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?

COURSE OVERVIEW & TIMING

This section is designed to help you see the flow of your units/topics across the
entire school year.

Unit Unit Length

Unit Welcome to Spanish class- Bienvenidos a la clase de
6.5 weeks
1: español
Unit Getting Acquainted- Nos conocemos
5.5 weeks
2:
Unit
School- La escuela 8 weeks
3:
Unit
Food- La comida 8 weeks
4:
Unit
Pastimes- Los pasatiempos 8 weeks
5:
 OVERALL COURSE TIMING
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.

Course
Length
180 days /35
Total number of instructional weeks/days in school year:
weeks
Total number of instructional weeks/days for all units included in 180 days /35
Long Term Plan: weeks
*Note: Be sure to account for all instructional days in the school year, including those after
end-of-year testing (if any).

UNIT 1: Welcome to Spanish class- UNIT 1 LENGTH: 6

Bienvenidos a la clase de español weeks
UNIT 1 LEARNING GOALS
 1A Exchange names and present basic introductions.
1B Recognize and use the Spanish alphabet to spell Spanish
words.
1D Recognize spoken numbers.
1E Use numbers to exchange telephone numbers.
1C Recognize useful classroom expressions, objects, dates,
and telling time.
1F Exchange greetings and present and respond to
introductory conversations.
1G Recognize and use basic classroom commands and
questions.
1H Interpret and present seasons and weather conditions.
Culture
1L Identify and discuss typical leisure time activities and
entertainment in Spanish -speaking countries.
1M Identify and describe famous sports or entertainment
personalities from Spanish-speaking countries, including their
countries of origin and significant contributions.
1I Describe the origin of the Spanish language and where it is
spoken in the world.
1J Recognize appropriate salutations (formal vs. informal) and
gestures.
1K Identify the benefits of studying another language and
culture.

• Accents
• Alphabet
• Numbers 0-30
• Date format
• Classroom commands and questions
Spiraling • Hacer with weather
• Ser with days of the week,
• dates and telling time
• Llamarse
• Estar with greetings

Remedial (R)
Enrichment (E) • Insert Learning Goal #1
(to be completed • Insert Learning Goal #2
after receiving
diagnostic • Insert Learning Goal #3
assessment results)
UNIT 2: Getting Acquainted- Nos conocemos UNIT 2 LENGTH: 6
weeks
UNIT 2 LEARNING GOALS
2A Provide and obtain information about self and others.
2B Engage in conversations about leisure time activities.
2C Interpret personal data on forms and spoken/written
physical descriptions.
2D Present a biographical sketch including physical and
personality attributes and preferred activities.
2E Describe ethnic and racial diversity within Spanish-
speaking countries.

• Adjective agreement
• Ser with personal
• characteristics
• Ser + de
Spiraling • Tener
• Formal vs. informal
• Tú vs. Usted
• (No) Me/Te/Le gusta +
• infinitive

Remedial (R)
Enrichment (E) • Insert Learning Goal #1
(to be completed • Insert Learning Goal #2
after receiving
diagnostic • Insert Learning Goal #3
assessment results)

UNIT 3 LENGTH: 8
UNIT 3: School- La escuela
weeks
 UNIT 3 LEARNING GOALS
3A Exchange, interpret, and present information related to
class schedules including time and period.
3B Recognize places in the school and school supplies.
3C Exchange and present information related to class
preferences.
3D Exchange, interpret, and present information related to
school-related activities.
3E Recite and use ordinal numbers in context.
3F Describe a typical school day in a Spanish-speaking
country.
3G Explain a typical school schedule from a Spanish-speaking
country.

–ar verbs
Subject pronouns
Definite/indef. articles
(number/gender)
Sing/plural of nouns
Spiraling Ordinal numbers
Question formation
Numbers 30-100
Hay

Remedial (R)
Enrichment (E) • Insert Learning Goal #1
(to be completed • Insert Learning Goal #2
after receiving
diagnostic • Insert Learning Goal #3
assessment results)

UNIT 4 LENGTH: 8
UNIT 4: Food – La Comida
Weeks
UNIT 4 LEARNING GOALS
 4A Exchange, interpret, and present information about food
preferences
4B Interpret and present information about food groups
4C Exchange, interpret, and present information about eating
customs.
4D Identify and describe eating customs of Spanish-speaking
countries.
4E Identify typical food items and their origins from the
Spanish-speaking countries.

• -er and –ir verbs

• Gusta(n)
• Stress pronouns (a mí, a ti…)
Spiraling
• Querer, preferir as stemchanging
• Verbs

Remedial (R)
Enrichment (E) • Insert Learning Goal #1
(to be completed • Insert Learning Goal #2
after receiving
diagnostic • Insert Learning Goal #3
assessment results)

UNIT 5 LENGTH: 8
UNIT 5: Pastimes- Los pasatiempos
weeks
UNIT 5 LEARNING GOALS
 5A Engage in conversations about leisure time activities in the
context of weather and seasons.
5B Interpret basic information about leisure activities.
5C Present basic information about preferred activities.
5D Identify and discuss typical leisure time activities and
entertainment in Spanish -speaking countries.
5E Identify and describe famous sports or entertainment
personalities from Spanish-speaking countries, including their
countries of origin and significant contributions.

• Jugar
• Review:
Spiraling • -Present tense –ar, -ir, -er verbs
• -Question formation and negation in Spanish

Remedial (R)
Enrichment (E) • Insert Learning Goal #1
(to be completed • Insert Learning Goal #2
after receiving
diagnostic • Insert Learning Goal #3
assessment results)