COURSE OF STUDY FOR SPANISH LEVEL 1 ELECTIVE COURSE GRADE LEVELS 7 & 8 5 CREDITS REVISED AUGUST 2009 DUMONT HIGH SCHOOL DUMONT, NJ

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1 COURSE OF STUDY FOR SPANISH LEVEL 1 ELECTIVE COURSE GRADE LEVELS 7 & 8 5 CREDITS REVISED AUGUST 2009 DUMONT HIGH SCHOOL DUMONT, NJ

2 COURSE DESCRIPTION Proficiencies and Requirements for SPANISH 1 Grades 7 & 8-Full Year CURRICULUM STATEMENT The basic skills of understanding, speaking, reading, and writing are developed. The focus is on the spoken language and simple, everyday conversation. After oral mastery, reading and writing are introduced. Students are prepared with basic communication skills necessary to continue more advanced study. Half of the proficiencies in this curriculum guide are taught in Grade 7 and half are taught in the 8 th grade. At the completion of the 8 th grade, students would have completed the equivalent of the Spanish I course at Dumont High School. The following course of study represents the full course of Spanish I. PROFICIENCIES Successful completion of this course will enable students to: 1. master a given basic vocabulary, in conjunction with thematic topics, which integrate content and language (7.1, 7.2) 2. conjugate and use certain verbs in the present tense e.g. -ar,-er,-ir (7.1) 3. express future time and necessity by using compound verb structures, e.g. ir a + infinitive (7.1) 4. learn basic grammatical structures and formation of simple sentences using agreement of verbs with nouns and adjectives to enable the student to express simple thoughts both orally and written (7.1) 5. practice correct pronunciation through choral repetition, reading and listening activities (7.1, 7.2) 6. recognize thematic vocabulary and actively use it in dialogues and class presentations (7.1, 7.2) 7. incorporate teacher guided tasks for critical thinking and cooperative learning into real life settings (7.1, 7.2, 9.1, 9.2) 8. develop a positive attitude toward cultural diversity as it relates to family, religion, work and everyday life (7.2, 9.1, 9.2) 9. become acquainted with the geographies of Spain and other Hispanic countries through use of technology in research and cooperative learning activities (7.2, 8.1, 8.2) 10. develop an awareness of the use of the target language in today s diverse career opportunities (7.2, 9.1, 9.2)

3 11. use appropriate multi-media technology to complete/present assignments and projects (8.1, 8.2) Spanish 1 * THESE PROFICIENCIES MEET OR EXCEED THE NJCCCS 2004 FOR WORLD LANGUAGES AS LISTED ABOVE. COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for having successfully completed the course work. A grade of "D" or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course: A. Homework - 15% of the grade Homework will be given on a regular basis as reinforcement to the day s lesson. Homework will be checked, occasionally collected, and evaluated for completeness, neatness and accuracy. B. Tests and Quizzes -60% of the grade Tests and quizzes will be given periodically at times to be determined by the teacher. Tests will be announced to the class in advance and may be written or oral. Quizzes will be both announced and unannounced, and may either be written or oral. Some quizzes may be in the form of computer lab research or alternative class projects. C. Class Participation - 25% of the grade An evaluation of positive class participation includes use of the target language in both oral and written comprehension based on questioning and responses, preparedness for class (e.g. books, notebooks, pens ) and class attendance. D. Mid-term and Final Examination The mid-term and final examinations will count as follows: Full-Year Courses Weighting Semester Courses Weighting Quarter 1 20% of final grade Quarter 1 40% of final grade Quarter 2 20% of final grade Quarter 2 40% of final grade Midterm 10% of final grade Final Exam 20% of final grade Quarter 3 20% of final grade Quarter 4 20% of final grade Final 10% of final grade Any work missed when the student is absent is expected to be made up within a reasonable time. One or two days are allowed for each day absent unless there are

4 unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he or she will be when you are planning to come in for extra help. The students in the National Honor Society provide additional tutoring. COURSE OF STUDY SPANISH 1 I. Philosophy The learning of a foreign language should be both a rewarding and enlightening experience for all students. Spanish 1 introduces students to the spoken and written language used in real life settings, through the acquisition of basic grammar and vocabulary structures, and exposes them to new and different cultures within the Spanish-speaking world. The five components of language, reading, listening, writing, oral proficiency and culture, are integrated into each thematic unit. This approach to language learning is the building block, which will promote fluency as the student continues to the advanced levels. Culture is an inseparable entity of language and therefore is a vital piece of the learning process, which promotes understanding of both the target language and its people. As a result, students will recognize similarities in cultures through research using multi-media technology. Language learning should be integrated, where the student is the performer and the teacher the facilitator who guides in the acquisition of language skills, taking into account the many different learning styles in the classroom. It is therefore the goal of the educator to lead students to an understanding of the language and cultures, and its value in the professional and non-professional career opportunities in today s society. II. Statement on Textbook Spanish for Mastery: Que tal? (D.C. Heath, Pub., 1989) is a junior/senior high school textbook which provides a broad focus on oral communication, and seeks to establish the development of cultural awareness in students. Emphasis is placed on building a strong grammar base, with step-by-step presentation of new structures, the thematic introduction of new vocabulary and a focus on daily-life topics. Extensive practice is provided through numerous and varied oral and written and listening comprehension exercises set in meaningful situational and personalized contexts. The program presents a whole language approach to learning the language. Extensive supplemental materials, which enhance the textbook, include, audio/visual materials, workbooks, overhead transparencies, activities worksheets and puzzles, and computer lab projects.

5 This textbook has been examined and found to be free of racial, ethnic, religious and cultural bias. III. Career Statement The objective of career infusion will be met through guest speakers, library and computer research, class projects, supplemental audio/visual materials, and such activities as to introduce the students to the career possibilities derived from the knowledge of a foreign language. UNIT 1: BIENVENIDOS! A. Objectives Students will be able to: 1. introduce themselves. 2. tell their origins. 3. greet and say farewell to others. 4. give prices and phone numbers. 5. tell time. 6. discuss weather and seasons. 7. understand and appreciate the Hispanic culture. B. Content Outline 1. Presentaciones a. introductory dialog b. Como te llamas? - Quien es? 2. Greetings!: Saludos y respuestas 3. Cuanto es? los numeros Una Cita: telling time 5. Fechas importantes giving the date 6. Que Tiempo Hace: a. weather b. seasons 7. Introduction to Hispanic culture C. Student Activities

6 Except for the skills activities, all other activities listed below are only suggested. Teachers are free to choose from the list or substitute their own activities. 1. Do Now warm up activities, oral or written. 2. Paired conversations; practice introductory dialogs. 3. Map activity - locate and label Spanish-speaking countries. 4. Introduce and greet each other. 5. Create a practice clock - tell time. 6. Describe the weather of the day in different parts of the world using on line news services. 7. Label a weather map in Spanish. 8. Talk about birthdays, holidays and other special days. 9. Label items in the classroom or play Charades using appropriate Spanish vocabulary. 10. Reading selections paralleling vocabulary and grammar development Role playing: introduce yourself or a friend. 12. Cultural notes: life styles, greetings, seasons, religion, currency, handicrafts. (Teacher s Resource Book) 13. Research and report using both the Computer Lab and Library, on notable Hispanic people. 14. Audio/visual materials. (Media Center) UNIT 2: NOSOTROS LOS HISPANO AMERICANOS A. Objectives Students will be able to: 1. converse with one another about their daily activities and those of their friends using -ar verbs. 2. ask for information using interrogative words. 3. express what one wishes, hopes or needs to do. 4. ask and answer questions in the affirmative, negative and interrogative. 5. draw conclusions. 6. express what one likes to do. 7. form statements with prepositional pronouns. 8. discuss the diversity of Hispanic communities in the US through critical thinking and cooperative learning in various current events activities. B. Content Outline 1. Using the present tense - ar verbs 2. Express negation

