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Course: Spanish I
Unidad 3 Etapa 1
Content
Skills
Puerto Rico - historia, geografia, El Yunque,
el cocquí, la cotorra, árboles y flores, la
música de la Bomba y la Plena, Viejo San
Juan, San Juan, Poncé de León, Luis Muñoz
Students will be able to discuss the history
Marín, la arquitectura, El Morro y Los
wildlife and geography of Puerto Rico
Taínos
emotions
say what just happened
say what one wants to do
say where one is coming from
say what one likes to do
discuss passtime vocabulary
extend invitations
Students will be able to describe el coquí, la
cotorra
Students will be able to discuss the Taínos
and their contributions to modern society
Students will be able to describe the
instruments of the bomba and the plena
students will be able to discuss the origin of
instruments
Students will be able to discuss arquitecture
of San Juan
Students will be able to talk about the past
government of Puerto Rico
Students will be able to discuss El Morro
Students will be able to talk about emtions
accept and decline invitations
using the verb estar
Students will be able to talk about what just
talk on the phone
happened
understand the differences between ser and Students will be able to discuss what people
estar
like to do
Student will be able to say where people are
coming from
Students will be able to tell what one wants
to do
Resources
Standards
FL.01.04 ~ Interpersonal Communication ~
Make and respond to requests
FL.04.01 ~ Cultures ~ Use appropriate
words, phrases, expressions, and gestures
in interactions such as greetings, farewells,
school routines, and other daily activities.
Students will be able to discuss popular
passtime activities San Juan
Students will be able to extend invitations
Students will be able to accept an invitation
Students will be able to decline an invitation
Students will be able to make excuses
Students will be able to understand the
different uses of the verbs ser and estar
Etapa Preliminar
Content
Skills
greet others
greet others
Resources
Standards
FL.01.01 ~ Interpersonal Communication ~
Greet and respond to greetings
FL.01.02 ~ Interpersonal Communication ~
Introduce and respond to introductions
names
respond to greetings
FL.01.03 ~ Interpersonal Communication ~
Ask and answer questions
alphabet
introduce themselves
FL.02.01 ~ Interpretive Communication ~
Follow directions*
numbers
say where they are from
FL.04.01 ~ Cultures ~ Use appropriate
words, phrases, expressions, and gestures
in interactions such as greetings, farewells,
school routines, and other daily activities.
days of the week
say where others are from
FL.05.01 ~ Linguistic Comparisons ~ Ask
and answer questions regarding
similar/different phonetic/writing systems
used in the target language
classroom expressions
use the alphabet to spell words
textbook expressions
recite the alphabet
tell their phone number
tell phone numbers of others
tell the days of the week
recognize common classroom phrases
recognize textbook instructions
Unidad 1, Etapa 1
Content
Skills
explain the influence of Cuba in Miami
Identify products, practices, and
Miami, Jon Secada, Murals, Gloria Estefan, perspectives of Hispanics in the United
El sandwich cubano, dominos
States
Resources
Standards
FL.01.01 ~ Interpersonal Communication ~
Greet and respond to greetings
Hispanics in the United States
FL.01.02 ~ Interpersonal Communication ~
Introduce and respond to introductions
FL.01.03 ~ Interpersonal Communication ~
Ask and answer questions
greeting people
greet others using formal and informal
FL.01.05 ~ Interpersonal Communication ~
Exchange information and knowledge
asking how people are
ask others how they are using tú vs. ud
FL.01.06 ~ Interpersonal Communication ~
Express likes and dislikes
asking and answering how are you?
respond to the question, how are you?
