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Allen Independent School District Bundled LOTE Curriculum Beginning 2015 School Year Spanish I Page 1 of 32 Revised: 7/1/2015 §114.39. Level I, Novice Mid to Novice High Proficiency (One Credit), Adopted 2014. Introduction (1) The study of world languages is an essential part of education. In the 21st century language classroom, students gain an understanding of two basic aspects of human existence: the nature of communication and the complexity of culture. Students become aware of multiple perspectives and means of expression, which lead to an appreciation of difference and diversity. Further benefits of foreign language study include stronger cognitive development, increased creativity, and divergent thinking. Students who effectively communicate in more than one language, with an appropriate understanding of cultural context, are globally literate and possess the attributes of successful participants in the world community. (2) Communication is the overarching goal of world language instruction. Students should be provided ample opportunities to engage in conversations, to present information to an audience, and to interpret culturally authentic materials in the language of study. The American Council on the Teaching of Foreign Languages (ACTFL) identifies three modes of communication: interpersonal, interpretive, and presentational. (A) In the interpersonal mode of communication, students engage in direct oral or written communication with others. Examples of this "two-way" communication include but are not limited to conversing face to face, participating in digital discussions and messaging, and exchanging personal letters. (B) In the interpretive mode of communication, students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this type of "one-way" reading or listening include but are not limited to comprehension of digital texts as well as print, audio, and audiovisual materials. (C) In the presentational mode of communication, students present orally or in writing information, concepts, and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication include but are not limited to presenting to a group; creating and posting digital content; or writing reports, compositions, or articles for a magazine or newspaper. (3) The use of age-level appropriate and culturally authentic resources is imperative to support the teaching of the essential knowledge and skills for languages other than English (LOTE). The use of culturally authentic resources in world language study enables students to make connections with other content areas, to compare the language and culture studied with their own, and to participate in local and global communities. (4) Students recognize the importance of acquiring accuracy of expression by knowing the components of language, including grammar, syntax, register, appropriate discourse level, and text type. (5) Students in Level I are expected to reach a proficiency level of Novice Mid to Novice High, as defined in the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners. (A) Students at the Novice Mid proficiency level express meaning in highly predictable contexts through the use of memorized and recalled words and phrases. They are best able to understand aural cognates, borrowed words, and high-frequency, highly contextualized words and phrases with repetition. Novice Mid students may be difficult to understand by the most sympathetic listeners and readers accustomed to dealing with language learners. Novice Mid students are inconsistently successful when performing Novice-level tasks. (B) Students at the Novice High proficiency level express meaning in simple, predictable contexts through the use of learned and recombined phrases and short sentences. They are best able to understand sentence-length information within highly contextualized situations and sources. Novice High students may generally be understood by sympathetic listeners and readers accustomed to dealing with language learners. Novice High students are consistently successful when performing Novice-level tasks. Novice High students show evidence of Intermediate Low proficiency but lack consistency. (C) By the end of Level I, students of logographic languages should perform on a Novice Mid proficiency level for reading and writing. In listening and speaking, students of logographic languages should perform on a Novice Mid to Novice High proficiency level. (D) Students who have fully or partially acquired the skills required at each proficiency level through home or other immersion experiences are known as heritage speakers. Heritage speakers may be allowed to accelerate based on their ability to demonstrate a proficiency in the Texas essential knowledge and skills for LOTE across all modes of communication at the prescribed proficiency level. (6) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. Page 2 of 32 Revised: 7/1/2015 LOTE Subject Allen ISD - Bundled Curriculum Unit Name: Overview Basic Communication Strand Interpersonal Communication: speaking and writing TEKS Statement The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: Unit/ Chap 1-1.1 TEKS 1A Student Expectation/District Clarification 1A Ask and respond to questions about everyday life in spoken and written conversation. 1d, 1e,1f 2a, 2c, 2d, 3b Textbook Chapter 1.1 Vocabulary: Greetings and goodbyes Students will appropriately pronounce and apply all vocabulary from Chapter 1 to the four elements of communication (Listening, Speaking, Reading, and Writing). • Including greeting each other and saying goodbye. • Including asking and answering how someone is. • Including introducing someone and self. • Including saying where self and others are from. Including class routines and school environment. 1-1 1b, 2b, 2c, 3b Vocabulary: Colors Students will recognize and memorize terms for colors. • Including rojo, amarillo, rosado, verde, morado, anaranjado, azul, blanco, negro, grís, café and marrón. 1-1.4 1-2 1c,1d,1e, 1f,2a,2c, 2d,3b Textbook Chapter 1.2 Vocabulary: Numbers 0-31; Time, Days; Dates; Months, Seasons Students will comprehend and apply vocabulary relating to time, dates, phone numbers, and e-mail addresses. • Including answering ¿Qué hora es? ¿Cuál es la fecha? ¿Qué fecha es hoy? ¿Cuál es tu teléfono? ¿Cuál es tu número de teléfono? ¿Cuál es tu correo electrónico? 1B Express and exchange personal opinions or preferences in spoken and written conversation 1B Page 3 of 32 Grading Period: _1_ Spanish 1 Power Standard 1-1.5 1a,1c,1d, 1e,1f,2a, 2c,2d,3b Grammar: Subjects and verbs in sentences Students will identify subjects and verbs in sentences and compare usage to English sentences. • Such as understanding that subjects are not always stated in Spanish. EX ¿Cómo estás? Es de España. Power Standard 1-2.1 1a,1e,1f, 2a,2b,2d, Verbs: Regular (ser) Students will correctly conjugate the irregular verb “ser” in present tense, and implement it in simple Revised: 7/1/2015 Power Standard 3a,3b sentences. 1-2.2 1a,1d,1e, 1f,2a,2b, 2c,2d,3a Grammar: Using no in negative sentences Students will correctly form negative sentences. • Including placing no before verb. EX: Yo no soy de España. 1-2.1 1C 1C Ask and tell others what they need to, should, or must do in spoken and written conversation; 1a,1e,1f, 2a,2b,2d, 3a,3b Verbs: Regular (ser) Students will correctly conjugate the irregular verb “ser” in present tense, and implement it in simple sentences. • Including asking and telling others about self 1D Articulate requests, offer alternatives, or develop simple plans in spoken and written conversation 1-2.1 Page 4 of 32 1D 1a,1e,1f, 2a,2b,2d, 3a,3b Verbs: Regular (ser) Students will correctly conjugate the irregular verb “ser” in present tense, and implement it in simple sentences. 1E 1E Participate in spoken conversation using culturally appropriate expressions, register, and gestures Power Standard 1-1.5 1a,1b,1c, 1d,1f,2a, 2c,2d,3b Grammar: Subjects and verbs in sentences Students will identify subjects and verbs in sentences and compare usage to English sentences. • Such as understanding that subjects are not always stated in Spanish. EX ¿Cómo estás? Es de España. Power Standard 1-1.7 1a,1d,1f, 2a,2d,3b Grammar: Subject pronouns Students will recall and select the correct subject pronoun. • Including “vosotros.” • Including use of combined subjects EX: Marco y yo= nosotros María y Paco= ellos María y Ana = ellas Marco y tú= vosotros (Spain) Marco y tú = ustedes (Mexico) 1-2.1 1a,1e,1f, 2a,2b,2d, 3a,3b Verbs: Regular (ser) Students will correctly conjugate the irregular verb “ser” in present tense, and implement it in simple sentences. 1-2.2 1a,1b, 1d, 1f, Grammar: Using no in negative sentences Students will correctly form negative sentences. Revised: 7/1/2015 Power Standard Interpretive communication: reading and listening Page 5 of 32 The student comprehends sentence-length information from culturally authentic print, digital, audio, and audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: 2a,2b,2c, 2d, 3a 1F • Including placing no before verb. EX: Yo no soy de España. 1F Participate in written conversation using culturally appropriate expressions, register, and style 1-1.5 1a,1b,1c, 1d,1f,2a, 2c,2d,3b Grammar: Subjects and verbs in sentences Students will identify subjects and verbs in sentences and compare usage to English sentences. • Such as understanding that subjects are not always stated in Spanish. EX ¿Cómo estás? Es de España. 1-1.7 1a,1d,1f, 2a,2d,3b Grammar: Subject pronouns Students will recall and select the correct subject pronoun. • Including “vosotros.” • Including use of combined subjects EX: Marco y yo= nosotros María y Paco= ellos María y Ana = ellas Marco y tú= vosotros (Spain) Marco y tú = ustedes (Mexico) 2A Demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; 1-1.5 2A 1-1.2 2a Alphabet • Students will recognize and memorize the alphabet and its sounds in order to spell and pronounce words. • Students will know and apply rules of pronunciation to words. 1-1.3 2d Grammar: Use of accents; Syllable stress; Punctuation Students will memorize and apply accents when learning new words. • Including correct punctuation. EX: ¿Dónde estás? ¡Estoy excelente! Revised: 7/1/2015 Power Standard Power Standard 1-2.1 1-2.2 1-1.8 1-2.3 Presentational communication: speaking and writing Page 6 of 32 The student presents information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: 1-1.4 2B 2B Identify key words and details from fiction and nonfiction texts and audio and audiovisual materials; 1a,1b,1e, 1f, 2a,2d, 3a, 3b Vocabulary: Students will recognize some common greetings and expressions. Verbs: Regular (ser) Students will correctly conjugate the irregular verb “ser” in present tense, and implement it in simple sentences. 2C 2C Infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and 1a,1b,1d, 1e,1f,2a, 2b,2d, 3a 2D Grammar: Using no in negative sentences Students will correctly form negative sentences. • Including placing no before verb. EX: Yo no soy de España. 2D Identify cultural practices from authentic print, digital, audio, and audiovisual materials 3A Culture: Spain Students will demonstrate an understanding of various aspects of Spanish culture. • Such as celebrations, art, history, archeology, agriculture, food, geography, and sports. • Including the capital. 3A State and support an opinion or preference orally and in writing; 1a,1b,1e, 1f, 2a,2c, 2d, 3b Vocabulary: Students will be able to greet people, tell their age, birthday and where they are from. Students will be able to tell the date, time and phone number. Verbs: Regular (ser) Students will correctly conjugate the irregular verb “ser” in present tense, and implement it in simple sentences. 1-1.1 1-2.1 3B 3B Describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences 1a,1b,1e, 1f,2a,2c, 2d, 3a, Vocabulary: Student will present self and others using grammatical structures verbally and in writing. Verbs: Regular (ser) Students will correctly conjugate the irregular verb “ser” in present tense, and implement it in simple sentences. Revised: 7/1/2015 Guiding/Essential Questions • N/A Content Vocabulary • N/A Academic Vocabulary • N/A Signature Lessons • N/A Resources Smart Board Resource- Greetings and Conversations Smart Board Resource- Unscramble Conversation Smart Board Resource- Greetings and Goodbyes Smart Board Resource- Calendar Smart Board Resource- Days, Months Smart Board Resource- Time Smart Board Resource- Time Matching Smart Board Resource- Numbers Smart Board Resource- Weather and Seasons Smart Board Resource- Subject Pronouns with Dice Smart Board Resource- Subject Pronoun Practice Smart Board Resource- Tú vs. Usted Smart Board Resource- subject pronoun Smart Board Resource- Alphabet and Phonetics Textbook Alignment • Holt, ¡Exprésate! pp.4-35, online textbook Formative Assessment • N/A Summative Assessment • N/A Page 7 of 32 Revised: 7/1/2015 LOTE Subject Unit Name: Overview TAKS Objective Interpersonal Communication: speaking and writing Allen ISD - Bundled Curriculum Grading Period: _2__ Spanish 1 Describing people and things TEKS Statement The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: Unit/ Chap 2-1.1 TEKS 1A Student Expectation/District Clarification 1A Ask and respond to questions about everyday life in spoken and written conversation. 1e,1f, 2a, 2b, 2c, 2d, 3a,3b Textbook Chapter 2.1 Vocabulary: Describing people and things; Numbers 32-100 Students will recognize and apply descriptive adjectives to produce questions and statements in written and spoken forms. • Including asking what someone is like. EX ¿Cómo eres?, ¿Cómo es tu profesor de español? • Including responding to questions about themselves Students will also learn numbers 32-100 Note: Descriptive words (page R10), review of colors. 2-1.2 1b,1e,1f, 2a,2d,3b Verbs: Irregular (tener) Students will recognize and apply the verb “tener” to produce questions and statements in written and spoken forms. • Including asking someone’s age and birthday. EX: ¿Cuántos años tiene Luis? ¿Cuántos años tiene tu mejor amigo? ¿Cuántos años tienes? 2-1.3 2-2.1 1a, 1e, 1f, 2a, 2d, 3b Textbook Chapter 2.2 Vocabulary Students will appropriately pronounce and apply all vocabulary from chapter 2-1 & 2-2 to the four elements of communication (Listening, Speaking, Reading and Writing). Students will ask and respond to basic questions about likes and dislikes. • Including the verb (gustar) 2-1.4 1B 1B Express and exchange personal opinions or preferences in spoken and written conversation 1a,1e,1f, 2a, 2b, 2d, 3a, 3b Verbs: Irregular (ser) Students will recognize and apply “ser” in its conjugated forms. • Including exchanging personal information or descriptions Students will determine the correct adjective form. Students will use appropriate forms of “ser” with correct adjective forms. • Including number and gender adjective agreement Students will produce negation statements by using ser with “no” preceding the verb. Power Standard Power Standard Page 8 of 32 Revised: 7/1/2015 Power Standard 1C 1C Ask and tell others what they need to, should, or must do in spoken and written conversation; 2-1.5 1a,1b,1d, 1e, 1f,2a, 2b,2c,2d, 3a, 3b Grammar: Question formation Students will formulate questions using interrogative words. • Such as ¿Qué?, ¿Quién?, ¿Dónde? and ¿Cuándo?. 2-1.4 1a,1e,1f, 2a, 2b, 2d, 3a, 3b Verbs: Irregular (ser) Students will recognize and apply “ser” in its conjugated forms. Students will determine the correct adjective form. Students will use appropriate forms of “ser” with correct adjective forms. • Including number and gender adjective agreement Students will produce negation statements by using ser with “no” preceding the verb. 1D Articulate requests, offer alternatives, or develop simple plans in spoken and written conversation 1D Power Standard 2-1.5 1a,1b,1d, 1e, 1f,2a, 2b,2c,2d, 3a, 3b Grammar: Question formation Students will formulate questions using interrogative words. • Such as ¿Qué?, ¿Quién?, ¿Dónde? and ¿Cuándo?. 