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Sonoran Science Academy
Curriculum Map
2009-2010 |
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SUBJECT: High School Spanish 1
Rachel Paz Rivera |
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Month |
Content |
Skills |
Assesments |
Standards |
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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
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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 |
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End August – Beginning of September
8/26-9/11 |
Y Tú, ¿cómo eres?
Friendship
Capitulo Uno
Chapter 1 Test
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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
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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 |
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Middle of September –End of September
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¿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
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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
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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
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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 |
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Beginning of November – Middle of November
11/3 – 11/16 |
Capitulo Cuatro
¿Qué Prefieres Comer?
Food
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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
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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
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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
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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 |
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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 |
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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
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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 |
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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 |
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Beginning of February – Middle of February
2/1 – 2/17 |
¿Que haces en tu casa?
Home
Capitulo 8
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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 |
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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. |
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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 |
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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 |
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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 |
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Middle of May – End of May
5/10 – 5/17 |
Para proteger la Tierra
The Environment
Capitulo 13
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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 |
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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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