Curriculum Map: Spanish 1

Sonoran Science Academy

Curriculum Map

2009-2010

 

 

SUBJECT: High School Spanish 1

Rachel Paz Rivera  

 

Month

Content

Skills

Assesments

Standards

 

August

8/10 – 8/25

Introduction to the Spanish Speaking

World – The Basics

 

Primer Paso

Identify Influence of

The Spanish Language and Culture in the US

 

 

 

 

Recognize Cognates

Identify Professions

In Spanish

Speaking countries

 

 

 

Identify and locate the Spanish-Speaking Countries on a Map

 

 

 

 

 

Have a Basic Conversation in which they greet others, give personal information, and ask questions.

 

 

 

 

 

Understand the Difference Between the Tu form and the Ud form

 

 

 

 

Learn  the Spanish Alphabet and Be able to understand what letters correspond to which sound

 

Learn the numbers in Spanish from 1 –30 and use these in conjunction with the days of the week  and  months.

 

 

Learn and use the vocabulary for the objects in the Classroom

 

 

 

 

Respond  to Classroom Commands in Spanish and Make Everyday Requests in Spanish

 

 

Provide Personal Anecdotes – What  do you see everyday?

 

Answer ?s on Graphs and Charts

 

 

Use words they know in English to determine what  a Spanish word means

 

 

 

Individual Map Work

 

Quiz on Maps

 

 

 

 

 

 

 

 

Students Work in Pairs to Present Conversations to the teacher and class

 

Teacher Asks Students basic questions about themselves

 

Vocabulary Quizzes

Respond Appropriately when told about a given situation – which would  you use. Hold up Correct Card

 

 

Dictation followed by presentation of what they have written

 

 

Given numeral – write Spanish and vice versa

 

Give the present date and day each day of the week

 

Students will be given labels to place on objects throughout the room  and asked to  provide the name of an object held-up.

 

Students will be assessed everyday as these are used daily

4FL-E5

 

 

 

 

 

 

2FL-R5

6FL-R1

6FL-F2

 

 

 

 

 

4FL-R4

4FL-F2

5FL-R1

 

 

 

 

 

 

 

 

1FL-R2

1FL-R3

2FL-R1

2FL-F1

3FL-F1

3FL-F3

4FL-R1

 

 

 

4FL-E7

6FL-P1

 

 

 

 

 

 

6FL-F3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1FL-R1

2FL-R2

2FL-F2

4FL-F3

 

End August – Beginning of September

8/26-9/11

 Y Tú, ¿cómo eres?

      Friendship 

 

Capitulo Uno

 

Chapter 1 Test

 

Compare The Concept of  Friendship in the USA  and Spanish-Speaking Countries

 

Learn the Spanish terms for certain leisure activities and learn how to talk about  likes and dislikes

 

 

 

 

 

 

 

 

 

Agreement/Disagrement with statements made by others

 

 

Personal  Adjectives – be able to use them to describe yourself and others 

 

Use the Appropriate Form (mas. or fem.) of a an adjective

 

 

 

 

 

Give a full description of themselves using likes/dislikes and personality traits

 

 

 

 

 

 

 

 

 

 

 

 

 

Ven Diagram

 

 

 

 

 

Hold-up Cards with Activities  and the students will hold up a  me gusta/no me gusta card

 

Graphic Organizer created by the student of his/her likes and  dislikes -  Me Gusta/No  Me  Gusta

 

Vocabulary Quiz

 

Students will respond orally and in writing to the likes and dislikes of others

 

Graphic Organizer in Which the Includes the Students’ personal qualities

 

Ven Diagram

 

Quiz

 

Written and oral sentences describing people

 

Pen-pal letter describing themselves

 

Poem “Yo” written by each student

 

 

Group work   - identify the person by what they wrote about themselves

 

Interview –type setting

4FL-F1

 

 

 

 

 

 

 

 

 

 

2FL-R3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3FL-F2

 

 

 

 

 

 

1FL-R4

 

Middle of September –End of September

 

¿Y Tu?

¿Como Eres?