7 3. Yes/no questions a. use of verdad? b. subject verb inversion 4. Infinitive constructions a. descar b. esperar c. necesitar 5. Write informative questions 6. Forming questions/ answers with gustarse 7. Using pronouns with propositions 8. Cultural notes - Our Hispanic heritage C. Student Activities Except for the skills activities, all other activities listed below are only suggested. Teachers are free to choose from the list or substitute their own activities. 1. Do Now warm up activities, oral or written 2. Paired conversations - describe daily activities, talk about a student from a Spanish-speaking country (orally). 3. Original dialogs and oral conversations - describe origins. 4. Ask each other information using interrogative words. 5. Using Spanish magazines, students will read current stories and learn new vocabulary through pictures and context. 6. Write letters to pen pals. 7. Written essays about their activities. 8. Describe likes and dislikes orally and in writing. 9. Write brief biographies and have students identify each other. 10. Reading activity: read selected passages for general meaning. List the cognates you find. Describe the differences. 11. Complete computer made crossword puzzles using new vocabulary. 12. Research and report on 5 cities in the US that can trace their beginnings back to early Spanish settlement (1513 +).(Computer Lab) 13. Group activity: prepare a list of Hispanic contributions to American culture. Share with class. (Computer Lab) 14. Audio/visual materials. (Teacher s Resource Kit) UNIT 3: AMIGOS...Y AMIGAS A. Objectives Students will be able to: 1. identify people. 2. speak about origins and professions.

8 3. express agreement and hesitation. 4. describe oneself and others (e.g. appearance and personality.) 5. ask about other s characteristics. 6. describe articles of possession. 7. use interrogative: c Cuanto(s)? 8. describe themselves and their friends. 9. express wishes and obligations. 10. draw conclusions. 11. use ser and tener in grammatically correct forms. 12. use correct vocabulary and grammatical structure in oral and written sentences. 13. discuss interpersonal relationships, especially on Hispanic dating habits and the concept of friendship. B. Content Outline 1. The noun group a. singular b. plural 2. The infinitive and forms of ser 3. Definite and indefinite articles a. singular b. plural 4. Descriptive adjectives a. singular b. plural 5. Use the verb tener in idiomatic expressions 6. The infinitive and forms of venir 7. The relative pronoun que in linking sentences 8. Culture of Hispanic people, groups and friendships. C. Student Activities Except for the skills activities, all other activities listed below are only suggested. Teachers are free to choose from the list or substitute their own activities. 1. Do Now warm up activities, oral or written 2. Original dialogs/ oral reports. 3. Written reports using simple sentences, adjectives, etc. 4. Using magazines, students will select new vocabulary to describe people, origin, and profession. 5. View video tapes concerning Hispanic culture with simple analysis of action. 6. Photos of people: distinguish between people using definite and indefinite articles..

9 7. Group discussions: discuss preferences by using c Que te gusta mas...? 8. Describe/draw their rooms and their possessions. 9. Paired conversations: describe origins using forms of venir. 10. Use maps to discuss origins of family and friends. 11. Write dialogs to attract each other s attention using oye and mira. 12. Complete computer made crossword puzzle using new vocabulary words. 13. Create a bulletin board identifying Hispanic cultural attributes: art, architecture, clothing styles, etc. 14. Listen to Hispanic music. Share lyrics with class. 15. Create a food fiesta - students prepare some traditional Hispanic foods to be shared in class. 16. Create a menu of foods in Spanish. 17. Find 5 facts about different Hispanic countries using easy on line websites. 18. Invite a Spanish-speaking guest to talk to the class about their life in a Hispanic country, etc. 19. Research and report on school similarities and differences between Hispanic nations and the US. (Computer Lab) 20. Audio/visual materials. (Media Center) UNIT 4: Y AHORA... MEXICO! A. Objectives Students will be able to: 1. describe daily activities in and out of school. 2. ask someone to repeat a phrase. 3. talk about traveling around town and elsewhere. 4. discuss future plans. 5. invite people to do something. 6. identify other people: origin, profession, basic characteristics. 7. state where one lives. 8. talk about feelings. 9. describe on-going action. 10. express amazement, doubt, uncertainty. 11. write a postcard or short letter. 12. understand about leisure activities and life styles of Hispanic youths. B. Content Outline 1. The use of a personal. 2. Use of prepositions

