World Language Consensus Mapping Exemplar – Level 1
7 units.
Plus review
Essential Question (s):
(culture aspect included)
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Theme/Unit
Content
Students can… (I, I, P)
1. Introduction
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Greetings
Numbers
Classroom objects
Classroom
expressions
Accents/special
characters
Subjects and verbs
Subject pronouns
Indefinite articles and
plural of nouns
The verb “to have”
negation
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2. Likes/dislikes
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Likes and dislikes in
and out of school
Leisure activities
definite articles
regular verbs (French:
ER, Spanish: ,
German: )
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Greet someone
and say goodbye
Ask how
someone is
Introduce
someone
Ask how old
someone is
Ask about things
in a classroom
Give classroom
commands and
ask the teacher ?s
Ask how words
are spelled
Ask for and give
e-mail addresses
Ask about likes or
dislikes and
answer same
questions
Agree/disagree
Ask how often an
activity is done
Teaching Strategies
Resources
Assessment
Strategies (I, I, P)
 Simon Says
 Spelling Bee
 Object
identification
 Dialogues
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Dialogues
Able to write
simple sentences
about likes and
dislikes.
3. Family
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irregular plurals
Basic questioning
techniques
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Physical descriptions
and personality traits
Family and pets
The verb “to be”
Adjective agreement
Regular and Irregular
adjectives
Possessive adjectives
It is versus he/she is
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School subjects
Days of the week
Time
School supplies
Colors
Numbers 31-1000
Regular verbs French:
Re, Spanish: ,
German: .
The verbs to prefer
and to buy
Adjectives as nouns
Agreement with
numbers
Sports and activities
Season and months of
the year
Birthdays
Idioms with “to have”
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4. School
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5. Free time
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Ask how well an
activity is done
and talk about
preferences
Ask about and
describe people
Ask for and give
opinions
Identify family
members
Ask about
someone’s family
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Ask about classes
Ask for and give
opinions
Ask others what
they need and tell
what you need
Inquire about and
buy something
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Ask about
interests
Ask how often
someone does an
activity
Extend, accept,
and refuse an
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Draw and act out
descriptions –
Pictionary/Simon
says
Draw a family
picture
Family photo
albums w/
written
descriptions
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Describe a person
from a picture
Draw a given
description of a
person
Fill out a blank
family tree w/
family
relationships and
possessive
adjectives
Fill out school
schedule for a
week (days and
classes)
Describe classes
Ask and tell time
Draw time on
clock as teacher
says it
Bingo
Color by number
Ask and answer
round robin
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Follow directions
to draw and label
a town.
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6. Around town
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7. Café/
restaurant foods
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Places around a town
Directions review
Means of
transportation
Weather
The verb to do/to
make
Question words
Adverbs
The verb “to go” and
near future
The verb “to come”
and recent past
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Breakfast food/drinks
Café foods/drinks
Place settings
The partitive
Regular verbs: French,
Ir, Spanish: , German:
.
The verb to want
The verb to take
The verb to drink
The imperative
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invitation
Make plans
Ask how old
someone is
Ask for and give
directions
Ask about the
weather and
describe the
current weather
Offer, accept, and
refuse food
Inquire about
food and place an
order
Ask for an give an
opinion
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Draw and label a
town
Simon says w/
directions
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Draw and label a
town from
written directions
Create a menu
Identify
realia/pictures
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Dialogue –
café/restaurant
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World Language Consensus Mapping Template Exemplar – Level 2
7 units.
Plus review
Essential Question (s):
(culture aspect included)
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Theme/Unit
Content
Students can… (I, I, P)
1. Summer
vacation/
celebrations
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2. School/
computers
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3. Food
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Review past tense
Celebrations specific
to countries
Party preparations
Gifts
The verb to receive
To verb to open
The verb to offer
School places and
events
Computer terms
Direct object
pronouns
Indirect object
pronouns
Object pronouns w/
past tense
Negation (nobody,
nowhere, nothing)
Fruits, vegetables,
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Ask about summer
vacation
Describe own
summer vacation
Wish someone a
good time
Ask for and give
advice
Ask for help
Check if things
have been done
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Ask how
something turned
out
Wonder what
happened
Ask for
information
Express frustration
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Ask about prices
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Teaching Strategies
Resources
Assessment
Strategies (I, I, P)
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Mini-store
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Menu creations
shopping
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and cooking
Food shopping (mini
stores)
Partitive,
Pronouns
Contractions
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4. Clothes
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5. House
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Clothing
Accessories
Sports equipment
Leather goods
Jewelry
Numbers 1,0001,000,000
Demonstrative
adjectives
Interrogative
adjectives
The verb to put or to
place
Past tense (passé
compose in French, ..
