curriculum map 2012-2013 - cherry creek...

2012-‐2013 CCA MIDDLE SCHOOL SPANISH PROGRAM

¡BIENVENIDOS A LA CLASE DE ESPAÑOL! ¡Hola! ¡Bienvenidos a la clase de español! Here at CCA, in our Middle School Spanish classes (Grades Five – Eight), we focus on communication and actively using the language as we develop the competencies delineated in the National Standards for Foreign Language Learning (COMMUNICATION, CULTURES, CONNECTIONS, COMPARISONS, AND COMMUNITES). We also utilize curriculum and teaching methodologies that will also develop students’ growth in meeting the Colorado Model Content Standards for Foreign Language (LISTENING, SPEAKING, READING, WRITING AND CULTURAL LITERACY). We use predominantly Spanish in the classroom and implement a variety of exercises, activities and games that engage different learning styles and that appeal to the students. CCA middle school students build upon the vocabulary and grammatical foundation that they have developed using the “Viva el Español” curriculum in grades Three and Four. They continue on their quest to becoming confident, effective, bilingual communicators. We use the very comprehensive curriculum, “Realidades 1”, which is written based upon the National Standards for Foreign Language Learning. “Realidades 1”, which is used in various high schools, focuses on communication and on helping students to meet our goal of developing the Standards’ competencies. The curriculum is designed for all students and learning styles and presents language learning in a comprehensible way via meaningful context. We do a lot of interactive activities together to facilitate feeling comfortable using Spanish. Our goal is for our Middle School Students to complete “Realidades 1” by the end of Eighth Grade and to be able to move comfortably into Spanish 2 or above in high school! Below, please review the National Standards and how “Realidades 1” meets these standards:

*STANDARDS FOR FOREIGN LANGUAGE LEARNING:

GOAL 1: COMMUNICATE IN LANGUAGES OTHER THAN ENGLISH

• Standard 1.1: Students engage in conversation, provide and obtain information, express feelings, and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

• Standard 1.3: Students present information, concepts and ideas to an audience of listeners or

readers on a variety of topics GOAL 2: GAIN KNOWLEDGE AND UNDERSTANDING OF OTHER CULTURES

• Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

• Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

GOAL 3: CONNECT WITH OTHER DISCIPLINES AND ACQUIRE INFORMATION

• Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

• Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are

only available through the foreign language and its cultures. GOAL 4: GAIN INSIGHT INTO THE NATURE OF LANGUAGE AND CULTURE

• Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

• Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

GOAL 5: PARTICIPATE IN MULTILINGUAL COMMUNITIES AT HOME AND AROUND THE WORLD

• Standard 5.1: Students use the language both within and beyond the school setting.

• Standard 5.2: Students show evidence of becoming life-‐long learners by using the language for personal enjoyment and enrichment.

*Realidades: Teacher’s Edition Level 1, Pearson Education, Inc., publishing as Pearson Prentice Hall, Upper Saddle River, New Jersey 07458 2004. PP. T6 – T7

*ACHIEVING THE STANDARDS FOR FOREIGN LANGUAGE LEARNING VIA “REALIDADES”:

GOAL 1: COMMUNICATION 1.1 (Interpersonal):

ü paired activities ü group activities ü classmate interviews

1.2 (Interpretive):

ü Audio Program (input checks, dictations, listening comprehension and test preparation) ü Writing, Audio and Video Workbook (video also develops listening via language, grammar and

storyline segments)

1.3 (Presentational)

ü Various Chapter-‐end oral and written presentation tasks GOAL 2: CULTURE 2.1 (Practices and Perspectives and 2.2 (Products and Perspectives):

ü Cultural theme exploration via realia, art, photographs, popular sayings, tongue twisters,

rhymes and songs, hands-‐on projects, readings and authentic literature

ü “Fondo Cultural” readings include a Standards-‐based critical thinking question

GOAL 3: CONNECTIONS 3.1 (Cross-‐curricular Connections):

ü “Manos a la Obra” section helps students to make connections to numerous disciplines

3.2 (Connections to the Target Culture):

ü Art, realia, pronunciation activities, and readings expose students to perspectives within the target culture

GOAL 4: COMPARISONS 4.1 (Language Comparisons):

ü Grammar explanations, “GramActiva” video and “Exploración del lenguage” sections enable students to make linguistic comparisons.

4.2 (Cultural Comparisons)

ü “Fondo Cultural” sections present information about cultural products or practices and includes a question that encourages students to think critically and make cultural comparisons.

GOAL 5: COMMUNITIES 5.1 (Outside the Classroom):

ü “El español en la comunidad” and “El español en el mundo del trabajo” sections enable students to see how Spanish is used beyond the classroom, in their communities, and in the work world.

5.2 (Lifelong Learners):

ü Real language, real culture, real tasks, video programs and other technology motivate students and encourage them to continue to explore the language and culture.

* Realidades: Teacher’s Edition Level 1, Pearson Education, Inc., publishing as Pearson Prentice Hall, Upper Saddle River, New Jersey 07458 2004. PP. T6 – T7

Please refer to the “Realidades Meeting the Standards Chapter by Chapter” to see specific details for each theme!

*“REALIDADES” CHAPTER SEQUENCING AND PEDAGOGICAL SUPPORT:

CHAPTER SECTION

PEDAGOGICAL SUPPORT

A primera vista (1 – 3 Days of class time)

Provides comprehensible language input for the chapter’s new vocabulary and grammar within an authentic context. Input includes words, dialogues, narration, visuals, audio, and video. Students’ language production focuses on comprehension and limited production.

Manos a la obra ( 5 – 7 Days of class time)

Provides productive language practice with a variety of concrete, transitional, and open-‐ended activities. The activities develop all four language skills and focus on relevant language tasks. Many activities build off of authentic documents, realia, and photographs.

¡Adelante! (3-‐4 Days of class time)

Provides culminating theme-‐based activities that have students apply what they have learned. The section features a culturally-‐based reading, performance-‐based speaking or writing tasks, cultural activities, and the storyline mystery video ¿Eres tú, Maria?

Repaso del capítulo (1 Day of class time)

Provides complete support for the end-‐of-‐chapter assessment. One page summarizes what students need to know (vocabulary and grammar). The second page outlines the proficiency and culture sections of the test by describing the task, providing a practice task, and referring students to chapter activities for review.

