Unit Plan Template for Use with the New York State Learning Standards for World

Languages
Category 1 - 2 Languages
UNIT PLAN CONTEXT

Language / Course: Spanish Length of Unit: 1 week

Proficiency Checkpoint and Targets:

A - Novice Mid

Meaningful Unit Title: ¡Vamos a viajar!

NYS World Language Anchor Theme: NYS World Language Anchor Topic:
1 - Identity & Social Relationships 2 - Travel

Integrated NYS World Language Topics:

1 - Identity 2 - School Life & Education 2 - Travel 1 - Identity

Brief Unit Overview:

This unit focuses on the theme of travel, designed for Spanish Level 1 learners targeting
Novice Mid proficiency. Students will engage in interpretive, interpersonal, and presentational
communication tasks to develop their language skills while exploring the cultural richness of
Spanish-speaking countries. By the end of the unit, students will be able to use travel-related
vocabulary, understand and interpret travel documents, and present information about
Spanish-speaking countries.

Inquiry Question(s): ¿Qué hace que un destino sea único y digno de explorar?
¿Cómo se puede destacar la riqueza cultural de un país hispanohablante?

STANDARDS AND UNIT-LEVEL CAN-DO ACCEPTABLE

FUNCTIONS STATEMENTS EVIDENCE

1. Interpretive Communication I can interpret cultural aspects Discussing key cultural

[understand, interpret, analyze] of travel in Spanish-speaking differences in small
countries groups and completing a
reflection sheet.

2. Interpersonal I can create and present a one- By participating in pair

Communication day travel itinerary for a chosen discussions where I ask
[exchange information, express country, explaining the planned and answer questions
feelings, express preferences, activities and reasons. about destinations and
express opinions] attractions.

3. Presentational I can present information about Students create and

 Communication the geography, culture, and present a brochure in
[describe, inform, narrate, tourist attractions of a Spanish- Spanish about their
explain, persuade] speaking country using visual chosen country.
aids.

4. Cultural Practices & I can identify and describe Students include cultural
Products cultural practices and products highlights in their
[identify, describe, explain] of Spanish-speaking countries presentation, such as
in Spanish. traditions and music.

5. Cultural Comparisons I can ask and answer By including cultural

[compare] questions about tourist highlights in their
attractions and cultural aspects presentation, such as
of selected countries. traditions and music.
Resource: NYS Learning Standards for World Languages
Resource: NYS World Language Performance Indicators for Modern Languages, Categories 1-
2

SUMMATIVE PERFORMANCE TASKS

Interpretive Task Interpersonal Task Presentational Task

Introduce the lesson: Discuss - Initiate discussion: "Si

Show a short video clip of a travel destinations and pudieras viajar a cualquier
travel-related scenario vocabulary. Pair students for a lugar del mundo, ¿adónde
( airport check-in). Ask “Do Now” activity where they irías y por qué?" (Students
students to predict what discuss their top travel discuss in pairs for 3-5
vocabulary they might hear. destination choices. Guide minutes). - Explain project
Present key travel vocabulary students to role-play as either a steps: choosing a country,
with visual aids. Guide “traveler” or “journalist.” researching, writing a script,
students through a reading and creating a brochure. -
task, such as reviewing a Provide research guidelines
boarding pass or itinerary. and monitor progress. -
Play a cultural video on travel Facilitate presentations of
in a Spanish-speaking completed brochures to the
country, prompting students class.
to listen for cultural
differences.

LANGUAGE TOOLBOX
Key Language Functions Supporting Language Supporting Vocabulary
Structures

 Asking and  Travel-related terms: Essential Items:

answering questions "el pasaporte," "la  El pasaporte
 about tourist maleta," "el (passport)
attractions and cultural itinerario," "el  La maleta (suitcase)
practices. destino," "los lugares  El billete (ticket)
 Role-playing scenarios turísticos."  El itinerario (itinerary)
as travelers or  Cultural vocabulary:  La reserva
journalists to share "las tradiciones," "la (reservation)
preferences and travel música," "las Transportation:
interests. celebraciones."  El avión (airplane)
 Asking and answering  For asking  El tren (train)
questions about tourist questions:  El autobús (bus)
attractions and cultural o "¿Qué  El coche (car)
practices. Destinations and Places:
actividades
 Role-playing  El hotel (hotel)
hay en...?"
scenarios as travelers  El aeropuerto
or journalists to share o "¿Dónde (airport)
preferences and travel puedo
interests. encontrar...?
 Preparing brochures "
and presentations  For presenting:
about specific o "Mi destino
Spanish-speaking es..."
countries. o "Un lugar
 Including cultural
practices, traditions, interesante
and important para visitar
landmarks in the es..."
presentations.  For cultural
 comparisons:
o "En mi país,
hacemos...
mientras que
en...
hacen..."
o "Una
diferencia
importante
es..."

RESOURCES AND MATERIALS

Authentic Resources Other Materials

how to make a brochure Paper, markers, or computers for creating

brochures
video sobre china Pre-designed templates for differentiation
Worksheets, Presentation slides
 video sobre italia

video sobre colombia

get to know costa rica

https://prezi.com/view/
M6CEGvATNCXHtq8c0YzK/

Resource: NYS World Language Standards Authentic Resources Wakelet