Download Curriculum Map

Course: Spanish I
Month
Essential
Questions
Month: September - November
September
- Why do we study foreign language?
- What are the benefits of speaking more than
one language?
- What are the characteristics of some
Spanish-speaking countries?
- What everyday words/phrases do we need
to communicate in Spanish?
- How to we address different people in
Spanish (formal vs. informal)
- What are the numbers in Spanish? How do
we use them for time, date, money, age, etc?
- How do we say “to be” in Spanish?
- What words to we need to describe
ourselves/others?
- How do we say the date in Spanish?
- How do we describe the weather in
Spanish? What are the indefinite and definite
articles in Spanish?
- What are the differences between masculine
and feminine words?
- How do we tell time in Spanish?
- What words do we need to describe the
classes do we take?
Teacher: Jeanne Augugliaro /Danielle Miller
October
- What did we learn about Puerto Rico? What
are some of the most important facts about
Puerto Rico?
- What are the pronouns in Spanish? What do
they mean? How are they different from
English pronouns?
- How do we tell time in Spanish?
- What words do we need to describe the
classes do we take?
-What defines you as an individual?
- What are the different kinds of verbs in
Spanish?
- How can I expand my writing?
- How does El Día de Muertos differ from
Halloween?
Grade: Eight/High School
November
- What is the difference between “ser” and
“estar?”
- What are the different kinds of verbs in
Spanish? How do we conjugate regular “ar”
verbs?
- What verbs do we need to know to describe
our school and our class?
- How do we describe where things are?
- What vocabulary do we need to know to
describe what we do after school?
▪ How do we extend written and spoken
communication to daily activities and interests?
Content
- The 10 Top Reasons to study Spanish
- weather and date and seasons
- saying hello and goodbye – various forms
- saying your name and someone else’s in
response to questions.
- numbers 1-1000
- basic classroom commands
- subject pronouns – meanings and uses
- verb “ser” Es/son
- all conjugations of ser
- indefinite/definite articles
- asking how someone is and answering how
you are
_Classroom objects and classes
- accent marks 3 rules
-Ownership- El lápiz de Carina
-Telling Time ¿Qué hora es? ¿A qué hora
es..?
- adjectives Size, ease, color
- agreement of nouns and adjectives (gender
and plurality)
Conjugation of Ser and subject pronouns
- Physical characteristics
- Palabras de enlace
- important facts about Puerto Rico
- definite and indefinite articles
- pronouns
- basic classroom commands
- agreement of nouns and adjectives (gender
and plurality)
- conjugations of “ser”
-Personality characteristics
- Age (young, old)
-Relationships
-Professions
- Nationalities/countries
-Origin yo soy de Francia
- gender
- religion
-
- pronouns
- basic classroom commands
- agreement of nouns and adjectives (gender
and plurality)
-SER v. Estar
- regular -ar verbs and endings
- position words / prepositions
-Palabras de enlace
- vocabulary for after-school activities (verbs,
sports, instruments)
Skills
- Write a personal short –term and long-term
goal for studying Spanish
- listening, writing, reading, speaking
- conjugate the verb “ser”
- dramatize/role play teacher-written
conversations
- self-evaluate own progress
- identify and use indefinite/definite articles
correctly
- pronounce and use new vocabulary
- questioning skills
- give and respond to classroom commands
- describe people/places/things using correct
gender and number
- be able to use the words that come from
other language and do not follow the rule for
gender el día/ el mapa
-use correct syntax to describe who owns an
- listening, writing, reading, speaking
- dramatize/role play teacher- and studentwritten conversations
- self-evaluate own progress
- identify and use indefinite/definite articles
correctly
- pronounce and use new vocabulary
- questioning skills
- give and respond to classroom commands
- comparing and contrasting
- describe people/places/things
- explain the difference between Day of the
Dead and Halloween?
