spanish 1 pen argyl area school district languages...spanish 1 pen argyl area school district...

Curriculum

Spanish 1 – Pen Argyl Area School District

R. S. Poppele – May, 2015

Spanish 1 Pen Argyl Area School District Curriculum P a g e | 2

Subject Area: Spanish I

Overview: Spanish 1 emphasizes reading, writing, listening, and speaking skills for basic

communication in Spanish. Topics include vocabulary, grammatical structures, idiomatic expressions

and the forming of sentences and questions while focusing on the communicative aspects of language.

Grammar is treated as a necessary component for accurate expression; written and spoken

communication containing proper grammar are assessed through differentiated activities to

accommodate all learners, including those needing further grounding in the intricacies of accurate

expression through grammatical precision.

The present tense is studied in depth and structures allowing for expression of what is going to happen (simple future), just happened, and what has to happen (obligation) are used within relevant contexts. Geography and culture topics provide a necessary, well-rounded background for linguistic understanding.

Contents Overview ................................................................................................................................................................. 2

Unit 1 – Language Learning ..................................................................................................................................... 3

Unit 2 – Functional Knowledge and Communication .............................................................................................. 5

Unit 3 – Countries of the Spanish-Speaking World, Numbers and Time Frames ................................................... 8

Unit 4 – Seasons, Weather Patterns, Hemispheres; Pronunciation ..................................................................... 10

Unit 5 – ¿Cómo somos? ........................................................................................................................................ 12

Unit 6 – La familia y la casa ................................................................................................................................... 15

Unit 7 – En clase y después ................................................................................................................................... 19

Unit 8 – Questions and Answers / Las preguntas y respuestas ............................................................................ 22

Unit 9 – Los países hispanohablantes ................................................................................................................... 23

Unit 10 - ¿Qué comemos y dónde? ....................................................................................................................... 25

Unit 11 – Los deportes .......................................................................................................................................... 28

Unit 12 – El bienestar ............................................................................................................................................ 31

Unit 13 – Los días de fiesta.................................................................................................................................... 34


Unit 1 – Language Learning

Unit Outcomes: Students will discuss and understand the value of foreign-language study. In particular, they will understand the value of knowing Spanish in today’s multicultural environment from the perspectives of business, education, travel and leisure, arts and enrichment, lifelong learning and higher achievement. Essential Outcome and Related Standards: A. Students will discuss and understand the importance of foreign-language learning. B. Students will understand and discuss the value of knowing Spanish in today’s multicultural environment. C. Students will brainstorm, discuss, and share a series of helpful hints and tips for learning a foreign language. D. Students will discuss the fundamental nature of language. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will discuss and understand the importance of foreign-language learning as it relates to communication, lifelong learning, brain research and higher achievement, economic benefits, and gaining a multicultural perspective for mutual understanding by brainstorming, engaging in reading and writing activities, conversing with classmates, and using technology tools. B. Students will understand and discuss the value of knowing Spanish in today’s multicultural environment from the perspectives of business, education, travel and leisure, arts and enrichment, lifelong learning and higher achievement by brainstorming, engaging in reading and writing activities, conversing with classmates, and using technology tools. C. Students will brainstorm, discuss, and share a series of helpful hints and tips for learning a foreign language through class discussion and sharing lists of ideas, and using technology tools. D. Students will discuss the fundamental nature of language and use the information as a basis for planning out their year of success in foreign-language study through class discussion, Internet research, and using what-if scenarios, defining key terms pertaining to language and grammar, and discussing the importance of grammar to communicate a specific message and brainstorming methodologies for maximizing success. Remediation: Questions and answers, reflection, teacher discussion Enrichment: Internet research and activities, questions and answers Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work


Resources and Materials: Teacher-developed materials, Internet materials, Así se dice textbook, computers/Chromebooks, computer/projector


Unit 2 – Functional Knowledge and Communication Unit Outcomes: Students will understand and use the alphabet as a basic building block for Spanish learning. They will explore and internalize useful vocabulary by defining cognate, recalling useful cognates, and recognize false cognates. Students will also recognize and name common classroom objects; recite and respond to typical classroom phrases, commands, and questions; understand, write, and pronounce selected phrases correctly; and use numbers 0 through 31. Essential Outcome and Related Standards: A. Students will recognize, recall, correctly pronounce, and respond to key vocabulary and phrases as they relate to classroom activities, commands, and objects. B. Students will recite the alphabet and pronounce letters and words correctly in Spanish. C. Students will learn to use a dual-language glossary and dictionary. D. Students will define cognate, and recognize common cognates and borrowed words and they will recognize false cognates. E. Students will greet others, express themselves politely using common courtesy words and phrases, and say good-bye. F. Students will politely ask the price of and request typical food and drink items ordered in a café or restaurant. G. Students will recognize and use appropriate Hispanic gestures and forms of address in greetings and farewells. H. Students will recognize, use, and recall common stock phrases to ask and give people’s names. I. Students will recognize, use, and recall the months of the year. J. Students will count from zero to thirty-one and engage in basic addition and subtraction. K. Students will define, identify values for, and convert several Hispanic currencies. L. Students will ask for and express dates in full sentences and in correct format, and understand the Hispanic calendar layout. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will recognize, recall, correctly pronounce, and respond to key vocabulary and phrases as they relate to classroom activities, commands, and objects by creating posters, using Internet-based flashcards and drilling activities, using practice worksheets, engaging in oral and listening exercises, dramatization, responding to TPR/S, and classroom discussion. B. Students will recite the alphabet and pronounce letters and words correctly in Spanish through classroom discussion and drilling, Internet-based exercises, oral and listening exercises. C. Students will learn to use a dual-language glossary and dictionary, understand various formats and notations for parts of speech, the potential for multiple meanings and the need to choose the correct meaning, and they will appreciate the wide variety of dual-language dictionaries and glossaries that exist (online and in print) through modeling and imitation,


