Long Term Plan
Content
Long Term Plan Template
To ensure your Long Term Plan achieves its purpose, you should be able to articulate the answers to the following key reflections. 1) Student Achievement – Can you briefly describe how this plan leads your students to the achievement of the big goal? 2) Organization/Sequence of Units – Can you explain how the learning goals within each unit logically fit together? Can you explain how the sequence of units or topics helps build student learning? 3) Timing – Does the timing of your units (each unit and the course as a whole) take into account your school calendar?
This section is designed to help you see the flow of your units/topics across the entire school year.
COURSE OVERVIEW & TIMING
Unit Unit 1 : Unit 2 : Unit 3 : Unit 4 : Unit 5 : Unit 6 : Unit 7 : Unit 8 : Unit 9 : Unit 1 0 : Who Am I? (¿Quién soy yo?)
Unit Length 2 weeks
School Life (La vida escolar)
3 weeks
Daily Routines and Chores (La rutina diaria y los quehaceres)
3 weeks
Shopping (De compras)
4 weeks
Community (La comunidad)
4 weeks
When I Was Young (Cuando era joven)
2 weeks
Restaurant Experiences (¡Buen provecho!)
4 weeks
An Unforgettable Trip (Un viaje inolvidable)
4 weeks
Natural Disasters and Emergencies (Los desastres y las emergencias)
3 weeks
Injuries (Las heridas)
3 weeks
This section is designed to help you compare the number of available instructional days/weeks to the number of days/weeks you have accounted for in your Long Term Plan.
OVERALL COURSE TIMING
Course Length
Total number of instructional weeks/days in school year: Total number of instructional weeks/days for all units included in Long Term Plan:
36 weeks/ 180 days
*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing (if any).
UNIT 1: Who Am I?/¿Quién soy yo? UNIT 1 LEARNING GOALS
UNIT 1 LENGTH: 3 Weeks
• 1A Exchange, identify, interpret, and present personal and biographical information including physical descriptions, personality characteristics, origin, and interests. • 1B Identify and describe physical and personality characteristics of well-known, Spanish-speaking contemporary personalities or characters from literary works. Essential Structures: • Regular and irregular adjective agreement including buen, mal • Review Present Tense –ar, -er, -ir verbs • Review Question Words and question formation • Review Present Tense of irregular verbs: ser, tener, estar, ir • Review Present Tense –ar, -er, -ir verbs • Review Question Words and question formation • Review Present Tense of irregular verbs: ser, tener, estar, ir • • • Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
UNIT 2: School Life/La vida escolar UNIT 2 LEARNING GOALS
• • • • •
UNIT 2 LENGTH: 3 weeks
1.1 Exchange information about present school classes and school-related activities. 1.1, 1.2, 1.3 Interpret and describe a daily school routine including course schedules and extracurricular activities in a Spanish-speaking country. 1.3 Present information comparing your school life to that of a student in a Spanish-speaking country. 2.1 Describe the programs of study and the mandated courses at a Spanish-speaking school. 2.1 Describe the importance of extracurricular activities and team sports.
Essential Structures: • Stem-changing verbs in present tense • Comparative (más/que, menos/que, tan/como, tanto/como) and superlative • Conocer and saber in present tense • Hace + time expressions (in present) + que • Hay que/Se prohíbe + infinitivo • Salir (bien/mal) • Review Tener + Que
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • • •
Present tense conjugation of irregular verbs Using Tener + Que expressions Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 3: Daily Routines/Chores (La rutina diaria/ los quehaceres) UNIT 3 LEARNING GOALS
• • • •
UNIT 3 LENGTH: 3 Weeks
1.1 Exchange information about daily routines and common household chores in present time. 1.1, 1.2 Interpret situations regarding household needs and respond with the proper chore. 1.3 Present a daily routine. 2.1 Identify typical household chores in Spanish-speaking countries.
