Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Approximate Length
6 weeks
Language and Spanish Level 1 of Unit
Level / Grade Novice Low Approximate Number Commented [BT1]: Good.
250 minutes per week
of Minutes Weekly CA standards were refer to this proficiency level as stage 1. I
want to make sure you know that too, since we lead with our CA
Theme/Topic Who am I? standards ( :

Why is it important to learn about different types of personality traits? Regarding the ACTFL proficiency levels, if these students are
coming to you as non-native speakers, you would plan for novice
Essential Question Why is it important to compare cultural perspectives? low. Intermediate low is likely to begin during year two.
Is our personality influenced by our culture?
Learners will be able to:

Describe the personality traits of themselves and others.

Goals Identify adjectives.

What should learners know Identify whether personality is influenced by culture.
and be able to do by the
end of the unit?
Make connections with famous people from the target country. Commented [BT2]: We must make sure we plan
communication-based objectives. An example of this would be:
Knowledge (Content and Cultural): Students recognize and
Explore different perspective of personality traits depending on the culture of each person. apply restaurant role play scenario
in a real life setting.
Communication (all three modes) Heres an example of
the interpersonal: Students will
Interpretive Mode simulate ordering restaurant menu items (interpersonal).
Summative Accuracy/Control Form:
Performance Learners will listen and watch a video The teacher will pause often to monitor The students will demonstrate Grammar related example: The students will use pedir,
Assessment about personality traits. Next, the students are identifying the correct comprehension by creating a T-Chart of servir, faltar and other vocabulary and structures
students will match photos to each personality trait. two different types of personality traits appropriate to the setting.
personality trait shown on a PowerPoint and answering the following questions. Culture related example: Students will be able to order
These tasks allow food formally and informally.
presentation. Whom would you prefer to have as a For more on this, read/review the presentation titled Writing
learners to demonstrate
friend and explain why? Language Learning Objectives in World Languages in Module 2.
how well they have met Step 1 and review the unit and lesson objectives examples in the
the goals of the unit. Keys book.
They are integrated
throughout the unit.
The template encourages
multiple interpretive

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

tasks.
The interpretive tasks
inform the content of the
presentational and
interpersonal tasks.
The tasks should
incorporate 21st Century Presentational Mode Interpersonal Mode
Skills.

Learners will research a famous person from the Target
Country and write poem in the shape of a diamond.
Learners will describe their personality traits and choose
adjectives that best describes them. Students will bring
a photo of their famous person and present their poem
to the class. The class will then vote for the best poem in
categories
In pairs or small groups, learners share what they have
learned about the different types of personalities. They
will discuss the similarities and differences of their
personality traits. They will discuss if their personality
traits are influenced by their culture.
They will look at 4 pictures (Frida Kahlo, Abraham
Lincoln, Superman and Donald Duck ) and describe each
person and character.

Product: Expectations in society

Cultures
(Sample Evidence)
Indicate the relationship
between the product,
practice, and perspective.
Practice: Student interaction in the classroom
Perspective: Some personality traits are more highly valued than others
Product: Clothing
Practice: Religious dance
Perspective: People have shared values and beliefs

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Making Connections Acquiring Information and Diverse Perspectives

Adjusting to different personalities/ cultures
Connections
(Sample Evidence) Adjusting to different customs and social cues
Making connections with people from the
target language
World Language studies and practices and reasons for those
systems
Differences in personality traits
Differences in culture.

Language Comparisons Cultural Comparisons

Making polite suggestions
Comparisons Comparing one culture to another
(Sample Evidence) Mas o menos ( more or less) Comparing one personality to another
Personalities influenced by culture
Estoy de acuerdo/ No estoy de acuerdo (agree
or disagree)

School and Global Communities Lifelong Learning

Interactions using target language in different
Communities communities.
(Sample Evidence) Consider the role the target language plays in your life and
set personal goals to travel.
Interactions using target language when
traveling to the target country.
CCSS.ELA- Literacy. CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA- Literacy. CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the
Connections to
course of a text.
Common Core
CCSS.ELA- Literacy. CCRA.LS.1 Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others ideas and expressing their own clearly and persuasively.

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

CCSS.ELA- Literacy. CCRA.L.3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.

