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Joint School District No. 2 World Languages Curriculum Spanish Curriculum Idaho World Language Content Standard I: Acquisition and Use of Language I. Enduring Understanding: II. Enduring Understanding: III. Enduring Understanding: IV. Enduring Understanding: Foreign Language learning extends beyond the classroom to real-life situations. The use of foreign language for personal enjoyment, travel, work and enrichment encourages life-long language learning. Languages are distinguished by their grammar and structure. Foreign language skills enhance and can contribute to future job opportunities. First Year Listening: Discriminate between each phonetic sound in the Spanish alphabet. (1.1.1.1) Ask questions using interrogatives. ( 1.1.1.4) Demonstrate comprehension of forms of address. (1.1.1.6) Use correct forms of “tu” and “usted”. (1.1.1.6) Discriminate between masculine and feminine articles and adjectives. (1.1.1.5) Demonstrate comprehension of single words and idiomatic expressions. (1.1.1.1) Demonstrating understanding of grammatical concepts (gender, number, negatives, tenses, etc.). (1.1.1.5) Ask and answer questions using present tense of regular and irregular verbs. (1.1.1.4) Listen and comprehend speakers from their own age group, the teacher, and other realia. (1.1.1.2) Demonstrate comprehension of basic commands. (1.1.1.3) Practice everyday situations in Spanish using idiomatic expressions, present regular and irregular verbs and grammatical constructions. (1.1.1.6) Second Year Advanced Listening: Present, past and future verb tenses in aural input. (2.1.1.3) Recognize verbal commands. (2.1.1.4) Listen to and follow general classroom instruction in the target language. (2.1.1.2) Listening: Comprehend vocabulary related to the study of art, music, literature and history and its cultural impact. (3.1.1.1) Reinforce and build on vocabulary and grammar concepts in context and isolation introduced in first year. (2.1.1.1) Comprehension of videos, cassettes, dialogues, teacher dictation from authentic literature or realia. (2.1.1.1) Build on first year skills of using telephones, ordering in restaurants, making reservations, asking for directions, asking for assistance, shopping, getting around in the city. (2.1.1.1) Speaking: Respond to questions and situations in target language. (2.1.2.4) Orally and silently read unit-related passages, realia, short stories, plays and dialogues. (2.1.2.3) Build on first-year skills – simple narratives, retell stories and present information. ( 2.1.2.2) Acquire vocabulary for: vacations, geography, accidents, recipes, prepositions, family, pastimes, Comprehend extended passages and peer conversations by students taking notes, answering questions, or a discussion. (3.1.1.2) Gather key information from longer passages. (3.1.1.3) Interpret the intent or meaning of a spoken passage (tone, idioms, nuance, sarcasm, irony). (3.1.1.4) Demonstrate comprehension of Spanish at a level which would be understood in everyday social situations, including emergency situations, job situations, telephone conversations, restaurants, educations situations (study abroad, tutoring). (3.1.1.5) Speaking: *Taking part in and sustaining a normal conversation. (3.1.2.1) *Demonstrate oral competency in a wide variety of social situations, business situations, educational situations (study abroad, tutoring or translation), emergency situations and competency in basic survival skills. (3.1.2.1) *Use alternatives to express meaning (e.g. circumlocution, synonyms, and antonyms.). (3.1.2.2) *Demonstrate increased fluency through presentation of dialogues, plays, poetry, panels, and songs in a variety of social, literary and Speaking: Agreeing and disagreeing; initiating conversations; expressing feelings; asking questions; telling time; ordering food; extending, accepting, declining invitations. (1.1.2.2) house and shopping. (2.1.2.1) Composing dialogues of social situations in which they may find themselves. (1.1.2.3) Read increasingly complex articles in newspapers and magazines, maps, letters, recipes, menus, ads and instructions. (2.1.3.4) Use correct forms of “tu” and “usted”.