Friendship

 

Capitulo Dos

 

Chapter 2 Test

09/29/09

Students Will Be Able to  Describe their Daily School Schedule

Including  class subjects,

class order (cardinal numbers),  and class time (numbers from 20-60)

 

 

 

 

 

 

 

 

 

 

 

 

Students Will Be Able to List Some School Supplies They Use

 

 

 

 

 

 

 

 

 

 

 

 

Students Will Be Able To Ask About Someone Else’s Schedule  - times  -  begin  and finish, subjects, and supplies.  They will form questions in order to do this.

 

Compare Your School Experience With that of  a student in a Spanish-speaking country

 

Students Will  Learn the Personal Pronouns  in Spanish

 

 

 

 

Students  will learn to conjugate AR verbs

 

 

 

Students will learn how to connect a personal pronoun with the correct form of the AR verb 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will recognize the difference between definite and indefinite articles in Spanish and know when to use which one

 

 

 

 

Students Will Be Able To Deescribe Their School Life to Others

Students will answer questions orally and on paper about their own schedules

 

Students will create their “ideal” class schedule

 

Students will create clocks, which they will use to show times, which a classmate or I call out.

 

Students will be asked the time throughout the day and week.

 

Quiz on Telling  Time

 

Students Will  Be Asked to Identify supplies they have/need for given classes

 

They  will be  asked to provide the  Spanish term for a prop which they see

 

Students will create a

List of supplies which students should have for given subjects at SSA

 

Students will create reproductions of other students schedules based upon questions they have asked

 

Ven Diagram and Discussion based on cultural comparison questions

 

Students will respond to pictures presented on paper and actual groups of people presented in class  - choosing the correct subject pronoun

 

Students  will be asked to conjugate verbs on paper, on the board, and on quizzes.

 

They will look at a card held up with a pronoun and a card held up with  an infinitive and choose the correct  form of that verb to go with the pronoun. 

 

They will write their own original sentences about things that people they know/what they do

 

They will translate sentences created by classmates using AR verbs

 

Students will change nouns proceeded by definite  articles to indefinite

 

Students will need to recognize which form of the def/indef articles go with given nouns

 

. 

3FL-F3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2FL-F3

2FL-f5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6FL-P1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4FL-F1

 

 

 

Beginning of October – Middle of October

Capitulo Tres 

Los Pasatiempos

Sports and Leisure Activities 

Students will be able to talk about leisure activities in Spanish-speaking countries

 

Students will be able to use time expressions in conjunction with their daily schedules

 

Students will be able to talk about when they engage in various activities

 

Students will be able to use the possessive adjectives to talk about with whom they do certain things 

 

 

Students will be able to talk about sport activities in Spanish

 

Students will be able to extend invitations to others

 

Students will be able to accept or decline an invitation offered to them 

 

Students will be able to talk to one another about their future plans 

 

Students will learn about what Mexican families do on the weekends for fun 

 

Students will talk about their plans for the long weekend 

 

 

 

 

Students will be to use the verb ir in order to talk about where people are going  

 

Students will be able to combine the verb ir with the activity and hobby vocabulary they have learned 

 

Students will be able to use ir + a + infinitive to talk about the immediate future

 

Students will be able to differentiate between the present tense and the

immediate future tense

 

Students will be able to use the verb estar to talk both about location and about temporary feelings

 

Students will learn additional location words and feeling words  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will ask and answer questions about whom they do various activities with

 

 

 

 

 

 

Students will invite others to do things

Students will respond to invitations which have been extended to them 

 

 

 

 

 

 

 

Students will read about a typical weekend for a Mexican family and answer questions 

 

Students will respond to questions about what they will spend their long weekend doing 

 

Students will learn how to conjugate the verb ir

 

Students will engage in various activities in which they use the verb ir in conjuction with pronouns and other vocabulary they have learned 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will engage in activities in which they must state with whom they or someone else is going somewhere or going to do something 

 

Students will be working on numerous estar activities in which they have to talk both about physical location and emotional feelings 

 

 

 

1FL-R1

1FL-R2

1FL-F1

1FL-F2

2FL-R1

2FL-R2

2FL-F2

2FL-F4

2FL-F5

3FL-F2

4FL-R1

6FL-F3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Last Week of October-First Week of November

 

10/24 – 11/2

Day of the Dead Unit

Students will be able to use vocabulary terms associated with the Day of the Dead Celebration

 

Students will be able to understand and explain the various components of this cultural celebration

 

Students will take part in celebrations and activities which their Mexican counterparts are involved in during this time

 

Students will compare this celebration with similar celebrations around the world 

Students will be working on a group activity where they read about a certain aspect of the Days of the Dead Celebration and then teach their classmates about that aspect

 

 

Students will be creating ofrendas as part of a contest

 

Students will be creating calacas, papel picado, y Calaveras de chocolate

4FL-R2

4FL-R3

6FL-R2

7FL-R1

7FL-F4

 

 

Beginning of November – Middle of November

11/3 – 11/16

Capitulo Cuatro 

¿Qué Prefieres Comer?

Food

 

 

Students will be able to name the meals throughout the day

 

Students will be able to name the Spanish terms for all types of foods – including vegetables, fruits, drinks, and main dishes

 

Students will be able to describe food according to its taste

 

Students will be able make nouns plural

 

Students will be able to make adjectives plural

 

Students will be able to conjugate verbs that end in –er

 

Students will be able to talk about food traditions in Spanish-speaking countries 

 

 

Students will be have to recognize the different foods in Spanish

 

Students will be able to group foods based on meals

 

Students will need to describe different foods in Spanish

 

Students will be given lists of nouns to make plural

 

Students will be describing groups of people and food in order to make adjectives plural

 

Students will do straight verb conjugations and conjugate verbs in sentences

 

Students will read about foods in Spanish-speaking countries

 

Students  will eat some authentic Hispanic food  

 

 

1FL-R1

1FL-R2

1FL-F1

1FL-F2

2FL-R1

2FL-R2

2FL-F2

2FL-F4

2FL-F5

3FL-F2

4FL-R1

6FL-F3

 

 

Middle of November – Beginning of December

11/16 – 12/8

¿Como es tu familia?

Family

 

Capitulo 5

Students will be able to talk about the family structure and traditions in Spanish-speaking countries

 

Students will learn the family vocabulary – they will know the terms to identify immediate and extended family

 

 

Students will be able to tell what other people’s names are

 

Students will be able to tell the age of other people

 

Students will be able to describe themselves and others physically – they will be able to talk about hair color, eye color, build etc.

 

Students will be able to conjugate the irregular verbs ser and tener and use them in sentences to describe people

 

Students will understand when physical descriptions should use the verb ser and when they should use the verb tener

 

Students will learn special tener expressions

 

Students will be able to use the possessive adjectives in Spanish

 

 

Students will read and answer questions about what the term family means to most Spanish speakers

 

Students will work with family trees and activities about their own families in order to learn the family vocabulary in Spanish

 

Students will give the names and ages of their own family members

 

 

 

 

Students will write paragraphs describing themselves, their family members, and people from magazines

 

Students will memorize the basic conjugation of these verbs

 

Students will then use the verbs in real life situations to describe themselves and others

 

 

 

 

 

Students will use the tener expression in sentences

 

Students will use the possessive adjectives to talk about their family members

1FL-R1

1FL-R2

1FL-R4

1FL-F1

1FL-F2

2FL-R1

2FL-R2

2FL-R4

2FL-F2

2FL-F4

2FL-F5

3FL-R3

3FL-F2

3FL-F3

4FL-R1

4FL-F1

6FL-F3

 

 

Exam/End of Quarter

12/9 – 12/16 

Review and Midterm Exam 

Students will be able to put together all they have learned to complete reading, writing, and audio activities 

Review Packet

 

Mid-term Exams

 

 

Beginning of January – Middle of January

1/2 -1/13

¿Que desea Ud.?

 

Shopping and Clothing

Students will learn about traditional clothing and goods from Spanish-speaking countries

 

Students will compare commercialism in the U.S. to commercialism in Spanish-speaking countries 

 

Students will learn how to bargain and will review currency

 

Students will know and use the vocabulary for different articles of clothing

 

Students will be able to use  the colors in Spanish

 

Students will be able to describe clothing and other objects

 

Students will be able to ask questions that they would need in a when shopping about sizes, fit, price etc. 