FL.03.04 ~ Presentational Communication ~
Describe people, places, and things
presenting others (formally and informally)
introduce others
FL.03.08 ~ Presentational Communication ~
Write simple paragraphs
responding introductions
respond to an introduction
FL.04.01 ~ Cultures ~ Use appropriate
words, phrases, expressions, and gestures
in interactions such as greetings, farewells,
school routines, and other daily activities.
uds. vs. tú
express where they are from
FL.04.02 ~ Cultures ~ Interact appropriately
in group cultural activities such as games,
storytelling, celebrations, and dramatizations
saying thank you
espress where others are from
FL.04.03 ~ Cultures ~ Identify distinctive
cultural aspects of the target culture
presented in stories, dramas, films, and
photograph
saying your welcome
express what you like to do
FL.04.04 ~ Cultures ~ Identify distinctive
cultural products from the target culture
such as toys, clothes, foods, currencies,
games, traditional crafts, and musical
instruments
subject pronouns
express what others like to do
FL.04.05 ~ Cultures ~ Identify distinctive
contributions made by people in the target
culture
forms of ser
ask people what they like to do
FL.04.06 ~ Cultures ~ Demonstrate
knowledge of artistic expression in the target
culture by identifying, learning, and
performing songs, dances, or memorizing
poems; by identifying and making examples
of crafts or visual arts using traditional
techniques such as brush painting, paper
folding, or mosaics
expressing origin (using ser de + place)
express what you do not like to do
FL.04.08 ~ Cultures ~ Identify patterns of
social behavior that are typical of the target
culture
expressing likes
FL.04.10 ~ Cultures ~ Identify distinctive
aspects of the target culture presented in
print literature, visual arts, films, and videos,
and relate these to the cultural perspectives
of the target culture
expressing dislikes
FL.04.11 ~ Cultures ~ Identify historical
and/or cultural figures from the target culture
and describe their contributions
FL.04.13 ~ Cultures ~ Identify, on maps and
globes, the location(s) and major geographic
features of countries where the target
language is or was used
FL.05.02 ~ Linguistic Comparisons ~ Give
examples of ways in which the target
language differs from/ is similar to English
FL.05.03 ~ Linguistic Comparisons ~ Give
examples of borrowed and loan words
FL.05.06 ~ Linguistic Comparisons ~
Identify words in the target language that are
used frequently in English
FL.05.09 ~ Linguistic Comparisons ~
Recognize grammatical categories such as
tense, gender, and agreement in the target
language and English
FL.05.10 ~ Linguistic Comparisons ~ Give
examples of words or word parts from the
target language that have been adopted into
the English language
Unidad 1, Etapa 2
Content
Skills
Resources
Standards
Hispanic Influences in San Antonio
discuss the culture of San Antonio; food,
tourist attractions, cascarones
San Antonio; cascarones, fajitas, the Alamo, discuss tejano music; common instruments,
El Paseo del Rio
Selena's influence
FL.01.03 ~ Interpersonal Communication ~
Ask and answer questions
FL.01.05 ~ Interpersonal Communication ~
Exchange information and knowledge
FL.01.06 ~ Interpersonal Communication ~
Express likes and dislikes
descriptive adjectives
describe people
FL.01.10 ~ Interpersonal Communication ~
Exchange opinions about people, activities,
or events
subject pronouns/ser
describe clothing
FL.01.11 ~ Interpersonal Communication ~
Discuss class reading*
gender of nouns
use definite articles
FL.02.03 ~ Interpretive Communication ~
Obtain information and knowledge*
number of nouns
use indefinite articles
FL.02.04 ~ Interpretive Communication ~
Read or listen to and interpret signs, simple
stories, poems, and informational texts*
definite articles
use adjectives in number and in gender
FL.02.07 ~ Interpretive Communication ~
Read authentic and adapted materials, such
as short stories, narratives, advertisements,
and brochures
indefinite articles
use nouns in number and in gender
FL.03.04 ~ Presentational Communication ~
Describe people, places, and things
clothing
use correct subject pronouns
colors
use the correct forms of ser (including tú
and ud.)