10 a. a b. del 3. Forming and using a and del 4. Using the verb estar to indicate location 5. Determining differences in use a. ser b. estar 6. Using present progressive tense a. estar b. present participle 7. Using the infinitive ir and its forms 8. Describing events in the near future ir a + infinitive 9. Use and position of direct object pronouns lo, la, los, las 10. Cultural notes: music, important Mexican cities C. Student Activities Except for the skills activities, all other activities listed below are only suggested. Teachers are free to choose from the list or substitute their own activities. 1. Do now warm up activities, oral or written. 2. Use of computer program Ticket to Spain to reinforce Spanish vocabulary. 3. Paired conversations. 4. TPRS activities to learn/reinforce lesson vocabulary and grammar development. 5. Students learn Spanish songs for enjoyment and practice of oral pronunciation. 6. Read and report on one aspect of Hispanic culture. 7. Group activity: use prepositions a and de both singularly and combined in contractions al and del. 8. Draw a picture to describe school, home, town by using estar. 9. Oral expresson: talk about their activities that are in progressive, using a form of estar and the present participle. 10. Write original dialogs describing destinations using verb ir. 11. Listening comprehension activities. 12. Written activities: write a postcard to a friend. 13. Create a collage of pictures describing new vocabulary words/adjectives. 14. Research and report on early Mexican civilizations and their contributions. 15. On a map locate and label the centers of early Spanish settlement in the New World.

11 16. Audio/visual materials. (Media Center) (Teacher s Resource Kit) UNIT 5: MI FAMILIA Y YO A. Objectives Students will be able to: 1. discuss everyday activities. 2. talk about one s belongings and those of others. 3. wish someone good luck and comment on their good fortune. 4. identify and describe members of their family/home. 5. ask what someone is doing. 6. apologize. 7. rank persons or objects. 8. express surprise, astonishment and admiration. 9. discuss activities involving other people. 10. use the present tense of regular -er and -ir verbs in correct sentences. 11. discuss Hispanic customs, family life and traditions. B. Content Outline 1. The present tense- infinitives a. -er b. -ir 2. The infinitive and forms of ver 3. The preposition de to express possession 4. Possessive adjectives to express possession a. -mi(s) b. tu(s) c. su(s) d. nuestro(s) e. nuestra(s) 5. Description of people and things noun + de + noun 6. The infinitive and forms of hacer 7. The infinitive and forms of decir 8. Review use of direct object pronouns lo, la, los, las 9. The indirect object pronouns le and les 10. Infinitive and forms of dar 11. Cultural notes: sports, family activities C. Student Activities

12 EVALUATION Except for the skills activities, all other activities listed below are only suggested. Teachers are free to choose from the list or substitute their own activities. 1. Do Now warm up activities, oral or written. 2. Paired conversations. 3. Write original introductory dialogs. 4. Converse and write using forms of verb ver. 5. Bring in pictures to share with class - what you own or like to do. 6. Create a collage describing family members and relations using possessive adjectives. Share with class. 7. Use ordinal numbers as adjectives. 8. Complete computer made crossword puzzle using new vocabulary words. 9. Role playing: decide to spend the summer abroad. Describe were each person is going and tell why they like it. 10. Group activity: create a Spanish newspaper depicting one day s events at DHS. 11. Express an opinion: Are girls more intelligent than boys? 12. Create a cartoon depicting a place e.g. school, apartment, home and label the things in the cartoon. 13. Research and report: life styles and family traditions in Hispanic countries vs. US. 14. Using the Computer Lab for research and clip art create a bulletin board depicting foods that came from Spain, Mexico etc. to the New World. 15. Audio/visual materials. (Media Center) Students will be graded periodically for knowledge of content and acquisition of skills. Evaluation may take the form of a quiz, test, oral presentation, or paper. The value of each type of evaluative instrument is reviewed on the back of the course proficiencies.

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