Spanish level 1B Curriculum & Pacing Guide

Transcription

1 Spanish level 1B Curriculum & Pacing Guide REVISED Fall 2011

2 INTRODUCTION Key Original Committee Members 2010 Catherine Buch Jeffrey Fettig Cheryl Rivera Michelle Snyder Mercedes Wirsing Added Revision Committee Members 2011 Nicole Toth Angela Geisler Textbooks: No official adoption of a textbook. The World Language Department will have class sets of the En En Español!, Holt McDougal, 2000 Español! series on hand only as a supplemental resource. Please refer to supplemental resource guide. The BPS Curriculum is based on the State s GLCEs and those key concepts that have been determined as important to the success of our students. The following pages include a brief summary of this year s skills/ content. Table of Contents BPS World Language Philosophy BPS World Language Levels Guide Review of Year Unit 1: Las responsabilidades Unit 2: Nos divertimos! Unit 3: Mi rutina diaria Unit 4: La escuela y la tecnología Unit 5: Qué hice yo?

3 BPS World Language Philosophy It is the charge of the World Language Department at Birmingham Public Schools to develop the communicative competence and proficiency level of the second language learner. Our goal is to prepare our students for an increasingly flat world by way of the Michigan Standards for Foreign Language Learning set forth by the American Council on the Teaching of Foreign Language and implemented through the five integrated goals of the aforementioned standards (communication, cultures, connections, comparisons and communities). Please see standards and benchmarks at the following site: As we look at these standards, it is clear that the development of language proficiency remains central to the mission of foreign language education in our schools. Due to the overwhelmingly broad nature of language we have taken great care to ensure that our curricular articulation is interdisciplinary, seamless and continuous and focuses on the constant recycling of key concepts while avoiding redundancy and stagnation. While the following curriculum outlines key concepts and vocabulary that must be covered by the classroom teacher, the individual classroom teacher should endeavor to: Incorporate authentic material from a variety of Spanish-speaking world resources. Current textbooks should be used as supplemental materials rather than as pacing guides. Consistently recycle key concepts and structures where appropriate Use a variety of strategies, techniques, best practices and materials that reach a wide-array of learning styles when teaching and assessing student learning Align technology with 21 st century learning As stated in the Michigan Standards for Foreign Language Learning, language is functional. The development of listening, speaking, reading, and writing skills is essential for students to function in social as well as academic situations. It is our district s philosophy that communication drives grammar rather than grammar driving communication.

4 BPS World Language Levels Guide The following is an overview of the BPS World Language Spanish levels and the curricula associated with them. The pacing for each course is dependent on the variant grade levels and building schedules. It is up to the individual teacher to create the appropriate pacing for a given course in order to best serve the students and prepare them to successfully complete the end-course assessment. Grade Level Grade 3 Spanish Grade 3 Grade 4 Spanish Grade 4 Grade 5 Spanish Grade 5 Curriculum Grade 6 Grade 7 Grade 8 Grades 9-12 (new students) Spanish Level 1A Spanish Level 1B Spanish Levels 2A and 2B Spanish Levels 1A-4B Students having successfully completed middle school Spanish Grade 8 will enter Grade 9 at level 3A. Each trimester (12 weeks) at the high school level is an A or B portion of a course. The following is an overview of the articulation of a Grade 9 student entering level 3A in high school. Grade Level Curriculum Grade 9 Grade 10 Grade 11 Grade 12 Spanish Levels 3A and 3B Spanish Levels 4A and 4B (Honors) Spanish Advanced Placement OR Hispanic Perspectives (Honors) Spanish Advanced Placement OR Hispanic Perspectives (Honors)

