THE SCHOOL DISTRICT OF LEE COUNTY · target language to further knowledge of own language and culture. ... Reading Jigsaw Activity: Why learning a foreign Language: Vocabulary Presentation:

Page 1 of 45 Updated: September 23, 2015

Q1

Hola-Introduction to Spanish basic skills

Q2

Un rato con los amigos

Q3

Vamos a la escuela

Q4

Comer en familia

Quarter 1 – 43 Days Quarter 2 – 47 Days Quarter 3 – 47 Days Quarter 4 – 43 Days

Major Concepts/Content: Spanish 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language. An introduction to reading and writing is also included as well as culture, connections, comparisons, and communities.

Quarter 1- At the end of this unit, learners can greet people and say goodbye, introduce yourself and others, ask and say how to spell names, say where you are

from, exchange phone numbers, say what day of the week it is, describe the weather, and respond to classroom instructions.

Quarter 2- At the end of this unit, learners can talk about activities, tell where you are from, say what you like and don’t like to, describe yourself and others, and

identify people and things.

Unit 3- At the end of this unit learners can describe and compare school schedules, classes, and school supplies in both their own school and schools in Spanish-

speaking countries. Learners can also express opinions about their classes, teachers, and school. They can describe and sequence their class schedule. They can

locate and identify classroom items. Finally, learners can ask and answer questions about school life.

Unit 4- At the end of this unit learners can talk about foods and beverages, ask questions, say which foods you like and don’t like, talk about family, ask and tell ages, express possession, give dates, and make comparisons.

THE SCHOOL DISTRICT OF LEE COUNTY

Quarterly Content Guide 2014-2015

Spanish 1A ( Course 0708010Y)

Adopted Instructional Materials: Spanish 1A: Avancemos 1 (Publisher: Holt McDougal)


Additional Course Information Professional Development General Resources

World Languages Modes of Communication (Standards indicators 1,2,3,4,…,9) 1. Interpretive Listening: The student will be able to understand and interpret information, concepts, and ideas orally from a variety of culturally authentic sources on a variety of topics in the target language. 2. Interpretive Reading: The student will be able to understand and interpret information, concepts, and ideas in writing from a variety of culturally authentic sources on a variety of topics in the target language. 3. Interpersonal

Communication: The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language. 4. Presentational Speaking: The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language.

District

• Book Adoption Training

• World Language PLC

Training

• Differentiation Learning

Training

• Technology in World

Languages

Optional/helpful

• World Language

Teaching Methods

• Testing and Assessing

World Languages skills

• www.cpalms.org

• www.fldoe.org/instructionalstandards

• www.duolinguo.com

• www.Word-reference.com

• www.tes.co.uk

• www.actfl.org

www.my.hrw.com (textbook resource)

• Can Do statements from NCSSFL-ACTFL

How to Use the NCSSFL-ACTFL Can-Do Statements

• Linguafolio


5. Presentational Writing: The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language. Intercultural Standards 6. Culture: The student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. 7. Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language. 8. Comparisons: The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others. 9. Communities: The student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment.


State Assessment Information Helpful Websites

• www.cpalms.org

• www.fldoe.org/instructionalstandards

• www.duolingo.com

• www.Word-reference.com

• http://www.languageguide.org/spanish/vocabulary/

• http://www.languageguide.org/spanish/grammar/conjugations/

• http://www.languageguide.org/

• http://www.iteachspanish2.com/Spanish_for_Teachers/Bienvenidos.html

• http://www.songsforteaching.com/spanishsongs.htm

• http://www.laits.utexas.edu/spe/index.html

• http://www.bbc.co.uk/schools/gcsebitesize/spanish/

• http://telealacarta.es/

• http://www.rtve.es/noticias/directo/canal-24h/

• http://www.tuenlinea.com/

• http://www.delearte.com/2012/03/el-mundo-con-ene-revista-gratuita-

para.html

• http://miscositas.com/spanish.html

• http://funforspanishteachers.blogspot.fr/2012/08/17-fun-games-to-play-

in-spanish-class_15.html

• http://lyricstraining.com/

• http://www.actfl.org/publications/all/the-language-educator/web-

watch-online/web-watch-online-archive

• http://zachary-jones.com/zambombazo/

• http://www.spanish4teachers.org/

• http://www.senorwooly.com/

• http://www.learner.org/resources/series185.html



Quarter 1 Academic Plan 2015-2016

Spanish 1A ( Course 0708010Y) Pacing Range: 9 weeks

Adopted Instructional Materials: Spanish 1A: Avancemos 1 (Publisher: Holt McDougal)

Big Idea Description: At the end of this unit, learners can greet and say goodbye, introduce themselves and others, ask and say how to spell names, say where they are from, exchange phone numbers, say what day of the week it is, describe weather, and responds to classroom instructions.

Standards

World Languages Next Generation Sunshine State Standards Florida Standards

WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and

questions about self and personal experiences, through gestures, drawings,

pictures, and actions.

WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing

with simple and concrete daily activities and needs presented in a clear, slow,

and repeated speech.

WL.K12.NM.1.5: Demonstrate understanding of simple rhymes, songs, poems,

and read aloud stories.

WL.K12.NM.2.3: Demonstrate understanding of simple written

announcements with prompting and support.

WL.K12.NM.2.4: Recognize words and phrases when used in context on

familiar topics.

WL.K12.NM.3.1: Introduce self and others using basic, culturally-appropriate

greetings.

WL.K12.NM.3.4: Exchange essential information about self, family, and familiar

topics.

WL.K12.NM.3.5: Understand and use in context common concepts (such as

numbers, days of the week, etc.) in simple situations.

WL.K12.NM.3.7: Understand and respond appropriately to simple directions.

WL.K12.NM.4.1: Provide basic information about self and immediate

surroundings using words and phrases and memorized expressions.

WL.K12.NM.4.2: Present personal information about self and others.

