Seaford School District World Languages Spanish I-Unit 7: Viajando y

comiendo

Language and Approximate Length

Spanish I-Novice Low Novice mid 5 weeks
Level / Grade of Unit
Explorando el mundo y la cultura (Travel & Dining out) (Realidades 1: Chapter 5B;
Theme/Topic
Realidades 2: Chapter 3B)
How does travelling and learning about cultures expand my knowledge about people and what
Essential Question
they value?
Goals Learners will be able to
Order food in a restaurant
What should learners Compare dining experiences in various countries
know and be able to do Make purchases
by the end of the unit? Bargain prices

Summative Interpretive Mode

Performance
Assessment
These tasks allow
learners to
demonstrate how well
they have met the
goals of the unit.
They are integrated
throughout the unit.
The template
encourages multiple
interpretive tasks.
The interpretive tasks
inform the content of
the presentational and
interpersonal tasks.
The tasks should
incorporate 21st
Century Skills.
Template: ACTFL Keys to Planning for Learning by Clementi & Terrill 2013
Students receive cards with food Students will read a short story about
likes/dislikes of a person. Students an American boy who is visiting
will have to create a recipe for that Spain and always wants to take girls
person and list the ingredients in out for a late lunch. Girls always
Spanish. reject him. Students will found out
why, and re-tell the story through
creating a play and lines for
For example: If a person likes healthy characters.
Students will draw a random Italian food, they will have to list:
Spanish-Speaking city. Students will Whole-wheat pasta and grilled
have to plan a blind date. Students chicken as a potential meal.
will have to find a restaurant to go
eat, pick 3 recommendations to give
his/her date based on menus, and
plan an activity to do afterwards.
Students must plan everythinghow
they are getting to the restaurant
(plane, train, car, taxi). Students
must have addresses and set an
itinerary for their date.
Adapted by Pati Candelario 2014
Seaford School District World Languages Spanish I-Unit 7: Viajando y
comiendo

Presentational Interpersonal Mode

Students receive varying pictures of maps from
Spanish-speaking countries. Students receive cards with
a Point A location and a Point B location. Students will
have multiple Point A and B locations. With a partner,
students must guide their partner to the location.
Students will select one and present it to the class.
Students will break into partner work. One student will be
the customer and one will be the waiter. There are their
role tasks:
Customer (receives text-only menu): gets a description
card detailing their likes, potential allergies, amount of
money they have to spend, how many people they are
paying for

Waiter (Receives picture-only menu: The waiter must

listen to the order and circle the items the customer
orders. If there are any special orders (eg: No cheese),
the request must be written on the lines below the picture.

Product: Planning a date with someone you are interested in getting to know
Practice: Planning a 3 part date with a food, cultural, and historical component
Cultures
(Sample Evidence)
Perspective: In other countries, meals are part of your social relationships and 2-3 hours of
conversation is normal (and expected)
Indicate the relationship
between the product, Product: Giving a taxi driver directions
practice, and Practice: Navigating from Point A to Point B by giving their partner specific street directions
perspective.
Perspective: GPS devices are not available everywhere, taxis are common since mass
transportation is highly favorable
Making Connections Acquiring Information and Diverse Perspectives
Connections Geography- Reading and interpreting city Speaking a second language earns you respect and
(Sample Evidence) maps increases productivity of vacations.

Anthropology-Culture affects how people Going out to eat in Spanish-speaking countries is an

interact and what they value essential part of developing/maintaining relationships.

Template: ACTFL Keys to Planning for Learning by Clementi & Terrill 2013 Adapted by Pati Candelario 2014
Seaford School District World Languages Spanish I-Unit 7: Viajando y
comiendo

Sociology- There are prescribed roles in Cities around the world have similar landmarks
different countries that dictate acceptable (churches, restaurants, statues), but distinct
behavior architecture styles vary throughout regions

Cooking- What flavors go into making

food?
Language Comparisons Cultural Comparisons
Hay un banco por aqui?
Compare and contrast time spent on a date in U.S.
Comparisons A que hora sale el tren? and Latin America
(Sample Evidence)
Puedo reservar una mesa para dos? What are considered acceptable places to go on
dates?
Te invito

School and Global Communities Lifelong Learning

Communities Students will learn about the importance
Students have an awareness and understanding that
(Sample Evidence) of etiquette and cultural norms when it
personal relationships are valued as highly as work
comes to developing relationships
life.
through food.
Reading
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
2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and
ideas
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
Connections to
meanings, and analyze how specific word choices shape meaning or tone
Common Core 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to
each other and the whole
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well
as in words
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take
Template: ACTFL Keys to Planning for Learning by Clementi & Terrill 2013 Adapted by Pati Candelario 2014
Seaford School District World Languages Spanish I-Unit 7: Viajando y
comiendo

10. Read and comprehend complex literary and informational texts independently and proficiently

Writing
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation
9. Draw evidence from literary or informational texts to support analysis, reflection, and research

