EDUC4831 – Exploring Literacies and Intercultural Contexts in Language Pedagogy (Primary R-7)
Assignment 4 & 5: Planning with a view to implementing text types and ICT
Component 1: Long Term Plan – Spanish Program F-6
Term Foundation – Year 2
1 “¡Hola, Amigos!” / “Hello, Friends!”
Key Learning Focus: Students get to know themselves as Spanish
speakers, and how we relate to others around us.
Inquiry Question: “How can we (safely) express information about
ourselves to other people?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Introduce themselves by name, and ask for the names of
others (“Me llamo…”, “¿Cómo te llamas?”)
 Greet others, depending on the time of day (“Hola”,
“Buenos días”, “Hasta mañana”)
 Give and respond to greetings, based on how they are
feeling (“¿Cómo estás?”, “Estoy bien”)
 Count from 1-10, express their age, and ask peers how old
they are (“¿Cuántos años tienes?”, “Tengo … años”)
 Describe what school and class they attend (“¿Qué
escuela/clase asistes?”, “Asisto a la escuela/clase …”)
 Describe the language/s they speak (“Hablo …”)
 Determine who we trust to give personal information to,
and who not to (alongside Child Protection Curriculum
teaching).
2 “Nuestro Mundo” / “Our World”
Key Learning Focus: Students identify features of their quality world,
and how these may be different to those of others.
Inquiry Question: “What is in my world? How is this different/similar
to the worlds of other people?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Name and identify information about the members of
their families (“madre”, “hermano”, etc.) using simple
adjectives (“alta”, “joven”)
 Begin to notice gender agreements (“Mi hermano es
alto”)
 Understand that families have different structures for
different people, across the classroom as well as culturally
Year 3 – Year 4
“¿Quién Soy?” / “Who am I?”
Key Learning Focus: Students explore the aspects of their own
identity, and how we can describe ourselves and our personalities.
Inquiry Question: “What makes me different to other people?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Use slightly more complex adjectives to describe aspects
of their appearance (“Tengo pelo rubio”, etc.)
 Tell the difference between uses of Ser (I am) and Tener (I
have), particularly for age (“Tengo ocho años”)
 Examine the diversity of cultures within the classroom
(“Nací en China”, “Soy de Australia”, etc.)
 Exchange information about their likes and dislikes,
particularly foods and pastimes, with their peers (“Me
encanta pizza”, “¿Te gusta nadar?”)
 Communicate opposites by adding ‘no’ (“No me gusta…”)
 Begin to use simple personal pronouns with verbs like
gustar (me, te, le).
“Nuestro Mundo” / “Our World”
Key Learning Focus: Students examine familiar places in their world,
what we do at these places, how we get there, and how we can take
care of our world.
Inquiry Question: “How can I navigate and care for my world?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Name and identify familiar locations (“el parque”, “el
supermercado”, “la biblioteca”).
 Using regular verbs and poder, describe purposes of
places (¿Dónde puedo nadar?”, “Puedes nadar en la
piscina”, etc.)
 Describe location using simple terms (“cerca/lejos de”)
Year 5 – Year 6
“¿Quién Soy?” / “Who am I?”
Key Learning Focus: Students explore how our culture and society
shapes us, as well as how our actions express our personalities.
Inquiry Question: “What do I do that makes me who I am?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Explore the family structures at a wider level (“Tengo un
hermano mayor / padrastro / dos tíos y una tía”)
 Consider how our culture shapes us as individuals (Spanish
people have 2 surnames, “Soy de China”, “Soy
musulmana”)
 Begin to notice the difference between ser and estar,
through exploration of personal qualities vs. feelings
 Remember the days of the week, and how to tell time
 Investigate the impact of their likes/hobbies on their
personality (“Los jueves, juego tenís con mi entrenador,
entonces, soy una chica deportista.”) Impact of studying
Spanish?
 With scaffolding, form descriptions of the personalities of
themselves and their friends or text characters, becoming
increasingly confident in their written Spanish skills.
“Nuestro Mundo” / “Our World”
Key Learning Focus: Students study another part of the world and
the way that it differs from Australia, via a simulated trip to Peru.
Inquiry Question: “What is the world like beyond where I live?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Observe differences in the way people from other cultures
live, and the geographical differences
 Expand their location vocabulary (“el aeropuerto”, “el
hotel”)
 Ask and respond to questions about who and where
(¿Dónde vas?, ¿Qué vas a hacer?, ¿Con quién?)
 Revise simple location words, and extend these (“encima
de”, “al lado de”)
  Describe features of their homes, using simple adjectives
or colour words (“grande”, “pequeño”, “azul”)
 Contrast homes between peers as well as across
countries, and considering why others may have different
experiences.
3 “Barriga Llena, Corazón Contento” / “Full Belly, Happy Heart”
Key Learning Focus: Students look at the way we keep healthy,
including by eating good food, exercising, and playing, and how
culture and personal preference influence these ideas.
Inquiry Question: “What can we do to be healthy and happy?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Revise times of the day, and look at the different meals
and what we eat at different times (“El almuerzo”, “La
cena”)
 Compare food eaten in Australia, Spain, and other
cultures (and the existence of word cognates)
 Rationalise between ‘healthy’ and ‘unhealthy’ food
(“comida sana: sí o no”)
 Begin to consider and identify correct definite articles (“la
manzana”, “el plátano”)
 Think about the kinds of play and exercise we engage in to
stay healthy (“Hago los ejercicios”, “Juego ‘chasey’").
 Identify simple body parts (“ojos”, “cabeza”).
4 “¡Siesta y Fiesta!” / “Sleep and Party!”
Key Learning Focus: Students examine the way we live our lives
through the events that we take part in, particularly focusing on
routine school and home activities.
Inquiry Question: “What do we do during the week? How is this
different on different days? Does everyone do the same as us?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Examine the routines of school days using common verbs
(“Como el almuerzo”, “Juego fútbol”)
 Compare school activities between Australia and Spain,
and are introduced to the idea of “una siesta”.
 Follow simple classroom and home directions (“Sienta”,
“Abra la puerta”)
 Begin to use estar to describe location (“Mi casa está
cerca de la escuela”).
 Identify simple ways to take care of locations (“reciclar”,
etc.)
“Barriga Llena, Corazón Contento” / “Full Belly, Happy Heart”
Key Learning Focus: Students investigate one of the things that can
make us both happy and healthy – sport and exercise! We examine
how they make us feel, and how we go about doing the activities.
Inquiry Question: “How can sport help us to be happy and healthy?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Study and compare the different sports and games played
in Spain/Spanish-speaking countries and in Australia
 Examine the way that playing sports, winning, and losing
makes us feel (“Me sienta alegre”, “triste”, “Es divertido”)
 Identifying personal abilities, revising use of poder
(“Puedo hacer surf”, “Puedes tirar la pelota muy lejos”)
 Using poder to ask for permission (“¿Puedo empezar con
la pelota?”)
 Discussing objectives of games using necesito/a + infinitive
(“Necesito patear la pelota de fútbol en el gol”)
 Count with ordinal numbers (“primero”, “segundo”)
“¡Siesta y Fiesta!” / “Sleep and Party!”
Key Learning Focus: Students look at the tradition of birthday
celebrations in both Australia and Spain, and the planning that goes
into all of the aspects, including food, guests, and gifts.
Inquiry Question: “How are celebrations different for different
people and cultures?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Consider the differences between celebrations and
traditions between different cultures (family event vs
commercialised parties)
 Adjust the language they use, depending on their
audience, by changing between formal and informal use
(“¿Cómo estás?”/ “¿Cómo está?”, Don o Doña, etc.)
 Give and receive directions (“Gira a la derecha/izquierda”)
 Begin to use near future tense through ‘ir’ (Voy + a + ir + a
+ location)
 Use temporal markers, indicating when (“hoy”, “mañana”)
“Barriga Llena, Corazón Contento” / “Full Belly, Happy Heart”
Key Learning Focus: Students compare their diet to both the ‘typical’
Australian diet and the Spanish ‘Mediterranean’ diet, and determine
what we can learn about food and health from other cultures.
Inquiry Question: “How does our diet affect our health?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Examine the foods eaten in Australia and Spain, and
compare their health benefits/disadvantages
 Look at cultural practices surrounding eating
(“sobremesa”, eating times)
 Use discussions of food and meals to explore simple past
tense / preterite indicative (“Ayer comí pan tostado”)
 Expand their use of temporal markers (“ayer”, “anteayer”)
 Give advice concerning food using deber and (revise)
necesitar
“¡Siesta y Fiesta!” / “Sleep and Party!”
Key Learning Focus: Students study different celebrations across the
Spanish-speaking world, and learn how events have changed over
time due to cultural fusion or changes in society.
Inquiry Question: “Why do our celebrations change between places
and over time?”
Ideas, Language, Vocabulary, & Grammar – Students learn to:
 Examine the differences between the celebrations of the
same event across different Spanish-speaking countries
(particularly El Año Nuevo), while also relating
celebrations back to familiar events at home
 Consolidate use of present and simple future tenses (I do
this now, but next year I am going to…)
  Explore activities done on weekends, which will vary