2-2.3 1a,1b,1e, 1f, 2a,2b, 2c,2d,3a, 3b Verbs: Irregular (gustar) Students will recognize and apply the verbs “gustar” and “ser”. • Including asking what someone likes • Including statements about what someone likes and dislikes • Including describing things someone likes or dislikes 1E participate in spoken conversation using culturally appropriate expressions, register, and gestures 1E Power Standard Page 9 of 32 2-2.2 1f, 2a,2b, 2c,2d,3a, 3b Grammar: Gender of nouns Students will connect gender of nouns based on word ending and definite articles. 2-2.4 1f, 2a,2b, 2c, 2d, 3a, 3b Grammar: Definite and Indefinite articles with nouns Students will recognize and apply definite and indefinite articles and nouns using the four elements of communication - el, la, los, las Ex: el libro la fiesta Los libros las fiestas 4-1.4 1f, 2a,2b, 2c, 2d, 3a, 3b Grammar: Indefinite articles Students will use indefinite articles with singular and plural nouns. • Including gender and number agreement with the noun. EX: un libro una fiesta unos libros unas fiestas Revised: 7/1/2015 Interpretive communication: reading and listening Page 10 of 32 The student comprehends sentence-length information from culturally authentic print, digital, audio, and audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: 1F 1F Participate in written conversation using culturally appropriate expressions, register, and style 2-2.2 1f, 2a,2b, 2c, 2d, 3a, 3b Grammar: Gender of nouns Students will connect gender of nouns based on word ending and definite articles. 2-2.4 1f, 2a,2b, 2c, 2d, 3a, 3b Grammar: Definite and Indefinite articles with nouns Students will recognize and apply definite and indefinite articles and nouns using the four elements of communication - el, la, los, las Ex: el libro la fiesta Los libros las fiestas 4-1.4 1f, 2a,2b, 2c, 2d, 3a, 3b Grammar: Indefinite articles Students will use indefinite articles with singular and plural nouns. • Including gender and number agreement with the noun. EX: un libro una fiesta unos libros unas fiestas 2A Demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; 2A 2-2.4 1f, 2a,2b, 2c, 2d, 3a, 3b Grammar: Definite and Indefinite articles with nouns Students will recognize and apply definite and indefinite articles and nouns using the four elements of communication - el, la, los, las Ex: el libro la fiesta Los libros las fiestas 4-1.4 1f, 2a,2b, 2c, 2d, 3a, 3b Grammar: Indefinite articles Students will use indefinite articles with singular and plural nouns. • Including gender and number agreement with the noun. EX: un libro una fiesta unos libros unas fiestas 2-2.5 1a,1b,1d, 1e,1f, 2b,2c,2d, 3a,3b Verbs: Irregular (gustar) Grammar: porque, ¿por qué? Students will recognize and apply the verb gustar. Students will differentiate between “¿por qué?” and “porque” Students will apply “gustar” with the specific indirect object pronouns and subject pronouns. Students will use the correct forms of gustar + def. article + noun. • Such as: Me gusta el helado. Me gustan las frutas. Students will use negation with the verb “gustar” in order to tell what an individual does not like. 2-2.6 1e, 1f, 2a, 2b, 2c, 2d, Grammar: Prepositions (de) • Students will recognize and apply the preposition “de” to show possession or relationships using all four elements. Revised: 7/1/2015 Power Standard 2-2.5 2-2.3 3a, 3b • Students will apply the preposition de with the definite article el to form the contraction “del” 2B 2B Identify key words and details from fiction and nonfiction texts and audio and audiovisual materials; 1a,1b,1d, 1e,1f, 2b,2c,2d, 3a,3b Verbs: Irregular (gustar) Grammar: porque, ¿por qué? Students will recognize and apply the verb gustar. Students will differentiate between “¿por qué?” and “porque” Students will apply “gustar” with the specific indirect object pronouns and subject pronouns. Students will use the correct forms of gustar + def. article + noun. • Such as: Me gusta el helado. Me gustan las frutas. Students will use negation with the verb “gustar” in order to tell what an individual does not like. 2C Infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and 2C 2-2.3 2-2.6 1e, 1f, 2a, 2b, 2c,2d, 3a,3b Grammar: porque, ¿por qué? Grammar: Prepositions (de) • Students will recognize and apply the preposition “de” to show possession or relationships using all four elements. • Students will apply the preposition de with the definite article el to form the contraction “del” 2D 2D Identify cultural practices from authentic print, digital, audio, and audiovisual materials 2-1.6 2-2.7 Presentational communication: speaking and writing. Page 11 of 32 The student presents information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: 2-2.5 2-2.3 Culture: Puerto Rico Students will examine the culture of Puerto Rico and Puerto Rico’s relationship with the U.S. • Such as the capital, government, languages, currency, important geographic places, and celebrations. 3A 3A State and support an opinion or preference orally and in writing; 1a,1b,1d, 1e,1f, 2a, 2b,2c,2d, 3b Verbs: Irregular (gustar) Students will state an opinión about likes/dislikes Grammar: porque, ¿por qué? Students will recognize and apply the verb gustar. Students will differentiate between “¿por qué?” and “porque” Revised: 7/1/2015 3B 3B Describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences 1a,1e,1f, 2a, 2b, 2d, 3a,3b Verbs: Irregular (ser) Students will present and describe people, objects and simple situations implementing the verb ser. 1A 1A Ask and respond to questions about everyday life in spoken and written conversation. 1b,1d,1e, 1f, 2a,2b, 2c, 2d, 3a, 3b Textbook Chapter 3-1 Vocabulary: Activities and Hobbies Students will comprehend and produce vocabulary that refers to things they like to do. Students will identify verbs in infinitive form and nouns that refer to sports. Students will produce sentences using adjectives that describe people that like to perform certain activities using the four elements. Note: Use vocabulary from “También se puede decir” Additional vocabulary page R8 Students will appropriately pronounce and apply all vocabulary from Chapter 3 to the four elements of communication (Listening, Speaking, Reading, and Writing). 3-2.2 1b,1d,1e, 1f, 2a,2b, 2c, 2d, 3a, 3b Textbook Chapter 3-2 Vocabulary: Everyday activities Students will apply vocabulary to construct sentences to describe everyday activities. • Such as expressing things they or others like to do or do on weekends (both verbally and written). 3-2.3 1b,1d,1e, 1f, 2a,2b, 2c, 2d, 3a, 3b Textbook Chapter 3-2 Vocabulary: Where you go and how often Students will construct sentences to describe and discuss the frequency of everyday activities and in what places those activities occur. • Including answering ¿Adónde vas los fines de semana?, ¿Qué haces los fines de semana?, ¿Con qué frecuencia….? • Including definite articles to say something occurs on a particular day(s) of the week. EX: Voy a la biblioteca los lunes. 3-2.7 1b,1d,1e, 1f, 2a,2b, 2c, 2d, 3a, 3b Textbook Chapter 3-2 Vocabulary: Weather expressions Students will apply vocabulary to describe the weather. • Including: hace buen tiempo, hace mal tiempo, hace calor, hace frío, hace sol, hace viento, hace fresco, llueve and nieva. • Including answering these questions: ¿Qué tiempo hace? ¿Qué haces cuando? + weather condition EX: ¿Qué haces cuando hace mal tiempo? 1B 1B Express and exchange personal opinions or preferences in spoken and written conversation 1a,1d,1e, Verbs: Irregular (gustar with infinitives) 2-1.5 Interpersonal Communication: speaking and writing The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: Power Standard Page 12 of 32 3-1.1 3-2.1 3-1.2 Revised: 7/1/2015 3-1.3 Power Standard Power Standard Power Standard Page 13 of 32 1f, 2a, 2b, 2c, 2d, 3a, 3b Students will produce questions by applying “gustar + infinitive” Students will produce statements using “gustar + infinitive” using the four elements. Students will distinguish between the three types of infinitives –AR, -ER, and -IR. Students will determine when to use “gusta” and when to use “gustan” using the four elements. Students will give preference by telling others what you like/don’t like to do by applying “gustar + infinitive” Note: Introduce the endings for –AR --ER, -IR, and -AR infinitives when conjugated in the present tense. 