Download Spanish 1 PAP

TAKS Objective
Allen ISD - Bundled Curriculum
TEKS
Statement
TEKS
1.a, 1.c,
1.d, 1.e,
1.f
2.a, 2.c,
2.d
3.b
(Unit 11.1)
2.a
(Unit 11.2)
2.a, 2.d
(Unit 11.3)
1.a, 1.c,
1.d, 1.e,
1.f
2.a, 2.c,
2.d
3.b
(Unit 11.4)
1.a, 1.b,
Page 1 of 20
Grading Period: _1_
Spanish 1 PAP/IB
Teste
d
LOTE
Subject
Unit Name:
Overview
Student Expectation/District Clarification
Vocabulary: Greetings and goodbyes
Students will appropriately pronounce and apply all vocabulary from Chapter 1 to the four elements of
communication (Listening, Speaking, Reading, and Writing).
• Including greeting each other and saying goodbye.
• Including asking and answering how someone is.
• Including introducing someone.
• Including saying where self and others are from.
Smart Board Resource- Greetings and Conversations
Smart Board Resource- Unscramble Conversation
Smart Board Resource- Greetings and Goodbyes
Grammar: Alphabet
• Students will recognize and memorize the alphabet and its sounds in order to spell and pronounce words.
• Students will know and apply rules of pronunciation to words.
Smart Board Resource- Alphabet and Phonetics
Grammar: Use of accents; Syllable stress; Punctuation
Students will memorize and apply accents when learning new words.
• Including correct punctuation.
EX: ¿Dónde estás?
¡Estoy excelente!
Vocabulary: Numbers 0-31; Time, Days; Dates; Months, Seasons
Students will comprehend and apply vocabulary relating to time, dates, phone numbers, and e-mail
addresses.
• Including answering
¿Qué hora es?
¿Cuál es la fecha?
¿Qué fecha es hoy?
¿Cuál es tu teléfono?
¿Cuál es tu número de teléfono?
¿Cuál es tu correo electrónico?
Smart Board Resource- Calendar
Smart Board Resource- Days, Months
Smart Board Resource- Time
Smart Board Resource- Time Matching
Smart Board Resource- Numbers
Vocabulary: Colors
Revised: 7/1/2015
2.c, 2.d,
3.b
(Unit 1-1)
Students will recognize and memorize terms for colors.
• Including rojo, amarillo, rosado, verde, morado, anaranjado, azul, blanco, negro, grís, café and marrón.
Power
Standard
Power
Standard
1.a, 1.b,
1.c, 1.d,
1.e, 1.f,
2.a, 2.c,
2.d,
3.b
(Unit 11.5)
1.a, 1.d ,
1.e, 1.f,
2.a, 2.d,
3.b
(Unit 11.7)
Grammar: Subjects and verbs in sentences
Students will identify subjects and verbs in sentences and compare usage to English sentences.
• Such as understanding that subjects are not always stated in Spanish.
EX ¿Cómo estás?
Es de España.
Grammar: Subject pronouns
Students will memorize and use subject pronouns.
• Including “vosotros.”
• Including use of combined subjects
EX: Marco y yo= nosotros
María y Paco= ellos
María y Ana = ellas
Marco y tú= vosotros (Spain)
Marco y tú = ustedes (Mexico)
Smart Board Resource- Subject Pronouns with Dice
Smart Board Resource- Subject Pronoun Practice
Smart Board Resource- Tú vs. Usted
Smart Board Resource- subject pronoun
Power
Standard
Power
Standard
Page 2 of 20
1.a, 1.b,
1.e, 1.f,
2.a, 2.b,
2.d, 3.a,
3.b
(Unit 12.1)
1.a, 1.b,
1.d, 1.e,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.d (Unit
1-2.2)
2.d
(Units 1-
Verbs: Irregular (ser)
Students will correctly conjugate the irregular verb “ser” in present tense, and apply it in simple sentences.
Grammar: Using no in negative sentences
Students will correctly form negative sentences.
• Including placing no before verb.
EX: Yo no soy de España.
Culture: Spain
Students will demonstrate an understanding of various aspects of Spanish culture.
Revised: 7/1/2015
1.8, 1-2.3)
• Such as celebrations, art, history, archeology, agriculture, food, geography, and sports.
• Including the capital.
1.a, 1.e,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 21.1)
Vocabulary: Describing people and things; Numbers 32-1,000,000
Students will recognize and apply descriptive adjectives to produce questions and statements in written and
spoken forms.