5 Review of Year Name of Unit Theme(s)/ Focus Country or Region Interdisciplinary Connections Structures Unit 1 Las responsabilidades Chores/obligations The United States Social Studies English Language Verbs of obligation Tener expressions Recycle: Possessive adjectives (short form) and Ser/Estar Stem-changing o-ue verbs Unit 2 Nos divertimos! Unit 3 Mi rutina diaria Dining/Entertainment Mexico and the Caribbean Daily routine Body Parts Central America Art Music English Language Health English Language Direct Object Pronouns Indirect Object Pronouns Stem-changing e-i verbs Recycle: Stem-changing o-ue, e ie verbs Reflexive verbs Adverbs of frequency Transitions words Recycle: Pronoun placement and verbs like Gustar Unit 4 La escuela y la tecnología Unit 5 Qué hice yo? School Technology South America Sports Leisure Activities Europe and Africa Social Studies Current Events Business - Technology English Language Social Studies Physical Education Health English Language Present Progressive Recycle: Stem-changing verbs, pronoun placement and telling time Preterit tense verbs regular Irregular preterit ir, ser and jugar Time expressions in the past Recycle: All structures as needed

6 Unit 1: Las responsabilidades (Reference Spanish 1A Curriculum: Unit 3) Focus questions: What are some chores for which one is responsible in the home? How does one contribute to the community in which one lives (civic responsibility)? How does this manifest itself in the Spanish-speaking world? How do Spanish speakers express states of being, and how do these uses compare with English expressions? Country/Region of focus: The United States Interdisciplinary connections: Social Studies; English Language Structures: Verbs of obligation (tener+ que + inf, deber, necesitar, hay que, etc.) Tener expressions (tener hambre, tener frío, tener ganas, etc.) Stem-changing verbs o-ue Recycle/Expand home vocabulary (from 1A Unit 3) short form possessives (from 1A Unit 3) ser and estar (in contrast with tener, which sometimes means to be) Stem-changing verbs e-ie (from 1A Unit 5) Time Span: 7th Grade approximately 4 weeks per unit 9th Grade approximately 2 weeks per unit Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.

7 Unit 1: Las responsabilidades cont. Vocabulary Los sustantivos Los verbos Los adjetivos Frases útiles Otro Los quehaceres La señora de la limpieza El lavaplatos El lavarropas La secadora La ropa La escoba El (la) ciudadano (a) El (la) voluntario (a) La comunidad La persona sin hogar La caridad Los ancianos Meter Lavar Secar Doblar Planchar Colgar Reciclar Votar Donar Cuidar Almorzar Contar Costar Encontrar Recordar Dormir Volver Poder Limpio (a) Sucio (a) Ordenado (a) Desordenado (a) Arreglado (a) Seco (a) Mojado (a) Hacer la cama Pasar la aspiradora Poner la mesa Quitar la mesa Quitar el polvo Sacar la basura/el reciclaje Lavar los platos Guardar los platos Caminar al perro Quitar la nieve Barrer el piso Limpiar la habitación Trabajar de voluntario (a) Pagar los impuestos Seguir las leyes Tener + que + infinitivo Deber Necesitar Hay que + infinitivo Tener hambre Tener sed Tener frío Tener calor Tener ganas de.. Tener éxito Tener prisa Tener miedo Tener + # + años Tener celos Tener razón Tener cuidado Tener vergüenza Tener sueño Tener paciencia

8 Unit 1: Las responsabilidades cont. GLCEs (Grade Level Content Expectations) & Key Concepts (1.1.N.SL.g)Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits (1.1.N.SL.i)Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and services (1.1.N.SL.j)Share likes and dislikes in the target language with a classmate (1.1.N.RW.b)Exchange information by asking and answering basic questions in writing about the weather, health/physical conditions, self, family, and friends (1.1.N.RW.h)Exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life (1.2.N.L.b)Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences (1.3.N.S.b)Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school (2.1.N.F.a)Describe family structures and the role of friends within a community or culture in which the language is spoken (2.1.N.F.c)Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services) (4.1.N.a)Identify basic differences and similarities in vocabulary between one s own language and the target language (cognates and borrowed words) Resources TBD-IN PROGRESS