1a,1d,1e, 1f, 2a,2b, 2c, 2d, 3a, 3b Grammar: Pronouns after prepositions Students will produce statements and questions with pronouns and prepositions using the four elements. Students will produce statements and questions with indirect object pronouns using the four elements. Students will produce statements with the preposition con using the four elements. 1C • Including: “conmigo”, “contigo”, “con él”, “con ella”, etc. • Including “a mí me gusta”, “a ti te gusta” etc. 1C Ask and tell others what they need to, should, or must do in spoken and written conversation; 1a,1b,1d, 1e, 1f, 2a, 2b, 2c, 2d, 3a, 3b Verbs: Regular (Present tense -AR) Students will ask others what they do implementing the use of –AR verbs. Students will correctly conjugate regular -AR verbs in present tense and apply in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Such as asking questions. EX: ¿Cantan ustedes mucho? • Such as answering questions affirmatively. EX: Sí, cantamos mucho. • Such as answering questions negatively. EX: No, no cantamos mucho. • Including the vosotros form of each verb. Including the verb necesitar. 1D 1D Articulate requests, offer alternatives, or develop simple plans in spoken and written conversation 3-1.4 1a,1b,1e, 1f, 2a,2b, 2c, 2d, 3a, 3b Verbs: Irregular (querer with infinitives) Students will tell others what they want/don’t want to do implementing the use of “querer”. Students will comprehend and produce statements and questions using “querer” with infinitives. Students will comprehend the reason why the verb after “querer” is left as an infinitive. 3-2.5 1a,1b,1e, 1f, 2a,2b, 2c, 2d, 3a, 3b Verbs: Irregular (ir- to go) Students will tell others where they want/don’t want to go implementing the use of “ir”. Students will correctly conjugate the irregular verb “ir” and apply it in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Including answering ¿Adónde va/vas/van? • Including ir+a, ir+al with explanation of “al” as a contraction. 3-2.4 Revised: 7/1/2015 EX: Voy a la playa. Voy al gimnasio. Power Standard Page 14 of 32 1E 1E Participate in spoken conversation using culturally appropriate expressions, register, and gestures 3-1.3 1a,1b,1d, 1f, 2a,2b, 2c,2d,3a, 3b Grammar: Pronouns after prepositions Students will produce statements and questions with pronouns and prepositions using the four elements. Students will produce statements and questions with indirect object pronouns using the four elements. Students will produce statements with the preposition con using the four elements. • Including: “conmigo”, “contigo”, “con él”, “con ella”, etc. • Including “a mí me gusta”, “a ti te gusta” etc. 3-2.4 1a,1b,1d, 1e, 1f, 2a, 2b, 2c, 2d, 3a, 3b Verbs: Regular (Present tense -AR) Students will correctly conjugate regular -AR verbs in present tense and apply in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Such as asking questions. EX: ¿Cantan ustedes mucho? • Such as answering questions affirmatively. EX: Sí, cantamos mucho. • Such as answering questions negatively. EX: No, no cantamos mucho. • Including the vosotros form of each verb. 1F 1F Participate in written conversation using culturally appropriate expressions, register, and style 3-1.3 1a,1b,1d, 1e,2a,2b, 2c, 2d, 3a, 3b Grammar: Pronouns after prepositions Students will produce statements and questions with pronouns and prepositions using the four elements. Students will produce statements and questions with indirect object pronouns using the four elements. Students will produce statements with the preposition con using the four elements. • Including: “conmigo”, “contigo”, “con él”, “con ella”, etc. • Including “a mí me gusta”, “a ti te gusta” etc. 3-2.4 1a,1b,1d, 1e,1f, 2a, 2b, 2c, 2d, 3a, 3b Verbs: Regular (Present tense -AR) Students will correctly conjugate regular -AR verbs in present tense and apply in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Such as asking questions. EX: ¿Cantan ustedes mucho? • Such as answering questions affirmatively. EX: Sí, cantamos mucho. • Such as answering questions negatively. EX: No, no cantamos mucho. • Including the vosotros form of each verb. Revised: 7/1/2015 Interpretive communication: reading and listening The student comprehends sentence-length information from culturally authentic print, digital, audio, and audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: Power Standard 3-2.7 3-2.4 Power Standard 3-2.5 Page 15 of 32 2A 2A Demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; 1a,1b,1d, 1e, 1f,2a, 2b,2c,2d, 3a, 3b Vocabulary: Weather expressions Students will apply vocabulary to describe the weather. • Including: hace buen tiempo, hace mal tiempo, hace calor, hace frío, hace sol, hace viento, hace fresco, llueve and nieva. • Including answering these questions: ¿Qué tiempo hace? ¿Qué haces cuando? + weather condition EX: ¿Qué haces cuando hace mal tiempo? 2B 2B Identify key words and details from fiction and nonfiction texts and audio and audiovisual materials; 1a,1b,1d, 1e, 1f,2a, 2b,2c,2d, 3a, 3b Verbs: Regular (Present tense -AR) Students will correctly conjugate regular -AR verbs in present tense and apply in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Such as asking questions. EX: ¿Cantan ustedes mucho? • Such as answering questions affirmatively. EX: Sí, cantamos mucho. • Such as answering questions negatively. EX: No, no cantamos mucho. • Including the vosotros form of each verb. 2C 2C Infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and 1a,1b,1d, 1e,1f,2a, Verbs: Irregular (ir- to go) Students will correctly conjugate the irregular verb “ir” and apply it in simple sentences. Revised: 7/1/2015 3-2.6 2b, 2d, 3a, 3b • Such as using the correct form of the verb given the subject, both written and verbally. • Including answering ¿Adónde va/vas/van? • Including ir+a, ir+al with explanation of “al” as a contraction. EX: Voy a la playa. Voy al gimnasio. 1a,1b,1d, 1e,1f,2a, 2b,2d,3a, 3b Verbs: Irregular (jugar) Students will correctly conjugate the irregular verb “jugar” and apply it in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Including jugar +a, jugar +al with explanation of “al” as a contraction. EX: Juego a los deportes. Juego al fútbol. 2D Identify cultural practices from authentic print, digital, audio, and audiovisual materials 2D 3-2.8 Presentational communication: speaking and writing The student presents information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: 3-1.2 2a, 2b, 2c, 3a, 3b Culture: Texas Students will examine various aspects of Texas culture. • Such as celebrations, art, history, archaeology, agriculture, food, geography and sports. • Including Texas as part of Mexico from 1821-1836. (See TE page 76) 3A 3A State and support an opinion or preference orally and in writing; 1a,1b,1d, 1e, 1f, 2a, 2b, 2c, 2d, 3a, 3b Verbs: Irregular (gustar with infinitives) Students will state likes/dislikes implementing “gustar + infinitive” Students will produce questions by applying “gustar + infinitive” Students will produce statements using “gustar + infinitive” using the four elements. Students will distinguish between the three types of infinitives –AR, -ER, and -IR. Students will determine when to use “gusta” and when to use “gustan” using the four elements. Note: Introduce the endings for –AR --ER, -IR, and -AR infinitives when conjugated in the present tense. 1a,1b,1d, 1e, 1f, 2a, 2b, 2c, 2d, 3a, 3b Grammar: Pronouns after prepositions Students will produce statements and questions with pronouns and prepositions using the four elements. Students will produce statements and questions with indirect object pronouns using the four elements. Students will produce statements with the preposition con using the four elements. 3-1.3 • Including: “conmigo”, “contigo”, “con él”, “con ella”, etc. • Including “a mí me gusta”, “a ti te gusta” etc. Power Standard Page 16 of 32 3B 3B Describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences 3-2.3 1b,1d,1e, 1f, 2a,2b, 2c, 2d, 3a, 3b Vocabulary: Where you go and how often Students will construct sentences to describe and discuss the frequency of everyday activities and in what places those activities occur. Students will present what you and others want to do including frequency. 3-2.7 1a,1b,1d, 1e, 1f,2a, Vocabulary: Weather expressions Students will apply vocabulary to describe the weather. Revised: 7/1/2015 2b,2c,2d, 3a, 3b Guiding/Essential Questions • N/A Content Vocabulary • N/A Academic Vocabulary • N/A Signature Lessons • N/A Resources Smart Board Resource- 2-1 Vocabulary Smart Board Resource- More 2-1 Vocabulary Smart Board Resource- # Practice Smart Board Resource- Gustar Smart Board Resource- Gender Adjective Agreement Smart Board Resource preposition de+ Smart Board Resource- 3-1 Vocabulary Image Select Smart Board Resource- 3-1 Vocabulary Practice Smart Board Resource- Review 3.1 Smart Board Resource- 3-2 Vocabulary Image Select Smart Board Resource- Calendar Smart Board Resource- Weather and Seasons Smart Board Resource- Weather and Seasons Image Select Smart Board Resource- -AR Verb Conjugation Smart Board Resource- Dice with pronouns and –AR Verbs Textbook Alignment • Holt, ¡Exprésate! pp.38-111, online textbook Formative Assessment • N/A Summative Assessment • N/A Page 17 of 32 Revised: 7/1/2015 Unit Name: Overview TAKS Objective Interpersonal Communication: speaking and writing Page 18 of 32 Allen ISD - Bundled Curriculum Grading Period: _3_ Spanish 1 School Life TEKS Statement The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: Tested LOTE Subject TEKS 1A Student Expectation/District Clarification 1A Ask and respond to questions about everyday life in spoken and written conversation. 4-1.1 1b, 1e, 1d, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Textbook Chapter 4-1 Vocabulary Students will appropriately pronounce and apply all vocabulary from Chapter 4 to the four elements of communication (Listening, Speaking, Reading, and Writing). • Including basic questions about classes, events and school supplies needed. Note: Additional Vocabulary page R7 4-1.2 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Vocabulary: Asking what others have or need Students will apply vocabulary to describe what others have or need. • Such as asking what someone else has or needs. EX: ¿Necesitas un diccionario/ Tienes un diccionario? • Such as telling what someone has or needs. EX: Sí, necesito un diccionario. Sí, tengo un diccionario. • Including negative responses. EX: No, no necesito un diccionario. No, no tengo un diccionario. 4-1.3 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Vocabulary: School subjects and supplies Students will apply vocabulary to describe school subjects and school supplies. 4-1.5 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Vocabulary: Mucho, ¿cuánto?, poco Students will describe and determine amounts of things using mucho, cuánto and poco as adjectives. • Including gender and number agreement with the noun. EX: mucho papel mucha tarea muchos libros muchas carpetas 4-2.1 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Textbook Chapter 4-2 Vocabulary Students will appropriately pronounce and apply all vocabulary from chapter 4-2 to the four elements of communication (Listening, Speaking, Reading, and Writing). 4-2.2 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Vocabulary: Talking about plans Students will converse about plans and invite others to do things, including asking and answering ¿Qué vas a hacer el viernes próximo? Revised: 7/1/2015 1B 8-1.1 1a, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Verbs: Irregular (tener, tener idioms) Students will correctly conjugate the irregular verb “tener” and apply it in simple sentences about teachers and school life. • Such as using the correct form of the verb given the subject, both written and verbally. • Including tener idioms: tener que+ infinitive, tener ganas de+ infinitive, tener prisa, tener (mucha) hambre, tener (mucha) sed, tener frío 4-1.7 1a, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Verbs: Irregular (venir) Students will correctly conjugate the irregular verb “venir” and apply it in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Including venir a + time. EX: A qué hora vienes al colegio? Yo vengo a las ocho en punto. 1C 1C Ask and tell others what they need to, should, or must do in spoken and written conversation; 1a,1b,1d, 1e, 1f, 2a, 2b, 2c, 2d, 3a, 3b Vocabulary: Asking what others have or need Students will tell others what they do at school, which events they participate/attend, the location of the events, which school supplies they need and what they do with them. Students will apply vocabulary to describe what others have or need. • Such as asking what someone else has or needs. EX: ¿Necesitas un diccionario/ Tienes un diccionario? • Such as telling what someone has or needs. EX: Sí, necesito un diccionario. Sí, tengo un diccionario. • Including negative responses. EX: No, no necesito un diccionario. No, no tengo un diccionario. 1D 1D Articulate requests, offer alternatives, or develop simple plans in spoken and written conversation 1a,1b,1c, 1e, 1f, 2a, 2b, 2c, 2d, 3a, 3b Grammar: Verbs (Ir a + infinitive) Students will correctly conjugate the irregular verb “ir” and produce questions and statements in written and spoken forms to converse about making plans. EX: Voy a jugar al baloncesto mañana. Students will develop reasons for accepting/declining invitations to school events and invite others to school events. 4-1.2 4-2.3 Page 19 of 32 ¿A qué hora vas a llegar al partido? ¿Vas a ir a…el lunes por la noche? ¿Qué tal si vamos al partido de fútbol? 1B Express and exchange personal opinions or preferences in spoken and written conversation Revised: 7/1/2015 4-2.4 1a,1b,1c, 1e, 1f, 2a, 2b, 2c, 2d, 3a,3b 1E 8-1.1 1a, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Verbs: Irregular (tener, tener idioms) Students will correctly conjugate the irregular verb “tener” and apply it in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Including tener idioms: tener que+ infinitive, tener ganas de+ infinitive, tener prisa, tener (mucha) hambre, tener (mucha) sed, tener frío Students will state what they feel like doing versus what they need to do including the verb tener. 4-1.7 1a, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Verbs: Irregular (venir) Students will correctly conjugate the irregular verb “venir” and apply it in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Including venir a + time. EX: A qué hora vienes al colegio? Yo vengo a las ocho en punto. Smart Board Resource: Yo vengo a las ocho en punto. 1F Participate in written conversation using culturally appropriate expressions, register, and style 1F Interpretive communication: reading and listening Page 20 of 32 The student comprehends sentence-length information from culturally authentic print, Grammar: Definite articles (el + weekday; los + weekdays) Students will correctly use “el” before a weekday, “los” before a plural weekday when telling what day they are going to do something. EX: El lunes, voy a bailar. EX: Los lunes, Marcos va a estudiar en la biblioteca. 1E Participate in spoken conversation using culturally appropriate expressions, register, and gestures 8-1.1 1a, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Verbs: Irregular (tener, tener idioms) Students will correctly conjugate the irregular verb “tener” and apply it in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Including tener idioms: tener que+ infinitive, tener ganas de+ infinitive, tener prisa, tener (mucha) hambre, tener (mucha) sed, tener frío Students will write about what they feel like doing versus what they need to do including the verb tener 4-1.7 1a, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a, 3b Verbs: Irregular (venir) Students will correctly conjugate the irregular verb “venir” and apply it in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Including venir a + time. EX: A qué hora vienes al colegio? Yo vengo a las ocho en punto. Smart Board Resource: Yo vengo a las ocho en punto. 