BC & MLHS-Spanish 1 · 1 7th&$8thGrade$Spanish1$Briarcliff$Middle$School$ Spanish$1$1$Mountain$Lakes$High$School$ $ Seventh’and’Eighth’grade’Spanish’is’acomprehensive’course

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7th & 8th Grade Spanish -‐ Briarcliff Middle School Spanish 1 -‐ Mountain Lakes High School

Seventh and Eighth grade Spanish is a comprehensive course designed to mirror the Spanish I course offered to 9th graders at the high school level. Successful completion of this course would allow a student to move into the second year of study (Spanish II) upon teacher recommendation. The curriculum is based on ACTFL standards:

• Communication (1.1, 1.2. 1.3) • Cultures (2.1, 2.2) • Connections (3.1, 3.2) • Comparisons (4.1, 4.2) • Communities (5.1, 5.2)

A variety of instructional strategies will be employed including: whole class instruction, independent and group work , individualized instruction, music and song, listening comprehension, thematic DVD episodes and on-‐line textbook activities including an interactive reader. Each lesson focuses on vocabulary acquisition paired with grammar usage. Students develop oral and written communication skills and are introduced to the cultures of the hispanophone world. Comparisons are made between their own language and the target language while connections are made between the study of world languages and other disciplines. Technology is infused with the use of a fully-‐integrated on-‐line textbook and work space. Smartboard lessons and web sites in the target language enhance an authentic experience. Students will be assessed through various techniques including class and group work, written assignments, test, quizzes, and projects where applicable.

The goal is the development a 21st century learner. Students will acquire skills preparing for integration and success in the global community. The Briarcliff World Language Program, recognizing the individuality of students, utilizes diverse instructional techniques to afford students a variety of opportunities to succeed. It is important to note that in Briarcliff, students will be asked to create and maintain a video/audio journal throughout the two-‐year course. This journal will serve as a portfolio on google.docs and be used as a recursive element in the classroom. Students will also select one Spanish-‐speaking country to include in their journal. This journal will be referred to in each unit of study.

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Teacher resources: • American Council on the Foreign Languages Standards (www.actfl.org/node/192) • 21st Century Skills (www.p21.org/) • Holt McDougal On-‐line (www.myhrw.com) • Real Academia Española (www.rae.es ) • Smart Educations Solutions (www.smarttech.com) • Mountain Lakes Long Range Education Plan: 2009-‐2014 (http://mlschools.org/ )

Briarcliff Text Reference: Gahala, Estella et al., ¡Avancemos 1ª!, copyright 2013, by Holt McDougal, Austin, TX. Gahala, Estella et al., ¡Avancemos 1b!, copyright 2013, by Holt McDougal, Austin, TX. MLHS Text Reference: Gahala, Estella et al., ¡Avancemos 1 (a & b combined)!, copyright 2013, by Holt McDougal, Austin, TX. Revised July 2014

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Unidad 1: Un rato con los amigos Essential Questons: How does a student say where he/she is from? How does a student say what he/she likes to do? How does a student describe himself/herself and friends?

Objectives: Students will be able to:

• talk about activitities • tell where he/she is from • say what he/she likes and doesn't like to do • describe himself/herself and others • identify people and things Topic/Content

Skills Assessment Resources Instructional

Method Tech Infusion ACTFL

Standards Topic: Familiarize students with some of the Spanish-‐speaking communities in the United States, Colombia and Mexico.

Test/Quizzes Homework Classwork Portfolio

¡Avancemos! 1a course on-‐line textbook

Lecture Group work Oral/Aural activities

Smartboard On-‐line performance workspace DVD Telehistorias On-‐line Interactive Reader

2.1, 4.2, 5.1, 5.2

Skill: Use vocabulary to talk about daily activities, snack foods, and likes and dislikes.





1.1, 1.2, 2.2, 4.2

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Skill: Use subject pronouns and ser in context.





1.1, 1.2, 2.2, 4.2

Skill: Use de to describe where you are from.





