Prerequisite: Recommended Grade Level: 9-11

Spanish 1B

Description: This course introduces listening, speaking, reading and writing language skills within a cultural context. 1 Trimester- 0.5 credit

Unit 1: Review of Spanish 1A (6 weeks)

Standards (Skills/Concepts):

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

1.2Students will be able to understand and interpret written and spoken language on a variety of topics.

2.1Students demonstrate an understanding of the relationship between the practices and perspectives of the culture(s) studied.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

4.2Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

POS: WLPR-CI-D-1, f, j

Demonstrator 1:The school implements creative world language learning opportunities, which provide innovative avenues for EACH student to develop and refine 21st century communication skills in languages other than English. World language learning: f. provides a balanced approach to language development through the interpretive, interpersonal and presentational modes of communication. j. stresses a functional language approach that prepares learners for college and career.

POS: WLPR-CI-D-2, a

Demonstrator 2: Teachers guide student learning through implementation of rigorous world language opportunities for students to develop language and intercultural competencies. Teachers guide: a. learning through sustained input and output in the target language.

POS: WLPR-CI-D-3, d

Demonstrator 3: Students engage in a process of language acquisition and/or learning that prepares them for college, career and global citizenship. d. Students understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts.

POS: WLPR-FSA-D-1, f

Demonstrator 1: Students take ownership of their own learning through a process of goal setting, self-assessment and reflection. f. Students provide evidence of what they can do in the language.

POS: WLPR-FSA-D-2, c, d

Demonstrator 2: Standards-based formative and summative views of and for learning are embedded into the learning process to evaluate proficiency and inform the individual’s learning progress. c. Teachers use a variety of pre-assessments, student self-assessments, formative views, and summative views to provide meaningful feedback on student learning .

d. Authentic performance tasks are used routinely to assess students’ world language proficiency.

POS: WLPR-FSA-D-3, c

Demonstrator 3: World language assessment views are maintained by the district, school, and teacher, and are used to improve student learning, inform program decisions, and to grant proficiency-based credit. c. Schools systematically monitor student progress in developing world language and intercultural skills.

POS: WLPR-CI-D-2, d

Demonstrator 2: Teachers guide student learning through implementation of rigorous world language opportunities for students to develop language and intercultural competencies. d.Teachers guide students to use the language in authentic cultural contexts for learning(communication, materials, classroom environment, etc.)

POS: WLPR-CI-D-3, d

POS: WLPR-CI-D-1, c

Demonstrator 1: The school implements creative world language learning opportunities, which provide innovative avenues for EACH student to develop and refine 21st century communication skills in languages other than English. c. provides opportunities for students to acquire more than one language through classroom, virtual or hybrid learning experiences.

Topics:

Students will be able to recall the Spanish alphabet and the pronunciation of all consonants and vowels from Spanish I.
Students will be able to recall and to respond to basic conversational greetings.
Students will be able to introduce themselves and other people in Spanish.
Students will be able to identify and to connect the English subject pronouns with the Spanish subject pronouns.
Students will be able to recite the numbers from 1-100 in Spanish.
Students will be able to correctly and appropriately use the verb ser.
Students will be able to describe their personality, appearance, age, origin and current location and state of being.
Students will be able to recall the days of the week and months of the year in Spanish.
Students will be able to express the date and time in Spanish.
Students will be able to talk about the family unit and how each member is related to each other.
Students will be able to conjugate and distinguish between the correct uses of tener.
Students will be able to recognize and recall school vocabulary words.
Students will be able to label and utilize definite and indefinite articles with the school vocabulary items.
Students will be able to identify and to label correctly nouns with the correct forms of the definite and indefinite articles.
Students will be able to recall and to identify which possessive adjectives to utilize in a sentence.
Students will be able to identify and to connect the English possessive adjectives with the Spanish possessive adjectives.
Students will be able to recall and to apply the relationships between adjectives and nouns in Spanish.
Students will be able to distinguish between masculine and feminine adjectives and nouns in Spanish.
Students will be able to incorporate vocabulary concerning community, general destinations, vacation, games, pastimes into the repertoire of Spanish knowledge.
Students will be able to recall and to identify adverbs of frequency.
Students will be able to correctly conjugate and appropriately use the verbs gustar and querer.
Students will be able to memorize the conjugations of the regular present tense AR/ER/IR verbs.
Students will be able to construct sentences utilizing the conjugations of all regular verbs.
Students will be able to conjugate and to recognize irregular and stem-changing verbs in the present tense.
Students will be able to construct sentences utilizing these irregular and stem-changing verbs.
Students will be able to recall and to connect the weather expressions in Spanish.
Students will be able to recall the prepositions of location.

