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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