Spanish I, Honors
Scope & Sequence
August 2017 (Under Revision)
NATIONAL (AND STATE) STANDARDS FOR WORLD LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
21st Century Skill: Global Awareness
At Assumption High School we strive to help our students become more aware of
the world around them and the issues that arise from being part of a larger global
community. The teaching of Global Awareness is therefore incorporated into our
courses. Because Global Awareness is an integral part of the study of second
languages and the cultures in which those languages are spoken, it permeates all
that is done in the language classroom. Therefore, no specific references are made
in this scope and sequence as to how Global Awareness is incorporated into this
particular course.
FIRST SEMESTER (38 days)
**Freshmen must complete a cultural project either 1st or 2nd semester using PowerPoint.
Content:
1 day:Introducción
Syllabus
Layout of text and workbook
Note taking in your class
Assign Spanish names (optional)
15 days:Capítulo 1– España (may break up into 2 parts)
Vocabulario: Spanish-Speaking Countries and Capitals
Basic Classroom Objects & Commands
Common Classroom Questions & Responses
Greetings and Farewells
Asking Someone’s Name
Courtesies & Introducing Others
Titles/Teacher/Student/Friends
Asking Origin
Asking Nationality
Subject Pronouns
Numbers 0-31
Exchanging Phone Numbers
Basic Colors
Telling Time
Seasons, Months, & Days of the Week
Giving the Date and Day
The Alphabet -Written and Oral
Giving E-mail Addresses
The Verb Hay
Gramática:Subject/Verb Agreement
Present Tense Conjugation of Ser
Tú vs. Usted
Puntuación:Question Marks
Exclamations Points
Accent Marks & Tildes
Cultura:Geography/Famous Places/Architecture of Spain
Celebrations/Traditions/Music/Art/Food of Spain
Formal and Informal Introductions
Bullfighting
Material Extra:p. 382-383 (El Prado)
FL Skills:
Listening:Use CD activities from text and workbook.
Reading:Use those included in text.
Oral 1:Engage in a basic conversation using appropriate greetings and responses.
Oral 2:Ask for age, phone numbers, email addresses, and dates.
Written 1:Write a letter introducing self, including name, age, and birthday.
Written 2:Compose a dialogue using greetings, farewells, courtesies, and origin.
10 days:Capítulo 2 - PuertoRico
Vocabulario:Descriptive Adjectives
Asking and Telling Age & Birthday
Miscellaneous Nouns for Likes and Dislikes and Classroom Activities
Telling Likes and Dislikes
More Nationalities
Question Words
More Colors
Numbers 32-100
Gramática:Gender and Number of Adjectives
Gender and Number of Nouns
Definite Articles
Using “De” To Show Possession/Origin
Por qué vs. Porque
Question Formation
Describing Things and People with Ser
Gustar & Encantar
Puntuación:Accent Marks on Question Words
Pronunciación:Accentuation Rules (P. 72)
Cultura:Geography/Famous Places/Architecture of Puerto Rico
Celebrations/Traditions/Music/Art/Food of Puerto Rico
Indigenous Plants and Animals
Baseball
Statehood vs. Protectorate Status
Material Extra:p.384-385 (Article)
FL Skills:
Listening:Use CD activities from text and workbook.
Reading:Use those included in text.
Oral 1:Respond to ¿Quién es?, ¿Qué es?, ¿Cómo es?.
Oral 2:Tell origin, age and nationality.
Written 1:Describe people and objects using descriptive adjectives and nationalities.
Written 2:Tell likes and dislikes.
10 days: Capítulo 3 – Texas
Vocabulario:Sports & Hobbies
Everyday Activities &Leisure Activities
Talking About Activities People Want to Do
Weather Expressions
Frequency Time Expressions
Regular -Ar Verbs
Gramática:Gustar with Infinitives
Querer with Infinitives
Pronouns after Prepositions
Hacer with Weather
Present Tense -Ar Verb Conjugation
Present Tense of Ir and Dar
Al and Del
Pronunciación:The Letters H, G and J.
Cultura:Geography/Famous Places/Architecture of Texas & Dominican Republic
Celebrations/Traditions/Music/Art/Food of Texas & Dominican Republic
Crops and Neighboring States
Immigration Issues in Texas
Baseball in Dominican Republic
Material Extra:p. 386-387 (Carmen Lomas Garza)
FL Skills:
Listening:Use CD activities from text and workbook.
Reading:Use those included in text.
Oral 1:Describe what sports or activities you do according to the weather and/or season.
Oral 2:Describe the weather.
Written:Describe the activities you do on a regular basis.
2 days:Semester review
1 day:Semester exam
Semester Outcomes
LISTENING
- Students will be able to identify pictures based on one to three line spoken descriptions with 80% accuracy. Descriptions will be spoken twice.
- Students will be able to write out words as the teacher spells them in Spanish with 80% accuracy. Words will be spelled twice.
- Students will be able to match the appropriate response to questions spoken in Spanish with 80% accuracy. Questions will be spoken twice.
- Students will be able to understand simple instructions given by the teacher with 80% accuracy.
SPEAKING
- Students will be able to answer four questions from a list of fifteen to twenty questions posed by the teacher using complete sentences and vocabulary which has been studied during the fall semester. Pronunciation should be free of major errors and grammatical accuracy should be at 75%. Students should be able to accomplish this with prior notice of the list of questions which they may be asked.
- Students will be able to act out a three to five line partner dialogue using complete sentences and vocabulary which has been studied during the fall semester. Pronunciation should be free of major errors and grammatical accuracy should be at 75%. Students should be able to accomplish this with prior notice of their topic and five to ten minutes of partner practice in class prior to the exam.
- Students will be able to ask their peers and the teacher basic questions in class with 75% accuracy.
READING
- Students will be able to read short one to two paragraph descriptions and answer true-false questions regarding the reading with 80% accuracy.
- Students will be able to read short five to ten line dialogues and answer true-false questions regarding the reading with 80% accuracy.
WRITING
- Students will be able to write a ten line letter using basic Spanish grammar and vocabulary studied this semester with 75% accuracy.
- Students will be able to write a five to ten line dialogue using basic Spanish grammar and vocabulary studied this semester with 75% accuracy.
SECOND SEMESTER (40 days)
**Freshmen must complete a cultural project either 1st or 2nd semester using PowerPoint.
Content:
10 days:Capítulo 4 - Costa Rica
Vocabulario:School Supplies
Courses
Tener Idioms
School Places & Activites
Inviting Others to Places & Activites
Regular –ER and –IR Verbs
Gramática:Conjugation of Tener & Venir
Indefinite Articles
“A” with Telling Time (A Las Dos)
Conjugation Regular –ER and –IR Verbs
Verbs with Irregular Yo Forms
Ir + a + Infinitive
Indefinite Amounts (Mucho, Poco)
Saber vs. Conocer
Pronunciación:The Letters S,Z,C and Qu.
Cultura:Geography/ Famous Places/Architecture of Costa Rica
Celebrations/Traditions/Music/Art/Food of Costa Rica
Indigenous Animals and National Parks
Eco-Tourism
Material Extra:p. 388-389 (Interview)
FL Skills:
Listening:Use CD activities from text and workbook.
Reading:Use those included in text.
Oral 1:Talk about what courses you have and what supplies you need.
Oral 2:Express what school subjects and activities they like and dislike.
Written 1:Describe things you have to do vs. things you want to do.
Written 2:Describe your classes and extracurricular activities.
8 days:Capítulo 5- Chile
Vocabulario:Describing People and Family Relationships
Family Members
Physical Characteristics
Describing Houses, Rooms, & Furniture
Naming Chores
Talking about Household Responsibilities
Gramática:Possessive Adjectives
Stem-Changing Verbs (all)
Estar with Prepositions
Negation with nunca, tampoco, nadie, and nada
Tocar and Parecer
Pronunciación:The Letters B and V.
Cultura:Geography/Famous Places/Architecture of Chile
Celebrations/Traditions/Music/Art/Food of Chile
Tourism
Material Extra:p. 390-391 (Isabel Allende)
FL Skills:
Listening:Use CD activities from text and workbook.
Reading:Use those included in text.
Oral 1:Answer questions about family members and pets.
Oral 2:Describe responsibilities at home.
Written 1:Describe home.
Written 2:Describe chores.
8 days:Captulo 6 - México
Vocabulario:Food
Commenting on & Describing Food
Making Polite Requests
Table Settings
Talking about Meals
Offering Help
Giving Instructions
Gramática:Using Ser and Estar
Present Progressive
Using Pedir and Servir
Direct Objects and Direct Object Pronouns
Pronunciación:The Letter D.
Cultura:Geography/Famous Places/Architecture of Mexico
Celebrations/Traditions/Music/Art/Food of Mexico
Indigenous Peoples of Mexico
Diego Rivera & Frida Kahlo
Piñatas
Material Extra:p. 392-393 (Article)
FL Skills:
Listening:Use CD activities from text and workbook.
Reading:Use those included in text.
Oral 1:Describe food preferences.
Oral 2:Order at a restaurant.
Written 1:Write a menu in Spanish.
Written 2:Write a dialogue between a customer and a waiter/waitress in a restaurant.
11 days:Capítulo 7 - Argentina
Vocabulario:Talking about Daily Routines
Talking about Staying Fit and Healthy
Body Parts
Talking about How One Feels Physically
Giving Advice
Reflexive Verbs
Clothing (from ch. 8)
Gramática:Reflexive Verbs
Using Infinitives
Review of Stem-Changing Verbs
Estar, Tener, Sentirse
Pronunciación:The Letters G and GU.
Cultura:Geography/Famous Places/Architecture of Argentina
Celebrations/Traditions/Music/Art/Food of Argentina
Los Gauchos
Material Extra:p. 394-395 (Riddles)
FL Skills:
Listening:Use CD activities from text and workbook.
Reading:Use those included in text.
Oral 1:Describe your daily routine.
Oral 2:Describe how you feel and why.
Written 1:Describe what you do to stay fit and healthy.
2 days:Semester review
1 day:Semester exam
Second Semester Outcomes
LISTENING
- Students will be able to identify pictures based on one to three line spoken descriptions with 80% accuracy. Descriptions will be spoken twice.
- Students will be able to match the appropriate response to questions spoken in Spanish with 80% accuracy. Questions will be spoken twice.
- Students will be able to answer multiple choice questions based on five to ten line dialogues with 80% accuracy. Dialogues will be spoken twice.
- Students will be able to understand simple instructions given by the teacher with 80% accuracy.
SPEAKING
- Students will be able to answer four questions from a list of fifteen to twenty questions posed by the teacher using complete sentences and vocabulary which has been studied during the fall semester. Pronunciation should be free of major errors and grammatical accuracy should be at 75%. Students should be able to accomplish this with prior notice of the list of questions which they may be asked.
- Students will be able to act out a five to ten line partner dialogue using complete sentences and vocabulary which has been studied during the fall semester. Pronunciation should be free of major errors and grammatical accuracy should be at 75%. Students should be able to accomplish this with prior notice of their topic and five to ten minutes of partner practice in class prior to the exam.
- Students will be able to ask their peers and the teacher basic questions in class with 75% accuracy.
READING
- Students will be able to read short one to two paragraph descriptions and answer true-false questions regarding the reading with 80% accuracy.
- Students will be able to read short five to ten line dialogues and answer true-false questions regarding the reading with 80% accuracy.
WRITING
- Students will be able to write a ten line letter using basic Spanish grammar and vocabulary studied this semester with 75% accuracy.
- Students will be able to write a five to ten line dialogue using basic Spanish grammar and vocabulary studied this semester with 75% accuracy.
Possible Projects/Extra Topics:
- “What does Spanish have to do with my life?” Project
- Geography of and general info about Spanish–speaking countries
- Family tree and customs (los padrinos, dating, extended family)
- Spanish-speakers in the USA
- Dancing (zarzuela, salsa, Macarena, meringue, cha-cha-cha, tango, flamenco)
- Songs (Christmas carols, popular music, traditional music)
- Fashion Show
- Bullfighting
- Menus and restaurants group project
- Holidays and celebrations (el Día de los Muertos, la Navidad, la Semana Santa, el cinco de mayo, el Día de la Raza, la Quinceañera, el Día de Santo, las bodas)
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