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Stevensville School District #2

6-12 Spanish Curriculum

2

Table of Contents

6-8 Spanish Curriculum.………………………………………………….3-50

Spanish I………………………………………………………………………51-98

Spanish II…………………………………………………………………..99-135

Spanish III…………………………………………………………………136-152

Spanish IV………………………………………………………………...153-158

3

Spanish

6-8

2010

4

Standard 1: Communications – Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions

Topic: Greetings, Farewells, and Personal InformationGrade: 6

Score 4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

Sample Tasks

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success.

Score 3.0

The student: Will engage in greetings. Will exchange personal information. Will engage in farewells

The student exhibits no major errors or omissions.

Students will converse with each other and with the teacher starting with a greeting, proceeding to “How are you?” and “What’s your name?” appropriately answering questions, and then ending with a farewell.

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

Have a smaller range of greetings and farewells.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

May need prompting or a word bank on white board. Words include: Greetings-Hola, ¿Cómo está(s)?

¿Cómo te llamas? Me llamo _________________ Farewells: Adiós, Chau

1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

0.5 With help, a partial understanding of the 2.0 content but not the 3.0 content

Score 0.0

Even with help, no understanding or skill demonstrated.

5


Topic: ColorsGrade: 6

Score 4.0


Sample Tasks


Score 3.0

The student: Use color to describe objects and likes and dislikes


Ask another student what color they like and be able to answer that question.

Example: “Me gusta el color _________________” and “mi color favorito es ___________”


Score 2.0


Can do the above task with help from a word bank.


Review colors and create a sheet with the colors on it. Example: Student says, “me gusta el color ______________.”


Score 1.0



Score 0.0


6


Topic: Likes and DislikesGrade: 6

Score 4.0


Sample Tasks

3.5

In addition to score 3.0 performance, in-depth inferences and applications with partial success.

Score 3.0

The student: Able to say I like and I don’t like


Using vocabulary that they know express personal likes and dislikes to the teacher and to other students.

“Me gusta(n),” “No me gusta(n)” Students learn to distinguish between singular and plural objects and the uses of these verbs.

2.5

No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

Score 2.0


Can do the above task but do only use singular objects.


Students practice simple vocabulary that they already know but express likes and dislikes only with “Me gusta,” and “No me gusta,” using only the singular form and easier to name objects of the vocabulary that they know.

1.5

Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.0.5

With help, a partial understanding of the 2.0 content but not the 3.0 content

Score 0.0


7

Standard 2: Communications – Students understand and interpret spoken and/or written language on a variety of topics.

Topic: AlphabetGrade: 6

Score 4.0


Sample Tasks


Score 3.0

The student: Use the alphabet and marking system to pronounce and spell

words.


Able to write a word that is spelled out to them with the Spanish alphabet.

Able to write a word spoken to them in Spanish by using the sounds of the alphabet.

Able to hear, write, and speak ll, ñ, rr2.5 No major errors or omissions regarding 2.0 content and partial

knowledge of the 3.0 contentScore 2.0


Recognize the letters, able to spell and write student names.


May need reminders of the letters that correspond with sounds given.

Students practice spelling aloud their names with a partner.

Students practice writing the letters as the other person spells aloud.


Score 1.0



Score 0.0


8

Standard 3: Communications – Students convey information, concepts, and ideas to listeners and/or readers for a variety of purposes.

Topic: Classroom ObjectsGrade: 6

Score 4.0


Sample Tasks


Score 3.0

The student: Exchanges, interprets, and presents information related to naming

classroom objects using name, color, and size


In groups quickly label objects in the classroom. Grab an object and say what it is, what color it is, and

if it is big or small. Students describe objects with “Es grande,” or “Es

pequeño.”2.5 No major errors or omissions regarding 2.0 content and partial





Students take cards with the classroom objects printed on them and tape them to the proper objects.

Students tell what color the object is.


Score 1.0



Score 0.0


Standard 3: Communications –

9

Students convey information, concepts, and ideas to listeners and/or readers for a variety of purposes.Standard 4: Culture –

Students demonstrate an understanding of the relationship between the perspectives, practices, and products/contributions of cultures studied and use this knowledge to interact effectively in cultural context.

Standard 8: Comparisons –Students demonstrate understanding of the concept of culture through comparisons of the culture studied and his/her own.

Topic: Days, Months, DatesGrade: 6

Score 4.0


Sample Tasks


Score 3.0

The student: Interprets, speaks, reads, and writes the days of the week and

months of the years. Can read and write the dates for holidays, events, and celebrations.


Write the birthday days of their fellow students.Example: Su cumpleaños es el ___#__ de

__(month)__. Daily write the date, month and day

Example: Es el _#_de ___month_ Write the date of holidays, in English when given in

Spanish. Use the same format as above.2.5 No major errors or omissions regarding 2.0 content and partial



Can write the date with assistance from a word bank.


Students practice the names of the months.“enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre”

Teacher underlines potential spelling problems in these words, which will also aid in pronunciation.

Students tell when their birthdays are in English, then tell what month it is in Spanish. Teacher asks them what the number of the day their birthday is on in Spanish .

10

Teacher writes the following on the board and students plug in both the number of the day and the month.

Example: Mi cumpleaños es el ___#__ de

__(month)__.


Score 1.0



Score 0.0


Standard 1: Communications – Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

11

Standard 4: Cultures –Students demonstrate an understanding of the relationship between the perspectives, practices, and products/contribution of cultures studied and use this knowledge to

interact effectively in cultural contexts.Topic: Seasons and Weather

Grade: 6Score 4.0


Sample Tasks


Score 3.0

The student: Accurately describes seasons and weather. Culture: Compares seasons and weather in Spanish speaking

countries to one’s own. Culture: Describe holidays and traditions with each season.


After completing the 2.0 task, students practice saying the following.

Can ask and answer the question “How’s the weather?” as well as describe weather in the different seasons.“¿Qué tiempo hace?Student responds: “Hace sol.” “Hace calor.” “Hace frío,” “Hace lluvia,” “Hace nieve.”

Practice diagramming the seasons with pictures. Students use symbols with the words but may not use English, they may only use the pictures and the Spanish words.

Show diagram of the similarities and differences of “our” climate to climate in Spanish speaking countries.


Score There are no major errors or omissions regarding the simpler details Students draw pictures not only for seasons but also

12

2.0 and processes as the student: Can do the above task with help from a word bank with symbols

drawn.


use symbols to show the different types of weather, associated with the seasons. Example: Winter is “invierno” and the weather typically associated with that season is snow, wind, and cold. So student labels a box with “invierno,” draws a snowman, then draws a snowflake for “nieve,” then draws swirly marks for “viento,” and then draws an icicle to represent “frío.”


Score 1.0



Score 0.0


13



interact effectively in cultural contexts.Topic: Clothing

Grade: 6Score 4.0


Sample Tasks


Score 3.0

The student: Interprets and presents information related to clothing. Culture: Explain the influences of culture on clothing. Culture: describe traditional costumes.


Student describes what someone is wearing (using colors and adjectives previously learned). Use pictures from magazines.

Example: “Ella lleva ________________.” She is wearing _____________________.

Discuss clothing in different Spanish speaking nations.


Score 2.0


Students listen for vocabulary and demonstrate understanding through drawing pictures.


Students draw a picture of the objects that someone is wearing while teacher describes it in Spanish.

Students discuss clothing in different Spanish speaking nations.


Score With help, a partial understanding of some of the simpler details and

14

1.0 processes and some of the more complex ideas and processes.0.5 With help, a partial understanding of the 2.0 content but not the 3.0

contentScore 0.0


15

Standard 5: Connections – Students reinforce and increase his/her knowledge of other disciplines through world languages.

Topic: NumbersGrade: 6

Score 4.0


Sample Tasks


Score 3.0

The student: Interprets and presents information using numbers 0-30 in context

of date, counting, simple math equations, phone numbers, prices, and ages


Write equations given to them in Spanish. Ask and give phone numbers (can be fake numbers

for safety issues)


Score 2.0


Students show basic understanding of numbers through writing numbers that they hear.


Students practice writing each other’s phone numbers while listening to someone say the words.


Score 1.0



Score 0.0


16

Standard 1: Communication – Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions

Standard 7: Comparisons –Students recognize that different languages use different patterns and can apply this knowledge to his/her own language.

Topic: VerbsGrade: 6

Score 4.0


Sample Tasks


Score 3.0

The student: Use the infinitive form of the verb and tell what student likes and

doesn’t like to do.The student exhibits no major errors or omissions.

Use I like and I don’t like with activities (to play, to swim, to run, to walk, to sing, to talk).

Example: “Me gusta nadar,” etc.2.5 No major errors or omissions regarding 2.0 content and partial





Using the white board, teacher sets up 2 columns. On one column, teacher draws a smiley face and writes the words, “Me gusta.” In the other column, the teacher draws a frowny face and writes, “No me gusta.” On the lefthand side, the teacher writes the activity. As each student responds, the students practice saying what they like and don’t like. After everyone has participated, the teacher quickly goes through the list and has the class repeat the sentence. To speed the process up, the teacher may combine names and have students say something like, “Jorge y Pablo le gustan nadir.”


Score With help, a partial understanding of some of the simpler details and

17

1.0 processes and some of the more complex ideas and processes.0.5 With help, a partial understanding of the 2.0 content but not the 3.0

contentScore 0.0


18



Topic: AdjectivesGrade: 6

Score 4.0


Sample Tasks


Score 3.0

The student: Express noun adjective agreement.


Will be able to make adjective masculine or feminine to match the noun, as well as plural or singular.

Students work on 2.0 task but are able to take other objects not listed and apply the principles learned.


Score 2.0


Students practice the corresponding examples, noting masculine and feminine changes.


Students make a list on the white board of masculine objects and then another list of feminine objects.

Students discuss adjectives that work with the objects.

Teacher shows students proper word order and demonstrates how nouns and adjectives work as an equation, whet is done to one must be done to the other side.