dictionary research, peer consultation, and using graphic organizers and technology tools. D. Students will define cognate, and recognize common cognates and borrowed words and they will recognize false cognates by engaging in peer discussion and brainstorming, making lists, drilling and repetition activities, taking notes, and filling out worksheets. E. Students will greet others, express themselves politely using common courtesy words and phrases, and say good-bye by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. F. Students will politely ask the price of and request typical food and drink items ordered in a café or restaurant by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. G. Students will recognize and use appropriate Hispanic gestures and forms of address in greetings and farewells through class discussion, modeling and imitation, and dramatization. H. Students will recognize, use, and recall common stock phrases to ask and give people’s names by discussing and drilling new vocabulary and phrases; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. I. Students will recognize, use, and recall the months of the year by discussing and drilling new vocabulary, filling out worksheets, and using technology tools. J. Students will count from zero to thirty-one and engage in basic addition and subtraction by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates and dictation; and using physical worksheets and technology tools. K. Students will define, identify values for, and convert several Hispanic currencies through class discussion and by researching currency values and converting foreign currency values to and from dollars using online tools and manual calculation. L. Students will ask for and express dates in full sentences and in correct format, and understand the Hispanic calendar layout by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises; computer-based exercises and feedback, videos, and engaging in reading, writing, listening, and speaking exercises including conversing with classmates, Enrichment: Computer-based activities and games, partner/whole-class games, online activities including Glencoe and other sources, Internet practice exercises and enrichment


activities, chapter audio and video with accompanying comprehension activities, creating name-tags, dramatizations Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work Resources and Materials: Así se dice eTextbook, Glencoe eWorkbook, manipulatives, practice exercises, puzzles, dialogs, computer with projector, computers/Chromebooks


Unit 3 – Countries of the Spanish-Speaking World, Numbers and Time Frames Unit Outcomes: Students will know the name and location of Spanish-speaking/Hispanic countries (and Brazil, which shares many elements of the Hispanic culture), recall and use higher numbers (through 101), compare and contrast modern calendars with ancient Mayan and Aztec calendars, Understand the Hispanic calendar format, properly express time of day and time of an event using the 12-hour and 24-hour clock. Essential Outcome and Related Standards: A. Students will know the names and location of Spanish-speaking/Hispanic countries (and Brazil, which shares many elements of the Hispanic culture). B. Students will Know numbers 0 through 101 and perform simple arithmetic with them. C. Students will Hispanic countries (map); understand use of decimal point and commas. D. Students will study and discuss the Aztec and Mayan calendars. E. Students will create a single-month calendar with Hispanic country theme (or similar project focused on calendars and related vocabulary) F. Express the time of day and ask and answer questions about the current time and the time of an event using analog and digital clock formats in the 12-hour and 24-hour formats National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will know and recall the name and location of Spanish-speaking/Hispanic countries (and Brazil, which shares many elements of the Hispanic culture) and discuss key geographical characteristics of the countries through physical and online maps, Internet-based tools, graphic organizers, practice worksheets, group work. B. Students will know numbers 0 through 101 and perform simple arithmetic with them by discussing, drilling, and repeating new vocabulary, using Internet-based flashcards and drilling activities and games, using practice worksheets, engaging in oral and listening exercises, responding to TPR/S, and classroom discussion. C. Students will understand reverse use of decimal point and commas and in what countries the modified notation is used. D. Students will study and discuss the history and design of the Aztec and Mayan calendars through Internet-based tools, graphic organizers, practice worksheets, and group work. E. Students will create a single-month calendar with Hispanic country theme (or similar project focused on calendars and related vocabulary) using poster board, manipulatives, project materials. F. Students will express the time of day and ask and answer questions about the current time and the time of an event using analog and digital clock formats in the 12-hour and 24-hour formats by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets,


manipulatives (plastic clocks) and technology tools. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises; computer-based exercises and feedback, videos, and engaging in reading, writing, listening, and speaking exercises including conversing with classmates. Enrichment: Computer-based activities and games, partner/whole-class activities and games, online activities including Glencoe and other sources, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities. Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work. Resources and Materials: Así se dice eTextbook, Glencoe eWorkbook, manipulatives, practice exercises, puzzles, dialogs, worksheets, graphic organizers, computer with projector, computers/Chromebooks.


