The World Language program at Brandywine Heights Area School District supports and guides its students along their language acquisition journey. In our Grade 8 - 12 sequence we offer the study of Latin, German, and Spanish. Additionally,Chinese, French, Japanese, and Sign Language are offered through our Brandywine Heights Virtual Academy. The program seeks to help students communicate in the target language through speaking, writing, listening and reading. As students gain knowledge, they begin to formulate an understanding of other cultures and develop a sensitivity to cultural similarities and differences. From these learning experiences, connections with other disciplines are made, fostering a deeper insight into one’s own language and culture. Through the teaching and learning of world languages, students develop skills to communicate effectively and empower them to make real world connections as global citizens in an ever-changing and competitive world.In all, the curriculum strives to reflect the real world by providing students with authentic communication experiences and exposure to life-long learning opportunities.
Description:
Spanish I is an introductory course for students with little or no previous study of Spanish. It is a course designed primarily to provide the students with basic skills of listening, speaking, reading and writing in Spanish. More emphasis is placed on receptive skills, repetition and comprehensible input rather than productive skills. Culture of the Hispanic culture is an integral part of the course and is introduced through the use of media, games, readings, and class discussions.
Units:
●Preliminary Unit: Greetings - ¡Hola!
●Unit 1: Time with Friends - Un Rato con los Amigos
●Unit 2: Let’s Go to School - ¡Vamos a la Escuela!
●Unit 3: Eating with the Family - Comer en Familia
●Unit 4: Downtown - En el Centro
●Unit 5: Welcome to our House - ¡Bienvenido a Nuestra Casa!
Subject: Spanish I / Grade: 9 - 12 / Suggested Timeline: 6 weeks
Unit Title: Greetings - ¡Hola!
Unit Overview/Essential Understanding:
The overall objective of the preliminary unit is to gradually ease students into a “Spanish” mindset. Students will learn a wide variety of short phrases. This preliminary unit will culminate with a test.
Unit Objectives:
Students will be able to:
●Greet people using the verb estarand say goodbye
●Introduce yourself and others
●Learn how to spell using the Spanish alphabet
●Say where are you from using the verb ser
●Exchange phone numbers
●Say what day of the week it is
●Describe the weather using the verbs hacer y tener
●Respond to classroom instructions
Focus ACTFL Standards Addressed in this Unit:
- 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- 1.2: Students understand and interpret written and spoken language on a variety of topics.
Important ACTFL Standards Addressed in this Unit:
- 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
- 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Misconceptions:
●Se llama structures - Students often think that means “My name is” instead “I called myself”.
●Vowel pronunciations in Spanish
●The use of hacer with weather. Hacer is only needed with nouns.
Concepts/Content:
●Theme appropriate vocabulary
●Introductions
●Spanish alphabet
●Days of the week
●Describe the weather
●Use classroom phrases / Competencies/Skills:
●Talk about introductions
●Learn how to spell
●Use the numbers from 1-10
●Describe weather
●Use classroom phrases
●Introduce yourself and others / Description of Activities:
●Review packet
●Translations
●Small dialogues to practice introductions
●Writings
●Listening activities
●Videos about different types of introductions
●Songs
Assessments:
Summative Assessments:
●Quizzes (textbook generated)
●Unit Test (textbook generated)
Formative Assessments:
●Homework
●Dialogues
●Duolingo
●Spot Check Understanding
●Online grammar practice
Interdisciplinary Connections:
●English grammar connections
●Basic math when learning numbers / Additional Resources:
●Approved District textbook
●Teacher generated participation points
●YouTube songs to learn numbers, days of the week, months, and alphabet
●Kahoot
●Quizlet
Subject: Spanish I / Grade: 9 - 12 / Suggested Timeline: 6 weeks
Unit Title: Time with Friends -Un Rato con los Amigos
Unit Overview/Essential Understanding:
The overall objective of Unit 1 is to prompt students to talk about activities, talk about likes and dislikes, tell where they are from, describe themselves and others, and identify people and things. Unit 1 will culminate with a test or a project.
Unit Objectives:
Students will be able to:
●Learn vocabulary about activities
●Talk about likes and dislikes using the verb gustar
●Identify and apply subject pronouns
●Learn and use the verb ser and ser de when talking about origin
●Learn how to use gustar + infinitive
●Learn about the present personal A + noun/pronoun
●Describe yourself and others
●Learn and use definite and indefinite articles
●Learn about noun adjective agreements (using adjectives to describe people)
Focus ACTFL Standards Addressed in this Unit:
- 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- 1.2: Students understand and interpret written and spoken language on a variety of topics.
- 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Important ACTFL Standards Addressed in this Unit:
- 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Misconceptions:
●The difference between jugarand tocarwhen they are talking about playing.
