Pottsgrove School District
Unit Planning Organizer
Subject(s)
WORLD LANGUAGE LEVEL 1
Grade/Course
8-12/LEVEL 1 WORLD LANGUAGE
Unit of Study
INTRODUCTORY UNIT
Dominant Focus
SOUND SYSTEM, INTRODUCTORY
CONVERSATION SKILLS, EXPRESSING
DATES
Unit Type(s)
Topical
Pacing
Weeks: 6
X Skills-based
❑ Thematic
Dates: August 29, 2011 – October 14, 2011
Current Priority State Standards
Supporting Standards
List the priority standards (written out in bold) and the supporting standards (written out in non-bold) that will be taught during this unit of study. CAPITALIZE the
SKILLS and underline the important concepts for all priority standards addressed in this unit.
12.1.S.1.A=KNOW the basic sound system and spelling patterns of the target language
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12.1.1.S1.A = RECITE target language alphabet and associated sounds and basic words with proper accentuation.
12.1.S1.B = KNOW common vocabulary forms and structures used in basic speaking and writing.
12.1.1.S1.B = SPEAK and WRITE common vocabulary, phrases and structures during activities with the teacher, classmates and family (Interpersonal Skills)
12.3.S1.A – Identify fundamental products and customs of the target culture
12.3.S1.B – Know typical expressions and gestures for basic social interactions in the target culture.
12.3.1.S1B – Use culturally appropriate memorized expressions and gestures for basic social interactions.
12.5.S1.A – Know where in the local and regional community the target language and culture are useful
12.5.1.S1.A – Introduce oneself and respond to simple questions in the local and regional community.
12.5.S1.B – Know where in the national community the target language and culture are experienced
12.5.1.S1.B – Respond to simple questions and interpret simple messages on a national level.
12.5.S1.C – Know where the target language is spoken in the global community.
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Priority Standard(s)
List the identified priority
standards from above.
12.1.S1.A
“Unwrapped” Concepts
“Unwrapped” Skills
(Students need to know)
(Students need to be able to do)
Unwrap the priority standard by listing
the concepts and skills.
Identify the appropriate level(s) of Bloom.
(12.1.S1.A)Basic Sound Systems
*vowels
*consonants
(12.1.S1.A)Know (vowel sounds,
consonant sounds)
(12.1.1.S1.A)Recite (alphabet)
*diphthongs
(12.1.S1.A)
I. remembering
II. understanding
III. applying
Spelling Patterns
12.1.1.S1.A
Bloom’s Taxonomy Levels
IV. analyzing
(12.1.1.S1.A)Proper Pronunciation
(12.1.1.S1.A)
*vowels
I. remembering
*consonants
II. understanding
*diphthongs
III. applying
(12.1.S1.B;12.1.1.S1.B)Common
Vocabulary Phrases
*greetings, farewells, courtesy
expressions
*formal and informal forms of
address
12.1.S1.B
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*numbers
(12.1.S1.B)Know (common vocabulary,
phrases and structures)
IV. analyzing
(12.1.1.S1.B)Speak (common
vocabulary, phrases and structures)
(12.1.S1.B)
Write (common vocabulary, phrases and
structures)
II. understanding
I. remembering
III. applying
12.1.1.S1.B
*daily life skills
IV. analyzing
Common Vocabulary Structures
(12.1.1.S1.B)
*dates
I. remembering
*basic questions words
*classroom commands
II. understanding
III. applying
IV. analyzing
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Essential Questions
Essential Questions are engaging, open-ended questions that educators use to
spark initial student interest in learning the content of the unit about to
commence.
Identify the Essential Questions that will be used throughout this unit to focus
your instruction and assessment. For consideration, ask yourself the following
about each essential question:
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2
3
4
Is this question written in student friendly language?
Can this question be answered with one of the Big Ideas?
Does the question lead the students to discovery of the Big Ideas?
Does the question go beyond who, what, where, when and ask the
students to explain how and why?
1. How do sound patterns in the target language compare to
English? How do they impact pronunciation and spelling patterns?