- listening, writing, reading, speaking
- dramatize/role play teacher- and studentwritten conversations
- dramatize plays
- self-evaluate own progress
- pronounce and use new vocabulary
- questioning skills
- give and respond to classroom commands
- comparing and contrasting
- describe pictures and actions orally and
written
object
- describe self
- Tell what it is and what time a class or an
event is
- state the date (ayer fue, hoy es, mañana sera)
-correctly pronounce vocabulary based upon
understanding of accentuation and
understanding of linguistics (hiato/diptongo)
- The 10 Top Reasons for studying
Activities
Spanish/Read/ write/reflect/share
- listening, writing, reading, speaking
- Zap!!!
-I have, you have
- reflective journaling
- bi-weekly conversation
- bi-weekly dictation- student directed
- writing descriptions using picture prompts
- pronoun usage and substitutions based on
pictures
- Chart paper activities
- verb relay
- graphic organizers
- brainstorming (lists of vocabulary,
adjectives, etc)
- KWL charts
- individual white boards
- listening to music and analyzing lyrics for
content, meaning, and comprehension
Assessments - daily informal assessments -- listening,
writing, reading, speaking
- formal quizzes
- class discussions
- daily homework
- conversation presentations
- dictation quizzes
- journaling
- Authentic assessments
- Day of the Dead differentiated reading
activity
- listening, writing, reading, speaking
- information gap activities
- daily job assignments (date and weather)
- reflective journaling
- Bi-weekly conversation
- Bi-weekly dictation
- writing descriptions using picture prompts
- verb relay
- graphic organizers
- brainstorming (lists of vocabulary,
adjectives, etc)
- individual white boards
- I have/You have
- dice game
- listening to music and analyzing lyrics for
content, meaning, and comprehension
- write dialogues with a partner
- listening, writing, reading, speaking
- performing a play for the class
- information gap activities
- paper plate sorting activities
- reflective journaling
- Bi-weekly conversation
- Bi-weekly dictation
- writing descriptions using picture prompts
- verb relay
- graphic organizers
- brainstorming (lists of vocabulary,
adjectives, etc)
- individual white boards
- dice game
- listening to music and analyzing lyrics for
content, meaning, and comprehension
- write dialogues with a partner
- daily informal assessments -- listening,
writing, reading, speaking
- formal quizzes
- formal tests
- class discussions
- daily homework
- conversation presentations
- dictation quizzes
- journaling
- daily informal assessments -- listening,
writing, reading, speaking
- formal quizzes
- formal tests
- class discussions
- daily homework
- conversation presentations
- dictation quizzes
- journaling
Curriculum Map
Course: Spanish I
Essential
Questions
Content
Month: December-February
December
Capítulo 4/ Capítulo 5
▪ How do we extend written and spoken
communication to daily activities and
interests?
▪ What are similarities and differences
between free-time activities in Mexico
and the US?
▪ How is December different from the US
in Spain and Mexico?
January
Capítulo 4/ Capítulo 5
▪ How do we extend written and spoken
communication to daily activities and
interests?
▪ How do the known patterns of grammar
apply/change for new verbs?
▪ Do teenagers in Spanish-speaking countries
▪ free-time activities (ar verbs)
▪ culture: compare free-time activities in
the US with those of Hispanic children
▪ culture: holidays
▪ conjugation of IR – grammar concept of ‘a’
▪ free-time activities
▪ review free-time activities, ser, estar,
time, classes, schedules, listening,
speaking, and reading for the midterm
▪ regular er verbs and related vocabulary
▪ regular ir verbs and related vocabulary
▪ Cultural comparison reading from text on
after the verb
▪ conjugation of DAR
 Conjugating verbs using Present
Progressive, Near Future(IR A)
and Obligation (Tener Que)
▪ transitional words, conjunctions,
developing writing process
▪ continued verbs and vocabulary
▪ continued adjectives
Skills
Teacher: DMiller and JAugugliaro
▪ reading, writing, speaking, listening
▪ translations
▪ to manipulate vocabulary to match
participate in the same leisure activities that
we do in the US?
