Calhoun County Schools: Spanish I

Scope and Sequence Overview

Course Description: The first year course in Spanish provides students with opportunities to communicate at a basic level, to develop insights into cultures other than their own, to understand their own language and culture better, to access knowledge from other disciplines using the Spanish language, and to participate more fully in the global community.

First Nine Weeks - Spanish I

Lng. = Language Rdg. = Reading

Pret. Chapt.

Unit I (1.3)

Objective
The student will: / Course of Study / SAT 9 / AHSGE / Suggested Resources / Suggested Time
Ask and respond to personal information questions / 5, 3, 15
Employ greetings and courtesies in both formal and informal situations / 2,5,18, 29 / Videotape skits presented in class
Recognize words for numbers and days of the week / 8 / Lng. I.2
Express likes and dislikes / 6 / Lng. I.2
Identify and describe people using forms of verb
Ser
/ 4 / Lng. 1.2
Identify and use subject pronouns / 7 / Lng. I.1,4
Recognize and use words for clothing and body parts / 4,8
Memorize and apply definite and indefinite articles / 27 / Lng. I.1
Demonstrate noun-adjective agreement using descriptive adjectives / 27
Recognize words for family members, months / 8, 14 / Family tree with birth dates and/or death dates
Express age using forms of the verb tener
Express possession using de and tener
Express dates / 27,31 / Lng. I.1
Recognize and respond to simple directions
Recognize names of Spanish speaking countries / 21, 23, 33 / Rdg. I.3
Rdg. IV.2 / Textbook resources
Compare celebrations, musical styles, and communities of the Hispanic world / 31, 22, 34, 23 / Rdg. I.3 / Canciones CD

Second Nine Weeks - Spanish I

Unit 2, Chapt. 1

Unit 3

Objective
The student will: / Course of Study / SAT 9 / AHSGE / Suggested Resources / Suggested Time
Recognize and use words for classes, classroom objects, adverbs, places, food, adjectives of feeling, leisure activities / 8, 7 / Food journal for one week
Discuss obligations using tener que and hay que / 28, 8
Understand and describe a variety of activities in the present time frame using regular ar, er, and ir verbs / 7 / Lang. I.2
Ask and respond to questions which employ interrogative words. / 3, 15
Express time
State destination and location using forms of the verbs ir and estar / 8
7 / Lang. I.3,2
Express future plans using ir a and immediate past using acabar de / 4 / Lang.
I.3,2
Understand and describe activities in the present using the verbs oir, hacer, conocer / 7 / Lang.
I.2,3
Demonstrate use and understanding of the personal a / 27
Sequence events
Express feelings using estar and adjectives and gustar and infinitives / 28 / Rdg. I.2
IV.2,3
Lang.I.2,3
State where you are coming from using forms of the verb venir / 13
Practice telephone etiquette / 5, 30
Compare Mexican school and meal schedules to those in the United States / 29 / Rdg. IV.3
Discuss points of interest in Mexico / 31, 33, 34 / Cooperative learning research project
Internet

Third Nine Weeks - Spanish I

Unit 3 – Chapt. 2-3

Unit 4 – Chapt. 1-2

Objective
The student will: / Course of Study / SAT 9 / AHSGE / Suggested Resources / Suggested Time
Recognize words related to sports, clothing, weather, feelings, seasons, places, transportation and shopping. / 2,4,12,14,18 / Rd. IV:1 Lng. I:1,9
Identify, conjugate and use forms of the verbs jugar, saber, decir and e – ie, o – ue, and e - i stem-changing verbs. / 7 / Lng. I.2,3
Express differing qualities using comparatives. / 12,15, 27 / Rdg. IV:3
Express feelings using the verb tener. / 2, 27, 28 / Lng. I:2,3
Replace nouns in sentences with direct and indirect object pronouns and differentiate between the two. / 27 / Lng. I:4,6
Express action in progress using the present progressive tense. / 7,27 / Lng. I:2,3
Describe location using prepositions of location. / 1,8,10,14,27
Form and understand imperative sentences with affirmative familiar (tu) commands. / 1,19,27,30 / Rdg. I:3 / Play “Simon dice”
Compare and contrast Puerto Rico and the United States. / 13,17,20,21,24 / Rdg. I:2 IV:3 / Debate on Puerto Rican statehood
Study points and activities of interest in Puerto Rico. / 13,17,20,21,24,32,34 / Rdg. I:2 IV:2
Discuss the cultural and historical significance of Oaxaca, Mexico. / 13,17,18,20,21,22,24,31,34 / Rdg. I:2 IV:2 / Textbook, videos, internet

Fourth Nine Weeks - Spanish I

Unit 4 – Chapter 3 and

Unit 5

Objective
The student will: / Course of Study / SAT 9 / AHSGE / Suggested Resources / Suggested Time
Recognize words related to food, restaurants, daily grooming, daily chores, houses, parties, and affirmative and negative words. / 2,4, 8, 12, 14, 18, 24, 27 / Lang. I:1, I:9 Rdg.IV:1 / Resource center cassette tape
Restaurant skit
Form and understand imperative sentences using irregular affirmative and negative familiar commands. / 1, 19, 27 / Rdg. I:3 / Play “Simon dice”
Form adverbs using the suffix mente. / 4,24,27
Use superlatives to describe nouns. / 12,15,24 / Rdg. IV:3
Conjugate and use the preterit of regular ar, car, zar, and gar verbs / 7 / Lng. I 2,3
Continue discussion of Oaxaca, Mexico. / 13,18,20,21,22,24,31,33,36 / Rdg. I:2, IV:2
Examine cultural and historical significance of Spain with emphasis on Cataluna, Barcelona, the art of Picasso, and Spanish cooking. / 13,17,18,20,21,22,23,24,31,33,36 / Rdg. I:2, IV:2 / Online art gallery
Cook paella
Conjugate and apply reflexive verbs and pronouns / 7,8,13,14,28 / Lng. 1.2,4,6 / Describe daily routine