Speaking and Listening

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
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience

Language
1. Demonstrate command of the conventions of standard grammar and usage when writing or speaking
2. Demonstrate command of the conventions of standard
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 capitalization, punctuation, and spelling
when writing
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate
Toolbox
Vocabulary Expansion
Language Functions Related Structures / Patterns
Tier 1
Order food in a restaurant Me gustaria, Quisiera, Yo quiero Comida/Alimentacion
pedir, Sin/Con La cuenta
Aperitivo
Plato Fuerte
Template: ACTFL Keys to Planning for Learning by Clementi & Terrill 2013 Adapted by Pati Candelario 2014
Seaford School District World Languages Spanish I-Unit 7: Viajando y
comiendo

Postre
El menu
La calle
La avenida
Sitios historicos y monumentos
Carro/coche/auto
El autobus
Caminar

Tier 2
Describe how to navigate a city Voy a, toma/haga una derecha, Derecha, Izquierda, Recto, Al
A que hora sale, lado de, Detras de, Enfrente de
Compare dining experiences in various countries Te invito, Siesta Tier 3
Making purchases Cuanto cuesta, cuesta Asado, A la parilla, Al horno,
demasiado, lo compraria si frito, Crudo, Cocinado, Al vapor,
Congelado, Derretido
Key Learning Activities/Formative Assessments
Interculturality
How does this activity Mode of
Key Learning Activity/Formative Assessment Self
support the unit goals or Communicatio
(representative samples from beginning to end of unit) Community
performance tasks? n
World
Speed Dating:
Desks should be set up in two rows facing each other.
Students are asking
Every minute, students in one row will rotate and ask a
personalized questions Interpersonal
new partner what their likes/dislikes are, age, family S, C
in order to plan for a big Presentational
information, and leisure activities
event.
Students will then write who they had the most in common
with and recommend an activity they should do together.
Students are viewing Interpersonal,
Human Bingo: Sitios historicos S, C, W
possible places they Interpretive

Template: ACTFL Keys to Planning for Learning by Clementi & Terrill 2013 Adapted by Pati Candelario 2014
Seaford School District World Languages Spanish I-Unit 7: Viajando y
comiendo

Students will view 20 different pictures of monuments in could go in order to plan

cities. Students are not limited to these. their date.
Students will select 16 and write them on a blank Bingo
board.
Students will go around and collect signatures for people
who would like to visit the same place.
Whats in this meal? Students dissect meals
Interpersonal,
Students will receive pictures of different meals. Students and the various
Interpretive, S
must work with a partner to write down what and the ingredients that are
Presentational
quantity of the ingredients. Students will share aloud used.
Allergies
Students will work in pairs and look at menus. Students
will decide what they want. Students will then receive
different cards with allergies on them. Students will be able to
Students must change their orders based on their allergy. order based on their Interpersonal,
S, C, W
Students will then discuss what the allergies they were likes, dislikes, and Interpretive
given have in common. (All ingredients from the new allergies.
world: corn beans, squash, chiles, tomato, avocado,
turkey, pineapples, peanuts, cashews, vanilla, chocolate,
and potatoes)
Pin the Fangs on the Chupacabra
Students will divide into two teams and select one person. Students will be able to
Interpretive,
Selected students will receive paper fangs. Students will practice all prepositions S, C
Interpersonal
be spun and will have to put the fangs on the chupacabra relating to directions.
poster only by listening to directions from their classmates.
Can I get a table around here? Students will be able to
Students will make dinner reservations for a Latin make dinner
restaurant. Students will receive specific criteria for what reservations and decide Interpretive,
S, C, W
their date will and will not eat. They will go to the computer whether or not they Presentational
lab and go on opentable.com. They will find restaurants would like to eat a
and view the menus. They will write what they might restaurant.
Template: ACTFL Keys to Planning for Learning by Clementi & Terrill 2013 Adapted by Pati Candelario 2014
Seaford School District World Languages Spanish I-Unit 7: Viajando y
comiendo

potentially order and what their date will order. Students

will print the restaurant profile and present to the class.
Restaurant Etiquette
Students will be assigned different countries. Students will Students will be able to
read assigned text and create an infographic of Dos and define behaviors they
Donts list of restaurant behaviors and then compare them deem acceptable in the Interpretive,
S, W
to what is actually considered normal in Latin America. U.S. and then compare Presentational
Students will present in front of the class to draw to acceptable behaviors
comparisons with a focus on (tipping, beverage options, in Latin America.
legal drinking age, time concerns)
Resources Technology Integration
Video for Song: Students will create menus and
https://www.youtube.com/watch?v=a2uogKe-t9w advertisements

Websites to make dinner reservations/browse menus

www.opentable.com
www.yelp.com

Menu Maker
www.imenupro.com

Template: ACTFL Keys to Planning for Learning by Clementi & Terrill 2013 Adapted by Pati Candelario 2014