SPANISH I GRAMMAR, USAGE, STRUCTURE OBJECTIVES. Length: full-year (1 credit) Prerequisites: None. Students will:

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1 SPANISH I Grade: 9-12 Length: full-year (1 credit) Prerequisites: None Overview: Students in Spanish 1 should be Novice Mid to Novice High (according to the National Oral Proficiency Interview descriptions) by the end of the school year. Students focus on the present tense in first year. English will still be used, although the teacher will provide students opportunities and support to help them use Spanish. Students should learn about a variety of Spanish-speaking countries every year, including Spanish speakers in the United States, Spain, Mexico, South American countries, Central American countries, and Caribbean countries/puerto Rico. The following Alaska Performance Standards may be addressed: Reading: R4.1,2,4,7-9; Writing: W4.4 Mathematics: A The following Alaska Content Standards (other than World Languages) may be addressed: HL.A.1,2; H.A.1,2; B.1-5; C.1,2; D.1-3; GY. A.1; B.1-5; D.1; E.1-4; G/C.A1-4; D.1-4. THEMES Names, Places, Classroom Needs, Birthdays MASTERY CORE OBJECTIVES communicate their basic classroom needs. (WL.A.1,2) respond to basic classroom commands. (WL.A.1,2) spell their full names and other words aloud. (WL.A.2) write their names. write dates. ask/tell others their name, age, and where they re from and answer. (WL.A.1-3) pronounce words correctly when reading aloud, and work to pronounce rr. (WL.A. 2) determine whether a word is masculine/feminine, select the correct meaning by its part of speech. begin writing vocabulary and sentences with Spanish orthographic marks. locate and identify los Estados Unidos and the 20 other Spanish-speaking countries on a map. Cultural Aspect: describe how birthdays and saint s days are celebrated in a Spanishspeaking country. (WL.B.3) GRAMMAR, USAGE, STRUCTURE pronunciation: a, e, i, o, u, b/v, r vs. rr, silent h, ll, n, j, s/z/ce/ci, que, qui, cue, cui, cuo, ge, gi, gue, gui, gue, gui, R is pronounced like rr when it begins a word. traditional format for writing names dates are written day, month, year accents over vowels; question marks and exclamation marks are upside down before and after the sentence. usted form is used with older people, strangers, or to be polite. tu form is used with people of similar age and younger. masculine/feminine; no neuter. days and months are not capitalized and calendars begin with Monday 1 Page Haines Borough School District 2012

2 know if a Latin American or Castilian pronunciation is being used. Greetings, Introductions Likes and Dislikes greet and take leave of others appropriately (verbal and physical) given their relationship and time of day. (WL.A.1-3, B.3) ask others how they are and answer (conditions). (WL.A.1-3) introduce themselves and others; respond to introductions. (WL.A.1-3) ask/tell what they like and what they like to do. (WL.A.1-3) write simple dialogues. Cultural Aspect: carry on friendly conversations at a common Hispanic distance. (WL.A.1-3, B.3) understand that females greet other friends by kissing on the cheek; males greet female friends by kissing on the cheek. (WL.B.3) Clothes and Shopping ask the price of an item. (WL.A.1-3) make basic purchases in a fixed-price context. (WL.A.1-3) say how much change you need. (WL.A.1-3) understand prices up to 100 and give change in dollars. (WL.A.1-3) write phrases demonstrating agreement between a noun, adjectives, and determiners. describe their own clothing and that of others. (WL.A.1-3) write clothing descriptions. compare/contrast formal/public attire between a Spanish speaking country and the US. compare traditional clothing to more European styles. compare sizing between Spanish-speaking countries and the United States. use chao and hola with people you have tu relationships with show possession by de adjectives/noun placement and agreement. determiner/noun agreement (el, un, nuestro, este, ese). tengo, tienes, tiene, tenemos, tienen soy, eres, es, somos, son estoy, estas, esta, estamos, estan estar is used with conditions ser is used for norms tu form ends in an S we form ends in MOS they form ends in N Students will be introduced to the following quiero, quieres, quiere, queremos, quieren me falta(n) picante, caliente ser vs. estar please & thank you. use of formal language with strangers greet shopkeepers appropriately before beginning transaction. (WL.A.1-3, 2 Page Haines Borough School District 2012

3 B.3) describe shopping situations that are likely to be fixed price. (WL.B.3) use hay to see if an item is available rather than tiene. (WL.A.1-3) Personal Descriptions, Family and Pets Restaurant ask/tell others what they are like and what their family and friends are like. (WL.A.1-3) describe people s physical appearance and their personality. (WL.A.1-3) identify relatives and their pets and explain how family members are related to one another. (WL.A.1-3) write descriptions of themselves or others. Cultural aspect: compare family relationships, composition, and living arrangements between a Spanish-speaking family and their own. (WL.A.1,2) compare/contrast how Americans/Spanish speakers describe themselves. (WL.A.1,2) identify different types of restaurants. answer common waitress questions. (WL.A.1-3) request a table. (WL.A.1,2) identify common menu categories. identify national dishes from a variety of Spanish-speaking countries. ask for a menu. (WL.A.1,2) order food. (WL.A.1,2) comment on food. (WL.A.1,2) say that they are hungry, thirsty, full. (WL.A.1,2) tell waiters what cutlery they are missing. (WL.A.1-3) ask for the bill. (WL.A.1-3) calculate an appropriate tip. (WL.B.3) learn numbers into the 1000s for currency. Cultural aspect: describe differences in restaurant customs. compare/contrast American meals to meals in Spanish speaking countries. identify the monetary units and symbols of countries being studied. estimate how much a price in the local currency would be in US dollars using current exchange rates. me gusta(n), le gusta(n) + things me cae bien with people (nonromantic) salgo traigo vengo subject pronoun meaning verb conjugations for regular ar, - er, -ir verbs (vosotros optional). se + infinitive, sabes, sabe, sabemos, saben hago, haces, hace, hacemos, hacen 3 Page Haines Borough School District 2012

4 School Sports, Activities, Hobbies Holidays and Celebrations Weather and Geography list/describe classes they are taking and when. (WL.A.1-3) list school supplies they need/use in different classes. (WL.A.1-3) say which classes they enjoy and why. (WL.A.1-3) ask for and tell time. (WL.A.1-3) say when activities happen. (WL.A.1-3) describe their school day in written form. ask and tell what grade they are in using a Spanish speaking country s system. (WL.A.1-3) compare American and a Spanish-speaking country s public school routines. (WL.A.1-3) describe the different view of time in many Spanish speaking countries and how misunderstandings might occur. (WL.A.1-3) describe their daily activities and ask others about theirs. (WL.A.1-3) write sentences describing activities. read simple books. compare/contrast their week day and weekend activities with those in a Spanish-speaking country. compare Club vs. school sports in Spanish-speaking countries. describe their plans for holidays and vacations. (WL.A.1-3) ask each other about their plans for holidays and vacations. (WL.A.1-3) write about holidays. describe/compare/contrast holidays of a Spanish-speaking country with American holidays. (WL.B.3) describe their local weather and seasonal activities. (WL.A.1-3) write about the weather and geography. describe seasonal weather in different Spanish speaking countries. point out the major geographical features of countries studied this year. verb combinations: Tener que, deber, ir a, necesitar, querer, pensar + infinitive voy, vas, va, vamos, van doy, das, da, damos, dan hacer with weather thorough review of agreement and word order colors, materials limited reflexives: me pongo, me visto present progressive what people do in different locations directions prepositions of place commands 4 Page Haines Borough School District 2012

5 estimate temperature conversions between Fahrenheit & Celcius. Communities Dancing, Parties, and Music describe what people are doing where they live/are. (WL.A.1-3) comprehend prepositions of place comprehend and give simple directions (WL.A.1-3) identify common city landmarks and buildings describe their own communities (WL.A.1,2) write about communities and activities and where things are located. compare common city layouts of a Spanish-speaking city with their city. compare community activities between a Spanish speaking city and their city. (all cultural aspects) compare a typical party in the US with one in a Spanish speaking country. (WL.B.2,3) identify music types and basic dances. identify tango and Andean music. identify the source countries for the above types of music. Students will be review to the following systematically review patterns of stem-changing and irregular verbs used during year, agreement, word order, vocabulary, and pronunciation. 5 Page Haines Borough School District 2012