Unit 4 – Seasons, Weather Patterns, Hemispheres; Pronunciation Unit Outcomes: Students will understand and be able to express in Spanish both vocabulary and expressions pertaining to seasons and weather patterns. They will understand opposite seasons when comparing the geography of the U.S. and Latin America. They will also focus on improving their pronunciation and understanding the links between the alphabet and production of sounds in Spanish as they continue to increase their Spanish vocabulary. Essential Outcome and Related Standards: A. Students will describe major weather patterns using full sentences and compare the Celsius and Fahrenheit scales. B. Students will identify seasons of the year; specify what months occur in which seasons, and understand opposite seasons in northern and southern hemispheres. C. Students will ask and respond to questions pertaining to time, dates, seasons, and weather. D. Students will review the alphabet and apply knowledge of sounds and letters to proper pronunciation in Spanish of learned vocabulary. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will describe major weather patterns using full sentences and compare the Celsius and Fahrenheit scales by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates and dictation; and using physical worksheets and technology tools. B. Students will identify seasons of the year; specify what months occur in which seasons, and understand opposite seasons in northern and southern hemispheres by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates and dictation; and using graphic organizers, physical worksheets and technology tools. C. Students will ask and respond to questions pertaining to time, dates, seasons, and weather through identifying known vocabulary, class discussion, group work; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. D. Students will review the alphabet and apply knowledge of sounds and letters to proper pronunciation in Spanish of learned vocabulary through partner and whole-class drilling, worksheets and partner work, and oral and written activities including dictation. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises; computer-based exercises and feedback, videos, and engaging in reading, writing, listening, and speaking exercises including conversing with classmates.


Enrichment: Computer-based activities and games, partner/whole-class activities and games, online activities including Glencoe and other sources, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities. Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work. Resources and Materials: Así se dice eTextbook, Glencoe eWorkbook, manipulatives, practice exercises, puzzles, dialogs, worksheets, graphic organizers, computer with projector, computers/Chromebooks.



Unit 5 – ¿Cómo somos?

Unit Outcomes: Students will identify and describe themselves and others using vocabulary of nationalities, physical descriptions, and personality traits, and they will name and describe classes taken at school. Essential Outcome and Related Standards: A. Students will identify and describe people and things using the verb ser in both positive and negative statements (ser/no ser), and they will understand and use the appropriate level of formality when addressing someone directly (tú/usted). B. Students will tell what subjects they take in school and express opinions about them. C. Students will understand the nature of nouns, definite and indefinite articles, and adjectives (including nationalities, colors), define each, and use them in context. D. Students will define and list subjects, pronouns, subject pronouns, verbs and conjugation and use the verb ser in descriptions, associating subjects and subject pronouns to conjugated forms of the verb ser. E. Students will express likes and dislikes pertaining to a singular items (gusta) and individuals (me/te/le) in terms of school subjects and common hobbies. F. Students will learn common question words (quién, qué, dónde, cuándo, por qué, cómo) and ask and answer questions with them using current vocabulary. G. Students will evaluate, interpret, answer, and discuss questions on the current topic. H. Students will discuss characters from the famous novel don Quijote. I. Students will understand the scope and impact of Spanish speakers in the United States. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will identify and describe people and things using the verb ser in both positive and negative statements (ser/no ser), and they will understand and use the appropriate level of formality when addressing someone directly (tú/usted), by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking activities including conversing with peers; and using physical worksheets and online/technology tools. B. Students will tell what subjects they take in school and express opinions about them by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. C. Students will understand the nature of nouns, definite and indefinite articles, and adjectives (including nationalities, colors), define each, and use them in context by taking notes, engaging in reading, writing, listening, and speaking exercises including dictation and conversing with classmates; and using physical worksheets, graphic organizers, and technology tools. D. Students will define and list subjects, pronouns, subject pronouns, verbs and conjugation


and use the verb ser in descriptions, associating subjects and subject pronouns to conjugated forms of the verb ser by discussing and drilling verb conjugation; engaging in reading, writing, listening, and speaking exercises; and using technology tools. E. Students will express likes and dislikes pertaining to a singular items (gusta) and individuals (me/te/le) in terms of school subjects and common hobbies by discussing and drilling new vocabulary; modeling/imitation; engaging in reading, writing, listening, and speaking exercises including conversing with classmates, questions/answers, and dictation; and using physical worksheets and technology tools. F. Students will learn common question words (quién, qué, dónde, cuándo, por qué, cómo) and ask and answer questions with them using current vocabulary by discussing and drilling new vocabulary; modeling/imitation; responding to TPR/S; engaging in reading, writing, listening, and speaking exercises including conversing with classmates and dictation; and using physical worksheets, graphic organizers, and technology tools. G. Students will evaluate, interpret, answer, and discuss questions on the current topic through modeling/imitation; reviewing and interpreting vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises,

listening exercises, PowerPoint presentations and exercises; computer-based exercises and

feedback, computer-based flashcards and games, videos, computer-based vocabulary and

concept reinforcement through studystack.com, oral spelling and pronunciation, Glencoe

images and video

Enrichment: Computer-based activities and games, partner/whole-class games, online

Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and

video with accompanying comprehension activities, dramatizations, chapter project, notes and

practice through studyspanish.com, partner dialogs

Assessment Criteria: Pretest, written quizzes and tests, participation (readiness, initiative, ability), cooperative work, oral/written dialog. Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, practice exercises, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets H. Students will discuss characters from the famous novel don Quijote through reading, writing, speaking, and listening activities including analyzing text, reading aloud, silent reading; modeling and imitation; using RA reading strategies; whole-class and peer discussions; expressing and supporting their opinions about the topic, and questions and answers. I. Students will understand the scope and impact of Spanish speakers in the United States through reading, writing, speaking, and listening activities including analyzing text, reading aloud, silent reading; modeling and imitation; using RA reading strategies; whole-class and


peer discussions; expressing and supporting their opinions about the topic, and questions and answers. Remediation: Computer-based presentations, exercises and feedback; worksheets, videos,

computer-based vocabulary and concept reinforcement through studystack.com, quizlet.com.

Enrichment: Computer-based activities and games, partner/whole-class games, online

Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and

video with accompanying comprehension activities, narrative reading and analysis, Web

Quest, dramatizations, chapter project, notes and practice through studyspanish.com,

discussion and debate

Assessment Criteria: Written and oral quizzes and tests, participation (readiness, initiative, ability), projects, participation (readiness, initiative, ability), cooperative work, unit project. Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, practice exercises, puzzles, computer with projector, computers/Chromebooks, culture videos



Unit 6 – La familia y la casa

Unit Outcomes: Students will be able to describe their families and their homes and compare their own family traditions with common family customs in the Spanish-speaking world. Essential Outcome and Related Standards: A. Students will be able to describe and talk about their families, family members and pets, relationships between family members, their homes, types of homes, and rooms, fixtures and furniture. B. Students will conjugate regular –AR verbs while internalizing key –AR verbs covered in the subsequent Así se dice chapter; differentiate between regular and irregular verbs; and write and interpret sentences and questions related to this vocabulary. C. Students will conjugate and use the verb tener in context; they will also use tener to express age in Spanish. D. Students will be able to use short-form possessive adjectives and “de” to describe ownership and possession. E. Students will be able to express the position of items in physical space and they will be able to express the order of events in time by using prepositions (or compound prepositions). F. Students will evaluate, interpret, answer, and discuss questions on the current topic. G. Students will create a floor plan with room and furniture labels, as well as a family tree with images and labels for family relationships or engage in a similar project focused on the current vocabulary. H. Students will discuss customs for names and use of multiple surnames in Hispanic cultures. I. Students will apply reading strategies towards reading and interpreting, answering questions and discussing a narrative about a typical Ecuadoran family and their home. J. Students will read and discuss a passage in Spanish about pets. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will be able to describe and talk about family members and relationships, pets, families, homes, types of home, and rooms, fixtures and furniture by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools and ordinal numbers first through tenth. B. Students will conjugate regular –AR verbs while internalizing key –AR verbs covered in the subsequent Así se dice chapter; differentiate between regular and irregular verbs; and write and interpret sentences and questions related to this vocabulary through modeling and imitation; by taking notes on, looking up (dictionary/glossary) and drilling new vocabulary; discussing and reviewing the visual structure within a common graphic organizer of pronouns and verb conjugations; comparing and contrasting regular (-AR) and irregular (ser) verbs; engaging in reading, writing, listening, and speaking exercises including conversing with


classmates; and using technology tools. C. Students will conjugate and use the verb tener in context; they will also use tener to express age in Spanish through modeling and imitation; by taking notes on, looking up (dictionary/glossary) and drilling new vocabulary; discussing and reviewing the visual structure within a common graphic organizer of pronouns and verb conjugations; comparing and contrasting regular (-AR) and irregular (ser, tener) verbs; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. D. Students will be able to use short-form possessive adjectives and “de” to describe ownership and possession by discussing and diagramming the structure of short-form possessive adjectives; comparing and contrasting expressions of possession in Spanish and between Spanish and English; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. E. Students will be able to express the position of items in physical space and they will be able to express the order of events in time by using prepositions (or compound prepositions) by discussing and drilling new vocabulary; modeling/imitation; responding to TPR/S activities; engaging in reading, writing, listening, and speaking exercises including conversing with classmates and dictation; and using physical worksheets and technology tools. F. Students will evaluate, interpret, answer, and discuss questions on the current topic using vocabulary and grammar under study through modeling/imitation; responding to TPR/S activities; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises,




images and video, online Glencoe activities, personalize vocabulary, peer assistance, study

guide

Enrichment: TPR/S, computer-based activities and games, partner/whole-class games,

online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio

and video with accompanying comprehension activities, dramatizations, chapter project, notes

and practice through studyspanish.com, partner dialogs, peer editing, Glencoe images and

video, read and analyze culture narratives (Glencoe), supplementary vocabulary,

manipulatives

Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness,

initiative and ability), cooperative work, oral/written dialog, unit family tree project or similar

project, essay/composition


Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary practice handouts, Internet clips G. Students will create a floor plan with room and furniture labels, as well as a family tree with images and labels for family relationships; this project will include descriptive sentences about the relationships of people in the family tree and sentences talking about the what furniture exists in what rooms of the home – or engage in a similar project focused on the current vocabulary. Remediation: Practice worksheets, online activities and games (studystack, quizlet), oral and written review, workbook exercises, personalized vocabulary, peer assistance, study guide Enrichment: Expanded scope of project, computer-based activities and games, partner dialogs, peer editing, Glencoe images and video, read and analyze culture narratives (Glencoe), supplementary vocabulary, manipulatives Assessment Criteria: Participation (readiness, initiative, and ability), cooperative work, project rubric and checklist, written descriptions on project Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary practice handouts, Internet clips H. Students will understand customs for names and use of multiple surnames in Hispanic cultures through class discussion, online research, examples, and applying customs to their own families. Remediation: Practice worksheets, online activities and games, oral and written review, workbook exercises, personalized help session, peer assistance, study guide Enrichment: Extended research/reading, further analysis of cultural differences and similarities, supplementary vocabulary Assessment Criteria: Participation (readiness, initiative, and ability), quiz Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary practice handouts, Internet clips I. Students will apply RA strategies towards reading, evaluating, interpreting, discussing, and answering questions regarding a narrative about a typical Ecuadoran family and their home by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. J. Students will apply RA strategies towards reading, evaluating, interpreting, discussing, and answering questions in Spanish about pets.


Remediation: Oral reading and review; computer-based presentations, exercises and feedback; worksheets, videos, computer-based vocabulary and concept reinforcement through studystack.com, quizlet.com. Enrichment: Computer-based activities and games, partner/whole-class games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, narrative reading and analysis, Web Quest, dramatizations, chapter project, notes and practice through studyspanish.com, discussion and debate Assessment Criteria: Written and oral quizzes and tests, participation (readiness, initiative, ability), projects, participation (readiness, initiative, ability), cooperative work, unit project. Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, practice exercises, puzzles, computer with projector, computers/Chromebooks, culture videos


Subject Area: Spanish 1

Unit 7 – En clase y después

Unit Outcomes: Students will be able to distinguish between speaking formally and informally in Spanish, and they will be able to express what they do, use, carry, and wear in school classes and after classes. Essential Outcome and Related Standards: A. Students will talk about what happens and what they carry in school and in the classroom. B. Students will talk about how they travel to and from school and about after-school activities. C. Students will identify and name school clothing and supplies. D. Students will define regular and irregular verbs, and they will use –AR verbs and irregular verbs ser, ir, dar, estar and tener to talk about school and after-school activities while distinguishing between formal and informal speech. E. Students will use the prepositions A and DE and contract them appropriately with articles. F. Students will compare and contrast expressions commonly translated with the English “where.” G. Students will evaluate, interpret, answer, and discuss questions on the current topic. H. Students will compare and contrast after-school activities between the U.S. and Spanish-speaking countries. I. Students will compare and contrast schools in the U.S. and Latin America. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will talk about what happens and what they carry in school and in the classroom by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. B. Students will talk about how they travel to and from school and about after-school activities by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. C. Students will identify and name school clothing and supplies by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. D. Students will define regular and irregular verbs, and they will use –AR verbs and irregular verbs ser, ir, dar, estar and tener to talk about school and after-school activities while distinguishing between formal and informal speech by discussing verb conjugation structures and drilling new verb conjugations; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. E. Students will use the prepositions A and DE and contract them appropriately with articles by defining and using prepositions; engaging in reading, writing, listening, and speaking


exercises including conversing with classmates; and using technology tools. F. Students will compare and contrast expressions commonly translated with the English “where” (dónde, adónde, de dónde) by asking and answering questions, conversing with classmates, and using technology tools. G. Students will evaluate, interpret, answer, and discuss questions on the current topic using vocabulary and grammar under study through modeling/imitation; responding to TPR/S activities; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises; computer-based exercises and feedback, computer-based flashcards and games, videos, computer-based vocabulary and concept reinforcement through studystack.com, oral spelling and pronunciation, Glencoe images and video, online Glencoe activities, personalize vocabulary Enrichment: Computer-based activities and games, partner/whole-class games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, dramatizations, chapter project, notes and practice through studyspanish.com, partner dialogs, create weekly schedule, peer editing, Glencoe images and video, read and analyze culture narratives (Glencoe), supplementary vocabulary Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness, initiative, and ability), cooperative work, oral/written dialog, unit project, essay/composition Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, computer with projector, computers/Chromebooks, culture videos, dialogs, Glencoe images, worksheets/supplementary practice handouts, Internet clips H. Students will compare and contrast after-school activities between the U.S. and Spanish-speaking countries through reading, writing, speaking, and listening activities including analyzing text, reading aloud, silent reading; modeling and imitation; using other RA strategies; whole-class and peer discussions; and expressing and supporting their opinions about the topic, and addressing questions and answers. I. Students will compare and contrast schools in the U.S. and Latin America through reading, writing, speaking, and listening activities including analyzing text, reading aloud, silent reading; modeling and imitation; using other RA strategies; whole-class and peer discussions; and expressing and supporting their opinions about the topic, and addressing questions and answers. Remediation: Computer-based presentations, exercises and feedback; worksheets, videos, computer-based vocabulary and concept reinforcement through studystack.com Enrichment: Computer-based activities and games, partner/whole-class games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, narrative reading and analysis,


dramatizations, chapter project, notes and practice through studyspanish.com, discussion and debate, supplementary vocabulary, Web Quest Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness and ability), cooperative work, oral/written dialog, unit project, essay/composition Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, practice exercises, puzzles, computer with projector, computers/Chromebooks, culture videos/Internet clips.


Subject Area: Spanish 1

Unit 8 – Questions and Answers / Las preguntas y respuestas

Unit Outcomes: Students will distinguish between common question types, use question words and phrases and appropriate word order to ask and talk about a wide variety of topics, and discuss a variety of guidelines to follow when forming and responding to questions. Note: Components of this unit may be covered and assessed progressively throughout the first three main textbook units rather than as a single and separate unit. Essential Outcome and Related Standards: A. Students will distinguish between common question types and use question words and phrases and appropriate word order to ask and talk about a wide variety of topics. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will distinguish between common question types (polar/yes-no, choice/either-or, questions with interrogative words), discuss appropriate word order for questions and statements (answers). They will use question words and phrases and appropriate word order to ask and talk about a wide variety of topics by discussing, reinforcing, and drilling previous and new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; using technology tools; and discussing a variety of guidelines, hints, and tips to follow when forming and responding to questions and making statements. Remediation: Question-and-answer modeling, textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises; computer-based exercises and feedback, computer-based flashcards and games, videos, computer-based vocabulary and concept reinforcement through studystack.com, diagramming, oral spelling and pronunciation, Glencoe images and video, online Glencoe activities, personalize vocabulary, individual instruction, study guide Enrichment: TPR/S, computer-based activities and games, partner/whole-class games, online Glencoe activities, Internet practice exercises and enrichment activities, diagramming, chapter audio and video with accompanying comprehension activities, dramatizations, chapter project, notes and practice through studyspanish.com, partner dialogs, peer editing, Glencoe images and video, read and analyze culture narratives (Glencoe), supplementary vocabulary, studystack.com Assessment Criteria: Written and oral quizzes and tests, participation (readiness and ability), cooperative work, essay/composition, written and oral dialog Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary practice handouts, explanatory handouts, Internet clips