FL.03.05 ~ Presentational Communication ~
Write lists and short notes
FL.03.08 ~ Presentational Communication ~
Write simple paragraphs
adjective agreement in nunmber and gender tell what people are wearing
FL.04.03 ~ Cultures ~ Identify distinctive
cultural aspects of the target culture
presented in stories, dramas, films, and
photograph
placement of adjectives
describe clothing using color
FL.04.04 ~ Cultures ~ Identify distinctive
cultural products from the target culture
such as toys, clothes, foods, currencies,
games, traditional crafts, and musical
instruments
la música tejana
use correct placement of adjectives
FL.04.05 ~ Cultures ~ Identify distinctive
contributions made by people in the target
culture
Selena
describe oneself
FL.04.06 ~ Cultures ~ Demonstrate
knowledge of artistic expression in the target
culture by identifying, learning, and
performing songs, dances, or memorizing
poems; by identifying and making examples
of crafts or visual arts using traditional
techniques such as brush painting, paper
folding, or mosaics
vocabulary builders - ty = dad
ask what people look like
FL.05.01 ~ Linguistic Comparisons ~ Ask
and answer questions regarding
similar/different phonetic/writing systems
used in the target language
reading on San Antonio - "La Villita"
ito/a
as what people are wearing
identify english words that end in ty that can
be translated into Spanish using dad
FL.05.02 ~ Linguistic Comparisons ~ Give
examples of ways in which the target
language differs from/ is similar to English
FL.05.04 ~ Linguistic Comparisons ~
Identify linguistic characteristics of the target
language and compare and contrast them
with English linguistic characteristics
reading on art of the southwest
FL.05.09 ~ Linguistic Comparisons ~
Recognize grammatical categories such as
tense, gender, and agreement in the target
language and English
Las Tortillitas Para Mamá
Unidad 1, Etapa 3
Content
Skills
Hispanic influences in Los Angeles
discuss the hispanic influences in Los
Angeles
Los Angeles; architecture, Calle Olivera, los explain characteristics of Mexican
mercados, patios, la familia, shared words
architecture
verb tener
identify places of hispanic literature in Los
Angeles
Resources
Standards
FL.01.03 ~ Interpersonal Communication ~
Ask and answer questions
FL.01.05 ~ Interpersonal Communication ~
Exchange information and knowledge
FL.01.06 ~ Interpersonal Communication ~
Express likes and dislikes
FL.02.06 ~ Interpretive Communication ~
Follow directions such as for a recipe, a
word maze, or a logic problem
numbers 0-10,000
express the numbers 0-100
FL.03.04 ~ Presentational Communication ~
Describe people, places, and things
ask and give age
identify the numbers 101-10,000
FL.03.05 ~ Presentational Communication ~
Write lists and short notes
possession using de
ask peoples ages
FL.03.08 ~ Presentational Communication ~
Write simple paragraphs
possessive adjectives
tell your age
FL.04.01 ~ Cultures ~ Use appropriate
words, phrases, expressions, and gestures
in interactions such as greetings, farewells,
school routines, and other daily activities.