Essential Structures: • Reflexive verbs in the present tense • Long form of possessive adjectives • Affirmative familiar commands • Familiar commands with direct object pronouns • Deber/tener que/hay que + infinitive • Poner
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
•
Deber/tener que/hay que + infinitive
• • •
Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 4: Shopping (De compras) UNIT 4 LEARNING GOALS
• • • • •
UNIT 4 LENGTH: 4 weeks
1.1, 1.3 Exchange and present information about personal preferences for style and clothing for specific events. 1.1 Request sales assistance and state preferences for purchases. 1.2 Interpret size, price, and style of clothing items from authentic sources. 1.3 Describe a past shopping experience. 2.1 Describe the concept of bargaining in Spanish-speaking cultures
Essential Structures • Preterite of regular verbs • Preterite of irregular verbs (yo: -car, -gar, -zar) • Demonstrative adjectives • Numbers to 1,000,000 • Review Direct Object Pronouns
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
•
Review numbers 1 to 1,000
• • •
Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 5: Community (La comunidad) UNIT 5 LEARNING GOALS
• • • • •
UNIT 5 LENGTH: 4 Weeks
1.1 Identify types of stores and their products. 1.1 Ask or give simple directions to specified locations, including specialty stores. 1.2 Follow oral and written directions to a specified location. 1.3 Provide directions to a specified location. 2.2 Identify and describe the types of stores and markets in a Spanish-speaking country.
Essential Structures: • Preterite of irregular verbs (ir, ser, estar, hacer) • Affirmative formal commands
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • • •
Insert Spiraling Learning Goal #1 (if applicable) Insert Spiraling Learning Goal #2 (if applicable) Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 6: When I Was Young (Cuando Era Joven) UNIT 6 LEARNING GOALS
UNIT 6 LENGTH: 2 Weeks
• •
1.1, 1.2, 1.3 Exchange, interpret, and present past biographical information about yourself, others, and famous Spanish speakers. 2.2 Identify and describe a typical story or song that a child from a Spanish-speaking country would know.
Essential Structures: • Imperfect tense of regular and irregular verbs • Indirect Object Pronouns
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • • •
Insert Spiraling Learning Goal #1 (if applicable) Insert Spiraling Learning Goal #2 (if applicable) Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 7: Restaurant Experiences (¡Buen provecho!) UNIT 7 LEARNING GOALS
UNIT 7 LENGTH: 4 Weeks
• • • •
1.1, 1.2, 1.3 Exchange, interpret, and present information about foods and recipes. 1.1, 1.2 Give and receive instructions for making a recipe. 1.1, 1.2, 1.3 Comment on, inquire about, and make selections from a menu. 2.2 Describe food products and dishes typical in Spanishspeaking cultures.
Essential Structures: • Preterite of –ir stem-changing verbs • Informal commands • Uses of por • Preterite of stem-changing verbs: servir, pedir
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • • •
Insert Spiraling Learning Goal #1 (if applicable) Insert Spiraling Learning Goal #2 (if applicable) Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 8: An Unforgettable Trip (Un viaje inolvidable) UNIT 8 LEARNING GOALS
UNIT 8 LENGTH: 4 Weeks
• • • •
1.1 Exchange information on past and future travel activities including weather. 1.2 Interpret information from travel-related documents. 1.3 Present a detailed description of past travel experiences. 2.2 Identify attractions and travel destinations in a Spanishspeaking country.
Essential Structures: • Review present, past, and near future with regular, irregular, and stem-changing verbs • • • Review travel activities vocabulary Review weather vocabulary and expressions Review present, past, and near future with regular, irregular, and stem-changing verbs Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • •
UNIT 9: Natural Disasters and Emergencies (Los desastres y las emergencias) UNIT 9 LEARNING GOALS
UNIT 9 LENGTH: 3 Weeks
• • • •
1.1, 1.2, 1.3 Exchange, interpret and present information about past emergencies, crises, and rescues. 1.1, 1.3 Exchange information and present a description of past weather 2.1 Identify emergency polices and responses in a Spanishspeaking country. 2.2 Identify an organization in a Spanish -speaking country that one could contact in an emergency situation.
Essential Structures: • Additional expressions with tener • Preterite of irregular verbs • Imperfect with weather and descriptions • Preterite for completed actions
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • • •
Review weather vocabulary, expressions, and descriptions Review preterite and imperfect tenses Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 10: Injuries (Las heridas) UNIT 10 LEARNING GOALS
UNIT 10 LENGTH: 3 Weeks
• •
1.1, 1.2, 1.3 Exchange, interpret, and present information about past accidents, injuries, and treatments, including conditions leading up to them. 2.1 Identify cultural perspectives on health.
Essential Structures: • Reflexive verbs in the preterite tense • Doler • Review reflexive verbs
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • •
Review reflexive verbs
Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
To ensure your Long Term Plan achieves its purpose, you should be able to articulate the answers to the following key reflections. 1) Student Achievement – Can you briefly describe how this plan leads your students to the achievement of the big goal? 2) Organization/Sequence of Units – Can you explain how the learning goals within each unit logically fit together? Can you explain how the sequence of units or topics helps build student learning? 3) Timing – Does the timing of your units (each unit and the course as a whole) take into account your school calendar?
This section is designed to help you see the flow of your units/topics across the entire school year.
COURSE OVERVIEW & TIMING
Unit Unit 1 : Unit 2 : Unit 3 : Unit 4 : Unit 5 : Unit 6 : Unit 7 : Unit 8 : Unit 9 : Unit 1 0 : Who Am I? (¿Quién soy yo?)
Unit Length 2 weeks
School Life (La vida escolar)
3 weeks
Daily Routines and Chores (La rutina diaria y los quehaceres)
3 weeks
Shopping (De compras)
4 weeks
Community (La comunidad)
4 weeks
When I Was Young (Cuando era joven)
2 weeks
Restaurant Experiences (¡Buen provecho!)
4 weeks
An Unforgettable Trip (Un viaje inolvidable)
4 weeks
Natural Disasters and Emergencies (Los desastres y las emergencias)
3 weeks
Injuries (Las heridas)
3 weeks
This section is designed to help you compare the number of available instructional days/weeks to the number of days/weeks you have accounted for in your Long Term Plan.
OVERALL COURSE TIMING
Course Length
Total number of instructional weeks/days in school year: Total number of instructional weeks/days for all units included in Long Term Plan:
36 weeks/ 180 days
*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing (if any).
UNIT 1: Who Am I?/¿Quién soy yo? UNIT 1 LEARNING GOALS
UNIT 1 LENGTH: 3 Weeks
• 1A Exchange, identify, interpret, and present personal and biographical information including physical descriptions, personality characteristics, origin, and interests. • 1B Identify and describe physical and personality characteristics of well-known, Spanish-speaking contemporary personalities or characters from literary works. Essential Structures: • Regular and irregular adjective agreement including buen, mal • Review Present Tense –ar, -er, -ir verbs • Review Question Words and question formation • Review Present Tense of irregular verbs: ser, tener, estar, ir • Review Present Tense –ar, -er, -ir verbs • Review Question Words and question formation • Review Present Tense of irregular verbs: ser, tener, estar, ir • • • Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
UNIT 2: School Life/La vida escolar UNIT 2 LEARNING GOALS
• • • • •
UNIT 2 LENGTH: 3 weeks
1.1 Exchange information about present school classes and school-related activities. 1.1, 1.2, 1.3 Interpret and describe a daily school routine including course schedules and extracurricular activities in a Spanish-speaking country. 1.3 Present information comparing your school life to that of a student in a Spanish-speaking country. 2.1 Describe the programs of study and the mandated courses at a Spanish-speaking school. 2.1 Describe the importance of extracurricular activities and team sports.
Essential Structures: • Stem-changing verbs in present tense • Comparative (más/que, menos/que, tan/como, tanto/como) and superlative • Conocer and saber in present tense • Hace + time expressions (in present) + que • Hay que/Se prohíbe + infinitivo • Salir (bien/mal) • Review Tener + Que
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • • •
Present tense conjugation of irregular verbs Using Tener + Que expressions Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 3: Daily Routines/Chores (La rutina diaria/ los quehaceres) UNIT 3 LEARNING GOALS
• • • •
UNIT 3 LENGTH: 3 Weeks
1.1 Exchange information about daily routines and common household chores in present time. 1.1, 1.2 Interpret situations regarding household needs and respond with the proper chore. 1.3 Present a daily routine. 2.1 Identify typical household chores in Spanish-speaking countries.
