2016-2017 Curriculum Blueprint Grade: 9-12 Course ... · Lección Preliminar: Florida: Mis amigos y yo ... Give examples of cognates, false cognates, ... Write a letter or e-mail

Lección Preliminar: Florida: Mis amigos y yo

Unit Overview

The Lección preliminar recycles vocabulary from Level 1. Review vocabulary students already know to describe people, things to do, and places to go by asking individual students.¿Eres

alto o bajo?¿A qué hora desayunas?¿Qué comes? ¿Dónde practicas deportes? ¿Vas mucho al cine? ¿Cómo son? ¿Cómo eres? ¿Qué te gusta? ¿Adónde van? ¿Cómo estás? ¿Qué haces?

¿Qué vas a hacer?

Learning Goal The students will be able to

introduce yourself and others, greet friends

identify and describe people.

talk about things to do and places to go

demonstrate understanding of the definite and indefinite articles, subject pronouns.

use ser, tener, gustar, estar, ir + a + place,

use the present tense of –ar -er –ir verbs follow short commands

understand simple messages and announcements on familiar topics.

use Stem-changing verbs querer, poder, servir, almorzar, costar, pensar, poder, querer, volver

ask and answer questions about daily activities, food, places in school, town.

say how they feel.

talk about likes and dislikes. Objectives: The students will:

apply interpretive listening to Spanish

interpret Spanish reading passages

analyze and use different patterns of interpersonal communication

present information and ideas to an audience through speaking and writing in Spanish

demonstrate understanding of social interaction patterns within Spanish culture

Sample Essential Questions What is the difference between Ser and Estar? How do you introduce yourself and others in Spanish? What are some ways to greet people in Spanish? How would you invite someone to eat with you? How would you describe a stem verb to someone who does not know it? Where do you and your family and friends go on the weekends? Where do you like to go and do on the weekends? How can I comment on and describe food in Spanish? What do you like to do after school? How would you describe yourself? What is your family and friends like? How would you describe your after school activities? What are some things you do not like to do? How is the use of ser and estar to describe food different in Spanish and English? How does one determine gender in Spanish nouns and adjectives?

Unit End Product Students may create a crossword puzzle using at least ten words from the vocabulary list. Students may bring a photograph of their family or group of friends and describe the people in it using vocabulary from the unit. Students may write in their journal about how they feel during the course of a given day. Students may be encouraged to express their feelings in a poem or create a rating scale of their own to rate their work.

Content Standards for the Unit WL.K12.IL.1.1:Use context cues to identify the main idea and essential details on familiar topics expressed in short conversations, presentations, and messages WL.K12.IL.1.6: Demonstrate understanding of multiple-step directions and instructions in familiar settings WL.K12.IL.3.1: Initiate and engage in a conversation on familiar topics.

2016-2017 Curriculum Blueprint Grade: 9-12 Course Descriptions: Spanish 2

Lección Preliminar: Florida ¡Mis amigos y yo!

Approximate

Time: 4 Weeks

WL.K12.IL.3.2: Interact with others in everyday situations. WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation. WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led). WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation. WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics. WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary. WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking. WL.K12.IL.4.1: Present information on familiar topics using a series of sentences with sufficient details. WL.K12.IL.4.2: Describe people, objects, and situations using a series of sequenced sentences. WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details. WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details. WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details. WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details. WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic. WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences. WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas. WL.K12.IL.5.5: Develop questions to obtain and clarify information. WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose. WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s). WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities. WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes. WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge. WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge. WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language. WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture. WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another. WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different. WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own. WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org

Sample Activities and Tasks Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Tree Map, Bubble Map Cornell Notes Pronunciation Practice Oral and written practice Choral repetition Songs Textbook and workbook activities Illustrating/Draw Comprehensive Skits Videos & animations of a ¡AvanzaRap! (with Karaoke track)

Suggested Texts and Digital Resources Teacher: Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 (P1-31) Teacher One stop (DVD and at my.hrw.com) Interactive Whiteboard Lessons Online Assessment (Exam view) Student: eEdition Online eTextbook Virtual culture

http://www.floridastandards.org/

Songs Culture video clips Cornell Notes about Interactive Notebook Foldable and layer books Flash cards

Links and Resources Avancemos textbook website: http://my.hrw.com Vocabulary and Grammar: www.Studyspanish.com www.cleanvideosearch.com Games and activities: www.puzzlemaker.com

Resources by theme: http://www.miscositas.com/spanish.html Map downloads: www.Worldatlas.com http://www.teachertube.com/ Culture videos: http://lomastv.com/?gclid=CLfcpKyBsqYCFVAf4QodJVZ5Yw

People, Places, and Events to Know Explora la cultura hispana de Florida. (P 1 )

C12 – Música: Son cubano. El arte de la calle Ocho- P 13

Link to Webb’s DOK Guide

http://my.hrw.com/

http://www.studyspanish.com/

http://www.puzzlemaker.com/

http://www.miscositas.com/spanish.html

http://www.worldatlas.com/

http://lomastv.com/?gclid=CLfcpKyBsqYCFVAf4QodJVZ5Yw

http://intranet.staff.lakeschools.local/cms/lib/FL01000800/Centricity/Domain/11/math/WebsDepthofKnowledgeFlipChart.pdf

Unidad 1: Lección 1 Tema: ¡Vamos de viaje! (P32-57) Unit Overview

This unit focuses on travel preparations where they’ve gone, how they’ve gotten there, How they’ve prepared for the trip, and what they liked and disliked about their trip. Use direct object pronouns and indirect object pronouns.