• Including asking what someone is like.
EX ¿Cómo eres?, ¿Cómo es tu profesor de español?
• Including responding to questions about themselves
Students will also learn numbers 32-1,000,000
Note: Descriptive words (page R10), review of colors.
Smart Board Resource- 2-1 Vocabulary
Smart Board Resource- More 2-1 Vocabulary
Smart Board Resource- #s 100 – 1,000
Smart Board Resource- # Practice
Word Doc Resource- Los números
Guiding/Essential Questions
• N/A
Content Vocabulary
• N/A
Academic Vocabulary
• N/A
Signature Lessons
• N/A
Resources
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed
and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and
applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) ask and respond to questions about everyday life in spoken and written conversation;
(B) express and exchange personal opinions or preferences in spoken and written conversation;
(C) ask and tell others what they need to, should, or must do in spoken and written conversation;
(D) articulate requests, offer alternatives, or develop simple plans in spoken and written conversation;
(E) participate in spoken conversation using culturally appropriate expressions, register, and gestures; and
(F) participate in written conversation using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends sentence-length information from culturally authentic print, digital, audio, and
audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with
appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:
(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
(B) identify key words and details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
Page 3 of 20
Revised: 7/1/2015
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of words and phrases and
some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) state and support an opinion or preference orally and in writing; and
(B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences.
Textbook Alignment
• N/A
Formative Assessment
• N/A
Summative Assessment
• N/A
Page 4 of 20
Revised: 7/1/2015
TAKS Objective
Allen ISD - Bundled Curriculum
TEKS
Statement
Power
Standard
Power
Standard
Power
Standard
Power
Standard
Page 5 of 20
Grading Period: _2__
Spanish 1 PAP/IB
Teste
d
LOTE
Subject
Unit Name:
Overview
TEKS
1.a, 1.e,
1.f, 2.a,
2.d, 3.b
(Unit 21.2)
1.a, 1.e,
1.f, 2.a,
2.d, 3.b
(Units 21.3, 2-2.1)
1.a, 1.b,
1.e, 1.f,
2.a, 2.b,
2.d, 3.a,
3.b
(Unit 21.4)
1.a, 1.b,
1.d, 1.e,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 21.5)
1.e, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 22.2)
1.a, 1.b,
1.d, 1.e,
1.f, 2.a,
Student Expectation/District Clarification
Verbs: Irregular (tener)
Students will recognize and apply the verb “tener” to produce questions and statements in written and
spoken forms.
• Including asking someone’s age and birthday.
EX: ¿Cuántos años tiene Luis?
¿Cuántos años tiene tu mejor amigo?
¿Cuántos años tienes?
Chapter 2 Vocabulary
Students will appropriately pronounce and apply all vocabulary from chapter 2-1 & 2-2 to the four elements
of communication (Listening, Speaking, Reading and Writing).
Verbs: Irregular (ser)
Students will recognize and apply “ser” in its conjugated forms. Students will recognize adjective
agreement. Students will use appropriate forms of “ser” with correct adjective forms.
• Including number and gender adjective agreement
Students will produce negation statements by using ser with “no” preceding the verb.
Grammar: Question formation
Students will formulate and pronounce questions using interrogative words.
• Such as ¿Qué?, ¿Quién?, ¿Dónde? and ¿Cuándo?.
Grammar: Gender of nouns
Students will connect gender of nouns based on word ending and definite articles.
Smart Board Resource- Gender Adjective Agreement
Verbs: Irregular (gustar and ser)
Students will recognize and apply the verbs “gustar” and “ser” .
Revised: 7/1/2015
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 22.3)
1.e, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 22.4)
Power
Standard
Page 6 of 20
1.e, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 41.4)
1.a, 1.b,
1.d, 1.e,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 22.5)
1.e, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 22.6)
1B
2A, 2B,
3B, 4B
5A
(Units 21.6, 2-2.7)
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 3-
• Including asking what someone likes
• Including statements about what someone likes and dislikes
• Including describing things someone likes or dislikes
Smart Board Resource- Gustar
Grammar: Definite and Indefinite articles with nouns
Students will recognize and apply definite and indefinite articles and nouns using the four elements of
communication - el, la, los, las
Ex: el libro
la fiesta
Los libros
las fiestas
Grammar: Indefinite articles
Students will use indefinite articles with singular and plural nouns.