▪ How do meals in Spanish-speaking
countries compare with those in the US?
meals and time eaten
February
Capítulo 5/15
▪ How do we extend written and spoken
communication beyond what is in our
immediate environment?
▪ How do the known patterns of grammar
apply/change for new verbs?
▪ What are some common expressions
used in written and oral communication?
▪ What are the cultural characteristics of
eating/ordering in a restaurant in Spanishspeaking countries?
▪ the town/city
▪ ordinal numbers
▪ hay
▪ family
▪ tener
▪ tener expressions
▪ Restaurant vocabulary
▪ Food vocabulary
▪ Conjugation of tener, gustar
▪ syntax concerns with gustar (indirect object
pronouns)
▪ continued verbs and vocabulary
▪ continued adjectives
▪ reading, writing, speaking, listening
▪ translations
▪ to manipulate vocabulary to match
▪ reading, writing, speaking, listening
▪ translations
▪ to manipulate vocabulary to match
agreement of parts of speech and proper
language syntax
▪ application of new verbs to writing and
speaking
▪ to identify, pronounce, and conjugate
verbs dealing with free-time activities in
written and oral communication
▪ to distinguish and compare important
similarities and differences in free-time
activities in Mexico with those of the US
▪ to read, analyze, and make connections
to holiday traditions in Spain and Mexico
▪ to write, prepare, and ask questions in
Spanish for a Spanish-speaking visitor
▪ reading authentic text on cultural aspects
agreement of parts of speech and proper
language syntax
▪ to develop writing beyond discrete
sentences using all prior knowledge,
transitional words, etc
▪ to apply knowledge from all previously
assessed topics to review activities
▪ to conjugate verbs according to the
appropriate pronoun
▪ to identify, pronounce, and manipulate
vocabulary to match agreement of parts of
speech and proper language syntax
▪ to conjugate er/ir verbs
agreement of parts of speech and proper
language syntax
▪ to develop writing beyond discrete
sentences
▪ to identify, pronounce, and use
vocabulary about family
▪ to conjugate verbs according to the
appropriate pronoun
▪ Analyze and interpret grammatical patterns
▪ journal entries
▪ storyboard writing with a partner
▪ vocabulary review games: memory,
ATW, BINGO, etc
▪ skits. charades
▪ dice game
▪ listening comprehension
▪ information gap
▪ picture prompt writing
▪ verb relay
▪ mini whiteboards
▪ weekly content-related dialogue
▪ weekly content-related dictations
▪ Creating a skit for a scene in a restaurant
▪ Labeling food and items/people in
▪ daily individual informal oral
assessment
▪ formal written and oral assessment
▪ Performance based- role play restaurant
for conjugating new verbs
▪ To apply knowledge of restaurant
vocabulary and order off of a menu in
Spanish.
and nterpreting the meaning
Activities
▪
▪
▪
▪
▪
▪
▪
journal entries
variety of TPR games
KWL charts - graphic organizers
speaker
information gap
storyboards
Text- reading comprehension for cultural
understanding on past-times in Spanishspeaking countries p. 106-108
▪
▪
▪
▪
▪
Assessments
picture prompt writing
verb relay
mini whiteboards
weekly content-related dialogue
weekly content-related dictations
 Verb book entries 4 forms
▪ daily individual informal oral
assessment
▪ formal written and oral assessment
-
formal quizzes
class discussions
daily homework
conversation presentations
-
formal quizzes
class discussions
daily homework
conversation presentations
restaurant
▪ Creating a menu with pricing
▪
▪
▪
▪
▪
▪
▪
▪
▪
journal entries
dice game
listening comprehension
information gap
picture prompt writing
verb relay
mini whiteboards
weekly content-related dialogue
weekly content-related dictations
scene
▪ daily individual informal oral
assessment
▪ formal written and oral assessment
- formal quizzes
- class discussions
- dictation quizzes
- journaling
- dictation quizzes
- journaling
▪ evaluation of increasing/improving use
of previously assessed topics
▪ is there correct application of
conjugation, verbs, vocabulary,
agreement, and syntax?