Score 1.0



Score 0.0


19



Topic: NounsGrade: 6

Score 4.0


Sample Tasks

3.5

In addition to score 3.0 performance, in-depth inferences and applications with partial success.

Score 3.0

The student: Understand and use gender and number agreement with the noun

and the definite and indefinite articles.The student exhibits no major errors or omissions.

Matching el and la un and una correctly with the nouns.


Score 2.0


Can do task with assistance in knowing if the noun is masculine or feminine.


Students list on the board a group of classroom objects that they have learned. Students underline the last letter of each word. Teacher explains rule of words ending in L O N E R are masculine, they then have definite article “El,” and indefinite article, “Un.” Students apply rules to other objects and include feminine articles.


Score 1.0



Score Even with help, no understanding or skill demonstrated.

20

0.0Standard 1: Communications –

Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinionsTopic: Greetings, Farewells, and Personal Information

Grade: 7Score 4.0


Sample Tasks


Score 3.0

The student: Will engage in greetings. Will exchange personal information. Will engage in farewells. Culture: will use greeting appropriately using formal and informal.



Informal greetings with students, and formal greetings with teacher.


Score 2.0


Can do the above task with help from a word bank or prompting from the teacher or fellow student.


Students will converse with each other and with the teacher using prompts written on the board or with a word bank.

Greetings include: “Buenos días, Buenas tardes, Buenas noches, Hola”

Farewells include: “Adiós, Hasta luego, Hasta manaña, chau.”

Informal: “¿Cómo estás?” –“Estoy bien.” “Estoy asi, asi.” “ Estoy mal.” “Y tú?” –“Cómo te llamas?” “ Me llamo __________.”

Formal: “¿Cómo está Usted?” –“Estoy bien.” “Estoy asi, asi.” “ Estoy mal.” “Y, Usted?” –“Cómo se llama?” “ Me llamo __________.”

21


Score 1.0



Score 0.0


22


Topic: Expressing Personal descriptions and FeelingsGrade: 7

Score 4.0


Sample Tasks


Score 3.0

The student: Express feelings, health, location, and origin.


Be able to use emotion words to answer “How are you?” in conversation.

Can ask “Where are you from?” and answer accordingly.

Can ask “Where are you?” and answer accordingly.2.5 No major errors or omissions regarding 2.0 content and partial



Can provide one word answers to questions asked but not in complete sentences.


Students can say the emotion they are feeling. Can name the country/state where they are from Student can say the name of the building they are in.


Score 1.0



Score 0.0


23



Score 4.0


Sample Tasks


Score 3.0

The student: Use color to describe objects and likes and dislikes.


Ask another student what color they like and be able to answer that question. “¿Cuál color te gusta?

Use to describe a noun in a sentence, written and spoken. Color goes after the noun. “Es un lápiz azul.”


Score 2.0


Tells the name of the color they like.


Word bank: rojo, anaranjado, Amarillo, verde, azul, morado, cáfe, negro, blanco, rosado, gris, me gusta

Can answer the question with just the color Word (not a complete sentence)

Not certain of sentence order


Score 1.0



Score 0.0


24


Topic: AlphabetGrade: 7

Score 4.0


Sample Tasks


Score 3.0

The student: Use the alphabet and marking system to pronounce and spell

words. Culture: Distinguishes the characteristics of the Spanish writing

system.


Able to write a word that is spelled out to them with the Spanish alphabet.

Able to write a word spoken to them in Spanish by using the sounds of the alphabet.

Able to hear, write, and speak ll, ñ, rr


Score 2.0


May need reminders of the letters that correspond with sounds given.


Able to write letters that are said but unable to fully spell words in Spanish.


Score 1.0



Score 0.0


25


Topic: Food and BeveragesGrade: 7

Score 4.0


Sample Tasks


Score 3.0

The student: Exchange information about common foods and beverages. Culture: Describes appropriate food and drink during certain

seasons, holidays, and occasions.


Describe likes and dislikes with food and drink. Can ask and answer “What do you have to eat?” Research food in different Spanish speaking

countries in groups and bring food samples to class.


Score 2.0


Tells the name of the food she/he likes.


Can say the food they like or don’t like. Need prompts to ask and answer what food they

have. Work in the research group.

Vocabulary:Me gusta, no me gusta, ¿Qué tienes para comer? Tengo (bebidas) agua, leche jugo, etc, (comidas)huevos, salchichas, pan, etc.


Score 1.0




26

0.0



Score 4.0


Sample Tasks


Score 3.0


classroom objects using name, color, and size.


Draw a picture of the object that is said in Spanish. Grab an object ask “What is this?” and answer using

at least one descriptive word, such as color or size. “¿Qué es esto?” –“Es un (lápiz),”etc.

Will tell what objects they have on their desk. Describe size by saying,’Es grande.” “Es pequeña.”


Score 2.0


Names a classroom object that is pointed to or on a flashcard.


Can name the classroom objects when they are held up.

Vocabulary: bolígrafo, papel, cuaderno, pizarra, bandera, tiza, ventana, puerta, borrador, pupitre, etc.


Score 1.0



Score 0.0


27


Standard 4: Culture –Students demonstrate an understanding of the relationship between the perspectives, practices, and products/contributions of cultures studied and use this knowledge to

interact effectively in cultural context.Standard 8: Comparisons –

Students demonstrate understanding of the concept of culture through comparisons of the culture studied and his/her own.Topic: Days, Months, Dates

Grade: 7Score 4.0


Sample Tasks


Score 3.0




Write the birthday days of their fellow students. Daly write the date, month and day Write the date of holidays, in English when given in

Spanish. “Cuál es la fecha?” “Cuál es la fecha de tu

cumpleaños?” “Es el _#_ de ____________.2.5 No major errors or omissions regarding 2.0 content and partial



Can say the day or date after an example has been given.


Can say the names of the days of the week and months of the year.

May not at first remember how to say it in a complete sentence.

“¿Qué día es hoy?” “Qué día es manaña?” Hoy es ________________.” “Manaña es ______________.Lunes, martes, etc., Meses: enero, febrero, etc.


Score 1.0


28


Score 0.0


29



interact effectively in cultural contexts.Topic: Geography, History, Culture, and Current Events

Grade: 7Score 4.0


Sample Tasks


Score 3.0

The student: Communicate information about geography, history, culture, and

current events.The student exhibits no major errors or omissions.

Label the Spanish speaking countries on a map. Compare and contrast holidays and traditions in

Spanish speaking countries to own country. Write short answers to questions about historic

events. Bring in and present a current event from a Spanish

speaking country (tell something that is happening in the news).


Score 2.0


Can locate countries on a map but does not know many facts about them.


Can locate a majority of the Spanish speaking countries on a map and know some facts about some countries.


Score 1.0


0.5 With help, a partial understanding of the 2.0 content but not the 3.0

30

contentScore 0.0


31



Score 4.0


Sample Tasks


Score 3.0

The student: Interprets and presents information using numbers 0-100 in context

of date, counting, simple math equations, phone numbers, prices, and ages.



for safety issues) In a shopping situation able to say the price of an

item and know the change in return. Count from any given starting number between 0-100


Score 2.0


Can count but needs a verbal prompt at times to finish.


Can count from 0-100 in a group setting. Can say phone number Can do simple addition problems


Score 1.0



Score 0.0


32


Topic: TimeGrade: 7

Score 4.0


Sample Tasks


Score 3.0

The student: Able to express time orally and in writing.


Hear a time given in Spanish and write it out (digitally).

Look at the clock, ask and answer “What time is it?” “¿Qué hora es?” “Son las __________.” “Es la ___________.” “media, cuarto, y, menos.”Son las tres. (3:00). Es la una y cuarto (1:15). Son las siete y media (7:30). Son las once menos cuarto. (10:45)


Score 2.0


Tells the time of o’clock hours and can follow examples and prompts of other times.


Can do the o’clock times but unsure of adding minutes (needs to hear examples of other times)


Score 1.0


0.5 With help, a partial understanding of the 2.0 content but not the 3.0 contentScore 0.0


33



Topic: Regular –ar VerbsGrade: 7

Score 4.0


Sample Tasks


Score 3.0

The student: Conjugate and use regular high-frequency –ar verbs in the present

tense.


Diagram –ar verb endings. Write sentences using –ar verbs conjugated

appropriately to match the subject.Estudiar – to , llevar-to carry, to wear, nadir-to swim, necesitar-to need

-ar:, -o (yo-I), -as (tú-you), -a (él, ella, Usted—he, she, formal You) -amos, (nosotros – we) –an (ellos, ellas, Ustedes- they, they-girls, you-plural)


Score 2.0


Can do the diagram, but may not be able to conjugate the verb in sentence use.


Can remember parts- most of the diagram but can’t consistently apply it to verbs in sentences


34

Score 1.0



Score 0.0


35


Topic: ClothingGrade: 8

Score 4.0


Sample Tasks


Score 3.0

The student: Interprets and presents information related to clothing. Culture: Explain the influences of culture on clothing. Culture: describe traditional costumes.


Write a small paragraph describing what someone is wearing (using colors and adjectives previously learned). Use pictures from magazines.

Discuss clothing in different Spanish speaking nations. Example: “ Ella lleva una blusa ázul, una falda cáfe, y zápatoes cáfes.”

Vocabulary: “¿Qué llevas?”, camiseta, blusa, suéter, etc.2.5 No major errors or omissions regarding 2.0 content and partial



Can name the article of clothing but not in a descriptive sentence.


Says the names of articles of clothing but leaves out details or has them in the wrong order

Example: “¿Qué llevas?” “Blusa, falda, zapatos”


Score 1.0



Score 0.0


36



Score 4.0


Sample Tasks


Score 3.0

The student: Use color to describe objects and likes and dislikes.


Ask another student what color they like and be able to answer that question. Example: “¿Cuál color te gusta?” “Me gusta el morado,” etc.

Use to describe a noun in a sentence, written and spoken. Understands masculine, feminine and plural usage. Example: “Son mis bolígrafos rojos.”


Score 2.0


Tell the color of the object but confuses masculine and feminine.


Can answer, “¿Cuál color te gusta?” “Me gusta el morado,” etc.

Can use color to describe the noun, but doesn’t apply masculine, feminine, or plural endings Example: “Las gomas son rojo.” Student missed the matching of the color.


Score 1.0



Score 0.0


37


Topic: Body PartsGrade: 8

Score 4.0


Sample Tasks


Score 3.0

The student: Identify body parts.


Label the body. Able to point to the part of the body that is called out. Example: Play Símon Dice. “Toca la boca.”

Vocabulary: La cabeza, la narizExample: “Este es mi ojo.”


Score 2.0


Can identify a majority of the body parts.


Needs assistance to label the body. Can point to most of the parts of the body


Score 1.0



Score 0.0


38



Score 4.0


Sample Tasks


Score 3.0


classroom objects using name, color, and size.


Draw a picture of the object that is said in Spanish. Grab an object and ask “What is this?” and answer

using at least two descriptive words, such as color, size, or possessive pronoun. Understands masculine and feminine differences.

Will tell what objects they have on their desk.

Vocabulary: pronouns: mi, mis, su, sus, tu, tus, nuestra, nuestro, nuestras, nuestros

Example: “Es mi goma rosada pequeña.”2.5 No major errors or omissions regarding 2.0 content and partial



Can name classroom objects with a description.


Draw a picture of an object said in Spanish. Can answer “Qué es esto?” with “Es un libro

blanco.”


Score With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

39

1.00.5 With help, a partial understanding of the 2.0 content but not the 3.0

contentScore 0.0


40


Standard 3: Communication –Students convey information, concepts, and ideas to listeners and/or readers for a variety of purposes.

Topic: FamilyGrade: 8

Score 4.0


Sample Tasks


Score 3.0

The student: Identify and describe immediate family members.


Make a family tree, label in Spanish. Include siblings, parents, aunts and uncles, cousins and grandparents.

Write a descriptive sentence for at least 4 family members telling likes and dislikes. Example: “Mi madre le gustan manzanas.”


Score 2.0


Can identify immediate family members: parents, siblings and grandparents.However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Make a family tree and label in Spanish. parents, siblings and grandparents.

Needs assistance in telling what family members like and dislike.


Score 1.0



Score 0.0


41


Standard 4: Culture –Students demonstrate an understanding of the relationship between the perspectives, practices, and products/contributions of cultures studied and use this knowledge to

interact effectively in cultural context.Standard 8: Comparisons –

Students demonstrate understanding of the concept of culture through comparisons of the culture studied and his/her own.Topic: Days, Months, Dates

Grade: 8Score 4.0


Sample Tasks


Score 3.0




Write the birthday days of their fellow students. Daly write the date, month and day Write the date of holidays, in English when given in

Spanish. “Cuál es la fecha?” “Cuál es la fecha de tu

cumpleaños?” “Es el _#_ de ____________.2.5 No major errors or omissions regarding 2.0 content and partial



Can say the day or date after an example has been given.However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Can say the names of the days of the week and months of the year.

May not at first remember how to say it in a complete sentence.

“¿Qué día es hoy?” “Qué día es manaña?” Hoy es ________________.” “Manaña es ______________.Lunes, martes, etc., Meses: enero, febrero, etc.


Score 1.0



42

contentScore 0.0


43


Standard 4: Cultures –Students demonstrate an understanding of the relationship between the perspectives, practices, and products/contribution of cultures studied and

use this knowledge to interact effectively in cultural contexts.

Topic: Food and BeveragesGrade: 8

Score 4.0


Sample Tasks


Score 3.0

The student: Exchange information about common foods and beverages. Culture: Describes appropriate food and drink during certain

seasons, holidays, and occasions.The student exhibits no major errors or omissions.

Can ask and answer “What do you have to eat?”Example: ¿Qué tienes para comer?” “Tengo un sándwich, naranja, y galletas.”

Group project: research a holiday in a Spanish speaking country and write out a menu for that holiday in Spanish.

Write the food you would have for breakfast, lunch and dinner.


Score 2.0


List food that they have for one of the meals.However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Can ask and answer “What do you have to eat?”Example: ¿Qué tienes para comer?” “Tengo un sándwich, naranja, y galletas.”

Can list food for one meal Help in the research group


Score 1.0


44


Score 0.0


45


Standard 4: Cultures –Students demonstrate an understanding of the relationship between the perspectives, practices, and products/contribution of cultures studied and

use this knowledge to interact effectively in cultural contexts.Topic: Greetings, Farewells, and Personal Information

Grade: 8Score 4.0


Sample Tasks


Score 3.0

The student: Will engage in greetings. Will exchange personal information. Will engage in farewells. Culture: will use greeting appropriately using formal and informal.



Informal greetings with students, and formal greetings with teacher.


Score 2.0


Can do the above task from a word bank or with a prompt from the teacher.


Students will converse with each other and with the teacher using prompts written on the board or with a word bank.

Greetings include: “Buenos días, Buenas tardes, Buenas noches, Hola”

Farewells include: “Adiós, Hasta luego, Hasta manaña, chau.”

Informal: “¿Cómo estás?” –“Estoy bien.” “Estoy asi, asi.” “ Estoy mal.” “Y tú?” –“Cómo te llamas?” “ Me llamo __________.”

Formal: “¿Cómo está Usted?” –“Estoy bien.” “Estoy asi, asi.” “ Estoy mal.” “Y, Usted?” –“Cómo se llama?” “ Me llamo __________.”

46


Score 1.0



Score 0.0


47



interact effectively in cultural contexts.Topic: Seasons and Weather

Grade: 8Score 4.0


Sample Tasks


Score 3.0

The student: Accurately describes seasons and weather. Culture: Compares seasons and weather in Spanish speaking

countries to one’s own. Culture: Describe holidays and traditions with each season. Culture: describe weather in different Spanish speaking countries.


Can ask and answer the question “How’s the weather?” as well as describe weather in the different seasons. Example: “¿Qué tiempo hace?” “Hace viento.” “En primavera hace fresco.”

Diagram the similarities and differences of “our” climate to climate in Spanish speaking countries.


Score 2.0


Can list the seasons and different types of weather..However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Can answer the question, “¿Qué tiempo hace?”with assistance.

Help with the diagram.


Score 1.0



Score 0.0


48



Score 4.0


Sample Tasks


Score 3.0

The student: Interprets and presents information using numbers 0-1000 in

context of date, counting, simple math equations, phone numbers, prices, and ages.



for safety issues) In a shopping situation able to say the price of an

item and know the change in return. Count from any given starting number between 0-

10002.5 No major errors or omissions regarding 2.0 content and partial



Can count orally from different points between 0-1000 with some prompting.


Write equations given to them in Spanish. Tell their telephone numbers. Can count orally from different points between 0-

1000 with some prompting.


Score 1.0



Score 0.0


49



Topic: Regular –er Verbs and TenerGrade: 8

Score 4.0


Sample Tasks


Score 3.0

The student: Conjugate and use regular high-frequency –er verbs. Conjugate and use tener.


Diagram –er verbs. (o, es, e, emos, éis, en) Diagram tener. (tengo, tienes, tiene, tenemos, tenéis,

tienen) Write sentences with verb subject agreement. Example:

“Ella tiene tres lápices.”2.5 No major errors or omissions regarding 2.0 content and partial



Can do diagram, but may not be able to conjugate the verb in the sentence.


Can do most of the diagram but cannot fully apply it to verbs and sentences. Misusage example:“El beber cáfe.”


Score 1.0



Score 0.0


50


Standard 8: Comparisons –Students demonstrate understanding of the concept of culture through comparisons of the culture studied and his/her own.

Topic: Daily/Leisure Time ActivitiesGrade: 8

Score 4.0


Sample Tasks


Score 3.0

The student: Listens, speaks, reads, and writes about personal daily activities

and the activities of others.The student exhibits no major errors or omissions.

Able to ask and answer “What do you like to do?”Example: ¿Qué te gusta hacer?” “Me gusta esquiar.”

Tell what other people like to do. Example: “Mi madre le gusta bailar.”


Score 2.0


Can tell what they like to do.However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Can answer the question simply but needs help with complete sentences.


Score 1.0



Score 0.0


51

Spanish I

2010

52

World LanguageLevel I

Standard 1: CommunicationStudents engage in conversation, provide and obtain information,Express feelings and emotions, and exchange opinions.

Daily activities/school scheduleGreetings, Farewells and personal infoClassroom objectsAlphabetClothingColorsDays, Months, dates / timeFamilyFoods and beveragesNumbersPlaces and locationsSeasons and weather

Standard 1: Communications Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions

Topic: Alphabet Spanish 1

53

Score 4.0


Sample Tasks


Score 3.0

The student: will know and recognize the letters of the Spanish alphabet,

including ñ and ll


Student will spell out his/her name (or other word) out loud to another student who will write it down


Score 2.0


The student: will know and recognize the letters of the Spanish alphabet


Student will spell out his/her name orally


Score 1.0



Score 0.0


54

Standard 1: Communications Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions

Topic: Classroom objectsSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to pronounce and identify a variety of classroom

objects in Spanish


Student will draw a specific classroom object such as el pupitre, la grapadora, or el bolígrafo upon hearing another student (or teacher) pronounce it


Score 2.0


will identify different classroom objects


Student will point to a specific classroom object such as un reloj or la mesa, upon hearing another student (or teacher) pronounce it.


Score 1.0



Score 0.0


55


Topic: ClothingSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to identify various basic articles of clothing in Spanish


Student will describe in Spanish what he/she is wearing, such as una falda, or el zapato.


Score 2.0


will be able to identify various basic articles of clothing in Spanish


Student will give the name of the article of clothing when shown a picture of it, such as la camisa,or los pantalones.


Score 1.0



Score 0.0


56


Topic: ColorsSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to identify basic colors


Student will count and identify the colors rojo, verde, café, azul, amarillo, and in a bag of colored candies (M&M’s or Skittles)


Score 2.0


will be able to identify some basic colors


Student will identify at least 3 colors in a bag of colored candies


Score 1.0



Score 0.0


57


Topic: Daily activities/school scheduleSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to list school subjects


Student will list clases such as ingless, historia,and biología on his/her current school schedule


Score 2.0


will be able to list some of the school subjects


Student will list at least three of the subjects he/she is taking


Score 1.0



Score 0.0


58


Topic: Days, months, datesSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to write the names of the months and the days of the

week


Student will be able to relate their complete birth date, such as doce de enero, mil novecientos noventa y tres, to the class.


Score 2.0


will be able to write the Spanish months that are cognates


Student will be able to tell the month and day, such as nueve de enero, trece de mayo, or veinte de ,julio, he/she was born.


Score 1.0



Score 0.0


59


Topic: FamilySpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will know vocabulary for family members


Student will be able to draw a simple family tree and identify family relationships such as madre primo, padastre ,or abuela.


Score 2.0


will know Spanish vocabulary for mother, father, sister and brother


Student will be able to draw his/her immediate family and label the members with the Spanish name such as padre, hermano,or madre.


Score 1.0



Score 0.0


60


Topic: Food and beveragesSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to identify basic foods and beverages in Spanish


Student will design a restaurant menu that serves all 3 meals of the day (desayuno, almuerzo,cena), plus beverages (such as leche, café)and desserts (such as postres, galletas, bizcocho).


Score 2.0


will identify basic foods and beverages in Spanish


Student will design a restaurant menu listing 3 main dishes (such as bistec, pasta, arroz con pollo) , 3 beverages (such as leche, agua, gaseosa) and 3 desserts (such as bizcochas, torta, pudin).


Score 1.0



Score 0.0


61


Topic: Greetings, farewells, and personal informationSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to say hello and good-bye and convey simple basic

personal information


Two students will have a conversation in front of the class that will include a greeting such as “Hola, como estás”, sharing names and ages (“Tengo quince años”), and a farewell (“Hasta luego”, “Buenos noches”)


Score 2.0


will be able to greet and say farewells in Spanish


Student will converse with another student using a simple greeting (“Hola”) and a farewell (“Adios”).


Score 1.0



Score 0.0


62


Topic: NumbersSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to know the numbers from 0 to 1,000,000


Student will write out and relate telephone numbers to another student who will write it down


Score 2.0


will know numbers 0-100


Student will say his/her telephone number to another student


Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.0.5 With help, a partial understanding of the 2.0 content but not the 3.0

contentScore 0.0



63

Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinionsTopic: Seasons and weather

Spanish 1 Score 4.0


Sample Tasks


Score 3.0

The student: will be able to describe weather conditions and identify the seasons


Student will present a weather report for a specific area and time (such as “Hace frio y nublado en el norte del estado esta noche)


Score 2.0


will describe weather conditions


Student will present a weather poster for a specific area and time


Score 1.0



Score 0.0


64


Topic: Places and locationSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to talk about locations in their community and leisure

activities


Student will send an e-mail to a friend telling about where they will go and what they will be doing this weekend (“En sábadp, voy a la playa con Alberto. Vamos nadar)


Score 2.0


will be able to talk about leisure activities


Student will send an email to a friend using Spanish vocabulary along with minimal English to tell where they are going (“Voy al centro”).


Score 1.0



Score 0.0



65

Topic: Pronunciation: Basic Pronunciation and IntonationSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to reproduce vowel and consonant sounds by

mimicking teacher or audio CDs


Student will listen to and repeat the following rhyme: “a, e, i, o, u – mi burro sabe más que tú.”

Student will listen to and repeat the following words with special emphasis on accent marks:Toco ¿por qué?Tocó porque


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: will be able to reproduce vowel and consonant sounds by listening to

teacher or audio CDs


Student will look at two different phonetically similar words (está and esta or cómo and comó)and use the correct pronunciation


Score 1.0



Score 0.0



66

Topic: Sentence Structure: Word Order, Statements and NegativesSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to construct simple sentences including both positive

and negative statements in the proper word order


On individual whiteboards, write the following question, “Are you going to the big market?”¿Vas al mercado grande? Answer positively then negatively, changing word order appropriately.Sí, voy al mercado grande.No, no voy al mercado grande.


Score 2.0


will be able to tell the difference between positive and negative sentences and whether words are in the proper order in simple sentences


Teacher writes some simple sentences on the board and students decide which are negative and which are positive. (Sí,, leo revistas”and “No,no leo revistas”). Students construct sentences using words on paper pieces.


Score 1.0



Score 0.0



67

Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinionsTopic: Sentence Structure: Contractions

Spanish 1 Score 4.0


Sample Tasks


Score 3.0

The student: will be able to recognize and apply the use of the two Spanish contractions

“al” and “del.”


Use the contractions to the and from the in the following sentences. I’m going to the party. (Voy a la fiesta.) I’m going to the market. (Voy al Mercado). I returned from the country. (Regresé del

campo.)Note: No contraction is used in the following: I received the book from him. Recibí el libro de él. “él” with an accent refers to him.


Score 2.0


will be able to recognize the two Spanish contractions, “al” and “del” in written work


In a series of sentences, student will decide which contraction to use, if any.


Score 1.0



68

Score 0.0


69

Standard 2: Communication –Level I Students understand and interpret spoken and/or written language on a variety of topics

Verbs-present tense*regular*stem changing*irregular (ir, ir + a + infinitive) (estar, ser)-preterit (intro)-regular tv commands-present progressiveGustar-type verbsPronouns:-subject-direct/indirect-prepositions: objects of prepositionsAdjectives:-placement-agreementPrepositions:-Personal “a”ContractionsSentence Structure:-word order-statements-negativesPronunciation:-basic pronunciation and intonation

70

Standard 2: CommunicationStudents understand and interpret spoken and/or written language on a variety of topics

Topic: Verbs - Present tenseSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will categorize conjugated verb forms as to -ar, -er, -ir


Student will chart verbs into the correct category: -ar, -er, - ir (example: hablo, caminas, vive, hablamos, etc)ar er ir


Score 2.0


will categorize conjugated verb forms as to -ar, -er, -ir


Student will chart verbs using a list of the verbs in the infinitive form

1.5 Partial knowledge of the 2.0 content but major errors or omissions

71

regarding the 3.0 contentScore 1.0



Score 0.0



Topic: Verbs – Stem changing verbs present tense Spanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to conjugate stem-changing verbs (o-ue),

(e-ie), (e-i), (u-ue)


Using the boot diagram, conjugate each stem- changing verb Example: poder (o-ue), querer (e-ie), pedir (e-i), jugar (u-ue) Boot Diagram: Poder- to be able Puedo Podemos Puedes Podéis Puede Pueden


Score 2.0


will recognize where the verb changes

Student will learn boot changes for the verb “querer”

72



Score 1.0



Score 0.0



Topic: Verbs – Irregular verbsSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to use the correctly conjugated forms of the irregular

verbs ser and estar


Student will be able to choose the correct form of ser or estar in the following sentences: (ex) Nosotros ___________ aquí.( ex) El _______________ rubio.


Score 2.0


will apply the rules for the two infinitive verbs, ser and estar and identify their usage

However, the student exhibits major errors or omissions regarding the more

Student writes the correct infinitive in the sentence, distinguishing between the use of the two verbs, ser and estar

73

complex ideas and processes. 1.5 Partial knowledge of the 2.0 content but major errors or omissions




Score 0.0


74


Topic: Verbs – Present tense ir verbsSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to conjugate the verb “ir” in the present tense and

apply its use to future activities


Read the following sentences and tell where the people go to do the activity:Te gusta levantar pesas. – Voy al gimmasio.Future: Voy a levantar pesas en el gimnasio.


Score 2.0


will conjugate “ir” in present tense


Student conjugates “ir” in the present tense


Score 1.0



Score 0.0


75


Topic: Verbs – PreteriteSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to use the preterite to show the passage of time


Using the words “anoche” or “ayer,” describe what you did or where you went yesterday or last night. Example: Yo comí en el restaurant ayer. / Anoche, fui a la biblioteca.


Score 2.0


will use the correct form of preterite by using a verb chart


Student uses preterite form of verb and writes sentences consisting of two words.

Example: Yo comí. Yo nadé.


Score 1.0



Score 0.0


76


Topic: Verbs – Regular tu commandsSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to use the “tu” command to tell another student to do a

specific task


One student instructs another student to put his head on the table

Example: Pon la cabeza en la mesa.


Score 2.0


will respond to commands given with the appropriate gesture


The student gives the appropriate gesture when given a command by the teacher


Score 1.0



Score 0.0


77


Topic: Verbs – Present progressiveSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to use the present progressive tense to describe an

action taking place


Perform an activity and class will respond by telling what that student is doing (in Spanish) Example: John is dancing – Juan está bailando.


Score 2.0


will be able to use the second part only of the verb in present progressive


Student will perform an activity and tell the second part of the verb Example: caminando instead of está caminando


Score 1.0



Score 0.0


78


Topic: Pronouns: SubjectSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to make the connections between the Spanish pronouns

and who those pronouns represent


Draw stick figures of people to represent the corresponding Spanish pronoun. Label each.Yo = stick figure pointing to himself


Score 2.0


will be able to tell which pronoun goes with which person


Students will look at pictures of various people and using a list of pronouns, put the corresponding pronouns under the picture it represents


Score 1.0



Score 0.0


79


Topic: Pronouns: Direct / indirectSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to understand and apply the correct direct and indirect

object pronouns


Using classroom objects, students will apply the correct direct object pronoun. Supply the correct indirect object in the following sentences: Voy a traerles guacamole. Les voy a traer guacamole.


Score 2.0


will be able to understand the difference between a direct and indirect object pronoun


Student will read sentences containing either direct or indirect object pronouns and identify them by underlining and circling


Score 1.0



Score 0.0


80


Topic: Pronouns as objects of prepositionsSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to use the correct object pronoun with a preposition

such as “con”


In a partnered activity, student #1 will invite student #2 to an activity. Student #2 will decline or accept.Example: ¿Puedes ir conmigo a la fiesta? Lo siento. No puedo ir contigo.


Score 2.0


will decide which object pronoun should be used with specific prepositions, such as “con”


A student will read a conversation between two people and fill in the blanks with the correct object pronoun from a list


Score 1.0



Score 0.0


81


Topic: Gustar–type verbsSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to express likes and dislikes using the correct pronoun

and verb form of gustar, encartar, desear, etc.


In partner conversation, two students will discuss what activities they do or do not like to do. Me gusta bailar. No me gusta correr.


Score 2.0


will be able to express likes and dislikes using gustar + correct pronoun + a noun(s)


Student will fill in the blanks of a sentence beginning with “Me gusta __________” or “No me gusta _________, using a word list of colors, animals or other nouns


Score 1.0



Score 0.0


82


Topic: Prepositions and Objects of PrepositionsSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to use prepositions to tell locations of various objects


Objects will be placed in various locations around the room. Students will identify location.Example: El libro está debajo de la silla.


Score 2.0


will be able to decide which prepositions from a list should be used to tell where various affects are located


Students will label pictures with correct prepositions using slips of paper with various prepositions written on them


Score 1.0



Score 0.0


83


Topic: Adjectives – Placement/agreementSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to use adjectives to describe nouns by placing them in

the proper order in a sentence with nouns and adjectives in agreement

Use the following chart to diagram the following sentences: Margarita es una muchacha inteligente. Margarita y Sofia son muchachas inteligentes..________ _________ _________ ________ subject verb indefinite article and noun adjective


Score 2.0


will be able to place nouns and adjectives in the proper order in a sentence


Students will take mixed-up sentences (words on separate pieces of paper) and put them in the proper order


Score 1.0



Score 0.0


84


Topic: The Personal “A”Spanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to know when to use the personal “a”

(ie: when the direct object is a person, or a group of people or a pet)


Student will distinguish when the personal “a” is used. (The personal “a” is not used after the verb tener.) Examples: I am looking for my dog. / I have many cousins. (Busco a mi perro. / Tengo muchos primos.)


Score 2.0


will be able to decide if the personal “a” is necessary in a given sentence


Student will be given a list of rules for using the personal “a” and a worksheet containing sentences. They will fill in the blank if “a” is needed


Score 1.0



Score 0.0


85


Topic: ContractionsSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: Will recognize and apply the use of the two Spanish contractions

“al” and “del.”


Distinguish the use of the contractions, to the and from the in the following sentences: I returned from the country. (Regresé del campo.)I’m going to the party. (Voy a la fiesta.)I’m going to the market. (Voy al mercado.)Note: No contraction is used in the following: I received the book from him. ( Recibí el libro de él.)


Score 2.0


will



Score 1.0



Score 0.0


Standard 2: Communication

86

Students understand and interpret spoken and/or written language on a variety of topicsTopic: Sentence Structure: word order, statements, negatives

Spanish 1 Score 4.0


Sample Tasks


Score 3.0

The student: Will construct simple sentences including both positive and

negative statements in the proper word order.


On individual whiteboards write the following question: “Are you going to the big market?” (Vas al mercado grande?) Answer positively, then negatively changing word order appropriately.

“Si, voy al mercado grande.” “No, no voy al mercado grande.”


Score 2.0


will


From a series of sentences choose the ones that are positive and those that are negative. Using pieces of paper construct sentences, putting the words in the correct order.


Score 1.0



Score 0.0


87


Topic: Pronunciation: Basic Pronunciation and IntonationSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to reproduce vowel and consonant sounds by

mimicking teacher or audio cues


Student will listen to and repeat the following rhyme:“a, e, i, o, u – Mi burro sabe más que tú.”

Student will listen to and repeat the following words with special emphasis on accent marks: toco ¿por qué? tocó porque está (question words) esta


Score 2.0


willHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student will look at a list of words and listen as the teacher pronounces them, then repeats the words.

The student will be able to place an accent mark correctly on a word after hearing it pronounced.


Score 1.0



Score 0.0


88

Standard 3: CommunicationStudents convey information, concepts, and ideas to listenersAndo/or readers for a variety of purposes

Does not apply at this level.

Standard 4: Cultures –Level IStudents demonstrate and understanding of the relationshipbetween the perspectives, practices, and products/contributionsof cultures studied and use this knowledge to interact effectivelyin cultural contexts.

Observe and identify everyday cultural practices.Distinguish similarities.Use culturally appropriate gestures and oral expressions>Listen to or read materials in the language from the cultures being studiesGeography-Central America-South America-Europe

Standard 4: Cultures

89

Students demonstrate and understanding of the relationship between the perspectives, practices, and products/contributions of cultures studied and use this knowledge to interact effectively in cultural contexts.

Topic: Everyday cultural practicesSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to observe and become familiar with everyday cultural customs

and cultural practices


Role play – 2 Latino girls/guys greet each other (besitos, abrazos)


Score 2.0


will be able to compare his/her own culture and customs with Spanish culture and customs and tell how they are similar and different


Role play – Show how two American teenagers would greet each other, then tell how that differs from 2 Latino teenagers would greet each other.


Score 1.0



Score 0.0


90

Standard 4: CulturesStudents demonstrate and understanding of the relationship between the perspectives, practices, and products/contributions of cultures studied and use this knowledge to interact effectively in cultural contexts.

Topic: Distinguish similaritiesSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to distinguish similarities among different cultures


Make a chart showing the similarities and differences in holidays (Christmas, Easter…), school subjects (P.E., number of classes…), or foods (breads, tortillas, spices…)


Score 2.0


will be able to use a list of cultural practices and decide which countries each belongs in.


Student will make a Venn Diagram and put slips of paper (or copy from a list) of various practices in the appropriate area

United States Both Mexico


Score 1.0



Score 0.0


91


Topic: Use culturally appropriate gestures and oral expressionsSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to recognize and use culturally appropriate gestures

and oral expressions


The student will be able to choose one of the following expressions and illustrate it to the class in a drawing:“Tengo prisa.” “Estoy enferma.” “Tengo sueño.” “Tengo sed.” “Estoy de mal humor.”


Score 2.0


will be able to recognize culturally appropriate gestures and oral expressions


Student will use pictures of expressions (person drinking water, person hurrying) and match them to the appropriate expression


Score 1.0



Score 0.0



92


Topic: Listen to or read materials in the language from the culture being studiedSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: read a story in Spanish and learn the associated vocabulary


Construct and practice a vocabulary list for a fairy tale such as “Los tres Osos”.

Choose a Spanish fairy tale and read to students.


Score 2.0


will be able to take a familiar story and words from a list of new vocabulary they are learning that are in the story


Students will practice using a list of new and familiar words by finding them in a familiar fairy tale in Spanish


Score 1.0



Score 0.0


93


Topic: Geography: Central America, South America, EuropeSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be familiar with the geographic regions where Spanish is

spoken.


On a map, label the Spanish-speaking countries and their capitals.

When given puzzle pieces of Central America, South America, and Europe, students will place the pieces in the appropriate locations.


Score 2.0


will be able to tell where Spanish speaking countries are located in the world


On maps of North, South and Central America, and Europe, students will mark where Spanish is spoken


Score 1.0



Score 0.0



94


Topic: Listen to or read materials in the language from the culture being studiedSpanish 1

Score 4.0


Sample Tasks


Score 3.0

The student : will be able to gain knowledge of the appropriate use of respectful

terms, gender designations, and differences in rules of punctuation including accent marks


Use the following pictures and choose the correct pronoun (“tú” or “Usted”)

In the following list of words, use forms of “el” or “la” appropriately (chica, silla, libro, vasos, estudiantes,…)

Punctuate the following sentences (ex. Te gusta el chocolate.—(pregunta ¿?) Me gusta el chocolate.---(exclamación ¡!


Score 2.0


will be able to recognize how respectful terms are used, noting distinctions between words in Spanish that are either feminine or masculine, and punctuation is differences


Students will decide whether “tú” or Usted” is used correctly in pictures/cartoons of people interacting.

Students will be given a list of words and their articles and decide if they are correct or not.

Sentences will be written with one punctuation mark (?/!) and the students will fill in where (or whether) the other corresponding mark goes.


Score 1.0



95

Score 0.0


Standard 5: ConnectionsStudents reinforce and increase his/her knowledge of other disciplines Through world languages

This standard measured elsewhere.

Standard 6: ConnectionsStudents acquire information and perspectives through authenticMaterials in world languages and within cultures


Standard 7: ComparisonsStudents recognize that different languages use different patternsand can apply this knowledge to his/her own language.


Standard 8: ComparisonsStudents demonstrate understanding of the concept of culture Through comparisons of the culture studied and his/her own.

Tú vs. Usted, masculine vs. feminine, rules of punctuation and accent marks (comparisons with English)

96

Standard 8: ComparisonsStudents demonstrate understanding of the concept of culture through comparisons of the culture studied and his/her own.

Topic: Tú vs. Usted, masculine vs. feminine, rules of punctuation and accent marks (comparisons with English)Spanish 1

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to gain knowledge of the appropriate use of respectful

terms, gender designations, and differences of rules of punctuation in including accent marks


Use the following pictures and choose the correct pronoun “tú” or “Usted”

In the following list of words use forms of el or la appropriately (chica, silla, libro, vasos, estudiantes)

Punctuate the following sentences: te gusta chocolate – pregunta ¿ ? me gusta chocolate – exclamation ¡ !


Score 2.0


will be able to recognize how respectful terms are used, that words in Spanish are either feminine or masculine, and that punctuation is different in Spanish than it is in English.


Students will decide whether “tú or “Usted” is used correctly in pictures and cartoons of people interacting.

Students will be given a list of words and their articles and decide if they are correct or not.

Sentences will be written with one punctuation mark (?!) and student choose whether to correct or leave as it is or if it needs a different place.


Score 1.0



Score 0.0


97

Standard 9: CommunitiesStudents apply language skills and cultural knowledge in daily life.


Spanish

Level II

2010

98

Ravalli Curriculum ConsortiumWorld Language

Level II


1. Body parts, health and fitness2. Daily Routines 3. Description of people, personalities and nationalities4. Dining out 5. Directions 6. Leisure time 7. Shopping 8. Sports 9. Travel and transportation

99


Topic: Body Parts / Health / FitnessSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to name parts of the body, ask or express how

someone is feeling, name medical professions, and name places to go or things to do when one is sick.


Students will perform a skit using five vocabulary words to describe a personal health problem (Tengo un dolor en la cabeza, Tengo un fiebre) in a health care facility. Use at least one reflexive verb such as dolor, romper, etcetera.


Score 2.0


Will be able to name body parts and to name medical professions.


Students will participate in a skit and use three vocabulary words to discuss a health problem.


Score 1.0



Score 0.0


100

Standard 1: Communications –Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions

Topic: Daily RoutinesSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to communicate effectively what he/she does on a

daily basis, using reflexive verbs.


With a paper divided into 8 sections, the student will conjugate a given reflexive infinitive verb by using it in a sentence describing a daily routine. Then, the student will draw a picture of the activity described.Despertarse/Ducharse/Lavarse el pelo/CepillarsePintarse las uñas/Arreglarse el pelo/Vestirse/acostarseMe despierto a las ocho./Me ducho./Me lavo…Picture of getting out of bed/Picture of shower/…


Score 2.0


Will tell what he/she does on a daily basis using reflexive verbs.


Using a teacher-prepared sheet, student will take the correct conjugated reflexive verb from a list and complete the sentence.

Do a similar project using pictures and a list of words.


Score 1.0



Score 0.0


101


Topic: Descriptions of people, personalities, nationalitiesSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to describe people through writing and oral

presentations, using proper forms of “ser” and using correct noun/adjective agreement


Task: Find a picture of a celebrity and, using ser, describe his/her personality, nationality, and physical features. Pay special attention to noun/adjective agreement. (Julia Roberts es de Los Estados Unidos y es muy bella.)


Score 2.0


describes people through oral presentation using proper forms of ser and using correct noun/adjective agreement


Find a picture of a celebrity and using ser to describe at least two of his/her physical features. Include at least two personality characteristics (comico, serio) and tell where he/she is from. Ellen DeGeneres es bonita y muy comico


Score 1.0



Score 0.0


102


Topic: Dining outSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to use Spanish in a real-life restaurant situation using

food words. Make discriminations concerning food items on a Spanish-speaking menu.


Make a field trip to a Mexican restaurant and order the meal in Spanish. Speak with waiter only in Spanish.


Score 2.0


uses Spanish in a real-life restaurant situation using vocabulary words


Make a field trip to a Mexican restaurant and order the meal in Spanish. Speak with the waiter mostly in Spanish.


Score 1.0



Score 0.0



103

Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinionsTopic: Following Directions

Spanish II Score 4.0


Sample Tasks


Score 3.0

The student: will be able to give written and oral directions in Spanish and be

able to follow directions given to them


Treasure hunt: Using information in text, students make clues for other students to follow to find a “treasure” in the school.Ex-Dobla a la derecha y sigue a la biblioteca…etc.


Score 2.0


will be able to follow oral directions


Student will participate in a treasure hunt by following the given directions, norte, sur, oeste, este, derecha, izquierda.


Score 1.0



Score 0.0



104

Topic: Leisure timeSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to relate what he/she does in his/her leisure time


Student will write an e-mail to a friend describing at least 5 leisure-time activities. (jugando fútbol, tocando música,visitando los museos)


Score 2.0


Will be able to relate what he/she does in his/her leisure time


Student will write an email to a friend describing at least 3 leisure time activities.


Score 1.0



Score 0.0


105


Topic: Shopping, using the Preterite/Cardinal NumbersGrade: Spanish II

Score 4.0


Sample Tasks\


Score 3.0

The student: Will be able to talk about shopping, fashion, and clothes using the

preterite of verbs and cardinal numbers


Prepare and present an impromptu skit of a shopping experience. Use the preterite to relate the experience to another student or to the class. Include the cost of the items (“Ayer fui al centro y compré un sueter nuevo que costó veinte dolares.”).


Score 2.0


Will be able to talk about shopping, fashion, and clothes using a basic vocabulary and the cardinal numbers


Student will participate in an impromptu shopping experience using vocabulary which includes the cost of the items.


Score 1.0



Score 0.0



106

Topic: Sports and Extracurricular ActivitiesGrade: Spanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to describe the key parts of an event using appropriate

Spanish vocabulary terms


Student will summarize in writing an interview with a participant of a sporting event or other extracurricular activity. Student will use vocabulary terms appropriate to the event or activity. (fútbol, corriendo, ganar, baloncesto, chocar)


Score 2.0


Will be able to describe the key parts of an event using appropriate Spanish vocabulary terms


Student will write a summary of a sporting event that he/she attended. Student will employ accurate terms for a majority of the summary.

Student will look at a series of pictures various sports and other activities and label them correctly.


Score 1.0



Score 0.0



Topic: Travel and Transportation

107

Grade: Spanish IIScore 4.0


Sample Tasks


Score 3.0

The student: Will be able to plan an itinerary for a trip to Spain


Using travel vocabulary, discuss with a friend his/her travel plans to Spain. Include vocabulary such as maleta, pasaporte, el vuelo, aduana, etcetera.


Score 2.0


Will be able to plan an itinerary for a trip to Spain


Using travel vocabulary, discuss with a friend his/her travel plans to Spain. Include at least five vocabulary terms from a chart in your text (such as maleta, pasaporte, el vuelo, aduana, etcetera).


Score 1.0



Score 0.0


Standard 2: CommunicationStudents understand and interpret spoken and/or written languageon a variety of topics

108

Adjectives Comparative Superlative PossessiveDemonstrative

Pronouns Demonstrative Direct/ Indirect Prepositional : Use of PorPossessive Reflexive

Adverbs Creating adverbs out of adjectives

Verbs Past tense Imperfect

Regular Irregular

PreteriteRegular Irregular

Progressive of Imperfect and Preterite Present Subjunctive Future Tense

Commands Irregular Affirmative tReflexive tú commandsReview of Expressions with TenerPassive voice (example omitted)

Miscellaneous:Affirmative and Negative Words

109


Topic: Adjectives: Using Comparative FormsSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student will be able to use the comparative forms to: Compare two people or things by using más…que or menos…que Use de instead of que when talking about numbers Use tan (or tanto)…como to compare things of equal value


Write these comparatives in Spanish using complete sentences:more interesting thanless interesting thanI have more than (más de) 100 dolls in my collection.As popular as (tan popular como)As much money as (tanto dinero como)As many friends as (tantas amigas como)


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student will be able to use the comparative forms to:

Compare two people or things by using más…que or menos…que Use tan (or tanto)…como to compare things of equal value


Write these comparatives in Spanish More interesting than Less interesting than As popular as


Score 1.0


0.5

110

With help, a partial understanding of the 2.0 content but not the 3.0 contentScore 0.0


111


Topic: Adjectives—Using Superlative FormsSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student will: Use this pattern to express the idea of “most” or “least”

ElLa + NOUN + más/menos + adjectiveLos and Las

*Use de to say that something is “the most,” “the least, “the best,” or “the worst” in a group or categoryThe student exhibits no major errors or omissions.

Compare three of Diego Rivera’s murals (or Frida Kahlo’s paintings). In what ways are they similar? In what ways are they different?

Use the appropriate superlative forms in three statements to describe the paintings. Be sure to tell which one you think is the best.

Ex: El mural menos brillante es el pequeño. Ex: Es el mural más bonito de todos.

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 contento.

Score 2.0


Use this pattern to express the idea of “most” or “least”ElLa + NOUN + más/menos + adjectiveLos and Las


Compare three of Diego Rivera’s murals (or Frida Kahlo’s paintings). State which painting or mural is larger.

Ex: Es el mural más grande.


Score 1.0


112


Score 0.0



Topic: Adjectives: Possessive AdjectivesSpanish II

Score 4.0


Sample Tasks


113

Score 3.0

The student: Will be able to distinguish which possessive adjective to use for

emphasis or possession


Your teacher is arranging her classroom at the end of the day and talking with her students. How would she ask these questions? Answer each one affirmatively as well.

Are these books yours?¿Estos libros son suyos (or tuyos)?Sí. Son nuestros (or mios).

*Are you going to the mall with some friends of yours? ¿Vas al centro commercial con unos amigos tuyos? Sí. Voy al centro commercial con unos amigos mios.


Score 2.0


Will be able to use possessive adjectives in sentences


Write the following question and its affirmative answer in Spanish.

Are you going to the mall with your friends?¿Vas al centro commercial con sus amigos? Sí. Voy al centro commercial con mis amigos.


Score 1.0



Score 0.0


114


Topic: Adjectives-DemonstrativeSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to distinguish the correct forms of demonstrative

adjectives to use in particular conversational situations.


Bring in photos of six different actors or actresses. Place 2 photos within hand’s reach, another 2 just a few steps away, and the last 2 at the other end of the room. Point at the pictures as you compare the actors and/or actresses.

Ex: Esta fotografía es pequeña. Aquella fotografía es la foto más grande.


Score 2.0


Will be given a chart, will be able to distinguish the correct forms of demonstrative adjectives to use in particular conversational situations


Same as task 3.0, but using a chart listing the demonstrative adjectives.


Score 1.0




115

0.0


Topic: Pronouns—Direct ObjectsSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to incorporate the direct object pronoun in place of the

direct object.


Student writes the correct direct object pronoun in the simple sentence: Devolví el libro. Lo devolví.

116


Score 2.0


Will be able to incorporate the direct object pronound in place of the direct object.


Student crosses out the direct object from the sentence and chooses the correct direct object from the chart of direct object pronouns.


Score 1.0



Score 0.0



Topic: Pronouns—Indirect ObjectsSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to determine to whom an action is done


Objects are drawn on board with names of people underneath. Student determines which indirect object pronoun is used. Example: Picture of a shirt labeled “Mi madre”. Arrows are drawn to show the relationship of the pronoun to the noun.

2.5 No major errors or omissions regarding 2.0 content and partial

117



Will be able to determine to whom an action is done


With the help of a pronoun chart, student will label the pronoun next to pictures given.


Score 1.0



Score 0.0


118


Topic: Use of PorSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student will be able to use por to: Indicate length of time or distance Indicate movement through, along, or around Indicate an exchange of one thing for another To indicate reason or motive Indicate substitution or action on someone’s behalf Indicate means of communication or transportation


Write 6 original sentences using each of the rules for por correctly.


Score 2.0


Indicate length of time or distance Indicate movement through, along, or around Indicate an exchange of one thing for another To indicate reason or motive Indicate substitution or action on someone’s behalf Indicate means of communication or transportation


Match these sentences to the correct use of por Espera por dos minutes, por favor. Fuimos por la calle. La tarjeta de crédito es por el regalo. Fue en la escuela por mis libros. Tramigame el té. Es por mi papa. Hamblamos por teléfono. /Fuimos por metro.


Score 1.0



119

contentScore 0.0



Topic: Possessive PronounsSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will show understanding of possessive pronouns by charting

pronouns with their corresponding subject pronouns.


Students draw pronouns in left margin and draw a chart that has pictures of a backpack, pens, an eraser, and pencils. Then they show where these words go underneath the pictures:

Suyo, tuyo, nuestro, mío, and their plural forms.2.5 No major errors or omissions regarding 2.0 content and partial



Will show understanding of possessive pronouns by charting pronouns with their corresponding subject pronouns for the pronouns.


Using the same task as 3.0, students show clear understanding of agreement between subjects and plurality, specifically using the pronouns yo, tú, usted, and nosotros.


Score 1.0



120

Score 0.0



Topic: Pronouns--ReflexiveSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will apply the rules for using reflexive pronouns


Using the reflexive pronouns “se” and “nos” students write the following sentences on the board and put them in their notes:

The bride and groom were hugging each other and kissing each other. Los novios se abrazaban y se besaban.We usually greeted each other with a hug.

Por lo general, nos saludábamos con un abrazo.2.5 No major errors or omissions regarding 2.0 content and partial



Will be able to distinguish when “se” and “nos” are used.


Using the same sentences in 3.0 but more explanation is given and colored markers are used. Student response includes students underlining reflexive pronouns and circling the ending of words.


Score 1.0



121

Score 0.0



Topic: Verbs – Preterite / regular and irregularSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: will know and be able to use past tense preterite regular and

irregular verbs


Students will make a poster describing things they did yesterday. Poster will include complete sentences.


Score 2.0


knows past tense preterite regular verbs


Student will make a poster describing things they did yesterday


Score 1.0



Score 0.0


122


Topic: Verbs – Past tenseSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: will be able to know and use past tense imperfect regular and

irregular verbs


Student will make a poster describing things they did as a small child, using both imperfect regular and irregular verbs in complete sentences.iba, era, veia, jugaba, bailaba, vivía, hacia


Score 2.0


knows and uses imperfect tense regular and irregular verbs


Student will make a poster telling what they did as a child using iba, era, and viviá.


Score 1.0



Score 0.0



123

Students understand and interpret spoken and/or written language on a variety of topicsTopic: Adverbs—Creating Adverbs out of Adjectives

Spanish IIScore 4.0


Sample Tasks


Score 3.0

The student: Will be able to create an English LY adverb by adding the ending

mente to an existing adjective


Write the following sentences in Spanish. I swim at the beach frequently. He writes rapidly.


Score 2.0


Will be able to create an English LY adverb by adding the ending mente to an existing adjective


Change these adjectives to adverbs: frequent –frequently (frecuente, frecuentemente)

Rapid ---rapidly (rápida, rapidamente)


Score 1.0



Score 0.0


124


Topic: Progressive of Imperfect and Preterite tensesSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to describe something that was taking place over a

period of time in the past using the imperfect progressive (imperfect tense of estar + present participle)


Using the picture of a hospital emergency room, tell your partner what each person was doing when you arrived. El joven estaba llorando. El médico estaba pidiendo la madre del niño. La enfermera estaba leyendo un libro.


Score 2.0


Will be able to describe something that was taking place over a period of time in the past using the imperfect progressive (imperfect tense of estar + present participle)


Using a labeled picture of a hospital emergency room, label the activity in the picture with the number of the sentence which describes it. (Use sentences 1, 2, & 3 above.)


Score 1.0



Score 0.0


125


Topic: Present SubjunctiveSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to recognize the present subjunctive mood


Use the subjunctive mood to express a command, or ito express doubt or uncertainty.


Score 2.0


Will be able to recognize the present subjunctive mood


Identify the subjunctive verbs in the following sentence: No creo que la televisión funcione bien. (funcione)


Score 1.0



Score 0.0



126

Students understand and interpret spoken and/or written language on a variety of topicsTopic: Future Tense

Spanish IIScore 4.0


Sample Tasks


Score 3.0

The student: Will be able to recognize and use the future tense


Make a list of the endings you would add to the infinitive of all –ar, -er, and –ir verbs to form the future tense. (é, ás, á, emos, éis, án)


Score 2.0


Will be able to recognize and use the future tense


Using a chart of the future tense endings, add the correct ending to the infinitives below to correctly conjugate the verb

Yo ser___ (I will be.) seré Tu dar____ (You will give) darás


Score 1.0



Score 0.0



127

Topic: Verbs: CommandsSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to tell a friend, family member, or a young person to

do something using both affirmative and negative commands Will be able to give affirmative or negative commands itn the usted

or ustedes form.


Using the tú form, tell a friend to bake a cake. Give him the recipe to use. Include 5 affirmative commands and 2 negative commands.

Role play 3 commands in Spanish.Open the window.Pick up the pencil.Write your name.


Score 2.0


Will be able to tell a friend, family member, or a young person to do something using both affirmative and negative commands


Role play the following commands in Spanish.Pon la mesa.Sal la clase.

Ven aquí.


Score 1.0



Score 0.0


128


Topic: Verbs—Review of Expressions with TenerSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student will be able to correctly use tener in the following situations:

When telling one’s age In expressions such as “I’m thirsty” To mean “to have to”


Translate the following I’m ten years old. Tengo diez años. I’m hungry. Tengo hambre. I have to study. Tengo que estudiar.


Score 2.0


When telling one’s age In expressions such as “I’m thirsty” To mean “to have to”


Match the English and Spanish sentences. (Use 3.0 sentences.


Score 1.0



Score 0.0


130


Topic: Affirmative and Negative WordsSpanish II

Score 4.0


Sample Tasks


Score 3.0

The student will be able to: Recognize and use affirmative and negative words Distinguish the changes in the word alguno and ninguno before a

masculine singular noun.


Translate these sentences into Spanish: Are you going to the party with anyone? ¿Vas a la

fiesta con alguien? None of the boys dance. Ningunos de los chicos

bailan. No boy is her boyfriend. Ningun chico es su novio.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student will be able to:

Recognize and use affirmative and negative words


From a given chart, choose the correct Spanish word for the underlined words in the sentences below. (Repeat and use 3.0 sentences #1 and #2 only.)


Score 1.0



Score 0.0

Even with help, no understanding or skill demonstrated

131

Standard 4: CulturesStudents demonstrate and understanding of the relationshipbetween the perspectives, practices, and products/contributionsof cultures studied and use this knowledge to interact effectivelyin cultural contexts.

Gain awareness of other cultural perspectivesListen to and/or read materials in Spanish from the cultures being studied.

132

Standard 4: Standard 4: CulturesStudents demonstrate and understanding of the relationship between the perspectives, practices, and products/contributions

of cultures studied and use this knowledge to interact effectively in cultural contexts.Topic: Cultural Perspectives--Gain awareness of other cultural perspectives

Spanish IIScore 4.0


Sample Tasks


Score 3.0

The student: Will be aware of other cultural perspectives


Students will each choose a country where Spanish is the spoken language. They will do a web search about customs in that country and present at least 5 of his/her findings to the class.


Score 2.0


Will be aware of other cultural perspectives


Students will each choose a country where Spanish is the spoken language. They will do a web search about customs in that country and present at least 3 of his/her findings to the class or make a poster.


Score 1.0



Score 0.0


133

Standard 4: Standard 4: CulturesStudents demonstrate and understanding of the relationship between the perspectives, practices, and products/contributionsof cultures studied and use this knowledge to interact effectively in cultural contexts.

Topic: Culture--Listen to and/or read materials in Spanish from the cultures being studied.Spanish II

Score 4.0


Sample Tasks


Score 3.0

The student: Will listen to or read materials in Spanish from the cultures being

studied.


Students will read a children’s book (in Spanish) together and discuss cultural elements in the text.


Score 2.0


Will listen to or read materials in Spanish from the cultures being studied.


Students will read a children’s book (in Spanish) and discuss cognates and other elements of the text.


Score 1.0



Score 0.0


134

Spanish

III

2010

135

Ravalli Curriculum ConsortiumWorld Language

Level III


Arts and entertainment Rural and Urban Life Careers Controlling Violence

136


Topic: Arts and entertainmentSpanish III

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to view, discuss, and critically analyze Spanish

language television shows, films, art, dance, literature, music, or fashion.


Watch a Spanish television show and list all of the different accents that are recognized.

Contrast the tango of Argentina with the salsa of Mexico.


Score 2.0


Will be able to view, and critically analyze Spanish language television shows, films, art, dance, literature, music, or fashion.


Watch a Spanish television show and list a few of the different accents that are recognized.

Contrast the tango of Argentina with the salsa of Mexico.


Score 1.0


contentScore 0.0


137

Standard 4: Culture Students demonstrate and understanding of the relationship between the perspectives, practices, and products/contributionsof cultures studied and use this knowledge to interact effectively in cultural contexts.

Topic: Arts and entertainmentSpanish III

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to identify famous artists actors composers musicians

designers or authors and their impact on the world culture. The student exhibits no major errors or omissions.

Identify works of art by artist and title. 1. Ex) Spain’s Top 5 artists.2. Ex) Mexico’s 3 muralists


Score 2.0


Will be able to identify a few famous artists actors composers musicians designers or authors and their impact on the world culture.


Identify works of art by artist and title. 1. Ex) Spain’s Top 3 artists.Ex) Mexico’s muralists


Score 1.0


contentScore 0.0


138


Topic: Rural and Urban Life Spanish III

Score 4.0


Sample Tasks


Score 3.0

The student: Describe infrastructure, transportation and buildings. Compares and contrasts “city life” to “country life”.The student exhibits no major errors or omissions.

Create and label a map of a rural and urban community.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: Describe a few instances of infrastructure, transportation and buildings.

Compares and contrasts “city life” to “country life”.However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Create and label a partial map of a rural and urban community.


Score 1.0


contentScore 0.0


139

Standard 4: Culture Students demonstrate and understanding of the relationship between the perspectives, practices, and products/contributionsof cultures studied and use this knowledge to interact effectively in cultural contexts.

Topic: Rural and Urban LifeSpanish III

Score 4.0


Sample Tasks


Score 3.0

The student: Describe the differences between city and country culture, and the

social values of people in both settings. The student exhibits no major errors or omissions.

Contrast a typical weekend for a teenager in the country and urban environment in written form.


Score 2.0


Describe a few differences between city and country culture, and the social values of people in both settings.


Contrast a typical weekend for a teenager in the country and urban environment orally with a partner.


Score 1.0


contentScore 0.0


140


Topic: Careers Spanish III

Score 4.0


Sample Tasks


Score 3.0

The student: Describe various careers and the qualities and steps needed to obtain employment. The student exhibits no major errors or omissions.

Create a model dialogue between an employee and their future boss that might be used during an interview.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: Describe various careers and the qualities and steps needed to obtain

employment.


Create a simple model dialogue between an employee and their future boss.


Score 1.0


contentScore 0.0


141


Topic: Spanish III

Score 4.0


Sample Tasks


Score 3.0

The student: Define violence, discuss its causes and effects, and explore ways of controlling it. The student exhibits no major errors or omissions.

Describe a single act of violence; then share and discuss with the class.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: Define violence, discuss its causes and explore ways of controlling it. However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Describe a single act of violence with a partner or in a small group.


Score 1.0


contentScore 0.0



142

Students understand and interpret spoken and/or written languageon a variety of topics

Adjectives Normalization of adjectives Past participle as adjective

Pronouns Demonstrative PossessiveReflexive Single and double object

Conjunctions Pero vs. sino With subjunctive

Prepositions Por vs. para

Verbs Imperfect vs. preterit All command forms ConditionalFuture Passive voice Gustar – like verbs Present and past perfect Present and past progressive Present subjunctive


143

Students understand and interpret spoken and/or written language on a variety of topicsTopic: Adjectives

Spanish III Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to understand nominalization of adjectives and past participle as an adjective.


Write a 3+ word noun phrase and drop out the noun to nominalize the adjective. Ex) El sombrero negro. -------- El negro.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: Will be able to recognize nominalization of adjectives and past

participle as an adjective.However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Using the list of 3+ word noun phrase, drop out the noun to nominalize the adjective.

Ex) El sombrero negro. -------- El negro.


Score 1.0


contentScore 0.0



144

Students understand and interpret spoken and/or written language on a variety of topicsTopic: Pronouns



Sample Tasks


Score 3.0

The student: Will review and enhance knowledge of the following pronouns: demonstrative, possessive, reflexive, single and double objects.


Students will write their pre-school routines using reflexive pronouns/verbs from Spanish I, II, and III.


Score 2.0


Will review knowledge of the following pronouns: demonstrative, possessive, reflexive, single and double objects.


Choose from a list of reflexive pronouns/verbs and write a pre-school routine.


Score 1.0


contentScore 0.0



145

Students understand and interpret spoken and/or written language on a variety of topicsTopic: Conjunctions and Prepositions



Sample Tasks


Score 3.0

The student: Students will use the appropriate form of but (Pero vs. sino) and for (por vs. para).


Showcase through writing 10 sentences the appropriate use of pero vs. sino.


Score 2.0


Students will use the appropriate form of but (Pero vs. sino) and for (por vs. para).


Choose pero or sino as the appropriate connector in the following 10 sentences.


Score 1.0


contentScore 0.0



146

Students understand and interpret spoken and/or written language on a variety of topicsTopic: VerbsSpanish III

Score 4.0


Sample Tasks


Score 3.0

The student: Will review and enhance their use of the following verb forms: imperfect vs. preterite, all command forms, conditional, future, passive, gustar, present and past perfect, present and past progressive, present subjunctive.


Write a paragraph describing your weekend, correctly using the past or imperfect verb form.


Score 2.0


Will review their use of the following verb forms: imperfect vs. preterite, all command forms, conditional, future, passive, gustar, present and past perfect, present and past progressive, present subjunctive


Read the following passage describing a typtical teenage weekend and choose the appropriate past or imperfect verb form.


Score 1.0


contentScore 0.0



147

Students convey information, concepts, and ideas to listenersAnd or readers for a variety of purposes

This content standard is inherent with every activity that teachers of foreign language do with students.


Myths and Legends about native populations Incas, Mayans, and Aztecs

Multiculturalism


148

Students demonstrate and understanding of the relationship between the perspectives, practices, and products/contributionsof cultures studied and use this knowledge to interact effectively in cultural contexts.

Topic: Myths and Legends about native populations Incas, Mayans, and AztecsSpanish III

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to compare and contrast myths and legends in a Spanish speaking country with those that exist in American Indian Culture. The student exhibits no major errors or omissions.

Use a graphic organizer to compare and contrast the two legends chosen.

Ex) El iztaccíhuatl y el popocatépetl and a Native American myth or legend.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: Will be able to compare myths and legends in a Spanish speaking country with those that exist in American Indian Culture.


Compare the two legends chosen in outline form.


Score 1.0


contentScore 0.0



149

Students demonstrate and understanding of the relationship between the perspectives, practices, and products/contributionsof cultures studied and use this knowledge to interact effectively in cultural contexts.

Topic: MulticulturalismSpanish III

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to understand and explain the influence of European culture on the Americas today. The student exhibits no major errors or omissions.

Use a ballet folclórico dance to show how the elements of European culture have merged with that of traditional dances in Mexico.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: Will be able to understand the influence of European culture on the Americas today. However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Use a ballet folclórico dance “Los moros contra los cristianos” to show the influence of Spain in the traditional culture of Mexico.


Score 1.0


contentScore 0.0


Standard 5: Connections

150

Students reinforce and increase his/her knowledge of other disciplines Through world languages


Standard 6: ConnectionsStudents acquire information and perspectives through authenticMaterials in world languages and within cultures


Standard 7: ComparisonsStudents recognize that different languages use different patternsand can apply this knowledge to his/her own language.


Standard 8: ComparisonsStudents demonstrate understanding of the concept of culture Through comparisons of the culture studied and his/her own.


151

Ravalli Curriculum Consortium

Spanish

IV

2010

152

World LanguageLevel IV


Arts in the Spanish speaking world Current events and social issues in the Spanish speaking world Literary analysis


153

Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

Topic: Arts in the Spanish speaking worldSpanish IV

Score 4.0


Sample Tasks


Score 3.0

The student: Will be able to identify elements of architecture, and contrast that with literature of the time period. The student exhibits no major errors or omissions.

Will be able to identify elements of classical baroque architecture, and contrast that with literature of the same time period.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: Will be able to identify elements of architecture that exist in the literature of that same time period. However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Will be able to identify elements of classical baroque architecture within poetry of the time period.


Score 1.0


contentScore 0.0



154

Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

Topic: Current events and social issues in the Spanish speaking worldSpanish IV

Score 4.0


Sample Tasks


Score 3.0

The student: Will become informed with current events and social issues in the Spanish speaking world. The student exhibits no major errors or omissions.

Watching a Spanish television news show. Reading a newspaper, or magazine in Spanish online

or in print. Measurement will center on student understanding and

explanation of the activity either orally or in written form.


Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student: Will become informed with current events in the Spanish speaking world. However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Watching a Spanish television news show. Reading a newspaper, or magazine in Spanish online

or in print. Measurement will be based upon a simple summary of

the activity either orally or in written form. 1.5 Partial knowledge of the 2.0 content but major errors or omissions



contentScore 0.0



155

Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.Topic: Literary Analysis

Spanish IV Score 4.0


Sample Tasks


Score 3.0

The student: Will exchange, interpret, and present information using literary terminology. Will read, listen, discuss, and critically analyze increasingly challenging literary works representing a variety of genres. The student exhibits no major errors or omissions.

Describe the perspective of Spanish culture, past and present as represented in literary works. 1. Ex) Una carta a Dios. 2. Ex) Un poema de Luís Gongora


Score 2.0


Will exchange and discuss information using literary terminology. Will read, listen, and discuss increasingly challenging literary works

representing a variety of genres.


Identify the following literary elements in the selected work:1. Plot 2. Setting 3. Characters 4. Theme


Score 1.0


contentScore 0.0


156


A comprehensive review of grammar in written and oral contexts will be done within the course.

Standard 3: CommunicationStudents convey information, concepts, and ideas to listenersAndo/or readers for a variety of purposes

A comprehensive review of grammar in written and oral contexts will be done within the course.


Analyze aspects of the cultures being studies such as social and political institutions.

This sample task will be reviewed with the context of the literary analysis as well as the current events sections of the course.

Function in a culturally appropriate manner, through speaking and writing in complex social and work situations.

This sample task will be reviewed with the context of the literary analysis as well as the current events sections of the course.

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