Download Spanish 1 CourseDescription - final `10-11

Adlai E. Stevenson High School Course Description Division: World Languages Course Number: SPA101/SPA102 Course Title: Spanish 1 Course Description: This course is designed to introduce Spanish to students who are not native speakers. In the En Español 1 text, we cover from Etapa Preliminar through Unidad 5 Etapa 1 with an additional preterite unit. Communication between teacher and students takes place primarily in Spanish, in increasing amounts as the year progresses. The vocabulary themes that are studied throughout the year include the following: - greetings, exchanging personal information such as telephone numbers, origin, name, days of the week - Greet others and share personal information about yourself and others - Describe people, clothing, likes, dislikes - Classes, classroom activities, objects and obligations - tell time and describe schedules - describe plans/activities in sequential order as well as the places and people they know. - Express feelings while accepting invitations and discussing leisure activities over the phone. - Discuss and compare sports and sports equipment. - Describe the weather and the clothing and accessories appropriate to each season. - Discuss location and transportation - Talk about shopping - Discuss people and things at a restaurant. - Describe a typical day, including daily routines and items needed to perform daily routines. - Describe chores that are done around the house. - Describe points of time in the past. The cultural themes that are studied throughout the year include the following: -­‐ Spanish speaking countries and non-­‐Spanish speaking countries around the world -­‐ physical gestures associated with Hispanic greetings -­‐ characteristics of the Spanish speaking calendar and the differences between the Spanish and English calendar -­‐Hispanic influences of Miami, Florida -­‐characteristics/traditions of last names of Spanish speakers -­‐ characteristics of a Mariachi band. -­‐ characteristics of Tejano music. -­‐the tradition of a Charreada. -­‐ Hispanic influences present in Los Angeles, California. -­‐ traditional celebrations in Hispanic countries. -­‐the tradition of a quinceañera celebration. -­‐ detailed information about Mexico City and its “Zócalo.” -­‐cafes, cafeterias and health. -­‐schools and the Spanish eating schedule. -­‐ political and geographical information about Puerto Rico and can name several famous Puerto Ricans. -­‐ popular sports in Puerto Rico -­‐ climate and geographical landscape of Puerto Rico. -­‐ general information about the country of Spain. College Readiness Standards By the end of this course, students will be able to: A.
I can write with conventions of usage B.
I can write with organization, unity, and coherence C.
I can read for sequential, comparative, and cause-­‐effect relationships. D.
I can read for supporting details. E.
I can read for main ideas and the author’s approach. Social-­‐Emotional Learning Objectives By the end of this course, students will be able to: A.
I will develop Self-­‐Awareness skills Content Objectives By the end of this course, students will be able to: A.
I can READ short selections in Spanish (including sentences, paragraphs, and dialogues). B.
I can WRITE short selections in Spanish (including sentences, paragraphs, letters, dialogues). C.
I can actively LISTEN to authentically spoken Spanish (including dialogues, monologues, and songs) D.
I can communicate in Spanish E.
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I can recognize the culture of Spanish speakers within the United States, Mexico, and Spain. I can recognize vocabulary words and expressions in Spanish. I can produce the vocabulary words and expressions in Spanish. I can define a vocabulary word or expression. I can identify the letters of the Spanish alphabet I can share information regarding telephone numbers I can communicate who the subject of a sentence is in Spanish. I can communicate in Spanish with the verb “to be” I can communicate what people like/do not like I can ask and respond to questions in Spanish. I can identify the gender of a Spanish noun. I can use articles with nouns in Spanish. I can describe people and things using adjectives in Spanish. I can express possession in Spanish. I can express the date in Spanish. I can communicate in the present tense. I can specify how often actions occur. I can express obligations. I can tell time. I can describe what/who people know. I can make comparisons between two things. I can use idiomatic expressions to express feelings. AA.
BB.
CC.
I can communicate about the weather. I can communicate in the past tense. I can communicate using pronouns. DD.
EE.
I can give and follow commands in informal situations. I can describe actions that are happening in the moment. Content Learning Targets A. I can READ short selections in Spanish (including sentences, paragraphs, and dialogues). a. I can deduce meaning and information from the reading passage. b. I can recall information from a previous reading. c. I can make predictions based on the reading. B. C. D. d. I can make personal connections to the selection. e. I can utilize text to show evidence of reading comprehension. I can WRITE short selections in Spanish (including sentences, paragraphs, letters, dialogues). a. I can incorporate vocabulary and grammar. b. I can express my thoughts cohesively. (tú/Ud., present/past, no English) c. I can produce the language appropriately and accurately. d. I can structure my writing appropriately (paragraphs, introduction, conclusion) e. I can include transitions and a logical flow of my ideas. f. I can incorporate humor, inflection, idiomatic expressions, and a large variety of words/sentence structure. I actively LISTEN to authentically spoken Spanish (including dialogues, monologues, and songs) a. I can detect vocabulary words in context. b. I can use context to interpret meaning of unknown words. c. I can summarize the events of the listening passage. d. I can infer meaning from the listening selection. e. I can make personal connections to the selection. I can communicate in Spanish a. I can speak Spanish to communicate in class daily. b. I can ask questions in Spanish. c. I can answer questions in Spanish. d. I can express my opinions in Spanish. E. I can recognize the culture of Spanish speakers within the United States, Mexico, and Spain. a. I can ask questions about the cultural information b. I can answer literal level comprehension questions pertaining to the cultural information. c. I can answer inferential level comprehension questions pertaining to the cultural information. d. I can make personal connections between the customs of my culture and those of Spanish speaking countries. F. I can recognize vocabulary words and expressions in Spanish. a. I can associate vocabulary words and expressions with visual images. b. I can translate the vocabulary words and expressions to English. G. I can produce the vocabulary words and expressions in Spanish. a. I can spell the words correctly. a. I can use accents correctly. b. I can apply appropriate articles to vocabulary words and expressions to demonstrate gender and number. H. I.
I can define a vocabulary word or expression. a. I can identify cognates in Spanish. b. I can use circumlocution to define the word or expression in Spanish. c. I can include sufficient information to describe the word or expression specifically. d. I can utilize synonyms and antonyms in Spanish to define a word. I can identify the letters of the Spanish alphabet a. I can identify differences between the letters and sounds of the Spanish and English alphabet. b. I can pronounce the letters of the Spanish alphabet. c. I can utilize the sounds of the letters to orally produce words. d. I can utilize the sounds of the letters to spell a word. J. I can share information regarding telephone numbers a. I can utilize appropriate vocabulary and grammar structures to ask for someone’s telephone number. b. I can utilize the appropriate vocabulary and grammar structures to express what someone’s telephone number is. K. I can communicate who the subject of a sentence is in Spanish. a. I can list subject pronouns in Spanish. b. I can translate the subject pronouns to English. c. I can use subject pronouns in a sentence. d. I can identify people with whom I would address formally. e. I can identify people with whom I would address informally. L. I can communicate in Spanish with the verb “to be” a. I can conjugate the six forms of SER in Spanish. b. I can conjugate the six forms of ESTAR in Spanish. c. I can describe someone using the verb SER in Spanish. d. I can say where someone or something is from using the verb SER. M. N. e. I can describe where someone or something is located using the verb ESTAR. f. I can describe how someone is feeling using the verb ESTAR. g. I can distinguish between the two verbs “to be”. I can communicate what people like/do not like a. I can translate the verb GUSTAR. b. I can use indirect object pronouns with GUSTAR. c. I can use the verb GUSTAR in a variety of contexts. I can ask and respond to questions in Spanish. a. I can translate interrogative words. b. I can identify the subject of a question. b. I can ask and respond to a question using the correct subject using complete sentences. c. I can utilize the correct form of the verb to ask and respond to a question accurately. I can identify the gender of a Spanish noun. a. I can identify characteristics of a feminine noun. b. I can identify characteristics of a masculine noun. c. I can identify examples of nouns that are exceptions to gender rules. O. P. I can use articles with nouns in Spanish. a. I can identify the definite articles in Spanish. b. I can identify the indefinite articles in Spanish. c. I can define the definite articles in English. d. I can define the indefinite articles in English. e. I can use the appropriate article with nouns in a sentence within a variety of contexts. Q. I can describe people and things using adjectives in Spanish. a. I can identify the ways in which Spanish adjectives agree with nouns. b. I can accurately place an adjective within a sentence. c. I can change an adjective to agree with the noun it is describing. d. I can apply gender and placement rules to accurately utilize adjectives in a descriptive sentence. R. I can express possession in Spanish. a. I can utilize the preposition DE in a sentence to express possession. b. I can utilize the verb TENER in a sentence to express possession and age. c. I can identify possessive adjectives in Spanish. d. I can translate the Spanish possessive adjectives. e. I can identify the ways in which possessive adjectives agree with the noun that they are describing. f. I can place a possessive adjective within a sentence. g. I can accurately utilize a possessive adjective in a sentence. S. I can express the date in Spanish. a. I can identify the formula used to state the date in Spanish. T. I can communicate in the present tense. 1. I can identify the present tense endings for –AR/-­‐ER/-­‐IR verbs. 2. I can conjugate regular –AR, ER, and IR verbs. 3. I can conjugate irregular verbs. 4. I can conjugate verbs with irregular “yo” forms. 5. I can conjugate verbs with stem changes. 6. I can conjugate reflexive verbs. U. I can specify how often actions occur. a. I can name a variety of adverbs that are used to express frequency of time. b. I can make a correct sentence with these adverbs in written and verbal contexts. V. I can express obligations. a. I can differentiate between the use of hay que and tener que. b. I can use “hay que” correctly in a sentence to express general obligation. c. I can use “tener que” correctly in a sentence to express personal obligation. W.