between individuals and cultures (“Visito a mi amiga”,
“Asisto a la iglesia”)
 Examine a special celebration, such as Christmas, and
compare the traditions associated in Australia and in
Spain, such as food, presents, etc. (This could also be
compared to celebrations such as Ramadan or Diwali for
inclusion of students from multicultural backgrounds).
Aust. By the end of Year 2, students interact with teachers and peers
Curr. through action-related talk and play. They introduce themselves and
exchange greetings such as Buenos días/tardes/noches, and
Achiev- farewells (for example, hasta pronto). They use simple
ement repetitive language and respond to simple instructions when
participating in classroom routines, games and shared activities, for
Stand- example, Sal de aquí, Párate en la puerta. They use visual, non-
ards verbal and contextual cues such as intonation, gestures and facial
expressions to help make meaning, and reproduce distinctive
All sounds of the Spanish language, including the sounds for the
terms letters ll, ñ, rr/r, g/j, c and y. Students identify specific words and
expressions in simple texts, such as names of people, places or
objects. They convey factual information about self, family, friends
and favourite things at word and simple sentence level, for
example, Mi casa es grande, Nuestro ordenador es pequeño, Tu
White celular es nuevo. They respond to and create simple spoken and
= written texts using modelled examples and formulaic language.
learn Students use gender (for example, el pastel/la torta),
in simple verb forms (for example, estudiar, comer, dormir), definite
other articles and vocabulary related to familiar environments to describe
year people, places and things. Students translate frequently used words
and simple phrases, using visual cues and word lists (for
of
example, clase, zapatos, camisa, teléfono/celular) and create simple
that
print and digital texts in both Spanish and English. They identify
band similarities and differences between English and
Spanish language and culture in songs, stories, rhymes and pictures.
Students know that Spanish uses the same alphabet as English when
written, except for ñ as in mañana and España. They identify
features of familiar texts and give examples of how different titles
are used to address people in different situations (for
example, Doña Josefa, Don José, Tía). They identify Spanish as one
of many languages spoken in Australia and give examples of words
that English and Spanish have borrowed from each other such
 Express wants and desires using querer (“Quiero pastel de
chocolate”, “Quiero bailar”).
 Use y (and) or o (or) to add to a list (“Quiero invitar Ana y
Javier a la fiesta”, “Quiero soda o zumo”).
 Compare interactions between close friends and family
members (birthday punches/ear tugs,
diminutives/nicknames, kisses).
By the end of Year 4, students interact with teachers and peers in
classroom routines, action-related talk and play. They use formulaic
expressions when participating in classroom routines and
collaborative activities, such as complimenting others (for
example, El bolso de Susana es hermoso), requesting help (for
example, Necesito ayuda con mi bicicleta) and seeking permission
such as ¿Puedo ir al salón de informática?. They interpret visual,
non-verbal and contextual cues such as intonation, gestures and
facial expressions to help make meaning. They make statements
using the present tense and the present + infinitive form (for
example, quiero cantar, quiero salir) about aspects of their lives
such as school, home and everyday routines (for example, Mi
escuela está cerca de mi casa, Me gusta la clase de español). They
approximate Spanish pronunciation and intonation in simple
statements. Students gather information relating to own and
others’ lifestyles and present information at sentence level in simple
texts. They make simple statements about characters such as La
bruja es amable, themes and their own reactions such as El payaso
está triste in response to imaginative texts. They use modelled
sentence structures to compose short original texts using
conjunctions such as y, o, porque and pero, and prepositions such
as a, con, de and en. Students use vocabulary related to school,
home and lifestyles (for example, divertido, alto, gordo, grande).
They use possessive adjectives (for example, mi libro, nuestro
coche), adjectives (for example, extraño, fantástico), singular and
plural forms (for example, el árbol, la cafetería, las pelotas, los
mensajes) and regular verbs (for example, cantar, correr, vivir) in
simple constructions. When writing, they apply punctuation and
capitalisation rules. They translate short texts, using word lists and
dictionaries and create simple bilingual texts. They use simple
phrases and expressions that reflect cultural practices, for example,
diminutives such as Sarita, gatico.
Students differentiate between statements, commands,
exclamations and questions according to intonation. They identify
 Reflect upon changes in traditions and celebrations, due
to cultural influences (Chinese influences in Peru), or
societal changes (popularity of bullfighting)
 Identify globalisation impacts upon the Spanish language
(cognates, i.e. “rituales”, and words from other languages
e.g. “ojalá”) and Spanish used in English (“chocolate”)
 Reflect on language use depending on audience,
particularly when celebrating with family and friends (use
of usted and tú), and this differs between countries.
By the end of Year 6, students use written and spoken Spanish for
classroom interactions, to carry out transactions and to share
information about personal interests, relate experiences and
express feelings. They use modelled sentence structures to ask and
respond to questions (for example, ¿quién?/¿quiénes?, ¿por
qué?¿por dónde? sí, por supuesto), seek clarification (for
example, ¿Ella dice que apaguemos la computadora?) and give
advice (for example, No debes comer tantos dulces). When
interacting, students use appropriate pronunciation of Spanish-
specific sounds such as ci/ca and ga/gi, and intonation patterns.
They gather information relating to language and culture and
present it in different formats. They describe characters,
experiences and ideas encountered in texts, and create short
imaginative texts using structured models and descriptive and
expressive vocabulary (divertido, alto, gordo, grande). They use
regular and common irregular verbs in present tense (for
example, estudio español, voy a mi casa), simple past tense (for
example, Ayer comí helado, Fueron a la cafetería) and near future
(for example, Voy a ir a la playa, Vamos a comer frutas). Students
use pronouns (for example, él/ella nosotros/as ellos/ellas,
usted/ustedes/ vosotros/as), prepositions (for example, debajo de,
por, al lado de, cerca de), adverbs (for example, muy, poco, bien,
mal, lentamente), agreement of nouns and adjectives (for example,
gente simpática, juegos divertidos ), and adverbs to mark time (for
example, hoy, ayer, mañana, ya, todavía) and place (for
example, dentro de, encima de, a la izquierda, a la derecha). They
apply rules of punctuation such as question and exclamation marks
(for example, ¿cuándo?, ¡cuidado!) and accents (for example, sofá,
árbol, música). They translate and interpret short texts, identifying
aspects of the Spanish language and culture that are similar or
different to their own and create bilingual texts for the classroom
and school community. They describe their own experiences of
using Spanish and identify ways in which learning and using Spanish'
may impact on their own identity.
as chat, ‘tortilla’, ‘fiesta’. Students identify differences and
similarities between their own and others’ languages and cultures.
Australian Curriculum Assessment and Reporting Authority (ACARA), 2010)
similarities and differences between some Spanish and English texts,
recognising that familiar texts have characteristic features. They
give examples of how language use varies according to the age,
gender and relationship of participants, and of ways that languages
change over time. They name some of the many languages that are
spoken in Australia, and identify languages represented in the class
and local community. They identify ways in which the cultures of
Spanish speakers influence everyday interactions, involving
greetings such as hugging or kissing on both cheeks and polite
expressions such as ¿Me pasa el ipad por favor?
Australian Curriculum Assessment and Reporting Authority (ACARA), 2010)
Students know that Spanish has its own rules for pronunciation and
grammar and that language use must be adjusted to suit different
contexts, situations and relationships (for example, ¡Hasta pronto
Doña Clara! ¡Adiós chicos!). They use metalanguage to explain basic
features of language, texts and grammar, making connections with
English terms they are familiar with such as ‘verb’, ‘adverb’, ‘noun’
and ‘agreement’. Students identify Spanish as a global language and
describe the distribution of communities of Spanish speakers in
different countries and regions. They identify ways that languages
change through contact with other languages and due to new
technologies, and give examples of Spanish words used in English
(for example, ‘patio’, ‘chocolate’) and words used in Spanish that
are borrowed from other languages (for example, chofer, carné,
tenis, golf, corner, kiwi, parking, gol, tiquet, chao ). They reflect on
the language they use at home, at school and in the community and
identify how young Spanish speakers would use language in the
same contexts.
Australian Curriculum Assessment and Reporting Authority (ACARA), 2010)
 Component 2: Long Term Program
Curriculum Area: Languages (Spanish) Sequence: F-10, Second Language Learners Band: Year 3 – Year 4
Term 1 Term 2
“¿Quién Soy?” / “Who am I?” “Nuestro Mundo” / “Our World”
10 weeks, 1 x 45 min lesson (1 week on camp) 10 weeks, 1 x 45 min lesson
Learning Focus & Purpose “What makes me different to other people?” “How can I navigate and care for my world?”

Students explore the aspects of their own identity, and how we can describe ourselves and Students examine familiar places in their world, what we do at these places, how we get
our personalities. there, and how we can take care of our world.

In order to share information about themselves with others, they learn how to describe their
appearance and physical features, age, and their likes and dislikes. They use questioning to
ask for this information from their peers, using informal language (or experiment with the
formal usted form for those of higher readiness).
Connections are made to the way Spanish people express information about themselves
(using tener and not ser for age, rare use of me odio), and how, despite cultural differences,
we are both unique and similar to others.
Curriculum Links Spanish, Year 3-4
Communicating:
Socialising: Exchange information about favourite pastimes: (ACLSPC127 & ACLSPC129)
Informing: Present information about personal interests (ACLSPC131)
Creating: Read, view, and listen to stories and songs, making simple statements (ACLSPC132)
Reflecting: Exploring own sense of identity and how this is reflected in language use
(ACLSPC137)
Understanding:
Systems of Language: Notice and apply elements of Spanish grammar in texts (ACLSPU139)
Language Variation and Change: Identify languages represented in the school (ACLSPU143)
General Capabilities
Literacy, Level 3
Composing Texts through Speaking, Writing, and Creating:
Use Language to Interact with Others: use pair, group and class discussions about learning
area topics as learning tools to explore and represent ideas and relationships, test
possibilities and to prepare for creating texts.
Cross-Curriculum Priorities
Aboriginal and Torres Strait Islander Histories and Cultures
OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait
Islander Peoples, and within those groups there is significant diversity. (When discussing
identity and cultures of origin, we acknowledge and respect the traditional owners of
Australia).
They learn about the different features of their surroundings, including parks, beaches,
landmarks, shopping areas, and public facilities, and the services that these places provide us.
These are contrasted with the features of Spanish cities, particularly housing density and the
existence of ‘pueblos’, unlike our sprawling cities. Students also come to see environmental
issues as global as well as local, which is explored particularly through recycling, and identify
actions that they can take to counter these issues.
Questioning in Spanish is a key focus (¿Dónde?, ¿Qué?), and students begin to learn about
the verb estar and how the Spanish people use this version of ‘is’ to describe location.
Spanish, Year 3-4
Communicating:
Socialising: Exchange information about aspects of their personal world, including
neighbourhood and suburb: (ACLSPC127)
Informing: Use texts, including Google Maps and Spanish recycling texts, to share information
(ACLSPC130)
Creating: Create short imaginative texts such as dialogues and stories using
modelled language (ACLSPC133)
Translating: Compare and explain simple texts or expressions in both Spanish and English,
such as street signs, advertisements, sayings and greetings (ACLSPC134)
Understanding:
Systems of Language: Experiment with Spanish intonation, particularly when asking and
answering questions (ACLSPU138)
General Capabilities
Numeracy, Level 3
Using Spatial Reasoning:
Interpret Maps and Diagrams: Interpret information, locate positions, and describe routes on
maps and diagrams using simple scales, legends, and directional language.
Cross-Curriculum Priorities
Sustainability
OI.6 The sustainability of ecological, social, and economic systems is achieved through
informed individual and community action that values local and global equity and fairness
across generations into the future.
Supporting Texts and Fiction books: Informative texts:
Types ‘Hairs’ / ‘Pelitos’ by Sandra Cisneros (bilingual) (different peoples’ appearances) Google maps
‘Marisol McDonald No Combina’ (bilingual) by Monica Brown City maps (both Spain and Australia)
‘La oruga muy hambrienta’ by Eric Carle (Spanish translation) (stimulate discussions about Recycling and environmental issues posters
likes and dislikes)
Fiction books:
Song: ‘Me gustas tú’ by Manu Chao (stimulate discussions about likes and dislikes) ‘Paseando Por Mi Cuidad’ by Ali Mitgutsch
‘Descubro la Cuidad’ by Jerome Pelissier (translated into Spanish from French)
Other: Drivers’ License or Passport (informational text as model for student-created ‘Mi Ciudad Imaginada’ by Cristina Camarena
identity/informational card)
Language Features: Grammar: Grammar:
Grammar and Vocabulary Tener: Tengo + … (I have + feature) Poder: Puedo + infinitive (I can + verb)
Tienes / Tiene + … (You have / They have …) Puedes + infinitive (You can + verb)
Tener is used for age, unlike in English Estar: (Place) está (description) de (Place)
Ser: Soy + … (I am + feature) Estar: Estoy + en + (place) (I am in (place))
Eres / Es + … (You are / They are + feature) Estás + en + (place) (You are in (place))
Nacer: Nací en + country (I was born in + country)
Gustar: Me/Te/Le gusta (I/You/They like) + noun/verb Vocabulary:
No me/te/le gusta (I/You/They don’t like) + noun/verb Questioning words (¿Dónde?, ¿Qué?)
Encantar & Odiar: Me/Te/Le encanta/odio + noun/verb Locations (“el parque”, “el supermercado”, “la biblioteca”)
Activities and services (“comprar comida”, “nadar”, “leer libros”, “jugar”) (some revision)
Vocabulary: Descriptions of near and far (“cerca de”, “lejos de”)
Numbers 1-20 revision Materials (“vidrio”, “papel”, “basura”)
Physical features revision and extension (alta, niño, pelo, ojos) Recycling verbs (“reducir”, “reutilizar”, “reciclar”)
Colours revision (including how to describe hair and eye colours such as “pelo rubio”)
Likes and dislikes – activities and food words
Learning Tasks & Major Across the unit, students will: Across the unit, students will:
Assessment/s 1. Draw and label a self-portrait with their physical features. 1. List some of the familiar locations in their neighbourhood or suburb, and label the
2. Play a game of classroom ‘Guess Who’, asking and answering questions with peers places with their names in Spanish.
to identify classmates by their features. 2. Use Google Maps and/or maps of Spanish cities and Adelaide to notice and explore
3. Create a digital miniature post card about their cultural background, and how they differences between cities in Spain and Australia.
feel they identify with this culture. This will be attached to a world map. 3. Play the ‘¿Dónde estás? game, guessing where a partner has placed their player on
4. Question classmates and peers to investigate what foods and activities they like or a map by asking and answering questions about what they can do at that location.
don’t like, love, or hate. 4. Practice recycling items by placing them in the correct bins for each material
5. Identify the likes and dislikes expressed within a song. according to the Spanish system of recycling.
5. Create a digital poster, using Skitch, to help educate the school about our personal
Major Assessment: power to care for the environment via the 3 Rs – Reduce, Reuse, Recycle.
6. Create an identity card, similar to that of a passport, describing important
information about them, such as their name, age, height, eye and hair colour, Major Assessment:
country of birth, and their likes and dislikes. Students will select between Ser and 6. After a class reading of ‘Mi Ciudad Imaginada’, design their own city planner map,
Tener for the characteristic descriptions, and provide at least 2 likes, dislikes, hates, noting and labelling what locations they would include in their environmentally
and loves, be they activities or foods. friendly city or pueblo. Students will explain some of their reasoning behind
location inclusions or exclusions, why they have located some places ‘cerca’ or
‘lejos de’ others, and how their city is environmentally sound.
 Term 3
“Barriga Llena, Corazón Contento” / “Full Belly, Happy Heart”
10 weeks, 1 x 45 min lesson
Learning Focus & Purpose “How can sport help us to be happy and healthy?”
Students investigate one of the things that can make us both happy and healthy – sport and
exercise! We examine how they make us feel, and how we go about doing the activities.
They investigate and compare the types of sports and games played in Spanish-speaking
countries to Australia. They learn how to express their feelings through to others with sports
as a stimulus. Spanish expressions through use of grammar such as reflexive verbs are
introduced using sentarse – “it makes me/you feel”. Again, opportunities are provided for
higher readiness students to explore the third person or formal ‘usted’ in this instance.
Students revise and consolidate their use of poder, but this time apply it to their own abilities
in a conjugated form (Yo puedo – I can + verb/ Tú puedes – You can + verb). Another use of
poder is also explored; the seeking of permission. Conjugation of regular verbs + the addition
of a verb in the infinitive form, using necesitar, is also reinforced as students explore the
objectives of the games that bring people of all cultures together.
Curriculum Links Spanish, Year 3-4
Communicating:
Socialising: Participate in collaborative tasks and experiences such as following procedures to
play a game (ACLSPC128)
Informing: Present information about sports and how they make them feel (ACLSPC131)
Translating: Create a bilingual text about how to play a Spanish game (ACLSPC135)
Reflecting: Exploring own sense of identity through sport and how this is reflected in
language use (ACLSPC137)
Understanding:
Systems of Language: Recognising similarities and differences in Spanish and Australian
games (ACLSPU140)
Role of Language and Culture: Discuss how Spanish culture influences language (through
reflexive verbs) (ACLSPU143)
General Capabilities
Personal and Social Capability, Level 3
Social Management:
Work Collaboratively: Describe characteristics of cooperative behaviour and identify evidence
of these in group activities.
Cross-Curriculum Priorities
Aboriginal and Torres Strait Islander Histories and Cultures
OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups. (Different
cultures across Spanish communities are linked to the ideas that there are differences
between each Language Group too).
Term 4
“¡Siesta y Fiesta!” / “Sleep and Party!”
9 weeks, 1 x 45 min lesson
“How are celebrations different for different people and cultures?”
Students look at the tradition of birthday celebrations in both Australia and Spain, and the
planning that goes into all of the aspects, including food, guests, and gifts.
They learn how big a role family plays in the celebrations of Spanish-speaking people. As a
part of this, students more fully investigate the way that language influences how we relate
to people, particularly in our choice of formal or informal language. Students will attempt to
adjust their conjugations of familiar verbs to reflect their audience, whether they be elders
(usted form) or peers (tú form). Familiarity will also be explored through the use of
nicknames and diminutives, and students will compare Spanish use of these to Australian
customs.
The use of the verb querer (to want) will be a focus point, linking in to the celebrations and
gifts theme, and students will begin to expand on their sentence formations through the use
of conjunction words ‘y’ or ‘o’ to expand on and highlight their developing written Spanish.
Spanish, Year 3-4
Communicating:
Socialising: Participate in collaborative tasks and experiences such as creating a party
invitation (ACLSPC128)
Informing: Gather information about birthday parties and the activities involved (ACLSPC130)
Creating: Develop a list of food, music, and activities for a fictional birthday party
(ACLSPC133)
Translating: Compare expressions concerning family members and use of formal and informal
language (ACLSPC134)
Reflecting: Interact with peers in Spanish switching between formal and informal language,
reflecting how language reflects cultural practices (ACLSPC136)
Understanding:
Systems of Language: Apply elements of Spanish grammar, including conjunctions
(ACLSPU139)
Language Variation and Change: Understand that language use varies according to the age
and relationship of participants (ACLSPU141)
General Capabilities
Intercultural Understanding, Level 3
Recognising Culture and Developing Respect:
Investigate Culture and Cultural Identity: Identify and describe variability within and across
cultural groups.
Supporting Texts and Informative texts: Procedures Video:
Types Rules of how to play traditional games such as ‘caliche murciano’ and ‘pelota vasca’ ‘Feliz Cumpleaños’ song (YouTube)
Youtube videos of how to play traditional games such as ‘caliche murciano’ and ‘pelota vasca’ ‘What is a Quinceañera?’ (YouTube)
Rules of how to play ‘1,2,3 Escondite Inglés’
Fiction Book
Song: Spanish Feelings (YouTube) “¡Es Mi Cumpleaños! / It’s My Birthday!” by Gladys Rosa-Mendoza (bilingual)

Videos: Informational Texts (as models):

‘Colombian commentator celebrates goal’ (YouTube) Spanish birthday cards
‘Top 10 Brian Taylor Moments 2016’ (YouTube) Birthday party invitations (both English and Spanish)
Language Features: Grammar: Grammar:
Grammar and Vocabulary Poder: Puedo + infinitive (I can + verb) - revision Estar (revision and extension): Estoy + feeling adjective (I am …)
Puedes + infinitive (You can + verb) - revision Estás / Está + feeling adjective (You (informal) / You (formal) are …)
Necesitar: Necesito + infinitive (I need to + verb) Querer: Quiero + noun / verb (I want noun/to do verb)
Necesitas + infinitive (You need to + verb) Quieres/Quiere + noun/verb (You (informal) / You (formal) want noun/to do verb)
Necesitar (revision and extension): Necesita + noun (eg. La fiesta necesita + noun – The party
Vocabulary: needs + noun)
Questioning words (“¿Qué?”, “¿Quién?”)
Sports and activities – English-style as well as traditional Spanish (“fútbol”, “baloncesto”, Vocabulary:
“pelota vasca”) Basic family members (revision)
Feelings (“alegre”, “triste”) Greetings and feelings (revision)
Adjectives (“divertido”, “aburrido”) Informational and questioning words (“Lugar”, “Hora”, “¿Qué?”, “¿Quién?”)
Sporting verbs (“hacer surf”, “tirar”, “patear”) Birthday party theme words (“la fiesta”, “feliz cumpleaños”, “regalos”)
Ordinal numbers (“primero”, “segundo”) Party foods (“la pizza”, “los refrescos”)
Party verbs (“bailar”, “comer”, “hacer juegos”) (some revision)
Conjunction words (“y”, “o”)
Nicknames, diminutives, and names of respect (“Don”, “Ernestito”)
Learning Tasks & Major Across the unit, students will: Across the unit, students will:
Assessment/s 1. Follow instructions to play a 1,2,3 Escondite Inglés, and compare the game with the 1. Survey each other to find out about one aspect (food, party, invitees) of how their
English version Red Light, Green Light. peers celebrate their birthdays, and produce a graphical representation of their
2. Through peer questioning and using the commentator videos as models, information.
conversationally identify some of the emotions that sports make us feel. 2. Practice greetings, and play a game to simulate interactions with different family
3. Develop an ability identity chart, showing some of the sporting skills that we are members and the language used – formal or informal. Extend higher readiness
good at, and some that we would like to develop during PE classes, etc. students by allowing them to practice a game with a mixture of formal and informal
4. With scaffolding, draft a simple bilingual procedure, explaining how to play a audience members.
traditional Spanish game, the objectives (necesitas + verb), and the skills needed. 3. Plan a birthday party event, in the Spanish family-oriented style. Create a picture-
Use Microsoft Word to produce a printed copy to display (extended task). based list of foods to be served, and investigate some of the necessary ingredients
to be bought (using necesita + noun).
Major Assessment: 4. Imagine that the birthday party is for themselves. They will write a list of the
5. Explain to an individual or small group of students from a younger year level how to presents they would like, and the activities they would like to have at the party,
play the chosen Spanish game, making sure to use some key Spanish words for using Querer and ‘y’ or ‘o’.
actions, alongside English translations and demonstrations. Help them successfully
take part in the game! Major Assessment:
5. Create an invitation to the birthday party, highlighting who is invited, where and
when the party will be held, and what people are to wear and to bring, ensuring
that appropriate informational/questioning words are used.
 Component 3: Short Term Program – Unit of Work
Term 1
“¿Quién Soy?” / “Who am I?”

Inquiry Question: “What makes me different to other people?”

Curriculum Learning Area: Languages (Spanish) ACARA Pathway: Second Language Learners ACARA Program: Language as a Subject
ACARA Achievement Standard: L2 - 1 ACARA Band: Years 3-4 Unit of Work (Time and Weeks): 10 weeks of 1 x 45 minute lesson

Australian Curriculum General Capabilities Cross Curriculum Priorities

Curriculum Strands ACARA General Capabilities:
Australian Curriculum Years 3-4 Languages (Spanish)
 Literacy, Level 3, Composing Texts through Speaking, Writing,
Communicating and Creating
 Socialising: o Composing Spoken, Written, Visual, and Multimodal
o Interact with teacher and peers to exchange information about aspects of their personal world such Learning Area Texts
as school, home, everyday routines and favourite pastimes (ACLSPC127).  Compose and edit a range of learning area
o Participate in everyday classroom exchanges such as responding to simple questions, asking texts.
permission, requesting help, asking how to say or write something, asking for repetition and o Use Language to Interact with Others
complimenting others (ACLSPC129).  Use pair, group and class discussions about
 Informing: learning area topics as learning tools to
o Present information about personal or shared interests or experiences, using simple explore and represent ideas and
descriptive language and supporting resources such as tables, lists and images (ACLSPC131). relationships, test possibilities and to prepare
 Creating: for creating texts.
o Read, view and listen to stories, children’s television programs and songs and make simple
statements about characters, themes and reactions (ACLSPC132).  Intercultural Understanding, Level 3, Recognising Culture and
 Reflecting: Developing Respect
o Explore own sense of identity, for example, by discussing membership of groups such as a club, a o Investigate Culture and Cultural Identity
country or a language-speaking community, and how these elements of identity are reflected  Identify and describe variability within and
in language use (ACLSPC137). across cultural groups.

Understanding ACARA Cross Curriculum Priorities:

 Systems of Language:
o Notice and apply elements of Spanish grammar such as gender, singular/plural forms, adjectives,  Aboriginal and Torres Strait Islander Histories and Cultures
adverbs, verb forms, pronouns and prepositions in simple spoken, written and digital texts o OI.1 - Australia has two distinct Indigenous groups:
(ACLSPU139). Aboriginal Peoples and Torres Strait Islander Peoples,
 Language Variation and Change: and within those groups there is significant diversity.
o Identify the variety of languages represented in the school, local community and general Australian (When discussing identity and cultures of origin, we
population (ACLSPU143).
 acknowledge and respect the traditional owners of
Australia).

Weekly Planner
Week 1 What do I look like? Pre-assessment, Revision, and Personal Descriptions
Week 2 Sobre Mí, Parte 1 Personal Descriptions & Tengo vs. Soy
Week 3 Sobre Tú Personal Descriptions – Tienes y Eres
Week 4 Sobre Tú, Parte 2 Personal Descriptions – Tienes y Eres continued
Week 5 Sobre Mí, Parte 2 Identity and Cultural Diversity
Week 6 Me Gusta y No Me Gusta Likes and Dislikes
Week 7 Me Gusta y No Me Gusta continued Likes and Dislikes, ‘Le Gusta’
Week 8 Me Gusta, Me Encanta Love, Like, Dislike, Hate
Week 9 Mi Pasaporte, Parte 1 Summative Assessment
Week 10 Mi Pasaporte, Parte 2 Completion of Summative Assessment, and Sharing of Learning

Unit Outline
Week / Lesson Content & ACARA Links Teaching and Learning Activities Assessment Task
Lesson
Focus (Activities in
Resources section)
1 Lesson focus/Skills and Knowledge: Activities: Diagnostic pre-
 Pre-assessment – What body part and colour vocabulary assessment:
What do I do we remember? 1. Teacher introduces themselves. Students are invited to play the colour game to revise colour
look like?  Explicit teaching of any new/forgotten description vocabulary – after modelling, they pick a pencil from the pencil pot according to the colour that Questioning to
vocabulary for body parts (“ojos” / “pelo”) is called out. determine prior
 Tener introduction/revision – “I have” / “Tengo…” knowledge
2. Students revise body part vocabulary in pairs by matching labels to the body parts on a sticky concerning:
chart.  Colour
ACARA links: vocabulary
3. Prior to reading a book, the teacher asks the class to listen carefully to the words of the book, 
 Languages (Spanish): Body part
and find out what kind of different feature the family members in this book have. Teacher then
1. Read, view, and listen to stories and songs, vocabulary
reads the book ‘Hairs / Pelitos’ by Sandra Cisneros.
making simple statements (ACLSPC132).
2. Exploring own sense of identity and how this is
4. Students are questioned as to what was different about the family members. Questions are
reflected in language use (ACLSPC137)
asked about what is different about the students in the classroom?
Body part match
5. Teacher models use of “tengo + body part + description” (I have) for some body features,
particularly eye colour, hair colour, and hair length. Scaffolding in the form of vocabulary on
the board will be provided for students who need assistance.
 6. In pairs, students are encouraged to follow modelling, introducing each other’s features to
their new classmates.

7. To conclude the lesson, students report back to the group one feature their partner shared
with them.

Students will be able to:

1. Revise colour and body part words.

2. Share at least one of their body part features with their classmate using ‘tengo’.

2 Lesson focus/Skills and Knowledge: Activities: Formative

 Further learning of physical features and personal assessment:
Sobre Mí, information. 1. Through the use of ‘Simon Says’ / ‘Simon Dice’, students revise the previously discussed body
Parte 1  Ser introduction – “I am…” / “Soy…” parts. Additionally, some numbers from 1-20 are thrown into the game – students can either Students’ labelling of
 Contrasting Tengo vs. Soy display 1-10 fingers, or partner up to display 11-20. their self portrait,
 Introduction to the exception: age with marks for
 Developing the idea of students belonging to a family, 2. With questioning, students are prompted to retell the class about one of their physical accuracy depending
through inheriting of physical features and connections to features, using the grammar form “Tengo + physical feature + description” (e.g. Tengo ojos on their use of ser or
culture azules). tener.

3. Teacher questions students as to what else they could describe – what other information
could they tell people about themselves? After a discussion, if these are not already
ACARA links:
mentioned, give some examples: e.g. height, gender, age.
 Languages (Spanish):
1. Exploring own sense of identity and how this is
4. Ask students if they think they can use tengo to describe these characteristics, remembering
reflected in language use (ACLSPC137) that tengo means “I have”. Does “I have tall” make sense? What about “I have boy?” Or “I
have 8 years old?” The teacher introduces students to Soy – “I am”. Does this work better for
any of these statements?

5. The teacher explains that, for most of these, Spanish works similarly to English. Tener works
for body parts and their descriptions, whilst Ser works for the things that we are. However,
there is one exception – our age. Although this sounds funny, we use tener in Spanish.

6. Students draw a self portrait, labelling their features and age using tener, but the things that
they are – a boy/girl, tall/medium/short – using ser.

Students will be able to:

1. Identify what characteristics are described using tener, and which use ser, whilst
remembering the Spanish eccentricity of using tener for age.
3 Lesson focus/Skills and Knowledge: Activities: Formative
 Consolidation of physical features, use of tengo and soy. assessment:
Sobre Tú,  Introduction/revision of tienes, and introduction to eres. 1. Teacher has students volunteer information about themselves and their personal features,
Parte 1  Development of confidence when speaking and asking using either tengo or soy. Any issues detected in formative assessment from the previous Brief analysis of
questions about physical features. lesson are followed up. student-created
 2. Teacher then models a conversation with students, using questioning words to ask them if profiles, paying
ACARA links: they have certain features. Students are instructed to listen carefully, both to what is being particular attention to
 Languages (Spanish): suggested (e.g. do you have blue hair?), as well as the words being used to form the application of tener
1. Notice and apply elements of Spanish grammar questions (e.g. Tienes or Eres). Emphasis and paralinguistic support is given to assist and ser.
in texts (ACLSPU139). understanding.
Guess Who class
3. Students are explicitly taught the tú form for tener and ser – tienes and eres. They practice board (laminated)
identifying the correct word by standing up or sitting down when the teacher calls out the
person in question (Me or You) and then the word (Tengo or Tienes). For example, if the
teacher were to call out Me, and then Tienes, students would sit down because these do not
match.

4. The activity for the day is explained. Students have to create a profile of two or three
features about two to three students (who they are allocated). In the next lesson, in pairs,
they will play “Guess Who” with a class game board of pictures of their classmates. Teacher
supports students who need assistance in creating the profiles, ready for the game.

Students will be able to:

1. Begin using the tú form for tener and ser.
4 Lesson focus/Skills and Knowledge: Activities: *Continuation of Previous Lesson* Formative
 Consolidation of physical features, use of tengo and soy. assessment:
Sobre Tú,  Introduction/revision of tienes, and introduction to eres. 1. For revision, students again practice identifying the correct conjugation-subject agreement
Parte 2  Development of confidence when speaking and asking for ser and tienes by standing up or sitting down when the teacher calls out the person in Students rate their
questions about physical features. question (Me or You) and then the word (Tengo or Tienes). For example, if the teacher were own level of
to call out Me, and then Tienes, students would sit down because these do not match. confidence in
ACARA links: questioning others
 Languages (Spanish): 2. With the peer profiles created last week, students will commence playing “Guess Who” and using tienes and
1. Notice and apply elements of Spanish grammar in (¿Adivina Quién?) with the class pictures game board. The teacher will model this activity to eres via a blind
provide an example, and assist students of lower readiness to develop their profiles and/or survey. This is
texts (ACLSPU139).
play the game. recorded into a tick
Students take turns asking their partner if their person in mind has a certain feature (e.g. chart for teacher
¿Tienes pelo castaño?). The game boards are laminated, so that they can use whiteboard reference.
markers over it, and rub marks off if mistakes are made. Questioning continues until they
have eliminated enough classmates to guess at the student in mind. Higher readiness Guess who class
students could be extended by being taught the 3rd person forms of tener and/or ser – tienes board (laminated)
and es – to make game play more realistic (Do they have? Etc.).

3. Students formatively rate their ability to use tienes and eres to ask questions of their fellow
students, using a blind thumbs up/down/to the side method of surveying at the end of the
lesson.

Students will be able to:

1. Increase confidence in both the use of tienes and eres, as well as using questioning in
conversations with peers.
5 Lesson focus/Skills and Knowledge: Activities: Formative
assessment:
  Introduction of the idea that our features and our 1. Teacher recaps prior learning – the class has been talking about our different personal
Sobre Mí, personality is influenced by the things and people around features. Where did these come from? Why are we so different? Rubric assessing
Parte 2 us – particularly our culture. engagement in the
 Students are encouraged to embrace the cultural diversity 2. Keeping this in mind, the teacher co-reads some of ‘Marisol McDonald No Combina’ lesson, as well as use
in the class, and make connections to people in other (bilingual) by Monica Brown with willing members of the class. Teacher encourages them to of targeted grammar
countries and their experiences. have a go at pronouncing the Spanish words. forms on the digital
 Introduction of ‘Nací en’ + country (or my family is from) postcard.
3. Students are encouraged to respond to the themes of cultural identity in the text. Does
ACARA links: anyone else sometimes feel like they ‘no combina’? Like there are things about them or their
 Languages (Spanish): family that are different to other people?
1. Read, view, and listen to stories and songs, making simple
statements (ACLSPC132). 4. The idea that the class will investigate where they are from (or where their family is from) is
brought up. They will create a digital postcard on which they will insert pictures that
2. Exploring own sense of identity and how this is reflected in
represent their or their families, the places they are from, and the things they do as a family
language use (ACLSPC137). that represent them. On the postcard, they will write where they were born, or where their
3. Identify languages represented in the school (ACLSPU143) families are from, using the grammar structure ‘Nací en’ + country, or if preferred, ‘Mi familia
es de’ + country or culture. Students who finish faster can also add ‘Hablo” + languages to
ACARA General Capabilities: their digital postcard.

Literacy, Level 3, Composing Texts through Speaking, Writing, and 5. Students use the iPad app ‘Skitch’ to create a digital postcard of their heritage or family
Creating culture/s. They upload them to the student drive when they are finished.
 Use Language to Interact with Others
o Use pair, group and class discussions about 6. The teacher uploads each student’s digital postcard onto a digital map (or prints them out
learning area topics as learning tools to explore and adds them to a physical one), and students discover the diversity of backgrounds within
and represent ideas and relationships, test the class.
possibilities and to prepare for creating texts.
Students will be able to:
Intercultural Understanding, Level 3, Recognising Culture and 1. Appreciate the cultural diversity within the class, and relate to each individual’s mixed
Developing Respect identities.
 Investigate Culture and Cultural Identity
o Identify and describe variability within and
across cultural groups.

ACARA Cross Curriculum Priorities:

Aboriginal and Torres Strait Islander Histories and Cultures

OI.1 - Australia has two distinct Indigenous groups: Aboriginal
Peoples and Torres Strait Islander Peoples, and within those groups
there is significant diversity. (When discussing identity and cultures
of origin, we acknowledge and respect the traditional owners of
Australia).
6 Lesson focus/Skills and Knowledge: Activities: Formative
 Vocabulary for likes and dislikes – Me gusta and No me assessment:
gusta 1. Teacher introduces students to the way we indicate we do or don’t like something in Spanish,
by using ‘Me gusta’ (I like). In Spanish, we negate or say the opposite of things by putting a Observation checklist
to mark whether
Me Gusta y  Grammar structure to ask and to respond to likes ‘no’ in front. Therefore, ‘No me gusta’ means I don’t like. students are
No Me questions: “¿Te gusta?” (Do you like?), and “(No) Me confident,
Gusta gusta” (I (don’t) like). 2. Students engage in a warm up activity. One side of the room represents the ‘Me gusta’ side, developing, or need
 Revision of yes and no (“sí”, “no”) whilst the other side represents the ‘No me gusta’ side. The teacher gives students a word in support with their use
 Encourage attempts at Spanish pronunciation Spanish that is a cognate (sounds very similar to the same word in English, for example, of the targeted
chocolate, or melón. Students form a human graph, moving from the middle of the room to grammar structure.
ACARA links: either side to indicate if they like or don’t like the object/action.
 Languages (Spanish): Pizza vocabulary list
1. Present information about personal interests (ACLSPC131) 3. Students are introduced to the grammar needed to ask someone whether they like
something or not - “¿Te gusta?” – and how to respond, revising how to say yes and no (“sí” or
ACARA General Capabilities: “no”).

Literacy, Level 3, Composing Texts through Speaking, Writing, and
Creating
 Use Language to Interact with Others
o Use pair, group and class discussions about
learning area topics as learning tools to explore
and represent ideas and relationships, test
possibilities and to prepare for creating texts.
4. Students are then introduced to the pair activity. They are to partner up, and using the
vocabulary on the board, create a list of ingredients for a pizza for their friend. They must
take turns to ask their partner if they like each of the ingredients, using “¿Te gusta?”, and
write down the ingredients they would like on their pizza.
5. Finish off by asking the students to list some of the ingredients their partner wanted on their
pizza to check for correct grammar usage.

Students will be able to:

1. Begin to ask and respond to ‘me gusta’ to share their likes and dislikes.
7 Lesson focus/Skills and Knowledge: Activities: Summative
 Consolidation for Vocabulary for likes and dislikes – Me assessment:
Me Gusta y gusta and No me gusta 1. Revision of Me gusta and No me gusta through teacher questioning of students about
No Me  Consolidation of Grammar structure to ask and to respond activities (with actions and paralinguistic support to communicate these), such as ‘correr’ – to Observation of
to likes questions: “¿Te gusta?” (Do you like?), and “(No) run, or cocinar – to cook. students’ confidence
Gusta
Me gusta” (I (don’t) like). levels to ask and
continued
 Confidence in using grammar forms and in questioning 2. Students watch an edited version of the Manu Chao song ‘Me Gustas Tú’, and using the answer questions
and responding in Spanish pictoral support, try to identify some of the things the singer likes. Teacher reinforces that about their likes and
 Extension for higher readiness students – Le gusta and “me gustas” is not grammatically correct, but is used because it fits into the song better, dislikes.
dictionary use similar to how the Rihanna song ‘Umbrella’ pronounces the word as ‘Umberella’ (incorrect,
but fits into the song better). Bingo activity cards
ACARA links: Higher readiness
 Languages (Spanish): 3. Students practice asking and answering classmates what activities they like through the use worksheet
1. Exchange information about favourite pastimes: of a ‘bingo card’ style activity. If a classmate responds that they like one of the action
(ACLSPC127 & ACLSPC129) vocabulary words, they write that person’s name down in the box, and then must find other
students to question for the other activities.
2. Read, view, and listen to stories and songs, making simple
statements (ACLSPC132) 4. Differentiated activity: For students with higher readiness, teach them how to conjugate the
3. Notice and apply elements of Spanish grammar in texts 3rd person version of the verb gustar – le gusta + noun/verb. With decreasing support, have
(ACLSPU139) them work on a worksheet, identifying what different characters like or don’t like doing,
selecting whether to use me/te/le gusta.
ACARA General Capabilities: For other students, have them investigate some of their interests by using the dictionary
website SpanishDict to look up some of their own likes and dislikes. Have them create a list of
 Literacy, Level 3, Composing Texts through Speaking, Writing, and at least 3 likes and 3 dislikes.
Creating
 Use Language to Interact with Others Students will be able to:
Use pair, group and class discussions about learning area topics as 1. With increasing confidence, question and respond to questions about likes and dislikes, using
learning tools to explore and represent ideas and relationships, test “¿Te gusta?” (Do you like?), and “(No) Me gusta” (I (don’t) like).
possibilities and to prepare for creating texts.
8 Lesson focus/Skills and Knowledge: Activities: Formative
 Likes/Dislikes extension – Me encanta (I love) and Me odio assessment:
Me Gusta, (I hate) 1. Begin by co-reading the book ‘La oruga muy hambrienta’ by Eric Carle with students. Have
Me Encanta  Consolidation of Grammar structure gustar (and similar students participate with the reading and pronunciation in the refrain and counting Students’ abilities to
verbs) + noun/verb segments. classify the degree to
 Spanish use of odiar (to hate), and comparison with which they like or
frequent English use of ‘I hate’ 2. Have the students notice the punctuation marks – both at the beginning and end of a dislike something.
question mark. Question them as to why they think the Spanish use these, and how they
ACARA links: might help readers – to signal where a question or exclamation begins and ends. Vocabulary – La
 Languages (Spanish): Oruga Muy
1. Exchange information about favourite pastimes: 3. Explain the lesson’s grammatical focus – the use of Me encanta and Me odio to add Hambrienta
(ACLSPC127 & ACLSPC129) information as to the level of like and dislike. Remark that Spanish people very rarely use Me
odio, and compare this to the frequent use of ‘I hate’ in English. Have students consider why
2. Notice and apply elements of Spanish grammar in texts
this may be?
(ACLSPU139)
4. Using the food words in the text as a stimulus, have students draw up a table, with columns
for each of Me encanta, Me gusta, No me gusta, and Me odio. Ask them to draw pictures of
the food words in boxes under the appropriate column for that student’s personal taste.

5. After the students have finished their drawings, they swap books, and their partner is
charged with trying to identify and label their drawings.

6. Students who are finished labelling can fill out their preferences on Google Forms. Once the
surveys have been compiled, students can compare the food preferences. Do these results
suggest anything about the make up of the class (for example, dislike of pork products may
suggest religious influences)? Do they think a class in Spain would have a similar or different
result, with the number of ‘me odio’ results recorded?

Students will be able to:

1. Reflect on their food tastes, and how culture impacts upon this.
2. Begin to use ‘me encanta’ and ‘me odio’ with increasing confidence.
9 Lesson focus/Skills and Knowledge: Activities: Summative
 Application of prior learning in a social context – using assessment:
Mi what we know in conversation with others 1. Students are shown examples and pictures of drivers licenses and passports. Have they seen
Pasaporte,  Revision of vocabulary, such as naming and feeling one of these before? Do they have their own passport? Thorugh questioning, they explain Students begin to
questions, family members, greetings, and numbers what they think these documents are for, and what information they tell people about us. create a passport,
Parte 1
describing important
ACARA links: 2. Explain that we are going to make our own passports or identity cards in Spanish, or information about
 Languages (Spanish): ‘pasaportes’. We will then present them to a younger Spanish class, to tell them what we themselves and their
have learned about ourselves and the cultural and personal identities within our classroom.
 1. Present information about personal interests (ACLSPC131) Ask them the type of information we know about ourselves that we could put on there. personal and cultural
2. Exploring own sense of identity and how this is reflected in identities.
language use (ACLSPC137) 3. Negotiate with students to have the following information on their ‘pasaportes’: their name,
age, height, eye and hair colour, country of birth, and their likes and dislikes. Students will They choose
3. Notice and apply elements of Spanish grammar in texts
select between Ser and Tener for the characteristic descriptions, and provide at least 2 likes, appropriate uses and
(ACLSPU139) dislikes, hates, and loves, be they activities or foods. Demonstrate by using a self-made conjugations of ‘ser’,
model. A rubric will be displayed on the board to assist the pasaporte creation. Differentiated ‘tener’, ‘gustar’ and
scaffolding through provisioning of sentence starters can be given to students who may need similar verbs to
ACARA General Capabilities: these, and students with higher readiness can be extended by simply being given the rubric, convey this
Literacy, Level 3, Composing Texts through Speaking, Writing, and and/or being encouraged to make their sentences longer or more detailed using ‘y’ (and). information.
Creating
 Composing Spoken, Written, Visual, and Multimodal 4. Students work on their ‘pasaportes’ for the majority of the instruction time. Just before the Students also self
Learning Area Texts end, they self-assess their work using their rubric, what point they are up to, and what they assess their efforts
o Compose and edit a range of learning area texts. need to add ready to finish the task off in the next lesson. according to the task
rubric, aiming to do
Intercultural Understanding, Level 3, Recognising Culture and Students will be able to: their best and
Developing Respect 1. With varying degrees of scaffolding and support, students use the knowledge they have identifying areas in
 Investigate Culture and Cultural Identity gained over the unit to identify personal features and preferences in Spanish, ready to share which they might
o Identify and describe variability within and our learnings about identity with others. need some help from
across cultural groups. the teacher.

Task model

Task scaffolding and

rubric – see
Assessment section
10 Lesson focus/Skills and Knowledge: Activities: Summative
 Application of prior learning in a social context – using assessment:
Mi what we know in conversation with others 1. Students continue to work on their ‘pasaportes’ for half of the lesson.
Pasaporte,  Revision of vocabulary, such as naming and feeling Students complete
questions, family members, greetings, and numbers 2. When they have finished, they again mark a self-assessment on their rubric. If they don’t feel their passport,
Parte 2
they are reaching the level that they are capable of, they will go back and edit their work to describing important
ACARA links: match the requirements for that level on the rubric, or challenge themselves to achieve even information about
 Languages (Spanish): higher. themselves and their
4. Present information about personal interests (ACLSPC131) personal and cultural
5. Exploring own sense of identity and how this is reflected in 3. If students have achieved their best, they will then be able to play a vocabulary matching identities.
game on the iPads, either through Quizlet or through Sporcle.
language use (ACLSPC137)
They ensure they
6. Notice and apply elements of Spanish grammar in texts
4. After the halfway point of the lesson has passed, students will bring their pasaportes to visit a achieve at their
(ACLSPU139) younger classroom (pre-arranged with the teacher). They will present their information to a potential level via use
younger student buddy, sharing (mostly in English) about the parts of their identity they have of a rubric for self-
ACARA General Capabilities: written about themselves. They should also ask questions of the younger students, to assessment.
Literacy, Level 3, Composing Texts through Speaking, Writing, and determine their interests and cultural influences.
Creating The teacher marks
 Composing Spoken, Written, Visual, and Multimodal 5. For the close of the lesson, the younger students will be given an opportunity to ask the pasaporte
Learning Area Texts questions of the Spanish class as a whole group, and reflect on their learning over the term in
 o Compose and edit a range of learning area texts. this way, as well as the diversity of the students within the school and how this positively according to the
impacts upon us as individuals and as a school. rubric.
Intercultural Understanding, Level 3, Recognising Culture and
Developing Respect Students will be able to: Task scaffolding and
 Investigate Culture and Cultural Identity 1. Students share aspects of their identity to other students in the school, and reflect on the rubric – see
o Identify and describe variability within and knowledge they have gained over the unit. Assessment section
across cultural groups.
Activities and Assessment: Brief Justifications

This unit includes opportunities for teachers to conduct diagnostic assessments, formative assessments to shape learning and
future teaching, as well as summative assessment for reporting purposes. A range of text types are also included, both in order
to expose students to both factual and imaginative sources of genuine cultural exchange and artefacts, as well as to provide
context for student learning.

For the diagnostic assessment, the teacher assesses the students’ prior knowledge about body parts and colour vocabulary,
through physical-based matching and choosing activities. This activity provides students with an opportunity to engage with
their physical senses – an aspect of Gardner’s Multiple Intelligences incorporated into teaching methods (Gardner & Hatch,
1989) – but also allows the teacher to find out any vocabulary that needs teaching ready for the next lessons, which heavily
utilise body part and physical description words. Across the rest of the unit, activities that were ideally active or Multiple
Intelligences-style stimulating were planned, such as interpersonal question-based bingo, or intrapersonal interest-based
classification, to promote engagement within the students (Parsons, 2018).

Attempts were made to link text types into many of the lessons as learning stimuli (Parsons, 2018b), and particularly some of
the formative assessment strategies. The well-known song ‘Me Gustas Tú’ by Manu Chao (albeit an edited version) (2001)
provided a genuine cultural artefact to engage students in learning about the uses and method of expression for our personal
likes. Likewise, the text ‘La Oruga Muy Hambrienta’ (a translation of ‘The Very Hungry Caterpillar’) by Eric Carle (1969)
provided vocabulary through which to build upon the grammar structure of gustar and similar verbs + nouns to express levels
of like or dislike, using encantar (to love) or odiar (to hate). Such texts allow us context to explore our investigable questions
embedded within the unit, such as ‘How do I express my personality’, such as likes and dislikes, and it is these investigable
questions that help us to move beyond direct translation and Communicative Language Teaching (Larsen-Freeman &
Anderson, 2000), towards more powerful open-ended and concept-based learning (Traver, 1998).

Texts were also used to provide cultural perspectives, particularly for a unit based around identity, with cultural diversity
undertones. For example, the book ‘Hairs / Pelitos’ by Sandra Cisneros (1994), read in the first lesson, is used to stimulate use
of description vocabulary, such as ‘largo’ (long) , ‘corto’ (short), and colours such as ‘pelo rubio’ (blonde hair). However, it also
gets students thinking about their looks as part of their identity, and how families and cultural heritage play a role in our lives.
The book ‘Marisol McDonald No Combina’ by Monica Brown (2011) is also a great text for a unit about identity, as it explores
the difficulty that a young girl sometimes has with reconciling different parts of her identity, particularly personal
characteristics and interests, with the competing factors of a mixed cultural background and an association with heritage from
a country that she doesn’t reside in. Studying these themes in a foreign language context helps build empathy for individuals
from other cultures within students. Additionally, it may also help the teacher transition students into considering themselves
as within the cultural ‘Third Place’ (Parsons, 2018), as they progress through their studies of a language and begin to take on
‘Spanish student’ as part of their own identity.

Language learning needs to be not only about interpretation and the creation of meaning, but also a social practice (Scarino,
2013). Students must be able to engage in the social constructivism of learning by collaboration and negotiation (Branch,
2003). Many opportunities are given for students to engage in paired or group activities, with speaking as a focus. Not only do
students develop their confidence in using their spoken Spanish, but they also work together to give their vocabulary and
grammar patterns meaning, and explore their own concept of identity.

The summative assessment piece – the ‘pasaporte’ – was also developed with the principle of language learning via social
constructivism. Students are charged with applying their vocabulary and grammatical learning to create an identity profile,
thus demonstrating their learning with regard to the mechanical side of languages. The use of self-assessment of their learning,
via a student-aimed rubric, is designed to help them aim to do their best, as well as provide a form of differentiation for
students of diverse readiness levels (Jarvis, 2017).

However, as part of this assessment, students must also share of their conceptions of how our physical nature and our heritage
shapes our concept of identity, what social practices and ideas we have internalised (our likes and dislikes), and how they
shape who we are. Explaining these ideas to younger children, in simple wordings, makes these ideas clearer to us as the
explainers. Ideally students of both cohorts will negotiate a meaning of what identity is, and come to some sort of realisation
that, although we are unique individuals, our features, likes, and dislikes are universal. In this way, through language study, we
come to understand ourselves better, as well as others from diverse cultures and backgrounds (Scarino, 2013).
 Assessment: Teacher Rubric

Summative assessment – Teacher assessment of ‘pasaportes’, complete with personal details and likes/dislikes, marked
according to the rubric that was explained to the students prior to undertaking the activity.

Student Grammar Use – Tener/Ser Grammar Use – Gustar-type Appropriate Detail Given Engagement with
Name verbs and Vocabulary Used younger students in
Appropriate use of Tener, sharing time
and Ser with personal detail Appropriate use of Gustar- Was able to provide
descriptions type verbs + noun/verb with sufficient detail of personal Was able to
personal likes and dislikes descriptions and likes and communicate personal
Confident – All verbs dislikes, using familiar information to younger
conjugated correctly, all Confident – All verbs vocabulary students, and made
verbs applied correctly conjugated correctly, all some connection to
verbs applied correctly Confident – 5+ details given diversity of culture in the
Achieved – Almost all verbs for ser/tener, 2+ of each class/school
conjugated and applied Achieved – Almost all verbs level of like/dislike
correctly (1-2 mistakes) conjugated and applied Confident – Thoroughly
correctly (1-2 mistakes) Achieved – 4-5 details given engaged with buddy
Developing – 3 or more for ser/tener, 2 of each level student
mistakes in verb conjugation Developing – 3 or more of like/dislike
or application mistakes in verb conjugation Achieved – Evidently
or application Developing – less than 4 engaged with buddy
details given for ser/tener, student
less than 2 of each level of
like/dislike Developing –
Distractable or lack of
evident engagement

Confident / Achieved / Confident / Achieved / Confident / Achieved / Confident / Achieved /

Developing Developing Developing Developing

Confident / Achieved / Confident / Achieved / Confident / Achieved / Confident / Achieved /

Developing Developing Developing Developing

Confident / Achieved / Confident / Achieved / Confident / Achieved / Confident / Achieved /

Developing Developing Developing Developing

Confident / Achieved / Confident / Achieved / Confident / Achieved / Confident / Achieved /

Developing Developing Developing Developing

Confident / Achieved / Confident / Achieved / Confident / Achieved / Confident / Achieved /

Developing Developing Developing Developing

Confident / Achieved / Confident / Achieved / Confident / Achieved / Confident / Achieved /

Developing Developing Developing Developing

Confident / Achieved / Confident / Achieved / Confident / Achieved / Confident / Achieved /

Developing Developing Developing Developing

Confident / Achieved / Confident / Achieved / Confident / Achieved / Confident / Achieved /

Developing Developing Developing Developing
 Assessment: Student Self-Assessment Rubric

Confident Achieved Developing

Name:

I have used tener and ser I made the right choice as to I made the right choice as to I made a few mistakes when
properly (Tengo or tienes? Soy or whether I use Tengo/Tienes or whether I use Tengo/Tienes I used Tengo/Tienes or
eres?) with my personal detail Soy/Eres for every sentence or Soy/Eres for almost every Soy/Eres
descriptions sentence

I have used gustar/encantar/odiar I made the right choice as to I made the right choice as to I made a few mistakes when
properly (me gusta, or te gusta?) whether I use Me gusta/Te gusta whether I use Me gusta/Te I used Me gusta/Te gusta or
with my examples of personal or Me odio/Te odio for every gusta or Me odio/Te odio for Me odio/Te odio
likes and dislikes sentence almost every sentence

I was able to give lots of detail I gave 5+ details for ser/tener, I gave 4-5 details for I gave less than 4 details for
about my personal descriptions and 2+ for all the likes/dislikes ser/tener, and 2 for all the ser/tener, and less than 2 for
and likes and dislikes likes/dislikes all the likes/dislikes

I used my buddy time effectively I was really engaged when I was mostly engaged when I got distracted or didn’
to talk about myself, my likes and talking with my buddy student talking with my buddy when talking with my buddy
dislikes, and my identity to the student student
younger students

I also made some connection

between our learning to the many
different cultures in the class or
school
Resources for Activities

Lesson 1 – Partes del Cuerpo / Body Part Match

Page to be laminated. Body part names to be cut up, and then placed over the correct body part by students.

El Pelo El Hombro La Mano La Oreja

La Cabeza La Rodilla La Boca La Pierna

El Ojo El Pie La Nariz El Estómago

Lessons 3 & 4 – “Guess Who?” Class Board
Page to be laminated. Insert photos of class members onto template below.
Lesson 6 – ¿Te gusta? Pizza activity
Provide one copy of this scaffold to each pair.
 Lesson 7 – ¿Quién le gusta? Bingo activity
Provide one copy of this activity sheet to each student.

Jugar el béisbol Tocar la guitarra Hacer surf Cantar

Mirar la televisión Comer pizza Leer el periódico Hacer la tarea

Escuchar a la música Bailar Correr Pescar

Comer coles de Nadar Reglar las plantas Pasear al perro

Bruselas

Ir al cine Cocinar Hacer matemáticas Acampar

 Lesson 7 – ¿Le gusta? Higher readiness activity
Students write (no) me/te/le gusta, then activity in English. (Simplified – ignores nos/les gusta)

(Nigyy, 2011)
Lesson 8 – La Oruga Muy Hambrienta vocabulary
Students draw own table (rough freehand) with 4 columns – Me encanta, Me gusta, No me gusta, Me odio, and
sort vocabulary into the columns depending on preferences.

Columns can be pre-provided for students who need assistance.

Me encanta Me gusta No me gusta Me odio

Lessons 9 & 10 – El Pasaporte Model, Scaffolds – Tener/Ser, and Sentence Starters
References

Australian Curriculum Assessment and Reporting Authority (ACARA). (2010). F-10 Curriculum: Languages. Retrieved June
12, 2018, from: https://www.australiancurriculum.edu.au/f-10-curriculum/languages/.

Branch, J. L. (2003). Inquiry-based learning: The key to student success. School Libraries in Canada, 22(4), pp. 6-12.
Retrieved March 22, 2018 from: https://search-proquest-
com.ezproxy.flinders.edu.au/docview/222549519?accountid=10910

Brown, M. (2011). Marisol McDonald No Combina / Marisol McDonald Does Not Match. United States: Lee & Low Books.

Carle, E. (1969). The Very Hungry Caterpillar. United States: World Publishing Company.

Cisneros, S. (1994). Hairs / Pelitos. New York: Knopf.

Chao, M. (2001). Me Gustas Tú. On Próxima Estación: Esperanza [CD]. Europe: Virgin Records.

Gardner, H. & Hatch, T. (1989). ‘Educational Implications of the Theory of Multiple Intelligences’. Educational Researcher,
18(8), 4-10. Retrieved 23 October 2017, from: http://journals.sagepub.com/doi/abs/10.3102/0013189X018008004.

Jarvis, J. (2017b), ‘Assessment in a Differentiated Classroom’, lecture notes distributed in the topic EDUC4721
Differentiation for Diverse Learners, Flinders University, Bedford Park on 27 February 2017.

Larsen-Freeman, D. & Anderson, M. (2000). Techniques and Principles in Language Teaching. USA: Oxford University
Press. Retrieved June 14, 2018, from Flinders University Flinders Learning Online (FLO) Portal:
https://flo.flinders.edu.au/pluginfile.php/2583221/mod_resource/content/1/Communicative%20approach%20.pdf.

Parsons, M. (2018). Workshop 1, tutorial notes taken in the topic EDUC4831 Exploring Literacies and Intercultural
Contexts in Language Pedagogy (Primary R-7), Flinders University, Bedford Park on 5 February 2018.

Parsons, M. (2018). Workshop 2, tutorial notes taken in the topic EDUC4831 Exploring Literacies and Intercultural
Contexts in Language Pedagogy (Primary R-7), Flinders University, Bedford Park on 6 February 2018.

Scarino, A. (2013). From concepts to design in developing languages in the Australian Curriculum. Babel (Special Issue)
43(2-3), 4-13. Retrieved February 19, 2018, from:
https://flo.flinders.edu.au/pluginfile.php/2831279/mod_resource/content/2/Scarino%20-
%20From%20concepts%20to%20design.pdf.

Traver, R. (1998). What is a Good Guiding Question? Educational Leadership 55(6), 70-73. Retrieved 19 February, 2018,
from: https://flo.flinders.edu.au/pluginfile.php/2831320/mod_resource/content/1/Guiding%20Question%20article.pdf.