* Realidades: Teacher’s Edition Level 1, Pearson Education, Inc., publishing as Pearson Prentice Hall, Upper Saddle River, New Jersey 07458 2004. PP. T9

For more detailed information about the Colorado Foreign Language Standards, please visit: http://www.cde.state.co.us/cdeassess/documents/OSA/standards/f_lang.htm#standards For more detailed information about the National Standards for Foreign Language Education, please visit: http://www.actfl.org/i4a/pages/index.cfm?pageid=3392 For more information about “Realidades 1”, including supplementary resources and practice that your student can do online, please visit: www.phschool.com Enter Web Code: jce-‐0010 On the following pages, you will find a snapshot (“Refrigerator Curriculum” to post on your fridge) of what vocabulary and themes we will be covering at each grade level. If you have any questions or comments about our program, please feel free to contact me! ¡Hasta Pronto! Shana Alaniz (Señora Alaniz) [email protected] (303) 779 – 8988 (EXT 229)

2012 – 2013 CCA MIDDLE SCHOOL SPANISH REFRIDGERATOR CURRICULUM 5TH GRADE

In our Cherry Creek Academy Middle School Spanish Program, we teach using curriculum and methodologies which will best help students to meet the National Standards for Foreign Language Learning (COMMUNICATION, CULTURES, CONNECTIONS, COMPARISONS AND COMMUNITIES) as well as to meet the Colorado Model Content Standards for Foreign Language (LISTENING, SPEAKING, READING, WRITING AND CULTURAL LITERACY).

5th Graders will begin using the Realidades 1 curriculum. We meet for two 50-‐minute classes per week. The two fifth grade classes also alternate Fridays for additional Spanish instruction. We will start the year with a general review: Para empezar (To Begin) and then will begin with Chapter 1A. Our goal is to successfully complete Para empezar (To Begin) through Chapter 3A. If time permits, and students are progressing successfully, we will continue in the book beyond Chapter 3A. This is a breakdown by chapter of what we will be covering: Para empezar: Vocabulary: greetings, introductions, leave-‐takings; numbers; time; body parts; classroom; date; asking for help; weather; seasons Grammar: general review (definite and indefinite articles, gender, general verb conjugation, noun – adjective agreement) 1A: Mis amigos y yo: ¿Qué te gusta hacer? Vocabulary: activities and expressions for saying what you like and don’t like to do Grammar: infinitives; making negative statements 1B: Mis amigos y yo: Y tú, ¿Cómo eres? Vocabulary: adjectives and vocabulary to ask about and describe someone’s personality Grammar: adjectives; definite and indefinite articles; word order 2A: La escuela: Tu día en la escuela Vocabulary: classroom items and furniture; parts of the classroom; prepositions of location Grammar: subject pronouns; the present tense of –ar verbs 2B: La escuela: Tu sala de clases Vocabulary: classroom items and furniture; parts of the classroom; prepositions of location Grammar: the verb estar, plurals of nouns and articles 3A: La comida: ¿Desayuno o almuerzo? Vocabulary: foods, beverages; adverbs of frequency; expressions to show surprise Grammar: present tense of –er and –ir verbs; me gusta(n) me encanta(n) Depending on class progress and success, we may move forward to complete the book by covering the following chapters: 3B: La comida: Para mantener la salud Vocabulary: food, beverages; expressions to discuss health; expressions to discuss preferences, agreement, disagreement, and quantity; adjectives to describe food Grammar: the plural of adjectives; the verb ser 4A: Los pasatiempos: ¿Adónde vas? Vocabulary: leisure activities; places; expressions to tell where and with whom you go; expressions to talk about when things are done Grammar: the verb ir; interrogative words

4B: Los pasatiempos: ¿Quieres ir conmigo? Vocabulary: leisure activities; feelings; expressions for extending, accepting, and declining invitations; expressions to tell when something happens Grammar: ir + a + infinitive; the verb jugar 5A: Fiesta en familia: Una fiesta de cumpleaños Vocabulary: family and parties Grammar: the verb tener; possessive adjectives 5B: Fiesta en familia: ¡Vamos a un restaurante! Vocabulary: describing people and ordering a meal Grammar: the verb venir; the verbs ser and estar 6A: La casa: En mi dormitorio Vocabulary: bedroom items; electronic equipment; colors; adjectives to describe things Grammar: comparisons and superlatives; stem-‐changing verbs: poder and dormir 6B: La casa: ¿Cómo es tu casa? Vocabulary: rooms in a house and household chores Grammar: affirmative tú commands; the present progressive tense 7A: De compras: ¿Cuánto cuesta? Vocabulary: clothing; shopping; numbers 200 – 1,000 Grammar: stem-‐changing verbs: pensar, querer, and preferir; demonstrative adjectives 7B: De compras: ¡Qué regalo! Vocabulary: places to shop; gifts; accessories; buying and selling Grammar: preterite of –ar, -‐car, and –gar verbs; direct object pronouns lo, la, los, las 8A: Experiencias: De vacaciones Vocabulary: vacation places; activities; modes of transportation Grammar: preterite of –er and –ir verbs; preterite of ir; the personal “a” 8B: Experiencias: Ayudando en la comunidad Vocabulary: recycling and volunteer work; places in a community Grammar: the verb decir; indirect object pronouns; preterite of hacer and dar 9A: Medios de comunicación: El cine y la televisión Vocabulary: television shows; movie genres; giving opinions Grammar: acabar de + infinitive; gustar and similar verbs 9B: Medios de comunicación: La tecnología Vocabulary: computers; communication; computer-‐related activities Grammar: the verbs pedir and servir; saber and conocer

2012 – 2013 CCA MIDDLE SCHOOL SPANISH REFRIDGERATOR CURRICULUM 6TH GRADE

In our Cherry Creek Academy Middle School Spanish Program, we teach using curriculum and methodologies which will best help students to meet the National Standards for Foreign Language Learning (COMMUNICATION, CULTURES, CONNECTIONS, COMPARISONS AND COMMUNITIES) as well as to meet the Colorado Model Content Standards for Foreign Language (LISTENING, SPEAKING, READING, WRITING AND CULTURAL LITERACY).

6th Graders will begin using the Realidades 1 curriculum. We meet for two 50-‐minute classes per week. The two sixth grade classes also alternate Fridays for additional Spanish instruction. We will start the year with a general review: Para empezar (To Begin) and then will begin with Chapter 1A. Our goal is to successfully complete Para empezar (To Begin) through Chapter 3A. If time permits, and students are progressing successfully, we will continue in the book beyond Chapter 3A. This is a breakdown by chapter of what we will be covering: Para empezar: Vocabulary: greetings, introductions, leave-‐takings; numbers; time; body parts; classroom; date; asking for help; weather; seasons Grammar: general review (definite and indefinite articles, gender, general verb conjugation, noun – adjective agreement) 1A: Mis amigos y yo: ¿Qué te gusta hacer? Vocabulary: activities and expressions for saying what you like and don’t like to do Grammar: infinitives; making negative statements 1B: Mis amigos y yo: Y tú, ¿Cómo eres? Vocabulary: adjectives and vocabulary to ask about and describe someone’s personality Grammar: adjectives; definite and indefinite articles; word order 2A: La escuela: Tu día en la escuela Vocabulary: classroom items and furniture; parts of the classroom; prepositions of location Grammar: subject pronouns; the present tense of –ar verbs 2B: La escuela: Tu sala de clases Vocabulary: classroom items and furniture; parts of the classroom; prepositions of location Grammar: the verb estar, plurals of nouns and articles 3A: La comida: ¿Desayuno o almuerzo? Vocabulary: foods, beverages; adverbs of frequency; expressions to show surprise Grammar: present tense of –er and –ir verbs; me gusta(n) me encanta(n) * Depending on class progress and success, we may move forward to complete the book by covering the following chapters: 3B: La comida: Para mantener la salud Vocabulary: food, beverages; expressions to discuss health; expressions to discuss preferences, agreement, disagreement, and quantity; adjectives to describe food Grammar: the plural of adjectives; the verb ser

4A: Los pasatiempos: ¿Adónde vas? Vocabulary: leisure activities; places; expressions to tell where and with whom you go; expressions to talk about when things are done Grammar: the verb ir; interrogative words 4B: Los pasatiempos: ¿Quieres ir conmigo? Vocabulary: leisure activities; feelings; expressions for extending, accepting, and declining invitations; expressions to tell when something happens Grammar: ir + a + infinitive; the verb jugar 5A: Fiesta en familia: Una fiesta de cumpleaños Vocabulary: family and parties Grammar: the verb tener; possessive adjectives 5B: Fiesta en familia: ¡Vamos a un restaurante! Vocabulary: describing people and ordering a meal Grammar: the verb venir; the verbs ser and estar 6A: La casa: En mi dormitorio Vocabulary: bedroom items; electronic equipment; colors; adjectives to describe things Grammar: comparisons and superlatives; stem-‐changing verbs: poder and dormir 6B: La casa: ¿Cómo es tu casa? Vocabulary: rooms in a house and household chores Grammar: affirmative tú commands; the present progressive tense 7A: De compras: ¿Cuánto cuesta? Vocabulary: clothing; shopping; numbers 200 – 1,000 Grammar: stem-‐changing verbs: pensar, querer, and preferir; demonstrative adjectives 7B: De compras: ¡Qué regalo! Vocabulary: places to shop; gifts; accessories; buying and selling Grammar: preterite of –ar, -‐car, and –gar verbs; direct object pronouns lo, la, los, las 8A: Experiencias: De vacaciones Vocabulary: vacation places; activities; modes of transportation Grammar: preterite of –er and –ir verbs; preterite of ir; the personal “a” 8B: Experiencias: Ayudando en la comunidad Vocabulary: recycling and volunteer work; places in a community Grammar: the verb decir; indirect object pronouns; preterite of hacer and dar 9A: Medios de comunicación: El cine y la televisión Vocabulary: television shows; movie genres; giving opinions Grammar: acabar de + infinitive; gustar and similar verbs 9B: Medios de comunicación: La tecnología Vocabulary: computers; communication; computer-‐related activities Grammar: the verbs pedir and servir; saber and conocer

2012-‐2013 CCA MIDDLE SCHOOL SPANISH REFRIDGERATOR CURRICULUM 7TH GRADE

In our Cherry Creek Academy Middle School Spanish Program, we teach using curriculum and methodologies which will best help students to meet the National Standards for Foreign Language Learning (COMMUNICATION, CULTURES, CONNECTIONS, COMPARISONS AND COMMUNITIES) as well as to meet the Colorado Model Content Standards for Foreign Language (LISTENING, SPEAKING, READING, WRITING AND CULTURAL LITERACY). 7th Graders will continue using the Realidades 1 curriculum. We meet for four 50-‐minute classes per week. We will start the year with a general review (material covered in Chapters 1A – 2B) and then will begin with Chapter 3A. Our goal is to successfully complete Chapters 3A through 7B. This is a breakdown by chapter of what we will be covering. 3A: La comida: ¿Desayuno o almuerzo? Vocabulary: foods, beverages; adverbs of frequency; expressions to show surprise Grammar: present tense of –er and –ir verbs; me gusta(n) me encanta(n) 3B: La comida: Para mantener la salud Vocabulary: food, beverages; expressions to discuss health; expressions to discuss preferences, agreement, disagreement, and quantity; adjectives to describe food Grammar: the plural of adjectives; the verb ser 4A: Los pasatiempos: ¿Adónde vas? Vocabulary: leisure activities; places; expressions to tell where and with whom you go; expressions to talk about when things are done Grammar: the verb ir; interrogative words 4B: Los pasatiempos: ¿Quieres ir conmigo? Vocabulary: leisure activities; feelings; expressions for extending, accepting, and declining invitations; expressions to tell when something happens Grammar: ir + a + infinitive; the verb jugar 5A: Fiesta en familia: Una fiesta de cumpleaños Vocabulary: family and parties Grammar: the verb tener; possessive adjectives 5B: Fiesta en familia: ¡Vamos a un restaurante! Vocabulary: describing people and ordering a meal Grammar: the verb venir; the verbs ser and estar 6A: La casa: En mi dormitorio Vocabulary: bedroom items; electronic equipment; colors; adjectives to describe things Grammar: comparisons and superlatives; stem-‐changing verbs: poder and dormir 6B: La casa: ¿Cómo es tu casa? Vocabulary: rooms in a house and household chores Grammar: affirmative tú commands; the present progressive tense

7A: De compras: ¿Cuánto cuesta? Vocabulary: clothing; shopping; numbers 200 – 1,000 Grammar: stem-‐changing verbs: pensar, querer, and preferir; demonstrative adjectives 7B: De compras: ¡Qué regalo! Vocabulary: places to shop; gifts; accessories; buying and selling Grammar: preterite of –ar, -‐car, and –gar verbs; direct object pronouns lo, la, los, las * Depending on class progress and success, we may move forward to complete the book by covering the following chapters: 8A: Experiencias: De vacaciones Vocabulary: vacation places; activities; modes of transportation Grammar: preterite of –er and –ir verbs; preterite of ir; the personal “a” 8B: Experiencias: Ayudando en la comunidad Vocabulary: recycling and volunteer work; places in a community Grammar: the verb decir; indirect object pronouns; preterite of hacer and dar 9A: Medios de comunicación: El cine y la televisión Vocabulary: television shows; movie genres; giving opinions Grammar: acabar de + infinitive; gustar and similar verbs 9B: Medios de comunicación: La tecnología Vocabulary: computers; communication; computer-‐related activities Grammar: the verbs pedir and servir; saber and conocer

2012-‐2013 CCA MIDDLE SCHOOL SPANISH REFRIDGERATOR CURRICULUM 8th Grade

In our Cherry Creek Academy Middle School Spanish Program, we teach using curriculum and methodologies which will best help students to meet the National Standards for Foreign Language Learning (COMMUNICATION, CULTURES, CONNECTIONS, COMPARISONS AND COMMUNITIES) as well as to meet the Colorado Model Content Standards for Foreign Language (LISTENING, SPEAKING, READING, WRITING AND CULTURAL LITERACY). 8th Graders will continue using the Realidades 1 curriculum. We meet for four 50-‐minute classes per week. We will start the year with a general review and then will begin with Chapter 4B. Our goal is to successfully complete Chapters 4B through Chapter 8B. We will also introduce the simple past tense (preterite). If time permits and if students are progressing successfully, we will continue on in the book beyond Chapter 8B. Students should be well prepared to enter Spanish 2 or above in high school, depending on their performance this year! This is a breakdown by chapter of what we will be covering: 4B: Los Pasatiempos: ¿Quieres ir conmigo? Vocabulary: leisure activities; feelings; expressions for extending, accepting, and declining invitations; expressions to tell when something happens Grammar: ir + a + infinitive; the verb jugar 5A: Fiesta en familia: Una fiesta de cumpleaños Vocabulary: family and parties Grammar: the verb tener; possessive adjectives 5B: Fiesta en familia: ¡Vamos a un restaurante! Vocabulary: describing people and ordering a meal Grammar: the verb venir; the verbs ser and estar 6A: La casa: En mi dormitorio Vocabulary: bedroom items; electronic equipment; colors; adjectives to describe things Grammar: comparisons and superlatives; stem-‐changing verbs: poder and dormir 6B: La casa: ¿Cómo es tu casa? Vocabulary: rooms in a house and household chores Grammar: affirmative tú commands; the present progressive tense 7A: De compras: ¿Cuánto cuesta? Vocabulary: clothing; shopping; numbers 200 – 1,000 Grammar: stem-‐changing verbs: pensar, querer, and preferir; demonstrative adjectives 7B: De compras: ¡Qué regalo! Vocabulary: places to shop; gifts; accessories; buying and selling Grammar: preterite of –ar, -‐car, and –gar verbs; direct object pronouns lo, la, los, las 8A: Experiencias: De vacaciones Vocabulary: vacation places; activities; modes of transportation Grammar: preterite of –er and –ir verbs; preterite of ir; the personal “a”

8B: Experiencias: Ayudando en la comunidad Vocabulary: recycling and volunteer work; places in a community Grammar: the verb decir; indirect object pronouns; preterite of hacer and dar * Depending on class progress and success, we may move forward to complete the book by covering the following chapters: 9A: Medios de comunicación: El cine y la televisión Vocabulary: television shows; movie genres; giving opinions Grammar: acabar de + infinitive; gustar and similar verbs 9B: Medios de comunicación: La tecnología Vocabulary: computers; communication; computer-‐related activities Grammar: the verbs pedir and servir; saber and conocer

REALIDADES MEETING THE STANDARDS CHAPTER BY CHAPTER :

CHAPTER: PARA EMPEZAR To achieve the goals of the Standards, students will: COMMUNICATION: 1.1 Interpersonal

• Greet and introduce themselves to others • Use correct leave-‐taking phrases • Ask how others are • Provide others with the correct numbers of or for things • Ask and provide others the correct time • Talk about classroom people and objects • Ask for and provide others the date or day of the week • Talk about the weather

1.2 Interpretive • Read and listen to information about appropriate greetings, introductions, and leave-‐takings • Read and listen to information about how to ask about how someone is • Read and listen to information about classroom directions and commands • Read and listen to information about numbers • Read and listen to information about telling time • Read and listen to information about parts of the body • Read and listen to information about classroom people and objects • Read and listen to information about the alphabet • Read and listen to information about the calendar • Read and listen to information about weather and seasons

1.3 Presentational • Present information about appropriate greetings, introductions, and leave-‐takings • Write the correct numbers of or for things • Present information about people and things • Present information about the Spanish alphabet • Present information about dates and days of the week • Present information about seasons and the weather

CULTURE: 2.1 Practices and Perspectives

• Talk about los sanfermines

CONNECTIONS: 3.1 Cross-‐curricular

• Discuss the hieroglyphics of the Maya • Discuss the Aztec calendar • Discuss geography and climatology in the southern hemisphere • Reinforce math and metric conversion skills

COMPARISONS: 4.1 Language

• Explain the difference between tu and usted • Discuss that nouns are either masculine or feminine • Discuss some rules of punctuation and accent marks

4.3 Culture • Compare customs of greetings and introductions • Compare festivals in which animals play a role


CHAPTER: 1A To achieve the goals of the Standards, students will: COMMUNICATION: 1.1 Interpersonal

• Talk about preferences in leisure activities

1.2 Interpretive • Read and listen to information about leisure activities and likes; read a picture-‐based story • Listen to and watch a video about leisure activities • Read about: leisure and recreational activities; traditional dances; snowboarding • Listen to and understand information about infinitives • Read information of general interest in Spanish language media

1.3 Presentational • Present information on preferences in leisure activities


• Discuss outdoor cafes as popular places to relax with friends 2.2 Products and Perspectives

• Discuss Pablo Picasso; Jaime Antonio Gonzalez Colson; a dance of the Dominican Republic, the merengue; musical instruments used in the Dominican Republic; traditional dances; the mambo; periods in Spain’s history that affected its architecture


• Discuss: important artists and their work: Picasso, Colson; musical instruments used in the Dominican Republic; traditional dances; current events from Spanish language media; historical foundations of Spanish language and architecture


• Talk about new vocabulary throught the recognition of cognates • Compare: Spanish and English infinitives; construction of negatives between English and Spanish;

expressing agreement or disagreement in English and Spanish; the Spanish vowels a,e, and i to their English counterparts

4.2 Culture • Compare: places where teens gather to spend free time; the selection of news stories in Spanish

language media sources to those in media sources in English; Latin dances to those in the United States COMMUNITIES: 5.2 Lifelong Learner

• Utilize the language to experience news and entertainment available through print and electronic Spanish language media


CHAPTER: 1B To achieve the goals of the Standards, students will: COMMUNICATION: 1.4 Interpersonal

• Talk about personality traits • Talk about themselves and each other • Talk about activities and personality traits • Talk about familiar objects