1.1, 1.2, 2.2, 4.2

Skill: Use gustar with an infinitive.





1.1, 1.2, 1.3, 4.1

Skill: Use vocabulary to describe yourself and friends.





1.1, 1.2, 1.3, 2.2

Skill: Use ser to describe what someone is like.




Smartboard DVD Telehistorias On-‐line Interactive Reader

4.1

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Differentiated Learning Activities: The World Language classroom in Briarcliif is structured to foster a student-‐centered learner-‐active environment. This environment is differentiated by both ability and interests, allowing for students to acquire 21st century skills (Global Awareness, Communication and Collaboration, Media Literacy, Intitative and Self-‐Direction, Social and Cross-‐Cultural Skills, Productivity and Accountabilty, Leadership and Responsibility). The nature of World Language study integrates global and cultural awareness with an emphasis on communication. The classroom experience includes benchmark lessons, group work, self-‐scheduling/time management and one-‐on-‐one instruction as needed. On-‐line resources (textbook, performance space, interactive reader, tutorials, oral/aural reinforcement activities, modified assessments) support this environment. Unidid 1: Un rato con los amigos 21st Century Skills Journal Project:

• Students will describe themselves and their friends as well as say where they live. • Students will share basic facts about the country they are following for the year.

Skill: Use definite and indefinite articles.





1.1, 1.2, 1.3, 4.1

Skill: Use noun-‐adjective agreement.




1.1, 1.2, 1.3, 2.1, 3.1, 4.1, 4.2

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Unidad 2: ¡Vamos a la escuela! Essential Questons: How does a student talk about their daily schedule at school? How does a student say what they have to do and how often? How can a student describe the classroom and say where things are located? Can a student describe how he/she is feeling?


• talk about daily schedules • ask and tell time • say what he/she has and has to do • say what he/she does and how often he/she does things • describe classroom and classroom objects • say where things are located • say where he/she is going • talk about how he/she is feeling

Topic/Content



Standards Topic: Familiarize students with how schools in Mexico, the Dominican Republic and Paraguay are structured.





2.1, 4.2, 5.1, 5.2

Skill: Use vocabulary to talk about time, school and class




Smartboard On-‐line performance workspace DVD Telehistorias

1.1, 1.2, 2.2, 4.2

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schedules, numbers, school subjects and classroom activities foods.

On-‐line Interactive Reader

Skill: Use the verb tener and expressions with tener in context.





1.1, 1.2, 2.2, 4.2

Skill: Use the regular form of regular -‐ar verbs in context.





1.1, 1.2, 2.2, 4.2

Skill: Use vocabulary to describe classroom objects, places in school and adjectives.





1.1, 1.2, 1.3, 2.2

Skill: Use the verb estar in context.





4.1

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Skill: Use adjectives to describe feelings.





1.1, 1.2, 1.3, 4.1

Skill: Use the verb ir in context.




1.1, 1.2, 1.3, 2.1, 3.1, 4.1, 4.2

Differentiated Learning Activities: The World Language classroom in Briarcliif is structured to foster a student-‐centered learner-‐active environment. This environment is differentiated by both ability and interests. The classroom experience includes benchmark lessons, group work, self-‐scheduling/time management and one-‐on-‐one instruction as needed. On-‐line resources (textbook, performance space, interactive reader, tutorials, oral/aural reinforcement activities, modified assessments) support this environment. Unidid 2: ¡Vamos a la escuela! 21st Century Skills Journal Project:

• Students will talk about their typical day at school and the classes they are taking. They will include how they feel about their courses in general.

• Students will describe the major city/cities and important landmarks in their chosen country.

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Unidad 3: Comer en familia Essential Questons: How can a student talk about his/her family and family meals? How does a student communicate which foods he/she likes or dislikes? How does a student talk about his/her age and birthday? How does a student make comparisons? Objectives: Students will be able to:

• use interrogative words • use gustar with nouns • use present tense of -‐er and -‐ir verbs • use the verb hacer • use de to show possession • use possessive adjectives • make comparisons Topic/Content



Standards Topic: Familiarize students with some of the traditional foods of Puerto Rico, El Salvador and Peru.