Unidad 1: Lección 2 Tema: Cuéntame de tus vacaciones (P58-85)

Unit Overview This unit focuses on vacation activities, using interrogatives and the preterite of -ar verbs, uses of the preterite forms of ir, ser, hacer, ver, dar. Learn words to describe vacation

activities and lodging. Then talk about what you like to do on vacation.

Learning Goal The students will be able

to engage in conversations and exchange information

understand and follow short commands

understand simple messages and announcements on familiar topics.

use direct object pronouns

ask question using the preterite and indirect object pronouns.

talk about buying gifts and souvenirs

use the preterite of ir, ser, hacer, ver, dar.

Talk travel and different means of transportation.

Use the personal “a” and using “ver” with people and things.

Identifies, recognize, name and understands cultural traditions and celebrations that exist in the target culture and in the native culture.

talk about activities you and others did in the past in and out of school Objectives: The students will:






Sample Essential Questions When you travel to another country, how can you learn about its culture? How are travel agencies and airports in Costa Rica and the United States similar or different? What country in the Spanish-speaking world would you like to visit? What is “to conjugate?” What do you think conjugations look like? How are direct object pronouns used in Spanish? What are the direct object pronouns in English and how are they grammatically structured within the sentence? How are Indirect object pronouns used in Spanish? What are the Indirect object pronouns in English and how are they grammatically structured within the sentence? How to prepare for a trip abroad? What are some important holidays and celebrations in the Hispanic culture and why are they important? What to do at the airport when you depart and arrive? How do culture, geography, and climate affect travel and vacation activities? How do the paintings of Adrián Gómez express the concept of “pura vida”? Do you visit nature areas when you travel? What natural areas are near your home? How do they compare with the natural areas of Costa Rica?

Sample Unit End Product Write a letter or e-mail to a friend about things they did last summer. The letter should include at least five activities in the preterite tense.

Have students draw and label maps of local areas. Then, in pairs, they can ask and answer questions about locations using Act. 8 as a model. Role-play a couple visiting a travel agent and arranging an itinerary for the trip. Talk about a real or imaginary trip.


Unidad 1: Costa Rica ¡A conocer nuevos lugares!

Approximate Time: 4 Weeks

Divide students into small groups. Have them role-play being a flight attendant serving passengers during a flight. Ask students to write a response to Alejandro’s postcard.

Content Standards for the Unit WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages. WL.K12.IL.1.2: Demonstrate understanding of the main idea and essential details of short conversations and oral presentations. WL.K12.IL.1.4: Identify key points and essential details on familiar topics presented through a variety of media. WL.K12.IL.1.6: Demonstrate understanding of multiple-step directions and instructions in familiar settings. WL.K12.IM.2.3:Identify specific information in everyday authentic materials such as advertisements, brochures, menus, schedules and timetables WL.K12.IL.2.4: Demonstrate understanding of vocabulary used in context when following written directions. WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation. WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led). WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics. WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary. WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking. WL.K12.IL.4.3: Express needs, wants, and plans using a series of sentences that include essential details. WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details. WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details. WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details. WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details. WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic. WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences. WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas. WL.K12.IL.5.5: Develop questions to obtain and clarify information. WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose. WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s). WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities. WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes. WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge. WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge. WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language. WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture. WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another. WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different. WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own. WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org


Sample Activities and Tasks Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Tree Map, Bubble Map Cornell Notes Pronunciation Practice Oral and written practice Choral repetition Textbook and workbook activities Illustrating/Draw Comprehensive Skits Videos & animations of a ¡AvanzaRap! (with Karaoke track) Songs Culture video clips Cornell Notes about Interactive Notebook Foldable and layer books Flash cards

Suggested Texts and Digital Resources Teacher: Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 (P32-57) Teacher One stop (DVD and at my.hrw.com) Interactive Whiteboard Lessons Online Assessment (Exam view) Student: eEdition Online eTextbook Virtual culture Online Practice

Links and Resources Avancemos textbook website: http://my.hrw.com Vocabulary and Grammar: www.Studyspanish.com Games and activities: www.puzzlemaker.com

Resources by theme: http://www.miscositas.com/spanish.html Map downloads: www.worldatlas.com http://www.teachertube.com/ Culture videos: www.sparkenthusiasm.com

People, Places, and Events to Know Explora la cultura de Costa Rica (P 32)

Bebidas de Costa Rica y Chile. (P 78), Pura vida and the art of Adrián Gómez (P 42), A nature preserve in Costa Rica (P 48), Ecotourism is the key to Costa Rica’s economic development. P59

C16 – Música: El bolero


http://my.hrw.com/


http://www.puzzlemaker.com/



http://www.sparkenthusiasm.com/


Unidad 2: Lección 1 Tema: La copa mundial (P86-111) Unit Overview

This unit focuses on Sports, ways to stay healthy and how to form the preterite of regular -er and -ir verbs. Talk about activities you and others did using demonstrative adjectives and pronouns.

