Asbury Park School District
Name of Unit: Everyday Life in Europe
Unit #2 Duration: 8 Weeks
Content Area: /world Language /Spanish I
Grade Level: 9, 10, 11 and 12
Big Idea:
 Ordering snacks and beverages in a café *asking prices and paying for food/drink *Using Spanish money
 Asking and telling time *talking about days of the week and date
 Talking about the weather *parts of the body *parts of the alouette’s body Structural Emphasis
 Gender recognition of nouns , use gender appropriate articles with nouns *noun/adjective agreement *gender of
nouns.
 Compare between the US restaurant and food and Spanish restaurant.
Essential Questions:
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How would you order food and beverages in a Spanish restaurant?
How can you get a waiter attention and ask him for your bill using
courtesy and etiquette?
What do you like to eat in the weekend
where do you go eat with your friend?
How to request “ steak with fries” using the right form? ( Waiter)
Write a logical question for the following response:
How do you request another order?
What do Spanish people talk about while eating and drinking at a
café?
How are American food and drink choices similar/different from
those of the Spanish?
I Can Statements:
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order something to eat or drink in a
café or fast food restaurant
Talk about the weather
Begin to recognize the Spanish
sound system: rhythm, stress,
intonation, Spanish /r/
Recognize that all nouns have
gender
Distinguish “el”, and “ella” as “it”
Become aware of different types of
Spanish eating establishments
*recognize Spanish money
Tell time *give date and days of the
week
Common Core State Standards:
 S1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
 S5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
 L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–
12 reading and content, choosing flexibly from a range of strategies.
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W.L.S./CCSSS.: 7.1.NH.A.1 Recognize familiar words & phrases, understand the main idea, & infer meaning of
some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
W.L.S./CCSSS.: 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and
requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7 W.L.S./CCSSS.:.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written
descriptions.
W.L.S./CCSSS.: 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on
familiar topics.
Texts
Primary Text:
Secondary/Supplemental Texts:
Reading/Writing
 Spanish Textbook Avancemos1.
*textbook reading/writing activities
McDougall Littell. Evanston, Illinois,
*Workbook Student Edition\
2004.
*Teacher to Teacher Copymasters
 Plus, accompanying materials: *Audio
*Unit 2 Resource Book
CD Program *Video Program
*Lessons 3-4 Resources
*Overhead Transparencies and Copy
~Workbook TE
masters
~Family Letter
 Unit 2 Resource Book *Workbook
*Unit 2 Resources
 Teacher to Teacher Copy masters
~Workbook TE Reading and Culture Activities
*Overhead Transparencies 6, 9, 10, 11, 12, 13
Listening/Speaking
*Audio Program: audio cassettes
*Audio Program Workbook
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*Chansons Audio CD
*Video Program Modules 3A, 3B, 3C, 4A, 4B, 4C
*Textbook activities
*Overhead Transparencies
Suggested Instructional Activities/Strategies
• Daily DO NOW exercise
• Dialogue writing and presentations
• Flashcards
• Graphic organizers
• Listening comprehension exercises
• Pairing exercises
• Photo file / visual cueing
• Reading comprehension exercises
• Vocabulary repetition for pronunciation practice
• Comparison of Spanish and American customs
• Study guides (as needed)
Teacher Resources
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Core Text: Avancemos level I, McDougal Littell
Suggested Resources:
McDougal Littell Unit 2 (Lessons 9‐11) and ancillary materials.
Technology (Internet resources, CD Roms, videos, audio CDs, etc.)
National Standards document Standards for Foreign Language Learning in the 21st Century
Languages and Children: Making the Match (Curtain and Pesola)
Web sites such as Edmodo, Quizlet, Cahoots, Quizezes, Class Zone.com, Prezi, letsrecap.com, etc…….
Spanish Consulate website.
YouTube for educators
Vocabulary
Domain Specific Academic Vocabulary (Tier 3)
 Express hunger and/or thirst
Tienes hambre / sed?
¿Quieres, quiero
¿Qué quieres?
¿Usted desea?
• Hora
•Qué hora es?
•El es…
• una hora
• dos horas
• tres horas…
•Es mediodía
•Es medianoche
• Es un trimestre pasado
• Es dos y media
• Es menos tres
• trimestre
• en qué momento la clase
• Francés?
• La clase de francés es de nueve
• horas.
• Tengo una cita con ...
• El día y la fecha
•Los días de la semana
• Lunes
• Martes
• Miércoles
• Jueves
•Viernes
• Sábado
General Academic Vocabulary (Tier 2)
Daily Teacher to Students expression such as: Repita,
continúe, por favor. Hay que ser agradable, el
vocabulario del aula. Los objetos de la clase
•un lápiz
•pluma
•una hoja de papel
• tiza
• un fieltro
•un libro
•cuaderno
•un archivador
•Mapa
• servicio / de los deberes
•un tablero
•un bolso
•una mochila
•una oficina
•mesa
• un escritorio
•una silla
• un alumno / a estudiante
• un estudiante / estudiante
• un maestro / maestra
• Dimance
•Qué dia es hoy ?