• Including gender and number agreement with the noun.
EX: un libro
una fiesta
unos libros
unas fiestas
Verbs: Irregular (gustar)
Grammar: porque, ¿por qué?
Students will recognize and apply the verb gustar. Students will differentiate between “¿por qué?” and
“porque”
Students will apply “gustar” with the specific indirect object pronouns and subject pronouns.
Students will use the correct forms of gustar + def. article + noun.
• Such as: Me gusta el helado. Me gustan las frutas.
Students will use negation with the verb “gustar” in order to tell what an individual does not like.
Grammar: Prepositions (de)
• Students will recognize and apply the preposition “de” to show possession or relationships using all four
elements.
• Students will apply the preposition de with the definite article el to form the contraction “del”
Smart Board Resource preposition de+
Culture: Puerto Rico
Students will examine the culture of Puerto Rico and Puerto Rico’s relationship with the U.S.
• Such as the capital, government, languages, currency, important geographic places, and celebrations.
Vocabulary: Activities and Hobbies
Students will comprehend and produce vocabulary that refers to things they like to do. Students will identify
verbs in infinitive form and nouns that refer to sports.
Students will produce sentences using adjectives that describe people that like to perform certain activities
using the four elements.
Note: Use vocabulary from “También se puede decir”
Revised: 7/1/2015
1.1)
Power
Standard
Power
Standard
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 31.2)
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 31.3)
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 31.4)
Additional vocabulary page R8
Smart Board Resource- 3-1 Vocabulary Image Select
Smart Board Resource- 3-1 Vocabulary Practice
Verbs: Irregular (gustar with infinitives)
Students will produce questions by applying “gustar + infinitive”
Students will produce statements using “gustar + infinitive” using the four elements.
Students will distinguish between the three types of infinitives –AR, -ER, and -IR.
Students will determine when to use “gusta” and when to use “gustan” using the four elements.
Note: Introduce the endings for –AR --ER, -IR, and -AR infinitives when conjugated in the present tense.
Grammar: Pronouns after prepositions
Students will produce statements and questions with pronouns and prepositions using the four elements.
Students will produce statements and questions with indirect object pronouns using the four elements.
Students will produce statements with the preposition con using the four elements.
• Including: “conmigo”, “contigo”, “con él”, “con ella”, etc.
• Including “a mí me gusta”, “a ti te gusta” etc.
Verbs: Irregular (querer with infinitives)
Students will comprehend and produce statements and questions using “querer” with infinitives.
Students will comprehend the reason why the verb after “querer” is left as an infinitive.
Smart Board Resource- Review 3.1
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 32.1)
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b (Unit
3-2.2)
1.a, 1.b,
Page 7 of 20
Chapter 3 Vocabulary
Students will appropriately pronounce and apply all vocabulary from Chapter 3 to the four elements of
communication (Listening, Speaking, Reading, and Writing).
Smart Board Resource- 3-2 Vocabulary Image Select
Vocabulary: Everyday activities
Students will apply vocabulary to construct sentences to describe everyday activities.
• Such as expressing things they or others like to do or do on weekends (both verbally and written).
Vocabulary: Where you go and how often
Revised: 7/1/2015
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b (Unit
3-2.3)
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 32.7)
Students will construct sentences to describe and discuss the frequency of everyday activities and in what
places those activities occur.
• Including answering ¿Adónde vas los fines de semana?, ¿Qué haces los fines de semana?, ¿Con qué
frecuencia….?
• Including definite articles to say something occurs on a particular day(s) of the week .
EX: Voy a la biblioteca los lunes.
Vocabulary: Weather expressions
Students will apply vocabulary to describe the weather.
• Including: hace buen tiempo, hace mal tiempo, hace calor, hace frío, hace sol, hace viento, hace fresco,
llueve and nieva.
• Including answering these questions:
¿Qué tiempo hace?
¿Qué haces cuando? + weather condition
EX: ¿Qué haces cuando hace mal tiempo?
Smart Board Resource- Calendar
Smart Board Resource- Weather and Seasons
Smart Board Resource- Weather and Seasons Image Select
Power
Standard
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 32.4)
Power
Standard
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b
(Unit 32.5)
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
Power
Standard
Page 8 of 20
Verbs: Regular (Present tense -AR)
Students will correctly conjugate regular -AR verbs in present tense and apply in simple sentences.
• Such as using the correct form of the verb given the subject, both written and verbally.