Unit 9 – Los países hispanohablantes

Unit Outcomes: Students will be able to locate, identify, and give important information about the Spanish-speaking countries of the world; they will perform research to gather detailed information on a Spanish-speaking country, and they will present the information in written and formal presentation form to the class. Essential Outcome and Related Standards: A. Students will be able locate and identify Spanish-speaking countries and their capitals on a map and give important identifying information about each country. B. Students will research, organize and present important facts and cultural information on an assigned Spanish- speaking country in written report form and to the class in a formal presentation. National Standard(s): 2.1, 2.2; 3.1, 3.2; 4.1, 4.2; 5.1, 5.2 Content and Instructional Activities: A. Students will be able locate and identify Spanish-speaking countries and their capitals on a map and give important identifying information about each country by studying world maps, taking notes, and through reading and discussion of geographical and cultural texts. Remediation: Practice worksheets, label blank maps with the Spanish-speaking countries and regions; mnemonic devices to memorize the names and locations of the countries, notes taking during other students’ presentations, computer-based exercises and feedback Enrichment: Computer games, exercises and feedback; partner games; drills with blank maps; review games; videos and other presentation (e.g., PowerPoint) media, study guide Assessment Criteria: Written test on Spanish-speaking countries, maps, and facts, and class participation, tour itinerary project Resources and Materials: Así se dice textbook, world maps, activity worksheets, UnitedStreaming / DVDs, computer with projector B. Students will research, organize and present important facts and cultural information on an assigned Spanish- speaking country in written report form and to the class as a formal presentation by performing library and Internet research and synthesizing information about the country. Remediation: Computer-based drills and games, partner drills, videos and other presentation media, research guidance Enrichment: Country review Jeopardy game, library research, Web Quest


Assessment Criteria: Class presentation, written project materials, test on country geography and identifying facts Resources and Materials: Así se dice textbook, project outline and rubric; library books, encyclopedias, almanacs, and CountryGrams; Internet research; computers with Internet access; computer projector in classroom; laptop computers/Chromebooks



Unit 10 - ¿Qué comemos y dónde?

Unit Outcomes: Students will be able identify foods and beverages and describe meals and activities related to eating at a café, including finding a table, ordering, and paying; they will also be able to differentiate between eating habits in the United States and the Spanish-speaking world. Essential Outcome and Related Standards: A. Students will be able identify foods and beverages and describe meals and activities related to eating at a café, including finding a table, ordering, and paying. B. Students will discuss eating habits while using regular –ER and –IR verbs and expressions with the infinitive (acabar de, tener que, ir a). C. Students will understand and use multiple-verb structures in which the first verb is conjugated and the second verb within the same clause is in the infinitive form. D. Students will recall and use common expressions with tener in context. E. Students will evaluate, interpret, answer, and discuss questions on the current topic. F. Students will differentiate between eating habits in the United States and the Spanish-speaking world. G. Students will read and discuss a passage about snacking in Hispanic countries. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will be able identify foods and beverages and describe meals and activities related to eating at a café, including finding a table, ordering, and paying by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. B. Students will discuss eating habits while using regular –ER and –IR verbs and expressions with the infinitive (acabar de, tener que, ir a) by discussing and drilling infinitive expressions; comparing and contrasting the use of each expression; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. C. Students will understand and use multiple-verb structures in which the first verb is conjugated and the second verb within the same clause is in the infinitive form by discussing and drilling sentences with desear and similar verbs requiring a verb complement; comparing and contrasting each expression with English usage; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. D. Students will recall and use common expressions with tener in context by discussing and drilling infinitive expressions; comparing and contrasting the use of each expression; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools.


E. Students will evaluate, interpret, answer, and discuss questions on the current topic using vocabulary and grammar under study through modeling/imitation; responding to TPR/S activities; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises, diagramming, computer-based exercises and feedback, computer-based flashcards and games, videos, computer-based vocabulary and concept reinforcement through studystack.com, oral spelling and pronunciation, Glencoe images and video, online Glencoe activities, personalize vocabulary, peer assistance, study guide Enrichment: TPR/S, computer-based activities and games, partner/whole-class games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, creating name-tags, dramatizations, chapter project, notes and practice through studyspanish.com, partner dialogs, peer editing, Glencoe images and video, read and analyze culture narratives (Glencoe), supplementary vocabulary, vocabulary categorization, manipulatives Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness and ability), cooperative work, oral/written dialog, essay/composition Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary explanatory and practice handouts, Internet clips F. Students will differentiate between eating habits in the United States and the Spanish-speaking world through reading, writing, speaking, and listening activities including analyzing text, reading aloud, silent reading; modeling and imitation; using RA reading strategies; whole-class and peer discussions; expressing and supporting their opinions about the topic and comparing and contrasting their own eating habits with the customs in the countries studied, and questions and answers. G. Students will read and discuss a passage about snacking in Hispanic countries through reading, writing, speaking, and listening activities including analyzing text, reading aloud, silent reading; modeling and imitation; using RA reading strategies; whole-class and peer discussions; expressing and supporting their opinions about the topic and comparing and contrasting their own eating habits with the customs in the countries studied, and questions and answers. Remediation: Textbook and workbook exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises, images and video, peer assistance, study guide Enrichment: Textbook and workbook enrichment activities, discussion and debate, partner/whole-class activities and games, online Glencoe activities, Internet practice exercises and enrichment activities including Web Quest, read and analyze culture narratives, supplementary vocabulary, vocabulary categorization, manipulatives


