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2015.16 Spanish I, Quarter 4
Big Ideas/Key Concepts:
Students will discuss and write about what is going on right now. Students will continue to improve their reading, writing, listening and speaking abilities in all topics.
Ongoing Standards
The following standards will be used throughout the quarter. 1.2 Interpretive Mode of Communication:
o S1.WCE.1 I can read authentic texts (infographics, websites, blogs, articles, newspapers, etc.) based on familiar themes and highly predictable contexts with visual or graphic support using cognates to aid comprehension.
o S1.WCE.2 I can scan various media such as illustrated texts, posters or advertisements in familiar contexts and with text features that support meaning visually or graphically.
o S1.WCE.3 I can listen to an audio segment or video in the target language, listening for cognates and memorized words or phrases. 1.1 Interpersonal Mode of Communication:
o S1.WCE.4 I can communicate with classmates by using memorize words and phrases during highly predictable interactions on very familiar topics.
o S1.WCE.5 I can initiate and respond to social media (Twitter/Edmodo/email) with my teacher or classmates in the target language. o S1.WCE.6 I can utilize credible sources in the target language, skimming and scanning websites, to create surveys or complete graphic
organizers regarding familiar topics. 1.3 Presentational Mode of Communication:
o S1.WCE.7 I can present material on familiar topics with a variety of media, including digital or visual displays, short oral messages or reports about people, places, things or events in the community using memorized words, phrases, and expressions.
o S1.WCE.8 I can make corrections and edit work when receiving feedback from my teacher or classmate.
o S1.WCE.9 I can write simple sentences, short notes, messages and brief reports about familiar topics in the target language. BYOT
o S1.WCE.10 I can practice digital citizenship and integrity, especially with regards to language learning (i.e. research, online translators).
Page 2 of 6 Note to Teachers
o Use authentic resources when planning for instruction. o Encourage students to set their own proficiency goals.
Standards Student Friendly “I Can” Statements
I. COMMUNICATION
Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. 1.1 Interpersonal Communication:
Students interact and negotiate meaning in spoken or written
conversations to share information, reactions, feelings, and opinions. 1.1.1 Express likes, dislikes and personal preferences (e.g. people, events, favorite activities, food).
1.1.2 Express needs, feelings, and ideas related to everyday situations (e.g. personal response to a movie, agreement or disagreement on a topic).
1.1.3 Exchange information about general events (e.g. classes, meals) and plan future activities (e.g. place, date, time).
1.1.4 Ask and answer information questions. 1.2 Interpretive Communication:
Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.2.1 Use vocabulary for a wide range of topics (e.g. animals, weather, geographical concepts, categories such as numbers, shapes, colors size).
1.2.2 Give and follow simple instructions (e.g. in games, with partners or groups, giving commands suggested by a picture).
1.3 Presentational Communication:
Students present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using
appropriate media and adapting to various audiences of listeners, readers, or viewers.
Chapter 7
I can discuss pastimes, sports and leisure activities. 1.1.1 I can locate Argentina on a map. 2.1.2/5.1.4
I can talk about life in Argentina. 4.2.3/4.2.7
I can conjugate the o→ue and u→ue stem-changing verbs poder, costar, dormir, recordar, volver and jugar. 1.1.2
I can talk about television and renting movies. 1.1.3
I can talk about the importance of the tango in Argentine culture. 3.2/4.2.6
I can discuss length of time using hace + (a time expression) + que + present tense verb.
I can create the present progressive tense to say what is happening right now by using a form of estar + present participle. 3.2.2 I can identify the irregular participle forms of the present progressive. 3.2.2
I can join direct objects pronouns to infinitives or correctly place them in front of the verb. 4.1
Page 3 of 6 1.3.1 Describe assorted objects and people (e.g. dress, types of
dwellings, foods).
1.3.2 Use appropriate vocabulary, gestures, and oral expressions for greetings, introductions, leave takings, and other common or familiar interactions (e.g. exchanging names, address, phone number, place of origin, general health/state of being; using the telephone; making and responding to requests).
II. CULTURES
Interact with cultural competence and understanding. 2.1 Relating Cultural Practices to Perspectives:
Students use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
2.1.1 Identify, compare and develop modes of interaction, gestures, oral expressions, greetings, leave-taking and common classroom interactions.
2.1.2 Develop familiarity with basic geographical features (countries, capitals, major rivers, mountain ranges, natural resources, etc.) of the regions being studied.
2.1.3 Develop familiarity with basic historical moments and figures. 2.2 Relating Cultural Products to Perspectives:
Students use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
2.2.1 Begin to experience songs, stories, games, traditional
celebrations, art, literature, film, and other products of the cultures being studied.
2.2.2 Develop the vocabulary necessary for discussing housing, food, dress, and other tangible items of everyday life in the cultures being studied.
I can write and discuss pastimes, sports and leisure activities for each season. 1.1.1
I can locate Chile on a map. 2.1.2/5.1.4 I can talk about life in Chile. 4.2.3/4.2.7
I can distinguish which –uar and –iar verbs require a special accentuation to indicate a stressed vowel. 4.1.3
I can identify verbs that have a special ‘yo’ form (dar, poner, hacer, saber, ver, tener, venir). 4.1.6
I can estimate Celsius temperatures at Fahrenheit temperatures. 3.1.2
I can describe people using the suffixes –ista and –dor/a (tenista/judagor). 1.3.1
I can indicate order using ordinal numbers 1°-10°. 1.2.1 Chapter 8
I can write about and describe household chores. 1.2.1 I can locate Spain on a map. 2.1.2/5.1.4
I can discuss Spain’s past. 2.1.3
I can place indirect object pronouns in a sentence. 4.1.3
I can talking about chores using either indirect object pronouns or direct object pronouns. 4.1.3
Page 4 of 6 III. CONNECTIONS
Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.
3.1 Making Connections:
Students build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.1.1 Identify words and roots from the target language class in other school subjects and extracurricular activities.
3.1.2 Reinforce data obtained from other subjects in the target language class.
3.1.3 Recognize some famous figures whose native language is the target language.
3.2 Acquiring Information and Diverse Perspectives:
Students access and evaluate information and diverse perspectives that are available through the language and its cultures.
3.2.1 Identify idiomatic expressions in both languages.
3.2.2 Recognize the difference in time and person as related to verb forms.
3.2.3 Use new information and perspectives to expand their personal knowledge.
IV. COMPARISONS
Develop insight into the nature of language and culture in order to interact with cultural competence.
4.1 Language Comparisons:
Students use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
4.1.1 Recognize “borrowed” words and cognates.
I can ask for and offer help using ayudar. 1.1.4
I can compare and contrast common household chores in Spain and in the U.S. 4.2.2
I can conjugate the irregular verbs oír and traer in the present tense. 4.1.6
I can talk about the past using the preterite tense of –AR verbs. 4.1.6 I can talk about the past using verbs that have irregular ‘yo’ forms that end in -CAR, -GAR and –ZAR . 4.1.6
I can read an authentic passage regarding household chores in Spain and give an opinion regarding the article. 5.1.2
I can identify and describe foods. 1.3.1 I can discuss food preparation. 1.3.1/4.2.5
I can compare people or objects using más/menos + noun/adjective/adverb + que. 1.3.1
I can identify the irregular comparative forms of better, worse, older and younger. 1.3.1
I can categorize fruits, vegetables, and meats. 2.2.2
I can talk about common foods in Spain like paella and gazpacho. 4.2.5
Page 5 of 6 4.1.2 Be familiar with similarities and differences in sound system and pronunciation.
4.1.3 Identify basic grammar differences (e.g. gender, noun/adjective agreement).
4.1.4 Demonstrate awareness of formal and informal language. 4.1.5 Identify idiomatic expressions in both languages.
4.1.6 Recognize the difference in time and person as related to verb forms.
4.2 Cultural Comparisons:
Students use the language to investigate, explain, and reflect on the concept of culture through comparisons of the culture studied and their own.
4.2.1 Demonstrate awareness of body language and gestures in both cultures.
4.2.2 Compare simple patterns of behavior.
4.2.3 Identify different cultures’ belief/value systems. 4.2.4 Recognize different ways people live in different regions/communities.
4.2.5 Be familiar with tangible products (e.g. paintings, handicrafts, foods) of many cultures.
4.2.6 Be familiar with intangible products (e.g. nursery rhymes, songs, holidays) of many cultures.
4.2.7 Observe customs of different regions and countries. V. COMMUNITIES
Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.
5.1 School and Global Communities:
Students use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
I can explain the differences between Latin American independence days and Cinco de Mayo. 4.2.6
Page 6 of 6 5.1.1 Know professions that require proficiency in the target language. 5.1.2 Acquire information about the target language and the target culture.
5.1.3 Understand simple messages found on signs, posters, maps, etc. in the target language.
5.1.4 Locate on a map and pronounce the names of countries and cities in which the target language is spoken.
5.2 Lifelong Learning:
Students set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
5.2.1 Understand the main ideas of beginning level videos, television commercials, etc.
5.2.2 Write simple letters or emails in the target language to the teacher and/or classmates
5.2.3 Read, watch, and share new about countries where the target language is spoken.
Honors Addendum
Note to Teachers of Honors Courses: This content should be embedded in the course throughout the quarter.
I can read, write, listen and speak about these additional topics: (1.1/1.2)
Click here for list (Highlighted items are in addition to Aventura content)
Simple Pastimes Basic Sports
Basic Weather Expressions Basic Food Expressions Basic Clothing
Basic Parts of the Body
All additional content is from the specifications for the National Spanish Exam Level 1.
Content is recommended for the following textbook chapters:
Aventura Capítulo 7A Aventura Capítulo 7A Aventura Capítulo 7B Aventura Capítulo 8B Aventura Capítulo 9A Aventura Capítulo 9A
