Prerequisite: Recommended Grade Level: 9-11

Spanish 1A

Description: This course introduces listening, speaking, reading and writing language skills within a cultural context. 1 Trimester- 0.5 credit

Unit 1: Greetings and Introductions (3 weeks)

Standards (Skills/Concepts):

1.1 Students will be able to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

1.2 Students will be able to understand and interpret written and spoken language on a variety of topics.

2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture(s) studied. 3.1 Students reinforce and further their knowledge of other disciplines through the target language. 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

POS: WLPR-CI-D-1, f, j Demonstrator 1: The school implements creative world language learning opportunities, which provide innovative avenues for EACH student to develop and refine 21st century communication skills in languages other than English. World language learning: f. provides a balanced approach to language development through the interpretive, interpersonal and presentational modes of communication. j. stresses a functional language approach that prepares learners for college and career.

POS: WLPR-CI-D-2, a Demonstrator 2: Teachers guide student learning through implementation of rigorous world language opportunities for students to develop language and intercultural competencies. Teachers guide: a. learning through sustained input and output in the target language.

Speaking & Listening Standards CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Topics:  Recite the alphabet in Spanish and say the letters correctly.  Identify the differences between the English and Spanish alphabet.  Recall basic pronunciation principles of the target language and apply those principles when speaking in the target language.  Identify and compare English and Spanish words by recognizing cognates and false cognates.  Use basic greetings and basic words in Spanish.  Recognize and respond to basic introductory questions in the target language: Identifying who they are, their nationality and place of origin, how they are feeling, etc.  Introduce people in the target language and respond accordingly if they are being introduced to someone.  Apply basic concepts to construct a basic introductory conversation in Spanish.  Identify and locate the Spanish speaking capitals and countries.  Students will be able to recite and recognize the numbers from 0-100 and apply patterns for 100-10,000.  Identify some common practices, expressive forms, objects, etc. of the target culture.  List the days of the week.  List the months of the year.  List the seasons and identify the months in which occur.  Use context clues to identify our United States’ holidays when written in the target language.  Compare the manner of writing dates in the target language to the native language.  Construct questions and responses regarding the date in the target language.

Potential Resources:  Summative Assessments  Formative Assessments  Current Events/Reading and Writing Rubric  Authentic Language Assessments  Alphabet song  Meet and greet skit  Days of the week song  Comparison chart of similarities in numbers  Description of differences between accent marks  Label map of Spanish speaking countries and quiz

Unit 2: Descriptions and Getting to know someone (3 weeks) Standards (Skills/Concepts):

1.1 Students will be able to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Students will be able to understand and interpret written and spoken language on a variety of topics. 1.3 Students present information, concepts, and ideas to an audience of listeners and readers on a variety of topics. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture(s) studied. 2.2 Students demonstrate an understanding of the relationships between products and perspectives of the culture(s) studied. 3.1 Students reinforce and further their knowledge of other disciplines through the target language. 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. POS: WLPR-CI-D-3, d Demonstrator 3: Students engage in a process of language acquisition and/or learning that prepares them for college, career and global citizenship. d. Students understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts. POS: WLPR-FSA-D-1, f Demonstrator 1: Students take ownership of their own learning through a process of goal setting, self-assessment and reflection. f. Students provide evidence of what they can do in the language. Speaking & Listening Standards CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Topics:  Identify and recall prepositions in the target language.  Differentiate among the correct interrogative word based on the context of the question.  Identify and name the colors in Spanish.  Create simple sentences and questions in Spanish using colors and objects.  Identify some common practices, expressive forms, objects, etc. of the target culture.  Identify subject pronouns in their native and the target languages.  Differentiate between 1st, 2nd and 3rd person, singular and plural subjects, subject pronouns.  Identify the verb ser as a permanent state of being verb.  Construct correct conjugations of ser, based on the subject of the sentence when using a subject pronoun.  Identify the verb ser as a permanent state of being verb, for use in situations of permanence such as nationality and place of origin, characterizations of people/things and generalizations.  Construct correct conjugations of ser, based on the subject of the sentence when using various subjects not limited to subject pronouns.  Identify and recall vocabulary and adjectives regarding physical characteristics and personality.  Apply the appropriate concepts of agreement in number and gender when using adjectives.  Construct sentences using the verb ser and adjectives by applying correct Spanish grammar in regard to adjective placement in relation to nouns.

Potential Resources:

 Summative Assessments  Formative Assessments  Current Events/Reading and Writing Rubric  Authentic Language Assessments  Short speech introducing and describing oneself  Conversation practice with a Q & A session with a partner  Subject pronouns chart  Ser verb chart to start the students on a future verb chart for other verbs.  Composition: write a letter to an imaginary pen pal describing oneself

Unit 3: Likes and Interests (2 weeks)

Standards (Skills/Concepts):

POS: WLPR-FSA-D-2, c, d

Demonstrator 2: Standards-based formative and summative views of and for learning are embedded into the learning process to evaluate proficiency and inform the individual’s learning progress. c. Teachers use a variety of pre-assessments, student self-assessments, formative views, and summative views to provide meaningful feedback on student learning . d. Authentic performance tasks are used routinely to assess students’ world language proficiency.