Assessment Criteria: Written and oral quizzes and tests, project, participation (readiness and ability), cooperative work, oral/written dialog, essay/composition Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary explanatory and practice handouts, Internet clips



Unit 11 – Los deportes

Unit Outcomes: Students will be able to describe soccer, baseball, basketball, and tennis equipment and activities while specifying activities that they want and/or prefer to do and expressing what interests, bores, and pleases them. Essential Outcome and Related Standards: A. Students will be able to describe soccer, baseball, basketball, and tennis equipment and activities. B. Students will use stem-changing verbs (–AR, –ER and –IR) to specify activities that they want and/or prefer to do. C. Students will define object pronouns and use indirect object pronouns and verbs like gustar to describe sports and related activities that interest, bore, and please them. D. Students will use the present progressive form of –AR, -ER, and –IR verbs to express what is happening at the present moment. E. Students will evaluate, interpret, answer, and discuss questions on the current topic. F. Students will read and discuss a passage about team sports and their fans in Hispanic countries. G. Students will read and discuss a passage about an important Hispanic sports figure: Roberto Clemente. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will be able to describe soccer, baseball, basketball, and tennis equipment and activities by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. B. Students will use regular –ER and –IR verbs to specify activities that they want and/or prefer to do by discussing and drilling new vocabulary; comparing and contrasting –AR verbs with –ER and –IR verbs; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. C. Students will define object pronouns and use indirect object pronouns and verbs like gustar to describe sports and related activities that interest, bore, and please them by discussing and drilling new vocabulary; comparing and contrasting the structure and use of gustar-type verbs with other verbs; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. D. Students will use the present progressive form of –AR, -ER, and –IR verbs to express what is happening at the present moment by discussing and drilling previous and new vocabulary; comparing and contrasting –AR verbs with –ER and –IR verbs; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools.


E. Students will evaluate, interpret, answer, and discuss questions on the current topic through modeling/imitation; reviewing and interpreting vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises, diagramming, computer-based exercises and feedback, computer-based flashcards and games, videos, computer-based vocabulary and concept reinforcement through studystack.com, oral spelling and pronunciation, Glencoe images and video, online Glencoe activities, personalize vocabulary, peer assistance, study guide Enrichment: TPR/S, computer-based activities and games, partner/whole-class games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and video with accompanying comprehension activities, creating name-tags, dramatizations, chapter project, notes and practice through studyspanish.com, partner dialogs, peer editing, Glencoe images and video, read and analyze culture narratives (Glencoe), supplementary vocabulary, vocabulary categorization, manipulatives Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness and ability), cooperative work, oral/written dialog, essay/composition Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary explanatory and practice handouts, Internet clips F. Students will read and discuss a passage about team sports and their fans in Hispanic countries through reading, writing, speaking, and listening activities including analyzing text, reading aloud, silent reading; modeling and imitation; using RA reading strategies; whole-class and peer discussions; expressing and supporting their opinions about the topic and comparing and contrasting their own eating habits with the customs in the countries studied, and questions and answers. G. Students will read and discuss a passage about an important Hispanic sports figure: Roberto Clemente through reading, writing, speaking, and listening activities including analyzing text, reading aloud, silent reading; modeling and imitation; using RA reading strategies; whole-class and peer discussions; expressing and supporting their opinions about the topic and comparing and contrasting their own eating habits with the customs in the countries studied, and questions and answers. Remediation: Textbook and workbook exercises, workbook exercises, listening exercises, PowerPoint presentations and exercises, images and video, peer assistance, study guide Enrichment: Textbook and workbook enrichment activities, discussion and debate, partner/whole-class activities and games, online Glencoe activities, Internet practice exercises and enrichment activities including Web Quest, read and analyze culture narratives, supplementary vocabulary, vocabulary categorization, manipulatives


Assessment Criteria: Written and oral quizzes and tests, project, participation (readiness and ability), cooperative work, oral/written dialog, essay/composition Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary explanatory and practice handouts, Internet clips



Unit 12 – El bienestar

Unit Outcomes: Students will be able to describe people’s personalities, health conditions, and emotions and talk about minor illnesses and a doctor’s appointment. Essential Outcome and Related Standards: A. Students will be able to describe people’s personalities, health conditions, and emotions. B. Students will explain and discuss minor illnesses and talk about a doctor’s appointment. C. Students will compare and contrast the two verbs for “to be” (ser, estar) and use the verbs correctly in context. D. Students will define objects and pronouns, and they will use indirect object pronouns in context with verbs like gustar as well as dar, escribir, hablar and similar verbs to reflect the indirect recipient of a verb’s action. E. Students will recall and use expressions with tener to express emotion and state of being. F. Students will evaluate, interpret, answer, and discuss questions on the current topic. G. Students will read and discuss passages written in the Picaresque literary genre. National Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Content and Instructional Activities: A. Students will be able to describe people’s personalities, health conditions, and emotions by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools and ordinal numbers first through tenth. B. Students will explain and discuss minor illnesses and talk about a doctor’s appointment by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools and ordinal numbers first through tenth. C. Students will compare and contrast the two verbs for “to be” (ser, estar) and use the verbs correctly in context through modeling and imitation; by taking notes on, looking up (dictionary/glossary) and drilling new vocabulary; discussing and reviewing the visual structure within a common graphic organizer of verb conjugations; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. D. Students will define objects and pronouns, and they will use indirect object pronouns in context with verbs like gustar as well as dar, escribir, hablar and similar verbs to reflect the indirect recipient of a verb’s action through modeling and imitation; by taking notes on, looking up (dictionary/glossary) and drilling new vocabulary; discussing and reviewing the visual structure within a common graphic organizer of pronouns and verb conjugations; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools.