1.2 Interpretive

• Listen to information about personality traits • Read information about personality traits • Read a picture-‐based story • Listen to and watch a video about personality traits • Listen to and identify the gender of nouns • Read a personality quiz based on color association

1.3 Presentational

• Present descriptions of traits of themselves and others • Use poetry to express and describe themselves


• Explain how friendships are formed and maintained in some Spanish-‐speaking countries • Explain how Spanish in the Caribbean is influenced by the infusion of multiple European and African

tongues

2.2 Products and Perspectives • Discuss Frida Kahlo and her painting • Discuss how the huipil reveals facts about its wearer • Explain how music in the Caribbean is influenced by the musical styles from around the world


• Discuss important artists and their work: Kahlo • Talk about and write a type of poem known as the diamante


• Talk about vocabulary through the recognition of cognates • Discuss building vocabulary through the use of root words • Explain gender-‐agreement rules with use of adjectives • Compare cognates that begin with the letters es plus consonant • Explain the use of definite and indefinite articles • Talk about the pronunciation of the letters o and u • Talk about the placement of adjectives

4.2 Culture

• Compare Internet-‐based chat habits of teenagers • Talk about and compare the influence of Simon Bolivar to other leaders

• Compare clothing choices that reflect personality • Compare words used to identify friends and acquaintances

COMMUNITIES: 5.1 Beyond the School

• Reflect and discuss careers for which bilingualism is an asset

5.2 Lifelong Learner • Communicate by e-‐mail in Spanish



• Talk about: homework and classes; preferences in school subjects; preferences in activities; people and schedules at school

1.2 Interpretive • Listen to information: on school subjects, schedules, supplies; about the present tense of –ar verbs;

about activities during recreo • Read: a picture-‐based story; information about school subjects, schedules, supplies; information about

a language school in Costa Rica • Listen to and watch a video about school schedules • Listen to the use of subject pronouns

1.3 Presentational

• Present information about: work, home, and school activities; school subjects, schedules, supplies • Present school cheers like those in Spanish-‐speaking countries


• Explain the focus on English language acquisition in Spanish-‐speaking countries • Talk about: school sporting event celebration sand traditions; leisure time during school hours • Explain the concept of Sunday “family time” in Mexico

2.3 Products and Perspectives

• Discuss Fernando Botero and his painting • Read and talk about school cheers • Discuss traditional dances of Mexico


• Discuss Fernando Botero; migration patterns of monarch butterflies • Build vocabulary through an understanding of mathematics • Explain influences of Roman Empire history on Spain; similarities between Mayan numbering system and

Roman numerals; the impact Spanish exploration had on the Maya


• Talk about new vocabulary through the recognition of cognates; the present tense of –ar verbs • Compare personalized school-‐related vocabulary • Explain the use of subject pronouns; the pronunciation of the letter c

4.2 Culture • Compare: motivations for foreign language learning; leisure periods during the school day; the use of

the 24-‐hour clock to the 12-‐hour clock; school cheers and sporting event celebrations


• Discuss why English-‐speakers in the community are interested in learning Spanish



• Talk about personal and classroom items and furniture

1.2 Interpretive • Listen to information about: classroom items and furniture; the use of location words • Read: a picture-‐based story; information about classroom items and furniture; a dialogue requiring

understanding of the irregular verb estar; a dialogue requiring understanding of articles; a journalistic article about UNICEF; a note about a student’s request for information

• Listen to and watch a video about a classroom prank • Compare a photo to oral descriptions of a Spanish club

1.3 Presentational

• Present information about classroom items and furniture • Retell portions of a story they have heard • Present a dialogue requiring understanding of articles • Compose: a paragraph about their classroom; a letter to a pen pal • Write a fictional e-‐mail to a friend about classes


• Discuss women’s access to education in seventeenth century Mexico; the widespread use of school uniforms; how physical education classes and team sports are conducted

• Explain that school demands a high percentage of students’ time; Costa Rican efforts to protect endangered species; the communicative functions of the huipil

2.2 Products and Perspectives • Explain the structure educational systems • Talk about the huipil


• Discuss the seventeenth-‐century Mexican intellectual, Sor Juana Ines de la Cruz; currency of Spanish-‐Speaking countires

• Read a journalistic article about UNICEF


• Talk about vocabulary through the recognition of cognates; the verbal and nonverbal expression, ¡Ojo!; about the irregular verb estar; the pronunciation of the letter g

• Explain number agreement with nouns and articles

4.2 Culture • Compare: the use of school uniforms; influence of women writers on perspectives; the design of

physical education class; commitments to and behavior in school • Consider the hypothetical result of United States expansion south to Panama in the nineteenth century


• Consider the need for Spanish-‐speakers in different types of jobs in the educational field

REALIDADES MEETING THE STANDARDS

CHAPTER BY CHAPTER : CHAPTER: 3A To achieve the goals of the Standards, students will: COMMUNICATION: 1.1 Interpersonal

• Talk about: preferences concerning foods and beverages; eating habits during different meals; favorite activities; churros y chocolate

1.2 Interpretive • Listen to and understand information about food items • Listen to information about breakfast and lunch • Read: a picture-‐based story; recipes for meals and beverages n Spanish; information about eating

habits during different meals; a restaurant menu; about fruits and vegetables of Spanish-‐speaking countries

• Listen to and watch a video about breakfast foods • Read and be able to respond to a magazine food quiz

1.3 Presentational

• Present information about: foods and beverages; eating habits during meals; the origins of food items; a restaurant menu; food and drink preferences


• Interpret the value of fresh fruit from a historical, socioeconomic perspective • Explain breakfast habits in Spanish-‐speaking countries • Talk about the ingredients of enchiladas


• Discuss Bartolome Murillo and his painting; churros y chocolate • Interpret that many Latin American meals result from the Columbian Exchange of produce items; the

connection between produce exports and economics in Latin American countries


• Discuss Bartolome Murillo; the ingredients of enchiladas; the nutritional values of tropical fruits; geological features of South America; Machu Picchu; the Galapagos Islands and tortoise

• Make churros y chocolate


• Talk about new vocabulary through the recognition of cognates; the usage of me gustan and me encantan • Explain that nouns can modify other nouns • Explain the present tense of –er and –ir verbs • Explain the pronunciation of the letters h and j

4.2 Culture

Explain the Columbian Exchange of produce items Compare: typical breakfast habits; churros y chocolate to popular food and drink combinations in the United States; the creation of environmentally protected areas


Discover the local availability of foods from Spanish-‐speaking countries

5.2 Lifelong Learner • Realize the value of being able to read a restaurant menu


CHAPTER BY CHAPTER : CHAPTER: 3B To achieve the goals of the Standards, students will: COMMUNICATION: 1.1 Interpersonal

