High School Spanish I Curriculum

Topic 3: GeographyEngaging Experience 1Title: Where Are They Located?Suggested Length of Time: 25 minutesStandards AddressedPriority: Students understand and interpret written and spoken language on a variety oftopics Identify people, places and things based on oral and written descriptions.Supporting: Students reinforce and further their knowledge of other disciplines through theworld language Demonstrate competencies previously introduced Identify concepts learned in other subject areas in the target language,including such things as weather, math facts, measurements, flora, fauna,geographical concepts, etc.Detailed Description/Instructions: After the unit on countries and capitals allow students towork with a partner to fill in a map of Spanish speaking countries. Have them first attempt to dothe activities using only their knowledge and their partner’s knowledge. Then allow them time tolook up the information. Then have students use colored pencils or crayons to color each countrya different color. Have them draw something on top of each country to help them to rememberthem. These would be drawings of things spoken of in class by the instructor. Not all countrieswill have an item drawn on them. For example: Spain.a bull. Mexico.Bloom’s Levels: RememberWebb’s DOK: 1Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018Page 9

Topic 4: Subject PronounsEngaging Experience 1Title: DescriptionsSuggested Length of Time: 30 minutesStandards AddressedPriority: Students understand and interpret written and spoken language on a variety oftopics Identify people, places and things based on oral and written descriptions. Students demonstrate an understanding of the practices and perspectives of thecultures studied Use appropriate patterns of behavior (for the people of the target culture)in familiar situations such as greetings. Students present information, concepts, and ideas to an audience of listeners orreaders on a variety of topics Tell or retell familiar stories or personal narratives both orally and/or inwriting using prompts.Supporting: Students use the target language within and beyond the school setting Recognize the target language when encountered outside the worldlanguage classroom.Detailed Description/Instructions: Students will write descriptions of where people are fromusing a variety of subject pronouns. Students will then read sentences to a partner and the partnerwill draw what is being described.Bloom’s Levels: RememberWebb’s DOK: 1Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018Page 10

Engaging ScenarioEngaging Scenario (An Engaging Scenario is a culminating activity that includes thefollowing components: situation, challenge, specific roles, audience, product or performance.)It is the first day of school in Mexico and you are meeting a classmate for the first time.Introduce yourself and exchanges pleasantries. Find out each other’s name, age, phonenumber, and email. Describe the weather at the time. Include as much as you can! This is to beas natural as possible. This will be performed in front of teacher and/or class.Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018Page 11

Summary of Engaging Learning Experiences for stedLength ofTimeGreetingsGoogleDocumentDialogueInstructor will go over different greetings andthe different people who would give andreceive these greetings. In addition, theinstructor will give information about whattime of day these greetings will be given.Students will then be sent a link for a googledocument that they will work on with threeother students in a group. The googledocument will have a word bank of all thevocabulary related to greetings. Students willfollow the provided framework to create threedialogues. The three dialogues will be differenttimes of day and for different people that willbe addressed formally and informally.45 MinutesDays andWeatherDailyWeatherReportThe instructor will prepare students with allinformation related to days of the week andweather in Spanish. Each student will thencreate a written weather report for a calendarweek detailing what the weather will be like.Each document will have color and drawingsand diagrams showing what the weather willbe like on a certain day of the week.90 MinutesGeographyWhere AreTheyLocated?After the unit on countries and capitals allowstudents to work with a partner to fill in a mapof Spanish speaking countries. Have them firstattempt to do the activities using only theirknowledge and their partner’s knowledge.Then allow them time to look up theinformation. Then have students use coloredpencils or crayons to color each country adifferent color. Have them draw something on25 MinutesBoard Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018Page 12

top of each country to help them to rememberthem. These would be drawings of thingsspoken of in class by the instructor. Not allcountries will have an item drawn on them.For example: Spain.a bull. Mexico.SubjectPronounsDescriptionsStudents will write descriptions of wherepeople are from using a variety of subjectpronouns. Students will then read sentences toa partner and the partner will draw what isbeing described.Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 201845 minutesPage 13

Unit 2: Likes and DislikesSubject: Spanish IGrade: 9-12Name of Unit: Likes and DislikesLength of Unit: 3 WeeksOverview of Unit: Students will use Gustar to describe things they like and dislike. Students willwork with activities in Spanish and basic items as well as basic infinitives of verbs that are AR,ER, and IR.Priority Standards for unit: Students engage in conversations, provide and obtain information, express feelings andemotions, and exchange opinions Ask and answer questions about very familiar topics. Engage in common classroom interactions such as, greetings, stating needs andpreferences. Share likes and dislikes. Exchange descriptions of people and places, in addition to products of the targetculture. Use common social amenities such as please, thank you, and excuse me. Students understand and interpret written and spoken language on a variety of topics Identify people, places and things based on oral and written descriptions. Comprehend the principal message contained in various target language media,such as, illustrated texts, posters, and advertisements. Interpret gestures, intonation and other visual and auditory clues in targetlanguage materials. Students acquire information and recognize the distinctive viewpoints that are onlyavailable through the world language and its culture Use sources intended for same-age speakers of the target language to preparereports on topics of personal interest or those with which they have limitedprevious experience.Supporting Standards for unit: Students demonstrate understanding of the concept of culture through comparisons of thecultures studied and their own Compare simple patterns of behavior or interaction in selected social and culturalsettings such as greetings, personal space, etc. TT.AB.D.7 Students will develop language and knowledge to accurately and respectfullydescribe how people (including themselves) are both similar to and different from eachother and others in their identity groups.Board Approved: January 14, 2016Page 14MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018

Students use the target language within and beyond the school setting Recognize words borrowed from the target language. ISTE - GLOBAL COLLABORATOR.7 Students use digital tools to broaden theirperspectives and enrich their learning by collaborating with others and workingeffectively in teams locally and globally. Students use digital tools to connect with learners from a variety of backgroundsand cultures, engaging with them in ways that broaden mutual understanding andlearningUnwrapped Concepts(Students need to know)questions about very familiar topics.questions about very familiar topics.in common classroom interactions such as,greetings, stating needs and preferences.likes and dislikes.descriptions of people and places, in additionto products of the target culture.Unwrapped Skills(Students need to beable to retUnderstand1UseApply1common social amenities such as please,thank you, excuse me.people, places and things based on oral andwritten descriptionsthe principal message contained in varioustarget language media, such as, illustratedtexts, posters, and advertisementsgestures, intonation and other visual andauditory clues in target language materialssources intended for same-age speakers ofthe target language to prepare reports ontopics of personal interest or those withwhich they have limited previous experience.Essential Questions:1. How do I communicate the idea of likes and dislikes?2. How do the activities that I do on a daily basis compare with activities of individuals inSpanish speaking countries?3. How do I use gustar to talk about activities vs. plural nouns?Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018Page 15

Enduring Understanding/Big Ideas:1. The student will use the verb gustar with indirect objects to communicate their like ordislike of certain activities. The activities will take the form of newly introduced -AR, ER and -IR verbs.2. The student will learn new vocabulary related to activities. These students will use thenew vocabulary to compare their activities with those of similar students in Spanishspeaking countries.3. The student will be able to use the verb gustar with activities and singular / plural (andmasculine vs. feminine) nouns.Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain Specific ActivitiesThings that you dislikeThings that you likeVerb infinitivesResources for Vocabulary Development: See department chair for suggested vocabulary:(Descubre 1, Lección 4: Pasatiempos; Descubre 1, Lección 2: En la escuela; Descubre 1,Lección 8: La comida)Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018Page 16

Topic 1: ActivitiesEngaging Experience 1Title: Verb Flash CardsSuggested Length of Time: 45 minutesStandards AddressedPriority: Students understand and interpret written and spoken language on a variety oftopics Comprehend the principal message contained in various target languagemedia, such as, illustrated texts, posters, and advertisements.Supporting: Students use the target language within and beyond the school setting Recognize words borrowed from the target language. ISTE - GLOBAL COLLABORATOR.7 Students use digital tools to broaden theirperspectives and enrich their learning by collaborating with others and workingeffectively in teams locally and globally. Students use digital tools to connect with learners from a variety ofbackgrounds and cultures, engaging with them in ways that broadenmutual understanding and learningDetailed Description/Instructions: Students will be provided with 4 pieces of paper and willfold them and cut them into 8 pieces each. Each piece of paper will be used to make a flash cardwith the activities listed in English on one side and in Spanish on the other side. Students willthen draw on the Spanish side something that reminds them of that verb. Students will use theflashcards for individual study. Then students will engage a partner to go through the words inEnglish and Spanish and finally the instructor will use their own copy of the flashcards to engagethe group as a whole. Focus will be given to proper writing and pronunciation.Bloom’s Levels: RememberWebb’s DOK: 1Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018Page 17

Topic 2: Gustar with activitiesEngaging Experience 1Title: Activities Interpersonal CommunicationSuggested Length of Time: 90 minutesStandards AddressedPriority: Students engage in conversations, provide and obtain information, expressfeelings and emotions, and exchange ideas. Ask and answer questions about very familiar topics. Engage in common classroom interactions such as greetings, stating needsand preferences. Share likes and dislikes Exchange descriptions of people and places, in addition to products of thetarget culture Use common social amenities such as please, thank you, and excuse me. Students acquire information and recognize the distinctive viewpoints that areonly available through the world language and its culture Use sources intended for same-age speakers of the target language toprepare reports on topics of personal interest or those with which theyhave limited previous experience.Supporting: Students demonstrate understanding of the concept of culture throughcomparisons of the cultures studied and their own Compare simple patterns of behavior or interaction in selected social andcultural settings such as greetings, personal space, etc. TT.AB.D.7 Students will develop language and knowledge to accurately andrespectfully describe how people (including themselves) are both similar to anddifferent from each other and others in their identity groups.Detailed Description/Instructions: Students will interview another student on various likes anddislikes, using the construction “Te gusta.” and the student will answer using “si me gusta or no,no me gusta” They will then report their findings back to the class.Bloom’s Levels: ApplyWebb’s DOK: 1Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018Page 18

Topic 3: Gustar with masculine and feminine nounsEngaging Experience 1Title: La EntrevistaSuggested Length of Time: 30 minutesStandards AddressedPriority: Students engage in conversations, provide and obtain information, expressfeelings and emotions, and exchange opinions Ask and answer questions about very familiar topics.Supporting: Students demonstrate an understanding of the relationship between the productsand perspectives of the cultures studied Demonstrate competencies previously introducedDetailed instructions: Students will interview another student on various likes and dislikes,using the construction “Te gusta ”and the student will answer using “A mi me gusta.” Theywill then report their findings back to the class. Their answers should be singular and plural andshould use nouns.Bloom’s Levels: ApplyWebb’s DOK: 2Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018Page 19

Engaging ScenarioEngaging Scenario (An Engaging Scenario is a culminating activity that includes thefollowing components: situation, challenge, specific roles, audience, product or performance.)You graduated from Park Hill High School District long ago and you have now realized yourdream of living in Alicante, Spain. On your first night in your new tiny apartment in the heartof Alicante, you surf the web hoping to find activities you can do in the city during your freetime. You come across the website for the city. You will first read and interpret theinformation presented on the site, then you will talk with your friends about which activitiesyou like doing, and finally you will write a short blog post. In the blog you will describeactivities that you like.Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 2018Page 20

Summary of Engaging Learning Experiences for stedLength ofTimeActivitiesVerb FlashCardsStudents will be provided with 4 pieces of paperand will fold them and cut them into 8 pieceseach. Each piece of paper will be used to make aflash card with the activities listed in English onone side and in Spanish on the other side.Students will then draw on the Spanish sidesomething that reminds them of that verb.Students will use the flashcards for individualstudy. Then students will engage a partner to gothrough the words in English and Spanish andfinally the instructor will use their own copy ofthe flashcards to engage the group as a whole.Focus will be given to proper writing andpronunciation.45 emininenounsActivitiesStudents will interview another student on variousInterpersonallikes and dislikes, using the construction “TeCommunication gusta.” and the student will answer using “si megusta or no, no me gusta” They will then reporttheir findings back to the class.La EntrevistaStudents will interview another student on variouslikes and dislikes, using the construction “Tegusta ”and the student will answer using “A mime gusta.” They will then report their findingsback to the class. Their answers should besingular and plural and should use nouns.Board Approved: January 14, 2016MLS Alignment: April, 2017Board Approved with Revisions: May 24, 201890 Minutes30 MinutesPage 21

Unit 3: SchoolSubject: Spanish IGrade: 9-12Name of Unit: SchoolLength of Unit: 3.5 WeeksOverview of Unit: This unit will deal with all issues surrounding the location of school.Students will be exposed to locations where school events take place and the people that areinvolved. Students will start to conjugate verbs in this unit.Priority Standards for unit: Students understand and interpret written and spoken language on a variety of topics Identify people, places and things based on oral and written descriptions. Comprehend the principal message contained in various target language media,such as, illustrated texts, posters, and advertisements. Students present information, concepts, and ideas to an audience of listeners or readers ona variety of topics Tell or retell familiar stories or personal narratives both orally and/or in writingusing prompts. Students demonstrate an understanding of the practices and perspectives of the culturesstudied Use appropriate patterns of behavior (for the people of the target culture) infamiliar situations such as greetings. Identify common social etiquette within the cultures studied.Supporting Standards for unit: Students use the target language within and beyond the school setting Recognize the

High School Spanish I Curriculum. Course Description: This is an active class that gives the beginning student the vocabulary necessary to communicate on a basic level with Spanish speakers on a variety of familiar subjects such as school, home, activities, etc.