Potential Resources:

Summative Assessments
Formative Assessments
Current Events/Reading and Writing Rubric
Authentic Language Assessments
Conversational practice with a partner about basic information such as name, country, phone number, email, and using proper spelling and pronunciation
Imaginary facebook profile with basic information, interests and descriptions of appearance and personality
Mock voting about interests
Interview a partner about their interests things people do for fun
Create a schedule and include a list of school supplies
Conversational practice with a partner about inviting them to do something on certain days of the week
Describe one’s family to a partner including descriptions and relationships
Discuss with a partner about each family member’s chores
Create a family tree
Draw and label rooms in one’s house

Unit 2: Food and Restaurant (2 weeks)

Standards (Skills/Concepts):

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

1.2Students will be able to understand and interpret written and spoken language on a variety of topics.

2.1Students demonstrate an understanding of the relationship between the practices and perspectives of the culture(s) studied.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

4.2Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

POS: WLPR-CI-D-1, f, j

POS: WLPR-CI-D-2, a

Speaking & Listening Standards

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Topics:

Memorize vocabulary words for different foods.
Compare the types of food eaten in Spanish-speaking countries.
Identify verbs associated with food.
Recognize when to use the verbs needed for ordering in restaurant situations.
Recall adjectives used for describing food.
Be able to relate to and predict when to use certain words and phrases in conversation practice using different restaurant scenarios.

List the conjugations of ser.
List the conjugations of estar.
Compare and contrast the uses of the verbs ser and estar.
Identify the different usages of both ser and estar.
Be able to memorize how to change the ending of verbs to form the present progressive tense.
Converse with classmates using the present progressive tense.
Be able to correctly conjugate and use the verbs pedir, servir, preferir, poder, and probar.
Discuss direct objects and their corresponding direct object pronouns.
Be able to correctly conjugate and use affirmative informal commands.
Be able to attach a direct object pronoun to the end of an affirmative informal command.

Potential Resources:

Summative Assessments
Formative Assessments
Current Events/Reading and Writing Rubric
Authentic Language Assessment
Skit about ordering and eating in a restaurant
Flier about favorite foods
Conversation practice
Skit about a cooking show

Unit 3: Human Body and Health (2 weeks)

Standards (Skills/Concepts):

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

1.2Students will be able to understand and interpret written and spoken language on a variety of topics.

2.1Students demonstrate an understanding of the relationship between the practices and perspectives of the culture(s) studied.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

4.2Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

POS: WLPR-CI-D-3, d

POS: WLPR-FSA-D-1, f

Demonstrator 1: Students take ownership of their own learning through a process of goal setting, self-assessment and reflection. f. Students provide evidence of what they can do in the language.

Speaking & Listening Skills

CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Topics:

Identify vocabulary words relating to the body, exercise, illness, aches, pains, emotions, daily routine,and personal hygiene.
Identity and distinguish reflexive verbs from other verbs.
Memorize the usage and placement of reflexive verbs in a sentence.
Assess whether or not a reflexive verb is need in certain contexts.
Compare the use of reflexive verbs to similar verbs used in English.
Connect the use of reflexive verbs to their own daily lives.
Be able to show the knowledge of reflexive verbs by performing dialogues and or skits to demonstrate one’s own morning/night routines.
Be able to correctly conjugate and use negative informal commands.
Be able to attach direct object pronouns and reflexive pronouns to negative informal commands.

Potential Resources:

Summative Assessments
Formative Assessments
Current Events/Reading and Writing Rubric
Authentic Language Assessment
Interview partner about morning/night routines
Skit about injury or illness
Label human body

Unit 4: Clothes and Shopping and Holidays and Celebrations (2 weeks)

Standards (Skills/Concepts):

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

1.2Students will be able to understand and interpret written and spoken language on a variety of topics.

2.1Students demonstrate an understanding of the relationship between the practices and perspectives of the culture(s) studied.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

4.2Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

POS: WLPR-FSA-D-2, c, d

d. Authentic performance tasks are used routinely to assess students’ world language proficiency.

POS: WLPR-FSA-D-3, c

Speaking & Listening Standards

CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)

Topics:

Identify vocabulary words relating to clothing and shopping.
Recall the vocabulary for the colors.
Be able to correctly conjugate the verbs costar and quedar, and use them asthey relate to clothing and shopping.
Recall the numbers 1-1000 and identify the numbers 1001 to 1 million.
Explain how to give ask for or offer an opinion, and ask for help in a store.
Discuss how to properly talk on the phone.
Be able to recognize how to use demonstrative adjectives and their placement in sentences.
Compare the syntax of the vocabulary of clothing and shopping to how they are used in English.
Identify vocabulary related to holidays and celebrations.
Explain familiar objects, images, and symbols as it relates to holidays.
Identify some expressive forms of celebration of the holiday of the target culture.
Identify behavioral patterns of the target culture surrounding a holiday.

Potential Resources:

Summative Assessments
Formative Assessments
Current Events/Reading and Writing Rubric
Authentic Language Assessment
Skit about shopping and trying on clothing
Create mini catalogue of clothing
Interview a partner about some holiday traditions
Research project and presentation about a Spanish or Latin American holiday.