Franklin County Community School Corporation - Brookville, Indiana s8

Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: Spanish I (Grades 9-12) Quarter: 2 (Weeks 10-18) Academic Year: 2012-2013 Essential Questions for this Quarter: 1. How can using Spanish help you discuss school and extracurricular activities? 2. How can using Spanish help you to converse in a restaurant environment? 3. How can using Spanish help you interact in a food shopping experience? 4. How does accurate verb conjugation contribute to successful communication? 5. How are celebrations in the United States and Spanish-speaking countries similar and different? 6. How does your knowledge of Spanish and the Hispanic culture affect your everyday life in the United States? 7. How does the appreciation of Hispanic art affect your language learning experience?

Unit/Time Frame Standards Content Skills Assessment Resources

Chapter 4 National School activities Talk about going to school Workbook pages ¡Buen Viaje! Level 1 2 weeks 1.1, 1.2, 1.3, 2.1, Extracurricular activities Talk about school activities Worksheets Textbook 3.1, 3.2, 4.2, 5.1, Numbers 1000-2 million Talk about extracurricular activities Dialogues ¡Buen Viaje! Level 1 5.2 Contractions al, del Greet people and ask how they feel Language Lab Workbook Present tense plural -ar verbs Tell how you feel activities ¡Buen Viaje! Level 1 State The verbs ir, dar, estar Describe where you and others go Written quizzes Audio CDs 9.1.1, 9.1.2, 9.1.4, Conversation - Spanish Club Describe where you and others are Oral quizzes ¡Buen Viaje! Level 1 9.1.5, 9.1.6, 9.1.8, party Identify numbers 1000-2 million and use Tests DVDs 9.2.1, 9.2.2, 9.2.3, Pronunciation - t in both written and spoken Essays Song CDs 9.2.4, 9.3.1, 9.3.3, Cultural reading - Schools in communication Online videos 9.3.4, 9.3.5, 9.4.1, the Hispanic world Form and use the contractions al, del Worksheets 9.4.2, 9.5.1, 9.5.2, Cross curricular connection - Form and use present tense plural -ar Enrichment 9.6.1, 9.6.2, 9.7.1, Biology verbs activities 9.7.2, 9.7.5 Artwork of Diego Rivera Form and use the verbs ir, dar, estar Online resources: Listen to and simulate a conversation Conjuguemos.com about a party in Spanish Club Quia.com Correctly pronounce the consonant t Quizlet.com Discuss some differences between Spaleon.com schools in the United States and Studyspanish.com schools in Spanish-speaking countries Studystack.com Discuss basic biology terms Android apps. Discuss artwork and style of Diego Rivera

Chapter 5 National Restaurant conversation Find a table at a café Workbook pages ¡Buen Viaje! Level 1 Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: Spanish I (Grades 9-12) Quarter: 2 (Weeks 10-18) Academic Year: 2012-2013 Essential Questions for this Quarter: 1. How can using Spanish help you discuss school and extracurricular activities? 2. How can using Spanish help you to converse in a restaurant environment? 3. How can using Spanish help you interact in a food shopping experience? 4. How does accurate verb conjugation contribute to successful communication? 5. How are celebrations in the United States and Spanish-speaking countries similar and different? 6. How does your knowledge of Spanish and the Hispanic culture affect your everyday life in the United States? 7. How does the appreciation of Hispanic art affect your language learning experience?

