Unit Overview
Content Area: Spanish
Unit Title: Mi Vida Interesante (My Interesting Life) Unit: 3
Target Course/Grade Level: 4th grade
Timeline: 7-8 weeks (ongoing for school, friends,
animals, body parts, and clothing)
Unit Summary
A student’s way of living is affected by his environment. This unit enables students to describe their
schools, classrooms, teachers, pets and other animals, clothing, and body parts in detail. Also, the life
cycle of a human is introduced in the target language.
Primary interdisciplinary connections: Social Studies, Science, 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:
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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:
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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 #
7.1.NM.A.1
Cumulative Progress Indicator (CPI) for Interpretive Mode
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.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.1
CPI #
7.1.NM.C.2
Use effective oral and written communication in face-to-face and online interactions and
when presenting to an audience.
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.
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the target
culture(s).
Unit Essential Questions
 How can language be powerful?
 Why and how aren’t we the same?
Unit Enduring Understandings
 Language skill is essential for effective communication.
 Grammar plays an important role when learning another
language.
 Life cycles are the same for all humans, but not all people
grow at the same rate.
 Schools and education are important parts of our lives
because we learn knowledge and skills.
 We are influenced by our surroundings.
Unit Learning Targets
Students will ...
 Identify and name 25 parts of the body.
 Perform Simon Dice (Simon Says) using teacher commands.
 Name the 4 stages of a human life cycle (baby, child, adolescent, adult) in Spanish.
 Recite clothing pieces that are worn in the winter.
 Name articles of clothing that are appropriate for each season of the year.
 Describe their pets, using color, size, and animal words in the target language.
 Identify animals that are not suitable to be pets.
 Translate a short story about the classroom using context clues and cognates.
 Match classroom object vocabulary words with their translations.
 Evidence of Learning
Summative Assessment
 Performance of Simon Says and Hokey Pokey in Spanish
 Creation of clothing outfit on paper body for specific season or occasion with labels
 School people, places, and things quiz
 Animals, clothing, body parts, and school skill sheets
 Alien drawing on SMARTBoard using teacher clues
 Vocabulary term exercises
 Group translation of “The Jacket I Wear in the Snow” book
Equipment needed:
Life size body with Velcro labels
Dress-up clothing for 4 seasons
Stuffed animals and plastic animals
Construction paper, markers, crayons, glue
Blank labels for classroom items
Song posters
Flashcards, picture cards
CDs and CD player
Computer, SMARTBoard, ELMO
Teacher Instructional Resources:
Classroom Nouns Flashcards on CD
Animals: Digital Flashcards in Power Point -Teacher’s Discovery
Body Parts: Digital Flashcards in Power Point -Teacher’s Discovery
Clothes and Accessories: Digital Flashcards in Power Point -Teacher’s Discovery
Los Pantalones de Pantaleon, Joy Cowley
The Jacket I Wear in the Snow, Shirley Neitzel
Skills for Success Spanish Elementary -Carson-Dellosa Publishing
Teach Them Spanish! Grade 4 -Instructional Fair
Skills for Scholars, Grade 4 -Frank Schaffer Publications
The Complete Book of Spanish -School Specialty Publishing
CDs: Spanish -Twin Sisters Productions
Sing, Dance, Laugh, and Eat Tacos! -Barbara MacArthur
Rock’N Learn Spanish Vol. 1
Formative Assessments
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Listening activities
List of classroom nouns with translations
Teacher observation
Spanish labels created for own classrooms
Head, Shoulder, Knees, and Toes performance
 Think, pair, share
 Group/individual oral participation
(songs/activities for school, animals, clothing,
and body parts)
 Si, No Game participation
Integration of Technology:
Computer, internet, SMARTBoard, ELMO, CD player with CDs, Digital flashcards in Power Point
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
http://www.enchantedlearning.com
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: