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Harbor Creek School District
Spanish I Page 1 7/23/2009
Spanish I
Major Understandings
Concepts Time Frame Skills Assessment Standard
Communication
Greeting People
Days 1-15
E – Use and respond to greetings for different times of days and different situations (familiar and formal).
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
E – Recognize different types of greetings.
Introducing Yourselves and
Others
E – Demonstrate the ability to introduce self and others.
F – Recognize and identify who is being introduced.
Saying Where Self and Others
are From
E – Ask and respond to questions about where self and others are from.
E – Recognize where self and others are from.
E - Use correct forms of the verb ser to describe where self and others are from.
Days of the Week and Numbers
E – Ask and respond to questions about what day of the week it is.
E – Use and recognize numbers from 0-10.
F – Ask for and give telephone number in Spanish.
Expressing Likes and Dislikes
E – Ask and state what activities one likes.
E – Recognize whether or not someone likes doing an activity.
E – Correctly use gustar to express likes and dislikes.
Describing People
E – Use subject pronouns and ser to provide basic descriptions and who people are.
E – Correctly use the form of the verb ser with the appropriate subject pronouns.
F – State where people live using select forms of the verb vivir.
Harbor Creek School District
Spanish I Page 2 7/23/2009
Major Understandings
Concepts Time Frame Skills
Assessment
Standard
Communication
Describing
Others
Days 16-30
E – Describe self and others in regards to appearance and
personality.
Summative Assessments, Performance-
Based Assessments, Project-Based
Assessments
1.1 1.2 1.3
E – Recognize differences between, and uses of, definite
and indefinite articles.
Describing
Clothing
E – Describe various articles of clothing.
E – Describe clothing, using color and vocabulary.
Gender and
Adjectives
E – Recognize that gender does not apply to persons in
Spanish. E – Use adjectives to describe gender and the number of
nouns they modify.
Describe
Family
Days 31-45
E – Discuss and describe family members using
appropriate vocabulary.
E – State what the family member has using the correct
forms of the verb tener.
Ask and Tell
Age
E – Use numbers from 11-100 to express an age.
E – Express age using correct forms of the verb tener.
Give Dates
E – Recognize and state the correct date format in
Spanish. E – Use vocabulary of numbers, months, and days to
recognize and state the date and day of the week.
E – State one’s birthday in Spanish date format.
Express
Possession
E – Recognize and express possession using de.
E – Recognize and express possession using possessive
adjectives (short).
Harbor Creek School District
Spanish I Page 3 7/23/2009
Major Understandings
Concepts Time Frame Skills Assessment Standard
Communication
Discussing School
Days 46-60
E – Describe classes, subjects, and class objects.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
E – Use corrects forms at –ar verbs to discuss what one does.
E – Recognize parts of the computer in Spanish.
Frequency of Actions
E – Express how often one does something using adverbs.
E – Recognize the correct placement of various adverbs in a sentence.
E – Understand the meaning of verbs and each of their forms.
Express Obligation
E – Express what certain persons must do using the correct form of tener que + infinitive.
E – Express and recognize general obligations using hay que + infinitive.
Asking Questions
Days 61-75
E – Use appropriate interrogative words to request information.
E – Recognize and form questions in the correct order in Spanish.
Daily Schedule
E – Recognize and be able to ask and state the correct time.
E – State where one is going using the correct forms of the verb ir.
E – State where one or something is located using the correct forms of the verb estar.
Harbor Creek School District
Spanish I Page 4 7/23/2009
Major Understandings
Concepts Time Frame Skills Assessment Standard
Communication
Daily Schedule Days 61-75 E – Recognize foods and meals and be able to request them.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
Discussing Plans and Activities
Days 76-90
E – Use appropriate forms of the verb ir + a + infinitive to state what one is going to do.
E – Recognize and use appropriate vocabulary to sequence events.
E – Recognize and use correct forms of regular –er and –ir verbs to discuss one’s day.
E – Recognize and use correct forms of the present tense verbs with irregular yo- forms.
E – Use the verb conocer to discuss people and places one knows.
E – Recognize and use the verb oir to discuss what one hears.
Express Feelings
Days 91-105
E – Express feelings and emotions using vocabulary with the correct forms of the verb estar.
Inviting Others E – Use vocabulary for accepting and declining invitations to do something.
Expressing Something
That Has Just Happened
E – Use correct forms of acabar de + infinitive to say something has just happened.
Saying Where One is Coming
From
E – Use correct forms of venir to say where one is coming from or going to.
Harbor Creek School District
Spanish I Page 5 7/23/2009
Major Understandings
Concepts Time Frame Skills Assessment Standard
Communication
Saying What One Likes to
Do Days 91-105
E – Use gustar with infinitives to express likes and dislikes.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
E – Use pronouns and special pronouns gustar.
Talking on the Phone
E – Use vocabulary to converse on the telephone.