9 Unit 1: Las responsabilidades cont. GLCEs (Grade Level Content Expectations) & Key Concepts continued... (4.1.N.b)Identify basic differences and similarities in grammatical structures between one s own language and the target language (4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between one s own language and the target language (2.2.N.G.a)Identify countries, their capital and major cities in which the language is spoken (5.2.N.a)Willingly use the target language within the classroom setting (5.2.N.b)Use authentic target language print materials and electronic media to explore topics of personal interest and enjoyment Resources TBD-IN PROGRESS

10 Unit 2: Nos divertimos! (Reference Spanish 1A Curriculum: Units 2, 4 & 5) Focus questions: How do leisure activities compare in the Spanish-speaking and English-speaking worlds? How does one order in a Spanish-speaking restaurant? How does one express preferences regarding entertainment? Countries/Region of focus: Mexico and the Caribbean (Puerto Rico, Dominican Republic, Cuba) Interdisciplinary connections: Art; Music; English Language Structures: Direct object pronouns Indirect object pronouns Stem-changing verbs e-i Recycle/Expand Food vocabulary (from 1A Unit 5), Colors (from 1A Unit 4) Short form possessives (from 1A Unit 4) Flip verbs (eg. interesar, fascinar. from 1A Unit 2) Stem-changing verbs e-ie (from 1A Unit 5) and o-ue (from 1b Unit 1) Time Span: 7th Grade approximately 4 weeks per unit 9th Grade approximately 2 weeks per unit Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.

11 Unit 2: Nos divertimos! cont. Vocabulary El restaurante El café El menú (del día) El (la) mesero (a) La cuenta Los cubiertos El tenedor La cuchara El cuchillo La servilleta El vaso La mesa La silla El mantel Platos La tapa El aperitivo El plato principal El museo El obra de arte El teatro El obra de teatro El cine La película Los sustantivos Los verbos Los adjetivos Frases útiles Otro Recomendar Pagar Pedir Servir Repetir Asistir a Pasear Mirar Disfrutar Salir Dar Caro (a) Barato (a) Antiguo (a) Histórico (a) Típico (a) Tradicional Moderno (a) Cómico (a) Triste Romántico (a) Dramático (a) Espantoso (a) Dejar la propina Qué rico (a)! Qué picante! Qué delicioso (a) Buen provecho!

12 Unit 2: Nos divertimos! cont. GLCEs (Grade Level Content Expectations) & Key Concepts (1.1.N.SL.d) Request, offer, invite, and reply appropriately using memorized phrases (1.1.N.SL.i)Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and services (1.1.N.SL.j) Share likes and dislikes in the target language with a classmate (1.1.N.RW.i) Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants, stores, transportation, and services (2.2.N.G.c) Identify the neighboring countries and geographic features surrounding a country in which the language is spoken (4.1.N.b) Identify basic differences and similarities in grammatical structures between one s own language and the target (5.2.N.b) Use authentic target language print materials and electronic media to explore topics of personal interest and enjoyment Resources TBD-IN PROGRESS

13 Unit 3: Focus questions: Mi rutina diaria (Reference Spanish 1A Curriculum: Units 2, 4 & 5) How does one describe one s daily routine? How does one express health conditions /current state of well-being? Countries/Region of focus: Central America (Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panamá) Interdisciplinary connections: Health; English Language Structures: Reflexive verbs Adverbs of frequency (todos los días, a veces, nunca, etc.) Transition words (después, luego, primero, etc.) Recycle/Expand Clothing vocabulary (from 1A Unit 4) Flip verbs (doler 1A Unit 2) Stem-changing verbs (doler from 1A Unit 5) Body parts (from Elementary Curriculum/teacher s choice as needed) Time Span: 7th Grade approximately 4 weeks per unit 9th Grade approximately 2 weeks per unit Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.