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Corresponding Big Ideas
Big ideas are what you want your students to discover on their own as a result of
instruction and learning activities.
Identify the Big Ideas for each corresponding essential question.
The goal is for students to effectively be able to respond to the teacher’s essential
questions with the big ideas, stated in their own words, by the end of the unit.
1. Each language has its own unique sound system and spelling
pattern that make the sounds and spelling different from English.
2. Which basic phrases and structures do I use for introductory
conversations? How does my audience impact word choice?
2. I am able to give basic information about myself and request
information from others following the rules of cultural courtesy.
3.
3.
4.
4.
Common Assessments
Note to Curriculum Designers:
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2
3
4
5
6
Review grade-or course-specific state standardized assessments for the types of questions directly related to the “unwrapped” Priority Standards' concepts and
skills in focus for this unit of study.
Identify the vocabulary used and frequency of these questions.
Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned.
Create the Post Assessment using the Common Formative Assessment Template (Appendix A).
Create the Pre Assessment. Decide whether the pre-assessment will be aligned (directly matched to post-assessment but with fewer questions) or mirrored
(exact number and type of questions as post-assessment.
Create Informal Progress Monitoring Checks. Create short, ungraded “checks for student understanding” for the educator to administer throughout the unit of
study that are directly aligned to the post-assessment questions (selected-, short-, extended-response, and/or performance-based) and that coincide with
learning progressions—the “building block chunks” of instruction.
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Post Assessment:
1. Which letter is pronounced differently than in English? (12.1.S1.A)
2. The vowels are pronounced the same as in English. T/F (12.1.S1.A)
3. What is a ‘diphthong’? (12.1.S1.A)
4. How do you say “hello”? (12.1.S1.B)
5. What is the difference between formal and informal? (12.1.S1.B)
6. Which is the correct way to express the date September 15? (12.1.S1.B)
7. How do you ask: “Where are you from?” (12.1.S1.B)
8. How do you ask: “May I go to the bathroom?” (12.1.S1.B)
9. How does your teacher tell you to open your book? (12.1.S1.B)
10. How do you ask someone “What is your name?” (12.1.S1.B)
11. How do you say ‘10’? (12.1.S1.B)
12. How do you say ‘please’? (12.1.S1.B)
13. How many vowels are there in the language you are studying? (12.1.S1.A)
14. How do you say “Goodbye”? (12.1.S1.B)
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Pre Assessment:
1. Which letter is pronounced differently than in English? (12.1.S1.A)
2. The vowels are pronounced the same as in English. T/F (12.1.S1.A)
3. What is a ‘diphthong’? (12.1.S1.A)
4. How do you say “hello”? (12.1.S1.B)
5. What is the difference between formal and informal? (12.1.S1.B)
6. Which is the correct way to express the date September 15? (12.1.S1.B)
7. How do you ask: “Where are you from?” (12.1.S1.B)
8. How do you ask: “May I go to the bathroom?” (12.1.S1.B)
9. How does your teacher tell you to open your book? (12.1.S1.B)
10. How do you ask someone “What is your name?” (12.1.S1.B)
11. How do you say ‘10’? (12.1.S1.B)
12. How do you say ‘please’? (12.1.S1.B)
13. How many vowels are there in the language you are studying? (12.1.S1.A)
14. How do you say “Goodbye”? (12.1.S1.B)
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Informal Progress Monitoring Checks:
s
Plan for Instruction
Make connections between learning experiences and teaching strategies
Engaging Learning Experiences
Research-based Effective Teaching Strategies
(Authentic Performance Tasks)
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Unit Vocabulary
Spanish
German
¡Buenos días! Good morning.
Buenas tardes. Good afternoon.
Greetings:
Buenas noches. Good evening.
Hallo
Hola Hello
Morgen (Moin)
Adiós Goodbye
Guten Morgen
Hasta luego. Until later.
Hasta mañana. Until tomorrow.
Hasta pronto. See you soon.