2.1, 4.2, 5.1, 5.2

Skill: Use vocabulary to talk about food and meals.





1.1, 1.2, 2.2, 4.2

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Skill: Use gustar with nouns in context.





1.1, 1.2, 2.2, 4.2

Skill: Use gustar to express what foods you like and dislike.





1.1, 1.2, 2.2, 4.2

Skill: Use the present tense of -‐er and -‐ir verbs.





1.1, 1.2, 1.3, 4.1

Skill: Use the verb hacer and connect it to -‐er verbs.





1.1, 1.2, 1.3, 2.2

Skill: Use vocab to name family members and the months of the year.




Smartboard On-‐line workspace DVD Telehistorias On-‐line Interactive Reader

1.1, 1.2, 2.2, 4.2

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Skill: Use possessive adjectives in context.





1.1, 1.2, 1.3, 4.1

Skill: Use the comparative constructions in context.




1.1, 1.2, 1.3, 2.1, 3.1, 4.1, 4.2

Differentiated Learning Activities: The World Language classroom in Briarcliif is structured to foster a student-‐centered learner-‐active environment. This environment is differentiated by both ability and interests. The classroom experience includes benchmark lessons, group work, self-‐scheduling/time management and one-‐on-‐one instruction as needed. On-‐line resources (textbook, performance space, interactive reader, tutorials, oral/aural reinforcement activities, modified assessments) support this environment. Unidid 3: Comer en familia 21st Century Skills Journal Project:

• Students will talk about meals at home and foods they like and disllike. They will mention how old they are when their birthday.

• Students will describe an authentic dish from their chosen country and include the recipe for it.

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Unidad 4: ¡Vamos de compras! Essential Questons: How does a student talk about the clothes he/she wants to buy and when to wear it? How does a student describe different places and events taking place locally and how to get there? How does a student say what he/she is going to order from a menu? Objectives: Students will be able to:

• use tener expressions • use stem-‐changing verbs: e è ie • use direct object pronouns • use the verb ver, ir a + infinitive • use stem-‐changing verbs: o è ue • use stem-‐changing verbs: e è i Topic/Content



Standards Topic: Familiarize students with what teenagers in Spain, Chile and Guatemala wear and where they shop.





2.1, 4.2, 5.1, 5.2

Skill: Use vocabulary to talk about stores, clothes, colors and seasons.





1.1, 1.2, 2.2, 4.2

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Skill: Use stem changing verbs: e → ie.





1.1, 1.2, 2.2, 4.2

Skill: Use stem-‐changing verbs to clothes you and your friends want to buy.





1.1, 1.2, 2.2, 4.2

Skill: Use direct object pronouns in context.





1.1, 1.2, 1.3, 4.1

Skill: Use vocab to describe places you go to in town, means of transportation, and ordering a meal.





1.1, 1.2, 1.3, 2.2

Skill: Use stem-‐changing verbs: o → ue in context.





4.1

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Skill: Use stem-‐changing e → i in context.




Smartboard On-‐line workspace DVD Telehistorias Interactive Reader

1.1, 1.2, 1.3, 4.1

Differentiated Learning Activities: The World Language classroom in Briarcliif is structured to foster a student-‐centered learner-‐active environment. This environment is differentiated by both ability and interests. The classroom experience includes benchmark lessons, group work, self-‐scheduling/time management and one-‐on-‐one instruction as needed. On-‐line resources (textbook, performance space, interactive reader, tutorials, oral/aural reinforcement activities, modified assessments) support this environment. Unidid 4: ¡Vamos de compras! 21st Century Skills Journal Project:

• Students will describe what they wearing and where they go shopping for their clothes. They will also include ordering a meal while out shopping.

• Students will describe the currency used in their chosen country and include the current exchange rate.