months of the year
tell the age of others
FL.04.03 ~ Cultures ~ Identify distinctive
cultural aspects of the target culture
presented in stories, dramas, films, and
photograph
calendar
tell to whom something belongs
FL.04.04 ~ Cultures ~ Identify distinctive
cultural products from the target culture
such as toys, clothes, foods, currencies,
games, traditional crafts, and musical
instruments
dates and birthdays
ask to whom something belongs
FL.04.05 ~ Cultures ~ Identify distinctive
contributions made by people in the target
culture
quinceañera
tell what you have
FL.04.08 ~ Cultures ~ Identify patterns of
social behavior that are typical of the target
culture
traditional holidays in Mexico
vocabulary builders - "tion" = ción
identify months, days, and dates
compare the differences of a hispanic
calendar with a U.S. calendar
FL.05.02 ~ Linguistic Comparisons ~ Give
examples of ways in which the target
language differs from/ is similar to English
FL.05.03 ~ Linguistic Comparisons ~ Give
examples of borrowed and loan words
ask someone's birhtday
FL.05.06 ~ Linguistic Comparisons ~
Identify words in the target language that are
used frequently in English
tell your birthday
FL.05.07 ~ Linguistic Comparisons ~
Analyze how idiomatic expressions work in
both languages
compare a quinceañera with a Sweet 16
FL.05.09 ~ Linguistic Comparisons ~
Recognize grammatical categories such as
tense, gender, and agreement in the target
language and English
Sing "Feliz Cumpleaños"
FL.05.10 ~ Linguistic Comparisons ~ Give
examples of words or word parts from the
target language that have been adopted into
the English language
FL.06.02 ~ Cultural Comparisons ~ Describe
patterns of behavior of the target culture,
such as celebrations, and compare/contrast
them with those of their own culture
FL.06.03 ~ Cultural Comparisons ~ Describe
some cultural beliefs and perspectives
relating to family, school, and play in both
target culture and their own
FL.06.08 ~ Cultural Comparisons ~
Compare, contrast, and report on cultural
traditions and celebrations
Unidad 2, Etapa 1
Content
Skills
Mexico - la Ciudad de México; la comida; El
Zócalo, el metro, la estación Pino Suárez, el
Palacio de Bellas Artes, Amalia Hernández,
Lázaro Cárdenas, El Ballet Folklórico, los
bochos, El Templo Mayor, La Catedral
describe classes
Metropolitana
Resources
Standards
FL.01.03 ~ Interpersonal Communication ~
Ask and answer questions
FL.03.04 ~ Presentational Communication ~
Describe people, places, and things
classes and classroom objects
know classroom objects
FL.03.05 ~ Presentational Communication ~
Write lists and short notes
frequency of actions
state how often you do things
FL.03.08 ~ Presentational Communication ~
Write simple paragraphs
discuss obligations
discuss obligations
FL.04.01 ~ Cultures ~ Use appropriate
words, phrases, expressions, and gestures
in interactions such as greetings, farewells,
school routines, and other daily activities.
ar verb endings
use ar verb endings
FL.04.03 ~ Cultures ~ Identify distinctive
cultural aspects of the target culture
presented in stories, dramas, films, and
photograph
obligations
FL.04.04 ~ Cultures ~ Identify distinctive
cultural products from the target culture
such as toys, clothes, foods, currencies,
games, traditional crafts, and musical
instruments
study habits
FL.04.05 ~ Cultures ~ Identify distinctive
contributions made by people in the target
culture
FL.04.07 ~ Cultures ~ Demonstrate
knowledge of the target culture s geography
by naming features such as rivers,
mountains, cities, and climate on maps
FL.04.08 ~ Cultures ~ Identify patterns of
social behavior that are typical of the target
culture
FL.04.11 ~ Cultures ~ Identify historical
and/or cultural figures from the target culture
and describe their contributions
FL.04.12 ~ Cultures ~ Identify, place in
chronological order, and describe the
significance of important historical events in
the target culture
FL.04.13 ~ Cultures ~ Identify, on maps and
globes, the location(s) and major geographic
features of countries where the target
language is or was used
FL.06.08 ~ Cultural Comparisons ~
Compare, contrast, and report on cultural
traditions and celebrations
Unidad 2, Etapa 2
Content
Chapultepec - la importancia de los
parques, el museo de Antropologia, el
calendario azteca, el lago Chapultepec
Skills
Resources
Standards
FL.03.08 ~ Presentational Communication ~
Write simple paragraphs
talk about schedules
FL.04.03 ~ Cultures ~ Identify distinctive
cultural aspects of the target culture
presented in stories, dramas, films, and
photograph
describe classes
discuss where they and others are going
FL.04.04 ~ Cultures ~ Identify distinctive
cultural products from the target culture
such as toys, clothes, foods, currencies,
