Download Spanish 1 - Knox County Schools

PACING GUIDE 2015 - 2016
SPANISH 1 (FOR HIGH SCHOOL CREDIT)
MODULE 1
MODULE 2
st
nd
Timeframe
1 6 Weeks
2
Unit Theme
Para Empezar
Mis Amigos y Yo
Essential
Questions
• Why should you study Spanish and what will you need to
learn to communicate?
• How do people from around the Spanish-speaking world
greet others, address others and introduce themselves?
• Why is knowing the Spanish alphabet and understanding
pronunciation important?
• How does one report on current conditions such as the date,
time and weather?
• Where is Spanish spoken around the world?
Greetings and good-byes
Introductions
Forms of address
Classroom commands
Alphabet, accents and special characters
Numbers 0-100
Time Expressions
Interrogatives
Days, Months, Seasons
Weather Expressions
Colors
Geography of the Spanish-Speaking World
Forms of address
Definite articles
Cuántos, -as
Hay
Tener frío/tener calor (first person)
Vocabulary
Grammar
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6 weeks
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Who am I, and how do I describe myself?
How do I describe others?
How do my likes and dislikes reflect who I am?
How does one’s identity influence friendships around
the world?
Infinitives for activities
Adjectives that describe personality
Adjectives that describe physicality
Tener idioms for ages
Subject Pronouns
Noun/adjective agreement
Indefinite and definite articles
Ser (singular)
Adjectives agreement
Tener (singular)
Interrogatives
Gustar + infinitives
o Indirect Object Pronouns (singular) with gustar
Negatives
Culture
First and last names in the Spanish-speaking world
Appropriate behavior when greeting someone
Holidays
Reversed seasons in the Northern and Southern Hemisphere
(Additional Culture Topics)
Aztec and Mayan Calendar
Los Sanfermines
“Cinco de Mayo”
Punctuality in Spanish-speaking countries
Learning
Objectives
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Favorite activities in Spanish speaking countries
Personality profile of a famous Spanish-speaker (Pablo
Picasso, Frida Kahlo, Simon Bolivar, etc.)
(Additional Culture Topics)
Music/dance in Spanish speaking world
History of Spanish Empire
I can greet and say good-bye to people at different times
of day.
I can tell how I am doing and ask someone else how
s/he is doing.
I can introduce myself.
I can answer questions about my name, age, and origin.
I can tell someone the day, date, and time.
I can tell someone when my birthday is.
I can describe current weather conditions.
I can identify the seasons.
I can identify basic colors.
I can explain the difference between formal and
informal address and use each one correctly.
I can explain ways in which different people in the
Spanish-speaking world greet others.
I can describe at least one holiday celebrated in a
Spanish-speaking country.
I can locate several countries that speak Spanish on a
world map.
I can identify cognates.
I can apply pronunciation rules to sound out words in
Spanish.
I can compare English and Spanish pronunciation.
I can compare the way that I greet people (with words
and gestures) in the United States and Spanish-speaking
countries.
I can compare the way I introduce myself in English and
Spanish (“My name is…” and “Me llamo…”).
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I can tell what activities I like and dislike to do.
I can ask others what activities they like to do.
I can tell how old I am.
I can describe my personality and someone else’s
personality.
I can ask questions to find out about some one else’s
personality.
I can tell some favorite activities of teenagers in different
Spanish-speaking countries.
I can identify at least one famous Spanish-speaker.
I can describe the personality of a famous Spanish-speaker.
I can say how old I am using an idiomatic expression.
I can compare subject pronouns, especially the subject
pronouns for you, in English and Spanish.
I can explain adjective placement and agreement in
Spanish and English and compare and contrast.
I can explain how to make statements negative in Spanish
and English and compare and contrast.
I can explain how to express age in English and Spanish
and compare and contrast.
I can compare various cultural perspectives on favorite
activities in the United States and Spanish-speaking
countries.
I can compose a letter to a pen pal introducing myself,
including telling my pen pal about my personality, favorite
activities, and age.
PACING GUIDE 2015 - 2016
SPANISH 1 (FOR HIGH SCHOOL CREDIT)
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Tennessee
State
Standards
I can compare numbers in English and Spanish.
