PEQUEA VALLEY SCHOOL DISTRICT. Curriculum Guide for

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Curriculum Guide

for

Course Spanish

I

Course

Number 514

Grade Level 9-12

Course Length (Days) 90

Number Minutes Per Day 82

Clock Hours Per Year 123

Number

Credits

1 Periods Per Week/Cycle 6

Written By

Jennifer Vitelli

Date

June 15, 2005

Special Requirements or Prerequisites:

N/A

Course Description:

Topics:

Greeting and leavestaking, names of countries, numbers, likes and dislikes, time-telling,

food, family members, clothing, colors, weather, physical and personality descriptions.

Grammar:

Adjectives, personal pronouns, -ar ending verbs, ir, future with ir, estar, plural of adjectives

and nouns, -er and –ir ending verbs, possessive adjectives, demonstrative adjectives,

direct object pronouns, personal a, stem-changing verbs.

Evaluation:

Participation, tests, compositions, homework, conversations, portfolio assessment and

selection, and abilities' exams.

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PDE Standard (ID #): 12.1.1 PDE Standard (Description): Communication in a Target Language Est. # Class Sess. Priority Process Indicators (Students will be able to:)

Content Indicators (Students will know:)

Planned Learning Experiences/ Resources Assess. Procedures and Stand. of Perform. Other Stand. Address.

6 Discuss the influence of Spanish language and culture.

Greet and say good-bye to people. Acknowledge interactions, find out others' names and give theirs'.

Use numbers to count, give dates. Ask for and give information.

Ask questions and respond to requests. Be polite.

The countries with the largest amount of Spanish speakers and how the U.S. relates in comparison.

¿Cómo te llamas? Me llamo ____ . ¿Cuántos libros hay?, ¿Cuál es la fecha de hoy?

¿Cómo se dice ___enespañol? Se dice ___. Profesor(a), ¿ puedo . . .?; saquen una hoja de papel.

Por favor, gracías.

Text, workbook, audiotape, writing activities,

communicative activities. Paso a Paso 1

Scott Foresman and Company

Observation, classroom activities, lesson test, vocabulary and/or concept quizzes, abilities test, oral recitation, written activities. All students will perform process indicators at 70% mastery.

12 Express likes and dislikes of self and others. Say what oneself and others are like, and fin out.

Ask what others like. Talk about activities.

Ask if a statement is accurate. Discuss activities and the concept of friendship in Spanish-speaking countries. Use prior knowledge, and to scan readings.

Me gusta ir a la escuela.

¿Cómo eres? Soy simpática; pero tú eres cañoso.

¿Qué te gusta?

¿Qué te gusta hacer contos amigos? De veras?

¿Qué quiere decir esa palabra mágica, "amigo"?

"Buscando Amigos"

Observation, classroom activities, lesson test, vocabulary and/or concept quizzes, abilities test, oral recitation, written activities. Write a poem about yourself.

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Grade: 9 – 12 Subject: World Languages Course Name/Number: Spanish I - # 514 Topic of Study: Primer Paso – Capitulo 7 (continued)

PDE Standard (ID #): 12.3 PDE Standard (Description): The Role of Culture in World Language Acquisition

Est. # Class Sess.

Priority

Process Indicators (Students will be able to:)

12 Make comparisons between school systems in Spanish-speaking countries.

Talk about school subjects and supplies, possession, and quantity.

Express various types of emotion, hesitation, and regret.

Discuss location.

Find out and give information about something taking place.

Ask and tell time.

Use prior knowledge and to scan in reading.

Los miércoles tengo inglés en la primera hora. ¿Y tú?

Necesito un bolígrafo y un cuaderno. Lo siento. A ver . . .

Allí/Aquí está.

¿Practican deportes Marta y Teresa? sí, ellas nadan y practican.

¿Qué hora es? Son las dos. "Boleta de evaluación.

Observation, classroom activities, lesson test, vocabulary and/or concept quizzes, abilities test, oral recitation, written activities. Write a letter about your school day.

All students will perform process indicators at 70% mastery.

12 Compare leisure-time activities in Spanish-speaking countries and the U.S.

Tell how someone feels.

Tell where someone is, where someone is going.

Say when and with whom you do various activities.

Express various emotions as surprise, enthusiasm, disappointment.

Extend and respond to invitations.

Use prior knowledge and to scan in reading.

En el verano, me gusta ir a la playa y jugar al vóleibol.

Felipe está muy cansado hoy.

José y Ana están aquí. Mariana y yo vamos a la playa.

Mis amigos estudian comigo despué de las clases.

¡No me digas! ¡Genial! ¡Qué lástima! ¿Te gustaría ir al cine el sábado? Sí, gracias.

"Calendario"

Observation, classroom activities, lesson test, vocabulary and/or concept quizzes, abilities test, oral recitation, written activities. Write an invitation to a party. All students will perform process indicators at 70% mastery.

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PDE Standard (ID #): 12.1.1 PDE Standard (Description): Communication in a Target Language

Priority

12 Discuss eating customs.

Describe meals, food, and drinks. Express likes, preferences. Indicate frequency. Indicate hunger, thirst.

Ask for, give explanations, and elicit agreement.

Use prior knowledge, cognates, and context to get meaning in reading.

¿A qué hora comen los hispanos? Las uvas son muy sabrosas. Me encantan los sandwiches. Siempre me gusta el pollo. Tengo hambre. Tienes sed.

Timoteo y tú ven televisión todos los días, ¿verdad?

"El Chocolate"

Observation, classroom activities, lesson test, vocabulary and/or concept quizzes, abilities test, oral recitation, written activities. Write a paragraph about your favorite meal of the day. All students will perform process indicators at 70% mastery.

12 Explain name formation in Spanish-speaking countries.

Describe family members. Say someone's name. Ask and tell age.

Describe people, animals, and things, and indicate possession.

Use prior knowledge, titles, context clues for meaning, and scan readings.

Mi apellido paterno es ___ y mi apellido materno es ____ .

Mi hermano tiene pelo rubio y ojos verdes. Él se llama Pedro.

¿Cuántos años tienes? Tengo 15 años. Mi hermano es guapo.

Observation, classroom activities, lesson test, vocabulary and/or concept quizzes, abilities test, oral recitation, written activities. Write a poem about yourself. All students will perform process indicators at 70% mastery.

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PDE Standard (ID #): 12.1.1 PDE Standard (Description): Communication in a Target Language

Priority

12 Compare shopping experiences in the U.S. and Spanish-speaking countries.

Describe clothing, colors, and prices. Talk about when something happened. Indicate location.

Address people and start a conversation. Use titles and pictures to predict; skim to identify the main idea.

¿Te gusta ir de compras en los almacenes o los centros comerciales?

Hoy llevo una camiseta roja. Compré la blusa hace dos días. ¿Hay otra tienda de ropa por aquí? ¿Qué desea Señora?

"El problema de las dos camisas"

Observation, classroom activities, lesson test, vocabulary and/or concept quizzes, abilities test, oral recitation, written activities. Create an ad for an article of clothing.

All Students will perform process indicators at 70% mastery.

12 Discuss how teens in Chile spend their vacations.

Talk about vacations, planning, and things to do and visit.

Say that you want or would like something. Talk about past occurrences.

Ask about or describe weather. Express amazement or satisfaction.

Use prior knowledge, identify main ideas, and cope with unknown words in reading.

En el verano, muchas personas van de vacaciones. "I like to go to Viña del Mar with my family."

En las vacaciones pienso visitar museos. Quiero visitar a mis primos.

Fui a la playa el verano pasado. ¿Qué tiempo hace?

¡Vaya! Menos mal que tienes tu abrigo. "Deja de soñar y haz la maleta."

Observation, classroom activities, lesson test, vocabulary and/or concept quizzes, abilities test, oral recitation, written activities. Write an essay on

vacationing in Puerto Rico. All Students will perform process indicators at 70% mastery.