 

Students will be able to use the demonstrative adjectives in Spanish

 

 

 

 

 

 

 

Students will be able to use the direct object pronouns in Spanish

 

 

Students will read and answer questions about traditional goods, shopping in Spanish-speaking countries, and currency

 

Students will have the skills necessary to shop in a Spanish-speaking country

 

 

Students will set up mock stores and engage in situations in which they must bargain and pay for things in foreign currency

 

Students will be able to identify pieces of clothing in Spanish when shown them

 

Students will be able to describe articles of clothing that they are shown and that they themselves own

 

Students will engage in store skits to practice shopping in Spanish-speaking countries

 

Students will use the demonstrative adjectives to designate various objects in the room. They will describe how much this, that , and those shirts cost etc. 

 

Students will replace nouns with direct object pronouns in written and spoken exercises

1FL-F2

2FL-R1

2FL-R2

2FL-R4

2FL-F2

2FL-F4

2FL-F5

3FL-R3

3FL-F2

3FL-F3

4FL-R1

4FL-F1

6FL-F3

 

 

Middle of January – End of January

1/17 – 1/31

¿Adonde vas a ir de vacaciones?

Leisure and Vacation Time

 

Capitulo 7

Students will learn about various places that they could visit in Spanish-speaking countries

 

 

Students will know and use the vocabulary for places where people visit and things that people do while on vacation

 

 

 

 

Students will be able to talk about the weather and articles of clothing they need in certain weather

 

 

 

Students will learn to conjugate the verb poder in order to talk about things that they can and cannot do

 

 

 

 

Students will be able to conjugate the verb ir in the preterite (past tense) and will use it to talk about places they have gone to

 

Students will learn how to conjugate and use stem-changing verbs.  They will understand how these boot verbs function

 

Students will begin to use the a personal in order to show to whom a action is performed

Students will read and answer questions about important places in various Spanish-speaking countries

 

Students will describe vacations they have been on and vacations that they would like to take – in doing so they will use the place and activity vocabulary

 

 

Students will have to talk about our daily weather.  They will also have to give weather forecasts for cities throughout the world

 

Students will make lists of their skills and their weakness

 

Students will makes lists of what they can and cannot do at school

 

Students will write about vacations they have taken in the past

 

 

 

 

 

In addition to doing straight conjugations of these verbs, the students will have to use them in daily situations

 

Students will write many sentences using the a personal 

1FL-F2

2FL-R1

2FL-R2

2FL-R4

2FL-F2

2FL-F4

2FL-F5

3FL-R3

3FL-F2

3FL-F3

4FL-R1

4FL-F1

6FL-F3

 

 

Beginning of February – Middle of February

2/1 – 2/17

¿Que haces en tu casa?

 

Home

 

Capitulo 8 

 

Students will be able to compare and contrast housing situations in the U.S. and in Spanish-speaking countries

 

Students will compare architecture in Spanish-speaking countries with architecture in the U.S.

 

Students will compare the use of public space in the U.S. and in Spanish-speaking countries

 

Students will know and use  the names for the rooms in a house and the objects in those rooms

 

Students will know and use the vocabulary for chores that must be done around the house

 

Students use  the prepositions to describe location of specific things in relation to others – cerca de, al lado de, arriba de etc. 

 

Students will be able to describe the things in their home using adjectives such as clean, dirty, comfortable, uncomfortable etc. 

 

Students will be able to conjugate “go” verbs and use these conjugations to talk about what people do around the house – they will focus on hacer and poner

 

Students will be able to conjugate ir verbs in the present tense

 

 

Students will be able to use the stem-changing verb preferir to talk about peoples preferences

 

Students will use the possessive adjectives to talk about things that belong to them and others

Students will read about and see many pictures about homes in Spanish-speaking countries

 

They will also learn about how open space is used in these countries

 

Students will then the discuss the similarities and differences among each of these

 

 

 

 

Students will draw and label pictures of their own homes and later create their ideal bedroom or house

 

Students will talk about who is in charge of what chores in their own homes

 

Students will have to answer questions about locations of things in a picture of a house that I supply

 

 

 

Students will be asked to describe the current state of their house  

 

 

 

 

In addition to straight conjugations, students will use these go verb conjugations to write sentences about chores around the house

 

Students will be using the ir verb vivir to talk about where certain people live

 

Students will be asked about their preferences and the preferences of people they know 

 

Students will describe things that they and others own 

1FL-F2

2FL-R1

2FL-R2

2FL-R4

2FL-F2

2FL-F4

2FL-F5

3FL-R3

3FL-F2

3FL-F3

4FL-R1

4FL-F1

6FL-F3

 

 

Middle of February – Beginning of March

2/16 – 3/10

¿Como te sientes?

 

Health

 

Capitulo 9

Students will compare and contrast the medical systems in the US and Spanish-speaking countries

 

Students will study the beliefs that many Spanish-speakers have in regards to health

 

Students will know and use the Spanish words for the various body parts

 

Students will be able to talk about their health.  Students will be able to say what is ailing them when they are not feeling well

 

Students will use the stem-changing verb dormir to talk about sleeping or needing more sleep

 

Students will be able to use the indirect object pronouns in Spanish to indicate what is hurting them 

 

 

 

 

Students will be able to use the expressions hace…que to express how long it has been since they have done something

Students will learn that the medical systems in other countries are very different then ours

 

Students will learn about some beliefs that Spanish –speakers have in regards to health

 

 

Students will label diagrams of the human body with the Spanish vocabulary 

 

Students will learn how to express that different things hurt them.  They will role play situations in which they are sick or injured and need to get medical help 

 

Students will use dormir in sentences

 

 

 

Students will need to make statements about their ailments using the indirect object pronouns throughout role plays and various other activities 

 

Students will use this expression to talk about how long it has been since they saw a doctor, dentist etc. 

1FL-F2

2FL-R1

2FL-R2

2FL-R4

2FL-F2

2FL-F4

2FL-F5

3FL-R3

3FL-F2

3FL-F3

4FL-R1

4FL-F1

6FL-F3

 

 

Beginning of March – End of March

3/13- 3/28

¿Que hiciste Ayer?

 

Community

 

Capitulo 10

Students will understand differences between a community in the US and a community in a Spanish-speaking countries both in terms of the physical lay out and in terms of how the people interact

 

Students will be able to describe places around town; including stores, public buildings, and businesses

 

Students will use vocabulary which they can use to talk about errands that they did around town

 

Students will learn the vocabulary that they need in order to give directions to various places around town

 

 

 

 

 

 

 

Students will know to use the contraction del when using the two words de and el together

 

Students will learn how to conjugate ar verbs in the preterite and then use those verbs to talk about what they did in the past

 

Students will be able to fully conjuget ir in the preterite tense to talk about places that they and others went

Students will learn about various Spanish-speaking communities and write about how they compare and contrast with the community in which the students live

 

 

 

Students will describe their towns and places where they go in their own communities

 

 

Students will describe errands that they and their families usually do on the weekends

 

Students will be asked to give directions to and from various places in Tucson

 

Will we set up a mock town in the class and students will have to give directions from one place to another

 

Students will write sentences which use this construction

 

 

 

Students will need to report what they have done in the past week using the ar verbs in the preterite tense

 

 

 

Students will need to write sentences about places that they and their family members have gone to recently 

1FL-F2

2FL-R1

2FL-R2

2FL-R4

2FL-F2

2FL-F4

2FL-F5

3FL-R3

3FL-F2

3FL-F3

4FL-R1

4FL-F1

6FL-F3

 

 

Beginning of April – End of April

4/3 – 4/21

¿Que te gustaria ver?

 

Movies and TV Shows

 

Capitulo 11

Students will understand the differences between Spanish television and our television

 

Students will take a look into the world of telenovelas and other popular Spanish genres 

 

Students will be able to describe the content of tv shows and movies  - they will be able to categorize them by drama, comedy etc. 

 

Students will be able to describe how they liked a show or movie 

 

 

 

 

 

Students will add some time phrases to their vocabulary – they will be able to talk about how long things lasted

 

Students will be able to compare two things in Spanish

 

 

 

 

Students will be able to use superlatives in Spanish

 

 

 

 

 

 

 

Students will be able to use the verb ver in the preterite to talk about things that they have seen

 

Students will use the indirect pronouns with verbs such as gustar, encantar, interesar, and fascinar to express people’s reactions to movies and shows

Students will learn about famous Spanish artists and shows.  They will learn how US TV and movies influence Spanish culture

 

Students will come to understand telenovelas and the followings they have

 

Students will be given names of shows and movies to categorize under the Spanish headings

 

 

Students will be asked to describe various tv shows and movies they have seen.  They will be asked to review various movies and shows

 

Students will be asked to include time phrases in their reviews

 

 

 

Students will be asked to write comparisons about all kinds of things – people , classes, movies, shows etc. 

 

Students will use superlatives to describe whom they think is the prettiest in the world, smartest etc.

 

We will create superlatives for our Spanish class 

 

Students will write sentences about movies and shows they have seen recently

 

Students will write reactions from various points of view to movies and shows

1FL-F2

2FL-R1

2FL-R2

2FL-R4

2FL-F2

2FL-F4

2FL-F5

3FL-R3

3FL-F2

3FL-F3

4FL-R1

4FL-F1

6FL-F3

 

 

End of April – Middle of May

4/24 – 5/9

¡Vamos a un restuarante mexicano!

 

Restaurants

 

Capitulo 12 

Students will be able to compare meals and restuarants in the US and Spanish-speaking countries 

 

Students will learn about specialty foods from around the Spanish-speaking world

 

Students will learn more food vocabulary which focuses specifically on specialties in Spanish-speaking countries

 

Students will be able to talk about how and with what foods are made

 

Students will review the place setting vocabulary

 

Students will be able to order food in a Spanish-speaking restaurant

 

Students will be able to conjugate the stem-changing verb pedir in order to ask for something in a restaurant

 

Students will also be able to use the verb traer (an irregular) to ask a waiter or waitress to bring

them something 

 

Students will use the indirect object pronouns to state whom or for something is being done

 

Students will learn to conjugate ir and er verbs in the preterite in order to talk about things they have done in the past

Students will talk about differences in meal times, contents etc.

 

 

Students will learn about regional dishes

 

 

 

 

Students will need to prepare menus for events that they are planning to hold at their homes

 

 

 

Students will write out recipes in Spanish for specialty meals

 

Students will be able to name all items on a table

 

Students will set – up small restaurants in our classroom and present skits with people ordering food

 

These two verbs will be used in their skits

 

 

 

 

 

 

 

 

 

 

 

Students will need to write sentences saying whom they will be giving certain things to

 

 

Students will write paragraphs about what they ate yesterday for breakfast, lunch, and dinner

1FL-F2

2FL-R1

2FL-R2

2FL-R4

2FL-F2

2FL-F4

2FL-F5

3FL-R3

3FL-F2

3FL-F3

4FL-R1

4FL-F1

6FL-F3

 

 

Middle of May – End of May

5/10 – 5/17

Para proteger la Tierra

 

The Environment

 

Capitulo 13

 

 

Students will learn about endangered animals in the US and Spanish –speaking countries.  They will attempt to find ways to help protect these animals and the environment in general 

 

 

 

Students will be able to instruct people about materials that can be recycled in Spanish

 

Students will learn the vocabulary for various animals – both farm and wild animals

 

Students will learn to conjugate the verb decir and in order to talk about what experts say about how they can help

Students will learn how to give commands in Spanish

 

Students will be able to use the verb saber in the present tense to talk about the facts that we know about the environment

Students will work on projects in which they research endangered animals

 

Students will work on a project to raise awareness about these animals and to help improve the environment in some way

 

Students will create pamphlets about recycling in Spanish

 

 

 

Students will create pictures of various animals with their Spanish names below their pictures 

 

Students will write out predictions and instructions which experts have made and given about the environment 

Students will make lists telling people what they need to in order to help save the environment

 

The students will create persuasive literature to get people to recycle and care for the environment

1FL-F2

2FL-R1

2FL-R2

2FL-R4

2FL-F2

2FL-F4

2FL-F5

3FL-R3

3FL-F2

3FL-F3

4FL-R1

4FL-F1

6FL-F3

 

 

Review and Finals

5/18 – 5/26

Review and Midterm Exam

Students will be able to put together all they have learned to complete reading, writing, and audio activities 

Review Packet

 

 Exams

 

 

 

 

 

 

 

 

 

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rrivera@sonoranacademy.org,
Aug 21, 2008, 12:16 PM
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