• Such as asking questions.
EX: ¿Cantan ustedes mucho?
• Such as answering questions affirmatively.
EX: Sí, cantamos mucho.
• Such as answering questions negatively.
EX: No, no cantamos mucho.
• Including the vosotros form of each verb.
Smart Board Resource- -AR Verb Conjugation
Smart Board Resource- Dice with pronouns and –AR Verbs
Verbs: Irregular (ir- to go)
Students will correctly conjugate the irregular verb “ir” and apply it in simple sentences.
• Such as using the correct form of the verb given the subject, both written and verbally.
• Including answering ¿Adónde va/vas/van?
• Including ir+a, ir+al with explanation of “al” as a contraction.
EX: Voy a la playa. Voy al gimnasio.
Verbs: Irregular (jugar)
Students will correctly conjugate the irregular verb “jugar” and apply it in simple sentences.
• Such as using the correct form of the verb given the subject, both written and verbally.
• Including jugar +a, jugar +al with explanation of “al” as a contraction.
Revised: 7/1/2015
2.d, 3.a,
3.b
(Unit 32.6)
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 32.8)
EX: Juego a los deportes. Juego al fútbol.
Culture: Texas
Students will examine various aspects of Texas culture.
• Such as celebrations, art, history, archaeology, agriculture, food, geography and sports.
• Including Texas as part of Mexico from 1821-1836. (See TE page 76)
Smart Board Resource- Review 3.2
Guiding/Essential Questions
• N/A
Content Vocabulary
• N/A
Academic Vocabulary
• N/A
Signature Lessons
• N/A
Resources
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed
and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and
applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) ask and respond to questions about everyday life in spoken and written conversation;
(B) express and exchange personal opinions or preferences in spoken and written conversation;
(C) ask and tell others what they need to, should, or must do in spoken and written conversation;
(D) articulate requests, offer alternatives, or develop simple plans in spoken and written conversation;
(E) participate in spoken conversation using culturally appropriate expressions, register, and gestures; and
(F) participate in written conversation using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends sentence-length information from culturally authentic print, digital, audio, and
audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with
appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:
(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
(B) identify key words and details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of words and phrases and
some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) state and support an opinion or preference orally and in writing; and
(B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences.
Textbook Alignment
Page 9 of 20
Revised: 7/1/2015
• N/A
Formative Assessment
• N/A
Summative Assessment
• N/A
Page 10 of 20
Revised: 7/1/2015
TAKS Objective
Page 11 of 20
Allen ISD - Bundled Curriculum
Grading Period: _3_
Spanish 1 PAP/IB
TEKS
Statement
Teste
d
LOTE
Subject
Unit Name:
Overview
TEKS
1.a, 1.b,
1.e, 1.d,
1.f, 2.a,
2.b, 2.c,
2.d, 3.a,
3.b (Unit
4-1.1)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 41.2)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 41.3)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 41.5)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
Student Expectation/District Clarification
Chapter 4 Vocabulary
Students will appropriately pronounce and apply all vocabulary from Chapter 4 to the four elements of
communication (Listening, Speaking, Reading, Writing).
Note: Additional Vocabulary page R7
Vocabulary: Asking what others have or need
Students will apply vocabulary to describe what others have or need.
• Such as asking what someone else has or needs.
EX: ¿Necesitas un diccionario/ Tienes un diccionario?
• Such as telling what someone has or needs.
EX: Sí, necesito un diccionario. Sí, tengo un diccionario.
• Including negative responses.
EX: No, no necesito un diccionario. No, no tengo un diccionario.
Vocabulary: School subjects and supplies
Students will apply vocabulary to describe school subjects and school supplies.
Smart Board Resource: MatchingVocabulary
Smart Board Resource: Matching Vocabulary
Vocabulary: Mucho, ¿cuánto?, poco
Students will describe and determine amounts of things using mucho, cuánto and poco as adjectives.
• Including gender and number agreement with the noun.
EX: mucho papel
mucha tarea
muchos libros
muchas carpetas
Smart Resources: Cuanto/Poco
Vocabulary
Students will appropriately pronounce and apply specific vocabulary from Chapter 8-1 to the four elements
of communication (Listening, Speaking, Reading, and Writing).
Including: la camisa, la camiseta, los pantalones, el vestido, la falda, la blusa, el sombrero, los zapatos, los
calcetines, la bolsa, la chaqueta, el abrigo
Revised: 7/1/2015
(Unit 81.1)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 41.6)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 41.7)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 42.1)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 42.2)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 42.3)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
Page 12 of 20
Verbs: Irregular (tener, tener idioms)
Students will correctly conjugate the irregular verb “tener” and apply it in simple sentences.
• Such as using the correct form of the verb given the subject, both written and verbally.
• Including tener idioms: tener que+ infinitive, tener ganas de+ infinitive, tener prisa, tener (mucha) hambre,
tener (mucha) sed, tener frío
Smart Board Resource:
Smart Board Resource:
Verbs: Irregular (venir)
Students will correctly conjugate the irregular verb “venir” and apply it in simple sentences.
• Such as using the correct form of the verb given the subject, both written and verbally.
• Including venir a + time.
EX: A qué hora vienes al colegio?
Yo vengo a las ocho en punto.
Smart Board Resource:
Smart Board Resource:
Chapter 4-2 Vocabulary
Students will appropriately pronounce and apply all vocabulary from chapter 4-2 to the four elements of
communication (Listening, Speaking, Reading, and Writing).
Vocabulary: Talking about plans
Students will converse about plans and invite others to do things, including asking and answering
¿Qué vas a hacer …el viernes próximo?
¿A qué hora vas a llegar al partido?
¿Vas a ir a…el lunes por la noche?
¿Qué tal si vamos al partido de fútbol?
Smart Board Resource: Vocabulary
Grammar: Verbs (Ir a + infinitive)
Students will correctly conjugate the irregular verb “ir” and produce questions and statements in written and
spoken forms to converse about making plans.
EX: Voy a jugar al baloncesto mañana.
Smart Board Resource:
Grammar: Definite articles (el + weekday; los + weekdays)
Students will correctly use “el” before a weekday, “los” before a plural weekday when telling what day they
Revised: 7/1/2015
Power
Standard
Power
Standard
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 42.4)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 42.5)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 42.6)
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Units 41.7,
4-2.7)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 51.1)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 51.2)
1.a, 1.b,
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are going to do something.
EX: El lunes, voy a bailar.
EX: Los lunes, Marcos va a estudiar en la biblioteca.
Grammar: Verbs (-ER, -IR)
Students will correctly conjugate regular –er and –ir verbs, and apply them in simple sentences.
Grammar: Verbs (-ER, -IR with irregular yo forms)
Students will correctly conjugate –er and -ir verbs with irregular yo forms and apply them in simple
sentences.
• Including the verbs hacer, poner, traer, saber, ver, salir, tener, and venir
Culture: Costa Rica
Students will examine and analyze various aspects of Costa Rican culture.
• Such as celebrations, art, food, architecture, geography, and history.
• Including the capital.
Chapter 5 Vocabulary
Students will appropriately pronounce and apply all vocabulary from chapter 5-1 to the 4 elements of
communication. (Listening, Speaking, Reading, Writing)
Smart Board Resource 5-1 Voc tomato
Vocabulary: Family members
Students will integrate the vocabulary in 5-1 in order to describe people and family relationships using the
four elements of communication (Listening, Speaking, Reading and Writing).
• Such as describing a family member’s physical or personality characteristics
• Including answering
¿Cuántas personas hay en tu familia?
¿Cómo es tu familia?
Smart Board Resource- 5-1 Voc. Family tree
Smart Board Resource- 5-1 la familia
Grammar: Possessive adjectives
Revised: 7/1/2015
Power
Standard
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 51.3)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 51.4)
Students will correctly compose and construct sentences with possessive adjectives
• Including number and gender agreement
EX: Mi amigo/ Mis amigos
EX: Nuestros libros/ Nuestras carpetas
Smart Board Resource- 5-1 possessive adjectives
Grammar: Verbs (Stem-changing verbs o-ue, u-ue and e-ie)
Students will correctly conjugate and classify O-UE , U- UE, E- IE stem changing verbs, and apply them in
simple sentences.
• Including: dormir, almorzar, volver, jugar, querer, merendar, tener, empezar, entender
Smart Board Resource- 5-1 all stem changers
Smart Board Resource- 5-1 stem changer o-ue
Guiding/Essential Questions
• N/A
Content Vocabulary
• N/A
Academic Vocabulary
• N/A
Signature Lessons
• N/A
Resources
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed
and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and
applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) ask and respond to questions about everyday life in spoken and written conversation;
(B) express and exchange personal opinions or preferences in spoken and written conversation;
(C) ask and tell others what they need to, should, or must do in spoken and written conversation;
(D) articulate requests, offer alternatives, or develop simple plans in spoken and written conversation;
(E) participate in spoken conversation using culturally appropriate expressions, register, and gestures; and
(F) participate in written conversation using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends sentence-length information from culturally authentic print, digital, audio, and
audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with
appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:
(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
(B) identify key words and details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of words and phrases and
some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) state and support an opinion or preference orally and in writing; and
Page 14 of 20
Revised: 7/1/2015
(B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences.
Textbook Alignment
• N/A
Formative Assessment
• N/A
Summative Assessment
• N/A
Page 15 of 20
Revised: 7/1/2015
TAKS Objective
Allen ISD - Bundled Curriculum
TEKS
Statement
Power
Standard
Page 16 of 20
Grading Period: _4_
Spanish 1 PAP/IB
Teste
d
LOTE
Subject
Unit Name:
Overview
TEKS
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 52.1)
Student Expectation/District Clarification
Vocabulary: Chores
Students will appropriately pronounce and apply all vocabulary from Chapter 5 to the four elements of
communication (Listening, Speaking, Reading, Writing).
• Including asking where someone lives.
EX: ¿Dónde vives?, ¿Dónde viven ustedes?
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 52.2)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 52.3)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
Chapter 5-2 Vocabulary
Students will appropriately pronounce and apply all vocabulary from chapter 5-2 to the four elements of
communication (Listening, Speaking, Reading and Writing).
• Including asking for an address.
EX: ¿Cuál es tu dirección?
• Including asking for a description of a person’s house.
EX: ¿Cómo es tu casa?
Including: lavar los platos, limpiar..., cocinar, sacar la basura, cortar el césped, hacer la cama, hacer los
quehaceres, pasar la aspiradora, arreglar la sala, cuidar a los hermanos, poner la mesa, tocar and parecer
See page 171: También se puede decir….
Smart Board Resource- la casa y los quehaceres
Grammar: Estar with prepositions
Students will apply appropriate conjugated forms of “estar” with prepositions using the four elements.
EX: ¿Dónde está la computadora?
La computadora está encima del escritorio.
Review “estar” conjugations
Smart Board Resource- preposition practice
Grammar: Estar with present progressive
Students will apply appropriate conjugated forms of “estar “ with correct forms of the present participle using
the four elements.
EX: Estoy caminando.
¿Estás comiendo?
• Including present participles of “-er” and “-ir” verbs with stems that end in a vowel.
Revised: 7/1/2015
(Unit 52.4)
(9-2)
Power
Standard
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 52.5)
2.a, 2.b,
2.c,2.d,
3.a, 3.b
(Unit 52.6)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 61.1)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 61.2)
Page 17 of 20
EX: Paco está leyendo.
• Including present participles of stem changing verbs.
EX: Las chicas están durmiendo.
Refer to chapter 9-2, p. 330.
Include bullet #4 (ir and venir gerunds are not used in the present progressive tense.)
Grammar: Negation with nunca, nadie and nada
Students will recognize and apply negation words using the four elements.
EX: No voy a la playa.
Nunca voy a la playa.
Tampoco voy a la piscina.
Nada es fácil.
No quiero nada hoy.
No hay nadie aquí.
Cultura: Chile
Students will recognize background information of Chile.
• Including the capital
• Such as government, languages, currency, location of important geographic places, and celebrations.
Vocabulary: Food
Students will appropriately pronounce and apply all vocabulary that relates to food and meals during the
day using the four elements of communication.
Additional Vocabulary page R7.
Smart Board Resource: chapter 6.1 place setting
Smart Board Resource: chapter 6.1 los cubiertos
Smart Board Resource: chapter 6.1 food anagram
Vocabulary: Food Questions and Requests
Students will ask and respond to questions and comments about certain foods and meals.
EX: ¿Qué tal si pruebas un sandwich de atún?
¿Qué tal está la sopa de verduras?
Students will use their vocabulary to order food and make requests in a restaurant.
EX: ¿Qué desea usted?
¿Desea algo de postre?
Quisiera un sandwich de queso.
¿Me trae un flan?
¿Nos trae la cuenta por favor?
¿Me trae la cuenta por favor?
Students will describe foods using estar + adjectives
EX: Está riquísimo/a
Está salado/a
Está picante
Está frio/a
Revised: 7/1/2015
Está caliente
• Review ‘gustar’ and ‘encantar’
• Review gender and number of adjectives.