POS: WLPR-FSA-D-3, c

Demonstrator 3: World language assessment views are maintained by the district, school, and teacher, and are used to improve student learning, inform program decisions, and to grant proficiency-based credit. c. Schools systematically monitor student progress in developing world language and intercultural skills.

Speaking & Listening Standards

CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)

Topics:

 Use the verb gustar to express likes and dislikes.  Be able to correctly conjugate the verb gustar, recognizing that it only conjugates in the 3rd person, singular and plural.  Assess when to use gustar in the 3rd person singular and/or plural based on the context of the sentence.  Identify the correct indirect object pronouns needed when using the verb gustar based on the subject of the sentence.  Construct sentences using the correct indirect object pronoun and the correct form of the verb gustar.  Be able to correctly conjugate the verb querer, and use it to say what one wants.  Identify and use vocabulary regarding interests and fun activities.  Discuss the frequency of activities using vocabulary regarding dates and time.  Use weather expressions to explain reasons for activities.  Be able to correctly conjugate the verbs ir and jugar, to discuss where one goes and what game or sport one plays.  Learn about the conjugation of regular verbs that end in –ar  Be able to correctly conjugate regular –ar verbs.

Potential Resources:

 Summative Assessments  Formative Assessments  Current Events/Reading and Writing Rubric  Authentic Language Assessment  Powerpoint presentation explaining one’s interests and likes.  Verb charts for gustar, querer, ir and jugar.  Verb charts for general regular –ar verbs.  Weather chant with movements

Unit 4: School life (2 weeks)

Standards (Skills/Concepts):

POS: WLPR-CI-D-2, d

Demonstrator 2: Teachers guide student learning through implementation of rigorous world language opportunities for students to develop language and intercultural competencies. d. Teachers guide students to use the language in authentic cultural contexts for learning (communication, materials, classroom environment, etc.)

POS: WLPR-CI-D-3, d

Demonstrator 3: Students engage in a process of language acquisition and/or learning that prepares them for college, career and global citizenship. d. Students understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts.

Topics:

 Apply the appropriate concepts of agreement in number and gender when using adjectives.  Construct sentences using the verb ser and adjectives by applying correct Spanish grammar in regard to adjective placement in relation to nouns.  Identify classroom words and phrases, including school supplies, school subjects, common items found in classrooms, etc.  Identify and classify definite and indefinite articles.  Analyze when and how to use definite and indefinite articles by correctly identifying the number and gender needed according to context clues surrounding the noun(s.)  Analyze when and how to use definite and indefinite articles by correctly identifying the number and gender needed according to context clues surrounding the noun(s.)  Be able to correctly conjugate the verb tener and use it with its respective idioms.  Be able to correctly conjugate the verb venir and use it to ask someone to come somewhere.  Recall the forms of the verb ir and use it to form the future in the progressive mode.  Use the words cuánto, mucho, and poco to talk about quantity of items.  Be able to correctly conjugate regular verbs that end in –er and –ir.  Identify and correctly conjugate regular –er and –ir verbs with irregular forms in the 1st person singular form.

Potential Resources:

 Summative Assessments  Formative Assessments  Current Events/Reading and Writing Rubric  Authentic Language Assessments  Interview a partner about their school supplies and schedule.  Make a mini catalogue of school supplies  Write out one’s own schedule

Unit 5: House and Family (2 weeks)

Standards (Skills/Concepts): 1.1 Students will be able to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Students will be able to understand and interpret written and spoken language on a variety of topics. 1.3 Students present information, concepts, and ideas to an audience of listeners and readers on a variety of topics. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture(s) studied. 2.2 Students demonstrate an understanding of the relationships between products and perspectives of the culture(s) studied. 3.1 Students reinforce and further their knowledge of other disciplines through the target language. 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

POS: WLPR-CI-D-1, c

Demonstrator 1: The school implements creative world language learning opportunities, which provide innovative avenues for EACH student to develop and refine 21st century communication skills in languages other than English. c. provides opportunities for students to acquire more than one language through classroom, virtual or hybrid learning experiences.

Speaking & Listening Standards

CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Topics:

 Identify and recall vocabulary regarding people and professions, immediate family, adjectives regarding physical characteristics and personality.  Identify and list family members and the familial relationships.  Describe family members, house, rooms, furniture and accessories.  Discuss and describe chores and responsibilities.  Recall, identify, classify, differentiate, compare, analyze and apply the concepts learned this trimester in a variety of methods in review and preparation for the final exam.  Identify and use possessive adjectives.  Identify stem changing verbs, and explain how to form stem changing verbs.  Be able to correctly conjugate verbs that have an o to ue, e to ie, or e to i stem change.  Be able to correctly conjugate the verb estar and use it to describe location using prepositions.  Form the negative of sentences using the words nunca, tampoco, nadie, and nada.  Be able to correctly conjugate and use the forms of the verbs tocar and parecer.  Recall, identify, classify, differentiate, compare, analyze and apply the concepts learned this trimester in a variety of methods in review and preparation for the final exam.

Potential Resources:

 Summative Assessments  Formative Assessments  Current Events/Reading and Writing Rubric  Authentic Language Assessments  Powerpoint about family members describing oneself and four other family members.  Chant about directions for location