Google Docs
Google Form
Skype
YouTube
Prezi

Google Form - Tradicin de Mxico

Handouts:
10 Tips for Writing a Professional Email - Autor: Universia Colombia
http://noticias.universia.net.co/en-portada/noticia/2012/08/13/958177/10-tipsescribir-correctamente-correo-electronico.html
Latin American Traditions - Author Tanisha Love Ramirez
Que es la diferencia?
Collaborate Towards Success
Integrate and Assimilate
On Being a Mexican American: An Autoethnographic Analysis of Identity
Construction
ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

The Immigrant: From Immigration to Integration

Political Cartoon
7 Latin American Christmas Traditions

El da de muertos en Mxico, una tradicin que nunca muere

Amrica Latina y Estados Unidos: historia y poltica pas por pas

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013