Power
Standard
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 61.3)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 61.4)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 62.1)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 62.2)
Page 18 of 20
Grammar: Verbs (ser and estar)
Students will differentiate the use of the verbs “ser” and “estar.”
Students will recognize and use “ser” and “estar” correctly in sentences using the four elements.
EX: La servilleta está en la mesa. (location)
La servilleta es blanca. (description)
Explain to students that when estar is missing an accent or the accent is misplaced it is a different word.
EX: ésta-this (feminine)
Smart Board Resource:ser vs. estar
Grammar: Verbs (stem-changing verbs)
Students will identify and conjugate stem-changing verbs correctly in the four elements. Students will apply
stem-changing verbs
• Including pedir, server, preferir, poder, probar, and querer
Students will identify stem changing verbs by the type of spelling change each verb contains
• Such as pedir (e- i stem change)
poder (o-ue stem change)
Students will conjugate stem changing verbs correctly in the nosotros and vosotros forms.
Review stem changing verbs such as dormir and tener.
Smart Board Resource:
Smart Board Resource:
Chapter 6 Vocabulary
Students will appropriately pronounce and apply all vocabulary from Chapter 6 to the four elements of
communication (Listening, Speaking, Reading, and Writing).
Vocabulary: Meals
Students will apply vocabulary to describe meals.
• Such as expressing in simple sentences things they or others like to eat.
• Such as asking others what they eat during a particular meal.
EX: ¿Qué desayunas?
¿Qué quieres hoy de almuerzo?
¿Qué hay de cena?
Revised: 7/1/2015
Power
Standard
Power
Standard
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 62.3)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 62.4)
1.a, 1.b,
1.c, 1.e,
1.d, 1.f,
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 62.5)
2.a, 2.b,
2.c, 2.d,
3.a, 3.b
(Unit 62.6)
Smart Board Resource: food categories
Smart Board Resource: food
Vocabulary: Offering help
Students will offer help and give instructions.
• Including the verb “ayudar”.
EX: ¿Necesitas ayuda?, ¿Puedo ayudar?
Grammar: Direct objects and direct object pronouns
Students will recognize the direct object as a grammatical device, understand its function, and be able to
locate it in a sentence.
• Including replacing nouns with the appropriate direct object pronoun, in accordance with gender and
number.
EX: ¿Quién prepara los sandwiches? Yo los preparo.
• Including attachment of the direct object pronoun to an infinitive.
EX: Yo lo voy a traer/ Voy a traerlo.
Smart Board Resource: D.O.P
Smart Board Resource: Direct Objects
Verbs: Affirmative informal commands
Students will give and respond to affirmative informal (tú) commands.
EX: Corta las zanahorias, por favor.
Students will give and respond to irregular informal (tú) commands.
• Including the tú command forms of tener, venir, poner, ir, ser, hacer, and salir.
Students will give and respond to informal commands with direct object pronouns.
• Including correct placement of accents when attaching the direct object pronoun to a command.
EX: ¿Preparo la carne? Sí, prepárala.
Smart Board Resource: commands
Smart Board Resource: Tú vs. commands
Culture: Mexico
Students will examine various aspects of Mexican culture.
• Including the capital.
• Including Cinco de Mayo.
• Such as celebrations, art, history, archaeology, agriculture, food, geography and sports.
Guiding/Essential Questions
• N/A
Content Vocabulary
• N/A
Academic Vocabulary
• N/A
Signature Lessons
• N/A
Page 19 of 20
Revised: 7/1/2015
Resources
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed
and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and
applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) ask and respond to questions about everyday life in spoken and written conversation;
(B) express and exchange personal opinions or preferences in spoken and written conversation;
(C) ask and tell others what they need to, should, or must do in spoken and written conversation;
(D) articulate requests, offer alternatives, or develop simple plans in spoken and written conversation;
(E) participate in spoken conversation using culturally appropriate expressions, register, and gestures; and
(F) participate in written conversation using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends sentence-length information from culturally authentic print, digital, audio, and
audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with
appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:
(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
(B) identify key words and details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of words and phrases and
some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) state and support an opinion or preference orally and in writing; and
(B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences.
Textbook Alignment
• N/A
Formative Assessment
• N/A
Summative Assessment
• N/A
Page 20 of 20
Revised: 7/1/2015