I can initiate a conversation with someone that includes
a greeting, asking his/her name and telling mine, asking
how he/she is doing and saying how I am, and a goodbye.
I. Standard Number 1: Communicate in a language other
than English
1.1 In the target language, engage in conversations,
provide and obtain information, express feelings and
emotions, and exchange opinions.
1.2 Understand and interpret both written and
spoken forms of the target language on a variety of
topics.
II. Standard Number 2: Gain knowledge and understanding
of other Cultures
2.1 Demonstrate an understanding of the
relationship between the practices and perspectives
of the culture studied.
III. Standard Number 3: Connect with other disciplines and
acquire Information
3.1 Reinforce and futher knowledge of other
disciplines through the foreign language.
IV. Standard Number 4: Develop Insight into the Nature of
Language and Culture
4.1 Demonstrate understanding of the nature of
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I. Standard Number 1: Communicate in a language other than
English
1.1 In the target language, engage in conversations,
provide and obtain information, express feelings and
emotions, and exchange opinions.
1.2 Understand and interpret both written and spoken
forms of the target language on a variety of topics.
II. Standard Number 2: Gain knowledge and understanding of
other Cultures
2.1 Demonstrate an understanding of the relationship
between the practices and perspectives of the culture
studied.
III. Standard Number 3: Connect with other disciplines and
acquire Information
3.1 Reinforce and futher knowledge of other disciplines
through the foreign language.
IV. Standard Number 4: Develop Insight into the Nature of
Language and Culture
4.1 Demonstrate understanding of the nature of
language through comparisons of the language studied
language through comparisons of the language
studied and their own
4.2 Recognize that cultures use different patterns of
interaction and can apply this knowledge to their
own culture.
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and their own
4.2 Recognize that cultures use different patterns of interaction
and can apply this knowledge to their own culture.
PACING GUIDE 2015 - 2016
SPANISH 1 (FOR HIGH SCHOOL CREDIT)
MODULE 3
Timeframe
Unit Theme
Essential Questions
Vocabulary
Grammar
Culture
Learning Objectives
rd
3 6 Weeks
En la Escuela
• What materials do I need for school?
• What items are found in a school classroom?
• How do I tell others about my school life?
• How do I organize or describe items and classes in number order?
• How does my school life compare to students in Spanish-speaking countries?
School subjects and supplies
School activities
Adjectives to describe classes and people in them
People that work in a school
Places in a school (clase, sala, gimnasio, cafetería, puerta, etc.)
Things in a school (muebles, bandera, etc.)
Ordinal Numbers (primero, segundo, tercero, cuarto)
Present tense conjugations of regular –ar verbs
Possessive adjectives (mi, tu)
Contractions al and del
“A” personal
Plural of nouns and articles
Courses students take in Spanish-speaking countries
Grading and scheduling differences between the United States and Spanish-speaking countries
The use of uniforms in Spanish-speaking countries
Currency Exchange
• I can tell someone what items and furniture are in my classroom.
• I can tell someone about my school schedule.
• I can answer questions about my schedule.
• I can describe my classes.
• I can tell which classes I like and dislike.
• I can talk about the items I need for school.
• I can ask others about their school schedule and materials that they need for school.
• I can discuss some aspects of grading and schedules in Spanish-speaking countries.
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I can discuss the use of uniforms in Spanish-speaking countries.
I can describe my classes, teachers and classmates.
I can correctly identify the subject of a sentence when I hear a verb conjugated.
I can describe various cultural perspectives related to school in Spanish-speaking countries.
I can compare the use of subject pronouns for you, in English and Spanish.
I can compare various cultural perspectives related to schooling, like grading, uniforms, and classes, in the
United States and Spanish-speaking countries.
I. Standard Number 1: Communicate in a language other than English
1.1 In the target language, engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics.
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Tennessee
State Standards
II. Standard Number 2: Gain knowledge and understanding of other Cultures
2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the
culture studied.
III. Standard Number 3: Connect with other disciplines and acquire Information
3.1 Reinforce and futher knowledge of other disciplines through the foreign language.
IV. Standard Number 4: Develop Insight into the Nature of Language and Culture
4.1 Demonstrate understanding of the nature of language through comparisons of the language studied
and their own.