2.5 weeks 1.1, 1.2, 1.3, 2.1, Components of a meal: Order food or a beverage at a café Worksheets Textbook 2.2, 3.1, 3.2, 4.1, Entrees, side dishes, Pay the bill in a café Dialogues ¡Buen Viaje! Level 1 4.2, 5.1 desserts, beverages Identify some foods Language Lab Workbook Market / grocery items: Shop for food activities ¡Buen Viaje! Level 1 State Meats, seafood, fruits, Describe breakfast, lunch and dinner Written quizzes Audio CDs 9.1.4, 9.1.5, 9.1.6, vegetables Form and use present tense -er / -ir verbs Oral quizzes ¡Buen Viaje! Level 1 9.1.7, 9.1.8, 9.2.1, Meals Listen to and simulate a conversation Tests DVDs 9.2.2, 9.2.3, 9.2.4, Present tense -er / -ir verbs that Essays Song CDs 9.3.1, 9.3.2, 9.3.3, Pronunciation - d would take place in a café Project - El Menú Online videos 9.3.4, 9.3.5, 9.4.1, Conversation - On the terrace Correctly pronounce the consonant d Worksheets 9.4.2, 9.4.3, 9.5.1, of a café Talk about differences between eating Enrichment 9.5.2, 9.6.1, 9.6.2, Cultural readings - A café in habits in the United States and in the activities 9.7.1, 9.7.2, 9.7.4, Madrid, Meal times, Spanish-speaking world Online resources: 9.7.5, 9.7.6, 9.7.7, Market versus supermarket Talk about differences between meal Conjuguemos.com 9.8.1, 9.8.3 Cross curricular connection - times in the United States and in the Quia.com Arithmetic Spanish-speaking world Quizlet.com Artwork of Fernando Botero Talk about differences between a market Spaleon.com and a supermarket Studyspanish.com Holidays covered Discuss and apply mathematical Studystack.com 11/11 Día de los Veteranos concepts from the Spanish-speaking Android apps. (Q2.4) world 11/22 (4th Thursday in Nov.) Recognize and appreciate the artwork Día de Acción de Gracias of Fernando Botero (Q2.5) Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: Spanish I (Grades 9-12) Quarter: 2 (Weeks 10-18) Academic Year: 2012-2013 Essential Questions for this Quarter: 1. How can using Spanish help you discuss school and extracurricular activities? 2. How can using Spanish help you to converse in a restaurant environment? 3. How can using Spanish help you interact in a food shopping experience? 4. How does accurate verb conjugation contribute to successful communication? 5. How are celebrations in the United States and Spanish-speaking countries similar and different? 6. How does your knowledge of Spanish and the Hispanic culture affect your everyday life in the United States? 7. How does the appreciation of Hispanic art affect your language learning experience?

Chapter 6 National Family members Talk about your family Workbook pages ¡Buen Viaje! Level 1 2.5 weeks 1.1, 1.2, 1.3, 2.1, Parts of a house Describe your home and leisure activities Worksheets Textbook 3.1, 4.2, 5.2 Home leisure activities Identify ordinal numbers and use in both Dialogues ¡Buen Viaje! Level 1 Ordinal numbers written and spoken communication Language Lab Workbook State Possessive adjectives Form and use possessive to show activities ¡Buen Viaje! Level 1 9.1.1, 9.1.3, 9.1.4, Present tense of the verb ownership Written quizzes Audio CDs 9.1.5, 9.1.6, 9.2.1, tener Tell your age and find out someone else’s Oral quizzes ¡Buen Viaje! Level 1 9.2.2, 9.2.3, 9.2.4, Tener + que + infinitive age Tests DVDs Ir + a + infinitive Form and use the present tense of the Essays Song CDs 9.3.1, 9.3.2, 9.3.3, Conversation - Are you going verb tener to discuss family members Project – La Online videos 9.3.4, 9.3.5, 9.4.1, to the party? and pets casa de mis Worksheets 9.4.2, 9.4.3, 9.5.1, Pronunciation - b, v Use tener + que + infinitive to tell what sueños or Mi Enrichment 9.5.2, 9.6.1, 9.6.2, Cultural readings - The you have to do árbol activities 9.7.1, 9.7.2, 9.7.4, Hispanic family, La Use ir + a + infinitive to tell what is going genealógico Online resources: 9.7.5, 9.7.6, 9.8.2 quinceañera to happen in the near future Conjuguemos.com Cross curricular connection - Listen to and simulate a conversation Quia.com Art and painting of the about going to a party Quizlet.com Spanish masters Correctly pronounce the consonants b, v Spaleon.com Artwork of María Izquierdo Talk about families in Spanish-speaking Studyspanish.com countries Studystack.com Holidays covered Describe the custom of a quinceañera Android apps. 12/25 la Navidad (Q2.8) celebration in Hispanic countries Movie - Sweet Fifteen Reinforce and further the knowledge of fine art through the study of Spanish Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: Spanish I (Grades 9-12) Quarter: 2 (Weeks 10-18) Academic Year: 2012-2013 Essential Questions for this Quarter: 1. How can using Spanish help you discuss school and extracurricular activities? 2. How can using Spanish help you to converse in a restaurant environment? 3. How can using Spanish help you interact in a food shopping experience? 4. How does accurate verb conjugation contribute to successful communication? 5. How are celebrations in the United States and Spanish-speaking countries similar and different? 6. How does your knowledge of Spanish and the Hispanic culture affect your everyday life in the United States? 7. How does the appreciation of Hispanic art affect your language learning experience?

Recognize and appreciate the artwork of María Izquierdo

Review and Testing for Semester 1 2 weeks Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS

NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING

COMMUNICATION Communicate in Languages Other Than English  Standard 1.1: Students engage in conversations, 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.

CULTURES 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

CONNECTIONS 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

COMPARISONS Develop 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.

COMMUNITIES Participate in Multilingual Communities at Home & 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. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS

INDIANA STATE STANDARDS

Grade 9 (comparable to Level I)

Standard 1 COMMUNICATION: Write and speak in a language other than English Learners engage in written and spoken conversations on a variety of topics. (Interpersonal) 9.1.1 Use multiple greetings and farewells in new social situations. 9.1.2 Recognize and state information about self and others in simple terms. Examples: Name, age, origin, physical attributes, etc. 9.1.3 Recognize and express a variety of simple feelings and preferences of self and others. Examples: Likes and dislikes 9.1.4 Exchange familiar information and opinions in brief guided conversations. 9.1.5 Exchange familiar information and opinions in written form with guidance. Examples: Letters, e-mails, etc. 9.1.6 Make basic requests and ask basic questions. 9.1.7 Recognize and use situation-appropriate non-verbal communication. 9.1.8 Recognize speaking and listening strategies that facilitate communication. Example: Ask for clarification

Standard 2 COMMUNICATION: Interpret information in a language other than English Learners interpret written and spoken language on a variety of topics. (Interpretive) 9.2.1 Understand and respond to classroom requests, commands, and directions. 9.2.2 Recognize alphabets, sounds, and markings specific to the target language. 9.2.3 Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks. Examples: Identify familiar vocabulary from an authentic supermarket flyer, list main characters from a short authentic children’s story 9.2.4 Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary.

Standard 3 COMMUNICATION: Present information in a language other than English Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Learners present to an audience of listeners or readers on a variety of topics. (Presentational) 9.3.1 Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures. 9.3.2 Present simple prepared material on selected topics. Examples: Dialogues, short skits, etc. 9.3.3 Read passages aloud to practice intonation and pronunciation. 9.3.4 Write complete sentences with teacher guidance. 9.3.5 Describe objects, self, and others in written and spoken language in simple terms with teacher guidance.

Standard 4 CULTURES: Develop awareness of other cultures Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied. 9.4.1 Recognize basic routine practices of the target cultures. Examples: Family interactions, greetings, table manners, etc. 9.4.2 Examine products, perspectives, and symbols of the target cultures. 9.4.3 Examine factors that influence practices, products, and perspectives. Examples: Geography, weather, demographics, etc.

Standard 5 CONNECTIONS: Make connections to other content areas Learners use the target language to expand their knowledge of and make connections among multiple content areas. 9.5.1 Describe basic objects and concepts from other content areas in simple terms. Examples: Probability (refers to Mathematics 5.6.4), body parts and exercise (refers to Science 4.4.9), map skills (refers to Social Studies 6.3.2) 9.5.2 Integrate content area concepts and skills through relevant activities. Examples: Report on survey results in the target language, identify and describe body parts used for various activities, use a map or locational technology to identify locations

Standard 6 CONNECTIONS: Access and connect information through various media Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 9.6.1 Use digital media and culturally authentic resources to build vocabulary. Examples: Electronic dictionaries, language websites, TV programs, etc. 9.6.2 Use digital media and culturally authentic resources to study target cultures. Examples: Photographs, magazines, appropriate websites

Standard 7 COMPARISONS: Investigate the nature of language and culture Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own. 9.7.1 Recognize and use cognates and words shared between English and the target language. 9.7.2 Recognize and use simple language structures. Examples: Singular versus plural forms, word order 9.7.3 Recognize and use basic idiomatic and colloquial expressions in the target language. 9.7.4 Recognize and use authentic simple forms of address in a variety of familiar situations. 9.7.5 Identify some daily living patterns of other cultures and the learner’s own culture. Examples: Food and mealtimes 9.7.6 Recognize celebrations and holidays of other cultures and compare them to those of the learner’s culture. 9.7.7 Describe contributions from other cultures in simple terms with guidance.

Standard 8 COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement. 9.8.1 Share experiences from the world language classroom within the school and/or community. Example: Use the target language to teach basic vocabulary to friends and family, make simple presentations to family or friends using the target language 9.8.2 Recognize the use of the target language in the learner’s community. Examples: Signs, restaurants, etc. 9.8.3 Experience and report on the cuisine, music, drama, literature, etc. from the target cultures. 9.8.4 Research and present about a local and/or global need that is identified as authentic by the cultures of the target language.