Greeley-Evans School District 6 Page 1 of Spanish 1 Curriculum Guide

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1 Greeley-Evans School District 6 7 th through 12 th Grades Spanish 1, Para Empezar Curriculum Guide Theme: En la escuela, En la clase, y El tiempo Social interactions, classroom directions, numbers, time, parts of body, alphabet, calendar, weather, seasons Inquiry Questions: How has the Spanish language and culture influenced our lives? Timeline: Middle School 2 months, High School 1 month Vocabulary: Greetings, introductions, leave-taking, numbers, classroom objects, dates, asking for help, leave-taking, Grammar: estar, ser, nouns in sentences, singular definite articles with the proper nouns, the word hay, hacer Spanish 1: Novice-Low Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode) Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode) Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode) Identify common practices within the target cultures studied Identify information that can be gathered from target language resources connected to other content areas Locate and use basic information from target language resources. Identify similarities and differences of the most basic vocabulary through comparisons of the student s own language and the language studied Identify and recognize the nature of culture through comparisons of the target culture(s) and the student s own culture(s). -Greet people at different times of day -Introduce themselves to others -Use Spanish numbers from Use the Spanish alphabet to spell words -Speak and write about things in the classroom -Use classroom expressions and respond to classroom directions -Tell time in Spanish -Ask questions about new words and phrases -Recognize the use of estar, ser, and how react to plural commands -Use nouns in sentences -Use singular definite articles with the proper nouns -Use the word hay and Cuantos in sentences -Recognize the use of hacer. -Students create weather maps/ 5 day forecast in a Spanish-speaking country -Students create conversations asking and exchanging personal information -Students create a short timeline of their lives based on numbers; 16- drive.., 21 drink Kool-Aid, age of marriage, age to have children, age to have grandchildren, etc. -Students talk about days of week; like, dislike, (not) in school, party, sad, happy, tired, etc. -Draw four seasons and include months, holidays, weather and a sentence describing season and present to a partner. Realidades- test bank questions -seasons are reversed in Northern and Southern Hemispheres -Appropriate behavior when greeting someone -Something about the Aztecs and the Aztec calendar; the Maya and glyphs; holidays -The different uses of Fahrenheit and Celsius -How to tell time-digital and military time (introduction) -That the concept of time is different in Hispanic cultures Key teaching and Learning Experiences that imbed 21 st 21st and Readiness Competencies in World Languages Greeley-Evans School District 6 Page 1 of 11

2 Resources: Realidades chapter Para Empezar, maps; Blackboard -methods to teach numbers, colors, time, body parts, Greeley-Evans School District 6 Page 2 of 11

3 Greeley-Evans School District 6 7th through 12th Grades Spanish 1, Chapter 1A Curriculum Guide Theme: Qué te gusta hacer? Activities you and others like and don t like to do Inquiry Questions: What are the activities you like and dislike doing and why? Timeline: Middle School 1 ½ months, High School 3 weeks Vocabulary: activities & expressions for saying what you like and don t like to do Grammar: infinitives, making negative statements Spanish 1: Novice-Low Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode) Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode) Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode) Identify common practices within the target cultures studied Identify common products of the target cultures studied Identify information that can be gathered from target language resources connected to other content areas Locate and use basic information from target language resources. Identify similarities and differences of the most basic vocabulary through comparisons of the student s own language and the language studied Identify and recognize the nature of culture through comparisons of the target culture(s) and the student s own culture(s). -Give an oral presentation about your activities -Write a booklet with photos and appropriate captions about what you like to do -Write to a pen pal in another class about likes/dislikes -Create surveys asking likes and dislikes -Students respond to oral and TPR commands -Exchange words, phrases, and short messages with people from different cultures (Skype) -Utilize KWl on leisure activities in Spanish-speaking countries and have a class discussion -Realidades test bank, chapter 1A -Talk about preferences in leisure activities -Read and listen to information about leisure activities -Listen to and watch a video about leisure activities -Read information of general interests in Spanish lang. media -Talk about new voc. through the recognition of cognates -Compare Spanish and English pronunciation of cognates -That outdoor cafes are popular places to relax with friends -Current events through Spanish language media sources -Places where teens gather to spend free time; media sources (Spanish language to English) -The musical instruments and traditional dances of Latin America -Geography, history, customs of Spain 21st and Readiness Competencies in World Languages Resources: Realidades chapter 1A, maps; Greeley-Evans School District 6 Page 3 of 11

4 Greeley-Evans School District 6 7th through 12th Grades Spanish 1, Chapter 1B Curriculum Guide Theme: Y tú, cómo eres? My friend and I: describing oneself and others Inquiry Questions: What are the characteristics of a friend? Timeline: Middle school 1 ½ months, High school 3 weeks Vocabulary: Adjectives, vocabulary to ask about and describe someone s personality Grammar: adjectives, definite and indefinite articles, word order Spanish 1: Novice-Low Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode) Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode) Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode) Identify common practices within the target cultures studied Identify common products of the target cultures studied Identify information that can be gathered from target language resources connected to other content areas Locate and use basic information from target language resources. Identify similarities and differences of the most basic vocabulary through comparisons of the student s own language and the language studied Identify and recognize the nature of culture through comparisons of the target culture(s) and the student s own culture(s). -Write a composition describing themselves, or write about a person they create as themselves -Give a speech describing oneself or another person -Write poem with adjectives describing themselves (diamante) -Write to a class pen pal and describe oneself -Create a Venn diagram comparing oneself with another student. Realidades test bank chapter 1B -Talk, listen to, and read about personality traits, self and others -Talk about activities and familiar objects -Identify the gender of nouns and agreement -Use adjectives correctly -Use definite and indefinite articles correctly -How friendships are formed and maintained in some Spanish-speaking countries -Geography, history, customs of the Caribbean -Adjectives placement after the nouns Century Skills 21st and Readiness Competencies in World Languages Resources: Realidades chapter 1B; Greeley-Evans School District 6 Page 4 of 11

5 Greeley-Evans School District 6 7th through 12th Grades Spanish 1, Spanish 2A Curriculum Guide Theme: Tu día en la escuela School subjects and schedules Inquiry Questions: What is the purpose for learning different subjects in school? Greeley-Evans School District 6 Page 5 of 11 Timeline: Middle School - 1 ½ months, High school 3 weeks Vocabulary: classroom items and furniture, parts of the classroom, prepositions of location Grammar: subject pronouns, the present tense of -ar verbs, ordinal numbers, contractions al/del, expressions me gusta Spanish 1: Novice-Low Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode) Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode) Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode) Identify common practices within the target cultures studied Identify common products of the target cultures studied Identify information that can be gathered from target language resources connected to other content areas Locate and use basic information from target language resources. Identify similarities and differences of the most basic vocabulary through comparisons of the student s own language and the language studied Identify and recognize the nature of culture through comparisons of the target culture(s) and the student s own culture(s). -Discuss your school schedule with a partner -Write a letter to your guidance counselor listing reasons you want to drop 2 of your classes on your schedule -Write out class schedule and answer questions about it -Write a letter talking about themselves, the classes, the teachers, and likes/dislikes -Make Mayan numbers using candy and pretzels and practice simple equations -Utilize the internet to read about schools in Spain Realidades test bank, chapter 2A -Read about and understand about homework, classes, school subjects and schedules -Understand a video about school schedules -Understand the use of subject pronouns -Recognize the present tense of -ar verbs -Compare Spanish/English pronunciation of consonants -Learn vocabulary in context -The focus on English language acquisition in Spanishspeaking countries -School sporting events and traditions in Mexico; leisure time; the concept of Sunday family time in Mexico -Geography, customs, history, and traditional dances of Mexico -Motivations for foreign language learning -Migration patterns of Monarch butterflies -Vocabulary through an understanding of math -Aztecs, Moctezuma, & Cortes Resources: Realidades chapter 2A, Aztec-pages 3, 65, 88, 94, 119, 414, 17; DVD- Road to El Dorado, maps of Mexico 21st and Readiness Competencies in World Languages

6 Greeley-Evans School District 6 7th through 12th Grades Spanish 1, Spanish 2B Curriculum Guide Theme: Tu sala de clases-describing a classroom Inquiry Questions: How do other world school systems differ from ours? Timeline: Middle School 1 ½ weeks, High School - 3 weeks Vocabulary: Classroom items and furniture; parts of the classroom Grammar: prepositions of location, the verb estar, plurals of nouns and articles Spanish 1: Novice-Low Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode) Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode) Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode) Identify common practices within the target cultures studied Identify common products of the target cultures studied Identify information that can be gathered from target language resources connected to other content areas Locate and use basic information from target language resources. Identify similarities and differences of the most basic vocabulary through comparisons of the student s own language and the language studied Identify and recognize the nature of culture through comparisons of the target culture(s) and the student s own culture(s). You are assisting a new student, who is visually impaired; describe your Spanish classroom and indicate the location of various objects -Random questioning and answering using classroom objects/locations -Play Pictionary with vocabulary -Listening with white boards -TPR with prepositions Mi horario - la vuelta a la escuela Realidades test bank, chapter 2B -Talk about personal and classroom items and furniture -Talk about the locations of objects in a classroom and people in a photo -Listen to, read about, and understand a video about classroom items -Recognize and use the irregular verb estar -Learn vocabulary in context -Discuss class preference -Education in Mexico; use of school uniform and team sports -grading systems, report cards, school systems, school schedules, classroom rapport, pledge for Hispanic cultures, uniforms, rotating teachers, classroom décor -Geography, customs, history of Central America, the concept of Mayan -Functions of the Huipil Resources: Realidades - chapter 2B, maps, Mayas in Realidades - pages 17, 95, 46, 167, st and Readiness Competencies in World Languages Greeley-Evans School District 6 Page 6 of 11

7 Greeley-Evans School District 6 7th through 12th Grades Spanish 1, Spanish 3A Curriculum Guide Theme: Desayuno o almuerzo? Foods and beverages for breakfast and lunch Inquiry Questions: How do other cultures influence the foods we eat? Timeline: Middle school 1 ½ months, High school 3 weeks Vocabulary: foods & beverages, adverbs of frequency, expressions to show surprise Grammar: Present tense of -er, -ir verbs, me gusta(n), me encanta(n), èl, Ud., ella Spanish 1: Novice-Mid Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode) Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode) Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode) Reproduce common practices of the cultures studied Describe familiar products of the cultures studied Summarize information gathered from target language resources connected to other content areas Organize information acquired from authentic resources. Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student s own language and the language studied Investigate the nature of culture through comparisons of the target culture(s) and the student s own culture(s) and how the two cultures interact. -Talk about preferences concerning food and beverages (why and why not) and eating habits -Listen to and understand information about food items and meals -Read, listen to stories, and watch videos about foods, eating habits, and restaurant situations -Learn vocabulary in context -Students make a collage paper plate of their favorite foods and discuss the nutritional value -Students write a paragraph on what they like/not like to eat and why -Students do a survey about what other students in the class eat for different mealtimes -Teacher brings in samples of Latin American food for students to taste and write about which ones they loved/liked/disliked and why. (alternative assignment p ) -Use Internet to find menus in Spanish Realidades test bank chapter 3A -The common meals and mealtime habits of Spanish-speaking countries -Regional foods/dishes: paella, arepa, asado, ceviche, tamal, empanada, tostones, gazpacho, chocolate (bebida), horchata, tortillas -Regional restaurants that sell Latin American food -The traditional foods of the holidays -How the environment influences regional foods -Geography, customs, history of Northern South America 21st and Readiness Competencies in World Languages Resources: Realidades, chapter 3A, Blackboard- teaching foods Greeley-Evans School District 6 Page 7 of 11

8 Greeley-Evans School District 6 7th through 12th Grades Spanish 1, Spanish 3B Curriculum Guide Theme: Para mantener la salud Foods and beverages for dinner and food, health and exercise choices Inquiry Questions: How do exercise and the foods we eat influence our health? Timeline: Middle School 1 ½ months, High School - 3 weeks Vocabulary: Food, beverages expressions to discuss health and indicate preference, agreement, disagreement, and quantity; adjectives to describe food Grammar: plural of adjectives, verb ser Spanish 1: Novice-Mid Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode) Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode) Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode) Reproduce common practices of the cultures studied Describe familiar products of the cultures studied Summarize information gathered from target language resources connected to other content areas Organize information acquired from authentic resources. Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student s own language and the language studied Investigate the nature of culture through comparisons of the target culture(s) and the student s own culture(s) and how the two cultures interact. -Read and listen to information about food groups and health habits -Watch a video about healthy diets and discuss the food groups and the importance of healthy lifestyle choices -Use gender/number agreement in use of adjectives -Use the present tense of the irregular verb -Create and present a personal health plan poster in Spanish with 5 suggestions for better health (including food/drinks/activities/ illustrations) -Students will make a daily menu describing what they eat for breakfast/lunch/snack/dinner -Students make a collage paper plate of their favorite foods and discuss the nutritional -Create a simulation of an open-air market (Blue book p. 148) -Utilize the food pyramid in Spanish to create a dietary health plan. Realidades test bank chapter 3B -Geography, customs, history of Southern South America -Past and present open air markets are -The communal nature of mate - La Tomatina Festival -Geography of southern Los Angeles -Diego Rivera and his paintings Resources: Realidades, chapter 3B; 21st and Readiness Competencies in World Languages Greeley-Evans School District 6 Page 8 of 11

9 Greeley-Evans School District 6 7th through 12th Grades Spanish 1, Spanish 4A Curriculum Guide Theme: Adónde vas? Leisure and locations in your community Inquiry Questions: Which places in your community are important and why? Timeline: Middle School - 1 ½ months, High School - 3 weeks Vocabulary: Leisure activities; places; expressions to tell where and with whom you go; expressions to talk about when things are done, weather, seasons Grammar: verb ir, interrogative words Spanish 1: Novice-Mid Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode) Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode) Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode) Reproduce common practices of the cultures studied Describe familiar products of the cultures studied Summarize information gathered from target language resources connected to other content areas Organize information acquired from authentic resources. Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student s own language and the language studied Investigate the nature of culture through comparisons of the target culture(s) and the student s own culture(s) and how the two cultures interact. -Talk about, read, listen to and watch a video about leisure activities and locations -Talk about where one goes on different days -Learn vocabulary in context -Talk about weather and seasons -With a partner discuss pastimes (what you like to do in your free time), make plans to go somewhere on a particular day (ie. go to movies Friday night). -Write a response to your friend s who wants to know what you can do together when he or she arrives next week. -Prepare a skit in groups of 3-4 talking about where they are going, why, etc. -Sentence practice with ir to places in the community -Do Internet activities with map locations of Spanish-speaking capitals Realidades test bank, chapter 4a -Leisure enjoyment, past and present in Hispanic countries -The role of Hispanics in US -The history of Puerto Rico -The influences of Spain s colonial history on the US -The metric conversion skills Resources: Realidades, chapter 4A; 21st and Readiness Competencies in World Languages Greeley-Evans School District 6 Page 9 of 11

10 Greeley-Evans School District 6 7th through 12th Grades Spanish 1, Spanish 4B Curriculum Guide Theme: Quieres ir conmigo? Activities outside of school and invitations Inquiry Questions: What do teens do all over the world in their free time? Timeline: Middle School 1 ½ months, High School - 3 weeks Vocabulary: Leisure activities, feelings, expressions for extending, accepting, and declining invitations; expressions to tell when something happens Grammar: ir + a + infinitive, verb jugar Spanish 1: Novice-Mid Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode) Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode) Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode) Reproduce common practices of the cultures studied Describe familiar products of the cultures studied Summarize information gathered from target language resources connected to other content areas Organize information acquired from authentic resources. Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student s own language and the language studied Investigate the nature of culture through comparisons of the target culture(s) and the student s own culture(s) and how the two cultures interact. -Talk about sports, pastimes, emotions, states of being and family experiences -Talk about careers using Spanish. -Extend, accept or decline invitations -Read about, listen to and watch video about sports and pastimes -Compare the use of jugar idioms with English -Learn vocabulary in context -Students will make up a telephone conversation in pairs. One will invite the other to a (party, concert, game, dance, etc.) while the other will apologize and decline due to something they are going to do -Write and describe a favorite activity answering main questions-who, what, where, why, when, how? -Venn diagram on cultural reading about golf p. 212 Realidades test bank, chapter 4B -The specialized, regional crafts and products, how students engage in activities outside of school -Hispanics in US -Metric conversion skills -Geography and current events Resources: Realidades - chapter 4B, Blackboard-list of websites of famous Hispanics in US, maps 21st and Readiness Competencies in World Languages Greeley-Evans School District 6 Page 10 of 11

11 Greeley-Evans School District 6 7th through 12th Grades Spanish 1, Spanish 5A Curriculum Guide Theme: Una fiesta de cumpleaños Family relationships and celebrations Inquiry Questions: Why are family traditions important? Timeline: Middle School 1 ½ months, High School -3 weeks Vocabulary: Family and parties Grammar: verb tener, possessive adjectives Spanish 1: Novice-Mid Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode) Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode) Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode) Reproduce common practices of the cultures studied Describe familiar products of the cultures studied Summarize information gathered from target language resources connected to other content areas Organize information acquired from authentic resources. Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student s own language and the language studied Investigate the nature of culture through comparisons of the target culture(s) and the student s own culture(s) and how the two cultures interact. -Talk about families and celebrations -Talk about favorite activities and preferences -Talk about royalty and heroes Students will write then present a description of a famous person using descriptive adjectives. -Plan a birthday party and include Spanish birthday songs -Interview a family member -Discuss what a quinceañera is and have students share their own experiences -Students will create individual family descriptions by PPT, video, album, or poster Realidades test bank-chapter 5A -Geography, customs, history of Spanish-speaking people of the USA -Royal family of Spain -People and customs of Spanish-speaking people of the US -Importance of the quinceañera in Mexico -Women s role changing, weddings-civil & religious, padrinos, expense, age, names -Birthday celebrations in Mexico -Family structure, multiple generations, hierarchy (siblings, extended family), living at home, introduction to religion and chaperone dating Resources: Chapter 5A, DVD- Sweet 15, Blackboard - information on Quinceañera 21st and Readiness Competencies in World Languages Greeley-Evans School District 6 Page 11 of 11