Seminole County Public Schools

SEMINOLE COUNTY PUBLIC SCHOOLS

HIGH SCHOOL

COURSE DESCRIPTION and CURRICULUM GUIDE

Spanish 1

Major Concepts/Content:
Spanish 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language. An introduction to reading and writing is also included as well as culture, connections, comparisons, and communities.

**It is not necessary NOR recommended to teach page by page all the vocabulary and grammar in the textbook. Teach the grammar and vocabulary CONCEPTS that will allow the student to be PROFICIENT in the learning goal. Please remember that we need to prepare our students for the EOC exams which will be skill based and NOT vocabulary specific.

Standards and Benchmarks (see appendix)

Proficiency Level: (Spanish 1 - Novice Low – Novice High)

Resources:

·  Current Textbook Exprésate

·  Teacher Created/Personal Resources

·  Web resources (see appendix for suggestions)

Topic 1: Classroom Building – optional – not on EOC exam

Estimated Time Frame: 1st 1-2 weeks of the 1st 9 weeks

Estimated Chapters to Reference – not within book

Unit Summary: The objective is to introduce the student to his/her Spanish classroom and the language that is needed to be a successful Spanish student. This does NOT focus on specific grammar topics nor is it necessarily all in the book. Students will be presented with the vocabulary needed to function in their language class in the target language. Students will be introduced to skills and strategies needed to be successful in their language class and become accustomed to hearing and using Spanish to satisfy their classroom needs.

Learning Goals:

At the end of the lesson Students will be able to:

·  Explain why learning Spanish will be beneficial to him/her

·  Respond to verbal commands given by the teacher

·  Use nonverbal communication to help express themselves in Spanish

·  Use “survival Spanish” phrases to express their needs

·  Use cognates to understand verbal and written communication

·  Say what school supplies they have and what supplies they need

Student “I can” statements:

·  In English, I can give reasons why it is beneficial to learn Spanish

·  I can follow my teacher’s directions

·  I can use body language and nonverbal communication to help me express myself in Spanish

·  In Spanish, I can tell the teacher what supplies I have ask for basic school supplies

·  I can express my immediate needs in Spanish using the “survival” expressions my teacher gave me

·  I can identify cognates and understand how they are useful in Spanish

Sample resources
·  See teacher pages T 70-74, T76
·  Lists of classroom objects, materials…
·  Lists of commands needed in the classroom.

Topic 1 continued: Talking about ourselves and others.

Estimated Time Frame: First 9 Weeks.

Estimated Chapters to reference: Chapter 1: grammar 1 and 2 and vocabulary 1 and 2 and Chapter 2: grammar 1 and vocabulary 1 only

Unit Summary:

The primary language goal of these units is interpersonal communication. The objective of these units is for students to develop the essential communication skill of introducing themselves and others in Spanish according to the norms and traditions of various Hispanic cultures and to introduce students to the essential grammar structures that are needed to communicate effectively in Spanish. Through meaningful interactions with their classmates, students will be introduced to several key concepts to language proficiency – sentence structure, subject -verb agreement, adjective agreement, subject pronouns, and the verb conjugation using the verb “SER.” Students will be presented with the vocabulary needed to meet these communication goals. Students will greet, ask and respond to simple questions, exchange important information and say goodbye in Spanish. The questions and answers using the verbs ESTAR and TENER are practiced mainly with the singular forms (I, you, he, she, and you formal). Other concepts such as noun agreement and definite articles will be introduced through both vocabulary and use.

Learning Goals -

At the end of this unit Students will be able to:

·  Say culturally appropriate greetings, expressions of courtesy, and goodbyes.

·  Ask someone’s name and say their own name

·  Ask how someone is and say how they are

·  Introduce people and say where they are from

·  Spell words using the Spanish alphabet

·  Use numbers 0-31, days of the week, and time expressions

·  Use proper punctuation and written accent marks in writing and typing

·  Describe self and others

·  Ask someone their age and birthday

·  Ask someone where they are from and say where they are from

·  Answer personal questions appropriately by listening to the question word

·  Understand who is being described based on the subject pronoun used

·  Examine the culture of Spain and Puerto Rico

Student “I can” statements:

·  I can say my name and ask someone else their name

·  I can ask how someone is and say how I am

·  I can introduce someone and say where they are from

·  I can relay important information like my phone number and my birthday

·  I can spell my name and email address using the Spanish alphabet

·  I can describe myself using a variety of adjectives

·  I can ask someone their name, where they are from, their age and their birthday

·  I can describe a friend, including where they live and other personal information

·  I can answer personal questions by myself

·  I can understand what someone is asking me when I hear CUAL, COMO, DONDE, DE DONDE and QUE.

·  I can discuss general information about the culture of Spain and Puerto Rico.

Possible Culture Resource ideas – APPLY IDEAS TO ALL FUTURE CHAPTERS!

Ch. 1

• Show video “Geovision” about Spain w/English Subtitles

• Teacher discusses general info about country

• Use “A Conocer España” p. 2-3

• Discuss celebrations, art, food, and architecture

• Use questions on p. 3 (TE) to students

• Use Geocultura Quiz as a worksheet

• Integrate pages 9-15 from Cuentos y Cultura” within the unit

Ch. 2

• Book p. 40-41

• “A conocer Puerto Rico” questions (TE) p. 41

• “Cuentos y Cultura” p. 25-31

Topic 2: Discussing activities, likes and dislikes and school life

Estimated Time Frame: Second 9 Weeks

Estimated Textbook Chapters to reference: 2, 3 & 4 (Chapter 2: grammar 2 and vocabulary 2; Chapter 3: grammar 1 and 2 and vocabulary 1 and 2; Chapter 4; grammar 1 (without p. 128-129) and vocabulary 1 only)

Additional Resources:

·  Teacher created/Personal Resources

·  Web Resources (see appendix for suggestions)

Unit Summary: The objective of these units is to introduce students to the essential grammar structures that are needed to communicate effectively in Spanish and to allow students to use a variety of verbs to talk about their daily activities. Students will use regular –ar, -er, and –ir verbs to talk about their daily school routine. The following verbs will only be taught in the “yo” and “tu“ forms since they are irregular (The other irregulars will be taught later on). They will use the verb “TENER” to tell what classes they have and what they have to do and “QUERER” to discuss what they want to do. Through meaningful interactions with their classmates, students will be introduced to several additional key concepts of language proficiency – noun agreement, definite articles, verb conjugation, infinitives, questions, question structure, and tag questions and the verbs gustar, tener and querer. Students will use these grammatical structures to tell others about their likes and dislikes and where they are going in order to do these activities. Students will also ask questions of other student about their likes and dislikes. Vocabulary should focus on nouns, verbs, and vocabulary allowing them to express themselves in Spanish.

Learning Goals -

Students will be able to:

·  Talk about what they and others like and like to do (gustar + nouns/gustar + infinitives)

·  Talk about what they and others have to do (tener+que+ infinitive)

·  Talk about why they like to do an activity (porque/ ser + adjectives)

·  Ask someone what they like/dislike

·  Invite someone to do an activity or go to a place (quieres + infinitive)

·  Describe their classes and feelings about the class

·  Describe what they do every day

·  Examine the culture of Texas and Costa Rica

Student “I can” statements:

·  I can say what I like and dislike

·  I can say what I do and don’t like to do

·  I can say what I have to do and don’t have to do

·  I can ask what someone else likes and then tell a friend about it

·  I can say why I like an activity or thing

·  I can ask questions using all the question words.

·  I can tell what classes I have and what they are like

·  I can talk about other students’ classes

·  I can talk about what I do every day

·  I can talk to others about what they usually do after school

·  I can discuss general information about the culture of Texas and Costa Rica.

Topic 3: Talking about School and Daily Routines

Estimated Time Frame: Third 9 Weeks.

Estimated Textbook Chapters to Reference: (Chapter 4: grammar2 and vocabulary 2 (including p. 128) and Chapter 7 grammar 1 (include pgs. 250-251) and 2 and vocabulary 1 and 2

Additional Resources:

·  Teacher created/Personal Resources

·  Web Resources (see appendix for suggestions)

Unit Summary: The objective of this unit is to allow students to use a variety of verbs to talk about their school life, their daily routine, and how to be healthy and express themselves when they are not feeling well. Students will use irregular “yo” form verbs such as “tengo, vengo, hago, and traigo,” and “sé”. They will also use the verb “IR + A” to discuss what they are going to do. Students will use certain reflexive verbs to tell about their daily routines. Students will use the verb “deber” to give advice to others on how to stay healthy. Students will use a variety of verbs (sentirse, doler, tener, estar) to say how they are feeling and what body parts hurt. Students will use direct object pronouns to learn how to shorten sentences.

Learning Goals -

Students will be able to:

·  Talk about what they have and need for school (school supplies)

·  Express needs and feelings within a school setting

·  Tell how often they do activities

·  Describe where they are going to do an activity (ir + a + place)

·  Describe what they are going to do in a certain place (ir+a+inf)

·  Describe where they are going to go after school and what they are going to do

·  Give advice about what someone should do to stay healthy

·  Talk about how they feel in general

·  Discuss daily routines to stay healthy

·  Explain symptoms of an illness or injury

·  Examine the culture of Chile and Argentina

Student “I can” statements:

·  I can say I am going someplace and ask someone to go with me

·  I can say what time something starts

·  I can say what I am going to do and where I am going to do it.

·  I can tell what activities I do daily and how I stay healthy

·  I can give a friend advice on things to do to stay healthy

·  I can talk about how I feel and ask how others feel

·  I can explain to someone the symptoms I have when I am sick or hurt

·  I can ask others about their habits, illnesses and injuries

·  I can discuss the culture of Chile and Argentina

Topic 4: Food and Family Life

Estimated Textbook Chapters to Reference: Chapter 5: vocab. and grammar 1 & 2, Chapter 6 vocab. 1 & 2 and grammar 1 (also include pgs. 212-213)

Additional Resources:

·  Teacher created/Personal Resources

·  Web Resources (see appendix for suggestions)

· 

It is not necessary NOR recommended to cover EVERY verb in chapter 6. Teach enough verbs so the students are able to perform the learning objectives.

Unit Summary: The objective of this unit is to allow students to use a variety of verbs and grammatical structures to comment on food, talk about meals, order in a restaurant, describe their immediate and extended family, and describe their house and activities they do in various rooms in their house. The goal of this unit is for students to be able to communicate about how and where they eat and family and home life. Students will talk about household responsibilities and give opinions about these chores. Students will also learn to correctly use “ser” and “estar” and in particular to use the verb “estar “ with prepositions to describe where objects are located within various rooms. To enhance student proficiency levels, students will use frequency words and negation in their communication.