Thematic Curriculum Unit-Performance Assessment and Planning Guide
Key Question: Who am I? Who are You?: Identify similarities and differences
Theme: La Comida
Topic: El Restaurante
Length: 20 days
Performance Assessment: At the end of this unit:
Communication Mode: Presentational: Interpersonal:
Interpretive Students will create a video presentation Students will research online and create a
Students will watch a BBC “Realclip” video of a Gouin Series recipe or restaurant menu for a restaurant in Spain and share it
of a person ordering in a restaurant and scene in the target culture. with another student in a conversational
answer related questions. paired activity.
B2: Listening: Students will comprehend C1: Oral Presentations: Students will B3: Reading: Students will understand
simple daily conversations on famliar dramatize student-created and/or written materials on familiar topics that
topics and selected, age-appropriate authentic songs, short poems, skits, or have strong visual support.
authentic recordings, broadcasts, videos. dialogues. A5: Comprehension: Students will ask for
repetition and repeat to ensure
Vocabulary: Depends on vocabulary used Vocabulary: Uses a limited number of
in class; may begin to use a dictionary to memorized words and phrases; relies on
look up unknown words but will have native language for unknown words and
difficulty selecting the translation. expressions; determines meaning by
B1: Students will understand spoken recognition of cognates, prefixes and
language on familiar topics that has thematic vocabulary.
strong visual support.
Ease: Expresses memorized phrases with Ease: Expresses memorized phrases with
ease and with few errors; may show ease and with few errors; may show
evidence of false starts and pauses as evidence of false starts and pauses as
topics expand beyond memorized topics expand beyond memorized
Writing: Depends on vocabulary
presented in class; may begin to use a
dictionary to look up unknown words
but will have difficulty selecting correct
Clarification: Asks for repetition; may use Comprehension: Impact: Focuses on successful task
gestures and facial expressions to show Understands short, simple conversations completion; uses gestures or visuals to
confusion. and narration within highly predictable maintain audience’s attention and/or
and familiar contexts; relies heavily on interest as appropriate to purpose.
Impact: Focuses on successful task visuals, gestures, facial expressions in
completion; uses gestures or visuals to order to understand; generally needs
maintain audience’s attention and/or repetition, restatement, and contextual
interest as appropriate to purpose. clues in order to understand; relies
heavily on background information.
Awareness: Understands a story line or Non-verbal: Imitates non-verbal patterns
event when it reflects a cultural of behavior appropriate to the target
background similar to their own; begins culture (i.e. gestures, proximity, eye
to associate symbols, famous people, contact) when they are modeled by the
places, songs,etc. with a certain culture. teacher.
Connections: G2: Students will access information in the language studied
Communities: K3 Understanding: Students will deepen their understanding of other cultures through various avenues such as
cuisine, sports, theatre, dance, and art.
H4 Cultural Characteristics: Students will identify cultural characteristics of language such as formalities, levels of politeness,
informal and formal language.
Structures and Vocabulary:
Present tense –ar, -er verbs El desayuno, el almuerzo, la merienda, la cenaTener phrases: sed, hambre
Me gustaría/quisiera De primero/de segundo/de postre
Question words (review) La tapa, la ración
Telling time/schedules (review) Tomar/comer
Vocabulary p. 181 textbook