Conversational Spanish                                                                                        Page  of

Units:

Unit #1: Introduction to World Languages

Unit #2: Geography of the Target Language World

Unit #3: Friends and Family

Unit #4: Food

Unit #5: - Clothing

Unit #6: Leisure Time




Unit Title

Unit #1: Introduction to World Languages

Timeframe 

30 Days

Unit Summary

This unit is an introduction to the study of another language and culture. Students learn to communicate with their teacher and classmates, and describe the objects they see in the classroom. They develop interpretive skills (listening and responding physically to the teacher’s directions and instructions). Once they have internalized high frequency expressions, they start to respond verbally in the target language when asked personal questions. At the onset of the unit, they have no functional ability to communicate. By the end they are able to communicate using memorized words and a few phrases to identify familiar objects and respond to very familiar questions about themselves, the weather, and the date.  

Learning Targets

Essential Questions

  • Why learn another language?
  • What is culture?

Enduring Understandings

Students will understand:

  • You can learn a 2nd (or 3rd) language.
  • You already have language and communication skills that you can utilize while learning a new language.

Know

By the end of this unit, students will know

  • Informal and formal greetings
  • School supplies and commands
  • Numbers 1-31
  • Weather and season vocabulary
  • Calendar vocabulary

Do

By the end of this unit, students will be able to Ask and answer questions to get to know their classmates

  • Count from 1-31
  • Respond appropriately to classroom commands
  • Identify and describe items in backpacks with classmates
  • Deliver a weather report
  • Identify dates on the calendar

Evidence of Learning

Formative

  • Skit/Dialogue - Back to School (Interpersonal Task)
  • Daily use of the target language
  • Short conversations in pairs to show use of the target language
  • Brief 1-1 conversations with teacher

Summative/ Benchmark

  • Greetings/Introductions Assessment incorporating all modes of communication

Alternative Assessments

  • Digital Project: Weather/Calendar

Learning Activities

  • Engage in Greetings, introductions and goodbyes
  • Converse with a partner on basic personal identity
  • Role-play greeting scenarios
  • Use informal and formal greetings
  • Respond appropriately to classroom commands
  • Use numbers to identify important dates and personal information
  • Watch authentic weather reports from the target cultures
  • Categorize months/days in small groups

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quizizz/ Kahoot
  • Quizlet

Standards

Content Statement

Indicator

Interpretive -7.1.NM.A.4

 

Identify familiar people, places, and objects based on simple oral and/or written descriptions.

Interpersonal-7.1.NM.B.2

 

Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities.

Interpersonal-7.1.NM.B.4

 

Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.

  • CRP6.Demonstrate creativity and innovation.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit #2: Geography of the Target Language World

Timeframe 

30 Days

Unit Summary

This unit is an overview of the countries in which the target language is spoken.  Culture and society vary greatly between countries and students will gain a deeper appreciation of the large community that makes up the world of the language of study.  The unit will broaden the student’s knowledge of the importance of language in our global society.  

Learning Targets

Essential Questions

  • How might learning a language open “doors of opportunity”?
  • How does the study of another language and culture make the world smaller?

Enduring Understandings

Students will understand:

  • Learning another language will open the door to a new culture. Language and culture are inextricably linked.
  • Language connects people.

Know

By the end of this unit, students will know

  • The continents where the target language is spoken
  • The countries where the target language is spoken
  • Traditions, products, and practices vary from country to country

Do

By the end of this unit, students will be able to

  • Identify major countries in the world where the target language is spoken
  • Label a map according to countries and continents
  • Describe a country of the target culture in detail (capital city, independence day, traditional foods, places of interest, etc.)
  • Compare and contrast the United States to countries of the target cultures

Evidence of Learning

Formative

  • Map activity (labeling)
  • Country comparisons
  • Check in’s with teacher throughout country research project
  • Peer editing of country research project
  • Presentation guided notes (small groups)

Summative/ Benchmark

  • Country Research Digital Project

Alternative Assessments

  • Digital Map Activity

Learning Activities

  • Identify and label on a map the different countries where the target language is spoken
  • Collaborate with peers to present relevant information about countries where the target language is spoken
  • Compare and contrast traditions, products, and practices in the countries where the target language is spoken to those of the US

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quizizz/ Kahoot
  • Quizlet

Standards

Content Statement

Indicator

Interpretive - 7.1.NM.A.1

Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.

Interpretive -7.1.NM.A.4

 

Identify familiar people, places, and objects based on simple oral and/or written descriptions.

Presentational -7.1.NM.C.4

Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing.  

Presentational -7.1.NM.C.5

 

Name and label tangible cultural products and imitate cultural practices from the target culture(s)

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

  • Exhibit leadership for digital citizenship.