WL.K12.NM.6.1: Recognize basic practices and perspectives of cultures where

the target language is spoken (such as greetings, holiday celebrations, etc.)

WL.K12.NM.6.2: Recognize common patterns of behavior (such as bod

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


language, gestures) and cultural practices and/or traditions associated with

the target culture.

WL.K12.NM.6.4: Recognize products o culture (e.g., food, shelter, clothing,

transportation, toys)

WL.K12.NM.8.3: Identify celebrations typical of the target culture and one’s

own.

WL.K12.NH.1.6: Follow directions or instructions to complete a task when

expressed in short conversations.

WL.K12.NH.2.4: Identify key detailed information needed to fill out forms.

WL.K12.NH.3.2: Exchange information about familiar tasks, topics and

activities, including personal information.

WL.K12.NH.3.7: Ask for and give simple directions to go somewhere or to

complete a task.

WL.K12.NH.6.1: Use information acquired through the study of the practices

and perspectives of the target culture to identify some of their characteristics

and compare them to own culture.

WL.K12.NH.6.3: Recognize different contributions from countries where the

target language is spoken and how these contributions impact our global

society.

WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target

culture.

WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new

knowledge from other disciplines.

WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate

comprehension and expression of key vocabulary in the target language to

reinforce existing content area knowledge.

WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of

behavior of the target language by comparing information acquired in the

target language to further knowledge of own language and culture.

WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures

between the target language and own language.

WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target

culture and compare to own culture.


Big Idea

Knowledge of the Spanish language and culture is a valuable asset in our global world

Essential Outcome Questions

In what ways is learning another language beneficial?

How do I share basic personal information to get to know others?

Where is Spanish spoken in a global world?

How do Spanish-speaking people living in New York City celebrate their culture?

How can artists give back to their neighborhood through their work?

Aligned Learning Goals District Adopted

Materials

Supplemental

Resources

Strategies for

Differentiation

Introduce oneself and others, respond to an introduction, and respond

to/initiate greetings and farewells.

• Maps in Front of text

• Unit-Lección Preliminar

• Workbook: Lección

Preliminar

• Communicative

activities manual

• Listening activities

• Student Text Audios

CD1

• Assessment Audio CD 1

• Sing-along songs Audio

CD

• Lección Preliminar

Resource books

• Smartboard activities

Reading Jigsaw Activity:

Why learning a foreign

Language:

Vocabulary Presentation:

Quizlet.com,

Spanish Country

Research Project

See (Helpful Websites)

Kagan Structures:

Mix-Pair-Share: Give an

index card with a name and

country to each student.

Have students introduce

themselves to each other.

Rally Robin: Recite the

alphabet

Line Ups: Birthdays

Bump Up

See Pre-AP Lesson materials

Bump Down

See Modified Lesson

materials

Ask/give personal information

Understand and use numbers (0-10)


Learning Activities

Interpersonal:

• Partners should greet

each other, ask each other

how they are, and then

say goodbye.

Interpretive:

• Listen to descriptions

and invitations

• Read simple

descriptions about

Spanish-speaking

countries

Presentational:

• Role-Plays of greeting

and meeting others

• Create Facebook Page

with personal

information

Structures:

• The Spanish alphabet

Cultures:

• ¡Hola! P.1

• Un mural en Nueva York

p.9

• Agosto-Feria de Málaga C2

• Septiembre-Día de la

Independencia C4

Formative Assessment Options:

Exit tickets

Para y Piensa activities

Dictation-La letra h

Hot Potato Game-Alphabet

Label map

Summative Assessment(s):


Lección Preliminar Prueba 1 y 2

Examen Lección Preliminar

Performance Assessment Spanish Country Project

You will be assigned to research one Spanish speaking country, and will be

responsible for sharing your findings with the class in the form of a poster

presentation. You will teach your classmates about the country you

researched. Since you are only beginning your studies of the Spanish

language, this project may be presented in English.

Progress Monitoring Assessment

ICAN…statement : (Before and after this unit)



Quarter: 2 Academic Plan 2014-2015


Adopted Instructional Materials: Spanish 1: Avancemos 1 (Publisher: Holt McDougal)

Big Idea Description: At the end of this unit, learners can talk about activities, tell where you are from, say what you like and don’t like to, describe yourself and others,

and identify people and things.

Standards


WL.K12.NM.1.1: Demonstrate understanding of basic words,

phrases, and questions about self and personal experiences,

through gestures, drawings, pictures, and actions.

WL.K12.NM.1.2: Demonstrate understanding of everyday

expressions dealing with simple and concrete daily activities and

needs presented in a clear, slow, and repeated speech.

WL.K12.NM.1.3: Demonstrate understanding of basic words and

phrases in simple messages and announcements on familiar

settings.

WL.K12.NM.1.4: Demonstrate understanding of simple

information supported by visuals through a variety of media.

WL.K12.NM.2.1: Demonstrate understanding of written familiar

words, phrases, and simple sentences supported by visuals.



WL.K12.NM.2.4: Recognize words and phrases when used in

context on familiar topics.

WL.K12.NM.3.2: Participate in basic conversations using words,

phrases, and memorized expressions.

WL.K12.NM.3.3: Ask simple questions and provide simple

responses related to personal preferences.

WL.K12.NM.3.4: Exchange essential information about self, family,

and familiar topics.

WL.K12.NM.3.5: Understand and use in context common concepts

(such as numbers, days of the week, etc.) in simple situations.

LAFS.910.SL.1.1:

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on

others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study;

explicitly draw on that preparation by referring to evidence from texts and other research on

the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal

consensus, taking votes on key issues, and presentation of alternate views), clear goals and

deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current

discussion to broader themes or larger ideas; actively incorporate others into the discussion;

and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and

disagreement, and, when warranted, qualify or justify their own views and understanding and

make new connections in light of the evidence and reasoning presented.

LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and

logically such that listeners can follow the line of reasoning and the organization, development,

substance, and style are appropriate to purpose, audience, and task.


WL.K12.NM.3.6: Use appropriate gestures, body language, and

intonation to clarify a message.

WL.K12.NM.3.8: Differentiate among oral statements, questions,

and exclamations in order to determine meaning.

WL.K12.NM.4.1: Provide basic information about self and

immediate surroundings using words and phrases and memorized

expressions.

WL.K12.NM.4.2: Present personal information about self and

others.

WL.K12.NM.4.3: Express likes and dislikes.

WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target

language that deal with familiar topics.

WL.K12.NM.4.6: Present simple information about a familiar topic

using visuals.

WL.K12.NM.5.1: Provide basic information in writing using familiar

topics, often using previously learned expressions and phrases.

WL.K12.NM.5.2: Fill out a simple form with basic information.

WL.K12.NM.5.3: Write simple sentences about self and/or others.

WL.K12.NM.5.4: Write simple sentences that help in day-to-day

life communication.

WL.K12.NM.5.5: Write about previously acquired knowledge and

experiences.

WL.K12.NM.5.6: Pre-write by drawing pictures to support ideas

related to a task.

WL.K12.NM.6.2: Recognize common patterns of behavior and

cultural practices and/or traditions associated with the target

culture.

WL.K12.NM.6.3: Participate in age-appropriate and culturally

authentic activities such as celebrations, songs, games, and

dances.

WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter,

clothing, transportation, toys).

WL.K12.NM.7.2: Identify basic information common to the world

language classroom and other disciplines.

WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the

target language in order to compare words that are similar to

those in his/her own language.


WL.K12.NM.8.2: Recognize true and false cognates in the target

language and compare them to own language.

WL.K12.NM.8.3: Identify celebrations typical of the target culture

and one’s own.

WL.K12.NM.9.1: Use key words and phrases in the target language

to participate in different activities in the school and community

settings.

WL.K12.NH.1.1: Demonstrate understanding of familiar topics and

frequently used expressions supported by a variety of actions.

WL.K12.NH.1.2: Demonstrate understanding of short

conversations in familiar contexts.

WL.K12.NH.1.3: Demonstrate understanding of short, simple

messages and announcements on familiar topics.

WL.K12.NH.1.4: Demonstrate understanding of key points on

familiar topics presented through a variety of media.

WL.K12.NH.2.1: Determine main idea from simple texts that

contain familiar vocabulary used in context.

WL.K12.NH.3.1: Engage in short social interactions using phrases

and simple sentences.

WL.K12.NH.3.3: Exchange information using simple language

about personal preferences, needs, and feelings.

WL.K12.NH.3.4: Ask and answer a variety of questions about

personal information.

WL.K12.NH.3.6: Use basic language skills supported by body

language and gestures to express agreement and disagreement.

WL.K12.NH.4.1: Provide basic information on familiar topics using

phrases and simple sentences.

WL.K12.NH.4.4: Present personal information about one’s self and

others.

WL.K12.NH.5.1: Write descriptions and short messages to request

or provide information on familiar topics using phrases and simple

sentences.

WL.K12.NH.5.2: Write simple statements to describe aspects of

daily life.

WL.K12.NH.5.4: Write short personal notes using a variety of

media.

WL.K12.NH.5.7: Pre-write by generating ideas from multiple

sources based upon teacher directed topics.


WL.K12.NH.6.1: Use information acquired through the study of the

practices and perspectives of the target culture to identify some of

their characteristics and compare them to own culture.

WL.K12.NH.6.2: Identify examples of common beliefs and

attitudes and their relationship to practices in the cultures studied.

WL.K12.NH.6.3: Recognize different contributions from countries

where the target language is spoken and how these contributions

impact our global society (e.g., food, music, art, sports, recreation,

famous international figures, movies, etc.

WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of

the target culture.

WL.K12.NH.7.1: Use vocabulary acquired in the target language to

access new knowledge from other disciplines.

WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to

facilitate comprehension and expression of key vocabulary in the

target language to reinforce existing content area knowledge.

WL.K12.NH.8.1: Distinguish similarities and differences among the

patterns of behavior of the target language by comparing

information acquired in the target language to further knowledge

of own language and culture.

WL.K12.NH.8.2: Compare basic sound patterns and grammatical

structures between the target language and own language.

WL.K12.NH.8.3: Compare and contrast specific cultural traits of the

target culture and compare to own culture.


Big Idea

Knowledge of who I am and what I like to do helps me get to know others.


How do I share information about what I like and don’t like to do?

How do I describe myself and others?

What are the favorite activities of teens in a dual-language school in Florida?

What Latino cultural elements exist in San Antonio and Miami?

What kind of things are there to do in San Antonio, Miami, and where you live?

Aligned Learning Goals District Adopted Materials Supplemental Resources Strategies for

Differentiation

Talk about activities and say what you like and do not like

to do

• Textos: Unidad 1

• Workbook

• Communicative activities

manual


• Student Text Audios CD1

• Assessment Audio CD 1

• Sing-along songs Audio CD

• Unidad 1 Resource books


www.quizlet.com

http://www.sitiosargentin

a.com.ar/


• See additional and

specific differentiated

strategies in TE

• Kagan-Structures

Round Robin

Inside-Outside Circle

Bump Up

See Pre-AP Lesson

materials

Bump Down

See Modified Lesson

materials

Tell where you are from

Describe yourself and others


Learning Activities

Interpersonal

• Survey and interviews

about likes and dislikes

and personality

• Discuss your favorite

activities with classmates

Interpretive:

• Listen to descriptions

students’ likes and

dislikes and personality

• Complete Venn

Diagram with listening

activity p.60

Presentational:

• Role-plays/skits of

describing likes and

dislikes

• Create a yearbook

entry p.80

• Oral presentation p.80

Structures:

• Subject pronouns

and ser

• De to describe where

you are from

• Gustar with and

infinitive

• Definite and

indefinite articles

• Noun-adjective

agreement

Culture:

• Los Premios

Jueventud p.41

• El arte de Miami p.44

• ¿Qué te gusta hacer?

p. 48-49

• El arte en Texas p.68

• Saludos desde San

Antonio y Miami

p.72-73

• Septiembre-Día de la

Independencia C4

• Octubre-El 12 de

octubre C6


Exit tickets


Dictation

Summative Assessment(s)

Unidad 1 Prueba 1 y 2

Examen Unidad 1

Performance Assessment

Do an interview or Create a collage p.81








Big Idea Description: At the end of this unit, learners can talk about daily schedules, ask and tell time, say what you have and have to do, say what you do and how often

you do things. Learners will also describe classes and classroom objects, say where things are located, say where you are going, and talk about how you feel.

Standards


WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases,

and questions about self and personal experiences, through gestures,

drawings, pictures, and actions.

WL.K12.NM.1.2: Demonstrate understanding of everyday expressions

dealing with simple and concrete daily activities and needs presented in

a clear, slow, and repeated speech.

WL.K12.NM.1.3: Demonstrate understanding of basic words and

phrases in simple messages and announcements on familiar settings.

WL.K12.NM.1.4: Demonstrate understanding of simple information

supported by visuals through a variety of media.

WL.K12.NM.2.1: Demonstrate understanding of written familiar words,

phrases, and simple sentences supported by visuals.

WL.K12.NM.2.3: Demonstrate understanding of short, simple written



familiar topics.

WL.K12.NM.3.2: Participate in basic conversations using words, phrases,

and memorized expressions.

WL.K12.NM.3.4: Exchange essential information about self, family, and

familiar topics.

WL.K12.NM.3.8: Differentiate among oral statements, questions, and

exclamations in order to determine meaning.

WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target language

that deal with familiar topics.




LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts,

and issues, building on others’ ideas and expressing their own clearly and persuasively.


explicitly draw on that preparation by referring to evidence from texts and other research

on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g.,

informal consensus, taking votes on key issues, and presentation of alternate views), clear

goals and deadlines, and individual roles as needed.


discussion to broader themes or larger ideas; actively incorporate others into the

discussion; and clarify, verify, or challenge ideas and conclusions.


disagreement, and, when warranted, qualify or justify their own views and understanding

and make new connections in light of the evidence and reasoning

LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary

source: provide an accurate summary of how key events or ideas develop over the course of

the text.


WL.K12.NM.6.2: Recognize common patterns of behavior (such as body

language, gestures) and cultural practices and/or traditions associated

with the target culture(s).

WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic

activities such as celebrations, songs, games, and dances.



WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target

language in order to compare words that are similar to those in his/her

own language.

WL.K12.NM.9.2: Participate in simple presentations, activities, and

cultural events in local, global, and/or online communities.



WL.K12.NH.1.2: Demonstrate understanding of short conversations in

familiar contexts.

WL.K12.NH.1.4: Demonstrate understanding of key points on familiar

topics presented through a variety of media.

WL.K12.NH.2.1: Determine main idea from simple texts that contain

familiar vocabulary used in context.

WL.K12.NH.2.2: Identify the elements of story such as setting, theme,

and character.

WL.K12.NH.2.3: Demonstrate understanding of signs and notices in

public places.

WL.K12.NH.3.1: Engage in short social interactions using phrases and

simple sentences.

WL.K12.NH.3.4: Ask and answer a variety of questions about personal

information.



WL.K12.NH.4.2: Describe aspects of daily life using complete sentences.

WL.K12.NH.4.3: Describe familiar experiences or events using both

general and specific language.

WL.K12.NH.5.3: Write a description of a familiar experience or event.

WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources

based upon teacher-directed topics.



practices and perspectives of the target culture to identify some of their

characteristics and compare them to own culture.

WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and

their relationship to practices in the cultures studied.

WL.K12.NH.6.3: Recognize different contributions from countries where

the target language is spoken and how these contributions impact our

global society (e.g., food, music, art, sports, recreation, famous

international figures, movies, etc.)

WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the

target culture(s).

WL.K12.NH.7.1: Use vocabulary acquired in the target language to access

new knowledge from other disciplines.


patterns of behavior of the target language by comparing information

acquired in the target language to further knowledge of own language

and culture.




target culture and compare to own culture (typical dances, food,

celebrations, etc.)

WL.K12.NH.9.1: Use key target language vocabulary to communicate

with others within and beyond the school setting.


Big Idea

School systems reflect their culture


What is my school day like?

How does the way students dress reflect a culture?

How would you describe your classes?

How would you talk about your favorite class?


Differentiation

Telling time, numbers from 11-100

• Units 2.1 & 2.2

• Workbook: Unidad 2


manual






Quizlet.com,




strategies in TE

• Kagan-Structures

Quiz-Quiz-Trade:

Vocabulary practice

or Verb conjugations

Timed-Pair-Share:

Vocabulary practice

Bump Up

See Pre-AP Lesson

materials

Bump Down

See Modified Lesson

materials

Daily schedules, school subjects, classroom activities, and

classroom objects

Feelings and places in school


Learning Activities

Interpersonal:

• Talk about classes you do or

do not like

• Compare schedules with

classmate(s)

Interpretive:

• Listen to class

descriptions.

• View videos about going

to school and school

activities.

Presentational:

• Say what you do and

how often you do

things

• Write a postcard to a

pen pal in Mexico

telling him or her all

about your school day.

Structures:

• The verb tener and tener

que

• Expressions of frequency

• Present tense of –ar verbs

• The verb estar

• The conjuated verb

before the subject to ask

a question

• The verb ir

Culture:

• School uniforms p.92

• Favorite classes of Mexican and

Dominican students p.126-127

• Noviembre: Día de los Muertos

C8

• Diciembre: Las Navidades C10


Exit tickets


Dictation

Create a dialog using model questions and answers p.100

Create a schedule using your school schedule p.101

Write an article for your school paper p.125


Unit Assessments


• Presentation: Give a school orientation p.134

• Create a brochure about your school. P.135








Big Idea Description: At the end of learners can identify foods, beverages, and food groups. Learners can also express likes and dislikes about food. They can also compare

foods and eating habits in Spanish-speaking countries.

Standards





WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases

in simple messages and announcements on familiar settings.





WL.k12.NM.2.3: Demonstrate understanding of simple written



familiar topics.





WL.K12.NM.4.1: Provide basic information about self and immediate

surroundings using words and phrases and memorized expressions.

WL.K12.NM.5.4: Write simple sentences that help in day-to-day life

communication.


experiences.





















the text.







familiar contexts.

WL.K12.NH.1.3: Demonstrate understanding of short, simple messages

and announcements on familiar topics.






simple sentences.











target culture.




and culture.



LAFS.910.WHST.1.2: Write informative/explanatory texts, including the narration of

historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important

connections and distinctions; include formatting (e.g., headings), graphics (e.g.,

figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended

definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text,

create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of

the topic and convey a style appropriate to the discipline and context as well as to

the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the

norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the

significance of the topic).


Big Idea

Attitudes about food inform us about other cultures.


What foods do I like to eat?

How do historical influences affect the food that people eat?

What are some of the food items that people from Puerto Rico buy on a regular basis?


Differentiation

Food and beverages

• Units 3.1

• Workbook: Unidad 3.1


manual






Quizlet.com,

See (Helpful Websites



strategies in TE

Kagan-Structures

• Flashcard game

• RallyRobin:

Conversation

cards

• Send-A-Problem

Bump Up

See Pre-AP Lesson

materials

Bump Down

See Modified Lesson

materials

Interrogative words


Learning Activities

Interpersonal:

• Discuss what you like to eat

and drink and tell why.

Interpretive:

• Interpret videos about

what people like to eat.

• Read about food in other

cultures

Presentational:

• Create a menu

• Role play needing to

go to the supermarket

Structures:

• Interrogative words

• Gustar with nouns

• Present tense of –er and –

ir verbs

• The verb hacer

Culture:

• La Cocina Criolla p.146

• A comprar y a comer p.156-157

• Diciembre: Las Navidades C10

• Enero: Año Nuevo C 12


Exit tickets


Dictation

Venn Diagram-Compare what you like to eat with a classmate. P.149


Unit Assessments


• Spanish in the Supermarket p.157





Quarterly Content Guide 2014-2015

Spanish 1B ( Course 0708020Y)


Q1

En mi familia

Q2

Tu deporte favorito

World Language Projects Studies

Q3

Bienvenidos a nuestra casa

Q4

En el centro

Quarter 1 – 43 Days Quarter 2 – 47 Days Quarter 3 – 47 Days Quarter 4 – 43 Days

Major Concepts/Content: Spanish 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of

communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language. An introduction to reading and writing is also

included as well as culture, connections, comparisons, and communities.

Quarter 1- At the end of this unit learners can talk about family, ask and tell ages, express possession, give dates, and make comparisons. Also, learners can

describe a house and household items, indicate the order of things, describe people and locations, plan a party, talk about chores and responsibilities, tell someone

what to do, and say what they just did.

Quarter 2-At the end of this unit, learners can talk about sports, talk about who they know, and talk about what they know. Learners will also complete a project for

the World Languages fair.

Quarter 3- At the end of this unit, learners can describe a house and household items, indicate the order of things, describe people and locations, plan

a party, talk about chores and responsibilities, tell someone what to do, and say what you just did.

Quarter 4- At the end of this unit, learners can talk about what clothes you want to buy, say what you wear in different seasons, describe places and events in town,

talk about types of transportation, say what you are going to do, and order from a menu.




Spanish 1B ( Course 0708020Y) Pacing Range: 9 weeks


Big Idea Description: At the end of learners can talk about family, ask and tell ages, express possession, give dates, and make comparisons.

Standards











WL.k12.NM.2.3: Demonstrate understanding of simple written



familiar topics.




familiar topics.

WL.K12.NM.3.5: Understand and use in context common concepts (such

as numbers, days of the week, etc.) in simple situations.

WL.K12.NM.4.2: Present personal information about self and others.


topics, often using previously learned expressions and phrases




WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic

activities such as celebrations, songs, games, and dances.


















the text.

LAFS.910.SL.2.4:

Present information, findings, and supporting evidence clearly, concisely, and logically such

that listeners can follow the line of reasoning and the organization, development,

substance, and style are appropriate to purpose, audience, and task.



the text.









simple sentences.

WL.K12.NH.3.2: Exchange information about familiar tasks, topics and

activities, including personal information.

WL.K12.NH.3.3: Exchange information using simple language about

personal preferences, needs, and feelings.


information.

WL.K12.NH.3.6: Use basic language skills supported by body language

and gestures to express agreement and disagreement.



WL.K12.NH.4.6: Use verbal and non-verbal communication when making

announcements or introductions.

WL.K12.NH.5.1: Write descriptions and short messages to request or

provide information on familiar topics using phrases and simple

sentences.

WL.K12.NH.5.3: Write a description of a familiar experience or event.

WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources

based upon teacher directed topics.











target culture.

LAFS.910.WHST.1.2: Write informative/explanatory texts, including the narration of

historical events, scientific procedures/ experiments, or technical processes.

g. Introduce a topic and organize ideas, concepts, and information to make important

connections and distinctions; include formatting (e.g., headings), graphics (e.g.,

figures, tables), and multimedia when useful to aiding comprehension.

h. Develop the topic with well-chosen, relevant, and sufficient facts, extended

definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic.

i. Use varied transitions and sentence structures to link the major sections of the text,

create cohesion, and clarify the relationships among ideas and concepts.

j. Use precise language and domain-specific vocabulary to manage the complexity of

the topic and convey a style appropriate to the discipline and context as well as to

the expertise of likely readers.

k. Establish and maintain a formal style and objective tone while attending to the


l. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the

significance of the topic).




WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to

facilitate comprehension and expression of key vocabulary in the target

language to reinforce existing content area knowledge.




and culture.





WL.K12.NH.9.1: Use key target language vocabulary to communicate

with others within and beyond the school setting.


Big Idea

The definition of family and home differs from culture to culture


What is family?

How do I describe myself and family?

Who lives in my home?

How do family relationships differ from culture to culture?

How does a quinceañera celebration compare to a Sweet Sixteen celebration?


Differentiation

Family members

• Units 3.2

• Workbook: Unidad 3.2


manual






Quizlet.com,

See (Helpful Websites



strategies in TE

Kagan-Structures

• Inside-Outside

Circle

• People Hunt

Bump Up

See Pre-AP Lesson

materials

Bump Down

See Modified Lesson

materials

Months and numbers


Learning Activities

Interpersonal:

• Survey and interviews about

family members.

Interpretive:


families.

• Read about family

traditions.

Presentational:

• Perform a skit to

demonstrate activities

done with your family.

• Present a friend p.188

Structures:

• De to show possession

• Possessive adjectives

• Comparatives

Culture:

• La quinceañera p.180

• Enero: Año Nuevo C 12

• Febrero: Carnaval C 14


Exit tickets


Dictation

Create a family tree


Unit Assessments


La Familia de mis sueños: Create a family album of your future family

where you write a description of yourself and four family members. Be

sure to include a name, age, birthday, relationship to you, physical

description, personality traits, favorite activity, and favorite food.








Big Idea Description: At the end of this unit, learners can talk about sports, talk about whom they know, and talk about what they know.

Standards






expressions dealing with simple and concrete daily activities

and needs presented in a clear, slow, and repeated speech.

WL.K12.NM.1.3: Demonstrate understanding of basic words

and phrases in simple messages and announcements on

familiar settings.



WL.K12.NM.2.1: Demonstrate understanding of written

familiar words, phrases, and simple sentences supported by

visuals.

WL.K12.NM.2.3: Demonstrate understanding of short, simple

written announcements with prompting and support.



WL.K12.NM.3.2: Participate in basic conversations using

words, phrases, and memorized expressions.



WL.K12.NM.3.4: Exchange essential information about self,

family, and familiar topics.

WL.K12.NM.3.8: Differentiate among oral statements,

questions, and exclamations in order to determine meaning.

WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target

language that deal with familiar topics.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,

building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly

draw on that preparation by referring to evidence from texts and other research on the topic or issue

to stimulate a thoughtful, well-reasoned exchange of ideas.


consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines,

and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion

to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,

or challenge ideas and conclusions.


disagreement, and, when warranted, qualify or justify their own views and understanding and make

new connections in light of the evidence and reasoning

LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,

identifying any fallacious reasoning or exaggerated or distorted evidence.

LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary source:

provide an accurate summary of how key events or ideas develop over the course of the text.

LAFS.910.WHST.1.1:

Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that establishes clear relationships among the claim(s), counterclaims, reasons,

and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while

pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-

appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.


WL.K12.NM.6.2: Recognize common patterns of behavior

(such as body language, gestures) and cultural practices

and/or traditions associated with the target culture(s).

WL.K12.NM.6.4: Recognize products of culture (e.g., food,

shelter, clothing, transportation, toys).

WL.K12.NM.8.2: Recognize true and false cognates in the

target language and compare them to own language.

WL.K12.NM.9.1: Use key words and phrases in the target

language to participate in different activities in the school and

community settings. .

WL.K12.NH.1.1: Demonstrate understanding of familiar topics

and frequently used expressions supported by a variety of

actions.



WL.K12.NH.1.3: Demonstrate understanding of short, simple

messages and announcements on familiar topics.





WL.K12.NH.2.3: Demonstrate understanding of signs and

notices in public places.

WL.K12.NH.3.1: Engage in short social interactions using


WL.K12.NH.3.2: Exchange information about familiar tasks,

topics and activities, including personal information.

WL.K12.NH.4.1: Provide basic information on familiar topics

using phrases and simple sentences.

WL.K12.NH.4.3: Describe familiar experiences or events using

both general and specific language.

WL.K12.NH.4.6: Use verbal and nonverbal communication

when making announcements or introductions.

WL.K12.NH.6.1: Use information acquired through the study of

the practices and perspectives of the target culture to identify

some of their characteristics and compare them to own

culture.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and

clarify the relationships between claim(s) and reasons, between reasons and evidence, and between

claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument

presented.



attitudes and their relationship to practices in the cultures

studied.

WL.K12.NH.6.3: Recognize different contributions from

countries where the target language is spoken and how these

contributions impact our global society (e.g., food, music, art,

sports, recreation, famous international figures, movies, etc.)

WL.K12.NH.8.1: Distinguish similarities and differences among

the patterns of behavior of the target language by comparing

information acquired in the target language to further

knowledge of own language and culture.

WL.K12.NH.8.3: Compare and contrast specific cultural traits

of the target culture and compare to own culture (typical

dances, food, celebrations, etc.)

WL.K12.NH.9.1: Use key target language vocabulary to

communicate with others within and beyond the school

setting.


Big Idea

Playing sports keeps us healthy


What sports are most popular in Spanish speaking countries?

What sports do people play?

What sports do I like?

What are some of the activities that you can enjoy at the Palacio de Deportes?

Aligned Learning Goals District Adopted Materials Supplemental Resources Strategies for Differentiation

Sports

• Unit 6.1


• Communicative activities manual






Quizlet.com,

See (Helpful Webites)

• See additional and specific

differentiated strategies in

TE

Kagan-Structures

• Line-ups: Give each

group member a part

of a sentence and have

them line up to form a

complete sentence.

(subject, jugar, sport,

place)

Bump Up


Bump Down

See Modified Lesson materials

Sports equipment


Learning Activities

Interpersonal:

• Discuss favorite sports

figure.

Interpretive:


sports

Presentational:

• Create a poster for a

sports store.

Structures:

• The verb jugar

• The verbs saber and

conocer

• The personal a

**Reviewing all the structures

learned this year to prepare

for CCE.

Culture:

• A sports club p.318

• Junio: Inti Raymi C22

• Julio: Día de Simón Bolívar C 24


Exit tickets


Dictation

Concept web around the word deportes


Unit Assessments


Be a sports commentator p.350








Big Idea Description: At the end of this unit, learners can describe a house and household items, indicate the order of things, describe people and locations,

plan a party, talk about chores and responsibilities, tell someone what to do, and say what you just did.

Standards














familiar topics.




familiar topics.

WL.K12.NM.3.5: Understand and use in context common concepts (such

as numbers, days of the week, etc.) in simple situations.

WL.K12.NM.3.8: Differentiate among oral statements, questions, and

exclamations in order to determine meaning.




WL.K12.NM.5.4: Write simple sentences that help in day-to-day life

communication.

LAFS.910.SL.1.1:

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,



explicitly draw on that preparation by referring to evidence from texts and other

research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of

ideas.


informal consensus, taking votes on key issues, and presentation of alternate

views), clear goals and deadlines, and individual roles as needed.





disagreement, and, when warranted, qualify or justify their own views and

understanding and make new connections in light of the evidence and reasoning

presented.

LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and

rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely,

and logically such that listeners can follow the line of reasoning and the organization,

development, substance, and style are appropriate to purpose, audience, and task.



experiences.






WL.K12.NM.7.2: Identify (within a familiar context and supported by

visuals), basic information common to the world language classroom and

other disciplines.

WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target

language in order to compare words that are similar to those in his/her

own language.

WL.K12.NM.9.1: Use key words and phrases in the target language to

participate in different activities in the school and community settings.

WL.K12.NM.9.2: Participate in simple presentations, activities, and

cultural events in local, global, and/or online communities.




familiar contexts.

WL.K12.NH.1.3: Demonstrate understanding of short, simple messages

and announcements on familiar topics.



WL.K12.NH.2.3: Demonstrate understanding of signs and notices in

public places.


simple sentences.

WL.K12.NH.3.3: Exchange information using simple language about

personal preferences, needs, and feelings.


information.




practices and perspectives of the target culture(s) to identify some of

their characteristics and compare them to own culture.


source; provide an accurate summary of how key events or ideas develop over the course of

the text.

LAFS.910.WHST.1.1:


a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing

claims, and create an organization that establishes clear relationships among the claim(s),

counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each

while pointing out the strengths and limitations of both claim(s) and counterclaims in a

discipline-appropriate form and in a manner that anticipates the audience’s knowledge

level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create

cohesion, and clarify the relationships between claim(s) and reasons, between reasons and

evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the


e. Provide a concluding statement or section that follows from or supports the

argument presented.







target culture(s).






and culture.




target culture and compare to own culture (typical dances, food,

celebrations, etc.)


Big Idea

The definition of family and home differs from culture to culture


How is my home similar or different to other homes?

How can I describe a home and the items in a home?

Who is responsible for chores in my home?

How can I plan a party?

How do landscapes reflect the way of life in a community?

Where would you prefer to live?

How do people show pride for their community?

How would you compare the sanjuanito and the tamborito dances?


Differentiation

A house and household items

• Unit 5



manual






Quizlet.com,

Concept map or Thinking

map using the word fiesta

(5.2)




strategies in TE

Kagan-Structures

• Team draw:

House blueprint

• Line-ups:

Ordinal

numbers

• Rally Robin

Bump Up

See Pre-AP Lesson

materials

Bump Down

See Modified Lesson

materials

Parties

Chores


Learning Activities

Interpersonal:

• Discuss homes, habits,

and interests.

• Ask each other to bring

items to a party

Interpretive:

• Interpret descriptions

of homes.

• Interpret videos

about having a party

Presentational:

• Describe your

bedroom

• Share with the class

what chores you do at

home.

Structures:

• Ser or estar

• Ordinal numbers

• More irregular verbs

• Affirmative tú commands

• Acabar de + infinitive

Culture:

• Ecuadorian houses p.255

• Living in Ecuador p.264-265

• Festival in Quito p.278

• Traditional dances of Ecuador

and Panama p.288

• Febrero: Carnaval C 14

• Marzo: Las Fallas C 16


Exit tickets


Dictation

Charades

Make a list of things you must do to prepare for a birthday party


Unit Assessments


Plan a surprise party p.296

Design a family home p.297








Big Idea Description: At the end of this unit, learners can talk about what clothes you want to buy, say what you wear in different seasons, describe places and events in

town, talk about types of transportation, say what you are going to do, and order from a menu.

Standards






expressions dealing with simple and concrete daily activities

and needs presented in a clear, slow, and repeated speech.

WL.K12.NM.1.3: Demonstrate understanding of basic words

and phrases in simple messages and announcements on

familiar settings.



WL.K12.NM.2.1: Demonstrate understanding of written

familiar words, phrases, and simple sentences supported by

visuals.


literary stories.


written announcements with prompting and support.



WL.K12.NM.3.2: Participate in basic conversations using

words, phrases, and memorized expressions.



WL.K12.NM.3.4: Exchange essential information about self,

family, and familiar topics.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,


a. Come to discussions prepared, having read and researched material under study; explicitly

draw on that preparation by referring to evidence from texts and other research on the topic or issue

to stimulate a thoughtful, well-reasoned exchange of ideas.


consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines,

and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion

to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,

or challenge ideas and conclusions.


disagreement, and, when warranted, qualify or justify their own views and understanding and make

new connections in light of the evidence and reasoning

LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,

identifying any fallacious reasoning or exaggerated or distorted evidence.

LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary source:

provide an accurate summary of how key events or ideas develop over the course of the text.

LAFS.910.WHST.1.1:


a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that establishes clear relationships among the claim(s), counterclaims, reasons,

and evidence.




WL.K12.NM.3.8: Differentiate among oral statements,

questions, and exclamations in order to determine meaning.

WL.K12.NM.4.1: Provide basic information about self and

immediate surroundings using words and phrases and

memorized expressions.

WL.K12.NM.4.3: Express likes and dislikes

WL.K12.NM.4.4: Provide an account of daily activities.

WL.K12.NM.6.2: Recognize common patterns of behavior

(such as body language, gestures) and cultural practices

and/or traditions associated with the target culture(s).

WL.K12.NM.6.3: Participate in age-appropriate and culturally

authentic activities such as celebrations, songs, games, and

dances.

WL.K12.NM.6.4: Recognize products of culture (e.g., food,

shelter, clothing, transportation, toys).

WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the

target language in order to compare words that are similar to

those in his/her own language.

WL.K12.NM.8.3: Identify celebrations typical of the target

culture and one’s own.

WL.K12.NM.9.2: Participate in simple presentations, activities,

and cultural events in local, global, and/or online communities.

WL.K12.NH.1.1: Demonstrate understanding of familiar topics

and frequently used expressions supported by a variety of

actions.





WL.K12.NH.1.5: Demonstrate understanding of simple stories

or narratives.



WL.K12.NH.2.3: Demonstrate understanding of signs and

notices in public places.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while

pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-

appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and

clarify the relationships between claim(s) and reasons, between reasons and evidence, and between

claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument

presented.


WL.K12.NH.3.1: Engage in short social interactions using


WL.K12.NH.3.3: Exchange information using simple language

about personal experiences, needs, and feelings.

WL.K12.NH.3.4: Ask and answer a variety of questions about

personal information.

WL.K12.NH.3.6: Use basic language skills supported by body

language and gestures to express agreement and

disagreement.

WL.K12.NH.4.1: Provide basic information on familiar topics

using phrases and simple sentences.

WL.K12.NH.4.2: Describe aspects of daily life using complete

sentences.

WL.K12.NH.4.3: Describe familiar experiences or events using

both general and specific language.

WL.K12.NH.5.7: Pre-write by generating ideas from multiple

sources based upon teacher-directed topics.

WL.K12.NH.6.1: Use information acquired through the study of

the practices and perspectives of the target culture to identify

some of their characteristics and compare them to own

culture.


attitudes and their relationship to practices in the cultures

studied.

WL.K12.NH.6.3: Recognize different contributions from

countries where the target language is spoken and how these

contributions impact our global society (e.g., food, music, art,

sports, recreation, famous international figures, movies, etc.)

WL.K12.NH.7.2: Use maps, graphs, and other graphic

organizers to facilitate comprehension and expression of key

vocabulary in the target language to reinforce existing content

area knowledge.

WL.K12.NH.8.1: Distinguish similarities and differences among

the patterns of behavior of the target language by comparing

information acquired in the target language to further

knowledge of own language and culture.


WL.K12.NH.8.2: Compare basic sound patterns and

grammatical structures between the target language and own

language.

WL.K12.NH.8.3: Compare and contrast specific cultural traits

of the target culture and compare to own culture (typical

dances, food, celebrations, etc.)

WL.K12.NH.9.1: Use key target language vocabulary to

communicate with others within and beyond the school

setting.

WL.K12.NH.9.2: Use communication tools to establish a

connection with a peer from a country where the target

language is spoken.


Big Idea

Clothing reflects personal and cultural identity


What do I like to wear?

How do I shop and what do I shop for?

How does the weather affect m clothing choices?

How would you describe winter in your area?

How do I get around places?

How do I order at a restaurant?

What are some of the weekend activities that people enjoy in Spain and Chile?

Aligned Learning Goals District Adopted Materials Supplemental Resources Strategies for Differentiation

Shopping

• Unit 4


• Communicative activities manual






Quizlet.com,

See (Helpful Webites)

• See additional and specific

differentiated strategies in

TE

Kagan-Structures

• Mix-N-Match: Students

have half of a sentence

and then match up for

make logical sentences.

• Team Draw: Create and

label a city plan.

• Story Scramble: Las

memorias del invierno

Bump Up


Bump Down

See Modified Lesson materials

Clothing

In a town and in a restaurant


Learning Activities

Interpersonal:

• Discuss clothing that you

have and like.

• Practice ordering food

Interpretive:

• Listen to descriptions of

clothing.


clothing needs.

• Interpret videos on

ordering in a restaurant.

Presentational:

• Role-play being in a

store.

• ¿Qué vas a hacer el

sábado? P.222

Structures:

• Tener expressions

• stem-changing verbs e-ie

• direct object pronouns

• the verb ver

• ir a + infinitive

• stem-changing verbs o-ue

and e-i

Culture:

• Different climates p. 206

• A poem by Antonio Colinas p.210

• Weekends in Spain and Chile

p.234

• Mayo: Cinco de mayo C20

• Junio: Inti Raymi C22


Exit tickets


Dictation

Create a city plan

Word sort-foods, places, and transportation


Unit Assessments


• Presentation: Present a family outing p.242

• Create a fashion show p.243



Documents

THE SCHOOL DISTRICT OF LEE COUNTY · target language to further knowledge of own language and culture. ... Reading Jigsaw Activity: Why learning a foreign Language: Vocabulary Presentation: