Grade: Course Title:Spanish 1
Duration: September
Big Ideas/ Enduring Understanding / Essential QuestionsSpeaking: Give and get personal information and practice pronunciation / How do we greet and introduce each other?
Standards / Content / Skills/ Competency / Assessment
Communication
1.2, 1.2
Culture
2.1 /
· Greetings and Introductions
· Origins
· Numbers 0 – 10
· Days of the Week
· Classroom commands
· Spanish alphabet
· Identification of Spanish speaking countries
· Textbook and workbook
Websites
· Culture – Personal space & Gestures / · Introduce self & others
· Choose appropriate greetings and goodbyes according to time of day and level of formality
· Express where individuals are from
· Identify, recognize, and recite Numbers, Alphabet, and Days of the Week
· Respond to classroom commands
· Identify and Pronounce Spanish speaking countries
· Distinguish gestures in Spanish speaking countries
· Utilize computers to access websites / · Listening and writing activities
· through Cooperative quizzes & Individual Multiple Choice-Fill in the blanks
· Answer questions with partial and Complete sentences
· Oral assessment –
Dramatization
Teacher –Student
Student - Student
· Exam
Listening Comprehension
Reading comprehension
Written:
Multiple Choice
True / False questions
Fill in the Blank
Matching items
Produce statements
based on visual
Grade: Course Title: Spanish 1
Duration: October
Big Ideas/ Enduring Understanding / Essential QuestionsListening discrimination of intonation. / How to ask where people are from. How to ask what others like and dislike.
Recognize the difference between formal
and informal.
Standards / Content / Skills/ Competency / Assessment
Communication
1.2, 1.2, 1.3
Culture
2.1
Connections
3.1, 3.2
Comparisons
4.1, 4.2 / · Greeting others: formal & familiar
· Verb – SER and Subject Pronouns
· Expressing Likes and Dislikes – Using Gustar (Singular forms)
· Culture – Latinos in the United States / · Identify and Recognize different greetings
· Identify, Recognize, and Apply the Use of the Verb Ser & Subject Pronouns to Express Origins and Relationships
· Describe activities they like or dislike to do through oral, written, video, and reading activities
· Describe Hispanic populations in different regions of the U.S. / · Written quizzes to produce spelling and correct sentence structure
· Oral proficiency
· Listening activities to identify target vocabulary and correct usage of Ser, Gustar, and action verbs
· Exam
Listening Comprehension
Reading comprehension
Written:
Multiple Choice
True / False
questions
Fill in the Blank
Matching items
Produce statements
based on visual
Grade: Course Title: Spanish 1
Duration: November
Big Ideas/ Enduring Understanding / Essential QuestionsDescribing characteristics of others, as well as physical appearance. / What is he or she like? What do you or others wear?
Describing clothing.
Use of appropriate gender
Standards / Content / Skills/ Competency / Assessment
Communication
1.2, 1.2, 1.3
Culture
2.1
Connections
3.2 / · Description of people
· Adjectives–Gender and Number
· Definite and Indefinite Articles
· Vocabulary –clothing, color, personal appearance
· Verb llevar – Singular forms
· Mariachi & Tejano music
· Day of the Dead
· Description of family members and relationships
· The verb Tener and Telling Age
· Numbers up to 100 / · Identify Recognize and Utilize Vocabulary relating to Physical characteristics and clothing by describing themselves and others
· Identify and Apply the Verb Gustar
· Recognize, choose, and apply correct definite and indefinite articles in agreement with adjectives
· Produce new statements using the verb llevar through oral, written, video, and TPR activities
· Develop awareness of influences of Mexican music in the U.S.
· Listen to authentic Mexican music
· Knowledge of Mexican celebrations of Days of the Dead
· Identify and categorize a family tree
· Use the verb Tener and numbers to express age. / · Written quizzes to produce spelling and correct sentence structure
· Oral proficiency
· Listening activities to identify target vocabulary and correct usage of Gender and Number of Adjectives and Def / Indef Articles
· Exam
Listening Comprehension
Reading comprehension
Written:
Multiple Choice
True / False
questions
Fill in the Blank
Matching items
Produce statements
based on visual
· Summarize cultural activities
Grade: Course Title: Spanish 1
Duration:December
Big Ideas/ Enduring Understanding / Essential QuestionsDescribing family, age, dates and birthdays. / Asking how old someone is. Asking someone’s birthdates.
Concept of possession. / Asking about family members.
Standards / Content / Skills/ Competency / Assessment
Communication
1.2, 1.2, 1.3
Culture
2.1
Connections
3.1, 3.2
Comparisons
4.2 / · Description of family members and relationships
· The verb Tener and Telling Age
· Numbers up to 100
· Possessive Adjectives, including “¿de quién?”
· Vocabulary including calendar, dates, and months
· Culture – Quinceañera
· Celebrations in Hispanic countries / · Identify, Recognize, and Utilize Vocabulary relating to family members, relationships, birthday dates, and typical celebrations
· Recognize, choose, and apply correctly the different forms of the verb Tener to express age and possession
· Recognize and identify the differences between possessive phrases in English and Spanish:
Using possessive adjectives
and phrases with “de”
· Recognize and acknowledge the observance of the unique Hispanic celebration of Quinceañera / · Written quizzes to produce spelling and correct sentence structure
· Oral proficiency
· Listening activities to identify target vocabulary and correct usage of Tener to express possession and age, other forms of possessive, and family relationships.
· Exam
Listening Comprehension
Reading comprehension
Written: Multiple Choice
True / False
questions
Fill in the Blank
Matching items
Produce statements based on visuals
· Summarize cultural activities
· Summative Exam
Grade: Course Title: Spanish 1
Duration:January
Big Ideas/ Enduring Understanding / Essential QuestionsVerbs. Describing classes and classroom objects. / What classes do you take? What is in your classroom? How often do you do certain
Use of adverbs of frequency / activities?
Standards / Content / Skills/ Competency / Assessment
Communication
1.2, 1.2, 1.3
Culture
2.1
Connections
3.1
Comparisons
4.1, 4.2 / · Vocabulary related to school classes and classroom objects
· Adverbs of frequency
· Conjugation of –AR verbs
· Phrases of obligation:
Tener que
Hay que
· Culture
Mexican artist Diego
Rivera / · Identify, Recognize, and Utilize Vocabulary relating to school classes and classroom objects
· Select and place adverbs of frequency in the correct location
· Memorize “AR” verbs endings
· Apply correct endings in agreement with nouns and subject pronouns
· Apply “tener que” and “hay que” + infinitive to create sentences of obligation
· Describe the artistic, political influences of Diego Rivera in the world. / · Written quizzes to produce spelling and correct sentence structure
· Oral proficiency
· Listening activities to identify target vocabulary and correct usage of obligation expressions, and “AR” verb conjugations.
· Exam
Listening Comprehension
Reading comprehension
Written:
Multiple Choice
True / False
questions
Fill in the Blank
Matching items
Produce
statements
based on visual
· Summarize cultural activities
Grade: Course Title: Spanish 1
Duration:_February
Big Ideas/ Enduring Understanding / Essential QuestionsClass schedule, time, talk about where someone is going. / Where are you going? What time is it? What is your schedule like?
Interrogative words. / What do you want to eat or drink?
Standards / Content / Skills/ Competency / Assessment
Communication
1.2, 1.2, 1.3
Culture
2.1, 2.2
Connections
3.1
Comparisons
4.1, 4.2 /
· Vocabulary related to school schedules, school activities, and telling time
· The verb to go ( IR ) and to be (ESTAR)
· Interrogative words
· Culture
· Mexican foods and snacks / · Identify, Recognize, and Utilize Vocabulary relating to school schedules, activities, and telling time
· Organize a student school schedule and activities
· Produce and respond to the questions:
¿Qué hora es? and ¿A qué hora?
· Memorize the conjugation forms for the irregular verbs:
-Ir a + place
-Estar en + location
-Use Estar for feelings
· Compare American and Mexican meal times as well as food items / · Written quizzes to produce spelling and correct sentence structure
· Oral proficiency
· Listening activities to identify target vocabulary and correct usage of verbs IR, ESTAR. interrogative words, school schedules, activities, and telling time
· Exam
Listening Comprehension
Reading comprehension
Written:
Multiple Choice
True / False
questions
Fill in the Blank
Matching items
Produce statements based on
Visuals
Summarize cultural activities
Grade: Course Title: Spanish 1
Duration: March
Big Ideas/ Enduring Understanding / Essential QuestionsDiscuss plans, sequence of events, places and people you know. Verbs. Irregular yo form verbs. / What are you going to do? Are you hungry? Thirsty? What do you do? Who do you
know? What do you hear?
Standards / Content / Skills/ Competency / Assessment
Communication
1.2, 1.2, 1.3
Culture
2.1
Connections
3.1
Comparisons
4.1, 4.2 / · Vocabulary related to scheduling plans, places to go, and
After school activities
· Sequencing events (first, later, etc )
· Verbs:
- Ir + a + Infinitive
- ER and IR verb
conjugations
· Irregular Verbs:
Oír, Hacer, and
Conocer
· Culture
El Zócalo / · Identify, Recognize, and Utilize Vocabulary relating to places and after school activities
· Select and organize an event in order by using sequencing vocabulary
· Memorize the conjugation forms for the irregular verbs: Oír, Hacer, and Conocer
· Describe future activities by using the verb IR + a + inf.
· Memorize endings for –ER, -IR verb conjugations
· Apply correct endings in agreement with subject pronouns and nouns
· Knowledge of the cultural importance of the Plaza to the Mexican people / · Written quizzes to produce spelling and correct sentence structure
· Oral proficiency
· Listening activities to identify target vocabulary and correct usage of irregular verbs and ER/IR verb conjugations.
· Exam
Listening Comprehension
Reading comprehension
Written:
Multiple Choice
True / False
questions
Fill in the Blank
Matching items
Produce
statements
based on visual
· Summarize cultural activities
· La Leyenda Azteca
· Summative Exam
Grade: Course Title: Spanish 1
Duration: April/ May
Big Ideas/ Enduring Understanding / Essential QuestionsExtend invitations, talk on the phone, express feelings, and say where you are coming from and have just done. / How do you feel? What have you just done, Where are you coming from? What do
you like to do?
Standards / Content / Skills/ Competency / Assessment
Communication
1.2, 1.2, 1.3
Culture
2.1, 2.2
Connections
3.1 / · Extending invitations
· Phone conversation vocabulary
· Expressing Feelings
· Verb - Venir (d )
· Verb Acabar de + Infintive
· Complete expressing Likes and Dislikes using Gustar (Singular & Plural )
· Culture – Customs of Puerto Rico ( food, music, dance ) / · Identify, recognize and apply the verb Estar + Adjectives of emotion
· Apply gender/ number agreement
· Utilize terms of conmigo/contigo
· Identify and apply vocabulary relating to invitations
· Identify and apply the verb Acabar de + Infinitive
· Identify,utilize the verb Venir (de) with locations
· Describe what they like or dislike to do through oral, written, video and reading activities
· Produce written and oral telephone conversations /
· Written quizzes to produce spelling and correct sentence structure
· Oral proficiency
· Listening activities to identify target vocabulary and correct usage
· Exam
Listening Comprehension
Reading comprehension
Written:
Multiple Choice
True / False
Questions
Fill in the Blank
Matching items
· Produce statements based on visuals
Grade: Course Title: Spanish 1
Duration: May/June
Big Ideas/ Enduring Understanding / Essential QuestionsSports, preferences and comparisons. Stem changing verbs. The verb to know how to do something. / What do you know how to do? What sport do you play? What are you thinking of
doing? More? Less?
Standards / Content / Skills/ Competency / Assessment
Communication
1.2, 1.2, 1.3
Culture
2.1, 2.2
Connections
3.2
Comparisons
4.1, 4.2 / · Vocabulary related to Sports
· The verbs Jugar & Pensar
· Conjugation of stem changing verbs
u ->ue and e ->ie
· Conjugation of the verb Saber
· Vocabulary and Grammatical structure
for Comparisons
· Popular sports and figures of Puerto Rico / · Memorize the conjugation forms of stem changing verbs u ->ue and e ->ie
· Recognize and produce correct grammatical structures using helping verb + infinitive
· Identify, recognize and apply the verb Saber in contrast to the verb Conocer
· Identify, recognize and apply the various comparative structures, including irregular comparative words / · Written quizzes to produce spelling and correct sentence structure
· Oral proficiency
· Listening activities to identify target vocabulary and correct usage of Stem Changing Verbs,the verb Saber and Comparisons
· Exam
Listening Comprehension
Reading Comprehension
Written:
Multiple Choice
True / False Questions
Fill in the Blank
Matching items
· Produce statements based on visuals
______Grade: Course Title: ______
Unit/ Topic: ______
Duration:______
Big Ideas/ Enduring Understanding / Essential QuestionsVital Information or skills / How will the teacher phrase the question in order TO Organize the
Implementation of the lesson design?
Standards / Content / Skills/ Competency / Assessment