Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Approximate Length
2 Weeks
Language and of Unit
Spanish 1, Grade 9
Level / Grade Approximate Number
250
of Minutes Weekly
Theme/Topic Identity - Greetings
How do I introduce myself and initiate conversation with others? How do greetings tell us about a person’s culture?
Essential Question How do greetings differ around the world?
Why are formal and informal greetings used in Spanish speaking countries?
Goals Learners will be able to:
Knowledge:
What should learners know Learn the alphabet in Spanish to understand correct pronunciation
and be able to do by the Learn the numbers in order to effectively communicate basic information such as their age.
end of the unit?
Identify cognates to acquire new vocabulary and compare Spanish to English
Learn common nouns and articles in order to understand masculine and feminine use in Spanish as compared to
English.
Compare how greetings differ in their formality and informality in Spanish speaking countries and also compared to
the U.S.
Learn to know how to greet others depending on whether a formal or informal greeting is appropriate.
Communication:
Identify cognates while reading and listening to children’s stories in order to improve their contextual understanding.
(interpretive)
Respond to simple comprehension questions from reading, listening and viewing children’s stories, readings and
videos. (interpretive)
Introduce themselves and greet people in Spanish. (interpersonal)
Identify themselves and others. (interpersonal)
Create and present a script and skit of an introductory conversation using newly acquired vocabulary and details.
Accuracy:
Sequence the alphabet
Count 1-30
Interpret children’s stories, readings and videos to identify cognates
Use formal and informal language appropriately in greetings and farewells
Open and close a brief introductory interaction
Use subject pronouns and present tense of ser to introduce oneself/someone else

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013
Give basic biographical information
Use common nouns to enrich introductory conversations
Indicate relationships
Summative
Performance Interpretive Mode: In order to introduce
yourself and initiate interactions with
Assessment
others you will learn the building blocks
of the Spanish language so that you will
 These tasks allow
be able to greet others and have basic
learners to demonstrate
introductory conversations in which you
how well they have met
the goals of the unit. share basic information about yourself,
 They are integrated and others and be able to close this type
throughout the unit. of brief interaction. You will begin by
 The template encourages learning the alphabet so that you will
multiple interpretive begin to understand proper
tasks. pronunciation, and also learn numbers 1-
 The interpretive tasks 30 so that we may be able to
inform the content of the communicate our age, and biographical
presentational and information to others such as our
interpersonal tasks. address. You will view and listen to
 The tasks should various children’s videos, learn to orally
incorporate 21st Century say and write down the letters and
Skills. numbers, completing a comprehension
worksheet.
ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013
Interpretive Mode
Interpretive Mode: Next you will learn
vocabulary related to greetings,
goodbyes and the differences between
addressing people formally and
informally in Spanish speaking countries.
You will view a video which expresses
how people in various Spanish speaking
countries say hello and goodbye and
complete a comprehension worksheet.
Interpretive Mode: Next you will learn
to recognize cognates by viewing,
reading and listening to children’s stories
as well as a commercial on the
importance of a “saludo” in order to gain
additional vocabulary that will help to
increase your comprehension. You will
identify and write down cognates and
identify additional useful phrases to use
in introductory conversations.
Interpretive Mode: Next you will learn
about nouns and articles in the Spanish
language. We will have a brief lecture on
the use of masculine and feminine nouns
in Spanish and compare it to the use of
nouns in English. You will learn some
common nouns related to your school
environment that you may be able to
begin incorporating into your developing
conversations.
Interpretive Mode: Next you will learn
about the use of pronouns and the
present tense of ser. As in English this
will allow you to enrich your beginning
conversations by speaking in the 1st, 2nd,
or 3rd person. We will have a brief
discussion of commonly used pronouns
in English and you will learn the
vocabulary for pronouns in Spanish. You
will practice the use of pronouns by
identifying the appropriate pronoun on a
worksheet and answering simple
questions using pronouns and the
present tense of ser.
Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Presentational Mode Interpersonal Mode

Presentational Mode: Finally, you will use your knowledge

and understanding of greetings to be able to write and present
to the class short scripts and role playing skits in which they
greet various people in various settings and identify
themselves and where they live or are from, adding as much
enriching detail with newly acquired vocabulary. You may do
additional research to incorporate authentic cultural practices
in your skits.
Interpersonal Mode: You will also practice brief conversations
with partners and work on scrambled conversations worksheet
with a partner and will also interview another classmate,
choosing appropriate formulaic phrases that you have learned.
Interpersonal Mode: You will also practice brief conversations
with partners and teacher incorporating your new vocabulary
and phrases that you have learned.

Interpersonal Mode: In partners you will practice identifying

nouns from magazine pictures and also complete a worksheet
to practice writing the names of nouns with their
corresponding article. In groups of 3-4 you will play a game of
charades to practice identifying and working with nouns.

Interpersonal Mode: In partners you will practice using

pronouns and the present tense of ser in simple sentences
sparked from magazine pictures.

Product: Children’s Stories

Cultures Practice: Greetings in formal and informal contexts
(Sample Evidence) Perspective: The importance of greetings to maintain loving, friendly and respectful relationship.

Indicate the relationship Product: Commercial on the importance of “saludos” in more formal and professional contexts.
between the product, Practice: Greetings in formal and professional contexts.
practice, and perspective.
Perspective: The importance of positive oriented greetings and body language in formal and professional
contexts.
Connections Making Connections Acquiring Information and Diverse Perspectives
(Sample Evidence)
Identity: How greetings reflect a culture. Different standards and ways of greeting others in various
How does greeting others make your countries.

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

presence known and identify you to others.

Language Comparisons Cultural Comparisons

Comparisons Cultural greeting styles, habits in different Spanish speaking
(Sample Evidence) countries and also the U.S.
Comparing formal and informal greetings
Comparisons on the importance of greeting others in
language. Many more variations in Spanish.
Spanish speaking countries and the U.S.

Communities School and Global Communities Lifelong Learning

(Sample Evidence) Greeting your friends versus greeting family,
professionals; various settings.
Connections to
Common Core
Toolbox
Language Functions Related Structures / Patterns
I will be able sequence the alphabet in Spanish and Alphabet
understand how it contrasts with the English alphabet in
order to learn pronunciation.
I will be able to sequence numbers 0-30 and learn how Numbers 0-30
to write them in order to use them to communicate
basic biographical information.
I will be able to list common nouns related to school Nouns and articles
with their corresponding articles in their proper feminine
or masculine form and in their singular or plural form
verbally and in written form in order to begin forming
formulaic phrases used in introductory conversations
with my peers.
ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013
How greetings reflect a culture, its norms and values in all
parts of the world.
Vocabulary Expansion
Tier 1
alfabeto
Tier 2
Cero, uno, dos, tres, cuatro, cinco, seis,
siete, ocho, nueve, diez, once, doce, trece,
catorce, quince, dieciséis, diecisiete,
dieciocho, diecinueve, veinte, veintiuno,
veintidós, veintitrés, veinticuatro,
veinticinco, veintiséis, veintisiete,
veintiocho, veintinueve, treinta, cuantos
hay, cuantos años tienes
Sustantivo, masculino, femenino, el, la, los,
las, chica, chico, niño, niña, hombre,
mujer, escuela, lápiz, libro, cuaderno,
computadora, clase, salón, maestro,
profesora, estudiante, joven, autobús
Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

I will be able to greet people in Spanish.
I will be able to identify myself and others (introduce
myself and others)
Greetings, courtesy and etiquette Hola, que tal, buenos días, buenas tardes,
expressions buenas noches, hasta luego, hasta pronto,
hasta mañana, como se llama usted, como
te llamas, como estas, como esta, muy
bien, gracias, no muy bien, que pasa, por
favor, de nada, no hay de que, lo siento,
gracias, muchas gracias, de donde eres,
encantando/a, y usted, y tu, adiós, chao,
saludos, mucho gusto, el gusto es mió,
Present tense of ser yo, tu, usted/el/ella nosotros/as,
Pronombres vosotros/as, ustedes/ellos/ellas, soy,
somos, son, eres, es, que es, quien es, le
presento, te presento,

Key Learning Activities/Formative Assessments

Interculturality
How does this activity
Key Learning Activity/Formative Assessment Mode of Self
support the unit goals or
(representative samples from beginning to end of unit) Communication Community
performance tasks?
World
Introduction to Class, Unit, Theme – Purpose of Language and Students will learn how the Interpersonal Interculturality
Alphabet Spanish alphabet contrasts Presentational Self
Discussion - what is the purpose of language and with the English alphabet Community
communication (student answers to share ideas, express Students will learn the World
yourself, gain knowledge, communicate with others, to make sounds of each letter and
friends etc.) be able to orally state each
Discussion – Are all languages are based upon the same letter in order to learn
alphabet or writing system? correct pronunciation in
Students will be introduced to the Spanish alphabet and sounds communication tasks.
of each letter
Students will view and listen to children’s songs to learn the
alphabet; https://www.youtube.com/watch?v=Z7R-QkOXgcU
https://www.youtube.com/watch?v=1gTQRu2Weo4
Students will orally practice sequencing the alphabet as a class

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

and in partners.
Discussion – How do we use numbers in communication? Why
is it important to be able to communicate numbers? (student
answers: to state dates, tell time, do math, go shopping, state
Students will understand
prices, state our age, talk about money)
that knowing how to state
Students will view and listen to the following children’s videos to
numbers in a language is
learn how to sequence numbers 1-30.
important to communicate
https://youtu.be/kJuMXw_6yBQ
a variety of things, Interpersonal Self
https://youtu.be/4Nx0h28ebjw
including your age in Interpretive Community
https://youtu.be/_aURo1IkeFQ
introductions, biographical
Students will complete a numbers worksheet to write them out
information, or to have
and learn simple phrases - how old are you, how many are
simple conversations about
there?
telling time.
Students will complete numbers practice worksheet to learn
how to write the numbers.

