Unit Theme: Advice and
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
Context for the Integrated Performance Assessment
Interpretive Task
Read a blog and answer questions (p. 186)
Interpersonal Task
Answer questions about choices and give advice
Grammar Task
Subjunctive mood
Presentational Task
Write an article giving advice to people based on the given situations.
Unit Project
Nuestra Vacacion
Unit Understanding(s)
Students will understand:
 How to use the subjunctive mood
Unit Essential Question(s)
• ¿Qué hace que alguien sea un héroe?
• ¿Quién te inspira? ¿Por qué?
• ¿Por qué es importante para expresar su opinión?
Students will …
 Use the subjunctive mood to communicate their choices.
 Use the subjunctive mood to communicate give advice.
 Discuss obligations
 Present and support an opinion
 Express doubt, denial, and disbelief
 Describe people and things
Eugene Ashley High School
Unit Theme: Advice and
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
North Carolina Essential Standards for World Languages
Students:
IL.CLL.1.1 Carry out unrehearsed conversations on familiar topics with some details.
IL.CLL.2.1 Summarize main ideas and a few details in short conversations and some forms of media.
IL.CLL.2.2 Summarize main ideas and a few details in texts that contain familiar vocabulary.
IL.CLL.2.3 Recognize that ideas and expressions may be presented differently in the target language than the students’ language.
IL.CLL.3.1 Use a series of phrases and sentences to create descriptions with some details about familiar topics and experiences.
IL.CLL.3.3 Use a series of phrases and sentences to give spoken and written presentations about familiar topics, situations, and
experiences with some details.
IL.CLL.4 Compare the students’ culture and the target culture.
IL.CLL.4.1 Classify cultural practices of people in the target culture and the students’ culture using familiar topics, situations, and
experiences.
IL.CLL.4.2 Use cognates, loan words, and some idiomatic expressions to express information about familiar topics.
IL.CLL.4.3 Analyze the language conventions in authentic written and spoken texts.
IL.COD.1.1 Understand how to start and continue unrehearsed conversations on a limited number of academic topics.
IL.COD.1.2 Understand how to ask and answer questions and exchange information on academic topics.
IL.COD.2 Understand words and concepts presented in the language.
IL.COD.2.1 Analyze the relationship between words from the target language and the students’ language to expand vocabulary related
to academic topics.
IL.COD.2.2 Differentiate the structural patterns of the target language and the students’ language.
IL.COD.2.3 Understand main ideas and a few details in class discussions and some forms of media.
IL.COD.2.4 Understand main ideas and a few details in academic texts that contain familiar vocabulary.
IL.COD.2.5 Remember expanded vocabulary and language structures essential to comprehension in academic class discussions and
presentations.
IL.COD.3 Use the language to present information to an audience.
IL.COD.3.1 Use academic content terminology in a series of phrases and sentences with a few details to give spoken or written
presentations in the target language on familiar topics.
IL.COD.3.2 Produce a series of phrases and sentences about familiar themes related to other disciplines.
IL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the target language about other disciplines.
IL.COD.4 Compare the students’ culture and the target culture.
Eugene Ashley High School
Unit Theme: Advice and
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
IL.COD.4.1 Analyze cultural practices and perspectives from the target culture with the students’ culture.
IL.CMT.2 Understand words and concepts presented in the language.
IL.CMT.2.1 Understand practices, products, and perspectives from texts about familiar topics with some details.
IL.CMT.2.2 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target language.
IL.CMT.4 Compare the students’ culture and the target culture.
IL.CMT.4.1 Integrate traditions and activities of the target culture and the students’ culture.
IL.CMT.4.2 Create resources in the target language for use in the community.
IL.CMT.4.3 Coordinate events or presentations that share the target language and culture with the community.
Eugene Ashley High School
Unit Theme: Advice and
Level 3, Unit 3
Spanish
Lexical
Content
-
Avancemos 3- pgs:
199, 233, 259
Duration of Unit: 30 hours
Grammar
Content
Subjunctive: pgs: 183,
188, 217, 222, 243, 248
Suggested Resources
and Materials
Avancemos 3
-
Vocabulary for
obligations and
responsibilities.
El ciudadano
El compromise
La conciencia social
Encargarse de
La irresponsabilidad
Penalizar
La política
El principio
Respetar
Satisfacer
La sociedad
La unidad
Comercializar
Invertir
Novedoso
La patente
El producto
Advertir
Cometer
Emprender
El error
Insistir
Luchar
Persistir
-
-
-
Present subjunctive
of regular verbs
Irregular subjunctive
with: dar, estar, ir,
saber, ser, stem
changing
Subjunctive with
Ojala and verbs of
hope.
Subjunctive with
verbs of influence
Subjunctive with
doubt
Subjunctive with
emotion
Suggested
Instructional Strategies
-
-
-

Photos of people

from both the
student’s culture and 
target culture

Pictures, illustrations 
and flashcards of

personal interests

Templates for
graphic organizers
including Venn
diagrams, t-charts

Pre-selected target
language Web sites
such as pen pals and
e-pals

Internet resources:
http://www.spaleon.com
/ - Conjugating Verbs
online – students get
immediate feedback, but
cannot be submitted to
teacher







http://www.youtube.com 
Eugene Ashley High School
Paired activities
Content summaries
of readings
Guided writing
activities
Oral presentations
Listening activities
Oral/silent reading
Direct instruction of
vocab
Questioning
strategies
Cooperative learning
Communication gap
activities
Language ladder to
add more advanced
vocabulary
Communication gap
activities
Paired activities
Cooperative learning
Questioning strategies
(yes/no, either/or,
multiple choice, oneword, short answer)
TPR
Direct instruction of
Suggested Interim
Assessments/
Culture:
Culture:
 Role models
 Heros
Assessment:
- Identify and interpret
the message of
authentic articles
and/or videos
-
Read and respond
to media sources
-
Maintain journals
-
Create a literature
file based on
summaries and
questions of articles
read.
Unit Theme: Advice and
Progresar
Prosperar
Seguir adelante
Solucionar
Superar
La advertencia
El fracaso
La mejora
El obstáculo
El sufrimiento
Criticar
Es imprescindible que
Es raro que
Evaluar
Por un lado
Por el otro lado
Vocabulary for
describing people’s
behavior
Comportarse bien/mal
La conducta
Destacarse por
Idealizar
Imitar
Personificar
Representar
Atrevido
Comprensivo
Considerado
Dedicado
Desagradable
Fiel
Generoso
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
/user/SrMara - Parodies
of Justin Timberlake for
Verb Conjugations
http://www.quia.com/ quiz students online
http://www.epals.com/ get an internet pen pal –
you register and all
emails go to you first
http://www.studyspanish
.com/ http://www.moma.org/ art exhibits online –
especially useful during
http://www.polleverywh
ere.com/ - like a twitter,
anonymous polling – Be
careful with the texting
comments because you
cannot track comments
http://www.sheppardsoft
ware.com/ - geography
puzzle pieces
http://www.newseum.or
g - online new articles
http://freerice.com/ Eugene Ashley High School















vocabulary
Graphic organizers
Oral/silent reading
Listening activities
Oral presentations
Guided writing
activities
Content summaries of
readings
Jigsaw
Interview
job interview
real world show
casting call
Present to the class
about yourself for 2 –
5 minutes, the rest of
the class is looking for
mistakes
Have Native speakers
present 10 vocabulary
words native to their
language
I have never – student
calls out
Have students create a
story
Put up a picture and
have the students
describe it for a
minute.
Unit Theme: Advice and
Impaciente
Ingenioso
Modesto
Orgulloso
Paciente
Popular
Presumido
Razonable
Sincero
Sobresalient
Timido
Vanidoso
El astronauta
El científico
El detective
El electricista
El empresario
El entrenador
El mecanico
El obrero
El piloto
El programador
El trabajador
El artista
El bombero
El carpintero
El cartero
El músico
El periodista
El policía
El político
El secretario
El técnico
El vecino
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
internet flashcards –
random vocabulary
words

When was the last
time-give the student
a topic (i.e. When
was the last time you
played a board
game)

Lotería de Nombres
– Bingo Nombre –
put a list of questions
on the board –
students must write
the questions into a
bingo board –
students then walk
around and find the
students

Pelota Mala –
students speak in
Spanish, if anyone is
speaking English,
they are thrown a
ball. They now have
pelota mala.
Whoever has it at the
end of the block
must do something
(like push in chair,
be the last to leave,
etc.)

Silent Ball – students
are in a circle, sitting
http://jeopardylabs.com
– create a jeopardy game
for your students.
Options for Online
Projects
http://animoto.com/ online projects
http://www.audacity.co
m/ - upload voices
http://www.pixton.com/
- create your own
comics – best if used as
a project outside of class
or in 20 minutes at a lab
(not including
instructional time)
http://goanimate.com/ create your own
character – send project
with students and have
them e-mail it to the
teacher.
Additional resources:
http://quizlet.com/ Free site that allows
Eugene Ashley High School
Unit Theme: Advice and
El veterinario
Actuar
Aparecer
Arriesgarse
Convertirse
Figurar en
Lograr
La amistad
El deber
La fama
El honor
La imagen
El logro
La meta
El propósito
El sacrificio
La valentía
Alegrarse de que
Dudar que
Es dudoso que
Es improbable que
No creer que
No es cierto que
No es verdad que
No estar seguro que
Sentir que
Sorprenderse de que
Aconsejar que
Dejar que
Exigir que
Mandar que
Prohibir que
Sugerir que
Autentico
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
on their desks. silent!
They toss the ball to
each other and call
out vocabulary
words. Review
activity.
you and your students
to make electronic
flash cards
www.mindomo.com –
students can create Venn
diagrams

www.techsmith.com/jin
g/ - this allows students
to capture images and
create videos or share
information
www.voki.com – this
allows students to add a
voice and information to
various characters. It
makes the content come
to life.
www.voicethread.com –
this allows students to
create a slide show while
narrating the information 
on various slides
www.glogster.comstudents can create
online collages to show
the material they are
learning
www.hippocampus.org
Eugene Ashley High School
Onion activity –
have students (or
teacher) write
questions on paper
and crumple up the
paper and roll the
paper on top of the
other papers.
Teacher plays music,
and students’ play
hot potato with the
ball. When the
music stops, they
must peel a question
off the onion and
answer it
Speaking Drills –
create a transparency
(or any other data
point) with columns
of information.
Students must
quickly go through
the information and
speak. You can do
this with ANY
Unit Theme: Advice and
Practico
Realista
Sorprendente
Verdero
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
– online digital media
that provides homework
help and additional
material
vimeo.com – this allows
students upload videos
information you are
covering. Make it
work for you. They
are super easy to
create

Speak for 2.5
minutes about
getting to know each
other – talk about
gestures in other
countries – ask
students to
incorporate
appropriate gestures

conversation circles
– 10 questions on a
note card, divide
students up – inside
circle has a questions
and asks the same
question – outside
circle moves and
answers

Attendance
questions – 10 min.
activity - while
taking attendance,
students answer
certain questions,
sometimes all the
same, sometimes all
http://www.izzit.org/eve
nts/index.php - This site
provides a different
daily news article with a
series of discussion
questions every weekday
throughout the school
year.
www.wordle.com –
students can create
various word art using
terms from daily lesson
www.timetoast.com –
this provides interactive
timelines for students to
view and they can create
their own
www.bubblecomment.co
m – this allows teachers
or students to add 30
second videos in a
bubble form to any
Eugene Ashley High School
Unit Theme: Advice and
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
website
onetruemedia.com students can create
various videos
different – up to the
teacher

http://www.opendiary.co
m/ - online diary that
students can use for
daily writing
assignments and can
share with others in the

class or teachers
quizlet.com – students
can create flashcards that
are interactive, practice
material in test form,
play review games
http://www.vizu.com/ind
ex.html - this allows you
to create polls you can

use in you classroom
that students can
respond to
www.doodle.com –this
allows students to
respond to events you
are holding or use
calendars to remind
them of assignments
www.slideshare.com –
this allows students to
Eugene Ashley High School
Buenas noticias – 30
sec activity students begin with
the weather and date
and information for
the day
Yarn activity –
student is required to
pull out colored yard
and speak in Spanish
until the color o the
yarn changes – other
students are to listen
and answer random
questions
Talk a thons – 2
week activity students are giving a
document and have
to write the
conversation with
the questions who,
what when where
why and how. The
conversations are
graded on their
grammar and are
paired up. The
students then
Unit Theme: Advice and
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
upload PowerPoint’s to
create a video
www.xtranormal.com –
this allows students to
create cartoons to
express their
comprehension of the
material
www.animoto.com –
this allows students to
create a short video that
contains content
information
memorize parts of
the conversation and
present it to the class
Listening Activities

Take a Spanish song
and delete some of
the words. Students
receive bonus credit
for every word they
get correct.