●The use of different subject pronouns in questions and answers.
●Masculine adjectives are used to describe a mixed group.
Concepts/Content:
●Theme appropriate vocabulary
●Verb gustar
●Where people are from
●Describe yourself and others
●Identify people and things
●Definite articles
●Indefinite articles / Competencies/Skills:
●Express daily activities using gustar
●Use direct and indirect pronouns when referring to objects
●Use adjectives to describe people
●Replace names by using subject pronouns / Description of Activities:
●Packet to review grammar
●Translations
●Dialogues about likes and dislikes
●Project about themselves
●Listening activities
●Videos
●Songs
Assessments:
Summative Assessments:
●Quizzes (textbook generated)
●Unit Test (textbook generated)
●Projects
Formative Assessments:
●Homework
●Dialogues
●Duolingo
●Spot Check Understanding
●Online grammar practice
Interdisciplinary Connections:
●English grammar connections
●Talk about different physical activities (Physical Fitness)
●Talk about where some famous people are from and recognize these locations on a map (Geography) / Additional Resources:
●Approved District textbook and workbook
●Teacher generated participation points
●YouTube songs to learn some grammar points and listening activities
●Kahoot
●Quizlet
Subject: Spanish I / Grade:9 - 12 / Suggested Timeline: 6 weeks
Unit Title: Let’s Go to School - ¡Vamos a la Escuela!
Unit Overview/Essential Understanding:
The overall objective of Unit 2 is to prompt students to talk about daily schedules, ask and tell time, say what they have and have to do, say what they do and how often, describe classes and classroom objects, say where things are located, say where they are going, and talk about how they feel. This unit will culminate with a test or a project.
Unit Objectives:
Students will be able to:
●Talk about daily schedules
●Learn about the verb tener
●Communicate daily schedules using tener
●Learn the present tense form of -ar verbs
●Describe classes and classroom objects
●Talk about location and condition using the verb estar
●Using estar talk about emotions and locations
●Learn about irto tell where you go during and after school
Focus ACTFL Standards Addressed in this Unit:
- 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Important ACTFL Standards Addressed in this Unit:
- 1.2: Students understand and interpret written and spoken language on a variety of topics.
- 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Misconceptions:
●The use of en/onwhen saying the days of the week
●The use of el/la when saying the (day of the week)
●The use of los when saying on Mondays (plural days of the week)
●Some Spanish words that are masculine end in -a
Concepts/Content:
●Theme appropriate vocabulary
●Review numbers and learn numbers from 10-100
●The verb tener
●The ARverbs and the change in the endings
●The verb estar
●The verb ir + a / Competencies/Skills:
●Ask and tell time
●Say what you have and have to do
●Describe classes and objects
●Use estar to tell where things are located
●Say where you are going
●Talk about how you feel / Description of Activities:
●Packet with notes about serand estar
●Translations
●Creation of dialogues
●Writings
●Listening activities
●Videos
●Songs
Assessments:
Summative Assessments:
●Quizzes (textbook generated)
●Unit Test (textbook generated)
●Projects
Formative Assessments:
●Homework
●Dialogues
●Duolingo
●Spot Check Understanding
●Online grammar practice
Interdisciplinary Connections:
●English grammar connections
●Basic math problems to practice numbers
●Comparing and contrasting different types of education in Latin America (Social Studies) / Additional Resources:
●Approved District textbook and workbook
●Teacher generated participation points
●YouTube songs to learn some grammar points and listening activities
●Kahoot
●Quizlet
Subject: Spanish I / Grade: 9 - 12 / Suggested Timeline: 6 weeks
Unit Title: Eating with the Family - Comer en Familia
Unit Overview/Essential Understanding:
The overall objective of Unit 3 is to prompt students to talk about foods and beverages, ask questions, say which foods they like and dislike, talk about family, ask and tell ages, express possession, give dates, and make comparisons. This unit will culminate with a test or a project.
Unit Objectives:
Students will be able to:
●Learn about foods and beverages
●Identify question words practice using them to ask questions and give answers
●Learn how to use gustar + nouns
●Talk about likes and dislikes using gusta/gustan
●Learn present tense of -erand -ir verbs
●Learn about family, numbers, and months
●Learn about possessive adjectives and use them to talk about family
●Understand how to use comparatives
Focus ACTFL Standards Addressed in this Unit:
- 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Important ACTFL Standards Addressed in this Unit:
- 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- 1.2: Students understand and interpret written and spoken language on a variety of topics.
- 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Misconceptions:
●Months and days of the week are not capitalized in Spanish
●First is always expressed as primero, but cardinal numbers are used for all other dates
Concepts/Content:
●Theme appropriate vocabulary
●Question words
●The verb gustarplural and singular
●The verb gustar with nouns
●Verbs that end in -ER and -IR
●Numbers from 100 and up
●Months
●Possessive adjectives
●Comparatives / Competencies/Skills:
●Talk about food and beverages
●Ask questions
●Make comparisons
●Express possession
●Say which food you like and don’t like
●Talk about family
●Ask and tell ages
●Give dates / Description of Activities:
●Packet to review grammar
●Translations
●Dialogues about likes and dislikes
●Writings
●Listening activities
●Videos
●Songs
Assessments:
Summative Assessments:
●Quizzes (textbook generated)
●Unit Test (textbook generated)
●Projects
Formative Assessments:
●Homework
●Dialogues
●Duolingo
●Spot Check Understanding
●Online grammar practice
Interdisciplinary Connections:
●English grammar connections
●Compare different relationships in Latin America (Social Studies) and the USA
●Different types of food and recipes in Spanish speaking countries (Family & Consumers Science) / Additional Resources:
●Approved District textbook and workbook
●Teacher generated participation points
●YouTube songs to learn some grammar points and listening activities
●Kahoot
●Quizlet
Subject: Spanish I / Grade: 9 - 12 / Suggested Timeline: 6 weeks
Unit Title: Downtown - En el Centro
Unit Overview/Essential Understanding:
The overall objective of Unit 4 is to prompt students to talk about what clothes students want to buy, say what they wear in different seasons, describe places and events in town, talk about types of transportation, say what they are going to do, and order from a menu. This unit will culminate with a test or a project.
Unit Objectives:
Students will be able to:
●Learn vocabulary about clothing
●Identify and apply stem changing verbs from eto ie
●Identify and apply direct object pronouns
●Learn vocabulary about places and events
●Identify and apply stem changing verbs from oto ue
●Communicate about how to order food in a restaurant
●Identify and apply stem changing verbs from eto i
Focus ACTFL Standards Addressed in this Unit:
- 1.2: Students understand and interpret written and spoken language on a variety of topics.
- 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
- 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Important ACTFL Standards Addressed in this Unit:
- 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Misconceptions:
●Some Spanish words don’t carry their accent in their plural form.
●Gender when using colors
Concepts/Content:
●Theme appropriate vocabulary
●Direct object pronouns
●Stem changing verbs e-ie
●Stem changing verbs o-ue
●Stem changing verbs e-i / Competencies/Skills:
●Talk about what clothes you want to buy
●Say what you wear in different season
●Describe places and events in town
●Talk about types of transportation
●Say what are you going to do
●Order from a menu / Description of Activities:
●Packet to review grammar
●Translations
●Dialogues about likes and dislikes
●Writings
●Listening activities
●Videos
●Songs
Assessments:
Summative Assessments:
●Quizzes (textbook generated)
●Unit Test (textbook generated)
●Projects
Formative Assessments:
●Homework
●Dialogues
●Duolingo
●Spot Check Understanding
●Online grammar practice
Interdisciplinary Connections:
●Learn about different types of clothing according to the culture (Family & Consumers Science)
●English grammar connections
●Different forms of transportation that are not used in the USA, but are common in some Spanish speaking countries (Social Studies) / Additional Resources:
●Approved District textbook and workbook
●Teacher generated participation points
●YouTube songs to learn some grammar points and listening activities
●Kahoot
●Quizlet
Subject: Spanish I / Grade: 9 - 12 / Suggested Timeline: 6 weeks
Unit Title: Welcome to our House - ¡Bienvenido a Nuestra Casa!
Unit Overview/Essential Understanding:
The overall objective of Unit 5 is to prompt students to describe a house and household items, indicate the order of things, describe people and locations, plan a party, talk about chores and responsibilities, tell someone what to do, and say what you just did.
Unit Objectives:
Students will be able to:
●Learn vocabulary about the house and household items
●Practice and review the uses of serand estar
●Communicate about people and things in the students’ lives
●Learn about ordinal numbers
●Learn vocabulary about planning a party
●Communicate about chores and responsibilities
●Learn about more irregular verbs
●Learn and apply affirmative tú commands
Focus ACTFL Standards Addressed in this Unit:
- 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
- 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Important ACTFL Standards Addressed in this Unit:
- 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- 1.2: Students understand and interpret written and spoken language on a variety of topics.
Misconceptions:
●Affirmative túcommands don’t use the tú form of the verb.
Concepts/Content:
●Theme appropriate vocabulary
●The verb ser
●The verb estar
●Ordinal numbers
●Irregular verbs
●Affirmative tú commands / Competencies/Skills:
●Talk chores and responsibilities
●Describe a house and household items
●Tell someone what to do
●Indicate the order of things
●Describe people and locations
●Say what you just did
●Plan a party / Description of Activities:
●Packet to review grammar
●Translations