Students will learn vocabulary related to greetings, goodbyes

and the differences between addressing people formally and Students will explore
informally in Spanish speaking countries. vocabulary that is
Interculturality
Students will view and listen to a video which expresses how commonly used to greet
Interpretive Self
people in various Spanish speaking countries say hello and others. They will begin
Interpersonal Community
goodbye and complete a comprehension worksheet. using formulaic phrases
World
https://www.youtube.com/watch?v=rLnudV15qBk used in greetings with each
Students will also practice brief conversations with partners and other.
choosing appropriate formulaic phrases that they have learned
Students will learn to recognize cognates by viewing, reading By learning the similarities Interpretive Interculturality
and listening to children’s stories between Spanish and Community
Students will view, read and listen to children’s stories (La English, students will begin World
Belleza de un Saludo, No Te Vayas, Buenas Noches Luna). to build their
Discussion – Teacher led group discussion (some English understanding of

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

contextual vocabulary that

will increase their
translation needed).
comprehension of
Students will identify and write down cognates and identify
authentic texts. These
additional useful phrases to use in introductory conversations in
authentic stories will also
partners. Students read a children’s story “Buenas Noches Luna”
help their understanding of
and answer comprehension questions on Google form.
the importance of
greetings in Spanish
culture.
Students will continue working with recognizing cognates and
adding to their repertoire of useful phrases to use in
introductory conversations.
Students will view, and listen to a commercial on the
importance of a “saludo” in order to gain additional vocabulary
Practice vocabulary that
that will help to increase their comprehension. Interculturality
will help you begin forming Interpretive
Students will identify and write down cognates and identify Self
formulaic greetings Interpersonal
additional useful phrases to use in introductory conversations.
conversations.
https://www.youtube.com/watch?v=ke6gmm78a4E
Students will practice brief conversations with partners and
teacher incorporating their new vocabulary and phrases that
they have learned.

Students will learn about nouns and articles in the Spanish Practice vocabulary that Interpretive Interculturality
language. will help add detail to brief Interpersonal Self
Lecture on the use of masculine and feminine nouns in Spanish introductory conversations Community
and compare it to the use of nouns in English. (i.e. to introduce someone) World
Students will learn that Spanish articles indicate the gender or speak about your school
(masculine or feminine) and number (singular or plural) of a day.
noun, as well as whether or not a noun is a specific noun
(definite or indefinite).
We will have a discussion how they can determine some nouns

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

as masculine or feminine pretty obviously (i.e. boy masculine,

girl feminine)
Students will identify singular nouns on the board as masculine
or feminine
Students will play game in approximately 4 teams identifying
objects and people in magazine pictures identifying the gender.
Nouns and articles worksheet
Students will continue learning about nouns. Students will learn
some common nouns related to the school environment that
Practice vocabulary that
you may be able to begin incorporating into your developing
will help add detail to brief Interculturality
conversations.
introductory conversations Interpretive Self
In partners students will practice identifying nouns from
(i.e.. talk about “las clases” Interpersonal Community
magazine pictures and also complete a worksheet to practice
or “el maestro” to speak
writing the names of nouns with their corresponding article.
about your school day.
In groups of 3-4 you will play a game of charades to practice
identifying and working with nouns.
Students will learn about the use of pronouns and the present
tense of ser. They will learn that this will allow them to enrich
their beginning conversations by speaking in the 1st, 2nd, or 3rd
Practice vocabulary that
person.
will help add detail to brief
We will have a brief discussion of commonly used pronouns in Interculturality
introductory conversations
English and you will learn the vocabulary for pronouns in Interpretive Self
and speak in the 1st, 2nd or
Spanish. You will practice the use of pronouns by identifying the Interpersonal Community
3rd person (i.e. introduce a
appropriate pronoun on a worksheet and answering simple
group “ellos son” or “el
questions using pronouns and the present tense of ser.
es”).
In partners students will practice using pronouns and the
present tense of ser in simple sentences sparked from magazine
pictures.
Students will use their knowledge and understanding of Students can use their Interpretive Interculturality
greetings to be able to write and present to the class short knowledge and previously Interpersonal Self
scripts and role playing skits in which they greet various people learned vocabulary and Presentational Community

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

in various settings and identify themselves and where they live formulaic phrases to create
or are from, adding as much enriching detail with newly a short script and skit to
acquired vocabulary. present to the class in
Students may do additional research to incorporate authentic which they are having a
cultural practices in their skits. brief introductory
conversation.
Students can use their
knowledge and previously
learned vocabulary and
formulaic phrases to create Interpretive Interculturality
Students will present skits and scripts to the class. a short script and skit to Interpersonal Self
present to the class in Presentational Community
which they are having a
brief introductory
conversation.
Resources Technology Integration

Youtube videos, children’s stories, worksheets, magazines TV Monitor, computer with HDMI

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013