(1.1.2.3) Read contemporary and authentic literature (i.e., teen magazines, novels, poetry, short stories, plays, and children’s fairy tales). (2.1.3.1), (2.1.3.2.), (2.1.3.3) Ask and answer oral questions. (1.1.2.1) Ask and answer questions using present tense of regular and irregular verbs. (1.1.2.1), (1.1.4.2) Reading: Dialogues using vocabulary related to specific topics. (1.1.3.2) Recognition and use of cognates. (1.1.3.4) Associate the written text with spoken forms. (1.1.3.3) Read simple/basic sentences, dialogues, songs, paragraphs and cultural capsules. (1.1.3.1), (1.1.3.2) Reading basic realia, such as advertisements, menus, tickets and street signs. (1.1.3.1) Writing: Ask and answer questions using present tense of regular and irregular verbs. (1.1.4.2) Dialogues using vocabulary related to specific topics. (1.1.4.1) Practice everyday situations in Spanish using idiomatic expressions, present tense regular and irregular verbs, present progressive verbs, and grammatical constructions. (1.1.4.2) Composing dialogues of social situations in which they may find themselves. (1.1.4.4) Reading: Orally and silently read unit-related passages, realia, short stories, plays, dialogues. (2.1.3.2) Writing: Writing questions, commands, short dialogues which include present, past, present perfect of regular and irregular verbs, reflexive verbs, object pronouns, stem-changers, adverbs and adjectives. (2.1.4.1) Writing about personal and social situations telephone conversations, greeting cards, thank-you notes, letters to Hispanic friends, e-mail, pen pals, menus, post card and advertisements. (2.1.4..2) Reinforce and build on first-year skills and expand on vocabulary related to familiar concepts in short writings. (2.1.4.2) contemporary topics, arenas and audiences. (3.1.2.3) Discuss poetry, short stories, novels, plays, taking roles in presenting plays in the target language. (3.1.2.3) Reading: Reading Spanish for personal enjoyment, employment, enrichment, study and travel. (3.1.3.1) Identify the key elements or main idea of authentic information texts. (3.1.3.2) Summarize content of passages (poetry, song lyrics, folktales, fiction, novels and other text.) (3.1.3.3) Read and comprehend extended narratives i.e. short novels/stories. (3.1.3.4) Writing: Use advanced grammatical structures, including compound past, future and conditional tenses. (3.1.4.1) Demonstrate proficiency in choices of plays and skits, dialogues, essays, critiques, songs, children’s stories, fables, short stories, etc., incorporating all verb tenses and grammatical structures studied. (3.1.4.1), (3.1.4.2) Recognize and incorporate all verb and grammatical forms in writing. (3.1.4.2) Rewrite sentences substituting subject pronouns and direct object pronouns. (1.1.4.3) Joint School District No. 2 World Languages Curriculum Spanish Curriculum Idaho World Languages Content Standard II: Critical Thinking V. Enduring Understanding: VI. Enduring Understanding: First Year The study of foreign languages reinforces and integrates content from other disciplines. Similarities and differences exist in the vocabulary, phonetics and structures of world languages. Second Year Advanced Analysis of Language Elements and Products: Analysis of Language Elements and Products: Analysis of Language Elements and Products: Recognize intonation patterns (questions, commands and statements). (1.2.1.4) Organize components of sentence structure, verb usage, formation of questions, negative expressions. (1.2.1.2) Use commands, subject pronouns, direct object pronouns, definite and indefinite articles and contractions (1.2.1.1). Conjugating regular and irregular verbs, stem-changers, adjectives-noun agreement, word order, possessive adjectives, question formation, negative expressions. (1.2.1.3) Identify present tense regular and irregular verbs and cognates. (1.2.1.3), (1.2.1.5) Use present, imperfect, preterite and tenses of regular and irregular verbs, reflexive verbs, object pronouns, stem-changers, adverbs and adjectives in context. (2.2.1.1) Read literacy forms including poetry, short stories, novels, and legends, utilizing both traditional and internet sources. (3.2.1.1) Conjugating regular and irregular verbs, present progressive verbs, stemchangers, adjectives-noun agreement, word order, possessive adjectives, question formation, negative expressions. (1.2.1.3) Modification and Manipulation of Language Elements and Products: Practice everyday situations in Spanish using idiomatic expressions, present regular and irregular verbs and grammatical constructions. (1.2.2.2) Organize components of sentence structure, verb usage, formation of questions, negative expressions. (1.2.2.2), (1.2.2.4) Use commands, subject pronouns, definite and indefinite articles. (1.2.2.4) Conjugating regular and irregular verbs, stem-changers, adjectives-noun agreement, word order, possessive adjectives, question formation, Expressing regret; preferences; expressing doubt; consoling and sympathizing with someone; reprimanding; relating a series of events; talk about the past, using idiomatic expressions correctly. (2.2.1.2) Orally and silently read unit-related passages, realia, short stories, plays, dialogues. (2.2.1.2) Recognize similarities and differences between Spanish and English language grammar and usage. (2.2.1.3) Reinforce and build on first-year skills reading literature and realia which includes present, past, progressive, tenses and related grammatical constructions. (2.2.1.1) Comprehension of videos, cassettes, dialogues, teacher