4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their
own culture.
V. Standard Number 5: Participate in Multicultural Communities and Global Societies
5.1 Use the language both within and beyond the school setting.
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PACING GUIDE 2015 - 2016
SPANISH 1 (FOR HIGH SCHOOL CREDIT)
Time Frame
Unit Theme
Essential Questions
Vocabulary
Grammar
Culture
Learning Objectives
MODULE 4
4th 6 Weeks
La Comida y El Restaurante
• What are typical meal practices in Spanish-speaking countries, and how might they compare to those in the
United States?
• How do meal times compare to those in the United States?
• How do I express my eating preferences?
• How do I express hunger and thirst?
• What must one eat and do to maintain good health?
Breakfast, lunch and dinner foods and beverages
Restaurant and place settings
Tener expressions of hunger and thirst
Meanings of regular verbs ending in –er and –ir related to eating and drinking
o Beber, comer, aprender, comprender, corer, deber, leer, creer, prometer, responder, vender, abrir,
asistir, decider, escribir, recibir, subir, sufrir, etc.
o Include the verb ver
Use of gustar and encantar with plural and singular subjects
Indirect object pronouns for all six forms with gustar and encantar
Prepositional Pronouns
First, Second and Third person conjugations of the verbs tener, preferir, hacer, creer
Using a noun to modify another with de
Conjugation of regular –er / -ir verbs in the present tense
Typical meals and meal times in Spanish speaking countries
Fruits and Vegetables of the Americas
• I can tell which foods I prefer to eat.
• I can find out the food preferences of another person.
• I can express that I am hungry or thirsty.
• I can describe my eating habits for breakfast, lunch, and dinner.
• I can talk about my general likes and dislikes, as well as those of other people.
• I can describe foods and beverages.
• I can order food at a restaurant.
• I can interpret level-appropriate, authentic texts related to food and restaurants, such as a menu.
• I can identify several food products, especially fruits and vegetables, from the Spanish-speaking world.
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Tennessee
State Standards
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I can explain customs related to mealtimes in Spanish-speaking countries.
I can interpret level-appropriate, authentic texts related to food and restaurants by identifying root words and
cognates.
I can say to, for, or from someone (prepositional pronouns).
I can say what foods others and I like and love.
I can say what others and I eat and drink.
I can say where I am and how I’m feeling (estar).
I can say what type of sandwich, juice, ice cream, etc. (modifying nouns with other nouns using de)
I can discuss various cultural perspectives related to food and restaurants in Spanish-speaking countries.
I can explain the formation and characteristics of prepositional phrases in English and Spanish and compare
and contrast.
I can explain the usage and formation of verbs in the present tense in English and Spanish and compare and
contrast.
I can compare various food products, especially fruits and vegetables, from the United States to those in
Spanish-speaking countries.
I can read a menu written in Spanish at a restaurant in my community.
I. Standard Number 1: Communicate in a language other than English
1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and
exchange opinions.
1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics.
II. Standard Number 2: Gain knowledge and understanding of other Cultures
2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
III. Standard Number 3: Connect with other disciplines and acquire Information
3.1 Reinforce and futher knowledge of other disciplines through the foreign language.
IV. Standard Number 4: Develop Insight into the Nature of Language and Culture
4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own.
4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.
V. Standard Number 5: Participate in Multicultural Communities and Global Societies
5.1 Use the language both within and beyond the school setting.
5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.
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PACING GUIDE 2015 - 2016
SPANISH 1 (FOR HIGH SCHOOL CREDIT)
Time Frame
Unit Theme
Essential Questions
Vocabulary
Grammar
Cultural
Learning Objectives
MODULE 5
5th 6 Weeks
Los Pasatiempos
• How do my leisure activities compare to others’ in Spanish speaking countries?
• When and where does one typically participate in leisure activities?
Leisure Activities
Places you Go
Body Parts
Feelings/Emotions Adjectives
Expressions to extend, accept, or decline invitations
Expressions for when something Happens
Conjugations of the verb ir
Asking Questions
Simple Future (ir + a + infinitive)
Stem-Changing Verbs – jugar, poder, and querer
Conjugations of estar
Saber + infinitive
Saber vs. Conocer
Leisure Activities in the Spanish-Speaking World
Opinions on After-school Activities
• I can tell someone about my leisure activities and locations that I do those activities.
• I can identify basic body parts.
• I can extend, accept, and decline invitations.
• I can ask and answer questions about activities, such as where and when activities take place and who
participates.
• I can describe some leisure activities in the Spanish-speaking world.
• I can describe some cultural perspectives related to after-school activities and leisure activities in Spanishspeaking countries.
• I can identify major geographical features and geopolitical characteristics of Spanish-speaking countries.
• I can interpret level-appropriate, authentic text related to leisure and pastime activities in Spanish-speaking
countries by identifying root words and cognates.
• I can say what I will do, and what I plan to do.
• I can ask others questions.
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Tennessee
State Standards
I can say where others and I go.
I can say what and who I know, especially what I know how to do.
I can explain the formation and usage of the simple future tense in English and Spanish and compare and
contrast.
I can compare questioning in English and Spanish.
I can explain the usage and formation of the verbs saber and conocer and the verb to know in English and
compare and contrast.
I can write a dialogue in which I extend an invitation to my peer and my peer responds to the invitation.
I. Standard Number 1: Communicate in a language other than English
1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and
exchange opinions.
1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics.
1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
II. Standard Number 2: Gain knowledge and understanding of other Cultures
2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
III. Standard Number 3: Connect with other disciplines and acquire Information
3.1 Reinforce and futher knowledge of other disciplines through the foreign language.
IV. Standard Number 4: Develop Insight into the Nature of Language and Culture
4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own.
4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.
V. Standard Number 5: Participate in Multicultural Communities and Global Societies
5.1 Use the language both within and beyond the school setting.
5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.
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PACING GUIDE 2015 - 2016
SPANISH 1 (FOR HIGH SCHOOL CREDIT)
Time Frame
Unit Theme
Essential Questions
Vocabulary
Grammar
Culture
Learning Objectives
MODULE 6
6th 6 Weeks
La Familia
• What constitutes a family in different societies?
• How do families celebrate together?
Family Members
Parties
Describing People
Adjectives
Verbs dar, tener
Ser vs. Estar
Possessive Adjectives
Irregular “-go” verbs – caer, decir, hacer, oír, poner, salir, tener, traer, salir, venir
The importance of family
Quinceañera Tradition
Family Celebrations
• I can identify the people in my family and their relationship to me.
• I can express someone’s age.
• I can read and reply to an invitation to a celebration.
• I can give physical descriptions of others and myself.
• I can interpret level-appropriate, authentic texts related to family and celebrations.
• I can ask others about their families.
• I can discuss some aspects of family dynamics, such as the importance of family, in Spanish-speaking
countries.
• I can discuss the quinceañera tradition.
• I can describe some general aspects of celebrations in Spanish-speaking countries.
• I can say what I give, who I am, where I go, and more (irregular present tense verbs).
• I can say to whom something belongs to (possessive adjectives).
• I can describe myself and say where I am and how I feel (ser vs. estar).
• I can discuss some cultural perspectives in Spanish-speaking countries related to family and celebrations.
• I can explain the formation and usage of some irregular verbs in the present tense in Spanish and English, like
to be (ser, estar) and compare and contrast.
• I can explain the usage and formation of the verbs ser and estar in Spanish and compare and contrast it with
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Tennessee
State Standards
the verb to be in English.
I can explain the usage and formation of possessive adjectives in English and Spanish and compare and
contrast.
I can tell someone else about my family, including telling each member’s relationship to me, physical
appearance, favorite activities, and age.
I. Standard Number 1: Communicate in a language other than English
1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and
exchange opinions.
1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics.
1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
II. Standard Number 2: Gain knowledge and understanding of other Cultures
2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
III. Standard Number 3: Connect with other disciplines and acquire Information
3.1 Reinforce and futher knowledge of other disciplines through the foreign language.
IV. Standard Number 4: Develop Insight into the Nature of Language and Culture
4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own.
4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.
V. Standard Number 5: Participate in Multicultural Communities and Global Societies
5.1 Use the language both within and beyond the school setting.
5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.
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