8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit #3: Friends and Family

Timeframe 

30 Days

Unit Summary

This unit will focus on daily life in the target cultures, specifically how family traditions and eating habits differ amongst cultures. The unit begins with a study of family trees, and culminates with a more in-depth look at family traditions across the globe. The way that students view family life in their small communities may be quite different than what family life looks like in the target language cultures.  A large part of family life surrounds the foods that we eat, how we prepare them, and where/when we gather for meals.  These cultural aspects will be examined throughout the unit.  Through these comparisons, students will be exposed to a variety of perspectives and practices.  

Learning Targets

Essential Questions

  • How do family structures and life through various cultures play an important role in society?
  • How do family units differ in structure and content amongst cultures?

Enduring Understandings

Students will understand:

  • “Family” has many connotations and structures that are unique to individuals.
  • Although “family” has a universal connotation, its’ definition can vary within a culture as well as from culture to culture.
  • Family relationships and lifestyles reflect the values of a culture.

Know

By the end of this unit, students will know

  • Family tree vocabulary
  • Traditional dishes of the target cultures
  • Traditions surrounding meals and common family time
  • Numbers 1-100 (recognition for describing ages)

Do

By the end of this unit, students will be able to

  • Identify and describe their family members and friends
  • State the names and ages of their family members and friends
  • Compare and contrast traditional dishes of the target cultures to their own
  • Compare and contrast their own eating habits to those of the target cultures

Evidence of Learning

Formative

  • Daily use of the target language
  • Family tree activities
  • Brief 1-1 conversations with teacher
  • Family tree check-ins with peers and with teacher
  • Journal entries comparing cultures

Summative/ Benchmark

  • Benchmark Assessment

Alternative Assessments

  • Family Tree Project

Learning Activities

  • Create a family tree
  • Label and discuss celebrity family trees
  • Investigate family traditions from the target cultures
  • Role-play family introductions
  • Research traditional dishes from the target cultures
  • Compare and contrast dishes from the target culture to our own culture

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quizizz/ Kahoot
  • Quizlet

Standards

Content Statement

Indicator

Interpretive - 7.1.NM.A.1

Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.

Interpretive -7.1.NM.A.4

 

Identify familiar people, places, and objects based on simple oral and/or written descriptions.

Interpersonal-7.1.NM.B.5

 

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit #4: Food

Timeframe 

30 Days

Unit Summary

Students will examine eating habits of teenagers in the United States and abroad. As they talk about their own likes and dislikes, they will compare foods, eating establishments, and cultural products and practices.  During the course of the unit, they will learn the names of popular foods and learn how to order something to eat and drink in a cafe and restaurant. They will compare and contrast their perspectives of food norms with those of teenagers of the target cultures.

Learning Targets

Essential Questions

  • Do teenagers around the world have similar eating habits and dining experiences?
  • How do eating habits differ amongst cultures?

Enduring Understandings

Students will understand:

  • Teenagers across the glow share many experiences, yet they are different in subtle and fundamental ways.
  • Reading authentic texts such as menus and advertisements for restaurants, cafes, and fast food establishments can be challenging for beginning language learners and require specific comprehension strategies.
  • Negotiating everyday situations in restaurants requires some risk taking with expressions to assist in understanding others.

Know

By the end of this unit, students will know

  • Common foods found in restaurants and cafes in countries in the target language
  • Expressions of hunger and thirst
  • Currency exchange

Do

By the end of this unit, students will be able to

  • Order food from a culturally authentic menu
  • Express preferences for various types of foods
  • Order from a menu in the target languages
  • Ask and answer questions about food related products
  • Convert American dollars into currencies from the target cultures using the current exchange rates

Evidence of Learning

Formative

  • Daily use of the target language
  • Compare and contrast food items in the United States vs. countries of the target language
  • Brief 1-1 conversations with teacher

Summative/ Benchmark

  • Food Assessment

Alternative Assessments

  • Digital Food Projec

Learning Activities

  • Engage in conversations about the various foods common in the target language
  • Converse with a partner on favorite foods
  • Respond appropriately to questions about food items
  • Compare/contrast American restaurants to restaurants in the target culture
  • Watch authentic videos showcasing food traditions in the target culture

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quia.com
  • Quizlet

Standards

Content Statement

Indicator

Interpretive - 7.1.NM.A.1

Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.

Interpretive -7.1.NM.A.3

 

Recognize a few common gestures and cultural practices associated with the target culture(s).

Interpretive -7.1.NM.A.5

 

Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics.

Interpersonal-7.1.NM.B.5

 

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.
  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

  • Exhibit leadership for digital citizenship.

8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit #5: - Clothing

Timeframe 

30 Days

Unit Summary

Clothing is an important part of a teenager's life. As they learn the names of clothing items and how to describe them in Spanish, they will examine how the clothing people choose to wear reflect their personalities and lifestyles. They will compare how they dress to the clothing worn by Spanish / Hispanic teenagers.

Learning Targets

Essential Questions

  • Does what I wear define who I am? If so, how/why, if not, how/why?
  • How has fashion been influenced by the target language/culture?
  • How does the fashion of the target language help me understand others?

Enduring Understandings

Students will understand:

  • The clothes we wear may reflect our personality and send a message to others about our values and lifestyle.
  • Fashion, although influenced by culture, has many similarities throughout the world.

Know

By the end of this unit, students will know

  • The influence of fashion/clothing on various cultures as compared to the United States
  • Similarities and differences that exist in clothing/shopping/fashion in a variety of countries in the target language
  • Various fashion trends

Do

By the end of this unit, students will be able to

  • Simulate purchasing clothing and accessories using culturally appropriate expressions and gestures
  • Design an outfit using clothing brands from the target culture
  • Calculate the exchange rate between dollars and currencies from the target language

Evidence of Learning

Formative

  • Describe online photos of clothing trends around the world
  • Compare and contrast fashion trends in the United States vs. Countries of the target language
  • Brief 1-1 conversations with teacher
  • Use online tools to convert currencies

Summative/ Benchmark

  • Clothing/Fashion Assessment

Alternative Assessments

  • Digital Clothing Project

Learning Activities

  • Converse with a partner about fashion trends
  • Compare/contrast Fashion trends in the target culture the those in the United States
  • Calculate currency exchange

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quia.com
  • Quizlet

Standards

Content Statement

Indicator

Interpretive -7.1.NM.A.4

 

Identify familiar people, places, and objects based on simple oral and/or written descriptions.

Interpretive -7.1.NM.A.5

 

Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics.

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

Presentational -7.1.NM.C.4

 

Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing.  

Presentational -7.1.NM.C.5

 

 

Name and label tangible cultural products and imitate cultural practices from the target culture(s)

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.

Technology Standards - 8.1

9-12th Grade

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit #6: Leisure Time

Timeframe 

30 Days

Unit Summary

As summer vacation is approaching, students consider why people travel, what their destinations say about their likes and dislikes.  Students will be able to understand how similarities and differences around the world shape people’s views on vacation time and how it is utilized.

Learning Targets

Essential Questions

  • Does everyone go on vacation?
  • What does ‘vacation mean to you?  How does this differ across cultures?

Enduring Understandings

Students will understand:

  • How people spend their vacations is determined by geography, weather, and availability of time/money.
  • In order to negotiate everyday situations, you might encounter conversation with native speakers, second language learners must take risks with expressions they know to make themselves understood.
  • Vacation experiences are often determined by the country/culture in which we live.

Know

By the end of this unit, students will know

  • Weather and patterns in countries in the target language
  • Expressions likes/dislikes when on vacation
  • Vocabulary relating to family vacations, preferences, recent trips or experiences
  • Important holidays and prime vacation times of countries from the target language

Do

By the end of this unit, students will be able to

  • Ask and answer questions to get to know worldwide travel information
  • Plan and describe an upcoming vacation in the target language
  • Articulate vacation preferences and how this relates to the culture studying

Evidence of Learning

Formative

  • Compare and contrast leisure activities in the United States vs. in the countries of the target language
  • Short conversations in pairs to show use of the target language
  • Brief 1-1 conversations with teacher

Summative/ Benchmark

  • Leisure Time/Vacation Assessment

Alternative Assessments

  • Digital Vacation Plans Project

Learning Activities

  • Role-play scenarios about vacationing
  • Plan a trip
  • Report on the weather of a city in the target language
  • Compare/contrast cultural values/differences on vacationing
  • Watch authentic videos showcasing vacations in the target culture

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quia.com
  • Quizlet

Standards

Content Statement

Indicator

Interpretive -7.1.NM.A.4

 

Identify familiar people, places, and objects based on simple oral and/or written descriptions.

Interpretive -7.1.NM.A.5

 

Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics.

Interpersonal-7.1.NM.B.4

 

Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases

Interpersonal-7.1.NM.B.5

 

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

Presentational -7.1.NM.C.4

 

Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing.  

Presentational -7.1.NM.C.5

 

 

Name and label tangible cultural products and imitate cultural practices from the target culture(s)

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.
  • CRP6.Demonstrate creativity and innovation.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities