PACING GUIDE SPANISH 1 (FOR HIGH SCHOOL CREDIT)

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1 PACING GUIDE SPANISH 1 (FOR HIGH SCHOOL CREDIT) MODULE 1 MODULE 2 Timeframe 1 st 6 Weeks 2 nd 6 weeks Unit Theme Para Empezar Mis Amigos y Yo Essential Questions Vocabulary Grammar Why should you study Spanish and what will you need to learn to communicate? How do people from around the Spanish-speaking world greet others, address others and introduce themselves? Why is knowing the Spanish alphabet and understanding pronunciation important? How does one report on current conditions such as the date, time and weather? Where is Spanish spoken around the world? Greetings and good-byes Introductions Forms of address Classroom commands Alphabet, accents and special characters Numbers Time Expressions Interrogatives Days, Months, Seasons Weather Expressions Colors Geography of the Spanish-Speaking World Forms of address Definite articles Cuántos, -as Hay Tener frío/tener calor (first person) Who am I, and how do I describe myself? How do I describe others? How do my likes and dislikes reflect who I am? How does one s identity influence friendships around the world? Infinitives for activities Adjectives that describe personality Adjectives that describe physicality Tener idioms for ages Subject Pronouns Noun/adjective agreement Indefinite and definite articles Ser (singular) Adjectives agreement Tener (singular) Interrogatives Gustar + infinitives o Indirect Object Pronouns (singular) with gustar Negatives 1

2 Culture Learning Objectives First and last names in the Spanish-speaking world Appropriate behavior when greeting someone Holidays Reversed seasons in the Northern and Southern Hemisphere (Additional Culture Topics) Aztec and Mayan Calendar Los Sanfermines Cinco de Mayo Punctuality in Spanish-speaking countries I can greet and say good-bye to people at different times of day. I can tell how I am doing and ask someone else how s/he is doing. I can introduce myself. I can answer questions about my name, age, and origin. I can tell someone the day, date, and time. I can tell someone when my birthday is. I can describe current weather conditions. I can identify the seasons. I can identify basic colors. I can explain the difference between formal and informal address and use each one correctly. I can explain ways in which different people in the Spanish-speaking world greet others. I can describe at least one holiday celebrated in a Spanish-speaking country. I can locate several countries that speak Spanish on a world map. I can identify cognates. I can apply pronunciation rules to sound out words in Spanish. I can compare English and Spanish pronunciation. I can compare the way that I greet people (with words and gestures) in the United States and Spanish-speaking countries. I can compare the way I introduce myself in English and Spanish ( My name is and Me llamo ). 2 Favorite activities in Spanish speaking countries Personality profile of a famous Spanish-speaker (Pablo Picasso, Frida Kahlo, Simon Bolivar, etc.) (Additional Culture Topics) Music/dance in Spanish speaking world History of Spanish Empire I can tell what activities I like and dislike to do. I can ask others what activities they like to do. I can tell how old I am. I can describe my personality and someone else s personality. I can ask questions to find out about some one else s personality. I can tell some favorite activities of teenagers in different Spanish-speaking countries. I can identify at least one famous Spanish-speaker. I can describe the personality of a famous Spanish-speaker. I can say how old I am using an idiomatic expression. I can compare subject pronouns, especially the subject pronouns for you, in English and Spanish. I can explain adjective placement and agreement in Spanish and English and compare and contrast. I can explain how to make statements negative in Spanish and English and compare and contrast. I can explain how to express age in English and Spanish and compare and contrast. I can compare various cultural perspectives on favorite activities in the United States and Spanish-speaking countries. I can compose a letter to a pen pal introducing myself, including telling my pen pal about my personality, favorite activities, and age.

3 PACING GUIDE SPANISH 1 (FOR HIGH SCHOOL CREDIT) I can compare numbers in English and Spanish. I can initiate a conversation with someone that includes a greeting, asking his/her name and telling mine, asking how he/she is doing and saying how I am, and a goodbye. Tennessee State Standards I. Standard Number 1: Communicate in a language other than English 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. II. Standard Number 2: Gain knowledge and understanding of other Cultures 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. III. Standard Number 3: Connect with other disciplines and acquire Information 3.1 Reinforce and futher knowledge of other disciplines through the foreign language. IV. Standard Number 4: Develop Insight into the Nature of Language and Culture 4.1 Demonstrate understanding of the nature of 3 I. Standard Number 1: Communicate in a language other than English 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. II. Standard Number 2: Gain knowledge and understanding of other Cultures 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. III. Standard Number 3: Connect with other disciplines and acquire Information 3.1 Reinforce and futher knowledge of other disciplines through the foreign language. IV. Standard Number 4: Develop Insight into the Nature of Language and Culture 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied

4 language through comparisons of the language studied and their own 4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture. and their own 4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture. 4

5 PACING GUIDE SPANISH 1 (FOR HIGH SCHOOL CREDIT) Timeframe 3 rd 6 Weeks 5 MODULE 3 Unit Theme En la Escuela Essential Questions What materials do I need for school? What items are found in a school classroom? How do I tell others about my school life? How do I organize or describe items and classes in number order? How does my school life compare to students in Spanish-speaking countries? Vocabulary School subjects and supplies School activities Adjectives to describe classes and people in them People that work in a school Places in a school (clase, sala, gimnasio, cafetería, puerta, etc.) Things in a school (muebles, bandera, etc.) Ordinal Numbers (primero, segundo, tercero, cuarto) Grammar Present tense conjugations of regular ar verbs Possessive adjectives (mi, tu) Contractions al and del A personal Plural of nouns and articles Culture Courses students take in Spanish-speaking countries Grading and scheduling differences between the United States and Spanish-speaking countries The use of uniforms in Spanish-speaking countries Currency Exchange Learning Objectives I can tell someone what items and furniture are in my classroom. I can tell someone about my school schedule. I can answer questions about my schedule. I can describe my classes. I can tell which classes I like and dislike. I can talk about the items I need for school. I can ask others about their school schedule and materials that they need for school. I can discuss some aspects of grading and schedules in Spanish-speaking countries.

6 Tennessee State Standards I can discuss the use of uniforms in Spanish-speaking countries. I can describe my classes, teachers and classmates. I can correctly identify the subject of a sentence when I hear a verb conjugated. I can describe various cultural perspectives related to school in Spanish-speaking countries. I can compare the use of subject pronouns for you, in English and Spanish. I can compare various cultural perspectives related to schooling, like grading, uniforms, and classes, in the United States and Spanish-speaking countries. I. Standard Number 1: Communicate in a language other than English 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. II. Standard Number 2: Gain knowledge and understanding of other Cultures 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. III. Standard Number 3: Connect with other disciplines and acquire Information 3.1 Reinforce and futher knowledge of other disciplines through the foreign language. IV. Standard Number 4: Develop Insight into the Nature of Language and Culture 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture. V. Standard Number 5: Participate in Multicultural Communities and Global Societies 5.1 Use the language both within and beyond the school setting. 6

7 PACING GUIDE SPANISH 1 (FOR HIGH SCHOOL CREDIT) MODULE 4 Time Frame 4 th 6 Weeks Unit Theme La Comida y El Restaurante Essential Questions What are typical meal practices in Spanish-speaking countries, and how might they compare to those in the United States? How do meal times compare to those in the United States? How do I express my eating preferences? How do I express hunger and thirst? What must one eat and do to maintain good health? Vocabulary Breakfast, lunch and dinner foods and beverages Restaurant and place settings Tener expressions of hunger and thirst Meanings of regular verbs ending in er and ir related to eating and drinking o Beber, comer, aprender, comprender, corer, deber, leer, creer, prometer, responder, vender, abrir, asistir, decider, escribir, recibir, subir, sufrir, etc. o Include the verb ver Grammar Use of gustar and encantar with plural and singular subjects Indirect object pronouns for all six forms with gustar and encantar Prepositional Pronouns First, Second and Third person conjugations of the verbs tener, preferir, hacer, creer Using a noun to modify another with de Conjugation of regular er / -ir verbs in the present tense Culture Typical meals and meal times in Spanish speaking countries Fruits and Vegetables of the Americas Learning Objectives I can tell which foods I prefer to eat. I can find out the food preferences of another person. I can express that I am hungry or thirsty. I can describe my eating habits for breakfast, lunch, and dinner. I can talk about my general likes and dislikes, as well as those of other people. I can describe foods and beverages. I can order food at a restaurant. I can interpret level-appropriate, authentic texts related to food and restaurants, such as a menu. I can identify several food products, especially fruits and vegetables, from the Spanish-speaking world. 7

8 Tennessee State Standards I can explain customs related to mealtimes in Spanish-speaking countries. I can interpret level-appropriate, authentic texts related to food and restaurants by identifying root words and cognates. I can say to, for, or from someone (prepositional pronouns). I can say what foods others and I like and love. I can say what others and I eat and drink. I can say where I am and how I m feeling (estar). I can say what type of sandwich, juice, ice cream, etc. (modifying nouns with other nouns using de) I can discuss various cultural perspectives related to food and restaurants in Spanish-speaking countries. I can explain the formation and characteristics of prepositional phrases in English and Spanish and compare and contrast. I can explain the usage and formation of verbs in the present tense in English and Spanish and compare and contrast. I can compare various food products, especially fruits and vegetables, from the United States to those in Spanish-speaking countries. I can read a menu written in Spanish at a restaurant in my community. I. Standard Number 1: Communicate in a language other than English 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. II. Standard Number 2: Gain knowledge and understanding of other Cultures 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. III. Standard Number 3: Connect with other disciplines and acquire Information 3.1 Reinforce and futher knowledge of other disciplines through the foreign language. IV. Standard Number 4: Develop Insight into the Nature of Language and Culture 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture. V. Standard Number 5: Participate in Multicultural Communities and Global Societies 5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. 8

