Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Approximate Length
of Unit
Approximate Number
of Minutes Weekly

Four weeks

Language and
Level / Grade

11th Grade Spanish

Novice mid

Theme/Topic

The environment

Essential Question
Goals

What are ways that we can help protect the environment?

Learners will be able to: Say vocabulary that is related to the environment (destruir, ambito, bosque tropical,
conservar) Will be able to conjugate verbs in the present tense that relate to the environment. Be able to
talk about different ways to conserve energy or water. Be able to discuss why the environment is important.
Use subjunctive statements like I wish there were more trees.

What should learners know

and be able to do by the
end of the unit?

Summative
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.

150 minutes

Interpretive Mode
Show a commercial in Spanish about
how people need to take action and
protect the environment. Have students
list different elements of the commercial
that they thought were persuasive.

Show a brochure in Spanish about a

eco-tour in the Amazon and have
students circle things that the company is
doing to save/conserve the environment

Presentational Mode
Split the class into groups and label each group as
the forest industry, the conservationist, and the
Native people that live in the rainforest. Have each
group write a script and explain why the
forest/conservation is important to them.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Look at a picture of a forest that has been

torn down and ask students to write
subjunctive sentences like I hope that
the animals have a home and etc.

Interpersonal Mode
Split the class room into pairs and ask the students to
interview one another. Have the students ask
questions about and answers questions of different
ways that they save energy or water.

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Cultures
(Sample Evidence)
Indicate the relationship
between the product,
practice, and perspective.

Connections
(Sample Evidence)

Comparisons
(Sample Evidence)

Communities
(Sample Evidence)

Connections to
Common Core

Product: A brochure about zip lining in the Amazon Rainforest

Practice: Pretend to be an interview and ask about different conservation techniques
Perspective: How is this company being eco-friendly
Product: Looking at an energy bill from a different country
Practice: How do you calculate your energy bill in Spanish?
Perspective: How is an energy bill in a South American country different from the U.S.
Making Connections
How does deforestation affect the indigenous
groups in the Amazon Forest?

Acquiring Information and Diverse Perspectives

What would the view of a lumber industry CEO differ from
that of an environmental lobbyist?

Language Comparisons
Cultural Comparisons
How are commercials that promote
Different ways that different countries conserve resources
conservation in a Hispanic country different
than a commercial in the United States.
School and Global Communities
Lifelong Learning
How can your school or class conserve
Understanding everyone has a perspective and trying to see
resources and help the environment?
all sides of a controversial topic
Doing math problems in Spanish about how much water you use in a week.
Toolbox

Language Functions

Related Structures / Patterns

Describe the environment

Using adjective/noun agreement

Express feelings using subjunctive

Doing comparisons

Using I wish, or I want phrases

The loggers want this, but the
conservationist want this
Conjugating in present tense

Explaining actions taking place in rain forest

Key Learning Activities/Formative Assessments

Key Learning Activity/Formative Assessment
How does this activity
ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Vocabulary Expansion
Tier 1
Nouns about nature
Tier 2
Desear, querer, espero
Pero, sino que, sino
Conserver, establecer, destruir
Mode of

Interculturality

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

(representative samples from beginning to end of unit)

Interpreting the commercial about deforestation

Hearing the different perspectives of companies and people
Interviews about how students save water/energy

support the unit goals or

performance tasks?
Being able to pick out key
vocabulary worlds
Being able to compare
positives and negatives
Speaking spontaneously

Resources
WWF
National Geographic
Brazil.org

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Communication

Self
Community
World

Interpretive

World

Presentational

Community

Interpersonal

Self

Technology Integration
Using ipads to show the story of an animal in the
rainforest that had its home destroyed on puppet
pals app.