E. Students will recall and use expressions with tener to express emotion and state of being (tener miedo, tener ganas de, tener prisa, tener suerte, tener razón, tener sueño, tener hambre, tener sed) through modeling and imitation; by taking notes on, looking up (dictionary/glossary) and drilling new vocabulary; discussing and reviewing the visual structure within a common graphic organizer of pronouns and verb conjugations; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. F. Students will evaluate, interpret, answer, and discuss questions on the current topic using vocabulary and grammar under study through modeling/imitation; responding to TPR/S activities; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using physical worksheets and technology tools. Remediation: Textbook exercises, practice worksheets, oral exercises, workbook exercises,




images and video, online Glencoe activities, personalize vocabulary, peer assistance, study

guide

Enrichment: TPR/S, computer-based activities and games, partner/whole-class games,

online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio

and video with accompanying comprehension activities, dramatizations, chapter project, notes

and practice through studyspanish.com, partner dialogs, peer editing, Glencoe images and

video, read and analyze culture narratives (Glencoe), supplementary vocabulary,

manipulatives

Assessment Criteria: Written and oral quizzes and tests, projects, participation (readiness,

initiative and ability), cooperative work, oral/written dialog, unit family tree project or similar

project, essay/composition

Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, puzzles, dialogs, computer with projector, computers/Chromebooks, culture videos, Glencoe images, worksheets/supplementary practice handouts, Internet clips G. Students will apply RA strategies towards reading, evaluating, interpreting, discussing, and answering questions regarding passages written in the Picaresque literary genre by discussing and drilling new vocabulary; engaging in reading, writing, listening, and speaking exercises including conversing with classmates; and using technology tools. Remediation: Oral reading and review; computer-based presentations, exercises and feedback; worksheets, videos, computer-based vocabulary and concept reinforcement through studystack.com, quizlet.com. Enrichment: Computer-based activities and games, partner/whole-class games, online Glencoe activities, Internet practice exercises and enrichment activities, chapter audio and


video with accompanying comprehension activities, narrative reading and analysis, Web Quest, dramatizations, chapter project, notes and practice through studyspanish.com, discussion and debate Assessment Criteria: Written and oral quizzes and tests, participation (readiness, initiative, ability), projects, participation (readiness, initiative, ability), cooperative work, unit project. Resources and Materials: Así se dice textbook, Glencoe workbook, manipulatives, practice exercises, puzzles, computer with projector, computers/Chromebooks, culture videos



Unit 13 – Los días de fiesta

Unit Outcomes Students will be able to identify and describe important cultural holidays in and around the Spanish-speaking population of the world and the traditions associated with them. Note: Components of this unit may be covered and assessed progressively throughout the first three main textbook units rather than as a single and separate unit. Essential Outcome and Related Standards: A. Discuss and describe customs and traditions associated with major holidays celebrated in the Spanish-speaking world. B. Compare and contrast holidays celebrated in the US and the Spanish-speaking world National Standard(s): 1.1, 1.2, 1.3; 2.1, 2.2; 3.2; 4.1, 4.2; 5.1, 5.2 Content and Instructional Activities: A. Describe customs and traditions associated with major holidays celebrated in the Spanish-speaking world, focusing on: El Día de Todos Los Santos , El Día de los Difuntos , El Día de los Muertos; La Navidad; El Día de los Reyes Magos; El Día de San Valentín; La Pascua Florida, La Semana Santa; research and discuss customs; read, discuss, and analyze texts B. Compare and contrast holidays celebrated in the US and the Spanish-speaking world: El Día de Todos Los Santos / El Día de los Difuntos / El Día de los Muertos and Halloween; La Navidad/ El Día de los Reyes Magos and Christmas; El Día de San Valentín and Valentine’s Day; La Pascua Florida / La Semana Santa and Easter; read, discuss, and analyze texts; present comparisons graphically. Remediation: Readings from books and/or the Internet, fact worksheets, group discussions, PowerPoint presentations and exercises, computer-based exercises and feedback, videos, study guide Enrichment: Partner discussions, videos, puzzles, computer-based activities and games, partner/whole-class games, supplementary vocabulary, manipulatives, Internet practice exercises and enrichment activities, worksheets Assessment Criteria: Project construction and/or presentation (greeting cards, posters, songs, and/or poems); worksheets, written and oral quizzes and tests, cooperative work, essay/composition Resources and Materials: Books, Internet, worksheets, puzzles, construction paper, markers, rulers, scissors, glue; newspapers/magazines, computer projector in classroom,


manipulatives, computer with projector, computers/Chromebooks, culture videos, Internet clips * R. S. Poppele – Revised May 2015 *

spanish 1 pen argyl area school district languages...spanish 1 pen argyl area school district...

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