games, traditional crafts, and musical
instruments
discuss food
estar
discuss where they and others are
compare schedules between schools in
Mexico and the US
FL.04.12 ~ Cultures ~ Identify, place in
chronological order, and describe the
significance of important historical events in
the target culture
FL.04.13 ~ Cultures ~ Identify, on maps and
globes, the location(s) and major geographic
features of countries where the target
language is or was used
ir
ask the time
FL.05.02 ~ Linguistic Comparisons ~ Give
examples of ways in which the target
language differs from/ is similar to English
interrogatives
tell the time
time
request food
discuss scheduling
discuss snack foods in Mexico
discuss different eating times in Mexico
use interrogative words
ask questions
Unidad 2, Etapa 3
Content
Coyoacán - el Mudeo Frida Kahlo, la Casa
Azul, el arte de Diego Rivera y Frida Kahlo,
historia de Mexico
Skills
Resources
Standards
FL.01.03 ~ Interpersonal Communication ~
Ask and answer questions
discuss after school activities
FL.01.04 ~ Interpersonal Communication ~
Make and respond to requests
discuss pastimes
sequence events
FL.01.05 ~ Interpersonal Communication ~
Exchange information and knowledge
sequence events
talk about places you know
FL.01.06 ~ Interpersonal Communication ~
Express likes and dislikes
talk about the future
discuss people you know
FL.01.10 ~ Interpersonal Communication ~
Exchange opinions about people, activities,
or events
er verb endings
tell what others are doing
FL.02.03 ~ Interpretive Communication ~
Obtain information and knowledge*
ir verb endings
tell what you are doing
FL.02.04 ~ Interpretive Communication ~
Read or listen to and interpret signs, simple
stories, poems, and informational texts*
conocer
tell what you and others hear
FL.02.09 ~ Interpretive Communication ~
Understand learned expressions, sentences,
questions, and polite commands in
messages
hacer
tell what you are going to do
FL.03.04 ~ Presentational Communication ~
Describe people, places, and things
oir
use the personal a
FL.03.05 ~ Presentational Communication ~
Write lists and short notes
personal a
discuss what others are going to do
FL.03.08 ~ Presentational Communication ~
Write simple paragraphs
discuss places
discuss where you are going to go
FL.03.09 ~ Presentational Communication ~
Write greeting cards, notes, letters, and emails
discuss where others are going to go
FL.04.01 ~ Cultures ~ Use appropriate
words, phrases, expressions, and gestures
in interactions such as greetings, farewells,
school routines, and other daily activities.
use er verb endings
FL.04.06 ~ Cultures ~ Demonstrate
knowledge of artistic expression in the target
culture by identifying, learning, and
performing songs, dances, or memorizing
poems; by identifying and making examples
of crafts or visual arts using traditional
techniques such as brush painting, paper
folding, or mosaics
use ir verb endings
FL.04.10 ~ Cultures ~ Identify distinctive
aspects of the target culture presented in
print literature, visual arts, films, and videos,
and relate these to the cultural perspectives
of the target culture
use the irregular verbs oir, conocer and
hacer
FL.05.09 ~ Linguistic Comparisons ~
Recognize grammatical categories such as
tense, gender, and agreement in the target
language and English
tell what activities are done before other
activities
FL.05.10 ~ Linguistic Comparisons ~ Give
examples of words or word parts from the
target language that have been adopted into
the English language
tell what activities are done after other
activities
FL.05.11 ~ Linguistic Comparisons ~
Analyze differences and similarities between
the writing systems of both languages
discuss Coyoacán
FL.06.01 ~ Cultural Comparisons ~ Ask and
answer questions regarding different forms
of communication in the target culture and
their own such as signs, symbols, displays,
and inscriptions
Describe Diego Rivera's art
FL.06.03 ~ Cultural Comparisons ~ Describe
some cultural beliefs and perspectives
relating to family, school, and play in both
target culture and their own
Describe Frida Kahlo's art
review of colors and descriptive adjectives
Etapa Preliminar
Content
Skills
Resources
Standards
FL.01.01 ~ Interpersonal Communication ~
Greet and respond to greetings
greet others
greet others
FL.01.02 ~ Interpersonal Communication ~
Introduce and respond to introductions
names
respond to greetings
FL.01.03 ~ Interpersonal Communication ~
Ask and answer questions
alphabet
introduce themselves
FL.02.01 ~ Interpretive Communication ~
Follow directions*
numbers
say where they are from
FL.04.01 ~ Cultures ~ Use appropriate
words, phrases, expressions, and gestures
in interactions such as greetings, farewells,
school routines, and other daily activities.
days of the week
say where others are from
FL.05.01 ~ Linguistic Comparisons ~ Ask
and answer questions regarding
similar/different phonetic/writing systems
used in the target language
classroom expressions
use the alphabet to spell words
textbook expressions
recite the alphabet
tell their phone number
tell phone numbers of others
tell the days of the week
recognize common classroom phrases
recognize textbook instructions
Unidad 1, Etapa 1
Content
Skills
Resources
Standards
FL.01.01 ~ Interpersonal Communication ~
Greet and respond to greetings
Hispanics in the United States
explain the influence of Cuba in Miami
Identify products, practices, and
Miami, Jon Secada, Murals, Gloria Estefan, perspectives of Hispanics in the United
El sandwich cubano, dominos
States
FL.01.02 ~ Interpersonal Communication ~
Introduce and respond to introductions
FL.01.03 ~ Interpersonal Communication ~
Ask and answer questions
greeting people
greet others using formal and informal
FL.01.05 ~ Interpersonal Communication ~
Exchange information and knowledge
asking how people are
ask others how they are using tú vs. ud
FL.01.06 ~ Interpersonal Communication ~
Express likes and dislikes
asking and answering how are you?
respond to the question, how are you?
FL.03.04 ~ Presentational Communication ~
Describe people, places, and things
presenting others (formally and informally)
introduce others
FL.03.08 ~ Presentational Communication ~
Write simple paragraphs
responding introductions
respond to an introduction
FL.04.01 ~ Cultures ~ Use appropriate
words, phrases, expressions, and gestures
in interactions such as greetings, farewells,
school routines, and other daily activities.
uds. vs. tú
express where they are from
FL.04.02 ~ Cultures ~ Interact appropriately
in group cultural activities such as games,
storytelling, celebrations, and dramatizations
saying thank you
espress where others are from
FL.04.03 ~ Cultures ~ Identify distinctive
cultural aspects of the target culture
presented in stories, dramas, films, and
photograph
saying your welcome
express what you like to do
FL.04.04 ~ Cultures ~ Identify distinctive
cultural products from the target culture
such as toys, clothes, foods, currencies,
games, traditional crafts, and musical
instruments
subject pronouns
express what others like to do
FL.04.05 ~ Cultures ~ Identify distinctive
contributions made by people in the target
culture
forms of ser
ask people what they like to do
FL.04.06 ~ Cultures ~ Demonstrate
knowledge of artistic expression in the target
culture by identifying, learning, and
performing songs, dances, or memorizing
poems; by identifying and making examples
of crafts or visual arts using traditional
techniques such as brush painting, paper
folding, or mosaics
expressing origin (using ser de + place)
express what you do not like to do
FL.04.08 ~ Cultures ~ Identify patterns of
social behavior that are typical of the target
culture
expressing likes
FL.04.10 ~ Cultures ~ Identify distinctive
aspects of the target culture presented in
print literature, visual arts, films, and videos,
and relate these to the cultural perspectives
of the target culture
expressing dislikes
FL.04.11 ~ Cultures ~ Identify historical
and/or cultural figures from the target culture
and describe their contributions
FL.04.13 ~ Cultures ~ Identify, on maps and
globes, the location(s) and major geographic
features of countries where the target
language is or was used
FL.05.02 ~ Linguistic Comparisons ~ Give
examples of ways in which the target
language differs from/ is similar to English
FL.05.03 ~ Linguistic Comparisons ~ Give
examples of borrowed and loan words
FL.05.06 ~ Linguistic Comparisons ~
Identify words in the target language that are
used frequently in English
FL.05.09 ~ Linguistic Comparisons ~
Recognize grammatical categories such as
tense, gender, and agreement in the target
language and English
FL.05.10 ~ Linguistic Comparisons ~ Give
examples of words or word parts from the
target language that have been adopted into
the English language
Unidad 1, Etapa 2
Content
Skills
Hispanic Influences in San Antonio
discuss the culture of San Antonio; food,
tourist attractions, cascarones
San Antonio; cascarones, fajitas, the Alamo, discuss tejano music; common instruments,
El Paseo del Rio
Selena's influence
Resources
Standards
FL.01.03 ~ Interpersonal Communication ~
Ask and answer questions
FL.01.05 ~ Interpersonal Communication ~
Exchange information and knowledge
FL.01.10 ~ Interpersonal Communication ~
Exchange opinions about people, activities,
or events
descriptive adjectives
describe people
FL.01.11 ~ Interpersonal Communication ~
Discuss class reading*
subject pronouns/ser
describe clothing
FL.02.03 ~ Interpretive Communication ~
Obtain information and knowledge*
gender of nouns
use definite articles
FL.02.04 ~ Interpretive Communication ~
Read or listen to and interpret signs, simple
stories, poems, and informational texts*
number of nouns
use indefinite articles
FL.02.07 ~ Interpretive Communication ~
Read authentic and adapted materials, such
as short stories, narratives, advertisements,
and brochures
definite articles
use adjectives in number and in gender
FL.03.04 ~ Presentational Communication ~
Describe people, places, and things
indefinite articles
use nouns in number and in gender
FL.03.05 ~ Presentational Communication ~
Write lists and short notes
clothing
use correct subject pronouns
colors
use the correct forms of ser (including tú
and ud.)
FL.03.08 ~ Presentational Communication ~
Write simple paragraphs
FL.04.03 ~ Cultures ~ Identify distinctive
cultural aspects of the target culture
presented in stories, dramas, films, and
photograph
adjective agreement in nunmber and gender tell what people are wearing
FL.04.04 ~ Cultures ~ Identify distinctive
cultural products from the target culture
such as toys, clothes, foods, currencies,
games, traditional crafts, and musical
instruments
placement of adjectives
describe clothing using color
FL.04.05 ~ Cultures ~ Identify distinctive
contributions made by people in the target
culture
la música tejana
use correct placement of adjectives
FL.04.06 ~ Cultures ~ Demonstrate
knowledge of artistic expression in the target
culture by identifying, learning, and
performing songs, dances, or memorizing
poems; by identifying and making examples
of crafts or visual arts using traditional
techniques such as brush painting, paper
folding, or mosaics
Selena
describe oneself
FL.05.01 ~ Linguistic Comparisons ~ Ask
and answer questions regarding
similar/different phonetic/writing systems
used in the target language
vocabulary builders - ty = dad
ask what people look like
FL.05.02 ~ Linguistic Comparisons ~ Give
examples of ways in which the target
language differs from/ is similar to English
reading on San Antonio - "La Villita"
ito/a
as what people are wearing
identify english words that end in ty that can
be translated into Spanish using dad
FL.05.04 ~ Linguistic Comparisons ~
Identify linguistic characteristics of the target
language and compare and contrast them
with English linguistic characteristics
FL.05.09 ~ Linguistic Comparisons ~
Recognize grammatical categories such as
tense, gender, and agreement in the target
language and English
reading on art of the southwest
Las Tortillitas Para Mamá