2A Demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; 2A 4-2.4 1a, 1b,1c, 1d, 1e, 1f, 2b, 2.c, 2d, Grammar: Definite articles (el + weekday; los + weekdays) Students will correctly use “el” before a weekday, “los” before a plural weekday when telling what day they are going to do something. Revised: 7/1/2015 digital, audio, and audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: Power Standard Power Standard Page 21 of 32 3a, 3b 8-1.1 EX: El lunes, voy a bailar. EX: Los lunes, Marcos va a estudiar en la biblioteca. 1a, 1b,1c, 1d, 1e, 1f, 2b, 2.c, 2d, 3a, 3b Verbs: Irregular (tener, tener idioms) Students will correctly conjugate the irregular verb “tener” and apply it in simple sentences. • Such as using the correct form of the verb given the subject, both written and verbally. • Including tener idioms: tener que+ infinitive, tener ganas de+ infinitive, tener prisa, tener (mucha) hambre, tener (mucha) sed, tener frío 2B 2B Identify key words and details from fiction and nonfiction texts and audio and audiovisual materials; 4-2.3 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2.c, 2d, 3a, 3b Grammar: Verbs (Ir + a + infinitive) Students will correctly conjugate the irregular verb “ir” and produce questions and statements in written and spoken forms to converse about making plans. EX: Voy a jugar al baloncesto mañana. 4-2.5 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2.c, 2d, 3a, 3b Grammar: Verbs (-ER, -IR) Students will correctly conjugate regular –er and –ir verbs, and apply them in simple sentences. 2C 2C Infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2d, 3a, 3b Grammar: Verbs (-ER, -IR with irregular yo forms) Students will correctly conjugate –er and -ir verbs with irregular yo forms and apply them in simple sentences. • Including the verbs hacer, poner, traer, saber, ver, salir, tener, and venir 4-2.6 Revised: 7/1/2015 4-1.7 4-2.7 Presentational communication: speaking and writing Page 22 of 32 The student presents information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: Power Standard 2D 2D Identify cultural practices from authentic print, digital, audio, and audiovisual materials 2a,2b,2c,3a, 3b 3A Culture: Costa Rica Students will examine and analyze various aspects of Costa Rican culture. • Such as celebrations, art, food, architecture, geography, and history. • Including the capital. 3A State and support an opinion or preference orally and in writing; 4-2.5 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3b Grammar: Verbs (-ER, -IR) Students will correctly conjugate regular –er and –ir verbs, and apply them in simple sentences. • Such as stating and supporting an opinion about school, events, teachers and friends in spoken conversation implementing –er and –ir verbs. 4-2.6 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3b Grammar: Verbs (-ER, -IR with irregular yo forms) Students will correctly conjugate –er and -ir verbs with irregular yo forms and apply them in simple sentences. • Including the verbs hacer, poner, traer, saber, ver, salir, tener, and venir 3B 3B Describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences Power Standard 4-2.5 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a Grammar: Verbs (-ER, -IR) Students will correctly conjugate regular –er and –ir verbs, and apply them in simple sentences. • Such as describing what and why you and others do, where you want to do it and when you and others feel like doing it in written conversation. Power Standard 4-2.6 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2.c, 2d, 3a Grammar: Verbs (-ER, -IR with irregular yo forms) Students will correctly conjugate –er and -ir verbs with irregular yo forms and apply them in simple sentences. • Including the verbs hacer, poner, traer, saber, ver, salir, tener, and venir Revised: 7/1/2015 Interpersonal Communication: speaking and writing The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: 1A 1A Ask and respond to questions about everyday life in spoken and written conversation. 5-1.1 1b,1c,1d,1e, 1f, 2a,2b,2c,2d, 3a,3b Textbook Chapter 5-1 Vocabulary Students will appropriately pronounce and apply all vocabulary from chapter 5-1 to the 4 elements of communication. (Listening, Speaking, Reading, Writing) Students will ask and respond to basic questions about family, home and chores. 5-1.2 1b,1c,1d,1e, 1f,2a,2b,2c, 2d,3a,3b Vocabulary: Family members Students will integrate the vocabulary in 5-1 in order to describe people and family relationships using the four elements of communication (Listening, Speaking, Reading and Writing). Such as describing a family member’s physical or personality characteristics • Including answering ¿Cuántas personas hay en tu familia? ¿Cómo es tu familia? 5-2.1 1b,1c,1d,1e, 1f,2a,2b,2c, 2d,3a,3b Vocabulary: Chores Students will appropriately pronounce and apply all vocabulary from Chapter 5 to the four elements of communication (Listening, Speaking, Reading, and Writing). • Including asking where someone lives. EX: ¿Dónde vives?, ¿Dónde viven ustedes? • Including asking for an address. EX: ¿Cuál es tu dirección? • Including asking for a description of a person’s house. EX: ¿Cómo es tu casa? Including: lavar los platos, limpiar..., cocinar, sacar la basura, cortar el césped, hacer la cama, hacer los quehaceres, pasar la aspiradora, arreglar la sala, cuidar a los hermanos, poner la mesa, tocar and parecer See page 171: También se puede decir…. 5-2.2 1b,1c,1d,1e, 1f,2a,2b,2c, 2d,3a,3b Textbook Chapter 5-2 Vocabulary Students will appropriately pronounce and apply all vocabulary from chapter 5-2 to the four elements of communication (Listening, Speaking, Reading and Writing). 1B 1B Express and exchange personal opinions or preferences in spoken and written conversation 1a,1c,1d,1e, 1f,2a,2b,2c, 2d,3a,3b Vocabulary Students will exchange information about teachers, houses, and family members in all 4 elements of communication. Students will exchange information about the rooms of the house, location of furniture and chores. 1C 1C Ask and tell others what they need to, should, or must do in spoken and written conversation; 1a,1b,1d,1e, Vocabulary 5-1.1 5-1.2 5-1.2 Page 23 of 32 Revised: 7/1/2015 1f,2a,2b,2c, 2d,3a,3b Students will tell others what they do at home including chores and other activities. 1a,1b,1d,1e, 1f,2a,2b,2c,2 d,3a,3b Grammar: Verbs (Stem-changing verbs o-ue, u-ue and e-ie) Students will correctly conjugate and classify O-UE , U- UE, E- IE stem changing verbs, and apply them in simple sentences. • Including: dormir, almorzar, volver, jugar, querer, merendar, tener, empezar, entender 1D 1D Articulate requests, offer alternatives, or develop simple plans in spoken and written conversation 5-1.2 1a,1b,1d,1e, 1f,2a,2b,2c, 2d,3a,3b Vocabulary Students will ask about responsibilities and what you have to do around the house. 5-1.4 1a,1b,1c,1e, 1f,2a,2b,2c,2 d,3a,3b Grammar: Verbs (Stem-changing verbs o-ue, u-ue and e-ie) Students will correctly conjugate and classify O-UE , U- UE, E- IE stem changing verbs, and apply them in simple sentences. • Including: dormir, almorzar, volver, jugar, querer, merendar, tener, empezar, entender 1E 1E Participate in spoken conversation using culturally appropriate expressions, register, and gestures 5-2.1 1a,1b,1c,1d, 1f,2a,2b,2c, 2d,3a,3b Vocabulary Students will talk about where you and others live and talk about responsibilities. 5-1.3 1a,1b,1c,1d, 1f,2a,2b,2c, 2d,3a,3b Grammar: Possessive adjectives Students will correctly compose and construct sentences with possessive adjectives • Including number and gender agreement EX: Mi amigo/ Mis amigos EX: Nuestros libros/ Nuestras carpetas 1F 1F Participate in written conversation using culturally appropriate expressions, register, and style 5-2.1 1a,1b,1c,1d, 1e,2a,2b,2c, 2d,3a,3b Vocabulary Students will write about where you and others live and responsibilities. 5-1.3 1a,1b,1c,1d, 1f,2a,2b,2c, 2d,3a,3b Grammar: Possessive adjectives Students will correctly compose and construct sentences with possessive adjectives • Including number and gender agreement EX: Mi amigo/ Mis amigos Power Standard 5-1.4 Power Standard Page 24 of 32 Revised: 7/1/2015 EX: Nuestros libros/ Nuestras carpetas Interpretive communication: reading and listening The student comprehends sentence-length information from culturally authentic print, digital, audio, and audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: 2A 2A Demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; 5-2.3 1a,1b,1c,1d, 1e,1f,2b,2c, 2d,3a,3b Grammar: Estar with prepositions Students will apply appropriate conjugated forms of “estar” with prepositions using the four elements. EX: ¿Dónde está la computadora? La computadora está encima del escritorio. Review “estar” conjugations 5-2.4 9-2 1a,1b,1c,1d, 1e,1f,2b,2c, 2d,3a,3b Grammar: Estar with present progressive Students will apply appropriate conjugated forms of “estar “ with correct forms of the present participle using the four elements. EX: Estoy caminando. ¿Estás comiendo? • Including present participles of “-er” and “-ir” verbs with stems that end in a vowel. EX: Paco está leyendo. • Including present participles of stem changing verbs. EX: Las chicas están durmiendo. Refer to textbook chapter 9-2, p. 330. Include bullet #4 (ir and venir gerunds are not used in the present progressive tense.) 2B Identify key words and details from fiction and nonfiction texts and audio and audiovisual materials; 2B 5-1.4 5-2.5 Page 25 of 32 1a,1b,1c,1e, 1f,2a,2b,2c,2 d,3a,3b Grammar: Verbs (Stem-changing verbs o-ue, u-ue and e-ie) Students will correctly conjugate and classify O-UE , U- UE, E- IE stem changing verbs, and apply them in simple sentences. • Including: dormir, almorzar, volver, jugar, querer, merendar, tener, empezar, entender 2C 2C Infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and 1a,1b,1c,1d, 1e,1f,2a,2b, 2d,3a,3b Grammar: Negation with nunca, nadie and nada Students will recognize and apply negation words using the four elements. EX: No voy a la playa. Nunca voy a la playa. Tampoco voy a la piscina. Nada es fácil. No quiero nada hoy. No hay nadie aquí. Revised: 7/1/2015 5-2.6 Presentational communication: speaking and writing The student presents 5-2.1 information orally and in writing using a mixture of words and phrases and 5-1.4 some simple sentences with appropriate and applicable grammar structures and processes at the specified 5-2.1 proficiency levels. The student is expected to: Guiding/Essential Questions • N/A Content Vocabulary • N/A Academic Vocabulary • N/A Signature Lessons • N/A Resources (School Life) Smart Board Resource: MatchingVocabulary Smart Board Resource: Matching Vocabulary Smart Resources: Cuanto/Poco Smart Board Resource: Vocabulary Smart Board Resource 5-1 Voc tomato Page 26 of 32 2D 2D Identify cultural practices from authentic print, digital, audio, and audiovisual materials 2a, 2b, 2c, 3a, 3b Cultura: Chile Students will recognize background information of Chile. • Including the capital • Such as government, languages, currency, location of important geographic places, and celebrations. Students will identify and compare the family culture of Chile versus the United States. 3A 3A State and support an opinion or preference orally and in writing; 1a,1b,1c,1d, 1f,2a,2b,2c, 2d,3a,3b Vocabulary/Grammar Students will state and support an opinion about family and chores. 1a,1b,1c,1e, 1f,2a,2b,2c,2 d,3a,3b Grammar: Verbs (Stem-changing verbs o-ue, u-ue and e-ie) Students will correctly conjugate and classify O-UE , U- UE, E- IE stem changing verbs, and apply them in simple sentences. • Including: dormir, almorzar, volver, jugar, querer, merendar, tener, empezar, entender 3B 3B Describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences 1a,1b,1c,1d, 1f,2a,2b,2c, 2d,3a,3b Vocabulary /Grammar Students will describe the chores, houses and family in writing. Revised: 7/1/2015 Smart Board Resource- 5-1 Voc. Family tree Smart Board Resource- 5-1 la familia Smart Board Resource- la casa y los quehaceres Smart Board Resource- 5-1 all stem changers Smart Board Resource- 5-1 stem changer o-ue Smart Board Resource- 5-1 possessive adjectives Smart Board Resource- preposition practice Textbook Alignment • Holt, ¡Exprésate! pp.118-185, online textbook Formative Assessment • N/A Summative Assessment • N/A Page 27 of 32 Revised: 7/1/2015 Allen ISD - Bundled Curriculum Food and Health TAKS Objective Interpersonal Communication: speaking and writing TEKS Statement The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: Page 28 of 32 Grading Period: _4_ Spanish 1 Unit Name: Overview Tested LOTE Subject TEKS 1A Student Expectation/District Clarification 1A Ask and respond to questions about everyday life in spoken and written conversation. 6-1.1 1b, 1c,1d, 1e,1f, 2a, 2b, 2c, 2d, 3a, 3b Textbook Chapter 6-1 Vocabulary Students will appropriately pronounce and apply all vocabulary from Chapter 6 to the four elements of communication (Listening, Speaking, Reading, and Writing). Students will ask and respond to basic questions about food including the following vocabulary. 6-1.1 1b, 1c,1d, 1e,1f, 2a, 2b, 2c, 2d, 3a, 3b Vocabulary: Food Students will appropriately pronounce and apply all vocabulary that relates to food and meals during the day using the four elements of communication. Additional Vocabulary page R7. 6-1.2 1b, 1c,1d, 1e,1f, 2a, 2b, 2c, 2d, 3a, 3b Vocabulary: Food Questions and Requests Students will ask and respond to questions and comments about certain foods and meals. EX: ¿Qué tal si pruebas un sandwich de atún? ¿Qué tal está la sopa de verduras? Students will use their vocabulary to order food and make requests in a restaurant. EX: ¿Qué desea usted? ¿Desea algo de postre? Quisiera un sandwich de queso. ¿Me trae un flan? ¿Nos trae la cuenta por favor? ¿Me trae la cuenta por favor? Students will describe foods using estar + adjectives EX: Está riquísimo/a Está salado/a Está picante Está frio/a Está caliente • Review ‘gustar’ and ‘encantar’ • Review gender and number of adjectives 6-2.1 6-2.2 1b, 1c,1d, 1e,1f, 2a, 2b, 2c, 2d, 3a, 3b Textbook Chapter 6-2 Vocabulary: Meals Students will apply vocabulary to describe meals. • Such as expressing in simple sentences things they or others like to eat. • Such as asking others what they eat during a particular meal. EX: ¿Qué desayunas? Revised: 7/1/2015 ¿Qué quieres hoy de almuerzo? ¿Qué hay de cena? 6-2.3 1b, 1c,1d, 1e,1f, 2a, 2b, 2c, 2d, 3a, 3b 1B Vocabulary: Offering help Students will offer help and give instructions. • Including the verb “ayudar”. EX: ¿Necesitas ayuda?, ¿Puedo ayudar? 1B Express and exchange personal opinions or preferences in spoken and written conversation 6-2.1 6-2.2 1a, 1c,1d, 1e,1f, 2a, 2b, 2c, 2d, 3a, 3b Vocabulary: Food Students will appropriately pronounce and apply all vocabulary that relates to food and meals during the day using the four elements of communication. Students will exchange information about favorite foods and talk about what the food is like. 1C 1C Ask and tell others what they need to, should, or must do in spoken and written conversation; 1a, 1b,1d, 1e,1f, 2a, 2b, 2c, 2d, 3a, 3b Vocabulary: Food Students will appropriately pronounce and apply all vocabulary that relates to food and meals during the day using the four elements of communication. Students will ask for and understand basic information about the menu in a restaurant. • Including recognizing and discussing breakfast, lunch, snacks, drinks and dinner in the target language. 1D 1D Articulate requests, offer alternatives, or develop simple plans in spoken and written conversation 6-1.2 6-2.2 1a, 1b,1c, 1e,1f, 2a, 2b, 2c, 2d, 3a, 3b Vocabulary: Food Students will appropriately pronounce and apply all vocabulary that relates to food and meals during the day using the four elements of communication. Students will order food at a restaurant, state opinions about it, and provide suggestions for meals. • Including asking for a bill and ask for what they need. 6-1.1 1E 1E Participate in spoken conversation using culturally appropriate expressions, register, and gestures 6-2.4 1a, 1b,1c, 1d, 1f, 2a, 2b, 2c, 2d, 3a, 3b Grammar: Direct objects and direct object pronouns Students will tell others what to do and how to prepare food including direct objects, direct object pronouns and informal commands. Students will recognize the direct object as a grammatical device, understand its function, and be able to locate it in a sentence. • Including replacing nouns with the appropriate direct object pronoun, in accordance with gender and number. EX: ¿Quién prepara los sandwiches? Yo los preparo. • Including attachment of the direct object pronoun to an infinitive. 6-1.2 Power Standard Page 29 of 32 Revised: 7/1/2015 Power Standard Interpretive communication: reading and listening Page 30 of 32 EX: Yo lo voy a traer/ Voy a traerlo. 6-2.5 1a, 1b,1c, 1d, 1f, 2a, 2b, 2c, 2d, 3a, 3b Verbs: Affirmative informal commands Students will give and respond to affirmative informal (tú) commands. EX: Corta las zanahorias, por favor. Students will give and respond to irregular informal (tú) commands. • Including the tú command forms of tener, venir, poner, ir, ser, hacer, and salir. Students will give and respond to informal commands with direct object pronouns. • Including correct placement of accents when attaching the direct object pronoun to a command. EX: ¿Preparo la carne? Sí, prepárala. 6-1.1 1F 1F Participate in written conversation using culturally appropriate expressions, register, and style Students will write about what to do and how to prepare food including direct objects, direct object pronouns and informal commands. Grammar: Direct objects and direct object pronouns Students will recognize the direct object as a grammatical device, understand its function, and be able to locate it in a sentence. • Including replacing nouns with the appropriate direct object pronoun, in accordance with gender and number. EX: ¿Quién prepara los sandwiches? Yo los preparo. • Including attachment of the direct object pronoun to an infinitive. EX: Yo lo voy a traer/ Voy a traerlo. Power Standard 6-2.4 1a, 1b,1c, 1d, 1f, 2a, 2b, 2c, 2d, 3a, 3b Power Standard 6-2.5 1a, 1b,1c, 1d, 1f, 2a, 2b, 2c, 2d, 3a, 3b Verbs: Affirmative informal commands Students will give and respond to affirmative informal (tú) commands. EX: Corta las zanahorias, por favor. Students will give and respond to irregular informal (tú) commands. • Including the tú command forms of tener, venir, poner, ir, ser, hacer, and salir. Students will give and respond to informal commands with direct object pronouns. • Including correct placement of accents when attaching the direct object pronoun to a command. EX: ¿Preparo la carne? Sí, prepárala. 2A 2A Demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; The student comprehends sentence-length information from culturally authentic print, digital, audio, and audiovisual materials as appropriate within 6-1.3 1a, 1b, 1c, 1d, 1e, 1f, 2b, 2c, 2d, 3a, 3b Grammar: Verbs (ser and estar) Students will differentiate the use of the verbs “ser” and “estar.” Students will recognize and use “ser” and “estar” correctly in sentences using the four elements. EX: La servilleta está en la mesa. (location) Revised: 7/1/2015 highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: Power Standard Power Standard La servilleta es blanca. (description) Explain to students that when estar is missing an accent or the accent is misplaced it is a different word. EX: ésta-this (feminine) 6-1.3 2B 2B Identify key words and details from fiction and nonfiction texts and audio and audiovisual materials; 1a, 1b,1c, 1d,1e, 1f, 2a, 2c, 2d, 3a, 3b Students will understand and identify some of what is said about food and restaurant scenarios. Grammar: Verbs (ser and estar) Students will differentiate the use of the verbs “ser” and “estar.” Students will recognize and use “ser” and “estar” correctly in sentences using the four elements. Students will understand and identify some of what is said about food and restaurant scenarios. EX: La servilleta está en la mesa. (location) La servilleta es blanca. (description) Explain to students that when estar is missing an accent or the accent is misplaced it is a different word. EX: ésta-this (feminine) 2C Power Standard 6-1.3 1a, 1b,1c, 1d,1e, 1f, 2a, 2b, 2d, 3a, 3b 2C Infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and Students can understand some of the food on a menú and descriptiosn of foods including the use of the following verbs: Grammar: Verbs (ser and estar) Students will differentiate the use of the verbs “ser” and “estar.” Students will recognize and use “ser” and “estar” correctly in sentences using the four elements. EX: La servilleta está en la mesa. (location) La servilleta es blanca. (description) Explain to students that when estar is missing an accent or the accent is misplaced it is a different word. Page 31 of 32 Revised: 7/1/2015 EX: ésta-this (feminine) 6-2.6 Presentational communication: speaking and writing The student presents information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: Power standard Power Standard Page 32 of 32 6-1.4 6-2.5 2D 2D Identify cultural practices from authentic print, digital, audio, and audiovisual materials 2a,2b,2c, 3a,3b Culture: Mexico Students will examine various aspects of Mexican culture. • Including the capital. • Including Cinco de Mayo. • Such as celebrations, art, history, archaeology, agriculture, food, geography and sports. 3A 3A State and support an opinion or preference orally and in writing; 1a,1b,1c,1 d,1e,1f,2a, 2b,2c,2d, 3b Grammar: Verbs (stem-changing verbs) Students will identify and conjugate stem-changing verbs correctly in the four elements. Students will apply stem-changing verbs • Including pedir, server, preferir, poder, probar, and querer Students will identify stem changing verbs by the type of spelling change each verb contains • Such as pedir (e- i stem change) poder (o-ue stem change) Students will conjugate stem changing verbs correctly in the nosotros and vosotros forms. Review stem changing verbs such as dormir and tener. Students will state a preference about food and the quality of meals by implementing stem-changing verbs • Including recommendations of what to order in a restaurant 3B 3B describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences 1a,1b,1c,1 d,1e,1f,2a, 2b,2c,2d, 3b Verbs: Affirmative informal commands Students will give and respond to affirmative informal (tú) commands. EX: Corta las zanahorias, por favor. Students will give and respond to irregular informal (tú) commands. • Including the tú command forms of tener, venir, poner, ir, ser, hacer, and salir. Students will give and respond to informal commands with direct object pronouns. • Including correct placement of accents when attaching the direct object pronoun to a command. EX: ¿Preparo la carne? Sí, prepárala. Students will present food preferences and options, provide instructions, such as a recipe or meal plan utilizing informal commands. Revised: 7/1/2015 Guiding/Essential Questions • N/A Content Vocabulary • N/A Academic Vocabulary • N/A Signature Lessons • N/A Resources Smart Board Resource: chapter 6.1 place setting Smart Board Resource: chapter 6.1 los cubiertos Smart Board Resource: chapter 6.1 food anagram Smart Board Resource: food categories Smart Board Resource: food Smart Board Resource: ser vs. estar Smart Board Resource: D.O.P Smart Board Resource: Direct Objects Smart Board Resource: commands Smart Board Resource: Tú vs. commands Textbook Alignment • Holt, ¡Exprésate! pp.190-225, online textbook Formative Assessment • N/A Summative Assessment • N/A Page 33 of 32 Revised: 7/1/2015