• Talk about food groups and healthy diet • Talk about food preferences and meals • Talk about healthy lifestyle choices • Talk about the personality traits of various people

1.2 Interpretive

• Read and listen to information about food groups • Read and listen to information about helath habitsListen to ways to describe food • Read a picture-‐based story • Listen to and watch a video about healthy diet

1.3 Presentational

• Present information about foods and beverages • Present information about healthy lifestyle choices • Present information about personality traits of people


• Explain past and present open-‐air markets • Talk abou the communal nature of mate • Talk about La Tomatina festival


• Talk about Diego Rivera and his painting • Talk about mate


• Discuss Diego Rivera • Discuss nutrition • Reinforce math and graphing abilities skills


• Talk about new vocabulary through the recognition of cognates • Explain gender agreement in use of adjectives • Explain the pronunciation of the letters l and ll • Explain number agreement in use of adjectives • Explain the present tense of the irregular verb ser

4.2 Culture

• Compare mate to its counterpart in the United States • Compare La Tomatina to festivals in the united States • Compare places people shop for produce


• Understand the value of Spanish-‐speaking ability in a career such as culinary arts



• Talk about leisure activities and locations • Talk about where they go on different days of the week

1.2 Interpretive

• Read and listen to information about leisure activities • Read a picture-‐based story; a letter telling how an exchange student spends her time; an advertisement

for a cinema; about Old San Juan, Puerto Rico; a mall advertisement about scheduled activities • Listen to and watch a video about leisure activities • Listen to information about Plaza Morazan

1.3 Presentational

• Present information about leisure activities and locations; about Tegucigalpa; a cinema; the history of Puerto Rico

• Reply to an e-‐mail message • Perform a short skit about a student’s first day of school


• Explain leisure enjoyment in the eighteenth-‐century Spanish aristocracy • Talk about: the use of the town square in Tegucigalpa; school-‐based exercise; movie-‐going habits;

restoration of historic districts in Puerto Rico

2.2 Products and Perspectives • Discuss Francisco de Goya and his painting; Jose Antonio Velasquez and his painting; Andean music and

instruments; about Spanish architecture in the United States


• Discuss Francisco de Goya; the history of Puerto Rico; the influence of Spain’s colonial history on the United States

• Reinforce math and graphing abilities skills

3.3 Target Culture • Recite the Mexican folk song, “La Bamba” • Practice songs to games played by children


• Talk about new vocabulary through the recognition of cognates; the correct placement of stress and accents; origins of the Spanish days of the week

• Explain the verb ir; the use of interrogatives

4.2 Culture • Compare: social gathering places to Plaza Morazan; school-‐based sports and exercise activities; movie-‐

going habits of teens; restoration of historic districts; the influence of musical instruments; songs sung during children’s games


• Identify opportunities to explore local Spanish-‐speaking communities



• Talk about: sports and pastimes; emotions and states of being; when certain events and activities occur; cellular phone usage; experiences of family immigration

• Extend, accept or decline invitations

1.2 Interpretive • Read and listen to information about sports and pastimes • Listen to information about how people are feeling • Read: a picture-‐based story; about emotions and states of being; an advertisement for a sports training

school; an advertisement for a campground; about golfers Sergio Garcia and Lorena Ochoa Reyes • Listen to and watch a video about sports and pastimes

1.3 Presentational

• Present information about: sports and pastimes; emotions and states of being; when certain activities occur; a sports training school; Sergio Garcia and Lorena Ochoa Reyes

• Write about cellular phone usage • Present an account of an interview about immigration


• Talk about he festival, La Noche de los rabanos; how students traditionally engage in activities outside of school

2.2 Products and Perspectives • Talk about the elaborate radis-‐sculpting of La Noche de los rabanos


• Reinforce math and metric conversion skills • Apply knowledge of geography and current events

3.2 Target Culture

• Read an advertisement for a sports training school


• Talk about new vocabulary through the recognition of cognates; the use of ir in conjunction with a and an infinitive; the pronunciation of the letter d

• Explain that words are borrowed across languages • Compare the use of jugar idioms with English

4.2 Culture

• Compare: specialized, regional crafts and products; how students engage in activities outside of school


• Consider local opportunities for Spanish-‐speakers in the health care professions

• Interview a Spanish-‐speaker about the immigrant experience

5.2 Lifelong Learner • Read about golfers Sergio Garcia and Lorena Ochoa Reyes • Explain the current influence of Spanish-‐speakers in areas like politics, music, poetry, and science



• Talk about families and celebrations • Talk about classes and school materials • Talk about favorite activities and preferences • Talk about the royal family of Spain • Talk about personal heroes

1.2 Interpretive

• Read and listen to information about family celebrations • Read a picture-‐based story • Listen to and watch a video about a birthday party • Read about the royal families of Carlos IV, Juan Carlos I • Read about the family of Carlos IV • Read a child’s birthday card • Read about a quinceanera • Watch and listen to a video mystery • Read a public service announcement

1.3 Presentational • Present information about families and celebrations • Write about how family members are related


• Explain Hispanic names and naming conventions • Describe celebration traditions like the piñata


• Discuss Carmen Lomas Garza and her painting • Discuss papel picado • Discuss the royal family of Spain • Discuss Francisco de Goya and his painting • Discuss the family of Carlos IV • Discuss Diego Rivera and his portrayal of indigenous people through painting


• Discuss important artists and their work; Garza, Goya • Discuss the royal family of Spain

3.2 Target Culture

• Read a version of the fairy tale “La Cenicienta”


• Talk about new vocabulary through the recognition of cognates • Compare the uses of tener idioms with English • Compare the use of possessive adjectives • Explain the use of diminutives in Spanish

4.2 Culture

• Compare family celebrations • Compare crafts • Compare the role of families • Compare pictorial representations of families


• Identify Hispanic surnames in a local phonebook

5.2 Lifelong Learner • View a video mystery series



• Talk about family members and others descriptively • Talk about table settings, meal customs in Spanish-‐speaking cultures • Talk about foods and beverages

1.2 Interpretive

• Read and listen to descriptions of family members • Read and listen to information about restaurants, table settings, meal customs in Spanish-‐speaking

cultures • Read a picture-‐based story • Listen to and watch a video about restaurant service • Read a restaurant review • Read a recipe for arroz con leche • Read a letter about a trip to Santa Fe

1.3 Presentational

• Present descriptions of people • Write analogies to compare people and things • Present information about food and beverages • Present a skit between a server and customers • Present information about Santa Fe


• Interpret that extended families tend to be close-‐knit in Spanish-‐speaking countries • Interpret etiquette for summoning a server • Interpret typical restaurant offerings in Spanish-‐speaking countires • Describe the mealtime custom of sobremesa in Spanish-‐speaking countries • Describe the communal function plazas