1.1 Students address discrete elements of daily life, including:

a) Greetings and introductions
b) Family and friends

Communication: Stage 1
1.2 Engage in oral, written or signed conversations

1.6 Reproduce and represent a written , oral, or signed product in a culturally authentic way

Cultures: Stage 1
1.1 Associate products, practices, and perspectives with the target culture.
1.2 Recognize similarities and differences in the target cultures and between students own cultures

Structure: Stage 1
1.0 Students use orthography, phonology or ASL parameters to understand words, signs and phrases in context.
1.1 Use orthography , phonology or ASL parameters to produce words or signs and phrases in context

Toolbox
Vocabulary Expansion
Language Functions Related Structures / Patterns
Tier 1
Describing people (personality traits) Adjectives Expressions, adverbs, activities
Chico/a
Tier 2
Compare (personality traits) Mas o menos + que Phrases:
(more or less) In contrast
Mas o menos + que

Ask and answer questions (about personality traits) Quien, Cual, Por que(Who, Which, Nouns:

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Why) Characteristics- artistico, estudioso,

Interrogative pronouns and sociable
adjectives

Yo creo que, Yo pienso que, En mi Appearances-alto, Delgado

Express opinions (about the 4 characters in the picture) opinion (I believe that, I think that,
In my opinion)

Verbs:
Estoy de acuerdo/ No estoy de Identifies- types of personality
Agreeing/disagreeing (whether the 4 characters in the acuerdo ( I agree/ I disagree) traits
pictures fit personalities and descriptions)
Definite and indefinite articles Presents- information

Identifying (different types of personality traits) Nouns and Verbs Relates culture and personality
traits

Discussing (whether personality traits are influenced by Me gusta mucho/ No me gusta

culture) nada ( I really like/ I dislike)

Using formal/ informal language appropriately (to Una chica artistica (is an artistic
describer their own girl)

Key Learning Activities/Formative Assessments

Key Learning Activity/Formative Assessment How does this activity Mode of Interculturality
(representative samples from beginning to end of unit) support the unit goals or Communication Self

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

performance tasks? Community

World
Activates prior knowledge
The teacher introduces unit goals to the classroom. Students
of personality traits.
will create a KWL chart based on their unit goals and complete Interpretive S,C
the K and W sections as a class.
Students will watch a YouTube video on personality traits. In
Interpretive
groups, the students will match personality traits to each photo Introduces learners to C,W
Interpersonal
shown on the PowerPoint presentation different types of
Presentational
personality traits.
Students will create a T-Chart of two types of personality traits
and will answer the following question.
Which type of personality trait will you prefer to have as a
Interpretive
friend? Explain why Makes comparisons of S, C, W
Presentational
Discuss and compare your results with a partner. personality traits.
Students will discuss and share what they learned about S, C
Listen for specific Interpretive
personality traits and their similarities and differences.
information regarding Presentational
Discuss results in groups.
personality traits and listen
The teacher will ask students to add more to the W section of
for different perspectives.
their KWL chart.

C,W
The teacher will give a brief explanation of culture and some
Provides information Interpersonal
examples like clothing, food, traditions and ceremonies.
regarding culture.

The teacher will explain that today they are having a cultural
Consider how culture plays Interpretive
scavenger hunt and will find evidence of culture in their lives
a role in their lives Interpersonal
and all around. S,C,W

The teacher will explain that with a partner they will find 4
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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

examples of culture around them and will write their examples

on an index card.

Students will discuss and answer the following questions.

Assignment #1
Is your personality trait influence by your culture? Explain your Determines whether Interpretive S,C
answer. personality traits are Interpersonal
influenced by culture.

The teacher will handout 4 pictures (Frida Kahlo, Abraham Lincoln, C,W
Superman and Donald Duck) Assess knowledge on Interpretive
personality traits and Interpersonal
In small groups, the students will describe each character and label
adjectives use to describe
their personality trait correspondent to each character.
each picture.
Discuss results in groups.

The students will research a famous person of the target

country (Spain) and write a poem in the shape of diamond. S,W
Makes connections with a
Learners will describe their personality traits and choose Interpersonal
famous person of the
adjectives that best describes them.
target country.
Assignment #2

The learners will bring a photo of the famous person they

C,W

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

selected and present their poem to the class. Provides information Presentational
regarding the famous
person selected.

The learners will vote for the best poem in categories the C
winners will earn a $5 gift card from McDonalds. Determine the best poems Interpretive
depending on the category Presentational
selected.

The learners will complete the L section of their KWL chart.

Discuss results in groups. Assess what learners have S,C
learned. Interpersonal

Resources Technology Integration

YouTube video about personality traits
YouTube video

A power point presentation on personality traits

PowerPoint

Additional resources available at:

www.actfl.org/publications/books-and-brochures/the-keys-planning-learning

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013