▪ can students make inferences about
cultural traditions and activities based on
discussion, reading selections, and prior
knowledge?
▪ rubrics for storyboards
▪ evaluation of increasing/improving use
of previously assessed topics
▪ is there correct application of
conjugation, verbs, vocabulary,
agreement, and syntax?
▪ can students begin to develop writing
with imagination, basic story elements,
and appropriate verbs and vocabulary?
▪ midterm exam (written, oral, listening)
-
daily homework
conversation presentations
dictation quizzes
journaling
▪ evaluation of increasing/improving use
of previously assessed topics
▪ is there correct application of
conjugation, verbs, vocabulary,
agreement, and syntax?
▪ can students use family vocabulary to
describe their own family as well as other
people’s?
Curriculum Map
Course: Spanish I
Essential
Questions
Content
Teacher: DMiller and JAugugliaro
March
Capítulo 6/ Capítulo 7
▪ How do we extend written and spoken
communication beyond what is in our
immediate environment?
▪ How do the known patterns of grammar
apply/change for new verbs? How do
these patterns change when using more
than one verb in a sentence?
▪ What are some common expressions
used in written and oral communication?
▪ What significance does the family hold in
April
Capítulo 6/ Capítulo 7
▪ How do we extend written and spoken
communication beyond what is in our
immediate environment?
▪ How do the known patterns of grammar
apply/change for new verbs? How do
these patterns change when using more
than one verb in a sentence?
▪ What are some common expressions
used in written and oral communication?
▪ What significance does the family hold in
Spanish culture?
Spanish culture?
▪ What is the culture of sports in Spanishspeaking countries?
▪ What is the culture of sports in Spanishspeaking countries?
▪ How does what we know about Spanish
and Hispanic culture compare with other
languages/countries?
▪ family vocabulary
▪ baseball vocabulary
▪ volleyball vocabulary
▪ basketball vocabulary
▪ irregular verbs – ue stem change and
related vocabulary
▪ irregular verbs – ie stem-change and
regular vocabulary
▪ continued verbs and vocabulary
▪ continued adjectives
▪ culture: sports and attitudes towards
sports in Spanish-speaking countries.
▪ ir + a = “going to”
▪ tener + que = “have to”
 las quehaceres
▪ family vocabulary
 Saber vs conocer
▪ Possessives-mi/mis-tu/tus-su/sus
Skills
Month: March-May
▪ soccer vocabulary
▪ irregular verbs – ue stem change and
related vocabulary
▪ irregular verbs – ie stem-change and
regular vocabulary
▪ continued verbs and vocabulary
▪ continued adjectives
▪ culture: sports in Spanish-speaking
countries.
▪ reading, writing, speaking, listening
▪ translations
▪ reading, writing, speaking, listening
▪ translations
May
Capítulo 8
▪ How do we extend written and spoken
communication beyond what is in our
immediate environment?
▪ How do the known patterns of grammar
apply/change for new verbs? How do
these patterns change when using more
than one verb in a sentence?
▪ What are some common expressions
used in written and oral communication?
▪ What expressions and vocabulary are
necessary to travel in a Spanish-speaking
country?
▪ What is the importance of 5 de mayo?
What are some common misconceptions
about 5 de mayo? How is it connected
with American culture?
▪ airport vocabulary
▪ irregular verbs: hacer, poner, traer, salir,
venir, decir
▪ present progressive
▪ saber/conocer – situations to use each
and conjugations
▪ gustar
▪ irregular verbs – ue stem change and
related vocabulary
▪ irregular verbs – ie stem-change and
regular vocabulary
▪ continued verbs and vocabulary
▪ continued adjectives
 Clothing
▪ reading, writing, speaking, listening
▪ translations
▪ Writing about what you are going to do
▪ Speaking/writing about your family.
