SPANISH 1 CURRICULUM 2015 I. COURSE DESCRIPTION

I. COURSE DESCRIPTION

SPANISH 1 CURRICULUM 2015

In Spanish 1 students will be introduced to common vocabulary, phrases and concepts necessary for daily interpersonal interaction. Emphasis will be place on basic communication and comprehension in everyday situations, i.e. survival skills. Students will gain a working knowledge of the basic structure of the target language using the present tense. Students will engage in activities such as, the creation and performance of original dialogues, question and answer situations as posed by the teacher or other students, and various pair and group projects all centered in thematic units. Students will begin to talk about topics and situations that are of interest to them, their friends and the target language community. They will begin to speak Spanish and will discover how they can greet others in Spanish and talk to them about the daily routines of student life. Gradually, they will develop their ability to understand spoken and written Spanish.

Thematic learning objectives are presented within the framework of the three modes of communication, as outlined by the American Council on the Teaching of Foreign Languages (ACFTL): Interpersonal, Interpretive and Presentational. All activities and assignments are aligned with the three modes and with the NJ Student Learning Standards for the Novice-Mid level.

Three Modes of Communication:

? The Interpersonal Mode is characterized by the active negotiation of meaning among students. Students observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications are made be accordingly.

? The Interpretive Mode focuses on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to active negotiation of meaning with the writer or the speaker.

? The Presentational Mode refers to the creation of oral and written messages in a manner that facilitates interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. (ACTFL Performance Descriptions for Language Learners, p.7)

Additionally, emphasis will be placed on cultural topics dealing with Spanish customs, the arts, and Spanish influence in the United States. Students will recognize and practice culturally appropriate social behaviors and gestures that occur in everyday life. They will identify geographical features, historical landmarks, and major sites of the areas where the target language is spoken and their influences on that culture. The learner will demonstrate cultural knowledge related to the curricular topics presented in the classroom.

II. COURSE OBJECTIVES/OUTLINE

Content Area: Spanish 1

PCTI SPANISH I Curriculum Unit Planner Grade(s) 9, 10, 11, 12

Unit Plan Title: Para Empezar (Preliminary Unit): En la escuela, en la clase y el tiempo (At school, in class, and the weather)

NJSL Standard(s) Addressed

7.1. NM.A.1

7.1.NM.A.2 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.A.5 7.1.NM.B.1 7.1.NM.B.2 7.1.NM.B.3 7.1.NM.B.4 7.1.NM.B.5 7.1.NM.C.1

7.1.NM.C.2 7.1.NM.C.3 7.1.NM.C.4

Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information and other sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics. Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials

orally or in writing.

7.1.NM.C.5

Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Essential Questions (3-5)

? How do you introduce yourself and respond to other's greetings in Spanish? ? How do you respond when given instructions to follow in the classroom? ? How do express time in both English and Spanish? ? What is the weather like at various times of the year and in different hemispheres? ? How do you spell words using the Spanish alphabet?

Grammar Concepts

? Vocabulary: greetings and leave-takings, classroom elements & instructions, numbers (1-100), Parts of the body, alphabet, days of the week and months of the year, and seasons & weather

? Nouns

? Singular and plural definite articles

? Cu?ntos (as)

? Hay

? Punctuation

? Accent marks in Spanish

Anchor Text ? Realidades 1 (print and online interactive textbook) ? Pearson Prentice Hall, 2014 ? Realidades 1 Online practice workbook ? Pearson Prentice Hall, 2014 ? Realidades 1 Writing, Audio and Visual (WVA) book (print and online interactive textbook) ? Pearson Prentice Hall, 2014 ? Realidades 1 Leveled Vocabulary and Grammar Workbook ? Guided Practice (print and online) ? Pearson Prentice Hall, 2014 ? Realidades 1 Teacher Resource Book Temas 1-4/5-9 ? Pearson Prentice Hall, 2014

Informational Texts (3-5) ? "Exploraci?n del 3anguage: Se?or, se?ora y se?orita" ? p.2 ? "Exploraci?n del 3anguage: T? vs. Usted" ? p.5 ? "El alfabeto"- p.12 ? "Gram?tica: Los sustantivos" ? p.11 ? "Exploraci?n del 3anguage: Puntuaci?n y acentos" ? p.13

Short Texts (1-3)

? "?Hola! ?C?mo te llamas? ?C?mo est?s?" ? p.2 and p.4 ? "La sala de clases: ?Atenci?n por favor!" ? p.8 and p.10 ? "El calendario, la fecha y el tiempo: ?Qu? tiempo hace?" ? p.14 and 18

Suggested Speaking/Listening/Writing/Reading Assessments (Formative and Summative) Activities may include, but are not limited to:

? Para Empezar Communicative activities 2, 10, 11, 5 (p.21) ? Realidades 1 (TB) (Presentational & Interpersonal) ? Para Empezar Audio activities 1, 2, 5 ? Realidades 1 WAV book (Interpretive) ? Para Empezar Writing activities 6, 7 ? Realidades 1 WAV book (Presentational) ? Para Empezar Reading and writing activities 9, 10 ? Realidades 1 (TB) (Interpretive & Presentational) ? Communicative activities ? Teacher-created ? Vocabulary production quizzes ? Student communicative survey activities ? End of unit summative assessment Resources (websites, Blackboard, documents, etc.)

? ? ? ? ? ? Google Classroom ? Presentational resources such as, but not limited to Google Drive (Docs, Slides, Forms, Drawings), Prezi, Storyboard That,

Vocaroo) ? Microsoft Office Programs (Documents, Power Points) ? Blackboard ? Youtube ? Other websites, as needed, such as Spanish language online news and magazines ? Realidades 1 Audio CDs, MP3 files ? Realidades 1 video accompaniments (DVD set, video files)

Suggested Time Frame:

6-7 weeks

Content Area: Spanish 1

Grade(s) 9, 10, 11, 12

Unit Plan Title: Tema 1A: ?Qu? te gusta hacer? (What do you like to do?)

NJSL Standard(s) Addressed

7.1. NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information and other sources related to targeted themes.

7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.

7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s).

7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions.

7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.

7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes.

7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.

7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.

7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience.

7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials

orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the

target culture(s).

Essential Questions (3-5)

? What activities do you like and not like to do?

? What activities do others like and not like to do?

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