SP1 Curriculum Map
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Contents |
August
Content and Essential Skills
1. How do I pronounce properly?
2. How do I greet people properly and be courteous?
3. a. How can I gain basic information about another person when I meet him/her?
b. How can I tell another person who I am?
4. Where in the world is Spanish spoken?
Skills
-Consistently reproduce Spanish vocalic sounds in familiar and sight readings
-Identify the different letters that the Spanish alphabet contains and their respective sounds
-compare and contrast the Spanish and English letters and the differences between English and Spanish punctuation
-Utilize basic greetings in a L2 communicative exchange
-Provide and request basic personal information to and from someone who does not speak English. Information such as one's name, origin, age, using proper etiquette.
-Provide and comprehend numbers in Spanish from 0-20.
(put in September)-Provide and comprehend essential date vocabulary: days of the week, months, seasons, date structure (in words and numbers), and day, week, weekend, month, year, and season
-Locate all the Spanish speaking countries and their capitals on maps they make themselves
Assessment
1. Daily individual opportunities to practice pronunciation with informal assessment
2. Listening practice with letters of the alphabet, self assessment. Report to me.
3. Oral proficiency test with the questions for meeting someone new and appropriate responses
4. Oral pronunciation will be assessed at the same time as the oral proficiency test.
5. Written map assessment with labeled maps, colored and organized by region
Resources
-Personally created materials such as maps and the basic questions for meeting someone new
Optional
September
Content and Essential Skills
1. Why is September 16 important to Mexicans?
2. How do I talk about important dates?
3. Tell me about some important people in Spanish speaking culture.
4. What are the basics of Spanish grammar?
a. What are definite and indefinite articles?
b. What is a verb, a noun, or a pronoun?
c. What is an adjective and "gender agreement"?
5. How can I describe myself and others?
6. Where in the world is Spanish spoken?
7. What do people say their nationality is in Spanish?
8. How do I count to 75 in Spanish?
Note: Coordinate these essential questions with the departmental document titled "Spanish I - Essential Outcomes." The above questions address outcomes #1, 2, 5, 8
Skills
-Demonstrate knowledge that September 16 is Mexico's Independence Day, NOT May 5th.
-Recite the months of the year and the word order of dates correctly.
-Be able to say one's birthday and identify others' birthdays
-Identify the importance of Miguel Cervantes de Saavedra to the Spanish language
-Describe don Quixote and Sancho Panza
-Tell about the windmill scene from the novel
-Identify San Martin and Bolivar's importance in South American history
-Identify and utilize subject pronouns in the L2
Demonstrate correct conjugation process using the verb ser as a model, while incorporating singular subject pronouns
-Identify correct form of ser for various subjects
-Identify and utilize gender markings through the use of definite and indefinite articles
-Utilize subject pronouns, forms of ser and descriptive adjectives to describe people, objects, and classes
-Identify the Spanish speaking countries and capitals of the Caribbean and North America.
-Identify nationalities for the three Caribbean countries and Mexico.
-Demonstrate thorough knowledge of numbers from 0 to 75.
Assessment
1. Buen Viaje Chapter 1 listening, speaking and writing activities
2. matching of subject pronouns and forms of ser
3. describing famous characters such as Frankenstein and Snow White, movie stars, and cut-out magazine pictures, oral and written form
4. written test and quizzes
5. teacher created oral test
6. Daily class participation
7. Teacher directed entries in a journal
Resources
Buen Viaje text
Buen Viaje student workbook
wall poster with Don Quixote and Sancho Panza and the windmill
teacher-created exercises, magazine cutouts and oral tests
Tengo game (Bingo in Spanish)
Optional
October
Content and Essential Skills
I. Telling time - compare and contrast the way the textbook shows and the way native speaker students have heard it
II. More about " Quienes somos nosotros? son ustedes? son ellos/ellas?"
III. More about " Como somos nosotros? son ustedes? son ellos/ellas?"
IV. More definite and indefinite articles
-review gender and number
-what is adjective agreement?
V. como es tu dia escolar?
-name one's school schedule and describe classes
VI. How does the word order for questions differ from English to Spanish?
-special verb hay
VII. Compare and contrast the difference between " Que hora es?" and " A que hora es ______?"
VIII. Identify the term "Dia de la Raza"
Skills
-Utilize previously acquired knowledge of numbers to tell time, using the textbook's presentation of telling time
-Identify how local native speakers may tell time in ordinary conversation
-Identify and utilize all the subject pronouns, singular and plural
-Demonstrate correct conjugation process using the verb ser as a model, while incorporating all the subject pronouns
-Utilize subject pronouns, forms of ser and descriptive adjectives to describe people, objects and classes
-Compare and contrast groups of people, including friends and themselves
-Identify cognates in academic course names
-Create present tense sentences in the L2 to describe one's school day
-Reading comprehension using cognate identification and other contextual clues to gain understanding of L2 cultural readings
-Explain why some native Americans might not view Columbus in a favorable manner and the meaning of the Spanish phrase "Dia de la Raza"
Assessment
-check student entries in the journals
-Chapter 2 of Buen Viaje written and oral exercises
-oral responses to questions about one's schedule using school vocabulary, time, ser, and adjectives
-provide a written description of one's school schedule using forms of ser, adjectives, school vocabulary and time
-cumulative written map assessment
-oral and written responses to questions concerning telling time now and telling AT what time events occur
-teacher created oral tests
Resources
Buen Viaje textbook
Buen Viaje student workbook
teacher generated questions for journal entries, giving practice for current skill building
teacher created written quizzes and oral tests
Optional
November
Content and Essential Skills
I. What are the students doing to help themselves complete the objectives of chapter 2? (self evaluation) Buen Viaje chapter 3
II. working with -ar verbs
III. working with ser and pronouns
IV. colors
V. clothing
VI. large numbers
VII. Compare schools in Spanish speaking countries with those in the U.S.
VIII. Que llevas en la mochila?
IX. Que es Dia de los Muertos?
Skills
-be able to evaluate one's own efforts to complete the chapter objectives
-build provided sentences in the L2 using subject pronoun, stem and verb ending "building blocks"
-describe people's clothing in spoken L2 using clothes vocabulary and colors
-performing addition and subtraction problems with large numbers
-describe the differences in schools in the U.S. and Spanish speaking countries
Assessment
-student write in their journals and teacher comments on them personally
-written exercises in Buen Viaje textbook and workbook
-oral activities in class, both teacher generated and textbook exercises
-teams sent to the board to spell out large numbers or to perform basic arithmetic operations, saying the answer in L2
-compare/ contrast the two schooling systems
-a guessing game for what might be in a person's backpack
-watch video and answer questions about the Mexican custom of Day of the Dead
-tests and quizzes
-oral test on chapter 3
Resources
-Buen Viaje textbook and student workbook
-teacher created materials and games
-ongoing use of journals and 3-ring binders for each student
Optional
December
Content and Essential Skills
Chapter 4 Buen Viaje
I. What are the students doing to help themselves complete the objectives of the chapter successfully?
II. continuing to work on -ar verbs, pronouns and ser
III. translating from L1 to L2 basic sentences using current vocabulary
IV. understand the difference between conjugated verbs and infinitive verbs
V. Describing people and nationalities
VI. naming classes in school and describing them
VII. Does Spanish have contractions like English does? -al and del
VIII. How to use present tense ir to indicate future actions
IX. How do people in Spanish speaking countries celebrate la Navidad?
Skills
-being able to assess the level of one's effort
-use the present tense of -ar verbs to create and comprehend descriptions of daily activities, including school-related activities
-use Spanish pronouns in sentences
-conjugate and use the verb ser correctly to describe familiar objects and people
-demonstrate proficient use of the two contractions in Spanish when working with the verbs estar and ir
-use the ir a infinitive construction to express future actions
-expressing at least three major differences between Christmas celebrations in the US and in Spanish speaking countries in general
Assessment
-students write in their journals and teacher gives feedback individually
-group practice conjugating verbs on individual white boards, noting individuals showing mastery or difficulty
-Buen Viaje student workbook assignments
-written and oral testing
Resources
-teacher prepared summary of Christmas customs in Spanish speaking countries
-Buen Viaje textbook, workbook and test book
-teacher prepared quiz on the Christmas customs
Optional
January
Content and Essential Skills
I. It's time to read simple short stories in Spanish Buen Viaje Chapter 5
II. What do we like to eat?
III. What do we wear? (review)
IV. What do we do during the week? (review)
V. What are we going to do in the near future? (review)
VI. What does Spanish poetry sound like?
VII. very large numbers
VIII. When do people eat meals in Spanish speaking countries?
IX. La comida (foods)
X. Are there grocery stores in Mexico just as in the US?
XI. introduction of -er and -ir verbs
XII. ordering in a restaurant
Skills
-with minimal assistance from the teacher, read simple stories and poems in L2
-tell the difference between time on the clock and at what time we do things
-recite from memory a Spanish poem, focusing on pronunciation
-comprehend large numbers accurately and transcribe on the board
-compare and contrast American meal customs with those in Spanish speaking culture
-apply same process for working with -ar verbs to successfully work with -er and -ir verbs in the present tense
-ordering food in a restaurant
Assessment
-quiz on the stories and poems
-informal class discussions about the stories and poems
-frequent journal entries to practice the current concepts, with personal teacher feedback
-recitation of the poem by memory to teacher
-listening test done in small groups on the chalkboard
-role playing customers and waiters in front of the class
Resources
Optional
February
Content and Essential Skills
I. What's on the map of a town?
II. How are places and streets named in Spanish?
III. How to give simple directions in Spanish
IV. Valentine's Day vocabulary
V. How is the concept of family different in the Hispanic culture than it is in the broad American culture? What concept of family do you personally have?
VI. Describing your family
VII. Identifying the family members of another student
VIII. the verb tener
Skills
-writing more complex sentences in L2 through journal entries
-learning to work together with the entire class
-naming and labeling places and streets correctly in a town (i.e. Calle goes first, etc.)
-giving directions in Spanish
-making an appropriate valentine for the recipient (i.e. mom, grandpa, significant other)
-compare and contrast the concept of family in the hispanic culture with their own concept of family
-speaking in front of the class, describing someone's family, using tener correctly
Assessment
-completed journal entries, with individual teacher feedback
-a class map of an imaginary town, drawn, colored and labeled in Spanish correctly and neatly
-worksheets with practice telling someone how to get from one place to another
-individual oral tests on their class map
-each student has to construct a valentine to give away
-oral presentations of another student's family
Resources
-teacher made maps and worksheets
-Buen Viaje textbook and materials
Optional
March
Content and Essential Skills
I. Is housing different in the USA than in Spanish speaking countries? -parts of a house vocabulary
II. What are the uses of the verb tener?
-to have
-to have to
-age
III. What is a quinceanera?
IV. the use of tener que infinitive, ir a infinitive and the general verb hacer
V. Describe an unfamiliar family (review of family vocabulary)
VI. Are possessives in Spanish different than in English?
Skills
-identifying the parts of a house
-compare and contrast different types of housing in the US and Spanish speaking countries (i.e. 'stand alone' houses vs. apartment living)
-in the journals, write sentences using tener and tener que correctly
-demonstrate understanding of the custom and parts of the quinceanera
-successfully answer questions in L2 that use the three expressions of tener que infinitive, ir a infinitive (near future), and the verb hacer
-in the journals, write about two unfamiliar families, describing them in detail from pictures in the text or on the overhead
-when talking about their relatives and houses, they can successfully use the possessive adjectives
Assessment
-examine a house plan and identify the rooms that we have studied
-written quiz on parts of the house
-journal entries, with personal feedback from teacher
-written exercises from the student workbook
-use tener in writing, reading, speaking and listening in the L2
-answer questions about what a quinceanera means, what happens in the celebration and what kinds of differences there can be between countries and family interpretations of the custom
-teacher prepared worksheets emphasizing tener que , ir a , and hacer in questions
Resources
-teacher owned books of old house plans
-Buen Viaje textbook and materials
-video about a girl celebrating her quinceanera
-quiz on the video and textbook reading as well as class discussion
-pictures of families for the students to describe
-teacher created worksheets for practice with the possessives
Optional
April
Content and Essential Skills
Buen Viaje Chapter 7
I. What sports are played in the Spanish speaking countries?
-same as US
-unique to Spanish speaking countries (i.e. jai alai)
II. What are stem changing verbs or boot verbs?
-new verb vocabulary
-additional stem changing verbs (e>ie, o>ue)
III. What about the kinds of verbs like gustar, aburrir, and interesar
-first introduction to indirect object pronouns (me, te)
IV. What parts of the body do we use to play our favorite sports?
Buen Viaje Chapter 8
V. How is the medical system different or thesame in Latin America and the US?
-doctor's office vocabulary
-illnesses and symptoms
-continue with parts of the body
VI. the special verb doler
Skills
-talk about what sports they play and their friends play
-continue to work on applying the rules of verb conjugation with -ar, -er, -ir verbs as well as using ir a infinitive, tener que infinitive constructions correctly to respond orally and in writing to various prompts
-begin to use the "new verb" construction for gustar type verbs
-describe in Spanish la pelota vasca
-guess accurately a classmate's ailment
-talk about their own illnesses, using doler correctly
-demonstrate reading comprehension using contextual clues, new and previously acquired vocabulary, and cognates to obtain culturally relevant information regarding differences between pharmacies in the USA and pharmacies in Spanish speaking countries
Assessment
-oral tests and written tests
-charades in class with sports and medical ailments
-journal entries
Resources
Buen Viaje textbook, student workbook, and teacher materials
Optional
May
Content and Essential Skills
I. What is the difference between the past tense and the present tense in Spanish?
-preterite endings for regular -ar, -er, -ir verbs
-spelling changes in the yo form of some verbs (-ar)
-ser and ir
-dar and ver
-stem changers in the preterite (only introduced dormir)
II. present tense and past tense "signal phrases"
III. What did I do yesterday, this morning, last year, last week?
Skills
-use the preterite tense in reading, writing, speaking, and listening
-play Simon says with student leaders
-demonstrate reading, writing, speaking, and listening skills on final assessments
Assessment
-oral and written unit tests
-journal entries
-final assessment in all four modalities: reading, writing, speaking and listening
Resources
Buen Viaje textbook and teacher materials
-readings from former Spanish textbook for first year
Optional