Guten Tag
Grüß dich
Farewells:
Auf Wiedersehen
Nos vemos. See you.
Tschüss
el nombre first name
Bis dann
el apellido last name
Classroom Expressions
¿Cómo te llamas? How do you call
Darf ich zur WC?
yourself? (What’s your name?)
Darf ich ein Getränk abholen?
Me llamo...I call myself
Setzt euch!
El gusto es mío (The pleasure is mine.)
Sei ruhig!
Encantado/a- delighted to meet you
Wiederholt!
Es un placer. It’s a pleasure.
Haben wir Hausaufgaben?
Igualmente. LIkewise.
Mucho gusto. Nice to meet you.
Die Wocke
Montag
Dienstag
¿Cómo se llama? What does he/she call
Mittwoch
him/herself? (and you formal)
Donnerstag
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French
Se llama... he/she/you formal call
Freitag
himself/herself/youself...
Samstag
Señor, Sr.- man, Sir, Mr.
Sonntag
Señora- Ms. Woman, Mrs.
Question Words
Señorita- Miss, young woman
Gracias thanks
de nada- you’re welcome
Wer
Was
Wie
Wann
¿De dónde eres?- where are you from?
Wo
Soy de... I’m from...
Woher
¿Y tú? And you?
Wieviel
¿De dónde es? WHere is he/she from?
Months:
Es de...he/she is from
Januar
Siéntense. SIt down.
Februar
Levántense. Stand up.
März
Atención, por favor. Attention, please.
April
Escuchen. Listen
Miren el pizarrón... look at. the board
Saquen- take out
Mai
Juni
Juli
August
Abran los libros- open your books
September
Cierren- close
Oktober
¿Puedo ir al baño?- Can I go to the
November
bathroom?
Dezember
¿Puedo afilar mi lápiz?-Can I sharpen
my pencil?
Numbers:
eins
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¿Puedo ir a la basura? Can I go to the
zwei
trash can?
drei
Necesito- I need
vier
No tengo- I don’t have
fünf
Spanish Language Speaking Countries
el país- country
hispanohablante- Spanish speaking
¿Cuál es la fecha de hoy? WHat’s
sechs
sieben
acht
neun
zehn
today’s date?
elf
Hoy es el_#__de____month___. Today
zwölf
is ...
dreizehn
lunes- Monday
vierzehn
martes- Tuesday
fünfzehn
miércoles- Wednesday
sechszehn
jueves- Thursday
siebzehn
viernes- Friday
sábado- Saturday
domingo- SUnday
achtzehn
neunzehn
zwanzig
einundzwanzig (etc..)
¿Qué día es hoy? WHat day is today?
dreißig
mañana- tomorrow
Irregular Ordinal Numbers:
cero- 0
erste
uno 1
dritte
dos-2
siebte
tres-3
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cuatro-4
cinco- 5
seis-6
siete-7
ocho-8
nueve-9
diez-10
once-11
doce-12
trece-13
catorce-14
quince-15
dieciséis-16
diecisiete-17
dieciocho-18
diecinueve-19
veinte-20
veintiuno- 21
veintidós- 22
veintitrés-23
veinticuatro-24
veinticinco-25
veintiséis-26
veintisiete-27
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veintiocho-28
veintinueve-29
treinta-30
treinta y uno- 31
enero-Jan.
febrero-Feb.
marzo-Mar.
abril-Apr.
mayo-May
junio-June
julio-July
agosto-Aug.
septiembre-Sept.
octubre-Oct.
noviembre-Nov.
diciembre-Dec.
¿Quién?-who?
¿Quiénes?- who (pl.)?
¿Qué?-what?
¿Dónde? Where?
¿Adónde? to where?
¿Cuándo? when?
¿Por qué? Why?
¿Cómo? How?
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¿Cuánto/a? How much?
¿Cuántos/as? How many ?
¿Cuál? Which?
¿Cuáles? Which ones?
primero- 1st
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Instructional Resources and Materials
Program/Text
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Technology
Teacher Created