Discuss Sports
Days 106-120
E – Use sports-related vocabulary to discuss sports one likes, equipment used, and where each is played.
E – Use the correct forms of the U to UE stem-changing verb jugar to talk about playing sports and games.
Express Preferences
E – Understand and use the correct form of the E to IE stem-changing verbs to express preferences.
E – Use phrases and words to make comparisons in order to express a preference.
Say What One Knows
E – State facts or information one knows using the correct forms of the verb saber.
Weather and Seasons
Days 121-135
E – Recognize and understand weather-related expressions and vocabulary.
E – Identify special seasonal and weather-related clothing and accessories.
State Feelings E – State how one feels (for example: hot/cold) using tener expressions.
Direct Objects
E – Recognize the direct object of a Spanish sentence.
E – Replace a direct object using the correct direct object pronoun.
Activities in Progress
E – Recognize and say what is happening using present progressive, estar + present participle.
Harbor Creek School District
Spanish I Page 6 7/23/2009
Major Understandings
Concepts Time Frame Skills Assessment Standard
Communication
Giving Directions
Days 136-150
E – Identify places of business using vocabulary.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
E – Identify means of transportation.
E – Identify where something is located using prepositional phrases and the verb quedar.
E – Give directions using regular affirmative tu commands.
E – Discuss where one is leaving from or going out of using the correct forms of the verb salir.
F – Recognize the format of addresses and telephone numbers in Spanish.
Saying What Someone Says
E – Discuss what one is saying using the correct forms of the verb decir.
The Word por E – Recognize the uses and meanings of the word por.
Shopping Days 151-165
E – Recognize and use vocabulary and phrases to talk about shopping and buying items.
E – Identify and use O to UE stem-changing verbs in the present tense.
E – Identify direct objects of sentences and be able to replace them with direct object pronouns.
E – Use the correct forms of the verb dar to express what one is giving.
E – Identify indirect objects in sentences and be able to either replace them with indirect objects pronouns or use them together.
E – Recognize the correct placement of indirect object pronouns in sentences.
E – Recognize numbers, express agreement on price, and means of payment for items.
Harbor Creek School District
Spanish I Page 7 7/23/2009
Major Understandings
Concepts Time Frame Skills Assessment Standard
Communication
The Word para Days 151-165 E – Recognize the meaning and uses of the word para.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
1.1 1.2 1.3
Discussing and Ordering Food
Days 166-180
E – Use vocabulary and phrases to describe food.
E – Recognize table settings and other food and restaurant vocabulary.
E – Request foods and the check in restaurants and other settings.
E – Correctly use and identify the correct irregular yo-form verbs poner and traer.
E – Identify and use E to I stem-changing verbs in the present tense in a restaurant setting.
Talking About Things One
Likes
E – Identify and use correct forms of gustar, pronouns, and prepositional phrases to discuss things one likes.
Discussing the Affirmative
and Negative
E – Recognize and use affirmative and negative words in Spanish.
E – Recognize how to use double negatives.
Introduction to fui and fuiste
F – Use fui and fuiste to say where one went in the past.
Harbor Creek School District
Spanish I Page 8 7/23/2009
Major Understandings
Concepts Time Frame Skills Assessment Standard
Culture
Spanish Speakers in the
U.S.
Days 1-45
F: Recognize areas of the U.S. with high number of Latinos.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
2.1 2.2
F – Identify contributions of Spanish-speakers to American cultures, including arts and foods.
F – Recognize the origins of Latinos in the U.S.
Music
F – Recognize instruments, style and famous artist (for example, Selena) of Tejano music.
F – Recognize instruments, style, and origin of Mariachi music.
Traditional Birthday
Celebrations
E – Understand the importance of the quinceanera and some of its history.
E – Recognize various aspects of the quinceanera tradition.
Traditional Holidays
F – Recognize traditional holidays of the Spanish-speaking world.
Mexico City Days 46-90
E – Recognize significant locations in Mexico City including:
Palacio de Bellas Artes
Universidad Autonoma de Mexico
Zocalo
Parks, Museums
Harbor Creek School District
Spanish I Page 9 7/23/2009
Major Understandings
Concepts Timeframe Skills Assessment Standards
Culture
School
Days 46-90
F – Recognize some basic facts about school in Mexico City and the daily schedule.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
2.1 2.2
Arts F – Recognize some important artists of Mexico including Frida Kahlo and Diego Rivera.
Foods
F – Recognize some foods and snacks that are common in Mexico.
F – Recognize places where a typical Mexican student might go to eat.
E – Recognize some regional differences in food, vocabulary and common meal times in the Spanish speaking world.
Culture
Place & People Day 91-135
E – Recognize some of the important places of Puerto Rico, including Viejo San Juan, el Morro, La Fortaleza, El Yunque, and important persons.
F – Recognize some of the flora and fauna unique to the island, including el loro puertoriqueno and el coqui.
F – Recognize some of the unique vocabulary of the island.
Foods Day 91-135 F – Recognize some of the foods unique to Puerto Rico.
Music Day 91-135
F – Understand what the musical instrument the cuatro is and its part in Puerto Rican Music.
F – Understand the Jibaros’ contribution to music and culture of Puerto Rico.
F – Recognize Puerto Rico’s contributions to music, la bomba y la plena, the style Reggaeton and also artists including Ricky Martin and others.
Sports Day 91-135
F – Discuss popular sports of Puerto Rico, including baseball, soccer and surfing.
F – Discuss famous Puerto Rican baseball players, including Roberto Clemente and players from other Spanish-speaking nations.
Harbor Creek School District
Spanish I Page 10 7/23/2009
Major Understanding
Concepts Timeframe Skills Assessment Standards
Cultures
Oaxaca Day 136-180
F – Recognize places of significance in and around Oaxaca including Monte Alban and others.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
2.1 2.2
F – Identify indigenous cultures significant in Oaxaca.
E – Understand the significance of the annual Guelaguetza festival, when it is held, its roots, and what goes on during it.
Arts Day 136-180
E – Identify handicrafts Oaxaca is famous for, including baro negro, alebrije & animalitos.
F – Recognize significant Oaxacan artists including Toledo, Rufino Tamayo and Dona Rosa.
E – Know the 5 Rules of Bargaining/Haggling.
Foods Day 136-180 E – Recognize traditional Oaxacan food contributions, including mole negro, tasajo, etc.
Harbor Creek School District
Spanish I Page 11 7/23/2009
Major Understandings
Concepts Time Frame Skills Assessment Standard
Connections and
Comparisons
Geography Days 1-45
F – Recognize, locate on a map, and spell in Spanish each of the Spanish-speaking nations throughout the world and other nations with a high number of Spanish speakers.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
3.1 3.2 4.1 4.2
Social Studies Days 1-45
F – Recognize the sites and the history of
Los Angelos, CA (including Calle Olvera)
San Antonio, TX As they relate to Spanish
F – Compare and contrast the traditional family structure and living arrangements of the Spanish-speaking world vs. the student’s world.
F – Compare and contrast birthday celebrations and traditions in the Spanish speaking world vs. the student’s world.
F – Compare and contrast holiday celebrations and traditions in the Spanish speaking world vs. the student’s world.
Music Days 1-45 F – Compare and contrast music styles of the Spanish-speaking world, including Tejano and Mariachi music, with music the student’s listen to.
Architecture Days 1-45 F – Compare and contrast aspects of Mexican architecture with that of homes in this area.
Harbor Creek School District
Spanish I Page 12 7/23/2009
Major Understandings
Concepts Timeframe Skills Assessment Standards
Connections and
Comparisons
Social Studies Day 46-90
F – Compare and contrast cities and towns in the U.S. with Mexico City.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
3.1 3.2 4.1 4.2
F – Understand some of the history of Mexico City including its history as the capital of the Aztecs as Tenochtitlan.
F – Compare and contrast school in the U.S. with that of Mexico City.
Arts Day 46-90 F – Understand influences of Mexican artists and styles within the U.S.
Health Day 46-90 F – Compare and contrast foods and snacks typically eaten in the U.S. with those of Mexico.
Connections & Comparisons
Social Studies Day 91-135
F – Compare and contrast geography and climate of Puerto Rico with the local area.
E – Understand some basic history of Puerto Rico including the Tainos, Jibaros and the island’s relationship with the U.S.
Science Day 91-135 F – Recognize the four zones of a Tropical Rain Forest: floor, understory, canopy, emergent layer.
Health Day 91-135 F – Compare and contrast foods eaten in Puerto Rico with those in the U.S.
Music Day 91-135 F – Compare and contrast music of Puerto Rico with that in the U.S. and recognize its influences on popular music.
Sports Day 91-135 F – Compare and contrast popular sports in Puerto Rico with those in the U.S.
Harbor Creek School District
Spanish I Page 13 7/23/2009
Major Understanding
Concepts Timeframe Skills Assessment Standards
Connections & Comparisons
Social Studies Day 136-180
F - Understand some of the history of Oaxaca, including its Zapotec history and connections with the Aztecs.
Summative Assessments, Performance-
Based Assessments, Project-Based Assessments
3.1 3.2 4.1 4.2
F – Understand who Benito Juarez was and his significance.
F – Recognize Mexican currency, the Peso, how it is different from the Peso of other Nations, and exchange rates.
F – Compare and contrast shopping in a Mexican marketplace with that in the U.S.
Health Day 136-180 F – Compare and contrast traditional foods of Oaxaca with those found in the U.S.
Arts Day 136-180 F – Compare and contrasts handicrafts in the U.S. with those Oaxaca is known for.