• Discuss Simon Silva and his painting • Discuss the communal function of plazas


• Discuss important artists and their work: Dali • Follow a recipe for arroz con leche • Reinforce math and metric conversion skills • Discuss historical facts about Santa Fe


• Explain the use of adjectives ending in –isimo • Talk about new vocabulary through the recognition of cognates • Explain the use of the verb venir • Explain the pronunciation of the letters b and v

• Explain the differences between the verbs ser and estar

4.2 Culture • Compare relationships with extended families • Compare techniques for getting a server’s attention • Compare menu selections • Compare local historical sites with those of Santa Fe


• Discuss the need for Spanish-‐speaking employees at the U.S. Department of Agriculture




• Talk about: bedroom and home furnishings and arrangement; lifestyle and entertainment preferences; the distribution of home electronics; colors and color association; flag colors and symbolism; the importance of sleep

1.2 Interpretive • Listen to: descriptions of bedrooms and bedroom furnishings; information about Spanish color words;

information about students’ personal preferences; the verbs poder and dormir in conversation • Read a picture-‐based story • Listen to and watch a video about bedroom neatness

1.3 Presentational

• Present information abou: ways to describe things; entertainment preferences; items in the home • Present a description of a bedroom using illustrations


• Discuss the Latin Grammy awards; la siesta; the luminarias of Santa Fe

2.2 Products and Perspectives • Discuss Salvador Dali and his painting; the Latin Grammy awards; Spanish-‐style architecture • Discuss a well-‐known riddle from Mexico; colors and symbols of Spanish-‐speaking countries’ flags; a

Spanish trabalenguas


• Discuss Salvador Dali • Reinforce math skills • Discuss interpretations of colors in psychology


• Explain: comparisons in Spanish; superlatives in Spanish; the stem-‐changing verbs poder and dormir; the pronunciation of the letters r and rr

• Talk about new vocabulary through the recognition of cognates; building vocabulary through the use of root words

4.2 Culture • Compare: distribution of home electronics; symbolism of Mexico’s flag to United States’ flags; the pros and

cons of importing la siesta to the United States; the use of light to celebrate events • Identify: the influence of Spanish architecture in the United States; pros and cons of the technological

global community

COMMUNITIES: 5.2 Lifelong Learner

• Identify Latin recording artists whose music they enjoy • View a video mystery series

• Visit the Web site of a prominent newspaper in Spain

REALIDADES MEETING THE STANDARDS CHAPTER BY CHAPTER:


• Talk about the locations of rooms in a house • Talk about furniture found in homes • Talk about household chores • Give advice to another person

1.2 Interpretive

• Read and listen to information about rooms in a house • Read and listen to information about household chores • Read a picture-‐based story • Listen to and watch a video about household chores • Read an advertisement for an English language school • Read a letter asking for personal advice • Read a real estate advertisement • Read about housing statistics in Venezuela • Listen to and watch a video about household chores

1.3 Presentational

• Present information about household chores • Present information about rooms in a house • Write a letter giving advice • Present information about housing in Venezuela


• Describe how architecture design promotes privacy in Spanish-‐speaking countries

2.2 Products and Perspectives • Describe la arpillera patchwork appliqué in Chile • Describe patios in Spain and the Americas • Explain the use of home features such as patios


• Reinforce graphing and math skills COMPARISONS: 4.1 Language

• Talk about new vocabulary through the recognition of cognates • Explain the use of tu commands • Compare nouns formed from verbs as their roots • Explain the progressive tense • Explain the pronunciation of n and ñ

4.2 Culture

• Compare crafts from different regions • Compare idioms for names of house sections

• Compare types of patios • Compare versions of “Cinderella” tales


• Identify local increase in Spanish-‐language advertising




• Talk about shopping and clothes • Talk about preferences and plans • Talk about traditional clothing of Panama • Discuss the plot of a video mystery series

1.2 Interpretive

• Read and listen to information about shopping and clothes • Read a picture-‐based story • Listen to an watch a video about shopping and clothes • Read about preferences and plans • Read an advertisement for a variety store • Read about traditional clothing of Panama • View a video mystery series

1.3 Presentational • Present information about shopping and clothes • Write about Botero’s painging “En Familia” • Present information about mone and currency • Present information about preferences and plans


• Explain etiquette of dress at social functions • Describe the growing influence of Latin American fashion designers • Describe traditional Panamanian festivals • Describe Carnaval in Latin American Countries

2.2 Products and Perspectives • Discuss Joan Miro and his painting • Discuss the garibaldina • Discuss Fernando Botero, his painting and sculpture • Discuss currency in Spanish-‐speaking countries • Discuss traditional Panamanian festival costumes • Discuss the fabric artwork style mola


• Discuss important artists and their work: Miro, Botero, Herrera • Reinforce mathematics skills • Discuss fashion designer Carolina Herrera • Reinforce knowledge of geography

3.2 Target Culture

• Read a poem of Puerto Rico, “En la puerta del cielo”


• Explain the pronunciation of the letter z • Discuss verbs pensar, querer, and preferir • Discuss demonstrative adjectives • Discuss a non-‐verbal expression for “That’s expensive!”

4.2 Culture

• Compare changing fashions • Compare artwork and symbolism of currency • Compare celebrations in the United States to Carnaval • Compare personalized decorative clothing


• Identify local stores that sell products from Spanish-‐speaking countries




• Talk about shopping and gifts • Talk about stores and malls • Talk about leisure activities, work, and chores • Talk about historical events and dates • Talk about things using direct object pronouns • Talk about United States Hispanic commercial centers

1.2 Interpretive

• Read and listen to information about stores and malls • Read and listen to information about shopping and gifts • Read a picture-‐based story • Listen to and watch a video about shopping and gifts • Read a jewelry store advertisement • Listen to information about work and chores • Read about historical events and dates • Read about Hispanic commercial centers in the United States • View a video mystery series

1.3 Presentational

• Present information about shopping and gifts • Present information about historical events and dates • Present information about stores and malls • Present information about activities, work, and chores


• Explain contrast of specialty shops and malls • Discuss the Zapotec Guelaguetza festival • Explain using tutear to invite informal address


• Discuss ñanduti weavings of Paraguay • Discuss El Museo del Oro • Discuss Madrid’s flea market, El Rastro • Discuss las artesanias of Spanish-‐speaking countries • Discuss that the Euro is the currency of Spain


• Read about Hispanic communities and commercial centers in United States cities • Discuss historical events and dates


• Talk about vocabulary through the recognition of cognates • Discuss nouns that end in –eria • Explain forming the preterite tense of –ar verbs • Discuss the preterite of verbs • Discuss the preterite of verbs ending in –car and –gar • Discuss the pronunciation of gue, gui, que and qui • Discuss about direct object pronouns

4.2 Culture

• Compare selections of shopping destinations • Compare museums and artifacts • Compare local flea markets to El Rastro • Compare gift-‐giving festivals • Compare attitudes about shopping mall experiences


Discuss opportunities for Spanish-‐speaking international buyers



CHAPTER BY CHAPTER: CHAPTER: 8A To achieve the goals of the Standards, students will: COMMUNICATION: 1.1 Interpersonal

• Talk about: travel and vacation activities; a scuba diving school; leisure activities, work, and chores; historical events and dates; leisure activities; local attractions of their community

1.2 Interpretive

• Read and listen to information about: travel and vacations; past events; El Yunque, Puerto Rico • Read a picture-‐based story • Listen to and watch a video about Sarapiqui, Costa Rica • Read: about the rio Parana; an advertisement for a scuba diving school; a version of “Goldilocks and the

Three Bears”; a traditional rhyme; journal entries about a trip to Peru • View a video mystery series

1.3 Presentational

• Present information about: a trip to Sarapiqui; El Yunque, Puerto Rico; local attractions; history and geography of Peru

• Write about a scuba diving school • Recite a traditional rhyme


• Discuss Peru’s Independence Day celebrations • Explain Spain’s method of writing addresses


• Discuss: El Greco and his painting; Mexico’s transportation system; Machu Picchu, Nazca Lines and Titicaca; history and geography of Peru; the ojos de Dios weaving of Mexico


• Discuss important artists and their work: El Greco; the history and geography of Peru • Read about the Patagonia region of Argentina • Reinforce geography skills


• Talk about vocabulary through the recognition of cognates; the preterite of –er and –ir verbs • Explain: the irregular preterite form of the verb ir; -‐ar verbs • Talk about: the personal a; nouns that end in –io and –eo; dipthongs

4.2 Culture

• Compare ojos de Dios to traditional handicrafts of the United States


• Talk about services available to Spanish-‐speakers at local tourist attractions

5.2 Lifelong Learner

• View a video mystery series


CHAPTER BY CHAPTER: CHAPTER: 8B To achieve the goals of the Standards, students will: COMMUNICATION: 1.1 Interpersonal

• Talk about: volunteer work; community service; recycling and conservation; gifts and gift-‐giving; past activities in which people engaged; prestigious awards people have received

1.2 Interpretive

• Read an listen to information about: volunteer work; community service; recycling • Read: a picture-‐based story; about protected areas of Costa Rica; a public service announcement about

recycling; about Habitat for Humanity in Guatemala • Listen to and watch a video about recycling and volunteer work • Listen to information about tinglar tortoise protection • View a video mystery series

1.3 Presentational

• Present information about: recycling; volunteer work; community service; tinglar tortoise protection • Write about: past activities in which people engaged; prestigious awards people have received


• Discuss: recycling in Spain; la Asociacion de concercacionista Monteverde in Costa Rica; la Hermandad de la Caridad in Seville

• Explain student volunteerism in Spanish-‐speaking countries

2.2 Products and Perspectives • Describe Mexico’s glass art made from recyclables


• Read about protected areas of Costa Rica • Reinforce math skills • Discuss recycling and environmental issues; Americorps


• Talk about: vocabulary through the recognition of cognates; noun endings –dad, -‐tad, -‐cion, and –sion; the present tense of the verb decir; the pronunciation of gue, gui, que, and qui; the preterite of the verbs hacer and dar; the pronunciation of the letter x

• Explain indirect object pronouns

4.2 Culture • Compare: Spain’s recycling program to local programs; reuse of recyclable materials in other products;

involvement in volunteerism projects; local programs in place to help the needy


• Identify: ways to apply Spanish to volunteerism; opportunities for Spanish-‐speakers in the non-‐profit sector




• Talk about movies and television • Talk about opinions about the media • Talk about likes and dislikes

1.2 Interpretive

• Read and listen to information about movies and television • Read an listen to opinions about the media • Read a picture-‐based story • Listen to and watch a video about television choices • View a video mystery series

1.3 Presentational

• Present information about movies and television • Present information about opinions about the media • Write about household chores


• Talk about the popularity of “Sabado gigante”

2.2 Products and Perspectives • Discuss Spanish-‐born film director Luis Buñel • Discuss Salvador Dali and his painting • Discuss the popularity and style of telenovelas • Discuss the variety show “Sabado Gigante”


• Discuss important artists and their work: Buñel, Dali • Reinforce math skills •


• Talk about vocabulary through the recognition of cognates • Talk about the use of Acabar de + infinitive for recent events • Explain the influence of Greek, Latin, and Arabic on the Spanish language • Explain gustar and similar verbs • Discuss linking words • Discuss and compare communicative gestures

4.2 Culture

• Compare avant garde film makers • Compare las telenovelas to soap operas • Compare “Sabado gigante” to other long-‐running shows


• Identify local Spanish language television programming



CHAPTER BY CHAPTER: CHAPTER: 9B To achieve the goals of the Standards, students will: COMMUNICATION: 1.1 Interpersonal

• Talk about computers and technology • Talk about asking for and describing things • Talk about ordering at restaurants • Talk about what activities different people can do • Talk about knowledge of people and places

1.2 Interpretive

• Read and listen to information and opinions about computers and technology • Read and listen to information about communication • Read a picture-‐based story • Listen to and watch a video about communications technology • Read a survey about computer use, skills, and attitudes • View a video mystery series

1.3 Presentational

• Present information about computers and the Internet • Present information about communication • Present information about technology • Write about ordering at restaurants • Write descriptions of objects • Present information about knowledge of people and places • Perform a scene from a video mystery series


• Discuss La Real Academia de la Lengua • Explain how technology is altering user’s adherence to pure Spanish • Learn about the rise in use of cybercafes


• Discuss Picasso and his painting


• Discuss important artists and their work: Picasso • Read about las cuevas de Altmira • Talk about the evolution of communications technology


• Talk about vocabulary through the recognition of cognates • Explain how to use –mente to form an adverb • Talk about the verbs pedir and server • Explain how and when to use saber and conocer • Pronounce words by dividing them into syllables

• Discuss la invasion del ciberspanglish

4.2 Culture • Compare frequency of Internet usage • Compare public access to computers and the Internet


• Identify ways Spanish-‐speaking ability is valuable in the communications industry

5.2 Lifelong Learner • Investigate use of Spanish-‐language Internet for study and pleasure • View a video mystery series

curriculum map 2012-2013 - cherry creek...

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