20 yr old guy who
knows 11 languages
– Alex Rawlings
http://www.youtube.
com/watch?v=55_G
66g02QU

1 semester of
Spanish love song
http://www.youtube.
com/watch?v=ngRq8
2c8Baw
www.zooburst.com –
this allows students to
create interactive 3D pop
up books
www.imageloop.com –
this allows students to
create videos using
images and content
www.toondoo.com –
this allows students to
create cartoon strips for
the information
www.chestercomix.com
– this allows you to find
comic books that discuss
Eugene Ashley High School
Unit Theme: Advice and
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
social studies topics
www.linoit.com – this
allows you to create a
bulletin board of post it
notes that students can
add to and you can have
an online discussion or
share information
www.wikispaces.com –
this allows you to create
a document that students
can edit and add
information to
bubbl.us –students can
create thinking maps
Eugene Ashley High School
Unit Theme: Advice and
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
Interpretive Task: p. 186 Avancemos
Students will read and analyze an ad from a newspaper in Mexico and answer questions.
1. Es imprescindible que los estudiantes _________ la información necesaria.
2. Es necesario que ________ a la dirección indicada.
3. Es mejor que el inverno ______ una filosofía ecológica.
4. Es importante que los maestros _____________ a los estudiantes.
5. Es necesario que el invento ___________ novedoso y útil.
Eugene Ashley High School
Unit Theme: Advice and
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
Interpersonal Task:
You will answer 5 out of 10 questions.
1. What do your parents prohibit you from doing? ¿Qué te prohíben hacer tus padres?
2. What is the worst advice you have received? ¿Cuál es el peor consejo que has recibido?
3. What is the best advice you have received? ¿Cuál es el mejor consejo que has recibido?
4. What do you want a teacher to do to improve school? ¿Qué quiere usted un maestro que hacer
para mejorar la escuela?
5. What do you doubt will happen in your lifetime? ¿Qué duda que sucederá en su vida?
6. What are important characteristics for being a good boyfriend? . ¿Cuáles son las características
importantes para ser un buen novio?
7. What are important characteristics for being a good girlfriend? ¿Cuáles son las características
importantes para ser una buena novia?
8. What are your hope for our world in the future? ¿Cuál es su esperanza para nuestro mundo en el
futuro?
9. Give one piece of advice to a friend on their first interview. Dé un consejo a un amigo en su
primera entrevista.
10. Give advice to a friend whose boyfriend/girlfriend cheated. Dé consejos a un amigo cuyo novio /
novia ha engañado.
Presentational Task:
Eugene Ashley High School
Unit Theme: Advice and
Level 3, Unit 3
Spanish
Duration of Unit: 30 hours
Prompt 1: Escribe un párrafo. Su hermano menor va a la escuela secundaria, ¿qué consejo le darías?
Debe ser 100 palabras y no puede usar los apuntes ni el lilbro.
Prompt 2: Escribe un párrafo. Un estudiante de intercambio ha llegado a Wilmington, ¿qué recomienda
que hagan por la ciudad? Un estudiante de intercambio ha llegado a Wilmington, ¿qué recomienda que
no hagan por la ciudad? Debe ser 100 palabras y no puede usar los apuntes ni el lilbro.
Prompt 3: Escribe un párrafo. Dé consejos a alguien de ser un bien: amigo / deportista / profesor /
profesional / director. Debe ser 100 palabras y no puede usar los apuntes ni el lilbro.
Rubric
1 Does not meet
expectations
Student gives limited
or no details or
examples.
2 Meets expectations
Accuracy
Student’s accuracy
with vocabulary and
structure is limited
Student’s accuracy
with vocabulary and
structure is adequate
Student’s accuracy
with vocabulary and
structure is exemplary.
Comprehensibility
Student’s ideas lack
clearity and are
difficult to understand.
Student’s ideas are
adequately clear and
fairly well understood.
Student’s ideas are
precise and easily
understood.
Vocabulary
Student uses limited
repetive vocabulary
Student uses only
recently acquired
vocabulary
Student uses both
recently and
previously acquired
vocabulary.
Amount of
communication
3 Exceeds
expectations
Student gives adequate Student gives
details or examples
consistant details and
examples.
Eugene Ashley High School