9 PACING GUIDE SPANISH 1 (FOR HIGH SCHOOL CREDIT) MODULE 5 Time Frame 5 th 6 Weeks Unit Theme Los Pasatiempos Essential Questions How do my leisure activities compare to others in Spanish speaking countries? When and where does one typically participate in leisure activities? Vocabulary Leisure Activities Places you Go Body Parts Feelings/Emotions Adjectives Expressions to extend, accept, or decline invitations Expressions for when something Happens Grammar Conjugations of the verb ir Asking Questions Simple Future (ir + a + infinitive) Stem-Changing Verbs jugar, poder, and querer Conjugations of estar Saber + infinitive Saber vs. Conocer Cultural Leisure Activities in the Spanish-Speaking World Opinions on After-school Activities Learning Objectives I can tell someone about my leisure activities and locations that I do those activities. I can identify basic body parts. I can extend, accept, and decline invitations. I can ask and answer questions about activities, such as where and when activities take place and who participates. I can describe some leisure activities in the Spanish-speaking world. I can describe some cultural perspectives related to after-school activities and leisure activities in Spanishspeaking countries. I can identify major geographical features and geopolitical characteristics of Spanish-speaking countries. I can interpret level-appropriate, authentic text related to leisure and pastime activities in Spanish-speaking countries by identifying root words and cognates. I can say what I will do, and what I plan to do. I can ask others questions. 9

10 Tennessee State Standards I can say where others and I go. I can say what and who I know, especially what I know how to do. I can explain the formation and usage of the simple future tense in English and Spanish and compare and contrast. I can compare questioning in English and Spanish. I can explain the usage and formation of the verbs saber and conocer and the verb to know in English and compare and contrast. I can write a dialogue in which I extend an invitation to my peer and my peer responds to the invitation. I. Standard Number 1: Communicate in a language other than English 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. II. Standard Number 2: Gain knowledge and understanding of other Cultures 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. III. Standard Number 3: Connect with other disciplines and acquire Information 3.1 Reinforce and futher knowledge of other disciplines through the foreign language. IV. Standard Number 4: Develop Insight into the Nature of Language and Culture 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture. V. Standard Number 5: Participate in Multicultural Communities and Global Societies 5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. 10

11 PACING GUIDE SPANISH 1 (FOR HIGH SCHOOL CREDIT) MODULE 6 Time Frame 6 th 6 Weeks Unit Theme La Familia Essential Questions What constitutes a family in different societies? How do families celebrate together? Vocabulary Family Members Parties Describing People Adjectives Grammar Verbs dar, tener Ser vs. Estar Possessive Adjectives Irregular -go verbs caer, decir, hacer, oír, poner, salir, tener, traer, salir, venir Culture The importance of family Quinceañera Tradition Family Celebrations Learning Objectives I can identify the people in my family and their relationship to me. I can express someone s age. I can read and reply to an invitation to a celebration. I can give physical descriptions of others and myself. I can interpret level-appropriate, authentic texts related to family and celebrations. I can ask others about their families. I can discuss some aspects of family dynamics, such as the importance of family, in Spanish-speaking countries. I can discuss the quinceañera tradition. I can describe some general aspects of celebrations in Spanish-speaking countries. I can say what I give, who I am, where I go, and more (irregular present tense verbs). I can say to whom something belongs to (possessive adjectives). I can describe myself and say where I am and how I feel (ser vs. estar). I can discuss some cultural perspectives in Spanish-speaking countries related to family and celebrations. I can explain the formation and usage of some irregular verbs in the present tense in Spanish and English, like to be (ser, estar) and compare and contrast. I can explain the usage and formation of the verbs ser and estar in Spanish and compare and contrast it with 11

12 the verb to be in English. I can explain the usage and formation of possessive adjectives in English and Spanish and compare and contrast. I can tell someone else about my family, including telling each member s relationship to me, physical appearance, favorite activities, and age. Tennessee State Standards I. Standard Number 1: Communicate in a language other than English 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. II. Standard Number 2: Gain knowledge and understanding of other Cultures 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. III. Standard Number 3: Connect with other disciplines and acquire Information 3.1 Reinforce and futher knowledge of other disciplines through the foreign language. IV. Standard Number 4: Develop Insight into the Nature of Language and Culture 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture. V. Standard Number 5: Participate in Multicultural Communities and Global Societies 5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. 12

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