Unidad 2: Lección 2 Tema: ¿Qué vamos a hacer? (P112-139) Unit Overview

This unit focuses on Daily routines, Reflexive verbs, Present progressive


talk about sports and sporting events

talk about staying healthy

use preterite verbs to talk about what you and others did last week.

describe daily routines using reflexive verbs.

talk about people plans using pensar + infinitive.

use demonstrative adjectives and pronouns.

use the preterite of –er and –ir verbs.

describe they and others are doing right now or intend to do present progressive.

use adverbs with –mente.

clarify the sequence of events. Objectives: The students will:






Sample Essential Questions How are verbs in English different from Spanish when followed by Infinitives? What are some activities and habits you can pursue to stay in shape and maintain a healthy lifestyle? How do sports reflect a country’s culture? What is the importance of soccer in Argentina and which sports hold the same level of importance in the United States? How do sports help you stay healthy? What are some important holidays and celebrations in the Hispanic culture and why are they important? When are mayor sports event celebrated in USA and Argentina? How do Antonio Berni’s paintings reflect Argentine life and culture? What is to conjugate? How does it look like? What sports and other physical activities are popular in your community? Why is it important that we keep ourselves in good shape? What are the endings for –er and –ir preterite verbs? Where in the world “Tango” originated? What key words do you need in a sentence to talk about the preterite? What do soccer fans in both Argentina and Spain do to show support for their teams? What habits and practices can one adopt to stay in shape or improve one’s athletic skills? Why is the World Cup important in Argentine culture? How would you compare the World Cup with a similar sports championship in the United States?

Sample Unit End Product Compare and contrast the different sports or activities they practice with their friends in USA with those in Latin American countries. Each student should think of a place or an activity they enjoy doing. Then, they may draw a picture of the place/ activity. As they complete their illustrations, have them write a caption stating what is happening, using the present progressive. P124 Create a comic strips, p. 126 Have students work in pairs. Each student writes five sentences about what he or she did last weekend.


Unidad 2: Argentina ¡Somos saludables!


Content Standards for the Unit WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages. WL.K12.IL.1.3: Demonstrate understanding of the main idea and essential details in messages and announcements on familiar topics. WL.K12.IM.1.6: Demonstrate understanding of complex directions and instructions in familiar settings. WL.K12.IM.3.1: Express views and effectively engage in conversations on a variety of familiar topics. WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation. WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics. WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary. WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking. WL.K12.IL.4.5: Present a short skit or play using well-structured sentences. WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details. WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details. WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details. WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details. WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic. WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences. WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas. WL.K12.IL.5.5: Develop questions to obtain and clarify information. WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose. WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s). WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities. WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes. WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge. WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge. WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language. WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture. WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another. WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different. WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own. WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org

Sample Activities and Tasks Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Tree Map, Bubble Map Cornell Notes Pronunciation Practice Oral and written practice Choral repetition Textbook and workbook activities Illustrating/Draw Comprehensive Skits

Suggested Texts and Digital Resources Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 Teacher: One stop (DVD and at my.hrw.com) Interactive Whiteboard Lessons Online Assessment (Exam view) Student: eEdition Online eTextbook Virtual culture


Videos & animations of a ¡AvanzaRap! (with Karaoke track) Songs Culture video clips Cornell Notes about Interactive Notebook Foldable and layer books Flash cards

Links and Resources Avancemos textbook website: http://my.hrw.com Vocabulary and Grammar: www.Studyspanish.com Games and activities: http://www.videoele.com/menu_A1.html http://www.ver-taal.com/vocabulario.htm

Resources by theme: http://www.miscositas.com/spanish.html Map downloads: www.Worldatlas.com http://www.teachertube.com/ Culture videos: www.sparkenthusiasm.com Www.cleanvideosearch.com

People, Places, and Events to Know Explora la cultura de Argentina (P 86)

Tango Dancing (P 87), Argentinean soccer player Juan Sebastián Verón (P 99), C4-Música: El Tango


http://my.hrw.com/


http://www.videoele.com/menu_A1.html

http://www.ver-taal.com/vocabulario.htm



http://www.teachertube.com/



Unidad 3: Lección 1 Tema: ¿Cómo me queda? (P140-165) Unit Overview

This unit focuses on clothes and shopping, present tense of irregular yo verbs, pronouns after prepositions and express yourself courteously.

Unidad 3: Lección 2 Tema: ¿Filmamos en el mercado? (P166-193) Unit Overview

This unit focuses on vocabulary of the market, Irregular preterite to, Preterite of -ir stem-changing verbs to describe past activities and events.


talk about clothing, shopping, and personal needs

say whom things are for express opinions

use verbs like gustar

use the present tense of irregular yo verbs

use pronouns after prepositions

describe past activities and events

ask for and talk about items at a marketplace

express themself courteously

use hace + expressions of time

use irregular preterite verbs to talk about the past

use preterite of -ir stem-changing verbs Objectives: The students will:






Sample Essential Questions

What are some of your favorite stores? What is the diplomatic relationship between The US and Puerto Rico? What factors affect where one shops and what type of clothing one buys? How do you ask for and talk about items at a marketplace. What is to conjugate? How does it look like? What are some important holidays and celebrations in the Hispanic culture and why are they important? How do you express opinions using verbs like gustar and express yourself courteously. What influences the traditional clothing worn in a particular area? What factors affect what one buys? What instruments are used to play “Salsa”? Why do people buy presents? How are irregular preterite stems verbs compare and contrast with the regular form? How do you use the preterite forms of -ir stem-changing verbs “pedir” and “dormir”? Where do people listen and dance “Salsa” music? What traditions and celebrations exist in Puerto Rico? How do you communicate as a buyer or seller in a real or online marketplace? What are irregular yo form verb? What is a stem changing verb?

Unit End Product Design and create a store add in the target language. Have students hold a fashion show in class P144 Have students create a visitor brochure for an historic building they knowP166 Have students in pairs create a simple T.V. ad in Spanish for their favorite store or brand of clothing. Oral Presentation: Have students in pairs prepare an oral presentation on a craft item from a Spanish-speaking country. P 185 Have students prepare a short skit using as many expressions of courtesy as possible.


Unidad 3: Puerto Rico ¡Vamos de compras!


Content Standards for the Unit WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages. WL.K12.IM.1.5: Demonstrate understanding of the purpose of a lecture or talk on a familiar topic. WL.K12.IL.1.6 Demonstrate understanding of multiple-step directions and instructions in familiar settings. WL.K12.IL.3.1: Initiate and engage in a conversation on familiar topics. WL.K12.IM.3.1: Express views and effectively engage in conversations on a variety of familiar topics. WL.K12.IM.3.3: Express personal views and opinions on a variety of topics. WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led). WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics. WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary. WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking. WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details. WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details. WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details. WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details. WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic. WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences. WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas. WL.K12.IL.5.5: Develop questions to obtain and clarify information. WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose. WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s). WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities. WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes. WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge. WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge. WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language. WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture. WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another. WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different. WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own. WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org

Sample Activities and Tasks Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Tree Map, Bubble Map Cornell Notes Pronunciation Practice Oral and written practice Choral repetition Textbook and workbook activities Illustrating/Draw

Suggested Texts and Digital Resources Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 Teacher: One stop (DVD and at my.hrw.com) Interactive Whiteboard Lessons Online Assessment (Exam view) Student: eEdition Online eTextbook

Commented [JCD1]:


Comprehensive Skits Videos & animations of a ¡AvanzaRap! (with Karaoke track) Songs Culture video clips Cornell Notes about Interactive Notebook Foldable and layer books Flash cards

Links and Resources Avancemos textbook website: http://my.hrw.com Vocabulary and Grammar: www.Studyspanish.com Www.cleanvideosearch.com Games and activities: http://www.thespanishcorner.org/games-and-activities.html

Resources by theme: http://www.ver-taal.com/vocabulario.htm Map downloads: www.Worldatlas.com http://www.teachertube.com/ Culture videos: https://www.youtube.com/watch?v=Ekzxg2KcYoM http://www.ver-taal.com/vocabulario.htm

People, Places, and Events to Know Explora la cultura de Puerto Rico (P 140)

Puerto Rico is an associated free state of the U.S. P143, Los taínos P 162, Máscaras P 186, Las artesanías P 184, Tostones P 139B, José Campeche, Parque de Bombas P167, Los vejigantes P174, Las parrandas P180

C2-Música- Salsa


Commented [JCD2]:

http://my.hrw.com/


http://www.thespanishcorner.org/games-and-activities.html



https://www.youtube.com/watch?v=Ekzxg2KcYoM



Unidad 4: Lección 1 Tema: Una leyenda mexicana (P194-219) Unit Overview

This unit focuses on Legends and stories, Using the imperfect to talk about childhood activities. The Imperfect tense, Preterite and imperfect, imperfect tense of the three irregular verbs: ser, ir, and ver.

Unidad 4: Lección 2 Tema: México antiguo y moderno (P220-249)

Unit Overview This unit focuses on past and present, Preterite of -car, -gar, -zar verbs, More verbs with irregular preterite stems. Verbs with i-y spelling change in the preterite.


describe continuing activities in the past

narrate past events and activities

describe people, places, and things using past participles as adjectives

use verbs in the imperfect tense

use the preterite and imperfect to talk about the past

describe early civilizations and their activities

describe the layout of a modern city

ask for and give directions

use verbs with i →y spelling change in the preterite

use the preterite of -car, -gar, and -zar verbs

use verbs with irregular preterite stems Objectives: The students will:






Sample Essential Questions How to form the imperfect tense? How do language and culture influence identity? What are the differences between preterite and imperfect tenses? What instruments are used by the “Mariachis”? How do you use past participles as adjectives? How are legends from Mexico similar or different to legends from your culture? Who was Alfredo Zalce Torres? How do you form the preterite of -car, -gar, and -zar verbs? How do legends’ heroes influence who we are? What patterns can you find in the Spanish language? How are life and culture in Mexico reflected in its art? What are some important holidays and celebrations in the Hispanic culture and why are they important? How does one’s own culture and national history influence who one’s heroes are? How do tell the weather and give directions? How do you tell stories in the target language? When to use the preterite and imperfect of ser? Why are legends passed down through generations? How the Independence Day is in Mexico is celebrated? What purpose do legends have in a culture? Who were the Aztecs and Mazatecas? How do we use storytelling language to describe past events?

Unit End Product Computer research about legends and stories in USA to compare and contrast with the ones in México. Exchange paragraphs with a partner and write an ending for a story. P210


Unidad 4: México ¡Cultura antigua, ciudad moderna!


Create your own “El Calendario Azteca” P193a Ask students to make a crossword puzzle using at least ten words from the vocabulary list.

Content Standards for the Unit WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages. WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics. WL.K12.IM.1.4: Identify essential information and supporting details on familiar topics presented through a variety of media. WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics. WL.K12.IL.2.1: Use context clues and background knowledge to demonstrate understanding of the main idea and essential details in texts that contain familiar themes. WL.K12.IL.3.2: Interact with others in everyday situations. WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation. WL.K12.IM.3.3: Express personal views and opinions on a variety of topics. WL.K12.IL.3.4: Exchange information about familiar academic and social topics including participation in an interview. WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led). WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics. WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary. WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking. WL.K12.IL.4.2: Describe people, objects, and situations using a series of sequenced sentences. WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details. WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details. WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details. WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details. WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic. WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences. WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas. WL.K12.IL.5.5: Develop questions to obtain and clarify information. WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose. WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s). WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities. WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes. WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge. WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge. WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language. WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture. WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another. WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different. WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own. WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature. WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language, and discuss their impact on own culture.

WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org

Sample Activities and Tasks Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Tree Map, Bubble Map Cornell Notes Pronunciation Practice Oral and written practice Choral repetition Textbook and workbook activities Illustrating/Draw Comprehensive Skits Videos & animations of a ¡AvanzaRap! (with Karaoke track) Songs Culture video clips Cornell Notes about Interactive Notebook Foldable and layer books Flash cards Draw a map of the Aztec Empire. Create a legend of your own.

Suggested Texts and Digital Resources Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 Teacher: One stop (DVD and at my.hrw.com) Interactive Whiteboard Lessons Online Assessment (Exam view) Student: eEdition Online eTextbook Virtual culture Online Practice

Links and Resources Avancemos textbook website: http://my.hrw.com Vocabulary and Grammar: www.Studyspanish.com Games and activities: http://www.thespanishcorner.org/games-and-activities.html

Resources by theme: http://www.miscositas.com/spanish.html Map downloads: http://www.digitaldialects.com/Spanish.htm Culture videos: http://lomastv.com/?gclid=CLfcpKyBsqYCFVAf4QodJVZ5Yw

People, Places, and Events to Know Explora la cultura de México (P 194)

Una leyenda mazateca: El fuego y el tlacuache P214, La bandera mexicana P216 Los zapotecas y los otavaleños P238, The art of Alfredo Zalce Torres, p. 210

C6- Música - La música mariachi C20- Música- La cumbia



http://my.hrw.com/




http://www.digitaldialects.com/Spanish.htm



Unidad 5: Lección 1 Tema: ¡Qué rico! (P250-275) Unit Overview

This unit focuses on Preparing and describing food, Pronoun placement with commands, Adjectives ending in –ísimo and irregular usted/ustedes command forms.

Unidad 5: Lección 2 Tema: ¡Buen provecho! (P276-305) Unit Overview

This unit focuses on Ordering meals in a restaurant, Affirmative and negative words, Double object pronouns


identify and describe ingredients

talk about food preparation and follow recipes

give instructions and make recommendations

order meals in a restaurant

describe food and service in a restaurant

talk about meals and dishes

use adjectives ending in -ísimo

use usted / ustedes commands

use pronoun placement with commands

use affirmative and negative words

use double object pronouns Objectives: The students will:






Sample Essential Questions How is the table set in a restaurant in Spain? What factors influence the foods one eats? How do you create informal commands? What are some dining customs from Spain? What are some restaurant dishes you can order in Spain? Where do you place pronoun with commands? How do culture and geography affect what, when, and where one eats? How do you order food in Spain? What kind of typical foods do you eat in restaurants in your community? What activities in a society are associated with food? Where do you place double object pronouns? What are some affirmative and negative words? How is dining in a restaurant in Spain similar or different than dining in a restaurant in the United States? What instruments are use in “Flamenco” music? Why do we use –ísimo in Spainsh? What are some important holidays and celebrations in the Hispanic culture and why are they important? How do you place two object pronouns in a sentence? What patterns can you find in the Spanish language?

Unit End Product Role playing ordering meals in Spain. Create a menu for a restaurant in Spain. Write a recipe of your own. Create a Comprehensive Skit.

Ask students to make a crossword puzzle using at least ten words from the vocabulary list. Design and Draw a Comic Strip.


Unidad 5: España ¡A comer!


Content Standards for the Unit WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages. WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics. WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics. WL.K12.IL.2.3: Determine the meaning of a message and identify the author’s purpose of authentic written texts such as advertisements, and public announcement. WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led). WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics. WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary. WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking. WL.K12.IL.4.5: Present a short skit or play using well-structured sentences. WL.K12.IL.4.6: Describe events in chronological order using connected sentences with relevant details. WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details. WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details. WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details. WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details. WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic. WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences. WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas. WL.K12.IL.5.5: Develop questions to obtain and clarify information. WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose. WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s). WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities. WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes. WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge. WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge. WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language. WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture. WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another. WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different. WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own. WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature. WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language, and discuss their impact on own culture. WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org

Sample Activities and Tasks Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Tree Map, Bubble Map Cornell Notes Pronunciation Practice Oral and written practice Choral repetition

Suggested Texts and Digital Resources Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 Teacher: One stop (DVD and at my.hrw.com) Interactive Whiteboard Lessons Online Assessment (Exam view) Student:


Textbook and workbook activities Illustrating/Draw Comprehensive Skits Videos & animations of a ¡AvanzaRap! (with Karaoke track) Songs Culture video clips Cornell Notes about Interactive Notebook Foldable and layer books Flash cards

Describe geographical location and specialty dishes from Spain.

Demonstrate understanding of food and dining vocabulary unique to Spain.

Discuss Àngel Planells art and Pablo Neruda’s poems about food.

Listen to “Flamenco” music, its mixture of culture, and some of its most well-known performers.

eEdition Online eTextbook Virtual culture Online Practice

Links and Resources Avancemos textbook website: http://my.hrw.com Vocabulary and Grammar: www.Studyspanish.com Games and activities: http://www.ver-taal.com/vocabulario.htm

Resources by theme: http://www.miscositas.com/spanish.html Map downloads: www.Worldatlas.com http://www.teachertube.com/ Culture videos: www.sparkenthusiasm.com Www.cleanvideosearch.com

People, Places, and Events to Know Explora la cultura de España (P 250)

Dos odas de Pablo Neruda P 270-271, La naturaleza muerta by Àngel Planells. P 260 Comida en España y El Salvador P296, Las tapas P266

C10-Música-El flamenco


http://my.hrw.com/






http://www.cleanvideosearch.com/


Unidad 6: Lección 1 Tema: ¡Luces, cámara, acción! (P306-331) Unit Overview

This unit focuses on Making movies, Affirmative tú commands, Negative tú Commands,

Unidad 6: Lección 2 Tema: ¡Somos estrellas! (P332-357) Unit Overview

This unit focuses on Invitations to a premiere, Present subjunctive with ojalá, More subjunctive verbs with ojalá

Learning Goal Students will be able to

tell others what to do and what not to do

make suggestions and influence others

talk about movies and how they affect you

use affirmative and negative tú commands

extend and respond to invitations

talk about technology

use vamos + a + infinitive

make future plans

express hopes and wishes using the subjuntive

using present subjunctive with ojalá

use spelling changes in the subjunctive

use subjunctive of irregular verbs Objectives: The students will:






Sample Essential Questions How do you tell others what to do and what not to do? How do you make suggestions? Where in the world are we in Unidad 6? How do you use “vamos + a + infinitive”? How do you form affirmative tú commands and negative tú commands? What artistic expressions reflect culture? What is to conjugate? How does it look like? How do movies reflect cultural perspectives? What are some important holidays and celebrations in the Hispanic culture and why are they important? How do movies affect people’s lives? What influence do Spanish and Latin American actors and movies have in the United States? What are the 4 tense of the verbs in Spanish? How do I create a sentence using the subjunctive ojalá? What patterns can you find in the Spanish language?

Unit End Product Create an invitation using either a computer program or paper to invite someone to a movie premier using vocabulary and structures from the unit. Design and deliver a survey about students’ activities and preferences. (Textbook page 305)


Unidad 6: Estados Unidos ¿Te gusta el cine?


Content Standards for the Unit WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages. WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics. WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics. WL.K12.IL.2.4: Demonstrate understanding of vocabulary used in context when following written directions. WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led). WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics. WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary. WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking. WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details. WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details. WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details. WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details. WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic. WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences. WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas. WL.K12.IL.5.5: Develop questions to obtain and clarify information. WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose. WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s). WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities. WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes. WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge. WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge. WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language. WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture. WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another. WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different. WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own. WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature. WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language, and discuss their impact on own culture. WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org

Sample Activities and Tasks Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Tree Map, Bubble Map Cornell Notes Pronunciation Practice Oral and written practice Choral repetition Textbook and workbook activities Illustrating/Draw

Suggested Texts and Digital Resources Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 Teacher: One stop (DVD and at my.hrw.com) Interactive Whiteboard Lessons Online Assessment (Exam view) Student: eEdition Online eTextbook


Comprehensive Skits Videos & animations of a ¡AvanzaRap! (with Karaoke track) Songs Culture video clips Cornell Notes about Interactive Notebook Foldable and layer books Flash cards

Virtual culture Online Practice

Links and Resources Avancemos textbook website: http://my.hrw.com Vocabulary and Grammar: www.Studyspanish.com Www.cleanvideosearch.com Games and activities: http://www.thespanishcorner.org/games-and-activities.html

Resources by theme: http://www.miscositas.com/spanish.html http://www.songsforteaching.com/spanishsongs.htm Map downloads: www.Worldatlas.com Culture videos: www.sparkenthusiasm.com http://www.teachertube.com/

People, Places, and Events to Know Explora la cultura de Estados Unidos

La casa de los espíritus P326, El Óscar y el Ariel: dos premios prestigiosos P350 Los murales de Los Ángeles P 328

C18-Los Angeles- Música- El rock latino C22- Los Angeles- Música- La música Hip-hop


http://my.hrw.com/




http://www.songsforteaching.com/spanishsongs.htm




Unidad 7: Lección 1 Tema: Nuestro periódico escolar (P362-387) Unit Overview

This unit focuses on the school newspaper, using subjunctive with impersonal expressions, using Por and para correctlu, expressing opinions, school-related issues, impersonal expressions

Unidad 7: Lección 2 Tema: Somos familia (P388-417)

Unit Overview This unit focuses on the family and relationships. Using comparatives and superlatives. Describing things and people, compare personalities, attitudes and appearance.


discuss school-related issues

state and respond to opinions

present logical and persuasive arguments

use subjunctive with impersonal expressions

use impersonal expressions with haya

understand the difference for por and para

identify and explain family relationships

compare personalities, attitudes, and appearance

describe things and people using long forms of possessive adjectives

use comparatives with más de / menos de

use superlatives Objectives: The students will:






Sample Essential Questions

What are the different meanings/uses of “por” and “para”? How do I create a sentence using superlatives and comparativse? What are some important holidays and celebrations in the Hispanic culture and why are they important? How is life in the Dominican Republic similar and different from life in your community? Who was Oscar de la Renta? How is the family tradition of godparents in Latin America and the United States similar and different? How do you use the subjunctive with impersonal expressions? What constitutes an immediate and an extended family?

Unit End Product Create a picture of a favorite family activity – real or imagined. P388 Create a Layer Book depicting verb conjugations in the preterite. Design and create a comic strip. using vocabulary, structures and concepts from the unit


Unidad 7: República Dominicana ¡Soy periodista!


Content Standards for the Unit WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages. WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics. WL.K12.IM.1.4: Identify essential information and supporting details on familiar topics presented through a variety of media. WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics. WL.K12.IL.3.1: Initiate and engage in a conversation on familiar topics. WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led). WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics. WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary. WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking. WL.K12.IM.4.1: Produce a simple factual presentation supported by multimedia components and visual displays (e.g. graphics, sound) and using logically sequenced and connected sentences with relevant details. WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details. WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details. WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details. WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details. WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic. WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences. WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas. WL.K12.IL.5.5: Develop questions to obtain and clarify information. WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose. WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s). WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities. WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes. WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge. WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge. WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language. WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture. WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another. WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different. WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own. WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature. WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language, and discuss their impact on own culture. WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org

Sample Activities and Tasks Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Tree Map, Bubble Map Cornell Notes Pronunciation Practice Oral and written practice

Suggested Texts and Digital Resources

Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 Teacher: One stop (DVD and at my.hrw.com) Interactive Whiteboard Lessons


Choral repetition Textbook and workbook activities Illustrating/Draw Comprehensive Skits Videos & animations of a ¡AvanzaRap! (with Karaoke track) Songs Culture video clips Cornell Notes about Interactive Notebook Foldable and layer books Flash cards

Identify similarities and differences between life in the Dominican Republic and life in the United States.

Writes a short paragraph expressing their opinion about school-related issues using comparatives with más de / menos de superlatives.

Online Assessment (Exam view) Student: eEdition Online eTextbook Virtual culture Online Practice

Links and Resources Avancemos textbook website: http://my.hrw.com Vocabulary and Grammar: www.Studyspanish.com Games and activities: http://www.thespanishcorner.org/games-and-activities.html

Resources by theme: http://www.miscositas.com/spanish.html Map downloads: www.Worldatlas.com Culture videos: www.sparkenthusiasm.com

People, Places, and Events to Know Explora la cultura de la República Dominicana P 362

Santo Domingo P373, Los padrinos P 406, Oscar de la Renta P 384 C8- Música- El Merengue, C24- Música- La música bachata


http://my.hrw.com/







Unidad 8: Lección 1 Tema: El mundo de hoy (P418-443) Unit Overview

This unit focuses on the environment and its conservation. Other impersonal expressions, Future Tense of Regular Verbs

Unidad 8: Lección 2 Tema: En el futuro… (P444-448) Unit Overview

This unit focuses on Careers and professions, Future tense of irregular verbs, Pronouns,


express what is true and not true

discuss environmental problems and solutions

talk about future actions or events

use spelling change of -ger verbs

use impersonal expressions

use future tense of regular verbs Objectives: The students will:






Sample Essential Questions What are the 5 tense of the verbs in Spanish? How do I create a sentence using the future tense? What is to conjugate? How does it look like? Where in the world are we in Unidad 8? How do you express what is true and not true? How do you discuss environmental problems and solutions using the spelling change of –ger verbs? How do you talk about future actions or events, ask and respond to questions about the future? What are some important holidays and celebrations in the Hispanic culture and why are they important? How do you talk about professions? How do you predict future events and people’s actions or reactions? How do you form the future tense of regular and irregular verbs? How do individuals contribute to the well-being of a community? How does nature influence cultural activities? What kind of activities can help to protect the environment? What are some examples of environmental problems? What kind of activities can help to protect the environment?

Unit End Product Poster about Careers and professions using the future. Create a storytelling activity, ¿Qué profesión me gustaría tener algún día? (Textbook page 417B). Web research activity: “The Wreck of the Jessica” (Textbook page 471B) Students will be able to create a story using all 5 tense of the verbs in Spanish. Plan a tour through Ecuador that includes a variety of foods, monuments and historical entities. Comprehensive Skit.

Content Standards for the Unit WL.K12.IM.1.1: Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages. WL.K12.IM.1.2: Demonstrate understanding of the main idea and supporting details of presentations on familiar topics. WL.K12.IL.1.5: Demonstrate understanding of the main idea and essential details from oral narration and stories on familiar topics. WL.K12.IM.3.4: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led).


Unidad 8: Ecuador ¡Nuestro Futuro!


WL.K12.IM.3.5: Initiate and maintain a conversation on a variety of familiar topics. WL.K12.IM.3.6: Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary. WL.K12.IM.3.7: Follow grammatical rules for self-correction when speaking. WL.K12.IL.4.1: Present information on familiar topics using a series of sentences with sufficient details. WL.K12.IM.4.6: Describe, explain and react to personal experiences using logically connected paragraphs with relevant details. WL.K12.IL.5.1: Write on familiar topics and experiences using main ideas and supporting details. WL.K12.IM.5.1: Write narratives on familiar topics using logically connected sentences with supporting details. WL.K12.IL.5.2: Describe a familiar event or situation using a variety of sentences and with supporting details. WL.K12.IM.5.2: Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic. WL.K12.IL.5.3: Express and support opinions on familiar topics using a series of sentences. WL.K12.IM.5.5: Draft, edit and summarize information, concepts and ideas. WL.K12.IL.5.5: Develop questions to obtain and clarify information. WL.K12.IM.5.6: Produce writing that has been edited for punctuation and correct use of grammar, in which the development and organization are appropriate to task and purpose. WL.K12.IM.6.1: Distinguish patterns of behavior and social interaction in various settings in the target culture(s). WL.K12.IL.6.2: Demonstrate awareness and appreciation of cultural practices and expressions in daily activities. WL.K12.IL.6.3: Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes. WL.K12.IM.6.4: Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). WL.K12.IM.7.1: Use expanded vocabulary and structures in the target language to increase content area knowledge. WL.K12.IL.7.1: Access information in the target language to reinforce previously acquired content area knowledge. WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language. WL.K12.IL.8.1: Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture. WL.K12.IM.8.1: Compare language structures and skills that transfer from one language to another. WL.K12.IL.8.2: Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different. WL.K12.IM.8.2: Compare and contrast structural patterns in the target language and own. WL.K12.IL.8.3: Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature. WL.K12.IM.8.3: Compare and contrast the geography and history of countries of the target language, and discuss their impact on own culture. WL.K12.IM.9.1: Use expanded vocabulary and structures in the target language to access different media and community resources. www.floridastandards.org

Sample Activities and Tasks Thinking Maps : Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Circle Map, Tree Map, Bubble Map Cornell Notes Pronunciation Practice Oral and written practice Choral repetition Textbook and workbook activities Illustrating/Draw Comprehensive Skits Videos & animations of a ¡AvanzaRap! (with Karaoke track) Songs Culture video clips Cornell Notes about

Suggested Texts and Digital Resources Avancemos 1, Houghton Mifflin Hartcourt Publisher, 2013 Teacher: One stop (DVD and at my.hrw.com) Interactive Whiteboard Lessons Online Assessment (Exam view) Student: eEdition Online eTextbook Virtual culture Online Practice


Interactive Notebook Foldable and layer books Flash cards

Links and Resources Avancemos textbook website: http://my.hrw.com Vocabulary and Grammar: http://www.ver-taal.com/vocabulario.htm Games and activities: http://www.thespanishcorner.org/games-and-activities.html

Resources by theme: http://www.miscositas.com/spanish.html Www.cleanvideosearch.com Map downloads: www.Worldatlas.com http://www.teachertube.com/ Culture videos: http://lomastv.com/?gclid=CLfcpKyBsqYCFVAf4QodJVZ5Yw

People, Places, and Events to Know Explora la cultura de Ecuador (P 418)

Los parques nacionales de Ecuador P440 C14- Ecuador- Música- Música andina


http://my.hrw.com/




http://www.cleanvideosearch.com/


http://www.teachertube.com/



Documents

2016-2017 Curriculum Blueprint Grade: 9-12 Course ... · Lección Preliminar: Florida: Mis amigos y yo ... Give examples of cognates, false cognates, ... Write a letter or e-mail