• Hoy en día es el martes.
• Mañana es miércoles.
•Hasta el sábado !
•Hasta mañana !
•Cual es la fecha ?
• Este es el 12 de septiembre.
• Este es el primero de julio.
•Cuándo es tu cumpleaños ?
• Mi cumpleaños es el 23 de agosto.
•Los meses del año
• enero
• febrero
• marzo
•Abril
•Mayo
• junio
• julio
•Augusto
•Septiembre
• octubre
•Noviembre
• diciembre
• números
• 40-79
• Cuarenta
•Cuarenta y uno
•Cuarenta y dos…
• Cincuenta
• Sesenta
•Setenta
•Setenta y uno
•Setenta y dos…
• En primer lugar
•En segundo lugar
•Tercero
• Cuarta
• Quinto
• Sexta
• Séptima
• Octavo
• Novena
• Décima
• Undécima
•Duodecima
Assessments
Formative Assessments:
 Lesson quizzes
 Portfolio Assessment
 Unit Test Forms A, B,
 Unit Test Part III:
 Cultural Awareness
 Listening
 Comprehension
 Performance Test
 Reading Comprehension
 Performance Test
 Speaking Performance Test
 Writing Performance Test
 Multiple Choice Test Items
 Audio CD 13 Tracks 12-22
 Answer Keys
 eTest Plus
 Online/Test Generator
 Final Assessment
 Three classmates will act out a scene between two friends
and a waiter in a Spanish café.
Type
Visual
Summative Assessment:
 Accountable Talk, Debate, Oral Report, Role
Playing, Think Pair, and Share.
 Conversation presentation
 Listening assessments.
 Speaking activities
 Homework
 Writing tasks, taking notes, maintaining good notes
and valuable questions to lesson and feedback.
 Cloze pre-post test
 Authentic Project (real-world issues and solving
authentic problems using digital tools and
resources. Quizlet
 Class engagement and participation in different
setting {individually, cooperative learning groups,
peer mentor}
 Students keep reflective journals regarding
performance and practice in key areas.
 Peer assessment process to guide peers toward
successful learning and understanding.
Differentiation/Scaffolding
(for example ELL, students who are classified, struggling
learners, etc.)
● Have illustrations for all vocabulary and concepts
● Incorporate video into the lesson
● Use on online dictionary that includes an image for
the words
● Use choice boards and menus to allow students to
demonstrate understanding in different
● modes
● Use color contrast on all PowerPoints and
worksheets
● Be mindful of font size and type
● Use proper font – never use all capitals when
typing or PowerPoint design that presents
using all capital letters
● Proper spacing
● Model note taking
● Use non-linguistic representations for vocabulary
and concepts
● Have a picture/gallery wall walk for the unit or
chapter, allow students to walk to see what
will be covered in the unit
● Provide exemplars for all essays, PowerPoints and
projects to be completed
Auditory
Kinesthetic
● Get a small tape recorder Study in groups and talk
things out
● Record lectures, tutoring and study groups (makes a
verbal record for review)
● Read texts and questions out loud
● Work out problems aloud
● Sit in the front of the class
● Have discussions and debates in class
● Create musical jingles or mnemonics to aid
memorization
● Use verbal analogies and storytelling to demonstrate
your point
● Read explanations out loud
● Have students explain ideas to other people
● Have the student discuss ideas verbally whenever
possible, even if they are having a
conversation with themselves
 Incorporate leveled readers into class
 Incorporate hands-on activities
 Create models
 Create displays, incorporate movement in learning
activities in order to benefit tactile and kinesthetic learners.
 Games
 Projects
 Puzzles
 Create Prezi
 Act out what is being read
 Incorporate plays into the lessons
 Use choice boards and menus to allow students to
demonstrate understanding in different
Modes.
 Have a picture/gallery wall walk for the unit or chapter,
allow students to walk to see what
will be covered in the unit.
 Use non-linguistic representations for vocabulary and
concepts
 Provide exemplars for all essays, PowerPoints, Prezi and
projects to be completed
Language Development
● Develop clear objectives for each lesson that are
communicated multiple ways
(e.g., written on the board, spoken, explained with visual
aids)
● Maintain a Word Wall that includes visual cues
● Preteach vocabulary using multimedia and/or realia
(tangible samples of the term) whenever possible
● Links concepts to students’ background, if possible
● Connect new concepts to past learning
● Provide students with multiple, short (10-15 min.)
opportunities to practice in
relevant, meaningful ways,
● Divide content into meaningful short chunks by
meaning, not just length,
● Review material periodically,
● Give students immediate feedback on how well they
have done,
● Include opportunities to connect abstract concepts with
concrete experiences
 through: o Charts and graphic organizers,
 counting and classification activities,
 concept mapping,
 using index cards, and
 rearranging and dismantling models
● Include activities that allow learners to apply abstract
content in personally
relevant ways
• Creating a semantic map
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Writing test questions to ask another student
Teaching concepts to another student
Discussing and “doing” make abstract concepts
concrete
Clustering
Making and using graphic organizers
Solving problems in cooperative groups
Engaging in discussion circles
o Partnering students in a project before
independent work
Appendix 1
(graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.)
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Use visual graphic organizers
Reference resources to
promote independence
Visual and verbal reminders
Graphic organizers
http://www.educationoasis.com/curriculum/graphic_organizers.htm
https://www.teachervision.com/graphic-organizers/printable/6293.html
http://www.eduplace.com/kids/hme/k_5/graphorg/index.html
http://www.readwritethink.org/files/resources/interactives/timeline_2/ - creating timelines
http://www.graphic.org/goindex.html ● h p://www.exploratree.org.uk/ - Exploratree is a free web resource
where you can access a library of ready-made interactive thinking guides, print them, edit them or make your
own
http://www.educationoasis.com/curriculum/graphic_organizers.htm -Education Oasis offers a collection of
graphic organizers to help students organize and retain knowledge - cause and effect, character and story,
compare and contrast, and more!
http://rubistar.4teachers.org/index.php This site allows teachers to create, save, and print rubrics for their
classes. Models and prompts are available as well as online tutorials. Check out the option to make interactive
rubrics! Story Elements Rubric
http://www.mtnbrook.k12.al.us/CES/grk/storyrub.html
Venn Diagram Rubric
http://www.ecisd.net/techwebpage/tif2000/tif/diagram.html
Fairy Tale Book Report
http://www.abcteach.com/bookreports/fairytale.htm
Character Form
http://www.abcteach.com/FairyTales/character.htm
Fairy Tale Rubric
http://www.abcteach.com/FairyTales/fairy_tale_rubric.htm
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Compare and Contrast Rubric
http://www.abcteach.com/FairyTales/goodevil.htm
Appendix 2
(Quad D Exemplar Lesson Plan)
Phase 1: Define the Lesson
Lesson Title: La vida cotidiana en Barcelona.
Subject: Spanish I
Grade Level: Grade 9 -12
Lesson Description: In “Food and Restaurants” students will use the newly acquired vocabulary to order in a
restaurant. Students will also talk about how food tastes. In addition, students will talk about their diet as well as
describe how to prepare foods. Finally, students will learn about culturally specific foods. Through a series of
scaffold learning activities, they will strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Health, Sociology
21st century themes: Global Awareness, health literacy, life and career skills.
Lesson Duration: 16 Days
Outcomes (enduring understandings, essential questions, or guiding themes):
Students will…
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Compare the differences between eating in the US and the target language country
Identify basic foods and drinks at a café/restaurant
Identify appetizers and desserts at a café/restaurant
Categorize food and drinks
Identify the prices of particularitems on a menu
Identify place settings and proper location
Discuss manners at a table by comparing the US and target language country
Order a meal by using restaurant expressions.
Comment on foods by using preferences
Ask for the bill
Discuss the tip
Phase 2: Plan and Prepare
Common Core State Standards:
● RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text
(e.g.,
through examples or anecdotes).
● RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and
technical meanings.
● RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and
contributes to the development of the ideas.
● RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons
and evidence from claims that are not.
● RI.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background
knowledge)
one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same
person).
● RI.6.10. By the end of the year read and comprehend literary nonfiction (see Appendix A) at grade level textcomplexity
(see Appendix A) or above, with scaffolding as needed.
● W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
● W.6.1A. Introduce claim(s) and organize the reasons and evidence clearly.
● W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through
The selection, organization, and analysis of relevant content.
● W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate
with
others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
● W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when
appropriate.
● W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source;
and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information
for sources.
● W.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction,
and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and
audiences.
● SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse
partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
● SL.6.1A.Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
● SL.6.1B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as
needed.
New Jersey World Language Standard:
7.1 : All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also
gaining an understanding of the perspectives of other cultures. Through language study, they will make connections
with other content areas, compare the language and culture studied with their own, and participate in home and
global communities.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
CPI# Cumulative Progress Indicator (CPI)
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
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written descriptions
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.
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. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on
familiar topics.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally or in
writing.
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL
SKILLS
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the target culture(s).
