______Grade: Course Title: Spanish 5
Unit/ Topic: ______
Duration: September
Big Ideas/ Enduring Understanding / Essential Questions· The student will practice the skill of circumlocution.
· The student will identify and practice school/education related vocabulary.
· The student will identify the meanings of idiomatic expressions through context clues.
· The student will review the tenses of the indicative mode previously used in Spanish 1-4. / · How do you explain something to a native speaker who knows no English and you don’t know the exact word in Spanish?
· How would you talk to a Spanish speaker about what you do in school, what you are doing to gain entrance to college, and some of the things that you hope to do in the coming year in college?
· How would you explain expressions like “What’s up in your neck of the woods?” to a person who does not know any English?
· How do you express yourself in the present, the past, the future, etc. in Spanish?
Standards / Content / Skills/ Competency / Assessment
Communication 1.1, 1.3
Communication 1.1, 1.3
Communication 1.2, 1.3
Comparisons 4.1
Communication 1.1, 1.2, / Circumlocution
School/Education related vocabulary
Modismos (idiomatic expressions) related to school
Review of indicative mode / Explain meanings of English words in Spanish.
Identify new vocabulary.
Identify meanings of modismos through contest clues
Translate sentences using new vocabulary and idiomatic expressions.
Express ideas in the indicative mode. / Compose a paragraph explaining what type of student he/she is. (graded by rubric.
Quiz – modismos (matching)
Create and present a dialog with another student dealing with school using new vocabulary and modismos. (Presented orally and graded by rubric)
______Grade: Course Title: Spanish 5
Unit/ Topic: ______
Duration: October
Big Ideas/ Enduring Understanding / Essential QuestionsThe student will identify words through context clues.
The student will identify grammatical structures based on prior knowledge.
The student will practice proper Spanish pronunciation by reciting a poem using correct pronunciation.
The student will present a story to the class using the target language, and integrating grammatical structures used in previous years of study.
The students will summarize the material presented and relate an event in the past
The student will express and opinion through written communication. / If you don’t have a dictionary, how do you figure out the meanings of words in things you are reading?
How does proper pronunciation affect comprehension?
How do you summarize and relate an event that took place and relate that event to other people in the target language?
Standards / Content / Skills/ Competency / Assessment
Communication 1.2,
Comparisons 4.1
Communication 1.2, 1.3, 3.1, 3.2
Communication 1.1, 1.2, 1.3
Communication 1.2,
Communication 1.1, 1.2, 1.3 / Reading – ¿Cómo ves a ti mismo?
Poem – Recuerdo infantil
Readings – Los cinco amigos
Review of preterite versus imperfect tenses
Continue review of indicative mode (perfect tenses, future and conditional tenses) / Identify meaning of words through context clues.
Identify grammatical structures
Recite a poem using correct pronunciation
Create a presentation
Recognize important information presented orally
Summarize material
Relate an event in the past in target language
Analyze statements and express opinions in target language / Record on an IPOD the poem (graded by rubric)
Group presentation assessment (graded by rubric)
Quiz to assess comprehension and note-taking skills (short answer)
Quiz to assess preterite versus imperfect (change verbs in the paragraph to the appropriate form and tense and short answer)
Paragraph written in the target language expressing an opinion (graded by rubric)
______Grade: Course Title: Spanish 5
Unit/ Topic: ______
Duration: November
Big Ideas/ Enduring Understanding / Essential QuestionsThe student will be able to relate an event in the past by using the preterite, imperfect, pluperfect, and conditional tenses.
The student will use the future, present perfect, future perfect, and conditional perfect tenses in written and oral form.
The student will review adjective noun agreement through adjectives of personality.
The student will use indirect object pronouns with verbs like gustar.
The student will read a story, hypothesize about characters and events in the story, and summarize the events. / How do you express ideas such as would, had done and would have done while relating and event in the past?
How do you express ideas such as will have done, and has/have done?
How do we know whether a noun is masculine or feminine? What are some of the rules?
How do you decide what are the most important facts when making a summary?
Standards / Content / Skills/ Competency / Assessment
Communication 1.1, 1.2
Comparisons 4.1
Communication 1.1,1.2
Comparisons 4.1
Communication 1.1,1.2
Comparisons 4.1
Communication 1.1,1.2
Communication 1.1,1.2
Comparisons 4.1
Communication 1.1, 1.3
Cultures 2.1
Connections 3.2
Communication 1.2, 1.3 / Continue review of preterite versus imperfect
Continue review of perfect tenses
Continue review of future and conditional tenses
Review adjectives of personality and adjective/noun agreement
Review verbs like gustar and indirect object pronouns
Reading – La mirada
Autobiography / Relate an event in the past.
Apply preterite and imperfect tenses.
Relate an event in the past
Interpret and apply perfect tenses
Relate an event in the future
Interpret future and conditional tenses
Apply adjective/noun agreement
Apply indirect object pronouns and verbs like gustar
Analyze impression of person in the target language
Compare and contrast a story in an American newspaper with La mirada
Summarize the events in the story
Hypothesize possible events in a story.
Create an autobiography in the target language (oral) / Finish a story in the target language (graded by rubric)
Quiz – complete sentences using the appropriate form of the future tense and short answer.
Complete a story map to summarize story (graded by rubric)
Compose a story written as a newspaper article about La mirada (graded by rubric)
Type 1 writing – La Mirada
Poster (graded by rubric)
Oral presentation (graded by rubric)
.
______Grade: Course Title: Spanish 5
Unit/ Topic: ______
Duration: December
Big Ideas/ Enduring Understanding / Essential Questions· The student will express opinions, evaluate, and criticize using negative and indefinite words and expressions.
· The student will apply his/her knowledge of aforementioned expressions while reading a story.
· Students will learn about holiday culture though singing villancicos / · What words do we use when we are not being specific about the quantity?
· How do we express in Spanish the opposite of these words?
· How would you evaluate yourself using these expressions?
· How do our December and early January holidays differ in the way we celebrate them to Spanish speaking countries?
Standards / Content / Skills/ Competency / Assessment
Communication 1.1, 1.2
Comparisons 4.1
Communication 1.1, 1.3
Cultures 2.1
Connections 3.2
Cultures 2.1
Connections 3.2
/ Negative and indefinite expressions
Reading – Signos de puntuación
Culture – holiday songs / Express opinions using evaluative expressions
Evaluate and criticize using the target language
Identify vocabulary in context
Identify negative and indefinite expressions in context
Compose a paragraph about themselves using negative expressions
Read sections of story aloud to practice pronunciation and proper expression
Recognize the differences between our holiday songs and the Spanish ones. / Quiz – negative and indefinite expressions (fill-in-the-blank and short answer)
Paragraph of self-evaluation using the negative expressions (graded by rubric)
Read section of the story aloud (graded by rubric)
Translate a section of the story aloud (graded by rubric)
______Grade: Course Title: Spanish 5
Unit/ Topic: ______
Duration: January
Big Ideas/ Enduring Understanding / Essential Questions· The student will access prior knowledge of the subjunctive mood to express ideas and opinions.
· The student will use the subjunctive mood to express ideas and opinions about the past.
· The student will express ideas that are contrary to fact using the subjunctive and conditional tenses, and compare and contrast their use to the present tense.
· The student will compare if clauses to as if clauses
· The student will compare and contrast dating customs in 21st century United States to 19th century Spain through reading and discussion. / · What is WEIRDO?
· When do we use the subjunctive mood?
· How can we express the same ideas in the past?
· How does the use of the subjunctive change when we add if to a sentence?
· How do present day dating customs compare to those in the 19th century in Spain? How do they differ?
Standards / Content / Skills/ Competency / Assessment
Cultures 2.1
Connections 3.2
Communication 1.1, 1.2, 1.3
Connections 3.2
Comparisons 4.1
Communication 1.1, 1.2, 1.3
Connections 3.2
Communication 1.1, 1.2, 1.3
Connections 3.2
Communication 1.1, 1.2, 1.3
Connections 3.2
Communication 1.1, 1.2, 1.3
Connections 3.2
Communication 1.2, 1.3
Cultures 2.1
Connections 3.2
Comparisons 4.2 / Culture – Three Kings Day
Review of the uses and forms of the present subjunctive (WEIRDO)
Imperfect subjunctive – forms and uses with WEIRDO expressions
If clauses (contrary to fact) with imperfect subjunctive and indicative
Subjunctive after como si
Pluperfect subjunctive
Culture – dating customs in 19th century Spain / Compose a letter
Express ideas in the new mode/tense
Hypothesize using if clauses
Compare and contrast our customs of today with those of Spain in the past / Quiz – imperfect subjunctive (fill-in-the-blank, and complete the sentence)
Type 1 writing (if clauses)
______Grade: Course Title: Spanish 5
Unit/ Topic: ______
Duration: February
Big Ideas/ Enduring Understanding / Essential Questions· The student will identify new vocabulary in a story.
· The student will hypothesize about what is going to happen in the story.
· The student will hypothesize about people and events in a painting. / · How are the words we have learned used in the story?
· What do you think will happen?
· How would you describe the scene, and what do you think has happened to the people in the story?
Standards / Content / Skills/ Competency / Assessment
Communication 1.1, 1.2, 1.3
Cultures 2.1, 2.2
Connections 3.2
Communication 1.1, 1.2,
Comparisons 4.1 / Reading – El amante corto de vista
Review of subjunctive
Subjunctive after a relative pronoun / Identify new vocabulary in the story
Hypothesize about what is going to happen in each part of the story
Hypothesize about people and events in a painting /
Vocabulary quiz – parte A (matching)
Vocabulary quiz – parte B (matching)
Quiz – parts A and B (put the events in order)
Letter – explain events in parts A and B from the viewpoint of the main character and offer a solution to the problem created in the story (graded by rubric)
Type 1 writing (what will happen in parts D and E)
Quiz – parts D and E (true and false)
Type 1 writing (how will story end?)
Test – El amante corto de vista (true and false and essay in Spanish)
______Grade: Course Title: Spanish 5
Unit/ Topic: ______
Duration: March
Big Ideas/ Enduring Understanding / Essential Questions· The student will interpret sentences using the imperfect and pluperfect subjunctive.
· The student will use the subjunctive with expressions of denial.
· The student will be introduced to A SPACE and THE C D and how these acronyms affect what they know about the subjunctive mode.
· The students will create a dialog based on a Picasso painting. / · How do we express ideas such as there is no one who, I deny that, etc in Spanish?
· What do A SPACE and THE CD have to de with the subjunctive?
· What do you know about Picasso?
Standards / Content / Skills/ Competency / Assessment
Communication 1.1, 1.2,
Comparisons 4.1
Communication 1.1, 1.2,
Comparisons 4.1
Communication 1.1, 1.2,
Comparisons 4.1
Communication 1.1, 1.3
Connections 3.1 / Continue review of subjunctive.
Subjunctive with statements of denial
Subjunctive with A SPACE and THE CD (adverbial clauses)
Culture - Picasso / Interpret sentences in English using new grammatical structure.
Distinguish between the subjunctive and indicative modes
Apply the new grammatical structure
Create a dialog related to situation in a Picasso painting / Quiz – subjunctive versus indicative (multiple choice and complete the sentence)
Group dialog based on characters in a painting (graded by rubric)
______Grade: Course Title: Spanish 5
Unit/ Topic: ______
Duration: April
Big Ideas/ Enduring Understanding / Essential Questions· The student will compare and contrast the typical Hispanic family to the typical American family.
· The student will identify new vocabulary in readings.
· The student will analyze and compare the cultural concept of “el qué dirán”.
· The students will identify the main ideas in each paragraph of the readings.
· The students will identify the examples of “el qué dirán” in the play.
· The students will hypothesize about characters and events in a play. / · How is the typical Hispanic family different and how is it the same as the typical American family?
· What clues can you use to figure out the meanings of words that you don’t understand?
· How is “el qué dirán” used in the play and how important is it in American society?
· Based on what you know about the characters in Act I of the play, what do you think will happen in Act II?
Standards / Content / Skills/ Competency / Assessment
Communication 1.1, 1.2, 1.3
Cultures 2.1, 2.2
Connections 3.2
Communication 1.1, 1.2, 1.3
Cultures 2.1, 2.2
Connections 3.2
Communication 1.1, 1.2, 1.3
Cultures 2.1, 2.2
Connections 3.2
Communication 1.1, 1.2, 1.3
Cultures 2.1, 2.2
Connections 3.2
/ Reading – La familia hispánica (culture)
Reading – El qué dirán (culture)
Reading – Federico García Lorca
Play – La casa de Bernarda Alba (act I) / Compare and contrast cultural situations
Explain main idea of paragraphs read
Identify important facts
Explain what is read in Spanish, in English
Summarize events
Interpret Character’s motivations
Hypothesize about future events / Draw a picture of the setting for act 1 following stage directions
Type 2 writing – act 1, p. 1
Type 2 writing – act 1, pp. 2 and 3
Type 2 writing – act 1, pp. 4 and 5
______Grade: Course Title: Spanish 5
Unit/Topic: ______