14 Unit 3: Mi rutina diaria cont. Vocabulary Los sustantivos Los verbos Los adjetivos Frases útiles Otro el cepillo de dientes el cepillo el peine el jabón el maquillaje el despertador la ducha el baño la toalla Quedar Doler Llevar Cansado (a) Doloroso (a) Hacer juego con Una vez Dos, tres veces A veces Todos los días Siempre Nunca Rara vez De vez en cuando Frecuentemente los aretes el collar la pulsera el anillo el reloj las gafas la bolsa el billetera Levantarse Despertarse Vestirse Ponerse la ropa Quitarse la ropa Afeitarse Maquillarse Cepillarse los dientes Lavarse el pelo Cepillarse el pelo Ducharse Bañarse Secarse Irse Acostarse Dormirse Sentarse Sentirse Divertirse Primero Luego Después Por fin

15 Unit 3: Mi rutina diaria cont. GLCEs (Grade Level Content Expectations) & Key Concepts (1.3.N.W.b) Prepare illustrated stories (big books, posters, dioramas, cartoons) about activities or events in student s personal life, and share these with an audience (1.3.N.W.c) Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school (1.1.N.RW.f)Ask questions in writing about feelings, emotions and health of friends, family, classmates, and answer in writing using a list of traits (1.1.N.RW.h)Exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life (1.2.N.L.b)Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences (1.2.N.L.c)Understand main idea of a visual media or live presentation (film/dvd, TV shows and commercials, theatre and musical production) (1.2.N.L.d)Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music) (1.2.N.R.b)Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories Resources TBD-IN PROGRESS

16 Unit 3: Mi rutina diaria cont. GLCEs (Grade Level Content Expectations) & Key Concepts continued... Resources (1.2.N.R.c)Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences ( , letters, messages, notes, and text messages) (1.3.N.S.b)Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school (1.3.N.W.a)Illustrate and present materials in the target language such as an advertisement, poster, or menu (1.3.N.W.b)Prepare illustrated stories (big books, posters, dioramas, cartoons) about activities or events in student s personal life, and share these with an audience (1.3.N.W.c)Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school (2.1.N.F.b)Describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities appropriate to various periods during the day) (2.2.N.G.a)Identify countries, their capital and major cities in which the language is spoken (2.2.N.G.b)Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken (2.2.N.G.c)Identify the neighboring countries and geographic features surrounding a country in which the language is spoken TBD-IN PROGRESS

17 Unit 3: Mi rutina diaria cont. GLCEs (Grade Level Content Expectations) & Key Concepts continued... Resources (2.2.N.F.a)Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services) (2.2.N.F.b)Identify products that were native to a community, region, or country in which the language is spoken (3.2.N.a) Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be viewed differently in one s own culture than in the target culture (4.1.N.a)Identify basic differences and similarities in vocabulary between one s own language and the target language (cognates and borrowed words) (4.1.N.b)Identify basic differences and similarities in grammatical structures between one s own language and the target (4.1.N.c) Identify basic differences and similarities in register/honorifics between one s own language and the target language (4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between one s own language and the target language (5.2.N.b)Use authentic target language print materials and electronic media to explore topics of personal interest and enjoyment TBD-IN PROGRESS

18 Unit 4: La escuela y la tecnología (Reference Spanish 1A Curriculum: Unit 5) Focus questions: How does one describe one s daily academic schedule/responsibilities? What are some current uses, both academic and personal, of technology? What are some ways to express current actions/activities in Spanish? Countries/Region of focus: South America (Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile, Paraguay, Uruguay, Argentina) Interdisciplinary connections: Social Studies current events; English Language; Business--technology Structures: Present progressive Recycle/Expand Telling time (from 1A Unit 5) Stem-changing verbs teacher will need to indicate that the participle for ir stem-changing verbs will only take the first letter of the present tense stem change (from 1A Unit 5) Time Span: 7th Grade approximately 4 weeks per unit 9th Grade approximately 2 weeks per unit Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.