I can tell time. a. I can say and write numbers 1-­‐59. b. I can name common expressions used for telling time. c. I can distinguish between A.M. and P.M. X. I can describe what/who people know. a. I can translate the verb saber. b. I can translate the verb conocer. c. I can conjugate the verb saber in the present tense. d. I can conjugate the verb conocer in the present tense. e. I can use the verb saber and concocer in appropriate contexts. Y. I can make comparisons between two things. a. I can compare amounts of numbers and nouns. b. I can compare ages. c. I can compare quality. Z. I can use idiomatic expressions to express feelings. a.. I can list the expressions with tener. b. I can conjugate tener in the present tense. c. I can use the expressions in appropriate contexts. AA. I can communicate about the weather. a. I can describe the weather with a variety of verbs and vocabulary. BB. I can communicate in the past tense. 1. I can use the past tense in the appropriate context. 2. I can express the recent past using “acabar + de”. 3. I can conjugate –AR, -­‐ER, and –IR verbs in the preterite. 4. I can conjugate verbs that end in –CAR, -­‐GAR, or -­‐ZAR in the preterite. 5. I can conjugate the verbs DAR, IR, SER, VER, and HACER in the preterite. CC. I can communicate using pronouns. 1. I can list direct object pronouns in Spanish. 2. I can list indirect object pronouns in Spanish. 3. I can list reflexive pronouns in Spanish. 4. I can state what a direct object pronoun represents in a sentence. 5. I can state what an indirect object pronoun represents in a sentence. 6. I can state what a reflexive pronoun represents in a sentence. 7. I can identify where to place a pronoun in a sentence. 8. I can use pronouns appropriately within sentences. DD. I can describe actions that are happening in the moment. 1. I can conjugate the six forms of “estar” in the present tense. 2. I can translate the present progressive from Spanish to English. 3. I can explain the process of forming the present progressive. 4. I can use the present progressive in a sentence. EE. I can give and follow commands in informal situations. 1. I can explain what a command is. 2. I can form an affirmative command. 3. I can form a negative command. 4. I can respond appropriately to commands in Spanish. 5. I can use commands in appropriate situations. College Readiness Learning Targets A. I can read for main ideas and the author’s approach. 1. I can identify a clear main idea or purpose of straightforward paragraphs. B. I can read for supporting details. 1. I can locate and discuss details presented in a text (e.g., who, what, where) 2. I can locate basic facts (e.g., names, dates, events) clearly stated in a passage. 3. I can locate simple details at the sentence and paragraph level in uncomplicated passages. C. I can read for sequential, comparative, and cause-­‐effect relationships. 1. I can order simple sequences of events in uncomplicated narratives. D. I can write with organization, unity, and coherence 1. I can use paragraphing as an organizational device 2. I can use basic conjunctive adverbs or phrases to show time relationships in simple narrative essays. 3. I can experiment with using words and phrases that create clear transitions in writing. E. I can write with conventions of usage 1. I can ensure that a verb agrees with its subject. Social-­‐Emotional Learning Targets A. I will develop Self-­‐Awareness skills 1.
I recognize when I need help 2.
I can identify my strengths 3.
I can identify my areas for growth 4.
I can recognize that making mistakes is part of the learning process.