in Spanish, .. in
German)
Adverbs w/ the past
tense
The verb to see
House and furniture
Chores
The verb to be able to
the verbs to sleep, to
go out, to leave
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and pay check
Identify all types
of foods
Ask about food
preparation
Make requests
about food
Shop for groceries
Ask where things
are in a store
Identify types of
clothing and give a
description (sizes,
colors, style)
Offer and ask for
help in a store
Ask for and give
opinions about
clothing
Ask about and give
prices
Make decision
Count to
1,000,000 (in
increments)
Describe a house
Tell where things
are in a house
(directions)
Talk about weekly
chores
windows and
simulate
shopping
experience
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Create mini
store windows
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Dream house
architectural
plan/labeled
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Use realia!
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for a dinner party
with grocery list
Store
simulations,
purchasing food
for a menu
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6. Daily routine
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7. Childhood
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Daily routine
Some body parts
Reflexive verbs
Expressing “all”
Reflexive verbs w/
past tense
Reflexive verbs w/
infinitives
Childhood activities
Country life/city life
Teach the imperfect
tense
Teach use of both
past tenses together
Adverb placement
The superlative
The comparative
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Ask for, give, or
refuse permission
Tell how often you
do things
Imperative
Talk about their
daily routine
Express
impatience
Say when they
do/did things
Make
recommendations
Describe their
childhood, say
what they used to
do
Tell about an
event in the past
Describe life in the
country and in the
city
Compare life in
the country and
the city
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Power point
Simon says
Pictionary
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Simon says
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Realia to teach
vocabulary
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Students create
own power point
showing daily
routine in
images, no words
– they must
present the
project and orally
describe to the
class what they
did from waking
up to sleeping on
a past day.
Write a
“mémoire” of
their childhood
Debate: country
life or city life?
World Language Consensus Mapping Exemplar- Level 3
7 units.
Plus review
Essential Question (s):
(culture aspect included)
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Theme/Unit
Content
Students can… (I, I, P)
1. Vacation and
travel
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Countries
Continents
Making travel
preparations
Hotel
Train station
Airport
Customs
If statements
(conditional) review
Review past tense
Review future
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2. The great
outdoors
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Camping
Nature
Animals
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Identify countries
on a map
Ask about a
vacation
Say what they
would do in
different locations
if they could
Express necessity
Ask about what
has been done
Get travel
information
Ask for
information at a
train station or
airport
Buy tickets and
make a
transaction
Pay hotel bill
Identify
vocabulary
Say what
Teaching Strategies

Verb-board
races
Resources
Assessment
Strategies (I, I, P)
 Create a travel
brochure and
travel
presentation to
the class –
convince them
your trip is the
best
 Blank maps – fill
in designated
countries and
write sentences
saying what they
would do if they
could go there.
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Write a story
about a weekend
camping trip
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3. Entertainment 
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Activities
Past tense review
French: “être en train
de” – in the process
of
The future
Future of irregular
verbs
The verb to run
Books
Movies
TV shows
Music
Relative pronouns
Present participles
Interrogative
pronouns
Demonstrative
pronouns
Review
comparatives/
superlatives
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4. The body and
health
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Parts of the body
Injuries
Illnesses
The doctor
The pharmacy
The subjunctive of
regular and irregular
verbs and when to
use it
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happened
Describe
circumstances
Say what they
were doing when
something else
happened
Tell what they will
do
Wonder what will
happen
Identify genres
and give examples
of each
Describe a book or
movie
Ask for and give
information about
media/
entertainment
Ask about
preferences
Recommend or
advise against
something
Give opinions and
why
Identify body parts
Ask and tell how
you feel
Describe
symptoms
Give advice
Complain about
health
Sympathize with
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Game show
simulation
speed games for
genres (students
give examples of
genres on slips
of paper – two
come up at a
time and race to
identify the
genre first)
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Written
Book/movie
review
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Body drawings
and label
Round robin w/
illnesses
assigned –
express concern
and give advice
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Giant body
drawings
Dialogue at
doctor,
pharmacy, or
emergency room
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5. Work
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The gym
Exercise and
exercising/eating well
The conditional
“if” statements
Professions and
services
Telephone and formal
letter
Future review
The future perfect
Present participles
The verb to drive
someone and
express concern
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6. Once upon a
time
7. History/
Colonization
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Legends
Fairytales
fables
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Historical accounts
from countries of
language
War vocabulary
The past perfect
Sequence of tenses in
indirect discourse
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Identify
professions and
describe what
they do and where
they work
Ask about future
plans w/ work
Ask about job
descriptions
Make polite
requests
Make a phone call
Write a formal
letter
identify
set the scene for a
story
continue and end
a story
French: Almost
French, Sarah
Turnbull
Relate a sequence
of events in the
past
Tell what
happened to
someone else
Describe the
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French: Shrek
French: La
Bataille d’Algers
Hotel Rwanda
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Simulate a
professional
phone
conversation to
get an interview
Create a job
announcement
Reply to a job
announcement in
the form of a
formal letter
students read a
fairy tale in the
target language,
rewrite it in their
own words,
create an imageonly power point,
and then tell the
story to the class
with no notes
concept of
colonization and
the effects on
language in
countries
World Language Consensus Mapping Exemplar-Level 4
7 units.
Plus review
Essential Question (s):
(culture aspect included)
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Theme/Unit
Content
Students can… (I, I, P)
1. Love and
Friendship
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2. Nature
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Relationship
vocabulary
Life events (marriage,
divorce, moving,
etc…)
Reciprocal verbs
The past conditional
The verbs to miss and
to please
The subjunctive
review and in more
depth
Stress pronouns
Nature
Animals continued
Exploration
Extreme sports
Subjunctive with
expressions of fear
The imperative
review
To take/to bring
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Say what
happened in a
relationship
Ask for and give
advice about
dating
Share good and
bad news
Renew old
acquaintances
Identify animals
found in nature
Describe extreme
sports
Express
astonishment and
fear
Forbid and give
warning
Teaching Strategies
Resources
Assessment
Strategies (I, I, P)
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people and things
Verbs with idioms
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3. Our planet
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Natural disasters
Environmental issues
and solutions
The comparative and
superlative review
Passive voice
Prepositions
Subjunctive after
conjunctions
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4. News
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5. Society and
politics
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Newspapers and
magazines
The news
Subjunctive review w/
doubt and
uncertainty
The verb to believe
The verb to appear
Somewhere,
someone, something,
sometime
Political campaign
Government
Government services
(police/firefighters/
administration)
The past subjunctive
The verb to conquer
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Give general
directions
Complain and
offer
encouragement
Identify and
describe natural
disasters
Caution about
disastrous events
Tell why
something
happened
Make predictions
and express
assumptions
Express and
support an opinion
Express certainty
Express possibility
Express doubt
Express disbelief
Break news
Ask about
information
Express a point of
view
Speculate about
what happened
Ask for assistance
Get information
and explain
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Internet news-sites
Presentation:
breaking news,
natural disaster
French: Read
environmental
articles and
create Brochure:
ways to save our
planet
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Simulate a
breaking news
story (possibly
even video tape)
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Debates: political
topics
6. Fine art
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7. Travel/cars
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Each
Types of fine arts
Music and other
performing arts
Inversion
The verb to know
Cars
Gas station
Travel by car
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Ask for and give
opinions
Introduce and
change a topic of
conversation
Make suggestions
and
recommendations
Give an impression
Ask for and give
information and
clarifications about
travel by car
Remind and
reassure
Ask or and give
help
Ask for directions
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Museum-tour –
present a work of
fine art (or an
artist).
Critique a piece
of art
World Language Consensus Mapping Template – Level 5/AP/IB
Essential Question (s):
(culture aspect included)
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Theme/Unit
Content
Students can… (I, I, P)
Teaching Strategies
Resources
Assessment
Strategies (I, I, P)