▪ speaking writing about your age and the
ages of people in your family.
▪ describing things that you have to do using
tener que and the infinitive form of the verb.
Activities
▪ to manipulate vocabulary to match
agreement of parts of speech and proper
language syntax
▪ to develop writing beyond discrete
sentences using all prior knowledge,
transitional words, etc
▪ to apply knowledge from all previously
assessed topics to review activities
▪ to conjugate verbs according to the
appropriate pronoun
▪ to identify, pronounce, and manipulate
vocabulary to match agreement of parts of
speech and proper language syntax
▪ family trees (creating, understanding,
speaking and writing about)
▪ journal entries
▪ storyboard writing with a partner
▪ vocabulary review games: memory,
ATW, BINGO, go fish, popcorn, etc
▪ various differentiated activities: “I
Have, You Have,” ZAP, paper plate
sorting
▪ dice game
▪ listening comprehension
▪ reading comprehension
▪ information gap
▪ picture prompt writing
▪ verb relay
▪ mini whiteboards
▪ weekly content-related dialogue
▪ weekly content-related dictations
▪ to manipulate vocabulary to match
agreement of parts of speech and proper
language syntax
▪ to develop writing beyond discrete
sentences using all prior knowledge,
transitional words, etc
▪ to apply knowledge from all previously
assessed topics to review activities
▪ to conjugate verbs according to the
appropriate pronoun
▪ to identify, pronounce, and manipulate
vocabulary to match agreement of parts of
speech and proper language syntax
▪ to manipulate vocabulary to match
agreement of parts of speech and proper
language syntax
▪ to develop writing beyond discrete
sentences using all prior knowledge,
transitional words, etc
▪ to apply knowledge from all previously
assessed topics to review activities
▪ to conjugate verbs according to the
appropriate pronoun
▪ to identify, pronounce, and manipulate
vocabulary to match agreement of parts of
speech and proper language syntax
 Speaking practice for STAMP
TEST
 Reading comprehension practice
via ClassPak in preparation for
STAMP test
▪ journal entries
▪ storyboard writing with a partner
▪ vocabulary review games: memory,
ATW, BINGO, go fish, popcorn, etc
▪ various differentiated activities: “I
Have, You Have,” ZAP, paper plate
sorting
▪ sports video from the textbook series
▪ dice game
▪ listening comprehension
▪ reading comprehension
▪ information gap
▪ picture prompt writing
▪ verb relay
▪ mini whiteboards
▪ weekly content-related dialogue
▪ student-written dialogue
▪ weekly content-related dictations
▪ Multi-Cultural Awareness Week
▪ journal entries
▪ storyboard writing with a partner
▪ vocabulary review games: memory,
ATW, BINGO, go fish, popcorn, etc
▪ various differentiated activities: “I
Have, You Have,” ZAP, paper plate
sorting
▪ dice game
▪ listening comprehension
▪ reading comprehension
▪ information gap
▪ picture prompt writing
▪ verb relay
▪ mini whiteboards
▪ weekly content-related dialogue
▪ weekly content-related dictations
 Designing a school uniform
 Packing for different types of
weather and travel
Assessments
▪ daily individual informal oral
assessment
▪ formal written and oral assessment
▪ daily individual informal oral
assessment
▪ formal written and oral assessment
▪ daily individual informal oral
assessment
▪ formal written and oral assessment
-
-
-
formal quizzes
class discussions
daily homework
conversation presentations
dictation quizzes
journaling
▪ evaluation of increasing/improving use
of previously assessed topics
▪ is there correct application of
conjugation, verbs, vocabulary,
agreement, and syntax?
▪ can students continue to develop writing
with imagination, basic story elements,
and appropriate verbs and vocabulary?
▪ can students use soccer vocabulary to
describe sports-related pictures and
personal experiences?
formal quizzes
class discussions
daily homework
conversation presentations
dictation quizzes
journaling
▪ evaluation of increasing/improving use
of previously assessed topics
▪ is there correct application of
conjugation, verbs, vocabulary,
agreement, and syntax?
▪ can students continue to develop writing
with imagination, basic story elements,
and appropriate verbs and vocabulary?
▪ can students use all sports vocabulary to
describe sports-related pictures and
personal experiences?
▪ can students use all sports vocabulary to
write and present an appropriate dialogue?
▪ can students participate in languageexchange activities with students from
another language class to teach and learn
specified vocabulary, dialogue, dictation,
and activities?
formal quizzes
class discussions
daily homework
conversation presentations
dictation quizzes
journaling
▪ evaluation of increasing/improving use
of previously assessed topics
▪ is there correct application of
conjugation, verbs, vocabulary,
agreement, and syntax?
▪ can students continue to develop writing
with imagination, basic story elements,
and appropriate verbs and vocabulary?
▪ can students use all sports vocabulary to
describe sports-related pictures and
personal experiences?
▪ can students use all sports vocabulary to
write and present an appropriate dialogue?
 STAMP Test
Curriculum Map
Course: Spanish I
Essential Questions
Content
Skills
Month: June
Teacher: DMiller and JAugugliaro
June
▪ How do we extend written and spoken communication beyond
what is in our immediate environment?
▪ How do the known patterns of grammar apply/change for new
verbs? How do these patterns change when using more than one
verb in a sentence?
▪ What are some common expressions used in written and oral
communication?
▪ How strong is my foundation in Spanish?
▪ How strong is my speaking ability in Spanish?
▪ present tense regular ar/er/ir verbs
▪ present tense stem-changing verbs
tener/venir/dormir/jugar/poder/querer/comezar/
traer/salir/poner
▪ present progressive
▪ saber/conocer – situations to use each and conjugations
▪ gustar
▪ tener que/ir a
▪ irregular verbs – ue stem change and related vocabulary
▪ irregular verbs – ie stem-change and regular vocabulary
▪ continued verbs and vocabulary
▪ continued adjectives
 Reading
▪ reading, (Stadavarius) writing, speaking, listening
▪ translations
▪ to manipulate vocabulary to match agreement of parts of speech
and proper language syntax
▪ to develop writing beyond discrete sentences using all prior
knowledge, transitional words, etc
▪ to apply knowledge from all previously assessed topics to review
activities
▪ to conjugate verbs according to the appropriate pronoun
▪ to identify, pronounce, and manipulate vocabulary to match
agreement of parts of speech and proper language syntax
Activities
▪ journal entries
▪ storyboard writing with a partner
▪ vocabulary review games: memory, ATW, BINGO, go fish,
popcorn, etc
▪ various differentiated activities: “I Have, You Have,” ZAP, paper
plate sorting
▪ dice game
▪ listening comprehension
▪ reading comprehension
 Speaking prompts practice.
▪ information gap
▪ picture prompt writing
▪ verb relay
▪ mini whiteboards
▪ weekly content-related dialogue
▪ weekly content-related dictations
Assessment
▪ daily individual informal oral assessment
 Storyboard for Stradavarius
▪ formal written and oral assessment
- formal quizzes
- class discussions
- daily homework
- conversation presentations
- dictation quizzes
- journaling
-Speaking prompt in lab with headsets
▪ evaluation of increasing/improving use of previously assessed
topics
▪ is there correct application of conjugation, verbs, vocabulary,
agreement, and syntax?
▪ can students continue to develop writing with imagination, basic
story elements, and appropriate verbs and vocabulary?
▪ can students use all sports vocabulary to describe sports-related
pictures and personal experiences?
▪ can students use all sports vocabulary to write and present an
appropriate dialogue?
 Can students use all travel/clothing vocabulary to describe
and speak/write about a travel scenario?