19 Unit 4: La escuela y la tecnología cont. (Reference Spanish 1A Curriculum: Unit 5) Vocabulary Los sustantivos Los verbos Los adjetivos Frases útiles Otro Las clases Las matemáticas Las ciencias Los estudios sociales El inglés La educación física El español El arte La música La escuela primaria La escuela media La escuela secundaria La tecnología La computadora El sitio Web El mensaje de texto El correo electrónico El enlace La búsqueda El nombre de usuario Encender Apagar Mandar Descargar Guardar Borrar Imprimir Funcionar Corto (a) Largo (a) Despacio Rápido Útil A qué hora? Navegar el Internet (la red) Hacer clic punto com Estar + el gerundio Continued on next page...

20 Unit 4: La escuela y la tecnología cont. (Reference Spanish 1A Curriculum: Unit 5) Vocabulary continued... Los sustantivos Los verbos Los adjetivos Frases útiles Otro La tecnología cont, La contraseña La pantalla El teclado La carpeta El archivo El documento La dirección El ícono El arroba El celular La llamada La cámara digital GLCEs (Grade Level Content Expectations) & Key Concepts (1.1.N.SL.h)Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life (1.1.N.RW.a)Use the target language in messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or make introductions Resources TBD-IN PROGRESS

21 Unit 4: La escuela y la tecnología cont. (Reference Spanish 1A Curriculum: Unit 5) GLCEs (Grade Level Content Expectations) & Key Concepts continued... (1.1.N.RW.c)Recognize and use appropriate register/honorifics in limited, simple social correspondence (1.1.N.RW.g)Ask questions in writing about the attributes of places and things in their immediate environment, and answer in writing using a list of traits (1.1.N.RW.h)Exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life (1.1.N.RW.j)Share likes and dislikes in the target language with a classmate in writing, using messages, notes, and letters (1.2.N.L.b)Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences (1.2.N.L.c)Understand main idea of a visual media or live presentation (film/dvd, TV shows and commercials, theatre and musical production) (1.2.N.L.d) Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music) (1.2.N.R.b)Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories (1.2.N.R.c)Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences ( , letters, messages, notes, and text messages) Resources TBD-IN PROGRESS

22 Unit 4: La escuela y la tecnología cont. (Reference Spanish 1A Curriculum: Unit 5) GLCEs (Grade Level Content Expectations) & Key Concepts continued... Resources (1.3.N.S.b)Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school (1.3.N.W.c)Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school (2.1.N.H.b)Name the governmental system(s) and key political figures in a country in which the language is spoken (2.1.N.E.a)Identify levels of instruction, courses, and typical daily school schedules and activities in a community or culture in which the language is spoken (2.2.N.G.a)Identify countries, their capital and major cities in which the language is spoken (2.2.N.G.b)Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken (2.2.N.G.c)Identify the neighboring countries and geographic features surrounding a country in which the language is spoken (2.2.N.F.b)Identify products that were native to a community, region, or country in which the language is spoken (2.2.N.E.a)Identify facilities, supplies, and materials needed for schooling and activities in a community or culture in which the language is spoken TBD-IN PROGRESS

23 Unit 4: La escuela y la tecnología cont. (Reference Spanish 1A Curriculum: Unit 5) GLCEs (Grade Level Content Expectations) & Key Concepts continued... (3.1.N.a) Reinforce previously learned content knowledge through the target language (3.2.N.a)Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be viewed differently in one s own culture than in the target culture (4.1.N.a)Identify basic differences and similarities in vocabulary between one s own language and the target language (cognates and borrowed words) (4.1.N.b)Identify basic differences and similarities in grammatical structures between one s own language and the target (4.1.N.c)Identify basic differences and similarities in register/honorifics between one s own language and the target language (4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between one s own language and the target language (4.2.N.a) Identify basic target culture practices and compare them to one s own (5.1.N.a)Exchange information in the target language with people locally and around the world through avenues such as pen and key pals, , and electronic presentations (5.1.N.b)Provide services to others in the school district through activities in the target language such as skits and/or musical presentations, or by reading to others in the target language (5.2.N.a)Willingly use the target language within the classroom setting Resources TBD-IN PROGRESS

