Download Spanish 1 - Allen ISD

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