Unidad 5: ¡Bienvenido a nuestra casa! Essential Questons: How does a student describe his/her house and its contents? How does a student describe people and locations? How does a student plan for a party? How does a student describe what he/she just did? Objectives: Students will be able to:

• use ser and estar • use ordinal numbers • use more irregular verbs • give affirmative tú commands • use the construction acabar de + infinitive

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Topic/Content Skills

Assessment Resources Instructional Method

Tech Infusion ACTFL Standards

Topic: Acquaints students with how some people live in Ecuador, Argentina and Panama.


¡Avancemos! 1b course on-‐line textbook



2.1, 4.2, 5.1, 5.2

Skill: Use vocabulary to talk about rooms of a house, furniture and household items.





1.1, 1.2, 2.2, 4.2

Skill: Use ser and estar in context.





1.1, 1.2, 1.3, 2.2, 4.1, 4.2

Skill: Use ordinal numbers.





1.1, 1.2, 2.2, 4.1, 4.2

Skill: Use vocabulary to talk about household chores and party activities.





1.1, 1.2, 1.3, 2.2

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Skill: Use decir, venir and dar in context.





1.1, 1.2, 1.3, 4.1

Skill: Give affirmative tú commands.





1.1, 1.2, 1.3, 4.1

Skill: Use acabar de + infinitive construction.




1.1, 1.2, 1.3, 2.1,2.2, 4.2

Differentiated Learning Activities: The World Language classroom in Briarcliif is structured to foster a student-‐centered learner-‐active environment. This environment is differentiated by both ability and interests. The classroom experience includes benchmark lessons, group work, self-‐scheduling/time management and one-‐on-‐one instruction as needed. On-‐line resources (textbook, performance space, interactive reader, tutorials, oral/aural reinforcement activities, modified assessments) support this environment. Unidid 5: ¡Bienvenidos a nuestra casa! 21st Century Skills Journal Project:

• Students will describe their homes and where to find many everyday household items. They will include planning for a family celebration at home

• Students will give details of a holiday and how it is celebrated in their chosen country.

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Unidad 6: Mantener un cuerpo sano Essential Questons: How does a student talk about healthy activities? How does a student talk about whom or what he/she knows? How does a student talk about parts of the body? How does a student make an excuse for not participating in an activity?


• use the verb jugar • talk about whom he/she knows • talk about what he/she knows • use the verb doler • use the preterite of -‐ar verbs • use the preterite of -‐car, -‐gar, -‐zar verbs Topic/Content



Standards Topic: Explore some of the most popular sports played by teenss in the Dominican, Honduras and Venezuela.





2.1, 4.2, 5.1, 5.2

Skill: Use vocabulary to talk about sports, places where sports are played and sports equipment.





1.1, 1.2, 2.2, 4.2

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Skill: Use the verb jugar in context.





1.1, 1.2, 2.2, 4.2

Skill: Use saber and conocer/conocer a in context.





1.1, 1.2, 2.2, 4.2

Skill: Use vocabulary to describe parts of the body and activities to stay healthy.





1.1, 1.2, 1.3, 2.2

Skill: Use the preterite of -‐ar verbs.





4.1

Skill: Use the preterite of verbs ending in -‐car, -‐gar and -‐zar.





1.1, 1.2, 1.3, 4.1

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Differentiated Learning Activities: The World Language classroom in Briarcliif is structured to foster a student-‐centered learner-‐active environment. This environment is differentiated by both ability and interests. The classroom experience includes benchmark lessons, group work, self-‐scheduling/time management and one-‐on-‐one instruction as needed. On-‐line resources (textbook, performance space, interactive reader, tutorials, oral/aural reinforcement activities, modified assessments) support this environment. Unidid 6: Mantener un cuerpo sano 21st Century Skills Journal Project:

• Students will talk about what kind of recreational activities/sports they play. They will also say how these activities are related to their overall physical well-‐being.

• Students will describe the most popular sports/recreational activities in the country they have chosen to study.

Unidad 7: ¡Una semana fenomenal! Essential Questons: How does a student talk about technology? How does a student relate events that took place in the past? How does a student talk about where he/she went, what he/she did and how it was? How does a student extend an invitation over the phone? Objectives: Students will be able to:

• use the preterite of -‐er and -‐ir verbs • use affirmative and negative words • Qué + an adjective • use the preterite of ir, ser and hacer • use pronouns after prepostions

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Topic/Content Skills

Assessment Resources Instructional Method

Tech Infusion ACTFL Standards

Topic: Explore what teens in Argentina, Bolivia and Nicaragua do in their free time.





2.1, 3.1, 4.2, 5.1, 5.2

Skill: Use vocab to talk about technology related activities & parts of a computer.





1.1, 1.2, 2.2, 4.2

Skill: Use the preterite of -‐er and -‐ir verbs in context.





1.1, 1.2, 2.2, 4.2

Skill: Use affirmative and negative words in context.





1.1, 1.2, 2.2, 4.2

Skill: Use vocab to describe places of interest, special events & parks; extending/declining invitiations, talking on the phone.





1.1, 1.2, 1.3, 2.2

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Skill: Use the preterite of ir, ser and hacer in context.





4.1

Skill: Use pronouns after prepositions.





1.1, 1.2, 1.3, 4.1

Differentiated Learning Activities: The World Language classroom in Briarcliif is structured to foster a student-‐centered learner-‐active environment. This environment is differentiated by both ability and interests. The classroom experience includes benchmark lessons, group work, self-‐scheduling/time management and one-‐on-‐one instruction as needed. On-‐line resources (textbook, performance space, interactive reader, tutorials, oral/aural reinforcement activities, modified assessments) support this environment. Unidid 7: ¡Una semana fenomenal! 21st Century Skills Journal Project:

• Students will talk about what they did and where they went last week. They will also include what technology they used during the week.

• Students will describe an event of historical significance in the country they have chosen to study.

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Unidad 8: Una rutina diferente Essential Questons: How does a student talk about what he/she does during a typical day? How does a student describe what he/she does on vacation? Objectives: Students will be able to:

• use reflexive verbs • use the present progressive • use indirect object pronouns • use demonstrative adjectives Topic/Content



Standards Topic: Compare/ contrast vacations taken by teens in Ecuador, Costa Rica, and Uruguay.





2.1, 4.2, 5.1, 5.2

Skill: Use vocab to talk about daily routines, vacation destinations, ways to travel, and personal care items





1.1, 1.2, 2.2, 4.2

Skill: Use reflexive pronouns and reflexive verbs in context.





1.1, 1.2, 2.2, 4.2

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Skill: Use the present progressive construction in context.





1.1, 1.2, 2.2, 4.1, 4.2

Skill: Use vocab to describe vacation activities, jewelry, handicrafts, and bargaining.





1.1, 1.2, 1.3, 2.2

Skill: Use indirect object pronouns in context.





1.1, 1.2, 1.3, 4.1

Skill: Use demonstrative adjectives in context.





1.1, 1.2, 1.3, 2.1, 3.1, 4.1, 4.2

Differentiated Learning Activities: The World Language classroom in Briarcliif is structured to foster a student-‐centered learner-‐active environment. This environment is differentiated by both ability and interests. The classroom experience includes benchmark lessons, group work, self-‐scheduling/time management and one-‐on-‐one instruction as needed. On-‐line resources (textbook, performance space, interactive reader, tutorials, oral/aural reinforcement activities, modified assessments) support this environment. Unidid 8: Una rutina diferente 21st Century Skills Journal Project:

• Students will talk about their vacation plans and how their routine will be different while on holiday. • Students will recommend an itinerary for traveling through the country they have chosen to study.

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BC & MLHS-Spanish 1 · 1 7th&$8thGrade$Spanish1$Briarcliff$Middle$School$ Spanish$1$1$Mountain$Lakes$High$School$ $ Seventh’and’Eighth’grade’Spanish’is’acomprehensive’course