24 Unit 5: Qué hice yo? Focus questions: How does one relate past events and experiences? How does one express one s favorite pastimes? How do sports and leisure activities compare between the U.S. and Spanish-speaking countries? Country/Region of focus: Europe (Spain), Africa (Ecuatorial Guinea) Interdisciplinary connections: Social Studies; English Language; Physical Education; Health Structures: Regular preterite tense Ir, ser and jugar in the preterite Time Span: 7th Grade approximately 4 weeks per unit 9th Grade approximately 2 weeks per unit Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students. Vocabulary Los sustantivos Los verbos Los adjetivos Frases útiles Otro Los deportes La cancha El campo El fútbol El básquetbol La natación Continued on next page... Ganar Perder Ir Ser Jugar Empatado Divertido Emocionado Peligroso Qué chido! Qué chevere! Qué onda? Cómo lo pasaste? Ayer Anoche Anteayer La semana pasada El año pasado El mes pasado El fin de semana pasado

25 Unit 5: Qué hice yo? cont. Vocabulary continued... Los sustantivos Los verbos Los adjetivos Frases útiles Otro Los deportes cont... El voleibol El atletismo El béisbol El tenis El fútbol americano El partido El equipo El jugador La pelota La bola El aficionado El entrenador El pasatiempo El tiempo libre Ir de compras Patinar Salir con amigos Relajar Escuchar música Bajar música Ir al cine Montar bicicleta Ir a la playa Jugar videojuegos Alquilar un video/ DVD Chatear/charlar TBD-IN PROGRESS

26 Unit 5: Qué hice yo? cont. GLCEs (Grade Level Content Expectations) & Key Concepts Resources (1.1.N.SL.h) Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life (1.1.N.RW.h) Exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life (1.2.N.L.b) Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences (1.2.N.L.c)Understand main idea of a visual media or live presentation (film/dvd, TV shows and commercials, theatre and musical production) (1.2.N.L.d)Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music) (1.2.N.R.b)Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories (1.2.N.R.c)Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences ( , letters, messages, notes, and text messages) TBD-IN PROGRESS

27 Unit 5: Qué hice yo? cont. GLCEs (Grade Level Content Expectations) & Key Concepts continued... Resources (1.3.N.S.b)Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school (1.3.N.W.c)Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school (2.2.N.G.b) Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken (2.2.N.G.c)Identify the neighboring countries and geographic features surrounding a country in which the language is spoken (2.2.N.G.d)Describe the climate and typical seasonal weather patterns in various parts of a country in which the language is spoken (2.2.N.F.b)Identify products that were native to a community, region, or country in which the language is spoken (2.2.N.F.c)Describe the products needed for leisure activities commonly practiced within a community, region, or culture in which the language is spoken (2.2.N.E.c)Recognize the currency of a country in which the language is spoken (4.1.N.a)Identify basic differences and similarities in vocabulary between one s own language and the target language (cognates and borrowed words) TBD-IN PROGRESS

28 Unit 5: Qué hice yo? cont. GLCEs (Grade Level Content Expectations) & Key Concepts continued... Resources (4.1.N.b)Identify basic differences and similarities in grammatical structures between one s own language and the target (4.1.N.c) Identify basic differences and similarities in register/honorifics between one s own language and the target language (4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between one s own language and the target language (5.2.N.a)Willingly use the target language within the classroom setting (5.2.N.b)Use authentic target language print materials and electronic media to explore topics of personal interest and enjoyment TBD-IN PROGRESS