Essential Structures: • Reflexive verbs in the present tense • Long form of possessive adjectives • Affirmative familiar commands • Familiar commands with direct object pronouns • Deber/tener que/hay que + infinitive • Poner
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
•
Deber/tener que/hay que + infinitive
• • •
Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 4: Shopping (De compras) UNIT 4 LEARNING GOALS
• • • • •
UNIT 4 LENGTH: 4 weeks
1.1, 1.3 Exchange and present information about personal preferences for style and clothing for specific events. 1.1 Request sales assistance and state preferences for purchases. 1.2 Interpret size, price, and style of clothing items from authentic sources. 1.3 Describe a past shopping experience. 2.1 Describe the concept of bargaining in Spanish-speaking cultures
Essential Structures • Preterite of regular verbs • Preterite of irregular verbs (yo: -car, -gar, -zar) • Demonstrative adjectives • Numbers to 1,000,000 • Review Direct Object Pronouns
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
•
Review numbers 1 to 1,000
• • •
Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 5: Community (La comunidad) UNIT 5 LEARNING GOALS
• • • • •
UNIT 5 LENGTH: 4 Weeks
1.1 Identify types of stores and their products. 1.1 Ask or give simple directions to specified locations, including specialty stores. 1.2 Follow oral and written directions to a specified location. 1.3 Provide directions to a specified location. 2.2 Identify and describe the types of stores and markets in a Spanish-speaking country.
Essential Structures: • Preterite of irregular verbs (ir, ser, estar, hacer) • Affirmative formal commands
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • • •
Insert Spiraling Learning Goal #1 (if applicable) Insert Spiraling Learning Goal #2 (if applicable) Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 6: When I Was Young (Cuando Era Joven) UNIT 6 LEARNING GOALS
UNIT 6 LENGTH: 2 Weeks
• •
1.1, 1.2, 1.3 Exchange, interpret, and present past biographical information about yourself, others, and famous Spanish speakers. 2.2 Identify and describe a typical story or song that a child from a Spanish-speaking country would know.
Essential Structures: • Imperfect tense of regular and irregular verbs • Indirect Object Pronouns
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • • •
Insert Spiraling Learning Goal #1 (if applicable) Insert Spiraling Learning Goal #2 (if applicable) Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 7: Restaurant Experiences (¡Buen provecho!) UNIT 7 LEARNING GOALS
UNIT 7 LENGTH: 4 Weeks
• • • •
1.1, 1.2, 1.3 Exchange, interpret, and present information about foods and recipes. 1.1, 1.2 Give and receive instructions for making a recipe. 1.1, 1.2, 1.3 Comment on, inquire about, and make selections from a menu. 2.2 Describe food products and dishes typical in Spanishspeaking cultures.
Essential Structures: • Preterite of –ir stem-changing verbs • Informal commands • Uses of por • Preterite of stem-changing verbs: servir, pedir
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • • •
Insert Spiraling Learning Goal #1 (if applicable) Insert Spiraling Learning Goal #2 (if applicable) Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 8: An Unforgettable Trip (Un viaje inolvidable) UNIT 8 LEARNING GOALS
UNIT 8 LENGTH: 4 Weeks
• • • •
1.1 Exchange information on past and future travel activities including weather. 1.2 Interpret information from travel-related documents. 1.3 Present a detailed description of past travel experiences. 2.2 Identify attractions and travel destinations in a Spanishspeaking country.
Essential Structures: • Review present, past, and near future with regular, irregular, and stem-changing verbs • • • Review travel activities vocabulary Review weather vocabulary and expressions Review present, past, and near future with regular, irregular, and stem-changing verbs Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • •
UNIT 9: Natural Disasters and Emergencies (Los desastres y las emergencias) UNIT 9 LEARNING GOALS
UNIT 9 LENGTH: 3 Weeks
• • • •
1.1, 1.2, 1.3 Exchange, interpret and present information about past emergencies, crises, and rescues. 1.1, 1.3 Exchange information and present a description of past weather 2.1 Identify emergency polices and responses in a Spanishspeaking country. 2.2 Identify an organization in a Spanish -speaking country that one could contact in an emergency situation.
Essential Structures: • Additional expressions with tener • Preterite of irregular verbs • Imperfect with weather and descriptions • Preterite for completed actions
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • • •
Review weather vocabulary, expressions, and descriptions Review preterite and imperfect tenses Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
UNIT 10: Injuries (Las heridas) UNIT 10 LEARNING GOALS
UNIT 10 LENGTH: 3 Weeks
• •
1.1, 1.2, 1.3 Exchange, interpret, and present information about past accidents, injuries, and treatments, including conditions leading up to them. 2.1 Identify cultural perspectives on health.
Essential Structures: • Reflexive verbs in the preterite tense • Doler • Review reflexive verbs
Spiraling Remedial (R) Enrichment (E)
(to be completed after receiving diagnostic assessment results)
• • • •
Review reflexive verbs
Insert Learning Goal #1 Insert Learning Goal #2 Insert Learning Goal #3