dictation from authentic literature or realia. (2.2.1.1) Modification and Manipulation of Language Elements and Products: Use present, imperfect, preterite and tenses of regular and irregular verbs, reflexive verbs, object pronouns, stem-changers, adverbs and adjectives in context. (2.2.2.3) Recognize appropriate verb endings in all tenses and voices learned i.e. create verb charts. (3.2.1.2) Compare idiomatic and figurative expressions by using refrains, sayings, songs, etc. (3.2.1.3) Predict meanings of word based on origin and usage in sentence using contextual cues. (3.2.1.4) Modification and Manipulation of Language Elements and Products: Read literacy forms including poetry, short stories, novels, and legends, utilizing both traditional and internet sources. (3.2.2.1) Expressing opinions and responding to others appropriately. (3.2.2.2) negative expressions. (1.2.2.2), (1.2.2.3) Identify present tense regular and irregular verbs and cognates. (1.2.2.1), (1.2.2.2) Expressing regret; preferences; expressing doubt; consoling and sympathizing with someone; reprimanding; relating a series of events; talk about the past, using idiomatic expressions correctly. (2.2.2.2 Demonstrate listening comprehension for proper forms of address, levels of politeness and use of vocabulary appropriate to the situation. (2.2.2.1) Recognize similarities and differences between Spanish and English language grammar and usage. (2.2.2.3) Joint School District No. 2 World Languages Curriculum Spanish Curriculum Idaho World Languages Content Standard III: History, Geography, and Culture VII. VIII. IX. Enduring Understanding: Enduring Understanding: Enduring Understanding: X. Enduring Understanding: XI. XII. Enduring Understanding; Enduring Understanding; XIII. Enduring Understanding; Different cultures have different social etiquettes. Culture influences the art, literature and music of a society. Countries with a common language share cultural, historical and geographical connections. The study of cultures promotes an awareness of diverse beliefs and languages in a global context. Geography directly influences the culture and history of a people. Cultural traditions influence family structure, rites of passage, dining etiquette, clothing styles and living accommodations. Language and culture are interdependent. First Year History: Recognize major historical and cultural figures and events including: Quinceanera, Dia de los muertos and Cinco de mayo/Mexican Independence Day. (1.3.1.1) Identify historical connections between English and Spanish (i.e. cognates, language origins). (1.3.1.2) Second Year Advanced History: Analyze the impact of selected historical figures and events on the target culture, i.e. Lady of Guadalupe (2.3.1.1) History: Investigate ancient indigenous cultures, i.e. Aztecs, Mayans and Incans. ( 3.3.1.1) Reading authentic literature, brief histories of artists/famous persons, i.e. Simon Bolivar, Velazquez, Picasso, Dali, Botero, Rivera and Kahlo. (2.3.1.1) Geography: Investigate regions of Spain; history, geography, and political contributions to culture. (3.3.1.2) Examine geopolitical regions selected from target culture, i.e. Mexico. (2.3.2.1) Expose students to Basque communities and history comparing with local Basque culture and history. (3.3.1.1) Geography: Demonstrate geographical awareness of Spanish-speaking worlds including capitals/countries and nationalities. Understand the different seasons and varying climates in relation to the hemispheres. Culture: Culture: Compare differences in currencies between Hispanic countries and the US. (1.3.3.1) Compare and contrast cultural aspects of Spanish-speaking countries including greetings, Mercado, family structure, and meal times (1.3.3.1), (1.3.3.2), (1.3.3.3). Understand the correct usage of “tu” and “usted”. (1.3.3.3) Gain an understanding of similarities and differences (uniforms, hours and classes) between Hispanic and American educational systems Investigate the historical context of selected examples of art, music, literature and film from target culture, i.e. artists (El Greco, Velazquez, Goya, Dali and Picasso). (3.3.1.2) Identify unique cultural aspects of regions in target culture, i.e. food (such as Paella), holidays (such as Reyes Magos and Semana Santa/Pascua), Geography: Investigate regions of Spain; history, geography, and political contributions to culture. (3.3.2.1) Expose students to Basque communities and history comparing with local Basque culture and history. (3.3.2.1) Culture: Write short reports about an artist or author or cultural theme. (3.3.3.1) Study contemporary Hispanic authors and topics relevant to current world situations. (3.3.3.1) Discuss stories, articles, dialogs, news reports and other authentic realia of Hispanic countries. (3.3.3.1), (3.3.3.2). React to current events in target language. (3.3.3.1), (3.3.3.2);