Unit Overview
Content Area: Spanish
Unit Title: Nuestros Vecinos (Our Neighbors)
st
Target Course/Grade Level: 1 Grade
Unit: 4
Timeline: 7-8 weeks (ongoing for holidays, foods, and
Spanish-speaking countries)
Unit Summary
Serving as an introduction to ways of living in other countries, this unit compares and contrasts holidays
and celebrations, foods, shopping, currency, and flags in the United States with those of Spanish-speaking
countries.
Primary interdisciplinary connections: Social Studies, Math, Character Education,
English Language Arts
21st century themes and skills: Critical Thinking and Problem Solving; Collaboration, Teamwork, and
Leadership; Cross-Cultural Understanding and Interpersonal Communication
Unit Rationale
It is important for elementary school children to learn a world language so they can communicate with the
ever growing diverse population of the United States.
Learning Targets
Standards
7.1 World Languages
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.
9.1 21st – Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements: Interpretive Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can independently
identify and recognize memorized words and phrases that bring meaning to text.
Cultural:
Personal identity is developed through experiences that occur within one’s family, one’s community, and
the culture at large. (Topics that assist in the development of this understanding should include, but are not
limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and
pastimes.)
Observing and participating in culturally authentic activities contribute to familiarization with cultural
products and practices. (Topics and activities that assist in the development of this understanding should
include, but are not limited to: authentic celebrations, songs, and dances.)
Healthy eating habits and fitness practices may vary across cultures. (Topics that assist in the development
of this understanding should include, but are not limited to: foods, shopping, eating at home or in
restaurants, and wellness practices.)
Many products and practices related to home and community are shared across cultures; others are culturespecific. (Topics that assist in the development of this understanding should include, but are not limited to:
home life, places in the community, activities within the community, and travel.)
What is perceived as “basic needs” varies among and within cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: safety, food, shelter, and
purchase and sale of goods such as toys, games, travel, and luxury items.)
Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of
topics related to the world and global issues. They make complex concepts more accessible to secondlanguage learners who have limited proficiency in the language. (Content areas that assist in the
development of this understanding should include, but are not limited to: history, economics, science, and
geography.)
Learning about age- and developmentally appropriate content that is of high interest to students and has a
direct connection to the cultural contexts of the target language cultivates an awareness of the shared
human experience. (Content that assists in the development of this understanding should include, but is not
limited to: all content areas and popular culture.)
The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the
problem is a lifelong skill that develops over time.
Collaboration and teamwork enable individuals or groups to achieve common goals with greater
efficiency.
Effective communication skills convey intended meaning to others and assist in preventing
misunderstandings.
Content Statements: Interpersonal Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use
memorized words and phrases independently to:




Respond to learned questions.
Ask memorized questions.
State needs and preferences.
Describe people, places, and things
Cultural:
The Novice-Mid Cultural Content Statements remain the same for all the strands.
Content Statements: Presentational Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use
memorized words and phrases independently to:



Make lists.
State needs and preferences.
Describe people, places, and things.
Cultural:
The Novice-Mid Cultural Content Statements remain the same for all the strands.
CPI #
Cumulative Progress Indicator (CPI) for Interpretive Mode
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions, commands, and
requests through appropriate physical response.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
9.1.4.A.5
Apply critical thinking and problem-solving skills in classroom and family settings
9.1.4.C.1
Practice collaborative skills in groups, and explain how these skills assist in completing
tasks in different settings (at home, in school, and during play).
CPI #
Cumulative Progress Indicator (CPI) for Interpersonal Mode
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.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
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.
9.1.4.D.3
CPI #
7.1.NM.C.2
Demonstrate an awareness of one’s own culture and other cultures during interactions
within and outside of the classroom.
Cumulative Progress Indicator (CPI) for Presentational Mode
Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3
Copy/write words, phrases, or simple guided texts on familiar topics.
Unit Essential Questions
 Why is it important to learn a language?
 Why are people different in the world?
Unit Enduring Understandings
 People in other countries celebrate different holidays
than we do, with their own customs.
 Hispanic children celebrate holidays with their extended
families. Fiestas are observed with special ceremonies,
singing, dancing, and eating!
 Some of the foods that we eat are the same as Hispanic
children, but some are different and unique to their
culture.
 Most Spanish-speaking countries are located in Central
and South America.
Unit Learning Targets
Students will ...
 Identify the flags of Mexico and Spain.
 Tell why and when Cinco de Mayo is celebrated.
 Compare and contrast the experience of shopping at an open-air market versus a grocery store.
 Compare currencies from different Spanish-speaking countries to U.S. money.
 Identify Mexico, Spain, Guatemala, and Chile as countries where Spanish is spoken and locate them on
a map.
 Recognize the Mexican Hat Dance (El Tapatio) as a customary dance and the piñata as a tradition.
 Describe quesadillas, enchiladas, and tortillas as Hispanic foods.
 Identify more shapes (diamond, oval, star, and heart) in the target language.
 Evidence of Learning
Summative Assessment
 Performance of Mexican Hat Dance
 Description of piñata and when it is used
 Holiday, shapes, and food skill sheets
 Identification of Hispanic countries on map
 Year-End Final Assessment
Equipment needed:
Sombrero, maracas, and piñatas
Whiteboards and markers
Flags of Mexico and Spain
Open-air market photographs
Plastic foods
Currencies from Mexico, Guatemala, and the U.S.
World map
Song posters
Foods and shapes posters
Flashcards, picture cards, open-air market photographs
CDs and CD player
Computer, SMARTBoard, ELMO
Teacher Instructional Resources:
Mexico, K-3 World Neighbor Series -Creative Teaching Press, Inc.
Celebrate! It’s Cinco de Mayo -Janice Levy
El Desayuno de Lili -Helen Upson
Look What Came from Mexico -Miles Harvey
Look What Came from Spain -Kevin Davis
Teach Them Spanish! Grade 1 -Instructional Fair
Skills for Scholars -Frank Schaffer Publications
The Complete Book of Spanish -School Specialty Publishing
CDs: All-Time Favorite Dances -Kimbo Educational
I Love Spanish -Language Adventure Publications
Rock’N Learn Spanish Vol. 1
Sing, Dance, Laugh, and Eat Tacos! -Barbara MacArthur
Formative Assessments
 Listening activities (books, DVD)
 Role playing with U.S./Mexican foods and
money
 Teacher observation
 Using maracas to keep beat of music
 Think, pair, share
 Group/individual oral participation
(songs/activities for holidays and foods)
 Map skills-locating Central/South American
countries
 Using bodies to form shapes
Integration of Technology:
Computer, internet, SMARTBoard, ELMO, CD player with CDs, DVD
Technology Resources
Click the links below to access additional resources used to design this unit:
http://www.learn4good.com/kids/learning_spanish
http://www.uni.edu/becker/children.html
http://www.123teachme.com/learn_spanish/children
http://www.spanishfun.net
Opportunities for Differentiation
 VAKT learning modalities – instructional and assessments
 Student centered activities
 Cooperative grouping
 Multiple intelligence learning styles
 Additional independent activities for higher leveled learners
 Questioning/discussion techniques
Teacher Notes: