Spanish level 1A Curriculum & Pacing...

Spanish level 1A Curriculum & Pacing Guide

DRAFT IN PROGRESS Spring 2010

2

2 INTRODUCTION

Key Committee Members

Catherine Buch

Jeffrey Fettig

Cheryl Rivera

Michelle Snyder

Mercedes Wirsing

Textbooks:

No official adoption of a textbook. The World Lan-

guage Department will have class sets of the ¡En

Español! series on hand only as a supplemental re-

source. Please refer to supplemental resource guide.

¡En Español!, Holt McDougal, ©2000

The BPS Curriculum is based on the State’s GLCEs

and those key concepts that have been determined as

important to the success of our students. The following

pages include a brief summary of this year’s skills/

content.

Table of Contents

BPS World Language Philosophy

BPS World Language Levels Guide

Review of Year

Unit 1: ¡Bienvenidos al mundo hispano!

Unit 2: Tú y yo

Unit 3: Nuestra vida

Unit 4: ¿Qué llevo hoy?

Unit 5: ¡Vamos a comer!

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BPS World Language Philosophy

It is the charge of the World Language Department at Birmingham Public Schools to develop the communicative competence and

proficiency level of the second language learner. Our goal is to prepare our students for an increasingly ―flat‖ world by way of the

Michigan Standards for Foreign Language Learning set forth by the American Council on the Teaching of Foreign Language and

implemented through the five integrated goals of the aforementioned standards (communication, cultures, connections, comparisons

and communities). Please see standards and benchmarks at the following site:

http://www.michigan.gov/documents/mde/WLSB_206824_7.pdf

As we look at these standards, it is clear that the development of language proficiency remains central to the mission of foreign lan-

guage education in our schools. Due to the overwhelmingly broad nature of language we have taken great care to ensure that our cur-

ricular articulation is interdisciplinary, seamless and continuous and focuses on the constant recycling of key concepts while avoiding

redundancy and stagnation.

While the following curriculum outlines key concepts and vocabulary that must be covered by the classroom teacher, the individual

classroom teacher should endeavor to:

Incorporate authentic material from a variety of Spanish-speaking world resources. Current textbooks should be used as sup-

plemental materials rather than as pacing guides.

Consistently recycle key concepts and structures where appropriate

Use a variety of strategies, techniques, best practices and materials that reach a wide-array of learning styles when teaching

and assessing student learning

Align technology with 21st century learning

As stated in the Michigan Standards for Foreign Language Learning, language is functional. The development of listening, speaking,

reading, and writing skills is essential for students to function in social as well as academic situations. It is our district’s philosophy

that communication drives grammar rather than grammar driving communication.

http://www.michigan.gov/documents/mde/WLSB_206824_7.pdf

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BPS World Language Levels Guide

The following is an overview of the BPS World Language Spanish levels and the curricula associated with them. The pacing for

each course is dependent on the variant grade levels and building schedules. It is up to the individual teacher to create the appropri-

ate pacing for a given course in order to best serve the students and prepare them to successfully complete the end-course assessment.

Students having successfully completed middle school Spanish Grade 8 will enter Grade 9 at level 3A. Each trimester (12 weeks) at

the high school level is an A or B portion of a course. The following is an overview of the articulation of a Grade 9 student entering

level 3A in high school.

Grade Level Curriculum

Grade 3 Spanish Grade 3



Grade 6 Spanish Level 1A

Grade 7 Spanish Level 1B

Grade 8 Spanish Levels 2A and 2B

Grades 9-12 (new students) Spanish Levels 1A-4B

Grade Level Curriculum

Grade 9 Spanish Levels 3A and 3B

Grade 10 Spanish Levels 4A and 4B (Honors)

Grade 11 Spanish Advanced Placement OR

Hispanic Perspectives (Honors)

Grade 12 Spanish Advanced Placement OR

Hispanic Perspectives (Honors)

5

5

Review of Year

Name of Unit Theme(s)/

Focus Country or Region

Interdisciplinary

Connections

Structures

Unit 1

¡Bienvenidos al mundo hispano!

Learning another language

Spanish around the world and in our back-

yard

The United States

Social Studies – Geography

English Language

Sentence mapping

Cognates

Alphabet

Interrogatives

Unit 2

Tú y yo

Greetings

Describing self and others

Describing feelings/preferences

Mexico and the Caribbean

English Language

Ser and Estar

Comparisons

Verbs like Gustar

Unit 3

Nuestra Vida

Family

Home

Community

Central America

Social Studies

Mathematics

English Language

Present tense AR, ER/IR verbs

Possessive adjectives (short form)

Prepositions

Unit 4

¿Qué llevo hoy?

Clothing

Weather

Pricing

South America

Social Studies – Geography

Mathematics

Science

English Language

Present tense irregular verbs

Saber and Conocer

Informal time expressions

Weather expressions

Unit 5

¡Vamos a comer!

Food

Mealtime preferences/customs

Europe and Africa

Social Studies

Health

Mathematics

English Language

Stem-changing verbs (e-ie)

Telling time

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¡Bienvenidos al mundo hispano! (Reference Elementary Spanish Curriculum: 3:1, 4:1, 5:1)

Unit 1:

Unit philosophy

This introductory Unit is shorter than the other Units and intended to foster interest among students with regard to learning another

language and its importance. The focus of this Unit should be the exposure of the Spanish language and its cultures, and comparing

sentence structures between Spanish and English. Teachers should begin modeling basic questions and answers in Spanish that stu-

dents can mimic, with an emphasis on holistic communication. In short, get students interested and talking!

Focus questions: Why is learning another language important?

How does one learn another language?

What countries speak Spanish?

Where do Spanish-speakers live today within the USA, and specifically, in Michigan?

Country/Region of focus: The United States

Interdisciplinary connections: Social Studies – Geography; English Language

Structures:

Sentence mapping: parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions) and grammatical

functions (for example: articles, subject, predicate, objects, etc.). Word order comparisons (syntax).

Alphabet

Cognates

Interrogatives (modeling basic questions and answers. For example: What’s your name?, How are you? Do you like…?)

Time Span: 6th Grade—approximately 8 weeks per unit

9th Grade—approximately 2 weeks per unit

Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.

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¡Bienvenidos al mundo hispano! cont. (Reference Elementary Spanish Curriculum: 3:1, 4:1, 5:1)

Unit 1:

Los sustantivos Los verbos Los adjetivos Frases útiles Otro/Los interrogativos

Países norteamericanos Los Estados Unidos

(EE.UU.)

México

El Caribe

Centroamérica

Sudamérica

Europa España

África El profesor

La profesora

El chico

La chica

El (la) estudiante

Los días

lunes-domingo

Los meses

enero-diciembre

(Taught as

commands

only)

Miren

Levanten la

mano

Escuchen

Repitan

Hablen

Describan

grande

Pequeño (a)

Uno (a)

Dos

Tres

Cuatro

Cinco

Seis

Siete

Ocho

Nueve

Diez

Hola

Buenos días

Buenas tardes

Buenas noches

Adiós

Hasta mañana

Hasta luego

Nos vemos

Te presento a…

Le presento a…

Mucho gusto

Es un placer

Me llamo

Se llama

¿Cómo te llamas?

¿Cómo se llama?

¿Cómo estás?

¿Qué tal?

Estoy bien

Estoy mal

Estoy regular

¿Qué?

¿Cómo?

¿Cuál(es)?

¿Cuándo?

¿Quién(es)?

¿Dónde?

¿Adónde?

¿Cuánto?

¿Cuántos?

¿Por qué?

El alfabeto (a-z)

Vocabulary

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¡Bienvenidos al mundo hispano! cont. (Reference Elementary Spanish Curriculum: 3:1, 4:1, 5:1)

Unit 1:

GLCEs (Grade Level Content Expectations)

&

Key Concepts continued...

(2.1.N.H.e.) Identify and explain how the language and culture expanded throughout the world

(2.2.N.G.a) Identify countries, their capital and major cities in which the language is spoken

(3.2.N.a) Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be

viewed differently in one’s own culture than in the target culture

(4.1.N.a) Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and

borrowed words)

(4.1.N.b) Identify basic differences and similarities in grammatical structures between one’s own language and the target

(4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between

one’s own language and the target language

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Tú y yo (Reference Elementary Spanish Curriculum: 3:2, 4:2, 5:2, 5.5)

Unit 2:

Focus questions: What are appropriate ways to greet and introduce people?

How does one describe oneself and others?

How does one express feelings and preferences?

Countries/Region of focus: Mexico and the Caribbean (Puerto Rico, Dominican Republic, Cuba)

Interdisciplinary connections: English Language

Structures:

Subject Pronouns (focus on tú y Ud.)

Gender (definite and indefinite articles, noun -adjective agreement)

Comparisons (tan..como, más…que, menos…que)

Verbs:

Ser and estar

Gustar (& other flip verbs that express feelings, preferences. For example: encantar, disgustar, fascinar, interesar, molestar)

NOTE: Use in meaningful context only.




Continued on next page...

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Tú y yo cont. (Reference Elementary Spanish Curriculum: 3:2, 4:2, 5:2, 5.5)

Unit 2:

Vocabulary

Los sustantivos Los verbos Los adjetivos Frases útiles Otro

Los pronombres Yo

Tú

Él

Ella

Ud.(Usted)

Nosotros(as)

Vosotros(as)

Ellos

Ellas

Uds. (Ustedes)

Ser

Estar

Gustar

Encantar

Disgustar

Fascinar

Interesar

Molestar

(used as infi-

nitives)

Hablar

Leer

Escuchar

Escribir

Alto (a)

Bajo (a)

Guapo (a)

Feo (a)

Rubio (a)

Moreno (a)

Pelirrojo (a)

Pelo largo

Pelo corto

Simpático (a)

Cómico (a)

Serio (a)

Antipático (a)

Inteligente

Divertido (a)

Atlético (a)

Grande

Mediano (a)

Pequeño (a)

Contento (a)

Triste

Cansado (a)

Nervioso (a)

Enojado (a)

Emocionado (a)

Encantado (a)

Aburrido (a)

¿Te gusta(n)?

Me gusta(n)

tan..como

más…que

menos…que

mejor

peor

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Tú y yo cont. (Reference Elementary Spanish Curriculum: 3:2, 4:2, 5:2, 5.5)

Unit 2:


&

Key Concepts

(1.1.N.SL.a) Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking

or introductions

(1.1.N.SL.c) Recognize and use appropriate register/honorifics in a limited number of simple social situations such as greetings,

leave-takings and introductions

(1.1.N.SL.j) Share likes and dislikes in the target language with a classmate

(1.1.N.RW.c) Recognize and use appropriate register/honorifics in limited, simple social correspondence

(1.1.N.RW.j) Share likes and dislikes in the target language with a classmate in writing, using email messages, notes, and letters

(1.2.N.L.c) Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical

production)

(1.2.N.L.d) Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)

(1.2.N.R.b) Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-

appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories

(1.2.N.R.c)Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends,

leisure and school activities, and everyday occurrences (email, letters, messages, notes, and text messages)

(1.3.N.S.a) Present songs, poems or stories in the target language

(1.3.N.S.b) Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school

(4.1.N.c) Identify basic differences and similarities in register/honorifics between one’s own language and the target language

(5.2.N.a) Willingly use the target language within the classroom setting

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Nuestra vida (Reference Elementary Spanish Curriculum: 3:3, 3.3, 4:5, 5:4)

Unit 3:

Focus questions: How does one discuss family and community?

What cultural connections can be made to hispanic families and communities?

How does one describe one’s home?

Countries/Region of focus: Central America (Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panamá)

Interdisciplinary connections: English Language; Social Studies

Structures:

Introduce present tense regular AR, ER and IR verbs

Possessive adjectives (short form)

Prepositions





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Nuestra vida cont. (Reference Elementary Spanish Curriculum: 3:3, 3.3, 4:5, 5:4)

Unit 3:

Vocabulary


La familia El abuelo

La abuela

El padre

La madre

El hijo

La hija

El hermano

La hermana

El tío

La tía

El primo

La prima

La mascota

El Hogar La casa

La sala

El comedor

La cocina

El baño

El dormitorio

Limpiar

Cocinar

Mirar

Hablar

Cantar

Bailar

Trabajar

Estudiar

Escuchar

Patinar

Tomar

Comprar

Comer

Aprender

Comprender

Beber

Correr

Leer

Vender

Escribir

Vivir

Recibir

Compartir

Abrir

Describir

Recycle all adjectives

Joven

Viejo (a)

Menor

Mayor

Grande

Mediano (a)

Pequeño (a)

Favorito (a)

Mi(s)

Tu(s)

Su(s)

Nuestro (a, os, as)

Vuestro (a, os, as)

Mirar la televisión

Tengo…

Hay

Las preposiciones Fuera de

Dentro de

Al lado de

Detrás de

Debajo de

Enfrente de

Sobre

Entre

Cerca de

Lejos de

A la derecha

A la izquierda

En

A(l)

De (l)

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Unit 3:

Vocabulary continued..


El Hogar El patio

El jardín

El garaje

La ventana

La puerta

La mesa

La cama

El sofá

La silla

La lámpara


&

Key Concepts

(1.1.N.SL.b) Ask and answer basic questions about the weather, health/physical conditions, self, family and friends

(1.1.N.SL.e) Ask questions about physical appearance, character and personality traits of friends, family, classmates and answer us-

ing a list of traits

(1.1.N.SL.f) Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits

(1.1.N.SL.h) Exchange information in the target language on familiar topics such as personal interests, memorable experiences,

school activities, and family life

(1.1.N.RW.a) Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or

make introductions

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Unit 3:


&


(1.1.N.RW.b) Exchange information by asking and answering basic questions in writing about the weather, health/physical condi-

tions, self, family, and friends

(1.1.N.RW.e) Ask questions in writing about physical appearance, character and personality traits of friends, family, classmates, and

answer in writing using a list of traits

(1.1.N.RW.f) Ask questions in writing about feelings, emotions and health of friends, family, classmates, and answer in writing us-

ing a list of traits

(1.2.N.L.b) Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure

and school activities, and everyday occurrences


production)


(1.2.N.R.a) Demonstrate understanding of written classroom language in the target language including directions, commands, and

requests



(1.2.N.R.c) Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends,



(1.3.N.S.b) Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school

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Unit 3:


&


(1.3.N.W.b) Prepare illustrated stories (big books, posters, dioramas, cartoons) about activities or events in student’s personal life,

and share these with an audience

(2.1.N.F.a) Describe family structures and the role of friends within a community or culture in which the language is spoken

(3.2.N.a) Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be

viewed differently in one’s own culture than in the target culture

(4.1.N.b) Identify basic differences and similarities in grammatical structures between one’s own language and the target language

(4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between

one’s own language and the target language


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¿Qué llevo hoy? (Reference Elementary Spanish Curriculum: 3:4, 4:3)

Unit 4:

Focus questions:

How does one describe weather over time?

How does one describe clothing choices and prices?

How does climate affect clothing choices?

Countries/Region of focus: South America (Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile, Paraguay, Uruguay, Argentina)

Interdisciplinary connections: English Language; Science; Social Studies - Geography

Structures:

Present Tense Irregular Verbs (irregular ―yo‖ verbs, tener, ir, venir)

Saber vs. Conocer

Informal time frames (Ir+a+infinitive & acabar+de+infinitive)

Weather expressions (including hace…)





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¿Qué llevo hoy? cont. (Reference Elementary Spanish Curriculum: 3:4, 4:3)

Unit 4:

Vocabulary


Recycle days and months

Las estaciones La primavera

El verano

El otoño

El invierno

La ropa Los zapatos

Las sandalias

Las botas

Los calcetines

Los pantalones

Los pantalones cortos

La falda

El vestido

El traje

La corbata


Llevar

Hacer

Saber

Conocer

Tener

Ir

Venir

Poner

Salir

Decir

Traer

Caer

Valer

Ver

Ser

Estar

Los números 11-31

Los colores Rojo

Anaranjado

Amarillo

Verde

Azul

Violeta

Negro

Blanco

Rosado

Gris

Hace buen tiempo

Hace mal tiempo

Hace frío

Hace fresco

Hace calor

Hace viento

Llueve

Nieva

Hace sol

Está nublado

¿Cuánto cuesta(n)?

Cuesta(n)…

Me pongo…

Me quito…

Ir+a+infinitive

Acabar+de+infinitive

¿Qué tiempo hace?

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Unit 4:

Vocabulary continued...


La ropa

La camiseta

La camisa

El suéter

La bufanda

Los guantes

El abrigo

La chaqueta

La gorra


&

Key Concepts

(1.1.N.SL.b) Ask and answer basic questions about the weather, health/physical conditions, self, family and friends

(1.1.N.SL.g) Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits

(1.1.N.RW.a) Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or

make introductions

(1.1.N.RW.b) Exchange information by asking and answering basic questions in writing about the weather, health/physical condi-

tions, self, family, and friends

(1.1.N.RW.g) Ask questions in writing about the attributes of places and things in their immediate environment, and answer in writ-

ing using a list of traits

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Unit 4:


&



production)




(1.2.N.R.c) Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends,



(1.3.N.S.c) Record materials in the target language, such as a puppet show, fashion show, or weather report

(2.1.N.F.b) Describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities

appropriate to various periods during the day)

(2.2.N.G.d) Describe the climate and typical seasonal weather patterns in various parts of a country in which the language is spoken

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¡Vamos a comer! (Reference Elementary Spanish Curriculum: 4:4, 5:3)

Unit 5:

Focus questions: When do people gather together to eat in the US and in Spanish-speaking countries?

How do foods and meal times compare between the US and Spanish-speaking countries?

How does one express mealtime preferences and customs?

Country/Region of focus: Europe (Spain), Africa (Ecuatorial Guinea)

Interdisciplinary connections: English Language; Social Studies; Health

Structures:

Stem-Changing Verbs (e-ie)

Telling Time




Vocabulary


El desayuno

El almuerzo/La co-

mida

La cena

La merienda


Cenar

Tomar

Desayunar

Beber

Comer

Crudo (a)

Cocido (a)

Tostado (a)

Fresco (a)

Podrido (a)

¿Qué hora es?

Es la una

A la una

Son las dos, tres…

A las dos, tres…

¡Buen provecho!

Pásame…

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¡Vamos a comer! cont. (Reference Elementary Spanish Curriculum: 4:4, 5:3)

Unit 5:



La comida

El pan

La tortilla

los huevos

la carne

la fruta

la manzana

la banana

la fresa

la cereza

la naranja

los vegetales

los frijoles

las zanahorias

el maíz

las papas / las patatas

el arroz

las bebidas

el refresco

el agua

el jugo

la leche

el café


Merendar

Preferir

Comenzar

Perder

Pensar

Querer

Cerrar

Frio (a)

Caliente

Y

Menos

Media

Cuarto

Por la mañana

Por la tarde

Por la noche

Mediodía

Medianoche

En punto

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Unit 5:



La comida el postre

el pastel

el helado

la galleta

la sal

la pimienta


&

Key Concepts

(1.1.N.SL.i) Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to

restaurants, stores, transportation, and services

(1.1.N.RW.i) Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants,

stores, transportation, and services


production)



(1.3.N.W.a) Illustrate and present materials in the target language such as an advertisement, poster, or menu

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Unit 5:


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(2.2.N.F.a) Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in

which the language is spoken (housing, stores, foods, transportation, health care, public services)

(4.2.N.a) Identify basic target culture practices and compare them to one’s own

(4.2.N.b) Identify basic target culture products and compare them to one’s own


Spanish level 1A Curriculum & Pacing...

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