Objectives: SWBA to/ DOL
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Students will identify foods and restaurants, what kind of restaurant and suggest the kind of food they are
offering and if the students like it, they will discuss the pictures
Infer the meaning of some unfamiliar words and phrases in academic and formal contexts
Compare and contrast between Spanish families and American when having meals and eating habits.
Assessment:
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Worksheets: create map of town
Interpretive reading and listening tasks
•Student- to- student conversations
Completed graphic Organizers
quizzes
Written practice activities
Learning Environment:
 Students will be working in cooperative learning groups at tables.
 They will work on individual assignments.
 Conversation presentation
 Listening assessments.
 Speaking activities
Academic and Domain-Specific Vocabulary:
Tienes hambre / sed?
Quieres, quiero
Qué quieres?
Usted desea?
Señor,
Señorita, señora
Cómo pedir algo de un amigo:
Por favor
A partir de un adulto:
Por favor
Las bebidas / bebidas: refrescos, limonada, menta prensa diábolo uncitron, Naranja de la prensa, diábolo
fresa, zumo de naranja, zumo de manzana, zumo de uva, café, té, chocolate .
Al llamar a un camarero, que digamos "Boy" o "el señor"
Un servidor, una camarera.
Behavioral Expectations/Procedures:
Students will follow the classroom protocols and transitions for collaborative groupings .
Materials (Teacher): Computer; LCD projector, Visual aid, CD player, Transparency, Index cards, magazine.
Materials (Students):
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Textbooks, Students’ notebooks & folders
Textbook reading/writing activities
Workbook Student Edition
Phase 3: Teach
Lesson Introduction
Do Now:
List five beverages you will order in a café in the US.
Opening:
Motivation: I will present food magazine, and slides show for food and restaurant, Students will identify Food,
restaurant, occasions. What kind of activities and suggest the kind of food they are offering and if the students like it,
they will discuss the pictures.
Introduce the new dialogue and the new vocal , students will practice reading the dialogue will guess what the photos
are about.
comments on Meals and nutrition, will discuss the food and the food companies mentioned.
Present the opening dialogue, students will read the dialogue and guess what it is about.
Read and discuss the note cultural, reading the video script. Students will talk about the differences and similarities
represented in the photos.
1. Que comemos en los Siguientes establishements?
2. Qué nuestra gusta y no nos gusta comer Despues De Cada comida?
3. Prefieren que?
Flow (Teach) Quadrant D Model
Activity:
Students will watch video to review the lessons. Answer the modules activities.
Students will guess the pictures and how it is related to the food and drinks, will discuss the Spanish euro, and
monetary system in Europe.
Listening Practice: Gender Identification: Students will have red and blue index cards, students will hold up the blue
card for masculine nouns and the red card for feminine nouns
Students will create a menu price list for their restaurants; they should include the name, address, and telephone
number, and the web address of the café/restaurant.
students will read it then we will discuss the differences and similarities.
Students will Analyze the text and what is being said. Also they will discuss the differences and similarities between
Spanish and American teens go for snack.
Closing
Assessment:
#1Act out the dialogue: You are in a Spanish café, get the attention of the waiter ( monsieur/garcon/mademoiselle)
And place your order something to drink and with a dish { et avec ca?}using courtsey
#2 Create a menu for a café, or a restaurant for different cuisine each day. Provide as many details as
you can as the unit progresses.
• Identification of different type of restaurants, street vendors, bakery and fast food restaurant using picture prompts;
their roles
within the family and descriptions (physical and personality)
• Pair and group work for writing and speaking exercises
• Note taking and class participation in different tasks.
Homework/Extension:
Workbook activities packet, Activites pour tous packet, Textbook activities,
Lesson Plans
Lesson
Timeframe
Lesson 1
Identifying basic foods and drinks
Lesson 2
Identifying appetizers and desserts
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
Lesson 3
Reading authentic menus in target language
Lesson 4
Setting the table and dinner etiquette
Lesson 5
Commenting on food, comparing and contrasting dining in US and target
language countries
Lesson 6
Requesting and ordering food
Lesson 7
Requesting the bill and discussing the tip
Lesson 8
Traditional dishes
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
Foundations of Effective Instruction
Phase 1: Define the Lesson
Lesson Title:
Subject:
Grade Level:
Lesson Description:
Lesson Duration:
Outcomes (enduring understandings, essential questions, or guiding themes):
Phase 2: Plan and Prepare
Common Core State Standards:
State Standards:
Objectives:
Assessment:
Learning Environment:
Academic and Domain-Specific Vocabulary:
Behavioral Expectations/Procedures:
Materials (Teacher):
Materials (Students):
Phase 3: Teach
Lesson Introduction
Do-Now:
Opening:
Flow (Teach) Quadrant D Model
Multiple short segments of instruction (including evidence of investigation, justification, real-world application):
Checks for Understanding/Feedback:
Differentiation:
Closing
Assessment:
Homework/Extension: